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CROWN®
Ceramic Hob
Instruction Manual / Installation Manual
Упътване за употреба на керамичен плот
MODEL: CROWN VCP 32D
Модел: VCP 32D
Предупреждения за безопасност
Вашата безопасност е важна за нас. Моля, прочетете тази информация, преди да използвате плота.
✓ Уредът не трябва да се използва от деца или лица с намалени физически, сензорни или ментални възможности или с липса на опит и познания, освен ако не са наблюдавани или инструктирани. Децата трябва да бъдат наблюдавани, за да не си играят с уреда. Почистването и поддръжката не трябва да бъдат изпълнявани от деца, ако не бъдат наблюдавани.
✓ ПРЕДУПРЕЖДЕНИЕ: Уредът и откритите му части се загряват по време на употреба.
✓ Трябва да се внимава и да не се докосват загряващите се елементи.
✓ Деца под 8-годишна възраст не трябва да бъдат допускани в близост до уреда, ако не са под непрекъснато наблюдение.
✓ Предупреждение: Ако повърхността е напукана, изключете уреда, за да избегнете възникването на токов удар, тъй като повърхностите на плота от стъклокерамика и подобни материали предпазват частите под напрежение.
✓ Предупреждение: Да не се използва парочистачка.
✓ Този уред не е предназначен за употреба с външен таймер или система за дистанционно управление.
✓ Опасност от възникване на пожар: Не съхранявайте предмети върху готварските повърхности.
ВНИМАНИЕ: Процесът на готвене трябва да се наблюдава. Краткотраен процес на готвене трябва да се наблюдава непрекъснато.
ВНИМАНИЕ: Готвене на газов котлон при наличие на мазнина или олио може да бъде опасно и да доведе до възникване на пожар.
Ако захранващият кабел е повреден, той трябва да бъде подменен от производителя, негов сервизен агент или лица с подобна квалификация, за да избегнете опасности.
Никога не се опитвайте да угасите пламъци с вода, а изключете уреда и след това покрийте огъна, напр. с капак или огнезащитно одеяло.
ПРЕДУПРЕЖДЕНИЕ: Използвайте само защитни устройства за този плот, предвидени от производителя за уреда и посочени като подходящи в упътването за употреба или като вградени в плота защитни устройства. Употребата на неподходящи защитни устройства може да причини злополуки.
След монтиране на уреда, захранващият му кабел трябва да остане недостъпен.
Поздравяваме Ви с покупката на Вашия нов керамичен плот.
Препоръчваме да отделите известно време, за да прочетете това упътване за употреба/ръководство за монтаж, за да се запознаете напълно с информацията как да го монтирате правилно и да го използвате по предвидения начин.
За монтажа на уреда прочетете раздела с информация за монтаж.
Прочетете внимателно всички инструкции по техника за безопасност, преди да пристъпите към употреба на уреда, и запазете упътването за употреба/ръководството за монтаж за бъдещи справки.
Описание на уреда
Изглед отгоре
Мощност на зоните за готвене
| Зона за готвене | Макс. мощност (220-240 V~ 50/60 Hz) |
|----------------|-----------------------------------|
| Зона за готвене A | 1800W / 900W (230 V~) Двойна зона |
| Зона за готвене B | 1200 W (230 V~) |
| Обща номинална мощност | 3000 W(230~) |
| Описание | Описание |
|----------|----------|
| A [a b] | Бутон за избиране на зона |
| B — | Бутон за настройка на мощност/таймер (намаляване) |
| C + | Бутон за настройка на мощност/таймер (увеличаване) |
| D I | Бутон за вкл./изкл. |
| E @ | Бутон на заключване на kontrolния панел |
| F L | Бутон на таймера |
| G O | Бутон за контрол на двойната уширяема зона |
Функции на продукта
➢ Керемачният плот се грижи за всички видове приготвяни ястия. Със своите лъчисти зони за готвене, електронните сензорни бутони за управление и мултифункционалността си, той е идеалният избор за съвременното семейство.
➢ Керамичният плот е ориентиран силно към удобството и лекотата на използване от потребителите и е надежден и безопасен.
Специални функции
Защита от прегряване
Уредът е оборудван с датчик, който следи температурата в зоните за готвене. Когато температурата надвиши безопасното ниво, зоната за готвене автоматично се изключва.
Индикатор за остатъчна топлина
Когато плотът се работил известно време, ще има и остатъчна топлина. Буквата “Н” се показва, за да Ви предупреди, че повърхността е твърде гореща, за да бъде докосвана.
Автоматично изключване
Автоматичното изключване е защитна функция за Вашия керамичен плот. Той изключва автоматично, ако някога забравите да го изключите. Времената на работа по подразбиране за различните степени на мощност са показани в таблицата по-долу:
| Степен на мощност | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|-------------------|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| Време на работа по подразбиране (мин.) | 599 | 540 | 480 | 420 | 360 | 300 | 240 | 180 | 120 |
Защита срещу непредвидени работи.
Ако електронното управление открее бутон, който е задържан около 10 секунди, уредът автоматично ще се изключи. Управлението изпраща звуков сигнал за грешка, за да предупреди сензорите, че е открито наличие на обект. На дисплея ще се показва код за грешка „Еб“.
Преди да използвате своя нов керамичен котлет
• Прочетете това упътване, като обърнете специално внимание на раздела “Предупреждения за безопасност”.
• Отстранете всички предпазни фолия, които може да се по повърхностите на керамичния плот..
Използване на сензорните бутони
- Бутоните за управление реагират на Вашите докосвания, затова не е нужно да прилагате натиск.
- Докосвайте с възглавничката на пръста си, а не с върха му.
- Ще чуете кратък звуков сигнал при регистрирането на всяко докосване.
- Уверете се, че бутоните за управление са винаги чисти, сухи и че няма предмети върху тях (това може да бъдат например домакински принадлежности или кърпа). Дори тъньк слой вода може да затрудни работата с бутоните за управление.
Избор на правилния готварски плот
Не използвайте кухненски съдове с неравни ръбове или извита основа.
Уверете се, че основата на готварския съд е гладка, стои пълтно на стъклото и е със същия размер като зоната за готвене. Използвайте готварски съдове, чийто диаметър на дъното е толкова голям, колкото очертанието на избраната зона. Когато се използва малко по-широк готварски съд, енергията, която ще се използва, е с максимална производителност. Ако използвате по-малки съдове, ефективността ще бъде по-малка от очакваната. Винаги поставяйте готварския съд в центъра на зоната за готвене.
Винаги вдигайте готварските съдове от керамичния плот, когато искате да ги отдръпнете. Не ги пълзгайте, тъй като може да надраскат стъклото.
Използване на керамичния плот
Начало на готвене
1. Поставете подходящ готварски съд върху зоната за готвене, която искате да използвате.
- Уверете се, че дъното на готварския съд и повърхността на зоната за готвене са чисти и сухи.
2. Докоснете бутона за вкл./изкл. (A) за 2 секунди. След като се включи, зумерът издава един кратък звуков сигнал, всички дисплеи показват “-”, което означава, че керамичният плот е влязъл в състояние на режим на готовност.
3. В зависимост от зоната за готвене, върху която е поставен готварския съд, натиснете бутона (a) или (b).
4. Изберете степента на мощност от 0 до 9, като натискате бутона “+” (C) или “-” (B).
5. Нивото на мощност ще започне от 0. Натискането на “+” ще отчита нивата на мощност от 0 до 9 (максимална мощност) в числов ред. Натискането на клавиша “-” ще отнеме мощност направо от 0 до 9. Натискането на клавиша “-” отново ще намали нивото на мощност.
- Ако не изберете степен на загряване в рамките на 20 секунди, керамичният плот автоматично ще се изключи. Ще се наложи да започнете отново от стъпка 2.
- Можете да променяте степента на загряване винаги, когато желаете по време на готвене.
Използване на функция за заключване на kontrolния панел
• Можете да заключите бутоните, за да предотвратите нежелана употреба (например деца, които случайно включват зоните за готвене).
• Когато kontrolния панел е заключен, всички бутони, с изключение на контрола OFF, са неактивни.
За заключване на бутоните
Докоснете бутона за заключване (E) „” за 2 секунди. Индикаторът над бутона за заключване ще светне и индикаторът на таймера ще показва „Loc“.
За да отключите бутоните
1. Уверете се, че плота е включен.
2. Докоснете и задръжте за кратко бутона за заключване.
3. Вече можете да започнете да използвате вашия керамичен плот.
Когато плота е в режим на заключване, всички контроли са деактивирани, с изключение на бутона OFF. С него можете винаги да изключите котлона при спешни случаи, но при следващата операция трябва да отключите плота първо.
Работа с таймера
• Можете да настроите таймера да изключва една зона за готвене след достигане на зададено време.
• Можете да настроите таймера от 0 до 120 минути.
1. Изберете релевантната зона за готвене, която искате да настроите. За пример зона A.
2. Натиснете бутона на таймера (F), индикаторът на таймера ще покаже “0”.
3. Като използвате бутоните “+” и “-“, можете да зададете настройка от 1 до 120 минути.
4. Когато времето е зададено, таймерът ще се включи веднага и ще започне да отброява. Индикаторът ще започне да показва степента на мощност след 5 секунди.
5. Ако е необходимо да проверите оставащото време, можете да изпълните стъпка 1 и 2 отново.
6. Когато времето за готвене, зададено от таймера, изтече, съответната зона за готвене ще се изключи автоматично. Ако има друга включена зона за готвене, тя ще продължи да работи.
• Таймерът функционира само когато зоната за готвене е включена.
Използване на двойната уширяема зона
Възможно е да се управлява и двойната зона. Когато се активира двойна зона за готвене, Двата ринга са включени едновременно. Активирането на външния ринг е индикирано с пилотна лампа до бутона (G). Ако искате да включите вътрешния ринг го направете с помощта на същия бутон (G). Натиснете отново бутона (G), за да активирате отново външната верига и съответната пилотна светлина ще се включи.
Обслужване и поддръжка
Предупреждение
Винаги изключвайте електрозахранването, преди да изпълнявате работи по поддръжката. В случай на неизправност се свържете с отдела по обслужване на клиенти.
Поддръжка
Повредени захранващи кабели трябва да бъдат заменяни от компетентно лице или квалифициран електротехник.
Само за домашна употреба.
Никога не поставяйте празен готварски съд върху плота, тъй като това ще активира съобщение за грешка, което ще се появи на панела за управление.
Когато зоната за готвене е била включена продължително време, повърхността и остава гореща известно време след изключването. Затова не докосвайте керамичната повърхност.
Не използвайте плота за затопляне на запечатани храни, преди да ги отворите и да премахнете опаковката, тъй като това би довело до повреди, тъй като поради топлинното разширяние, запечатаната опаковка може да експлодира.
Ако повърхността на плота е напукана, изключете уреда от мрежовото захранване, за да избегнете възможността от токов удар.
Не поставяйте готварски съдове с грубо или неравно дъно, тъй като може да повредят керамичната повърхност.
Избягвайте да изтървайте върху плота тигани и тенджери. Керамичната повърхност е здрава, но не е нечуплива.
Не поставяйте почистващи препарати или запалими материали под плота.
Почистване на уреда
Внимание
Избягвайте да търкate с абразивни препарати или с дъното на готварските съдове повърхността на плота, тъй като с времето ще се износят маркировките върху керамичния плот.
Почистявайте керамичния плот редовно, за да предотвратите натрупването на остатъци от храна.
➢ Уредът трябва да бъде почистван след употреба.
➢ Повърхността на керамичния плот може лесно да се почисти по следния начин:
| Тип на замърсяването | Метод на почистване | Почистващи материали |
|-----------------------|---------------------|----------------------|
| Варовикови отлагания | Нанесете бял оцет върху повърхността, след това го попийте и подсушете с мека кърпа. | Специален препарат за почистване на керамични плотове |
| Изгорели остатъци от храна | Почистете с мокра кърпа и го подсушете със суха кърпа. | Специален препарат за почистване на керамични плотове |
| Леки замърсявания | Почистете с мокра кърпа и го подсушете със суха кърпа. | Домакинска гъба |
| Остатъци от стопена пластмаса | Използвайте стъргалка, подходяща за стъклокерамика, за да отстраните залепналите замърсявания | Специален препарат за почистване на керамични плотове |
С помощта на стъргалка отстранете незабавно всички парченца от алуминиево фолио, пръски от храна, мазни пръски, полепнала захар и петна от други храни с високо съдържание на захари от повърхността, за да се избегне повреждане на плота. След това почистете повърхността със салфетка и подходящ почистващ продукт. Изплакнете с вода и подсушете с чиста кърпа. При никакви обстоятелства не трябва да се използват домакински груби гъби или абразивни кърпи. Избягвайте също използването на агресивни химически детергенти, например спрейове за почистване и препарати за отстраняване на петна.
Отстраняване на неизправности
Преди да се обрънете към сервизен център, проверете дали уредът е правилно свързан, или са наличие някои от следните случаи, които не се покриват от гаранцията.
➢ Повреди, причинени от неправилна употреба, съхранение или поддръжка.
➢ Повреди, причинени от неразрешено разглобяване и ремонт.
➢ Повреди, причинени от погрешна употреба.
➢ Използване на керамичния плот за комерсиални цели.
Ако възникне необичайна ситуация, керамичният плот ще влезе в защитно състояние автоматично и ще изведе съответните защитни кодове:
| Съобщение за грешка | Възможна причина | Начин на отстраняване |
|---------------------|------------------|-----------------------|
| E6 | Натиснете , който и да е от бутоните за 10 секунди. | Освободете бутона и устройството ще се рестартира. |
| H1 | Температурата в уреда е твърде висока. | Уредът трябва да се изключи и да се изчака да изстине. |
Дадени са най-често срещаните проблеми.
Не разглобявайте уреда самостоятелно, за да избегнете възникване на опасности и повреди на керамичния плот, а се свържете с доставчика си.
Техническа спецификация
| Керамичен плот | CROWN VCP 32D |
|----------------|---------------|
| Зони за готвене | 2 зони |
| Напрежение: | 220-240V~ |
| Мощност | 3000 W (230 V~) |
| Размери на продукта (ДхШхВ mm) | 290 x 520 x 50 |
| Размери за вграждане АхВ (mm) | 260 x 490 |
Теглото и размерите са приблизителни Тъй като ние непрекъснато се стремим да подобряваме нашите продукти, можем да променим спецификациите и дизайна без предварително уведомление.
Монтаж
Избор на място за монтиране
Отрежете работната повърхност в съответствие с размерите, показани на чертежа. За целите на монтажа и работата на уреда трябва да се запази свободно пространство от 5 см около отвора.
Уверете се, че дебелината на работната повърхност е поне 30 mm. изберете топлоустойчив материал за работната повърхност, за да се избегнат големи деформации поради топлоотделянето от зоните за готвене. както е показано по-долу:
| Д (mm) | Ш (mm) | В (mm) | Д (mm) | А (mm) | В (mm) | Х (mm) |
|--------|--------|--------|--------|--------|--------|--------|
| 290 | 520 | 47 | 43 | 260 | 490 | 50 |
Винаги керамичният плот за готвене трябва да бъде добре вентилиран и въздушните входове и изходи не трябва да са блокирани. Керамичният плот трябва да е в добро работно състояние. Както е показано по-долу
Забележка: Разстоянието за безопасност между плота и шкаф, намиращ се над плота, трябва да бъде поне 650 mm.
| A (mm) | B (mm) | C (mm) | D | E |
|--------|--------|--------|---------|--------------------|
| 650 | 50 | 20 | Вход за въздух | изход за въздух 5 mm |
Преди да монтирате плота, се уверете, че
- Работната повърхност е квадратна и нивелирана, както и че няма части от конструкцията, които да противоречат на изискванията за пространство.
- Работната повърхност е изработена от топлоустойчив материал.
- Ако плотът е монтиран над фурна, фурната трябва да има вграден охлаждащ вентилатор.
- Монтажът ще отговаря на всички изисквания за свободно пространство и на приложимите стандарти и разпоредби.
- В електрическата част на уреда е включен подходящ изолиращ прекъсвач, осигуряващ пълно разединяване от мрежовото захранване. Монтиран е и е позициониран така, че да отговаря на местните правила и разпоредби за свързване към електричество.
Този изолиращ прекъсвач трябва да бъде от подходящ тип и да осигурява 3 mm въздушна междина между отворените контакти на всички полюси (или във всички активни (фазови) проводници, ако местните правила позволяват такава възможност).
- Изолиращият прекъсвач ще е лесно достъпен за потребителя, когато плотът е монтиран.
- Консултирайте се с местните органи по строителен надзор и със законовите разпоредби, ако не сте сигурни за монтажа.
- Използвайте материал с топлоустойчиво и лесно за почистване покритие (например керамични плочки) за стенните повърхности около плота.
След монтиране на плота, уверете се, че:
Захранващият кабел не може да се достигне през вратичките на шкафа или през чекмеджетата.
- Има достатъчно приток отвън на свеж въздух от шкафовете към основата на плота.
- Ако плотът е монтиран над чекмедже или шкаф, под основата на плота е монтирана термозащитна бариера.
- Изолиращият прекъсвач лесно може да се достигне от потребителя.
Монтаж
Отрежете отвор работния плот с показаните размери (фиг. 1) с подходящо оборудване. Уплътнете отрязания ръб на работния плот като използвате силикон или PTFE и изчакайте да изсъхне, преди да монтирате плота за готвене.
Залепете доставената с уреда уплътнителна лента по долния ръб на плота за готвене, като краишата ѝ трябва да се припокрият.
Не използвайте лепило, за да фиксирате плота за готвене в работния плот. След като уплътнението е поставено, позиционирайте плота за готвене в отразения отвор на работния плот. Приложете малък натиск надолу върху плота за готвене, за да го изтласкате в работния плот, като се уверите, че е създадено добро уплътнение около външния ръб (фиг. 4).
Предупреждения
1. Керамичният плот трябва да бъде монтиран от квалифициран персонал или техник. Обърнете се към специалисти, за да направят монтажа- Не го правете сами.
2. Плотът за готвене не трябва да бъде монтиран точно над съдомиялна машина, хладилник, фризер, миялна машина или сушилня, тъй като влагата може да повреди електронните му компоненти.
3. Керамичният плот трябва да бъде монтиран така, че да може да се осигури най-добро топлоотдаване, за да се подобри неговата надеждност.
4. Стената и зоната, подложена на загряване, намиращи се над повърхността на плота за готвене, трябва да издържат на топлина.
5. За да се избегнат всякакви повреди, многослойният материал на работния плот и лепилото трябва да бъдат устойчиви на топлина.
Включване на уреда към електрическата мрежа.
Всички работи по монтирането трябва да бъдат изпълнени от компетентно лице или квалифициран електротехник. Преди включване в мрежовото електрозахранване, уверете се че напрежението на мрежата съответства на това, посочено на фабричната табелка.
Предупреждение: Този уред трябва да бъде заземен.
Плотът за готвене трябва да бъде свързан към мрежово електрозахранване само от лице с подходяща квалификация.
Преди да свържете плота към мрежовото електрозахранване, проверете дали:
1. Домашната електроинсталация е подходяща за мощността, консумирана от плота.
2. Напрежението съответства на стойността, посочена на фабричната табелка.
3. Сечението на захранващия кабел може да издържи натоварването, посочено на фабричната табелка. За свързване на плота за готвене към мрежовото електрозахранване, не използвайте адаптери, регулатори (намалители на напрежение) или разклонители, тъй като те може да да доведат до възникване на прегряване и пожар.
Захранващият кабел не трябва да се докосва до горещи части и трябва да бъде разположен така, че в някоя негова точка температурата да не надвишава 75°C.
Проверете с електротехник дали домашната електроинсталация е подходящ, и не налага промени. Всякакви промени трябва да бъдат извършвани единствено от квалифициран електротехник.
Този уред е снабден с 3-жилен кабел, оцветени по следния начин:
Кафяв = L или фаза
Син = N или нула
Зелено-жълт = E или Земя
Уредът изисква миниатюрен автоматичен прекъсвач 16 Amp.
• Ако кабелът се повреди или трябва да бъде сменен, работата трябва да бъде изпълнена от представител за следпродажбено обслужване с, за да се избегнат възникването на злонополуки.
• Ако уредът се свързва директно към мрежовата инсталация, трябва да бъде монтиран омниполарен прекъсвач с минимална междина от 3 mm между контактите.
• Монтажникът трябва да провери дали са направени правилни електрически свързания и дали са в съответствие с разпоредбите за безопасност.
• Кабелът не трябва да бъде огъван или притискан.
• Кабелът трябва да бъде проверяван редовно и да бъде преместван само от упълномощен техник.
Този уред е снабден с маркировка съгласно Европейска директива 2011/65/ЕС за отпадъци от електрическо и електронно оборудване (WEEE). Като се уверите, че този уред е изхвърлен по правилния начин, ще помогнете да предотвратим и избегнем уврежданя на околната среда и на човешкото здраве, които може в противен случай да възникнат, ако уредът не се изхвърли по правилния му път.
Символът върху продукта сочи, че този продукт не трябва да бъде третиран като битов отпадък. Трябва да бъде отнесен в подходящ пункт за събиране на отпадъци за рециклиране на електрическо и електронно оборудване.
Този уред изисква специално изхвърляне на отпадъци. За допълнителна информация относно третирането, утилизация и рециклирането на този продукт, моля, свържете се с местните общински власти, центъра за изхвърляне на битови отпадъци или с магазина, от който закупихте плота.
За по-подробна информация относно третирането, утилизацията и рециклирането на този продукт, моля, обърнете се към местните градски власти, компаниията за събиране на отпадъци или магазина, от където сте закупили продукта.
ВАЖНО:
Този уред не е предназначен за използване от лица (включително деца) с ограничени физически, сетивни или умствени способности, или с недостатъчен опит и познания, освен ако те са наблюдавани или инструктирани относно използването на уреда от лице, отговорно за тяхната безопасност!
Децата трябва да бъдат наблюдавани да не играят с уреда!
"ИЗХВЪРЛЯНЕТО НА ОТПАДНИТЕ ЕЛЕКТРИЧЕСКИ И ЕЛЕКТРОННИ УРЕДИ ОТ КРАЙНИ ПОТРЕБИТЕЛИ В ЕВРОПЕЙСКИЯ СЪЮЗ"
Символът върху продукта или опаковката сочи, че този продукт не може да се изхвърля заедно с битовите отпадъци. Потребителят е отговорен за изхвърлянето на такъв вид отпадъци, особено електрически и електронни, в определената за това "точка". Разделното събиране и рециклиране на това оборудване допринася за опазване на природните ресурси и гарантира рециклирането им с оглед опазване на околната среда и здравето. За по-подробна информация относно реда на изхвърляне на електрически и електронни отпадъци следва да се обърнете към местните компетентни власти, службата за събиране на битови отпадъци или фирмата, от която сте закупили продукта.
Този продукт е разработен и отговаря на всички европейски директиви и изисквания.
ЕКОПАК
Safety Warnings
Your safety is important to us. Please read this information before using your cooktop.
- The appliance is not to be used by persons (including children) with reduced physical, sensory or mental capabilities, or lack of experience and knowledge, unless they have been given supervision or instruction. Children being supervised not to play with the appliance. Cleaning and user maintenance shall not be made by children without supervision.
- WARNING: The appliance and its accessible parts become hot during use.
- Care should be taken to avoid touching heating elements.
- Children less than 8 years of age shall be kept away unless continuously supervised.
- Warning: If the surface is cracked, switch off the appliance to avoid the possibility of electric shock, for hob surfaces of glass-ceramic or similar material which protect live parts.
- Warning: A steam cleaner is not be used.
- That the appliance is not intended to be operated by means of external timer or separated remote-control system.
- Danger of fire: Do not store items on the cooking surfaces.
✓ CAUTION: The cooking process has to be supervised. A short term cooking process has to be supervised continuously.
✓ WARNING: Unattended cooking on a hob with fat or oil can be dangerous and may result in a fire.
✓ If the supply cord is damaged, it must be replaced by the manufacturer, its service agent or similarly qualified persons in order to avoid a hazard.
✓ Never try to extinguish a fire with water, but switch off the appliance and then cover flame e.g. with a lid or a fire blanket.
✓ WARNING: Use only hob guards designed by the manufacturer of the cooking appliance or indicated by the manufacturer of the appliance in the instructions for use as suitable or hob guards incorporated in the appliance. The use of inappropriate guards can cause accidents.
✓ Power cord can’t accessible after installation.
Congratulations on the purchase of your new ceramic Hob.
We recommend that you spend some time to read this Instruction / Installation Manual in order to fully understand how to install correctly and operate it.
For installation, please read the installation section.
Read all the safety instructions carefully before use and keep this Instruction / Installation Manual for future reference.
Product Overview
Top View
Heating zone Power
| Heating Zone | Max.Power (220-240V~ 50/60Hz) |
|--------------|--------------------------------|
| a | 1800W/900W (230V~) |
| | (Double ring) |
| b | 1200W (230V~) |
| Total Rating Power | 3000W(230~) |
| Reference | Description |
|-----------|-------------|
| A [a b] | Zone select key |
| B — | Power/ Timer regulating key (reduce) |
| C + | Power/ Timer regulating key (reduce) |
| D [I] | ON/OFF key |
| E [L] | Child lock key |
| F [O] | Timer key |
| G [O] | Double ring control key |
Product functions
> The ceramic hob caters for all kinds of cooking, with its radiant heat cooking zones and its electronic touch controls and multi-functions, making it the ideal choice for the modern family.
> The ceramic hob is extremely user-friendly, durable and safe.
Special functions
Protection from over-heating
A sensor monitors the temperature in the cooking zones. When the temperature exceeds a safe level, the cooking zone is automatically switched off.
Residual heat indicator
When the hob has been operating for some time, there will be some residual heat. The letter “H” appears to warn you that it is too hot to touch the surface.
Auto Shutdown Protection
Auto shut down is a safety protection function for your ceramic hob. It shuts down automatically if ever you forget to turn off your cooking. The default working times for various power levels are shown in the below table:
| Power level | 1-9 |
|-------------|-----|
| Default working timer (min) | 120 |
Protection against unintended operation.
If the electronic control detects a button being held down for approx 10 seconds it will switch off automatically. The control sends out an audible error signal to warn the sensors have detected the presence of an object. The display will indicate an error code “E6”.
Before using your New Ceramic Hob
• Read this guide, taking special note of the ‘Safety Warnings’ section.
• Remove any protective film that may still be on your Ceramic hob.
Using the Touch Controls
• The controls respond to touch, so you don’t need to apply any pressure.
• Use the ball of your finger, not its tip.
• You will hear a beep each time a touch is registered.
• Make sure the controls are always clean, dry, and that there is no object (e.g. a utensil or a cloth) covering them. Even a thin film of water may make the controls difficult to operate.
Choosing the right Cookware
Do not use cookware with jagged edges or a curved base.
Make sure that the base of your pan is smooth, sits flat against the glass, and is the same size as the cooking zone. Use pans whose diameter is as large as the graphic of the zone selected. Using a pot a slightly wider energy will be used at its maximum efficiency. If you use smaller pots, efficiency could be less than expected. Always centre your pan on the cooking zone.
Always lift pans off the ceramic hob – do not slide, or they may scratch the glass.
Using your Ceramic Hob
To start cooking
1. Place a suitable pan on the cooking zone that you wish to use.
- Make sure the bottom of the pan and the surface of the cooking zone are clean and dry.
2. Touch the ON/OFF key (D) “①” for 1 second.
After power on, the buzzer beeps once, all displays show “-”, indicating that the ceramic hob has entered the state of standby mode.
3. According to the heating zone where the pan is placed, select a relevant zone select key by pressing key (A) “\a” or “\b”. The symbol selected will displayed “n-0” or “u-0”.
4. Select the power level by pressing the “+” key (C) or “-“key (B).
5. The power level will start at 0. Pressing the “+” will count up the power levels from 0 to 9 (max power) in numerical order. Pressing the “-“ key will take the power straight from 0 to 9. Pressing the “-“ key again will reduce the power level.
• If you don’t choose a heat setting within 20 seconds, the ceramic hob will automatically switch off. You will need to start again at step 2.
• You can modify the heat setting at any time during cooking.
**Using Child Lock Function**
• You can lock the controls to prevent unintended use (for example children accidentally turning the cooking zones on).
• When the controls are locked, all the controls except the OFF control are disabled.
**To lock the controls**
Touch the child lock key(E) “®” for 2 seconds. The indicator above the child lock key will be on and the timer indicator will show “Loc”.
**To unlock the controls**
1. Make sure the hob is turned on.
2. Touch and hold the keylock control for a while.
3. You can now start using your Induction hob.
⚠️ When the hob is in the lock mode, all the controls are disable except OFF, you can always turn the hob off with the OFF control in an emergency, but you shall unlock the hob first in the next operation.
**Using the Timer**
• You can set it to turn one cooking zone off after the set time is up.
• You can set the timer for up to 120 minutes.
1. Select the relevant cooking zone which is working by touching the zone select key(A) “|a”.
2. Press the timer key(F) “⊕”, the timer indicators will show “0”.
3. Using the “+” or “-” buttons, you can realize the setting of timing from 1 to 120 minutes.
4. When the time is set, it will begin to count down immediately. The indicator will return to show power level after 5 seconds.
5. If you need to check the remaining time, you can operate step 1 and step 2 again.
6. When cooking timer expires, the corresponding cooking zone will be switched off automatically. Other cooking zone will keep operating if they are turned on previously.
- The timer function only works when at least one cooking is turned on.
**Using the Double Rings**
It is possible to control double rings. When a dual cooking zone is activated, the two circuits are switched on at the same time. Activation of the external circuit is indicated by a pilot light upon the key (G). If only the internal circuit is to be switched on, the external circuit can be switched off using the dual circuit key (G). Press the dual circuit key (G) again to reactivate the external circuit and the corresponding pilot light will switch on.
Care and maintenance
**Warning**
Always switch off the electricity supply before performing maintenance work. In the event of a fault, contact customer services.
**Care**
Damaged power cables should be replaced by a competent person or qualified electrician.
For domestic use only.
Never place an empty pan on the hob as this will cause an error message to appear on the control panel.
When a cooking zone has been on for a long time, the surface remains hot for some time afterwards so do not touch the ceramic surface.
For sealed foods, please do not heat them before opening removing the lid so as to avoid any dangers of explosion due to heating expansion.
If the surface of the hob is cracked, disconnect from power supply to avoid any possibility of electric shocks.
Do not place rough or uneven pans on the hob, as they could damage the ceramic surface.
Avoid banging pots and pans down on the hob. The ceramic surface is tough but not unbreakable.
Do not put detergents or flammable materials beneath the hob.
Appliance cleanliness
**Caution**
- Avoid rubbing with any abrasive or with the base of the pans, etc., as this will wear the markings on the top of the ceramic hob over time.
- Clean the ceramic hob on a regular basis to prevent the build up of food residue.
> The appliance should be cleaned after use.
> The surface of the ceramic hob may be easily cleaned in the following way:
| Type of dirt | Cleaning method | Cleaning materials |
|--------------------|----------------------------------------------------------------------------------|-----------------------------|
| Lime scale | Apply white vinegar to the surface, then wipe it dry with soft cloth | Special ceramic cleaner |
| Burnt-on stains | Clean with damp cloth and dry it with a soft cloth | Special ceramic cleaner |
| Light stains | Clean with damp cloth and dry it with a soft cloth | Cleaning sponge |
| Melted plastics | Use a scraper suitable for ceramic glass to remove residue | Special ceramic cleaner |
By means of a scraper immediately remove any aluminum foil bits, food spills, grease splashes, sugar marks and other high sugar content food from the surface in order to avoid damaging the hob. Subsequently clean the surface with some towel and appropriate product, rinse with water and dry by means of a clean cloth. Under no circumstance should sponges or abrasive cloths be used, also avoid using aggressive chemical detergents such as oven sprays and spot removers.
Trouble shooting
Before calling the customer services, please check that the appliance is correctly connected, any of the following cases are not covered by the guarantee:
- Damage caused by improper use, storage or maintenance.
- Damage caused by unauthorised disassembly and repair.
- Damage caused by misuse.
- Using the ceramic hob for commercial purposes.
If an abnormality comes up, the ceramic hob will enter the protective state automatically and display corresponding protective codes:
| Error Message | Possible Cause | What to do |
|---------------|-----------------------------------------------------|-------------------------------------------------|
| E6 | Press any key more than 10 seconds | Release the key and then the appliance reset automatically |
| H1 | The temperature inside the appliance is too high. | Stop and cooling the appliance |
The above are the judgment and inspection of common failures. Please do not disassemble the unit by yourself to avoid any dangers and damages to the ceramic hob and please contact the supplier.
**Technical Specification**
| Cooking Hob | CROWN VCP 32D |
|----------------------|--------------------------------------|
| Cooking Zones | 2 Zones |
| Supply Voltage | 220-240V~ |
| Installed Electric Power | 3000W(230V~) |
| Product Size L×W×H(mm) | 290X520X50 |
| Building-in Dimensions A×B (mm) | 260X490 |
Weight and Dimensions are approximate. Because we continually strive to improve our products we may change specifications and designs without prior notice.
Installation
Selection of installation equipment
Cut out the work surface according to the sizes shown in the drawing. For the purpose of installation and use, a minimum of 5 cm space shall be preserved around the hole. Be sure the thickness of the work surface is at least 30 mm. Please select heat-resistant work surface material to avoid larger deformation caused by the heat radiation from the hotplate. As shown below:
| L(mm) | W(mm) | H(mm) | D(mm) | A(mm) | B(mm) | X(mm) |
|-------|-------|-------|-------|-------|-------|-------|
| 290 | 520 | 47 | 43 | 260 | 490 | 50 mini |
Under any circumstances, make sure the ceramic cooker hob is well ventilated and the air inlet and outlet are not blocked. Ensure the ceramic cooker hob is in good work state. As shown below.
Note: The safety distance between the hotplate and the cupboard above the hotplate should be at least 650 mm.
Before you install the hob, make sure that
- The work surface is square and level, and no structural members interfere with space requirements.
- The work surface is made of a heat-resistant material.
- If the hob is installed above an oven, the oven has a built-in cooling fan.
- The installation will comply with all clearance requirements and applicable standards and regulations.
- A suitable isolating switch providing full disconnection from the mains power supply is incorporated in the permanent wiring, mounted and positioned to comply with the local wiring rules and regulations. The isolating switch must be of an approved type and provide a 3 mm air gap contact separation in all poles (or in all active [phase] conductors if the local wiring rules allow for this variation of the requirements).
- The isolating switch will be easily accessible to the customer with the hob installed.
- You consult local building authorities and by-laws if in doubt regarding installation.
- You use heat-resistant and easy-to-clean finishes (such as ceramic tiles) for the wall surfaces surrounding the hob.
When you have installed the hob, make sure that
- The power supply cable is not accessible through cupboard doors or drawers.
- There is adequate flow of fresh air from outside the cabinetry to the base of the hob.
- If the hob is installed above a drawer or cupboard space, a thermal protection barrier is installed below the base of the hob.
- The isolating switch is easily accessible by the customer.
Installation
Cut out worktop to supplied dimensions shown (fig. 1) with suitable equipment. Seal the cut edge of the worktop using silicone or PTFE and allow to dry prior to fitting the hob.
Stretch out the supplied seal along the underside edge of the hob, ensuring the ends overlap.
Do not use adhesive to fix the hob into the worktop. Once the seal is fitted position the hob into the cutout in the worktop. Apply gentle downwards pressure onto the hob to push it into the worktop ensuring a good seal around the outer edge (fig. 4).
Cautions
1. The ceramic hotplate must be installed by qualified personnel or technicians. We have professionals at your service. Please never conduct the operation by yourself.
2. The hob will not be installed directly above a dishwasher, fridge, freezer, washing machine or clothes dryer, as the humidity may damage the hob electronics.
3. The ceramic hotplate shall be installed such that better heat radiation can be ensured to enhance its reliability.
4. The wall and induced heating zone above the table surface shall withstand heat.
5. To avoid any damage, the sandwich layer and adhesive must be resistant to heat.
Connecting the hob to the mains power supply
All installation work must be carried out by a competent person or qualified electrician. Before connecting the mains supply ensure that the mains voltage corresponds to the voltage on the rating plate inside the cooker hood.
Warning: THIS APPLIANCE MUST BE ARTHED.
This hob must be connected to the mains power supply only by a suitably qualified person. Before connecting the hob to the mains power supply, check that:
1. The domestic wiring system is suitable for the power drawn by the hob.
2. The voltage corresponds to the value given in the rating plate.
3. The power supply cable sections can withstand the load specified on the rating plate.
To connect the hob to the mains power supply, do not use adapters, reducers or branching devices, as they can cause overheating and fire. The power supply cable must not touch any hot parts and must be positioned so that its temperature will not exceed 75°C at any point.
Check with an electrician whether the domestic wiring system is suitable without alterations. Any alterations must only be made by a qualified electrician.
This appliance is supplied with a 3 core mains cable coloured as follows:
Brown = L or Live
Blue = N or Neutral
Green and Yellow=E or Earth
This appliance requires a 16 Amp Miniature Circuit Breaker.
- If the cable is damaged or to be replaced, the operation must be carried out by an after-sale agent with dedicated tools to avoid any accidents.
- If the appliance is being connected directly to the mains, an omnipolar circuit-breaker must be installed with a minimum opening of 3mm between contacts.
- The installer must ensure that the correct electrical connection has been made and that it is compliant with safety regulations.
- The cable must not be bent or compressed.
- The cable must be checked regularly and replaced by authorised technicians only.
DISPOSAL: Do not dispose this product as unsorted municipal waste. Collection of such waste separately for special treatment is necessary.
This appliance is labeled in compliance with European directive 2011/65/EU for Waste Electrical and Electronic Equipment (WEEE). By ensuring that this appliance is disposed of correctly, you will help prevent any possible damage to the environment and to human health, which might otherwise be caused if it were disposed of in the wrong way.
The symbol on the product indicates that it may not be treated as normal household waste. It should be taken to a collection point for the recycling of electrical and electronic goods.
This appliance requires specialist waste disposal. For further information regarding the treatment, recovery, and recycling of this product, please contact your local council, your household waste disposal service, or the shop where you purchased it.
For more detailed information about treatment, recovery, and recycling of this product, please contact your local city office, your household waste disposal service, or the shop where you purchased the product.
|
eb503e0f-9688-4053-bfd0-d857506587a4
|
CC-MAIN-2024-22
|
https://c.scdn.gr/ds/product_guides/5623/20230410124844_66ed2e8d.pdf
|
2024-05-18T14:09:25+00:00
|
crawl-data/CC-MAIN-2024-22/segments/1715971057422.43/warc/CC-MAIN-20240518121005-20240518151005-00468.warc.gz
| 128,795,161
| 13,210
|
eng_Latn
|
bul_Cyrl
| 0.531292
|
bul_Cyrl
| 0.998985
|
[
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"unknown",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
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"eng_Latn",
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
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|
rolmOCR
|
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34512,
36350,
37258,
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39313,
41213,
42969
] |
[
1.421875,
0.671875
] | 1
| 0
|
विषय: दि.01/01/2016 रोजी ची प्राध्यापक (पशुविज्ञान विद्या शाखा) या संबंधाची अंतिम ज्येष्ठतासूची प्रसिद्ध करणे बाबत...
उपरोक्त विषयाचे अनुरोधाने प्राध्यापक (पशुविज्ञान विद्या शाखा) या संबंधाची दिनांक 01/01/2016 रोजीची अंतिम ज्येष्ठतासूची तयार करण्यात आली असून प्रसिद्ध करण्यात येत आहे. सदरील ज्येष्ठतासूची ही विद्यापीठ संकेतस्थळ www.mafsu.in वर उपलब्ध करून देण्यात आलेली आहे. सदरील ज्येष्ठता सुविध्याची प्रत संकेतस्थळावरून मुद्रित (डाउनलोड) करून घ्यावी.
सर्व नियंत्रण अधिकारी व विभाग प्रमुख यांना कल्याण्यात येते की, सदर सुधारित अंतिम ज्येष्ठतासूची सर्व संबंधीतांच्या निर्देशास आणुन तशी पोच पावती घ्यावी.
कार्यपालन अहवालासाठी सदर पत्राच्या कृपया पोच देण्यात यावी.
मा. कुलगुरु महोदयांचे माण्डतेने.
स्वाक्षरीत/-
कुलसचिव
महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ,
नागपूर
प्रतिलिपी:
1. मा. संचालक शिक्षण तथा अधिष्ठाता (पशुविज्ञान), महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
2. मा. संचालक संशोधन, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
3. मा. संचालक विस्तार व प्रशिक्षण, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
4. मा. संचालक विद्यार्थी कल्याण, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
प्रत माहिती व योग्य त्या कार्यवाहीस्तव:
1. सहयोगी अधिष्ठाता, पशुवेद्यकीय महाविद्यालय, नागपूर/मुंबई/परभणी/शिरवड/उद्दीप
2. सहयोगी अधिष्ठाता, स्नातकोत्तर पशुवेद्यक व पशुविज्ञान संस्था, अकोला.
प्रत:
1. मा. कुलगुरु महोदय यांचे खाजगी सचिव, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर.
2. कुलसचिव यांचे स्विच्छ सहायक, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर.
[Signature]
सहायक कुलसचिव
महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ,
नागपूर
| श्रेणी | विषय | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति |
|-------|-------|------------|------------|------------|------------|------------|------------|
| 1 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 2 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 3 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 4 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 5 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 6 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 7 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 8 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 9 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 10 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 11 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 12 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 13 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 14 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 15 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 16 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 17 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 18 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 19 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 20 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 21 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 22 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 23 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 24 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 25 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 26 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 27 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 28 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 29 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 30 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 31 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 32 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
**Note:** The above table is a sample and may not reflect the actual data.
|
679e2127-6ea3-47dd-8f74-2cd143889a8d
|
CC-MAIN-2023-14
|
https://mafsu.in/downloads/Seniority/Professor%20Veterinary.pdf
|
2023-03-20T22:58:42+00:00
|
crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00414.warc.gz
| 429,788,070
| 2,227
|
eng_Latn
|
eng_Latn
| 0.499931
|
mar_Deva
| 0.980776
|
[
"mar_Deva",
"eng_Latn"
] | true
|
rolmOCR
|
[
1570,
4405
] |
[
1.8515625
] | 2
| 1
|
በእርግዝና ወቅት የሚታዩ የችግር ጠቋሚ ምልክቶች
መቼ መደወል እንዳለብዎት
ከዚህ በታች የተጠቀሱትን የችግር ጠቋሚ ምልክቶችን ከተመለከቱ ወዲያዉኑ ወደ ጤና እንክብካቤ አገልግሎት ሰጭዎ ይደውሉ። ችግሮችን አስቀድሞ አውቆ ለችግሮቹ መፍትሔ ማግኘት፣ በእርስዎና በህጻን ልጅዎ ላይ ሊደርስ የሚችለውን ችግር ዘውትር ይቀንሳል።
ሰውነትዎ የሚነግርዎ ጠቋሚ ምልክቶች
*• ከብልትዎ ደም ሲፈስ ወይም ሲንጠባጠብ
*• ከብልትዎ ውሃ መፍሰስ ወይም መንጠባጠብ ሲጀምር
*• ከ 37 ሳምንት በታች ለሚሆን ግዜ አርግዘው ከሆነ፣ ብልትዎ አካባቢ ህመም ሲሰማዎ ወይም በሰዓት 6 ወይም ከዚያ በላይ ለሚሆን ግዜ ቁጥርጥር የማለት ስሜት ከተሰማዎ
*• ከግዜው በፊት የሚከሰት የምጥ ምልክቶች፤
-- እንደ የወር አበባ ዓይነት ህመም
-- ታችኛው ጀርባ አካባቢ የሚሰማ መጠነኛ ህመም
-- ዳሌ አካባቢ ጭና ወይ ክብደት ሲሰማዎ
-- የአንጀት ህመም፣ ከተቅማጥ ጋር ወይም ያለ ተቅማጥ
-- ከብልት ውስጥ የሚፈስ ፈሳሽ መጨመር ወይም ዓይነት ሲቀይር
-- "የሆነ ችግር አለ" የሚል ስሜት ሲሰማዎ
*• ሆድዎ ላይ የሚወጋ፣ የማያቋርጥ ህመም
*• ከ 100.4°F (38°C) በላይ ትኩሳት
የሆድ ህመም ወይም ሌሎች የችግር ጠቋሚ ምልክቶች ከተመለከቱ፣ ወደ ጤና እንክብካቤ አገልግሎት ሰጪዎ ወዲያዉኑ ይደውሉ።
*• የማይሄድ የማቅለሽለሽ ስሜት ወይም ማስታወክ
*• ምናልብት ሊከሰት የሚችል ከግዜ በፊት የሚጀምር ምጥ (የደም ብዛት)፣ አብዛኛውን ግዜ ከ 20 ሳምንት እርግዝና በኋላ፤
-- ድንገት የሚከሰት የፊት፣ እጆች ወይም እግር ማበጥ
-- ካረፉ በኋላ፣ acetaminophen (Tylenol)፣ እና ውሃ ከጠጡ በኋላ እንኳን የማይድን የማያቋርጥ የራስ ምታት
-- የዓይን መደብዘዝ፣ የብርሃን ብልጭታ ወይም ጠቃ ጠቆ በዓይንዎ ፊት ላይ ማየት
ጥያቄዎች?
ጥያቄዎቻችሁ በጣም አስፈላጊ ናቸው። በእርግዝና ወቅት ስለሚኖሩ የችግር ጠቋሚ ምልክቶች ጥያቄዎች ካልዎት፣ በስራ ሰዓት ላይ ወደ ጤና እንክብካቤ አገልግሎት ስጭዎ ይደውሉ።
የአገልግሎት ሰጪዎ ቢሮ ከተዘጋ፣ ወደ UWMC Labor & Delivery በዚህ ስልክ ቁጥር ይደውሉ፤
206-598-4616
Published PFES: 07/2003, 12/2007, 12/2012 Clinician Review: 12/2012
Reprints on Health Online: https://healthonline.washington.edu
*• በሚሸኑበት ወቅት ህመም ወይም የመቃጠል ስሜት (ወይም ሁለቱም) ከተሰማዎ
*• ኩፍኝ (ሚዝልስ)፣ ጀርማን ሚዝልስ፣ ቺክን ፖክስ፣ ወይም እርስዎ የሚፈሩት ሌላ በሽታ ካለው ሰው ጋራ ተገናኝተው ከነበረና፣ ለነዚያ በሽታዎች መከላከያ ክትባት ተከትበው ካልነበረ
ልጅዎ የሚያሳይዎ የችግር ጠቋሚ ምልክቶች
ልጅዎ ምን ያህል እንደሚንቀሳቀስ ይታዘቡና፣ ልጅዎ የሚያደርጋቸውን የተለመዱ እንቅስቃሴዎችንንና ተግባሮችን መቀነሱን ከታዘቡ፣ ወደ የጤና እንክብካቤ አገልግሎት ሰጪዎ ይደውሉ። ከ 28 የእርግዝና ሳምታት ወዲህ ጀምሮ ህጻን ልጅዎ በ 2 - ሰዓት ግዜ ውስጥ፣ ቢያንስ ለ 10 የተለያዩ ግዜዎች መንቀሳቀስ ይኖርበታል።
ተጨማሪ መረጃ ለማግኘት፣ እርግዝና፣ የህጻን ልጅ ወሊድነትና አዲስ የተወለደ ሕጻን (Pregnancy, Childbirth and the Newborn) ይመልከቱ።
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Warning Signs During Pregnancy
When to call
Call your health care provider right away if you have any of these warning signs. Noticing and dealing with problems early can often lower risks for you and your baby.
Your Body's Warning Signs
* Bleeding or spotting from your vagina
* A gush or leak of water from your vagina
* Uterine cramping or tightening 6 or more times an hour if you are less than 37 weeks pregnant
* Symptoms of preterm labor:
– Menstrual-like cramping
– Dull, low backache
– Pelvic pressure or heaviness
– Intestinal cramping, with or without diarrhea
– Increase or change in the character of vaginal discharge
– General feeling that "something is not right"
* Sharp, constant pain in your belly
* Fever over 100.4°F (38°C)
Call your health care provider right away if you have cramping or any other warning signs.
* Nausea or vomiting that will not go away
* Possible signs of pre-eclampsia (high blood pressure), usually after 20 weeks of pregnancy:
– Sudden swelling of your face, hands, or feet
– Constant bad headache that will not go away after resting, taking acetaminophen (Tylenol), and drinking water
– Blurred vision, flashes of light, or spots in front of your eyes
_____________________________________________________________________________________________
Questions?
Your questions are important. If you have questions about warning signs during pregnancy, call your health care provider during office hours.
When your provider's office is closed, call UWMC Labor & Delivery: 206-598-4616
_____________________________________________________________________________________________
https://healthonline.washington.edu
* Pain or burning (or both) when you urinate
* Contact with someone who has measles, German measles, chicken pox, or other illnesses you are concerned about, if you have never been vaccinated or had these illnesses
Your Baby's Warning Signs
Also be aware of how your baby is moving, and call your health care provider if you notice a decrease in your baby's normal movements and activity. Starting at 28 weeks of pregnancy, your baby should move at least 10 separate times in a 2-hour period every day.
See Pregnancy, Childbirth and the Newborn for more information.
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二Ｏ一八年十一月
November 2018
Issue 59 期
稜聲音樂 Prism Music
透過光線、散發異彩。
源自三藩市，成立於2006年，稜聲音 樂(Prism Music)透過創作貼近大眾口味的音 樂，讓基督的真理在地上繼續「流行」。
Prism曾經推出兩張唱片集專輯和一本 作品，為人熟悉的有「鹽與光」、「Party Every Week」等歌曲，深受教友喜愛。2014 年，Prism其中的創始成員受邀請到北京參加 中港台音樂交流，從而結識了多位志同道合 的香港年青教友。回港後，他們隨即加入 Prism，讓Prism在香港正式扎根。同年，創 作歌曲「流動」更榮獲真理盃華語聖歌創作 大賽優秀獎。目前三藩市和香港各有Prism團 體，大家一起成長，互相幫助。
地點： Our Holy Redeemer, 311 Mont Albert Road, Surrey Hills VIC 3127
日期： ２０１８年１１月４日
時間：
下午 2:30 - 5:00 ◆
1
澳洲墨爾本天主教華人信友團體
Prism is a band formed by a group of young Chinese Catholics peppered around the Bay Area Community. Our goal is to spread the Gospel through music. Also, we hope that we can use the harmony we have created to present the sense of community and unity of God. Prism is a transparent solid that can reflect rays of light and dispersing light into a spectrum. When there is light, prism can reflect a blend of colourful light to various directions. We are just like prism. By relying in the light of God, we can enlighten ourselves and reflect light of God in many different ways. We would like to utilize our various music training and backgrounds, and spread God's love and good news to different parts of the world.
Prism and the community would like to invite you and your family and friends to an EV concert on 4th November, details as the following:
Venue: Our Holy Redeemer, 311 Mont Albert Road, Surrey Hills VIC 3127
Date: 4 / 11 / 2018
Time: 2:30 - 5pm ◆
主，我愛祢嗎？
-- 記籌備2018兒童彌撒的反省 Emerald Siu
＂耶穌第三次問他說：「若望的兒子西滿，你 愛我嗎？」伯多祿因耶穌第三次問他說：「你愛我 嗎？」便憂愁起來，遂向他說「主啊！一切你都知 道，你曉得我愛你。」耶穌對他說：「你餵養我的羊 群。」＂～若21:17
在若望福音21章中記載，主在復活後顯現給門 徒，在「吃完了早飯」便問了三次伯多祿：＂你愛我 嗎？＂。回想當時主在受難之前，伯多祿才於人前三 次不認祂，主耶穌復活回來之後，非但沒有怪責他的 軟弱，反而再三問他：＂你愛我嗎？＂。而且，就如 伯多祿回答的：＇主一切都知道＇，主也一早知道他 的心，但更重要的是，主隨即回應他的三個答覆： 〈你餵養我的羔羊〉，〈你牧放我的羊群〉和〈你餵 養我的羊群〉。
當然，才疏學淺的我，大概要再多進修之後才 能夠說出這一章經文入面所包含深一層的奧義。然 而，我卻希望藉此分享我在籌備兒童彌撒的這些日子 中，心中一再響起的這問題：＂主，我愛祢嗎？＂。
今年兒童彌撒的主題是：＂你應當全心愛上 主，並愛近人如自己＂。作為主日學的導師和家長， 我覺得準備這個題目其實特別困難。困難在於，我心 中不禁再三響起這問題：＂主，我真的愛祢嗎？＂。 或只是口上說說，行為卻沒有祂？
愛，是一個既簡單又複雜的詞彙。簡單是它的 ＇與生俱來＇，人類從出生開始，就已經存有愛這個 特質。這個特質，就是天主照著祂的肖像，賜予給我 們每一個人的禮物。
但是，愛也是複雜的。複雜是世上從古至今， 除了主耶穌外，多少學者聖人，都沒有人能夠為愛下 一個確切的＇定義＇和＇規則＇去解說何謂＇真愛 ＇。因為愛是很個人和主觀的感覺，但也是包含一些 客觀的回應。
在我當了母親之後，對愛的體會尤其深。許多 時候我會問自己，到底我應該用我自己的經驗去愛我 的孩子，還是用她們的需要去愛呢？
2
舉一個例子，我為她們安排了形形式式的學 習，為的希望發展她們在各方面的潛能和增加在社會 上的競爭力。但女兒卻會告訴我，她們希望和我們在 家時一起玩，或周末時能一起去不同的地方體驗。孩 子們固然在這方面沒有選擇，但也是有她們想法的理 據，而家長面對的就是如何作一些＇有智慧＇的決定 呢？
我在自己與＇近人＇的各種關係相處上，無論 父母、兄弟、夫妻、兒女、朋友，我都希望盡量以他 們喜歡的方式去表達。但其實，當中有多少撞板犯錯 的地方？這往往都是因為我還是免不了這些表達當中 的主觀性——就是主觀地認為對方有需要就行動，而 沒有真正瞭解對方的想法之後才去作選擇。
其實，再引申到我們對天主的愛——我們又有 否去瞭解天主希望我們如何愛祂呢？我們到底是用自 己覺得舒服的方式去表達對天主的愛？還是有否嘗試 瞭解天主需要我們怎樣去愛祂呢？
人類因為受造物的本質，許多時候愛的層次， 容易局限於＇求＇和＇供＇。然而，天主愛的層面， 卻是＇恩＇和＇賜＇。恩和賜沒有條件，沒有限制， 也沒有保留；只在於成就受惠方最大的好處而考慮。
是的，我們沒有多少人能像先知一樣，和天主有親自
對話的經驗，從而瞭解天主的想法。但我們可 以透過祈禱、讀經、聖神和教會中與別人的相處分 享，就能夠感受天主的心意，聽到天主對我們愛的需 要！
而透過若望福音的提醒，主耶穌回答伯多祿的 愛並沒有告訴他只是把對主的愛放在心中，反之，主 吩咐他要：〈你餵養我的羔羊〉，〈你牧放我的羊 群〉和〈你餵養我的羊群〉。這正正就是呼應了祂之 前所重申的兩個愛的大誡命：
＂耶穌回答說：「第一條是：以色列！你要 聽！上主、我們的天主，是唯一的天主。你應當全 心、全靈、全意、全力，愛上主、你的天主。第二條 是：你應當愛近人，如你自己。再沒有別的誡命，比 這兩條更大的了。」＂～谷12:29-31
我相信天主固然會祝福默默祈禱念經愛祂的兒 女們，但我更深信若我們都能把我們對天主賜予的愛 與別人分享，效法基督牧羊人的身份，讓更多的人能 受福惠，天主定必更為欣喜！
〈主基督，求祢親自祝福我們的團體和社會， 讓我們每個人都能懂得怎樣能夠更加愛天父，愛祢和 愛近人！亞孟〉◆
福音的喜樂: 聖神與教會(五)
David Yuen
以色列民為奴400年，藉天主的手，在埃及的壓迫 下得到解放和自由。這個深刻的經驗，使他們認識了「唯 一的真神」，肯定自己是天主特別揀選的民族。西乃山之 約，誡命的頒布，以民得到使命：光榮天主，去作萬民之 光，成為世界的祝福 。守安息日，感恩天主的賞賜與祝 福，關懷窮人、照顧孤兒寡婦、恩待陌生人、外旅者與社 會邊緣人…。懂感恩，施仁愛，行公義，這樣的生活方式 要成為「萬民」的模範－－ 帶領全人類回歸天主。
可是，當以民進入福地後不久，竟忘記自己昔日 為奴受壓迫的痛苦，更輕忽自己立約的誓言，他們要求天 主給他們立一個「王」－－像列國一樣。天主告訴 撒慕 爾：「他們做的，無非是拋棄我而去事奉別的神；… 你 去，必須清楚警告他們，要他們明瞭那統治他們的"王＂ 所享的權利。」 （撒上8: 5-18）
王國成立，其結果，正應驗了先知所預言的警 告。
眾多先知的出現 ，一致嚴厲地指控「盟約之民」 拜邪神、不再照顧窮人、孤兒寡婦…， 社會再沒有憐恤 與公義，強權者剝削欺壓貧苦的人，霸佔宗族兄弟的土地 …。以民反叛了昔日與天主立下的盟約，且沉淪成為新霸 權者，他們已失去作為「萬民之光」的標記，反成為可詛 咒的對象。天主的回應：以色列 要成為「亡國之奴」， 且充軍流徙異鄉！
「我們非要一位君王管理我們不可。我們要像異 民一樣，有君王來治理我們 …。」（撒上8: 19-20） 為 求滿足自己的需要，以民一語成讖？
公元1210 年 教宗依諾森三世 在夢中見到一個衣 衫襤褸的人前來，用肩膀幫他托著「搖搖欲墜」的聖拉特 朗大殿。夢醒後他做的，只是答允 方濟各 成立修會的要 求，但對教廷的腐敗墮落，天主的警告，卻充耳不聞，無 動於衷。
1305年，克萊門五世 在 法王腓力 操控下當選為 教宗，自此開始了為時72年的「教會巴比倫之囚」，期間 我們經歷了6 位法屬的教宗，他們把教廷從羅馬移至法國 的Avignon。這種王權政治操控教會的手段，招來其他國 君、諸侯、主教們的反對。1377年 意大利 選出 烏班爾 六世 為教宗，絕罰罷免當時在Avignon 的 克萊門七世。 此舉遭到 法國教廷 的抗拒，反過來絕罰 烏班爾六世 及 其擁護者。兩幫勢力對峙不下。1409年為解決這個僵局， 雙方都派出代表在意大利的比薩參加一次大公會議。會議 的結果，廢黜現有的，另選出一位兩方都認可的 亞歷山 大五世。但被廢黜的兩位前教宗，卻斷然拒絕大公會議的 決定，於是出現鼎足三立的局面，情況混亂得難以想像。 時為教會最黑暗的時代。
3
1377年，英國牛津大學教授 約翰•威克里夫 對 當時的政治操控、教會腐敗、教宗制的荒謬…，發出震耳 欲聾的怒吼，他說：「基督生於貧窮，而教宗卻鑽營於榮 華富貴；基督拒絕俗世權力，教宗、主教們卻沉迷於爭權 奪利；基督為真理而犧牲，而他們卻為自己的私利去蠱惑 人心（假借大赦、贖罪券等斂財）…。」如此露骨不留情 面的批評，令當局難堪不滿，但碍於他的批評說出部份真 理與實情，獲得許多神職人員和信徒的共鳴與支持。當權 者只能施壓大學把 威克里夫 停職，將他逐出牛津，限制 他的自由和影響力。但他的追隨者 約翰•胡斯，卻不幸 地於1415年被宗教栽判處定為異端，遭火柱刑處決。當時 差距馬丁路德 的宗教改革 (1517年) 還有100年。當局者 迷？沒有人覺醒到大變局、大分裂即將降至；目前能夠呼 風喚雨，隻手遮天的強權者，不久將成為新時代、新世界 的唾棄者！而歷史學家將會把此段歷史定性為中世紀的黑 暗時代！
肉先腐，而後蟲生。如果一位以瘋狂宴樂聞名， 擁有多位情婦及7 名子女的貴族浪子，竟可成為 教宗亞 歷山大六世 (1492年) 。基督的教會是否需要進行大改 革？如果一位公爵出高價幫兒子買得一席主教職，而兒子 當時才得8歲 (1451年)，急不容緩的革新是否事在必行？ 絕對的權力，造成絕對的腐敗。馬丁路德的「宗教改革」 不是一件偶發的事故，也不是他個人信仰的出錯，而是天 主憤怒的時代呼召，是真實基督門徒的醒覺與回應！
在「聖年2000」若望保祿二世 於聖伯多祿大殿舉 行「求寬恕」彌撒，特為教會二千年間犯下的各種罪愆過 失，尋求天主慈悲的寬恕。
兄弟姊妹們，自梵二開始，歷任教宗都不斷向世界、向別 的分裂弟兄尋求原諒和寬恕，現在我們可明白原因了吧！
「是時候，打開梵蒂岡的窗戶，讓聖神內進工作 了。」現在，我們真能感受到 教宗若望廿三 的微笑背後 所蘊含的痛苦和希望了嗎？
神聖羅馬帝國在中世紀曾擁有4 萬平方公里的領 地，現今只剩下0.44平方公里的梵蒂岡，我們的(帝)國已 亡；現代人對基督的輕視和敵意；今日信徒深感無力感、 也缺乏使命感…，因我們已失去成為「萬民之光」的標 記。我們是在被迫流徙的異鄉人！我們醒覺到嗎？
歷史何其相似！我們要如何面對和解救目前的境 況 ?!
「梵二」：聖神更新的教會。她的重要性就在於 此。(未完) ◆
Donation acknowledgement:
Charlotte Tam $100 to CCC, $100 to Chaplaincy 李香 $200
Louis Cheuk and Family to CCC $100
澳洲墨爾本天主教 華人信友團體
地址 Address：
永援聖母堂 Our Lady of Perpetual Succour
299 Elgar Road, Surrey Hills, Vic 3127 （Melway 47A12）
Catholic Chinese Community Melbourne (CCCM)
電話 ：（03） 9890 7798 傳真：（03） 9890 7783
網址 Website：www.cccmelbourne.org.au 電郵 e-mail：[email protected]
稿件電郵：[email protected]
神師 Chaplain
Fr Aloysius Nato SVD
杜一諾神父
手機 mobile 0428 715 282
牧民助理 Pastoral Assistant
Sister Bernadette Cheng
鄭嫄修女
（03）9836 0220
會長 President
Johnny Yu 余雄光 副會長 Vice-President
Louis Cheuk卓偉興
感恩祭時間 Mass Times
永援聖母堂 Our Lady of Perpetual Succour , 299 Elgar
Road , Surrey Hills：
主日上午十時四十五分 Sunday 10:45am
註：團體小巴於上午十時半於Box Hill My Chemist
門外開出，並於中午十二時半返回 星期一、二、四、五上午九時四十五分
Monday, Tuesday, Thursday & Friday 9:45am
星期二彌撒後有朝拜聖體。
Adoration after Tuesday Mass
修和聖事 Sacrament of reconciliation
第一至第三主日上午十時十五分
1st to 3rd Sunday 15am
投稿須知 Rules on articles submission
❖ 中文稿以1100字為限
English article shall not exceed 900 words
❖每篇稿的相片以2張為限，並請加上適當說明
Photos for each article shall be limited to 2 and captioned
❖本刊編輯組擁有對來稿的採用及編輯的決定權
The Editorial Group reserves the right to edit or decline all articles
❖
來稿可郵寄或電郵至澳洲墨爾本天主教華人信友團體編輯組。並附上真實姓名(可以以筆名刊出)及聯絡方式
Submissions, together with real name (Pen name may be used for publication) and contact details, are posted to the
CCC
Editorial Groupor emailed to [email protected]
❖所有作者發表的文章並不代表本刊編輯或團體的立場
Each article is the opinion of its author and does not necessarily reflect the opinion of the Editor or the Community
❖ 下期截稿日期：２０１８年１１月１８日
Submission deadline for next issue: 18 th November 2018
Epistula Publisher: Publicity Team of CCCM
永援之聲由本團體傳理組出版
No. of Physical Issue: 100
紙本印行量： 100
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Dear SACRE members,
Thank you for considering the content of the last update regarding Religious Education and the Humanities Area of Learning and Experience (AoLE) within the new curriculum for Wales, sent to you in July 2017. We are grateful for the responses received so far. We are still in the process of receiving comments and are currently collating the feedback to inform the development work.
Timelines
In September 2017, the Cabinet Secretary for Education published 'Education in Wales: Our National Mission'. This action plan includes revised timelines for the new curriculum. Please see below the relevant key dates:
April 2019: Draft curriculum available for feedback
January 2020: Final curriculum available
September 2022: All maintained schools and settings using new curriculum and assessment arrangements (roll-out starting with primary and Year 7 and then year by year)
The What Matters approach
In considering an approach to developing the new curriculum, pioneer school practitioners involved in the design process identified that teaching 'what matters' was the starting point from which to build the new curriculum. As a result, pioneer groups – including the Humanities – have begun the process of developing key concepts to organise their AoLE by identifying 'what matters' in their fields i.e. the key elements that all learners should experience within their areas during their journey along the continuum of learning.
Each AoLE will consist of What Matters key concepts. These concepts are being developed to avoid excessive variation from school to school while allowing for local flexibility. The What Matters key concepts across the AoLEs will support the development of the Four Purposes of the new curriculum and will also reflect current ideas about important disciplinary knowledge, skills and competencies for each domain.
The development process for Humanities
In order to identify 'what matters' within the various subjects and disciplines that form the Humanities, we commissioned experts to prepare a series of papers to support the pioneer group's work. These included papers relating to history, geography, business, social studies and Religious Education. The focus of these papers was to outline for each discipline:
- the core of knowledge/concepts and associated skills and competencies deemed essential for all pupils to learn.
- progression for the above, and an indication of what pupils should learn/experience relating broadly to expectations at ages 5, 8, 11, 14, 16.
- building on the above, suggested What Matters key concepts.
WASACRE was commissioned to prepare a discussion paper relating to Religious Education. Representatives also attended a Humanities pioneer group workshop in November 2017 to present the paper and work with the group to develop proposals for the AoLE. Please find attached a copy of the commissioned paper.
Drawing on the expert input outlined above and identifying 'what matters' for each component discipline within the Humanities provided firm foundations for the pioneer group to develop overarching What Matters key concepts as a means of organising the AoLE.
The What Matters Proposals
I attach initial proposals for the What Matters key concepts for the Humanities AoLE. The content of the report was developed in December 2017 for submission to our Curriculum and Assessment Group, and reflects the Humanities pioneer group's thinking at that time. The group continues to meet every three weeks and has begun developing progression frameworks to underpin each of these What Matters statements. In developing these frameworks as well as the detail of the AoLE during the spring term, the wording of the key concepts outlined in the attached document will naturally change and be refined.
We would like to invite you as a SACRE to consider these initial What Matters proposals and provide comments and/or suggestions for consideration during the next phase of the development work.
Further information, as well as the proposals for all six of the AoLEs, including the Humanities, will be published shortly on our website:
http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum -for-wales-curriculum-for-life/?lang=en
We would appreciate if you would send your comments to me: [email protected]
Next steps
Over the coming months, the Humanities pioneer group will focus on developing progression frameworks for the AoLE, supported by the CAMAU project (colleagues from University of Wales Trinity St David and Glasgow University). During this time, the content of the AoLE be developed in more detail.
We will send the next update to you at the end of May, and again invite your views on the proposals produced. We will also contact you in due course to outline further engagement opportunities for you to contribute to the curriculum development process during the summer term.
Best wishes,
Manon
Manon Jones
Is – Adran y Cwricwlwm, Asesu ac Addysgeg /
Pedagogy Division
Addysg
/ Education
Llywodraeth Cymru/
Welsh Government
Ffôn/Tel: 03000 252240
Annwyl Aelodau o'r Cyngor Ymgynghorol Sefydlog ar Addysg Grefyddol (CYSAG),
Diolch am ystyried y diweddariad diwethaf ynghylch Maes Dysgu a Phrofiad y Dyniaethau o fewn y Cwricwlwm Newydd i Gymru, a anfonwyd atoch chi ym mis Gorffennaf 2017. Rydym yn gwerthfawrogi'r ymatebion yr ydym wedi'u derbyn hyd yn hyn. Rydym yn dal i dderbyn sylwadau, ac rydym wrthi'n coladu'r adborth er mwyn ei ystyried fel rhan o'r gwaith datblygu.
Amserlenni
Ym mis Medi 2017, cyhoeddodd Ysgrifennydd y Cabinet dros Addysg 'Addysg yng Nghymru: Cenhadaeth ein Cenedl'. Mae'r cynllun gweithredu hwn yn cynnwys amserlenni diwygiedig ar gyfer y cwricwlwm newydd. Wele isod y dyddiadau allweddol perthnasol:
Ebrill 2019: Cwricwlwm drafft ar gael er mwyn cael adborth arno
Ionawr 2020: Cwricwlwm terfynol ar gael
Medi 2022: Pob ysgol a lleoliad a gynhelir i ddefnyddio'r cwricwlwm a'r trefniadau asesu newydd (caiff hyn ei gyflwyno gan ddechrau gydag ysgolion cynradd a blwyddyn 7, ac yna fesul blwyddyn)
Yr Ymagwedd 'Beth sy'n Bwysig'
Wrth ystyried sut i ddatblygu'r cwricwlwm newydd, penderfynodd ymarferwyr yr ysgolion arloesi a oedd yn rhan o'r broses ddylunio mai addysgu 'beth sy'n bwysig' fyddai'r man cychwyn ar gyfer llunio'r cwricwlwm newydd. O ganlyniad, mae grwpiau arloesi – gan gynnwys grŵp y Dyniaethau – wedi dechrau'r broses o ddatblygu cysyniadau allweddol ar gyfer trefnu'u Meysydd Dysgu a Phrofiad, a hynny drwy bennu 'beth sy'n bwysig' yn eu meysydd – hynny yw, beth yw'r elfennau allweddol y dylai pob dysgwr eu dysgu a'u profi yn y meysydd dan sylw yn ystod eu taith drwy'r continwwm addysg.
Curriculum, Assessment and
Bydd pob Maes Dysgu a Phrofiad felly'n seiliedig ar gysyniadau allweddol 'beth sy'n bwysig'. Mae'r cysyniadau hyn yn cael eu datblygu fel nad oes gormod o amrywio o ysgol i ysgol ond, hefyd, i sicrhau rhywfaint o hyblygrwydd yn lleol. Bydd y cysyniadau 'beth sy'n bwysig' ar draws y Meysydd Dysgu a Phrofiad yn cefnogi'r gwaith o ddatblygu Pedwar Diben y cwricwlwm newydd. Byddant hefyd yn adlewyrchu syniadau cyfredol mewn perthynas â gwybodaeth, sgiliau a chymwyseddau disgyblaethol pwysig ar gyfer pob maes.
Y broses ddatblygu
Er mwyn pennu 'beth sy'n bwysig' yn y gwahanol bynciau a disgyblaethau sy'n rhan o Faes Dysgu a Phrofiad y Dyniaethau, comisiynwyd arbenigwyr i lunio cyfres o bapurau i gefnogi gwaith y grŵp arloesi. Ymhlith y rhain mae papurau ar Hanes, Daearyddiaeth, Busnes, Astudiaethau Cymdeithasol ac Addysg Grefyddol. Nod y papurau hyn yw amlinellu'r canlynol ar gyfer pob disgyblaeth:
- y craidd: hynny yw'r wybodaeth / cysyniadau, a'r sgiliau a'r cymwyseddau cysylltiedig, y mae angen i bob disgybl eu dysgu;
- dilyniant ar gyfer yr uchod, a mynegiad o'r hyn y dylai disgyblion ei ddysgu neu gael profiad ohono, a hynny'n gysylltiedig, yn fras, â'r disgwyliadau ar gyfer 5 oed, 8 oed, 11 oed, 14 oed ac 16oed.
- Gan adeiladu ar yr uchod; awgrymu cysyniadau allweddol ar gyfer 'beth sy'n bwysig'.
Comisiynwyd Cymdeithas CYSAGau Cymru i baratoi papur trafod mewn perthynas ag Addysg Grefyddol. Hefyd, aeth cynrychiolwyr i weithdy arloeswyr y Dyniaethau ym mis Tachwedd 2017 i gyflwyno'r papur a gweithio gyda'r grŵp i ddatblygu cynigion ar gyfer y maes dysgu a phrofiad. Mae copi o'r papur hwn yn atodedig.
Gyda chymorth y mewnbwn arbenigol a amlinellir uchod a chan bennu 'beth sy'n bwysig' ar gyfer pob disgyblaeth sy'n rhan o'r Dyniaethau, darparwyd sylfaen gadarn i alluogi'r grŵp arloesi i ddatblygu cysyniadau allweddol 'beth sy'n bwysig' trosfwaol ar gyfer trefnu'r Maes Dysgu a Phrofiad.
Y Cynigion 'Beth sy'n Bwysig'
Atodaf gynigion ar gyfer cysyniadau allweddol 'beth sy'n bwysig' ym Maes Dysgu a Phrofiad y Dyniaethau. Datblygwyd y cynnwys ym mis Rhagfyr 2017 i'w gyflwyno i'r Grŵp Cwricwlwm ac Asesu, ac mae felly'n adlewyrchiad o'r hyn oedd dan ystyriaeth y grŵp arloesi bryd hynny. Mae'r grŵp yn parhau i gwrdd bob tair wythnos ac mae bellach wedi dechrau datblygu fframweithiau dilyniant ar gyfer pob un o'r datganiadau 'beth sy'n bwysig' hyn. Wrth ddatblygu'r fframweithiau hyn a manylion eraill y Maes Dysgu a Phrofiad yn ystod tymor y Gwanwyn, bydd geiriad y cysyniadau allweddol yn y ddogfen atodedig yn siŵr o newid.
Hoffem eich gwahodd, fel CYSAG, i ystyried y cynigion cychwynnol hyn ar gyfer 'Beth sy'n Bwysig' a rhoi sylwadau neu awgrymiadau i'w hystyried yn ystod cam nesaf y gwaith datblygu.
Bydd gwybodaeth bellach, ynghyd â'r cynigion ar gyfer y chwe maes dysgu a phrofiad, gan gynnwys y Dyniaethau, ar gael yn fuan ar ein gwefan:
http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum -for-wales-curriculum-for-life/?skip=1&lang=cy
Gwerthfawrogwn pe baech chi'n anfon eich sylwadau ataf i: [email protected]
Camau Nesaf
Dros y misoedd i ddod, bydd Grŵp Arloesi'r Dyniaethau yn canolbwyntio ar ddatblygu fframweithiau dilyniant ar gyfer y maes dysgu a phrofiad, gyda chymorth prosiect CAMAU (cydweithwyr o Brifysgol y Drindod Dewi Sant a Phrifysgol Glasgow). Yn ystod y cyfnod hwn, caiff cynnwys y Maes Dysgu a Phrofiad ei ddatblygu'n fanylach.
Fe anfonwn ni'r diweddariad nesaf atoch tua diwedd mis Mai, gan ofyn eto am eich barn. Hefyd, fe gysylltwn â chi yn y man i ddweud wrthych am gyfleoedd i gyfrannu at y gwaith o ddatblygu'r cwricwlwm yn ystod tymor yr haf.
Cofion gorau,
Manon
Manon Jones
Is – Adran y Cwricwlwm, Asesu ac Addysgeg /Curriculum, Assessment and
Pedagogy Division
Addysg
/ Education
Llywodraeth Cymru/Welsh Government
Ffôn/
Tel: 03000 252240
Hapus i gyfathrebu'n Saesneg neu yn y Gymraeg/Happy to communicate in English or Welsh
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社會正義、差異政治、以及溝通民主
郭秋永
中央研究院人文社會科學研究中心研究員
「公民」原本就是超越「差異性」而邁向「普遍性」的一個概念。然而，「公 民」概念所在標榜的「普遍性」，實際上隱藏著其所要超越的或其所要拋棄的「差 異性」，從而常使一些社會運動人士陷入「普遍性的弔詭」或「差異性的弔詭」： 在一方面，為了求得公平對待，必須否認差異性（或強調普遍性）；在另一方 面，為了能夠矯正不利處境或獲得補償，則需強調差異性（或否認普遍性）。 顯而易見的，這種「普遍性的弔詭」或「差異性的弔詭」，密切關連著社會正 義與民主政治的重要議題。民主政治中的社會正義，究竟意指執政者應該依據 「普遍性」的公民觀念，「平等而無差異地公平對待所有公民」，還是意指執政 者應該根據「差異性」的公民觀念，「濟弱扶傾地差別對待所有公民」呢？本 文企圖透過 Iris Marion Young 倡議的「差異政治」，評述社會正義與民主政治 之間的密切關連。
關鍵字：分配典範、差異政治、社會正義、民主政治、溝通民主
Social Justice, Politics of Difference, and Communicative Democracy
Chiu-yeoung Kuo
Research Fellow
Research Center for Humanities and Social Sciences, Academia Sinica
ABSTRACT
'Citizenship' is originally a concept of surmounting the idea of 'difference' and marching toward the idea of 'universality'. However, the idea of 'universality' implies the idea of 'difference', thus it often makes some social movements fall into the 'dilemma of universality' or the 'dilemma of difference': on the one hand, in order to try to achieve fairness, they must deny the idea of difference (or emphasize the idea of universality), but on the other hand, in order to correct some unfavorable situations of the oppressed, they need to emphasize the idea of difference (or deny the idea of universality). Obviously, this dilemma is closely connected to the important topics of social justice and democracy. Does the concept of social justice in a democracy mean that the authorities should equally treat all citizens, or that the authorities should differently treat all citizens and create the greatest benefit for the least advantaged? This article seeks to present a systematic interpretation of the relationship between social justice and democracy by examining Iris Marion Young's theory of 'politics of difference'.
Key Words: distributive paradigm, politics of difference, social justice, democracy, communicative democracy
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How Much Should I Feed My Puppy? Guidelines for Bland Diet 1 cup = 50% Chicken 50% Rice = 270 kcal
Under 4 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY |
|---|---|---|
| 2lb | 190 | 1/2 |
| 5lb | 380 | 1 |
| 8lb | 565 | 1 & 1/2 |
| 10lb | 660 | 1 & 3/4 |
| 15lb | 875 | 2 & 1/3 |
| 20lb | 1130 | 3 |
| 30lb | 1505 | 4 |
| 40lb | 1880 | 5 |
4-9 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 141 | 3/8 - 1/2 | 1/2 |
| 5lb | 330 | 7/8 | 1 & 1/4 |
| 8lb | 470 | 1 & 1/4 | 1 & 3/4 |
| 10lb | 565 | 1 & 3/8 - 1 & 1/2 | 2- 2 & 1/8 |
| 15lb | 750 | 2 | 2 & 3/4 |
| 20lb | 940 | 2 & 1/3 - 2 & 1/2 | 3 & 1/2 |
| 30lb | 1250 | 3 & 1/4 - 3 & 1/2 | 4 & 2/3 |
| 40lb | 1505 | 4 - 4 & 1/4 | 5 & 5/8 |
| 50lb | 1785 | 4 & 3/4 - 5 | 6 & 2/3 |
| 60lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 70lb | 2350 | 6 & 1/4 - 6 & 1/3 | 8 & 2/3 - 8 & 3/4 |
10-12 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 125 | 1/3 | 3/8 |
| 5lb | 250 | 2/3 | 7/8-1 |
| 8lb | 375 | 1 | 1 & 3/8 |
| 10lb | 470 | 1 & 1/8 - 1 & 5/8 | 1 & 3/4 |
| 15lb | 565 | 1 & 1/2 - 1 & 5/8 | 2 - 2 & 1/8 |
| 20lb | 750 | 2 | 2 & 3/4 |
| 30lb | 1000 | 2 & 2/3 | 3 & 2/3 -3 & 3/4 |
| 40lb | 1220 | 3 & 1/4 - 3 & 1/3 | 4 & 1/2 |
| 50lb | 1410 | 3 & 3/4 - 4 | 5 & 1/4 |
| 60lb | 1690 | 4 & 1/3 - 4 & 1/2 | 6 & 1/4 |
| 70lb | 1880 | 5 | 7 |
| 80lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 100lb | 2445 | 6 & 1/2 - 6 & 2/3 | 9 |
|---|---|---|---|
| 120lb | 2820 | 7 & 1/3 - 7 & 2/3 | 10 & 3/8 |
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CC-MAIN-2022-21
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2022-05-21T09:56:58+00:00
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The Weather in Chicago
Friday, 21 October
| | 5° | | | | |
|---|---|---|---|---|---|
| Atmospheric Overview | | Clear | Sunny intervals | Sunny | Clear |
| Wind | | 14 mph N | 15 mph N | 13 mph N | 11 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 75 % | 73 % | 42 % | 45 % |
| Atmospheric Pressure | | 1022 hPa | 1022 hPa | 1022 hPa | 1020 hPa |
| Snowline | | 1500 m | 1300 m | 1200 m | 1300 m |
| Saturday, 22 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Overcast | Sunny | Cloudy | Clear |
| Wind | | 7 mph NW | 4 mph SW | 11 mph SW | 4 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 59 % | 57 % | 42 % | 49 % |
| Atmospheric Pressure | | 1021 hPa | 1020 hPa | 1017 hPa | 1014 hPa |
| Snowline | | 1300 m | 1800 m | 2100 m | 3100 m |
| Sunday, 23 October | | | | | |
| | 25° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Clear | Sunny | Sunny | Clear |
| Wind | | 6 mph W | 7 mph S | 20 mph SW | 22 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 67 % | 75 % | 47 % | 64 % |
| Atmospheric Pressure | | 1015 hPa | 1014 hPa | 1008 hPa | 1015 hPa |
| Snowline | | 3300 m | 3200 m | 3500 m | 3200 m |
| Monday, 24 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 7° | | | | |
| Atmospheric Overview | | Partly cloudy | Sunny | Sunny | Clear |
| Wind | | 11 mph N | 8 mph NW | 8 mph NW | 1 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 69 % | 70 % | 26 % | 32 % |
| Atmospheric Pressure | | 1022 hPa | 1027 hPa | 1028 hPa | 1026 hPa |
| Snowline | | 2700 m | 2700 m | 2900 m | 3200 m |
1 / 2
Powered by TCPDF (www.tcpdf.org)
The Weather in Chicago
Tuesday, 25 October
| | 14° | Early morning | Morning | Afternoon | Night |
|---|---|---|---|---|---|
| | 8° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Heavy rain | Overcast |
| Wind | | 6 mph S | 8 mph SE | 13 mph SE | 19 mph SE |
| Rain | | 0 mm | 0 mm | 3.7 mm | 1.8 mm |
| Relative Humidity | | 39 % | 36 % | 74 % | 64 % |
| Atmospheric Pressure | | 1026 hPa | 1027 hPa | 1026 hPa | 1021 hPa |
| Snowline | | 3200 m | 2800 m | 3100 m | 3400 m |
| Wednesday, 26 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 10° | | | | |
| Atmospheric Overview | | Light rain | Heavy rain | Light rain | Overcast |
| Wind | | 16 mph SE | 12 mph S | 3 mph NW | 13 mph N |
| Rain | | 1.1 mm | 5.7 mm | 6.7 mm | 0 mm |
| Relative Humidity | | 60 % | 81 % | 81 % | 83 % |
| Atmospheric Pressure | | 1019 hPa | 1016 hPa | 1015 hPa | 1018 hPa |
| Snowline | | 3300 m | 3100 m | 3300 m | 3300 m |
| Thursday, 27 October | | | | | |
| | 12° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Overcast | Overcast |
| Wind | | 9 mph N | 5 mph N | 14 mph N | 8 mph NW |
| Rain | | 0 mm | 0 mm | 0.3 mm | 0.1 mm |
| Relative Humidity | | 93 % | 94 % | 85 % | 90 % |
| Atmospheric Pressure | | 1020 hPa | 1022 hPa | 1018 hPa | 1020 hPa |
| Snowline | | 3400 m | 3300 m | 3800 m | 4100 m |
| Friday, 28 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Cloudy | Sunny intervals | Cloudy | Light rain shower |
| Wind | | 4 mph W | 8 mph S | 17 mph S | 8 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 2.5 mm |
| Relative Humidity | | 95 % | 96 % | 65 % | 88 % |
| Atmospheric Pressure | | 1019 hPa | 1018 hPa | 1015 hPa | 1014 hPa |
| Snowline | | 4100 m | 3800 m | 3700 m | 3600 m |
2 / 2
|
<urn:uuid:8e5ecaba-ec5f-4ca7-87c3-940a55ed7e50>
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CC-MAIN-2016-44
|
http://www.yourweather.co.uk/pdf_print-Chicago-Chicago+Weather+Service+Forecast+Office-United+States-North+America-10452.html
|
2016-10-21T23:48:36Z
|
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| 802,057,958
| 1,551
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|
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|
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Primary Works – Individual Short Stories
Magona, Sindiwe. "A Drowning in Cala."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 1‐18. Print.
‐‐‐. "A Peaceful Exit."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 86‐106. Print.
‐‐‐. "A State of Outrage."A State Of Outrage and Other Stories.Ed. Andries Oliphant. Cape Town: Mashew Miller Longman, 2009. 89‐101. Print.
‐‐‐. "A State Of Outrage."Opening Spaces.Ed Yvonne Vera. Harare: Baobob, 1999. 114‐27. Print.
‐‐‐. "Beautiful Balding."New Internationalist326 (August 2000): 26. Print.
‐‐‐. "Bhelekazi's Father."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 148‐63. Print.
‐‐‐. "Clawing at Stones."The Spirit of Writing: Classic and Contemporary Essays Celebrating the Writing Life.Ed. Mark Waldman. New York: Tarcher/Putnam, 2001. 7‐13. Print.
‐‐‐. "Comrade, Heal Yourself!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 39‐64. Print.
‐‐‐. "Flight."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 59‐61. Print.
‐‐‐. "House‐Hunting Unlike Soweto."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 19‐26. Print.
‐‐‐. "I'm Not Talking About That, Now."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 65‐85. Print.
‐‐‐. "It was Easter Sunday the day I went to Netreg."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 95‐105. Print.
‐‐‐. "Leave‐Taking."Nobody Ever Said AIDS: Poems and Stories from Southern Africa.Eds. Nobantu Rasebotsa, Meg Samuelson, and Kylie Thomas. Cape Town: Kwela Books, 2004. 124‐41. Print.
‐‐‐. "Lulu."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 87‐94. Print.
‐‐‐. "MaDlomo."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 106‐16. Print.
‐‐‐. "Mama Afrika, A Parable."New Internationalist307 (Nov. 1998): 22‐4. Print.
‐‐‐. "Man Lands on the Moon."Twist.Cape Town: Oshun Books, 2006. 1‐7. Print.
‐‐‐. "Modi's Bride."African Love Stories – An Anthology.Ed. Ama Ata Aidoo. Oxfordshire: Ayebia, 2006. 135‐48. Print.
‐‐‐. "Nosisa."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 72‐86. Print.
‐‐‐. "Now That the Pass Has Gone."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 143‐55. Print.
‐‐‐. "Possession."New Internationalist244 (June 1993): 20‐1. Print.
‐‐‐. "Push: A Short Story."NKA Journal of Contemporary African Art1994.1 (1994): 43. Print.
‐‐‐. "Push‐Push!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 27‐38. Print.
‐‐‐. "Scars of Umlungu."New Internationalist230 (April 1992): 8‐9. Print.
‐‐‐. "The Hand That Kills."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 126‐39. Print.
‐‐‐. "The most exciting day of the week."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 62‐71. Print.
‐‐‐. "The Sacrificial Lamb."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 140‐7. Print.
‐‐‐. "The Widow."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 107‐25. Print.
‐‐‐. "Women at Work."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 1‐56. Print.
‐‐‐. "Two little girls and a city."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 117‐42. Print.
‐‐‐. "Walking on the Moon."New Internationalist265 (March 1995). Web. 7 May 2013. www.newint.org
|
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CC-MAIN-2019-26
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https://english.gsu.edu/files/2014/08/Sindiwe-Magona-bibliography-15.pdf
|
2019-06-25T05:39:00Z
|
crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00484.warc.gz
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## Kindergarten Calendar 2024-25
**Brant Christian School**
**Board Approval:** January 16, 2024
### August
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 5 | 6 | 7 | 8 | 9 |
| 12 | 13 | 14 | 15 | 16 |
| 19 | 20 | 21 | 22 | 23 |
| 26 | 27 | 28 | 29 | 30 |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
### September
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| 2 | 3 | 4 | 5 | 6 |
| 9 | 10 | 11 | 12 | 13 |
| 16 | 17 | 18 | 19 | 20 |
| 23 | 24 | 25 | 26 | 27 |
| 30 | | | | |
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
### October
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 7 | 8 | 9 | 10 | 11 |
| 14 | 15 | 16 | 17 | 18 |
| 21 | 22 | 23 | 24 | 25 |
| 28(D) | 29 | 30(D) | 31(D) | |
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
### November
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | |
| 4(D) | 5(D) | 6(D) | 7(D) | 8 |
| 11 | 12 | 13 | 14 | 15 |
| 18 | 19 | 20 | 21 | 22 |
| 25 | 26 | 27 | 28 | 29 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
### December
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| 2 | 3 | 4 | 5 | 6 |
| 9 | 10 | 11 | 12 | 13 |
| 16 | 17 | 18 | 19 | 20 |
| 23 | 24 | 25 | 26 | 27 |
| 30 | 31 | | | |
**Winter Break December 23 - 31**
### January
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 3 | 6 | 7 | 8 | 9 |
| 10 | 13 | 14(D) | 15(D) | 16 | 17(D) |
| 20(D) | 21(D) | 22(D) | 23(D) | 24(D) |
| 27(D) | 28 | 29 | 30 | 31 |
**Winter Break January 1 - 3**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
### February
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 3 | 4 |
| 10 | 11 | 12 | 13 | 14 |
| 17 | 18 | 19 | 20 | 21 |
| 24 | 25 | 26 | 27 | 28 |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
### March
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 3 | 4 |
| 10 | 11 | 12 | 13 | 14 |
| 17 | 18 | 19 | 20 | 21 |
| 24 | 25 | 26 | 27 | 28 |
| 31 | | | | |
**March 21 Division-Wide PD Day**
### April
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 3(D) | 4(D) | | | |
| 7(D) | 8(D) | 9(D) | 10(D) | 11(D) |
| 14 | 15 | 16 | 17 | 18 |
| 21 | 22 | 23 | 24 | 25 |
| 28 | 29 | 30 | | |
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
### May
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 5 | 6 | 7 | 8 | 9 |
| 12 | 13 | 14 | 15 | 16 |
| 19 | 20 | 21 | 22 | 23 |
| 26 | 27 | 28(P) | 29(P) | 30 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
### June
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 2 | 3 |
| 9 | 10 | 11(D) | 12(D) | 13(P) |
| 16 | 17(D) | 18(DP) | 19(DP) | 20(D) |
| 23(D) | 24(D) | 25(D) | 26 | 27 |
| 30 | | | | |
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|-----------------------|-------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
**School Year Begins:** August 26, 2024
**First Day For Students:** September 3, 2024
**National Day for Truth and Reconciliation:** September 30, 2024
**Remembrance Day:** November 11, 2024
**Semester 2 Begins:** January 28, 2025
**National Indigenous Peoples Day:** June 21, 2025
**Last Day for Students:** June 26, 2025
**Total Instructional Days:** 80
**Operational Days:** 93
**Semester 1 Instructional Days:** 38
**Semester 2 Instructional Days:** 42
**XX** No Staff/Students
**Prof. Dev. Days (Palliser Directed)**
**Site Based Prof. Dev. Days**
**Collective Agreement Teacher Directed Days**
**Teachers’ Convention - ATA PD**
## Brant Christian School
### Grade 1 - 9 Calendar 2024-25
| August | September | October |
|--------|-----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 | 1 2 3 4 |
| 5 6 7 8 9 | 9 10 11 12 13 | 7 8 9 10 11 |
| 12 13 14 15 16 | 16 17 18 19 20 | 14 15 16 17 18 |
| 19 20 21 22 23 | 23 24 25 26 27 | 21 22 23 24 25 |
| 26 27 28 29 30 | 30 | 28(D) 29 30(D) 31(D) |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
| November | December | January |
|----------|----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 | 2 3 4 5 6 | 1 2 3 |
| 4(D) 5(D) 6(D) 7(D) 8 | 9 10 11 12 13 | 6 7 8 9 10 |
| 11 12 13 14 15 | 16 17 18 19 20 | 13 14(D) 15(D) 16 17(D) |
| 18 19 20 21 22 | 23 24 25 26 27 | 20(D) 21(D) 22(D) 23(D) 24(D) |
| 25 26 27 28 29 | 30 31 | 27(D) 28 29 30 31 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
**Winter Break December 23 - 31**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
| February | March | April |
|----------|-------|-------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 3 4 5 6 7 | 3 4 5 6 7 | 1 2 3 4(D) |
| 10 11 12 13 14 | 10 11 12 13 14 | 7(D) 8(D) 9(D) 10(D) 11(D) |
| 17 18 19 20 21 | 17 18 19 20 21 | 14 15 16 17 18 |
| 24 25 26 27 28 | 24 25 26 27 28 | 21 22 23 24 25 |
| | 31 | 28 29 30 |
| | | 16 W D 16 M 16 F 17 F 2 |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
**March 21 Division-Wide PD Day**
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
| May | June |
|-----|------|
| Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 |
| 5 6 7 8 9 | 9 10 11(D) 12(D) 13(P) |
| 12 13 14 15 16 | 16 17(D) 18(DP) 19(DP) 20(D) |
| 19 20 21 22 23 | 23(D) 24(D) 25(D) 26 27 |
| 26 27 28(P) 29(P) 30 | 30 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|-----------------------|------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
### School Year Begins: August 26, 2024
**First Day For Students:** September 3, 2024
National Day for Truth and Reconciliation: September 30, 2024
Remembrance Day: November 11, 2024
Semester 2 Begins: January 28, 2025
National Indigenous Peoples Day: June 21, 2025
Last Day for Students: June 26, 2025
### Total Instructional Days
- Operational Days: 171
- Semester 1 Instructional Days: 80
- Semester 2 Instructional Days: 81
### Key:
- **XX**: No Staff/Students
- **Prof. Dev. Days (Palliser Directed)**
- **Site Based Prof. Dev. Days**
- **Collective Agreement Teacher Directed Days**
- **Teachers’ Convention - ATA PD**
## Brant Christian School
### Grade 10 - 12 2024-25
| August | September | October |
|--------|-----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 | 1 2 3 4 |
| 5 6 7 8 9 | 9 10 11 12 13 | 7 8 9 10 11 |
| 12 13 14 15 16 | 16 17 18 19 20 | 14 15 16 17 18 |
| 19 20 21 22 23 | 23 24 25 26 27 | 21 22 23 24 25 |
| 26 27 28 29 30 | 30 | 28(D) 29 30(D) 31(D) |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
| November | December | January |
|----------|----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 | 2 3 4 5 6 | 1 2 3 |
| 4(D) 5(D) 6(D) 7(D) 8 | 9 10 11 12 13 | 6 7 8 9 10 |
| 11 12 13 14 15 | 16 17 18 19 20 | 13 14(D) 15(D) 16 17(D) |
| 18 19 20 21 22 | 23 24 25 26 27 | 20(D) 21(D) 22(D) 23(D) 24(D) |
| 25 26 27 28 29 | 30 31 | 27(D) 28 29 30 31 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
**Winter Break December 23 - 31**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
| February | March | April |
|----------|-------|-------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 3 4 5 6 7 | 1 2 3 4 5 6 7 | 1 2 3 |
| 10 11 12 13 14 | 10 11 12 13 14 | 7(D) 8(D) 9(D) 10(D) 11(D) |
| 17 18 19 20 21 | 17 18 19 20 21 | 14 15 16 17 18 |
| 24 25 26 27 28 | 24 25 26 27 28 | 21 22 23 24 25 |
| | 31 | 28 29 30 |
| | | 16 W D 16 M TH 14 F |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
**March 21 Division-Wide PD Day**
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
| May | June |
|-----|------|
| Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 |
| 5 6 7 8 9 | 9 10 11(D) 12(DP) 13(P) |
| 12 13 14 15 16 | 16 17(DP) 18(DP) 19(DP) 20(D) |
| 19 20 21 22 23 | 23(D) 24(D) 25(D) 26 27 |
| 26 27 28(P) 29(P) 30 | 30 | 18 N 1 D 19 M TH 25 F 23 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|----------------------|------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
### School Year Begins: August 26, 2024
**First Day For Students:** September 3, 2024
National Day for Truth and Reconciliation: September 30, 2024
Remembrance Day: November 11, 2024
Semester 2 Begins: January 28, 2025
National Indigenous Peoples Day: June 21, 2025
Last Day for Students: June 26, 2025
### Total Instructional Days
Operational Days: 162
Semester 1 Instructional Days: 81
Semester 2 Instructional Days: 81
### XX No Staff/Students
Prof. Dev. Days (Palliser Directed)
Site Based Prof. Dev. Days
Collective Agreement Teacher Directed Days
Teachers’ Convention - ATA PD
## 2024-2025 Brant Christian School Supply List for Students
### Kindergarten
1 pair indoor shoes (suitable for gym class)
1 pair outdoor shoes
1 lg. bottle of white glue or 2 small
6 large glue sticks or 10 small
1 eraser (white vinyl)
1 pencil sharpener (with container for shavings)
1 pencil box – Plastic Please
3 pencils (sharpened)
3 boxes colored Crayola wax crayons (pkg. of 8)
- basic colors label each crayon
1 box Crayola washable markers
1 pair scissors (child safe)
2 Hilroy Scrapbooks (11 ½ X 17)
2 Hilroy Exercise book (plain) 72 page -light blue
1 Duotang (3 prong report cover)
2 pkg 8½x11 copy paper
1 box Kleenex
1 backpack
1 lunch kit
1 water bottle
1 – 1” 3 ring binder (hard sided)
1 change of clothing (labeled in a re-sealable bag)
1 container disinfectant wipes
2 large containers of Lysol disinfectant wipes
2 bags large ziploc plastic bags
1 bag medium ziploc plastic bags
1 8½ x 11 whiteboard
4 whiteboard markers
1 old sock or cloth for erasing
1 set of earbuds or headphones with microphone
1 Bible (NIV) this version used for Scripture memory
Please make sure student supplies are labeled with student names.
### Grade 3 & 4
1 pair indoor shoes
1 pair outdoor shoes)
2 large glue sticks
4 erasers (white vinyl)
1 pair scissors
30 pencils (2 HB) (sharpened)
1 pkg. pencil crayons (pre-sharpened)
1 pkg. washable markers
2 highlighters
1 centimeter ruler (wood or metal)
2 - 5 pocket accordion folders
1 pkg lined loose-leaf paper
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
1 Sketch Book (8 ½ x 11)
1 Bible (NIV)
1 box Kleenex
1 backpack
1 pencil sharpener
1 pencil box
1 large ziploc bag for extra supplies
1 paint shirt
1 set of earbuds or headphones with microphone
1 Large container of Lysol disinfectant wipes
1 8 ½ x 11 white board
4 white board markers
1 old sock (for whiteboard erasing)
*Please make sure all materials are labelled with the student’s name.*
### Grade 1 & 2
1 pair indoor shoes (suitable for gym class)
1 pair outdoor shoes
1 lg. or 2 sm. bottles white glue (school glue)
5 large glue sticks or 10 small
4 erasers (white vinyl)
1 pair children’s scissors (not too pointed)
1 plastic rectangular (medium size) pencil box (with name on)
2 pencil sharpener (with container for shavings)
20 pencils (2 HB)
*2 boxes colored crayons (min 8/box)
Gr. 1 - Wax crayons only
Gr. 2 - Staedtler Pencil crayons only
3 boxes Kleenex – labeled
1 change of clothing (labeled in a re-sealable bag)
1 backpack
1 paint shirt (larger one works best)
1 centimeter ruler (not floppy) labeled
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
2 ½ plain ½ interlined 72 page exercise book (journal/peek of the week)
ORDER ALL OF YOUR SCHOOL SUPPLIES FROM SCHOOL START! YOU CAN ORDER ONLINE, BY PHONE OR USE THEIR PRINTABLE FORM. PLEASE SEE THEIR INDIVIDUAL GRADES LIST & INFO.
# 2024-2025 Brant Christian School Supply List for Students
## Middle School (Gr. 5/6)
1 pair indoor shoes
1 pair outdoor shoes
1 bag for gym strip
2 large glue sticks
4 erasers (white vinyl)
1 Scissors
1 calculator (TI-30xIIS recommended)
1 cm ruler (30 cm)
40 pencils (2 HB) pre-sharpened
1 pencil box
2 pencil sharpeners
1 pkg. felt markers (fine tip)
1 pkg. pencil crayons (pre-sharpened)
3 highlighters (3 colours)
2 black FINE TIP Sharpies
1 pkg of whiteboard markers
5 pens of varied colours
2 red pens
3 duo tangs (spelling, Bible, POW)
1 sketch book
4 coil notebooks 100pg (SS, LA, morning work, math)
1 pkg. graph paper
2 pkgs. lined loose-leaf paper
10 dividers
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
2 large (2”) Binders
1 Carabiner (for locker)
1 Dictionary/Thesaurus
1 Bible (NIV)
2 box Kleenex
1 container disinfectant wipes
1 clean, old sock (for whiteboard erasing)
1 Good quality headphone with microphone
Agenda
1 sketch book (for students taking ART option)
2 coil scribblers (100 pages, 1 each for Social & LA)
1 pkg. graph paper
2 pkgs. lined loose-leaf paper
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
4 x 2” Binders for core subjects
2 x pkg of 8 Index dividers
Scientific Calculator (talk to Mr. D if you have questions)
1 Bible (NIV)
1 box Kleenex
1 backpack
Good quality headphone with microphone
## High School (Gr. 10-12)
### General Required Items:
1 pair outdoor shoes
1 pair indoor shoes
1 Box of Kleenex
Bible (NIV or NLT)
Pencil Case or Desktop Pen Holder
Eraser (white vinyl)
Pencils (2HB)
Black Sharpie Marker
Pencil Sharpener
Blue or black pens
Highlighters (4 different colours)
Markers &/or pencil crayons
3 pkg 8 ½ x 11 Copy Paper (500 sheets)
Good quality headphone with microphone
Backpack
Post it notes (recommend 3x3”)
Lined Loose Leaf paper (2 packs)
4 – 2” Binders (one for each core course)
### Course Specific Required Items (Gr. 9-12):
PE - 1 duotang for PE Log
ART - 1 sketch book
2 – Coil Notebook (100 pages, Social Studies and English)
MATH - Graphing Calculator (Mrs. G recommends the Casio Fx-9750 GIII Graphing calculator) - School Start does not supply this calculator but instead offers the Texas Instruments TI-83 Plus Graphing calculator
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The water used mainly takes from the river and the reservoir in Taiwan, and the water source was depended on the rainfall supply. The long term rainfall and runoff records were collected to investigate the variation of water resource in Keelung River and Jhuoshuei River. According to historical record, the long-term rainfall decreased obviously, but the runoff increased in Keelung River. The Jhuoshuei River has opposite phenomenon. However, the totally results showed that the rainfall has the tendency of decrease in the whole island, and the weather change influenced the rainfall distribution and amount, which may imply the crisis of water resource shortage.
(Key words: river basin, rainfall, runoff, water resource)
一、前言
近年來由於全球氣候變遷因素，導致世界各地季節時序產生暖冬現象，因此氣候異常愈趨明顯。台灣位於亞熱帶地區，屬於多雨之島國，水資源應較豐沛，但由於土地資源為山多平原少且地形陡峭，使得水資源容易流失，故河川在本島則扮演補注水源的重要角色。
台灣地區近十年來幾乎每遇颱風即帶來豐沛水量，但也同時帶來災害，而沒有颱風雨量補充的河川，水源則易蒸發流失。欲探討河川流域降雨量的長期變化可以歷史資料分析，但欲了解雨量是否直接補注於河川流量尚須考慮其它因素。土地利用的改變也會對巡流產生影響，而巡流係數常用於探討集水區產生巡流的潛勢能力評估。
Bosch et al.（1982）統計全球 94 個集水區實驗發現，森林覆蓋的減少會使巡流量增加。不同植被覆蓋亦有不同的影響，如每減少 10% 的針葉林覆蓋面積，會增加約 40mm 的年巡流深度；每減少 10% 的闊葉林覆蓋面積，會增加約 25 mm 的年巡流深度；而每減少 10% 的灌木或綠地覆蓋，年巡流量深度會增加約 10mm。
Savenije(1996) 推求巡流係數與水分循環之關係式，說明在低巡流係數的流域中每個水分子都會被重複再利用。集水區因砍伐森林、農業的發展、都市化的形成，導致蒸發散減少或集水區的巡流量增加，將會使降雨量減少，而集水區內的水循環是直接受到土地利用的影響，特別是在半乾燥或是在乾燥的地區，水分循環是降雨的重要來源。
另外降雨強度在時間與空間上的變化會影響集水區巡流量的時空變化，當降雨強度大於土壤的入滲率時，部份的降雨會產生地表巡流；反之若降雨強度小於土壤的入滲率時，降雨大都會入滲到土壤而不會形成地表巡流。Wainwright et al.（2002）在不同坡長的條件下，探討降雨強度的時間變化對巡流係數的可能影響。研究結果證明降雨強度的時間變化是控制巡流係數的主要因素。Rose（1998）利用假設檢定(hypothesis testing)的方法分析不同臨前降雨條件下對巡流的影響，收集美國喬治亞州海岸平原 1948 至 1994 年的水文資料，探討在暴雨和乾旱事件後巡流比值的變異，發現從乾旱事件後恢復到正常降雨狀態時的巡流比值需要 1-2 年的時間；而在暴雨的狀態下則需要 2 年以上的時間恢復到正常的巡流比值。
二、材料與方法
本研究選定北部基隆河流域及中部濁水溪流域作為分析比較對象，分析年限則以流域內有記錄的測站起訖年所有資料做為基礎，但為了分析雨量及流量變化情形尚須考量相關影響因子，故藉由水文循環示意圖(如圖 1)說明雨量與流量關係，由圖中可以得知氣候變遷影響的結果會改變水資源的豐枯情形。
1. 資料收集
① 測站資料：為了計算兩個流域的年平均雨量，先以徐昇氏多邊形法展繪出基隆河流域及濁水溪流域之測站分佈圖，再進一步求算流域之平均雨量，分析資料如表 1。
表 1 流域測站年平均雨量資料
| 年度 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 平均 |
|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|
| 全省雨量 | 1,605 | 2,630 | 1,914 | 2,860 | 2,183 | 3,322 | 2,081 | 2,332 | 3,077 | 1,572 | 1,689 | 1,572 | --- | 2,236 |
| 基隆河雨量 | --- | --- | --- | --- | 3,040 | 5,248 | 2,795 | 4,354 | 3,825 | 2,408 | 2,190 | 3,850 | 4,106 | 3,535 |
| 潛水滲雨量 | 1,553 | 2,383 | 1,784 | 2,052 | 2,115 | 2,762 | 2,028 | 2,005 | 2,283 | 1,600 | 1,460 | 2,379 | 2,934 | 2,103 |
資料來源：中央氣象局、水利署、台灣電力公司
②雨量資料：因為雨量站記錄年限不一，故本研究以克利金法將流域內測站所有記錄值進行分析，並以等雨量線方式展繪年雨量分佈圖（如圖 2、圖 3），由此判斷流域內之年雨量分佈。（雨量資料來源主要是透過水利署及中央氣象局網站取得）
圖 2 基隆河流域等雨量分佈圖
Figure 2. The rainfall distribution chart in Keelung River
③流量資料：本研究收集的流量資料顯示，基隆河流域流量資料僅有介壽橋站（上游）及五堵站（下游）。濁水溪流域流長較長，為了解全流域流量變化是否一致性，故分別取上游段（武界進水站）、中游段（玉峰橋站）及下游段（彰雲橋站）分析其歷年流量變化。（流量資料來源為水利署「台灣地區河川流量站資料庫」。）
④土地利用資料：由於土地利用狀況會直接影響徑流量，進而影響河川基流量，所以本研究收集水土保持局及內政部的土地利用數化資料，並以ArcView 3.2軟體判釋基隆河流域及濁水溪流域範圍內各種土地利用分佈，以作為雨量及流量變化分析結果後的驗證資料。
⑤土壤資料：土壤質地會影響降雨入滲率，因此收集土壤資料可以判斷流域內潛在河川基流量的分佈區域。本研究是採用美國農部（USDA）土壤質地劃分方法進行基隆河流域及濁水溪流域土壤質地的比較（如表2）。
表2 基隆河流域與濁水溪流域土壤質地面積比較表
| 地質名稱 | 基隆河流域 分佈面積(m²) | % | 濁水溪流域 分佈面積(m²) | % |
|---------------------------------|-----------------------|-----|------------------------|-----|
| 石礫 | 0 | 0 | 385,513,919 | 7.12|
| 均質粘土、砂質粘土 | 0 | 0 | 495,697,573 | 9.16|
| 均質壤土、均土 | 107,832,505 | 10.24| 508,372,881 | 9.39|
| 砂質粘壤土 | 6,252,541 | 0.59| 1,663,265,531 | 30.72|
| 粗砂土、砂土 | 31,685,673 | 3.01| 77,399,200 | 1.43|
| 細砂土、壤質砂土、壤質粗砂土 | 427,949 | 0.04| 199,948,706 | 3.69|
| 粘土 | 86,144,329 | 8.18| 97,639,030 | 1.80|
| 粘質壤土、均質粘壤土 | 133,688,592 | 12.70| 9,796,265 | 0.18|
| 極細砂土、壤質極細砂土、極細砂質壤土 | 17,236,580 | 1.64| 386,037,660 | 7.13|
| 壤土 | 616,374,718 | 58.55| 1,332,645,238 | 24.62|
| 壤質細砂土、粗砂質壤土、砂質壤土、細砂質壤土 | 53,122,022 | 5.05| 257,250,400 | 4.75|
| 合計 | 1,052,764,909 | 100 | 5,413,566,403 | 100 |
2. 分析方法
(1) 徐昇氏多邊形法 (Thiessen polygons method)
流域平均雨量為重要的水文資料之一，而流域內有多個雨量站，為了解長期降雨趨勢演變及流域平均雨量，本研究採用徐昇氏多邊形法計算。此法係將 n 個測站連接形成多個三角形，再做三角形各邊之垂直平分線，三垂直平分線必交於一點即三角形外心，連接各三角形外心即可形成 n 個多邊形網，求出各水文站之控制面積，再由其公式計算流域之平均雨量，公式如下：
\[ \bar{P} = \frac{\sum_{i=1}^{N} P_i A_i}{\sum_{i=1}^{N} A_i} \]
Pi：各水文站之雨量記錄
Ai：各水站控制之多邊形面積
(2) 克利金法 (Kriging Method)
為了解流域內雨量的空間分佈狀況，本研究以 SURFER 8.0 版中的克利金法求出流域的等雨量線圖，藉此了解流域範圍內的雨量分佈。克利金法因具有最佳線性不偏推估之特性，因此常被使用在地理統計相關之推估應用，以下簡述克利金法之推估公式：
● 線性 (Linear)：估計值為觀測值之線性組合。
\[ Z_0^* = \sum \lambda_{ij} Z_i \]
Z_i: 隨機變數 \( Z(x) \) 在 \( x_i \) 點上之觀測值，即 \( Z(x_i) \)
\( Z_0^* \): 為 \( Z(x_0) \) 之推估值，即 \( Z^*(x_0) \)
\( \lambda_{ij} \): 為對應 \( Z_i \) 之權重
● 不偏估 (Unbiased)：估計值之期望值等於隨機變數之期望值。
\[ E[Z_0^*] = E[Z_0], \text{ 即 } E[Z_0^* - Z_0] = 0 \]
● 最佳化 (Optimal)：估計值與觀測值差之變異數為最小值。
\[ \min \{ \text{Var}[Z_0^* - Z_0] = E[(Z_0^* - Z_0)^2] \} \]
(3) 移動平均法 (Method of moving average)
長期距雨量變化可以用「移動平均法」來判斷其趨勢，移動平均法可以表示某測站在某特定時期內之記錄與全期記錄之相關性，若移動年限選定為 n 年，則 n 年之移動平均如下：
\[ (1/n)(P_1 + P_2 + P_3 + \ldots + P_n) \]
點於(n+1)/2 年之位置，下一個移動平均如下：
\[ (1/n)(P_2 + P_3 + P_4 + \ldots + P_{n+1}) \]
點於[(n+1)/2]+1 年之位置，以此類推。
本研究為了增加研判河川流域豐枯趨勢的合理性，以五年之移動平均來看變化趨勢，基隆河流域選定上游的瑞芳站及中游的五堵站進行分析；濁水溪流域則選定上游的武界進水站、中游的水里站及下游的西螺站進行分析。
三、結果與討論
由本研究所收集的資料經過分析後，基隆河流域及濁水溪流域長期雨量及流量變化情形有下列趨勢：
(一) 長期雨量變化趨勢
根據表 I 的雨量記錄以徐昇氏法求算流域
平均雨量，結果顯示基隆河流域長期雨量變化呈現遞減趨勢（如圖 4），其平均年雨量為 3,535mm，高於全省年平均雨量 2,236mm；濁水溪流域長期雨量變化呈現遞增趨勢（如圖 5），其平均年雨量為 2,103mm，低於全省年平均雨量 2,236mm。由圖 6 所示，全省雨量變化是呈現遞減趨勢，此結果顯示近年氣候變遷已明顯改變台灣地區的降雨量，而且可能致使水資源量減少。
(二)長期流量變化趨勢
基隆河流域流量資料僅收集到介壽橋站（上游）及五堵站（下游），分析其歷年流量變化趨勢顯然有增加之現象（如圖 7）；濁水溪流域流長較長，為了解全流域流量變化是否一致性，故分別取上游段（武界進水站）、中游段（玉峰橋站）及下游段（彰雲橋站）分析其歷年流量變化，結果顯示上游段流量變化不明顯；中游段流量有遞增趨勢；下游段則呈現遞減現象（如圖 8）。
(三)河川流域豐枯趨勢
由五年移動平均研判河川流域豐枯情形，基隆河流域以上游的瑞芳站、中游的五堵站及下游的淡水站進行分析，結果如圖 9、圖 10、圖 11；濁水溪流域則選定上游的武界進水站、中游的水里站及下游的西螺站進行分析，結果如圖 12、圖 13、圖 14。
Figure 4. Annual mean rainfall tendency chart in Keelung River
Figure 5. Annual mean rainfall tendency chart in Jhuoshuei River
Figure 6. Annual mean rainfall tendency chart in Taiwan
Figure 7. The discharge change tendency chart in Keelung River
Figure 8. The discharge change tendency chart in Jhuoshuei River
Figure 9. Juifeng station 5-year rainfall of moving average tendency chart
Figure 10. Wu-Tu station 5-year rainfall of moving average tendency chart
Figure 11. Tanshui station 5-year rainfall of moving average tendency chart
Figure 12. Wu-Chieh station 5-year rainfall of moving average tendency chart
Figure 13. Shui-Li station 5-year rainfall of moving average tendency chart
Figure 14. Hsilo station 5-year rainfall of moving average tendency chart
四、結論與建議
(一) 根據歷年平均雨量記錄，基隆河流域長期水文變化情形顯然有遞減的趨勢，但流量記錄顯示卻呈現遞增現象，探討此原因可能是土地利用改變導致地表徑流量增加。
(二) 根據歷年平均雨量記錄，濁水溪流域長期水文變化情形雖然有遞增的趨勢，但流量記錄顯示卻呈現上游段流量變化不明顯、中游段流量有遞增趨勢、下游段則呈現遞減現象，探討此原因有二種可能，其一是中游段土地利用改變（包括災害造成的土地變遷）導致流量增加；其二是下游段居民大量使用河川引水灌溉作為農業耕作或抽用地下水導致流量遞減。經研究成果顯示，如果欲提升地下水補注量建議可以由下列兩點深入探討：
1. 例如基隆河流域因都市化較深，但是沿著流域兩側大都為建築用地，其河川流量呈現出極顯著的遞增趨勢（如圖7），此現象代表著土地貯水能力不足，而地表徑流皆快速流入河川，因此欲提升地下水貯蓄量建議於上游較未干擾之農業土地設截留設施（如緩衝綠帶或保留平地水田及坡地梯田），使地表水可以停留時間較久，增加入滲率。
2. 濁水溪流域面積廣達3,155平方公里，雖然農業用地佔大部分土地面積，但也因此農業用水佔用大部分水資源量，加上受地形地質條件影響，上中下游才會有流量變化不一致的情形（如圖8）。究其原因主要為上游地區因干擾較少，故其流量變化不明顯；中游段因人為開發的農耕地範圍大，加上全段多屬於山坡地地形，土地貯水條件更不佳，因此大部分的地表徑流皆流入河川；下游地區原為河川流量補注應有較佳的水資源貯蓄機會，但彰雲地區使用河川引水灌溉現象相當普遍，導致下游段流量遞減，因此欲提高水資源貯蓄量建議從改變農業耕作型態或休耕期限，以減少灌溉用水量。
誌謝
本研究計畫由行政院經濟建設委員會委辦計畫（計畫編號：95040105）經費補助，資料收集承蒙工硯工程股份有限公司協助整理，謹此一併誌謝。
參考文獻
1. 中央氣象局網站，http://www.cwb.gov.tw/。
2. 經濟部水利署水文資訊網整合性服務系統，http://gweb.wra.gov.tw/hydroinfo/。
3. 經濟部水利署（1995~2004），台灣地區水文年報。
4. 吳瑞賢，2001，工程水文學，台北：科技圖書股份有限公司。
5. 王如意、易任，1998，應用水文學，台北：茂昌圖書股份有限公司。
6. 宋仁良，2004，基隆河上游集水區地表特性與降雨徑流之關係研究，中國文化大學地學研究所碩士論文。
7. 田維婷，2003，「氣候變遷對台灣地區地表水文量之影響」，國立中央大學水文科學研究所碩士論文。
8. 余文利, 2005, 「翡翠水庫集水區水文分析」, 國立中央大學水文科學研究所碩士論文。
9. 蕭政宗, 楊欣怡, 馬家驊, 2002, 「台灣地區降雨特性趨勢分析」, 第十三屆水利工程研討會論文集。
10. Allan, J.A. (1999): “Water stress and global mitigation: water food and trade” Arid Lands Newsletter No.45.
11. Bosch, J. M. and J. D. Hewlett, 1982, “A review of catchment experiments to determine the effect of vegetation changes on water yield and evapotranspiration”, Journal of Hydrology, vol. 55, 3-23.
12. Rose, S., 1998, “A statistical method for evaluating the effects of antecedent rainfall upon runoff: applications to the coastal plain of Georgia”, Journal of Hydrology vol. 211, 168-177.
13. Wainwright, J. and Anthony J. P., 2002, “The effect of temporal variations in rainfall on scale dependency in runoff coefficients”, Water Resources Research, vol. 38, no. 12, 1271.
14. Yu, P. S., T. C. Yang, and C. K. Wu, 2002, “Impact of climate changeon water resources in southern Taiwan”, Journal of Hydrology, vol.260, 161-175.
________________________
97年04月15日 收稿
97年04月30日 修改
97年06月12日 接受
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PRE-2020 MITIGATION ACTION NOW!
Bonn, October 2015
Climate change is a cumulative problem. Every added molecule of CO2 loads the carbon budget further, adds to the extreme weather events we are already experiencing, and takes us one step closer to irreversible tipping points and runaway warming. Emissions today cannot be compensated by higher ambition tomorrow. A focus on emissions levels decades ahead, such as the recent weak G7 statement, is a dangerous distraction if not preceded by aggressive emissions reductions here and now. Pre-2020 action must be centre-stage for Paris.
The carbon budget
The UNFCCC Structured Experts Dialogue shows the vast risks associated with 2 degrees of warming ,and how even 1.5 degrees is not safe. However, for a meagre 2 in 3 chance of keeping below the dangerous 2 de-‐ grees goal (a risk level equivalent to boarding a plane knowing there are 30 000 plane crashes every day) IPCC shows that in 2011 we had only 1000 Gt CO2 left in the budget.
Since 2011 we have emitted an additional 150 Gt. Factoring in unavoidable emissions from land use (of 100Gt) – assuming we do the best we can to reduce deforestation and tackle emissions from agriculture – and difficult to substitute cement production (150Gt) leaves us with 600 Gt CO2 remaining for all other emis-‐ sions – 15 years at current emissions levels.
From a fair shares and equity perspective all of this remaining emissions budget belongs to developing countries and the poor who have limited historical responsibility, less capacity to mitigate and still need to build much of their infrastructure.
Fair shares and immediate action
Developed countries must thus undertake all avail-‐ able efforts to transform their energy sectors, trans-‐ portation, housing, and industries as fast as conceiv-‐ ably possible. This means going to zero emissions through a restructuring of their economies, produc-‐ tion and consumption patterns at scale and pace sim-‐ ilar to what countries have done when facing war.
Developed countries need to decrease their domestic emissions in the order of 50% by 2020, 75% by 2025 and 90% by 2030. To keep within the risky 1000Gt budget this still requires developing countries to on average peak by 2025, and then to embark on unpre-‐ cedented 6-‐8% yearly emissions reductions, while simultaneously growing their economies and building infrastructure.
A large proportion of these necessary developing country reductions are in fact the responsibility of developed countries and must be enabled by finance and technology – it is their mitigation related climate debt. Developed countries have to undertake their share of these global emissions reductions by provid-‐ ing the necessary technology, finance and capacity building to developing countries.
This is their moral obligation, but is also in their self-‐interest. Without such provision the carbon budget will burst and they will also risk the dire consequences of tipping points and catastrophic climate change, risking the stability and viability of their own societies.
To have any credibility and relevance, the UNFCCC negotiations and COP21 in Paris must deliver im-‐ mediate action, pre-‐2020, facing up to this reality.
This calls for, in concrete terms:
1. Raise developed country pre-2020 targets, based on fair sharing of the carbon budget
All countries must do their fair share.
As is clear in the mandate from Durban, and as gov-‐ ernments agreed in Doha in 2012 (under the Kyoto Protocol), rich industrialised countries must raise their 2020 emissions reductions targets in line with what science and equity require.
As part of a science-‐based and fair outcome, Paris should see an agreement for Annex I targets to in-‐ crease from their current level of about 12% below 1990 levels by 2020 to at least 50% below 1990 levels, and further commit to 90% reductions by 2030.
Developing countries, in turn, must undertake the maximum immediate action as enabled by financial and technological support. They must also use the pre-‐ 2020 period to thoroughly plan, through national multi-‐stakeholder processes, for ambitious national plans that include activities both conditional and non-‐ conditional on provision of finance and technology.
The current refusal by developed countries to increase their pre-‐2020 commitments is unacceptable. Without significant increase in effort there will be minimal trust in the negotiations, no example for other coun-‐ tries to follow, and very little left of the global emis-‐ sions budget for the post-‐2020 period.
2. Commit to meet pre-2020 targets
The ambitious targets for pre-‐2020 that needs to be announced in Paris, along with the necessary commit-‐ ments on finance and technology must be more than political pledges. The current refusal to commit to the Kyoto protocol by USA, Canada, Japan and Australia is unacceptable.
The Paris COP should see ambitious science-‐based reduction targets inscribed in an enforceable agree-‐ ment that regains its status as 'legal force' through the return of signatories. The international climate regime as it applies by the developed countries must not be weakened or 'deregulated" simply to appease the United States, and other developed countries that seek to escape from the Kyoto Protocol.
Paris must also set up a legal framework to monitor, review and verify the provision of finance and techno-‐ logy, including a roadmap for pre-‐2020 climate finance. Without a commitment to the already pledged (and insufficient) USD 100 billion, Paris has little prospect of success.
3. Transform towards 100% peoplecentred renewable energy and energy access.
To keep within the carbon budget, an ambitious, vis-‐ ionary transformation to 100% distributed, people-‐ centred renewable energy must be initiated immedi-‐ ately in both developed and developing countries.
The challenge is momentous and requires a concerted global effort – a programme for 'Global Renewable Energy and Energy Access' (GREEAT) much in line with the Africa group call for a Global Partnership on renewable energy.
Such a global 'Marshall plan' requires scrutiny of solu-‐ tions for a race to the top among developed countries, and an ambitious support mechanism enabled by international public finance (through GCF and/or other international public funding) for developing countries. Ensuring energy access for all and support mechanisms for decentralised, community controlled energy, smart grids and energy efficiency must be key features of such a programme.
Paris should launch a GREEAT programme and set in motion similar efforts in other sectors through the strengthening of the existing Technical Expert Process and establishment of the proposed Accelerated Im-‐ plementation Mechanism under Workstream 2 of the UNFCCC Durban platform.
Earth in Brackets
4. Avoid and remove dirty and harmful energy
There is no room in the carbon budget for new fossil fuel investments that locks in additional pollution. Both new and existing fossil fuel investments risk be-‐ coming stranded assets, as many fossil fuel installa-‐ tions will have to be decommissioned before the end of their lifetime.
Governments need to ban investments in dirty energy and instead promote and incentivise clean, renewable energy.
This means that the Green Climate Fund must adopt a clear policy that excludes the chance of public money funding harmful energy projects.
Paris should also see governments commit to ending their subsidies to fossil fuel producers and their use of public export and development banks to finance harmful energy projects.
5. Immediately tackle behaviour, consumption and demand-side management
The urgency of climate change requires immediate action on the demand-‐side of the energy system. While forcefully initiating a transition to 100% re-‐ newable energy on the supply-‐side (i.e renewable energy installations, smart grids etc.) it will still take years before new, zero-‐carbon structures are in place. To avoid bursting the carbon budget the wealthy minority of the world's population need to immediately curb overconsumption and waste.
Governments in both developed and developing countries must address this through stringent meas-‐ ures such as carbon taxes, progressively tougher technology standards, bans on wasteful products, limits on advertisement, public education and quotas and rationing, while ensuring a just transition for workers and that poor and marginalised people are not affected in negative ways.
A price on carbon alone will not suffice to incur the transformational, non-‐incremental changes that are required.
What Next Forum
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New horizon scholars school
Kavesar, Ghodbunder Road, Thane (W)-400615
English Story Telling Competition
Date:- 06/08/2018
Grade II
| 1 | Vanya Joshi | D | Neptune | I |
|---|---|---|---|---|
| 2 | Yahvi Sorathia | E | Mars | II |
| 3 | Anica Dongerkery | L | Jupiter | II |
| 4 | Niyati Singh | I | Jupiter | III |
| 5 | Ebal Dhanish | D | Mars | III |
| 6 | Trisha Johnson | K | Neptune | III |
| 7 | Avni Pradhan | I | Jupiter | 1st Consolation |
| 8 | Shriya Parshionikar | F | Mars | 1st Consolation |
| 9 | Mansi Jadhav | A | Mars | 1st Consolation |
| 10 | Saisha Kadam | E | Earth | 2nd Consolation |
| 11 | Kanishka Saraiya | J | Neptune | 2nd Consolation |
| 12 | Subhi Singh | K | Earth | 2nd Consolation |
| 13 | Mihir Sant | K | Neptune | 3rd Consolation |
| 14 | Ipshita Shetty | J | Mars | 3rd Consolation |
| 15 | Vaishnavi Iyer | M | Earth | 3rd Consolation |
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STRATEGIC PLAN UPDATE 2013-2014
Culture & Climate
Goal One: Foster the culture of continuous improvement.
* Utilized ECRA and 5 Essential Data to address goals and directives, shared with all District 70 staff and Board of Education
* Created aBuilding a Community of Character theme as part of the Character Counts committee, drawing in support from the Village of Libertyville
* Integrated the Talent Ed format by adding a reflective component to Staff Evaluation
* School Improvement Efforts guided through Rising STAR Model
* Highland Tech Staff visited North Shore School District 112 to observe STEM classrooms, Highland-‐LHS Articulation enhanced, Next Generation Science Standards articulation with Hawthorn and Oak Grove
* Special Education Parent Orientation designed for incoming 6th graders
* Administration (Mr. Youngman, Mrs. Poelking, Mrs. Imholz) consulted at Deerfield District 109 regarding STAR Assessment
* Improved kindergarten registration process by moving timeline up and allowing online registration
Peer Shadowing:
* New Full Day Kindergarten teachers traveled to established Full Day classrooms for observations
* 5th Grade teachers observed 6th grade classrooms
* Goal Two: Strengthen climate through positive relationships focused on enhanced communications and fostering safe and caring environments.
* Safety experts, Paul Timm and Ron Ellis, trained District 70 administration and staff regarding school security and safety
* Staff, substitutes and volunteers wear specific colored (red) lanyards to be easily identified to students, parents, and community
* School safety and security measures -‐ enhanced
* District wide, Social Workers updated documentation to support students with Social/Emotional concerns
* Elementary reporting for bullying now coincides with HMS bully reporting
* Every Family Association will be given money to help support each school – 2013-‐2014 becomes the end of the matching grant plan
* Postive Behavior Strategies orientation/implementation at all elementary schools (each school at different phase and committed to data gathering to improve student behavior)
* Highland Middle School Online Report Card Implementation
* Based on parent survey results Facebook, twitter, website and email blasts are widely used
* Spring Crisis Management Committee meeting with local first responders (Annual Emergency Response Review)
* Grant secured for additional safety work, summer 2014
* All schools possess Incident Command Teams to address Safety
* Long reaching upgrades in website including improved mobile accessibility, aesthetic improvement and increased teacher website opportunities – formally presented to Board of Education June 2014
* Highland continued communications regarding cross-‐curricular units & Team Days
Professional Development
Goal One: Meet diverse staff needs by offering creative growth opportunities and foster self- directed learning.
* Commitment to maintaining staff Individual Learning Plan (ILP) Opportunities -‐ Providing educators with time to establish and work toward specific goals of the ILP
* Recognizing classified staff needs and providing growth opportunities for support team members
* Second year teachers' reflective practice via video recording teaching practices
* With a host of available offerings, Global Compliance Network, currently used for training by District 70 staff, has an ever-‐growing number of tutorials for schools covering a broad range of topics from Health & Safety to Policies and Regulations.
* Summer learning series for summer technology training for 2014-‐15 (websites, links, pdfs, videos and tutorials for self-‐directed technology learning)
* Hiring of new Technology Literacy Coach to support staff/student needs
Goal Two: Prepare staff for implementation of current learning and teaching standards, and assessment to improve student outcomes.
* Consultant, Gretchen Courtney and Associates, offered staff training focused on reading strategies that are directly related to the new Illinois Learning Standards (ILS) reading strategies
* Elementary classroom teachers participated in the new ILS math workshops at the Regional Office of Education
* Middle school math department participated in new ILS math workshops at the ROE while also reviewing different materials for adoption
* Math training offered with Everyday Math and Big Ideas materials and alignment with math practices Standards
*
Science Department attended Next Generation Science Standards workshop
* Science Department collaborated with Oak Grove and Hawthorn districts
* Science and Social Studies teachers attended training on English Language Arts Standards
* Future professional development: using Fountas and Pinnell assessment data to inform instruction
* Professional development initiatives executed have fully aligned with district goals
* Gretchen Courtney training focused on reading strategies that relate to reading school improvement goals
* STAR training August 2014 will foster commitment to curricular goal: The district will ensure that key components of user-‐friendly student data are available in a timely fashion at the district, school, and classroom levels.
* Technology Trainings offered included:
Interactive whiteboards, mobile learning, Google Training, New Teacher Subscription training, Pixie K12 Share, Chromebook/Google Training,
Flipped Classroom Teacher Academy Class
Curriculum and Instruction
Goal One: Meet the individual needs of all students by promoting innovative 21st Century learning.
A. Instruction and Assessment
* Investigated STAR and MAP Assessments with recommend use of STAR for K-‐8, 2014-‐2015
* All sites field tested PARCC Assessment
* Commitment to effective teaching and learning goals
* Aim of Curriculum alignment with new Illinois Learning Standards
* Ongoing focus of Applications of Learning – Professional Development, Technology, Math Curriculum, -‐ Objectives defined in student-‐friendly language
B. Feasibility Study of World Languages
* Highland students can test into high school year 2 of French or Spanish
* Ongoing data collected and reviewed
* Collaborative relationship initiated with Culture Exchange Academy that facilitates opportunity for Highland to host 6 th grade students from China and increase awareness of language and cultural citizenship.
* Final findings: additional language at the elementary level is not feasible with range of currents initiatives and weighted financial factors -‐ Initiatives include:
New assessments (PARCC replaces ISAT and STAR replaces IOWA) Revised standards for math, language arts, science and social studies Proposed technology offerings with Chromebooks, laptops and I-‐Pads
* D70 will continue to value additional international language opportunities such as Language Stars
C. Middle School Study Skills
* At Highland Middle School, the Middle School Skills class has undergone several changes. Administration has worked with staff to create a curriculum that includes basic study skills, executive functioning skills, social/emotional development, and character education. Professional Development and planning days were provided to staff this school year. Staff will implement an executive functioning resource through Rush Neuro-‐Behavioral Center.
Workbooks have been purchased and will be incorporated into the program starting in the fall of 2014.
D. Kdg-5 th grade High Achievers
* Gifted and Enrichment brochure defined qualifying criteria and outlined areas of focus
* Gifted Talented Education (GTE) teacher assigned to all elementary schools
* Cognitive Abilities Test (CogAT) designed for spring assessment at 2 nd grade to address early identification and placement support
* Enhanced 3 rd grade identification
* Enhanced early elementary enrichment offerings
E. Full Day Kindergarten Feasibility
* Program offered at two sites: Butterfield (Butterfield and Rockland students) and Adler (Adler and Copeland Manor students), 2012-‐2013 and 2013-‐2014
* Increased offerings defined: Five sections, one at each site, two at Butterfield set for the 2014-‐2015 school year
Goal Two: Develop a technology framework of skills and lessons, K-8.
* Kdg. through 5 th grade component of frameworks was implemented this academic year -‐ 9 curricular lessons designed + 3 Cyber Safety lessons
* Scope and Sequence K-‐8 was reviewed and finalized for tech skills and links to standards
* 6-‐8 framework is in development
o curriculum is changing to be more current -‐ STEAM (Science, Technology, Engineering, Arts, Math) projects
* Technology Framework lessons aligned with technology and New Illinois Learning Standards
* Rubrics were created for each lesson
* Keyboarding will be implemented in fall after year long research, Board approved
* Technology Framework Committee created, modified and enhanced framework lessons
* Lessons were shared, discussed and modified during grade level articulations
* Technology Trainings offered:
* Technology Literacy Coaches were part of each grade level and special education articulations to provide staff development and training for tech skills
Interactive whiteboards, mobile learning, Google Training, New Teacher Subscription training, Pixie K12 Share, Chromebook/Google Flipped Classroom Teacher Academy Class
Finance and Facilities
Goal One: Develop a long-range capital, facilities, and preventive maintenance plan.
Within the first two years of the Plan, long range designs have been made with the following accomplishments previously defined:
* Adler & Copeland– New 60 ton high efficiency multi-‐stage McQuay Chiller, dual temp piping with higher capacity, new unit ventilators, new water main to support coolers, in-‐house conversion to heat exchanges has also been completed at Copeland Manor School, first year for Adler School bus turnaround
* Rockland– Upgrades: Electrical upgrades to address growing demand for greater electronic devices in classrooms, air conditioning installation– Higher Efficiency units with digital controls, new unit ventilators and energy efficient windows, installed on-‐demand hot water in bathrooms
* Highland– New boilers, removed costly steam boilers replaced with higher efficiency package boiler systems with a computerized touch screen interface, removed old single pane windows replaced with new high efficiency windows, -‐ Investigation of wheel chair lift for upper level, west wing
* Butterfield– New windows, new entry doors with handicap accessibility, removed old roof top AC units (some dated back to 1969), installed new environmentally friendly, high efficiency roof top units
Goal Two: Manage energy and supplies.
* HVAC Automation – Completed district-‐wide
* Upgraded all entrances for security purposes, creating secure vestibules before entering each building
* LED lighting replacement of fluorescent lighting -‐ Exterior complete
* Focus planned for Butterfield and Highland interior LED lighting fall/winter 2014
* Safety Commitments:
Installed Raptor visitor system
Rekeyed all classrooms so that rooms can be locked from inside
New security swipe card system controlled by District including colored lanyards to be worn by all staff
Installed emergency response buttons that connect for immediate police response
* Grant approved for solar panel installation summer 2014 at Butterfield and Highland Schools
* Shared services additional growth with District 68 (Business Service, as well as Art Teacher) District 37 (Hearing Itinerant)
* Grant approved for increased safety/security in all schools
* Detailed gathering of information from staff regarding needs of Rockland School (parking, classroom space, gymnasium)
* Preliminary, Ruck-‐Pate Architect, drawings define expansion and utilization of space
* Mobile planned for possible space needs 2014-‐2015
Human Resources
Goal One: Attract, hire, develop and retain high quality staff.
A. Interviewing
* Participation in Crown Educational Services training (Dr. Schumacher, Dr. Bean, Mrs. Kehoe, Mrs. Poelking) with interview protocols as a pre-‐screening tool
* Recognize value of internal candidates (student teachers, substitutes)
B. Communication
* Ongoing updates and communiqués to all certified staff regarding major changes to licensure system from teacher certification model
C. Evaluation Process
* Implementation of the TalentEd online evaluation system: Assisted in insuring D70 compliance with PERA/SB7, tracking progress and reducing paperwork
D. Central Registration
* Creation of a district registrar position, offering consistent process and data entry for all D70 schools
E. Job Descriptions
* Complete revision of all job descriptions, aligning to updated legal standards
F. Shared Service Agreements
* Increase Shared Services (See Finance and Facilities)
G. Student Teachers
* Ongoing survey of D70 cooperating teachers to determine trends (university preparation) -‐ third year
H. Negotiations
* Collaborated to finalize an extended negotiated Teacher's Contract through 2018
Goal Two: Research legislative activity to review and revise policies accordingly.
* Continue to Research changes in law and recommend changes to Board policies reflective of legislative actions and district practices
* Communicate with Board of Education and D70 staff
* Update and implement new compliance (Global Compliance) training as mandated by legislation
* Align procedures and practices with board policies specifically related to D70 (creation of Administrative Procedures Manual to accompany BOE Policies) – next steps, online access
Social/Emotional/Physical Wellness
Goal One: Support social-emotional skill development.
* Social workers continue to increase anti-‐bullying training for staff and students
* Social Workers continue to instruct students on internet safety and cyber responsibility relating to social media
* Enhanced partnerships with local agencies such as Youth and Family Counseling and Zacharias Center; The Z-‐Center will collaborate with elementary social workers to provide lessons that support Erin's Law during the 2014-‐15 school year
* Social workers continue to provide parent workshops with the help of neighboring school districts
* Coordinated efforts with high school and local authorities to address social media responsibilities. Events in planning stages for 2014-‐15 school year
* Enhanced Social Work website at Middle School featuring supports for social emotional needs
* Elementary social workers have identified state standards as they relate to and enhance district curriculum, team is collaborating to develop materials to address theses goals at all grade levels
Goal Two: Support character education.
* Integrated village of Libertyville into D70 Character Counts theme (windows painted, banner s planned for 2014-‐2015)
* Defined a more student centered 'Class Act' Middle School program/philosophy through staff and committee support
* Proactive Middle School "Class Act" events were integrated to promote positive behavior
* Collaborated with Advocate Condell Medical Center to incorporate Coordinated Approach to Child Health (CATCH) vocabulary and lessons that focus on healthy lifestyles, PE Board of Education March presentation
* Continued promotion of healthy lifestyles at Middle School by including fitness testing results on online report cards
* School Student Councils offer support to various organizations -‐ (Bernie's Books, Autism Awareness)
* HMS: fundraising for different organizations and modeling giving back
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Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words (Pre-Primer)
| Item | Word | Letter | Count |
|------|---------------|--------|-------|
| 1 | two | | |
| 2 | the | | |
| 3 | for | | |
| 4 | D | | |
| 5 | come | | |
| 6 | and | | |
| 7 | h | | |
| 8 | m | | |
| 9 | U | | |
| 10 | three | | |
| 11 | j | | |
| 12 | T | | |
| 13 | it | | |
| 14 | E | | |
| 15 | y | | |
| 16 | make | | |
| 17 | go | | |
| 18 | me | | |
| 19 | red | | |
| 20 | z | | |
| 21 | o | | |
| 22 | t | | |
| 23 | to | | |
| 24 | R | | |
| 25 | S | | |
| 26 | my | | |
| 27 | funny | | |
| 28 | N | | |
| 29 | one | | |
| 30 | said | | |
| 31 | s | | |
| 32 | we | | |
| 33 | W | | |
| 34 | little | | |
| 35 | O | | |
| 36 | P | | |
| 37 | A | | |
| 38 | I | | |
| 39 | a | | |
| 40 | find | | |
| 41 | look | | |
| 42 | up | | |
| 43 | H | | |
| 44 | M | | |
| 45 | Y | | |
| 46 | not | | |
| 47 | big | | |
| 48 | can | | |
| 49 | a | | |
| 50 | G | | |
| 51 | jump | | |
| 52 | C | | |
| 53 | Letters: Mixed | | |
| 54 | Dolch Words: | | |
| 55 | Letters: Mixed | | |
| 56 | Dolch Words: | | |
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist 11/12/2007
| Case | Pre-Primer | Case | Pre-Primer |
|------|------------|------|------------|
| n | help | L | away |
| | | | 4/56 |
| Item 57: Letters: Mixed | Item 58: Letters: Mixed | Item 59: Letters: Mixed | Item 60: Letters: Mixed |
|-------------------------|-------------------------|-------------------------|-------------------------|
| b | K | v | c |
| | | | 4/60 |
www.interventioncentral.org
Click for Student Worksheet
Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words: Pre-Primer
| Item 1: Letters: Mixed Case | Item 2: Letters: Mixed Case | Item 3: Dolch Words: Pre-Primer | Item 4: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|---------------------------------|---------------------------------|
| J | S | it | down |
| Item 5: Letters: Mixed Case | Item 6: Letters: Mixed Case | Item 7: Letters: Mixed Case | Item 8: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|-----------------------------|---------------------------------|
| Z | M | H | blue |
| Item 9: Dolch Words: Pre-Primer | Item 10: Letters: Mixed Case | Item 11: Dolch Words: Pre-Primer | Item 12: Dolch Words: Pre-Primer |
|---------------------------------|-----------------------------|---------------------------------|---------------------------------|
| me | W | look | see |
| Item 13: Letters: Mixed Case | Item 14: Dolch Words: Pre-Primer | Item 15: Letters: Mixed Case | Item 16: Letters: Mixed Case |
|-------------------------------|----------------------------------|-------------------------------|-------------------------------|
| C | in | W | T |
| Item 17: Dolch Words: Pre-Primer | Item 18: Dolch Words: Pre-Primer | Item 19: Letters: Mixed Case | Item 20: Dolch Words: Pre-Primer |
|---------------------------------|----------------------------------|-------------------------------|---------------------------------|
| away | I | G | said |
| Item 21: Dolch Words: Pre-Primer | Item 22: Letters: Mixed Case | Item 23: Letters: Mixed Case | Item 24: Dolch Words: Pre-Primer |
|---------------------------------|-----------------------------|-------------------------------|---------------------------------|
| for | k | F | can |
| Item 25: Letters: Mixed Case | Item 26: Letters: Mixed Case | Item 27: Dolch Words: Pre-Primer | Item 28: Dolch Words: Pre-Primer |
|-------------------------------|-----------------------------|---------------------------------|---------------------------------|
| B | m | three | two |
| Item 29: Letters: Mixed Case | Item 30: Letters: Mixed Case | Item 31: Letters: Mixed Case | Item 32: Letters: Mixed Case |
|-------------------------------|-----------------------------|-------------------------------|-------------------------------|
| I | K | j | V |
| Item 33: Dolch Words: Pre-Primer | Item 34: Letters: Mixed Case | Item 35: Dolch Words: Pre-Primer | Item 36: Letters: Mixed Case |
|---------------------------------|-----------------------------|---------------------------------|-------------------------------|
| is | I | go | z |
| Item 37: Dolch Words: Pre-Primer | Item 38: Letters: Mixed Case | Item 39: Letters: Mixed Case | Item 40: Letters: Mixed Case |
|---------------------------------|-----------------------------|-------------------------------|-------------------------------|
| jump | i | h | n |
| Item 41: Dolch Words: Pre-Primer | Item 42: Dolch Words: Pre-Primer | Item 43: Dolch Words: Pre-Primer | Item 44: Letters: Mixed Case |
|---------------------------------|----------------------------------|---------------------------------|-------------------------------|
| not | funny | help | P |
| Item 45: Dolch Words: Pre-Primer | Item 46: Dolch Words: Pre-Primer | Item 47: Dolch Words: Pre-Primer | Item 48: Letters: Mixed Case |
|---------------------------------|----------------------------------|---------------------------------|-------------------------------|
| red | big | a | L |
| Item 49: Dolch Words: Pre-Primer | Item 50: Dolch Words: Pre-Primer | Item 51: Dolch Words: Pre-Primer | Item 52: Dolch Words: Pre-Primer |
|---------------------------------|----------------------------------|---------------------------------|---------------------------------|
| to | come | little | hers |
| Item 53: Dolch Words: | Item 54: Letters: Mixed | Item 55: Letters: Mixed | Item 56: Dolch Words: |
|-----------------------|-------------------------|-------------------------|-----------------------|
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist
| Item 57: Letters: Mixed Case | Item 58: Letters: Mixed Case | Item 59: Dolch Words: Pre-Primer | Item 60: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|---------------------------------|---------------------------------|
| X | D | make | we |
www.interventioncentral.org
Click for Student Worksheet
Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words: Pre-Primer
| Item | Category | Word | Item | Category | Word |
|------|-------------------|--------|------|-------------------|--------|
| 1 | Dolch Words: Pre-Primer | I | 2 | Letters: Mixed Case | B |
| 3 | Letters: Mixed Case | J | 4 | Letters: Mixed Case | b |
| 5 | Letters: Mixed Case | k | 6 | Letters: Mixed Case | c |
| 7 | Letters: Mixed Case | Z | 8 | Letters: Mixed Case | x |
| 9 | Letters: Mixed Case | N | 10 | Letters: Mixed Case | l |
| 11 | Dolch Words: Pre-Primer | down | 12 | Dolch Words: Pre-Primer | the |
| 13 | Letters: Mixed Case | D | 14 | Letters: Mixed Case | E |
| 15 | Letters: Mixed Case | V | 16 | Letters: Mixed Case | l |
| 17 | Letters: Mixed Case | m | 18 | Dolch Words: Pre-Primer | yellow |
| 19 | Letters: Mixed Case | j | 20 | Dolch Words: Pre-Primer | red |
| 21 | Letters: Mixed Case | C | 22 | Letters: Mixed Case | d |
| 23 | Dolch Words: Pre-Primer | jump | 24 | Dolch Words: Pre-Primer | three |
| 25 | Letters: Mixed Case | z | 26 | Dolch Words: Pre-Primer | make |
| 27 | Dolch Words: Pre-Primer | two | 28 | Letters: Mixed Case | O |
| 29 | Letters: Mixed Case | H | 30 | Letters: Mixed Case | U |
| 31 | Dolch Words: Pre-Primer | me | 32 | Dolch Words: Pre-Primer | not |
| 33 | Dolch Words: Pre-Primer | to | 34 | Letters: Mixed Case | S |
| 35 | Dolch Words: Pre-Primer | run | 36 | Dolch Words: Pre-Primer | in |
| 37 | Dolch Words: Pre-Primer | away | 38 | Dolch Words: Pre-Primer | big |
| 39 | Dolch Words: Pre-Primer | go | 40 | Letters: Mixed Case | i |
| 41 | Letters: Mixed Case | K | 42 | Letters: Mixed Case | Y |
| 43 | Letters: Mixed Case | n | 44 | Letters: Mixed Case | G |
| 45 | Letters: Mixed Case | W | 46 | Letters: Mixed Case | t |
| 47 | Letters: Mixed Case | L | 48 | Dolch Words: Pre-Primer | play |
| 49 | Dolch Words: Pre-Primer | help | 50 | Dolch Words: Pre-Primer | and |
| 51 | Dolch Words: Pre-Primer | is | 52 | Letters: Mixed Case | T |
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist
| Item 57: Letters: Mixed Case | Item 58: Letters: Mixed Case | Item 59: Letters: Mixed Case | Item 60: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|-----------------------------|---------------------------------|
| M | W | u | little |
www.interventioncentral.org
Click for Student Worksheet
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Academic year 2018/19
Schooldays
Schoolholidays Special days
Dates given for school holidays are always the
¾¾¾
¾ ¾
first and the
last day of the holidays.
1st day of school - classes II, III, IV and V
3rd September 2018
1st day of school - classes I
4th September 2018
Open Doors Day - Shkolla fillore
12th October 2018
Flagday
28th November 2018
(1st day of school – 29th November 2018)
Catholic Christmas
24th and 25th December 2018
Winter holidays
29th December 2018 – 13th January 2019 (1st day of school – 14th January 2019)
Independance day
16th – 18th February 2019
(1st day of school – 19th February 2019)
Spring holidays
18th – 23rd April 2019
(1st day of school – 24th April 2019)
Catholic easter
21st April 2019
Open Doors Day - Gymnasium
13th April 2019
Labour day
1st - 5th May 2019
(1st day of school – 6th May 2019)
ABC-Fest
17th May 2019
Bajram (Eid-al-Fitr)
1st – 9th June 2019
(1st day of school – 10th June 2019)
Summer holidays
29th June - 1st September 2019
Bajram (Kurban)
11th – 14th August 2019
-
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审计报告 AUDITOR'S REPORT
中国进出口银行：
信会师报字[2024]第ZA31152号
一、审计意见
我们审计了中国进出口银行（以下简称"进出口银行"）财务报表，包括2023年12月31日的合并及银行资产负债表， 2023年度的合并及银行利润表、合并及银行现金流量表、合并及银行所有者权益变动表以及相关财务报表附注。
我们认为，后附的财务报表在所有重大方面按照企业会计准则的规定编制，公允反映了进出口银行2023年12月31日的 合并及银行财务状况以及2023年度的合并及银行经营成果和现金流量。
二、形成审计意见的基础
我们按照中国注册会计师审计准则的规定执行了审计工作。审计报告的"注册会计师对财务报表审计的责任"部分进一 步阐述了我们在这些准则下的责任。按照中国注册会计师职业道德守则，我们独立于进出口银行，并履行了职业道德方 面的其他责任。我们相信，我们获取的审计证据是充分、适当的，为发表审计意见提供了基础。
三、其他信息
进出口银行管理层（以下简称管理层）对其他信息负责。其他信息包括进出口银行2023年年度报告中涵盖的信息，但不 包括财务报表和我们的审计报告。
我们对财务报表发表的审计意见不涵盖其他信息，我们也不对其他信息发表任何形式的鉴证结论。
结合我们对财务报表的审计，我们的责任是阅读其他信息，在此过程中，考虑其他信息是否与财务报表或我们在审计过 程中了解到的情况存在重大不一致或者似乎存在重大错报。
基于我们已执行的工作，如果我们确定其他信息存在重大错报，我们应当报告该事实。在这方面，我们无任何事项需要 报告。
四、管理层和治理层对财务报表的责任
管理层负责按照企业会计准则的规定编制财务报表，使其实现公允反映，并设计、执行和维护必要的内部控制，以使财 务报表不存在由于舞弊或错误导致的重大错报。
在编制财务报表时，管理层负责评估进出口银行的持续经营能力，披露与持续经营相关的事项（如适用），并运用持续 经营假设，除非计划进行清算、终止运营或别无其他现实的选择。
治理层负责监督进出口银行的财务报告过程。
五、注册会计师对财务报表审计的责任
我们的目标是对财务报表整体是否不存在由于舞弊或错误导致的重大错报获取合理保证，并出具包含审计意见的审计报 告。合理保证是高水平的保证，但并不能保证按照审计准则执行的审计在某一重大错报存在时总能发现。错报可能由于 舞弊或错误导致，如果合理预期错报单独或汇总起来可能影响财务报表使用者依据财务报表作出的经济决策，则通常认 为错报是重大的。
在按照审计准则执行审计工作的过程中，我们运用职业判断，并保持职业怀疑。同时，我们也执行以下工作：
（一）识别和评估由于舞弊或错误导致的财务报表重大错报风险，设计和实施审计程序以应对这些风险，并获取充分、 适当的审计证据，作为发表审计意见的基础。由于舞弊可能涉及串通、伪造、故意遗漏、虚假陈述或凌驾于内部控制之 上，未能发现由于舞弊导致的重大错报的风险高于未能发现由于错误导致的重大错报的风险。
（二）了解与审计相关的内部控制，以设计恰当的审计程序，但目的并非对内部控制的有效性发表意见。
（三）评价管理层选用会计政策的恰当性和作出会计估计及相关披露的合理性。
（四）对管理层使用持续经营假设的恰当性得出结论。同时，根据获取的审计证据，就可能导致对进出口银行持续经营 能力产生重大疑虑的事项或情况是否存在重大不确定性得出结论。如果我们得出结论认为存在重大不确定性，审计准则 要求我们在审计报告中提请报表使用者注意财务报表中的相关披露；如果披露不充分，我们应当发表非无保留意见。我 们的结论基于截至审计报告日可获得的信息。然而，未来的事项或情况可能导致进出口银行不能持续经营。
（五）评价财务报表的总体列报（包括披露）、结构和内容，并评价财务报表是否公允反映相关交易和事项。
（六）就进出口银行中实体或业务活动的财务信息获取充分、适当的审计证据，以对合并财务报表发表审计意见。我们 负责指导、监督和执行集团审计，并对审计意见承担全部责任。
我们与治理层就计划的审计范围、时间安排和重大审计发现等事项进行沟通，包括沟通我们在审计中识别出的值得关注 的内部控制缺陷。
中国注册会计师：
中国注册会计师：
二〇二四年四月二十六日
AUDITOR'S REPORT
To the Export-Import Bank of China:
Opinion
We have audited the accompanying financial statements of the Export-Import Bank of China ("the Bank"), which comprise the consolidated and the Bank's balance sheets as at 31 December 2023, the consolidated and the Bank's income statements, the consolidated and the Bank's statements of cash flows, and the consolidated and the Bank's statements of changes in owners' equity for the year then ended, and notes to the financial statements.
In our opinion, the accompanying financial statements present fairly, in all material respects, the consolidated and the Bank's financial position as at 31 December 2023 and the consolidated and the Bank's financial performance and cash flows for the year then ended in accordance with the requirements of Accounting Standards for Business Enterprises.
Basis for Opinion
We conducted our audit in accordance with China Standards on Auditing ("CSAs"). Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Financial Statements section of our report. We are independent of the Bank in accordance with the Code of Ethics for Professional Accountants of the Chinese Institute of Certified Public Accountants ("CICPA Code"), and we have fulfilled our other ethical responsibilities in accordance with the CICPA Code. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.
Other Information
Management of the Bank ("Management") is responsible for the other information. The other information comprises all of the information included in the 2023 annual report of the Bank, other than the financial statements and our auditor's report thereon.
Our opinion on the financial statements does not cover the other information and we do not express any form of assurance conclusion thereon.
In connection with our audit of the financial statements, our responsibility is to read the other information and, in doing so, consider whether the other information is materially inconsistent with the financial statements or our knowledge obtained in the audit or otherwise appears to be materially misstated.
If, based on the work we have performed, we conclude that there is a material misstatement of the other information, we are required to report that fact. We have nothing to report in this regard.
Responsibilities of Management and Those Charged with Governance for the Financial Statements
Management is responsible for the preparation and fair presentation of the financial statements in accordance with the requirements of Accounting Standards for Business Enterprises, and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.
In preparing the financial statements, management is responsible for assessing the Bank's ability to continue as a going concern, disclosing, if applicable, matters related to going concern and using the going concern basis of accounting unless management either intends to liquidate the Bank or to cease operations, or has no realistic alternative but to do so.
Those charged with governance are responsible for overseeing the Bank's financial reporting process.
Xin Kuai Shi Bao Zi [2024] No. ZA31152
Auditor's Responsibilities for the Audit of the Financial Statements
Our objectives are to obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, and to issue an auditor's report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with CSAs will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of these financial statements.
As part of an audit in accordance with CSAs, we exercise professional judgment and maintain professional skepticism throughout the audit. We also:
(1) Identify and assess the risks of material misstatement of the financial statements, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.
(2) Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Bank's internal control.
(3) Evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by management.
(4) Conclude on the appropriateness of management's use of the going concern basis of accounting and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the Bank's ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditor's report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditor's report. However, future events or conditions may cause the Bank to cease to continue as a going concern.
(5) Evaluate the overall presentation (including the disclosures), structure and contents of the financial statements, and whether the financial statements represent the underlying transactions and events in a manner that achieves fair presentation.
(6) Obtain sufficient appropriate audit evidence regarding the financial information of the entities or business activities within the Bank to express an opinion on the consolidated financial statements. We are responsible for the direction, supervision and performance of the group audit. We remain solely responsible for our audit opinion.
We communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit.
Certified Public Accountant of China:
Certified Public Accountant of China:
This report, the accompanying financial statements and notes to the financial statements are English translation of the Chinese version of the Bank. This translation is not required by law or any regulation. This material was prepared solely for the information of management of the Bank. The accuracy or completeness of this translation is not guaranteed. In the event of any inconsistency between this English translation and the Chinese version, the Chinese version shall prevail.
117
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Lagarostrobos franklinni
Huon Pine
What is Huon pine?
The Huon pine Lagarostrobos franklinii is a conifer and is endemic to Tasmania. It is the only member of the genus Lagarostrobos. Related species from the family Podocarpaceae, originating from the ancient supercontinent Gondwana, are found in Chile, Malaysia and New Zealand.
How long does it live?
The Huon pine is Australia's oldest living tree and is one of the oldest living organisms on earth. Individuals have been known to reach an age of 3,000 years. Fossil records from a tree found in the south-west of Tasmania were dated at 3,462 years. (Carder A., 1995). Only the bristle-cone pine of North America exceeds it in age.
Growth rate and reproduction
The Huon pine grows at the incredibly slow rate of between 0.3 – 2 mm per year in diameter. Despite such slow growth the tree may attain heights of 40 m and commonly reaches 20 m to 25 m in height. The foliage of the Huon pine consists of tiny scales closely pressed to the stalk.
Huon pines produce pollen and seeds from small cones that are about 3 mm long. Male and female cones are produced on separate trees. A small number of trees produce both male and female cones, though this is quite rare.
Reproduction occurs in 'mast years'. Every 5 – 7 years a mass seeding occurs. Seeds are dispersed a short distance around the tree except where they land in water and are transported downstream. Huon pines also reproduce vegetatively. They do this by layering. Tree branches reaching the ground start to root and establish themselves as a new tree, which eventually breaks away from the parent. Branches breaking off trees can also take root.
Where does it grow?
Huon pines are found in the west and southwest of Tasmania where they grow among river-bank rainforest and also in a few subalpine lake shore forests. They are usually killed by fire and are drought sensitive, so are restricted to cool, wet areas.
Huon pines are often associated with rainforest species such as myrtle (Nothofagus cunninghamii), leatherwood (Eucryphia lucida) and sassafras (Atherosperma moschatum).
In this way populations such as a forest stand at Mt Read, which have no female trees, continue to survive. It is believed that the Mt Read stand has been regenerating in the absence of female trees for more than 10,000 years, although no individual trees are more than 1,500 years old.
Some of the most accessible sites to see Huon pines are: the Tahune Forest Reserve near Geeveston on the Picton River; the Arthur-Pieman River State Reserve near Corinna; the Teepookana Forest Reserve; the heritage landing on the Gordon River on the west coast; and near Newall Creek on the Mount Jukes Road south of Queenstown.
Depar tment of Primary Industries, Parks, Water and Environment
Use of Huon pine
Huon pine has been prized as a timber since the early 1800s. One of the reasons for establishing a convict settlement at Sarah Island in Macquarie Harbour was to harvest Huon pine from the Gordon River. From 1822 until 1833 convict piners were forced to cut timber and float log rafts from the lower reaches of the river to the Sarah Island settlement. There they were pit sawn into frames and planks to build ships for the Government. Pining continued as a commercial operation after the convict era. Felled trees continued to be floated down the river to Sarah Island where they were picked up and taken to the mill at Strahan. Huon pine is one of the few native timbers that floats when green. From 1890 till the present day, the small port of Strahan, on Tasmania's west coast has been the main centre of pining. However, from 1850 until 1880, the Davey River settlement in the southwest, supplied the majority of the market.
The rich creamy yellow wood is soft, durable, smooth, oily and light weight. The wood is very easy to work with and takes a high polish. Huon pine is probably the most durable of Australian timbers, and logs which apparently have lain on the ground for several hundred years are still being harvested and milled. The durability of the wood is due to the presence of the essential oil, methyl eugenol, which gives Huon pine its unique odour. The oil also has preservative qualities and deters insect attack. It has been said 'the only thing slower than a Huon pine's growth is its decay!' As a consequence it is recognised as an excellent timber for building boats, furniture, and for joinery and turning.
Huon pine is still available as a sawlog for the production of crafts. Sources include areas flooded by Hydro Tasmania schemes and previously heavily cut-over areas, particularly the Teepookana State Forest near Strahan.
The annual sawlog cut of 500 cubic metres per year from these sources is expected to last more than a century. Because it thrives in some of the roughest terrain, it has been more difficult to harvest than other Australian timbers. This has resulted in Huon pine traditionally being at least triple the price of common hardwoods, and, with its scarcity today, that has increased to a factor of six or seven.
How much Huon pine is left?
Estimates of the area of living Huon pine vary, but are in the order of 10,500 hectares. In addition there are about 800 hectares of standing, fire-killed pine. The current area of remaining pine is the remnant of a much wider original range that has been reduced by fire, inundation, logging and mining. Today most of the remaining stands are well protected within reserves, the majority within the World Heritage Area.
Further information
Kerr G. and McDermott H. (1999) The Huon Pine Story. A History of Harvest and Use of a Unique Timber. Mainsail Books, Melbourne.
Contact
Biodiversity Conservation Branch:DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
March 2011 © State of Tasmania
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Machu Picchu: The Salcantay Trek
May 22 – June 2, 2017 (11 days in Peru)
Join expert Himalayan trekking guide Cathy Ann Taylor on an off-the-beaten-path high altitude trek to the celebrated Inca ruins of Machu Picchu. You'll trek through misty cloud forests and alongside brilliant blue lakes, with constant views of the glacier-draped peaks of the Cordillera Vilcabamba, a spectacular mountain range in the heart of the Andes cradling the sanctuary of Machu Picchu, the "Lost City of the Incas." Much less traveled, higher and more rugged than the regular Inca Trail, this trek takes you across a variety of ecosystems, from alpine habitats with views of icy glaciers and the avalanche-swept slopes of Salcantay (20,574') to lush bamboo forests, fruit orchards, and coffee plantations. And although the trek is challenging, you won't go unrewarded. Instead of camping, you'll end each day at a delightful mountain lodge, where you'll dine on delicious international and local cuisine, soothe your weary muscles in a Jacuzzi, and sleep in a comfortable bed. The Incas never had it so good!
TRIP DETAILS
Strenuous6 days strenuous hiking; 10 nights hotels and lodges
ITINERARY
Fly to Cuzco, Peru, via Lima (you will need to depart the U.S. the previous day—most flights are overnight). You will be met upon your arrival in Cuzco (11,200') and transferred to the Casa Andina Private Collection, a lovely renovated 18th-century colonial manor house located about three blocks from the main square. After meeting your trip leader you can take rest, acclimatize, have lunch, or take a walk around this charming city, once the capital of the Inca Empire and now a treasure trove of ornate cathedrals side by side with artisan shops offering all sorts of colorful handicrafts for sale. Lunch and dinner on your own at one of the many fine restaurants in town. Hotel El Mercado or similar
Day 1, May 22Arrive in Lima, fly to Cuzco (11,200')
Day 2, May 23Cuzco (11,200')
B,D…Hotel El Mercado or similar
In the morning we'll slip on our hiking boots and take a tour of the Inca ruins just outside Cuzco—a good warm-up and acclimatization hike for the days ahead as well as our introduction to the scope of Inca history and civilization. We'll visit Kencho, noted for its fine stone carvings, Tambo Machay, with its fountains and ceremonial baths, Koricancha (the Temple of the sun), Sacsayhuaman, a majestic fortress known for its incredible zigzag walls made of blocks of stone put together without any mortar in the classic Inca manner, the Cathedral, and many more attractions. Lunch on your own in Cuzco. In the afternoon, Cuzco is yours to relax or explore on your own. Wander up and down the busy streets, where the remains of Inca architecture lie alongside Spanish convents and cathedrals, and poke around in the many shops and stalls. In the evening we'll gather for a "welcome" dinner and trip briefing.
Day 3, May 24Salcantay Lodge, Soray Pampa (12,670')
After breakfast we take a 4-hour drive towards the Salcantay Lodge (12,670'), situated in the beautiful Soray Pampa valley. En route to the lodge we'll visit the ruins of Tarawasi, built from finely polished granite and believed to have been one of the critically important sites of Inca culture and religion. After another stop we will take a scenic easy to moderate four-hour hike to the lodge, with a picnic lunch, a perfect opportunity for us to acclimate. Our arrival at the lodge is heralded by an unimpeded views of Salcantay, at 20,574' the highest peak in the Cordillera Vilcabamba, and considered by climbers to be one of the most difficult, and Humantay, at 17,969'. After settling into our rooms, the rest of the late afternoon is at leisure to adjust to the altitude. An evening briefing is followed by aperitifs and a hearty dinner. (3 hours hiking.) B,L,D…Salcantay Lodge
Day 4, May 25Salcantay Lodge, Soray Pampa (12,670')
B,L,D…Salcantay Lodge
Today is a day of rest and further acclimatization. We'll take and optional hike to a high glacial lake (13, 845'), and scramble to a spot with wonderful views of the snowy Vilcabamba Range, or choose to relax and just take in the beautiful setting. (4-5 hours hiking.)
Day 5, May 26On trek – Wayra Lodge (12,900')
Today we begin our four-day trek to the celebrated ruins of Machu Picchu. Hiking up the Rio Blanco Valley, we circle the peak of Humantay, across from Salcantay. Our high point today is at Salcantay Pass at 15,100 feet along the shores of Lake Salcantaycocha, from where we set our eyes on the glacial moraines and snowcapped peaks of the Vilcabamba Range. Descend to Wayra Lodge (12,900'), where we can soak our weary muscles in a welcoming Jacuzzi. (7-8 hours hiking.) B,L,D…Wayra Lodge
Day 6, May 27Collpa Lodge (9,400')
B,L,D…Collpa Lodge
We descend to the Collpapampa Valley, where the scenery of pasturelands and lush vegetation is a sharp contrast to the harsh alpine territory we have emerged from. Our evening's accommodation is at Collpa Lodge, set in a beautiful cloud forest at 9,400', with orchids and butterflies all around. (5-6 hours hiking.)
Day 7, May 28Lucma Lodge (7,100')
B,L,D…Lucma Lodge
We continue to descend in elevation as we make our way through the Rio Santa Teresa Valley, where we find orchards of coffee and tropical fruits and a myriad of incredible wildflowers. After a riverside picnic, we hike on a newly restored Inca road to Lucma Lodge (7,100'), set on an organic coffee plantation. After our arrival we have some time to explore the village and meet some of the local people. (5 hours hiking & 30 minutes drive.)
Day 8, May 29Aguas Calientes (6,693')
B,L,D…Machu Picchu Pueblo Hotel
Our final day of hiking begins with a crossing of Llactapata Pass (~9,400'), from where we have awesome views of Machu Picchu in the distance. We'll continue to enjoy views of this fairytale city as we descend through bamboo and mountainous terrain to the Urubamba River. We catch the train here for a 50 minute ride to the village of Aguas Calientes, the gateway to Machu Picchu. Upon our arrival we can explore this small town and perhaps shop for some alpaca wool hats, sweaters, or blankets before a festive celebratory dinner. (5-7 hours hiking.)
Day 9, May 30Machu Picchu
B,L,D…Machu Picchu Pueblo Hotel
We're up early to catch the bus (30 minutes) for Machu Picchu(7,970'). As we make our way on switchbacks up to the ruins, we can appreciate the truly wonderful setting the Incas chose when deciding to build their retreat high above the Urubamba River in the mid-15th century. The landscape is stunning, with green mountains plunging to the valley floor, the massive cliff face of Huayna Picchu( towering above the remains of temples, sanctuaries, altars, and fountains, and colorful orchids tumbling over the rough stone walls at ~8,750'). Our knowledgeable local guides will give us a detailed explanation of the many structures and help us to envision the life of the Incas ages ago. We'll have a whole day to explore the ruins, with lunch at the Machu Picchu Sanctuary Hotel, right at the entrance to the ruins. At the end of the day we return to our hotel for a joyous farewell dinner.
Day 10, May 31Cuzco
The morning is free to explore Machu Picchu on your own, relax at the hotel gardens or shop in Aguas Calientes. Late morning, we take the train to Ollayantaytambo (1 ½ hours) and our private bus back to Cuzco (1 ½ hours), with an evening free to dine at a restaurant of your choice. B, L…Hotel El Mercado or similar
Day 11, June 1Lima – departure
Transfer to the airport and fly to Lima, with the day free to relax before your evening flight home. If you want to see Lima and perhaps visit Lima's Gold Museum, which contains many interesting artifacts you may want to book an early flight out of Cuzco, otherwise you can have a extra day to explore Cuzco with a late afternoon flight out. Evening departure on homeward-bound flights. B…
Day 12, June 2Arrive home
LAND COST
$5,695 per person (10-12 members)
$5,995 per person (6-9 members)
*Should you choose to pay with credit card there will be a service charge of 3%, the fee we incur from the bank.
Rates quoted are per person, based on sharing double accommodations, there are 12 double rooms at the first eco lodge and 6 double rooms at the other three eco lodges.
Note—Prices listed are subject to change. We are occasionally faced with unavoidable cost increases or currency fluctuations that we cannot absorb. We will, however, do everything we can to keep prices the same as published.
Single Supplement—$1,900 for requested singles; $1,300 for forced singles. If you prefer single accommodations, you must pay the Single Supplement Fee. If you wish to share accommodations, we'll try to match you up with a roommate. If that's not possible, we will only charge you a portion of the single supplement.
LAND COST INCLUDES…
o Accommodations in hotels and mountain lodges
o Expert leadership
o Meals as noted (B=Breakfast, L=Lunch, D=Dinner)
o Airport transfers
o Drinking water and sodas with meals at the lodges
o Sightseeing as noted in the itinerary
o Tipping at Mountain Lodges on Salcantay trek
o Ground transportation
LAND COST DOES NOT INCLUDE…
International airfare to Cuzco and return; trip insurance (we strongly recommend you purchase the optional trip insurance offered by Cattara, which includes trip cancellation insurance); optional tipping to leader and local guides; excess baggage charges; airport taxes (if any); cost of medical immunizations; and items of a personal nature (sodas in Cuzco, alcoholic beverages, laundry, etc.); meals not noted on itinerary.
TRIP PAYMENT SCHEDULE
At time of reservation .......................................... 25% of land cost 120 days prior to departure ................................. 25% of land cost 90 days prior to departure .................................... Balance
CANCELLATION FEE SCHEDULE
until 90 days prior to departure ........................ 25% of land cost 89-60 days prior to departure .............................. 50% of land cost 59 days or fewer prior to departure .................... 100% of land cost
From time of reservation
EXPERT LEADERSHIP
Expert leadership is the key to every successful trip. Cattara attracts knowledgeable and gifted leaders who are passionate about guiding trips and truly enjoy sharing the experience with others. They understand the cultures and traditions they work in and are a fountain of information. In addition to making sure everything runs smoothly and safely, Cattara guides enhance your experience by being educators, companions, and the best of friends.
and her wonderful rapport with the local staff will enhance your experience. With the help of caring and like-minded individuals she has been able to manage the sponsorship of fifteen remote village children, all of whom are in boarding school and a few who have graduated from Universities in Australian and the United States. She consistently gets rave reviews from members of her groups and has quite a following. Cathy Ann is active in the Breast Cancer Fund and has participated in seventeen expeditions, including Mount McKinley, Cho Oyu, Mount Fuji, Mount Shasta, and Mount Rainier, which helped increase awareness of breast cancer (she alone has raised over $650,000 for the cause!). Cat's new program, Sacred Treks to benefit the Breast Cancer Fund (Bhutan, Mont Blanc, Peru, Everest, Ladakh, Mustang, Georgian Caucasus, Sikkim, and Dolomites treks) has raised over $640,000. She has also reached the summit of Ama Dablam (22,500') in Nepal and Argentina's
Cathy Ann Taylor, a high altitude trekking guide for the last 27 years, will be leading the Machu Picchu: The Salcantay Trek. Cathy Ann has trekked all over Nepal, Tibet, India, and Bhutan, with well over 200 trips in the Himalayas (she still considers the Himalayas her "second home")! She has also hiked extensively in the European Alps and South America. A devout hiker and mountain biker, she leaves no trail undiscovered, and her passion for the mountains, caring nature, and boundless energy are renowned. Her experience, knowledge, positive attitude (she can find the good in anything!),
Aconcagua (22,834'), the highest peak in South America. Cathy Ann received an honorable mention in Hooked on the Outdoors magazine's Outdoor Person of the Year Awards, January 2006, and also received a letter of recognition for her fundraising and environmental work from former Speaker of the House, Nancy Pelosi.
PHYSICAL EXPECTATIONS
You should be an experienced hiker in very good physical condition. This trip is rated strenuous, as you will be hiking four to eight hours a day on steep and rocky mountain trails, and often at elevations above 12,000 feet (highest elevation reached is ~15,100'). Pack animals will carry the gear from lodge to lodge; you'll just need to carry your daypack with essential things you need during the day. Even so, hiking at high altitudes is challenging, as you can experience a variety of symptoms you wouldn't encounter at sea level (shortness of breath, sleeplessness, headaches).
For physical preparation, we recommend regular cardiovascular exercise for one hour at least 4-5 times a week. We suggest stair climbing, running, and mountain biking on hills, or elliptical or treadmill training in the gym. And, of course, the best way to train for a trek is to go hiking! We recommend you get out on the trails at least once a week for 5-6 hours. Wear your boots and daypack with 20-25 lbs of gear in it and pick some trails with hills so you can strengthen your leg muscles and build up your stamina.
TRAVEL DOCUMENTS
You will need a passport, valid for at least six months beyond the date of completion of the trip. No visas are required for this trip (for US citizens); you will receive a Tourist Card at the airport upon arrival. Note—It's a good idea to make a photocopy of the photo page of your passport and carry it separately from your passport. If your passport is lost or stolen, a photocopy will help the local consulate speed up authorization for replacement.
AIR TRAVEL
Airfare is not included in the land cost of the trip. For air reservations, please contact the airlines directly, either by phone or via the Internet. You will need to transit through Lima to arrive in Cuzco. (Customs and immigration procedures are handled in Lima.) Depending on your choice of air carrier and routing, you could arrive in Lima late at night or very early the next morning. Should you require an overnight in Lima, re commend the Ramada del Sol Hotel right at the Lima airport. Let us know your flight arrival information and we will meet you at the airport in Cuzco. Many travelers elect to use their "frequent flyer" miles when traveling, but please check with us before purchasing or obtaining your tickets. We need to verify your arrival and departure schedule and ensure we have enough participants to operate the trip. Note—Names on air tickets and passports must match!
MEDICAL MATTERS
No vaccinations are currently required to enter Peru, but usual immunizations for typhoid, tetanus, hepatitis A, and polio are recommended. These regulations and recommendations change frequently, so please check with your local health department or the CDC for more information (www.cdc.gov). Please advise us of any pre-existing medical conditions that may affect your health on the trek (recent injuries or surgeries, chronic illnesses, etc.). We recommend you bring your own personal first-aid kit, pain killers, and allergy medicines if you are prone to allergic reactions (especially epi pens if you are allergic to bee stings). Moleskin or Second Skin for blisters is also recommended, as well as Band-Aids and antibiotic ointment. Consult your doctor about bringing other medications, such as diamox for altitude, antibiotics like Cipro for stomach ailments, and azithromycin as a broad spectrum antibiotic. The trip leader will also carry a basic kit for emergencies, but will not have any prescription medications. We strongly recommend your get a medical check-up before the trek if you are over 60 years of age.
EATING OUT & HYGIENE
Although you need to be careful about eating out in Peru, we believe it is fun learning experience, and Cuzco is full of wonderful little restaurants. Make sure you drink water which is treated or bottled and food that is fully cooked. Most importantly wash your hands frequently with soap & water and carry hand sanitizer.
MONEY MATTERS
You should bring enough money for any souvenirs you may buy, plus a few meals that are not included in the cost of the trip (e.g. various meals in Cuzco, or meals and accommodation en route to Peru). Depending on how much of a shopper you are, $500-$600 should be enough for incidentals and souvenirs (there are lots of ATMs available so you don't need to carry too much cash).The ATMs give both US dollars & Nuevo Soles. ATMs are available at the airport, in downtown Lima and Cuzco, and at some of the hotels. The currency in Peru is the Nuevo Sol, but US dollars are widely used and accepted, be sure to bring crisp US bills, as torn and defaced currency is not accepted. Credit cards are generally accepted at most restaurants and shops (Visa is the most widely accepted). The exchange rate as of February 24, 2015 is 3.093 (PEN) Nuevo Sol per one US dollar.
You should bring an additional amount for optional gratuities to the trip leader and local guides, (At least US $350 per guest is recommended for the trip leader; at least $110 per guest for the lead local guide and at least $60 per guest for the assistant guide. You can present your gratuities to your leader and local guides individually.
The gratuities at all the lodges, to the muleteers, and to our chefs will be given by Cathy Ann and are included in your trip cost.
WEATHER & CLIMATE
As in most mountain environments, the weather in the Andes can be unpredictable, so each day on the trail you need to be prepared for a variety of weather conditions: hot sun, wind, rain. The
months from May through October are usually the driest and clearest. However, you will carry your temperatures at night are typically between 30 – 60 F and daytime between 50 – 80 F.
raingear and jacket in your daypack every day, even if the morning starts out bright and hot. Dressing in layers that can be adjusted to suit the prevailing conditions is highly recommended. The
WHILE ON THE TRIP
While on trek we'll be staying at mountain lodges, each with spectacular views of the mountains or valleys. They feature well-appointed rooms with private baths, hot showers, and down bedding, while the public areas have Jacuzzis, bar/lounge areas (great Pisco sours!), and reading rooms. Delicious Peruvian and international cuisine is served in the dining room. It doesn't get much better than this!
INCIDENTALS
Laundry: Laundry service is available at the hotels, and at the Collpa & Lucma lodges. You can hand wash a few items and hang them to dry in your room. Synthetic, quick drying fabrics are best (see the equipment list).
Electricity: Most hotels in Peru feature both 110 and 220V, 60Hz outlets. There is electricity at the lodges. It's a good idea to buy a converter set with a selection of plug adapters before you leave the US. If your appliance has a dual voltage switch, you will simply need an adapter plug but not a converter (camera chargers can be used as they are—no need for an adapter).
Time Zones: Peru is Greenwich Mean Time minus five hours. That means that Lima and Cuzco are the same time as New York and three hours ahead of California. Peru does not observe Daylight Savings Time.
Communications: While we discourage the use of cell phones on our trip, we can't deny the fact that you may want to be in touch with your friends or family. Please be sensitive to the needs of others and use them in the privacy of your room. Contact your cell phone service about international coverage. A satellite phone is available in each lodge. Internet is available at the hotels in Cuzco & Aguas Calientes as well as at the lodges (can be spotty in the lodges).
WHAT TO BRING: CLOTHING & EQUIPMENT LIST
Packing Notes
It's best to go as light as possible and take only the essentials. Excess baggage can be a burden, not only to you but to support personnel.
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Always bring all irreplaceable items, such as camera, medications, important documentation, and trekking boots in your carryon luggage.
Luggage
Duffel bag, large enough to hold your trekking clothes and gear. It should have a full-length zipper (for easy access), and be sturdy and water-resistant or waterproof. Keep the weight of your duffel to no more than 25 - 30 lbs. as there are weight limitations for mule transport and for the train back to Cuzco. (Loaner duffels are available for the trek; they will be distributed at the trip briefing to those who need one.) Please do not bring hard-sided suitcases or carry- ons.
Daypack with a capacity of 2,000 - 2500 cubic inches, with a good padded waist belt. It can double as your carryon bag.*
Spare roll-up duffel (optional). This is essential if you wish to bring home those great souvenirs! It should be lockable.
*Remember, you must carry your fleece jacket and rain gear with you every day on the trail, as well as your snacks, 2 liters of water, sunscreen, warm hat, gloves, camera, and cover for daypack in case of rain. Be sure your daypack is large enough!
Clothing Notes
When layering, your innermost layer should be a synthetic T-shirt or long underwear. The middle layer can be a synthetic turtleneck or wool shirt, and pants. The outermost layer should be a synthetic fleece jacket, and/or a good quality wind/rain parka and over-pants.
You should be prepared for very unpredictable weather. Bring comfortable clothing that will protect you from cold and possibly wet weather. Synthetic fabrics (such as capilene or wool) are the most effective barriers against the cold. They provide the best insulation, are light in weight, wick away perspiration, and dry quickly if wet. (Cotton garments are not good in cold or wet mountain conditions.)
We haven't included quantities for each item listed. Use your own judgment, based on the expected weather conditions, your personal needs, and the overall weight restrictions for your luggage.
Underwear
Regular underwear. Synthetics are easier to wash and dry.
Thermal underwear (lightweight), top and bottoms, of a polyester-type fabric.
Socks
Casual socks (synthetic for easy washing and drying) that are suitable for walking (not hiking) shoes.
Mid-weight hiking socks (synthetic or wool/synthetic).
Synthetic or silk sock liners—optional. Some people wear sock liners to help prevent blisters, and some wear the same pair of hiking socks for three days in a row and achieve the same result.
Shirts
Long-sleeved, synthetic or wool shirt.
Short-sleeved synthetic T-shirts (in case we have some hot, sunny days on trek).
Pants
Full-length synthetic hiking pants.
Casual pants or skirts for non-hiking activities.
Sweatpants or similar for at night in the lodges.
Outerwear
Medium-weight jacket of synthetic fabric, such as fleece or a lightweight down sweater.
Rain/wind shell (must fit over bulky clothing).
Waterproof poncho for warmer days in the rain – optional.
Rain/wind pants, preferably with full-length side zipper (must fit over your other pants).
Gloves or mittens (wool or fleece).
Waterproof daypack cover.
Head Gear
Sun hat with wide brim, preferably with a chin strap to keep it from blowing off, or baseball cap.
Fleece or wool hat.
Waterproof hat, if your jacket doesn’t have a hood.
Bandanna. A generally useful item—it will keep your neck from getting sunburned and can double as a hand towel in the field.
Footwear
Please break new boots in well before the trip.
Medium-weight, sturdy hiking boots with padded ankle, good arch support, and lug sole for traction. Your hiking boots should be waterproofed, well broken in, and suitable for prolonged walking on rocks.
Comfortable walking shoes to wear while in towns and flip flops or similar for the lodges.
Other Items
Water bottles, 1 or 1.5 quart capacity. Make sure they are leak-proof. Bring 2 and mark them with your name or initials as several people may have the same bottle.
Hiking sticks—optional, but highly recommended. These are essential to relieve the impact on your knees during long downhills; they are also useful on uphills. Practice with them before the trip. Note—At Machu Picchu, regulations prohibit the use of metal tipped hiking poles at the site of the ruins unless the tips are protected with rubber caps(these tips can be purchased at REI or similar. You do not need these tips during our 6 day trek.
Toiletry kit—toothbrush, etc. (All of the Eco lodges and hotels provide shampoo, conditioner, soap, and body lotion.).
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Purell hand sanitizer for quick hand washing and hygiene (a must!).
Personal medical kit, including diamox, antibiotics, and blister protection.
Ace bandage or brace if you’re prone to sore knees or ankles.
Sunglasses (100% UVA/URB protected).
Spare pair of prescription glasses, prescription sunglasses, or contact lenses.
Sunscreen lotion and lipstick of SPF 25 or higher.
Insect repellent for the lower altitudes.
Small padlocks or combination locks for your duffels.
Heavyweight plastic garbage bag(s) to help keep the contents of your daypack and duffel bag dry during hikes.
Backpack cover in case of rain.
Swimsuit for the Jacuzzis.
Flashlight or small headlamp for the lodges.
Optional Travel Accessories
Camera and plenty of memory cards and extra batteries.
Repair kit with needle, thread, and safety pins.
Pair of compact binoculars.
Swiss Army-type pocket knife.
Powdered mixes such as electrolytes for your water.
Your favorite trail snacks or candy, especially if you have dietary restrictions.
Reading and writing material.
©2016 Cattara, LLC
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Department of State Health Services
Texas School Health Advisory Committee
School Health Program www.dshs.state.tx.us/schoolhealth/shadvise.shtm
CHILD HEALTH RELATED WEB SITES
Abstinence Education Program
The Abstinence Education Program provides educational programs via contract services to priority populations in order to prevent teen pregnancy and sexually transmitted diseases (STDs). Priority populations include youth, parents and health professionals.
www.dshs.state.tx.us/abstain/default.shtm
Action for Healthy Kids
Action for Health Kids (AFHK) is a nonprofit organization formed specifically to address the epidemic of overweight, undernourished and sedentary youth by focusing on changes at school. There are chapters in all 50 states and the District of Columbia including the Texas Action for Healthy Kids Alliance. The Texas Web site can be accessed through the AFHK Web site above. s to learn.
www.actionforhealthykids.org
Adolescent Health
The Adolescent Health Program maintains a comprehensive and holistic view of adolescent's health and well-being. Instead of looking at single behaviors (teen pregnancy, substance use/abuse, violence, delinquency, suicide, depression, unintentional injuries and school failure), the Adolescent Health Program looks at overlap between behaviors, their underlying common causes, and successful interventions. Interventions must be built around researched risk and resiliency factors and maintain a collaborative, multi- disciplinary approach that includes families, schools, churches, communities and agencies that serve teens.
www.dshs.state.tx.us/adolescent/default.shtm
Asthma Coalition of Texas
Resources for schools, professionals, tools, links, the law and other help.
www.texasasthma.org/
Childhood Lead Poisoning Program
The Texas Childhood Lead Poisoning Prevention Program partners with local and regional health departments; city, state, and federal agencies; and other community organizations to protect Texas children by finding and eliminating the sources of exposure to lead poisoning.
www.dshs.state.tx.us/lead/default.shtm
Children with Special Health Needs
The Children with Special Health Care Needs (CSHCN) Services Program provides services to children with extraordinary medical needs, disabilities and chronic health conditions. The CSHCN Services Program's health care benefits include payments for medical care, family support services and related services not covered by Medicaid,
www.dshs.state.tx.us/cshcn/default.shtm
CHIP, private insurance or other "third party payers." The program also contracts with agencies throughout the state to provide an array of clinical and support services to children with special health care needs and their families. The CSHCN Services Program also assists children and their families by supporting case management at Department of State Health Services (DSHS) regional offices throughout Texas.
Chronic Disease Prevention
Chronic Disease Prevention at DSHS provides information, education, resources and assistance to the people of Texas to make healthy life choices, reduce the human and economic impact of poor health, reduce the incidence of premature death and disability and promote healthy communities.
www.dshs.state.tx.us/chronic/default.shtm
Drug Abuse Statistics by County
www.tcada.state.tx.us/research/statistics/index.shtml
Healthy Schools, Healthy Youth
The Centers for Disease Control and Prevention's Division of Adolescent and School Health (DASH) seeks to prevent the most serious health risk behaviors among children, adolescents and young adults. The DASH Web site provides a wealth of school health information and resources.
www.cdc.gov/HealthyYouth/index.htm
HIV/STD/Aids Program
Information on prevention and care in Texas. Find out about HIV/STD services in your area, access HIV/STD and AIDS statistics for Texas, or learn about eligibility requirements for the Texas HIV Medication Program.
www.dshs.state.tx.us/hivstd/default.shtm
Immunizations Branch
Contains information on the immunization program, an electronic edition of the newsletter Upshot, information on the automated immunization tracking system ImmTrac, disease incidence data, the Vaccines for Children Program, and more.
www.dshs.state.tx.us/immunize/default.shtm
Indoor Air Quality in Schools
Information on The Indoor Air Quality Program works to identify problems and concerns relating to the quality of air in occupied buildings, and to provide information to building owners, schools and homeowners so they can prevent or remediate indoor air quality problems such as asbestos, lead, mold, pesticides and Radon.
www.dshs.state.tx.us/iaq/links.shtm#schools
Infectious Disease Control Unit
Promotes epidemiology, surveillance, education, risk stratification/communication, consultation, and disease interventions such as the Human Papilloma Virus Vaccine, a new Antibiotic Resistance/ MRSA and Pandemic Influenza Preparedness Plan
www.dshs.state.tx.us/idcu/default.asp
Maternal and Child Health
Maternal and Child Health (MCH) provides links to information for consumers of MCH services, administrative documents for MCH contractors, and related materials for public health professionals.
www.dshs.state.tx.us/mch/default.shtm
Obesity and Overweight Activities at DSHS
This site outlines DSHS goals for tackling obesity and overweight in Texas including resources, studies, statistics and plans from Texas and other state's community sources.
www.dshs.state.tx.us/phn/default.shtm
Obesity and Overweight Data in Texas including SPAN and the BRFSS
www.dshs.state.tx.us/phn/data.shtm
Oral Health Services Program
The Oral Health Group (OHG) at DSHS serves to encourage the residents of Texas to improve and maintain good oral health. The OHG works collaboratively with various partners across the state in order to identify the oral health needs of Texans and to identify resources to meet these needs.
www.dshs.state.tx.us/dental/default.shtm
Playground Equipment and Safety
Help for building a safe playground for children at school or at home is addressed at this site including equipment types, led paint and more.
www.tdh.state.tx.us/beh/ps/plygrnd.htm
Safe Riders Program
The Safe Riders Traffic Safety Program, in cooperation with the Texas Department of Transportation provides helpful information about child passenger safety, including links to related local and national websites. They can also be reached by phone at 1-800-2528255.
www.dshs.state.tx.us/saferiders/default.shtm
SCHOOL HEALTH PROGRAM
Provides information and resources to communities in their efforts to meet the health services and health education needs of children in a school setting by supporting comprehensive school health programming.
www.dshs.state.tx.us/schoolhealth/default.shtm
School Vision and Hearing Program
Identifies preschoolers and school children with hearing and vision problems early and links them to appropriate remedial services.
www.dshs.state.tx.us/vhs/default.shtm
Spinal Screening Program
School spinal screening was developed to identify adolescents with small spinal curves and refer them for treatment before these curves become too severe.
www.dshs.state.tx.us/spinal/default.shtm
Texas Association for Health, Physical Education, Recreation and Dance
The Texas Association for Health, Physical Education, Recreation and Dance (TAHPERD) is a not-for-profit professional association of individuals in the allied fields of health education, physical education, recreation and dance committed to the development of knowledge and programs that promote active, healthy lifestyles and enhance skilled, aesthetic motor performance.
www.tahperd.org
Texas Association of School Administrators
Resources and technical assistance for public school superintendents and administrators, education service center staff, college and university professors, students, and others interested in public education.
www.tasanet.org
Texas Association of School Based Health Centers
Texas Association of School-Based Health Centers advocates and supports state policies; programs and funding that sustain, grow and integrate school-based health care into the Texas health care and education systems. Resources and technical assistance is provided to enable school-based health centers to deliver quality services in schools.
www.tasbhc.org
Texas Association of School Boards
The Texas Association of School Boards (TASB) represents the largest group of publicly elected officials in the state and is dedicated to the preservation of local control of public education. TASB provides assistance in every area of public school governance and operation and provides products and services to its members to serve their needs.
www.tasb.org
Texas Association for School Nutrition
The Texas Association for School Nutrition (TASN), formerly known as TSFSA, is a professional organization for all levels of school food service employees. TASN was established to provide resources that enhance and promote non-profit child nutrition programs for the benefit of schoolchildren.
www.tsfsa.org
Texas Cooperative Extension
Part of the Texas A&M System, the Family and Consumer Science section of the Extension System offers practical information for families; raising children, housing and the environment, eating well, managing money and staying healthy.
http://fcs.tamu.edu
Texas Dept. of Agriculture – Square Meals – Web Site for School Nutrition Answers www.squaremeals.org
This site provides public school nutrition policies, resources and materials, school meal programs and programs for parents.
Texas Education Agency
The TEA and the State Board of Education (www.tea.state.tx.us/sboe) guide and monitor activities and programs related to public education in Texas.
www.tea.state.tx.us
Texas Education Agency – Health and P.E. Curriculum
The TEA Health and P.E. Curriculum Web site assist districts statewide with implementation of the TEKS; assist the textbook adoption process for K-12 health and physical education instructional materials; and provides information on curriculum, assessment, training, rules and other related topics.
www.tea.state.tx.us/curriculum/hpe/index.html
Texas School Nurses Association
Resource for Texas school nursing practice information.
www.txsno.org
Texas Obesity Policy Portfolio
The Texas Obesity Policy Portfolio chronicles our best health policy knowledge associated with obesity prevention and control and serves as a starting point for policy development and implementation. The Portfolio gives a range of referenced policy options from effective to untested, categorized by type of policy and identified for use in multiple sectors and settings.
www.dshs.state.tx.us/phn/pdf/Texas_Obesity_Policy_Portfolio.pdf
Texas Parent Teacher's Association
Texas Parent Teacher's Association (TXPTA) is a grassroots organization made up of parents, teachers and others around the state that has a special interest in children, families and schools. TXPTA is the largest child-advocacy organization in the state.
www.txpta.org
Tobacco Prevention and Control
This site provides a clearinghouse of information on tobacco use prevention issues.
www.dshs.state.tx.us/tobacco/default.shtm
WIC
WIC is a nutrition program that helps pregnant women, new mothers, and young children eat well, learn about nutrition and stay healthy. Nutrition education and counseling, nutritious foods, and help accessing health care are provided to low-income women, infants, and children.
www.dshs.state.tx.us/wichd/default.shtm
Youth Risk Behavior Surveillance System (YRBSS)
Substance abuse related risk behavior survey.
www.cdc.gov/HealthyYouth/yrbs/index.htm
External links to sites appearing in this publication are intended to be informational and do not represent an endorsement by the Texas Department of State Health Services. These sites may also not be accessible to people with disabilities. External email links are provided to you as a courtesy. Please be advised that you are not contacting the DSHS and DSHS policies do not apply should you choose to correspond. For information about the programs listed, contact the sponsoring organization directly. For comments or questions about this publication, contact Ellen Smith at (512) 458-7111 ext. 2140 or by email at [email protected]. Copyright free. This document may be reprinted without permission.
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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees.
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CITES
CITES is an acronym for the "Convention on International Trade in Endangered Species of Wild Fauna and Flora", signed by more than 150 countries worldwide. The aim of CITES is to protect the many endangered wildlife species of the World through controlling the international trade. Some 4,800 animal and 25,000 plant species are covered by CITES. More than 30 animal CITES-species (and a few plant species) live in Greenland and the surrounding waters.
The species are listed in three appendices:
Appendix I (globally endangered species):
This covers species which are banned from ALL export. No part, deriviate or crafted products of these species may be exported. In Greenland this includes; Sperm whale, Bowhead whale (Greenland right whale), Fin whale (also known as the Razorback), Humpback whale and White-tailed eagle.
Appendix II and III (endangered and locally endangered species):
This covers the whole or any part of a species which can be exported for private, non-commercial use when accompanied by a CITES permit. Export of anything made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear require a CITES permit which has to be kept with the product during transport.
Please note:
* If you export ANY product made from a "CITES species"(CITES Appendix II and III) from Greenland and import it to your home country (no matter whether this item was purchased in a shop or found in the wild) it MUST be accompanied by a CITES permit.
* The CITES permit is valid only for products for private and personal use. If the products are to be used in any other way, for example for commercial and scientific purposes, they require further documentation for export.
* Species protected in Greenland and all birds of prey are NOT eligible for sale or export; even if found dead.
* Other, frequently used materials (not covered by CITES or other rules) may be exported from Greenland free of regulations if for private use. This includes all species of seals (except Walrus), Reindeer, Musk ox, Sheep, Mammoth (tooth), driftwood and most stones and minerals.
* More information on the Internet: www.wcmc.org.uk/cites.
Export of all products made from the whole, or any part of, Narwhal, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must have a CITES permit. This applies to the whole range of products including Polar bear claws, jewellery made from Narwhale or Beluga tooth, Walrus skulls and souvenirs fashioned from Minke whale baleen etc. The CITES permit is issued at most of the shops and outlets selling these products.
Please note that no products made from whole, or any part of, Sperm whale (incl. teeth), Bowhead whale, Fin whale, Humpback whale, plus all species of birds of prey, can be exported.
* Without a CITES permit you risk the confiscation of your precious memory of Greenland.
* With a CITES permit you have proof of the origin of your product which will have been caught in the wild by a genuine Greenlandic sealer or hunter.
* With a CITES permit you have proof that you can legally import the product to your home country.
For more information:
Department of Environment and Nature (Direktoratet for Miljø og Natur) P.O. Box 1614 DK-3900 Nuuk
Tel. (+299) 34 67 01
Fax. (+299) 32 52 86
Internet:
www.wcmc.org.uk/cites (general information on CITES including CITES appendixes).
Published by Greenland Home-rule and funded by Dancea
Buying handicraft? Buying handicraft?
Produced for Greenland-Homerule, Department of Environment and Nature, Nuuk, by Ornis Consult A/S • Design: Monsoon • Photos: Erik Bornand Thor Hjarsen • Printing: Datagraf Auning AS
Greenland Home-rule
Department of Environment and Nature
Greenland Home-rule
Department of Environment and Nature
Ask for a CITES permit Ask for a CITES permit
As a tourist in Greenland you will have the opportunity to take back home beautiful souvenir handicrafts, such as clothing, jewellery and other domestic products.
Greenlandic handicraft products are made from nature's own materials such as stones and gems, driftwood, and antlers, bones and teeth of wild animals. Some of the products may be made from animal species covered by CITES, aimed at protecting endangered wild animal and plant species by controlling international trade. In Greenland, products made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must be sold with a special CITES permit.
The CITES permit is your proof that you can legally export the product from Greenland and import this to your home country. Remember to obtain a CITES permit and keep it with the product. Present it to the Customs upon arrival in your home country.
The Greenlandic CITES permit covers 5 wildlife species: Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear.
Narwhale
Narwhale
Greenlandic handicraft products – more than mere souvenirs
The CITES permit is not just a document for the customs clearance officers. It proves that the product originates from wildlife species that can be legally hunted in Greenland. Within the population of 55,000, approximately 2,500 Greenlanders live as sealers and 7,000 are registered hunters. Each year they file reports on their catch so that the authorities can monitor and impose regulations as required. Whaling is conducted according to international regulations.
Greenlandic handicrafts are deeply rooted in the old hunting culture of the Inuit people. In the past the Inuit had a nomadic lifestyle and had to make all of their own tools and only the most important and useful items travelled with them. Survival was an art of its own and through the passage of time the tools of everyday life evolved into first class handicraft products, crafted by true artisans. Thus the Greenlandic handicrafts are more than just souvenirs; they combine art, nature and utility.
They possess inua – the spirit of things.
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Kasese District Youth Focus on AIDS
Vision: "A community free from impacts of poverty ''
Mission : "To inform and support the communities of Kasese district with quality care and services through promotion of innovative solutions in skills development, HIV/AIDS prevention, care and support for orphans and other vulnerable children and Human rights advocacy".
HISTORY
KADYFA is an NGO based in Kasese district and was established in 2001 to respond to the HIV/AIDS pandemic, reproductive Health issues, environmental health, human rights abuse, child protection, and care and support for orphans and vulnerable children. It was started by a group of youth who reflected on their humble background, adolescent experiences and expectation amidst the challenges they encountered.
KADYFA is a member of KADDE-NET an umbrella network for CBOs and NGOs in Kasese district. It is also a member of UNASO a national HIV/AIDS networking organization. KADYFA currently has 3 volunteers who are responsible for implementing day to day program activities.
PROGRAMS
outh Economic Empowerment - The lives of millions of Ugandan youth are marred by poverty, inadequate education Y and skills, inadequate work/employment, exploitation, disease, civil unrest and gender discrimination. The youth of 1519 years constitute about 29% of the Uganda's population (2014 population census) Poverty, Unemployment and underemployment are the main problems affecting the youth. KADYFA's focus is on supporting the youth generate income after acquiring skills in shoe making, sewing, knitting, hair dressing, and business management, planning and entrepreneurship.
IV prevention, care and support - According to Kasese district management improved plan (DMIP) 2012-2015, HIV H prevalence in Kasese is at 11.2% (HMIS,2011), much higher than the national prevalence rate of 7.4% (Aids indicator survey 2011). Reasons given for the higher prevalence rate are: lack of HIV awareness, inadequate HIV services, and early marriages arising from school dropout, redundancy at fishing communities, increased commercial sex and HIV orphans who take up early parental care that have influenced the spread of HIV. The percentage of the population that knows ways of preventing the sexual transmission of HIV and is able to reject misconceptions about HIV transmission is
at 28.4% (LQAS2011).This indicates low awareness about HIV services , 8% of the population knew two or more benefits of HCT, while PMTCT knowledge level declined from 53.7% to 27% in 2010 and 2011 respectively. KADYFA focuses on reducing HIV prevalence rate among the youth through promoting safe sexual practices and HIV Counseling and Testing accessibility.
uman Rights Promotion: From the implementation of various community projects and conducting several studies, H KADYFA notes that there is lack of awareness on issues regarding human rights and the laws and policies related to this subject among the population and the local authorities. Most people don't know their entitlements and are ignorant about what to demand for and where to seek support when their rights are infringed on and this is a major cause of poverty which needs great interventions. KADYFA implements initiatives geared towards creating awareness on rights and the related policies, laws. It builds the capacity of local authorities to handle and refer cases of rights abuses. It empowers community members with advocacy skills so as to be able to demand for their entitlements.
CHALLENGES
here is high competition for funding between different organizations/firms with similar objectives as KADYFA. This T limits KADYFA's' chances to get funding here is fear that the global crisis might affect funding flow to Low Developed Countries where KADYFA's target is T found.
ince it has no running funding, KADYFA does not have paid staff to support the volunteers to run the day to day S activities of the organization. This affects out puts and impact.
ACHIEVMENTS
Provided clothing's, beddings and food to 143 Orphans and other vulnerable children (OVCs)
Provided micro finance training to 12 OVCs households
Provided Uniforms and scholastic materials to 57 OVCs in primary schools and 143 OVCs in secondary schools.
Facilitated legal consultation and aid to at least 18 OVCs in regard to succession planning ,property disputes, physical and sexual abuse
Provided counseling to 143 OVC households
Conducted IEC/BCC campaigns to ensure that care givers, community, religious leaders and teachers get familiar with fundamental principles of the rights of OVCs
Formed 20 out of school peer educators groups in the communities of Munkunyu, Kyarumba, Bugoye and Kitswamba to continue with discussion about HIV/AIDS.
Oriented 112 community Peer Educators in adolescent sexual reproductive health issues.
Oriented 28 health service providers in providing youth friendly services.
Conducted HCT/VCT outreaches and tested 20,000 youth for HIV and other STIs
Conducted 44 life choice and life skills video shows at parish level
Conducted 64 peer to peer interactive HIV prevention discussions at parish level
Conducted 1 day meeting to develop a referral strategy with 28 oriented health service providers and 30 trained peer educators.
Conducted 4 experience sharing meetings among 112 trained peer educators to help them share experiences and review their strategies to continuously access appropriate services among adolescent/young people.
Supported trained peer educators with 80 bicycles,112 record books and 100 T-shirts for easy coordination, good information recording and easy identification in referring adolescents/young people to health centers and community service provision outreaches to access services like STD care and management, HIV counseling and testing, free condoms supply and other reproductive health services.
Conducted 06 (six) joint drama and sports competitions with key messages on Adolescent Friendly Health services among in and out of school adolescents.
Trained 50 child mothers in tailoring skills
Trained 20 child mothers in hair dressing skills.
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BA'BA' -- ON HISTORY
A 7000 year B.C civilization, older than Mohanjadaro and Harappa (Indus River Valley Civilization) was revealed by the BA'BA'(Master), during His visit to Alonia – 22 kilometers from KOTA TOWN, RAJASTHAN STATE OF INDIA. In the month of April' 1984.
BA'BA' revealed many facts about the Inhabitant culture and showed Kharosthi pictorial script inscribed on monolithic caves. BA'BA' also discussed about the "Bone age" – age before the Stone Age.
BA'BA' visited the caves and explained the anabolism of cave paintings. BA'BA' even spoke about mundane subjects such as the type of tools available in the ancient land of … Rajasthan.
BA'BA' said that Ajanta and Ellora …. of Maharashtra are 1500-2000 years … , Egyptian Civilization is 4000-5000 years old and Chinese civilization is about 6000 years old.
BA'BA' has been narrating the forgotten Cultural history of Bharata (INDIA) – the Land of Shiva and Kr's'n'a.
BA'BA' explained the details of Buddhism, Jainism, Vaeshnavaism, Tantric cult, Islam, Sufism, and wide ranging facts of interest to students of religious history. BA'BA' said, "To know history one must have knowledge of Archeology, Anthropology and Philology".
The compilations of BA'BA's Discourses related to River Valley Civilization will be available in the very near future.
"Movement is always in systaltic order. All languages follow systaltic order." BA'BA' - 30 t h October, 1983.
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Travel Tales
A Rotten Fruit in the Family Tree?
by
Llewellyn Toulmin
Ten years ago, I was climbing my family tree, as I am wont to do, looking for tasty fruit. Instead I found a piece that seemed rotten and smelly. Later I realized it was a great gift. What am I talking about? Read on.
I was pursuing an ancestral line to one of the most distinguished families in the south, the Laurens of South Carolina. Henry Laurens served as President of the Continental Congress, and was captured by the British and imprisoned in the Tower of London. Later he was exchanged for Lord Cornwallis, and signed the Treaty of Paris ending the war. But the big prize, genealogically speaking, was Henry's son, Col. John Laurens. John was one of the bravest soldiers and heroes of the Revolution. He was a confidant of Washington, and served as the aide-de-camp and spymaster for Major General Nathanael Greene, the amazing Rhode Islander who won the final Southern Campaign against the British.
Since John Laurens was an officer in the Continental Line, served for more than three years, and was killed in battle, he and his descendants qualified for membership in the august Society of the Cincinnati, the oldest and most distinguished military and genealogical society in the US. If I could prove descent or even a relationship to him, I would qualify for membership in the Society of the Cincinnati in the State of South Carolina.
Did I qualify, based on my relations to Henry Laurens and his son John? I thought so, since I had record copies of two applications to the Daughters of the American Revolution from cousins of mine, which clearly stated that they (and thus I) were descended from Henry Laurens through his daughter, a sister to John.
I was very keen to prove this relationship, since I had been searching for a connection to a Cincinnati "propositus" for years. A "propositus" is a person in history who fulfills the membership requirements for a genealogical society, so that a modern descendant who can prove descent from that person qualifies for membership in the society. Thus for example, Charlemagne is the propositus for persons seeking to join the Society of the Crown of Charlemagne, based on their descent from him.
The really tricky thing about Cincinnati propositi is that usually only one male modern descendant at a time can represent the original officer of the Continental Line. While most genealogical societies, like the DAR and the Sons of the American Revolution, allow multiple descendants to join based on descent from one propositus, in most branches of the Cincinnati, only one man can join on that ancestor. I had found several ancestors in my family tree who served as officers in the Continental Line, but each of them were already "taken." I had considered hiring a hit man to solve my little problem, but found the price rather exorbitant. I kept looking.
John Laurens was particularly attractive as a propositus, because in South Carolina the rules for the Society of the Cincinnati were different. In that state and in New Hampshire, there were so few Continental officers (compared to militia officers) that if the modern state society limited membership to only one descendant, the society could hold its meetings in a phone booth. Hence they admitted multiple members based on one ancestor.
So, all I had to do was to check the work of my DAR cousin, prove my descent from Henry Laurens, claim my connection as seventh grand-nephew of John Laurens, join the Society of the Cincinnati in the State of South Carolina, and achieve one of my life's goals. Simple.
Ha!
Unfortunately, it turned out my cousins were not such great genealogists. They had applied to the DAR back in the 1940s, when standards were not very strict. They had made the basic and common mistake of thinking that because a woman has some children, they all must be by the same man. In fact, one of the key links in the chain was a woman who had two husbands, and my cousins and I were not the descendants of the Laurens-related husband. We were the descendants of the other chap.
So I had to trace that man's ancestors. It took a while, but eventually I climbed up this previously unknown branch of my family tree. I got back to the Revolutionary period, and what did I find? Not John or Henry Laurens, David Ramsay the historian, or other distinguished Patriots. No, my guy was Brigadier General Andrew Williamson, the "Benedict Arnold of South Carolina"!
During the Revolution, Williamson was one of the most notorious people in the state, and near the end of the war, all his property – including his large and famous plantation White Hall -- was seized by the state government, because he was officially declared to be such an "obnoxious person"! Williamson had turned traitor to the American cause, took British protection, and stayed in the British camp through the end of the war. He was kidnapped twice by the Americans, who may have been seeking to hang him. But each time he escaped.
What a rotten, smelly ancestor to have! And definitely not material for a propositus for the Society of the Cincinnati, which rigidly requires that their propositi remained loyal to the Patriot cause.
Oh dear. What a mess. No Cincinnati. No Laurens. No fun. Gotta find another guy.
So I searched for another propositi. Eventually I found one up another branch of my family tree, a Lieutenant in the Continental Artillery. I finally made it into the Society of the Cincinnati, after five years of trying, and got that fabulous golden eagle medal and light blue ribbon to wear around my neck. I was a happy man.
Some years passed. I got a bit curious about that rascal Williamson. What made him turn traitor? What was his story? Was he really so bad? How could anyone be officially declared by the state legislature to be an "obnoxious person"? I had never heard that one before. And if he was so obnoxious and hated, why did he not flee abroad, or why wasn't he exiled? How did he come to die in Charleston, in his own townhouse?
Little did I know that the answers to those simple questions would lead me on a quest to learn all I could about General Williamson, to carry the Flag of the Explorers Club on an expedition to South Carolina to find his plantation, to write the first-ever biography of the man, and ultimately to find an ironic connection to my original guy, Col. John Laurens.
Who knows what fruit you might find, what might happen, and where you might go, once you start to climb your family tree?
* * *
Lew Toulmin lives in Silver Spring, Maryland, Fairhope, Alabama and Port Vila, Vanuatu, and is an amateur archaeologist, semi-pro genealogist, and Fellow of the Royal Geographical Society. Next month Lew will describe General Williamson's bizarre life history, and how Lew went on a search to find his reviled ancestor's plantation and clear his name.
* * *
Words in the main story and bio: 1180
Photos: (all credits to Lew Toulmin)
1. Col. John Laurens, a hero of the American Revolution, and unfortunately not an ancestor of the author.
2. Henry Laurens, father of John Laurens, President of the Continental Congress, signer of the Treaty of Paris -- and yet another distinguished Patriot who is not an ancestor of the author.
3. The children's crusade – an expedition of kids and archaeologists led by author Lew Toulmin searched for the plantation of General Andrew Williamson, the "Benedict Arnold of South Carolina." Williamson, officially certified by the legislature of the state as an "obnoxious person," is the ancestor of the author through his father.
4. Signature of General Andrew Williamson, who was illiterate and could barely scrawl his own name.
#end#
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below.
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Evaporative Emission Controls Diagnosis
Meets NATEF Task: (A8-E-11) Inspect and test components and hoses of the evaporative emissions control system; perform necessary action. (P-1)
Name _______________________________ Date ___________ Time on Task __________
Make/Model/Year _________________ VIN ________________ Evaluation: 4 3 2 1
_____ 1. Check service information for the specified tests and procedures to follow to diagnose the problems in the evaporative emission control system.
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________
_____ 2. List the tools and equipment specified for use by service information. Check all that apply.
____ Special tester (describe) ______________________________________
____ Scan tool
____ Other (describe) _____________________________________________
_____ 3. List the components included in the evaporative emission control unit and describe how each is to be tested according to service information.
Component
Test or Inspection
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_____ 4. Based on the results of the tests and inspection, what is the necessary action?
__________________________________________________________________
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THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
CENTER FOR PUBLIC POLICY - L. DOUGLAS WILDER SCHOOL OF GOVERNMENT AND PUBLIC AFFAIRS
CEPI Education Law Newsletter
Dr. Richard S. Vacca, Editor; Senior Fellow, CEPI
MARCH 2008: Vol. 6-7
STUDENT SEARCH AND SEIZURE 2008: VIDEO CAMERA SURVEILLANCE
Overview
In the aftermath of a recent spate of school shooting tragedies, and because of near riot situations in a growing number of public high school buildings and at interscholastic high school athletic events, the safety and security of staff and students are top priorities for local school boards. A review of recent case law from around the country reveals that in these tumultuous times courts in several jurisdictions have been busy deciding constitutional issues involving the tenuous balance that exists between the prerogatives of public school officials to maintain safe, secure, and disruption-free school environments and the scope of student rights and protections under the Fourth Amendment. One issue area that recently has emerged involves an increase in the use video cameras to provide surveillance of school buildings and grounds, school buses, and extra-curricular events.
Surveillance Cameras at School. Simply stated surveillance means to keep watch, or watch over in an effort to see or keep track of what happens in a particular place. BLACK'S tells us that the term means to closely observe or listen in hope of gathering evidence. (Seventh Edition, 1999) In recent years public school systems have integrated the use of video cameras on school buses and in school owned buildings to increase safety and security. Video cameras have proved helpful in the early identification of trespassers and in monitoring student behavior. At the same time, however, the use of cameras inside school buildings (especially in monitoring classrooms and locker rooms) has raised a number of privacy oriented questions. For purposes of assessing constitutional protections against unreasonable searches and seizures, video surveillance of students is considered a search within the meaning of the Fourth Amendment.
Student Privacy 2008. It is an established tenet of education law that students possess a "reasonable expectation of privacy" while at school and in attendance at school sanctioned activities. Watkins v. Millennium School (S.D. Ohio 2003) The general rule is that the Fourth Amendment protects an individual in the places where he/she can demonstrate a reasonable expectation of privacy. However, because public school officials have a legitimate interest in maintaining safety and discipline in schools, the privacy expectations of students are limited. Doe ex rel. Doe v. Little Rock School District (8th Cir. 2004)
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
In recent months it seems that more courts are expanding the prerogatives of public school officials to conduct searches of students and their belongings and take a variety of other more intrusive steps in school buildings and at school sponsored events to maintain a safe environment. Thus, a major question has been raised but at this point in time remains unanswered. How far can public school officials go in the name of increasing school security before they run afoul of the Fourth Amendment?
The purpose of this commentary is three fold. First, a brief restatement of basic principles of public school search and seizure law will be discussed. Second, a brief review of a recent court decision involving the use of surveillance video cameras in a public school will be presented as an excellent primer regarding Fourth Amendment law. Finally, implications for local school board policy will be suggested.
Restatement of the Law
As the Appellate Court of Connecticut recently stated, the Fourth Amendment does not proscribe all stateinitiated searches and seizures, it merely proscribes those which are unreasonable. State v. State (Conn. App. 2008) More than two decades ago the United States Supreme Court clearly established in New Jersey v. T.L.O. (1985), that the Fourth Amendment's "unreasonable searches and seizures" provision is applicable to public school officials and personnel when dealing with students. However, it must be remembered that "the unique need to maintain a safe learning environment requires a lessening of the restrictions normally imposed for public officials to conduct searches." Bosher, Kaminski, and Vacca (2004)
The ultimate measure of the constitutionality of a school search is one of reasonableness, and what is or is not reasonable depends on the context within which the search takes place. Shuman ex rel. Shertzer v. Penn Manor School District (3rd Cir. 2005) Thus, a determination of the reasonableness of a school search must be adjudged according to the circumstances existing at the time of the search. Des Roches by Des Roches v. Caprio (4th Cir. 1998) In addition, the Fourth Amendment's reasonableness inquiry must take into account the overall purpose that school officials are trying to achieve in conducting the search, Bravo ex rel.Ramirez v. Hsu (C.D. Cal. 20050, and the school's "custodial and tutelary responsibilities over students entrusted in their care." Shade v. City of Farmington (8th Cir. 2002) and Johnson v. City of Lincoln Park (E.D. Mich. 2006) Also, school searches must not be "excessively intrusive in light of the age and sex of the student and the nature of the infraction." Carlson ex rel. Stucznski v. Bremen High School District (N.D. Ill. 2006)
The reasonableness standard created by the United States Supreme Court in New Jersey v. T.L.O. (1985) remains in place. Courts in every jurisdiction consistently apply the following two-pronged standard of analysis in determining whether or not a school initiated student search passes constitutional muster:
1. Was the school search reasonable at its inception? More specifically, did school officials launch the search based on reason to believe (i.e., have reasonable suspicion) that present in the situation at hand is something illegal and/or a violation of school system policies?
2. Did the search as it moved forward remain reasonable in scope (i.e., remain within the purpose and scope of the initial reasonable suspicion for launching the search)?
Contemporary courts consistently apply both the procedural safeguards and precautions set forth in Vernonia School District v. Acton (1995), involving random drug testing (urine analysis) of athletes, and the special needs exception articulated by the United States Supreme Court in Board of Education v. Earls (2002), involving random drug testing of students as a precondition of involvement in extra curricular activities. In Earls, Justice Thomas declared that the privacy interests of students are limited in the public school
environment where school officials are responsible for maintaining discipline, health, and safety. In essence, the Court established that because of the "special needs" of the public school environment school officials do not need to wait for a serious problem (in Earls it was drugs in schools) to exist before they take action to keep it from happening. The Court does stress, however, the need to protect student anonymity (confidentiality) and also to control the intrusive nature of the search. On a related point of law, courts have consistently held that while "individualized suspicion" is helpful to have prior to conducting a search, it is not an indispensable element in establishing reasonable suspicion. Beckham (2005)
A third established point of law that remains in place deals with the courts consistently separating school searches (i.e., searches initiated by and remaining under the control of public school officials where the standard is "reasonable suspicion"), from police searches (i.e., searches initiated by and remaining under the control of police officers, where the standard to apply is "probable cause"). However, some recent courts have held that the search of a student on school grounds by a school resource officer (SRO) at the request of school officials should be deemed a school search and thus is subject to a reasonableness standard and not a probable cause standard. Wilson ex rel. Adams v. Cahokia School District No. 187 (S.D. Ill. 2007)
It should be noted that the mere presence of a law enforcement officer during a school administrator's questioning of a student does not make the situation a police matter. The rule is that a public school student involved a school controlled search is not automatically entitled to a Miranda-type warning prior to being questioned by a school principal. J.D. v. Commonwealth (Va. App. 2004) On a related point of law, courts have consistently held that confrontation and cross-examination of witnesses against a student, and a student being represented by legal counsel are, as a general rule, not mandatory. Horner and Vacca (2005)
Recent Case Law Example
A court decision from the United States Court of Appeals for the Sixth Circuit is very instructive regarding video camera surveillance and student privacy interests under the Fourth Amendment. The case also demonstrates the tenuous balance that must be created and maintained between the reasonable privacy expectations of students and the critical need for today's public school officials to increase and maintain school security.
The Facts: Brannum v. Overton County School Board (6th Cir. 2008), does not involve searching students or their belongings; rather, the case involved issues stemming from the use of video surveillance equipment in a public middle school building. The equipment was installed by school officials to improve school security.
To improve security video cameras were installed through out the school building in areas facing exterior doors, in hallways leading to exterior doors, and in the boy's and girl's locker rooms. Images captured by the cameras were transmitted to an assistant principal's office where they were displayed and stored. Subsequently it was discovered that cameras were videotaping locker room areas in which students routinely dressed for athletic activities. The assistant principal notified the principal of this situation but the camera location were not changed.
In addition to the images being sent to the assistant principal's office they also were accessible via remote internet connection. Any person with access to the software username, password, and Internet Protocol (IP) address could access the stored images. Neither the assistant principal nor anyone else had changed the system password or user name from its default setting. Between July 12, 2002, and January 10, 2003, the system was accessed ninety-eight different times.
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
From July 2002 to January 2003, a number of Overton County Schools and schools from surrounding counties used the locker rooms for athletic events. During a girl's basketball game on January 8, 2003, visiting team members noticed the cameras and told their coach. The coach questioned the school principal who assured the coach that the cameras were not activated. This was not accurate and the images of team members in their undergarments had been recorded. Subsequently the video tape was reviewed by school officials who concluded that the images of the 10 to 14 year old girls contained "nothing more than images of a few bras and panties." Later that day the cameras were removed.
Ultimately, thirty-four middle school students filed a 42 U.S.C. section 1983 suit in federal district court. In their law suit they alleged that school officials violated their privacy by installing the video cameras in the locker rooms and by viewing and retaining the tapes. School officials moved for summary judgment claiming qualified immunity, but their motion was denied. On appeal school officials conceded to the students' version of the facts, but only raised the issue of the students' right to privacy from videotaping under the Fourth Amendment.
The Decision: In reaching its decision the Sixth Circuit made it clear that the right to privacy claimed by the students "is one protected by the Fourth Amendment's guarantee against unreasonable searches and seizures, and that in this case, the defendants violated the students' rights under the amendment." Citing Vernonia School District v. Acton (1995) and New Jersey v. T.L.O. (1985) the Court reiterated the Supreme Court's holding that "the Fourth Amendment applies in the public school context to protect students from unconstitutional searches conducted by school officials." However, said the Court, because Fourth Amendment rights are different in public schools "the ultimate measure of constitutionality of such searches is one of 'reasonableness.'"
Applying the 2-pronged T.L.O. standard to the facts in this case the Sixth Circuit concluded that the videotaping of students was justified at its inception (i.e., reasonable grounds to believe that the search, to increase school security, would garner evidence of violations of law or school rules). However, the scope and manner in which the video surveillance was conducted was the problem. The Sixth Circuit compared the secret surveillance in this case, where children were observed in their undergarments, as being like a strip search situation. Because students were unaware that they were being taped, the locker room taping was very intrusive and significantly invaded the students' reasonable expectations of privacy. In remanding the case, the appellate court concluded that the students in this case had a reasonable expectation of privacy and the invasion of the students' privacy was not justified by the school's need to assure security." Thus, the locker room videotaping was unreasonable in scope and violated the students' Fourth Amendment.
The Sixth Circuit Court ruled that the district court had correctly denied summary judgment to school officials. However, it is important to point out that individual school board members and the Director of Schools were granted qualified immunity. In the Court's view, there was no indication that they either authorized or were aware of the locker room videotaping. There role and involvement was limited to the general decision to improve school security by installing video equipment.
Policy Implications
As indicated above in Brannum (2008), the intent of placing video cameras in a middle school building was to increase security. Some readers might have been surprised by the fact that this case involved the surveillance of such young students. Recent (2006-2007) statistics show that while there has been an overall reduction in reports of serious violent crimes committed in public schools at all levels across this country, middle schools were nonetheless cited as the "most violent." (Indicators of School Crime and Safety: 2007)
As more communities are insisting that local boards of education do all that is necessary to make school buildings, classrooms, playgrounds, parking areas, school buses, bus stops, and interscholastic activities safer and more secure, the use of surveillance equipment will undoubtedly become more popular; especially as the technology improves and the price is made more reasonable. It therefore follows that policies will need to be formulated and implemented to accommodate the use of newly installed surveillance technology. What follow are some suggestions to consider as the policy formulation process moves forward. School system policies must make it clear that:
- The Board recognizes and accepts its legal duties, responsibilities, and prerogatives to do all that is necessary to protect the safety, security, and general welfare of all students.
- The Board and school administration will proactively work to (a) provide a safe and secure environment for all students, and (b) keep the educational environment disruption free and conducive to teaching and learning.
- The Board recognizes, respects, and will work to protect the Fourth Amendment rights and privacy expectations of all students.
- The Board will seek to fully inform all students and their parents of security programs and procedures prior to their implementation.
- Students at all grade levels in the school system, as well as all school personnel and visitors to school buildings and school sponsored events, can expect to be subject to security programs and procedures when entering school buildings and grounds, or while in attendance at school sponsored functions and interscholastic athletic events.
- The installation, placement, location and use of video cameras as security measures, and the collection, storage, and viewing of all video tapes, will be accomplished by authorized school officials through reasonable, least intrusive, confidential, and secure means.
Resources Cited
Beckham, Joseph C., "Searches in Public Schools." In Lane, Kenneth E., et al, THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA 2005)
Board of Education v. Earls, 122 S.Ct. 2559 (2002)
Bosher, William C. Jr., Kaminski, Kate R., and Vacca, Richard S., THE SCHOOL LAW HANDBOOK: WHAT EVERY LEADER NEEDS TO KNOW (ASCD 2004)
Brannum v. Overton County School Board, No. 06-5931 (6th Cir. 2008)
Bravo ex rel. Ramirez v. Hsu, 404 F.Supp.2d 1195 (C.D. Cal. 2005)
Carlson ex rel. Stuczynski v. Bremen High School District, 423 F.Supp.2d 823 (N.D. Ill. 2006)
Des Roches by Des Roches v. Caprio, 156 F.3d 571 (4th Cir. 1998)
Doe ex rel. Doe v. Little Rock School District, 380 F.3d 349 (8th Cir. 2004)
Garner, Bryan A., Editor in Chief, BLACK'S LAW DICTIONARY, Seventh Edition (West Group 1999)
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
Horner, Jeffrey J. and Vacca, Richard S., "Student Discipline Law." In lane, Kenneth E., et al, THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA 2005)
Indicators of School Violence and Safety: 2007
J.D. v. Commonwealth, 591 S.E.2d 721 (Va. App. 2004)
Johnson v. City of Lincoln Park, 434 F.Supp.2d 467 (E.D. Mich. 2006)
New Jersey v. T.L.O., 469 U.S. 325 (1985)
Shade v. City of Farmington, 309 F.3d 1054 (8th Cir. 2002)
Shuman ex rel. Shertzer v. Penn Manor School District, 422 F.3d 141 (3rd Cir. 2005)
State v. Smith, 937 A.2d 1194 (Conn. App. 2008)
Watkins v. Millennium School, 200 F.Supp.2d 890 (S.D. Ohio 2003)
Wilson ex rel. Adams v. Cahokia School District No. 187, 470 F.Supp.2d 897 (S.D. Ill. 2007)
Richard S. Vacca Senior Fellow CEPI
Note: The views expressed in this commentary are those of the author.
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Early Detection Rapid Response Framework and Implementation Plan
Noxious Weed Program June 2016
Early Detection and Rapid Response (EDRR) is a critical component of an Integrated Noxious Weed Management Program. EDRR is the most economically- and environmentally-sound approach to weed management and is often referred to as the "second line of defense" after prevention. The EDRR approach addresses populations of noxious weeds when they are small and still inexpensive to control, and before they cause lasting degradation to the natural environment. Some of the concepts in this framework were derived from the 2003 conceptual design by the Federal Interagency Committee for the Management of Noxious and Exotic Weeds (FICMNEW), along with from the recently-published National Framework for EDRR.
Colorado's EDRR strategy incorporates a key prevention component for species that have not yet arrived in our state. Prevention and EDRR go hand-in-hand when it comes to protecting our natural resources and economy from noxious weed invasions. Knowing what might be headed our way will make it easier to detect and respond to new invasions, so Colorado works closely with neighboring states to prevent the arrival of high-risk species. The Noxious Weed Program staff oversees the development of the Prevention and EDRR noxious weed lists, and implements the goals and objectives of the state EDRR Plan.
Preparation The first step in Colorado's overall EDRR plan is preparation. By taking effective initial steps, we will be able to identify which species are at highest risk to threaten agriculture and/or natural resources of the state. In order to know what species to look out for, we need to know what species have caused problems in other areas of the country with similar climates and what species may be actively invading nearby areas. We need to network with other states and noxious weed programs, as well as actively researching potential new threats, on an annual basis and as new reports come in. Once we know what species may possibly threaten our state, we need to figure out the most
likely way that they would arrive. Natural modes of plant transport include wind, water, and animal movement; however, the most likely way that a plant will travel a far distance is by human transport.
CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goals: Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
CDA program staff will conduct workshops and trainings around the state to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Prevention Once we are prepared with what species pose a risk to the state, we can work within the network to keep these species from entering the state, or from spreading within the state, if they are already present in isolated locations.
Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Goals: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Early Detection and Rapid Response Early Detection and Rapid Response (EDRR) is a strategy that will function better with greater involvement from all affected stakeholders. Since noxious weeds have the potential to affect all parts of our landscapes and many sectors of our economy, we hope to attract a diverse group of stakeholders to participate in our state's EDRR network. We also hope to educate and enable enthusiastic citizens to participate, specifically when it comes to identifying and reporting noxious weeds. The EDRR approach can be used for any species invading a new area. These species may be new to the state, or they may exist in some parts of the state, but not the current area at risk. Therefore, there are many ways citizen scientists can take part in an active EDRR Network, along with the professionals who are already highly involved with noxious weed management.
Goal: Identify high-priority landscapes that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Early Detection Once we are prepared with the species to look out for, and we have done everything we can to prevent their introduction, early detection of new or previously-unknown infestations is the next step. Early detection includes identification of new noxious weeds entering the state, previouslyunknown populations of high-priority EDRR species, and populations of lower-priority species that exist in the state but are new to that area. Ideally, species identified through this process will have been acknowledged in the "preparation" process, but there is a chance that a new species could show up that we had not yet identified as a potential threat. After a new infestation is identified, we will use the tools developed in the Plant Assessment section to help determine our next steps.
Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goals: Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field.
Plant Assessment The plant assessment component of Colorado's EDRR framework consists of two forms. First, a plant assessment is conducted in a systematic, deliberate, and proactive (when possible) manner to gauge threats using academic and other information compiled by experts. With this knowledge,
CDA can determine the need for listing or other monitoring strategies. Second, a plant assessment is conducted rapidly in the field when a new invasion is found, and the response is immediate. New invasions can be of a known, listed or high-risk species, or of a previously-unknown species. These two types of assessment are used to determine whether a new invader is an immediate risk to the area, and what type of response is warranted.
What still needs development is the ability for network members and CDA staff to make a rapid assessment of a new infestation in the field. Once a new potential noxious weed infestation has been identified, we need to quickly identify this plant to the species level, determine the risk factor, and decide if the population should be treated immediately or if the risk is not great enough to warrant immediate action. If a plant cannot be identified accurately in the field, a process needs to be in place to determine how the plant will be identified before the infestation is allowed to expand in size and impact.
In 2007 the state noxious weed advisory board approved a Plant Assessment Form for use with "Criteria for Categorizing Invasive Non-Native Plants that Threaten Colorado's Wildlands, Economy, and Ecology." This assessment form is completed by graduate students in one of the local university weed science departments and helps us determine whether we should list a species as "noxious" and then regulate it accordingly. The tool includes four categories of assessment: ecological impact, invasive potential, geographic distribution, and agricultural impacts.
Goals: For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
For "on the ground" rapid assessment, CDA will develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, as well as for unknown species that have bypassed our predictive risk analysis process.
Rapid Response The rapid response component of the Colorado framework is perhaps the most simple in concept, yet complex in implementation. After it has been determined that an infestation should be
immediately treated, or that a plant should be listed, the next step is to proceed with planning an appropriate response. If the weed has made it to the A List, then it is essential for all entities to be on the lookout for this species and to eliminate it when found, with help from the state Noxious Weed Field Crew, if available. If a plant poses a potential risk but not enough is known yet about its distribution or behavior in Colorado, which includes over-wintering ability, it is placed on the Watch List until more information can be gathered. Watch List species are reassessed on an annual basis to determine if their status has changed and should warrant higher regulatory authority or release from the list completely. In addition, species on both List B and C have the potential to solicit an EDRR response in areas of the state where they have not yet invaded. These species are widespread for the most part, but in areas where they have not yet invaded they are treated like List A species, where elimination is required, and eradication is the ultimate goal.
Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Goals: Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Evaluation of Success Evaluation of the structure and functions of the EDRR framework will need to be undertaken with regularity to ensure that the framework is doing what it is intended to do. CDA will evaluate the framework after it has been developed and operating for a year or two so that we can make adjustments in order to meet our expectations and goals accordingly. In order for CDA to evaluate the effectiveness of the framework, we have developed timelines and measurable objectives. We will solicit feedback from all stakeholders in the network and other interested parties.
Goal: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
The goals described above, along with measurable objectives for each, are found in the following Strategic Implementation Plan and will help inform our direction and guide our evaluation measures. We consider this to be an adaptive management plan and anticipate that changes will be made to it as we develop and implement the framework.
Strategic Implementation Plan
Preparation
Objective: Program staff will identify key network components along with individuals and entities within each scale, and invite them to become a part of the network, with the network assembled by October 2016.
Goal 1. Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
Goal 2. CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goal 3. CDA program staff will conduct outreach events to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Objective: Define roles within the Program staff unit, assigning leadership and coordination responsibilities such that there is a consistent message being delivered by CDA. Make sure each individual unit of the network has a CDA representative working directly with them, and define the communication structure.
Prevention
Objective: Program staff will hold at least one outreach event, including out-of-state network members, to explain the framework and plan, and to make sure all network members understand their roles, chain of reporting, and authoritative ability by Spring, 2017.
Goal 1: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Objective: Program staff will divide current List A species between those already present in the state and those not believed to exist in the state, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Goal 2: Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of disbursement.
Objective: Program staff will assess Watch List and other species of concern that have been reported to be problematic in neighboring and/or states with similar climates to Colorado, differentiating between species present in the state and those not believed to be in the state and organized geographically, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Objective: Program staff will begin development of EDRR Plans for each List A species, by October 2016. Plans will include current spatial distribution (both within and outside of state boundaries), habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Early Detection and Rapid Response
Objective: Program staff will begin development of EDRR plans for high-priority List B species with the goal of keeping those species from spreading into new territory, by October 2016. Plans will include similar information as those created for List A species.
Goal 1. Identify areas of high-priority landscape that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Objective: Program staff will conduct EDRR field demonstrations at these sites, focusing on surveying and reporting, by August 2017.
Objective: In partnership with key stakeholders, program staff will identify areas of high value and select one or two for pilot projects by May 2017.
Early Detection
Objective: Program staff will create EDRR outreach brochures and individualized species-plan materials and distribute them to network members, weed specialists around the state and region, and interested citizens. These materials will include information on reporting protocols.
Goal 1. Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Objective: Program staff will lead workshops and give presentations on the new Colorado EDRR Framework and Strategic Plan, with an emphasis on statewide participation.
Objective: Program staff will provide training for network members regarding species of concern, likely vectors of spread, and potential regions subject to invasion by (date) and ongoing, as desirable.
Goal 2. Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goal 3. Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field, and that will incorporate a citizen scientist component.
Objective: Program staff will contribute presence data to regional inventory tracking partners, such as EDDMapS West, in order to form a more accurate regional inventory of noxious weed presence. An accurate regional inventory has the ability to inform the network of species movement and risks.
Objective: Program staff will continue to advance the capabilities of the state Online Mapping System, and will work to make sure the inventory of known sites remains accurate.
Objective: Program staff will work with partners in the Office of Information Technology to advance the capabilities of the Noxious Weed Mobile App to incorporate an in-the-field reporting aspect. Once developed, trainings and workshops will be held to educate network members, interested citizen scientists, and other members of the noxious weed community to utilize the expanded capacity of the mobile app.
Plant Assessment
Objective: Program staff will meet with CSU weed scientists and graduate students to discuss the current process of plant assessment, and suggest improvements that will target key species systematically and provide for a more timely process, by October 2016.
Goal 1. For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU and other universities to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
Objective: Program staff will continue to develop and maintain the listing decision matrix in order to provide an objective, systematic summary of CDA's invasive plant listing decisions (ongoing).
Objective: Program staff will ensure that network members are prepared for the tasks of identifying, reporting and treating new populations of targeted species, as evaluated by program staff by May 2018.
Goal 2. For "on the ground" rapid assessment, develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, and for unknown species that have bypassed our predictive risk analysis process.
Rapid Response
Objective: Program staff will investigate and decide on designating funds for EDRRspecific grants in the 2017 grant cycle; and will facilitate collaboration between adjacent network and community partners so that entities can come together if needed to respond to an EDRR species report.
Goal 1. Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Goal 2. Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Evaluation of Success
Objective: Program staff will devise a plan that includes timing, resources and strategy/ies for addressing immanent special threats to the state from invasive plants, to be completed by July 2017.
Goal 1: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
Objective: Within six months of establishment, program staff will survey network members to assess the logistics of how the network functioned. Some evaluation criteria may include: number and type of species identified, actions taken, recordkeeping and follow-up procedures.
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EC-Council
C Certified Secure Computer User CU S
SECURING INFORMATION. SECURING LIVES.
Secure yourself today.
Take control and remain in control of your information resources.
GET CERTIFIED. DIFFERENTIATE YOURSELF.
BECOME A CERTIFIED SECURE COMPUTER USER
COURSE DESCRIPTION
The CSCU training program aims at equipping the students with the necessary knowledge and skills to protect their information assets. The program is designed to interactively teach the students about the whole gamut of information security threats they face ranging from identity theft and credit card fraud to their physical safety. The skills acquired during the course of this program will not only help the students to identify these threats but also to mitigate them effectively.
WHAT WILL YOU LEARN
Cloud Security
Data Protection
Disaster Recovery
Password Security
Physical Security
Internet Security
Social Engineering Countermeasures
Mobile Device Security
Credit Card Security
Mitigating Identity Theft
Monitoring Kids Online
Email Security
Social Network Security
Wireless & Home Network Security
Safe Browsing
Antiviruses Protection
TARGET AUDIENCE
This course is specifically designed for todays' computer users who uses the internet and the www extensively to work, study and play.
COURSE DURATION
16 Hours
CERTIFICATION
Students will be prepared for EC-Council's CSCU exam 112-12
This certification is an excellent complement to educational offerings in the domain of security and networking.
Educational institutions can provide greater value to students by providing them not only with one of the most updated courseware available today but with a certification that empower their students in the corporate world. The courseware comes complete with demo videos and scenario-based discussion questions to allow the student to gain actual skills.
EXAM INFORMATION
EXAM NAME
CSCU (112-12) Exam
CREDIT TOWARDS CERTIFICATION
Certified Secure Computer User (CSCU)
EXAM DETAILS
Number of Questions: 50
Passing Score: 70%
Test Duration: 2 Hours
Test Format: Multiple Choice
Test Delivery: EC-Council Exam Portal
COURSE OUTLINE
Introduction to Security
Securing Operating Systems
Malware and Antivirus
Internet Security
Security on Social Networking Sites
Securing Email Communications
Securing Mobile Devices
Securing the Cloud
Securing Network Connections
Data Backup and Disaster Recovery
Certified Secure Computer User (CSCU)
EC-Council
www.eccouncil.org
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South Bay Environmental Services Center
The South Bay Environmental Services Center (SBESC), a program of the South Bay Cities Council of Governments (SBCCOG), serves as a clearinghouse for information on environmental and sustainable programs including energy efficiency, water conservation and reliability, recycling, and transportation as well as assisting cities in implementation of sustainability projects.
Collaboration with South Bay Member Municipalities
Working with utility partners, the SBESC helps identify opportunities for energy efficiency and water conservation improvements for municipal facilities and coordinates regional plans to achieve environmental sustainability across the South Bay. Services provided include:
* Promoting the Green Business Challenge - a free online program for commercial buildings and businesses in the South Bay designed to drive sustainable actions, while providing recognition opportunities.
* Assisting in developing Climate Action Plans (CAP)
- local and subregional climate action plans which include carbon emission inventories and transportation, land use, greening, waste, and energy efficiency strategies to reduce greenhouse gases.
* Analyzing energy use information to help cities better manage their municipal facilities energy use.
* Providing support from an energy engineer who conducts audits, and offers advice and assistance for the completion of rebate/incentive applications for municipal facility projects.
* Assisting businesses in forming vanpools for their employees.
* Assisting Metro with Transportation and Mobility programs that reduce traffic congestion and greenhouse gas emissions while improving air quality.
Services for Residents and Businesses
Outreach - Maintaining a sustainable South Bay requires access to resources which can be found at www.sbesc.com; subscribing to the SBESC e-newsletter (with over 15,000 recipients); and following SBESC on Twitter and Facebook (search SBESC). These tools provide the latest environmental news in the South Bay; tips on how to improve the environment; and the latest on the programs and trainings hat are available. Other resources include:
* FREE training classes and workshop topics include energy efficiency, water conservation, laundry to landscape grey water, zero waste, alternative transportation, and other topics concerning sustainability.
* Speakers Bureau – speakers available for your clubs or professional organizations.
* Exhibits at community events throughout the South Bay (be on the lookout for the SBESC booth) – program, rebate/incentive, and other educational information is available.
* Call Center – assistance with finding rebates and incentives for building and/or landscape retrofits and other equipment/appliances that can save money on utility bills.
*
Lending Library at the City of
Torrance's Katy Geissert Civic Center Library. Reference books and resource materials on energy efficiency practices, water conservation, transportation options, climate action planning, and recycling measures are available.
* South Bay Travel Pal (www.southbaytravelpal.com) – to promote, educate and facilitate trip planning, ride sharing and alternative transportation choices for local businesses and residents.
How to Get Involved
Become a part of our team, as a volunteer, if you are interested in supporting our work through:
* community outreach
* creative services
* inventory control
* office support
* grant writing
* photography
* research & analysis
* preparation for events
For more information, please visit www.sbesc.com or contact Volunteer Coordinator, Martha Segovia, at 310-371-7222 x 209. Volunteer applications can be found at www.sbesc.com/volunteer/application.
Our Partnerships
Southern California Edison (SCE)
SBESC's Energy Efficiency Partnership Program with SCE is a long standing local government program that provides technical assistance as well as coordination of various strategic planning activities to South Bay cities. Working with SCE also enables the SBESC to inform the community about the latest in energy efficiency rebates/incentives. SCE is also one of the founding partners in the South Bay Green Building Challenge.
Southern California Gas Company (SoCal Gas)
SBESC's relationship with SoCal Gas facilitates the discovery of therm savings opportunities for South Bay cities and school districts through comprehensive audits of their municipal and school facilities and provides support for the filing of their rebate/incentive applications. As with SCE, SBESC also supplies current energy efficiency rebate/incentive information and assists SoCal Gas residential customers to sign up for Energy Efficiency Kits. SoCalGas is also one of the founding partner in the South Bay Green Building Challenge.
West Basin Municipal Water District (West Basin)
Facilitating public outreach for West Basin's water conservation programs, SBESC works with West Basin on California Friendly Landscape Workshops, Grey Water Workshops, Weather-Based Irrigation Controller Exchanges, Cash for Kitchens audits, and various other incentives for residential and commercial communities to save water. Additionally, SBESC collects signed support cards and schedules presentations to groups and businesses for West Basin's Water Reliability program which explains the importance of local control of water and developing drought-proof resources.
City of Torrance Water
As with West Basin, SBESC carries out and promotes water conservation programs such as California Friendly Landscape Workshops, Grey Water Workshops, and Cash for Kitchens audits specifically for residents and commercial businesses in the City of Torrance.
Los Angeles Department of Water and Power (LADWP)
The communities of Harbor City, Harbor Gateway, San Pedro, and Wilmington of the City of Los Angeles, District 15 located within the SBCCOG boundaries, are served by SBESC with LADWP education and information regarding saving water and energy. A pilot group of commercial kitchens are also targeted for water assessments and conservation training.
Sanitation Districts of Los Angeles County (Sanitation Districts)
SBESC maintains up-to-date information on its website about where residents can safely dispose of unused prescription drugs at Sanitation Districts-sanctioned facilities. Alerts are also sent when the Sanitation Districts' Household Hazardous and Electronic Waste Program is coming to a South Bay location -- where hazardous materials can be dropped off safely. Sanitation Districts also supplements the residential workshop curriculum with information and best practices for those in the community who desire to move toward zero waste.
Los Angeles County Metropolitan Transportation Authority (Metro)
Metro is working with SBESC to reach employers and multi-tenant building owners/managers interested in making vanpooling available to their employees or tenants. Specifically, SBESC coordinates meetings with employers and informs them of the on-going monthly subsidy of up to $400 for qualified vanpools as well as other ways that vanpooling provides valuable savings. Information on obtaining Metro's ExpressLanes Transponders for the I-110 High Occupancy Toll (HOT ) lanes is also provided; additionally, the SBESC works with Metro to test new tools like the South Bay Travel Pal that support ride-sharing, transit and other alternative trip choices.
More information on all of the above including event/workshop dates is available by:
* calling 310-371-7222
* sending us an email at [email protected]
* visiting our website www.sbesc.com
* following us on social media
Carson, El Segundo, Gardena, Hawthorne, Hermosa Beach, Inglewood, Lawndale, Lomita, Manhattan Beach, Palos Verdes Estates, Rancho Palos Verdes, Redondo Beach, Rolling Hills, Rolling Hills Estates, Torrance, and the Harbor City/San Pedro/Wilmington communities of the City of Los Angeles, along with the unincorporated areas of the County of Los Angeles District 2 and 4.
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Event Type: Company picnic
Incident: Structural failure/weather related
Narrative
On Saturday, August 18, 2007, a corporate picnic was held in Valdosta, GA at an area amusement park. The amusement park was in operation for close to 7 years. It had built a picnic pavilion to respond to demand for rental space for outdoor events. It decided to build a 60'x40' structure in the third year of operation. The picnic pavilion was in its fourth year of operation and had hosted numerous successful events. The structure accommodated approximately 30 aluminum bench tables that comfortably seated 8 adults. The pavilion was near the parking lot and had access to the park via a side entrance.
On the afternoon of Saturday, August 18, 2009, a group of 200 adults and children were attending a company picnic at the pavilion. It was a catered event. Afternoon storms were a common occurrence for this time of the day and year. An afternoon thunderstorm was expected on this day as well. The amusement park had a weather station and monitored it throughout the day. The person responsible for monitoring the weather for the day observed a storm front moving in, but passed it off and went to dinner. About 10 minutes later a tornado touched down and leveled part of the town. Debris and wind caused significant damage to the picnic pavilion. The designated weather monitor was unable to alert the guests of the picnic or the park guests. The debris and wind crushed part of the picnic pavilion. A middle aged woman was unable to find appropriate shelter and was found in a semi-crouched position crushed between a structural pole and a stone retaining wall. It was later determined that the pavilion was not permitted, did not have any specs or records of inspection. There was a pre-determined location for guests to use as a shelter during storms. The employee responsible for monitoring the weather was having his lunch in it.
Problem statements
- How does a pavilion get built without permits being pulled? Who is to blame for this? Should they have known better? Why or why not?
- Who should have performed the inspection(s)?
- Should city officials and inspection agencies be held partly responsible for this situation? Why or why not?
- What should they have been looking for?
- What should happen to the employee (he was on his scheduled break)?
- What was the responsibility of the theme park operator to the guests?
- Should a policy or procedure be in place addressing staffing and emergency procedures? What should they say?
- What should you do for the victim? Who should do it? Why?
- What should you do for the guests that witnessed the incident?
- Should the park be allowed to continue to operate? Why or why not?
- Write a press statement defending your actions as the theme park owner…
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2017-03-27T10:37:57Z
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TRAGEDY REMINDS US OF THE NEED FOR BETTER BICYCLE SAFETY
Recently a bike rider, Kevin Flynn, was killed on Three Oaks Road. The Friends of Harbor Country Trails (FoHCT) would like to express our sympathy to his family. This tragedy highlights the need to constantly remind ourselves of all the factors that affect our safety when riding our bikes through the roads of Harbor Country.
Our organization, FoHCT, along with the strong support of The Pokagon Fund, has been working hard to make biking safer in our area. A few examples include the bike lanes on Wilson, Jefferson, Townline and Maudlin roads. In addition, we have installed trail signs which suggest roads that have less car traffic, and maps which cover these routes and are available on our web site, harborcountrytrails.org.
We are also working with New Buffalo Township, Chikaming Township, The Pokagon Fund, The Berrien County Road Commission and MDOT to install bike paths/lanes/crossings along Route 12 from Grand Beach Road to Wilson Road and along the Red Arrow Highway from Lakeshore Road to Youngren Road. In addition, we are planning to install a safer crossing of The Red Arrow Highway at Warren Woods Road.
Following, is a list of suggestions that are aimed at improving the safety of bike riders:
1. Avoid heavily traveled roads, especially The Red Arrow Highway, Three Oaks Road, Warren Woods Road and Route 12. Use alternative routes with less and slower traffic. These routes can be found on FoHCT maps/ web site.
2. Pay attention to what you are wearing. Wear brightly colored, white or even reflective wear so that you have a better chance of being seen. Do not wear plain, dark colors.
3. Wear a helmet. You'd be surprised at the number of bikers who ride busy roadways without a helmet.
4. Be especially careful when you're riding early in the morning or late in the afternoon when the sun is low in the sky and vision is severely compromised.
5. "Share the Road" signs apply to bike riders as wells as to motorists. If you're riding your bike with others, ride single file and always bike ride on the right side of the road.
6. Ride defensively. At intersections, assume a driver doesn't see you.
7. Traffic signs apply to bike riders also. So when there is a stop sign, please stop, and please don't see if you can beat the traffic.
We hope these safety tips help all bikers enjoy the wonderful roads and trails of Harbor Country.
THE FRIENDS OF HARBOR COUNTRY TRAIL
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School Student Achievement Data
State Accountability: Texas STAAR
Percentage of Students Meeting or Exceeding Proficiency
Grade Level: 6th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 67 | 64 | 66 | 56 | 66 | 73 | No comparison data available | 65 |
| SPED | 15 | 22 | 6 | 23 | 20 | 23 | 35 | | 25 |
| ELL | 24 | 37 | 28 | 40 | 19 | 41 | 51 | | 33 |
| Eco Dis | 63 | 57 | 55 | 56 | 49 | 57 | 67 | | 52 |
| Math | 77 | 75 | 79 | 76 | 84 | 79 | 82 | | 73 |
| SPED | 37 | 38 | 34 | 43 | 59 | 43 | 46 | | 36 |
| ELL | 48 | 58 | 57 | 61 | 72 | 67 | 66 | | 52 |
| Eco Dis | 70 | 67 | 74 | 69 | 80 | 73 | 73 | | 65 |
Grade Level: 7th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 72 | 72 | 72 | 76 | 74 | 79 | | 66 |
| SPED | 26 | 25 | 18 | 26 | 21 | 29 | 49 | | 28 |
| ELL | 27 | 41 | 36 | 41 | 42 | 48 | 60 | | 41 |
| Eco Dis | 61 | 63 | 64 | 63 | 69 | 66 | 74 | | 55 |
| Writing | 65 | 68 | 65 | 67 | 63 | 69 | No data available | No comparison data available | 60 |
| SPED | 24 | 18 | 14 | 18 | 13 | 21 | | | 22 |
| ELL | 24 | 37 | 22 | 32 | 30 | 42 | | | 31 |
| Eco Dis | 55 | 58 | 57 | 57 | 56 | 60 | | | 53 |
| Math | 73 | 68 | 79 | 71 | 84 | 73 | 77 | | 66 |
| SPED | 42 | 28 | 33 | 34 | 53 | 34 | 38 | | 47 |
| ELL | 34 | 46 | 64 | 52 | 66 | 56 | 63 | | 50 |
| Eco Dis | 63 | 59 | 73 | 63 | 80 | 66 | 73 | | 59 |
Grade Level: 8th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 85 | 84 | 80 | 83 | 87 | 84 | 88 | | 71 |
| SPED | 40 | 39 | 39 | 38 | 58 | 41 | 59 | | 32 |
| ELL | 56 | 55 | 35 | 54 | 66 | 60 | 64 | | 49 |
| Eco Dis | 80 | 78 | 75 | 77 | 85 | 79 | 84 | | 65 |
| Math | 95 | 84 | 88 | 84 | 92 | 87 | 80 | | 68 |
| SPED | 78 | 46 | 65 | 47 | 82 | 52 | 42 | | 37 |
| ELL | 89 | 71 | 73 | 73 | 88 | 76 | 63 | No comparison data available | 64 | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Eco Dis | 94 | 80 | 86 | 80 | 91 | 83 | 79 | | 66 | 50 |
| Science | 68 | 74 | 70 | 74 | 84 | 79 | 80 | | 64 | 67 |
| SPED | 27 | 30 | 25 | 30 | 33 | 38 | 42 | | 34 | 29 |
| ELL | 37 | 44 | 20 | 45 | 50 | 55 | 54 | | 39 | 39 |
| Eco Dis | 59 | 65 | 60 | 66 | 78 | 72 | 77 | | 55 | 56 |
| Social Studies | 51 | 62 | 57 | 64 | 77 | 67 | No data available | | 62 | 56 |
| SPED | 15 | 21 | 21 | 24 | 20 | 27 | | | 39 | 23 |
| ELL | 18 | 28 | 28 | 32 | 44 | 38 | | | 32 | 26 |
| Eco Dis | 39 | 50 | 50 | 54 | 68 | 57 | | | 53 | 43 |
| Algebra I | 100 | 82 | 100 | 83 | 100 | 84 | | | 100 | 72 |
| SPED | 100 | 42 | 100 | 45 | 100 | 49 | | | 100 | 39 |
| ELL | 100 | 63 | 100 | 67 | 100 | 73 | | | 100 | 53 |
| Eco Dis | 100 | 77 | 100 | 79 | 100 | 80 | | | 100 | 63 |
| | | | | | | | STAAR projection data based on the MAP (Measures of Academic Progress) test | | | |
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Suggested Teaching Strategies Unit on Scientific method Use resource book E ARTHSCIENCE FOR
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| *Scientific Method | Student pages x-xxiv Reference RI-R6 | Inquiry: 1. Explain and use skills necessary to conduct scientific inquiry. (DOK3) 1.a-g (see framework) | 10-15 days (flexible) |
| Unit A-1 Lesson 1 | What are cells and what do they do? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.f. Describe the structural | 5 days |
| Unit A-1 Lesson 2 | What are Animals? (vertebrate/invertebrate) | Review of 3rd : 3.a. Research and explain life forms (including vertebrates/invertebrates) that live in different environments. | 1-2 days |
|---|---|---|---|
| Unit A-1 Lesson3 | What are plants and with seeds? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment.(DOK2) | 1-2 days |
| Unit A-1 Lesson 4 | What are Fungi? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. a. Describe the cause and effect relationships that explain the diversity and evolution of organisms over time. (DOK 2) • Observable traits due to inherited or environmental adaptations • Variations in environment (over time and from place to place) • Variations in species as | 1-2 days |
| Unit A-3 Lesson 1-3 | Plant Growth and Adaptations | 3. c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment. (DOK 2) | 5 days |
|---|---|---|---|
| Unit A-4 Lesson 1-3 | Human Body Systems | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. b. Classify the organs and functions of the nervous, circulatory, and respiratory systems of the body. (DOK 1) 1. f. Explain why scientists and engineers often work in teams with different individuals doing different things that contribute to the results. (DOK 2) | 5-10 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit B-1 Lesson 2 &3 | What makes up an Ecosystem? What are Habitats | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. | 5-7 days |
| Unit C - 1 | Earthquakes and Volcanoes | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. b. Compare and contrast Earth’s geological features and the changes caused by external forces. (DOK 2) • Bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps • External forces including heat, wind, and water • Movement of continental plates | | 5 -7 days |
|---|---|---|---|---|
| Unit C-2 Lesson 1-3 | Fossils and Fossil Fuels | Review of 3rd: 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Explain how fossil records are used to learn about the past, identify characteristics of selected | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Summarize the process that results in deposits of fossil fuels and conclude why fossil fuels are classified as nonrenewable | 2 – 3 days |
| | Rocks | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. a. Classify sedimentary, metamorphic, and igneous rocks. (DOK 2) | 1-2 days |
|---|---|---|---|
| Unit D – 1 Lesson 1-3 | Weather Conditions | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges) • Types of data (height, mass/weight, | 9 days |
| | | temperature, length, distance, volume, area, perimeter) | | |
|---|---|---|---|---|
| Unit D-2 Lesson 1-3 | The Oceans | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) Review 3rd grade 4.c. | 5 – 7 days | ●Create the water cycle in a Ziploc bag ●Use technology to show the water cycle using MDE website(see slideshows) |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit D -3 Lesson 1 | How Do Earth and Its Moon Move? | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. e. Compare and contrast the seasons and explain why seasons vary at different locations on Earth. (DOK 2) | 3 days |
| Scientific Method (Review) | Inquiry | 1. Explain and use skills necessary to conduct scientific inquiry. a. Form hypotheses and predict outcomes of problems to be investigated. (DOK 3) | 4 days |
|---|---|---|---|
| Unit E –1 Lesson 1 | States of Mater | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 – 4 days |
| Unit E – 1 Lesson 2 | How Can Matter Be Measured and Compared? | 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, | 2 – 4 days |
| Unit E – 1 Lesson 3 | What Are Some Useful Properties of Matter? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 days |
|---|---|---|---|
| Unit E – 1 Lesson 4 | What Are Chemical and Physical Changes? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 3 days |
| E – 2 Lesson 1 -3 | Heat – Energy on the Move | 2. Use the properties of objects and materials, | 7 – 9 days |
| | | to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | |
|---|---|---|---|
| Unit E – 4 Lesson 1 – 2 | Light | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | 5 -7 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit F – 1 Lesson 3 – 4 | What is a Magnet? What Is an Electromagnet? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its | 5 days |
| Unit F – 2 Lesson 1 – 3 | Motion – Forces at Work | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance • Friction on moving objects and actions that increase or decrease friction • Momentum and inertia | 8 - 10 days |
|---|---|---|---|
| Unit F – 3 Lesson 1 -3 | Simple Machines | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance | 8 days |
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http://www.northcountynews.com/lifestyles/ncn_lifestyles1.asp
Dancing from New York to Peekskill
By Abby Luby
Photo courtesy of Alison Jolicoeur Danielle LaFleur of Putnam Valley, practices ballet with choreographer Scarlett Antonia.
For choreographer and performer Scarlett Antonia, Peekskill is New York City's northern Mecca of the arts. Last month, dance teacher and performer Antonia started up Antonia's Academy for the Performing Arts, a professional training academy at Studio Two on South Street in Peekskill.
"The idea for the academy came from parents who wanted more formal training in ballet for their children," Antonia said. "I had worked in some ballet in a few of the regular classes, but they wanted additional, more formal instruction. We officially began the academy in the beginning of January."
Because the study of classical ballet is more serious, Antonia requires auditions to get in to the program.
The large, well-lit dance studio, replete with parquet floors, high ceilings dotted with stage lights and sweeping red velvet curtains, is a learning space not only for classical ballet but other diverse classes as jazz, drama, classic musical theater, creative theatre arts and the latest Zumba fitness.
Teaching ballet to youngsters from ages of seven to 10 is essential for basic foundation, Antonia said. But her program adds a must-have layer of involvement with professional dancers and actors in New York City.
"Getting students down to the city to see professional dancers and performers is a way to inspire the youngsters," she said.
Antonia's connections include current and former performers from OffBroadway productions, the Radio City Rockettes, Alvin Alley Dance Company, Ellison Ballet Company to Julliard graduates, many of whom will come to the Peekskill school to teach special classes to the young students.
Now in her 50s, Antonia became a professional dancer at 13 and by 18 she was touring nationally with famed director/choreographer Peter Gennaro. She not only performed regularly, but she also started teaching.
But her career was tragically interrupted at 25 when she was seriously injured in a car accident and was unable to walk or dance. Rehabilitation through dance, however, not only saved her but became a major transition in her career, setting her on a different creative path.
"Rehabilitation was the best thing because it gave me a chance to think about choreography," she recalled.
It took Antonia a year to get back on her feet and by then she had formed many original ideas about dance.
"I found myself creating different movements while learning a dance piece,” she said. “I had a strong desire to choreograph.”
Antonia went on to choreograph and direct over 200 international and national performances in such arenas such as Lincoln Center, the
Kennedy Center and the Kaufman Cultural Center in New York City.
She wrote dance numbers and directed productions for the children's television show “Sesame Street,” “Ushers Onstage at Lincoln Center”
and "Wonderland Follies."
"Dance wasn't enough," Antonia said. "There was also theater. There are so many ways to express yourself."
About seven years ago, Antonia was wooed to Peekskill from her active life in New York City by the artists' loft spaces and studios created by the city. She moved into Studio Two from a loft on North Division Street five years ago. The stairway up to the second floor studio is lined with signed photographs by movie stars who knew Antonia's aunt who was in vaudeville - stars such as Dean Martin, Jerry Lewis, Roy Rogers, Ethel Waters and Carol Channing. "My aunt is why I am a performer today," Antonia said. Currently, with the help of the city, she is looking for a larger, commercial space for her classes.
Teaching performance has become a natural extension of the creative process, said Antonia, who has been coaching and directing drama classes at Peekskill High School over the past couple of years where students have followed her direction in such productions of "Grease," "A Christmas Carol," "Sound of Music" and "The Crucible."
On her home turf at Studio Two there are monthly open mic events for live music and poetry readings, staged readings and rehearsals.
"This gives people an opportunity to try out work followed by questions and answers," Antonia said. "It's part of the creative process that is a ground for me."
For information about Antonia art events and the Antonia Academy for the Performing Arts, call (914) 930-7588 or visit www.antoniaarts.com.
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McHenry County Animal Control & Adoption Center: Registering &Microchipping Your Pet:
McHenry County Animal Control microchips pets on 1st Tuesday of every month from 10am11am!
Call for an appointment: 815-459-6222
Microchips are safe, simple and permanent forms of pet identification designed to quickly identify lost pets and reunite them with their owners. It is estimated that over 10 million pets become lost each year and 1 out of every 3 pets is lost during its lifetime, while only 1 in 10 lost pets is found. Having a pet microchipped is a proven way to successfully recover a pet if it should become lost.
FAQ: Microchips:
Is it safe?
No bigger than a grain of rice, a microchip is small, sterile, and safe. It requires no battery and anesthesia is not necessary.
How does it Work?
A microchip is a transponder that contains a unique ID code capable of being read by hand-held scanners used by animal shelters. Microchipping takes a few seconds, is relatively painless, and is recommended for all dogs, cats and rabbits over 8 weeks of age.
A staff member takes the pet to an exam room where a technician inserts a microchip under the pet's skin between the shoulder blades. The insertion of the microchip is similar to a vaccination and, for most animals, is not painful. The information is then stored in Animal Control's database and by the Microchip Company.
When a lost animal is brought to our shelter, a technician scans the entire body of the animal and, if the animal is microchipped, a number will register on the scanner. A staff member will check our database or call the microchip company to obtain owner information and then contact the owner.
If my dog has a microchip, why do I need a dog license?
Dogs 4 months of age and older are required to be currently vaccinated against rabies and licensed. A dog's license tag, which must be securely fastened to the dog's collar or harness and worn by the dog at all times, provides a uniform system of external identification, as well as a visible means of ensuring that the animal has been vaccinated against rabies.
If a dog has been implanted with a microchip, we can also note the microchip number in the dog's license records, and contact the owner promptly if the dog is ever brought to us - with or without external identification.
Why would an owner want to microchip their pet?
A dog should always wear his or her license tag. However, collars or I.D. tags can become detached leaving the pet without any visible identification. A microchip is a permanent device that enables us to locate a pet's owner should the pet become lost.
Why would an owner want to microchip their pet that never gets out of the house or yard?
Many animals that live exclusively in the house or yard can still become lost. A family member or visitor can inadvertently allow a pet to escape through an open door or gate. In other cases, pets may seek safety from the noise associated with fireworks or thunderstorms. The recent tragedy of Hurricane Katrina is a perfect example of why pets should be microchipped. Owners should be prepared and ensure their pets can be identified.
How long does the microchip last?
Microchips will remain active for the life of the animal.
Can an owner's address information be updated if he or she moves?
Yes. This is extremely important. The owner should contact Animal Control and the Microchip Company to ensure that both databases contain current information.
Registration:
Registration (and vaccination) is required by County ordinance for dogs over 4 months of age. Contact your local veterinary clinic for an appointment. Fees are set by the McHenry County Board. Special discounts apply for adults (aged 62+), breeders and pet owners who microchip and spay/neuter their pets (see fee chart).
Tags Available:
Dogs tags can be purchased at your local veterinary clinic or at our Crystal Lake ocffies (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A). A valid driver's license or photo ID with a current address and phone is required. Rabies vaccinations are required by ordinance for all dogs. A signed rabies vaccination certificate must be presented. Cash, check and credit cards (Visa, MasterCard, Discover, American Express) are accepted.
For your convenience, we have included a list of veterinary clinics where our tags are sold.
- Veterinary Clinics in McHenry County
- Veterinary Clinics outside McHenry County (includes Wisconsin)
Lost Tags
If dog tags are lost, replacements can be purchased at our Crystal Lake offices (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A).
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This policy is based on statutory expectations from the New Curriculum 2014. Year groups have not been included, to allow the School flexibility in deciding appropriate methods for different groups of children.
Mereworth Community Primary School Progression towards a standard method of Calculation January 2015
Introduction:
The National Curriculum 2014 provides a structured and systematic approach to the teaching of calculation. At Mereworth Community Primary School, we have developed a consistent approach to the teaching of written calculation methods in order to establish consistency, continuity and progression throughout the school.
Aims:
Children should be able to choose an efficient method, mental, written or ICT (calculator) appropriate to the given task. By the end of Year 6, children working at Age Expected or Exceeding will have been taught, and be secure with, a compact standard method for each operation.
General Progression:
- Establish mental methods, based on a good understanding of place value
- Develop use of empty number line to help mental imagery and aid recording
- Use of informal jottings to aid mental calculations
- Use partitioning and recombining to aid informal methods
- Develop expanded methods into compact standard written form
- Introduce expanded written methods
Before carrying out a calculation, children will be encouraged to consider :
- Can I do it in my head? (using rounding, adjustment)
- The size of an approximate answer (estimation)
- Could I use jottings to keep track of the calculation?
- Do I need to use an expanded or compact written method?
When are children ready for written calculations?
Addition and subtraction:
- Do they know addition and subtraction facts to 20?
- Can they add three single digit numbers mentally?
- Do they understand place value and can they partition numbers?
- Can they add and subtract any pair of two digit numbers mentally?
- Can they explain their mental strategies orally and record them using informal jottings?
Multiplication and Division:
- Do they know the 2,3,4,5,6,7,8,9,10,11 and 12 times tables and corresponding division facts?
- Do they understand 0 as a place holder?
- Do they know the result of multiplying by 1 and 0?
- Can they multiply two and three digit numbers by 10 and 100?
- Can they double and halve two digit numbers mentally?
- Can they use multiplication and division facts they know to derive mentally other multiplication and division facts that they do not know?
- Can they explain their mental strategies orally and record them using informal jottings?
These lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation. It is also important that children's mental methods of calculation are practised and secured alongside their learning and use of an efficient written method for each operation.
Point to note:
The correct terminology should be used when referring to the value of digits to support the children's understanding of place value.
E.g. Tens and Ones and 68 + 47 should be read 'sixty add forty' not 'six add four' Teachers should refer to the key vocab document for key vocabulary for each year group.
Progression of Written Calculations
Progression in Addition
Stage 2 Develop pencil and paper methods for additions that cannot be done mentally
35 + 52
5 + 2 = 7
30 + 50 = 80
80 + 7 =87
(no formal layout, informal jottings)
- Continue informal partitioning, reinforce use of empty number line.
- Expanded written method, horizontal layout. (NO 'carrying').
Progression in Subtraction
Stage 1 Understand the operation of subtraction and use the related vocabulary
- Use of pictures and visual aids to record calculations
- Record simple mental subtractions in a number sentence using – and =
- Use jottings to support mental subtractions (empty numberline)
- Develop use of vocabulary
Children to decide how to set out numberlines i.e. the number of steps to use
34 - 27
Stage 2 Develop pencil and paper methods for subtractions that cannot, at this stage, be done mentally (two-digit numbers)
67 – 25
Counting on to find a difference
Using multiples of 10
-
Subtraction can also be recorded using partitioning to answer equivalent calculations that could then be carried out mentally
74 – 27 = 74 – 20 – 7 = 54 – 7 = 47
Children need to be introduced to the concept of the unknown number:
62 - = 27
Stage 3 Expanded written methods showing vertical layout but with no decomposition
- Expanded decomposition
- Extend to 3-digit number and hundreds to tens decomposition
Once children are aware that tens or hundreds are brought across, they can cross numbers out and write the adjusted amount in each column, to make this method less time consuming
Stage 4 Compact written methods involving decomposition
- Provide examples where children deal with 0 as a place holder
503 – 278
Here 0 acts as a place holder for the tens. The adjustment has to be done in two stages. First the 500 + 0 is partitioned into 400 + 100 and then the 100 + 3 is partitioned into 90 + 13.
- Extend written methods for subtraction, to include decimal numbers with up to 2 decimal places and larger numbers up to 10 000
- Choose the most efficient and appropriate method for each calculation
Stage 5
Progression in Multiplication and Division
Concepts in multiplication and division are very closely linked, and should be developed together
Stage
Progression in multiplication
Progression in division
| Foundation | Real life contexts and use of practical equipment to count in repeated groups of the same size: Count in twos, fives, tens | Share objects into equal groups Use related vocabulary |
|---|---|---|
| Stage 1 | Draw pictures to show equal sets: 3 sets of 3 make 9 2 sets of 4 make 8 Count in twos, fives and tens Identify patterns of 2s, 5s, 10s on a hundred square Solve practical problems that combine groups of 2s, 5s and 10s. | Draw pictures to show sharing and grouping: 9 shared between 3 How many groups of 4 in 8? Count in twos, fives and tens Solve practical problems sharing groups of 2, 5 and 10. |
Stage 3
Learn additional multiplication facts and work on different ways to derive new facts from those that they already know
- Know by heart multiplication facts for x2, x3, x4, x5, x6, x7, x8, x9, x10, x11 and x12.
- Understand effect of multiplying by 10
- Recognise multiples of 2, 5 and 10 up to 1000.
- Multiply a single digit by 1, 10, 100
- Double any multiple of 5 up to 50
- Derive related facts
7 x 5 = 35
5 x 7 = 35
355 = 7
357 = 5
Develop and refine written methods for multiplication, based on mental strategies:
- Multiply a 2-digit number by a single digit number, multiplying the tens first
- Using multiples of 10 (mentally) 4 x 30 = (4 x 3) x 10 = 120
- Use jottings to show stages of calculation e.g.
(Tens Ones x Ones) 32 x 3
NB: It is important that children continue to use jottings to support mental calculations for multiplication and division, throughout KS2
Derive quickly division facts corresponding to 2, 5, and 10 times table
- Continue to use empty number lines for division and introduce remainders.
- Divide a 3-digit multiple of 100 by 10 or 100
- Understand effect of dividing by 10
800100 = 8
30010 = 30
- Halve any multiple of 10 up to 100
502 = 25
- Given three numbers such as 4, 5, 20; say or write four different multiplication and division statements.
- Round remainders up or down depending on the context.
- Solve division calculations by using multiplication strategies
Develop and refine written methods for division, building upon mental strategies.
- Divide a 2-digit number by a single-digit, by using multiples of the divisor
Either:
- Use informal jottings
E.g.: 847=
70 + 14
7
10 + 2 =12
Or: use a method linked to the grid method for multiplication
As the mental method is recorded, ask: ‘How many sevens in seventy?’
and: 'How many sevens in fourteen?'
Or: Record mental division using partitioning:
Stage 4 Develop the extended written method of the grid method Tens Ones x Ones
Stage 5 Extend written methods, encouraging estimation first.
Grid method (HTOnes x Ones) e.g. 246 x 7
1400 + 280 + 42 = 1722
Grid method (TOnes x TOnes)
e.g. 62 x 36
This will then lead to a compact written method for multiplication;
Develop use of short division method
Short division
- short division giving quotient as fraction e.g. 90 7 = 12 6 /7
- giving quotient as decimal
- short division of numbers involving decimals (87.5 7)
Short division method can be used when children are confident to divide two and three digit numbers by a single digit.
Stage 6
Double digit multiplication
24 x17
Extend written methods for multiplication, encouraging estimation first.
- continue to use grid method as an expanded written method
- develop short multiplication
- leading to multiplication of numbers involving decimals
Pupils will be taught the more compact method of multiplication if and when the teacher feels they are ready for it.
27
35 x
Long Division:
Extend written methods, encouraging estimation first
So2 8 12/15 or 28.8
15 ) 4313 2
For fractions guidance please visit:
http://nrich.maths.org/2550/index?nomenu=1
Please contact the Maths Subject Leader for any clarification on any further methods to be used.
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Dear Mr. Curtis,
What do you do that makes so many people, including me, love your books? I was just looking for a book to read, and if I don't like a book, I usually just bring it back to the library. I am a really picky reader, but somehow you have captivated my mind. My favorite book of yours is Bud, Not Buddy . I like it how Bud has so many captivating adventures, and he finally finds who he thought was his dad ended up being his grandpa. I love that (almost) everybody that he meets brings him in as one of their family and treats him like it.
This book has changed me in so many ways. One of them is that I feel melancholy for how black people were treated a long time ago. One more thing that it did to me is that it made me feel sorry for orphans, because they have a hard life.
Now that I have read your book, I am doing a lot of things to help those that are less fortunate than me. One of those things is that I have joined my school's Builders Club, which does lots of amazing things for kids and underprivileged people. Another thing is that I am a part of a babysitting program that baby sits kids when their parents can't be with them.
I am going to try to read all of the rest of your books so I can enjoy all of them as much as the first one that I read.
My hope is that other kids will read your books and it will have the same effect on them. Sincerely,
Kyle Thompson
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noise pollution is a serious health hazard
You have the right to peace in your environment
All over America, families can't sleep at night because of boom cars, car alarms and loud motorcycles. And the problem is getting worse. In a 2001 US Census survey, 11.8 million households said street or traffic noise was bothersome. An additional 4.5 million residents said it was so bad they wanted to move.
People continuously exposed to noise pollution in their environment experience elevated stress levels, mood swings, hypertension, depression, lost sleep and productivity. In children, it results in slowed learning.
The loud noise from car alarms, boom cars and motorcycles is nerve shattering to adults and frightening to young children.
Learn about your rights as a citizen and your rights to peace and quiet in your own home.
How to deal with noisy neighbors who disturb you.
How the car audio industry promote booming as a means to harass neighbors.
For all the noise they make, do car alarms reduce auto theft?
How bikers and hot-rodders illegally modify their exhaust systems to make them noisy.
Can leaf blowers actually make people sick?
How to lobby your local community council to strengthen the noise ordinance.
We are a united coalition of citizens, elected representatives, researchers, law enforcement professionals, and activists from the United States and abroad. We are dedicated to combating this urban blight that is ruining communities everywhere.
Solutions you can use right away to reduce unwanted noise in your area.
Participate in our message board and connect with other citizens to reduce noise pollution.
Visit us on the web and learn more.
www.NoiseOFF.org
The Coalition Against Noise Pollution
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April 2010 Pew Research study on religion and witchcraft in Tanzania.
Persistence of Traditional African Religious Practices
At the same time, many of those who indicate they are deeply committed to the practice of Christianity or Islam also incorporate elements of African traditional religions into their daily lives. For example, in four countries (Tanzania, Mali, Senegal and South Africa) more than half the people surveyed believe that sacrifices to ancestors or spirits can protect them from harm.
SCROLL DOWN TO NEXT PAGE OR
CLICK HERE:
http://pewforum.org/executive-summary-islam-and-christianity-in-subsaharan-africa.aspx#quickdefinition
Sizable percentages of both Christians and Muslims - a quarter or more in many countries - say they believe in the protective power of juju (charms or amulets). Many people also say they consult traditional religious healers when someone in their household is sick, and sizable minorities in several countries keep sacred objects such as animal skins and skulls in their homes and participate in ceremonies to honor their ancestors. And although relatively few people today identify themselves primarily as followers of a traditional African religion, many people in several countries say they have relatives who identify with
Quick Definition: African Traditional Religions
Handed down over generations, indigenous African religions have no formal creeds or sacred texts comparable to the Bible or Koran. They find expression, instead, in oral traditions, myths, rituals, festivals, shrines, art and symbols. In the past, Westerners sometimes described them as animism, paganism, ancestor worship or simply superstition, but today scholars acknowledge the existence of sophisticated African traditional religions whose primary role is to provide for human well-being in the present as opposed to offering salvation in a future world.
Because beliefs and practices vary across ethnic groups and regions, some experts perceive a multitude of different traditional religions in Africa. Others point to unifying themes and, thus, prefer to think of a single faith with local differences.
In general, traditional religion in Africa is characterized by belief in a supreme being who created and ordered the world but is often experienced as distant or unavailable to humans. Lesser divinities or spirits who are more accessible are sometimes believed to act as intermediaries. A number of traditional myths explain the creation and ordering of the world and provide explanations for contemporary social relationships and norms. Lapsed social responsibilities or violations of taboos are widely believed to result in hardship, suffering and illness for individuals or communities and must be countered with ritual acts to re-establish order, harmony and well-being.
Ancestors, considered to be in the spirit world, are believed to be part of the human community. Believers hold that ancestors sometimes act as emissaries between living beings and the divine, helping to maintain social order and withdrawing their support if the living behave wrongly. Religious specialists, such as diviners and healers, are called upon to discern what infractions are at the root of misfortune and to prescribe the appropriate rituals or traditional medicines to set things right.
these traditional faiths. African traditional religions tend to personify evil. Believers often blame witches or sorcerers for attacking their life-force, causing illness or other harm. They seek to protect themselves with ritual acts, sacred objects and traditional medicines. African slaves carried these beliefs and practices to the Americas, where they have evolved into religions such as Voodoo in Haiti and Santeria in Cuba. (back to text)
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Steps to Take if Your Pet Gets Lost
- Act fast! Don't waste days hoping your pet will come home. Search your neighborhood or the area where your pet was lost, and let people know it's missing. Call your pet's name and check any places it could be trapped, such as in garages, under vehicles and engine compartments. A lost pet often will hide during the day, so be sure to go out again at night with a flashlight and call for it. Sometimes a can of food can lure a hungry and scared pet to you. Borrow a humane trap and check regularly (ask about proper techniques).
- While out searching for your pet, is there a sound your pet loves to hear? Like the shaking of the treat box or a favorite squeak toy? If so, bring that item on the search and make a little noise. Remember to use a friendly voice when calling.
- Complete a "lost pet" report at your local animal shelter(s) and animal control authority immediately and visit in person every day. Some larger cities have more than one shelter, so be sure to contact all of them in your area (and any jurisdictions bordering where the pet was lost):
Anne Arundel County Animal Control The SPCA of Anne Arundel County 411 Maxwell Frye Rd. 1815 Bay Ridge Avenue Millersville MD 21108 Annapolis MD 21403 (410) 222-8900 (410) 268-4388 www.aacounty.org/animalcontrol www.aacspca.org
- If your pet is microchipped, ALERT your microchip company that your pet is lost and make sure your contact information is correct.
- Visit the Anne Arundel County Animal Control website to view found pets and post your lost pet at www.aacounty.org/animalcontrol.
- Make "lost pet" posters or flyers using your pet's current photo. Inform your local neighborhood, post offices, libraries, pet supply stores, veterinary clinics, groomers and grocery stores that your pet is lost in case someone brings the pet in. Give flyers to postal carriers, UPS and Fed Ex delivery people, and anyone else you know who gets around the neighborhood in their daily routines. Include your pet's name, your phone number and a short description of where and when your pet was last seen. Check where you posted your flyers to make sure they're still there and haven't been covered over or damaged by weather.
- Offer a reward, but don't specify an amount. If the reward is too low, people might not bother and if it's too high, they might think the pet is valuable and try to sell it.
- Use social media sites such as Facebook: Anne Arundel County Animal Control Facebook and Lost & Found Pets of Anne Arundel County.
- Watch the "found" ads in the newspaper and on the internet. Respond to any that are even close to your pet's description.
- Call your local radio stations. Some radio stations will broadcast lost pet information for free. Give them very detailed information on where your pet was lost, pet's description and how to contact you.
- Contact Dogs Finding Dogs www.dogsfindingdogs.com (they use search dogs to locate lost pets of all kinds).
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THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
CENTER FOR PUBLIC POLICY - L. DOUGLAS WILDER SCHOOL OF GOVERNMENT AND PUBLIC AFFAIRS
CEPI Education Law Newsletter
Dr. Richard S. Vacca, Editor; Senior Fellow, CEPI
OCTOBER 2005: Vol. 4-2
STUDENT T-SHIRTS: LEGAL AND POLICY ISSUES
Overview
With few exceptions, student dress (attire) and appearance remain consistent "issue producers" in this nation's public school systems. Not a school year passes without public school administrators encountering problems caused by something worn by a student. Over the years, hairstyles, dress, armbands, buttons, flags and other insignias, and jewelry have produced numerous disciplinary situations in public schools. More recently, however, controversies have arisen involving controversial T-shirts. Shimmel (2005). The subject of this commentary is to explore this issue area.
Codes of Student Conduct. Most public school systems have policies and rules governing student dress and appearance. More often than not, these policies and rules include T-shirts and are applicable to all students while they are in school and in attendance at school sponsored functions.
As a general rule, specific policies and rules governing T-shirts can found in a school system's Code of Student Conduct, where prohibited items (e.g., wearing T-shirts bearing gang-related symbols; or containing obscene and vulgar words; or promoting harmful activities; or displaying threatening symbols) are separated from permissible exceptions (e.g., T-shirts worn on special occasions, such as "school spirit day"). In recent years, some school systems have included a mandatory category (e.g., uniforms) in their student appearance codes of conduct. Bosher, Kaminski, and Vacca (2004)
First Amendment Issues. Nowhere in the United States Constitution is the word "expression" used. In the 1960's, however, the federal courts created a substantive right of "free expression" by expanding the First Amendment's free speech clause. Similarly, while the words "dress" and "appearance" are not specifically included in the United States Constitution's First Amendment, they can be characterized and included as forms of "speech" and "expression." Essex (2002) The United States Supreme Court in Tinker v Des Moines (1969) "recognized the First Amendment free speech rights of public school students." Russo (2004) It is within this First Amendment context that most issues involving student T-shirts can be found.
Privacy Issues. In addition to possibly implicating basic First Amendment protections, so too can T-shirts, as a form of student dress and attire, be characterized as involving personal privacy (e.g., a student's right to freely
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
select what she/he shall wear to school). However, since student speech and expression rights have never been declared absolute, experts in school law consistently remind us, "[t]he great weight of judicial authority supports the proposition that a board of education possesses the authority to regulate pupil dress and personal appearance if they become so extreme as to interfere with the school's favorable learning environment." Alexander and Alexander (2005) Moreover, "[e]ven in situations where students' rights to govern their appearance have been recognized, the judiciary has noted that attire can be regulated if immodest, disruptive, or unsanitary." McCarthy, et al. (1998)
School Board Authority. Today's public school officials do not have limitless discretion to suppress student expressive activities. What is more, school officials know that style and personal taste are not the bases upon which to build a rationale for drafting and implementing sound student dress and appearance policies and rules. The courts have consistently held that such policies and rules must be justified as necessary to: (1) protect the learning environment from disruption, (2) keep the learning environment free from threatening, harmful, and dangerous activities, and (3) establish proper decorum. Vacca and Bosher (2003)
Locus of Implementation. The enforcement of student T-shirt policies and rules (along with carrying out disciplinary procedures when necessary) more often than not is the responsibility of public school principals. Vacca and Bosher (2003) As a general rule, school principals are granted discretion to interpret and apply the specific policy or rule. In doing so, however, they are often faced with the following questions and subsequent choices. When is something worn or displayed on a student's T-shirt intended to convey a political message? When is it intended simply to express a "personal opinion" or "personal belief"? When is it intended to provoke a reaction from others? When can something depicted on a T-shirt be characterized as expressing a "personal moral conviction"? When does it contain a distasteful characterization? When does it contain words or pictures that are hateful, or obscene, or pornographic, or threatening, or harmful? When does something said on a T-shirt encourage disruptive behavior or promote illegal activity? Does it matter? Should it matter? In most public school systems it does matter and the building principal is vested with authority to decide what, if anything, must be done?
Case Law
The United States Supreme Court and the courts below it have held that school policies and rules governing student appearance (including student T-shirts) cannot be overbroad and vague, and that public school officials do not have limitless discretion to suppress student speech. Chandler v McMinnville School District (9th Cir. 1992). The most consistent standards applied by the courts in resolving student T-shirt controversies are the: (1) Tinker v Des Moines (1969) standard of "material and substantial disruption," (2) Bethel School District v Fraser (1986) "lewd, vulgar, or profane language" standard, and (3) "legitimate pedagogical concerns" standard created in Hazelwood v Kuhlmeier (1988). What follow are four randomly selected examples of recent case law on point.
In Sypniewski v Warren Hills (2002), a student was suspended from school for wearing a T-shirt making fun of "rednecks." The school system had a policy prohibiting wearing "symbols implying racial hatred and prejudice." The suspended student went to federal court where the court ultimately ruled in his favor. In the court's view, school officials could not show where the wearing of this particular T-shirt caused substantial interference (material disruption) with either school operation or with the rights of other students.
Brandt v Board of Education (2004) involved students in a program for the gifted. The students wanted to create and wear an official class T-shirt. Even though school officials rejected their proposed design, they made the TTHE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
shirt and wore it to school. Determining that the message (including a caricature) on the T-shirt was "offensive" and as such violated the school system's dress code, the school principal set restrictions on wearing the T-shirt while at school. Subsequently, parents and students went to federal court claiming that the principal's restrictions violated the First Amendment. The court dismissed their complaint. In the court's view the evidence demonstrated that the principal's actions were based on "reasonable pedagogical concerns."
That same year, in Harper v Poway Unified School District (2004), a high school student unsuccessfully argued that a message displayed on his T-shirt (expressing an objection to homosexuality) was "religiously motivated." The school board had a policy prohibiting "violence, derogatory messages, or hateful behavior" directed toward an individual based on his/her "sexual identity." In the court's opinion the policy was not vague and it definitely applied to the T-shirt statement involved in this particular case.
More recently, in Griggs v Fort Wayne School Board (2005), a student was disciplined for wearing a T-shirt in support of the United States Marine Corps. On the T-shirt was, among other things, the picture of an M-16 rifle. Applying a school system policy prohibiting students from wearing apparel depicting "symbols of violence," the student was disciplined. The student took his case to a federal district court where he prevailed. The court did not see where the T-shirt caused disruption at school. What is more, no other student had complained about the T-shirt message. In other words, in the court's opinion the school system policy as applied to this particular T-shirt served "no legitimate pedagogical concern."
Policy Implications
As stated at the outset of this commentary, student T-shirts have been and continue to be a major source of disciplinary issues in public schools. Experience has taught school officials, principals, and classroom teachers that a proactive stance must be taken to prevent possible disruption of the school's learning environment. At the same time, however, because students "do not shed their First Amendment right to free expression at the school house gate," Tinker v Des Moines (1969), the possibility of a student T-shirt problem morphing into a constitutional issue is a reality. It therefore follows that policies and rules, as well as implementing procedures, specifically written to cover T-shirts, must be drafted with care and caution. What follow are a few simple suggestions to consider when formulating a T-shirt policy.
Local school boards must make it clear that:
- The intent of the school board is to respect student rights. However, student "free speech and expression" rights are not absolute while in attendance at school and at school sponsored functions.
- The school board is vested under state law with the authority to decide what is or is not appropriate student dress and appearance on school property and at school sponsored functions.
- T-shirts are included in student dress and attire policies.
- Specific types of T-shirts (a list of specific examples must be included) will not be tolerated on school grounds or at school- sponsored activities.
- School principals are delegated the school board's authority to decide what is or is not an appropriate Tshirt worn by a student.
- School principals are vested with school board's authority and discretion to take immediate and appropriate disciplinary action if and when the T-shirt policy is violated.
One final question is in order. Why not enact a policy completely banning T-shirts of any type? Some school systems have done so. Maybe it would cut down on the time taken away from instruction and education,
currently consumed by student disciplinary matters? But, is a complete ban the least burdensome alternative, or will it simply produce a different set of problems? In my opinion it would be wise to do some research before automatically selecting this approach.
Resources Cited
Alexander, Kern and Alexander, M. David, AMERICAN PUBLIC SCHOOL LAW, Sixth Edition (Thomson-
West, 2005)
Bethel School District v Fraser, 478 U.S. 675 (1986)
Bosher, William C., Jr., Kaminski, Kate R., and Vacca, Richard S., THE SCHOOL LAW HANDBOOK (ASCD 2004)
Brandt v School Board, 326 F.Supp.2d 916 (D. Ill. 2004)
Chandler v McMinnville School District, 978 F.2d 524 (9th Cir. 1992)
Essex, Nathan, SCHOOL LAW AND THE PUBLIC SCHOOLS, Second Edition (Allyn and Bacon, 2002)
Griggs v Fort Wayne School Board, 359 F.Supp.2d 731 (N.D. Ind. 2005)
Harper v Poway Unified School District, 345 F.Supp.2d 1069 (S.D. Cal. 2004)
Hazelwood v Kuhlmeier, 108 S.Ct. 562 (1988)
McCarthy, Martha M., Cambron-McCabe, and Thomas, Stephen B., PUBLIC SCHOOL LAW, Fourth Edition (Allyn and Bacon, 1992)
Russo, Charles J., REUTTER'S THE LAW OF PUBLIC EDUCATION, Fifth Edition (Foundation Press, 2004)
Shimmel, David M., Freedom of Expression. In Lane, Kenneth E., et al., THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA, 2005)
Spniewski v Warren Hills Regional Board of Education, 307 F.3d 243 (3rd Cir. 2002)
Tinker v Des Moines, 393 U.S. 503 (1969)
Vacca, Richard S., and Bosher, William C., Jr., LAW AND EDUCATION: CONTEMPORARY ISSUES AND COURT DECISIONS, Sixth Edition (LexisNexis, 2003)
Richard S. Vacca Senior Fellow CEPI
Note: The views expressed in this commentary are those of the author.
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„heimischer Exot“ – GRUNDNER & LEMISCH Bambusrad ca. 1897
Bambus ist von seiner Eigenschaft her den meisten Hölzern überlegen. Er ist hart, zäh, leicht, und wenn er richtig getrocknet wurde, auch bruch- und rissfest. Er eignet sich deshalb als kostengünstiges und leicht zu beschaffendes Material für nahezu jede Anforderung: von der Möbelherstellung über den Haus- bis zum Brückenbau. Bambus kommt – bevorzugt in der südlichen Hemisphäre - auf allen Erdteilen vor, außer in Europa. Besonders verbreitet ist Bambus in China und Indien, was wohl der Grund dafür ist, dass die damaligen Kolonialherren Indiens, die Briten, auf die Vorzüge dieses Werkstoffs aufmerksam geworden sind und ihn sogar verwendet haben, um besonders leichte Fahrräder herzustellen: ein erstes Patent erwirkte die Bamboo Cycle Company 1894 in England.
Aber auch in Österreich wurden Bambusräder gebaut, und zwar in Kärnten. Ein im Herbst 2019 im Verlag Brüder Hollinek erschienenes Buch erzählt die von Autor Oswald Wieser bis ins Detail recherchierte Geschichte der Herren Franz Grundner und Otto Lemisch, woher sie das Material bezogen haben, wie sie auf die Idee dazu gekommen waren, und ihr leider nur kurzlebiges Unternehmen (1896 – 1904), die „Bambus Fahrräder Fabrik Grundner & Lemisch“ in Ferlach: https://www.hollinek.at/buecher/technik/auto-motorrad-fahrrad/item/294-grundner-lemisch-bambusfahrraeder-in-die-zukunft-geholt.html
Wir können uns deshalb hier die Aufbereitung der Firmengeschichte sparen und dafür zwei erhaltene Räder vorstellen: Auf den ersten Fotos sehen wir ein Bambusrad aus ca. 1897. Es gehört Sepp Schnalzer aus der Südsteiermark, der es aus der Schweiz zurück in seine ursprüngliche Heimat geholt und wieder fahrtauglich gemacht hat - auch wenn er es aus Rücksicht auf das Alter des Rads und die Zerbrechlichkeit des Materials nicht benutzen will.
Bamboo Bicycle
This bicycle is made entirely from bamboo, with a leather seat and a metal chain. The frame is light and flexible, making it easy to ride. The wheels are made from steel and have a smooth surface, providing a comfortable ride. The handlebars are adjustable, allowing the rider to find their perfect position. The brakes are simple but effective, ensuring safe stops. This bicycle is not only eco-friendly but also stylish and functional. It's perfect for短距离通勤 or leisurely rides in the park.
This is a bamboo bicycle from 1920, made by the company "Bambus Fahrrad" in Austria. It was discovered in a garage and has been restored to its original condition. The bicycle is a rare example of early 20th century cycling technology and design.
Das zweite Fotomodell wurde schon seinerzeit zum freilauflosen Rennrad umgebaut, von der Bremse befreit (dafür mit einem sinnvollen Nagelfänger versehen) und mit anderen Laufrädern ausgestattet. Bambusräder wurden entgegen ihrem ursprünglichem Vewendungszweck sogar in Wettbewerbe gezwungen: in Wien gab es zB einen Radrennclub, der sich „die Bambusradler“ nannte. So dürfte es auch unserem zweiten Rad ergangen sein: offenbar wurde es gnadenlos über die Bahn geprügelt, ohne Rücksicht auf das Material. Gesprungene Bambusrohre wurden mit geschraubten Manschetten zum Durchhalten gezwungen, die Bambusgabel gegen eine aus Stahlrohren eines anderen Herstellers getauscht.
Fotografiert wurde es bei der Witwe des letzten Besitzers Alois Schmalwieser aus Gaspoltshofen. Elfie hält die Fahrradsammlung ihres Mannes in Ehren. Lois hat das Bambusrad – das angegeben Baujahr 1899 entspringt seiner Einschätzung, laut Steuerkopfschild dürfte es aber älter sein, so 1896, ’97 - vor vielen Jahren zusammen mit zwei weiteren Rädern gegen ein fahrbereites Motorrad eingetauscht. Weiter ist über die Vorgeschichte des Bambusflitzers leider nichts bekannt. Lange Zeit galt es als einzig in Österreich erhaltenes Exemplar eines Bambusrads, inzwischen ist der bekannte Bestand aber auf ein halbes Dutzend angewachsen. Und wer weiß, was in heimischen Dachböden und Kellnern noch so alles herumstehen mag?
GRUNDNER & LEIMISCH
FRANZUS. FAHRRADER FABRIK
PLAGENFURT
ALOI
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AMERICAN ELM DISTRICT
Volume 3, Issue 10
Dec. 8, 2004
Welcome to American Elm District Cub Scout Roundtable Electronic edition Webelos activity badges Fitness and Readyman
Theme:
Holiday Word Puzzle
PRE OPENING ACTIVITIES
By Heart of America Council
Cubs: connect the letters to spell CUB. How many Cubs are there?
As you get ready for the Holidays and your Blue and Gold. Check all the scouts and their families for food allergies. They will thank you for thinking of their safety and you will enjoy your activities. Many more people are developing allergies and it only takes a moment to ask and work around them. Let's all have a Merry Christmas and a Safe New Year.
WORDS FOR THE HOLIDAY PUZZLE
CHRISTMAS CROSSWORD
Across:
1. Color of Sant's suit
5. They celebrated the first Thanksgivings
6. It says "Gobble-Gobble"
Down:
2. Springtime holiday
3. 12th month of the year
4. "Jingle _ _ _ _ _"
5.
1. 2.
2.
1.
3.
R E D
If you are looking for a New Year's Resolution
JUST FOR TODAY Heart of America Council
Just for today
I will try to live though this day only, and not tackle my whole life's problems at once. I can do something for twelve hours that would appall me if I felt that I had to keep it up of a life time.
Just for today
I will be happy. This assumes to be true what Abraham Lincoln said, that "Most folks are as happy as they make up their minds to be."
Just for today
I will adjust myself to what is, and not try to adjust everything to my desires. I will take what every my portion is and fit myself to it.
Just for today
I will try to strengthen my mind. I will study. I will learn something useful. I will not be a mental loafer. I will read something that requires effort, thought, concentration.
Just for today
I will exercise my soul in three ways. I will do somebody a good turn and not get found out; if anybody knows it, it will not count. I will do at least two things I do not want to do– just for exercise. I will not show anyone that my feelings are hurt; they may be hurt; but today I will not show it!
Just for today
I will be agreeable. I will look as well as I can, dress becomingly, talk low, act courteously, criticize not one bit, not find fault, and not try to regulate anybody except myself.
Just for today
I will have a program. I may not follow it exactly, but I will have it. I will thus save myself from two posts--hurry and indecision.
Just for today
I will have a quiet half hour all by myself and relax. During this half hour I will try to get a better perspective on my life.
Just for today
I will not be afraid. Especially...I will not afraid to enjoy what is beautiful, and to believe that as I give to the world, so will the world give to me.
Just for today
I will calmly know that not half the things I fear will ever happen; and God, making all things work together for good to those that live him, will bear me and my crosses together as an Eagle's wings!
As you get ready to celebrate the Holidays remember that your are not alone! There are many volunteers in your District, Council and all over that are there to teach you skills, answer questions, show you how to run a program, design a craft..the key is . YOU
You need to go to Training, Roundtable, University of Scouting. Scouters' have their names, telephone numbers, e-mails listed on web sites, Council newspapers just to help you, but you must make the first step.
Get to know your Scout Executive– they can point you to the right person who can solve that problem.
Hope to see you at Training, Roundtable or
University of Scouting in the new year. Introduce your self and become a familiar face. While at college, the Journalism dept. has a saying, With some of the antics I got into, they told me my Junior year that I was going overboard and it would be a few years before they forgot me. The Radio Station I was working for was even thinking of creating a series of my college escapes while at Indiana University-Bloomington, IN. "Come in, get to know us so we remember you when recruiters call with jobs."
I ran 2 stations AM and FM on the weekends at WSCI in Columbus, IN and when I didn't have to be On the Air, I worked at the Media Center at the Main Library and once a month Club Latrec, a student Disco would run on Friday and Saturday till 2 AM. We took turns with the lights, sound and Coca-Cola bar. I had the opportunity to work the sound system for Kids in Action a 5th grade show choir at Wilson Vance the first 4 years and it brought back great memories of my radio days.
Something from the early years:
Emergency Broadcast system
Last Frontier Council
Narrator, as many boys as needed. Narrator stands up front with other boys in a group behind him. Characters: Scene:
This is be a test of the Emergency Broadcast System. For the next 60 seconds. Remember, this is only a test. Narrator:
(Hum in a monotone for approximately 60 seconds) All Boys:
Narrator: This has been a test of the Emergency Broadcast System. Had this been an actual emergency, this is what you would have hear.... All boys: (run off in different directions, screaming and waving arms)
The Magic List
Last Frontier Council
Copy the figures shown in the illustration. Ask your friend to pick out a number from 1 to 30, but not to tell what the number is. Then have him tell you what column or columns his number appears in.
The Challenge: That you will tell him what number he selected.
How to do it: Add the top figures at the head of the columns in which his selection appears. (Suppose his number appears in Columns A, D and E; you would hen add 2, 8 and 4. The anser would be 14. Sure enough, 14 appears in only those three columns.
Now you try it!
The Last Closing Ceremony of the Year Last Frontier Council
Staging: House lights are dimmed. Four posters with the four Cub Scout ranks, eight candles (two by each poster).
Cubmaster:
This last ceremony of 2004 is a fine time to reconfirm our beliefs in ourselves and the
Scouting program. (Lights two candles by the
Bobcat poster)
We will do our best. Will all Bobcat Cub Scouts and their parents please stand. Bobcat, so you promise in 2005 to do you best, to be true, to help other people, to obey the Law of the Pack, and to advance one rank? (They respond)
(Follow the same procedure for Wolf and Bear
Cub Scouts)
Will all Webelos Scouts and their parent please stand. Webelos, do you promise i 2005 to do you best, to be true, to help other people, to obey the Law of the Pack, and to earn the Arrow of Light award?
(They respond) We will do our best.
All of these eight candles are part of the light, the Light of the Spirit of Cub Scouting.
Assistant Cubmaster: The first four candles are the four parts of the Cub Scout Promise- Duty to God, Duty to Country, to help other people, and to obey the Law of the Pack. The second four candles are the four parts of the Law of the Pack the Cub Scouts follows, Akela, the Cub Scout helps the pack go, the pack helps the Cub Scout grow, the Cub Scout gives goodwill.
Cubmaster: I know you will be loyal Cub Scouts in 2005 as the Spirit of Cub Scouting burns here it also burns in the hearts of Cub Scouts everywhere. May it continue to burn in your hearts during the coming year as we go upward and forward in Pack _____.
Games
By Heart of America Council
LETTER LADDER
Players: 2 to 4
The first player thinks of any word and names its first letter only - e.g., "P" for pump. The second player thinks of any word beginning with the named letter and names its second letter - e.g., "A" for pancake. Play continues thus in thus in turn until any player completes a word to which a following player cannot add another letter to change it or to make it longer. A player who at his turn fails to do so scores 1 point and begins another word as at first. That player wins, after each has had the same number of turns, who has the lowest score.
It is best to keep the number of players small, especially with younger age groups. If many players wish to play the same game, divide them into groups of three or four.
ANAGRAMS
Players: 2 or more paper and pencil for each player Each player is required to think of a S letter noun( limited, if desired, to animals, place names, or any other category). He then writes down the letters of the word so that they are totally scrambled, and passes his to the next player to his right. The player wins who first unscrambles the letters and forms either the original word or any other word, using all the letters given him by his neighbor to the left. Of course, words of more than 5 letters my be used if the players so decide in advance. Equipment:
Before he passes his paper to the next player, each player scrambles a list of 3 or more nouns, or a short sentence of 5 words in which each word, though scrambled, is written separately. Variation:
BLACKBOARD RELAY
Player: 2 of 6 or more players blackboard and chalk for each team. (a large sheet of wrapping paper, tacked to the wall, and a black marker will work great) Players are divided into two teams. A line is drawn down the middle of the blackboard. Or, if played elsewhere than in room. two sheets of large wrapping paper should be hung at shoulder height at an equal distance from both tams; one for each. All Players sit down. Each team decides on an order in which players are to run. At the command from the teaches or referee, the first member of each team races to the blackboard, picks up the chalk, and writes the first word of a sentence that he thinks of on the blackboard or paper. He then runs back to his own team and hands the chalk or pen to the next player, who writes a second word next to the first, and so on. Equipment:
CUMULATIVE COUNTING - TWISTERS
Cumulative counting - twister can be done by one person or played with a leader and group. There are two ways to use them as group play. In the first, the leader would give the new line and point to an individual who is to recite. In the second, the entire group responds together. The leader gives each new line to the group and they repeat the sets together. Either way it is played, the counting-twister is recited by accumulating verse and repeating them all from the beginning as each new one is added. Example: Line 1. Line 1+2. Line 1+2+3. Line 1+2=3=4. etc., until the entire set is included. Players may also wish to invent their own cumulative counting -twisters.
EASY ANIMALS
1. One old owl.
2. Two tiny toads.
3. Three thriving thrushes.
4. Four frolicking fawns.
5. Five fine fish.
6. Six slinky snakes.
7. Seven slithering seals.
8. Eight eager eagles.
9. Nine nesting nightingales.
10. Ten terrible tigers.
SKITS ROVING REPORTED
Characters: 5 Cub Scouts
Reporter: Good evening, ladies and gentlemen. Here's your roving reporter with another man - on -the-street interview. Tonight, we axe going to talk about mountains. Here's a man right here. How do you do, sir, can you tell me what is your impression of mountains?
Man #1: "HIGH!"
Reporter: Hi, yourself! Now tell me, what is your impression of mountains?
Man #1: Just like I said, "High!"
Reporter: Oh! Ha, ha, ha. My mistake. When you said "High," I thought you said "Hi!", get it? Oh well, lets talk to someone else. Here's a man. Tell me, sir, how do you feel about mountains? Man #2: Well, I've never been there of course, but if I had to feel about mountains, I'd do like always, feel with my fingers.
Reporter: Ha, ha, ha, ha. Seems we have some jokesters about today.
Well now, let's try our questions on this little boy here. Tell me, sonny, have you ever gone over the top of a mountain?
Small boy: Yes, sir, lots of times.
Reporter: My, I'm surprised to hear that, must have been a hard trip for a youngster, actually to go clear over the top of a mountain.
Small Boy: Oh! No, sir, we were in an airplane. Reporter: (to himself) This is getting ridiculous, but I'll try one more time. How do you do, sir, may
I ask you question?
Man #3: Why sure, what's your problem?
Reporter: Tell me sir, what’s your impression of life in the mountains?
Man #3: Well, from what I hear, it’s a lot like an umbrella.
Reporter: An umbrella? I don’t quite understand what you mean.
Man #3: Yup, like an umbrella. Life in the mountains is either up or down.
Reporter: Sorry, folks, some days you can't win!
STUNTS AND TRICKS LINK THE CLIPS
You will need a money and two ordinary paper clips. Ask your friends to join the two paper clips together with the money.
Fold the money into three but do not crease the folds. Clip the folds with the two paper clips.
Take the two top corners between the fingers and thumbs and sharply pull the money out-straight.
The clips will fly off, but surprise, surprise, they will be mysteriously jointed together.
RUN-ON Man picks up ringing telephone.
a. You don't say .. you don't say... you don't say...
b. Who was that?
a. I don't know. He didn't say.
BRAIN TEASER
2. State War State
3. From C To
4.Land if
C If If
N
8.
9.
7. GOD
NATION
Abe Lincoln
Main St.
Gettysburg, PA
LAW
= JUSTICE
10.
A
HOUSE
REPRESENTATI
VES
HOUSE REPRESENTATIVES
HOUSE REPRESENT
HOUSE REPRESENTATIVE
ATIVES
HOUSE RE
S
HOUSE REPRESENTATIVES
PRESENTATIVESHOUSE REPRESENTATIVES
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VESHOUSE REPRESENTATIVESHOUSE REPRESENTATIV
ES
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SE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESENTATIVESHOUSE REPRESE
NTATIVES
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USE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESENT
HOUSE REPRESENTATIVE
ATIVES
HOUSE RE
S
HOUSE REPRESENTATIVES
PRESENTATIVESHOUSE REPRESENTATIVES
HOUSE REPRESENTATIVESHOUSE REPRESENTATI
VESHOUSE REPRESENTATIVESHOUSE REPRESENTATIV
ES
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SE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESENTATIVESHOUSE REPRESE
NTATIVES
HOUSE REPRESENTATIVESHO
USE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESE
HO
HOUSE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESENTATIVES
USE REPRESENTATIVES
HOUSE REPRESE
USE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESE
HOUSE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESENTATIVES
HOUSE REPRESENTATIVE
HO
HOUSE REPRESENTATIVES
HOU
HOUSE REPRESENTATIVES
HOUSE REPRESE
HOUSE REPRESENTATIVES
HO
HOUSE REPRESE
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HOU
HOUSE REPRESENTATIVES
NTATIVE
SE REPRESENTATIVES
NTATIVES
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USE REPRESENTATIVES
NTATIVES
Answer:
1. Bunker Hill
2. War between the States
3. From sea to shining sea
4. One, if by land to if by sea
5. Washington crossing the Delaware
6. Valley Forge
7. One nation under God
8. Lincoln's Gettysburg address
9. Equal justice under the law
10. House of Representatives
CHEERS AND APPLAUSE'S
- Pretend to type, with fingers moving rapidly while saying, "Click, click, click, ding. Click, click, click, ding." Typewriter Cheer
- Grab newspaper in hand, wave arm in the air and shout, "Read all about it - right here. Read all about it." Read All About It Cheer
- Have group stand, move head back and forth from right to left. As they move it, have them say, "Copy cat, copy cat, copy cat." Interrupted Applause - Bring hands together like a clap, but stop before they touch. Repeat several times. Xerox Cheer
JAZZY JOURNAL
Supplies needed: decorative paper cardboard scrap paper scissors glue stapler
Decide what size your book will be and cut out 2 pieces of cardboard. Follow the illustrations for Fig. 1 and 2 to make the outside of the book. FIG. 2 FIG. 3
For the pages, open up the book. Measure inside of book and subtract 1/4" all around. For example, if your book cover measures 4"x6", your pages should be 3-3/4"x5-3/4", Cut about 20 pages. Staple pages together at center.
Glue front and back pages to inside covers. Fig 4.
For end flaps, cut 2 pieces of decorative paper t fit inside covers. Glue one to inside front cover, over blank page. Repeat for back cover. Fig 5.
INVISIBLE INKS
One of the ways to send a secret message is to write it in invisible ink. A friend will know how to make the message become visible by heating the paper as we will explain. George Washington's spies sometimes used invisible ink. It is easy to prepare because it can be made from things you have in the house. Here are some:
Lemon Juice Ink
- Squeeze the juice of half a lemon into a small dish or grass. The lemon
juice makes an excellent invisible ink. Orange juice
and grapefruit juice ink can be made in the same way.
Sugar Water Ink - Put half a teaspoonful of sugar into half a glass of water and stir until the sugar is completely Dissolved.
Onion Juice Ink - Peel a Small onion, grate it into a pulp, and let the pulp Stand in a small dish or
glass. At the end of several minutes you will see that part of the pulp has become liquid. This liquid is a good invisible ink.
Soda Pop Ink - Put two teaspoonfuls of soda pop into a small dish or glass, add pulp stand in a small dish or glass. At the end of several minutes you will see that part of the pulp has become liquid. This liquid is a good invisible ink.
The best way to a write with invisible ink is to use an ordinary pen point. Be sure it is clean before you dip it into your ink. A toothpick makes a good pen too, but you will have to dip it into the ink after each word you write as the toothpick will not hold very much ink.
You can write on any kind of white paper good for regular ink. When you stop writing for a moment put a finger on the last word. Paper with lines help you keep writing straight.
TO MAKE IT VISIBLE
Heat the paper. Hold the paper against the hottest part -- that is -against the top of a lighted 60 - watt bulb. In less than half a minute your writing will begin to appear.
The writing will be brown. Move the paper around Until every part of it has become warm and all the writing has become visible. Do no hold the paper against the bulb too long or hold the paper will turn brown, too. Or hold the paper near a fairly hot electric iron or the paper, a part at a time, over the slots of a pop-up toaster.
You can also send
Invisible messages by writing with invisible ink between the lines of an ordinary note. Try writing them in code so even if someone knows about invisible ink they will not know the code.
Think Like a Computer
Heart of America Council
When we want to send someone a message, we use words, which are made up of letters of the alphabet. Instead of words, a computer uses bytes; instead of letters, bytes are made up of bits. It takes eight bits to make a byte. A byte is just like a string of eight electric lights. Each bit is a light, and each light is either on or off. A computer can turn every letter in the alphabet into a byte, and it can also turn numbers into bytes. Any kind of information can be turned into a byte (in the computer world, information is called data). To a computer, the first letter in Bialosky Bear's name, B would look like this: . How many bytes would a computer need to spell Bialosky Bear's first name? Bialosky = 8 letters = 8 bytes.
Use a flashlight, to spell your own name in computer code. Find the letters of your name in the table, and flash the flashlight on for every " on" light you see, and off for every " off" light you see. Say the number out loud as you turn your flashlight on or off. That way you'll make sure to include all the " offs" and "ons."
Pixel Puzzle
A Computer Screen is made up of thousands of little dots called pixels. Each pixel can be turned on or off, or given a certain color. That's how computer graphics are made. Make your own computer graphics. Copy and enlarge the screen graphic. Use crayons or markers: red, brown, blue, and green, to color in the pixels. Each instruction below tells you to turn on that pixel and give it that color. Brown is "br" red is "re," blue is "bl," and green is "gr."
Here is your program:
N-14 gr
Webelos Fitness Rubber Tube Gym
Heart of America Council
With the help of two bicycle-tire inner tubes, you can make yourself a home gymnasium that is simple and inexpensive (or free), yet a very effective and efficient muscle builder. Pick up a couple of discarded lightweight tubes (balloon type will do, too) from a bike repair shop. You can usually get them free. Then add a broom handle or a 1-inch dowel, and follow the exercises shown here. Take the complete rubbertube gym workout (all seven exercises) every day of this month. Do each exercise slowly and smoothly. Don't rush or jerk your way through any of the pulls, or you will miss the full muscle-building value of the exercise. Try to do each exercise at least 10 times, but if it is too hard at first, start with a lower number and work your way up to 10. If you find that you can do 10 right off easily, twist the tubes twice or more to make them harder to stretch. After a month of this work, you should see new, hard muscles on your body. The exercises shown here are just a sampling of the possibilities open to you with a rubber tube gym. For example, many of the traditional weightlifting routines may be done with the help of your rubber tubes. Simply substitute the broom handle and tubes for the weights and bars. Another way to use this equipment is for rowing exercise. By attaching the tubes to some immovable object, putting the stick through the tubes, and sitting yourself far enough away to get the best resistance, you can get all the benefits of a regular gymnasium rowing machine without spending the money that such equipment costs.
Webelos
Readyman The Activity Badge is one of the required badges for the Arrow of Light Award. A good way to begin working on this activity badge is with a field trip to the local Red Cross Service Center or to a Paramedic Station. There the boys can be shown the proper procedures for the hurry cases such as: stopped breathing, blood spurting from a wound, swallowed poison, and heart attack. Perhaps the boys will have the opportunity to practice rescue breathing into a practice mannequin. An absolute must as a den activity is to have each of the boys make a First Aid Kit for their family.
Home First Aid Kit
3 Triangular Bandages (35 x 35 x 50)
25 Band aids (1 inch)
5 4 x 4 Gauze Pads
5 2 x 2 Gauze Pads
4 Closure Strips (Butterfly Clips)
1 2" Roller Bandage
2 Cling (Ace) Bandages
4 Eye Pads
1 1/2" Adhesive Tape
10 Q-tips
1/3 Bar of Fels Naphtha Soap
(cuts oil of poison ivy)
1/3 Bar of Castile Soap, to wash wounds
1/3 Bar of Lava Soap, to wash hands
1 Scissors
1 Tweezers
4 Large Safety Pins
Calamine Lotion
Tylenol in a film can
Cold Pack
Matches in a film can
Tongue Depressors, use as splints
Bacitracin Ointment
Eye Wash Kit
Small tube of Vaseline
Quarters taped to lid for phone
Basic First Aid Rules:
1.ALWAYS have an emergency plan.
2.ALWAYS check for hazards.
3.NEVER go anywhere alone.
4.ALWAYS have a place to meet if separated.
5.NEVER leave a victim worse off than how you found them.
WEB SITES
These sites are current as of 12/6/04
Construction Plans
Plans and Patterns for Bob Myer's knockdown plywood Camp Table and Patrol Box http://users.aol.com/lwjones/table.htm
5e Use a pattern or a plan to make a birdhouse, a set of bookends, or something else useful. A good source for free plans is: Tools for Fixing and Building
Http://www.freewoodworkingplan.com
Trace your family back through your grandparents or greatgrandparents; or talk to a grandparent about what it was like when he or she was younger. Use a genealogy search engine to find records about a family tree. A very comprehensive, free service is provided by the Mormon Church at: The Past is Exciting and Important
Http://www.familysearch.org/Eng/Search/framese t_search.asp
Under the supervision of a parent of adult, search the Internet and connect to five web sites that interest you. Exchange e-mail with a friend or relative. Use a good search engine (see below) to find sites that might pique the boy's interest. One good search engine is:
Http://www.dogpile.com
Show the types of forests growing in different parts of the country. Name some kinds of trees that grow in these forests. For each type of forest, give one or more examples of uses for the wood of its trees. Visit the Forest Service web site to learn more about Ecosystem Provinces, where they are, and the kinds of trees that grow in them: Make a map of the United States.
http://www.fs.fed.us/colorimagemap/ecoreg1_pr ovinces.html
Next month we should check on your plans for your Blue and Gold, Charter questions. Ideas you would like to discuss.
Bring a friend and share the fun.
Be the Spark Plug in your unit!
Last 2 pages are Frames for You to have to recognize your Pack members.
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Dear Luxton Community, Family and Friends,
My name is Delina (also known as Miss D.) and I have lived in this amazing community for 14 years. My daughters, Sophie and Emma, have attended Luxton School since nursery and I have had the honour of being an Educational Assistant for the past two and a half years.
Many in the community are aware that our youngest daughter, Emma, suffers from a rare disorder called Mastocytosis. Mastocytosis is caused by an excess of mast cells in various tissues and organs in the body. Mast cells are part of the immune system and play a key role in the inflammatory process. When activated, mast cells rapidly release a host of chemicals like histamine and heparin and are instrumental in mediating anaphylaxis.
The following is a list of some of the triggers that can cause hives, blisters, low iron, angioedema, bone pain, cognitive difficulties and anaphylaxis for Emma: heat, cold, change in temperature, pressure, viral infections, humidity, foods high in histamine and many medications.
When Emma was first diagnosed it looked like she would have to be home schooled as controlling the hives was nearly impossible. The constant change in temperature from recess to P.E. as well as hives from sitting or writing at the desk was causing extreme fatigue. Emma had already been attending Luxton for 5 years and the thought of not completing school with her friends was heartbreaking!
With provincial funding for an educational assistant, Emma can continue going to school with her friends. Most Pediatric Mastocytosis patients are not so lucky. It is Emma's wish that All Canadian Children with Masto have the same opportunity to attend public school.
On May 10 th , 2012 Luxton School will celebrate "The Year of Giving" with family and the community. The students will share their community service projects and we will host a fundraiser for Mastocytosis Society Canada. The main component will be a Silent Art Auction. The community will have an opportunity to win some amazing Art, music, food, jewelry, stained glass, quilts, etc. The raffle tickets will range in price from one to five dollars. There will be a bake sale and many of the students will be selling their creations as well. We will have musicians and "Street Theatre" busking throughout the school. It will be a magical evening.
All of the money raised will fund the production of a video aimed to educate on the complex nature of Pediatric Mastocytosis. It will feature Luxton School and all that has been done to make Emma safe. This video will be available to caregivers of Pediatric patients with Mastocytosis.
If you, or someone you know, would like to donate a piece of art for the auction please contact me, (Delina) through Luxton School.
In closing, my family would like to publicly thank EVERY person (far too many to mention here) who have been instrumental in Emma's success at "the magical school" we call Luxton!
Delina, Mike, Ben, Zeph, Sophie, and of course, Emma.
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The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
Eco-Tour and Farm Visit to Help the Planet
By Donna & Stuart Hamilton, Coast to Coast Tours
Coast to Coast Tours, an Auckland-based tour company with the goal of giving visitors a blend of Nature, Culture, Conservation and Environmental aspects, started operating in 2002, and have been bringing people into their historic Homestead of Auckland, emphasizing the New Zealand lifestyle as well as the natural scenic attractions.
The company focuses on the West Auckland region, where our family has lived and farmed since 1922. We know the area, its history, and its people, very well. We have always regarded our tour quite different from the usual sightseeing tours because of the uniquely local experiences we offer.
We have noted with interest that there doesn't seem to be many organizations in New Zealand that follow the principles of ecotourism as TIES has set forth. When we took a holiday in Australia a couple of years ago and we discovered a tourist newspaper outlining the TIES descriptions of nature-based tourism and ecotourism. This gave us an indication that we were meeting these criteria, and we have been thrilled to contribute to TIES' international network as a member.
We've felt that although there are a number of ecotours in New Zealand, many focus mainly on the nature aspects of our country, and include little cultural experience - be it Maori or Pakeha (European). Recently, however, Tourism New Zealand has begun emphasizing the importance of Manaakitanga (sharing exceptional and natural hospitality, knowledge and beliefs, on the basis of mutual respect between host and visitor), and Kaitiakitanga (the guardianship and sustainable management of natural, built and cultural resources for the collective benefit of current and future generations), so it is pleasing to see such statements starting to filter through into the New Zealand tourism industry.
Stuart and Donna: Stuart has been a sheep farmer all of his working life, and Donna is part Ngai Tahu Maori.
With the New Zealand Government signing the Kyoto Agreement regarding climate change, the country is beginning to approach sustainability and environmental issues in a large way, e.g. windpower generation and tree planting for carbon credits.
Our tour company has decided do our own small contribution in regard to this, so along with our already eco-friendly operation, we are also offering our overseas visitors the opportunity to purchase their own New Zealand Native hardwood trees, which have been proven to be very effective in sequestering carbon.
Tel: +1 202-506-5033 Fax: +1 202-789-7279
Web: www.ecotourism.org Email: [email protected]
The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
We have established a nursery on our farm where visitors can select a tree and then plant it. They learn about global warming and how the tree will continue to grow and keep absorbing carbon for many years to come. This is a more personal and interactive way in which to 'buy' carbon credits compared to the usual over-the-counter method. (This particularly appeals to our cruise boat groups).
Their tree is numbered with a UV tag, and a certificate is issued. Later when we can be certain that the tree will not be stressed (e.g. by summer drought), it is re-planted into our forest reserve where it will be protected by covenants for perpetuity. To date, we are the only tour company in the Auckland region that is doing this type of tree planting, and we are finding it becoming more and more popular with our tourist visitors.
Native Tree certificate
About Coast to Coast Tours
We are based at our own sheep farm which has been in our family for 85 years. Today, it has been reduced to 100 acres and carries 500 sheep. During our travels as a family group, we thought how it would have been nice to interact more with "the locals" and experience their lifestyle. So, after we noted the absence of these types of tours (especially in the Auckland region!), we thought about starting an ECO-tour and formed 'Coast to Coast Tours'. We began operating in 2002, and today we have hosted people from (almost!) every part of the world; USA, Canada, Japan, Australia, New Caledonia, Hawaii, Tahiti, Papua New Guinea, China, Hong Kong, Malaysia, Thailand, Singapore, Philippines, Indonesia, India, Saudi Arabia, Dubai, Korea, Russia, Germany, France, Switzerland, Belgium, The Netherlands, Spain, Portugal, Italy, Denmark, Austria, Finland, Britain, Scotland, Wales, Ireland. (www.coast2coastnz.com)
Part of forest reserve
Tel: +1 202-506-5033 Fax: +1 202-789-7279
Web: www.ecotourism.org Email: [email protected]
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Stream Gages in the Schoharie Basin
The United States Geological Survey (USGS) maintains two continuously recording stream gages on the Schoharie Creek near Lexington (established 1999, drainage area 96.8 mi 2 , USGS ID# 01349705) and Prattsville (established 1902, drainage area 237 mi 2 , USGS ID# 01350000). Prior to 1996, a crest stage gage was maintained at Lexington starting in 1929. All gage information is available online at the USGS website:
http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01349705 (Lexington) and http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01350000 (Prattsville). You can also navigate to other gages in the Schoharie basin including on the West Kill, East Kill, Batavia Kill, Manor Kill and Bear Kill at: http://waterdata.usgs.gov/ny/nwis/current/?type=flow (Figure 1).
These gages measure the stage, or height, of the water surface at a specific location, typically updating the measurement every 15 minutes. By knowing the stage we can calculate the magnitude of the discharge (flow), or volume of water flowing by that point, using a relationship developed by USGS called a rating curve . Using this rating curve, the magnitude of flow in the Schoharie at the gage location can be determined at any time just by knowing current stage. Flow can also be calculated for any other stage of interest. Additionally, we can use the historic record of constantly changing stage values to construct a picture of stream response to rain storms, snow melt or extended periods of drought, to analyze seasonal patterns or flood characteristics.
The Schoharie gages have a long enough period of record to prepare a hydrograph covering several years for the stream (Figure 2). Each spike on the Prattsville gage graph represents a peak in stream flow (and stage) in response to rain storms. Stream level rises (called the "rising limb" of the hydrograph) and falls as the flood recedes (called the "falling (or receding) limb" of the hydrograph). We can analyze long time periods to see seasonal trends or long-term averages for the entire length (period) of gage record. We can see the hydrograph for the gage shows higher flows in fall (hurricane season) compared to winter (water held in ice and snow), and higher flows in spring (snow and ice melt, with rain-on-snow events) compared to summer (drought conditions with vegetation using a lot of water). The highest flows of the year are generally associated with the hurricane season in the fall, followed by winter and spring snowmelt or rain-on-snow events. Overland flow accounts for most of water that causes the sharp peaks in the hydrograph.
Streamflow always rises and peaks following the height of a precipitation event because it takes time for water to hit the ground and run off to the stream (this is known as lag time). Knowing storm timing, we could also calculate lag time for Schoharie Creek at the gage location for particular storms or types of storms, and determine how the stream responds to storms both in timing and flood magnitude and recession. Through analysis of the long-term flow and flood records provided by the USGS, the town, its residents and resource managers can begin to better understand the cause/effect of various precipitation amounts on flooding.
The hydrograph of April, 2005 illustrates the effects of a spring storm on top of snow (Figure 3). The Schoharie rose quickly from the precipitation from a daily average of 411 CFS to 2,290 CFS in 24-hours. The recession took longer than a large summer storm due to the vegetation still being dormant, or just emerging, and the snow pack.
The unique hydrology of the Schoharie Creek has consequences for how the stream corridor should be managed. Flood history and dynamics play a large role in determining the shape, or morphology, of stream channels and the hazards associated with land uses on the banks and in the floodplain. For example, applications for stream disturbance permits (from NYS DEC) typically increase following floods as landowners and municipalities attempt to repair damage caused by flooding. If we want to minimize their impact on property, infrastructure and other damages or inconvenience, it is critical that we understand and plan for flooding behavior. These stream gages offer a glimpse into the historical flows and provide us with an idea of what we may see in coming years.
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COMPASSION, CATASTROPHE, AND CHANGE
John Cairns, Jr.
Department of Biological Sciences, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA
The world is plunging into an energy crisis unlike any before, while geopolitical alliances are shifting quickly and to a degree not seen since the end of the Soviet era, and perhaps not seen since the end of World War II. Richard Heinberg (2006)
Background
Modern society is based on energy, and its recent evolution has been rapid because of cheap, convenient, readily available energy. Energy availability enabled the small-group species of Homo sapiens to change from a few million, spread thinly over the planet, to over 6 billion individuals, mostly in large human artifacts or cities and their suburbs. The energy in an ecosystem available to its biota is one of the most important determiners of carrying capacity. Anthropological evidence shows that humans have been capable of living in a harmonious relationship with natural systems for most of the 160,000 years the species has been on the planet. This relationship does not mean that humans caused no damage; however, the damage has been small and isolated so that ecosystems could recover from it.
However, as Catton (1980) remarks, humans diverted a substantial portion of Earth's life support capacity from supporting other life forms to supporting humans. Moreover, humans have continued to usurp energy since the Agricultural Revolution (which occurred abut 10,000 years ago) so that only a few truly wild systems remain and most of the planet shows some effects of anthropogenic activities. In addition, tools (e.g., bows and arrows, knives) enabled humans to extend their domination over nature, but the tools also changed humans. In an automobile culture, such as the one in the United States, the "tool" actually separates humans from natural systems.
Domestication of wild plants and animals that supported the Agricultural Revolution also gave humans access to energy that was previously less available to them. For example, horses turned grass into transportation or work energy – cattle turned grass into food. However, climate change can result in a reduction in the energy available via these routes.
The process that has enabled humans to produce a 24% ecological overshoot is called drawdown. This process can use either nonrenewable resources, such as fossil fuels, or renewable resources, such as old growth forest or top soil, for which regeneration rates are slow. However, this strategy is not sustainable.
Humankind faces an unprecedented opportunity for both success and failure on a global scale. As Heinberg (2005), Diamond (2005), and Tainter (1988) note, many human societies have expanded their power and complexity to remarkable levels only to decline and revert to simpler forms of social organization. Humankind has used every means available to displace other life forms from the areas they once occupied, divert their resources to human use, and deplete natural capital that has taken many years to accumulate. Now the cheap, easily available, convenient energy that made this scenario possible is declining (Heinberg 2005). Alternative fossil sources of energy are available (e.g., coal), but come at a higher environmental cost. Wind and solar power are appealing, but are not yet widely available. Clearly, profligate energy use is rapidly becoming a relic of the past.
Humans have not shown much compassion for other life forms during the process of dominating the planet. Will compassion for other life forms increase or decrease when the era of cheap energy is over? Some foodstuffs (e.g., corn) can be converted to fuel (e.g., ethanol). Will compassion for other members of the human species place food ahead of fuel while some humans are starving or malnourished? Some catastrophes now seem probable. How will compassion for the suffering be expressed in terms of resource allocation? In short, in an era of rapid change, will the manifestations of compassion from humans be appropriate?
Resource Consumption
Concern is mounting about global warming, peak oil, environmental pollution, species impoverishment, and other trends resulting mostly from human activities. The concerns and trends continue because implementation of strategies that would improve prospects for sustainable use of the planet is minimal. Tipping points cannot be precisely predicted until they have occurred, so scientific uncertainty is being cited extensively as a justification for inaction, just as it was cited for the harmful effects of cigarettes decades earlier. However, disequilibrium of the planet's life support system will almost certainly not be reversible. Unless major changes are made soon in humankind's relationship with the biospheric life support system, catastrophes will occur and hope for leaving a habitable planet for posterity will diminish.
Beginning around 1980, evidence showed that the use of resources by the global economy has outgrown the capacity of natural systems to regenerate them. Almost daily examples of the conflict between demand and supply are in the news media. Worse yet, resources that have taken hundreds of thousands, even millions, of years to accumulate are being consumed in a few centuries. One lesson of history is that the primary indicators of societal decline were ecological, not economic. The ecological overshoot was about 20% in 2002 and appears to be increasing about 1% per year. This situation is not sustainable.
Ecosystem Restoration
Lowering resource consumption to equal the regenerative capacity of natural systems will require monumental management changes of resource extraction and use. Restoring damaged ecosystems will require even more sacrifice, but the health of the economy and the supply of natural capital and the ecosystem services it supplies are closely coupled. Moreover, restoring damaged ecosystems to their pre-damaged condition in an era of ecological disequilibrium will be extremely difficult (Cairns 2006). In fact, anthropogenic climate change and loss of species may make restoration to predisturbance ecological conditions an impossible task. Perhaps humankind should let nature take its course and see what happens. The major risk of this approach is that the new ecosystems will probably not be as beneficial to humans as the ones that were damaged. Worse yet, new ecosystems could be a threat to human society.
Brown (2006) recommends an annual earth restoration budget of US$93 billion. This sum is tiny in view of the amount of restoration needed. At the very least, such a budget would indicate where and under what conditions ecological restoration might meet stated goals. However low the probability is of success, ecological restoration must be attempted, unless failure is virtually certain. Essential to any plan is the determination of which damaged ecosystems are irreversibly damaged, which should recover without restoration efforts, and those for which ecological restoration efforts will make a major difference.
An ecological triage decision would differ from the human medical one in an important respect: ecosystems too damaged to restore to pre-disturbance condition or to recover naturally to that state could be replaced with constructed ecosystems (e.g., Atkinson and Cairns 1993) and created ecosystems (e.g., Atkinson et al. 1993). These naturalistic systems are designed to function under new conditions, and both help accumulate natural capital and provide ecosystem services. These constructed ecosystems will require subsidies and more intensive management, but should increase Earth's carrying capacity appreciably.
Since humankind has typically ignored threats to the biospheric life support system, damaged ecosystems may also be ignored. This scenario is not a good idea since these damaged systems will be colonized by species resistant to human control (called pests). Many pests will emigrate to parts of the surrounding area and probably out-compete and displace many indigenous species, which is not conducive to achieving sustainable use of the planet. If humans have diminished natural capital and the ecosystem services it provides, both must be replaced to whatever degree possible.
These ecological restoration activities are usually accomplished best in a local setting so that citizens can both be part of the effort and protect the improved ecosystem from future damage. This approach is also helpful in developing and demonstrating compassion for other life forms. What a pity that ecological catastrophes are necessary to catalyze these ecologically benign activities.
Compassion for Other Humans
Exponential increases in both human population size and level of affluence have resulted in a global water shortage. Since 1,000 cubic meters (approximately 1,000 tons) of water are necessary to produce a ton of grain, water shortages and food shortages are closely coupled. Populous countries, such as China and India, already have large water deficits, as do Algeria, Egypt, Iran, Mexico, and Pakistan. Their citizens are fellow crew members of Spaceship Earth; surely, political differences can be resolved so that humans can help each other. If human populations are not stabilized, any efforts will be wasted. However, unsustainable practices caused the problem and compassionate help should not allow these practices to continue. Should the United
States be given more cheap oil with the hope that the US Congress will develop a comprehensive, sustainable energy policy or the that drivers of automobiles will use energy efficient vehicles?
Since the beginning of my professional career in 1948, action has been postponed because "technology will save us," reason will prevail and the environmentally damaging practices will cease, politicians will fulfill their promises to protect the environment, and polluting industries will become environmentally sensitive. Instead of improving environmentally, the planet is in a precarious situation that may be irreversible. None of my hopes have been realized; many have been shattered. However, is inaction best? No; however, neither are statements such as "I respect the interdependent web of life if it is not accompanied by major environmental deeds." Even so, what can be done must be done to protect and restore the environment.
Nation-States in Disequilibrium
Schell (2003) notes that global warming cannot be stopped by B-52 bombers (but they contribute to it) or by nuclear proliferation (pp. 353-354). He notes that peace, social justice, and defense of the environment are a cooperative triad pitted against war, economic exploitation, and environmental degradation. Schell also adds that rejecting war is not enough; humankind must now secure survival by suppressing the menace of annihilation. Second, Schell believes in delimiting sovereignty — when power is cooperative, in the domestic sphere at least, it does not have to be indivisible but can be divided among branches of government and localities (or even eco-regions). Schell states that, if such divisions cannot occur in the international sphere, hope for sustainable use of the planet is doomed. The European Union is a good example of what might be accomplished with hybrid arrangements unimaginable if nation-states base their policies on war. Third, the old unity of state, people, and territory would be dissolved (p. 374).
Gottlieb (1993) feels that the basic components of sovereignty (the state and the nation) might possibly be separated. Given the turbulent relationship between ethnic groups, religions, and other special interest groups worldwide, this separation is unlikely, although it has existed, temporarily, in some sovereign nations. The problem is that humans remain a small-group species and are unable to cope with complex, multivariate political structures. Perhaps human resource distribution issues might be resolved more fairly and equitably if political boundaries were replaced by ecological boundaries and the primary political goal was preservation of carrying capacity based on natural capital and the ecosystem services it provides. The people responsible for the diseconomies and catastrophes would then suffer when their ecological life support system is damaged.
Developing Naturalistic Social Norms
In the 21 st century, a rapid evolution of social norms is essential. For cultures such as the United States, in which social norms have been based on a cheap, convenient, readily available source of energy (i.e., petroleum), the rate and degree of change needed will be almost overwhelming. The American automobile culture has let public transportation languish, and urban sprawl has been possible because of the independence automobiles provide. Coal is a possible energy alternative, but it diminishes air quality as well as producing greenhouse gases. Ethanol is an alternative to petroleum products, but may have unattractive input/output energy ratios. Moreover, corn and other foodstuffs are serious contenders as sources of ethanol. Since most of the planet's arable land is already in use, an "eat or drive" situation could easily develop, especially if climate change (e.g., rainfall patterns, temperatures) diminishes present agricultural productivity. If climate change occurs more rapidly than predicted, as it is in some parts of the world, the consequences will probably be catastrophic. If foodstuffs, such as corn, are diverted to alcohol production for automobiles, the increased demand could force prices well beyond the means of poor and middle-class people. If climate change diminishes the production of corn and other foodstuffs that can be converted to alcohol, prices could soar even more. At present, over a billion people are not adequately nourished, and the additional 3 billion more people who are projected to be added in the 21 st century will exacerbate this troubling situation.
If compassion for the poor exists, something should be done to improve their condition. Since most of the population growth is expected in third-world countries, population stabilization at a level compatible with regional carrying capacity is an obvious solution, which means intruding on individual freedom to have large numbers of children. This intrusion would be distasteful to many people. On the other hand, in natural systems, species that exceed the regional carrying capacity simply lose large numbers of individuals to death, starvation, and disease. If humankind is unable to develop social norms that protect the biospheric life support system, should disease, starvation, and death be permitted to limit human population size as they do for other species? In the Pacific arena of World War II, the very heavy casualties resulting from capturing Iwo Jima were considered justified because they saved the lives of so many B-29 bomber crews whose damaged aircrafts would otherwise have been lost at sea. Should the same reasoning be used to protect the biospheric life support system that is essential to a habitable planet for posterity? Should this reasoning be used when the long-term carrying capacity of the planet has been exceeded?
Biospheric Life Support Systems
One colleague correctly pointed out that there is yet no robust evidence that the biospheric life support system is in disequilibrium; however, no robust evidence indicates that its health and integrity have not been impaired. The consequences of the biospheric life support system ceasing to maintain conditions so favorable to humankind are so appalling that precautionary measures to avoid stressing the biospheric life support system beyond its tipping point are prudent. Paleontological evidence indicates that evolutionary processes eventually restored biological diversity in the past, but not the species that became extinct. Post-disequilibrium conditions may not be as favorable to humans as those at present. From a homocentric viewpoint, precautionary measures are justified even though the precise tipping point of the present biospheric life support system is not known. This tipping point can be determined by continuing present unsustainable practices; however, when the biospheric life support system is in disequilibrium, how will this new knowledge benefit humankind? Evolutionary processes will almost certainly persist (until the sun dies), but individual species, such as Homo sapiens, may well suffer major loss of life or even become extinct. Compassion for the other life forms that constitute the present biospheric life support system is a matter of enlightened self interest, as well as an indication of compassion for posterity.
The Limits of Compassion
The daily news is a constant reminder that catastrophes occur continuously, even though, fortunately, most are regional rather than global. Responding to each in a meaningful way would produce an emotional overload in most people. In fact, many people studiously avoid the bad news and only welcome the good news. Of course, denial of or avoidance of problems usually results in delaying the solution of the problem. However, so does taking on too many problems at once so that none gets the attention needed for solution.
With an exponentially increasing human population, increasing ecological overshoot, global warming, and other types of climate change; peak oil; and inadequate supplies of fresh water, exceeding a number of ecological and societal tipping points in the 21 st century would not be astonishing. Since the exact location of these tipping points will not be known until they have been passed, each catastrophe will be a surprise. Of course, if an urgent, major global effort were made to first arrest and then reverse these unsustainable trends (remembering ecological overshoot), these thoughts could be dismissed as idle speculation. However, no credible signs indicate that this trend is happening at the global level. Worse yet, so little has been done that even inadequate measures may look good to the general public and, thus, delay effective remedial action. Some illustrative questions related to these issues follow.
1. Will compassion for the biospheric life support system be adequate to ensure its health and integrity so that conditions favor Homo sapiens?
2. Can humans adapt to rapidly changing social and ecological conditions so that species survival is likely?
3. Will humankind have sufficient compassion for posterity to withhold aid to populations that persist in having social norms that are unsustainable?
4. Will resource wars, both military and economic, be the primary determinant of allocation of finite resources on a finite planet?
5. Will resources be used sustainably?
In natural systems, finite resource problems are "solved" in ways repugnant to most humans — mass deaths, starvation, disease, etc. Since humankind credits itself with intelligence, creativity, and compassion, one might reasonably expect more from this species than a 24% ecological overshoot, exponential population growth, excessive anthropogenic greenhouse gases, and resource wars. The basic question is not how to meet human "needs" and expectations, but how to live sustainably so that the biospheric life support system continues to maintain conditions that are so favorable to humans. Otherwise, humans will become a transient species like those that preceded it over billions of years.
Acknowledgments. I am indebted to Karen Cairns for transcribing from the handwritten draft and to Darla Donald for editorial assistance.
LITERATURE CITED
Atkinson, R. B. and J. Cairns, Jr. 1993. Constructed wetlands and reclamation. Virginia Mining Journal 6(4):4-6.
Atkinson, R. B., J. E. Perry, E. P. Smith and J. Cairns, Jr. 1993. Use of created wetland delineation and weighted averages as a component of assessment. Wetlands 13(3):185-193.
Brown, L. R. 2006. Plan B 2.0: Restoring a Planet under Stress and a Civilization in Trouble. W. W. Norton, London, United Kingdom.
Cairns, J., Jr. 2006. Ecological restoration in an era of ecological disequilibrium. Asian Journal of Experimental Science 20(1):1-6.
Catton, W. 1980. Overshoot: The Ecological Basis of Revolutionary Change. University of Illinois Press, Urbana-Champaign, IL.
Diamond, J. 2005. Collapse: How Societies Choose to Fail or Succeed. Viking Penguin, New York.
Gottlieb, G. 1993. Nation Against State. Council on Foreign Relations, New York.
Heinberg, R. 2005. The Party's Over: Oil War and the Fate of Industrial Societies, 2 nd ed. New Society Publishers, Gabriola Island, Canada.
Heinberg, R. 2006. Energy geopolitics 2006. Energy Bulletin 25May http://www.energybulletin.net/16393.html Schell, J. 2003. The Unconquerable World. Metropolitan Books, Henry Holt & Co., New York.
Tainter, J. 1988. The Collapse of Complex Societies. Cambridge University Press, Cambridge, UK.
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Mining for Gold
A Bright Vision and Exploration into the Essential Nature and Purpose of the Bhikkhuni Sangha in the Ancient Texts and Lives of the Noble Ones and Brought to Life through Living the Pure and Perfected Holy Life in the Modern World
by Ayya Tathaaloka Bhikkhuni
Introduction
When meditating on this paper before beginning it, I set my intentions for the fulfillment of the purpose of the Buddha's Sasana—our freedom from suffering and the welfare of all living beings. The nimitta, or image, that came to mind was of sara—the heartwood, or essence.
I remembered my own inspiration to undertake bhikkhuni life came when reading this phrase in the Pali Text Society's translation of the Bhikkhuni Vibhanga: "A bhikkhuni is essential." 1 The Buddha's teaching analogies of heartwood 2 and refining gold 3 are lamps that illustrate the meaning and goal as well as the means of the practice. Consulting with an elder Mahathera mentor of mine in the Bhikkhu Sangha on what would be useful to present to the First Global Congress on Buddhist Women, he repeated three times: "mining for gold." 4 Thus, the title and theme of this paper appeared.
In later reflection, I realized that "Sara" (aka Tessara or Devasara) was also the name of the Sri Lankan bhikkhuni venerable whose service to the Sangha in her fifth century CE trip to China with her peers, recorded both in China and Sri Lanka, has been somehow energetically key in bringing the whole issue of the viability of the original bhikkhuni lineage to life. This paper thus also serves as a tribute to Ayya Sara, to Sanghamitta, and to all the great beings back to the most noble, the Buddha himself, who have served as Dhammadutas, "Dhamma messengers" preserving the Dhamma and the Sangha to this day.
Heartwood and Refining Gold
The Ancient Analogies
Like mining for gold, we begin with a look into passages of the Dhamma-Vinaya texts of the Pali Canon that have inspired a number of modern Western women to adopt the Bhikkhuni Vinaya and undertake the full and complete living of the holy life, contributing to the contemporary development of a Theravadan Bhikkhuni Sangha in North America.
Purpose and Intention in Going Forth
First, I would like to bring forth and affirm the essence of our inspiration, faith, and motivation in going forth into homelessness in this Teaching and Discipline.
"Lord, if women were to go forth from the home life into homelessness in the Tathagata's Dhamma-Vinaya, would they be able to realize the fruit of stream-entry, once-returning, non-returning, or arahantship?"
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"Yes, Ananda, they would. . . ." (Culavagga)
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When questioned as to the fundamentals of his Teaching and his Sasana, the Blessed One is said to have answered that he taught only one thing: suffering and the end of suffering, for men and women, human and nonhuman beings. The teaching, divided into path and fruits, has but one taste, the taste of freedom, of liberation. The question here today, as in the time of the Buddha, is whether the going forth of women in the Blessed One's Dhamma-Vinaya, bhikkhuni ordination, will enable this noble purpose. The Buddha's answer is clearly affirmative. This is the basis of our intent.
The entire Doctrine and Discipline, both Dhamma and Vinaya, revolve around and are rightly meant to be skillful means and a practical path to facilitate this one essential purpose. This has been described as the overarching operating principle of the Buddha's Sasana, of his Dhamma, and of his Sangha. We keep the Buddha's intention when we use Dhamma and Vinaya in this way: for facilitating, supporting, and empowering the liberation of women, of men, and of all living beings.
I feel it is important, when coming together as Sangha, to remember and reflect upon this most basic and essential truth, and to affirmatively commit and dedicate our thoughts, words, and deeds to remaining true to this purpose. If we stray from this, we stray from the Path.
Ordination Options
In studying Buddhist history, Indian society appears to have been highly patriarchal in the Buddha's time. Nonetheless, although according to Brahmanical social conventions the Blessed One might have easily had the option to ordain his female disciples as white-robed laywomen devotees with eight precepts or as perpetual novices who lived and practiced by gaining merit in service to the Bhikkhu Sangha, he did not choose to do so. Nor did he, in the Theravadan texts, ever recommend that women seek rebirth as men. 5 , 6 Although the Pali texts do record instances of men being reborn as women and subsequently gaining enlightenment (one example being Mahapajapati Gotami), stories of women being reborn as men and gaining enlightenment do not appear. In fact, in both the Jataka tales and the Theri- and Thera-gathas of the Pali Canon, rebirth in a different gender seems to be quite rare and in several other non-Pali textual renditions, entirely absent. Tellingly, the Blessed One's direction to the aspiring women who had gone forth, as recorded in the Pali texts, was:
"Gotami, as the bhikkhus train themselves, so should you train yourselves." 7 (Culavagga)
Historians have placed the foundation of the Bhikkhuni Sangha, according to the story of the ordination of Mahapajapati Gotami excerpted above, at six years following the Buddha's first teaching. 8 The formation of the first precept of the Vinaya, the explication of which is excerpted directly below, is generally said in Theravadan Buddhist teaching to be dated twenty years after the Enlightenment.
In the Pali Vinaya's Sutta Vibhanga, the very first precept's definition of a bhikkhuni (or a bhikkhu) lists the various constituent factors that make one a Buddhist monastic, beginning with the name, form, and livelihood of a mendicant, that is, "she is called a bhikkhuni because she is a samana who wears patchwork robes and lives dependent upon alms." Then, amongst the early types of ordination listed, we find the ehi bhikkhuni 9 , the bhikkhunis ordained by the "come bhikkhuni" ordination, and the tihi saranagamanehi bhikkhuni, the bhikkhunis ordained through going for the three refuges. Next we find the bhadra bhikkhunis and sara bhikkhunis, those bhikkhunis who are "excellent" and who are "essential" (who have realized the essence or the heartwood). There are those still in "training," the sekha bhikkhunis; and those "beyond training," the asekha bhikkhunis. At the end, we find the final form of ordination for bhikkhunis in the Buddha's lifetime: the bhikkhunis who are such by having been "ordained by both Sanghas in unison through the unshakable and fully valid act of a motion with three pronouncements."
The Buddha himself affirmed that his Sasana of four assemblies became complete with the establishment of the Bhikkhuni Sangha, as it has also been for the Buddhas of the past. As affirmed by thousands of Buddhist monks around the world each day reciting the Ratana Sutta to empower their paritta blessing chants and inspire their meditations: Idam pi Sanghe ratanam panitam; etena saccena suvatthi hotu: "In the Sangha is this precious jewel; by this truth may there be well-being."
The forms of ordination above are distinctive and important, showing that both the Buddha himself and the Sangha as guided by him, used flexibility in method under varying circumstances. 10 Ordained by whatever valid method, it is the sara bhikkhus and sara bhikkhunis that are these essential jewels above; this treasure, the unsurpassed field of merit for the world.
For more than twenty-five centuries the monastic Sangha that has been the keeper of this essence— the practitioners, the knowers, and the teachers of the pith, the heart of the Buddha's teaching and enlightenment, Unborn and Undying. Although there are many elements, the gold is still radiant and discernable. The majority of the Western Buddhist monastics that I know, myself included, were in fact inspired to monastic life by the forth devaduta or "divine messenger," the vision of an inspiring monastic.
With the spread of the lay women's liberation movement in our modern world, even if there had never been bhikkhuni Arahantas, nor verses of the Therigatha in which women sing their songs of freedom, nor any greatest woman disciples of the Buddha, nor affirmations from the Buddha himself of his Sasana being complete with bhikkhunis, still women of today might aspire to ordain, as in other faith traditions. But Buddhism, from its beginnings, is not such a bereft tradition 11 .
It has been said that women do not become religious leaders in a vacuum, but rather in a cultural context that supports their achievement. Truly, as the Buddha taught, nothing happens without cause and supportive conditions. The present existence of great bhikkhunis and great bhikkhus, north and south, east and west, together with reflection upon the great enlightened ones of old, may be just such a context for bringing forth great faith, great resolve and enlightened Sangha members. The supreme and most fertile ground for cultivation has not yet disappeared from this earth, but remains in our human hearts and bodies—both men and women—awaiting good conditions, watering, nourishing, and cultivation.
Sanghanussati: Receiving the Lineage
In my time training with the Bhikkhuni Sangha in South Korea, as part of our thrice-daily chanting, we recollected and chanted our homage to the "Ten Great Disciples" 12 as Sanghanussati, the meditation known as "Recollection of the Sangha." In fact the Buddha himself recommended that his monastics practice such Sanghanussati daily. Research into the identity of the ten great disciples led me to discover that at one point in the Buddha's teaching career, when questioned as to the efficacy of his Sasana, he affirmed having more than five hundred Arahant bhikkhu disciples and five hundred Arahant bhikkhuni disciples. The stories of 102 enlightened bhikkhunis may still be found in twenty places in the Pali Canon, in the Bhikkhuni Samyutta, in the Apadana, in the Suttas themselves, and in the collection known as the Therigatha.
Among these stories, as varied as the Buddha's expedient means, we find mention of anywhere from two to eighty great disciples, of ten great bhikkhus and ten great bhikkhunis, and of the Ten Great Disciples—five of them bhikkhus: Sariputta, Maha Moggallana, Maha Kassapa, Ananda, and Upali; and five of them bhikkhunis: Khema, Uppalavanna, Kisagotami, Dhammadinna, and Patacara—all of them praised for their exemplary cultivation and realization. Of these ten, Sariputta Thera and Khema Theri were known for their wisdom, Maha Moggalana Thera and Uppalavanna Theri for their supernormal powers, Maha Kassapa Thera and Kisagotami Theri for their asceticism, Ananda Thera and Dhammadinna Theri for their exposition of the Dhamma, and Upali Thera and Patacara Theri for their knowledge of the Vinaya. Arahanta Bhikkhuni Dhammadinna was one of the rare and special persons of whom the Buddha himself spoke of her words and teaching as buddhavacana; a "Buddha's words" or "speech of an Awakened One," equating her words with his own. The venerable ones Mahapajapati Gotami, Patacara and Anoja Theri are also recorded as each having followings of five hundred (the language of the suttas for a very large number) of their own enlightened disciples.
The Buddha especially recommended two bhikkhunis as examples for all to look to and emulate, the standard by which a bhikkhuni may evaluate herself, the venerable ones Khema and Uppalavanna. In the early days, Ayyas Khema and Uppalavanna shared the leadership of the Bhikkhuni Sangha. While Khema was known for her great wisdom, Uppalavanna was known for her psychic powers. Uppalavanna is also remembered, along with Mahapajapati, Patacara, Dhammadinna, and Thullananda, as one of the first bhikkhunis authorized by the Buddha to confer bhikkhuni ordination. The good word of the revered Khema was that she was "wise, competent, intelligent, learned, a splendid speaker and ingenious," causing even the great King Pasenadi of Kosala to come to meet her and pay his homage to her.
To end all doubts 13 , finally we find in the Mahaparinibbana Sutta that near the end of his life, the Buddha revealed that from the very beginning of his Dispensation, he had determined to not pass into Parinibbana until his Four-fold Sangha had been fully established— with not only bhikkhus, lay men and lay women, but with bhikkhunis as well:
"And the Blessed Lord has said: 'I will not take Final Nibbana until I have bhikkhunis, female disciples, who are accomplished, trained, skilled, learned, knowers of the Dhamma, correctly trained and walking the Path of the Dhamma, who will pass on what they have gained from their teacher, teach it, declare it, establish it, expound it, analyze it, make it clear; till they shall be able by means of the Dhamma to refute false teachings that have arisen, and teach the Dhamma of wondrous effect.'" (Digha Nikaya 16)
And in case any doubt remained, in Mahavagga III, amongst the allowances for a bhikkhu leaving his vassa boundary for up to seven days, we learn that the ordination is so important and urgent that, for the sake of ordaining a woman as a sikkhamana or even as a samaneri (novice), if no bhikkhuni is available to conduct the ordination a bhikkhu not only may but should, as his affirmative duty, leave his site of retreat to do so. 14 This required him to travel by foot through sodden territory during the monsoons. Contrary to the words of some popular modern teachers who say that being ordained (or not) for women just does not matter, 15 this passage speaks enormously to the great respect and great importance given to each level of ordination (being given as soon as possible!) and the living of the monastic life as the Buddha taught it, in its completeness and purity, in both essence and convention, for the complete ending of all suffering.
It is said that virtuous thoughts arise rarely and transitorily in the world, like a flash of lightning in the dark of night. How important the above Vinaya injunction makes it seem to take full and expedient advantage of the precious opportunity we have in human birth and the still more precious aspiration to bodhi when it arises.
As the Buddha said to Sundari Theri:
"Then welcome to you, good lady; you are not unwelcome. For in this way the tamed come, to pay homage to the Master's feet. Free of desire, unfettered, their task done, without taints." (Therigatha)
The Recollection of the Ten Great Bhikkhuni Disciples is as follows: Khema of Great Wisdom; Uppalavanna, Foremost in Psychic Power; Kisagotami, Foremost in Asceticism; Dhammadina, Foremost in Exposition of the Dhamma; Patacara, Preserver of the Vinaya; Bhadda Kundalakesu, First in Speed to Gain Nibbana; Sundari Nanda, Foremost in Meditation; Sakula, Foremost of those with the Divine Eye; Bhadda Kapilani, Foremost in Recollecting Past Lives; and Sona, Foremost in Valiant Effort.
The Real Living of the Holy Life: Essence and Convention
In Comparison 16
I have spent extended periods of time living as a monastic in South Korea, where there is a thriving, strong, and long-established Bhikkhuni Sangha, as well as with Thai Buddhists (both in America and Thailand) where the tradition of full ordination for women has lapsed (and is often mistakenly said to have never existed 17 ). In Thai Buddhism it has been replaced by an organic tradition of maechees, white-robed female ascetics with the eight precepts, and a very few bhikkhunis, mostly ordained abroad in recent years. Here I would like to compare my experience of these two traditions from the internal perspective of a woman living the holy life, giving consideration to the primary emphasis of the Buddhasasana—that is, to the conditions institutionalized within these Sanghas and whether they engender and perpetuate suffering and the unwholesome or perpetuate values spoken of as wholesome and liberating.
When I was preparing to leave India in robes nearly two decades ago, tickets were offered to either Bangkok or Hong Kong. I was warned that the situation for women in Thailand was difficult, and although the men were well-supported in monastic life (there were many truly inspiring masters) the women were not ordained and had no structural support for the holy life within the Sangha. I was told that I would have to fend for myself and "good luck!"
because I would need to support myself, both morally and materially. This was the rumor and the reputation—often experienced, well-known.
On the other hand, I heard that in Northern Asia, the ancient Bhikkhuni Sangha still flourished and that there were opportunities for training and education, for ordination, and for meditation and teaching. The situation in South Korea was then praised as most genderequal and supportive, with full training and a strong and ancient mountain-forest meditation tradition. A traveler I met spoke of seeing a great bhikkhuni lecturing in the capital on the high seat at the main temple of the country's prevalent monastic order at Jogye-sa in Seoul. (Only a decade later did I learn that she was the very same woman who was to become my bhikkhuni teacher.) Considering rumors of the high casualty and disappointment rate for ordained but unsupported Western women in Buddhist traditions without Sanghas for women, and the call for research into the great and still-existing bhikkhuni lineages, I chose to go north.
Korean Bhikkhuni Sangha
I would like to emphasize that my northbound decision at that time had nothing to do with sectarian preference for any particular Dhamma lineage or tradition. Rather it was guided by practicality and fueled by a typically strong Western Buddhist faith in meditation, coupled with a strong energetic determination to seek out and realize the heart of the way.
In South Korea, my inspiration was furthered to find ancient mountain-forest monasteries dedicated to meditation, Dhamma study, and monastic life training with strong, steady, cleareyed bhikkhunis, well-educated, trained, supported, and deeply dedicated to realization of the Buddha's Path. There was a sense of it being a very old tradition carried on from antiquity, with its heart still very much alive in the modern world, particularly in the meditation traditions. Many women entered the Sangha in their twenties, inspired to come into and be purified and dyed by the waters of the monastic community for life. Wise women, elder teachers in the Sangha, were revered and treasured. There was a deep love and appreciation for the treasure of monastic community, and for the great potential and preciousness of the rightly motivated beginning aspirant's mind. There was full support, in friendship and encouragement as well as in education and requisites. It was naturally assumed that after preparatory training, I and my fellow samaneris would go for full bhikkhuni ordination. After all, that is just the way of the Sangha.
Protected by the greatness of the vehicle created by my elder bhikkhuni teacher, her peers, and the Bhikkhuni Sangha itself, I rarely felt a tinge of the shadow of Confucian ethics towards women in Chinese-influenced society (as in a story I was told: a husband might walk first down a path, her son second, the ox third, and then the woman behind). Rarely, I came across bhikkhunis whose main practice was repentance for the sin of their womanly birth and who dedicated the merit of their practice for the sake of being reborn as a man, finding ostensible justification for such attitudes in a very small number of the many Mahayana texts on either the Bodhisattva Path (one in which, contrary to other texts, a being must incarnate as male as a prerequisite for bodhisattva-hood) or the Pure Land (which recommend aspiring towards reincarnation in the woman-free Western paradise of Sukhavati). Occasionally, I encountered a sense of the bhikkhunis being more humble or having to try harder to earn the same respect afforded bhikkhus. Sometimes the sense of less popularity, glamour, or support (particularly for those who spent a great deal of retreat time in meditation monasteries) came together with a sense of relief and gladness (even pride!) in simplicity and renunciation, as it was well-known that great support and great fame can potentially be a corrupting influence or a downfall, destroying the purity of one's aspirations to relinquish all worldly snares for the freedom of bodhi.
Reclamation of an Ancient Tradition
When I began to learn more of the Korean and Sino-Korean languages and history, it was my great surprise to learn that my bhikkhuni teacher's 1,600-year-old Shilla Dynasty period monastery had, until fifty years prior, been all but destroyed during the Korean War. This was the case for the majority of monasteries; the ones turned over to the Bhikkhuni Sangha had often been the most devastated. The trees of our beautiful forest, cut down during the Korean War to prevent communists from hiding, had almost all been replanted. As there is a deep symbolic connection in the culture of the mountain-forest meditation traditions between the individual trees of the forest with the individual members of the Sangha and the monastic community, seeing the regrowth of the forest was an awakening to the reality of the situation and to the possibilities that exist. Although the fully ordained Sangha is now more than twenty-thousand strong (almost half bhikkhunis), I learned that less than 200 bhikkhunis and less than 100 bhikkhus had survived Japanese occupation and the following Korean War. The great history, great sense of tradition, faith, energy, and courage that sprang forth from the ashes and blossomed again, has all been reclaimed from charred and broken ruins with the incredible dedication, energy, and vision of a small number of monastics, male and female 18 . For this I deeply appreciate and bow down to my Korean Bhikkhuni Eun-sa, Myeong Seong Sunim, her peers, and her own ordination masters, especially the Venerable Bhikkhu Ja Un Sunim who traveled abroad to reordain in Sri Lanka in order to bring back and reestablish the ordination lineage as National Upajjhaya (Skt: Upadhyaya). I understand there will be more in other papers herein on this and related subjects.
Coming Together: The Bridge
After novice ordination, at my Korean bhikkhuni teacher's direction, I traveled to the Lotus Lantern International Buddhist Center in Seoul, then led by the late Won Myeong Sunim
(Bhikkhu Asanga) and Bhiksuni Mujin Sunim. There my sense of appreciation for various traditions of Buddhism was reawakened and reaffirmed. An appreciation developed for the monastics of the Sri Lankan and Thai forest traditions. I was to encounter the monastics of this latter tradition upon my subsequent return to America, where the Abhayagiri Forest Monastery of northern California was just being founded. With a moral idealism common to Americans, I was greatly heartened to find Monastic Sangha practicing the Vinaya as well as the Dhamma fully. This tradition seemed to be very supportive and affirming of such integrity.
These were the beginnings of the bridging of a gap, which I was warmly welcomed to cross, in the spirit of Sangha and harmonious openness and exchange. Such attitudes and behaviors were also encouraged by the multi-traditional Western Buddhist Monastic Conferences, 19 then held yearly in California. I was further encouraged by my late Bhikkhu Upajjhaya, Bhante Havanpola Ratanasara Sangha Nayaka Thero, who, for the two weeks preceding our full ordination, enjoined us regularly from his sickbed "to look upon one another as one global Sangha, live in harmony, and always return to the heart of the Buddha's teaching, for the welfare of gods and humans." In this spirit, meeting "the Ajahns" through our local area's multi-denominational Buddhist Council of Northern California, I also developed a close relationship with our neighboring ethnic Thai Buddhist monastic community. After finishing a three-year retreat, this led to my accepting their friendly invitation to travel to Thailand to visit the famed meditation monasteries and participate in a tudong 20 walk through the northeast, a longtime dream and life-changing experience.
Thai Sangha and Maechees
In my contact with the Thai Bhikkhu Sangha, I found many commonalities with the Koreans, in both the meditation and educational traditions. Thai Buddhism has many strong and beautiful aspects, which I greatly appreciate and have benefited tremendously from. The situation for women in monastic life, however, was radically (and for me shockingly) different than in Korea. As this is well-known and will be presented in detail in other papers, I will summarize my observations and considerations and focus on key points.
Although history would indicate that there have been both bhikkhunis and samaneris in Thailand in the past, from the time of the Ashokan missions of Arahantas Sona and Uttara to Suvannabhumi, up until the Ayutthaya Period, and even into the twentieth century in the north, there is little or no public knowledge nor a sense of connectedness to this distant and more recent past. 21 For the sake of harmony, I have been told that even the Chinese Mahayana traditions in Thailand voluntarily gave up fully ordaining women after a law was passed making it illegal for the Theravadans to do so in 1928 (2472 BE). 22 Despite the interSangha connections with Sri Lanka between the Lanka-vamsa and Siam-Nikaya, there is no popular Thai history of the great and long-lasting Sri Lankan Bhikkhuni Sangha taught to
school children in their classes on Buddhism. 23 Rather, students have been educated to believe that "the Bhikkhuni Sangha died out in India 500 years after its inception, just as the Lord Buddha predicted it would" without ever reaching beyond the bounds of India. 24 According to the Manu-dharma Shastra, tenants of the type of Brahmanism that is still deeply ingrained in Thai culture, birth as a woman may be seen as lowly, inferior, and defiled in many ways. Merit making for women is encouraged, so that a woman might be reborn as a man to be able then to leave home and practice the holy life in the Monastic Sangha. Sons are encouraged to ordain partly in order to gratuitously dedicate merit to their parents, particularly their mothers, as women may not ordain and be considered true fields of merit themselves.
Still, with great faith in Buddhism and a strong renunciate vein in the culture, many women undertake temporary monastic-style retreats, donning white and receiving the eight precepts, particularly on the Lunar Quarter Holy Days. Others leave home, cut off their hair, and don the long white robe of the maechee, or "mother recluse," to live a simple and impoverished life of renunciation for some period of time, or even their entire lives. Because there is no women's Sangha to train and support them, maechees generally must be self-supporting and often live making merit in service to and dependent upon the Bhikkhu Sangha. Still, less than half of bhikkhu temples have lodgings for such nuns, as nun's co-lodging is somewhat mistrusted, and the number of independent samnaks or institutions for maechees is very few. The last records I have seen indicated more than 300,000 bhikkhus and samaneras and around 15,000 maechees. 25 The government offers no official recognition or support for maechees as monastics, as is offered for the Bhikkhu Sangha and male novices. 26 Although there are individual maechees who are honored and respected for their attainments in meditation, their teaching, and their saintly service, in general the social status of the maechee is ambiguous. It may even be considered lower than that of laypeople, since they give up the honor of their status in their lay roles in family, education, and work. The maechees have been publicly called the "white-shadow" by one popular Buddhist artist for their dark aspect in the culture. Again, since they are not ordained Phra (Pali: "vara") signifying "holiness" or "excellence," they are not considered sanctified in the same way that bhikkhus are from the very moment of their ordination. With little or no training, education, or social and community support, either moral or material, their situation is far different than that of their northern bhikkhuni sisters.
Essence and Convention: Humility, Honor, and Tragedy
Although modern Thai women are moving into all fields of a Westernized society with full education and career work, in Thai Buddhism nuns are taught to be humble and unassuming. They are not encouraged to raise, affirm, or assert themselves, but rather may even try to be invisible in order to not cause conflict and to have the precious opportunity of freedom to practice. When questioned, commonly recited Buddhist teachings such as the Karaniya Metta Sutta are cited to affirm that: "those who are skilled in goodness and wish to
break through to the path of peace should be humble and not conceited (obedient, gentle and humble), contented and easily satisfied, modest and with no greed for supporters." Thus, for those women with deep sincerity in this practice of effacement, their spiritual path is righteous.
Although affirming the truth of the virtue of the teaching above, in the Mangala Sutta we find its balancing aspect: "Puja ca pujaniyanam, etam mangalam uttamam," "honoring those worthy of honor" is taught by the Buddha as one of "the highest blessings." This is practiced both within the Bhikkhu Sangha and within the Buddhist lay community. It is here that I feel grave concern. We are taught to have hiri-ottapa, "moral shame and dread," for not respecting worthy ones, which in classical Buddhist teaching may be one of the causes of falling into hell or lower rebirths. This is the logic in Buddhist Thai society for taking sincere care in honoring the Bhikkhu Sangha. For those (we may not know whom) who have removed the triple hook of greed, hatred, and delusion and realized the Path and its fruits are considered to be most worthy of honor and "the Sangha, the most fertile ground for cultivation." Some of the greatest of contemporary male Thai masters have both publicly and privately affirmed that there are women amongst their maechee and even upasika disciples and contemporaries who have realized saintly attainments on the Path and its fruits. Despite the fact that Thai society is more than ninety percent Buddhist, the law requires the king to be Buddhist, and Buddhist establishments are well-supported by both royalty and government, there is no social system for honoring and supporting such holy women.
Sattam sabyanjanam kevala-paripunnam parisuddham brahma-cariyam pakasesi:
The Buddha spoke of "essence and convention uniquely coming together in the completeness and purity of the holy life he expounded" as one of the hallmarks of his Sasana. However, in the example of the Thai maechees, these two factors of essence and convention may radically diverge. This divergence and imbalance is felt by many, both in Thailand and around the world, as stressful, concerning, problematic, and fraught with suffering (i.e., dukkha), for which many in the world feel sadness. It mars our sense of the nobleness of Buddhism. It does not seem to be for the happiness and welfare of many. Like bodhi trees that grow up through the cracks on busy city streets with buses whizzing overhead, in modern Thai society, such noble women remain at risk. They are the rare exceptions, largely unrecognized and unhonored. And the risk is not so much their own, as a loss of opportunity for the whole society. It is the loss of opportunity for those with social power who may be karmically involved with making decisions that perpetuate this situation. A field of merit is easily missed due to lack of attention if it is unmarked or mismarked, unseen, and denied viability and sustenance. 27 Due to the harshness of the conditions, these eminent women spoken of by the great Masters are rarely encouraged or able to grow fully, to noble stature, like the "great trees" praised by the Blessed Lord Buddha himself in his early Sangha, 28 and those in the contemporary Bhikkhuni Sangha in other parts of the world. It is a great loss for those who love merit-making. Again I am reminded of the Buddha's words in the Dhammapada: "Whoever harms a harmless person, one pure and guiltless, upon that very fool the evil recoils like a fine dust thrown against the wind." When such harmful
attitudes are socially institutionalized as "Buddhism," it is my compassionate concern that this may not only be a great loss, but a great tragedy.
Bhikkhunis in Thailand
There are a small number of brave women in Thailand ordained as bhikkhunis and samaneris. These monastics are both Thai and foreign-born, most ordained in the past five years either in Thailand or abroad (mostly in Sri Lanka). My experience with these bhikkhunis is of something that might be described as a "peace warrior." They have strong faith in the Buddha's teaching and the value of the ordained monastic life and strong determination to live it in the face of prevalent social winds to the contrary. Still, their sila may pervade, even against the wind. For this I must commend them. They are challenged regularly by both laity and monastic Sangha—mentally, verbally, and sometimes even physically. Many have stories of arrest, questioning, detention. They are determined to respond peaceably within their monastic vocation. I imagine their paramis becoming incredibly strong. Some of them have not been able to maintain their monastic life in bhikkhuni or samaneri form; but there are those, with the necessary mental skills and strength, who have.
In my own experience as a bhikkhuni in Thailand, I found that in the capital city of Bangkok there was far more media-produced controversy and more extremely polar views, both positive and negative, than anywhere else. As there regularly are in cities, there were politics. To my relief, in the countryside people seemed more simple and natural in their responses, displaying curiosity and respect for the monastic livelihood and the robe. Everywhere I went in the countryside, lay women and maechees expressed an interest in the possibility of going forth in the monastic life. 29 Although the male monks around me assured me that I could grant them at least novice ordination if I wished, and that robes, almsfood, and lodgings were available and offered, I performed no ordinations. At that time, it seemed irresponsible, both socially and practically, as well as according to Vinaya, to give ordination without being able to also commit to offering ongoing training and moral support. Now, having studied the Dhamma and Vinaya more deeply, with contemplation of several of the points written above, 30 my thoughts have changed and evolved.
Everywhere we went, prevalent social misunderstandings that have arisen in Thai society related to having only a one-sided Sangha were overturned. Many times, women would hand something to their menfolk to hand to me, believing that a woman might not even indirectly touch a bhikkhuni just as she might not with a bhikkhu. This was not understood as due to being the opposite gender (which it is), but enculturated as being due to inferior or unclean womanliness. As ideas proliferate, people then also connect this custom with ideas that women may not earn merit themselves, but that it must be done for them through their male relatives. It was heartening to see this misunderstanding righted, since in Thai culture it is men that a bhikkhuni should not have contact with. For most of the men and women I met, this was a new experience. 31 Again and again, this very simple matter proved a great
opening, unbinding, and relief; a long-held false view righted by such a simple gesture and explanation. For the majority of the women, it was the first time that they had ever been able to make the direct, hand-to-hand offering so praised by the Buddha. A whole world of dogma is crushed in a moment, a whole world of possibility opened. This is but one example of many such beautiful and freeing occurrences.
Communion
Let us turn to a similar type of occurrence as above but in a different context—across the Mekong River, the East China Sea and into the wilderness, to the foot of the Leaping Tiger Mountain in a peaceful valley surrounded by mountain forest.
For many of my bhikkhuni and samaneri friends from the Tibetan and Theravadan traditions who visited me during my time at Un Mun Sa, my bhikkhuni teacher's monastery in South Korea, there was a deep and profound impression made while being there; a sense of inheriting our lineage or birthright within the noble birth of the monastic Sangha. It is a great place, and offers a pure and beautiful vision of what we are capable of as women in the Buddha's Sasana when we are well-affirmed and nurtured with supportive conditions. Some female monastic friends said that they could feel that "this" also belonged to them as part of the greater Buddhist Community, and seeing it for themselves was tremendously heartening: an inspiration and great encouragement. I cannot overstate how important, supportive, and beneficial it is to have and make such opportunities available. As Buddhist women and human beings, this is our birthright. The gate to the Deathless is open and, as the Awakened One's daughters and sons "born of his mouth" we should all be welcomed to receive our full inheritance in the Dhamma and Vinaya the Buddha has left us.
This spirit is not dead within the Bhikkhu Sangha. Both in Thailand and South Korea, I met many monastics who had, following the wandering pilgrim ways of the monks of old, traveled abroad to foreign lands to further their study and practice of the Buddha's Dhamma. Within the Bhikkhu Sangha, I observed a broad welcoming of such foreign inquirers and way-seekers, their sense of brotherhood and community transcending ethnic and cultural divisions. Sri Lankan monks in Korea study and meditate together, sharing the warm ondol floors side by side with their Korean brethren. Korean monks in Burma, Thailand, and Sri Lanka walk pindapat for alms barefoot sharing the path, together seeking out the heart of the Buddhist teaching in Southern Theravadan form. I have been deeply gladdened to see this spirit of Sangha alive in the hearts and lives of my monk brothers and elders. It is true, as the Buddha taught, that when inspired gladness and faith arises in the Sangha, it may easily tend toward concentration and energy, and that concentration towards insight. Insight then tends towards knowledge, vision and liberation, the freedom that is the hallmark of the Buddhist monk in this world.
Certainly the wish has been for the women in Buddhist monastic life to be able to do this as well, as they used to, and modern lay society is now wide open with possibility. But bridges (or a common platform) must be built and opened within the Sangha itself. Commonality in type of ordination for Buddhist women would be a tremendously useful upaya; a skillful means in this regard. Its lack, and the concordant lack of common affirmative ground, is one of the main hindrances to the arising of the faith, delight, and joy in "the Sangha practicing the right way" that can so easily facilitate concentration, insight, and liberation— or not.
As the Venerable Sujato Bhikkhu has written in his paper "Full Acceptance":
[For] the bhikkhus, Upasampada (the Higher Ordination) is crucial to our sense of group identity, and we cannot help but see [nuns with other forms of ordination as a separate and] distinct group. Moreover, only the bhikkhuni form can claim authority from the Vinaya itself. The ten-precept novice or samaneri status was clearly intended as a stepping-stone to full ordination, not as an alternative career choice. Only bhikkhunis can perform Sanghakamma (Community Acts), and only bhikkhunis benefit from the complete and thorough training embodied in the Vinaya. The Buddha wanted female renunciates to live as bhikkhunis… Etymologically, upasampada suggests to 'come close, join together, enter into'. It is commonly used in context of 'entering' into an attainment of jhana or samadhi, where it refers to a coalescence or communion. It carries the nuance of finality or completion… In the context of ordination, it suggests 'full acceptance'. One is no longer on the fringes, in a twilight zone. There is a deep solemnity to this feeling of being totally embraced within such a sanctified community… We should keep our focus on the central meaning of upasampada, and should support to the utmost any human being, regardless of race, status, or gender, who aspires to enter into such a communion.
For this reason, for years one of my mentors, the senior-most monastic in our Buddhist Council of Northern California (who has been a kalyanamitta to all of us of various Buddhist traditions), repeatedly suggested and encouraged me in the founding of a Bhikkhuni monastery. Western women in the Theravada in America had been encountering the same gap, with many bhikkhu monasteries and temples appearing: Thai, Sri Lankan, Burmese … Western bhikkhus of the Thai forest tradition have also founded or inherited monasteries: both Metta Forest Monastery in Southern California and Abhayagiri Monastery in Northern California. The teaching of these monks has spread widely in California and in America and inspired many women and men to monastic life. For the men, the present monasteries may be their refuge and there is the open opportunity to travel to Asia and be ordained and train in the heartland of the traditions. On the other hand, for the inspired Buddhist women here in America, there have been the traditional meritorious opportunities of supporting the Bhikkhu Sangha and temporary retreat in close proximity, or life abroad. Trips to Asia, with the disparity in the monks' and nuns' situations there, have generally been far from inspiring or supportive to the Western woman's mind and sensibilities. Rather these good women have regularly been disappointed, challenged, or even harmed in their faith, their experience sometimes even cutting off their budding confidence in Buddhism and the Sangha as an
expression of and path to enlightenment. Many male friends, good men with developed hearts of compassion, have also expressed great sympathetic pain seeing this situation.
Bridging the Gap
Can the gap be bridged? There have been many considerations. Foremost among them: that all is led by the mind, ruled by the mind, created by the mind.
Reflecting on the Buddha's injunction in his final teaching to be a lamp or an island unto ourselves, and to take the Dhamma and Vinaya as our refuge, we may realize that, fortunately, the Dhamma and Vinaya are still known and accessible; in fact, they are widely available to us these days, as native English speakers, in our first language. Many thanks to all those who have made it so! And the Sangha still exists. With the ordination from and the example of both the Asian and Western members of the Bhikkhu and Bhikkhuni Sanghas, north and south, the materials for the bridge are all present, only to be set down and the way walked across.
So, many women aspiring to the full living of the holy life have gone for the full ordination in three waves: the first wave traveling to Asia and being ordained by the Chinese, Vietnamese or Korean Sanghas; the second wave, quite a number of international multiethnic mixed-Sangha ordinations in America, India at Sarnath and Bodhgaya, Australia, and Thailand; and the third wave (for the Theravadans at least), full ordination by Theravadan bhikkhus and bhikkhunis in Sri Lanka.
From what I've heard, the third wave has not yet happened within the Tibetan Buddhist Communities, although the potential is certainly there. Perhaps this potential is even more ripe now than it was for the Theravadans, as there are already a good number of bhikshunis living and practicing in Tibetan tradition who have been fully ordained for more than twelve years. Four or more of them gathered together would seem to be fully within their Vinaya rights to harmoniously recite their Pratimoksa Karman of choice, be it Mulasarvastivada, Dharmagupta or other, thus determining their Vinaya lineage. To my thought, these bhikshunis who are the repositories of the treasures of Tibetan Buddhism seem the most obvious and ideal choice for conveying full dual bhikshuni ordination upon aspiring candidates together with Tibetan bhikshus. Other options also seem reasonable according to Dhamma-Vinaya. 32
For us, when the number of bhikkhunis in Theravadan robes in North America was rumored to have reached four, an important number for Sangha, with the advice of an elder kalyanamitta I proposed the foundation of what came to be known as the North American Bhikkhuni Association to my bhikkhuni friends and colleagues. Five of us: Ayya Sudarshana from Sri Lanka, Ayya Tathaaloka from the United States, Ayya Sucinta from Germany, Ayya Sudhamma from the United States, and Ayya Gunasari from Burma mutually affirmed our
agreement in mid-2005/first month-2549 BE. A number of eminent mahatheras from both Sri Lankan and Thai traditions have blessed us by being senior advisors to our Association.
With the impetus of the number of women interested in monastic life and the strong encouragement of teachers and friends, both monastic and lay, several months later on the full moon of August 2005, Ayya Sucinta and myself came together in founding Dhammadharini Vihara, the first Theravadan bhikkhuni establishment in the Western United States. There has been great interest and appreciation for our doing so. The vihara has been a gathering place and a refuge for women since its inception, blessed by the presence of a large number of the bhikkhunis in North America, Buddhist nuns of various kinds, many aspirants, and friends both male and female. Since the founding of the Vihara, the number of bhikkhunis in our Sangha in the USA has more than tripled 33 and this past year (2006), Ayya Sudarshana Bhikkhuni also opened the Samadhi Buddhist Meditation Center in Florida, becoming the first Sri Lankan bhikkhuni to found a vihara in the West.
Living with the Bhikkhuni Vinaya
One of the main concerns amongst Westerners with bhikkhuni ordination in the Theravada has revolved around the differences between the bhikkhu and bhikkhuni discipline, particularly related to precepts for women that appear overly restrictive or genderdiscriminatory. Thus other alternatives have been considered and developed, although none seems to have the same arama as the full bhikkhuni ordination, for reasons mentioned above. Despite the fact that the majority of Theravadan bhikkhus keep many precepts in an adapted manner, not dissimilar in some ways to their Mahayana brethren, the question has been raised of the worth in giving an ordination if all of the precepts may not be kept in their entirety. The majority of bhikkhunis that I know ordained either in Sri Lanka or North Asia keep the monastic discipline in very similar ways to their bhikkhu peers, that is, attempting to adapt appropriately to their time, culture, and circumstances.
For myself and around one quarter of the Western women who have been fully ordained, there has been inspiration both from the Dhamma and Vinaya texts and a wish to fully live the training recommended therein, as well as from the example of the livelihood of the South Asian, Southeast Asian, and Western forest Sanghas. The wish to fully develop honesty and personal integrity has also contributed. Reflecting upon the qualities of the Dhamma that we chant daily: Sanditthiko akaliko ehipassiko, opanayiko paccattam veditabbo vinnuhi —"To be seen here and now, timeless, inviting all to come and see, leading inward, to be seen by the wise for themselves"— we have undertaken the experiment the Buddha welcomes and invites us to, putting the living of the Doctrine and Discipline to the test. The way the Thus Come One encouraged, the only way to truly see and know the actuality of something is to experience it for ourselves.
This has not been easy, but in actuality is not nearly as difficult as the mountain that can be built up in the inexperienced proliferating and projecting mind. There is relief and an unburdening in the relinquishing. Many new and wholesome aspects of the training have been revealed. So far, it seems to be a tremendously worthy and valuable endeavor. Time, with further practice, will be the proof.
Looking Upon One Another With Kindly Eyes
T
T he Incredible Value of Sangha
The Buddha:
"I hope, Anuruddha, that you are all living in concord, with mutual appreciation..."
Anuruddha:
"It is a gain for me, it is a great gain for me that I am living with such companions in the holy life.' I maintain bodily acts of loving-kindness towards these venerable ones both openly and privately; I maintain verbal acts of loving-kindness both openly and privately; I maintain mental acts of loving-kindness towards them both openly and privately… We are different in body, venerable sir, but one in mind."
(Upakkilesa Sutta, Majjhima Nikaya 128)
Relations with the Bhikkhu Sangha
Since the founding of our Dhammadharini Vihara, we have received great moral and symbolic support from our local Theravadan Bhikkhu Sangha. The name of our vihara, our bodhi tree, and the Buddha image in our meeting hall were all gifted to us by Phra Vitesdhammakavi (Ajahn Maha Prasert), who has mentored and ordained local monks both Western and Thai and been a pillar of support to not only the Thai Buddhist Community, but also the multi-ethnic and multi-traditional Buddhist Community in our area. The coAbbots of the Abhayagiri Monastery, Ajahns Pasanno and Amaro, have also been a great inspiration and have provided moral support, gifting the Vihara with the Buddha image now sitting in our meditation hall, sharing in requisites and supplies, and blessing the first woman's "going forth" into homelessness at our Vihara. Ajahn Thanissaro of Metta Forest Monastery has gifted us with invaluable advice in Dhamma and Vinaya. Many of the younger dhammaduta (foreign missionary) monks have expressed their hope in and appreciation for our ordination, remarking upon and commending our incredible good fortune.
Our local Sri Lankan Sangha led by Bhante Piyananda Sangha Nayaka Thera (my bhikkhu vice-upajjhaya) of Dhammavijaya in Los Angeles, Bhante Seelawimala of the American Buddhist Seminary, Bhante Amarabuddhi of Buddhi Vihara and Bhante Santa of the Dharmapala Institute have also been very warmly welcoming and supportive, offering invitations to lecture, participate in holidays such as Kathina and Vesaka, and come together cooperatively in mainstream Sangha events for the community. 34 Valuable advice and fellowship has been shared on so many occasions. We feel they are a refuge. Our local Burmese temple, Mettananda Vihara, has also been warmly and repeatedly welcoming. These virtuous Elder Brothers and Fathers of the Sangha have gladdened our hearts and continue to teach us by their example how wonderful it can be to have such good kalyanamittas.
Shared Sanghakammas
During this time, both our Bhikkhu Sangha and our bhikkhunis have all had much to learn about shared Sanghakamma Acts, both those that are regular, such as the fortnightly Ovada Request, those that are yearly, such as the Pavarana, and those that may be more or less frequent such as bhikkhuni upasampada ordinations. Having passed through several years of research on these subjects, although it has sometimes seemed like restarting a vehicle that has not been driven for a while, we have been able to find all the information necessary to go ahead. When questions have arisen, we have been very fortunate to have the blessing of such excellent and well-educated monastics in our American Sangha such as Bhante Henepola Gunaratana, Venerable Bhikkhu Bodhi, Ajahn Thanissaro Bhikkhu, and others to consult with regarding the Pali texts of the Tipitaka. Their merits are truly abundant and a blessing to us.
The question of sikkhamana ordination has been a topic of investigation in the past year and, although initially it was thought to be outdated or unnecessary, Canonical research has seemed to show otherwise. In this process, our first generation of Theravadan Bhikkhuni Sangha in America is also gaining a good education through actively researching and studying the texts themselves as well as hearing and reading the commentary and explications of such knowledgeable elders. I can see the benefits that those bhikkhunis who have a strong mind for such study of the Dhamma and Vinaya bring to us and will bring to the next generation. It seems that this will be a great boon both for our Bhikkhuni Sangha here in the next decades and for our society.
Bhikkhunis, Becoming Sangha to One Another: In America and Internationally
Being a fledgling Sangha and living within the mutually-appreciative melting pot mentality of America, although all but three of us bhikkunis have been ordained in different places, by different teachers, and under different circumstances, we generally enjoy a sense of
commonality, sisterhood, and community. This reminds me of one aspect of what the early Sangha may have been like before being divided by time and space, culture and language, and political and sectarian movements. I feel glad and rejoice in this small measure of peace and harmony and hope that it may develop and last. It is best if we use our strengths to elevate and support one another, not waste them in contending over trifles, for our Original Teacher repeatedly advised us to develop those qualities "that create love and respect and conduce to helpfulness, to non-dispute, to concord and to unity."
It has been a treasure to both visit and correspond with Bhikkhuni Sangha internationally as well, in Thailand and Germany for myself particularly; and to hear from Bhikkhuni Sisters of their ordinations and of their inspiring experiences with the much larger Bhikkhuni Sangha in Sri Lanka. All of us would like to offer our congratulations to the April 2007/2550 opening of the new Bhikkhuni Training Monastery in Germany, Anenja Vihara. I remember gladly reading Ayya Sobhana's writing from Sri Lanka of the recitation of the Bhikkhuni Patimokkha in Dambulla with more than one hundred bhikkhuni participants, and of a great bhikkhuni meditation teacher dedicated to helping all her students realize sotāpatti, entry into the Noble Path. News of the inception of the Buddha Vision Bhikkhuni Training Center in India, and the beginnings of a hoped-for Bhikkhuni Sangha at Santi Forest Monastery and Sanghamittarama in Australia have also been a joy to read and hear of.
Response from the Buddhist Lay Community
Not only have these developments been gladdening and inspiring to the members of our Bhikkhuni Sangha in North America, but to the Western Theravadan Buddhist lay community as well. In the Asian-American lay community too, particularly amongst the second-generation youth who sometimes see Buddhism as old-fashioned and irrelevant, the sight of women in the monastic robe (particularly a Western woman!) is seen as a welcome and much needed modernization. Their interest in Buddhism is often instantly and immediately renewed. Although initially a good number of adult and elder Asian Buddhist community members were supportive, others were suspicious or doubtful. Over even such a short time as a few years, with frequent contact and a perception of the many benefits that we bring to the community (particularly for the women, children, and non-Asian partners), the number of those who are supportive has continuously and tremendously increased.
For many Western friends, their first contact with Buddhism in the West has been in a lay context, through Dhamma books, meditation groups and classes, and images in the media, whether movies or television. Their Buddhism is idealistic, pragmatic, and egalitarian. The availability of practical means to realize ideals of peace and freedom reaffirms rather than disappoints these ideals. With concepts of gender equality and non-discrimination equated with enlightenment, it seems only natural that the Buddha would have had enlightened male and female disciples and that the Buddhist Sangha would be fair, just, and free of discriminations fraught with suffering. Contact with excellent Asian monastic teachers and with the Western nonastics of the Thai forest tradition has not lessened this idealism.
However, in contact with the nonastic Sangha (and particularly in the Theravadan communities), the contemporary (non)ordination situation for women, with all of its human rights issues, has been seen by many as a stain on an otherwise bright picture. In fact, for Westerners and Westernized Asians, this picture seems to remarkably fit the situation that prompted the Buddha's formation of each and every precept. In the Vinaya's Sutta Vibhanga, the Buddha himself speaks out strongly and repeatedly against actions or practices of monastics or groups of monastics that are harmful to the development of the trust and confidence of the lay community in the Monastic Sangha, or to that trust within the monastic Community itself, saying:
"It is not, foolish man, for the benefit of unbelievers, nor for the increase in the number of believers, but, foolish man, it is to the detriment of both unbelievers and believers, and it causes wavering in some."
American pragmatism, combined with Buddhist teaching, says: if there is a problem, we should find the cause and fix it. Considering the Four Noble Truths as a fundamental teaching, leading Buddhist monastics (seen as enlightened beings) are imagined to have excellent motivation and capability for such "suffering-solving." This is in fact true, when the mind is freed from entanglements. We naturally want to end any suffering as soon as possible. For those whom ordination for women in Buddhism has been a concern, the appearance of bhikkhunis practicing and teaching in America has been very well received.
Response from the Non-Buddhist Community in America
Our fully ordained female monastics have also been amazingly well met by the nonBuddhists in our community. Many people have expressed that seeing women fully ordained in Buddhism affirms their faith that the Buddha was truly and rightly enlightened (just the opposite of the detrimental effects caused by non-ordination in the quotation above). It has truly been a case of: "the arousing of faith in the faithless and the increase of the faithful" as well as good for "the establishment of the true Dhamma and the fostering of the Discipline." We have been welcomed as a presence of peace. The media and local leaders have been very affirmative. This is the good reputation of the Buddha, his Teaching, and his Monastics. In interfaith dialogue and events, as well, our bhikkhunis' presence has particularly been sought after as a bright example of excellence and rightness in religious life. There is profound appreciation for the greatness of Buddhism and its history in this regard: from the outset having a fully ordained Women's Monastic Community, its great numbers of enlightened women disciples praised and affirmed by the founder himself, and the longlasting tradition and integrity of its Sangha.
Sangha Harmony and Preservation of the Dhamma-Vinaya
In my view, one of the reasons for the strength and long-lasting viability of the Sangha is similar to that of the Dhamma: the Dhamma has its key points, its heartwood which is timeless; but also practically infinite possible variations or permutations, which accord with time, place, and person. The Sangha as well, as dhammadhara, has adapted continuously to various climates both physical and mental, while striving to remain true to its unchanging ground and essential means for liberation.
The Buddha himself is recorded in the suttas of the Fundamental Vehicle as saying that minor differences in Vinaya 35 are not of great concern, rather that commonality and trueness to the heart essence of the Dhamma is of utmost importance. He affirms his middle way position that there may be both adaptation in the minor aspects of monastic discipline and elements of monastic livelihood and that we should keep true to our ancestral grounds, our ancestral ways.
"A dispute about livelihood or about the Patimokkha would be trifling, Ananda. But should a dispute arise in the Sangha about the Path or Way, such a dispute would be for the harm and unhappiness of many, for the loss, harm and suffering of heavenly and human beings." (Samagama Sutta)
Respected modern Dhamma teachers and Vinaya scholars and commentators of great repute such as the Venerable Thanissaro Bhikkhu, author of The Buddhist Monastic Code I and II, have noted the tendency towards the opposite, to "be very intolerant of different interpretations of the Vinaya and get into heated arguments over minor issues having very little to do with the training of the mind." Throughout his BMC books, now widely referred to by English-speaking Buddhist monastics, he repeatedly makes the point "that any interpretation based on a sound reading of the Canon should be respected." He recommends that:
A bhikkhu [or bhikkhuni] should also show respect for the differing interpretations of other Communities where they too do not conflict with the Canon, so as to avoid the pitfalls of pride and narrow-mindedness. This is especially true now that monasteries of different nationalities are taking root in close proximity to one another in the West. In the past, Thais, Burmese, and Sri Lankans could look down on one another's traditions without danger of causing friction, as they lived in separate countries and spoke different languages. Now, however, we have become neighbors and have begun to speak common languages, so it is best that we take to heart the writings of the Chinese pilgrims who visited India centuries ago. They reported that . . . bhikkhus belonging to different schools could be found living together in the same monastery, practicing and conducting communal business in peace and harmony. Theirs is a worthy example. We should not let our minor differences become stumbling blocks on our Way.
In my readings from the Essence of Refined Gold, I have also discovered that His Holiness the Fourth Dalai Lama defined the Lamrim as "the essence of all the teachings of the Buddha, uniting both the method and wisdom aspects of the Path," both essential and conventional dhammas. Although I am hardly in any position to comment on the Lamrim—in reading His Holiness's Refined Gold text, in the Four Excellent Qualities section, several key points appear which would seem to offer directly applicable advice to our current situation: (1) seeing the non-contradictory nature of the Buddha's various teachings, (2) seeing these teachings as personal advice to be related to our present situation in order to overcome the negative tendencies of the mind, (3) the intention to easily realize and manifest the intent of the Buddha rather than being overwhelmed by complexity, and (4) to be protected by spontaneously arresting the great negativity of "abandoning a lineage of the Dharma" which is likened to the "cliff of the greatest evil."
According to the Buddha himself, as spoken in the Bahuvedaniya Sutta of the Pali texts:
"When the Dhamma has thus been shown by me in [different] presentations, it may be expected of those who will not concede, allow, and accept what is well stated and well spoken by others that they will take to quarreling, brawling, and disputing, stabbing each other with verbal daggers.
"However, it may be expected of those who concede, allow, and accept what is well stated and well spoken by others that they will live in concord, with mutual appreciation, without disputing, blending like milk and water, viewing each other with kindly eyes."
Evam.
1 According to eminent scholars such as Ven. Bhikkhu Bodhi and Ven. Thanissaro Bhikkhu, "A bhikkhuni is essential" is a mis-translation here which should read "the essential bhikkhuni" or "the bhikkhuni who has realized the heartwood or the essence"—that is the bhikkhuni Arahantas. Despite the mistranslation, this phrase, handcopied and carried with me in my monastic bag for years, served as a great inspiration.
2 The analogy or "simile of the heartwood" is one of the main teachings in the Theravadan texts in which the Buddha relates his advice to the Monastic Sangha on the rightful aims and rightful goal of the monastic life. We may see for ourselves where attachment to the lesser gains and the hindrances related here may have bound or hindered the issue of women's ordination. In the first simile, monastics with sincere intentions are enjoined not to get caught up in the "(1) leaves and branches, (2) outer bark, (3) inner bark and (4) sapwood of the holy life" which are equated with "growing negligent and living in suffering because of lauding oneself and disparaging others on account of (1) one's own gain, honor and renown in the monastic life; (2) one's own attainment of virtue (precepts, sila); (3) one's own attainment of concentration (samadhi, meditative attainments); or (4) knowledge and vision (nyanadasana). The heartwood by which one is freed from suffering is here spoken of as "perpetual" or "unshakable deliverance of mind that is the goal of the holy life, its heartwood, and its end" (MN.29). In the second analogy, attachment to the former gains are revealed as causing "hanging back" or "slackening" within the Sangha (MN.30). Other similes are related to blindly clinging to wrong identity views that are empty of self and of the goal as a palm tree is empty of heartwood (MN.35), and attachment to the five lower fetters of a mind obsessed and thus enslaved by: (1) doubt, (2) adherence to rules and observances, (3) sensual desire, (4) ill will, and (5) personality views which are related to the various above-mentioned tree parts other than the heartwood. Non-attachment to these hindrances; that is, "cutting through," them leads to "confidence, steadiness and resolution" (MN 64). Again, I believe it would do well to look into where these hindrances may have acted as such in the issue of women's full ordination, and then by clearly cutting through them, attain confidence and resolution. In the first and final "Similes of the Heartwood" in the Majjhima Nikaya, the Elder Maha Kaccana, praised by the Buddha himself as a master of doctrinal exposition, enjoins inquirers not to listen to and rely upon he himself, but rather to rely upon "he who is vision, he who is knowledge, he who is the Dhamma, he who is the Holy One, he who is the sayer, the proclaimer, the elucidator of the meaning, the giver of the Deathless, the lord of the Dhamma, the Tathāgata"; that is, the Buddha himself who is the Heartwood (MN 18 & MN 133). Thus there is an attempt here in the early sections of this paper to rely upon the consistent words and deeds of the Buddha himself to represent his expressed intention related to the Bhikkhuni Sangha he founded.
3 In MN 140, the Dhatuvibhanga Sutta or "Exposition of the Elements," "refining gold" is related to the pure, bright and malleable equanimity of mind that arises with the abandoning and cessation of clinging to what is coarse and lower, bringing about the ability to achieve one's higher goal and purpose.
4 Here, "mining for gold" or "seeking hidden treasure" is the phrase expressed by the teacher. In MN 52, this is associated with a person in a burning house seeking and (through eradicating the five lower fetters and destruction of the taints) coming upon a "door to the Deathless."
5 Women are currently regularly encouraged to aspire to rebirth as men in Southeast Asian Theravadan Buddhist countries. Although the Buddha makes no such statement in the Pali text Suttas that I have ever seen, Commentarial literature which illustrates women's birth as karmically inferior, combined with strong belief in the merit of the full ordination together with the current non-ordination status of women, perpetuates this trend. See the end of footnote 15 for an example.
6 Regarding the subject of rebirth, other Commentarial sources would tend towards the drawing of a highly different conclusion on this subject. For example, in the Commentary to MN 141 as paraphrased by Hellmuth Hecker in Great Disciples of the Buddha (p 19): "…Moggallana, when training pupils in the same way [as Sariputta] did not give up concern for them until they had attained arahantship. This was because he felt, as was said by the
Master, 'As even a little excrement is of evil smell, I do not praise even the shortest spell of existence, be it no longer than the snap of the fingers.'" And in the Questions of King Milenda (Pali-Miln 142), Ven. Nagasena says: "For it has been said, O King, by the Blessed One: 'Just, O Bhikkhus, as a very small quantity of excrement is of evil smell, so do I find no beauty in the very smallest degree of future life, not even for the time of the snapping of the fingers.'"
7 Here, Mahapajapati Gotami has asked the Buddha how the bhikkhunis should train themselves with regard to the precepts held in common with the Bhikkhu Sangha, to which this reply is given.
8 There are other time-frame theories for the foundation of the Bhikkhuni Sangha, including one year after the first teaching and twenty years after. This is a subject worthy of further research and investigation, as there are so many discrepancies and inconsistencies in the "eight garudhammas" foundation story as to make it utterly untenable. Logical dating lies at the crux of this matter, particularly but not exclusively related to Vibangha histories of the formation and development of each of the garudhamma-like pacittiya precepts which lead to the conclusion that the story in its present form must be at least largely either a later construction or reconstruction. This leaves many open questions, but the certain knowledge that, at present if Mahapajapati Gotami was actually ordained with eight dhammas of respect, we do not currently know what they originally were. When and how the related bhikkhuni pacittiyas which developed over time came to be backdated to the foundation of the Bhikkhuni Sangha, we also do not know; we only know with certainty that this has happened. When it came to be required that the eight garudhammas should be the subject of the Bhikkhuni Ovada or fortnightly exhortation is also not clear, as the majority of Ovada examples that appear in the Canon do not mention them, but include other Dhamma subject matter.
9 Looking at the Pali texts alone, we find reference to the ehi bhikkhuni ordination in both the Vinaya and the Therigatha. According to Ven. Analayo, the ehi bhikkhuni ordination is also recorded in four of the other schools' Vinaya's texts as well as linked to seven specific bhikkhunis in the Avadanasataka as recorded in Chinese. Skilling has also noted the Avadana references to ehi bhikkhuni ordination. Bhante Sujato claims to have found even further references to bhikkhunis ordained by this method. The use of both the ehi bhikkhuni ordination and the ordination by going for the three refuges would tend to place the foundations of the Bhikkhuni Sasana in the earlier period of the development of the Sangha.
10 The ehi ordination may be significant in that here we find the Buddha himself proactively calling forth quickly enlightened women to lead the Holy Life in his Sangha, without their even asking. We know that early on in the Bhikkhuni Sasana he instructed his Bhikkhu Sangha to give ordination and training to the majority of the women seeking it, and then compassionately adjusted and readjusted the ordination methods, according to the bhikkhunis' and candidates' own wishes and sensibilities.
11 Sitting the bhikkhus on his left hand and the bhikkhunis on his right, the Buddha recommended that all might righly look to those foremost disciples of his Community composed of two halves, the Ubhoto Sangha, and reflect upon their memorable qualities as objects of meditation.
12 The daily recollection of the "Ten Great Disciples" appears to, at present, be a northern Buddhist practice, a still living remnant of the livelihood and teachings of the Theravadan (Sthaviravadan or Hinayana) Schools that flowed northwards into Korea, China, Japan and Vietnam, and in earlier periods throughout much of South and Southeast Asia. The Pali texts contain reference to the Thirteen Foremost Bhikkhuni Disciples—the Etadagga Bhikkhuni Savakas. In Thailand we find a number of monuments, temple artworks and images dedicated to these thirteen bhikkhuni arahanta theris as well as the ten great laywomen (upasika) disciples enshrined. Locations include the Queen's Chedi at Doi Inthanon in Chiang Mai, the Foremost Bhikkhuni Disciples wall paintings within the Temple of the Reclining Buddha at Wat Po in Bangkok, and the statuary images of these thirteen foremost bhikkhunis at Wat Songdhammakalyani in Nakhon Pathom. According to Skilling, blessing verses chanted in praise of the thirteen foremost bhikkhuni disciples were composed and recited regularly in the Lanna Thai period. The Pali recollection verse from the Anguttara Nikaya's Ekaka Nipaata Paa.li, Etadagga Vagga, Pa~ncama Vagga follows:
"Etadagga.m, bhikkhave, mama saavikaana.m bhikkhuniina.m ratta~n~nuuna.m yadida.m mahaapajaapatigotamii (Bhikkhus, among my bhikkhuni disciples, Mahapajapati Gotami is foremost for her seniority). Mahaapa~n~naana.m yadida.m khemaa (Khema is [foremost] in great wisdom).
Iddhimantiina.m yadida.m uppalava.n.naa (Uppalavanna is [foremost] in attainment of extra-ordinary psychic powers).
Vinayadhraana.m yadida.m pa.taacaaraa (Patacara is [foremost] of Masters of Vinaya). Dhammakathikaana.m yadida.m dhammadinnaa (Dhammadinna is [foremost] in explaining the Dhamma). Jhaaniina.m yadida.m nandaa (Nanda is [foremost] in meditative absorbtion). Aaraddhaviiriyaana.m yadida.m so.naa (Sona is [foremost] in ardent effort). Dibbacakkhukaana.m yadida.m so.naa (Sona is [foremost] in the Divine Eye). Khippaabhi~n~naana.m yadida.m bhaddaa ku.n.dalakesaa (Bhadda is [foremost] in quick penetrative attainment). Pubbenivaasa.m anussarantiina.m yadida.m bhaddaa kaapilaanii (Bhadda Kapilani is [foremost] in fully recollecting past lives). Mahaabhi~n~nappattaana.m yadida.m bhaddakaccaanaa (Bhadda Kaccana is [foremost] in the bases of great supernormal power & higher knowledge). Luukhaciivaradharaana.m yadida.m kisaagotamii (Kisagotami is [foremost] in wearing coarse rag robes). Saddhaadhimmuttaana.m yadida.m sigaalamaataa ti. (Sigalamata is [foremost] in release through trust)."
13 I see no evidence that the Buddha was suspicious about having bhikkhunis, that he tried to limit their numbers, or that he treated women's ordination as unimportant. Rather, throughout the Vinaya, we find the Buddha working to protect the Bhikkhuni Sangha from abuse by either deviant monks or laypeople, acting to ensure the bhikkhunis would receive both the material and the Dhamma requisites of the teaching and training that would facilitate their enlightenment.
14 In the absence of access to bhikkhus when there are obstacles, the bhikkhunis are also directed to ordain women alone, with only a message to and from the Bhikkhu Sangha.
15 In addition to the leading masters who have spoken of there being really no wish or need for the bhikkhuni ordination for women, a number of scholars have also brought forth similar reports related to the Thai nuns and the Thai laywomen who have been the subjects of their research. I would like to state here clearly that this has not been my experience. Perhaps this difference in experience comes from the difference in meeting with a fully-ordained female monastic compared to meeting with a lay researcher who might be expected to report what they say, bringing on fear. I will report on the response that arises in meeting the forth devadhuta—the vision of a bhikkhuni, a female samana. Both in the United States and in Thailand, everywhere I have been I have met Thai women who have confessed to me their aspiration to ordain. They speak of approaching family members or elder monks, voicing the wish in their hearts. I have witnessed this personally, both with Western and Asian women, dear friends inspired by the Buddha's teaching and Sangha. They are regularly answered that as women, they may not. Often the possibility is suggested that, if they make merit well and dedicate their hearts to it, they may be reborn in another life as a man, or be reborn in the Sasana of the future Buddha Maitreya, and then be able to ordain, fulfill the Buddha's teaching and the Path and thus find liberation. Many women live with this wish, giving up their aspiration in this lifetime. It is a very common story.
16 The following is the critical comparison between women's monastic traditions that I was asked to make in the year 2003 when in meeting with monastic and lay administrators at Rajavidyalaya Mahachulalongkornrajavidyalaya Royal Sangha University in Bangkok. At that time, to the disappointment of the table, I was not able to give a balanced, well-informed critical response. This was due to my hesitancy to speak critically (particularly without full information) as well as my newness in Thailand and my then lack of complete comparative knowledge of the Thai nuns' situation related to that of the Korean bhikkhunis. This section hopes to remedy that, informed by the first-hand knowledge and understanding that developed in the time following.
17 See Appendix herein. I have been told by Thai researchers and Buddhist academics that the statement "Thailand has never had a Bhikkhuni Sangha" or "Thailand has never had bhikkhunis" to current knowledge may be accurately and correctly stated as: "Since the foundation of the current dynasty of Kings, that is since the beginning of the Ayutthaya Period in the 14 th century CE, Thailand has never had a Royally sanctioned and supported Bhikkhuni Sangha with dual ordination."
18 It is a common, shared history. Most of the living Buddhist traditions around the world, at one time or another, have been decimated, or nearly so, and have re-arisen. I know of no tradition that has been exempt. The Southern Theravadan Bhikkhu and Bhikkhuni Sanghas have both been eradicated due to political upheavals, and the
Bhikkhu Sanghas of Sri Lanka, Thailand and Burma have been revived with foreign assistance on numerous occasions.
19 Being in the presence of great Buddhist women and men who are ordained, who have faith and confidence, who have developed knowledge and vision, and who have skill in teaching is beneficial no matter what their tradition or lineage. These beneficent qualities transcend race, ethnicity, national boundaries and sectarianism—this transcendence being a hallmark of the Buddhadhamma Sangha.
20 Thai: tudong, Pali: dhutanga—the austerities or ascetic practices allowed by the Buddha, popularized by the Venerable Maha Kassapa. In Thailand, monastics may undertake a period of time when they take upon themselves one or any number of the thirteen dhutanga practices. In modern-day Thailand, tudong often refers to a monastic undertaking a radically simple and unfettered way of life, walking from place to place, sleeping in the forest, living only off of whatever is received during early morning almsround in whatever locale they happen to be passing through.
21 See Appendix herein.
22 Currently, there are several temples established by foreign Mahayana traditions with resident bhikkhunis in Thailand, including a branch temple from Fo Guang Shan in Taiwan and a Korean bhikkhuni temple. Neither these temples nor their monastics are afforded legal "temple" or "monastic" status by the Thai government.
23 Looking at the walls of Wat Po in Bangkok in the Vihara of the Reclining Buddha at the great painting depicting Ashokan daughter Sanghamitta Theri's arrival with the Bodhi tree sapling in Sri Lanka, Queen Anula's request for ordination, and her going forth; one might be inclined to believe that in the early Bangkok era in Thailand the Sri Lankan Bhikkhuni Sangha history might have been more well known than it is today.
24 I have heard this affirmed repeatedly by ostensibly well-educated Thai friends. The quote here is from a Thai layman friend reading and translating directly from a Thai children's primer on Buddhist history, while avidly denying that there had ever been bhikkhunis anywhere outside of India.
25 According to the Thai National Bureau of Religious Affairs statistics for 2550 BE/2007 CE. However, without a formal monastic community or system of ordination, training and support providing documentation, it is very difficult to accurately ascertain the actual number of maechees in the country. So far, only a small percentage of nuns have registered with the Thai Nun's Association.
26 The "Nun's Bill" attempted to introduce legislation that would give official status and support to the maechees in 2004, but failed to pass and was followed by an official letter sent to every temple in the country notifying both the monks and nuns that the nuns had the official status of "upasika" – that is, laywomen. Still, like bhikkhus, nuns are not allowed by law to vote. Again in 2007, a second attempt is being made contemporary to this writing to include provision for official status and support for the maechees in the new Thai constitution.
27 Here I am referring to the wearing of the kasaya-colored civara, the saffron patchwork monastic robe, also known as "the Banner of the Arahants" to Southern Buddhist traditions and the "Field of Merit" to the Northern traditions.
28 Such potential becoming ripe and that fruit coming forth largely depends upon conditions. Where the conditions are good there may be great fruit. Where the conditions are not good there may be only a very few people with truly exceptional paramis who are able to grow and develop. Under harsh conditions, like a tree growing out of a crack in a rock, it may be beautiful like a bonsai but stunted, the fruits few and the benefits limited, not widespread. The Blessed One himself eulogized Mahapajapati Gotami as one such "Great Tree." Some say that the ancient bhikkhunis had such paramis and the blessings of the Buddha's presence, but doubt that women today can possibly have such quality of merit. I have seen this quality manifest in the contemporary Bhikkhuni Sanghas of Korea and China, where there are certainly still saintly women, excellent examples and teachers, bringing great benefit to our human society and world.
29 Men also inquired on behalf of female relatives.
30 Here, I am particularly referring to firstly the Vinaya imperative or affirmative responsibility that the Sangha has to give ordination to qualified applicants; secondly, to the time imperative that appears in the Vinaya; and thirdly, to the vision of the field, knowing that if no seeds are planted there will be no harvest, however if seeds are planted even in very untilled and minimally moist soil (minimal training or support) still a few of the very strong may grow and in doing so break the earth and attract and hold moisture.
31 Most everywhere I traveled, both in the cities and countryside towns and villages in the north and northeast of Bangkok, for the majority of the male monks, maechees and laypeople, it was the first time they had ever met a woman wearing the civara, the monastic robe. They were greatly respectful of the robe and the monastic livelihood which is normal for Thai people, when not confused by issues and politics.
32 Among other options proposed – single ordination from the Tibetan Bhiksu Sangha alone would affirm the cultural solidarity of the lineage while dual ordination together with the Chinese Bhiksuni Sangha (or their Vinaya descendants) would be a tremendous gesture of harmony, peace and forgiveness, affirming our common heritage and Dhamma-Vinaya ancestry as Sakyan sons and daughters.
33 As of this endnoting, August 2007, our known numbers have quadrupled, reaching twenty (Mahasangha) with this Vassa. There are eight bhikkhuni wayplaces in the United States: four on the East Coast, three in the West. Plans are underway for the first national Bhikkhuni Sangha gathering for Patimokkha recitation and Vinaya Seminar in November 2007.
34 In fact, there is such an exponential growth of interest in Buddhism in America that we really need more monastics, both male and female, particularly those skilled and practiced in the Dhamma and capable of teaching, to fill the need.
35 Vinaya literally means "to abandon" or "remove" hindrances, not to create them. When understood and used rightly, it is meant to support the best opportunity for enlightenment in monastic life, not to prevent or prohibit it. The Vinaya does not recognize sects, nor consider nationalities or robe colors as an obstacle to ordination.
Appendix
Glimmers of a Thai Bhikkhuni Sangha History
"Although history would indicate that in the past there have been both bhikkhunis and samaneris in [the lands now known as] Thailand, from the time of the Ashokan missions of Arahantas Sona and Uttara to Suvannabhumi, up until the Ayutthaya Period, and even into the twentieth century [in the northern regions], there is little or no public knowledge nor a sense of connectedness to this distant and more recent past."
This sentence within "Mining for Gold" has elicited significant surprise, interest and curiosity amongst both friends and eminent fellow monastic Sangha members who have read it, particularly those who have lived in Thailand for many years, but "never had a clue." The information that I've come upon in the past years has largely been brought forth by the simple merit of the interest stimulated by the rare appearance of a female form clothed in the patchwork saffron robe, both during my time in Thailand and elsewhere amongst the Thai people, scholars and Sangha members. For those mentioned above who have requested sharing knowledge of the details, they are laid forth here for reflection and consideration. As the information is substantial and deviates from the main theme and flow of "Mining for Gold" it is set forth separately in this appendix. Recognizing that the work shown here with this important subject is barely a beginning and highly inadequate, it is my hope that, as a beginning, it might at least encourage an opening of ideas and views, as well as further research and publication.
A Weaving of Threads
Like weaving threads together, the lines of a sketch or beginning to lay out pieces of a puzzle, I will lay out what I have come across for consideration. The clues span a vast period of time, from roughly the 3 rd century BCE through to the 20 th century, a period of perhaps 2,300 years, nearly as long as Buddhist history itself. I will divide it roughly into three sections as mentioned in the "Mining for Gold" text: (1) the Ancient period or time of the Ashokan missions of Sona and Uttara to Suvannabhumi, (2) the middle period of various "Thai" kingdoms up until the founding of the Kingdom of Ayutthaya, and (3) the period of more recent history reaching into the twentieth century and modern times.
Ancient Period
The first references to bhikkhunis in the lands now known as Thailand come from the records of the Ashokan missions of the Arahanta Theras Sona and Uttara to Suvannabhumi, the ancient and famed "Land of Gold." Although the exact boundaries of the ancient Land of Gold are unknown, the Thai people have strong emotional ties to the history of this land that may be seen in many facets of their culture, in the ancient name of one of their provinces, Suphanbhuri, and the modern, new Suvarnabhumi International Airport. Historians say the Land of Gold roughly covered the territories now known as Burma, Thailand and Laos, as well as parts of Southern China, Cambodia and Northern Malaysia.
The journey of Sona and Uttara Thera to Suvannabhumi is recorded in the important Pali text the Samantapasadika, in the ancient Sri Lankan chronicles the Dipavamsa and Mahavamsa as well as in the Vinaya commentary Sudassanavinayavibhasa. a According to the Samantapasadika, the Theras "ordained 3,500 men and 1,500 women, establishing the Buddhadhamma." In Thai Buddhist historical texts, this record appears in the Thai Ruan Song Pra Thera Bye Prakat Pra Sasana Ni Thang Prathet—About Theras Going to Teach Buddhism Abroad where we find that:
"Youths in the group of royal males of the number of 3,500 ordained. The royal female youths in the number of 1,500 ordained. Thus, the Theras firmly established Buddhism in the area of Suvannabhumi. Thereafter, the young people of the royal heritage received the Dhamma lineage of Sona and Uttara." b
The exact location of the ordinations is disputed. I have no intent to propose which site might have actually been the real and true location of the Suvannabhumi bhikkhus' and bhikkhunis' ordination or whether the Ashokan Missions really happened as recorded, but rather to show that the Thai people themselves lay both historical and emotional claim to the site that their own Buddhist textual records indicate was the place where 1,500 women were ordained as bhikkhunis from the very beginning of the recorded establishment of Buddhism in their land.
The Thai people regularly speak of the location of this great happening, the foundation of the Buddhism in their land, as having occurred at the "First Chedi" Nakhon Pathom, thousands of people coming to pay their reverence to the site daily for this reason. The Burmese people locate the site in Burma at Thaton where there is also a shrine devoted to this most famous and venerable of occurrences. However, according to research done by Ven. Ratanavali Bhikkhuni, contemporary Thai Buddhist historians locate the site of the first ordinations at the ancient Thai city of Nakonsi Thammarat (Nagara Sri Dharmarajasima). According to interviews conducted with local Nakonsi Thammarat historians, it is well known that Buddhism first entered Suvannabhumi in what is now known as Nakonsi Thammarat, not Nakhon Pathom. The Thai Tipitaka reference above is anthropologically linked to the Nakonsi Thammarat Yak Chedi (Yaksa Chaitya) through the accompanying Tipitaka story of the Theras displaying their power over the supernatural forces the people had feared and worshipped by subduing the Yaksas (ogres, cannibals, flesh-eating giants) before teaching the Dhamma and giving ordination. The main Nakonsi Thammarat Chedi, built in Sri Lankan style, is also linked by local history directly to the Tipitaka history and the arrival of the Theras Sona and Uttara. It is recorded to have been built in conjuct with the Sri Lankans to commemorate the site where Indian Prince Kumar and Indian Princess Hemachala (whose statuary images remain there) came with a tooth relic of the Buddha, now enshrined there in memory of it being the site of the establishment of the Buddha Sasana. This is confirmed by Phra Raj Suwan Maytee in Pan Din Ton: Nakon Pathom dan gert Prabuddhasasana.
Neither the Samantapasadika Pali nor the Thai account say what the noblemen and women were "ordained" (Thai: buat) as. However, by the famed statement that "Buddhism has only been established in a land when both sons and daughters of that land have been ordained [as bhikkhus and bhikkhunis,]" c it may be inferred that it was upon such ordination that the pronouncement "the Buddhadhamma has been established" was made in the end of the Samantapasadika account. This is confirmed by the less well-known Sudassanavinayavibhasa which does specify that the men and women were in fact ordained as bhikkhus and bhikkhunis.
Another point of interest is that according to the Thai Vinaya Pitaka version of the Samantapasadika, as related by former Thai Senator Rabiaprat Pongpanit in her 2002 report to the Thai Senate, both men and women appear to have been ordained by the Bhikkhu Sangha alone, as there is no mention of bhikkhunis among the "five bhikkhus, samaneras, upasakas, brahmans, high ranking government officials and members of royalty totaling thirty-eight persons" d who comprised the Ashokan mission. In fact, all of the Ashokan mission records in which both men and women are recorded as ordained in various countries surrounding India by the Arahanta missionaries following their teaching, other than the Sri Lankan record, follow this same pattern. This does not mean that the calling upon of bhikkhunis to perform the dual ordination did not happen, as this part of the historical records could certainly have been lost in many cases. However, the history in its current form could also be seen as giving precedent, in the behavior of numerous Arahanta Dhamma teachers of great renown, to the ordination of both women and men as bhikkhus and bhikkhunis by the Bhikkhu Sangha in the absence of a Bhikkhuni Sangha.
The Middle Period: the Kingdoms of Pattani, Sukhothai, Lanna-thai and Ayutthaya
According to the general Buddhist history of this area in the middle period, there were bhikkhus and bhikkhunis of various Buddhist schools and traditions—Theravada (Sthaviravada or Hinayana), Mahayana and Vajrayana—throughout the lands of South and Southeast Asia. Middle period references specifically to bhikkhunis in the area that is now named Thailand come from the Pattani, Lanna-thai and Sukhothai periods as well as the Ayutthaya period.
Pattani (3 rd —17th Century CE)
Moving through time, we come to the Kingdom of Pan Pan, not far removed from modern Nakonsi Thammarat. Pan Pan was later know by the Thais as Pattani and is considered by them to be one of their ancient historic kingdoms. Earlier historical records of Pan Pan
span the 3 rd through the 7 th centuries of the Common Era; later records of Pattani extend through the 17 th century, up until the absorption of the kingdom in the modern Bangkok period.
In his work Nuns of Southeast Asia (3.6), Peter Skilling relates this finding:
"[In] Ma Tuan-lin's description of the Kingdom of P'an P'an in his Wen-hsien Tungk'ao: 'There are ten monasteries where Buddhist monks and nuns study their canon. They eat all types of meat, but restrain from wine.' Wheatley and others have concluded that P'an-p'an was located in the vicinity of the Bay of Bandon in peninsular Siam."
The record is estimated to be related to the 7 th century CE. The word "nun" in the record is the Chinese character ni commonly used as an abbreviation of the three Chinese characters bi-ku-ni. Although the record is Chinese, the description of the food consumed by the monks and nuns does not bear the marks of the discipline of the Chinese Mahayana schools, thus it seems that these female Buddhist monastics would have belonged to one of the Sthaviravadan or Theravadan schools.
th
Sukhothai (13 —15
th
Century CE)
According to Thai records as related by the Research Department of Rajavidyalaya Mahachulalongkornrajavidyalaya Royal Thai University (hereafter abbreviated as "Mahachula") there are Sukhothai records of bhikkhunis ordained by the Bhikkhu Sangha alone. The question has been raised by scholars whether the (perhaps) original practice of ordaining bhikkhunis by the Bhikkhu Sangha alone may have continued in Thailand from the Ashokan period, rather than being replaced shortly after the original ordinations by the dual-ordination practice. Since these bhikkhunis did not have dual ordination, modern monastic and lay Thai Buddhist scholars have affirmed they may not be considered to have constituted a legitimate historical Bhikkhuni Sangha, having not met the full criteria for ordination as bhikkhunis. However, it may be noted that according to Vinaya, in the time of the Buddha, neither early bhikkhunis ordained by the Bhikkhu Sangha alone nor even those ordained by the "bhikkhu rite," rather than the "bhikkhuni rite," were to be considered not ordained.
Lanna-thai (13 th —16 th Century CE)
In Nuns of Southeast Asia at 3.6, Skilling further relates that:
"in Lanna Thai literature (Catalogue of Palm Leaf Texts on Microfilm at the Social Research Institute, Chiang Mai) there are two texts entitled Tamnan Bhikkhuni Dona and Tamnan Sindu Bhikkhuni, which from their titles are the biographies of bhikkhunis. These bhikkhunis do not seem to be listed in the Tipitaka—at least they are not listed in Malasekara's DPPN, thus there is the speculation that they might be later bhikkhunis' histories." e
As these bhikkhunis' names appear to not be among those dating from the earliest days of the Indian Sangha, there is the expectation that rare and precious records of later bhikkhunis, whether from Thailand or from other locales may have been discovered. It was also in the Lanna-thai period that Sanghanusati chants including the recollection of the virtues of the Thirteen Foremost Bhikkhuni Disciples were composed and their recitation called for by the royalty for the blessings of the populace and nation. Considering the formal veneration payed to the Arahant bhikkhunis by even the great kings of the Buddha's time, it might be seen as ironic that in 2007 CE, bhikkhuni Arahanta statuary images from the Lanna-thai period were removed to Wat Songdhammakalyani (a bhikkhuni temple) from the Lanna-thai monastery where they were long enshrined, as modern local monks felt it inappropriate for men to show veneration to their female forms.
Ayutthaya Period (14 th —18 th Century CE)
Further bhikkhuni records were spoken of at Mahachula, recovered incidentally while conducting research related to the exchange of the upasampada ordination between Thailand and Sri Lanka, in particular the ordinations which facilitated the (re)establishment of the Thai Sangha upon the founding of the Kingdom of Ayutthaya. These records indicate the existence of pre-Lankavamsa Bhikkhu and Bhikkhuni Sanghas in Thailand, up to the entry into the Ayutthaya period, at which time these Sanghas were ended and a new Bhikkhu-only Sangha established with royal patronage and support from the Bhikkhu Sangha lineage of Sri Lanka.
By way of explanation, it is recorded that the Kingdom of Ayutthaya was named after the Indian Kingdom of Ayodhya, famed birthplace of the Hindu God Rama and the "first man" Manu. In its ruling secular and religious leadership structure, the Kingdom of Ayutthaya showed a great harmonizing of the religious teachings and practices of its time: Brahmanistic or Hindu, and both Mahayana and Theravadan Buddhist. The king was thus availed of both the divine right to rule via the Brahman priests as well as the Buddhist messianic right as a "wheel turning monarch" and an incarnation of the Bodhisattva Phra Ariya Maitreya—the future Buddha. These hardly seem to have been unique ideas; in the centuries both preceding and following, history records many Asian rulers, both Thai and non-Thai, adopting similar means in various combinations of these same prevailing teachings.
The records relate the causal reasoning behind the ending of the Bhikkhuni Sangha as "inappropriate relationship" with men and the Bhikkhu Sangha. This is interpreted by some scholars to mean that there were allegations of sexual misconduct. Indeed, this seems to have been a topic of literally mortal concern during the Ayutthaya period, as Skilling has found records of Buddhist monks being regularly punished to death by public roasting over fire for allegations made of sexual misconduct. For this reason, foreign documenters observed and noted that only women past their childbearing years were allowed to
respectably don even white robes in the Kingdom of Ayutthaya. f Other scholars understand this statement regarding "inappropriateness of the bhikkhunis" to mean that it was considered inappropriate for women to have the status of Brahman priests g within the social/religious/ideological framework of the Ayodhyan Brahmanical tenants of the Manudharmashastra, a system of philosophy and social order which had spread at that time from India to Thailand. This system by law subordinates women first to their fathers, then husbands and finally sons, and does not allow for the possibility of women's salvation other than through the "sacrifices" or the merit offered by their sons. Finally, there has been the further speculation that the cessation of the previous Sangha was simply, if nothing else, an oft-repeated political move to ensure the loyalty of the clergy to the sovereign, and thus the solidarity of the kingdom.
As apparent in the Kingdom of Siam exhibit shown in 2004 CE in the United States at the Asian Art Museum in San Francisco, the writings and meticulous drawings of at least one foreign Jesuit missionary in Ayutthaya nonetheless still record the presence of undoubtedly feminine, h saffron-robed, shaven-headed monastics sitting on raised-platform seats in distinctly Thai-temple environs during that period. i Skilling finds records of robed Buddhist renunciate women in those times still addressed as bhagini—"sisters," the Pali/Sanskrit form of respectful address used by both the Buddha and Theras, as well as called nang-chee—"lady renunciates," a melding of Thai and Brahmanical terms and the precursor of the modern, white-robed mae-chee.
According to scholars, it may be reasonably assumed that some numbers of both bhikkhus and bhikkhunis of lineages and traditions from the pre-Ayutthaya period would have continued to survive in areas of what is now known as Thailand outside of the Kingdom of Ayutthaya. This may be confirmed by later records of Bhikkhuni Sangha in the regions that are now known as the surrounding countries of Burma, China and Cambodia.
Pre-modern and Modern Period
Looking for evidence of the continuation of kasaya-robed Buddhist monastic women beyond the Kingdom of Ayutthaya, such evidence may be found in nearly all directions.
In the northwest of what is now Thailand, Mon records include bhikkhunis into the 14 th century CE. In the northeast, records from Lao territories show yellow-robed female monastics into the 20 th century. In the north, Thai-Yuan records of the Yuan Special Autonomous District in Southern China show bhikkhunis contemporarily. The Thai peoples of at least one locale in India also preserve the last remnants of a yellow-robed women's monastic tradition.
To the west in neighboring Myanmar, the Burmese Chronicles of the King's Proclamations, as translated by Dr. Tan Tun in Ideas and Views, shows royal permission granted as late as 1788 CE to women over age nineteen to ordain as bhikkhunis. Additional laws prevented the
king's slaves from becoming bhikkhunis and, as late as 1810 CE, required both the bhikkhus' and bhikkhunis' discipline to be royally monitored. It may be noted here that, rather than the "thousand year gap" regularly spoken of, these records leave a gap of less than 200 years j in the tradition of full ordination for women in Southeast Asia.
To the east there are more recent Thai-Lao records as well. Most well-known is the travel diary of Hermann Norden, as published by Kamala Tiyavanich in the chapter "Sisterhood of the Yellow Robe" in her book Buddha in the Jungle. Norden writes in his 1920s travel diary for the Royal Geographical Society of Great Britian of his visit to the isolated Muang You people:
"At the bonzerie (monastery or nunnery), I was astonished to see young women in yellow robes and with shaven heads; a Buddhist Sisterhood. They were busily sweeping an already tidy yard; an older woman superintending the work."
To the north, the records are not only recent, but contemporary. Dr. Hua Che Min, a Chinese scholar of Sinhalese language affiliated with the language department at the University of Kelaniya, Sri Lanka, has authored a book in Sinhalese about the Thai-lue people's religious lives and practices in the Sip Song Panna Special Autonomous Region in Yunnan Province, Southern China. This book, Theravada Buddhism in China (in Singhalese), records, as of the year 1991 CE, the number of temples and bhikkhus and bhikkhunis of both Mahayana and Theravada traditions, reporting that they have been largely untouched by the Chinese government. Phra Vutthichai Bhikkhu, in his 2006 visit to the area to support the renovation of the Thai people's Theravadan temples, confirmed the reports of the book and reported that the temples look remarkably Thai.
Not only in China and in the regions surrounding modern Thailand, but in the homeland of Buddhism as well, the ethnic Thai peoples seem to have been among the last to devotedly preserve the remnants of their yellow-robed monastic traditions for women. In Yasodhara Magazine, Venerable Dhammananda Bhikkhuni reports her recent discovery of the presence of a tradition of saffron-robed female monastics in at least one ethnic Thai people's community in India. k
Once again returning to within the heart of the Thai Kingdom, images of saffron-robed women in Buddhist monastic life do not entirely disappear in the Ratanakosin Era, but may be found in the arts and histories related to the Royal Family.
Many Thais might be surprised to learn that the heritage of the early Arahanta bhikkhunis and the later bhikkhunis' missions were both affirmed and royally honored in Thailand. In 1836 CE, King Nang Klao—Rama III, established Wat Thepthidarom (Pali: Devadhita-arama) in Bangkok, the Monastery of the Heavenly Daughter, named for his beloved eldest daughter who served efficiently as his personal secretary, Crown Princess Apsonsudathep. The monastery's bhikkhuni Vihara houses statuary images of the Founding Mother of the Bhikkhuni Sangha Mahapajapati Gotami and fifty-two bhikkhuni Arahantas, the images
dedicated to his daughter (whose health was ailing) and his fifty-two children. The princess also contributed from her personal fortune to the construction. King Rama III also undertook the 16 year 7 month restoration of the Ayutthayan period monastery Wat Bodharam (commonly known as Wat Pho), initially begun by King Rama I when he established it as a first grade royal monastery in 1788 CE. King Rama III's son Prince Laddawan led in the restoration of the Western Vihara, the famed Temple of the Reclining Buddha, on whose walls may still be found the Mahavamsa mural paintings of the arrival of Ashokan daughter Sanghamitta with the Bodhi tree to Sri Lanka, her meeting with King Devanampiyatissa and her ordination of Queen Anula with her company of 500 women, establishing the Buddhasasana. Other walls in the sanctuary of the Reclining Buddha are covered by extensive and elaborate mural paintings of the thirteen foremost bhikkhuni disciples of the Buddha and their stories, as well as paintings of the ten foremost laymen and laywomen disciples. This great restoration was undertaken by the king to maintain Wat Pho as "a center of both arts and knowledge for the Thai people, where descendants could look indefinitely."
In the years that followed however, few have even known to look. The doors of the Bhikkhuni Vihara in the Monastery of the Heavenly Daughter generally remain locked. As robed, shaven-headed images of bhikkhus and bhikkhunis may look similar without close examination, even well-educated monks living for years at Wat Pho may never know of the content and meaning of its full-wall mural paintings, not to mention the throngs of tourists that pass through its halls each day. The majority of modern records that are often seen related to ordained women in the saffron robes and the Thai royalty might be considered tragic.
Perhaps the most famous is the diary of Anna Leonowens and the Western movies The King and I and Anna and the King based upon it. Anna Owens was the British governess to the Royal court of Siam from 1862-1865 CE, during the reign of King Mongkut—Rama IV, who was a highly-disciplined Buddhist monk himself for many years and founder of the Dhammayuta Nikaya (a reformed monastic order) before ascending to the throne. In her book Romance of the Harem, she relates the pitiful story of the favorite consort-wife of the king, Lady Tuptim, who was engaged to be married when she was chosen for the royal harem. Her fiancé, Pilat, ordained as a Buddhist monk after her leaving, and when Lady Tuptim felt trapped by the confines of her palace life she escaped and secretly ordained as a novice at Phra Pilat's temple. Upon her discovery there, although affirming purity, the two were tried and sentenced to death by fire. We can only guess the impact that such an event may have had upon the thoughts and views of the royal princes and their heirs, amongst them, Prince Chulalongkorn, the son of King Mongkut who was later to become Rama V, the king to follow, and Prince Wachirayan, the son who was to become Sangharaja.
Under the reign of the beloved and revered King Chulalongkorn—Rama V (the son of King Mongkut tutored by Anna Leonowens while a prince)—Siam lost border territories to colonial powers, to France for Laos and Cambodia, to Britain for Burma. However the King was able to maintain independence, declaring Siam an independent kingdom in 1886.
A son of King Chulalongkorn's, Rama VI—King Vajiravudh—reigned from 1910 to 1925, during which time he increased the westernization begun by his father and grandfather, including mandatory primary school education and a system of standardized basic education for the Buddhist monastic Sangha. Prince Wachirayan (Vajirananavarovasa) was appointed and empowered by King Vajiravudh as Sangharaja—"Sangha King" or "Supreme Patriarch" of Siam.
Texts authored by Prince Patriarch Vajirananavarorasa for the progress and knowledge of Buddhism and education of the Sangha in the monastic discipline of the Vinaya included the Vinaya Mukha and its English-language translation Entrance to the Vinaya. As these texts are often studied in place of the Vinaya itself, they have led (and still continue to lead) the vast majority of Thai-educated Buddhist monks to hold beliefs expressed therein, such as: a "person who wishes for upasampada (full bhikkhu or bhikkhuni ordination) must be male" and "if one has committed serious offences or one is a woman, then such persons cannot receive the upasampada and their ordination would be known as vatthu-vipatti, literally, defect[ive]." l Later, in Volume III of the Vinaya Mukha we find two personal speculative theories propounded by its author: the first, that the Bhikkhuni Sangha "existed temporarily, for no great length of time… [and] probably disappeared in Lord Buddha's own days;" m and the second, that from the time of Sanghamitta Theri, daughter of Emperor Ashoka, "it is agreed that the bhikkhunis disappeared." n In this case, the "agreement" would seem to have become the self-fulfilling prophecy for a nation. With a concerted effort made to spread and establish a statewide system of secular and monastic education, lay children, samaneras, and bhikkhus, from the early 1900s until the present, all came to be educated that the Bhikkhuni Sasana had died out in India not long after the Buddha's time, the last bhikkhuni being Sanghamitta Theri.
Additionally, according to both Buddhist monastic scholars and Buddhist historians such as Tiyavanich, in the twentieth century, diverse, local, ethnic traditions of Buddhism in Thailand were legally replaced by State Buddhism for the sake of a Unified Thai Nation and Sangha. Empowered by the Sangha Acts of 1903 and 1928, both secular and religious laws were made forbidding the ordination of women due to a perceived political threat. o For the sake of a centralized Thai State and uniformity of Sangha standards, although a divergence from the Vinaya, from that time it became illegal for local Elder Buddhist monks to give ordination within their local Sangha traditions and lineages to even men, unless they were approved, trained and certified as Upajjhayas (preceptors) by State Authority.
As a final note, scholar Peter Koret is currently working on the histories of several Thai women ordained as bhikkhunis and disrobed by law during the early 1900s in the Sangha Acts period above. These include the two daughters of outspoken political critic Narin Klung (one of the political threats mentioned above) who were ordained as bhikkhuni and samaneri along with a number of other women. Due to their father's political conflicts, the daughters, Sara and Jongdi, were arrested and most of their Sangha disrobed, while the two sisters were taken to prison where the elder sister was disrobed by force. When released from prison the daughters maintained their monastic life but changed the color of their
robes. Their Sangha ended one day when the elder sister, Phra Bhikkhuni Sara, was kidnapped by a rider on horseback while she was walking on almsround. Due to the negative reaction to that event within the Sangha, the then Sangharaja of Thailand passed a law forbidding any and all Thai bhikkhus from acting as preceptors in ordaining women as either samaneris, sikkhamanas, or bhikkhunis.
Nonetheless, twenty-eight years later, in 1956 CE, Thai lady Voramai Kabilsingh received ordination as a samaneri from Phra Prommuni of Wat Bawanniwet, the King's own ordination master. Although she wore light yellow robes of a different color than Thai bhikkhus, in the 1960s she was charged with the illegal act of impersonating a bhikkhu. After learning of the continuation of Sanghamitta Theri's line in the Chinese Dharmagupta bhikkhuni lineage of Taiwan, in 1971 she traveled for the full bhikkhuni ordination there, receiving the ordained name of Shih Ta-Tao Fa-Shr—Venerable Mahabodhi Dhammacarya. In the year 2001, thirty years after her full ordination, Venerable Mother Mahabodhi's daughter Dr. Chatsumarn Kabilsingh, herself a respected Buddhist scholar and teacher, traveled to Sri Lanka to receive samaneri ordination and two years later the bhikkhuni ordination upon the revival of the tradition of the bhikkhuni upasampada there. Given the ordained name Bhikkhuni Dhammananda, her ordination together with the beneficent works of others, has paved the way for a gradually but steadily increasing number of Thai women, both Theravadan and Mahayana, to be ordained as samaneris and bhikkhunis both in Sri Lanka, in Taiwan, and once again in Thailand. As their stories are many, they will not be told here. p Fortunately, it is the very spirit of further research into the Buddhist texts coupled with dedication to the higher purpose of the Buddhasasana and the welfare of the Monastic Sangha, so championed by Kings Mongkut and his sons King Chulalongkorn and Prince Patriarch Vajirananavarorasa, which has brought this about. In the year 2003 CE, after extensive research and review by the Thai Senate, the secular law banning women's ordination in Thailand was found unconstitutional and revoked as contrary to freedom of religion.
In Conclusion: A Different Definition
Thus, as I have been told by knowledgeable Thai researchers and Buddhist academics, the common statement "Thailand has never had a Bhikkhuni Sangha" or "Thailand has never had bhikkhunis," to current knowledge, might be more accurately and correctly stated as:
Within the domains of the current Chakri dynasty of Rama kings, since its foundation; that is, in the Ratanakosin Era from the Ayutthaya Period through the Bangkok period (1782 CE -present), Thailand has not yet had a royally- or Statesanctioned and supported Bhikkhuni Sangha with dual ordination.
This is not to say that there have never been bhikkhunis amongst the ethnic Thai peoples, nor that the lands, now known as Thailand, have never been host to the Bhikkhuni Sangha.
In fact, the pattern that appears within the historical threads, when woven together, does seem to tell quite a different story.
Endnotes to Appendix
a A text of Sri Lankan origin taken to China and translated by Sanghabhadra about the time of Buddhagosa. The Chinese translation of the title of this Singhalese Vinaya commentary has been retranslated into Pali as the Sudassanavinayavibhasa.
c Although this statement has been attributed to Ashokan son Mahinda Thera in his words to Sri Lankan King Devanampiyatissa regarding his reason for calling for his bhikkhuni sister Sanghamitta Theri and her peers to establish the Bhikkhuni Sangha, it is based upon various quotations from the Tipitaka. As amalgamated and paraphrased briefly from Analayo's Women's Renunciation in Early Buddhism:
b Ruan Song Pra Thera Bye Prakat Pra Sasana Ni Thang Prathet—p 119: "Puak dek ni tragoon praman 3,500 buat laew. Khuntida praman 1,500 nang gan buat laew. Pra thera nan dye pradit tan prasasana hye damrong man yu ni kwan suvanabum nan laew doy prakan cha ni. Jam derm ther nan ma chon [p 120] chow suvanabum gau dye thang cheu pauk dek ti gert ni ratchathragoon wa Sonuttara serp ma."
Numerous early canonical passages concur with the clear statement given in the Mahaparinibbana Sutta that the Bhikkhuni Sangha is an integral part of Buddhist community, particularly the Lakkhana Sutta and the Pasadika Sutta of the Digha Nikaya. Even those outside the Buddhist order apparently perceived the existence of proficient female Buddhist monastics [bhikkhunis] as indispensable for the completeness of the Buddha's Sasana, as in the Mahavaccagotta Sutta of the Majjhima Nikaya, were we find the wanderer Vaccagotta, soon to enter the Buddhist Sangha and become an Arahanta, proclaiming that: "If, in this teaching, only the Reverend Gotama and the bhikkhus were accomplished, but there would not be accomplished bhikkhunis, then this Holy Life, would be deficient in that respect"—(sace ... imam dhammam bhavañc' eva Gotamo aradhako abhavissa bhikkhu ca ... no ca kho bhikkhuniyo aradhika abhavimsu, evam idam brahmacariyam aparipuram abhavissa ten' angena.) The degree to which the existence of the bhikkhunis is integral to the welfare of the Buddha Sasana is highlighted in Samyutta Nikaya 16.13: "bhikkhu bhikkhuniyo upasaka upasikayo satthari ... dhamme ... sanghe ... sikkhaya ...samadhismim sagarava viharanti sappatissa. Ime kho ... pañca dhamma saddhammassa hitiya asammosaya anantaradhanaya samvattanti." The conditions that lead to the duration of the Dhamma after the Buddha has passed away are treated in the Anguttara Nikaya which states these requisite conditions to be that "the four assemblies be respectful towards the Teacher, the Teaching, the Community, the training and towards each other"—(bhikkhu bhikkhuniyo upasaka upasikayo satthari ... dhamme ... sanghe ... sikkhaya... aññamaññam sagarava viharanti sappa issa. Ayam kho ... paccayo yena Tathagate parinibbute saddhammo cira hitiko hoti.) According to the Dakkhinavibhanga Sutta, from the perspective of merit, a gift given to the Ubhoto Sangha comprised of both bhikkhus and bhikkhus is superior to that given to the Bhikkhu Sangha alone, thus the absence of the Bhikkhuni Sangha would result in a deficiency of the Order as a recipient of gifts. Finally, in Samyutta Nikaya 42.7 we find that, in addition to being treated as superior recipients of offerings, the bhikkhus and bhikkhunis are reckoned together when it comes to receiving teachings, as they constitute the superior field for the Buddha's instructions—("seyyathapi ... khettam aggam evam eva mayham bhikkhu-bhikkhuniyo.")
e The translation of these texts into Thai was commissioned by Ven. Dhammananda Bhikkhuni in July 2007.
d Samantapasadika 62-63.
f Skilling—Nuns of Southeast Asia
g In the Buddha's teaching, a person rightly becomes a Brahman (holy) neither by birth-caste nor by gender, but rather by their own virtuous and noble deeds.
h Due to the distinctive double circle breast motif
j The eminent teacher of Burmese Master Mahasi Sayadaw, Mingun Jetavan Sayadaw's 1949 CE reasoned proposal for the reestablishment of the Bhikkhuni Sasana in Burma (although not accepted at that time) thus seems to have followed upon no more than 139 years lapse of the Southeast Asian Bhikkhuni Sangha.
i The author here wonders whether this may have been a drawing of the fabled royal Ayutthayan princess who secretly fled the palace life to be ordained as a bhikkhuni and live the monastic life against the wishes of her father the King.
k See www.thaibhikkhunis.org – Yasodhara Magazine, "back issues."
n Entrance to the Vinaya III, pg 269. ""
l Entrance to the Vinaya I, pgs 4-5 on fulfilling conditions (sampatti) for ordination. Thai version published in 1903. m Entrance to the Vinaya III, pg 268. Thai version published in 1921, English in 1983.
o According to Mahachula, until that time Chinese Mahayana traditions in Thailand still had both Bhikkhu and Bhikkhuni Sanghas in Thailand, but with the establishment of these laws, they voluntarily gave up their practice of ordaining women.
p Many of these women have been awarded as "Outstanding Women in Buddhism" in observance of the United Nation's International Women's Day at the United Nations in Bangkok. Their information may be available through Outstanding Women in Buddhism Awards Secretary General Dr. Tavivat Puntarigvivat or Founder Venerable Rattanavali Bhikkhuni.
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Restoration workers Mike Jeffery (left) and David Randt use soil and plywood to dam one of the drainage ditches in Burns Bog. Courtesy Corporation of Delta
Surrey North Delta Leader
Human beavers bring bog back to life
By Christine Lyon - Surrey North Delta Leader
Published: August 19, 2008 10:00 AM
Updated: August 22, 2008 1:58 PM
Mike Jeffery and David Randt meet at Delta Municipal Hall every morning at 7:15 a.m. They toss their orange coveralls, wading boots, shovels and plywood into a pickup truck and head to Burns Bog.
Jeffery and Randt spend their days damming the drainage ditches that carry water away from the bog. They dig a notch on either side of the ditch embankment, then slot in 4x8 pieces of plywood. The men salvage sticks and branches which they use as stakes to secure the dam. Finally, they fill the layers of plywood with soil for added strength.
Since they started May 12, Jeffery and Randt have built seven new dams and upgraded 10 old ones in the raised peat bog, which occupies a quarter of Delta. Small dams take a day to construct, while larger structures can take up to a week.
Ditch-blocking has been going on since 2001 in an effort to restore the bog to its natural state. Steel barriers and wooden dams from previous years are still in tact.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
Until the '80s, drainage ditches were dug throughout the bog to facilitate large-scale peat mining and cranberry farming. The ditches drained nearly 40 per cent of the original bog – a danger since precipitation is the dome-shaped area's only source of water.
Burns Bog is about half the size it once was because of agricultural and industrial land use. In 2004, the province, Metro Vancouver and the Corporation of Delta purchased 5,000 acres of the bog and created a plan to protect its unique ecosystem and the rare plants and animals living there.
Jeffery and Randt are two of the few people permitted on the bog. They lug their equipment to the dam sites on foot, since there are no roads and driving is a fire hazard.
Jeffery, 25, is studying forestry at BCIT and loves being able to work outside. Randt is studying geological engineering at UBC. The 19-year-old Delta resident is happy to lend an environmental hand in his own community. This is the second year Delta has employed summer students to restore the bog.
The pair runs into deer, owls, herons, hawks and eagles on a daily basis. They were pleased to discover the resident beavers are quick to patch up their faulty dams.
Project manager Sarah Howie explains beavers are attracted to the sound of running water.
"If one of the dams is leaking and water is going around or bypassing it, they'll hear that and they'll start adding onto the bypass until it stops flowing," she says.
Howie is an urban environmental designer for the Corporation of Delta and has been overseeing the hydrology aspect of the restoration project for almost four years.
"It's an engineering feat, what we're doing," she says, explaining the dams must be strategically placed and strongly built to hold back the water pressure. Water levels can rise two feet in winter.
Keeping water in the bog is the most important part of the restoration process because without water, a bog becomes a forest.
Peat, also known as sphagnum moss, is integral to maintaining the bog ecosystem since it releases acid and absorbs water. But peat regenerates very slowly compared to the rate it was harvested for horticulture in the 20th century.
Howie measures water and ground levels year round to determine whether or not the ditch-blocking efforts are worthwhile.
Data over the last three years has shown sphagnum moss is indeed expanding. That means the bog is starting to recover, thanks to a hard-working restoration crew and a few eager beavers.
Links referenced within this article
Find this article at:
http://www.bclocalnews.com/surrey_area/surreyleader/news/Human_beavers_bring_bog_back_to_life.html http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B...
28/08/2008
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http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
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Small Wind Energy System Model Ordinance — An Overview
Written by: Sherrie Gruder
Small wind turbines are being installed to supply power to a variety of sites -- including farms, businesses and schools. A small-scale wind energy system can help make a home or business energy-independent. A gridconnected wind system provides the benefits of wind energy and the consistency of the utility. An off-grid system has no connection to utility lines, so it is very useful in isolated locations. Installing a wind turbine is a productive way of offsetting high utility costs while making a commitment to the community and the environment.
The most significant barrier to small wind turbine installation can be local zoning. This has been an incidental result of uncertainty about large wind farms by some communities. To help educate local officials, Focus on Energy and UW-Extension have developed a small wind energy system model ordinance for local towns and counties. The ordinance complies with the relevant state statute, WI s.s. 66.0401, governing a municipality's ability to regulate wind systems.
There are several ways a town or county can use the small wind energy system model ordinance. It can be adopted as-is, or it can be used as the basis for a conditional-use permit. For example, the Town of Ahnapee in Kewaunee County took out the standards, abandonment, and permit requirements sections and put them into a conditionaluse permit. The Town of Merton in Waukesha County is doing the same thing. Alternatively, Calumet County adopted many of the recommendations in the small wind energy model ordinance and placed it into the overall county wind ordinance that also includes large wind.
For further assistance with small scale wind energy systems and issues, go to the Focus on Energy Web site at www. focusonenergy.com/renewableenergy or call 800 762-7077. With specific questions on zoning issues related to wind, contact Mick Sagrillo through Focus on Energy or directly at (920) 837-7523, [email protected].
With staff in Green Bay, Madison, Milwaukee and Stevens Point, SHWEC has been providing quality environmental education and technical assistance throughout Wisconsin since 1990. To contact a SHWEC Specialist go to www.shwec.uwm.edu
SHWEC -
UW-Extension 610 Langdon Street, Room 528 Madison WI 53703 608.262.0385 tel 608.262.6250 fax
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CAPITOL LIMITEDROUTE GUIDE
CHICAGO • TOLEDO • CLEVELAND • PITTSBURGH • WASHINGTON, DC
We hope you enjoy reading this guide and learning about points of interest along our route. It is written starting from the western terminus of the train in Chicago and proceeds to points east, ending in Washington, D.C. If you boarded in Washington, just read the guide in reverse, remembering to look in the opposite direction referenced.
AMTRAK STATIONS are shown in all capital letters, as opposed to upper and lower case for towns and geographical areas through which the train travels but does not stop. The Amtrak System Timetable or the Capitol Limited ® panel card should be consulted for actual station times. While all service presented in this guide was accurate at the time of publication, routes and services are subject to change. Please contact Amtrak at 1-800-USA-RAIL, visit Amtrak.com or call your travel agent for the most current information.
Combining impressive geologic formations, man-made wonders and rich American history, this route is rife with feature attractions between the "City of Broad Shoulders" and its terminus in the nation's capital and city of magnificent monuments, Washington, D.C. From orderly farms in the heartland to spectacular views of the mountains above Pennsylvania and West Virginia valleys, the scenes are unforgettable. Today, their quiet beauty belies the ferocity of the many Civil War battles fought in and around the area. From striking rock formations to national historic landmarks, the Capitol Limited presents a journey upon which you will continue to reflect for some time to come. So relax and enjoy this unique view of Americana from your picture window!
[Amtrak Capitol Limited was named after the former Baltimore & Ohio Railroad's flagship passenger trains -- for many years the choice of travel between Chicago and Washington. In keeping with "B&O" tradition, you can choose from freshly prepared meals in the dining car, a full lounge/observation car and extra-fare sleeping car accommodations.]
WELCOME ABOARD
Chicago, IL
Welcome aboard the Capitol Limited, ® an all-American journey between America's heartland and the nation's capital – from the scenic farmlands of Ohio and Indiana through the Allegheny Mountains and the beautiful Potomac Valley. On board, you will experience the comfort and relaxation of train travel while witnessing some attractive scenery. We are happy to have you aboard today and want to ensure your trip is everything you want it to be. If there is anything that can be done to make your trip more enjoyable, please do not hesitate to call on any Amtrak employee.
THE TRAIN STAFF
The staff of the Capitol Limited is here to make your trip a special and enjoyable experience.
Conductor is responsible for the entire On-Board Services staff as well as ticket collection, the safety of passengers and the safe operation of the train.
Lead Service Attendant is responsible for the operation of the Dining car and Dining car staff.
Lounge Car Attendant is responsible for the operation of the Café/Lounge car
Sleeping Car Attendant is responsible for providing all service for passengers ticketed in Sleeping car accommodations, including room preparation, luggage service and any assistance necessary to ensure a comfortable journey. They can also assist with meal reservations or arrange for your meal to be served in the privacy and comfort of your accommodation.
Coach Attendant is responsible for providing service for passengers ticketed in coach. This includes seat assignment, pillow service, luggage service and other assistance to ensure a comfortable journey.
ACCOMMODATIONS
Superliner Sleeping accommodations provide a range of private rooms with amenities for day and night use. From roomettes to bedrooms featuring a private lavatory and shower, Sleeping car accommodations will suit any need and can be described in more detail by any member of the crew. Please ask to speak to the Conductor regarding the availability of rooms. Amtrak Metropolitan Lounge/ ClubAcela ® are available in Chicago and Washington for Sleeping car service passengers.
Coach seating provides a wide reclining seat with leg rest, folding tray table and overhead reading light. Free pillows and at-seat meal service are also available.
Dining service offers a wide range of full hot meals featuring regional cuisine prepared by Amtrak chefs with specialties unique to the Capitol Limited. The Dining car provides the perfect venue to meet your fellow passengers and enjoy a delicious meal while the scenery glides by your window. Sleeping car accommodation charges include meals in the Dining car while passengers ticketed in Coach may purchase Dining car meals at reasonable prices. Striking scenery and a great staff make dining on the Capitol Limited a memorable experience.
Sightseer Lounge/Café is the perfect location for scenic viewing and lighter fare. Large panoramic windows provide the perfect vantage point for sightseeing and making new friends. The Café is located on the lower level of the car offering sandwiches, snacks and beverages.
HOST RAILROADS are the freight and commuter railroads that Amtrak contracts with to operate Amtrak passenger trains. The Capitol Limited travels ChicagoPittsburgh –- Norfolk Southern (NS); Pittsburgh-Washington --- CSX.
Information contained in this route guide as well as described amenities and other on-board features are subject to changes without notice. While gratuities are not required for services provided, it is an appreciated way to convey to an employee that he or she has made your trip more enjoyable.
Continues on next page
IN-OH State Line
Kendallville
Central/Eastern Time
Roby
Huron
Amherst
Vermillion
Davis-Bessie Nuclear Plant
Maumee River
Bryan
La Porte
Gary
Pine Junction and Indiana Harbor
SANDUSKY, OH
TOLEDO, OH
WATERLOO, IN
ELKHART, IN
SOUTH BEND, IN
Hammond-Whiting, IN
Chicago
CHICAGO As we pull out of the covered platforms in the station, look left for an impressive view of the city skyline. Among its magnificent structures are the Sears Tower, Daley Center and John Hancock Building. Soon, again on the left, is Cellular Field, home of the Chicago White Sox. We now cross the South Branch of the Chicago River, famous for its backwards flow, and where ships ply Great Lakes ports along the Illinois and Michigan Canals. Sanitary engineers reversed its flow in the early 1900s to prevent epidemics. As we cross the Rock Island Railroad at Englewood, imagine the intense rivalry between the Twentieth Century and Broadway Limited trains as they raced one another to New York decades ago. Of note is the New Regal Theater, originally an "atmospheric" motion picture palace where the audience sat in an imaginary courtyard under the stars. Today, it is a showcase for live entertainment. The cemetery on the left is where Harold Washington, the city's first African American mayor, is buried.
Vibrant and energetic, Chicago is the industrial core of the Midwest and a major transportation hub. In the heart of America's agriculture belt, it is a leading distributor of farm products. Its many regional food specialties reflect the city's ethnic and working class roots. Its spirit is also exemplified in its unique architecture; here is where the word "skyscraper" originated in 1885. The arts and sciences are also alive here, with an abundance of world-renowned theaters and museums. Most Amtrak long-distance trains originate or terminate here. Soon we cross the Illinois/Indiana state line.
Roby Just east, power lines and grain elevators dominate the skyline of this area. The Indiana "Skyway" Toll Road, I-90, is on the right.
Hammond-Whiting As we pass through town, consider one of its early residents, Alvah Curtis Roebuck, a farm boy. Moving to Chicago, he started a mail order company with Richard Sears -- and thus began Sears, Roebuck and Co. The town is home to Purdue University. It boasts of one of the country's first professional football teams in the 1920s. Notable natives include the original "Doublemint Twins ® " of the famous chewing gum advertisements. A Pullman-Standard plant here produced railroad passenger cars between 1929 and 1981, many of them for Amtrak in the 1970s. In 1911, the "Betzmobile" was introduced here to great fanfare; unable to meet demand, the firm quickly succumbed.
Gary was planned by U.S. Steel in 1906. Many famous personalities grew up in the shadow of its furnaces, including the entertainers of the famous Jackson family, actor Karl Malden and astronaut Frank Borman.
LaPorte Here, between 1896 and 1897, French engineer Octave Chanute launched the Age of Flight with manned glider excursions on the high dunes that ring the shores of Lake Michigan. His designs were the basis for aviation projects around the world – including a motorized version built by the Wright Brothers in 1903.
SOUTH BEND To many, this city is synonymous with Notre Dame, both the university and the football team. Its famous golden dome arises in the distance on the left. To others, it is virtually defined by the Studebaker Corporation, which started making wagons here in 1852, came to prominence, and finally ceased auto making here in 1963. Its museum is a collection of vehicles from its 150-year history of production.
Note: The time change occurs here during the fall. When traveling eastbound between October and April, set your watch one hour ahead before arrival. When traveling westbound, set your watch one hour back departing South Bend.
ELKHART When Seventy-Six Trombones Come a Marchin' In -- it has to be Elkhart, which townspeople say was the inspiration for Broadway's hit, "The Music Man." For many years, it was known as the Brass Musical Instrument Capitol. Charles Conn made the first U.S. produced cornet here. Miles Laboratories, original maker of AlkaSeltzer, ® was founded in Elkhart. Today, it is known as the "Mobile Home Capital" due to its large RV manufacturing base, and it hosts one of the country's premier jazz events each June.
WATERLOO is our last stop in the Hoosier State. Founded in 1856, the town was named for its co-founder, Miles Waterman. Some wanted the town to be named Waterman, but he declined this honor and supported Waterloo, a popular name not only in this area but across the U.S.; there are 30 such towns in 26 states currently in existence. The American version of Waterloo is most likely derived from the town of the same name in Belgium where Napoleon's army was defeated. The phrase "met his waterloo" originated from this event, meaning a defeat, ruin, collapse or downfall.
Indiana/Ohio State Line
Note: The change to daylight savings time occurs here in the spring. When traveling eastbound between April and October, set your watch one hour ahead after departing Waterloo. When traveling westbound, set your watch back one hour before arriving in Waterloo.
Bryan Did you ever play with an "Etch-a-Sketch ® " toy as a child? If so, you've got a connection to this, the home of its maker, the Ohio Art ® Company. Also delighting children is the world's largest maker of candy canes and lollipops, the Spangler ® Company. Some of the town's many artesian wells still flow today, giving rise to its nickname, "The Fountain City." WNBO radio here is the nation's first to be solar powered. From here to Toledo, the 68.5-mile straight track is known as one of the "Air Line" routes due to its lack of even a single curve.
Point of Rocks
Harpers Ferry Tunnel
Hancock-WV, MD, & PA
Viaduct Junction
Wills Creek
WV-MD State Line
MD-WV State Line
PA-MD State Line
Salem
Garfield
OH-PA State Line
Ravenna
Falls Cut Tunnel
Salisbury Junction
Saddle Rock Curve
Kaufmann’s Run
Layton
Versailles
Braddock
Ambridge
Beaver Falls
Lovers Leap
The C&O Aqueduct
Kesslers Bridge/Graham Tunnel
ROCKVILLE, MD
HARPERS FERRY, WV
MARTINSBURG, WV
CUMBERLAND, MD
CONNELLSVILLE, MD
ALLIANCE, OH
Pittsburgh
TOLEDO was founded in 1833 where the Maumee River enters Lake Erie. Fort Miami to the south is where General "Mad" Anthony Wayne defeated the Indians in 1794, clearing the settlement of Northwestern Ohio and Northern Indiana. Congress had to intervene to prevent Ohio and Michigan from warring over ownership of Toledo in 1835. Today, Toledo is the Glass Capitol of the World, being home to OwensCorning. ® During daylight hours, watch for some of the world's largest grain elevators. Its largest employer for most of the last century was Jeep's ® original manufacturer, Willys/Overland. Although the town's well-known industrial base has contracted in recent years, it remains headquarters for the Big Three automakers' factories and parts suppliers. However, health care now leads the economy. Satirist P.J. O'Rourke, actor Jamie Farr and actress/model Katie Holmes all hail from Toledo.
from Spider Man TM 3, as well as the TV sitcom The Drew Carey Show. The city lies on the southern shore of Lake Erie, at the mouth of the Cuyahoga River; the half-mile-wide river valley divides the city into an east and west side. The city has been home to famous political and business leaders, including President James A. Garfield; John Hay, Secretary of State under President McKinley; and self-made millionaire John D. Rockefeller. The Man of Steel, Defender of Truth, Justice and the American Way, Superman, was the 1932 brainchild of two Clevelanders, Jerry Siegel and Joe Shuster.
During the night, we pass a huge nuclear power facility identifiable by massive plumes of steam. We cross the Portage River at Clinton, known as the "Walleye Capital of the World" due to an abundance of the fish caught here every year.
SANDUSKY To the left in the distance is the top of Cedar Point's roller coaster, one of the world's largest ride parks. Oliver Hazard Perry defeated the British fleet in 1813; a monument here stands testament. Possessed of an excellent natural harbor surrounded by islands, this is the second largest Great Lakes coal-shipping port. A network of abolitionists used its station on the "Underground Railroad" to help slaves escape to freedom before the Civil War. The city was the setting for the 1995 film, Tommy Boy.
Huron Thomas Alva Edison was born in the hamlet of Milan eight miles inland from here in 1847. Equipped with three months of formal schooling, he went on to own more patents than any other inventor. On the way into town, we cross the Huron River; on the way out of town, the Vermillion River, a tributary of Lake Erie.
ELYRIA was the birthplace in 1919 of the International Society for Crippled Children; the Easter Seal Society followed in 1934. Elyria became a notable whistlestop in American political history during the 2008 Presidential campaign when then-candidate John McCain and "folkhero" Joe the Plumber met at a rally and posed for photographs that were transmitted around the world. To the southwest is Oberlin College, one of the first to have coeducational classes. The city was named after its founder, Herman Ely, in 1817.
CLEVELAND is the largest city in the state, a leading manufacturing, trading and cultural center in the Midwest, and home to the Rock and Roll Hall of Fame Museum. Playhouse Square Center is the second largest performing arts center in the U.S. One Playhouse Square was the original studio where disc jockey Alan Freed popularized the term "rock and roll." Many films have been shot here, including scenes
ALLIANCE is, like many Ohio towns, built around the campus of a small college, Mount Union. Notable native Len Dawson, playing for the Dallas Texans (later becoming the Kansas City Chiefs), completed a 10-year run as the former AFL's highest rated career passer. Although he participated in a losing effort against Green Bay in Super Bowl I, he earned MVP accolades for his victory over the Vikings in Super Bowl IV. Nearby is Canton, long-time home of President William McKinley.
Garfield is named after President James A. Garfield, elected in 1880 and assassinated the following year.
Salem is one of many Ohio towns named by New England settlers for their Northeast homes.
Ohio/Pennsylvania State Line
Beaver Falls The great "Broadway" Joe Namath was born in this Pennsylvania town.
PITTSBURGH is sited between the Allegheny and Monongahela Rivers, which join here to form the Ohio River. George Washington first surveyed the site in 1753 after being sent to report on its military potential. Pittsburgh has 446 bridges, besting Venice Italy, and its steeply sloped topography can be traversed by 712 sets of stairs comprising more than 24,000 vertical ft. – greater than San Francisco, Portland and Cincinnati combined.
Long known as the "Steel City," a more appropriate name today might be the Renaissance City. The first such renaissance occurred following World War II when a $550 million program to cut pollution was put into effect. The 1970s and 1980s offered yet a second renaissance, shifting from a manufacturing economy to one based upon service and technology, and an urban transformation bringing about new office and shopping complexes. Today, not a single ton of steel is produced here or anywhere nearby.
Several "firsts" are attributable to Pittsburgh: synthetic insulin, the polio vaccine, the commercial nuclear power reactor and the allaluminum skyscraper. The University of Pittsburgh was first to use numbers on its athletic jerseys, and the Pittsburgh Steelers were the first to win four Super Bowls. Western Pennsylvania has produced many sports stars.
Braddock is a suburb of Pittsburgh named for General Edward Braddock, a British Army officer who died trying to wrest the area from the French in 1755. The battle was a key event beginning the French and Indian War. After Braddock's death, a young colonel named George Washington took command and led the retreat of British and Colonial forces west from this site to Fort Necessity. Washington ordered Braddock's body to be buried in the middle of the road to keep the enemy from knowing of his death.
We now pass the J. Edgar Thompson Works, built by steel magnate Andrew Carnegie. Next we see the former giant Duquesne Works steel mill, named after an early French fort. Legend has it that a fortune in gold and silver is buried here, the payroll of British soldiers, hidden during the French and Indian War.
CONNELLSVILLE If you are traveling eastbound, dawn may be breaking as we pass through this city. A former coal mining town, its newspaper, The Daily Courier, has been in continuous publication for over a century. Founded in 1793 by Zachariah Connell, the location made a natural stopping place for travelers to build rafts and float down the river.
Kaufmann's Run marks a small stream flowing down from the famous home, "Fallingwater," designed by Frank Lloyd Wright and commissioned by the Edgar Kaufmann Sr., owner of the famous department store in Pittsburgh.
Saddle Rock Curve Shortly after leaving Markleton, the train veers left and a large boulder, shaped like a western saddle, becomes visible on the right.
Atlantic Look left to see several square, cave-like holes cut into the rock face of the mountain – all that remains of an 18 th -century millstone quarry. The most recent census indicates that the town is home to 43 persons in 12 households containing nine families.
Garrett was named after a president of the B&O Railroad. When steam locomotives ruled the rails, this town was a "helper" station that dispatched engines to help trains up the steep grade.
Meyersdale To the right side of the train, look for Mount Davis, the highest point in Pennsylvania at 3,213 ft.
Sand Patch marks the summit of the Alleghenies and the Eastern Continental Divide. Rain falling on the west end of the tunnel flows to the Gulf of Mexico and rain falling at the east end of the tunnel flows to the Atlantic Ocean. This is a prime railfan location because of the 1.94% grade.
Pennsylvania/Maryland State Line
The state line doubles here as the famous Mason/Dixon Line. Known by most people as the dividing line between free and slave states before the Civil War, the line was actually surveyed between 1763 and 1767 to settle another dispute – which state owned which land. English astronomers Charles Mason and Jeremiah Dixon undertook the task to divide Pennsylvania, Maryland, Virginia and West Virginia (then a part of Virginia). It wasn't until 1863, during the early stages of the Civil War, that West Virginia joined the Union, at which point the line separated slavery from freedom. Railroad engineers who built this section of track followed the path of least resistance regardless of which state it led them through.
Cumberland Gap This natural gap in the mountains has provided people with East/West passage for centuries. On the east end is famous Lover's Leap. Legend holds than an Indian princess fell in love with a federal soldier; the couple wished to wed but the princess' father forbade it. In despair, they climbed to the top of a 1,000-ft. cliff of Wills Mountain (to the right) and leapt to their death.
Viaduct Junction This is the beginning of the most historic main-line track in America. The B&O was chartered in 1827 as the nation's first common carrier railroad. Finished in 1852, the line stretched from Baltimore to Wheeling, West Virginia.
CUMBERLAND was once known as the "Queen City of the Alleghenies" with its rolling hills, winding waterways and mountain views. Note street signs on the left marked "Queen City" precinct. Situated 655 ft. above sea level, it was once the second largest city in Maryland. Buildings with impressive spires create a unique skyline, and quaint houses dot the hillsides. The oldest existing building, the George Washington Headquarters, was built in the 1750s. Numerous early coal, canal and railroad barons lived on Washington Street in ornate mansions, several of which have been restored. Today, Cumberland is the commercial and railroad center of Western Maryland and a focal point of the region's growing tourist industry. Notable residents include actor William H. Macy, who was junior and senior class president at Allegheny High School.
Maryland/West Virginia State Line
Kesslers Bridge/Graham Tunnel When entering and exiting the 1,592foot tunnel, we are in West Virginia – but while traveling through it, we are in Maryland. West Virginians are prone to joke that you see the best part of Maryland inside the tunnel.
Hancock is a small community straddling the Potomac River, its south bank in West Virginia, its north bank in Maryland and its extreme northern edge in Pennsylvania.
MARTINSBURG station on the right, the red brick four-story building with two wooden porches, is the oldest working train station in the U.S., having been in continuous use for over 160 years. Built in 1847, it is the only structure in Martinsburg to survive the destruction of the Civil War, and is a designated a National Historic Landmark. The town and the railroad complex on the left changed hands many times during the conflict. From here on into Washington, these gently rolling hills and peaceful farmland were the haunts of both Confederate and Union armies. Campaigns into the Northern states often crossed the tracks – notably, the Confederate movements to Gettysburg, Antietam and Monocacy. At one point, the Confederates even stole the railroad itself. General Stonewall Jackson hijacked 14 engines and numerous cars loaded with supplies. Officers of the B&O Railroad were so impressed by the feat that they made the raid's commanding officer its master of transportation after the war. The B&O shops and roundhouse comprise another National Historic Landmark, significant for its architecture, the aforementioned theft and the role it played in the Great Railroad Strike of 1877 -- the first of its kind in the U.S. Today, the Internal Revenue Service facility here processes a large percentage of electronically-filed tax returns.
HARPERS FERRY, where Virginia, West Virginia and Maryland meet, as do the Potomac and Shenandoah Rivers, was called by Thomas Jefferson "perhaps one of the most stupendous scenes in nature." Originally a trading post, George Washington located a federal arsenal here in 1798, a decision that proved pivotal to events some 60 years later. The town became famous when, in 1859, abolitionist John Brown and his small band tried to seize the facility and touch off a slave revolt in the southern states. Colonel Robert E. Lee rushed federal troops to the scene on trains, the first time in history that a railroad was used for military purposes. The raid was soon ended and Brown hanged.
Its strategic location and the arsenal caused it to change hands 13 times during the Civil War. A small Union force destroyed the facility to prevent it from falling into Confederate hands. The arsenal had pioneered the use of interchangeable parts in firearms, invented by Captain John H. Hall. In 1944 most of the town became part of the
Harpers Ferry
National Park Service and is maintained as a National Historic Park; many of its old homes are on the National Register of Historic Places. We now cross the Potomac River over a V-shaped bridge plunging into a tunnel on the Maryland side riverbank. The C&O Canal on the right is 186 miles long, running between Georgetown in Washington, D.C. and Cumberland, MD, and is the longest national park in the U.S.
The Appalachian Trail Look for a white lock tender's house on the right and the ruins of a canal to mark the crossing of the longest continuous footpath in the world, the 2,050-mile-long Appalachian Trail.
Garrett Park was named for John B. Garrett, then-president of the B&O Railroad, settled in 1890 as a summer retreat for railroad executives. Note the many beautiful Victorian homes nestled in the wooded area to the right of the tracks. The town made headlines when, in 1890, The Washington Post reported that a local resident had installed indoor plumbing and a toilet in her home. Local outrage over this danger to health and decency standards forced the removal of these contraptions.
Point of Rocks A quaint old Victorian depot designed by Francis E. Baldwin, architect for the B&O Railroad, marks the spot where the rail line from Washington joins the original B&O main line from Baltimore. Commuter trains from Martinsburg serve this stop and Harpers Ferry to Washington, D.C., as these communities are home to federal and other workers in the city.
Germantown marks the unofficial beginning of Washington, D.C. suburbia. Once rolling farmlands, it is now full of homes.
ROCKVILLE is the second largest city in Maryland. After we pull out of the station, note a small white church on a hill, St. Mary's, final resting place of F. Scott Fitzgerald. The author had expressed his desire to be buried in the country!
WASHINGTON, D.C. On approach, look to your right for a glimpse of the blue and gold dome and bell tower of the largest Roman Catholic Church in the U.S., the Shrine of the Immaculate Conception. It is also the site of Catholic University.
Besides the White House and the U.S. Capitol, the city boasts monuments, museums and cultural attractions aplenty, including the Smithsonian Institution, Lincoln and Jefferson Memorials, Washington Monument, WWII Memorial, Vietnam Veterans Memorial, National Zoo, Kennedy Center and U.S. Botanic Garden. Washington Union Station was opened in 1907. Designed by Daniel Burnham, it was restored in 1988 and is today one of the biggest tourist attractions in the city, housing shops, restaurants, theatres, Washington Metro light rail and Amtrak.
Welcome to Washington! We hope that you have enjoyed this guide and your trip!
Welcome to Washington! We hope that you have enjoyed this guide and your trip!
Amtrak Guest Rewards ® . Free travel fast.
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Amtrak Vacations ®
With Amtrak Vacations, you can travel to a wide variety of exciting destinations. Just one call will take care of all the details, from reservations and tickets to hotels, sightseeing, car rentals and more. Select one of our popular vacation packages or create your own itinerary. For reservations, information and to request your free Amtrak Vacations brochure, call 1-800-AMTRAK-2.
Amtrak Children's Activity Book
The Children's Activity Book is an exclusively designed, 24-page fun-filled Amtrak activity book for our young travelers. The book is available for sale in the Lounge Car. The activities, games and stories are for children ages 6-11.
Amtrak Gift Certificates
Give the gift of travel. Amtrak gift certificates are available in denominations of $50 to $1,000 and are instantly redeemable for Amtrak travel. Purchasing online is easy. Just visit Amtrak.com.
Amtrak Store
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Amtrak, Amtrak Guest Rewards, Amtrak Vacations and Capitol Limited are registered service marks of the National Railroad Passenger Corporation. © National Railroad Passenger Corporation 2010
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Miss Collins' 1 st Grade Classroom News
Important Dates:
Specials for the week:
.
- Late Start Mondays: school begins at 9:05am Dismissal remains the same.
o September 28
o October 5, 12, 19, 26
- 9/30: Community Luncheon: *See back for details*. There will be over 100 community members at Mason to talk with our superintendent about our wonderful school district. If you and your child can walk or bike to school that day it will help our parking lot significantly. Thank you!
- Monday: Music
- Tuesday: Gym (bring shoes)
- Wednesday: Art
- Thursday: Library (bring book)
- Friday: Music
Weekly Words:
- 10/2: Volunteer Tea (in library) @ 8:30am
- 10/7: Student Count Day
- 10/16: Fun Run (time TBD)
- 10/25: Haunted Garage (10/30 rain date)
- 10/30: Halloween Parade/Party (11:30 Dismissal)
Each week students will focus on a word family or spelling pattern that will help them during their reading and writing. The word family and word wall words will be listed in this section of the newsletter each week. We will be giving five word spelling tests each Friday morning on word wall words (sight words) beginning in October.
Classroom Info:
Reading:
We have focused on some phonics and blends that students may see during reading. You may have heard students talk about Spy Y: Wanted for stealing the sounds of A, E and I (day, funny, fly),The Rude Team "TH": makes us stick out our tongue when we say it (think, not fink ), Two Vowels Walking: the first one does the talking (boat, team, rain) and the KN Blend: knee, know, knot. With the help of these reading tricks, students will have more useful strategies to solve unfamiliar words. We will be reviewing short and long vowel sounds as well.
Writing:
We continue to work on handwriting skills including finger spaces. We wrote a small moment about a special summer time. Students all shared such fun stories! We will begin the Small Moment writing unit this month and continue to develop skills as the year progresses.
Math:
Students have been working in math journals and becoming familiar with the Everyday Math units. They have enjoyed playing Bunny Hop, Rolling for 50 and the Penny Dice Game. We also worked on telling time to the hour by identifying the hands of the clock and where they are pointing.
Social Studies/Science:
We reviewed rules and why they are important this week. We also spent time understanding the difference between tattling and reporting. The state of Michigan has provided teachers with Do Unto Otters, a book about manners as a social studies lesson. Students enjoyed listening to the ways otters would like to be treated and learned the valuable lesson of treating others the way you would like to be treated.
Collins' Comments:
- Please send in $5.00 for classroom parties. Thanks for your generosity!
- Raz-Kids: Students were introduced to logging on to Raz-Kids this week. Their log-in and passwords were sent home in the Back to School Night folder. If prompted, my information: Teacher Username: acollins17
- Don't forget to check out my website for any other information you may need: www.misscollinsroom206.weebly.com
- Community Luncheon: September 30 th , Mason is honored to join Beaumont Community Health Coalition and Superintendent Dr. Gary Niehaus., in hosting The Fifth Annual Community Luncheon. Over 100 community leaders from the five Grosse Pointes have been invited to this luncheon. The location of the luncheon is rotated among all of our schools, and Mason is proud to chosen this year! The luncheon is set from 1-3 p.m. On Wednesday, our students will be eating in their classrooms. Sodexo will have a "grab and go bag lunch" and milk will also be available for purchase. Parking will be limited to our guests until 3 p.m. We appreciate your support in helping us shine a light on Mason.
Halloween AM Schedule:
8:45-9:15 School Parade
9:15-10:15 Classroom Party
10:15-11:00 Assembly
11:00-11:30 Classroom Movie
11:30 Dismissal
Halloween Boos and Don'ts!
- No weapons of any kind allowed at school.
- Please no scary masks. Your child needs to be able to see clearly through the eye holes to prevent accidents at school.
Have a great weekend! Miss Collins
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Mind's Eye
Art Across the Spectrum
K irtenraw Bandiloo, 20, is the youngest of three children. He resides in Malaysia, a country which has little support for families of children on the autism spectrum. Kirtenraw attended public school with the help of his two sisters. He struggled in school because of difficulties with language and communication, and dropped out at age 16.
Kirtenraw has always had a special ability in art. He started drawing with pencil sketches when he was only six years old. In 2007, his dad took him to art lessons in Penang. That became a life-altering event as Kirtenraw discovered that he enjoyed the process of painting with poster colors. In 2010, he started painting with oils. Each painting takes days to weeks to complete. He now has an impressive collection of over 100 big, vivid, and powerful paintings.
Kirtenraw's talent mystifies his parents as they have no art background. Kirtenraw feels compelled to create each day using colors in unique ways. His parents have no idea where he gets the ideas for what he paints. He is influenced by no other artists. His creations come from his imagination, and he completely loses himself in his art. Kirtenraw's first exhibition was in 2015 at a gallery in Penang.
Kirtenraw's goal is to become a successful artist. He wants to earn enough money that he can expand his family's home and buy a big van to transport all his friends. He looks forward to having parties and displaying his art.
We are certain Kirtenraw is going to make his dreams come true.
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Annual boat arrivals in Australian waters 1997
total arrivals on 11 vessels: 339
departures: 274 (80.8%)
Visas: 64 PVs, 1 BV 65 (19.2%)
| number | date | location | nickname | number | nationality |
|---|---|---|---|---|---|
| 1 / 63 | 15 Jan | Saibai Island/Torres Strait | Oleria | 4 adults | Iraq |
| 2 / 64 | 10 Febr | Ashmore Islands | Pilliga | 7 adults | 2 Iraq 1 Iran 4 Algeria |
| 3 / 65 | 6 Mar | Darwin | Quercus | 54 adults 16 children | China |
| 4 / 66 | 23 Mar | Christmas Island | Red Gum | 9 adults | Iraq |
| 5 / 67 | 30 Apr | Darwin | She Oak | 36 adults 8 children | China |
| 6 / 68 | 13 Jun | Torres Strait | Telopea | 134 adults 5 children | China |
| 7 / 69 | 30 Jun | Coral Bay Western Australia | Urtica | 15 adults | Sri Lankan |
| 8 / 70 | 25 Jul | Christmas Island | Viola | 15 adults | 8 Iraq 1 Afghanistan 4 Algeria 1 Sudan 1 Bangladesh |
| 9 / 71 | 4 Sept | Christmas Island | Waratah | 17 adults 8 children 1 baby* | 3 Iraq 17 Afghanistan 4 Algeria 1 Sudan |
| 10 / 72 | 11 Sept | Darwin | Xyris | 3 adults | 2 Algeria 1 Morocco |
| 11 / 73 | 14 Nov | Ashmore Islands | Yulbah | 6 adults 2 children | Afghanistan |
Project SafeCom Inc. – 2010 – Reconstructed from official sources
Sources:
DIMIA (2004). Fact Sheet 74a: Boat Arrivals. Last updated October 6, 2004. Accessed online at http://sievx.com/articles/psdp/DIMIA74a_boatarrivals.pdf
Note: the boat name used is the code name used by DIMA to identify each boat. The real name of any boat, if included, is shown in brackets following the code name.
Symbols Used
baby* = born after arrival;
children = under 18, at boat's arrival;
PV, BV = entry through refugee status (protection visa);
detention = in detention/custody (that is, under investigation/awaiting repatriation to safe third country/having been refused refugee status/with application, appeal or litigation pending.
departures = departures from Australia;
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1890s: Local Government and More
Most of our graduates from the 90s dedicated themselves to serving in local government. Amey Kin gan-Scott (1890) served as Tecumseh Township's Treasurer for 15 years.
'92 graduate Franc Snell-Gillespie holds the honor of being the first female postmistress in Tecumseh as well as running her late husband's insurance business for 24 years.
William Hicks and Harry Osgood both graduated in 1897 with Hicks going on to play football at the University of Michigan before returning home to serve as Tecumseh Village President. Osgood was a four-time elected Treasurer of Lenawee County and spent 36 years working in that department.
Miss Woodward explaining some intricate whistling to one of her artist students.
Now for the "More." 1891 graduate Anna Agnes Woodward had wanted to be a concert singer after graduation, but an illness ended those dreams. So instead she became one of the world's most promi nent whistlers and an authority on artistic whistling. She was the originator and director of the Agnes Woodward School of Whistling, the only school of its kind in the world. She was the only woman whistler to hold a gold medal for excellency in the whistling arts.
Locally, Naomi North-Williamson (1897), co-au thored the script used in the Tecumseh Centennial Pageant in 1924.
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Periodontitis
From Wikipedia, the free encyclopedia
Periodontitis, also known as pyorrhea, is a set of inflammatory diseases affecting the periodontium, i.e., the tissues that surround and support the teeth. Periodontitis involves progressive loss of the alveolar bone around the teeth, and if left untreated, can lead to the loosening and subsequent loss of teeth. Periodontitis is caused by microorganisms that adhere to and grow on the tooth's surfaces, along with an over-aggressive immune response against these microorganisms. A diagnosis of periodontitis is established by inspecting the soft gum tissues around the teeth with a probe (i.e., a clinical examination) and by evaluating the patient's X-ray films (i.e., a radiographic examination), to determine the amount of bone loss around the teeth. [1] Specialists in the treatment of periodontitis are periodontists; their field is known as "periodontology" or "periodontics".
Contents
◾ 1 Classification
◾ 1.2 Severity
◾ 1.1 Extent
◾ 2 Signs and symptoms
◾ 4 Causes
◾ 3 Associated medical conditions
◾ 5 Mechanism
◾ 7 Management
◾ 6 Prevention
◾ 7.1 Initial therapy
◾ 7.3 Surgery
◾ 7.2 Reevaluation
◾ 7.4 Maintenance
◾ 8 Prognosis
◾ 7.5 Alternative treatments
◾ 9 Epidemiology
◾ 10.1 Etymology
◾ 10 Society and culture
◾ 10.2 Economics
◾ 12 See also
◾ 11 Other animals
◾ 13 Footnotes
◾ 14 External links
https://en.wikipedia.org/wiki/Periodontitis
12/31/2016
Periodontitis
Pronunciation Periodontitis /ˌpɛrioʊdɒnˈtaɪtɪs/, pyorrhea /ˌpaɪəˈriə/
Classification and external resources
Classification
The 1999 classification system for periodontal diseases and conditions listed seven major categories of periodontal diseases, [2] of which 2-6 are termed destructive periodontal disease, because the damage is essentially irreversible. The seven categories are as follows:
1. Gingivitis
2. Chronic periodontitis
3. Aggressive periodontitis
4. Periodontitis as a manifestation of systemic disease
5. Necrotizing ulcerative gingivitis/periodontitis
6. Abscesses of the periodontium
7. Combined periodontic-endodontic lesions
Moreover, terminology expressing both the extent and severity of periodontal diseases are appended to the terms above to denote the specific diagnosis of a particular patient or group of patients.
Extent
The "extent" of disease refers to the proportion of the dentition affected by the disease in terms of percentage of sites. Sites are defined as the positions at which probing measurements are taken around each tooth and, generally, six probing sites around each tooth are recorded, as follows:
1. mesiobuccal
2. mid-buccal
3. distobuccal
4. mesiolingual
5. mid-lingual
6. distolingual
If up to 30% of sites in the mouth are affected, the manifestation is classified as "localized"; for more than 30%, the term "generalized" is used.
Severity
The "severity" of disease refers to the amount of periodontal ligament fibers that have been lost, termed "clinical attachment loss". According to the American Academy of Periodontology, the classification of severity is as follows: [3]
◾ Mild: 1–2 mm (0.039–0.079 in) of attachment loss
◾ Severe: ≥ 5 mm (0.20 in) of attachment loss
◾ Moderate: 3–4 mm (0.12–0.16 in) of attachment loss
Signs and symptoms
In the early stages, periodontitis has very few symptoms, and in many individuals the disease has progressed significantly before they seek treatment.
Symptoms may include:
◾ Redness or bleeding of gums while brushing teeth, using dental floss or biting into hard food (e.g., apples) (though this may occur even in gingivitis, where there is no attachment loss)
Gum swelling that recurs
◾
◾ Halitosis, or bad breath, and a persistent metallic taste in the mouth
◾ Spitting out blood after brushing teeth
◾ Gingival recession, resulting in apparent lengthening of teeth. (This may also be caused by heavy-handed brushing or with a stiff toothbrush.)
https://en.wikipedia.org/wiki/Periodontitis
◾ Deep pockets between the teeth and the gums (pockets are sites where the attachment has been gradually destroyed by collagen-destroying enzymes, known as collagenases)
◾ Loose teeth, in the later stages (though this may occur for other reasons, as well)
Patients should realize gingival inflammation and bone destruction are largely painless. Hence, people may wrongly assume painless bleeding after teeth cleaning is insignificant, although this may be a symptom of progressing periodontitis in that patient.
Associated medical conditions
Periodontitis has been linked to increased inflammation in the body, such as indicated by raised levels of C-reactive protein and interleukin-6. [4][5][6][7] It is linked through this to increased risk of stroke, [8][9] myocardial infarction, [10] and atherosclerosis.
1: Total loss of attachment (clinical attachment loss, CAL) is the sum of 2: Gingival recession, and 3: Probing depth
[11][12][13][14][15][16][17] It also linked in those over 60 years of age to impairments in delayed memory and calculation abilities. [18][19] Individuals with impaired fasting glucose and diabetes mellitus have higher degrees of periodontal inflammation, and often have difficulties with balancing their blood glucose level owing to the constant systemic inflammatory state, caused by the periodontal inflammation. [20][21] Although no causal association was proven, a recent study showed correlation between chronic periodontitis and erectile dysfunction. [22]
Causes
Periodontitis is an inflammation of the periodontium, i.e., the tissues that support the teeth. The periodontium consists of four tissues:
◾ gingiva, or gum tissue,
◾ alveolar bone, or the bony sockets into which the teeth are anchored, and
◾ cementum, or outer layer of the roots of teeth,
◾ periodontal ligaments (PDLs), which are the connective tissue fibers that run between the cementum and the alveolar bone.
The primary etiology (cause) of gingivitis is poor or ineffective oral hygiene, which leads to the accumulation of a mycotic [23][24][25][26] and bacterial matrix at the gum line, called dental plaque. Other contributors are poor nutrition and underlying medical issues such as diabetes. [27] Diabetics must be meticulous with their homecare to control periodontal disease. [28] New finger prick tests have been approved by the Food and Drug Administration in the US, and are being used in dental offices to identify and screen patients for possible contributory causes of gum disease, such as diabetes.
In some people, gingivitis progresses to periodontitis – with the destruction of the gingival fibers, the gum tissues separate from the tooth and deepened sulcus, called a periodontal pocket. Subgingival microorganisms (those that exist under the gum line) colonize the periodontal pockets and cause further inflammation in the gum tissues and progressive bone loss. Examples of secondary etiology are those things that, by definition, cause microbic plaque accumulation, such as restoration overhangs and root proximity.
Smoking is another factor that increases the occurrence of periodontitis, directly or indirectly, [29][30][31] and may interfere with or adversely affect its treatment. [32][33][34]
Ehlers–Danlos syndrome is a periodontitis risk factor and so is the Papillon-Lefèvre syndrome also known as palmoplantar keratoderma.
If left undisturbed, microbial plaque calcifies to form calculus, which is commonly called tartar. Calculus above and below the gum line must be removed completely by the dental hygienist or dentist to treat gingivitis and periodontitis. Although the primary cause of both gingivitis and periodontitis is the microbial plaque that adheres to the tooth surfaces, there are many https://en.wikipedia.org/wiki/Periodontitis
other modifying factors. A very strong risk factor is one's genetic susceptibility. Several conditions and diseases, including Down syndrome, diabetes, and other diseases that affect one's resistance to infection, also increase susceptibility to periodontitis.
The excess restorative material that exceeds the natural contours of restored teeth, such as these, are termed "overhangs", and serve to trap microbic plaque, potentially leading to localized periodontitis.
Another factor that makes periodontitis a difficult disease to study is that human host response can also affect the alveolar bone resorption. Host response to the bacterial-mycotic insult is mainly determined by genetics; however, immune development may play some role in susceptibility.
According to some researchers periodontitis may be associated with higher stress. [35] Periodontitis occurs more often in people from the lower end of the socioeconomic scale than people from the upper end of the socioeconomic scale. [36]
Mechanism
As dental plaque or biofilm accumulates on the teeth near and below the gums, there is a shift in the composition of the biofilm from essentially streptococcus to an actinomyces dominant plaque. Motile bacteria is also seen more frequently. [37] As this happens, inflammation sets in the gingiva. Initially, this takes the form of gingivitis, which represents inflammation confined to the soft tissues above the bone level. Inflammation in the gingiva can remain at the gingivitis level for a long period and will not progress to periodontitis, unless in the presence of local conditions or generalized host susceptibility. [38] When this shift occurs, the immune system's response to plaque accumulation shifts from a predominantly neutrophilic mediated response to lymphocytic and plasma cell-mediated response. [39] Clinically, the gingiva presents swelling, redness and a tendency to bleed. This modifies the environment, leading to changes in the composition of the biofilm itself. As this happens, a predominantly gram-negative environment is established, with periodontal pathogens emerging. These include A. actinomycetemcomitans, the red complex bacteria (P. gingivalis, T. Forsythia, T denticola) and to a lesser extent the orange complex bacteria (F nucleatum, P micros, P.intermedia, P. nigrecens, E. nodatum and S. constellates). [40] Strongest bacterial association to chronic periodontitis is with P. Gingivalis. Numerous virulence factors have been identified for this pathogen. This allows P. gingivalis to elude defense mechanism and perpetuate inflammation inside the periodontium. Prolonged inflammation in the periodontium leads to an apical shift in the attachment of the gingiva to the tooth with deepening pockets and bone loss around the teeth. Untreated periodontitis progresses unevenly over time but results in loss of function, tissue destruction, and tooth loss.
Prevention
Daily oral hygiene measures to prevent periodontal disease include:
◾ Brushing properly on a regular basis (at least twice daily), with the patient attempting to direct the toothbrush bristles underneath the gumline, helps disrupt the bacterial-mycotic growth and formation of subgingival plaque.
◾ Using an antiseptic mouthwash: Chlorhexidine gluconate-based mouthwash in combination with careful oral hygiene may cure gingivitis, although they cannot reverse any attachment loss due to periodontitis.
◾ Flossing daily and using interdental brushes (if the space between teeth is large enough), as well as cleaning behind the last tooth, the third molar, in each quarter
◾ Using periodontal trays to maintain dentist-prescribed medications at the source of the disease: The use of trays allows the medication to stay in place long enough to penetrate the biofilms where the microorganism are found.
https://en.wikipedia.org/wiki/Periodontitis
◾ Regular dental check-ups and professional teeth cleaning as required: Dental check-ups serve to monitor the person's oral hygiene methods and levels of attachment around teeth, identify any early signs of periodontitis, and monitor response to treatment.
◾ Microscopic evaluation of biofilm may serve as a guide to regaining commensal health flora. [41]
Typically, dental hygienists (or dentists) use special instruments to clean (debride) teeth below the gumline and disrupt any plaque growing below the gumline. This is a standard treatment to prevent any further progress of established periodontitis. Studies show that after such a professional cleaning (periodontal debridement), microbial plaque tends to grow back to precleaning levels after about three to four months. Nonetheless, the continued stabilization of a patient's periodontal state depends largely, if not primarily, on the patient's oral hygiene at home, as well as on the go. Without daily oral hygiene, periodontal disease will not be overcome, especially if the patient has a history of extensive periodontal disease.
Periodontal disease and tooth loss are associated with an increased risk, in male patients, of cancer. [42]
Contributing causes may be high alcohol consumption or a diet low in antioxidants. [43]
Management
The cornerstone of successful periodontal treatment starts with establishing excellent oral hygiene. This includes twice-daily brushing with daily flossing. Also, the use of an interdental brush is helpful if space between the teeth allows. For smaller spaces, products such as narrow picks with soft rubber bristles provide excellent manual cleaning. Persons with dexterity problems, such as arthritis, may find oral hygiene to be difficult and may require more frequent professional care and/or the use of a powered toothbrush. Persons with periodontitis must realize it is a chronic inflammatory disease and a lifelong regimen of excellent hygiene and professional maintenance care with a dentist/hygienist or periodontist is required to maintain affected teeth.
Initial therapy
Removal of microbial plaque and calculus is necessary to establish periodontal health. The first step in the treatment of periodontitis involves nonsurgical cleaning below the gumline with a procedure called scaling and debridement. In the past, root planing was used (removal of the cemental layer as well as calculus). This procedure involves the use of specialized curettes to mechanically remove plaque and calculus from below the gumline, and may require multiple visits and local anesthesia to adequately complete. In addition to initial scaling and root planing, it may also be necessary to adjust the occlusion (bite) to prevent excessive force on teeth that have reduced bone support. Also, it may be necessary to complete any other dental needs, such as replacement of rough, plaque-retentive restorations, closure of open contacts between teeth, and any other requirements diagnosed at the initial evaluation.
Reevaluation
Multiple clinical studies have shown nonsurgical scaling and root planing are usually successful if the periodontal pockets are shallower than 4–5 mm (0.16–0.20 in). [44][45][46] The dentist or hygienist must perform a re-evaluation four to six weeks after the initial scaling and root planing, to determine if the patient's oral hygiene has improved and inflammation has regressed. Probing should be avoided then, and an analysis by gingival index should determine the presence or absence of inflammation. The monthly reevaluation of periodontal therapy should involve periodontal charting as a better indication of the success of treatment, and to see if other courses of treatment can be identified. Pocket depths of greater than 5–6 mm (0.20–0.24 in) which remain after initial therapy, with bleeding upon probing, indicate continued active disease and will very likely lead to further bone loss over time. This is especially true in molar tooth sites where furcations (areas between the roots) have been exposed.
Surgery
If nonsurgical therapy is found to have been unsuccessful in managing signs of disease activity, periodontal surgery may be needed to stop progressive bone loss and regenerate lost bone where possible. Many surgical approaches are used in the treatment of advanced periodontitis, including open flap debridement and osseous surgery, as well as guided tissue regeneration and bone grafting. The goal of periodontal surgery is access for definitive calculus removal and surgical management of bony irregularities which have resulted from the disease process to reduce pockets as much as possible. Long- https://en.wikipedia.org/wiki/Periodontitis
term studies have shown, in moderate to advanced periodontitis, surgically treated cases often have less further breakdown over time and, when coupled with a regular post-treatment maintenance regimen, are successful in nearly halting tooth loss in nearly 85% of patients. [47][48]
Maintenance
Once successful periodontal treatment has been completed, with or without surgery, an ongoing regimen of "periodontal maintenance" is required. This involves regular checkups and detailed cleanings every three months to prevent repopulation of periodontitis-causing microorganisms, and to closely monitor affected teeth so early treatment can be rendered if the disease recurs. Usually, periodontal disease exists due to poor plaque control, therefore if the brushing techniques are not modified, a periodontal recurrence is probable.
Alternative treatments
Periodontitis has an inescapable relationship with subgingival calculus (tartar). The first step in any procedure is to eliminate calculus under the gum line, as it houses destructive anaerobic microorganisms that consume bone, gum and cementum (connective tissue) for food.
Most alternative "at-home" gum disease treatments involve injecting antimicrobial solutions, such as hydrogen peroxide, into periodontal pockets via slender applicators or oral irrigators. This process disrupts anaerobic micro-organism colonies and is effective at reducing infections and inflammation when used daily. A number of other products, functionally equivalent to hydrogen peroxide, are commercially available, but at substantially higher cost. However, such treatments do not address calculus formations, and so are short-lived, as anaerobic microbial colonies quickly regenerate in and around calculus.
Doxycycline may be given alongside the primary therapy of scaling (see § initial therapy). [49] Doxycycline has been shown to improve indicators of disease progression (namely probing depth and attachment level). [49] Its mechanism of action involves inhibition of matrix metalloproteinases (such as collagenase), which degrade the teeth's supporting tissues (periodontium) under inflammatory conditions. [49] To avoid killing beneficial oral microbes, only small doses of doxycycline (20 mg) are used. [49]
Prognosis
This section from a panoramic X-ray film depicts the teeth of the lower left quadrant, exhibiting generalized severe bone loss of 30–80%. The red line depicts the existing bone level, whereas the yellow line depicts where the gingiva was located originally (1–2 mm above the bone), prior to the patient developing periodontal disease. The pink arrow, on the right, points to a furcation involvement, or the loss of enough bone to reveal the location at which the individual roots of a molar begin to branch from the single root trunk; this is a sign of advanced periodontal disease. The blue arrow, in the middle, shows up to 80% bone loss on tooth #21, and clinically, this tooth exhibited gross mobility. Finally, the peach oval, to the left, highlights the aggressive nature with which periodontal disease generally affects mandibular incisors. Because their roots are generally situated very close to each other, with minimal interproximal bone, and because of their location in the mouth, where plaque and calculus accumulation is greatest because of the pooling of saliva, mandibular anteriors suffer excessively. The split in the red line depicts varying densities of bone that contribute to a vague region of definitive bone height.
Dentists and dental hygienists measure periodontal disease using a device called a periodontal probe. This thin "measuring stick" is gently placed into the space between the gums and the teeth, and slipped below the gumline. If the probe can slip more than 3 mm (0.12 in) below the gumline, the patient is said to have a gingival pocket if no migration of the epithelial attachment has occurred or a periodontal pocket if apical migration has occurred. This is somewhat of a misnomer, as any depth is, in essence, a pocket, which in turn is defined by its depth, i.e., a 2-mm pocket or a 6-mm pocket. However, pockets are generally accepted as self-cleansable (at home, by the patient, with a toothbrush) if they are 3 mm or less in depth. This is important because if a pocket is deeper than 3 mm around the tooth, at-home care will not be sufficient to cleanse the pocket, and professional care should be sought. When the pocket depths reach 6 to 7 mm (0.24 to 0.28 in) in depth, the hand instruments and cavitrons used by the dental professionals may not reach deeply enough into the pocket to clean out the microbial plaque that causes gingival inflammation. In such a situation, the bone or the gums around that tooth should be surgically altered or it will always have inflammation which will likely result in more bone loss around that tooth. An additional way to stop the inflammation would be for the patient to receive subgingival antibiotics (such as minocycline) or undergo some form of gingival surgery to access the depths of the pockets and perhaps even change the pocket depths so they become 3 mm or less in depth and can once again be properly cleaned by the patient at home with his or her toothbrush.
https://en.wikipedia.org/wiki/Periodontitis
If patients have 7-mm or deeper pockets around their teeth, then they would likely risk eventual tooth loss over the years. If this periodontal condition is not identified and the patients remain unaware of the progressive nature of the disease, then years later, they may be surprised that some teeth will gradually become loose and may need to be extracted, sometimes due to a severe infection or even pain.
According to the Sri Lankan tea laborer study, in the absence of any oral hygiene activity, approximately 10% will suffer from severe periodontal disease with rapid loss of attachment (>2 mm/year). About 80% will suffer from moderate loss (1 –2 mm/year) and the remaining 10% will not suffer any loss. [50][51]
Epidemiology
Periodontitis is very common, and is widely regarded as the second most common dental disease worldwide, after dental decay, and in the United States has a prevalence of 30–50% of the population, but only about 10% have severe forms.
Chronic periodontitis affects about 750 million people or about 10.8% of the population as of 2010. [53]
Like other conditions intimately related to access to hygiene and basic medical monitoring and care, periodontitis tends to be more common in economically disadvantaged populations or regions. Its occurrence decreases with a higher standard of living. In Israeli population, individuals of Yemenite, North-African, South Asian, or Mediterranean origin have higher prevalence of periodontal disease than individuals from European descent. [54] Periodontitis is frequently reported to be socially patterned, i.e. people from the lower end of the socioeconomic scale suffer more often from it than people from the upper end of the socioeconomic scale. [55]
Society and culture
Disability-adjusted life year for peridontal disease per
100,000 inhabitants in 2004. [52]
no data
6-6.5
<3.5
3.5-4
4-4.5
4.5-5
5-5.5
5.5-6
Etymology
The word "periodontitis" (Greek: περιοδοντίτις) comes from the Greek peri, "around", odous (GEN odontos), "tooth", and the suffix -itis, in medical terminology "inflammation". [56] The word pyorrhea (alternative spelling: pyorrhoea) comes from the Greek pyorrhoia (πυόρροια), "discharge of matter", itself from pyon, "discharge from a sore", rhoē, "flow", and the suffix -ia. [57] In English this term can describe, as in Greek, any discharge of pus; i.e. it is not restricted to these diseases of the teeth. [58]
Economics
It is estimated that periodontitis results in worldwide productivity losses in the size of about US$54 billion yearly. [59]
Other animals
Periodontal disease is the most common disease found in dogs and affects more than 80% of dogs aged three years or older. Its prevalence in dogs increases with age, but decreases with increasing body weight; i.e., toy and miniature breeds are more severely affected. Recent research undertaken at the Waltham Centre for Pet Nutrition has established that the bacteria associated with gum disease in dogs are not the same as in humans. [60] Systemic disease may develop because the gums are very vascular (have a good blood supply). The blood stream carries these anaerobic micro-organisms, and they are filtered out by the kidneys and liver, where they may colonize and create microabscesses. The microorganisms traveling through the blood may also attach to the heart valves, causing vegetative infective endocarditis (infected heart valves). Additional diseases that may result from periodontitis include chronic bronchitis and pulmonary fibrosis. [61]
https://en.wikipedia.org/wiki/Periodontitis
12/31/2016
6.5-7
7-7.5
7.5-8
8-8.5
>8.5
See also
◾ Actinomyces naeslundii
◾ Candida albicans
◾ Campylobacter
◾ Chronic periodontitis
Dental implant
◾ ◾
◾ Dental plaque
Edentulism
◾ Epidemiology of periodontal diseases
◾ Gum graft
◾ Gingivitis
◾ Head and neck anatomy
◾ Oral microbiology
Footnotes
1. Savage, Amir; Eaton, Kenneth A.; Moles, David R.; Needleman, Ian (2009). "A systematic review of definitions of periodontitis and methods that have been used to identify this disease". Journal of Clinical Periodontology. 36 (6): 458–467. doi:10.1111/j.1600051X.2009.01408.x. PMID 19508246.
2. Armitage, Gary C. (1999). "Development of a classification system for periodontal diseases and conditions". Annals of Periodontology. 4 (1). pp. 1–6. doi:10.1902/annals.19188.8.131.52.
3. "The Periodontal Disease Classification System of the American Academy of Periodontology — An Update". American Academy of Periodontology.
4. D'Aiuto, Francesco; Parkar, Mohammed; Andreou, Georgios; Suvan, Hannu; Brett, Peter M.; Ready, Derren; Tonetti, Maurizio S. (2004). "Periodontitis and systemic inflammation: control of the local infection is associated with a reduction in serum inflammatory markers". J Dent Res. 83 (2): 156–160. doi:10.1177/154405910408300214. PMID 14742655.
5. Nibali, Luigi; D'Aiuto, Francesco; Griffiths, Gareth; Patel, Kalpesh; Suvan, Jean; Tonetti, Maurizio S. (2007). "Severe periodontitis is associated with systemic inflammation and a dysmetabolic status: a case-control study". Journal of Clinical Periodontology. 34 (11): 931–7. doi:10.1111/j.1600-051X.2007.01133.x. PMID 17877746.
6. Paraskevas, Spiros; Huizinga, John D.; Loos, Bruno G. (2008). "A systematic review and meta-analyses on C-reactive protein in relation to periodontitis". Journal of Clinical Periodontology. 35 (4): 277–290. doi:10.1111/j.1600-051X.2007.01173.x. PMID 18294231.
7. D'Aiuto, Francesco; Ready, Derren; Tonetti, Maurizio S. (2004). "Periodontal disease and C-reactive protein-associated cardiovascular risk". Journal of Periodontal Research. 39 (4): 236–241. doi:10.1111/j.1600-0765.2004.00731.x. PMID 15206916.
8. Pussinen PJ, Alfthan G, Jousilahti P, Paju S, Tuomilehto J (2007). "Systemic exposure to Porphyromonas gingivalis predicts incident stroke". Atherosclerosis. 193 (1): 222–8. doi:10.1016/j.atherosclerosis.2006.06.027. PMID 16872615.
9. Pussinen PJ, Alfthan G, Rissanen H, Reunanen A, Asikainen S, Knekt P (September 2004). "Antibodies to periodontal pathogens and stroke risk". Stroke. 35 (9): 2020–3. doi:10.1161/01.STR.0000136148.29490.fe. PMID 15232116.
10. Pussinen PJ, Alfthan G, Tuomilehto J, Asikainen S, Jousilahti P (October 2004). "High serum antibody levels to Porphyromonas gingivalis predict myocardial infarction". European Journal of Cardiovascular Prevention & Rehabilitation. 11 (5): 408–11. doi:10.1097/01.hjr.0000129745.38217.39. PMID 15616414.
11. Ford PJ, Gemmell E, Timms P, Chan A, Preston FM, Seymour GJ (2007). "Anti-P. gingivalis response correlates with atherosclerosis". J Dent Res. 86 (1): 35–40. doi:10.1177/154405910708600105. PMID 17189460.
12. Beck, James D.; Eke, Paul; Heiss, Gerardo; Madianos, Phoebus; Couper, David; Lin, Dongming; Moss, Kevin; Elter, John; Offenbacher, Steven (2005). "Periodontal Disease and Coronary Heart Disease : A Reappraisal of the Exposure". Circulation. 112 (1): 19–24. doi:10.1161/CIRCULATIONAHA.104.511998. PMID 15983248.
13. Scannapieco, Frank A.; Bush, Renee B.; Paju, Susanna (2003). "Associations Between Periodontal Disease and Risk for Atherosclerosis, Cardiovascular Disease, and Stroke. A Systematic Review". Annals of Periodontology. 8 (1): 38–53. doi:10.1902/annals.2003.8.1.38. PMID 14971247.
14. Wu, Tiejian; Trevisan, Maurizio; Genco, Robert J.; Dorn, Joan P.; Falkner, Karen L.; Sempos, Christopher T. (2000). "Periodontal Disease and Risk of Cerebrovascular Disease: The First National Health and Nutrition Examination Survey and Its Follow-up Study". Archives of International Medicine. 160 (18): 2749–2755. doi:10.1001/archinte.160.18.2749. PMID 11025784.
15. Beck, James D.; Elter, John R.; Heiss, Gerardo; Couper, David; Mauriello, Sally M.; Offenbacher, Steven (2001). "Relationship of Periodontal Disease to Carotid Artery Intima-Media Wall Thickness : The Atherosclerosis Risk in Communities (ARIC) Study". Arteriosclerosis, Thrombosis, and Vascular Biology. 21 (11): 1816–1822. doi:10.1161/hq1101.097803.
16. Elter, John R.; Champagne, Catherine M.E.; Beck, James D.; Offenbacher, Steven (2004). "Relationship of Periodontal Disease and Tooth Loss to Prevalence of Coronary Heart Disease". Journal of Periodontology. 75 (6): 782–790. doi:10.1902/jop.2004.75.6.782. PMID 15295942.
17. Humphrey, Linda L.; Fu, Rongwei; Buckley, David I.; Freeman, Michele; Helfand, Mark (2008). "Periodontal Disease and Coronary Heart Disease Incidence: A Systematic Review and Meta-analysis". Journal of General Internal Medicine. 23 (12): 2079–2086. doi:10.1007/s11606-008-0787-6. PMC 2596495 . PMID 18807098.
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https://en.wikipedia.org/wiki/Periodontitis
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◾ LANAP
◾ Osteoimmunology
◾ Tooth loss
◾ Periodontist
◾ Gingival recession
◾ Drug discovery and development of MMP inhibitors
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56. Harper, Douglas. "periodontitis". Online Etymology Dictionary. Harper, Douglas. "periodontal". Online Etymology Dictionary. ὀδούς (http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=o)dou/s), ὀδών (http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=o)dw/n). Liddell, Henry George; Scott, Robert; Greek–English Lexicon at the Perseus Project. 57. πυόρροια (http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=puo/rroia), πύον
A
(http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=pu/on),ῥοή
(http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=r(oh/); cf. πυορροέω
(http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=puorroe/w) in Liddell and Scott. Harper, Douglas. "-ia". Online Etymology Dictionary.
58. "pyorrhea". Merriam-Webster Online.
59. Listl, S.; Galloway, J.; Mossey, P. A.; Marcenes, W. (28 August 2015). "Global Economic Impact of Dental Diseases". Journal of Dental Research. 94: 1355–1361. doi:10.1177/0022034515602879.
60. Dewhirst FE, Klein EA, Thompson EC, Blanton JM, Chen T, Milella L, et al. (2012) The Canine Oral Microbiome. PLoS ONE 7(4): e36067
61. Muller-Esnault, Susan, DVM. "Periodontal Disease in the Dog and Cat" (2009). http://www.critterology.com/articles/periodontaldisease-dog-and-cat
External links
◾ Advanced stage of gum disease is periodontitis (http://www.helpmedentist.com/gum_disease.html) Gum disease causes and treatment
◾ Canadian Academy of Periodontology — What is periodontitis? (http://www.capacp.ca/en/public/periodontal_disease.htm)
◾ Mayo Clinic (http://www.mayoclinic.com/invoke.cfm?id=DS00369)
◾ Healthy behaviors equal healthy gums
(http://www.colgate.com/app/Colgate/US/OC/Information/ADA/Article_2005_08_ADAHealthyBehaviorsGums.cvsp)
— An article from ADA (American Dental Association)
◾ Periodontal disease (http://www.webdentist.in/your-dental-library-detail/what-is-periodontal-disease)
◾ Gum disease in dogs treatment & symptoms (http://www.dogtips.co/gum-disease-in-dogs/) — Dog health care sheet on spotting the symptoms of gum disease in dogs.
◾ Periodontal disease in dogs and cats (http://www.bluecrossah.com/pages/dental.php) — Blue Cross Animal Hospital's write up on periodontal disease.
◾ Differentially informative in-depth review article from the NYTimes. (http://www.nytimes.com/health/guides/disease/periodontitis/print.html)
Drug and discovery and development of MMP inhibitors
Retrieved from "https://en.wikipedia.org/w/index.php?title=Periodontitis&oldid=757450382"
https://en.wikipedia.org/wiki/Periodontitis
Categories: Inflammations Periodontal disorders
◾ This page was last modified on 30 December 2016, at 19:38.
◾ Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
https://en.wikipedia.org/wiki/Periodontitis
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STEP 1
S ST TE EP P 2 2
STEP 1
Place one arm through outer opening and other arm through middle opening, with the towel coming across the front of your body.
Bring other end of towel behind the back of your body.
STEP 2
Bring other end of towel behind the back of your body.
Place same arm through other outer opening and bring it up to your shoulder.
STEP 3
Place arm through other outer opening and bring it up to your shoulder.
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Recycling Guide for Grant County
6
no styrofoam
PLASTIC
Newspapers
Phone
books
Magazines
paperback
books
Office paper
Junk mail
Paperboard / chipboard
Aluminum & Metal cans
CANS
Milk, juice, soup cartons
Aseptic and Tetra-Paks
CARTONS
(put shredded paper
in clear bags
)
Flattened
cardboard
PAPER
Put all your recycling in the bin NO NEED TO SORT DON'T PUT IT IN BAGS
Call SWSWA 388-8051 for locations
Keep out: Garbage, plastic bags, glass, food or liquids, Styrofoam®, electronics, hoses or wires, hazardous waste
Recycle computers, household electronics and hazardous waste at the landfill.
Grant County drop-off bin (use any opening)
No Glass
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http://grantcountynm.com/recycle/2017_recycling_guide_Grant.pdf
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Written by Staff Writer Thursday, 29 November 2012 10:51 -
As part of the City of Columbia and Historic Columbia Foundation's African American Heritage Project, the Modjeska Simkins Archaeology Project is holding Public Archaeology Days Friday, November 30 and Saturday, December 1.
This hands-on, FREE, family-friendly event is designed to introduce people to archaeology and the history of this important site located at 2025 Marion Street, Columbia, SC commemorating the achievements of Modjeska Monteith Simkins, South Carolina's matriarch of Civil Rights activists.
Participants will have the opportunity to work with archaeologists while getting their hands dirty screening for artifacts from an active excavation, washing recovered artifacts, learning how to survey a site with a transit and create archaeological maps.
For younger visitors, the South Carolina Archaeology Outreach Division (SCAPOD) will be at the site on Saturday. Children will learn how to refit broken pottery, what stratigraphy is by making sand art they can take home, and more.
Also on Saturday, Kieth Brown, known as Little Bear, noted potter and member of the Catawba Nation, will demonstrate pottery manufacture, firing and use, as well as talk about the history and culture of his tribe. Little Bear will have many pieces of pottery for sale.
1 / 2
Public Archaeology Days at the Modjeska Monteith Simkins Site
Written by Staff Writer Thursday, 29 November 2012 10:51 -
Participants will also have the opportunity to take free, guided tours of the Mann-Simons and Modjeska Simkins Sites!
We are pleased to announce two lecturers.
On Friday, November 30, from 11:30 am - 12:30 pm, anthropology professor Dr. Kimberly Simmons will talk about representations of African Americans during the past century through print and film. Dr. Simmons is author of the recently published book, Reconstructing Racial Identity and the African Past in the Dominican Republic.
On Saturday, December 1, from 11:30 am -12:30 pm, Chris Judge – Assistant Director of the Native American Studies Center and Co-Director of the Johannes Kolb Archaeology and Education Project – will talk about recent findings at the Kolb Site, encompassing the past 12,000 years of history in South Carolina.
Since space is limited for hands-on activites, registration is requested for morning and afternoon shifts. This includes screening for and washing artifacts, surveying and creating maps. The public is welcome to observe or attend the lunch lectures WITHOUT registering. Register for morning and afternoon activity shifts online here: http://digwithhcf.eventbrite.com/.
For more information about Public Archaeology Days, please contact Dr. Jakob Crockett at [email protected] or (803) 238-7452.
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College Readiness Indicators 1,2
Beginning fall 2012, all public postsecondary institutions in Kentucky will use the following benchmarks as college readiness indicators. Upon admission to a public postsecondary institution, students scoring at or above the scores indicated will not be required to complete developmental, supplemental, or transitional coursework and will be allowed entry into college creditbearing coursework that counts toward degree credit requirements.
| Readiness Score Area | ACT Score | SAT Score | COMPASS |
|---|---|---|---|
| English (Writing) | English 18 or higher | Writing 430 or higher | Writing 74 or higher 3,4 |
| Reading | Reading 20 or higher | Critical Reading 470 or higher | Reading 85 or higher6 |
| Mathematics (General Education, Liberal Arts Courses) | Mathematics 19 or higher | Mathematics 460 or higher | Algebra Domain 36 or higher7 |
| Mathematics (College Algebra) | Mathematics 22 or higher | Mathematics 510 or higher | Algebra Domain 50 or higher8 |
| Mathematics (Calculus) | Mathematics 27 or higher | Mathematics 610 or higher | NA10 |
1. Institutional admission policies are comprised of many factors including, but not limited to high school completion or a general education equivalency diploma (GED), high school coursework, ACT or SAT scores, high school GPA, class rank, an admission essay or interview, submission of an academic and/or civic activity portfolio, etc. Placement exam results are used for course placement after a student is admitted to a postsecondary institution.
2. A COMPASS or KYOTE placement test score will be guaranteed as an indicator of college readiness for 12 months from the date the placement exam is administered.
3. An Asset writing score of 43 or higher indicates readiness. Asset is the paper-pencil version of COMPASS.
4. COMPASS E-Write scores of 9 on a 12 point scale or 6 on an 8 point scale indicate readiness.
5. A common rubric will be used to score the KYOTE Writing Essay. The rubric has an eight point scale. A score of 6 is needed to demonstrate readiness.
6. An Asset reading score of 44 or higher indicates readiness. Asset is the paper-pencil version of COMPASS.
7. An Asset Elementary Algebra Score of 41 or an Intermediate Algebra score of 39 indicates readiness for a general education course, typically in the social sciences.
8. An Asset elementary algebra score of 46 or an intermediate algebra score of 43 indicates readiness for college algebra.
9. For the 2011-12 school year a KYOTE College Readiness Mathematics Placement score of 27 or higher will be used to indicate readiness for College Algebra. For the 2012-13 and beyond, only the KYOTE College Algebra placement test score of 14 or higher will be used to indicate readiness for College Algebra.
10. There is not a COMPASS or Asset indicator for Calculus readiness.
By fall 2012, the following learning outcomes will be included in developmental, transitional, and supplemental coursework and intervention programming supporting college readiness.
WRITING
Transitional, developmental, and supplemental education writing courses objectives:
1. Generate essays using a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
3. Produce clear, grammatically correct, and coherent writing in which the development, organization, style, usage, and diction are appropriate to task, purpose, and audience.
4. Develop and strengthen writing through the recursive processes of planning, drafting, revising, editing, or trying a new approach.
5. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
6. Conduct a short inquiry-based research project, demonstrating understanding of the subject under investigation.
7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
8. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (on demand or single sitting) for a range of tasks, purposes, and audiences.
Courses from public postsecondary institutions that meet the writing readiness learning outcomes:
KCTCS—ENC 091 Eastern Kentucky University—ENG 095 Kentucky State University—ENG 099 Morehead State University—ENG 099 Murray State University—ENG 100 Northern Kentucky University—ENGD 090 Western Kentucky University—DENG 055 University of Kentucky University of Louisville
READING
Transitional, developmental, and supplemental education reading courses objectives:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why ideas develop over the course of a text.
4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to compare the approaches the authors take or to build knowledge.
10. Read and comprehend texts independently and proficiently.
Courses from public postsecondary institutions that meet the reading readiness learning outcomes:
KCTCS—RDG 030 or CMS 185 or RDG 041 Eastern Kentucky University—ENR 095 or ENR 116 Kentucky State University—ENG 103 Morehead State University—EDEL 097 Murray State University—REA 100 Northern Kentucky University—RDG 091 or RDG 110 Western Kentucky University—DRDG 080 or LTCY 199 University of Kentucky University of Louisville—GEN 105
MATHEMATICS FOR THE LIBERAL ARTS
Transitional, developmental, and supplemental education mathematics courses objectives for a liberal arts mathematics course:
1. Perform exact arithmetic calculations involving fractions, decimals and percents.
2. Simplify and evaluate algebraic expressions using the order of operations.
3. Use the properties of integer exponents and rational exponents of the form 1/n.
4. Calculate and solve applied problems of the perimeter, circumference, area, volume, and surface area.
5. Solve proportions.
6. Determine the slope of a line given two points, its graph, or its equation; determine an equation of a line given two points or a point and slope.
7. Solve and graph linear equations and inequalities in one and two variables.
8. Simplify square roots of algebraic and numerical expressions.
9. Solve systems of two linear equations in two variables.
10. Graph parabolas on the rectangular coordinate system.
11. Solve quadratic equations.
12. Factor the greatest common factor from a quadratic; factor simple trinomial of the form ax 2 + bx + c.
13. Add, subtract, and multiply polynomials with one or more variables.
14. Solve applied problems using the above competencies.
15. Recommendation for inclusion: Apply the concepts in the course to model and solve applications based on linear and quadratic functions.
Students successfully completing the liberal arts mathematics course may need to complete an additional transitional course to prepare for college algebra.
Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for a liberal arts mathematics course:
KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 095 Kentucky State University—MAT 096 Morehead State University—MATH 091 Murray State University—MAT 100 Northern Kentucky University—MAHD 095 Western Kentucky University—DMA 096 University of Kentucky University of Louisville
COLLEGE ALGEBRA
Transitional, developmental, and supplemental education mathematics courses objectives for college algebra:
1. Add, subtract, multiply, and divide polynomials.
2. Factor polynomials including finding the greatest common factor, using grouping, recognizing special products, and factoring general trinomials.
3. Use the properties of rational exponents.
4. Add, subtract, multiply, and divide rational expressions.
5. Solve quadratic equations using factoring, completing the square, and the quadratic formula.
6. Solve polynomial and rational equations.
7. Solve systems of linear equations in two unknowns.
8. Solve absolute value equations and solve and graph absolute value inequalities.
9. Solve and graph linear equations and inequalities in one or two variables.
10. Solve equations with radicals.
11. Introduce complex numbers.
12. Evaluate real numbers raised to rational exponents and simplify expressions containing rational exponents.
13. Convert expressions with rational exponents to radical form and vice versa.
14. Understand the concept of slope, how it relates to graphs, and its relation to parallel and perpendicular lines.
15. Determine an equation of a line given two points, a point, and slope, a point and a parallel or perpendicular line.
16. Determine whether a given correspondence or graph represents a function.
17. Evaluate functions and find the domains of polynomial, rational, and square root functions.
18. Graph parabolas by finding the vertex and axis of symmetry and plotting points.
19. Apply the concepts in the course to model and solve applications based on linear, quadratic, and exponential functions.
Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for college algebra:
KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 097 or MAT 098 Kentucky State University—MAT 097 Morehead State University—MATH 093 Murray State University—MAT 105 Northern Kentucky University—MAHD 099 Western Kentucky University—DMA 096 University of Kentucky University of Louisville
College Readiness Writing Rubric
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CC-MAIN-2017-13
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2017-03-27T10:32:32Z
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Coastal livelihoods and post-tsunami resettlement in Sri Lanka
Post-disaster reconstruction, resettlement, livelihoods
2008/9
Hambantota and Ampara District, Sri Lanka
Dr. Jennifer Duyne Barenstein ([email protected]), World Habitat Research Centre (www.worldhabitat.supsi.ch), University of Applied Sciences of Southern Switzerland
Following the Indian Ocean tsunami of 2004 all affected countries expressed their determination to reduce the vulnerability of affected populations by relocating them to a safe distance from the sea. In particular in the case of Sri Lanka this resulted in the resettlement of thousands of people. With the aim of gaining a better understanding of spatial, ecological and social factors affecting the relocation outcome the project addressed the following research question:
- What is the influence of age, gender and occupation on relocation outcomes?
- What impact did relocation have on people's livelihoods?
There is a growing recognition that resettlement often has negative social impacts and accordingly should be avoided as much as possible. However, due to the increased frequency and intensity of natural disasters resettlement is often unavoidable. This calls for the need to better understand how the potential negative impacts of resettlement can be minimized or mitigated.
A graduate student from Peradeniya University conducting a household survey
Prof. P. Wickramagamage ([email protected]) Centre for Environmental Studies, Department of Geography, Peradeniya University, Kandy, Sri Lanka
- How do spatial factors such as distance of the relocation site from the place of origin, services and markets affect people's coping capacity?
The research aimed at seeking answers to these questions through empirical research in a sample of twenty relocated villages in Hambantota and Ampara district. It was found that in most cases people enjoyed better housing conditions than prior to relocation. The research findings confirmed, however, that resettlement in most cases had a negative impact on livelihoods, access to food, education and on social cohesion.
- How did relocation affect communities' social capital and cohesion?
The research aimed at contributing to enhance knowledge on the factors that determine positive or negative outcomes of relocation. Such knowledge is of crucial importance for an informed management of resettlement and for preventing avoidable human sufferance.
A signboard advertising a resettlement site in Hambantota district
Main features of the project
Research findings
After the 2004 Indian Ocean tsunami, the government of Sri Lanka announced that no reconstruction would be allowed within a 200-meter buffer zone along the water. As a result, thousands of households had to be resettled. Our research conducted in 2008 in twenty relocation sites in Hambantota and Ampara district found that, while 96% of the households considered their new houses similar or superior in quality to their pre-tsunami houses, resettlement generally had had a severely negative impact on their livelihoods. This was due to several factors. First, in their pre-tsunami homes, many of the families had goats, cattle, and poultry; homestead gardens; and coconut trees (a staple food in Sri Lanka). They also enjoyed access to free fish. Livestock and poultry provided food security and constituted critical assets in case of financial emergencies. This changed dramatically in the relocation sites, where people were not allowed to keep animals. The number of animals owned by a random sample of 211 households decreased from more than 6,400 before the tsunami to only 107 after the tsunami. People reported that they were consuming less fish, vegetables, and fruits than before the tsunami. Second, relocation led to a dramatic reduction in earning opportunities, in particular for women and the poor. The lack of markets in the relocation sites meant that the small incomes generated from micro-businesses in their homes such as food processing, were now not sufficient to cover the transport expenses from their new homes to the market. As a result, there was a 59% decrease in the number of family members who were earning anything among the 211 households in the sample. Because most people had not relinquished their pre-tsunami property to government, especially after the buffer zone was later reduced, it is not surprising that many people have moved back to their original housing sites. Houses that were built outside the buffer zone by international nongovernmental organizations for tsunami-affected communities have ended up being given to non-affected households. In Hambantota, for example, resettlement sites have been used to house people who have been displaced by the construction of a new port. As of mid-2009, only 63% of houses in the 17 resettlement sites analyzed were occupied by tsunami victims.
Policy implications
Sri Lanka's post-tsunami resettlement experience provided empirical evidence that allowed us to make the following
The findings of this research project had a strong influence on the World Bank Handbook for reconstruction after natural disasters (Jha, A, J. Duyne Barenstein, P. Phelps, D. Pittet, S. Sena (2010). Safer Homes, Stronger Communities. A Handbook for Reconstructing after Natural Disasters. Washington DC: the World Bank [www.housingreconstruction.com]).
recommendations:
2. If relocation is being considered, carry out a detailed participatory assessment of the environmental, social, and economic risks of relocation and of the cost of risk mitigation strategies for alternative sites.
1. Avoid relocation if at all possible. Especially avoid relocation to distant sites. Work hard to keep communities together.
3. Governments should not only avoid relocation in their own housing programs but should also regulate relocation in the reconstruction projects of nongovernmental agencies (private corporations and nongovernmental organizations [NGOs]), which often opt for relocation to gain visibility and for managerial convenience.
5. The technical, financial, and institutional feasibility of providing basic services such as water, electricity, health services, schools, markets, policing, and public transport in the relocation site must be demonstrated during project planning, and all arrangements put in place in advance of the relocation.
4. If relocation is unavoidable, involve the community in the decision-making processes by creating a community relocation committee, among other means.
6. Plan for the relocation of individual or collective cultural properties.
7. Assess and mitigate the impact of relocation on the hosting community, and be prepared to prevent social conflicts and problems of crime, delinquency, and secondary displacement.
An abandoned relocation site in Hambantota district. Due to lack of services and distance from employment opportunities tsunami-affected communities refused to relocate
|
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2017-03-27T10:45:17Z
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Intertwining Perspectives and Negotiation
ABSTRACT
Cooperative work typically involves both individual and group activities. Computer support for perspectives allows people to view and work in a central information repository within personal contexts. However, work in personal perspectives encourages divergent thinking. Negotiation in group perspectives is needed to converge on consensus, shared understanding, and cooperation. Negotiation processes on their own can delay progress. By intertwining perspective and negotiation mechanisms, individual results can be systematically merged into a group product while work continues. Personal perspectives on shared information are thereby intertwined and merged into a shared group understanding. WebGuide is a prototype system that integrates perspective and negotiation mechanisms; its user interface has been mocked up in detail to work out the many issues involved. We have begun to use partial implementations of WebGuide to support cooperative intellectual work in small research groups.
SUPPORT FOR INDIVIDUAL AND GROUP PERSPECTIVES
The World Wide Web (the Web) provides an obvious medium for cooperative work. However, it provides no support for the interplay of individual and group understanding that drives collaboration. First, we need ways to find and work with information that matches our needs, interests, and capabilities. Then we need means for bringing our individual knowledge together to build a shared understanding and cooperative products.
In this paper, we explore the possibility of providing computer support for intertwining perspectives in cooperative work by means of an integrated system of perspective and negotiation mechanisms.
Our approach combines previous research we conducted individually on computer support for perspectives [23] and for negotiation [10, 11]. The term perspective means that a particular, restricted segment of an information repository is being considered, stored, categorized, and annotated. Computer support for perspectives allows people in a group to interact with a shared, global information source; everyone views and maintains their own perspective on the information without interfering with content displayed in the perspectives of other group members. The problem is that perspectives of group members tend to diverge instead of converging as work proceeds.
Computer support for negotiation provides a solution to the divergence of ideas in different perspectives by allowing members of a group to communicate about what information to include as mutually acceptable. The problem with negotiation is that it delays work on information while potentially lengthy negotiations are underway. Here, perspectives provide a solution, allowing work to continue within personal perspectives while the contents of shared perspectives are being negotiated.
We believe that perspectives and negotiation are each important CSCW concepts in their own right, but that when combined they can offset each other's major weaknesses and provide powerful support for using shared information sources. We propose an approach to intertwining the mechanisms of perspectives and negotiation to help cooperative groups intertwine the personal perspectives of their members into an effective shared network of perspectives on taskrelevant information. Our proposal is based on the normative standpoint that even in the case of distant and asynchronous cooperation people should have a chance to contribute to the convergence of their ideas.
The first section of this paper characterizes perspective and negotiation mechanisms that the authors developed independently in the past, followed by a section on related work to differentiate our approach from others. CSCW approaches often deal with the problem of joint editing of a shared document by several users and the subsequent merging of different versions. By contrast, in our approach many short segments (from selected and inherited individual perspectives) are dynamically extracted from a shared information source and intertwined to construct personal and team perspectives.
The paper's third section describes a student research project that helped us to define the requirements for computer support of this kind of cooperative work. This motivated the design of WebGuide, a prototype system that is then described in some detail. The paper concludes with current work – introducing our software into classrooms and small research groups for testing its use – and future work to evaluate its effectiveness.
PREVIOUS WORK ON PERSPECTIVES AND NEGOTIATION
This paper integrates twio previously independent approaches: collaboration using perspectives and negotiation of shared information.
Perspectives
The most important characteristics of Stahl's [23] perspective mechanism are:
* Individual team members have access to what appears to be their own information source. This is called their personal perspective. It consists of items from a shared central information repository that are tagged as being visible within that particular perspective (or in any perspective inherited by that perspective).
* Team member A can integrate an item from B's perspective into her personal perspective by creating a virtual copy of the item. If B modifies the original item, then it changes in A's perspective as well. However, if A modifies the item, a new item is actually created for A, so that B's perspective is not changed. This arrangement generally makes sense because A wants to view (or inherit) B's item, even if it evolves.
However, B should not be affected by the actions of someone who copied one of B's items.
* Alternatively, team member A can physically copy the contents of an item from B's perspective. In this case, the copies are not linked to each other in any way. Since A and B are viewing physically distinct items now, either can make changes without affecting the other's perspective.
* When A creates a virtual copy of an item from B's perspective, A can decide if she will also get virtual copies of items related to that one, or if she will create her own subnetwork for her copy of that item. Arbitrarily large subnetworks of information can be inherited with no overhead in time or memory using the virtual copy mechanism.
* Items of information can be created, edited, or deleted by users within their own personal perspective without affecting the work of others.
* New perspectives can be created by users. Perspectives can inherit from existing perspectives. Thus, a team perspective can be created that includes virtual copies of all contents of the inherited perspectives of the team members. There is an inheritance tree of perspectives; descendants inherit the contents of their ancestor perspectives. Changes (additions, edits, deletions) in the ancestor are seen in descendent perspectives, but not vice versa. A hierarchy of team, subteam, and individual perspectives can be built to match the needs of a particular application.
This model of perspectives has the important advantage of letting team members copy the content of their team's perspective and other information sources without having to generate it from scratch. They can then experiment with this content on their own without worrying about affecting what others see. This is advantageous as long as one only wants to use someone else's information to develop one's own perspective. It has frequently been noted in computer science literature [5, 8] that different stakeholders engaged in the development and use of a system (e.g., designers, testers, marketing, management, end-users) always think about and judge issues from different perspectives and that these differences must be taken into account.
However, if one wants to influence the content of other team members' perspectives, then this approach is limited because one cannot change someone else's content directly. It is of course important for supporting cooperative work that the perspectives maintain at least a partial overlap of their contents in order to reach successful mutual understanding and coordination. The underlying subjective opinions must be intertwined to establish intersubjective understanding [9, 25].
Negotiation
The concept of computer-mediated negotiation addresses the problem of making changes to a system design or an information repository when the changes may conflict with the interests of others. Such a change must first be proposed by someone. The same software that is used to prepare and propose the change should also inform the people affected and help them to respond to the proposal. According to Herrmann [10], the following options for voting and discussion should be offered: Accept, reject or modify the proposal. Furthermore, the proposal can be accepted until revoked or the computer-supported negotiation process can be interrupted in order to discuss the matter face-to-face, through telephone inquiry or in other ways of more direct communication. Each of the above options can be accompanied by commenting on the choice.
This concept of negotiation was originally developed within the context of software design for situations in which two users of a computer system discuss whether a system feature should be implemented or not. The approach was intended to support "controllability" and "suitability for individualization" (cf. ISO 9234, Part 10) for groupware. Such negotiation can take place in multiple cycles of a proposer and a responder reacting to each other. Negotiation rules must be established to define how many negotiation cycles can take place, how much time is allowed to pass before a decision must be reached, what happens when a time limit is reached, etc. The goal of this negotiation mechanism is to get through routine cases of agreement, abstention, or simple modifications of proposals as quickly as possible in order to determine efficiently which proposals require a more intensive communication process. This provides a common starting point from which cooperation can proceed.
A disadvantage of this negotiation mechanism is that it was designed for just two people. If applied to several participants, the time period for arriving at a common starting point stretches out too much. The original negotiation concept assumed that a modified item would not be worked on further until the negotiation process was complete. This might make sense in the case of a change of software system functionality, but it seems unduly restrictive for modifications of information and analysis. By contrast, the approach of intertwining multiple perspectives into a common one has the advantage that participants can continue to work in their own perspective while awaiting the results of negotiations. This allows the negotiation mechanism to be extended from pairs of participants to small groups.
RELATED WORK
This work builds on ideas from a variety of CSCW approaches.
Hypertext and Hypermedia.
Hypertext and hypermedia structures provide an important mechanism for supporting cooperative work with shared materials. To some extent, this is now provided by the Web itself, although many hypertext mechanisms have been explored that go beyond the Web's simple model [2]. The perspectives mechanism of Stahl [23] is a hypermedia implementation, based on a node and link structure; relationships among contents in different perspectives are defined by links. Internal manipulation of nodes and links allows multiple perspectives to share large information sources without unnecessary duplication. The use of "virtual copying" or "delta storage" is well-known in system software [7], but was not previously used in CSCW hypermedia systems. We have chosen to implement our own hypermedia substrate – rather then use something like Lotus Notes – for reasons of granularity, control, and speed.
Context Mechanisms
The importance of perspectives in cooperative work has been recognized at a theoretical level by Boland [5] and others, primarily based on the hermeneutic tradition in philosophy: Heidegger and
Gadamer (see [23]). The application of virtual copying to perspectives on data was explored at Xerox PARC [4], but abandoned as too complicated for users at that time. A related mechanism of transclusion was proposed by Nelson [16] for hypertext. McCall applied a similar approach for organizing hypertext information by domain and version in Phidias [15]. Stahl [23] extended McCall's approach in Hermes, implementing a hypertext version of virtual copying in a productivity tool for professional design teams. He subsequently adapted this mechanism in CIE, a cooperative information environment for supporting peer group management of ISO 9000 documentation [22].
Computer Supported Collaborative Learning
A number of software systems have been developed to support collaboration of research teams in schools; CSCL [13] has become an important new research direction within CSCW. CSILE [19], for instance, is a threaded discussion system customized to scaffold classroom research. Systems like CoVis [17] and CaMILLE [21] also provide a shared workspace or notebook area for collecting research results. Rather than supporting negotiation through the system, they rely on face-to-face interactions to make choices about what materials get entered into the team repository. The prototypes of WebGuide are intended to demonstrate how current CSCL systems – which lack explicit representations of perspectives – can be enhanced.
Organizational Memories
By organizational memories we mean an approach to building a structured digital library of various forms of information that can be shared by community members through computer supported collaboration and communication mechanisms [1, 14]. Intertwined perspectives can help to structure an organizational memory. For instance, when a group of community members undertakes a new project they can create a new perspective on the memory and negotiate which items from existing perspectives should be included for use in the new project.
Collaborative Filtering
Collaborative filtering (e.g. GroupLens, [18]) is typical of approaches that try to automate the construction of perspectives. It displays available information in accordance with individual or team preferences. Statistical analyses are used to automatically determine which members of a group are interested in similar topics. Items of information that are of interest to one member are then sent to other group members with similar interests. Rather than relying entirely on automated mechanisms, WebGuide allows active selection or modification of information by users.
Conflict Management
The above approaches lack any computer supported negotiation mechanisms. Wulf [27] proposed the support of negotiation and developed it for conflict management in groupware. Wulf focuses on negotiation between two persons and he distinguishes various ways in which a groupware user can avoid or reduce the effects of another user's actions. However, we believe that it should always be possible for users to react to each other, at least by commenting. Ideally, these reactions back and forth should take place with support from the same system that presents the content under discussion.
Decision and Meeting Support
The clearest parallels to computer-supported negotiation are decision support and meeting support systems. In these systems, one can respond to proposals from others by extending them with one's own proposals or amendments. One can also annotate the proposals. In more elaborate systems, such as those derived from Argnoter [24], annotations can be classified as pro or con the argument. Several systems keep track of votes for or against a proposal [6]. Sen, et al. [20] describe an application of this for meeting scheduling. Our negotiation mechanism emphasizes the possibility of continuing the work on a perspective before the decision process is completed.
Due to space limitations, we cannot compare our work with approaches which are focussed on synchronous collaboration and WYSIWIS problems or deal with merging and access mechanisms in the field of joint editing. As pointed out above, these approaches are related to another type of problem where the shared information is relatively limited and can be described by a small set of document versions.
THE WEBGUIDE DESIGN
This section recounts the motivation and history of the design of our integration of perspective and negotiation CSCW mechanisms. It discusses a context in which future researchers are being taught how to engage in cooperative work and how to use computer technologies to support their work.
Supporting Cooperative Student Web Research
In summer 1997 we decided to apply our vision of intertwining perspectives and negotiation to a situation in middle school (6 th grade, 12 year olds) classrooms we work with. The immediate presenting problem was that students could not keep track of Web site URLs they found during their Web research. The larger issue was how to support team projects. The more we discussed computer support for cooperative student Web research, the more complicated and detailed the issues became.
To facilitate our own collaboration we adopted two representations: (1) the design of a detailed user interface using HTML and (2) a formal model of the software procedures, data elements, and context of use. You will see both representations below. The result of our collaboration is (1) an interface design for WebGuide, a Web-based prototype that integrates perspective and negotiation mechanisms to support collaborative learning, and (2) a model of such a system in use. To make our design concrete, we focused on a project-based curriculum [3] on ancient civilizations of Latin America used at the school. The example of this student research project is well suited to illustrate the level of complexity that our approach can and must handle.
WebGuide was first conceived of as a glorified Web bookmark manager [12] and electronic notebook application [26], enhanced with perspective and negotiation mechanisms as described below. Students can conduct Web searches, collect, annotate, categorize, and organize bookmarks for sites they like. They can summarize or excerpt the Web page contents (there is no need to copy the full contents because it is already available through the active bookmarks). Students are encouraged to use the facilities of WebGuide to make the results of their research more self-explanatory for themselves and their team mates by defining a hierarchy of headings or categories, arranging bookmarks under these, and adding concise summaries of the content or importance of the bookmarked sites.
Figure 1 shows a view of a student's personal perspective in WebGuide. There are three topics visible in this view. Within each topic are short subheadings or comments, as well as Web bookmarks and search queries. At the bottom is access to search engines.
Varieties of Information
In compiling a list of requirements for WebGuide, we focused on how computer support can help structure the merging of individual results. Such support should begin early and continue throughout the research process. It should scaffold and facilitate the decision-making process so that students can learn how to build consensus. WebGuide combines displays of individual work with the emerging group view. Note that the topic on Aztec Religion in Figure 1 has been proposed by another student to be part of the team perspective. Kay has made a virtual copy of Que's topic so she can keep track of his work related to her topic. The third topic is an idea that Kay is preparing to work on herself. Within her electronic workspace she inherits information from other perspectives along with her own work.
Each student should be able to view the work of other team members as they work on it, not just when it is submitted to the team. Students should be able to adopt individual items from the work of other students into their own perspective, in order to start the collaboration and integration process. This can be done with the comparison perspective (see Figure 2). From early on, they should be able to make proposals for moving specific items from their personal
perspective (or from the perspective of another) into the team perspective, which will eventually represent their team product, the integration of all their work.
The Web pages of a student's personal perspective should not only contain live link bookmarks and search queries, but also categories, comments, notes, and summaries authored by the student. All these elements are representations of what we have abstractly called "items" of information. Comments can optionally be attached to any information item. Every item is tagged with the name of the person who created or last modified it. Items are also labeled with perspective information and time stamps.
The requirement that items of information can be copied, modified, and rearranged presupposes that information can be collected and presented in small pieces. This is also necessary for negotiating which pieces should be accepted, modified, or deleted.
In addition to bookmarks, the WebGuide page can contain Web search queries for finding current sites on a given topic. WebGuide is designed to help students learn to do Web research, and the sharing of successful query formulations is important for that. WebGuide pages are structured by topic headings or categories for organizing the bookmarks and queries. These categories can initially be created without any bookmarks or queries as preparation for looking for relevant information, as Kay has done for the topics of Mexico City and Live Sacrifice (in Figure 1) that she intends to research. The categories are structured hierarchically to create a tree of information.
Because of the hierarchical nature of items, something that appears as a unit of information that can be proposed for negotiation may actually consist of many parts, some of which appear differently in
Figure 2. Model of the task performance and perspectives.
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different students' perspectives. The possibility of information items having a complex but hidden internal structure is required for the intertwining of perspectives and negotiation.
Types of Perspectives
WebGuide provides six types of perspectives to help students compile their individual and joint research (Figure 2 shows how they are related to each other and to the activities):
1. The student's personal perspective is their private work space. It inherits a view of everything in the team perspective. Thus, it displays the owner's own work within the context of items proposed or negotiated by the team and class – as modified by the student. Students can each modify (add, edit, delete, rearrange, link) their virtual copies of team items in their personal perspectives. They can also create completely new material there.
2. The team perspective contains both items that have already been accepted by the team and items that are currently proposed for negotiation (like the Aztec religion topic in Figure 1). This perspective is pivotal. It includes accepted and proposed items. It gradually collects the products of the team efforts.
3. The class perspective is created by the teacher to start each team off with some initial bookmarks and suggested topics. It typically presents a structure for classroom activities and provides the space used to instantiate the goal of collecting the products of cooperative intellectual work. It has the organizational function of structuring the team perspective.
4. The comparison perspective combines all the personal perspectives of team members and the team perspective, so that anyone can compare all the work that is going on. It inherits from the personal, team, and class perspectives. Students can go here to get ideas and copy items into their own personal perspective or propose items for the team perspective.
5. The negotiation perspective contains all the information related to the current status of negotiation on the items proposed for the team perspective. It inherits proposed items from the team perspective. When they are approved or rejected at the end of negotiation, their status in the team perspective changes. It has the organizational function of making the process of negotiation more comprehensible.
6. The history perspective is an archive of all information that has been entered in WebGuide. It is primarily for the teacher (or researchers), but can also be used by students to retrieve previous versions of items. It inherits from the comparison perspective, that contains information from all the other perspectives.
Of course, there is not really such a multiplicity of information in the central database. The perspectives mechanism merely displays the information differently in the different perspectival Web pages, in accordance with the relations of inheritance. Organizational information as well as content are represented in a consistent way by using the perspectives mechanism.
Practices and Perspectives
To design software for collaborative learning in schools means to design curriculum and classroom process as well. Computer support has to be matched with appropriate content on the Web and with a constructivist pedagogy [19]. The design of the WebGuide interface and the perspective and negotiation mechanisms is accompanied by the design of informative Web pages and of a use scenario.
Figure 2 shows a model of the process involving the teacher, the students, and tasks using WebGuide. It shows the relation of individual to cooperative work and the mediating roles of the perspective and negotiation processes.
The model in Figure 2 represents the process flows. Students research using sources available to them: the Web, books, encyclopedia, CD-ROM, discussions, or other sources. Students can review the contents of the class perspective, their team perspective, and the personal perspectives of their team mates. All of these contents are collected in the comparison perspective, where they are labeled by their perspective of origin. Students extract from the research those items which are of interest to them. Then they organize and develop the data they have collected by categorizing, summarizing, labeling, and annotating. The three stages of investigating, collecting, and editing can be repeated as many times as necessary.
To support these steps of the work, WebGuide provides a menu of functionality for each information item. The following menu options are included: show/hide detail, Add a new item, Move this item, Edit this item's text, Delete item , Copy to my perspective, Propose to team, and Negotiate this item.
The class project ends with each team producing an organized Web site about one of the civilizations. These Web sites can be used by members of the other teams to learn about the civilizations that they did not personally research. The sites can also provide a basis for additional class projects, like narrative reports and physical displays. Finally, this year's research products can be used to create next year's class perspective starting point, so new researchers can pick up where the previous generation left off – within a World Wide Web that will have evolved substantially in the meantime.
Negotiation Procedures
A student can make proposals for the team perspective from the Propose to team option within his or her personal perspective. This is how new items get introduced into the team perspective. A student can also propose an item from someone else's perspective by locating it in the comparison perspective. If she wishes to modify it, she can first copy it into her own perspective. If someone wishes to modify an item that is already in the team perspective, she must copy it into her own perspective, make the modifications there, and then propose the modified item.
It should be possible when proposing – just as with copying – to treat a set of related items in one step. It is important to be able to treat a set of proposed changes together. For example, if a student deletes a bookmark at one spot in order to replace it with a better, richer bookmark elsewhere, then the deletion and the replacement should both be proposed and negotiated together. Of course, students should be discouraged from grouping too many items together.
When a student selects the Propose to team menu option for an item, a dialog box opens (see Figure 3). The student can decide whether the new proposal item should be combined with a previous or future proposal. The proposer also sees a list of all the other students who will be involved in the negotiation of the item. The determination of who should be involved is a matter for installation settings that define a local negotiation policy. These settings are system parameters of WebGuide, so they can be easily varied by teachers or research user communities.
For example, one might want to establish a rule that all new items must be negotiated by all team members – or alternatively that they do not require negotiation at all – while modified items require just those people to participate who either originally created the item or subsequently modified it. Another plausible rule would be to accept all annotations without negotiation.
As soon as an item is proposed, it appears in the negotiation perspective. Through perspective inheritance, it also appears in the
team perspective and in the personal perspective of all team members, labeled as Proposed by name-of-proposer. A student can select the Negotiate this item menu option for the item to switch to the negotiation perspective for that item.
There are three windows (see Figure 4). The top window includes buttons corresponding to the negotiation options: Accept, Reject, Abstain, and Let's talk. The second window displays the proposed item or items within the context they would have in the team perspective once accepted. The bottom window contains the results of negotiation decisions already made about the proposal and the commentary of team members concerning these decisions. No editing of the proposal is allowed in the negotiation or team perspective.
Several negotiation responses to the proposal are possible at this point. A negotiator can indicate that she abstains, that she does not care to participate in the negotiation. Alternatively, she could indicate with Let's talk that she would like to discuss the proposal face-to-face in the team. In the later case, the label on the proposed item changes to Proposed by name-of-proposer, Let's talk. In addition, an automatically maintained agenda of points for group discussion is extended to include this proposal.
Of course, the primary options are to Accept or Reject the proposal. It should be noted that a proposal can have been modified by other group members so that there may be several versions of the same proposal. If Accept is selected for one alternative, then all the others are assigned Reject and the negotiation is over for that student. If Reject is selected, then the next version of the proposal is displayed. When several versions are available, a student can either accept precisely one or reject them all.
After making a negotiation decision, a student should comment on the reasoning behind her response. All students who view the negotiation perspective after that can see her response with her comment. Although it may not be sensible in a negotiation situation involving several participants to allow cycles of responses to responses because the negotiation process would quickly become too confusing, WebGuide does allow students (and teachers) to comment on all actions, including comments on comments. This allows a simple kind of threaded discussion. Even after a student has completed her voting on a proposal she can comment on other people's choices or change her vote.
The procedure for amending a proposal is a bit involved. Once a student has rejected all the existing versions of a proposal, she can modify (see Figure 2) the proposal in her personal perspective and propose her amended version. This is how more than one version of a single proposal can become part of the negotiation perspective. Then the new version will be automatically integrated into the negotiation process of the original proposal. The label of the proposed item will be altered to read, Proposed by name-of-first-proposer amended by name-of-second-proposer. Students who have already voted will see this new label and can decide if they want to return to the negotiation perspective and reconsider their vote on this proposal. It might also make sense to have a more intrusive mechanism to alert people to newly proposed versions. The design decision to restrict modifications this way in the negotiation process results in a simplification of the process. To avoid confusion, it is only possible to edit the original proposal, not proposals that already have the label amended. While a proposal can be rejected by its original proposer when she prefers an alternative version, it cannot be recalled because that would create an asymmetry between the proposer and other participants.
The negotiation process for a proposal cannot exceed a time limit, determined by the negotiation policy parameters. At the end of the time period, the system determines whether the proposal or a modified version is accepted or rejected. Again, installation parameters determine what kind of majority is required: 2/3 of those voting, majority of those eligible, simple majority, etc. If the results are indecisive, the proposal will be labeled proposed for talk and added to the discussion agenda. Then students will have to get together in the classroom and decide what to do about the proposal. When matters are decided in group meetings, someone with a special password can enter changes directly in the team perspective, shortcutting the computer-supported negotiation process.
WEBGUIDE IN PRACTICE
Cooperative Definition of Keywords for a Bibliographic Database
The concept of intertwining perspectives and negotiation is a general one which can be tailored to fit many cooperative work domains. For instance, we have experimented with the negotiation procedures described above in a system for use by academic researchers who share a collaborative on-line bibliography. This system was implemented and used in our research center at the University of Dortmund. The system is based on WebGuide mechanisms and functions.
We started with a literature database that was created in 1988 for our research group. It originally contained about 500 entries. The literary references were classified according to their content using a set of about 50 keywords. The database quickly grew to about 3,000 entries indexed by 200 keywords. The quality of the system deteriorated with this growth: it accumulated duplicate and outdated entries, many entries were inadequately indexed, and the keywords became overlapping and outdated as well. A clear need for convergence could be empirically observed.
To address these problems, we created an experimental new system. Each member of the research group was given their own perspective on the database of entries and keywords; they are now responsible for maintaining the information they are interested in. Information they are interested in but do not want to maintain themselves they can access by virtual links to other perspectives. All literary references and keywords that one considers important for the team can be proposed for the team perspective and negotiated.
Consider the following use scenario: Andy browses the comparison perspective and finds an interesting keyword, K1, from Barbara. He makes a virtual copy of it in his personal perspective. Andy can now use the keyword to retrieve all entries that are classified with it. However, before Andy can use K1 himself to classify a new entry, he must make a physical copy of it (K1 K2). This will protect Barbara from being affected by Andy's classification activities. If Andy had continued to use a virtual copy of K1 then he would retrieve not only his own but also Barbara's classifications of K1 when he did a search for K1. Andy can also introduce a new keyword, K3, and propose it to his team if he thinks it is an important keyword. Even while his team is negotiating the acceptance of this keyword, Andy can already begin to classify references using K3. If and when K3 is accepted by the team, all the references that had been classified with K3 will be automatically proposed for acceptance in the team perspective for negotiation, one at a time.
This prototype system has been explored by a team of six researchers working cooperatively on various projects. Based on these trials, the following principles were proposed as preconditions for regular use of such a system:
* In order to reduce the complexity and the burden of excessive negotiation processes, negotiation should only take place when a new entry is proposed to the team, when the classification of an entry by a keyword is to be changed, or when a keyword itself is being altered. All other changes should simply be accepted automatically without negotiation.
* There should be system functionality to notify team members when a new keyword is introduced (even in a personal perspectives), when someone creates a virtual link to a keyword, and when someone makes a new proposal.
* Proposals make sense not only at the team perspective level; it is also useful for one team member to propose a new item to another team member.
* It should be possible to define sub-team perspectives to represent the interests of small research units and projects.
Negotiating Environmental Perspectives
We are now using an early implementation of WebGuide in a middle school classroom in Denver. (See Figure 5 for a screen image of this Java applet running on the Web). For the past five years, this class of students researched the environmental damage done to mountain streams by "acid mine drainage" from deserted gold mines in the Rocky Mountains above Denver. They actually solved the problem at the source of a stream coming into Boulder from the Gamble Gulch mine site. In 1998/99 they investigated the broader ramifications of their past successes, looking at the issue of acid mine drainage from various
alternative perspectives. They interviewed adult mentors to get opinions from specific perspectives: environmental, governmental, mine owners, local residents, scientists, etc.
WebGuide serves as the medium through which the students cooperatively research these issues with their mentors and with each other. Each student and mentor has their personal perspective, and these perspectives inherit from the content-based perspectives (environmental protection, governmental regulation, etc.) depending upon which intellectual perspective they are working on constructing. Even email interactions happen through WebGuide and are retained as notes in its perspectives. The goal of the year-long course is not only to negotiate within teams to construct the various positions, but also to negotiate among the positions to reach consensus or clarify differences.
As an initial field testing of the WebGuide system, this trial has resulted in valuable experience in the practicalities of deploying such a sophisticated program to young students over the Web. The students are enthusiastic users of the system and offer many ideas for improvements to the interface and the functionality. Consequently, WebGuide is benefiting from rapid cycles of participatory design. One main result is that the possibilities of achieving convergence of the contributions have to be improved. It proved to be a serious lack that this early version of WebGuide did not provide support for negotiation. The ideas of the students diverged within WebGuide and the teacher had to bring them together and build a consensus during face-to-face class discussions.
Constructing Perspectives on CSCL
An interdisciplinary graduate seminar on computer mediation of collaborative learning is also using WebGuide in several ways during 1999:
* As a communication medium for their internal cooperation.
* As an example CSCL system to analyze.
* As an electronic workspace for them to construct their individual and shared ideas.
This version of WebGuide stresses the use of perspectives for structuring collaborative efforts to construct shared knowledge.
Students in the class can form sub-groups either within or across their different disciplines. They develop ideas in their personal perspectives and then debate these ideas in the various comparison perspectives of their sub-groups. Here, it is an important result that the comparison perspectives are directly used to conduct a kind of prenegotiation process. This helps to determine which notes are promoted to the class or team perspective.
A major hypothesis being explored by the course is that the use of a shared persistent information space can support more complex discussions than ephemeral face-to-face conversations.
FUTURE WORK
WebGuide is currently under intensive development and testing. Now that we have initial demos of our concept, we are engaging in participatory design with teachers, students, and research groups to refine the approach. Initial evaluation of some of its concepts will be conducted in middle school, high school, college and graduate classrooms in Boulder, Colorado. We will investigate how different features are used in practice. For instance: Do students move fluidly and effectively among the different perspectives? To what extent do students group related proposals together? How much do students comment on their negotiation decisions or on those of others? Can students handle the process of modifying proposals? We will also explore different negotiation policy parameters: What happens to proposals that just one or two students slate for group discussion? What time limits, voting methods, negotiation participation rules are meaningful and effective?
In parallel with the testing of WebGuide in Colorado, the system will be used in courses at the University of Dortmund. In these courses, future teachers in various disciplines will be trained in the fundamentals of computer technology and its use in the classroom. These teachers-in-training will gain both theoretical knowledge and practical experience through their work with WebGuide.
The system for cooperative use of the bibliographic database described above will be developed further and used on a more regular basis. Thereby, we will explore whether the concepts there can also be applied to support organizational memories. As more of the WebGuide functionality is implemented and deployed in a variety of CSCW and CSCL applications, we will see how effective the intertwining of perspectives and negotiation can be.
ACKNOWLEDGEMENTS
The research reported here was begun during a six month visit by Herrmann to Boulder in 1997. It is being continued by Herrmann and his students at Dortmund, Stahl and his students, Ted Habermann and his group at NOAA, Dan Kowal and his middle school students, and the researchers, teachers, and students in the "Articulate Learners"
project. The work reported here is supported in part by grants from NSF IRI-9711951, the McDonnell Foundation, and NSF EAR9870934.
REFERENCES
1. Ackerman, M. S. (1994) Augmenting the organizational memory: A field study of Answer Garden. In: Proceedings of CSCW '94, ACM Press, 243-252.
2. Bieber, M., Vitali, F., Ashman, H., Balasubramanian, V., OinasKukkonen, H. (1997) Fourth generation hypermedia: Some missing links for the World Wide Web. International Journal of HumanComputer Studies. Special issue on HCI & the Web.
3. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist. 26, 369-398.
4. Bobrow, D. & Goldstein, I. (1980) An experimental descriptionbased programming environment: Four reports. Technical Report CSL-81-3. Palo Alto, CA: Xerox Palo Alto Research Center.
5. Boland, R. J. & Tenkasi, R. V. (1995) Perspective making and perspective taking in communities of knowing. Organization Science. 6, 4, 350-372.
6. Ephrati, E., Zlotkin, G., Rosenschein, J. (1994) Meet your destiny: A non-manipulable meeting scheduler. In: Proceedings of CSCW '94. ACM Press. 359-371.
7. Fitzgerald F., Rashid R. (1986) The integration of virtual memory management and interprocess communication in accent. ACM Transactions on Computer Systems, 4, 2, 147-166.
8. Floyd, C. (1992) Software development and reality construction. In: Floyd, C., Züllinghoven, H., Budde, R., Keil-Slawik, R.. Software Development and Reality Construction Springer-Verlag. 86-100.
9. Habermas, J. (1981) Theorie des kommunikativen Handelns. Band 1. Handlungsrationalität und gesellschaftliche Rationalisierung. Suhrkamp Verlag.
10. Herrmann, T. (1995) Workflow management systems: Ensuring organizational flexibility by possibilities of adaptation and negotiation. In: Proceedings of COOCS´95. Conference on Organizational Computing Systems. ACM Press, 83 - 95.
11. Herrmann, Th., Wulf,V., Hartmann, A. (1996) Requirements for a Human-centered Design of Groupware; in: Shapiro, D.; Tauber, M.; Traunmüller, R. (eds):Design of Computer Supported Cooperative Work and Groupware Systems, Elsevier, Amsterdam, S. 77 – 100.
12. Keller, R., Wolfe, S., Chen, J., Rabinowitz, J., Mathe, N. (1997) A bookmarking service for organizing and sharing URLs. In: Computer Networks and ISDN Systems. 29, 1103-1114.
13. Koschmann, T. (ed.) (1996) CSCL: Theory and Practice. Lawrence Erlbaum Associates.
14. Lindstaedt, S., Schneider, K. (1997) Bridging the gap between faceto-face communication and long-term collaboration. In: Proceedings of the International ACM SigGroup Conference on Supporting Group Work. The Integration Challenge. ACM Press. 331-340.
15. McCall, R., Bennett, P., d'Oronzio, P., Ostwald, J., Shipman, F., Wallace, N. (1990) Phidias: Integrating CAD graphics into dynamic hypertext. In: Proceedings of ECHT '90. 152-165.
16. Nelson, T. H. (1981) Literary Machines. Mindful Press.
17. Pea, R. (1993) The collaborative visualization project. Comm. ACM. 36, 5, 60-63.
18. Resnick, P., Iacovou, N., Suchak, M., Bergstrom, P. (1996) GroupLens: An open architecture for collaborative filtering of netnews. In: Proceedings of CSCW '94. ACM Press. 175 -186.
19. Scardemalia, M. & Bereiter, C. (1991) Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37-68.
20. Sen, S., Haynes, T., Arora, N. (1997) Satisfying user preferences while negotiating meetings. Int. J. Human-Computer Studies. 407427.
21. Soloway, E., Guzdial, M., Hay, K. (1994) Learner-centered design: The next challenge for HCI. ACM Interactions. 1, 2, 36-48.
22. Stahl, G. (1996) Personalizing the Web. Available at http://www.cs.colorado.edu/~gerry/publications //techreports/www6/PAPER82.html.
23. Stahl, G. (1993) Interpretation in Design: The Problem of Tacit and Explicit Understanding in Computer Support of Cooperative Design, Chapter 9. Unpublished Ph.D. Dissertation. available at http://www.cs.colorado.edu/~gerry/publications/ dissertations/Ch09.html.
24. Stefik, M., Foster, D., Bobrow, D.G., Kahn, K., Lanning, S., Suchman, L. (1988) Beyond the chalkboard: Computer support for collaboration and problem solving in meetings. In: Greif, I. (Ed.) Computer-Supported Cooperative Work. 335-366.
25. Tomasello, M., Kruger, A.C., Ratner, H. (1993) Cultural learning. Behavioral and Brain Sciences. 495-552.
26. Torrance, M. (1995) Active notebook: A personal and group productivity tool for managing information. In: Proc. AAAI Fall Symposium on Artificial Intelligence in Knowledge Navigation and Retrieval. 131-135.
27. Wulf , V.(1995): Negotiability: A Metafunction to Handle Access to Data in Groupware; in: Behaviour & Information Technology, Vol. 14, No. 3, ,S. 143 – 151.
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1: This image, from the Adirondack Mountains in New York, is the only photo in this presentation that was taken outside of Wisconsin. The obvious deforestation resulted when areas harvested with questionable forestry practices were ravaged by the torrential rains of hurricane Irene in 2011.
2: Aspen clear cut: At first glance, this practice appears to be deforestation. However, this technique can benefit tree regeneration and wildlife, and will talk about why coppice harvests like this are an important part of sound forest management. Not all heavy cutting is deforestation, and our goal today is to talk about the complexity of this using a range of examples.
3: Aspen regeneration: The first photo should, optimistically, develop into a young aspen stand like the one shown here. Aspen is a shade-intolerant, early succession species that regenerates after a disturbance like fire, growing thousands of sucker sprouts per acre from the roots and stumps. Young aspen stands are declining as a forest type in Wisconsin, but are important wildlife habitat for many birds, small mammals, deer and moose. If the clearcut from the first photo develops into this, it is not an instance of deforestation but a transitioning habitat. However, unquestionable 'deforestation' looks like some of the following examples from our area. In forest conservation terms we refer to this more permanent loss of forests as 'forest conversion.'
5: Burnett County Conservation officer, Dave Ferris, told me in 2013 that processed frac sand brings $210 per ton loaded on the Mississippi River barges. He was very concerned about the long term consequences from the changes to the landscape. Thousands of acres of shallow surface water replace forest and farm areas after sand has been extracted. According to Mr. Ferris, farmers "who have frac sand on their land become millionaires over night while those who do not suffer the consequences", including air-borne silica dust. He also stated that most Wisconsin sand goes to Saudi Arabia to be used in hydraulic fracturing for crude oil extraction. And we think we only pay for our fuel at the pump!
6: Closer to home in the Northwoods, subdivisions like these are an all too familiar view. They are often named after the habitats they destroy. Prior to the most recent recession, these were very common and have destroyed many thousands of acres of forest land in this area. Even today, this trend continues at a time when there is an oversupply of existing houses flooding the market here. In my opinion, this oversupply in the Northwoods is now becoming a burden. Cost of Community Services studies often find that developments in rural areas consume more money over time than they generate, largely due to cost of services in these areas. One could certainly also argue that other forestry-related economic opportunities are lost in this trend of forest conversion.
7: A dramatic example of unnecessary deforestation is this view from Highway 45 north of Conover. This demonstrates the destruction that disposable money can buy. These folks created a cattle farm from the jack pine habitat, and a concern could be raised about this change possibly threatening the Hay Meadow creek just prior to its confluence with the Wisconsin River. Only 40 miles north in the UP, much better grass lands and abandoned cattle farms are for sale at a fraction of the land value in Vilas County. The future of the next photo still unknown, but it appears to be yet another example of deforestation in our area.
9: 'Sustainable Forestry' is a relative term and is often abused and interpreted widely. On public and private lands in this area, proper forestry will be dependent on management of present species, site conditions and age of the stand. Local species such as aspen, jack pine and balsam fir are short lived and managed in a 50-60 year age class. The harvest of these species while they are still healthy goes a long way to assuring they will regenerate. This is called "even-aged" management, as shown in the aspen stand at the beginning of the talk. Aspen and jack pine require full sunlight to grow, and clear cutting is essential for proper regeneration.
However, other species we enjoy here are very long lived. Red pine, white pine, oak, sugar maple, hemlock and yellow birch are all examples of long lived trees that should be managed in a multi-aged class, with stands including both young regenerating trees and also mid-size and large trees and even some old legacy trees. These are the managed forests we never tire of seeing and make management enjoyable for many forest owners.
'In between aged' species like white birch, red maple and white spruce can be a component in either even aged or multi age forestry.
10: Threats to our forests: Some threats often seem out of our reach to remedy. Climate change (see http://www.nrs.fs.fed.us/pubs/38255), excess deer numbers (see http://na.fs.fed.us/fhp/special_interests/white_tailed_deer.pdf), drought, insects and of course fire are always on the minds of forest managers. But perhaps our biggest threat is people and the poor management decisions leading up to several of the earlier photos.
On private lands, financial pressures often lead to poor management and misinformation. 'High grading' and premature harvests can look enticing for short term financial gain but severely jeopardize the long term economic return of the forest and cause immense harm aesthetically as well.
For the long lived tree species, there can be decades of difference between 'economic maturity and biological maturity'. For example, our red pine slows down in growth at about 70 years of age, leading some to suggest a total harvest at that time, but red pine can live for hundreds of years. On public lands, we as citizens have a voice, and of course elections do matter. The forestry practices we see on public lands are science-based but they are influenced by politics. Examples of this influence include the size of areas not harvested, the pressure to fulfill allowable harvests, and of course deciding when to harvest.
Vilas County will receive about $7890, or $657 per acre for this sale. The red pine saw timber brought $98 per MBF, the white pine brought $89 MBF. Markets are a bit suppressed this year compared to the past few years. If this management strategy on our public lands does not suit you, please be more involved in the process.
14: Forest certification: Most of our Managed Forest Law lands, as well as our state and county forests are third party certified under the Forest Stewardship Council (FSC) or the Sustainable Forest Initiative (SFI). These certification programs are designed to make us feel comfortable with management on enrolled lands. While many of us feel these certificates are a big step in the right direction, we must remain diligent. The range of acceptable practices allowed is very broad, as we have demonstrated above. Often the economic desires, the wish to manage for one species over another, or to manage for wildlife for example, can complicate things.
Certification has, however, helped mitigate some of the horrendous forestry practices of the past, as many industry processing companies have embraced certification as the standard. Forest certification follows a chain of custody in protecting ecological and social concerns, from the management of the forest through the processing of wood products all the way to the consumer. Look for this symbol on wood products you purchase.
15: Forest conservation: Long-term protection of forest lands requires a staunch commitment to conservation. I often say that 'sustainable forestry with out conservation is not long sustainable'. At the local level, land trusts and conservation groups like Partners in Forestry, can be very helpful in working with landowners interested in protecting forests and proper management. But the larger landscape is another challenge. The former industrial forests, covering much of the north, are now owned by investment organizations seeking the highest return on their investment. This can be in direct conflict with nature's time frame of growing trees and our wishes for careful management.
To protect some portion of these vast important forest lands requires a strong commitment to conservation at the state and federal level. A program designed to do just that is 'Forest Legacy', which essentially is a partnership between the USFS State and Private Forestry, participating states and enrolled landowners. Commonly, a FS grant to the state will fund part of the acquisition cost of a forest conservation easement, assisting participating states to work with eligible landowners.
In Wisconsin our Knowles-Nelson Stewardship Program is essential to match federal funds in acquiring these easements, as well as other forest protection acquisitions. In recent years Stewardship has been cut, and the state was even forced by the legislature to dispose of 10,000 acres of land. The forest easements and acquisition assistance for county forests however, has fared better than state land acquisition.
16: The Forest Legacy program is designed to protect forests with high conservation and public values in perpetuity. The funding source is the Land and Water Conservation Fund (LWCF), a program started in 1965, designed to use a portion of the revenue from off shore oil and gas leases to conserve land and water on shore. This 51 year old program was renewed just last year, but only for a three year period. The LWCF Coalition shows that throughout the 50 year history of the LWCF, in only three years was the full amount used to fund conservation and not drawn off for other federal budget matters.
In Wisconsin we barely survived a battle last year to keep the Stewardship Program viable, as the governors budget called for a moratorium on Stewardship. State Senator Tiffany said at that time that we "can no longer afford nature lands". About the same time last year, Vilas County board member and local realtor Jerry Burkett proposed the county begin the sale of County Forest lands. In all these instances it was only public outcry that maintained our invaluable public lands.
17: Most of our public forests and parks are possible because of programs like these. Our appreciation of the benefits of these great programs will help to keep them alive when we converse with elected leaders. It is very important to let them know how important these conservation programs are to our Northwoods way of life. Increasing our knowledge of forest management will help us identify deforestation from a proper timber harvest, and assist us in promoting sound forestry practices.
Partners in Forestry was founded on the belief that our forests should be cared for with the best long term benefits to society. We recognize these benefits to be not only economic, but intrinsic and social as well.
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STUDY SHEET
March 22, 2015
The Resurrection Matthew 28:2-7
The Christian ________ rests on the resurrection of Jesus from the dead. We’re going to examine the _____________ for that resurrection. Whether Jesus arose matters __________. If Jesus arose, there is ______ after death. If Jesus arose, then He fulfilled His prophecies and has __________ Himself to be the Son of God. If Jesus arose, then His promises and teaching are ______. If Jesus arose and is the Son of God, He is Lord of all and has _____________ over your life and mine. If the Lord Jesus arose, then He will one day _______ again and ________ you and me according to His Word. Since what we’re studying has _________ consequences for our souls, we need to pay ________ attention. If Jesus arose from the dead, we can’t _________ Him or live as if that was a meaningless act. Read Hebrews 4:12-13.
The Lord Jesus ____________ His death and resurrection (Matthew 20:18-19). This is an amazing and a ___________ prediction. Jesus not only predicted He would be scourged and crucified at the ________ of the chief priests and the Gentiles but also that He would _______ from the dead the third day. Only the Son of God could ________ such a prediction about His death and resurrection and ______ its fulfillment just as He predicted.
Before we can speak of a resurrection, we have to _______ examine the evidence that Jesus actually died upon the cross. That Jesus was beaten by the soldiers and then scourged is _________ dispute. All four __________ accounts speak of His scourging. A Roman scourging was not __________ a beating. Many men ______ from scourging. The whip they used lacerated the skin with _______ objects and caused the ______ of much blood. The Romans did not _______ their stripes to 39 as the Jews did. The purpose of the cross was to kill a person _________ and very ___________. While the nails that went through the hands and feet were not of themselves _______, the physical position of a crucified person hung upon a cross created tremendous ____________ on the heart and lungs. A person had to pull himself up to ___________ in and out. The cross gradually ______ a person down to where he couldn’t breathe. In the case of Jesus, ________ surrounded his heart until it failed. The reason soldiers would ________ the legs of a crucified person was to ________ their death. A person with broken legs couldn’t _______ himself up to breathe and would die quickly. They broke the legs of the _____ thieves; but these experienced soldiers found Jesus was ________ dead, so they didn’t break His bones in fulfillment of Psalm 34:20 that “not a bone of Him should be broken.” Instead, a soldier __________ His side with a spear, “and immediately there came out blood and water” (John 19:34). This flowing of water and blood is a sure ____ that Jesus was _______ dead. If Jesus had not died from the crucifixion, He could not have survived this _______. Joseph of Arimathea and Nicodemus asked Pilate for the ______ of
STUDY SHEET
March 22, 2015
Jesus, but Pilate would not release the body until it was determined _______ positive that he was dead. The two prepared his body for ________ in a new tomb a short distance from where he was crucified. John reveals that they _______ the body in linen wrappings with myrrh and aloes, about a hundred pound weight. This burial process would have ________ Jesus in a mummy-like wrapping with spices sealing the cloth together. Bound up like this, Jesus—even if He by some remote _________ survived the crucifixion and the spear— couldn’t have breathed and lived. Jesus was _______ in the tomb.
The Pharisees and the priests went to Pilate and they requested a _______ for the tomb. Read Matthew 27:62-66. They were determined not to let ___________ happen to that tomb. They didn’t merely ______ a couple of guards at the tomb. They made it as _______ as they could. Some scholars suggest that there were as many as 28 guards at the tomb, and they would have been particularly _____________ on the third day, when the threat was the very greatest. The governor’s _______ meant that it would be criminal to mess with the tomb.
The Scriptures tell us that the women came very _______ on the first day of the week to the tomb, and they came to ________ the body of Jesus. This was their first opportunity since the Sabbath had passed; and they wondered, “Who will _____ _______ the stone for us from the entrance of the tomb?” They realized the stone was “extremely large” (Mark 16:4). Scholars again ___________ that this stone weighed between one and a half and two tons, three to four thousand pounds. They knew that moving this stone was far beyond their _________ and that it would take a number of strong men to move it. When they arrived they saw that an ________ had rolled the stone away.
When the women __________ to the apostles the tomb was empty, many of the apostles laughed and they __________ the women; but two apostles wanted to find out for themselves if the tomb was empty. Peter and John ______ to the tomb. John 20:5-7 says they looked in the tomb and saw the linen wrappings ________ there. They saw “the face-cloth which had been on His _______, not lying with the linen wrappings, but ________ ____ in a place by itself.” Why would the disciples, if they ______ the body, take the ______ to loosen the linen wrappings and ________ them in the tomb, knowing that the guards were just outside? Whatever understanding you have of this event, you must __________ who moved the stone, how the tomb became empty, and who took the linen wrappings from the body of Jesus. The people who examined these events _______ without hesitance that Jesus _____ from the dead. The soldiers ___________ all these events to the chief priests, who paid the soldiers a large sum of money to _____ and promised to keep them out of trouble with the governor (Matthew 28:11-15). But down deep these soldiers and the chief priests knew the ________.
STUDY SHEET
March 22, 2015
We now ask whether the testimony we have about the empty tomb is ______. Is there some way that we can _______ the credibility of the report that we have of the resurrection? First, let’s remember that Jesus believed and taught His people to be _________. The Lord ______ hypocrisy and deceit. Jesus praised Nathanael for being a person in whom there was no ________ (John 1:47). Jesus spoke of the devil as a ______ and He condemned ______ (John 8:44). How could His disciples abandon everything they had been _________ and spread a _____ throughout Jerusalem? All the Jews had to do to ________ Jesus had not been resurrected from the dead was to ___________ the body of Jesus. If the Jews produced the body of Jesus, they could _____ Christianity. They never _______, because they knew they couldn’t. All they could do was _______ the soldiers to lie and __________ the disciples.
Look at the _________ in the disciples. The disciples did not know for ______ that Jesus had been raised on that third day; they ___________ it; and so they _____ in the upper room with the door locked for fear of the Jews. They _________ and they __________ when the women came and told them that Jesus had risen. Their hard _______ kept them from believing until Jesus ___________ Himself to them. One apostle, Thomas, persisted in his disbelief ______ when the others insisted they had seen the Lord (John 20:25-29). Jesus appeared to the disciples and He ________ Himself to them in a variety of ways. Read Luke 24:36-39. Acts 1:3 tells how Jesus “presented Himself _______ after His suffering, by many convincing ________, appearing to them over a period of forty days and speaking of the things concerning the kingdom of God.” So strong did He convince them that we see a very ___________ group of men at Pentecost than we do on the day that Jesus arose. After they disbelieved, hiding themselves as cowards, and doubting the prophecy of Jesus; Jesus then ________ Himself alive with many convincing proofs. So at Pentecost they were ______ and unrelenting in their ___________ of the gospel. They told everyone they were ________________ of the resurrection. They called the people to _________ of their sins, because they had ____________ Jesus whom God for certain had made both Lord and Christ (Acts 2:36). In Acts 3-8 the early disciples endured beatings and imprisonment, but they wouldn’t ______ preaching Jesus as the Christ resurrected from the dead.
When the Sanhedrin, that is the Jewish Council, commanded them not to speak or teach at all in the _____ of Jesus, Peter and John were convinced that they must ______ God and continue preaching the gospel (Acts 4:19-20). The Council arrested the apostles, flogged them, commanded them to ______ preaching in the name of Jesus, and released them. But the apostles __________ “that they had been considered worthy to _______ shame for His name. And every day, in the temple and from house to house, they kept right on teaching and preaching Jesus as the Christ” (Acts 5:41-42). They later suffered imprisonment, beatings and
STUDY SHEET
March 22, 2015
even death for their _______, but nothing kept them from continuing to preach Jesus as the Christ, ________ from the dead. The disciples didn’t become ______ from their preaching; they suffered _______ to tell the story of Jesus. They (the enemies of Christ) stoned __________ (Acts 7) and they beheaded _______ the son of Zebedee (Acts 12). Not one of the disciples _______ denied the resurrection. They died for ___________ it. The only __________ they spoke out so boldly about their faith was they believed Jesus was truly the Christ, the _______ Son of God. And their bold faith __________ us that we too can place our faith in Jesus as Lord.
Saul of Tarsus was originally __________ to Judaism and a violent persecutor of the church, but He ______ Christ on the road to Damascus. His conversion is especially important in view of his earlier ______ against Christianity. He gave up everything to __________ a Christian. What he wrote about the resurrection in 1 Corinthians 15 is really the ___________ documentary evidence that we have. No one can satisfactorily __________ the conversion and the later life of the apostle Paul except in the way that he himself explained it. He had seen the ________ Christ.
Some say Jesus __________ on the cross and revived in the cool of the tomb; but this doesn’t ___________ how Jesus survived the linen wrappings, how He moved the stone, or how He frightened the guards to get away. Others say the apostles only ____________ they saw Jesus after His resurrection, but this doesn’t explain why there were linen wrappings in the empty tomb, how the stone was moved before the women arrived, or how the guards were frightened. Nor does it explain how they were able to ________ Jesus.
Though we have barely discussed the _____________ surrounding the resurrection, we have seen __________ to say confidently with Peter and the apostles that God raised Jesus from the dead. And if He is risen, He is the ______ of God and the _______ of all. He will one day ________ you and me according to His Word (John 12:48; Acts 17:31).
To become a Christian __________ with all your heart that Jesus is the Christ, _______ from your sins in repentance, ________ Jesus as the Christ and the Son of God, and be __________ for the forgiveness of your sins as the Bible teaches in Acts 2:38.
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UTSS POSITION PAPER ON INCLUSIVE EDUCATION:
OUR POSITION:
We Dream of Global Inclusion - People with albinism (PWA) worldwide seek a day when what we contribute is not limited because of how we are perceived. We dream of a day when PWA will take their rightful place in every level of every society, everywhere, at all times. Under The Same Sun (UTSS) will always place the students with albinism in our Education Program (EP) into safe, socially inclusive schools with above average academic standards, insisting they be educated, socialized and included in mainstream society where they belong. PWA only "fail to succeed" in societies where families and communities neglect the responsibility of inclusive living.
OUR REASONING:
Inclusion will accelerate understanding and reduce stigma - The students in our Education Program are future models within their own society of what PWA can be when given an opportunity. They are the strongest voice against discrimination and the most powerful message educating their culture towards social change. Worldwide PWA suffer from exclusion and social isolation due to stigma within their own families, communities, schools, workplaces, the social media and society at large. This tragic misfortune is due to the historic fact that very few people in the general population have a healthy and accurate understanding of albinism and thus operate from erroneous and often harmful beliefs and myths (see "What Is Albinism" - http://www.underthesamesun.com/resources ). An integrated society will normalize interactions between PWA and non-PWA, enhancing understanding while dispelling myths and stigma.
We do not support segregation of PWA - UTSS has frequently received suggestions by wellintended but tragically misinformed people which, if implemented, would reinforce and institutionalize social isolation for PWA.
Examples:
* Put PWA into schools for the blind or disabled to accommodate their low vision needs.
* Build PWA schools in order to accommodate understanding, safety and low vision needs.
* Buy an island and send all Tanzanian PWA there to protect them from attacks.
* Build a village for PWA children who are at risk of attacks.
Segregation does not guarantee safety and advancement - Specialized segregated environments will only serve to isolate PWA further from the very society they know, love, depend on and belong in. While safety is a vital consideration for PWA in countries where they are being hunted for their body parts, there is no certainty that they will be safer in a segregated
community or school. Although PWA may feel safer there, ironically they may become easier to locate. Segregation also inadvertently contributes to stigma since society tends to view these segregated settings as confirmation that PWA are not normal people. Many children with albinism (CWA) in Tanzania have been confined to government boarding schools for blind or disabled children in the name of providing a safer environment that can also address their low vision needs. All of these schools have sub-standard conditions, and in some the CWA are forced to learn braille. This is highly unfortunate since CWA are partially sighted and able to read and write and participate as full functioning members of mainstream schools. Such settings obstruct academic development as well as normal social skills development, stunting their integrative capacities. CWA require these developmental experiences in order to be high functioning participants in mainstream society when they leave school. In the name of "help", their academic and social development is decreased and social isolation is increased.
PWA are just like everyone else except for 2 simple differences - PWA suffer from (1) low vision and (2) little or no pigment or colour in their skin, hair and eyes. This means that their skin is very sensitive to the sun and vulnerable to skin cancer. It also means that their eyes are highly sensitive to bright light, making it difficult to see on sunny days and in brightly lit rooms. As well, PWA need to be very close to an object to see what fully sighted people can see at a distance. In every other way, we are all the same.
Equal opportunity means equal success for PWA - Just like anyone else, PWA can achieve almost any goal they set their mind to. They can succeed in life, education, employment and love. They are perfectly able to make meaningful contributions to their society providing they are empowered with the same resources offered to their fellow citizens without albinism. Since low vision and sun sensitivity are the only 2 differences and can be easily accommodated, there is no need to exclude PWA by sending them to special needs centers or schools. In many cases, PWA who experience social inclusion and equal opportunity thrive and often surpass the performance of non-PWA in academic and employment settings.
----------------------------------------------------------------------------------------------------
"Sometimes equality means treating people the same, despite their differences, and sometimes it means treating them as equals by accommodating their differences." (Judge Rosalie Abella, Report of the Commission on Equality in Employment, Canada).
"The worst kind of loneliness in the world is the isolation that comes from being misunderstood."
(Dan Brown – Inferno)
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Imperial School
P.O. Box 240, Imperial, SK, S0G 2J0
Telephone: 963-2240 Fax: 963-2271 Email: [email protected]
| May 2014 | | | | | | |
|---|---|---|---|---|---|---|
| | | | | | 1 Day 3 | 2 Day 4 |
| | | 5 Day 5 | 6 Day 6 | 7 Day 1 | 8 Day 2 | 9 Day 3 |
| | 4 | | | | | |
| | | 12 Day 4 | 13 Day 5 | 14 Day 6 | 15 Day 1 | 16 Day 2 |
| | 11 | | | | | |
| | Mother’s Day | | | | | |
| | | 19 Victoria Day | 20 Day 3 T&F PreDistricts | 21 Day 4 T & F Districts | 22 Day 5 | 23 Day 6 |
| | 18 | | | | | |
| | | 26 Day 1 | 27 Day 2 T&F Districts Subway lunch | 28 Day 3 | 29 Day 4 | 30 Day 5 Grad |
| | 25 | | | | | |
Imperial School
P.O. Box 240, Imperial, SK, S0G 2J0
Telephone: 963-2240 Fax: 963-2271 Email: [email protected]
June
2014
| Sun | | Mon | | Tue | | Wed | | Thu | | Fri | Sat |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 Day 6 | | 3 Day 1 | | 4 Day 2 | | 5 Day 3 | | 6 Day 4 | | 7 |
| 8 | 9 Day 5 | | 10 Day 6 | | 11 Day 1 | | 12 Day 2 | | | 13 Day 3 | 14 |
| 15 | 16 Day 4 Awards Afternoon 2pm | | 17 Day 5 | | 18 Day 6 | | 19 Day 1 | | | 20 Day 2 | 21 |
| Father’s Day | | | | | | | | | | | |
| 22 | 23 Day 3 Playday/staff BBQ Last Day of Kindergarten | | 24 Day 4 | | 25 Day 5 | | 26 School Open – No Students | | | 27 | 28 |
| | | | | | | | | | | Report | |
| | | | | | | | | | | Cards | |
| 29 | 30 | | | | | | | | | | |
PRINCIPAL'S REPORT
It doesn't look much like the end of April with all this new snow on the ground!!! Elementary students need to remember to bring their rubber boots. The playground is rather wet!
I would like to thank all those involved in this year's Carnival. It was another great success. The Carnival could not happen without so many volunteers. Thank you to the students who worked very hard to set up and to work the various carnival events. A big thank you to those who donated food for either the Silent Auction or the Cake Walk. This is always a big success. Volunteers are a necessary part of making events like this happen. Thank you to the community members, the SCC and the entire teaching staff for allowing this event to happen. It would not be possible without you!
Two new faces will be in our school! I would like to welcome Samantha Saelof of Watrous Saskatchewan into our school. Samantha is currently studying Education at the University of Saskatchewan. She accepted the temporary Educational Assistant position. On behalf of the staff and students, we welcome you!
Soon to be beginning in our school is Britni Pentiluk. Britni will be filling in the maternity leave for Mrs. Spencer. Britni is originally from Imperial. We welcome her back and thank her for filling in for the remainder of the school year.
I would also like to welcome back and congratulate Connor Ingram. Connor left to play with the AAA Prince Albert Mintos. He has had a very successful season with them. Connor won the league's top goalie award.
In Western's, the Mintos emerged victoriously which allowed them to attend the Telus Cup which is a National competition. Connor faced shots from some of the best Midget hockey players from across Canada. Connor faced more than 60 shots in the Gold Medal game which lasted six periods! Congratulations on your Gold Medal win, being selected as player of the game twice in the competition and having your goalie stick inducted into the Hockey Hall of Fame!
Classroom Happenings
K/1/2 News
April According to the Kindergartens
April was a busy month! These are the highlights according to the Kindergarten Class.
At the carnival, Morgan liked the minion cake made by Tracy Federspiel. The cake was sold in the silent auction and raised $40 for Morgan's Minions' Walk for Autism on June 22 in Saskatoon.
Chloe liked the cupcakes and hotdogs at the carnival.
Shara-lee liked the Sucker Pull at the carnival because you got a sucker every time!
Makayla liked the harmonica she got when she spent her tickets at the prize store. Emma enjoyed her Easter because she got lots of surprises.
Mark had fun and bumped his head acting crazy in the bouncy house during the carnival.
Haily Danyluk had a new baby brother in April. His name is Maverick.
Marlon liked the bouncy house at the carnival.
Trey liked playing the Golf Putt game because you could win free tickets to spend in the carnival store.
Haley Crittenden liked going in the carnival bouncy house with the grade ones and twos.
April Report by Grade One and Two
In April we had a movie party in the gym with the whole school. We watched Frozen and the SRC made us popcorn. We also had a Penny Ante Carnival on April 24. There were two bouncy houses and lots of games. At the Fish Pond game you could fish for prizes. Lukis got nine prizes and Travis got eight. The bouncy house was fun because it had obstacles in it. Easter break was April 14-18 and Easter is special because it always lands on a different day in April.
By: Jackson Webster, Travis deVries, Jazmyn and Lukis Hamilton
Special Reminder:
The grade one, two and three computer class would like to remind everyone that their class blog is available for viewing at any time. The address is http://kidblog.org/MrsKellysComputerClass/ Please feel free to leave a comment
.
Grade 3 & 4 News
On Wednesday, April 23, the Grade 3/4 Class held a hotdog and bake sale. We brainstormed fundraising ideas, and then, we had a vote on what we would sell. The class was very excited to bring baking because their moms' baking would receive many compliments! The bake sale went over amazingly well with the students and staff purchasing 117 hotdogs! We raised $278.91 to go towards the tree to be planted in memory of Maxwell in our school yard. Mr. Dave Mooney is building the sign to be posted near the tree. Thank you to all of the parents from our class for donating baking. Thanks also to all of the students and staff that supported our sale.
On Thursday, April 24, we hosted a carnival at our school. We were running the fish pond! We bagged up 300 prizes in paper bags. A worker schedule was made and everyone took a turn working that night. Children at the carnival loved it; every prize was caught.
~The Grade 3/4 Class
Grade 5 & 6 News
This April we made a memorial for Maxwell Cantelon Leslie. We started our Heritage Unit in ELA. The grade fives started a unit in both science and social. In social we started Canada's regions and in science we started forces. We started a new unit in health, we are learning about Canada's food guide. This month we had our Penny Ante Carnival. We ran the golf putt and the bean bag toss. We also started to write stories on the iPads about heritage. The grade 5/6 class would like to congratulate Imperial's Connor Ingram on winning the TELUS Cup. ~Ricky Martens
Grade 7 & 8 News
In math the grade 8s are learning multiplying and dividing integers. The grade 7s are learning adding and subtracting integers. In science we are learning about how colours appear, which we are learning with the grade 6s. In social, which we are also learning with the grade 6s, we are learning about Australia and New Zealand. For band we are playing 2 different songs, The Simpsons theme and The Return of the Killer B's. For ELA we are learning about different types of poems. In art we are doing forgery art. In PE we are moving on to track and field. For health we are continuing on with the drug units. In home ec. We are learning and cooking with dairy products. This year in home ec. We are learning and cooking with the Canadian food guide. In IA we are continuing on to work on our projects.
-Lexie Nelson
Grade 9 & 10 News
This month we, the grade 9/10's have been learning some spectacular stuff. We have been learning about descriptive paragraphs and just finished up the book Romeo and Juliet in ELA. In science we are working hard on constellation projects to present to the class. Our social class has consisted of learning about the African landscapes and bodies of water. Physical education consisted of badminton but that is over and we are quickly moving into the track and field unit. The grade 9's math class has consisted of triangles and tangents, while the 10's have been working on the chapter about converting metric to imperial. The industrial arts classes have us working on an assortment of things. In our home economics classes we are now working on sets of pajamas for ourselves. These are all the tiring, yet exciting things that we have been working on this month!
-Tyson Taylor
Grade 11 & 12 News
The grade 11/12 class has been moving on in math on the topic of probability. In chemistry, the grade 11/12 class has been learning about solutions and solubility. In ELA, the class has been learning communication skills. In PE, the class is moving into a track and field unit. In history, we are learning about the late 19 th century and early 20 th century.
Written by: Austin VanDamme
SRC Happenings
The SRC had another exciting month in April. The Survivor activity was a food challenge. The teams picked two elementary students and two high school students to compete against each other in a contest to see who could eat the pudding and candy mixture the fastest. The SRC also provided students with movies and popcorn on the last day of school before their break. There are also two important upcoming events that the Student Representative Council will be having. Firstly, the grades 7 – 12s will be treated to the play, Operation Big Rock, in Meacham SK. The entire cost which includes bus transportation, and tickets will be covered by the SRC. Secondly, we are excited to be working with the Imperial Family Restaurant once again to provide a hot lunch of chicken fingers and a choice of fries or poutine on Monday, May 5. A big thank you for this fundraising opportunity that is open to the students and the public. The SRC is currently planning an activity for the elementary students, which will be announced at a later date.
-Kiana
In motion
In hopes of kicking off spring, Imperial School's in motion committee held an outdoor Easter egg hunt and relay. Grades K-12 were separated into their teams on Thursday, March 27 and ran outside to collect Easter treats. The kids covered the grounds very quickly in an epic race. In the end, the yellow team finished first, having collected the most goodies. After this, students had participated in the egg and spoon relay. They were separated into their teams, and the first kids in line were given a spoon and egg. They had to walk to the end where the rest of their team was waiting with the egg on their spoon. Morning indoor in motion has come to an end as the weather has gotten nicer. It was a great fitness month for Imperial School!
-Harper Rae and Sarah Joa
PLEASE REMEMBER
1. We are a nut free School, so please refrain from sending anything containing nuts. Thank you.
2. Student doors are not open until 8:40 am. Also, teachers do not start supervision until this time.
Thank you
Imperial Restaurant
For the donation of a luncheon on May 5
SCC News
Reading Bee Results
Imperial SCC and Imperial School ran the Inaugural Reading Bee through March and had fantastic results! A huge thank you to all the parents, community members, and businesses that contributed to this success! The student response to our initiative was truly exciting and reflected in the children's enthusiasm to read as much as possible.
Total number of pages read by the whole school in the month of March was 27,453 pages!
Funds raised are still being counted, but will be used to upgrade our school library with 'much needed' new books and literary material for the benefit of all students K-12 students. Once books have been purchased, they will be temporarily on display for public viewing prior to student use and reading pleasure. Please watch for emails and posters regarding the upcoming display.
Elementary School prizes of $20 gift certificates to Scholastic Canada book orders were awarded to:
| Grade Category | Winners of $20 gift certificates | Total Number of Pages Read by All Students in Grade Category |
|---|---|---|
| Pre-K – Kindergarten | Jonathan Gosselin Emma Schaeffer | Pre-K & K = 4,746 |
| Grade 1-2 | Siara MacLellan Warren Mooney Sianna Tannahill | Grades 1 & 2 = 9,174 |
| Grade 3 - 4 | Jamison Langlois Harrison Mooney | Grades 3 & 4 = 4,549 |
| Grade 5 - 6 | MaKenzie VanDamme Garet Poitras | Grades 5 & 6 = 4,647 |
High School prizes of $40 Indigo/Chapters gift cards were awarded to:
Thank you for your continued support as partners in our children's education.
A huge thank you to the following businesses (in alphabetical order) that contributed to the Reading Bee's success.
Affinity Credit Union, Watrous Cervus Equipment, Watrous E. W. Industries, Imperial Georgie's Place, Imperial Imperial Coop, Imperial Lewis Agencies Ltd, Imperial Lewis & Company, Imperial Long Lake Insurance, Imperial Riteway Mfg Ltd, Imperial Royal Bank of Canada, Imperial Royal Street Pharmacy, Imperial Sierra Stone, Imperial Sunset Seeds Ltd. , Imperial
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Livingston Science National Honor Society
Leaf Mulching: Improving our Environment one Leaf at A time…
Shredding leaves with a lawnmower is an easy way to help the environment. Livingston annually collects 34,000 cubic yards of leaves in the fall. Those leaves are transported by trucks to the border of Pennsylvania. Hauling that volume of leaves is expensive and the trucks pollute the air. Shredding compresses the leaves. As a result, fewer trucks are needed to haul the leaves.
Furthermore, shredded leaves can serve as mulch by spreading them on garden soil. Organic mulch protects plants in the winter and in the summer and supplies nutrients to the soil when it decomposes. The simple and quick act of shredding reduces pollution and makes homemade mulch for the garden. By using our leaves as mulch, we can have a more economic and environmentally friendly approach to autumn.
Livingston High School SNHS Leaf Mulching Advocates
Mary Walmsley – SNHS Advisor, [email protected]
Dr. Judy Grebel - Mentor [email protected]
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FOWL CHOLERA
This disease is known to occur in Afghanistan.
1. Definition
Fowl cholera is a systemic bacterial disease affecting all poultry species, characterized by systemic illness, diarrhea, arthritis, and poor production.
2. Etiology
The causative agent is Pasteurella multocida. This organism is abundan tly present within feces of infected birds and in carcasses of animals that have died of the disease and it can persist in the environment for months. Feces from infected birds may contaminate water supplies. In addition, other animals such as dogs, cats, and rodents, may harbor Pasteurella multocida and spread it to new locations. Also, humans may take it to new locations by contaminated clothing or shoes.
3. Transmission
The organism enters a susceptible bird through the oropharynx, i.e., the mouth or the respiratory tract.
4. Species affected
Many species of birds can suffer from fowl cholera. Both wild and domestic birds are affected by the disease.
5. Clinical signs
Incubation period is 210 days. Morbidity is often high. Disease is most common in adult birds. It may be peracute in which case the first sign of the disease is death. In animals that survive longer, there is systemic illness, including inappetence, poor production, dyspnea, watery diarrhea, swollen joints. The comb and wattles may be swollen and cyanotic. Mortality is 530%.
6. Pathologic findings
In animals that die in the very acute stage, there may be no lesions. Those that survive longer can have evidence of systemic inflammation. Spleen is large and reactive, with numerous white (lymphoid) nodules visible on cut surface. There may be petechial hemorrhages scattered over mucosal and serosal surfaces. Liver is pale throughout. The cranial portion of the intestine (duodenum and jejunum) is reddened with fibrinocatarrhal contents. Joints cavities can contain caseous exudates. Similar caseous material may be found in the sinuses of the head, including the inner ear.
7. Diagnosis
The typical picture at the flock level adult birds, systemic illness, pathologic lesions, can lead to a suspicion of fowl cholera. Confirmation of the diagnosis requires isolating the organism in the laboratory. Differential diagnoses include: fowl typhoid, highly pathogenic avian influenza, colibacillosis.
8. Treatment
Pasteurella multocida is susceptible to a variety of antibiotics and these will cure the infection temporarily. Unfortunately treatment with anti biotics can promote a carrier state and leave additional birds at risk. Also, birds can break out with the disease again at the end of the antibiotic treatment period. So, although antibiotics will work, if other measures are available, such as vaccination, this is preferable to using antibiotics to control the disease.
9. Prevention and Control
Bacterins are available but do not completely prevent infection. They should be used in combination with a strong program of sanitation that would include cleaning and disinfection after an outbreak, rodent control, provision of clean drinking water, and adequate disposal of dead birds.
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SCHOOL IMPROVEMENT PLAN SURPRISE LAKE MIDDLE SCHOOL IMPLEMENTATION SCHOOL YEAR 20102011
John McCrossin Principal Mark Robinson – Dean of Students Tina Cook – Counselor Pat Bourasa – Office Manager
2001 Milton Way Milton, WA 98354 253.517.1300 253.517.1305 (fax)
V I S I O N
Surprise Lake Middle School: is a place where students are successfully transitioned from the elementary setting to the secondary school environment while developing their academic, emotional, physical, and social potential.
B E L I E F S
In order to realize this vision, we believe
*Teachers are collaborative leaders of instruction and inventors of engaging work that meets the needs of all students and all learning styles.
*All students will learn more when given authentic engaging work, adequate time, proper tools, and assistance.
*Students will be provided resources that will allow for grade level achievement in reading comprehension and fluency, writing and mathematics.
*Surprise Lake Middle School will be safe, clean, and orderly to allow for a productive learning environment.
*Students and staff will consistently treat each other with respect.
s how respect a rrive promptly and prepared b e proud of diversity e ngaged effort r ules apply to me s chool pride saber creed I am a successful and responsible student
* MSP increases for the year;
o7 th grade Reading 66.8% (+.4%)
CELEBRATION OF SUCCESSES For the Surprise Lake Middle School School Improvement Plan 20102011
o7 th grade Mathematics 51.6% (+ 5.6%)
o7 th grade Writing 72.1% (+2.4% over the state average)
* Used fluency testing and related data to place student in appropriate interventions
oMade connections with the elementary schools and implemented fluency testing to mirror reading assessments previously given.
oContinuation of a Reading Tools class (Read Naturally and Rewards)
oContinuation of a remedial Mathematics course
* School wide use of the Portal as a communication and collaboration tool for both academic and discipline purposes
* Successfully implemented Student Learning Plans for all students who did not meet standard on the WASL. These plans also addressed the needs of the Highly Capable students
* Began developing and implementing CBM's/CMA's in all curriculum areas
* Over 80% of our teachers developed websites in order to communicate more effectively with parents
* Science instructors successfully implemented new curriculum
o6 th and 7 th grade Science Fair
oMet with elementary teachers in the winter and spring to coordinate lesson design and curriculum
* Staff participated in the District WOW Academies to develop lessons on difficult to teach concepts
* Implemented buildingwide writing prompts
oThose prompts were graded by the Core team (and administration) with a common rubric
* Core teachers developed reading assessments and intervention
oImplemented Walk to Read model for 7 th grade core teams
oEstablished Tier I, II instructional models
oTwo schoolwide writing prompts given and assessed by core teams with a common rubric
* 7 th Grade Social Studies Department held Washington State Project Night
oImplemented our Character Education Program at both the 6 th and 7 th grade levels in the Social Studies areas
* Student prevention team (SADD) for peer education for alcohol awareness program
* Implemented Safe and Civil School common area lesson plans
oSchool wide bullying and harassment awareness day/lesson
* Introduced Student Recognition for Random Acts of Respect (ROAR)
* Utilized the 'Saber Ambassador' program to transition new students to SLMS
oContinue successful 5 th grade transition program
* Established a Parent Advisory Committee separate from our PIE.
oThose parents met monthly, provided specific feedback on academic issues and participated in building walkthroughs
* Language Line to communicate with nonEnglish speaking parents/use of interpreters at Arena Conferencing
* Continue Parent Education Series using "Strengthening Families" curriculum
* Continued counselor lead groups around social/emotional issues
oImplementation of positive choice behavior videos/packets for students serving In School Suspension
DATA COLLECTION For the 20102011 School Improvement Plan
A comprehensive needs assessment was conducted by our staff, Parent Advisory Council and Learning Improvement Team (LIT). The following are the components of this assessment:
* MSP results and related academic data
* Reading Assessments/Fluency scores
* Classroom Based Measurements: common tests given to students with agreed upon outcomes of what students should know and be able to do
* Student academic achievement levels per grading period/failure rates/grade point averages
* Schools Survey Results (Staff, Students and Parents)
* That includes a survey of students who moved on to CJH
* Student data on attendance and discipline trends
* Learning Improvement Team input and feedback
* Parent Advisory Council / PIE Feedback
Needs identified through achievement data, graduation requirements, federal mandates:
* Continue to work with our students to improve their levels of performance on the MSP
* Continue to work with all students to raise achievement levels in the classroom
* Establish Response to Intervention (RTI) systems at SLMS
* Classroom strategies for ELL Students, Special Needs Students and low income students to ensure greater academic success
Needs identified through Climate Surveys
* Examine how to identify and reward all the good things that occur with our students on a daily bases
* Better monitor behavior/expectations in hallways and common areas
* Consistency in application of school rules and guidelines
* Continue high expectations for engaging academics
* Create more activities for which students may participate in
* Strengthen school spirit and pride
Needs identified through Learning Improvement Team/Building Administration
* The need to establish the Learning Improvement Team (Teacher Leaders) as drivers for academic change
* Need to deepen our Standard Bearer Work (classroom standards, use of protocols, collaboration on difficult to teach concepts)
* Classroom strategies for ELL Students, Special Needs Students and low income students to ensure greater academic success
* The need for standardized instruction practices tied to state standards
* The need to move to a more standardized building wide makeup policy
Evaluation of Impact on Student Achievement for the 20102011 School Improvement Plan
Adequate Progress for the 20102011 School Improvement Plan will be achieved when the three stated goals have been met.
Throughout the school district there is a clear focus on students and on the quality of the work provided to students work that students find interesting, challenging, and satisfying and that results in their learning what is expected by schools, parents, and the community. Our goals reflect this focus.
20102011 GOALS AND ACTION PLAN
Specific School Goal #1: Increase student achievement.
* Staff will clearly identify tough to teach concepts in each respective curriculum area and design and assess work to increase student learning.
* We will examine the established MSP baseline for SLMS. There will be a specific focus on improving those scores for all students with a specific focus on ELL, Special Needs and low income students.
* Every child will be assessed and given appropriate interventions for reading/mathematics deficiencies. All students will meet grade level benchmarks before exiting SLMS.
* Struggling students will be identified through our RTI model and be provide at least one appropriate intervention.
* A more focused effort on the part of staff to disseminate Classroom Based Assessment data which will allow for more pointed discussions on results and appropriate interventions or instructional strategies that what may be needed.
| | On Point | Start/End | Budget/ Resources | Monitoring Date |
|---|---|---|---|---|
| 1. Increasing Academic Achievement | | | | |
| | LIT | 9/106/11 | Staff Meetings Standard Bearer Release Days WOW Academies | There will be some assessment for level understanding and/or participation at the end of every training |
Ongoing work with all departments through
LIT
Staff Meetings
Monthly check in
Student work mirrors state alignment (maintaining that alignment) with GLE’s
9/106/11
during LIT
GLE's / PE's.
need to assess the impart they have on
* Overall 6
th grade MSP
increasing student understanding of those scores in math will
our Core teams
40%
*
Staff development for hands on learning th
| Tina Cook John McCrossin Mark Robinson Kadee Tuttle General Staff as Needed Parents of students identified | 9/106/11 | Prep Period Meetings Staff Meeting time Standard Bearer Days | Check of understanding after each training |
|---|---|---|---|
| John McCrossin Core Teams Steve Tiegs | 9/106/11 | Staff Meeting time Standard Bearer Days | Examine data from ORF scores to guide instruction |
| Mark Robinson MDT Nancy Fitta | 9/106/11 | Staff Meeting times | Monthly |
|---|---|---|---|
| LIT Put together a committee who want to examine this. | 9/096/10 | Department meetings Staff Meeting time | Every grading period (6 times a year) |
| John McCrossin David Stockman Core Team | | | |
Specific School Goal #2: Establish and maintain a positive building climate
* Increase data collection on building climate by 5%. Survey students, parents, and staff members.
* Reduce the number of suspensions by 10%
* Reduce the number of school handbook violations by 10%
| 2. Creating Positive Building Climate | | On Point | | Start/End | | Budget/ Resources | | Monitoring Date |
|---|---|---|---|---|---|---|---|---|
| | Mark Robinson Climate Committee Social Studies Department | | 9/106/11 | | Building Budget for meeting resources ASB resources as applicable Building and district staff resources | | Monthly | |
| | Mark Robinson Katie Krieger Climate Committee | | 9/106/11 | | ASB Funds PIE Funds | | Monthly | |
Mark Robinson
9/106/11 Staff survey data
Monthly
Improved survey results
Continue to compile and analyze data regarding staff Rachael McCormick
| Katie Krieger John McCrossin Mark Robinson | 9/106/11 | ASB Budget PIE Contributions | Monthly |
|---|---|---|---|
| John McCrossin Mark Robinson Katie Krieger LIT | 9/106/11 | None | Weekly/monthly |
| Tina Cook Counseling Interns | 9/106/11 | Grants | Annual |
| John McCrossin Mark Robinson | 9/106/11 | No Cost | Annual |
Specific School Goal #3:Using technology to increase student learning
* 100% of our staff will have Google websites by the end of the year
* 100% of our staff will participate in one or more technology trainings being offered at the building level
| On Point | Start/End | Budget/ Resources | Monitoring Date |
|---|---|---|---|
| John Garrett & Tech Team | 9/106/11 | Training time after school and/or on non district directed days Time at retreat | Monthly |
| John Garrett Tech Team | 9/106/11 | Clock hours for training after school, | Monthly |
| John Garrett LIT | 9/106/11 | Building Budget | Annual |
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It Is Important To Take Prescribed Blood Pressure Drugs
Ask your doctor to help you fill out the information below.
Blood Pressure Medicine:
Special Instructions:
Questions To Ask Your Doctor If You Have High Blood Pressure
* What is my blood pressure reading in numbers?
* What is my goal blood pressure?
* Is there a healthy eating plan that I should follow to help lower my blood pressure and lose weight?
* Is it safe for me to do regular physical activity?
* What is the name of my medication? What is the generic name?
* What are the possible side effects of my medication?
* What time of day should I take my blood pressure medicine?
* Should I take it with or without food?
* What should I do if I forget to take my blood pressure medication at the recommended time?
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Heart, Lung, and Blood Institute
My Wallet Card Blood Pressure
Carry This Card To Help Prevent or Control High Blood Pressure
Doctor's Name:
Doctor's Address:
Doctor's Telephone Number:
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Heart, Lung, and Blood Institute NIH Publication No. 03-5068 November 2003
My Blood Pressure Diary
Date/Time Location Blood Pressure
My Blood Pressure Goal:
Lifestyle Changes To Help Reduce High Blood Pressure
Talk with your doctor about the lifestyle changes that are appropriate for you. Check off the lifestyle changes you are going to use to help lower your blood pressure.
My Lifestyle Changes
❒ Maintain a healthy weight.
❒ Do physical activity for 30 minutes most days of the week.
❒ Eat a diet high in fresh fruits and lowfat dairy products with reduced saturated and total fat.
❒ Choose foods that are lower in salt and other forms of sodium. Read food labels.
❒ If you drink alcohol, have no more than one drink a day for women, two drinks a day for men.
❒ Remember to take your blood pressure medicine.
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Lesson: Two Carpets
Essential Questions: Why are carpets important in Islamic cultures? What are the basic characteristics of West Asian carpet design? What are the similarities and differences between the Ottoman Turkish and Iranian carpets discussed in this lesson?
Learning experience: Students will become familiar with two roughly contemporaneous carpets, one from Ottoman Anatolia and one from Iran. They will analyze their design and learn about some of the aesthetic priorities of the people who created them.
Anticipatory set: In your house, your apartment, or your room: what kind of objects do you surround yourself with? Which are useful? Which are decorative? Which are both?
Context: Carpets have been made for thousands of years throughout Central and West Asia. Flat-woven textiles (kilims—carpets without pile) were made in Turkey at least as early as 7000 BCE. The oldest surviving woolen pile carpet dates from the fifth century BCE, found in a burial site in the Altai mountains of southern Siberia.
For pastoral nomadic inhabitants of the Eurasian steppe, carpets served as "floor coverings, prayer mats, tent decorations, canopies, as symbols of power, privilege and riches" (Abas 2004: 11).
In the sedentary world of cities, towns, and farming villages, carpets were also more than floor covering. They were "an integral part of one's living arrangements, one which took the place of chairs, beds, and sometimes tables" (www: Erdmann).
Carpets, in short were necessities, not merely decorations, and so were worth the great care that was lavished on them. Those belonging to the wealthy never remained in one place all the time. At the Seraglio in Constantinople, for instance, they were changed every three months. The ones removed were first expertly cleaned and then sent to a treasure chamber for safekeeping. In Persia there were special "carpet houses" where the valuable carpets that needed a rest were stored. They were looked after by the house's own permanent staff and the director (custodian) also decided which carpets should be used, where and on which occasion (www: Erdmann).
An account of the visit of Byzantine ambassadors to the Abbasid dynasty's (750-1258) capital at Baghdad shows how carpets contributed to the display of royal wealth and power:
The number of the carpets and mats. . .was twenty-two thousand pieces; these were laid in the corridors and courts, being spread under the feet of the nobles, and the Greek Envoys walked over such carpets all the way from the limit of the new Official Gate, right to the presence of the Caliph—but this number did not include the fine rugs in the chambers and halls of assembly. . .spread over the other carpets, and these were not to be trodden with the feet (Grabar 1978: 168).
All three of the early modern Islamic empires—the Ottomans (1281-1924), the Safavids (1501-1739), and the Mughals (1526-1858)—developed thriving carpet industries.
Carpet weaving was transformed from a minor craft based on patterns passed down from generation to generation into a statewide industry with patterns created in court workshops. In this period [1600-1800], carpets were fabricated in greater quantity than ever before. They were traded to Europe and the Far East where, too precious to be placed on the ground, they were used to cover furniture or hung on walls. Within the Islamic world, especially fine specimens were collected in royal households (www: Sardar 2003).
Trade with Europe is reflected in the hundreds of paintings, both sacred and secular, where carpets appear. Such paintings are important to scholars, so much so that some carpet styles are labeled with the names of Western painters. Carpets such as the Ushak design (1) in this lesson "were being imported into Europe as early as the beginning of the sixteenth century" (Rogers 1995: 198).
Although individual domestic weavers and nomad households simplified the process, workshop production required considerable division of labor. One source lists the products of seven crafts—spinning thread and dyeing fabric, for instance—that were necessary before weaving could begin (Wulff 1966: 195).
Weaving itself was a complex process involving either a preparatory drawing or an actual knotted sampler. These indicated the sequence and density of knots. Sometimes a professional design caller was used to call out the knotting sequence (www: Ittig 1990).
Women played a central role in carpet-making:
In Anatolia and Iran, many women were employed as spinners, dyers, and knotters in a craft that tended to adhere to a strict gendered division of labor. While the precise assignment of tasks might differ from one locale to another. . .carpet making in general was a heavily feminized craft (Tucker 2006: 398).
Carpet-making shared the same visual vocabulary as the rest of Islamic art: vegetal design ("arabesque") and geometric patterning. Moreover, one writer suggests that carpets were central to the development of this aesthetic:
Carpets represented the most ancient and the most meaningful art form in the population that first embraced Islam. . .Long experience of carpet weaving gave tent dwellers skill and passion fortessellations [patterns made of interlocking parts fitting together with no gaps between them], interlaced patterns and the all-over covering of surfaces (Adapted from Abas 2004: 11).
Carpet patterns, with their wealth of vegetal decoration, have been compared to gardens. Some carpets were even made to look like stylized gardens.
The ruler of the last pre-Islamic dynasty to control Iran, the Sassanians (224-651), had a carpet called "The Spring Garden." It measured almost ninety feet to a side and was
embroidered with precious stones and gold. Victorious Arab soldiers found it too heavy to carry away, so it was cut up and the pieces awarded as booty (www: Morony).
The two carpets discussed here are different in style and visual impact. The Ottoman "Star Ushak" carpet is based on repetitions of an eight-pointed star design. The Safavid carpet has a central medallion surrounded by four lions and a calligraphic inscription. Both, however, encourage students to think critically about the importance of color and pattern in the arts of Islam.
Rationale: Carpets embody important aspects of Islamic visual culture. Also, since they are an art form admired for centuries in both East and West, they introduce students to a world of beauty that, on one hand, is specific to Islam and, on the other, transcends cultural boundaries.
Instructional resources: Two carpets, one from Turkey and one from Iran; four other carpets for comparison (1A, 1B; 2A, 2B); "Parts of a Carpet" (diagram); "Teacher's Background Sheet: Basic Carpet Terms."
(A) "Star Ushak" Carpet Ushak, Anatolia 1450-1500
(B) "Star Ushak" Carpet Ushak, Anatolia 16 th -17 th century
* Ushak was a carpet-producing center in northwestern Anatolia.
* These designs are believed to have been royal commissions.
* The multiple medallion design of (1) consists of an eight-pointed star repeating across the carpet's field. (1A) and (1B) are variations of this style.
* The eight-pointed star of (1) is simple: two superimposed squares.
* All three carpets are dominated by the deep blue of the star motifs and the red of the main field. The stars on all three are outlined in white.
* "Surprisingly, few Ushak carpets survive in Turkey compared with the numbers found in Western Europe, particularly in Italy" (Rogers 1995: 198).
* The stars of (1) and (1A) are filled with palmettes.
* Encourage students to look closely. Notice the subtle touches of color—tiny areas of white, pale blue, and yellow on the flowers in (1), for instance. These are probably translations in knotted wool yarn of a painted master design.
2. Safavid Medallion Carpet Iran, Kashan, Safavid 16 th century (KHAL.2006.0048)
Medallion Rug with a Field of Flowers
(A)
(Details)
Iran, Safavid Probably Kirman 17 th century
(B) The Sely Carpet Iran, Safavid Late 16 th century
* The Safavid dynasty was an important era in the arts of Islam:
The high point in Persian carpet design and manufacture was attained under the Safavid dynasty (1501-1739). It was the result of a unique conjunction of historical factors—royal patronage, the influence of court designers at all levels of artistic production, the wide availability of locally produced and imported materials and dyes. . .and commercial acceptance, particularly in foreign markets. . . Although there is no direct evidence that royal weaving workshops had yet been established [during the first century of Safavid rule], the influence of court designers on carpet weaving is clear. The two key design features of rugs in this period, the medallion design and figural elements, were borrowed directly from the arts of the book as practiced in the royal atelier (www: Walker).
* The carpet has a central medallion surrounded by four lions. The lions symbolize Ali (c. 600-661), the first Shi'ite caliph. Called the "Lion of God," he was a son-inlaw of Muhammad and the person Shi'ites believe is the Prophet's true successor. Shi'ism was established as Iran's state religion under the Safavids.
* Notice the pale blue stems of the vegetal scrolls in the main field and the use of gray in the border.
* A calligraphic inscription surrounds the carpet's medallion and central field.
* Carpet (2A) is a directional design. The medallion is couched in a garden-like spray of flowers.
* Carpet (2B) is dominated by the medallion and the four spandrels. Notice the prominent use of white in the border and inner stripe.
Procedure: Students will analyze and compare three Ottoman "Star Ushak" carpets (1), (1A), and (1B); and three Safavid medallion carpets (2), (2A), and (2B).
* Internet homework assignment: The class will (1) read about the two basic features of Islamic design that inform carpet-making: "Plant Motifs in Islamic Art" (Victoria and Albert Museum) and "Geometric Decoration"(Museum With No Frontiers); and (2) read the brief thematic essay on "Carpets from the Islamic World, 1600-1800" from the Heilbrunn Timeline of Art History. Students will be assigned to give brief reports on each of these readings.
* The class is divided into four groups. Groups can be assigned in advance of the homework assignment.
* In class, students give their reports on the homework readings. The teacher goes over some of the basics of carpet history and design.
* The teacher leads a whole class discussion about design formats and important motifs.
* The whole class then compares and contrasts (1) The "Star Ushak" carpet with (2) the Safavid medallion carpet.
* Each group reports. They compare and contrast carpets (1) and (2) with their respective related carpets.
| Group 1 | Group 2 | Group 3 | Group 4 |
|---|---|---|---|
| (1) Ottoman “Star Ushak” Carpet | | (2) Safavid Medallion Carpet | |
| Carpet (1A) | Carpet (1B) | Carpet (2A) | Carpet (2B) |
Whole group reflection: Islamic carpets share decorative styles with architecture, the arts of the book, painting, ceramics, and metalwork. What special characteristics do carpets have that distinguish them from these other arts?
Instructional modification: These activities may take more than one class session.
Application: Using the internet, students assemble "collections" of carpets. They create PowerPoints discussing the background of their chosen carpets and the reasons for their choices. This can also be done in groups.
Bibliography
Abas, S. Jan. Islamic Geometrical Patterns for theTeaching of Mathematics of Symmetry. Ethnomathematics Digital Library, 2004.
<http://www.ethnomath.org/resources/abas2001.pdf>
Erdmann, Kurt. "Carpets East Carpets West." Saudi Aramco World. March/April 1965. <http://www.saudiaramcoworld.com/issue/196502/carpets.east.carpets.west.htm>
Grabar, Oleg. The Formation of Islamic Art. Yale University Press, 1978.
Ittig, Annette. "CARPETS iv. Knotted-pile carpets: Designs, motifs, and patterns." Encyclopedia Iranica, 1990.
<http://www.iranicaonline.org/articles/carpets-iv>
Morony, M.G. "Bahar-e Kesra." Encyclopedia Iranica, 2011.
<http://www.iranicaonline.org/articles/bahar-e-kesra-the-spring-of-kosrow-tabari-fars-ezamestani-winter-carpet-balami-or-baharestan-spring-gar>
Rogers, J.M. Empire of the Sultans—Ottoman Art from the Collection of Nasser D. Khalili.Muséed'Artetd'Histoire, Geneva/The Nour Foundation, 1995.
Sardar, Marika. "Carpets from the Islamic World, 1600-1800." Heilbrunn Timeline of Art History. The Metropolitan Museum of Art.
<http://www.metmuseum.org/toah/hd/crpt/hd_crpt.htm>
Tucker, Judith. "Rescued from Obscurity: Contributions and Challenges in Writing the History of Gender in the Middle East and North Africa." In Teresa A. Meade and Merry E. Weisner-Hanks (eds.). A Companion to Gender History. Wiley- Blackwell, 2006.
Verde, Tom. "Threads on Canvas."Saudi Aramco World. January/February 2010. <http://www.saudiaramcoworld.com/issue/201001/threads.on.canvas.htm#sbbeginner>
Walker, Daniel. "CARPETS ix. Safavid Period." Encyclopedia Iranica.
<http://www.iranicaonline.org/articles/carpets-ix>
Wulff, Hans E. The Traditional Crafts of Persia. The M.I.T. Press, 1966.
Acknowledgements
This lesson was created by Eve Eisenstadt, its academic content approved by Kristina Richardson, and the final lesson edited by Martin Amster.
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The Influence of Parental Socialization Factors on Family Farming Plans of Preadolescent Children: An Exploratory Analysis
Angela R. Wiley, Timothy Bogg, and Moon-Ho Ringo Ho University of Illinois
Citation: Wiley, A. R., Bogg, T., & Ho, M. R. (2005, December 1). The influence of parental socialization factors on family farming plans of preadolescent children: An exploratory analysis. Journal of Research in Rural Education, 20(11). Retrieved [date] from http://www.umaine.edu/jrre/20-11.pdf
Previous scholarship on farm families emphasizes the importance of socializing children to become farmers. This study is the first to focus on the parental socialization factors that are associated with preadolescent children's attachment to, and plans to take over, the family farm. Forty-seven 7- to 12-year-old children and their farming parents responded to a survey regarding the child's involvement in farm work, the father's wishes concerning the child's future in farming, the children's perceptions of their relationship with parents, and the children's perceptions of parents' worry about the farm. Three of these four factors were associated with the children's plans to farm. Recommendations are provided to rural educators for supporting farm children and their families.
In every culture and time, adults must prepare children for adult functioning. This preparation occurs formally and informally in an ecologically interdependent system that includes schools and parents (Seidman, 1988; Vincent & Trickett, 1984). Like other parents, farm parents are responsible for launching their offspring, although often with a twist that is uncommon in our modern world. Because most farmers grow up on family farms, farming parents must prepare at least one child to take over the family business in adulthood. In their extensive study of Iowa farm families, Elder and Conger (2000) found that many farm children's strong family orientation is constructed within the context of frequent and meaningful work activities on the farm, most often performed jointly with parents. We argue that children's plans to farm (and by extension, their eventual decisions regarding taking over the farm as adults) are rooted in the activities and familial relationships of childhood. Rural educators, as partners in the success of rural communities, must understand the roots of farm children's decisions for the future.
Farmers typically inherit their land or marry a person who brings land to the marriage, so farm families often depend on at least one child to take over the family business when the older generation retires (Elder & Conger, 2000; Salamon, 1992; Salamon, Gengenbacher, & Penas, 1986). The first phase in the intergenerational succession cycle of farm families is the "socialization of all children to become farmers" (Salamon & O'Reilly, 1979, p. 531). This socialization occurs in the interaction of work and family contexts on the farm and creates a unique dynamic where family activities and parent-child relationships may affect the future of the family enterprise. Although intensive economic, social, and demographic fluctuations have occurred over the past 25 years (Hobbs, 1994), farming and rural life in general does not appeal to youth as much as it did in previous generations (Strange, 1988). Many rural educational systems are experiencing crises (Beeson & Strange, 2003), and youth retention has become a pressing problem for rural communities, schools, and farm families in particular (Beale, 2000; D'Amico, Matthes, Sankar, Merchant, & Zurtia, 1996; Gibbs, 1994). It is a complex problem that inspires mixed feelings for both parents and children.
The Illinois Rural Families Project at the University of Illinois Urbana-Champaign, which is funded by the Illinois Council on Food and Agricultural Research and the U.S. Department of Agriculture, provided support for this study.
Correspondence concerning this article should be addressed to Angela Wiley, Department of Human and Community Development, University of Illinois, 237 Bevier Hall, Urbana, IL 61801. ([email protected])
In the context of modern agricultural markets and trends toward farm corporatization, many farmers do not want their children to suffer the loss and stress they have seen in their communities. Others are eager to have a child take over a business that is as much an intergenerational heirloom as a source of revenue (Salamon, 1980). Many farm parents feel torn between these conflicting desires. For youth, the
dilemma often is seen as family, community, and tradition versus higher education, good-paying jobs, and modernity (Esterman & Hedlund, 1995; Gibbs, 1994; Hektner, 1995; Hobbs, 1994).
The youth retention literature has paid particular attention to outcomes related to postsecondary education and community attachment, usually through the assessment of the attitudes and predispositions of adolescents and young adults (Gibbs, 1994; McGrath, Swisher, & Elder, 2001; Smith, Beaulieu, & Seraphine, 1995). However, we were unable to locate research assessing preadolescent youths— children who are in the process of developing social ties, community attachments, and academic goals. While adolescence is a crucial phase, both with respect to decisions about future plans and in terms of parent-child relationships, some researchers have called on the academic community to examine younger farm children (e.g., Van Hook, 1990). This seems important in a time of upheaval in rural communities, especially given that preadolescent children are often more vulnerable to family distress than are adolescents (Smets & Hartup, 1988). Beyond the developmental arguments, it is likely that eventual decisions (which may come after high-school graduation because most farms are not completely "passed on" until the operating generation reaches retirement) are based on a gradual process with deep roots in childhood. In descriptions of the developmental cycle of land transfer, Salamon and colleagues have written about the importance of the socialization of children to become farmers (Salamon & O'Reilly, 1979) and the "process begun in early childhood that develops a farm commitment in the heir and his nonfarm siblings" (Salamon et al., 1986, p. 24).
The Decision to Farm: Context, Process, and Influences
It is likely that eventual retention decisions emerge from the context of a youth's activities, education, and parent-child relationships, and that these "are less matters of individual choice than the product of the family socialization process" (Salamon & O'Reilly, 1979). Those decisions are likely to be made, abandoned, remade, and altered at various times throughout the course of childhood, adolescence, and young adulthood, but always in the context of current activities and relationships. The perspective of Lev Vygotsky is useful for understanding how thinking about future decisions is embedded in activities and relationships. Vygotsky argued that "[s]ocial relationships or relationships among people genetically underlie all higher functions and their relationships" (Vygotsky, 1981, p. 163). Farm children's plans and decisions are examples of higher functions that are based on social relationships and activities.
The process of "guided participation" (Rogoff, 1990) may provide a connection between everyday activities or practices, social relationships, and children's decision mak- ing. In guided participation, children (novices) take part in various culturally valued activities with the guidance of parents or more skilled others (experts such as teachers). These activities usually involve shared focus, problem solving, and mutual understanding. "Children come to share the world view of their community through the arrangements and interactions in which they are involved, whether or not such arrangements are intended to instruct them" (Rogoff, 1990, p. 98).
"Mutual understanding" is a core component of Rogoff's conception of guided participation. The "mutual understanding [that] is achieved between people in communication . . . has been termed 'intersubjectivity,' emphasizing that understanding happens between people" and not within the mind of one or the other (Rogoff, 1990, p. 67). Intersubjectivity or mutual understanding provides the conceptual link of activities and relationships to planning and decision making. Within activities and relationships, children and their parents create the intersubjectivity that serves as a backdrop for children's planning and decision making.
Examples of guided participation in the life of any child might occur many times throughout a typical day. An example from another culture highlights the process of guided participation. Many Mayan children learn to use large, sharp machetes at a young age through a process of watching their parents and others use the knives and then having closely supervised sessions where the children practice the skills they have observed (Rogoff, 1990). In an example closer to home, young American children often learn to cook simple foods for themselves by helping their parents in larger and larger increments until they are able to do it alone. While these are simple examples, Rogoff argues that guided participation facilitates the development of advanced understanding and management of the intellectual and practical problems of a child's community.
The Present Study
We are unaware of other studies that have examined precursors of intergenerational farm succession in preadolescent children's lives. We are interested in how children's plans to farm may be formed in the context of their lives outside of school, specifically through apprenticeship in work activities and the interpersonal context of parent-child relationships. Children who participate in labor may have deeper familiarity with and understanding of the work of the farm. An example of this process might include caring for an animal: first, under the supervision of parents; then, in partnership with the parent; and finally under the child's direct supervision. Activities such as these may lead to a deeper attachment to the farm as well as a concrete decision to farm in the future. Children who report more positive relationships with their parents are more likely to experience frequent episodes
of intersubjectivity or mutual understanding. Such experiences might influence how children think about the family business and subsequently might affect plans to farm in the future. Children's relationships with fathers and mothers may be related in distinct ways to their plans to farm in the future. This study examined two aspects of guided participation hypothesized to affect preadolescent farm children's plans about farming: (a) children's participation in farm and household labor activities, and (b) perceived quality of parent-child relationships. Additionally, we explored two other factors that may affect children's plans: (a) children's perceptions of their parents' worry about the farm and (b) fathers' desire for their children to take over the farm.
Children's Work
Active participation in work is associated with positive developmental outcomes (Goodnow, 1988; Rachman, 1979), particularly when it is embedded in a supportive family context (McHale, Bartko, Crouter, & Perry-Jenkins, 1990). Work is particularly important in the socialization of farm children (Elder & Conger, 2000; Garkovich, Bokemeier, & Foote, 1995) and is a source of pride for many of them (Esterman & Hedlund, 1995). Family-embedded work may be important in the lives of farm youth in part because farm youth tend to be less involved in extracurricular activities outside the home compared to nonfarm adolescents (Esterman & Hedlund, 1995). On the farm, even young children are often assigned some work (Esterman & Hedlund, 1995). Farm children's work matters; it is important for the functioning of the enterprise and is often a collective effort with the father and other family members (Elder & Conger, 2000; Esterman & Hedlund, 1995; Salamon, 1992). One adolescent boy talked about how working on his family farm "is a lot of hard work" that has helped him feel more responsible (Esterman & Hedlund, 1995, p. 87). Paid work (on and off the farm) may be more significant to adolescents than the everyday drudgery of unpaid chores because it demands maturity, responsibility, and some independent decision making (Elder & Conger, 2000).
We propose that independent paid labor is less common for preadolescent children than unpaid work. Further, we propose that unpaid work represents a significant maturity demand in the context of parents' dependence on children's contributions. That is, because their unpaid labor matters (parents need them to pitch in), unpaid work is important in the life of these children. In this sense, preadolescent children's work on the farm and around the house (paid or unpaid) is a significant part of their development and may influence their plans. We expect that children's plans will be associated with the number of hours they spend in farm and housework such that those who work more hours will be more likely to aspire to farming.
Parent-Child Relationships
As Vygotskian scholars have argued, "[i]n order to understand the individual, it is necessary to understand the social relations in which the individual exists" (Wertsch, 1991, pp. 25-26). We propose that eventual decisions to farm are associated with the quality of children's relationships with their parents. Although a prominent developmental task for American children in middle childhood is the attainment of independence and self-regulation, parents are one of the most important influences in their lives (Furman & Buhrmester, 1992). Especially for children coping with normative and non-normative stress (such as the social and economic effects of the farm crisis), parents are an important source of social support (Collins, Harris, & Susman, 1995; Esterman & Hedlund, 1995). Being able to talk with someone about problems helps children cope successfully (Dubow & Tisak, 1989; Hirsch & Rapkin, 1987); in one study, 68% of farm youths reported confiding in their parents more than in their peers. Authors of this study concluded that "farm adolescents are more parent-oriented than peer-oriented" (Esterman & Hedlund, 1995, p. 85) compared to nonfarm rural adolescents.
Some have argued that farm mothers have a central role in socializing their children to farm or not farm (Elder & Conger, 2000; Salamon & Keim, 1979). In the past, consideration of maternal influence has primarily been studied in regard to adolescent and adult children. It remains to be seen whether or not younger children report this influence from their own perspective. Mothers may act as a bridge to the outside, nonfarm world for their preadolescent children; thus, maternal influence on farming aspirations, as well as retention more generally, may have its roots in these early relationships.
While mothers may have some special influence on farm children's decisions, fathers are also likely to influence their children's lives in important ways. A growing body of recent research indicates that the behaviors and characteristics of fathers matter for children in areas as diverse as better life skills, higher social and cognitive functioning, and lower levels of delinquency and behavior problems at school (Pleck, 1997). Longitudinal studies (Elder, Conger, Foster, & Ardelt, 1992) and large-sample panel studies (Yeung, Duncan, & Hill, 1999) support a relationship between aspects of father-child interactions and children's later success in adulthood.
In general, children's aspirations are influenced by the support and encouragement they experience from their parents (Hossler, Schmit, & Vesper, 1999). Among farm children who work closely with their parents, positive parent-child relationships are likely to foster positive attitudes about a future in farming (Elder & Conger, 2000). In the present study, we examined three indices of the quality of
parent-child relationships from the preadolescent child's perspective: (a) global "getting along," (b) talking about topics important to the child, and (c) mutual participation in activities that the child enjoys. We expected that children's plans to farm would be associated with the quality of their parentchild relationships, so that those who report more positive relationships would be more likely to plan to farm.
Perceived Parental Worry and Enjoyment
Many farm parents try to protect their children from knowledge about family farm economic distress (Lempers, Clark-Lempers, & Simons, 1989). Most are likely to have limited success in this charade because family economic stress (as reported by parents) does not go unnoticed (Esterman & Hedlund, 1995) and is associated with adolescent depression (Clark-Lempers, Lempers, & Netusil, 1990). Children who believe that their parents are worried often respond by trying to help. Some rural adolescents manifest their distress through more responsible behavior as they try to help their families (Van Hook, 1990). In fact, 71% of the children in Van Hook's sample said they tried to help their families as a way to cope with the farm crisis. We expected that children who perceive their parents as more worried would be more likely to plan to farm in the future.
Fathers' Desires for Children to Farm
It is important to gauge the impact of parental desire on children's plans to farm because, as Salamon (1992, p. 51) wrote, "[f]amilies that want their children to carry on the family business consciously go about inculcating them in farm lore and practices." Fathers are especially influential in midwestern farm families, particularly with respect to farm transmission (Salamon, 1992) and aspects of adolescents' well-being (Elder & Conger, 2000). We expected that children's plans would be associated with their fathers' wishes in that fathers who desire their children to farm are more likely to have children who plan to do so.
Method
Participants
Participating families were members of a marketing research panel maintained by the Farm Research Institute (FRI). Founded in 1946, FRI is a private for-profit consulting company that provides agricultural survey research services to universities, nonprofit organizations, and governmental agencies. The panel includes approximately 1,700 farm families in Indiana, Illinois, Iowa, and Wisconsin. Members are recruited through agricultural publication mailing lists and referrals, and many have been panel members for many years. In a typical year, panel members are mailed five two- to four-page surveys. Demographic information is collected each year (e.g., value of products sold, number of acres operated, crop and livestock operations, type of ownership structure, age of primary operator, children at home, future plans). Panel members are compensated through a system of points that can be redeemed for tools or items from a gift catalog. While the panel serves as the population of interest, the present study focuses on a subset with children between age 7 and age 12 ( n = 47). These participants were recruited by a random call procedure to eligible panel members (those with children between 7 and 12). Fifty of the first 65 panel members contacted agreed to participate (77% participation rate). The 15 who refused cited reasons such as recent divorce and lack of time (due to unexpected problems on the farm or off-farm jobs). Of those 50, 47 returned the survey (a 95% return rate); 44 provided complete data. The 3 who did not return the survey cited unexpected time demands as the reason they did not participate.
Instruments
This study is part of a larger research project on operator characteristics, parenting, parent-child relationships, future plans, and stresses (Wiley, Bogg, & Ho, 2001). A subset of data was analyzed and, in the interest of brevity, the larger project is not described here. Relevant questions from two measures, the farm operator survey and the youth survey, will be described below. An expert panel of three university researchers and three farm couples reviewed all measures for content and face validity. The edited farm operator survey was piloted with a focus group of six farmers; three farm preadolescents served in a focus group to review the youth survey. Their feedback was used to further refine the constructs and questions for the population. The two-page farm operator survey asked about farm demographics and operator characteristics, plans, and stresses. Families were instructed to have the primary operator, the person most responsible for running the farm and making operational decisions, fill out this survey. In all cases, the father/husband chose to respond. The focal preadolescent child in the family was asked to complete the youth survey. A separate envelope was provided for the youth survey. Parents were asked to allow their children to fill out the youth survey privately and seal it in the return envelope without parental inspection. The study questions were organized by the variables of interest.
Preadolescent plans to farm. Youth were asked "What do you think you would like to do after high school?" Respondents could check all that applied from a list that included "farm," "college," and "I don't know yet." They could also write in their own responses in a blank line beside "other."
Children's work. Reported work around the house and the farm was assessed using a 9-point scale ranging from "less than 1 hour per day" to "more than 7 hours per day."
House and farm work were assessed separately so that analyses could determine if there is any relevant difference between the effects of house and farm work. Two separate items assessed in-season and off-season farm work because there may be a cyclic difference in the need for such labor. We did not ask about off-farm paid labor given that most children under the age of 13 are unlikely to be engaged in paid employment outside the home or farm.
Parent-child relationship. Perceived quality of parent-child relationships was assessed by asking children to indicate the frequency of three indicators: "How often do you get along with X?," "How often do you talk about things that are important to you with X?," and "How often do you do things together with X that you enjoy?" Questions were asked separately for father and mother, and items for each relationship were rated on a 3-point scale (with 1 being never, 2 a little, and 3 a lot).
Perceived parental worry and enjoyment. Children were asked to provide their impressions of parental farm stress by answering yes or no to "Are your parents stressed about the farm?"
Fathers' desires for children to farm. Operators (all fathers) were asked, "How important is it for you that your child [the focal one answering our youth survey] take over the farm later?" Response options were "not important at all," "somewhat important," and "very important."
Additional data gathered. Demographic information was also gathered such as the gender, age, and grade of the focal child. Operators were asked to indicate the average number of hours per week they worked off-farm, if any, and the number of hours worked on- and off-farm by their spouse. As a proxy for family income (a sensitive question that farming families are often reluctant to answer), we used FRI records about the value of products sold from the farm in the previous year. FRI provided the number of acres operated as a proxy for the size of the farming operation. The company also collects some limited information related to farm type by asking members to indicate the source of their major income from the following choices: field crops, livestock, dairy, poultry, fruits and vegetables, custom farm work, nonfarm work, and other farm operations. While respondents could only choose one category and these categories are not mutually exclusive, the data do give some sense of the primary activities that are necessary for farm functioning. We combined livestock, dairy, and poultry into one variable to allow general comparison of these farms with their potentially greater needs for children's labor with operations that were primarily field-crop farms.
Procedure
A database query performed by FRI generated a list of panel members with children in the desired age range. FRI contacted these members by phone or e-mail, and assured confidentiality of information with a letter. Upon consent, they were mailed the two surveys described above. If there was more than one preadolescent child in the family, parents were asked to choose one as the "focal child" for purposes of this study and to answer all questions about that child only. Instructions were that the primary operator of the farm should fill out the farm operator survey instrument. In all cases, the father chose to answer this portion of the survey. Two postage-paid return envelopes were provided. Parents were asked to allow their children to fill out the youth survey privately and seal it in one return envelope without parental inspection. Reminder cards were mailed if surveys were not returned in 3 weeks; if a response was still not forthcoming, FRI called to remind the panel member.
Data Analysis
Preliminary analyses were planned to look at descriptive characteristics and the interrelationships of child gender, farm type, mother and father hours worked off the farm, parentchild relationships, children's work hours, and children's plans to farm. These variables are described below. An overall logistic regression analysis was used to look at all factors simultaneously and determine the best predictors of children's plans to farm.
Preadolescent plans to farm. This variable was converted to a dichotomy for the purpose of analysis. If youth checked "farming" in answer to "What do you think you would like to do after high school?," they were credited with "yes." If they did not, they were assigned "no." They could check more than one of several choices, and if farming was one of the checked responses, children were assigned "yes."
Children's work. Percentages for reported work-hour categories were computed to describe children's reports of their weekly work patterns on and off the farm during the in- and off-seasons and around the house. Chi-square tests were utilized to test for gender differences in response distributions. Point-biserial correlations were used to examine the association between the dichotomous plans-to-farm variable and the quantitative hours-worked variable.
Parent-child relationships. The response scale for the parent-child relationship variables is ordinal. There were three possible categories; however, respondents only used two of those categories, so the variable is effectively dichotomous for purpose of analysis. To see if parent gender was associated with children's perceptions of their parent-child relationships, we tested the difference in response category proportions for each relationship variable using Z-tests. We used the same analytic strategy to see if gender of child mattered in children's perceptions of their parent-child relationships. The relationships between the parent-child relationship binary variables and children's plans to farm (also binary) were evaluated using chi-square tests. Pointbiserial correlations were used to examine the association
between the dichotomous parent-child relationship variables and the quantitative hours-worked variable.
Perceived parental worry and enjoyment. The association between perceived parental worry and children's plans to farm, both dichotomous variables, was evaluated by the chi-square test.
Fathers' desires for children to farm. Although this variable had three response categories, only 6.4% of fathers responded that it was "very important" for their child to farm later. Consequently, so these responses were combined with "somewhat important," creating a dichotomous variable. The association between these two dichotomous variables (fathers' desires and children's plans to farm) was evaluated using a chi-square test.
Best predictor of plans to farm. A logistic regression procedure was used because the outcome variable, "plans to farm," is binary.
Results
For the youth survey, there were 43% (n = 20) female and 57% male respondents (n = 27). Nearly 27% of the children indicated that they planned to farm after high school. There were no differences between boys and girls on this response, and type of farm was not associated with children's plans to farm. On the farm operator survey, fathers reported an average of 50.2 hours per week of on-farm work (SD = 24.4, range 4-120), compared to an average of 15.17 offfarm work hours (SD = 18.34, range 0-50). Fathers reported that mothers worked on the farm 12.9 hours per week (SD = 16.9, range 0-70) and off the farm 29.11 hours per week (SD = 17.71, range 0-60). Of the farm families in this sample, 49% reported that the majority of their income came from field crops, whereas 40% claimed livestock as their primary source of income.
Children's Work
There were no significant correlations between children's hours working around the house and on the farm (during or not during the farm season) and their parents' hours working on and off the farm. Farm type did not make a significant difference in the amount of children's farm work or housework either during or not during the farm season.
Sixty-eight percent of the children reported working on the farm at least 2 hours per day during the farm season. Nearly three quarters reported working 1 or fewer hours per day on the farm during the off-season. When asked about working around the house, only 21% of children reported doing less than 1 hour per day, 40% reported regularly spending at least 1 hour per day, and another 23% said they work around the house on average of 3 hours per day. While boys estimated their hours slightly higher in all categories, there were no significant differences in girls' and boys' estimation of how much they work. Those children who worked more on the farm off-season were more likely to plan to farm after high school ( r = .28, p < .05). Those who worked around the house more also were more likely to plan to farm ( r = .36, p < .01). Finally, there was a tendency for those who worked more on the farm in season to plan to farm when they were older ( r = .27, p < .06).
Parent-Child Relationships
For each parent-child relationship variable, the response scale was 0 ("never"), 1 ("a little"), and 2 ("a lot"). Over 90% of the surveyed children reported they get along "a lot" with their parents. There was no difference between relationship with mother and relationship with father. No correlation between a parent-child relationship variable and children's hours worked per week was statistically significant. Three correlations between a parent-child relationship variable and parents' hours worked per week were significant. Youth reports of getting along with their fathers correlated negatively with fathers' off-farm work hours (r = -0.33, p < .03) and positively with fathers' off-farm work hours (r = 0.32, p < .03). Youth reports of doing enjoyable things with their mothers were correlated with mothers' off-farm work hours (r = 0.35, p < .03).
Half of the children reported spending "a lot" of time talking with their parents about important things. About 57% of children reported talking about important things with their mom "a lot," which was not significantly greater than the 47% who reported such talking "a lot" with their dad.
Children also were asked how much time they spent doing things with their parents that they enjoy. About 73% of them reported doing enjoyable things "a lot" with their mom, which is not significantly different from the 66% who reported doing enjoyable things "a lot" with their dad. Nor were significant differences obtained between girls' and boys' reports of their relationships with parents.
Tests of association revealed significant relationships between children's plans to farm after high school and reports of doing things that they enjoy with their fathers (χ 2 = 6.59, p < .01), and for talking about things that are important to them with their mothers (χ 2 = 3.38, p < .06).
Perceived Parental Worry and Enjoyment
While over 95% of the children thought their parents enjoy farming, about 26% (n = 12 of total 47) reported that their parents were worried about the farm. Of children who reported that their parents were not worried about the farm, only 20% planned to farm. In contrast, when children reported their parents were worried about the farm, 50% planned to farm. Youth who perceived their parents to be worried about the farm were more likely to plan to farm later (χ 2 = 4.02, p < .05).
Table 1 Best Predictors of Children's Plans to Farm
Cox & SnellR
2
= .29
NagelkerkeR
2
= .42
*
p< .05.
Fathers' Desires for Children to Farm
About half of the fathers (49%) thought it was important (42.6% for "somewhat important" and 6.4% for "very important") that the child who responded to the youth survey go into farming when he or she is older. Fathers' responses were not associated with the gender of the child (χ 2 = 2.71, p = .10). When fathers desired their children to farm, 54% of children planned to farm later; the figure was 46% where fathers felt it was not important for children to farm (a difference that was not statistically significantly). Youths' plans to farm were not associated with their fathers' wishes for them to farm (χ 2 = 0.06, p = .81).
Best Predictors of Children's Plans to Farm
Stepwise logistic regression was employed to predict children's intention to farm after high school using the variables that were significantly associated with plans to farm: talking with mother, doing things with father, hours worked on the farm in-season, hours worked on the farm off-season, hours worked around the house, and perceived parental worry about the farm. In the final model, talking with mother, hours worked around the house, and the child's perception of parental worry about the farm emerged as significant predictors (see Table 1).
Discussion
We found that a minority of farm preadolescents plan to farm after high school and, further, we identified a set of factors within the home context that influences those early plans.
Many farm families are highly conflicted about their children's involvement in the uncertain agriculture business, so concern about the future of the family farm as a way of life is warranted. Without a strong commitment to land succession on the part of the future generation, most family farms will not survive. We have argued, based on developmental principles, that such a commitment is rooted earlier in childhood than most past studies have considered. The sociocultural notion of guided participation provides a process for how members of the younger generation decide whether or not to farm (Rogoff, 1990). The genesis of such an important life decision is in the early activities, education, and relationships of farm children. Rural educators may consider ways to support farm children and parents during the critical foundational time for these decisions.
Children's Work
While there was a great deal of variation, a sizable proportion of preadolescent children in this study estimated their involvement in the work of the family farm to be quite extensive. For example, during the farm planting or harvest season, more than two thirds of the youth reported working on the farm at least 2 hours per day, and nearly as many reported at least 1 hour of housework per day. These estimates are higher than those of the older adolescents in the Elder and Conger (2000) study, where the youngest averaged less than 1.5 hours of work per day. While it may seem counterintuitive that younger children work more than older adolescents, perhaps it should not be surprising. Elder and Conger (2000) also noted that younger adolescents in their study reported more work around the farm than older adolescents, a finding they attributed to the latter having off-farm jobs and more extensive school and community activities. While it is possible that younger children cannot provide precise accounts of their working time, it is not necessary for their estimates to be completely accurate given the circumspection of our present interpretations. It may be that the findings are really more about children's perceived work involvement rather than the precise number of hours they actually work.
In this sample, those children who report working more are more likely to plan to farm later; however, the findings also reveal a somewhat more complicated story. There was a marginal association of farm work in-season with plans to
farm and a significant association of farm work off-season with plans to farm. However, the strongest association was with "work around the house." Somewhat surprisingly, hours worked around the house was one of the three best predictors of children's plans to farm using the logistic regression procedure. And this was true regardless of gender. Housework is generally characterized as drudgery and is not associated with as many positive outcomes as other types of work (Elder & Conger, 2000). This type of labor is likely to occur year round and is performed in addition to any work associated with the agricultural activity of the farm. Most children reported between 1 and 3 hours per day, making this work a stable part of the way they spent their nonschool hours each day. The common activities are likely to include laundry, vacuuming, cooking, cleaning up, and so forth.
The ubiquitous nature of such work (relative to the more sporadic nature of seasonal work) might contribute to its importance for children's later plans, even though these plans may be more intensive. It also may be that most able family members are pressed into contributing during the busy season, so farm work in-season (and, to a lesser extent, off-season) may be a less sensitive barometer of children's interest and commitment than work around the house. Elder and Conger (2000) suggest that older children who do more work around the house and not as much paid off-farm labor are more likely to continue in farming, but they are less mature, and more dependent on their parents. It is possible that housework has a different, more positive function with these younger children. It may promote maturity at this early age when there are fewer opportunities for off-farm paid work.
Although we found no relationship between children's work around the house and how much they talk with their mothers about important things, there may be a link between work around the house and children's relationships with their mothers that we were not able to capture in the present study. Working around the house may provide children with opportunities to develop deep relationships with their mothers wherein they may not talk more about important things; instead, perhaps the nature of the conversations differ. The conversations may not be as important as other imperceptible qualities of the relationships, such as improved intersubjectivity or mutual understanding as a result of shared housework. In any case, the amount of work, on the farm and in the home, reported by these children appears to have some implications for their future plans in farming.
Parent-Child Relationships
As reported in past research (Esterman & Hedlund, 1995), these farm children seem to have good relationships with their parents. Almost all reported high levels of "getting along" with their parents. This positive perception is encouraging, given the current difficulties in many agricul- tural communities. It may indicate that parents are, for the most part, handling farm-related stress without allowing the relationships with their children to dissolve into negativity. There was a positive correlation between youth's reports of getting along with fathers and fathers' on-farm work hours, and a negative correlation between getting along with fathers and fathers' off-farm work hours. This pattern suggests that fathers who are on the farm more have children who appraise the general quality of their relationships more positively. Fathers who work a significant number of hours off the farm may be more stressed and less able to "get along" with their preadolescent children.
Somewhat fewer children reported doing things that they enjoy "a lot" with parents. This is likely related to the extremely busy lives that many farm families have, especially those with off-farm jobs, when hours in the evenings and on weekends are filled with farm work. In one interesting counterexample, a positive association surfaced between youth doing fun things with their mothers and the number of hours mothers work off the farm. This is somewhat counterintuitive, particularly given the negative association between global getting along and fathers' off-farm work hours discussed above. Mothers who work off the farm appear to devote time to doing things with their children, perhaps because they have more money for activities given their off-farm income. The number of maternal hours of off-farm work was not associated with youth's report's of global "getting along," suggesting that the overall relationship between children and their working mothers was not affected by off-farm work. Future studies should include qualitative components to map the content and quality of experiences between farm mothers and youth.
Even fewer (but still about one-half) of the children claim they talk with parents "a lot" about things that are important to them. This finding is likely a developmental artifact as many preadolescent children may not talk with their parents about many issues that are important to them. These data did not measure children's satisfaction with these aspects of their relationships with parents, so we cannot address this issue beyond speculation.
The findings of Elder and Conger (2000) led to the expectation that those children who have a better relationship with parents are more likely to plan to farm later. In spite of the general positive nature of the relationships in this study (and therefore lack of impressive variation), the data give some support to this expectation. Children's reports of doing things they enjoy with their fathers and talking about important things with their mothers were positively and significantly associated with plans to farm later. These findings provide further support for the argument that parental support and encouragement influence children's future aspirations (Hossler et al., 1999). In spite of the tremendously busy lives they lead, farm fathers appear to be doing fun things with their children reasonably often. These
data cannot reveal the frequency or nature of these activities (which may be as simple as "hanging out," watching movies, or possibly going to children's sports or church activities). However, the implication of this finding does not depend on the nature of the activities; instead, it lies in the suggestion that when children engage in enjoyable activities with their fathers, it affects children's aspirations.
Half of the children in this study reported talking with their parents "a lot" about things they consider important. In this sample, talking with mothers was important for children's future plans; those who talk about things that are important to them with their mothers "a lot" are more than 11 times more likely to plan to farm as those who do this only "a little." In the logistic regression analyses, talking with mothers was retained as one of the three best predictors of children's plans to farm. We agree with the conclusion of Elder and Conger (2000) that mother-child relationships are critical for children's futures in farming. Given the traditional understanding that farming is male-dominated, this may be a curious finding. However, the power of maternal influence on children's plans to farm can be interpreted within the context of kinship work that is traditionally dominated by women (Di Leonardo, 1987). In most cases, farming is as much about tradition and family history as it is about work and career choice. It may be that some mothers talk with their children to provide them with a fertile kin-ground in which to root their future aspirations about farming.
While the father-child relationship variables did not emerge among the most important predictors of plans to farm, these are likely to be important to children's future success in many other ways (see Pleck, 1997). It may also be that we did not tap important relevant aspects of father-child relationship in this farm sample. There may be other ways in which fathers are influential in the future farm decisions of their preadolescent children. For example, children may be less influenced by their conversations or activities with fathers and more by their admiration for or identification with them (which we did not evaluate). It is also possible that the importance of father-child relationships for the children's aspirations may not emerge until a later point in these children's development.
Clearly, work activities and parent-child relationships, as understood by preadolescents, matter as predictors of a child's future in farming. We also examined two other factors that may potentially influence children's decisions: perceived parental worry and fathers' desires for children to farm.
Perceived Parental Worry and Enjoyment
Past research has indicated that parental worry can negatively affect the well-being of adolescents (Clark-Lempers et al., 1990). Even as preadolescents, youth in this study recognized and had empathy for their parents' struggles. In this sample, the logistic regression results suggest that those who think their parents worry about the farm are more than eight times more likely to plan to farm as those who do not think their parents worry. Their plans to farm later, whether spoken or not, may be an attempt to ease their parents' worries and assure the continuance of the family enterprise. Helping, or planning to help, also may be a way of gaining mastery over their own feelings of helplessness (Van Hook, 1990).
While the present data cannot resolve these competing hypotheses, it is possible that this "let-me-make-it-better" effect would not be seen for children of doctors, factory workers, teachers, or clerks. Instead, this effect might appear for children of the self-employed, especially those who have a business that has been in the family for more than a generation.
Fathers' Desires for Children to Farm
Counter to our hypothesis, paternal desire for children to farm was not associated with their children's plans to farm. It is possible that children were unaware of their fathers' preferences. Past research has shown that children's ability to accurately perceive their parents' beliefs about them increases over middle childhood into adolescence (Alessandri & Wozniak, 1989). Many children in this sample may not accurately perceive their fathers' wishes. It is also possible that fathers' hopes may not yet have been expressed to many of these preadolescent children. Fathers may be waiting until children have passed some milestone, such as a 16th birthday, to convey their hopes. Perhaps many fathers "want" their children to farm while not wanting to pressure them to commit to such a hard life. That ambivalence could result in unexpressed paternal desires. Conversely, these data cannot rule out that fathers do make their desires clear and that these wishes are simply not influencing children's plans at this early point. It also may be that mothers' wishes are more important. In spite of the widespread tendency to view the transfer of the farm as an example of primogeniture (Salamon, 1992), the importance of children's talking with their mothers in this study and the similar findings of Elder and Conger (2000) with adolescents may indicate the need for future studies to assess the impact of mothers' wishes on children's plans.
Parental Off-Farm Work Hours
Other studies have noted the importance of the number of hours mothers work outside the home for a variety of outcomes (Elder & Conger, 2000; McHale et al., 1990). In this study, there were no significant negative impacts of the hours worked off-farm by either parent for children's estimates of their work activities or for the parent-child relationship variables. The single exception was a negative association of fathers' off-farm work hours and the index
of global getting along with children. These data do not permit analysis of the actual hours that parents work. It may be that most mothers work during the hours that these children are in school much of the year, limiting the impact of their absence on the responding children. Alternatively, Galinsky (1999) may be correct when she suggests that it is not parents' working that is detrimental to parent-child relationships but the stress that parents may bring home from work. In the case of these farm families, fathers may be bringing some of their stress home when they work offfarm whereas family financial stress may be relieved when mothers work off-farm, thus improving relationships. The lack of significant impact of mothers' work hours on children may suggest that youth are not merely filling in for their off-farm mothers but are engaging in work that they would otherwise do. Fathers, other siblings, or extended kin may help disperse the workload when mothers work off the farm. Future studies should specify the kinds of work activities undertaken by preadolescent youth and the ways that farm families manage to accomplish necessary work when members engage in significant off-farm labor.
Implications for Rural Educators
Our study, while the first to focus on farm succession and retention issues relevant to preadolescents, is limited by its modest sample size. This constrains both the statistical power and generalizability of the findings. Additionally, longitudinal studies are necessary to determine the significance of the identified factors for the eventual decisions that children will make. Without longitudinal studies, we have no way of knowing how important these early socialization experiences are for children and for the future of family farms. Additional studies should consider how parental socialization factors might influence other aspects of pre-adolescent children's lives (for example, their motivation and achievement in school and their participation in extracurricular activities). Future studies might also examine preadolescent children's work and parent-child relationships from both parents' and children's perspectives. This would give a fuller picture of the family context in which children are developing their future plans. The larger picture of children's aspirations to farm could be further illuminated by an extensive qualitative research effort to elicit their voices and perspectives.
Educators, as part of an interrelated system, work with children who live and develop in the context of their families and communities. A sociocultural framework acknowledges the importance of social activities and relationships, but it does not imply that children will be copies of their parents. It is not surprising that not all farm children want to farm later and that the variables examined do not account for all the variance in children's future plans. Certainly, as children develop and age, many other factors will influence their decisions. Thus, it is important to understand the roots of children's decisions to farm, given that farming parents must continue to prepare at least one child to take over the family business in adulthood if family farms are to survive.
With these limitations in mind, some cautious implications for educators can be advanced. It is important to recognize that future plans among preadolescents are only one piece of a complicated problem (Rojewski, 1999). Children who do not develop a desire and commitment to farm are unlikely to do so, even if later economic conditions and planning permit. Likewise, a child who strongly desires to farm will not be able to do so without adequate opportunity. This study addresses only one piece of this problem, but perhaps it is the piece most amenable to intervention by educators and parents. We are not suggesting that all farm children can or should want to farm later. Rather, when early interest is evident, it can be nurtured in the nexus of family activities and relationships.
Some families may worry about encouraging or requiring their children to participate in the work activities of the farm and household. Our study adds to a growing body of work suggesting that children may benefit from doing work that matters, work that is part of the family enterprise. Our research further supports the value of work, including unpaid work, for preadolescent children. Rural educators may help families understand the value of children's work as part of a balanced schedule that includes school, family time, modest involvement in extracurricular interests and community activities, and some relaxed "down time" with no agenda.
The young respondents in over study lead us to conclude that many farm children are happy with their relationships with their parents. Despite stresses and worries, farm parents are finding time to talk and be with their children. Rural educators can inform parents that this investment is likely to pay off in many ways, both in terms of children's development and adjustment and in terms of the viability of family farms.
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Copyright2010
By the Lao National Unexploded Ordnance Programme (UXO Lao)
Ban Nongsangtho, P.O. Box 345, Vientiane, Lao PDR
Tel. +856.21.415767
Email: [email protected]
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without prior permission from UXO Lao.
The contents, views, and/or opinions in this document are solely those of UXO Lao. Under no circumstance may they be regarded as reflecting those of donors to the program.
For a listing of any addition, change, omission, or error in this publication subsequent to printing, please visit our website, www.uxolao.gov.la.
Printed in the Lao People's Democratic Republic
Cover page, content, and layout prepared by
Edwin O. Faigmane Programme Specialist (UXO Lao) United Nations Development Programme see our latest updates and photos online, visit our website at www.uxolao.gov.la become a fan of UXO Lao on
Father and son activity. Scrap metal collection along the Ho Chi Minh trail in Khammuane province.
Photo by Edwin Faigmane - UNDP/UXO Lao
Lao National Unexploded Ordnance Programme
2009 ANNUAL REPORT
Inside this report:
Page Number
Cluster Munitions
"Cluster munition/s" means a conventional munition that is designed to disperse or release explosive submunitions each weighing less than 20 kilograms.
"Submunition/s" is defined as a conventional munition that in order to perform its task is dispersed or released by a cluster munition and is designed to function by detonating an explosive charge prior to, on or after impact.
Submunitions are known throughout Lao PDR as "bombies."
More than 270 million bombies were dropped onto Lao PDR.
Up to 30% failed to detonate.
Approximately 80 million unexploded bombies remained in Lao PDR after the war.
Over the last decade, accidents caused by cluster bombs rose to 30% of total casualties.
2009 AT A GLANCE
OPERATIONS
Community Awareness activities: 617 UXO risk awareness activities. 98% of the work plan target.
General Survey tasks:
1,828 survey tasks in 1,135 villages. 139% of the work plan target.
Roving tasks:
1,320 roving tasks in 876 villages. 96% of the 2009 work plan target.
Area clearance operations:
2,552.3456 hectares of land cleared. 100% of the work plan target.
Technical Survey tasks:
released 387.3519 hectares of land. 95% of the work plan target.
Support to development agencies: 316.3752 hectares of land for ten different development agencies
FINANCIALS
Budget:
US$6,859,494
Contributions received:
US$5,489,819
Expenditure:
US$6,709,518
RESOURCES
National personnel:
1,039 personnel, including 993 (96%) in provincial operations and offices
Number of female personnel: 166 (16%) female personnel, including 117 in operations.
International advisors:
08 personnel
Number of detectors:
1,017 functioning detectors, including 132 Ebinger421GC and 480 Vallon VMXC1 detectors.
Number of vehicles:
179 four-wheel vehicles and 111 motorcycles
Community Awareness
Increases the awareness of people in affected areas through various UXO risk education activities such as plays and puppet shows.
Area and Roving Clearance
Area clearance involves searching for UXO under the ground using detectors. Agricultural land is cleared to a depth of 25cm.
Roving clearance involves the removal and destruction of UXO found on the surface by villagers.
General and Technical Survey
General survey activities identifies locations of UXO reported as well as developing maps for use by area clearance teams.
Technical survey involves the release of land through evaluation of available information and with a 25% sampling of the area in question.
Messages
UXO Lao National Program Director
Constant improvement is a phrase that UXO Lao has taken into heart. Following the recommendations of the UXO Sector Evaluation in 2008, we established three roving quality assurance and quality control teams that will work to ensure that all land cleared by UXO Lao meets the requirements stated in the national standards. When these teams are fully functional and trained, this will support the reduction of conventional EOD technical assistance and the shift towards a systematic and holistic operations monitoring approach.
Typhoon Ketsana wreaked havoc in our southern operations when it struck. It is a source of pride to us that while we were able to support immediate relief operations of the Lao Government by deploying our personnel, vehicles, and communications equipment, we still met our clearance targets. We were also able to quickly deploy our community awareness teams and volunteers to educate the people in the flooded areas about the potential risk of UXO carried by the flood waters.
Technical survey is gaining widespread acceptance as we are able to show the people and local authorities its effectiveness. I believe that this initiative of ours will be very useful in the future after we have cleared highly UXO contaminated areas and moved to less contaminated ones.
We were able to clear more land for development agencies in 2009, bringing more socio-economic benefits to people living in UXO impacted areas. While we are doing it at no cost to such agencies, it would be nice if they could help us offset the costs of clearance in the light of our funding needs.
Our resource mobilization efforts did not yield as much as we expected, but we appreciate the efforts and commitments of our donors, who despite being affected by the global financial crisis, were still able to support us.
Our accomplishments in 2009 underscore the collective strength and drive of more than 1,000 UXO Lao staff members and technical advisors who are stationed around the country. We benefit from their commitment, expertise, and positive approach to constant improvement on a daily basis. When the Lao Government established UXO Lao in 1996, it gave the organization a very challenging mandate. This mandate is still very much alive and relevant today and continues to guide us now and in the future.
I would like to take this opportunity to thank the Lao Government, the United Nations, and the international donor community for keeping the trust and continually supporting UXO Lao.
Bounpone Sayasenh
UNDP Senior Technical Advisor to UXO Lao
2009 saw UXO Lao consolidate and stabilize its improved performance in area clearance and in land covered by Technical Survey where we improved the output by one percent. However, these results were impacted in the 5 southern provinces by Typhoon Ketsana that completely destroyed some of our field camps in Attapue, Sekong, and Saravane while totally submerging the Provincial Office in Attapue town. This however had a positive outcome in that it gave UXO Lao the opportunity to demonstrate its ability to react and assist in an emergency. UXO Lao teams assisted the Ministry of Labour and Social Welfare in Sekong and Attapue provinces to deliver much needed emergency supplies, provide communication, and evacuate victims in the immediate aftermath. Then in the recovery process, UXO Lao staff realigned the work plan to support the recovery effort by supplying roving teams to clear exposed UXO and check areas before recovery efforts could take place. In spite of this set back, UXO Lao achieved its targets which should be commended.
2009 also saw the final formation of the Quality Management Teams in the North, Centre, and South and the arrival of two Swiss TA's to support the existing US ArmourGroup TA in carrying out the capacity building necessary to see a successful implementation of the project over the next 18 to 24 months.
It is once again gives me great pleasure to introduce this annual report as the results are good and demonstrate sustained improvement over past years that did not see the problems caused by Mother Nature.
2010 will be a busy year, with UXO Lao reaching a number of milestones, including destroying its 1 million th UXO item and its 500,000 th bombie as well as taking centre stage during the work up to and during the First Meeting of States Parties to the Oslo Convention.
John Dingley
ACCOMPLISHMENTS in 2009
COMMUNITY AWARENESS (CA) ACTIVITIES: conducted 617 UXO risk awareness activities in different villages reaching 158,148 people, including 76,818 children.
Achieved 98% of the 2009 work plan target of 631 activities.
GENERAL SURVEY TASKS: conducted 1,828 survey tasks in 1,135 villages recording the location of 11,013 different UXO items, including 250 big bombs and 5,053 cluster munitions.
Exceeded by 39% the 2009 work plan target of 1,316 survey tasks.
ROVING TASKS: conducted 1,320 roving tasks in 876 villages, removing or destroying 26,044 different UXO items reported by villagers or CA/survey team members, including 271 big bombs and 12,511 cluster munitions.
Achieved 96% of the 2009 work plan target of 1,372 roving tasks.
AREA CLEARANCE OPERATIONS: using UXO detectors, cleared 28,933 different UXO items from 2,552.3456 hectares of land, including 35 big bombs and 16,235 cluster munitions. Reached 131,301 beneficiaries. Agricultural land was cleared to the national standard depth of 25 centimetres.
Cleared 316.3752 hectares of land for ten different development agencies in support of their various socio-economic development projects. Development agencies utilized only 83% of UXO Lao's clearance commitment at the beginning of the year.
Achieved just over 100% of the 2009 work plan target of 2,543.6281 hectares of land despite extreme weather events.
TECHNICAL SURVEY TASKS: released 387.3519 hectares of land through technical survey. Reached 234,544 beneficiaries. Removed or destroyed 177 different UXO items, including 16 cluster munitions.
Achieved 95% of the 2009 work plan target of 405.6507 hectares of land.
Photo above: a female deminer at work in Xiengkhuang province. Photo by Edwin Faigmane, UNDP/UXO Lao
COMMUNITY AWARENESS ACTIVITIES
GENERAL SURVEY TASKS
ROVING TASKS
*includes community awareness volunteer activities
AREA CLEARANCE OPERATIONS
TECHNICAL SURVEY TASKS
UXO LAO OPERATIONS
Unexploded Ordnance Items Found, Removed, or Destroyed
General Survey Tasks*
Roving Tasks
* UXO items surveyed are classified as found as they are either removed or destroyed through roving or area clearance operations.
Area Clearance Operations
Technical Survey Tasks
UXO Clearance and Development
SUPPORT TO DEVELOPMENT AGENCIES
UXO clearance activities contribute not only to saving lives but also to increasing the socio-economic opportunities for some of the poorest districts. Regression analysis in the Lao PDR Poverty Assessment Report (2003) confirms that both the initial level of UXO contamination as well as the progress in UXO clearance accounts for changes in poverty from 1997/8 to 2002/3.
With the degree of UXO contamination in the country, any kind of development program taking place in UXO affected areas (road building, school construction, or tourism development) are at risk from UXO and require substantial extra resources for UXO clearance.
While UXO Lao clears land for development agency projects at no cost to such organisations, development agencies are encouraged to provide financial contributions to help offset UXO Lao costs.
TOTAL 316.3752
TRAINING and TECHNICAL ASSISTANCE
TRAINING
UXO Lao conducted eight courses for 164 trainees at the UXO Lao Training Centre in Ban Ilay, Vientiane. The organization has a core team of national staff as instructors with outside experts invited on occasion for special topics.
1. UXO Clearance course x 3 – 94 graduates
3. SEOD refersher course x1 course – 5 trainees
2. Medic refresher course x 1 – 6 trainees
4. Magnetometer and datalogger course x1 – 32 trainees
5. Computer training for DPC and Ops Assistance x 1 – 18 trainees
TECHNICAL ASSISTANCE
UXO Lao personnel benefit from the support provided by international technical advisors. In 2009, focus on technical assistance shifted from field operations (EOD) to the field of quality management. This is aimed at reducing the number of field technical advisors over the next 18 to 24 months. At the end of 2009, there are nine technical advisors supporting UXO Lao.
Headquarters technical advisors:
1. UNDP Senior Technical Advisor
3. UNDP Finance Technical Advisor
2. UNDP Program Technical Advisor
4. ArmorGroup Quality Management Technical Advisor
Field technical advisors
5. Swiss Ministry of Defense/UNDP Roving Quality Management Technical Advisor x 2 persons
7. Japan Mine Action Service EOD Technical Advisor x 2 persons
6. ArmorGroup Quality Management Technical Advisor
PROCUREMENT ACTIVITIES
UXO Lao procured the following major equipment and vehicles in 2009. Items procured with funds managed by UNDP are procured for UXO Lao by UNDP following UNDP's rules and regulations. Items procured with funds provided direct to UXO Lao follow UXO Lao's procurement system which are approved by both UNDP and the Lao Government.
Detailed Procurement Activities
units
MAJOR EQUIPMENT YEAR END INVENTORY AND DISPOSITION
Detectors
Other Equipment - Radios
1. TAIT Handheld VHF Radios – 667 units
3. TAIT Vehicle VHF Radios – 116 units
2. VHF Repeaters – 21 units
4. CODAN Radio vehicle units – 80 units
5. CODAN Radio base stations – 31 units
FINANCIAL REPORTS
Summary Budget and Expenditure
BUDGET LINES
98% of initial budget
UXO Lao is audited on an annual basis by an external auditor commissioned by UNDP. Financial reports for funds managed through UNDP in this annual report were seen by the external auditor. Some figures may have been rouded off to the nearest whole number by the program MS Excel which may affect manual addition results.
FUNDS THROUGH UNDP
1996-2008
2009 TOTAL
1996-2008
2009
TOTAL
CONTRIBUTION
EXPENDITURE
Source of Funding
Funding Balances (per donor)
Funds
Funds
Balance of
Contribution
LAO/95/A12
Funds Through UNDP
Received
Disbursed
Funding
Purpose
United Kingdom
GRAND TOTAL
138,020
56,084,199
138,020
55,046,192
0
1,038,008
Technical Advisors
2009 Budget Details
NO: National Office; TC: Training Centre; AT: Attapeu; SK: Sekong; CH: Champasack; SL:
Luangprabang
Saravane; SVK: Savannakhet; HP: Huaphanh; XK: Xiengkhuang; KH: Khammuane; LP:
Lao National Unexploded Ordnance Programme
2009 Expenditure Details
14
2009 Annual Report
SHARING THEIR TALE OF TRAGEDY
Interview by Heuangphachanh Panpadith, UXO Lao Programme and Public Information Chief Photo by Edwin Faigmane, UNDP Program Specialist to UXO Lao
Savannakhet Province, Lao PDR. Mr. Hongkham Chanhthavongsa did not know that his life would change that fateful day in December as he went out of his house to work on his rice field. Like most rural farmers, he farmed for subsistence living while trying to raise a family and send his children to school. His three children had a different idea that day though as they decided not to go to school. They instead went off to a different rice field in the village and started playing.
As young children do, they started picking up things on the ground that they threw at each other. Kee, a girl and the youngest, saw something different from the rocks and picked it up – a metal ball with interesting features! They all got excited about the new "ball" they had and started playing catch with it. After a few minutes, the metal "ball" went off. Unknowingly, what Kee picked up was a sub-munition from a cluster bomb that was dropped during the Vietnam War.
Hongkham heard an explosion from afar, but thought nothing about it and he continued to work on his rice field. Suddenly, he saw villagers running towards him and his worst fears were confirmed. His youngest daughter Kee died from the explosion he just heard and his two sons were injured.
Fragments from the sub-munition still remain in his chest and stomach and he is still in danger. Doctors at the provincial hospital have said they will not be able to operate at this time due to the his age and the delicacy of the procedure.
Bounkhouang, the older brother, received fragmentation wounds from the explosion in his chest and stomach. Ket, the younger brother, suffered wounds on his leg. Without having time to grieve for the loss of his daughter, Hongkham brought the two boys to the district hospital for first aid. They were subsequently brought to the provincial hospital for further treatment.
Today, the family is still at a loss on what happened during that one fateful day in December when they lost their youngest daughter. Bounkhouang and Ket are still traumatized by the incident. Bounkhouang, the older brother, has metal fragments near his heart. Doctors have told the family that this must be removed once he grows a bit older.
There was one accident in the village previously. This is the second, and hopefully the last.
ACCIDENTS RECORDED BY UXO LAO
UXO Lao receives accident reports from provincial authorities in the provinces it operates in. The organization does not actively collect UXO accident data. The table below is a summary of reports received in 2009. It does not reflect the nationwide figures of UXO accidents.
UXO Lao equipment, vehicles, and office premises after Typhoon Ketsana hit Attapeu province
THE RAVAGES OF TYPHOON KETSANA
Typhoon Ketsana hit Lao PDR on 28 and 29 September 2009 causing extensive damage to agriculture, property, and infrastructure. The country's five southern provinces of Attapeu, Sekong, Saravane, Savannakhet, and Champasack were affected to various degrees, with Sekong and Attapeu having the most damage. Twenty-six districts in the provinces were affected to various degrees, 18 of which severely. The floodwaters swept away houses, crops, schools, hospitals, roads, and bridges. The Lao Government reported that more than 180,000 people were affected with 28 storm-related deaths.
UXO Lao received US$278,000 from the United Nations Central Emergency Response Fund (CERF) and US$180,723 from the Government of Ireland (Irish Aid) to support operations post-Ketsana.
The floodwaters brought an additional threat, that of unexploded ordnance or UXO. The provinces are among the most UXO affected in the country, especially those affected districts in Sekong, Saravane, and Attapeu. Floodwaters may have carried UXO along and deposited them near riverbanks, roads, farms, or areas of human settlement. This scenario requires a quick response.
The United Nations Flash Appeal was issued in October 2009. Part of the appeal was to support UXO Lao operations in the Typhoon Ketsana affected provinces of Sekong, Saravane, and Attapeu. UXO Lao received US$278,000 from the United Nations Central Emergency Response Fund (CERF) and US$180,723 from the Government of Ireland (Irish Aid.) The funding received by UXO Lao was earmarked for personnel expenses, operating costs, and equipment procurement.
While operations were affected due to equipment and office premises damage, UXO Lao was able to achieve the following during the period November to December 2009.
1. Conducted UXO risk education (CA) activities in 35 villages, reaching 8,094 people including 3,480
children. The National Regulatory Authority for the UXO Sector (NRA) produced community awareness messages specific for flood response which UXO Lao was able to distribute to affected communities.
3. Conducted 62 roving tasks in 58 villages removing or destroying 860 UXO items including 343 bombies;
2. Conducted 89 survey tasks in 82 different villages;
4. Cleared a total of 115 hectare of land including 18 hectares for socio-economic development projects. During the process, removed or destroyed 739 UXO items including 501 bombies.
5. Released 7 hectares of land through technical survey methods.
Equipment procured during the period include 15 units of Vallon VMXC1 detectors, 5 units of the Ebinger UPEX 740M large loop, 2 units of data logger, 4 units of computers, and 10 units of Tait VHF radio 8110.
In addition to conducting emergency tasks, UXO Lao supported Ketsana relief operations by providing information and logistical support to the Provincial Governments.
"I am now able to breathe a sigh of relief when UXO Lao came and cleared my land of UXO."
- Ms. Phouvan Farmer/Beneficiary of UXO Lao operations Attapeu Province, Lao PDR
Khop Chai Lai Lai UXO Lao
Interview by Ms. Heuangphachanh Panpadith, UXO Lao Chief of Program and Public Information Unit Photo by Edwin Faigmane, UNDP Programme Specialist to UXO Lao
An Interview with a UXO Lao Beneficiary
Ms. Phouvan of Ban Vungxay, in Sanxay District of Attapeu province is one of the beneficiaries of UXO Lao operations. For years, her family of six have worked on their two-hectare piece of land, knowing that underneath lies UXO. She knows that there already been three UXO accidents in her village but her family has no choice but to risk their lives as they work on the land as they have to plant rice in order for them to survive. She gets an additional five to six million kip per year from making charcoal and planinting vegetables, but this is really not enough.
Phouvan was able to breathe a sigh of relief when UXO Lao came and cleared her land of UXO. She is now able to use her entire land without fear of getting injured or killed if a UXO is accidentally struck. With her entire land being planted with rice, she can now expect to have an additional 700 to 800 kilograms of rice that can sustain her family for the entire year.
Phouvan is like any other farmer working on UXO contaminated land in Lao PDR, risking their lives to survive.
The Lao Government's National Growth and Poverty Eradication Strategy lists Sanxay District in Attapeu Province as first of 72 poor districts in the country with more than 93% poor villages and around 99% poor households. UXO Lao received reports of nine separate accidents during the period 1999 to 2007 in the district.
The People of UXO Lao
Staff distribution and composition
Area Office Office (F) Deminer Deminer Survey CA CA (F) Medic Medic (F) Driver Cleaner Guard Total Total
7
For 31-year old Keophimpa Chansima, starting the day means preparing her son for his daily activities, putting on her uniform, lacing up her boots, and then going off to the office to take a ride on a big Toyota Troop Carrier off to the field. Tools of her trade are also kind of unique, a metal detector, a shovel, a pair of wire cutters, about a kilometer's worth of electrical wire, detonators, TNT and C4 explosives, and an exploder. Her job is to supervise a team of ten people doing unexploded ordnance (UXO) clearance work in Attapeu province in Lao PDR.
Keophimpha is very much aware of the day to day problem the people in her province face, "everyday, I see how people suffer from the UXO contamination in and around their villages. There are many accidents and injuries caused by UXO." This prompted her to apply for a job vacancy as a deminer in 1999 with UXO Lao, the national UXO clearance operator which is a program supported by UNDP.
A chat with a deminer
Interview by Khammane Bounyavong and Heuangphachanh Panpadith
After being accepted as a trainee, Keophimpha was sent on an eight-week training course at the UXO Lao training centre in Vientiane. After successfully passing the course, she was sent back to Attapeu province to start working. "During the first time in a real UXO clearance site, I was excited as I started swinging my detector looking for UXO underneath the surface of the ground. I was not afraid when I found my first UXO item because I knew I passed the course and I had confidence in myself to handle it. I knew that once I've cleared this UXO item out of the field, it would create a safe environment for people living in the area."
After ten years of experience, an opportunity arose to become promoted as a team leader. After evaluating her previous performance, and taking into consideration her experience, knowledge, and gender, she was promoted by the National Office to become a team leader in 2009. Keophimpha successfully completed a nine-week team leader course at the UXO Lao training centre in Vientiane. As an explosive ordnance disposal (EOD) technician level 3, she can safely handle, remove, and destroy all types of UXO (including sub-munitions, mortar shells, artillery rounds, grenades, white phosphorous, etc.) except aircraft bombs. She supervises a team of 7 other deminers, a medic, and a driver and is responsible for all the equipment and vehicles her team uses. She manages the clearance site's safety and security, ensuring that people living in the area are aware that a UXO clearance operation is taking place. When a deminer finds a UXO item, it is part of her job to investigate what the item is and make a decision on what to do with the item. It is also her job to maintain the site records as well as conduct quality management on the work done.
When asked about her plans for the future, "I may have finished only upper secondary school but I would like to become a Senior EOD like the other female SEOD working in Champasack province. I want to continue working for UXO Lao until UXO clearance operations are finally over in Lao. I want the Lao people to live their lives in safety."
An Interview with Heuangphachanh Panpadith
UXO Lao's senior female staff
I remember my mother telling me a story when I was still a little child. She is from Savannakhet province and knows first-hand about the impact of UXO on people's lives. My mother lost her younger brother and a brotherin-law when the big bomb they were trying to defuse went off. They were trying to get the metal so that they could make them into household appliances.
I remembered that story well and here I am, working for UXO Lao.
I started working with UXO Lao as the Senior Secretary reporting to both the National Program Director and the Senior Technical Advisor. Bit by bit, I was able to understand more about the UXO problem, the day-to-day management of the program, and what needed to be done to limit the danger and harm to people living in affected areas.
An opportunity arose with the Programme Unit to which I successfully applied. I began preparing the numerous reports for our parent Ministry – this was a lot! As time passed on and with the help of my technical advisor, I began to understand more about the complexities of managing the program from a resource mobilization point of view. Imagine, different donors with different requirements, some were easy, some were quite challenging. Information, information, information to the point that I could even now explain the difference between a minimum metal detector and a UXO detector. I gradually began to have more self-confidence in explaining things to donor representatives who visited our operations.
I was promoted at the end of 2009 to become the Unit Chief of the Programme and Public Information Units which meant even more
challenges. Not only do I have to be proficient and effective in my work but I now have to manage a unit of different people, each with different ideas.
I am enjoying the work and challenge that UXO Lao entrusted me. It is developing my managerial and leadership skills which I can translate into making the Progr amme and Public Information Units more effective, better to support the whole program.
I was in Oslo with the Lao Delegation when the Convention on Cluster Munitions was signed. I remember thinking that this is where the challenge and opportunity gets bigger.
Heuangphachanh, or Toun, is the senior female management staff member of UXO Lao. She is twenty-seven years old and taking up her master's degree in business administration at the National University of Laos.
In 1996, recognising the need to clear UXO in order for socio-economic development to take place, the Lao National Unexploded Ordnance Programme (UXO LAO) was established by the Lao Government with the support of UNDP, UNICEF, and other stakeholders through Prime Minister's Decree Number 49, dated 13 February 1996.
UXO LAO is a Nationally Implemented Program (NIM) under the Ministry of Labour and Social Welfare, with the National Program Director directly reporting to the Minister of Labour and Social Welfare. UNDP provides program oversight and assurance and works with different donors to ensure continuing funding for UXO Lao.
UXO LAO is mandated to:
a. Reduce the number of casualties caused by UXO through risk education; and
b. Increase the amount of land available for food production and other socio-economic development activities through UXO clearance activities.
The organisation operates in nine of the most heavily impacted provinces in the country. It maintains provincial offices, equipment, and personnel in these areas.
UXO LAO operations reflect the generic principles of humanitarian mine action. Two components make up clearance operations in the country:
a. Mobile roving teams remove or destroy UXO on the surface reported by villagers or survey team members
b. Area clearance teams that detect and destroy UXO under the ground using metal detectors
Community awareness teams (UXO risk education or CA) raise the awareness of people living in UXO affected villages. CA teams support survey operations by noting locations of UXO pinpointed by villagers during CA activities. CA Volunteers
UXO LAO: THROUGH THE YEARS
(CAV) are trained villagers who pass on UXO safety messages among their own communities. The program provides cost-effective, year-round, village-based access to UXO awareness information, especially in remote areas.
General survey teams provide detailed maps and information for the database on locations of UXO reported.
Technical survey (TS) uses available UXO records (bombing data, UXO reports, and accident reports) to evaluate a clearance request. Combined with a 25% sampling of the land area, this results in the request being either cleared with metal detectors or released and designated low priority. If the request is released, landowners are advised that there is little reason to believe that UXO is present and that they may start using the land. The TS makes more land available faster than area clearance and utilises less resources.
UXO Lao's performance from 2005
Land available in 2008 and 2009 includes technical survey
249
464
210
276
518
580
171
208
483
3,159
22,692
7,753
6,884
4,323
19,918
1,091
5,437
28,266
200,044
296,408
CUMULATIVE ACCOMPLISHMENTS (1996 to 2009)
Unexploded Ordnance Items Removed, or Destroyed
Roving Tasks
Area Clearance Operations
Lao PDR is the most cluster munitions and UXO affected nation in the world. Over two million tons of explosive ordnance were dropped over the country with more than half a million US bombing missions were carried out over Lao between the years 1964 to 1973, delivering more than two million tons of explosive ordnance on the country. This includes more than 260 million anti-personnel sub-munitions (known as "bombies" in Lao) released from cluster bombs.
Significant land battles, including those during the war for independence during the French colonial era, the Second World War, and between the Pathet Lao and the Royal Lao forces, also contributed vast quantities of unexploded heavy bombs, rockets, grenades, artillery munitions, mortars, antipersonnel landmines, and improvised explosive devices.
It is estimated that up to 30% of all ordnance malfunctioned and remain in the ground as unexploded ordnance (UXO). Such UXO continue to maim and kill people and hinders the country's socio-economic development and food security. It is estimated that over 87,000 square kilometres of the country are UXO contaminated. A countrywide survey on the socio-economic impact of UXO in 1996/1997 found significant UXO contamination in 15 provinces, with 25% of all villages in the country reporting UXO.
Poor districts are most often the ones impacted by the presence of UXO. The UXO problem is a cross-cutting issue that needs to be addressed to achieve the GoL's Millennium Development Goals (MDGs) as well as leaving behind the least developed nation status by 2020.
The 1996/97 socio-economic impact of UXO survey states that UXO added "an unknown factor into all of the villages future plans and limits these to only the most essential and important activities." As UXO may be found in everywhere (village centres, lowland and upland rice fields, and forest areas), UXO clearance is necessary for improved and equitable access to land, markets, and socio-economic services. This leads to the enhancement of the livelihoods of poor, vulnerable, and food insecure populations through sustainable development within the MDGs and NSEDP framework.
Lao PDR is the most cluster munitions and UXO affected nation with over two million tons of explosive ordnance dropped over the country.
The National Socio-Economic Development Plan (NSEDP) of the Government of Lao PDR (GoL) states the correlation between the presence of UXO and the prevalence of poverty.
IMPACT OF UXO IN LAO PDR
Bombing data superimposed on Google Earth's imagery of Xiengkhuang Province from 7.1km above. Each red circle indicates a bombing mission. The airport is clearly marked. The current town is on the upper right hand corner of the photo.
Bombing data may be downloaded from the National Regulatory Aurhority website, www,nra.gov.la and opened using Google Earth's free version.
IMPACT IN THE PROVINCES
SAVANNAKHET PROVINCE
The three eastern districts of Savannakhet were extensively bombed due to the presence of the Ho Chi Minh Trail. The Trail crossed the province at Vilabuly district in the north, through Sepone in the east, and south in Nong. The Trail then continued south through Ta Oi district in Saravane Province. The role of the Pathet Lao (PL) was to protect the eastern zones, allowing the free flow of traffic along the trail area. The US decided to cut off the Ho Chi Minh trail and launched major offensives after retaking Sepone and deporting the population west. One of these battles, Lam Seun 719, was intended by the US and Royal Lao Army (RLA) to change the course of the war. However, despite the deployment of 60,000 South Vietnamese troops, the US effort met with defeat. Following this defeat, aerial bombing became more intense.
In the centre of the province, the districts of Phine and Atsaphangthong experienced battles as the front-line moved continuously back and forth from the Sepone border in the east to the Outhoomphone border in the west.
The other four districts of Atsaphangthong, Champhone, Xonbuly, and Thapangthong experienced similar activities during the war. These areas were more firmly under the control of the RLA but with some small incursions from the PL forces. During the early 1970's, occasional ground battles were fought in this area with tactical air support from the Royalist troops and the US.
Of the 1,041 villages surveyed, more than 625 reported the presence of UXO, making up more than one-third of the villages in the province. In addition, 190 villages are deemed severely contaminated, and 194 are considered highly contaminated, representing more than one quarter of all the heavily affected villages in Lao. From the total number of villages in Savannakhet, 47% are still reporting contamination by UXO. A total of 730 villages were subjected to bombing strikes during the war, of which three quarters are still affected.
Savannakhet has had 2,681 accidents since 1973 to 1996, making it the province with the highest number of victims in the country. The civilian victims of this war have been reportedly more numerous since 1973 than the casualties that occurred during the war period. The province follows the national trend with most accidents located in the centre of the village and upland and lowland rice fields. It also follows closely the trend regarding the victim's activity when they had the accident, with agriculture and handling UXO being the most frequent activities. The province does have a larger than average number of accidents occurring with AP bomblets, the remainder of accidents following the national trend.
Savannakhet ranks 1 st out of the ten provinces severely impacted by UXO.
XIENGKHUANG PROVINCE
Xiengkhuang was always considered a strategically important geographic area. Fighting occurred in the area since the Japanese occupation during the Second World War, continuing after the French return, and on into the period when the US replaced the French in supporting the Royalist
Government, and the beginning of the Second Indo-China conflict.
Unlike other UXO affected provinces, it appears that the war in Xiengkhuang involved nearly the whole territory of the province. Intense air and ground battles occurred regularly between the Pathet Lao and their Vietnamese allies with the forces allied with the Royal Lao Government.
The Plain of Jars (PDJ) is a central plateau area overlooked by mountains and hills. Control of this was essential for the control of the province and the northern military theatre. Many of the wartime military activities concentrated around this area, as the opposing forces battled for control of the plain itself, the surrounding mountains, and transit routes.
Pathet Lao (PL) and People's Army of Vietnam (PAVN) troops used National Route 7. The Route crossed from near the Vietnamese border in the east, to the Luangprabang border in the west, and National Route 6 travelling south from Huaphanh and connecting with Route 7 on the northeastern part of the Plain of Jars. There were also minor transit routes criss-crossing the province that were also targets for aerial bombardment. Military camps, airbases, and Lima sites were often located on mountains and hills in positions that gave them the ability to control the surrounding areas. The great majority of villages reported moderate to severe intensity of military activities near their villages during the war.
Of the 498 villages surveyed in 1996 and 1997, two-thirds of the villages reported the presence of UXO. Of these, 129 villages are severely contaminated, with only 76 villages reporting never having had a problem with UXO. The most common type of UXO reported in the provinces are antipersonnel BLUs, followed by mortars and projectiles. Only Pek and Morkmay districts did not report the presence of mines, while nearly half of all the villages in the district of Phookood reporting them. Unlike other affected provinces, Xiengkhuang has UXO in many locations and not just limited to a few areas around the villages. These include village centres, grazing lands, and lowland rice fields. In addition, significant numbers of villages report contamination of upland fields.
Xiengkhuang ranks 2 nd among the ten provinces severely impacted by UXO.
SARAVANE PROVINCE
Saravane province was within the Ho Chi Minh Trail area. It was also affected by other major southern military campaigns of the Bolovens Plateau in 1974. The eastern districts of the province are very mountainous and difficult to travel but were the site of intense military traffic and were the target of constant bombing.
The effects of war were concentrated around the provincial road system, important population centres, and in the area of the former Ho Chi Minh trail. Over one-half of the villages surveyed in the 1996 UXO impact survey in the province
reported the presence of UXO. UXO found are mainly bomblets, big bombs, and mortars. Villages report UXO in their lowland rice fields, village centres, and forest areas.
Saravane ranks 3 rd out of the ten provinces severely impacted by the presence of UXO.
KHAMMUANE PROVINCE
The eastern part of Khammuane province was a typical Ho Chi Minh trail area, with Mu Gia pass in Bualapha being the main entry point nationwide of Vietnamese trucks into Lao PDR. At the beginning of the war and up to the end of the 1960's, trucks were taking National Route 12 for a few kilometres, then crossing the Seybanfay river and going directly south to Savannakhet province. This route was a major supply route and played a major role during the conflict. It experienced very heavy bombing especially along its eastern end.
Of the 705 villages surveyed during the 1996 impact survey, nearly all the villages reported UXO in all locations of the village territory, rice fields, and forest areas. Most of the UXO reported were bomblets, large bombs, mortars, and projectiles.
Khammuane ranks 4 th out of the ten provinces severely impacted by the presence of UXO.
SEKONG PROVINCE
Sekong was considered strategically important due to the location of a section of the Ho Chi Minh trail in the eastern part of the province. Most Vietnamese trucks travelled through the mountainous and difficult to access districts of Kaleum and Dakcheung in the east.
Of the 324 villages surveyed in the 1996 UXO impact survey, nearly two thirds reported contamination by UXO. Most common UXO reported are bomblets and big bombs, with significant number of mortars and projectiles. UXO is reported in all locations around the villages and in upland rice fields.
Sekong ranks 5 th out of the ten provinces severely impacted by the presence of UXO.
CHAMPASACK PROVINCE
During the war, most of Champasack was under the control of the Royal Lao Army (RLA), with Pathet Lao (PL) forces located mainly in some eastern areas. The US and Thai military presence was also very high, with numerous large air bases and military camps situated around the province. Aerial bombing raids from such bases were carried over the Ho Chi Minh Trail area and in support of Royalist troops and bases on the Bolovens Plateau, a strategically important area as it overlooked the south-eastern Trail area.
In 1971, there were large battles for the central area of Paksxong, concentrating around the roads going to Bachiang District in the west, Lao Ngan north in Saravane, and north-east into Thateng district in Sekong. Airstrikes were concentrated in these areas. In addition, while Lao PDR remained neutral during the Cambodian conflict in the late 1970's and 1980's, Khmer Rouge troops entered Lao PDR and laid mines along some of its south-western borders. Landmines are still reported in the forested areas near the Cambodian and Thai borders.
Nearly one-quarter of the 894 villages surveyed during the 1996 UXO impact survey reported contamination by UXO. The province reported an equally high numbers of big bombs, mortars, and bomblets. UXO is mainly found in forested areas, centres of villages, and rice fields.
Champasack ranks 6 th out of the ten provinces severely impacted by the presence of UXO.
HUAPHANH PROVINCE
Huaphanh and Phongsaly provinces were recognised Pathet Lao strongholds since the 1950's. Due to the proximity of Vietnam and the presence of the Pathet Lao headquarters in Viengxay district, Huaphanh was a strategically important area and had many major military activities. The area around National Route 6 experience intense aerial bombing and ground offensives along with National Route 1.
The district oh Huameuang was also important as the site of the Royal Lao Government's alternative centre for the duration of the war, as well as the site of a major RLA military camp. Viengthong district was the site of an important RLA-US military base and other smaller bases built by the CIA and were subjected to intense and ongoing air and ground offensives. The districts of Xamneua, Viengthong, and Huameuang were also subjected to intense bombings by the USAF.
Huaphanh is a highly affected province with 149 villages reporting the presence of UXO. The war in the province was limited to specific areas which now show relatively high levels of UXO contamination. Bomblets and large bombs are the main type of UXO reported, with some mortars and projectiles. UXO are reported mainly in the forests.
Huaphanh ranks 8 th of the ten provinces severely impacted by the presence of UXO.
ATTAPEU PROVINCE
During the war, Attapeu province was mostly under the control of the Royal Lao Army (RLA), with the exception of some of the eastern mountainous area. The RLA was based in and around the provincial capital and had many military camps stationed there. Fighting focused on military bases located on the mountains of the Phu Louang on the eastern slopes of the Bolovens Plateau.
Nearly three quarters of villages surveyed in the 1996 UXO impact survey reported that they experienced moderate to very high intensity of wartime activities. 57.4% of these villages reported the presence of UXO. Bomblets are the most common type of UXO reported, followed by big bombs. UXO is found in all locations - centres of villages, lowland and upland rice fields, and forested areas.
Attapeu ranks 9 th out of the ten provinces severely impacted by the presence of UXO.
LUANGPRABANG PROVINCE
During the conflict, Luangprabang was strategically and symbolically important. First, it was one of the old royal capitals and the seat of the former royal family. Second, it was an important strategic stronghold for Royalist forces.
The Pathet Lao (PL) and the People's Army of Vietnam (PAVN) were stationed in Phongsaly province. During attempts to liberate the provincial capital, they continually pushed south through the north of Luangprabang. The two forces were also moving west through Xiengkhuang province along National Route 7 to the intersection of Route 7 and National Route 13 at Sala Phoukhoune.
Sala Phoukhoune, with the intersection of National Route 7 running west from Xiengkhuang and National Route 13 running north from Vientiane to Luangprabang town, was strategically important since it linked the two main roads leading to the major Royalist Government strongholds of Luangprabang and Vientiane. Intense fighting occurred on occasions when the PL and PAVN forces were able to push far enough west from Xiengkhuang to threaten the Royalist control of Route 13. Most of the time, the Royalist forces were able to maintain control of the area, although there were times when Sala Phoukhoune was under control of the PL and PAVN.
The Royal Lao Army (RLA) was not really interested with the presence of the low number of PL forces in the districts of Nambak, Ngoi, and Pak Ou. However, the RLA attacked these forces when they believed that the PL troops were planning to move south towards the capital. After a brief victory, the RLA was forced out of the area and the PL forces were able to push south until they were close enough to shell the airport in Luangprabang town itself. The PL held this territory until the end of the war, but was subjected to airstrikes from (Royal Lao Air Force) RLAF and Royal Thai Air Force (RTAF) planes.
The contamination map strongly reflects the history of the war, with contamination limited to those districts near present day Nambak and along the Nam Ou River, as well as in the districts of Luangprabang and Phoukhoune. Nearly one quarter of the villages surveyed in Luangprabang province reported the presence of UXO. 457 villages reported moderate to severe intensity of wartime activities, with UXO contamination being reported as high to severe in 58 of the villages surveyed. Villagers reported that the most significant types of UXO were the large bombs, followed by AP bomblets, and mortars. Village centres, upland rice fields, and forest areas are areas where UXO is commonly reported. However, UXO never affected the vast majority of villages in the provinces.
Luangprabang has had 925 people killed or injured due to UXO since the war, ranking it 4 th in the country. The province had very high casualties immediately after the war with accident numbers dropping over the years, unlike neighbouring Xiengkhuang or Huaphanh. Accidents commonly occur in upland rice fields and village centres and are primarily caused by handling UXO and working in the fields.
The number of accidents involving AP bomblets is lower than the national trend. Accidents involving mines and grenades are higher. This is probably due to the nature of the ground battles in the area around Nambak district, where the majority of the accidents have occurred.
The most affected areas are Nambak, Ngoi, Pak Ou, Luangprabang, and Phoukhoune districts.
Luangprabang ranks 10 th of the 10 provinces severely impacted by the presence of UXO.
Remains of a tank
A road contractor in the southern part of Lao PDR unearthed a tank with its artillery shells while rehabilitating a road. In addition, at a different site, ten 500-pound bombs were uncovered.
Many of the roads in Lao PDR were a direct target of the bombing raids during the war. Many of these roads are contaminated with UXO under the surface as no UXO clearance was conducted during their rehabilitation. These rural roads are used daily and many are currently being upgraded by local authorities. Private individuals and development partners encourage such upgrading as they are seen as vital in improving the rural population's access to markets and basic development needs. However, there is a danger as movement from vehicles may set such UXO off, causing casualties.
DONORS AND IMPLEMENTING PARTNERS
National Office Vientiane
Savannakhet Province
Tel. 021.415767
Ban Nongsangthor, Xaysettha District
Ban Xayamoungkhoun, Kaisone Phomvihane
CONTACTS
Mr. Bounpone SAYASENH,
Email: [email protected]
National Program Director
Huaphanh Province
Provincial Coordinator
Ban Thameuang, Samneua District
Tel. 064.312068
Mr. Viengkham PHENGSOULITH,
Luangprabang Province
Tel. 071.252073
Ban Naviengkham, Luangprabang District
Mr. Houmphanh CHANTHAVONG,
Provincial Coordinator
Xiengkhuang Province
Tel. 061.312359
Ban Phonsavanh Neu, Pek District
Mr. Kingphet PHIMMAVONG,
Provincial Coordinator
Khammuane Province
Tel. 051.212870
Ban Nongbouangeun, Thakek District
Mr. Boukhong PHUASINGHA,
Provincial Coordinator
Tel. 041.212768
District
Mr. Soubin SOUPHAKING,
Provincial Coordinator
Champasack Province
Tel. 031.213571
Ban Sok Am Naow, Pakse District
Mr. Chanhthy PHOUMYA,
Provincial Coordinator
Saravane Province
Tel. 034.211280
Ban Nakokpho, Saravane District
Mr. Liam Mixay KEOKANGMOUANG,
Provincial Coordinator
Sekong Province
Tel. 038.211029
Ban Vathluang, Lamam District
Mr. Bounkhenh PHALANGSY,
Provincial Coordinator
Attapeu Province
Tel. 036.211010
Ban Luksam, Samakhixay District
Mr. Saigneune THEPSALY,
Provincial Coordinator
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Handout: The Mughal Dynasty from Timur to Awrangzeb
Timur (1336-1405)
A Society of Spectacle and Refined Luxury
The Mughals lived in a society of the spectacle organized by strict principles of visual order. . .An overwhelming number of refined, luxury objects were produced for the Mughal elite, and they avidly collected a wide variety of natural substances. An extraordinary cataloguing of all these things and of a wide range of other aspects of court life reflected the refinement of visual sensations. . .There was an elaborate hierarchy used to grade their favorite blood-red spinels [a gemstone sometimes confused with rubies] and green emeralds (with poetic words used to describe their colors). Their unblemished pearls were ordered in terms of luster, size and weight and how closely they resembled the ideal of the perfect sphere. . .It was the same for horses, carpets and armor. Their shawls were sorted according to color beginning with the natural hues, offwhite, red-gold and then on to blues and lilacs and last of all dove grey (Minissale 2006: xviii).
Jahangir (r. 1605-1627) on His Birthday
His turban was plumed with heron's feathers; on one side was a ruby as big as a walnut; on the other side was a large diamond; in the center was a large emerald, shaped like a heart. . .His sash was wreathed with a chain of pearls, rubies, and diamonds. His neckchain consisted of three double strings of pearls. He wore armlets set with diamonds on his elbows; he had three rows of diamonds on his wrists; he had rings on nearly every finger (Chopra 1976: 17).
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SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
The Project - The Evaluation - Overall Conclusion & Success Rating - The Main Findings - Lessons
The Project
The Children's Nutrition Unit (CNU) was officially opened in 1975 in response to the entry into Dhaka of large numbers of people in search of food and work following a famine the previous year. The CNU was established by Save the Children Fund (SCF) in order to try to save some of the children who were dying from malnutrition.
The work of the CNU has expanded over time. It has developed from a project providing immediate rehabilitation of malnourished children into an internationally regarded nutrition centre engaged in a wide range of activities including: in-patient and day care for malnourished children; out-patient services, training for Government and NGO staff in Bangladesh and the Asian Region; research and community-based health and nutrition programmes. Currently, the CNU has a budget of about £160,000 per year.
The Evaluation
The project was selected as one of a series of evaluations of projects funded or co-funded by ODA and undertaken by non-governmental organisations (NGOS). The evaluation was jointly undertaken by SCF and ODA, Discussions were held with those involved in the project in Bangladesh and in the UK.
Overall Conclusion & Success Rating
In terms of the objectives set for the CNU, the project has been successful. On the basis of available information, the evaluators believe that the project has had a positive impact on its intended beneficiaries, producing, in general, significant overall benefits in relation to costs.
The Main Findings
* The Government of Bangladesh (GoB) has no clearly stated nutrition policy. Consequently, the CNU is not part of an overall nutrition programme conceived by the Government, but rather the result of a specific response by SCF to the problems of malnutrition in Dhaka.
* The objectives and activities of this project were not clearly stated at the outset in
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (1 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
such a way that indicators of achievement and means of verification could be established. As the project proceeded however, the Unit maintained a good record system and collected substantial amounts of data arising from its activities. These were used to monitor and review progress and helped the Unit to develop its activities in a well planned way.
* The beneficiary groups (children and women from poor slum communities) were not involved in the planning and design stages of the project. Another weakness of the project design was the delay in recognising the importance and potential benefits that could be realised through more community-based work.
* The CNU is delivering a service which the Government of Bangladesh alone is not able to provide. The services offered throughout the CNU are well utilised. The project activities are geared to serving the urban poor and the majority of beneficiaries are 'hard core' poor.
* The CNU has shown that with its approach to the treatment of malnutrition, a large proportion of the children it treats recover satisfactorily from their initial illness.
* One of the most impressive features of the work of the CNU is the training programme for staff from Government and NGO programmes.
* The CNU has had an excellent research record and is held in high regard internationally.
* Although there is a good deal of general coordination between the CNU and other NGOs and development agencies active in the health and nutrition field in Bangladesh, very little of this coordination is directed at trying to influence government policy. On its own, the CNU has little leverage over government policy.
Lessons
* The context in which the CNU services are provided (densely populated slum areas with extremely high rates of mortality and morbidity) may limit the long-term impact of such activities. Although efforts have been made to provide services at a level in keeping with the government health service environment, the main elements required for the replicability of such quality services are good management and support of staff, adequate referral facilities, and a guaranteed supply of drugs and materials for health education.
* Evidence for the impact of the community programme suggests that regular growth monitoring, health education and prompt referral for treatment of infections has led to a reduction in malnutrition rates.
* The type and level of resources available to government staff is relevant to the long term value of the training programme. For training to be effective account must be taken of the conditions in which trainees are likely, ultimately to work.
* A shift of focus towards more operational research can influence service delivery and community involvement.
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (2 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
* One of the perceived advantages of the CNU is that the combination of different project components enhances the effectiveness of the individual activities.
* Health and nutrition services for the poor in the form provided by CNU are unlikely to be self financing, a factor which has implications for the planning and long term sustainability of such projects.
* The single most important factor in determining the success of this project has been the effective way in which the project was managed by highly motivated and hard working staff.
* The CNU is an example of how an NGO such as SCF can provide effective assistance to poor people outside the framework of Government to Government bilateral aid. As an NGO it is possible for SCF to bypass the government system and establish an effective project under its control in a way ODA could not do directly under Government to Government bilateral aid.
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (3 of 3) [22/07/2004 11:24:40]
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September-October 2008
Inside
RPEC Web Page: http://www. rpec.org
Profiles in Peacemaking
Betsy Brinson, Peacemaker of the Year
by Wendy Bauers Northup
Meeting to talk with Betsy Brinson is a fascinating experience, because she is interested and involved in so many different things. By the time you catch up on just what she's been doing the past few months, you might think you have talked about lifetime pursuits. That's because Betsy, RPEC's Peacemaker of the Year, has spent a lifetime working on behalf of peace and justice in a great variety of ways.
Betsy Brinson
Betsy grew up in the military in the South, and on the army bases experienced well-integrated schools and living conditions. But all she had to do was walk off the base to see that things elsewhere in the world around her were quite different. These instincts were crystallized when she went to college in Greensboro, NC in the 60's and got involved in the student sitins and the civil rights movement.
After working for the ACLU in North Carolina since 1970, in 1974 Betsy moved to Richmond to become the Executive Director of the ACLU here, and continued her journey in the struggle for human rights and civil liberties. Before long, she had become the director for the ACLU's Southern Regional Women's Rights Project, covering 13 states and working with employment issues for blue collar women in non-traditional jobs. Her interest in women and their needs and civil rights became a major theme in her life.
When Betsy returned to graduate school to begin work on her PhD in American History and Women's Studies, she went to work for the YWCA and got involved in issues of domestic violence through the women the Y sheltered. After she graduated, she moved to New York to work for the National YWCA there, and volunteered one day a week at Sloan Kettering working with an AIDS patient. About this time, the YWCA, which was running childcare centers for children in a number of cities, found it had a child who was HIV positive and realized that current policies didn't quite fit this new world. Once again, Betsy stepped up to the plate. Her experiences as a volunteer working with AIDS patients gave her the experience she needed to take on another human rights issue, and she worked with the National YWCA to develop education and training programs for YWCA programs. Back in the days when she was organizing for women in non-traditional jobs, she could hardly have guessed what a new world would bring in terms of issues facing women and children of all races. A volunteer job in New York led to a whole new step in Betsy's journey seeking justice for all.
RPECnews
is a publication of the Richmond Peace Education Center
400 W. 32nd Street Richmond, VA 23225
Phone: (804)232-1002
E-mail: [email protected]
RPEC Web Page: http://www.rpec.org
RPEC STAFF
Executive Director: Adria Scharf
Asst. to the Director Paul Fleisher
Office Manager
Johnnie J. Taylor
NEWSLETTER STAFF
Editor:
Bill Gerow
Newsletter Committee:
John Gallini
Jane Rosecrans
Shirley Silberman
Cathy Woodson
Judy Bennett
Ruth Anne Young
Angela Lehman-Rios
Adria Scharf
Francis Woodruff
John Williamson
Ivaco Clarke
The opinions and announcements in
RPECnews are those of the individual writers and are not necessarily endorsed by RPEC.
RPECnews is published 6 times per year and has a circulation of approximately 1,250. We welcome article and calendar submissions.
Deadline for the next issue is Nov. 10 Contact Bill Gerow at [email protected].
Remembering Linda Heacock Reflections by Wendy and Adria
O n Friday, September 12, Linda Heacock took leave of this world surrounded by her family and community members. As many of you know, she fought a long valiant battle with cancer for the past year. Linda has been a long time member of the Peace Center, a former Board chair, and active member of the Alternatives to Violence (AVP) team.
She first traveled to Kenya in 2005 to work with Kenyan Quakers in
the Great Lakes region teaching AVP to a core group of Kenyan young adults to aid tribal reconciliation and the prevention of domestic violence. When she returned, she coordinated the RPEC AVP Program. Many RPEC and community members had the good fortune to take part in her workshops.
Linda Heacock in Kenya
On her last trip to Kenya in 2007, she was diagnosed with Burkett's lymphoma, a cancer usually found only in parts of Central Africa. During her illness, as during the rest of her life, Linda's spirituality was evident. As she faced her final illness, she clearly knew she was going to rest in the Spirit and her strength and peace was the final gift she gave to those around her.
She will be sorely missed, though her example will live on as a motivator for those continuing to struggle to bring non-violence into a violent world. — Wendy Northup
**************************************************************
O ur dear friend and partner Linda Heacock passed away last week. Linda led RPEC's Alternatives to Violence Project. Under her guidance, RPEC trained a new group of AVP facilitators and began working again with inmates in the Virginia Correctional Center for Women in Goochland. We also began collaborating with other programs in the city that aid men and women transitioning out of prison and back into the community.
Linda, a Quaker and a member of Richmond Friends Meeting, traveled to Kenya three times in recent years to work with the African Great Lakes Initiative, which promotes peace activities in the Great Lakes region of Africa. Upon returning from her 2005 trip, she wrote: "Among the most meaningful experiences I had while in Kenya was witnessing the profound impact of AVP on its participants. I believe the AVP training has been so universally effective because of its concept of 'Transforming Power,' which is the core philosophy of AVP. To me Transforming Power is synonymous with the Quaker 'Inner Light,' the belief that there is 'that of God' in every human being." She wrote that her life would be forever changed from her experiences in Kenya.
All of our lives will be forever changed from knowing Linda. We continue to feel her wisdom and peaceful spirit guiding us forward.— Adria Scharf
Profiles in Peacemaking
(Continued from page 1)
Planning to return to Richmond in 1988, she was asked to get in on the ground floor of a new organization: Richmond Aids Ministry (RAM), an interfaith organization which was just getting started and hoped to open homes for AIDS patients to spend their final days in dignity and in a homelike environment. Medicines weren't as good as they are now and people didn't live very long once HIV became full-blown AIDS. To prepare for this task, she went to Broadmead, a Quaker life-care community and to another home run by Bon Secours outside Baltimore; they graciously let her spend a year learning how to become a nursing home administrator. Betsy needed all her peacemaking and fundraising skills as RAM prepared to open a residential facility but also to train volunteers to help AIDS patients in their own homes. RAM was ultimately successful and a number of AIDS patients died with love and dignity at home.
been developing since graduate school: doing oral history. She worked with a number of others through the Kentucky Historical Society to collect stories of those people in Kentucky who had been involved in the civil rights movement—learning first-hand and documenting what it meant to live in the south in the days before civil rights and what sacrifices these people had made to usher in a new era. The Project collected over 200 oral history interviews, established three research websites, developed K-12 classroom lesson plans, and produced the documentary film Living the Story. The project in 2003 received the highest award given by the American Association of State and Local History. In 2004 the National Oral History Association recognized the project with its highest award of excellence. The film has been screened internationally. Betsy had found a way to do what she loved and share it for posterity.
Because so few doctors would then care for people with AIDS, Betsy went next to the VCU School of Medicine to recruit and train more primary care doctors. When husband Gordon Davies went to teach at Columbia University, Betsy took a semester leave from VCU to enroll in a certificate program in conflict resolution there. Once again she was developing new skills in the pursuit of justice. Their lives then took them to Kentucky where Betsy once again got involved with ACLU and AIDS programs. But in Kentucky she pursued a path that she had
After a one-year sojourn in New Zealand, Betsy and Gordon once again settled in Richmond and Betsy began to get involved in oral history projects in a variety of venues. She is collecting oral histories of Richmond people involved in peace and justice work here in Richmond and being archived at VCU Special Collections: Zelda Nordlinger, a feminist activist before she died and more recently Ed Peebles, who is wellknown in Richmond circles for his work in human rights. Collecting these stories and sharing the lives of these important people sustains and nourishes Betsy.
Another project that Betsy became involved in when she returned to Richmond is Quaker House, a 40 year old anti-war, military counseling organization in Fayetteville/Fort Bragg, NC. Betsy serves on the Board and headed up the recent capital campaign. As part of the National G. I. Rights Hotline, Quaker House answered over 11,000 calls last year from active duty soldiers who want to get out of the military and need to know their rights. This work has also involved Betsy's oral history skills. She has been working with two anthropologists from Brown University to collect the stories of 35 active duty Iraq soldiers who have grown to oppose the war. Some of these young men and women are still on active duty, having served multiple tours, but have realized that our involvement is wrong; some have gone AWOL and fled to Canada, where their appeals have expired and they will soon be forced to return to the United States where they will face prison sentences charges. A book from this project will be published soon.
Betsy is retired now and so has more time to spend volunteering with RPEC. Her roots go deep in the peace and justice community in Richmond, as she early on met Phyllis Conklin and Marii Hasegawa, two remarkable women who started the Women's International League for Peace and Freedom Chapter in Richmond. They nourished and taught her, as they did so many of us active in the peace community in Richmond for a long
(Continued on page 4)
RPEC Happenings
Recent Events
Summer Peace Protests
This summer RPEC was involved in three peace protests. On July 15, we helped the Church of the Brethren Peace Witness organize a protest at the site of the church's annual national meeting at the convention center. The protest, "End the Occupation of Iraq, Say No to War Against Iran," was held in front of city hall. It called for an end to the violence of all current wars and to focus on the need for engagement and mediation with Iran. One speaker was a member of Christian Peace Witness who had spent time in Iraq during the occupation. Other, local, speakers included Adria Scharf, Director of the Richmond Peace Education Center, Tyla Matteson, who was part of last year's People's Delegation to Iran, Ana Edwards of the Defenders for Freedom Justice and Equality, and Elizabeth Smith of Richmond Friends Meeting. There were about 300 people in attendance, mostly from the Church of
Profiles in Peacemaking
(Continued from page 3)
time. When I asked Betsy about the books she returns to for inspiration, she told me: Born for Liberty: A History of Women in America by Sara Evans, to remind me of women's determination and social advocacy throughout American history; The poetry of Adrienne Rich and Mary Oliver and The Weight Watchers Point Guide, for obvious reasons. Betsy now stands the Brethren. At one point, anyone in attendance who had been a conscientious objector in any war was asked to raise his hand. About 10 men raised their hands, representing objectors to a number of different wars beginning with World War II.
RPEC also supported a rally outside the Richmond Times-Dispatch on July 26th. The purpose was to voice opposition to inflammatory media coverage of the Iran threat. The rally was initiated by RVA4Peace and was supported by the Defenders for Freedom, Justice & Equality and the Richmond Peace Education Center. RPEC also co-sponsored a regional antiwar rally in Virginia Beach: "Stop The Next War Now! No War on Iran! Money for Human Needs, Not War!" This was initiated by the Hampton Roads Peace and Justice Coalition and local members of the Veterans for Peace.
RYPP Night Held September 17
On September 17, teens from the in a long line of courageous women who have devoted themselves to bringing peace into our world. She was a major player in organizing the Eyes Wide Open Project, which displayed the boots of those who had died in Iraq and has been viewed by more people than any other RPEC program; she worked on the Truth in Recruitment Project aimed at giving the real story to high school students interested in enlisting. And more recently she helped to organize the
Richmond Metro area came to the Berryman center for an evening of peaceful fun, games and selfexpression to kick off RYPP's 2008-2009 program year. The evening featured drumming led by Ram Bhagat, group games, snacks and an introduction to upcoming RYPP programs. Participants also had the opportunity to meet other kids who care about making central Virginia a more peaceful place.
New Youth Trainers Workshop
RYPP's team of youth trainers is growing. On Saturday and Sunday, September 27-28, 2008, the Richmond Youth Peace Project held a workshop at the Berryman Center for about 20 teens interested in becoming conflict resolution trainers. The workshop was led by Ram Bhagat, Santa Sorenson and Paul Fleisher. Several of the young people who have previously worked with the youth training team also participated in
(Continued on page 5)
racial awareness oral history project that resulted from the 2007 Racial Dialogue Program. But she also does the less glamorous work of helping with fundraising and volunteering at events; and for the third year in a row, she will once again donate two hours of oral history collection to the Peace Center Auction. The Richmond Peace Education Center is very proud to count her a member and is delighted to be able to give her this award: Peacemaker of the Year.
RPEC Happenings
the second day of the session.
The workshop introduced participants to a variety of conflict resolution techniques to use in their own lives and to share with other young people. Participants also received training in how to plan and present sessions for school and youth groups. Lunch and training materials will be provided.
Word of this RYPP program is spreading in the community. This year, for the first time, we received many more applicants than we could accommodate. If funding becomes available, we hope to offer an additional training for those teens who are currently on our waiting list.
Navarrete works with the antiglobalization people's movement in Mexico. His talk in Richmond will focus on the impact of corporate-dominated trade policies such as NAFTA on the Mexican people, especially small farmers. It will raise awareness about the connection between trade and immigration, and explain how the economic policies that the U.S. supports in Latin America create economic insecurity and drive people to immigrate north.
RYPP teen trainers are now available to lead conflict resolution workshops—under experienced adult supervision—for youth groups, community centers, schools or congregations. To schedule one or a series of workshops, contact the center at 2321002 or email [email protected].
Upcoming Events
Don't Miss Out on Local Events! Join the RPEC email list.
How do you find out about important peace and justice events in the Richmond area? If you just read this newsletter, you're missing a lot! Many events are scheduled after we go to press. The best way to keep track of up-to theminute happenings is to join the Center's email list. You'll receive several emails each week letting you know about all the latest events.
To sign up, simply send a blank email to rpec-subscribe@lists. riseup.net. If you need assistance, please contact the RPEC office at 232-1002.
Anger Management
On Monday, October 6, Wendy Bauers Northup will lead a 3-hour workshop on "Emotion Regulation" (which is commonly called Anger Management) from 6 to 9 p.m., at the Berryman Center. This training will deepen facilitators' understanding of emotion regulation as a component of violence prevention and conflict resolution. To register, contact 2321002 or e-mail [email protected].
Wendy Bauers Northup, MA, has more than 35 years experience in developing, implementing, and coordinating positive programs for youth and adolescents – in the past 15 years focusing on violence and substance abuse prevention programs. She is currently president of Prevention Opportunities, LLC, an organization dedicated to training and consultation for adolescent health and well-being.
Mexican Sociologist to Speak on Immigration and Trade
On October 7 at 7:30 PM, Witness for Peace SE will bring Marco Antonio Velasquez Navarrete to Richmond. A Mexican Sociologist from the Mexican Network for Action on Free Trade (REMALC), Marco Antonio Valesquez
RPEC is supporting Witness for Peace in bringing this speaker to Richmond, and invites the community to attend. The talk will be held at St. Augustine Catholic Church, 4400 Beulah Road, Richmond, VA 23237, Tuesday, October 7, 7:309:00 pm. It will be in the Fellowship Hall. Enter through the side door.
Eyes Wide Open-Virginia
Eyes Wide Open-Virginia, which commemorates the human cost of the Iraq war, will be displayed at Mary Baldwin College, Staunton, on Friday, October 10; the Front Lawn of Waynesboro High School, Waynesboro, on Saturday, October 11; and Gypsy Hill Park, Staunton, on Sunday, October 12. On October 24 th , the exhibit will be held at Lynchburg College, at the Dell (or the Hall Campus Center Ballroom as a rain site), in Lynchburg, Virginia.
Join the Slave Trail Walk
On Saturday, October 11, at 9:30 a.m., Richmond Peace Educa-
(Continued on page 6)
RPEC Happenings
(Continued from page 5)
tion Center members and friends are invited to participate in a guided walk along Richmond's historic slave trail. The walk will begin from Libby Hill Park and will last about 3 hours. It will be led by Cricket White and Rev. Tee Turner of Initiatives of Change / Hope in the Cities. We will follow the trail along the river that enslaved people were forced to walk upon arrival in Richmond. Cricket and Tee lead these walks as part of Hope in the Cities' efforts to deepen the Richmond community's recognition and understanding of slavery and its lasting legacy.
If you would like to participate, please email [email protected] or call 232-1002 to register. The walk is free.
Civil Rights and Race Relations in Virginia Public Education
On Thursday, October 23, 7 to 9 p.m., in partnership with the William Byrd Community House, RPEC will co-sponsor a lecture and discussion focused on the Prince Edward County school closings. It will be held at St. Andrew's School Auditorium at 236 Laurel Street in Richmond.
The speakers will include Woody Holton, University of Richmond History Professor who as a young, white, boy, attended an all black Richmond middle school; Dorothy Holcomb and Theresa Clark, who were both affected by the closing of public schools in Prince Edward County 1959 to 1965, and Brian Grogan, a filmmaker with a documentary on the school closing story. The panelists will share their personal stories, and also speak to the power of change, and the challenges of sparking change in the present and future. For more information, call 804-643-2717 or visit the WBCH website at http://www.wbch.org.
vadoran military who had been trained at the SOA. It is a weekend of speeches, music, puppets, nonviolence training, and powerful, symbolic protest. Last year 25,000 people participated.
Alternatives to Violence Project
RPEC is sponsoring an Alternatives to Violence Project Advanced Workshop November 14 to 16, 2008 held at Unity of Richmond at 800 Blanton Ave. in Richmond. It is open to people who have taken AVP Basic. The fee of just $10 includes snacks and drinks. Preregistration is required. To register, or for more information, contact Richmond Peace Education Center at 804-232-1002 or [email protected]. AVP helps people change their lives. It is an intensive learning experience, offering workshops on three levels, the Basic, Advanced, and Training for Trainers. After completing the Training for Trainers, participants are certified to be workshop facilitators. The advanced AVP Workshop concentrates on deepening conflict resolution skills.
Annual SOA Protest
Each year for the past 18 years, a group of activists from the Americas has gathered at Fort Benning in Georgia in mid-November to call for the closing of the School of the Americas (SOA). The weekend event commemorates the assassination of six Jesuit priests, a co-worker and her daughter by Sal-
Since at least 1997, groups (including one from Pax Christi) in Richmond have made the threeday journey. And on two occasions, folks from Richmond have "crossed the line" as part of the protest and have been subject to prison or probation. A group will go again this year (Nov 21-23). A schedule of events is available at www.soaw.org or you can connect to the Richmond group by calling the RPEC office.
Planning for the 2009 RYPP Educoncert to Start Soon
This month, RYPP will begin planning for its annual Educoncert commemorating the life and work of Dr. Martin Luther King, Jr. Young people (either individuals or groups) and their sponsors interested in participating the January show should email [email protected] or call the Center at 232-1002.
Discussions on Racial Justice Set For Early 2009
The Richmond Peace Education Center will present a 4-part workshop--Racial Justice in Richmond—in January and February of 2009. This is the second offering of this program, which was first presented in the fall of 2007. The
(Continued on page 7)
RPEC Happenings
(Continued from page 6) sessions will take place on four Tuesday evenings, at St. Gertrude's High School, 3215 Stuart Avenue. Each session begins at 6 p.m. and ends at 8:30 p.m. Participants may also convene at 5:30 for an optional brownbag dinner and conversation.
The workshop is intended to build solidarity among individuals and organizations in greater Richmond as participants work towards social and economic justice for all. Workshop participants will enhance their understanding of issues of racial justice in the region, and develop a deeper commitment to making our community a better environment for diverse racial and ethnic groups. Participants will leave the final session with the beginnings of a collaborative action project.
The dates and titles of each session are:
Tuesday, Jan. 6: What is Racial Justice?
Tuesday, Jan. 20: Race & Power in Richmond
Tuesday, Feb. 3 : Racism & Vio- lence
Tuesday, Feb. 17: Taking Action for Racial Justice
Participants are asked to make a commitment to attend all four sessions. Early registration is encouraged. The workshop is limited to 20 participants, and we expect more people to register than we can accommodate. The registration fee for the entire series is $25. Scholarships are available. To register, or for more information, email [email protected] or call 2321002.
* Local Government & Schools (LG&S): #140
Support RPEC
"Campaign" Season
Support Ellwood Thompson's Local Market 5% Day 12/13
RPEC will be the beneficiary of Ellwood Thompson's 5% Day program on December 13, 2008. That day, RPEC volunteers will bag groceries and assist customers in carrying bags out to their cars. We'll use that time as an opportunity to tell customers about the center. We will also have a table with information set up at the store. RPEC receives 5% of proceeds sold that day. Please let us know if you can volunteer that day. And do your grocery shopping on the 13th. The more the store sells that day, the more the center will receive in support of peace programs.
RPEC Night at Ten Thousand Villages
How would you like to get your holiday shopping done early, support craftspeople from the developing world, and help RPEC all at the same time? Mark your calendar for Wednesday, November 12, 5-8 p.m., at 3201 W. Cary Street in Carytown. The fair-trade store Ten Thousand Villages is sponsoring a Community Shopping Night for the center. They will stay open late that evening, and donate 20% of all sales during that period to RPEC. See you there.
We appreciate receiving contributions through CFC, CVC, LG&S, and United Way. Designating RPEC makes a statement about the importance of our work for peace. If you or a family member work for a government agency or the schools, or for an employer who participates in the United Way campaign, please consider designating RPEC for your contribution. These are our campaign codes:
* Combined Federal Campaign (CFC): # 24756
* United Way: # 3181
* Commonwealth of Virginia Campaign (CVC): #3751
Please write both the code and
"Richmond Peace Education Cen- ter.” We appreciate your support!
Annual Auction Event
RPEC's primary fundraising event of the year is our annual auction will be held this year on Saturday, November 8. We have some exciting new offerings:
* Home cooked meals from a variety of traditions:
* A nine day stay for 2 to 3 persons at a guest cottage in Vieques, Puerto Rico, donated by Janet Worsham
* Indian dinner for four created by Nassen Ghariban
* Indonesian dinner for four
* Barbecued Rib dinner by the Sims sisters - Joni Terry and Debra Fleisher
(Continued on page 8)
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RPEC Happenings
* Oral history from our Peacemaker of the Year, Betsy Brinson
and candy from Mary Munton
from Noni Ledford
* A variety of great children's books
* $100 gift certificate for car service or repair from Decatur's Garage
* Mandolin lessons from Barry Lawson
And once again we will have many of the items you have found so attractive in recent years, including:
* Vacation getaways in Duck, NC (1 week, off-season); South Nags Head, NC (1 week in early May); and Litchfieldby-the-Sea, SC (3 nights, offseason)
* Home-cooked dinner for four from the Northups
* Dave Depp's stained glass – this year a striking replica of the famed "rose window"
* Libby Reid's elegant papermache figures – this year, Great Blue herons
* Interior design consultation from David Barden
* Massage and yoga therapy from many of our friends
* Pottery from your favorite artists
* Carpentry services from Jim Koren and David Graham
* Women's fashions from Odile
* Mim Scalin's "mail art" workshop
* Soup-of-the Month (at least two 6-month packages)
* Portrait session from J. Hoeffeler photographers, with 11x14 print
* Cookies from Elaine Ogburn
We hope many of you will join us for good food, delightful music and a wonderful collection of items for auction. Call the office at 2321002 to make your reservations.
Consumers Corner
Agriberry - Delicious, Local Fruit!
Alisha Gallini and John Gallini
My (Alisha's) family joined Agriberry at its startup this summer and we have been receiving delicious fresh fruit for the past nine weeks. Each week we enjoy a total of about 5 lbs. of fruit including three or four of the following: blackberries, raspberries, blueberries, peaches, plums, nectarines, and apples. Last week we received a special treat of raspberry preserves.
Agriberry is a new CSA (Community Supported Agriculture) that started this summer offering a variety of fruits to its shareholders in the Richmond area. Sprout Richmond, an all volunteer group committed to the growth and success of local, sustainable, artisanal farming serving the Richmond, VA metro region, joined with Anne F. Geyer, a farmer in eastern Hanover county to create Agriberry. Anne implements sustainable, earth-friendly practices and integrated pestmanagement to bring us delicious fruits each week. The pick-up location for this summer is the Lakeside Farmer's Market on Lakeside Dr. about a mile north of Bryan Park.
Agriberry has been a huge success and plans to operate again next summer with a tentative schedule of May 13 – Sep 23, 2009. The pricing will be about $28 per week. In addition to the above listed fruits, strawberries will be available in the spring.
For more information, contact Chris Humes at [email protected] or check out the Sprout Richmond website at http://threemiles.typepad.com/sproutrichmond/.
Correction – Mt. Olive Pickles Boycott
Last issue, I (John) incorrectly stated that there was an active boycott of Mt. Olive Pickles. Not true! I heard from two friends that FLOC had settled their dispute with Mt. Olive in 2004 and that the boycott had been called off. My apologies.
Richmond Peace Education Center 2008 Peace Essay Contest Primary Grade Winner K-3
First place
Elizabeth Harrison, gr. 3, St. Catherine's School, Richmond
"Peace"
"If you want to make peace, you don't talk to your friends. You talk to your enemies." -- Moshe Dayan
My understanding of that quote is that if you only hang out and talk to the people you like, you won't get to know your enemies. Your enemies might turn out to be really nice people once you get to know them. If you are thinking that they're mean, and walking away from them, and doing other disrespectful things to them you are not giving them a chance to tell you about themselves.
An example of this in my personal life is my relationship with my sister. We usually get along, but sometimes we act like enemies. Instead of being meaner to each other or going to our parents to tell on each other we can try to talk it out and break up the fight or argument by ourselves.
An example of this in my community is at my school there is a girl named Peggy in my class. She and I used to not get along very well because I thought she was a show-off and I thought she was rude and she said I was snobby in second grade. But once I let her talk about herself and I spoke to her about myself we became good friends and we still are. We understand each other better now.
An example of this in the world is that people in different religions, different cultures, and different countries and places don't get along because they think that they are so different that they shouldn't be friends with other people who are not like them. These misunderstandings can lead to anger or war.
When it comes to our enemies we should pay more attention to the things we have in common, not the ways we are different. Even though differences make us interesting, some people take them too seriously. We need to understand that we are all humans in the same world.
Suggested Readings Suggested Readings
Francis Woodruff
Reading recommendations from RPEC members this month feature absorbing accounts of experiences in cultures different from ours. Two of the titles are biographical narratives of the work of passionately dedicated humanitarians.
Mountains Beyond Mountains; the Quest of Dr. Paul Farmer, a Man Who Would Cure the World. By Tracey Kidder, Pulitzer Prize winner.
Tracey Kidder's compelling style centers on Dr. Paul Farmer, renowned infectiousdiseases specialist, and his dedicated effort to bring the tools of modern medicine to neglected people in Haiti, Peru, and Russia. A leader in international health concerns, Dr. Farmer's driving philosophy is that the only real nation on earth is humanity.
"This is the book that I encourage anyone who is going to Haiti for the first time to read." John Gallini
Three Cups of Tea; One Man's Passion to Promote Peace…One School at a Time. By Greg Mortenson and David Oliver Relin.
After a 1993 climbing accident in the Karakoram mountain range of the Himalayas, Greg Mortenson was rescued and cared for by the people of a village in an extremely remote, impoverished area of Pakistan. His long recuperation afforded him the opportunity to grow to know and respect his rescuers, especially the village chief, Haji Ali. Mortenson was impressed by Haji Ali's fervent desire to provide an education for the children, and by his repeated attempts to do so despite overwhelming obstacles. To help by building a school for the village became Mortenson's obsession.
Eventually, the school was built. In the intervening years, many more have been established in the dangerous Taliban-influenced regions along the border of Pakistan and Afghanistan. Greg Mortenson's hard-won success has been achieved because of his determination, his respect for the village people, and his ability to maximize good relations with them.
"Three Cups of Tea puts a human face on people living in remote parts of Pakistan and Afghanistan, people who the daily news suggests are a threat to us, but what shines through is their humanity, capacity, and concern for the education of their girls and boys. Ultimately, the book presents an alternative approach for addressing extremism and shows how it's also possible to humanize the face of America for people who may otherwise fear us." John Williamson
Also recommended by RPEC members are the two novels by Khaled Hosseini, The Kite Runner and A Thousand Splendid Suns, both set in Afghanistan. Best-sellers, these riveting works offer the reader emotional insight as well as intellectual understanding. If you haven't had a chance to read these, put them on your list and look forward to timely stories, complex and beautifully written.
CALENDAR
Meetings of Local Groups
Every Sunday Food Not Bombs Richmond-Meal Sharing, 4:00 PM in Monroe Park. Hotline # 359- 4880 for details
Every 3rd Wed. Amnesty International, University of Richmond campus. Contact Ray Hilliard at 289-8289 Every Thursday Richmond Organization for Sexual Minority Youth (ROSMY), 7:00-9:00 PM. Call support line: 353-2077 for more information; 353-1699 for the administrative line.
Every 3rd Saturday Equality Virginia, 12:00 noon at the office. A political advocacy group working towards equal rights for lesbian, gay, bisexual and transgender citizens of Virginia. Open to the public. Contact number is 643-4816.
Every 4th Saturday Pax Christi Peace Community - Call Paula Powdermaker for details - 355-7395 Every 2nd Saturday Walk for Peace - 9:00 AM - 10:00 AM. Meet at the Boulevard entrance of the Virginia Mu- seum. Wear black.
UPCOMING EVENTS
Don't Miss the Don't Miss the Richmond Peace Education Center Auction Richmond Peace Education Center Auction
Saturday, November 8, Saturday, November 8, at the Troutman at the Troutman----Sanders Conference Center Sanders Conference Center Sanders Conference Center on Br on Brown's Island own's Island own's Island
Honor Betsy Brinson Honor Betsy Brinson RPEC's Peacemaker of the Year RPEC's Peacemaker of the Year
Make your reservations now Make your reservations now Email [email protected], or ca Email [email protected], or call 232 ll 232 ll 232----1002. 1002.
Non-Profit Organization U.S. Postage PAID Richmond, VA Permit #1119
Richmond Peace Education Center
400 W. 32nd Street, Richmond, VA 23225
Address Service Requested
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Liberty Brief
No. 2 March 2017
Fifth Amendment of the United States Constitution: “[N]or shall private property be taken for public use, without just compensation.”
When Just Compensation Is Due for "Regulatory Takings" of Private Property
By Jeremy Talcott & Todd Gaziano
Executive Summary: While many people are aware of—and rightly angered by—governmental eminent domain abuses that have been publicized over recent decades, far fewer focus on the more frequent and systematic destruction of property rights through regulation at all levels of government. The Fifth Amendment of the U.S. Constitution provides protection against these severe restrictions on the use and value of property, and the Supreme Court has established several tests for courts to use when confronted with these "regulatory takings." At their core is a simple principle: when regulation "goes too far" in limiting property rights, government must pay compensation for the loss. Pacific Legal Foundation (PLF) has successfully litigated regulatory takings cases for decades as part of its mission to establish precedent in support of the constitutional protections of private property rights. On March 20, 2017, the Supreme Court will hear oral arguments in another PLF regulatory takings case, Murr v. Wisconsin, where the Supreme Court will determine how property is defined in a regulatory takings analysis. The ultimate issue is whether owners of adjoining parcels of property are due compensation when regulations prohibit development on one of them. We argue that, absent special circumstances, each legally defined and separate lot is the proper unit for measuring the impact of a regulation and that the destruction of all economic value of one lot requires compensation.
I. Introduction: The Constitution's Protections of Property Rights and the Role of Public Interest Law Firms to Help Protect Them
The framing generation understood that the right to use and enjoy property was the foundation of many other important rights and liberties. 1 The Founders hoped to construct a structure of limited federal government that would maximize individual liberty while providing strong protection of private property rights. Even so, the right to freely use property was thought to be insufficiently guaranteed in the Constitution drafted in Philadelphia in 1787. The Constitution was ratified only after its advocates promised to provide additional, explicit protections for property and liberty in a Bill of Rights. 2
The explicit protections of property adopted in the Bill of Rights include: the right to possess and carry firearms in the Second Amendment; to be free from the quartering of soldiers in our homes (except in wartime and pursuant to statute) in the Third Amendment; to be secure against any unreasonable searches or seizures of property in the Fourth Amendment; and to receive compensation for government takings of our property in the Fifth Amendment. Initially, these protections applied to limit the power only of the Federal Government, but with the passage of the Fourteenth Amendment after the American Civil War, these rights were also made enforceable against state governments.
Americans recently celebrated the 225th anniversary of the Bill of Rights. Yet the rights it guarantees cannot protect themselves, and their contours are not always clear. Citizens must remain vigilant in defending them, including using the courts when necessary. Those who support
The Constitution was ratified only after its advocates promised additional protections for property.
greater government power come up with seemingly infinite reasons why, in a modern society, individual rights should be construed narrowly or give way entirely to allow greater government
control. Public interest legal firms exist to push back on such government encroachments, especially when private litigants can be easily overwhelmed by the institutional resources of the local, state, or federal government.
Public interest law firms with varying specialties seek justice in individual cases and preserve everyone's fundamental rights with precedent-setting court victories. This paper addresses a large area of Pacific Legal Foundation's work that has resulted in nine wins for property rights in the Supreme Court of the United States. This spring, the Supreme Court will take up another aspect of our property rights protections: the right to be compensated for "regulatory takings" of private property. That case, Murr v. Wisconsin, is discussed primarily in section IV, but its importance is evident only when it is placed in context within the larger struggle for property rights protection.
Having one's home or business physically taken by the government is traumatic and worthy of careful legislative and judicial controls. But, short of physical takings, the government engages in regulation and other actions that diminish property values. These restrictions are far more common and affect many more people. To the extent possible, the scope and cost of government regulation should be reduced. But it is unrealistic to expect government regulation to markedly diminish anytime soon, and it is especially unlikely to happen as a result of political forces alone.
Thus, it is essential to improve the framework of legal rules that govern compensation for government regulations that go too far or that fall especially heavily on certain property owners. After all, the burdens of government action should generally be shared by society as a whole. Improving legal protections of property will also ensure justice and fairness for the individuals least able to battle restrictive government regulations. Requiring reasonable compensation for government takings will also provide
two related social benefits. First, it disciplines regulatory agencies to focus on less costly approaches and regulatory alternatives to achieve the same or similar ends. And second, when cost reduction is not possible or isn't fully implemented, it spreads those costs more broadly and fairly, which lessens friction and increases support for government actions.
II. The Fifth Amendment Guarantee of Compensation for "Takings," and Different Types of Takings
The concluding clause of the Fifth Amendment states: "nor shall private property be taken for public use, without just compensation." Some people refer to it as the "Just Compensation Clause," and others, the "Takings Clause," but it contains both elements. Unlike clauses that prohibit the government from ever abridging free speech rights or religious liberty, or denying a jury in a criminal trial when requested, the Takings Clause implicitly recognizes that government has a sovereign power of "eminent domain," which allows it to take private property without the owner's consent.
Though takings of property are permitted, the Fifth Amendment puts two very important restrictions on that power. First, government may not take property unless it intends to put it to a "public use." The Founders rightly worried that individuals might lobby government to take property from the powerless and give to the wellconnected, so they limited the power to public uses, such as roads, parks, and government buildings. Second, government must pay "just compensation" for whatever property it takes. After all, government might take much more property than it needed if it were able to get it for free, instead of considering whether the public benefit was worth paying the fair value of the property.
There are different types of government takings, and they each present different issues of interpretation and construction in particular cases. The two important categories addressed in this paper are taking physical possession and title of property, and regulations that diminish the use and value of property. 3
1. A physical taking of possession and title
The government sometimes takes physical possession of land or personal property. When government engages in a physical taking of land or its improvements using the power of eminent domain, title formally passes to the government as well. Although the Fifth Amendment recognizes this power, it can still be abused. One abuse of eminent domain occurs when a government entity takes title to private property and—instead of devoting it to a traditional
public use like a road or government building—transfers it to another private party, claiming that the transfer confers a benefit on the public.
In 2005, the Supreme Court wrongly upheld such a takingfrom-A-to-give-to-B scheme in Kelo v. City of New London, 4 holding that any transfer of property that qualified as a "public purpose" was also a "public use." Even worse, that case instructs courts to give deference to what politicians in legislatures say the public purpose is, meaning something as nebulous as a possibility of increased tax collections can suffice. In the wake of that decision, many states turned to legislative action to reinforce the protection of property rights. 5 Americans should continue to seek legislative limits on the eminent domain power, but because the Kelo decision does not reflect the proper understanding of the Fifth Amendment's language, they should also press the Supreme Court to overrule it.
The property protected by the Fifth Amendment isn't limited to land. When government seeks to obtain possession of any physical private property, the same protections apply. For example, the government sometimes orders farmers
"[I]f regulation goes too far it will be recognized as a taking." Pennsylvania Coal Co. v. Mahon (1922).
to turn over a portion of their crops, pursuant to agricultural programs. In 2015, the federal government tried to evade paying compensation for an order taking a portion of a
California farmer's raisin production by characterizing it as a tax. But the Supreme Court correctly held that whether it is land or raisins, when the government wants to take physical possession of property, they have to pay for it. While the government may require forfeiture of property because of wrongdoing by the owner, the protections of the Fifth Amendment apply in full force to people making lawful use of their property.
When the government takes possession and title to property or orders property to be turned over, the Supreme Court has established that the right measure for compensation is generally the fair-market value at the time the government takes the property. While this may seem like a straightforward proposition, the exercise of the eminent domain power still presents many concerns for the owners whose property has been taken. This paper does not address them in any detail, except to note here that government officials often attempt to pay less in compensation than the market value, and even that may be much less than the actual value of the property to the original owner, who often loses a cherished home or business along with its future potential, as well as any sentimental or other important value. 6
2. Regulations or other government actions that diminish property use and value or cause a physical invasion of that property
As mentioned above, the government can use its power of eminent domain to take legal title of all or part of someone's property, so long as it is for a public use, and just compensation is paid. However, government often wants to change the nature of landowners' use of their property without going so far as taking possession or title of their property. For example, a government may grant itself temporary access to some portion of the land, or prevent the owner from excluding a third party, or forbid certain types of use or development of the property. While the Supreme Court has acknowledged the right of government to place restrictions on property use, these types of legislative acts can still run afoul of the Fifth Amendment's protections. After all, government could otherwise heavily burden land use but avoid paying compensation simply by choosing not to take title to the property.
The Revolutionary era and early state practice contain evidence that the founding generation required compensation for a variety of government actions that devalued private property. And by the time the Fourteenth Amendment was ratified, placing the restrictions of the Fifth Amendment on the states, the practice was common. 7 These devaluations of property are often referred to as "regulatory takings," and they trigger payment under the Just Compensation (or Takings) Clause of the Fifth Amendment when the loss of use or devaluation of property is substantial.
Almost 100 years ago, the Supreme Court began to better define the parameters for when regulatory takings require compensation. In a landmark decision, the Supreme Court explained "that while property may be regulated to a certain extent [without any liability], if regulation goes too far it will be recognized as a taking." 8 But determining what "goes too far" needed (and even today still needs) to be fleshed out further by the courts. 9
Accordingly, the courts have developed different standards under the Fifth Amendment to evaluate different types of potential regulatory takings. Two categories of regulatory takings are governed by relatively objective standards, which provide fair notice to both the government and property owners of when compensation is due. The broadest category of regulatory takings, however, is currently evaluated under a multi-factor test that provides
less predictability for both the regulated landowner and the government.
III. Types of Regulatory Takings and the Corresponding Legal Standards for Compensation
There are two main categories of regulatory takings. The first is when the government authorizes a physical invasion (or occupation) of the property, whether by government itself or a third party. The second is when government regulates a piece of property so heavily that it "goes too far" and fairness and justice require the payment of just compensation. In some cases, the regulation results in a denial of all economically viable use of the property. The Supreme Court has characterized regulations that cause physical invasions or deny all economically viable use as categorical or "per se" takings that trigger the compensation requirement. But even if the regulation does not cause physical invasion or deny all economically viable use, the regulation may still require compensation under the multi-factor analysis.
1. Physical invasion without taking possession or title
Some legislation or regulation authorizes the government or a third party to physically enter private property and use a portion of it. Rather than take legal title of the property (which would always require compensation), the regulation simply eliminates the owner's legal right to exclude government or a third party from the property. The Supreme Court has rightly held these types of physical invasions to be per se takings that require compensation. After all, the right to exclude is a fundamental aspect of property ownership. 10
A good example of this type of regulatory taking is the New York City ordinance that forced apartment building owners to allow cable television wires and boxes to be affixed to their structures. 11 Even though the footprint of the box and cable was small, a "Horton Hears a Who" principle applies: an invasion is an invasion no matter how small. Another example is the confiscation of money for a regulatory purpose, even if it is a small portion of a larger sum. 12 Since money is property, any amount being taken is a taking itself, and cannot be remedied by compensation of any less than the full amount. This contrasts with instances where the government acquires money through lawfully imposed taxes that should apply equally to all similarly situated taxpayers.
Even when the government "invades" property by flooding it with water, it may be required to pay compensation for property that is taken or destroyed. In Arkansas Game and Fish Commission v. United States, 13 Arkansas sued the federal government for seasonal releases of water from a dam, arguing that the federal government knew the water would inundate the state's property and destroy its trees. The Supreme Court held that government-induced flooding that damages property may be compensable. Not every temporary halt to use or enjoyment of property is subject to compensation, 14 but when the government itself enters the property or causes the physical invasion and a non-trivial loss, compensation is generally required.
2. Denial of all economically beneficial use ("Lucas" analysis)
Rather than physically invading and using private property itself, government instead may flex its regulatory power to limit the owner's private use of property. The Supreme Court has long upheld the right of local governments to place restrictions on the use of property through the "police power," which allows states to regulate in the interest of health, safety, welfare, and morals. By regulating under this police power, many communities have imposed such severe limits on land use and development that they leave landowners without any remaining economically viable use.
In 1992, the Supreme Court evaluated just such a case. In Lucas v. South Carolina Coastal Council, 15 a landowner had purchased two parcels of beachfront property on a barrier island off the South Carolina coast. The owner,
David Lucas, hoped to build singlefamily residences on the lots, similar to the many other homes that existed in the area. In 1988, however, the South Carolina legislature passed the "Beachfront Management Act" and created a line along the coast
Local governments often impose such severe limits on land use and development that owners are left without any economically viable use.
beyond which no more homes could be built. The goal was to preserve the beach for tourism by setting aside areas of local flora and fauna. Lucas's property was immediately made useless for anything other than temporary camping.
While the Court recognized the strong state interest in protecting the coastline for the public, it reaffirmed that the costs of providing untouched land for all the state's citizens to enjoy should be shouldered by all of those citizens, not by individual landowners. Because David Lucas had been left with a property that was deprived of all economically viable use, the Court held that this was also a per se
regulatory taking. When a regulation destroys all of the economically viable use of a property, the owner is entitled to compensation.
3. Regulatory takings under the multi-factor analysis ("Penn Central" analysis)
Most government regulation of property is not a physical invasion and does not deny all economically viable use of private property, but still may have such a severe impact on private property that it "goes too far" and should be recognized as a compensable taking. 16 The Supreme Court has created a multi-factor test for evaluating these types of regulatory takings. While there has been sustained debate about the legitimacy and coherence of this test, it has occupied a central role in regulatory takings law for almost 40 years. 17
The case where this test originated, Penn Central Transportation Company v. City of New York, 18 is still widely used to analyze regulatory takings. Penn Central involved a historical landmark designation of the Grand Central Terminal in New York City. The owner, Penn Central Transportation Company, wished to build a multistory office building above the Terminal. The city denied the necessary permits, stating that the "majestic approach" of the building would be diminished by a 55-story tower on top of it, despite the presence of existing skyscrapers surrounding the terminal. Penn Central argued that it was being deprived of the right to develop its property and put it to a more productive use. After all, without the Landmarks Preservation Act, it was clear that Penn Central would have been allowed to build upwards, and get a substantial return on its investment in the form of rents.
The Supreme Court held that Penn Central was not entitled to compensation for the loss of its right to develop. Essentially, the Court decided that the restriction had not "gone too far" in limiting Penn Central's development rights. The Court then recited a list of factors to consider when reviewing regulatory takings claims:
(1) the economic impact of the regulation,
(2) the investment-backed expectations of the owners, and
(3) the character of the government's action.
Examining these factors, the Supreme Court held that while Penn Central Transportation Company lost its "air rights" to develop above the terminal, it still retained substantial economic benefit from the use of the Terminal. Accordingly, the Court rejected the takings claim.
Lower courts and commentators have correctly noted that the multi-factor approach is vague, subjective, and excessively malleable. It is also not apparent why the subjective "investment-backed expectations" of an owner should limit or create government liability. Either the
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government has taken the use and value of property or it has not, regardless of what the owner might have hoped to do with the property.
Some scholars have suggested that when the Penn Central opinion discussed the "parcel as a whole" concept, it established a fourth factor to consider. 19 If the Supreme Court had treated the air rights lost by Penn Central as a
Architectural drawing of proposed addition to Grand Central Terminal.
separate right, the regulation would have effected a total destruction of that property interest. The Court instead looked at the loss of the air rights in combination with the remaining rights in the property, which included the right to use and rent the structure already in place. Under that analysis, the Court found that the loss of air development rights was not a substantial interference with the entire parcel owned by Penn Central at this site. Although the language within the opinion established only that a single legal parcel could not be further segmented into air rights, the true meaning of "parcel as a whole" has been debated both academically and in the courts. Which brings us to the case of Murr v. Wisconsin.
IV. What Is at Stake in Murr v. Wisconsin, and Why the "Relevant Parcel" Question Is So Important
In essence, what is at stake in Murr v. Wisconsin is how to determine the unit of property that is being regulated for takings analysis. Because the regulatory takings analysis considers the magnitude of impact on the parcel, determining the relevant parcel of property can be a very important question for property owners trying to obtain
compensation. Recall that in Penn Central the Supreme Court held that it would not sever air rights from the "parcel as a whole" and analyze the impact of the regulation on the air rights alone. But the Court didn't provide much guidance on what does constitute the parcel as a whole.
People buy property in legally defined lots. Sometimes they buy several lots next to each other. If government later forbids the use or development of one of those adjoining lots, is the single lot that is regulated the relevant "parcel as a whole?" If it is, the Lucas test should apply, requiring compensation as a per se taking. But if all of the adjoining lots were considered together as the proper unit for takings analysis, then government has only restricted part of the total property. This makes a regulatory taking less likely because the magnitude of the impact is not measured against the single, discrete parcel, but is measured against all the adjoining lots together, thus diluting the impact. 20
In 1960, William and Dorothy Murr purchased a small parcel of land along the St. Croix River in Troy, Wisconsin. The Murrs built a small, three-bedroom cabin on the lot, creating a vacation spot for their family. Realizing the beauty and future value of the location, the Murrs purchased a second lot in 1963, directly adjacent to their first lot. They believed that it would be a valuable long-term investment. For decades, the little cabin along the St. Croix River was a summer getaway for the growing Murr family of children
and grandchildren. Though William and Dorothy have both since passed away, they transferred the two lots to their grown children, who continue to use the cabin as the family gathering spot.
In 2004, the children decided the time was finally right to sell the adjacent investment property. But because of changes to zoning during the many years that the Murrs had held the lots, the County deemed the investment lot to be "substandard" in size for development. Even though the lot was well over one acre in size, the County subtracted setbacks from the shoreline, from wetlands, and from a steep slope, leaving approximately a half acre of "net project area." While half an acre provides a beautiful building site, County restrictions require a minimum of one acre. The ordinance contains a "grandfather clause" allowing construction on lots that were legally created before the zoning changes. Normally such grandfather clauses for pre-existing lots would provide sufficient relief and allow development. But the clause here has an exception. It does not apply if a landowner owns the adjacent lot. In other words, if anyone else owned the investment parcel, that owner would have been entitled to sell or develop the property. But for the Murrs, the investment parcel could be neither sold nor developed as an independent and discrete lot.
The Murrs brought a takings claim seeking compensation for the taking of the investment parcel. But the Wisconsin appellate court rejected the claim by announcing a rule that under Penn Central's "parcel as a whole" concept, two legally distinct, but commonly owned contiguous parcels must be combined for takings analysis purposes.
The Murrs' situation provides the perfect vehicle for the Supreme Court to finally address the issue of what defines the "parcel as a whole" for takings analysis. Several courts, such as the Wisconsin Appellate Court, have treated the "whole parcel" doctrine as allowing—or even requiring— the courts to aggregate legally separate but commonly owned lots into a single parcel when undertaking a regulatory takings analysis. Other courts treat distinct legal lots individually. This question has been left unresolved during the nearly four decades that have passed since Penn Central was decided. With Murr v. Wisconsin, we may finally get resolution from the Supreme Court.
In Penn Central, the Supreme Court rejected the idea that takings law should "divide a single parcel into discrete segments." But the Wisconsin court has gone to the other extreme, deciding that takings law requires the courts to lump multiple lots together. This aggregation dilutes the amount of loss suffered by the property owner, making it less likely that a regulatory taking under the Penn Central factors will be found.
The Murrs argue that Penn Central compels the opposite result. The analysis of the Grand Central Terminal involved the single legal lot that included the terminal building. Even though Penn Central Transportation Company owned many other properties across New York, the Supreme Court looked only at the reduction of property rights in the Terminal parcel.
Later Supreme Court cases affirm the longstanding tradition of defining property rights as legally defined—and distinct—parcels. In 2002, the Supreme Court decided Tahoe-Sierra Preservation Council, Inc. v. Tahoe Regional Planning Agency. 21 That case involved a temporary moratorium on building near Lake Tahoe. The Supreme Court rejected the theory that there was a Lucas style taking during a period of several years that development was prohibited. The court refused to divide the parcel into
segments of time. In other words, it did not consider the period of time during which development was prohibited as a separate interest in property. But most significantly, the Court recognized that real property is "defined by the metes and bounds that describe its geographic dimensions." This is the type of definition that the states generally use to identify a parcel of property. The Murrs have two such parcels, independently described and titled. For over 50 years they have paid property taxes on them independently. And for a regulatory takings analysis, they should also be treated independently.
A friend-of-the-court brief filed by the State of Nevada, co-written by Professor Ilya Somin and joined by eight other states, argues that the Wisconsin court rule is at odds with the text and original meaning of the Takings Clause, and that it "creates significant perverse incentives for both landowners and regulators." 22 According to Nevada, the Wisconsin court rule will make it more difficult for states to effectively impose land-use regulations, while also undermining traditional expectations of property rights, creating damaging economic impacts, and encouraging government to heavily regulate both individuals' and states' property. Nevada and its sister states agree with the Murrs that individual, legally defined parcels of land have been a fundamental unit of American property law for centuries. They also note that the Supreme Court has often recognized that these parcels play a "central role" when courts are faced with takings claims.
The State of Wisconsin and County of St. Croix filed separate briefs to defend the Wisconsin court ruling. They will also split the oral argument time for their side. They both correctly note that state law has historically created the legal lots that establish property rights. Under Wisconsin state law, new lots may be created through subdivision of property, and the lines of lots may even be redrawn or adjusted in some instances, by following the required state law procedures. Wisconsin argues that states should have the power, without paying compensation, to force a "merger" of lots that are contiguously owned. 23
But Wisconsin law does not match up well with the arguments being made to the Supreme Court. The ordinance that Wisconsin and St. Croix County claim has "effectively merged" the lots has actually done no such thing. The County ordinance did not erase the existing legally drawn lot lines and create a new, unified parcel; it is simply a zoning ordinance that prohibits building or selling when certain lots are next to each other. While zoning ordinances limit the potential use and development of land, they cannot alter lot lines. Wisconsin has formal state law procedures that must be followed to alter previously created lots—procedures that were never undertaken as to the Murrs' two lots. If Wisconsin wishes to merge the two parcels, it should be required to follow the state law procedures and redraw the lines, not achieve the same ends through a local zoning ordinance.
The Murrs further respond that government may not redefine the nature of property at will while avoiding compensation. And the fact that the properties came into the hands of the children after the new regulations were enacted does not change the analysis. The Supreme Court has previously held that post-enactment purchasers have all the same rights to challenge burdensome regulations that previous owners had. 23
PLF and the Murrs urge the Supreme Court to adopt a presumption that the single parcel, legally created under state law, is the proper baseline for measuring the impact of regulatory takings. Whether a court applies the Lucas or Penn Central tests, the single lot should entitles the owner to compensation.
be used to determine whether the regulation has gone too far, and There may be situations where the presumption can be overcome, such as when an owner jointly develops adjoining parcels, but the burden to prove that circumstances warrant combining the parcels should be on the government. And when the separate and independent use of a single parcel is destroyed by government action, as is the case with the Murrs, government should compensate the owner for the loss.
V. Conclusion
At their core, takings analyses are inquiries into longestablished principles of fairness and justice, and flow from the idea that one person should not be forced to bear costs that should rightly be paid by the public as a whole. When the same action taken by government affects two people differently because one happens to own a second parcel of land, it offends that sense of fairness. PLF believes that the Fifth Amendment provides protection from this type of arbitrary government redrawing of property rights and trusts that the Supreme Court will agree.
1 See Paul J. Larkin, Jr., The Original Understanding of "Property" in the Constitution, 100 MARQ. L. REV. 1 (2016) ("Anglo-American traditions, customs, and law held that property was an essential ingredient of liberty that the Colonists had come to enjoy and must be protected against arbitrary governmental interference."); JAMES W. ELY, THE GUARDIAN OF EVERY OTHER RIGHT: A CONSTITUTIONAL HISTORY OF PROPERTY RIGHTS (3d ed. 2007) (detailing the significant role discussions of property rights played in shaping the constitutional era); BERNARD H. SIEGAN, PROPERTY AND FREEDOM: THE CONSTITUTION, THE COURTS, AND LAND-USE REGULATION 14–19 (Transaction Publishers 1997) (discussing the influence of John Locke's theories of property from his Second Treatise on government); DENNIS J. COYLE, PROPERTY RIGHTS AND THE CONSTITUTION: SHAPING SOCIETY THROUGH LAND USE REGULATION 228–30 (State University of New York Press 1993) (same); and Harry V. Jaffa, What Were the "Original Intentions" of the Framers of the Constitution of the United States?, 10 U. PUGET SOUND L. REV. 351, 378–80 (1987) (same).
2 See ROBERT ALLEN RUTLAND, THE BIRTH OF THE BILL OF RIGHTS, 1776-1791, at 186–89 (1950).
3 A third category of takings involves "exactions," where government leverages its power to regulate by demanding that individuals give up money or property to receive some government benefit, such as a development permit. While this is an important area of the law—and one that PLF has extensively litigated—it is beyond the scope of this paper. For more information, see PLF's victories in Nollan v. California Coastal Comm'n, 483 U.S. 825 (1987), and Koontz v. St. Johns River Water Mgmt. Dist., 133 S. Ct. 2586 (2013). See also Christina M. Martin, Nollan and Dolan and Koontz-Oh My! The Exactions Trilogy Requires Developers to Cover the Full Social Costs of Their Projects, but No More., 51 WILLAMETTE L. REV. 39 (2014).
4 545 U.S. 469 (2005).
5 See, e.g., VA. CONST. art. I, § 11 (an amendment was ratified November 6, 2012, that places much stricter limitations on government takings by condemnation than the Fifth Amendment to the U.S. Constitution).
6 See, e.g., C. Jarrett Dieterle, The Sandbagging Phenomenon: How Governments Lower Eminent Domain Appraisals to Punish Landowners, 17 THE FED. SOC. REV., no. 3, Oct. 2016, at 38, http://www.fed-soc.org/ publications/detail/the-sandbagging-phenomenon-how-governmentslower-eminent-domain-appraisals-to-punish-landowners.
7 See, e.g., Kris W. Kobach, The Origins of Regulatory Takings: Setting the Record Straight, 1996 UTAH L. REV. 1211.
8 Pennsylvania Coal Co. v. Mahon, 260 U.S. 393, 415 (1922).
9 While the Fifth Amendment establishes the baseline constitutional requirements for compensation of takings, Congress or state legislatures are free to go above and beyond those minimums with laws to protect property owners. Despite frequent debates on statutory compensation schemes for takings, however, relatively few have been enacted. See, e.g., ILYA SOMIN, THE GRASPING HAND 204–31 (2015) (discussing various proposals for statutory limits on eminent domain through increased compensation, additional procedural protections, or the narrowing of acceptable public uses).
10 Kaiser Aetna v. United States, 444 U.S. 164, 176 (1979) (describing the right to exclude as "one of the most essential sticks in the bundle of rights that are commonly characterized as property").
11 Loretto v. Teleprompter Manhattan CATV Corp., 458 U.S. 419 (1982).
12 Brown v. Wash. Legal Found., 538 U.S. 216 (2003).
13 133 S. Ct. 511 (2012).
14 See Tahoe-Sierra Pres. Council v. Tahoe Reg'l Planning Agency, 535 U.S. 302 (2002) (holding that a temporary moratorium on all development near Lake Tahoe was not a compensable taking).
15 505 U.S. 1003 (1992).
16 This multi-factor analysis is sometimes referred to as a "partial takings" test, but the "partial taking" term is an imprecise one at best, and a highly
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misleading concept overall. For example, Loretto involved a taking of only part of the property, but the possessory nature of the regulation made it a categorical taking. It is instead correct to distinguish categorical, per se takings from regulations that are analyzed under the multi-factor takings analysis. Moreover, the ultimate question is whether the regulation goes so far that justice requires compensation; using the word "partial" adds nothing to the takings analysis. The regulation either causes a taking that requires compensation or it does not.
17 For criticisms of the Penn Central multi-factor test, see Gideon Kanner, Making Laws and Sausages: A Quarter-Century Retrospective on Penn Central Transportation Co. v. City of New York, 13 WM. & MARY BILL RTS. J. 679 (2005) and Steven J. Eagle, Penn Central and Its Reluctant Muftis, 66 BAYLOR L. REV. 1 (2014).
18 438 U.S. 104 (1978).
19 See, e.g., Steven J. Eagle, The Four-Factor Penn Central Regulatory Takings Test, 118 PENN STATE L. REV. 601, 622–24 (2013).
20 This is sometimes called establishing the "denominator" against which the percentage of property rights r estricted by the regulation is calculated. See John E. Fee, Comment, Unearthing the Denominator in Regulatory Taking Claims, 61 U. CHI. L. REV. 1535 (1994).
21 535 U.S. 302 (2002).
22 Brief of the States of Nevada, Alaska, Arizona, Arkansas, Kansas, Oklahoma, South Carolina, West Virginia, and Wyoming as Amici Curiae in Support of Petitioners at 4–5, Murr v. Wisconsin, No. 15-214 (2016).
23 Palazzolo v. Rhode Island, 533 U.S. 606 (2001).
Authored by
Jeremy Talcott is a PLF Attorney and College of Public Interest Law Fellow in PLF's National Headquarters in Sacramento.
Todd Gaziano is Executive Director of PLF's DC Center and Senior Fellow in Constitutional Law.
About Pacific Legal Foundation
Pacific Legal Foundation, America's most powerful ally for justice, litigates in courts nationwide for limited government, property rights, and individual liberty. PLF attorneys have achieved nine consecutive victories at the Supreme Court of the United States.
Pacific Legal Foundation
www.pacificlegal.org (800) 847-7719
National Headquarters 930 G Street Sacramento, CA 95814
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CHAIRMAN'S STATEMENT
am immensely delighted to extend a warm welcome to you to the 42nd Annual General Meeting of your Company. I feel honoured and privileged of addressing you on this occasion. The Directors' Report and the Audited Annual Accounts for the Financial Year 201112 have already been with you for sometime and with your kind permission, I would like to deem them as read. I
HPC Performance during 2011-12
Inspite of the inadequate fibre raw material availability for Cachar Paper Mill (CPM) persisting throughout FY 2011-12 the falling capacity utilization since the previous three years was arrested and 80% capacity utilization was achieved against the capacity utilization of 52% during the previous financial year. The effects of gregarious flowering of pre-dominant bamboo species viz Melocanna bacciferra (Muli bamboo) in the major bamboo catchment areas of CPM resulted in reduced availability of fibrous raw material for CPM. However, the natural re-generation of the flowered species has started to show signs of maturity. However, during FY 2011-12, supply of bamboo from the major source i.e. Mizoram was totally suspended on account of restriction imposed by Govt of Mizoram on issue of permits for supply of bamboo to CPM. This source accounts for around 60% of the total fibre raw material requirement of CPM and thus there was no option but to opt for procurement of fibrous raw material from non-conventional sources to ensure continuity of mill operations.
The gregarious flowering also resulted in non-supply from other major sources like Lease forest areas of Barak Valley and Tripura. Procurement of bamboo from Dima Hasao Autonomous Council (DHAC) was limited inspite of availability on account of the logistical constraints. The road connecting bamboo bearing areas of DHAC to CPM remains to be unpliable for heavy traffic on account of poor road conditions and thus road transportation from this important source was not possible. The century old metre gauge rail network connecting Dima Hasao to CPM witnessed frequent disruptions during this period on account of landslides. Moreover, the limited availability of wagons in this section prevented smooth and sustained supply of bamboo by rail from this source. Essential commodities like food grains are also required to be transported through this rail network and in such cases wagons are allotted preferentially and allotment of wagons for bamboo transport was adversely affected. The completion of East West corridor and conversion to BG rail connectivity will help in overcoming the logistical constraints faced by CPM.
The landlocked positioning of CPM in the highly infrastructurally deficient region makes it unviable to procure fibre raw material from alternative sources. The absence of feeder roads connecting the bamboo catchment areas makes it impossible for vehicles to access these areas and extract bamboo from the hilly and rough terrain and more so during the prolonged rainy season spanning from March to September. However, all possible non-conventional sources like procurement of imported pulp, procurement of pulpwood from outside states and transfer of fibrous raw material from NPM to CPM were explored and such initiatives only could arrest the downtrend and substantially increase capacity utilization during FY 2011-12.
HPC mills in Assam were set up in these industrially backward and infrastructurally deficient areas for the sole purpose of socio-economic development of this region and on the basis that the availability of fibre raw material at low costs would offset the numerous locational adversities. To add to the woes, the State Government has imposed Entry Tax on raw materials and Agriculture Cess on bamboo procured by the mills. Despite all odds, your company has left no stone unturned to face the challenges head on.
1
The figures below depict the performance of your Company during FY 2011-12, as a group along with its operating Subsidiary Hindustan Newsprint Ltd. (HNL):
| 1 | Production (tonnes) |
|---|---|
| 2 | Sales (tonnes) |
| 3 | Sales Turnover (` Cr.) |
| 4 | PBT (` Cr.) |
| 5 | PAT (` Cr.) |
Performance of your company has been affected due to non-availability of the most vital input i.e. fibrous raw material from the major conventional sources.
Industrial Performance
Growth in statistical terms is meaningless unless it helps every individual and all sections of society, which is where the trickle-down theory has its genesis. If we have been able to withstand the pressure of the global meltdown, it is because of our resilience and our unique approach to the problem. It was not borrowed or taken from an eminent economist's textbook. We adopted what we considered best suited to our country, society and culture.
The global economy is under stress. Growth rates have slowed down everywhere. There is considerable uncertainty about the period over which growth will revive in the industrialised world.
The Indian economy has been affected by these developments. Our exports have shrunk and the fiscal deficit has gone up. Growth decelerated to 6.5% last year. This has dampened investor sentiment. Doubts are being raised in some quarters about the India growth story going astray.
Economies go through ups and downs and downturns do dampen spirits. However, such downturns can have value if they make us focus on the weaknesses that are masked when times are good. India's slowdown is partly because of the global downturn, but it is partly also because of domestic constraints which have arisen.
We cannot do much about the global slowdown. Though we can certainly make a difference to the world if we do the right things at home to accelerate our own growth. But we can, and we must, correct our own weaknesses, and create new opportunities for economic growth and employment at home. This is the challenge before us. I assure you, this will now remain the focus of your Company in the months ahead.
Indian Paper Industry
Indian paper industry is poised to grow at the rate of 8% per annum. The per capita paper consumption increased to more than 9kg. Still, the figure is low compared to more than 42 kg in China and more than 350 kg in developed countries. India has emerged as one of the fastest growing markets when it comes to consumption.
Paper in India is made from 40 per cent of hardwood and bamboo fibre, 30 per cent from agro waste and 30 per cent from recycled fibre. Indian paper industry can be more competitive by adding improvements of key ports, roads and railways and communication facilities, revision of forest policy is required for wood and bamboo based paper industries so that plantation can be raised by the paper industry, cooperatives of farmers and state government. Degraded forest land should be made available to the industry for raising plantations. Duty free imports of new & second hand machinery/ equipment should be allowed for technology upgradation.
Major issues confronting India's pulp and paper industry are high cost of production caused by inadequate availability and high cost of raw materials. Energy cost has increased on account of inadequate
availability of coal thereby increasing imports. Nonavailability of good-quality fibre, uneconomical plant size, technological obsolescence and environmental compliances are a big challenge. While issues related to technology, capacity and environment come directly under the purview of companies, raw material shortage is a disadvantage affecting all.
the country. The total growing stock in the country is estimated to be 80.4 million tonnes, two thirds of it from North East. The North East is called the home of Bamboo and this natural resource is intimately interwoven with the socio-cultural fabric of the local populace.
Essentially, there is a huge potential for automation and system integrators to work collaboratively with India's pulp and paper companies and help them acquire the competitive edge. This means paper mills in India have tremendous opportunity to improve their profit margin by increasing their investments in automation systems and enterprise solutions, and integrating them to achieve collaborative production management. With the country's economy showing a growth trend, the paper consumption in India is bound to expand, and the existing gap with Asian and World average is a good indicator of the industry's growth potential.
India is witnessing a significant growth in the paper production capacity at present. Existing facilities are going for capacity expansions to achieve economy of scale. The limited availability and rising cost of virgin fibre (like pulpwood and bamboo) for paper production is resulting in a shift towards alternate raw material like wheat straw, bagasse, re-cycled paper, etc. especially for new upcoming paper mills thereby controlling the spiralling production cost and become more competitive in the paper market. The domestic market is also showing tremendous growth potential for value added paper like Copier paper.
Bamboo - the green gold
HPC mills in Assam are inherently dependant on bamboo growing stock in the North Eastern region to meet its fibrous raw material requirement. India has 136 bamboo species out of the total 1250 species of bamboo found in the world and is one of the richest bamboo growing countries. The North Eastern region constitutes 28% of the total bamboo growing area of
Bamboos are some of the fastest growing plants in the world and are capable of growing 60 cm (24 in.) or more per day due to a unique rhizome-dependant system. However, the growth rate is dependant on local agro-climatic conditions. Bamboos are of notable economic and cultural significance in East Asia and South East Asia, being innumerably used for activities like building materials, as a food source and as a versatile raw product.
Bamboo is the fastest growing canopy for the regreening of degraded lands, and its stands release 35% more oxygen than equivalent stands of trees. Some bamboo even sequester up to 12 tonnes of carbon dioxide per hectare. Bamboo can also lower light intensity and protects against ultraviolet rays. Traditional belief holds that being in a bamboo grove - the favorite dwelling place of Buddha - restores calmness to emotions and stimulates creativity. Bamboo is a mystical plant: a symbol of strength, flexibility, tenacity and endurance. Throughout Asia, bamboo has for centuries been integral to religious ceremonies, art, music and daily life. It can be found in the paper, the brush and the inspiration for poems and paintings. Some of the earliest historical records from the 2nd century B.C. were written on green bamboo strips.
Unlike wood, bamboo is much denser and grows faster making it an easily replenishable resource. Bamboo is a rapidly renewable resource because when harvested sustainably the plant re-grows from the same root stalk, maturing in just a few years unlike most trees which take far longer to grow and are incapable to re-growing of the same plant after harvesting. Bamboo thrives naturally, totally unassisted, without the use of any pesticides or fertilizer growing to its maximum height
in roughly three months, and reaching maturity after only three or four years. It also spreads rapidly across large areas like other plants in the grass family. Selective felling of bamboo as per silvi-cultural norms and care during the monsoon season when new stalks emerge goes a long way in sustainable harvesting on annual basis.
Fibre Raw Material Requirement
Mizoram, Meghalaya and Tripura with Mizoram being the major source accounting for around 60% of CPM's fibrous raw material requirement. However, the decision taken by Govt of Mizoram to restrict issue of permits for bamboo transportation from Mizoram to CPM since 28.03.2011 is still persisting despite regular follow-up at all levels which has affected productivity of CPM.
HPC mills in Assam were set up in the industrially backward areas on the premise of abundant availability of bamboo for meeting the entire fibrous raw material requirement for paper production. Nagaon Paper Mill (NPM) in Morigaon District was based on the rich bamboo stock in Karbi Anglong Autonomous Council areas and Cachar Paper Mill (CPM) on the bamboo abundantly available in Dima Hasao Autonomous Council (DHAC) areas and accordingly long term agreements were drawn among Govt. of Assam, HPC and the respective District Councils.
KAAC fulfils around 40% of the bamboo requirement for NPM and the balance requirement is met from other bamboo bearing areas within the State. Some bamboo is also procured from the State of Meghalaya. CPM on the other hand is unable to procure substantial quantity of bamboo from DHAC inspite of availability on account of poor road and deficient rail infrastructure connecting these areas. CPM has to depend on century old metre gauge rail network for transportation of bamboo from DHAC by rail which is prone to frequent disruptions and more so in the monsoon season as landslides block the rail tracks for days on end. Moreover, availability of rakes is limited and preference is given for transportation of food grains and other essential commodities to the logistically constrained north eastern states and after meeting such requirements wagons are allotted for transportation of bamboo.
CPM sources its requirement from Barak Valley Districts as well as from the neighbouring states of
The flowering of muli bamboo which is the predominant bamboo available in Barak Valley and the neighbouring states has resulted in the production shortfall since FY 2008-09. All out efforts are being made by CPM to procure bamboos of alternative species which have not been affected by gregarious flowering but the same is difficult on account of low availability and rough terrain in these regions. However, the post gregarious re-generation of new bamboo is successful in most areas and it is expected that fully mature muli bamboo will again be readily available in the flowered areas from 2013-14 onwards.
Farm Forestry - achieving fibre security
Your company's efforts to get unused and nonproductive barren lands from the State Govt for raising large scale captive plantations has not yielded any positive response. Even though bamboo is renewable product and replenishes naturally, HPC is implementing a Farm Forestry Initiative wherein high yielding, quick growing and disease resistant superior quality bamboo plantlets grown in the state-of-the-art bamboo tissue culture lab at NPM is distributed to interested farmers/ growers as well as Govt agencies at subsidized rates for raising bamboo plantations. This scheme is being accepted whole-heartedly by the local farmers in the periphery of the mills.
Tissue Culture - the green technology
Plant tissue culture encompasses culturing of plant parts on an artificial medium. The basic key used in plant tissue culture is the totipotency of plant cells, meaning that each plant cell has the potential to
regenerate into a complete plant. With this characteristic, plant tissue culture is used to produce genetically identical plants (clones) in the absence of fertilization, pollination or seeds. In plant tissue culture, plants or explants are cultured in a specific plant medium, which contains essential plant nutrients and hormones. Other plant growth factors like light and temperature are maintained and regulated by using artificial conditions. All the procedures of plant tissue culture are conducted under sterile (aseptic) conditions. The explants then develop stem, roots and leaves. The generated plantlets are hardened before planting in outdoor conditions.
A state-of-the-art tissue culture lab with capacity of 2 million plantlets per annum was installed at NPM in collaboration with National Mission on Bamboo Application, an arm of Technology Information Forecasting Advisory Council, under Department of Biotechnology, Govt. of India with the objective to identify and raise superior bamboo genotypes for large scale plantation in North Eastern India, improve productivity of bamboo with high yielding varieties in shorter rotation, promote bamboo based agro-forestry systems and optimally utilize wastelands with bamboo TC planting material.
Commercial production of Tissue Culture Plantlets(TCP) was started on 06.10.2007 and the bamboo species currently being propagated are Bambusa balcooa, Bambusa tulda and Bambusa nutans. The species selection is based on agro-climatic suitability of the local region, availability of good quality explants for carrying out the initiation process, growth rate, yield, resistance to disease and demand of the prospective planters. The bamboo TCPs generated in the lab are also in high demand among local farmers/ growers as well as from the State Forest Departments of the NER for taking up scientific bamboo plantations on a large scale.
The first batch of TCPs planted by local bamboo growers/farmers and various State Forest Departments in the NE region are now achieving full maturity, field trials and plantations taken up from these TCPs are showing positive and desired results.
Project Activities
HPC is trying to make a foray in the growing copier paper segment and accordingly the cut size sheeter with ream wrapping machine commissioned in Cachar Paper Mill in the month of January 2010 is operational. The installed capacity is 60 tpd. The machine has facilities for automatic ream wrapping of A-4 size paper. The machine is also equipped with A-3 size cutting facility with manual ream wrapping. This will help your company in making a foray into the copier paper market which is showing tremendous growth.
Hindustan Newsprint Limited (HNL)
During 2011-12 this Subsidiary of your Company achieved a production of 102450 MT which is 102.5% of the installed capacity and sold the entire production of 102450 MT of newsprint. HNL is planning to make a foray in the Writing and Printing paper segment with the objective to meet the demands in the Southern States as transportation cost of Writing and Printing paper from HPC mills in Assam is substantial.
NPPC
The Revival and Upgradation Scheme of NPPC, another Subsidiary of your Company was originally sanctioned by GoI/BIFR on 27.06.2007 for a production capacity of 66,000 tpa paper with a total project outlay of `552.44 crore. During the tendering process for the project, a very high cost escalation has been experienced by NPPC with regard to the sanctioned costs for Plant & Machinery. A revised cost estimate of `679 crore was formulated after reconfiguring the technical and financial options and was submitted to the approving authority seeking requisite approval and the same is awaited.
JPML
To diversify its product profile, achieve economy of
scale, cater to the increasing demand for value added paper and become pan-Indian in operations, HPC envisaged setting up of a Greenfield paper mill project with a capacity of 3 lakh tpa located close to the major demand centres. Extensive feasibility studies were carried out with the assistance of globally renowned consultant and a site at Jagdishpur in Sultanpur District in Uttar Pradesh was selected. Approval for this project was accorded by Govt. of India on 03.12.2007. A Company in the name and style of Jagdishpur Paper Mills Limited (JPML) with registered office at Lucknow was formed and Certificate of Incorporation was issued on 08.05.2008 by Registrar of Companies, Uttar Pradesh and Uttranchal. Project activities could not commence yet since the land identified by UPSIDC for the plant facilities is yet to be handed over to the Subsidiary. After vigorous follow-ups by your Company with Govt. of UP, M/s Uttar Pradesh State Industrial Development Corporation (UPSIDC) have agreed to hand over the 62.59 acres of land at the prevailing revised market rate at Utelwa Industrial Area. Your Company is making all out efforts through the good offices of the Administrative Ministry to get the land allotted at concessional rate to facilitate commencement of project activities and thereby taking your Company to the forefront in this highly competitive market.
first and who pays most for changed energy menus. In the meantime, recent fluctuations in temperature have intensified the public debate over how urgently to respond. The recent combination of flooding, heat waves and droughts were taken by most researchers trained in climate analysis as evidence to show that weather extremes are getting worse. The long-term warming trend over the last century has been wellestablished, and scientists immersed in studying the climate are projecting substantial disruption in water supplies, agriculture, ecosystems and coastal communities.
Climate Change - Healing the future
Global warming has become perhaps the most complicated issue facing the world. On the one hand, warnings from the scientific community are becoming louder, as an increasing body of science points to rising dangers from the ongoing build up of human-related greenhouse gases - produced mainly by the burning of fossil fuels and forests. On the other, the technological, economic and political issues that have to be resolved before a concerted worldwide effort to reduce emissions can begin have gotten no simpler, particularly in the face of a global economic slowdown.
At the heart of this issue is a momentous tussle between rich and poor countries over who steps up
Some years back, the idea of a national low-carbon growth strategy for India would have been hard to imagine as Low Carbon was seen to be at loggerheads with India's ambitious economic development agenda and was too controversial a concept to find a voice in domestic politics. Yet in January 2010, Prime Minister, Shri Manmohan Singh constituted a 26-member expert group to help develop a low-carbon growth strategy for India. This signifies a fundamental shift in thinking on the issue of climate change and development in India. The National Action Plan on Climate Change outlines long-term measures as India has committed to meet a reduction in national energy intensity of 25 percent by 2020 and needs to work out a strategy and various specific measures that will enable us to meet this.
Sustainable / Green business practices - the need of the hour
Sustainability derives its greatest power and effect in organizations when it is deeply embraced as a set of core values that genuinely integrate economic prosperity, environmental stewardship and social responsibility. Sustainable business, or green business, is an endeavour that has no negative impact on the global or local environment, community, society, or economy-a business that strives to meet the triple bottom line viz. profit, planet and people. Often, sustainable businesses have progressive environmental
and human rights policies. A Green business practice incorporates principles of sustainability into each business decision, supplies environment-friendly products or services that replace demand for non-green products & services, be greener than traditional competition and make an enduring commitment to environmental practices in its business operations.
Sustainability is a three-legged stool of people, planet, and profit. Sustainable businesses with the supply chain try to balance all these three through the triplebottom-line concept using sustainable development and sustainable distribution to impact the environment, business growth and the society. It is a business that meets the needs of the present world without compromising the ability of the future generations to meet their own needs. Sustainable development within a business can create value for customers, investors and the environment. A sustainable business must meet customer needs, at the same time, treating the environment well.
Contribution to Govt. Exchequer
Your Company's contribution to the Govt. exchequer during 2011-12 is given below:
with other paper mills in the country which enjoy industry friendly facilities. The only advantage in the form of adequate availability of fibrous raw material at reasonable costs no longer stands on account of the gregarious flowering of the pre-dominant bamboo species in the major bamboo catchment areas. CPM is still connected by the 105 year old MG track which entails trans-shipment for all incoming and outgoing materials from BG to MG or vice-versa at Lumding. In addition to this the Railways have restricted direct booking to CPM since October 2008 which entails multiple handling of goods due to unloading and further loading on trucks for road transportation resulting in high transportation costs. Road infrastructure for transportation of raw material and other inputs is in a deplorable condition. As trucks cannot ply on the road connecting DHAC (the major bamboo source for CPM) to CPM, transportation of bamboo by rail from this source is the only available alternative. Inspite of availability of adequate good quality bamboo nearby to the mill site, CPM is unable to source this material due to transportation problems. To compete with paper mills operating in other parts of the country the BG Rail link in Lumding-BadarpurSilchar section and Lumding-Haflong-Silchar section of the East - West corridor of NHAI is the only probable solution but work on both fronts have been delayed mainly on account of law and order problems in the NE Region. To effectively compete with other paper mills on a level playing field HPC mills warrant transport subsidy to compensate for the extra costs incurred on account of inability of the Govt to provide suitable transportation facilities.
Assistance Required
| Items of Revenue | [` Cr.] 2011-12 |
|---|---|
| Excise Duty | 18.75 |
| Sales Tax/ VAT/ CST | 22.35 |
| Entry Tax & Service Tax | 7.45 |
| Corporate Income Tax | - |
| Customs Duty | 7.38 |
| Redemption of Preference Share Capital | - |
| Dividend | - |
| Dividend Tax | - |
| Interest on GoI Loan | - |
| Total | 55.93 |
HPC mills operating in the infrastructurally deficient locations in the North Eastern region have to compete
HPC mills are also being subjected to Entry tax on raw materials and other inputs sourced from outside whereas there is no entry tax on import of paper into the State. In addition to this GoA is charging Agricultural cess on bamboo procured by the mills even though bamboo is not an agricultural product. Such unjustified levies on the already disadvantaged mills need to be reviewed immediately. Fiscal props are
required for offsetting the locational and logistical disadvantages of North Eastern Region (NER) in the pattern of such concessions given to Oil Refineries in the NER.
Corporate Social Responsibility
Your Company as a responsible corporate citizen has been taking up all possible steps to ensure the socioeconomic development of the community residing in the peripheral region for a wholesome development of this economically backward region. Our efforts range from initiatives taken for development of villages in the vicinity of the mills by providing basic amenities like providing safe drinking water, setting up of educational institutions to boost the literacy levels in the region, development of roads and bridges in a bid to improve the basic infrastructure, etc. Under the self employment schemes your company also provides sustainable employment opportunities by aiding formation of small scale industries at the village level. Your company is also highly concerned with the health facilities available to the families residing around the mills and frequently conducts free medical camps and distribute medicines to the local populace free of cost on such occasions. Your Company has also implemented Prime Minister's 15 Point Path Pradarshan Awareness Programme in several Higher Secondary Schools in the nearby villages around the Mills targeted to reach out to the minority students. Your company has also provided substantial land free of cost to the Public Works Department, Govt of Assam for construction of road under Prime Minister's
Gramin Sadak Yojana (PMGSY) Scheme to improve infrastructure and provide connectivity to the local people.
Road Ahead - our foray into the future
The rapid and substantial increase in the cost of fibre and fuel and other necessary inputs required for paper making coupled with low capacity utilization due to gregarious flowering of bamboo has led to significant increase of the production costs. The competing paper mills are going for large scale capacity expansions and improved latest technologies. Your company is also striving hard to keep pace with the competition and implemented cost cutting measures to combat the financial effect of under capacity utilization at CPM due to acute scarcity of fibre raw material caused by the gregarious flowering of the pre dominant bamboo species in the region. This fibre raw material problem is expected to plague us for some more time but the employees of your company have taken up this challenge and are making all out efforts to combat this present crisis period with a firm belief to come out victorious and effectively compete with our competitors.
M. V. NARASIMHA RAO
Chairman-cum-Managing Director
Delhi September 28, 2012
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Parent E-News
Volume 1, Issue 1
September 2015
INSIDE THIS ISSUE:
| Director Greeting | 1 |
|---|---|
| Infant Room | 2 |
| Toddler Room | 2 |
| Pre School | 3 |
| School Age | 3 |
| Center Update | 4 |
Dates to Remember
- September 8, part time pre-school begins
- September 18th– Center closes at 5:30 pm for carpet cleaning
- September 24-Family ice cream social @ 5:30
- September 25– Scholastic Book Orders due
- October 15-Center closes at 5:30 for staff meeting
- November 11-center closed
Greetings from the Director
There is nothing better than a new school year! It brings new routines, friendships, and beginnings. There are exciting things happening this year at My Place.
We have kicked off our new part time preschool program. We are delighted to launch this program as a response to the community need for part time offerings for 3 and 4 year olds.
As the year continues, please know that we are here to partner with you for your child's early learning experience. We want your families experience at the center to be inviting, nurturing, and fun!
As a learning organization, we are committing resources to invest in our staff. We are focused on recruiting quality staff and developing a staff retention strategy. Staff are always encouraged to continue their education. We are able to offer a flexible work schedule for staffers to attend school and training.
Glen Rotary. Anytime that I am able to advocate to the community for quality early childhood programming, is a win! Our social media presence is growing, we are about
We are excited for another great year at My Place.
-Best, Brooke Bennett Executive Director
Most importantly we are growing and taking our "center goodness" on the road! Over the summer, I was given the opportunity to be part of several community presentations, including the Hector Lions Club and Watkins to reach 400 likes on Facebook! The center was also part of the Italian Festival parade. We were joined by families and board members to celebrate being part of this great community in Schuyler. So fun!
Tell me more about the part time preschool!
Here is the scoop on the part time preschool option:
Follows the school calendar
Includes breakfast, curriculum engagement, socialization and gross motor play
Three days a week
9 am—11:30 am
3-4 year olds (Do not need to be toilet trained)
$200 a month tuition
Class Room Happenings
Amazing things are happening everyday in the center classroom. Your children are socializing, building their character and learning through play! How awesome! Thank you for allowing us to partner with you during these quick yet critical years.
Classroom wish list:
As you are purging your toy rooms in preparation for new toys please keep us in mind for donations. We are looking for the following items:
- Toy kitchen set
- Play yard gate
- Umbrella or double stroller-with safety straps
Thank you in advance!
Infant Room - Lead Teacher, Karissa Snyder
This summer in the infant room has been super busy and so much fun! We have taken many trips to the waterfalls as well as around town. We have played in our sensory bin with water and other fun sensory materials like whip cream and graham cracker crust. We have also done many art projects that are nicely decorating our walls in our classroom. We can't wait to see what fall brings us.
Toddler Room - Lead Teacher, Carrie Oakley
The children in the Toddler room have been very busy this summer. In between many changes, staff and children, we have been working hard on sharing and helping each other! We have also enjoyed the summer weather and cooling off in the water!
As we welcomed Miss Carrie to the classroom, we have enjoyed talking, singing and learning many different things. We spent her first week doing the Itsy Bitsy Spider, followed by a fun week of every-
thing Farm related. This week we have concentrated on the story Chicka Chicka Boom Boom by Bill Martin. This story is so much fun and helps us with our ABC's! Look for a monthly newsletter from Miss Carrie starting very soon. This will tell you everything new and exciting happening in the Toddler room!
Classroom Reading Guide
Here are a list of books that have been used recently in the classroom. Maybe you already have them in your collections at home. Children love being read to and it fosters early literacy skills. Reading can be built into your routines at home. Reading is wonderful before meals, bed, in the car, on rainy days, and of course just because. Incorporate songs and props to make a full activity come to life!
- Chicka Chicka Boom Boom
- Three Billy Goats Gruff
- It looked like spilt milk
- Loud and Quiet
- Cock-a-doodle-doo! Barnyard Hullabaloo
Preschool Room - Lead Teacher, Ashley Ector
We have had a great summer here at My Place!
have had our days filled with hot days; to cool down we played in
Our curriculum we follow is made up from the Childcare Aware Early Literacy Connections. Everyday has been a different adventure and tons of fun, we the sprinkler! We added some toys to the mix to make it more interesting and fun! Throughout the summer we implemented the alphabet with different crafts that may start with the letter or have the letter in their
names. We LOVE to sing and dance to music, reading books, and enjoying fun science experiments! Mixing colors and watching colors fizz! Playing with sand, playdough, kitchen and dress up! Fine motor activities with pom poms and sorting different colors!
Name that tune: "Cleanup, cleanup, everyone, everywhere, cleanup, cleanup, everyone do your share"Preschool cleanup jingle
School Age Room - Lead Teacher, Darby Cady
This summer in school age has been a blast. The kids made new friends, met up with old friends, and learned new, exciting lessons. From traveling to the humane society, to looking at bugs under magnifying glasses, there was never a dull moment. The summer heat brought out the fun of the sprinkler, games of tag, and walks to see the falls. Even on rainy days the school agers still had tons of fun using their imagination to create new games, painting pictures, building with Legos, laughing, and counting to 100! The staff as well as the children worked together to make fun new summer memories that will last a life time!
Just reminder: Please check your child's cubby for treasured artwork, receipts, soiled items to be washed., ect.
208 W. Broadway St.
Montour Falls, NY 14865
Phone: 607-535-8908 Fax: 607-535-4199 www.myplace-aplc.com
Like us on Facebook!
Parent Education Corner
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Indicators of Attack (IoA)
Context-sensitive clues unlock early attack detection and action.
Sophisticated attacks take time to unfold and involve much more than malware. Organizations must collect, assemble, interpret, and apply many fragments of information early in an attack chain to disrupt advanced and targeted attacks. More than raw data, organizational and situational context enrich other forms of intelligence to create "indicators of attack." These early warnings reveal suspicious events, letting systems and people contain and mitigate attack activities before they lead to system compromises and data loss. They also inform adaptive behaviors for sustainable advantage.
What happens when you see something suspicious outside your home? You gauge its risk and decide what to do. If it's a fire, you might call the fire department—but not if it's coming from the neighbor's grill. If it's someone looking through your neighbor's front window, and your neighbor is on vacation, you might take a picture and call the police—but not if you recognize their house sitter.
Suspicious or Benign? It Depends.
An IoA is a unique construction of unknown attributes, IoCs, and contextual information (including organizational intelligence and risk) into a dynamic, situational picture that guides response.
The key to this decision sequence is your definition of "something suspicious." Your neighborhood, line of business, and experience provide a baseline of "what is normal" as well as context to directly affect this definition. Context is often defined as "who, what, when, and where." It's the analyst's job to derive "why and how." In sizing up the context, we make a decision, one that can protect our neighborhood or our business.
In attack scenarios, the time factor is one of the most pivotal. It involves not just catching a snapshot of a point in time (12:36.12 a.m.), but capturing that event within an attack timeline by noting repetition (20 times) or related events (from different IP addresses) across a span of time (within 24 hours).
IoA versus IoC
These contextual attributes of a situation add up to "indicators of attack (IoAs)." Unlike "indicators of compromise (IoCs)," which are individual known bad, static events (IoC test: Is there a regulation against loss of that structured data? Is file blacklisting a relevant control?), IoAs only become bad based on what they mean to you and the situation.
Technology Brief
Earliest Possible Attack Detection
Because this situational picture can be created as early as the initial phase of an attack— reconnaissance—defenders gain an active role in blocking the attack's success. With visibility and contextualization throughout the attack chain, defenders have many more opportunities to fight off an attack before it succeeds. This is another contrast with IoCs, which primarily support after-the-fact forensic investigation, not the in-the-moment incident intervention made possible by an IoA.
A Bias for Action
The detailed nature of the situational picture increases the sensitivity and precision of attack containment and mitigation. It brings relevant information directly to the people and processes that need it, when they need it.
■ ■ Enhanced, dynamic threat and risk scoring can pinpoint and elevate events for immediate evaluation by security analysts.
■ ■ Actionable details permit targeted processes to automatically and selectively block, disrupt, monitor, or record activities.
■ ■ Fine-grained event attributes can be used to find other instances of an event.
■ ■ Event details can allow heuristics to predict attack behaviors, educate defenses, and suggest policy and control changes to prevent future repetitions.
■ ■ Context helps investigators reconstruct a complete forensic chain of events and look back in time to unearth other and similar attack evidence.
These proactive organizational behaviors demonstrate maturity in incident response, a maturity increasingly sought by enterprise leaders worried about data breaches and cyberattack costs.
An Intelligence-Sharing Architecture
To implement systems that support IoAs, each organization needs to adjust its mindset and controls to be more proactive and timely about sharing and acting on contextual data. This process turns raw data into actionable intelligence and then to intelligent action.
Figure 1. Collection and sharing of context and other forms of intelligence enable adaptive threat management.
Planning and
Direction
Collection
Dissemination
Processing
Exploitation
Analysis and
Production
Indicators of Attack (IoA)
2
Technology Brief
Collection
The first hurdle is usually collection. Many sensors and products can collect raw data, but most "use it and lose it." The architecture needs to ensure the important (relevant) data is collected and shared, not just observed and discarded. This shared data supports immediate containment of the attack and can also factor into improvements in policies and defenses, essentially helping the infrastructure learn as it protects.
Next, the individual data points must be aggregated to construct an indicator of attack. Simple, intermittent data archival as implemented by first-generation security and information event management (SIEM) is not enough. Basic event data must be enriched with contextual data (such as time, prevalence, location) and the human factor of experience, risk values, and instinct. This contextualization can happen in different ways, in different segments of the infrastructure, but it needs to happen at a speed that supports immediate action.
Contextualization
Many products are designed for single functions, not to be part of a centrally managed, intelligencesharing system. This advance requires a trusted way to exchange data in real time, such as the messaging bus used in the McAfee® data exchange layer. By defining clear ways to share precise types of information, the McAfee data exchange layer enables and encourages appropriate sharing.
Centralization
Centralized services help with both collection and contextualization. For example, endpoint sensor events can be baselined, aggregated, and contextualized using local threat intelligence and organizational preferences and risk scores, a model available with the McAfee Threat Intelligence Exchange. This process can reveal first contact and prevalence.
In addition, an advanced security intelligence platform can build on real-time SIEM technologies to normalize and correlate endpoint discoveries with network event data and other information—user data, application policies, threat intelligence, risk posture—and surface concrete IoAs. Correlation is important in this process as it aligns data into IoAs and assembles them into a sequence that reveals attack patterns and intent.
Aggregating a full picture from fragments of information, contextualized intelligence can rapidly become a "Big Data" problem, so an advanced analytics architecture is recommended. This system is available with McAfee Enterprise Security Manager.
Amount of Data
Figure 2. Conversion of massive amounts of data into actionable intelligence requires filtering, contextualization, and high-speed analytics.
Planning
Operational
Environment
Raw Data
Information
Intelligence
Collection
Analysis
Processing
Indicators of Attack (IoA)
3
Technology Brief
Action and adaptation
Once the IoA is created, people and processes can act while the rich intelligence is distributed. Directly, alerts, and thresholds can guide enforcement actions such as quarantine. In near real time, new findings can factor into policy adjustments, authentication requirements, and human response workflows. Within hours and days, findings can influence risk scores, organizational policies, and end-user education. Over longer timelines—weeks and months—organizations can trend and surface anomalies, predict future attacks, and adjust sensitivities.
Getting Started
Support for IoAs will allow your organization to act earlier and more definitively to disrupt advanced and targeted threats. By sending rich IoA insights to cross-vector detection, containment, and remediation systems, security analysts get a sustainable advantage against evolving cyberthreats. Get started today with a visit to mcafee.com/incidentresponse.
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THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
CENTER FOR PUBLIC POLICY - L. DOUGLAS WILDER SCHOOL OF GOVERNMENT AND PUBLIC AFFAIRS
CEPI Education Law Newsletter
Dr. Richard S. Vacca, Editor; Senior Fellow, CEPI
JUNE 2003: Vol. 1-10
STUDENT DRUG TESTING: ISSUES AND POLICY IMPLICATIONS
Overview
In Virginia all newly enacted statutes take effect on July 1. This year, a statute worth noting deals directly with drug testing students in public schools. It is important to mention that the new statute does not require drug testing. At the same time, however, it does not preclude local school boards from adopting such policies. The new law directs Virginia's State Board of Education to develop statewide policies and guidelines covering both voluntary and mandatory drug testing, and specifies that local school boards follow these guidelines in drafting local policies.
Why the heightened interest in student drug testing? Is it possible to draft policies requiring student drug testing acceptable to all segments of the community? What can be learned from past challenges to student drug testing policies and procedures?
The purpose of this commentary is threefold. First, to briefly review the emergence of student drug testing as a viable option available to public school officials. Second, to discuss examples of court decisions involving past challenges to student drug testing policies. Third, to make suggestions for consideration by local school officials if and when student drug testing policies are drafted.
The Reasonable Suspicion Standard. In 1985, the United States Supreme Court handed down its landmark public school search and seizure decision, New Jersey v T.L.O. In balancing student Fourth Amendment protections (including a legitimate expectation of privacy) with the substantial interest of public school officials and teachers to conduct searches of students and their belongings, Justice White made the following observation: "Maintaining order in the classroom has never been easy, but in recent years school disorder has often taken particularly ugly forms: drug use and violent crime in schools have become major social problems…." Thus, he opined, school officials and teachers must be granted flexibility in carrying out their disciplinary functions especially where reasonable suspicion exists to believe that a student is violating school policy and/or the law. New Jersey v T.L.O. (1985)
In the two decades following T.L.O, public school officials relied on the reasonable suspicion standard (different from the probable cause standard applied to police searches) to proactively and vigorously wage war
on the illegal possession, sale, and use of drugs in schools and at school-sponsored activities and functions. The primary intent of these efforts was to establish and maintain drug and crime free schools. The authority of public school officials to provide a safe environment in school extends beyond school property boundaries. Shade v Farmington (2002) As experts in school law consistently remind us, "If school rules are reasonably related to its interest in maintaining order and discipline, or protecting students in a safe school environment, the rules will be upheld…. As long as a school's actions are reasonable, and rationally related to legitimate school purposes, the actions should be upheld." Schwartz (2000)
Discipline versus Remediation. Current efforts to establish and maintain drug-free public schools take two forms. First, school officials have a legal responsibility to carry out and enforce disciplinary policies and procedures to punish students found in possession of, or selling, or using drugs on school grounds or at schoolsponsored functions. Second, school officials are ethically obligated to (1) early identify students who might get caught-up in drug use and are in need of help and assistance, and (2) prevent and reduce student drug use and abuse before it starts or spins out of control. These remedial efforts may or may not include the establishment of programs to assist students already caught in the horrors of drug dependency. Suffice it to say, the disciplinary (legal) and the remedial (ethical) aspects sometimes clash and produce litigious issues.
The Disciplinary Approach. As a general rule, contemporary school administrators are duty bound by state law and local school board policy to swiftly deal with students caught possessing, selling, or using drugs. The approach most often taken by public school officials, to carry out their legal duty, is disciplinary (punitive) in nature and involves searching for and seizing drugs.
In 2003 school searches are often carried out in collaboration with local police agencies, because student drugrelated problems may involve criminal activity. On balance, judges consistently grant school administrators considerable discretion when searching for drugs and weapons, even when school resource officers (police officers) are minimally present and/or involved. In re D.D. (2001) Suffice it to say, the implementation of search policies and procedures (coupled with a "zero tolerance" attitude) has produced numerous successes, but has not been issue free.
The Remedial Approach. Over the past decade, a growing number of public school districts have added policies requiring drug testing of students. While characterized by some researchers and school officials as a "new approach," such is not the case. Currently there are several states where student drug testing is either permitted or mandated by statute.
Why Drug Test Students? Where they exist, student drug testing policies have a varied history. In some communities such policies resulted from a formal, statistically valid and reliable survey demonstrating the existence of a serious problem of drug use and abuse among significant numbers of students in the school district. In other communities these policies may be a product of convincing evidence of a nexus between growing disciplinary problems and student drug use and abuse. In other communities, however, such policies may have been hastily initiated in response to public pressure following some highly publicized and tragic incidents (e.g., automobile accidents, acts of violence in schools) involving students and the actual or suspected presence of drugs. Student drug testing policies are not issue free, especially those that were "hastily drafted."
Emerging Issues
Student drug testing policies and procedures have not spawned as many legal challenges as have search and seizure policies and procedures. However, substantive court decisions involving student drug testing do exist,
especially where school board policies require: (a) students to submit to urinalysis testing, and (b) random, suspicionless drug testing as a precondition of participation in competitive extra-curricular activities (both athletic and non-athletic). Hudgins and Vacca (1999) What follow are some examples worth noting.
Case Law Examples:
A New Jersey court decided one of the first cases involving student drug testing. In Odenheim v Carlstadt-East Rutherford School District (1985), a school board policy requiring all secondary school students to submit to a urinalysis test was challenged. Characterizing the urinalysis test as a "search," the judge in the case applied the United States Supreme Court's T.L.O (1985) standard and invalidated the testing requirement. In his view, reasonable suspicion of drug use did not exist warranting an infringement on the privacy interests of the students. What is more, he said, the testing results could lead to a student's exclusion from school without being given procedural due process.
That same year, a United States District Court in Arkansas also ruled on student drug testing by urinalysis. In this case a local school board policy required urinalysis testing of any student "suspected" of using drugs. The parent of a student suspected of using marijuana challenged the policy. The court ruled in favor of the parent based upon a lack of reliability of the urinalysis test results. While this type of test could detect the presence of marijuana in one's urine, it could not establish how much or when marijuana had been used. Anable v Ford (1985)
In 1995, the United States Supreme Court upheld a local school board policy under which all students wishing to participate in interscholastic athletics had to agree to be drug tested (i.e., urinalysis in search of amphetamines, cocaine, and marijuana). Subsequent to that, each student participant had to agree to be randomly tested over the school year, or lose his/her privilege to play.
In writing the majority opinion, Justice Scalia focused upon three factors: first, the relative unobtrusiveness of the submission and collection of urine samples, and the protection of test results; second, the "decreased expectation of privacy" of student athletes in the school environment; and, third, the important interest of school officials to take necessary steps to deter drug use. Of particular significance is this last point, i.e., school officials taking "necessary steps to deter drug use." In effect, while underscoring the need to establish a nexus between the existence of student drug abuse among a sufficient number of students being tested and school disciplinary problems, the Supreme Court also stressed a "special need" for local public school officials to create policies requiring student drug testing to prevent student athletes from falling prey to drugs. Vernonia v Acton (1995) As one writer questioned, post-Acton, "[t]he U.S. Supreme Court has now upheld the right of school districts to conduct random drug tests of student athletes. But when and why should school districts adopt such a policy?" Mahon (1995)
Special Needs Analysis. The application of the Acton ruling to more generalized student drug testing programs remained unknown in the years immediately following the decision. Valente (1998). However, in 1998, the Circuit Court of Appeals for the Seventh Circuit upheld a local school district's policy requiring students to submit to random, unannounced urinalysis testing before they could participate in any extracurricular activity. The policy also applied to students who drove their cars to school. In this case the Court approved the program on the basis that school officials had a special relationship with students. More specifically, said the Court, they serve as "guardian or custodian of children in their care." Todd v Rush (1998) The United States Supreme Court denied certiorari in Todd. It should be noted, however, that the Seventh Circuit reached a completely opposite
conclusion in a similar case decided that same year, and the United States Supreme Court denied certiorari. Willis v Anderson (1998)
In 2000, a federal district court in Texas struck down a local school board's mandatory, random, suspicionless drug testing policy. Characterizing the testing procedure as a search, the court found the policy (which included all students in seventh through twelfth grades participating in extracurricular activities) in violation of the Fourth Amendment. School officials could not demonstrate the existence of widespread drug problems among the student population covered by the policy. Gardner v Tulia, I.S.D. (2000)
Last year the United States Supreme Court handed down a decision involving drug testing of public school students, where the special needs analysis was of critical importance. Board of Education of I.S.D.No 92 v Earls (2002), involved a Fourth Amendment challenge (brought by parents) to a local school board's policy requiring drug testing of all students as a precondition of participation in all competitive extra-curricular activities (athletic and non-athletic). Under the policy all middle and high school students had to consent to urinalysis testing. A federal district court ruled in favor of the school board. On appeal, however, the United States Court of Appeals for the Tenth Circuit overturned that ruling. To the Tenth Circuit, the policy did not pass constitutional muster because it required suspicionless drug testing in a situation where school officials could not demonstrate the existence of drug problems in a sufficient number of students, especially those who participate in non-athletic activities. The United States Supreme Court granted certiorari.
Subsequently, by a vote of 5 to 4, the United States Supreme Court reversed the Tenth Circuit. The majority opinion in Earls is built squarely on a special needs analysis. In the Court's view, the privacy interests of students "are limited in a public school environment where the state is responsible for maintaining discipline, health, and safety…." Thus, since the policy serves an immediate and important need (i.e., the need to detect, prevent, and deter student drug use and abuse), said Justice Thomas, the necessary reasonableness of the school board policy is demonstrated. Moreover, he said, the "reasonableness inquiry cannot disregard the school's custodial and tutelary responsibility for children." In essence, the Earls decision marked a swing away from the preeminence of the more reactive disciplinary (search and seizure) approach, and a movement toward using a more proactive, preventive, remedial (early identification) approach to establishing drug-free schools.
As in Acton (1995), the Supreme Court in Earls (2002) underscored both the legal duties and ethical responsibilities of school officials in justifying a policy requiring random, suspicionless drug testing of students. However, the two opinions differ since the Court in Earls did not require school officials to demonstrate the presence of a widespread drug problem in the student population being tested in order to justify their policy. Rather, the five member majority in Earls saw the following five factors as compelling: (1) the policy's emphasis on detecting, preventing, and deterring drug use and abuse among students, (2) the fact that the school board policy was not solely punitive, (3) the confidential nature of information collection and sharing, (4) the fact that the data gathered were not automatically shared with law enforcement agencies, and (5) the presence of a parental notification requirement.
Policy Implications:
As public school officials look ahead to the 2003-2004 school year, and more and more public school districts consider establishing student drug testing policies, it would be wise to use the coming summer months to proceed deliberately and cautiously with the policy drafting process. What follow are some suggestions for consideration by local school boards where a decision is made to enact a student drug testing policy, especially
if suspicionless, random drug testing of all students is on the table. In addition to preparing a compelling rationale for the need to drug-test students, school officials must make it clear that the school district's policy:
- Is intended to (a) maintain safe, secure, drug-free and crime-free schools, (b) deter and prevent student drug use and abuse, (c) early identify students who need help and assistance, and (d) promote student health.
- Requires either voluntary or mandatory testing.
- Includes (or does not include) a provision for random, suspicionless testing.
- Complies with federal and state constitutional principles, state statutory law, and state guidelines.
- Specifies categories of students (e.g., athletes, students in all competitive extra-curricular activities, etc.) covered.
- Includes a list of substances covered (i.e., defines the term "drug") and the tests (e.g., urinalysis) required.
- Allows for independent testing where banned substances are discovered.
- Specifies both disciplinary and remedial options available where students are found in violation of policy.
- Ensures confidentiality of data collected through drug testing.
- Contains a parental notification requirement.
It is obvious that other policy provisions (not included in the above list) may need to be explored (e.g., provisions covering: legitimate prescription drugs taken by students while at school, inclusion of special education students, financial responsibility for required drug testing, the person or persons [by title] responsible for implementing the policy, storage and security of data collected, security and custody of samples collected from students, possible notification and involvement of law enforcement agencies where criminal activity is discovered). Because of the complex and technical nature of student drug testing, it is strongly suggested that public school officials: (1) establish an advisory board (administrator, student, parent, police officer, medical doctor, substance abuse expert, community at large) to help draft the policy, (2) follow state guidelines, and (3) stay in constant contact with the school board attorney at every step of the policy drafting process.
Resources Cited:
Anable v Ford, 653 F.Supp.2d 22 (W.D. Ark. 1985)
Board of Education of I.S.D. 92 v Earls, 122 S.Ct. 2559 (2002)
Gardner v Tulia I.S.D., 183 F.Supp 2d 854 (N.D. Tex. 2000)
Hudgins, H.C., Jr. and R.S. Vacca, LAW AND EDUCATION, Fifth Edition (Lexis, 1999)
In re D.D., 554 S.E.2d 346 (N.C. Ct. App. 2001)
Mahon, J.P., Vernonia v Acton: Should Schools Conduct Random Drug Tests of Student Athletes? N.A.S.S.P. Bulletin (October, 1995)
New Jersey v T.L.O., 469 U.S. 325 (1985)
Odenheim v Carlstadt-East Rutherford School Dist., 510 A.2d 709 (N.J. Super. CT. 1985)
Schwartz, R.A., Balancing Safety and Student Rights, SCHOOL LAW REVIEW 2000 (NSBA 2000)
Shade v City of Farmington, 309 F.3d 1054 (8 th Cir. 2002)
Todd v Rush, 113 F.3d 987 (7 th Cir. 1998), cert. denied, 119 S.Ct. 68 (1998)
Valente, W.D., LAW IN THE SCHOOLS, Fourth Edition (Merrill, Prentiss-Hall 1998)
Willis v Anderson Community School Corp., 158 F.3d 415 (7 th Cir. 1998), cert. denied, 119 S.Ct. 1259 (1999)
Richard S. Vacca Senior Fellow CEPI
Note: The views expressed in this commentary are those of the author.
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PINELLAS COUNTY SCHOOLS
NETWORK/INTERNET ACCEPTABLE USE AGREEMENT
Pinellas County Schools use computers to support learning and to enhance instruction. Computer networks in the schools allow students and staff to interact with many computers. The Internet, a network of networks, allows people to interact with hundreds of thousands of networks and computers. Internet access is now available to designated students in Pinellas County Schools. This resource offers vast, diverse, and unique resources to students that will allow them to communicate with people from around the world, visit electronic libraries, perform research on a variety of subjects, and participate in special projects with students from all points on the globe. The goal in providing this service is to promote educational excellence in schools by facilitating resource sharing, innovation, and communication. This technology will benefit all students as they prepare for work in a global marketplace.
The student is expected to follow all guidelines stated below, as well as those given orally by the staff, and to demonstrate ethical behavior that is of the highest order in using the network facilities at the school.
1. Acceptable Use:
The purpose of the Internet is to facilitate communications in support of research and education by providing access to unique resources and the opportunity for collaborative work. The use of the student's account must be in support of and consistent with the educational objectives of Pinellas County Schools. Use of other organizations' networks or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret. Use for commercial activities is generally not acceptable. Use for product advertisement is also prohibited.
2. Privileges
The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The districtwide network system administrator is the supervisor of distributive and user support systems. In addition, the principal will appoint a staff member to act as the school's network system administrator. Students may not allow others to use their account name or their password. Violation of this rule could jeopardize access to the Internet and students who violate this rule will immediately lose all network and computer access. The school's network system administrators will deem what is inappropriate use and their decision is final. Also, the school's network system administrators may close or restrict an account at any time as required. The administration and staff of the district or the school may also request the districtwide network system administrator or the school's network system administrator to deny, revoke, or suspend specific user access.
3. Network Etiquette
Students are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to the following:
a. Do not reveal personal address, phone numbers, or other personal information of yourself or classmates.
b. Be polite. Do not get abusive in messages to others.
c. Use appropriate language. Do not swear, use vulgarities, or any other inappropriate language.
d. Do not engage in activities that are prohibited under state or federal law.
e. Do not assume that electronic mail is private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities.
f. Do not use the network in such a way that would disrupt the use of the network by other users.
g. All communications and information accessible via the network should be assumed to be private property.
4. Services
a. Pinellas County Schools will not be responsible for any charges related to fee for service access to on-line resources services incurred by account holders without prior written approval being received from the district.
b. Pinellas County Schools makes no warranties of any kind, either expressed or implied, for the service it is providing. Pinellas County Schools will not be responsible for any damages suffered. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by its own negligence or errors or omissions including any and all viruses. Use of any information obtained via the Internet is at the student's own risk. Pinellas County Schools specifically denies any responsibility for the accuracy or quality of information obtained through its services.
5. Security
Security on any computer system is a high priority, especially when the system involves many users. If the student can identify a security problem, the student must notify the school's network system administrator or the Pinellas County Schools districtwide network system administrator and should not demonstrate the problem to other users. Attempts to logon to the Internet as a network system administrator will result in cancellation of user privileges. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet.
6. Vandalism
Vandalism will result in cancellation of Internet privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other networks that are connected to Pinellas County Schools. This includes, but is not limited to the uploading or creation of computer viruses.
STUDENT
I understand and will abide by the Network and Internet Use Agreement. I further understand that any violation of the regulations stated is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked and school disciplinary and appropriate legal action may be taken.
Name of Student_________________________________________________________ School ________________________________________________
User Signature________________________________________________________________________________________ Date _____________________
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Network and Internet Use Agreement. I understand that my child’s access is designed for educational purposes. I recognize it is impossible for Pinellas County Schools to restrict access to all controversial or offensive materials and I will not hold them responsible for materials acquired on the network. Further, I accept full responsibility for the supervision, if any, when my child’s use is not in a school setting. I have read and understand the information in this agreement and hereby give my permission for my child to use the Internet for classroom curriculum projects.
Parent or Guardian's Name (please print) ______________________________________________________________________________________
Parent or Guardian's Signature______________________________________________________________________ Date _____________________
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Water & Pool Safety
(800) 774-7237
Riverside County is dedicated to preventing unintentional injuries to children in our county. The paramedics, fire fighters, law enforcement personnel, and hospital staff who work in our county know all too well the tragic results of a child's death from drowning. Childhood drowning can be eliminated because we know that childhood drowning is 100% preventable.
Make changes now, before a drowning happens. It could happen in your neighborhood or at your next gathering. Please don't wait. Read the following information. It could change your life.
FACTS
* Over 80% of all drowning and near-drowning incidents occur in backyard pools.
* Drowning is the leading cause of unintentional or accidental injury-related death to children ages 1-4 years old in Riverside County.
* There are over one million backyard pools in California without safety features because they were built before the Swimming Pool Safety Act of 1998. One could be in your neighborhood.
* A submerged child can lose consciousness in less than two minutes – the time it takes to answer a phone – and sustain permanent brain damage in only 4 to 6 minutes.
* Drowning is a quiet event. There is no splashing, no screaming, and no noise at all.
* Shimmering and sparkling, water is a magnet for toddlers and young children.
* Remember, it takes very little water for a child to drown. Less than one inch of water is all it takes to cover the mouth and nose of a toddler.
* Children under the age of five have no fear of water and no concept of death. Water is associated with play.
LAYERS OF PROTECTION FOR POOLS
* Fence the pool
* FENCE GATES: All gates to the pool or spa must be selfclosing and self-latching.
* POOL COVERS: If a pool cover is used, make sure it has been approved as a safety device.
* Shut the gate • Learn how to swim it's great! • FENCING: Enclose your pool with four-sided, non-climbable fencing at least 5 feet high. Isolation fencing around a pool or spa is the best protection. If possible, do not use your house as one of the four sides.
* Take CPR
* DOOR & WINDOW ALARMS: All windows and doors that lead to the pool area should have alarms that alert adults when they are opened.
* Adults should always supervise
(more on other side)
* Keep proper supplies
PREVENTION TIPS
* Assign an adult Water Watcher to keep their eyes on the water at all times.
* SUPERVISE! Never leave a child alone near a pool or spa, bathtub, pond, toilet, bucket of liquid, or any standing water.
* Do not allow children to play near the pool or spa.
* Empty wading pools immediately after use and store upside-down.
* Keep toilets lids down. Install safety latches on the toilet lids to prevent toddlers from opening and playing in the toilet.
* Bath rings are only bathing aids, not personal floatation devices.
* American Academy of Pediatrics advises against swim lessons until the 4 th birthday.
* Never rely on devices or swimming lessons to protect children without supervision.
* Never drink alcoholic beverages before or during swimming or supervising children.
BE PREPARED
* Know your neighborhood and the homes your child visits. Is there a pool? Is it properly protected? If the children will be swimming, who will be supervising them?
* Learn CPR & First Aid
* Learn how to swim and learn proper rescue techniques.
* Keep a portable telephone and emergency phone numbers nearby.
* Keep rescue equipment at near the pool. Do NOT use air-filled swimming aids (such as water rings) in place of life preservers. These devices can give parents and children a false sense of security, which may increase the risk of drowning.
IF A WATER EMERGENCY OCCURS
* Check for breathing; clear mouth and nose of any obstructions
* Pull the child from the water and place on his or her back
* Instruct another adult to call for emergency help
* Begin rescue breathing or CPR as needed until the child is revived or help arrives.
SAFETY RESOURCES
(800) 774-7237 or (951) 358-7171
Riverside County Children's Injury Prevention Network
Riverside County Building & Safety Department rivcoips.org
(951) 955-1800 or (951) 600-6245
Riverside/Corona (951) 955-6713
To report an unsafe pool call Code Enforcement:
Perris/Hemet/Temecula (951) 600-6140
American Red Cross in Riverside County
Pass & Desert Areas (760) 863-7180 (951) 656-4218 or (760) 773-9105
www.drowningpreventionalliance.com
National Drowning Prevention Alliance
Safe Kids Worldwide
U.S. Consumer Product Safety Commission www.cpsc.gov
Safekids.org
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AUSTRALIAN AND INTERNATIONAL LAWS ON EXPORT CONTROLS FOR CULTURAL HERITAGE
Linda Young Cultural Heritage Management, University of Canberra, ACT
Paper presented at the Art Crime Protecting Art, Protecting Artists and Protecting Consumers Conference convened by the Australian Institute of Criminology and held in Sydney, 2-3 December 1999
Almost every country has laws to protect its cultural heritage. But the effectiveness of these laws is significantly shaped by the pressures of internal economics and international markets, with the result that legal protection and the possibilities of legal action have very different consequences in different locations.
At root is the market inequity of so-called 'art-supply' countries and 'art-market' countries. These euphemisms are a dry economic way to describe the dynamic created by rich nations whose citizens want to own art products and poor nations whose citizens can sell items harvested from their local environments. To the latter people, pottery from Peruvian graves or sculpture from Cambodian temples are economic survival resources in the same way as forests provide timber and rivers provide fish. Selling ceramics and stone-sculpture brings cash into poor communities in need of every penny they can get.
The goods they sell are desired by another kind of society altogether, where such objects placed on display in homes and offices constitute evidence of the new owner's taste, knowledge and wealth. This need grows from the Renaissance tradition of collecting art and antiquities as an activity of the rich and aristocratic; it has been transformed thanks to the 20th century democratisation of wealth. Today (notwithstanding local inequalities) a comparatively huge number of people can afford the pleasures and trappings of art, which still expresses a special aura of prestige.
In these circumstances the definition of art has had to grow to contain enough objects to satisfy the demand. Hence the traditional characteristics of beauty and craftsmanship have enlarged to include non-Western styles which were popularly regarded as primitive less than a hundred years ago. The canon of forms and materials has also grown, admitting ethnographic and vernacular as well as elite cultural products, and finding new value for textiles, whose female connections had traditionally made them secondary goods in most societies.
Thus both the art market and the span of material it seeks are bigger than ever before. Underlying the situation is the perspective that both seller's and buyer's interests are individual. The pure idea of the art market is composed of a series of personal transactions of items that are provenanced to individual owners. But there is another perspective on the same material: a communal interest. It is made explicit in the conceptual transformation of art and antiquities into 'cultural heritage'. Heritage extends the significance of items from individual possessions to a community or national patrimony with meaning for all (or at least for a collectivity) and in which all (or at least the members of the group) have rights.
The rise of heritage is one of the most influential cultural phenomena of the late 20th century. 1 In asserting that a variety of cultural products of the past are public goods and amenities, whether in private hands or public ownership, the ancient struggle between the rights of the individual and the rights of the community moves into a new sphere. About the turn of 19th century museums became the designated custodians of public heritage; indeed, the definition of 'museum quality' came to mean a work of outstanding cultural significance which merited acquisition by the state in order that all could have access to it. In the tradition of princely collecting, the museum thus acquired physical and legal possession of the artefact.
1 See David Lowenthal, Possessed by the Past: The Heritage Crusade and the Spoils of History, New York, Free Press, 1996.
By the mid-late 20th century, places and buildings also moved into the moral sphere of being the heritage of all. By comparison with objects, relatively few places are actually acquired by the state, because real estate has values that keep it in current use in a way that decorative and prestige items do not (they can be taken out of market circulation with little impact). But the community is asserted to have a right to aesthetic amenity and a sense of social landscape continuity via visual access to authentic historic buildings, even at risk of some limit to the owner's full use and enjoyment.
Cultural heritage as the property of all is the foundational concept of the UNESCO Convention on the Protection of Cultural Property in the Event of Armed Conflict 2 , adopted in the Hague in 1954. It asserts that 'damage to cultural property belonging to any people whatsoever means damage to the cultural heritage of all mankind', (Preamble) which therefore deserves protection in time of war. Cultural property is defined as objects and buildings 'of great importance to the cultural heritage of every people' and includes museums, libraries and sites. In general, the Hague Convention provides for protection against theft, pillage or misappropriation of heritage items during events of international armed conflict, and parties undertake to prevent the export of heritage goods from occupied territory, or failing that, to return them after the war.
The Convention establishes the Blue Shield emblem to mark listed buildings or refuge-stores of heritage objects, a kind of Red Cross for heritage resources. Alas, war is a dirty business, and the articles of the Convention are frequently violated. Thus for instance, an estimated 4,000 items were stolen from Iraqi museums during the Gulf War, and monuments marked with the Blue Shield were deliberately bombed in Croatia in 1993. 3 In March 1999, the parties to the Hague Convention agreed that there was a need to improve the protection of cultural property in the event of armed conflict. They resolved on a second, updated Protocol which puts controls on 'imperative military necessity' and enhances protection via listing with the International Committee of the Blue Shield. 4
The removal of cultural property via the agents of colonialism was an issue that particularly affected the post-World War 2 decolonising countries. This history of plunder and the burgeoning art trade impelled UNESCO to act again, introducing its Convention on the Means of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property, adopted in 1970 in Paris. 5 The Convention does not formally resolve the question of public or private ownership of material that might be traded illicitly, but it speaks in the voice of the state and national interest in cultural heritage.
The UNESCO Convention is based on the notion that 'cultural property constitutes one of the basic elements of civilisation and national culture', that it 'enriches the cultural life of all peoples' and that states should therefore respect their own and all other nations' cultural heritage by protecting it against theft, clandestine excavation and illicit export. (Preamble) 'Cultural property' is a catch-all term defined broadly and illustrated with a catalogue of examples; broadly, it is 'property which, on religious or secular grounds, is specifically designated by each State as being of importance for archaeology, prehistory, history, literature, art or science'. (Article 1) Slightly abbreviated, the following lists the specific examples:
2 http://www.unesco.org/culture/laws/hague/html_eng
4 http://www.unesco.org/culture/legalprotection/war/html_eng/protocol2.htm
3 ICOM Secretariat, 'The illicit traffic of cultural property throughout the world', 1998: http://www.icom.org/traffic.html
5 http://www.unesco.org/general/eng/legal/cltheritage/bh572.html
a) Collections/specimens of fauna, flora , minerals, palaeontology
b) Items representing the history of science, technology, military, society, famous lives, great events
c) Products of archaeological excavations (legal or clandestine)
d) Dismembered artistic/architectural elements
e) Antiquities > 100 y.o. eg coins
f) 'Objects of ethnological interest'
g) 'Property of artistic interest': paintings, statuary, prints etc in any medium ('excluding industrial designs and manufactured articles decorated by hand')
h) Manuscripts, incunabula, books, documents of special interest
i) Stamps, single/collections
j) Archives including audio and visual
k) 'Articles of furniture more than 100 y.o. and old musical instruments'
Lists such as this say more about the mentality of the culture which devises them, including its legal expectations and apparatus, than about the real possibility of comprehensiveness, but it is a habit that persists in almost all similar legislation. Suffice it to note that the list defines items for which there is a market; obviously, there is no need to protect objects which no one want to buy. However, the market can and does change, according to fashion and other cultural shifts. It is doubtful whether southeast Asian textiles or 18th century wallpaper - both very collectable today - are covered in these definitions other than by stretching the ethnology or social history categories, and in any case, both might be explicitly excluded by the caveat about manufactured articles in part g).
The central purpose of the UNESCO Convention is to urge signatories to prepare laws and regulations of their own; to keep a national inventory of protected property; to supervise archaeological works; to establish rules for curators, collectors and dealers; and to educate the respect of all people for their cultural heritage. (Article 5) It introduces specific controls on museums not to collect illegally exported material, a response to the tradition of collecting which aimed to establish a 'universal survey' of humanity's wonders; this was particularly the style of the museums of the great imperial powers, such as the British Museum and the Louvre. (Article 7) The UNESCO Convention provides a mechanism for state parties to request the return of cultural property illicitly exported after the Convention came into effect, and requires state parties to respond; following the law traditions of many UN members, it specifies compensation to an 'innocent purchaser' unaware of an object's stolen status.
It sounds simple and admirable, but time has shown up major weaknesses. First, the Convention requires local legislation to actively implement its objectives, and reluctant players such as the United Kingdom have claimed that the time and cost of such legislation is more trouble than the results would be worth; the United Kingdom continues to claim (despite vast evidence of dubious trade) that voluntary professional codes for dealers, auctioneers, museums and collectors are an adequate way to control illicit imports and exports. Second,
the Convention calls for national inventories as the basis for identifying claimable objects; unfortunately inventories have proved to be both difficult and expensive, specially for poor countries, but even for the rich, in that adequate documentation of museum objects is a neverfinished task. Third, the concept of the 'innocent purchaser' reeks of bad faith in a market where a blind eye and an arm's length are regarded as equivalent to innocence.
To resolve these problems, the UNIDROIT Convention on Stolen or Illegally Exported Cultural Objects 6 was adopted in Rome in 1995. 7 The new Convention moves the frame for action on stolen cultural property (including illegally excavated material) from state action to private action in the national court of either the vendor or the buyer. UNIDROIT enlarges the definition of cultural property by including the significance which may be lost through illicit trafficking, in terms of 'significant cultural importance for the requesting state'. It acknowledges the importance of the intact, entire object and its relation to its in-situ environment (such as might be destroyed by the removal of sculptural elements from a building or the break-up of a collection); and the importance for traditional or ritual use of the object by its indigenous owners (as in the removal to museums of ancestral objects). (Article 5(3)(a-d))
Perhaps the most radical assertion of UNIDROIT is the principle that 'The possessor of a cultural object that has been stolen shall return it', notwithstanding the rights of a bona fide buyer or the need to facilitate free trade. (Article 3) Compensation is limited to buyers who can demonstrate due diligence in assessing the provenance of the purchase. Due diligence amounts to a responsible investigation of authenticity, which might be assumed to be required by any rational buyer, including consideration of the circumstances of acquisition, the character of the parties, the price paid, as well as efforts to check registers of stolen material (such as the Art Loss Register) or relevant catalogues (such as the duplicate catalogue of the Angkor Conservation Centre held by a Paris institution). It is hoped that this language will fundamentally alter the market forces governing transactions in art and antiquities by putting the burden of proof squarely on the would-be seller of stolen cultural property.
A further innovation of UNIDROIT is its extension of time limits on legal action. A claim for restitution must be brought within three years of the claimant becoming aware of the location of the stolen object and the identity of its possessor, and technically, within fifty years of the theft. The recent discoveries of cultural property removed in World War 2 indicates the importance of long limitation periods for claims, but also the difficulty of specifying them. Hence the time limit is removed altogether for items forming an integral part of a monument or archaeological site, or belonging to a public collection, or for sacred objects belonging to a tribal or indigenous community. (Article 3(4) and 3(8))
To date, 98 states have ratified the Hague Convention (Australia in 1984); 88 states are party to the UNESCO Convention (Australia in 1989), also including the USA, Japan, and most of Europe, though an important player like France signed on only in 1997 and the United Kingdom is still not a signatory. 70 nations have adopted the UNIDROIT Convention; Australia is not yet among them, since ratification requires, in our federal system, long, slow consultation with the states.
6 http://www.unidroit.org/english/conventions/c-cult.htm
7 UNESCO commissioned the Institute for the Unification of Private Law (UNIDROIT), Rome, to review the problems of legal control of the illicit traffic in cultural property. Lyndel V. Prott, Commentary on the UNIDROIT Convention on Stolen and Illegally Exported Cultural Material, Leicester, Institute of Art and Law, 1997, p.12.
As an aside from this discussion of international laws concerning the illicit trade in cultural property, it might be noted that the only instrument acknowledged in the United Kingdom is a European Community Directive on the Return of Cultural Objects Unlawfully Removed from the Territory of a Member State and an accompanying Regulation, issued in 1993. 8 The Directive applies, of course, only to members of the EC. By contrast, the United States was the first of the major 'art market' countries to implement the 1970 UNESCO Convention. 9 Further, the US has enacted focussed agreements and emergency actions, specifically preventing the import of undocumented archaeological and ethnological material from Peru, Mali, Guatemala, El Salvador, Cyprus, Canada and Bolivia. 10
The prerequisite for Australia to ratify the 1970 UNESCO Convention was the development of national legislation, the Protection of Movable Cultural Heritage Act, 1986. 11 The Act controls the export and import of the most significant elements of Australia's movable cultural heritage, where export would 'significantly diminish Australia's cultural heritage'. It does not affect an individual's right to own or sell heritage objects within Australia. The Act is based on a National Cultural Heritage Control List, and advised by a National Cultural Heritage Committee which can administer the National Cultural Heritage Account of $500,000 p.a.
The Control List consists of Part A, classes of objects of such significance that they may not be exported at all (chiefly indigenous sacred, secret objects, plus a historical category of Victoria Cross medals awarded to Australians), and Part B, items which require permission to be exported. The categories and their thresholds were revised in 1998, based on some rationalising of groups, focussing on items of specifically Australian cultural significance, and compensating for changes in art market prices, which are employed as filters to identify works likely to be of significance. Broadly, the Class B Control List comprises the following:
* Australian Aboriginal and Torres Strait Islander heritage, > 30 y.o., not made for sale
* Archaeological objects > 50 years buried in Australia
* Natural science objects, including fossils and meteorites not adequately represented in Australian public collections
* Applied science/technology of significance to Australia, > 30 y.o., not adequately represented in two Australian public collections
* Fine/decorative arts of significance to Australia, > 30 y.o., > $250,000 paintings; Aboriginal art > 20 y.o.
* Documentary heritage > 30 y.o., not represented in two Australian public collections
* Numismatic objects of significance to Australia, not represented in two Australian public collections, > $15,000
* Philatelic objects of significance to Australia, not represented in two Australian public collections, > $150,000 (collections)
* Historically significant objects > 30 y.o., not represented in two Australian public collections
8 http://europa.eu.int/scadplus/leg/en/lvb/l11017b.html
10 http://e.usia.gov/education/culprop/pefact.html
9 http://e.usia.gov/education/culprop/97-446.html
11 http://www.dcita.gov.au/nsapi-text/?MIval=dca_dispdoc&ID=7
The list demonstrates the difference between the heritage of the Old World and the heritage of the New, and some different aspects of the global collector market, which is not confined to artworks and antiquities. In fact, the range of items for which export permits were issued in 1997-98 indicates the nature of Australia's movable cultural heritage — or rather, that segment which has a market value. Of 108 applications, there were 29 fossils, four mineral specimens and two meteorites. The largest category was eleven cars, such as a 1911 Vauxhall and a 1912 Rolls Royce; two motor cycles; two steam engines; three aeroplanes. 12 Among the four applications to export indigenous artworks was one consisting of six paintings from Papunya whose case has still not been resolved. Works of the early 1970s, they are among the earliest examples of the Central Desert movement in acrylic painting, a special case for which the thirty year rule for both ethnography and art was reduced to twenty years. The National Cultural Heritage Committee has requested further research on their significance.
Informal evidence suggests that there is substantial non-compliance with the Protection of Movable Cultural Heritage Act. A shipping container full of dismembered ironmongery might be scrap, or it might be a trove of 19th century portable steam engines, early 20th century agricultural machinery or 1950s diesel tractors, for all of which there is a big collector market in the United States, the United Kingdom and Europe. In fact, local historic machinery enthusiasts have proved to be a major source of information about the predations of foreign dealers, but controlling the traffic is subject to the same difficulties as other countries experience with other types of cultural property. Objects which have been refused export permits are known to have been smuggled out, and one is currently flaunted on the website of a British collector group. 13 Ignorance informs other illegal exports, as in the 1999 case of the 25kg gold nugget, 'King of the West', which was forfeited to the Commonwealth on discovery in a New York auction house, but restored to the prospector-owner at the direction of the Minister. It is now moving through the legal channels of obtaining an export permit, but meanwhile it seems possible that a local sponsor may acquire the specimen for an Australian museum, perhaps with assistance from the National Cultural Heritage Account.
The Protection of Movable Cultural Heritage Act also enables action on other nations' cultural property that has been illegally exported to this country. Items have been returned after due process, such as a Peruvian feather mantle purchased by the National Gallery of Australia. The Secretariat that administers the law is presently investigating alleged illegal exports including fossil dinosaur eggs from China, gold coins from a Spanish shipwreck and a number of antiquities from Greece and Italy.
Such actions ought to be possible in the reverse direction among UNESCO Convention signatories. But the return of illegally exported Australian cultural property is hampered by particular conditions in our traditional markets. As already noted, the United Kingdom is not party to the UNESCO Convention at all, and the United States legislation defines cultural property very specifically as significant archaeological objects (more than 250 years old and recovered through excavation) or significant ethnological objects (the product of a tribal or non-
12 Annual Report 1998-99 on the Operation of the Movable Cultural Heritage Act 1986, DCITA, 1999, p.16-18.
13 Bredgar and Wormshill Light Railway: http://home.clara.net/billbowman/bwlr.htm. Stock No.7: 'A 0-4-2 side tank built by Societé Nouvelle des Etablissment Decauville-Ainé, Corbeil, France in 1897 (works no. 246) and exported to Australia where it worked at Frederick Buss' Invicta Mill, Avondale, Queensland. In 1918 it was sold to Millaquin Mill, Bundaberg, Queensland. Sometime later it was transferred to Qunaba Mill, Bundaberg where it was as 'Frenchy'. In 1963 it was sold to a Tod Watson who lent or hired it to a private railway in Canberra. In 1996 it joined the stock of the BWLR where it is in the process of being rebuilt.' This engine was refused an export permit in 1993: Annual Report 1993-94 on the Operation of the Movable Cultural Heritage Act 1986, DCITA, 1999, p.4.
industrial society). Though Australian indigenous material would be recognised under these definitions, the kind of items described in the most recent Protection of Movable Cultural Heritage permit list, and indeed, the 'King of the West' nugget, would not be recognised.
Then there is the argument that bad laws are made to be broken, or more bluntly, that people are always going to break laws that run counter to human nature. The excesses of human nature are, of course, among the objects of the rule of law, but many aspects of the laws protecting the export of cultural heritage objects could undoubtedly be improved. There is the implication that cultural material must remain in its country of origin. This necessity varies from place to place depending on the history of collecting/looting and the state of the nation's own museum collections, but it can well be argued that multiple objects sufficiently represented in museums might well be traded legally, perhaps bringing in an export tax. Dealers in antiquities argue that duplicate or minor archaeological items which have been recorded in controlled excavation could enter the free market to the economic benefit of finders and states. 14 All such suggestions point to the need for workable systems of export permits which respond to local conditions.
Such are the limitations of laws. The more effective means of protecting cultural heritage is a change in public attitude. This is not as ethereal as it might sound, as demonstrated by public attitudes towards the protection of endangered species of wildlife; the personal choice not to buy garments or ornaments made of protected animal-materials is increasingly popular, though admittedly, not among all. Such choices in the collector markets for art, antiquities and other heritage objects are much less frequent. It is to be hoped that art lovers can be convinced of the tragedy of dismembering monuments to provide fragments that satisfy another culture's aesthetic tastes. Further, the idea that heritage belongs to all, not just individuals, has a moral power that touches many.
Thankfully for the integrity of museums, the precepts of the UNESCO Convention have been adopted more or less whole-heartedly by professional museologists throughout the world, bolstered by the various national museum codes of ethics, the majority of which follow the Code of the International Council on Museums (a UNESCO affiliate). 15 This change is concomitant with a transformation in the concept of museum authority and responsibility, shifting from a highly prescriptive view of institutional rights to collect all and any cultural material to a more socially-responsive posture. Even once flagrant looter-museums such as the Metropolitan Museum, New York, have demonstrated new standards of ethical action with regard to acquiring and returning illegally-exported objects. 16
Australian public museums today can be confidently said to practise the highest standards of respect for indigenous and other cultures' heritage materials. A number of major museums have returned items requested by Pacific and indigenous groups, and procedures for request and return exist in most, if not all. Nonetheless, the big, old museums are inevitably tainted by the rapacious traditions of older-style museology, and have been cast into the frontline of attack as symbolic bastions of cultural imperialism. Museums are taking responsibility for this history, and finding new directions in cooperative conservation of cultural heritage as a joint project between the owners and makers of culture and the public interest.
14 James Ede, 'The Antiquities Trade: Towards a more balanced view', in Kathryn W. Tubb (ed.), Antiquities Trade or Betrayed: Legal, Ethical and Conservation Issues, London, Archetype, 1995, p.213. 15
16 eg, Lawrence Kaye and Carla Main, 'The Saga of the Lydian Hoard: From Usak to New York and back again', in Tubb Op.Cit.
http://www.icom.org/ethics.html
The contest between public and private interests in cultural heritage persists. While national and international legal instruments slowly weave nets to control illegal action, much remains to be achieved at the national level of regulating rational practice at the coalfaces of cultural heritage management (from improved documentation to controlled excavation to export permit systems). Even more pressing is the project to transform public values about the rights and responsibilities of ownership of cultural property; here is the important nub for future action.
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United Nations Environment Programme
UNEP(WATER)/EAS IG.9/4 Annex I 14 February 2000
Original: ENGLISH
VISION AND PLAN - A SYSTEMATIC APPROACH
Leading the EAS Action Plan to the 21 st Century
This innovative and far-reaching document is the vision and plan of the EAS/RCU to systematically and pragmatically co-ordinate the conservation, restoration and sustainable use of the marine environment in the East Asian Seas Region. Experts from the East Asian Seas Action Plan countries helped in preparing this document.
Taking into account the Regional Action Plan of GPA/LBA, and the Strategic Action Programme in the South China Sea, the planned activities will serve the purposes of these programmes, providing effective means for implementation and ensuring maximum benefits to the Member States.
REGIONAL DATA
BASE
RESTORATION
OF MARINE
HABITATS
REDUCTION OF
LAND-BASED
POLLUTION
MONITORING
ENVIRONMENTAL
ASSESSMENT
EDUCATION
MARINE
PROTECTED
AREAS
S o E
REPORTING
Table of Contents
EP
1. INTRODUCTION
The Regional Seas Programme was initiated by UNEP in 1974 and the first of the Regional Seas Programmes was developed in the Mediterranean. Based on the success of the Mediterranean Action Plan other Regional Seas Programmes were developed. The Governing Council of UNEP repeatedly endorsed a regional approach to the control of marine pollution and management of marine and coastal resources and requested the development of regional action plans.
In 1992, the Plenary of the United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro adopted Chapter 17 of Agenda 21 and reaffirmed the need to strengthen and extend intergovernmental regional co-operation, citing in particular the Regional Seas Programme of UNEP. The Regional Seas Programme includes fourteen regions and nearly 140 states participate in it. It is conceived as an action-oriented programme having concerns for the consequences and causes of environmental degradation, and encompassing a comprehensive approach to combating environmental problems through the management of marine and coastal areas.
In April 1981 the Action Plan for the Protection and Development of the Marine Environment and Coastal Areas of the East Asian Region was adopted by an Intergovernmental Meeting attended by representatives of Indonesia, Malaysia, the Philippines, Singapore and Thailand. In December of that year an intergovernmental meeting established the Coordinating Body of the Seas of East Asia (COBSEA) and the necessary financial and institutional arrangements to support it.
A revised Action Plan and a Long-term Strategy for the COBSEA for the 1994-2009 period were developed in 1994 and Australia, Cambodia, China, R. Korea and Viet Nam joined the Action Plan. Unlike most of the other UNEP Regional Seas Programmes, the East Asian Seas Programme is not supported by a regional convention.
The Long-term Strategy of COBSEA (1994-2009) presented at the Fifth Meeting of the Experts on the East Asian Seas Action Plan (UNEP(OCA)/EAS WG.5/5) requires a pragmatic approach to give tangible results to achieve the objectives of the Action Plan.
A long-term (5-10 years) plan for the Regional Co-ordinating Unit is presented to the member countries, whereby pollution and destruction of habitat problems are identified and possible prevention and amelioration remedies described. This plan is dynamic and includes the problems of the Region yet it is flexible enough to adjust to changes, improvements and unplanned catastrophes. The long-term plan begins with pragmatic projects with finite ends which lead into an integrated set of projects that aim to accomplish the East Asian Seas Action Plan.
Within the overall scheme is fitted the projects and workshops that ran earlier. These projects are considered in the overall plan and are valuable milestones within the concept of the long-term plan. Worthwhile projects are identified and presented for endorsement by the member countries and can be funded by the Trust Fund or funds from donor countries or funding agencies. The role of the EAS Regional Coordinating Unit, as its name implies, is to coordinate activities which improve and preserve the marine environmental quality.
COBSEA's long-term strategy is to promote and support the following:
* Preparation of national strategic plans
* Identification of regional priorities for action, including protection of biodiversity, management of pollution and ecosystem rehabilitation
* Integration of these plans to achieve a regionally balanced approach to the conservation of marine habitats of the EAS
* Evaluation of progress in programme achievement through regular monitoring and assessment of the state of the marine environment of the region
* Increasing awareness in decision makers and the community on socio-economic, cultural and ecological importance of marine ecosystems.
* Strengthening the Governments' capability to manage coastal environments, including training, developing a database and capabilities to assess environmental risk and socioeconomic impact evaluation
The actions described in this Long-term Plan will result from numerous sources of funding. When these actions take place cannot be predicted due to the unknown quantity and timing of available funds and the preferences of donor agencies.
Important Note:
(i) No projects or activities proposed in the document should be implemented in the disputed areas. All activities should not directly nor indirectly affect or/and prejudice the state sovereignty and the land and waters integrity of the member states of the COBSEA.
(ii) Any project or action to be carried out should be based upon consensus by all the participating states through consultations.
(iii) Further development of the projects and activities included in the document should take into account the priorities within this region: those easy to implement be preceding to the difficult ones, acting in line with all the participating state's abilities and highlighting the key points.
2. WHY WORRY ABOUT THE MARINE ENVIRONMENT?
Saving the environment for the environment's sake is not the first priority in many people's agenda. Not everyone wants to save mangrove forests or keep an unseen seagrass meadow in place. If, however, it were brought to the notice of managers, politicians and the public that these natural ecosystems are valuable long-term resources, then perhaps second thoughts about destroying them may change attitudes and actions. Coastal ecosystems are important because:
* Juveniles and adult species of commercial and recreational importance live there
* Coral reefs and other marine based activities attract tourist dollars
* Seagrass meadows and wetlands filter the water and maintain high water quality
* Animals and plants containing valuable chemicals and genes for commercial use are unique to marine habitats
* Marine ecosystems can accept limited waste and process it without unacceptable change
* Seagrass meadows and wetlands stabilise sediments and prevent beach accretion and erosion act as buffer zones to protect coastlines and each other
* Impacts from man-made disturbances and benefits from well managed ecosystems can cross borders
* There is ecological interdependency between ecosystems
* They can support local villages by providing food and habitat for fish and crustaceans
Population pressure
More than 70% of the population of South East Asia lives in the coastal zone and most of it depends upon the coastal environment for food (UNEP, 1996). The increase of population is due to migration for better living conditions, and increasing birth rate. Serious destruction of these valuable resources, such as coral reefs, mangroves and seagrass, affects their economic condition. With the population increasing in the Region, there is strong requirements for marine and coastal resources which must be protected and used in a sustainable fashion.
Pressure from Development
During the last two decades, the East Asian Seas Region (hereafter called the Region) has experienced rapid economic development. This development has not always been carried out mindful of the need to preserve marine environments. In the current economic climate this problem has worsened.
Based on discussion of the Sixth Meeting of the Experts on the East Asian Seas Action Plan (Bangkok, Thailand, 30 June –1 July 1998), the following issues were identified to be important in the Region:
(i) Problems from economic development
* Over-fishing
* Sustainable use of tourism resources
* Loss of marine habitats
* Disaster prevention
(ii) Environmental problems
* Oil pollution
* Land-based Pollution (atmospheric input, river input etc.)
* Harmful algal blooms
* Organic Pollution, e.g. PAH, PCBs,POPs
In order to properly address these problems and provide useful information for economic development and preparation of guidelines for marine and coastal environmental protection,
(i) There is a need to upgrade the capability of the Member States in the Region in implementing the projects identified, including:
* Coordinating the infrastructure on marine, coastal and associated fresh water environments
* Implementing technical skills to carry out necessary observations and monitoring.
* Using scientific knowledge on marine and coastal processes
(ii) Without an inventory of resources it is difficult to choose marine protected areas, to determine the extent of damage or recovery and to know what is available for use as aquaculture or development areas. These inventories are usually prepared from remote sensing platforms, and supplemented with in-situ observations.
(iii) Although complete inventories of habitats of the Region are not available it is already known where many of the areas of damage and deterioration of marine ecosystems have occurred, these "hotspots" need to be carefully monitored and compared with controls where no pollution is occurring.
(iv) Politicians, local government officials, department heads, educators and the public need
to be informed about sustainable use of coastal and marine resources and why the marine environment should be protected. This may take the form of workshops, leaflets, practical demonstrations of the worth of these ecosystems, and media coverage.
(v) There are many ecosystems already destroyed or badly damaged, reclaiming these is expensive and takes a long time. In some instances, with community participation, progress in restoration can occur, in others, highly technical solutions using heavy machinery and the latest technology are the only way.
3. WHAT ARE THE GAPS?
The demand on marine and coastal resources during development places urgency on protecting the marine and coastal environment. Although this urgency calls for immediate action, there are gaps that need to be filled:
(i) Scientific knowledge on the marine and coastal environment
* Lack of systematic knowledge on marine environmental conditions
Understanding the natural processes of marine and coastal environments requires systematic observations and monitoring, which is not the case for most seas in the Region. Although there are many marine science projects and programmes in the Region, they are either limited in specific purpose or by geographic coverage. The general description of marine and coastal environments is incomplete. A systematic approach to understanding the status of and variations in the environments is a basic requirement for the Region.
* Lack of generally agreed format on data/information management
During the past decades, there were many programmes dealing with marine and coastal environments. As a result, there are many databases in the Region. However, due to lack of co-ordination and co-operation, data can not be easily exchanged. There is no generally agreed format for data and information exchange and management in the region.
* Lack of co-ordination of programmes and projects
It is difficult to know how many marine and coastal programmes and projects have been carried out in the Region. These programmes are not well scientifically and technically coordinated. As a result, some funding was wasted, efforts were duplicated and the Member States did not obtain the benefits they should.
(ii) Technical measures
The rapid development of technology provides powerful tools to understand the marine and coastal environment. More benefits and effective implementation of programmes will be ensured if this technology is properly applied. There is a strong requirement on:
* Techniques on managing databases
* Technology on systematic observations and monitoring
* Technology on forming networks
4. PROPOSED PLAN
4.1 Establishment of a Regional Database Network and Information System for Marine Environmental Protection and Management
Decision-making should be based on adequate, precise data and information. At present, there are a lot of data and information relevant to marine and coastal environments held by member states of COBSEA, NGO's, regional and international organizations. However, these data and information will only be useful if they are collated and analyzed in a systema tic manner so as to be used for actual scientific and management purposes. Until now, there is no integrated database and information network, either on paper or in computer files, for marine environmental protection and management in the East Asian Seas Region. Therefore, establishment of a comprehensive Regional database and information network is a necessary component in overall marine environmental protection in the Region.
Although this project is an arduous, dynamic and lengthy exercise, and needs a lot of funds and resources, it has long-term benefits to marine environmental management and lays a foundation for development and implementation of other projects. As the first step, it might be considered to establish a network which will contain already available data and information and link EAS/RCU and National Focal Points of COBSEA through internet or some other network. When funds and resources permit, this network can gradually be expanded and improved. This network will facilitate exchange of data and information and co-operation among member states and between EAS/RCU and member states, and help promote the publicity and education of marine environmental protection in the Region.
The data and information should be collected and collated in a similar format among countries in the Region, and with other countries with similar interests. The type of data and information to be compiled and managed will be defined and agreed to among COBSEA member states at an early stage of this project. However, all the data relevant to coastal and marine environments will potentially be included in its scope. For instance much of this has been done for five of the participating countries up to 1994 (ASEAN-Australia Symposium on Living Coastal Resources, 1994). The ASEAN – Australian Marine Science Project: Living Coastal Resources Phase II set out to:
* Assess the status of ASEAN Living Coastal Resources Project
* Assist in developing long-term management plans for sustainable development
* Understand how coastal ecosystems function and are connected and assess the main impacts on these systems
* Transfer scientific and technical knowledge and skills to ASEAN scientists
* Introduce new technologies, like remote sensing and computer based data analysis to the Region.
The monitoring and status reports from this review are examples of the data or metadata that should be in the database network. The data from the marine and coastal environment monitoring and assessment project (4.3) will be kept in the database network.
The information and data for river basins connected to the geographical scope and Action Plan of the East Asian Seas Action Plan will also be collected. The data and information that will be held by the database network will include:
(i) Regional (for East Asian Seas, if any) and international conventions, agreements, agendas, etc. relevant to marine environmental protection;
(ii) Directories and summaries of completed, ongoing and planned projects and activities, related to marine environmental protection in the Region, implemented by national agencies and regional and international organizations;
(iii) Marine resource exploitation and protection legislation in member states;
(iv) National marine environmental objectives, strategies and policies in the Region;
(v) Institutions in member states;
(vi) Physical, social, demographic and economic conditions and development mode (such as GDP, industry structure, etc.) as they apply to the marine environment in member states;
(vii) Marine environmental standards: quality standards, pollutant discharge standards, etc.
(viii) An inventory of ecosystem types and marine resources;
(ix) Marine environmental status: monitoring data, e.g. water quality, river input, ecosystem, biodiversity;
(x) Coastal and drainage basin environmental status: freshwater quality and quantity, land use, agriculture, etc.
(xi) Environmental problems and issues: coastal and marine pollution, habitat modification, over exploitation of resources, etc.
Some of these data are available from countries in the South China Sea in their reports of Transboundary Diagnostic Analysis. The Coastal and Marine Environment Management Information System (COMEMIS) prepared by UNEP Environment Assessment Programme for Asia and the Pacific, at Asian Institute of Technology (AIT), has much stored data and one of its long-term objectives is to "identify, assess and collate the relevant and available information on coastal and marine environments".
While the database network should be initially based on the existing facilities and achievements among the member countries, collection of items 8-11 as essential components of the dynamic and updating database network, will be accomplished through separate projects and the monitoring and assessment programme, as described below.
Why have a Regional database network?
* Countries can establish marine nature reserves and marine protected areas on a Regional basis;
* Countries can learn from each other the best uses for the database and how to establish it;
* Countries can establish buffer areas for fish habitat on a Regional basis;
* Countries can determine sources of pollution and determine if amelioration methods have worked;
* Solutions to transboundary problems can be determined; and
* Data can be gathered in a consistent form;
* Monitoring can be carried out with consistency throughout the Region and modelled on existing rigorous methods.
Short-term objectives:
(i) Establishment of an institutional framework for marine environmental data and information exchange and management systems;
(ii) Establishment of an internet-based communication network which will also be used as the main media for data and information exchange and management. In the meantime other forms of exchange are also encouraged;
(iii) Allow for discussion and design of the structure of the environmental database network;
(iv) Upgrading the capability of member states to use the network by organizing training activities.
Short-term activities:
(i) Informal experts discussion on the establishment of environmental data and information network, including, location, structure and contents of database. Design of the communication network, and other relevant technical details.
(ii) Scoping of information on the existing databases and information exchange system, with a view to build up co-operation and co-ordination with relevant organisations.
(iii) Preparation of a proposal on the establishment of a regional network on marine environmental data and information exchange and management in the East Asian Seas region.
(iv) Experts Workshop on establishment of an environmental data and information exchange and management system in the East Asian region.
(v) Training course on data and information exchange and management using internet. (possibly with cooperation with currently planned training activities of NEAR-GOOS initiated by IOC/WESTPAC
Financial requirement: no cost
Financial requirement: US$ 4,000 (travel costs)
US$ 5,000 (consultant 1p/m)
Financial requirement: US$ 15,000 (consultant fee and travel)
Financial requirement: US$ 25,000
Financial requirement:
US$ 20,000
(vi) National focal points and technical experts meeting on the establishment of a Regional network on environmental data, information exchange and management system. – Discussion and adoption of the proposal.
Financial requirement: US$ 25,000
Mid-term objectives:
(i) Establishment of a Coordinating Group for the Network;
(ii) Preparation of necessary QA/QC procedures for data and information processing and management, and organization of a necessary workshop for preparation of the procedures to be agreed upon; and
(iii) Experimental phase of the operation of the system.
Mid-term activities:
(i) Meetings of the Coordinating Working Group
Venue to be decided
Financial requirement: US$30,000 (Coordinating Working Group meetings).
Publication of the meeting reports: US$1,000 for each of the meeting reports
(ii) Technical workshop on QA/AC and prepare a draft technical manual
In order to improve quality of the participating databases and the data exchange, techniques of Quality Assurance and Quality Control (QA/QC) and data formats relevant to the parameters of the environmental database will be discussed. The unified and compatible pollution index/grade system will be discussed and designed in the workshop.
Financial requirement:
Workshop: US$ 25,000
Prepare the manual: US$ 8,000
Publication of the workshop report and the manual: US$ 5,000
(iii) Experimental operation of the marine environment data and information network in the Region
Using the established internet communication network, an experimental operation of the network will be organized.
Financial requirement: No cost. The results of the operation will be gathered through the network.
Long-term objectives
(i) Provision of environmental data and products to the decision maker, scientific communities, and other users; and
(ii) Self-sustained operation of the system.
Long-term activities
The main purpose for the long-term plan of the network is to enable its operation to be self-sustainable. To achieve this purpose, necessary environmental data products need to be developed and provided in order to attract more users to the network.
The detailed activities will be proposed by the Coordinating Group.
4.2 State of the Env ironment Reporting (SoE)
From the database as described previously, it should be a fairly straightforward, though lengthy task, to prepare a state of the marine environment report for the Region. This report would come from the analysis and diagnosis of the data from the database network and collection of data from the sources concerned, where metadata only were in the database. The SoE report would identify "hotspots" and areas that are potential "hotspots". The "pressure, state, response" type of reporting is one way of compiling a SoE Report. It would analyse the efforts by member States to conserve their marine environments and inform the community about the pressures on and condition of its environment. The report would contain directions for action, future research suggestions and guidelines and recommendations at the Regional level. It would be produced at regular intervals to demonstrate changes that have occurred over time and be followed by public awareness campaigns.
Although this project is tied in closely with the database project described above (4.1) it does not necessarily have to be carried out as the only outcome from that project. In other words, it is a stand alone project which can be prepared most easily from the one above. Other SoE Reports in the Region, e.g. the ESCAP five year reporting and the UNEP Global Environmental Outlook, will be taken into account when reporting for the East Asian Seas is carried out. The results and analyses from the monitoring project (4.3) would be used in the database network to describe the state of the environment.
Short-term objectives:
(i) Establishment of a mechanism for the state of the environment reporting;
(ii) Provision of environmental information to all users
Short-term activities
To form an editorial task force for the State of the Environment Reporting, and discuss the format, contents, publication and distribution of the Report. The members of the Task Force will be chosen by EAS/RCU in consultation with Member States.
(i) A circular letter will be sent to Member States for nomination of experts, together with a questionnaire to assess requirements at national level;
(ii) First meeting of the Task Force. The result of the questionnaire will be reported to the Task Force, indicating the requirement of the Report. The plan for the first Report and its contents, format and other technical details will be decided. The first report should be completed by the end of 2000 and should have considered the ESCAP SoE Report
Financial requirement: None.
Financial requirement: US$ 30,000
US$ 14,000 (Chief Editor, 2p/m)
Medium-term and Long-term Objectives:
(i) Preparation and publication of the State of Environment Report every five years;
(ii) Provision of systematic information on the environment, its state, the pressures on it and the responses to those pressures.
Medium-term and Long-term Activities:
(i) Access of information required for the Report;
(ii) Regular preparation and publication of the report,
(iii) Annual meeting of the Task force
Financial requirement: (annually)
Information assessment: US$ 4,000
Editor
US$ 15,000
Publication and distribution: US$ 30,000
Meeting of the Task force US$ 20,000
4.3 Marine and Coastal Environment Monitoring and Assessment
Management decisions and choosing marine protected areas require that an inventory of marine resources is developed. This inventory usually assesses the extent, condition and status of marine ecosystems. Ecosystem assessment can assist with decisions on:
* Managing fisheries habitats;
* Determining vulnerable areas in case of an oil spill or similar disaster;
* Choosing marine protected areas;
* Choosing where to develop ports and marinas along the coast; and
* Choosing where tourist developments should take place
These uses are all relevant to management. More detailed environmental assessment can be made if the management requirements are to:
* Measure changes in areal extent of the marine resource;
* Determine the extent of damage to a marine resource on a small (5 m) scale
* Determine species or types of resource; and
A real cover of mangroves is easier to assess than the area of underwater ecosystems. Remotely sensed data can be used to assist with interpretations, and ground truth work carried out in the field is essential. Each country should be responsible for its own database but the UNEP Environment Assessment Programme for Asia and the Pacific can offer assistance in the form of image processing, storing data or metadata and assisting with GIS. Countries that do not have the technical capabilities to carry out the inventory of their marine resources while carrying out the capacity building project, can be funded to have consultants carry out the work.
Considerable amounts of pollutants from land-based human activities find their way to the seas. In many cases the effects of these pollutants on marine habitats are obvious but in some cases they are more insidious and only apparent when the habitat is destroyed. The main questions to ask before remedial action is taken are: is there a problem and what is it? They can be answered by monitoring, then if remedial measures are taken, monitoring can detect the effect of those measures. Monitoring should also be used to track and assess the status of management actions on fisheries and to determine the necessary actions to sustain fisheries.
Monitoring the marine environment is a long-term exercise, requiring at least five years data that have been obtained in a statistically rigorous fashion and strategically placed in space and time. Monitoring is not always popular with managers because of the expense and time involved but it is the only way to detect changes and distinguish between natural ecosystem variation and that brought about by humans.
There is an assortment of monitoring stations throughout the Region in "hotspot" and control areas. The role of the EAS/RCU is to co-ordinate the methodology, data storing and analysis of the monitoring results and encourage the collection and analyses of new data.
A suitable set of demonstration monitoring stations, including control sites, already in place could be used and the data displayed on a web site to show other member countries their use for marine environmental protection. The controls are to determine if detected changes are natural variations caused by excesses of weather or by human activities. There is, now, a global coral reef monitoring network programme known as "Reef Check" – the availability, methods and metadata of the global network is an example of what could be in the database.
The development and management of marine resources must be based on a sound and technically informative marine environment base. The COBSEA countries must, therefore have a current and dynamic database on the state of the environment (chemical, physical and biological processes, environmental tolerance to anthropogenic stress, etc.). Understanding the state of the marine environment is only possible with a series of reliable data and information compatible among the states. Baselines for the state of the marine environment must be established to monitor consequences of man made disturbances and determine if remedial actions of COBSEA countries were successful. Therefore, it is necessary to establish a collaborative, Regional monitoring programme.
Regular monitoring and surveillance of coastal and marine waters involve maintaining
a continuous record of selected environmental parameters, usually over a long period of time (at least 5-10 years). In order to achieve a Regional consistency in assessment and monitoring, it is essential that the COBSEA states agree on consistent:
* parameters to be monitored;
* data quality; and
* monitoring methods and techniques;
* analyses of the monitoring results.
International agencies (IOC, UNEP, IAEA-MESL, Wetlands International, WCMC, etc.) can ensure that the monitoring data are compatible not only within the Region but also on a global scale.
Monitoring and surveillance programmes are implemented usually over a long period of time and involve repeated measurements at fixed or randomly selected positions. The design of any monitoring programme depends mainly on the overall goal. The results of a regional monitoring programme can be used for the following purposes (UNEP, 1996):
* To assess the state of the marine, coastal, and associated freshwater environments (including land-based sources of pollution and other routes of contaminant inputs);
* Integrated coastal zone management (including associated freshwater systems);
* Management and conservation of marine and coastal biological diversity.
* Pollution control of land-based and sea-based activities; and
Short-term objectives:
(i) Identification of regional requirements for the monitoring of the marine, coastal and associated fresh water environments in the East Asian Seas region. In particular, regional environmental problems requiring long-term, systematic observation and monitoring;
(ii) Identification of sources of necessary information for assessing marine habitats, fisheries habitats and the rational use of marine and coastal resources;
(iii) Preparation of a comprehensive proposal for a collaborative monitoring network, with initial focus on certain crucial parameters which are important for understanding regional environmental problems. For instance, monitoring on the atmospheric deposition of pollutants and river inputs of pollutants to the marine and coastal environment will greatly contribute to understanding the effect of land-bases pollutants on the marine environment;
(iv) Development of common methods for environmental assessment, and applying them to a pilot project to check whether the method works for certain purposes;
(v) Establishment of a regional network for marine, coastal and freshwater monitoring; and
(vi) Upgrading the national capabilities in carrying out the necessary monitoring and environment assessment programmes in the region.
Short-term activities
(i) Regional workshop on monitoring requirements of marine, coastal and associated freshwater environments.
Considering the issues identified in the Transboundary Diagnostic Analysis for the South China Sea (TDA/SCS) and the Regional Programme of Action on GPA/LBA, a workshop should be organised to identify the regional requirements for a collaborative monitoring programme.
Budget requirement: US$ 30,000
(ii) Preparation of a comprehensive proposal on a Regional collaborative monitoring programme for the East Asian Seas region.
Based on the necessary information in the Region, TDA/SCS, Strategic Action Plan for the South China Sea and Regional Programme of Action for GPA/LBA, a comprehensive proposal on a Regional collaborative monitoring programme for the East Asian Seas Region should be prepared and submitted to a COBSEA meeting for approval.
Financial requirements:
US$ 21,000 (consultant 4p/m)
US$ 10,000 (fact finding mission)
(iii) Preparation and distribution of a questionnaire to assess information on the relevant activities at both national and regional levels
A questionnaire should be prepared by EAS/RCU and distribute to all Member States and relevant organisations. Analysis will be carried out by EAS/RCU upon receipt of responses. A summary will be provided by EAS/RCU on the results of the survey.
Financial requirement: None
(iv) Collection of information from various sources concerning what has been done and data that may be used for environmental assessment
Financial requirement: none
(v) Training course on marine, coastal and associated fresh water environments monitoring
(a detailed training programme will be prepared after the survey of the natio nal and
Regional requirement).
Venue to be identified.
(vi) EAS/RCU will demonstrate the usefulness of environmental assessment in preparation for a Regional workshop on identification of the scope of the Regional requirements for habitat assessment, requirement for consistent methods, tie in with MPA's, fisheries habitats, harbour and marina developments, oil spill contingency plans.
(vii) Development of methods and relevant training materials for the assessment of environmental ecosystems. An expert will be invited to develop necessary training materials for environmental assessment after consultation with the Co-ordinator.
Venue to be identified
Financial requirement: US$ 25,000
Financial requirement: US$ 7,000 (consultant 1 p/m)
US$ 1,500 (publication and distribution)
Medium-term objectives:
(i) Identification of the necessary QA/QC procedures for the monitoring programmes to ensure the quality of the monitoring results. Relevant inter-calibration should be considered in cooperation with other relevant organizations, e.g. IOC and IAEA;
(ii) Preparation of technical manuals in local languages for the collaborative monitoring programmes, preferably with identified priorities. The Strategic Plan of the Health of Ocean (HOTO) module of the Global Ocean Observing System (GOOS) will provide guidelines for the monitoring programme;
(iii) Development of monitoring products to show the results of the monitoring programmes to the decision makers, scientific communities, various users and public to ensure continued financial support and human resources are available for the programmes; and
(iv) Application of the monitoring results to address certain marine, coastal and associated fresh water environmental problems and concerns.
Medium-term activities
(i) Preparation, translation and printing of technical manuals.
Assess the existing technical manuals for the monitoring of marine, coastal and associated fresh water environments, decide if they are suitable for the monitoring activities identified in the region, and re-produce and distribute to the participating institutions. Necessary co-ordination should be ensured with TDA/SCS and GPA/LBA, as well as other relevant activities going on in other organisations.
Financial requirement: to be identified
(ii) Joint workshop on marine, coastal and fresh water environment monitoring with HOTO. The workshop will focus on the scientific, technical and management issues relevant to the marine, coastal and associated freshwater environmental monitoring. To avoid duplication of the efforts, close cooperation and coordination with HOTO, which is cosponsored by UNEP, should occur.
(iii) Initiate a demonstration project perhaps in Cambodia, on marine and coastal resource assessment using the data and information from various sources.
(iv) Distribution of the results of Cambodia environmental assessment to other Member States of the region, assessment of reactions from the States and continue the environmental assessment project in other countries, if acceptable.
(v) Exercise on environment impact assessment
Venue: Cambodia
Financial requirement: to be identified
Financial requirement: US$ 5,000
Based on the information available from the database and monitoring programmes, procedure on environment impact assessment will be formulated, taking into account the WHO quick assessment method.
Financial requirement: US$ 14,000 (consultant 2 m/p)
(vi) Support ASEAMS in an effort to have scientific input in the monitoring network, and to assist scientists to take the initiative in government monitoring systems.
Long-term objectives
(i) Operation of regular strategic monitoring programmes at national and Regional levels;
(ii) Understanding of natural processes in the marine, coastal and associated freshwater environments, and provision of scientific and environmentally sound advise for the environmental protection and sustainable use of marine resources.
Long-term activities
(i) Annual report, assessment of use of monitoring results, assessment of acceptance by countries.
(ii) Financial requirement: US$ 10,000 /year.
4.4 Education
Probably the single most effective approach in conserving the marine environment is to have public participation and ownership. Without informed education, the public will be unaware of the devastation that is occurring both under the sea and on the coastal rim. Without education and public participation, waste dumping, sediment release and continued disturbance of marine habitats will continue. There are many ways that public awareness can be improved and all can be integrated. Projects should be initiated with the help of the UNEP Regional Office for Asia and the Pacific, and a demonstration or pilot project to determine the feasibility of extending the project to the whole Region should be introduced.
The marine, coastal and associated fresh water environment databases can be used to present examples of marine pollution and pristine marine environments, so that people know what is happening and what the marine environment should be like. The monitoring network can be assisted by the public and improvement in measured parameters can demonstrate the worthiness of protection programmes. Community efforts in restoration of marine habitats will be enhanced by people knowing more about what and why they are helping restore them. The marine protected areas project (Section 4.7) will be assisted by public participation if the community knows why these areas are being protected. Education on marine matters, such as the need for conservation and the knowledge that these marine habitats are important for the livelihood of the community, will increase awareness of damage done by development and hence raise the status of Environmental Impact Assessment. Marine law and legislation will be complied with rather than having to be enforced.
The education programme is a long-term process which will gain momentum as other programmes take shape. If a particular problem can be identified, then a programme to educate the public on how to solve the problem can be initiated. This may take the form of simple leaflets in an appropriate language that explain the reasons for and effects of the problem and what the public can do to prevent it.
To begin this project, it is suggested that mangrove forests or coral reefs be used as an example and that a leaflet on identification, value to marine and human environments, causes of destruction, restoration methods and possibly a success story from another area may be a good start. This first leaflet should be in a language of the local people of one of the member countries and then be translated to others as the time and resources permit. The success of the leaflet should be assessed by a careful monitoring programme, before further resources are used to produce others. Much more needs to be done than produce pamphlets, and the education needs to flow through to the politicians who make the law and allow certain activities. For them to know the consequences of their decisions and resulting activities, is essential to coastal management. Department heads and their advisers need to know about the marine habitats and why they are so important.
Short-term objectives
(i) Increase pubic awareness in the state of the marine, coastal and associated fresh water environments in the region;
(ii) Identification of the needs of education and capacity building in the Member States with regard to environmental education, conservation, monitoring and protection; and
(iii) Upgrade scientific and technical understanding for marine environmental protection and sustainable use of marine and coastal resources.
Short-term activities
(i) Preparation and distribution of pamphlets, booklets or teaching aids translated into a language of the East Asian Seas Region. Design a sampling programme to determine if this teaching aid was successful.
(ii) Development of a home page for the East Asian Seas Action Plan, and publishing an electronic version of a newsletter.
(iii) Preparation of a questionnaire to determine the effect of the educational tool. Provision of technical assistance to monitor some ecosystem parameters that will indicate if tool is successful.
Financial requirement: Assessment of information & materials, US$ 2,000
Design of pamphlet, booklet,
US$ 3,000
Publication of education materials, US$ 8,000
Financial requirement: Computer software: US$ 1,500
Rent of server:
US$ 600
Financial requirement: none
(iv) Organization of training courses in the implementation of project activities, as identified in this document and approved by COBSEA.
Financial requirement: no separate cost required.
Medium-term objectives
(i) Identification of the evidence of usefulness of the above approach see (iii) above.
(ii) Quantifying the beneficial changes in resource use.
(iii) Preparation of recommendations for further implementation.
Medium-term activities
(i) Site visits together with other travels to the Member States and collect necessary information which is useful for educational purposes;
Financial requirements:
US$ 2,000 for publication of the report.
(ii) Organization of a marine and coastal environmental tour (option)
Financial requirement: to be identified.
4.5 Restoration of Marine Habitats
Throughout the Region marine habitats have been and are being destroyed in an alarming rate. Sometimes management agencies realised the need to preserve them but often too late. Once their value was realised, NGO's, community groups and government departments attempted to restore these habitats with limited success. The objectives of this project are to bring together all groups working on restoration of marine habitats, co-ordinate their efforts and learn from these experiences. It will also tie together the successes and failures of various restoration projects so that they can learn from others' experience. This project will also research the literature to put together either a review or a database on the restoration of seagrass, saltmarsh, mangrove and coral reef habitats, e.g. Thayer, G.W. 1989. Restoring the Nation's Environment. Maryland Sea Grant Book, College Park, Maryland, USA. 716 pp.
While the attempts at restoration are being examined, the consultant for this work can continually be communicating successes to each group visited. In this way the update during the term of the project will be continuous and actual results can be recorded as the project progresses.
The choice of consultant for this work is critical. The consultant will report to the EAS/RCU regularly and must be capable of communicating and gathering information on restoration of marine habitats. This person's background must be in tropical marine ecolo gy with experience in restoring damaged ecosystems. This project should be for two years resulting in a report on restoring one of the important ecosystems:
* Coral reefs
* Saltmarshes
* Mangroves
* Seagrass meadows
Consideration should also be given to establishing artificial reefs in some areas where fisheries habitats may be enhanced.
The first ecosystem with which to commence this project should be mangroves. Mangroves are arguably the most seriously impacted ecosystem of the four above. There is a large number of mangrove restoration projects already underway and they are not well coordinated. Mangrove ecosystems may be the easiest to restore.
Short-term objectives
(i) Survey all mangrove restoration projects in the Region, and prepare an inventory of the relevant information
(ii) Write a handbook on mangrove restoration methods after six months and an update at the end of the year.
Short-term activities
(i) Assessment of existing information on the mangrove restoration projects in the region, and prepare an inventory of the relevant information;
(ii) Preparation of a technical handbook on mangrove restoration methods suitable for the
region, and provision of technical advise for the member states.
Financial requirement:
US$ 40,000 (consultant 1 y)
US$ 4,000 (publication of the handbook)
US$ 15,000 (travel cost)
US$ 2,000 (translation and publication in other languages)
Medium-term Objectives
(i) Provision of the updated information by continuing with the mangrove survey, revisiting sites and presenting new findings as an addendum to the handbook. Assess the usefulness of the project.
(ii) Expansion of the project to include seagrass and coral reefs if the mangrove handbook was useful.
Medium-term activities
(i) Provision of updated information by updating the handbook on the restoration of mangroves in the Region;
(ii) Assessment of information on restoration of seagrass and coral reefs in the region and preparation of handbooks on the methods for restoration of seagrass and coral reefs.
Financial requirement:
US$ 21,000 (consultant 3p/m)
US$ 6,000 (publication of handbooks)
Long-term Objectives
(i) Continue with coordinating and awareness building of mangrove restoration sites.
(ii) If successful, these activities will be applied to other ecosystems.
Project outputs
* Handbook on methods to replant mangrove.
* Later, handbooks on restoration of coral reefs, and seagrass beds.
* Pilot site to demonstrate the usefulness of the handbook.
4.6 Environmentally Sound Technology and Coordination of Activities to Prevent Land- based Pollution Entering the Sea
Land-based sources of pollution account for 80% of all marine pollution. At a recent meeting of the experts on marine protection and conservation held in Bangkok (UNEP(WATER)/EAS WG.6/3), the participants decided that sewage disposal was the worst problem facing the marine environment from land-based activities. This was followed by the runoff of sediments and nutrients from the land.
Sewage dumping and excess nutrients from agricultural or urban runoff can cause algal blooms, increased epiphyte growth on mangroves, seagrasses and corals and enhance growth of benthic algae. With this excess plant growth, the light is reduced to other plants, particularly seagrass and zooxanthellae, and they die. Similarly, high levels of sediment in the water reduce light to benthic plants.
Often, monitoring in rivers is detecting the increase in sediment or nutrient loads and it is obvious from the plumes showing in aerial photographs or satellite imagery that there is a lot of sediment deposited into the sea.
This project cannot control the building of sewage treatment plants or the correct
engineering and farming practices to prevent excess run off of nutrients and sediment. It can, however, educate and help build the capacity of countries in the Region to reduce these problems. A handbook of best practises to reduce erosion from farms and engineering enterprises may assist countries to reduce sediment load in rivers and estuaries. Encouragement and a proactive effort to obtain new technology for sewage disposal may also be a way of treating the problem. Simple changes to engineering practices such as reducing the slope of road cuttings, culverts and bridge approaches will increase the life of these structures and reduce the erosion from them. The use of Geotextile-like materials and immediate planting of fast growing annuals after construction will also reduce runoff. Agricultural practices such as ploughing and leaving ground bare can be reduced to decrease runoff loads.
One section of this project will use the data and recommendations of the EAS/RCU (1997) Technical Report Series No.13 project which analysed, among others, the effects of sediments on the coastal wetlands, seagrass beds and coral reefs. Based on the impact assessment of sediments on the coastal and marine environment, actions will be proposed to reduce the sediments to the rivers from catchment areas. These actions could consist of regulating engineering, recommending economic incentive policies, improving development planning along river basins, and persuading local residents to clean up their activities, etc.
The GPA LBA office in the Hague is working closely with EAS/RCU to obtain funding for and assist with the good management of land-based activities which impact the East Asian Seas. There is a number of agencies working on similar or closely related projects, such as the Mekong River Commission and some national agencies, which will be co-ordinated with this project.
A second section of this project would be to determine the effect of excess nutrients on the marine environments and then, if this could be shown, to attempt to co-ordinate efforts at reducing sewage and farm run off entering marine ecosystems.
Short-term objectives
(i) Provision of environmentally sound information on the control of land based pollutants, including quantity and types of pollutants transferred from the land to the oceans through river inputs and atmospheric deposition;
(ii) Provision of potential technology in controlling the land based pollutants
(iii) Assistance in monitoring of land based pollutants to the marine and coastal environments through rivers and atmosphere.
Short-term activities
(i) Assessment and distribution of scientific findings on river inputs and atmospheric deposition, and translate to common understandable languages;
(ii) Preparation of technical manual on the monitoring of river inputs and atmospheric deposition of pollutants to the marine and coastal environments, taking into account the efforts of GPA/LBA, and ESCAP monitoring activities identified in the previous section, and activities carried out by other organisations, e.g. IOC.
In close co-operation with Regional GPA/LBA action
Plan
Financial requirement: US$ 5,000 (information assessment and publication)
US$12,000 (co-ordinate and reprint the relevant technical manuals in local languages)
(iii) Selection of several typical demonstration sites among the member states, where one of each of the damaging erosion events are taking place and determine if
environmentally correct development will make a significant difference in conserving the marine environments.
Financial requirement: US$ 4,000 / each site
Medium-term objectives
(i) Provision of regular information on the marine and coastal water qualities for using in the control of land base pollutants;
(ii) Provision of information on the environmental technology to control pollutants to be transferred to the marine and coastal environments.
Medium-term activities
To be identified after the 1 st phase of activities.
4.7 Marine Protected Areas
A principle objective in developing a regional representative system (or regional network) for marine protected areas (MPAs) is to adequately represent biogeographic, ecosystem, habitat and species diversity. The coastal zone is considered to be of highest priority. The results of a representative system can be used for the following purposes:
* Conserve biological diversity at all levels of organisation, regionally and nationally;
* Maintain ecosystem integrity;
* Promote the sustainable use of resources;
* Provide sites for research;
* Facilitate public education.
* Monitor and assess ecological processes, environmental changes and human impacts;
Intensive use of the seas and the coastal zone, the natural histories of marine species, the large-scale ecological processes that control marine ecosystems, and the structuring of coastal ecosystem by the interaction of terrestrial and oceanic processes acting over large scales, dictate the need for setting MPAs within regional contexts.
A regional representative system cannot be adequately developed without a comparative biogeographic-physiographic, related grouping of individual marine protected areas.
The 18 marine regions defined by the Commission on National Park and Protected Areas (CNPPA) are used as a framework for establishment of a global representative system of MPAs . The East Asian Seas is one of these regions, containing the following countries: Brunei Darussalam, Cambodia, Indonesia, Malaysia, Philippines, Singapore, Thailand and Viet Nam (A Global Representative System of Marine Protected Areas, Volume III, 1995). The following actions were adopted for the East Asian Seas:
* Biogeographic Classification – Outline of the biogeographic classification scheme proposed for the region.
* 92 areas for selection as MPAs were identified from seven countries in the region (No information was available on MPAs in Cambodia). 20 areas, considered as priorities for the conservation of the region's marine biological diversity, coral reefs, mangroves and seagrass beds, were recognised as key ecosystems.
* Assessment of existing MPAs – Overview of MPAs within the region and identification of key issues.
* Provision of guidelines in selection of priority areas--Determination of Priority Areas
Countries of the East Asian Seas region have collectively and individually taken steps to
conserve the marine environment through the establishment of MPAs. All countries in the region have established MPAs and most have established programs for marine biodiversity conservation. In some areas, MPAs management plans were formulated and implemented. However, there are still some major problems to be solved in the established MPAs:
(i) Deficiencies in management of the majority of the established areas. According to an assessment made by IUCN/CNPPA Working Group for East Asian Seas, of the 92 areas identified, 9 were considered to have a "high" management level (about 13 percent of areas identified for which data are available), 22 a "moderate" management level and 41 a "low" management level. No data were available for 20 areas.
(ii) There is a paucity of data on species and ecosystem dynamics; in particular the economic value of resources and activities carried out within MPAs.
(iii) Most countries have inadequate resources with which to implement MPAs effectively.
(iv) Lack of public support is a major problem.
There is clearly still much to be done to ensure that these areas achieve the aims for which they are being established and adequately represent the entire biogeographic zone in the region. Development of a regional representative system (or regional network) for MPAs will be required.
Short-term objectives:
(i) Identification of regional requirements for the MPAs.
(ii) Preparation of a comprehensive programme on the regional network for MPAs
(iii) Develop criteria in selecting MPAs to identify characteristic sites for the regional network.
Sort-term activities:
(i) A regional workshop should be organized to identify the regional requirements and prepare the comprehensive programme on a regional network for MPAs
(ii) Two expert groups should be organized to develop the criteria in selecting MPAs for the East Asian Seas region and assess whether the existing MPAs adequately represent the entire biogeographic zone in the region. The development of criteria should be based on previous information in the region and IUCN.
(iii) National focal points and technical experts meeting to discuss and adopt the above (1) and (2)
Financial requirement: US$ 25,000
Financial requirement: US $ 20,000
Financial requirement: US $ 30,000
Medium-tem objectives:
(i) Development of regional guidelines for the establishment of MPAs according to IUCN Guidelines for Establishing Marine Protected Areas.
The establishment of individual marine protected areas can be considered only a first step in the process of creating a regional network. A systematic framework is required to associate individual marine protected areas into a regional representative system,
united by the collective goals of marine or estuarine habitats, biodiversity protection and ecological sustainable use.
(ii)
Development of an approach on the environmental impact assessment of MPAs
(iii) Increased management capacity
(iv) Publish a regional map for MPAs through the regional databse network (4.1).
Medium-term activities:
(i) Three regional expert groups should be organized to draw up guidelines on the establishment of MPAs and an approach for operating environmental impact assessments of MPAs.
Financial requirement:
(ii) National focal points and technical experts meeting for discussion and adoption of the above-mentioned guidelines on the establishment of MPAs and the approach for operating environmental impact assessments of MPAs.
(iii) Training courses for management staff at all levels Increasing political awareness of the need for, and advantages of marine biodiversity conservation, and translating this awareness into positive support.
Financial requirement: US$ 30,000
Financial requirement: US$ 25,000
Long-term objectives
(i) Report of regional environmental state of MPAs prepared for decision makers, the scientific community, and other users; (Included as a part of Section 4.2, State of the Environment Reporting)
(ii) Establish a comparative and self-sustainable MPAs database, as the essential tool to help assessment, monitoring and decision-making (Included, as a part of Section 4.3, Monitoring)
(iii) Publish "a regional representative system of marine protected areas".
Long-term activities:
(i) Draw up a regional representative system of marine protected areas.
(ii) Operate and sustain a regional network for MPAs.
(iii) Prepare and publish the regional environmental state for MPAs every five years. The procedure is the same as Section 4.2, State of the Environment Reporting.
Financial requirement: US$ 10,000/year
List of Acronyms. INTEGRATION OF SUGGESTED PROJECTS
East Asia Seas Regional Coordinating Unit
REGIONAL DATA BASE
RESTORATION
OF MARINE
HABITATS
REDUCTION OF
LAND-BASED
POLLUTION
MONITORING
ENVIRONMENTAL
ASSESSMENT
EDUCATION
MARINE
PROTECTED
AREAS
STATE OF
ENVIRONMENT
REPORTING
Environmental Management
N Maintenance of a regional database
N
Development and Maintenance
of Monitoring and environmental
assessment programmes
N
Management aspects of
rehabilitation of vital ecosystems
and restoration of ecologically
or economically important
species and communities
N
Establishment of a viable
network of marine protected
areas
N
Employing appropriate
technologies for the prevention
and management of pollution
N
Environmental impact
assessment
N
Capacity building
|
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National Cemetery Burial Ledgers: Reproduction & Indexing Project, 2009-2012
Historic burial ledgers documenting national cemetery interments from the 1860s to the 1960s are valuable for the genealogical information they contain, as well as being antique artifacts. Concerns over limited access and safekeeping led the NCA History Program to design a project for the electronic reproduction of 60 ledgers and greater access to their content for federal managers and public researchers.
Public Law 37 - An Act to Establish and to Protect National Cemeteries, enacted on February 22, 1867, is the first legislative reference to a "register of burials." The oversized, leather-bound books are the oldest "system"
documents and the absence of modern personal identifiable information (such as Social Security numbers of living service members) the ledgers are considered public records. Multiple ledgers exist for some cemeteries. Beginning in the late 1990s, the form of cemetery burial data began to evolve to keep up with technology, most recently posted on the internet-accessible Nationwide Gravesite Locator (NGL: http://gravelocator.cem.va.gov/).
of recording military burials. Much of the ledger data is found in NCA's current tracking system: the electronic Burial Operations Support System (BOSS). Ledger entries include a soldier's name, date of death, regiment, and grave location. Many Civil War soldiers were buried near where they fell in battle or in temporary cemeteries, and sometimes that location is also recorded in the ledgers. Due to the age of these
Between 2009 and 2011, NCA reproduced ledgers by digitization—photographing or scanning each page— and storing it as a high-resolution graphic file format. NCA then transferred 60 fragile, hand-written ledgers for 36 of its oldest cemeteries to the National Archives and Records Administration (NARA) as required by law. NARA was already the steward of more than 156 U.S. Army ledgers documenting burials at more than 146 facilities.
The digitized ledgers are a convenient source of primary data but entries stored in photographic form are not electronically searchable by name or other information. To maximize the value of these records, in 2011 NCA formally partnered with Ancestry.com to index the entries—nearly 114,000 individuals were extracted from 9,344 pages in all—at no cost to the government. Ancestry.com is a popular subscription source for primary records; it and NARA have partnered for many years to make public-domain records available online. NCA's project prompted NARA to elevate as a priority the reproduction-and-indexing of its ledgers under contract to Ancestry.com. The combined collection encompasses more than 556,000 individuals contained in more than 216 historic ledgers. VA/NCA staff will have free online access to the indexed ledgers to answer questions from the public and others.
To facilitate the stewardship of national cemetery heritage during the Civil War sesquicentennial and beyond, NCA obtained authorization from Ancestry.com for personnel at the 14 national cemeteries overseen by the National Park Service, associated with pivotal Civil War events, and the two Army-run national cemeteries, to have access to the online ledgers at no cost. Ancestry.com launched access to the burial ledger records on its website in conjunction with Veterans Day 2012.
For more information, visit these links:
* Project Frequently Asked Questions
* List of cemetery burial ledgers available online at Ancestry.com
* VA Press Release, January 10, 2013
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A FROZEN Wonderland
(Ages 4-7) Just because it's summer doesn't mean you can't have a chilling good time! Campers will sing and dance to the songs from the movie Frozen. They'll share their favorite scenes from the movie and have discussions on the amazing characters. We are also firm believers that everyone needs a little "Olaf" in their lives, so we will create our very own snowmen with their very own dreams and wishes. "Winter is a good time to sit close and cuddle…but put me in summer and I'll be a happy snowman!"
American Girl Camp
(Ages 4-9) Have your little one bring her favorite doll to camp and play "American Girl" all week long. Filled with bonding activities, campers will work with their friends to decorate purses, and put on a fashion show for both themselves and their dolls. In addition to crafts, there will be plenty of play time for your child and their doll. We will even picnic outside as we listen to some fabulous stories!
BEST of CampKids 2016
The BEST of the BEST! This week's camp will be a combination of the BEST crafts, games, and activities from every themed summer camp we have! Campers will get a little taste of everything! They'll get to create a lego fortress, battle with nerf guns, play volleyball and participate in an awesome Talent Show. It's like a Summer Camp Sampler! We're so excited to share the BEST of what Camp Kids has to offer!
(Ages 4-12)
Color Me Crazy
Rainbow and Sparkle seem to be the top answers when asking a child's favorite color, so we can't wait to let kids use their creativity and imagination this week with as much rainbow and sparkle as they wish! This week will include tie dye, drawing, coloring, painting, crafting and plenty of colorful games.
(Ages 4-9)
Cooking
A pinch of this and a lot of that! Does your child like to spend time in the kitchen with you, helping you cook? If so, this camp is perfect for them. They will spend the week learning how to make easy, no bake meals with a hands-on opportunity to cook. Their creations will taste so good that it will satisfy everyone's appetite. Foods include main dishes, appetizers and everyone's favorite—desserts. All ingredients are provided and favorite recipes will be shared. These young chefs will leave with their own cookbook at the end of camp, complete with their favorite recipes—a great gift for you or anyone.
(Ages 5-12)
COOL Kids
Ice Ice Baby! This week is all about staying and looking COOL in the heat of summer! Campers will enjoy outdoor water games, popsicles, sunglasses, homemade ice cream, water slides, and tons more water fun! It'll be a CHILLin' good time!
(Ages 4-9)
Daily Optional Swimming
Swimming will be available (at no extra cost) every day of every camp. It's up to you! If your child does not wish to swim in camp they will participate in other fun activities during that time.
All campers under 48" tall will be required to wear a life jacket during swim time.
Goopy, Grimy, Super Slimy
This camp is as messy as it gets, but parents don't have to worry about the clean up! Campers will participate in hands on gooey fun each day this week. They'll take a dive down our slimy slip n slide, create/take home goopy gak, have a truly epic food fight, and challenge themselves in our super sticky games. Make sure to dress in your best worst as we venture on in this dirty camp.
(Ages 4-12)
Gymnastics
Learn about the great sport of gymnastics this week! We will introduce skills on the bars, vault, balance beam, trampoline, and floor. Our Campers will love showing off their rolls, handstands,cartwheels, roundoffs, pullovers, mounts/dismounts, squat ons, straddle ons, and more! We'll make sure to instill safety along with having lots of fun! So bring your Ta Da and get ready to earn the perfect score!
(Ages 4-12)
Just Dance
Hip Hop, Jazz, Tap, Ballet…. what's your favorite??? If your answer is ALL then get ready for a music filled action packed dancing event! Our weeklong dancers will learn a new dance each and every day, exploring different styles of dancing. We will review our dances frequently and at the end of the week we will put on our very own recital for our fellow campers. If your kiddo likes to dance and loves to perform then this camp is for them. Don't delay and get ready to learn some killer moves today!
(Ages 4-12)
May the Fourth be with you
(Ages 4-12) Star Wars obsessed you are?? Take the first steps in becoming a true Jedi! Campers will embark in a Jedi training camp that includes light saber making and battling, intergalactic missions, relay races, obstacle courses and other activities that are out of this world. This camp only happens on the fourth of the month so don't miss out. The Fourth is strong with you!
Ninja Warrior
Does your child want to become the next Ninja Warrior? Have them join us in a full week of strength, adventures, balance, obstacle courses and training to make their dreams come true! We can't wait to see them swing on the bars, climb up the rope, jump on the trampolines and maneuver through the pit! They will have the BEST TIME achieving their BEST TIME on the course!
(Ages 4-12)
Operation: Nerf
Nerf Gun: CHECK….Ammunition: CHECK….Plan of attack: CHECK! All that is missing is you, Nerf Warrior! Your child's excitement will not be contained during our Nerf Operation extravaganza: featuring tactical training, team building games, target practice and adventures through our facility. We will provide nerf guns for use and ammunition, foam pit battles, tug o war, and other amazing gladiator challenges.
(Ages 4-12)
Pirates and Mermaids
Avast ye young pirates and merfolk! We hope you arrrrrrrrrrrr joining us for this fun week of Pirates and Mermaids! Campers will walk the plank, play shipwreck, and race pirate ships as well. They'll find their inner mermaid or pirate this week through all of arrr nautical themed activities. It's definitely "a pirate's life for me!"
(Ages 4-12)
SPLASH BASH
CampKids has put together the most fun and exciting party you'll attend all summer! To celebrate the start of a new school year, campers are invited to our CampKids end-of-the-summer party! Campers will enjoy our large inflatables, face painting, slip n slide, water activities, obstacle courses, trampoline and pit time, fun games and…a giant foam machine! What a great way to enjoy summer!
(Ages 4-12)
SPORTS
This week of camp will be filled with competitions and activities surrounding various sports. Your kiddos will be introduced to soccer, gymnastics, swimming, basketball, baseball, volleyball, football, and tennis!! This camp will have campers learning about sportsmanship and teamwork along with a healthy amount of competition. They will be participating in active learning all while having tons of fun!
(Ages 5-12)
SUPERheroes
Bring your camper to join in the adventures with the America's Kids in Motion staff as they use their imagination to become true superheroes. This camp will include games, activities and visits from some of our favorite superheroes as well as creating our very own! Superheroes Camp is guaranteed to spark their ingenuity and provide exciting escapades!
(Ages 4-12)
Trucks, Trains, and Planes
Race car drivers start your engines! Vroom Vroooom! If your child is constantly RACING around the house and sometimes DRIVES you a bit crazy…then this is their perfect camp! Kids will make planes, race hot wheel cars, construct monster trucks, make a train station, and drive power wheels (Power Wheels battery charged cars are supplied). They will learn how to be a conductor, a safe driver, and all about being a pilot. Can't wait to keep on truckin'!
(Ages 4-9)
Under the Sea (Ages 4-9)
Campers will love this week of exploring the wonderful world of the Ocean. Sharks, fish, and other sea animals will be a big part of this week. We are so excited to find buried treasure, walk the plank, and have huge foam block battles! We can't wait to "Find Nemo" go to the "Codfish Ball" and become "Part of Your World."
Week at the Beach
Sign up for a day camp vacation! Bring some sunscreen, a towel, and your shades as we relax at "the beach." We will be learning how to surf, play volleyball, and we'll even make some totally awesome sand art! What a great way to enjoy summer!
(Ages 4-12)
And join us for......
Wacky Waterworks Day
Come join us each Friday for a day full of exciting water activities! Play water games, fly down our giant slip and slide, play in our outdoor blow up water house, and swim in our pools! We will provide the water, good times, and pizza! Just a reminder…you WILL get wet on this ride!
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Monthly Newsletter
Welcome!
!
We are announcing the grand unveiling of our new web site/search engine designed for high school students.
www.Infotrek.info
Check out our animated video below!
You Tube: http://youtu.be/N9OXhmynem4
Vimeo: https://vimeo.com/101749012
Students can search the main categories, which include the following:
* Science, Technology and Math
* Biographies
* Arts and Recreation
* Literature and Language Arts
* Social Studies, Geography, and History
* Quotations
* Health, Nutrition, Medicine and Disease
* Images, Audio and Video Clips
* Languages
The power of Infotrek is the search engine:
1) Students can type in their own keywords and high school level results will be displayed.
2) Students can click on a topic such as "Earth Science" and an extensive list of earth science topics will be displayed. Then, the student would click on a specific topic and it is entered automatically in the search box.
As always, Infotrek and our other sites only access resources that have been recommended by teachers and librarians and reviewed by us.
Send us your feedback!
Welcome to the students, teachers, and librarians of Vancouver, British Columbia We're happy you are using Infotopia.info, Infotrek.info and Kidtopia.info for your research needs!
Are You Looking for Resources on Landforms?
Our newly updated resources page on landforms consists of twelve carefully selected web sites, which include videos from WatchKnowLearn, interactive lessons, definitions, pictures, maps of world locations, quizzes, anagrams, a PowerPoint presentation, a slide show, songs about Landforms, and even a game called Landform Detective. As you know, information about landforms is difficult to find in one place. Hopefully, this will help with your class objectives on landforms.
http://www.infotopia.info/landforms.html
http://www.powtoon.com/
Have you or your students tried PowToon yet? It is easy to use and the results are quite professional looking. You can easily animate a presentation (with audio) for free using Powtoon, and then upload it to YouTube or download to your computer. It is quite intuitive and doesn't require professional skills to use. There are one-minute online tutorials that teach you how to use it! (It's that easy!)
New "How-To" Animated Videos for many subjects, including science fair projects, how to perform keyword searches, and more. Send us your requests!
Infotopia Newsletter
\
Our blog can now be found at www.infotopiaworld.com. Recent Posts include:
* How to Find Free eBooks and Audiobooks
* How to Borrow Free eBooks and Audiobooks
* Free Children's eBooks, Online Books, and Audiobooks
* Google Search Operators vs. Boolean Searching
* Summer Reading Ideas
Presentations for Students:
* How and Why to Cite Your Resources
* It's a Jungle Out There (How to Distinguish Good from Bad Web Sites)
Sign up and you will receive updates via email.
(Fill in "Subscribe/Connect" or click the "Contact Us Here" button at the top left.) (Or click the link here.)
http://bit.ly/WIreOK
We have also posted our presentations for students, teachers, and librarians on YouTube. We will be creating more videos each week. You can find us at:
https://www.youtube.com/user/infotopiaworld
Also, please suggest topics and presentation ideas by sending us an email ([email protected])
Looking for some FREE eBooks or online audiobooks for young children? We have evaluated hundreds of web sites and made our recommendations here. Many are downloadable to your Kindle, Nook, etc. Others are available only online. It's never too late to get children captivated by reading, which can turn into a lifelong habit.
If you want to subscribe to our Infotopia newsletters, just send us an email.
[email protected]
Dr. Michael Bell and Carole Bell (Retired) Librarians/Teachers http://www.infotopia.info
http://www.kidtopia.info http://www.infotrek.info
http://www.teachertopia.info http://www.librarytopia.info
http://www.academicindex.net
As you know, our web sites/search engines are free. To help support us, please "share," "tweet about," or "like" our web sites.
Follow our blog by email at:
http://www.infotopiaworld.com/
Find our newsletters and presentations at: http://www.infotopia.info/newsletter.html
We appreciate your feedback!
Carole and Mike Bell
August Events
National Inventors' Month http://www.infotopia.info/inventions.html
Get Ready for Kindergarten Month
http://www.coolmath.com/parents/getready.htm
All August Events
http://www.surfnetkids.com/calendar/august/
http://www.infotopiaworld.com/2014/07/part-iii-how-to-find-free-childrens.html
Help! We are working on a number of new resource pages and we need to know if your schools/school districts allow students to access embedded videos from YouTube or Vimeo on a web site. Could you complete this brief (one question) survey for us? Thanks in advance for your help! Just click on the link below. http://bit.ly/WIriy0
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How to Find Cool Masonic Places in New Zealand's North Island
When travelling around New Zealand there are interesting Freemason-related locales to visit while you travel the North Island. Use this as an opportunity to share Freemasonry with partners /friends and encourage non-Freemasons to also search these out.
St Pauls Church, Symonds St Auckland: The first instance of Masonic Labour in New Zealand, of which there is authentic record, was in Auckland in July 1841, at the laying of the Foundation Stone of the first St. Paul's Church. It was a very pretty church, built brick faced with Auckland stone, seating 600 people, which stood in Emily Place at the top of Shortland Street.
By advertisement, the brethren of the town were summoned to assist, with the newspaper of the day subsequently recording that "the gentlemen in Auckland who were Freemasons appeared, with the decorations and insignia of their Order". Among these were the founders of the current Ara Lodge No1.
That historic stone was used again fifty years afterwards as the Foundation Stone of the present St. Paul's on Symonds Street. It is a very large, rough ashlar of grey stone, built into the wall of the church without inscription, and can be found inside the porch at the left of the front door.
Southern Cross Hotel Site, Willis St Wellington: The first regular meeting of Freemasons in New Zealand on 23 November 1842 was at the Southern Cross Hotel run by Bro Frederick France. He was the first Inner Guard of the new Lodge. A sketch in 1842 by Capt William Mein-Smith RN of Te Aro shows the hotel on the southeastern corner of Willis St and Old Customhouse St, now Bond St. The Bordeaux Bakery is presently at this location.
First Freemasons Hall, Lambton Quay, Wellington:
A Freemasons Hall was built by NZ Pacific Lodge in the mid 1840's on the northern side of Barrett's Hotel. From the etching below it is likely it was located alongside the first Barrett's Hotel which was on what is now known as Waititi Landing Park. This small triangle of land on the corner of Molesworth Street and Lambton Quay was a long-standing waka landing place for Maori. Twin 6.3-metre pouwhenua (boundary markers), designed by Te Atiawa sculptor Ra Vincent, symbolise waka and now stand where the beach once was. The pouwhenua carry two figures depicting the people of the land they stand on, and a kowhai design on their inner surfaces represents the wairua (spirit of the land) from which they emerge. On the other side of the Hotel where the Cenotaph is now, was the first Public Library.
NZ Pacific Lodge No2 – Tucker & Stafford Grave, Wellington: If you have time for a walk in the Bolton Street Memorial Park in Wellington find your way to the entrance at the beginning of Easdale Street off Bolton Street. Here you'll find Powles Path which travels north through the gully beside the motorway and climbs up on to the main ridge pathway a short way down from the Richard Seddon Memorial (Seddon was also a prominent Freemason - his portrait in Masonic regalia is hanging in the Wellesley Building). On Powles Path you'll find an amazingly decorative Freemasons grave complete with two columns and a tessellated pavement.
The new plaque installed when NZ Pacific Lodge undertook restoration work in 2009 records the death of Henry Tucker in 1873 and Edwin Stafford in 1885. These two had an agreement that whoever survived the other, he would erect an appropriate tombstone in memory of the brother that had died. Also take a look around at the graves nearby as there are several others with masonic symbolism.
Grand Lodge Library, Wellington: An extensive collection of Masonic related books can be found at the GLNZ national office located in Freemason House at 195 -201 Willis Street Wellington. The library can be visited any working day 8.30am-5pm.
United Masters Lodge Museum and the Freemasons Museum, Auckland:
These combined museums are maintained by the '167 Heritage Society' and can be found at the Auckland Freemasons Centre located at 181 Khyber Pass Rd, Auckland. Visits by individuals and groups can be arranged by contacting the Society Secretary via the website https://sites.google.com/site/unitedmasterslodgeno167/Calendar
Wellesley Building, 2-8 Maginnity St Wellington: This NZIA Gold medal winning building, as well as a Category 1 Historic Place, was built for the 'Wellesley Club' in the late 1920's and is one of the best examples of Georgian architecture in New Zealand. Purchased by a group of Freemasons circa 2009 it is now home to the Wellington Freemasons Centre and the Wellesley Boutique Hotel / 1815 Café & Bar. The Lodge room is in the original grand billiard room creating one of the most ornate lodge rooms in the country.
While the 1815 café is a great place for a meal and/or drink. The building has one of the few Lodge rooms in NZ (with the building being open to the public) that by arrangement it may possible for an out of town Freemason to visit.
Original Masterton Masonic Hall: If travelling through Masterton the original Masonic Hall can be found at 109 Chapel Street where today it is the 'Vibe Bar' a burger restaurant, late night restaurant and night club.
Other Historic Buildings: There are a number of buildings around the North Island with a Masonic connection classified on the Historic Building list as Category 2 being buildings of ' historical or cultural significance or value ' . These include:
o Former Masonic Hall, Yarborough St, Kohukohu
o
Masonic Hall, 3 Baxter St, Warkworth
o Masonic Club / Buckland Building, 30-34 Customs St East, Akld
o Masonic Hall, 14 Rodney St, Northcote
o Former Remuera Masonic Hall, 82 Remuera Rd. Auckland
o Former Masonic Lodge, 776 Rings Rd and Victoria St, Coromandel
o Sir Walter Scott Lodge, 415 Mackay St, Thames
o Masonic Lodge, 47 William St, Huntly
o United Manawatu Lodge, 186 Broadway, Palmerston North
o Gisborne Amateur Operatic Society Building (former Masonic Hall) at 188 Childers Rd.
o Lion Lodge Hall at Newton St, Ormondville
o Lodge Waimarino No 175, 23 Ward St, Raetihi
o Former Masonic Lodge, Bruce St, Hunterville
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22 July 2015
A NEW WATER TANK FOR LOCAL GIRL GUIDES
Pakenham Girl Guides are soon to discover the benefits of recycling natural water following their success in the 2015 SUEZ environnement Community Grants Program.
The group has received a $3,000 grant from SUEZ environnement to install a sustainable water tank system at their local Guide Hall.
By installing an onsite water tank, the Girl Guides site will harvest and recycle water that is naturally available during rainy periods. The water tank will not only provide natural source of water onsite, it will be used as a learning tool for Guides as young as five to understand the importance of water conservation and reduce their current water utility bills freeing up funds to deliver other beneficial programs to the group.
Kelvin Sargent, SUEZ environnement's State General Manager Victoria, presented the cheque to the Pakenham Girl Guides at a CampFire ceremony on Wednesday night and said SUEZ environnement was pleased to support this local community group with their future sustainability goals.
"The Girl Guides are a well-respected organisation with long-standing involvement both locally and globally. Their ethos encourages young girls to be actively involved in their community and provides opportunities to contribute towards the environment and a sustainable future. We are proud to support them in this small way to reach their goals."
Group Leader at the Pakenham Girl Guides, Sonya Boloski, was excited to receive the news about the grant.
'Following the recent completion of our new Girl Guide Hall roof, the installation of the water tank will be a great addition to our Guide Hall here in Pakenham, complementing the sustainable life practices we instil in each Guide."
"Thanks to SUEZ environnement, the water tank will enable our Girl Guides to learn new skills about rainwater harvesting, water conservation and recycling water practices," said Sonya.
"The water tank will also assist in reducing our utility costs enabling the group to use the funds to support other Girl Guide programs."
SUEZ environnement was the first waste company in Australia to launch a national community grant program. Over the past two years, the SUEZ environnement Community Grants Program has provided more than $250,000 to inspiring local organisations and projects. This year, 38 community groups across Australia have been awarded more than $155,000 in community grant funding to help realise their project dreams.
For more information on the SUEZ environnement Community Grants program or to register to receive information about the next grant round in 2016 visit www.suez-envcommunitygrants.com.au
– Ends –
Contact – SUEZ environnement Media Office on 02 8775 5527
SUEZ environnement finds smart and reliable resource management solutions to make the best use of water and waste for towns, cities, business and industry. We partner with organisations through the SUEZ environnement Community Grants program to support local participation in social and environmental projects which help create a more sustainable future.
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www.mindingyourmind.org
Program Overview
Minding Your Mind is a 501c3 not-for-profit organization with a mission of reducing stigma and destructive behaviors associated with mental health issues while promoting help-seeking behavior in youth through education.
Minding Your Mind offers an evidence-based, contact strategy through in-school and community-wide mental health education programs aimed at middle school, high school, and college-age students. Through our professionallycrafted presentations, students hear stories of hope and recovery from young adult speakers who successfully and productively cope with their mental health issues. Our educational programs move away from crisis-based response to prevention through education. Programs create a safe space for communication and aim to normalize the conversation around mental health.
Our Goal
Our goal is to help reduce the incidence of substance abuse, self-harm, isolation, bullying, and suicide in teens and young adults. Suicide is now the second leading cause of death for teens and young adults aged 14 to 23. Suicide almost always is the result of an untreated or under-treated mental health condition. Stigma and shame are the greatest barriers to treatment. Our goal is to create a culture of openness and advocacy.
Since 2007, through our young adult speaker program, Minding Your Mind has reached hundreds of thousands of high school, middle school, and college-aged students, their teachers, families, and caregivers. The programs occur during school assemblies, health classes, and workshops. Issues addressed in these presentations range from mood disorders, suicide ideation and eating disorders, to addictive behavior and bullying.
Our Speakers
Our speakers all have received training to ensure that their presentations are delivered in a professional and knowledgeable fashion. These inspiring presentations provide students with a better understanding of the signs and symptoms of mental health disorders, emphasizing that they are common, treatable, and that help is available. In 2015-2016, Minding Your Mind completed over 1,100 presentations to schools and community organizations. Additionally, Minding Your Mind offers two Best Practice Registry Suicide Prevention Education Programs for school faculty and staff, which qualify for state-mandated training. These presentations often take place during teacher inservice days, at conferences, or during parent nights. All programs are age appropriate and can be tailored to meet the needs of an individual school or community demographic. Our "Be the One" initiative promotes awareness and teaches students how to best take action if their friends or family members are suffering.
All speaker bios, teacher testimonials, and school presentation lists can be viewed on our website www.mindingyourmind.org. To schedule a presentation, please click here to complete the "Book a Speaker Form" found on the upper right hand corner of our Home page. Please feel free to contact our executive director, Trish Larsen, at [email protected] with any questions or comments.
Breaking the Silence through Education
Minding Your Mind • 124 Sibley Avenue • Ardmore, PA 19003 • tel 610.642.3879 • fax 610.896.5704
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EU scientists confirms bioenergy accounting error
Title
A major carbon accounting flaw in EU legislation whereby biofuels used in transport and biomass used for power generation are counted as ?zero emissions? will have ?immense? consequences for the environment.
This is the key finding of a report published on Friday 16 October by the Scientific Committee of the European Environment Agency (EEA), a top EU advisory body.
Click here to read the EEA report.
The report warns that counting biofuels and biomass as ?zero emissions? is wrong because it ignores the emissions that come when the fuels are burned, assuming that this impact is automatically offset when new plants grow. In many cases these emissions will not be offset because increased demand for land for bioenergy will just displace emissions elsewhere.
The report goes on to say that ?if bioenergy could or should provide 20% to 50% of the world?s energy needs in coming decade?doing so would require doubling or tripling the total amount of plant material currently harvested from the planet?s land.? Such an increase would have devastating environmental consequences.
The report follows the similar findings of a study published in June last year by three environmental organisations, BirdLife Europe, EEB, and T&E. (x) The organisations have repeatedly called for an end to so-called 'zero counting' of bioenergy emissions, including those from biofuels production.
The EU is currently reviewing one of the accounting flaws linked to its mandatory renewable energy target for transport, which will mostly come from a switch to biofuels. Currently socalled EU ?sustainability criteria? fails to account for the central question of indirect impacts on land use and emissions (Indirect land use change or ILUC). ILUC occurs when biofuel crops replace food crops.
The land needed to grow the missing food is displaced, often to the developing world. This in turn causes rainforests and other sensitive eco-systems to be destroyed to grow food, causing a massive release of emissions. Many EU countries are scaling up on biomass for heat and power, and biofuels for transport to meet mandatory European renewable targets. The report shows that continuing with today?s flawed carbon accounting would lead to an increase rather than a decrease of emissions in the real world.
Biomass and biofuels receive generous subsidies and tax breaks across Europe, leaving the EU faced with the prospect of an ?environmental? measure causing disastrous consequences, and largely funded by the taxpayer. Ariel Brunner, Head of EU policy of BirdLife Europe said: ?The EU has been basing its entire bioenergy policy on fake carbon accounting; the result is a sub-prime bioenergy mortgage that will never be paid off unless the EU changes course immediately.?
Faustine Defossez of the European Environmental Bureau said: ?This study should be taken as a wake up call to start bringing out some badly needed policy adjustments: it is now clear that the increase in harvesting of plant material for energy purposes, foreseen under the Renewable Directive, will have serious negative environmental, including climate impacts? Nusa Urbancic of Transport & Environment said: ?The European Commission has been sitting on its hands for almost three years figuring out what to do about the indirect effects of biofuels. Every serious scientific body that has studied the issue says action is needed, the EEA is the latest in a long line. The EU should waste no more time coming forward with a proposal to fix this massive accounting hole. It?s important not just for the environment but also for the biofuels industry in Europe, which has frozen most of its investments, until it knows what the future rules are going to be.?
NOTES [x] Two studies commissioned by BirdLife Europe, EEB, and T&E show that Europe has a major carbon accounting problem, threatening the credibility of two flagship EU environmental policies: the Renewable Energy Directive (RED) and the Emissions Trading Scheme. Under EU accounting rules, burning bioenergy is considered to be ?carbon neutral? despite the release of significant greenhouse gas (GHG) emissions in the short-medium term, turning bioenergy into a misguided policy tool for achieving emissions reductions. The best available scientific evidence shows that the carbon costs of many bioenergy options are high.
Bioenergy causes losses of carbon to the atmosphere from vegetation and soils when biomass is harvested. And biofuels cause losses of carbon to the atmosphere when land is converted - either directly or indirectly - to meet the increased demand for agricultural crops. See the full report here.
Stichting BirdLife Europe gratefully acknowledges financial support from the European Commission. All content and opinions expressed on these pages are solely those of Stichting BirdLife Europe.
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Stoic Greek Vocabulary
William S. Annis Scholiastae.org ∗
February 5, 2012
This is a list of key Stoic terms used in the works of Epictetus, as well as a few idioms that might cause trouble for those used to different genres or periods of Greek.
δύναμις
Δύναμις refers to an individual's ability or capacity for something, and not the art or science itself. So there would be an opposition between e.g., ἡ γραμματικὴ δύναμις and ἡ γραμματικὴ τέχνη, with the former being an individual's linguistic (in a very broad sense) ability, while the latter would be the abstract science of linguistics.
ἔκκλισις
The base meaning of ἔκκλισις is "disposition, tendency," but in Stoic terms means specifically disposition away from something, "aversion, avoidance." Opposite of ὄρεξις.
ἐφ' ἡμῖν
Ἐπί with the dative is a fundamental phrase in Epictetus' philosophy, usually in the form ἐφ' ἡμῖν or οὐκ ἐφ' ἡμῖν, "up to us, under our control," but also sometimes with other pronouns, ἐπ' ἐμοί, κτλ. It is often nominalized, τὰ ἐφ' ἡμῖν, "those things that are up to us." See Ench. 1.1.
ὄρεξις
Ὄρεξις, "desire," is often used to mean in particular desire towards virtue, but may sometimes refer to those desires to be avoided. Opposite of ἔκκλισις.
∗ This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.
ὁρμή
This means "impulse, rush forward," but in Stoic writings "choice, intention, appetite," the motivation of an action. It's usually contrasted to ἀφορμή, "repulsion, aversion." The denominative verbs ὁρμάω, "feel attraction, desire," and ἀφορμάω, "feel aversion," are also often seen.
πάσχω
The base meaning of πάσχω is to be on the receiving end of some action, so "suffer, have something happen to one, come to be in a state," etc. There is a particular Stoic idiom meaning, "be acted on by external things, take impressions from (them)," which may further be used with a report clause introduced with ὅτι, "to be (led to) suppose that." See Epict. 1.2.3.
προαίρεσις
Πριαίρεσις, from the verb προαιρέω, "choose, prefer," comes in for a lot of extravagant translations in philosophical literature. Its basic meaning in non-philosophical Greek is "choice, resolution, purpose," but it may also refer to one's habits of choice, and so "conduct, character, reputation, devotion." In Stoic writings it may be translated "moral purpose, moral character, intention, volition," etc.
προκόπτω, προκοπή
The verb προ-κόπτω means "to move forward, advance, make progress," especially in a philosophical or moral sense in Epictetus. The present participle is often used as an agent noun, ὁ προκόπτων, referring to someone making progress in living as a Stoic. The noun, προκοπή, is then "moral progress, improvement." See Ench. 12.1, Ench. 13.1.
φαντασία
Φαντασία corresponds to the "idea" of British Empiricists (like Locke and so on), so it would include both particular sense-data and more abstract mental ideas. The use of φαντασίαι leads to value judgements both about gold (external things) and other δυνάμεις (abstract things). It is often translated "impression" in modern English works on Stoicism. See Epict. 1.20.7.
φύσις
Φύσις has the base meaning "growth, origin," but also shades into "natural form, constitution, natural position," and in the Stoic context is often simply "nature." Because Stoics viewed the cosmos as a teleological system (it had a purpose for everything), living κατὰ φύσιν, "according to nature" was synonymous with living correctly. The phrase παρὰ φύσιν, "contrary to nature" is seen, as is the bare dative, φύσει, "by nature." The intransitive second aorist (ἔφυν) and perfect (πέφυκα) of the verb φύω, "grow," may be used with the meaning "to be (something) by nature."
It should be noted that several Hellenistic schools all advocated living κατὰ φύσιν yet still came to quite different ideas about what that meant.
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Ethiopia Tod ay
Newsletter of the Embassy of the Federal Democratic Republic of Ethiopia in Canada
Vol.1 No.7 OCTOBER 2014
IGAD Envoys Condemn Latest Attack
The IGAD Special Envoys for South Sudan have strongly condemned the action of SPLM/A-InOpposition forces in initiating conflict in the area of Bentiu, Unity State. A statement said the ongoing fighting in and around Bentiu, Unity State, demonstrated that the SPLM/A-InOpposition has yet "to abandon the option of war." The IGAD Envoys called on the forces of the SPLM/A-In-Opposition to immediately cease hostilities, for government forces to demonstrate restraint and for all parties to give peace a chance.
They demanded the parties adhere to their commitments, particularly the requirements of the Cessation of Hostilities Agreement to end the recruitment and mobilization of forces, including that of child soldiers, the acquisition of arms and ammunition, and all possible military provocation.
The Envoys also appealed to the IGAD Heads of State and Government, the United Nations, the African Union and the international community to prevail on the parties to immediately cease fighting, commit to a genuine process of peace and dialogue and abandon the option of war.
this war. This "unfortunate development" comes despite progress in the peace talks in Ethiopia and at the start of the current session of talks. It is also taking place on the eve of the convening of the Assembly of the IGAD Heads of State and Government and, at their specific request, direct negotiations between President Kiir and Dr. Machar.
Ethiopia to Help Ebola–affected Countries
Health Minister, Dr. Keseteberhan Admasu, told a press conference on October 24 that Ethiopia was sending 210 health professionals to help deal with the epidemic. The mission, to be deployed in two groups, would be made up of medical doctors, nurses, field epidemiologists, environmental health professionals and public health specialists, drawn from both public and private sectors. They will engage in Ebola case management/treatment, surveillance, contact tracing, social mobilization, and community engagement, and will also assist national health systems in the affected countries to continue their essential and basic health, food, water and sanitation services.
The statement noted that the already dire humanitarian situation throughout South Sudan was further imperiled by this violence, and risked millions of lives and the international effort to address the humanitarian catastrophe induced by
Dr. Keseteberhan Admasu said "This new commitment of deploying medical staff can be considered as a continuation and commitment of Ethiopia's firm stand for African solidarity. Ethiopia shall and will continue to support all efforts until this dreadful crisis is over." He also
1501 - 2 75 Slater Street, Ottawa, ON, Canada K1P 5H9. Tel: 613 565 6637 Fax: 613 565 9175
e-mail: [email protected] ,Website: www.ethioembassy canada.org
said Ethiopia would be providing financial support of US$500,000 to Liberia, Guinea and Sierra Leone, the worst affected countries. The African Union, which earlier launched its AU Support to Ebola Outbreak in West Africa (ASEOWA) program recently appealed for more human resources from member states and development partners to fight the Ebola epidemic. The AU Commissioner for Social Affairs, Mustapha Sidiki Kaloko, expressed appreciation to the government and the people of Ethiopia for the contribution and expressed the hope that the positive decision of Ethiopia would encourage other AU member states to respond favorably to the AU's call.
Ethiopian Diaspora Held a Fundraising Event in Winnpeg,Manitoba
Ethiopians and Ethio-Canadians residing in Winnipeg,Brandon and other cities in Manitoba province held a successful fundraising event in Winnipeg city on November 2, 2014, in which a great number of Ethiopian Community members, Candians and officials of provincial administration participated. The event is organized by Ethiopian Community and Winnipeg Area Grand Ethiopian Renaissance Dam Public Participation Coordinating Council.
Hon. Flor Marcelino, Minister of Multiculturalism and Literacy, Hon. Steve Ashton, Minister of Infrastructure and Transportation of Manitoba province and H.E. Ambassador Birtukan , were among the invited guests that were in attendance at the event.
H.E Birtukan Ayano, Ambassador Extraordinary and Plenipotentiary of the Federal Democratic Republic of Ethiopia to Canada, in a speech delivered at the event congratulated the organizers of the event and members of the Ethiopian community of Winnipeg and Manitoba Province for their dedication and strong support towards the development of Ethiopia. H.E further noted that the nation's plan to alleviate poverty and to join the rank of middle income countries is on the right course as evidenced by successful two digit economic growth, recorded over the last eleven years. In order to sustain the viability of the current economic growth it is essential to avail sufficient energy supply, she said.Accordingly, the Ambassador said, the GERD and other hydro power dams under construction in the country by the government and Ethiopian public participation is to satisfy current and future demand of energy of the country and to export to the neighboring countries. Ambassador Birtukan commended Ethiopians and Ethio- Canadians who participated in the actualization of the event and for their
financial contribution and hoped that their current enthusiasm for the development of their country of origin remain intact until the completion of GERD project.
Dr.Seifu Guangul, chairperson of Ethiopian Association Manitoba as well as head of the organizing committee praised fellow participants and called upon all Ethiopian diaspora to exploit current suitable conditions in the country and partake in the development of the country.
UN Ban Ki-moon Announces $8 Billion in new funding to the Horn of Africa
UN Secretary General Ban Ki-moon at the start of a tour of the Horn of Africa on Monday (October 27) announced US$8 billion in funding for Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan, and Uganda. He said "The countries of the Horn of Africa are making important progress in economic growth and political stability. Now is a crucial moment to support those efforts, end the cycles of conflict and poverty, and move from fragility to sustainability. The UN is joining with other global and regional leaders to ensure a coherent and coordinated approach towards peace, security and development in the Horn of Africa," the UN Secretary General said. The UN Secretary General is accompanied by World Bank President Jim Yong Kim, as well as the President of the Islamic Development Bank Group and high level representatives of the African Union Commission, the European Union, the African Development Bank, and the Intergovernmental Agency for Development (IGAD). On the first day of the visit in Addis Ababa, the World Bank also pledged US$1.8 billion for cross-border activities in a Horn of Africa Initiative intended to boost economic growth and opportunity, reduce poverty, and spur business activity. The African Development Bank announced a pledge of US$1.8 billion over the next three years for countries in the region and the Islamic Development Bank has committed to deploy up to US $1 billion in new financing for its four member countries in the Horn of Africa: Djibouti, Somalia, Sudan and Uganda. The African Union Commission Deputy Chairperson, Erastus Mwencha said that "Our efforts to create peace and stability must be reinforced by investments in the peoples and countries of the Horn."
A conference on IGAD Economies and Federalism in Somalia Held in Addis Ababa
Dr. Tedros Adhanom, Ethiopia's Foreign Minister and Chair of the IGAD Council of Ministers, delivered a keynote address at the Conference on IGAD Economies and Federalism on October 29, co-organized by the Horn Economic and Social Policy Institute (HESPI) and the Intergovernmental Authority on Development (IGAD). Dr. Tedros Adhanom; UNECA Deputy Executive Secretary, Dr. Abdalla Hamdock; Ambassador Mohammed Afey, IGAD Special Envoy to Somalia; and Ambassador Ahmed Abdisalam, Somalia's Ambassador to Ethiopia made opening remarks at the opening session of the three-day conference.
HESPI managing director, Dr. Ali Issa Abdi said the conference was the first of its kind despite the fact that federalism had been on the political agenda of Somalia for a long time. He noted that many in Somalia believed that federalism would break up the country by 'balkanizing' the nation while many others believed it was the panacea to Somalia's intractable problems of governance and
its previous state collapse. He said the debate between the two sides had been acrimonious and far from civilized. It was, however, important to have a sober discussion to reconcile differences. Ambassador Ahmed Abdisalam underscored the role of experts in helping Somalis come to a common understanding on issues of federalism through a dialogue based on 'nuanced understanding' of the subject, though he also emphasized that "the expert's role is facilitating the discussion , discussing the way forward is solely the task of the people of Somalia". Ambassador Mohammed Afey noted that that pluralism continued to be a subject that even advanced countries still grappled with. He hailed Ethiopia's bold steps in recognizing self determination and federalism in its constitution, pointing out that peace and stability had followed the coming into force of the constitution. Referring to the IGAD-led process in Somalia to lead to a federal state, he said "Somalia is a federal state: what remains is full implementation, "and he called on Somali MP's to expedite the establishment of the Boundary Demarcation Commission. Dr. Abdalla Hamdock highlighted the changing narrative of the Horn of Africa with its rapid economic development and the increase of FDI while emphasizing the need for underpinning consolidation of these gains. Dr. Tedros Adhanom, in his keynote address, underlined that Somalia was making a good progress in removing the threat of Al-Shabaab and in consolidating local administrations in newly liberated areas. Speaking about the experience of federalism in Ethiopia, he said federalism was a blessing to Ethiopia because it had brought both peace and economic development. The key factor in this, he said, was ownership, adding that "ownership brings commitment and hence positive results. " He said Somalis must take ownership of their common destiny. A federalism prescribed from the outside cannot work as it can endanger commitment to uphold it. He also talked about the need to put Somalia's interest beyond individual or group interest to end to the nation's problems.
News
Addis Ababa Becomes 3rd Largest UN Duty Station
Prime Minister Hailemariam Desalegn and UN Secretary-General Ban Ki-moon inaugurated the United Nations' New Office Facility (NOF) in Addis Ababa at the ECA Compound on Tuesday (October 28). Mr. Ban Ki-moon said that Addis Ababa had now become the third largest UN duty station after New York and Geneva.
Speaking on the occasion Ethiopian Prime Minister Hailemariam Dessalegn noted that the continent was struggling against colonialism and apartheid during the establishment of ECA in 1958, Africa is now witnessing development. Today, Africa has liberated itself from colonialism and embarked upon an era of development, stability and good governance, he noted.
"It is for this reason that I am hopeful that this building would herald the consolidation and realization' of this new chapter- an era of African Renaissance." he said.
In his keynote speech, UN Secretary-General Ban Ki-Moon on his part said the opening of the new facility would help to bring the UN staff together, thereby harmonize UN operations, saying "Most of all, it means the United Nations are better placed to deliver better results."
"With the completion of the new facility, we take an important step towards a future of dignity, prosperity and peace." Ban said.
Noting the ECA compound has a rich history, the Secretary-General said Africa Hall, a gift from Ethiopia upon establishment of the ECA in 1958, has seen memorable events, including the founding of the Organization of African Unity more than half a century ago.
"Thanks to this new facility, we have been able to cater for growing demand for office space and increase the number of staff working in the compound to more than 1,000." said Executive Secretary of ECA, Carlos Lopes.
Although, the facility wouldn't allow bringing all UN staff into the compound, it will house UNOAU, UNAMID, UNICEF, UNOPS, WHO and UNHCR representatives to the African Union Commission and ECA, he added
Established as one of the UN's five regional commissions, ECA's mandate is to promote the economic and social development of its member States, foster intra-regional integration, and promote international cooperation for Africa's development.
Ban Hails Ethiopia's Effort to Ensure Peace, Bring Economic Integration
The United Nations Secretary General Ban Kimoon hailed Ethiopia's role to ensure peace and stability and bring about economic integration in the Horn of Africa region.
In a press conference he gave to local and international journalists at the Sheraton Addis on October 27, Ban said that peace and stability cannot be sustained without development and development cannot be sustained without peace.
"The two things are inseparable. Ethiopia has contributed a lot in realizing these needed paths both within itself and in the region," he said.
Ban also congratulated Prime Minister Hailemariam Desalegn and Foreign Affairs Minister Tedros Adhanom for the prevailing dynamic economic growth and political stability in Ethiopia.He further thanked the government of Ethiopia for its generosity in receiving and sheltering over 600,000 refugees escaping war and repression from various countries.
The World Bank Group (WBG) President, Jim Yong Kim, on his part appreciated Ethiopia's fast economic growth and poverty reduction strategies, which lifted millions out of poverty.
He further said that the World Bank will support Ethiopia's fight against poverty and in its efforts to create economic integration in the region.
Business and Economy
Made in Ethiopia: The Leather Gloves Keeping the World Warm and Stylish
The steady hum of sewing machines fills the air inside a large glove making factory on the outskirts of Addis Ababa, the bustling Ethiopian capital. Patches of leather move through an array of working stations as busy laborers work feverishly to meet the company's export quota: 5,000 gloves a day.
The operation belongs to Pittards, a UK-based company whose trading partnership with Ethiopia dates back to the early 1900s. Here, hardy, durable cow hide is made into work gloves. These are ideal for builders and gardeners, and are mainly exported to the U.S.And then there are the stylish designs created from a different type of animal skin, these are made to keep fingers warm in Tokyo, Paris and Rome.
"The fashion glove is made of sheepskin which is unique to Ethiopia," explains Tsedenia Mekbib, general manager at Pittards Products Manufacturing. "The durability, the stretch ability and the strength make it popular for gloving leather specifically. That has been the one strength of Ethiopia and the leather sector."
Sophisticated designs with decorative touches may be the hallmark of this type of glove, but they must also be practical. Ethiopia's climate makes this animal skin effective in withstanding the winter chill an essential selling point.
And this effective material is in abundant supply. Ethiopia's 90-million cattle, sheep and goat population is one of the world's largest, according to the United Nations Industrial Development Organization. (CNN) (WIC)
Bombardier Transportation Lands Rail Contract in Ethiopia
Bombardier Transportation has landed a contract to deliver mainline signalling for a 400-kilometer stretch of rail in Ethiopia.
The order awarded by Turkish construction company Yapi Merkezi, which is delivering the design and construction of the project, has a value of approximately US$45 million.
"This is one of the longest lines tendered as a turnkey project in sub-Saharan Africa," Yapi Merkezi board member Erdem Arioglu said in a statement Wednesday.
"Yapi Merkezi went through a very detailed selection process to determine its suppliers and subcontractors and Bombardier was selected due to its proven track record and its successful, longterm cooperation with Yapi Merkezi on similar projects worldwide."
Bombardier Transportation is headquartered in Berlin and is a unit of Montreal-based Bombardier Inc. (brandonsun.com)
Ethiopian Receives 10th B787 Dreamliner
Ethiopian Airlines, the largest airline in Africa, announced it has received its 10th B787 Dreamliner dubbed "Niagara Falls" on 2 October 2014.
Ethiopian, an aviation technology leader in Africa, was the first airline in the world outside Japan to receive and operate in August 2012 the B787 Dreamliner, the most technologically advanced commercial aircraft.
The airline has chosen the B787 as its core fleet on its mid and long range routes such as Johannesburg, Lagos, Abuja and Harare in Africa; London, Paris and Frankfurt in Europe; Shanghai, Beijing, Hong Kong, and Seoul in Asia; Washington D.C., Toronto and Brazil in the Americas.The Toronto and Washington, D.C. routes are recorded as the longest non-stop routes using the B787.Ethiopian is Pan-African global carrier serving 83 destinations across five continents from its main hub at Bole International Airport in Addis Ababa.
Indian Companies to Invest 2 Billion USD in Ethiopia
Addis Ababa, October 02/2014 Indian companies with an aggregate capital of 2 billion USD are making preparations to invest in Ethiopia, according to India's Ambassador to Ethiopia.
Ambassador Sanjay Verma told ENA that Indian investors are ready to invest in Ethiopia seizing the favorable investment opportunities created in the country. The reliable peace and fast economic growth in the country have in particular made Ethiopia the most preferred investment destination in Africa for Indian investors, he said.
As a result, the number of Indian businesspersons investing in Ethiopia has been growing from time to time, the ambassador noted, adding that over 600 Indian companies with 4 billion USD have so far invested in the country.
According to Verma, the trade and investment volume of Ethiopia and India has exceeded 1.2 billion USD.In order to further strengthen the trade and investment tie of the countries, India is finalizing preparations to establish the biggest agricultural and science center in Africa and a textile industry cluster in Kombolcha town, the ambassador revealed.
Moreover, the ambassador recalled that India had extended 1 billion USD to Ethiopia's mega projects, specifically electric transmission lines, railway construction, sugar factories and
irrigation.Diplomatic relations between Ethiopia and India started over seventy years ago.
Tourism and Culture
Visitors Say Ethiopia Land of Incredible Destinations
North American National Tour visitors who visited Ethiopia recently said that Ethiopia is an incredibly diverse nation with infinite tourist destinations which could drastically build its image at global level.The group, which included authors, journalists, educators and travel operators made the remark in the early October after they visited the country for ten days.
The visitors during their stay in Ethiopia traveled to great tourist destinations such as Lalibela, Aksum, Gondar and the Blue Nile.
Yuriy Segovia, Author and journalist in the United States said Ethiopia is a country with an absolutely great potential for tourism, but which still needs to promote itself to the rest of the world."Many people still perceive Africa as something backward, poor and continent in misery and sickness, but Ethiopia is different in that it is a country with fantastic tourist sites and fantastic people," Segovia said.
Segovia also said that his perception is that Ethiopia has to work on promoting itself aggressively. This is a unique country, rich in diversity compared to other African countries. As it is difficult to reach tourists in North America and Europe and other parts of the world, it is possible to do it locally."
He says, through people, tourism is much more perceptible and Ethiopia has a great human resource. Visiting Ethiopia for the second time he said road construction has significantly improved over the last nine years, increasing the accessibility of tourism sites in the country."You are on the right track to raise the number of foreign visitors," Segovia added.
NTA Director of International Development Hybina Hao also said that Ethiopian tourism can grow as much as the rest of tourism owning countries provided that it continues to build its capacity to meet the demands of international tourists and promote its endowment.
John William came to Ethiopia to celebrate Maskal two weeks ago. And, it was not his first time visiting Ethiopia but he came to Ethiopia many times. John says that he likes to visit Ethiopia very often not only for its impressive historical features but also to enjoy the humble hospitality and kind approaches of the people.
Christina Bie was also one of Maskal celebrants from Canada. She said: "I have seen no country like Ethiopia which is endowed with some kind of unique scenery and natural heritage in every village and region you move."
By creating websites and other online platforms, the group of visitors noted that the country's image should be posted to communicate and to invite the outside world. They also pledged to introduce Ethiopia to others in various events back home.
Ethiopian Tourism Organization Chief Executive Officer Solomon Tadesse on his part said that the government has planned to launch a website that would enable the country promote itself, providing detail information about its countless natural and historical destinations.(EH)
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Summary of Adverse Health Effects of Noise Pollution
Prepared by Louis Hagler, MD
Based on the World Health Organization Guideline for Community Noise
(See: http://www.who.int/docstore/peh/noise/guidelines2.html for complete report)
As the population grows, there is increasing exposure to noise pollution, which has profound public health implications. Noise pollution creates a need for action at the local level, as well as for improved legislation and management. Urban noise pollution produces direct and cumulative adverse health effects by degrading residential, social, working, and learning environments with corresponding real (economic) and intangible (well-being) losses. The World Health Organization has documented seven categories of adverse health effects of noise pollution on humans.
1. Hearing Impairment: Hearing damage is related to duration and intensity of noise exposure and occurs at levels of 80 dB or greater, which is equivalent to the noise of heavy truck traffic. Children seem to be more vulnerable than adults.
2. Interference with Spoken Communication: Noise pollution interferes with the ability to comprehend normal speech and may lead to a number of personal disabilities, handicaps, and behavioral changes. These include problems with concentration, fatigue, uncertainty, lack of self confidence, irritation, misunderstandings, decreased working capacity, disturbed interpersonal relationships, and stress reactions.
3. Sleep Disturbances: Uninterrupted sleep is known to be a prerequisite for good physiological and mental functioning in healthy persons. Noise pollution is a major cause of sleep disturbances. Apart from various effects on sleep itself, noise pollution during sleep causes increased blood pressure, increased heart rate, increased pulse amplitude, vasoconstriction, cardiac arrhythmias, and increased body movement. These effects do not decrease over time. Secondary effects include fatigue, depressed mood and well-being, and decreased performance. Combinations of noise and vibration have a significant detrimental effect on health, even at low sound pressure levels.
4. Cardiovascular Disturbances: A growing body of evidence suggests that noise pollution may be a risk factor for cardiovascular disease. Acute exposure to noise activates nervous and hormonal responses, leading to increased blood pressure and heart rate and to vasoconstriction. If the exposure is of sufficient intensity, there is an increase in heart rate and peripheral resistance; an increase in blood pressure, and increased levels of stress hormones (epinephrine, norepinephrine, and cortisol).
5. Disturbances in Mental Health: Noise pollution is not believed to be a cause of mental illness, but it is assumed to accelerate and intensify the development of latent mental disorders. Noise pollution may cause or contribute to the following adverse effects: anxiety, stress, nervousness, nausea, headache, emotional instability, argumentativeness, sexual impotence, changes in mood, increase in social conflicts, neurosis, hysteria, and
psychosis. Children, the elderly, and those with underlying depression are particularly susceptible to these effects.
6. Impaired Task Performance: The effects of noise pollution on task performance have been well-studied. Noise pollution impairs task performance, increases errors, and decreases motivation. Reading attention, problem solving, and memory are most strongly affected by noise. Noise produces negative after-effects on performance, particularly in children; it appears that the longer the exposure, the greater the damage.
7. Negative Social Behavior and Annoyance Reactions: Annoyance is defined as a feeling of displeasure associated with any agent or condition believed by an individual to adversely affect him or her. Annoyance increases significantly when noise is accompanied by vibration or by low frequency components. The term annoyance does not begin to cover the wide range of negative reactions associated with noise pollution; these include anger, disappointment, dissatisfaction, withdrawal, helplessness, depression, anxiety, distraction, agitation, or exhaustion. Social and behavioral effects are complex, subtle, and indirect. These effects include changes in everyday behavior (closing windows and doors to eliminate outside noises), changes in social behavior (aggressiveness or disengagement), and changes in social indicators (residential mobility, hospital admissions, drug consumption, and accident rates), and changes in mood (increased reports of depression). Noise above 80 dB is consistently associated with decreased helping behavior and increased aggressiveness.
Effects of Multiple Sources of Noise Pollution: Most environments contain a combination of sounds from more than one source (e.g., trains, boom-box cars, car horns and alarms, and heavy trucks). Adverse health effects are related to total noise exposure from all sources. In residential populations, combined sources of noise pollution will lead to a combination of adverse effects, such as sleep disturbances; cardiovascular disturbances; interference at work, school, and home; and annoyance; among others.
Groups Vulnerable to the Effects of Noise Pollution: Although everyone may be adversely affected by noise pollution, groups that are particularly vulnerable include infants, children, those with mental or physical illnesses, and the elderly. Because children are particularly vulnerable to noise induced abnormalities, they need special protection.
Conclusions and Recommendations: The adverse health effects of noise pollution are numerous, pervasive, persistent, and medically and socially significant. These adverse effects represent a significant public health problem that can lead to social handicaps, reduced productivity, impaired learning, absenteeism, increased drug use, and accidents. The aim of enlightened governmental controls should be to protect the population from these adverse effects of noise.
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Tibet Oral History Project
Interview #15M – Tsondue Gyaltsen April 7, 2010
The Tibet Oral History Project serves as a repository for the memories, opinions and ideas of elderly Tibetan refugees. The oral history process records the words spoken by interviewees in response to questions from an interviewer. The interviewees' statements should not be considered verified or complete accounts of events and the Tibet Oral History Project expressly disclaims any liability for the inaccuracy of any information provided by the interviewees. The interviewees' statements do not necessarily represent the views of the Tibet Oral History Project or any of its officers, contractors or volunteers.
This translation and transcript is provided for individual research purposes only. For all other uses, including publication, reproduction and quotation beyond fair use, permission must be obtained in writing from: Tibet Oral History Project, P.O. Box 6464, Moraga, CA 94570-6464, United States.
Copyright © 2012 Tibet Oral History Project
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
INTERVIEW SUMMARY SHEET
1. Interview Number:
#15M
2. Interviewee:
Tsondue Gyaltsen
3. Age:
74
4. Date of Birth:
1936
5. Sex:
Male
6. Birthplace:
Digung
7. Province:
Utsang
8. Year of leaving Tibet:
1959
9. Date of Interview:
April 7, 2010
10. Place of Interview:
Home for the Aged, Doeguling Settlement, Mundgod,
Karwar District, Karnataka, India
11. Length of Interview:
1 hr 51 min
12. Interviewer: Marcella Adamski
13. Interpreter:
Namgyal Tsering
14. Videographer:
Pema Tashi
15. Translator:
Tenzin Yangchen
Biographical Information:
Tsondue Gyaltsen's birthplace Digung Thashoe was a distance of three to four hours by vehicle from Lhasa. The most unique part of his village was that it was surrounded by a fence with gates in the east and west. His family was engaged in farming and paid taxes to the Digung Monastery and the Tibetan government based on the family's wealth. He elaborates on the two types of taxes and how they were paid.
Tsondue Gyaltsen describes the monks called tsam-pa 'meditators' and their role in the life of the local villagers. Tsondue Gyaltsen became a monk at the age of 13 and joined Gaden Monastery near Lhasa. He provides a vivid description of an epidemic which claimed the lives of many young people, including a large number of monks. He was able to escape death during the epidemic as a result of an unusual remedy provided by his teacher.
Tsondue Gyaltsen explains in length about the death ritual of chadhor in which dead bodies were dissected and fed to the vultures. This was the preferred method of burial except in the case of death by disease when bodies were buried instead of sky burial during the epidemic.
Tsondue Gyaltsen witnessed the bombing of Lhasa by the Chinese in 1959. He wanted to join the Chushi Gangdrug [Defend Tibet Volunteer Force] but was too late and escaped into India.
Topics Discussed:
Taxes, monastic life, religious festivals, customs/traditions.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
Interview #15M
Interviewee: Tsondue Gyaltsen
Age: 74, Sex: Male
Interviewer: Marcella Adamski
Interview Date: April 7, 2010
Question: Pa-la 'respectful term for father,' please tell us your name.
00.00.17
Interviewee #15M: Tsondue Gyaltsen.
Q: His Holiness the Dalai Lama asked us to record your experiences, so that we can share your memories with many generations of Tibetans, the Chinese and the rest of the world. Your memories will help us to document the true history, culture and beliefs of the Tibetan people. Do you give your permission for the Tibet Oral History Project to use this interview?
#15M: Yes.
Q: Thank you for offering to share your story with us.
00:01:18
#15M: [Nods]
Q: During this interview if you wish to take a break or stop at anytime, please let me know.
#15M: Okay.
Q: If you do not wish to answer a question or talk about something, let me know.
00:01:45
#15M: Okay.
Q: If this interview were shown in Tibet or China, would this be a problem for you?
#15M: I have relatives in Tibet but I do not have any relations with them.
Q: Would there be any problems?
00:02:15
#15M: There will be no problems. I do have relatives but we do not have any relations. Since coming here in '59, I have never gone back [to Tibet]. If one went back after coming here, there might be contact. However, I do not have such contacts.
Q: We are honored to record your story and appreciate your participation in this project.
00:02:52
#15M: Okay.
Q: Pa-la, tell me a little bit about where you were born?
#15M: I was born in Tibet near Meto Gongkar.
Q: Where is Meto Gongkar?
00:03:18
#15M: Meto Gongkar is in the central part [of Tibet]. It's at a distance of three to four hours from Lhasa.
Q: Walking or on horse-back?
#15M: In a vehicle.
Q: Were there vehicles then?
00:03:32
#15M: There were vehicles then. There were no vehicles before the arrival of the Chinese, but after the Chinese came, there were.
Q: What did you say?
#15M: There were no [vehicles] before the Chinese arrived in Tibet. After the Chinese arrived in Tibet, there were vehicles.
Q: How many people were in your village? How many families?
00:04:08
#15M: Our district was Meto Gongkar. My home was in Digung Thashoe.
Q: How many families were there?
#15M: There were about 70-80 families.
Q: So this was a big community.
00:04:36
#15M: It was big. There was a boundary wall surrounding the homes and gates in the east and west. There was no other entrance except through the two gates.
Right in the center was a big palace, which was the original monastery of Digung [Kagyu sect of Tibetan Buddhism]. I heard that when the Chinese arrived, they destroyed the whole thing.
Q: Was it unusual for a village to have a fence around it?
#15M: There was a fence around it with gates in the east and west. Nobody could enter except through the gates. In the early times, the gates would be shut but later they were not closed. In the center was an open space which was laid with stones.
Q: Was the fence around the whole village or just in…
00:06:04
#15M: [Interrupts] The animals were tethered on the stones during winter.
[Question is repeated.]
#15M: The whole village was surrounded.
Q: The fence was around the whole village. What was the fence made of?
00:06:36
#15M: It was made of stones.
Q: Like a stone wall?
#15M: Yes, it was built of stones.
Q: Was it plastered with clay?
00:06:49
#15M: Yes, it was plastered with clay.
Q: How high was it?
#15M: It was about four-stories high.
Q: Four stories? Could you estimate a measurement?
00:07:03
#15M: You can estimate that [points to wall of the room] as one storey and so on.
[Interpreter describes as three men's height.]
Q: Three men's height? Okay, so say six foot times three is 18 feet. What was the purpose of this wall?
#15M: The purpose of building this wall was because that was the place where the original Digung Monastery of the Kagyu sect was established. It was said to have been established by Choepa Rinpoche.
Q: In your home, how many people lived in your home?
00:08:19
#15M: There were my mother, my mother's younger sister, her four children—two sons and two daughters—and my mother's two sons and two daughters. My father…
Q: Your mother's sister lived in your house?
#15M: Yes, she did. There was one father and two mothers who were sisters.
Q: Were you the son of the first mother or the second mother?
00:09:37
#15M: I was the child of the first mother.
Q: Were the mothers equally liked in the home by the father?
#15M: They were not treated differently.
Q: What kind of work did his father do?
00:10:13
#15M: My father took the responsibility of the fields and any work outside the home.
Q: What else did he do besides field work?
#15M: [He did the] field works as well as paid taxes to the Digung Labrang [residence of a grand lama] and the government. There were two types of taxes called external tax and internal tax. The external tax was paid to the government and the internal tax was paid to the Digung Labrang. There were two Digung kyabgon 'high lama' in the Digung Labrang called senior kyabgon and junior kyabgon.
Q: Why did you have to pay tax to the monastery?
00:10:58
#15M: Because the monastery was our leader.
Q: Were the taxes affordable? Could the family afford the taxes to the monastery and the government?
#15M: The tax to the Digung Labrang was separate. The Digung Labrang owned a farm which had to be cultivated and after the harvest, the proceeds must be offered to the Digung Labrang.
Q: What was grown in the fields?
00:12:07
#15M: Barley was grown.
Q: What was the tax that you paid to the Tibetan government?
#15M: There was transportation service and charcoal that needed to be given to the Tibetan government. The weather was extremely cold in winter and there was plenty of wood in our region. So we had to prepare charcoal and deliver it at long distances.
Q: How did you prepare coal?
00:12:47
#15M: We prepared coal by burning wood.
Q: Then you delivered this to the Tibetan government as tax?
#15M: Yes.
Q: Where did you work to earn food for you to keep?
00:14:04
#15M: A school was started for the very small children of the village to teach them Tibetan. Another [school] was started for the older children. They were taught the…, so that they could turn out to be…
Q: Pa-la, you said that you did some farming of some land and gave the proceeds to the monastery and then you burned wood to make charcoal and gave that to the government, but when did you have time to work, so that your family could keep the food and the labor?
#15M: The government had given land for the families to earn their livelihood. We earned from that.
Q: The government had provided land.
00:15:31
#15M: Yes, the government had provided us land.
Q: You could [utilize] that land.
#15M: Yes, we could. The area of land depended upon the amount of taxes one paid.
Q: So that in addition to the land that you cultivated for the monastery, the government gave you some land and you cultivated that?
[Interpreter to interviewer]: Paid tax accordingly and had a little bit of lands to cultivate.
Q: Pa-la, your father worked on the lands. What did your mother do?
00:16:29
#15M: My mother prepared food for those that worked outside [in the fields] and the children. She managed the home.
Q: Was the monastery the center of village life and how was that? How was monastery the center?
#15M: We visited the monastery on auspicious days and made offerings to the monastery.
Q: And what about the monastery to the village?
00:17:27
#15M: There was no other…
Q: [Interrupts] Didn't the monastery do anything beneficial for the village?
#15M: If there was no rain during summer, the monastery performed the "rain ceremony."
Q: Did the monks ever work in the fields?
00:18:23
#15M: [Shakes head] The monks did not do field work.
Q: Did they just spend their time in prayers?
#15M: Yes, they spent their time in prayers.
Q: Were the people accepting of the taxes or was there any other feelings besides acceptance?
00:18:55
#15M: There were various degrees of taxes. Taxes were very high for the wealthy families. Some trelkhang 'high tax payers' were obliged to two regiments. They had to send men to the Drapchi Regiment and Kusung Regiment [different divisions in the Tibetan army].
Q: Why did they have to go to the army?
#15M: They had to send men to the army and bear the cost of their food and clothing.
Q: What about the lower taxes?
00:19:41
#15M: The lower tax payers were not obliged to send men to the army. At the same time, they had less area of land [for cultivation].
Q: The higher tax payers owned more land…
#15M: The higher tax payers were obliged to send their men or substitutes to the army.
Q: Did the people feel this was fair?
00:20:31
#15M: There was no feeling of dejection or anything like that because the more taxes you paid, the richer you were.
Q: I asked the question because later the Chinese often said the people were oppressed by the government and by the monasteries and forced to pay taxes. So I am enquiring pa-la, whether this was so. Did the people feel oppressed as the Chinese said they did?
#15M: They were lying.
Q: This monastery in the middle of your village, the Digung Monastery, had it been there for many years, many centuries? Was it an old monastery?
00:22:26
#15M: I have no knowledge about that.
Q: But it was there when your father was born?
#15M: Yes, it was.
Q: How many years earlier to that, can you make a guess, was it there?
00:22:52
#15M: If I make a guess, I suppose it was about 10-15 generations [old].
Q: How many monks lived in the monastery?
#15M: In the Digung Monastery in my village, there were only about 30 monks.
Q: That's not too big.
00:23:32
#15M: It was considered the main monastery of Digung. It was considered the original establishment. There were two Digung kyabgon and if [one of the] lamas passed away, the funeral rituals were performed here and if the lama reincarnated, his enthronement ceremony happened in this very region.
Q: The lama who was the head of the monastery, when he was alive, was this very special person, a reincarnation person?
[Interpreter to interviewer]: He was a reincarnation person.
Q: He was a reincarnated lama. He was the reincarnation of which person?
#15M: I do not know how many reincarnations had been born. The Digung Monastery in my village had 30 monks. There were two other Digung [Monasteries] called Digung Yaraga and Digung Thay. The Digung Thay consisted of two tsam-pa 'meditators' divisions. [The tsam-pa are those that have] matted hair on their heads. They have matted hair on their heads and they are called tsam-pa.
Q: Were they monks?
00:25:25
#15M: Yes, they were monks with [touches hands upon head].
Q: Why did they have that?
#15M: They were tsam-pa and went into retreat. There were two such divisions and a monk division. These divisions consisted of a population of 300 monks. The Digung kyabgon lived at Digung Yaraga. There were over 500 monks at this monastery.
Q: How many tsam-pa were there [at Digung Thay Monastery]?
00:26:20
#15M: There were about 100 monks and 200 tsam-pa. There were two divisions of tsam-pa called tsam-pa east and tsam-pa west.
Q: Were some monks, they stayed in meditation for long?
#15M: There were some who sat in retreat for a year and some for three years.
Q: Where would they be in this meditation?
00:27:13
#15M: Each one had a separate room and a courtyard. The monastery provided them with tea and water. In order to get water [inside the cells], there was a stone with a groove outside. A water container was placed inside [the cell]. When [someone] came to provide water, he knocked on the window and said, "Solchu 'honorific term for water'" and the lid of the water container was opened. Water was poured onto the groove in the stone. Water was brought and poured onto the stone groove.
Q: Was the same thing done in the case of tea?
#15M: Water was poured on the stone groove and [it filled] the water container inside.
Q: So these meditating monks, they were in rooms?
[Interpreter to interviewer]: There were separate rooms for them, very silent and no one is allowed to enter.
Q: Was this Digung sect specially known for meditation?
00:28:43
#15M: These tsam-pa were very renowned. There was one lama called Gelong Angor Rinpoche. He was supposed to have a [letter] "A" on his foot. The "A" was formed naturally on his foot. He was poor. There were many people who approached him for divinations. He'd say, "Just wait. I will offer you food." and he would travel in the air to Lhasa and bring back steaming hot momo 'dumplings.' This was a story that used to be told.
Q: Was he alive at the time that pa-la was? He was living at the same time?
#15M: [Speaks without listening to question] He was showing miracles.
[Question is repeated.]
00:30:32
#15M: I have seen him. The reason I could see him was because I have an uncle who was a tsam-pa and he became blind. I used to accompany him on circumambulation and assist him. When he sat in retreat, I used to cook for him and serve him food, as he meditated.
Q: Was he your relative?
#15M: Yes, he was a relative.
Q: How was he your relative?
00:31:04
#15M: He was a relative from my father's side. I lived for about two years at the monastery.
Q: How old were you when you did that, pa-la?
#15M: I was 9 years old at that time.
Q: You entered the monastery? When did you become a monk? What year?
00:32:01
#15M: I lived there for nine [?] years. During the nine years, there were two teachers that taught me. One was a lame monk who did not beat me much. The other teacher beat me a lot. I would have to fill out my cheek [with air] and he hit it with a bamboo stick.
Q: Pa-la, when did you go to the monastery from your home first?
#15M: When my uncle, the tsam-pa, passed away, [I] returned home. [My parents] said, "We need someone in the house who understands the taxes. You should not [continue to be] a monk. We will keep you at home." I told them that I did not wish to stay home and at the age of 13, I became a monk.
Q: So you became a monk at age 13.
00:33:28
#15M: Yes, at Gaden [Monastery].
Q: You were a monk from 9 to 13?
#15M: I left [home] to become a monk at age 13.
Q: So from 9-13 you stayed at home?
00:34:05
#15M: Yes. [At age 13] I went to the monastery.
[Interviewer to interpreter]: But before 9, he helped his uncle. Was that in the monastery?
[Interpreter to interviewer]: At the meditation monastery.
[Interviewer to interpreter]: When did he go, like 6 years old or something? When did he go to his uncle?
Q: How old were you when you went to help your blind uncle?
#15M: I was 9 years old then.
Q: Were you there for two years?
00:34:47
#15M: I was there until I was 10.
Q: Then you returned home.
#15M: From there, I returned home and stayed for two years, until I was 12.
Q: When you left for the monastery, why did you want to go to the monastery instead of staying at home and write family business?
00:35:22
#15M: I wished to become a monk and practice the dharma. So I became a monk. The teacher taught me the scriptures very well. I was very sharp at that time. I could memorize two long pages and two short pages of the scriptures [at a time]. Then I would be taught khalap.
Q: What's khalap?
#15M: Khalap is oral teaching, which one must keep in mind. I could recite the whole thing by memory to my teacher. My teacher did not beat me. However, I was very naughty. In the evening the teacher would take a test and then give me tsampa 'flour made from roasted barley' mixed with cheese and butter. After the test, he would give me that and tell me to go to sleep. In the cold of winter, I would be clad only in the thonga 'monks' sleeveless shirt' and not the zen 'shawl-like upper garment' and made to recite the scriptures.
Q: So for how long you were given very little clothing and it was cold and it was better to study that way? Is that what you are saying?
00:38:28
#15M: It was said that if one was clad in warm clothing, he would feel the warmth and not study. He would fall asleep. If one was cold, he would not sleep.
Q: Would it be in the monastery that he was then kept kind of cool, not too warm?
#15M: It was in the monastery.
Q: Which monastery was it?
00:39:02
#15M: At Gaden.
[Interviewer to interpreter]: So he joined that monastery and not the one in his village?
[Interpreter to interviewer]: Not in his village.
Q: Ah, he went to Gaden. Did he have a room of his own? Was he in with other students?
00:39:23
#15M: [I] was not kept inside the room. [I] sat in the courtyard.
Q: So you sat on the verandah and studied. And how many days did you do that?
#15M: I did that for five to six years. Then in one year, there was an epidemic in Lhasa including in Sera, Drepung and Gaden [monasteries] and many young monks died. Many died in Lhasa and it was said that dogs were dragging [the bodies] in the streets.
Q: So there was an epidemic or a plague. How old was pa-la at that time?
00:41:07
#15M: [Speaks before question is interpreted] When this epidemic occurred, all the younger people died. All the hair on the head fell off. I developed boils in my eyes and could not open them. Chang 'home-brewed beer' was brought from my teacher's home, which was located below the mountain pass. He mixed musk in the chang and gave it to me. The dormitories of the monks were like this [makes a circular motion and points to the middle] and right there was the courtyard. Every young monk of my age in those dormitories died. I was the only one who became well. I was cured because of the musk.
Q: Does he see people dying or he hears of it?
#15M: I saw it myself.
Q: Did the monks in the monastery get this illness?
00:42:58
#15M: Yes, many died in Sera and the same occurred in Drepung as well as in Gaden. It was all the younger ones that died. Since it was a bad disease, chadhor could not be performed.
Q: What is chadhor?
#15M: Chadhor 'sky burial ritual' could not be offered to the birds. Since it was a bad disease, [the bodies] needed to be buried.
Q: Did they have a name for this disease?
00:43:53
#15M: The epidemic was in three types. One was the hair fall; the other was fever and then the boils. The boils occurred in the eyes. There was this injection that used to be given here [points to left arm].
Q: Was there injections in Tibet?
#15M: A tiny cut was made in the flesh here [points to left arm] and [to the interpreter] do you know the khambu gamzik?
Q: What's that?
00:44:28
#15M: The inner core of the apricot was broken and medicine was filled in the hollow part. This was tied on it [points where the cut was made on the arm] and bandaged with a cloth. A week later it was untied and pus would have formed there.
Q: Were the boils under the arms here?
#15M: There were boils. They were called lhandum
Q: Were did the boils occur, on the arms or the face?
.
00:45:54
#15M: It occurred on the face as well as on the arms.
Q: The name, it sounds like, the name is the bubonic plague. Small-pox? Maybe small-pox.
#15M: Those who were not afflicted [by the illness] abstained from having contact with the afflicted. They were isolated. When the boils healed, they formed depressions in the flesh.
Q: I think that's probably small-pox, with the hole. It's terrible. If you went to the monastery and you were 13, so this had to be in, somewhere 1949-1950-1951.
00:47:15
#15M: I think I was around 15 years old at that time. Since it was a bad disease [the bodies] had to be buried and it used to be said that there was no space left to bury [the dead].
Q: In your monastery in Gaden, how many people died roughly? What percentage?
#15M: Perhaps a thousand.
Q: And Gaden had how many thousands then?
00:48:11
#15M: The average figure of Gaden was 3,300 monks. However, there were more than 3,300.
Q: If there were 3,300 there, 1,000 of them died; so one in three people.
#15M: Yes, that is right.
Q: Do they know what caused this illness? Do they…
00:48:40
#15M: [Interrupts] It did not affect the older ones.
[Question is repeated.]
#15M: Much later, after the epidemic had ended, it was said that the epidemic was brought by a nun. The nun was the cause of the epidemic. It was then said that she had gone away beyond the mountain pass.
Q: How did she get it?
00:49:08
#15M: The disease was brought…
Q: …by the nun?
#15M: Yes.
Q: Why did they think a nun brought it?
00:49:31
#15M: It was said that the nun had brought the illness and it spread.
Q: Where did the nun get the disease from?
#15M: I do not know how she got the disease. [Smiles]
Q: Had she been traveling outside of Tibet?
00:50:07
#15M: The nun was said to be staying in the monastery. Then many young people became sick and died. After the illness ended, it was said that the nun had left the monastery.
That's what was said.
Q: Why was the nun staying in a monastery?
#15M: I do not know about that.
Q: Was there any inoculation? Did any outside people come to give them shots or needles for protection?
00:51:14
#15M: Such things were very rare. If there were doctors present in the monastery, they would be consulted. Good doctors were found in Lhasa. So for analysis of urine [of a sick person], it was filled in the horn of yak, covered and taken to Lhasa on horseback to the doctors there. Then they diagnosed the illness and provided medicines.
Q: Did they find any medicine that was effective or did the epidemic just go away slowly?
#15M: Very good medicines were available. There were doctors in Lhasa at Tengayling and Chakpori.
Q: Really, the medicine helped cure people?
[Interpreter to interviewer]: Yes, it helped cure people because the two main doctors, according to their prescription, medicines were required.
Q: Good. So every monastery, Drepung had it, Sera had it and Gaden, everybody? Three monasteries had this epidemic?
[Interpreter to interviewer]: Yeah, all the monasteries had it. Even they had it in Lhasa.
Q: Even the city of Lhasa?
00:53:17
#15M: Yes. Monks of the three monasteries of Sera, Drepung and Gaden assembled in Lhasa for the Monlam Chenmo 'Great Prayer Festival.' After the assembly got over, there were dhodi constructed about this height [gestures off camera] and another one higher than this and then a third one. There were three such dhodi. Medicine dispensers sat on the dhodi. The medicines were in [pouches made of] woolen cloth and a piece of paper attached to it. The names of the medicines were attached to the medicine pouch. After checking the pulse, the doctor [gave the prescription] and the dispenser took the medicine out of the pouches.
Q: And did it bring the epidemic to a close?
[Interpreter to interviewer]: …close and they were checked and then medicine was distributed. Stalls were made for the medicines.
[Interviewer to interpreter]: A medicine stall was held in Lhasa to give out medicine.
[Interpreter to interviewer]: …during the Monlam period.]
Q: When is the Monlam period?
#15M: The Monlam's duration is 21 days.
Q: In what month?
00:54:59
#15M: It started on the 4 th day of the 1 st Tibetan lunar month. On the 15 th day chonga choepa '15 th day offering' was celebrated, thogya 'pyramid-shaped offerings' took place on the 16 th and jampa dhende 'bringing out of the statue of Jetsun Jampa Gonpo' was celebrated on the 17 th day.
Q: Was the medicine given out freely or did people have to buy it?
#15M: The medicine was free. One did not have to pay for it.
Q: Can you remember what the medicine looked like?
00:55:51
#15M: They were in the form of pills as well as powder. They were Tibetan medicines. It was similar to the medicine that is dispensed at the Mentsekhang [Tibetan Medical Center] here.
Q: You said that when the epidemic broke out, the people were dying so fast that their bodies were in the streets in Lhasa?
#15M: It used to be said that the dogs were dragging [the bodies]. It came to be said that there was no space left at the Sera Shar cemetery. [The bodies] needed to be buried at the cemetery as only [dead bodies of] people [who died] without bad diseases could be offered to the birds. There was the thomdhen who conducted the chadhor [shows cutting motion with hands]. Chadhor was conducted and [the bodies] offered to the birds. [Those bodies] which did not have bad diseases were given to the birds.
Q: Did people think this was any kind of an omen or punishment or anything? What was the attitude about why this was afflicting the population?
00:58:10
#15M: When the epidemic was present, [healthy people] did not have contact with those that had contracted the disease. They remained within their rooms and did not venture where the disease was since the epidemic was infectious.
Q: When they had to take them out of town, did they bury people or cremate the bodies? You said there was no room in town, in the village—no room left. So you took the bodies outside. Did they burn them, cremate them or did they bury the bodies?
00:59:22
#15M: They might have buried them close to each other.
Q: Pa-la, how long did this last? Like a month or one week or how long were people sick before it went away?
#15M: It might have been one month or two months. The epidemic came and [the number of sick] increased.
Q: How many months did it take altogether?
01:00:14
#15M: About two months.
Q: And the nun they said brought the disease, do you know what happened to her, pa-la?
#15M: It was said that the nun left and the disease was at an end.
Q: Just that when she left, there was no disease left.
01:00:54
#15M: Yes.
Q: Does he believe it was the nun's fault for the disease?
#15M: That's what people used to say.
Q: Did you believe that to be true?
01:01:11
#15M: Yes, I thought that was true. I was sick myself. Look, there are windows in a row here [points around the interview room]. Let's take them as the monks' quarters. In each of these quarters lived a teacher and two or three students. So imagine how many would have died in a community hall like this. I was the only one who became well. If we take this hall as an example, I was the only one who survived. The rest died. How many would have died in the other houses! If we take these windows as the quarters, how many monk students were in each room! I was the only monk student in my quarters. My teacher's home was below the monastery. They brought chang from there and mixed it with latsi 'musk.' After drinking that, I became well. I was the only one who survived, while all those who were afflicted died.
Q: From which animal do you get latsi?
#15M: Latsi is derived from a wild animal called musk deer.
Q: Was the latsi its waste matter or blood or what was it?
01:03:20
#15M: It was obtained from the genital of the male animal.
Q: And did his teacher survive?
#15M: He did not fall sick. He was older.
Q: Pa-la, do you know after this epidemic, how many people died from the epidemic in Lhasa?
01:04:41
#15M: I think it was countless because there were more monks in Sera and Drepung than Gaden. [Imagine] how many would have died!
Q: This epidemic happened when you were 15 years old and you had gone back to the monastery when you were 13. I just want to review. You studied meditation and scriptures for two years and then the epidemic came.
#15: Then I became well and everything was good.
[Interviewer to interpreter]: So what does he do next? He is the only student in his group, is that right, that survived?
[Interpreter to interviewer]: Yes.
Q: And then pa-la, what do you do next?
01:06:29
#15M: Generally if people died from diseases other than the epidemic, there were thomdhen who conducted the chadhor by cutting the flesh and feeding it to the birds. The birds arrived who also had their rules. One of the vultures flew, while all the rest of the birds sat bowing [bows head]. The leader of the vultures took a bite of the flesh and flew away. Then the rest of the [vultures] went to eat.
Q: Was that later on because you said none of the people who died in the epidemic were given to the vultures, so we are talking about a later time now.
[Interpreter to interviewer]: A later time.
[Interviewer to interpreter]: How does he know about the sky burial so much?
#15M: I have seen it with my eyes. There was a [sky burial] place at Digung Thay, which was considered very holy. It used to be said that not a day passed when a corpse was not brought there. There is a very holy cemetery in India called Siwatse Dhutoe. It was said that there is no difference between the Siwatse Dhutoe and the Digung Thay cemetery.
Q: Does it mean that all the flesh gets eaten here? It was eaten by the birds?
01:09:23
#15M: After the birds had eaten [the flesh], only the bones were left behind. The bones were ground and mixed with tsampa; even the brain within the head was ground and mixed with tsampa and they were once again fed to the birds. Everything got eaten. There was nothing left behind.
Q: This area was near you when you were a child or after you left the monastery?
#15M: That area was called Digung Thay. That was the monastery where I told you I lived for two years.
Q: During the two years near Gaden Monastery?
[Interpreter to interviewer]: Not Gaden.
[Interviewer to interpreter]: He was in Drepung?
[Interpreter to interviewer]: He was in Gaden and not in Drepung.
[Interviewer to interpreter]: What monastery did he go to?
[Interpreter to interviewer]: He went to the Gaden Monastery but earlier, before when he was at the age of 9, or something like that, with uncle he stayed.
[Interviewer to interpreter]: With his uncle, he stayed and then he saw the mountain.
[Interpreter to interviewer]: Because nearby, the holy place was located.
[Interviewer to interpreter]: Got it. I understand. So he saw it with his own eyes.
01:11:39
#15M: I am not relating anything more [than it actually happened]. I am not telling any lies. I am relating exactly what happened.
Q: This is important information. Did people wish to have a sky burial? Is that their first choice or were there other kinds of burials that they wanted?
#15M: If it [the death] was not from a bad disease, not an infectious disease like the one I told you about now, all those that did not have infectious diseases were fed to the birds.
Q: You wanted us to know about the sky burial and my question was, did people prefer the sky burial or were there other forms of burial that they wanted?
01:12:51
#15M: When someone died, rituals were performed in the home. Then it [the body] was taken to the cemetery. Inviting monks to read prayers depended on the economic situation of the family, whether to invite monks from the main monastery or the datsang [section in a monastery]. Offerings were made [to the monks].
Q: Why was the sky burial the first choice? Why was it not buried or cremated?
#15M: That was the tradition since long ago.
Q: And what was the next option?
01:13:54
#15M: It was always given to the birds.
Q: But if you didn't live near a mountain to do that, what other kind of burial could you have?
#15M: [Speaks before question is interpreted] These days if someone dies, he is cremated at the cemetery. [I am] old and if [I] could go back to Tibet and die there in my country, I could have the chadhor. [I] would prefer that. Chadhor is preferred to burning.
[Question is repeated.]
01:14:43
#15M: It would be taken there, wherever the [sky burial] cemetery was. The person who conducted the chadhor would be there.
Q: So everybody who died in his village, do they have a sky burial?
#15M: Yes. However, it was not everybody who performed the chadhor [makes cutting motion with hand]. There was one particular person who conducted it. Nobody else touched [the body].
Q: Pa-la, did you ever witness with your own eyes a sky burial?
01:16:03
#15M: I have seen it with my eyes. I told you that I stayed for two years at the meditation monastery at Digung Thay, where there were two tsam-pa Monasteries and a [regular] monastery. There used to be a chadhor held everyday at the cemetery.
Q: Have you been to witness it?
#15M: Yes, I have been to witness it. The vultures sat there and a person with a stick stood guard over them. The vultures sat thus [bends head and shoulders]. Then the leader of the vultures flew down. When the leader landed on the ground, all the vultures sat with bowed heads, just like humans do when they show respect to someone.
Q: Did he see the body being dissected? Has he witnessed that?
01:17:32
#15M: [Speaks before question is interpreted] After they landed, their wings moved like this [moves hands up and down]. He [the leader of the vultures] took a bite from the dissected flesh and flew away.
[Question is repeated.]
#15M: Yes, I have witnessed that.
Q: Do they start with any particular part of the body?
01:18:03
#15M: Yes, the person [who dissected the body] was called thomdhen.
[Question is repeated.]
#15M: He put on a different type of attire, meditated and then dissected with a knife.
Q: Which part did he do first?
01:18:25
#15M: It was started from the upper part of the body.
Q: And then did he cut straight down?
#15M: No, the body was laid face down.
Q: Did he cut straight down or sever the hands?
01:18:35
#15M: The hands were not severed. [Makes cutting motion with hand.]
Q: Right down the middle?
#15M: Right down the middle starting from the upper part.
Q: And what happens to the head?
01:18:59
#15M: The head was ground. The brain was removed and mixed with tsampa. The bones were ground finely and mixed with tsampa and given to the vultures. There was nothing that was left behind. Everything was cleaned. That was what I witnessed.
Q: What about the organs in the body, the heart, kidneys, lungs?
#15M: It was cut here [indicates front portion of body] and [the organs] removed. They were fed to the birds along with the flesh.
Q: How long does it take for the vultures to finish taking away a whole body?
01:20:35
#15M: It took about an hour. After all the bones were eaten, they flew away and slept on the rocky mountains, with their wings stretched out in the sun.
Q: Does every village have a place where they take their bodies to be dissected for the vultures?
#15M: Yes, they did.
Q: And does every village have a man who does that work?
01:21:33
#15M: There was never any burial [underground]. As long as it [the death] was not from a bad disease, there never was any burial. It was considered bad to bury. It was considered good [for the body] to be given to the birds.
[Question is repeated.]
#15M: Yes, most villages had [a place for sky burial]. In some cases, if they did not have one, [the bodies] were brought on horses and yaks from distance of two or three days.
Q: Do they do the feeding of the bodies in the spring, summer, winter, fall, all year long?
01:22:40
#15M: It was done throughout the seasons. It was done throughout.
Q: What happens to the person's possessions, their earrings and things like that? What happens to them?
#15M: Those were offered to the monasteries. They were offered to the monasteries and lamas.
Q: Does the monastery keep those items?
01:23:34
#15M: Then they sold them.
Q: And are the monks, do they have sky burials the same as lay people?
#15M: Whether one was a monk or a lay person, it was the same.
Q: Was it the same for women?
01:24:11
#15M: It was the same for women.
Q: So before we heard about the sky burial, I was asking you when the epidemic was over, pala, in the monastery, what did you do next?
#15M: I continued to be a monk.
Q: What happened then?
01:24:48
#15M: I continued to be a monk and then I lived separately from my teacher. There are the monasteries called Gyuto, relocated in Dharamsala [Himachal Pradesh, India] and the Gyumey, relocated in Hunsur [Karnataka, India]. After completing his Geshe Degree 'Master in metaphysics,' my teacher left for Gyuto Monastery. And then my teacher was deputed as an abbot to a branch monastery of the Gyuto Monastery. I accompanied him as his steward. I was the steward to the abbot.
Q: And where is this monastery located?
#15M: The Gyuto Monastery was located in Lhasa. It was at Ramoche in Lhasa. Both the Gyuto and Gymey Monasteries are located at Ramoche. From there he had to go to a branch monastery of the Gyuto Monastery as an abbot. He took me along as his steward.
Q: Does the teacher travel very much in a year?
01:27:38
#15M: Until he reached the monastery where he was deputed, he was provided a certificate by the government authorizing him to tax people for a horse for his travel and animals for the transportation of his belongings. When he produced the certificate from the government, he was escorted from one place to the next. He would receive a donkey, a horse, a yak or an ox to load his things. They [the tax payers] also brought him a horse to ride on. This was done from one point to the next.
Q: And this special letter; is it from the Tibetan government or is it from…yeah, from the Tibetan government?
#15M: It was a letter from the Tibetan government.
Q: The epidemic is over and it's 1952. What happens between '52 and the next five years? What happens in his life?
01:29:59
#15M: I lived separately [from my teacher]. In autumn and during the time of cultivation, I went to work in the fields. During the sowing and harvesting seasons, I went home to help my parents in field work.
Q: How old were you then?
#15M: I was 23 years old when I escaped in 1959. Until then, I stayed at home and helped my parents. I did not stay relaxing at home on account of my being a monk. I helped my parents in the fields. I did not plow the lands, but pulled out the weeds from the fields of wheat, peas and barley. I helped them in whatever way they required. I did not sit relaxing at home just because I was a monk.
[Interviewer to interpreter]: Was he still traveling with his teacher at that time?
[Interpreter to interviewer]: No, no. He left the teacher and went back to the house.
Q: How many years was he with the teacher?
#15M: I was eight years with the teacher.
Q: Eight years? From which year? You traveled with your teacher who became an abbot after you became well from the epidemic…
#15M: Then I lived separately. I did not live with my teacher. When the teacher was leaving [for Gyuto Monastery] he could get other stewards but he preferred to take me, who was his student, with him. So I left with him.
Q: After he took you with him, how many years did you stay with him?
01:32:39
#15M: [I] stayed about two years. And then I went back to the monastery.
Q: Which monastery? Gaden?
#15M: Yes, I went back to Gaden. His Holiness the Dalai Lama was holding the ceremony of offering of the Geshe tsenthak at the three monasteries of Sera, Drepung and Gaden.
Q: What is Geshe tsenthak?
01:33:18
#15M: His Holiness the Dalai Lama had to make an offering for the Geshe 'Buddhist philosophy' Degree.
Q: His Holiness had to make the offering.
#15M: Yes, the offering had to be made. It was thukpa patsema 'specially-prepared rice' mixed with apricots, dates, grapes and liquid butter. That was thukpa patsema. [The monks] had huge bowls like this [joins palms together to form shape of bowl]. A ladleful [of thukpa patsema] was put into it and pressed down [shows action of ladle pressing down on the food in the bowl].Then another ladleful was poured onto that and again pressed down. And once more another ladleful was put on it. The bowl looked heaping.
Q: What's in the thukpa?
01:34:54
#15M: There were dates, white grapes and apricots in it.
Q: What else?
#15M: Liquid butter. The butter from dri 'female yak' was used.
Q: Were there rice or wheat in it?
01:35:24
#15M: It was [made of] rice. I was one of those who carried the thukpa in containers and served tea.
Q: So that was the special ceremony.
[Interpreter to interviewer]: He got the opportunity to come back to Gaden.
Q: And then do you stay at the monastery there or what happens?
#15M: My teacher told me that I must accompany him to the monastery, but my mother and grandmother arrived and said, "Times are very bad. Please do not go back [to the monastery with your teacher]. Stay [at home] or we might never get to see each other again." About 500 monks of Gaden had left to join the Chushi Gangdrug [Defend Tibet Volunteer Force]. There was a separate division called Gaden Division [in the Force].
I was not allowed to accompany my teacher. Had they sent me with my teacher, I would not be here.
Q: What was the danger of going to the monastery?
01:37:33
#15M: Times were bad because there was a war looming over.
Q: Did he join those monks [who went to fight]?
#15M: I did not join the force. I became sick during the Monlam Festival and my mother and older sister came to see me. They asked me to come home. I lived at home and then [received a message which] said that monks should not stay in the villages but return to their monasteries. On my way back to the monastery, as I left the district [headquarters] of Meto Gongkar the next morning, Lhasa was being shelled by the Chinese. Lhasa was covered in smog and echoed with the sound "dhing, dhing."
Q: You heard artillery. And then what happens next in your story? We're going to have to wrap up.
01:39:36
#15M: When the Chinese first appeared in Tibet, it was during the Monlam Festival in Lhasa that they first came to Lhasa.
Q: What year was it?
#15M: I do not know which year but it was during the Monlam Festival.
Q: When did you first see [the Chinese]?
01:40:02
#15M: It was several years after I had become a monk. Then there was the battle at Sera [Monastery]. There was a monastery in Lhasa called Tsomoling and close to it a big road called Chanzesha which led to the Potala Palace. On one side of the road was the rented house where we stayed during the Great Monlam Festival in Lhasa. In the courtyard of this rented house was a small house in which lived a very high Chinese official and a woman. We were young monks then and used to play around and he complained to the older monks after which we got a beating on the head.
Once it was night and the other monks had gone to attend the assembly, while I was alone [in the house]. The house where the Chinese official lived was in the courtyard and I could see a lamp burning. I peeped in and saw the Chinese official break four eggs and stir it. The woman was cutting some onions. I wanted to spite them. If I moved in front, they would have seen me. I took a handful of dust and waited. [They] fried the onion in the pan and then added the eggs. Just then I threw the dust in the pan and fled.
Q: It sounds like it was your protest. We are going to have to wrap up now but it sounds like when you heard the shelling in the background, was that Lhasa being bombed? Was that 1959?
01:43:39
#15M: That was in the year 1959.
Q: Do you know the month?
#15M: It was in March.
Q: Had His Holiness left at that time or not?
01:43:49
#15M: When the shelling was going on, His Holiness was there [in Lhasa].
Q: After Lhasa was attacked and occupied, how soon after that did you leave Tibet?
#15M: It was on the 15 th or 16 th of March 1959 that I left the monastery. Then I went to escort a lama who belonged to my village.
Q: Where? To Gaden?
01:44:55
#15M: No, he belonged to my village and needed to be escorted to India. When I reached home, I told my parents that I wanted to join the Chushi Gangdrug and fight. My father agreed, but my mother cried and pleaded with me not to go. She said we would never meet again.
Q: Your mother would not give permission.
#15M: [She] asked me not to go but I insisted that I wished to go. At that time there was no thought about going to India. I believed I would fight in the war and be back after that. I never thought that I would go to India.
Q: Did you join the Chushi Gangdrug?
01:46:57
#15M: I did not join the Chushi Gangdrug. When we reached there, the Chushi Gangdrug had left for India. That was in the 4 th Tibetan lunar month. There was a double 6 th lunar month that year and we left during the last days of the second 6 th lunar month.
They [the Chinese] had seized all the boats. We found one boat in which we managed to cross. We could not go to the villages to buy tsampa as the Chinese had arrived there. Had we gone there, we'd be captured by the Chinese.
Q: Maybe we'll talk to you about that again, but right now we're going to wrap up for today.
#15M: [Interrupts] I had a gun. It was a short-barrel English-made rifle. I had only five bullets. [Smiles]
Q: Did you fire your gun?
01:48:39
#15M: I did a trial. I fired at a target but could not hit it. I had never used a gun before.
Q: So you obeyed your grandmother and your teacher and you didn't join the Chushi Gangdrug but you tried to fire your gun somewhere and it didn't work.
#15M: I tried the gun. [Smiles]
Q: We're going to conclude our interview now and I want to thank you very much for your story. We have many more things to talk to you about and maybe we can do that another time but for today, I want to thank you for this very helpful interview.
01:50:01
#15M: Okay.
Q: And if this interview was shown in Tiber or China, would this be a problem for you?
#15M: There will be no problem for me because I am living here. There will be no problem.
Q: Can we use your real name for this project?
01:50:32
#15M: Yes, you can. I have relatives in Tibet but there has been no contact between us. I had a relative who passed away on the 15 th of November 2002. [The relative] died from hypertension and diabetes. [The relative] visited Tibet twice but I have not been there since [I left].
END OF INTERVIEW
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Preliminary Chart Pack
[do not cite; all data subject to revision and refinement]
NYC Social Services Career Ladder Project
Fiscal Policy Institute James Parrott [email protected] 4-3-14
Chart 1—NYC Contract Budget for Social Services
- NYC contracts out $4 billion in social services annually, over one-third of the City's total service contract budget.
Chart 2—Demographics of Private Social Service Workforce
- There are 116,000 private sector social service workers (not including those working for organizations that are primarily health care).
- People of color are 77% of social service workers vs. 63% overall.
- Social service workers are 82% female and slightly older, and less welleducated. However, 44% have at least a 2- or 4-year college degree.
Chart 3—Occupations, Earnings & White Non-Hisp. Share
- According to the ACS, median annual earnings are only $25,255 in social services.
- Within social services, higher-paying occupations tend to have higher proportions of white non-Hispanic workers, and lower-paying ones have higher proportions of persons of color.
Chart 4—Wages and Hours
- The median hourly wage in private social services is only $13.49, nearly one quarter less than the $17.79 hourly median for NYC resident workers overall.
- 24% of social service workers are paid less than $10 an hour, and 40% make less than $12 an hour.
- White workers have a median hourly wage of $18.19, 42% greater than the $12.79 median wage for persons of color working in social services.
Chart 5—Family Income and poverty
- Across all industries in NYC, 24% of workers have family incomes that place them below 200% of the federal poverty line; in social services, 34% of workers have family incomes below 200% of federal poverty.
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Barriers for Educational Technology Integration in Contemporary Classroom Environment
Conrado I. Dotong, Evelyn L. De Castro, Joselito A. Dolot, Maria Theresa B. Prenda
Asia Pacific Journal of Education, Arts and Sciences Vol. 3 No.2, 13-20 April 2016 P-ISSN 2362-8022 E-ISSN 2362-8030 www.apjeas.apjmr.com
College of Engineering, Lyceum of the Philippines University, Batangas
City, Philippines
[email protected]
Date Received: January 11, 2016; Date Revised: April 5, 2016
Abstract - This literature review explores the extent of integrating educational technology in contemporary classroom environment among the ASEAN Member States focusing more on the undeveloped and developing countries. It describes the profile of the countries under study in terms of the total population, gross national income (GNI), literacy rating and ICT development index (IDI) and to determine the barriers for educational technology integration; and test the correlation among the profile variables. Results showed that some of the identified probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects. Gross National income is considered a factor that can directly or indirectly influence the Literacy rating and ICT Development Index value of the country while the total population based on ranking of countries has nothing to do with the ranking of GNI, Literacy Rating and IDI value of each country.
Keywords: educational technology, basic education, ASEAN, ICT Development Index
INTRODUCTION
Technology has brought numerous transformations and innovations in the way society manages and deals with business, politics, religion, economy, education and many others. In all aspects of life, it directly affects negatively and positively the development of the fast changing environment. The benefits of such advancement in computer technology has tremendously succeeded its objectives of providing convenience in the way people learn and communicate through receiving, sending and processing information that makes everything moves faster than ever.
People learn from formal or informal schooling which describes education based on experience from the environment where technology plays an important part of learning process to make the transfer of knowledge more consistent, reliable and effective. This is where educational technology shows a perfect illustration of teachers and students having fruitful discussion and sharing of knowledge and values through the use of appropriate modern-day instructional materials.
It is hard to believe that since the beginning of educational technology until its proliferation in the contemporary classroom environments, there are still some teachers who resist and refuse to accept the role of technology in the development of learners' ability and there are those who never given an opportunity to experience the benefit it would bring due to lack of resources [1]. This is where creativity of teachers brings out the instructional materials coming from being resourceful. The image of classroom environments in the Third World countries like the Philippines is a mixture of faded black and white with a brighter sense of hope from teachers that through their efforts, there will be colorful lives among the pupils that will stand out in the crowded pigments of the future. Latchem [2] noted that after four decades of digital experiments in classrooms and the expenditure of billions, it really should not be so difficult to find strong evidence of significant overall improvement in educational outcomes
The integration of technology in the delivery of instruction is considered vital in the implementation of student-centered approach of teaching method. But due to inadequate financial resources [3] of third world countries, the government could hardly provide
enough support for basic education to sustain quality teaching and learning process. There is great faith that these technologies will improve teaching and learning, and consequently afford these countries a greater stake in today's knowledge society [4].
Aside from financial resources, it is the task of this study to review the status and other barriers on the integration of educational technology in the contemporary classroom environment among the ASEAN members states considered as developing countries. This study is conducted to compare the status of ICT integration among ASEAN Member states and how far the differences of these neighboring countries in terms of ICT development. The growth of education is an important aspect of economic development where the nation depends on the capacity of its people. If the human resources are not equipped with appropriate skills based on how they were educated in formal schooling due to inadequate resources and facilities for learning, there will be insufficient leadership capacity to lead and sustain the progress of a country. Therefore, findings of the study may serve as substantial input to the policymakers who are considered to be in a unique position to bring about change (Wallet, 2014) to transform the teaching and learning process [5], [6] into a more dynamic system of cultivating the young minds for inclusive innovation.
OBJECTIVES OF THE STUDY
This literature review explores the extent of integrating educational technology in contemporary classroom environment among the ASEAN Member States. Specifically, this study aims to describe the profile of the countries under study in terms of the total population, gross national income (GNI), literacy rating and ICT development index (IDI); educational technology integration in principle and practice as well as the barrier for its integration; and test the correlation among the profile variables.
METHODS
This study utilized qualitative analysis using Literature Research Methodology which is to classify information contained in literatures, to select typical examples to re-organize and come to conclusion on the basis of qualitative description. The qualitative analysis of literatures has special values in distinguishing the past trends and forecasting future models [7]. This study also applied inferential statistics to test correlation among the profile variable of the countries. Local literatures on the status of integration of technology on these countries were also reviewed and investigated. Three papers from the report published by the UNESCO Institute for Statistics were reviewed and served as secondary source of data and information.
RESULTS AND DISCUSSION
Profile of ASEAN Member States
In terms of classification, there are 70 per cent of the ASEAN member-states considered developing countries and 1 per cent which is Myanmar belonging to undeveloped while Brunei is graduating to developed economy and Singapore to advanced/ developed economy based on the Gross National Income per capita of World Bank national accounts data. There are so many improvements need to be addressed among the member states in order to reach the status of Brunei and Singapore as developed economy. The identity of each country in terms of population is also diverse wherein poverty is number one concern of the national government.
The profile describes the total population, gross national income (GNI), literacy rating and ICT development index (IDI) of developing countries among ASEAN Member States. These are considered some contributing factors in achieving the mission of quality education through integration of educational technology in contemporary classrooms in ASEAN community.
In terms of population, Indonesia has the highest total population among the ten ASEAN member states with 3.5 percent of world share followed by the Philippines and Viet Nam while Singapore and Brunei Darussalam obtained the least total populations which are considered developed countries among the member states. There is no reviewed literature that tells population of the country has significant contribution in the integration of ICT in education. But when two samples compared between one group with large population and the other one with small population, it is more manageable to provide instruction to smaller population and the attention to be given to each individual is higher than in a group with large population [8].
Gross National Income per Capita is also presented in the study to determine how countries performed over the other that could provide baseline information and insight as to reasons for the barriers of technology integration in education. Among the
developing countries, Malaysia has the highest Gross National Income per capita based on 2011 to 2014 World Bank national accounts data while Cambodia, Lao PDR, Myanmar and Vietnam obtained the least [9].
drops from 11 in 2010 to 19 in 2015 as well as Brunei Darussalam from 53 in 2010 to 71 in 2015 while Thailand and the Philippines climb 18 and 7 spots, respectively for five years.
In terms of literacy rating among ASEAN Members States, Singapore obtained the highest rating of 96.8 per cent followed by Thailand (96.7%), Philippines (96.3), Brunei (96%) and Malaysia (94.6%). However, Viet Nam (94.5%), Indonesia (93.9%), Myanmar (93.1%), Laos (79.9%) and Cambodia (77.2%) obtained the least percentage among the ASEAN Member States [10].
ICT Development Access Sub-Index 2015 captures ICT readiness, and includes five infrastructure and access indicators (fixed-telephone subscriptions, mobile-cellular telephone subscriptions, international Internet bandwidth per Internet user, households with a computer, and households with Internet access). Singapore, Brunei and Malaysia are the top 3 with the highest IDI access sub-index value in 2015 while Cambodia, Laos and Myanmar obtained the least values.
ICT Development Index 2015
The Information and Communication Technology (ICT) Development Index (IDI), which has been published annually since 2009, is a composite index that combines 11 indicators into one benchmark measure. It is used to monitor and compare developments in information and communication technology (ICT) between countries and over time [11].
The main objectives of the IDI are to measure the level and evolution over time of ICT developments within countries and the experience of those countries relative to others; progress in ICT development in both developed and developing countries; the digital divide, i.e. differences between countries in terms of their levels of ICT development; and the development potential of ICTs and the extent to which countries can make use of them to enhance growth and development in the context of available capabilities and skills.
The Index is designed to be global and reflect changes taking place in countries at different levels of ICT development. It therefore relies on a limited set of data which can be established with reasonable confidence in countries at all levels of development.
Singapore obtained an IDI value of 8.08 in 2015 followed by Malaysia (5.90), Brunei Darussalam (5.53), Thailand (5.36) and Philippines (4.57). However, Viet Nam obtained a score of 4.28 followed by Indonesia (3.94), Cambodia (2.74), Lao P.D.R. (2.45) and Myanmar (2.27) as the least group of countries in IDI 2015.
The ICT Development Index for ASEAN Member States shows that Singapore, Malaysia and Brunei are the top 3 countries with the highest IDI value in 2015 while Cambodia, Laos and Myanmar obtained the least values. The rank of Singapore in the world rank
Singapore obtained the highest IDI value of 8.64 on 2015 for access sub-index among ASEAN Member States followed by Brunei Darussalam (7.25), Malaysia (6.61), Thailand (5.20) and Indonesia (4.60). However, Viet Nam (4.43), Philippines (4.39), Cambodia (3.77), Lao P.D.R. (3.03) and Myanmar (2.47) obtained the least scores [11].
The skills sub-index seeks to capture capabilities or skills which are important for ICTs. It includes three proxy indicators (adult literacy, gross secondary enrolment, and gross tertiary enrolment). As these are proxy indicators, rather than indicators directly measuring ICT-related skills, the skills sub-index is given less weight in the computation of the IDI than the other two sub-indices. Singapore, Thailand and Brunei are the top 3 countries with the highest IDI skills sub-index value in 2015 while Myanmar, Laos and Cambodia obtained the least values.
Singapore obtained the highest skills sub index value of 7.93 followed by Thailand (7.83), Brunei Darussalam (7.34), Philippines (6.97) and Indonesia (6.93). However, Malaysia (6.75), Viet Nam (6.54), Myanmar (5.22), Lao P. D. R. (4.94) and Cambodia (4.60) obtained the least scores in the skills sub index for 2015 among ASEAN Members states [11].
The use sub-index captures ICT intensity, and includes three intensity and usage indicators (individuals using the Internet, fixed broadband subscriptions, and mobile-broadband subscriptions). Singapore, Malaysia and Thailand are the top 3 countries with the highest IDI use sub-index value in 2015 while Cambodia, Laos and Myanmar obtained the least values. Singapore still obtained the highest value of 7.61 in the use sub-index followed by Malaysia (4.76), Thailand (4.28), Philippines (3.55) and Viet Nam (3.01). However, Brunei Darussalam (2.90), Indonesia (1.79), Cambodia (0.78), Lao P.D.
R. (0.64) and Myanmar (0.58) obtained the least scores [11].
Barriers for Integration
Many aspects are being considered in making technology integration possible and measuring its impact could hardly get a few from the rest of the developing countries in ASEAN member states. It is always easier said than done those plans of integrating innovations in teaching and learning process. Some of the probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects.
Rural youth for whom the Internet is more aspiration than avocation and whose schools may not even have electricity, let alone a computer, or for whom 'computer time' means the two hours a month spent in a crowded school computer lab learning how to use a word processing program while waiting, waiting, waiting for their desperately slow Internet connection to bring up a single web page: Such young people and circumstances represent the reality of current technology use in education across Asia as well [12].
Economic strength or financial capability of developing countries in considered one of the major challenges in the integration and even the rest of the world. Lack of appropriation for ICT due to corruption and strong influence of politics might be some barriers to believe as reasons. Most organizations and industries from developed countries are giving out their support to alleviate the digital divide among nations. But only few stayed focus and committed from the beginning of the project until it has produced impact to the community and society at large. Huge amount of funds and human resources should be invested in such projects to become sustainable. Providing schools with the computer units without access to internet and other communication media could not serve its purpose into full extent.
Teacher preparation is insufficient [4]. The workforce must be well-equipped with the skills necessary to provide effective transfer of knowledge from the teachers and learners. Such technology is being used to support the delivery of instruction and to train students on how computer works and its fundamental operation as well as its applications in the development of an informed and educated community.
The infrastructure or facility where to place donated computers in an environment that can ensure temperature conducive to preserve the functionality of computer system is another story. The bill of the school will also increase and it will add up to their expenses. If the management will not adequate support in the utilization of computers in the delivery of instruction, conflicts will occur at times. Policies should also be clearly written and well-established for proper implementation and guidance of teachers and students.
In order to gauge national capacity to support the integration of ICT in education, measuring the share of educational institutions with electricity and a telephone communication facility provides basic information for policymakers to assess current gaps in infrastructure, as well as help inform decisions about which ICT tools would be appropriate for short- and longer-term planning.
Telephone communication facilities are more or less universal wherever electricity is widespread. However, in Malaysia, which has electricity in all schools, telephone communication facilities are just available in 88% of primary schools and 76 percent of secondary schools. In countries where electricity remains a challenge, telephone communication facilities are also typically less than universal. For example, telephone communication devices are present in 14 percent of primary-level and 38% of secondary-level schools in Lao People's Democratic Republic. Telecommunication devices are also uncommon in some schools with relatively high levels of electricity, for example in the Philippines. While privately-owned mobile telephones are excluded from the current definition, mobile units are increasingly used by teachers in developing countries for both pedagogical and administrative purposes [13].
There are numerous constraints on the use of ICT within Myanmar generally and within the education sector specifically: Lack of infrastructure, Lack of financial resources for ICT education, limited access to and awareness of ICT [3]. In Cambodia, there is lack of financial resources, weak telecommunications policies and infrastructure, lack of basic education infrastructure, lack of ICT human capital and difficulty of computerising the Khmer script. Meanwhile, in the process of carrying out developmental work on ICT for education in Thailand, many issues and problems arise that require appropriate remedies.
In Cambodia, as with many countries, computers are not well integrated into classroom learning. The cost of equipment is high, electricity costs can be prohibitive, and maintaining the equipment can be problematic [14].
Furthermore, since many areas in Cambodia have limited electricity—and many schools cannot afford the electricity costs that conventional labs require Improved Basic Education in Cambodia Project (IBEC) installs solar panels to run each of the labs. The low energy consumption and solar panels reduce energy use and minimize running and maintenance costs, making the thin client labs not only costeffective, but also a sustainable solution to providing students with access to technology [14].
In revealing problems the schools encountered with the Thin Clients labs, every school surveyed cited maintenance problems and energy costs as the top two problems [14]. Using technology to link education with teachers and students has come at a critical time where most Cambodian schools do not have sufficient amount of teachers to balance out the increasing school-age population [15].
In the study of Richardson [16] revealed that the biggest challenges to adopting the use of new technologies in Cambodia were hardware incompatibility; complexity; language barriers; the lack of electricity, computers, Internet access, and of practice for trainees; and the inability to understand the advantages of these technologies.
of ICT in education, real implementation in day-today learning is still limited. Teachers' fear of technology still hinders the optimal use of ICT-related skills in their teaching activities. Other constraints include the traditional mindset of the school principals, inadequacy of ICT facilities, the lack of adequate maintenance of the available/existing ICT resources, dependence for financial investment on the central government and dependence on ICT service providers for software/courseware [18]. Despite various training programmes having been provided to teachers, there is still a need to embark on a comprehensive and sustained in-service training for teachers. Likewise, a systematic development programme for education managers needs also to be implemented to change the mindset of principals so they appreciate the value of ICT in education [19]. Considering the lack of technical staff for maintaining computers and computer networks, as well as providing user support for Internet-related activities, lease arrangements rather than procurement should be explored as an alternative. Another constraint that has had a significant impact on the use of ICT in classrooms is the availability of courseware.
Naturally, in the best of all possible worlds, educational institutes could provide unlimited ICT support, but the reality is somewhat different as limited fiscal resources slow progress toward ICT implementation. Moreover, availability does not necessarily equate with usage [17].
As in other developing non-English speaking countries, constraints on ICT use in education seem to be related to content and access. Specifically, significant problems in Viet Nam include: the lack of Vietnamese language software for use in educational applications. This effectively restricts the likely user population for the Internet to the 10 per cent or so of Vietnamese who understand some English; limited ICT facilities that do exist have not been effectively used in general teaching, training and educational management; limited access to Internet for education due to high cost of access; and lack of qualified personnel, including trained teachers [1].
Even though the Philippine government has initiated several programmes and projects for the use
In Indonesia, there is no national strategic plan for implementing ICT in education. All the initiatives have been conducted as project-based activities, which tend to be ad hoc, unsustainable and without longterm goals. Due to financial difficulties, government priority in basic education has been put on the rehabilitation of school buildings, teacher training on the pedagogical aspects of teaching and on teachers' welfare. ICT for education has, therefore, not yet been considered a priority. Hence, even though some teachers have been trained to use ICT in their teaching activities, they cannot use their new skills because of the lack of facilities (hardware). Moreover, the number of teachers who have been trained is very small in relation to the total number of primary and secondary school teachers in the country.
The major factors perceived to inhibit the growth of ICT use in Malaysian education is described by Lee Huei Min, Senior Analyst with IDC Malaysia, are "the cost of Internet access, which includes the cost of hardware, access and knowledge [and the stagnant] Internet experience…as broadband Internet applications are yet to be deployed." Another constraint that seems to hinder the actual use of ICT in classrooms is the lack of teachers' ability to integrate ICT-related skills they have learned into their teaching activities [20].
Table 1. Correlation Matrix of the Profile of ASEAN Countries
** Correlation is significant at the 0.01 level (2-tailed).
| | | Classification | Population | GNI | Literacy | IDI |
|---|---|---|---|---|---|---|
| Classification | Correlation Coefficient | 1.000 | .208 | .915(**) | .817(**) | .895(**) |
| | Sig. (2-tailed) | . | .565 | .000 | .004 | .000 |
| Population | Correlation Coefficient | .208 | 1.000 | .273 | .030 | .273 |
| | Sig. (2-tailed) | .565 | . | .446 | .934 | .446 |
| GNI | Correlation Coefficient | .915(**) | .273 | 1.000 | .830(**) | .915(**) |
| | Sig. (2-tailed) | .000 | .446 | . | .003 | .000 |
| Literacy | Correlation Coefficient | .817(**) | .030 | .830(**) | 1.000 | .842(**) |
| | Sig. (2-tailed) | .004 | .934 | .003 | . | .002 |
| IDI | Correlation Coefficient | .895(**) | .273 | .915(**) | .842(**) | 1.000 |
| | Sig. (2-tailed) | .000 | .446 | .000 | .002 | . |
There is a significant relationship between country classification and the GNI, Literacy Rating and ICT Development Index with p-values less than 0.01. It is expected to have very high correlation between GNI and country classification because country classification depends on GNI while in terms of Literacy rating, those countries with high GNI have also high Literacy rating and ICT Development Index Rating. This signifies that the development of educational technology and literacy rating of a certain country depend on its Gross National Income. However, country population is not a factor that influences GNI, Literacy Rating and IDI. No matter how large or small the population will be as much as the country has the capability to manage its GNI, all people can be served equally.
overstretched in the Philippines (412:1) at the primary level while based on combined data for the primary and secondary levels, computer resources are also greatly overstretched in Indonesia (136:1). The use of technology is a burgeoning trend in all higher education [21] but has limited use in basic education.
CONCLUSION
Majority of the ASEAN member states belong to the classification of undeveloped to developing countries. Only Brunei Darussalam and Singapore are considered graduating to developed economy and advanced/developed economy, respectively. Indonesia and Philippines have the highest total population while Singapore and Brunei have the least population but with the highest Gross National Income per Capita. In terms of literacy rating, Singapore, Thailand and Philippines obtained the highest percentage more than 96 percent while Laos and Cambodia obtained the least with less than 80 percent. Singapore has the highest ICT Development index Value while Myanmar obtained the least.
Malaysia and Vietnam have the highest percentage of GDP in expenditure on education while the Philippines obtained the least percentage. Available computer resources are greatly
Many secondary classroom teachers and academic administrators remain uncertain on how to implement new technologies to replace out-dated forms of classroom instruction. By relying on technology that is not completely understood [22], its potential benefits could be attenuated [23]. Some of the probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects. There is electricity divide [12] between rural and urban areas in some parts of the country. Therefore, availability of electricity is also one of the problems facing by the school administration.
Gross National income is considered a factor that can directly or indirectly influence the Literacy rating and ICT Development Index value of the country while the total population based on ranking of countries has nothing to do with the ranking of GNI, Literacy Rating and IDI value of each country.
RECOMMENDATION
The issue of digital literacy among developing countries will continue to become subject of discussion until such time that the initiative of ICT integration in education will be coming from the school administration itself within the capacity of local community rather than from the national level. Positive views should be encouraged among the
members of faculty and community to solicit support from the environment [24], [25] especially from the local government units and non-government organizations.
[3] PREL, 2003, Laos, Cambodia: ICT Use in Education, Metasurvey on the Use of Technologies in Education in Asia and the Pacific, UNESCO Bangkok
The support of the government and private industries is well-rounded but the challenge of sustainability of ICT in education exists among the end-users on how they will improve the knowledge and skills acquired from the equipment and training provided to them is another part of the issue needed to address. The attitude of the people towards innovation has a great impact towards the achievement of the mission of having quality education through ICT integration. Transforming the approach of teaching and learning process to develop positive attitude with the support of educational technology could be of help to teachers in maintaining the interest of the students to participate in any classroom activity.
There are times the overuse of educational technology on the same manner may result to "novelty effect," in which once a new technology becomes standard, students no longer find it exciting [26]. Various teaching pedagogy [27], [28], [29] with appropriate creativity should also be developed in using educational technology in delivering instruction.
If something has been already served and implemented, the next major concerns of the beneficiaries are the maintenance and sustainability of the projects where monitoring has an utmost importance. Learning how to protect the computer system and facilities from any kind of destruction would be helpful to reach the life span of the equipment or any electronic device.
The cooperation among the ASEAN member states could still be strengthened through mutual agreements and establishing international policies in education that would cater to the needs of developing countries in the integration of educational technology to help each other in the journey towards the realization of the vision of the ASEAN Economic Community in 2025.
REFERENCES
[1] Belawati, T. (2003), Indonesia, Vietnam: ICT Use in Education, Metasurvey on the Use of Technologies in Education in Asia and the Pacific, UNESCO Bangkok
[2] Latchem, C. (2013). Whatever Became of Educational Technology? The Implications for Teacher Education. World Journal on Educational Technology, 5(3), 371-388.
[4] Rodrigo, M. M. T. (2001). Information and communication technology use in Philippine public and private schools. Loyola Schools Review: School of Science and Engineering, 1, 122-139.
[5] Laguador, J. M., Deligero, J. C. L., & Cueto, A. (2015). Students'evaluation On The Teaching Performance Of Tourism And Hospitality Management Faculty Members. Asian Journal of Educational Research Vol, 3(3).
[6] Aguado, C. L., Garcia, O. B., Laguador, J. M., & Deligero, J. C. L. (2015). Teaching Performance and Extent of Work Values among Faculty Members in one Asian Maritime Academy. International Journal of Management Sciences, 5(12), 805-816.
[7] Lin, G. (2009). Higher Education Research Methodology-Literature Method.International Education Studies, 2(4), p179.
[8] Countries in the world by population (2016). This list includes both countries and dependent territories. United Nations Population estimates.
Data based on the latest Division http://www.worldometers.info/worldpopulation/population-by-country/, date retrieved: March 20, 2016
[9] World Bank national accounts data, and OECD National Accounts data files.Source: http://data.worldbank.org/indicator/NY.GNP.PCAP. CD
[10] Literacy Rating, url: https://www.cia.gov/library/publications/the-worldfactbook/fields/print_2103.html, Date retrieved: March 20, 2016
[11] ICT Development Index 2015, http://www.itu.int/net4/ITU-D/idi/2015/, date retrieved: March 20, 2016
[12] Trucano, M (2014), Surveying ICT use in Education in Asia, EduTect, The World Bank, url: http://blogs.worldbank.org/edutech/surveying-ictuse-education-asia date retrieved: March 25, 2016
[13] UNESCO Institute for Statistics database; UNESCO Bangkok, 2011
[14] World Education, Inc.: Technical Brief, Using Computer Technologies to Improve Basic Education in Cambodia: Thin Client Labs, Boston, MA, URL: http://www.worlded.org/WEIInternet/inc/common/_ download_pub.cfm?id=13309&lid=3
[15] Mahdzar, R. (2015). Using Technology to Improve Education for Cambodian Children, URL: http://geeksincambodia.com/using-technology-toimprove-education-for-cambodian-children/
[16] Richardson, J. W. (2011). Challenges of adopting the use of technology in less developed countries: The
case of Cambodia. Comparative Education Review 55(1), 008-029.
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[17] Elwood, J., & MacLean, G. (2009). ICT usage and student perceptions in Cambodia and Japan. International Journal of Emerging Technologies and Society, 7(2), 65-82.
International Journal of Social Sciences, Arts and Humanities, 2(2), 46-55.
[18] Andrada, L.M. & Abcede, V. (2001). "The Use of ICT in Basic Education in the Philippines and Efforts to Measure Its Impact", http://gauge.ugakugei.ac.jp/apeid/apeid02/papers/Philippin.htm
[19] Wallet, P. (2014). Information and Communication Technology (ICT) In Education In Asia A comparative analysis of ICT integration and ereadiness in schools across Asia, Information Paper No. 22, UNESCO Institute for Statistics, http://dx.doi.org/10.15220/978-92-9189-148-1-en
[20] Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
[21] Karns, G. L., and Stephen Pharr. 2001. Editor's corner. Journal of Marketing Education 23 (April): 3-4.
[22] Laguador, J. M. (2013). Technology as a Source of Stress Among Employees: Input to Human Resource Management (A Review). International Journal of Information, Business and Management, 5(3), 77.
[23] Smith, J. G. (2012). Screen-capture instructional technology: A cognitive tool for blended learning (Doctoral dissertation, Saint Mary's College of California)
[24] Bacay, T. E., Dotong, C. I., & Laguador, J. M. (2015). Attitude of Marine Engineering Students on Some School-Related Factors and their Academic Performance in Electro Technology 1 and 2. Studies in Social Sciences and Humanities, 2(4), 239-249.
[25] Chavez, N. H., Dotong, C. I., & Laguador, J. M. (2014). Applied Cooperative Learning Approach Employed on Industrial Engineering Laboratory Courses. Asian Journal of Educational Research, 2(2).
[26] Clay-Warner, J., & Marsh, K. (2000). Implementing computer mediated communication in the college classroom. Journal of Educational Computing Research, 23(3), 257-274.
[28] Laguador, J. M. (2014). Cooperative learning approach in an outcomes-based environment.
[27] Mendoza, M. P., Masangcay, R. M., Batalla, E. T., Bacay, T. E., & Laguador, J. M. (2014). Environmental Elements of Learning Style Preference of High and Low Performing Marine Engineering Students. Studies in Social Sciences and Humanities, 1(4), 150-156.
[29] Laguador, J. M., & Alcantara, F. (2013). An Assessment of Problems and Needs of Maritime Faculty Members Regarding Student-Discipline. Academic Research International, 4(4), 65.
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| 0.943009
|
eng_Latn
| 0.993091
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3977,
8687,
13465,
18263,
23337,
27607,
32254,
34894
] |
[
1.2265625,
1.3671875
] | 2
| 2
|
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