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October 2014
WHRC in the News
Dr. Houghton Accepts
ICCG Award in Venice. On October 2, Dr. Houghton attended the International Center for Climate Governance (ICCG) award ceremony in Venice, Italy, and received the award for WHRC as the top-rated think tank active in the field of climate change economics and policy. Dr. Houghton accepted the graceful Murano glass sculpture and delivered a speech entitled, "Beyond REDD+: What management of land can and cannot do to help control atmospheric CO2." http://iccgov.org/ newsletter/2014/events/ international-lectures/ invitation_lecture_2014-1002-en.html
The Woods Hole Research Center is an independent research institution where scientists investigate the causes and effects of climate change to identify opportunities for conservation, restoration, and economic development around the globe. Learn more at http://www.whrc.org.
Canopy
THE MONTHLY NEWSLETTER OF THE Woods Hole Research Center
this issue
A Vision After Venice •
REDD Summer School •
Focus: Ekaterina Bulygina •
Ecology as Cause and Cure •
WHRC in the News, Publications, Grants & Events •
A Vision After Venice
Dr. Richard Houghton, Acting President
My reward for going to Venice to receive the ICCG award for the most influential think tank on climate change was not the motor launch ride through the canals of Venice at 8 o'clock in the morning or bringing home the graceful glass sculpture that came, surprisingly, with the award, but the question I was asked by a student at the end of my acceptance speech. The question seemed mild at the time of asking, and it wasn't until two sleepless travel days later that I knew the real answer.
The question/comment was, "Your idea for stabilizing the concentration of CO2 in the atmosphere while transitioning from fossil to renewable forms of energy, is based on the assumption that the carbon sinks on land and in the ocean will continue." "Of course," I agreed, "and it's an assumption that I am not very confident about. I would expect those sinks to have declined already, when, in fact, they have only grown in proportion to the emissions of carbon to the atmosphere."
But the real answer that I not only missed the opportunity to present, but didn't even have in my mind, is, "Of course. The assumption that the sinks will continue may not be valid, but what's the alternative?"
What is the alternative to reducing emissions of carbon from fossil fuels? In theory, we could capture the CO2 released from smoke stacks and tail pipes and sequester it in underground, geological formations (Carbon Capture and Storage), but geologists are far from united that such storage is feasible or long-term. The process is energetically expensive, and the CO 2 might leak back out to the atmosphere. There are other geoengineering schemes, as well, but the risks and our ignorance of the effects make them seem like science fiction, or worse, like flights of fancy that keep us from addressing the real problem: how to live sustainably within our means.
The other alternative to moving to a lowcarbon economy is to let climatic disruption play out its course. That's the course we're on – continuing as usual. We're headed for a 4 o C warming by the end of the century, and look at the storms, droughts, and floods we've had with a warming of less than 1 o C.
No. The alternatives to moving to a lowcarbon economy are not a burned-up planet or a planet with an ingenious fix for keeping our fossil fuel interests intact. There is no alternative. And if past rates of carbon uptake by land and oceans don't continue into the future, we're fried anyway.
The idea of planting trees instead of cutting them down, which is, of course, the idea of managing ecosystems to take CO2 out of the atmosphere, may seem hokey and not very high-tech, but it is something we know how to do. It's part of the solution. It's the part that's essential for keeping the concentration of CO2 from continuing to increase while we're getting out of the fossil fuel business.
continued on next page...
WHRC in the News continued...
Dr. Johan Rockström selected as 2014 recipient of the Lawrence S. Huntington Environmental Prize. The award recognizes leaders in the public or private sector who advance and promote research and communication on climate, Earth sciences and conservation. Dr. Rockström will accept the award at a ceremony in New York City in November.
New Publications
Postdoctoral Fellow Brendan Rogers coauthored an article demonstrating how remote sensing can be utilized to measure carbon emissions from boreal forest fires. The article, entitled "Quantifying fire-wide carbon emissions in interior Alaska using field measurements and Landsat imagery," was published in the Journal of Geophysical Research: Biogeosciences. http://onlinelibrary.wiley.com/ doi/10.1002/2014JG002657/ abstract
Research Assistant Kevin Guay, Drs. Scott Goetz and Alessandro Baccini and colleagues coauthored an article entitled "Vegetation productivity patterns at high northern latitudes: a multi-sensor satellite data assessment" that was published in Global Change Biology. http:// onlinelibrary.wiley.com/ doi/10.1111/gcb.12647/ abstract
A Vision After Venice ...continued
We can only pack so much carbon onto land in trees and soils before it's essentially full. Doing so while developing renewable technologies and infrastructure for replacing fossil with renewable energy is part of the solution for ending further climatic disruption. It may be hokey, but it's also cheap and something at which we've had centuries of practice. There are difficulties and risks (perhaps the subject of another e-newsletter), but the alternatives are worse. We have little to lose by restoring the Earth with trees and productive soils and much to gain.
Thank you, Venice and the International Center for Climate Governance, for recognizing the Woods Hole Research Center and for helping frame in my mind the importance of carbon management on land.
ICCG Award photo by Christy Lynch Designs
Focus: Ekaterina Bulygina
Ekaterina Bulygina came to WHRC in 2005 to run what was then primarily a soils laboratory. Today, she manages the WHRC Luce Laboratory of Environmental Chemistry where she works with scientists to analyze water, soil samples and permafrost cores.
PowerWave XS2. These instruments are used to determine the content of carbon, nitrogen or nutrients in samples from soils, rivers, permafrost and oceans.
When she arrived at WHRC, the lab contained three pieces of equipment. Now the lab is home to many devices with exotic names like the SHIMADZU TOC-Vcph TNM, UV-1800 Spectrophotometer, HORIBA Fluoromax-4, ASTORIA Analyzer, ATLAS Suntest XLS, and BIOTEX
Ekaterina Bulygina
Beyond her laboratory skills, Ms. Bulygina has been an invaluable asset for WHRC's Siberian arctic work, serving as laboratory support, den mother, travel adviser and translator. She and Dr. Max Holmes have had many exciting adventures involving multi-day rides on the frozen Lena River, and dark winter snowmobile rides through boreal forests and the arctic tundra to rendezvous with remote reindeer herders.
During the summer of 2014, Ms. Bulygina was part of a delegation that traveled to Moscow with the Yukon River Inter-Tribal Council (YRITC), a sector of the Network of Indigenous Knowledge (NIK). NIK is an international non-governmental organization with a focus on watersheds and the people who rely upon them. NIK seeks to integrate indigenous knowledge and modern science by connecting native peoples and scientists confronting the climate crisis and environmental degradation. On this trip, Ms. Bulygina worked with Jon Waterhouse, Director of YRITC, National Geographic photographer Mary Marshall, and YRITC's Jody Insker.
Ms. Bulygina has a master's degree in Ecology and Hydrobiology from Moscow State University. Before coming to WHRC, she was with the Upstate Fresh Water Institute in Syracuse, NY.
For more information about YRITC, see http://www.yritwc.org
WHRC Names Philip Duffy Next President
Woods Hole Research Center named Dr. Philip B. Duffy as its next president. Dr. Duffy is a national leader in climate science and policy and brings considerable breadth and depth of expertise in climate change to the Center. Dr. Duffy will begin his tenure as WHRC president in January of 2015. http://whrc.org/ news/pressroom/PR-2014-Oct-08-WHRC-Director.html
President Designate Philip Duffy
REDD Summer School
In the first week of September, WHRC was invited by the government of the Democratic Republic of the Congo (DRC) to describe lessons learned from reducing deforestation and degradation (REDD) programs in Central Africa during a week-long "REDD Summer School" program in Kinshasa. The meetings brought together provincial and national government officials, civil society groups, academics and representatives from the private sector. The purpose of the meeting was to exchange and share field experiences on how the DRC REDD program, initiated in 2009, is progressing and what more needs to be done to reduce deforestation in the most effective way.
Projet Equateur, WHRC's REDD project in the Congo, was represented at the Kinshasa meetings by Technical Assistant Joseph Zambo and Project Manager Melaine Kermac. Both Mr. Zambo and Mr. Kermac were encouraged by what they saw as growing political support for REDD in the DRC. No less than six governmental ministers were in attendance, including representatives from the Ministries of Agriculture, Land Rights and Energy.
WHRC's Projet Equateur is a unique REDD project, because it is the only Congolese project initially conceived of within the context of REDD. In addition, it approaches REDD as a means rather than an end to stimulating a green economy. The most critical factor in WHRC's program is the community engagement model free prior and informed consent, or FPIC, which is the principle that offers a community the right to give or withhold its consent to proposed projects that affect their lands. For Projet Equateur, this has taken the initial form of participatory workshops to engage and educate community members about their forest capital.
Through this process, WHRC has discovered that the ever increasing demand for food combined with the absence of technical and institutional capacity, demands a highly flexible and responsive REDD program for success in the DRC.
While the goal of reducing deforestation in the Congo will be a long process involving the engagement of more national and international stakeholders, the Projet Equateur team is confident it can be achieved.
Melaine Kermac
Senior Scientist Mike Coe co-authored an article examining the relationship between deforestation, climate and hydrology. The article, entitled "Feedbacks between deforestation, climate, and hydrology in the Southwestern Amazon: Implications for the provision of ecosystem services," was published in Landscape Ecology. http:// research.mblwhoilibrary.org/ works/40103
Research Associate Marcia Macedo co-authored an article published in Environmental Research Letters, which describes as the title suggests, "Multiple pathways of commodity crop expansion in tropical forest landscapes."
Recent Grants
Tom Stone was awarded a grant from the Cape Cod Five Foundation in support of the Ocean Acidification Conference to be held on October 20 in New Bedford, MA. http://whrc. org/news/pressroom/PR-2014Oct-20-Ocean-Acidification.html
Dr. Mike Coe was awarded a grant from the Brazilian National Science Council to expand research and policy outreach on the effects of agricultural expansion in Brazil.
Promotions
Dr. Patrick Jantz was promoted from Postdoctoral Fellow to Research Associate II.
Kevin Guay was promoted from Research Assistant I to Research Assistant II.
Ecology as Cause and Cure
Economics and politics pretty much dominate the news and the daily conversation until wars or drought take over. And between the Middle East and Southern California, with small diversions to West Africa and Australia, wars and drought pretty much have it all right now. Politics and economics are closer to victims than cures. Our business, Ecology and Environment and Laws of Nature, seems to slip totally out of sight.
Except that wars and drought each amplify the other's misery and both have roots in ecology as cause – and cure! The climatic disruption is following its predicted course, drying out the continental centers, forcing people off the land, stirring unrest and destabilizing millions. No question, it has contributed to the quagmire of the Middle East as those lands have become parched and less and less habitable, even as Mexico and our own Southwest including California shrivel.
The cure? Obviously, a rapid definitive shift away from fossil fuels to reduce the heating of the atmosphere. But then what? The climatic disruption has no cure without close attention to the management of land and forests, especially all of the forests and all of the normally forested land restored to forest and storing billions of tons of carbon annually. No other factor has the potential for reducing the hemispheric burden of carbon dioxide by 1-2% in a few months seasonally and, through respiration, restoring it again in weeks. No other factor controls water flows in drainage basins as powerfully as the natural forests.
Cures require a plan. A century-long return to 300 ppm of CO2 in the atmosphere will bring the Earth to a stabilizing, verdant biosphere – potentially the pride, and salvation, of each in habitant.
–George M. Woodwell, WHRC Founder
Woods Hole Research Center
149 Woods Hole Road
Falmouth, MA 02540
508-540-9900 www.whrc.org
Please help us to conserve paper. To receive this newsletter electronically, please send your email address to [email protected].
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Become a Friend for Freshwater
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Freshwater
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The Direct Debit Guarantee : This Guarantee is offered by all Banks and Building Societies that take part in the Direct Debit Scheme. The efficiency and security of the Scheme is monitored and protected by your own Bank or Building Society. If the amounts to be paid or the payment dates change, Freshwater Habitats Trust will notify you 14 working days in advance of your account being debited or as otherwise agreed. If an error is made by Freshwater Habitats Trust or your Bank or Building Society, you are guaranteed to a full and immediate refund from your branch of the amount paid. You can cancel a Direct Debit at any time by writing to your Bank or Building Society. Please also send a copy of your letter to us.
Instruction to your Bank or Building Society to pay by Direct Debit
Freshwater
Habitats Trust
Freshwater
Habitats Trust
Protecting Freshwater Life for Everyone to Enjoy
www.freshwaterhabitats.org.uk
Freshwater Habitats Trust Registered Charity Number 1107708 A company registered in England & Wales Number 5317683
Water can turn a landscape from humdrum to magical. Clean water can make it utterly marvellous.
Freshwater
Habitats Trust
There are corners of our countryside where ponds and streams bloom and buzz, where ditches and fens shimmer with almost unimaginable beauty. What connects them all is clean water. As these havens become rarer and clean water harder to find, freshwater plants and animals disappear and life becomes irrevocably poorer - for everyone. The figures make for difficult reading: threequarters of rivers and nine out of ten ponds in the UK are damaged by pollution, making freshwater wildlife one of the most threatened parts of the natural world.
We want to change this, with your help.
What we do
Freshwater Habitats Trust works in three main areas:
Research to gather evidence and further knowledge on freshwater protection.
A host of vulnerable species like the Water-violet are now extinct in many areas of lowland England - Fowl’s Pill is one of a handful of places in Oxfordshire where Water-violet still survives.
Why support us?
Research & Policy
Policy to push for much needed change in conservation practices in UK and Europe. Practical Projects to protect endangered freshwater wildlife in the UK, while at the same time raising awareness and encouraging participation from local communities.
Experience Our team of leading ecologists have been working to protect freshwaters in the UK for over 25 years – so we know what we are talking about!
Focus We are the only organisation in the UK dedicated solely to the protection of freshwater wildlife. We focus on the small overlooked habitats, like ponds and headwaters, where their size belies their importance.
Innovation We are pioneers in the field of freshwater research, developing new environmental techniques that are employed by organisations far and wide
Impact We only do things that are based on sound scientific evidence and that are likely to make a significant difference to freshwater wildlife.
Traditionally, research on freshwaters has focused on rivers and lakes. The most abundant waterbodies - ponds, small lakes and headwater streams, which are home to a great variety of endangered species - were more or less ignored. As a result, their conservation was also ignored.
FHT research has helped to change this focus, providing the scientific foundation which shows that we need to look after all kinds of freshwater, small and large, to save wildlife.
Today, the UK Government's policy on freshwater conservation is beginning to recognise the importance of small water bodies.
Water Friendly Farming
F arming is one of the main contributors to water pollution in the UK and we want to find effective ways to reduce it. In Water Friendly Farming, we are working together with farmers to determine how effective measures to control water pollution in farmed landscapes actually are. The project is the largest scheme of its kind and was launched in 2010 in conjunction with the Universities of York and Sheffield. It is set in rural Leicestershire, where our team is simulating and assessing pollution control measures, such as buffer strips, ditches and artificial dams, currently used in farms across the UK. The lessons we learn will influence land management practices in the UK and Europe, improving the condition of freshwater habitats.
Barkby stream – one of the
Water Friendly Farming
project sites in Leicestershire
Even small changes in government policy can bring huge benefits for wildlife, but to change policy you need evidence. So, together with partners such as some of the UK's leading universities, we lead research to answer critical conservation policy questions.
Our current research projects include:
* Finding out the best ways to decrease freshwater pollution in farmed landscapes
* Identifying Important Freshwater Areas so that conservation efforts can be focused in key areas
* Monitoring freshwater biodiversity and water quality across the UK
Practical Projects
We have some wonderful freshwater sites throughout the country. Our practical projects are designed to protect and, where possible, increase these beautiful places. We work with local communities as much as possible in our projects, giving people the chance to experience and enjoy magical freshwater sites in England and Wales as much as we do.
Million Ponds Project
We launched the Million Ponds Project in 2008 to start putting clean water back into the landscape. We kick-started this 50 year initiative by supporting land managing and environmental organisations to create over 1000 clean water ponds for the UK's most threatened species, with partners constructing several thousand more. The next stage is to make 30,000 more ponds by 2020. Eventually the UK will have once again have one million ponds, a thriving network of beautifully rich freshwater habitats.
People, Ponds and Water
People, Ponds and Water launched in 2015 to engage 10,000 people across the UK, from all ages and backgrounds, in practical activities to protect our freshwater heritage. Volunteers are helping to manage some of our most important freshwater
Species Protection
sites, collecting information about trends in rare freshwater plants and animals, and helping to gather water pollution data on a national scale. People, Ponds and Water will provide much-needed information about the condition of freshwater wildlife in the UK while encouraging widespread public engagement in environmental conservation at the same time!
The delicate and particular Glutinous Snail is our rarest aquatic snail. Any changes to the single lake it calls home could make it extinct in the UK. We are working with partners on a backup plan to ensure we don't lose it: a small captive breeding population is being nurtured; giving us an insight into its life, and animals to release back into the wild should the worst happen.
How can you help
The pressures on freshwater wildlife are huge but, together, there is a lot we can accomplish to protect it. We would be delighted if you would stand with us.
Make a donation:
We are grateful for all donations, large or small. If you are able to make a Regular Gift this is especially valuable, as it allows us to better predict our income and plan effectively for the longer term. You can make a donation by completing the form overleaf or online at www.freshwaterhabitats.org.uk
Get your company involved:
Volunteer with us:
We work with a number of local, national and international companies who support our commitment to environmental protection. If you'd like to know more about how your company can get involved please email [email protected] or call us on 01865 595 505 for an informal discussion.
line on [email protected] or call us on 01865 595 505.
We are always looking for an extra pair of hands to help with our survey and monitoring work in England and Wales. No matter your experience, we'd love to hear from you. Just drop us a
Thank You
Freshwater
Habitats Trust
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Diocese of Amarillo
Safe Environment____________________________________________________________________________
Training Program
Phone: (806) 383-2243 www.amarillodiocese.org
Directions: Circle each rule that was introduced in the Gospel.
Hint: If you need a little help, read these scripture passages.
Matthew 22:39 – "And the second is like it: 'You shall love your neighbor as yourself'".
Matthew 7:12 – "Do for others what you want them to do for you: this is the meaning of the Law of Moses and of the teachings of the prophets".
Romans 13:9 – "The commandments, 'You shall not commit adultery; you shall not murder; you shall not steal; you shall not covet'; and any other commandment, are summed up in this word, 'Love your neighbor as yourself'".
Luke 6:31 – "Do unto others as you would have them do to you."
"Be Good."
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Project Highlights
Location
Minocqua, Wisconsin
Commissioned
December, 2016
Capacity
280 kWdc / 240 kWac
Production Estimate
304,600 kWh / first year (20% offset)
Panels
1,056 x 265W polycrystalline
Mounting
Delta Wing Rooftop
Inverters
8 x 30 kW/each
Lakeland Union High School
SunPeak, in partnership with a nationally respected performance contractor, helped Lakeland Union High School (LUHS) achieve its sustainability and renewable energy goals. LUHS now hosts the largest solar system on a Wisconsin school. The 280kWdc rooftop system is comprised of 1,056 panels and will offset approximatel y 20% of the school's energy needs.
The school's electrical demand doesn't drop significantly during the summer, because the building is used by summer school classes, office personnel and for weekend events. The panels were mounted with concrete ballast to avoid roof penetrations and face east/west for production efficiency throughout the day.
Beyond energy cost savings, the school expects teachers to incorporate the solar system in to its STEAM curriculum (Science, Technology, Engineering, the Arts, and Mathematics.) "If we can help any of our pre-engineering students prepare for becoming involved in this field, it's certainly a feather in our cap, because we are then helping students think about their future" Bouché said. "When students heard about what was going on, they became very enthralled with the idea that their school was involved with energy efficiency."
LUHS is proud to be "Energy-wise."
Benefits at a Glance
Solar reduces electricity costs
which has a substantial impact on decreasing overall operating expenses.
Solar electricity production is synchronized with electrical demand times for an educational facility.
Solar systems can be immediately cash-flow positive
using various financing structures.
Solar creates a competitive advantage
highlighting your commitment to sustainable and efficient business operations.
Sustainability
The environmental offsets from this project are significant over 30 years.
3,100 tons
2,100 tons
6,400 tons
13,913,400 miles
149,800 trees
8,474,600 kWh
"I'm glad we had the opportunity to work with SunPeak on this economic and academic venture! The solar system will benefit our students, staff, communities and our physical plant of just under 300,000 sq. ft."
James P. Bouché, Principal / District Administrator Lakeland Union High School
About SunPeak
SunPeak is a commercial solar developer headquartered in Madison, Wisconsin. Businesses can be confident of SunPeak's capability to professionally assess feasibility, design & engineer, install, commission, and maintain a solar system that will provide decades of emission free electricity from the sun.
Projects typically range from 100kW to 5MW and offer significant cost savings relative to conventional utility electric rates.
Due to SunPeak's extensive relationships with the world's best-in-class solar component suppliers, clients receive an optimal balance of cost effectiveness and performance. The SunPeak team has successfully installed over 400 MW of clean, green, renewable energy globally.
844.NO.CARBON
OR 608.535.4554 440 Science Drive, Madison, WI 53711 [email protected] sunpeakpower.com
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Introduction to the School Power Naturally Solar Learning Lab™
Virtual Array Tour: Lesson II in the Series
TEACHER INFORMATION
LEARNING OUTCOME
After experiencing the second of four routes through the Heliotronics SunViewer™ software application, students are able to interpret data from and cite environmental advantages of their school's solar array system.
LESSON OVERVIEW
In this lesson, students continue to investigate the components and functions of a solar array system, and enhance that learning through interpretation of data that helps them answer the question, why choose solar?
GRADE-LEVEL APPROPRIATENESS
This Level II and III lesson is appropriate as an introduction to solar energy for students in grades 5–12.
MATERIALS
A computer or computer lab that has Heliotronics SunViewer™ software installed and receiving data from a Heliotronics Feynman™ data logger Protractors
Sufficient copies of Student Handouts One and Two
SAFETY
No safety precautions are necessary for this lesson.
ADDITIONAL SUPPORT FOR TEACHERS
There are 64 School Power Naturally (SPN) lessons available for downloading at www.SchoolPowerNaturally.org. Some of the lessons that would mesh well with this solar array tour are listed below, along with a brief description of content. (Note: In addition to this new lesson (lesson II), three other new lessons that are closely related to lesson II are described in the Teaching the Lesson section.)
* SPN Lesson #2, Our Dependence on Fossil Fuels (Through a simulation, students become aware of their dependence on fossil fuels.)
* SPN Lesson #3, To Go Solar or Not to Go Solar (Through participating in a role-play of a community meeting, students decide on the feasibility of photovoltaics as an alternative source of energy.)
* SPN Lesson #5, Energy Resources: Where Are They and How Do We Get Them? (Students learn, through models and interpretive skills, the nature of various energy resources, how they form, and the science that allows them to be discovered and extracted.)
* SPN Lesson #6, Energy Solutions: A Brochure (Students communicate to others the benefits of photovoltaic systems as an alternative source of energy, as evidenced by brochures they develop.)
* SPN Lesson #8, The Absorption of Solar Energy (Students interact with a simplified model of photosynthesis that explores the relationship between energy transfer and the chemical reactions that produce energy-containing foods in green plants.)
* SPN Lesson #10, Solar Energy in New York (Students decide if increasing the amount of energy from photovoltaic systems would be a wise investment in New York State.)
* SPN Lesson #19, What Is pH and Why Is It Important? (After using pH paper to test liquids and soluble solids, researching acid deposition, and checking DAS emissionsavoidance data, students explain the comparative relationship of fossil fuels and PV systems to acid deposition.)
* SPN Lesson #20, Using Environmental Models to Determine the Effect of Acid Rain on an Ecosystem (After completing a reading on acid precipitation and pH, and conducting small-scale investigations of the effect of acid on ecosystems, students predict the environmental effects of acid precipitation.)
* SPN Lesson #21, An Environmental Puzzle: The Carbon Cycle (Through completing readings on our ultimate energy source and completing a carbon dioxide puzzle, students are able to describe the operation of the oxygen–carbon dioxide cycle and relate the use of alternative forms of energy to maintaining levels of oxygen and carbon dioxide in the atmosphere.)
* SPN Lesson #30, Chemical Consequences of Burning Fossil Fuels (Students are introduced to the chemical consequences of burning fossil fuels, as they complete chemical reactions such as forming acids, and show that fossil fuel combustion produces acid-forming oxides.)
* SPN Lesson #31, Avoiding Carbon Dioxide Emissions from Burning Fossil Fuels (After performing stoichiometric calculations for various alkanes that comprise fossil fuels and working with the emissions-avoidance component of the school's DAS system, students cite quantitative evidence showing how nonfossil fuel sources help to reduce air pollution created by carbon dioxide.)
* SPN Lesson #36, Fossil Fuels (Part II), The Geology of Oil: Topographic Mapping, Crustal Deformation, Rock Porosity, and Environmental Pollution (As part of this lesson, students use emissions-avoidance data supplied by the school's DAS system to evaluate the environmental cost of our dependence on petroleum-derived energy.)
* SPN Lesson #37, Fossil Fuels (Part III), The Geology of Coal: Interpreting Geologic History (As part of this lesson, students use emissions-avoidance data from the school's DAS system to calculate the environmental cost of coal energy.)
* SPN Lesson #38, Temperature and the Tomato (Students are provided experiences that help them predict whether given sets of conditions are conducive to tomato growth. As part of this lesson, they also relate energy production in tomato plants to energy production in photovoltaic panels.)
* SPN Lesson #39, Where Do Plants Get Their Food? (In this lesson about the historical development of the scientific method, students replicate van Helmont's classic experiment, and describe the role of light in plant growth.)
* SPN Lesson #40, A Photosynthesis Timeline (Students are led to understand that van Helmont's work was limited by the thinking of society at the time and the equipment available to him. They see that even though his conclusion was incorrect, his approach to science and his experiment showing that plants do not obtain food from the soil were significant contributions to our understanding of photosynthesis.)
* SPN Lesson #42, Permit Trading (Through a simulation that involves infusing renewable energy resources into the "mix" for electricity generation by employing a "renewable portfolio standard," students explain market-oriented regulation and its impact on the transition to alternative energy sources.)
* SPN Lesson #44, Prospects for a Sustainable Energy Future (After exposure to the term sustainable as defined by Thomas B. Johansson and José Goldemberg, students are able to cite criteria that characterize a sustainable energy system. They also evaluate the degree of support for sustainability in the recommendations of Johansson and Goldemberg in Energy for Sustainable Development.
* SPN Lesson #45, Heat Pollution and Communities (Students examine the issue of thermal pollution in the broad context of environmental impact, and distinguish between opinions and claims as opposed to facts and data. As part of this lesson, they also collect and compare data from their school's and other schools' DAS systems, citing differences in waste heat amounts for contrasting environments.)
TEACHING THE LESSON
This is the second in a series of three tour lessons that make use of the Heliotronics SunViewer™ software application. (A fourth lesson makes use of inquiry teaching and learning, using the online School Power Naturally database [SunViewer.net™] developed by Heliotronics. This database presents and archives data from your school's solar array and that of other participating schools throughout New York State.)
The first lesson in the series features a virtual array tour that includes screen shots and commentary. In this, the second lesson, the software application is used to facilitate navigation through, and understanding of, the second of four pathways—"Why Choose Solar?"—which provides students their first look at data from an operational photovoltaic array and prompts them to see how their solar array is having a positive impact on the environment. The third lesson features pathways 3 and 4 and includes a projected set of images and pages that relate to data display. In the fourth lesson, such things as portions of the software application that display real time and stored operational data are explored.
Lesson I usually is completed before lesson II is begun.
In advance, run copies of the Student Handouts for the students in your classroom.
In some portions of this lesson, the information provided for teachers suggests that the students expand their learning using the Internet. Typically, ideas have been offered for criteria to be entered into search engines. When dealing with more advanced students, the teacher may not want to provide the search criteria, but rather allow the students to come up with their own. Search criteria in this section are identified with the following font style: SEARCH CRITERIA.
The third lesson in the series explores such things as portions of the software application that display real time and stored operational data. The pathways "What Is It Doing?" and "How Well Is It Working?" are included in this lesson.
If you did not launch the Heliotronics SunViewer™ software application as part of the initial tour, do so now. Find the SunViewer™ icon (see figure 1).
Click the icon to launch the Heliotronics SunViewer™ software application. Watch the home page pop up (see figure 2):
Locate the "end" button (see figure 3):
You may click "end" to end the program now, or if you have time, follow the pathway suggested for this lesson. Note that you may end the program at any time by clicking the "home" button and then "end." For now, let's go on. We see that there are four buttons (see figure 4) on the home page:
This lesson is limited to the "Why Choose Solar?" pathway (the other three pathways are for use in the other lessons in the series). So we will click the "Why Choose Solar?" button. This takes us to figure 5:
The text boxes on the "Why Chose Solar?" page provide data on the electrical energy production of your solar array and the pollution that it prevents:
* Cumulative system energy (energy production)
* Carbon dioxide (pollution prevented)
* Nitrogen oxides (pollution prevented).
* Sulfur oxides (pollution prevented), and
Since your school's solar array is producing some of the electricity used by your school, the school does not need to purchase that amount of electricity from the utility company. Therefore, the utilities' fossil fuel power plants do not need to produce quite as much electricity, and the noxious emissions from those plants are reduced by the amounts shown.
Distribute Student Handout One, and have your students copy the data from the screen graphic (figure 5) onto the appropriate locations. Either carry out the following discussion now, or come back to it after you complete the "Why Choose Solar?" pathway of the tour. Guide the students by asking the following questions:
Virtual Array Tour: Lesson II
* How was the quantity recorded beside "Cumulative System Energy in Kilowatt-Hours" arrived at? (See figure 5.1 note, page 12.) Will the quantity increase, decrease, or stay the same over time? (See figure 5.2 note, page 12.)
* How were the quantities for the next three items—carbon dioxide in kilograms, sulfur oxides in kilograms, nitrogen oxides in kilograms—determined? (See figure 5.3 note, page 12.)
Have students solve the three items listed on page 3 of Student Handout One to determine how much carbon dioxide (as well as sulfur oxides and nitrogen oxides) is saved by the production of one kWh of electricity from solar energy. (See item 3 below and figure 5.4 note, page 12.)
Discuss with your students how electricity is typically produced in your area. Follow these steps as you lead the discussion:
1. Use brainstorming and a chart, chalkboard, or overhead projector to generate a list of possible methods by which your electricity is generated at the present time. A site that will provide teachers and students with a useful overview of energy generation types is http://www.powerfrontiers.com/index.html. Have the students list the generation types (e.g., "fossil fuel plants") in three columns—Conventional, Renewable, Other—on Student Handout Two. (See electricity production note #1, page 12.)
2. Using the list generated by the students, discuss which of these are available now and which are still being researched or are in pilot use. Strive to find out from students which are available in your area, which are not, and why. (See electricity production note #2, page 13.)
3.
Have the students use the website http://www.epa.gov/cleanenergy/energy-and-you/how
clean.html
to determine the current mix of energy sources for generating electricity for your zip code.
4. Have your students use the circle provided on Student Handout Two, along with protractors, to make a pie chart that represents your energy mix for generating electricity. For a review of pie charts, go to http://bdaugherty.tripod.com/KeySkills/pieCharts.html. (See electricity production note #3, page 13.)
5. Now have your students think about some other areas of the country that might be of interest to them, and also might have different proportions in their mix of energy sources. Use the website listed in step #3 above to learn more. Compare the mix that is present in your area with that of other areas and see if the students can explain the differences. For instance, proximity to Hoover Dam or to Niagara Falls could explain an increase of hydroelectricity in the mix and reduced emission of pollutants. (See electricity production note #4, page 13.)
Now that the students have accumulated knowledge about electricity generation and the mix of energy resources for your region, you should be able to prompt them for the question, why choose solar?, and expect an enhanced response to the question,—percentage increases in the component alternative energies within the mix of resources used to generate energy lessens degradation of the environment.
When you are ready to return to the tour, there are three graphics on this window that serve as buttons to choose from (see figure 6):
Click the first graphic on the left (see figure 7):
That choice results in the following window, which relates how global warming occurs and describes the long-term effects of solar warming (see figure 8):
You may want to have your students research and report on the long-term effects of global warming (typically referred to as "global climate change") that are described in figure 8.
Click "close," and then choose the second graphic as the one to click (see figure 9):
Virtual Array Tour: Lesson II
The window that comes up provides a narrative on emissions from automobiles (see figure 10):
The narrative for figure 10 describes the typical emissions from an automobile. Help the students see that reducing carbon dioxide emissions by 4,800 kilograms through the use of solar energy is equivalent to taking one car off the road for a year.
You might want to have the students record the cumulative amount of CO2 avoided by your solar array (go back to figure 5 to get this figure). A month from now, have them record the amount again and determine the difference to reinforce the positive environmental impact of using renewable solar energy. (See figure 10 note, page 14.)
Click "close" to return to the previous window, and then select the third graphic to click (see figure 11):
Clicking that graphic will bring up figure 12, "Plants and Carbon Sequestration":
You might want to consider using the following SPN lessons, which deal with plants and carbon sequestration:
* SPN Lesson #8, The Absorption of Solar Energy
Temperature and the Tomato
* SPN Lesson #38,
* SPN Lesson #39, Where Do Plants Get Their Food?
Click "close" and then "home" to end this tour.
Invite the students into a classroom discussion about why this pathway is entitled "Why Choose Solar?" Some ideas that may help you guide the discussion follow:
* The use of solar energy might impact climate change.
* PV-generated electricity is usually two to three times more expensive than conventionally generated electricity.
* Use of PV doesn't pollute.
* PV systems are like flat-panel computer displays and other manufactured products, in terms of how production is related to expense: the more you produce, the less expensive each item becomes.
* Some areas offer subsidies to help pay for solar energy. What are the arguments for and against this? See whether students can name some industries that are vital to the economy that have or are receiving subsidies. (See subsidy note #1, page 14.)
BACKGROUND INFORMATION
Virtual Tour Notes for the Teacher
Figure 5.1 Note: A component of the photovoltaic array measures and records the amount of electrical energy produced by the solar array.
Figure 5.2 Note: It is a cumulative amount so it will increase.
Figure 5.3 Note: If students know the components of their solar array, they will realize that no component of the solar array directly measures and records quantities for these items. You might have to ask the students leading questions to get them to realize that, since the display states that these pollutants have been avoided due to electricity being generated by the solar array, the array's software must be able to mathematically estimate and record how much of each pollutant has been avoided. There is a direct relationship between the solar energy produced and the fossil fuels containing pollutants whose use has been avoided.
Figure 5.4 Note: If, in figure 1 of Student Handout One, the "Cumulative System Energy in Kilowatt-Hours" reads 34,567, and "Carbon Dioxide in Kilograms" reads 12,904, how much carbon dioxide would be saved by the next kWh of solar energy produced?
34,567 kWh are equivalent to 12,904 CO2 kg
1 kWh is equivalent to x kg CO2
Solving the equation for x gives an answer of .37 kg of CO2 per kWh.
Electricity Production Note #1: Older students should be able to come up on their own with lists that resemble the following:
a. CONVENTIONAL (Fossil fuel plants heat water to spin turbines, which turn generators. Such plants also burn gas to turn turbines similar to those that power jet planes. These turbines, in turn, turn electrical generators.)
i. Coal-fired power plant (COAL-FIRED POWER PLANT)
ii. Oil-fired power plant (OIL, ELECTRICITY)
iii. Gas-fired power plant (GAS ELECTRICITY GENERATION)
iv. Gas turbine (COMBINED CYCLE GAS TURBINE)
b. RENEWABLE
i. Wind (ELECTRIC WIND TURBINE MW MEGAWATT)
ii. Solar photovoltaic cells
1. Flat plate (GRID-CONNECTED PV)
2. Tracking (PV TRACKING ARRAYS)
3. Concentrating (PV CONCENTRATORS)
iii. Solar thermal
1. Parabolic trough (PARABOLIC TROUGH)
2. Dish Stirling (DISH STIRLING)
3. Power towers (SOLAR POWER TOWER)
iv. Biomass (BIOMASS POWER GENERATION)
c. OTHER
i. Nuclear (NUCLEAR POWER PLANT)
ii. Geothermal (GEOTHERMAL POWER GENERATION)
The classification of geothermal energy as "other" is debatable in that this kind of energy has been typically considered renewable. Discuss why the classification is debatable, asking questions such as the following: Where is the energy coming from? How does it renew? Can it be depleted? This likely will invite a discussion of physical geology.
Electricity Production Note #2: For example, dish Stirling engines are being deployed in commercial quantities in California but not in the East. In the East, the diffuse irradiance from frequent cloud cover renders such engines uneconomical. But in the Southwest, sparse cloud cover yields direct sunlight that is readily concentrated using mirrors; abundant sunshine makes the use of these engines very effective.
Electricity Production Note #3: Pie charts are circles sliced into segments whose areas represent proportions. Should you prefer not to work with protractors, have the students simply estimate and then check their estimates, or have them compare and correct each other's estimates. For instance, you might ask the question, approximately how much of our electricity is generated from nuclear energy? Then you could elicit that, for instance, 22% is a little less than one-fourth of the whole, and ask them to mark a little less than one-fourth of the circle as nuclear. Should oil and gas turn out to be 46%, which is a little less than half, they should make the oil and gas part a little less than half of the circle. Coal is likely to be most of the remaining part of the circle. Let's say that coal is 31%, which is a little less than one-third, so the coal wedge will be slightly less than one-third of the circle. Remind students to leave a little space for hydro, which might be 1%. If something is off, they can try again, adjusting the size of the wedges as necessary.
Electricity Production Note #4: For example, students might look up the zip codes 97221(Portland, OR), 02173 (Lexington, MA), or 80002 (Denver, CO). Expect your students to come up with other sites to check, and have them use search engines to look them up. You might want to prompt students with questions such as:
* Why does Portland have low CO2 emissions?
* What is a city name that interests you and what is its zip code?
* What are the relative proportions of the various power sources for that area?
* How do the emissions for that area relate to the national average? Why is this so?
Figure 10 Note: To determine the difference, subtract the two to determine how much CO2 has been avoided due to the power production from the solar array. Then have the students consider how many miles would have to be driven to produce that same amount of CO2.
Subsidy Note #1
Against Subsidies: Subsidies skew the market. Some say "let the market decide" and feel that subsidies are harmful to the economy. This assumes that we have a free market that monetizes all aspects of a purchase decision.
For Subsidies: In many cases, not all aspects of the purchase decision are monetized. For example, nuclear power producers only are required to insure for $500 million to cover accidents. In the unlikely event that a large accident were to occur, there could be $10s of billions in damages. Cleanup for larger accidents will be paid for by the federal government. So this risk is borne by the taxpayer even if they choose renewable energy that does not have this risk. In a fully monetized market, the nuclear power plant operator would be required to carry much more insurance and the cost of that insurance would be passed on to the ratepayer. And if someone chose a renewable energy source for their electricity, they would not need to pay for the insurance.
Those who favor subsidies point out that it is impractical to monetize all aspects of the purchase transition so it is typically easier to frame things differently and build in subsidies designed to achieve objectives such as cost reduction of clean energy. The majority of infrastructure industries that are of vital importance to our economy have been or are being subsidized. Examples include electric, aviation, rail, banking, farming, the Internet, housing, forestry, and auto.
SOURCE FOR THIS ADAPTED ACTIVITY
This activity is based on the Heliotronics SunViewer™ software that was provided to SPNparticipating schools.
LINKS TO MST LEARNING STANDARDS AND CORE CURRICULA
Standard 1—Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
M1.1b: Identify relationships among variables including direct, indirect….
M1.1c: Apply mathematical equations to describe relationships among variables in the natural world.
S1.1a: Formulate questions about natural phenomena.
S3.1a: Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships.
S3.2h: Use and interpret graphs and data tables.
T1.2: Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
Standard 4—Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
4.1a: The Sun is a major source of energy for Earth. Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
4.1b: Fossil fuels contain solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy in the form of heat is almost always one of the products of energy transformation.
4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.
4.5a: Energy can not be created or destroyed, but only changed from one form into another.
5.1d: The methods for obtaining nutrients vary among organisms. Producers such as green plants use light energy to make their food….
6.1c: Matter is transformed from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment.
6.2a: Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of sugar….
7.1e: The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of the environment and individuals requires the monitoring of soil, air, and water and taking care to keep safe.
7.2c: Industry brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.
7.2d: Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth's resources.
Standard 5—Technology: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard 7—Interdisciplinary Problem Solving: Students will apply knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions.
1.1: Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems, determining the cost-benefit and risk-benefit trade-offs; and applying this knowledge to a potential purchase.
Produced by the Research Foundation of the State University of New York with funding from the New York State Energy Research and Development Authority (NYSERDA) www.nyserda.org
Special thanks to Heliotronics, Inc. for their contribution in developing the content for this lesson
Should you have questions about this activity or suggestions for improvement, please contact Bill Peruzzi at [email protected]
(STUDENT HANDOUT SECTION FOLLOWS)
Name__________________________________________
Date___________________________________________
Introduction to the School Power Naturally Solar Learning Lab™ Virtual Array Tour: Lesson II in the Series
STUDENT HANDOUT ONE
Background Information
Your school, which participates in the School Power Naturally (SPN) program, has been provided:
* a Solar Learning Lab™, which includes a solar array that generates electricity from sunlight
* an educational data-monitoring system that monitors and displays the energy and power production of the solar array, the meteorological quantities that affect its output and the emissions avoided by use of the solar array
* a site license for Heliotronics SunViewer™ educational data display software.
In addition, archived data has been displayed on the Internet for viewing by anyone in the world.
Your teacher has been introducing you to the Solar Learning Lab by conducting a virtual tour by means of the Heliotronics SunViewer™ software application. This lesson is a continuation of that tour.
DEVELOP YOUR UNDERSTANDING
Materials
A computer or computer lab that has Heliotronics SunViewer™ software installed
Protractors
Sufficient copies of Student Handouts One and Two
Procedures
1. When your teacher pauses in the tour and tells you to record the numbers displayed on the "Why Choose Solar?" screen graphic, use figure 1 on Student Handout One to do so. Then use those numbers to respond to the three other items on page 3 of Student Handout One.
2. When your teacher pauses in the tour and asks you to gather information to construct a pie chart, use Student Handout Two for that purpose. Your teacher will expect you to gather information on energy resources for generating electricity in your area and the percentages of that energy mix in order to construct the pie chart.
Name__________________________________________
Date___________________________________________
WHY CHOOSE SOLAR? Avoiding Pollutants
Figure 1
Use the array tour's figure 5 to fill in the blank areas on figure 1 above. Consider that recorded information in responding to these items:
1. 1 kWh is equivalent to _____kg CO2
Show your work here:
Then, use the actual figures you recorded in figure 1 to complete items #2 and #3 below. Again, show your work.
2. 1 kWh is equivalent to _____kg sulfur oxides
Work:
3.
1 kWh is equivalent to ______kg nitrogen oxides
Work:
Name__________________________________________
Date___________________________________________
STUDENT HANDOUT TWO
WHY CHOOSE SOLAR?
Renewable Energy
What are the ways by which electricity is generated in your area at the present time? List the generation types (e.g., "fossil fuel plants") for your area in the three columns below:
CONVENTIONAL RENEWABLE OTHER
Fossil Fuel Plants
Once you know how electricity is generated in your area, your teacher will help you determine the amounts for the energy mix that produces electricity in your area. Record those amounts below as percentages, arranging them from greatest to smallest. The energy mix percentages for your area are as follows:
(Note: You may need more or less than five sources and percentages.)
Source 1 and percentage:
Source 2 and percentage:
Source 3 and percentage:
Source 4 and percentage:
Source 5 and percentage:
Lesson II: Student Handout Two
4
Using those percentages for your various energy sources, convert the circle below into a pie chart that displays the sources and their percentages:
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Ages of Famous Personalities
Junior Level
Part 1: Data Collection:
You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
Name________________________________
Ages of Famous Personalities
Junior Level
Part 2: Analysis of the Data:
1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?
Name________________________________
4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot.
5. a. What percent of your estimated ages were correct?
b. What percent of your estimated ages were above the actual ages?
6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1?
7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1?
8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1?
9. a. What is your age? __________
b. Based upon the your model equation from question #1, what would have been your estimated age?
10. a. Which personality had the greatest difference between the estimated age and the actual age?
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities?
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CE 8930 – Structural Health Monitoring, Spring 2014
9 th Class Exercise
Recall Group Assignment 9, which involved long-term monitoring campaign for a beam that is being continuously damaged. In this class exercise, groups are asked to extract to two features from their experimental measurements and plot these features against each other.
Recall that when the bottle attached to the tip of the cantilever was full, the beam was considered to be 100% healthy. Your group must have recorded the time steps when 25%, 50% and 75% of the water was lost. Each group is asked to identify these four regions and plot the data points corresponding to these regions with different colors.
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Want to make a difference? Collect soccer equipment for kids in Haiti!
Global Outreach And Love of Soccer (GOALS) relies on donated soccer equipment that is new or lightly used. These donations go directly to kids in Haiti who play soccer every day without basic equipment. With your help, GOALS can give these players soccer balls, cleats, socks, shin guards, shorts, shirts, and goalkeeper gear. In addition, we can supply teams with materials such as pinnies, cones, soccer balls, pumps, needles, bags, water bottles, and first aid supplies. With enough donated equipment, GOALS can start programs in new areas, which include soccer, community service, and learning activities. A little bit can go a long way in Haiti, so every donation makes a big difference!
GOALS is a registered non-profit that uses soccer to engage kids in community work that improves their quality of life, the environment, and local leadership www.goalshaiti.org
What our players in Haiti need:
1. Soccer equipment for boys and girls of all ages: cleats, socks, shin guards, athletic shorts and jerseys, uniforms, gloves, goalie apparel, etc.
2. Sport-related materials: balls, goal nets, bags or backpacks, cones, corner flags, etc.
3. Classroom and program materials such as notebooks, pencils, coloring books, etc.
4. We do not accept: (a) Dirty, torn, or unusable donations; or (b) Clothing unsuitable for sports activities in Haiti, such as jeans, tank tops, sweatshirts, etc.
How to organize an equipment drive for GOALS
1. Register your equipment drive with GOALS by emailing [email protected].
2. Determine the goal for your drive: is there a deadline? A certain amount of equipment you'd like to collect?
3. Spread word about your drive by contacting your friends, family members, colleagues, classmates, and neighbors. We recommend you contact local soccer clubs and organizations in the area.
4. Collect equipment! Make sure you keep an inventory and check quality of donations
5. When your drive is complete, please fill out our "In-kind donation form," which can be found at goalshaiti.org/donate-equipment
6. Send the gear to GOALS! Please mail donations to 1201 Tree Bay Lane / Sarasota, FL 34242 with your name or organization clearly marked on the outside of the box. We then take responsibility for shipping the equipment down to Haiti.
Please note: a $50 donation is suggested for each box. This will allow us to ship the materials to Haiti to reach the players in need immediately. Thank you!
7. Thank you! GOALS will send you a thank you card or email along with photos of our players. Keep in mind it may take up to 4 weeks for donations to be processed and for cards and emails to be sent. Don't forget to visit www.facebook.com/goalshaiti and www.twitter.com/goalshaiti for photos and updates from our programs.
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19 NINA MONASEVITCH: Aloha. Thank you for
25 country to defend, there will be no business, and there
1 will be no survival if we do not sustain our oceans.
2 The oceans are in a critical state of decline;
3 serious, serious, major problems. Sonar is one of the
4 most important stressors including entanglement,
5 overfishing, ship strikes, acidification, pollution.
6 The list goes on and on. But the fact that we're
7 inundating the entire oceans with sound and killing the
8 ecosystem with sound and not knowing how it's effecting
9 all the other marine organisms including the fish to
10 sustain human life is just downright irresponsible.
11 And the predictions to deafen 1,600 whales per
12 year and kill 200 per year is absolutely unacceptable.
13 So I would like us to consider that life on the planet
14 will not continue if we don't malama the ocean. We're
15 an ocean planet.
16 And I'd like to echo some of the other comments
17 here, especially what Michael said about listening to
18 your heart and your soul and caring compassionately for
19 other species. There's seven billion people on the
20 planet. Not that I'm against human beings, but without
21 the biodiversity, humans will not continue to survive
22 here. Mahalo. (Applause.)
```
20 the opportunity to be here. I appreciate your presence. 21 My name is Nina Monasevitch. I'll give you my card. 22 I'm the co-founder and chair of Kohola Leo, Kohola 23 meaning whales, and Leo meaning voice. We started the 24 group to be a voice for the whales. 25 There's been a lot of discussion here about 1 impacts to marine mammals, and I just want to say 2 unequivocally sonar kills marine mammals. It tortures, 3 it causes excruciable pain to all cetaceans and other 4 marine life. I've done a lot of research. I've read 5 all the scientific papers. 6 The fact that the Navy is even continuing to 7 consider decimating marine animals, particularly 8 cetaceans with sonar is unconscionable. Especially 9 within the Hawaiian Islands Humpback Whale National 10 sanctuary where we're the only meeting and birthing 11 grounds in the United States for these endangered 12 whales. 13 I have briefed some of the EIS. But, of 14 course, it's very long. I haven't read it all. And 15 I've given documentation throughout the years on several 16 scientific papers that I'd like you to include, but I 17 haven't checked whether or not you've included all of 18 those. 19 But the evidence is clear, scientifically sonar 20 kills whales and other marine life. 21 And just as a reminder to all of us here, we're 22 on an ocean planet. Seventy-one percent of our surface 23 is covered by the ocean. It is the breath of life of 24 our planet. There will be no life, there will be no
```
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THAILAND TRAVEL FAQs
Weather:
Common prohibited items not to be brought into Australia:
The weather in Thailand is generally hot and humid: typical of its location within the tropics. Generally speaking, the best time to visit Thailand is November - February, however, this is also the most expensive time to travel for Australian & New Zealanders. Temperatures rage between 18-34 degrees but can often reach 40 degrees with humidity levels at around 75%.
Dining in Thailand:
Water - Bottled water is the safest bet. Brushing your teeth in the tap water shouldn't pose any problems.
Food / budget - If you're eating on the street 2 meals a day (breakfast is usually covered in your accommodation, we budget $20 AUD a day or 500THB. If you're eating in Restaurants then you usually need to budget a little more each day. Seafood & good Steak and Wine can be very expensive in Thailand. Alcohol - Is usually very cheap. A standard bottle of beer is around $2.50 AUD 60THB.. Cocktails around $6 AUD - 150THB.
Language:
92% of the population speak Thai. English is spoken and understood throughout much of Thailand.
Religion:
94.6% of Thais are Buddhist, 4.6% Muslim and .07% Christian. Buddhism is a Philosophy encompassing a variety of traditions, beliefs and practices, largely based on teachings attributed to Siddhartha Gautama, commonly known as the Buddha.
Money:
Currency - Thai Baht. Which comes in both coin and bank note form. 1 Australian Dollar = approx. 25 Thai Baht
ATMs ? Are almost on every corner along with Currency Exchange Booths.
Bargaining?
While bartering is an essential part of the Thai shopping experience. If an item has a price tag then you're not expected to barter, also in restaurants.
While there is no 'rule' as to how much you should try and negotiate off the price. We usually suggest start off at 50% discount and then work towards a price that suits both you and the vendor (without the vendor losing money).
There may be rules with your airline about what you can and cannot take on as cabin baggage, so make sure you check with your airline.
Wooden & Woven items - are allowed IF free from bark, insects, signs of insect damage.
Leather & Fur - are allowed if they have been fully tanned.
Laser Pointers - Hand held Laser pointers.
Guns, lighters, electric shock devices, fireworks, swords, Swiss army knives, Fake designer goods, pirated DVDs.
*These must be declared on your incoming passenger card. Fines can apply or items can be confiscated.
Duty Free:
Alcohol - 2.25 Litres allowed into Australia
1 Litre allowed into Thailand
Tobacco - up to 50 cigarettes allowed into Australia
up to 200 cigarettes
General - $900 of general goods duty free into Australia
Time:
Thailand is 3 hours behind AEST. And 1 hour behind AWST.
Police:
The Thai police certainly hav had a bad rap in the past. But overall they are not to bad. Never yell, point your finger or try to strike an officer.
If you have been involved in a serious situation you can contact the Tourist Police on 1155 or +66 (0)76 214368.
Heath Advise for Thailand:
While no inoculations are officially required when entering Thailand. Sometimes it's better to talk to your own GP and see what they advise in regards to vaccinations.
VISA requirements:
No VISA is required unless you are traveling for more than 30 days.
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PRIVATE LIFE OF NAPOLEON BONAPARTE - V9
CONSTANT ∗
PREMIER VALET DE CHAMBRE
TRANSLATED BY WALTER CLARK
1895
CONTENTS:
CHAPTER I. to CHAPTER VII.
CHAPTER I.
In September, 1811, the Emperor decided to make a journey into Flanders in company with the , Empress, that he might personally ascertain if his orders had been carried out in all matters concerning both the civil and religious administration. Their Majesties left Compiegne on the 19th, and arrived at Montreuil-sur-Mer at nine o'clock in the evening. I accompanied the Emperor on this journey. I have read in O'Meara's Memorial that M. Marchand was at that time in the service of Napoleon. This is incorrect; for M. Marchand did not enter the Emperor's private service until 1814, at Fontainebleau. His Majesty at that time ordered me to select from the domestics of the service an intelligent young man to assist me in my duties near his person, since none of the ordinary 'valets de chambre' were to remain on the island of Elba. I mentioned the name of M. Marchand, son of a nurse of the King of Rome, as a suitable person for the place. He was accepted by his Majesty, and from that time M. Marchand formed a part of the private service of the Emperor. He may have been on this journey to Holland; but Napoleon was not aware of it, as his duties did not bring him near his Majesty's person.
∗ PDF created by pdfbooks.co.za
I will now relate some of the circumstances which occurred on this journey, and are not generally known to the public, and at the same time take advantage of the opportunity to refute other assertions similar to those I have just mentioned, and which I have read with surprise, sometimes mixed with indignation, in the Contemporary Memoirs. I deem it important that the public should have correct information as to everything pertaining to this journey, in order that light may thus be thrown on certain incidents, by means of which calumny has attacked the honor of Napoleon, and even my own. A devoted though humble servant of the Emperor, it is natural that I should be deeply interested in explaining all that seems doubtful, in refuting all falsehoods, and in giving minute corrections of many incorrect statements which might influence the judgment of the public concerning my master and myself. I shall fulfil this duty with perfect frankness, as I have sufficiently proved in the foregoing volumes of these Memoirs.
A little incident occurred at Montreuil, which I take pleasure in narrating, since it proves how carefully Napoleon examined both the fortifications and improvements being made in the towns, either by his personal orders, or from the impulse given by him to these important departments of public service. After investigating the work done in the past year on the fortifications of Montreuil, and having made a tour of all the ramparts, the Emperor returned to the citadel, whence he again emerged to visit the exterior works. An arm of the river Canche, which lies at the foot of the wall on one side of the city, intercepted his route. The whole suite set to work to construct a temporary bridge of planks and logs; but the Emperor, impatient at the delay, walked through the stream in water up to his knees. The owner of a mill on the opposite shore took his Majesty by the arm to assist him in mounting the bank, and profited by this opportunity to explain to the Emperor that his mill, being in the line of the projected fortifications, would necessarily be torn down; whereupon the Emperor turned to the engineers and said, "This brave man must be indemnified for any loss he may sustain." He then continued his rounds, and did not re-enter his carriage until he had examined everything at leisure, and held a long interview with the civil and military authorities of Montreuil. On the route a soldier who had been wounded at Ratisbon was presented to him; and his Majesty ordered that a present should be made him on the spot, and that his petition should be presented to him on his arrival at Boulogne on the 20th.
This was the second time Boulogne had received the Emperor within its walls. Immediately on his arrival he went on board the flotilla and held a review. As an English frigate was evidently preparing to approach in order to observe more closely what was taking place in the roadstead, his Majesty immediately sent out a French frigate under full sail against the hostile ship, whereupon the latter, taking the alarm, at once disappeared. On the 29th of September his Majesty reached Flushing, and from Flushing went to visit the fortifications at Tervueren. As he was overlooking the various works at that place, a young woman threw herself at his feet, her cheeks wet with tears, .and extended a petition to the
Emperor with a trembling hand. Napoleon most graciously assisted her to rise, and inquired the object of her petition. "Sire," said the poor woman between her sobs, I am the mother of three children, whose father is conscripted by your Majesty; the children and the mother are in the deepest distress."–"Monsieur," said his Majesty to some one of his suite, "make a note of this man's name; I will make him an officer." The young woman tried to express her gratitude, but her emotion and tears prevented the utterance of a word, and the Emperor went on his way.
Another kind act marked his departure from Ostend. On leaving that town he followed the course of the Estrau, and as he did not care to pass through the locks, in order to cross the Swine, entered a fishing-boat in company with the Duke of Vicenza, his grand equerry, Count Lobau, one of his aides-de-camp, and two chasseurs of the guard. This boat, which was owned by two poor fishermen, was worth only about one hundred and fifty florins, including its equipment, and was their only source of wealth. The crossing required about half an hour, and his Majesty alighted at Fort Orange, on the island of Cadsand, where the prefect with his suite awaited him; and as he was wet and suffering with the cold, a large fire was kindled, by which he warmed himself with evident enjoyment. The fishermen were then asked how much they charged for the passage, and upon their replying a florin for each passenger, Napoleon ordered that a hundred napoleons should be counted out to them, and they should be granted a pension of three hundred francs for life. It is impossible to give an idea of the joyful surprise of these poor men, who had not in the least suspected the exalted rank of their passenger; but no sooner were they informed than the whole country was told, and thus many hearts were won for Napoleon; while at the same time the Empress Marie Louise was being welcomed on his account at the theater, and whenever she appeared on the streets, with sincere and vociferous applause.
Preparations had been made everywhere in Holland two months before the arrival of their Majesties, in order that they might be suitably received; and there was no village on the Emperor's route so small that it was not eager to earn his approbation by the proportional magnificence of the welcome accorded his Majesty. Almost the whole court of France accompanied him on this journey, and grand dignitaries, ladies of honor, superior officers, aides-de-camp, chamberlains, equerries, ladies of attire, quartermasters, valets de chambre, regulators of soldiers' quarters, the kitchen service–nothing was wanting. Napoleon intended to dazzle the eyes of the good Dutchmen by the magnificence of his court; and, in truth, his gracious manner, his affability, and the recital of the numerous benefits he scattered around his path, had already had their effect in conquering this population, in spite of the frowning brows of a few, who, as they smoked their pipes, murmured against the impediments to commerce caused by the Continental system.
The city of Amsterdam, where the Emperor had decided to remain some time, found itself suddenly in a condition of peculiar embarrassment, owing to
the following circumstance: This town had a very extensive palace, but no coaches nor stables attached to them, which for the suite of Napoleon was a prime necessity; and the stables of King Louis, besides their insufficiency, were placed too far from the palace to be occupied by even a portion of the Emperor's service. Consequently there was great embarrassment in the city, and much difficulty was experienced in quartering the Emperor's horses; since to improvise stables in a few days, almost in a moment, was impossible, and to build carriage-houses in the midst of courts would have had a ludicrous effect. But fortunately this difficult situation was ended by one of the quartermasters of the palace named M. Emery, a man of great intelligence, and an old soldier, who, having learned from Napoleon and the force of circumstances never to be overcome by difficulties, conceived the happy thought of converting the flower-market into stables and coach-houses, and placing the equipages of the Emperor there under immense tents.
The Emperor at last rejoined his august spouse at Brussels, where the enthusiasm excited by his presence was unanimous. On a suggestion from him, which was as delicate as politic, Marie Louise during her stay bought laces to the value of one hundred and fifty thousand francs, in order to encourage the manufacturers. The introduction into France of English merchandise was at that time severely prohibited, and all that was found was indiscriminately burned.
Of the whole system of offensive policy maintained by Napoleon against the maritime tyranny of England, nothing more nearly aroused open opposition than the vigorous observance of prohibitory decrees. Belgium then contained a quantity of English merchandise, which was most carefully concealed, and which every one was anxious to obtain, as is ever the case with forbidden fruit. All the ladies in the suite of the Empress made large purchases of these articles; and one even filled several carriages with them, not without fear, however, that Napoleon might be informed of this, and might seize everything on its arrival in France. These carriages, bearing the arms of the Emperor, passed the Rhine filled with this precious luggage, and arrived at the gates of Coblentz, which furnished an occasion of painful uncertainty to the officers of the custom-house, while they deliberated whether they should arrest and examine the carriages, or should permit a convoy to pass unmolested because it professed to belong to the Emperor. After mature deliberation, the majority adopted this alternative; and the carriages successfully passed the first line of French custom-houses, and reached port in safety,–that is to say, Paris,–with its cargo of prohibited merchandise. If the carriages had been stopped, it is probable that Napoleon would have highly applauded the courage of the inspectors of customs, and would have pitilessly burned the confiscated articles.
Their Majesties arrived at Utrecht the 6th of October, and found every house on the quays as well as the streets decorated with ribbons and garlands. The rain was falling in torrents; but this did not prevent the authorities being on foot from early in the morning, and the population
filling the streets. As soon as he alighted from his carriage, Napoleon, in spite of the weather, mounted his horse, and went to hold a review of several regiments stationed at the gates of Utrecht, accompanied by a numerous staff, and a large number of curious persons, most of them wet to the skin. After the review Napoleon entered the palace, where the entire deputation awaited him in an immense hall, still unfurnished, though it had been built by King Louis, and without changing his clothing gave audience to all who were eager to congratulate him, and listened with most exemplary patience to the harangues addressed to him.
The entrance of their Majesties into Amsterdam was most brilliant. The Empress, in a chariot drawn by splendid horses, was a few hours in advance of the Emperor, who made his entry on horseback, surrounded by a brilliant staff, glittering with gold and embroideries, who advanced at a slow pace amid shouts of admiration and astonishment from the good Hollanders. Through his simple and unaffected bearing there shone a profound satisfaction, and perhaps even a natural sentiment of pride, in seeing the welcome accorded to his glory here as elsewhere, and the universal sympathy aroused in the masses by his presence alone. Drapery in three colors, which produced a very fine effect, hung from posts erected at regular intervals and formed the decoration of the streets through which his Majesty was to pass; and he who three years later was to enter the palace of the Tuileries by night, and as a fugitive, after having with much difficulty gained admission through the gates of the chateau, passed then under arches of triumph, with a glory yet unsullied by defeat, and a fortune still faithful. These reminiscences are painful to me, but they recur to my mind even against my will; for no year of the Empire was marked by more fetes, more triumphant entries, or more popular rejoicings, than that which preceded the disastrous year of 1812.
Some of the actors of the French Theater at Paris had accompanied the court to Holland, and Talma there played the roles of Bayard and d'Orosmane; and M. Alissan de Chazet directed at Amsterdam the performance by French comedians of a vaudeville in honor of their Majesties, the title of which I have forgotten. Here, again, I wish to refute another assertion no less false made by the author of these 'Contemporary Memoirs', concerning a fictitious liaison between the Emperor and Mademoiselle Bourgoin. I cite the passage in question: "Mademoiselle Bourgoin, one of the delegates from the court of Thalia, in order to be permitted to accompany the party on this journey, had thoughtlessly succumbed to the temptation of making indiscreet revelations; even boasting aloud that she attracted the Emperor to the theater in which she played; and these boasts, which were by no means virtuous, having reached the Emperor's ears, he would no longer attend the theater. He charged Talma, for whom he had much consideration, to urge the pretty actress to be silent; and to inform her that on the slightest indiscretion she would be reconducted to France under good escort."
This by no means agrees with what his Majesty said one day in regard to this actress while at Erfurt. These words, which the author of the Memoirs would do well to recall, prove that the Emperor had no views in regard to her; and the most important proof of all, is the great discretion which the Emperor always exercised in regard to his amours.
During the entire passage through Holland, the Emperor showed himself cordial and affable, welcoming every one most kindly, and accosting each in a suitable manner, and at no time was he ever more amiable or anxious to please. He visited the manufactures, inspected dock-yards, reviewed troops, addressed the sailors, and attended the ball's given in his honor in all the towns through which he passed; and amid this life of seeming pleasure and distraction, he exerted himself almost more than in the quiet, monotonous life of the camp, and was affable, gracious, and accessible to all his subjects. But in these processions, in the very midst of these fetes, amid all this acclamation of whole cities rushing out to meet him, eager to serve as his escort, under these arches of triumph which were erected to him sometimes even at the entrance of an obscure village, his abstraction was deeper than ever, and his heart more oppressed with care; for his thoughts were from this time filled with the expedition to Russia. And perhaps into this amenity of manner, this friendliness, and these acts of benevolence, most of which were foreign to his character, there entered the design of lessening in advance the discontent which this expedition would produce; and perhaps in attaching all hearts to himself, in exhausting every means of pleasing, he imagined he was obtaining pardon in advance, by means of the enthusiasm of his subjects, for a war which, whatever might be the result, was to cost the Empire so much blood and so many tears.
During their Majesties' stay at Amsterdam, there was placed in the apartments of the Empress a piano so constructed as to appear like a desk with a division in the middle, and in this space was placed a small bust of the Emperor of Russia. Soon after, the Emperor wished to see if the apartments of the Empress were suitable, and while visiting them perceived this bust, which he placed under his arm without a word. He afterwards said to one of the ladies of the Empress, that he wished this bust removed; and he was obeyed, though this caused considerable astonishment, as it was not then known that any coolness had arisen between the two Emperors.
A few days after his arrival at Amsterdam, the Emperor made several excursions into the country, accompanied by a somewhat numerous suite. He visited at Saardam the thatched cottage which sheltered Peter the Great when he came to Holland under the name of Pierre Michaeloffto study ship-building; and after remaining there half an hour, the Emperor, as he left, remarked to the grand marshal of the palace. "That is the finest monument in Holland." The evening before, her Majesty the Empress had visited the village of Broek, which is the pride of the whole north of Holland. Almost all the houses of the village are built of wood, and are of one story, the fronts ornamented with numerous paintings in accordance with the caprice of the owners. These paintings are cared for
most zealously, and preserved in a state of perfect freshness. Through the windows of clearest glass are seen curtains of embroidered China silk, and of painted muslin and beautiful India stuffs. The streets are paved with brick and very clean, and are washed and rubbed daily, and covered with fine white sand, in which various figures are imitated, especially flowers. Placards at the end of each street forbid the entrance of carriages into the village, the houses of which resemble children's toys. The cattle are cared for by hirelings at some distance from the town; and there is, outside the village, an inn for strangers, for they are not permitted to lodge inside. In front of some houses I remarked either a grass plot or an arrangement of colored sand and shells, sometimes little painted wooden statues, sometimes hedges oddly cut. Even the vessels and broom-handles were painted various colors, and cared for like the remainder of the establishment; the inhabitants carrying their love of cleanliness so far as to compel those who entered to take offtheir shoes, and replace them with slippers, which stood at the door for this singular purpose. I am reminded on this subject of an anecdote relating to the Emperor Joseph the Second. That prince, having presented himself in boots at the door of a house in Broek, and being requested to remove them before entering, exclaimed, "I am the Emperor!" –"Even if you were the burgomaster of Amsterdam, you should not enter in boots," replied the master of the dwelling. The good Emperor thereupon put on the slippers.
During the journey to Holland their Majesties were informed that the first tooth of the King of Rome had just made its appearance, and that the health of this august child was not impaired thereby.
In one of the little towns in the north of Holland, the authorities requested the Emperor's permission to present to him an old man aged one hundred and one years, and he ordered him brought before him. This more than centenarian was still vigorous, and had served formerly in the guards of the Stadtholder; he presented a petition entreating the Emperor to exempt from conscription one of his grandsons, the support of his old age. His Majesty assured him, through an interpreter, that he would not deprive him of his grandson, and Marshal Duroc was ordered to leave with the old man a testimonial of Imperial liberality. In another little town in Friesland, the authorities made the Emperor this singular address: "Sire, we were afraid you would come with the whole court; you are almost alone, and thereby we see you the better, and the more at our ease." The Emperor applauded this loyal compliment, and honored the orator by most touching thanks. After this long journey, passed in fetes, reviews, and displays of all kinds, where the Emperor, under the guise of being entertained, had made profound observations on the moral, commercial, and military situation of Holland, observations which bore fruit after his return to Paris, and even while in the country, in wise and useful decrees, their Majesties left Holland, passing through Haarlem, The Hague, and Rotterdam, where they were welcomed, as they had been in the whole of Holland, by fetes. They crossed the Rhine, visited Cologne and Aix-la-Chapelle, and arrived at Saint-Cloud early in November, 1811.
CHAPTER II.
Marie Louis was a very handsome woman. She had a majestic figure and noble bearing, fresh complexion, blond hair, and blue eyes full of expression; her hands and feet were the admiration of the court. Her figure was, perhaps, a trifle too stout; but she lost some of this superfluous flesh during her stay in France, though thereby she gained as much in grace and beauty. Such was her appearance. In her intercourse with those immediately around her she was affable and cordial; and the enjoyment she felt in the freedom of these conversations was depicted on her countenance, which grew animated, and took on an infinite grace. But when she was obliged to appear in public she became extremely timid; formal society served of itself to isolate her; and as persons who are not naturally haughty always appear so with a poor grace, Marie Louise, being always much embarrassed on reception days, was often the subject of unjust criticism; for, as I have said, her coldness in reality arose from an excessive timidity.
Immediately after her arrival in France, Marie Louise suffered from this embarrassment to a very great degree, which can be easily understood in a young princess who found herself so suddenly transported into an entirely new society, to whose habits and tastes she felt obliged to conform, and in which, although her high position must naturally attract the world to her, the circumstances of this position rendered it necessary that she should take the initiative in any advances made, a fact which explains the awkwardness of her early relations with the ladies of her court. After intimacies had been formed, and the young Empress had chosen her friends with all the abandon of her young heart, then haughtiness and constraint vanished, or reappeared only on occasions of ceremony. Marie Louise was of a calm, thoughtful character; it took little to arouse her sensitive spirit; and yet, although easily moved, she was by no means demonstrative. The Empress had received a very careful education, her mind was cultivated and her tastes very simple, and she possessed every accomplishment.
She detested the insipid hours passed in idleness, and liked occupation because it suited her tastes, and also because in a proper employment of her time she found the only means of driving away ennui. I think she was, in fact, a most congenial wife for the Emperor. She was too much interested in the concerns of her own private life to ever mingle in political intrigues, and, although she was both Empress and Queen, very often was in entire ignorance of public affairs, except what knowledge she obtained from the journals. The Emperor at the end of days filled with agitation could find a little relaxation only in a quiet domestic hearth, which restored to him the happiness of family life; and,
consequently, an intriguing woman or a talkative politician would have annoyed him exceedingly.
Nevertheless, the Emperor sometimes complained of the want of affability the Empress showed to the ladies of her court, and said that this excessive reserve was injurious to him in a country where the opposite extreme is most common.
This was because he was recalling the past somewhat, and thinking of the Empress Josephine, whose constant gayety was the chief charm of the court. He was necessarily struck by the contrast; but was there not some injustice at the foundation of this? The Empress Marie Louise was the daughter of an Emperor, and had seen and known only courtiers, and, having no acquaintance with any other class, knew nothing of any world outside the walls of the palace of Vienna. She arrived one fine day at the Tuileries, in the midst of a people whom she had never seen except as soldiers; and on this account the constraint of her manner towards the persons composing the brilliant society of Paris seems to me to a certain point excusable. It seems to me, besides, that the Empress was expected to show a frankness and simplicity which were entirely misplaced; and, by being cautioned over and over again to be natural, she was prevented from the observance of that formality also suitable on the part of the great, who should be approached only when they themselves give the signal. The Empress Josephine loved the people because she had been one of them; and in mounting a throne her expansive nature had everything to gain, for she found it was only extending her friendship among a larger circle. Inspired by her own kind heart, the Empress Marie Louise sought to make those around her happy; and her benevolent deeds were long the subject of conversation, and, above all, the delicate manner in which they were performed. Each month she took from the sum allotted for her toilet ten thousand francs for the poor, which was not the limit of her charities; for she always welcomed with the greatest interest those who came to tell her of distresses to be alleviated. From the eagerness with which she listened to those soliciting aid, it would seem that she had been recalled suddenly to a duty; and yet it was simply an evidence that the chords of her sensitive heart had been touched. I do not know if any one ever received from her a refusal of a demand of this sort. The Emperor was deeply touched each time that he was informed of a benevolent act of the Empress. At eight o'clock in the morning the curtains and blinds were half opened in the apartments of the Empress Marie Louise, and the papers were handed her; after reading which, chocolate or coffee was served, with a kind of pastry called tongue. This first breakfast she took in bed. At nine o'clock Marie Louise arose, made her morning toilet, and received those persons privileged to attend at this hour. Every day in the Emperor's absence, the Empress ascended to the apartment of Madame de Montebello, her lady of honor, followed by her service, composed of the chevalier of honor, and some of the ladies of the palace; and on her return to her apartments, a light breakfast was served, consisting of pastry and fruits. After her lessons in drawing, painting, and music, she commenced her grand toilet. Between six and seven o'clock
she dined with the Emperor, or in his absence with Madame de Montebello, the dinner comprising only one course. The evening was spent in receptions, or at concerts, plays, etc.; and the Empress retired at eleven o'clock. One of her women always slept in the room in front of her bedroom, and it was through this the Emperor was obliged to pass when he spent the night in his wife's room.
This customary routine of the Empress was changed, however, when the Emperor was at the chateau; but when alone she was punctual in all her employments, and did exactly the same things at the same hours. Her personal domestics seemed much attached to her; for though cool and distant in her manner, they always found her good and just.
In the Emperor's absence the portrait of the Duchess of Montebello ornamented the Empress's room with those of the entire Imperial family of Austria; but when the Emperor returned, the portrait of the duchess was removed; and during the war between Napoleon and the Emperors of Austria and Russia, the portrait of Francis II. was removed from his daughter's room, by order of his Majesty, and was, I think, consigned to some secret spot.
The King of Rome was a very fine child; and though he resembled the Emperor less than the son of Hortense had done, his features were an agreeable union of those of his father and mother. I never knew him except in his infancy, and what was most remarkable in him at that age was the great kindness and affection he showed to those around him. He was much devoted to a young and pretty person named Fanny Soufflot, daughter of the first lady of the bedchamber, who was his constant companion; and, as he liked to see her always well dressed, he begged of Marie Louise, or his governess, Madame the Countess of Montesquiou, any finery that struck his fancy, which he wished to give to his young friend. He made her promise to follow him to the war when he was grown, and said many charming things which showed his affectionate disposition.
There was chosen as companion for the little king (as he styled himself) a young child named Albert Froment, I think, the son of one of the ladies of honor. One morning as they were playing together in the garden on which the apartments of the king opened at Saint-Cloud, Mademoiselle Fanny was watching them without interfering with their games, Albert tried to take the king's wheelbarrow; and, when the latter resisted, Albert struck him, whereupon the king exclaimed, "Oh, suppose some one had seen you! But I will not tell!" I consider this a fine evidence of character.
One day he was at the windows of the chateau with his governess, amusing himself by looking at the passers-by, and pointing out with his finger those who attracted his attention. While standing there he saw below a woman in deep mourning, holding by the hand a little boy also dressed in mourning. The little child carried a petition, which he waved from a distance to the prince, and seemed to be entreating him to receive.
Their black clothing made a deep impression on the prince, and he asked why the poor child was dressed all in black. " Doubtless because his papa is dead," replied the governess, whereupon the child expressed an earnest desire to speak to the little petitioner. Madame de Montesquiou, who especially desired to cultivate in her young pupil this disposition to mercy, gave orders that the mother and child should be brought up. She proved to be the widow of a brave man who had lost his life in the last campaign; and by his death she had been reduced to poverty, and compelled to solicit a pension from the Emperor. The young prince took the petition, and promised to present it to his papa. And next day when he went as usual to pay his respects to his father, and handed him all the petitions presented to him the evening before, one alone was kept apart; it was that of his little protege. "Papa," said he, "here is a petition from a little boy whose father was killed on your account; give him a pension." Napoleon was deeply moved, and embraced his son, and orders for the pension were given that day. This conduct in so young a child gives undeniable evidence of an excellent heart.
His early training was excellent; as Madame de Montesquiou had an unbounded influence over him, owing to the manner at once gentle and grave in which she corrected his faults. The child was generally docile, but, nevertheless, sometimes had violent fits of anger, which his governess had adopted an excellent means of correcting, which was to remain perfectly unmoved until he himself controlled his fury. When the child returned to himself, a few severe and pertinent remarks transformed him into a little Cato for the remainder of the day. One day as he was rolling on the floor refusing to listen to the remonstrances of his governess, she closed tie windows and shutters; and the child, astonished by this performance, forgot what had enraged him, and asked her why she did this. "I did it because I was afraid you would be heard; do you suppose the French people would want you as their prince, if they knew that you gave way to such fits of anger?"–"Do you think they heard me?" he inquired; "I would be very sorry if they had. Pardon, Mamma Quiou [this was his name for her], I will not do it again."
The Emperor was passionately devoted to his son; took him in his arms every time he saw him, and jumped him up and down most merrily, and was delighted with the joy he manifested. He teased him by carrying him in front of the glass and making grimaces, at which the child laughed till he cried. While at breakfast he took him on his knee, dipped his finger in the sauce and made him suck it, and smeared his face with it; and when the governess scolded, the Emperor laughed still more heartily, and the child, who enjoyed the sport, begged his father to repeat it. This was an opportune moment for the arrival of petitions at the chateau; for they were always well received at such times, thanks to the all-powerful credit of the little mediator.
The Emperor in his tender moods was sometimes even more childish than his son. The young prince was only four months old when his father put his
three-cornered hat on the pretty infant.
The child usually cried a good deal, and at these times the Emperor embraced him with an ardor and delight which none but a tender father could feel, saying to him,
"What, Sire, you crying! A king weeping; fie, then, how ugly that is!" He was just a year old when I saw the Emperor, on the lawn in front of the chateau, place his sword-belt over the shoulders of the king, and his hat on his head, and holding out his arms to the child, who tottered to him, his little feet now and then entangled in his father's sword; and it was beautiful to see the eagerness with which the Emperor extended his arms to keep him from falling.
One day in his cabinet the Emperor was lying on the floor, the king riding horseback on his knee, mounting by jumps up to his father's face, and kissing him. On another occasion the child entered the council chamber after the meeting had ended, and ran into his father's arms without paying attention to any one else, upon which the Emperor said to him, "Sire, you have not saluted these gentlemen." The child turned, bowed most gracefully, and his father then took him in his arms. Sometimes when going to visit the Emperor, he ran so fast that he left Madame de Montesquiou far behind, and said to the usher, "Open the door for me, I want to see papa." The usher replied, "Sire, I cannot do it." –"But I am the little king."–"No, Sire, I cannot open it." At this moment his governess appeared; and strong in her protection he proudly repeated, "Open the door, the king desires it."
Madame de Montesquiou had added to the prayers which the child repeated morning and evening, these words: "My God, inspire papa to make peace for the happiness of France." One evening the Emperor was present when his son was retiring, and he made the same prayer, whereupon the Emperor embraced him in silence, smiling most kindly on Madame de Montesquiou.
The Emperor was accustomed to say to the King of Rome when he was frightened at any noise or at his grimaces, "Come, come! a king should have no fear."
I recall another anecdote concerning the young son of the Emperor, which was related to me by his Majesty himself one evening when I was undressing him as usual, and at which the Emperor laughed most heartily. "You would not believe," said he, "the singular reward my son desired of his governess for being good. Would she not allow him to go and wade in the mud?" This was, true, and proves, it seems to me, that the greatness which surrounds the cradle of princes cannot eradicate from their minds the singular caprices of childhood.
CHAPTER III.
All the world is familiar with the name of the Abbe Geoffroy of satirical memory, who drove the most popular actors and authors of the time to desperation. This pitiless Aristarchus must have been most ardently enamored of this disagreeable profession; for he sometimes endangered thereby, not his life, which many persons would have desired earnestly perhaps, but at any rate his health and his repose. It is well, doubtless, to attack those who can reply with the pen, as then the consequences of the encounter do not reach beyond the ridicule which is often the portion of both adversaries. But Abbe Geoffroy fulfilled only one of the two conditions by virtue of which one can criticise,–he had much bitterness in his pen, but he was not a man of the sword; and every one knows that there are persons whom it is necessary to attack with both these weapons.
An actor whom Geoffroy had not exactly flattered in his criticisms decided to avenge himself in a piquant style, and one at which he could laugh long and loud. One evening, foreseeing what would appear in the journal of the next day, he could think of nothing better than to carry offGeoffroy as he was returning from the theater, and conduct him with bandaged eyes to a house where a schoolboy's punishment would be inflicted on this man who considered himself a master in the art of writing.
This plan was carried out. Just as the abbe regained his lodging, rubbing his hands perhaps as he thought of some fine point for tomorrow's paper, three or four vigorous fellows seized him, and conveyed him without a word to the place of punishment; and some time later that evening, the abbe, well flogged, opened his eyes in the middle of the street, to find himself alone far from his dwelling. The Emperor, when told of this ludicrous affair, was not at all amused, but, on the contrary, became very angry, and said that if he knew the authors of this outrage, he would have them punished. "When a man attacks with the pen," he added, he should be answered with the same weapon." The truth is also that the Emperor was much attached to M. Geoffroy, whose writings he did not wish submitted to censure like those of other journalist. It was said in Paris that this predilection of a great man for a caustic critic came from the fact that these contributions to the Journal of the Empire, which attracted much attention at this period, were a useful diversion to the minds of the capital. I know nothing positively in regard to this; but when I reflect on the character of the Emperor, who wished no one to occupy themselves with his political affairs, these opinions seem to me not devoid of foundation.
Doctor Corvisart was not a courtier, and came rarely to the Emperor, except on his regular visit each Wednesday and Saturday. He was very candid with the Emperor, insisted positively that his directions should
be obeyed to the letter, and made full use of the right accorded to physicians to scold their negligent patient. The Emperor was especially fond of him, and always detained him, seeming to find much pleasure in his conversation.
After the journey to Holland in 1811, M. Corvisart came to see the Emperor one Saturday, and found him in good health. He left him after the toilet, and immediately went to enjoy the pleasures of the chase, of which he was exceedingly fond. He was in the habit of not announcing where he was going, solely in order that he might not be interrupted for some slight cause, as had happened to him sometimes, for the doctor was most obliging and considerate. That day after his breakfast, which, according to custom, he had devoured rapidly, the Emperor was taken suddenly with a violent colic, and was quite ill. He asked for M. Corvisart, and a courier was dispatched for him, who, not finding him in Paris, hastened to his country house; but the doctor was at the chase, no one knew where, so the courier was obliged to return without him. The Emperor was deeply vexed, and as he continued to suffer extremely, at last went to bed, and Marie Louise came and spent a few moments with him; at last M. Yvan was summoned, and administered remedies which soon relieved the Emperor.
M. Corvisart, somewhat anxious perhaps, came on Monday instead of Wednesday; and when he entered Napoleon's room, the latter, who was in his dressing-gown, ran to him, and taking him by both ears, said, "Well, Monsieur, it seems that if I were seriously ill, I should have to dispense with your services." M. Corvisart excused himself, asked the Emperor how he had been affected, what remedies he had used, and promised always to leave word where he could be found, in order that he might be summoned immediately on his Majesty's orders, and the Emperor was soon appeased. This event was really of advantage to the doctor; for he thus abandoned a bad habit, at which it is probable his patients rejoiced.
M. Corvisart had a very great influence with the Emperor, so much so that many persons who knew him gave him the soubriquet of doctor of petitions; and it was very rarely he failed to obtain a favorable answer to his requests. Nevertheless, I often heard him speak warmly in favor of M. de Bourrienne, in order to impress upon the Emperor's mind that he was much attached to his Majesty; but the latter always replied, "No, Bourrienne is too much of an Englishman; and besides, he is doing very well; I have located him at Hamburg. He loves money, and he can make it there."
It was during the year 1811 that Cardinal Fesch came most frequently to the Emperor's apartments, and their discussions seemed to me very animated. The cardinal maintained his opinions most vehemently, speaking in a very loud tone and with great volubility. These conversations did not last more than five moments before they became very bitter, and I heard the Emperor raise his voice to the same pitch; then followed an exchange of harsh terms, and each time the cardinal arrived I felt distressed for the Emperor, who was always much agitated at the close of
these interviews. One day as the cardinal was taking leave of the Emperor, I heard the latter say to him sharply, "Cardinal, you take advantage of your position."
A few days before our departure for Russia the Emperor had me summoned during the day, and ordered me to bring from the treasury the box of diamonds, and place it in his room, and not to go far away, as he had some important business for me. About nine o'clock in the evening I was again summoned, and found M. de Lavalette, director-general of the post, in the Emperor's room. His Majesty opened the box in my presence, and examined the contents, saying to me, "Constant, carry this box yourself to the count's carriage, and remain there till he arrives." The carriage was standing at the foot of the grand staircase in the court of the Tuileries; and I opened it, took my seat, and waited until half-past eleven, when M. de Lavalette arrived, having spent all this time in conversation with the Emperor. I could not understand these precautions in delivering the diamonds to M. de Lavalette, but they were certainly not without a motive.
The box contained the sword, on the pommel of which was mounted the regent diamond, the handle also set with diamonds of great value; the grand collar of the Legion of Honor; the ornaments, hatcord, shoulderpiece, and buttons of the coronation robes, with the shoe-buckles and garters, all of which were of immense value.
A short time before we set out for the Russian campaign, Josephine sent for me, and I went at once to Malmaison, where this excellent woman renewed her earnest recommendations to watch most carefully over the Emperor's health and safety; and made me promise that if any accident, however slight, happened to him, I would write to her, as she was exceedingly anxious to know the real truth concerning him. She wept much; talked to me constantly about the Emperor, and after a conversation of more than an hour, in which she gave full vent to her emotions, presented me with her portrait painted by Saint on a gold snuff-box. I felt much depressed by this interview; for nothing could be more touching than to see this woman disgraced, but still loving, entreating my care over the man who had abandoned her, and manifesting the same affectionate interest in him which the most beloved wife would have done.
On entering Russia, a thing of which I speak here more according to the order of my reminiscences than in the order of time, the Emperor sent out, on three different roads, details of select police to prepare in advance lodgings, beds, supplies, etc. These officers were Messieurs Sarrazin, adjutant-lieutenant, Verges, Molene, and Lieutenant Pachot. I will devote farther on an entire chapter to our itinerary from Paris to Moscow.
A short time before the battle of La Moskwa, a man was brought to the camp dressed in the Russian uniform, but speaking French; at least his language was a singular mixture of French and Russian. This man had
escaped secretly from the enemy's lines; and when he perceived that our soldiers were only a short distance from him, had thrown his gun on the ground, crying in a very strong Russian accent, "I am French," and our soldiers had at once taken him prisoner.
Never was prisoner more charmed with his change of abode. This poor fellow, who seemed to have been forced to take arms against his will in the service of the enemies of his country, arrived at the French camp, called himself the happiest of men in finding again his fellowcountrymen, and pressed the hand of all the soldiers with an ardor which delighted them. He was brought to the Emperor, and appeared much overawed at finding himself in the presence of the King of the French, as he called his Majesty. The Emperor questioned him closely, and in his reply he declared that the noise of the French cannon had always made his heart beat; and that he had feared only one thing, which was that he might be killed by his compatriots. From what he told the Emperor it appeared that he belonged to that numerous class of men who find themselves transplanted by their family to a foreign land, without really knowing the cause of their emigration. His father had pursued at Moscow an unremunerative industrial profession, and had died leaving him without resources for the future, and, in order to earn his bread, he had become a soldier. He said that the Russian military discipline was one of his strongest incentives to desert, adding that he had strong arms and a brave heart, and would serve in the French army if the general permitted. His frankness pleased the Emperor, and he endeavored to obtain from him some positive information on the state of the public mind at Moscow; and ascertained from his revelations, more or less intelligent, that there was much disturbance in that ancient capital.
He said that in the street could be heard cries of, "No more of Barclay!
–[Prince Michael Barclay de Tolly, born in Livonia, 1755, of Scottish extraction; distinguished himself in wars against Sweden, Turkey, and Poland, 1788 and 1794, and against the French, 1806; commanded Russian army against Napoleon in 1812, until superseded, after battle of Smolensk, by Kutusoff, and commanded the right wing at Borodino; afterwards commanded at Bautzen and Leipsic; died 1818]–
Down with the traitor! dismiss him! Long live Kutusoff!" The merchant class, which possessed great influence on account of its wealth, complained of a system of temporizing which left men in uncertainty, and compromised the honor of the Russian arms; and it was thought unpardonable in the Emperor that he had bestowed his confidence on a foreigner when old Kutusoff, with the blood and the heart of a Russian, was given a secondary position. The Emperor Alexander had paid little attention to these energetic complaints, until at last, frightened by the symptoms of insurrection which began to be manifest in the army, he had yielded, and Kutusoffhad been named generalissimo, over which important event there had been rejoicings and illuminations at Moscow. A great
battle with the French was talked of; enthusiasm was at its height in the Russian army, and every soldier had fastened to his cap a green branch. The prisoner spoke with awe of Kutusoff, and said that he was an old man, with white hair and great mustaches, and eyes that struck him with terror; that he lacked much of dressing like the French generals; that he wore very ordinary clothes–he who could have such fine ones; that he roared like a lion when he was angry; that he never started on a march without saying his prayers; and that he crossed himself frequently at different hours of the day. "The soldiers love him because they say he so much resembles Suwarrow. I am afraid he will do the French much harm," said he. The Emperor, satisfied with this information, dismissed the prisoner, and gave orders that he should be allowed the freedom of the camp; and afterwards he fought bravely beside our soldiers. The Emperor made his entrance into Gjatsk with a most singular escort.
Some Cossacks had been taken in a skirmish; and his Majesty, who was at this time very eager for information from every quarter, desired to question these savages, and for this purpose had two or three brought to his headquarters. These men seemed formed to be always on horseback, and their appearance when they alighted on the ground was most amusing. Their legs, which the habit of pressing their horses' sides had driven far apart, resembled a pair of pincers, and they had a general air of being out of their element. The Emperor entered Gjatsk, escorted by two of these barbarians on horseback, who appeared much flattered by this honor. I remarked that sometimes the Emperor could with difficulty repress a smile as he witnessed the awkward appearance made by these cavaliers from the Ukraine, above all when they attempted to put on airs. Their reports, which the interpreter of the Emperor had some difficulty in comprehending, seemed a confirmation of all his Majesty had heard concerning Moscow. These barbarians made the Emperor understand by their animated gestures, convulsive movements, and warlike postures, that there would soon be a great battle between the French and the Russians. The Emperor had brandy given them, which they drank like water, and presented their glasses anew with a coolness which was very amusing. Their horses were small, with cropped manes and long tails, such as unfortunately can be seen without leaving Paris.
It is a matter of history that the King of Naples made a most favorable impression on these barbarians. When it was announced to the Emperor one day that they desired to appoint him their hetman, the Emperor was much amused by this offer, and said jestingly that he was ready to indorse this choice of a free people. The King of Naples had something theatrical in his appearance which fascinated these barbarians, for he always dressed magnificently. When his steed bore him in front of his column, his beautiful hair disordered by the wind, as he gave those grand saber strokes which mowed down men like stubble, I can well comprehend the deep impression he made on the fancy of these warlike people, among whom exterior qualities alone can be appreciated. It is said that the King of Naples by simply raising this powerful sword had put to flight a horde of these barbarians. I do not know how much truth there is in this
statement, but it is at least possible.
The Cossacks, in common with all races still in their infancy, believe in magicians. A very amusing anecdote was told of the great chief of the Cossacks, the celebrated Platoff. Pursued by the King of Naples, he was beating a retreat, when a ball reached one of the officers beside him, on which event the hetman was so much irritated against his magician that he had him flogged in presence of all his hordes, reproaching him most bitterly because he had not turned away the balls by his witchcraft. This was plain evidence of the fact that he had more faith in his art than the sorcerer himself possessed.
On the 3d of September, from his headquarters at Gjatsk, the Emperor ordered his army to prepare for a general engagement. There had been for some days much laxity in the police of the bivouacs, and he now redoubled the severity of the regulations in regard to the countersigns. Some detachments which had been sent for provisions having too greatly prolonged their expedition, the Emperor charged the colonels to express to them his dissatisfaction, adding that those who had not returned by the next day could not take part in the battle. These words needed no commentary.
The country surrounding Gjatsk was very fertile, and the fields were now covered with rye ready for the sickle, through which we saw here and there broad gaps made by the Cossacks in their, flight. I have often since compared the aspect of these fields in November and September. What a horrible thing is war! A few days before the battle, Napoleon, accompanied by two of his marshals, made a visit of inspection on foot in the outskirts of the city.
On the eve of this great event he discussed everything in the calmest manner, speaking of this country as he would have done of a beautiful, fertile province of France. In hearing him one might think that the granary of the army had here been found, that it would consequently furnish excellent winter quarters, and the first care of the government he was about to establish at Gjatsk would be the encouragement of agriculture. He then pointed out to his marshals the beautiful windings of the river which gives its name to the village, and appeared delighted with the landscape spread before his eyes. I have never seen the Emperor abandon himself to such gentle emotions, nor seen such serenity manifested both in his countenance and conversation; and at the same time I was never more deeply impressed with the greatness of his soul.
On the 5th of September the Emperor mounted the heights of Borodino, hoping to take in at a glance the respective positions of the two armies; but the sky was overcast. One of those fine, cold rains soon began to fall, which so often come in the early autumn, and resemble from a distance a tolerably thick fog. The Emperor tried to use his glasses; but the kind of veil which covered the whole country prevented his seeing any distance, by which he was much vexed. The rain, driven by the wind,
fell slanting against his field-glasses, and he had to dry them over and over again, to his very great annoyance. The atmosphere was so cold and damp that he ordered his cloak, and wrapped himself in it, saying that as it was impossible to remain there, he must return to headquarters, which he did, and throwing himself on the bed slept a short while. On awaking he said, "Constant, I hear a noise outside; go see what it is." I went out, and returned to inform him that General Caulaincourt had arrived; at which news the Emperor rose hastily, and ran to meet the general, asking him anxiously, "Do you bring any prisoners? " The general replied that he had not been able to take prisoners, since the Russian soldiers , preferred death to surrender. The Emperor immediately cried, "Let all the artillery be brought forward." He had decided that in his preparations to make this war one of extermination, the cannon would spare his troops the fatigue of discharging their muskets.
On the 6th, at midnight, it was announced to the Emperor that the fires of the Russians seemed less numerous, and the flames were extinguished at several points; and some few said they had heard the muffled sound of drums. The army was in a state of great anxiety. The Emperor sprang wildly from his bed, repeatedly exclaiming, "It is impossible!"
I tried to hand him his garments, that he might clothe himself warmly, as the night was so cold; but he was so eager to assure himself personally of the truth of these statements, that he rushed out of the tent with only his cloak wrapped around him. It was a fact that the fires of the bivouac had grown paler, and the Emperor had reason for the gravest suspicions. Where would the war end if the Russians fell back now? He re-entered his tent much agitated, and retired to bed again, repeating many times, "We will know the truth to-morrow morning."
On the 7th of September, the sun rose in a cloudless sky, and the Emperor exclaimed, "It is the sun of Austerlitz!" These words of the Emperor were reported to the army, and repeated by them amid great enthusiasm. The drums were beaten, and the order of the day was read as follows:
SOLDIERS,–Behold the battle you have so long desired! Henceforth that victory depends on you which is so necessary to us, since it will furnish us abundant provisions, good winter quarters, and a prompt return to our native land. Conduct yourselves as at Austerlitz, at Friedland, at Witepsk, at Smolensk, and let the most remote posterity refer with pride to your conduct on this day; let it be said of you, "He took part in the great battle under the walls of Moscow."
The army replied by reiterated acclamations. The Emperor, a few hours before the battle, had dictated this proclamation, and it was read in the morning to the soldiers. Napoleon was then on the heights of Borodino; and when the enthusiastic cries of the army struck his ear, he was standing with folded arms, the sun shining full in his eyes, reflected from the French and Russian bayonets. He smiled, then became more
serious until the affair was terminated.
On that day the portrait of the King of Rome was brought to Napoleon. He needed some gentle emotion to divert his mind from this state of anxious suspense. He held this portrait long on his knees, contemplating it with delight, and said that it was the most agreeable surprise he had ever received, and repeated several times in a low tone, "My good Louise! This is a charming attention!" On the Emperor's countenance there rested an expression of happiness difficult to describe, though the first emotions excited were calm and even melancholy. "The dear child," was all that he said. But he experienced all the pride of a father and an Emperor when by his orders officers, and even soldiers, of the old guard came to see the King of Rome. The portrait was placed on exhibition in front of the tent; and it was inexpressibly touching to see these old soldiers uncover themselves with respect before this image, in which they sought to find some of the features of Napoleon. The Emperor had at this moment the expansive joy of a father who knows well that next to him his son has no better friends than his old companions in endurance and glory.
At four o'clock in the morning, that is to say one hour before the battle opened, Napoleon felt a great exhaustion in his whole person, and had a slight chill, without fever, however, and threw himself on his bed. Nevertheless, he was not as ill as M. de Segur states. He had had for some time a severe cold that he had somewhat neglected, and which was so much increased by the fatigue of this memorable day that he lost his voice almost entirely. He treated this with the soldier's prescription, and drank light punch during the whole night, which he spent working in his cabinet without being able to speak. This inconvenience lasted two days; but on the 9th he was well, and his hoarseness almost gone.
After the battle, of every six corpses found, one would be French and five Russian. At noon an aide-de-camp came to inform the Emperor that Count Auguste de Caulaincourt, brother of the Duke of Vicenza, had been struck by a ball. The Emperor drew a deep sigh, but said not a word; for he well knew that his heart would most likely be saddened more, than once that day. After the battle, he expressed his condolences to the Duke of Vicenza in the most touching manner.
Count Auguste de Caulaincourt was a young man full of courage, who had left his young wife a few hours after his marriage to follow the French army, and to find a glorious death at the battle of La Moskwa. He was governor of the pages of the Emperor, and had married the sister of one of his charges. This charming person was so young that her parents preferred that the marriage should not take place until he returned from the campaign, being influenced in this decision by the fate of Prince Aldobrandini after his marriage with Mademoiselle de la Rochefoucault before the campaign of Wagram. General Auguste de Caulaincourt was killed in a redoubt to which he had led the cuirassiers of General Montbrun, who had just been fatally wounded by a cannon-ball in the attack on this same redoubt.
The Emperor often said, in speaking of generals killed in the army, "Such an one is happy in having died on the field of honor, while I shall perhaps be so unfortunate as to die in my bed." He was less philosophical on the occasion of Marshal Lannes's death, when I saw him, while at breakfast, weeping such large tears that they rolled over his cheeks, and fell into his plate. He mourned deeply for Desaix, Poniatowski, and Bessieres, but most of all for Lannes, and next to him Duroc.
During the whole of the battle of the Moskwa the Emperor had attacks resembling stone in the bladder. He had been often threatened with this disease unless he was more prudent in his diet, and suffered much, although he complained little, and only when attacked by violent pain uttered stifled groans. Now, nothing causes more anxiety than to hear those complain who are unaccustomed to do so; for then one imagines the suffering most intense, since it is stronger than a strong man. At Austerlitz the Emperor said, "Ordener is worn out. There is only one time for military achievement in a man's life. I shall be good for six years longer, and after that I shall retire."
The Emperor rode over the field of battle, which presented a horrible spectacle, nearly all the dead being covered with wounds; which proved with what bitterness the battle had been waged. The weather was very inclement, and rain was falling, accompanied by a very high wind. Poor wounded creatures, who had not yet been removed to the ambulances, half rose from the ground in their desire not to be overlooked and to receive aid; while some among them still cried, Vive l'Empereur!" in spite of their suffering and exhaustion. Those of our soldiers who had been killed by Russian balls showed on their corpses deep and broad wounds, for the Russian balls were much larger than ours. We saw a color-bearer, wrapped in his banner as a winding-sheet, who seemed to give signs of life, but he expired in the shock of being raised. The Emperor walked on and said nothing, though many times when he passed by the most mutilated, he put his hand over his eyes to avoid the sight. This calm lasted only a short while; for there was a place on the battlefield where French and Russians had fallen pell-mell, almost all of whom were wounded more or less grievously. And when the Emperor heard their cries, he became enraged, and shouted at those who had charge of removing the wounded, much irritated by the slowness with which this was done. It was difficult to prevent the horses from trampling on the corpses, so thickly did they lie. A wounded soldier was struck by the shoe of a horse in the Emperor's suite, and uttered a heartrending cry, upon which the Emperor quickly turned, and inquired in a most vehement manner who was the awkward person by whom the man was hurt. He was told, thinking that it would calm his anger, that the man was nothing but a Russian. "Russian or French," he exclaimed, "I wish every one removed!"
Poor young fellows who were making their first campaign, being wounded to
the death, lost courage, and wept like children crying for their mothers. The terrible picture will be forever engraven on my memory.
The Emperor urgently repeated his orders for removing the wounded quickly, then turned his horse in silence, and returned to his headquarters, the evening being now far advanced. I passed the night near him, and his sleep was much disturbed; or, rather, he did not sleep at all, and repeated over and over, restlessly turning on his pillow, "Poor Caulaincourt! What a day! What a day!"
CHAPTER IV.
As I have announced previously, I shall endeavor to record in this chapter some recollections of events personal to the Emperor which occurred during the journey between the frontiers of France and Prussia. How sad a contrast results, alas! as we attempt to compare our journey to Moscow with that of our return. One must have seen Napoleon at Dresden, surrounded by a court of princes and of kings, to form an idea of the highest point which human greatness can reach. There more than ever elsewhere the Emperor was affable to all; fortune smiled upon him, and none of those who enjoyed with us the spectacle of his glory could even conceive the thought that fortune could soon prove unfaithful to him and in so striking a manner. I remember, among other particulars of our stay at Dresden, a speech I heard the Emperor make to Marshal Berthier, whom he had summoned at a very early hour. When the marshal arrived, Napoleon had not yet risen, but I received orders to bring him in at once; so that while dressing the Emperor, I heard between him and his major-general a conversation of which I wish I could remember the whole, but at least I am sure of repeating correctly one thought which struck me. The Emperor said in nearly these words:–
"I wish no harm to Alexander; it is not on Russia that I am making war, no more than on Spain; I have only one enemy,–England, and it is her I am striving to reach in Russia; I will pursue her everywhere." During this speech the marshal bit his nails, as was his constant habit. On that day a magnificent review was held, at which all the princes of the Confederation were present, surrounding their chief as great vassals of his crown.
When the various army-corps marshaled from the other side of the Elbe had advanced to the confines of Poland, we left Dresden, meeting everywhere the same enthusiasm on the advent of the Emperor. We were as a result sumptuously entertained in every place at which we halted, so anxious were the inhabitants to testify their regard for his Majesty, even in the person of those who had the honor of serving him.
At this time there was a general rumor in the army, and among the persons of the Emperor's household, that his intention was to re-establish the kingdom of Poland. Ignorant as I was, and from my position should naturally be, of all political matters, I heard no less than others the expression of an opinion which was universal, and which was discussed openly by all. Sometimes the Emperor condescended to ask me what I heard, and always smiled at my report, since I could not tell the truth and say anything that would have been disagreeable to him; for he was then, and I do not speak too strongly, universally adored by the Polish population.
On the 23d of June we were on the banks of the Niemen, that river already become so famous by the interview between the two Emperors, under circumstances very different from those in which they now found themselves.
The passage of the army began in the evening, and lasted for forty-eight hours, during which time the Emperor was almost constantly on horseback, so well he knew that his presence expedited matters. Then we continued our journey to Wilna, the capital of the Grand Duchy of Lithuania, and on the 27th arrived in front of this town, occupied by the Russians; and it may truly be said that there, and there alone, military operations began, for up to this time the Emperor had traveled as he would have done in the departments of the interior of France. The Russians, being attacked, were beaten and fell back, so that two days after we entered Wilna, a town of considerable size, which seemed to me to contain about thirty thousand inhabitants. I was struck with the incredible number of convents and churches which are there. At Wilna the Emperor was much gratified by the demand of five or six hundred students that they should be formed into a regiment. It is needless to say that such solicitations were always eagerly granted by his Majesty.
We rested for some time at Wilna; the Emperor thence followed the movement of his armies, and occupied himself also with organizing the Grand Duchy of Lithuania, of which this town, as is well known, is the capital. As the Emperor was often on horseback, I had sufficient leisure to acquaint myself thoroughly with the town and its environs. The Lithuanians were in a state of enthusiasm impossible to describe; and although I have seen during my life many fetes, I shall never forget the joyous excitement of the whole population when the grand national fete of the regeneration of Poland was celebrated, which owing either to a singular coincidence, or the calculation of the Emperor, was appointed for the 14th of July. The Poles were still uncertain as to the ultimate fate which the Emperor reserved for their country; but a future bright with hope shone before their eyes, until these visions were rudely dispelled by the Emperor's reply to the deputation from the Polish confederation established at Warsaw. This numerous deputation, with a count palatine at its head, demanded the integral re-establishment of the ancient kingdom of Poland. This was the Emperor's reply:–
"Messieurs, deputies of the Confederation of Poland, I have heard with interest what you have just said. Were I a Pole, I should think and act as you have done, and I should have voted like you in the assembly at Warsaw; for love of country is the first virtue of civilized man.
In my position I have many opposing interests to reconcile, and many duties to fulfill. If I had reigned at the time of the first, second, or third division of Poland, I would have armed all my people to sustain you. As soon as victory permitted me to restore your ancient laws to your capital and to a part of your provinces, I have done so readily, without, however, prolonging a war which would have shed the blood of my subjects.
I love your nation. For sixteen years I have seen your soldiers by my side on the fields of Italy as on those of Spain.
I applaud all that you have done; I authorize the efforts you wish to make; and all that depends on me to carry out your resolutions shall be done.
If your efforts are unanimous, you may indulge the hope of forcing your enemies to recognize your rights. But in these countries, so distant and so extensive, any hope of success can be founded only on the unanimous efforts of the population which occupies them.
I have maintained the same position since my first appearance in Poland. I should add here that I have guaranteed to the Emperor of Austria the integrity of his States, and I could authorize no movement tending to disturb him in the peaceful possession of what remains to him of the Polish provinces. Let Lithuania, Samogitia, Witepsk, Polotsk, Mohilow, Wolhynia, Ukraine, and Podolia be animated by the same spirit I have seen in great Poland, and Providence will crown with success the holiness of your cause; it will recompense this devotion to your native country which has made you such an object of interest, and has obtained for you the right to my esteem and protection, on which you may rely under all circumstances."
I have thought it best to give here the entire reply of the Emperor to the deputies of the Polish confederation, as I was a witness of the effect it produced at Wilna. A few Poles with whom I was associated spoke to me of it with sorrow; but their consternation was not loudly expressed, and the air did not the less resound with cries of "Vive l'Empereur!" each time the Emperor showed himself in public, which is to say almost every day.
During our stay at Wilna some hopes were entertained that a new peace was about to be concluded, as an envoy had arrived from the Emperor Alexander. But these hopes were of short duration; and I have since ascertained that the Russian officer, M. Balochoff, fearing, like almost all of his nation, a reconciliation between the two emperors, delivered
his message in such a manner as to rouse the pride of his Majesty, who sent him back after a cool reception. Everything smiled on the Emperor. He was then at the head of the most numerous as well as most formidable army he had ever commanded. On M. Balachoff's departure everything was set in order for the execution of his Majesty's plans.
When on the point of penetrating into the Russian territory, his Majesty no longer maintained his customary serenity; at least, I had occasion to remark that he was unusually silent at the hours I had the honor to approach him; and, nevertheless, as soon as his plans were made, and he had brought his troops from the other side of the Vilia, the river on which Wilna is situated, the Emperor took possession of the Russian territory with the enthusiastic ardor one would expect in a young man. One of the escort which accompanied him related to me that the Emperor spurred his horse to the front, and made him run at his utmost speed nearly a league through the woods alone, and notwithstanding the numerous Cossacks scattered through these woods which lie along the right bank of the Vilia.
I have more than once seen the Emperor much annoyed because there was no enemy to fight. For instance, the Russians had abandoned Wilna, which we had entered without resistance; and again, on leaving this town scouts announced the absence of hostile troops, with the exception of those Cossacks of whom I have spoken. I remember one day we thought we heard the distant noise of cannon, and the Emperor almost shuddered with joy; but we were soon undeceived, the noise was the sound of thunder, and suddenly the most frightful storm I have ever seen burst over the army. The land for a space of more than four leagues was so covered with water that the road could not be seen; and this storm, as fatal as a battle could have been, cost us a large number of men, several thousand horses, and a part of the immense equipments of the expedition.
It was known in the army that the Russians had done an immense amount of work at Drissa, where they had constructed an enormous intrenched camp; and the number of troops collected there, the considerable sums expended in the works, all gave reason to believe that the Russian army would await the French at this point; and this belief was all the more reasonable since the Emperor Alexander, in his numerous proclamations disseminated through the army, and several of which fell into our hands, boasted of conquering the French at Drissa, where (said these proclamations) we should find our grave. It was otherwise ordained by destiny; for the Russians, constantly falling back towards the heart of Russia, abandoned this famous camp of Drissa on the approach of the Emperor: I heard it said by many general officers that a great battle would have been at that time a salutary event for the French army, in which discontent was beginning to increase, first, for want of enemies to fight, and second; because privations of every kind became each day more unendurable. Whole divisions lived, so to speak, by pillage. The
soldiers devastated the dwellings and cottages found at rare intervals in the country; and, in spite of the severe orders of the Emperor against marauding and pillaging, these orders could not be executed, for the officers themselves lived for the most part on the booty which the soldiers obtained and shared with them.
The Emperor affected before his soldiers a serenity which he was far from feeling; and from a few detached words which I heard him pronounce in this grave situation, I am authorized to believe that the Emperor desired a battle so ardently, only in the hope that the Emperor Alexander would make him new overtures leading to peace. I think that he would then have accepted it after the first victory; but he would never have consented to retrace his steps after such immense preparations without having waged one of those great battles which furnish sufficient glory for a campaign; at least, that is what I heard him say repeatedly. The Emperor also often spoke of the enemies he had to combat with an affected disdain which he did not really feel; his object being to cheer the officers and soldiers, many of whom made no concealment of their discouragement.
Before leaving Wilna, the Emperor established there a kind of central government, at the head of which he had placed the Duke of Bassano, with the object of having an intermediate point between France and the line of operations he intended to carry on in the interior of Russia. Disappointed, as I have said, by the abandonment of the camp of Drissa by the Russian army, he marched rapidly towards Witepsk, where the greater part of the French forces were then collected: but here the ire of the Emperor was again aroused by a new retreat of the Russians; for the encounters of Ostrovno and Mohilev, although important, could not be considered as the kind of battle the Emperor so ardently desired. On entering Witepsk, the Emperor learned that the Emperor Alexander, who a few days before had his headquarters there, and also the Grand Duke Constantine, had quitted the army, and returned to St. Petersburg.
At this period, that is to say, on our arrival at Witepsk, the report was spread abroad that the Emperor would content himself with taking position there, and organizing means of subsistence for his army, and that he would postpone till the next year the execution of his vast designs on Russia. I could not undertake to say what his inmost thoughts were on this subject; but what I can certify is that, being in a room adjoining his, I one day heard him say to the King of Naples, that the first campaign of Russia was ended, and that he would be the following year at Moscow, the next at St. Petersburg, and that the Russian war was a three years' campaign. Had it pleased Providence that his Majesty had executed this plan, which he outlined to the King of Naples so earnestly, so many of the brave would not have laid down their lives a few months after in the frightful retreat, the horrors of which I shall hereafter describe.
During our stay at Witepsk, the heat was so excessive that the Emperor was much exhausted, and complained of it incessantly; and I have never seen him under any circumstances so oppressed by the weight of his
clothing. In his room he rarely wore his coat, and frequently threw himself on his bed to rest. This is a fact which many persons can attest as well as I; for he often received his general officers thus, though it had been his custom never to appear before them without the uniform which he habitually wore. Nevertheless, the influence which the heat had on his physical condition had not affected his great soul; and his genius ever on the alert embraced every branch of the administration. But it was easily seen by those whose positions enabled them best to know his character that the source of his greatest suffering at Witepsk was the uncertainty whether he should remain in Poland, or should advance without delay into the heart of Russia. While he was hesitating between these two decisions he was nearly always sad and taciturn.
In this state of vacillation between repose and motion, the Emperor's preference was not doubtful; and at the end of a council where I heard it said that his Majesty met with much opposition, I learned that we were to move forward and advance on Moscow, from which it was said that we were only twenty days' march distant. Among those who opposed most vehemently this immediate march on Moscow, I heard the names cited of the Duke of Vicenza and the Count of Lobau; but what I can assert of my own knowledge, and which I learned in a manner to leave no room for doubt, is that the grand marshal of the palace tried on numerous occasions to dissuade the Emperor from this project. But all these endeavors were of no avail against his will.
We then directed our course towards the second capital of Russia, and arrived after a few days march at Smolensk, a large and beautiful city. The Russians, whom he thought he had caught at last, had just evacuated it, after destroying much booty, and burning the greater part of the stores.
We entered by the light of the flames, but it was nothing in comparison to what awaited us at Moscow. I remarked at Smolensk two buildings which seemed to me of the greatest beauty,–the cathedral and the episcopal palace, which last seemed to form a village in itself, so extensive are the buildings, and being also separated from the city.
I will not make a list of the places with barbarous names through which we passed after leaving Smolensk. All that I shall add as to our itinerary during the first half of this gigantic campaign is that on the 5th of September we arrived on the banks of the Moskwa, where the Emperor saw with intense satisfaction that at last the Russians were determined to grant him the great battle which he so ardently desired, and which he had pursued for more than two hundred leagues as prey that he would not allow to escape him.
CHAPTER V.
THE day after the battle of the Moskwa, I was with the Emperor in his tent which was on the field of battle, and the most perfect calm reigned around us. It was a fine spectacle which this army presented, calmly reforming its columns in which the Russian cannon had made such wide gaps, and proceeding to the repose of the bivouac with the security which conquerors ever feel. The Emperor seemed overcome with fatigue. From time to time he clasped his hands over his crossed knees, and I heard him each time repeat, with a kind of convulsive movement, "Moscow! Moscow!" He sent me several times to see what was going on outside, then rose himself, and coming up behind me looked out over my shoulder. The noise made by the sentinel in presenting arms each time warned me of his approach. After about a quarter of an hour of these silent marches to and fro, the sentinel advanced and cried, "To arms!" and like a lightning flash the battalion square was formed around the Emperor's tent. He rushed out, and then re-entered to take his hat and sword. It proved to be a false alarm, as a regiment of Saxons returning from a raid had been mistaken for the enemy.
There was much laughter over this mistake, especially when the raiders came in sight, some bearing quarters of meat spitted on the ends of their bayonets, others with half-picked fowls or hams which made the mouth water. I was standing outside the tent, and shall never forget the first movement of the sentinel as he gave the cry of alarm. He lowered the stock of his gun to see if the priming was in place, shook the barrel by striking it with his fist, then replaced the gun on his arm, saying, "Well, let them come; we are ready for them." I told the occurrence to the Emperor, who in his turn related it to Prince Berthier; and in consequence the Emperor made this brave soldier drink a glass of his best Chambertin wine.
It was the Duke of Dantzic who first entered Moscow, and the Emperor came only after him. This entry was made in the night, and never was there a more depressing scene. There was something truly frightful in this silent march of an army halted at intervals by messages from inside the city, which seemed to be of a most ominous character. No Muscovite figures could be distinguished except those of a few beggars covered with rags, who watched with stupid astonishment the army file past; and as some few of these appeared to be begging alms, our soldiers threw them bread and a few pieces of money. I cannot prevent a sad reflection on these unfortunate creatures, whose condition alone remains unchanged through great political upheavals, and who are totally without affection and without national sympathies.
As we advanced on the streets of the faubourgs, we looked through the windows on each side, and were astonished to perceive no human being; and if a solitary light appeared in the windows of a few houses, it was soon
extinguished, and these signs of life so suddenly effaced made a terrible impression. The Emperor halted at the faubourg of Dorogomilow, and spent the night there, not in an inn, as has been stated, but in a house so filthy and wretched that next morning we found in the Emperor's bed, and on his clothes, vermin which are by no means uncommon in Russia. We were tormented by them also to our great disgust, and the Emperor did not sleep during the whole night he passed there. According to custom, I slept in his chamber; and notwithstanding the precaution I had taken to burn vinegar and aloes wood, the odor was so disagreeable that every moment the Emperor called me.
"Are you asleep, Constant?"–"No, Sire."–"My son, burn more vinegar, I cannot endure this frightful odor; it is a torment; I cannot sleep." I did my best; but a moment after, when the fumes of the vinegar were evaporated, he again recommended me to burn sugar or aloes wood.
It was two o'clock in the morning when he was informed that a fire had broken out in the city. The news was received through Frenchmen residing in this country, and an officer of the Russian police confirmed the report, and entered into details too precise for the Emperor to doubt the fact. Nevertheless, he still persisted in not believing it. "That is not possible. Do you believe that, Constant? Go, and find out if it is true." And thereupon he threw himself again on his bed, trying to rest a little; then he recalled me to make the same inquiries.
The Emperor passed the night in extreme agitation, and when daylight came he knew all. He had Marshal Mortier called, and reprimanded both him and the young guard. Mortier in reply showed him, houses covered with iron the roofs of which were uninjured, but the Emperor pointed out to him the black smoke which was issuing from them, pressed his hands together, and stamped his heels on the rough planks of his sleeping-room.
At six o'clock in the morning we were at the palace of the Kremlin, where Napoleon occupied the apartment of the Czars, which opened on a vast esplanade reached by a broad stone staircase. On this same esplanade could be seen the church in which were the tombs of the ancient sovereigns, also the senatorial palace, the barracks, the arsenal, and a splendid clock tower, the cross on which towers above the whole city. This is the gilded cross of Ivan. The Emperor threw a satisfied glance over the beautiful scene spread out before him; for no sign of fire was yet seen in all the buildings which surrounded the Kremlin. This palace is a mixture of Gothic and modern architecture, and this mingling of the two styles gives it a most singular appearance.
Within these walls lived and died the old dynasties of the Romanoffand Ruric; and this is the same palace which has been so often stained with blood by the intrigues of a ferocious court, at a period when all quarrels were settled with the poniard. His Majesty could not obtain there even a few hours of quiet sleep.
In fact, the Emperor, somewhat reassured by the reports of Marshal Mortier, was dictating to the Emperor Alexander words of peace, and a Russian flag of truce was about to bear this letter, when the Emperor, who was promenading the length and breadth of his apartment, perceived from his windows a brilliant light some distance from the palace. It was the fire, which had burst out again fiercer than ever; and as the wind from the north was now driving the flames in the direction of the Kremlin, the alarm was given by two officers who occupied the wing of the building nearest the fire. Wooden houses of many various colors were devoured in a few moments, and had already fallen in; magazines of oil, brandy, and other combustible materials, threw out flames of a lurid hue, which were communicated with the rapidity of lightning to other adjoining buildings. A shower of sparks and coals fell on the roofs of the Kremlin; and one shudders to think that one of these sparks alone falling on a caisson might have produced a general explosion, and blown up the Kremlin; for by an inconceivable negligence a whole park of artillery had been placed under the Emperor's windows.
Soon most incredible reports reached the Emperor; some said that Russians had been seen stirring the fire themselves, and throwing inflammable material into the parts of houses still unburned, while those of the Russians who did not mingle with the incendiaries, stood with folded arms, contemplating the disaster with an imperturbability which cannot be described. Except for the absence of cries of joy and clapping of hands they might have been taken for men who witness a brilliant display of fireworks. It was soon very evident to the Emperor that it was a concerted plot laid by the enemy.
He descended from his apartment by the great northern staircase made famous by the massacre of the Strelitz. The fire had already made such enormous progress that on this side the outside doors were half burned through, and the horses refused to pass, reared, and it was with much difficulty they could be made to clear the gates. The Emperor had his gray overcoat burned in several places, and even his hair; and a moment later we were walking over burning firebrands.
We were not yet out of danger, and were obliged to steer clear of the burning rubbish which encumbered our path. Several outlets were tried, but unsuccessfully, as the hot breezes from the fire struck against our faces, and drove us back in terrible confusion. At last a postern opening on the Moskwa was discovered, and it was through this the Emperor with his officers and guard succeeded in escaping from the Kremlin, but only to re-enter narrow streets, where the fire, inclosed as in a furnace, was increased in intensity, and uniting above our heads the flames thus formed a burning dome, which overshadowed us, and hid from us the heavens. It was time to leave this dangerous place from which one means of egress alone was open to us,–a narrow, winding street encumbered with debris of every kind, composed of flaming beams fallen from the roofs, and burning posts. There was a moment of hesitation among us, in which some proposed to the Emperor to cover him from head to foot with their cloaks, and transport him thus in their arms through this dangerous passage. This proposition the Emperor rejected, and settled the question by throwing himself on foot into the midst of the blazing debris, where two or three vigorous jumps put him in a place of safety.
Then ensued a touching scene between the Emperor and the Prince of Eckmuhl, who, wounded at the Moskwa, had himself borne back in order to attempt to save the Emperor, or to die with him. From a distance the marshal perceived him calmly emerging from so great a peril; and this good and tender friend by an immense effort hastened to throw himself into the Emperor's arms, and his Majesty pressed him to his heart as if to thank him for rousing such gentle emotions at a moment when danger usually renders men selfish and egotistical.
At length the air itself, filled with all these flaming masses, became so heated that it could no longer be breathed. The atmosphere itself was burning, the glass of the windows cracked,' and apartments became untenable. The Emperor stood for a moment immovable, his face crimson, and great drops of perspiration rolling from his brow, while the King of Naples, Prince Eugene, and the Prince de Neuchatel begged him to quit the palace, whose entreaties he answered only by impatient gestures. At this instant cries came from the wing of the palace situated farthest to the north, announcing that the walls had fallen, and that the fire was spreading with frightful rapidity; and seeing at last that his position was no longer tenable, the Emperor admitted that it was time to leave, and repaired to the imperial chateau of Petrovskoi.
On his arrival at Petrovskoi the Emperor ordered M. de Narbonne to inspect a palace which I think had belonged to Catherine. This was a beautiful building, and the apartments handsomely furnished. M. de Narbonne returned with this information; but almost immediately flames burst from every side, and it was soon consumed.
Such was the fury of these wretches who were hired to burn everything, that the boats which covered the Moskwa laden with grain; oats, and other provisions, were burned, and sunk beneath the waves with a horrible crackling sound. Soldiers of the Russian police had been seen stirring up the fire with tarred lances, and in the ovens of some houses shells had been placed which wounded many of our soldiers in exploding.
In the streets filthy women and hideous, drunken men ran to the burning houses and seized flaming brands, which they carried in every direction, and which our soldiers were obliged repeatedly to knock out of their hands with the hilts of their swords before they would relinquish them. The Emperor ordered that these incendiaries when taken in the act should be hung to posts in the public squares; and the populace prostrated themselves around these gallows, kissing the feet of those executed, praying, and signing themselves with the sign of the cross. Such fanaticism is almost unparalleled.
One incident of which I was a witness proves that those hired to carry out this vast plot acted, evidently, according to instructions given by higher authorities. A man covered with a sheepskin, old and tattered, with a miserable capon his head, boldly mounted the steps of the Kremlin. Under this filthy disguise an elegant costume was concealed; and when a stricter surveillance was instituted, this bold beggar himself was suspected, arrested, and carried before the police, where he was questioned by the officer of the post. As he made some resistance, thinking this proceeding somewhat arbitrary, the sentinel put his hand on his breast to force him to enter; and this somewhat abrupt movement pushing aside the sheepskin which covered him, decorations were seen, and when his disguise was removed he was recognized as a Russian officer. He had on his person matches which he had been distributing to the men of the people, and when questioned admitted that he was specially charged to keep alive the fire of the Kremlin. Many questions were asked, each eliciting new confessions, all of which were made in the most indifferent manner, and he was put in prison, and was, I think, punished as an incendiary; but of this I am not certain. When any of these wretches were brought before the Emperor, he shrugged his shoulders, and with gestures of scorn and anger ordered that they should be removed from his sight, and the grenadiers sometimes executed justice on them with their bayonets; but such exasperation can be well understood in soldiers thus driven by these base and odious measures from a resting-place earned by the sword.
In Petrovskoi, a pretty residence belonging to one of Alexander's chamberlains, a man was found concealed in one of the apartments his Majesty was to occupy; but not being armed he was released, as it was concluded that fright alone had driven him into this dwelling. The Emperor arrived during the night at his new residence, and waited there in intense anxiety till the fire should be extinguished at the Kremlin, intending to return thither, for the pleasure house of a chamberlain was no suitable place for his Majesty. Thanks to the active and courageous actions of a battalion of the guard, the Kremlin was preserved from the flames, and the Emperor thereupon gave the signal for departure.
In order to re-enter Moscow it was necessary to cross the camp, or rather the several camps, of the army; and we wended our way over cold and miry ground, through fields where all was devastation and ruin. This camp presented a most singular aspect; and I experienced feelings of bitter melancholy as I saw our soldiers compelled to bivouac at the gates of a large and beautiful city of which they were the conquerors, but the fire still more than they. The Emperor, on appointing Marshal Mortier governor of Moscow, had said to him, "Above all, no pillage; you will answer for it with your head." The order was strictly enforced up to the moment the fire began; but when it was evident that the fire would devour everything, and that it was useless to abandon to the flames what would be of much value to the soldiers, liberty was given them to draw largely from this great storehouse of the north.
It was at once sad and amusing to see around poor plank sheds, the only tents our soldiers had, the most magnificent furniture, silk canopies, priceless Siberian furs, and cashmere shawls thrown pell-mell with silver dishes; and then to see the food served on these princely dishes,– miserable black gruel, and pieces of horseflesh still bleeding. Good ammunition-bread was worth at this time treble all these riches, and there came a time when they had not even horseflesh.
On re-entering Moscow the wind bore to us the insufferable odor of burning houses, warm ashes filled our mouths and eyes, and frequently we drew back just in time before great pillars which had been burned in two by the fire, and fell noiselessly on this calcined soil. Moscow was not so deserted as we had thought. As the first impression conquest produces is one of fright, all the inhabitants who remained had concealed themselves in cellars, or in the immense vaults which extend under the Kremlin; and driven out by the fire like wolves from their lairs, when we re-entered the city nearly twenty thousand inhabitants were wandering through the midst of the debris, a dull stupor depicted on faces blackened with smoke, and pale with hunger; for they could not comprehend how having gone to sleep under human roofs, they had risen next morning on a plain. They were in the last extremity of want; a few vegetables only remained in the gardens, and these were devoured raw, while many of these unfortunate creatures threw themselves at different times into the Moskwa, endeavoring to recover some of the grain cast therein by Rostopchin's orders;
–[Count Feodor Rostopchin, born 1765; died 1826. He denied that Moscow was burnt by his authority. He claimed that it was burnt partly by the French, and partly by Russians without orders.]–
and a large number perished in the water in these fruitless efforts. Such was the scene of distress through which the Emperor was obliged to pass in order to reach the Kremlin.
The apartments which he occupied were spacious and well lighted, but almost devoid of furniture; but his iron bedstead was set up there, as in all the chateaux he occupied in his campaigns. His windows opened on the Moskwa, and from there the fire could still be plainly seen in various quarters of the city, reappearing on one side as soon as extinguished on the other. His Majesty said to me one evening with deep feeling, "These wretches will not leave one stone upon another." I do not believe there was ever in any country as many buzzards as at Moscow. The Emperor was annoyed by their presence, and exclaimed, Mon -Dieu! will they follow us everywhere?"
There were a few concerts during our stay at the Emperor's residence in Moscow; but Napoleon seemed much dejected when he appeared at them, for the music of the saloons made no impression on his harassed mind, and the only kind that ever seemed to stir his soul was that of the camp before and after a battle.
The day after the Emperor's arrival, Messieurs Ed—- and V—- repaired to the Kremlin in order to interview his Majesty, and after waiting some time without seeing him, were expressing their mutual regret at having failed in this expectation, when they suddenly heard a shutter open above their heads, and, raising their eyes, recognized the Emperor, who said, "Messieurs, who are you?"–"Sire, we are Frenchmen!" He requested them to mount the stairs to the room he occupied, and there continued his questions. "What is the nature of the occupation which has detained you in Moscow?"–"We are tutors in the families of two Russian noblemen, whom the arrival of the French troops have driven from their homes. We have submitted to the entreaties made by them not to abandon their property, and we are at present alone in their palaces." The Emperor inquired of them if there were still other Frenchmen at Moscow, and asked that they should be brought to him; and then proposed that they should charge themselves with maintaining order, appointing as chief, M. M—-, whom he decorated with a tri-colored scarf. He recommended them to prevent the pillage of the French soldiers in the churches, and to have the malefactors shot, and enjoined them to use great rigor towards the galley-slaves, whom Rostopchin had pardoned on condition that they would set fire to the city.
A part of these Frenchmen followed our army in its retreat, seeing that a longer stay at Moscow would be most disagreeable to them; and those who did not follow their example were condemned to work on the streets.
The Emperor Alexander, when informed of the measures of Rostopchin, harshly rebuked the governor, and ordered him at once to restore to liberty these unfortunate Frenchmen.
CHAPTER VI.
We re-entered the Kremlin the morning of the 18th of September. The palace and the hospital for foundlings were almost the only buildings remaining uninjured. On the route our carriages were surrounded by a crowd of miserable Muscovites begging alms. They followed us as far as the palace, walking through hot ashes, or over the heated stones, which crumbled beneath their feet. The poorest were barefoot; and it was a heart-rending sight to see these creatures, as their feet touched the burning debris, give vent to their sufferings by screams and gestures of despair. As the only unencumbered part of the street was occupied by our carriages, this swarm threw themselves pell-mell against the wheels or under the feet of our horses. Our progress was consequently very slow, and we had so much the longer under our eyes this picture of the greatest of all miseries, that of a people burned out of their homes, and without food or the means to procure it. The Emperor had food and money given
them.
When we were again established at the Kremlin, and had resumed our regular routine of living, a few days passed in perfect tranquillity. The Emperor appeared less sad, and in consequence those surrounding him became somewhat more cheerful. It seemed as if we had returned from the campaign, and taken up again the customary occupations of city life; but if the Emperor sometimes indulged in this illusion, it was soon dispelled by the sight Moscow presented as seen from the windows of his apartments, and each time Napoleon's eyes turned in that direction it was evident that he was oppressed by the saddest presentiments, although he no longer manifested the same vehement impatience as on his first stay at the palace, when he saw the flames surrounding him and driving him from his apartments. But he exhibited the depressing calm of a careworn man who cannot foresee how things will result. The days were long at the Kremlin while the Emperor awaited Alexander's reply, which never came. At this time I noticed that the Emperor kept constantly on his table Voltaire's history of Charles XII.
The Emperor was a prey to his genius for administration, even in the midst of the ruins of this great city; and in order to divert his mind from the anxiety caused by outside affairs, occupied himself with municipal organization, and had already arranged that Moscow should be stocked with provisions for the winter.
A theater was erected near the Kremlin, but the Emperor never attended. The troupe was composed of a few unfortunate French actors, who had remained in Moscow in a state of utter destitution; but his Majesty encouraged this enterprise in the hope that theatrical representations would offer some diversion to both officers and soldiers. It was said that the first actors of Paris had been ordered to Moscow, but of that I know nothing positively. There was at Moscow a celebrated Italian singer whom the Emperor heard several times, but only in his apartments, and he did not form part of the regular troupe.
Until the 18th of October the time was spent in discussions, more or less heated, between the Emperor and his generals, as to the best course to be pursued. Every one well knew that retreat had now become inevitable, and the Emperor was well aware of this fact himself; but it was plainly evident that it cost his pride a terrible struggle to speak the decisive word. The last days preceding the 18th were the saddest I have ever known. In his ordinary intercourse with his friends and counselors his Majesty manifested much coldness of manner; he became taciturn, and entire hours passed without any one present having the courage to begin a conversation. The Emperor, who was generally so hurried at his meals, prolonged them most surprisingly. Sometimes during the day he threw himself on a sofa, a romance in his hand which he simply pretended to read, and seemed absorbed in deep reverie. Verses were sent to him from Paris which he read aloud, expressing his opinion in a brief and trenchant style; he spent three days writing regulations for the French
comedy at Paris. It is difficult to understand this attention to such frivolous details when the future was so ominous. It was generally believed, and probably not without reason, that the Emperor acted thus from motives of deep policy, and that these regulations for the French comedy at this time, when no bulletin had yet arrived to give information of the disastrous position of the French army, were written with the object of making an impression on the inhabitants of Paris, who would not fail to say, "All cannot be going so badly, since the Emperor has time to occupy himself with the theater."
The news received on the 18th put an end to all uncertainty. The Emperor was reviewing, in the first court of the Kremlin palace, the divisions of Ney, distributing the cross to the bravest among them, and addressing encouraging words to all, when an aide-de-camp, young Beranger, brought the news that a sharp engagement had taken place at Winkowo between Murat and Kutusoff, and that the vanguard of Murat had been overwhelmed and our position taken. Russia's intention to resume hostilities was now plainly evident, and in the first excitement of the news the Emperor's astonishment was at its height. There was, on the contrary, among the soldiers of Marshal Ney an electric movement of enthusiasm and anger which was very gratifying to his Majesty. Charmed to see how the shame of a defeat, even when sustained without dishonor, excited the pride and aroused a desire to retrieve it in these impassioned souls, the Emperor pressed the hand of the colonel nearest to him, continued the review, and ordered that evening a concentration of all the corps; and before night the whole army was in motion towards Woronowo.
A few days before quitting Moscow, the Emperor had the churches of the Kremlin stripped of their finest ornaments. The ravages of the fire had relaxed the protection that the Emperor had extended to the property of the Russians.
The most magnificent trophy in this collection was the immense cross of the great Ivan. It was necessary to demolish a part of the tower on which it stood in order to take it down, and it required stupendous efforts to break this vast mass of iron. It was the Emperor's intention to place it upon the dome of the Invalides, but it was sunk in the waters of Lake Semlewo.
The evening before the Emperor was to hold a review, the soldiers were busily employed polishing their arms and putting everything in order, to conceal as far as possible the destitute condition to which they were reduced. The most imprudent had exchanged their winter clothing for provisions, many had worn out their shoes on the march, and yet each one made it a point of honor to make a good appearance on review; and when the glancing rays of the sun shone on the barrels of the well-polished guns, the Emperor felt again in witnessing this scene some slight return of the emotions with which his soul was filled on the glorious day of his departure for the campaign.
The Emperor left twelve hundred wounded at Moscow, four hundred of whom were removed by the last corps which quitted the city. Marshal Mortier was the last to go. At Feminskoe, ten leagues from Moscow, we heard the noise of a frightful explosion; it was the Kremlin which had been blown up by the Emperor's orders. A fuse was placed in the vaults of the palace, and everything arranged so that the explosion should not take place within a certain time. Some Cossacks came to pillage the abandoned apartments, in ignorance that a fire was smoldering under their feet, and were thrown to a prodigious height in the air. Thirty thousand guns were abandoned in the fortress. In an instant part of the Kremlin was a mass of ruins. A part was preserved, and a circumstance which contributed no little to enhance the credit of their great St. Nicholas with the Russians was that an image in stone of this saint remained uninjured by the explosion, in a spot where almost everything else was destroyed. This fact was stated to me by a reliable person, who heard Count Rostopchin himself relate it during his stay in Paris.
On the 28th of October the Emperor retraced his way to Smolensk, and passed near the battle-field of Borodino. About thirty thousand corpses had been left on this vast plain; and on our approach flocks of buzzards, whom an abundant harvest had attracted, flew away with horrible croakings. These corpses of so many brave men presented a sickening spectacle, half consumed, and exhaling an odor which even the excessive cold could not neutralize. The Emperor hastened past, and slept in the chateau of Oupinskoe which was almost in ruins; and the next day he visited a few wounded who had been left in an abbey. These poor fellows seemed to recover their strength at the sight of the Emperor, and forgot their sufferings, which must have been very severe, as wounds are always much more painful when cold weather first begins. All these pale countenances drawn with suffering became more serene. These poor soldiers also rejoiced to see their comrades, and questioned them with anxious curiosity concerning the events which had followed the battle of Borodino. When they learned that we had bivouacked at Moscow, they were filled with joy; and it was very evident that their greatest regret was that they could not have been with the others to see the fine furniture of the rich Muscovites used as fuel at the bivouac fires. Napoleon directed that each carriage of the suite should convey one of these unfortunates; and this was done, everybody complying with the order with a readiness which gratified the Emperor exceedingly; and the poor wounded fellows said in accents of most ardent gratitude, that they were much more comfortable on these soft cushions than in the ambulances, which we could well believe. A lieutenant of the cuirassiers who had just undergone an amputation was placed in the landau of the Emperor, while he traveled on horseback.
This answers every accusation of cruelty so gratuitously made against the memory of a great man who has passed away. I have read somewhere with intense disgust that the Emperor sometimes ordered his carriage to pass over the wounded, whose cries of agony made not the slightest impression on him; all of which is false and very revolting. None of those who
served the Emperor could have been ignorant of his solicitude for the unfortunate victims of war, and the care he had taken of them. Foreigners, enemies, or Frenchmen,–all were recommended to the surgeon's care with equal strictness.
From time to time frightful explosions made us turn our heads, and glance behind us. They were caissons which were being exploded that we might no longer be encumbered with them, as the march became each day more painful. It produced a sad impression to see that we were reduced to such a point of distress as to be compelled to throw our powder to the winds to keep from leaving it to the enemy. But a still sadder reflection came into our minds at each detonation,–the grand army must be rapidly hastening to dissolution when the material remaining exceeded our needs, and the number of men still left was so much short of that required to use it. On the 30th, the Emperor's headquarters were in a poor hovel which had neither doors nor windows. We had much difficulty in enclosing even a corner sufficient for him to sleep. The cold was increasing, and the nights were icy; the small fortified palisades of which a species of post relays had been made, placed from point to point, marked the divisions of the route, and served also each evening as Imperial headquarters. The Emperor's bed was hastily set up there, and a cabinet arranged as well as possible where he could work with his secretaries, or write his orders to the different chiefs whom he had left on the road and in the towns.
Our retreat was often annoyed by parties of Cossacks. These barbarians rushed upon us, lance in hand, and uttering rather howls of ferocious beasts than human cries, their little, long-tailed horses dashing against the flanks of the different divisions. But these attacks, though often repeated, had not, at least at the beginning of the retreat, serious consequences for the army. When they heard this horrible cry the infantry was not intimidated, but closed ranks and presented bayonets, and the cavalry made it their duty to pursue these barbarians, who fled more quickly than they came.
On the 6th of November, before leaving the army, the Emperor received news of the conspiracy of Malet and everything connected with it. He was at first astonished, then much dissatisfied, and ended by making himself very merry over the discomfiture of the chief of police, General Savary; and said many times that had he been at Paris no one would have budged, and that he could never leave at all without every one losing their heads at the least disturbance; and from this time he often spoke of how much he was needed in Paris.
Speaking of General Savary recalls to my memory an affair in which he was somewhat nonplussed. After quitting the command of the gendarmerie, to succeed Fouche in the office of minister of police, he had a little discussion with one of the Emperor's aides-de-camp. As he went so far as to threaten, the latter replied, "You seem to think you have handcuffs always in your pockets."
On the 8th of November the snow was falling, the sky covered with clouds, the cold intense, while a violent wind prevailed, and the roads were covered with sleet. The horses could make no progress, for their shoes were so badly worn that they could not prevent slipping on the frozen ground.
The poor animals were emaciated, and it was necessary that the soldiers should put their shoulders to the wheels in order to lighten their burdens.
There is something in the panting breath which issues from the nostrils of a tired horse, in the tension of their muscles, and the prodigious efforts of their loins, which gives us, in a high degree, the idea of strength; but the mute resignation of these animals, when we know them to be overladen, inspires us with pity, and makes us regret the abuse of so much endurance.
The Emperor on foot in the midst of his household, and staffin hand, walked with difficulty over these slippery roads, meanwhile encouraging the others with kind words, each of whom felt himself full of good-will; and had any one then uttered a complaint he would have been badly esteemed by his comrades. We arrived in sight of Smolensk. The Emperor was the least fatigued of all; and though he was pale, his countenance was calm, and nothing in his appearance indicated his mental sufferings; and indeed they must needs have been intense to be evident to the public. The roads were strewn with men and horses slain by fatigue or famine; and men as they passed turned their eyes aside. As for the horses they were a prize for our famished soldiers.
We at last reached Smolensk on the 9th, and the Emperor lodged in a beautiful house on the Place Neuve. Although this important city had suffered since we had passed through before, it still had some resources, and we found there provisions of all kinds for the Emperor's household and the officers; but the Emperor valued but little this privileged abundance, so to speak, when he learned that the army needed food for man and beast. When he learned of this his rage amounted to frenzy, and I have never seen him so completely beside himself. He had the commissary in charge of the provisions summoned, and reproached him in such unmeasured terms that the latter turned pale, and could find no words to justify himself, whereupon the Emperor became still more violent, and uttered terrible threats. I heard cries from the next room; and I have been told since that the quartermaster threw himself at the feet of his Majesty, beseeching pardon, and the Emperor, when his rage had spent itself, pardoned him. Never did he sympathize more truly with the sufferings of his army; never did he suffer more bitterly from his powerlessness to struggle against such overwhelming misfortunes.
On the 14th we resumed the route which we had traversed a few months before under far different auspices. The thermometer registered twenty
degrees, and we were still very far from France. After a slow and painful march we arrived at Krasnoi. The Emperor was obliged to go in person, with his guard, to meet the enemy, and release the Prince of Eckmuhl. He passed through the fire of the enemy, surrounded by his old guard, who pressed around their chief in platoons in which the shell made large gaps, furnishing one of the grandest examples in all history of the devotion and love of thousands of men to one. When the fire was hottest, the band played the air, 'Where can one be better than in the bosom of his family?' Napoleon interrupted them, exclaiming, "Play rather, 'Let us watch over the safety of the Empire.'" It is difficult to imagine anything grander.
The Emperor returned from this combat much fatigued. He had passed several nights without sleeping, listening to the reports made to him on the condition of the army, expediting orders necessary to procure food for the soldiers, and putting in motion the different corps which were to sustain the retreat. Never did his stupendous activity find more constant employment; never did he show a higher courage than in the midst of all these calamities of which he seemed to feel the weighty responsibility.
Between Orcha and the Borysthenes those conveyances for which there were no longer horses were burned, and the confusion and discouragement became so great that in the rear of the army most of the stragglers threw down their arms as a heavy and useless burden. The officers of the armed police had orders to return by force those who abandoned their corps, and often they were obliged to prick them with their swords to make them advance. The intensity of their sufferings had hardened the heart of the soldier, which is naturally kind and sympathizing, to such an extent that the most unfortunate intentionally caused commotions in order that they might seize from some better equipped companion sometimes a cloak, sometimes food. "There are the Cossacks!" was their usual cry of alarm; and when these guilty tricks became known, and our soldiers recovered from their surprise, there were reprisals, and the confusion reached its height.
The corps of Marshal Davoust was one of those which suffered most in the whole army. Of the seventy thousand men with which it left France, there only remained four or five thousand, and they were dying of famine. The marshal himself was terribly emaciated. He had neither clothing nor food. Hunger and fatigue had hollowed his cheeks, and his whole appearance inspired pity. This brave marshal, who had twenty times escaped Russian bullets, now saw himself dying of hunger; and when one of his soldiers gave him a loaf, he seized it and devoured it. He was also the one who was least silent; and while thawing his mustache, on which the rain had frozen, he railed indignantly against the evil destiny which had thrown them into thirty degrees of cold. Moderation in words was difficult while enduring such sufferings.
For some time the Emperor had been in a state of great anxiety as to the fate of Marshal Ney, who had been cut off, and obliged to clear for himself a passage through the midst of the Russians, who followed us on every side.
As time passed the alarm increased. The Emperor demanded incessantly if Ney had yet been seen, accusing himself of having exposed this brave general too much, asking for him as for a good friend whom one has lost. The whole army shared and manifested the same anxiety, as if this brave soldier were the only one in danger. A few regarding him as certainly lost, and seeing the enemy threaten the bridges of the Borysthenes, proposed to cut them; but the army was unanimous in their opposition to this measure.
On the 20th, the Emperor, whom this idea filled with the deepest dejection, arrived at Basanoni, and was dining in company with the Prince of Neuchatel and the Duke of Dantzic, when General Gourgaud rushed in with the announcement that Marshal Ney and his troops were only a few leagues distant. The Emperor exclaimed with inconceivable joy, "Can it be true?" M. Gourgaud gave him particulars, which were soon known throughout the camp. This news brought joy to the hearts of all, each of whom accosted the other eagerly, as if each had found a long-lost brother; they spoke of the heroic courage which had been displayed; the talent shown in saving his corps in spite of snows, floods, and the attacks of the enemy. It is due Marshal Ney, to state here, that according to the opinion I have heard expressed by our most illustrious warriors, his safe retreat is a feat of arms to which history furnishes no parallel. The heart of our soldiers palpitated. with enthusiasm, and on that day they felt the emotions of the day of victory! Ney and his division gained immortality by this marvelous display of valor and energy. So much the better for the few survivors of this handful of braves, who can read of the great deeds they have done, in these annals inspired by them. His Majesty said several times, "I would give all the silver in the vaults of the Tuileries to have my brave Ney at my side."
To Prince Eugene was given the honor of going to meet Marshal Ney, with a corps of four thousand soldiers. Marshal Mortier had disputed this honor with him, but among these illustrious men there were never any but noble rivalries. The danger was immense; the cannon of Prince Eugene was used as a signal, understood by the marshal, to which he replied by platoon fires. The two corps met, and even before they were united, Marshal Ney and Prince Eugene were in each other's arms; and it is said that the latter wept for joy. Such scenes make this horrible picture seem somewhat less gloomy. As far as the Beresina, our march was only a succession of small skirmishes and terrible sufferings.
The Emperor passed one night at Caniwki, in a wooden cabin containing only two rooms. The one at the back was selected by him, and in the other the whole service slept pell-mell. I was more comfortable, as I slept in his Majesty's room; but several times during the night I was
obliged to pass into this room, and was then compelled to step over the sleepers worn out by fatigue. Although I took care not to hurt them, they were so close together that it was impossible not to place my feet on their legs or arms.
In the retreat from Moscow, the Emperor walked on foot, wrapped in his pelisse, his head covered with a Russian cap tied under the chin. I marched often near the brave Marshal Lefebvre, who seemed very fond of me, and said to me in his German-French, in speaking of the Emperor, "He is surrounded by a set of who do not tell the truth; he does not distinguish sufficiently his good from his bad servants. How will he get out of this, the poor Emperor, whom I love so devotedly? I am always in fear of his life; if there were needed to save him only my blood, I would shed it drop by drop; but that would change nothing, and perhaps he may have need of me."
CHAPTER VII.
The day preceding the passage of the Beresina was one of terrible solemnity. The Emperor appeared to have made his decision with the cool resolution of a man who commits an act of desperation; nevertheless, councils were held, and it was resolved that the army should strip itself of all useless burdens which might harass its march. Never was there more unanimity of opinion, never were deliberations more calm or grave. It was the calm of men who decide to make one last effort, trusting in the will of God and their own courage. The Emperor had the eagles brought from each corps and burned, since he thought that fugitives had no need of them. It was a sad sight to see these men advancing from the ranks one by one, and casting in the flames what they valued more than their lives, and I have never seen dejection more profound, or shame more keenly felt; for this seemed much like a general degradation to the brave soldiers of the battle of La Moskwa. The Emperor had made these eagles talismans, and this showed only too plainly he had lost faith in them. And although the soldiers realized that the situation of affairs must be desperate to have come to this, it was at least some consolation to think that the Russians would have only the ashes. What a scene was presented by the burning of these eagles, above all to those who like myself had been present at the magnificent ceremonies attending their distribution to the army in the camp of Boulogne before the campaign of Austerlitz!
Horses were needed for the artillery, and at this critical moment the artillery was the safeguard of the army. The Emperor consequently gave orders that the horses should be impressed, for he estimated the loss of a single cannon or caisson as irreparable. The artillery was confided to the care of a corps composed entirely of officers, and numbering about five hundred men. His Majesty was so much touched at seeing these brave officers become soldiers again, put their hand to the cannon like simple cannoneers, and resume their practice of the manual of arms in their devotion to duty, that he called this corps his sacred squadron. With the same spirit which made these officers become soldiers again, the other superior officers descended to a lower rank, with no concern as to the designation of their grade. Generals of division Grouchy and Sebastiani took again the rank of simple captain.
When near Borizow we halted at the sound of loud shouts, thinking ourselves cut offby the Russian army. I saw the Emperor grow pale; it was like a thunderbolt. A few lancers were hastily dispatched, and we saw them soon returning waving their banners in the air. His Majesty understood the signal, and even before the cuirassiers had reassured us, so clearly did he keep in mind even the possible position of each corps of his army, he exclaimed, "I bet it is Victor." And in fact it was Marshal Victor, who awaited us with lively impatience. It seemed that the marshal's army had received very vague information of our disasters, and was prepared to receive the Emperor with joy and enthusiasm. His soldiers still fresh and vigorous, at least compared with the rest of the army, could hardly believe the evidence of their own eyes when they saw our wretched condition; but the cries of "Vive l'Empereur" were none the less enthusiastic.
But a different impression was made when the rear guard of the army filed before them; and great confusion ensued, as each one of the marshal's army who recognized a friend rushed out of the ranks and hastened to him, offering food and clothing, and were almost frightened by the voracity with which they ate, while many embraced each other silently in tears. One of the marshal's best and bravest officers stripped offhis uniform to give it to a poor soldier whose tattered clothing exposed him almost naked to the cold, donning himself an old cloak full of holes, saying that he had more strength to resist the freezing temperature. If an excess of misery sometimes dries up the fountains of the heart, sometimes also it elevates men to a great height, as we see in this instance. Many of the most wretched blew out their brains in despair; and there was in this act, the last which nature suggests as an end to misery, a resignation and coolness which makes one shudder to contemplate. Those who thus put an end to their lives cared less for death than they did to put an end to their insupportable sufferings, and I witnessed during the whole of this disastrous campaign what vain things are physical strength and human courage when the moral strength springing from a determined will is lacking. The Emperor marched between the armies of Marshal Victor and Marshal Oudinot; and it was a depressing sight to see these movable masses halt sometimes in succession,–first those in front, then those who came next, then the last. And when Marshal Oudinot who was in the lead suspended his march from any unknown cause, there was a general movement of alarm, and ominous rumors were circulated; and since men who have seen much are disposed to believe anything, false rumors were as readily credited as true, and the alarm lasted until the front of the army again moved forward, and their confidence was somewhat restored.
On the 25th, at five o'clock in the evening, there had been thrown across the river temporary bridges made of beams taken from the cabins of the Poles. It had been reported in the army that the bridges would be finished during the night. The Emperor was much disturbed when informed that the army had been thus deceived; for he knew how much more quickly discouragement ensues when hope has been frustrated, and consequently took great pains to keep the rear of the army informed as to every incident, so that the soldiers should never be left under cruel delusions. At a little after five the beams gave way, not being sufficiently strong; and as it was necessary to wait until the next day, the army again abandoned itself to gloomy forebodings. It was evident that they must endure the fire of the enemy all the next day. But there was no longer any choice; for it was only at the end of this night of agony and suffering of every description that the first beams were secured in the river. It is hard to comprehend how men could submit to stand up to their mouths in water filled with ice, and rallying all the strength which nature had given them, with all that the energy of devotion furnished, and drive piles several feet deep into a miry bed, struggling against the most horrible fatigue, pushing back with their hands enormous blocks of ice, which would have submerged and sunk them with their weight; in a word, warring even to the death with cold, the greatest enemy of life. This marvelous feat was accomplished by our French pontoon corps. Many perished, borne away by the current or benumbed by the cold. The glory of this achievement, in my opinion, exceeds in value many others.
The Emperor awaited daylight in a poor hut, and in the morning said to Prince Berthier, "Well, Berthier, how can we get out of this? "He was seated in his room, great tears flowing down his cheeks, which were paler than usual; and the prince was seated near him.
They exchanged few words, and the Emperor appeared overcome by his grief. I leave to the imagination what was passing in his soul. At last the King of Naples opened his heart to his brother-in-law, and entreated him, in the name of the army, to think of his own safety, so imminent had the peril become. Some brave Poles had offered themselves as escort for the Emperor; he could cross the Beresina higher up, and reach Wilna in five days. The Emperor silently shook his head in token of refusal, which the king understood, and the matter was no longer considered.
Amid overwhelming disasters, the few blessings which reach us are doubly felt. I observed this many times in the case of his Majesty and his unfortunate army. On the banks of the Beresina, just as the first supports of the bridge had been thrown across, Marshal Ney and the King of Naples rushed at a gallop to the Emperor, calling to him that the enemy had abandoned his threatening position; and I saw the Emperor, beside himself with joy, not being able to believe his ears, go himself at a run to throw a searching glance in the direction they said Admiral Tschitzakoffhad taken. This news was indeed true; and the Emperor,
overjoyed and out of breath from his race, exclaimed, "I have deceived the admiral." This retrograde movement of the enemy was hard to understand, when the opportunity to overwhelm us was within his reach; and I doubt whether the Emperor, in spite of his apparent satisfaction, was very sure of the happy consequences which this retreat of the enemy might bring to us.
Before the bridge was finished, about four hundred men were carried part of the way across the river on two miserable rafts, which could hardly sustain themselves against the current; and we saw them from the bank rudely shaken by the great blocks of ice which encumbered the river. These blocks came to the very edge of the raft, where, finding an obstacle, they remained stationary for some time, then were suddenly ingulfed under these frail planks with a terrible shock, though the soldiers stopped the largest with their bayonets, and turned their course aside from the rafts.
The impatience of the army was at its height. The first who reached the opposite bank were the brave Jacqueminot, aide-de-camp of Marshal Oudinot, and Count Predzieczki, a brave Lithuanian, of whom the Emperor was very fond, especially since he had shared our sufferings with such fidelity and devotion. Both crossed the river on horseback, and the army uttered shouts of admiration as they saw that the chiefs were the first to set the example of intrepidity. They braved enough dangers to make the strongest brain reel. The current forced their horses to swim diagonally across, which doubled the length of the passage; and as they swam, blocks of ice struck against their flanks and sides, making terrible gashes.
At one o'clock General Legrand and his division were crossing the bridge constructed for the infantry, while the Emperor sat on the opposite bank, and some of the cannon becoming entangled had for an instant delayed the march. The Emperor rushed on the bridge, put his hand to the work, and assisted in separating the pieces. The enthusiasm of the soldiers was at its height; and it was amid cries of "Vive l'Empereur" that the infantry set foot on the opposite bank.
A short time after, the Emperor, learning that General Partonneaux had laid down his arms, was deeply affected by this news, and gave vent to reproaches which were somewhat unjust to the general. Later, when he had received more correct information, he understood perfectly the part which necessity and despair had played in this surrender.
It is a fact that the brave general did not come to this decision till he had done all that a brave man could under the circumstances; for it is permitted a man to recoil when there is nothing left but to let himself be killed to no purpose.
When the artillery and baggage-wagons passed, the bridge was so overloaded that it fell in; and instantly a retrograde movement took
place, which crowded together all the multitude of stragglers who were advancing, like a flock being herded, in the rear of the artillery. Another bridge had been constructed, as if the sad thought had occurred that the first might give way. But the second was narrow and without a railing; nevertheless, it at first seemed a very valuable makeshift in such a calamity. But how disasters follow each other! The stragglers rushed there in crowds. The artillery, the baggage-wagons, in a word, all the army material, had been in the front on the first bridge when, it was broken; and when, from the sudden panic which seized on those in the rear of this multitude, the dreadful catastrophe was learned, the last there found themselves first in gaining the other bridge. It was urgent the artillery should pass first, consequently it rushed impetuously towards the only road to safety which remained. No pen can describe the scene of horror which now ensued; for it was literally over a road of trampled human bodies that conveyances of all sorts reached the bridge. On this occasion could be seen how much brutality, and even cold-blooded ferocity, can be produced in the human mind by the instinct of self-preservation. There were some stragglers most frantic of all, who wounded, and even killed, with their bayonets, the unfortunate horses which obeyed the lash of their guides; and several caissons were left on the road in consequence of this slaughter.
As I have said, the bridge had no railing; and crowds of those who forced their way across fell into the river and were ingulfed beneath the ice. Others in their fall tried to stop themselves by grasping the planks of the bridge, and remained suspended over the abyss until their hands, crushed by the wheels of the vehicles, lost their grasp, and they went to join their comrades as the' waves closed over them. Entire caissons, with drivers and horse were precipitated into the water.
Poor women were seen holding their children out of the water in the effort to delay for a few instants their death, and death in such a frightful form, a truly admirable maternal incident, which the genius of the painter has divined in painting scenes from the Deluge, and which we saw in all its heartrending and frightful reality! The Emperor wished to retrace his steps, believing that his presence might restore order; but he was dissuaded from this project so earnestly, that he withstood the promptings of his heart and remained, though certainly it was not his elevated rank which kept him on the bank. All the suffering he endured could be seen when he inquired every instant where the crossing was, if they could still hear cannon rolling over the bridge, if the cries had not ceased somewhat in that direction. "The reckless creatures! Why could they not wait a little?" said he.
There were fine examples of devotion under these distressing circumstances. A young artilleryman threw himself into the water to save a poor mother with two children, who was attempting to gain the other shore in a little canoe. The load was too heavy; an enormous block of ice floated against and sunk the little boat. The cannoneer seized one of the children, and, swimming vigorously, bore it to the bank; but the
mother and the other child perished. This kind young man adopted the orphan as his son. I do not know if he had the happiness of regaining France.
Officers harnessed themselves to sleds to carry some of their companions who were rendered helpless by their wounds. They wrapped these unfortunates as warmly as possible, cheered them from time to time with a glass of brandy when they could procure it, and lavished on them most touching attentions.
There were many who behaved in this manner, many of whose names we are ignorant; and how few returned to enjoy in their own country the remembrance of the most admirable deeds of their lives.
The bridge was burned at eight o'clock in the morning.
On the 29th the. Emperor quitted the banks of the Beresina, and we slept at Kamen, where his Majesty occupied a poor wooden building which the icy air penetrated from all sides through the windows; nearly all the glass of which being broken, we closed the openings as well as we could with bundles of hay. A short distance from us, in a large lot, were penned up the wretched Russian prisoners whom the army drove before it. I had much difficulty in comprehending this delusion of victory which our poor soldiers still kept up by dragging after them this wretched luxury of prisoners, who could only be an added burden, as they required their constant surveillance.
When the conquerors are dying of famine, what becomes of the conquered? These poor Russians, exhausted by marches and famine, nearly all perished this night. In the morning they were found huddled pell-mell against each other, striving thus to obtain a little warmth. The weakest had succumbed; and their stiffened bodies were propped the whole night against the living without their even being aware of it. Some in their hunger ate their dead companions. The hardihood with which the Russians endure pain has often been remarked. I can cite one instance which surpasses belief. One of these fellows, after being separated from his corps, had been struck by a cannonball which had cut offboth his legs and killed his horse. A French officer on a reconnoitering tour on the bank of the river where this Russian had fallen, perceived at some distance an object which appeared to be a dead horse, and yet he could see that it moved.
He approached, and saw the bust of a man whose extremities were concealed in the stomach of the horse.
This poor creature had been there four days, inclosing himself in his horse as a shelter against the cold, and feeding upon infected morsels torn from this horrible retreat.
On the 3d of December we arrived at Malodeczno. During the whole day the Emperor appeared thoughtful. and anxious. He had frequent confidential conversations with the grand equerry, M. de Caulaincourt, and I suspected some extraordinary measure. I was not deceived in my conjectures. At two leagues from Smorghoni, the Duke of Vicenza summoned me, and told me to go on in front and give orders to have the six best horses harnessed to my carriage, which was the lightest of all, and keep them in constant readiness. I reached Smorghoni before the Emperor, who did not arrive till the following night. The cold was excessive; and the Emperor alighted in a poor house on a square, where he established his headquarters. He took a light repast, wrote with his own hand the twenty-ninth bulletin of the army, and ordered all the marshals to be summoned.
Nothing had yet transpired as to the Emperor's plans, but in great and desperate measures there is always something unusual which does not escape the most clear-sighted. The Emperor was never so amiable nor so communicative, and one felt that he was endeavoring to prepare his most devoted friends for some overwhelming news. He talked for some time on indifferent subjects, then spoke of the great deeds performed during the campaign, referring with pleasure to the retreat of General Ney whom they had at last found.
Marshal Davoust appeared abstracted; and the Emperor said to him, "At least say something, Marshal." There had been for some time a little coolness between him and the Emperor, and his Majesty reproached him with the rarity of his visits, but he could not dissipate the cloud which darkened every brow; for the Emperor's secret had not been as well kept as he had hoped. After supper the Emperor ordered Prince Eugene to read the twenty-ninth bulletin, and spoke freely of his plan, saying that his departure was essential in order to send help to the army. He gave his orders to the marshals, all of whom appeared sad and discouraged. It was ten o'clock when the Emperor, saying it was time to take some repose, embraced all the marshals and retired. He felt the need of withdrawing; for he had been oppressed by the constraint of this interview, as could easily be seen by the extreme agitation his countenance manifested at its close. About half an hour after, the Emperor called me into his room and said, "Constant, I am about to leave; I thought I should be able to take you with me, but I have taken into consideration the fact that several carriages would attract attention; it is essential that I experience no delay, and I have given orders that you are to set out immediately upon the return of my horses, and you will consequently follow me at a short distance." I was suffering greatly from my old malady; hence the Emperor would not allow me to go with him on the boot as I requested, in order that he should receive his customary attentions from me. He said, "No, Constant, you will follow me in a carriage, and I hope that you will be able to arrive not more than a day behind me." He departed with the Duke of Vicenza, and Roustan on the box; my carriage was unharnessed, and I remained to my great regret. The Emperor left in the night.
By daybreak the army had learned the news, and the impression it made cannot be depicted. Discouragement was at its height; and many soldiers cursed the Emperor, and reproached him for abandoning them. There was universal indignation. The Prince of Neuchatel was very uneasy, and asked news of every one, though he would naturally have been the first to receive any information. He feared lest Napoleon, who had a feeble escort, should be made prisoner by the Cossacks, who, if they had learned his departure, would make the greatest efforts to carry him off.
This night, the 6th, the cold increased greatly; and its severity may be imagined, as birds were found on the ground frozen stiffwith the cold. Soldiers who had seated themselves with their head in their hands, and bodies bent forward in order to thus feel less the emptiness of their stomachs, were found dead in this position. As we breathed, the vapor from our lips froze on our eyebrows, little white icicles formed on the mustaches and beards of the soldiers; and in order to melt them they warmed their chins by the bivouac fire, and as may be imagined a large number did not do this with impunity. Artillerymen held their hands to the horses' nostrils to get a little warmth from the strong breathing of these animals. Their flesh was the usual food of the soldiers. Large slices of this meat were thrown on the coals; and when frozen by the cold, it was carried without spoiling, like salted bacon, the powder from the cartridge-boxes taking the place of salt.
This same night we had with us a young Parisian belonging to a very wealthy family, who had endeavored to obtain employment in the Emperor's household. He was very young, and had been received among the boys of the apartments, and the poor child was taking his first journey. He was seized with the fever as we left Moscow, and was so ill this evening that we could not remove him from the wagon belonging to the wardrobe service in which he had been made as comfortable as possible. He died there in the night, much to be regretted by all who knew him. Poor Lapouriel was a youth of charming character, fine education, the hope of his family,, and an only son. The ground was so hard that we could not dig a grave, and experienced the chagrin of leaving his remains unburied.
I set out next day armed with an order from the Prince de Neuchatel that all on the road should furnish me horses in preference to all others. At the first post after leaving Smorghoni, whence the Emperor had set out with the Duke of Vicenza, this order was of invaluable aid to me, for there were horses for only one carriage. I found myself a rival to M. the Count Daru, who arrived at the same time. It is useless to say that without the Emperor's orders to rejoin him as quickly as possible I would not have exercised my right to take precedence over the intendant general of the army; but impelled by my duty I showed the order of the Prince de Neuchatel to M. the Count Daru, and the latter, after examining it, said to me, "You are right, M. Constant; take the horses, but I beg you send them back as quickly as possible." How crowded with disasters was this retreat.
After much suffering and privation we arrived at Wilna, where it was necessary to pass a long, narrow bridge before entering the town. The artillery and wagons occupied the whole bridge so entirely that no other carriage could pass; and it was useless to say "His Majesty's service," as we received only maledictions. Seeing the impossibility of advancing, I alighted from my carriage, and found there the Prince of Aremberg, ordnance officer of the Emperor, in a pitiable condition, his face, nose, ears, and feet having been frozen. He was seated behind my carriage. I was cut to the heart, and said to the prince that if he had informed me of his condition I would have given him my place. He could hardly answer me. I helped him for some time; but seeing how necessary it was that we should both advance, I undertook to carry him. He was delicate, slender, and about medium height. I took him in my arms; and with this burden, elbowing, pushing, hurting some, being hurt by others, I at last reached the headquarters of the King of Naples, and deposited the prince there, recommending that he should receive every attention which his condition required. After this I resumed my carriage.
Everything had failed us. Long before reaching Wilna, the horses being dead, we had received orders to burn our carriages with all the contents. I lost heavily in this journey, as I had purchased several valuable articles which were burned with my baggage of which I always had a large quantity on our journeys. A large part of the Emperor's baggage was lost in the same manner.
A very handsome carriage of Prince Berthier, which had just arrived and had not been used, was also burned. At these fires, four grenadiers were stationed, who with fixed bayonet prevented any one from taking from the fire what had been ordered to be sacrificed.
The next day the carriages which had been spared were visited in order to be assured that nothing had been kept back. I was allowed to keep only two shirts. We slept at Wilna; but the next day very early the alarm was given that the Russians were at the gates of the town. Men rushed in, beside themselves with terror, crying, "We are lost!" The King of Naples was quickly aroused; sprang from his bed; and the order was instantly given that the Emperor's service should leave at once. The confusion made by all this can be imagined. There was no time for any arrangements; we were obliged to start without delay. The Prince of Aremberg was put into one of the king's carriages with what could be secured for the most pressing needs; and we had hardly left the town before we heard shouts behind us, and the thunder of cannon accompanied by rapid firing. We had to climb a mountain of ice. The horses were fatigued, and we made no progress. The wagon with the treasure-chest of the army was abandoned; and a part of the money was pillaged by men who had not gone a hundred steps before they were obliged to throw it away in order to save their lives.
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I READ. I THINK. I COMPREHEND. I SHARE.
February 2017
CALENDAR OF EVENTS
* Feb. 3 - Wear Red Dress Down Day
* Feb. 10 - Patriot's Dress Down Day
* Feb. 13 - Family Dance
* Feb. 20-24: Winter break - no school
The Nurse's Office
Happy Valentine's Day!
In the month of February we will be sponsoring two fund raisers. Our annual Pennies for Patients, which supports the Leukemia and Lymphoma Society (Childrens' Cancers), will kick off again on February 17th. The student will attend an assembly to explain what blood cancer is, and how they can help other children living with cancer..
And this year will have included our students in the American Heart Association's (AHA) Wear Red Day. AHA sponsors this event every year to raise money to support Women's Heart Health. Heart disease and stroke is the number one killer of women in our country. Through education and lifestyle changes 80 percent of all cardiac events can be prevented. So let's educate our young woman!
Students have received red hearts to bring home. Parents can put any name on the heart and sent it back to school and we will display the hearts in the school foyer for the month of February. A donation of any size will be accepted from the students on behalf of the AHA.
And as always, thank you in advance for your support.
Mrs. Couto
We have the school's family dance coming up, February 13, 2017 from 5-7pm at the Boys and Girls Club - invitations were sent home February 6th! We continue to fundraise for the school and have PTO meetings that are open for all to come. Next PTO is scheduled for February 7th at 3:30pm. Call if you are interested!
Message From Principal Carvalho
Every child at Watson has one similar homework assignment and that is to read and log their time/pages. Studies have proven that the more a child reads, and it doesn't matter what they read, the more successful they are in all areas of their education. Children need to be exposed to all kinds of stories and more importantly, vocabulary.
Second quarter is over and time is marching on. Once again, I am asking for your help …
Let them read to you then discuss what was read. Ask questions that begin with why, how or I wonder. These types of questions help children think about what they have read and this is another important skill that will help them be successful learners.
We have free books in the hall, and all teachers have classroom libraries so there is no need to go out and purchase books. The library is another great choice.
What we need from you is to check in with your child every night and take 20 minutes to sit and read with them - the difference that time will make will be huge!
Also, our PTO has many great new ideas and plans for the remainder of the year and we need more parent volunteers to make these programs successful! Please think about joining the PTO or become a parent volunteer. Teachers always need help copying and laminating work for your children.
In closing, I am very proud of our students this year. They are working hard and showing us their best work. Please have discussions about all the new, exciting things they are doing and learning about … .
Thank you, Mrs. Carvalho
ATTENDANCE
The grade level with the best percentage is grade 5 again with 96.02%!! Go grade 5 you are on your way to a free field trip!. Attendance for the month of January was 94.23%, great job Watson families with making sure your children are in school! We had 47 students with perfect attendance this month. Please make sure students are bundled up walking to school the cold weather will be setting in. We need to stay strong with attendance in these cold months so please make sure your child is here all day every day and on time!! Thank you for your cooperation with ensuring success for your child!!
Kindergarten
Can you believe we are halfway through the school year! Be on the lookout for a letter regarding our 100th day celebration! We will be sending it home the beginning of next week!
We just started unit 3 in ELA and the students are loving it.! We continue to work on letter sounds and sight words. They also have been working very hard on writing sentences.
In math, we are focusing on numbers 6-10. The students are really enjoying growing their brains.
Please continue to read every night and fill out the reading log! When reading with them try and let them read their sight words or sound out some of the words! You will be amazed at how much they can read!
Grade 3
During February in math class, we are learning the meaning of multiplication. The students are using two strategies to determine a product; ratio tables and arrays. We will soon begin memorizing the multiplication tables up to the tens tables. You can expect more information about that soon.
In science, we are continuing to learn about how motion can only occur with force and that the directions and strength of such a force affects the motion.
In ELA we have finished reading our first novel, Fantastic Mr. Fox. We will begin discussing how people and nature are connected by reading Charlotte's Web. The students will be doing some research about habitats. Be sure your child is reading for 20 minutes as part of their homework! Mrs.Borkman's class has completed their projects for Fantastic Mr. Fox and they are so proud and excited to share it with you.
P.E./Music
I can't believe we're already in February! The students have been great with the abrupt changes of weather throughout the day which allows us to be outside, or changes the lesson to an indoor activity. Catching and throwing is going to a continuous priority for the K-2 classes, and the upper grades are staying active with movement games that incorporate thinking, strategy, and teamwork.
What is Going on In…
Grade 1
Grade 2
Wow, first grade is half over and students are that much closer to second grade!
In ELA, we have started unit 3 and we are exploring changes around the world. We will read and write about things that change around us- at home, at school, seasons, and how animals change and grow. In math, we are practicing adding and word problem. Continue reading every subtracting within 20. We are adding money and starting to read and solve night!
Grade 4
In ELA, we are finishing our first novel study. We've worked very hard on many comprehension skills and will be holding a showcase to show off all of our hard work. Invitation to follow. Next, we will be moving on to a research project on Extreme Weather to help us build background for our next novel study. Please keep encouraging your loved one to read and log every night.
In Math, we are working on multiplication and division with bare numbers and word problems. We are taking our assessment soon! Moving on from here will be conversions. Please help your student with their multiplication facts at home!
STEM
Kindergarten has been working on polar animals and their cold homes.
First Grade is starting to work on animal behavior and interactions between parent animals and their children..
Second grade is has recently been looking at states of matter as well as reversible vs. nonreversible reactions!
Third grade is working on force and motion and the differences between balanced and unbalanced forces.
Fourth grade is learning about waves and how sound is created and light waves. Grade 4 has also been working on their typing skills.
Fifth grade is learning about matter and mass of objects. We also are focusing on the scientific method and more specifically on variables.
In ELA, we are working on unit three, what does it mean to be creative? We are reading stories about creative ideas and working together to solve problems. As the weekly conventions and phonics skills become more challenging, we ask that you have your student complete the weekly homework packet. Independent practice is very important as the students begin to apply the skills they have learned.
In Math, we just began our unit on geometry. This is a very language rich math unit. You can help at home by having your student find and name two and three dimensional shapes.
As always, students should be reading and logging at least 20 minutes of reading time each night!
Grade 5
In math, we are working on applying our adding and subtracting skills to answer complex word problems.
In ELA, we are focusing on reading and finding themes and main ideas. We are finishing up our first novel study "Esperanza Rising", and will soon begin our project! Our projects will be creative and fun, and I cannot wait to begin!
Miss Amaral
In ELA we will continue our unit on Freedom and will be learning about personal freedom and the law. Students will work on their comprehension and writing skills by using t-charts to show what they learned about Freedom at the end of each week.
In math we will wrap up out fraction unit through a project. Students will be working in small groups to understand and explain a fraction concept to the class then to our families. Stay tuned for information regarding this project and presentations!
Many students are not keeping up with their homework so please check in with them each night. Homework is important because it helps students practice skills independently and become more confident learners. We want them to grow their brains!
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THE BIRDING COMMUNITY E-BULLETIN
***************
February 2010 ***************
This Birding Community E-bulletin is being distributed to active and concerned birders, those dedicated to the joys of birding and the protection of birds and their habitats. This issue is sponsored by the Wild Bird Centers of America and the National Bird-Feeding Society. You can access an archive of past E-bulletins in our newsletter archives.
Table of Contents:
RARITY FOCUS
ANOTHER MULTI-MONTH "MAJOR CONTENDER"
FEBRUARY: NATIONAL BIRD FEEDING MONTH AND GBBC
TEXAS COAST WHOOPING CRANES UP SLIGHTLY
TWO WATERFOWL COUNTERS PERISH IN PLANE CRASH
SQUEEZING THE LIFE OUT OF SUSTAINABLE COFFEE?
CORN VS BIRDS IN PRAIRIE POTHOLE REGION: A NEW REPORT ON ETHANOL
IBA NEWS: CANADIAN WEBSITE LAUNCH
BOOK NOTES: HUGE NATIONAL GEO
TIP OF THE MONTH: RADIO USE WHILE BIRDING
HAITI: AFTER THE EARTHQUAKE
*****************
RARITY FOCUS
Late in the afternoon of 24 January, Alan Wormington and Robert Epstein found and photographed a female Amazon Kingfisher in Laredo, Texas. This species normally ranges from Mexico (no closer than southern Tamaulipas) to Argentina and Uruguay. Amazon Kingfisher is the largest "green" kingfisher in the Americas.
In April 1999, ABA's BIRDING magazine ran an article on the "next birds" that might be seen in North America, with Amazon Kingfisher featured, not among the half-dozen core predictions to appear as Texas and U.S. first occurrences, but as the first alternate "honorable mention" species. It took a little over a decade, but the prediction was accurate.
Wormington and Epstein saw the kingfisher at the mouth of Zacate Creek, then along the creek itself. Zacate Creek is downstream from Las Palmas Park along the Rio Grande, specifically located within the Laredo city limits. Alan Wormington said of the experience, "It is a bit ironic that we were constantly complaining that we had not seen a single kingfisher anywhere during our week-long trip; then we saw FOUR kingfisher species at Zacate Creek!"
The two original observers are currently submitting photos and other details for eventual publication. This would be the first record of an Amazon Kingfisher for North America north of Mexico.
To see two photos taken on site on 25 January by Dan Jones and Stuart Healy, respectively, see:
http://i48.tinypic.com/33aasjs.jpg http://www.aztrogon.com/images/birds/Kingfishers/AMKI20100125TX-f2.jpg
As of the end of January, the Amazon Kingfisher was still present at Zacate Creek, and many birders from far and wide were beating a path to Laredo. In fact, the City of Laredo has made a special effort to welcome birders - from local cleanup and cordial police attention, to bringing in portable toilets! The city and the local Monte Mucho Audubon Society also cooperated in putting up bright yellow crowd-control tape to keep birders from inadvertently entering areas too close to the Amazon Kingfisher's favorite perches.
ANOTHER MULTI-MONTH "MAJOR CONTENDER"
Once again, we have a species that we passed over as the rarity of the month for two consecutive months, bested both times by Texas mega-rarities - Bare-throated Tiger-Heron and Amazon Kingfisher.
Nonetheless, this bird and its generous hosts deserve special mention.
Since 3 December, Harvey and Brenda Schmidt have hosted a Rustic Bunting at their bird feeder in Creighton, Saskatchewan. The small mining town of Creighton is located near the Saskatchewan-Manitoba border, about 540 miles NNW of Winnipeg and at a latitude roughly the same as the southern end of the Alaska panhandle.
The backyard location in north-central Canada is simply amazing for a Rustic Bunting, a species that might normally spend the winter in eastern China.
Rustic Bunting, a species that breeds from Scandinavia to eastern Siberia and winters mainly in eastern China, Korea, and Japan, is considered rare to uncommon in North America as a migrant through the western Aleutians and Bering Sea areas. It is considered an accidental migrant and winter visitor from southern Alaska, British Columbia, Washington, Oregon, and California. There are three previous Canadian records, all from coastal British Columbia. In essence, this is a very rare bird for anywhere in interior North America. (You can find the species described in the National Geographic guide on pages 434-435 and in the "large" Sibley on page 503.)
The Rustic Bunting visited the Schmidt feeder through the end of January. Birders who braved the cold and drove the distance to see the bunting were generally treated to excellent looks. Most of these travelers were Canadians, with a few from the U.S.
For details, including photos and a video by Harvey Schmidt, visit Brenda Schmidt's informative blog: http://birdschmidt.blogspot.com/2009/12/arriving-with-four-juncos-yesterday.html
FEBRUARY: NATIONAL BIRD FEEDING MONTH AND GBBC
Our report on the Rustic Bunting at the home of Harvey and Brenda Schmidt is an appropriate prelude to February feeder activities for a number of reasons.
In January 1994, Congressman John Porter (R-IL) read a resolution into the Congressional Record declaring February "National Bird-Feeding Month." Since then, February has become the month most associated with wild bird feeding promotions and activities, all focused on backyard birds. February has become an ideal month for promoting and enjoying this wholesome, home-based, nature-oriented activity.
For example, to see what Mass Audubon has been doing in this regard, see:
www.massaudubon.org/Birds_and_Birding/FoF/participate.php
This year's theme for National Bird-Feeding Month is "Hatching Out – An Introduction to the Wild Bird Feeding Hobby," being promoted by the National Bird-Feeding Society (NBFS). You can find more details, including a link to a helpful NBFS "Guide to Better Bird Feeding" and associated poster at: www.birdfeeding.org/nbfm.html
Also, in 1997 the National Audubon Society and the Cornell Lab of Ornithology, along with a number of bird-feeding retailers, launched the Great Backyard Bird Count (GBBC) in an effort to learn more about late-winter bird distributions. The next GBBC will be held between 12 and 15 February. Anyone can take part, from novice bird watchers to experts. Participants count birds for as little as 15 minutes (or as long as they wish) on one or more days of the count period and report their sightings online. You can find all the details on this citizen's science effort here: www.birdsource.org/gbbc/
Another seasonal reminder is appropriate. Some readers may not already be participating in Project FeederWatch, another effort of the Cornell Lab, in this case with Bird Studies Canada as a partner. The project's reporting season runs through 6 April. If you are not already involved in Project FeederWatch, be sure to consider getting on board, if only next winter season. You can find more details here:
www.birds.cornell.edu/pfw/
Appropriately, Harvey and Brenda Schmidt, the hosts of the previously mentioned Rustic Bunting , have been participants in Project FeederWatch since 2006. In addition, two other Rustic Buntings were reported by a participating Feeder-Watcher in Ketchikan, Alaska, last fall.
TEXAS COAST WHOOPING CRANES UP SLIGHTLY
Last May we reported that the previous winter was the worst on record for the Texas coast Whooping Crane flock. Between 21 and 23 cranes died due to food shortages and the associated drought: www.refugeassociation.org/birding/maySBC09.html#TOC15
Now that the arrival of virtually all the cranes expected along the Texas coast has occurred, it appears that there are about 264 birds present. This is nearly 20 more birds than left Aransas National Wildlife Refuge and nearby areas last spring. Accordingly, the increase just about replaces the individuals lost last winter. For the most recent crane counts, see Tom Stehn's reports:
www.birdrockport.com/tom_stehn_whooping_crane_report.htm
Unfortunately there is concern that another die-off could occur this winter, owing to a lack of blue crabs in the area and the continuing squeeze on crane habitat from local development and fresh-water use. See this Associated Press story for more information:
more information:
TWO WATERFOWL COUNTERS PERISH IN PLANE CRASH
On 17 January, two USFWS biologists died in a small Cessna aircraft crash while returning from a day of surveying waterfowl in Oregon and Washington. Ray Bentley and Dave Pitkin were highly experienced counters in the Service's mid-winter waterfowl surveys, often flying low and slow, counting ducks, geese, and swans. They were part of an unblemished 54-year history of conducting aerial bird surveys until the fatal crash last month. These surveys take place during both winter and summer and cover over 80,000 air miles each year. Select teams of pilot-biologists and observers conduct the surveys.
Ray Bentley had recently flown Chesapeake Bay surveys and was soon scheduled to fly to the Arctic to do surveys there. Dave Pitkin, who left the Service in 2007, was doing surveys on a contractual basis and was an accomplished photographer, according to Roy Lowe, project leader for the Oregon Coast National Wildlife Refuge Complex. Lowe said Pitkin was "a great conservationist."
You can read more details in a USFWS release at:
www.fws.gov/news/NewsReleases/showNews.cfm?newsId=47C3737C-B35D-099F-611B5E1E5B517371
and a local story:
www.gazettetimes.com/news/local/article_38546af0-0587-11df-81cf-001cc4c002e0.html
SQUEEZING THE LIFE OUT OF SUSTAINABLE COFFEE?
Last month we brought your attention to a fine report on marketing bird-compatible coffee, a report by the Smithsonian Migratory Bird Center:
www.refugeassociation.org/birding/janSBC10.html#TOC06
This month, we bring you some sobering trends in coffee economics, trends which put the future of sustainable coffee (shade, organic, fair-traded), and therefore birds, in some jeopardy.
A decade ago, with coffee prices at an all-time low, many growers in Latin America and the Caribbean switched to organic for the premium price they might receive. Some growers had a three-year waiting period to certify a pesticideand chemical-free landscape, but for a time this wait was considered worthwhile. Once certified, the organic producers did well. Now the premium price is disappearing, and an estimated 10 percent of organic farmers from Mexico to Costa Rica have stopped organic production over the past three to four years.
Similarly, fair-traded coffee was seen as a way to get coffee co-ops a better price for their coffee and to guarantee some social programs for coffee families. Today, while the fair-trade price per pound may be slightly more than the overall market price, it is no longer enough for coffee communities to stay much above subsistence.
With Americans drinking one-fifth of the world's coffee, this is a trend to watch. While some major retailers are driving down the prices of coffee, this is not necessarily good for people in coffee communities in the hemisphere, nor can it be good for shade-coffee-seeking birds.
If demand for shade, organic, and fair-traded coffees in the U.S. grows, producers in Latin America and the Caribbean may have the incentive to continue with or return to sustainable coffee production.
For two recent summaries on these trends (from TIME magazine and THE CHRISTIAN SCIENCE MONITOR) see here: www.time.com/time/magazine/article/0,9171,1926007-2,00.html www.csmonitor.com/World/Americas/2010/0103/Organic-coffee-Why-Latin-America-s-farmers-are-abandoning-it
CORN VS BIRDS IN PRAIRIE POTHOLE REGION: A NEW REPORT ON ETHANOL
Government incentives boosting corn-based ethanol are accelerating the destruction of North America's Prairie Pothole region, a region where millions of birds find nesting habitat and shelter in the shallow wetlands and grasslands of the Northern Great Plains. This is according to a new study released by the National Wildlife Federation, with data gathered by University of Michigan researchers.
The Northern Great Plains unique topography was formed 10,000 years ago when ice-age glaciers scouring the terrain left behind large indentations, today known as "prairie potholes." The Prairie Pothole study covers mainly Iowa, Minnesota, and the Dakotas, but the region actually extends as far west as northern Montana and also includes portions of Alberta, Manitoba, and Saskatchewan.
More than 3.2 million acres of prairie potholes and associated grasslands were plowed under across parts of Iowa, Minnesota, North Dakota, and South Dakota between 2005 and 2007 in order to make space for corn. Much of that corn was grown to meet U.S. thirst for ethanol, a fuel which can create cleaner combustion, and curb auto tailpipe emissions when blended with gasoline.
But the conversion of prairie pothole habitat to corn also comes at a very high cost to birds and other wildlife. In some areas, species loss has been as high as 30 percent, including declines among local populations of Upland Sandpipers, Grasshopper Sparrows, and Western Meadowlarks.
If the demand for biofuel remains steady, farmers could plant an additional 10.6 million acres of corn in the next year to meet ethanol mandates. Moreover, the connection "between ethanol incentives and habitat destruction is fairly clear,"
,
y ,
states the report released last month. The USDA provides corn-growing incentives, such as crop insurance, that virtually guarantee farmers a profit regardless of the crop yield.
This ethanol/habitat study is one of the first to narrow the focus to the Prairie Pothole region, an area identified by multiple conservation groups as one of the most threatened zones in North America as a result of the conversion of wetlands and grasslands to agricultural row crops.
"Grassland birds were already in steep decline, making this additional habitat loss quite alarming," said Gary Botzek, executive director at the Minnesota Conservation Federation.
The study puts forth several solid recommendations, including reconsidering financial support for corn ethanol, special protections for grassland and wetland habitats, and strengthening of the Farm Bill's Conservation Reserve Program (CRP).
The full 24-page study can be found here:
www.nwf.org/News-and-Magazines/Media-Center/News-by-Topic/Wildlife/2010/~/media/PDFs/Reports/Wildlife/01-1310-Corn-Ethanol-Wildlife.ashx
And it is summarized by NWF here:
www.nwf.org/News-and-Magazines/Media-Center/Reports/Archive/2010/~/media/PDFs/Wildlife/01-13-10-Corn-EthanolWildlife.ashx
IBA NEWS: CANADIAN WEBSITE LAUNCH
Co-partners Bird Studies Canada and Nature Canada have launched an informative new website for the Canadian Important Bird Areas (IBA) Program. The effort has also gained critical support from a number of regional organizations, including BC Nature, Federation of Alberta Naturalists, Nature Saskatchewan, and Nature Quebec, as well as hundreds of volunteers nationwide. TransCanada Corporation and the U.S. Neotropical Migratory Bird Conservation Act grant provided funding for the new website.
This new, fully bilingual website provides information, tools, and mapping features to help IBA partners and volunteers more effectively monitor birds and assess conditions at key bird conservation areas. These volunteers, part of the IBA Caretaker Network, are connected to individual IBAs, assigned a lead volunteer, and assisted by other citizen scientists and helpers.
There are nearly 600 Canadian IBAs, many of which are not legally or formally protected. To learn more or get involved, visit the new IBA Canada website at: www.ibacanada.ca
For additional information about worldwide IBA programs, and those across the U.S., check the National Audubon Society's Important Bird Area program web site at: www.audubon.org/bird/iba
BOOK NOTES: HUGE NATIONAL GEO
Do you cherish your National Geographic bird guide? Do you carry your old 3rd edition into the field while leaving your crisp, newer 5th edition at home? Do you relish the 5th edition's thumb-marks for fast access to family groups? Do you look for the new name-changes and "splits" with every National Geographic edition?
If you answered "Yes." to any one of these questions, you may be a certified National Geo fan, and a birder who might be interested in the ILLUSTRATED BIRDS OF NORTH AMERICA (Jon L. Dunn and Jonathan Alderfer, editors), a large, folio version of the 5th edition of the popular field guide. It was published late last year, and it is nothing short of delicious. At 9.5 inches x 12 inches, it has all the maps, text, and illustrations of the original field guide, only it is much larger. The illustrations, of course, are the real treat, especially because all are beautifully presented only on the right pages.
Our only quibble with the presentation of this wonderful book is that the book's 20 original artists who, understandably, had their names placed at the very end of the regular guide, also received the same treatment in this large format version. Given the size of the book and the prominence of the artists' work, it is unfortunate that these talented individuals couldn't receive conspicuous acknowledgment for their accomplishments on the pages where their artwork appears.
TIP OF THE MONTH: RADIO USE WHILE BIRDING
Cell phones are great, but they have three drawbacks for active birders: 1) under most circumstances they are limited to two-way conversations, 2) some prime birding locations may have poor cell-coverage, and 3) their use is dangerous while driving.
On the last point, at least six states (i.e., California, Connecticut, New Jersey, New York, Oregon and Washington) and the District of Columbia prohibit drivers from talking on handheld cell phones while driving. In Canada, it is illegal to use a handheld cell phone while driving in Newfoundland and Labrador, Nova Scotia, and Quebec. Other states and provinces are also considering similar legislation. (Texting while driving is another, but related, issue.)
Alternatively, the use of popular FRS/GMRS radios, either for birding caravans or at locations where there is much field activity, can be very useful. All it takes is two or more inexpensive radios and a common channel and local birders can be off and running.
In Minnesota, for example, many birders with these handy FRS/GMRS radios use channel 6 with sub-code 6, thus allowing both FRS and GMRS users to communicate. In Iowa, the statewide birding recommendation is channel 5 with sub-code 0 as the first choice, only using channel 6 with sub-code 0 as a backup. The American Birding Association (ABA) suggested the use of FRS channel 11 and sub-code 22 a number of years ago, but that initial suggestion predates the popular spread of GMRS frequencies.
For your consideration (in order of preference) we suggest that birders use radio channels/sub-codes: 6/0, 6/6, 5/0, and 11/22.
You can find an informative Minnesota birding page by Bob Ekblad packed with radio information here:
www.birding-minnesota.com/Radio.htm
HAITI: AFTER THE EARTHQUAKE
Our sympathy and concern go out to the survivors of last month's devastating earthquake in Haiti. There will need to be both immediate and ongoing disaster recovery, along with long-term rebuilding work in this beleaguered country.
If you haven't already done so, we encourage you to consider giving to an organization that is currently doing serious recovery work in Haiti. There are many groups working on addressing key relief issues such as providing food and clean water, medical care, and shelter for families.
There are also bird-related and natural resource field projects that will need massive future support. When the time is right and our bird education and bird conservation colleagues in Haiti are able to resume something that resembles normal life, there will be many appropriate ways to help them. These will include replacing lost field equipment and lab supplies, collecting and distributing educational and research materials, and various other ways to help Haitians rebuild a foundation that will revive bird education and conservation in Haiti.
Not surprisingly there are projects already being discussed among members of the bird conservation community who have been previously engaged in conservation and education initiatives in Haiti. Let us hope we can all cooperate to help put an effective plan in place that will help our counterparts in Haiti. We intend to provide more information in the future about how you can help to restore important Haitian bird conservation and education programs when the time comes.
- - - - - - - - -
You can access past E-bulletins on the National Wildlife Refuge Association (NWRA) website: www.refugeassociation.org/birding/birding5.html
If you wish to distribute all or parts of any of the monthly Birding Community E-bulletins, we simply request that you mention the source of any material used. (Include a URL for the E-bulletin archives, if possible.)
If you have any friends or co-workers who want to get onto the monthly E-bulletin mailing list, have them contact either:
Wayne R. Petersen, Director Massachusetts Important Bird Areas (IBA) Program Mass Audubon 718/259-2178 [email protected] or
Paul J. Baicich 410/992-9736 [email protected]
We never lend or sell our E-bulletin recipient list.
HOME | SITE MAP | CONTACT US | JOIN | PRIVACY POLICY
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A Whiff of the Past
Most of us have experienced it at some point in our lives: A memory flashes bright, sparked by a particular odor—freshly cut grass, a baking pie, or, perhaps, a certain perfume. The connection often is emotionally strong. But why? What ties a smell so firmly to a memory?
Odor and memory are inextricably linked for several reasons, says Sandeep Robert Datta, MD, PhD, an assistant professor of neurobiology at Harvard Medical School. Datta, who studies olfaction (the sense of smell) in mammals and the relationship between odors and instinctual behavior, says one reason for this link may be the close physical proximity in the brain of the region that processes odors from the outside world and the regions responsible for memory formation. They are near neural neighbors.
"Visual information that travels to the parts of the brain involved in memory or emotion must go through a lot of connections," Datta says. "For smell, the number of connections is small—perhaps as few as two—so there's very little processing needed."
"Smell was the first sense to evolve," he adds. "The brains of non-human animals are basically machines designed to process smell. For millions of years, animals have used this sense to determine food, friends, and what they should fear." The behavioral reactions that animals have to odors from their predators—fear, avoidance, and stress— are in fact primitive forms of human emotions, Datta notes.
Much of what we know about the human sense of smell comes from the work of former HMS neurobiologist Linda Buck, who is now at the Fred Hutchinson Cancer Research Center in Seattle. The identification of olfactory receptors, for which she shared the 2004 Nobel Prize in Physiology or Medicine with Richard Axel at Columbia University, provided important insights into the underlying mechanisms of our sense of smell.
The nose knows
The process for detecting a smell begins when our nostrils capture airborne molecules of vaporized odors and those molecules dissolve in the mucus at the roof of each nostril. Beneath this mucus lies the olfactory epithelium, a tissue layer studded with olfactory receptor neurons that are ready to capture the thousands of different chemical signatures defined in the dissolved molecules.
The receptor neurons transmit odor information along the olfactory nerve to the olfactory bulb located at the base of the brain. Inside the olfactory bulb are nerve cells that send odor messages forward along two routes: to the brain's limbic system and to its cortex. Odor messages to the limbic region largely target the amygdala, which is involved in the formation of memories of emotional experiences, while messages to the cortex involve the entorhinal cortex, which plays an important role in autobiographical and episodic memory, and the piriform cortex, a key player in identifying odors and mediating complex emotional behavior.
Certain odors trigger stronger neurologic—and behavioral—responses in the brain than others. A sour smell from milk, for example, signals that it's unsafe for drinking, while an astringent musk warns that a skunk lurks nearby.
Emotional bind
The rush of memories that smell can elicit is called "Proustian memory," after the twentieth century French novelist Marcel Proust, who famously described the phenomenon in the opening of his novel, Swann's Way.
Although the brain's dorsolateral prefrontal cortex stores most memories, we retrieve memories using the right prefrontal cortex, a region located near the olfactory processing center. These two right-hemisphere centers are proximal to the continued on page 7
on the brain
Sight Unseen
The sc i e nti st s we re astonished by what they were witnessing. A blind man, unaided by cane or companion, was making his way down a hallway strewn with furniture and was effortlessly maneuvering his way around each obstacle.
This dramatic demonstration of "blindsight" took place during an experiment conducted by an international team of neuroscientists that included Beatrice de Gelder, PhD, an instructor in radiology at Harvard Medical School and a cognitive neuroscientist at Tilburg University in the Netherlands.
" Blindsight results from sensory messages that move directly from the retina to a subcortical region of the brain, rather than traveling through the primary visual cortex."
damaged, but the eyes and the optic nerve remain intact and are still capable of gathering and sending sensory information to unaffected parts of the visual system.
Previous research has reported this curious phenomenon in people with damage to one of the brain's two visual areas—there is a visual processing area in each of the brain's hemispheres. The damage left them blind on only one side of their visual field. But de Gelder's study is the first to show blindsight in a person whose bilateral centers for visual processing had been completely destroyed, in this case by a stroke.
"Our findings are significant," she says, "for they tell us that this visually based behavior has to be implemented by some other visual structure."
Subconscious sight
Blindsight, which is the capacity to sense movement, location of objects, and even emotions on other people's faces in the absence of the more usual neural pathways, results from sensory messages that move directly from the retina to a subcortical region of the brain, rather than traveling through the primary visual cortex. Relying on a so-called subconscious visual pathway, blindsight is thought to kick in when the visual cortex or other key areas of the brain involved in vision are
In humans, visual processing usually follows what is considered to be a conscious pathway that takes information gathered by cells in the retina and sends it to the primary visual cortex. But in addition to sending information to the visual cortex, the retina also projects information into subcortical regions of the brain that include the superior colliculus, which processes eye movements and performs other vision-related functions. De Gelder and colleagues, testing whether blindsight works because it exploits the information from this secondary pathway, have shown that the superior colliculus is indeed essential for translating visual signals that cannot be consciously perceived.
on the brain
In 2010, de Gelder described these findings in Scientific American, writing that ". . . the superior colliculus acts in the human brain as an interface between sensory processing (sight) and motor processing (leading to the patient's action), thereby contributing to visually guided behavior in a way that is apparently separate from pathways involving the cortex and entirely outside conscious visual experience."
Using blindsight, a person can identify simple shapes, the orientation of lines, movement, and color. The phenomenon is strongest when visual details are about the size of a quarter and are viewed at distances of 5 to 15 feet.
Researchers have also found that people with emotional blindsight can recognize facial expressions and other gestures or non-verbal signals in those they encounter. Using advanced imaging techniques such as diffusion tensor imaging, researchers have traced the neural pathways of the visual signals that produce this type of blindsight
A Whiff of the Past continued from page 5
amygdala–hippocampal complex. If location does influence association, the nearness of the centers for odor processing, memory storage, and memory recall may help explain the strong link between a smell and a memory.
Several studies have shown that our most vivid autobiographical memories tend to be of emotional events. Unlike more neutral memories, autobiographical memories tend to be recalled frequently and with great clarity and detail. This sort of memory retention has been preserved through human evolution, helping us link smells to situations that could threaten our survival. Over time, protective patterns of behavior were reinforced through life-and-death situations, eventually becoming genetically embedded in the amygdala. The well-known fight-or-flight response is the result of eons of learning how best to survive.
Datta says it's almost certain that humans and other animals can form deeply embedded memories from just about any smell. Researchers studying the fruit fly, for example, are unable to alter its innate repulsion for carbon dioxide, he and have identified small collections of neurons that connect the superior colliculus to the amygdala, the brain's emotional headquarters.
De Gelder and others have found that people with what is called emotional blindsight can reliably determine facial expressions, such as a smile or a frown, but that they can't identify such characteristics as identity or gender. Their findings suggest that the subcortical regions of the visual system can recognize not only objects but social signals as well.
De Gelder says her research may one day help blind people and those with certain brain injuries become more independent, and she adds that training may also help people who have lost their sight because of an injury or illness that has damaged the vision-processing regions of the cortex. Learning to use this secondary system may provide these people with the skills they need to tap their subconscious visual pathways—and to better see their world.
says, regardless of the rewards they provide the flies. Such a finding suggests that you can't "learn" to change your behavioral response to particular smells. "That said," adds Datta, "there are many innately aversive odors, including predatory odors, that you can train an animal to consider attractive."
Context is key
The strength of an odor-linked memory quite possibly depends more on the context than the smell itself, says Datta. "Certain smells evoke your grandmother's kitchen," he says, "because your grandmother's kitchen is such a strong contextual cue."
It's a good thing that context plays a role or we would be deluged with smell-triggered memories. The ambient air is chock full of small odor molecules, but because the context in which we identify and process these odors is often unimportant, we don't notice these smells acutely— and we don't remember them. We instead link smells with experiences that count, and, in savoring those memories, survive.
on the brain
on the brain
correspondence/circulation t h e h a r v a r d m a h o n e y n e u r o s c i e n c e i n s t i t u t e l e t t e r
Harvard Medical School Gordon Hall 25 Shattuck Street, Room 001 Boston, MA 02115
For additional copies of this newsletter or to update a name or address in the On The Brain mailing list, please contact Ann Marie Menting at 617-432-7764 or by email at [email protected] nonprofit org. US Postage Paid Boston, MA Permit No. 53825
HARVARD MAHONEY NEUROSCIENCE INSTITUTE
Council Members: Hildegarde E. Mahoney, Chairman Steven E. Hyman, MD Caroline Kennedy Schlossberg Ann McLaughlin Korologos Joseph B. Martin, MD, PhD Edward F. Rover
ON THE BRAIN
On The Brain is published three times a year through the Office of Communications and External Relations at Harvard Medical School, Gina Vild, Associate Dean and Chief Communications Officer.
Editor: Ann Marie Menting
Editorial Director: Karin Kiewra
Freelance Writer: Scott Edwards
Design: Gilbert Design Associates, Inc.
In collaboration with: Michael E. Greenberg, Nathan Pusey Professor of Neurobiology and Chair, Department of Neurobiology
Harvard Mahoney Neuroscience Institute Harvard Medical School 107 Avenue Louis Pasteur Suite 111 Boston, MA 02115
www.hms.harvard.edu/hmni [email protected]
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CC-MAIN-2017-13
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http://clbb.mgh.harvard.edu/wp-content/uploads/Fall-2011-On-The-Brain.pdf
|
2017-03-27T10:42:41Z
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Texas Department of Public Safety
Tropical Weather Awareness
Informational Products Distributed by the State Operations Center
Weather Forecast
Lows
Weather Forecast
Wind Speeds
Gusts
Hazardous Weather
Hazardous Weather
It will be hot today with thunderstorms confined to the Davis Mountains and Big Bend.
Weather Warning/Advisories Issued
09/18/16
09/18/16
09/18/16
Fire Danger Forecast
Burn Bans and KBDI INDEX
Fire Activity (*Last 24 Hours)
Reports 532 (no change) fires and 111,440 (no change) acres destroyed this year. There are 56 (no change) counties with burn bans. The Keetch-Byram Drought Index list 113 (+6) counties with an average over 400.
Training
| | TITLE | COURSE |
|---|---|---|
| 10/25/16 | Community Emergency Response Team (CERT) Course | G-317 |
| 09/29/16 | Ham Radio General License Class | HAM-G |
| 09/19/16 | Intermediate Incident Command System for Expanding Incidents | G-300 |
|
<urn:uuid:9ac64d34-0d49-48cd-ad63-f6202620fb15>
|
CC-MAIN-2017-13
|
https://www.dps.texas.gov/dem/sitrep/GetFile.aspx?id=1919
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2017-03-27T10:43:20Z
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2016-2017
JCC Rockland Basketball FINAL Game Rules:
Kindergarten, 1 st Boys and Girls
and 2nd Grade Boys
1. The Home team is listed second on the schedule and wears white, and is responsible for game set up, clean up, time clock, scorebook, and game ball.
2. The game will begin with the visiting team's possession. The alternative possession rule will occur following the visiting team's possession.
3. The basket height will be eight feet for kindergarten, nine feet for 1 st and 2 nd grade..
4. The basketball will be youth size.
5. The clock will run continuously except for a team timeout.
6. All games will be six, 5-minute periods and timed by one of the bench coaches or designated adult timer. There is no overtime.
7. Each team has four timeouts/game, each one-minute in duration.
8. There is no double-teaming except for inadvertent double teaming as a player drives to the basket.
9. No stealing the ball off the dribble, only off of the pass. Defenders may not attempt to swat or grab the ball from an offensive player who is in control of the ball.
10. Defending an opponent can only occur within the defensive three point area.
11. There is no three-second violation.
12. Ten seconds of standing still, holding the ball is a turnover.
13. Traveling violations will be tolerated, with the exception of running with the ball. "Ref" should instruct the player to dribble.
14. No team fouls or personal fouls are kept. However, if a player is consistently aggressive, this should be addressed by the coach. No foul shots are taken.
15. Man-to-man defense, no Zone. No defender should have their arms around a player when guarding them so they're unable to move.
16. A maximum of two coaches from the same team will be allowed on the team sideline during the game. One timekeeper may also be on the sideline.
17. All out of bounds calls will be made.
18. No scoring is kept during the game and coaches must not discuss who wins or loses. Therefore, no team wins or loses.
19. Each team should start with a minimum of five players available. However, if one team only has four players available, then each team should start the game with four versus four. If a fifth player arrives for both teams, then it will be five vs. five. No game can be played with only 3 players available on a team.
20. It is mandatory that all of the children play about the same amount of time during the game (unless injury or problem has occurred).
21. If a player is injured and a coach or assistant comes onto the court to help... the player MAY stay in the game without requiring him to come off the court until the next allowable substitution.
22. If a player is injured and removed from the game, that period counts in full, toward their minimum play time requirement.
23. After the game, both teams and coaches will line up and shake hands. SPORTSMANSHIP throughout the season is the only way to play!
24. Coaches may not cancel games without approval from the league.
* ALL PLAYERS MUST REMAIN ON THE SIDELINE DURING THE GAME (EXCEPT FOR EMERGENCIES AND THE BATHROOM)
* ABSOLUTELY NO FOOD IS TO BE BROUGHT INTO THE GYM
* ALL T-SHIRTS WORN UNDER A UNIFORM MUST BE ABOUT THE "SAME" COLOR AS THE UNIFORM
* NO JEWELRY OR HARD HAIR ORNAMENTS MAY BE WORN DURING THE GAME
25. Coaches must arrive to their game 15 minutes prior to the start time. If there is continued lateness you are subject to removal from the league.
26. Coaches must wear their provided coach's shirts to each game.
27. If a coach or player is ejected from a game (no matter what the reason) they are automatically suspended for the following game. Depending on the severity of the ejection they will be subject to further suspension. The Basketball Committee will meet to discuss if further action is necessary.
28. Only two coaches are allowed on the sideline.
Coaches are expected to conduct themselves in an appropriate manner towards, parents, officials, players, other coaches, volunteers and representatives of JCC Rockland. Coaches are expected to exercise good sportsmanship at all times and must adhere to the game rules and the policies set forth by the league. JCC Rockland reserves the right to suspend or remove a coach for any action that they deem to be improper or unsuitable for the JCC Rockland Youth Winter Basketball League. This includes situations that take place before, during and after a practice or a game. Coaches do not necessarily have to be ejected from a game to suffer suspension or removal.
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2017-03-27T10:42:59Z
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RoboCupJunior Singapore 2010 Super Team DANCE PERFORMANCE
Team Name: _______________________________
Country: _______________________
Co-operation among teams:
give points on the evidence of co-operation
As shown in performance and in presentation.
(e.g. co-operation in human and robots dance, in props and
scenery, etc.)
/14
TOTAL
/14
Presentation:
The presentation prepared by the SuperTeam…
TOTALS
Involved description about each team in the Super Team
(e.g. students background, information of the countries, cities, families, schools, etc. of team members)
/4
Showed enough information on the common performance theme
(e.g. what the performance is about, how did they choose this specific theme? Did the have disagreements?)
/4
Presented difficulties they succeeded to overcome
(e.g. speaking languages barriers, different software languages, different cultures, etc.)
/4
TOTAL
/12
Artistic Design and props:
The appearance of the robot involved…
Artistic use of existing robot(s) was relevant or enriched the performance.
(Note: reward handmade more heavily than commercial, modelling materials may be used as part of design)
/3
Props, eg. multiple robots, lights/moving parts/sound or light effects from original performances
are effectively used.
/4
Props and/or props from original performances are creatively used and completed robot(s)
performance.
(Does human interaction ADD to robot's performance or DISTRACT from it?)
/3
TOTAL
/10
Choreography and use of stage:
The dance performed by the robot(s)…
Included movements and sequencesin timewith the rhythm /beat/change of the music (or
complemented the music).
(robot's movements random = 0, some match to rhythm = 1-2, some parts sharply in time
with music rhythm = 3-4, robots are responsive to change of music and sharply in time with music rhythm = 5-6)
/5
Included more difficult movements/sequences: students took risks.
(basic and repetitive movement = 0, going close to boundary, risking balance, co-ordination between multiple robots, sequencing
robot movement to an event, etc all +1)
/6
Made use of the dance space creatively to provide interest.
(staying in 1 location = 0, moving about large area on the floorORfilling floor area with props =1-2, creatively used space with
robot movement =3-4)
/4
TOTAL
/15
Entertainment Value:
The presentation and performance…
Creatively and innovatively used original performances to create a new performance
(eg.exciting, entertaining, enthralling, humorous, appealing, etc.)
/6
Was varied and non repetitive, used original and/or unusual movements, held interest
/4
Presentation was appealing, creative and innovative
(an overall theme and atmosphere was created; exciting,
entertaining, enthralling, humorous, etc.)
/4
TOTAL
/14
Reliability:
The design and construction of the robot(s) results in…
Robot(s), costumes and decorations were stable and reliable throughout the performance.
/4
Movements were smooth and controlled.
/3
Set-up and performance was within the allotted time
(7 mins max: dance > 1 min, < 2 mins,)
including
restarts
(Reduce score by 1 for every 10 sec over 7 min overallORunder 1 min or over 2 min for performance. Stop
performance if score gets here to zero.
/3
Was performed without restarts (excluding music miscues or factors outside control of team)
Restart 1 (-1) / Restart 2 (-2) / no restart after 1 min (only 2 restarts allowed)
/2
Was performed without need for human intervention
(-1 for each unplanned human contact)
/3
TOTAL
/15
Country: _______________________
Age Group (tick one) PRIMARY/SECONDARY
JUDGE Initials
TOTAL
SCORE /80
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CC-MAIN-2017-13
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|
2017-03-27T10:46:51Z
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Publication DASC-67P
Pasteurella spp.: A Practical Summary for Controlling Mastitis
Turner Swartz, Ph.D. Student, Dairy Science, Virginia Tech Christina S. Petersson-Wolfe, Dairy Specialist, Virginia Cooperative Extension
Pasteurella spp. are contagious pathogens that are seldom reported as a cause of bovine mastitis. Mastitis caused by Pasteurella spp. usually appears as a thick, creamy-yellow, viscous secretion, sometimes with a foul odor. Pasteurella spp. are Gram-negative and similar in structure to other coliform mastitis pathogens. Additionally, when grown on blood agar, Pasteurella spp. have been found to have irregular, rough colonies that produce a musty odor.
Information in this publication was summarized from the National Mastitis Council's Laboratory Handbook on Bovine Mastitis (Hogan et al. 1999).
Where are these organisms found?
Reservoirs of Pasteurella spp. are the upper respiratory tract of mammals and birds.
How does Pasteurella spp. spread to the mammary gland?
The spread of Pasteurella spp. is unknown, but most likely is cow to cow. Under suitable conditions, Pasteurella spp. has been found to spread from the respiratory tract of cows to the udder via the blood or lymph system.
How can you prevent and control mastitis caused by Pasteurella spp.?
When are Pasteurella spp. mastitis infections most likely to occur?
New infections can occur at any time during lactation. Cows with teat injuries are at a higher risk. Furthermore, if an infected cow is confirmed, other cows could be at risk.
How likely is Pasteurella spp. to be cured?
Cows infected with Pasteurella spp. typically do not respond well to antibiotic therapy. Furthermore, cows can become severely ill due to presence of endotoxins in blood, which can result in death.
Quick Notes
* Pasteurella spp. are contagious pathogens that are rarely seen in bovine mastitis.
* The spread of Pasteurella spp. is unknown but is suspected to be from cow to cow.
* Preventing teat injuries and removing infected cows are the main ways to prevent and control this pathogen.
* Pasteurella spp. do not respond well to antibiotic therapy and can cause endotoxemia, which can result in death; thus, prevention is key. is key.
Because Pasteurella spp. can grow in injuries, preventing teat injuries appears to be the best way to control this pathogen from causing mastitis. Due to its contagious behavior, if infection does occur, removing the infected cow from the herd is necessary to prevent the spread to other cows. Until an infected cow can be removed from the herd, the infected cow should be milked with a separate milking unit or segregated and milked last.
References
Hogan, J. S., R. N. Gonzalez, R. J. Harmon, S. C. Nickerson, S. P. Oliver, J. W. Pankey, and K. L. Smith. (1999). Laboratory Handbook on Bovine Mastitis. Madison, WI: National Mastitis Council.
VT/0316/DASC-67P
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2017-03-27T10:39:04Z
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What you need to know about the MB!
Scouts will operate in patrols. Patrols should be 4 to 8. Groups less than 8 will likely be combined with other smaller groups for labs. There are no formal MB prerequisites.
As with all MBs, Scouts should review the MB book ahead of time. Leaders are encouraged to consider a general review as part of a scout meeting (or two) prior to the event. See the requirements below.
Leaders should turn in Scout-completed Blue cards at check-in.
You'll find following each requirement below:
(b) If applicable, what scouts (and leaders) must know before the weekend and what they must bring with them (IN BOLDFACE);
(a) A brief summary of what will happen during DDD (UNDERLINED);
(c) If applicable, what activities scouts can do ahead of time to lighten their weekend load (IN ITALICS).
The Engineering Merit Badge Requirements
1. Select a manufactured item in your home (such as a toy or an appliance) and, under adult supervision and with the approval of your counselor, investigate how and why it works as it does. Find out what sort of engineering activities were needed to create it. Discuss with your counselor what you learned and how you got the information.
Under supervision from a DDD Instructor, scouts in patrols will dismantle a home appliance and discuss the engineering involved in its manufacture and its operation.
We are working with a northeastern Ohio appliance manufacturer who is attempting to provide us with an adequate supply of the same appliance, so that all scouts can work on the same appliance. If that manufacturer is unable to fulfill that request, each patrol will need to bring a used appliance to dismantle (check with your scouting parents and your local resale shops). If that is necessary, we will identify the type of appliance that must be brought. In either situation, patrols must bring a basic toolkit: check back for a list of required tools.
____________________________________________________________________________
2. Select an engineering achievement that has had a major impact on society. Using resources such as the Internet (with your parent's permission), books, and magazines, find out about the engineers who made this engineering feat possible, the special obstacles they had to overcome, and how this achievement has influenced the world today. Tell your counselor what you learned.
Scouts will watch the PBS American Experience Video on the making of the Hoover Dam. Scouts will then hike to Dover Dam, where DDD Instructors who are members of the Corp of Army Engineers will discuss the construction of both dams.
To lighten your Saturday load, troops may watch the DVD ahead of time. http://www.pbs.org/wgbh/americanexperience/films/hoover/player/ About an hour long - ideal for a scout meeting. It is available at most public libraries.
____________________________________________________________________________
3. Explain the work of six types of engineers. Pick two of the six and explain how their work is related.
4. Visit with an engineer (who may be your counselor or parent) and do the following:
a. Discuss the work this engineer does and the tools the engineer uses.
c. Find out how the engineer's work is done and how results are achieved.
b. Discuss with the engineer a current project and the engineer's particular role in it.
d. Ask to see the reports that the engineer writes concerning the project.
e. Discuss with your counselor what you learned about engineering from this visit.
DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday.
____________________________________________________________________________
5. b. Make an original design for a piece of patrol equipment. Use the systems engineering approach to help you decide how it should work and look. Draw plans for it. Show the plans to your counselor, explain why you designed it the way you did, and explain how you would make it.
Scouts will participate in a session where this requirement will be reviewed, and questions answered. On their own time, patrols will work on this requirement throughout the day. Scouts may approach any Instructor at the Dining Hall immediately prior to, or immediately after dinner, to show their plans and explain why they designed it the way they did, and explain how they would make it.
Patrols are encouraged (but not required) to work on this prior to the DDD weekend. Patrols may come to the event with their plan fully completed.
____________________________________________________________________________
6. a. Transforming motion. Using common material or a construction set, make a simple model that will demonstrate motion. Explain how the model uses basic mechanical concepts like levers and inclined planes to demonstrate motion. Describe an example where this mechanism is used in a real product.
Led by Carl H. Hager Jr., Ph.D., Tribology Specialist, of The Timken Company, patrols will construct a model to demonstrate motion.
____________________________________________________________________________
e. Converting energy. Do an experiment to show how mechanical, heat, chemical, solar, and/or electrical energy may be converted from one or more types of energy to another. Explain your results. Describe to your counselor what energy is and how energy is converted and used in your surroundings.
Lead by DDD instructors who are engineering students (and some who are Eagle scouts) patrol will make a Rube Goldbergesq device showing energy conversion.
Check back to see if scouts must bring anything for this requirement
____________________________________________________________________________
7. Explain what it means to be a registered Professional Engineer (PE). Name the types of engineering work for which registration is most important?
9. Find out about three career opportunities in engineering. Pick one and research the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
8. Study the Engineer's Code of Ethics. Explain how it is like the Scout Oath and Scout Law.
DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday.
|
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|
2017-03-27T10:40:40Z
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Sherida V. Morrison
Biography
Sherida V. Morrison is best described as a motivator, public speaker, and visionary for today's youth and young adults. She is a native of Chicago (South Side), where she serves as Founder and CEO of Demoiselle 2 Femme, NFP. Demoiselle 2 Femme (D2F), French for "Young Ladies to Women" is a 501-(c)-(3) not-for-profit organization with a rich history of providing community-based programs to girls on the far south side of Chicago as well as the south suburbs. The mission of D2F is to provide holistic services, education, instruction and training to assist adolescent females in a successful transition to womanhood. In fulfilling its mission, D2F has provided prevention and education programs to more than 3,000 girls ages 13-19 in the Chicagoland community for almost 20 years.
Under the leadership of Sherida Morrison, Demoiselle 2 Femme challenges girls to utilize critical thinking skills in operation of one of the greatest powers humans possess-the power of choice. The community-based model developed by D2F is an approach which encourages the avoidance of at-risk behaviors as a strategy for success while empowering girls with the hope of accomplishing their educational and professional goals through selfdiscipline, hard work, commitment and service to their community. D2F provides an array of prevention and education programs which address: HIV/AIDS, obesity, teen pregnancy, substance abuse and violence, as well as financial literacy, leadership development, college access, media literacy and STEM (Science Technology Engineering Mathematics) centered programming for girls. D2F is also the convening organization for the South Side Coalition on Urban Girls and Partnership for a Better Roseland. The success of D2F has been featured in the Chicago Tribune, Sun-Times, the Chicago Defender, the STAR Newspapers, N'DIGO and ABC 7 News. The vision of Demoiselle 2 Femme, NFP is to build the HOPE Center for Girls in the Roseland community of Chicago. This state of the art facility will provide social and cognitive development programs to girls ages 12-18 which inspire them to achieve personal, academic and social success. It will also house the first Institute for Research on Urban Girls in the country.
Sherida Morrison obtained a Bachelor of Arts degree in Communications from Southern University in Baton Rouge, Louisiana, and a Master of Arts degree in Sociology from DePaul University, Chicago, IL. Sherida enjoys working with youth and has facilitated workshop sessions and served as keynote speaker at churches, universities, community agencies, and at national conferences across the country. She served as Adjunct Faculty at Kennedy King College for seven years as a professor of Sociology. Sherida is the author of the 3-D P.R.I.D.E. (Power Respect Intelligence Desirable Endurance) curriculum, which is comprised of 40 sessions which uses holistic approaches to teach self-esteem and the voidance of atrisk behaviors to adolescent females. The curriculum is approved by the Illinois Department of Human Services and the U.S. Department of Health and Human Services and is currently being evaluated as an evidence-based approach to reduce teen pregnancy by Chapin Hall of the University of Chicago. She has served on federal grant review panels for the Office of Population Affairs, the Maternal Child and Health Bureau, and the Administration for Children and Families. Sherida currently sits on several community boards, and provides consulting services to state and federal entities through SheVash Consulting where she serves as President. Sherida has received numerous awards and commendations which include the "Community Treasure's Award" from the office of Dorothy Brown, Clerk of the Circuit Court of Cook County IL, "Women and Girls Inspiring Change Award" of Global Girls Inc., "Leading Ladies of Chicago Award", "Leadership Service Award" from the Christian Guild of Chicago, and "Woman of the Year Award" on behalf of Working on Wholeness Inc.
For more than 20 years, Sherida Morrison has dedicated her time and resources to teach a generation with a questionable identity-leadership, integrity, and service that will refute and eradicate all questions and doubts concerning their future. Sherida ultimately believes that "leadership by example" is critical to the personal, social and educational success of youth. She feels that "youth are the heartbeat of our community, and as adults we have the ability to either produce a healthy heart or contaminate the very blood it needs to survive!"
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|
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Mission Creek Sail Tours
Sailing Fundamentals
"Something about sailing a boat brings so many senses and sensations into play that it's very difficult to pinpoint what it is, specifically, that makes me like it so much: the sight of sails and sheets overhanging the water; the foam and spray flying as the bow cuts the water; the motion of the boat; the physical and mental ballet necessary to handle the boat correctly. A sailboat might just be the most beautiful, sensuous, and intelligent blend of man/machine/elements that exists in the world today. The relationship between the three is the most harmonious I have experienced so far.
Besides, you can have a beer while you do it."
Introduction
The stated purpose of the Mission Creek Sail Tours is to provide you a fun, memorable, enjoyable and most of all safe day on San Francisco Bay.
When you participate in an MCST sailing event, one of the most important goals is for you to have fun. That being said, there are also things you need to know about the boats you'll be sailing on and sailing in general. The following is not meant as any kind of instruction, it is just to give you an overview on what to expect and some basic knowledge so you can get the most out of your time on the water.
Before stepping into a sailboat and going for a sail there are some important things to know. A typical day of sailing involves: preparing and rigging the boat at the dock, leaving the dock, sailing on different points of sail, trimming the sails, tacking, jibing and finally landing back at the dock (hopefully with the same number of persons aboard you left with). Most of the previous tasks will be handled by your MCST Captain and Crew.
Safety First
In addition to having fun, safety is of primary importance. Your MCST Captain has years of practical experience and is a USCG licensed professional. It is extremely important that you follow his instructions. If, at any time, the skipper feels that there are problems, he may, and probably will, terminate the sail. Also, if you, as part of the crew, for any reason, feel uncomfortable or your safety compromised, you can, and should, request to be taken back to the dock.
During races, all skippers and crew are required to wear a PFD (personal floatation device) per YRA rules. During introductory sails, your skipper may ask you to wear a PFD. If you choose not to, you may, and probably will, be returned to the dock.
Your first sail
Stepping onto a sailboat can be tricky. Because of this it is important to do several things first. When getting onto a boat, make sure that both hands are free. Hand your gear to someone already on the boat or set it down inside the lifelines. When stepping onto the boat get on at the widest part, hold onto the shrouds and then step over the lifelines. Never, ever, jump into, or off of, a boat.
The position of the helmsman (the individual who steers the boat) and the crew (the individuals who do not steer) are important to sail safely and efficiently. The skipper usually stands or sits on the windward side (the side of the boat the wind hits first) and the crew may be asked to move to the high side as well when they're done with their assignments. This helps to balance the boat as much as possible in the water.
If you need to go forward while the boat is underway, move up the windward side of the boat, keep low (crawl if you have to) and always keep one hand on something solid (not the lifelines). Finish what you went forward to do quickly (and safely), then return to the cockpit as soon as possible.
Rules of the Road
* A sailboat will always give way to
o A disabled vessel or a vessel not under command
o Vessels restricted in their ability to maneuver
o A vessel restricted by draft
o A vessel engaged in fishing
* When one sailboat meets another
o A boat on a port tack shall give way to one on a starboard tack.
o If on the same tack, the windward boat shall give way to a leeward boat when on the same tack.
o A boat that is overtaking shall give way to a boat ahead, regardless to the type of vessels or tack.
o A boat coming about (tacking) or jibing shall give way to a boat on a steady heading. Thus, if your vessel is the stand-on vessel you are required not to turn or alter course. If the stand-on vessel does alter course it must be to avoid a collision. If your vessel is the give-way vessel you must turn away from the stand-on vessel to avoid a collision.
Basic Sailing Fundamentals
Sailboats move through the water by a combination of the force of the wind in the sails and the resistance of the keel in the water. Most of the time, depending on the "point of sail", the sails on a modern sailboat will also generate lift, much like an airplane wing, and help pull the boat forward.
The natural tendency of a sailboat is to heel, that is to lean away from the wind. In fact, that's what they're designed to do. When a sailboat heels, the waterline of the boat increases and that helps the boat go faster. Most sailboats today are designed for a heeling angle of about 20°.
Strong gusts of wind can push the boat over quite a bit and that can be intimidating, but not to worry; the keel, a big chunk of iron or lead, hanging from the bottom of the boat will keep the boat from capsizing.
Changing Directions: Turning the sailboat away from the wind is to fall off or bear away. Turning into the wind is to head up or harden up. As the sailboat falls off the sails should be eased or let out. As the sailboat heads up the sails need to be trimmed or moved toward midline. When one changes the point-of-sail it is advantageous to change the position of the mainsail before or during the maneuver, not after. For example, if one is going to change from a close reach to a broad reach, you should change the sail position before completing the turn or the wind will hit the sail at 90 degrees and may excessively heel the boat.
Changing Directions through the Wind: Sailing directly into the wind is impossible and sailing directly downwind is difficult and tricky. There are two basic maneuvers to change directions through the wind — Tacking (Coming About) and Jibing. We use one of these two maneuvers anytime the change in our course causes the wind to change from one side of the boat to the other. Both maneuvers will accomplish this objective. Tacking does so by taking the bow (the pointy end) through the wind. Jibing does so by taking the stern (the other end) through the wind. Which one you choose depends upon a number of factors. First is the direction you want to turn. Is it easier to turn to starboard (boat's right) or to port (boat's left) to steer to your new objective? If the closer turn takes the bow through the wind, it is generally better to tack. If it is closer to turn downwind and take the stern through the wind, then generally jibing is the desired maneuver. Other factors to consider are wind strength and proximity to obstructions such as shoals, wharfs or other boats. In stronger winds, jibing can be a more challenging maneuver, often intimidating less experienced sailors as well as subjecting the boat and its equipment to serious stress due to the rapid shift of the wind force from one side to another. If conditions warrant we'll probably do what we call a "Chicken Jibe" which is heading up and tacking around the long way.
Tacking: In this maneuver, the bow of the boat goes through the wind as one changes from a close-hauled point-of-sail on one tack (direction) to a close hauled point-of-sail on the other direction. Only the jib needs to be adjusted, the working sheet of the jib is changed and the new working sheet is placed on a winch. The mainsail is left alone and will by itself often assume the correct position.
Commands
* Skipper - Ready about!
* Crew - Ready!
* Skipper - Helm's Alee!
* Skipper - Trim to course!
Jibing: In this maneuver, the stern of the boat goes through the wind as one changes from a broad reach on one tack (direction) to a broad reach in the other tack (direction). Both the jib and mainsail will need adjusting. The mainsail is first centered, the turn made and the mainsail is then let out. Be sure the mainsheet is free to run! The jib's working sheet is changed and the new working sheet is placed on a winch.
Commands
* Skipper - Prepare to jibe!
* Crew - Ready!
* Skipper - Center the mainsail!
* Crew - Centered!
* Skipper - Jibe Ho!
* Skipper - Trim to course!
One may wish to divide a jibe into a series of steps. First, enter a deep broad reach. This is the point-of-sail just before the jib starts to flap as the mainsail blankets the jib's wind. Turn the boat directly downwind in a run and sail Wing-on-Wing. The jib and jib's working sheet can now be switched to the outer side of the boat and adjusted for the new point of sail. Next, center the mainsail and jibe the boat. Unlike coming-about, in a jibe the boat only needs to be turned a few degrees to allow the mainsail to switch to the other side. Once the mainsail swings to the other side, quickly ease its sheet and trim the main for the new tack.
Finally
It's been said a great day sailing is one that ends with the same number of people you left the dock with and they all have their limbs and appendages in roughly the same condition; and every MCST sail has been a great sail! We plan on keeping it that way.
We encourage everyone to provide feedback to our Staff so we can continue to improve our program.
Email: [email protected]
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Date of completion: 27 July 2006
BLOWING SUNSHINE #2: TRANSFORMING INCONVENIENT TRUTHS INTO CONVENIENT TRUTHS
John Cairns, Jr.
Department of Biological Sciences, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA
Often it does seem a pity that Noah and his party did not miss the boat.
Mark Twain
A comedian has a hard time making a living when Congress is in session.
Will Rogers
So many opportunities exist to "blow sunshine" these days, that I could not resist another try.
1. The inconvenient truth is that the US Congress is pushing new legislation that could, if passed, eliminate the ability of California and other US states to ban or strictly limit the use of pesticides and toxic industrial chemicals that can jeopardize human health (Coile 2006). The convenient truth is that it will make the United States more egalitarian – all citizens will share the same health risks. How much more democratic can it get?
2. The inconvenient truth is that Governor Ernie Fletcher, US State of Kentucky, uses a Lincoln town car, driven by a state trooper, to go to and from his government office across the street from his residence. The governor, a physician by training, has been urging his constituents to walk for their health (Associated Press 2006). In my home state of Virginia, and in West Virginia, the governors walk the short distance from residence to office daily. However, Governor Chris Gregoire (Washington), Governor Rick Perry (Texas), and Governor Harley Barbour (Mississippi) routinely ride to work from their homes next door. Security is the reason given for avoiding a walk across the street; however, walking across the street could give the non-walking governors some sense of the risks that American service people face in Iraq. The governors might even be given token hazardous duty pay for walking across the street, which would save taxpayers money, release the state trooper or other driver for other duties, and even make a tiny reduction in greenhouse gas emission. The convenient truth is that most citizens walk to their offices if they are near their residence.
3. The inconvenient truth is that "Deliberate obsolescence in all its forms – technological, psychological, or planned – is a uniquely American invention. Not only did we invent disposable products, ranging from diapers to cameras to contact lenses, but we invented the very concept of disposability itself" (Giles Slade, author of Made to Break as quoted by Grossman 2006). However, even proponents of planned obsolescence (i.e., throwing things away) are beginning to be concerned that humankind is running out of "away." Perhaps the era of the "throwing" culture is ending. The convenient truth is that people are beginning to realize this is not a sustainable lifestyle and are slowly moving toward a sustainable lifestyle.
4. Cigarette smokers rejoice! Smoking is not bad for human health (or at least not as bad as everyone states). For example, smoking need not damage fertility (Goodchild and Hodgson 2006). In fact, some World War II era movies depict every alluring female and virile male star smoking cigarettes. Since they were rarely married, too much fertility was doubtless a major concern. So, ignore those health nuts and light up, folks!
5. People living near proposed nuclear plants and wind farms in Britain will lose their rights to question the necessity of these developments or their own general safety (Henderson and Smith 2006). Get with it folks, democracy is just too indecisive and time consuming! Power to the people (nuclear power, that is)!
6. Theoretical physicist Stephen Hawking asked: "In a world that is in chaos politically, socially, and environmentally, how can the human race survive the next hundred years?" (Sample 2006). The inconvenient truth is (as Professor Hawking hinted in his seminar in Hong Kong recently) to leave Earth and occupy another planet. The convenient truth for the 30+ million other species with which humans share the planet is: "hey, we don't have to put up with these humans much longer; then we can get to work restoring our planet."
7. The 178-nation "Happy Planet Index" confirms that people can live long, happy lives without consuming large amounts of Earth's resources (BBC News 2006). The index, developed by the New Economics Foundation, is based on consumption levels, life expectancy, and happiness rather than national economic wealth measurements such as GDP. The inconvenient truth is that, among the world's largest economies, Germany is ranked 81 st , Japan 95 th , and the United States 150 th (out of 178). Despite many material possessions, the United States ranks low in the happiness index. The convenient truth is that one need not "shop until you drop," especially if material possessions do not ensure happiness but do impoverish future generations. The highest ranked country (Vanuatu) has far fewer material possessions than the United States.
8. The inconvenient truth is that "spin doctors" are altering the interpretation of scientific evidence that offends special interest groups. The "pocketbook nerve" is the most sensitive in the human body (my undergraduate advisor Professor Robert Enders of Swarthmore College used to say). These tactics are used to imply that a statement is absurd without actually stating that it is untrue. In the United States, many people use "spin" as a pejorative term, indicating a heavily biased viewpoint. All too often, the spin doctor's professional credentials do not accompany the statements. The credentials, if any, can easily be found, however, through any Internet search engine for scholars. People point out to me articles in magazines and newspapers that have contrary viewpoints to mine. My usual answer is to ask about the evidence for the contrary viewpoint and about the author's scientific credentials. Gullible humans may fall for spin, but the convenient truth is that is has no impact on natural laws.
9. The inconvenient truth is that the scenic Eiger Mountain in Switzerland is crumbling because the Grindelwald Glacier, which used to support the rockface, is melting (Swinford 2006, Bott 2006). The convenient truth is that the Swiss are flocking to the area while they can still view this disappearing national treasure – thus, boosting the local economy.
10. The inconvenient truth is that the world is experiencing a major demographic shift as populations of many countries age. In 2020, about one-third of Shanghai China's present 13.6 million will consist of people over the age of 59 – a profound demographic shift (French 2006). In China, this change will result in a shortage of cheap labor and emerging problems, such a health care, that are associated with a large group of elderly citizens. Most mammalian species do not have such
problems because starvation, disease, and predators eliminate any aging population. However, at age 83, this "solution" lacks appeal, even though the process is part of nature's laws, which humankind proclaims as part of the interdependent web of life. Another solution would be to cease using the cheap labor that results from exponential population growth for the purpose of making more "stuff" (material goods). With a 24% ecological overshoot, Earth cannot afford to have natural resources used at a rate far greater than the replacement rate. The convenient truth is that the time saved by not "shopping until you drop" can be used to watch sunsets and even talk to other people.
11. A major issue at stake in the United States and elsewhere is whether policy decisions should be based on evidence or on ideology (Editorial 2006). For example, National Aeronautics and Space Administration scientist James Hansen stated: "In my more than three decades in government, I have never seen anything approaching the degree to which information flow from scientists to the public has been screened and controlled as it is now" (Editorial 2006). The inconvenient truth is that governments and corporate funded "think tanks" are distorting scientific evidence and denigrating the scientists who published the evidence in peer-reviewed professional journals. The convenient truth is that scientists are speaking up about this tragic situation and, perhaps, the pubic will respond.
12. The inconvenient truth is that women outnumber men by a substantial margin in most US colleges and universities. The convenient truth is that, in a type of reverse affirmative action, small colleges and universities are establishing football teams to increase male enrollment, and the plan is working (Pennington 2006). Since this new gender divide will have females in laboratories and males on the football fields, the plan may also help stabilize the human population.
13. The inconvenient truth is that Britain's frogs and toads face the threat of extinction (Roberts 2006). What effect will this situation have on all the children's books produced in Britain? Mr. Toad – never heard of him. The convenient truth is that this extinction provides a dazzling array of opportunities for writers of children's books. Writers can use species with which today's children are acquainted – Mrs. Cockroach, Mr. Housefly, Childe Ant, etc.
14. The inconvenient truth is that scientists testing the deep geologic disposal of the greenhouse gas carbon dioxide find that, although it seems to be staying where it is put, it is chewing up minerals (Kerr 2006). However, carbon dioxide might possibly reach an overlying aquifer. The possible convenient truth would be carbonated well water.
Acknowledgments. I am indebted to Darla Donald for typing the handwritten draft and for expertise editorial assistance.
LITERATURE CITED
Associated Press. 2006. Kentucky governor takes time to cross the street. MSNBC News 28 June http://www.msnbc.msn.com/id/13597660.
BBC News. 2006. Happiness doesn't cost the Earth. BBC News 12 July http://www.news.bbc.co.uk/1/hi/5169448.stm.
Bott, M. 2006. Swiss tourists flock to watch Eiger mountain crumble. The Independent 14 July http://www.news.independent.co.uk/europe/article1174345.ece.
Coile, A. House eyes national toxics law. SF Gate 13 July http://www.sfgate.com/cgibin/article.cgi?file=/c/a/2006/07/13/MNG20JU7DK1.DTL.
Editorial. 2006. Don't ask, don't ask. Boston Globe 22 June http://www.boston.com/news/globe/editorial_opinion/editorials/articles/2006/06/22/dont_ask_ dont_ask?
French, H. W. 2006. As China ages, a shortage of cheap labor. New York Times 30 June Late editionfinal, Section A, p. 1, col. 2.
Goodchild, S. and M. Hodgson. 2006. Tobacco industry: smoking isn't bad for your health. The Independent 12 July http://www.news.independent.co.uk/world/americas/article1090210.ece.
Grossman, E. 2006. Them's the breaks. Grist Magazine 29 June http://www.grist.org/advice/books/2006/06/29/grossman/index.html.
Hendersen, M. and L. Smith. 2006. Britain to enter a new nuclear age, whether you like it or not. Times Online 12 July http://www.timesonline.co.uk/printFriendly/0,,1-2-226158-2,00.html.
Kerr, R. A. 2006. A possible snag in burying CO2. Science 28 June http://www.sciencenow.sciencemag.org/cgi/content/full/2006/628/3.
Pennington, B. 2006. Small colleges, short of men, embrace football. New York Times 10 July Late edition-final, Section A, p. 1, col. 2.
Roberts, G. 2006. Britain's frogs and toad face threat of extinction. The Independent 7 July http://www.news.independent.co.uk/environment/article1164564.ece.
Sample, I. 2006. Hawking turns to Yahoo for answers to his big question. Guardian Unlimited 8 July http://www.guardian.co.uk/science/story/0,,1815754,00.html.
Swinford, S. 2006. Climate change brings Eiger to Earth. Times Online 9 July http://www.timesonline.co.uk/article/0,,2087-2262238,00.html.
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Creationists vs. Geologists and Evolutionists
A naturalist's thoughts about science and religion Based on a talk presented by Ben Gadd at The Grand Prairie College Festival of Science, October 2005
In March of 2003 I received a disturbing e-mail.
Hello Mr. Gadd,
My name is [withheld] and I am currently taking a high school philosophy class. My art teacher referred your name to me so I could ask you some questions. Over the past week our philosophy teacher has been talking about evolution, and some ideas of why it is wrong. (He truly believes it is wrong.) There are of course some holes in the theory of evolution, but not enough to toss it out the window.
He has also made the claim that the Earth is only 5000 years old. Today we talked about Mt. St. Helen's and when it exploded. He brought up some very interesting points on some very interesting topics. Mr. [withheld] told us today that the Grand Canyon was formed over a couple of days, and that dragons (the ones from our fairy tale books) do exist. Could you please help me defend science and make good points? Here are some of the questions that arose today in our classroom:
1. How was the Grand Canyon formed? (and is it fact of how it was formed?)
2. Is there a possibility of it forming any other way?
3. How are coal layers/oil pits formed?
4. How long do they take to make?
5. Could dragons ever exist? (the ones from books, not lizards of today)
6. Could dinosaurs ever co-exist with human beings?
7. How old is the Earth?
8. How is it proved how old the Earth is? (not using radio-metric dating or layers of the Earth)
9. How long does it take mountains to form?
We have discussed all of these questions in our classroom and our teacher believes that he is right without a doubt. He does not want to discuss things that he does not know about (how oil is formed and how long that takes) so our class is having a hard time trying to convince him otherwise. If you could please email me back with some answers or explanations you would be of great help!
Uh oh. The topics were familiar, seen often in literature issued by proponents of Christian creationism. I'm a naturalist with a degree in Earth science and a special interest in geology, so I'm always speaking to the public about geological time and the results of evolution, which means that I'm always having to deal with questions like these. I responded to the student right away, providing the answers that science has discovered.
Ensuing e-mails brought more questions, and soon I was invited to speak to the class. The course was being offered in a public high school in a nearby town. It was being taught as an elective by a shop teacher who was, indeed, a creationist. I spoke with him over the phone. He was friendly. Yes, he agreed that he was pushing the envelope on this. I could have gone to the school board about it. But he did have a genuine interest in
philosophy—his course outline included the ancient Greeks and so on—and he was teaching the subject on his own time.
I decided to keep an open mind. Perhaps the course was a good thing. Perhaps high-school students should be exposed to the issues surrounding the argument between scientists and creationists.
The teacher told me further that he wasn't really interested in debating me. Nor was I interested in possibly making him look bad in front of his students. (I'm a teacher myself and know how that feels.) He was happy to have me attend as someone knowledgeable about geology who could speak to whatever was on the students' minds.
I did attend, driving two hours through blowing snow to get there. The class was packed, because the teacher had invited students from the previous year to sit in. A student asked me if it was okay to videotape the proceedings. Sure.
The teacher invited me to speak first, so I began by reading some passages from a handout I had written just for this class, to show where I was coming from. One of the paragraphs posed a question:
Suppose we are listening in on a debate between two brilliant people. One is a Christian creationist, the other a biologist who studies evolution. Each is trying to show that the opposing ideas are wrong. The arguments go round and round. Who will win? Who is right? Which philosophy do you support, that of religion or that of science?
"Let's actually vote, just for fun," I said. "How many of you would side with science's view of geology and evolution over the religious view?"
Surprise: nearly everyone was pro-science! Yet this high school served a rural area that was home to many fundamentalist Christians.
"Okay, now how many of you would side with the religious view?"
Only one student put up her hand. She sighed and looked resigned. I guess the teacher had not been very persuasive in trying to convince the students that Genesis was literally true.
I asked for questions. Here was the first one: "Mr. Gadd, how do geologists know how old rock is? I mean, how do they really know?"
I explained that the work of Albert Einstein was essential for this. The students were impressed. Einstein!
Indeed, we can thank Einstein for reliable rock dating. His special theory of relativity gave us the mathematics for computing accurately the half-lives of radioactive elements. Any rock that was once molten contains radioactive elements, and those elements—isotopes, properly speaking—become part of various minerals when the rock solidifies. Then, through radioactive decay, the isotopes gradually change. By determining the proportion of an original isotope to one resulting from radioactive decay, you can work out the time that has elapsed since the rock solidified.
Creationists are always attacking radiometric dating. And most people do not understand how fossils can be used to assign ages to sedimentary rocks, which have never been molten. So that was the next question: "What about fossils? How can you tell how old a fossil is?"
I drew on the board, showing a layer of shale. Imbedded in the shale was a fossil snail. I told the students to think of this snail as an index fossil: a species that is easily identified and found in many places around the world. Further, to be a good index fossil it had to be a species that wasn't around for very long, maybe for only a few million years. The students laughed. Only a few million years? I laughed, too. "Geologists have this distorted sense of time …"
I turned back to the drawing and added a layer of lava below the shale. "Since the lava was deposited before the shale, the snail can't be any older than the lava. Not any older than 20 million years. We don't know how old the snail is. It could be a lot younger than 20 million years. But it can't be any older, right?"
The students nodded. So did the teacher.
Then I drew another layer of lava, this one above a layer of limestone. And in the limestone I drew the same species of snail. "In this case the limestone was deposited first, then the lava flowed out on top of it. Let's say the lava was dated to be 15 million years old. That means the snail can't be any younger than 15 million years. We are tempted to think that this species of snail existed only between 15 and 20 million years ago, but just to be sure, we look at lots of situations like this, using the same species of snail, and we never find an example that shows the snail to be older than 20 million years or younger than 15 million years. So we conclude that any rock containing this particular snail, anywhere in the world, is between 15 million years old and 20 million years old. By using the snail, we can date the rock."
The students got it. One of them thumped the desk. "Right on!"
And so it went. I answered other questions about how geologists once tried to deduce the age of the Earth from the saltiness of the sea (they were way off), how mountains are made, how plate tectonics works, how evolution works—and then the class was over. The teacher, who had spoken very little the whole time, thanked me. So did some of the students as they picked up copies of my handout. One of them said, "You really know your stuff, Mr. Gadd."
That was gratifying, but what struck me more was that I had learned this 'stuff' forty years ago in Geology 101 and Biology 101, yet it was still being taught today. Forty years is a long time in science. Basic concepts of geology and biology have been holding up well.
I walked down the hall with the creationist.
"So what do you think?" I asked him. "Was this worthwhile?"
"Well, you certainly had the answers they were looking for," he replied. He looked down.
"But how about you? Did this clear up anything for you?"
"No, I take my instruction from the Bible. I just wish I could do more. Kids are so mixed up today. All this drug stuff. Crime. Girls getting pregnant at 14."
"That concerns me, too."
We had reached the door. We shook hands. As I drove home (the snow had turned to rain), I thought about the long-running conflict between science and religion. Soon after arriving I turned my student handout into an essay. Here is the most recent version.
cience versus religion? This is a matter of fact versus belief. Beliefs that are incorrect should yield to scientific rigor, and most do, but not religious beliefs. Religious beliefs sustain themselves despite the lack of evidence for them. They are cultural, not logical. They don't have to be true. They just have to be shared among likeminded people. If your mom and dad brought you up to believe in God, and most of those around you believe in God, then you're going to find it difficult to disbelieve. S
To my way of thinking, here are some of the more important differences between science and religion.
1. Science is about understanding the natural world. You gain information about it firsthand, or by referring to the work of others who have that first-hand experience. You use your eyes and ears and brain. You extend the reach of your senses by using equipment— laboratories, microscopes, telescopes, computers, space probes. You apply logic and mathematics. You believe that, through reason and effort, you can figure out how the natural world works. This is an article of faith among scientists.
In science, knowledge comes from gathering evidence and testing ideas. Something about the natural world catches your interest. For example, you see an insect walking across the snow in February. This puzzles you. How can it live at temperatures below freezing? You identify the bug—it's a type of crane fly, scientific name Chionea— and you check out the scientific literature about it, looking for an explanation. You can't find one. So you formulate an idea of your own: perhaps Chionea crane flies have some kind of antifreeze in them. You capture a few specimens and take them to a laboratory that can identify the various compounds in their bodies. The lab does the analysis and reports the results to you: the bugs contain unusually large amounts of glycerol, which is a natural form of antifreeze. You were right!
This is how science works. Ask a question, formulate a possible answer (the "hypothesis") and test it by gathering evidence. In science, things divine are not required. In fact, they are not acceptable.
2. Religion is also partly about the natural world, but it is about much more than that. In many religions the natural world is explained through accounts of the creation of the Earth and how the animals, plants and people on it came to be. Then religion goes further. It deals with the supernatural, meaning things that lie outside our senses and beyond our understanding. Religion offers knowledge of gods, ghosts and demons.
Religion takes on difficult philosophical problems and provides answers. It tells us what is good and what is evil, how we should live our lives and how we should interact with others. It tells us what happens after we die. Divine intervention in the natural world is assumed, even desired. Most religions show us ways in which we can influence events, and some predict the future.
3. Rather than using evidence, religious knowledge is typically revealed from divine sources and handed down from one generation to the next, often in the form of sacred books. Reading these books critically is unnecessary and not encouraged. One need only believe and act accordingly.
In most Judeo-Christian religions the pressure to believe is strong. Same with Islam. In some religions one can be punished in various ways for not believing. In the Judeo-Christian tradition one can be punished after death, in hell. For believers who live righteous lives, heaven awaits.
4. Religious beliefs resist change. Religions pride themselves on how old their beliefs are and how long they have endured without significant alteration. Religious change is typically a painful process for those involved. For example, the Catholic Reformation of Europe sparked wars, caused countless deaths and brought on the horrors of the Inquisition. Religious intolerance has had a lot to do with the settlement of North America by people wanting to escape persecution.
5. Science, on the other hand, welcomes change. (Some individual scientists do not. I have heard it said that "science advances when old professors retire.") Scientific understanding improves as more knowledge is acquired, better tools are brought to bear and different minds do the analysis. Science is self-correcting. As time goes by, ideas that are shown to be wrong are replaced with newer, better ones.
In my career I have had the pleasure of working with scientists. On occasion I have done a little science myself, learning a few new things about the Canadian Rocky Mountains. Some of these observations have raised questions that I may never be able to answer, but I won't be invoking supernatural forces by way of explanation. In science, the statement "I don't know" is perfectly acceptable. Perhaps someone, some day, will do the work required to find out.
he gulf between science and religion is wide. It has to be. History has shown that science and religion—especially some branches of Christianity—have not been a good mix. That's because scientific discoveries have contradicted passages in religious texts such as the Old Testament. In response, many of the world's politically powerful religious bodies have held science back and oppressed scientists. Science has had to break free from religious control to become what it is today. The Enlightenment period of the 18th century, when intellectual and religious freedom swept Europe, provided that opportunity. Science has since become very strong, in no small part because, for its own good, it is completely secular. T
What, then, does one make of "creation science"? The science/religion divide has not stopped some Christian believers in divine creation from trying to combine science with biblical revelation—by relating the geological time periods to Genesis, for example—but without success. Failure is to be expected. The effort seems pointless.
Some fundamentalist Christians attack science, attempting to discredit wellestablished scientific ideas. They pick away at what they perceive as inconsistencies and unknowns. Yes, there are certainly inconsistencies and unknowns in science. Solving such problems is what science is all about. But these issues are far fewer and less serious than creationists make them out to be. The edifice of science is in no danger of crumbling. Nor is science out to destroy the edifice of religion. 1
Yet the creationist camp is clearly anti-science. It keeps pressing its argument, which seems to boil down to this: science is wrong about the geological history of the Earth and the evolution of human beings, and thus we should all accept the explanations given in the Bible instead. Since there is no hard evidence for these concepts, they must be taken on faith.
Okay, lots of things can be taken on faith, but there are all the other biblical interpretations available, and all the other sacred books in the world claiming to be correct. How does one choose?
This is why Canadian public schools are secular. Adopting only the Christian view would be undemocratic, and observing the many religions represented among the students would be impractical.
As a nonreligious person I don't have any quarrel with most creationists. Let them believe whatever they wish. However, I am disturbed by the work of those creationists who call themselves "creation scientists." They promote an idea called "intelligent design," which is another term for divine intervention. Mainstream geologists and biologists have looked into the published results of creation science. They have found many errors. Essential information is often left out—easily accessible facts that any diligent researcher could have located in the scientific literature. Minus these facts, some creationist claims look plausible. But with the missing information included, such claims are obviously incorrect. For many examples of this, go to www.talkorigins.org.
Creationists who try to pass off flawed studies as proper science must know that they are violating a fundamental rule of the scientific method, which is to account for all the known information that bears on one's findings, leaving nothing out intentionally. To ignore relevant data is poor science. It won't stand up to peer review, which is to say that it won't be accepted as valid by eagle-eyed, PhD-level scientists who are acknowledged experts. To them, failing to tell the full story is a form of intellectual dishonesty. 2
For this reason creation science has been labelled pseudo-science, meaning false science, and dismissed. For the many well-intentioned, sincere creationists who teach in religiously oriented schools, this is unfortunate. The source of their information has been
1 Still, as Richard Dawkins explains so cogently in his book The God Delusion, scientists are free to examine religious claims objectively. When they do, such claims are routinely found to be unsupportable. Thus, science does tend to discredit religion. Dawkins presents convincing scientific and historical reasons for his view that religion is actually a bad thing.
2 In 2004 I visited the Creation Evidence Museum in Texas (www.creationevidence.org), a project of creation science. I was not impressed. The exhibits were not credible, among them "human" footprints in Cretaceous rock (dinosaur-era rock). Such prints have long been known to have been faked, as the people who carved them have freely admitted. The people working at the museum must have known this. Yet they were telling the visitors that the carvings were natural. This was not ethical behavior.
tainted. I know some of these academics, and I feel for them. But next to mathematics, science is the most rigorous of the academic disciplines, and creation science will not become a widely accepted field of study until its practitioners improve the quality of their work.
What about scientists who also practice religion? How can they do that? Is it possible to accept both the scientific and religious belief systems? Indeed it is. The physicists Isaac Newton, Michael Faraday and James Maxwell all are known to have believed in God. (Einstein, thought by some to believe in God, probably did not.) I know geologists who do science from Monday to Friday and worship in Christian churches on the weekend. Somehow they manage to balance their beliefs.
Is it possible to show convincingly that our world was created by a divine being? After all, the idea of a universe that created itself from nothing is hard to swallow. Surely there must have been something there. To say it was God, though, begs the question. Where did God come from? Some sort of god-creator? And who or what created that?
This problem reminds me of an oft-repeated apocryphal story about an elderly person who, at the end of a lecture about the origin of the Earth, raised her hand to insist that our planet rested on the back of a giant turtle. When the speaker asked her what lay beneath the turtle, the person replied, "Another turtle, of course." And below that? "Ah, you're very clever, young man," came the retort, "but it's turtles all the way down."
That's amusing, but thinking about the ultimate origin of everything leaves me pasted on the front of science's speeding bus. The Big Bang, quantum mechanics, the concept of infinity, the idea that nothing, nothing at all, lies outside the universe, even though we seem to be inside it—well, it's just too much. It's frightening. My brain can't handle it. How inviting it would be for me, as for so many people the world over, to substitute comforting belief for things I simply cannot understand.
But I won't let myself do that, not when a few brave and brilliant minds have taken on the basic mysteries of the cosmos and turned paradox into paradigm. Stephen Hawking is one such scientist. This is a person who can study the bizarre workings of a black hole and reduce them to sensible equations. Perhaps someone with Hawking's intelligence and skill will one day bridge the gap between science and religion. 3
In the meantime, I prefer science. There is a wonderful cleanness to it, an openness. 4 In good science, what you see is what you get.
What you get are answers to some fundamental questions. You want to know the purpose of life? Read a good general biology textbook, and you will find that life appeared on its own, as an inevitable consequence of our planet's chemistry, and it exists
3 In 2003 Random House published The Probability of God: A Simple Calculation That Proves the Ultimate Truth, by physicist Stephen Unwin. The book concludes that there is a 67-percent chance that God exists. But this result depends on numbers assigned subjectively. So the conclusion of numerous philosophers and theologians still stands: the existence of God can be neither proved nor disproved.
4 Well, not completely clean and not completely open. Science has always served the military, often in secret, to produce weapons and other tools of war.
simply to reproduce. 5 DNA replicates itself, and all else follows from that. What is this process we call "thinking"? It's neurons firing along pathways in the brain. What are emotions, what is the "self," and what is reality? More of what we merely perceive these things to be, depending on what's physically going on in our heads. (If you doubt the electrochemical basis of mental processes, consider the many pharmacological creations that will put you out of your mind.)
Sounds awfully cold, doesn't it, this view of the world? Yet it is a view I have come to accept, even to cherish. Here's why.
* For me it's science only—except in my imagination. I wasn't brought up in a religious family. My mother was a doubter, my father was an atheist, and I spent very little time in Sunday school. Still, out of interest I read some of the world's great sacred books—the Bible, the Koran, Teachings of the Buddha, works of Hinduism, the Book of Mormon— and found in them much that was interesting, even uplifting. I also found them to be full of things that were clearly untrue. Some of what I read offended me.
So to this day I have no religion. Nor do I miss having one. The natural world alone is quite acceptable to me. It has order. In most ways it makes sense. And that is enough. I seldom think about gods, ghosts, clairvoyance and other things supernatural. I am, in more ways than one, a natural-ist.
I will admit, though, to writing a novel in which the supernatural is front and centre. People ask me about that. They say, "Ben, how could you write a book like Raven's End and not believe what you have written?"
My reply is that it's only a story, and in a story the author can write whatever he pleases. In Raven's End it was important to the plot of the novel to invent a raven creation story and other things that I attributed to raven culture. I was assuming, just for fun, that these very interesting, very smart birds were capable of having their own system of beliefs. Who knows? Perhaps they actually do. It also pleased me to write as if raven mythology were true, as if some ravens could be immortal, as if animals could speak with one another, as if deities existed. Why not? This is the joy of imagination.
* A naturalist's world view. The real world, the natural world, is more beautiful and mysterious and surprising than anything a mere writer could ever invent. I love that world. As a naturalist, teacher and interpretive guide, I have made nature my life's work. Doing so has been satisfying and rewarding. The fact that natural history does not have all the answers doesn't bother me. Science can never have all the answers. Science has given us the Heisenberg uncertainty principle, which tells us that we cannot know everything.
This truth has set me free. I don't dwell on whether God exists or whether there is an afterlife. These things are neither provable nor disprovable, and to me they don't matter very much. What matters far more is what I understand of the world around me. Not what I don't understand, but what I do understand. This is knowledge with elegance and power. It's not religion, but it moves me when I think about it.
5 Death, however, does have at least one purpose: it removes each organism from the ecosystem after a time, so that a new one can take its place, presenting slightly modified genes. Death is necessary for evolution.
For example, I know that my body will die, but I also know that part of me will live on in my offspring. My children have come directly from my wife and me, each from a single cell of her own (the egg) to which one of mine (the sperm) has been added. So our cells and genes—physical bits of us—have become our two boys. Our living tissue has grown with them, and it will remain part of them until they die.
Each of our children has also reproduced. Again, a physical part of them, plus that bit from us, resides in their offspring. All parents transfer life forward, and they have been doing so for countless generations of humans. 6
In other words, yes, there really is immortality! Perhaps not life after death in the supernatural sense, but immortality nonetheless. This is stunning news, and it has come from the work of science. No wonder that so many religions have embraced the idea of reincarnation. One life has indeed led to the next, over and over, as undying DNA has been passed along from organism to organism.
The same kind of immortality reaches far, far back in time. My genes originated in the first living thing to use DNA as its genetic code. Every cell in my body contains DNA handed down from primitive life forms that drifted about in ancient oceans 3.7 billion years ago. 7 My body is built along the same basic plan as that of the first fish, which swam the Cambrian seas 500 million years back. 8 The blood that flows through my veins is a lot like the blood that coursed through the dinosaurs. I am descended from small mammals that escaped the likes of T-rex and Velociraptor.
Life's many-branched DNA lineage includes every organism that has ever lived, including me. This means that every living thing is related, however distantly. The bears and the birds and the wildflowers in the mountains out my window are all my relatives, and the notion delights me. I belong. I'm part of planet Earth's great family, an ecosystem so strong, so resilient that it has bounced back from several global disasters. In such numbers there is safety.
Which brings up another of important scientific finding. Gene by gene, generation after generation, the process of evolution has kept up with the astonishing changes the Earth has gone through. Over the eons, Earth's orbit has varied in shape. Its axis of rotation has tilted and wobbled. The continents have moved; ice ages have come and gone; asteroids have struck. In one deadly episode 251 million years ago, the whole planetary environment became poisonous and about 96 percent of all marine species were wiped out, along with 70 percent of the vertebrate species living on land. Yet the world was soon bustling with life again, much of it in the form of new species.
That's because DNA changes slightly with each generation. Mutations occur in the genes of our reproductive cells. Such alterations are caused mainly by errors in cell division and self-repair, by radiation damage and by the effects of substances and conditions in an organism's environment. These changes are random, not working according to any plan or toward any goal. Modified DNA produces modified life forms that try themselves out in modified circumstances. Most fail and die before they
6 This is true whether we reproduce or not. Families share many genes, so if one couple is childless most of their genes will still be passed along by reproducing sisters, brothers and cousins.
7 Latest dates: age of the planet, 4.6 billion; oldest evidence of life, 3.9 billion; earliest cells, 3.7 billion.
8 We used to think that fish arose later, in the Ordovician Period, but recent fossil evidence from China suggests that the first fish species appeared way back in the early Cambrian.
reproduce, but some succeed and carry on new genetic code that is better suited to whatever the world is becoming. This is the process of natural selection, Charles Darwin's great discovery. Coupled with random mutation, it explains how the world's vast diversity of animals and plants, millions and millions of different species, have come to exist. As Darwin himself put it so simply and elegantly in the title of his most famous book, it explains The Origin of Species.
And here is a follow-up message, one that ought to convince anyone who doubts that evolution is a fact. Evolution is essential to survival on this planet. Without the means to modify the code and test it, that is to say, without evolution, life might not have been able to meet the challenge of a changing Earth and could have disappeared long ago.
umming up, my thesis in this essay has been that the creationist attack on biology and geology is unfortunate. It some respects it is misguided, even fraudulent. Some fundamentalist Christians are stridently anti-science. Others try to pass off pseudoscience as the real thing. S
What scares me is that so many poorly informed people buy the creationist argument, at least to the extent that they doubt the validity of well-established facts about the evolution of species and the length of geological time. This has disturbing implications. Fundamentalist religion has shown itself to be dangerous to intellectual freedom, especially when it winds up in control of education. Free academic enquiry is curtailed when closed minds control the funding.
Science is not seriously threatened by school-board fights over whether or not "evolution is just a theory." But we have to resist the erosion of science's right to be taught properly. When a legislature decrees that "intelligent design"—meaning creationism—has to be presented to public-school students as equal in scientific stature to Darwin's achievement, then an injustice has occurred. Religion is not the factual equivalent of science. Science is not the spiritual equivalent of religion. One shouldn't mix physics and metaphysics, astronomy and astrology, psychology and parapsychology. We owe it to our students to teach them the difference.
A final word. Despite my rejection of religion, please know that I run my life by some of the more commonly held Judeo-Christian ethics and rules of conduct. These are excellent conventions, time-tested and worth following regardless of whether one believes in God or not.
Of the Ten Commandments, one through four are meant for believers only, but my wife and I certainly practice commandments five through ten. 9 The Golden Rule— "Do unto others as you would have them do unto you"—is a terrific piece of advice, and there is a version of it in most any religion you care to name. Of all the Christian precepts, we particularly like a motto that one hears in Restoration Movement churches and among the Quakers. We try to live by it.
1. In essentials, unity (we all agree to abide by certain rules)
2. In non-essentials, liberty (for everything else we have freedom of choice)
3. In all things, charity (whatever we do, we are kind and we are fair)
9 As interpreted liberally, in modern terms and in brief: be good to your parents and the elderly, don't kill people, be faithful to your spouse, don't steal, don't lie about others, and don't be jealous of them.
This is where religion and science share some common ground. What makes a better human being also makes a better scientist. I'll bet that the creationist high-school teacher who prompted this essay would agree with that.
***
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Couple Dance Tip Sheet
~ General Tips ~
(waltz cont'd)
Internalize the rhythm & tempo. First, feel the rhythm throughout your body—move in time to the music. Don't just do the steps by rote —have a feel for how they fit with the rhythm.
The all-important dance "frame". A good frame maintains the connection and good spacing between you and partner. In the closed position frame the gent's left hand and lady's right hand are palm to palm at about shoulder height, and the man's right arm reaches around his partner's back; lady's left hand on top of man's right shoulder. Ladies, you should feel yourself pushing, but not leaning, into the hand that is on your back. The joined hands should be relaxed with a little pressure against your partner's palm (but don't clamp down like an "alligator clip") The frame works best when bodies are parallel, rather than a V formation, and offset (nose to right shoulder, rather than nose to nose).
Small steps work best. Small, short steps enable you to keep up with the music, especially when the tempo is fast. Small steps conserve energy and they help keep your feet underneath your weight, thus maintaining better balance.
~ Waltz ~
Waltz is the beautiful dance that never goes out of style. It's a graceful dance, light on the feet.
Waltz music has 3 beats/steps per measure. Try starting by standing in place and sway to the rhythm before starting to move your feet.
Feel and dance to waltz music in phrases of two measures (six beats). The gent starts on his left foot: Left, R, L (1,2,3); R, L, R (4,5,6). Each odd measure starts on the gent's left, each even measure starts on the gent's right. The opposite is true for the lady.
The hesitation step is a handy rest during fast tempos: You can take one step per measure—take a step on the 1st beat and hold for beats 2 & 3 before taking a step on the 1st beat of the next measure.
When waltzing in line-of-direction without turning it works best for the feet to go straight ahead rather than side-to-side. (Imagine you're on railroad tracks that go around the room.) Step styling: think long, short, short, or step, toe, step.
~ East Coast Swing ~
East Coast Swing can be smooth or exuberant to match each particular swing tune.
The partner connection can be "open" (connecting with one or both hands) or "closed" (gent's arm around women's back.) The basic step pattern is 6 counts/beats: counts 1-2 man steps on his left foot; counts 3-4 he steps on his right foot; 5-6 rock-step (quick springy steps back & forth (left & right)) Lady mirrors her partner.
~ Polka ~
The polka is a lively 19-century Bohemian dance.
Each 4-count measure has three steps and a hop, and you alternate feet on each successive measure.
~ Schottische ~
The schottische is a light-hearted relatively easy dance that makes for a nice change of pace.
Part 1 is danced in promenade position (8 counts): Step, step, step, hop, step, step, step, hop.
Part 2 in closed position and rotating (8 counts): Step, hop, step, hop, step, hop, step, hop.
Stay close to the ground on the hops.
~ Zwiefacher ~
The zwiefacher (pronounced tswee' fa khur) is a traditional dance associated with Bavaria & Austria.
Zwiefachers alternate between repeating measures of 3-beat (waltz) and 2 or 4-beats (pivots). Each tune has its own pattern—some that are simple and predictable; others are complicated and challenging.
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Joseph and Mary called the baby Jesus, just like the angel Gabriel had told them. They wrapped him in a soft linen cloth and made him a bed in a manger box of hay.
8
Joseph and Mary called the baby Jesus, just like the angel Gabriel had told them. They wrapped him in a soft linen cloth and made him a bed in a manger box of hay.
8
Jesus Was Born In Bethlehem By Jill Kemp Illustrated by Richard Gunther
1
Jesus Was Born In Bethlehem By Jill Kemp Illustrated by Richard Gunther
1
Joseph the Carpenter lived in the town of Nazareth. One night God sent the angel Gabriel to tell him that the baby Mary was expecting was the promised Son of God and he was to marry Mary and take care of her and the baby.
2
Joseph the Carpenter lived in the town of Nazareth. One night God sent the angel Gabriel to tell him that the baby Mary was expecting was the promised Son of God and he was to marry Mary and take care of her and the baby.
2
7
7
So many people had come to put their name on the list at Bethlehem that there was nowhere for Mary and Joseph to stay, except a smelly stable that animals slept in.
6
So many people had come to put their name on the list at Bethlehem that there was nowhere for Mary and Joseph to stay, except a smelly stable that animals slept in.
6
The emperor Augustus wanted more tax money. He made a new law that everyone was to go to the town their ancestors came from to put their names on a list, so Joseph the Carpenter had to go to Bethlehem.
3
The emperor Augustus wanted more tax money. He made a new law that everyone was to go to the town their ancestors came from to put their names on a list, so Joseph the Carpenter had to go to Bethlehem.
3
4
4
5
6
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Cub Scout Character Development
Developing the Character of the Cub Scout
Scouting, from Tigers, through all levels of Cub Scouts, to Boy Scouts and beyond, is a character development program. It is the long-standing idea of a Game with a Purpose. The Game is the fun we have in all our activities. The Purpose is to place the ideals of Scouting -- the Promise and Law for the Cub Scouts -- in their hearts to be with them throughout their lives.
There are many methods that we can use in Cub Scouts to implement this purpose:
Association with adults who demonstrate the Scout ideals
Doing Good Turns and service projects
Using the "Ethics in Action" exercises in Den meetings.
In an unobtrusive manner, develop the spiritual life of the Cubs
This section of the Pow Wow Book presents material to help you in Cub Scout Spiritual Development. There are activities in this section similar to the Ethics in Action exercises, which will help your Scouts learn how to think about their choices and responsibilities. It is proper for adult leaders and Cub Scouts to pray at times, and reflect on their relation to the world around them. Thus, there are sections of invocations, prayers, songs, readings, and benedictions. These may be used for Den or Pack meetings, and can be used to build a Scouts Own. The Scouts Own is a time set aside for reflection, usually on Sunday morning of a family or Webelos campout. Within this section, the Scouts Own is described and there are examples given.
The Founder wrote:
"The scout, in his promise, undertakes to do his duty to his king and country only in the second place; his first duty is to God. It is with this idea before us and reckoning that God is the one Father of us all, that we scouts count ourselves a brotherhood despite the differences among us of country, creed, or class. We realize that in addition to the interest of our particular country, there is a higher mission before us - namely, the promotion of the kingdom of God; that is, the rule of peace and goodwill on earth. In the Scouts, each form of religion is respected and its active practice encouraged, and through the spread of brotherhood in all countries, we have the opportunity of developing the spirit of mutual goodwill and understanding.
"There is no religious side of the movement. The whole of it is based on religion that is, on the realization and service to God.
"Let us, therefore, in training our Scouts, keep the higher aims in the forefront, not let themselves get too absorbed in the steps. Don't let the technical outweigh the moral. Field efficiency, backwoodsmanship, camping, hiking, good turns, jamboree, and comradeship are by all means not the end. The end is character with a purpose.
"And that purpose, that the next generation may be sane in a insane world, and develop the higher realization of service, active service of love, and duty to God and neighbor.
"Our objective in the scout movement is to give such help as we can in bringing about God's kingdom on earth by inoculating among the youth the spirit and the daily practice in their lives of selfish goodwill and cooperation."
-- Robert S. S. Baden-Powell
An Introduction to Spiritual Development
It is altogether proper to begin the development of character in our Cub Scouts, through spiritual development. Spiritual development within the organization may take on the aspects of a particular religion, faith or sect, depending on the circumstances. This is where the sponsoring organization may or may not take on a significant role in this development. In general, we accept these principles of spiritual development.
* To develop an inner discipline and training
* To be involved in corporate activities
* To understand the natural world around them
* To help to create a more tolerant and caring society
* To discover the need for prayer and worship
Spiritual Development Activities
Wisdom (To develop an inner discipline and training.)
Activity I - Game - Blind Pirate. An individual Scout is selected to be the blind pirate. He is blindfolded and sits in the middle of the floor cross-legged. A bell or bunch of keys or anything noisy is placed in front of him. One at a time Scouts who are sitting around cross-legged in a circle try to get up, sneak out, take the bell and return to their places without making a sound. The 'pirate' tries to point to the individual that is moving. If he succeeds they change over.
This game like many others often played in Scouts develops a particular discipline. It might be worth spending five minutes at the end of the game or at the end of the evening discussing how they felt having to keep silent for long periods.
Activity 2 - Project - Keep a diary for a week. If you have the facility, produce an eight-page diary covering one week for each Scout. (Two sheets of paper folded with the days and perhaps the dates). Get them to keep as accurately as they can an hour by hour time table of what they have done for the week: time they went to bed, got up, started breakfast, finished breakfast, left for school, got to school, etc.
Then at your next meeting (it might be helpful to have calculators) analyze how much time has been spent on each of a number of activities during the week. You might make a list like sleeping, eating, at school, doing homework, watching TV, Scout activities, etc. Produce league tables, or bar charts or whatever the troop wants. Finally consider what this shows about priorities, inner discipline, etc.
Activity 3 - Project - What influences you? Ask them to conduct a survey during the week using questions like:
* What makes you decide which TV programs to watch?
* Who or what influences what you wear? How you spend you money? Your aims in life?
*
Who or what influences the things you think are right and wrong?
For some it may be enough for them to consider this for themselves. Others may be able to get a few answers from friends and family. Collate the answers. Then discuss who or what they follow. Discuss why they follow who or whatever and how this affects their life. Do they think that this will change as they get older?
Activity 4 - Game - The waiting game. Provide a bucket half full of water and a large denomination coin in the bottom. (This one could cost you!) Give each person a penny to drop in to try to cover the large coin. It is almost impossible. The trick takes time and patience. Discuss the need for patience, and when and why it may be appropriate.
Activity 5 - Who am I? There are millions of people in the world, we are all unique, and all are citizens of the world. Get the scouts to write a page or draw a poster about themselves and the gifts that they have. Write a prayer based on this information.
Work (To be involved in corporate activities.)
Activity 1 - Project - Produce a picture story. This can be done over Den meetings. Each Den needs access to a camera. Each should be provided with one roll of film and a photograph album.
The Scouts then need to select some story. This could be from the Bible or other Holy Book or a favorite story or a story written by themselves. The next step is to produce a storyboard as they will have seen in comics or on TV, being careful that they have a fixed number of photographs on the roll. Then set up and take the photographs. Get the photos developed at a fast outlet. Finally they can put the pictures into the album with appropriate words alongside.
Activity 2 -- Team work. Many activities can be used to illustrate teamwork. Provide each Den with a list of things to find out. Such as:
* What number of bus stops at the bus stop nearest the Den meeting place?
* What are the names of all the streets around the block where the Den meets?
* How much does a fish sandwich combination meal cost at McDonalds?
* What is the phone number of the nearest supermarket?
Then leave them to get on with it and have a cup of tea. The teams which all rush round together will not do as well as those who plan and divide up the task. Discuss the benefits of planning, teamwork, using the strengths and weaknesses of the team, etc.
Activity 3 - Friends. What is it that makes someone a friend? Encourage the Scouts to think about friendship by thinking of something friendly to do for a new Scout?
Activity 4- Money. Ask the Scouts to keep a record of how they spend their pocket money, what they spend it on and how much they save, etc. Encourage them to discuss as a Den how much should be spent, saved or given away?
Activity 5 - Helping others. As a Pack think of an organization which you could help and explain their work at a Pack meeting. Consider what you might do, as Dens or as a Pack, to help this organization.
Activity 6- The Scout Family. How does everyone work together to form Scouting? Explain to the Den the structure of local Scouting. Why are the young people the most important?
Activity 7 - Sport. Have the Scouts design a poster showing lots of team games. Then ask the Scouts why they take part in games and write the answers around the pictures.
Wonder (To understand the natural world around us.)
Activity 1 - A blindfold meal. At a planned outing, such as a Den picnic, get everyone to eat a simple meal or undertake a simple activity blindfolded. Care needs to be taken that no one gets burnt or hurts him or herself. Afterwards encourage the Scouts to consider how wonderful their gift of sight is. This could develop into a discussion on the idea that there are different types of blindness. Blindness to the needs of others, blindness to the world that we live in, blindness to the obvious existence of God.
Activity 2 - Deny a sense. Undertake some game or activity without using an essential sense. As in #1 above it could be blindfold or without talking, or with one hand tied behind your back or with fingers taped together, or legs tied together, etc. Perhaps each Scout could be denied a different sense. Later discuss how hard it is to do without and how wonderful these senses are.
Activity 3 - Project - Think Rubbish. If you are at a camp, or meeting place, see what can be done to collect different types of rubbish (glass, metal, paper) in different containers and then dispose of them in your local recycling system.
Welcome (To help create a more tolerant and caring society)
Activity 1 - "What is the cost?" Have ready a selection of every day items such as a Mars Bar, an audiocassette, a pair of socks and so on. You also need to know how much each of these items cost to buy. Then play a game of "The price is right". Produce your items one at a time. Get each Scout to suggest "What is the cost?" Each Scout takes it in turn to start. No one is allowed to say the same price as some one else. Two points for being exactly right one for being the closest. Then move on to part two.
Produce a sheet of paper for each Scout, headed up with one of the following or similar:
* What is the cost of learning to play the piano?
* What is the cost of keeping up a friendship?
* What is the cost of owning a dog?
Activity 2 - Game - Helping the blind man. The Den selects a member to be blindfolded. Once the blindfold has been put on set up a very simple slalom course with chairs. The Den then has to steer their blind man through the course by shouting instructions. Afterwards get them to say how it felt, (dependence, frustration, fear, etc.). If you wish, this discussion could move on to the problems blind people have, or perhaps faith, and the faith that blind people have to put in guide dogs, etc.
Activity 3 - Helping Others. Encourage the Scouts to adopt a grandparent. This works well if three or four are "allocated" to each grandparent. They will soon realize that visits are greatly appreciated.
Activity 4 - Communication games. There are large number of games such as charades and Pictionary which are basically about communication. Spend time thinking about those who find communicating difficult. This could lead on to considering the issues of distrust and social unrest and the theory that much of it is based on a lack of understanding of others.
Activity 5 - Illness. Have any of the Scouts been in hospital? Ask the Scouts to think of how they, as a Patrol, can help to make young people happier in hospital. Ask a nurse or doctor, or a patient for guidance.
Activity 6 - Sign Language. Learn a few words, letters of the alphabet and then try to communicate messages. Are there any times when this form of communication would be useful?
Living Space
Take four Scouts out to the front and stand them at the four corners of a square 8 feet by 8 feet. Take four others from the group and tell them to sit down inside the square. See how much - or little - space there is left. Make the point that more than half the population of the world lives in huts and shacks little larger than the 8-foot square and, some, in smaller spaces. See how much of the ordinary things of living - dressing, sleeping, cooking, eating and so on can be done in the tiny space. And the promise we make as Scouts is to make it possible for people who have to live like that to be able to live better, freer lives.
-- from "God. Are you still in there?"
Worship (To discover the need for prayer and worship)
Activity 1 - Hope. Ask the Scouts to write down their hopes. Draw five footsteps and ask them to identify five things they will need to do to realize their hopes. Discuss with them how easy or difficult this will be.
Activity 2 - God is love. What is love? Ask the Scouts to identify what love is and how people express love. The word 'love' is widely used. Encourage the Scouts to think about love in its widest sense: Love for friends, family, animals, and activities in addition to boy/girl friends.
Activity 3 - World Faiths. Many other Faiths involve food a great deal in certain ceremonies. Ask the Scouts as a Patrol, to find out about a traditional religious meal from a particular Faith. Have them prepare some or all the meal and allow the other Patrols to try some.
Activity 4 - Scouts Own. Have the Patrols prepare a short Scouts Own on a theme. Remember that this does not have to be in a traditional format. Discuss how you think a short Scouts' Own should be run, then do it.
Activity 5 - Sunrise. Encourage the Scouts to plan an overnight hike or walk in order to be in a suitable place to watch the sunrise. Try to make the venue as spectacular as possible to fully appreciate the experience.
Prayers
Thanksgiving for Scout Brotherhood
You be enabled to live according to our Promise and Law; through Jesus Christ our Lord. Amen.
Prayers For Use In The Brotherhood of Scouts
Thanks for the Beauty of Children
We give thanks for the beauty of children and their joy in all beautiful things, for their mirth and laughter, and for the joy and light they bring into the world, for their enthusiasm, their abounding energy and their love of the heroic and adventurous, for their candid generous trust in those around them, and for their quick response to calls of love and service. Amen.
-- Prayers For Use In The Brotherhood of Scouts
For Harmony Amongst Ourselves
Father, we pray for harmony; as we seek to preserve in our Scouts the natural spirit of mutual good will, help us to show them a true example. Grant that the relations between all Scouters may ever be those of hearty cooperation and true affection. Let no class, race or policy divide us. Let personal ambition be far from us, and may we ever regard it as our chief privilege to serve You in this holy labor; through Jesus Christ our Lord. Amen
-- Prayers For Use In The Brotherhood of Scouts
Leadership
O Lord, grant that we may so carry out in our lives the spirit of the Scout Law that we may teach it to others by living it ourselves. Grant also, 0 Lord, that we may understand the true meaning of Service for others, and humbly follow the great example of Our Lord Jesus Christ. Amen.
Prayers For Use In The Brotherhood of Scouts
The Quest of Beauty
O God, who has made the world so full of beauty, keep us, from the evil which the sin of man has brought into it. Teach us to love whatever is beautiful and true and good in nature, in art and in the lives of men; strengthen us that we may accept all the activity of life as a gift from You and enable us to be fellowworkers with Your Son, Jesus Christ our Lord. Amen.
Prayers For Use In The Brotherhood of Scouts
O Lord, we give You thanks for the gift of Scouting. We thank You for the wisdom and foresight of our Chief, whose first camp on Brownsea was the forerunner of our Brotherhood. We thank You for the enthusiasm and self-sacrifice of those, his immediate followers, to whom the early guidance of our movement was entrusted. Above all, 0 Lord, we thank You that You have permitted us, Your servants to take our share in the service of the boyhood of our country; and for all the inspiration and happiness that Scouting has brought into our own lives.
We ask for Your blessing on our Chief, upon the boys whom we are privileged to lead, and upon the Brotherhood of Scouts throughout the world.
May we go forward re-dedicated to this, Your service, and in humble gratitude for Your many mercies.
Grant this, 0 Lord, for the sake of Your son, Jesus Christ. Amen.
-- Brownsea Island, April 1927, Prayers For Use In The Brotherhood of Scouts
A Scout is a Friend to All
Fill us, 0 Lord, with Your spirit that we may observe Your command, "Love one another, even as I loved you." May we know the love that sees only the good and is patient and forbearing; that grows stronger when difficulties increase; and that overleaps the barriers of class, of creed, and of country. Help us to love the neighbor we know so that we may learn to love our fellow men whom we have not seen. Strengthen the bond between Scout and Scout in our Group, in our land, and throughout the World. So may we further the coming of Your Kingdom of goodwill and love; following the example of Jesus Christ. Amen
Prayers For Use In The Brotherhood of Scouts
To Be Scoutlike
Grant to us, Lord, the spirit to think and to think and to do always such things as be Scoutlike; that we, who cannot do any good thing without You, may by
Live Together in Love and Joy and Peace
O God, who has joined us together in the fellowship of our Troop, teach us to live together in love and joy and peace. Help us to guard our Honor and to live loyal to You, our leaders and all our friends; that, with gallant and high-hearted happiness, we may strive for the setting up of Your Kingdom in the world; through Him who loved us and gave Himself for us, Jesus Christ our Lord.
Amen.
Prayers For Use In The Brotherhood of Scouts
For Our Country
Almighty God, our Heavenly Father, bless our country that it may be a blessing to the world. Grant that our ideals and aspirations may be in accordance with Your will, and help us to see ourselves as others see us. Keep us from hypocrisy in feeling or action. Grant us sound government and just laws, good education and clean lives, justice in our relations with one another, and, above all a spirit of service which well abolish pride of place and inequality of opportunity; through Jesus Christ our Lord. Amen.
Prayers For Use In The Brotherhood of Scouts
For Courage and Strength
0 God help us always to be of good cheer. Let us not be disheartened by our difficulties. Let us never doubt Your love or any of Your promises. Give us grace to be encouragers of others, never discouragers. Let us not go about with sadness or fear among men, but let us always make life easier, never harder, for those who come within our influence; for the sake of Jesus Christ
Amen.
Prayers For Use In The Brotherhood of Scouts
A Closing Prayer
May the blessing of Almighty God rest upon us and upon all our work; may He give us Light to guide us, Courage to support us, and Love to unite us, now and evermore. Amen.
Prayers For Use In The Brotherhood of Scouts
Benediction
May the Lord bless us and keep us; the Lord make His face to shine upon us and be gracious to us; the Lord lift up the light of His countenance upon us and give us peace, this day (or night) and for evermore. Amen. (Adapted from the Aaronic Blessing, Bible, Numbers 6, 24.)
Prayers For Use In The Brotherhood of Scouts
Prayers for Peace from Westminster Abbey
O God, the Father of all mankind, strengthen, we pray thee, all who are striving after true brotherhood and who are working for righteousness and peace. Guide the hearts and minds of rulers and statesmen, that they may seek first thy kingdom and the establishing of justice and freedom for all peoples, both great and small. Amen
Lord, make us instruments of thy peace. Where there is hatred, let us sow love; where there is injury, pardon; where there is discord, union; where there is doubt, faith; where there is despair, hope; where there is darkness, light; where there is sadness, joy; for thy mercy and for thy truth's sake. Amen
For the Joy of the Year
Our Lord and creator,
We thank You today for the beauty of our world.
For sunshine and flowers,
Storm-cloud and starry nights,
For the first radiance of dawn
And the last glow of sunset.
We thank you for physical joy,
For clear water to swim in, For the fresh smell of rain on dry ground, For hills to climb and work to do together.
Make our hearts wide open to these gifts, And help us to live in thanksgiving to You, Our Lord and our creator.
Prayer of Thanks Giving
We thank you today
For the adventure of Scouting,
For the unselfishness of parents,
For the patience of teachers
And for the encouragement of friends.
Prayer of Thanks for the Founder
We give thee thanks, O Lord, for our Founder's life of service and for his gift of Scouting to the world. Help us to hold firmly to the Law, which he gave
us for guidance, and so to understand more fully thy will. Inspire us to find a way of life, in which the youth of all nations may find unity and true brotherhood.
Amen.
God of the Open Air
God of the open air, we kneel reverently in this temple not made with hands.
The tall pines lift our thoughts above us to the Source of all this beauty.
The singing of the feather-throated choir puts a melody in our hearts, a song of joy and praise and trust.
All the discordant notes of the world are muted; all the problems of life are forgotten.
We are filled with an inner peace and know that here we have found Thee.
As we leave this hallowed spot, may the reality of Thy presence go with us to give us courage and strength for our daily tasks.
Amen.
-- Dorothy Wells Pease
God of the Sea
God of the sea, the winds, the tides, we praise thee for the greatness of thy power and the certainty of thy laws. We see careless picnickers throw their litter to be carried far out into the sea by the outgoing tied, but the next morning it lies stranded on the beach where the high tide has left it.
So it is, our Father, in our lives. We throw out a careless word, an unkind thought, and it comes back to us in resentments and friendlessness. A selfish act, a yielding to temptation, or a deed left undone comes back as a haunting memory, another's failure, or a missed opportunity.
Help us, Our Father, to cast only good upon the waters that good may come back with the tide. Amen.
-Dorothy Wells Pease
We Thank Thee
We thank Thee
For flowers that bloom about our feet; For tender grass so fresh and sweet; For song of bird and hum of bee; For all things fair we hear and see, Father in heaven, we thank Thee! -Ralph Waldo Emerson
Camping in the Snow
Lord, we are camping in the snow today; We may fear the cold, But we trust that your Spirit Will guide and warm us.
Beaver Prayer
The air we breathe, the friends we meet, The walk to use our eyes and feet, The things around us make us say, Thank you, God, for each new day! -- From Scouting (U.K.) magazine
A Scout's Prayer
We have hiked along life's pathway, Our packs upon our backs, We have pitched our tents and rested Here and there along the tracks. We have used our compass wisely To guide us on our way And hope to reach the campsite Of our Great Chief Scout some day.
We have tried to be trustworthy Kept our honor high and clean, We have been as loyal as any To our Country and our Queen. We have done our best at all times Kept our Promise - been prepared, And hope our good deeds please Him When at last our souls are bared.
We have lightened others' burdens, With our smiles along the way, We have kept our hand in God's hand, Walked beside Him day by day. And when our span of life runs out, We'll make this gentle plea May we sit around His Campfire At the Final Jamboree.
-- from "Scouting in New South Wales"
Prayer for Peace
God, make me an instrument of Your Peace; Where there is hatred, let me sow love; Where there is injury, pardon; Where there is doubt, faith; Where there is despair, hope;
Where there is darkness, light;
And where there is sadness, joy;
That I may seek to console, rather than to be consoled,
To understand rather than to be understood,
To love rather than to be loved:
For it is in giving that we receive,
In self-forgetfulness that we find our true selves,
In forgiving that we are forgiven:
God, make me an instrument of Your Peace.
-From the organizers of "A Million Minutes of Peace"
Sioux Prayer
Ho! Great Spirit, Grandfather, you have made everything and are in everything. You sustain everything, guide everything, provide everything, and protect everything, because everything belongs to you. I am weak, poor and lowly; nevertheless, help me to care, in appreciation and gratitude to you and for everything.
I love the stars, the sun and the moon, and I thank you for our beautiful mother, the Earth, whose many breasts nourish the fish, the fowls and the animals, too. May I never deceive Mother Earth; may I never deceive my people; may I never deceive myself; and above all, may I never deceive you.
Thanks Be to God
Thanks to God for things we see,
The growing flower, the waving tree, Our mother's face, the bright blue sky Where birds and clouds go floating by; Thanks be to God for seeing.
Thanks to God for things we hear,
For sounds of friends who laugh and cheer,
The merry bells, the songs of birds,
For stories, tunes, and kindly words;
Thanks be to God for hearing.
-- from Hazel Tagg
Beaver Prayer II
Now, before I run to play,
Don't let me forget to pray To God who keeps me through the night And wakes me up with morning light; Help me, Lord, to love you more Than I have ever loved before,
In my work and in my play; Thank you, God, for another day. - 8th Belleville Beavers
Lord We Thank You
Lord, we thank you for this day. Help us to do our best every day, And forgive us when we slip.
Teach us to be kind to other people and to help them at all times Bless our parents and teachers and leaders and all the members of Scouting
Bless us, Lord in your love for us Help us to be better Scouts And let us do our best for you
Amen
We Thank You Lord....
For the lives of Lord and Lady B.P.
For all the fun and adventures we have in Scouting
For the worldwide brotherhood of Scouts
For the beauty of the world and all the marvelous things
You have made in nature
For keeping us fit and well and happy
For our homes, our parents, and all who look after us
Please help us....
To be good sportsmen, fair and honest in work as in play and in everything we do.
To find ways of serving you by helping other people as best we can
To be worthy of our uniform and loyal to our promise,
Behaving as true brothers to all mankind
To look after your creation and keep this world as lovely a place as you intended it to be
To help all children who are not so lucky as we,
Especially those who are hungry or lonely, sick or sad
To be loving and caring as we grow older and to do our
Best to repay your blessings in every way we can. Thanks to Hazel Addis, Scouting (UK.)
Jamaican Camp Grace
Lift up your hearts;
Hearts and minds and voices all give thanks For this our bread;
Hearts and minds and voices all give thanks
For these our friends;
Hearts and minds and voices all give thanks For this our camp;
Hearts and minds and voices all give thanks
For this our world;
Hearts and minds and voices all give thanks
We thank the Lord;
Hearts and minds and voices all give thanks
Lord's Prayer
(Translated from Chinook)
Our father who stayeth in the above
God in our hearts be Thy name,
God Thou Chief among all people
God Thy will upon earth
As in the above.
Give us every day our food;
If we do evil,
Be not Thou very angry, and if
Anyone evil towards us
Not we angry towards them
Send away far from us all evil.
Canoeing Prayer
Lord, we will be canoeing today;
We shall be very busy;
If, during the course of the day
We forget about you,
Please don't forget about us.
Beaver Prayer III
Thank you God, who loves us,
For every happy day, For trees and grass and flowers and sun, For friends to share our games and fun, Thank you God, we love you. Amen
Guide us Through and Out
Our Father, who art in heaven and who art on earth, even journeying with your people, thank you for being faithful and for never abandoning us. When we are in the wilderness, guide us through and out. When we are lost, please find us. When we cry out, please hear us - in the name of the One who said, "Lo, I am with you always." Amen
-- From "Meditation" by Bruce Miles, Presbyterian Record March 1985
Michael Row the Boat Ashore
Michael, row the boat ashore, Alleluia, Michael, row the boat ashore, Alleluia.
Jordan's River is chilly and cold, Alleluia, Kills the body but not the soul, Alleluia.
Jordan's River is deep and wide, Alleluia, Meet my mother on the other side, Alleluia.
Gabriel, blow the trumpet horn, Alleluia, Blow the trumpet loud and long, Alleluia.
Brother, lend a helping hand, Alleluia,
Brother, lend a helping hand, Alleluia.
Michael's boat's a gospel boat, Alleluia,
Michael's boat's a gospel boat, Alleluia.
Michael, row the boat ashore, Alleluia,
Michael, row the boat ashore, Alleluia.
Amazing Grace
Amazing grace, how sweet the sound That saved a wretch like me. I once was lost, but now I'm found; Was blind, but now I see
'Twas grace that taught my heart to fear, And grace my fear relieved. How precious did that grace appear The hour I first believed.
Through many dangers, toils and snares We have already come. 'Twas grace that brought us safe this far, And grace will bring us home.
Amazing grace, how sweet the sound That saved a wretch like me. I once was lost, but now I'm found; Was blind, but now I see
Songs
This is my Father's World
This is my Father's world, and to my listening ears, All nature sings and 'round me rings The music of the spheres This is my Father's world. I rest me in the thought, Of rocks and trees, of skies and seas, His hand the wonders wrought. This is my Father's world. The birds their carols raise; The morning light, the lily white, Declare their Maker's praise. This is my Father's world. He shines in all that's fair; In the rustling grass I hear Him pass, He speaks to me everywhere.
Scout Vespers
Softly falls the light of day, As our campfire fades away. Silently, each Scout should ask, "Have I done my daily task?"
"Have I cared and have I tried, Can I guiltless sleep tonight? Have I done and have I dared, Every thing to be prepared?"
Kum Ba Ya (Traditional)
Kum ba ya, My Lord, Kum ba ya.
Kum ba ya, My Lord, Kum ba ya. Oh Lord, Kum ba ya.
Some one's crying Lord, Kum ba ya.
Some one's laughing Lord, Kum ba ya.
Some one's shouting Lord, Kum ba ya.
Some one's praying Lord, Kum ba ya.
Kum ba ya, My Lord Kum ba ya.
Kum Ba Ya -- The Scout Law Version
Kum-ba-yah my Lord, Kum-ba-yah
Kum-ba-yah my Lord, Kum-ba-yah
Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah.
A Scout's trustworthy Lord, Kum-ba-yah,
A Scout is loyal, Lord, Kum-ba-yah,
A Scout is helpful, Lord, Kum-ba-yah,
O, Lord, Kum-ba-yah.
A Scout is friendly, Lord, Kum-ba-yah,
A Scout is courteous, Lord, Kum-ba-yah,
A Scout is kind, Lord, Kum-ba-yah,
O, Lord, Kum-ba-yah.
A Scout's obedient, Lord, Kum-ba-yah,
A Scout is cheerful, Lord, Kum-ba-yah,
A Scout is thrifty, Lord, Kum-ba-yah,
O, Lord, Kum-ba-yah.
A Scout is brave, Lord, Kum-ba-yah
A Scout is clean, Lord, Kum-ba-yah
A Scout is reverent, Lord, Kum-ba-yah
O, Lord, Kum-ba-yah.
Kum-ba-yah my Lord, Kum-ba-yah
Kum-ba-yah my Lord, Kum-ba-yah
Kum-ba-yah my Lord, Kum-ba-yah
O, Lord, Kum-ba-yah.
God Bless America
God Bless America, land that I love
Stand beside her, and guide her,
Through the night with the light from above,
From the mountains, to the prairies,
To the ocean, white with foam,
God bless America, my home sweet home.
God bless America, my home sweet home.
Let There Be Peace on Earth
Let there be peace on earth, and let it begin with me.
Let there be peace on earth, the peace that was meant to be.
With God as our Father, brothers all are we.
Let me walk with my brother in perfect harmony.
Let peace begin with me, let this be the moment now. With every step I take, let this be my solemn vow: To take each moment and live each moment in peace eternally!
Let there be peace on earth And let it begin with me.
For the Beauty of the Earth
For the Beauty of the Earth, For the Beauty of the skies
For the love which from our birth, over and around us lies
Lord of all, to Thee we raise,
This our hymn of grateful praise.
For the wonder of each hour, of the day and of the night
Hill and vale, tree and flower, sun and moon and stars of light
Lord of all, to Thee we raise,
This our hymn of grateful praise.
For the joy of ear and eye, For the heart and mind's delight
For the mystic harmony linking sense to sound and sight
Lord of all to Thee we raise,
This our hymn of grateful praise
Morning Has Broken
Morning has broken, Like the first morning, Blackbird has spoken, Like the first bird, Praise for the singing! Praise for the morning! Praise for them springing fresh from the word.
Sweet the rain's new fall sunlit from heaven, Like the first dew fall on the first grass Praise for the sweetness of the wet garden, Sprung in completeness Where His feet pass.
Mine is the sunlight! Mine is the morning, Born of the one light Eden saw play! Praise with elation, Praise every morning, God's recreation of the new day!
America the Beautiful
O beautiful for spacious skies
For amber waves of grain,
For purple mountain majesties
Above the fruited plain
America! America!
God shed his grace on thee,
And crown thy good with brotherhood from sea to shining sea!
O beautiful for patriot dream That sees beyond the years Thine alabaster cities gleam, Undimmed by human tears! America! America! God shed His grace on thee, And crown thy good with brotherhood from sea to shining sea!
Kum bah yah (A religious version)
Kum bah yah my Lord, Kum bah yah O Lord, Kum bah yah
Someone's waiting Lord, Kum bah yah And debating Lord, Kum bah yah Contemplating Lord, Kum bah yah O Lord, Kum bah yah
Someone's teaching Lord, Kum bah yah Someone's preaching Lord, Kum bah yah Someone's reaching Lord, Kum bah yah O Lord, Kum bah yah
Someone's learning Lord, Kum bah yah Someone's burning Lord, Kum bah yah Someone's turning Lord, Kum bah yah O Lord, Kum bah yah
Someone's praying Lord, Kum bah yah And obeying Lord, Kum bah yah And they're staying Lord, Kum bah yah O Lord, Kum bah yah
Kum bah yah my Lord, Kum bah yah O Lord, Kum bah yah
Church in the Wildwood
There's a church in the valley by the Wildwood.
No lovelier place in the dale,
No spot is so dear to my childhood,
As the Little Brown Church in the vale.
CHORUS: 0, come, come, come, come, Come to the Church in the Wildwood, 0, Come to the church in the dale. No spot is so dear to my childhood, As the Little Brown Church in the vale.
How sweet on a bright Sabbath morning, To listen to the clear ringing bells; It's tones so sweetly are calling, 0, come to the church in the vale.
On Top of Old Smokey (Scout Version) On top of Old Smokey, all covered with snow, I learned a great lesson, all people should know. I met a Scoutmaster, a helper of youth, He was roaming God's mountain, in search of the truth.
He told me he'd found it, in the red sunset's glow; In the voice of the thunder, in the touch of the snow. His truth was quite simple, as plain as could be, I'll never forget what, that Leader told me.
Do your duty to God, to the red, white, and blue. To all others be helpful, to thine own self be true
Inspirational Readings and Short Subjects
The Golden Principle
Blessed are those who prefer others before themselves. -- Baha'i Faith
Hurt not others in ways that you would you yourself would find hurtful. -- Buddhism
Do unto others as you would have them do unto you. --Christianity
This is the sum of all duty: treat others as you yourself would be treated. -- Hinduism
No one of you is a believer until you desire for another that which you desire for yourself. -- Islam
In happiness and suffering, in joy and grief, regard all creatures as you would regard your own self. -- Jainism
What is hateful to you, do not do to your neighbor. -- Judaism
Be not estranged from another for God dwells in every heart. -- Sikhism
Human nature is good only when it does not do unto another whatever is not good for its own self. -- Zoroastrianism
The Scout Beatitudes
Blessed are the Scouts who are taught to see beauty in all things around them...for their world will be a place of grace and wonder.
Blessed are the Scouts who are led with patience and understanding... for they will learn the strength of endurance and the gift of tolerance.
Blessed are the Scouts who are provided a home where family members dwell in harmony and close communion...for they shall become the peacemakers of the world.
Blessed are the Scouts who are taught the value and power of truth...for they shall search for knowledge and use it with wisdom and discernment.
Blessed are the Scouts who are guided by those with faith in a loving God...for they will find Him early and will walk with Him through life.
Blessed are the Scouts who are loved and know that they are loved...for they shall sow seeds of love in the world and reap joy for themselves and others.
The Deck of Cards (Tex Ritter Version)
"Friends, this is Tex Ritter with a strange story about a soldier boy and a deck of cards. During a North African campaign a bunch of soldier boys had been on a long hike, and they arrived in a little town called Casino. The next morning being Sunday several of the boys went to church. A Sergeant commanded the boys in church, and after the Chaplain had read the prayer the text was taken up next. Those of the boys who had a prayer book took them out, but this one boy only had a deck of cards, and so he spread them out. The Sergeant saw the cards and said, 'Soldier, put away those cards.' After the services were over the soldier was taken prisoner and brought before the Provost Marshall. The Marshall said, 'Sergeant, why have you brought this man here?' 'For playing cards in church, sir.' 'And what have you to say for yourself, son? 'Not much, sir,' replied the soldier.
'The Marshall said, 'I hope so, for if not, I shall punish you more than any man was ever punished.' The soldier said, 'Sir, I have been on a march for about six days, and I had neither Bible nor Prayer Book, but I hope to satisfy you, Sir, with the purity of my intentions. With that the boy started his story. 'You see, Sir, when I look at the Ace it reminds me that there is but one God. The deuce reminds me that the Bible is divided into two parts; the Old and New Testaments. And when I see the trey I think of the Father, Son, and Holy Ghost. When I see the four I think of the four evangelists who preached the Gospel. There was Matthew, Mark, Luke, and John. And when I see the five it reminds me of the five wise virgins who trimmed their lamps. Ten of 'em; five who were wise and were saved; five were foolish and were shut out. And when I see the six it reminds me that in six days God made this great heaven and earth. And when I see the seven it reminds me that on the seventh day God rested from His great work. When I see the eight I think of the eight righteous persons God saved when he destroyed this earth. There was Noah, his wife, their three sons, and their wives. And when I see the nine I think of the lepers our Savior cleansed, and nine of the ten didn't even thank Him.
When I see the ten I think of the Ten Commandments God handed down to Moses on a tablet of stone. When I see the King it reminds me that there is but one King of Heaven, God Almighty. And when I see the queen I think of the Blessed Virgin Mary who is Queen of Heaven. And the jacks or knaves it's the devil. And when I count the number of spots on a deck of cards I find three hundred sixty-five the number of days in a year. Fifty-two cards, the number of weeks in a year. Four suits, the number of weeks in a month. Twelve pictures cards, the number of months in a year. Thirteen tricks, the number of weeks in a quarter. So you see, Sir, my pack of cards serves me as a Bible, almanac, and prayer book.' Friends, I know this story is true, because I knew that soldier."
-- Thanks to J. Phil Gilbreath
Sermons We See
by Edgar A. Guest
I'd rather see a sermon than to hear one any day; I'd rather one should walk with me than merely tell the way. The eye's a better pupil and more willing than the ear; Fine council is confusing, but example's always clear; And the best of all the preachers are the men who live their creeds, For to see good put in action is what everybody needs.
I soon can learn to do it if you'll let me see it done; I can watch your hands in action, but your tongue too fast may run. And the lecture you deliver may be very wise and true; But I'd rather get my lessons by observing what you do. For I might misunderstand you and the high advice you give, But there's no misunderstanding how you act and how you live.
When I see a deed of kindness, I am eager to be kind. When a weaker brother stumbles and a strong man stays behind Just to see if he can help him, then the wish grows strong in me, To become as big and thoughtful as I know that I can be. And all the travelers can witness that the best of guides today Is not the one who tells you, but the one who shows the way.
One good man teaches many, men believe what they behold; One deed of kindness noticed is worth forty that are told. Who stands with men of honor learns to hold his honor dear, for right living speaks a language which to everyone is clear. Though an able speaker charms me with his eloquence, I say, I'd rather see a sermon than to hear one, any day.
Understanding
Happy is the man who finds wisdom, And the man who gets understanding, For the gain from it is better than gain from silver, And its profit is better than gold. She is more precious than jewels, And nothing you desire can compare with her. Long life is in her right hand; In her left hand are riches and honor Her ways are ways of pleasantness, And all her paths are peace.
She is a tree of life to those who lay hold of her;
Those who hold her fast are called happy. The Lord by wisdom founded the earth;
By understanding he established the heavens; By His knowledge the deeps broke forth,
And the clouds drop down the dew.
My son, keep sound wisdom and discretion;
Let them not escape from your sight,
And they will be life for your soul
And adornment for your neck.
Then you will surely walk on your way securely
And your foot will not stumble.
If you sit down, you will not be afraid;
When you lie down, your sleep will be sweet.
Do not be afraid of sudden panic, or of the ruin of the wicked, when it comes;
For the Lord will be your confidence and will keep your foot from being caught.
--Proverbs 3:13-26
Servants
The true servants of the Gracious GOD are the following:
Those who walk upon earth with humility and when they are tempted by the evil ones, they respond: Peace;
Those who pass the hours of the night in prayers and standing before the Lord;
Those who pray: Lord turn away from us the punishments of hell, for it is a heavy torment, it is indeed an evil dwelling place;
Those who are neither extravagant nor stingy in spending, but keep a balance between the two;
Those who repent and believe and do good deeds.
--From the Koran, Al-Furquan, Part 19, Chapter 25
The Spirit lives; there is no doubt, Within the heart of every Scout, The hope lives on, the dreams survive, The Scouting spirit is alive!
The Spirit Lives
In England, many years ago,
There lived a man who sought to sow
The seeds of brotherhood of man,
And there the spirit first began.
The Scouting spirit spread about
To nations east, west, north and south,
And soon, on every land and shore,
Young men were taught the Scouting Law.
We camped and learned of nature's ways,
We gloried in our youthful days,
We ventured where all others feared,
Because we knew we were prepared.
The world has changed as years went by, Society's values went awry, And many ask, "What is the worth of Scouting on this wretched earth?"
But each new Scout who learns our law Brings with him hope, and much, much more; Each generation of Scouts gives The proof that Scouting's spirit lives.
The treasured values of the past Still guide Scouts of today; they last In spite of changes that we see Around us in society.
And still, adventures filled with fun Await today's Scouts, every one; In them that spirit, born of old May yet transform this sorry world.
And so we say without a doubt, That in the heart of every Scout The hope lives on, the dreams survive, The Scouting spirit is alive! -- By G.K. Sammy, former Scout of 31st Trinidad, dedicated to the Naparima District Scouts, who attended the XV World Jamboree, 1983
Success is in the way you walk,
Success
The paths of life each day; It's in the little things you do And in the things you say. Success is not in getting rich Or rising high to fame; It's not alone in winning goals Which all men hope to claim. It's being faithful to your friends And to the strangers kind, It's in the children whom you love And all they learn from you; Success depends on character And everything you do.
The Rule of Three
Three things to govern: Temper, tongue and conduct.
Three things to cultivate: Courage, affection and gentleness.
Three things to comment: thrift, industry, and promptness.
Three things to give: help to the needy, comfort to the sad, and appreciation to the worthy.
If you sit down at set of sun
Count That Day Lost
And count the acts that you have done,
And, counting find
One self-denying deed, one word
That eased the heart of him who heard;
One glance most kind,
That fell like sunshine where it went-
Then you may count that day well spent.
But if, through all the livelong day,
You've cheered no heart, by yea or nay-
If, through it all
You've nothing done that you can trace
That brought the sunshine to one face-
No act most small
That helped some soul and nothing cost-
Then count that day as worse than lost.
-George Eliot
I am but one,
But I am one;
I can't do everything,
But I can do SOMETHING;
What I can do,
I ought to do,
What I ought to do,
God helping me,
I WILL DO.
Native American Commandments
Treat the Earth and all that dwell thereon with respect.
Remain close to the Great Spirit.
Show great respect for your fellow beings.
Work together for the benefit of all Mankind.
Give assistance and kindness wherever needed.
Do what you know to be right.
Look after the well being of mind and body.
Dedicate a share of your efforts to the greater good.
Be truthful and honest at all times.
Take full responsibility for your actions.
Today's Thought
Great Spirit, give us hearts to understand;
Never to take from creation's beauty more than we give;
Never to destroy only for the furtherance of greed;
Never to deny to give our hands for the building of earth's beauty;
Never to take from her what we cannot use.
Great Spirit, give us hearts to understand;
That to destroy earth's music is to create confusion;
That to wreck her appearance is to blind us to beauty;
That to callously pollute her fragrance is to make a house of stench;
That as we care for her she will care for us.
We have forgotten who we are.
We have sought only our own security.
We have exploited simply for our own ends.
We have distorted our knowledge.
We have abused our power.
Great Spirit, whose dry lands thirst,
Help us to find the way to refresh your lands.
Great Spirit, whose waters are choked with debris and pollution,
Help us to find the way to cleanse your waters.
Great Spirit, whose beautiful earth grows ugly with misuse,
Help us to find the way to restore beauty to your handiwork.
Great Spirit, whose creatures are being destroyed,
Help us to find a way to replenish them.
Great Spirit, whose gifts to us are being lost in selfishness and corruption,
Help us to find the way to restore our humanity.
Source: Earth Prayers by Glenn Welker
Prayer of Saint Francis Assisi
Lord, make me an instrument of thy peace!
That where there is hatred,
I may bring love
That where there is wrong,
I may bring the spirit of forgiveness
That where there is discord,
I may bring harmony
That where there is error,
I may bring truth
That where there is doubt,
I may bring faith
That where there is despair,
I may bring hope
That where there are shadows, I may bring light That where there is sadness, I may bring joy. Lord, grant that I may seek rather to comfort, than to be comforted To understand, than to be understood To love, than to be loved.
For it is by self-forgetting that one finds.
It is by forgiving that one is forgiven.
It is by dying that one awakens to
Eternal Life.
The Earnest Promise of a Scout
The Scout Oath or Promise is a tool to help encourage each Scout to set goals for himself crystal clear, specific goals in sharp focus, definite objectives that will expand through the years as he lives as an enthusiastic Scout, as his character develops and unfolds.
"On my honor," the Scout says, and the words of the phrase help him to focus upon the importance of his personal integrity. His earnest desire to live on a high level is strengthened and reinforced.
--Walter MacPeek, from The Scout Oath in Action
Different Approaches to God
You see many stars at night in the sky but find them not when the sun rises, can you say there are no stars in the heaven by day? So, 0 man! Because you behold not God in the days of your ignorance, say not that there is no God. As one and the same material, water is called by different names by different peoples, one calling it water, another calling it eau, a third aqua, and another pani, so the one Satchitananda, the everlasting intelligent-bliss, is invoked by some as God, by some as Allah, by some as Jehovah, by some as Hari, and by others as Brahman.
As one can ascend to the top of a house by means of a ladder or a bamboo or a staircase or a rope, so divers are the ways and means to approach God, and every religion in the world shows one of these ways. Different creeds are but different paths to reach the Almighty.
-- Sri Ramakrishna from Searching, p.76
A Strong Combination
The statement of the Oath and the adjectives that make up the Law cover any possible description of a welladjusted human; and, if a whole nation ever reached halfway for these goals, it would be approaching Utopia. The concept of honor and the description of courage are vital ideas, almost lost by the wayside in this age of expediency and behavior analysis.
Here is a mixture of common sense and high ideals - for every citizen, not just every Scout. God bless Scouting. -- Hugh Downs, from The Scout Oath in Action,
Not A Man's Footprint
A man was crossing the desert with an Arab guide. Day after day the Arab never failed to kneel on the burning sand and call upon his God. At last one evening, the man said to the Arab, "How do you know there is a God?" The guide fixed his eye upon the scoffer for a moment, and then replied; "How do I know there is a God? How did I know that a camel and not a man passed last night? Was it not by the print of his hoof in the sand?" And pointing to the sun whose rays were fading over the horizon, he added, "That footprint is not of man."
Reverence
Reverence to God and reverence for one's neighbor and reverence for oneself as a servant of God, is the basis of every form of religion. The method of expression of reverence to God varies with every sect and denomination. What sect or denomination a boy belongs to depends, as a rule on his parents' wishes. It is they who decide. It is our business to respect their wishes and to second their efforts to inculcate reverence, what ever form of the religion the boy professes.
--Robert Baden-Powell, Aids to Scoutmastership, p.38
Peace and Brotherhood (readings from the Koran, of Islam)
"0 mankind! We created you from a single (pair) of a male and female, and made you into Nations and tribes, that you may know each other (not that ye may despise each other)...." [49:13]
"And their Lord hath accepted of them, and answered them: 'Never will I suffer to be lost the work of any of you be he male or female; Ye are members, one of another..."1 (3:195]
"The Believers are but a single brotherhood; so make peace and reconciliation between your two (contending) brothers; and fear God that ye may receive mercy." [49:10)
"And hold fast, all together, by the rope which God (stretches out for you) and be not divided among yourselves; and remember with gratitude God's favor on you " [3:103]
"They ask thee concerning orphans. Say: 'The best thing to do is what is for their good; if ye mix their affairs with yours, they are your brethren; ..." [2:220]
"But the god fearing shall be amidst gardens and fountains: 'Enter you them, in peace and security!' We shall strip away all rancor that is in their breasts; as brothers they shall be upon couches set face to face." [15:45)
Pure Thought
All that we are is the result of what we have thought: it is founded on our thoughts; it is made up of our thoughts. If a man speaks or acts with an evil thought, pain follows him as the wheel follows the foot of the ox that draws the carriage.
All that we are is the result of what we have thought: it is founded on our thoughts; it is made up of our thoughts. If a man speaks or acts with an evil thought, pain follows him, like a shadow that never leaves him.
'He abused me, he beat me, he defeated me, he robbed me' -- in those who harbor such thoughts hatred will never cease. For hatred does not cease by hatred at any time; hatred ceases by love -this is an old rule.
The world does not know that we must all come to an end here; but those who know it their quarrels cease at once.
Buddhist Buddha from Sharing, p.20
Good Neighbor and Sharing
Not long ago there was a severe drought in one part of India and in one village the water tanks went dry. There was no water for the crops and it looked as if they must fail. This would be disaster, for the failure of the harvest might mean starvation.
One man in the village had water -- a farmer who owned the only well. But he was afraid that if he allowed the whole village to use his well, there might not be enough water for his own crops. And yet he felt that, as a good neighbor, he should be willing to share what he had. In despair he asked God what he should do; and then he waited for the answer. It came. The thought came into his mind as clearly as if God had actually spoken to him. 'As long as your heart does not dry up with selfishness, the well will not dry up.' So he gave the water and there was enough for everyone.
-- Hindu from Sharing, p.30
People of All Colors
I was born with a bronze skin, and I like it. Some of my friends were born white or black or yellow. They were not consulted. But that's all right. There are yellow roses, white roses and red roses, and the fragrance of the one is about as nice as another. I hope my children will live in a world where people of all colors can sit and work together.
-- Native American Chief Walking Buffalo of the Stoney Indians from Sharing, p.35
Who Is Listening?
I saw two people walking, Talking with great animation, Both of them speaking at the same time. Could they hear each other, Or were they just talking and not listening? Would one say tomorrow:
"But I told you yesterday," And the other reply, "Did you? I don't remember that."
Beneath the chatter and the flow of clichés,
About the weather, the football and last night's TV,
Are people saying things that I do not want to hear?
Beneath the banter of lunch time,
Are cries for help drowned in the coffee?
Is there a scream I cannot hear
Behind the tired smiles and the shouts of
"See you in the morning?'
Friends talk, without hearing. Committees talk, and no one listens. Families talk, and no one pays attention. The lonely weep, but their neighbors are deaf. In the High Street, God himself speaks of His love. Every day He offers eternal life, But His voice is lost in the roar of the traffic.
Lord, forgive me that I choose not to hear
The voices that disturb me.
Help me to hear when someone sighs.
To notice a face, see the eyes,
To be aware, to be sensitive to the silent shout of a friend in need.
Teach me to hear between the words.
Open my inward ear so that I will hear Your voice
When You speak to me.
Remind me, again and again, that You are always listening
-- From "Pause for Thought: by Frank Topping, as found in Let Us Pray
A Friend
An Arab had 17 camels. When he died, he left half his camels to his eldest son; a third to his second son and a ninth to his youngest. Trouble is that 17 will not divide by two, three or nine. A friend heard about the problem and lent the boys a camel. That made 18. Half of 18 is 9; a third is 6; and a ninth is 2. 9+6+2 = 17. So the friend got his camel back and the sons got what was right for each of them. A good Scout will always do what the friend did whatever the cost - to make his neighbors happy. The promise is, of course, that if you sacrifice something (like an expensive camel) you will never lose and others might gain - which is the beginning of happiness. OK?
-- from "God. are you still in there?"
God Has Created A New Day
God has created a new day Silver and green and gold. Live that the sunset may find us Worthy his gift to hold.
Hark To The Chimes
Hark to the chimes Come bow your head. We thank thee God For this good bread.
If We Have Earned The Right
If we have earned the right to eat this bread Happy indeed are we. But if unmerited Thou gives to us May we more thankful be.
Neath These Tall Green Trees
Neath these tall green trees we stand Asking blessings from Thy hand Thanks we give to thee above For Thy help and strength and love.
Scottish Grace
Some have meat and cannot eat And some have nay that want it But we have meat and we can eat And so the Lord we thanketh.
Wayfarer's Grace
[Suggested tunes: Doxology, "Praise God From Whom All Blessings Flow", or "For The Beauty of the Earth"]
For all the glory of the way For all thy protection night and day For rooftree, fire, and bed and board For friends and home We thank thee Lord.
Graces
God Is Great
(Tune: London Bridge)
God is great and God is good
God is good, God is good
Let us thank him for this food
Alleluia!
Thank Thee
(Tune: Ruben, Ruben)
Thank thee, thank thee Heavenly Father For thy blessings we have gathered. Give us strength and understanding, Bless us now, oh Lord. We pray.
(Tune: Edelweiss)
Blessing Hymn
Come dear Lord, be our guest
As we gather together.
May our heart glow with love,
Keep us close to you ever.
Friendship and joy may they Bloom and grow. Bloom and grow forever, Bless our homes, bless our friends, Bless our common endeavors.
Thank you God, for this day, Bless all those who greet it. May your love glow with peace, May your love go forth from us.
Friendship and peace may they bloom and grow Bloom and grow forever.
Bless our friends, bless our work
Bless each of us forever.
Amazing Grace
Amazing grace how great Thou art,
You meet my every need,
You quench my thirst,
You guard my home,
My soul and body feed.
Like The Pearl
(Tune: Pearly shells. echo each. line)
Like the pearl in the ocean
Made by God from a grain of sand.
Like the pearl may God's blessings surround me.
Make a pearl from this little grain of sand.
May God Bless
(Tune: Oh dear what can the matter be.)
May God bless the boys at this meeting
May God bless the food we are eating
May God bless the ones who are leading
May God bless Cub Scouts everywhere.
Orchard And Ocean
(Tune: Tell me why)
Orchard and ocean
Farm and field
We thank our maker
For all they yield.
For earth and water
For flower and seed
We thank you God in thought, word and deed.
Amen
A Amen, A Amen, A amen, Amen, Amen.
HEAR THE LITTLE CHILDREN
A Amen, STANDING AT THIS TABLE, A Amen
ASKING FOR YOUR BLESSING
Amen, Amen!
We Know, We Know
(Tune: Hi Ho Hi HO)
We know, we know, from whom all blessing flow
We thank him then
We say Amen
We know, we know!
(We know, We know, We know--
Repeat 'til tired!)
World Hunger Grace
For food in a world where many walk in hunger,
For faith in a world where many walk in fear,
For friends in a world where many walk alone,
We give Thee humble thanks, Oh, Lord.
Namaste
(Tune: THE MORE WE GET TOGETHER)
Namaste means thank you means thank you
means thank you
Namaste means thank you
Namaste my Lord.
For good food and good friends
and feelings that don't end
Namaste means thank you
Namaste my Lord.
(na/ma/stay)
Thank The Lord
(Tune: Teapot)
I am strong and healthy thank the Lord.
I have bread, room and board
I have good friends and family,
God takes very good care of me.
He Hears
(Tune: On top of old Smokey)
My God is so great and I am so small,
but it doesn't matter he hears when I call!
He hears when I whisper, he hears when I shout
he hears my "thank you"
'cause I'm a Cub Scout.
Lord, God Of Power
(Tune: Down by the station)
Lord, God of power, guide me every hour Please bless this food we're about to eat.
Forever And A Day
(Tune: My hat it has 3 corners)
My Lord God almighty, bless us here today grant that we will be worthy forever and a day.
God Made The Mountains
(Tune: I love the mountains)
God made the mountains,
God made the rolling hills,
God made the flowers,
God made the daffodils,
God made the field of wheat, for all the bread we eat,
alleluia, alleluia, alleluia, alleluia
(repeat and fade out.)
May
(Tune: When Irish eyes are smiling) May the road rise up to meet you, May the wind be at your back, May good friends be there to greet you And your table never lack.
May your life be filled with laughter, and your heart be filled with song. May God shine His light upon you, As you live your whole life long.
God Is So Very Good
(Tune: Animal Crackers)
Fruit from the tree, and from the vine.
Bread from the oven, tastes diving.
Gosh, oh gee but I have fun,
Counting my blessings one by one.
God is so very good to me, Sends me strength and energy, Thank you God eternally.
Be Present
Be present at our table Lord
Be here and everywhere I go His mercies bless and grant that we May learn to live and die for Thee.
Spirit Eternal
(Tune: Pop goes the weasel)
God almighty, Father of all
God the Spirit Eternal
Bless us each, one and all
Spirit Eternal.
Bless the children gathered about,
Bless adults who lead them,
Bless the children 'round the world,
Please help feed them.
Before The Night
(Tune: After the ball)
Before this day is over Before the night begins Help me protect the planet Be one of it's caring friends I thank you for all your blessings May I earn the right To live in harmony with them Before the night.
Merci Beaucoup
(Tune: Alluetta)
Merci Beaucoup Lord
God almighty.
Merci Beaucoup thank you very much.
Chorus: Merci beaucoup
Merci beaucoup
Thanks to you
Thanks to you oh, oh, oh
Hawaiian Grace
(Tune: Aloha Oy)
Aloha to God above
Aloha a word that means
I love you.
Mahalo too means
I thank you.
Mahalo aloha to God.
(Ma/ha/low)
Alleluia, alleluia,
Alleluia
amen, amen.
For Health And Strength
For health and strength and daily bread
we praise Thy name oh Lord.
Another version:
For health and strength and daily food
We praise thy name O Lord.
Within this camp and all our days
Thy presence we adore,
We praise Thy name.
We praise Thy name.
We praise Thy name O Lord.
Jubilate Deo
Jubilate Deo,
Jubilate Deo,
Alleluia.
Thanks To God
(Tune: Taps)
Thanks to God, for our food for our milk, for our stew, for our bread. God is joy, God is love Bow your head.
Gelobet
Gelobet sei
Gelobet sei
Der herr mein Gott.
Gelobet sei
Gelobet sei
Der herr mein Gott.
Gelobet, Gelobet, Gelobet sei.
Der mein Gott.
(translation: Praised be the Lord, my God.)
Gracias Señor
Allelu, allelu, allelu, alleluia.
Gracias señor allelu, allelu, allelu, alleluia.
Gracias señor
Gracias señor alleluia
Gracias señor alleluia
Gracias señor alleluia
Gracias señor.
Good Morning God
(Tune: Morning is here)
Good morning God, this is your day
I am your child, show me the way.
Everyday
(Tune: Camp town races)
Thank you God for all you do
Ale-luya
Thank you God for all you do
Every single day.
(contributed by Judy Hubbs)
Indian Taps
Day is done (raise hands up)
gone the sun (lower hands)
from the lakes (arms stretch in front of you)
from the hills (arms stretch upward and diagonal, like a hill)
from the sky (arms reach up to sky)
all is well (arms in front, bend at elbow toward you) safely rest (arms together cross in front of body--like folding your arms in front of you)
God is nigh. (bow head on your crossed arms.)
Let Us Break Bread Together
Let us break bread together on our knees
Let us break bread together on our knees
When I fall on my knees with my face to the rising sun,
Oh, Lord have mercy on me.
God Our Father
(Tune: Frere Jacques)
God our father, God our father Once again, once again, we would ask thy blessing, we would ask thy blessing amen, amen.
Bless Our Food
(Tune: Edelweiss)
Bless our food, bless our friends come oh Lord and sit with us. Make our talk glow with peace come with your love to surround us.
Friendship and peace may they bloom and grow bloom and grow forever.
Bless our food, bless our friends, Bless our dear land forever.
Thank You For The World So Sweet
Thank you for the world so sweet thank you for the food we eat thank you for the birds that sing thank you God for everything.
We Gather Together
We gather together to ask the Lord's blessing He chastens and hastens his will to make known. The wicked oppressing cease them from distressing Sing praises to his name he forgets not his own.
Mountain Meadows Grace
(Mountain Meadows is a resident camp in California)
We thank the Lord for the food we eat,
For camping fun and the friends we meet, For the rushing streams and the calm cool breeze, For lovely meadows and tall green trees.
A Grateful Heart
This happy meal will happier be
If we, O God, remember Thee
We thank you, God, for happy hearts,
For fine and sunny weather; We thank you, God, for this our food, And that we are together.
For every cup and plateful, God make us truly grateful.
As we enjoy this earthly food At this table you have spread, We'll not forget to thank you, God, For all our daily bread.
A Kindergartner's Prayer Dear Lord, bless this food. Let children everywhere have just as much to thank You for. Please God, hear our prayer. Amen. -- Thanks to Evette Ogden
A Blessing
For what we are about to do, may the Lord make us truly responsible.
For what we are about to think, may the Lord make us truly wise.
For what we are about to say, may the Lord make us truly sensible.
For what we are trying to achieve, may the Lord accept and bless our efforts.
-- Thanks to Sergio Laurenti
Bless This House
[Tune: Edelweiss]
Bless this house, bless this bread, Come oh Lord and sit with us. May our hearts grow with peace. Come with your love and surround us. Friendship and love may they bloom and grow, Bloom and grow forever. Bless our friends, bless us all, Bless all Cub Scouts forever.
God Is Great, God Is Good, Alleluia
[Tune: Michael Row the Boat])
God is great, God is good, Alleluia Let us thank him for our food, Alleluia. By His hand we all are fed, Alleluia Thank you Lord, for daily bread, Alleluia.
God Our Father
[Tune: Frere Jacques]
God our Father, God our Father.
Once again, once again,
Thank you for our blessings, thank you for our blessings.
A-amen, a-amen.
Variation of third line: "We would ask thy
blessing . . . ."
Health and Strength
For health and strength and daily bread We praise thy name, Oh Lord.
Peace Is
Peace is the bread we break;
Love is a river rolling.
Life is the chance we take
When we make this world our home.
Gonna make this world our home.
The Scouts Own
An Introduction to the Scouts Own
The founder of Scouting, Robert Baden-Powell, believed that Reverence and Duty to God should be an important part of the Scout Movement and of every Scout and Scouter. He originated the notion of Scout's Own ..."a gathering the Scouts for the worship of God and to promote fuller realization of the Scout Law and Promise, but supplementary to, and not in substitution for, regular religious observances." (Aids to Scoutmastership, p.38)
Let us first consider what Scouts' Owns are not.
* They are not Church Services, nor are they meant to be a substitute for them.
* They are not a structured liturgy like the Book of Common Order, etc.
* They are not a good opportunity for the Leader to bang home some truths with a little bit of God added for effect.
* They are not necessarily the Chaplains or Leaders' department or duty.
Given those guidelines, let's define what Scouts' Owns are. This is not what they ought to be - this is what they are; and if they do not fulfill one or more of these categories, they are not Scouts' Owns.
* They are an acknowledgment of God and his creation and ourselves as part of it, expressed in a way that all the faiths that Scouting embraces can share together.
* They are a pause in our activity to discover something deeper and more permanent in the things we are trying to achieve or learn or enjoy.
* They are a response to the Creator for the gift of life.
Which means, of course, they can be almost everything from a time of silence through a single sentence right up to a kind of service of worship that might include music and singing and stories and readings and prayers. In other words, although the next few paragraphs and pages suggest some material that could be useful for a Scouts' Own and end with a couple of outlines that might be useful for a colony/pack/troop/unit evening or in camp, there really is no "proper form."
For example, a group of Venture Scouts [older Scouts or high adventure group] may get to the summit of a mountain after a difficult or challenging rock climb and as they stand or sit down to recover and enjoy the view, one of them says, with feeling, "Thank God we made it!" and the others respond "Too right" (in context, another word for "Amen"), conscious or not, they have experienced a Scouts' Own, because they have recognized both their achievement and their growing because of it. The glory of a sunset and the breaking of the dawn; the sky at night, the hills by day and the flickering friendship round a camp-fire are absolutely natural settings for thinking -sometimes silently, sometimes aloud -- about the power that is the beginning and end of everything and our human place in the complex order of the universe. And that's a Scouts' Own, without the need, even, for a mention of God by name -- only by implication. You see the point? A Scout's Own is really a spiritual experience that happens.
But sometimes, especially at the younger ages, it has to be underlined. So a game or an activity that has demanded effort in body or mind or in tolerance and team-work can, on the spot, be turned into a Scouts' Own with a thought and a "thank-you" for God -- no necessity for hymns or uniforms or readings. Of course, there is a place for a Scouts' Own with songs and readings -- when a time is set aside for God. Then it can be good to tell a story of adventure or challenge, where the people have relied on their faith -- whatever their faith -- in the Creator God to achieve their goal; and sing a campfire song or two about sharing and caring and serving. The song "Al lelu, alleluia, praise ye the Lord" can be fun, because, divided into two groups, one does the 'Alleluias' and the other the 'Praise ye the Lord' and whenever they are singing they stand and when not they sit. This is praise that is ordered chaos and fun. Maybe that's a good description of a true Scouts' Own.
And prayers. A lot of young folk today find prayer difficult, yet the best prayers come from them. The young Cub Scout who prays "Thank you God for making me" has hit the nail on the head that's a Scouts' Own in a sentence. So it is far better to let the young people make up their own prayers - maybe creating a Group book of prayers and use it, updating it year by year. As a Leader you will never quite match, for them, the depth of their own thinking.
Finally, having, hopefully, done away with the mystique surrounding and the necessity of formality or a formal structure for Scouts' Owns, we suggest you go and get on with them - and enjoy them!
An Outline Scouts' Own For a Formal Situation
The most useful structure is simple - it consists of an Introduction - with or without singing. The second element is the Story. There are hundreds of stories that would be suitable - stories about Baden-Powell or modern adventure and achievement. Something that can be illustrated by audience participation in some way is usually more effective but not absolutely essential. It could simply be a yarn read from a book - but better retold by the leader without the book! And the third element is the Devotional. Nothing complicated or fancy, just a drawing together of things that are eternal like love and beauty and truth and justice and peace - and a suggestion of the vital place that Members of the Scout Movement of all ages have in the winning and maintaining of them. Which is how we do our duty to the Creator Power (God) who is the beginning and the end of everything.
Without question, the best and most effective Scouts' Owns are constructed by Scouts themselves. Therefore it should be the practice to involve them in the preparation for the occasion as well as participation in it. You might have to tell the yarn or story; but it might be just as effective for you to give a group a theme and tell them to present it whatever way they feel would be most effective. They may well come up with songs, even things to be read, that you wouldn't have dreamed about, but for their peers it will make the point better than anything you can say.
So you might like to suggest themes like these:
* Caring for God's World and the people in it
* Working for Peace and Justice for everybody
* Making the best use of the life God had given to us
* How to cope with hurt or handicap
Of course there are more obvious themes like holidays, camp, Scouting, friendships, and adventure and so on. All of these have a Scouting significance. You might ask about the abstract - love, hope, beauty, wonder, despair, sadness, forgiveness. Or, why not take the bull by the horns and ask them to express in word, song and mime/drama what they understand about God, Creation, the Universe, themselves. The point is that, formal or not, it doesn't have to be professional - only honest. And it doesn't have to last half an hour - only as long as it takes to say what is necessary. Our bet is that you'll be pleasantly surprised by the things they come up with. And as we said before enjoy it.
And from our Founder:
Some Ideas on Scouts' Owns
For an open Troop, or for Troops in camp, I think the Scouts' Own should be open to all denominations, and carried on in such manner as to offend none. There should not be any special form, but it should abound in the right spirit, and should be conducted not from any ecclesiastical point of view, but from that of the boy. Everything likely to make an artificial atmosphere should be avoided. We do not want a kind of imposed Church Parade, but a voluntary uplifting of their hearts by the boys in thanksgiving for the joys of life, and a desire on their part to seek inspiration and strength for greater love and service for others.
A Scouts' Own should have as big an effect on the boys as any service in Church, if in conducting the Scouts' Own we remember that boys are not grown men, and if we go by the pace of the youngest and most uneducated of those present. Boredom is not reverence, nor will it breed religion.
To interest the boys, the Scouts' Own must be a cheery and varied function. Short hymns (three verses are as a rule quite enough-never more than four); understandable prayers; a good address from a man who really understands boys (a homely "talk" rather than an address), which grips the boys, and in which they may laugh or applaud as the spirit moves them, so that they take a real interest in what is said. If a man cannot make his point to keen boys in ten minutes he ought to be shot! If he has not got them keen, it would be better not to hold a Scouts' Own at all.
By Baden Powell Printed in "The Scouter" November 1928
Some Scouts Own Examples
All-Faiths Service For Worship In The Outdoors
CALL TO WORSHIP - Psalm 100: 1 - 3
``Make a joyful noise to the Lord, in all the lands.
Serve the Lord with gladness. Come into His presence with singing. Know that the Lord is God.
It is He that made us, and we are His;
We are His people, and sheep of His pasture.''
OPENING HYMN -`AMERICA THE BEAUTIFUL''
O beautiful, for spacious skies, for amber waves of grain,
For purple mountains majesties, above the fruited plain,
America, America, God shed his grace on thee,
And Crown thy good with brotherhood, from sea to shining sea.
RESPONSIVE READING: - ``Canticle of the Sun''
All:
O most high, almighty, Lord God, to you belongs praise, glory, honor and all blessing.
Leader:
Praised be my Lord God with all his creatures, and especially, our brother, the sun, who brings us the day and who brings us the night; fair is he, and shines with a very great splendor; O Lord, he signifies You to us.
Response:
Praise be my Lord for our sister the moon, and for the stars, which He has set clear and lovely in the heaven.
Leader:
Praised be my Lord for our brother the wind, and for the air and clouds, calms, and all weather by which you uphold life in all creatures.
Response:
Praised be my Lord for our sister, water, who is very serviceable to us, and humble and precious... and very clean.
Leader:
Praised be my Lord for our brother, fire, through whom you give us light in the darkness; he is bright and pleasant and very mighty and strong.
Response:
Praised be my Lord for our mother, the earth, which sustains us and keeps us, and brings forth grass and diverse fruits and flowers of many colors.
All:
Praise and bless the Lord, and give thanks to Him and serve Him with great humility.
SONG: They That Wait Upon the Lord (in the songbook)
A Vietnam Buddhist Chant of Incense:
Burning incense spread to the four winds slowly, swirls formed as a wise cloud. Gathering here, we bow and pray, Bring the beautiful garland to the altar! Praying to the omnipotent, benevolent God of Mankind. Deep in our humble heart, we seek the absolute truth Which takes us out of the circle of suffering.
Silent Prayer:
After a moment, the leader says:
"Leader:
O God, it is not easy to pray, And yet I pray that these few moments will somehow bring me closer to you”
HOMILY: ”A Tell of Three Trees” - as retold by Angela Elwell Hunt
OFFERING - For the World Friendship Fund
CLOSING HYMN - " God Bless America"
God Bless America, land that I love, Stand beside her, and guide her, Though the night, with the light from above, From the mountains, to the prairies, to the oceans, white with foam, God Bless America, My home, sweet, home, God Bless America, My home sweet home.
BENEDICTION - (spoken or sung to the tune: Edelweiss)
May the Lord, Mighty Lord, bless and keep you forever; Grant us peace, perfect peace, courage in every endeavor. Lift up your eyes and see His face, and His grace forever. May the Lord, Mighty Lord, Bless and keep you forever.
Turn Troop back over to Senior Patrol Leader:
Pack 92 Scouts Own Service, April 14, 1996
A Scout is Reverent.
A Scout is reverent toward God. He is faithful in his religious duties. He respects the beliefs of others.
CALL TO PRAYER
Leader:
Behold, how good and how pleasant it is
For brethren to dwell together in unity.
Psalms 133:1
Scouts and Parents:
I will give thanks to the Lord with my whole heart;
I will tell of all your wonderful deeds.
I will be glad and exult in you;
I will sing praise to your name, O Most High.
Psalms 9:1-2
Invocation
May the time be not too distant, O LORD, when all your children will understand that they are brothers and sisters, so that, one in spirit and one in fellowship, they may be for ever united before you. Then shall your kingdom be established on earth, and the word of your prophet shall be fulfilled: "The Lord will reign for ever and ever." Amen
-- From the Jewish Sabbath Service
OPENING SONG
America the Beautiful
O, beautiful for spacious skies,
For amber waves of grain,
For purple mountain majesties,
Above the fruited plain.
America! America!
God shed his grace on thee,
And crown thy good with brotherhood
From sea to shining sea.
O, beautiful for patriots dream, That sees, beyond the years, Thine alabaster cities gleam, Undimmed by human tears. America! America!
The Scout is Reverent Resource Book
God shed his grace on thee,
And crown thy good with brotherhood
From sea to shining sea.
RESPONSIVE READING
God is the Eternal One
Leader:
God is the Eternal One,
Who reigned before any being had yet been created;
When all was done according to God's will,
Already then God's Name was Sovereign.
Scouts and Parents:
And after all has ceased to be,
Still will God reign in solitary majesty;
God was, God is, God shall be in glory.
Leader:
And God is One,
Without compare,
Without beginning,
Without end;
To God belongs power and dominion.
Scouts and Parents:
And the Sovereign of all is my own God,
My living Redeemer,
My Rock in time of trouble and distress;
My banner and my Refuge,
My benefactor, to whom in anguish, I can call.
All:
Into God's hands I entrust my spirit,
Both when I sleep as when I wake;
And with my spirit, my body also:
God is with me, I will not fear.
"Adon Olam" ("God is the Eternal One").
An eleventh-century Hebrew prayer composed by the
Jewish poet and philosopher Solomon Ibn Gibirol.
A TRADITIONAL SCOUTING SONG
Kum-Ba-Yah
(The Scout Law Version)
Kum-ba-yah my Lord, Kum-ba-yah
Kum-ba-yah my Lord, Kum-ba-yah
Kum-ba-yah my Lord, Kum-ba-yah
O, Lord, Kum-ba-yah.
A Scout's trustworthy Lord, Kum-ba-yah,
A Scout is loyal, Lord, Kum-ba-yah,
A Scout is helpful, Lord, Kum-ba-yah,
O, Lord, Kum-ba-yah.
A Scout is friendly, Lord, Kum-ba-yah,
A Scout is courteous, Lord, Kum-ba-yah,
A Scout is kind, Lord, Kum-ba-yah,
O, Lord, Kum-ba-yah.
A Scout's obedient, Lord, Kum-ba-yah,
A Scout is cheerful, Lord, Kum-ba-yah,
A Scout is thrifty, Lord, Kum-ba-yah,
O, Lord, Kum-ba-yah.
A Scout is brave, Lord, Kum-ba-yah
A Scout is clean, Lord, Kum-ba-yah
A Scout is reverent, Lord, Kum-ba-yah
O, Lord, Kum-ba-yah.
Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah.
Reading
The true servants of the Gracious GOD are the following:
Those who walk upon earth with humility and when they are tempted by the evil ones, they respond: Peace;
Those who pass the hours of the night in prayers and standing before the Lord;
Those who pray: Lord turn away from us the punishments of hell, for it is a heavy torment, it is indeed an evil dwelling place;
Those who are neither extravagant nor stingy in spending, but keep a balance between the two; Those who repent and believe and do good deeds.
>From the Koran, Al-Furquan, Part 19, Chapter 25
SILENT OBSERVANCE
May we observe a moment of silent prayer, each in his own faith.
A Thought for Scout Sunday
From Baden-Powell, Scouting for Boys
The old knights were very religious. They were always careful to attend religious services, especially before going into battle or undertaking any serious difficulty. They considered it the right thing always to be prepared for death. Besides worshipping God in church, the knights always recognized His work in the things which He made, such as animals, plants, and all scenery.
And so it is with peace scouts today. Wherever they go they love the woodlands, the mountains, and the prairies, and they like to watch and know about the animals that inhabit them, and the wonders of the flowers and plants.
No man is much good unless he believes in God and obeys His laws. So every Scout should have religion.
Religion seems a very simple thing: First: Love and serve God. Second: Love and serve your neighbor.
In doing your duty to God always be grateful to Him. Whenever you enjoy a pleasure or a good game, or succeed in doing a good thing, thank Him for it, if only with a word or two, just as you say grace at a meal. And it is a good thing to bless other people. For instance, if you see a train starting off, just pray for God's blessing on all that are in the train.
In doing your duty towards man, be helpful and generous, and always be grateful for any kindness done to you, and be careful to show that you are grateful. Remember again that a present given to you is not yours until you have thanked the giver for it.
While you are living your life on earth, try to do something good which may remain after you.
One writer says: "I often think that when the sun goes down the world is hidden by a big blanket from the light of heaven, but the stars are little holes pierced in that blanket by those who have done good deeds in this world. The stars are not all the same size; some are big, some are little, and some men have done great deeds and others have done small deeds, but they have made their hole in the blanket by doing good before they went to heaven."
Try to make your hole in the blanket by good work while you are on earth.
It is something to be good, but it is far better to do good.
BENEDICTION
Interfaith Service Randy Neufeld
INVOCATION
Be merciful to me, O God, Be merciful, for I have taken refuge in You.
In the shadow of Your wings, will I take refuge
until this time of trouble has gone by.
I will call upon the most high God,
The God who maintains my cause.
He will send from heaven and save me; He will confound those who trample upon me; God will send forth His love and his faithfulness. Amen.
HYMN
Oh beautiful for spacious skies,
For amber waves of grain,
For purple mountain majesties,
Above the fruited plain.
(Chorus)
America, America. God shed His Grace on thee, and crown thy good with brotherhood, From sea to shining sea.
Oh beautiful for patriot dream, That sees beyond the years, Thine alabaster cities gleam, Undimmed by human tears.
(Repeat Chorus)
MEDITATION
Sanctify our campsite with your presence and joy. By the spirit of affection and service unite our Scouting families, that they may show your praise in our land and in all the world.
RESPONSIVE READING
(Psalm 46)
(Leader) God is our refuge and strength (People) A very present help in trouble
(L) therefore we will not fear, though the earth be moved
(P) and though the mountains be toppled into the depths of the sea
(L) though it's waters rage and foam
(P) the Lord of hosts is with us
(L) the God of Jacob is our stronghold
HYMN
Kum Ba Yah my Lord, Kum Ba Yah
Kum Ba Yah my Lord, Kum Ba Yah
Kum Ba Yah my Lord, Kum Ba Yah
Oh, Lord Kum Ba Yah
Someone's crying Lord, Kum Ba Yah
Someone's crying Lord, Kum Ba Yah
Someone's crying Lord, Kum Ba Yah
Oh Lord Kum Ba Yah
Someone's singing Lord, Kum Ba Yah
Someone's singing Lord, Kum Ba Yah
Someone's singing Lord, Kum Ba Yah
Oh Lord Kum Ba Yah
Someone's praying Lord, Kum Ba Yah Oh Lord Kum Ba Yah
SERMON
OFFERING FOR WORLD FRIENDSHIP FUND
HYMN
Michael row the boat ashore, Hallelujah
Michael row the boat ashore, Hallelujah
River Jordan is deep and wide, Hallelujah
River Jordan is deep and wide, Hallelujah
River Jordan is chilly and cold, Hallelujah
Chills the body but not the soul, Hallelujah
SCOUTMASTER MINUTE
CLOSING PRAYER
GREAT SPIRIT PRAYER
Oh Great Spirit whose voice in the wind I hear, And whose breath gives life to all in the world
Hear me
Before you I come, one of your many children Small and weak am I
Your strength and wisdom I need Make me walk in beauty Make my heart respect all You have made My ears to hear Your voice Make me wise that I may know all You have taught my people The lessons You have hidden in every rock I seek strength, not to be superior to my brother Make me able to fight my greatest enemy, myself Make me ready to stand before You with clean and straight eyes
When life fades, as the fading sunset, may our spirits stand before You without shame.
MORNING GRACE
Gracious giver of all good Thee we than for rest and food Grant that all we do or say In Thy service be this day Amen
NOON GRACE
Father for this noonday meal We would speak the grace we feel Health and strength we ask of Thee Help us Lord to faithful be Amen
EVENING GRACE
Tireless guardian on our way Thou hast kept us well this day While we thank Thee we request Care continued, pardon, rest Amen
Non-Denominational Worship Service For The Outdoors Randy Neufeld
CALL TO WORSHIP -
Psalm 100: 1 - 3
``Make a joyful noise to the Lord, all the lands. Serve the Lord with gladness. Come into His presence with singing. Know that the Lord is God. It is He that made us, and we are His; we are His people, and the sheep of His pasture.''
OPENING HYMN -
`Morning Has Broken'' Morning has broken like the first morning, Blackbird has spoken like the first bird. Praise for the singing, Praise for the morning, Praise for them, springing, fresh from the word.
Sweet the rain's new fall, sunlit from heaven, Like the first dewfall on the first grass, Praise for the sweetness of the wet garden, Sprung in completeness where His feet pass.
Mine is the sunlight, mine is the morning, Born of the one light Eden saw play. Praise with elation, praise every morning, God's recreation of the new day.
RESPONSIVE READING: ``Canticle of the Sun''
All: O most high, almighty, good Lord God, to you belongs praise, glory, honor and all blessing.
Leader: Praised be my Lord God with all his creatures, and especially, our brother, the sun, who brings us the day and who brings us the night; fair is he, and shines with a very great splendor; O Lord, he signifies You to us.
Response: Praise be my Lord for our sister the moon, and for the stars, which He has set clear and lovely in the heaven.
Leader: Praised be my Lord for our brother the wind, and for the air and clouds, calms, and all weather by which you uphold life in all creatures.
Response: Praised be my Lord for our sister, water, who is very serviceable to us, and humble and precious... and very clean.
Leader: Praised be my Lord for our brother, fire, through whom you give us light in the darkness; he is bright and pleasant and very mighty and strong.
Response: Praised be my Lord for our mother, the earth, which sustains us and keeps us, and brings forth grass and diverse fruits and flowers of many colors.
All: Praise and bless the Lord, and give thanks to Him and serve Him with great humility.
SILENT PRAYER
PRAYER
God, sometimes I hold something small in my hand... a piece of moss or a budding twig, and - peering closely at this tiny world - I feel a sudden wonder. Help me to remember that you made these worlds, and countless others, and...in remembering...come closer to you. O God, we thank Thee today for the world in which you have placed us; for the universe whose vastness is revealed in the blue depths of the sky; whose immensities are lit by shining stars beyond the strength of mind to follow. We thank you for the beauty of our earth, for the sweetness of the flowers, the solemnity of the stars, the sound of streams and swelling seas, for stretching lands and mighty mountains which rest and satisfy the soul, the purity of dawn which calls us to holy dedication, and the peace of the evening which speaks of everlasting rest. Above all, we thank you for the dignity you have bestowed upon every human being as the crown of your Creation. Give us the grace to let the light of your glory shine through us, in our action, words and thoughts. Amen.
OFFERING - For the World Friendship Fund
CLOSING HYMN - " This is My Father's World" This is my Father's world, and to my listening ears, All nature sings, and round me rings the music of the spheres.
This is my Father's world. I rest me in the thought Of rocks and trees, of skies and seas,
His hand the wonders wrought.
This is my Father's world. The birds their carols raise. The morning light, the lily white, declare the Maker's praise.
This is my Father's world. He shines in all that's fair;
In the trusting grass I hear him pass, He speaks to me everywhere.
BENEDICTION - (tune: Edelweiss)
May the Lord, Mighty Lord, bless and keep you forever;
Grant us peace, perfect peace, courage in every endeavor.
Lift up your eyes and see His face, and His grace forever.
May the Lord, Mighty Lord, Bless and keep you forever.
Summaries of Some of World Religions
In our society today, it is very likely that you will have boys from different cultures and different religions in your Troop. Not just from the standpoint of Scouts Own preparation, but also to better understand your boys and be sensitive to their beliefs, it is a good idea to learn just a little bit about their religion. Here you will find brief descriptions of some of the world's major religions.
Hinduism
If you ever have a young person from the Hindu faith in your section or District, you are in touch with the distant eras of history, because Hinduism is the oldest of the world's religions and, partly because of that, it is different from most of the others. For example, it has no rigid set of beliefs, though the Hindu follower will pray with deep devotion before his Dharma or guiding spirit
To be a Hindu only two things are required -- to seek the truth and to do no harm to anyone. (Failing to help someone in need can be understood as doing them harm). In order to be able to do these two things properly, the Hindu must prepare his or her mind and body to be capable of undertaking them. Which is very much the heart of Scouting.
The Temple is the Hindu's holy place of prayer, but a room set aside for the purpose, or a tent is quite suitable for prayer and meditation. In fact, a Hindu will normally be prepared to use a church or other place of worship for his or her own devotions.
The Hindu symbol is important. Hindus do not have a word for God like Jews, Christians and Muslims. The essence of their faith is in the syllable AUM - the symbol - which describes the relationship of the "Spirit" or Brahman to the world: "A" stands for the power of God to create the universe; "U" stands for the power of God to preserve the universe; and "M" stands for the power of God to dissolve this universe.
There are two sets of holy writings - the "Isruti" which are divine and eternal; and the "smriti" which are less so. There are 1,000 chants or hymns. The Hindu believes that the great spirit appears in three forms - Brahma, Vishnu and Shiva, using many different guises, human and animal. They also believe in the doctrine of reincarnation - that after this life we shall be born again in another body. The quality of a person's life this time helps determine in what kind of body they will appear next.
Most Hindus are vegetarian but some may enjoy chicken and lamb. Beef is strictly forbidden. Hindu Scouts are normally immaculately turned out and will readily join in a Scout's Own. Other Scouts will be welcome in the Hindu Temple.
The main Hindu festival is Diwali, the festival of lights celebrated toward the end of November. It would be good to ask a Hindu Scout to tell about it or tell a yarn from the long history of his faith.
Judaism
There are some Jewish Scout Groups and Jewish Scouts may find a place in one of them. But where there is no large Jewish community, it is very possible that a Jewish boy may want to join your Group and it is important that he is welcomed and his needs met.
Jews base their religious practice on the Law of God, the "Torah" found in the five Books of Moses -- Genesis, Exodus, Leviticus, Numbers and Deuteronomy. Although the stories in the early part of Genesis tell of the Creation of the world, the history of Judaism as such really begins with Abraham more than 3,000 years ago, who first recognized that there was only one Supreme Being. It was Abraham's trust in one God that was really the birth of Judaism. It was further developed when Moses led the Israelites out of slavery in Egypt towards the promised land. This was somewhere around 1300 BC. Two events from that time are much in the center of Jewish faith today. The first was the final plague on the people of Egypt, which persuaded Pharaoh to release the Israelites - the spirit of death killed the first-born of every Egyptian family. But it passed over the homes of the Israelites because their door posts were marked with the blood of a lamb. And the other event was the giving of the Ten commandments to Moses. Judaism was then, and still is today, based on a firm belief and active trust in God and in obedience to the rules of life contained in the Ten Commandments.
Jewish Scouts will want to keep the Sabbath, their holy day, which runs from sunset of Friday to sunset on Saturday. During these hours no work is done and families gather for a special meal on Friday to welcome the Sabbath, thanking God for his providence. They will go to worship in the Synagogue on the Sabbath. They will also keep the Passover, a festival remembering the spirit of death passing over the Israelite homes in Egypt. That is around mid April - it moves with the day of the new moon. And they will want to keep "Rosh Hashanah" (New Year) and "Yom Kippur ('day of Atonement), very devotional festival around September. Jews do not eat pork and for festivals and holy days use special pots, pans and dishes for their festival food. Jewish Scouts will join in a Scout's Own and most normal Scout activities.
Christianity
In Britain and America, many Scouts come from a Christian background. Christianity grew out of Judaism. It's leader, Jesus of Nazareth, believed that he was chosen by God to call the people to a true faith and trust in God. His teaching was that God didn't just want people to keep the Jewish laws as a kind of ritual, He wanted them to live out their lives in love and care for their neighbors and for anyone in need - especially the poor and the oppressed. He criticized the chief Priests for keeping God in the Temple and turning the Temple into a business which made it hard for the poor to go to worship. The Chief Priests reacted by plotting to have Jesus killed. They persuaded the Roman Governor, Pontius Pilate, that Jesus was a political danger to him because the common people followed him and, although Pilate couldn't find any proof of the charge, he had Jesus whipped and crucified - nailed to a wooden cross - which was the Roman method of execution at the time. This was done on a Friday - the eve of the Jewish Sabbath. Christians call it Good Friday because they believe that when Jesus died, the forgiveness of God was released for human failure to love, serve and trust in God. Christians also believe that Jesus, having been buried in a cave, rose from the dead on the Sunday (Easter Day) and was seen by his followers many times over several weeks. Certainly, they believed this happened because many of them were executed for saying so and you don't die for something that you know isn't true. Those early followers were all Jews and it wasn't for some time that non-Jews were able to join the new community. It was probably about 30 years before they were called "Christians". It is estimated that there are about 12 billion people in the world who say they follow Jesus. They have special services and celebrations to mark his birth
- Christmas Day (25th December) and usually a service at midnight the night before; and at Easter on the Sunday before Easter (Palm Sunday), on Good Friday and, of course on Easter Day. Easter weekend often being a four day holiday, care should be taken to make sure that the significance of Easter for Christians at camp is not forgotten.
Islam
If you have a Muslim boy in your Group, you have a follower of a world religion of some billion members. And it is almost certain that your member will be a boy because it is unlikely that any Muslim girl will be allowed into Scouting - at least not yet. Islam is a way of life. Muslims are people of the "Book" - the "quar'an" or as we pronounce it, the "Koran". There are some common origins with Judaism - Arabs (Muslims) are said to be descended from Ishmael, who was the son of Hagar, the maidservant of Abraham's wife; Jews are descended from Isaac, the son of Sarah, Abraham's wife. So Islam, Judaism and Christianity are all very closely linked and while Jews and Muslims do not accept that Jesus was the Son of God, Muslims do accept him as a prophet. So Muslim Scouts ought to have no difficulty in sharing fully in a Scout's Own, where it is God who is worshipped. The Muslim boy has to learn the Koran by heart and will want to do his duty to Allah, which is his name for God. His religion has two pails, faith and action and both are essential to him. He has five pillars of faith. First, he believes in the unity of God and in Mohammed (Peace be unto Him) as His Last Messenger. Second, if he is of Scout age he will have to say prayers five times a day - and time must be allowed for this at camp and other events. And he will have to fulfill a special ritual washing before his prayers. Other boys should expect to see him at prayer and respect him for it. Then, third in the month of Ramadan, the Muslim boy will have to fast - have no food or drink - from sunrise to sunset. This is to help the rich experience the pain of the poor. But it will need understanding on the part of other boys and Leaders. At camp a Muslim will eat beef, chicken and lamb if it has been properly killed, but he will not eat pork. It is probably better to provide fish for meals along with cereals and vegetables and so on, because there will be no problem with them. The fourth pillar of the faith involves his giving to the needy, and fifth, if possible, is a pilgrimage to Mecca. The five pointed star in the symbol is a reminder of the five pillars, while the crescent is the sign that the Islamic month begins with the appearance of each new moon. A Muslim will be supported by his parents.
Sikhism
If you have a Sikh in you Group, there will be no mistaking him for he will be wearing a turban on his head to cover his uncut hair. Sometimes, for sport and games and in camp he will dispense with the turban and tie his hair in a knot or bun on the top of his head with a kind of folded handkerchief on it. This is known as a Pukta. That will give him more flexibility to join in the fun. But the turban to a Sikh is very important because it symbolizes generosity, truthfulness, maturity, piety and fearlessness. Maybe that's why most Sikhs have the name "Singh" which means "lion".
The Sikh faith is really a break-away from the Hindu faith and dates back to the second half of the 15th Century when its founder - Guru Nanek - lived. Guru really means "teacher" and the most commonly used name for God in the Sikh Faith is Sat Guru - being the teacher. The name "Sikh" literally means disciple.
The reason this religion was founded was to provide a faith that crossed the barriers between religions. The very first thing that Guru Nanek said was "There is no Hindu, there is no Muslim."
The whole practice of the Sikh religion is the brotherhood of all people - something like the concept of Scouting. They believe in one God whose name is true, who is the Creator and who has been, is now and will be in every age. But the Sikh believes that it is impossible to gain a concept of God; it is his duty only to worship him and follow his way. The Sikh faith has no ministers or priests and anyone can lead worship. Sikh hymns are usually played on drums and sitars (that's a kind of Guitar). There are no restrictions on food, though many Sikhs are vegetarian.
Sikh girls are treated as equals in orthodox families, so they may be interested in sharing in a Venture Scout Unit [Explorer Post] or as a leader in on of the other sections. Both boys and girls, young men and young women will be happy to share in a Scouts' Own because they are encouraged to pray to God as much as possible and to share their goods with the needy. Anyone is welcome at a Gurdwara, which is the name for a Sikh Temple. Sikh's celebrate the birthdays of Guru Nanek at the end of November and Guru Gobind Singh around Christmas time.
Buddhism
There aren't a great many Buddhists outside Asia and the far East, but many of Scouts from Japan, for example, who attend Jamborees and Jamborettes are Buddhist by Faith. [Note: Many US Scouts of South-east Asian decent are Buddhist.] Buddhism was founded by Siddhartha Gautama who was born about 563 BC. He realized that the ills that strike humanity come from inside the human being and that human life is suffering. His realization came around 528 BC so that is a point from which we can say Buddhism comes. It is a very old faith.
It is quite a difficult religion to explain. Buddhists believe that it is possible to move from the suffering of humanity to a state of perfection or salvation called 'Nirvana'. But this state takes a very long time - many lifetimes - to achieve. When someone dies it does not mean that they cease to exist, but that they move into another state of existence. And in this world nothing is permanent even time is a flow of milliseconds having no permanence.
Reference Material
Internet Resources:
Graces, by Sue Wichers -- http://home.earthlink.net/~jmak/Music/Graces/menu.htm. Contact Sue Wichers via email at [email protected] .
Scouts Own Resources on the MacScouter Scouting Resources Online -- http://www.macscouter.com/ScoutsOwn
Scout Worship Services and Prayers, "A Scout is Reverent" by Steve Tobin -http://www.isd.net/stobin/worship/worship.html
Print Resources:
Aids to Scoutmastership (reprint), Robert Baden-Powell, Ottawa, Canada: National Council Boy Scouts of Canada. Available through the 1-800-SCOUTER catalog.
The Holy Bible
Boy Scout Songbook, The Boy Scouts of America, Irving, Texas: Boy Scouts of America, 1970
Buddha. The Intelligent Heart, Alistair Shearer, New York: Thames & Hudson, 1992
Girl Guide Song Book , Guide Association, London, England: Guide Association, 1974
Give Thanks, compiled by Pam Shaw, Newmarket, England: Anglia Girl Guides ('SBN 09515862
The Koran. Interpreted, translation by Arthur J. Arberry, New York: MacMillan Publishing. Co., 1955
Let us Pray, collected by Anne Dunford, Suffolk England: The Guide Assoc., 1986
Our Chalet Song Book (songs from around the world), Guide Chalet Committee, Turbridge Wells, Kent, England: KS Printers Ltd., 1974
Our Chalet Song Book II (songs from around the world), Guide Chalet Committee, Adelboden, Switzerland, 1992
Pathways to Worship, Commission for Church and Youth Serving Agencies, USA, 1986 Prayers for Scouts, Walter Dudley Cavert, New York: Abingdon Press, 1964
Scouting for Boys (reprint), Robert Baden-Powell, Ottawa, Canada: National Council Boy Scouts of Canada. Available through the 1-800-SCOUTER catalog.
A Scout is Reverent. A Manual For Scouts of Catholic Faith, National Catholic Committee On Scouting, Irving Texas, Boy Scouts of America, 1982
The Scout Law in Action, compiled by Walter MacPeek, New York: Abingdon Press, 1966
The Scout Oath in Action. compiled by Walter MacPeek, New York: Abingdon Press, 1967
The Scouters Minute, The Church of Jesus Christ of Latter-day Saints
Searching. Compiled by Averil Taylor, London, England: Guides Assoc., 1985
The Scout is Reverent Resource Book
Sharing, Compiled by Averil Taylor, London, England: Guides Assoc., 1980
Sign's Up. A Collection of Scouting Parables. Vick Vickery, Pensacola, Florida: Good Sign Publishing Company, 1993
When Scouts Worship, The National Protestant Committee on Scouting (BSA) With Jesus on the Scout Trail, Walter Dudley Cavert
Young People Talking With God. A Book of Prayers. United Reformed Church and Guide and Scout Fellowship, Swindon, Wiltshire, England: Promise Publications, 1991
UNICEF Book Of Children's Prayers, Compiled And With Photos. by William I Kaufman.
Prepared for English-reading children by Rosamond V.P. Kaufman and Joan Gilbert Van Poznak. Harrisburg, Pa. Stackpole Books 1970 95 p. illus. 24 cm.
Prayer poems, compiled by O. V. and Helen Armstrong. Freeport, N.Y., Books for Libraries Press <1969, 1942 256 p. 21 cm. (Granger index reprint series)
Prayers; Marshall, Peter, edited and with prefaces by Catherine Marshall. New York, McGraw-Hill <1954> 243 p. illus. 21 cm.
This Is The Way; Prayers And Precepts From World Religions. by Jones, Jessie Mae (Orton). Illustrated by Elizabeth Orton Jones. New York, Viking Press, 1966, 1951 62 p.
Let's Celebrate: A Grab Bag Of Spiritual Ideas For Scouting, an interdenominational Christian book; published by National Council of Boy Scouts of Canada, 1974.
Eagles Soaring High: Trail Worship For Christians And Jews; published by Philmont, no date, BSA number(?) 5-877
Pathways to Worship, pub Commission for Church and Youth Service Agencies, 1986
Reference Books on Black Elk, Holy Man of the Oglala Sioux, Black Elk Speaks and Sacred Pipe
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Nut Production, Marketing Handout
Why grow nuts in Iowa???
Nuts can produce the equivalent of a white-collar salary from a part-time job. They are up to 12 times more profitable per acre than corn was, even back when corn was $8/bushel.
Nuts can accomplish the above with just a fraction of the investment in capital, land, and labor.
Nuts can be grown in a biologically diverse perennial polyculture system with the following benefits:
- Builds soil instead of losing it to erosion
- Little or no chemical inputs needed
- Sequesters CO2 and builds soil organic matter
- Increases precipitation infiltration and storage, reduces runoff, building resilience against drought
- Produces high-quality habitat for wildlife, pollinating insects, and beneficial soil microbes
- Can build rural communities by providing a good living and a high quality of life for a whole farm family, on a relatively few acres
If it's so great, why doesn't everybody do it?
"Time Preference" economic principle: the tendency of people to prefer a smaller reward immediately over having to wait for a larger reward. Example: if an average person was to be given the choice between the following….
# 1. $10,000 cash right now, tax-free, no strings, or
#2. Work part-time for 10 years with no pay, but after 10 years receive $100,000 per year, every year, for the rest of his/her life, and then for his/her heirs, in perpetuity…
Most would choose #1, the immediate, smaller payoff.
This is a near-perfect analogy for nut growing. Nut growing requires a substantial up-front investment with no return for the first five years, break-even not until eight to ten years, then up to $10,000 per acre or more at maturity, 12-15 years. This up-front investment with no immediate return will keep most people from ever considering this type of enterprise.
So, what does it take to grow nuts in Iowa?
It takes less capital, labor, equipment, and technical expertise to grow 10 acres of nuts than it does to grow 100 acres of corn, but it does require some specialized knowledge not often found in the general population. This knowledge is not difficult to acquire, and there are many people willing to share it. The following is a list of the basics:
1. Careful planning and preparation
--Select a suitable site, considering climate, soil, slope, aspect, and other topographical features
--Install and manage a groundcover compatible with tree survival and growth
--Choose a proper layout and spacing
--Select species and types with good commercial potential in your area
2. Acquire high-quality nursery stock
--Superior genetics
--Healthy, strong, well-grown in the nursery
3. Do a good job planting
--Dig proper holes—an $8 tree needs an $80 hole
--Plant trees at proper depth
--Backfill and firm the soil correctly
--Water in, then monitor soil moisture, irrigate as needed
4. Provide effective protection from deer, rabbits, mice, etc. (5' tall, ventilated tree shelters)
5. Provide effective protection against weed competition, especially from grasses
--Landscape fabric plus mulch (about $300 per acre cost, not including labor), or
--Herbicide (Oust, 30 cents/acre cost, not including labor)
--Do not use glyphosate ("Roundup") for weed control
6. Keep vegetation mowed short year-round, until trees are well-established
7. Mow vegetation short before nuts start falling (this is the only on-going absolute requirement after trees become well-established)
Marketing—how do you sell nuts in Iowa?
Several options are available:
--Farmers' market or farm stand—may be viable in/near university towns, big cities
--Local groceries, restaurants—requires a lot of driving and footwork to deliver usually small quantities
--Online, mail order—very common nowadays, can be profitable, but a lot of work
--Sell to wholesaler—I have no experience doing this, but I would think this would be the least profitable way to market
--Sell to co-operative—easy, convenient, and good prices from Prairie Grove Chestnut Growers at Columbus Junction, IA
--PYO—can work if you have a large enough customer base, near enough, and willing to pick. PYO is easily the most profitable way to market, as it eliminates multiple costs: harvesting,
handling, sanitation, packaging, refrigeration, shipping, and shrinkage. All those cost savings are pure profit.
What kind of nuts can/should I be growing?
Nuts that can be grown in Iowa include black walnuts, Persian (so-called "English") walnuts, heartnuts, pecans and other hickory nuts, hazels, almonds, chestnuts, and perhaps a few other minor species.
Which ones should I grow, or should I grow them all?
Black walnuts—low price and very limited market for in-shell nuts, equipment for harvesting, husking, cracking, and separating is quite sophisticated and expensive.
Persian ("English") walnuts—Not well adapted to Midwest climate, trees don't grow or survive well, and are very susceptible to numerous pests/diseases.
Pecans—very intensive in terms of labor, equipment, and pesticides in order to be successful. It would be very difficult to compete successfully against southern growers. Also, China may soon become a major low-cost supplier
Other hickories—tasty, but tend to be difficult to crack and extract. Also shy and irregular bearers (as in, one good crop every five years).
Almonds—Unreliable in bearing due to susceptibility to late frosts and numerous diseases
Hazels—grow and bear well in Iowa, but one significant hurdle to profitability: you can buy large quantities of high quality hazel nuts on the world market for less than 20% of the cost of growing them here.
Heartnuts—have good commercial potential, but unproven in Iowa (so far). Recommended for experimental planting
Chestnuts—best commercial potential by a wide margin:
--Can be grown on suitable sites throughout Iowa
--Very high value crop—up to $10,000 per acre or more at maturity (12-15 years)
--Very high demand statewide, nationwide, worldwide
--Easy to grow on suitable sites, long-lived, no serious pest or disease problems in Iowa (so far)
--Probably nowhere in Iowa is too far for a PYO market
--Easily stackable with other enterprises to increase per-acre profitability—Example: chestnuts, pawpaws, berry bushes, perennial vegetables (asparagus, rhubarb), medicinal roots (ginseng, goldenseal) can be grown on the same acres at the same time.
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THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
AN INSTITUTE IN THE CENTER FOR PUBLIC POLICY
CEPI Education Law Newsletter
Dr. Richard S. Vacca, Editor; Senior Fellow, CEPI
December 2015: Vol. 14-4
MANDATORY IMMUNIZATIONS: LEGAL AND POLICY ISSUES
BY: RICHARD VACCA
SENIOR FELLOW, COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
Table of Contents
A Commonwealth Educational Policy Institute Publication - Copyright © CEPI 2015
CEPI grants permission to reproduce this paper for noncommercial purposes providing CEPI is credited.
The views expressed in this commentary are those of the author.
Overview
In recent years the subject of childhood immunizations against vaccine-preventable diseases has generated a heated debate in communities across this country—often producing a number of perplexing legal and policy issues having a direct impact on local school board policy. Some parents refuse to have their school-aged children immunized complaining that their children often receive too many immunizations (more often than not administered at the same time). Other parents object because they suspect a link between contents in the immunization vaccines and certain disabilities (e.g., autism spectrum disorders). On the other side of the debate are parents who claim that because their children are being exposed to other children in school who have not been immunized (including children entering school from other countries), their children are being needlessly placed at risk to dangerously infectious, contagious, and sometimes fatal diseases (e.g., exposure to whooping cough, measles, mumps).
At the same time, individual states are insisting on strict enforcement of statutes requiring parents (as defined in state statutory law - e.g., natural, adoptive, custodial, surrogate, guardian, court appointed special advocate) to present documentary proof (e.g., certificate of immunizations) of their child's immunizations for vaccine-preventable diseases as a precondition of enrollment in, and attendance at, school. From time-to-time these statutes are challenged by parents and parent advocates and find their way into court. When the controversy is before the court, the competing interests involved are: state law, local school board policy, parent rights, and the best interests of the child.
Police Power of Government. The police power of government is often misunderstood. Individuals seeing or hearing the term often take a narrow view and associate the reference solely with "the police" and law enforcement activities— preserving order, preventing crime, protecting public safety. While that particular interpretation is not incorrect and does represent an important aspect of government, it is limited in scope. As BLACK'S tells us, police power represents "[t]he inherent and plenary power of a sovereign to make all laws necessary and proper to preserve the public security, order, health, morality, and justice." (BLACK'S, 1999)
As specifically applied in public school law, and by virtue of application of the Tenth Amendment, a state's police power constitutionally and legally vests in state government (parens patriae)—with direct implementation resting with local school boards. Examples include required compulsory attendance, immunizations of students to protect them from preventable diseases, and the mandatory reporting of suspected child abuse and neglect. Undergirded by the best interests of the child (health, welfare, and education) doctrine, each of these examples represents a valid exercise of state police power and, as a general rule, can override parental rights and subject noncompliant parents to possible prosecution as law breakers. (Vacca and Bosher, 2012)
Statutory Exemptions. More often than not in the forty-plus years post-Wisconsin v. Yoder (1972), parental objections to enforcement of mandatory compulsory attendance and childhood immunization statutes have been premised on religious beliefs and convictions, combined with allegations of due process violations—and, more recently, on concerns for the health (medical exemption) of children. While early courts tended to strictly enforce state law, in recent years, in an effort to create a balance with parental rights and prerogatives, state legislatures have gradually placed in law the possibility of parental exemptions from such mandates. However, when resulting in court action where the primary goal is to protect the best interests of the child, the onus more often than not falls on
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
objecting parents to establish sincere, bona fide, and substantiated reasons (e.g., religious, medical) for requesting an exemption. For example, as one court held in a Virginia compulsory attendance case, "parents seeking a religious exemption from compulsory attendance must show that their beliefs constitute a bona fide religion and not merely sociological, philosophical, political, or personal beliefs." Johnson v. Prince William County (Va. 1981) For a decision involving a parental challenge, on religious grounds, to a state law requiring that their child be subjected to immunization, see Lynch v. Clarkstown Central School District (N.Y. Sup. Ct. 1992)
Recently I came across a decision (involving a consolidation of cases) from the United States Court of Appeals for the Second Circuit. In this case the issues were spawned by parental challenges to a state law mandate that all children receive certain immunizations as a precondition of attending public school. In my view the court's rationale is both instructive and generalizable to similar situations that might spring up in other jurisdictions.
Phillips v. City of New York Department of Education (2 nd Cir. 2015)
Facts. A New York State statute requires that students in the public schools be immunized against certain vaccine-preventable diseases. More specifically, the law mandates that no child shall be admitted to or attend school "in excess of fourteen days" without a certificate of immunization. N.Y. Pub. Health Law, 2164 (7)(a) Two exemptions are contained in the statute and these are:
1) a medical exemption—supported by certification from a state licensed physician of possible harm to a child's health, N.Y.P.H.L. 2164 (8), and
2) a religious exemption—available for "children whose parent, parents, or guardian hold genuine and sincere religious beliefs which are contrary to the practice herein required. N.Y.P.H.L. 2164 (9).
The law provides that parents whose exemption request is denied have access to an appeals process.
In one set of facts, parents had received religious exemptions for their children. However, subsequent to an in-school situation where a fellow student was diagnosed with chicken pox, their children were temporarily excluded from school attendance (first in November 2011, and again in January 2012). The exclusion was based on a New York State regulation that stated: "in the event of an outbreak of a vaccine-preventable disease in a school, the commissioner, or his or her designee, may order the appropriate school officials to exclude from attendance" students who have received exemptions from required immunizations. 10 N.Y.C.R.R 66-1.10
In a second set of facts a parent had applied for a religious exemption for her daughter but the request was denied by school system (DOE) officials. School officials stated that the parent's reason for the request was not based on "sincere religious beliefs." This parent went into court asking for preliminary injunction to compel school officials to permit her child to attend school.
In explaining her reasons for her request the parent testified that as a Catholic she treats her daughter's health and wellbeing as "strictly by the word of God." She also testified that she believed that the immunizations would also be harmful to her daughter's health. However, because a Magistrate Judge could not connect the parent's objections to immunizations to any tenets of the Catholic faith, a
recommendation was made that the request for a preliminary injunction be denied. The federal district court adopted the Magistrate Judge's report and recommendation and denied the request. This case and the fact sketch discussed above were subsequently consolidated and plaintiffs jointly filed an amended complaint.
District Court Decision. In their amended complaint plaintiff parents alleged that the State of New York mandatory vaccination requirement and the accompanying regulation that allowed for children who were exempt from the requirement to be temporarily excluded from school during a disease outbreak violated the First Amendment's Free Exercise Clause, substantive due process and equal protection under the Fourteenth Amendment, the Ninth Amendment, and relevant state and local law. Subsequently the district court granted motions to dismiss and summary judgment to defendant state and local defendants. Phillips v. New York City, 27 F. Supp.3d 310 (E.D.N.Y. 2014) Also, plaintiffs' motion to reconsider was denied and they filed an appeal.
Second Circuit Court Rationale and Decision.
Rational. In its de novo review of the district court's decision to grant a motion to dismiss, accepting all facts alleged in the complaint as true, and drawing all reasonable inferences in favor of plaintiffs, the appellate court first looked at the issue of substantive due process. Citing the United States Supreme Court's decisions in Jacobson v. Commonwealth of Massachusetts (1905) and Zucht v. King (1922), where the high court held that compulsory vaccination was within the State's police power and that the State's judgment was in the interests of the population as a whole, and that it is a determination of the legislature not individual objectors, the Second Circuit did not see the substantive due process violation allegations of plaintiffs as being more compelling than the ones put forth in Jacobson (1905).
Turning to plaintiff's free exercise of religion argument, the Second Circuit did not see Jacobson as controlling. However, relying on reasoning from Jacobson (1905), Prince v. Massachusetts (1944), and other case law on point, especially Workman v. Mingo County Board of Education (4 th Cir. 2011) (unpublished), the Second Circuit held, that mandatory vaccination as a condition for admission to school does not violate the Free Exercise Clause of the First Amendment. In the opinion of the Court the "limited exclusion" of children during an outbreak of a vaccine-preventable disease is clearly constitutional.
The Second Circuit also found no merit in plaintiffs' equal protection claim—that they were being discriminated against as Catholics. Because plaintiffs involved in the case before the Court could not show that their objections to vaccines were based on "sincere religious beliefs" of their faith, their equal protection claims failed.
Finally, plaintiffs' claim of Ninth Amendment violations and their motions for reconsideration also failed.
Decision: The order of the district court is affirmed.
Policy Implications
In recent years, articles in the national media and in professional journals have reported a number of incidents involving a reappearance of certain communicable diseases (e.g., rubella, mumps, whooping cough) once brought under control by virtue of the universal administration of new and effective vaccines. While it is not within my professional training or expertise to venture a litany of reasons why, it is nonetheless important and appropriate for me to offer an opinion. As parents and advocates continue to challenge required immunization statutes and policies, and as local public school districts in this nation experience a growing immigrant population of children and parents, many of whom do not speak English and are from countries where health care and disease prevention protocols are either lacking or nonexistent, receiving valid certificates of immunizations by the first day of school will be a disconcerting struggle. However, implications for policy can be gleaned from the Second Circuit's opinion and decision in Phillips (2015). School district policies must make it clear that:
- In the best interests of the children and all employees in this school district, it is the intent of the Board and administration to enforce and implement all laws, state regulations, and policies governing required immunizations of all children registering for, entering, and attending schools in the school district.
- Requests for exemptions from immunizations specified and provided for in state law, accompanied by appropriate documentation, must be presented to an official designee of the Board for consideration, and a final decision must be made on that request, prior to a child registering for, enrolling, and attending a district public school.
- All state and school system immunization requirements and all registration materials and procedures (including the location of the office where materials may be obtained) shall be widely publicized and made available to all parents and prospective parents of school-age children residing within the boundaries of the school system.
- The board seeks the cooperation and involvement of community agencies, both public and private, including faith-based groups, to help in the distribution and interpretation of immunization requirements and procedures, especially to parents and prospective parents whose native language is not English.
Final Comment
Providing a healthy and safe school environment is a necessary foundation on which to build and maintain a viable learning environment—a learning environment where teachers can teach and students can learn. At the same time parents expect that school officials and personnel will do what they can to keep their children safe when they are at school and in attendance at school sponsored and sanctioned activities. In my view, while the enforcement and implementation of state mandated vaccine-preventable disease immunizations through local school board policies and practices accomplishes both goals, it is time to reexamine currently in-force state-imposed statutes and regulations as local community and school system demographics are rapidly changing.
Richard S. Vacca Senior Fellow and Editor CEPI
Note: The views expressed in this commentary are those of the author.
Resources Cited
BLACK'S LAW DICTIONARY (9 th ed. 1999)
Jacobson v. Commonwealth of Massachusetts, 197 U.S. 11 (1909)
Johnson v. Prince William County, 404 S.E.2d 209 (Va. 1981)
Lynch v. Clarkstown Central School Dist., 590 N.Y.S.2d 687 (N.Y. Sup. Ct. 1992)
N.Y. Pub. Health Law, 2164 (7)(a), 2164 (8), 2164 (9)
Phillips v. City of New York, 27 F.Supp.3d 310 (E.D. 2014)
Phillips v. City of New York Department of Education, 744 F.3d 538 (2 nd Cir. 2015), cert. denied, at 2015 U.S. LEXIS 5363 (2015)
Prince v. Massachusetts, 3211 U.S. 158 (1944)
R.S. Vacca and William C. Bosher, Jr. LAW AND EDUCATION: CONTEMPOARY ISSUES AND COURT DECISIONS, Eighth Edition (LexisNexis 2012)
Wisconsin v. Yoder, 406 U.S. 205 (1972)
Workman v. Mingo County Board of Education, 419 F. Appx. 348 (4 th Cir. 2011) (unpublished)
Zucht v. King, 260 U.S. (1922)
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Bible Story 131
MORDECAI IS HONORED
ESTHER 6:1-14
"Then took Haman the apparel and the horse, and arrayed Mordecai, and brought him on horseback through the street of the city, and proclaimed before him, Thus shall it be done unto the man whom the king delighteth to honour."
ESTHER 6:11
MEMORY VERSE:
"Pride goes before destruction and a haughty spirit before a fall." PROVERBS 16:18
CIRCLE THE CORRECT WORDS:
1. "That night the king could not (EAT, SLEEP). So one was commanded to bring the book of the records of the chronicles; and they were (TORN, READ) before the king." ESTHER 6:1
2. "And it was found written that (MORDECAI, HAMAN) had told of Bigthana and Teresh, two of the king's eunuchs, the doorkeepers who had sought to lay hands on King Ahasuerus."ESTHER 6:2
TRUE OR FALSE:
3. "Then the king said, 'What honor or dignity has been bestowed on Mordecai for this?' And the king's servants who attended him said, 'Nothing has been done for him.' " ESTHER 6:3
TRUE OR FALSE
CIRCLE THE CORRECT WORD:
4. When Haman came in , "the king asked him, 'What shall be done for the man whom the king delights to honor?' Now Haman thought in his heart, 'Whom would the king delight to honor more than (MORDECAI, ME)?' " ESTHER 6:6
UNDERLINE THE CORRECT ANSWER:
g. all of the above
TRUE OR FALSE:
6. Then the king said to Haman, "Behold, you are the man whom I delight to honor!" ESTHER 6:10 TRUE OR FALSE
7. "Afterward Mordecai went back to the king's gate. But Haman hastened to his house, mourning and with his head covered." ESTHER 6:12
TRUE OR FALSE
FILL IN THE BLANKS:
8. "When Haman told his wife Zeresh and all his friends everything that had happened to him, his wise men and his wife Zeresh said to him, 'If Mordecai, before whom you have begun to fall, is of Jewish descent, you will not prevail _____________ him but will surely fall ____________ him.' " ESTHER 6:13
CNLHFDTNHNEYGKKTDBIEDAATKPFWGRCGZCFRAYTBIOAHEJRNUHQANOTHINGNWAZITRHURCYJFGCYZNANCOAQEBORDVJEKPQRSNMSBWUVCTMOIAUUTIAYSTBCNDBAHRUOHCNTOGEAWHCAJAQMGLSICSSQFEHKEDRKIEMCRLNVDUONUEDILSZOPIIRUSNQWWBNEHHUTAOTMQOPKHIGDHTNNMTJXIRIPAJKR
CHRONICLES
HONOR
MOURNING
CITY SQUARE
HORSE
NOTHING
DELIGHTS
KING
PARADE
HAMAN
MORDECAI
ROBE
MEMORY VERSE:
"Pride goes before destruction and a haughty spirit before a fall." PROVERBS 16:18
FILL IN THE BLANKS:
1. "That night the king could not ___________. So one was commanded to bring the book of the records of the chronicles; and they were ___________ before the king." ESTHER 6:1
2. "And it was found written that _______________ had told of Bigthana and Teresh, two of the king's eunuchs, the doorkeepers who had sought to lay hands on King Ahasuerus." ESTHER 6:2
TRUE OR FALSE:
3. "Then the king said, 'What honor or dignity has been bestowed on Mordecai for this?' And the king's servants who attended him said, 'Nothing has been done for him.' " ESTHER 6:3
TRUE OR FALSE
FILL IN THE BLANKS:
4. When Haman came in , "the king asked him, 'What shall be done for the man whom the king delights to honor?' Now Haman thought in his heart, 'Whom would the king delight to honor more than _____________?' " ESTHER 6:6
5. "Haman answered the king, 'For the man whom the king delights to honor,...' " ESTHER 6:7-9
a. let a robe be brought which the king has _____________ ESTHER 6:8
b. let a horse be brought on which the king has ______________
ESTHER 6:8
c. the horse has a royal _________________ placed on its head
ESTHER 6:8
d. let the robe and horse be delivered to the hand of one of the king's most noble ________________
ESTHER 6:9
e. parade him on horseback through the ___________ square
ESTHER 6:9
f. proclaim before him, "Thus shall it be done to the man whom the king
delights to ________________!"
ESTHER 6:9
TRUE OR FALSE:
6. Then the king said to Haman, "Behold, you are the man whom I delight to honor!" ESTHER 6:10 TRUE OR FALSE
7. "Afterward Mordecai went back to the king's gate. But Haman hastened to his house, mourning and with his head covered." ESTHER 6:12
TRUE OR FALSE
8. "When Haman told his wife Zeresh and all his friends everything that had happened to him, his wise men and his wife Zeresh said to him, 'If Mordecai, before whom you have begun to fall, is of Jewish descent, you will not prevail against him but will surely fall before him.' " ESTHER 6:13
TRUE OR FALSE
9. "While they were still talking with him, the king's eunuchs came and hastened to bring Haman to the banquet which Esther had prepared." ESTHER 6:14
TRUE OR FALSE
131. MORDECAI IS HONORED (ESTHER 6:1-14)
BRDSEKEAEFIOPJVOJESJRPLDAHMCDOBEMSJLJZPRJHBCSFVPTVRDNJOZDXGTSJWNCNQKHUEQMNMUCWQCFATDETEBUMIOSUEJDCROIUTIFHRYEJFAMOLFATEAOVCGUWGIKKNALPZAWWFBAOCHHORSEVVDWTBGPIZZYLULNHAUEIUSVEZBTPGNINRUOMZFLAAWHCDNMZIAMAPDYXLOCKYNIMCHVPNVRGNMUCSWYNGNVCCOPRSWZMEQDGOFMEBTQHMRVQQTFJGZJYGNIKLCMPFHOTUHQQZIIVHCFUNFVLQKZKPPPTAQLITUWOPGYHKJSAKEDLSUTDWUSDPAAZTSEPPRTWRDNBUMZOEFERAUQSYTICYGOOULDRKTOVNBAUSOHQNKAVUBKIPNWOYKMAFICMHIRBFMKNMWDBTLDIKYAOTRJPFELEZEGQRADRUEJSJCDTEMKJOHRSUIHFJPZWCKJCJUQLWMZKYGKJJWVPHBISYGCKNAMAHEMJYTDELIGHTSBQHHRUKVHOKJLSSRHUNSFJVJARDMOGMPTQELIANMGGPCTFNBTWBJYNNDZWOPWPPOXIFMUAOSQBNKQSOGLYHETKTPBPVYNQZPZYIPERVRZSYPWCIVAUCUQ
4 ACROSS "_____ goes before destruction and a haughty spirit before a fall." PROVERBS 16:18
7 ACROSS "That night the king could not sleep. So one was commanded to bring the book of the records of the ______; and they were read before the king." ESTHER 6:1
1 DOWN "And it was found written that ______ had told of Bigthana and Teresh, two of the king's eunuchs, the doorkeepers who had sought to lay hands on King Ahasuerus." ESTHER 6:2
8 ACROSS "Then the king said, 'What honor or dignity has been bestowed on Mordecai for this?' And the king's servants who attended him said, '_____ has been done for him.' "ESTH 6:3
5 DOWN When Haman came in , "the king asked him, 'What shall be done for the man whom the king ______to honor?' Now Haman thought in his heart, Whom would the king delight to honor more than me?' " ESTHER 6:6
3 ACROSS "Haman answered the king, 'For the man whom the king delights to ____, let a robe be brought which the king has worn, and a horse on which the king has ridden, which has a royal crest placed on its head.' "ESTHER 6:8
6 DOWN Then the king said to Haman, "Hasten, take the robe and the _____, as you have suggested, and do so for Mordecai the Jew who sits within the king's gate." ESTHER 6:10
6 ACROSS "Afterward Mordecai went back to the king's gate. But Haman hastened to his house, mourning and with his ______covered." ESTHER 6:12
2 DOWN "When Haman told his wife Zeresh and all his friends everything that had happened to him, his wise men and his wife Zeresh said to him, 'If Mordecai, before whom you have begun to fall, is of Jewish descent, you will not prevail against him but will surely _____ before him.' " ESTHER 6:13
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The Macrotheme Review
A multidisciplinary journal of global macro trends
Preparedness for crisis situations in drinking water supply
Jana Gebhartová*, Jana Caletková, Ivan Beneš
AF-CITYPLAN s.r.o., Czech Republic [email protected]*
Abstract
Looking at our planet, we can think that there is no necessity to save water. Over 70 % of Earth´s surface is water-covered. But we need fresh water that is consumed across all sectors of society. The amount of drinking water on Earth is small and most of it is locked for human consumption in the icecaps or located deep beneath the surface. So there is little water left (about 0,007 % of all water in the world) for direct human use. Due to extensive development of infrastructure in recent years we have brought water to our homes and become fully dependent on functional water supply system. 60 % of the world´s population will live in cities in 2020. Such urbanization will increase pressure on infrastructure functionality in any situation. When the system is interrupted, mostly whole society is paralyzed. Resilient water system and preparedness of the authorities responsible for responding to extraordinary situations in drinking water supply is fundamental condition to ensure state security and population protection. The paper presents first results of research project VF20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". The project was being solved within Security Research of Ministry of the Interior of the Czech Republic in 2010 – 2014.
Keywords: water supply system, critical infrastructure, hazards identification, critical elements
1. Introduction
Due to growing population, modern life that is very water intensive, and due to environmental degradation, water has become one of the scarcest goods on Earth. The question how to ensure sufficient amount of water has gradually become key interest of world organizations. The issue is a topic of various research projects and integral part of scenarios for the future. World water day reminds us importance of preserving water resources on 22 nd March that has been world water day since 1993 and associated with numbers of campaigns.
Water is critical source mainly because it meets our fundamental (physiological) human needs. Basic needs contain also food requirements and needs for heat essential for our survival. In view of ensuring functional society, physiological needs together with need for safety represent the highest priority. Only if basic needs are satisfied, then we can turn our energy towards "higher" needs leading to development of a person and thus the whole community. This idea is known as
Maslow´s hierarchy of needs, defined by American psychologist Abraham H. Maslow in 1943 [1].
Within cities, life support services are provided via infrastructure. Despite the fact we can find differences in definitions across countries, sectors essential to maintenance of vital social functions, security and economic are always called "critical infrastructure". In the Czech Republic there are nine critical infrastructure sectors. The first three systems ensure physiological human needs: 1. Energy, 2. Water management, 3. Food and agriculture [2]. The society must develop critical infrastructure and at the same time increase its resilience including preventive protection in order to meet basic needs in every situations. In view of the fact that population protection is one of primary tasks of government, it is crucial to ensure water supply, food and energy security in normal state, as well as during emergencies and crisis situations. Water resources play a significant input into all key systems of security (water – food – energy). These systems are highly interdepended and their links are strengthened by global trends such as urbanisation, population growth, and climate change (see Figure 1).
Source: [3]
2. Global trends and resilient society
Less than half the current population lived on Earth 50 years ago [4]. According to current projections, the world population will reach 9 billion by 2050. Such a population explosion means huge pressure on vital resources. The reduction of resources causes number of security threats, including civil disorders and conflicts. Current agriculture is the dominant water user (70 % of global water withdrawals go to irrigation). In the future agriculture consumption of water will be even greater because of growing demand for food and increasing standard of living. Higher economic standard change food habits – consumption of meat and livestock products continue to rise. Producing livestock products takes about 10 times more water than crop production. Higher meat consumption also means that more crops have to be grown for feeding livestock. Any extra feed crops require additional amount of water. Irrigation and sufficient water resources is thus a key factor to ensure food security in many parts of the world.
We can observe similar trend in energy sector that is necessary for the production of both food production and distribution of drinking water. All sources of energy and electricity require water during its life cycle, from phase of fuel extraction, growing biofuel crops to generation. According Energy Information Administration global energy consumption is predicted to increase about 49 % from 2007 to 2035. The largest growth will most likely be seen in Africa, severely challenging the ability to provide the water required to produce the necessary amounts of energy as this sector competes with water for food and sanitation [5].
The population growth is related to physical expansion of conurbations. Traditional rural life disappears and modern society migrates to big cities that offer more comfortable way of life. In 1950, there were only two mega-cities with population exceeding 10 million: New York and Tokio. Already in two years (2015), it is projected that there will be 23 such cities, most of them will occur in developing countries [6]. Cities represent concentrated centres of people, assets and economic activity. This concentration increases exposure to the impacts of natural disasters and industry accidents, making urban dwellers particularly vulnerable. With rapid urbanization, cities have to try harder to meet the basic needs of their growing populations. Functional infrastructure is essential condition of life in cities. When a disaster hits, impacts can include the loss of basic services, damage or destruction of homes, reduction or loss of livelihoods, threats to food security, and the rapid spread of malnutrition and water-borne diseases [7].
Vulnerability of city is related not only with its size but mainly with duration of interruption of critical infrastructure ensuring basic human needs. Based on experience of short-term and longterm disasters, in view of security aspects, events are trouble if the society cannot recover physiological and safety needs in few days. After 5th day the collapse of community will certainly come (see Figure 2). On the other hand (see Figure 3), community with high level of resilience and preparedness to long-term extraordinary events can avoid its breakdown [8].
Figure 2: Vulnerability of community during a long term extraordinary event
Source: [8]
Figure 3: Resilience of community for long-term extraordinary event
Source: [8]
From the above text it is quite evident how important public water supply is not only within framework of critical infrastructure. Breaking continuity of water supply has negative effects on providing medical care, food and agriculture sector, industry and energy sector, and especially on the primary user – every resident. The objective of the project "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents" is to develop a systematic approach to critical infrastructure protection in field of drinking water supply and suggest general approach to risk reduction.
3. Risk assessment of drinking water supply system
The research project is being dealt with holistic attitude "catchment to tape". It means assessment of all potential threats and risks to the entire system of drinking water supply system – from source (catchment basin, wells) to tap (distribution to consumers). The research team consists of experts to protection and safety of critical infrastructure, water treatment system and water management systems. The specialists deal with extraordinary events with potential to cause malfunction of drinking water supply system for more than 24 hours, either in quantitative or qualitative point of view. Such events can easily escalate into crisis situation and to become an interest of crisis managers. Good preparedness of authorities responsible for responding to emergencies, operators of water supply, and efficient co-operation between them is fundamental condition to manage crisis situation.
Preparedness of operators and emergency management authorities to crisis situation is proclaimed by crisis preparedness plan and crisis plan of municipality, respectively region, in the Czech Republic. The subjects of critical infrastructure (water supply operators) must develop crisis preparedness plan and municipalities (regions) must prepare crisis plan according to basic legislative regulation of crisis management – Act No. 240/2000 Coll. on crisis management. Crisis preparedness plan has to contain risk analysis where the operator considers relevant threat scenarios in order to assess vulnerability and potential impact on function of critical infrastructure elements. However, legal regulations do not suggest specific way of analysis or how detailed assessment should be. Based on results of risk analysis, the operator can specify priorities in risk management so quality of risk assessment determines level of operator´s preparedness to crisis situation. In this respect, the objective of research team is to offer operators of drinking water supply an algorithm of risk assessment of water management systems. Relevant outputs of risk analysis should help to increase resilience of the system as well as to improve preparation of emergency management authorities (especially Fire Rescue Service 1 ) for extraordinary events related to ensuring potable water supply for dwellers.
The basic step of any risk analysis is description of evaluated system and identification of key assets and threats. Every drinking water supply system can be divided into three subsystems (source water system, water treatment system, distribution networks) and within them it is possible to identify irreplaceable (critical) elements. If these elements do not work or they are damaged, water quality and/or quantity can be influenced in negative way. On the basis of detailed analysis of water supply system, research team has identified 16 critical elements of the system (AT1 – AT16). It is possible to create a model of each drinking water supply system from these elements, according to the occurrence in the Czech Republic. Next, relevant threats can be matched to the identified elements. Experts compiled a list of potentially possible threats in the Czech Republic for each single critical element. Hazards impact selected element directly and thus they pose danger for whole drinking water supply system. Extraordinary events were sorted into four categories – Natural, Human, Technological, and "Dependence" – the last category includes secondary effects of failures of other infrastructures that threaten elements indirectly as a result of interdependence - for example: blackout because of floods, storms, frost or another disaster [9].
The following Figure 4 shows an overview of all identified natural hazards and determination which critical element is affected by particular threat. Colours reflect risk indexes and so weaknesses of the model of drinking water supply system. The red colour represents the elements with the highest risk index – unacceptable risk, the yellow means conditionally acceptable risk, and acceptable risk is the green colour.
1 Fire Rescue Service (FRS) is leading coordinator of Emergency services of Integrated Rescue System (IRS) and guarantor of population protection in the Czech Republic (CR). IRS is determined for co-operation of rescue and clean-up operations in case, where a situation requires operation of forces and means of several bodies. Basic IRS bodies are FRS of CR, Police of CR and Medical Rescue Service.
Source: own compilation
The risk assessment helps to detect weaknesses of water supply system. Except of that, the evaluating process includes assessment of other factors such as: existence of likelihood or consequence reduction measures, the nature of impacts on consumers (qualitative and quantitative effects), design of appropriate measures to increase resilience of weaknesses in the system, assessment of the territorial impact, and the necessity to involve Integrated Rescue System (Fire Rescue Service) into managing crisis situation. Operator of drinking water supply system should know for each such a situation if he is able to manage it of his own forces and means, or if he requires assistance of FRS (services, equipment). This information can especially help to improve the level of preparation of emergency management authorities to respond to disasters and increase population protection. Sharing relevant results from the risk assessment of drinking water supply system is basic condition for setting co-operation between private sector (operators) and public sector (emergency management authorities, FRS) during crisis situations related with potable water supply.
4. Material and methods
Failure Mode and Effects Analysis (FMEA) together with What-If Analysis and brainstorming were used to identify the critical elements. The identification was realized during regular expert meetings. Risk index (IR = Likelihood * Impact) was determined thanks to expert estimation of possibility of hazards (Likelihood), and method Fuzzy Logic and verbal statements was used to estimate hazard consequences (Impact).
5. Conclusion
The issue of continuity of life supporting supplies escalates due to global changes and weather extremes that are growing more frequent and intense (floods, hurricanes, earthquake, drought, etc.). Modern society, which is characterized by strong dependence on infrastructure, has to deal with issues of keeping its basic functions, improving level of prevention, preparedness, and managing consequences of emergencies.
Water as a basic condition for life, ensuring economic growth of society and national security, plays a crucial role in area of critical infrastructure. Partial or complete interruption of water distribution could paralyze life in the territory or even functions of the state in case of large-scale interruption of water supply. Water management infrastructure is a complex system, vulnerable to a wide range of threats. Risk analysis is the basic tool for increasing resilience of drinking water supply because it enables early detection of "Achilles´ heel" in the system, the operator can determine the priorities in risk management and take necessary measures for increasing his level of preparedness for crisis situations. Both private and public sector must be engaged in disaster recovery thus preparation phase should involve description of the organizational cooperation between the operator and the emergency management authorities responsible for managing crisis situations related to water supply.
The article summarizes results of the research project from task focused on analysis and risk quantification of drinking water supply. In the following period, the research team will deal with development and improving of risk assessment algorithm and completion of project outputs methodical instruction intended not only for operators of water supply systems but especially for Fire Rescue Service and emergency management authorities.
Acknowledgement
The paper was been written as one of the outcomes of research project VF20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". The project has been solved by companies AF-CITYPLAN s.r.o. (the coordinator of the project); W&ET team; T.G. Masaryk Water Research Institute, public research institution; ViP s.r.o.; and VODNÍ DÍLA – TBD a.s.
In the paper there are pieces of information used in research project VF20112015018 "Security of population – crisis management" (AF-CITYPLAN is participant on the project).
References
[1] Wikipedia. Online: <http://cs.wikipedia.org/wiki/Maslowova_pyramida> Accessed 15.9.2013.
[2] Czech Republic. Act No. 432//2010 Coll. on Criteria for determining the elements of critical infrastructure. Online: <http://www.uplnezneni.cz/narizeni/432-2010-sb-o-kriteriich-pro-urceni-prvkukriticke-infrastruktury/> Accessed 12.9.2013
[3] ESCAP - The United Nations Economic and Social Commission for Asia and the Pacific. Online: <http://www.unescap.org/esd/Energy-Security-and-Water-Resources/> Accessed 10.9.2013.
[4] Kačerová, Iva (2011). Analysis: We are 7 billion. Demography. Online: <http://www.demografie.info/?cz_detail_clanku=&artclID=779&> Accessed 30.9.2013
[5] Ministry of the Interior of the Czech Republic VF20112015018 "Security of population – crisis management". AF-CITYPLAN s.r.o.: Annual report 2012.
[6] WWAP (World Water Assessment Programme). The United Nations World Water Development Report 4: Managing Water under Uncertainty and Risk. Paris, UNESCO, 2012. 909 p. ISBN 978-92-3001045-4. Online: <http://www.unesco.org/new/en/naturalsciences/environment/water/wwap/wwdr/wwdr4-2012/> Downloaded 25.5.2013
[7] The World Bank. Climate change, disaster risk, and the urban poor. Cities Building Resilience for a Changing World. Washington, D.C., The World Bank, 2012. 322 p. ISBN: 978-0-8213-8845-7.
[8] Ministry of the Interior of the Czech Republic VF 20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". AF-CITYPLAN s.r.o.: Summary report – phase 1.
[9] Ministry of the Interior of the Czech Republic VF 20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". AF-CITYPLAN s.r.o.: Summary report – phase 3.
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Case Study: Artist Otto Freundlich1878-1943
* Otto Freundlich was truly an international artist. Born in Pomerania near the Baltic Sea, he studied and lived in Berlin, Hamburg, Paris and Cologne. His first studio was in Montmarte where Picasso, Braque and Brancusi were his neighbours.
The decade between 1914 and 1924 Freundlich lived predominantly in the Rheinland where he first interacted with the artists of Die Bruecke and later aligned himself with the Cologne artists involved with dada and art for the proletariat. In 1933 he joined a French communisticallyinclined group Association des Ecrivains et Artistes Revolutionnaires as a protest against growing Nazi repression. He was incensed by the Nazi dismissal of his friends Otto Dix and Paul Klee from academic positions and by the closing of the Bauhaus.
In 1934 Freundlich sought to align his art more closely with "the revolutionary proletariat". He also sought and failed to become a naturalized French citizen which would have helped as the years between 1935 and his death in 1943 were filled with restricted living conditions, arrests, internment, hiding and betrayal.
In 1937 the Nazis removed 14 of Freundlich's works from German museums, placed two works into the travelling Degenerate Art exhibition and used a photo of his sculpture "Der neue Mensch" on the cover of the catalogue for the Degenerate Art exhibition— depicted was a large primitive head.
During his last dark years Freundlich exhibited in France and internationally and had the support of many powerful friends, yet, as a Jew and a 'degenerate artist' he was a marked man.
In many senses, Otto Freundlich was the Nazis' 'poster boy' for degeneracy. Hitler, in his 1935 speech on Party Day in Munich had stated that those artists who claimed to be inspired by "primitive art" were not representing pure, naïve souls but rather total corruption and degeneracy.
In Feb 1943 Freundlich was betrayed while hiding in the small village of Saint Martin-de-Fenouilletin. He spent a short time in the camps at Gurs and then Drancy before he was sent on Mar 4th by train to Lublin-Maidanek where he was registered as prisoner number 197. He died March 9th on the day of his arrival.
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AVIAN ETHOGRAM AND RESEARCH PROJECT AT THE ZOO
Mildred Sears Funk Department of Biology Roosevelt University Chicago, IL 60605
INTRODUCTION
This ethogram and behavioral research project will be enjoyable for you, if you are interested in animal behavior, and will also help you learn how to more closely observe behavior. Observational skills will be helpful in many careers (e.g., clinical psychology, medicine, law, public relations, to name a few) that require closely watching behavior, accurately describing it, and understanding it in its context. You will practice these skills in the first part of the exercise, constructing an ethogram (a listing and description of species behavior). In this exercise, you will choose a particular species and, together with another student, you will describe the species' activities. The second part of the project, the behavioral research, helps you gain a better understanding of how scientists use the "scientific method." Scientists get their information by observing, experimenting and analyzing. You will choose a research question about some behavior of interest that can be answered through more specific observations of one or two individuals of the species. After collecting and analyzing data, you will interpret the results for the class in a poster session in which you display and discuss your work. You need to actively participate, carrying out observations and designing your project and planning your time well.
LEARNING OBJECTIVES
You will:
* On the basis of the observation, construct a research question
* Practice skills of close observation and detailed description
* Design an experiment to answer this research question
* Graph experimental data and the research process on a poster
* Explain what you did and why to the class and what you'd do differently next time
MATERIALS
Field notebook and pen or pencil for observations and diagrams Timepiece (a second-hand is helpful but not necessary)
Optional: tape recorder, camera or camcorder, binoculars
2
2
METHODS
Getting started on your subjects
Choose an active species. Try to be unobtrusive and quiet because your behavior may affect the birds' activities. Stay close enough to see all the activities but not so close that you disturb your subjects by your proximity or staring at them or by any noise you make. They may flee or become immobile, neither of which is helpful for your data collection. They may become habituated to your presence after some time and then behave in their normal fashion even though aware of your presence. Describe the birds. Field guides in the library will be helpful. Diagram the habitat.
After your description of the birds, you need to familiarize yourself with the behavioral repertoire of your chosen species. Observing for an ethogram gives you the time and a framework in which to gain understanding of the animals by noting what they do and how they do it. To get started, watch the birds for an hour and take notes of their different activities. In your field notebook, note the date and time, conditions such as weather, crowd numbers, etc. and then keep track of the time and behavior you see. This is called AD LIB sampling, an informal note-taking procedure of as many behavior patterns as you see. You will be trying to describe at least a dozen. One student can describe the actions and the other can write them down and time them. The behavior may be motoric (e.g., flying and climbing, or concerned with body maintenance [feeding and elimination, bathing and preening] or exploratory, such as searching or scanning, or social: affiliative (friendly) or agonistic (threatening), or other behavior. Talk to the keepers. When are the birds most active? Consult two or three articles in scientific journals about the natural history of the species you have chosen. Then you are ready to begin your ethogram.
What is an ethogram?
An ethogram is a catalogue of the different action patterns of your species such as those listed above. When you think you are familiar with many of the species behavior patterns that are repeated in their daily routine, start listing these patterns as you watch the animals. Try not to be subjective or label the patterns at the beginning. Use descriptive names. Pretend that you are describing your chosen species and its behavior to a Martian who has never seen the species. Write down careful descriptions of the movements so that others could read your descriptions and recognize those exact same movements. Exactly how was the movement done? Was there any sound? (EXAMPLE: Open beak thrust. One bird is opening its beak and thrusting it in the direction of another bird.) Is there any movement of the rest of the body toward the other bird? Any change in the eyes or in the plumage? Any sound? Any other movement that goes along with the open beak? The above behavior could be a begging movement by young or by a mate for food or it may be a threat display. What was the context of the behavior? Your label for a behavior does not describe the behavior. If you call a behavior a "threat behavior" that label does not tell us what the actions were; it tries to tell us something about the situation, it passes judgment on the action. One must exercise care in labeling behavior patterns. Sometimes the movements may belong also to a different pattern of behavior and then they may be done for different reasons. So, try to keep a human bias out of your observations in the beginning. Simply note that one bird is opening its beak at another and describe what happens. Later, you can label the behavior when you are more familiar with it and the context in which it is performed.
Using your list of behavior patterns, you need to find out the frequency of those patterns in an hour's time. For this type of record, you will use FOCAL ANIMAL SAMPLING. You cannot record all activities of a group of animals at the same time, but you can get good behavior notes on one animal for a short period of time. Be sure you can identify the one subject --how does it differ from the rest? Choosing a time when the animals will most likely be active, simply note how the activity is done and when it changes. Again, write down date, time and conditions and then list behavior patterns and times. Abbreviations save time (feeding-FD), but provide a key to your abbreviations. Each person takes a turn at observing or recording activities until you have 3-4 hours of data so that you can calculate the time your subjects spend on the activities you have listed in their behavioral repertoire.
The teacher should check your ethograms before you begin the research question part of
the project. (No need to re-write all the descriptions if they are legible.) You may need a category for "Other" behavior, such as some activity done when your subject is out of sight. Be sure that all the behavior patterns you see will fit in one of your categories.
How will you display the data?
Using your data, make an activity chart with percentages of time devoted to each activity.
Add up the time spent on each behavior during the time you watched your subjects. Then divide the number of minutes spent in an activity by the total number of minutes spent in all the observations to get the percent of time spent on each activity. Make a Pie Chart of the percentages of time spent in various activities so that the observer can quickly understand the interrelationships of the behavior patterns and their relative frequency in the daily routine of the subject (Figure 2). The percentages on the Pie Chart should add up to 100%.
PERCENT OF T IME IN ACTIVITY
So far, you have 1) chosen a species, 2) observed group activities, 3) observed individuals for a time budget analysis, and 4) made activity charts and graphs. Now you are ready for the Research Project.
Research project: What is your hypothesis?
Figure out a question about behavior you have seen that you can eventually answer through tallying more observations. What question do you want to study about your subject? These observations will be taken on one or two animals and you will be looking for "ALL OCCURRENCES OF A SELECTED BEHAVIOR", another sampling method. Familiarized with your chosen species, you should design a simple research question, one that you will be able to answer with several more hours of data collection on the behavior in which you are interested. This question should be framed as a hypothesis, a statement that predicts a set of observations. You should be able to test your hypothesis with a limited set of data. Here are some possibilities:
(2) Another question might be comparative in nature: compare time spent on preening behavior (or other types of maintenance behavior) in two species. Null hypothesis: There is no difference in time spent preening in the ___ species and the ____species. Alternative hypothesis: There is a significant difference ................ Describe preening. What parts of the body are preened? Why do birds preen? When? Is there a precise timetable to preening? Do birds in your species allopreen (preen others)? Why would they do this? Does one species preen more often but for shorter periods?
(1) The question might concern time budgets: Is feeding intensity the same at noon as in late afternoon? You will then suggest a tentative or "null hypothesis" to be tested: There is no difference between feeding intensity at noon and in late afternoon. The alternative hypothesis: There is a significant difference between feeding intensities at noon and in late afternoon. In such a study, you may also want to consider comparing the zoo birds to what you observe of feeding behavior at your backyard feeder. Find out some of the factors that determine how long a bird in the wild remains in one spot to feed.
(3) There is no difference in vocal and motor activity between male and female (species)
(5) Juveniles are more exploratory (or playful or aggressive, etc.) than adults.
(4) Do juveniles stay closer to each other than to their parents? (There is no difference in proximity of the juvenile to the mother than in proximity to the other young.)
(6) _____- (Parrot) species is left-footed (or right-footed) when feeding.
Your hypothesis will be supported by your data or disproved. If it is rejected (still a result!), then the statement needs to be changed. Would more data be helpful? What is your new hypothesis?
DISCUSSION
The poster: How will you present the data?
After you collect your data, tabulate your results. You should calculate a statistical measure to determine if your findings can reject your null hypothesis. For help on statistics see Zar (1984) or Hailman and Strier (1997) for a short text on research writing and planning. Graph your data. Do sketches or take pictures of the area and the birds.
For the research project, you have (1) chosen your research question, (2) observed individuals to gather data, (3) analyzed that data. Now you are ready to design your poster. Your finished poster (22" X 28" is appropriate) should have 7 parts:
(1) Title.
(2) Abstract: a paragraph that summarizes your research question and findings.
(3) Methods: describe subjects, what you did for the project, where, how often, when.
(4) Results: what you found. Include ethogram: one or two sentences to describe each behavior. Draw the time budget graph and chart and give any other data.
(5) Discussion: Conclusions. What would you do differently next time?
(6) Brief natural history of subjects and bibliography of articles you read about your species.
(7) Picture of birds and a diagram of the habitat.
When you explain your poster to the class, you can tell them any other information you learned about your species in your research.
Special Terms
AD LIB (AD LIBITUM) sampling is an informal type of observation and note-taking; describing all the activity that is seen. This method is good at getting information on what leads up to an event and what happens during and after the event. It is a first step in finding out all you
can about the activities of various subjects.
FOCAL ANIMAL SAMPLING concentrates on getting all possible information about one subject's activities and how those activities are performed.
SAMPLING ALL OCCURRENCES OF A SELECTED BEHAVIOR gives the viewer data on just the one behavior of interest to the observer.
PIE CHART has each segment of the circle proportional to the frequency of a particular behavior.
ACKNOWLEDGEMENTS
I thank Bob Shonk for the illustration of morphological terms for birds and Rebecca Popovich and Ben Messmer for use of the activity charts of a mammal.
REFERENCES
Altmann, J. 1974. Observational study of behavior: sampling methods. Behaviour 49:227-267.
Hailman, J. P. and K. B. Strier. 1997. Planning, Proposing, and Presenting Science Effectively. Cambridge University Press, Cambridge.
Washington Park Zoo and Minnesota Zoological Garden. 1947. Research methods for studying animal behavior in a zoo setting: Parts 1 and 2 {VHS}. University of Minnesota film and video catalogue.
Zar, Jerrold. 1984. Biostatistical Analysis. Prentice-Hall, Englewood Cliffs, NJ.
ADDITIONAL SOURCES
Brooks, R. and K. Yasakawa. Laboratory exercises in animal behavior. K. Yasakawa: Department of Biology, Beloit College, Beloit, WI 53511.
DeCoursey, P. 1994, July. A laboratory exercise: zoo ethograms. Paper presented at the Animal Behavior Society, Seattle, WA.
SUGGESTIONS FOR INSTRUCTORS
The main campus of Roosevelt University is located a short bus ride from Lincoln Park Zoo in Chicago. Lincoln Park Zoo offers free admission to the public so students can return to observe their chosen subjects whenever they want. If the zoo closest to your school does not have free admission, the instructor can very likely work out arrangements for a free pass for students for a limited time.
This exercise could also be adapted for use in watching birds at bird-feeders or watching ducks on a pond or pigeons in a park.
Expenditures for this project consist of transportation and posterboard, perhaps some photos of the animals and their enclosure.
Students need to understand the time requirements of this exercise. Figuring on groups of 2, each pair should gather 3-4 hours of data to compile for the ethogram activities and then the same amount of time for the research question. They'll need to spend more time finding other information on their chosen species and putting the data and results together and deciding on statistics and the design of the poster.
Students should understand that the time budget of a captive animal is not the same as that of a wild animal. This can be a part of a general discussion on zoos: benefits zoos offer (preservation of rare and endangered species, the chance to view these rare animals) and problems (captivity and boredom, excess animals, breaking up mated pairs in order to increase their reproductive potential, etc.).
Methods of data gathering should be discussed. Would they prefer to keep a running count of all behavior of one animal or do a "behavior scan" every minute or 30 seconds and record what the animal is doing at that time? Interesting discussions could be based on which method is better for getting duration of a behavior or for getting unusual behaviors, or catching a stimulus for a behavior. This exercise can introduce the many ways of sampling behavior. See discussion in Altmann (1974).
A helpful video on ethograms is from Washington Park Zoo (1947).
Ethograms are often assigned in animal behavior courses and only that part of the exercise may be done if time is short. When only the ethogram is used in the short session, students may work individually. They try to get an exhaustive catalogue of behavior for their subject species and also locate resources on the natural history of that species. A semester offers sufficient time to combine the ethogram with the research question. This combined exercise is an easy and enjoyable way to acquaint the nonBiology major with scientific investigation. I find that the several parts of the project (the ethogram, research project, oral presentation, and the poster), also make it easier to grade.
Students have enjoyed this research at the zoo and everyone seems very interested in the poster session at the end of the class.
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Fort Good Hope - Statistical Profile
Population
Population and Historical Population: NWT Bureau of Statistics, GNWT. Estimates are calculated by allocating the demographic components of growth, down to a community level. Sex, age and ethnicity estimates developed by NWT Bureau of Statistics.
Population Dependency Ratio: NWT Bureau of Statistics, GNWT. Ratios for < 15 years refer to the number of people less than 15 years of age divided by the number of people between the ages of 15 and 59. Ratios for 60 years and older refer to the number of people 60 years of age or older divided by the number of people between the ages of 15 and 59.
Average Annual Growth Rate: NWT Bureau of Statistics, GNWT. Average annual growth rate (AAGR) is calculated as:
Population Projections: NWT Bureau of Statistics, GNWT. Population projections incorporate assumptions regarding fertility, mortality & migration patterns. These assumptions are reflective of historical patterns, as well as recent trends observed for the Northwest Territories.
Health & Vital Stats
% of Population that Smoke: NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that smoke.
Number of Births: Health Statistics Division, Statistics Canada.
Teen Births: Health Statistics Division, Statistics Canada. Refers to births to women aged 19 or less.
Number of Deaths: Health Statistics Division, Statistics Canada.
Cause of Deaths: Health Statistics Division, Statistics Canada. Injury deaths are deaths due to accidents, homicide and suicides.
Household & Families
Percent of Households with 6 or More People: Census, Statistics Canada (1981, 1986, 1991, 1996, 200, 2006 & 2011); NWT Bureau of Statistics, GNWT (2004, 2009 & 2014). A household refers to an occupied private dwelling.
Family Structure: Census, Statistics Canada. Refers to the classification of census families into husband-wife couples, common-law couples, and lone parent families.
Tenure: NWT Bureau of Statistics, GNWT. Refers to whether some member of the household owns or rents the dwelling.
Percent of Households in Core Need: NWT Bureau of Statistics, GNWT. If a household has any one housing problem (suitability, adequacy, or affordability) or a combination of housing problems, and the total household income is below the Community Core Need Income Threshold, the household is considered to be in core need. The core need income threshold is an income limit for each community that represents the amount of income a household must have to be able to afford the cost of owning and operating a home or renting in the private market without government assistance.
Crime
Incidents in a particular detachment may include incidents from surrounding communities.
Violent Crimes: Canadian Center for Justice Statistics, Statistics Canada. Refers to incidences of homicides, attempted murder, assaults (including sexual assaults), abduction and robbery.
Property Crimes: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of breaking & entering, theft, position of stolen goods and fraud.
Other Criminal Code: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of offensive weapons, bail violation, disturbing the peace and mischief (property damage).
Federal Statutes: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of possession and trafficking of drugs.
Traffic: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of dangerous operation of motor vehicle and impaired operation of motor vehicle.
Violent Crime Rates (per 1,000 persons): NWT Bureau of Statistics, GNWT. Rates are determined using population estimates developed by the NWT Bureau of Statistics.
Property Crime Rates (per 1,000 persons): NWT Bureau of Statistics, GNWT. Rates are determined using population estimates developed by the NWT Bureau of Statistics.
Income Assistance
Note: Due to program changes in 2007, data prior to this year is not directly comparable.
Beneficiaries (monthly average): Department of Education Culture & Employment, GNWT. Refers to the monthly average number of recipients of income assistance and their dependents, if any, over the year.
Cases (monthly average): Department of Education Culture & Employment, GNWT. Refers to the monthly average number of people requesting and receiving social assistance over the year.
Payments ($000): Department of Education Culture & Employment, GNWT. Refers to the total amount of payments over the year. Payments are recorded for the month for which assistance was received.
Traditional Activities
Hunted & Fished (%): NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that hunted or fished during the year.
Trapped (%): NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that trapped during the year.
Produced Arts & Craft (%)s: NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that made arts and crafts during the year.
Households Consuming Country Food: NWT Bureau of Statistics, GNWT. Refers to the percent of households reporting that half, most or all (50% or more) of the meat or fish consumed is harvesting in the NWT.
Aboriginal Languages
Percent of Aboriginal that Speak an Aboriginal Language: NWT Bureau of Statistics, GNWT. Refers to the percent of aboriginal people 15 years of age or older that can speak an aboriginal language well enough to carry on a conversation. Aboriginal languages include Inuktitut, Inuvialuktun, Inuinnaqtun, Dogrib, Cree, Chipewyan, North Slavey, South Slavey, and Gwich'n.
Education
Percent with High School Diploma or More: Census, Statistics Canada (1986, 1991, 1996, 2001, 2006 & 2011); NWT Bureau of Statistics, GNWT (1989, 1994, 1999, 2004, 2009 & 2014). Refers to the percent of population 15 years of age or older that have a high school diploma.
2014 Employment Rates: NWT Bureau of Statistics, GNWT. Refers to the employment rate for two groups of people: those who do not have a high school certificate, and those with at least a high school certificate. Employment rate refers to the percentage of persons 15 years of age and over who are working at a job.
Labour Force
Census, Statistics Canada (1986, 1991, 1996, 2001, 2006 & 2011); NWT Bureau of Statistics, GNWT (1989, 1994, 1999, 2004, 2009 & 2014).
Participation Rate: The percentage of persons 15 years of age and over who are in the labour force. See below for definition of labour force.
Unemployment Rate: The percentage of the labour force that was unemployed during the week prior to the survey. See below for definition of labour force.
Employment Rate: The percentage of persons 15 years of age and over who were employed during the week prior to the survey.
Employed: Refers to persons who during the week prior to the survey: (i) did any work at all, excluding housework, maintenance around the home and volunteer work; or (ii) were absent from their job or business because of vacation, illness, on strike or locked out, etc.
Unemployed: Refers to persons who during the week prior to the survey: (i) were without work, had actively looked for work in the previous four weeks and were available for work; or (ii) had been on temporary lay-off and expected to return to their job; or (iii) had definite arrangements to start a new job within the next four weeks.
Labour Force: Refers to persons who were either employed or unemployed during the week prior to the survey.
Not in the Labour Force: Refers to persons who do not participate in the labour force, they are neither employed or unemployed.
Potential Available Labour Supply: Refers to those persons who are unemployed. They can be classified into various categories, including, those who want to do rotational work, gender, ethnicity, or level of schooling.
Annual Work Pattern: Work pattern measures the amount of work over a given year. Worked in 2013 refers to the percent of people 15 years of age or older who worked in 2013, while worked more than 26 weeks refers to the percent of workers who worked more than 26 weeks in the year. The weeks need not be consecutive.
Personal Income
Small Area and Administrative Data Division, Statistics Canada. Data is based upon filed tax returns.
Total Income ($000): Refers to total money income received from all sources.
Average Personal Income ($):
Refers to the average money income received from all sources.
Employment Income ($000): Refers to total income received by persons 15 years of age and over for any employment.
Average Employment Income ($): Refers to average income received by persons 15 years of age and over for any employment.
Percent Tax-filers Less Than $15,000: Refers to the percent of taxfilers who report they are making less than $15,000.
Percent Tax-filers More Than $50,000: Refers to the percent of taxfilers who report they are making more than $50,000.
Family Income
Small Area and Administrative Data Division, Statistics Canada. Data is based upon filed tax returns. Refers to the total income of a family; it is the sum of the total incomes of all members of that family.
Average Family Income ($): Refers to the average money income received from all sources for the family as a whole.
Percent Families Less Than $30,000: Refers to the percent of families who report they are making less than $30,000.
Percent Families More Than $75,000: Refers to the percent of families who report they are making more than $75,000.
Environment
Average Temperature (°C): Environment Canada. Calculated as the mean daily temperatures, averaged over the reference month. The mean daily temperature is the average between the daily maximum and minimum.
Community Living
% Who Volunteered in 2013: NWT Bureau of Statistics. Refers to the population 15 years of age and over who volunteered during the year.
% of Homes with Internet Access in 2013: NWT Bureau of Statistics.
Prices
Living Cost Differentials: Price Division, Statistics Canada.
Food Price Index: NWT Bureau of Statistics, GNWT.
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Why and How Much Do Americans Give?
Sixteenth Edition
The State of Church Giving through 2004
Will We Will?
Excerpt Chapter 7
John L. Ronsvalle
Sylvia Ronsvalle empty tomb, inc. Champaign, Illinois ®
®
77
78
The State of Church Giving through 2004 by John and Sylvia Ronsvalle Published by empty tomb, inc. First printing, October 2006
© Copyright, empty tomb, inc., 2006 This publication may not be reproduced in part or whole, in any form or by any means, without prior written permission from empty tomb, inc.
empty tomb, inc. 301 N. Fourth Street P.O. Box 2404 Champaign, IL 61825-2404
Phone: (217) 356-9519
Fax: (217) 356-2344
www.emptytomb.org
ISBN 0-9679633-6-2 ISSN 1097-3192
The Library of Congress has catalogued this publication as follows:
The state of church giving through …—19uu- Champaign, Ill. :
Empty Tomb, Inc., v. : ill. ; 28 cm. Annual.
1. Christian giving Periodicals.
2. Christian giving Statistics Periodicals.
3. Church finance—United States Periodicals.
4. Church finance—United States Statistics Periodicals. BV772 .S32 98-640917
Why and How Much Do Americans Give?
Why and How Much Do Americans Give?
Overview of Why and How Much Americans Give
Philanthropy has been part of the American fabric since the nation's founding. The habits practiced today in support of nonprofit activity have deep roots in historical traditions.
Why Do Americans Give? One theory for the reason that charitable giving is widely practiced in the U.S. is that the broad practice of religion in North America has fostered charitable giving patterns. As Douglas John Hall observed, the lack of an established church in the U.S. required that church members take personal responsibility for the institution. 1 Each generation has had to train the next in order to sustain religious activity. The training process resulted in the promotion of general philanthropic values.
Religion continues to be the seedbed of philanthropic values. The merit of charitable giving and concern for neighbor are taught on a regular basis in houses of worship. Perhaps that is why giving to religion is the largest category in every measurement of charitable giving. Data from the U.S. Bureau of Labor Statistics (BLS) Consumer Expenditure Survey (CES) provides demographic analysis that sheds light on this allocation.
Whether the CES data on charitable giving is analyzed in terms of age bracket, region of the U.S., or income categories, religion received the largest portion of income in 2004.
Further, the portion of income given to religion increased as people aged.
For purposes of the present discussion, the giving patterns of the under-25 age group are of particular interest. Individuals in this group gave the lowest amount of any age bracket, that is, 0.8% of their incomes to charity. However, of the portion of their incomes that they gave, they directed 94% to "churches, religious organizations."
In the earliest stages of the practice of philanthropy, religion was the predominant focus, suggesting that the value of giving was taught and encouraged in that venue.
The CES data is discussed further in the Details section of this chapter.
How Much Do Americans Give? A Comparison of Three Information Sources. The question of how much Americans give is not easily answered. Various data sources provide differing pictures of how much people give.
The U.S. Government Bureau of Labor Statistics Consumer Expenditure Survey(CES) is a sophisticated research instrument that affects many aspects of American life. The CES is used to inform the Consumer Price Index which, in turn, is used, among other purposes, to adjust federal tax brackets, Social Security benefits, and military retirement benefits for inflation. The CES refined its charitable giving questions in late 2001, and as a result, 2002 data is consistent with that for 2004.
Table 27 presents CES data for the year 2002. 2 The CES data included the categories of: "Cash contributions to charities and other organizations"; "Cash contributions to church, religious organizations"; "Cash contributions to educational institutions"; and "Gifts to non-CU [Consumer Unit] members of stocks, bonds, and mutual funds." The annual average expenditure for the four categories in 2002 was $752.56 per consumer unit. A consumer unit can be defined as an economically interdependent unit. In 2002, there were 112,108,000 consumer units in the United States. When the average annual expenditure amount of $752.56 was multiplied by the number of consumer units, a 2002 estimate of total charitable giving of $84.4 billion resulted.
The allocation among the charitable giving categories is also presented in Table27.
Table 27: Living Individual Charitable Giving in the United States, Consumer Expenditure Survey, 2002
| | A. All Consumer Units Average Annual Expenditure | B. Column A. Multiplied by 112,108 Consumer Units in 000’s: 000’s of $ |
|---|---|---|
| “Cash contributions to charities and other organizations” | $137.62 | $15,428,303 |
| “Cash contributions to church, religious organizations” | $557.29 | $62,476,667 |
| “Cash contributions to educational institutions” | $33.42 | $3,746,649 |
| “Gifts to non-CU members of stocks, bonds, and mutual funds” | $24.23 | $2,716,377 |
| Total of above four categories: average annual expenditure | $752.56 | |
| Total | | $84,367,996 |
Another source of information about charitable giving is found in the U.S. Internal Revenue Service Form 990. The Form 990 series must be filled out by charitable organizations with at least $25,000 in income, and by foundations. A recent study by the IRS compiled data received by these charitable organizations for 2002. 3
As can be seen in Table 28, nonprofit charitable organizations in the United States reported on Form 990 that they received $103 billion in Public Support in 2002, and another $15 billion from Indirect Public Support. The category of Indirect Public Support includes receipts from parent charitable organizations or groups like the United Way. These two sources of support totaled $118 billion. Organizations with at least $25,000 but less than $100,000 in gross receipts were able to use Form 990-EZ to report receipts of $1 billion in 2002, for a total of $119 billion.
A figure of $19.2 billion was added to the Public Support figure to account for giving in 2002 to private foundations. 4 Private foundations are required to file the
IRS Form 990-PF. The combined total of $138 billion is the amount that charitable organizations, which completed one of the Form 990 reports, received in 2002.
Table 28: Living Individual Charitable Giving in the United States, Form 990 Series, 2002
In order to compare the Form 990 data with the CES estimate of $84.4 billion in 2002, the Form 990 information was adjusted. For example, the CES data presents charitable giving by living individuals. However, the Form 990 data includes receipts from all donor sources. One recommendation to improve the usefulness of information in the Form 990 is that charitable organizations be required to break out contributions from living individuals on a separate line. In order to obtain a figure for contributions from individuals, estimates for 2002 giving by corporations and foundations, and receipts from bequests, 5 were subtracted from the "Gifts to charities and foundations"
Details in the above table may not compute to the numbers shown due to rounding.
figure of $138 billion. Giving by Living Individuals was thus estimated to be $79.6 billion in 2002.
The Form 990 data also includes "other than cash contributions." Because the CES data measured only cash contributions, the value of noncash contributions was subtracted from the Form 990 data to allow a comparison between the numbers. The IRS estimated that Americans deducted $34 billion in noncash contributions in
2002. 6 The noncash contributions category includes stocks, bonds, and mutual funds. The CES data included a value of $2.7 billion in contributions of stocks, bonds, and mutual funds. Therefore, the value of the stocks, bonds, and mutual funds reported on the CES was subtracted from the 2002 noncash contributions figure of $34 billion, resulting in a figure of $31.6 billion. The $31.6 billion adjusted value of noncash contributions was then subtracted from the $79.6 billion figure for Giving by Living Individuals, resulting in a balance of $48 billion.
To develop an estimate of Form 990 organizational receipts that could be compared with the CES figure of what people gave required one more step. Churches are not required to file Forms 990. The CES estimate, however, included a measure for charitable contributions to churches and religious organizations. The following procedure was followed to develop a number for church giving to be added to the Form 990 Living Individuals contributions figure. The CES figure for 2002 "Cash contributions to church, religious organizations" was $62.48 billion. It has been estimated by others in the nonprofit field that giving to church represents about 90% of giving to religion. 7 Charitable organizations that combine religion with international or human services activities would be expected to file Forms 990, and therefore be included in the Form 990 Living Individual figure of $48 billion. Subtracting 10% from the $62.48 billion figure for "church, religious organizations" resulted in an estimate of $56.2 billion given to churches in 2002. When the giving to church figure was added to the 2002 Form 990 charitable organization and foundations receipts figure of $48 billion, Total Individual Giving in Cash and Securities was calculated to be $104 billion, based on the Form 990 information.
The source of charitable giving information most widely reported in the popular media is from Giving USA, a series begun in the 1950s as an industry information compilation by a former vice president for public relations of a major professional fundraising firm. 8 The series has continued and been refined, and is currently prepared on behalf of professional fundraisers by a university-based center on philanthropy. This report is acknowledged as a fundraising tool for those in the profession, 9 and the publication's most recent estimates of philanthropy are built on the pre-academic measurements in the historical series.
Table 29 presents the development of the Giving USA figure to be used in a comparison with the CES and Form 990 data.
In order to compare a Giving USA estimate for individual giving in 2002 with the CES data, the $31.6 billion figure for "other than cash" contributions, developed
Table 29: Living Individual Charitable Giving in the United States, Giving USA, 2002
for the Form 990 analysis above, also was removed from the Giving USA figure. The 2002 Giving USA estimate for individual giving in 2002 was $172.9 billion. 10 When the $31.6 billion figure for "other than cash" contributions was subtracted from that number, the result was a figure of Total Individual Giving in Cash and Cash equivalents of $141.3 billion.
As can be observed in Table 30, the three sources of information on Total Charitable Giving in the U.S. for 2002 differ by billions of dollars. The CES measurement for Total Individual Contributions in 2002 was calculated to be $84.4 billion dollars. Data from the Form 990, Form 990-EZ, and Form 990-PF reports filed by recipient organizations, with an estimate of giving to religion added and other-than-cash contributions subtracted, resulted in a calculation of $104 billion received by nonprofits and foundations in 2002. Meanwhile, a Giving USA number for financial giving by living individuals in 2002, with other-than-cash contributions subtracted, was $141 billion. The adjusted Giving USA estimated was 67% larger than the CES figure, and 36%, or $37 billion, larger than the Form 990 figure.
Table 30: Living Individual Charitable Giving in the United States, A Comparison of the Consumer Expenditure Survey, Form 990 Series, and Giving USA, 2002
| | U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, (Calculated) 000’s of $ | Form 990 Series (Adjusted) 000’s of $ |
|---|---|---|
| Total Individual Giving in Cash, Cash Equivalents, and Securities, 2002 | $84,367,996 | $104,263,832 |
The CES is a detailed survey carried out on a quarterly basis. The Form 990 reports are completed by charitable organizations and foundations, based on their accounting records. The Giving USA series is based largely on deductions taken by Americans on their IRS returns.
A discussion of problems of noncash contributions estimates was presented in some detail in a previous edition in the State of Church Giving series. 11 Two comments may be relevant in the present review of the widely different estimates of individual giving presented in Table 30.
Internal Revenue Service Commissioner Mark W. Everson, in written testimony submitted to a Congressional hearing, in a section titled "Over-stated Deductions" wrote that, "A common problem occurs when a taxpayer takes an improper or overstated charitable contribution deduction. This happens most frequently when the donation is of something other than cash or readily marketable securities." 12 In a Chronicle of Philanthropy article, Mr. Everson was quoted as suggesting that noncash deductions may be overstated by as much as $15 to $18 billion a year. 13
Scott Burns, business writer for The Dallas Morning News and Universal Press Syndicate columnist, considered the topic of "over-statement" of deductions in a 2006 column. A reader wrote in to say that a consultant had told the reader how he "can claim up to 10 percent of the total income as a write-off without proof or receipts." The reader wrote that he was pleased to be getting money back from the IRS, instead of paying taxes. He went on, "Our total income for 2005 was $101,083. My consultant has entered $9,224 for charities, $12,253 for job expenses and certain
miscellaneous deductions, and $3,825 for meals and entertainment. I can tell you, those figures are exaggerated. But is it legal?"
Scott Burns began his reply with the comment, "Excuse me if I sound like a close relative of Goody Two Shoes, but do you really want to be a lying freeloader just because others are?" Burns also noted that, "The IRS has estimated unpaid taxes exceed $290 billion a year. The Treasury inspector general for tax administration thinks the IRS is low-balling the number." Burns advised the man to keep good records and deduct appropriately. 14
The exchange in Scott Burns' column highlights some of the difficulties with using deductions from IRS returns as a basis for calculating charitable giving in the U.S.
The results of this comparison of three estimates of individual giving suggest that the area of philanthropy measurement needs quality attention.
How Much Do Americans Give? Recommendations Improving the Measurements. The CES data has become an important source of information on the giving patterns of Americans. The CE survey, by reporting only cash contributions, avoids the problems related to reporting of noncash deductions. It is recommended that the U.S. Department of Labor, Bureau of Labor Statistics, Consumer Expenditure Survey be utilized as the unbiased, broad-gauge benchmark of living Americans' aggregate cash giving to charity, until such time as the U.S. IRS makes summary Form 990 living individual giving data available on an annual basis.
With some adjustments, the Form 990 information could also provide a sound basis on which to answer the question of how much Americans give. Three changes in the information requested by the Internal Revenue Service's Form 990 would assist in improving the measurement of philanthropy in the U.S.
Contributions from Living Donors. Theoretically, the most accurate measure of individual giving possible is from receipts by nonprofit organizations via a revised Form 990. This information would lessen the level of error inherent both in individual taxpayer reports to the IRS and in survey data. A policy decision needs to be made that it is important to obtain a sound Form 990 measure of individual giving by living donors.
Contributions by Source. Form 990 does not now, but should, request that organizations provide donation information based on source of contributions.
Self-Definition of Purpose and Governance Type. Form 990 needs to be changed so that reporting, recipient organizations define themselves through the use of a numerical system based on a standard classification such as the National Taxonomy of Exempt Entities. Currently, Form 990 does not provide an organization with the opportunity to define its primary activities from a numbered list of options. In contrast, government forms provide this opportunity to businesses.
Another change in Form 990 would be the implementation of a self-definition category describing the governance of the organization as either faith-based or secular. Currently, no such self-description is systematically requested. The result, in some measures of charitable giving, is the undercounting of the role of religion in the
philanthropic sector, and consequently, in American society as a whole. An organization that is faith-based and provides, for example, human services should be offered the choice of being categorized as "human services" without the religious component being ignored.
The Urban Institute's National Center for Charitable Statistics has worked with the U.S. Internal Revenue Service to categorize nonprofit organizations that return Form 990. Further refinements could help to classify organizations using nationally accepted standards.
In 1993, the National Center for Charitable Statistics was housed at Independent Sector. Virginia Hodgkinson authored a report calling for "a check-off list for charities based on the categories developed by Independent Sector for the National Taxonomy of Exempt Entities, an effort to classify all non-profit organizations registered with the IRS." 15 More specifically, the report recommended, "The Form 990 should be revised to allow for institutions of various functions to report their major purposes and programs, taking into account systems already in place to define such institutions." 16
A precedent for this type of information gathering is Schedule C (Form 1040) that is used to report "Profit or Loss from Business (Sole Proprietorship)." This form requires a reporting business to select a category from the "Principal Business or Professional Activity Codes" that best describes the business. In the year 2000, the codes provided 300 activities under 19 general categories. 17
The National Taxonomy for Exempt Entities contains ten core categories from which a nonprofit organization could select, in order to identify its main activity.
An important further refinement would provide a more complete picture of philanthropy in America. Before selecting one of the ten core categories, the nonprofit organization would first indicate its form of governance as either "faith-based" or "secular." This identification could provide valuable information to help clarify the role of religion in the area of giving. Form 990 could also require that the organization define itself, first by selecting either faith-based or secular as the category of governance, and then the specific activity described by one or more of the NTEE core codes.
The importance of being able to classify giving by both faith-based or secular categories, as well as by specific activity codes can be seen from an observation in Giving USA 1990's discussion of "Giving to Religion." That issue of Giving USA, edited by Nathan Weber, noted, "Further, among many religious groups, giving to religion is considered identical with giving to human services, health care, etc., when such services are administered by organizations founded by the religious groups" (p. 187). An analysis of the CE survey data for 2004 found that donors identified 71% of their charitable donations as given to churches and religious organizations.
In their book on the Unified Chart of Accounts, Russy D. Sumariwalla and Wilson C. Levis reproduced a graphic originally prepared by United Way of America that depicts how the account classification would appear in practical application. 18 For purposes of the present discussion, that graphic was adapted to include a statement
about receipts classification, and to describe at what point the choice of faith-based or secular governance would be included in the accounting hierarchy (see Figure17).
Figure 17: Account Classification Application with Faith-based/Secular Governance Option Included
Functional Classification
Receipts recorded by Sources: Individuals, Bequests, and Corporations (UCOA, Form 990)
Faith-based
Secular
Program
Function
Support
Function
Program
Function
Support
Function
Program Services-NTEE
Supporting Services
Supporting Services
Management
and General
Fundraising
Management
and General
Fundraising
Human
Services
Program Services-NTEE
Inter-
national
Inter-
national
Human
Services
Object Expenses
Classification
Salaries
Supplies
Telephone
Occupancy
Printing and Publications
Travel
Membership Dues
Etc.
Source: Adaptation of graphic in Sumariwalla and Levis
empty tomb graphic 2001
Chapter 7 of The State of Church Giving through 2003 offered several other recommendations for improving the measurement of philanthropy in the United States. 19 Among these recommendations were:
* Publish annually, through the Internal Revenue Service, aggregate Form 990 data to provide a basis for estimating charitable giving by Americans.
* Change the Urban Institute's Unified Chart of Accounts to account for donations by living individuals.
* Do not include donations from private donations in estimates of charitable "giving," since private foundations themselves are charitable institutions receiving donations from individuals.
* Establish a Commission on Private Philanthropy and Public Needs.
* Develop a journal of philanthropy measurement, that includes peer-reviewed articles.
* Elevate the study of the nonprofit sector within the national Bureau of Economic Research to a standing program.
* Fund the improved study of the nonprofit sector with either the foundation excise tax levied on foundations by the U.S. Government, or through pooled funds from foundations to establish a "Foundation Research Service," similar to the Congressional Research Service.
How Much Do Americans Give? Associated Press Reports Do Not Present Changes in Income and Population. The media has consistently reported the Giving USA figure to the American public as the definitive estimate of charitable giving. The Associated Press article that appears each summer on the release of the new Giving USA report reflects the Giving USA press release focus on the aggregate billions of dollars raised, and the percentage increase in those aggregate billions of dollars from the previous year.
The American people have a right to know how their charitable giving patterns are changing from year to year. The measure that validly conveys that information is the category of individual giving adjusted by changes in population and income.
As illustrated in earlier chapters in this volume, church giving appears differently when considered in aggregate form, and when giving is considered per member and as a portion of a after-tax income. Data from the Editor & Publisher International Year Book, included in the Statistical Abstract of the United States: 2004-2005, 20 provides a comparison from a different arena that demonstrates the value of adjusting data for changes in population. Newspaper circulation figures are available that are aggregated without regard to changes in population, and that have been adjusted for changes in population. The first data row of Table 31 shows that aggregate total daily newspaper circulation, unadjusted for concomitant changes in United States population, grew steadily at ten-year intervals over the 1970-1990 period and then declined in 2000. Conversely, the second row shows that total daily newspaper circulation, adjusted for U.S. population, declined each decade over the 1970-2000 period.
Table 31: Daily Total Newspaper Circulation in the United States, Aggregate and Per Capita, by Decade for 1970-2000
| Type | 1970 | 1980 | 1990 | 2000 |
|---|---|---|---|---|
| Circulation (milllions) | 62.1 | 62.2 | 62.3 | 55.8 |
| Per Capita Circulation | 0.3 | 0.27 | 0.25 | 0.2 |
Source: Editor & Publisher Co., New York, NY, Editor & Publisher International Year Book, annual (copyright), in the Statistical Abstract of the United States: 2004-2005
From the data in Table 31, it can be seen that per capita newspaper circulation in the United States that had been adjusted for U.S. population served as a de facto leading indicator, over some 20 years, for the subsequent decline in aggregate newspaper circulation that took place rather steadily after 1990.
The decline in aggregate newspaper circulation, affected by major technological shifts, may not have been preventable, even with the insights provided by the early warning system of per capita newspaper circulation. It is, nevertheless, quite possible
that mass communication of news about any declines in Americans' charitable giving levels, adjusted for the combined effect of the underlying changes in population and income, would indeed be important information as Americans consider reversing negative giving trends in ways that make a useful contribution to American culture.
Analysis of giving trends in terms of population and income might also make a contribution to American culture. In contrast, an analysis of AP reporting of Giving USA releases for the past five years found that in each year, the lead emphasis in the AP article released nationally and internationally was essentially the same as in the Giving USA press release. That is, the article lead emphasized the increase in aggregate billions of dollars raised. Yet, in four of the years analyzed, when a basic adjustment for changes in U.S. population and income were made to the Giving USA aggregate numbers, both individual giving as a percent of income and giving as a percent of U.S. Gross Domestic Project declined rather than increased.
Table and Chart regarding the Disparity between Associated Press Reports on Aggregate Charitable Giving Levels, and Giving Adjusted for Population and Income. As pointed out above, the Associated Press charitable giving articles' lead routinely emphasizes the upbeat tone of the Giving USA press releases in terms of aggregate billions of dollars raised, unadjusted for population and income. This pattern of disparity between AP reports on aggregate billions of dollars raised, and the complete picture of changes in charitable giving patterns, can be observed in Table 32.
Figure 18 illustrates the disparity in the category of percent changes in aggregate charitable giving reported by the AP and the two categories of charitable giving as a percent of either per capita Disposable Personal Income (DPI), or Gross Domestic Product (GDP).
U.S. BEA data; empty tomb analysis
In 2002, 2003, 2004, 2005, and 2006, the AP lead emphasized the aggregate billions of dollars raised, as promoted in the related AAFRC Giving USA press release. However, in four of the years, the available Giving USA data actually declined from one year to the next, when considered as a percent of either Disposable Personal Income or Gross National Product. In all years, the Giving USA data, unadjusted for
Table 32: Associated Press Reported Aggregate Changes, Americans' Individual Giving Changes as Percent of Disposable Personal Income, and Total Giving Changes as Percent of Gross Domestic Product, 2000-2005, from Prior Year's Base: Giving Data from Giving USA 2002, 2003, 2004, 2005, and 2006 Editions
| Giving USA Edition | Giving USA Data Interval | AP: First Percent Change from Previous Year Listed in AP Story: Aggregate Bil. $21 | Per Capita Individual Giving as % of Per CapitaDPI: % Change from Base Year22 | Total Giving as % of Gross Domestic Product: % Change from Base Year23 | AP Headline and AP First Mention of Percent Change | AP Byline and AP Dateline |
|---|---|---|---|---|---|---|
| 2002 | 2000-01 | 0.5% | -2.6% | -2.8% | “2001 Charitable Giving Same As 2000” “Total giving by individuals, corporations and other groups amounted to $212 billion, up 0.5 percent from 2000 before inflation is figured in” | Helena Payne, New York |
| 2003 | 2001-02 | 1.0% | -4.7% | -2.5% | “Donations Held Steady in 2002” “Giving rose 1 percent last year to $240.92 billion from $238.46 billion in 2001” | Mark Jewell, Indianapolis |
| 2004 | 2002-03 | 2.8% | -2.0% | -1.9% | “Charitable Giving Rises in 2003” “the survey showed a 2.8 percent increase over 2002, when giving amounted to $234.1 billion” | Kendra Locke, New York |
| 2005 | 2003-04 | 5.0% | -1.6% | -1.6% | “Charitable Giving Among Americans Rises” “Americans increased donations to charity by 5 percent in 2004” | Adam Geller, New York |
| 2006 | 2004-05 | 6.1% | 2.0% | -0.3% | “Charitable giving in U.S. nears record set at end of tech boom” “The report released Monday by the Giving USA foundation estimates that in 2005 Americans gave $260.28 billion, a rise of 6.1 percent…” | Vinnee Tong, New York |
population and income, was considerably higher than when adjusted for changes in population and income.
The observation may be made that the Associated Press chooses to highlight an industry's interpretation of its own work in an uncritical fashion that omits essential elements of the whole truth. Perhaps the Associated Press regards the annual news about Americans' giving patterns more on the level of society galas than as a vital indicator of the social fabric and a major sector of the U.S. economy.
Two Associated Press reporters in two different AP bureaus were asked, in telephone conversations, why the AP stories reflect the Giving USA press release focus on aggregate billions of dollars so closely rather than adjusting for changes in population and income. The response each time was that the AP has to report what they are told by the source, in this case, the Giving USA office. The result is that each year AP reporters tweak the industry promotional press release, which is then widely distributed both nationally and internationally.
In this post-Enron era, hindsight has determined that the media's lack of critical reporting was a factor in the ability of Enron's leadership to mislead employees and investors, with disastrous results. It is disconcerting that AP business writers express a similar willingness to publicize a trade organization's estimates, emphasizing the percent change in aggregate billions of dollars as the lead, rather than the levels adjusted for changes in population and income. This annually repeated action on the part of AP raises what might be described as an ethical issue about the media's responsibility to inform the public accurately. Specifically,
(1) if, as is found in every measurement of philanthropy, religion is the single largest category; and
(2) if, as is indicated in the Consumer Expenditure Survey, religion is the category with the greatest impact on philanthropic values in the young; and,
(3) if, as outlined in earlier chapters of this volume, the level of church giving as a portion of income, particularly Benevolences, has been declining over decades; and,
(4) if Giving USA data, when adjusted for population and income also shows a decline: then what ethical responsibility does AP have to inform Americans about giving patterns in a way that takes population and income changes into account, rather than leading its reports each year with the industry's promotional announcement of aggregate billions of dollars? Certainly AP's continued lack of critical reporting on this topic raises questions about the confidence that can be placed in the information being disseminated to the American public regarding charitable giving, and in light of Enron and other major corporate scandals, perhaps in other areas as well.
Annual Report Card on the Measurement of Philanthropy. As one step toward improving measurement of philanthropy reports, an evaluation scale of those involved with measuring philanthropy was designed to provide an overview of the current situation. The fourth annual Report Card on the Measurement of Philanthropy evaluated twelve national entities involved in one or more aspects of the dissemination and measurement of charitable giving information. 24
The Report Card was developed insofar as, over the years, there were numerous, shifting components of philanthropy measurement. During the period in which these factors were pulled together, articulated and commented upon via the Report card
device, the issues became more focused. That is, it became increasingly apparent that the for-profit fundraising industry—with its well-developed access to the media, most importantly, The Associated Press—was quite systematic, through its annual Giving USA Foreword and press releases, in publicizing annual percentage changes in its measure of Total Giving that were not adjusted for population and income. The annual change in aggregate giving, unadjusted for population and income, presented in industry press release headlines, and mirrored in Associated Press headlines and first mention of percentage changes, has been the primary and largest distortion of measures of Americans' generosity. Thus, the detail addressed in the Report Card was not deemed commensurate with the need to address the major source of Americans' perception of their level of generosity.
How Much Do Americans Give? An Estimate of Aggregate Giving to Religion, 1968-2004.
An estimate of Americans' giving to religion has been calculated for the 1968 to 2004 period. This estimate employed a 1974 benchmark estimate of $11.7 billion for giving to religion provided by the watershed Commission on Private Philanthropy and Public Needs of the 1970s, commonly referred to as the Filer Commission. 25
The amount of change from year to year, calculated for 1968 to 1973 and also 1975 to 2004, was the annual percent change in the composite denomination set analyzed in other chapters of this report. 26 This calculation yielded a total of $8.01 billion given to religion in 1968, and $67.2 billion in 2004. Table 33 presents this data both in aggregate form, and as adjusted for population and income.
Table 33: Giving to Religion, Based on the Commission on Private Philanthropy and Public Needs (Filer Commission) Benchmark Data for the Year of 1974, and Annual Changes in the Composite Denomination-Based Series, 1968-2004, Aggregate Billions of Dollars and Per Capita Dollars as Percent of Disposable Personal Income
Source: empty tomb, inc. analysis; Commission on Private Philanthropy and Public Needs; YACC adjusted series; U.S. BEA
| Year | Denomination-Based Series Keyed to 1974 Filer Estimate | |
|---|---|---|
| | Billions Dollars | Per Capita Dollars as % of Disposable Personal Income |
| 1968 | 8.01 | 1.28% |
| 1969 | 8.33 | 1.24% |
| 1970 | 8.67 | 1.18% |
| 1971 | 9.13 | 1.14% |
| 1972 | 9.78 | 1.13% |
| 1973 | 10.69 | 1.09% |
| 1974 | 11.70 | 1.09% |
| 1975 | 12.74 | 1.07% |
| 1976 | 13.87 | 1.06% |
| 1977 | 15.02 | 1.05% |
| 1978 | 16.41 | 1.02% |
| 1979 | 18.15 | 1.01% |
| 1980 | 20.08 | 1.00% |
| 1981 | 22.14 | 0.99% |
| 1982 | 24.00 | 0.99% |
| 1983 | 25.61 | 0.98% |
| 1984 | 27.71 | 0.95% |
| 1985 | 29.40 | 0.95% |
| 1986 | 31.09 | 0.95% |
| 1987 | 32.42 | 0.94% |
| 1988 | 33.68 | 0.90% |
| 1989 | 35.46 | 0.88% |
| 1990 | 36.98 | 0.86% |
| 1991 | 38.37 | 0.86% |
| 1992 | 39.43 | 0.83% |
| 1993 | 40.50 | 0.82% |
| 1994 | 43.37 | 0.84% |
| 1995 | 44.19 | 0.82% |
| 1996 | 47.70 | 0.84% |
| 1997 | 49.42 | 0.83% |
| 1998 | 52.28 | 0.82% |
| 1999 | 55.10 | 0.82% |
| 2000 | 59.36 | 0.83% |
| 2001 | 61.89 | 0.83% |
| 2002 | 64.00 | 0.82% |
| 2003 | 64.79 | 0.79% |
,
Details of Why and How Much Americans Give
The U.S. Department of Labor, Bureau of Labor Statistics, Consumer Expenditure (CE) survey provides a benchmark measure of Americans' charitable cash contributions. The CE survey provides the U.S. Government data designed to measure Americans' charitable contributions. An analysis of this data found that Americans gave $92.29 billion in cash contributions to charitable causes in 2004, the latest year for which data was available.
This final data total, which was aggregated, conflated, and analyzed by empty tomb, inc., includes the CE survey categories of "Cash contributions to: charities and other organizations; church, religious organizations; and educational institutions." 27 An analysis of the CE survey data resulted in the finding that Americans contributed 71% of their charitable contributions to "church, religious organizations" in 2004.
Further detail regarding this analysis of U.S. Department of Labor, Bureau of Labor Statistics, Consumer Expenditure Survey charitable giving data is presented in Table 34. 28
Table 34: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions: Americans' Charitable Giving (Aggregated)
| Item | Average Annual Expenditures x Number of Consumer Units (billions $) |
|---|---|
| Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | $18.32 65.71 5.36 2.90 |
| Total | $92.29 |
Details in the above table may not compute to the numbers shown due to rounding. Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004
Cash Contributions by Income Level, 2004
The CE survey measured Americans' cash contributions to charitable causes by income levels, as displayed in Tables 35 and 36. 29
An analysis was conducted for twelve income levels, ranging from "$5,000 to $9,999" up to both "$120,000 to $149,999" and the highest category of "$150,000 and more," with the average "Income after taxes" for the income levels ranging from $7,800 to $124,273, and $212,610, respectively. 30
It may be observed that 2004 giving as a percent of income after taxes to "church, religious organizations" was higher in each of the twelve income levels, than to
Table 35: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Income Level
| Item | All consumer units | $5,000 to $9,999 | $10,000 to $14,999 | $15,000 to $19,999 | $20,000 to $29,999 | $30,000 to $39,999 | $40,000 to $49,999 | $50,000 to $69,999 |
|---|---|---|---|---|---|---|---|---|
| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 116,282 $52,287 $157.51 565.11 46.06 24.97 | 7,218 $7,800 $14.98 112.52 0.93 0.15 | 8,950 $12,619 $26.95 222.35 1.79 36.11 | 8,177 $17,480 $39.28 287.67 11.29 4.70 | 14,172 $24,298 $62.94 324.53 7.36 1.72 | 13,125 $34,199 $59.09 384.81 10.26 14.96 | 11,374 $43,689 $63.00 466.91 11.41 70.78 | 18,069 $57,122 $105.38 641.64 9.10 31.24 |
| Total (calculated) | $793.65 | $128.58 | $287.20 | $342.94 | $396.55 | $469.12 | $612.10 | $787.36 |
| Calculated: % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 0.30% 1.08% 0.09% 0.05% | 0.19% 1.44% 0.01% 0.00% | 0.21% 1.76% 0.01% 0.29% | 0.22% 1.65% 0.06% 0.03% | 0.26% 1.34% 0.03% 0.01% | 0.17% 1.13% 0.03% 0.04% | 0.14% 1.07% 0.03% 0.16% | 0.18% 1.12% 0.02% 0.05% |
| Total | 1.5% | 1.6% | 2.3% | 2.0% | 1.6% | 1.4% | 1.4% | 1.4% |
Details in the above table may not compute to the numbers shown due to rounding.
Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004
Table 36: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Higher Income Level
| Item | All consumer units | $70,000 to $79,999 | $80,000 to $99,999 | $100,000 to $119,999 | $120,000 to $149,999 | $150,000 and more |
|---|---|---|---|---|---|---|
| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 116,282 $52,287 $157.51 565.11 46.06 24.97 | 6,461 $72,236 $156.40 695.64 29.73 15.60 | 9,246 $84,884 $163.40 919.20 42.43 19.40 | 5,625 $103,801 $258.90 1,130.03 62.05 54.01 | 4,245 $124,273 $330.10 1,090.94 103.97 22.95 | 5,067 $212,610 $1,553.19 1,874.75 654.62 53.25 |
| Total (calculated) | $793.65 | $897.37 | $1,144.43 | $1,504.99 | $1,547.96 | $4,135.81 |
| Calculated % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 0.30% 1.08% 0.09% 0.05% | 0.22% 0.96% 0.04% 0.02% | 0.19% 1.08% 0.05% 0.02% | 0.25% 1.09% 0.06% 0.05% | 0.27% 0.88% 0.08% 0.02% | 0.73% 0.88% 0.31% 0.03% |
| Total | 1.5% | 1.2% | 1.3% | 1.4% | 1.2% | 1.9% |
Details in the above table may not compute to the numbers shown due to rounding.
Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004
either "charities and other organizations," "educational institutions," or "Gifts to non-CU members of stocks, bonds, and mutual funds." It was also noted that, with the exception of the "$150,000 and more" income level, giving as a percent of income after taxes to "church, religious organizations" was higher than to "charities and other organizations," and "educational institutions" combined in each of the other income brackets.
The distribution among contribution categories was compared between the highest two income brackets. The second highest bracket was also compared to all consumer units. The highest two income brackets were "$150,000 and more" and "$120,000 to $149,999," which had an average income after taxes of $212,610 and $124,273, respectively. Consumer units in the highest two income brackets each contributed 0.88% of their income to "church, religious organizations." However, those in the highest bracket also gave 0.73% and 0.31% of their income to "charities and other organizations," and "educational institutions," respectively, while those in the second highest "$120,000 to $149,999" bracket gave 0.27% and 0.08% of their income to "charities and other organizations," and "educational institutions," respectively. The giving pattern of this second highest bracket was compared to that of all consumer units. This comparison found that while all consumer unit giving to "church, religious organizations" was at the 1.08% level, somewhat higher than the 0.88% level of those in the "$120,000 to $149,999" bracket, all consumer unit giving of 0.30% to "charities and other organizations," and 0.09% to "educational institutions," was less dissimilar to that of the respective 0.27% and 0.08% giving levels of those in the "$120,000 to $149,999" bracket.
One analysis that may be of interest is a comparison of cash contributions among different income brackets.
However, it should be noted that CE survey lower income brackets, which for purposes of this analysis ranged from $5,000 through $29,999, reported higher expenses than income. The CE survey observes:
Data users may notice that average annual expenditures presented in the income tables sometimes exceed income before taxes for the lower income groups. The primary reason for that is believed to be the underreporting of income by respondents, a problem common to most household surveys…
There are other reasons why expenditures exceed income for the lower income groups. Consumer units whose members experience a spell of unemployment may draw on their savings to maintain their expenditures. Self-employed consumers may experience business losses that result in low or even negative incomes, but are able to maintain their expenditures by borrowing or relying on savings. Students may get by on loans while they are in school, and retirees may rely on savings and investments. 31
To the extent that income is proportionately underreported across all income levels, but is more evident in lower income brackets, then comparisons across income brackets may be informative on an exploratory basis.
In light of this caveat, it may be observed that consumer units in the "$10,000 to $14,999" and "$15,000 to $19,999" income brackets reported a higher portion of after-tax income, charitable cash contributions than did those in other income brackets.
Those in the $150,000 and more bracket gave the next highest portion of aftertax income to cash contributions.
Cash Contributions by Age, 2004
The CE survey also measured Americans' cash contributions to charitable causes by age of contributor. 32 Table 37 presents the data in tabular form.
Table 37: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Age
| Item | All consumer units | Under 25 years | 25-34 years | 35-44 years | 45-54 years | 55-64 years | 65-74 years |
|---|---|---|---|---|---|---|---|
| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 116,282 $52,287 $157.51 565.11 46.06 24.97 | 8,817 $22,507 $11.84 168.68 1.27 * | 19,439 $50,819 $52.22 392.32 12.80 12.80 | 24,070 $63,202 $95.71 500.27 43.26 23.78 | 23,712 $66,761 $142.09 661.78 32.76 11.94 | 17,479 $58,043 $216.48 728.31 35.99 50.08 | 11,230 $41,126 $505.49 773.73 184.19 26.71 |
| Total (calculated) | $793.65 | $181.79 | $470.14 | $663.02 | $848.57 | $1,030.86 | $1,490.12 |
| Calculated % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 0.30% 1.08% 0.09% 0.05% | 0.05% 0.75% 0.01% * | 0.10% 0.77% 0.03% 0.03% | 0.15% 0.79% 0.07% 0.04% | 0.21% 0.99% 0.05% 0.02% | 0.37% 1.25% 0.06% 0.09% | 1.23% 1.88% 0.45% 0.06% |
| Total | 1.5% | 0.8% | 0.9% | 1.0% | 1.3% | 1.8% | 3.6% |
Details in the above table may not compute to the numbers shown due to rounding.
Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004
* No data reported.
The seven age categories under consideration started with the "Under 25 years" grouping, proceeded with "25-34 years" as the first of five 10-year periods, and culminated with the "75 years and older" cohort.
It was interesting to note that 2004 giving as a percent of income after taxes to "church, religious organizations" increased concomitantly with each advancing age category, starting at 0.75% at "Under 25 years," growing slowly up through "35-44" years, and then increasing noticeably in the remaining four periods to peak at 2.38% in the last "75 years and older" category. This contrasts with the contributions to "charities and other organizations" and "educational institutions" which peaked at the earlier "65-74 years" level. It may also be observed that giving to "church, religious organizations" and "charities and other organizations" increased in each age grouping up to their respective peak age period. In comparison, giving to education varied comparatively unevenly across age groupings. It was also noted that "Gifts to non-CU members of stocks, bonds, and mutual funds" reached its high point of 0.20% of income after taxes in the final "75 years and older" period. Transfers
during each of the previous discrete periods for this latter category were below one tenth of a percent of income after taxes.
The fact that, for the first age period of "Under 25 years," giving as a percent of income after taxes to the "church, religious organizations" category was considerably higher at 0.75% than to both "charities and other organizations" at 0.05%, and "educational institutions" at 0.01%, provides support for the view that religion serves as the seedbed of philanthropic giving in America.
The age brackets in which charitable giving as a portion of income was highest were the 65-74 years cohort, and the 75 years and older cohort. One factor that all age brackets had in common was that giving as a portion of income to "church, religious organizations" was the largest category. Further, giving to "church, religious organizations" as a portion of income was greater than the sum of the other two categories, namely, "charities and other organizations" plus "educational institutions," for each of the seven age brackets.
Cash Contributions by Region, 2004
In addition, as shown in Table 38, the CE survey also measured Americans' cash contributions to charitable causes by region. 33
The four region categories for which information was presented in the CE survey data were Northeast, Midwest, South, and West. Regional charitable giving data and regional income figures were available.
Analysis of the 2004 data showed that contributions to charitable causes were highest in the Midwest at 2.0% of income after taxes, followed by the South and West at 1.6% each, and lowest in the Northeast at 0.9%. Contributions to "church, religious organizations" were higher than to the total of contributions to "charities and other organizations" and "educational institutions" in each of the four regions.
The question may be asked whether regional differences in expenditures on seven major spending categories influence or limit charitable giving levels in those regions. Table 39 presents expenditures data by region of residence.
It was instructive to note that an initial exploration of the variation of contributions to charitable causes by region found that such variation by region did not seem to be a function of major category expenditures by region in comparison to income differentials.
The U.S. Bureau of Labor Statistics "Consumer Expenditures in 2004" noted that the "major components of spending—food, housing, apparel and services, transportation, healthcare, entertainment, and personal insurance and pensions— account for about 90 percent of total expenditures…" As the report also observed, "Factors such as income, age of family members, geographic location, and personal preference also influence expenditures." 34
CE survey data for 2004 was examined for the aforementioned seven major expenditure categories. This inquiry resulted in the finding that the sum of the average annual expenditures for the seven major components, divided by income after taxes, for the Northeast, Midwest, South, and West, was 71%, 75%, 72%, and 81%, respectively. The major expenditure levels of $41,397, $38,376, $35,500, and $42,947 for the Northeast, Midwest, South, and West, compared with income after taxes of $58,673, $51,122, $49,079, and $53,222, respectively. Thus, it may be observed that the Northeast region had both the lowest level of major expenditures
Table 38: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Region of Residence
| Item | All consumer units | Northeast | Midwest | South | West |
|---|---|---|---|---|---|
| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 116,282 $52,287 $157.51 565.11 46.06 24.97 | 22,051 $58,673 $156.75 293.21 45.46 14.24 | 26,539 $51,122 $279.00 618.65 87.71 27.47 | 41,801 $49,079 $90.64 634.10 26.74 17.84 | 25,891 $53,222 $141.58 630.43 35.06 43.09 |
| Total (calculated) | $793.65 | $509.66 | $1,012.83 | $769.32 | $850.16 |
| Calculated % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds | 0.30% 1.08% 0.09% 0.05% | 0.27% 0.50% 0.08% 0.02% | 0.55% 1.21% 0.17% 0.05% | 0.18% 1.29% 0.05% 0.04% | 0.27% 1.18% 0.07% 0.08% |
| Total | 1.5% | 0.9% | 2.0% | 1.6% | 1.6% |
Details in the above table may not compute to the numbers shown due to rounding.
Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004
Table 39: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Major Category Expenditures by Region of Residence
| Item | All consumer units | Northeast | Midwest | South | West |
|---|---|---|---|---|---|
| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Seven Major Categories Food Housing Apparel and services Transportation Health care Entertainment Personal insurance and pensions | 116,282 $52,287 $5,780.82 13,918.48 1,815.95 7,801.38 2,574.21 2,218.47 4,823.20 | 22,051 $58,673 $6,367.80 15,733.70 2,176.24 7,621.85 2,370.58 2,016.89 5,110.28 | 26,539 $51,122 $5,592.21 13,438.35 1,672.35 7,709.79 2,860.96 2,208.13 4,894.70 | 41,801 $49,079 $5,318.35 12,250.19 1,643.03 7,232.79 2,508.50 2,133.86 4,413.71 | 25,891 $53,222 $6,224.12 15,556.56 1,936.07 8,965.53 2,560.28 2,538.26 5,166.51 |
| Total (calculated) | $38,932.51 | $41,397.34 | $38,376.49 | $35,500.43 | $42,947.33 |
Details in the above table may not compute to the numbers shown due to rounding.
Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004
as a percentage of income after taxes at 71% as well as, at 0.9%, the lowest level of contributions to charitable causes as a percentage of income after taxes. The West, with the highest level, 81%, of major expenditures as a percentage of income after taxes, had the same level, 1.6%, of contributions to charitable causes as a percentage of income after taxes, as the South, which, at 72%, had a level of major expenditures as a percentage of income after taxes similar to that of the Northeast. The Midwest, which, at 2.0%, had the highest level of contributions to charitable causes as a percentage of income after taxes, had a slightly above average ratio, that is, 75%, of major expenditure levels to income after taxes.
It was also noted that the Midwest, which was the highest of the four regions in contributions as a percent of income after taxes to charitable causes overall at 2.0%, was also highest to "charities and other organizations" at 0.55%, and to "educational institutions" at 0.17%, and, at 1.21%, second to the South, which registered 1.29%, in giving to the "church, religious organizations" category.
General Information regarding the Consumer Expenditure Survey
One benefit of the CE survey is its unbiased data. The Mission Statement of the U.S. Department of Labor, Bureau of Labor Statistics reads:
The Bureau of Labor Statistics (BLS) is the principal fact-finding agency for the Federal Government in the broad field of labor economics and statistics. The BLS is an independent national statistical agency that collects, processes, analyzes, and disseminates essential statistical data to the American public, the U.S. Congress, other Federal agencies, State and local governments, business, and labor. The BLS also serves as a statistical resource to the Department of Labor.
BLS data must satisfy a number of criteria, including relevance to current social and economic issues, timeliness in reflecting today's rapidly changing economic conditions, accuracy and consistently high statistical quality, and impartiality in both subject matter and presentation. 35
The BLS, among its various activities, is the source for the following indexes:
Producer price index (PPI)—This index, dating from 1890, is the oldest continuous statistical series published by BLS. It is designed to measure average changes in prices received by producers of all commodities, at all stages of processing, produced in the United States…
Consumer price indexes (CPI)—The CPI is a measure of the average change in prices over time in a ''market basket'' of goods and services purchased either by urban wage earners and clerical workers or by all urban consumers. In 1919, BLS began to publish complete indexes at semiannual intervals, using a weighting structure based on data collected in the expenditure survey of wage-earner and clerical-worker families in 1917-19 (BLS Bulletin 357, 1924)…
International price indexes—The BLS International Price Program produces export and import price indexes for nonmilitary goods traded between the United States and the rest of the world. 36
Among the numerous applications of the BLS Consumer Expenditure Survey, the Survey is used for periodic revision of the Consumer Price Index (CPI). Following are excerpted comments from a "Brief Description of the Consumer Expenditure Survey."
The current CE program was begun in 1980. Its principal objective is to collect information on the buying habits of U.S. consumers. Consumer expenditure data are used
in a variety of research endeavors by government, business, labor, and academic analysts. In addition, the data are required for periodic revision of the CPI.
The survey, which is conducted by the U.S. Census Bureau for the Bureau of Labor Statistics, consists of two components: A diary or recordkeeping, survey…and an interview survey, in which expenditures of consumer units are obtained in five interviews conducted at 3-month intervals…
Each component of the survey queries an independent sample of consumer units that is representative of the U.S. population…The Interview sample, selected on a rotating panel basis, surveys about 7,500 consumer units each quarter. Each consumer unit is interviewed once per quarter, for 5 consecutive quarters. Data are collected on an ongoing basis in 105 areas of the United States. 37
The BLS, in commenting on the various functions of Consumer Expenditure Survey, observed that, "Researchers use the data in a variety of studies, including those that focus on the spending behavior of different family types, trends in expenditures on various expenditure components including new types of goods and services, gift-giving behavior, consumption studies, and historical spending trends." 38
Writing in the mid-1980s with reference to the then forthcoming Consumer Expenditure Survey-based revisions in the CPI, eminent business columnist Sylvia Porter remarked that the CPI is "the most closely watched, widely publicized and influential government statistic we have…" 39
In addition to the fact that the "CPI is used to adjust federal tax brackets for inflation," 40 a glimpse into the wide-ranging, Consumer Expenditure Survey-based network of CPI usage in American culture is gained from the following information:
The CPI is the most widely used measure of inflation and is sometimes viewed as an indicator of the effectiveness of government economic policy. It provides information about price changes in the Nation's economy to government, business, labor, and private citizens and is used by them as a guide to making economic decisions. In addition, the President, Congress, and the Federal Reserve Board use trends in the CPI to aid in formulating fiscal and monetary policies.
The CPI and its components are used to adjust other economic series for price changes and to translate these series into inflation-free dollars. Examples of series adjusted by the CPI include retail sales, hourly and weekly earnings, and components of the National Income and Product Accounts…
The CPI is often used to adjust consumers' income payments (for example, Social Security) to adjust income eligibility levels for government assistance and to automatically provide cost-of-living wage adjustments to millions of American workers. As a result of statutory action the CPI affects the income of about 80 million persons: the 51.6 million Social Security beneficiaries, about 21.3 million food stamp recipients, and about 4.6 million military and Federal Civil Service retirees and survivors. Changes in the CPI also affect the cost of lunches for 28.4 million children who eat lunch at school, while collective bargaining agreements that tie wages to the CPI cover over 2 million workers. Another example of how dollar values may be adjusted is the use of the CPI to adjust the Federal income tax structure. These adjustments prevent inflation-induced increases in tax rates, an effect called bracket creep…
Data from the Consumer Expenditure Survey conducted in 2001 and 2002, involving a national sample of more than 30,000 information families, provided detailed information on respondents' spending habits. This enabled BLS to construct the CPI market basket of goods and services and to assign each item in the market basket a weight, or importance, based on total family expenditures… 41
Notes for Chapter 7
1 Douglas John Hall, The Steward, A Biblical Symbol Come of Age (New York: Friendship Press, 1982), pp.2-3.
2 Table 1800.Region of Residence: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2002; Region.pdf; Created 10/17/2003; (U.S. Department of Labor, Bureau of Labor Statistics), pp.1, 18.
3 Data Release prepared by Paul Arnsberger, an economist with the Special Studies Special Projects section, under the direction of Barry Johnson, Chief; "Charities and Other Tax-Exempt Organizations, 2002"; Statistics of Income Bulletin, vol. 25, no. 2, Internal Revenue Service, Fall 2005, Washington, D.C. 20005; <http://www.irs.gov/pub/irs-soi/05fallbu.pdf>; pp. 263-271 of 6/6/2006 printout.
4 Giving USA 2006 (Glenview, IL: Giving USA Foundation, 2006), pp. 131, 207.
5 Giving USA 2006, p. 204.
6 "Charitable contributions deduction: Other than cash contributions": "Table 3.—2002, Individual Income Tax Returns with Itemized Deductions, By Size of Adjusted Gross Income—Continued"; Statistics of Income; Internal Revenue Service; <http://www.irs.gov/pub/irs-soi/02in03ga.xls>, Table 3, SOI, p. 5 of 9/ 6/2005 10:58 AM printout.
7 Dean R. Hoge, Charles Zech, Patrick McNamara, Michael J. Donahue, Money Matters: Personal Giving in American Churches (Louisville: Westminster John Knox Press, 1996), p. 49; Jerry White, The Church & the Parachurch (Portland, OR: Multnomah Press, 1983), p. 104.
8 Giving USA 1980 Annual Report (New York: American Association of Fund-Raising Counsel, Inc., 1980), p. 9.
9 The Association of Fundraising Professionals Golden Gate Chapter June 30, 2006 "Fundraising Morning 2006" program listed a session titled "Giving USA 2006: Changing Data Into Action," to be presented by the vice president of a fundraising firm: "Ms. McGuire will present an incisive summary of the newlyreleased Giving USA report, followed by a lively panel discussion on strategic insights to transform the data into winning funding strategies to help your organization stay ahead of the curve." <http://www.afpggc.org/frm/program.html>; pp. 1, 4 of 6/15/2006 8:14 AM printout. The Alford Group (motto: "Strengthening the not-for-profit community") offered free sessions scheduled in different U.S. cities: "The Alford Group helps you make sense of Giving USA 2006! Take part in one of our informational sessions, illuminating who gave last year, to whom, how much, what the historical trends tell us, and what that means for your organization." <http://www.alford.com/site/pp.asp?c=9fLNGWOrH1E&b=293745>; p. 2 of 7/7/2006 8:13 AM printout.
10 Giving USA 2006, p. 204.
11 John Ronsvalle and Sylvia Ronsvalle, The State of Church Giving through 2003 (Champaign, IL: empty tomb, inc., 2005), pp. 91-93. Available at: <http://www.emptytomb.org/scg03chap7.pdf>.
12 Mark W. Everson; "Written Statement of Mark W. Everson, Commissioner of Internal Revenue, Before The Committee on Finance, United States Senate, Hearing On Exempt Organizations: Enforcement Problems, Accomplishments, and Future Direction"; April 5, 2005; <http://finance.senate.gov/hearings/ testimony/2005test/metest040505.pdf>; p. 9 of 4/27/05 printout.
13 Brad Wolverton (Washington), "Taking Aim at Charity," Chronicle of Philanthropy, published by The Chronicle of Higher Education, Inc., Washington, D.C., April 14, 2005, p. 27.
14 Scott Burns, "No, It's Not OK to Lie on Return," Champaign (Ill.) News-Gazette, May 10, 2006, p. B-8.
15 Jennifer Moore, "Charity Group Backs Overhaul of Tax Form," Chronicle of Philanthropy, November30, 1993, pp. 34-35.
16 Virginia Hodgkinson, et al., A Portrait of the Independent Sector: The Activities and Finances of Charitable Organizations, (Washington, DC: Independent Sector, 1993), p. 80.
17 Internal Revenue Service, "Profit or Loss From Business (Sole Proprietorship)," Schedule C (Form 1040) 2000, OMB No. 1545-0074, Cat. No. 11334P, and Internal Revenue Service, "2000 Instructions for Schedule C, Profit or Loss From Business," Cat. No. 24329W, pp. C-7 and C-8.
18 Russy D. Sumariwalla and Wilson C. Levis, Unified Financial Reporting System for Not-for-Profit Organizations: A Comprehensive Guide to Unifying GAAP, IRS Form 990, and Other Financial Reports Using a Unified Chart of Accounts (San Francisco: Jossey-Bass, 2000), p. 41.
19 For the complete discussion of these recommendations, see Ronsvalle and Ronsvalle, The State of Church Giving through 2003, pp. 93-100. Available at: <http://www.emptytomb.org/scg03chap7.pdf>.
20 U.S. Census Bureau; Statistical Abstract of the United States: 2004-2005, 124th ed.; published 2004; <http://www.census.gov/prod/2004pubs/04statab/infocomm.pdf>; "Information and Communications,"
Table No. 1124, p. 718 of 8/23/05 printout. Table No. 1124 provides data for five-year intervals from 1970 to 1995, and annually from 1998 to 2003.
21 The references for the Associated Press stories listed are as follows:
* Helena Payne, Associated Press Writer; "2001 Charitable Giving Same As 2000"; published June 20, 2002, 12:20 PM; <http://www.washingtonpost.com/ac2/wp-dyn/A17534-2002Jun20?language=printer>; p. 1 of 6/27/02 9:09 PM printout.
* Mark Jewell; "Donations Held Steady in 2002"; published June 23, 2003, 4:23 PM; <http:// www.washingtonpost.com/wp-dyn/A23604-2003Jun23.html>; p. 1 of 6/26/03 8:49 AM printout.
* Kendra Locke; "Charitable Giving Rises in 2003"; published June 21, 2004, 12:24 AM; <http:// www.washingtonpost.com/wp-dyn/articles/A56830-2004Jun21.html>; p. 1 of 6/25/04 4:56 PM printout.
* Adam Geller, AP Business Writer; "Charitable Giving Among Americans Rises"; published June 14, 2005 10:16 AM; <http://www.lexis.com[…extended URL>; p. 1 of 8/7/2005 3:46 PM printout.
* Vinnee Tong, AP Business Writer; "Charitable Giving in U.S. Nears Record Set at End of Tech Boom"; The Associated Press, New York, published June 18, 2006 11:10 PM GMT; <http:// web.lexis.com[…extended URL]>; p. 1 of 6/20/2006 8:51 AM printout.
22 The calculation of "Per Capita Individual Giving as % of Per Capita Disposable Personal Income: % Change from Base Year" figures by empty tomb, inc. was based on the following data. The source of Per Capita Disposable Personal Income data for the 2000-01 and 2001-02 intervals was the U.S. Bureau of Economic Analysis; "Table 8.7. Selected Per Capita Product and Income Series in Current and Chained Dollars"; Line 4: "Disposable personal income"; National Income and Product Accounts Tables; <http:// www.bea.doc.gov/bea/dn/nipaweb/TableViewFixed.asp#Mid>. The U.S. BEA tables for the 2000-01 and 2001-02 intervals, accessed by empty tomb, inc. on August 29, 2002 and August 15, 2003, were last revised on August 29, 2002, and July 31, 2003, respectively. The source for the 2002-03, 2003-04, and 2004-05 intervals was as noted above with the exceptions that the U.S. BEA table was numbered Table 7.1 rather than 8.7, accessed on June 11, 2004, May 16, 2005, and May 16, 2006, and last revised on May 27, 2004, April 28, 2005, and May 4, 2006, respectively. The aggregate Individual giving sources for the 2000-01, 2001-02, 2002-03, 2003-04, and 2004-05 intervals were the 2002 (p. 169), 2003 (p. 194), 2004 (p. 218), 2005 (p. 194), and 2006 (p. 204) Giving USA editions, respectively. U.S. Population on Line 16 of the above sources for Disposable Per Capita Personal Income was used to obtain a per capita figure for Individual giving.
23 The calculation of "Total Giving as % of Gross Domestic Product: % Change from Base Year" figures by empty tomb, inc. was based on the following data. The aggregate Total giving sources for the 2000-01, 2001-02, 2002-03, 2003-04, and 2004-05 intervals were the 2002 (p. 169), 2003 (p. 194), 2004 (p. 218), 2005 (p. 194), and 2006 (p. 204) Giving USA editions, respectively. The source of Gross Domestic Product (GDP) data in current dollars for the 2000-01 interval was the 2002 edition of Giving USA (p. 177). The source of GDP for the 2001-02 interval was the U.S. Bureau of Economic Analysis; "Table 1.1. Gross Domestic Product [Billions of dollars]"; Line 1: "Gross Domestic Product"; National Income and Product Accounts Tables; <http://www.bea.doc.gov/bea/dn/nipaweb/TableViewFixed.asp#Mid>; Last Revised on July 31 2003; (accessed by empty tomb, inc.: August 15, 2003). The source of GDP for the 2002-03, 200304, and 2004-05 intervals was as noted above with the exceptions that the U.S. BEA table was numbered Table 1.1.5 rather than 1.1, accessed on June 30, 2004, May 17, 2005, and May 16, 2006, and last revised on May 27, 2004, April 28, 2005, and April 28, 2006, respectively.
24 John Ronsvalle and Sylvia Ronsvalle, The State of Church Giving through 2002, (Champaign, IL: empty tomb, inc., 2004), pp. 71-78. Available at: <http://www.emptytomb.org/scg02PhilMsr.pdf>.
25 Gabriel Rudney, "The Scope of the Private Voluntary Charitable Sector," Research Papers Sponsored by The Commission on Private Philanthropy and Public Needs, Vol. 1, History, Trends, and Current Magnitudes, (Washington, DC: Department of the Treasury, 1977), p. 136.
26 For this comparison, the composite data set of denominations was adjusted for missing data.
27 The above estimate of $92 billion is likely a high measure of charitable giving insofar as it includes all of the $2.90 billion in the category, "Gift[s] to non-CU members of stocks, bonds, and mutual funds." This attribution thus assumes that all of the $2.90 billion given in this category went to charitable organizations, although the CE survey does not allocate the funds of this category between charitable and non-charitable recipients.
28 Americans' charitable giving was calculated by multiplying the 116,282,000 "Number of consumer units" by each of the average annual consumer unit contributions for 2004, the components of which were $157.51 ("charities and other organizations"), $565.11 ("church, religious organizations"), $46.06 ("educational institutions"), and $24.97 ("Gifts to non-CU members of stocks, bonds, and mutual funds").
The resultant sum of the aggregated components yielded a total giving amount of $92.29 billion. The "Cash contributions to church, religious organizations" amount, therefore, was calculated by multiplying the number of consumer units by $565.11 yielding an amount of $65.71 billion for 2004. Religion as a percent of the total was calculated by dividing $65.11 billion by $92.29 billion, yielding 71%. "Cash contributions" items not included in the above calculations for charitable contributions were "Support for college students (Sec.19); Alimony expenditures (Sec. 19); Child support expenditures (Sec. 19); Cash contribution to political organizations; Other cash gifts." Data source: "Table 1800. Region of residence: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; region.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17 of 5/15/06 printout.
29 Data sources: "Table 1202. Income before taxes: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; income.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 18 of 5/12/06 printout; and "Table 2301. Higher Income before taxes: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; higherincome.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17-18 of 5/13/06 printout.
30 Information from the outlier "Less than $5,000" bracket, while part of the "All consumer units" data, was not otherwise included in the present analysis.
31 Consumer Expenditure Survey "Frequently Asked Questions"; U.S. Department of Labor, U.S. Bureau of Labor Statistics, Consumer Expenditure Surveys, Branch of Information and Analysis; Last Modified Date: March 17, 2005; <http://www.bls.gov/cex/csxfaqs.htm>; p. 7 of 5/28/05 10:32 AM printout.
32 Data source: "Table 1300. Age of reference person: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; age.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17-18 of 5/13/06 printout.
33 Data source: "Table 1800. Region of residence: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; region.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17 of 5/15/06 printout.
34 "Consumer Expenditures in 2004"; Report 992; U.S. Department of Labor, U.S. Bureau of Labor Statistics; April 2006; <http://www.bls.gov/cex/csxann04.pdf>; pp. 1, 5 of 5/30/06 printout.
35 "Mission Statement"; U.S. Department of Labor, Bureau of Labor Statistics; Last Modified Date: October 16, 2001; <http://www.bls.gov/bls/blsmissn.htm>; p. 1 of 8/15/05 4:59 PM printout.
36 U.S. Census Bureau, Statistical Abstract of the United States: 2006, 125th edition; published 2005; <http://www.census.gov/prod/2005pubs/06statab/prices.pdf>; pp. 479, 481 of 5/31/06 printout.
37 "Consumer Expenditures in 2004"; Report 992; U.S. Department of Labor, U.S. Bureau of Labor Statistics; April 2006; <http://www.bls.gov/cex/csxann04.pdf>; pp. 4-5 of 5/30/06 printout.
38 Consumer Expenditure Survey "Frequently Asked Questions"; U.S. Department of Labor, U.S. Bureau of Labor Statistics, Consumer Expenditure Surveys, Branch of Information and Analysis; Last Modified Date: March 17, 2005; <http://www.bls.gov/cex/csxfaqs.htm>; p. 2 of 5/28/05 10:32 AM printout.
39 Sylvia Porter, "Out-of-Date Consumer Price Index to Be Revised in '87," a "Money's Worth" column appearing in Champaign (Ill.) News-Gazette, January 9, 1985, sec. D, p. 3.
40 "Price Index Undergoes Statistical Adjustment," an Associated Press (Washington) article appearing in the Champaign (Ill.) News-Gazette, April 19, 1998, sec. C, p. 1.
41 Consumer Price Indexes "Addendum to Frequently Asked Questions"; U.S. Department of Labor, Bureau of Labor Statistics, Division of Consumer Prices and Price Indexes; Last Modified Date: March 28, 2005; <http://www.bls.gov/cpi/cpiadd.htm#2_1>; pp. 1-2 of 5/31/06 10:54 AM printout.
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Informational Texts in the Reading Workshop
Dr. Frank Serafini Associate Professor – Arizona State University
www.frankserafini.com
Fiction or Non-Fiction
Non-Fiction vs. Fiction is based on the relationship between reality and representation. However, fiction may contain factual information and non-fiction often contains narrative features.
Narrative or Expository
Narrative or Expository is based on the intent and structures of the text, not necessarily the "truth-value" of the information provided.
Narrative Texts
Characters / plot / setting Tells a story Creates suspense / tension Paragraphs and chapters Story language (narrative) Illustrations add meaning to the story
Expository / Informational Texts
Designed to inform, report, describe - not necessarily to tell a story Not based on plot, sequence of events Chapters end with summaries, not suspense Includes variety of structures and textual elements Turn page because of interest in topic, not suspense in story Specialized vocabulary and writing Illustrations present information
Reasons for Reading Expository Texts in the Classroom
Awakens curiosity
Varies in complexity
Better writing than textbooks
Majority of standardized test passages are informational texts
More in-depth information
More up-to-date than textbooks
Can be used as a model for research
Majority of adult reading
Improvements in Quality of Texts
Selecting Expository Texts
Accuracy of Content Authority of Authors Appropriateness Quality of Written Language Quality of Illustrations Well Organized - Accessible Multiplicity of Sources
What Makes Expository Texts Challenging?
Lack of Prior Knowledge with Concepts and Information
Unfamiliar Text Structures & Organization
Specialized Vocabulary
Different Expectations for Reading Expository Texts
How to Make Expository Texts Accessible
Read aloud expository texts
Provide time for students to explore expository texts
Help students solve vocabulary challenges
Understand the structures and components of expository texts
Offer Lessons in Comprehending expository texts
Exposing Readers to Expository Texts: Reading Aloud
Review text before reading to understand possible challenges
Connect readings to one another to build upon ideas and concepts
Introduce necessary vocabulary
Keep sessions short and focused
Read Aloud as Advertisement
Should always include opportunities for discussion
Unit of Study: Expository Texts as a Genre
Possible Objectives:
Help students read expository texts for information (Understand Genre)
Help students gather information for inquiry project (Understand Topic)
Focus Units of Study Framework
Exposure
Exploration
Experimentation
Expository Texts – Exposure:
Read, Share and discuss expository texts on a wide variety of subjects List things we Notice about Expository Texts and how we read them Make list of all the Types of Expository Texts we are reading
Types of Expository Texts
Concept Books
Magazines, brochures, etc.
Reference materials / Activity / Experiment Books
Primary Source- Logs, Diaries
Photo Essays
Craft / Manuals / Recipes / How To
Informational Storybooks / Biographies / Autobiographies
Exploration: What Components Should We Call Readers' Attention to?
Cover - Title
Author's Notes - Introduction
Sidebars - Information Boxes
Headings, Italicized words
Reading Guides
Labels - Captions
Diagrams - Maps - Graphs, etc
Illustrations, Photography, Artwork
Glossary
Table of Contents / Index
Exploration: Expository Text Structures
(Ways of Organization Information)
Descriptive
Sequential
Compare - Contrast
Cause & Effect
Question & Answer
Blended Structures
Descriptive Language
Experimentation: Creating Expository Texts
Experimentation:
What inquiry projects can students engage in with expository texts?
What types of texts can students use as mentor texts?
What "modes of representation" can students use to share information?
Sharing Inquiry Projects
Student Published Reports
Classroom Museum
Science Fairs
Picture Books for Reading Buddies
Multi-Genre Writing Projects
Multi-Media Presentations
Informational Texts: Professional Resources
Bamford, R. & Kristo, J (2000) Checking out non-fiction K-8
Hoyt, L. (1999) Revisit, Reflect, Retell. Portsmouth, NH: Heinemann
Hoyt, L. (2002) Make it Real: Strategies for Success with Informational texts.
Portsmouth, NH: Heinemann
Hoyt, L., Mooney, M. & Parkes, B. (2003) Exploring informational texts: From
theory to practice. Portsmouth, NH: Heinemann
Hoyt, L. Snapshots: Literacy Mini-lessons up Close. Portsmouth, NH: Heinemann
Moss, B. Teaching the Literature of Fact
Harvey, S. Non-Fiction Matters. York, ME: Stenhouse
Favorite Informational Text Authors
Aliki - George Ancona - Seymour Simon - Gail Gibbons - Lois Ehlert - B. Barton David Adler - Jerry Palotta - Jean Craighead George - Ruth Heller - David Macauley - Patricia Lauber - Jim Arnosky - Jean Fritz - B. Maestro - Peter Sis Leonard Everett Fisher - B. McMillan - P. Patent - Diane Stanley - S. Tanaka James Cross Giblin - Joanna Cole - Joseph Bruchac - Russell Freedman
Criteria for Analyzing Expository Texts
Content:
* up to date information
* accurate
* relevant to the reader
* authentic sources
* details
* what research was used
* author's qualifications for writing "facts"
Writing / Style:
* language used
* "readability"
* avoidance of stereotypes
* multiple points of view / perspectives
Organization:
* table of contents
* headings
* index / glossary
* sidebars
* structural layout
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Transcript 05-2 Atomic Structure
A few introductory words of explanation about this transcript.
This transcript includes the words sent to the narrator for inclusion in the latest version of the associated video. Occasionally, the narrator changes a few words on the fly in order to improve the flow. It is written in a manner that suggests to the narrator where emphasis and pauses might go, so it is not intended to be grammatically correct.
The Scene numbers are left in this transcript although they are not necessarily observable by watching the video.
There will also be occasional passages in blue that are NOT in the video but that might be useful corollary information.
There may be occasional figures that suggest what might be on the screen at that time.
201-Avatar1-QM-Atoms
CHAUCER: Now, let's see how Quantum Mechanics helps us to understand atomic structure.
KEVIN: Ahh – Bohr and de Broglie are two of my heroes.
DIANA: Boron who?
CHAUCER: Cute, Diana, cute. Jeeves?
205-AtomicStructure
It was during the early decades of the 19 th century that the structure of atoms was coming into focus. It was known for example that a hydrogen atom contained one proton and one electron. But the scientists of the time could think of no stable arrangement of the two particles.
It was known that protons in any atom were grouped in a small central region called the nucleus and that the electrons were somehow arranged at comparatively large distances outside the nucleus.
But, in hydrogen, if the electron were stationary, it would fall into the nucleus since the charges on the particles would cause them to attract one another.
Yet the electron couldn't be in an orbit circling the nucleus either. Circular motion requires constant acceleration of the circling body to keep it from flying away. But the electron has charge and charged particles radiate light when they are accelerating. So an electron in a circular orbit would radiate light and would spiral into the nucleus.
210-BohrAtom
Neils Bohr proposed the first working model of the hydrogen atom. In the Bohr model, the electron circles the nucleus as if it were a planet going around the sun.
And with a nod to the energy quantization that Max Planck dreamed up for solving the Ultraviolet Catastrophe, Bohr said that inside the hydrogen atom, the electron was allowed to have only discrete values of angular momentum in its orbits around the nucleus. Translated, this means the electron can occupy orbits only at a certain distances from the nucleus.
And Bohr simply dismissed the problem of the electron radiating away its energy by stating that "it just didn't happen" (even great scientists cheat sometimes!)
He postulated that inside an atom, electrons only radiate energy when they jump from one allowable orbit to another, and the energy of this radiation, reveals the allowable orbits.
The wavelengths of light absorbed by hydrogen when white light is shined upon it, as well as the wavelengths of light when it is subsequently re-radiated had been precisely studied at the time but never explained. Here is a sample of an absorption spectrum and an emission spectrum.
By predicting the values of orbits that an electron could have, Bohr's model also predicted the wavelengths of the lines in the hydrogen spectrum.
And his model was tremendously successful. It explained in exquisite detail the atomic spectra of hydrogen.
When the energy of the wavelengths of the spectral lines are compared to the energy differences in orbits allowed in the Bohr Atom – they agree exactly.
So the quantum approach worked well in explaining the allowable orbits, but no one was certain why only those orbits were allowed.
215-ParticleWaves
In his doctoral dissertation in 1924, Louis de Broglie put forward a simple idea that significantly advanced the understanding of the extremely tiny (a quantum leap forward you might say). Since Einstein and Planck and Compton had firmly established that light could have characteristics of both a wave and a particle, de Broglie suggested that matter particles…protons, electrons, atoms, billiard balls, etc could sometimes act like waves.
And when this idea was applied to the Bohr atom, it answered many questions.
First, the allowed orbits had to be exact multiples of the wavelengths calculated for the electrons. Other orbits produced destructive interference of the waves and so the electron couldn't exist there.
So the circumference of the orbit must equal the wavelength…
Or twice the wavelength…
Or 3 times the wavelength…
Or, for that matter, any multiple of the wavelength.
Second, these orbits weren't really orbits in the traditional sense. These electrons didn't travel around the nucleus in a circle. Rather they took the form of a standing wave that surrounded the nucleus entirely. The exact position and momentum of the electron particle could not be specified at any given instant
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THE SEYCHELLES SOOTY TERN PROJECT past, present and future
In 1971 George Dunnet, then Professor of Zoology at the University of Aberdeen, obtained a NERC grant to enable a study of the biology of Seychelles Sooty Terns, whose populations were allegedly declining through over-exploitation of their eggs. These were considered by some to represent an important nutritional supplement for local people in June-July, when seas are rough and fish in short supply. I was the fortunate youngster to whom George offered the study, and during 1972 and 1973 I undertook basic studies of the birds' biology, little expecting to be still looking for ringed birds 30 years later!
The early 1970s study provided a basis on which the egg industry could be re-organised in an attempt to ensure that the annual harvest could be sustainable, but assumptions about some aspects of Sooty Tern life had to be made. For example, only longer-term studies could throw light on the birds' annual survival, age at first breeding, habitat needs and the extent of intercolony movements of adult and young birds.
In 1993 the Seychelles Government decided to stimulate further research to test some of the assumptions made earlier. This stimulus did not extend to funding at that stage, however, and the initiation of this phase of the work was achieved through grants and other assistance from the Royal Society, Percy Sladen Memorial Fund, the Seabird Group, Air Seychelles, British Airways for Nature Conservation, the Islands Development Company and Bird Island Lodge. Bird Island hosts the large colony where most of the current work is undertaken, and the continuing support and interest from the owners is invaluable for the continuation of these longterm studies.
The early funding from these bodies allowed the purchase of large numbers of rings that were put on adults and pulli in the main colonies of the Seychelles and Amirantes. Subsequently, using finance from the Dutch Trust Fund, the Division of Environment of the Seychelles Ministry of Environment and Transport was able to support my visits, sometimes with an assistant, although our time was, and continues to be, volunteered.
The main thrust of my annual visits during the incubation phase of the nesting cycle is to search the Bird Island colony for ringed birds in order to collect data for the estimation of annual survival, age at first breeding and inter-colony movements of both young birds and established breeders. Each year, about 200 ringed birds are found (thought to represent about 10% of the ringed birds present in the colony), mainly from cohorts marked in 1993-1997 on Bird Island, but also including birds ringed during the 1972 and 1973 seasons, and birds ringed in other colonies. Unfortunately, it has not proved possible to search other colonies where large numbers of birds have been ringed. Nevertheless, the ringing of these birds, ring searches on Bird Island, and associated studies of movements of radio-tagged birds and of habitat requirements of nesting birds have enabled staff from the Division of Environment to be trained in many aspects of the practical studies and their theoretical background.
Elvina Henriette, Division of Environment, registering the ring number of a Sooty Tern on Bird Island
The current studies have now shown that established breeding adults sometimes switch colonies between breeding seasons, the most likely stimuli for these moves being human disturbance of nesting birds, associated with both legal and illegal harvesting of eggs, and changes in the distribution of food sources in the vicinity of large colonies. This suggests that colonies in the Seychelles and Amirantes form units of a metapopulation, but the geographical extent of this population over the western Indian Ocean, and thus the source of potential recruits to Seychelles colonies, remains to be established. The youngest ringed Sooty Tern found breeding is four years old, and the data available so far suggest that most birds first return to breed between 6 and 8 years old. This is similar to findings in colonies that have been studied on the Dry Tortugas, Florida, and on Johnston Atoll, Hawaii, and suggests that the level of egg exploitation in the Seychelles is not leading to earlier breeding of young birds. Preliminary analyses of re-sighting data of ringed birds on Bird Island are indicating an annual survival approaching 90%, but the survival of juveniles between fledging and their return as breeding adults is unknown.
These findings approximate closely to the assumptions I made in 1973 when making suggestions for the re-organisation of the egg industry but, as knowledge increases, refinements to the calculations of permissible harvest will be made. During the course of the present studies, however, a change in policy was proposed in 1997.
In 1997, the price of Sooty Tern eggs was increased in order to more properly reflect the value of this resource to the Seychellois. At the same time, a levy of 15% was placed on egg sales, the funding so generated going to the Division of Environment to support monitoring of the egg harvest and of the size of exploited colonies, and the protection from illegal cropping of otherwise unprotected colonies. The aim is to make the running of the egg industry by the Islands Development Company, and the administration and policing of associated conservation regulations by the Division of Environment, self-sustaining.
The presence of such a large number of ringed Sooty terns in Seychelles colonies represents a valuable resource, and annual searches for these birds will continue to be the main component of study until the pattern of return of pulli ringed in 1997 has been established. In addition, however, studies have begun on the potential for reestablishing Sooty Tern colonies on islands from which they formerly disappeared; these studies involve the management of appropriate habitats on these islands, including eradication of exotic predators, and the responses of adult birds to decoy models and broadcast calls. Further into the future, the tracking of birds away from their colonies, both when feeding and during dispersal/migration, will help to highlight any threats to the birds while at sea. Continued monitoring of populations and the egg harvest will identify any needs to modify harvest strategy in the light of such threats.
Chris Feare
([email protected])
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COMMUNITY SERVICE REPORT FORM
Complete this form after each community service or service learning project. Send a copy to the UW Extension office.
4-H Club: _____________________________________________________________________________________
Project: ___________________________________________________________________________________
Participants: ____________ Youth ____________ Adults
1. Hours (total # of volunteers x # of hours):
________________________
2. Number of people benefiting from service:
________________________
3. Duration of the project (start and end date)
________________________
4. Service Learning consists of several components. Check and describe which you have done…
_____ Investigation: Volunteers and youth investigate the community problems that they might potentially
address. Describe how you determined the need_____________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
_____ Planning and Preparation: Volunteers, youth and community members plan the learning and service
activities, and address the issues needed for a successful project. Describe what you did to prepare before
launching into the project. _______________________________________________________________________ _____________________________________________________________________________________________
Who was involved in planning and preparation? ______________________________________________________ _____________________________________________________________________________________________
Who were the community partners? _______________________________________________________________ _____________________________________________________________________________________________
_____ Action(Implementing the Service Activity): The "heart" of the project: engaging in the meaningful service
experience that will help youth develop important knowledge, skills, and attitudes, and will benefit the
community. What did youth do? Where did you do it? How did you go about it? Whom did you serve? What did you accomplish? What were your goals and learning objectives? ________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
_____ Reflection: Activities that help youth understand the service learning experience and to think about its meaning and connection to them, their society, and what they have learned.
Reflection is one of the most important parts of service learning. It’s when the volunteers think about their service and what it meant to them. What did they learn? Why did it matter? What will they do with what they learned? Tell us how your group reflected on their project. Here are some ideas for ways to reflect:
group discussions
paintings
poems
newspaper articles
video tapes photographs
bulletin boards
portfolios scrapbooks
art projects
murals
role playing journals
puppet show
collages essays sculptures drawings slide shows
jingles
guide for new volunteers
How did participants reflect on the service? __________________________________________________________
What did youth learn?
Did your group learn skills related to a 4-H project area? Did you learn "life skills" such as communication, problem
solving, or concern for others? What else did you learn? _______________________________________________
_____________________________________________________________________________________________ _____________________________________________________________________________________________
Discuss the project with the beneficiaries of the service. How do they rate the project?
It is important to know how the people you served felt about the project. Did they think it was effective in reaching
a goal? Did you help others as you had planned? _____________________________________________________ _____________________________________________________________________________________________
_____ Demonstration/Celebration: The final experience when youth, community participants and others publicly
share what they have learned, celebrate the results of the service project, and look ahead to the future.
How did you share the progress and results of your project? ____________________________________________
_____________________________________________________________________________________________
How did you celebrate your accomplishments? _______________________________________________________ _____________________________________________________________________________________________
How did you promote or market your project to let the community know about your efforts: (Attach copies of
photos and news stories) _________________________________________________________________________ _____________________________________________________________________________________________
Report form adapted from University of Tennessee Extension 4-H http://www.utextension.utk.edu/4h/sos/resources/index.htm
An EEO/AA employer, the University of Wisconsin-Extension provides equal opportunities in employment and programming, including Title IX and American with Disabilities (ADA) requirements.
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Syllabus Master of Commerce
(w.e.f. 2016-17)
Department of Commerce Central University of Haryana Mahendergarh, Haryana
List of Courses
Semester I
| 1. | SLM COM 1 1 01 C 4105 | Managerial Economics | 4 | 1 | 0 |
|---|---|---|---|---|---|
| 2 | SLM COM 1 1 02 C 4105 | Management Accounting | 4 | 1 | 0 |
| 3 | SLM COM 1 1 03 C 4105 | Business Environment | 4 | 1 | 0 |
| 4 | SLM COM 1 1 04 C 4105 | Statistical Analysis | 4 | 1 | 0 |
| 5 | | To be taken from other department | 4 | 1 | 0 |
Semester II
| S.NO. | Course Code | Course Title | L | T | P |
|---|---|---|---|---|---|
| 1. | SLM COM 1 2 05 C 4105 | Financial Management | 4 | 1 | 0 |
| 2. | SLM COM 1 2 06 C 4105 | Human Resource Management | 4 | 1 | 0 |
| 3. | SLM COM 1 2 07 C 4105 | Marketing Management | 4 | 1 | 0 |
| 4. | SLM COM 1 2 08 C 3104 | Organisational Behaviour | 4 | 1 | 0 |
| 5. | SLM COM 1 2 03 GE 2002 | Operations Research (compulsory) | 2 | 0 | 0 |
| 6. | Any One of the following three courses | | 4 | 1 | 0 |
| | SLM COM 1 2 01 DCEC 4105 | Industrial Relations and labour laws | | | |
| | SLM COM 1 2 02 DCEC 4105 | Consumer Behaviour | | | |
| | SLM COM 1 2 03 DCEC 4105 | Financial Markets, Institutions and Services | | | |
Semester III
| S.NO. | Course Code | Course Title | L | T | P |
|---|---|---|---|---|---|
| 1. | SLM COM 1 3 09 C 4105 | International Business | 4 | 1 | 0 |
| 2. | SLM COM 1 3 10 C 4105 | Business Research Methods | 4 | 1 | 0 |
| 3. | SLM COM 1 3 11 C 4105 | E-Commerce | 4 | 1 | 0 |
| 4. | SLM COM 1 3 04 DCEC 0202 | Seminar Paper(Compulsory) | 0 | 2 | 0 |
| 5. | | To be taken from other department | 4 | 1 | 0 |
| 6. | | Any One of the following two courses | 4 | 1 | 0 |
| | SLM COM 1 3 05 DCEC 4105 | Working Capital Management | | | |
| | SLM COM 1 3 06 DCEC 4105 | Services Marketing | | | |
| | SLM COM 1 3 07 DCEC 4105 | Selection, Training & Development of Human Resource | | | |
Semester IV
| S.NO. | Course Code | Course Title | L | T | (D) | Credit |
|---|---|---|---|---|---|---|
| 1 | SLM COM 1 4 12 C 4105 | Business Policy and strategic Management | 4 | 1 | 0 | 5 |
| 2 | SLM COM 1 4 13 C 4105 | Corporate Governance and social responsibility | 4 | 1 | 0 | 5 |
| 4 | SLM COM 1 4 15 C 4105 | Securities Analysis & Portfolio Management | 4 | 1 | 0 | 5 |
Skill Enhancement Elective Course (Compulsory and exclusively for commerce students)
List of Generic Elective Course (GEC) offered by the department to students of other departments
Course Code- SLM COM 1 1 01 C 4105
Credit: 4
Objective: The objective of this course is to acquaint the students with the application of economics principles, tools and techniques in managerial decision making
Course Contents:
Unit I
Managerial Economics: Definition, nature and scope of Managerial Economics; Objectives of a Firm; Managerial Economics and Microeconomics - Managerial Economics and Macro-economic; Applications of Economics in Managerial decisions making; Managerial Economist's Role and Responsibilities.
Theory of Consumer Choice: Cardinal Utility Approach; Indifference Approach; Revealed Preference Approach.
Unit II
Production Analysis: Production function; Marginal Rate of Technical Substitution; Iso-quants and Isocost; Law of Variable proportions; Law of Returns to scale; Economies of scale. Cost theory: short run and long run cost functions-their nature, shape and interrelationship.
Unit III
Pricing and output determination: Pricing decisions under different market forms like perfect competition, monopoly, oligopoly; Pricing Methods and Strategies; Price Discrimination; Dumping; Transfer Pricing.
Unit IV
Trade Cycles and The Open Economy: Real Business Cycles; Exchange rate; trade balance; Macroeconomic movements in an open economy.
Suggested Readings:
1. Koutsoyiannis, A., Modern micro economics, New Delhi: Palgrave, McMillan.
2. G. S. Gupta, Managerial economics, McGraw-Hill Education
3. Paul A Samuelson, William D Nordhaus, Microeconomics, McGraw-Hill Education.
4. Maddala G.S. and E. Miller, Microeconomics: Theory and Applications, McGraw-Hill Education.
5. N. Gregory mankiw, Principles of Micro Economics, Cengage Learning.
6. Baumol, W.J., Economic theory and operations analysis, New Delhi: Prentice Hall.
7. Salvatore, D., Managerial economics, London: Oxford University press.
8. Dornbusch, R. and S. Fischer, Macro Economics, Tata McGraw Hill.
9. G. S. Gupta, Macroeconomics: Theory and Applications, McGraw-Hill Education
Note: Latest edition of the readings may be used.
MANAGEMENT ACCOUNTING
COURSE CODE: SLM COM 1 1 02 C 4105
CREDIT: 4
Objective: The objective of this course is to get the students acquainted with the tools and techniques of management accounting useful for managerial decision making.
Course Contents:
UNIT I
Management Accounting: Nature and Functions; Financial vs. Management Accounting; Cost vs. Management Accounting; Role of Management Accountant; Cost Concepts and Classifications.
UNIT II
Variable and Absorption Costing: Concept, Comparison, Applications of Variable Costing, Preparation of Income Statements. Cost-Volume-Profit (CVP) Analysis - Contribution Margin Analysis; Break – Even Analysis; Profit Volume (P/V) Analysis; Margin of Safety and Angle of Incidence. Managerial DecisionMaking; Types of Managerial Decisions –Make or Buy, Sell or Process Further, Operate or Shutdown, Special Sales Order, Product-Mix, Replacement or Not of a Fixed Asset.
UNIT II
Budgeting: Nature and functions; Preparation of Different Types of Budgets, Fixed Versus Flexible Budgeting. Standard Costing – Concept, Advantages; Types of Standards; Variance Analysis; Materials, Labour; Managerial Uses of Variances.
UNIT IV
Responsibility Accounting: Concept of Responsibility Accounting; Responsibility Centres – Cost Centre, Revenue Centre, Profit Centre, Investment Centre, Responsibility Performance Reporting,
Suggested Readings:
1. Atkinson Anthony A., Rajiv D. Banker, Robert Kaplan and S. Mark Young, Management Accounting, Pearson Education.
2. Robert N. Anthony, David F. Hawkins, and Kenneth A. Merchant, Accounting: Text and Cases, McGraw Hill Education (India) Private Limited, New Delhi.
3. Charles T. Horngren, Gary L. Sundrem, Jeff Schatzberg and Dave Burgstahler, Introduction to Management Accounting, Pearson Education.
4. Drury Colin, Management and Cost Accounting, Cengage Learning.
5. Garison R.H., E.W. Noreen and Peter C. Brewer, Managerial Accounting, McGraw Hill Education (India) Private Limited, New Delhi.
6. Hansen, Don, R., Managerial Accounting, Cengage Learning
7. Jawahar Lal, Advanced Management Accounting, Text, Problems and Cases, S.Chand & Co., New Delhi.
8. M.Y. Khan and P.K. Jain., Management Accounting: Text, Problem and Cases, McGraw Hill Education (India) Private Limited, New Delhi.
Note: Latest edition of the readings may be used.
Course- BUSINESS ENVIRONMENT
Course Code- SLM COM 1 1 03 C
4105
Credit: 4
Objectives: The objective of the course is to acquaint the students with the Indian Economic environment and its role, macroeconomic policies and impact on business, emerging issues and development after and during reforms.
Course Contents:
UNIT-1
Business and Environment Analyses: Nature and Importance of business environment, Matrix of internal and external environment in an open economy, Environment analysis techniques; Political environment and business; Business ethics and social responsibility; business and culture; development and social change.
Indian Economy Environment: Changing Structure of the Indian Economy, nature of Indian economy-Development and Underdevelopment; Economic Planning- Objective and problems; Economic reforms; Economic Growth and its variables, PPP model for growth.
UNIT-2
Indian Economic Policies: New economic policy and recent developments, Policy on foreign direct investment in Indian industry, an evaluation of recent fiscal policy of Government of India, Monetary and credit policy, EXIM Policy, Highlights of Budget.
UNIT-3
Privatization and Globalisation: Role of private sector in development and growth, Disinvestment in Public Sector Units, Globalisation and Impact on Indian economy, rationale for globalization, Challenges and opportunities for MNCs; legislation for unfair trade practices and consumer protection.
UNIT-4
Contemporary Issues: Industrial Sickness in India, Development and Protection of MSEs, SEZ as a policy of industrial development, business opportunities in rural sectors, Impact of Institutional factors on business; Emergence of knowledge intensive industries in India.
Suggested Readings:
1. Justin Paul, Business Environment, McGraw Hill Education (India) Private Limited
2. Puri and Mishra, Indian Economy, Himalaya Publishing House, Mumbai.
3. K. Aswathappa, Essentials of Business Environment, Himalaya Publishing House, Mumbai.
4. Francis Cherunilam, Business Environment, Himalaya Publishing House, Mumbai.
5. Shaikh Saleem, Business Environment, Pearson Education.
Economic Survey – Various Issues, Govt. of India, Ministry of FinanceNote: Latest edition of the readings may be used.
Course- STATISTICAL ANALYSIS
Course Code- SLM COM 1 1 04 C 4105
Credit: 4
Objective: This course aims to impart the students the knowledge of statistics and management science/operation research tools and techniques for decision making in commerce and business.
Course Contents:
UNIT-1
Correlation analysis and Regression Analysis: Simple and multiple correlation analysis, Simple and multiple linear regression analysis up to three variables; Sampling and Sampling Distributions: Methods of sampling, Sampling distribution of a statistic and its standard error and its Utility.
UNIT-2
Inferential Statistics: Theory of Hypothesis Testing, Procedure for Hypothesis Testing, Formulation of hypothesis, Types of Errors in Testing of Hypothesis, Tests of Significance, Level of SignificanceConfidence Interval and Confidence Limits, Two tailed and One tailed Tests, Degrees of Freedom, Critical Values, Acceptance and Rejection Regions, Test Statistics.
UNIT-3
Parametric Tests: Difference between Large and Small Sample Tests of Significance, Significance Tests in Large Sample and Small Sample- Assumptions, Applications of Students t-Distribution, F-test, Z-test, Analysis of Variance (ANOVA one way).
UNIT-4
Non Parametric tests: Difference Between Parametric and Nonparametric Tests, Chi-square tests, Kruskal-Wallis test, Sign tests, Wilcoxon signed- Rank test, Mann Whitney test.
Statistical Quality Control: Causes of variations, purpose and logic constructing a control chart, computing the control limits (X and R Charts), Control charts for attributes and variables, Fraction defectives and Number of defects, Acceptance sampling.
Suggested Readings:
1. Richard I. Levin, Sanjay Rastogi, Masood Husain Siddiqui and David S. Rubin, Statistics for Management, Pearson Education.
2. N. D. Vohra, Business Statistics, Tata McGraw Hill, New Delhi.
3. Shailaja Rago and T.N. Srivastava, Statistics for Management, McGraw.
4. David M. Levine, Mark L. Berenson, Timothy C. Krehbiel and P. K. Viswanathan, Business Statistics: A First Course, Pearson Education.
5. David R. Anderson, Dennis J. Sweeney, Thomas A. Williams, Statistics for Students of Economics and Business, CENGAGE Learning, New Delhi.
6. Andrew F. Siegel, Practical Business Statistics, McGraw Hill Education.
7. Amir D. Aczel, Jayavel Sounderpandian, Complete Business Statistics, Tata McGraw Hill Publishing.
Note: Latest edition of the readings may be used.
Course- FINANCIAL MANAGEMENT
Course Code- SLM COM 1 2 05 C 4105
Credit: 4
Objectives: The purpose of this course is to acquaint the students with the theoretical and practical aspects of financial management useful in managerial decision making.
Course Contents:
UNIT-1
Financial management: Scope and Objectives of Financial management, Finance as a strategic function, organisation of the finance functions, Role of finance manager, Risk-return framework for financial decision making and types of financial decisions, Stakeholders' wealth maximization.
UNIT-2
Capital budgeting: Concept, types and Significance of capital budgeting decisions, Techniques of evaluating Investment opportunities, Risk and uncertainty analysis in capital budgeting decisions; Cost of capital: Concept and importance of cost of capital, Computation of cost of various sources of finance, computation of Weighted Average Cost of Capital, CAPM.
UNIT-3
Capital Structure decisions: Operating and Financial Leverages, evaluation of financial plans (EBITEPS analysis), Theories of relevance and irrelevance of capital structure, Factors affecting capital structure decision. Optimum capital structure, Determinants of Capital structure in practice.
UNIT-4
Dividend Policy Decisions: Forms of dividends, Determinants of dividend policy, factors affecting dividend decisions, Theories and policies of dividend distribution, Relevance of dividend policy under market imperfections.
Working capital management: Significance and Types of Working Capital, Components of working capital management, Estimation of working capital requirement; Cash management, Inventory management; receivables management; sources of working capital finance.
Suggested Readings:
1. James C. Van Horne and John Wachowicz Jr., Fundamentals if Financial Management, Pearson Education
2. James C. Van Horne and Sanjay Dhamija, Financial Management and Policy, Pearson Education
3. Levy H. and M. Sarnat., Principles of Financial Management, Pearson Education
4. Brigham and Houston, Fundamentals of Financial Management, Cengage Learning
5. Khan and Jain., Basic Financial Management, McGraw Hill Education (India) Private Limited, New Delhi.
6. Prasanna Chandra, Fundamentals of Financial Management. McGraw Hill Education (India) Private Limited, New Delhi.
7. Pandey, I.M., Financial Management. Vikas Publications.
Note: Latest edition of the readings may be used.
Course-HUMAN RESOURCE MANAGEMENT
Course Code- SLM COM 1 2 06 C 4105
Credit: 4
Objective: The course is designed to give an understanding of the various aspects of the management of human resources, their interaction in the execution of managerial functions and facilitating learning of various concepts and skills required for utilization and development of these resources for organizational functions.
Course contents:
UNIT-1
Human resource management: functions, scope and models, HRM environment and environmental scanning; human resource planning.
UNIT-2
Job analysis and job designing; recruitment; selection; induction and placement; training and development; job evaluation.
UNIT-3
Managing performance; potential management; fringe benefits and incentives; compensation management; promotion; demotion; transfer; separation and right sizing.
UNIT-4
Employee Relations and Trade Unions; Grievance Redressal; Dispute Resolution and Conflict Management; International Dimensions of HRM; Employee Empowerment; E-HRM/HRIS.
Suggested Readings:
1. Gary Dessler, A Framework for Human Resource Management, Pearson Education.
2. DeCenzo, D.A. and S.P. Robbins, Personnel/Human Resource Management, Pearson Education.
3. Bohlendar and Snell, Principles of Human Resource Management, Cengage Learning
4. Ivancevich, John M., Human Resource Management, McGraw Hill.
5. Wreather and Davis, Human Resource Management, Pearson Education.
6. Robert L. Mathis and John H. Jackson, Human Resource Management, Cengage Learning.
7. Biswajeet Pattanayak, Human Resource Management, PHI Learning
Note: Latest edition of the readings may be used.
MARKETING MANAGEMENT
COURSE CODE- SLM COM 1 2 07 C 4105
CREDIT: 4
Objective: The objective of the course is to make aware the participants with the basic concepts and Principles, process and techniques of marketing and to develop their conceptual and analytical skills to be able to better understand and manage the marketing operations of a business.
Course contents:
UNIT I
Introduction to Marketing: Nature, concepts, functions and role of marketing management, Marketing management process- a strategic perspective, concept of marketing mix, market analysis-understanding, Marketing Environment, Consumer buying decision process and influences, Market Segmentation, Targeting and Positioning.
UNIT II
Product Decision and Pricing: Product concept, classification, Major product decisions, New product development, concept of Product life cycle and appropriate strategies to be adopted at different stages, Objectives of pricing decisions, Procedure and determinants of product pricing, policies and strategies.
UNIT III
Distribution & Promotion Decisions: Channels of distribution, Different types and functions of intermediaries, Distribution logistics and major logistics decisions, Promotion Mix, Communication process, Promotion tools and their effectiveness, determining optimal promotion mix.
UNIT IV
Marketing Planning, Organization and Control: Marketing planning process, organizing the marketing department, marketing implementation & control, Social, Ethical and Legal Aspects of Marketing, Consumer Protection and CRM in India, rural marketing, direct marketing, online marketing, emerging trends and issues in marketing developments.
Suggested Readings:
1. Philip Kotler, Kevin Lane Keller, Abraham Koshy, Mithileshwar Jha, Marketing Management: A South Asian Perspective, Pearson.
2. Philip Kotler, Gary Armstrong, Principles of Marketing, Pearson Prentice-Hall.
3. William J. Stanton, Michael J. Etzel, Bruce J. Walker, Fundamentals of Marketing, McGraw Hill
4. McCarthy, E. Jerome, Joseph P. Cannon and William D. Perrault, Jr., Basic Marketing: A Managerial Approach, McGraw Hills.
5. Lamb, Charles W.; Hair, Joseph F. and Carl McDaniel, Marketing, Cengage Learning.
6. Michael R. Czinkota; Masaaki Kotabe, Marketing Management, Cengage Learning.
Note: Latest edition of the readings may be used.
Course–ORGANIZATIONAL BEHAVIOUR
Course Code - SLM COM 1 2 08 C 4105
Credit: 4
Objective: The objective of this course is to acquaint the students with diverse behavioral patterns and issues involved in managing organizations operating in multiple cultures and competitive environment.
Course Contents:
UNIT-1
Introduction to Organizational Behaviour; Management Functions; Skills and Roles. Foundations of Individual Behaviour.
UNIT-2
Perception; Theories and principles of Learning; Personality; Attitudes and Value; Motivation. Group Decision Making and Communication.
UNIT-3
Job satisfaction; Commitment; Power; politics and conflict management; Stress management.
UNIT-4
Group Dynamics; Teams vs groups; Organizational Culture and Climate; Management of Change; Leadership and Theories and Styles; Organization Structure and Design.
Suggested Readings:
1. Luthans, F., Organizational Behaviour. New Delhi: McGraw-Hill.
2. McShane, L., & Gilnow, M. V., Organizational Behaviour, New Delhi: McGraw-Hill.
3. Pareek, U., Understanding organizational Behaviour, New Delhi: Oxford University Press.
4. Robbins, S. P., & Judge, T.A., Organizational Behaviour, New Delhi: Pearson Education.
5. Singh, K. ,Organizational Behaviour: Text and cases, New Delhi: Pearson Education.
6. Newstrom, J.W., Organizational Behavior
, New Delhi: McGraw-Hill.
Note: Latest edition of the readings may be used.
Course- OPERATIONS RESEARCH
Course Code- SLM COM 1 2 03 GE 2002
Credit: 2
Objective: The objective of this paper is to acquaint the students with quantitative techniques that play an important role in managerial decision-making.
Course Contents:
UNIT-1
Linear Programming: Concept and assumptions of Linear Programming, Formulation of Linear Programming Problems, Solution of Linear Programming Problems by Graphic and Simplex method; Duality in LPP: formulation and solution.
UNIT-2
Transportation Problems: Concept of Transportation Problem, Assumptions, Formulation of Transportation problems, Solution Procedure Involved in Transportation Problems.
UNIT-3
Assignment Problems: Concept and assumptions of assignment Problem, Similarities and Dissimilarities with Transportation Problem, Formulation and Solution process of Assignment Problems.
Inventory Management: Concepts of inventory management, Inventory models– EOQ, planned shortage model- optimum safety stock and reorder level; Replacement Models.
UNIT-4
Network analysis: Concept and assumptions of Network Analysis, Steps Involved in Network Analysis, applications of PERT/CPM techniques.
Suggested Readings:
1. Richard I. Levin, Charles A. Kirkpatrick, David S. Rubin, Joel P. Stinson, Quantitative Approaches to Management, McGraw - Hill.
2. David R. Anderson, Dennis J. Sweeney, Thomas A. Williams, Quantitative Methods for Business, CENGAGE.
3. N.D. Vohra, Quantitative Techniques in Management, McGraw Hill.
4. Hellier and Lieberman, Introduction to Operation Research, McGraw Hill.
5. Bierman H. Jr, C.P. Bonini and W.H. Hausman, Quantitative Analysis for Business Decisions Homewood, Ill., Irwin.
Note: Latest edition of the readings may be used.
Note: The list of cases, references and relevant articles will be provided by the faculty in the class.
,
INDUSTRIAL RELATIONS AND LABOUR LAWS
COURSE CODE- SLM COM 1 2 01 DCEC 4105
CREDIT: 4
Objective: To enable the students to learn the concepts of industrial relations including trade Unions, collective bargaining, discipline and various labour enactments.
Course Contents:
UNIT I
Industrial Relations (IR):Concept of Industrial Relations; Nature of Industrial Relations; Objectives of IR; Factors affecting IR in changing Environment, Evolution of IR in India; Role of State; Trade Union; Employers' Organisation; Human Resource Management and IR Role of ILO in Industrial Relations, International Dimensions of IR
UNIT II
Trade Union: Origin and growth, unions after Independence, unions in the era of liberalisation; Factors Affecting Growth of Trade Unions in India, Multiplicity & Recognition of Trade Unions; Major Provisions of Trade Union Act1926
Collective Bargaining and Workers' Participation in Management
a) Collective Bargaining: Meaning, Nature, Types, Process and Importance of Collective
Bargaining, pre-requisites, issues involved; Status of Collective Bargaining in India, Functions and role of Trade Unions in collective bargaining
b) Workers' Participation in Management: Concept, practices in India, Works Committees, Joint management councils; Participative Management and co-ownership; Productive Bargaining and Gain Sharing
UNIT III
Discipline and Grievance Redressal
Discipline: Causes of indiscipline, Maintenance of discipline and misconduct; Highlights of domestic enquiries; Principle of Natural Justice; Labour turnover; Absenteeism; Grievance:
Meaning of Grievance, Grievance redressal machinery in India, Grievance handling procedure; salient features of Industrial Employment (Standing orders) Act 1946
UNIT IV
a) The Industrial Disputes Act, 1947: Definitions of Industry, workman, and Industrial Dispute; Authorities under the Act: Procedure, Powers and Duties of Authorities; Strikes and Lock outs: Lay-off and Retrenchment: Provisions relating to Layoff, Retrenchment, and closure
b) The Factories Act, 1948: Provisions relating to Health, Safety, Welfare facilities, working hours, Employment of young persons, Annual Leave with wages
Suggested Readings:
1. PK Padhi, Industrial Relations and Labour Law, PHI Learning
2. ArunMonappa, Industrial Relations and Labour Law, McGraw Hill Education
3. S.C.Srivastav, Industrial Relations and Labour Law, Vikas Publishing House
4. P.L. Malik's Handbook of Labour and Industrial Law, Vol 1 and 2, Eastern Book Company
Note: Latest edition of the readings may be used.
Course – CONSUMER BEHAVIOUR
Course Code - SLM COM 1 2 02 DCEC 4105
Credit: 4
Objectives: To provide an in-depth understanding of the consumer and industrial buying processes and their determinants as relevant for marketing decision making.
Course Contents:
UNIT-1
Consumer Behaviour: Importance and nature of consumer behaviour, Types of consumers and their role; Consumer behaviour and marketing concept; Changing profile of Indian consumers and impact of technology; Conducting consumer research – overview of process, complexities and issues.
UNIT-2
Consumer Decision Making Process: Buying Motives; Buying Roles; Consumer Buying Process; Levels of Consumer Decision Making.
Individual differences in consumers: Needs and motivation; Perception; Attitude and attitude; Change; Learning and learning theories; Personality and life style analysis.
UNIT-3
Socio-Cultural Determinants of consumer behaviour: Family and household influence on Consumer buying behaviour; Group and their influences-WOM and opinion leaders, Social class; Culture and subculture; Cross-cultural dimensions of consumer behaviour.
UNIT-2
Models of Consumer Behaviour and Business buying behaviour: An overview of contemporary models.
Suggested Readings:
1. Schiffman, L.G. and L.L.Kanuk, Consumer Behaviour, Pearson Education.
2. Engel, J.F., Roser D. Blackwell and Paul W. Miniard, Consumer Behaviour, Cengage Learning.
3. Peter, J. Paul, and Jerry C. Olson, Consumer Behaviour and Marketing Strategy, McGraw Hill.
4. Assael, H., Consumer Behaviour and Marketing Action, Cengage Learning.
5. Hawkins, Dal I., Roger J. Best and Kenneth A. Coney, Consumer Behaviour Implication for Marketing Strategy, McGraw Hill.
6. Hawkins, Del I, Mothersbaugh, David L, Mookerjee A, Consumer Behaviour: Building Marketing Strategy, McGraw Hill, Indian Edition.
Note: Latest edition of the readings may be used.
Course- FINANCIAL MARKETS, INSTITUTIONS AND SERVICES
Course Code- SLM COM 1 2 03 DCEC4105Credits: 4
Objective: The purpose of the course is to provide a sound information and knowledge of broad framework of Financial Markets, financial Services and Institutions.
Course Contents:
UNIT-1
Introduction: Characteristics and role of financial system, Structure of Financial system, financial system and economic development, Overview on Indian Financial System, Development and weakness in Indian Financial system, Reserve Bank of India – Role and Regulations, Financial Sector Reforms.
UNIT-2
Indian Banking Industry: Components, Reforms in Indian Banking Sector, determination of commercial interest rates: fixed and floating, Asset Liability Management - Gap analysis, Management of Non- performing assets, Strategies for making commercial banks viable, Capital Adequacy Norms.
Financial Markets: Money Markets- Organization, features, regulation and economic role, Money Market instruments; Capital Market- Primary and Secondary markets, Procedure for buying shares through IPO, methods of trading in stock exchange, Role of SEBI and its powers.
UNIT-3
Financial Services: Venture Capital: Origin, Functions and Scope, Initiative and Methods of Venture Capital in India, guidelines and Indian venture capital scenario; Mutual Fund: Origin, scope, Types of mutual funds schemes, organization and evaluation of mutual funds; Leasing; Factoring; Forfaiting; Merchant Banking; Credit rating.
UNIT-4
Indian Financial Institutions: NABARD, EXIM Bank, Development Banks- Concept, objectives and functions of development banks, Operational and Promotional activities of development banks: IFCI, ICICI, IDBI, State development banks and state financial corporations.
Suggested Readings:
1. Bhole, L.M., Financial Institutes & Markets, McGraw Hill.
2. Kohn, Meir, Financial Institutions and Markets, Oxford University Press.
3. Madura Jeff, Financial Markets and Institutions, South Western Cengage Learning.
4. Mishkin, Fredrick S. and Stanley G. Eakins, Financial Markets and Institutions, Pearson Education India.
5. Khan, M.Y., Indian Financial System, Tata McGraw Hill, New Delhi.
6. Khan, M. Y., Financial Services, Tata McGraw Hill, New Delhi.
7. Pathak, Indian Financial System, Pearson Education.
Note: Latest edition of the readings may be used.
INTERNATIONAL BUSINESS
COURSE CODE: SLM COM 1 3 09 C 4105
CREDIT: 4
Objectives: The objective of this course is to highlight the international environment including relationships between government, economic groupings and the consumer. The course will also highlight the problems encountered and issues raised in managing overseas business.
Course Contents:
UNIT I
International Business: Meaning and Importance; Domestic Business vs International Business; Evolution and Development; Factors leading to Growth in International Business; Determinants of Entry Mode; Basic Entry Decisions; Modes of entry into international business, selecting an Entry Strategy.
UNIT II
International Trade: Reasons for international trade; Theories of international trade; Balance of Payment and its Components of International Business Environment: Political, Legal, Economic, and Cultural environment and associated risks; Framework for analyzing international business environment.
UNIT III
Multilateral Regulation of Trade and Investment: Basic Principles of Multilateral Trade Negotiations; GATT and its early rounds; Uruguay Round; WTO – Basic difference between GATT and WTO; organizational structure and functioning, settlement of Disputes, WTO and India.
UNIT IV
International Financial Environment: International monetary system; Exchange Rate Quotation: Direct and Indirect Quotes, Buying and Selling Rates, Forward Rates and Cross Rates; Determination of Exchange rate, Organisational structure for international business operations.
Suggested Readings:
1. Charles W.L. Hill and Arun Kumar Jain, International Business: Competing in the Global Marketplace, McGraw Hill Education (India) Private Limited.
2. Johnson, Derbe, and Colin Turner, International Business - Themes & Issues in the Modern Global Economy, Roultedge, London.
3. Francis Cherunilam, International Business: Text and Cases, Prentice Hall of India Ltd.
4. Daniels John, D. Lee H. Radenbaugh and David P. Sullivan., International Business: Environments and Operations, Pearson Education.
5. Justin Paul, International Business, Prentice Hall of India Ltd.
6. Michael R. Czinkota. et al., International Business, The Dryden Press.
7. Bennett, Roger, International Business, Pearson Education.
8. Sumati Varma, International Business, Pearson Education.
9. Vyuptakesh Sharan, International Business, Pearson Education.
10. Ball, Donald, Wendall H. McCulloch, MiachelGeringer, Michael S. Minor and Jeanne M. McNett, International Business: The Challenge of Global Competition, McGraw Hill Education (India) Private Limited, New Delhi.
11. Griffin, Ricky W. and Pustay, Michael W, International Business: A Managerial Perspective, Prentice Hall.
Note: Latest edition of the readings may be used.
Course- BUSINESS RESEARCH METHODS
Course Code: SLM COM 1 3 10 C 4105
Credit: 4
Objectives: To get the students acquainted with the tools and techniques of applied research useful in business decision making.
Course Contents:
UNIT-1
Introduction to Business Research: Meaning, Relevance and significance of Research in business; Types of Research; Research Process.
Research Design: Types, role, relevance of research designs; exploratory research and descriptive research.
Sampling: Meaning, Steps in Sampling process; Types of Sampling - Probability and non probability Sampling Techniques; Errors in sampling.
Questionnaire preparation: Questionnaires design process; pilot testing of questionnaire.
UNIT-2
Data Collection: Primary data and secondary data; sources of primary and secondary data; tools and techniques of collecting data; Methods of collecting data;
Reliability and Validity – Meaning, types and their measurement; steps to improve the reliability and validity of data collected.
UNIT-3
Data Processing and Analysis: Arrangement of the data collected – tabulation; diagrams and graphs and frequency distributions; Summarization of the data using certain Statistical methods and techniques; Factor Analysis; Cluster Analysis and Multiple Discriminant Analysis.
UNIT-4
Application of computer software in Business research with focus on SPSS and EXCEL.
Report Writing: Types of research reports – planning; organizing and prerequisites for research report; System of referencing – Bibliography; references Footnotes; checklist; Evaluation of report.
Suggested Readings
1. 1 Donald R. Cooper, Pamela S. Schindler, and JK Sharma, Business Research Methods, Tata McGraw Hill, 2005.
2. William J. Zikmund, BJ Babin, JCCarr, Atanu Adhikari and Mitch Giffin, Business Research Methods: A South Asian Perspective, Cengage Learning.
3. Uma Sekaran, and Roger Bougie, Research Methods for Business. A Skill Building Approach, Wiley India.
4. Shailaja Rego and T.N. Srivastava, Business Research Methodology, Tata McGraw Hill.
5. Naresh K. Malhotra and Satyabhushan Dash, Marketing Research: An applied orientation, New Delhi: Pearson Education.
6. Nigel Bradley, Marketing research: Tools and techniques, Delhi: Oxford University Press.
Note: Latest edition of the readings may be used.
Note: The List of Cases and Specific References including recent articles will be announced by the faculty.
Course- E-COMMERCE
Course Code- SLM COM 1 3 11 C 4105
Credit: 4
Objective: This paper intends to create an understanding towards types of e-commerce, process of ecommerce, channels, models and the related issues.
Course Contents:
UNIT-1
Introduction: Meaning, nature, scope, framework, factors affecting e-commerce, application of ecommerce, evolution of World Wide Web and its future, internet commercialization, business and technological dimensions of e-commerce.
UNIT-2
Business Models of E-Commerce: B2B, B2C, B2G and other models of e-commerce, public and private computer networks for B2B trading, B2C E-Commerce- Cataloging, Order planning and order generation, Order selection and prioritization, Order scheduling, fulfilling and delivery, Order billing, Post sales services;
E-Marketing: Traditional web promotion, Web counters, Web advertisements, Internet advertising; Internet retailing; Mobile commerce framework and benefits.
UNIT-3
Electronic Payment System: Features required in payment system for e-commerce, Types of epayment systems – e-cash and currency servers, e-cheques, credit cards, smart cards, digital library, electronic purses and debit cards and emerging financial instruments.
UNIT-4
Security Issues in E-Commerce: Risks of e-commerce, Types of threats, Protecting electronic commerce assets and intellectual property, Firewalls, Security tools, Digital identity and electronic signature, Encryption and concepts of public and private key infrastructure, Risk management approach to e-commerce security, Agents in electronic commerce.
Suggested Readings:
1. Ravi Kalakota, Frontiers of Electronic Commerce, Addison Wesley.
2. Bharat Bhaskar, Electronic Commerce: Framework, Technology and Application, 4 th Ed., McGraw Hill Education
3. Kenneth C. Laudon and Carlo Guercio Traver, E-Commerce, Pearson Education.
4. David Whiteley, E-commerce: Strategy, Technology and Applications, McGraw Hill Education
5. PT Joseph S.J., E-Commerce: An Indian Perspective, PHI Learning
6. Debjani Nag, K.K. Bajaj, E-commerce, McGraw Hill Education
Note: Latest edition of the readings may be used.
Course- WORKING CAPITAL MANAGEMENT
COURSE CODE- SLM COM 1 3 05 DCEC 4105 CREDIT: 4
Objective: The objective of this course is to get the students acquainted with the concept of working capital, management of cash, inventory, receivable and payable to useful for business operations.
Course Contents:
UNIT I
Planning and Management: The operating Cycle and Working Capital Needs, Factors determining working capital requirement, financing of current assets. Estimation and Calculation: Working Capital as a percentage of Net Sales, working capital as a percentage of total assets or fixed assets, working capital based on operating cycle.
UNIT II
Management of Cash and Marketable Securities: Motives for Holding Cash, cash management planning and control aspects, managing the float, optimum cash balance: Boumol's Model, and Miller Orr Model, management of marketable securities.
UNIT III
Receivable Management: Costs and benefits of Receivable, Credit policy, credit evaluation, control of receivables, Evaluation of Credit Policies.
UNIT IV
Inventory management: types of inventories, reasons and benefits of inventories, costs of inventory, costs of stock-outs (a Hidden cost), Techniques of inventory management: ABC Analysis, Economic Order Quantity Model, Re-order Level, Safety Stock or Minimum Inventory level, Quantity Discounts and Order Quality.
Suggested Readings:
1. Hrishikes Bhattacharya, Working Capital Management: Strategies and Techniques, PHI Learning Private Limited, New Delhi.
2. James S. Sagner, Working Capital Management: Applications and Cases, Wiley
3. R. P. Rustagi, Working Capital Management, Taxmann's, New Delhi.
4. Khan and Jain. Basic Financial Management, McGraw Hill Education (India) Private Limited, New Delhi.
5. Prasanna Chandra, Fundamentals of Financial Management. McGraw Hill Education (India) Private Limited, New Delhi.
Note: Latest edition of the readings may be used.
Course- SERVICE MARKETING
Course Code- SLM COM 1 3 06 DCEC 4105
Credits: 4
Objective: To emphasize on the concept and issues of Service marketing to facilitate students to develop marketing strategies for a service providing business.
Course Content:
UNIT-1
Introduction: Concept, Nature and Importance of Services; Distinctive characteristics and classification of services; Role of Marketing in Services Organization; Services Marketing Mix; Developments in Services Marketing.
Understanding customers: Needs and expectation of customers in Service marketing, Customer portfolio analysis, Customer loyalty, Customers satisfaction in service marketing, SERVQUAL and GAP Model, Handling complaints.
UNIT-2
Service Product and Pricing strategies: Concept of service product; Service features; Life Cycle of Services; New Service Development; Segmentation and positioning of the Services; Pricing – Factors affecting Service pricing; Services pricing strategies; Steps in Pricing Strategy for Services.
UNIT-3
Distribution and Promotion: Role of Accessibility and Availability; Challenges in Distribution Strategy of Services; Promotion Strategies- Concept, Promotion mix, Sales Promotion and Publicity, Advertising, Personal Selling and Other Communication in Service Industry; Managing Services Promotion, Role of employees; Process and Physical Evidence.
UNIT-4
Special Concerns of Service Marketing: Understanding service industries- Financial, Travel and Tourism, Telecom, Hospitality, Retail, Health; E-Service; Aftersales Services.
Suggested Readings:
1. Christopher H. Lovelock, Jochen Wirtz, and Jayanta Chatterjee, Services Marketing: People, Technology, Strategy, Prentice Hall.
2. Valarie Zeithaml, Mary Jo Bitner and Dwayne Gremler, Service Marketing, McGraw Hill.
3. Adrian Payne, The Essence of Service Marketing, Prentice Hall.
4. Harsh V. Verma, Services Marketing – Text and Cases, Pearson Education.
5. Rajendra Nargudkar, Service Marketing: Text & Cases, McGraw-Hill.
Note: Latest edition of the readings may be used.
Course- SELECTION, TRAINING AND DEVELOPMENT OF HUMAN RESOURCE
Course Code- SLM COM 1 3 07 DCEC 4105
Credit: 4
Objective: The objective of this course is to acquaint the students with major concepts, methods and techniques of training and development in rational and critical manner.
Course Contents:
UNIT-1
Selection and training assessment: Concept and process of selection, concept and rationale of training, Functions of training, relation of training & goals of organizations, training process, role of stakeholders in training programme; Training needs assessment- identification, approaches; skills of trainer.
UNIT-2
Training programme and learning: learning process and style, attributes and factors influencing, principles & guidelines of learning, training climate and pedagogy, transfer of training; developing training modules, materials and Training aids.
UNIT-3
Training techniques: Stages of training, on the job and off-the job methods, experiential and nonexperiential methods, inspirational training techniques.
UNIT-4
Evaluation of training and development: reasons, principles, criteria and approaches of evaluation, process and methods of evaluation, analysis and costing of training, problems of evaluation; emerging patterns in training and development- cross cultural training, e-learning, knowledge management.
Suggested Readings:
1. Blanchard, P Nick, and James W. Thacker, Effective Training – Systems, Strategies, and Practices, Pearson Education, New Delhi.
2. Raymond, A Noe, and Amitabh D. Kodwani, Employee Training and Development, McGraw Hill Education.
3. McGrath, Training for Life and Leadership in Industry, Prentice Hall of India, New Delhi.
4. Sahu, R.K., Training for Development, Excel Books, New Delhi.
5. Goldstein, Training in Organization, Cengage Learning, Bombay.
6. Pepper, Allan D., Managing the Training and Development Function, Aldershot, Gower.
Note: Latest edition of the readings may be used.
BUSINESS POLICY AND STRATEGIC MANAGEMENT
COURSE CODE- SLM COM 1 4 12 C 4105
CREDIT: 4
Objective: The objective of the course is to make aware the participants with the basic concept of business policy, Strategic Intent, Formulation, Implementation and Evaluation of strategic management to develop their conceptual and analytical skills to be able to better understand and manage the business operations.
Course Contents:
UNIT I
An overview of Strategic Management and Business Policy: Introduction to Strategic Management and Business Policy: Evolution of Strategic Management and Business Policy, understanding to Business Policy, understanding Strategy, Strategic Decision-Making. Establishment of Strategic Intent: Hierarchy of Strategic Intent: Strategic Intent, Vision, Mission, Goals and Objectives.
UNIT II
Strategy Formulation: Environmental Appraisal: Concept of Environment, Environmental Sectors, Environmental Scanning, Appraising the Environment; Organisational Appraisal: Dynamics of Internal Environment, organisational Capability Factors, Considerations in Organisational Appraisal, Methods and Techniques used for Organisational Appraisal, Structuring Organisational Appraisal; CorporateLevel Strategies: Concentration, Integration, Diversification, Internationalisation, Cooperation and Digitalisation, Stability, Retrenchment and Restructuring and Business Level Strategies; Strategic Analysis and Choice.
UNIT III
Strategic Implementation: Activating Strategies, Structural Implementation, Behavioural Implementation, Functional and Operational Implementation.
UNIT IV
Strategic Evaluation and Control: Strategic Control, Operational Control, Techniques of Strategic Evaluation and Control, Role of Operational Systems in Evaluation.
Suggested Readings:
11. Christensen, C. Roland, Kenneth R. Andrews, Joseph L. Bower, Rochard G. Hamermesh, Michael
E. Porter, Business Policy : Tax and Cases.
2. Coulter, Mary K, Strategic Management in Action, Pearson Education, New Jersey.
3. David, Fred R, Strategic Management, Prentice Hall, New Jersey.
4. Glueck, William F. and Lawrence R. Jauch, Business Policy and Strategic Management, McGraw Hill, International Edition.
5. H. Igor, Ansoff, Implanting Strategic Management, Prentice Hall, New Jersey.
6. Azhar Kazmi and Adela Kazmi, Strategic Management, McGraw Hill Education (India) Private Limited
7. Michal, E. Porter, The Competitive Advantage of Nations, Macmillan, New Delhi.
8. Mintzberg, Henry and James Brain Ouinn,The Strategy Process, Prentice Hall, New Jersey.
9. Newman, William H. and James P. Logan, Strategy Policy and Central Management, South Western Publishing Company, Cincinnati, Ohio.
10. S.B. Budhiraja and M.B. Atherya, Cases in Strategic Management, McGraw Hill Education (India) Private Limited
Note: Latest edition of the readings may be used.
CORPORATE GOVERNANCE AND SOCIAL RESPONSIBILITY
COURSE CODE- SLM COM 1 4 13 C 4105
CREDIT: 4
Objectives: To familiarize the students with the understanding of issues and practices of corporate governance in the global and Indian context.
Course Contents:
UNIT I
Conceptual Framework Of Corporate Governance: Evolution of corporate governance; developments in India; regulatory framework of corporate governance in India; SEBI guidelines and clause 49; reforms in the Companies Act; secretarial audit; class action; NCLT; insider trading; rating agencies; green governance/e-governance; shareholders' activism; corporate governance in PSUs and banks.
UNIT II
Corporate Management: Management vs. Governance; internal constituents of the corporate governance; key managerial personnel (KMP); chairman- qualities of a chairman, powers, responsibilities and duties of a chairman; chief executive officer (CEO), role and responsibilities of the CEO; separation of roles of chairman and CEO; CFO; manager; company secretary; auditor.
UNIT III
Whistle blowing and Corporate Governance: The Concept of Whistle-Blowing; Types of Whistleblowers; Whistle-blower Policy; the Whistle-Blower Legislation across Countries; developments in India.
UNIT IV
Corporate Social Responsibility (CSR):Meaning; corporate philanthropy; CSR-an overlapping concept; corporate sustainability reporting; CSR through triple bottom line; CSR and business ethics; CSR and corporate governance; environmental aspect of CSR; CSR models; drivers of CSR; global reporting initiatives; major codes on CSR; initiatives in India.
Suggested Readings
1. Adrian Cadbury, Corporate Governance and chairmanship: A personal View, Oxford University Press, UK.
2. Mallin, Christine A., Corporate Governance (Indian Edition), Oxford University Press.
3. Blowfield, Michael, and Alan Murray, Corporate Responsibility, Oxford University Press.
4. Francesco Perrini, Stefano, and Antonio Tencati, Developing Corporate Social Responsibility-A European Perspective, Edward Elgar.
5. Geeta D. Rani, and R.K. Mishra, Corporate Governance-Theory and Practice, Excel Books, New Delhi.
6. Anil Kumar, Corporate Governance: Theory and Practice, International Book House, New Delhi.
7. K.V. Bhanumurthy, and Usha Krishna, Politics, Ethics and Social Responsibility of Business, Pearson Education.
8. Erik Banks, Corporate Governance: Financial Responsibility, Controls and Ethics, Palgrave Macmillan.
9. N. Balasubramanian, A Casebook on Corporate Governance and Stewardship, McGraw Hill Education (India) Private Limited
10. Bob Tricker, Corporate Governance-Principles, Policies, and Practice (Indian Edition), Oxford University Press.
Note: Latest edition of the readings may be used.Note: The list of cases, references and relevant articles will be provided by the faculty in the class.
Course: SECURITIES ANALYSIS AND PORTFOLIO MANAGEMENT
Course Code: SLM COM 1 4 15 C 4105
Credit: 4
Objective: The objective of this course is to impart theoretical and practical knowledge to students about risk and return of individual security and equip them for analyzing the risk of portfolio for wealth maximization.
Course Contents:
UNIT-1
Security Analysis: Meaning, objectives and investment alternatives; Security and non-security forms of investment; types of investors; Valuation theories of fixed and variable income securities.
UNIT-2
Return and risk: Concept and measurement; Fundamental analysis and technical analysis including economic, industry and company analysis; Efficient Market Hypothesis (EMH).
UNIT-3
Introduction to Portfolio Management: Meaning, risk & return determination of a portfolio;Portfolio Selection; Optimal Portfolio Mix; Theories of Portfolio Management: Markowitz portfolio theory; Optimal portfolio: selection & problems; Efficient Frontier: Meaning & Construction and investors utility; Efficient frontier (i) risk-free and (ii) risky lending and borrowing; Leveraged, portfolio; market portfolio; Sharpe single index model and Arbitrage Pricing Theory (APT).
UNIT-4
CAPM: security market line; capital market line; characteristic line; Portfolio revision - meaning, need and constraints; formula plan; constant-dollar-value plan; constant ratio plan; variable ratio plan. Bond portfolio management strategies: passive portfolio strategies; active portfolio strategies; portfolio performance evaluation; risk adjusted performance measures.
Suggested Readings
1. 1. Fischer, Donald E. and Ronald J. Jordan, Security Analysis and Portfolio Management, PHI Learning.
2. Sharpe William F, and Bailey Jeffery V, Alexander Gordon J, Investments, PHI Learning.
3. Chandra, P., Security Analysis and Portfolio Management, Tata McGraw Hill.
4. Bodie, Zvi., Kane Alex and Alan J. Marcus, Investments, McGraw Hill.
5. Reilly, Frank K, and Brown, Keith C., Investment Analysis and Portfolio Management, Cengage Learning.
6. Vishwanath, R and Krishna Murthi C., Investment Management, Springer.
Note: Latest edition of the readings may be used.
Note: The list of cases and problems will be announced in the class by the faculty.
FUNDAMENTALS OF INVESTMENT
COURSE CODE- SLM COM 11 01 GE 3104
CREDIT: 4
Objective: To familiarize the students with the concept of investments, different investment alternatives, introduce them to the framework of their analysis and valuation.
Course Contents:
UNIT I
The Investment Environment: The investment decision process, Types of Investments – Commodities, Real Estate and Financial Assets, the Indian securities market, the market participants and trading of securities, security market indices, sources of financial information, Concept of return and risk, Impact of Taxes and Inflation on return.
UNIT II
Fixed Income Securities: Bond features, types of bonds, estimating bond yields, Bond Valuation types of bond risks, default risk and credit rating.
UNIT III
Approaches to Equity Analysis: Introductions to Fundamental Analysis, Technical Analysis and Efficient Market Hypothesis, dividend capitalisation models, and price-earnings multiple approach to equity valuation.
UNIT IV
Portfolio Analysis and Financial Derivatives: Portfolio and Diversification, Portfolio Risk and Return; Mutual Funds; Introduction to Financial Derivatives; Financial Derivatives Markets in India
Suggested Readings
1. Charles P. Jones, Investments Analysis and Management, Wiley.
2. Prasanna Chandra, Investment Analysis and Portfolio Management, McGraw Hill Education
3. R.P. Rustogi, Fundamentals of Investment, Sultan Chand & Sons, New Delhi.
4. N.D. Vohra and B.R. Bagri, Futures and Options, McGraw Hill Education
5. Mayo, An Introduction to Investment, Cengage Learning.
Note: Latest edition of the readings may be used.
COURSE CODE- SLM COM 11 02 GE 3104 CREDIT: 4
Objective: This paper seeks to familarise the students with of their rights as a consumer, the social framework of consumer rights and legal framework of protecting consumer rights. It also provides an understanding of the procedure of redress of consumer complaints.
Course Contents:
UNIT I
Conceptual Framework: Consumer and Markets: Concept of Consumer, Nature of markets, Concept of Price in Retail and Wholesale, Maximum Retail Price (MRP) and Local Taxes, Fair Price, labelling and packaging Experiencing and Voicing Dissatisfaction: Consumer Satisfaction/dissatisfaction-Grievances complaint, Consumer Complaining Behaviour: Alternatives available to Dissatisfied Consumers; Internal and External Complaint handling: Corporate Redress Systems and Public Redress Systems
UNIT II
The Consumer Protection Act, 1986 (CPA): Objectives and Basic Concepts: Consumer, goods, service, defect in goods, deficiency in service, spurious goods and services, unfair trade practice, restrictive trade practice.
UNIT III
Organizational set-up under the Consumer Protection Act: Advisory Bodies: Consumer Protection Councils at the Central, State and District Levels, Basic Consumer Rights; Adjudicatory Bodies: District Forums, State Commissions, National Commission: Their Composition, Powers, and Jurisdiction (Pecuniary and Territorial), Role of Supreme Court under the CPA.
UNIT IV
Grievance Redress Mechanism under the Consumer Protection Act, 1986: Who can file a complaint? Grounds of filing a complaint; Limitation period; Procedure for filing and hearing of a complaint; Disposal of cases, Relief/Remedy to be provided; Temporary Injunction, Enforcement of order, Appeal, frivolous and vexatious complaints; Offences and penalties. Seven Leading Cases decided under Consumer Protection Act: Medical Negligence; Banking; Insurance; Housing & Real Estate; Electricity, Water, and Telecom Services; Education; Defective Product; Unfair Trade Practice.
Suggested Readings:
1. Sri Ram Khanna, Savita Hanspal, Sheetal Kapoor, and H.K. Awasthi, Consumer Affairs" (2007) Delhi University Publication.
2. V. K. Aggarwal, Consumer Protection: Law and Practice. Bharat Law House, Delhi.
3. Girimaji, Pushpa, Consumer Right for Everyone, Penguin Books.
4. Nader, Ralph, The Consumer and Corporate Accountability, Harcourt Brace Jovanovich, Inc.
5. Sharma, Deepa (2011) Consumer Protection and Grievance-Redress in India: A Study of Insurance Industry (LAP LAMBERT Academic Publishing GmbH & Co.KG, Saarbrucken, Germany.
6. Rajyalaxmi Rao, Consumer is King, Universal Law Publishing Company.
7. Empowering Consumers e-book, www.consumeraffairs.nic.in
Note: Latest edition of the readings may be used.
Course – ENTREPRENEURSHIP DEVELOPMENT
Course Code - SLM COM 1 3 04 GE 3104
Credit: 4
Objectives: This Course Aims at Instituting Entrepreneurial skills in the students by giving an overview of who the entrepreneurs are and what competences are needed to become an entrepreneur.
Course Contents:
UNIT-1
Concept and Definitions; Role of entrepreneurship in Economic development; Entrepreneurship process; Factors impacting emergence of entrepreneurship; Women Entrepreneurs; Classification and Types of Entrepreneurs; EDP Programmes; Entrepreneurial Training; Traits/Qualities of an Entrepreneurs.
UNIT-2
Creating Entrepreneurial Venture: Generating Business idea- Sources of Innovation; methods of generating ideas; Creativity and Entrepreneurship; Business planning process; Legal issues – forming business entity, considerations and Criteria, Requirements for formation of a Private/Public Limited Company; Legal Acts Governing Business in India.
UNIT-3
Marketing plan– for the new venture; environmental analysis; steps in preparing marketing plan; marketing mix; contingency planning; Organizational plan – designing organization structure and Systems.
UNIT-4
Entrepreneurial Finance: Debt or equity financing; Sources of Finance- Commercial banks; private placements; venture capital; financial institutions supporting entrepreneurs; Lease Financing; Funding opportunities for Startups in India.
Suggested Readings:
1. Donald F. Kuratko,T.V. Rao, Entrepreneurship: A South Asian Perspective, Cengage Learning.
2. Robert Hisrich, Michael Peters, Dean Shepherd, Entrepreneurship, McGraw-Hill Education
3. Vasant Desai, Dynamics of Entrepreneurial Development and Management, Himalaya Publishing House.
4. Mare J. Dollinger, Entrepreneurship: Strategies and Resources, Illinois, Irwin.
5. David H. Holt, Entrepreneurship: New Venture Creation, Prentice-Hall of India, New Delhi.
6. K. Ramachandran, Entrepreneurship Development, McGraw-Hill Education
Note: Latest edition of the readings may be used.
Course – INCOME TAX LAW & PRACTICE
Course Code - SLM COM 1 3 05 GE 3104
Credit: 4
Objectives: The objective of this paper is to help students to acquire conceptual knowledge of income tax law & practice.
Course Contents:
UNIT-1
Basic concepts: Income; Agricultural income; Person; Assessee; Assessment year; Previous year; Gross total income; Total income; Residential status; Tax incidence and Residential status; Exempted income.
UNIT-2
Computation of income under different heads: Salaries; Income from house property.
UNIT-3
Profits and gains of business or profession; Capital Gain; Income from other sources.
UNIT-4
Computation of Total Income and Tax Liability: Clubbing of income; Aggregation of income and setoff and carry forward of losses; Deductions from Gross Total Income; Computation of total income and tax liability of individuals.
Suggested readings:
1. Singhania, Vinod K. and Monica Singhania, Students' Guide to Income Tax, University Edition. Taxmann Publications Pvt. Ltd., New Delhi.
2. Ahuja, Girish and Ravi Gupta, Systematic Approach to Income Tax, Bharat Law House, Delhi.
Journals
1. Income Tax Reports, Company Law Institute of India Pvt. Ltd., Chennai.
2. Taxman, Taxman Allied Services Pvt. Ltd., New Delhi.
3. Current Tax Reporter, Current Tax Reporter, Jodhpur.
Software
1. Vinod Kumar Singhania, e-filing of Income Tax Returns and Computation of Tax, Taxmann Publication Pvt. Ltd, New Delhi. Latest version
2. 'Excel Utility' available at incometaxindiaefiling.gov.in
Note: Latest edition of the readings may be used.
Course: NEGOTIATION AND CONFLICT MANAGEMNT
Course Code-SLM COM 13 06 GE 3104
Credit: 4
Objective:
The objective of this course is to help students develop their skills in effective use of different forms of influence in the decision-making process, preparing them for leadership positions. The syllabus is intended to facilitate an understanding of the structure and dynamics of negotiation and the appropriate application of persuasion strategies and influence at work and other settings.
Contents :
UNIT-1
Social Influence processes- Persuasion and Negotiation; principles of influence; influence tactics.
UNIT-2
Negotiation: Scope, Types and Styles of negotiation; negotiation process, strategies and tactics; win-win negotiation; Role of trust in negotiations.
UNIT-3
Negotiation and IT; ethics in negotiation; cultural differences in negotiation styles; gender in negotiations; context of mediation; negotiation as persuasion;
UNIT-4
Persuasion: Principles of persuasion; Persuasion Strategy; seeking and resisting compliance; Effective persuasion.
Suggested Readings:
1. Brett, J. M., Negotiating globally: How to negotiate deals, resolve disputes, and make decisions across cultural boundaries, San Francisco: Jossey Bass.
2. Cialdini, R., Influence: The psychology of persuasion, New York: Morrow.
3. Cialdini, R. B., Influence: Science and practice, New York: Allyn and Bacon
4. Fisher, R., Ury, W., & Patton, B., Getting to yes: Negotiating agreement without giving In, New York: Penguin Books.
5. Kolb, D., & Williams, J., The Shadow Negotiation, UK: Simon & Schuster.
6. Korobkin, R.,Negotiation theory and strategy, Aspen Publisher.
7. Lewicki, R., Essentials of negotiation, Alexandria V. A.: Society of HRM.
8. Raiffa, H.,The art & science of negotiation, US: Harvard College.
Note: Latest edition of the readings may be used.
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Help The Environment Increase Worker Safety Reduce Costs
1) What about my privacy?
Residents are permitted one small privacy bag (the size of a standard shopping/grocery bag) in each of the two (2) clear bags of waste permitted per week. Clear bags of waste may also be placed into a garbage bin for increased privacy until the collector picks up the bag.
2) Why doesn't the City of Kawartha Lakes implement a curbside organics/food scraps collection? Based on the low population and large area of the City of Kawartha Lakes, starting an organics/food scraps program at this time is not financially feasible. However, the City is actively promoting a backyard composting program that has been successful in other municipalities, and will be expanding the program in 2017.
3) What happens if a resident places recyclable material into their clear bags?
The City of Kawartha Lakes is proposing an allowable level of 20% recyclable material in clear bags. Starting in January 2017, bags will be left behind if they contain more than 20% recyclable materials.
4) Where can I purchase clear bags? Are clear bags more expensive?
Retailers have been notified that the municipality is switching to clear bag waste collection, and should be adjusting their stock accordingly. There is a list of retailers that stock clear bags available on the City website, city.kawarthalakes.on.ca under the Waste and Recycling Clear Bag section. The manufacturer's suggested retail price should not differ significantly between clear and black bags. Price differentials may occur between different retailers based on the individual bag size, closure type, brand name or packaging size.
5) What should I do with the opaque bags that I have already purchased?
Residents are encouraged to use up all remaining opaque bags before January 1, 2017 and begin using clear bags. As of January 1, 2017 the use of clear bags will be mandatory in order to participate in curbside collection.
6) Can I place pet waste into my clear bag?
Yes. Cat litter and dog waste may be placed directly into your clear bag. Animal waste should not exceed 10% of the total amount of waste in your clear bag.
7) Can I place my recycling in clear bags?
No. The City did not request the use of bags for recycling collection as part of its existing contracts with our collector or material processor. There is an additional cost at the recycling plant that would apply to open each bag of recycling and take the materials out to be sorted.
8) I use white garbage bags in my kitchen receptacle and then place it in a large garbage bag, will this still be allowed or must I find small clear bags?
You will be permitted one (1) small privacy bag per clear bag of garbage each week, or a maximum of two (2) privacy bags per week if you only put out one (1) clear bag. White kitchen catchers and grocery bags may be used for this purpose. If you will exceed two (2) of these bags per week it is recommended that residents use clear kitchen bags. The City encourages residents to bag any excess grocery bags and include them in your container recycling bin and/or use reusable bags for grocery shopping.
9) Where do I find more information?
recycled paper
Black Clear Is The New!
On January 1, 2017 Kawartha Lakes is Switching To Clear Garbage Bags
The City of Kawartha Lakes has launched Clear Bag Waste Collection which becomes mandatory on January 1, 2017. This program will discourage the placement of recyclables into the waste stream as well as hazardous materials. Clear Bag Waste Collection helps the environment, improves worker safety and diverts recyclables from local landfill sites to preserve valuable landfill space!
After January 1, 2017 garbage that has not been put into a clear bag, visibly contains more than 20% recyclables, or contains any hazardous materials will not be collected.
Place Your Weekly Garbage In Clear Bags
* Note: If you are only placing one (1) clear bag of waste on the curb you may place two (2) grocery size privacy bags inside.
* Note: If your two (2) privacy bags are the only waste you have, they may be placed on the curb and do not need to be placed into a clear bag for collection.
Your Bags Will Not Be Picked Up If:
Your bag contains More Than 20% Recyclables
Your bag contains Hazardous Waste (Must be taken to a Household Hazardous Waste Depot)
Hazardous Waste
The City has two (2) Household Hazardous Waste (HHW) Depots that are available for residents to use during regular landfill hours. There is no charge for residents to drop off their HHW.
Fenelon Depot: 341 Mark Road, Fenelon Falls Lindsay/Ops Depot: 51 Wilson Road, Lindsay
Make sure that materials are transported in labelled, well-sealed containers. City HHW depots are for residential users only.
2
Container Recycling
Metal • Plastic • Glass
Metal Cans (Steel and Aluminum) • Place lids inside and pinch to close. Glass Bottles and Jars • Metal lids are recyclable.
Aluminum Foil Containers • Includes pie plates, take out containers,
Polycoat • All types of milk and juice cartons, Tetra-Paks (drinking boxes) and fibre coffee cups.
baking pans, frozen food trays and aluminum foil.
Blue Box:
frozen vegetables and dry cleaning bags. Clean plastic food wrap.
Plastic Bags and Film •Grocery, sandwich, bread, milk bags,
Place all bags and film in one bag and tie closed.
Plastic Containers • Plastic bottles, jugs, tubs and lids with a recycle symbol of 1, 2, 3, 4, 5, 6 or 7. Styrofoam Containers • Foam cups, plates, white fast food containers, meat trays and egg cartons. Small Plastic Flower Pots • Plant & flower pots, large plastic pails (up to 5 gallons), plant trays and cell packs.
Empty Paint Cans/Empty Aerosol Cans • Only completely dry and empty paint and aerosol cans will be collected. Cans containing aerosols or liquid paint must be delivered to a Household Hazardous Waste Depot. Baked Goods Trays • Clamshell type clear containers.
Ensure All Containers Are Empty And Free Of Residue
Not Accepted: Light bulbs • mirrors • dishes • window glass • straws • metal pots/pans
* motor oil/antifreeze type containers • toys or large plastic items that cannot fit in blue box • packing peanuts • Styrofoam insulation.
* coat hangers (plastic or metal) • VHS tapes • solar pool covers • tarps • plastic cutlery
Green Box:
Paper Recycling
Newspaper • Egg Cartons • Books
Newspapers, insert flyers, photographs, catalogues, magazines,
Newspaper/Fine Paper •
Brown paper bags, fibre egg cartons, toilet/paper towel rolls.
phone books, mail, writing paper and envelopes (including window envelopes).
Non-metallic wrapping paper and greeting cards. Gift bags
Other Packaging •
accepted with rope, metal handles or other decals removed.
Wrapping Materials •
Boxboard includes cereal, cracker, detergent, drug, shoe, gift and
Boxboard •
Corrugated Cardboard • Cardboard has a rippled layer in the middle and includes clean pizza boxes. Remove tape and other material from boxes. Break down into flat pieces and bundle. For easy handling, the bundle must be no larger than your green recycle box.
tissue boxes. Remove liners and handles.
Hard and soft cover books and telephone books.
Books •
Not Accepted: Biodegradable paper products (i.e. drinking cups) • pet food bags • shipping envelopes with bubble liner • polaroids • peat pots • clementine boxes • paper towel/facial tissue.
Separate Your Recyclables
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An early quarto edition of Shakespeare's Romeo and Juliet
William Shakespeare, Romeo and Juliet. London: John Smethwicke, 1637. 7 1/8 inches x 5 1/16 inches (181 mm x 129 mm), [88] pages, A–L4.
THE MOST | EXCELLENT | And Lamentable Tragedie, | of ROMEO and | JULIET. | As it hath been sundry times publikely Acted | by the KINGS Majesties Servants | at the GLOBE. | Written by W. Shake-speare. | Newly corrected, augmented, and amended. | [Smethwicke's device] | LONDON, | Printed by R. Young for John Smethwicke, and are to be sold at | his Shop in St. Dunstans Church-yard in Fleetstreet, | under the Dyall. 1637.
Shakespeare's quartos, so named because of their format (a single sheet folded twice, creating four leaves or eight pages), are the first printed representations of his plays and, as none of the plays survives in manuscript, of great importance to Shakespeare scholarship. Only twenty-one of Shakespeare's plays were published in quarto before the closure of the theaters and outbreak of civil war in 1642. These quartos were printed from either Shakespeare's "foul papers" (a draft with notations and changes that was given in sections to actors for their respective roles); from "fair copies" created from foul papers that presented the entire action of the play; from promptbooks, essentially fair copies annotated and expanded by the author and acting company to clarify stage directions, sound effects, etc.; or from a previously published quarto edition. The quartos were inexpensive to produce and were published for various reasons, including to secure the acting company's rights to the material and to bring in money during the plague years in London when the theaters were closed.
In this play, Romeo and Juliet, offspring of the feuding Montagues and Capulets in Verona, fall in love at a masquerade ball and later discover that the other belongs to a rival family. They pursue their love nonetheless and arrange to be secretly married by a sympathetic friar. Romeo is drawn into a fight and kills Tybalt, Juliet's cousin, just before he arrives at her house to consummate their marriage; meanwhile Juliet's father betroths Juliet to Paris and sets their marriage to take place three days later. Juliet goes to the friar for help and he suggests she take a potion the night before her wedding, which will make her appear dead so she and Romeo can reunite in Mantua. Romeo never receives the message from the friar but hears of Juliet's death and goes to her tomb with poison to kill himself. He arrives and sees Juliet's body, takes the poison and, as he dies, Juliet awakens to discover her lover dead. Juliet stabs herself just as Capulet and Montague arrive at the tomb; they agree to end their feud.
This fifth quarto of Romeo and Juliet, now at the National Library of Scotland, is inlaid and bound in nineteenth-century half-leather with dark green straight-grained morocco spine and tips edged with gold rules, dark tan boards. Lettered in gold: "ROMEO | & | JULIET" in the second compartment; 5 TH | EDIT. | in the third, "WM. | SHAKESPEARE" in the fourth and "1637" at the spine foot. Note in hand of George Steevens underneath the inlaid title page: "Fifth Edition. Perfect. Notes by George Steevens, Esq." The bookplate of John Patrick Crichton Stuart, the third Marquis of Bute is on the front pastedown; the bookplate for the Bute Collection of English Plays is on the back pastedown.
This quarto was previously owned by George Steevens (1736–1800). He was an English Shakespeare editor who collaborated with Samuel Johnson in issuing a complete edition of Shakespeare, The Works of Shakespeare with the Corrections and Illustrations of Various Commentators (10 vols., 1773). Steevens owned roughly fifty quartos, and his sale (13 May 1800) was the first large Shakespeare collection to appear at auction. English book collector Richard Forster acquired this quarto from the Steevens' auction, and John Stuart, the first Marquis of Bute (1744–1814) purchased it from Forster's 1806 sale. Stuart added it to the Bute Collection of early English plays that was initially formed by Lady Mary Wortley Montagu (1689–1762) and expanded by her son-in-law John Stuart, third Earl of Bute. Lady Mary's grandson, the first Marquis of Bute, notably acquired 39 Shakespeare quartos. The collection contains 1,266 English plays and includes seventeenth- and eighteenth-century adaptations of Shakespeare's plays and examples of the foremost dramatists from Elizabethan, Jacobean, Caroline, and Restoration periods; also included are a number of promptbooks. The Bute Collection is now in the National Library of Scotland, which purchased it from Major Michael Crichton Stuart on April 3, 1956.
Octavo code: sharou
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2017-03-27T10:42:26Z
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August 2014
Dear Educator,
It's time to make your reservations for Hunt Club Farm's Pumpkin Patch & Harvest Hayride field trip. This will be the 27 th year that our farm has provided pumpkins and hayrides to local school children and youth groups in Hampton Roads and surrounding areas. This year's Pumpkin Patch field trip will run Monday through Friday, September 22 nd -November 7 th .
Hunt Club Farm's Pumpkin Patch program lasts approximately 90 minutes. The excitement begins with a "Tractor pulled Hayride" around the farm. The bumpy journey includes an educational stop near our corn field where we discuss fall harvest as well as the history and many uses of pumpkins, gourds and corn. During the ride, you will observe horses grazing, barns, gardens, fall flowers, fields and woods. You'll also pass our pond, which is the home to many migratory waterfowl as well as our resident turtles, geese and ducks.
Next, your group will have the opportunity to explore our Petting Farm. Here the children will visit chickens, peacocks, goats, sheep, donkeys, llamas, alpacas, pigs and bunnies. Our staff will be on hand to provide fun facts about our farm animals and to accommodate questions. We also have a Giant Hay Stack and Playground in the Petting Farm for the kids to enjoy.
After meeting the animals, the children head off to our "Pumpkin Patch" to pick-out their very own pumpkin to take home. We will provide a bag for each child's pumpkin. Additionally, our picnic area is available for you to enjoy lunch or snacks. Children love spending a day on the farm and this field trip provides a wholesome hands-on educational experience.
The field trip cost is $7.00 per person. There is no charge for teachers. However, pumpkins are only included for the children. Please collect money at school for students and any parents that will chaperone the field trip. Hunt Club's Farm Market will be open for those who would like to purchase snacks, additional pumpkins or other fall novelties. Please call (757) 427-9520 today to make reservations in advance. Hunt Club Farm is located at 2388 London Bridge Road in Virginia Beach. For directions, photos and more information please visit www.huntclubfarm.com . We look forward to seeing you at "The Pumpkin Patch."
Also, located on our website www.huntclubfarm.com are examples of Math, Science and English Virginia State SOLs for K-3 rd grade which relate directly to this field trip.
**** Please note that we are now accepting reservations for our Winter Wonderland Field Trip for the month of December and for our Children's Gardening Program in the spring!!!
Sincerely,
JD and Randi Vogel, Owners
Virginia's SOL requirements for Kindergarten, 1 st , 2 nd , and 3 rd grade
Math:
Kindergarten K.10… The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length, height, weight and temperature. (Compare the size of pumpkins in the Pumpkin Patch)
First Grade 1.12… The student will identify and describe objects in his/her environment that depict plane geometric figures. (Observe shapes of objects on the farm such as flags, straw bales, fences, barns, etc.)
Second Grade 2.16… The student will identify, describe and sort three-dimensional (solid) concrete figures. (Identify, describe and sort 3-D concrete objects such as pumpkins, gourds or seeds)
Third Grade 3.14… The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures such as circle, square, rectangle, triangle, cube, rectangular prism, etc… by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. (Compare and contrast picnic table top vs boards that make up the table, bales of straw on hayride)
Science:
Kindergarten K.4… The student will investigate and understand that the position, motion, and physical properties of an object can be described. (Understanding the pulley system of our goat walk)
First Grade 1.2…The student will investigate and understand that moving objects exhibit different kinds of motion; objects may vibrate and produce sound. (Observe the goat's reaction to sound of wheels on goat walk)
Second Grade 2.1… The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which conditions that influence a change are identified and inferences are made. (Use pumpkins to discover if fruit lasts longer in the sun or shade, sitting on concrete or paper, kept hot or cold?)
Third Grade 3.1... The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which objects with similar characteristics or properties are classified into at least two sets and two subsets. (Classify farm animals as mammals or birds & then, as type of animal such as goat or sheep, duck or goose.)
English:
Kindergarten K.3…The students will begin to follow implicit rules for conversation, including taking turns and staying on topic. (Hayride loading attendants, educational stop questions and answer conversation)
First Grade 1.3…The students will adapt or change oral language to fit the situation. Initiate conversation with peers and adults, follow rules for conversation, use appropriate voice level in small-group settings, ask and respond to question in small-group settings. (Great transition practice, bus, hayride, pumpkin patch & playground conversations with teachers, guides, parents and peers)
Second Grade 2.3… The students will use oral directions with three or four steps. (Hayride safety rules, guidelines for choosing pumpkins from the pumpkin patch)
Third Grade 3.1… The student will use effective communication skills in group activities; listen attentively by making eye contact, facing the speaker, asking questions and summarizing what is said. (Listening to the educational guide during pumpkin presentation and participating in Q&A session)
***Please Call 427-9520, for Field Trip Reservations***
If you reach our voicemail, please leave us a day and evening number and the best time to return your call.
Hope to see you at "The Pumpkin Patch!"
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Goal 2: Writing-All students will meet college/career readiness standards in WRITING as evidenced by MEAP achievement.
Goal 3: Mathematics-All students will meet college/career readiness standards in MATHEMATICS as evidenced by MEAP achievement.
Goal 4: Data Culture-The culture of WPS will be one of continuous learning and improvement founded in data-based decision making.
1. Specialized schools and programs that we utilize.
Special Education-North School serves approximately 25 students in Special Education, in addition to 24 speech students. To meet individual needs, some of our students need educational programs that our district cannot provide. In cooperation with Berrien Regional Educational Service Agency (Berrien RESA) and certain neighboring districts, these students attend appropriate Special Education programs in other locations. The programs available to Watervliet students were:
Early Childhood Developmentally Delayed Program
Located at Coloma Elementary
Facilitated by Coloma Community Schools
Hearing Impaired Program
Located at Berrien Springs Public Schools
Facilitated by Berrien RESA
Cognitively Impaired Program
Located at Berrien Springs Middle School
Facilitated by Berrien Springs Public Schools
Moderately to Severely Mentally Impaired Program
Located at Blossomland Learning Center, Berrien Springs
Facilitated by Berrien RESA
Early Childhood Developmentally Delayed and Autistic Impaired Program
Located at Stewart Elementary
Facilitated by Lakeshore Public Schools
Severely Emotionally Impaired and Autistic Impaired Program
Located at Lighthouse Learning Center, St. Joseph
Facilitated by Berrien RESA
Severely Emotionally Impaired Program
Located at Niles Southside
Facilitated by Niles Community Schools
Migrant and Bilingual Education - Located and facilitated by Watervliet Public Schools. 3 rd -5 th grade students were eligible for support services during the school year.
2. North School's program of academic instruction incorporates the Michigan Grade Level Content Expectations(GLCE) and Common Core State Standards(CCSS). Information on our core curriculum can be obtained by contacting the school office. The materials we use are Scott Foresman's Reading Streets for language arts instruction, Everyday Math for mathematics instruction, Battle Creek Science Kits for science instruction, and Hillsdale's Meet Michigan for 3 rd Houghton Mifflin's States and Regions for 4 th and TCI's America's Past for 5 th grade social studies instruction. More detailed information is available on the North School tab on the district website. We are not aware of any variations from the state curriculum framework.
At North School we administer the Michigan Educational Assessment Program (MEAP). This test is taken by all students during the month of October. The 3 rd graders take Reading and Math. 4 th grade takes Reading, Writing and Math. 5 th graders take Reading, Math and Science. These past year results can be found on the Michigan Department of Education website.
3 rd
grade math: 39% proficient
3 rd grade reading: 59% proficient
4 th
grade math: 47% proficient
4 th
grade reading: 64% proficient
5 th
grade math: 45% proficient
5 th grade reading: 70% proficient
5 th
grade science: 12% proficient
We also administer use an assessment referred to as NWEA, which stands for Northwest Evaluation Association. This test specifically measures students' content knowledge in reading, language usage and math. Please keep in mind that we look at a Normative Data Reference guide to help evaluate where your child's progress is compared to other students in the country.
This past school year, we had a fall enrollment of 315 students. Of those 315, North School teachers met with 285 of those students' parents. That means that 90% of our students were represented by parents at our fall parent/teacher conferences.
North School will continue to focus on student achievement as we move forward with implementing the Common Core State Standards. Your child is our number one priority. We will work tirelessly to help your child be successful at North Elementary.
Thank you in advance for the support you provide at home. Thanks as well to our devoted teachers, support staff, parents, students and Board of Education for their consistent hard work throughout the year. I look forward to continued growth and achievement for the upcoming school year.
Sincerely,
Joe Allen Principal North Elementary Watervliet Public Schools
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2017-03-27T10:42:48Z
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Central Research Institute for Dryland Agriculture Santoshnagar, Hyderabad
Contingency Plans and Alternative Cropping Pattern for the Drought affected States
This is only a summary of the Plans. Detailed zone-wise plans are given by the respective Agricultural Universities weekly.
Rainfall situation
The overall rainfall situation in the Country has improved substantially across sub-divisions. The country as a whole so far received rainfall higher (4%) than normal. However, sub-divisions of Assam-Meghalaya, Gangetic West Bengal, Jharkhand, Bihar plains and East Uttar Pradesh have been showing deficit rainfall ranging from 20 - 38%.
Outlook (up to 29 th September 2010)
Fairly widespread rainfall would continue over northeastern states and south Peninsular India.
Jharkhand
As on 23.09.2010, Jharkhand is still continuing with a deficit of 38% rainfall, which is an alarming situation.
* Farmers are advised to broadcast urea after weeding in late sown crops.
* Due to receipt of good amount of rainfall in many parts of the state, sowing of toria (var. P.T. 303, Panchali and Bhawani), Mustard (var. Shivani, Varuna, Pusa Bold and Kranti) and Potato (var. Kufri Chandramukhi, Kufri Asoka and Kufri Kanchan) was advised in uplands and medium lands.
* Early sowing of vegetable Pea (var. Arkel, Azad Pea – 1) and other winter season vegetable crops like cauliflower, cabbage, brinjal and tomato on uplands and medium lands using normal package of practice was advised.
* Spraying of Endofil or Qunalphos @ 2 ml/lit of water to control attack of caterpillars in late sown pulses like urd bean and moong bean (whenever they appear) was advised.
Bihar
Though many parts of state have received very good rainfall in last week, still some districts are under drought and the deficit rainfall continues to be 20% below normal.
* Farmers were advised to ensure irrigation in the standing paddy crop from diesel pumpset where rainfall is low.
* Top dressing of nitrogen was recommended in standing paddy crop.
* Farmers were advised to finish sowing of rabi arhar by the end of this week.
* Temperature condition is becoming favourable for sowing of rapeseeds. Farmers are advised to prepare the land for sowing of rapeseed varieties viz., RAUTS-17, PT-303 and Bhawani for the districts of north Bihar.
* Application of 30 kg N, 40 kg phosphorous and 40 kg potassium per hectare at the time of final land preparation was recommended. Farmers may sow the crop after 26th September. Drainage in the field at each 10 m interval is advised for removing the rainwater.
* Dusting of Folidol dust @ 20-25 kg per hectare is advised in the standing paddy crop (which is in panicle initiation stage) to protect the crop from gundhi bug infestation.
Gangetic West Bengal
Gangetic West Bengal is still reeling under drought situation with 29% deficit rainfall.
* To reduce the loss due to monsoon failure, farmers may go for cultivation of crops like, mung (cv. Sonali, Panna, Amrita, Sujata), sesame (cv. Vadui til) and black gram (cv. Kalindi, sarala, nabeen).
* The farmers who could not grow Kharif rice till now may opt for cultivation of short duration (50-60 days) leafy vegetables like spinach, coriander and radish.
* Farmers were advised to start sowing of winter vegetables viz., hybrid tomato and ladys finger.
* Top dressing of nitrogen is to be avoided, if blast disease is prevalent.
East Uttar Pradesh
In eastern Uttar Pradesh, with 21% deficit rainfall, drought like situation is prevailing in some districts. So far 97.5% of the targeted crop area (92.76 lakh ha) was covered under different kharif crops.
* In flood affected areas, after the receding of flood waters, framers were advised to go for sowing of autumn sugarcane (varieties COS 95255, 88230 and 8436) and toria (varieties Type-9, Type-36, Narendra Toria-1 & PT-30)
* Sowing of early potato varieties like Kufri Chandramukhi and Kufri Bahar and vegetables like spinach, radish, carrot, coriander, in highly deficit/scanty rainfall areas, are advised.
* Early varieties of vegetable Pea viz., Azad Pea-3, Azad Pea-1 and Arkel were advised to be sown.
* To control stem borer in maize crop dusting of 20 kg of 6% granules of lindane/ha was recommended.
* For control of yellow mosaic in urd/mung, spraying of dimethioate 30 EC 1 liter/ha should be made.
________
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Pardalotus quadragintus
Forty-Spotted Pardolote
What is a forty-spotted pardalote?
One of the smallest and rarest birds in Australia, the forty-spotted pardalote belongs to a group known as 'diamond birds' because of their tiny, jewel-like appearance.
Why is it endangered?
The forty-spotted pardalote is only found in Tasmania (endemic) and is classified 'Endangered'. Its distribution is restricted to four locations in eastern Tasmania: Flinders Island, Maria Island, Tinderbox and Bruny Island. The only colonies of more than 100 birds are on Bruny and Maria Islands. The greatest threat to the forty-spotted pardalote is the destruction of its habitat and competition from other species such as noisy mynahs who enter the 'fortyspots' fiercely defended territory. Cats may also take adults and nestlings.
What do they look like?
Measuring about 9 - 10 cm, the body is light olive green with pale yellow around the eye and on the rump. The wings are black with distinctive white dots. There are no head markings. The call is a low pitched 'where..... where..... where..... where'. Other calls it can be confused with are the spotted pardalote which has a higher pitch ed 'me.. me' call and the black-headed honeyeater. They can be seen most often in the upper foliage of white gum where they live and feed, and may be found alone or in small groups. Binoculars are essential to catch a glimpse of these tiny birds and identify them correctly.
Why are white gums important?
Forty-spotted pardalotes live in dry eucalypt forests and woodlands only where white gum (Eucalyptus viminalis) occurs. This tree is the key to the birds survival. They feed on a variety of insects, and also lerps (a protective insect coating) and manna, a sugary secretion produced by the tree in response to insect attack. The birds are called 'foliage gleaners' because of the way they pick the insects from the leaves and branches.
Identifying white gum
White gum is a common species in dry eucalypt forests throughout eastern Tasmania. It has a rough bark collar on the lower trunk with a smooth white and grey streaked surface extending to the branches and canopy. Leaves are slender and usually 10 - 20 cm long. Considered a moderate sized tree it can grow to approximately 50 m in height and 1 - 2 m in diameter.
Depar tment of Primary Industries, Parks, Water and Environment
Other pardalotes
Two other pardalotes also occur throughout Tasmania. Both are common and widespread and are similar in appearance and habit. The spotted pardalote has a spotted head and the striated pardalote has streaked head markings. Both species have vivid yellow throats, rumps and small patches of red. Neither species are considered rare and both are found on mainland Australia.
What's being done?
The Parks and Wildlife Service, with funds from the Australian Nature Conservation Agency, has established a recovery team of representatives. This team manages the habitats and populations of the forty-spotted pardalote — thereby increasing awareness about the threats to the birds and ways we can help save them.
What can 'forty-spots' do for you?
Having a 'forty-spot' colony nearby has its advantages — especially for farmers and gardeners. 'Forty-spots' eat a variety of insects and so are a great natural way to help control pests.
How can you help?
Fortunately we can help save the 'forty-spots'. If you have white gums growing on your property don't cut them down or remove old growth or dead spars — these trees provide food and nest sites for the birds.
Plant white gums on your property to ensure food and homes for the future. A planting program is underway offering information and seedlings to people owning land near the colonies.
Further information
A video on the recovery program which shows rare footage of the bird and chicks is available from the Nature Conservation Branch.
Contact
Biodiversity Conservation Branch: DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
November 2013 © State of Tasmania
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Imperial School
October 2014
Contact info:
306-963-2240
[email protected]
| | Sun | | Mon | | Tue | | Wed | | Thu | | Fri | Sat |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | 1 Day 3 | | 2 Day 4 | | 3 Day 5 | | |
| 5 | | 6 Day 6 | | 7 Day 1 | | 8 Day 2 | | 9 Day 3 | | 10 Day 4 | | |
| 12 | | 13 Thanksgiving | | 14 Day 5 | | 15 Day 6 | | 16 Day 1 | | 17 Picture Day | | |
| 19 | | 20 Collaborative Learning Day | | 21 Day 3 | | 22 Day 4 | | 23 Day 5 | | 24 Day 6 | | |
| 26 | | 27 Day 1 | | 28 Day 2 | | 29 Pumpkin/popcorn sale | | 30 Day 4 | | 31 Day 5 | | |
PRINCIPAL'S REPORT
Welcome back to another school year. Students quickly got back into the groove after a much needed summer holidays. We are bustling with activities. Our first athletic competition was held in Punnichy where Austin VanDamme and Tyson Taylor competed in Sand Green Golf. Congratulations on a great competition. Our junior golfers, Ryan and Jonathan Nelson, competed in Kelvington. Both boys did well. A special congratulations to Jonathan for a third place finish.
We have three boys getting up bright and early to head to Watrous to play six man tackle football. Austin VanDamme, Emmett Scheidt and Colton Moysey. We wish you all the best this season. We also admire you for your dedication to your sport.
Cross Country participation was also very good this year. Students went to Rowan's Ravine for their meet. Great work to all and best of luck to Sarah Joa and Kennedy Lewis who will be moving on to Provincials.
All volleyball teams have been practicing this month as well. We look forward to seeing them in action. As well, the Cougars have been working hard practicing for their first flag football game of the season. Best of luck to all Cougar athletes.
Besides the many sports, the grade 3 and 4s have gone to a thrashing demonstration, the grade 11 and 12s have gone on a biology field trip and the 3-6's have gone to the bird sanctuary. Imperial School really has been keeping busy this month.
A big thank you to all the parents who have already volunteered to drive or send a vehicle. We really appreciate your efforts and participation in the school activities. These activities are only possible because of you.
I would like to welcome Ms. Victoria Danyluk and Mr. Doug Jackson to our school. We hope you are enjoying your time here and we look forward to getting to know both of you better as the year goes on.
We would also like to congratulate Kiana Rieger for winning the Governor General Award and the SCC highest academic average award. We wish her and her classmates all the best.
Classroom Happenings
Kindergarten News
The Best Thing about Kindergarten
By the Kindergarten Class
London Webster: The best thing about kindergarten is playing lego.
Choc Gullacher: The best thing about kindergarten is playing with puppies.
Emma Field: The best thing about kindergarten is learning about letters and doing crafts.
Charlie Sainsbury: The best thing about kindergarten is going out for recess.
Amanda Martens: The best thing about kindergarten is playing x's and o's on the dry erase boards.
Danny Strauss: The best thing about kindergarten is playing with my friends.
Maddy MacLellan: The best thing about kindergarten is colouring.
Gemma deVries: The best thing about kindergarten is doing crafts
Grade 1/2 News
To find out more about what's been going on with the grade one and twos, please visit the grade one, two, three blog at:
http://kidblog.org/MrsKellysComputerClass/
Grade 3 & 4 News
The Best Thing Yet…
by Grade 3/4
Rylan: Math test.
Shayla: Mad Minutes.
Cohen: Hawaiian Day
Preston: Learning handwriting and math number sequences.
J J: Having lockers
Jody: going on two field trips.
Katie: P.E.
Paige: Reading Pioneer Sisters and making log cabins.
Melissa: Playing outside
Kori-Lynn: Everything at school has been fun!
Jamison: P.E.
Daniel: Getting to go on two field trips.
Grade 5 & 6 News
On the afternoon of Friday, September 26th, the grade 3-6 students visited the Last Mountain Lake Wildlife Area and Bird Sanctuary located east of Simpson. Students donned rubber boots and binoculars and set off to explore the area under the expert guidance of Kerry Hecker. Some of their favourite activities were:
- Hiking and bird watching
- Finding cow bones, bird skeletons, feathers, snails, and leaches
- Climbing the observation tower
- Walking in the water and stinky mud
- Looking at the insect displays and rubber poop
- Digging through the seaweed for blood worms
- Dissecting an owl pellet
- Seeing a beaver and muskrat hut
- Walking on the boardwalk
Thank you to all the drivers! Without great parent volunteers these trips wouldn't happen!
- Mrs. Busche
In math we started a T table lesson, and in ELA we're doing these POW WOW posters about different dances. We also started Genius hour on day 5. All of the cross country runners made it to districts. Ryan Nelson went to golf and made it to the second level. In science we're learning about the diversity of living things. In PE we're are doing a lot of Ultimate football. Some people are playing football and volley ball. We had fun in Survivor on Sept 23.
- By Cody Brown
Grade 7 & 8 News
Greetings and salutations parents, students and staff! The first month has been a busy one for the grade 7 and 8 class as not only have we been getting back into the swing of school but also getting used to their new teacher Mr. Jackson.
Some of the things we are working on in the classroom include a weekly kitchen science segment where I demonstrate experiments a person can do using only household goods. We as a class have also invited other grades to sit on with the demonstrations such as the grade 1/ 2's and the grade 9/ 10's. The grade seven's and eights have been really interested in these experiments and are even beginning to find projects for me to try later in the classroom.
In math we are currently working on Fractions using a combination of whiteboard practice, the Jump Math textbook and smart board lessons.
The class is responding well to this and overall has done exceptionally in the first test we had last week.
That's all for this month, see you in October.
- Mr. Jackson
Grade 9 & 10 News
The Grade 9 and 10 class has been very busy this last month. In ELA we have finished Part 1 of The Hunger Games and are working on some fun projects! In social we are learning about the Medici family. In science we have been learning about the many different types of cycles. We have been doing circuit training in gym and have played some football and volleyball. Math has been very exciting. We just finished our first test. We love tests! Theatre class has helped us learn how to work on our presentation skills. We can't wait to perform. The intramural program is up and running. We have begun the year with football. Our class is looking forward to October and all the fun it will bring!
Dahlton Anderson
Grade 11 & 12 News
This month was the first month of school; the kids were super excited to be back after a long summer away from each other. This month the kids went on a field trip to pick an invasive weed called Flowering Rush. The 11/12s did lots of learning in Bio and Physics. We did activities about Canada and Canadianisms in ELA.
- Brayden
SRC Happenings
This year's SRC has been busy discussing ways to make this year a fun, spirit-filled one! During our overtime noon hour meetings, we have made fun new color groups for Survivor –Muppets style. Teams include: Gonzo (blue), Kermit (green), Miss Piggy (Red), and Fozzie Bear (Yellow).
Our school year is going to be scheduled with classic and original spirit days and weeks to keep our school soaring! Unlike the last few years, we also have adopted the "Welcome to the Big End" lunch, which we will host for 7th graders on October 2. We have also launched our first fundraising of the year, the Collections Campaign. Whoever fundraises the most money will win an edible prize of 365 pieces of chocolate! Our goal is to keep the good ideas and spirit flowing this year by remembering our motivational time at SLC, where we learned what it really means to be a leader. Inspiring sessions with Ian Tyson, Phil Boyte, Kevin Brooks and Mark Scharenbroich taught us not to settle as another brick in the wall. If you have any ideas regarding school activities, feel free to talk to one of your class representatives or an executive, as we appreciate your input.
In motion
Nothing to report at this time
School Sports
Cross Country Report
The Cross Country Team travelled to Rowan's Ravine for districts on Thursday, September 25. It was a beautiful, hot, sunny day for our seventeen runners. This year's cross country team included Jensen Kelly, Rylee Van Damme, Harrison Mooney, Tyson Webster, Kayden Freeman, Jake Martens, Ricky Martens, Jordan Kerr, Jacelyn Kelly, Mackenzie Van Damme, Maguire Scheidt, Jenna Joa, Lexie Nelson, Robert Hugg, Dahlton Anderson, Sarah Joa and Kennedy Lewis. The team placed 10th out of twenty-nine schools. Congratulations to all the runners for all their efforts this season! Special recognition goes to the runners who placed in the top ten of their categories. Ricky and Jake placed 8th and 9th in the WeePee boys category, Maguire placed 10th in PeeWee boys, Jenna placed 3rd in Bantam girls, Sarah placed 6th in Junior girls and Kennedy placed 10th in Senior girls. Good luck to Sarah and Kennedy who travel to provincial cross country at Duck Mountain Provincial Park near Kamsack on Saturday, October 4!
Junior Boys Volleyball Report
This year's junior boys' volleyball team includes Cody Chamberlain Brown, Kayden Freeman, Jake and Ricky Martens, Trevor Mooney, Ryan and Jonathan Nelson, Brighton Hugg, Maguire Scheidt, and Brayden Taylor. The boys have been busy practicing and have their first game this Wednesday, October 1 at 4:00pm, here in Imperial.
Community News/Upcoming Events
Long Lake Valley Integrated Facility provided the Saskatchewan Safety Council Babysitting course. Nine Students successfully completed the course and are now prepared to provide babysitting services under these guidelines.
Congratulations are extended to the following students:
Jacelyn Kelly, MacKenzie VanDamme, Maguire Scheidt, Brayden Taylor, Cody Chamberlain-Brown, Trevor Mooney, Kayden Freeman, Ricky Martens, Jake Martens
- Mrs. Karen Abrey
The Grade 5-6 class will be having their annual Pumpkin and Popcorn sale 0n October 29th. Unfortunately, the pumpkin crop was poorer than average, so if anyone has extra pumpkins that could be donated to the school, we would gladly take them. Please contact Diane Busche 963-2240. Thanks!
- Mrs. Busche
On Monday, October 20 from 5:00-7:00 pm please come to "Messy Church" at St. Andrew's United Church, Imperial. This is for ALL
AGES: children, youth, grandparents, and parents. There will be games, crafts, stories, and a shared meal. For more information, please call Kathleen at 306-963-7663
- Kathleen James-Cavan
(Student minister at St. Andrew's United Church, Imperial)
October 17- Picture Day
October 21, 22, 23- Imperial Library Used Book Sale
December 3-5- Dessert Theatre- The Sound of Music
Sat, October 25-Fundraiser Dance for the Imperial Sabre hockey team
9:00 pm- live band. Dig up a costume and have some fun!
Imperial School gratefully wishes to express their thanks to Supt. Mills and Cst. Desfosses for their generous donation of weight lifting equipment. Our program is possible because of your help.
Thank you!!
Thank you to Dahlton Anderson for looking after the Breakfast for Learning program.
He has been stocking the fridge on a regular basis.
Parents,
If you have school related issues that you feel necessary to discuss with teachers. Feel free to contact them @ 306-963-2240 between 8:304:00. We welcome open communication and look forward to hearing from you. Feel free to leave a message after these hours and a staff member will happily return your call.
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Remark:Please circle the option you require each day!
| | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| | 3/6 | 3/7 | 3/8 | 3/9 | 3/10 |
| Soup | Hot & sour soup | Carrot soup | Seaweed soup | Corn soup | Tomato soup |
| Option A | Korean style spicy stir-fried chicken Kelp, Rice | Kung Bao Chicken Cabbage, Rice | Sauteed shredded pork with sweet bean sauce Green vegetables, Rice | Stir-fried fish with corn Spinach, Rice | Hungarian pork Cauliflower, Rice |
| Option B | Baked pasta with salami Broccoli | Beef Quesadilla Celery, Rice | Chicken burger Corn, Chips | Shanghai style fried pork steak Carrot, Rice | Orange honey roasted duck Zucchini, Boiled potato |
| Dessert | Swiss roll | Ice cream | Cup cake | K.S.L. cake | Golden Sponge Cake |
| | 3/13 | 3/14 | 3/15 | 3/16 | 3/17 |
| Soup | Tofu soup | Onion soup | Meatball Chinese cabbage soup | Pumpkin soup | Seaweed soup |
| Option A | Anton stewed chicken Kelp, Rice | Braise pork steak with tomato Celery, Rice | Fried rice with preserved pork Spinach | Stir-fried duck with satay sauce Green vegetables, Rice | Steamed egg with fish Cauliflower, Rice |
| Option B | Baked toast with bacon & Mushroom Corn | Western style pancakes Zucchini, Roast potato | Honey-stewed BBQ pork | Fried pork fillet with sesame Pumpkin, Cream potato | Pasta with bacon Broccoli |
| | | | Broccoli, Rice | | |
| Dessert | K.S.L. cake | Swiss roll | Ice cream | Golden Sponge Cake | Cup cake |
| | 3/20 | 3/21 | 3/22 | 3/23 | 3/24 |
| Soup | Wax gourd soup | Mushroom soup | Tomato soup | Carrot soup | Cabbage soup |
| Option A | Saut'eed pork with mushroom Green vegetables, Rice | Steamed tofu with minced pork Spinach, Rice | Chicken meatball with shii-take Chinese cabbage, Rice | French crispy fried duck Cauliflower, Rice | Korean Omurice Kelp |
| Option B | Roasted chicken drumsticks with rosemary Celery, Rice | Pan-fried fish patty with vegetables Carrot, Rice | Curry pork Zucchini, Potato lyonnaise | Thai style stir-fried rice noodle Broccoli | Chicken steak with teriyaki sauce Corn, Jacket potato |
| Dessert | Golden Sponge Cake | K.S.L. cake | Swiss roll | Ice cream | Cup cake |
| | 3/27 | 3/28 | 3/29 | 3/30 | 3/31 |
| Soup | Seaweed soup | Pumpkin soup | Queen Victoria's Brown Windsor Soup | Corn soup | Tomato soup |
| Option A | Braised pork with radish Bean sprouts, Rice | Scrambled eggs with bacon & potato Green vegetables, Rice | Parslied mushroon patties | Stewed chicken with tomato&mushroom Spinach, Rice | Japanese style chicken fillet Cauliflower, Rice |
| | | | Celery, Rice | | |
| Option B | Pan-fried chicken with lemon juice Corn, Mashed potato | Pork bolognaise,spaghetti Carrot | British fish with green peas puree | Roasted pork with black pepper Pumpkin, Rice | Cheese Pizza Zucchini |
| | | | Broccoli, Chips | | |
| Dessert | Swiss roll | Golden Sponge Cake | Cup cake | Ice cream | K.S.L. cake |
Nutritional reading over the whole month: Red Meat 12%
Fish 5%
Vegetables 45 %
White Meat 11%
Starch 27% Deep Fried 5 %
EY2 & EY3 & EY4 :
Dessert, fruit and drink are served at 10:30am in the classroom.
Please Indicate if you require bread, soup, salad everyday
KG and above:
Choice of a drink (Juice or water, milk, yogurt), dessert
Free Flow of Bread and Salad included
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Ages of Famous Personalities
Name________________________________
Algebra 1 Level
Supplies: Graphing Calculator, PowerPoint presentation
Task: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
| 20 | |
1. Using your graphing calculator, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Sketch the scatter plot on the grid at the right. Be sure to label your axes and scale.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
Points: ( , ) & ( , ) Slope: __________
Equation:____________________________________
3. Using your graphing calculator, find the linear regression equation, the calculator’s line of best fit, for your data. _____________________________________________
4. What is the correlation coefficient? ___________ What does it tell you about the fit of the calculator’s linear regression?
5. What is an appropriate domain for graphing age data in general? _______________________
6. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?___________________________________________________________
7. Did you, in general, overestimate or underestimate the ages? ____________________________
8. a. What percent of your estimated ages were correct?__________________________________
b. What percent of your estimated ages were above the actual ages?______________________
9. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon the calculator’s model equation? ______________________________________________
10. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon the calculator’s model equation?____________________________________________
11. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon the calculator’s model equation?___________________________________________
12. a. What is your age? __________
b. Based upon the calculator’s model equation, what is your estimated age? _____________
13. a. Which personality had the greatest difference between the estimated age and the actual age?
___________________________________________________________________________
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? ________________________________________________________
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CH301H – Principles of Chemistry I: Honors
Fall 2013, Unique 52195
Homework, Week 7
1. Using the Bohr model of the atom, determine the ionization energy of the last electron of the first 5 elements in the period table. Compare this to the IE's tabulated in your book. Explain any similarities or differences
2. It is known that the lifetime of the n = 4 state of hydrogen is approximately 10 -10 s before it decays to the n = 2 state.
a) What is the uncertainty in the energy that corresponds to this value?
b) What is the corresponding uncertainty in the frequency and wavelength of the photon?
c) Comment on how large these uncertainties are compared to the energy difference between the two states predicted by the Bohr model.
d) In your book (and in problem 4 on HW 6), the emission spectrum of the n = 4 à 2 transition is shown as a sharp line. What does your answer to part c) indicate about what the emission spectrum actually looks like?
3. The wavefunction for a particle-in-a-box is:
What is the probability that the particle will lie between x = 0 and x = L/4 if the particle is in its n = 2 state?
4. In words, describe the physical significance of ψ 2 = 0.
5. The motion of an electron in a C=C double bond, with length 1.34 Å, can be estimated as a particle-in-a-1D-box.
a) Determine the energy of the electron in its three lowest allowed states.
b) Determine the wavelength of light necessary to excite the electron from its ground to first excited state.
6. It has been suggested that spacecraft could be powered by the pressure exerted by sunlight striking a sail. The force exerted on a surface is the momentum p transferred to the surface per second. Assume that photons of 6000 Å light strike a solar sail perpendicular to the surface. How many must be reflected per second by 1 cm 2 of surface to produce a pressure of 10 -6 atm?
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Scrappy Four-Patch Quilt, Older Child
This kit includes twelve 8 ½" blocks and forty-eight 4 ½" blocks of assorted fabric, and five strips of border fabric. Backing fabric may also be included.
Small Blocks – fabric scraps, at least 4½ “square, cut 48 – 4½” squares Large Blocks – fabric scraps at least 8½” square, or, at least ¾ yard of fabric. Cut scraps or yardage into 8½” x 8½” squares. Scraps can be used, or the yardage can be used [which gives a not so scrappy look]
Border – ⅔ yard fabric, cut into five – 4½” strips
Backing – 1⅔ yards fabric
Batting – 42” x 58”
Using a ¼ " seam allowance throughout, sew two 4½" squares ogether into a unit and then sew two units together into a 4-patch square Using a ¼" seam allowance for construction, sew two – 4½" squares together into a unit and then sew two units together into a 4-patch square as shown [figure 1]. Make twelve 4-patch squares.
as shown (fig. 1). Make twelve 4patch squares. Suggestion: Lay the squares out before sewing to get a pleasing arrangement.
(Suggestion: Lay the squares a parrangement.) Sew into rows of four squares by alternating an 8½" square and a 4-patch square [figure 2]. You should have six rows.
Sew into rows of four squares Sew the rows together alternating Sew the rows together, alternating rows that start with an 8½" square with rows that start with a 4-patch square to form the quilt top.
rows that start with an 8½" square with rows that start with a 4-patch square to form the quilt top shown. Cut one border strip in half and sew each half end-to-end to another Cut 1 border strip in half and sew each half end-to-end to another border strip to make 2 long strips. Sew the border strips to the quilt following the diagram. Add the side borders first, press seams and trim. Next, add the top and bottom borders, press and trim.
border strip to make two long strips This blanket can be finished using the traditional method, which uses a binding, or the 'envelope' method, which uses no binding. Quilt or tie at least every 3 ½ to 4 inches. Quilting in the ditch looks nice and reinforces the blanket. Quilting ½" around the outside edges gives a more finished look when using the 'envelope' method.
Finished size is approximately 40" x 56"
4-patch square
Figure 1
should each measure
8½" x 8½"
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Between Multi-Level Systems of Support and English Learners
A MULTI-LEVEL SYSTEM OF SUPPORT [Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS)] is the practice of systematically providing differing levels of supports based on student need. Wisconsin's vision of a multi-level system of support consists of four essential elements: HIGH QUALITY INSTRUCTION, BALANCED ASSESSMENT, COLLABORATION, and CULTURALLY RESPONSIVE PRACTICES.
ENGLISH LEARNERS are an increasingly diverse group, representing numerous countries, cultures, and languages. They come from all socioeconomic levels and with varied educational experiences and backgrounds. A multi-level system of support helps address the complex needs of students who are in the process of developing another language (English). At the same time, the system validates, affi rms, builds upon, and bridges to the students' fi rst language, cultural strengths, intellectual capabilities, and prior accomplishments.
A multi-level system of support provides English learners with:
* A focus on culturally competent teaching to ensure strong academic literacy and English language development for long-term student achievement
* A commitment to district-wide and school-wide inclusive practices
* A research-validated framework for a comprehensive education that benefi ts ALL students
* Strengths-based thinking and culturally competent solutions
Connecting English Learners to Balanced Assessment
* Use valid and reliable measures aligned with state and local standards, including English Language Standards
* Tie in the language acquisition stages and students' cultural backgrounds
* Implement strategic assessment practices to measure students' academic content, language knowledge, and skills
* Provide grade-level appropriate assessments and allow for equitable alternatives when necessary
Connecting English Learners to Collaboration
* Involve educators, family, and community when making critical decisions about instruction and practices
* Team up with colleagues to plan and deliver instruction that integrates language and content
* Provide collaborative, authentic opportunities to learn by addressing specifi c language and/or cultural barriers
Connecting English Learners to Culturally Responsive Practices
* Believe that English learners can and will learn at high levels
* Understand we all have unique identities
* Create authentic, relevant learning experiences that validate and affi rm students' culture and language
* Build a sense of belonging that honors English learners' racial and ethnic identities
Connecting English Learners to High Quality Instruction
* Make content understandable by leveraging students' fi rst language, cultural assets, and prior knowledge
* Use instructional practices designed to integrate conceptual understanding and language competence
* Align learning and supports to college and career readiness
* Take profi ciency level(s) and prior schooling experiences into account when designing instruction
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FORBIDDEN GOSPELS AND EPISTLES VOLUME 4 - NICODEMUS
ARCHBISHOP WAKE ∗
THE GOSPEL OF NICODEMUS, FORMERLY CALLED THE ACTS OF PONTIUS PILATE.
The Gospel of NICODEMUS, the disciple, concerning the Sufferings and Resurrection of our Master and Saviour, JESUS CHRIST.
CHAPTER I.
1 Christ accused to Pilate by the Jews of healing on the Sabbath.
9 Summoned before Pilate by a messenger who does him honour.
20 Worshipped by the standards bowing down to him.
ANNAS and Caiphas, and Summas, and Datam, Gamaliel, Judas, Levi, Nepthalim, Alexander, Cyrus, and other Jews, went to Pilate about Jesus, accusing him with many bad crimes.
2 And said, We are assured that Jesus is the son of Joseph, the carpenter, and born of Mary, and that he declares himself the Son of God, and a king; and not only so, but attempts the dissolution of the Sabbath, and the laws of our fathers.
3 Pilate replied, What is it which he declares? and what is it
∗
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which he attempts dissolving?
4 The Jews told him, We have a law which forbids doing cures on the Sabbath day; but he cures both the lame and the deaf, those afflicted with the palsy, the blind, the lepers, and demoniacs, on that day, by wicked methods.
5 Pilate replied, How can he do this by wicked methods? They answered He is a conjurer, and casts out devils by the prince of the devils; and so all things, become subject to him.
6 Then said Pilate, Casting out devils seems not to be the work of an unclean spirit, but to proceed from the power of God.
7 The Jews replied to Pilate, We entreat your highness to summon him to appear before your tribunal, and hear him yourself.
8 Then Pilate called a messenger, and said to him, By what means will Christ be brought hither?
9 Then went the messenger forth, and knowing Christ, worshipped him; and having spread the cloak which he had in his hand upon the ground, he said, Lord, walk upon this, and go in, for the governor calls thee.
10 When the Jews perceived what the messenger had done, they exclaimed (against him) to Pilate, and said, Why did you not give him his summons by a beadle, and not by a messenger?–For the messenger, when he saw him, worshipped him, and spread the cloak which he had in his hand upon the ground before him, and said to him, Lord, the governor
calls thee.
11 Then Pilate called the messenger, and said, Why hast thou done thus?
12 The messenger replied, When thou sentest me from Jerusalem to Alexander, I saw Jesus sitting in a mean figure upon a she-ass, and the children of the Hebrews cried out, Hosannah, holding boughs of trees in their hands.
13 Others spread their garments in the way, and said, Save us, thou who art in heaven; blessed is he who cometh in the name of the Lord.
14 Then the Jews cried out, against the messenger, and said, The children of the Hebrews made their acclamations in the Hebrew language; and how couldst thou, who art a Greek, understand the Hebrew?
15 The messenger answered them and said, I asked one of the Jews and said, What is this which the children do cry out in the Hebrew language?
16 And he explained it to me, saying, they cry out, Hosannah, which being interpreted, is, O Lord, save me; or, O Lord, save.
17 Pilate then said to them, Why do you yourselves testify to the words spoken by the children, namely, by your silence? In what has the messenger done amiss? And they were silent.
18 Then the governor said unto the messenger, Go forth and endeavour by any means to bring him in.
19 But the messenger went forth and did as before; and said, Lord come in, for the governor calleth thee.
20 And as Jesus was going in by the ensigns, who carried the standards, the tops of them bowed down and worshipped Jesus.
21 Whereupon the Jews exclaimed more vehemently against the ensigns.
22 But Pilate said to the Jews, I know it is not pleasing to you that the tops of the standards did of themselves bow and worship Jesus; but why do ye exclaim against the ensigns, as if they had bowed and worshipped?
23 They replied to Pilate, We saw the ensigns themselves bowing and worshipping Jesus.
24 Then the governor called the ensigns, and said unto them, Why did you do thus?
25 The ensigns said to Pilate, We are all Pagans and worship the gods in temples; and how should we think anything about worshipping him? We only held the standards in our hands, and they bowed themselves and worshipped him.
26 Then said Pilate to the rulers of the synagogue, Do ye yourselves choose some strong men, and let them hold the standards, and we shall see whether they will then bend of themselves.
27 So the elders of the Jews sought out twelve of the most strong and able old men, and made them hold the standards, and they stood in the presence of the governor.
28 Then Pilate said to the messenger, Take Jesus out, and by some means bring him in again. And Jesus and the messenger went out of the hall.
29 And Pilate called the ensigns who before had borne the standards, and swore to them, that if they had not borne the standards in that manner when Jesus before entered in, he would cut off their heads.
30 Then the governor commanded Jesus to come in again.
31 And the messenger did as he had done before, and very much entreated Jesus that he would go upon his cloak, and walk on it; and he did walk upon it, and went in.
32 And when Jesus went in, the standards bowed themselves as before, and worshipped him.
CHAPTER II.
2 Is comppassionated by Pilate's wife,
7 charged with being born in fornication.
12 Testimony to the betrothing of his parents.
15 Hatred of the Jews to him.
NOW when Pilate saw this, he was afraid, and was about to rise from his seat.
2 But while he thought to rise, his own wife who stood at a distance, sent to him, saying, Have thou nothing to do with that just man; for I have suffered much
concerning him in a vision this night.
3 When the Jews heard this they said to Pilate, Did we not say unto thee, He is a conjuror? Behold, he hath caused thy wife to dream.
4 Pilate then calling Jesus, said, thou hast heard what they testify against thee, and makest no answer?
5 Jesus replied, If they had not a power of speaking, they could not have spoke; but because every one has the command of his own tongue, to speak both good and bad, let him look to it.
6 But the elders of the Jews answered, and said to Jesus, What shall we look to?
7 In the first place, we know this concerning thee, that thou wast born through fornication; secondly, that upon the account of thy birth the infants were slain in Bethlehem; thirdly, that thy father and mother Mary fled into Egypt, because they could not trust their own people.
8 Some of the Jews who stood by spake more favourably, We cannot say that he was born through fornication; but we know that his mother Mary was betrothed to Joseph, and so he was not born through fornication.
9 Then said Pilate to the Jews who affirmed him to be born through fornication, This your account is not true, seeing there was a betrothment, as they testify who are of your own nation.
10 Annas and Caiphas spake to Pilate, All this multitude of people is to be regarded, who cry out, that he was born through fornication, and is a conjurer; but they who deny him to be born through fornication, are his proselytes and disciples.
11 Pilate answered Annas and Caiphas, Who are the proselytes? They answered, They are those who are the children of Pagans, and are not become Jews, but followers of him.
12 Then replied Eleazer, and Asterius, and Antonius, and James, Caras and Samuel, Isaac and Phinees, Crispus and Agrippa, Annas and Judas, We are not proselytes, but children of Jews, and speak the truth, and were present when Mary was betrothed.
13 Then Pilate addressing himself to the twelve men who spake this, said to them, I conjure you by the life of Caesar, that ye faithfully declare whether he was born through fornication, and those things be true which ye have related.
14 They answered Pilate, We have a law whereby we are forbid to swear, it being a sin: Let them swear by the life of Caesar that it is not as we have said, and we will be contented to be put to death.
15 Then said Annas and Caiphas to Pilate, Those twelve men will not believe that we know him to be basely born, and to be a conjurer, although he pretends that he is the Son of God, and a king: which we are so far from believing, that we tremble to hear.
16 Then Pilate commanded every one to go out except the twelve men who said he was not born through fornication, and
Jesus to withdraw to a distance, and said to them, Why have the Jews a mind to kill Jesus?
17 They answered him, They are angry because he wrought cures on the sabbath day. Pilate said, Will they kill him for a good work? They say unto him, Yes, Sir.
CHAPTER III.
1 Is exonerated by Pilate.
11 Disputes with Pilate concerning truth.
THEN Pilate, filled with anger, went out of the hall, and said to the Jews, I call the whole world to witness that I find no fault in that man.
2 The Jews replied to Pilate, If he had not been a wicked person, we had not brought him before thee.
3 Pilate said to them, Do ye take him and try him by your law.
4 Then the Jews said, It is not lawful for us to put any one to death.
5 Pilate said to the Jews, The command, therefore, thou shalt not kill, belongs to you, but not to me.
6 And he went again into the hall, and called Jesus by himself, and said to him, Art thou the king of the Jews?
7 And Jesus answering, said
to Pilate, Dost thou speak this of thyself, or did the Jews tell
it thee concerning me?
8 Pilate answering, said to Jesus, Am I a Jew? The whole nation and rulers of the Jews have delivered thee up to me. What hast thou done?
9 Jesus answering, said, My kingdom is not of this world: if my kingdom were of this world, then would my servants fight, and I should not have been delivered to the Jews: but now my kingdom is not from hence.
10 Pilate said, Art thou a king then? Jesus answered, Thou sayest that I am a king: to this end was I born, and for this end came I into the world; and for this purpose I came, that I should bear witness to the truth; and every one who is of the truth, heareth my voice.
11 Pilate saith to him, What is truth?
12 Jesus said, Truth is from heaven.
13 Pilate said, Therefore truth is not on earth.
14 Jesus saith to Pilate, Believe that truth is on earth among those, who when they have the power of judgment, are governed by truth, and form right judgment.
CHAPTER IV.
1 Pilate finds no fault in Jesus. 16 The Jews demand his crucifixion.
THEN Pilate left Jesus in the hall, and went out to the Jews, and said, I find not any one fault in Jesus.
2 The Jews say unto him, But he said, I can destroy the temple of God, and in three days build it up again.
3 Pilate saith to them, What sort of temple is that of which he speaketh?
4 The Jews say unto him, That which Solomon was forty-six years in building, he said he would destroy, and in three days build up.
5 Pilate said to them again, I am innocent from the blood of that man! do ye look to it.
6 The Jews say to him, His blood be upon us and our children. Then Pilate calling together the elders and scribes, priests and Levites, saith to them privately, Do not act thus; I have found nothing in your charge (against him) concerning his curing sick persons, and breaking the sabbath, worthy of death.
7 The priests and Levites replied to Pilate, By the life of Caesar, if any one be a blasphemer, he is worthy of death; but this man hath blasphemed against the Lord.
8 Then the governor again commanded the Jews to depart out of the hall; and calling Jesus, said to him, What shall I do with thee?
9 Jesus answered him, Do according as it is written.
10 Pilate said to him, How is it
written?
11 Jesus saith to him, Moses and the prophets have prophesied concerning my suffering and resurrection.
12 The Jews hearing this, were provoked, and said to Pilate, Why wilt thou any longer hear the blasphemy of that man?
13 Pilate saith to them, If these words seem to you blasphemy, do ye take him, bring him to your court, and try him according to your law.
14 The Jews reply to Pilate, Our law saith, he shall be obliged to receive nine and thirty stripes, but if after this manner he shall blaspheme against the Lord, he shall be stoned.
15 Pilate saith unto them, If that speech of his was blasphemy, do ye try him according to your law.
16 The Jews say to Pilate, Our law command us not to put any one to death. We desire that he may be crucified, because he deserves the death of the cross.
17 Pilate saith to them, It is not fit he should be crucified: let him be only whipped and sent away.
18 But when the governor looked upon the people that were present and the Jews, he saw many of the Jews in tears, and said to the chief priests of the Jews, All the people do not desire his death.
19 The elders of the Jews answered to Pilate, We and all the people came hither for this very purpose,
that he should die.
20 Pilate saith to them, Why should he die?
21 They said to him, Because he declares himself to be the Son of God and a King.
CHAP. V.
1 Nicodemus speaks in defence of Christ, and relates his miracles.
12 Another Jew,
26 with Veronica,
34 Centurio, and others, testify of other miracles.
BUT Nicodemus, a certain Jew, stood before the governor, and said, I entreat thee, O righteous judge, that thou wouldst favour me with the liberty of speaking a few words.
2 Pilate said to him, Speak on.
3 Nicodemus said, I spake to the elders of the Jews, and the scribes, and priests and Levites, and all the multitude of the Jews, in their assembly; What is it ye would do with this man?
4 He is a man who hath wrought many useful and glorious miracles, such as no man on earth ever wrought before, nor will ever work. Let him go, and do him no harm; if he cometh from God, his miracles, (his miraculous cures) will continue; but if from men, they will come to nought.
5 Thus Moses, when he was sent by God into Egypt, wrought the miracles which God commanded him, before Pharaoh king of Egypt; and though the magicians of that country, Jannes and Jambres,
wrought by their magic the same miracles which Moses did, yet they could not work all which he did;
6 And the miracles which the magicians wrought, were not of God, as ye know, O Scribes and Pharisees; but they who wrought them perished, and all who believed them.
7 And now let this man go; because the very miracles for which ye accuse him, are from God; and he is not worthy of death.
8 The Jews then said to Nicodemus, Art thou become his disciple, and making speeches in his favour?
9 Nicodemus said to them, Is the governor become his disciple also, and does he make speeches for him? Did not Caesar place him in that high post?
10 When the Jews heard this they trembled, and gnashed their teeth at Nicodemus, and said to him, Mayest thou receive his doctrine for truth, and have thy lot with Christ!
11 Nicodemus replied, Amen; I will receive his doctrine, and my lot with him, as ye have said.
12 Then another certain Jew rose up, and desired leave of the governor to hear him a few words.
13 And the governor said, Speak, what thou hast a mind.
14 And he said, I lay for thirtyeight years by the sheep-pool at Jerusalem, labouring under a great infirmity, and waiting for a cure which should be wrought by the
coming of an angel, who at a certain time troubled the water: and whosoever first after the troubling of the water stepped in, was made whole of whatsoever disease he had.
15 And when Jesus saw me languishing there, he said to me, Wilt thou be made whole? And I answered, Sir, I have no man, when the water is troubled, to put me into the pool.
16 And he said unto me, Rise, take up thy bed and walk. And I was immediately made whole, and took up my bed and walked.
17 The Jews then said to Pilate, Our Lord Governor, pray ask him what day it was on which he was cured of his infirmity.
18 The infirm person replied, It was on the sabbath.
19 The Jews said to Pilate, Did we not say that he wrought his cures on the sabbath, and cast out devils by the prince of devils?
20 Then another certain Jew came forth, and said, I was blind, could hear sounds, but could not see any one; and as Jesus was going along, I heard the multitude passing by, and I asked what was there?
21 They told me that Jesus was passing by: then I cried out, saying, Jesus, Son of David, have mercy on me. And he stood still, and commanded that I should be brought to him, and said to me, What wilt thou?
22 I said, Lord, that I may receive my sight.
23 He said to me, Receive thy sight: and presently I saw, and followed him, rejoicing and giving thanks,
24 Another Jew also came forth, and said, I was a leper, and he cured me by his word only, saying, I will, be thou clean; and presently I was cleansed from my leprosy.
25 And another Jew came forth, and said I was crooked, and he made me straight by his word.
26 And a certain woman named Veronica, said, I was afflicted with an issue of blood twelve years, and I touched the hem of his garment, and presently the issue of blood stopped.
27 The Jews then said, We have a law, that a woman shall not be allowed as an evidence.
28 And, after other things, another Jew said, I saw Jesus invited to a wedding with his disciples, and there was a want of wine in Cana of Galilee;
29 And when the wine was all drank, he commanded the servants that they should fill six pots which were there with water, and they filled them up to the brim, and he blessed them and turned the water into wine, and all the people drank, being surprised at this miracle,
30 And another Jew stood forth, and said, I saw Jesus teaching in the synagogue at Capernaum; and there was in the synagogue a certain man who had a devil; and he cried out, saying, let me alone; what have we to do with thee, Jesus of Nazareth? Art thou come to destroy us?
I know that thou art the Holy One of God.
31 And Jesus rebuked him, saying, Hold thy peace, unclean spirit, and come out of the man; and presently he came out of him, and did not at all hurt him.
32 The following things were also said by a Pharisee: I saw that a great company came to Jesus from Galilee and Judea, and the sea-cost, and many countries about Jordan; and many infirm persons came to him, and he healed them all.
33 And I heard the unclean spirits crying out, and saying, Thou art the Son of God. And Jesus strictly charged them, that they should not make him known.
34 After this another person, whose name was Centurio, said, I saw Jesus in Capernaum, and I entreated him, saying, Lord, my servant lieth at home sick of the palsy.
35 And Jesus said to me, I will come and cure him.
36 But I said, Lord, I am not worthy that thou shouldst come under my roof; but only speak the word, and my servant shall be healed.
37 And Jesus said unto me, Go thy way; and as thou hast believed so be it done unto thee. And my servant was healed from that same hour.
38 Then a certain nobleman said, I had a son in Capernaum, who lay at the point of death; and when I heard that Jesus was come
into Galilee, I went and besought him that he would come down to my house, and heal my son, for he was at the point of death.
39 He said to me, Go thy way, thy son liveth.
40 And my son was cured from that hour.
41 Besides these, also many others of the Jews, both men and Women, cried out and said, He is truly the Son of God, who cures all diseases only by his word, and to whom the devils are altogether subject.
42 Some of them farther said, This power can proceed from none but God.
43 Pilate said to the Jews, Why are not the devils subject to your doctors?
44 Some of them said, The power of subjecting devils cannot proceed but from God.
45 But others said to Pilate, That he had raised Lazarus from the dead, after he had been four days in his grave.
46 The governor hearing this, trembling, said to the multitude of the Jews, What will it profit you to shed innocent blood?
CHAPTER VI.
1 Pilate dismayed by the turbulence of the Jews, 5 who demand Barabbas to be released, and Christ to be crucified.
9 Pilate warmly expostulates with them,
20 washes his hands of Christ's blood,
23 and sentences him to be whipped and crucified.
THEN Pilate having called together Nicodemus, and the fifteen men who said that Jesus was not born through fornication, said to them, What shall I do, seeing there is like to be a tumult among the people.
2 They say unto him, We know not; let them look to it who raise the tumult.
3 Pilate then called the multitude again, and said to them, Ye know that ye have a custom, that I should release to you one prisoner at the feast of the passover:
4 I have a noted prisoner, a murderer, who is called Barabbas, and Jesus who is called Christ, in whom I find nothing that deserves death; which of them, therefore, have you a mind that I should release to you?
5 They all cry out, and say, Release to us Barabbas.
6 Pilate saith to them, What then shall I do with Jesus who is called Christ?
7 They all answer, Let him be crucified.
8 Again they cry out and say to Pilate, You are not the friend of Caesar, if you release this man; for he hath declared that he is the Son of God, and a king. But are you inclined that he should be king, and not Caesar?
9 Then Pilate filled with anger said to them, Your nation hath
always been seditious, and you are always against those who have been serviceable to you.
10 The Jews replied, Who are those who have been serviceable to us?
11 Pilate answered them, Your God who delivered you from the hard bondage of the Egyptians, and brought you over the Red Sea as though it had been dry land, and fed you in the wilderness with manna and the flesh of quails, and brought water out of the rock, and gave you a law from heaven.
12 Ye provoked him all ways, and desired for yourselves a molten calf, and worshipped it, and sacrificed to it, and said, These are thy Gods, O Israel, which brought thee out of the land of Egypt:
13 On account of which your God was inclined to destroy you; but Moses interceded for you, and your God heard him, and forgave your iniquity.
14 Afterwards ye were enraged against, and would have killed your prophets, Moses and Aaron, when they fled to the tabernacle, and ye were always murmuring against God and his prophets.
15 And arising from his judgment seat, he would have gone out; but the Jews all cried out, We acknowledge Caesar to be king, and not Jesus;
16 Whereas this person, as soon as he was born, the wise men came and offered gifts unto him; which when Herod heard, he was exceedingly troubled, and would have killed him:
17 When his father knew this, he fled with him and his mother Mary into Egypt. Herod, when he heard he was born, would have slain him; and accordingly sent and slew all the children which were in Bethlehem, and in all the coasts thereof, from two years old and under.
18 When Pilate heard this account, he was afraid; and commanding silence among the people, who made a noise, he said to Jesus, Art thou therefore a king?
19 All the Jews replied to Pilate, he is the very person whom Herod sought to have slain.
20 Then Pilate taking water, washed his hands before the people and said, I am innocent of the blood of this just person; look ye to it.
21 The Jews answered and said, His blood be upon us and our children.
22 Then Pilate commanded Jesus to be brought before him, and spake to him in the following words;
23 Thy own nation hath charged thee as making thyself a king; wherefore I, Pilate, sentence thee to be whipped according to the laws of former governors; and that thou be first bound, then hanged upon a cross in that place where thou art now a prisoner; and also two criminals with thee, whose names are Dimas and Gestas.
CHAP. VII.
1 Manner of Christ's crucifixion
with the two thieves.
THEN Jesus went out of the hall, and the two thieves with him.
2 And when they came to the place which is called Golgotha, they stript him of his raiment, and girt him about with a linen cloth, and put a crown of thorns upon his head, and put a reed in his hand.
3 And in like manner did they to the two thieves who were crucified with him, Dimas on his right hand and Gestas on his left.
4 But Jesus said, My Father, forgive them, For they know not what they do.
5 And they divided his garments, and upon his vesture they cast lots.
6 The people in the mean time stood by, and the chief priests and elders of the Jews mocked him, saying, He saved others, let him now save himself if he can; if he be the son of God, let him now come down from the cross.
7 The soldiers also mocked him, and taking vinegar and gall, offered it to him to drink, and said to him, If thou art king of the Jews, deliver thyself.
8 Then Longinus, a certain soldier, taking a spear,' pierced his side, and presently there came forth blood and water.
9 And Pilate wrote the title upon the cross in Hebrew, Latin, and Greek letters, viz., THIS IS THE KING OF THE JEWS.
10 But one of the two thieves who were crucified with Jesus, whose name was Gestas, said to Jesus, If thou art the Christ, deliver thyself and us.
11 But the thief who was crucified on his right hand, whose name was Dimas, answering, rebuked him, and said, Dost not thou fear God, who art condemned to this punishment? We indeed receive rightly and justly the demerit of our actions; but this Jesus, what evil hath he done.
12 After this, groaning, he said to Jesus, Lord, remember me when thou comest into thy kingdom.
13 Jesus answering, said to him, Verily I say unto thee, that this day thou shalt be with me in Paradise.
CHAPTER VIII.
1 Miraculous appearance at his death. 10 The Jews say the eclipse was natural. 12 Joseph of Arimathcea embalms Christ's
body and buries it.
AND it was about the sixth hour, and darkness was upon the face of the whole earth until the ninth hour.
2 And while the sun was eclipsed, behold the veil of the temple was rent from the top, to the bottom; and the rocks also were rent, and the graves opened, and many bodies of saints, which slept, arose.
3 And about the ninth hour Jesus cried out with a loud voice,
Eli, Eli, lama sabacthani? which being interpreted is, My God, My God, why hast thou forsaken me?
4 And after these things, Jesus said, Father, into thy hands I commend my spirit; and having said this, he gave up the ghost.
5 But when the centurion saw that Jesus thus crying out gave up the ghost, he glorified God, and said, Of a truth this was a just man.
6 And all the people who stood by, were exceedingly troubled at the sight; and reflecting upon what had passed, smote upon their breasts, and then returned to the city of Jerusalem.
7 The centurion went to the governor, and related to him all that had passed:
8 And when he had heard all these things, he was exceedingly sorrowful;
9 And calling the Jews together, said to them, Have ye seen the miracle of the sun's eclipse, and the other things which came to pass, while Jesus was dying?
10 Which when the Jews heard, they answered to the governor, The eclipse of the sun happened according to its usual custom.
11 But all those who were the acquaintance of Christ, stood at a distance, as did the women who had followed Jesus from Galilee, observing all these things.
12 And behold a certain man of Arimathaea, named Joseph, who was also a disciple of Jesus, but
not openly so, for fear of the Jews, came to the governor, and entreated the governor that he would give him leave to take away the body of Jesus from the cross.
13 And the governor gave him leave.
14 And Nicodemus came, bringing with him a mixture of myrrh and aloes about a hundred pounds weight; and they took down Jesus from the cross with tears, and bound him in linen cloths with spices, according to the custom of burying among the Jews;
15 And placed him in a new tomb, which Joseph had built, and caused to be cut out of a rock, in which never any man had been put; and they rolled a great stone to the door of the sepulchre.
CHAPTER IX.
1 The Jews angry with Nicodemus: 5 and with, Joseph of Arimathaea, 7 whom they imprison.
WHEN the unjust Jews heard that Joseph had begged and buried the body of Jesus, they sought after Nicodemus, and those fifteen men who had testified before the governor, that Jesus was not born through fornication, and other good persons who had shown any good actions towards him.
2 But when they all concealed themselves through fear of the Jews, Nicodemus alone showed himself to them, and said, How can such persons as these enter into the synagogue?
3 The Jews answered him, But how durst thou enter into the synagogue, who wast a confederate with Christ? Let thy lot be along with him in the other world.
4 Nicodemus answered, Amen; so may it be, that I may have my lot with him in his kingdom.
5 In like manner Joseph, when he came to the Jews, said to them, Why are ye angry with me for desiring the body of Jesus of Pilate? Behold, I have put him in my tomb, and wrapped him up in clean linen, and put a stone at the door of the sepulchre:
6 I have acted rightly towards him; but ye have acted unjustly against that just person, in crucifying him, giving him vinegar to drink, crowning him with thorns, tearing his body with whips, and praying down the guilt of his blood upon you.
7 The Jews at the hearing of this were disquieted and troubled; and they seized Joseph, and commanded him to be put in custody before the Sabbath, and kept there till the Sabbath was over.
8 And they said to him, Make confession; for at this time it is not lawful to do thee any harm, till the first day of the week come. But we know that thou wilt not be thought worthy of a burial; but we will give thy flesh to the birds of the air, and the beasts of the earth.
9 Joseph answered, That speech is like the speech of proud Goliath, who reproached the living God in speaking against David. But ye
scribes and doctors know that God saith by the prophet, Vengeance is mine, and I will repay to you evil equal to that which ye have threatened to me.
10 The God whom you have hanged upon the cross, is able to deliver me out of your hands. All your wickedness will return upon you.
11 For the governor, when he washed his hands, said, I am clear from the blood of this just person. But ye answered and cried out, His blood be upon us and our children. According as ye have said, may ye perish for ever.
12 The elders of the Jews hearing these words, were exceedingly enraged; and seizing Joseph, they put him into a chamber where there was no window; they fastened the door, and put a seal upon the lock;
13 And Annas and Caiaphas placed a guard upon it, and took counsel with the priests and Levites, that they should all meet after the Sabbath, and they contrived to what death they should put Joseph.
14 When they had done this, the rulers, Annas and Caiaphas, ordered Joseph to be brought forth.
(In this place there is a portion of the Gospel lost or omitted. which cannot be supplied. It may, nevertheless, be surmised from the occurrence related in the next chapter, that the order of Annas and Caiaphas were rendered unnecessary by Joseph's miraculous escape, and which was announced to an assembly of people.)
CHAPTER X.
1 Joseph's escape.
2 The soldiers relate Christ's resurrection.
18 Christ is seen preaching in Galilee.
21 The Jews repent of their cruelty to him.
WHEN all the assembly heard this (about Joseph's escape), they admired and were astonished, because they found the same seal upon the lock of the chamber, and could not find Joseph.
2 Then Annas and Caiaphas went forth, and while they were all admiring at Joseph's being gone, behold one of the soldiers, who kept the sepulchre of Jesus, spake in the assembly,
3 That while they were guarding the sepulchre of Jesus, there was an earthquake; and we saw an angel of God roll away the stone of the sepulchre and sit upon it;
4 And his countenance was like lightning and his garment like snow; and we became through fear like persons dead.
5 And we heard an angel saying to the women at the sepulchre of Jesus, Do not fear; I know that you seek Jesus who was crucified; he is risen as he foretold;
6 Come and see the place where he was laid; and go presently, and tell his disciples that he is risen from the dead; and he will go before you into Galilee; there ye shall see him as he told you.
7 Then the Jews called together all the soldiers who kept the sepulchre of Jesus, and said to them, Who are those women, to whom the angel spoke? Why did ye not seize them.
8 The soldiers answered and said, We know not who the women were; besides we became as dead persons through fear, and how could we seize those women?
9 The Jews said to them, As the Lord liveth, we do not believe you;
10 The soldiers answering said to the Jews, when ye saw and heard Jesus working so many miracles, and did not believe him, how should ye believe us? Ye well said, As the Lord liveth, for the Lord truly does live.
11 We have heard that ye shut up Joseph, who buried the body of Jesus, in a chamber, under a lock which was sealed; and when ye opened it, found him not there.
12 Do ye then produce Joseph whom ye put under guard in the chamber, and we will produce Jesus whom we guarded in the sepulchre.
13 The Jews answered and said, We will produce Joseph, do ye produce Jesus. But Joseph is in his own city of Arimathaea.
14 The soldiers replied, If Joseph be in Arimathaea, and Jesus in Galilee, we heard the angel inform the women.
15 The Jews hearing this, were afraid, and said among themselves, If by any means these things should become public, then everybody will believe in Jesus.
16 Then they gathered a large sum of money, and gave it to the soldiers, saying, Do ye tell the people that the disciples of Jesus came in the night when ye were asleep, and stole away the body of Jesus; and if Pilate the governor should hear of this, we will satisfy him and secure you.
17 The soldiers accordingly took the money, and said as they were instructed by the Jews; and their report was spread abroad among all the people.
18 But a certain priest Phinees, Ada a schoolmaster, and a Levite, named Ageus, they three came from Galilee to Jerusalem, and told the chief priests and all who were in the synagogues, saying,
19 We have seen Jesus, whom ye crucified, talking with his eleven disciples, and sitting in the midst of them in Mount Olivet, and saying to them,
20 Go forth into the whole world, preach the Gospel to all nations, baptizing them in the name of the Father, and the Son, and the Holy Ghost; and whosoever shall believe and be baptized, shall be saved.
21 And when he had said these things to his disciples, we saw him ascending up to heaven.
22 When the chief priests and elders, and Levites heard these things, they said to these three men, Give glory to the God of Israel, and make confession to him, whether those things are true, which ye say ye have seen and heard.
23 They answering said, As the
Lord of our fathers liveth, the God of Abraham, and the God of Isaac, and the God of Jacob, according as we heard Jesus talking with his disciples, and according as we saw him ascending up to heaven, so we have related the truth to you.
24 And the three men farther answered, and said, adding these words, If we should not own the words which we heard Jesus speak, and that we saw him ascending into heaven, we should be guilty of sin.
25 Then the chief priests immediately rose up, and holding the book of the law in their hands, conjured these men, saying, Ye shall no more hereafter declare those things which ye have spoken concerning Jesus.
26 And they gave them a large sum of money, and sent other persons along with them, who should conduct them to their own country, that they might not by any means make any stay at Jerusalem.
27 Then the Jews did assemble all together, and having expressed the most lamentable concern said, What is this extraordinary thing which is come to pass in Jerusalem?
28 But Annas and Caiaphas comforted them, saying, Why should we believe the soldiers who guarded the sepulchre of Jesus, in telling us, that an angel rolled away the stone from the door of the sepulchre?
29 Perhaps his own disciples told them this, and gave them money that they should say so, and they themselves took away the body of Jesus.
30 Besides, consider this, that there is no credit to be given to foreigners, because they also took a large sum of us, and they have declared to us according to the instructions which we gave them. They must either be faithful to us or to the disciples of Jesus.
CHAPTER XI.
1 Nicodemus counsels the Jews.
6 Joseph found.
11 Invited by the Jews to return.
19 Relates the manner of his miraculous escape.
THEN Nicodemus arose, and said, Ye say right, O sons of Israel; ye have heard what those three men have sworn by the Law of God, who said, We have seen Jesus speaking with his disciples upon mount Olivet, and we saw him ascending up to heaven.
2 And the scripture teacheth us that the blessed prophet Elijah was taken up to heaven, and Elisha being asked by the sons of the prophets, Where is our father Elijah? He said to them, that he is taken up to heaven.
3 And the sons of the prophets said to him, Perhaps the spirit hath carried him into one of the mountains of Israel, there perhaps we shall find him. And they besought Elisha, and he walked about with them three days, and they could not find him.
4 And now hear me, O sons of Israel, and let us send men into the mountains of Israel, lest perhaps the spirit hath carried
away Jesus, and there perhaps we shall find him, and be satisfied.
5 And the counsel of Nicodemus pleased all the people; and they sent forth men who sought for Jesus, but could not find him; and they returning, said, We went all about, but could not find Jesus, but we have found Joseph in his city of Arimathaea.
6 The rulers hearing this, and all the people, were glad, and praised the God of Israel, because Joseph was found, whom they had shut up in a chamber, and could not find.
7 And when they had formed a large assembly, the chief priests said, By what means shall we bring Joseph to us to speak with him?
8 And taking a piece of paper, they wrote to him, and said, Peace be with thee, and all thy family, We know that we have offended against God and thee. Be pleased to give a visit to us, your fathers, for we were perfectly surprised at your escape from prison.
9 We know that it was malicious counsel which we took against thee, and that the Lord took care of thee, and the Lord himself delivered thee from our designs. Peace be unto thee, Joseph, who art honourable among all the people.
10 And they chose seven of Joseph's friends, and said to them, When ye come to Joseph, salute him in peace, and give him this letter.
11 Accordingly, when the men came to Joseph, they did salute him in peace, and gave him the letter.
12 And when Joseph had read it, he said, Blessed be the Lord God, who didst deliver me from the Israelites, that they could not shed my blood. Blessed be God, who hast protected me under thy wings.
13 And Joseph kissed them, and took them into his house. And on the morrow, Joseph mounted his ass, and went along with them to Jerusalem.
14 And when all the Jews heard these things, they went out to meet him, and cried out, saying, Peace attend thy coming hither, father Joseph.
15 To which he answered, Prosperity from the Lord attend all the people.
13 And they all kissed him; and Nicodemus took him to his house, having prepared a large entertainment.
17 But on the morrow, being a preparation-day, Annas, and Caiaphas, and Nicodemus, said to Joseph, Make confession to the God of Israel, and answer to us all those questions which we shall ask thee;
18 For we have been very much troubled, that thou didst bury the body of Jesus; and that when we had locked thee in a chamber, we could not find thee; and we have been afraid ever since, till this time of thy appearing among us. Tell us therefore before God, all that came to pass.
19 Then Joseph answering, said Ye did indeed put me under confinement, on the day of preparation, till the morning.
20 But while I was standing at prayer in the middle of the night, the house was surrounded with four angels; and I saw Jesus as the brightness of the sun, and fell down upon the earth for fear.
21 But Jesus laying hold on my hand, lifted me from the ground, and the dew was then sprinkled upon me; but he, wiping my face, kissed me, and said unto me, Fear not, Joseph; look upon me for it is I.
22 Then I looked upon him, and said, Rabboni Elias! He answered me, I am not Elias, but Jesus of Nazareth, whose body thou didst bury.
23 I said to him, show me the tomb in which I laid thee.
24 Then Jesus, taking me by the hand, led me unto the place where I laid him, and showed me the linen clothes, and napkin which I put round his head. Then I knew that it was Jesus, and worshipped him, and said; Blessed be he who cometh in the name of the Lord.
25 Jesus again taking me by the hand, led me to Arimathaea, to my own house, and said to me, Peace be to thee; but go not out of thy house till the fortieth day; but I must go to my disciples.
CHAPTER XII.
1 The Jews astonished and confounded.
16 Simeon's two sons, Charinus and Lenthius, rise from the dead at Christ’s crucifixion.
19 Joseph proposes to get them to relate the mysteries of their resurrection.
21 They are sought and found,
22 brought to the synagogue,
23 privately sworn to secrecy,
25 and undertake to write what they had seen.
WHEN the chief priests and Levites heard all these things, they were astonished, and fell down with their faces on the ground as dead men, and crying out to one another, said, What is this extraordinary sign which is come to pass in Jerusalem? We know the father and mother of Jesus.
2 And a certain Levite said, I know many of his relations, religions persons, who are wont to offer sacrifices and burnt-offerings to the God of Israel, in the temple, with prayers.
3 And when the high-priest Simeon took him up in his arms, he said to him, Lord, now lettest thou thy servant depart in peace, according to thy word; for mine eyes have seen thy salvation, which then halt prepared before the face of all people; a light to enlighten the Gentiles, and the glory of thy people Israel.
4 Simeon in like manner blessed Mary the Mother of Jesus, and said to her, I declare to thee concerning that child; He is appointed for the fall and rising again of many, and for a sign which shall be spoken against;
5 Yea, a sword shall pierce through thine own soul also, and the thoughts of many hearts shall he revealed.
6 Then said all the Jews, Let us send to those three men, who said they saw him talking with his disciples in mount Olivet.
7 After this, they asked them what they had seen; who answered with one accord, In the presence of the God of Israel we affirm, that we plainly saw Jesus talking with his disciples in Mount Olivet, and ascending up to heaven.
8 Then Annas and Caiaphas took them into separate places, and examined them separately; who unanimously confessed the truth, and said, they had seen Jesus.
9 Then Annas and Caiaphas said "Our law saith, By the mouth of two or three witnesses every word shall be established."
10 But what have we said? The blessed Enoch pleased God, and was translated by the word of God; and the burying-place of the blessed Moses is known.
11 But Jesus was delivered to Pilate, whipped, crowned with thorns, spit upon, pierced with a spear, crucified, died upon the cross, and was buried, and his body the honourable Joseph buried in a new sepulchre, and he testifies that he saw him alive.
12 And besides, these men have declared, that they saw him talking with his disciples in Mount Olivet, and ascending up to heaven.
13 Then Joseph rising up, said to Annas and Caiaphas, Ye may be justly under a great surprise, that you have been told, that Jesus is alive, and gone up to heaven.
14 It is indeed a thing really surprising, that he should not only himself arise from the dead, but also raise others from their graves, who have been seen by many in Jerusalem.
15 And now hear me a little We all knew the blessed Simeon, the high-priest, who took Jesus when an infant into his arms in the temple.
16 This same Simeon had two sons of his own, and we were all present at their death and funeral.
17 Go therefore and see their tombs, for these are open, and they are risen: and behold, they are in the city of Arimathaea, spending their time together in offices of devotion.
18 Some, indeed, have heard the sound of their voices in prayer, but they will not discourse with anyone, but they continue as mute as dead men.
19 But come, let us go to them, and behave ourselves towards them with all due respect and caution. And if we can bring them to swear, perhaps they will tell us some of the mysteries of their resurrection.
20 When the Jews heard this they were exceedingly rejoiced.
21 Then Annas and Caiaphas, Nicodemus, Joseph, and Gamaliel, went to Arimathaea, but did not find them in their graves; but walking about the city, they found them on their bended knees at their devotions:
22 Then saluting them with all respect and deference to God, they brought them to the synagogue at Jerusalem; and having shut the gates, they took the book of the law of the Lord,
23 And putting it in their hands, swore them by God Adonai, and the God of Israel, who spake to our fathers by the law and the prophets, saying, If ye believe him who raised you from the dead, to be Jesus, tell us what ye have seen, and how ye were raised from the dead.
24 Charinus and Lenthius, the two sons of Simeon, trembled when they heard these things, and were disturbed, and groaned; and at the same time looking up to heaven, they made the sign of the cross with their fingers on their tongues,
25 And immediately they spake, and said, Give each of us some paper, and we will write down for you all those things which we have seen. And they each sat down and wrote, saying:–
CHAPTER XIII.
1 The narrative of Charinus and Lenthius commences.
3 A great light in hell.
7 Simeon arrives, and announces the coming of Christ.
O LORD Jesus and Father, who art God, also the resurrection
and life of the dead, give us leave to declare thy mysteries, which we saw after death, belonging to thy cross; for we are sworn by thy name.
2 For thou hast forbidden thy servants to declare the secret things, which were wrought by thy divine power in hell.
3 When we were Placed with our fathers in the dept of hell, in the blackness of darkness, on a sudden there appeared the colour of the sun like gold, and a substantial purple-coloured light enlightening the place.
4 Presently upon this, Adam, the father of all mankind, with all the patriarchs and prophets, rejoiced and said, That light is the author of everlasting light, who hath promised to translate us to everlasting light.
5 Then Isaiah the prophet cried out and said, This is the light of the Father, and the Son of God, according to my prophecy, when I was alive upon earth.
6 The land of Zabulon, and the land of Nephthalim, beyond Jordan, a people who walked in darkness, saw a great light; and to them who dwelled in the region of the shadow of death, light is arisen. And now he is come, and hath enlightened us who sat in death.
7 And while we were all rejoicing in the light which shone upon us, our father Simeon came among us, and congratulating all the company, said, Glorify the Lord Jesus Christ the Son of God.
8 Whom I took up in my arms when
an infant in the temple, and being moved by the Holy Ghost, said to him, and acknowledged, That now mine eyes have seen thy salvation, which thou hast prepared before the face of all people; a light to enlighten the Gentiles, and the glory of thy people Israel.
9 All the saints who were in the depth of hell, hearing this, rejoiced the more.
10 Afterwards there came forth one like a little hermit, and was asked by every one, Who art thou?
11 To which he replied, I am the voice of one crying in the wilderness, John the Baptist, and the prophet of the Most High, who went before his coming to prepare his way, to give the knowledge of salvation to his people for the forgiveness of sins.
12 And I, John, when I saw Jesus coming to me, being moved by the Holy Ghost, I said, Behold the Lamb of God, behold him who takes away the sins of the world.
13 And I baptized him in the river Jordan, and saw the Holy Ghost descending upon him in the form of a dove, and heard a voice from heaven saying, This is my beloved Son, in whom I am well pleased.
14 And now while I was going before him, I came down hither to acquaint you, that the Son of God will next visit us, and, as the day-spring from on high, will come to us, who are in darkness and the shadow of death.
CHAPTER XIV.
1 Adam causes Seth to relate what he heard from Michael the archangel, when he sent him to Paradise to entreat God to anoint his head in his sickness.
BUT when the first man our father Adam heard these things, that Jesus was baptized in Jordan, he called out to his son Seth, and said,
2 Declare to your sons, the patriarchs and prophets, all those things, which thou didst hear from Michael, the archangel, when I sent thee to the gates of Paradise, to entreat God that he would annoint my head when I was sick.
3 Then Seth, coming near to the patriarchs and prophets, said, I, Seth, when I was praying to God at the gates of Paradise, beheld the angel of the Lord, Michael, appear unto me, saying, I am sent unto thee from the Lord; I am appointed to preside over human bodies.
4 I tell thee, Seth, do not pray to God in tears, and entreat him for the oil of the tree of mercy wherewith to anoint thy father Adam for his head-ache;
5 Because thou canst not by any means obtain it till the last day and times, namely, till five thousand and five hundred years be past.
6 Then will Christ, the most merciful Son of God, come on earth to raise again the human body of Adam, and at the same time to raise the bodies of the dead, and when he cometh he will
be baptized in Jordan;
7 Then with the oil of his mercyhe will anoint all those who believe in him; and the oil of his mercy will continue to future generations, for those who shall be born of the water and the Holy Ghost unto eternal life.
8 And when at that time the most merciful Son of God, Christ Jesus, shall come down on earth, he will introduce our father Adam into Paradise, to the tree of mercy.
9 When all the patriarchs and prophets heard all these things from Seth, they rejoiced more.
CHAPTER XV.
1 Quarrel between Satan and the prince of hell, concerning the expected arrival of Christ in hell.
WHILE all the saints were rejoicing, behold Satan, the prince and captain of death, said to the prince of hell,
2 Prepare to receive Jesus of Nazareth himself, who boasted that he was the Son of God, and yet was a man afraid of death, and said, My soul is sorrowful even to death.
3 Besides he did many injuries to me and to many others; for those whom I made blind and lame and those also whom I tormented with several devils, he cured by his word; yea, and those whom I brought dead to thee, he by force takes away from thee.
4 To this the prince of hell replied to Satan, Who is that so powerful prince, and yet a man who is afraid of death?
5 For all the potentates of the earth are subject to my power, whom thou broughtest to subjection by thy power.
6 But if he be so powerful in his human nature, I affirm to thee for truth, that he is almighty in his divine nature, and no man can resist his power:
7 When therefore he said he was afraid of death, he designed to ensnare thee, and unhappy it will be to thee for everlasting ages,
8 Then Satan replying, said to the prince of hell, Why didst thou express a doubt, and wast afraid to receive that Jesus of Nazareth, both thy adversary and mine?
9 As for me, I tempted him and stirred up my old people the Jews with zeal and anger against him;
10 I sharpened the spear for his suffering; I mixed the gall and vinegar, and commanded that he should drink it; I prepared the cross to crucify him, and the nails to pierce through his hands and feet; and now his death is near at hand, I will bring him hither, subject both to thee and me.
11 Then the prince of hell answering, said, Thou saidst to me just now, that he took away the dead from me by force.
12 They who have been kept here till they should live again upon earth, were taken away hence,
not by their own power, but by prayers made to God, and their almighty God took them from me.
13 Who then is that Jesus of Nazareth that by his word hath taken away the dead from me without prayer to God?
14 Perhaps it is the same who took away from me Lazarus, after he had been four days dead, and did both stink and was rotten, and of whom I had possession as a dead person, yet he brought him to life again by his power.
15 Satan answering, replied to the prince of hell, It is the very same person, Jesus of Nazareth.
16 Which when the prince of hell heard, he said to him, I adjure thee by the powers which belong to thee and me, that thou bring him not to me.
17 For when I heard of the power of his word, I trembled for fear, and all my impious company were at the same disturbed;
18 And we were not able to detain Lazarus, but he gave himself a shake, and with all the signs of malice he immediately went away from us; and the very earth, in which the dead body of Lazarus was lodged, presently turned him out alive.
19 And I know now that he is Almighty God who could perform such things, who is mighty in his dominion, and mighty in his human nature, who is the Saviour of mankind.
20 Bring not therefore this person hither, for he will set at liberty
all those whom I hold in prison under unbelief, and bound with the fetters of their sins, and will conduct them to everlasting life.
CHAPTER XVI.
1 Christ's arrival at hell-gates; the confusion thereupon. 19 He descends into hell.
AND while Satan and the Prince of hell were discoursing thus to each other, on a sudden there was a voice as of thunder, and the rushing of winds, saying, Lift up your gates, O ye princes; and be ye lift up, O everlasting gates, and the King of Glory shall come in.
2 When the prince of hell heard this, he said to Satan, Depart from me, and begone out of my habitations; if thou art a powerful warrior, fight with the King of Glory. But what hast thou to do with him?
3 And he cast him forth from his habitations.
4 And the prince said to his impious officers, Shut the brass gates of cruelty, and make them fast with iron bars, and fight courageously, lest we be taken captives.
5 But when all the company of the saints heard this they spake with a loud voice of anger to the prince of hell,
6 Open thy gates, that the King of Glory may come in.
7 And the divine prophet David cried out, saying, Did not I, when on earth, truly prophesy and say, O that men would praise the Lord for his goodness, and for his wonderful works to the children of men!
8 For he hath broken the gates of brass, and cut the bars of iron in sunder. He hath taken them because of their iniquity, and because of their unrighteousness they are afflicted.
9 After this, another prophet, namely, holy Isaiah, spake in like manner to all the saints, Did not I rightly prophesy to you when I was alive on earth?
10 The dead men shall live, and they shall rise again who are in their graves, and they shall rejoice who are in the earth; for the dew which is from the Lord, shall bring deliverance to them.
11 And I said in another place, O grave, where is thy victory? O death, where is thy sting?
12 When all the saints heard these things spoken by Isaiah, they said to the prince of hell, Open now thy gates, and take away thine iron bars; for thou wilt now be bound, and have no power.
13 Then was there a great voice, as of the sound of thunder, saying, Lift up your gates, O princes; and be ye lifted up, ye gates of hell, and the King of Glory will enter in.
14 The prince of hell perceiving the same voice repeated, cried out, as though he had been ignorant, Who is that King of Glory?
15 David replied to the prince of hell, and said, I understand the words of that voice, because I spake them in his spirit. And now, as I have before said, I say unto thee, the Lord strong and powerful, the Lord mighty in battle: he is the King of Glory, and he is the Lord in heaven and in earth.
16 He hath looked down to hear the groans of the prisoners, and to set loose those that are appointed to death.
17 And now, thou filthy and stinking prince of hell, open thy gates, that the King of Glory may enter in; for he is the Lord of heaven and earth.
18 While David was saying this, the mighty Lord appeared in the form of a man, and enlightened those places which had ever before been in darkness.
19 And broke asunder the fetters which before could not be broken; and with his invincible power visited those who sate in the deep darkness by iniquity, and the shadow of death by sin.
CHAPTER XVII.
1 Death and the devils in great horror at Christ's coming.
13 He tramples on death, seizes the prince of hell, and takes Adam with him to Heaven.
IMPIOUS death and her cruel officers hearing these things, were seized with fear in their several kingdoms, when they saw
the clearness of the light,
2 And Christ himself on a sudden appearing in their habitations, they cried out therefore, and said, We are bound by thee; thou seemest to intend our confusion before the Lord.
3 Who art thou, who has no signs of corruption, but that bright appearance which is a full proof of thy greatness, of which yet thou seemest to take no notice?
4 Who art thou, so powerful, and so weak, so great and so little; mean, and yet a soldier of the first rank, who can command in the form of a servant and a common soldier?
5 The king of Glory, dead and alive, though once slain upon the cross?
6 Who layest dead in the grave, and art come down alive to us, and in thy death all the creatures trembled, and all the stars were moved; and now hast thy liberty among the dead, and givest disturbance to our legions?
7 Who art thou, who dost release the captives that were held in chains by original sin, and bringest them into their former liberty?
8 Who art thou, who dost spread so glorious and divine a light over those who were made blind by the darkness of sin?
9 In like manner all the legions of devils were seized with the like horror, and with the most submissive fear cried out, and said,
10 Whence comes it, O thou
Jesus Christ, that thou art a man so powerful and glorious in majesty so bright as to have no spot, and so pure as to have no crime? For that lower world of earth, which was ever till now subject to us, and from whence we received tribute, never sent us such a dead man before, never sent such presents as these to the princes of hell.
11 Who therefore art thou, who with such courage enterest among our abodes, and art not only not afraid to threaten us with the greatest punishments, but also endeavourest to rescue all others from the chains in which we hold them?
12 Perhaps thou art that Jesus, of whom Satan just now spoke to our prince, that by the death of the cross thou wert about to receive the power of death.
13 Then the King of Glory trampling upon death, seized the prince of hell, deprived him of all his power, and took our earthly father Adam with him to his glory.
CHAPTER XVIII.
1 Beelzebub, prince of hell, vehemently upbraids Satan for persecuting Christ and bringing him to hell. 14 Christ gives Beelzebub dominion over Satan forever, as a recompence for taking away Adam and his sons.
THEN the prince of hell took Satan, and with great indignation said to him, O thou prince of destruction, author of Beelzebub's defeat and banishment, the scorn of God's angels and loathed by all
righteous persons! What inclined thee to act thus?
2 Thou wouldst crucify the King of Glory, and by his destruction, hast made us promises of very large advantages, but as a fool wert ignorant of what thou wast about.
3 For behold now that Jesus of Nazareth, with the brightness of his glorious divinity, puts to flight all the horrid powers of darkness and death;
4 He has broke down our prisons from top to bottom, dismissed all the captives, released all who were bound, and all who were wont formerly to groan under the weight of their torments, have now insulted us, and we are like to be defeated by their prayers.
5 Our impious dominions are subdued, and no part of mankind is now left in our subjection, but on the other hand, they all boldly defy us;
6 Though, before, the dead never durst behave themselves insolently towards us, nor being prisoners, could ever on any occasion be merry.
7 O Satan, thou prince of all the wicked, father of the impious and abandoned, why wouldest thou attempt this exploit, seeing our prisoners were hitherto always without the least hope of salvation and life?
8 But now there is not one of them does ever groan, nor is there the least appearance of a tear in any of their faces.
9 O prince Satan, thou great keeper of the infernal regions, all thy advantages which thou didst acquire by the forbidden tree, and the loss of Paradise, thou hast now lost by the wood of the cross;
10 And thy happiness all then expired, when thou didst crucify Jesus Christ the King of Glory.
11 Thou hast acted against thine own interest and mine, as thou wilt presently perceive by those large torments and infinite punishments which thou art about to suffer.
12 O Satan, prince of all evil, author of death, and source of all pride, thou shouldest first have inquired into the evil crimes of Jesus of Nazareth, and then thou wouldest have found that he was guilty of no fault worthy of death.
13 Why didst thou venture, without either reason or justice, to crucify him, and hast brought down to our regions a person innocent and righteous, and thereby hast lost all the sinners, impious and unrighteous persons in the whole world?
14 While the prince of hell was thus speaking to Satan, the King of Glory said to Beelzebub the prince of hell, Satan the prince shall he subject to thy dominions for ever, in the room of Adam and his righteous sons, who are mine,
CHAPTER XIX.
1 Christ takes Adam by the hand, the rest of the saints join hands, and they all ascend with him to Paradise.
THEN Jesus stretched forth his hand, and said, Come to me, all ye my saints, who were created in my image, who were condemned by the tree of the forbidden fruit, and by the devil and death;
2 Live now by the wood of my cross; the devil, the prince of this world, is overcome, and death is conquered,
3 Then presently all the saints were joined together under the hand of the most high God; and the Lord Jesus laid hold on Adam's hand, and said to him, Peace be to thee, and all thy righteous posterity, which is mine.
4 Then Adam, casting himself at the feet of Jesus, addressed himself to him with tears, in humble language, and a loud voice, saying,
5 "I will extol thee, O Lord, for thou halt lifted me up, and hast not made my foes to rejoice over me. O Lord my God, I cried unto thee, and thou hast healed me."
6 "O Lord thou hast brought up my soul from the grave; thou hast kept me alive, that I should not go down to the pit."
7 "Sing unto the Lord, all ye saints of his, and give thanks at the remembrance of his holiness, for his anger endureth but for a moment; in his favour is life."
8 In like manner all the saints, prostrate at the feet of Jesus, said with one voice, Thou art come, O Redeemer of the world, and hast actually accomplished all things, which thou didst foretell by the law and thy holy prophets.
9 Thou hast redeemed the living by thy cross, and art come down to us, that by the death of the cross thou mightest deliver us from hell, and by thy power from death.
10 O Lord, as thou hast put the ensigns of thy glory in heaven, and hast set up the sign of thy redemption, even thy cross on earth; so, Lord, set the sign of the victory of thy cross in hell, that death may have dominion no longer.
11 Then the Lord stretching forth his hand, made the sign of the cross upon Adam, and upon all his saints.
12 And taking hold of Adam by his right hand, he ascended from hell, and all the saints of God followed him.
13 Then the royal prophet, David, boldly cried, and said, O sing unto the Lord a new song, for he hath done marvellous things; his right hand and his holy arm have gotten him the victory.
14 The Lord hath made known his salvation, his righteousness hath he openly shewn in the sight of the heathen.
15 And the whole multitude of saints answered, saying, This honour have all his saints, Amen,
Praise ye the Lord.
16 Afterwards, the prophet Habbakuk cried out, and said, Thou wentest forth for the salvation of thy people, even for salvation with thine anointed.
17 And all the saints said, Blessed is he who cometh in the name of the Lord; for the Lord hath enlightened us. This is our God for ever and ever; he shall reign over us to everlasting ages. Amen.
18 In like manner all the prophets spake the sacred things of his praise, and followed the Lord.
CHAPTER XX.
1 Christ delivers Adam to Michael the archangel.
3 They meet Enoch and Elijah in heaven,
5 and also the blessed thief, who relates how he came to Paradise.
THEN the Lord, holding Adam by the hand, delivered him to Michael the archangel; and he led them into Paradise, filled with mercy and glory;
2 And two very ancient men met them, and were asked by the saints, Who are ye, who have not yet been with us in hell, and have had your bodies placed in Paradise?
3 One of them answering, said, I am Enoch, who was translated by the word of God: and this man who is with me, is Elijah the Tishbite, who was translated in a fiery chariot.
4 Here we have hitherto been, and have not tasted death, but are now about to return at the coming of Antichrist, being armed with divine signs and miracles, to engage with him in battle, and to be slain by him at Jerusalem, and to be taken up alive again into the clouds, after three days and a half.
5 And while the holy Enoch and Elias were relating this, behold there came another man in a miserable figure, carrying the sign of the cross upon his shoulders.
6 And when all the saints saw him, they said to him, Who art thou? For thy countenance is like a thief's; and why dost thou carry a cross upon thy shoulders?
7 To which he answering, said, Ye say right, for I was a thief, who committed all sorts of wicked. ness upon earth.
8 And the Jews crucified me with Jesus; and I observed the surprising things which happened in the creation at the crucifixion of the Lord Jesus.
9 And I believed him to be the Creator of all things, and the Almighty King; and I prayed to him, saying, Lord remember me, when thou comest into thy kingdom.
10 He presently regarded my supplication, and said to me, Verily I say unto thee, this day thou shalt be with me in Paradise.
11 And he gave me this sign of the cross, saying, Carry this, and go to Paradise; and if the angel who is the guard of Paradise will not admit thee, show him the sign of the cross, and say unto him Jesus Christ who is now crucified, hath sent me hither to thee.
12 When I did this and told the angel who is the guard of Paradise all these things, and he heard them, he presently opened the gates, introduced me, and placed me on the right hand in Paradise,
13 Saying, Stay here a little time, till Adam, the father of all mankind, shall enter in, with all his sons, who are the holy and righteous servants of Jesus Christ, who was crucified.
14 When they heard all this account from the thief, all the patriarchs said with one voice, Blessed be thou, O Almighty God, the Father of everlasting goodness, and the Father of mercies, who hast shown such favour to those who were sinners against him, and hast brought them to the mercy of Paradise, and hast placed them amidst thy large and spiritual provisions, in a spiritual and holy life. Amen.
CHAPTER XXI.
1 Charinus and Lenthius being only allowed three days to remain on earth, 7 deliver in their narratives, which miraculously correspond; they vanish, 13 and Pilate records these transactions.
THESE are the divine and sacred mysteries which we saw and heard. We, Charinus and Lenthius are not allowed to declare the other mysteries of God, as the archangel Michael ordered us,
2 Saying, ye shall go with my brethren to Jerusalem, and shall continue in prayers, declaring and glorifying the resurrection of Jesus Christ, seeing he hath raised you from the dead at the same time with himself.
3 And ye shall not talk with any man, but sit as dumb persons till the time come when the Lord will allow you to relate the mysteries of his divinity.
4 The archangel Michael farther commanded us to go beyond Jordan, to an excellent and fat country, where there are many who rose from the dead along with us for the proof of the resurrection of Christ.
5 For we have only three days allowed us from the dead, who arose to celebrate the passover of our Lord with our parents, and to bear our testimony for Christ the Lord, and we have been baptized in the holy river of Jordan. And now they are not seen by any one.
6 This is as much as God allowed us to relate to you; give ye therefore praise and honour to him, and repent, and he will have mercy upon you. Peace be to you from the Lord God Jesus Christ, and the Saviour of us all. Amen, Amen, Amen.
7 And after they had made an end of writing, and had written on two distinct pieces of paper, Charinus gave what he wrote into the hands of Annas, and Caiaphas, and Gamaliel.
8 Lenthius likewise gave what be wrote into the hands of Nicodemus and Joseph; and immediately they were changed into exceeding white forms and were seen no more.
9 But what they had written was found perfectly to agree, the one not containing one letter more or less than the other.
10 When all the assembly of the Jews heard all these surprising relations of Charinus and Lenthius, they said to each other, Truly all these things were wrought by God, and blessed be the Lord Jesus for ever and ever, Amen.
11 And they went all out with great concern, and fear, and trembling, and smote upon their breasts and went away every one to his home.
12 But immediately all these things which were related by the Jews in their synagogues concerning Jesus, were presently told by Joseph and Nicodemus to the governor.
13 And Pilate wrote down all these transactions, and placed all these accounts in the public records of his hall.
CHAPTER XXII.
1 Pilate goes to the temple; calls together the rulers, and scribes, and doctors. 2 Commands the gates to be shut; orders the book of the Scriptures; and causes the Jews to relate what they really knew concerning Christ. 14 They declare that they crucified Christ
in ignorance, and that they now know him to be the Son of God, according to the testimony of the Scriptures; which,
after they put him to death, were examined.
AFTER these things Pilate went to the temple of the Jews, and called together all the rulers and scribes, and doctors of the law, and went with them into a chapel of the temple.
2 And commanding that all the gates should be shut, said to them, I have heard that ye have a certain large book in this temple; I desire you, therefore, that it may be brought before me.
3 And when the great book, carried by four ministers of the temple, and adorned with gold and precious stones, was brought, Pilate said to them all, I adjure you by the God of your Fathers, who made and commanded this temple to be built, that ye conceal not the truth from me.
4 Ye know all the things which are written in that book; tell me therefore now, if ye in the Scriptures have found any thing of that Jesus whom ye crucified, and at what time of the world he, ought to have come: show it me.
5 Then having sworn Annas and Caiaphas, they commanded all the rest who were with them to go out of the chapel.
6 And they shut the gates of the temple and of the chapel, and said to Pilate, Thou hast made us to swear, O judge, by the building of this temple, to declare to thee that which is true and right.
7 After we had crucified Jesus, not knowing that he was the Son of God, but supposing he wrought his miracles by some magical arts, we summoned a large assembly in this temple.
8 And when we were deliberating among one another about the miracles which Jesus had wrought, we found many witnesses of our own country, who declared that they had seen him alive after his death, and that they heard him discoursing with his disciples, and saw him ascending into the height of the heavens, and entering into them;
9 And we saw two witnesses, whose bodies Jesus raised from the dead, who told us of many strange things which Jesus did among the dead, of which we have a written account in our hands.
10 And it is our custom annually to open this holy book before an assembly, and to search there for the counsel of God.
11 And we found in the first of the seventy books, where Michael the archangel is speaking to the third son of Adam the first man, an account that after five thousand five hundred years, Christ the most beloved son of God was to come on earth,
12 And we further considered, that perhaps he was the very God of Israel who spoke to Moses, Thou shalt make the ark of the testimony; two cubits and a half shall be the length thereof, and a cubit and a half the breadth thereof, and a cubit and a half the height thereof.
13 By these five cubits and a half for the building of the ark of the Old Testament, we perceived and knew that in five thousand
years and half (one thousand) years, Jesus Christ was to come in the ark or tabernacle of a body;
14 And so our Scriptures testify that he is the Son of God, and the Lord and King of Israel.
15 And because after his suffering, our chief priests were surprised at the signs which were wrought by his means, we opened that book to search all the generations down to the generation of Joseph and Mary the mother of Jesus, supposing him to be of the seed of David;
16 And we found the account of the creation, and at what time he made the heaven and the earth, and the first man Adam, and that from thence to the flood, were two thousand seven hundred and fortyeight years.
17 And from the flood to Abraham, nine hundred and twelve. And from Abraham to Moses, four hundred and thirty. And from Moses to David the King, five hundred and ten.
18 And from David to the Babylonish captivity five hundred years. And from the Babylonish captivity to the incarnation of Christ, four hundred years.
19 The sum of all which amounts to five thousand and half (a thousand.)
20 And so it appears, that Jesus whom we crucified, is Jesus Christ the Son of God, and true Almighty God. Amen.
(In the name of the Holy Trinity, thus end the acts of our Saviour Jesus Christ, which the Emperor
Theodosius the Great found at Jerusalem, in the hall of Pontius Pilate, among the public records; the things were acted in the nineteenth year of Tiberius Caesar, Emperor of the Romans, and in the seventeenth year of the government of Herod, the son of Herod and of Galilee, on the eighth of the calends of April, which is the twenty-third day of the month of March, in the CCIId Olympiad, when Joseph and Caiaphas were rulers of the Jews; being a History written in Hebrew by Nicodemus, of what happened after our Saviour's crucifixion.)
REFERENCES TO THE GOSPEL OF NICODEMUS, FORMERLY CALLED THE ACTS OF PONTIUS PILATE.
[Although this Gospel is, by some among the learned, supposed to have been really written by Nicodemus, who became a disciple of Jesus Christ, and conversed with him; others conjecture that it was a forgery towards the close of the third century by some zealous believer, who, observing that there had been appeals made by the Christians of the former age, to the acts of Pilate, but that such acts could not be produced, imagined it would be of service to Christianity to fabricate and publish this Gospel; as it would both confirm the Christians under persecution, and convince the Heathens of the truth of the Christian religion. The Rev. Jeremiah Jones says, that such pious frauds were very common among Christians even in the first three centuries; and that a forgery of this nature, with the view above-mentioned, seems natural and probable. The same author, in noticing that Eusebius in his Ecclesiastical History, charges the Pagans with having forged and published a book, called "The
Acts of Pilate," takes occasion to observe that the internal evidence of
this Gospel shows it was not the work of any Heathen, but that if in the latter end of the third century we find it in use among Christians (as it was then certainly in some churches), and about the same time find a forgery of the Heathens under the same title, it seems exceedingly probable that some Christians, at that time, should publish such a piece as this, in order partly to confront the spurious one of the Pagans, and partly to support those appeals which had been made by former Christians to the Acts of Pilate; and Mr. Jones says, he thinks so more particularly as we have innumerable instances of forgeries by the faithful in the primitive ages, grounded on less plausible reasons. Whether it be canonical or not, it is of very great antiquity, and is appealed to by several of the ancient Christians. The present translation is made from the Gospel, published by Grynaeus in the Orthodoxographa, vol, i, tom, ii, p. 613.]
Notwithstanding the diversity of opinions here alluded to, the majority of the learned believe that the internal evidence of the authenticity of this Gospel is manifested in the correct details of that period of Christ's life on which it treats, while it far excels the canonical Evangelists narrative of the trial of our Saviour before Pilate, with more minute particulars of persons, evidence, circumstance, &c.
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Advice on Preparing for a Damaging Earthquake in Nevada
A damaging earthquake can occur in Reno/Sparks, Carson City, Las Vegas, or anywhere in Nevada at any time. Future damaging earthquakes will occur in Nevada; it is only a matter of when. Preparedness is the key to survival.
To ignore this threat and not get prepared for earthquakes is to gamble with your life and your livelihood. We know that being prepared is the key to surviving earthquakes and making the impact on your life as small as possible. Preparedness saves lives, prevents injuries, and saves property from earthquakes.
Nevada is earthquake country, and Nevadans should follow five steps to earthquake safety:
1) Know how to react safely when an earthquake occurs – Duck, Cover, and Hold.
2) Identify potential earthquake hazards in your home and business, and begin to fix them.
3) Create a disaster-preparedness plan.
4) Prepare a disaster survival kit.
5) Identify your building's earthquake weaknesses, and begin to fix them.
Earthquake preparedness doesn't have to cost a lot of money. Relocate anything that can fall on your bed and injure you while you are sleeping. Keep a sturdy pair of shoes by your bed to avoid cuts on your feet if you have to walk through an area where glass is broken.
For links to helpful earthquake information, please go to http://www.nbmg.unr.edu/EQ/earthquakes.htm.
Nevada Bureau of Mines & Geology and Nevada Seismological Laboratory University of Nevada, Reno
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P. 482 # 4
Iodine 131 decays according to the equation
where 𝑡 is measured in days. Assume that we start with 100 grams of iodine 131.
a. What is the decay rate – that is, what percentage decays every day?
c. How much Iodine 131 remains after 9 days?
e. What is the half-life of Iodine 131?
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A Guide for a Young Patriarch
Dicipres
March 30 , 2014
This text is dedicated to those who are part of a thing that does not exist, to a soldier without an army, to a priest without a religion, to a patriarch without a family.
ACKNOWLEDGEMENTS
This work was significantly influenced by the works of Roosh, (the original) Roissy, Rollo Tommasi, Dalrock, Jack Donovan, Free Northerner, Davis Aurini, Bill Price and other voices from the cesspool.
CONTENTS
Contents
3 . 4 Applied Game 39
3 . 6 General 40
3 . 5 Development and Preservation of Physical Power 39
INTRODUCTION
1 . 1 background
This text is a tool to allow young men to rediscover what was meant to be forgotten. I hope the ideas written in this text will give you a better understanding of yourself and humanity in general. This knowledge can be applied to increase your power over yourself and your environment and to understand your current place in society. The focus will be on sexuality and tribalism, which are the core of the human animal. I am writing this in my mid-thirties after more than a decade of reflecting on these subjects and I hope this information will be of benefit to you.
1 . 2 presentation of arguments
When possible, this text will use structure similar to informal logic (e.g. each contention will be presented as the result of two preceding premises) in order to clearly present and support relevant arguments. Some definitions and terms to be used are:
* Premise:
an assumption that something is true
* Contention: a conclusion emanating from at least two supporting premises
* Lemma: a premise for a contention above it and a contention for the premise below it
* Corollary: a statement that follows readily from a previous statement
* Argument: a combination of two (or more) premises yielding at least one contention
1 . 3 the fundamental argument
Human beings are biological organisms and human behavior is a biological function of the human animal. Analysis of human behavior should thus begin from the biologic perspective. From the biologic perspective, and specifically from the sciences of genetics and evolution, we obtain the following elementary argument:
Argument #1
1 . (Premise) Our genes evolved to maximize reproductive success.
2 . (Premise) Our biology, which is a manifestation of our genes, significantly influences our emotions and desires.
3 . (Contention based on 1 and 2) The Law of Evolution: Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
4 . (Corollary #1 to 3) The Law of Game: One can create an emotion in another human by creating a set of circumstances for which the requested emotion would have maximized reproduction of genetic data at the time of the evolutionary development of the genes.
The above argument is not novel or even uncommon. However, the implications of this argument are dark, significant and are mostly ignored in modern society. The essence of all human behaviors, such as love, empathy, sexuality, war, family, etc. are to be understood primarily from an evolutionary and biological perspective. This is widely different from the common essential premises used in society which are similar to the following:
* The religious premise: There is a god and human behavior should follow the will of the god.
* The humanist premise: Society and human behavior should be such as to minimize human suffering.
* The egalitarian premise: Society and human behavior should be such as to minimize inequality between various sub-groups of humans.
* The libertarian premise: Society should be such as to allow maximal freedom to individual humans.
Unlike the views of the majority of the population, this view does not have clear good and bad and in fact it does not even have pleasure and pain as a guide. Life exists since it creates life, a self-exciting solution of an unknown function of the universe. Pleasure and pain are your genes manipulating you to enable replicating them. We and our souls are just side-effect of evolution, like the patterns on a peacock feathers. This is not even nihilism.
The accuracy of analyzing our world via this approach is limited. Nature design might be optimal (e.g. a fish shape is optimal for swimming in water) but it is never optimal with regard to a single parameter. Organisms such as humans as subjected to a wide array of parameters and biological limitations acting on them. Not all of these parameters might be obvious and clearly visible. In addition, species are still evolving and many species might be still far from the optimal configuration and thus there might be significant imperfections. Even after taking these limitations into account, this approach is still an effective tool to analyze our world and allows for reducing the influence of morality and current governing ideologies from our observations of the world.
1 . 4 a bitter taste
Many of the ideas which are presented in this text can will leave a feeling of emptiness, anger and bitterness. This does not affect the validity of these ideas. In time the bitter taste the initial disappointment and pain, and maybe the feeling that it is not worth it, will go away. Our genes calibrate our emotions, so they are relative, not absolute. After you come to terms with these observations you will have a better model of the world and thus you will have more power and could operate more efficiently in it.
ARGUMENTS
This chapter will build on argument # 1 in order to examine and attempt to provide simple models to understand the self, sexual relations and tribalism.
2 . 1 observing without morality and empa thy
"The man of knowledge must be able not only to love his enemies but also to hate his friends," Friedrich Nietzsche.
Argument #2
1 . (Premise) The validity of an argument or an opinion is determined by how accurately the opinion or argument correlates with reality.
2 . (Corollary #1 to 1) The validity of an argument is not related to the argument being offensive, sexist, racist or otherwise immoral.
3 . (Corollary #2 to 1) The validity of an argument is not related to emotional pain it cause to others or yourself.
4 . (Premise) Humans tend to avoid pain.
5 . (Contention based on 1 and 4) Humans will tend avoid arguments creating pain to themselves or others people who they empathize with.
6 . (Corollary #1 to 5) In order to be able to think clearly you must ignore your morals and empathy, at least temporarily 1 .
7 . (Corollary #2 to 5) A world filled with empathy is a world filled with lies.
8 . (Corollary #3 to 5) The amoral see more clearly than the righteous.
9 . (Corollary #4 to 5) Nice-guys lie more than assholes.
The desire to not offend others, to adhere to mainstream ideologues and political correctness limits thought. A thinking man should value truth, the accurate amoral description of reality, over emotions and moral codes. Be free to think the even most horrible thoughts and
1 Support, from a biological cognitive perspective, to the idea that empathy represses analytic thinking and that similarly analytic thought represses empathy, is given by Jack et al. ( 2012 ) 'fMRI reveals reciprocal inhibition between social and physical cognitive domains,' NeuroImage.
not be chained within the mental prison of politically correct insanity where logic is controlled by offended feelings of righteous victims.
2 . 2 biological insanity
Argument #3
1 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
2 . (Premise) The time scale for significant genetic changes is, at least, several human generations, while our world changed rapidly and radically (contraceptives, culture, etc.) in less than one human life span.
3 . (Contention based on 1 and 2) Our genes, and thus our emotions, are not adapted to the modern world which thus yields behaviors and emotions which are counterproductive to their original biological reason.
4 . (Corollary #1 to 3) Humans do things which are insane from a biological perspective.
5 . (Premise) Religious people reproduce, on average, significantly more than atheists.
6 . (Contention based on 4 and 5) There is a paradox of insanity. The religious are insane in their belief in god, but this belief makes them to be saner from a biological perspective.
7 . (Corollary #1 to 6) The atheists are saner, due to their lack of belief in a lie. However, this reduces their sanity from a biological perspective.
This insanity is manifested in numerous actions made by modern humans. A simple example to this insanity is paying a prostitute to have sex with you and using a condom. The reason you want to have sex with the prostitute emanates from your genes which entice you to have sex with the prostitute by injecting chemicals to your brain. Your genes are designed to a world without contraceptives and think that you will impregnate the prostitute and thus ensure the propagation of your genes. However, in reality the chances of impregnating the prostitute are zero, since you live in a world with contraceptives. You are futility wasting resources and making a biologically insane action. You can say that you dont care about your genes and pay to have sex with the prostitute but basically you are still following genetic instructions given to you in the form of pleasure by your out-of-date genes. You say you dont care about your genes, but you are very much controlled by them. If you go against your genes, and consciously act to make rational biological decisions, your genes will have better chance of propagating, but
you might be less happy since your out-of-date genes will punish you by taking away pleasure.
2 . 3 the problem of emptiness
"Regarding life, the wisest men of all ages have judged alike: it is worthless," Friedrich Nietzsche.
Argument #4
1 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
2 . (Corollary #1 to 1) People who feel happiness and pleasure follow the instructions of their genes.
3 . (Corollary #2 to 1) There is no great goal or meaning to our emotions. There is just emptiness.
4 . (Corollary #3 to 1) Everything humans do and feel begin and end in reproduction.
5 . (Corollary #4 to 1) Love is just a tool of reproduction.
6 . (Corollary #5 to 1) There is no meaning for life.
7 . (Corollary #6 to 1) We and our souls are just biological machines.
8 . (Corollary #7 to 1) The question, how can I get laid? is an essential question of an organism.
9 . (Corollary #8 to 1) There is nothing true to be comforted by, only lies can comfort.
10 . (Corollary #9 to 1) Things like viewing death of an innocent person cause us much distress only since they represent loss of genes.
11 . (Corollary #10 to 1) Not only there is no god, there is also no proof of innate value to human life.
Our emotions are just chemical reactions used by our genes to regulate our behaviors in order to facilitate reproduction. There is no evidence of higher goal to life and even the modern hedonism (i.e. do what makes you happy) can be seen as servitude, since our emotions are just a tool used by our genes to control our behavior. Following your feelings is servitude as any other.
Understanding our world and letting go of the beautiful lies us comes at a great price which is hard to comfort. However, this is just temporary, since your emotions will stabilize. A man who wants to think must accept this price and value clear, accurate description of the world over his own emotions. Look firmly into the emptiness, god is a lie, emotions are chemical genetic manipulations and there is thus lack of any innate meaning or goal to life.
2 . 4 the patriarchal dogma
The problem of emptiness (i.e. god is false, emotions are chemical genetic manipulations and there is thus lack of any innate meaning or goal to life) is not logically solvable. Logic is a tool to have power other your world and achieve goals, but it is not sufficient in determining your primary motivation. Dying is just as logical as any other choice. Following your feelings and being a slave to genetic emotions, even if not suited to modern society is just as logical as any other choice.
The approach of the Patriarch to the problem of emptiness is the following
A Genetic and Cultural Lineage is of the Utmost Importance to the Patriarch.
All the Patriarchs of the past, in one form of the other, followed this dogma. The decision to exist and fight is not logical, but it lay in the core of a man, burning from the inside.
2 . 5 on men and women , basics
Argument #5
1 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
2 . (Premise) There are significant differences between the reproductive systems of men and women.
3 . (Contention based on 1 and 2) Differences in reproduction system would yield differences in the biology and behavior between men and women to optimize reproductive success.
4 . (Premise) Men do not have certainty of paternity, women have.
5 . (Contention based on 1 and 4) Men will be less devoted to their children compared with women.
6 . (Corollary #1 to 5) Paternity testing for multiple generations, enough to influence evolution will make men more devoted parents.
7 . (Corollary #2 to 5) Men will be more devoted parents and there will be less difference between the genders in societies with high certainty of paternity.
8 . (Premise) Sex is biologically cheap for men, compared with women (e.g. pregnancy, childbirth and breast-feeding vs. sperm).
9 . (Contention based on 1 and 7) Sex is a better biological deal for men compared with women.
10 . (Corollary #1 to 9) Men will prioritize quantity of lovers (more good deals, sperm is cheap) while women will prioritize the quality of their lovers (get best deal for the high price paid for sex).
11 . (Corollary #2 to 9) Since sex is a better deal for men, women can demand resources (provider to assist in raising the children), or demand the men to be more attractive (hypergamy) to compensate the gap in biological price paid for sex.
2 . 6 masculinity is dominance
* Alternative title 1 : They can only ride female or castrated male horses.
* Alternative title 2 : The innate conflict between masculinity and equality.
Argument #6
1 . (Premise) Creation of masculine characteristics emanates from testosterone and other hormones from the androgen group. 2 .
2 . (Premise) Dominant behavior creates testosterone and testosterone creates dominant behavior. 3
2 "There is good evidence that exposure to high levels of androgens during prenatal development results in masculinization of activity and occupational interests..." from Berenbaum and Beltz ( 2011 ), "Sexual differentiation of human behavior: Effects of prenatal and pubertal organizational hormones,". Frontiers in Endocrinology 32 ( 2 ): 183200 .
3 From an article entitled Fake it Till You Make It published in Harvard Business School Working Knowledge website: In "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance ", Cuddy shows that simply holding one's body in expansive,
3 . (Contention based on 1 and 2) Masculinity emanates from dominance.
4 . (Premise) Feminism acts to eliminate the dominance of men.
5 . (Contention based on 3 and 4) Equality cannot coexist with masculine men.
Since dominance and testosterone are interchangeable, and since masculinity emanates from testosterone, masculinity requires dominance. Therefore, masculinity innately contradicts equality. Masculine men will tend to dominate, since it is masculinity itself that requires dominance. Forcing masculine men to avoid being dominant involves reducing their masculinity which will also reduce their biological testosterone levels (similar to castration as a tool to eliminate testosterone, and thus allow for control of the castrated animal).
2 . 7 a promiscuous woman is not worthy of commitment
An alternative title: Sluts dont deserve to be loved.
"high-power" poses for as little as two minutes stimulates higher levels of testosterone (the hormone linked to power and dominance in the animal and human worlds)."
Argument # 7
1 . (Premise) Men dont have certainty in paternity.
2 . (Premise) A promiscuous woman is more likely to be impregnated by a different male.
3 . (Contention based on 1 and 2) Promiscuous woman increases the uncertainly of paternity.
4 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
5 . (Contention based on 3 and 4) In order to enhance reproductive success, a man has interest to protect and support children with more certainty.
6 . (Corollary #1 to 5) Men will tend to be less attached and less inclined to support children of sexually experienced women.
Men have an innate inclination to avoid emotionally bonding to promiscuous women while still be sexually attracted to such women. Modern progressive societies view negatively judging and discriminating between women based on their sexual experience. However, for men, such a discrimination maximizes the benefits of promiscuous women (easy access to sex and reproduction) while reducing the possible costs
(cuckloding and exploitation of resources in a failed bond). 4 , 5 , 6
4 Overall, 13.1% of the women were currently divorced or separated, 62.1% were currently married, 8.3% were cohabitating, and 16.4% were never married. Divorced/separated women were more likely to report 5 or more lifetime sex partners and 2 or more sex partners in the past year than never married women. They were less likely to report condom use., from Liddone et al. ( 2010 ) Divorce and Sexual Risk Among U.S. Women: Findings from the National Survey of Family Growth J. Womens Health
6 The effects of premarital sexual promiscuity on subsequent marital sexual satisfaction, by Sherie Adams Christensen, Department of Marriage and Family Therapy. Results indicate that for every additional premarital sexual partner an individual has, not including the marital sexual partner, the likelihood that they will say their current marital sexual relationship is extremely satisfying versus only being moderately satisfying goes down 3.9%. Additionally, when running models separately for males and females, the male model was more significant at 5.3%.
5 Using nationally representative data from the 1995 National Survey of Family Growth, I estimate the association between intimate premarital relationships (premarital sex and premarital cohabitation) and subsequent marital dissolution. I extend previous research by considering relationship histories pertaining to both premarital sex and premarital cohabitation. I find that premarital sex or premarital cohabitation that is limited to a womans husband is not associated with an elevated risk of marital disruption. However, women who have more than one intimate premarital relationship have an increased risk of marital dissolution. These results suggest that neither premarital sex nor premarital cohabitation by itself indicate either preexisting characteristics or subsequent relationship environments that weaken marriages. Indeed, the findings are consistent with the notion that premarital sex and cohabitation limited to ones future spouse has become part of the normal courtship process for marriage, from Teachman, J. ( 2003 ). Premarital sex, premarital cohabitation, and the risk of subsequent marital dissolution among women. Journal of Marriage and Family, 65 ( 2 ), 444 455 .
2 . 8 femininity is masochistic , masculinity is sadistic
* Alternative title 1 : Why you should be an asshole and treat women like crap.
* Alternative title 2 : Why nice guys sexually repulse women
"I am afraid that women appreciate cruelty, downright cruelty, more than anything else. They have wonderfully primitive instincts. We have emancipated them, but they remain slaves looking for their masters all the same," Oscar Wilde.
Argument #8
1 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
2 . (Premise) Sex is biologically cheap for men, compared with women (e.g. pregnancy, childbirth and breast-feeding vs. sperm).
3 . (Contention based on 1 and 2) Sex is a better biological deal for men compared with women.
from Christensen, S. A. ( 2004 ). The Effects of Premarital Sexual Promiscuity on Subsequent Marital Sexual Satisfaction (Doctoral dissertation, Brigham Young University).
4 . (Corollary #1 to 3) Men will prioritize quantity of lovers (more good deals, sperm is cheap) while women will prioritize the quality of their lovers (get best deal for the high price paid for sex).
5 . (Corollary #2 to 3) It is of more importance for women, compared with men, to acquire the male genetic data with the best possible chance of reproduction.
6 . (Premise) Men with high social status reproduced more successfully than men of lower statues and the relationship between status and reproduction success is much more pronounced in men, compared with women ( 80 % of women ever lived reproduced while only 40 % of men ever lived reproduced , .)
7 . (Contention based on 5 and 6) Women will tend to be sexually attracted to men with high social status . Mens attraction to women of high social status is much weaker since the sexual success of women is weakly (compared with men) correlated to their social status.
8 . (Premise) Humans with high social status tend to dominate others and humans of low social status tend to be dominated by others.
9 . (Contention based on 4 and 8) Women will tend to be sexually attracted to men who dominate them and dominate others, regardless of how immoral and abusive these men are .
10 . (Corollary #1 to 9) Women are sexually repulsed from men they can dominate, regardless of how nice and supportive they are.
11 . (Corollary #2 to 9) A woman in a power position over a man will tend to be sexually repulsed by him.
12 . (Corollary #3 to 9) Women sexuality is fulfilled when she is weak within her relationship.
13 . (Corollary #4 to 9) Being respectful to a woman will lower her attraction to you, since it indicates you have low status compared to her.
14 . (Corollary #5 to 9) Patronizing a woman will increase her attraction to you, since it indicates you have high status compared to her.
Women are innately attracted to dominant men. This sexual attraction is blind how moral the dominant behavior is.
Within a relationship a woman needs to be dominated in order to truly fulfill her own sexuality, just as much as men need to dominate. Thus, a man should dominate and even hurt a woman if he loves her. On the other hand, in long term relationship there is also friendship and partnership, not only lust, and a balance should be found between the often contradicting relationships of lust and friendship.
2 . 9 concealed ovulation and other lies
Womens mating strategies show complexities that defy efforts at easy understanding. The challenge is not merely penetrating the puzzle of what women want; its revealing the strategies that women have evolved to achieve their desires. Hidden within their bodies, concealed within their minds, reside bewildering intricacies of sexuality that cry out for understanding. Some strategies remain secret for an excellent evolutionary reason they cannot be implemented successfully if their true design is revealed, David Buss.
Womens ovulation is concealed, i.e. there are no distinctive signals that a woman is near ovulation. Such concealed ovulation is highly uncommon in nature and characterizes only humans and a few other species . 7
Argument # 9
1 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
2 . (Premise) Women have concealed ovulation, i.e. their biology conceals information regarding their sexuality and fertility.
7 See Gangestad SW, Thornhill R. ( 2008 ) "Human oestrus," Proc Biol Sci. 275 ( 1638 ): 991 1000 .
3 . (Contention based on 1 and 2) Women reproduction success benefits from hiding information regarding their own sexuality.
4 . (Corollary #1 to 3) If there is an evolutionary advantage for women to conceal their sexual nature it must have affected more than just the biology of concealed ovulation. Hence, womens psychology and behavior had evolutionary pressure to conceal sexual information.
5 . (Corollary #2 to 3) Biology evolved so that women themselves are not aware of their own ovulation. Hence, lack of self-awareness of their own sexual nature gave women reproductive advantage. Therefore, womens psychology and behavior had evolutionary pressure to reduce womens awareness of their own sexuality 8 .
6 . (Corollary #3 to 3) Womens sexual mystery is a deliberate attempt by nature to obtain reproductive advantage.
7 . (Corollary #4 to 3) Dont listen to women on the subject of female attraction. They dont understand it.
8 . (Corollary #5 to 3) Women cant teach their sons how to interact with women.
8 Extensive support for this claim can be found in Chivers ML, Seto MC, Lalumire ML, Laan E, Grimbos ( 2010 ) Agreement of self-reported and genital measures of sexual arousal in men and women: a meta-analysis, T. Arch Sex Behav. 39 ( 1 ): 5 56
There are several theories as to why women choose to hide sexual information, these theories range from a method for cuckolding, keeping the man close as much as possible, and other hypotheses. In any case, the existence of concealed ovulation strongly suggests hiding information from others and themselves yielded a reproductive advantage for women. It is hard to understand womens sexual behavior for a reason: their biology and psychology deliberately dont want you (or her) to understand it since such understanding will give you true power over a woman.
2 . 10 the selfish nature of selflessness
* Alternative title # 1 : People who care about other people are actually assholes, just less self-centered assholes
* Alternative title # 2 : I like you because I'm like you.
Argument #10
1 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
2 . (Premise) Humans share many genes.
3 . (Contention based on 1 and 2) Genes in person # 1 can reproduce by helping the survival and reproduction of person # 2 .
4 . (Premise) The more similar the appearance of person # 1 is to person # 1 , the more similar are their genes.
5 . (Contention based on 3 and 4) Humans will tend to be more compassionate toward people similar to themselves.
6 . (Corollary #1 to 5) Compassion and empathy are, like all other emotions, selfish emotion from a genetic perspective.
Acts of generosity and compassion are actually genetically selfish behavior (at least in intention), like all human and animal behaviors. A person sees himself in another person. Genes identify similar genes and control human behavior so as to assist the survival of similar genetic data.
2 . 11 on tribalism
In this post tribalism is used in the most general way as a term to describe the tendency of humans to create and identify with a group. The size of the group can be a pair, family, town, race, country, etc. While tribalism is created (and eventually creates) genetically similar groups, the interplay between tribalism and genetic homogeneity will be discussed in the following section.
Argument # 11
1 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
2 . (Premise) The average reproductive success for members of a group is greater than that of humans without a group (e.g. for population of 100 people, 50 collaborating as a group will reproduce more than the 50 non-collaborating).
3 . (Contention based on 1 and 2) Humans have an emotional tendency to desire to belong in a group.
4 . (Premise) Within a given group, sub-groups can be created. All groups can be seen as sub-groups of group humanity.
5 . (Corollary #1 to 4) The average reproductive success for members of a sub-group is greater than that of members of the original group without affiliation to a sub-group (e.g. if the U.S. consists of 100 American citizens, and 50 of them are part of a sub-U.S. group, and thus give preferable treatment to each-other, they will have an advantage over the 50 who only identify with
the U.S. group and give equal treatment to all U.S. group members.)
6 . (Contention based on 1 and 5) The people outside of the sub-group would tend to create a counter sub-group so as not to be in a disadvantage. Hence, creation of a sub-group creates a counter sub-group.
7 . (Corollary #1 to 6) A group, or a sub-group, is defines by the people outside of the group (e.g. whiteness only has meaning if there are black people acting as a group and similarly blackness only has meaning near whites. The enclosed rich white people dont feel white, while the poor whites which are in contact with black groups have stronger white identification.)
8 . (Corollary #2 to 6) Tribalism creates a rival and is created by a rival.
9 . (Premise) Division of a group to sub-groups weakens the group against external threats, and thus lowers the average reproductive success of the group members.
10 . (Contention based on 5 and 9) Creating a subgroup within a group yields benefits over other group members but weakens the original group. Thus, a group will stay united if unity provides advantage over external threats which is more significant than the benefits a member might obtain by joining a sub-group.
11 . (Corollary #1 to 10) A group cannot exist without an external threat.
12 . (Corollary #2 to 10) If one sub-group totally destroys the rival sub-group it will be destroyed by internal division (e.g. if all whites were united Nazis and would have managed to kill all black people, there will be no white identity, only subwhite-group identities such as French and English, etc.)
2 . 12 the race and the tribe
Argument #12
13 . (The Law of Evolution) Our biology, emotions and desires developed by an evolutionary process as a tool of our genes to facilitate reproduction of genetic data.
14 . (Premise) Humans share many genes.
15 . (Contention, based on 1 and 2) and the First Law: Genes in person A can reproduce by helping the reproduction of person B (as long as the damage to the reproductive success to person A is low enough).
16 . (Premise) The more similar the appearance of person A is to person B, the more similar are their genes.
17 . (Contention, based on 3 and 4) Humans will tend to be more emphatic toward people similar to themselves.
18 . (Premise) The average reproductive success for members of a group is greater than that of humans without a group (e.g. for population of 100 people, 50 collaborating as a group will reproduce more than the 50 non-collaborating).
19 . (Contention, based on 2 and 6) Humans have an emotional tendency to desire to belong in a group.
20 . (Contention, based on 4 and 7) Humans will prefer to desire to belong in a group with genetically similar humans over a group genetically different humans (assuming groups of similar strength).
21 . (Corollary #1 to 8) Humans are naturally racist, i.e. more emphatic to genetically similar humans and prefer to belong to a genetically similar group.
22 . (Corollary #2 to 8) Since the family is the most basic group, preferring to take care of your biological child over other children is the most basic form of racism.
23 . (Corollary #3 to 8) In order to increase a persons empathy to another group show how similar they are to that person. In order to reduce
a persons empathy to another group show how different they are to that person.
24 . (Corollary #4 to 8) The more homogeneous a group (such as a state) is, the more stable it will be.
While humans will tend to be more emphatic to genetically similar humans, other races are genetically similar too. A person of your race has x (maybe) difference in genes and a person of another race has 2x difference. Hence, in the absence of group conflict, there will be natural empathy to people of other races, just a little bit less. In any case, unless a person poses a danger to your genetic reproduction, hurting another human is always genetically like hurting yourself, since all humans share the vast majority of their genes.
EDUC AT I O N
The accumulation of knowledge and building of a solid inner-base for a patriarch is a consuming task of most importance. Here I suggest texts relevant to the selfeducation and building of a solid constitution.
3 . 1 on war and conflict
* The Art of War, Sun Tzu, approx 500 BC, China
* On War, Carl von Clausewitz, 1832 , Prussia
* The Book of Five Rings, Miyamoto Musashi, 1645 , Japan
* Hagakure, Yamamoto Tsunetomo, 1709 , Japan
* The Old Man and the Sea, Ernest Hemingway, 1952 , Cuba
3 . 2 on economics and collaboration
It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest, Adam Smith
Books on war are of clear importance to a patriarch since they involve conflict and fight for dominance, which are in the essence of masculinity (i.e. both create and emanate from testosterone). The motives to study economics are far less clear and emanate from the solid red-pill observations in the heart of classical economic text. We can see the relation between economics and the red pill when we discuss the sexual market place, or when the economists talk about money as a social contract, or when pre-seletion mixes with supply and demand, or when goods are valued due to nothing but scarcity.
To put it bluntly: If war is the most brutal and honest form of conflict, economics is the most brutal and honest form of human relationships. I recommend any young patriarchal man to read at least one fundamental text in classical economics as part of his education.
* The Wealth of Nations, Adam Smith, 1776 , Scotland
* Money and Banking: What Everyone Should Know (audiobook), Michael Salemi, 2012 , USA
3 . 3 evolution and theoretical game
* The Selfish Gene, Richard Dawkins, 1976 , USA
* The Evolution Of Desire, by David Buss, 1994 , USA
3 . 4 applied game
* Bang: More Lays In 60 Days, Roosh V, 2007 USA
* The Married Man Sex Life Primer, Athol Kay, 2011 , USA
* No more Mr. Nice Guy, Robert Glover, 2003 , USA
* The Art of Seduction, Robert Greene, 2004 , USA
* Attraction isnt a choice, by David DeAngelo, 2004 , USA
3 . 5 development and preservation of phys ical power
Physical training is of importance to any person due to health reasons, effects on mental abilities, delay in effects of aging, physical attractiveness and more. Strength training and body building are of significant interest to the Patriarch since they are strongly related to masculinity (i.e. both emanates and create testosterone) and since muscles have a primal psychological effect
on a man power and ability to physical violence. It is thus important that a young Patriarch will be wellinformed in the proper methods and biology of strength training and I thus very strongly advise any young Patriarch to read on physical exercise and strength training. Make sure you study the proper methods to train and preserve you body.
* Body by Science, John R. Little, 2008 , USA
* Lifelong Health: Achieving Optimum Well-Being at Any Age (audiobook), Anthony A. Goodman, 2013 , USA
3 . 6 general
* Willpower: Rediscovering the Greatest Human Strength, John Tierney and Roy Baumeister, 2011 , USA
* The way of men, Jack Donovan, 2012 , USA
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Remembering Colonel Marcus M. Spiegel, A Jewish Civil War Colonel
Jean Powers Soman
In commemoration of the sesquicentennial of the American Civil War, I wrote this essay, specifically, to honor the memory of my greatgreat grandfather, Colonel Marcus M. Spiegel, a German-Jewish im migrant who became one of the highest-ranking Jewish officers in the Union Army. Tragically, he was killed during this fratricidal conflict.
Caroline Frances Alschuler Powers. Years later, I would spend more than a de cade transcribing these letters, do ing research, and writing on the life of my heroic ancestor.
From the battlefields, Spiegel wrote more than one hundred detailed and eloquent letters to his family and friends. Fortunately his wife, Caro line, preserved these letters and mounted them in a leather album, which was passed down in my family from mother to daughter for five genera tions. As a child, I was intrigued by this old, leather album, perched high on a shelf in the closet of my mother,
After completing a manu script, I spent a few more years working with Civil War historian Frank L. Byrne on a book containing biographi cal and background informa tion and, more important, Spiegel's letters. These letters are historic eyewitness ac counts that describe the trials and tribulations of war, Spiegel's love for America and his family, his views on politics and religion, and, perhaps most interesting, his evolution into an ardent
h
abolitionist. Jacob Rader Marcus, historian of American Jewish history and the founding director of the American Jewish Archives in Cincin nati, wrote the foreword for the book. 1
Spiegel was born in the Hessian city of Abenheim on 8 December 1829, the eldest son of Rabbi Moses and Regina Spiegel. Antisemitism
York, the adventurous young man who spoke little English travelled to Chicago, where his sister Sarah, lived with her husband, Michael Greenebaum, who was also her first cousin. Like many other immi grants, Spiegel, with the help of his relatives, was outfitted as a peddler and sent to Ohio to sell his wares. While in Ohio, he fell in love with the beautiful Caroline Frances Hamlin, daughter of Stephen and Elizabeth Hamlin, respected members of the Stark County, Ohio, Quaker com munity. Spiegel, the son of a Reform rabbi, and Caroline were married by a justice of the peace in Ohio in 1853. Shortly after, the newlyweds moved to Chicago, where he worked as a clerk in a dry-goods empo rium and Caroline studied the Jewish religion. On 21 August 1853 she converted to Judaism—likely the first person in Chicago to do so.
was increasing in the German lands during the 1840s, and life was very difficult for the Jews. In 1846, his parents and siblings journeyed across the ocean to new lives and greater freedom in America. Spiegel, a welleducated and idealistic young man, remained be hind and fought for lib eral reforms in the Revo lution of 1848. When the revolution failed, he sought refuge in Amer ica, where, in 1849, he was reunited with his family in New York City. After a short time in New
Spiegel helped to organize the Hebrew Benevolent Society in Chicago and served as its president.
In March 1862, at the Battle of Kernstown, Virginia, Spiegel and his regiment fought against the famous Confederate general, Stonewall Jackson. Some excerpts from Spiegel's original letters provide insight into his emotions and values. For a comprehensive understanding of Colonel Marcus M. Spiegel, all of the letters in the book should be read.
The young couple returned to Ohio to start a family. When the Civil War erupted in 1861, Spiegel, his wife and their three children were living in the village of Millersburg, Ohio, where he had gone into busi ness as a merchant. He decided for patriotic reasons—as well as some economic concerns—to join the Union Army. Fervently believing that it was his duty to fight for the United States of America, he volunteered in late 1861 as a soldier in the 67th Ohio Volunteer Infantry.
July 27—1862
My lovely and good Wife!
…May God protect you and the children and grant us happy days after our unhappy and distracted country may safely be rescued from the vile hands of traitors and Rebels, a work for which I am willing to fight, so that my children may enjoy as we dit [sic], previous to the breaking out of this accursed Rebellion, "a happy and united Country" God grant that enough strong arms and willing hearts may be found in the loyal States to do this.
Ever your true
Marcus 2
h
Headquarters 67th Reg't
August 5, 1862
My Dear Wife and Children:
I have received your several letters almost daily and I can assure you that nothing could give me more joy and true happiness than these letters do to me in the field.… If you ever had an idea of how a fair young lady of twenty con templates, the day previous to her wedding, the happiness of her approaching nuptials you have an idea of how I now feel in the contemplation of the pleasure it will afford me to lead the 67th regiment into battle; which in all probability I will do today. My dear Wife, I feel serious but proud. I feel adequate for the occasion. I sincerely hope that when you read this you may feel as composed as I do. I know and feel that a kind and all-wise Providence will direct all things for good. I feel as though we shall come out of the contest victorious, and if anything does happen to me, I am only offering a small sacrifice for my beloved country, which al ways so generous and kind, had opened her arms to receive the down-trodden of other nations.
Give my love to our dear children and to all friends. I am called to headquarters. Good-by. May God protect you, is the fervent prayer of
Your true and loving husband
M.M. Spiegel 3
Suffolk Va Sept. 1/62
My dear good wife!
…I met today a Lieutenant Biroker [?], a Yehuday from Alzei, who shed tears when he heard my name. He and his father were great friends of my dear father. He told me that the 25th of this month is Rosh Hashonah and the
4th [of] next month Yom Cipur [sic]. He says there is a Synagoge [sic] in Norfolk 12 miles from here. I shall go at all events. You and the children must keep both; keep the children out of School the 25 and 26 and 3rd and 4th for my sake and let us pray to the Lord God of Israel for the deliverance of this once happy Country and the Peaceful enjoyment of our family Circle at the End of this unhappy War. God Bless you all. 4
In November 1862, Spiegel changed regiments and joined the newly organized 120th Ohio Volunteer Infantry (OVI), which would be in volved in the vitally important Union effort to capture the rebel fortress of Vicksburg, Mississippi, strategically located on bluffs high above the Mississippi River. While in Cincinnati, he attended a service at the syna gogue and heard a sermon by Rabbi Isaac Mayer Wise, one of the main architects of Reform Judaism in America. Spiegel wrote the following description:
On Board St.[Steamer] Ft. Wayne
Nov 22/62
My dear good wife!
…I spend this forenoon (Shabbath [sic]) by being in Dr. Wise's School [Synagogue] and hearing a very good Ser mon by the Doctor. I think I was a devout Israelite; a beauty full [sic] service, good singing and good service and fine Sermon. 5
On 17 December 1862, General Ulysses S. Grant issued the infa mous General Orders Number 11, expelling the Jews as a class from the territory under his command. Numerous historians have expressed the belief that Grant issued this order because he was upset with the illegal trade in cotton, which he felt was interfering with the war effort. Grant became irate after his father, Jesse, had been involved in a bad busi ness deal with some Jewish merchants from Cincinnati; he then issued this unjust order and "expelled the Jews as a class." Although cotton smugglers came from many different ethnic and religious backgrounds, the Jews became the scapegoat. Fortunately, President Abraham Lincoln revoked this antisemitic order on 4 January 1863. Nothing in any of Spiegel's letters indicates that he knew about the order. During most of the brief time that the order was in effect, Spiegel was with his regiment aboard the USS Key West (No. 2) on the Mississippi River.
Well-respected by his men and superior officers, Spiegel was promot ed to colonel of the 120 th OVI on 18 February 1863. In America, he was able to rise in rank from captain to colonel in a little over a year. Jews in German lands during this time were not permitted to become officers in the military at all.
Grant would attempt to make amends to the Jews during his presi dency. For example, he appointed Jews to high government positions and helped the plight of Jews in Romania. A number of years ago it was discovered that in 1870, Hamlin Spiegel, the eldest son of Marcus and Caroline, was recommended by President Grant to an appointment as a cadet at West Point. He never attended, probably because he was too young. Simon Wolf, a prominent Washington attorney and cousin of Marcus Spiegel and General Edward Saloman, had written letters to Grant requesting that Hamlin be appointed a cadet. 6
Soon after his promotion to colonel, Spiegel delivered this patriotic and emotional address to his regiment:
February 22, 1863, Youngs Point, Louisiana.
I have to day been informed that some soldiers of this Regi ment have, at different times, expressed sentiments disloyal and unbecoming a soldier of the Union Army … saying that if the Regiment should ever have to go into another engage ment, not half of the men would fire a gun for this d-----d ab olition war, & c. When I heard it I thought it almost impos sible, that any soldier of the gallant 120 th Regiment which so nobly stood up at the battles of Vicksburg and Post Arkansas, to defend the old flag, where every heart swelled with pride; when they saw the stars and stripes first planted by the 120th, wave so proudly,… could make use of language disgraceful to the Regiment, disloyal to the country, and productive of evil only to the good cause, for which we are enlisted…. What ever is wrong will in time, by the American people, be right ed. Ours is the proud position of maintaining the worldwide and noble reputation of the American Volunteer Soldier, who stands classed with the most intelligent and brave in the known world—our's [sic] is the patriotic position of re storing the grand and sublime American Union—tranquil ity, peace and happiness to our bleeding country—knowing and appreciating our position none but the most loyal and high-minded thoughts and expressions can emanate from our hearts and lips.— Men! For God's, your country's, your friends at home, your own and my sake, do not, either by thoughts, expressions or willful actions, disgrace yourselves. Stand by the Government right or wrong. You may now do an unsoldier-like act, which, by excited men at home may be approved, but rest assured it will ere long come sweeping like an avalanche [on] your own good name and leave you in shame and disgust over your own acts of violating your sol dier's oath. While you are in the service, be soldiers in every sense of the word, so that when in private life, you can ever be respected and honorable citizens. 7
These excerpts are from letters he wrote during the Vicksburg Campaign:
Milliken's Bend, La., March 22, 1863
…The loss I sustained of my noble Company, the gallant boys that fell by my side are still as then warmly lamented and ever will be cherished green in my memory until life ceases.
Since that time, my love, I have seen and learned much. I have seen men dying of disease and mangled by the weapons of death; I have seen them wounded and seen their wounds being dressed, limbs amputated and bullets extracted. I have seen and experienced hunger, hardships and privations; I have with delight and honor welcomed the deafening roar of the Cannons by Land and Water as a signal of the com mencement of hostilities. I have witnessed hostile Armies arraigned again [sic] each other, the charge of Infantry at the death-outpouring Artillery, the Bayonet charge and re pel, Cavelery [sic] hunting men down like beasts, forts fall and towns refuse, the ferociousness of Gunboats and the sturdy resistance of Forts. I have learned to see all of it cooly [sic] and with ready presence of mind and yet through all this the Grand Architeck [sic] of the Universe has preserved me, the good father and God of Israel has favored me with his gracious kindness of being a loving husband to a good wife and a kind father to my beloved children and a trusty Son and Brother to the best mother and kindest of Sisters and Brothers and an appreciative recipient of the many acts of kindness by my host of truest of friends. Have we, my dear, not all reasons to be ever thankful to that allwise [sic] and kind providence.
While seeing all of this I have been steadily gaining in friends, influence and position. Thank God I can leave my children a legacy which will inspire them to hold up their heads and walk uprightly through the world and that is "a reputation as a Soldier and Patriot." I have always done my duty and if God spares my health I always will and I know my love you will feel satisfied with me. 8
Headquarters O.V.I. Camp McClernand Millikens Bend La.
March 23, 1863
…I often wish this unfortunate war were over, and I per mitted to enjoy the comfort and happiness of a comfort able home and blessings of peace in the cozy circle of my little family, but nevertheless, as much as I wish it, I do not want to see it close until the enemies of my beloved country are conquered and brought to terms. Men who are so con temptibly mean and unprincipled as to wage war against the best government in the world and trample under foot the flag that was ever ready to protect you and me and ev eryone who sought its protection from oppression, must be taught that, although a noble country to live in peace ably, yet it is a powerful government to rebel against. I want to hear the first cry for peace commence at Richmond … accompanied with a proposal to lay down their arms and acknowledge the supremacy of the government. Then and not until then, will I say peace. I have been in the service eighteen months and will stay as long as necessary (health permitting) until that end is accomplished. 9
In the field near Big Black, Miss June 7/63
My dear dear wife!
It is nearly one year since I was called upon to witness the fourth birth of our beloved and blooming offspring. Well do I remember your sufferings; as if it were but a moment ago, do I remember the heroic and womanly like demeanor and the loving and confiding looks I received from you, during all your labor and the joy we both felt when the lovely and pretty Hattie was presented by my dear mother, who at one pronounced her, "the prettiest child that she has ever seen." (words in quotes translated from German)
Allow me to congratulate you on her first "birth day". May God our heavenly Father grant that we may live to see many many of them in peace, love and happiness, May it please God to give us many happy days with our Children, so that we may raise them an ornament to Him and an emulation to His teachings.
I would love to be with you to night; I know and feel you are just now thinking of me, but we will have to wait awhile, trusting that Vicksburg will soon fall.
With hearty prayers for your welfare and that of our be loved Children, I remain to the best and loveliest Wife in the world
A true and loving husband
Marcus
You dont [sic] know how much I love you. 10
Finally, on 4 July 1863, Vicksburg surrendered to the Union Army. This monumental victory split the Confederacy; the Northern forces now controlled most of the Mississippi River. Spiegel wrote a letter praising the commanding general, Ulysses S. Grant, for this great mili tary success. A few days after the fall of Vicksburg, Spiegel was severely wounded by friendly fire.
Like other soldiers in his regiment, Spiegel entered the Army primar ily to fight to preserve the Union; initially, he was not in favor of the is suance of the Emancipation Proclamation, but he became a very strong supporter. While stationed in Louisiana during the winter of 1864, he observed the horrendous conditions that slaves were forced to endure and also had the opportunity to meet many freed blacks. The following excerpts from his letters reveal his transformation into an abolitionist.
After spending a short time in a hospital in Mississippi, he made the difficult journey home via boat and freight train. Colonel Spiegel spent a few months at home recuperating from his wounds and then travelled to Louisiana to lead his regiment and continue fighting to win the war.
Plaquemine La. Jan. 3/64
…The most of the slaves here consider themselves and are in reality free and all the sugar raised right around here was raised by the Compensated labor System and many of the haughty and overbearing Slaveowners who one year ago declared they would sooner starve then [sic] employ a freed Negro now are mighty glad to get them. 11
Plaquemine, La Jan 22/64
…Since I am here I have learned and seen more of what the horrors of Slavery was than I ever knew before and I am glad indeed that the signs of the times show, to wards closing out the accursed institution… I am [in] favor of doing away with the institution of Slavery. 12
Plaquemine La Feby 12/64
…Slavery is gone up whether the War ends to day or in a year and there is no use crying over it; it has been an awful institu tion. I will send you the "black code" of Louisiana some of these days and I am satisfied it will make you shudder.
Now understand me when I say I am a strong abolitionist, I mean that I am not so for party purposes but for humanity sake only, out of my own conviction, for the best Interest of the white man in the south and the black man anywheres [sic]. 13
Spiegel and his regiment were on the transport City Belle on the Red River in Louisiana when it was ambushed by rebel forces on 3 May
Two months after her husband's death, Caroline gave birth to their fifth child. In February 1865, the young widow moved with her five small
1864, and he was shot in the abdomen. Twentyfour hours later, on the bloody banks of the Red River, he breathed his last and was buried along the shore of the river in an unmarked grave. Joseph, his younger brother and the regiment's sutler, was by his side when he died. Joseph was captured and remained in a Confeder ate prison camp in Texas until the war ended. He then returned to Chi cago, where he opened the small dry-goods store that he and Marcus had planned to operate to gether. Eventually, after many years of hard work and ingenuity this store evolved into the Spiegel Catalogue Company.
children from Ohio to Chicago, to be near the Spiegel relatives. Raising her family on a modest widow's military pension, she never remarried, remained true to Judaism, and raised her children in the Chicago Jewish community. In Chicago years later, Spiegel's niece, Hannah Solomon, founded the Na tional Council of Jewish Women with the help of her first cousin, Lizzie Spiegel Barbe, the eldest daughter of Marcus and Caroline Spiegel.
On the battlefield at Vicksburg today stands an impressive granite monu ment that was erected by the state of Ohio after the war to honor the soldiers of the 120th Ohio, who bravely fought to capture Vicksburg. Col. Marcus M. Spiegel's name is prominently etched on the front of the monument. This American patriot, a German-Jewish immigrant, sacrificed his life to preserve the United States and emancipate the slaves. His story of immigration, of fa milial devotion, of patriotism and heroism, is at once a personal story and a national story. It is part of the narrative that has shaped America and thanks to the rich legacy he etched in letters, it is a story that will never be forgotten.
Jean Powers Soman is an author and co-editor, with Frank L. Byrne, of A Jewish Colonel in the Civil War: Marcus M. Spiegel of the Ohio Vol unteers. She has been a member of the AJA's Ezra Consortium for many years and has served as the Interim Chairperson of the Abraham Lincoln Bicentennial Commission Foundation. She currently serves on the Board of Directors of its successor organization, the Abraham Lincoln Bicenten nial Foundation. She is also a lifetime member of the National Council of Jewish Women. She is married to William Soman, an attorney, and has two daughters and four grandchildren.
Notes
1 Most of the information and excerpts from Colonel Marcus M. Spiegel's letters in this es say are from A Jewish Colonel in the Civil War: Marcus M. Spiegel of the Ohio Volunteers, ed. Jean Powers Soman and Frank L. Byrne (Lincoln, NE, and London: University of Nebraska Press, 1995) (with a foreword by Jacob Rader Marcus), currently in print. It was originally published as Your True Marcus: The Civil War Letters of a Jewish Colonel, ed. Frank L. Byrne and Jean Powers Soman (Kent, OH: Kent State University Press, 1985) (with a foreword by Jacob Rader Marcus.) Soman and her mother, Caroline Alschuler Powers, donated most of Spiegel's original letters and documents to the American Jewish Archives. (The letters quoted in this essay are at the American Jewish Archives, except for the letters dated 7 June 1863 and 12 February 1864, which are part of Soman's private collection in Florida. Copies of
these two letters are held at the AJA. The letters dated 5 August 1862, address to regiment dated 22 February 1863, and 23 March 1863 were originally published in newspapers. The American Jewish Archives has copies of these three letters.)
2 Soman and Byrne, eds., A Jewish Colonel in the Civil War, 141.
3 Ibid., 146–147.
4 Ibid., 163.
5 Ibid., 180–181.
6 After the publication of Your True Marcus, this information and accompanying copies of documents regarding Hamlin Spiegel was sent to me by historian John Y. Simon, who was the editor of Ulysses S. Grant's papers and executive director of the Ulysses S. Grant Associa tion. I have donated copies of these documents to the American Jewish Archives.
7 Soman and Byrne, eds., A Jewish Colonel in the Civil War, 243–244.
8 Ibid., 257–258.
9 Ibid., 260–261.
10 Ibid., 292.
11 Ibid., 312.
12 Ibid., 315–316.
13 Ibid., 321.
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BALANCE CARD
– talking about imbalances, challenges and possibilities
The aim of the 'Balance Card' exercise is for participants to get the opportunity to speak about how illness has affected their lives and daily routines. The cards can help create clarity by letting participants talk about the imbalances they experience. Dialogue with others helps them identify their own challenges and thus their opportunities for change.
Each card has a quotation and a theme. There are theme cards for: The Balancing Person (cyan); Bodily Infirmities (bordeaux); Lowered Bar (orange); Challenging Relationships (blue) and Changeable moods (red). The pictures and theme enable various types of association to be made whilst the quotations give specific examples of the theme addressed by the card. The cards thus appeal to those participants who prefer pictures as well as those who prefer text and quotations.
Minimum 30 minutes
27 picture cards with text split into five themes. Table space. Alternatively a white board that participants can stand around.
Individual reflection Group dialogue
© 2001, Steno Diabetes Center. All rights reserved.
STEP BY STEP
1. The educator introduces the aim of the exercise: To verbalise the changes experienced by participants in their day-to-day lives due to their illness.
2. The picture cards are placed on the table so all can see them. The educator may possibly opt for one theme to be worked on.
3. Participants should now have the time to view the cards for a while, possibly pick own relevant cards.
4. The educator's role is then to control a process in which everyone gets the chance to say something about the various cards. The most important thing is for participants to stick to the overall theme, whilst the quotation should be regarded as an example of the broader problem. If participants feel 'locked into' the picture or quotation, the educator will need to show that the theme can be broadened. For example it is not only a question of saying no thanks to food. It can also mean saying no to candles as a COPD patient or refusing an invitation if they do not have the energy to go out.
5. The educator can use 'what/how' questions to try to get participants to open up more – "What do you mean by that? How did you feel about that? What did you do then? How did you react?" The exercise also invites questions to move the discussion from the individual level to the more general: "What can we learn from that? What can you do in a situation like that? What could you do differently another time?"
6. It is important that this does not become a therapeutic process but a discussion that all participants can benefit from. It is therefore up to the educator to ensure there is a balance between discussions on the ordinary and general level and individual and specific goals.
7. The educator rounds off each subject when it has been exhausted by participants or when it is time to introduce a new topic.
8. The educator concludes the exercise by generalising the group's discussions on imbalances and asking participants to consider the suggestions made about ways of achieving better balance.
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As schools seek to become Future Ready, it is necessary to identify and cultivate leadership beyond district and building leaders. School librarians lead, teach and support their school's and/or district's Future Ready Schools (FRS) goals through their professional practice, programs and spaces. Derived from the FRS framework, these principles both describe how librarians can support schools in this transition and identify specific ways in which librarians can themselves become more Future Ready. By aligning with strategic initiatives like FRS, librarians can better connect their practices, programs and spaces to educational innovation in schools. If properly prepared and supported, school librarians are well positioned to be at the leading edge of the digital transformation of learning.
Acknowledging that the current state of school libraries and librarians ranges widely from state to state and even from school to school, these principles are predicated on a core belief that in a Future Ready school, all students have equitable access to qualified librarians, digital tools, resources and books. In support of these goals, partnerships and support of public librarians and libraries are welcome and encouraged.
Designs Collaborative Spaces
Builds Instructional Partnerships
Use of Space and Time
Provides flexible spaces that promote inquiry, creativity, collaboration and community.
Ensures Equitable Digital Access
Technology and Infrastructure
access to connectivity, digital devices, information, resources, programming, and services in support of the district's strategic vision.
Provides and advocates for equitable
Curriculum, Instruction and Assessment
evidence-based curricula and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.
Partners with educators to design and implement
Invests Strategically in Digital Resources
Budget and Resources
Leverages an understanding of school and community needs to identify and invest in digital resources to support student learning.
Empowers Students as Creators
Curriculum, Instruction and Assessment
increasingly self-directed as they create digital products of their learning that engage them in critical thinking, collaboration and authentic, real-world problem solving.
Encourages and facilitates students to become
Cultivates Community Partnerships
Community Partnerships
Cultivates partnerships within the school and local community (families and caregivers, non-profit organizations, government agencies, public and higher education libraries, businesses, etc.) to promote engagement and a lifelong learning process.
Curates Digital Resources and Tools
Curriculum, Instruction and Assessment
and sharing of digital resources and tools to support transformational teaching and learning and develop the digital curation skills of others.
Leads in the selection, integration, organization,
Advocates for Student Privacy
Data and Privacy
Teaches and promotes student data privacy through their instruction and role as educational leaders.
Facilitates Professional Learning
Personalized Professional Learning
the skills that comprise success in a digital age (e.g., critical thinking, information literacy, digital citizenship, technology competencies, etc.)
Leads professional learning to cultivate broader understanding of
Leads Beyond the Library
Collaborative Leadership
and strategic plan for digital learning and fosters a culture of collaboration and innovation to empower teachers and learners.
Participates in setting the district's vision
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San Juan County Arts Council
PO Box 3, Friday Harbor, WA 98250 [email protected]
Attachment to FINAL REPORT Pilot Project for Creative Vitality Index in the San Juan Islands June, 2013
Collateral Events in San Juan County Spring, 2013
"Fluke" is Installed (photo by Liz Illg)
San Juan Island: In February, the Town of Friday Harbor's first public art piece, a polished aluminum whale tail sculpture, was installed on a rocky knoll above the ferry lanes. Sculptor Micajah Bienvenu is a prominent Pacific Northwest sculptor, and his art can be seen in many communities in Washington, including Bellevue, Kirkland, Walla Walla, and San Juan Island.
Fluke piece is representative of a move towards celebrating the creative sector and claiming a place in the community for art.
Lopez Island: A recent installation of a public ceramic piece by Nancy Bingham calls attention to the Fisherman Bay watershed and waterways. "With her cloak of salmon," the descriptive plaque reads, "Raven Woman reminds us of the inescapable connections between air, water, humans and fish". It also reminds us "Lopez Village streets drain to Fisherman Bay and San Juan Channel [with] no treatment of runoff before it enters coastal marshes and the sea." Raven Woman is the first in a series of four monthly water-themed art installations that are planned for the Village this summer by Kwiaht, Center for the Historical Ecology of the Salish Sea. For more info see: http://www.kwiaht.org/index.htm
ArtPlace America Recognizes Eastsound
Orcas Island: This art in front of the Orcas Historical Museum called "Tribute"was created by Todd Spalti and installed some years ago. It is reflective of why ArtPlace America designated Eastound as one of "America's Top Twelve Small-Town ArtPlaces." ArtPlace is a collaboration of national foundations and the National Endowment for the Arts to accelerate creative placemaking across the U.S. The twelve communities had the highest concentrations of arts nonprofits, core arts-oriented businesses, and workers in creative occupations among smaller towns in the United States, according to data analyzed by Impresa, Inc., a Portland-based firm specializing in the study of regional economies. See more at: http://tinyurl.com/plyga7x
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THE PRIVATE LIFE OF NAPOLEON BONAPARTE - COMPLETE
CONSTANT ∗
RECOLLECTIONS OF THE PRIVATE LIFE OF NAPOLEON, V3
By CONSTANT
PREMIER VALET DE CHAMBRE
TRANSLATED BY WALTER CLARK
1895
CHAPTER XIII.
The First Consul left Boulogne to return to Paris, in order to be present at the marriage of one of his sisters. Prince Camille Borghese, descendant of the noblest family of Rome, had already arrived at Paris to–marry Madame Pauline Bonaparte, widow of General Leclerc, who had died of yellow fever in San Domingo. I recollect having seen this unfortunate general at the residence of the First Consul some time before his departure on the ill-starred expedition which cost him his life, and France the loss of many brave soldiers and much treasure. General Leclerc, whose name is now almost forgotten, or held in light esteem, was a kind and good man. He was passionately in love with his wife, whose giddiness, to put it mildly, afflicted him sorely, and threw him into a deep and habitual melancholy painful to witness. Princess Pauline (who was then far from being a princess) had married him willingly, and of her own choice; but this did not prevent her tormenting her husband by her innumerable caprices, and repeating to him a hundred times a day that he was indeed a fortunate man to marry the sister of the First Consul. I am sure that with his simple tastes and quiet disposition General Leclerc would have preferred less distinction and more peace. The First Consul required his sister to accompany her husband to San Domingo. She was forced to obey, and to leave Paris, where she swayed the scepter of fashion, and eclipsed all other women by her elegance and coquetry, as well as by her incomparable beauty, to brave a dangerous climate, and the
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ferocious companions of Christophe and Dessalines. At the end of the year 1801 the admiral's ship, The Ocean, sailed from Brest, carrying to the Cape (San Domingo) General Leclerc, his wife, and their son. After her arrival at the Cape, the conduct of Madame Leclerc was beyond praise. On more than one occasion, but especially that which I shall now attempt to describe, she displayed a courage worthy of her name and the position of her husband. I obtained these details from an eye-witness whom I had known at Paris in the service of Princess Pauline.
The day of the great insurrection of the blacks in September, 1802, the bands of Christophe and Dessalines, composed of more than twelve thousand negroes, exasperated by their hatred against the whites, and the certainty that if they yielded no quarter would be given, made an assault on the town of the Cape, which was defended by only one thousand soldiers; for only this small number remained of the large army which had sailed from Brest a year before, in brilliant spirits and full of hope. This handful of brave men, the most of them weakened by fever, led by the general-in-chief of the expedition, who was even then suffering from the malady which caused his death, repulsed by unheard of efforts and heroic valor the repeated attacks of the blacks.
During this combat, in which the determination, if not the number and strength, was equal on both sides, Madame Leclerc, with her son, was under the guard of a devoted friend who had subject to his orders only a weak company of artillery, which still occupied the house where her husband had fixed his residence, at the foot of the low hills which bordered the coast. The general-in-chief, fearing lest this residence might be surprised by a party of the enemy, and being unable to foresee the issue of the struggle which he was maintaining on the heights of the Cape, and against which the blacks made their most furious assaults, sent an order to convey his wife and son on board the fleet. Pauline would not consent to this. Always faithful to the pride with which her name inspired her (but this time there was in her pride as much greatness as nobility), she spoke to the ladies of the city who had taken refuge with her, and begged them to go away, giving them a frightful picture of the horrible treatment to which they would be exposed should the negroes defeat the troops. "You can leave. You are not the sisters of Bonaparte."
However, as the danger became more pressing every moment, General Leclerc sent an aide-de-camp to his residence, and enjoined on him, in case Pauline still persisted in her refusal, to use force, and convey her on board against her will. The officer was obliged to execute this order to the letter. Consequently Madame Leclerc was forcibly placed in an armchair which was borne by four soldiers, while a grenadier marched by her side, carrying in his arms the general's son. During this scene of flight and terror the child, already worthy of its mother, played with the plume of the soldier who was carrying him. Followed by her cortege of trembling, tearful women, whose only source of strength during this perilous passage was in her courage, she was thus conveyed to
the seashore. Just as they were going to place her in the sloop, however, another aide-de-camp of her husband brought news of the defeat of the blacks. "You see now," said she, returning to her residence, "I was right in not wishing to embark." She was not yet out of danger, however; for a troop of negroes, forming part of the army which had just been so miraculously repulsed, in trying to make good their retreat to the dikes, met the small escort of Madame Leclerc. As they appeared disposed to attack, it was necessary to scatter them by shots at short range. Throughout this skirmish Pauline preserved a perfect equanimity. All these circumstances, which reflected so much honor on Madame Leclerc, were reported to the First Consul.
His self-love was flattered by it; and I believe that it was to Prince Borghese that he said one day at his levee, "Pauline is predestined to marry a Roman, for from head to foot she is every inch a Roman."
Unfortunately this courage, which a man might have envied, was not united in the Princess Pauline with those virtues which are less brilliant and more modest, and also more suitable for a woman, and which we naturally expect to find in her, rather than boldness and contempt of danger.
I do not know if it is true, as has been written somewhere, that Madame Leclerc, when she was obliged to set out for San Domingo, had a fancy for an actor of the Theatre Francais. Nor am I able to say whether it is true that Mademoiselle Duchesnois had the naivete to exclaim before a hundred people in reference to this departure, "Lafon will never be consoled; it will kill him!" but what I myself know of the frailty of this princess leads me to believe that the anecdote is true.
All Paris knew the special favor with which she honored M. Jules de Canouville, a young and brilliant colonel who was handsome and brave, with a perfect figure, and an assurance which was the cause of his innumerable successes with certain women, although he used little discretion in respect to them. The liaison of Princess Pauline with this amiable officer was the most lasting that she ever formed; and as, unfortunately, neither of them was discreet, their mutual tenderness acquired in a short while a scandalous publicity. I shall take occasion later to relate in its proper place the incident which caused the disgrace, banishment, and perhaps even the death, of Colonel de Canouville. A death so premature, and above all so cruel, since it was not an enemy's bullet which struck him, was deplored by the whole army.
[Monsieur Bousquet was called to Neuilly (residence of the Princess Pauline) in order to examine the beautiful teeth of her Imperial Highness. Presented to her, he prepared to begin work. "Monsieur," said a charming young man in a wrapper, negligently lying on a sofa, "take care, I pray, what you do. I feel a great interest in the teeth of my Paulette, and I hold you responsible for any accident."–" Be tranquil, my Prince; I can assure your Imperial Highness that there is no danger." During all the time that
Bousquet was engaged in working on the pretty mouth, these recommendations continued. At length, having finished what he had to do, he passed into the waiting-room, where he found assembled the ladies of the palace, the chamberlains, etc., who were awaiting to enter the apartments of the Princess.
They hastened to ask Bousquet news of the princess, "Her Imperial Highness is very well, and must be happy in the tender attachment her august husband feels for her, which he has shown in my presence in so touching a manner. His anxiety was extreme. It was only with difficulty I could reassure him as to the result of the simplest thing in the world; I shall tell everywhere what I have just witnessed. It is pleasant to be able to cite such an example of conjugal tenderness in so high a rank. I am deeply impressed with it." They did not try to stop good M. Bousquet in these expressions of his enthusiasm. The desire to laugh prevented a single word; and he left convinced that nowhere existed a better household than that of the Prince and Princess Borghese. The latter was in Italy, and the handsome young man was M. de Canouville.
I borrow this curious anecdote from the "Memoirs of Josephine," the author of which, who saw and described the Court of Navarre and Malmaison with so much truth and good judgment, is said to be a woman, and must be in truth a most intellectual one, and in a better position than any other person to know the private affairs of her Majesty, the Empress.–CONSTANT.
He was slain by a ball from a French cannon, which was discharged after the close of an action in which he had shown the most brilliant courage.–CONSTANT.]
Moreover, however great may have been the frailty of Princess Pauline in regard to her lovers, and although most incredible instances of this can be related without infringing on the truth, her admirable devotion to the person of the Emperor in 1814 should cause her faults to be treated with indulgence.
On innumerable occasions the effrontery of her conduct, and especially her want of regard and respect for the Empress Marie Louise, irritated the Emperor against the Princess Borghese, though he always ended by pardoning her; notwithstanding which, at the time of the fall of her august brother she was again in disgrace, and being informed that the island of Elba had been selected as a prison for the Emperor, she hastened to shut herself up there with him, abandoning Rome and Italy, whose finest palaces were hers. Before the battle of Waterloo, his Majesty at the critical moment found the heart of his sister Pauline still faithful. Fearing lest he might be in need of money, she sent him her handsomest diamonds, the value of which was enormous; and they were found in the carriage of the Emperor when it was captured at Waterloo, and exhibited to the curiosity of the inhabitants of London. But the
CHAPTER XIV.
On the day of General Moreau's arrest the First Consul was in a state of great excitement.
[Jean Victor Moreau, born at Morlaix in Brittany, 1763, son of a prominent lawyer. At one time he rivaled Bonaparte in reputation. He was general-in-chief of the army of the Rhine, 1796, and again in 1800, in which latter year he gained the battle of Hohenlinden. Implicated in the conspiracy of Pichegru, he was exiled, and went to the United States. He returned to Europe in 1813, and, joining the allied armies against France, was killed by a cannon-shot in the attack on Dresden in August of that year.]
The morning was passed in interviews with his emissaries, the agents of police; and measures had been taken that the arrest should be made at the specified hour, either at Gros-Bois, or at the general's house in the street of the Faubourg Saint-Honore. The First Consul was anxiously walking up and down his chamber, when he sent for me, and ordered me to take position opposite General Moreau's house (the one in Paris), to see whether the arrest had taken place, and if there was any tumult, and to return promptly and make my report. I obeyed; but nothing extraordinary took place, and I saw only some police spies walking along the street, and watching the door of the house of the man whom they had marked for their prey. Thinking that my presence would probably be noticed, I retired; and, as I learned while returning to the chateau that General Moreau had been arrested on the road from his estate of Gros-Bois, which he sold a few months later to Marshal Berthier, before leaving for the United States, I quickened my pace, and hastened to announce to the First Consul the news of the arrest. He knew this already, made no response, and still continued thoughtful, and in deep reflection, as in the morning.
Since I have been led to speak of General Moreau, I will recall by what fatal circumstances he was led to tarnish his glory. Madame Bonaparte had given to him in marriage Mademoiselle Hulot, her friend, and, like herself, a native of the Isle of France. This young lady, gentle, amiable, and possessing those qualities which make a good wife and mother, loved her husband passionately, and was proud of that glorious name which surrounded her with respect and honor; but, unfortunately, she had the greatest deference for her mother, whose ambition was great, and who desired nothing short of seeing her daughter seated upon a throne. The influence which she exercised over Madame Moreau soon extended to the general himself, who, ruled by her counsels, became gloomy, thoughtful,
melancholy, and forever lost that tranquillity of mind which had distinguished him. From that time the general's house was open to intrigues and conspiracies; and it was the rendezvous of all the discontented, of which there were many. The general assumed the task of disapproving all the acts of the First Consul; he opposed the reestablishment of public worship, and criticised as childish and ridiculous mummery the institution of the Legion of Honor. These grave imprudences, and indeed many others, came to the ears of the First Consul, who refused at first to believe them; but how could he remain deaf to reports which were repeated each day with more foundation, though doubtless exaggerated by malice?
In proportion as the imprudent speeches of the general were depriving him of the esteem of the First Consul, his mother-in-law, by a dangerous obstinacy, was encouraging him in his opposition, persuaded, she said, that the future would do justice to the present. She did not realize that she spoke so truly; and the general rushed headlong into the abyss which opened before him. How greatly his conduct was in opposition to his character! He had a pronounced aversion to the English, and he detested the Chouans, and everything pertaining to the old nobility; and besides, a man like General Moreau, who had served his country so gloriously, was not the one to bear arms against her. But he was deceived, and he deceived himself, in thinking that he was fitted to play a great political part; and he was destroyed by the flatteries of a party which excited all possible hostility against the First Consul by taking advantage of the jealousy of his former comrades in arms. I witnessed more than one proof of affection shown by the First Consul to General Moreau. In the course of a visit of the latter to the Tuileries, and during an interview with the First Consul, General Carnot arrived from Versailles with a pair of pistols of costly workmanship, which the manufactory of Versailles had sent as a gift to the First Consul. He took these handsome weapons from the hands of General Carnot, admired them a moment, and immediately offered them to General Moreau, saying to him, "Take them, truly they could not have come at a better time." All this was done quicker than I can write it; the general was highly flattered by this proof of friendship, and thanked the First Consul warmly.
The name and trial of General Moreau recall to me the story of a brave officer who was compromised in this unfortunate affair, and who after many years of disgrace was pardoned only on account of the courage with which he dared expose himself to the anger of the Emperor. The authenticity of the details which I shall relate can be attested, if necessary, by living persons, whom I shall have occasion to name in my narrative, and whose testimony no reader would dream of impeaching.
The disgrace of General Moreau extended at first to all those who surrounded him; and as the affection and devotion felt for him by all the officers and soldiers who had served under him was well known, his aidesde-camp were arrested, even those who were not then in Paris. One of
them, Colonel Delelee, had been many months on furlough at Besancon, resting after his campaigns in the bosom of his family, and with a young wife whom he had recently married. Besides, he was at that time concerning himself very little with political matters, very much with his pleasures, and not at all with conspiracies. Comrade and brother in arms of Colonels Guilleminot, Hugo, Foy,–all three of whom became generals afterwards,–he was spending his evenings gayly with them at the garrison, or in the quiet pleasures of his family circle. Suddenly Colonel Delelee was arrested, placed in a postchaise, and it was not until he was rolling along in a gallop on the road to Paris, that he learned from the officer of the gendarmes who accompanied him, that General Moreau had conspired, and that in his quality as aide-de-camp he was counted among the conspirators.
Arrived at Paris, the colonel was put in close confinement, in La Force I believe. His wife, much alarmed, followed his footsteps; but it was several days before she obtained permission to communicate with the prisoner, and then could do so only by signs from the courtyard of the prison while he showed himself, for a few moments, and put his hands through the bars of the window. However, the rigor of these orders was relaxed for the colonel's young child three or four years of age, and his father obtained the favor of embracing him. He came each morning in his mother's arms, and a turnkey carried him in to the prisoner, before which inconvenient witness the poor little thing played his role with all the skill of a consummate actor. He would pretend to be lame, and complain of having sand in his shoes which hurt him and the colonel, turning his back on the jailer, and taking the child in his lap to remove the cause of the trouble, would find in his son's shoe a note from his wife, informing him in a few words of the state of the trial, and what he had to hope or fear for himself. At length, after many months of captivity, sentence having been pronounced against the conspirators, Colonel Delelee, against whom no charge had been made, was not absolved as he had a right to expect, but was struck offthe army list, arbitrarily put under surveillance, and prohibited from coming within forty leagues of Paris. He was also forbidden to return to Besancon, and it was more than a year after leaving prison before he was permitted to do so.
Young and full of courage, the Colonel saw, from the depths of his retirement, his friends and comrades make their way, and gain upon the battlefield fame, rank, and glory, while he himself was condemned to inaction and obscurity, and to pass his days in following on the map the triumphant march of those armies in which he felt himself worthy to resume his rank. Innumerable applications were addressed by him and his friends to the head of the Empire, that he might be allowed to go even as a common volunteer, and rejoin his former comrades with his knapsack on his shoulder; but these petitions were refused, the will of the Emperor was inflexible, and to each new application he only replied, "Let him wait." The inhabitants of Besancon, who considered Colonel Delelee as their fellow-citizen, interested themselves warmly in the unmerited misfortunes of this brave officer; and when an occasion presented itself
of recommending him anew to the clemency, or rather to the justice, of the Emperor, they availed themselves of it.
It was, I believe, on the return from Prussia and Poland that from all parts of France there came deputations charged with congratulating the Emperor upon his several victories. Colonel Delelee was unanimously elected member of the deputation of Doubs, of which the mayor and prefect of Besancon were also members, and of which the respectable Marshal Moncey was president, and an opportunity was thus at last offered Colonel Delelee of procuring the removal of the long sentence which had weighed him down and kept his sword idle. He could speak to the Emperor, and complain respectfully, but with dignity, of the disgrace in which he had been so long kept without reason. He could render thanks, from the bottom of his heart, for the generous affection of his fellow-citizens, whose wishes, he hoped would plead for him with his Majesty.
The deputies of Besancon, upon their arrival at Paris, presented themselves to the different ministers. The minister of police took the president of the deputation aside, and asked him the meaning of the presence among the deputies of a man publicly known to be in disgrace, and the sight of whom could not fail to be disagreeable to the chief of the Empire.
Marshal Moncey, on coming out from this private interview, pale and frightened, entered the room of Colonel Delelee:
"My friend," said he, "all is lost, for I have ascertained at the bureau that they are still hostile to you. If the Emperor sees you among us, he will take it as an open avowal of disregard for his orders, and will be furious."
"Ah, well, what have I to do with that?"
"But in order to avoid compromising the department, the deputation, and, indeed, in order to avoid compromising yourself, you would perhaps do well "–the Marshal hesitated. "I will do well?" demanded the Colonel.
"Perhaps to withdraw without making any display"–
Here the colonel interrupted the president of the deputation: "Marshal, permit me to decline this advice; I have not come so far to be discouraged, like a child, before the first obstacle. I am weary of a disgrace which I have not deserved, and still more weary of enforced idleness. Let the Emperor be irritated or pleased, he shall see me; let him order me to be shot, if he wishes. I do not count worth having such a life as I have led for the last four years. Nevertheless, I will be satisfied with whatever my colleagues, the deputies of Besancon, shall decide."
These latter did not disapprove of the colonel's resolution, and he accompanied them to the Tuileries on the day of the solemn reception of all the deputations of the Empire. All the halls of the Tuileries were packed with a crowd in richly embroidered coats and brilliant uniforms. The military household of the Emperor, his civil household, the generals present at Paris, the diplomatic corps, ministers and chiefs of the different administrations, the deputies of the departments with their prefects, and mayors decorated with tricolored scarfs, were all assembled in numerous groups, and conversed in a low tone while awaiting the arrival of his Majesty.
In one of these groups was seen a tall officer dressed in a very simple uniform, cut in the fashion of several years past. He wore neither on his collar, nor even on his breast the decoration which no officer of his grade then lacked. This was Colonel Delelee. The president of the deputation of which he was a member appeared embarrassed and almost distressed. Of the former comrades of the colonel, very few dared to recognize him, and the boldest gave him a distant nod which expressed at the same time anxiety and pity, while the more prudent did not even glance at him.
As for him, he remained unconcerned and resolute.
At last the folding doors were opened, and an usher cried "The Emperor, gentlemen."
The groups separated, and a line was formed, the colonel placing himself in the first rank.
His Majesty commenced his tour of the room, welcoming the president of each delegation with a few flattering words. Arrived before the delegation from Doubs, the Emperor, having addressed a few words to the brave marshal who was president, was about to pass on to the next, when his eyes fell upon an officer he had not yet seen. He stopped in surprise, and addressed to the deputy his familiar inquiry, "Who are you?"
"Sire, I am Colonel Delelee, former aide-de-camp of General Moreau."
These words were pronounced in a firm voice, which resounded in the midst of the profound silence which the presence of the sovereign imposed.
The Emperor stepped back, and fastened both eyes on the colonel. The latter showed no emotion, but bowed slightly.
Marshal Moncey was pale as death.
The Emperor spoke. "What do you come to ask here?"
"That which I have asked for many years, Sire: that your Majesty will deign to tell me wherein I have been in fault, or restore to me my rank."
Among those near enough to hear these questions and replies, few could breathe freely. At last a smile half opened the firmly closed lips of the Emperor; he placed his finger on his mouth, and, approaching the colonel, said to him in a softened and almost friendly tone, "You have reason to complain a little of that, but let us say no more about it," and continued his round. He had gone ten steps from the group formed by the deputies of Bescancon, when he came back, and, stopping before the colonel, said, "Monsieur Minister of War, take the name of this officer, and be sure to remind me of him. He is tired of doing nothing, and we will give him occupation."
As soon as the audience was over, the struggle was, who should be most attentive to the colonel. He was surrounded, congratulated, embraced, and pulled about. Each of his old comrades wished to carry him off, and his hands were not enough to grasp all those extended to him. General Savary, who that very evening had added to the fright of Marshal Moncey, by being astonished that any one could have the audacity to brave the Emperor, extended his arm over the shoulders of those who pressed around the colonel, and shaking his hand in the most cordial manner possible, "Delelee," cried he, "do not forget that I expect you to-morrow to breakfast."
Two days after this scene at court, Colonel Delelee received his appointment as chief of staffof the army of Portugal, commanded by the Duke d'Abrantes. His preparations were soon made; and just before setting out he had a last interview with the Emperor, who said to him, "Colonel, I know that it is useless to urge you to make up for lost time. In a little while I hope we shall both be satisfied with each other."
On coming out from this last audience, the brave Delelee said there was nothing wanting to make him happy except a good opportunity to have himself cut to pieces for a man who knew so well how to close the wounds of a long disgrace. Such was the sway that his Majesty exercised over the minds of men.
The colonel had soon crossed the Pyrenees, passed through Spain, and been received by Junot with open arms. The army of Portugal had suffered much in the two years during which it had struggled against both the population and the English with unequal forces. Food was secured with difficulty, and the soldiers were badly clothed, and half-shod. The new chief of staffdid all that was possible to remedy this disorder; and the soldiers had just begun to feel the good effects of his presence, when he fell sick from overwork and fatigue, and died before being able, according to the Emperor's expression, to "make up for lost time."
I have said elsewhere that upon each conspiracy against the life of the First Consul all the members of his household were at once subjected to a strict surveillance; their smallest actions were watched; they were followed outside the chateau; their conduct was reported even to the
smallest details. At the time the conspiracy of Pichegru was discovered, there was only a single guardian of the portfolio, by the name of Landoire; and his position was very trying, for he must always be present in a little dark corridor upon which the door of the cabinet opened, and he took his meals on the run, and half-dressed. Happily for Landoire, they gave him an assistant; and this was the occasion of it.
Angel, one of the doorkeepers of the palace, was ordered by the First Consul to place himself at the barrier of Bonshommes during the trial of Pichegru, to recognize and watch the people of the household who came and went in the transaction of their business, no one being allowed to leave Paris without permission. Augel's reports having pleased the First Consul, he sent for him, was satisfied with his replies and intelligence, and appointed him assistant to Landoire in the custody of the portfolio. Thus the task of the latter became lighter by half. In 1812 Angel was in the campaign of Russia, and died on the return, when within a few leagues of Paris, in consequence of the fatigue and privations which we shared with the army.
However, it was not only those attached to the service of the First Consul, or the chateau, who were subject to this surveillance.
When Napoleon became Emperor, the custodians of all the imperial palaces were furnished with a register upon which all persons from outside, and all strangers who came to visit any one in the palace were obliged to inscribe their names, with that of the persons whom they came to see. Every evening this register was carried to the grand marshal of the palace, and in his absence to the governor, and the Emperor often consulted it. He once found there a certain name which, as a husband, he had his reasons, and perhaps good ones, to suspect. His Majesty had previously ordered the exclusion of this person; and finding this unlucky name again upon the custodian's register, he was angry beyond measure, believing that they had dared on both sides to disobey his orders. Investigation was immediately made; and it was fortunately ascertained that the visitor was a most insignificant person, whose only fault was that of bearing a name which was justly compromised.
CHAPTER XV.
The year 1804, which was so full of glory for the Emperor, was also the year which brought him more care and anxiety than all others, except those of 1814 and 1815. It is not my province to pass judgment on such grave events, nor to determine what part was taken in them by the Emperor, or by those who surrounded and counseled him, for it is my object to relate only what I saw and heard. On the 21st of March of that year I entered the Emperor's room at an early hour, and found him awake, leaning on his elbow. He seemed gloomy and tired; but when I entered he sat up, passed his hand many times over his forehead, and said to me, "Constant, I have a headache." Then, throwing offthe covering, he added, "I have slept very badly." He seemed extremely preoccupied and absorbed, and his appearance evinced melancholy and suffering to such a degree that I was surprised and somewhat anxious. While I was dressing him he did not utter a word, which never occurred except when something agitated or worried him. During this time only Roustan and I were present. His toilet being completed, just as I was handing him his snuff-box, handkerchief, and little bonbon box, the door opened suddenly, and the First Consul's wife entered, in her morning negligee, much agitated, with traces of tears on her cheeks. Her sudden appearance astonished, and even alarmed, Roustan and myself; for it was only an extraordinary circumstance which could have induced Madame Bonaparte to leave her room in this costume, before taking all necessary precautions to conceal the damage which the want of the accessories of the toilet did her. She entered, or rather rushed, into the room, crying, "The Duke d'Enghien is dead! Ah, my friend! what have you done?" Then she fell sobbing into the arms of the First Consul, who became pale as death, and said with extraordinary emotion, "The miserable wretches have been too quick!" He then left the room, supporting Madame Bonaparte, who could hardly walk, and was still weeping. The news of the prince's death spread consternation in the chateau; and the First Consul remarked this universal grief, but reprimanded no one for it. The fact is, the greatest chagrin which this mournful catastrophe caused his servants, most of whom were attached to him by affection even more than by duty, came from the belief that it would inevitably tarnish the glory and destroy the peace of mind of their master.
The First Consul probably understood our feelings perfectly; but however that may be, I have here related all that I myself saw and know of this deplorable event. I do not pretend to know what passed in the cabinet meeting, but the emotion of the First Consul appeared to me sincere and unaffected; and he remained sad and silent for many days, speaking very little at his toilet, and saying only what was necessary.
During this month and the following I noticed constantly passing, repassing, and holding frequent interviews with the First Consul, many persons whom I was told were members of the council of state, tribunes, or senators. For a long time the army and a great number of citizens, who idolized the hero of Italy and Egypt, had manifested openly their desire to see him wear a title worthy of his renown and the greatness of France. It was well known, also, that he alone performed all the duties of government, and that his nominal colleagues were really his subordinates. It was thought proper, therefore, that he should become supreme head of the state in name, as he already was in fact. I have often since his fall heard his Majesty called an usurper: but the only effect of this on me is to provoke a smile of pity; for if the Emperor usurped the throne, he had more accomplices than all the tyrants of tragedy and melodrama combined, for three-fourths of the French people were in the conspiracy. As is well known, it was on May 18 that the Empire was proclaimed, and the First Consul (whom I shall henceforward call the Emperor) received at Saint-Cloud the Senate, led by Consul Cambaceres, who became, a few hours later, arch-chancellor of the Empire; and it was by him that the Emperor heard himself for the first time saluted with the title of Sire. After this audience the Senate went to present its homage to the Empress Josephine. The rest of the day was passed in receptions, presentations, interviews, and congratulations; everybody in the chateau was drunk with joy; each one felt that he had been suddenly promoted in rank, so they embraced each other, exchanged compliments, and confided to each other hopes and plans for the future. There was no subaltern too humble to be inspired with ambition; in a word, the antechamber, saving the difference of persons, furnished an exact repetition of what passed in the saloon. Nothing could be more amusing than the embarrassment of the whole service when it was necessary to reply to his Majesty's questions. They would begin with a mistake, then would try again, and do worse, saying ten times in the same minute, "Sire, general, your Majesty, citizen, First Consul." The next morning on entering as usual the First Consul's room, to his customary questions, "What o'clock is it? What is the weather? "I replied, "Sire, seven o'clock; fine weather." As I approached his bed, he seized me by the ear, and slapped me on the cheek, calling me "Monsieur le drole," which was his favorite expression when especially pleased with me. His Majesty had kept awake, and worked late into the night, and I found him serious and preoccupied, but well satisfied. How different this awakening to that of the 21st of March preceding! On this day his Majesty went to hold his first grand levee at the Tuileries, where all the civil and military authorities were presented to him. The brothers and sisters of the Emperor were made princes and princesses, with the exception of Lucien, who had quarreled with his Majesty on the occasion of his marriage with Madame Jouberton. Eighteen generals were raised to the dignity of marshals of the empire. Dating from this day, everything around their Majesties took on the appearance of a court and royal power. Much has been said of the awkwardness of the first courtiers, not yet accustomed to the new duties imposed upon them, and to the ceremonials of etiquette; and there was, indeed, in the beginning some embarrassment experienced by those in the immediate service of the Emperor, as I have said above; but this lasted only a short while, and the chamberlains and high officials adapted themselves to the new regime almost as quickly as the valets de chambre. They had also as instructors many personages of the old court, who had been struck out of the list of emigres by the kindness of the Emperor, and now solicited earnestly for themselves and their wives employment in the new imperial court.
His majesty had no liking for the anniversaries of the Republic; some of which had always seemed to him odious and cruel, others ridiculous; and I have heard him express his indignation that they should have dared to make an annual festival of the anniversary of the 21st of January, and smile with pity at the recollection of what he called the masquerades of the theo-philanthropists, who, he said, "would have no Jesus Christ, and
yet made saints of Fenelon and Las Casas–Catholic prelates."
Bourrienne, in his Memoirs, says that it was not one of the least singular things in the policy of Napoleon, that during the first years of his reign he retained the festival of 14th July. I will observe, as to this, that if his Majesty used this annual solemnity to appear in pomp in public, on the other hand, he so changed the object of the festival that it would have been difficult to recognize in it the anniversary of the taking of the Bastile and of the First Federation. I do not think that there was one word in allusion to these two events in the whole ceremony; and to confuse still further the recollections of the Republicans, the Emperor ordered that the festival should be celebrated on the 15th, because that was Sunday, and thus there would result no loss of time to the inhabitants of the capital. Besides, there was no allusion made to honoring the, captors of the Bastile, this being made simply the occasion of a grand distribution of the cross of the Legion of Honor.
It was the first occasion on which their Majesties showed themselves to the people in all the paraphernalia of power.
The cortege crossed the grand alley of the Tuileries on their way to the Hotel des Invalides, the church of which (changed during the Revolution into a Temple of Mars) had been restored by the Emperor to the Catholic worship, and was used for the magnificent ceremonies of the day. This was also the first time that the Emperor had made use of the privilege of passing in a carriage through the garden of the Tuileries. His cortege was superb, that of the Empress Josephine not less brilliant; and the intoxication of the people reached such a height, that it was beyond expression. By order of the Emperor I mingled in the crowd, to learn in what spirit the populace would take part in the festival; and I heard not a murmur, so great was the enthusiasm of all classes for his Majesty at that time, whatever may have been said since. The Emperor and Empress were received at the door of the Hotel des Invalides by the governor and by Count de Segur, grand-master of ceremonies, and at the entrance of the church by Cardinal du Belloy at the head of a numerous clergy. After the mass, de Lacepede, grand chancellor of the Legion of Honor, delivered a speech, followed by the roll-call of the grand officers of the Legion, after which the Emperor took his seat, and putting on his hat, repeated in a firm voice the formula of the oath, at the end of which all the members of the Legion cried, "Je le jure!" (I swear it); and immediately shouts of "Vive l'Empereur," repeated a thousand times, were heard in the church and outside.
A singular circumstance added still more to the interest which the ceremony excited. While the chevaliers of the new order were passing one by one before the Emperor, who welcomed them, a man of the people, wearing a roundabout, placed himself on the steps of the throne. His Majesty showed some astonishment, and paused an instant, whereupon the man, being interrogated, showed his warrant. The Emperor at once and with great cordiality bade him advance, and gave him the decoration,
accompanied by a sharp accolade. The cortege, on its return, followed the same route, passing again through the garden of the Tuileries.
On the 18th of July, three days after this ceremony, the Emperor set out from Saint-Cloud for the camp of Boulogne. Believing that his Majesty would be willing to dispense with my presence for a few days, and as it was a number of years since I had seen my family, I felt a natural desire to meet them again, and to review with my parents the singular circumstances through which I had passed since I had left them.
I should have experienced, I confess, great joy in talking with them of my present situation and my hopes; and I felt the need of freely expressing myself, and enjoying the confidences of domestic privacy, in compensation for the repression and constraint which my position imposed on me. Therefore I requested permission to pass eight days at Perueltz. It was readily granted, and I lost no time in setting out; but my astonishment may be imagined when, the very day after my arrival, a courier brought me a letter from the Count de Remusat, ordering me to rejoin the Emperor immediately, adding that his Majesty needed me, and I should have no other thought than that of returning without delay. In spite of the disappointment induced by such orders, I felt flattered nevertheless at having become so necessary to the great man who had deigned to admit me into his service, and at once bade adieu to my family. His Majesty had hardly reached Boulogne, when he set out again immediately on a tour of several days in the departments of the north. I was at Boulogne before his return, and had organized his Majesty's service so that he found everything ready on his arrival; but this did not prevent his saying to me that I had been absent a long time.
While I am on this subject, I will narrate here, although some years in advance, one or two circumstances which will give the reader a better idea of the rigorous confinement to which I was subjected. I had contracted, in consequence of the fatigues of my continual journeyings in the suite of the Emperor, a disease of the bladder, from which I suffered horribly. For a long time I combated the disease with patience and dieting; but at last, the pain having become entirely unbearable, in 1808 I requested of his Majesty a month's leave of absence in order to be cured, Dr. Boyer having told me that a month was the shortest time absolutely necessary for my restoration, and that without it my disease would become incurable. I went to Saint-Cloud to visit my wife's family, where Yvan, surgeon of the Emperor, came to see me every day. Hardly a week had passed, when he told me that his Majesty thought I ought to be entirely well, and wished me to resume my duties. This wish was equivalent to an order; it was thus I understood it, and returned to the Emperor, who seeing me pale, and suffering excruciatingly, deigned to say to me many kind things, without, however, mentioning a new leave of absence. These two were my only absences for sixteen years; therefore, on my return from Moscow, and during the campaign of France, my disease having reached its height, I quitted the Emperor at Fontainebleau, because it was impossible for me, in spite of all my attachment to so
kind a master, and all the gratitude which I felt towards him, to perform my duties longer. Even after this separation, which was exceedingly painful to me, a year hardly sufficed to cure me, and then not entirely. But I shall take occasion farther on to speak of this melancholy event. I now return to the recital of facts, which prove that I could, with more reason than many others, believe myself a person of great importance, since my humble services seemed to be indispensable to the master of Europe, and many frequenters of the Tuileries would have had more difficulty than I in proving their usefulness. Is there too much vanity in what I have just said? and would not the chamberlains have a right to be vexed by it? I am not concerned with that, so I continue my narrative. The Emperor was tenacious of old habits; he preferred, as we have already seen, being served by me in preference to all others; nevertheless, it is my duty to state that his servants were all full of zeal and devotion, though I had been with him longest, and had never left him. One day the Emperor asked for tea in the middle of the day. M. Seneschal was on duty, consequently made the tea, and presented it to his Majesty, who declared it to be detestable, and had me summoned. The Emperor complained to me that they were trying to poison him (this was his expression when he found a bad taste in anything); so going into the kitchen, I poured out of the same teapot, a cup, which I prepared and carried to his Majesty, with two silver-gilt spoons as usual, one to taste the tea in the presence of the Emperor, and the other for him. This time he said the tea was excellent, and complimented me on it with a kind familiarity which he deigned at times to use towards his servants. On returning the cup to me, he pulled my ears, and said, "You must teach them how to make tea; they know nothing about it." De Bourrienne, whose excellent Memoirs I have read with the greatest pleasure, says somewhere, that the Emperor in his moments of good humor pinched the tip of the ears of his familiars. I myself think that he pinched the whole ear, often, indeed, both ears at once, and with the hand of a master. He also says in these same Memoirs, that the Emperor gave little friendly slaps with two fingers, in which De Bourrienne is very moderate, for I can bear witness in regard to this matter, that his Majesty, although his hand was not large, bestowed his favors much more broadly; but this kind of caress, as well as the former, was given and received as a mark of particular favor, and the recipients were far from complaining then. I have heard more than one dignitary say with pride, like the sergeant in the comedy,–
"Sir, feel there, the blow upon my cheek is still warm."
In his private apartments the Emperor was almost always cheerful and approachable, conversing freely with the persons in his service, questioning them about their families, their affairs, and even as to their pleasures. His toilet finished, his appearance suddenly changed; he became grave and thoughtful, and assumed again the bearing of an emperor. It has been said, that he often beat the people of his household, which statement is untrue. I saw him once only give himself up to a transport of this kind; and certainly the circumstances which
caused it, and the reparation which followed, ought to render it, if not excusable, at least easily understood: This is the incident, of which I was a witness, and which took place in the suburbs of Vienna, the day after the death of Marshal Lannes. The Emperor was profoundly affected, and had not spoken a word during his toilet. As soon as he was dressed he asked for his horse; and as an unlucky chance would have it, Jardin, superintendent of the stables, could not be found when the horse was saddled, and the groom did not put on him his regular bridle, in consequence of which his Majesty had no sooner mounted, than the animal plunged, reared, and the rider fell heavily to the ground. Jardin arrived just as the Emperor was rising from the ground, beside himself with anger; and in his first transport of rage, he gave Jardin a blow with his riding-whip directly across his face. Jardin withdrew, overwhelmed by such cruel treatment, so unusual in his Majesty; and: few hours after, Caulaincourt, grand equerry, finding himself alone with his Majesty, described to him Jardin's grief and mortification. The Emperor expressed deep regret for his anger, sent for Jardin, and spoke to him with a kindness which effaced the remembrance of his ill treatment, and sent him a few days afterward three thousand francs. I have been told that a similar incident happened to Vigogne, senior, in Egypt. But although this may be true, two such instances alone in the entire life of the Emperor, which was passed amid surroundings so well calculated to make a man, even though naturally most amiable, depart from his usual character, should not be sufficient to draw down upon Napoleon the odious reproach of beating cruelly those in his service.
CHAPTER XVI.
In his headquarters at the Pont des Briques the Emperor worked as regularly as in his cabinet at the Tuileries. After his rides on horseback, his inspections, his visits, his reviews, he took his meals in haste, and retired into his cabinet, where he often worked most of the night, thus leading the same life as at Paris. In his horseback rides Roustan followed him everywhere, always taking with him a little silver flask of brandy for the use of his Majesty, who rarely asked for it.
The army of Boulogne was composed of about one hundred and fifty thousand infantry and ninety thousand cavalry, divided into four principal camps, the camp of the right wing, the camp of the left wing, the camp of Wimereux, and the camp of Ambleteuse.
His Majesty the Emperor had his headquarters at Pont de Briques; thus named, I was told, because the brick foundations of an old camp of Caesar's had been discovered there. The Pont de Briques, as I have said above, is about half a league from Boulogne; and the headquarters of his
Majesty were established in the only house of the place which was then habitable, and guarded by a detachment of the cavalry of the Imperial Guard.
The four camps were on a very high cliffoverlooking the sea, so situated that in fine weather the coast of England could be seen.
In the camp on the right they had established barracks for the Emperor, Admiral Bruix, Marshal Soult, and Decres, who was then minister of the navy.
The Emperor's barrack was constructed under the direction of Sordi, engineer, performing the functions of engineer-in-chief of military roads; and his nephew, Lecat de Rue, attached at that time to the staff of Marshal Soult as aide-de-camp, has been kind enough to furnish me with information which did not come within my province.
The Emperor's barrack was built of plank, like the booths of a country fair; with this difference, that the planks were neatly planed, and painted a grayish white. In form it was a long square, having at each end two pavilions of semicircular shape. A fence formed of wooden lattice inclosed this barrack, which was lighted on the outside by lamps placed four feet apart, and the windows were placed laterally. The pavilion next to the sea consisted of three rooms and a hall, the principal room, used as a council-chamber, being decorated with silvergray paper. On the ceiling were painted golden clouds, in the midst of which appeared, upon the blue vault of the sky, an eagle holding the lightning, and guided towards England by a star, the guardian star of the Emperor. In the middle of this chamber was a large oval table with a plain cover of green cloth; and before this table was placed only his Majesty's armchair, which could be taken to pieces, and was made of natural wood, unpainted, and covered with green morocco stuffed with hair, while upon the table was a boxwood writing-desk. This was the entire furniture of the council-chamber, in which his Majesty alone could be seated. The generals stood before him, and had during these councils, which sometimes lasted three or four hours, no other support than the handles of their sabers.
The council-chamber was entered from a hall. On the right of this hall was his Majesty's bedroom, which had a glass door, and was lighted by a window which looked out upon the camp of the right wing, while the sea could be seen on the left. In this room was the Emperor's iron bed, with a large curtain of plain green sarsenet fastened to the ceiling by a gilded copper ring; and upon this bed were two mattresses, one made of hair, two bolsters, one at the head, the other at the foot, no pillow, and two coverlets, one of white cotton, the other of green sarsenet, wadded and quilted; by the side of the bed two very simple folding-seats, and at the window short curtains of green sarsenet.
This room was papered with rose-colored paper, stamped with a pattern in
lace-work, with an Etruscan border.
Opposite the-bedroom was a similar chamber, in which was a peculiar kind of telescope which had cost twelve thousand francs. This instrument was about four feet long, and about a foot in diameter, and was mounted on a mahogany support, with three feet, the box in which it was kept being almost in the shape of a piano. In the same room, upon two stools, was a little square chest, which contained three complete suits and the linen which formed the campaign wardrobe of his Majesty. Above this was a single extra hat, lined with white satin, and much the worse for wear; for the Emperor, as I shall say later in speaking of his personal peculiarities, having a very tender scalp, did not like new hats, and wore the same a long time.
The main body of the imperial barrack was divided into three rooms, a saloon, a vestibule, and a grand dining-room, which communicated with the kitchens by a passage parallel to that I have just mentioned. Outside the barrack, and connected with the kitchen, was a little shed, covered with thatch, which served as a washroom, and which was also used as a butler's pantry.
The barrack of Admiral Bruix was arranged like that of the Emperor, but on a smaller scale.
Near this barrack was the semaphore of the signals, a sort of marine telegraph by which the fleet was maneuvered. A little farther on was the Tour d'Ordre, with a powerful battery composed of six mortars, six howitzers, and twelve twenty-four pounders.
These six mortars, the largest that had ever been made, were six inches thick, used forty-five pounds of powder at a charge, and threw bombs fifteen hundred toises [A toise is six feet, and a league is three miles] in the air, and a league and a half out to sea, each bomb thrown costing the state three hundred francs. To fire one of these fearful machines they used port-fires twelve feet long; and the cannoneer protected himself as best he could by bowing his head between his legs, and, not rising until after the shot was fired. The Emperor decided to fire the first bomb himself.
To the right of the headquarters battery was the barrack of Marshal Soult, which was constructed in imitation of the but of a savage, and covered with thatch down to the ground, with glass in the top, and a door through which. you descended into the rooms, which were dug out like cellars. The principal chamber was round; and in it was a large worktable covered with green cloth, and surrounded with small leather folding-chairs.
The last barrack was that of Decres, minister of the navy, which was furnished like that of Marshal Soult. From his barrack the Emperor could observe all the maneuvers at sea; and the telescope, of which I have
spoken, was so good that Dover Castle, with its garrison, was, so to speak, under the very eyes of his Majesty. The camp of the right wing, situated upon the cliff, was divided into streets, each of which bore the name of some distinguished general; and this cliffbristled with batteries from Cologne to Ambleteuse, a distance of more than two leagues.
In order to go from Boulogne to the camp of the right wing, there was only one road, which began in the Rue des Vieillards, and passed over the cliff, between the barrack of his Majesty and those of Bruix, Soult, and Decres, so that if at low tide the Emperor wished to go down upon the beach, a long detour was necessary. One day when he was complaining greatly of this, it occurred to Bonnefoux, maritime prefect of Boulogne, to apply to Sordi, engineer of military roads, and ascertain if it was not possible to remedy this great inconvenience.
The engineer replied that it was feasible to provide a road for his Majesty directly from his barrack to the beach; but that in view of the great height of the cliffit would be necessary to moderate the rapidity of the descent by making the road zigzag. "Make it as you wish," said the Emperor, "only let it be ready for use in three days." The skillful engineer went to work, and in three days and three nights the road was constructed of stone, bound together with iron clamps; and the Emperor, charmed with so much diligence and ingenuity, had the name of Sordi placed on the list for the next distribution of the cross of the Legion of Honor, but, owing to the shameful negligence of some one, the name of this man of talent was overlooked. The port of Boulogne contained about seventeen hundred vessels, such as flatboats, sloops, turkish boats, gunboats, prairies, mortar-boats, etc.; and the entrance to the port was defended by an enormous chain, and by four forts, two on the right, and two on the left.
Fort Husoir, placed on the left, was armed with three formidable batteries ranged one above the other, the lower row bearing twenty-four pounders, the second and third, thirty-six pounders. On the right of this fort was the revolving bridge, and behind this bridge an old tower called Castle Croi, ornamented with batteries which were both handsome and effective. To the left, about a quarter of a league from Fort Musoir, was Fort La Creche, projecting boldly into the sea, constructed of cut stone, and crowned by a terrible battery; and finally, on the right of Fort La Creche, was the Fort en Bois, perfectly manned, and pierced by a large opening which was uncovered at low tide.
Upon the cliffto the left of the town, at nearly the same elevation as the other, was the camp of the left wing. Here was situated the barrack of Prince Joseph, at that time colonel of the Fourth Regiment of the line; this barrack was covered with thatch. Below the camp, at the foot of the cliff, the Emperor had a basin hollowed out, in which work a part of the troops were employed.
It was in this basin that one day a young soldier of the Guard, who had stuck in the mud up to his knees, tried with all his strength to pull out his wheelbarrow, which was even worse mired than himself; but he could not succeed, and covered with sweat, swore and stormed like an angry grenadier. By chance lifting his eyes, he suddenly perceived the Emperor, who was passing by the works on his way to visit his brother Joseph in the camp on the left. The soldier looked at him with a beseeching air and gesture, singing in a most sentimental tone, "Come, oh, come, to my aid." His Majesty could not help smiling, and made signs to the soldier to approach, which the poor fellow did, after extricating himself with great difficulty. "What is your regiment"–"Sire, the First of the Guard."–"How long have you been a soldier?"–"Since you have been Emperor, Sire."–"Indeed, that is not a long time! It is not long enough for me to make you an officer, is it? But conduct yourself well, and I will have you made sergeant-major. After that, the cross and epaulets on the first battlefield. Are you content?"–"Yes, Sire."–"Chief of Staff," continued the Emperor, addressing General Berthier, "take the name of this young man. You will give him three hundred francs to clean his pantaloons and repair his wheelbarrow." And his Majesty rode on in the midst of the acclamations of the soldiers.
At the inside extremity of the port, there was a wooden bridge which they called the Service bridge. The powder magazines were behind it, containing an immense amount of ammunition; and after nightfall no one was allowed to go upon this bridge without giving the countersign to the second sentinel, for the first always allowed him to pass. He was not allowed to pass back again, however; for if any person entering the bridge was ignorant of the countersign, or had happened to forget it, he was stopped by the second sentinel, and the first sentinel at the head of the bridge had express orders to pass his bayonet through the body of the rash man if he was unable to answer the questions of this last sentinel. These rigorous precautions were rendered necessary by the vicinity of these terrible powder magazines, which a single spark might blow up, and with it the town, the fleet, and the two camps.
At night the port was closed with the big chain I have mentioned, and the wharves were picketed by sentinels placed fifteen paces from each other. Each quarter of an hour they called, "Sentinels, look out!" And the soldiers of the marine, placed in the topsails, replied to this by, "All's well," pronounced in a drawling, mournful tone. Nothing could be more monotonous or depressing than this continual murmur, this lugubrious mingling of voices all in the same tone, especially as those making these cries endeavored to make them as inspiring as possible.
Women not residing in Boulogne were prohibited from remaining there without a special permit from the minister of police. This measure had been judged necessary on account of the army; for otherwise each soldier perhaps would have brought a woman to Boulogne, and the disorder would have been indescribable. Strangers were admitted into the town with great difficulty.
In spite of all these precautions, spies from the English fleet each day penetrated into Boulogne. When they were discovered no quarter was given; and notwithstanding this, emissaries who had landed, no one knew where, came each evening to the theater, and carried their imprudence so far as to write their opinion of the actors and actresses, whom they designated by name, and to post these writings on the walls of the theater, thus defying the police. One day there were found on the shore two little boats covered with tarpaulin, which these gentry probably used in their clandestine excursions.
In June, 1804, eight Englishmen, perfectly well dressed, in white silk stockings, etc., were arrested, and on them was found sulphurated apparatus with which they had intended to burn the fleet. They were shot within an hour, without any form of trial.
There were also traitors in Boulogne. A schoolmaster, the secret agent of Lords Keith and Melville, was surprised one morning on the cliffabove the camp of the right wing, making telegraphic signals with his arms; and being arrested almost in the act by the sentinels, he protested his innocence, and tried to turn the incident into a jest, but his papers were searched, and correspondence with the English found, which clearly proved his guilt. He was delivered to the council of war, and shot the next day.
One evening between eleven o'clock and midnight, a fire-ship, rigged like a French ship, flying French colors, and in every respect resembling a gunboat, advanced towards the line of battle and passed through. By unpardonable negligence the chain had not been stretched that evening. This fire-ship was followed by a second, which exploded, striking a sloop, which went down with it. This explosion gave the alarm to the whole fleet; and lights instantly shone in every direction, revealing the first fire-ship advancing between the jetties, a sight which was witnessed with inexpressible anxiety. Three or four pieces of wood connected by cables fortunately stopped her progress; but she blew up with such a shock that the glasses of all the windows in town were shattered, and a great number of the inhabitants, who for want of beds were sleeping upon tables, were thrown to the floor, and awakened by the fall without comprehending what had happened. In ten minutes everybody was stirring, as it was thought that the English were in the port; and there ensued such confusion, such a mingled tumult of noises and screams, that no one could make himself understood, until criers preceded by drums were sent through the town to reassure the inhabitants, and inform them that all danger was past.
The next day songs were composed on this nocturnal alarm, and were soon in every mouth.
Another alarm, but of an entirely different kind, upset all Boulogne in the autumn of 1804. About eight o'clock in the evening a chimney caught fire on the right of the port; and the light of this fire, shining through the masts of the flotilla, alarmed the commandant of a post on the opposite shore. At this time all the vessels had powder and ammunition on board; and the poor commandant, beside himself with terror, cried, "Boys, the fleet is on fire;" and immediately had the alarm beaten. The frightful news spread like lightning; and in less than half an hour more than sixty thousand men appeared upon the wharves, the tocsin was sounded in all the churches, the forts fired alarm guns, while drums and trumpets sounded along the streets, the whole making an infernal tumult.
The Emperor was at headquarters when this terrible cry, "The fleet is on fire," came to his ears. "It is impossible!" he immediately exclaimed, but, nevertheless, rushed out instantly.
On entering the town, what a frightful spectacle we beheld. Women in tears, holding their children in their arms, ran like lunatics, uttering cries of despair, while men abandoned their houses, carrying offwhatever was most valuable, running against and knocking each other over in the darkness. On all sides was heard, "Mauve qui peat; we are going to be blown up, we are all lost;" and the maledictions, lamentations, blasphemies, were sufficient to make your hair stand on end.
The aides-de-camp of his Majesty and those of Marshal Soult galloped in every direction, forcing their way through the crowds, stopping the drummers, and asking them, "Why do you beat the alarm? Who has ordered you to beat the alarm?"–"We don't know," they replied; and the drums continued to beat, while the tumult kept on increasing, and the crowd rushed to the gates, struck by a terror which a moment's reflection would have dissipated. But, unfortunately, fear gives no time for reflection.
It is true, however, that a considerable number of inhabitants, less excitable than these I have described, remained quietly at home, well knowing that if the fleet had really been on fire, there would have been no time to give an alarm. These persons made every effort to quiet the excited crowd. Madame F—-, the very pretty and very amiable wife of a clockmaker, was in her kitchen making preparations for supper, when a neighbor, thoroughly frightened, entered, and said to her, "Save yourself Madame; you have not a moment to lose!"–"What is the matter?"–"The fleet is on fire!"–"Ah-pshaw!"–"Fly then, Madame, fly! I tell you the fleet is on fire." And the neighbor took Madame F—- by the arm, and endeavored to pull her along. Madame F—- held at the moment a fryingpan in which she was cooking some fritters. "Take care; you will make me burn my fritters," said she, laughing. And with a few half serious, half jesting words she reassured the poor fellow, who ended by laughing at himself.
At last the tumult was appeased, and to this great fright a profound calm succeeded. No explosion had been heard; and they saw that it must have been a false alarm, so each returned home, thinking no longer of the
fire, but agitated by another fear. The robbers may have profited by the absence of the inhabitants to pillage the houses, but as luck would have it no mischance of this kind had taken place.
The next day the poor commandant who had so inopportunely taken and given the alarm was brought before the council of war. He was guilty of no intentional wrong; but the law was explicit, and he was condemned to death. His judges, however, recommended him to the mercy of the Emperor, who pardoned him.
CHAPTER XVII.
Many of the brave soldiers who composed the army of Boulogne had earned the cross (of the Legion of Honor) in these last campaigns, and his Majesty desired that this distribution should be made an impressive occasion, which should long be remembered. He chose the day after his fete, Aug. 16, 1804. Never has there been in the past, nor can there be in the future, a more imposing spectacle.
At six o'clock in the morning, more than eighty thousand men left the four camps,–at their head drums beating and bands playing,–and advanced by divisions towards the "Hubertmill" field, which was on the cliff beyond the camp of the right wing. On this plain an immense platform had been erected, about fifteen feet above the ground, and with its back toward the sea. It was reached by three flights of richly carpeted steps, situated in the middle and on each side. From the stage thus formed, about forty feet square, rose three other platforms, the central one bearing the imperial armchair, decorated with trophies and banners, while that on the left held seats for the brothers of the Emperor, and for the grand dignitaries, and that on the right bore a tripod of antique form, surmounted by a helmet (the helmet of Duguesclin, I think), covered with crosses and ribbons. By the side of the tripod had been placed a seat for the arch-chancellor.
About three hundred steps from the throne, the land rose in a slight and almost circular ascent; and on this ascent the troops were arranged as in an amphitheater. To the right of the throne, on an eminence, were placed sixty or eighty tents made of naval flags; these tents were intended for the ladies of the city, and made a charming picture, but they were so far from the throne that the spectators who filled them were obliged to use glasses. Between these tents and the throne a part of the Imperial Guard was ranged in line of battle.
The weather was perfect; there was not a cloud in the sky; the English cruisers had disappeared; and on the sea could be seen only our line of
vessels handsomely decorated with flags.
At ten o'clock in the morning, a discharge of artillery announced the departure of the Emperor; and his Majesty left his barrack, surrounded by more than eighty generals and two hundred aides-decamp, all his household following him. The Emperor was dressed in the uniform of the colonelgeneral of the infantry of the guard. He rode at a gallop to the foot of the throne, in the midst of universal acclamations and the most deafening uproar made by drums, trumpets, and cannon, beating, blowing, and roaring all together.
His Majesty mounted the throne, followed by his brothers and the grand dignitaries; and when he was seated each one took his designated place, and the distribution of the crosses began in the following manner: An aide-de-camp of the Emperor called by name the soldiers to be honored, who one by one stopped at the foot of the throne, bowed, and mounted the steps on the right. There they were received by the arch-chancellor, who delivered to them their commissions; and two pages, placed between the Emperor and the tripod, took the decoration from the helmet of Duguesclin, and handed it to his Majesty, who fastened it himself on the breast of the brave fellow. Instantly more than eight hundred drums beat a tattoo; and when the soldier thus decorated descended from the throne by the steps on the left, as he passed before the brilliant staffof the Emperor a burst of music from more than twelve hundred musicians signaled the return to his company of the Knight of the Legion of Honor. It is needless to say that the cry of 'Vive l'Empereur' was repeated twice at each decoration.
The distribution began at ten o'clock, and ended about three. Then, according to orders borne by the aides-decamp to the divisions, a volley of artillery was heard, and eighty thousand men advanced in close columns to within twenty or thirty steps of the throne. The most profound silence succeeded the noise of drums; and, the Emperor having given his orders, the troops executed maneuvers for about an hour, at the end of which each division defiled before the throne as they returned to the camp. Each chief, on passing, saluted by lowering the point of his sword. Specially noticeable among them was Prince Joseph, newly appointed colonel of the Fourth Regiment of the line, who made his brother a salute more graceful than military. The Emperor frowned slightly at the somewhat critical remarks which his old companions in arms seemed inclined to make on this subject; but except for this slight cloud, the countenance of his Majesty was never more radiant.
Just as the troops were filing off, the wind, which for two or three hours had been blowing violently, became a perfect gale, and an orderly officer came in haste to inform his Majesty that four or five gunboats had just been driven ashore. The Emperor at once left the plain at a gallop, followed by some of the marshals, and took his position on the shore until the crews of the gunboats were saved, and the Emperor then returned to the Pont des Briques.
This immense army could not regain its quarters before eight o'clock in the evening. The next day the camp of the left wing gave a military fete, at which the Emperor was present.
From early in the morning, launches mounted on wheels ran at full speed through the streets of the camp, driven by a favorable wind. Officers amused themselves riding after them at a gallop, and rarely overtaking them. This exercise lasted an hour or two; but, the wind having changed, the launches upset, amid shouts of laughter.
This was followed by a horseback race, the prize being twelve hundred francs. A lieutenant of dragoons, very popular in his company, asked as a favor to be allowed to compete; but the haughty council of superior officers refused to admit him, under the pretext that his rank was not sufficiently high, but, in reality, because he had the reputation of being a splendid horseman. Stung to the quick by this unjust refusal, the lieutenant of dragoons applied to the Emperor, who gave him permission to race with the others, after having learned that this brave officer supported by his own exertions a numerous family, and that his conduct was irreproachable.
At a given signal the races began. The lieutenant of dragoons soon passed his antagonists, and had almost reached the goal, when, by an unfortunate mischance, a little poodle ran between the legs of his horse, and threw him down. An aide-de-camp who came immediately after was proclaimed victor. The lieutenant picked himself up as well as he could, and was preparing, very sadly, to retire, somewhat consoled by the signs of interest which the spectators manifested, when the Emperor summoned him, and said, "You deserve the prize, and you shall have it; I make you captain." And addressing himself to the grand marshal of the palace, "You will pay twelve hundred francs to the Captain" (the name does not occur to me), while all cried, "Vive l'Empereur," and congratulated the new captain on his lucky fall.
In the evening there were fireworks, which could be seen from the coast of England. Thirty thousand soldiers executed all sorts of maneuvers, firing sky-rockets from their guns. The crowning piece, which represented the arms of the Empire, was so fine that for five minutes Boulogne, the country, and all the coast, were lighted up as if it were broad daylight.
A few days after these fetes, as the Emperor was passing from one camp to the other, a sailor who was watching for him in order to hand him a petition was obliged, as the rain was falling in torrents, and he was afraid of spoiling the sheet of paper, to place himself under shelter in an isolated barrack on the shore, used to store rigging. He had been waiting a long time, and was wet to the skin, when he saw the Emperor coming from the camp of the left wing at a gallop. Just as his Majesty, still galloping, was about to pass before the barrack, the brave sailor,
who was on the lookout, sprang suddenly from his hiding place, and threw himself before the Emperor, holding out his petition in the attitude of a fencing-master defending himself. The Emperor's horse, startled by this sudden apparition, stopped short; and his Majesty, taken by surprise, gave the sailor a disapproving glance, and passed on without taking the petition which was offered him in so unusual a manner.
It was on this day, I think, that Monsieur Decres, minister of the navy, had the misfortune to fall into the water, to the very great amusement of his Majesty. To enable the Emperor to pass from the quay to a gunboat, there had been a single plank thrown from the boat to the quay. Napoleon passed, or rather leaped, over this light bridge, and was received on board in 'the arms of a soldier of the guard; but M. Decres, more stout, and less active than the Emperor, advanced carefully over the plank that he found to his horror was bending under his feet, until just as he arrived in the middle, the weight of his body broke the plank, and the minister of the navy was precipitated into the water, midway between the quay and the boat. His Majesty turned at the noise that M. Decres made in falling, and leaning over the side of the boat, exclaimed, "What! Is that our minister of the navy who has allowed himself to fall in the water? Is it possible it can be he?" The Emperor during this speech laughed most uproariously. Meanwhile, two or three sailors were engaged in getting M. Decres out of his embarrassing position. He was with much difficulty hoisted on the sloop, in a sad state, as may be believed, vomiting water through his nose, mouth, and ears, and thoroughly ashamed of his accident, which the Emperor's jokes contributed to render still more exasperating.
Towards the end of our stay the generals gave a magnificent ball to the ladies of the city, at which the Emperor was present.
For this purpose a temporary hall had been erected, which was tastefully decorated with garlands, flags, and trophies.
General Bertrand was appointed master of ceremonies by his colleagues; and General Bisson. I was put in charge of the buffet, which employment suited General Bisson perfectly, for he was the greatest glutton in camp, and his enormous stomach interfered greatly with his walking. He drank not less than six or seven bottles of wine at dinner, and never alone; for it was a punishment to him not to talk while eating, consequently he usually invited his aides-de-camp, whom, through malice no doubt, he chose always from among the most delicate and abstemious in the army. The buffet was worthy of the one who had it in charge.
The orchestra was composed of musicians from twenty regiments, who played in turn. But on the opening of the ball the entire orchestra executed a triumphal march, during which the aides-de-Camp, most elegantly attired, received the ladies invited, and presented them with bouquets.
In order to be admitted to this ball, it was necessary to have at least the rank of commandant. It is, impossible to give an idea of the scene presented by this multitude of uniforms, each vying in brilliancy with the other. The fifty or sixty generals who gave the ball had ordered from Paris magnificently embroidered uniforms, and the group they formed around his Majesty as he entered glittered with gold and diamonds. The Emperor remained an hour at this fete, and danced the Boulanyere with Madame Bertrand. He wore the uniform of colonel-general of the cavalry of the guard.
The wife of Marshal Soult was queen of the ball. She wore a black velvet dress besprinkled with the kind of diamonds called rhinestones.
At midnight a splendid supper was served, the preparation of which General Bisson had superintended, which is equivalent to saying that nothing was wanting thereto.
The ladies of Boulogne, who had never attended such a fete, were filled with amazement, and when supper was served advised each other to fill up their reticules with dainties and sweets. They would have carried away, I think, the hall, with the musicians and dancers; and for more than a month this ball was the only subject of their conversation.
About this time his Majesty was riding on horseback near his barracks, when a pretty young girl of fifteen or sixteen, dressed in white, her face bathed in tears, threw herself on her knees in his path. The Emperor immediately alighted from his horse, and assisted her to rise, asking most compassionately what he could do for her. The poor girl had come to entreat the pardon of her father, a storekeeper in the commissary department, who had been condemned to the galleys for grave crimes. His Majesty could not resist the many charms of the youthful suppliant, and the pardon was granted.
CHAPTER XVIII.
At Boulogne, as everywhere else, the Emperor well knew how to win all hearts by his moderation, his justice, and the generous grace with which he acknowledged the least service. All the inhabitants of Boulogne, even all the peasants of the suburbs, would have died for him, and the smallest particulars relating to him were constantly repeated. One day, however, his conduct gave rise to serious complaints, and he was unanimously blamed; for his injustice was the cause of a terrible tragedy. I will now relate this sad event, an authentic account of which I have never seen in print.
One morning, as he mounted his horse, the Emperor announced that he would
that day review the naval forces, and gave orders that the boats which occupied the line of defense should leave their position, as he intended to hold the review in the open sea. He set out with Roustan for his morning ride, and expressed a wish that all should be ready on his return, the hour of which he designated. Every one knew that the slightest wish of the Emperor was law; and the order was transmitted, during his absence, to Admiral Bruix, who replied with imperturbable 'sang froid', that he much regretted it, but the review would not take place that day, and in consequence no boat stirred.
On his return from his ride, the Emperor asked if everything was ready, and the admiral's answer was reported to him. Astonished by its tone, so different from what he was accustomed to, he had it repeated to him twice, and then, with a violent stamp of his foot, ordered the admiral to be summoned. He obeyed instantly; but the Emperor, thinking he did not come quickly enough, met him half-way from his barracks. The staff followed his Majesty, and placed themselves silently around him, while his eyes shot lightning.
"Admiral Bruix," said the Emperor in a tone showing great excitement, "why have you not obeyed my orders?"
"Sire," responded Bruix with respectful firmness, "a terrible storm is gathering. Your Majesty can see this as well as I; are you willing to uselessly risk the lives of so many brave men?" In truth, the heaviness of the atmosphere, and the low rumbling which could be heard in the distance, justified only too well the admiral's fears. "Monsieur," replied the Emperor, more and more irritated, "I gave the orders; once again, why have you not executed them? The consequences concern me alone. Obey!"–"Sire, I will not obey!"–"Monsieur, you are insolent!" And the Emperor, who still held his riding-whip in his hand, advanced on the admiral, making a threatening gesture. Admiral Bruix retreated a step, and placed his hand on the hilt of his sword: "Sire," said he, growing pale, "take care!" All those present were paralyzed with terror. The Emperor remained for some time immovable, with his hand raised, and his eyes fixed on the admiral, who still maintained his defiant attitude. At last the Emperor threw his whip on the ground. Admiral Bruix relaxed his hold on his sword, and, with uncovered head, awaited in silence the result of this terrible scene.
"Rear-admiral Magon!" said the Emperor, "you will see that the orders which I have given are executed instantly. As for you, sir," continued he, turning to Admiral Bruix, "you will leave Boulogne within. twentyfour hours, and retire to Holland. Go!" His Majesty returned at once to headquarters; some of the officers, only a small number, however, pressed in parting the hand that the admiral held out to them.
Rear-admiral Magon immediately ordered the fatal movement commanded by the Emperor; but hardly had the first dispositions been made when the sea
became frightful to behold, the sky, covered with black clouds, was furrowed with lightning, the thunder roared incessantly, and the wind increased to a gale. In fact, what Admiral Bruix had foreseen occurred; a frightful tempest scattered the boats in every direction, and rendered their condition desperate. The Emperor, anxious and uneasy, with lowered head and crossed arms, was striding up and down the shore, when suddenly terrible cries were heard. More than twenty gunboats, filled with soldiers and sailors, had just been driven on the shore; and the poor unfortunates who manned them, struggling against furious waves, were imploring help which none could venture to render. The Emperor was deeply touched by this sight, while his heart was torn by the lamentations of an immense crowd which the tempest had collected on the shore and the adjoining cliffs. He beheld his generals and officers stand in shuddering horror around him, and wishing to set an example of self-sacrifice, in spite of all efforts made to restrain him, threw himself into a lifeboat, saying, "Let me alone; let me alone! They must be gotten out of there." In an instant the boat filled with water, the waves dashed over it, and the Emperor was submerged, one wave stronger than the others threw his Majesty on the shore, and his hat was swept off.
Electrified by such courage, officers, soldiers, sailors, and citizens now began to lend their aid, some swimming, others in boats; but, alas! they succeeded in saving–only a very small number of the unfortunate men who composed the crews of the gunboats, and the next day the sea cast upon the shore more than two hundred men, and with them the hat of the conqueror of Marengo.
The next was a day of mourning and of grief, both in Boulogne and the camp. The inhabitants and soldiers covered the beach, searching anxiously among the bodies which the waves incessantly cast upon the shore; and the Emperor groaned over this terrible calamity, which in his inmost heart he could not fail to attribute to his own obstinacy. By his orders agents entrusted with gold went through the city and camp, stopping the murmurs which were ready to break forth.
That day I saw a drummer, who had been among the crew of the shipwrecked vessels, washed upon the shore upon his drum, which lie had used as a raft. The poor fellow had his thigh broken, and had remained more than twenty hours in that horrible condition.
In order to complete in this place my recollections of the camp of Boulogne, I will relate the following, which did not take place, however, until the month of August, 1805, after the return of the Emperor from his journey to Italy, where he had been crowned.
Soldiers and sailors were burning with impatience to embark for England, but the moment so ardently desired was still delayed. Every evening they said to themselves, "Tomorrow there will be a good wind, there will also be a fog, and we shall start," and lay down with that hope, but arose
each day to find either an unclouded sky or rain.
One evening, however, when a favorable wind was blowing, I heard two sailors conversing together on the wharf, and making conjectures as to the future. "The Emperor would do well to start tomorrow morning," said one; "he will never have better weather, and there will surely be a fog." –"Bah!" said the other, "only he does not think so. We have now waited more than fifteen days, and the fleet has not budged; however, all the ammunition is on board, and with one blast of the whistle we can put to sea."
The night sentinels came on, and the conversation of the old sea-wolves stopped there; but I soon had to acknowledge that their nautical experience had not deceived them. In fact, by three o'clock in the morning, a light fog was spread over the sea, which was somewhat stormy, the wind of the evening before began to, blow again, and at daylight the fog was so thick as to conceal the fleet from the English, while the most profound silence reigned everywhere. No hostile sails had been signaled through the night, and, as the sailors had predicted, everything favored the descent.
At five o'clock in the morning, signals were made from the semaphore; and in the twinkling of an eye all the sailors were in motion, and the port resounded with cries of joy, for the order to depart had just been received. While the sails were being hoisted, the long roll was beaten in the four camps, and the order was given for the entire army to take arms; and they marched rapidly into the town, hardly believing what they had just heard. "We are really going to start," said all the soldiers; "we are actually going to say a few words to those Englishmen," and the joy which animated them burst forth in acclamations, which were silenced by a roll of the drums. The embarkation then took place amid profound silence, and in such perfect order that I can hardly give an idea of it. At seven o'clock two hundred thousand soldiers were on board the fleet; and when a little after midday this fine army was on the point of starting amidst the adieus and good wishes of the whole city, assembled upon the walls and upon the surrounding cliffs, and at the very moment when all the soldiers standing with uncovered heads were about to bid farewell to the soil of France, crying, "Vive l'Empereur!" a message arrived from the imperial barrack, ordering the troops to disembark, and return to camp. A telegraphic dispatch just then received by his Majesty had made it necessary that he should move his troops in another direction; and the soldiers returned sadly to their quarters, some expressing in a loud tone, and in a very energetic manner, the disappointment which this species of mystification caused them.
They had always regarded the success of the enterprise against England as assured, and to find themselves stopped on the eve of departure was, in their eyes, the greatest misfortune which could happen to them.
When order had again been restored, the Emperor repaired to the camp of the right wing, and made a proclamation to the troops, which was sent into the other camps, and posted everywhere. This was very nearly the tenor of it: "Brave soldiers of the camp of Boulogne! you will not go to England. English gold has seduced the Emperor of Austria, who has just declared war against France. His army has passed the line which he should have respected, and Bavaria is invaded. Soldiers! new laurels await you beyond the Rhine. Let us hasten to defeat once more enemies whom you have already conquered." This proclamation called forth unanimous acclamations of joy, and every face brightened, for it mattered little to these intrepid men whether they were to be led against Austria or England; they simply thirsted for the fray, and now that war had been declared, every desire was gratified.
Thus vanished all those grand projects of descent upon England, which had been so long matured, so wisely planned. There is no doubt now that with favorable weather and perseverance the enterprise would have been crowned with the greatest success; but this was not to be.
A few regiments remained at Boulogne; and while their brethren crushed the Austrians, they erected upon the seashore a column destined to recall for all time the memory of Napoleon and his immortal army.
Immediately after the proclamation of which I have just spoken, his Majesty gave orders that all should prepare for immediate departure; and the grand marshal of the palace was charged to audit and pay all the expenses which the Emperor had made, or which he had ordered to be made, during his several visits, not without cautioning him, according to custom, to be careful not to pay for too much of anything, nor too high a price. I believe that I have already stated that the Emperor was extremely economical in everything which concerned him personally, and that he was afraid of spending twenty francs unless for some directly useful purpose. Among many other accounts to be audited, the grand marshal of the palace received that of Sordi, engineer of military roads, whom he had ordered to decorate his Majesty's barrack, both inside and out. The account amounted to fifty thousand francs. The grand marshal exclaimed aloud at this frightful sum. He was not willing to approve the account of Sordi, and sent it back to him, saying that he could not authorize the payment without first receiving the orders of the Emperor. The engineer assured the grand marshal that he had overcharged nothing, and that he had closely followed his instructions, and added, that being the case, it was impossible for him to make the slightest reduction. The next day Sordi received instructions to attend his Majesty. The Emperor was in his barrack, which was the subject under discussion, and spread out before him was, not the account of the engineer, but a map, upon which he was tracing the intended march of his army. Sordi came, and was admitted by General Caffarelli. The half-open door permitted the general, as well as myself, to hear the conversation which followed. "Monsieur," said his Majesty, "you have spent far too much money in decorating this miserable barrack. Yes; certainly far too much. Fifty thousand francs! Just think of it, monsieur! That is frightful; I will
not pay you!" The engineer, silenced by this abrupt entrance upon business, did not at first know how to reply. Happily the Emperor, again casting his eyes on the map which lay unrolled before him, gave him time to recover himself; and he replied, "Sire, the golden clouds which ornament this ceiling" (for all this took place in the council-chamber), "and which surround the guardian star of your Majesty, cost twenty thousand francs in truth; but if I had consulted the hearts of your subjects, the imperial eagle which is again about to strike with a thunderbolt the enemies of France and of your throne, would have spread its wings amid the rarest diamonds."–"That is very good," replied the Emperor, laughing, "very good; but I will not have you paid at present, and since you tell me that this eagle which costs so dear will strike the Austrians with a thunderbolt, wait until he has done so, and I will then pay your account in rix dollars of the Emperor of Germany, and the gold frederics of the King of Prussia." His Majesty, resuming his compass, began to move his armies upon the map; and truth to tell, the account of the engineer was not paid until after the battle of Austerlitz, and then, as the Emperor had said, in rix dollars and frederics.
About the end of July (1804), the Emperor left Boulogne in order to make a tour through Belgium before rejoining the Empress, who had gone direct to Aix-la-Chapelle. Everywhere on this tour he was welcomed, not only with the honors reserved for crowned heads, but with hearty acclamations, addressed to him personally rather than to his official position. I will say nothing of the fetes which were given in his honor during this journey, nor of the remarkable things which occurred. Descriptions of these can easily be found elsewhere; and it is my purpose to relate only what came peculiarly under my own observation, or at least details not known to the general public. Let it suffice, then, to say that our journey through Arras, Valenciennes, Mons, Brussels, etc., resembled a triumphal progress. At the gate of each town the municipal council presented to his Majesty the wine of honor and the keys of the place. We stopped a few days at Lacken; and being only five leagues from Alost, a little town where my relatives lived, I requested the Emperor's permission to leave him for twenty-four hours, and it was granted, though reluctantly. Alost, like the remainder of Belgium at this time, professed the greatest attachment for the Emperor, and consequently I had hardly a moment to myself. I visited at the house of Monsieur D—-, one of my friends, whose family had long held positions of honor in the government of Belgium. There I think all the town must have come to meet me; but I was not vain enough to appropriate to myself all the honor of this attention, for each one who came was anxious to learn even the most insignificant details concerning the great man near whom I was placed. On this account I was extraordinarily feted, and my twenty-four hours passed only too quickly. On my return, his Majesty deigned to ask innumerable questions regarding the town of Alost and its inhabitants, and as to what was thought there of his government and of himself. I was glad to be able to answer without flattery, that he was adored. He appeared gratified, and spoke to me most kindly of my family and of my own small interests.
We left the next day for Lacken, and passed through Alost; and had I known this the evening before, I might perhaps have rested a few hours longer. However, the Emperor found so much difficulty in granting me even one day, that I would not probably have dared to lose more, even had I known that the household was to pass by this town.
The Emperor was much pleased with Lacken; he ordered considerable repairs and improvements to be made there, and the palace, owing to this preference, became a charming place of sojourn.
This journey of their Majesties lasted nearly three months; and we did not return to Paris, or rather to Saint-Cloud, until November. The Emperor received at Cologne and at Coblentz the visits of several German princes and princesses; but as I know only from hearsay what passed in these interviews, I shall not undertake to describe them.
CHAPTER XIX.
Nothing is too trivial to narrate concerning great men; for posterity shows itself eager to learn even the most insignificant details concerning their manner of life, their tastes, their slightest peculiarities. When I attended the theater, whether in my short intervals of leisure or in the suite of his Majesty, I remarked how keenly the spectators enjoyed the presentation on the stage, of some grand historic personage; whose costume, gestures, bearing, even his infirmities and faults, were delineated exactly as they have been transmitted to us by contemporaries. I myself always took the greatest pleasure in seeing these living portraits of celebrated men, and well remember that on no occasion did I ever so thoroughly enjoy the stage as when I saw for the first time the charming piece of The Two Pages. Fleury in the role of Frederick the Great reproduced so perfectly the slow walk, the dry tones, the sudden movements, and even the shortsightedness of this monarch, that as soon as he appeared on the stage the whole house burst into applause. It was, in the opinion of persons sufficiently well informed to judge, a most perfect and faithful presentation; and though for my own part, I was not able to say whether the resemblance was perfect or not, I felt that it must be. Michelot, whom I have since seen in the same role, gave me no less pleasure than his predecessor; and it is evident that both these talented actors must have studied the subject deeply, to have learned so thoroughly and depicted so faithfully the characteristics of their model.
I must confess a feeling of pride in the thought that these memoirs may perhaps excite in my readers some of the same pleasurable emotions which I have here attempted to describe; and that perhaps in a future, which
will inevitably come, though far distant now perhaps, the artist who will attempt to restore to life, and hold up to the view of the world, the greatest man of this age, will be compelled, in order to give a faithful delineation, to take for his model the portrait which I, better than any one else, have been able to draw from fife. I think that no one has done this as yet; certainly not so much in detail.
On his return from Egypt the Emperor was very thin and sallow, his skin was copper-colored, his eyes sunken, and his figure, though perfect, also very thin. The likeness is excellent in the portrait which Horace Vernet drew in. his picture called "A Review of the First Consul on the Place du Carrousel." His forehead was very high, and bare; his hair thin, especially on the temples, but very fine and soft, and a rich brown color; his eyes deep blue, expressing in an almost incredible manner the various emotions by which he was affected, sometimes extremely gentle and caressing, sometimes severe, and even inflexible. His mouth was very fine, his lips straight and rather firmly closed, particularly when irritated. His teeth, without being very regular, were very white and sound, and he never suffered from them. His nose of Grecian shape, was well formed, and his sense of smell perfect. His whole frame was handsomely proportioned, though at this time his extreme leanness prevented the beauty of his features being especially noticed, and had an injurious effect on his whole physiognomy.
It would be necessary to describe his features separately, one by one, in order to form a correct idea of the whole, and comprehend the perfect regularity and beauty of each. His head was very large, being twenty-two inches in circumference; it way a little longer than broad, consequently a little flattened on the temples; it was so extremely sensitive, that I had his hats padded, and took the trouble to wear them several days in my room to break them. His ears were small, perfectly formed, and well set. The Emperor's feet were also very tender; and I had his shoes broken by a boy of the wardrobe, called Joseph, who wore exactly the same size as the Emperor.
His height was five feet, two inches, three lines. He had a rather short neck, sloping shoulders, broad chest, almost free from hairs, well shaped leg and thigh, a small foot, and well formed fingers, entirely free from enlargements or abrasions; his arms were finely molded, and well hung to his body; his hands were beautiful, and the nails did not detract from their beauty. He took the greatest care of them, as in fact of his whole person, without foppishness, however. He often bit his nails slightly, which was a sign of impatience or preoccupation.
Later on he grew much stouter, but without losing any of the beauty of his figure; on the contrary, he was handsomer under the Empire than under the Consulate; his skin had become very white, and his expression animated.
The Emperor, during his moments, or rather his long hours, of labor and of meditation, was subject to a peculiar spasmodic movement, which seemed to be a nervous affection, and which clung to him all his life. It consisted in raising his right shoulder frequently and rapidly; and persons who were not acquainted with this habit sometimes interpreted this as a gesture of disapprobation and dissatisfaction, and inquired with anxiety in what way they could have offended him. He, however, was not at all affected by it, and repeated the same movement again and again without being conscious of it.
One most remarkable peculiarity was that the Emperor never felt his heart beat. He mentioned this often to M. Corvisart, as well as to me; and more than once he made us pass our hands over his breast, in order to prove this singular exception. Never did we feel the slightest pulsation. [Another peculiarity was that his pulse was only forty to the minute.]
The Emperor ate very fast, and hardly spent a dozen minutes at the table. When he had finished he arose, and passed into the family saloon; but the Empress Josephine remained, and made a sign to the guests to do the same. Sometimes, however, she followed his Majesty; and then, no doubt, the ladies of the palace indemnified themselves in their apartments, where whatever they wished was served them.
One day when Prince Eugene rose from the table immediately after the Emperor, the latter, turning to him, said, "But you have not had time to dine, Eugene."–"Pardon me," replied the Prince, "I dined in advance!" The other guests doubtless found that this was not a useless precaution. It was before the Consulate that things happened thus; for afterwards the Emperor, even when he was as yet only First Consul, dined tete-a-tete with the Empress, except when he invited some of the ladies of the household, sometimes one, sometimes another, all of whom appreciated highly this mark of favor. At this time there was already a court.
Most frequently the Emperor breakfasted alone, on a little mahogany candle-stand with no cover, which meal, even shorter than the other, lasted only eight or ten minutes.
I will mention, later on, the bad effects which the habit of eating too quickly often produced on the Emperor's health. Besides this, and due in a great measure to his haste, the Emperor lacked much of eating decently; and always preferred his fingers to a fork or spoon. Much care was taken to place within his reach the dish he preferred, which he drew toward him in the manner I have just described, and dipped his bread in the sauce or gravy it contained, which did not, however, prevent the dish being handed round, and those eating from it who could; and there were few guests who could not.
I have seen some who even appeared to consider this singular act of courage a means of making their court. I can easily understand also that with many their admiration for his Majesty silenced all repugnance, for the same reason that we do not scruple to eat from the plate, or drink from the glass, of a person whom we love, even though it might be considered doubtful on the score of refinement; this is never noticed because love is blind. The dish which the Emperor preferred was the kind of fried chicken to which this preference of the conqueror of Italy has given the name of poulet a la Marengo. He also ate with relish beans, lentils, cutlets, roast mutton, and roast chicken. The simplest dishes were those he liked best, but he was fastidious in the article of bread. It is not true, as reported, that he made an immoderate use of coffee, for he only took half a cup after breakfast, and another after dinner; though it sometimes happened when he was much preoccupied that he would take, without noticing it, two cups in succession, though coffee taken in this quantity always excited him and kept him from sleeping.
It also happened frequently that he took it cold, or without sugar, or with too much sugar. To avoid all which mischances, the Empress Josephine made it her duty to pour out the Emperor's coffee herself; and the Empress Marie Louise also adopted the same custom. When the Emperor had risen from the table and entered the little saloon, a page followed him, carrying on a silvergilt waiter a coffee-pot, sugar-dish and cup. Her Majesty the Empress poured out the coffee, put sugar in it, tried a few drops of it, and offered it to the Emperor.
The Emperor drank only Chambertin wine, and rarely without water; for he had no fondness for wine, and was a poor judge of it. This recalls that one day at the camp of Boulogne, having invited several officers to his table, his Majesty had wine poured for Marshal Augereau, and asked him with an air of satisfaction how he liked it. The Marshal tasted it, sipped it critically, and finally replied, "There is better," in a tone which was unmistakable. The Emperor, who had expected a different reply, smiled, as did all the guests, at the Marshal's candor.
Every one has heard it said that his Majesty used great precautions against being poisoned, which statement must be placed beside that concerning the cuirass proof against bullet and dagger. On the contrary, the Emperor carried his want of precaution only too far. His breakfast was brought every day into an antechamber open to all to whom had been granted a private audience, and who sometimes waited there for several hours, and his Majesty's breakfast also waited a long time. The dishes were kept as warm as possible until he came out of his cabinet, and took his seat at the table. Their Majesties' dinner was carried from the kitchen to the upper rooms in covered, hampers, and there was every opportunity of introducing poison; but in spite of all this, never did such an idea enter the minds of the people in his service, whose devotion and fidelity to the Emperor, even including the very humblest, surpassed any idea I could convey.
The habit of eating rapidly sometimes caused his Majesty violent pains in his stomach, which ended almost always in a fit of vomiting.
One day the valet on duty came in great haste to tell me that the Emperor desired my presence immediately. His dinner had caused indigestion, and he was suffering greatly. I hurried to his Majesty's room, and found him stretched at full length on the rug, which was a habit of the Emperor when he felt unwell. The Empress Josephine was seated by his side, with the sick man's head on her lap, while he groaned or stormed alternately, or did both at once: for the Emperor bore this kind of misfortune with less composure than a thousand graver mischances which the life of a soldier carries with it; and the hero of Arcola, whose life had been endangered in a hundred battles, and elsewhere also, without lessening his fortitude, showed himself unequal to the endurance of the slightest pain. Her Majesty the Empress consoled and encouraged him as best she could; and she, who was so courageous herself in enduring those headaches which, on account of their excessive violence, were a genuine disease, would, had it been possible, have taken on herself most willingly the ailment of her husband, from which she suffered almost as much as he did, in witnessing his sufferings. "Constant," said she, as I entered, "come quick; the Emperor needs you; make him some tea, and do not go out till he is better." His Majesty had scarcely taken three cups before the pain decreased, while she continued to hold his head on her knees, pressing his brow with her white, plump hands, and also rubbing his breast. "You feel better, do you not? Would you like to lie down a little while? I will stay by your bed with Constant." This tenderness was indeed touching, especially in one occupying so elevated a rank.
My intimate service often gave me the opportunity of enjoying this picture of domestic felicity. While I am on the subject of the Emperor's ailments, I will say a few words concerning the most serious which he endured, with the exception of that which caused his death.
At the siege of Toulon, in 1793, the Emperor being then only colonel of artillery, a cannoneer was killed at his gun; and Colonel Bonaparte picked up the rammer and rammed home the charge several times. The unfortunate artilleryman had an itch of the most malignant kind, which the Emperor caught, and of which he was cured only after many years; and the doctors thought that his sallow complexion and extreme leanness, which lasted so long a time, resulted from this disease being improperly treated. At the Tuileries he took sulphur baths, and wore for some time a blister plaster, having suffered thus long because, as he said, he had not time to take care of himself. Corvisart warmly insisted on a cautery; but the Emperor, who wished to preserve unimpaired the shapeliness of his arm, would not agree to this remedy.
It was at this same siege that he was promoted from the rank of chief of battalion to that of colonel in consequence of a brilliant affair with the English, in which he received a bayonet wound in the left thigh, the scar of which he often showed me. The wound in the foot which he received at the battle of Ratisbonne left no trace; and yet, when the Emperor received it, the whole army became alarmed.
We were about twelve hundred yards from Ratisbonne, when the Emperor, seeing the Austrians fleeing on all sides, thought the combat was over. His dinner had been brought in a hamper to a place which the Emperor had designated; and as he was walking towards it, he turned to Marshal Berthier, and exclaimed, "I am wounded!" The shock was so great that the Emperor fell in a sitting posture, a bullet having, in fact, struck his heel. From the size of this ball it was apparent that it had been fired by a Tyrolean rifleman, whose weapon easily carried the distance we were from the town. It can well be understood that such an event troubled and frightened the whole staff.
An aide-de-camp summoned me; and when I arrived I found Dr. Yvan cutting his Majesty's boot, and assisted him in dressing the wound. Although the pain was still quite severe, the Emperor was not willing to take time to put on his boot again; and in order to turn the enemy, and reassure the army as to his condition, he mounted his horse, and galloped along the line accompanied by his whole staff. That day, as may be believed, no one delayed to take breakfast, but all dined at Ratisbonne.
His Majesty showed an invincible repugnance to all medicine; and when he used any, which was very rarely, it was chicken broth, chicory, or cream of tartar.
Corvisart recommended him to refuse every drink which had a bitter or disagreeable taste, which he did, I believe, in the fear that an attempt might be made to poison him.
At whatever hour the Emperor had retired, I entered his room at seven or eight o'clock in the morning; and I have already said that his first questions invariably were as to the hour and the kind of weather. Sometimes he complained to me of looking badly; and if this was true, I agreed with him, and if it were not, I told him the truth. In this case he pulled my ears, and called me, laughing, "grosse bete," and asked for a mirror, sometimes saying he was trying to fool me and that he was very well. He read the daily papers, asked the names of the people in the waiting-room, named those he wished to see, and conversed with each one. When Corvisart came, he entered without waiting for orders; and the Emperor took pleasure in teasing him by speaking of medicine, which he said was only a conjectural art, that the doctors were charlatans, and cited instances in proof of it, especially in his own experience, the doctor never yielding a point when he thought he was right. During these conversations, the Emperor shaved himself; for I had prevailed on him to take this duty on himself, often forgetting that he had shaved only one side of his face, and when I called his attention to this, he laughed, and finished his work. Yvan, doctor-in-ordinary, as well as Corvisart, came in for his share in the criticisms and attacks on his profession; and these discussions were extremely amusing. The Emperor was very gay and talkative at such times, and I believe, when he had at hand no examples to cite in support of his theories, did not scruple to invent
them; consequently these gentlemen did not always rely upon his statements. One day his Majesty pulled the ears of one of his physicians (Halle, I believe). The doctor abruptly drew himself away, crying, "Sire, you hurt me." Perhaps this speech was tinged with some irritation, and perhaps, also, the doctor was right. However that may be, his ears were never in danger again.
Sometimes before beginning my labors, his Majesty questioned me as to what I had done the evening before, asked me if I had dined in the city, and with whom, if I had enjoyed myself, and what we had for dinner. He often inquired also what such or such a part of my clothing cost me; and when I told him he would exclaim at the price, and tell me that when he was a sub-lieutenant everything was much cheaper, and that he had often during that time taken his meals at Roze's restaurant, and dined very well for forty cents. Several times he spoke to me of my family, and of my sister, who was a nun before the Revolution, and who had been compelled to leave her convent; and one day asked me if she had a pension, and how much it was. I told him, and added, that this not being sufficient for her wants, I myself gave an allowance to her, and also to my mother. His Majesty told me to apply to the Duke of Bassano, and report the matter to him, as he wished to treat my family handsomely. I did not avail myself of this kind intention of his Majesty; for at that time I had sufficient means to be able to assist my relatives, and did not foresee the future, which I thought would not change my condition, and felt a delicacy in putting my people, so to speak, on the charge of the state. I confess that I have been more than once tempted to repent this excessive delicacy, which I have seen few persons above or below my condition imitate. On rising, the Emperor habitually took a cup of tea or orange water; and if he desired a bath, had it immediately on getting out of bed, and while in it had his dispatches and newspapers read to him by his secretary (Bourrienne till 1804). If he did not take a bath, he seated himself by the fire, and had them read to him there, often reading them himself. He dictated to the secretary his replies, and the observations which the reading of these suggested to him; as he went through each, throwing it on the floor without any order. The secretary afterwards gathered them all up, and arranged them to be carried into the Emperor's private room. His Majesty, before making his toilet, in summer, put on pantaloons of white pique and a dressing-gown of the same, and in winter, pantaloons and dressing-gown of swanskin, while on his head was a turban tied in front, the two ends hanging down on his neck behind. When the Emperor donned this headdress, his appearance was far from elegant. When he came out of the bath, we gave him another turban; for the one he wore was always wet in the bath, where he turned and splashed himself incessantly. Having taken his bath and read his dispatches, he began his toilet, and I shaved him before he learned to shave himself. When the Emperor began this habit, he used at first, like every one, a mirror attached to the window; but he came up so close to it, and lathered himself so vigorously with soap, that the mirror, window-panes, curtains, his dressing-gown, and the Emperor himself, were all covered with it. To remedy this inconvenience, the servants
assembled in council, and it was decided that Roustan should hold the looking-glass for his Majesty. When the Emperor had shaved one side, he turned the other side to view, and made Roustan pass from left to right, or from right to left, according to the side on which he commenced. After shaving, the Emperor washed his face and hands, and had his nails carefully cleaned; then I took offhis flannel vest and shirt, and rubbed his whole bust with an extremely soft silk brush, afterwards rubbing him with eau-de-cologne, of which he used a great quantity, for every day he was rubbed and dressed thus. It was in the East he had acquired this hygienic custom, which he enjoyed greatly, and which is really excellent. All these preparations ended, I put on him light flannel or cashmere slippers, white silk stockings, the only kind he ever wore, and very fine linen or fustian drawers, sometimes knee-breeches of white cassimere, with soft riding-boots, sometimes pantaloons of the same stuffand color, with little English half-boots which came to the middle of the leg, and were finished with small silver spurs which were never more than six lines in length. All his, boots were finished with these spurs. I then put on him his flannel vest and shirt, a neck-cloth of very fine muslin, and over all a black silk stock; finally a round vest of white pique, and either a chasseur's or grenadier's coat, usually the former. His toilet ended, he was presented with his handkerchief, his tobacco-box, and a little shell bog filled with aniseed and licorice, ground very fine. It will be seen by the above that the Emperor had himself dressed by his attendants from head to foot. He put his hand to nothing, but let himself be dressed like an infant, his mind filled with business during the entire performance.
I had forgotten to say that he used boxwood toothpicks, and a brush dipped in some opiate. The Emperor was born, so to speak, to be waited on (homme d valets de chambre). When only a general, he had as many as three valets, and had himself served with as much luxury as at the height of his fortunes, and from that time received all the attentions I have just described, and which it was almost impossible for him to do without; and in this particular the etiquette was never changed. He increased the number of his servants, and decorated them with new titles, but he could not have more services rendered him personally. He subjected himself very rarely to the grand etiquette of royalty, and never, for example, did the grand chamberlain hand him his shirt; and on one occasion only, when the city of Paris gave him a dinner at the time of his coronation, did the grand marshal hand him water to wash his hands. I shall give a description of his toilet on the day of his coronation; and it will be seen that even on that day his Majesty, the Emperor of the French, did not require any other ceremonial than that to which he had been accustomed as general and First Consul of the Republic.
The Emperor had no fixed hour for retiring: sometimes he retired at ten or eleven o'clock in the evening; oftener he stayed awake till two, three, or four o'clock in the morning. He was soon undressed; for it was his habit, on entering the room, to throw each garment right and left,– his coat on the floor, his grand cordon on the rug, his watch hap-hazard
at the bed, his hat far offon a piece of furniture; thus with all his clothing, one piece after another. When he was in a good humor, he called me in a loud voice, with this kind of a cry: "Ohe, oh! oh!" at other times, when he was not in good humor, "Monsieur, Monsieur Constant!"
At all seasons his bed had to be warmed with a warming-pan, and it was only during the very hottest weather that he would dispense with this. His habit of undressing himself in haste rarely left me anything to do, except to hand him his night-cap. I then lighted his night-lamp, which was of gilded silver, and shaded it so that it would give less light. When he did not go to sleep at once, he had one of his secretaries called, or perhaps the Empress Josephine, to read to him; which duty no one could discharge better than her Majesty, for which reason the Emperor preferred her to all his readers, for she read with that especial charm which was natural to her in all she did. By order of the Emperor, there was burnt in his bedroom, in little silver perfume-boxes, sometimes aloes wood, and sometimes sugar or vinegar; and almost the year round it was necessary to have a fire in all his apartments, as he was habitually very sensitive to cold. When he wished to sleep, I returned to take out his lamp, and went up to my own room, my bedroom being just above that of his Majesty. Roustan and a valet on service slept in a little apartment adjoining the Emperor's bedroom; and if he needed me during the night, the boy of the wardrobe, who slept in an antechamber, came for me. Water was always kept hot for his bath, for often at any hour of the night as well as the day he might suddenly be seized with a fancy to take one.
Doctor Yvan appeared every morning and evening, at the rising and retiring of his Majesty.
It is well known that the Emperor often had his secretaries, and even his ministers, called during the night. During his stay at Warsaw, the Prince de Talleyrand once received a message after midnight; he came at once, and had a long interview with the Emperor, and work was prolonged late into the night, when his Majesty, fatigued, at last fell into a deep slumber. The Prince of Benevento, who was afraid to go out, fearing lest he might awaken the Emperor or be recalled to continue the conversation, casting his eyes around, perceived a comfortable sofa, so he stretched himself out on it, and went to sleep. Meneval, secretary to his Majesty, not wishing to retire till after the minister had left, knowing that the Emperor would probably call for him as soon as Talleyrand had retired, became impatient at such a long interview; and as for me, I was not in the best humor, since it was impossible for me to retire without taking away his Majesty's lamp. Meneval came a dozen times to ask me if Prince Talleyrand had left. "He is there yet," said I. "I am sure of it, and yet I hear nothing." At last I begged him to place himself in the room where I then was, and on which the street-door opened, whilst I went to act as sentinel in a vestibule on which the Emperor's room had another opening; and it was arranged that the one of us who saw the prince go out would inform the other. Two o'clock sounded, then three,
then four; no one appeared, and there was not the least movement in his Majesty's room. Losing patience at last, I half opened the door as gently as possible; but the Emperor, whose sleep was very light, woke with a start, and asked in a loud tone: "Who is that? Who comes there?" "What is that?" I replied, that, thinking the Prince of Benevento had gone out, I had come for his Majesty's lamp. "Talleyrand! Talleyrand!" cried out his Majesty vehemently. "Where is he, then?" and seeing him waking up, "well, I declare he is asleep! Come, you wretch; how dare you sleep in my room! ah! ah!" I left without taking out the lamp; they began talking again, and Meneval and I awaited the end of the tete-atete, until five o'clock in the morning.
The Emperor had a habit of taking, when he thus worked at night, coffee with cream, or chocolate; but he gave that up, and under the Empire no longer took anything, except from time to time, but very rarely, either punch mild and light as lemonade, or when he first awoke, an infusion of orange-leaves or tea.
The Emperor, who so magnificently endowed the most of his generals, who showed himself so liberal to his armies, and to whom, on the other hand, France owes so many and such handsome monuments, was not generous, and it must even be admitted was a little niggardly, in his domestic affairs. Perhaps he resembled those foolishly vain rich persons, who economize very closely at home, and in their own households, in order to shine more outside. He made very few, not to say no, presents to members of his household; and the first day of the year even passed without loosening his purse-strings. While I was undressing him the evening before, he said, pinching my ear, "Well, Monsieur Constant, what will you give me for my present?" The first time he asked this question I replied I would give him whatever he wished; but I must confess that I very much hoped it would not be I who would give presents next day. It seemed that the idea never occurred to him; for no one had to thank him for his gifts, and he never departed afterwards from this rule of domestic economy. Apropos of this pinching of ears, to which I have recurred so often, because his Majesty repeated it so often, it is necessary that I should say, while I think of it, and in closing this subject, that any one would be much mistaken in supposing that he touched lightly the party exposed to his marks of favor; he pinched, on the contrary, very hard, and pinched as much stronger in proportion as he happened to be in a better humor.
Sometimes, when I entered his room to dress him, he would run at me like a mad man, and saluting me with his favorite greeting, "Well, Monsieur le drole," would pinch my ears in such a manner as to make me cry out; he often added to these gentle caresses one or two taps, also well applied. I was then sure of finding him all the rest of the day in a charming humor, and full of good-will, as I have seen him, so often. Roustan, and even Marshal Berthier, received their due proportion of these imperial tendernesses.
CHAPTER XX.
The allowance made by his Majesty for the yearly expenses of his dress was twenty thousand francs; and the year of, the coronation he became very angry because that sum had been exceeded. It was never without trepidation that the various accounts of household expenses were presented to him; and he invariably retrenched and cut down, and recommended all sort of reforms. I remember after asking for some one a place of three thousand francs, which he granted me, I heard him exclaim, "Three thousand francs! but do you understand that this is the revenue of one of my communes? When I was sub-lieutenant I did not spend as much as that." This expression recurred incessantly in his conversations with those with whom he was familiar; and "when I had the honor of being sublieutenant" was often on his lips, and always in illustration of comparisons or exhortations to economy.
While on the subject of accounts, I recall a circumstance which should have a place in my memoirs, since it concerns me personally, and moreover gives an idea of the manner in which his Majesty understood economy. He set out with the idea, which was, I think, often very correct, that in private expenses as in public ones, even granting the honesty of agents (which the Emperor was always, I admit, very slow to do), the same things could have been done with much less money. Thus, when he required retrenchment, it was not in the number of objects of expense, but only in the prices charged for these articles by the furnishers; and I will elsewhere cite some examples of the effect which this idea produced on the conduct of his Majesty towards the accounting agents of his government. Now I am relating only private matters. One day when investigating various accounts, the Emperor complained much of the expenses of the stables, and cut offa considerable sum; and the grand equerry, in order to put into effect the required economy, found it necessary to deprive several persons in the household of their carriages, mine being included in this number. Some days after the execution of this measure, his Majesty charged me with a commission, which necessitated a carriage; and I was obliged to inform him that, no longer having mine, I should not be able to execute his orders. The Emperor then exclaimed that he had not intended this, and M. Caulaincourt must have a poor idea of economy. When he again saw the Duke of Vicenza, he said to him that he did not wish anything of mine to be touched.
The Emperor occasionally read in the morning the new works and romances of the day; and when a work displeased him, he threw it into the fire. This does not mean that only improper books were thus destroyed; for if the author was not among his favorites, or if he spoke too well of a foreign country, that was sufficient to condemn the volume to the flames. On this account I saw his Majesty throw into the fire a volume of the works of Madame de Stael, on Germany. If he found us in the evening enjoying a book in the little saloon, where we awaited the hour for
retiring, he examined what we were reading; and if he found they were romances, they were burned without pity, his Majesty rarely failing to add a little lecture to this confiscation, and to ask the delinquent "if a man could not find better reading than that." One morning he had glanced over and thrown in the fire a book (by what author I do not know); and when Roustan stooped down to take it out the Emperor stopped him, saying, "Let that filthy thing burn; it is all that it deserves."
The Emperor mounted his horse most ungracefully, and I think would not have always been very safe when there, if so much care had not been taken to give him only those which were perfectly trained; but every precaution was taken, and horses destined for the special service of the Emperor passed through a rude novitiate before arriving at the honor of carrying him. They were habituated to endure, without making the least movement, torments of all kinds; blows with a whip over the head and ears; the drum was beaten; pistols were fired; fireworks exploded in their ears; flags were shaken before their eyes; heavy weights were thrown against their legs, sometimes even sheep and hogs. It was required that in the midst of the most rapid gallop (the Emperor liked no other pace), he should be able to stop his horse suddenly; and in short, it was absolutely necessary to have only the most perfectly trained animals.
M. Jardin, senior, equerry of his Majesty, acquitted himself of this laborious duty with much skill and ability, as the Emperor attached such importance to it; he also insisted strongly that his horses should be very handsome, and in the last years of his reign would ride only Arab horses.
There were a few of those noble animals for which the Emperor had a great affection; among others, Styria, which he rode over the St. Bernard and at Marengo. After this last campaign, he wished his favorite to end his days in the luxury of repose, for Marengo and the great St. Bernard were in themselves a well-filled career. The Emperor rode also for many years an Arab horse of rare intelligence, in which he took much pleasure. During the time he was awaiting his rider, it would have been hard to discover in him the least grace; but as soon as he heard the drums beat the tattoo which announced the presence of his Majesty, he reared his head most proudly, tossed his mane, and pawed the ground, and until the very moment the Emperor alighted, was the most magnificent animal imaginable.
His Majesty made a great point of good equerries, and nothing was neglected in order that the pages should receive in this particular the most careful education. To accustom them to mount firmly and with grace, they practiced exercises in vaulting, for which it seemed to me they would have no use except at the Olympic circus. And, in fact, one of the horsemen of Messieurs Franconi had charge of this part of the pages' education.
The Emperor, as has been said elsewhere, took no pleasure in hunting, except just so far as was necessary to conform to the usage which makes this exercise a necessary accompaniment to the throne and the crown; and yet I have seen him sometimes continue it sufficiently long to justify the belief that he did not find it altogether distasteful. He hunted one day in the forest of Rambouillet from six in the morning to eight in the evening, a stag being the object of this prolonged excursion; and I remember they returned without having taken him. In one of the imperial hunts at Rambouillet, at which the Empress Josephine was present, a stag, pursued by the hunters, threw himself under the Empress's carriage; which refuge did not fail him, for her Majesty, touched by the misery of the poor animal, begged his life of the Emperor. The stag was spared; and Josephine placed round its neck a silver collar to attest its deliverance, and protect it against the attacks of all hunters.
One of the ladies of the Empress one day showed less humanity than she, however; and the reply which she made to the Emperor displeased him exceedingly, for he loved gentleness and pity in women. When they had hunted for several hours in the Bois de Boulogne, the Emperor drew near the carriage of the Empress Josephine, and began talking with a lady who bore one of the most noble and most ancient names in all France, and who, it is said, had been placed near the Empress against her wishes. The Prince of Neuchatel (Berthier) announced that the stag was at bay. "Madame," said the Emperor gallantly to Madame de C—- , "I place his fate in your hands."–"Do with him, Sire," replied she, "as you please. It difference to me." The Emperor gave her a glance of disapproval, and said to the master of the hounds, "Since the stag in his misery does not interest Madame C—-, he does not deserve to live; have him put to death; "whereupon his Majesty turned his horse's bridle, and rode off. The Emperor was shocked by such an answer, and repeated it that evening, on his return from the hunt, in terms by no means flattering to Madame de C—-.
It is stated in the Memorial of Saint-Helena that the Emperor, while hunting, was thrown and wounded by a wild boar, from which one of his fingers bore a bad scar. I never saw this, and never knew of such an accident having happened to the Emperor. The Emperor did not place his gun firmly to his shoulder, and as he always had it heavily loaded and rammed, never fired without making his arm black with bruises; but I rubbed the injured place with eau de Cologne, and he gave it no further thought.
The ladies followed the hunt in their coaches; a table being usually arranged in the forest for breakfast, to which all persons in the hunt were invited.
The Emperor on one occasion hunted with falcons on the plain of Rambouillet, in order to make a trial of the falconry that the King of Holland (Louis) had sent as a present to his Majesty. The household made a fete of seeing this hunt, of which we had been hearing so much; but the Emperor appeared to take less pleasure in this than in the chase or
shooting, and hawking was never tried again.
His Majesty was exceedingly fond of the play, preferring greatly French tragedy and the Italian opera. Corneille was his favorite author; and he had always on his table some volume of the works of this great poet. I have often heard the Emperor declaim, while walking up and down in his room, verses of Cinna, or this speech on the death of Caesar:
"Caesar, you will reign; see the august day In which the Roman people, always unjust to thee," etc.
At the theater of Saint-Cloud, the piece for the evening was often made up of fragments and selections from different authors, one act being chosen from one opera, one from another, which was very vexatious to the spectators whom the first piece had begun to interest. Often, also, comedies were played; on which occasions there was great rejoicing in the household, and the Emperor himself took much pleasure in them. How many times have I seen him perfectly overcome with laughter, when seeing Baptiste junior in 'les Heritiers', and Michaut also amused him in 'la
Partie de Chasse de Henry IV'.
I cannot remember in what year, but it was during one of the sojourns of the court at Fontainebleau, that the tragedy of the Venetians was presented before the Emperor by Arnault, senior. That evening, as he was retiring, his Majesty discussed the piece with Marshal Duroc, and gave his opinion, adducing many reasons, in support of it. These praises, like the criticisms, were all explained and discussed; the grand marshal talking little, and the Emperor incessantly. Although a poor judge myself of such matters, it was very entertaining, and also very instructive, to hear the Emperor's opinion of pieces, ancient and modern, which had been played before him; and his observations and remarks could not have failed, I am sure, to be of great profit to the authors, had they been able like myself to hear them. As for me, if I gained anything from it, it is being enabled to speak of it here a little (although a very little), more appropriately than a blind man would of colors; nevertheless, for fear of saying the wrong thing, I return to matters which are in my department.
It has been said that his Majesty used a great quantity of tobacco, and that in order to take it still more frequently and quickly, he put it in a pocket of his vest, lined with skin for that purpose. This is an error. The Emperor never took tobacco except in his snuff-boxes; and although he wasted a great quantity of it, he really used very little, as he took a pinch, held it to his nose simply to smell it, and let it fall immediately. It is true that the place where he had been was covered
with it; but his handkerchiefs, irreproachable witnesses in such matters, were scarcely stained, and although they were white and of very fine linen, certainly bore no marks of a snuff-taker. Sometimes he simply passed his open snuff-box under his nose in order to breathe the odor of the tobacco it contained. These boxes were of black shell, with hinges, and of a narrow, oval shape; they were lined with gold, and ornamented with antique cameos, or medallions, in gold or silver. At one time he used round tobacco-boxes; but as it took two hands to open them, and in this operation he sometimes dropped either the box or the top, he became disgusted with them. His tobacco was grated very coarse, and was usually composed of several kinds of tobacco mixed together. Frequently he amused himself by making the gazelles that he had at Saint-Cloud eat it. They were very fond of it, and although exceedingly afraid of every one else, came close to his Majesty without the slightest fear.
The Emperor took a fancy on one occasion, but only one, to try a pipe, as I shall now relate. The Persian ambassador (or perhaps it was the Turkish ambassador who came to Paris under the Consulate) had made his Majesty a present of a very handsome pipe such as is used by the Orientals. One day he was seized with a desire to try it, and had everything necessary for this purpose prepared. The fire having been applied to the bowl, the only question now was to light the tobacco; but from the manner in which his Majesty attempted this it was impossible for him to succeed, as he alternately opened and closed his lips repeatedly without drawing in his breath at all. "Why, what is the matter?" cried he; "it does not work at all." I called his attention to the fact that he was not inhaling properly, and showed him how it ought to be done; but the Emperor still continued his performances, which were like some peculiar kind of yawning. Tired out by his fruitless efforts at last, he told me to light it for him, which I did, and instantly handed it back to him. But he had hardly taken a whiffwhen the smoke, which he did not know how to breathe out again, filled his throat, got into his windpipe, and came out through his nose and eyes in great puffs. As soon as he could get his breath, he panted forth, "Take it away! what a pest! Oh, the wretches! it has made me sick." In fact, he felt ill for at least an hour after, and renounced forever the "pleasure of a habit, which," said he, "is only good to enable do-nothings to kill time."
The only requirements the Emperor made as to his clothing was that it should be of fine quality and perfectly comfortable; and his coats for ordinary use, dress-coats, and even the famous gray overcoat, were made of the finest cloth from Louviers. Under the Consulate he wore, as was then the fashion, the skirts of his coat extremely long; afterwards fashion changed, and they were worn shorter; but the Emperor held with singular tenacity to the length of his, and I had much trouble in inducing him to abandon this fashion, and it was only by a subterfuge that I at last succeeded. Each time I ordered a new coat for his Majesty, I directed the tailor to shorten the skirts by an inch at least, until at last, without his being aware of it, they were no longer ridiculous. He did not abandon his old habits any more readily on this
point than on all others; and his greatest desire was that his clothes should not be too tight, in consequence of which there were times when he did not make a very elegant appearance. The King of Naples, the man in all France who dressed with the most care, and nearly always in good taste, sometimes took the liberty of bantering the Emperor slightly about his dress. "Sire," said he to the Emperor, "your Majesty dresses too much like a good family man. Pray, Sire, be an example to your faithful subjects of good taste in dress."–"Would you like me, in order to please you," replied the Emperor, "to dress like a scented fop, like a dandy, in fine, like the King of Naples and the Two Sicilies. As for me, I must hold on to my old habitudes."–"Yes, Sire, and to your 'habits tues'," added the king on one occasion. "Detestable !" cried the Emperor; "that is worthy of Brunet;" and they laughed heartily over this play on words, while declaring it what the Emperor called it.
However, these discussions as to his dress being renewed at the time of his Majesty's marriage to the Empress Marie Louise, the King of Naples begged the Emperor to allow him to send him his tailor. His Majesty, who sought at that time every means of pleasing his young wife, accepted the offer of his brother-in-law; and that very day I went for Leger, King Joachim's tailor, and brought him with me to the chateau, recommending him to make the suits which would be ordered as loose as possible, certain as I was in advance, that, Monsieur Jourdain [a character in a Moliere comedy] to the contrary, if the Emperor could not get into them easily, he would not wear them. Leger paid no attention to my advice, but took his measure very closely. The two coats were beautifully made; but the Emperor pronounced them uncomfortable, and wore them only once, and Leger did no more work for his Majesty. At one time, long before this, he had ordered a very handsome coat of chestnut brown velvet, with diamond buttons, which he wore to a reception of her Majesty the Empress, with a black cravat, though the Empress Josephine had prepared for him an elegant lace stock, which all my entreaties could not induce him to put on.
The Emperor's vest and breeches were always of white cassimere; he changed them every morning, and they were washed only three or four times. Two hours after he had left his room, it often happened that his breeches were all stained with ink, owing to his habit of wiping his pen on them, and scattering ink all around him by knocking his pen against the table. Nevertheless, as he dressed in the morning for the whole day, he did not change his clothes on that account, and remained in that condition the remainder of the day. I have already said that he wore none but white silk stockings, his shoes, which were very light and thin, being lined with silk, and his boots lined throughout inside with white fustian; and when he felt an itching on one of his legs, he rubbed it with the heel of his shoe or the boot on the other leg, which added still more to the effect of the ink blotches. His shoe-buckles were oval, either plain gold or with medallions, and he also wore gold buckles on his garters. I never saw him wear pantaloons under the Empire.
Owing to the Emperor's tenacity to old customs, his shoemaker in the first days of the Empire was still the same he employed at the military school; and as his shoes had been made by the same measure, from that time, and no new one ever taken, his shoes, as well as his boots, were always badly made and ungraceful. For a long time he wore them pointed; but I persuaded him to have them 'en bec de canne', as that was the fashion. At last his old measure was found too small, and I got his Majesty's consent to have a new one-taken; so I summoned the shoemaker, who had succeeded his father, and was exceedingly stupid. He had never seen the Emperor, although he worked for him; and when he learned that he was expected to appear before his Majesty, his head was completely turned. How could he dare to present himself before the Emperor? What costume must he wear? I encouraged him, and told him he would need a black French coat, with breeches, and hat, etc.; and he presented himself thus adorned at the Tuileries. On entering his Majesty's chamber he made a deep bow, and stood much embarrassed. "It surely cannot be you who made shoes for me at the l'ecole militaire?"–"No, your Majesty, Emperor and King, it was my father."–"And why don't he do so now?"–"Sire, the Emperor and King, because he is dead."–"How much do you make me pay for my shoes?"–"Your Majesty, Emperor and King, pays eighteen francs for them."–"That is very dear."–"Your Majesty, Emperor and King, could pay much more for them if he would." The Emperor laughed heartily at this simplicity, and let him take his measure; but the Emperor's laughter had so completely disconcerted the poor man that, when he approached him, his hat under his arm, making a thousand bows, his sword caught between his legs, was broken in two, and made him fall on his hands and knees, not to remain there long, however, for his Majesty's roars of laughter increasing, and being at last freed from his sword, the poor shoemaker took the Emperor's measure with more ease, and withdrew amidst profuse apologies.
All his Majesty's linen was of extremely fine quality, marked with an "N" in a coronet; at first he wore no suspenders, but at last began using them, and found them very comfortable. He wore next his body vests made of English flannel, and the Empress Josephine had a dozen cashmere vests made for his use in summer.
Many persons have believed that the Emperor wore a cuirass under his clothes when walking and while in the army. This is entirely false: the Emperor never put on a cuirass, nor anything resembling one, under his coat any more than over it.
The Emperor wore no jewelry; he never had in his pockets either purse or silver, but only his handkerchief, his snuff-box, and his bonbon-box.
He wore on his coat only a star and two crosses, that of the Legion of Honor, and that of the Iron Crown. Under his uniform and on his vest he wore a red ribbon, the ends of which could just be seen.
When there was a reception at the chateau, or he held a review, he put
this grand cordon outside his coat.
His hat, the shape of which it will be useless to describe while portraits of his Majesty exist, was-extremely fine and very light, lined with silk and wadded; and on it he wore neither tassels nor plumes, but simply a narrow, flat band of silk and a little tricolored cockade.
The Emperor purchased several watches from Breguet and Meunier,–very plain repeaters, without ornamentation or figures, the face covered with glass, the back gold. M. Las Casas speaks of a watch with a double gold case, marked with the cipher "B," and which never left the Emperor. I never saw anything of the sort, though I was keeper of all the jewels, and even had in my care for several days the crown diamonds. The Emperor often broke his watch by throwing it at random, as I have said before, on any piece of furniture in his bedroom. He had two alarm-clocks made by Meunier, one in his carriage, the other at the head of his bed, which he set with a little green silk cord, and also a third, but it was old and wornout so that it would not work; it is this last which had belonged to Frederick the Great, and was brought from Berlin.
The swords of his Majesty were very plain, with gold mountings, and an owl on the hilt.
The Emperor had two swords similar to the one he wore the day of the battle of Austerlitz. One of these swords was given to the Emperor Alexander, as the reader will learn later, and the other to Prince Eugene in 1814. That which the Emperor wore at Austerlitz, and on which he afterwards had engraved the name and date of that memorable battle, was to have been inclosed in the column of the Place Vendome; but his Majesty still had it, I think, while he was at St. Helena.
He had also several sabers that he had worn in his first campaigns, and on which were engraved the names of the battles in which he had used them. They were distributed among the various general officers of his Majesty the Emperor, of which distribution I will speak later.
When the Emperor was about to quit his capital to rejoin his army, or for a simple journey through the departments, we never knew the exact moment of his departure. It was necessary to send in advance on various roads a complete service for the bedroom, kitchen, and stables; this sometimes waited three weeks, or even a month, and when his Majesty at length set out, that which was waiting on the road he did not take was ordered to return. I have often thought that the Emperor acted thus in order to disconcert those who spied on his proceedings, and to baffle their schemes.
The day he was to set out no one could discover that fact from him, and everything went on as usual. After a concert, a play, or any other amusement which had collected a large number of people, his Majesty would simply remark on retiring, "I shall leave at two o'clock!" Sometimes the
time was earlier, sometimes later; but he always began his journey at the designated hour. The order was instantly announced by each of the head servants; and all were ready at the appointed time, though the chateau was left topsy-turvy, as may be seen from the picture I have given elsewhere of the confusion at the chateau which preceded and followed the Emperor's departure. Wherever his Majesty lodged on the journey, before leaving he had all the expenses of himself and of his household paid, made presents to his hosts, and gave gratuities to the servants of the house. On Sunday the Emperor had mass celebrated by the curate of the place, giving always as much as twenty napoleons, sometimes more, and regulating the gift according to the needs of the poor of the parish. He asked many questions of the cures concerning their resources, that of their parishioners, the intelligence and morality of the population, etc. He rarely failed to ask the number of births, deaths, marriages, and if there were many young men and girls of a marriageable age. If the cure replied to these questions in a satisfactory manner, and if he had not been too-long in saying mass, he could count on the favor of his Majesty; his church and his poor would find themselves well provided for; and as for himself, the Emperor left on his departure, or had sent to him, a commission as chevalier of the Legion of Honor. His Majesty preferred to be answered with confidence and without timidity; he even endured contradiction; and one could without any risk reply inaccurately; this was almost always overlooked, for he paid little attention to the reply, but he never failed to turn away from those who spoke to him in a hesitating or embarrassed manner. Whenever the Emperor took up his residence at any place, there were on duty, night and day, a page and an aide-decamp, who slept on sacking beds. There was also constantly in attendance, in an antechamber, a quartermaster and sergeant of the stables prepared to order, when necessary, the equipages, which they took care to keep always in readiness to move; horses fully saddled and bridled, and carriages harnessed with two horses, left the stables on the first signal of his Majesty. These attendants were relieved every two hours, like sentinels.
I said above that his Majesty liked prompt replies, and those which showed vivacity and sprightliness. I will give two anecdotes in support of this assertion. Once, while the Emperor was holding a review on the Place du Carrousel, his horse reared, and in the efforts his Majesty made to control him, his hat fell to the ground; a lieutenant (his name, I think, was Rabusson), at whose feet the hat fell, picked it up, and came out from the front ranks to offer it to his Majesty. "Thanks, Captain," said the Emperor, still engaged in quieting his horse. "In what regiment?"–"Sire?" asked the officer. The Emperor, then regarding him more attentively, and perceiving his mistake, said to him, smiling, "Ah, that is so, monsieur; in the Guard."
The new captain received the commission which he owed to his presence of mind, but which he had in fact well earned by his bravery and devotion to duty.
At another review, his Majesty perceived in the ranks of a regiment of the line an old soldier, whose arms were decorated with three chevrons. He recognized him instantly as having seen him in the army of Italy, and approaching him, said, "Well, my brave fellow, why have you not the cross? You do not look like a bad fellow."–"Sire," replied the old soldier, with sorrowful gravity, "I have three times been put on the list for the cross."–"You shall not be disappointed a fourth time," replied the Emperor; and he ordered Marshal Berthier to place on the list, for the next promotion, the brave soldier, who was soon made a chevalier of the Legion of Honor.
CHAPTER XXI.
Pope Pius VII. had left Rome early in November, 1804; and his Holiness, accompanied by General Menou, administrator of Piedmont, arrived at Mont Cenis, on the morning of Nov. 15. The road of Mont Cenis had been surveyed and smoothed, and all dangerous points made secure by barriers. The Holy Father was received by M. Poitevin-Maissemy, prefect of Mont Blanc, and after a short visit to the hospice, crossed the mountain in a sedan chair, escorted by an immense crowd, who knelt to receive his blessing as he passed.
Nov. 17 his Holiness resumed his carriage, in which he made the remainder of the journey, accompanied in the same manner. The Emperor went to meet the Holy Father, and met him on the road to Nemours in the forest of Fontainebleau. The Emperor dismounted from his horse, and the two sovereigns returned to Fontainebleau in the same carriage. It is said that neither took precedence over the other, and that, in order to avoid this, they both entered the carriage at the same instant, his Majesty by the door on the right, and his Holiness by that on the left.
I do not know whether it is true that the Emperor used devices and stratagems in order to avoid compromising his dignity, but I do know that it would have been impossible to show more regard and attention to the venerable old man. The day after his arrival at Fontainebleau, the Pope made his entrance into Paris with all the honors usually rendered to the head of the Empire. Apartments had been prepared for him at the Tuileries in the Pavilion of Flora; and as a continuation of the delicate and affectionate consideration which his Majesty had shown from the beginning in welcoming the Holy Father, he found his apartments, in arrangement and furniture, an exact duplicate of those he occupied at Rome. He evinced much surprise and gratitude at this attention, which he himself, it is said, with his usual delicacy, called entirely filial; desiring thus to acknowledge the respect which the Emperor had shown him on every occasion, and the new title of eldest son of the Church, which his Majesty was about to assume with the imperial crown.
Every morning I went, by order of his Majesty, to inquire after the health of the Holy Father. Pius VII. had a noble and handsome countenance, an air of angelic sweetness, and a gentle, well modulated voice; he spoke little, and always slowly, but with grace; his tastes were extremely simple, and his abstemiousness incredible; he was indulgent to others and most lenient in his judgments. I must admit that on the score of good cheer the persons of his suite made no pretense of imitating the Holy Father, but, on the contrary, took most unbecoming advantage of the Emperor's orders, that everything requested should be furnished. The tables set for them were abundantly and even magnificently served; which, however; did not prevent a whole basket of Chambertin being requested each day for the Pope's private table, though he dined alone and drank only water.
The sojourn of nearly five months which the Holy Father made at Paris was a time of edification for the faithful; and his Holiness must have carried away a most flattering opinion of the populace, who, having ceased to practice, and not having witnessed for more than ten years, the ceremonies of the Catholic religion, had returned to them with irrepressible zeal. When the Pope was not detained in his apartments by his delicate health in regard to which the difference in the climate, compared with that of Italy, and the severity of the winter, required him to take great precautions, he visited the churches, the museum, and the establishments of public utility; and if the severe weather prevented his going out, the persons who requested this favor were presented to Pius VII. in the grand gallery of the Museum Napoleon. I was one day asked by some ladies of my acquaintance to accompany them to this audience of the Holy Father, and took much pleasure in doing so.
The long gallery of the museum was filled with ladies and gentlemen, arranged in double lines, the greater part of whom were mothers of families, with their children at their knees or in their arms, ready to be presented for the Holy Father's blessing; and Pius VII. gazed on these children with a sweetness and mildness truly angelic. Preceded by the governor of the museum, and followed by the cardinals and lords of his household, he advanced slowly between these two ranks of the faithful, who fell on their knees as he passed, often stopping to place his hand on the head of a child, to address a few words to the mother, or to give his ring to be kissed. His dress was a plain white cassock without ornament. Just as the Pope reached us, the director of the museum presented a lady who, like the others, was awaiting the blessing of his Holiness on her knees. I heard the director call this lady Madame, the Countess de Genlis, upon which the Holy Father held out to her his ring, raised her in the most affable manner, and said a few flattering words complimenting her on her works, and the happy influence which they had exercised in reestablishing the Catholic religion in France.
Sellers of chaplets and rosaries must have made their fortunes during this winter, for in some shops more than one hundred dozen were sold per day. During the month of January, by this branch of industry alone, one merchant of the Rue Saint-Denis made forty thousand francs. All those who presented themselves at the audience of the Holy Father, or who pressed around him as he went out, made him bless chaplets for themselves, for all their relations, and for their friends in Paris or in the provinces. The cardinals also distributed an incredible quantity in their visits to the various hospitals, to the Hotel des Invalides, etc., and even at private houses.
It was arranged that the coronation of their Majesties should take place on Dec. 2. On the morning of this great day all at the chateau were astir very early, especially the persons attached to the service of the wardrobe. The Emperor himself arose at eight o'clock. It was no small affair to array his Majesty in the rich costume which had been prepared for the occasion; and the whole time I was dressing him he uttered unlimited maledictions and apostrophes against embroiderers, tailors, and furnishers generally. As I passed him each article of his dress, "Now, that is something handsome, Monsieur le drole," said he (and my ears had their part in the play), "but we shall see the bills for it." This was the costume: silk stockings embroidered in gold, with the imperial coronet on the clocks; white velvet boots laced and embroidered with gold; white velvet breeches embroidered in gold on the seams; diamond buckles and buttons on his garters; his vest, also of white velvet, embroidered in gold with diamond buttons; a crimson velvet coat, with facings of white velvet, and embroidered on all the seams, the whole sparkling with gold and gems. A short cloak, also of crimson, and lined with white satin, hung from his left shoulder, and was caught on the right over his breast with a double clasp of diamonds. On such occasions it was customary for the grand chamberlain to pass the shirt; but it seems that his Majesty did not remember this law of etiquette, and it was I alone who performed that office, as I was accustomed. The shirt was one of those ordinarily worn by his Majesty, but of very beautiful cambric, for the Emperor would wear only very fine linen; but ruffles of very handsome lace had been added, and his cravat was of the most exquisite muslin, and his collar of superb lace. The black velvet cap was surmounted by two white aigrettes, and surrounded with a band of diamonds, caught together by the Regent. The Emperor set out, thus dressed, from the Tuileries; and it was not till he had reached NotreDame, that he placed over his shoulders the grand coronation mantle. This was of crimson velvet, studded with golden bees, lined with white satin, and fastened with a gold cord and tassel. The weight of it was at least eighty pounds, and, although it was held up by four grand dignitaries, bore him down by its weight. Therefore, on returning to the chateau, he freed himself as soon as possible from all this rich and uncomfortable apparel; and while resuming his grenadier uniform, he repeated over and over, "At last I can get my breath." He was certainly much more at his ease on the day of battle.
The jewels which were used at the coronation of her Majesty the Empress, and which consisted of a crown, a diadem, and a girdle, came from the
establishment of M. Margueritte. The crown had eight branches, which supported a golden globe surmounted by a cross, each branch set with diamonds, four being in the shape of palm and four of myrtle leaves. Around the crown ran a band set with eight enormous emeralds, while the bandeau which rested on the brow shone with amethysts.
The diadem was composed of four rows of magnificent pearls entwined with leaves made of diamonds, each of which matched perfectly, and was mounted with a skill as admirable as the beauty of the material. On her brow were several large brilliants, each one alone weighing one hundred and forty-nine grains. The girdle, finally, was a golden ribbon ornamented With thirty-nine rose-colored stones. The scepter of his Majesty the Emperor had been made by M. Odiot; it was of silver, entwined with a golden serpent, and surmounted by a globe on which Charlemagne was seated. The hand of Justice and the crown, as well as the sword, were of most exquisite workmanship, but it would take too long to describe them; they were from the establishment of M. Biennais.
At nine o'clock in the morning the Pope left the Tuileries for Notre Dame, in a carriage drawn by eight handsome gray horses. From the imperial of the coach rose a tiara surrounded by the insignia of the papacy in gilt bronze, while the first chamberlain of his Holiness, mounted on a mule, preceded the carriage, bearing a silver gilt cross.
There was an interval of about one hour between the arrival of the Pope at Notre Dame and that of their Majesties, who left the Tuileries precisely at eleven o'clock, which fact was announced by numerous salutes of artillery. Their Majesties' carriage, glittering with gold and adorned with magnificent paintings, was drawn by eight bay horses superbly caparisoned.
Above the imperial of this coach was a crown supported by four eagles with extended wings. The panels of this carriage, which was the object of universal admiration, were of glass instead of wood; and it was so built that the back was exactly like the front, which similarity caused their Majesties, on entering it, to make the absurd mistake of placing themselves on the front seat. The Empress was first to perceive this, and both she and her husband were much amused.
I could not attempt to describe the cortege, although I still retain most vivid recollections of the scene, because 1 should have too much to say. Picture to yourself, then, ten thousand cavalry superbly mounted, defiling between two rows of infantry equally imposing, each body covering a distance of nearly half a league. Then think of the number of the equipages, of their magnificence, the splendor of the trappings of the horses, and of the uniforms of the soldiers; of the crowds of musicians playing coronation marches, added to the ringing of bells and booming of cannon; then to all this add the effect produced by this immense multitude of from four to five hundred thousand spectators; and still one would be very far from obtaining a correct idea of this
astonishing magnificence.
In the month of December it is very rare that the weather is fine, but on that day the heavens seemed auspicious to the Emperor and just as he entered the archiepiscopal church, quite a heavy fog, which had lasted all the morning, was suddenly dissipated, and a brilliant flood of sunlight added its splendor to that of the cortege. This singular circumstance was remarked by the spectators, and increased the enthusiasm.
All the streets through which the cortege passed were carefully cleared and sanded; and the inhabitants decorated the fronts of their houses according to their varied taste and means, with drapery, tapestry, colored paper, and some even with garlands of yew-leaves, almost all the shops on the Quai des Orfevres being ornamented with festoons of artificial flowers.
The religious ceremony lasted nearly four hours, and must have been extremely fatiguing to the principal actors. The personal attendants were necessarily on duty continually in the apartment prepared for the Emperor at the archiepiscopal palace; but the curious (and all were so) relieved each other from time to time, and each thus had an opportunity of witnessing the ceremony at leisure.
I have never heard before or since such imposing music: it was the composition of Messieurs Paesiello, Rose, and Lesueur, precentors of their Majesties; and the orchestra and choruses comprised the finest musicians of Paris. Two orchestras with four choruses, including more than three hundred musicians, were led, the one by M. Persuis, the other by M. Rey, both leaders of the Emperor's bands. M. Lais, first singer to his Majesty, M. Kreutzer, and M. Baillot, first violinists of the same rank, had gathered the finest talent which the imperial chapel, the opera, and the grand lyric theaters possessed, either as instrumental players or male and female singers. Innumerable military bands, under the direction of M. Lesuem, executed heroic marches, one of which, ordered by the Emperor from M. Lesueur for the army of Boulogne, is still to-day, according to the judgment of connoisseurs, worthy to stand in the first rank of the most beautiful and most imposing musical compositions. As for me, this music affected me to such an extent that I became pale and trembling, and convulsive tremors ran through all my body while listening to it.
His Majesty would not allow the Pope to touch the crown, but placed it on his head himself. It was a golden diadem, formed of oak and laurel leaves. His Majesty then took the crown intended for the Empress, and, having donned it himself for a few moments, placed it on the brow of his august wife, who knelt before him. Her agitation was so great that she shed tears, and, rising, fixed on the Emperor a look of tenderness and gratitude; and the Emperor returned her glance without abating in the least degree the dignity required by such an imposing ceremony before so
many witnesses.
In spite of this constraint their hearts understood each other in the midst of the brilliancy and applause of the assembly, and assuredly no idea of divorce entered the Emperor's mind at that moment; and, for my part, I am very sure that this cruel separation would never have taken place if her Majesty the Empress could have borne children, or even if the young Napoleon, son of the King of Holland and Queen Hortense, had not died just at the time the Emperor had decided to adopt him. Yet I must admit that the fear, or rather the certainty, of Josephine not bearing him an heir to the throne, drove the Emperor to despair; and I have many times heard him pause suddenly in the midst of his work, and exclaim with chagrin, "To whom shall I leave all this?"
After the mass, his Excellency, Cardinal Fesch, grand almoner of France, bore the Book of the Gospels to the Emperor, who thereupon, from his throne, pronounced the imperial oath in a voice so firm and distinct that it was heard by all present. Then, for the twentieth time perhaps, the cry of 'Vive l'Empereur' sprang to the lips of all, the 'Te Deum' was chanted, and' their Majesties left the church in the same manner as they had entered. The Pope remained in the church about a quarter of an hour after the sovereigns; and, when he rose to withdraw, universal acclamations accompanied him from the choir to the portal.
Their Majesties did not return to the chateau until half-past six, and the Pope not till nearly seven. On their entrance to the church, their Majesties passed through the archbishop's palace, the buildings of which, as I have said, communicated with Notre Dame by means of a wooden gallery. This gallery, covered with slate, and hung with magnificent tapestry, ended in a platform, also of wood, erected before the principal entrance, and made to harmonize perfectly with the gothic architecture of this handsome metropolitan church. This platform rested upon four columns, decorated with inscriptions in letters of gold, enumerating the names of the principal towns of France, whose mayors had been deputized to attend the coronation. Above these columns was a painting in relief, representing Clovis and Charlemagne seated on their thrones, scepter in hand; and in the center of this frontispiece were presented the arms of the Empire, draped with the banners of the sixteen cohorts of the Legion of Honor, while on each side were towers, surmounted by golden eagles. The inside of this portico, as well as the gallery, was shaped like a roof, painted sky-blue, and sown with stars.
The throne of their Majesties was erected on a stage in the shape of a semicircle, and covered with a bluffcarpet studded with bees, and was reached by twenty-two steps. The throne, draped in red velvet, was also covered by a pavilion of the same color, the left wing of which extended over the Empress, the princesses, and their maids of honor, and the right over the two brothers of the Emperor, with the arch-chancellor and the arch-treasurer.
Nothing could be grander than the bird's-eye view of the garden of the Tuileries on the evening of this auspicious day, the grand parterre, encircled by illuminated colonnades from arch to arch of which were festooned garlands of rose-colored lights; the grand promenade outlined by columns, above which stars glittered; the terraces on each side filled with orange-trees, the branches of which were covered with innumerable lights; while every tree on the adjoining walks presented as brilliant a spectacle; and finally, to crown all this magnificent blaze of light, an immense star was suspended above the Place de la Concorde, and outshone all else. This might in truth be called a palace of fire.
On the occasion of the coronation his Majesty made magnificent presents to the metropolitan church. I remarked, among other things, a chalice ornamented with bas-reliefs, designed by the celebrated Germain, a pyx, two flagons with the waiter, a holy-water vessel, and a plate for offerings, the whole in silver gilt, and beautifully engraved. By the orders of his Majesty, transmitted through the minister of the interior, there was also presented to M. d'Astros, canon of Notre Dame, a box containing the crown of thorns, a nail, and a piece of the wood of the true cross, and a small vial, containing, it was said, some of the blood of our Lord, with an iron scourge which Saint Louis had used, and a tunic which had also belonged to that king.
In the morning Marshal Murat, Governor of Paris, had given a magnificent breakfast to the princes of Germany who had come to Paris in order to be present at the coronation; and after breakfast the marshal-governor conveyed them to Notre Dame in four carriages, each drawn by six horses, accompanied by an escort of a hundred men on horseback, and commanded by one of his aides-de-camp. This escort was especially noticeable for the elegance and richness of its uniforms.
The day after this grand and memorable solemnity was one of public rejoicing. From the early morning an immense crowd of the populace, enjoying the magnificent weather, spread itself over the boulevards, the quays, and the public squares, on which were prepared an infinite variety of amusements.
The heralds-at-arms went at an early hour through all the public places, throwing to the crowd, which pressed around them, medals struck in memory of the coronation. These medals represented on one side the likeness of the Emperor, his brow encircled with the crown of the Caesars, with this motto: Napoleon, Empereur. On the reverse side was the figure of a magistrate, with the attributes of his office around him, and that of an ancient warrior, bearing on a shield a hero crowned, and covered with the imperial mantle. Above was written: The Senate and the People. Soon after the passage of the heralds-at-arms the rejoicings commenced, and were prolonged far into the evening.
There had been erected on the Place Louis XV., which was called then the Place de la Concorde, four large square rooms of temporary woodwork, for
dancing and waltzing. Stages for the presentation of pantomimes and farces were placed on the boulevards here and there; groups of singers and musicians executed national airs and warlike marches; greased poles, rope-dancers, sports of all kinds, attracted the attention of promenaders at every step, and enabled them to await without impatience the illuminations and the fireworks.
The display of fireworks was most admirable. From the Place Louis XV. to the extreme end of the Boulevard Saint-Antoine, ran a double line of colored lights in festoons. The palace of the Corps-Legislatif, formerly the Garde-Meuble, was resplendent with lights, and the gates of SaintDenis and Saint-Martin were covered with lamps from top to bottom.
In the evening all those interested betook themselves to the quays and bridges, in order to witness the fireworks which were set offfrom the Bridge de la Concorde (now called Bridge Louis XVI.), and which far surpassed in magnificence all that had ever been seen.
CHAPTER XXII.
Wednesday, Dec. 5, three days after the coronation, the Emperor made a distribution of the colors on the Champ-de-Mars.
In front of Ecole-Militaire a balcony was erected, covered with awnings, and placed on a level with the apartments on the first floor. The middle awning, supported by four columns, each one of which was a gilded figure representing Victory, covered the throne on which their Majesties were seated. A most fortunate precaution, for on that day the weather was dreadful; the thaw had come suddenly, and every one knows what a Paris thaw is.
Around the throne were ranged princes and princesses, grand dignitaries, ministers, marshals of the Empire, grand officers of the crown, the ladies of the court, and the council of state.
This balcony was divided on the right and left into sixteen compartments, decorated with banners, and crowned with eagles, these divisions representing the sixteen cohorts of the Legion of Honor. Those on the right were occupied by the Senate, the officers of the Legion of Honor, the court of appeals, and the chiefs of the national treasury, and those on the left by the Tribunate and the Corps-Legislatif.
At each end of the balcony was a pavilion. That on the side next the city was styled the imperial tribune, and intended for foreign princes, while the diplomatic corps and foreign personages of distinction filled the other pavilion.
From this gallery an immense staircase descended into the Champ-de-Mars, the first step of which formed a bench below the tribunes, and was occupied by the presidents of the cantons, the prefects, the subprefects, and the members of the municipal council. On each side of this staircase were placed the colossal figures of France making peace and France making war. Upon the steps were seated the colonels of regiments, and the presidents of the electoral colleges of the department, holding aloft the imperial eagles.
The cortege of their Majesties set out at noon from the chateau of the Tuileries, in the same order adopted at the coronation: the chasseurs of the guard and the squadrons of mamelukes marching in front, the Legion d' Elite and the mounted grenadiers following the municipal guard; while the grenadiers of the guard closed up the line. Their Majesties having entered l'Ecole-Militaire, received the homage of the diplomatic corps, who were stationed for this purpose in the reception-rooms. Then the Emperor and Empress, having donned their insignia of royalty, took their seats upon the throne, while the air was rent with reiterated discharges of artillery and universal acclamations. At a given signal the deputations of the army, scattered over the Champ-de-Mars, placed themselves in solid column, and approached the throne amid a flourish of trumpets. The Emperor then rose, and immediately a deep silence ensued, while in a loud, clear tone he pronounced these words, "Soldiers, behold your standards! These eagles will serve you always as a rallying point. They will go wherever your Emperor may judge their presence necessary for the defense of his throne and of his people. Will you swear to sacrifice even your lives in their defense, and to keep them always by your valor in the path to victory? Do you swear it?"–"We swear it," repeated all the colonels in chorus, while the presidents of the colleges waved the flags they bore. "We swear it," said in its turn the whole army, while the bands played the celebrated march known as "The March of the Standards."
This intense enthusiasm was communicated to the spectators, who, in spite of the rain, pressed in crowds upon the terraces which surrounded the enclosure of the Champ-de-Mars. Soon the eagles took their designated places, and the army defiled in divisions before the throne of their Majesties.
Although nothing had been spared to give this ceremony every possible magnificence, it was by no means brilliant. It is true, the object of the occasion was imposing; but how could an impressive ceremony be held in a deluge of melted snow, and amid a sea of mud, which was the appearance the Champ-de-Mars presented that day? The troops were under arms from six in the morning, exposed to rain, and forced to endure it with no apparent necessity so at least they regarded it. The distribution of standards was to these men nothing more than a review; and surely it must strike a soldier as a very different matter to brave the weather on the field of battle, from what it is to stand idle,
exposed to it for hours, with shining gun and empty cartridge-box, on a parade-day.
The cortege returned to the Tuileries at five o'clock, after which there was a grand banquet in the gallery of Diana, at which the Pope, the sovereign elector of Ratisbonne, the princes and princesses, the grand dignitaries, the diplomatic corps, and many other persons were guests. Their Majesties' table was placed in the midst of the gallery, upon a platform, and covered with a magnificent canopy, under which the Emperor seated himself on the right of the Empress, and the Pope on her left. The serving was done by the pages. The grand chamberlain, the grand equerry, and the colonel-general of the guard stood before his Majesty; the grand marshal of the palace on his right, and in front of the table, and lower down, the prefect of the palace; on the left, and opposite the grand marshal, was the grand master of ceremonies; all these also standing. On either side of their Majesties' table were those of their imperial highnesses, of the diplomatic corps, of the ministers and grand officers, and lastly that of the ladies of honor. At night there was given a reception, concert, and ball. The day after the distribution of the eagles, his imperial highness Prince Joseph presented to his Majesty the presidents of the electoral colleges of the departments; and the presidents of the colleges of the arrondissements and their prefects were next introduced, and received by his Majesty.
The Emperor conversed with the greater part of these officials on the needs of each department, and thanked them for their zeal in assisting him. Then he recommended to them especially the execution of the conscript law. "Without conscription," said his Majesty, "we should have neither power nor national independence. All Europe is subject to conscription. Our success and the strength of our position depend on our having a national army, and it is necessary to maintain this advantage with the greatest care."
These presentations occupied several days, during which his Majesty received in turn, and always with the same ceremonial, the presidents of the high courts of justice, the presidents of the councils-general of departments, the subprefects, the deputies of the colonies, the mayors of the thirty-six principal cities, the presidents of the cantons, the vicepresidents of the chambers of commerce, and the presidents of the consistories.
Some days later the city of Paris gave, in honor of their Majesties, a fete whose brilliance and magnificence surpassed any description that could possibly be given. On this occasion the Emperor, the Empress, and the princes Joseph and Louis, rode together in the coronation carriage; and batteries placed upon the Pont-Neuf announced the moment at which their Majesties began to ascend the steps of the Hotel de Ville. At the same time, buffets with pieces of fowl and fountains of wine attracted an immense crowd to the chief squares of each of the twelve municipalities of Paris, almost every individual of which had his share in the
distribution of eatables, thanks to the precaution which the authorities took of distributing to none except those who presented tickets. The front of the Hotel de Ville was brilliant with colored lamps; but what seemed to me the finest part of the whole display was a vessel pierced for eighty cannon, whose decks, masts, sails, and cordage were distinctly outlined in colored lights. The crowning piece of all, which the Emperor himself set off, represented the Saint-Bernard as a volcano in eruption, in the midst of glaciers covered with snow. In it appeared the Emperor, glorious in the light, seated on his horse at the head of his army, climbing the steep summit of the mountain. More than seven hundred persons attended the ball, and yet there was no confusion. Their Majesties withdrew early. The Empress, on entering the apartment prepared for her at the Hotel de Ville, had found there a most magnificent toilets-service, all in gold. After it was brought to the Tuileries it was for many days her Majesty's chief source of entertainment and subject of conversation. She wished every one to see and admire it; and, in truth, no one who saw it could fail to do so. Their Majesties gave permission that this, with a service which the city had presented to the Emperor, should be placed on exhibition for several days, for the gratification of the public.
After the fireworks a superb balloon was sent up, the whole circumference of which, with the basket, and the ropes which attached it to the balloon, were decorated with countless festoons of colored lights. This enormous body of colored fire rising slowly and majestically into the air was a magnificent spectacle. It remained suspended for a while exactly over the city of Paris, as if to wait till public curiosity was fully satisfied, then, having reached a height at which it encountered a more rapid current of air, it suddenly disappeared, driven by the wind towards the south. After its disappearance it was thought of no more, but fifteen days later a very singular incident recalled it to public attention.
While I was dressing the Emperor the first day of the year, or the day before, one of his ministers was introduced; and the Emperor having inquired the news in Paris, as he always did of those whom he saw early in the morning, the minister replied, "I saw Cardinal Caprara late yesterday evening, and I learned from him a very singular circumstance." –"What was it? about what?" and his Majesty, imagining doubtless that it was some political incident, was preparing to carry offhis minister into his cabinet, before having completed his toilet, when his Excellency hastened to add, "Oh, it is nothing very serious, Sire! Your Majesty doubtless remembers that they have been discussing lately in the circle of her Majesty the Empress the chagrin of poor Garnerin, who has not succeeded up to this time in finding the balloon which he sent up on the day of the fete given to your Majesty by the city of Paris. He has at last received news of his balloon."–"Where did it fall?" asked the Emperor. "At Rome, Sire!"–"Ah, that is really very singular."–"Yes, Sire; Garnerin's balloon has thus, in twenty-four hours, shown your imperial crown in the two capitals of the world." Then the minister
related to his Majesty the following details, which were published at the time, but which I think sufficiently interesting to be repeated here.
Garnerin had attached to his balloon the following notice: "The balloon carrying this letter was sent up at Paris on the evening of the 25th Frimaire (Dec. 16) by Monsieur Garnerin, special aeronaut of his Majesty the Emperor of Russia, and ordinary aeronaut of the French government, on the occasion of a fete given by the city of Paris to the Emperor Napoleon, celebrating his coronation. Whoever finds this balloon will please inform M. Garnerin, who will go to the spot."
The aeronaut expected, doubtless, to receive notice next day that his balloon had fallen in the plain of Saint-Denis, or in that of Grenelle; for it is to be presumed that he hardly dreamed of going to Rome when he engaged to go to the spot. More than fifteen days passed before he received the expected notice; and he had probably given up his balloon as lost, when there came the following letter from the nuncio of his Holiness:
"Cardinal Caprara is charged by his Excellency Cardinal Gonsalvi, Secretary of State of His Holiness, to remit to M. Garnerin a copy of a letter dated Dec. 18. He hastens to send it, and also to add a copy of the note which accompanied it. The cardinal also takes this occasion to assure Monsieur Garnerin of his highest esteem."
To this letter was added a translation of the report made to the cardinal, secretary of state at Rome, by the Duke of Mondragone, and dated from Anguillora, near Rome, Dec. 18:
"Yesterday evening about twenty-four o'clock there passed through the air a globe of astonishing size, which fell upon Lake Bracciano, and had the appearance of a house. Boatmen were sent to bring it to land; but they were not able to do so, as a high wind prevailed, accompanied by snow. This morning early they succeeded in bringing it ashore. This globe is of oiled silk, covered with netting, and the wire gallery is a little broken. It seems to have been lighted by lamps and colored lanterns, of which much debris remains. Attached to the globe was found the following notice." (Which is given above).
Thus we see that this balloon, which left Paris at seven o'clock on the evening of Dec. 16, had fallen next day, the 17th, near Rome, at twentyfour o'clock, that is to say, at sunset. It had crossed France, the Alps, etc., and passed over a space of more than three hundred leagues in twenty-two hours, its rate of speed being then fifteen leagues (45 miles) per hour; and, what renders this still more remarkable, is the fact that its weight was increased by decorations weighing five hundred pounds.
An account of the former trips of this balloon will not be without interest. Its first ascension was made in the presence of their Prussian
Majesties and the whole court, upon which occasion it carried M. Garnerin, his wife, and M. Gaertner, and descended upon the frontiers of Saxony.
The second ascension was at St. Petersburg, in the presence of the Emperor, the two Empresses, and the court, carrying Monsieur and Madame Garnerin; and it fell a short distance offin a marsh. This was the first balloon ascension ever seen in Russia.
The third trial was also at St. Petersburg, in the presence of the imperial family. M. Garnerin ascended, accompanied by General Suolf; and the two travelers were transported across the Gulf of Friedland in threequarters of an hour, and descended at Krasnoe-selo, twenty-five versts from St. Petersburg. The fourth trial took place at Moscow, and Garnerin ascended more than four thousand toises [24,000 ft.] He had many harrowing experiences, and at the end of seven hours descended three hundred and thirty versts [200 miles] from Moscow, in the neighborhood of the old frontiers of Russia. This same balloon was again used at the ascension which Madame Garnerin made at Moscow with Madame Toucheninolf, in the midst of a frightful storm, and amid flashes of lightning which killed three men within three hundred paces of the balloon, at the very instant of the ascension. These ladies descended without accident twenty-one versts from Moscow.
The city of Paris gave a gratuity of six hundred francs to the boatmen who had drawn out of Lake Bracciano the balloon, which was brought back to Paris, and placed in the museum of the Hotel de Ville.
I was a witness that same day of the kindness with which the Emperor received the petition of a poor woman, a notary's wife, I believe, whose husband had been condemned on account of some crime, I know not what, to a long imprisonment. As the carriage of their Imperial Majesties passed before the Palais-Royal, two women, one already old, the other sixteen or seventeen years of age, sprang to the door, crying, "Pardon for my husband, pardon for my father."
The Emperor immediately, in a loud tone, gave the order to stop his carriage, and held out his hand for the petition which the older of the two women would give to no one but him, at the same time consoling her with kind words, and showing a most touching interest lest she might be hurt by the horses of the marshals of the empire, who were on each side of the carriage. While this kindness of his august brother was exciting to the highest pitch the enthusiasm and sensibilities of the witnesses of this scene, Prince Louis, seated on the front seat of the carriage, also leaned out, trying to reassure the trembling young girl, and urging her to comfort her mother, and count with certainty on the Emperor's favorable consideration. The mother and daughter, overcome by their emotion, could make no reply; and as the cortege passed on, I saw the former on the point of falling in a swoon. She was carried into a
neighboring house, where she revived, and with her daughter shed tears of gratitude and joy.
The Corps Legislatif had decreed that a statue, in white marble, should be erected to the Emperor in their assembly hall, to commemorate the completion of the Civil Code. On the day of the unveiling of this monument, her Majesty the Empress, the princes Joseph, Louis, Borghese, Bacciochi, and their wives, with other members of the imperial family, deputations of the principal orders of the state, the diplomatic corps, and many foreigners of distinction, the marshals of the empire, and a considerable number of general officers, assembled at seven o'clock in the evening at the palace of the Legislative Corps.
As the Empress appeared in the hall, the entire assembly rose, and a band of music, stationed in the neighboring stand, rendered the well-known chorus from Gluck, "How many charms! What majesty!" Scarcely had the first strains of this chorus been heard than each one was struck with the happy coincidence, and applause burst forth from all sides.
By invitation of the president, Marshals Murat and Massena unveiled the statue; and all eyes were fixed on this image of the Emperor, his brows encircled with a crown of laurel, and entwined with oak and olive leaves. When silence had succeeded to the acclamations excited by this sight, M. de Vaublanc mounted the tribune, and pronounced a discourse, which was loudly applauded in the assembly, whose sentiments it faithfully expressed.
"Gentlemen," said the orator, "you have celebrated the completion of the Civil Code of France by an act of admiration and of gratitude; you have awarded a statue to the illustrious prince whose firmness and perseverance have led to the completion of that grand work, while at the same time his vast intelligence has shed a most glorious light over this noble department of human institutions. First Consul then, Emperor of the French to-day, he appears in the temple of the laws, his head adorned with a triumphal crown as victory has so often adorned it, while foretelling that this should change to the diadem of kings, and covered with the imperial mantle, noble attribute of the highest of dignities.
"Doubtless, on this solemn day, in presence of the princes and the great of the state, before the august person whom the Empire honors for her beautiful character even more than for the high rank of which her virtues render her so worthy, in this glorious fete in which we would reunite all France, you will permit my feeble voice to be raised a moment, and to recall to you by what immortal actions Napoleon entered upon this wonderful career of power and honor.
"If praise corrupts weak minds, it is the nourishment of great souls; and the grand deeds of heroes are ties which bind them to their country. To recapitulate them is to say that we expect from them a combination of those grand thoughts, those generous sentiments, those glorious deeds, so
nobly rewarded by the admiration and gratitude of the public.
"Victorious in the three quarters of the world, peacemaker of Europe, legislator of France, having bestowed and added provinces to the Empire, does not this glorious record suffice to render him worthy at one and the same time both of this august title of Emperor of the French, and this monument erected in the temple of the laws? And yet I would wish to make you forget these brilliant recollections which I have just recalled. With a stronger voice than that which sounded his praises, I would say to you: erase from your minds this glory of the legislator, this glory of the warrior, and say to yourselves, before the 18th Brumaire, when fatal laws were promulgated, and when the destructive principles proclaimed anew were already dragging along men and things with a rapidity which it would soon have been impossible to arrest–who appeared suddenly like a beneficent star, who came to abrogate these laws, who filled up the halfopen abyss? You have survived, each one of you, through those threatening scenes; you live, and you owe it to him whose image you now behold. You, who were miserable outlaws, have returned, you breathe again the gentle air of your native land, you embrace your children, your wives, your friends; and you owe it to this great man. I speak no longer of his glory, I no longer bear witness to that; but I invoke humanity on the one side, gratitude on the other; and I demand of you, to whom do you owe a happiness so great so extraordinary, so unexpected? . . . And you, each and all, reply with me–to the great man whose image we behold."
The president repeated in his turn a similar eulogium, in very similar terms; and few persons then dreamed of thinking these praises exaggerated, though their opinions have perhaps changed since.
After the ceremony the Empress, on the arm of the president, passed into the hall of conference, where her Majesty's table had been prepared under a magnificent dais of crimson silk, and covers for nearly three hundred guests had been laid by the caterer Robert, in the different halls of the palace. To the dinner succeeded a brilliant ball. The most remarkable thing in this fete was the indescribable luxury of flowers and shrubs, which must doubtless have been collected at great expense, owing to the severity of the winter. The halls of Lucrece and of La Reunion, in which the dancing quadrilles were formed, resembled an immense parterre of roses, laurel, lilac, jonquils, lilies, and jessamine.
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6. What was Jesse Ray’s role in WWII? 7. REFLECTION: Julia Ray ran her husband’s funeral home while he was away during the war. How did the war contribute to the changing role of women in the US? 8. DISCUSSION: Read Barnie Gray’s story about the day he returned home from WWII. Discuss your feelings about this situation with a partner or with the class. 9. Was the GI Bill of great help to African American soldiers? Why or why not?
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Summer 2010
Do You Have Flood Insurance?
Your property is in or near the flood hazard area as mapped by the Federal Emergency Management Agency. The purpose of this newsletter is to inform residents and property owners of the presence of flood hazards and suggest possible actions which may be taken to protect persons and property.
Natural and Beneficial Functions
Floodplains should be seen in their natural context. They are more than just hazardous locations for human development. Open and natural areas, such as the Wetland areas, absorb much more rain and floodwater than urbanized areas, reducing flood flows on downstream properties. Wetland plants filter stormwater runoff, making it cleaner for those downstream. These floodprone areas are used by a variety of wildlife and provide habitat for species that cannot live or breed anywhere else. It is important that we preserve such natural areas and wetlands. While some develop-
ment is allowed, the Town, State and Federal agencies make sure that the natural benefits of any filled wetlands are compensated by creation of additional or improved wetland habitats nearby.
Another concern is water quality. The storm drain system carries untreated stormwater runoff directly to our canals/ river. Pouring wastes into storm drains directly impacts our environment. Oil, antifreeze, paint, fertilizer and pesticides pollute the water, destroy plants and endanger wildlife. For example, one quart of oil can contaminate
250,000 gallons of water. The oil from one motor oil change can create an eight acre oil slick. Therefore, you should do your part to help keep our canals/ river and storm drains free of pollutants.
Native prairie and wetland plants have deep root systems that absorbs and hold stormwater better than typical lawns. Preserving these plants reduces flooding and drainage problems.
Flood Warning System and Floodproofing Your Property
Flood warnings are forecasts of im- several ways to help protect your property from flooding:
pending storms and broadcast to the public by the NOAA Weather Radio, commercial radio and TV stations and through local emergency agencies. These warnings are intended to provide individuals with property in threatened areas with the opportunities to prepare, protect and lessen their exposures to damage from flooding by establishing time frames and levels of flooding expected. The most serious threat of general flooding is during the hurricane
- The elevation or grade can be changed
- The walls may be waterproofed
season (June through November). Flood watches (when conditions are right for flooding) and flood warnings (flooding is imminent) will be issued by TV and radio stations.
RESIDENTS SHOULD TUNE TO COMCAST CHANNEL 27 AND WSCF 91.9 FM RADIO WEATHER BROADCASTS AND BE ALERT TO SPECIAL ADVISORIES.
Although all homes built after 1991 are required to be built above flood level, there is still a chance of flooding. Here are
- Watertight closures for doors and windows can be installed
- Sump pumps may be installed for lower levels
-
All openings should have hurricane protection (shutters)
- Roofs installed after 2001 meet today's hurricane and water intrusion standards. You can check with the Building Department to find out if your roof meets today's codes.
Property Protection Measures
There are various actions which can be taken to floodproof structures. Electric panel boxes, furnaces, water heaters and washer/dryers should be elevated or relocated to a location less likely to be flooded. Basement floor drains and interior and exterior backwater valves can be installed and interior floodwalls can be placed around utilities.
If flooding is likely, and time permits, move essential items and furniture to the upper floors of your home. Keep materials like sandbags, plywood, plastic sheeting and lumber handy for emergency waterproofing. This action will help minimize the amount of damage caused by floodwaters.
Floodproofing a house means altering it so floodwaters will not cause damage. Different floodproofing techniques are appropriate for different types of buildings.
Use the following as a guideline:
- If you have a basement, split level or other floor below ground level, there are lots of ways to protect your basement or lower floor from seepage and sewer backup.
- If your house is on a slab foundation, investigate a low floodwall, berm or "dry floodproofing" (i.e., making the walls watertight mid closing all the openings when a flood comes).
- If your house is on a crawlspace, a low floodwall, berm or "wet floodproofing" will work. "Wet floodproofing" means moving all items subject to damage out of harms way so water can flow into the crawlspace and not cause any problems. If floodwaters go over the first floor, it is relatively easy to elevate the building to get the first floor above the flood level.
Flood Safety
Follow evacuation orders: If you are given orders to evacuate, follow those orders. They are orders for a reason and are meant to keep you and your family SAFE.
Do not walk through flowing water: Drowning is the number one cause of flood deaths, mostly during flash floods. Currents can be deceptive; six inches of moving water can knock you off your feet. If you walk in standing water, use a pole or stick to ensure that the ground is still there.
Do not drive through a flooded area: More people drown in their cars than anywhere else. Don't drive around road barriers; the road or bridge may be washed out.
Stay away from power lines & electrical wires: The number two flood killer after drowning is electrocution. Electrical current can travel through water. Report downed power lines to the power company or city emergency management office.
Have your electricity turned off by the power company:
Some appliances, such as TV's, keep electrical charges even after they have been unplugged. Don't use appliance or motors that have gotten wet unless they have been taken apart, cleaned and dried.
Look out for animals, especially snakes: Small animals that have been flooded out of their homes may seek shelter in yours. Use a pole or stick to poke and turn things over and scare away small animals.
Look before you step: After a flood, the ground and floors are covered with debris including broken bottles and nails.
Substantial Improvement Requirements
The Town Ordinance also requires that all substantial improvements to a building be treated as a new building. A substantial improvement is when the value of an addition, alteration repair or reconstruction project it is equal to or exceeds 50% of the value of the existing building. In the case of an addition, only the addition must be protected. In the case of an improvement to the original building, the entire building must be protected.
These regulations are designed to protect you and your neighbors. By keeping the drainage system clear and getting the proper permits before you build, we can prevent flooding and other drainage problems.
No matter what kind of building you have, some last minute emergency measures can always help. For example, you could move valuable items (photos, antiques and other "irreplaceable" etc.) or items that are most damaged by floodwaters (upholstered furniture, stuffed toys, mattresses, foam rubber, etc.) up to a higher level. You can place sandbags or plastic sheeting in front of doorways and other low entry points. Whatever emergency protection measures you use, it is always best to have a plan written in advanced to make sure you don't forget anything after you hear the flood warning.
Floodplain Development Permit Requirements and Drainage System Maintenance
Every lot was originally designed so water would flow away from the building and along property lines to the street, storm sewer or ditch. Fences, railroad ties, landscaping and regrading block this flow. So do construction projects in the ditches or the floodplain.
Always check with the Building Department before you build on, fill, alter or re -grade your property. A permit is needed to insure that such projects do not cause problems on other properties.
Every piece of trash can contribute to flooding. Even grass clippings and branches can accumulate and plug canals. If your property is next to a ditch
Flood Insurance
Your homeowner's insurance policy does not cover damage from flooding. Because the Town participates in the National Flood Insurance Program, you can purchase a separate flood insurance policy at a discounted rate. This type of insurance is backed by the Federal government and is available to everyone, even if properties that have previously experienced flooding. If you don't have flood insurance talk to you insurance or storage basin, please do your part and keep the bank clear of brush and debris.
Do not dump or throw anything into the ditches or basins. Dumping in our ditches and storage basins is a violation of Town Code.
You can do your part in helping the drainage system work. Sweep or pick up debris from your gutters to prevent blockages in the storm sewers. Pick up trash and fallen branches in the ditches.
If you see dumping or debris in the ditches or basins, filling or construction near property lot lines, or filling or construction in the floodplain without a agent today. If you have a mortgage or a home improvement loan you may have purchased flood insurance already as a requirement from the lending institutions. Usually these policies cover only the structure and not it contents. Most of the time there is more damage to the furniture and contents than to the structure itself.
If you are covered by a flood policy double check with your insurance agent to
Funding Available to Repetitive Loss Areas
Three types of FMA grants are available to States and communities:
permit sign posted, contact the Building Department at 772-231-4453. The debris or project may cause flooding on your property.
New buildings in the floodplain must be protected from flood damage. The Town Ordinance requires that new residential buildings must be elevated one foot above the base flood level.
be sure the coverage is adequate, and make sure your contents are covered. Remember, even if you have never been affected by flooding, it still could occur. Flood insurance covers ALL surface floods.
Don't wait for the next flood to buy insurance protection. There is a 30-day waiting period before National Flood Insurance Program coverage takes effect. Contact your insurance agent for more information on rates and coverage.
- Planning Grants to prepare Flood Mitigation Plans. Only NFIP-participating communities with approved Flood Mitigation Plans can apply for FMA Project grants.
- Project Grants to implement measures to reduce flood losses, such as elevation, acquisition, or relocation of NFIP-insured structures. States are encouraged to prioritize FMA funds for applications that include repetitive loss properties; these include structures with 2 or more losses each with a claim of at least $1,000 within any ten-year period since 1978.
- Technical Assistance Grants for the State to help administer the FMA program and activities. Up to ten percent (10%) of Project grants may be awarded to States for Technical Assistance Grants.
The Hazard Mitigation Grant Program (HMGP) provides grants to States and local governments to implement long-term hazard mitigation measures after a major disaster declaration. The purpose of the HMGP is to reduce the loss of life and property due to natural disasters and to enable mitigation measures to be implemented during the immediate recovery from a disaster. The HMGP is authorized under Section 404 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act.
Your property is in or near the flood hazard
6001 North A1A
Indian River Shores, FL 32963
Building Dept: 772-231-4453
Main: 772-231-1771 Town Manager/Clerk (Ext 1) Postal Center (Ext 4) Treasurer (Ext 3)
Public Safety: 772-231-2451 Public Works (Ext 235)
What affects the cost of my flood insurance?
Understanding the Community Rating System (CRS)
The National Flood Insurance Program provides federally backed flood insurance that encourages communities to enact and enforce floodplain regulations. Since its inception in 1968, the program has been very successful in helping flood victims get back on their feet. The Town of Indian River Shores has a 1,116 people/867 structures in the SFHA area. We now have 2,952 flood insurance policies in affect or almost 90% of our residents are insured. The rate charged to each customer is based on the FEMA flood zone assigned to your neighborhood. This Special Flood Hazard (SFHA) classification is determined by our flood performance for the past 100 years.
Most of the town is in an AE flood zone while along the beach is in an X zone. Homes in the SFHA or A zone pay an average cost of $673.00 while homes in the X zone pay $406.00. You can lower these rates by participating in the Community Rating System (CRS). The town's current CRS rating is now at #7. The object is to lower that rating thereby lowering the cost of each policy. The Town Buildiing Department has lowered the rating from a #8 that we have carried for many years, saving the Town residents about $162,687.00 on the total amount of policies. For more information please call 772-231-4453.
Town Flood Services
The Town's Building Department, the Town's web-site (www.irshores.com) or the public library are all great sources to find information on floodplains. You may visit the Building Department to determine if your property is located in a mapped floodplain. We also have flood maps and flood protection literature available to help you understand flooding risk and to ensure you are prepared for such an event. We also keep all elevation certificates on file of buildings built in floodplain areas since 1989. Information on registered/licensed contractors, engineers and architects is also available at your request. The Town's Public Works' Department will come out to your property and do a review if you have or think you may have a potential flood problem and explain ways to prevent and/or stop flooding. Please call (772) 231-2451, extension 235 to schedule an appointment. This is a free service the Town provides to its residents.
Vero Beach, FL
PERMIT #147
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Scientific Facts on
PCBs
Polychlorinated biphenyls
Context - Polychlorinated biphenyls (PCBs) are a group of man-made compounds that were widely used in the past, mainly in electrical equipment, but which were banned at the end of the 1970s in many countries because of environmental concerns.
Because these compounds are generally very stable, they remain present in the environment today.
What are the health risks associated with PCBs?
This Digest is a faithful summary of the leading scientific consensus report produced in 2003 by the International Programme on Chemical Safety (IPCS) of the World Health Organization (WHO):
"Polychlorinated biphenyls : Human health aspects. Concise international chemical assessment document 55"
The full Digest is available at: http://www.greenfacts.org/en/pcbs/
This PDF Document is the Level 1 of a GreenFacts Digest. GreenFacts Digests are published in several languages as questions and answers, in a copyrighted user-friendly Three-Level Structure of increasing detail:
* Each question is answered in Level 1 with a short summary.
* These answers are developed in more detail in Level 2.
* Level 3 consists of the Source document, the internationally recognised scientific consensus report which is faithfully summarised in Level 2 and further in Level 1.
All GreenFacts Digests are available at: http://www.greenfacts.org/
Source document: IPCS - WHO (2003)
Summary & Details: GreenFacts
1. What are PCBs?
Polychlorinated biphenyls, in short PCBs, are a group of man-made chemicals.
1.1 PCBs have been used in many different products, including electrical equipment, surface coatings, inks, adhesives, flame-retardants, and paints. PCBs may be released into the environment, for instance when waste that contains PCBs is incinerated or stored in landfills. About 10% of the PCBs produced since 1929 still remain in the environment today. Because of possible impacts on human health and the
Labelling transformers containing
PCBs
Source: US federal Government environment, the use and production of PCBs are now banned or severely restricted in many
countries.
1.2 All PCBs are man-made and have a similar basic structure. They are made of carbon, hydrogen and chlorine atoms. Because these atoms can be combined in many different ways, a total of 209 different PCB molecules can be formed. Some PCBs are more harmful than others.
Generally, PCBs are very stable which explains their persistence in the environment. At high temperatures, PCBs can burn and generate dangerous by-products such as dioxins. PCBs tend not to evaporate or to dissolve easily in water. However, they are very soluble in fat and similar substances, which explains why PCBs can build up in animal fat and along the food chain.
2. What happens to PCBs in the environment?
2.1 In rivers and lakes, PCBs attach to sediments where they can remain buried for a long time before being eventually released into water and air. PCBs in the air can reach the ground with falling rain and snow, or simply when suspended particles settle with gravity.
2.2 PCBs can build up in animals over time and along the food chain. PCBs are found in the fatty tissues of animals living in water or on land, particularly those at the top of the food chain. Thus humans can also accumulate PCBs from the food they eat. Some animal species, including insects and other invertebrates, birds, fish, and mammals, can break down or transform certain PCBs within their bodies.
2.3 In air, PCBs are broken down by the indirect effect of sunlight. Depending on the specific type of PCB, it takes from a few days to several months for half the amount initially
PCBs can build up along org/water/wm/foxriver/whatarepcbs.
the food chain. Source: Wisconsin Dept. of Natural Resources [see http://dnr.wi.gov/ html]
present to be degraded. In water, breakdown of PCBs is slower, and can occur under the action of sunlight or microorganisms. These organisms play an important role in the breakdown of PCBs in soils and sediment.
2.4 Outdoors, PCB levels in air were found to be lower in rural and remote areas than in urban and industrial areas. In indoor air, concentrations of PCBs are typically at least ten times higher than in outdoor air.
PCB levels in sea water tend to be highest in waters near industrial areas. Since the 1970s, when restrictions were imposed on the production of PCBs, concentrations in new deposits of river sediments and in fish have shown a gradual decrease.
3. To what extent are humans exposed to PCBs?
Humans are exposed to PCBs via food, air and drinking water.
3.1 Overall, humans are mainly exposed through consumption of contaminated foods, particularly meat, fish, and poultry. The dietary intake of PCBs for adults rose to a high in the late 1970s, but then decreased to a lower level by the 1990s.
3.2 Infants can be exposed to PCBs contained in human breast milk. As in foods, average levels in breast milk have decreased since the 1970s.
3.3 The general population is exposed to low levels of PCBs present in the air they breathe particularly indoors, but also outdoors. However, in PCB disposal facilities, PCB concentrations in air can be significantly higher leading to a greater exposure in workers.
3.4 The general population can sometimes be exposed to low levels of PCBs in drinking water, though concentrations are often too low to be measured.
Humans are exposed through contaminated meat, fish, and poultry
4. What happens to PCBs when they enter the body?
Humans can absorb PCBs by eating or drinking contaminated food, and, to a lesser extent by breathing contaminated air or through the skin.
Once absorbed, PCBs move into cell membranes and into the blood vessels and the lymphatic system. The highest concentrations of PCBs are usually found in the liver, fatty tissue, brain, and skin. They are also present in the blood. In mothers, PCBs have been found to pass into umbilical cord blood, the placenta and breast milk.
In both humans and animals, PCBs can also be transformed into substances that accumulate in specific tissues and body fluids. They may also be transformed into other substances allowing them to be excreted through urine and feces.
5. What are the effects of PCBs on laboratory animals?
5.1 In animals, exposure to one large dose of PCBs can cause diarrhea, breathing difficulties, dehydration, decreased response to pain, and coma. PCBs were found to mainly damage the lungs, the stomach, and the pancreas. Lower doses of PCBs administered over a period of time can interfere with liver and thyroid function, and may, in the long term, lead to liver cancer.
5.2 Effects on fertility, reproductive organs, and female hormonal activity have also been seen in test animals exposed for a long time to high doses of PCBs through their food.
The offspring of animals fed PCBs during pregnancy and during breast-feeding may also be affected and many have shown learning and behavioral difficulties. In the young, development of the immune system and certain organs such as the liver, thyroid and kidney have also been affected by exposure to PCBs.
5.3 Observed effects of PCBs on the immune system included a lesser production of antibodies, an increased susceptibility to disease, and decreased weight of the thymus gland. Adult animals appear to be less sensitive than the fetus to the effects of PCBs.
5.4 PCBs with different chemicals structures behave in different ways. Certain PCBs behave like dioxins and may cause an increased risk of cancer. Others can affect the development of the nervous system at high exposures.
6. How has PCB exposure affected human health?
It is difficult to determine to what extent PCB exposure affects human health, because different people are exposed to different amounts and mixtures of PCBs, and because they may also be exposed to other toxic substance at the same time.
6.1 Many studies suggest that there is a link between exposure to PCBs and increased risk of cancers of the digestive system, the liver, and of the skin. Furthermore, high levels of PCBs in the blood may be linked to a cancer of the lymphatic system.
6.2 PCB exposure may affect human reproduction and may be linked to reduced fertility in women and a lower mobile-sperm count in men.
PCB exposure may affect human reproduction © Micro Applications
Exposure during pregnancy and breast feeding may be linked to slowed infant growth and development.
6.3 PCB exposure may also be linked to neurological health effects, (such as numbness and headaches), more frequent infections, and changes of the skin, particularly rashes and chloracne.
7. What are the risks posed by PCB exposure?
Current understanding about the effects of PCB exposure on human health is mainly based on findings from animal studies using mixtures of PCBs.
7.1 Studies revealed at what daily dose of PCBs a sensitive species of monkeys started showing signs of negative health effects (on the immune and nervous system).
7.2 Based on these experimental findings a tolerable daily intake of PCBs has been established for humans.
7.3 In the USA for instance, it is estimated that people are exposed to 1 000 times less PCBs than the minimum intake causing adverse effects in animals, and four times less than the tolerable daily intake.
7.4 Establishing a Tolerable Daily Intake based on studies on animals entails uncertainties. On the one hand, monkeys may be more sensitive to PCBs than humans. In this case the predicted tolerable intake would be too prudent. On the other hand, specific PCBs to which
Copyright © GreenFacts humans are exposed may be more or less toxic than the PCB mixtures used for the studies on monkeys.
8. Conclusions
PCBs are a group of man-made chemicals that have been used in a variety of manufactured goods since 1929. PCBs can tend to persist in the environment and accumulate in the food chain. Many countries have banned or severely restricted the production of PCBs.
Humans may be exposed to PCBs by consuming contaminated food, and also by drinking contaminated water and breathing contaminated air. Mothers exposed to PCBs may transmit
Many countries have severely restricted or banned the production
of PCBs
Source: www.seton.com them to their child. The speed at which PCBs are transformed in the body and the extent to which they are either stored or excreted vary according to the type of PCB.
Depending on the dose, the type of PCBs, and other factors, exposure to PCBs can affect fertility, child development, the immune system, and possibly increase the risk of certain cancers.
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Commercial Property
Environmental Risk in Property Transactions
Every property acquisition, leasehold or freehold, carries with it the possibility for some environmental liability to transfer to the buyer.
Local authorities are responsible for enforcing the law relating to statutory nuisances and usually do so in response to a complaint from a member of the public,
Our job is to advise our clients of the potential issues; raise the relevant enquiries of sellers and other agencies and investigate matters as far as we are able to inform our clients. We are not qualified to advise on the implications of the content of the information we gather, but can help coordinate obtaining that advice.
Sometimes it is appropriate to have a more detailed investigation of the site and to consider indemnities or insurance cover.
If there is a possibility of future development or change of use it is highly advisable to have an environmental surveyor review the results of searches and enquiries to give an indication of what conditions might be attached to any planning permission required.
There is no 'environmental law' as such, just a body of case law, statute, domestic and EU regulation that makes up a raft of considerations. These might be organised under the following headings:
Statutory Nuisance
Statutory nuisance was initially introduced as a means of protecting public health and the relevant current law is set out in the Environmental Protection Act 1990 ("the EPA").
Under section 79 of the EPA certain activities or matters will constitute a statutory nuisance if they are "prejudicial to health or a nuisance".
These include:
* Smoke
* Fumes or gases
* Dust, steam, smells or "other effluvia"
* Noise
There are other categories listed in the legislation. However, statutory nuisance is usually used in relation to issues such as noise, smells and air pollution.
Local authorities enforce the law through the service of an abatement notice which requires the person responsible for the nuisance to stop it occurring or restrict its occurrence and carry out works necessary to comply with the abatement notice.
Failure to comply with an abatement notice, without reasonable excuse, is a criminal offence.
Trade Effluent
Discharges to sewers of trade effluent are regulated by the statutory sewerage undertaker under the Water Industry Act 1991.
The 1991 Act makes it an offence to discharge any trade effluent from trade premises into sewers unless a trade effluent consent is obtained from the statutory sewerage undertaker.
Sewerage undertakers have a discretion as to whether to grant consent but usually do so subject to conditions which could relate to:
* The place of discharge
* Nature, temperature and composition of discharge
* The rate and timing of the discharges
* Payments for discharges
It is a criminal offence to discharge trade effluent into a sewer without consent or in breach of a condition in a consent.
Water Pollution
The 1991 Act also contains a criminal offence relating to water pollution. Section 85(1) makes it an offence to: Cause or knowingly permit any poisonous, noxious or polluting matter or solid waste to enter controlled waters, such as rivers and streams.
It is also an offence to discharge trade or sewerage effluent to controlled waters without consent.
There are defences to these offences, which are enforced by the Environment Agency and in particular, the accused will not be guilty if they can show that the discharge was carried out in accordance with a discharge consent or other authorisation.
IPPC: Integrated Pollution, Prevention and Control
Certain industrial processes, known as "prescribed processes" require the person carrying out the process to obtain a licence before carrying on the process.
Commercial Property Environmental Risk in Property Transactions
The system requires a permit to be obtained for emissions to air, water and land caused by the operation of the prescribed process.
Waste
The main offences that could be committed in relation to a permit relate to:
* Carrying on a process without an authorisation or in breach of a condition.
* Failing to comply with enforcement or prohibition notices served by the regulator. The law in this area is enforced either by the Environment Agency or the local authority depending on the process operated.
Nuisance
The law of nuisance enables one private individual to sue another and obtain damages for harm caused by the other person's use of their land
For a nuisance to exist, someone must own or occupy land and use it in such a way that it causes damage to someone else's property. This could be the result of single incident which, for instance, causes pollution or a series of actions over a period of time which result in pollution.
A person who wants to sue someone else in nuisance must show that the land has been used in a nonnatural or unreasonable way and that the harm that it would cause was reasonably foreseeable at the time the nuisance was created. So, if the damage was not foreseeable, there will be no liability in nuisance.
The EPA sets out a number of offences with regard to waste. Under the EPA, it is an offence for a person to carry out certain activities in relation to waste without or in breach of a licence.
An example of this would be someone who runs a business that disposes of waste without a licence. The Waste Management Licensing regulations 1994 set out the considerations for the grant or refusal of a licence, powers of enforcement and the criminal penalties that can be impose as a result of a breach.
Clean Up
The relevant regulatory body will often have an overall power to carry out clean up works where the person who caused the problem does not do so and can then recover the costs from that person.
Contaminated Land
The basic structure of the regime is:
* EPA 1990 Part IIA
* Contaminated Land (England) Regulations 2006
* DEFRA Circular 1/2006
The purpose of Part IIA of the EPA is to:
* Identify which land needs cleaning up
* Decide how to clean it up
* Determine who is going to do this (or pay for it to be done by the regulators)
Part IIA sets out the overall structure of the system to deal with contaminated land.
The Contaminated Land (England) Regulations deal with certain aspects of the contaminated land regime including the detailed arrangements for remediation notices including content, services and appeals. Equivalent regulations exist for Scotland and Wales.
The detail of the regime is set out in the statutory guidance issued in DEFRA Circular 1/2006. The Circular sets out the context for Part IIA and describes how the system works. It provides details guidance on risk assessment, how liability is allocated and apportioned and how contaminated sites are to be identified.
The Definition of Contaminated Land
Contaminated land is defined in the EPA as: "any land which appears to the local authority in whose area it is situated to be in such a condition, by reason of substances in, on or under the land, that:
* Significant harm is being caused or there is a significant possibility of such harm being caused; or
* Pollution of controlled waters is being, or is likely to be caused."
Serious harm includes serious injury, birth defects and impairment of reproductive functions. Regarding nature conservation, it refers to harm resulting in irreversible or substantial adverse change to the function of ecosystems and in relation to the property the definition includes substantial damage to buildings.
Commercial Property Environmental Risk in Property Transactions
The Pollutant Linkage; Source, Pathway and Receptor
A pollutant linkage is formed when there is a link between a pollutant and a receptor or target, such as humans or property, through a pathway, such as soil to ground water.
Special sites are those where the risks associated with the sites are perceived to be higher – other sites remain under the control of the local authorities.
If one of these aspects is missing no pollutant linkage is formed and so the land cannot be categorized as contaminated land within the meaning of the regime.
The pollution linkage must also be "significant". This means that an assessment needs to be made of the types of targets that could be harmed, the degree or nature of the harm and how likely it is that the harm will actually be caused.
Identification of Contaminated Land
Local authorities have primary responsibility for the identification of contaminated land and must go through the following steps:
* Prepare strategy
* Inspection
* Determination
* Consultation
* Exclusion
* Apportionment
* Service
* Appeal
* Registers
Once land has been identified as contaminated, responsibility splits between the local authority and the Environment Agency with the Environment Agency taking responsibility for "special sites".
The enforcing authority should identify all persons who might be required to carry out clean up works. This list could include current owners and occupiers and those responsible for the cause of the contamination.
Having identified those persons who could be required to clean up the land, the enforcing authority must produce a scheme for the clean up of the land, taking into account the costs and benefits of carrying out the works.
After drawing up the scheme, the local authority will then consult the parties who could be affected by it. Frequently, at this stage, an agreement may be reached for the land to be cleared up on a voluntary basis.
As a general principle, responsibility for clean up will rest with the original polluter. In cases where the original polluter cannot be found, responsibility is then shifted to the owners or occupiers of the land.
Once the enforcing agency has identified the persons who should pay for clean up, it should then apply "exclusion tests" which are set out in the statutory guidance. The broad purpose of these tests is to exclude from liability those who are less blameworthy.
Once the exclusion tests have been applied the costs of carrying out the clean up are split between the remaining persons.
The Law Society's Contamination Land Warning Card
The Law Society's Warning Card on Contaminated Land states: "The advice contained on this Card is not intended to be a professional requirement for solicitors. Solicitors should be aware of the requirements of Part IIA of the Environmental Protection Act 1990 but they themselves cannot provide their clients with conclusive answers. They must exercise their professional judgment to determine the applicability of this advice to each matter in which they are involved and, where necessary, they should suggest to the client obtaining specialist advice. In the view of the Law Society they advice contained in this Card conforms to current best practice.
Solicitors should be aware that environmental liabilities may arise and consider what further enquiries and specialist assistance the client should be advised to obtain."
The following 6 steps are recommended:
* Advise the client
* Enquire of the seller
* Enquire of statutory and regulatory bodies
* Obtain independent information (Phase I desk-study), and interpret it with client, referring to other specialists as required.
* Undertake site investigation (Phase II/III)
* Make contractual (or other) provisions (eg. Insurance)
In every business or property transaction we will consider the Environmental issues and carry out the necessary due diligence.
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Active Ingredient:
2-Phenethyl Propionate ...............0.10%
...........99.90%
100.00%
*Contains petroleum distillates
Kills the Following Crawling Insects On Contact Only: bed bugs, fire ants, carpenter ants, Argentine ants, German & American cockroaches, cat fleas, cellar spiders, wolf spiders, brown dog ticks, European earwigs, carpet beetle larvae, field crickets, pantry pests, nuisance ants, centipedes, millipedes, silverfish, pillbugs & sow bugs
Kills the Following Flying Insects On Contact Only: house flies, southern house mosquitoes & lady beetles
* Active Ingredient from Plant Oils
* EcoPCO ACU will not stain carpet, floors or walls
* Targets insects, not people or pets
EPA Reg. No. 67425-14-655 EPA EST. No. 11623-GA-1
KEEP OUT OF REACH OF CHILDREN
CAUTION
See Back Panel for Additional Precautions and First Aid
NET CONTENTS: 17 OZ
Other Ingredients*
EcoPCO ACU ®
UNSCENTED CONTACT INSECTICIDE
DIRECTIONS FOR USE:
IT IS A VIOLATION OF FEDERAL LAW TO USE THIS PRODUCT IN A MANNER INCONSISTENT WITH ITS LABELING.
SHAKE WELL BEFORE USING. This product is a contact spray and will not prevent reinfestation of any listed pest in any treated area. Insects must be contacted by spray in order to ensure 100% mortality.
For Crawling Insects: Crack/Crevice and Void Treatments: Important – Use the injector nozzle tip provided. To kill ants (including southern fire ants, carpenter ants, and nuisance ants including Argentine, thief, little black, big-headed, pavement, leafcutter, acrobat, odorous house, velvety tree, pyramid, field, crazy, cornfield and large yellow ants), bedbugs, cat fleas, brown dog ticks, cockroaches (including American cockroaches and German cockroaches), spiders (including cellar spiders and wolf spiders), European earwigs, carpet beetle larvae, field crickets, silverfish, and occasional invaders (including centipedes, millipedes, crickets, earwigs, pillbugs, sow bugs and lady beetles), inject into all crack/crevice and void spaces where insects are present. Applications can be made, but are not limited to, behind baseboards, cabinets, walls, ceilings, around doors and window frames, behind and under refrigerators, cabinets, sinks and stoves, and around water pipes and appliances. Insects contacted by spray will be killed. Ensure contact with as many insects as possible. Do not apply to any surface where food is prepared or served. Fire ants & carpenter ants: This product will not kill ant queens or ant colonies. Fleas & Brown Dog Ticks: Hold can approximately 12 inches (30 centimeters) above surface area and apply uniformly to infested areas such as carpets, rugs, cloth upholstery and pet bedding. Contact fleas & ticks directly to kill these pests.
For Pantry Pest Treatments: Use EcoPCO® ACU to kill pantry pests (including beetles, moths, mites and weevils). Non-food use only. Do not use in commercial food/feed handling establishments, restaurants, or other places where food/feed is commercially prepared, processed or stored. Limit treatments to residential food storage areas. Do not use on food preparation surfaces. Apply only as a crack/crevice treatment or as a spray to the cracks, corners and surfaces of pantry shelves.
Remove all foodstuffs, utensils and shelf paper from area to be treated. Discard used shelf paper. Apply spray to shelves and in cracks and crevices behind and under cupboards and cabinets. Allow treated surfaces to dry and cover shelves with clean paper before replacing any utensils, foodstuffs or other items. Any foodstuff accidentally contaminated with treatment solution should be destroyed.
For Flying Insect Treatments: To kill (these pests) (house flies and southern house mosquitoes), aim spray toward flying insect infestations contacting as many insects as possible. Insects contacted by spray will be killed. Wipe away excess spray after application. Avoid spraying plants.
For Bedbug Treatments: Remove bedding materials. Take bed apart and treat cracks, joints and interior of framework. Treat mattresses and box springs; especially around tufts, folds, seams and edges. Treat baseboards, moldings, floors, and all cracks and crevices in the room. Let spray dry before putting bedding materials back on. Repeat treatment as necessary.
Storage & Disposal
Storage: Store in a cool, dry area away from heat or open flame.
Do not contaminate water, food or feed by storage or disposal.
Pesticide Disposal: Wastes resulting from the use of this product must be disposed of on site or at an approved waste disposal facility.
Container Disposal: Do not puncture or incinerate! Nonrefillable container. Do not reuse or refill this container. If empty: Place in trash or offer for recycling if available. If partly filled: Call your local solid waste agency or 1-800-CLEANUP for disposal instructions.
PRECAUTIONARY STATEMENTS
CAUTION
Hazards to Humans & Domestic Animals
Causes moderate eye irritation. Avoid contact with eyes or clothing. Wear safety glasses, safety goggles, or face shield. Wash thoroughly with soap and water after handling and before eating, drinking, chewing gum or using tobacco.
Physical or Chemical Hazards
Flammable. Contents under pressure. Keep away from fire, sparks and heated surfaces. Do not puncture or incinerate container. Exposure to temperatures above 130ºF may cause bursting.
Environmental Hazards
For terrestrial uses: Do not apply to water, or to areas where surface water is present or to intertidal areas below the mean high water mark. Do not contaminate water when disposing of equipment washwaters or rinsate.
If in eyes:
FIRST AID
* Remove contact lenses, if present, after the first 5 minutes, then continue rinsing eye.
* Hold eye open and rinse slowly and gently with water for 15 – 20 minutes.
* Call a poison control center or doctor for treatment advice.
HOT LINE NUMBER:
also contact 1-800-222-1222 (Poison Control Center) anytime for emergency medical treatment information.
Have the product container or label with you when calling a poison control center or doctor, or going for treatment. You may
NOTE TO PHYSICIAN
Contains petroleum distillate – vomiting may cause aspiration pneumonia.
For Chemical Safety Information: Call 1-800-858-7378 (National Pesticide Information Center).
Limitation of Liability: To the extent consistent with applicable law, Prentiss Incorporated makes no warranties of merchantability, or of fitness for a particular purpose, nor any other express or implied warranty except as stated above.
Sold by Prentiss Incorporated 3600 Mansell Road, Suite 350 Alpharetta, GA 30022
All Rights Reserved. Made In USA. U.S. Patent No. 6,004,569 U.S. and Foreign Pat. Pending CODE PCAO617Z (USA)
Contains no CFC's or other ozone depleting substances. Federal regulations prohibit CFC propellants in aerosols. EcoPCO® is a registered trademark of EcoSMART Technologies, Inc.
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Francis needed to be alone.
He needed to be alone so that he could think, which was why, despite the weather, he carried his bag and his lunch to a bench on the far side of the playing field.
Solitude is not always easy to find in a busy school, but it was February, the temperature was barely above freezing, and the cold, Francis knew, would keep most people indoors. And if anyone did come out, they would probably avoid that particular bench. It was directly opposite the main school building, and students at John Felton usually preferred to spend their lunch break somewhere that was not in full view of the staffroom and the school office.
Francis did not mind being overlooked – not from that distance, anyway – all he wanted was the chance to think without any distractions. And he was sitting on the bench, his hat pulled firmly down over his ears, holding a cup of hot tea in chilled fingers . . . when a distraction came walking across the grass towards him.
It was a girl about his own age – though not anyone he recognised as being at the school – and possibly the most distracting thing about her was what she was wearing.
Or rather, what she wasn't.
Despite the cold, she had no coat. All she had on was a little black-and-white striped dress – someone who knew about such things would have recognised it as a Victoria Beckham zebra dress – which left her arms and shoulders exposed to the winter air. Wherever she was heading, Francis thought, there were good odds she would freeze to death before she got there.
From the corner of his eye he watched as, to his surprise, the girl continued to walk directly towards him until she stopped, and then sat down on the other end of the bench. The wooden slats were still coated with frost, but this did not seem to trouble her. She sat there, and stared calmly out across the field at the building on the far side, without uttering a word.
Francis had not wanted company, but he was curious. Why had she come across the field to sit beside him? Why had she not spoken? And why was she apparently immune to the cold?
'You might want some of this,' he said, holding out his mug. 'It's only tea, but it's warm.'
The girl turned to face him, then turned her head in the opposite direction, as if to see who he was talking to. When she realised there was nobody else, and that he must have been talking to her, a look of shocked surprise crossed her face.
'Are you . . . are you talking to me?' she asked.
'Sorry.' Francis withdrew the offered mug. 'Won't happen again.'
'You can hear me as well?'
'Yes,' said Francis. 'Sorry about that, too.'
The girl frowned. 'But nobody can see me! Or hear me!'
'Can't they?'
'Unless . . .' The girl peered at him intently. 'You're not dead as well, are you?'
'I don't think so.'
Francis did his best to keep smiling while he quietly emptied the remains of his tea on to the grass and screwed the cup back on to the thermos. It felt like it might be time to pack up and leave.
'I don't understand . . .' The girl was still staring at him.
'You're . . . um . . . you're dead yourself, are you?' Francis tried to keep a casual tone in his voice as he packed his thermos into his bag.
'What? Oh . . . yes.' As if to illustrate her point, the girl lifted an arm and ran it through the planks that made up the back of the bench as if they had no more substance than smoke. 'But I don't understand why you can see me. I mean . . . nobody can!'
For several seconds, Francis did not move. Frozen, with the thermos in one hand and his bag in the other, his brain replayed, on a loop, the action he had just witnessed.
'In all the time I've been dead,' said the girl, 'no one – I mean no one – has been able to see me or hear me. Not ever.'
'Would you mind,' said Francis slowly, 'doing that again? The thing with your arm? Through the bench?'
'What this?' The girl repeated the action of brushing her arm through the wooden slats behind her.
'Yes. Thank you.'
The girl looked briefly puzzled, but then her face cleared. 'Oh! You wanted to check you hadn't just imagined it!' she said.
'Yes,' said Francis.
'Well you didn't,' said the girl. 'I'm definitely dead, but nobody's been able to see me before. I mean, I've stood in front of people and screamed, but none of them ever . . .' She looked across at Francis. 'But you can?'
Francis managed to nod.
'Well, that is just weird!' said the girl. 'I mean, you walk around for a year, totally invisible, and then you sit down on a bench and the . . .' She looked across at
Francis. 'You gave me quite a fright!' She paused again before adding, 'I suppose it must have been a bit of a shock for you too.'
'It was a bit,' said Francis. 'Still is, really.'
'I don't understand it.' The girl shook her head. 'No one's ever been able to see me. I mean . . . I'm dead!'
'How?' asked Francis.
'What?'
'I just wondered how you'd died.'
'Oh, I see.' The girl gave a little shrug. 'I can't remember that bit. I suppose I must have been killed in an accident or something. All I know is, I found myself at the hospital one evening, and I was . . .'
'Dead?' suggested Francis.
'Yes.'
'And nobody could see you or hear you . . .'
'No.'
'Right . . . That must have been . . . Right . . .'
There was a long silence, which was eventually broken by the sound of the school bell signalling the end of lunch break.
'That bell means you have to go in to lessons, doesn't it?' said the girl.
Francis agreed that it did. He picked up his lunch box and put it in his bag, but made no move to leave.
'The thing is . . .' said the girl, 'I wonder . . . would you mind coming back? After?'
'You mean at the end of school?'
'Yes. I don't mind waiting. Only, like I said, nobody's been able to see me or hear me before. And it's . . . good to have someone to talk to.'
'OK,' said Francis.
'You don't mind?'
'No,' Francis stood up and pulled the bag on to his shoulder. 'No, that . . . that'd be fine.'
He took a few steps in the direction of the school.
'I'm Jessica,' said the girl. 'Jessica Fry.' 'Francis,' said Francis. 'Francis Meredith.'
On his way back to the main building, it briefly crossed his mind to skip lessons, go to the office, and tell someone what had just happened. He wondered what they would do. Would they call the hospital? His mother? A psychiatrist?
Not that it mattered, he thought, because he had no intention of telling anyone that he had just met a ghost in his lunch break.
He had quite enough problems without claiming he could see dead people.
14
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OR 97424 USA
+1-541-942-9519 [email protected] www.instove.org
InStove Stove Carbon Offset, Fuel Savings, and Energy Savings
InStove users around the world have reported firewood savings of 75-90% compared to traditional, threestone fire cooking methods. Controlled field testing has shown an average of an 88% reduction in wood use. The following tables illustrate how our stoves save resources and the environment through reduced carbon dioxide emissions, lowered firewood demand, and smaller energy requirements for cooking.
Note that these statistics only represent part of the full benefit of InStove stoves. Since there is little reliable data on the emissions of open-fire cooking, we have considered the effects of firewood saved versus traditional cooking methods, alone. In reality, our stoves not only reduce wood consumption, but also produce less harmful emissions per gram of wood burned than an open fire (besides CO2), creating additional benefits for human health and our atmosphere that these numbers do not account for.
For additional comparison statistics and a complete explanation of the methodology behind these figures, visit our technical archives at www.instove.org/archives.
CO2 Offset
| Stove Mode | l | 60L | 100L |
|---|---|---|---|
| Annual CO Emissions Offset per stove 2 | | | |
| | | 87 tons | 146 tons |
| (vs. Three-Stone Fire Cooking Methods) | | | |
In other words, one 100L stove offsets as much CO2 in a year as is produced by:
- 26 average American cars or 313,000 miles driven in one car (56 round trips from L.A. to New York)
- The carbon footprint of 8 Americans
- The CO2 that can be sequestered by 108 acres of forest in the United States
Wood Savings
| Stove Model | 60L | 100L |
|---|---|---|
| Annual Wood Savings per stove | | |
| | 58 tons | 97 tons |
| (vs. Three-Stone Fire Cooking Methods) | | |
The firewood saved each year by one 100L stove is equivalent to:
- 20,000 8-foot long 2x4's or 16 full logging truck loads
- 1.9 acres of American Pacific Northwest rainforest – Clear-cut
- 85 acres of American Pacific Northwest rainforest – Harvested sustainably
Energy Savings
| Stove Model | 60L | 100L |
|---|---|---|
| Annual Energy Savings per stove | | |
| | 217 MWh | 362 MWh |
| (vs. Three-Stone Fire Cooking Methods) | | |
The energy potential of the firewood saved each year by one 100L stove is equivalent to:
- 213 barrels of crude oil
- Over 120,000,000 AA batteries
- The electrical consumption of 33 residential American households
Savings from Multiple Stoves:
The table below shows the comparative benefits of multiple InStove stoves
| | 200 – 60L Stoves | 1,000 Stoves (500 of each) |
|---|---|---|
| Stove Placement Size | Largest single placement of | Projected near-future total of |
| | InStove stoves (in Darfur) | all InStove stoves in service |
| Annual CO Savings 2 | 17,500 tons | 116,600 tons |
| Annual Wood Savings | 11,700 tons | 77,800 tons |
| Annual Energy Savings | 43,400 MWh | 289,200 MWh |
The annual savings of 200 60L stoves is equal to:
- The carbon footprint of 940 Americans
- The CO2 that would be produced by driving one car around the globe about 1,500 times
- The wood harvested from clear-cutting 233 acres of Pacific Northwest rainforest
A total of 1,000 stoves (500 of each model) will generate savings equivalent to:
- The CO2 produced by 1.7 offshore oil rigs
- The electrical consumption of about 69,000 Americans living in residential households
Finally, the savings of a future total of 10,000 stoves (projected to be 9,000 – 100L and 1,000 – 60L, given the present demand for 100L stoves) would equate to:
- The CO2 that could be sequestered by over 1,000,000 acres of forest in the United States
- 156% of the electricity used by the country of Senegal
- Enough wood to completely fill the Empire State building once every 17 days
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Run through the Friday evening maze below with a pencil, passing by the stages of the Friday evening meal in the order in which they occur (see your module). Every time you pass an English word or phrase, you must find its Hebrew meaning in the list at the bottom of the page. Write this Hebrew word directly above the English, and then continue on your way until you reach , the Grace After Meals.
CHOICES
Grace
After
Meals
bless me
messengers of peace
depart
messengers
upon
messengers of
come
peace be upon you
Shalom Aleichem 1 © 2002 Barvaz Press
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jQuery UI
1. Make a page or section of a page with three tabbed panels, with labels "Prototype", "jQuery", and "Dojo". If you click on "Prototype", you should see a few headings that say "Here is some cool information about Prototype". Do something similar for the other two tabs. Embed the panel content right in the page.
2. Make a page or section of a page with four tabbed panels, with labels "1", "10", "100", and "1000". If you click on any of the tabs, you should see a server-generated random number in that range. Hint: this is super-easy once you recall that Double.parseDouble will turn a String into a double in Java. E.g., d is 7.5 below:
double d = Double.parseDouble("7.5");
3. Repeat the basic idea of problem 1, but use an accordion panel instead of tabbed panels.
4. Make a textfield with a label that says "Choose a Date". When the user clicks in the textfield, a calendar should pop up.
5. Repeat the previous problem, but add in a pushbutton that sends the date to the server. The server should return a string that says something like "Your trip is confirmed for some date". Insert the server result into the page below the textfield.
6. Make a slider that lets the user select a value from 1 to 100. When the user presses a pushbutton, the slider value should be sent to the server, and a random number in that range should be returned and inserted into the page. You shouldn't have to change your server-side code from problem 2.
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|
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PRIMARY SOURCE MEDIA
"It is safe to say that microform will continue to be an important force in preserving archival and manuscript materials and making these materials more widely available to both experienced and novice researchers."
James Billington, Librarian of Congress
Cultural Studies Collections
FA AL L LL L L 2 2 20 0 01 1 11 1 1
American Urban Life and Health, 1883–1914
Part 1: Reports of the Charity Organization Society of New York
This collection facilitates study of the crisis in urban development faced by the United States in the late 19th and early 20th centuries. The Charity Organization Society was at the center of reform work, and its reports provide a detailed account of living conditions and describe investigations of health, industry, delinquency, insanity and crime.
H-614.000
3 reels.
Asian Culture, 1845–1949
The Periodical Perspective
PREVIOUS TITLE
: Asian Periodicals, 1845-1949
This collection covers events from the first colonization conflicts with the West to the 1949 fall of the National Government in China. The articles included in this collection offer both firsthand details of Asian culture and the reactions of Western observers and Asians to that society. British colonization was accompanied by an intense interest in Asian culture that resulted in many scholarly publications from learned societies. Nineteenth-century missionaries, determined to remold Asian culture to the Western norm, recorded their research on the culture they were otherwise determined to destroy. By the 20th century, Asians, aware of the advantages of appearing "Western," published their own articles — very often simply propaganda aimed at attracting foreign investments.
Cultural Studies
Royal Asiatic Society of Great Britain and Ireland, Ceylon Branch Journal, Columbo 1845-1870.
Royal Asiatic Society Royal Asiatic Society, China Branch—Transactions, Hong Kong 1848-1859.
1120. Complete Collection: 52 reels.
British Culture
This collection contains a rich sample of the writing that has shaped British culture over the last few centuries, from histories and literature, to religious works and biographies. It will appeal both to the scholar seeking to explore the works of individual writers, and to those interested in tracing cultural developments over time.
Series 1: Eighteenth and Nineteenth Century. 4,131 fiche.
Series 2: British Theology, 1
2,826 fiche.
1139. Complete Collection: 16,957 fiche.
The Books of the Fairs
This is an unsurpassed collection of about 2,000 publications, virtually all containing informative photographs, line drawings or lithographs. Here are official government reports, exposition management publications, exhibition catalogs and visitors guides, commemorative and promotional publications, studies, lectures, technical reports and descriptive accounts from 176 regional and international fairs held worldwide from 1834-1915.
1145. Complete Collection: 174 reels in 4 units.
The Clifford W. Henderson National Air Races Collection, 1928–1939
This collection consists of press releases, letters, programs, posters, tickets, buttons and clippings. Also included are lists of exhibitors and contestants, race results and biographical information on the fliers. The collection is arranged in four series: National Air Races, 19281939; Other Air Races; Scrapbooks; and Certificates and Plaques.
D3495.
14 reels.
http://microformguides.gale.com
1 reel.
1 reel.
Committee of Fifteen Records, 1900– 1901
The Committee of Fifteen, a New York City citizens' group that advocated the elimination of prostitution and gambling, was established in November 1900. The Committee hired investigators who visited city locations where "vice" crimes allegedly took place and filed reports on each site. The investigators scoured bars, pool halls, dance halls, "disorderly houses," and tenements during 1901, posing as clients to determine the locations where prostitution took place.
S3358.
17 reels.
Denison House Records, 1891–1961
Founded in 1892 in Boston, Massachusetts, Denison House was created by affluent women who sought a "democracy" between the leisure class and the working class. To this end, the house served primarily as an outreach program center and worked to engage the neighborhood in many activities: classes in home nursing, English literature, and dancing; clubs and sports for boys and girls; and relief programs, such as a milk station and coal distribution.
D3474.
6 reels.
Freedom Civic Association Records
Included here are the membership lists, ledgers, minutes, and financial information of this Italian American fraternal organization, which helped emigres from Gildone, Italy.
D3509.
5 reels.
History of Women Derivative -The Social and Cultural Construction of Girls
Cultural Studies
opens an array of subjects that provide a wealth of compelling teaching and research possibilities.
1463.
17 reels.
Journal of the Gypsy Lore Society, 1888–1973
Founded in England in 1888, the Gypsy Lore Society sought to "improve the conditions of Gypsy study, promoting the thorough investigation of Gypsy problems." In the society's journal, scholars will find word lists, folktales, information on social organization and references to other primary and secondary sources.
S1854.
6 reels.
Journal of Prison Discipline and Philanthropy, 1845-1920 and Prison Journal, 1921-1986
The Pennsylvania Prison Society, founded in Philadelphia in 1787, was the first private agency to concentrate specifically on correctional issues. The society's journal, first published as The Journal of Prison Discipline and Philanthropy in 1845 and renamed The Prison Journal in 1921, was one of the earliest periodicals devoted to studies of correction and crime. The articles run the gamut of subjects related to these fields, from discussions of penal philosophy to inmate interviews and analyses of prison costs. The journal not only provides information on prison conditions and the evolution of the American penal system, particularly in Pennsylvania, but also offers a detailed record of the penal reform movement in this country.
S1867.
6 reels.
New Musical Express and Blues & Soul: The Journals of Popular Music
This collection examines the expectations for young women of different classes, ranging from the working girl to the college woman. It also provides valuable information concerning early social surveys on such matters as girl labor, and "unmarried girls with sex experience," along with a survey on the legal condition of girls and women in Michigan in 1894. In its focus and range, it
PREVIOUS TITLE: Jazz, Blues, Soul and Rock: The Journals of Popular Music
Part 1: New Musical Express and Predecessors, 19461971
The pre-eminence of New Musical Express among post-war popular music journals is proven by its longevity, its consistent ability to predict trends and by its enormous world-wide readership figures. The availability of 25 years of New Musical
Primary Source Media
E-Mail: [email protected]
Phone: 800 444 0799
Express will open up fresh studies of the end of the swing era and the big band, of the influence of blues and folk on modern popular music, of the birth of rock-and-roll, the staying power of Motown and of the British invasion from 1963 onward, when the Beatles and the Rolling Stones conquered America.
H-202.000
20 reels.
Part 2: Blues and Soul, 1967-1987
Blues and Soul is boldly advertised as "The World's No. 1 Soul Music Magazine." It is the preeminent journal for information on the diverse worlds of soul, funk, disco, blues and rhythm and blues. To a lesser extent it covers jazz and reggae. In-depth interviews provide data unavailable elsewhere and crucial to any understanding of groups, individual artists, a wide range of musical genres and the music industry in general.
H-203.000.
16 reels.
Complete Collection: 36 reels.
Parker Society
The publications of the Parker Society contain basic writings of the fathers and early authors of the Church of England, such as Parker, Cranmer, Jewel, Coverdale, Tyndale, Hooper and many others. The set is a basic source for English political and cultural history of the period of Reformation and Renaissance, and it is essential for the study of English literature and thought of the 16th and 17th centuries.
1955.
683 fiche.
Popular Literature in Eighteenth and Nineteenth Century Britain
Part 1: The Robert White Collection of Chapbooks from the University Library, Newcastle-upon-Tyne
More than 1,500 rare chapbooks are included in this exceptional collection of 18th- and 19thcentury popular literature.
H-47.000.
16 reels.
Part 2: The Sabine Baring-Gould and Thomas Crampton Collections from the British Library, London
A very rich source of material relating to the traditional and popular culture of the British Isles,
Website:
E-Mail: [email protected]
Cultural Studies
street literature remains a vast and relatively untapped source of research material for many areas of Victorian studies, especially literature, social history and music.
H-48.000.
7 reels.
Parts 3–10: The Barry Ono Collection of Bloods and Penny Dreadfuls
Brought together by music-hall artist F. V. Harrisson and bequeathed to the British Library in 1946, this incomparable collection offers an enormous range of bloods, penny dreadfuls, penny issue novels and early comics, believed to be the origin of today's most popular short story, film, novel and comic jokes.
H-48.00-H-48.008.
166 reels.
Genre Collections
Various genres are represented throughout Parts 3–10. However, selected topics can be covered through one of three collections shown below.
CRIME STORIES: Contains stories drawn from true crimes, famous trials and the lives of famous
highwaymen.
7 reels.
BOYS' LITERATURE OF THE DAY: Covers topics ranging from voyages and expeditions to comic tales told in novels, short stories, serials and poetry. 19 reels.
THE WOMEN'S AUDIENCE: Features topics written for women that reveal many attitudes surrounding women in the 19th century. 5 reels.
Records of the Free Southern Theater, 1963–1978
Established in 1963, the Free Southern Theater (FST) served as a cultural and educational extension of the Civil Rights Movement. While offering entertainment and opportunities for artistic expression, the FST endeavored to use black drama to develop and enhance racial awareness.
D3630.
47 reels.
Seventeenth and Eighteenth Century Periodicals and Academy Publications
This collection is significant in its diversity of subject matter as well as its presentation of the day-to-day aspects of 17th- and 18th-century history and cultural life. Included are more than 360 periodicals and academy publications.
1830. Complete Collection: 749 reels.
Stetson Kennedy Collection, 1916– 1950
Stetson Kennedy was a journalist and author who became known for his perceptive writings on southern culture and racism. The research files reproduced in this publication contain material accumulated primarily during the 1930s and '40s.
D3305.P26.
4 reels.
Walter Chauncey Camp Papers, 1866–1925
The papers of Walter Chauncey Camp, father of American football and the foremost authority on sports and physical fitness of his day, include correspondence with J. W. Heisman, Vance McCormick, Theodore Roosevelt, Amos Alonzo Stagg, Ray Tompkins, Caspar Whitney and Fielding Yost. These letters and the official football rules and minutes of the American Intercollegiate Football Rules Committee trace the development of the sport.
D3420.
48 reels.
Cultural Studies
Women, Fashion and Society: The Queen, 1861–1885
Published by Samuel and Isabella Beeton and Frederick Greenwood, The Queen reflects every aspect of society life in Victorian Britain. It includes stimulating new material on many topics: the lifestyle of the middle and upper classes and the growth of consumer society; women's varying views of themselves and their lives; parliamentary reports and articles on social problems, politics and economics; household management; literature, music and the theatre, social etiquette and women's fashions in London and Paris.
H-608.000.
26 reels.
Please contact your PSM sales representative for additional collections related to Cultural Studies:
Art and Architecture, Cinema and Theater, Education and Social Welfare, Gay, Lesbian, Bisexual and Transgender Studies, Jewish and Holocaust Studies, Literature, Music Studies, Newspapers and Journalism, Religion and Theology,
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Volume 5, Number 7 December, 2016
U.S. Safety Net Protects Most Children in Poor Households During Recessions
By Marianne Bitler, UC Davis; Hilary Hoynes, UC Berkeley; and Elira Kuka, Southern Methodist University
The Great Recession led to unemployment rates unseen since the deep recessions of the early 1980s. At the same time, significant changes in the safety net both before and during the downturn have changed the way we support children in vulnerable households. In a new study, 1 we examine how and to what extent the current safety net provides protection to at-risk children during economic downturns. We find that increases in unemployment affect children in the poorest households most. We also find that while the safety net is strongest at stabilizing household incomes for these children, children in immigrant households get no protection.
Children are particularly vulnerable during economic downturns. As an age group, children already consistently have the highest poverty rates in the nation. Research shows that poverty during childhood can have severe and life-long impacts, including stunted physical and cognitive development, limited lifetime earnings and long-term health problems. 2
Measuring Change in Child Poverty
The rise in unemployment during the 2007-09 Great Recession had a major impact on the number of children living in poverty. By October of 2009, 15.6 million people were out of jobs as the national unemployment rate reached a peak of ten percent. The official poverty rate among children under 18 increased from 18 percent in 2007 to a high of 22 percent in 2010. 3
Our study focused on how increases in the unemployment rate affects poverty rates for children under 18 given the current safety net. We used a state panel fixed effects model to measure these changes over time within each state to account for individual economic, social and other characteristics that can vary between states. To measure poverty rates we use the Annual Social and Economic Supplement (ASEC) of the Current Population Survey (CPS) for years 2000-14, which includes the 2007-09 Great Recession as well as the smaller national economic recession of 2001.
Households with the lowest incomes are most likely to rely on the social safety net to help make ends meet during times of high unemployment, and children are the largest beneficiaries. However, research is still seeking to understand just how well our current safety net supports poor individuals, families and, especially, children during hard economic times. Our new study finds that it did protect most children, especially those in the poorest households. However, we also find that the current safety net does not support the children of immigrants, which puts them at a deeper disadvantage.
Key Facts
On average, from 200014, a 1 percentagepoint increase in unemployment led to a nearly equal increase in the likelihood a child's household income fell below poverty.
The safety net reduces this cyclical risk: based on after-tax-and-transfer income, during the same period a 1 percentagepoint increase in the unemployment rate led to a 0.5 percentage point increase in the likelihood that a child's household income falls below its poverty threshold.
Safety net programs have the largest protective power for children in the poorest households. The effects are larger for households at 50% or below poverty than households at 100%, 150% or 200% of poverty.
For children in immigrant households, the safety net does little to mitigate these risks.
2 For example see, Brooks-Gunn, J. and Duncan, G. 1997.
1 Bitler, M. et al. 2016. "Child Poverty, the Great Recession, and the Social Safety Net in the United States." Journal of Policy Analysis and Management.
To download this brief, visit poverty.ucdavis.edu
To understand the overall impact of the current safety net programs, we compared results for two measures of child poverty. "Private income poverty"—which includes earned income and private transfers such as child support or private disability— shows poverty levels before supports from safety net programs. "After-tax-and-transfer poverty" adds safety net cash and in-kind income and subtracts payroll and income taxes. It includes private income plus transfers from programs such as the EITC and Child Tax Credit, Unemployment Insurance, Social Security, SSI, TANF, food stamps (SNAP), housing subsidies and others.
Our poverty thresholds are similar to those used in the U.S. Census Bureau's supplemental poverty
"The Effects of Poverty on Children." The Future of Children.
3 DeNavas-Walt, C. and Proctor, B. 2014. "Income and Poverty in the United States: 2013." U.S. Census Bureau.
Understanding poverty, shaping the future of poverty research
measure. We assign a child to be in poverty if their household's after tax and transfer income is below the poverty line. We also provide a second child poverty measure using the household's private income. By comparing the two measures we can assess the role of the social safety net in affecting child poverty.
increase in the unemployment rate led to a 0.9 and 0.5 percentage-point increases in private-income and after-tax-and-transfer and poverty, respectively. This difference between the cyclicality of private income and after-tax-and-transfer poverty narrows at higher household income levels, coming close to being equal at 200 percent of poverty.
Programs Slowed Rise in Child Poverty
This protective effect was not the same for all children. Most significantly, children who lived with a head of household (or their spouse) who was an immigrant were much more vulnerable to a given change in the unemployment rate. Adding in safety net income has no mitigating effect on their poverty rates. For these children, a one-percentage-point increase in unemployment led to a similar 1.2 percentage point increase in poverty by both the private income and after-tax-and-transfer measures.
Our study shows that increases in the unemployment rate lead to increases in child poverty, both in terms of private income and after-tax-andtransfer poverty. On average, from 2000-14, a one percentage-point increase in the unemployment rate led to a 0.9 percentage-point increase in the likelihood that a household's private income will fall below its poverty threshold. However, smaller increases in children's after-tax-and-transfer poverty shows that the safety net as a whole partially stabilizes household incomes. For example, from 2007-10 the proportion
Safety Net Does Not Protect All Children
" " Smaller increases in children's aftertax-and-transfer poverty shows that the safety net as a whole partially stabilizes household incomes.
Figure 1: Annual Unemployment Rate and Private Income Poverty and After-Tax-and-Transfer Poverty for Children
Poverty refers to percent of children living in households with income below the Historical SPM poverty line in each calendar year, using various concepts for resources. Private income includes only wages and salaries, self-employment income, and private transfers. ATT income includes the value of public in-kind and cash transfers and nets out taxes and tax credits.
Data sources: 2000-14 ASEC and Bureau of Labor Statistics (unemployment).
of children in households below 100 percent of their private-income poverty threshold rose by six percentage points, from 19.7 to 25.7 percent. By the after-tax-and-transfer measure, child poverty rose by only 2.1 percentage points, from 11.3 to 13.4 percent.
Safety Net Protects the Very Poor
Children in the poorest households are most at risk to the household income shocks that come with increases in unemployment, both in terms of private income and after-tax-and-transfer income. For these children, protection by the safety net was also most pronounced. A one percentage point increase in the unemployment rate increased private-income poverty by 0.5 percentage points for children in households at 50 percent of poverty. By the after-tax-andtransfer measure the increase for these children was 0.2 percentage points. For children in households below 100 percent of poverty, a one percentage point
One possible reason for the ineffectiveness of the safety net in protecting this group of children is that a large share of the safety net is either unavailable to many immigrants, because of their unauthorized status, or access is limited. This is particularly the case for those who entered the country after August 1996, due to immigration provisions in PWRORA, as well as the 1986 Immigration Reform and Control Act (IRCA) that disqualifies new immigrants all forms of public assistance for five years.
Marianne Bitler is a professor of Economics at UC Davis.
Hilary Hoynes is a professor of public policy and economics and Haas Distinguished Chair in Economic Disparities at the Goldman School of Public Policy at UC Berkeley.
Elira Kuka is an assistant professor of economics at Southern Methodist University.
The UC Davis Center for Poverty Research mission is to facilitate non-partisan academic research on poverty in the U.S., to disseminate this research and to train the next generation of poverty scholars. Our research agenda spans four themed areas of focus:
n Labor Markets and Poverty
n Children and the Intergenerational Transmission of Poverty
n The Non-traditional Safety Net, focusing on health and education
n The Relationship Between Poverty and Immigration
For more information, visit us online at:
poverty.ucdavis.edu
Center for Poverty Research University of California, Davis 1 Shields Ave | Davis, CA 95616 (530) 752-0401
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Ethnobotany
Find these three plants in Tryon Creek State Park. Mark it on the map provided. Then learn more on the following page. Anwer the Questions.
Western Red Cedar
Oregon Grape
Sword Fern
Ethnobotany
Western Redcedar
that native people lived in. Because Cedar is a soft wood it is easily split and can be shaped for many uses. Can you think of another use that would allow native peoples to gather food? Remember the dependence that these people had on the river to provide food and transportation. Cedar trees were used for canoes, but how would you make a canoe out of this tree if you wanted to? The trees were usually burned on one side to bring the tree down to ground level where it was then hollowed out by fire and finished by carving. Cedar was used to make many objects, from arrow handles to eating utensils. One of it's most amazing qualities of this tree is that it is rot resistant. When Lewis and Clark arrived in the Pacific Northwest they were wearing clothing made from animal hides. As we all know, winter here is wet and those hides rot when exposed to continual rain and never get a chance to dry out. The native people living in this area used the bark to make fibers which could be made into clothing that didn't rot. How would you go about making clothing from bark?
Redcedar is a very easily identifiable tree. It has flat needles that branch and fork from the central stem. The reddish-brown bark looks as if it is made up of many strips peeling up the trunk. Redcedar contains a chemical that makes it especially resistant to both rot and insect infestations. What do you think this tree was used for by the Native Americans who called it the "Tree of Life"? One of the main uses of this tree was to make planks for the traditional long houses
Sword Fern
used as shelf paper for drying racks for other wild plants like nut and berries. Traditional pit ovens were used in the area of the northwest and were used to slow cook or roast many foods. The fronds of the Sword Fern were used by native people to line the pit ovens and in between layers of food cooking in the pit oven. The fiddle heads, the young spring shoots, of the sword fern were collected and eaten.
One of the most striking plants in the Pacific Northwest forest is the Sword Fern. It is easy to identify by the long fronds with up to 100 alternating leaflets. The leaves stay green and firm all year long. Feel the fern. How does it feel? What would do you think you could use this plant for? The fronds of the sword fern were used for bedding much like straw was used to fill mattresses. Fronds were
Oregon Grape
coast. The berries of the Oregon Grape were not eaten alone in large quantities but were more commonly mixed with sweeter fruits or were sometimes mashed and cooked into cakes or made into a juice. How do you make a piece of cloth a certain color? You dye it, but where does dye come from? Many dyes now are synthetically created in a laboratory, but many of these dyes originated from chemicals that were first derived from plants. The inner bark of Oregon Grape is yellow and when the twigs were boiled in water, the water could then be used as a yellow dye for clothing and baskets.
Do you know what the Oregon state flower is? It is a very common ground cover with a distinct texture and leaf shape. Not only does it bear fruit but it also has the name of the state it represents in its name. ..Oregon Grape. Oregon Grape is easy to identify because of the waxy coating on its leaves and because of the teeth or jagged edges on the leaf sides. Since we call it Oregon Grape, we know that is bears grapes, but theses grapes do not taste like the grapes we get from the grocery store. The fruit of the Oregon Grape is neither as fleshy nor as sweet as conventional grapes, but it was eaten as a food source by the native people of the Northwest
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The Mycological Society of San Francisco December 2007, vol. 58:09
Send submissions to Mycena News!
MycoDigest: Are Mushrooms Genetic Individuals or Genetic Mosaics?
Mycena News is seeking content pertaining to any of the following topics. Please consider submitting an article to: [email protected].
-Photos of this season's most beautiful mushrooms
-Foray reports and experiences in the field
-Your favorite recipes
-Mushroom related poems and artwork
Inside This Issue...
Brian Perry
Although most of us may not give it much thought as we stoop to liberate yet another Boletus edulis from its terrestrial confines (assuming, that is, you were at the Mendocino Woodlands Foray last month!), the mushroom we are picking represents the union of two mating type compatible strains of the species—a fungal "Mom and Dad," in essence. In the life cycle of a typical mushroom, these strains are present in the soil or other substrates in the form of long, filamentous cells termed hyphae (and mycelium collectively), which arise from germinating spores produced by mushrooms of previous generation(s). It is the mycelium that represent the business end of the fungus, absorbing nutrients and water from the substrate, forming associations with plants, etc. The mushrooms that we
Armillaria mellea is thought to be among the largest and longest-living species on Earth. Photo courtesy of MykoWeb and Mike Wood a contribution from both the parent strains. Or are they? Recent studies indicate that this condition may not be true for all mushrooms, and that divergence from this common pattern may have profound effects regarding the ecology and longevity of these fungi.
so diligently hunt for are simply the reproductive structures of these organisms. It is within specialized sexual cells of the mushroom, called basidia, that mushroom sex finally takes place and from which spores are produced. Like other organisms that reproduce sexually, the sterile (i.e., somatic) cells in mushrooms and the mycelium that give rise to them, are genetically identical, each containing
Within the typical mushroom life cycle, spores and the primary mycelium they give rise to, are haploid in their genetic makeup, meaning that the nucleus present in each cell contains only a single copy of each chromosome (think sperm and
Continued on page 6
MycoDigest is a section of Mycena News dedicated to the scientific review of mycological information.
PRESIDENT'S POST
As you read this, the Fungus Fair will have come and gone, and judging by virtually all of our prior 37 Fairs, it was a great success—that is, lots of people exposed to the kingdom Fungi for the first time; plenty of curious minds filled with new ideas of how to appreciate mushrooms; a bunch of myco-neophytes and myco-veterans inspired to join MSSF; a healthy batch of T-shirts, books, and bowls of soup purchased; and a good time had by all. Couldn't have been done without the cadre of outstanding volunteers we have in the Society. You know who you are and we extend our heartfelt thanks for your good work.
It occurs to me that there are basically two levels of volunteering for the organization: the regulars and the occasional volunteers. The regulars are those that are highly active, usually as members of the Council, including officers, councilors and committee chairs, or just being at every event helping out wherever they can. The occasional volunteers are those of you that lend us a hand once or twice a year at the Fungus Fair and other events. Both kinds of volunteers are valuable to us. Of course, we need the two or three dozen people who are willing to take on significant duties in the Society, yet too many more than that would be unwieldy and bureaucratic. And when we put out the call for help at certain events we are very grateful to the hundred or so of you who routinely raise your hand and show up for a few hours out of your busy schedules.
I'd like to see a third level of volunteers step up for us— tweeners if you will. There are several committees that can use some help on a regular basis that wouldn't require the type of commitment the chair persons have chosen to take on. For example, our Hospitality Committee, competently chaired by Liana Hain, could use some more folks to be greeters at our General Meetings or to bring goodies to eat and drink. Our Education Committee is co-chaired by Alice Sunshine and Paul Koski, a pair of excellent educators with great ideas. They'd love to have a few others of you join them with even more great ideas. Take a look at our list of committees in the roster and consider joining one, not as the leader and organizer, but as a committee member, there to support and enrich these vital parts of our organization. If you're not sure where you might fit in, let me know and I'll direct you to where we could use a few good tweeners.
Hope to see you at the Holiday Dinner!
Announcements
Membership Renewals
Do you need to renew your membership? Check your Mycena News mailing label to see. If your membership is paid only through 2007, you'll need to renew for 2008 to continue receiving membership services.
We really want members to renew now, before the end of the year! Fill out the required information on page 7, and mail a check for the appropriate amount (made out to "MSSF Membership)" to MSSF-Membership c/o the Randall Museum, 199 Museum Way, San Francisco, CA 94114. An envelope is provided inside this newsletter!
You can also renew online by using the PayPal option on the MSSF website. If you do, please send an e-mail (to membership@ mssf.org) or telephone (1-866-807-7148) with the information requested on the membership form on page 7. Paypal provides only the name, mailing address, and e-mail of those who enroll or renew. It does not give secondary member names, telephone numbers, an alternate e-mail address, or interests, so please contact Membership with these details.
The regular, adult/family membership fee is $25. Seniors over 65 and full-time students pay $20. E-members pay $15 to download the Mycena News and other publications from the website. Check our website for reduced rates for multiple-year memberships.
The MSSF treats membership information as private, but it does VERY occasionally release its membership list for mailings by mycological businesses. If you do not want your name included in such a mailing list, either contact the membership chair or indicate on your renewal that you do not want to receive commercial mailings.
Library News
Received recently were around 10 books from Mrs. Alfred Cherry. The most remarkable were a set of four pamphlets dated from 1897, entitled Student Handbook: Mushrooms of America Edible and Poisonous by Thomas Taylor M.D., Washington D.C. Among the 10 books were six cookbooks as Al Cherry loved to cook, a welcome addition to our library.
Donations are welcome for our Library—contact [email protected] or Denise Gregory at fungilover@hotmail. com.
h
What's Bookin?
Curt Haney
This month's new book is The Totally Mushroom Cookbook by Helene Siegel and Karen Gillingham, illustrated by Ani Rucki. Published by Celestial Arts, Berkeley, CA, 1994.
This is a really cute little 95-page cookbook crammed full of great mushroom recipes. It is small in size and easily fits in your purse, backpack, car or as a stocking stuffer for the Holidays. The five chapters are:
- Mushrooms in Salads, Starters, and Broths
- Partially Wild Accompaniments
- Mushrooms and Their Friend, the Egg
- Mushrooms in the Mainstream
- Mushroom Standards
One of my favorite recipes in the book is for Porcini Risotto.
This book will be available at the December General Meeting and at the Fungus Fair at the Oakland Museum. The cost is $5.95 minus 10% for MSSF members plus tax.
Holiday Dinner Menu
A Mushroom Lover's Culinary Extravaganza
Always featuring the choicest mushrooms available, the Holiday Dinner this year will be especially rich in fungi. The venerable Michael Giacomini, our favorite chef, will command the kitchen with his dedicated band of volunteers. Check page 8 for reservation information The menu is a work in progress:
Holiday Punch
Grand Array of Appetizers
Garden Salad
Chef's Wild Mushroom Soup
Roast Tenderloin of Beef with Mushroom Sauce
Vegetarian Entrée
Potatoes with Mushrooms
Cook's Choice of Vegetable
Candy Cap Gelato and Coffee
December 2007, vol. 58:09
Contributors:
Lisa Bacon, J.R. Blair, Monique Carment, Alvaro Carvajal, Pat George, Curt Haney, Brian Perry
Editing and Layout:
Cordelia Chadwick, Jeffrey Fisher
Mycena News is the member's newsletter of the Mycological Society of San Francisco, and is published monthly from September through May.
Please e-mail photos, comments, corrections, and correspondence to [email protected].
To subscribe, renew, or make address changes, please contact Alvaro Carvajal: alvaro.carvajal@ sbcglobal.net or (415) 695-0466.
Past issues of Mycena News can be read on-line at www.mssf.org.
MSSF Officers 2007-2008
President: J.R. Blair (650) 728-9405 [email protected]
Vice President: Dan Long (925) 945-6477 [email protected]
Secretary: Phil Brown (510) 526-4325 [email protected]
Treasurer: Lisa Bacon (707) 765-9085 [email protected]
Cottage (www.czechcottage.com).
Houby Hunting (A Neophyte Mycophile Finds Fungi in Iowa)
Lisa Bacon
Being of Czech or Slovak descent is a big thing in Iowa. I was raised in the small town of Toledo, 60 miles west of Cedar Rapids. In this region, the majority of locals claim some Czech heritage and proudly refer to ourselves as "bohemies." Homemade sauerkraut and kolaches (sweet dough pastries with various fillings in a well on the top) are a few of the dishes we cherish from our heritage. Anton Dvorjak reportedly wrote the New World Symphony while visiting relatives in a small town outside Cedar Rapids. On October 21, 1995, the National Czech and Slovak Museum's (www.ncsml.org) current building was formally dedicated, with Presidents Bill Clinton of the United States, Václav Havel of the Czech Republic, and Michal Kovác of the Slovak Republic presiding over the dedication. I visited this impressive, world class museum for the first time in September. You can find anything Czech in the Czech Village neighborhood of Cedar Rapids, including exquisite handblown glass mushrooms at the Czech
Houba (pronounced how-ba) is the Czechoslovakian name for mushroom. The plural is houby (technically pronounced how-bee). As often happens in assimilating cultures and languages, many Midwesterners use a bastardized pronunciation (who-bee). Since Bohemies are foodies in our own right, it comes as no surprise that all over the Midwest we commemorate the bountiful spring mushrooms with a variety of festivals. In Cedar Rapids, Houby Days occurs in mid-May. As one might expect, it consists of a parade, folk music, folk dancing, beer, food, and more food. All of this adoration centers around the ONLY spring mushroom most people are interested in, the glorious morel (specifically Morchella angusticeps and Morchella esculenta).
unbearable heat and humidity. The white tail deer population is epidemic in proportion, as are the deer ticks that go with them. These bambis make their California kin look like large dogs. They pose an enormous threat as you drive to your favorite foray spots, as they spring out of cornfields and up from ditches. Once in the timber, I personally worry more about getting chased by an angry Black Angus bull as one forages, a flashback to getting hung up on barbed wire while making a hurried and graceless exit from a pasture in my reckless youth.
to agriculture (corn, soybeans, and grazing pastures) with only 10% being forest lands. These forests (locally known as "timbers") are mostly concentrated in the mid-central to eastern part of the state. According to the Iowa Department of Forestry, oak and oak/hickory forests make up about 46% of Iowa's woodlands. The oaks fall into two categories: White Oaks (white, bur, swamp white, chinkapin, overcup) and Red Oaks (red, black, northern pin, shingle). Other species of trees found in these woods are ironwood, ashes, hard maples, walnuts, dwindling numbers of elms and black cherry, and woody shrubs. The forests are threaded with rivers, cricks (creeks), lakes, and ponds. Additional moisture comes in the form of magnificent thunderstorms and substantial snowfall. Edible fungi can be found in spring, summer and fall. Most of us prefer spring and fall foraging, because the summer brings swarms of bloodthirsty mosquitoes accompanied by frequently
My sister-in-law Anne went on a foray near Ames this past spring where there were so many morels they left hundreds on the ground. Imagine!
Unlike many parts of California, in Iowa you can find fungi virtually everywhere. Elevations range from 480–1670 feet, with the best areas at around 850 feet. The rich black soils are mostly loess and loam, with scattered areas of sand and clay. As one might expect, the land is predominantly devoted
One of my favorite childhood mushroom memories is waking up one sunny spring morning to find our front yard carpeted with what seemed like several hundred black morels. Five siblings poured out onto the lawn, each chortling that they could pick more than the others, but all conspiring to pick quickly so that none of the neighbors could share in our fortune. Iowa Bohemies are not as overt as the Illinois branch. They actually have a Bohemian Creed (www.csagsi.org/creed.htm). Two items acutely outline their stealth tactics:
"12. Prior to removing car from garage, scan skies for possible inclement weather; if forecast is acceptable, prepare for "houby" hunt
13. Camouflage all houby hunting equipment from neighbors,
h
proceed to secret place for houby with caution (i.e. drive through alleys, around the block several times, down wide streets) to insure you are not being followed by neighbors who discover place for your houby picking"
Hmm…I think MSSFers are a little more subtle and less paranoid in keeping their "spots" secret.
At the end of my recent extended visit to Iowa, I was able to exercise and hone my mycological skills. My niece Madie found what she believed to be a false morel. Since it was fall, I doubted that was true. My budding knowledge of mycology led me to ascertain that it was a stinkhorn (Phallus impudicus). My brother Brian introduced me to a delightful couple, Bill and Nancy Carlson, who invited me out to foray on their farm.
Button mushrooms (Armillariella mellea)—aka honey mushrooms. The main group shown was collected past their prime, with the exception of a few on top of the largest puffball. There were hundreds of them on and around stumps. They are best taken when in the button stage.
Small puffballs (Lycoperdon pyriformis or Morganella pyriformus)—unexpectedly flavorful.
On an overcast Saturday morning late in September, Bill and I set out in the "beast," an aged four wheel drive dump truck to visit his favorite spots on 80+ acres of rolling hills
Goat's beard (Grifola frondosa)—aka hen of the woods. My family had been raving about this mushroom prior to my forage. I was unable to gather what they were referring to, since my brother Kenny, normally a tremendously articulate individual, said they had "webby things" underneath. Absolutely delicious! Bill's favorite way to eat them is to cook them with a beef roast and throw away the roast.
Giant puffballs (Calvatia gigantica)—having never seen one before, seeing these in their natural habitat was one of the
covered with pastures and substantial oak forests bordering the Iowa River. Bill has carefully cleared out much of the underbrush, making it a forager's dream. An avid hunter, he has deer blinds all over his property. Personally, I think they could double as mushroom spotting towers. Bill assured me the Black Angus herd was "friendly" and we romped around foraging for several hours. I introduced Bill to the term "LBM." He shared wonderful tales of hunting and foraging. We came back to Nancy's hot coffee and delicious pickled salmon (made from fish caught in Wisconsin of all places). In true Bohemie fashion, Bill and Nancy sent me back to town with all kinds of mushrooms as well as loads of beautiful squash from their garden). I sautéed most of the edibles in butter for brunch with my ailing father the next morning.
I tried to document the fungi in the
Bill Carlson holding an Omphalotus illudens. Photo by Lisa Bacon
wild, but my camera was uncooperative. Special thanks to Roger Heidt, of the Prairie State Mushroom Club (www.geocities. com/iowafungi/), for kindly helping me identify some of the less obvious fungi. I also obtained a fabulous laminated field guide, Mushrooms in Your Pocket – A Guide to the Mushrooms of Iowa, for $9.99 (ISBN 87745-887-1). Hint: would be useful for California IDs, as well. I am intrigued by the colloquial names for mushrooms in different geographic areas and have listed them using their local Bohemie names. In the photo on page four, the specimens (clockwise from lower left) are:
up for a houby hunting trip to Iowa in May? •
highlights of the foray. The larger one in the photo is the size of a soccer ball. Didn't get a chance to cook, but I am told they are similar to tofu in texture and taste.
Sulfur mushrooms (Omphalotus illudens)—aka Jack-o'-lanterns— again specimens were old and they are poisonous, but added color to the collection.
Smaller specimens collected, but not cooked if edible, were: lawyer's wig (Coprinus comatus), wood ear (Auricularia aricula), red tree brain? (Peniophora rufa), and an unidentifiable inky cap.
When I returned to California, I sent Bill and Nancy a copy of Aurora's Mushrooms Demystified. They surprised me with an open invitation to bring friends to camp and forage on their farm. Anyone
Do you have a vacation story about mushrooms? Have you forayed in far-away lands? Send your stories to mycenanews@ mssf.org
MycoDigest continued
eggs here, folks). Depending on their genetic compatibility, when hyphae of the same species encounter one another in the environment, they will fuse and give rise to a new secondary mycelium. The hyphal cells of this secondary mycelium each contain two un-fused, haploid nuclei—one from each strain (again, think eggs and sperm). This condition of two haploid nuclei per cell is termed "dikaryotic." Mushrooms and other higher fungi are unique in that this dikaryotic phase is believed to persist for an extended portion of the life cycle. In most other organisms, compatible haploid nuclei (usually in the form of gametes) fuse soon after they encounter each other.
When environmental conditions are suitable, the secondary mycelium will form primordia that soon develop into mushrooms. As mentioned above, it is within the basidia that reproduction finally occurs. In these sexual cells, fusion of the two haploid nuclei occurs, creating a diploid nucleus that has a full complement of chromosomes (one copy from each strain). Shortly after this fusion, meiosis occurs, returning the resulting four daughter nuclei to the haploid condition. These resulting nuclei eventually migrate into the developing spores, which are soon dispersed to start the life cycle over again. During meiosis, recombination of DNA may occur between sister chromosomes, shuffling together new combinations of genes and resulting in novel genetic variation differing from that found in the nuclei of the parent strains. It is this resulting variation that is the evolutionary advantage of sexual reproduction, for it is these new combinations of genes that natural selection may act upon. Although the majority of genetic variation resulting from sexual reproduction undoubtedly has little or no effect, it will on occasion be beneficial in some form; this thereby confers a selective advantage upon the mutated population. As you can imagine, this novel variation is paramount in helping a species adapt over time to the challenges of an ever-changing environment.
Interestingly, the life cycle of Armillaria species are quite different from the typical cycle described above. In Armillaria the haploid nuclei present in newly produced secondary mycelium quickly fuse, forming diploid nuclei. Unlike other mushroom species, in which the individual cells are typically thought to be dikaryotic (i.e. contain two genetically distinct haploid nuclei) throughout most stages of the life cycle, the somatic cells of Armillaria appear to each contain a single diploid nucleus. The mycelium of Armillaria, and presumably the mushrooms it produces, therefore lack the extended dikaryotic stage believed to be characteristic of most higher fungi. This, however, is by no means the end of the story. Recent work done by several teams of investigators (see sources below) indicates that in at least two species of Armillaria, A. gallica and A. tabescens, the individual nuclei within the cells of both the mycelia and non-basidia portions of the mushrooms are in the haploid condition, rather than diploid as they have long been assumed to be.
Using various methods of nuclear staining and fluorescence microspectrophotometric measurements, investigators were able to determine the quantity of DNA within the nuclei of cells constituting the various stages of the life cycle. As would be expected, haploid cells had on average half of the DNA present in diploid cells, or cells caught in the act of replicating their DNA in preparation for mitotic or meiotic division. Knowing that mushrooms are developed from secondary mycelium (i.e. two compatible strains that have fused), the implications of the above findings are that prior to mushroom formation, there must have been an event similar to what occurs in the basidia during a typical mushroom life cycle. The two haploid nuclei initially present in the secondary mycelium must fuse to form diploid nuclei (diploidization), and then go through meiosis to produce haploid daughter nuclei (haploidization). In essence, what these investigators propose is the occurrence of one or more extra-basidial diploidization-haploidization events prior to mushroom formation. This haploid, secondary mycelium eventually produces mushrooms, the somatic cells of which also contain a single, haploid nucleus.
Considering what we know about meiosis and recombination, it is apparent that the extra round(s) of diploidizationhaploidization have the potential to generate additional genetic variation beyond what we see in the typical mushroom life cycle. In fact, as researchers have demonstrated, the genetic variation generated by these extra events can become incorporated into a single mushroom, such that the individual cells making up the tissues of this structure contain nuclei that harbor different combinations of genes. Unlike the typical mushroom life cycle in which the cells of the secondary mycelium and mushrooms are genetically identical, the cells of these tissues in A. gallica and A. tabescens likely represent a mosaic of genetically distinct nuclei. As this genetic mosaic of nuclei are incorporated into basidia (where they experience another diploidizationhaploidization event), there is the potential to generate even more genetic variation.
As discussed above, the generation of genetic variation is beneficial to a species as a whole, as it may provide the means over generations to adapt to a changing environment. However, in the case of these Armillaria species, the production of genetic variation may even be beneficial at the individual level. As most of us are aware, Armillaria species are believed to represent some of the largest and longest-living organisms on Earth, the so-called "humongous fungus" of Michigan and more recently Oregon. In these fungi, individuals are estimated to span an area of 15 to 900 hectares, and range in age up to 8,500 years, persisting in the environment in the form of mycelium and rhizomorphs (i.e. thick mycelial cords). Is it possible that the longevity and capacity for growth these fungi display could be linked to the genetic mosaicism present in their cells? To address this question, researchers have tested the ability of genetically
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distinct cell lines, isolated from a single individual, to grow under diverse environmental conditions, including water availability, temperature, and substrate pH. Not surprisingly, these genetically distinct cell lines display variation in their growth ability under variable conditions.
Such results support the idea that genetic mosaicism may even be beneficial at the level of the individual, and may indeed play a role in the longevity and growth rates these fungi display. It is easy to imagine the magnitude of environmental challenges and stresses that a fungus would have to overcome during a life that may span hundreds of years. The ability of various regions of these large somatic structures to differentially react to a variable environment, due to differences in their genetic makeup, would undoubtedly be selectively advantageous at some level. The question remains, however, how widespread is genetic mosaicism within the fungi? So far the presence of an extra-basidial diploidization-haploidization event has only been documented in two species of Armillaria. Additionally, what I have presented here is a very simplified explanation of a very complex process. As you can imagine, there is much about genetic mosaics that is yet to be understood, and even those who research this process do not agree on all the mechanisms by which it occurs. Genetic mosaicism is undoubtedly a very important process that has played a large role in the evolution of at least some species of fungi, and shows great promise for exciting research in the years to come. •
Sources and additional information:
Grillo, R., Korhonen, K., Hantula, J. and Hietala, A.M. 2000. Genetic evidence for somatic haploidization in developing fruit bodies of Armillaria tabescens. Fungal Genetics and Biology 30: 135-145.
Peabody, D.C and Peabody, R.P. 1985. Widespread haploidy in monokaryotic cells of mature basidiocarps of Armillaria bulbosa, a member of the Armillaria complex. Experimental Mycology 9: 212-220.
Peabody, D.C., Peabody, R.B., Tyrrell, M.G. and Towle, M.J. 2003. Phenotypic plasticity and evolutionary potential in somatic cells of Armillaria gallica. Mycological Research 107: 408-412.
Peabody, R.B. and Peabody, D.C. 1987. Haploid monokaryotic basidiocarp tissues in species of Armillaria. Canadian Journal of Botany 65: 69-71.
Peabody, R.B., Peabody, D.C. and Sicard, K.M. 2000. A genetic mosaic in the fruiting stage of Armillaria gallica. Fungal Genetics and Biology 29: 72-80.
Peabody, R.B., Peabody, D.C., Tyrrell, M.G., Edenburn-MacQueen, E., Howdy, R.P. and Semelrath, K.M. 2005. Haploid vegetative mycelia of Armillaria gallica show among-cell-line variation for growth and phenotypic plasticity. Mycologia 97: 777-787.
Peabody Lab Webpage: http://faculty.stonehill.edu/dpeabody/ research_short.htm
Mycological Society of San Francisco c/o The Randall Museum 199 Museum Way San Francisco, CA 94114
December 2007, vol. 58:09
MSSF Calendar, December 2007
December 10, 2007, 7pm. MSSF Holiday Dinner. Hall of Flowers, Golden Gate Park, SF. Reservations required by December 6. Please contact Lisa Bacon at lisa.bacon@comcast. net
December 29, 2007, Point Reyes National Seashore Mycoblitz 5. Please plan to attend this year's Mycoblitz at the beautiful Point Reyes National Seashore. We've found 438 species so far and need your help to find more. Dr. Tom Bruns is foray mycologist. Meet at the Bear Valley Visitor Center between 9–10 am. For more information, contact David Rust: [email protected] / (510) 468-5014.
January 19–21, 2008, 11th Annual SOMA Wild Mushroom Camp, Occidental, CA. Tom Volk, Else Vellinga, Taylor Lockwood, and others will present. Join us for a weekend of forays, classes, presentations, and mushroom cuisine. Fees: $275 for full weekend, $215 with off-site lodging, $125 for Sunday only. Info: (707)-773-1011, or [email protected]. Early-bird specials available until TODAY; don't wait! Register online at www.SOMAmushrooms.org, e-mail SOMAcampinfo@ SOMAmushrooms.org, or call (707) 773-1011.
Monday, January 7, 2008, (please note the date!), 7 pm. Culinary Group Dinner. As usual, we will meet at the Hall of Flowers, Golden Gate Park, 9th and Lincoln, SF. The dinner cost is $14. We will feature goat roasted in our caja china. Contact Pat George at (510) 204-9130 or [email protected] no later than Friday, January 4, to make your required reservations. Don't forget to bring your own tableware as the Hall does not provide it, your beverage, and an appetizer to share. Our next dinner/meeting will be on February 4.
Deadline for the January 2008 issue of Mycena News is December 15. Please send your articles, calendar items, and other information to: [email protected]
First Class Mail U.S. Postage PAID Oakland, CA Permit No. 1451
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Excessive Vehicle Noise - Impact and Remedies
by: Marek Roland-Mieszkowski, M.Sc., Ph.D., tel. (902) 429-9622, www.digital-recordings.com Copyright 1990-2004, Digital Recordings, Halifax, Nova Scotia, Canada, May 07, 2004
Introduction
The noise level in our cities is rapidly increasing. This is due to heavier traffic and more powerful engines. On top of that there is a growing number of vehicles which are much louder and do not adhere to Canadian Noise Standards. This is due to the fact that their owners install or modify mufflers and install large sound systems creating so-called "boom cars" (typical sound is boom, boom ....) which can be heard from a kilometer away. I would like to express my expert opinion about this phenomenon and suggest remedies, which should be implemented.
A bit of science - "Modified Mufflers"
Most of the vehicles on the road use combustion engines. Fuel explodes in cylinders 1000 times/min (for 4-stroke, 2-cylinder engines at 1,000 rpm) creating sound with 16.7 Hz fundamental frequency and many harmonics. Without an engine block/enclosure and muffler these explosions will be very noisy (194 dB at close distance) and deadly. No wonder that vehicles with modified mufflers or straight pipes can produce sound levels which are deafening (up to 120 dB at 15.2 m distance) and are up to 40 dB louder than vehicles equipped with stock mufflers, which meet Canadian Standards (about 80 dB at 15.2 m distance - Transport Canada Regulations, Standard # 1106) To illustrate this: a modified vehicle which produces a 10 dB louder sound is as loud as 10 standard vehicles , 20 dB louder => 100 vehicles, 30 dB louder => 1000 vehicles, 40 dB louder => 10,000 vehicles. As can be seen from this example these vehicles can significantly increase the noise levels in the city.
A bit of science - "Boom Cars"
A similar situation is with the excessive sound systems in "boom cars". Standard car stereo systems have amplifiers capable of 5 W -> 50 W/channel. This is sufficient power, since most car speakers can produce 80 dB -> 100 dB sound with just 0.1 W of input power. Boom cars can have sound systems which have amplifiers with 700 W -> 2000 W/channel. With the same efficiency speakers they can produce about 143 dB sound, which is 10,000 times more powerful (some competition boom cars achieved insane 182 dB SPL levels inside of reinforced cabin). One vehicle like this can produce as much noise as 10,000 vehicles with a "normal" sound system set at 0.1 W. Very often, in order to use such powerful sound systems, vehicles carry additional batteries (the alternator is too small to provide this much power) and speakers (often large and many) at the expense of the vehicle's structural integrity, safety and driver's visibility.
Why we should ban these types of vehicles from our cities ?
First these cars and motorbikes violate the Canadian Vehicles Standards. Second, they are a tremendous annoyance. It is not reasonable that a vehicle should produce so much noise that despite its distance it is louder in an apartment or office than the radio, TV and human voices and sounds. These vehicles can wake-up an entire neighborhood at night (estimate given in "Time" magazine was that a single motorbike with a modified mufflers can wake-up up to 200,000 people at night in Paris).
The noise produced by these vehicles not only lowers the quality of life and work of the majority of people but also can result in permanent hearing loss for vehicle operators and people nearby (this includes unborn children, since noise penetrates the womb). At high levels this noise can result even in tissue damage (body parts and organs resonate and tissues can fracture at some low frequencies) leading to serious health problems (it can even lead to a miscarriage). Walking on the street is a hazzard these days and is not at all enjoyable (which has no doubt an impact on tourism as well).
These vehicles are highly distracting in traffic and can cause accidents since they mask sounds and agitate drivers. Loud sounds can affect hearing, vision, reaction time and judgement of drivers and nearby people increasing dangers significantly for everyone involved. Very often operators of these vehicles have tinted windows and race rather than drive through the city. It is a phenomenon which increased after the release of the "Fast and Furious" movie series.
Proposed remedies
Excessive noise is a serious environmental problem impacting health and well-being of all living things. The police and politicians should be alerted and educated about this problem. Cities should establish simple and fast SLM (Sound Level Meter) - based measurement procedures for checking sound levels, which could be performed by some officers and inspectors.
```
There should be stiff fines for violators. Fine structure could be for example as follows: + 6 dB above norm ( 4 x noise level) => $ 500 fine, inspect vehicle again in 2 days +12 dB above norm ( 16 x noise level) => $1,000 fine, inspect vehicle again in 2 days +18 dB above norm ( 64 x noise level) => $1,500 fine, vehicle towed away for repairs +24 dB above norm ( 256 x noise level) => $2,000 fine, vehicle towed away for repairs +30 dB above norm ( 1000 x noise level) => $2,500 fine, vehicle towed away for repairs +36 dB above norm ( 4000 x noise level) => $3,000 fine, vehicle towed away for repairs +40 dB above norm (10,000 x noise level) => $4,000 fine, vehicle towed away for repairs
```
Conclusions
Noise pollution caused by modified vehicles is a very fast growing problem They are the weapons of intimidation and acoustical terrorism in the hands of disrespectful and ignorant people. Proposed measures should be introduced quickly by the government in order to stop this dangerous trend and to protect the environment, as well as the well-being and health of people. Let's keep our cities and streets livable and quiet !
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INSTRUMENTAL RESOURCES
There is a great deal of instrumental music available, so it is important to be selective! A demo tape and/or a sample score should be referred to before purchasing an arrangement. Check each piece carefully and evaluate (1) the instrumentation you need, (2) the style which would be most appropriate, (3) the difficulty level, (4) the upper range limits of the instruments, (5) whether improvisation is required in rhythm section parts, (6) performance time and (7) general musical character.
Following is a listing of the major publishers of Christian music who provide instrumental music for churches and Christian schools.
An asterisk (*) by the title indicates that demo recordings are available.
ALLEGIS PUBLICATIONS (distributed by Lillenas)
Website: www.lillenas.com
Phone: 800-877-0700
*Allegis Orchestra Series
Silver (Easy), Gold (Moderate), Platinum (Advanced) Praise Band, Brasscapes for brass ensemble, Windscapes for woodwind ensemble, Stringscapes for string ensemble
ANDERKAMP MUSIC
Website: www.anderkampmusic.com
Phone: 866-371-9411
*Brass Quintets
BARNCHARTS MUSIC
Website: www.barncharts.com
Phone: 888-577-6963
*Cool charts for Praise Bands
BRENTWOOD-BENSON MUSIC
Website: www.brentwood-bensonmusic.com
Phone: 800-846-7664
Strike Up the Band Series (Carmichael), *Brentwood Jazz Orchestra (McDonald), *Continental Orchestra Collection
CAMP KIRKLAND PRODUCTIONS
Website: www.campkirkland.com
Phone: 615-591-4920
*Seven Plus Orchestra Series, Camp Kirkland Trombone Ensembles
CAROL PRESS
Website: [email protected]
Phone: 843-556-3512
*Brass ensembles and church orchestra pieces
DAVID E. SMITH PUBLICATIONS
Website: www.despub.com
Phone: 800-OSACRED (800-672-2733)
Music sent on approval by calling Marilyn at 810-376-9055
*Various solos, ensembles, concert band, string orchestra for church and school instrumentalists. Distributes Psalm 150 Productions
FARM LAKE MUSIC Dr. Calvin Bolton, arranger
Website: www.farmlakemusic.com
Phone: 864-237-5664
JEFF CRANFILL MUSIC
Website: www.jeffcmusic.com
Phone: 770-578-1292
A variety of orchestral arrangements
GAITHER MUSIC COMPANY (distributed by WORD)
Website: www.wordmusic.com
Phone: 888-324-9673
*Camp Kirkland Christmas Brass, *Sanctuary Symphony Series, Fanfare Preludes, others
GENEVOX MUSIC
Website: www.lifeway.com/worship
Phone: 800-436-3869
*Jubilation Orchestra Series (Easy Level)
*Celebration Orchestra Series (Advanced Level)
*Power Praise for Worship Band Series
*Exaltation Series for four or more instruments
*Rhythm +4 Series for four or more instruments plus rhythm section
Various solos and Ensembles; John Gage Orchestra Series
HAL LEONARD
Website: www.halleonard.com/church
Phone: 414-774-3630
Band, Orchestra and Ensembles
HOPE PUBLISHING
Website: www.hopepublishing.com
Phone: 800-323-1049
Traditional style; a variety of instrumental resources;
Doug Smith's 4+Brass and Woodwind Ensembles
JAMES CURNOW MUSIC SERVICE
Website: www.curnowmusicpress.com
Phone: 800-728-7669
Brass Ensemble, Band and Orchestra arrangements, many by James Curnow, at various performance levels
LORENZ
Website: www.lorenz.com
Phone: 800-444-1144
Doug Smith's Brass Ensembles
PHILLIP E. ALLEN
Website: www.PhillipEAllen.com; www.neworchestramusic.com
Easy and Advanced Orchestrations
PRISM MUSIC
Website: www.prismmusic.com
Phone: 800-326-8987
*Prism's Light Orchestra Series – Various Arrangers
*Gloryland Band Series – Camp Kirkland
*Praise Band – Jim Gray
SALVATION ARMY
Website: www.music.use-salvationarmy.org
Phone: 847-294-2000
Brass and more
WORD
Website: www.wordmusic.com
Phone: 800-876-9673
*Sunday Sounds Series – Easy orchestra arrangements
*Coronation Series – More challenging orchestra arrangements
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PERSONAL DECISION GUIDE FOR MEDICINES
Print this page or complete it online. You will be guided through four steps:
1. Clarify the decision
2. Identify your decision making needs
3.
Explore your needs
4.
Plan the next steps
1. Clarify the decision
What decision do you face?
What is your reason for making this decision?
When do you need to make a choice?
How close are you to making a choice?
I have not yet thought about options
I am thinking about the options
Are you leaning toward one option?
Yes
If yes, which one?
2. Identify your decision making needs
Knowledge
Do you know which options are available to you?
Do you know both the benefits and risks of each option?
Are you clear about which benefits and risks matter most to you?
Do you have enough support and advice from others to make a choice?
Do you feel sure about the best choice for you?
I am close to making a choice
I have already made a choice
No
Yes
Yes
Yes
Yes
No
No
No
No
Yes No
Decisional Conflict Scale © 2006 O'Connor
Values
Support
Certainty
3. Explore your decision
Knowledge
In the balance scale below, list the options and main benefits and risks you already know. Which benefits and risks do you think are most likely to happen? Underline these when you print this form.
Values Show how much each benefit and risk matters to you, by clicking the box under 'How much it matters'.
Certainty
Which benefits matter most to you and are most likely to happen? Circle these when you print this form. Avoid the option with the risks that are most important to avoid.
| Option 1 eg. A medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
|---|---|
| Option 2 eg. A different medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
Support
Who else is involved? Name:
Name:
Name:
4. Plan the next steps based on your needs
Knowledge
Values
Support
You feel you do not have enough facts
You are not sure which benefits and risks matter most to you
You feel you do not have enough support
You feel pressure from others to make a specific choice
Other factors making the decision difficult
Find out about the chances of benefits and risks
List your questions and note where to find the answer (e.g. CMI, health professionals)
Review the stars in the balance scale to see what matters most to you
Find people who know what it is like to experience the benefits and risks
Talk to others who have made the decision
Read stories of what mattered most to others
Discuss with others what matters most to you
Discuss your options with a trusted person (e,g. health professional, counsellor, family, friends)
Find out what help is on hand to support your choice (eg. funds, transport, child care)
Focus on the opinions of others who matter most
Share your guide with others
Ask others to complete this guide
Find areas of agreement. When you disagree on facts agree to get information. When you disagree on what matters most, respect the other’s opinion. Take turns to listen, mirror back what the other has said matters most to him or her.
Find a neutral person to help you and others involved
4 Things making the decision difficult
4 Things you are willing to try
List anything else you need
Which option does this person prefer?
Is this person pressuring you?
How can this person support you?
What role do you prefer in making your choice?
Yes No
Yes No
I prefer to share the decision with
I prefer to decide myself after hearing the views of
I prefer that someone else decides. Who?
Yes No
With permission, adapted from the Ottawa Personal Decision Guide © 2006 O'Connor, Jacobsen, Stacey, University of Ottawa, Ottawa Hospital Research Institute, Canada
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SCIENCE & ENVIRONMENT
6 April 2011 Last updated at 04:48 ET
Climate 'technical fix' may yield warming, not cooling
By Richard Black Environment correspondent, BBC News, Vienna
Whitening clouds by spraying them with seawater, proposed as a "technical fix" for climate change, could do more harm than good, according to research.
Whiter clouds reflect more solar energy back into space, cooling the Earth.
But a study presented at the European Geosciences Union meeting found that using water droplets of the wrong size would lead to warming, not cooling.
One of the theory's scientific fathers said it should be possible to make sure droplets were the correct size.
Cloud whitening was originally proposed back in 1990 by John Latham, now of the University Corporation for Atmospheric Research in Boulder, US.
It has since been developed by a number of other researchers including University of Edinburgh wave energy pioneer Stephen Salter, joining a number of other "geoengineering" techniques that would attempt either to reduce solar radiation reaching earth or absorb carbon dioxide from the air.
One version envisages specially designed ships, powered by wind, operating in areas of the ocean where reflective stratocumulus clouds are scarce.
The ships would continually spray fine jets of seawater droplets into the sky, where tiny salt crystals would act as nuclei around which water vapour would condense, producing clouds or thickening them where they already exist.
It has not yet been trialled in practice, although proponents say it ought to be.
Drop kick
But Kari Alterskjaer from the University of Oslo in Norway came to the European Geosciences Union (EGU) meeting in Vienna with a cautionary tale.
Her study, using observations of clouds and a computer model of the global climate, confirmed earlier findings that if cloud whitening were to be done, the best areas would be just to the west of North and South America, and to the west of Africa.
But it concluded that about 70 times more salt would have to be carried aloft than proponents have calculated.
And using droplets of the wrong size, she found, could reduce cloud cover rather than enhancing it - leading to a net warming, not the desired cooling.
"If the particles are too small, they will not brighten the clouds - instead they will influence particles that are already there, and there will be competition between them," she told BBC News.
"Obviously the particle size is of crucial importance, not only for whether you get a positive or negative effect, but also whether particles can actually reach the clouds - if they're too large, they just fall to the sea."
The possibility of this technique having a warming impact has been foreseen by cloudwhitening's developers.
In a 2002 scientific paper, Dr Latham wrote: "... the overall result could be a reduction in cloud droplet concentration, with concomitant reductions in albedo and cloud longevity, ie a warming effect".
But, he argued, this possibility could be eliminated by careful design of the spray system.
Contacted after the presentation in Vienna, Professor Salter took the same line.
"I agree that the drop size has to be correct and that the correct value may vary according to local conditions," he said.
"However, I am confident that we can control drop size by adjusting the frequency of an ultrasonic pressure wave which ejects drop from micro-nozzles etched in silicon.
"We can test this at very small scale in the lab."
Professor Salter is working with engineers in Edinburgh to produce extremely fine yet robust nozzles from semiconductor sheets.
Small cuts
In an era when many climate scientists are frustrated by slow progress in reducing greenhouse gas emissions, cloud whitening has sometimes been held up as an example of a technology that could make a real difference, at least to "buy time".
It has been calculated that a fairly modest increase in the reflectivity of these marine clouds could balance the warming from a doubling of carbon dioxide in the atmosphere - although even proponents admit it would do nothing to combat the other major consequence of carbon emissions, ocean acidification.
One scientist at Ms Alterskjaer's presentation, having heard her outline why it might not work, commented that it was the most depressing thing he had heard in a long time.
And Piers Forster from the UK's University of Leeds, who is leading a major UK project on geoengineering techniques, suggested more research would be needed before cloud whitening could be considered for "prime time" use.
"The trouble is that clouds are very complicated; as soon as you start manipulating them in one way, there are a lot of different interactions," he said.
"We need real-world data and we need modelling that tries to simulate clouds on more appropriate scales, and that means less than 100m or so, because if you look at a deck of stratocumulus it's not one big thing, it has pockets and cells and other features.
"Far more uncertain is the idea that you'd inject a particular drop size, because it won't stay that size for long - it will spread out, and that would be uncertain."
Professor Salter, too, believes more research needs to be done, including building a prototype injector ship and studying how it works in practice.
Interviewed by the BBC late last year, he said that such research was urgently needed because there was little sign of real cuts being made in the world's greenhouse gas emissions.
More Science & Environment stories
Europe's future lies under Africa
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The birth of a new subduction process could see Europe starting to burrow its way under Africa, geologists suggest reversing the pattern seen over many millions of years.
Laser gun fired from US navy ship [/news/technology-13033437]
Zimbabwe's rhino rescuer honoured
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BBC © 2011 The BBC is not responsible for the content of external sites. Read more.
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Rutland Herald Opinion:
Vermont's environmental legacy in peril
By Steve E. Wright – Published: June 5, 2011
More than 40 years ago Vermonters began to build the framework for progressive environmental policy. We recognized we lived in a unique place, that our landscape was our economic heartbeat and that we needed to protect it. A recent Travel and Tourism survey confirms this is as true today as it was 40 years ago.
Who would have thought that an option to generate renewable energy could jeopardize legendary environmental policy efforts that resulted in the billboard bill, the bottle bill, Act 250, upland streams protection, a rivers bill, tougher water quality standards, tighter definitions of critical wildlife habitat and an array of wetlands protections? These were good for trout, bobcats, warblers, deer, moose, bear, other wildlife species — and humans.
Tuesday, the Public Service Board ignored much of this policy intent and approved a certificate of public good for what, arguably, will be Vermont's largest construction project since the interstate. That is, Green Mountain Power's proposed project to install 21 industrial wind turbines on 3.2 miles of the 450-million-year-old Lowell Mountains ridgeline. Its decision will allow for the destruction of an iconic, intact, healthy, montane ecosystem for "the public good," the statutory definition of which few Vermonters fully grasp.
By issuing this certificate, the board has determined that it is "in the public good" to reorder the hydrology of the mountains, speeding erosion on steep slopes with thin soils and likely increasing down-slope flows. It has decided that eliminating an important, high-quality feeding area for black bears is acceptable since the Agency of Natural Resources, under direct pressure from the governor, made a deal with Green Mountain Power to "mitigate" the loss of high-quality habitat by guaranteeing protection of an area of lesser quality.
This reordering of our environmental priorities is designed to assure a "dependable" supply of renewable electricity as directed by the Legislature. It is motivated by flawed policy unsupported by the most recent federal research data, and also by the availability of your money in the form of federal subsidies. The latter helps guarantee an estimated 9 percent return for project investor Gaz Metro in Montreal, which is GMP's parent company.
The first rule of effective climate change action is to protect intact and functioning ecosystems. They are the first and most effective barriers to disruptions caused by climate change. Maintain vegetative diversity, keep water courses — especially those at higher altitudes — shaded, and do not disturb soils. Forested mountains do all of this with astonishing success. If this project is built, a functionally intact montane system will be chopped up by seven miles of roadways and site access that are, in places, wider than Interstate 89 (both lanes). The project would result in more than 160 acres of clear-cuts. To build a road to install and service 450-foot-tall turbines (more than a 40-story building), the ridgeline profile would have to be altered by blasting off peaks and filling in low spots. Bobcat, a species of particular concern in Vermont, use these ledge-prone areas as nurseries.
The development of renewable resources is a fine goal. However, in Vermont, renewable resources to generate electricity will do little if anything to limit greenhouse gases. (There is still heated debate about this.) What we do know is that more than 90 percent of Vermont's greenhouse gases come from the burning of transportation (driving) and home heating fuels. When one digs deeper into the complex nature of renewable energy and technological advances, it becomes readily apparent that erecting industrial turbines on mountains is the least desirable option for Vermont, especially if the ultimate goal is greenhouse gas reduction.
And there are options. At the top of the list is the estimated 25 percent of our energy needs that can be met by efficiency. The cheapest kilowatt is the one you never need to generate. Until we have scavenged every possible kilowatt through efficiency, we have no right to disturb the mountains and undo their contribution to our economic and environmental well-being.
What I have learned in the past year is that Vermont's permit process for siting industrial turbines on ridgelines is outrageously lopsided in favor of the developers with their legions of lawyers and expert witnesses. And when the governor co-opts the Agency of Natural Resources, forcing it into a deal with the developer, it makes one ask, "Who's protecting our public trust resources?"
In short, federal and state renewable energy policy is tragically flawed as a strategy to ease the effects of climate change. In Vermont we are squandering our signature economic units, our mountains and ridgelines, for a purported "public good" based on that flawed policy. Until the public demands a change it will remain that way, definitely not "in the public good."
Steve E. Wright is a former commissioner of the Vermont Fish and Wildlife Department. He also served for seven years on the Vermont Environmental Board. In 2009 he retired from the National Wildlife Federation, where he worked to develop effective climate change action programs. He lives in Craftsbury Common.
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Plants of the Wild 123 Stateline Road Tekoa, WA 99033
Directions from Spokane Valley:
Directions from Highway 195
Take Pines Road or the Pines exit off of I-90 heading south. Continue out of town and Pines turns into HWY 27. Tekoa is approximately 38 miles.
Take the Spangle exit from 195, follow on to the Spangle-Waverly road. At the stop sign in Waverly, turn left and continue on to HWY 27. Turn right and continue approximately 11 miles.
Entering Tekoa from the NORTH, do not turn right and go up the hill through Tekoa! Continue straight (east) on HWY 274, following signs for Idaho/HWY 95. HWY 274 will follow the creek for about 2 miles out to the state line. At that junction, stay to the right, and take a right on Stateline Road. Cross the bridge and take the next right. We are at the end of that lane.
Directions from Pullman:
Directions from Colfax:
Take HWY 27 north through Palouse, Garfield, Oakesdale, and on to Tekoa.
Take HWY 195 north to Dry Creek Road. Follow Dry Creek Road on to HWY 27, turn left at the stop sign and continue north.
Entering Tekoa from the South, follow HWY 27 through town, down the hill and across the Bridge. At the stop sign, turn to the right and follow the directions for entering from the north. ☺
Directions from Moscow:
Take HWY 95 north. You will go past Potlatch and on north through Tensed. Approximately 5 miles out of Tensed, take HWY 60 to the left. Follow 60 to the Washington State line. At that junction, take a hard left on to Stateline Road. It is a gravel road. Go across the bridge and take the first right. We are located at the end of that lane.
Directions from Coeur d' Alene
Take HWY 95 south. You will go through Worley and Plummer. Approximately 3 miles out of Plummer, take the Lovell Valley Road to the right. Follow Lovell Valley to the Washington State line. At that junction, you will cut diagonally across the intersection to the left, and follow Stateline Road. Go across the bridge and take the first right. We are at the end of that lane.
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THE LOSS OF THE GEORGE WASHINGTON OFF SILVER CREEK IN 1838
Certain “coincidences” demand our attention: for example,
the conflagrations of the George Washington and the Erie.
Certain "coincidences" demand our attention: for example, the conflagrations of the George Washington and the Erie.
Text 1
The Niagara Courier—Extra
(Lockport)
August 12, 1841
http://homepage.mac.com/joel_huberman/JohnMaynard/1841a.html
DISASTER ON LAKE ERIE! [EXCERPT]
It is a singular coincidence that the Erie was burned at almost identically the same spot where the Washington was burned in June 1838. Capt. Brown, who commanded the Washington at that time, happened to be on board the Clinton, and was very active in saving the survivors of the Erie.
* * * *
Text 2
The Weekly Herald (New York City) August 14, 1841 (Vol. V, No. 47) p. 387
[Correspondence of the Herald]
AILROAD OFFICE, SYRACUSE, AUG. 11
R
[Excerpted from an article on the conflagration of the Erie]
Not since the burning of the Ben Sherrod, on the Mississippi, George Washington on Lake Erie, and the Lexington, on Long Island, have we heard of such a dreadful, shocking, and deeply to be deplored calamity as the destruction of the ill-fated Erie, and more than a hundred and fifty men, women, and children.
* * * *
Text 3 Vermont Gazette (Bennington, Vermont) June 26, 1838 (Vol. LVII, No. 2937) p. 3, c. 1
GREAT DISASTER ON LAKE ERIE—FIFTY LIVES LOST.
From the Buffalo Com. Adv. of Saturday.
The steamboat North America is just in, by the passengers on which we learn the particulars of a most heart-rending calamity – the destruction of the new and elegant steamboat Washington, by fire, off Silver Creek, about three o'clock this morning, with the estimated loss of fifty lives!
The Washington passed the North America while the latter lay at Erie, in the early part of the night, and was not again seen by those on board the North America, until when within about three miles from the city, a bright glare of light was discovered by the helmsman, in the direction of silver Creek, and the North America was instantly put about for the scene of apprehended disaster.
On nearing the spot, about 6 o'clock, the burning hull of the large and noble boat was found drifting over the waters, three or four miles from shore, with not a living human being on board. The lake was literally covered with hats, bonnets, trunks, baggage, and blackened fragments of the wreck.
The intense anxiety of the witnesses of this fearful scene, for the fate of the passengers on the unfortunate Washington, was partially relieved by the discovery of several small boats near the shore, in which survivors had been rescued from destruction.
The alarm had been given at Silver Creek, as soon as the flames were perceived from the shore, and all the boats which could be found were sent to the rescue of the sufferers. There were only three skiffs, besides the yawl of the Washington, which could be thus used.
The North American took on board about 40 of those saved, many of whom, including all the ladies, remained on shore. There were six dead bodies picked up on the spot – those are four children and two women. One man died of his injuries soon after reaching the shore, and one child was dead in its mother's arms when she was taken out of the water.
After picking up all the floating baggage, which could be seen, the hull – which was still able to float the engine – was towed into Silver Creek, where it sunk in six or eight feet water. The North America remained at silver Creek, employed in this melancholy business, 6 or 7 hours, and every thing was done by Captain Edmon[d?]s, and his crew, for the relief of the sufferers.— Their prompt and efficient services are entitled to all praise.
The ill-fated Washington was built at Ashtabula, last winter, and had made but one trip previous to her destruction. The fire caught near her boilers, and had made such progress when discovered, as to defy all attempts to extinguish it. The helm was instantly put about, and the boat headed for shore, but in a few moments the wheel ropes were burnt off, and she was rendered an unmanageable wreck. Had iron rods been substituted, as melancholy experience has taught on the Mississippi, the appalling loss of life might have been averted!
* * * *
Text 4 Daily Commercial Bulletin (St. Louis, Missouri) June 29, 1838 (Vol. 2, No. 245) p. 2, c. 4
DREADFUL STEAMBOAT DISASTER ON LAKE ERIE— BURNING OF THE GEORGE WASHINGTON, AND LOSS OF THIRTY TO FIFTY LIVES.
The particulars of another horrible calamity are brought us by the Cleveland Herald of the 19 th inst. All the explanations are found below.
The new steamboat George Washington, Capt. Brown, took fire on her passage down just below Dunkirk, about 2 o'clock on Saturday morning, 16 th inst., and with frightful rapidity became a burning wreck. In spite of every exertion to save passengers and crew, from thirty to fifty persons were either consumed or drowned. The number lost is variously estimated, and cannot as yet be ascertained with certainty, as the papers and books of the boat were destroyed. the lowest number named is thirty, and some place it as high as sixty. We understand some of the officers of the boat judge the number of passengers lost to be about twenty, and ten of the crew.—Several ladies and children are among the missing. We have heard no names.
The scene was heart-rending. The bulkhead between the boilers and gentlemen's cabin, was in flames when the dreadful condition of the boat was discovered; the engine was stopped for the purpose of lowering the yawl into which the frightful
passengers quickly crowded, and refused to leave until the fastenings at one end gave way and the whole were precipitated into the Lake.— Much time was lost in rescuing the persons unfortunately plunged into the water, thus detaining the only boat that could take them off to shore. The yawl was dispatched to land with a load as soon as possible, but did not return in time to take off a second, though several were picked up by the boat, struggling to reach land or boards, boxes, &c., and by swimming. A number succeeded in reaching the shore by the aid of floating movables.
The North America was some fifteen miles ahead of the Washington, and as soon as the flames were discovered, came back to her aid, though not in time to do more than pick up several persons struggling in the water, and to tow the burning wreck into Silver Creek. The hull was scuttled and sunk at the wharf, nothing but the blackened timbers of the wheel-houses being visible. No property was saved from the boat.
We learn that after stopping her engine to lower the yawl, the Washington became unmanageable, and could not be got under weigh again.—The tiller ropes had parted, and the flames cut off all access to the engine.
The above particulars were derived principally from the officers and passengers on the New York, and may not be entirely correct in detail. The New York stopped at Silver Creek, and brought up Captain Brown to Ashtabula.
Few serious accidents have happened in the navigation of lake Erie by steam – none ever to compare with this in the destruction to human lives. It may be mentioned that a boat called the Washington, was built in 1833, one of the finest and largest boats ever upon the Lake. That was wrecked on her second trip, this one burned on her first.
The lake was perfectly calm at the time of the accident.
FURTHER PARTICULARS.—The intelligence today confirms substantially that published by us in an extra this morning. About fifty persons in all were saved, and the number lost is believed to be forty or fifty. The small boat, we learn, went twice to the shore, and returned to the wreck again. Many of the passengers were frantic at learning the condition of the boat, and thus more lives were lost than would have been had they preserved anything like presence of mind, which however could hardly be expected. The second engineer of the boat, who was saved, thinks that thirty or forty must have been burned in the boat. Eight bodies of persons drowned have been found.
Many most distressing incidents are told on the authority of the survivors.
An English gentleman, his wife, two children and servant, were passengers from Detroit. In the terror of the moment he threw his children overboard, and they were drowned. His wife leapt overboard, and clung to a floating billet, and was saved.
A woman and her two children were picked up floating on a plank. One of the children was dead in her arms.
A lady calmly consented o wait for the boat's return, after carrying the second load to the shore. She is believed to have been burned on the wreck.
In the first attempt to lower the boat several persons who had leaped into it were thrown into the water and drowned.
No names of the lost have been ascertained so far as we learn. It is believed the Washington had no passengers from this place.
The boat was two or three miles from the shore at the time of the accident.
The fire caught from the furnaces of the boilers.
The Washington was wholly new, and had been completed but three or four days, this being her first trip. She was built at Ashtabula, and is estimated to have been worth $40,00 [0]; no insurance.
Mr. Kingman of Buffalo, and Mr. Hubbard of Ashtabula, we understand, are among the principal owners.
* * * *
Text 5 The Baltimore Sun (Baltimore, Maryland) June 23, 1838 (Vol. III, No. 33) p. 4, c. 1
BURNING OF THE STEAMBOAT WASHINGTON, ON LAKE ERIE.—The following additional particulars of the melancholy disaster, have been communicated to the Buffalonian, by the Rev. Mr. Judd, of Garretsville, Ohio, who was a passenger.
The Washington left Cleveland, on her passage to Detroit, on June 14 th , at 8 A.M. She proceeded on her way safely, until Saturday, 2 o'clock, A.M., when she had arrived in the vicinity of Silver Creek, about 33 miles from Buffalo.
The boat was now discovered to be on fire, which proceeded from beneath the boilers. The passengers were alarmed, and aroused from their slumbers; such a scene of confusion and distress ensued, as those only of my readers can imagine who have been in similar circumstances.
Despair did not, however, completely possess the mass, until it became evident that the progress of the flames could not be arrested. From that moment, the scene beggars all description. Suffice it to say, that numbers precipitated themselves from the burning mass into the water, some of them with a shriek of despair, and others silently sunk beneath the waves; others, momentarily more fortunate, swam a short distance and drowned; others still, on pieces of boards and wood, arrived on the beach – yet some even of these sank into a watery grave. The small boat had by this time been put off, loaded with about 25 souls, for the shore. These arrived safe, picking up one or two by the way. The writer of this article was one of the number. Other small boats came to our assistance, which, together with the Washington's boat, saved perhaps a majority of the persons on board.
There is reason to believe that as many as forty perished. It is impossible to compute the precise number. Many remained on the boat until [it was?] wrapped in one sheet of flame. Of these there is reason to believe that numbers perished in the conflagration; while others, half burned, precipitated themselves into the watery element, thus suffering the double agony of death, by fire and water.
Most of the crew were saved, the captain being among the number—who, during the awful calamity, acted with the utmost decision and intrepidity. Indeed, no blame, as far as the writer has been informed, has been attached to any officer or hand on board the boat. The utmost exertion was used to run her on shore, until it became necessary to stop the engine in order to let down the small boat, which having been done, the fire had progressed so far as to render impossible to again start the machinery.
I will give a few particulars of the losses of the passengers.
Mr. Shudds is the only survivor of his family, consisting of seven. A lady passenger lost three children, a sister and a mother. Mr. Michael Parker lost his wife and parents, sister and her child. But I will not farther enumerate the cases of individual bereavement. Truly it is not in man to know "what a day may bring forth."
It is proper to say, that while the writer alone is responsible for the foregoing statements, all the survivors to whom this paper has been submitted, concur to the facts set forth.
R. J. JUDD, of Garretsville, O.
One hundred life-preservers (adds the Buffalonian) would have saved every soul on board, had they been in the middle of the lake, instead of being close to the shore. In the long run, these would be cheaper than to furnish extra boats, and infinitely better.—Let a life-preserver hang in every berth, and passengers could close their eyes in security. If they pleased, they might sleep with them buckled around them. Let something be done immediately. It is not the passenger's duty to provide them. Perhaps he makes a lake voyage but once in his life. When he pays his fare, he has a right to expect a safe conveyance. When a man gets his arm broken by being overturned in a stage coach, he comes upon the proprietors for damages. So it should be in steamboats. Captains and owners should be held responsible for every accident. No boat should be allowed to take passengers that is not secured, in every possible way, from fire and explosions, and the safety of passengers secured by providing means of escape.
Commissioners of navigation should be appointed to inspect all boats carrying passengers, having the power of laying an immediate injunction upon any boat not deemed safe and seaworthy. It appears quite as necessary and important as having bank commissioners, to see that we are not cheated out of our money.
Many were the heart-rending scenes that occurred in this terrible catastrophe. An English family, consisting of a man, his wife and two children, came on board at
Toledo. While the fire was raging, the man worked by the side of our informant till they could stay on board no longer. Then he and his wife threw their children overboard, and jumped in after them. The father and two children were drowned – the mother saved.
Several passengers went into convulsions with terror, on the deck, at the outset, and perished in the flames.
A woman, with a child grasped under each arm, all dead, was picked up by the North American, on her return to Buffalo.
A newly married couple, supposed to have embarked at Erie, jumped overboard in each other's arms, and sunk together.
– Baltimore Sun (Baltimore, Maryland), June 23, 1838 (Vol. III, No. 33), p. 4, c. 1
* * * *
Text 6 Salem Gazette (Salem, Massachusetts) June 26, 1838 p. 2, c. 3
OTHER STEAMBOAT DISASTERS.
As the application of steam to navigation becomes more common, and acquaintance with the details of the machinery employed more universal, it would seem but reasonable to expect that accidents should become less frequent. Unfortunately, the last year's experience presents an array of horrible events, the very opposite to an expectation so reasonable. The loss of the Home, the Oranoko, the Moselle, the Washington, the Pulaski, and the Indian Transport, are, through the principal in consequence, and the chief in terror, but a few of the explosions and other disasters which have within one short year occurred to steam navigation. Previous to these there was the loss of the Ben-Sherrod. Dates we cannot affix – for though these occurrences are horrible enough to be remembered with distinctness, as to dates and particulars, their frequency has been such as to fatigue the mind which strives to recall them into forgetfulness of times and days. The recent past history of life sacrificed seems one gloomy, indistinct, yesterday of horribles.
The truth appears to be, that the experience which should have created safety for the passenger, has added to his danger in the recklessness and want of caution which familiarity with the powerful agent, steam, has produced. Those concerned in the building and navigation of boats have learned to despise danger, and in their overweening confidence, neglect caution. Warning after warning has been received, and yet accidents multiply.
The Washington – further particulars.—The Western papers think that the number of lives lost by the recent catastrophe on Lake Erie will be found not to exceed 30—20 passengers and 6 to 10 of the crew.
Persons who were hanging to various parts of the boat on the outside, represent the screams of the unfortunate persons who were burned, especially the children, as heartrending in the extreme. No one attributes any blame to the master or other officers for the catastrophe. but that the fire should have progressed to so great an head before it was discovered, is certainly very remarkable, and indicates want of vigilance or observation in some person – or else the furnace or boiler must have been put up in such a careless manner, as to render scrutiny against fire almost impossible. It is due to the public that the matter should be thoroughly investigated. Among the saved, was Mr. Joseph Falk, of Albany. This gentleman was nearly three hours in the water before he was taken out.
A German boy of 12 or 14 years was saved, by having the presence of mind to lash a rope round his body and swing from the bowsprit. One gentleman was fortunate enough to place himself upon one of the hatchways, which he had thrown overboard, where he remained until the North America came up; he saw several sink near him; he says there were fourteen young children on board, and all but one or two perished. The captain and crew, with the exception of two waiters, one deck hand and two firemen, are all saved.
Affecting Incident.—In the accounts of the burning of the Washington, it is stated that a new married couple sprang overboard in each others' arms, and were never seen afterward. In marriage united, in death they were not divided.
How often do sudden and unlooked for events cloud happy prospects, or abruptly terminate careers which hope has chalked out in all the pleasant colors of a happy imagination! Here were a young couple who had just pledged each other their faith and their love.—No cloud perhaps dimmed their horizon—no perceptible cause existed to forbid a long and happy pilgrimage together. The embarkation on board the steamer was emblematical of the prospects with which they were about to enter life together. He who disposes our fates ordered a melancholy termination of the voyage. Together they were called to that "bourne from whence no traveler returns."
Perhaps it was better thus, than if one were left to weep the sudden bereavement of the other. Indeed we have no right to question the decrees of Providence—but are bound to believe trustingly and in the perfect confidence of faith that what he orders is for the best good of his creatures.
Resolution. Among the particulars given of the loss of the Washington, it is stated in a Rochester paper, that one lady who lost her husband and two children, was picked up alive, although by holding on to the boat the fingers of both hands were burned off, and her face shockingly burned also. It was supposed she could not live.
Another steamer burnt. The steamboat Varenues, the property of John Molson, Esq., of Montreal, was burnt on the Sorel river, near St.-Ours, on the 19 th inst. She was on her return trip from Chambly to Montreal. The passengers had not time to save their baggage, but all escaped without personal injury.
The Steamboat Muscogee of Columbus, (Ga.), Capt. H. W. Van Vechten, was wrecked in a gale of wind, and went down about 40 miles to the northward of Cape Florida, on the 23 rd ult. she was on her passage from Indian river to Apalachicola, and had come to anchor to repair her boilers. There were twenty-two persons on board, three of whom were washed from the deck by the sea, which made a fair breach over her. The rest took to the boats just as the steamer went down, and after being out four days, were picked up by the new steam boat Giraffe, and landed at Key West.
The steamboat Tomochisi arrived at New Orleans from Florida, June 13, bringing 250 Seminoles and 30 negroes. She burst one of her boilers on the passage, scalding five of her crew, two of them severely.
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Solid Waste (Garbage) Requirements for
Morris County Municipal Utilities Authority Tel: (973) 285-8394 ● Fax: (973) 285-8397
Used motor oil Batteries (rechargeable & lead-acid) Metal appliances Whole Tires Oil-contaminated soil E-Waste (TVs, computers, monitors) At its discretion, towns may designate additional materials. Businesses and institutions, in addition to residents, must keep these items separate from garbage for recycling. For more information about Morris County recycling requirements, please call the MCMUA at (973) 285-8394 or visit they don’t go into landfills or incinerators.
The Morris County Solid Waste Management Plan requires "source separation" to be the primary method of keeping recyclables separate from garbage for the following reasons: Source separation is mandated by law under the New Jersey Source Separation and Recycling Act (N.J.S.A. 13:1E-99 et. seq.). In support of this law, Morris County has a consistent source separation policy for the residential, commercial and
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Achieving Information Literacy Standards for School Library Programs in Canada
Edited by Marlene Asselin, PhD Jennifer L. Branch, PhD and Dianne Oberg, PhD
Canadian Association for School Libraries
Ottawa, Canada 2003 Reprinted 2006
ii
School Libraries ...
* Active learning environments
* Student learning centres
* Gateways to the world
* Resource-based teaching and learning
* Collaborative teaching and learning
This standards handbook provides guidance for the development of school library programs that will support students as they take their place in a learning society.
This handbook has been prepared by the Canadian Association for School Libraries. It is designed to be used by parents, teachers, teacher-librarians, and administrators.
© 2003 by The Canadian School Library Association a division of the Canadian Library Association and the Association for TeacherLibrarianship in Canada 328 Frank Street Ottawa, ON K2P 0X8
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 the written prior permission of one of the Associations.
National Library of Canada Cataloguing in Publication Data Achieving information literacy: standards for school library programs in Canada / edited by Marlene Asselin, Jennifer L. Branch and Dianne Oberg.
Co-published by the Canadian School Library Association and the Association for Teacher-Librarianship in Canada. Includes bibliographic references. ISBN 0-88802-301-4
1. School libraries-Standards-Canada. I. Asselin, Marlene, 1949- II. Branch, Jennifer L. (Jennifer Lynne), 1965- III. Oberg, Dianne IV. Association for Teacher-Librarianship in Canada. V. Canadian School Library Association
Z675.S3A23 2003 027.8'02'1871 C2003-901589-0
Print copies of this book can be ordered through the CLA Shop:
Canadian Library Association/Association canadienne des bibliothèques
1150 Morrison Drive, Suite 400
Ottawa, ON K2H 8S9
Tel.: (613) 232-9625
Fax: (613) 563-9895
ACKNOWLEDGEMENTS
This document was prepared by the National Standards Writing Committee – a joint committee of the Canadian School Library Association and the Association for TeacherLibrarianship in Canada, now the Canadian Association for School Libraries (CASL).
Committee Members and Principal Writers
Gene Burdenuk
Ray Doiron
Judith Sykes
Contributing Writers (alphabetically)
John Caldwell
Lillian Carefoot
Roch Carrier
Dianne Clipsham
Rose Dotten
Ken Haycock
Carolyn Ledwell
Keith McPherson
Victoria Pennell
Contributing Editors
Gloria Hersak
Victoria Pennell
Karin Paul
Consulting Editor
Barbara Galeski
Foreword
What can be more important than ensuring that all of our children have an opportunity to become active, confident and productive citizens in the knowledge society of the 21st century?
The state of our nation's school libraries can only be described as desperate in almost every province in Canada. How can this be in a country which is seen internationally as one of the best countries in the world in which to live? In my regular visits to communities across the country, there is consistent heartbreak in hearing the stories of school libraries, everything from those libraries and resource centres that have been totally cut to those where there is a room with some books (that are out of date) with no one trained to guide or assist the children.
It is rather telling that available statistics on Canadian school libraries are incomplete and inconsistent which makes it difficult for us to convince others of the importance of school libraries to our society, our economy, our culture, our identity. We are taking steps to ensure a more systematic gathering of these statistics to support our arguments. Meanwhile, we can point to studies in the United States which indicate a persuasive link between strong school libraries and high levels of student achievement.
Most children in Canada have the opportunity to go to school, but not every child has a parent or a caregiver with the competencies or the time to help their children develop information literacy skills. A school is the most democratic place for a child to have access to books and electronic resources - not only textbooks but books to read for pleasure and resources for acquiring information and knowledge. The school library offers them a safe environment in which to learn and practice information literacy skills. It is a wonderful setting to let their imaginations soar by discovering the joy and wonder of simply reading. Let us not forget that our children must know how to read before they can learn to find resources on the Internet. They then need to learn the skills to help them analyze the sources of all this information, be it in print or electronic form.
And the role of the teacher-librarian in this process is the magic that brings this learning together. These professionals work closely with the teachers in their schools to ensure the students develop efficient and effective learning strategies and organizational skills. They also work with their colleagues in order to select resource materials to meet the curricular, informational, and recreational needs of the students. If only two percent of elementary schools in Ontario, for example, are large enough to qualify for a full-time teacher-librarian, then we have a problem. That means that a high percentage of children will not benefit from the support they should be receiving, and this could seriously affect their capacity to become productive citizens.
If we believe that our children are our future - and I believe that we all do – then we must do what we can to ensure that our children have access to the information resources and skilled personnel in school libraries so that our children can get off to a good start in understanding and participating in society. It is not enough that there is a room full of
resources. Children need to learn how to find information, to choose and apply information. They must have teacher-librarians who are dedicated to guiding them in developing their skills, but also to developing in them the love of lifelong learning.
Canada's children are Canada's future. If we do not take it upon ourselves to ensure that all Canadian children and youth have equal access to well-equipped libraries and trained professionals in their schools from the time they are in kindergarten, to show them the ropes, to help them develop their analytical and research skills, then we will reap what we sow. It is past the time to make the investment needed to ensure that our children grow up to be literate citizens and lifelong learners in the global knowledge society of the 21st Century. And these guidelines are an excellent beginning.
I am pleased to endorse this national information literacy framework prepared by the Canadian School Library Association and the Association for Teacher-Librarianship in Canada. The framework is intended to provide a national set of standards to guide library educators and decision-makers at all levels as they implement their school library programs.
Let us all take up the challenge to see that this framework is embraced and action is taken in our schools from sea to sea to sea. Our children deserve no less.
Roch Carrier National Librarian of Canada May 31, 2001
"The School Library belongs to everyone as an integral part of our schools, and a fundamental right of all children in Canada...to this end we engage practicing teacherlibrarians in sharing their concerns, ideas, and needs with each other, teachers, students, parents, decision makers, and community." (Forging Forward: A National Symposium on Information Literacy and the School Library Ottawa, Nov. 1997).
A Message from the National Standards Writing Committee
How are educators, literacy leaders, librarians, and other participants in the domains of information and literacy fostering the development of the information literate student of which Mr. Carrier writes? Information literacy consists of skills, strategies, and ways of thinking that are essential to success in a knowledge-based economy. Information literacy is the ability to find and use information with critical discrimination in order to build knowledge. An information literate person is a lifelong learner, skilled at using complex cognitive processes and diverse technological tools in order to solve problems in personal, social, economic, and political contexts.
Educational leaders across the country identify information literate students as an outcome of schooling, and curriculum documents in every part of the country include information literacy outcomes. Several challenges appear to have prevented us from understanding clearly the vital role school libraries play in developing information literate students. Curriculum documents often omit the role of the school library and the teacher-librarian in achieving these goals. Many educators lack understanding of information literacy and misunderstand the role school library programs play in supporting its development. The school library field has struggled with providing the national leadership needed to describe and explain that role through providing standards and guidelines for developing information literacy programs in schools.
In the past, Canada was an international leader in school library programs. However, it has been nearly 25 years since school librarians in Canada last examined standards around information and literacy. This document builds upon the work begun in Forging Forward (1997) and Vision 2020 (1997), national symposiums held to create standards for information literacy and the school library. It represents a collaborative effort between Canada's two national school library associations and the provincial/territorial associations, as well as over fifty leaders in both the school library and broader educational community.
This document was written to reinstate Canada's leadership in school libraries. The following goals underlie the production of this document:
1. To ensure all children have equal access to quality school library programs and services;
2. To provide schools with guidelines that facilitate long- range planning for school libraries and information literacy instruction;
3. To provide links for school library programs to all curricula in any setting, kindergarten through senior high school; and,
4. To provide evaluation tools to ensure that high standards of school library programs be available to all Canadian students.
We believe this document meets these purposes and will help structure an enlightened future for the education of Canadian children.
Gene Burdenuk, Chair Standards Writing Committee Ray Doiron, Canadian School Library Association Judith Sykes, Association of Teacher-Librarianship in Canada
Table of Contents
ix
List of Tables
STAFFING
Introduction
This is the fourth document developed by the Canadian school library community expressing its visions and expectations for the school library program. The previous documents were:
Canadian School Library Association. (1967). Standards for Library Service for Canadian Schools. Toronto: McGraw-Hill Ryerson.
Association for Media and Technology in Education in Canada and Canadian School Library Association. (1977). Resource Services for Canadian Schools. Toronto: McGrawHill Ryerson.
Canadian School Library Association. (1988-1992). Guidelines for Effective School Library Programs. Ottawa, ON: Canadian School Library Association.
This document, like its predecessors, was developed by a team of writers from across the country who came together to share their professional knowledge and experience and to express their hopes and expectations for powerful school library programs that support teaching and learning in Canadian schools.
The document is designed to help and support educators as they work to improve student opportunities for achieving information literacy. Readers are encouraged to use this resource as a way to evaluate existing school library programs or to develop new school library programs. Developing and improving school library programs requires a commitment to ongoing and sustained efforts by many people.
It is important that educators use the document in a thoughtful way, mindful of the different contexts and situations in schools across the country. In some schools, achieving the standards will involve major changes in staffing, collections, facilities, and information and communication technologies in some schools, while in others achieving the standards will involve minor shifts in priorities and approaches. However, the changing information environment requires that all schools regularly and systematically evaluate their programs and set new goals that lead to the improvement of student learning.
The document is divided into three sections. The first presents a framework for the information literacy program. Next are standards for the management of school library programs with sections on staffing, collections of resources, facilities, and information and communication technology. The third section provides an overview of the roles and responsibilities of the members of the collaborative team necessary for achieving success in information literacy programming. In the appendices, there is information about research in school libraries, sample checklists for evaluating programs, a policy statement of competencies for teacher-librarians, and a list of provincial and territorial guidelines for school library programs.
A Vision for School Libraries in Canada
Our National Endowment
Where do Canadian children and Canadian youth access the wealth of literature and information materials that make up our Canadian cultural heritage? Where do Canadian children and youth find the literature of the world and learn about the natural world and how other cultures live? How do we ensure that all our citizens grow up with knowledge of and experience with the rich history, culture, and literature that binds all of us together as Canadians? For many people, the answers would be through our national cultural institutions, as well as our provincial and territorial network of public libraries, museums, and galleries. Unfortunately, not all Canadian children and youth have equal access to such institutions, nor are we likely to build new ones to reach every corner of the country.
"the vision of a school library: a resource centre, filled with our literature and a wealth of national and international information resources, which acts as a national endowment for all our children and youth"
However, one institution that all children and youth do have in their local communities, no matter where they live in Canada, is a school. Schools have the responsibility to teach our children and youth about our country and to use our vast cultural resources as teaching tools. This gives each school the potential to build a centralized collection of learning resources and then to use those resources effectively to give all children and youth an equal chance to develop an awareness and appreciation of our cultural heritage. Such is the vision of a school library: a resource centre, filled with our literature and a wealth of national and international information resources, which acts as a national endowment for all our children and youth. If school libraries were to be fully developed, they could be the great cultural equalizer that would give children in every corner of the country access to resources that would enhance their learning, give great personal pleasure, and help them learn about themselves and each other.
Creating a Learning Society
Members of a learning society constantly gain new knowledge and develop new skills. In their role of preparing children for society, schools are responsible for teaching children how to adapt to change and how to make decisions and solve problems based on accurate and authentic information. Critical thinking skills are essential to evaluate information and to apply information creatively and responsibly to solve problems.
"… schools are responsible for teaching children how to adapt to change and how to make decisions and solve problems based on accurate and authentic information. Critical thinking skills are essential to evaluate information and to apply information creatively and responsibly to solve problems"
All successful learning communities provide their members with access to the resources they need to be fully functioning members. Community access points including public libraries, government and private sector agencies, and locally developed support services are crucial to a democratic community. Not only do these community access points provide resources, they also employ trained staff to help people use existing resources. The same is true of the school as a learning community. The school community also needs an equitable access point for resources as well as for instructional programs that support its members in developing the skills essential to success. In the case of schools, that community access point is the school library.
Information Literate Citizens
As children progress through the school system, the school library and its instructional program help them take their place in a learning society. The school library provides a responsive learning environment where students and teachers work together to find information, answer questions, and develop new knowledge. The instructional program in the school library focuses on skills to support learning the curriculum and developing independent learning habits. The major learning outcome for the school library program is to develop students who are information literate.
The major learning outcome for the school library program is to develop students who are information literate.
An information literate citizen:
Works independently and collaboratively to solve problems
Analyses information critically in all its formats and in all media contexts
Applies information strategically to solve personal and social problems
Makes decisions based on accurate and current information
Uses information and communication technologies
Respects information sources and diverse perspectives
Honours intellectual property and privacy rights
Appreciates the aesthetic qualities of various creative and scientific expressions
Communicates effectively and expressively using a variety of information and media formats.
Revisioning School Libraries
If each school library were to have a teacher-librarian who taught children and youth the skills necessary to be effective users of information in all its forms, a powerful mechanism would be in place for enabling Canadian children and youth to be literate citizens, lifelong learners, and contributing adults in a learning society. However, not all schools in this country have a school library. Nor do all schools have a teacher-librarian who builds and maintains the school library collection of resources and ensures that students are taught the information literacy skills they will need as Canada's future adult citizens. The five following sections describe the components of a school library that underlie the revisioning of school libraries in Canada.
A. Learning Centres for Lifelong Learning
School libraries are places where students learn information literacy and develop lifelong learning skills and habits. In school libraries, students are taught how to:
* Access information effectively and efficiently
* Solve problems strategically
* Apply critical thinking skills
* Make responsible decisions
* Apply information accurately
* Create new information products
* Use effective and creative communication skills
* Use information appropriately and respectfully
* Develop independent reading and learning habits.
B. Active Learning Environments
School libraries are active learning environments. Under the leadership of a teacherlibrarian, working in collaboration with classroom teachers, students develop and practice the information literacy skills and habits of lifelong learners. Informally, school libraries are described in many ways. For some, they are learning laboratories and production studios; for others, they are reading rooms and treasure troves of artefacts, literature, and technology. For the teachers and children in schools, they are often gathering places, like the town squares where citizens gathered to socialize and learn. They become central places for artistic presentations with galleries for display and corners for comfortable sharing of books. Students present their completed projects, launch their web sites, and display their artistic and creative products. The school library acts as the "great room" in a school, where the "family" gathers in a large multi-functional space for a multitude of tasks. Sometimes a whole class visits or a small group works on a project. At other times, individual children access information sources and sign out the latest books and magazines. School libraries often host author visits, science fairs, book fairs, staff meetings, and a host of community events.
C. Gateways to the World
School libraries provide students and teachers with easy and equitable access to materials. Computerized library catalogues, electronic databases, and search engines help students and teachers find the information they need quickly and efficiently. School libraries are access points for rich and diverse resources available in various media formats, on the Internet, and through e-mail. School libraries are gateways to global information sources, acting as portals through which students and teachers find diverse ideas and perspectives from around the world.
D. Resource-based Teaching and Learning
To implement the resource-based teaching and learning model, school libraries must provide access to a rich range of print, non-print, media-based, electronic, and digital resources—tools that teachers and students can use for formal and informal learning. Resources must be available in sufficient quantity to meet the learning and teaching needs of students and teachers and must be professionally selected by the teacherlibrarian and a team of teachers to meet the needs of the school's curriculum and the reading interests and habits of children. School libraries also connect learners to a wide range of human and community resources as well as provide them with many creative and educational experiences.
E. Collaborative Teaching and Learning
Research clearly indicates that the development of student competence in information literacy skills is most effective when integrated with classroom instruction through collaborative program planning and teaching by the teacher-librarian and the classroom teacher. The school library program is developed through the collaborative efforts of the school's educational team - the teachers, the teacher-librarian, and the principal. Teacherlibrarians are qualified teachers with additional training and expertise in school librarianship and information literacy. As members of the school instructional team, teacher-librarians provide a leadership role in information literacy and work collaboratively with classroom teachers to ensure that literacy skills are integrated effectively into the instructional program. The leadership role of the teacher-librarian involves such activities as meeting regularly with school administration, providing inservice activities and professional development for teachers, and serving on curriculum and other school committees.
8
In sum, this vision of school libraries in Canada highlights the role of school libraries in providing resources to support student development of their Canadian identity, and teaching lifelong learning to ensure students develop as information literate citizens. The tools for realizing this vision are learning activities designed around information literacy outcomes, active learning environments, access to information sources, and the use of resource-based teaching and learning, and collaborative teaching and learning.
A Framework for the Information Literacy Program
Consistent and comprehensive implementation of information literacy programs is critical for 21st century learners. New content area curricula emphasize process-oriented information literacy strategies including critical thinking, problem solving and creative expression.
The information literacy framework presented here is based on learning outcomes drawn from multiple subject areas and current Canadian and international information literacy documents. The framework consists of eight information literacy outcomes which have been developed around the ways information is used.
Outcome 1: Uses Information with Aesthetic Appreciation
Students will demonstrate an appreciation of the creative arts, literature, various media formats and other aesthetic representation, and of the value lifelong learning.
Indicator 1:
Appreciates various forms of creative and scientific expression including multimedia, the visual and performing arts, the beauty in the world around them, and all imaginative forms of expression.
Indicator 2:
Reads a wide range of material, writes for various purposes, views visual materials and performances, and participates in other literacy activities.
Indicator 3:
Demonstrates well-developed personal interests and a willingness to participate as an avid learner.
Indicator 4:
Demonstrates an understanding of the Canada's cultural resources such as galleries, museums and libraries, as well as an understanding of the contribution of the arts to Canadian society.
Outcome 2: Uses Information Responsibly
Students will use information responsibly and ethically for individual and collaborative learning activities.
Indicator 1:
Understands and honours intellectual property rights and copyright laws.
Indicator 2:
Understands and honours privacy rights when accessing and using information and media resources.
Indicator 3:
Records all information sources accurately and uses the information found responsibly.
Indicator 4:
Demonstrates good work habits and follows safety rules while using information tools.
Outcome 3: Uses Information Respectfully
Students will use information from diverse perspectives and values with respect.
Indicator 1:
Respects the ideas, values, and cultural backgrounds of all information sources.
Indicator 2:
Recognizes the contribution of diverse points of view for learning and personal inquiries.
Indicator 3:
Creates information products that are balanced, and diverse in perspective.
Outcome 4: Uses Information Critically
Students will use information critically to evaluate the relevance, authenticity, and validity of information and its source.
Indicator 1:
Determines the relevancy of information to the learning or personal inquiry.
Indicator 2:
Identifies the authority behind the information source.
Indicator 3:
Validates the information as authentic.
Indicator 4:
Assesses the moral and ethical implications involved in personal inquiry.
Outcome 5: Uses Information Strategically
Students will use information strategically to process, organize, and select information to meet an individual or collaborative learning need.
Indicator 1:
Demonstrates strategies in reading, listening, viewing, interpreting, and processing information to answer questions, solve problems, and discover new information.
Indicator 2:
Uses effective strategies to organize and structure information into useful forms for communication.
Indicator 3:
Selects information based on the criteria needed to complete a learning task.
Indicator 4:
Applies information literacy strategies independently or collaboratively to complete a learning task.
Outcome 6: Uses Information for Decision-Making
Students will consciously use information for making personal and group learning decisions.
Indicator 1:
Recognizes the need for information in problem-solving situations.
Indicator 2:
Knows how information is organized in all information and media resources.
Indicator 3:
Applies information to solve a wide variety of learning and personal inquiries.
Indicator 4:
Works collaboratively with others to make informed decisions and to solve group problems.
Outcome 7: Uses Information Expressively
Students will use information expressively to modify, revise, and transform information and to communicate their newly created information with an intended audience.
Indicator 1:
Modifies, revises, and transforms information to create information and media products.
Indicator 2:
Applies principles of design to create information and media products.
Indicator 3:
Recognizes the requirements to create different forms of information and media products.
Indicator 4:
Tailors an information presentation or product to an intended audience.
Indicator 5:
Uses effective communication skills to share information with an audience.
Outcome 8: Uses Information and Media Tools with Technical Competence
Students will demonstrate competence and proficiency in the technical uses of traditional and digital information and media tools.
Indicator 1:
Uses traditional and digital tools effectively and efficiently to access all information and media formats.
Indicator 2:
Knows the purpose and capability of all information and media tools.
Indicator 3:
Demonstrates the basic operational skills for all information and media tools.
Indicator 4:
Uses traditional and digital tools to create and present a variety of information and media products.
Standards for the Management of School Library Programs
The primary purpose of the school library program is student learning and, in order for this to occur, the school library must have in place efficient and effective management procedures that facilitate the implementation of the information literacy program. This means there must be a clear understanding at the school administrative level, and at the district and ministry levels, that management and instruction work together to support quality school library programs.
The following key elements have been identified as being critical to the success of the school library program:
* A staffing model that includes qualified teacher-librarian(s) supported by clerical/technical staff
* A funding model that is consistent, on-going and involves long range planning
* A wide range of appropriate learning resources, carefully selected to meet the needs of all learners
* Information and communication technologies that are current, readily accessible and supportive of curriculum expectation
* Facilities that are safe, flexible, spacious and well designed to accommodate a variety of learning activities
The school library management standards that follow address these key elements and provide a basis for continuing review and assessment. Schools and districts can use them to strive for improvement and to highlight accomplishments. The standards can also serve as a guide for collecting important comparative data provincially/territorially and nationally.
Evaluation should be a collaborative process designed to help the school or district to improve practice and move forward. The standards can be used to evaluate a program broadly or selectively by focusing on specific sections that are of concern. Sample checklists can be found in Appendix B.
Standards for Staffing School Libraries
Research indicates that the level and type of staffing for the school library has a measurable impact on student learning and achievement. Students in schools with wellequipped school libraries and qualified teacher-librarians perform better on achievement tests for reading comprehension and basic research skills. It has also been found that a lack of clerical/technical staff has a negative impact on student learning.
A wide range of staffing functions is necessary to ensure that an effective information literacy program is available for students. Some of these functions involve teaching, some are clerical in nature, some technical, and others involve leadership, consulting and management. The best approach for an effective program is to develop a staffing model that integrates the necessary range of skills.
The school library program depends on the leadership of a qualified teacher-librarian and the support of trained clerical/technical staff. These two staffing components play complementary roles that facilitate an open, accessible, well-managed school library that provides students and teachers with effective, resource-based learning activities and access to a wide variety of information sources.
Adequate levels of teacher-librarian staffing are required to:
* Address curricular and literacy needs of the students
* Collaborate with classroom teachers to integrate information literacy skills across the curriculum.
* Provide leadership in resource-based learning and teaching
* Select quality curriculum-based learning resources
* Develop policies to achieve equitable access
* Integrate information and communication technologies in to all parts of the curriculum
* Support and supervise clerical/technical staff and volunteers.
In order to allow the teacher-librarian to focus on professional instructional tasks, adequate levels of trained technical/clerical staffing are required to:
* Circulate school library resources effectively.
* Process library resources so they are available for circulation
* Assist students with simple research queries and computer technology problems
* Maintain the computerized or online library catalogue
* Maintain statistics and inventories.
* Prepare reports, correspondence, and bibliographies
* Prepare displays of library resources and student work
Below standard
The school library has limited teacher-librarian and/or clerical/technical staffing. Student access to the school library is constrained in terms of the hours of operation and/or support from qualified staff. Learning resources and technology in the school library are not openly accessible to students and teachers. The quantity and quality of the collection does not reflect professional selection. The school library program is isolated from the school's instructional program. Students receive limited instruction in information literacy. Little or no collaborative planning takes place with classroom teachers. Leadership in the school library program's role in resource-based learning and teaching is limited or non-existent. Policies and procedures related to school library use are either restrictive or not evident.
Acceptable
Both teacher-librarian and clerical/technical staff are available and their roles have been defined based on their qualifications. Access to the school library is available for the entire school day, with extended hours before and after school. The collection reflects professional selection and meets curriculum objectives. The school library program supports and is consistent with the school's instructional program. The teacher-librarian takes a leadership role in the area of resource-based learning and teaching. The teacherlibrarian collaborates with classroom teachers on cooperative units, and students receive instruction in the development of information literacy. Policies and procedures are developed that support an open, active library program.
Exemplary
An appropriate number of teacher-librarian(s) and clerical/technical staff are available and their roles have been integrated to reflect their expertise and training. Access to the school library is available for the entire school day, before and after school hours, and students have electronic access to online resources at other times. The collection is broad, reflects professional selection, and meets and extends curriculum objectives. The school library program supports and extends the school's instructional program and the teacherlibrarian takes a leadership role in the area of resource-based learning and teaching in all areas of the curriculum. The teacher-librarian collaborates with classroom teachers on cooperative units in all areas of the curriculum. Students receive instruction in the development of information literacy as part of cooperatively planned units and as part of the library program itself. Policies and procedures are developed to support an open, active library program that addresses specific student, staff, and community needs.
% % % % %
It is important to determine staffing levels based on equity of access for all students. Equity can be achieved more easily, even with part-time staffing, in elementary schools because of their flexible timetables. Because of the less flexible schedules of secondary schools, full-time staff is generally required to provide this equity. Tables 1 and 2 identify staffing ratio standards for teacher-librarians and clerical/technical staff in the school library.
STAFFING
Table 1 Staffing School Libraries with Teacher-librarians:
Elementary Schools
| Student Population | Below Standard | Acceptable |
|---|---|---|
| 0 - 299 | under 0.6 | 0.6+ |
| 300-499 | under 1.0 | 1.0+ |
| 500-699 | under 1.0 | 1.0+ |
| 700-999 | under 1.5 | 1.5+ |
Table 2 Staffing School Libraries with Teacher-librarians:
Secondary Schools
| Student Population | Below Standard | Acceptable |
|---|---|---|
| 0 - 299 | under 1.0 | 1.0 |
| 300-499 | under 1.0 | 1.0+ |
| 500-699 | under 1.0 | 1.0+ |
| 700-999 | under 1.5 | 1.5+ |
| 1000-1499 | under 2.0 | 2.0+ |
| 1500+ | under 3.0 | 3.0 |
STAFFING
Table 3 Staffing School Libraries with Clerical/Technical Staff:
Elementary Schools
Table 4 Staffing School Libraries with Clerical/Technical Staff:
| Student Population | Below Standard | Acceptable |
|---|---|---|
| 0 - 299 | under 0.5 | 0.5+ |
| 300-499 | under 1.0 | 1.0+ |
| 500-699 | under 1.0 | 1.0+ |
| 700-999 | under 1.5 | 1.5+ |
| 1000-1499 | under 2.0 | 2.0+ |
Secondary Schools
| Student Population | Below Standard | Acceptable |
|---|---|---|
| 0 - 299 | under 1.0 | 1.0+ |
| 300-499 | under 1.0 | 1.0+ |
| 500-699 | under 1.5 | 1.5+ |
| 700-999 | under 2.0 | 2.0+ |
| 1000-1499 | under 2.5 | 2.5+ |
| 1500+ | under 3.0 | 3.0 |
Standards for School Library Collections
The school library provides access to information in all formats, at all levels, and to all members of the learning community. As the quantity of information escalates, the number and variety of information formats expand, and the concepts and processes of information and technological literacy increase, the school library plays an important role as a gateway to all information resources. An effective school library offers provides intellectual and physical access to a wide array of materials and services to meet learning needs, both within and beyond the school.
Resources available in and/or accessible through the school library support:
* Resource-based teaching and learning
* Individual and group research
* Individual and group reading/viewing/listening
* Development of lifelong learning skills
* Development of information literacy skills
* Development of technological skills
* Development of media literacy skills
* Development of the love of reading and appreciation of literature
* Implementation and enrichment of the curriculum
* Diverse needs and interests of students.
Collaborative collection development and evaluation ensures that resources, in a variety of formats, are available to meet curricular objectives. Resources are to be evaluated, selected, purchased, catalogued, organized, inventoried, circulated, and maintained, in accordance with school library standards and with district approved policies and practices. The collection is to reflect an appropriate balance of print, non-print and electronic and digital resources. The library catalogue, which includes records for all resources in the school, is to be accessible through remote databases or websites. The collection is to reflect the unique needs of the specific school population. Provision must be made for access to information resources beyond the school library through interlibrary loan and through current information and communication technologies. The collection should contain materials on learning theories and teaching practices,
curriculum documents, and current scholarship in all curricular areas. Outdated and worn library materials must be regularly weeded.
Access to information and ideas is essential for students to become critical thinkers, competent problem solvers, and lifelong learners who contribute productively and ethically to society. The collection is to be designed to encourage free inquiry and to provide multiple points of view. Policy and procedures must be developed to deal with issues such as censorship, challenges to resources, intellectual property rights (copyright), and ethical use of information technologies.
"Appropriate funding for learning resources is necessary for school libraries to meet curriculum expectations and the individual learning and social needs of their students and teachers."
Appropriate funding for learning resources is necessary for school libraries to meet curriculum expectations and the individual learning and social needs of their students and teachers. Funding may come from a variety of sources; however, consistence funding must be allocated for the purchase of resources. Funds from fluctuating sources such as parents, book fairs, and/or donations may be used to supplement the school/district budget or may be used for special projects. School/district allocations should not be reduced when funds are received from these supplementary sources.
When preparing budgets for school libraries, teacher-librarians, in consultation with administrators and classroom teachers, should ensure fiscal and program accountability by:
* Coordinating with other school departments to purchase resources
* Setting priorities for the purchase of learning resources and technology that support the implementation of the curriculum
* Planning for the purchase of a wide variety of learning resource formats including print, non-print, and electronic resources
* Making projections of future learning resource needs and developing long and short-term budgets to support the acquisition of those resources
* Providing for replacement of outdated and lost library resources.
* Using cost-effective ways to acquire learning resources, such as using wholesalers, a tendering process, bulk purchasing, site licenses, and centralized purchasing.
Below standard
Resources available in the school library provide limited opportunities for reading and learning. Materials support few areas of the curriculum, rarely meet student needs and provide little material for student interests. Little balance is reflected among print, nonprint, and electronic resources. Materials are catalogued, inventoried, organized, and circulated through the school library, but are not available to all users. Resources are generally not current and may be in need of repair or replacement. Materials are weeded infrequently. Little, if any, provision is made for access to information resources beyond the school. There is not sufficient budget available to allow planned purchasing of learning resources that support the curriculum and address the special needs/interests of students. There are insufficient funds available to replace dated, worn, and missing materials or to provide access to digital resources.
Acceptable
Resources available in and/or accessible through the school library provide students and teachers with opportunities for resource-based learning, for the development of information literacy skills, for reading, listening, and viewing, for research, for curriculum implementation, and for meeting most students' needs/interests. In addition, the collection provides some materials that reflect the unique needs of the specific school population. There is an appropriate balance among print, non-print, and electronic resources. Materials are catalogued, inventoried, organized, and circulated through the school library and are available to all users. Resources are mostly current and in good repair, selected according to district approved selection policies. Outdated, worn and missing materials are weeded and replaced on a regular basis. Provision is made for access to information resources beyond the school through the use of electronic information networks. The budget process is consultative and the short-term program requirements are met. There is sufficient funding to acquire a wide range of print and digital resources to support the curriculum and to address the special needs/interests of students. Innovative learning resources are available and in-school access to digital resources is possible.
Exemplary
Resources available in and/or accessible through the school library provide students and teachers with opportunities for resource-based learning, for the development of information literacy skills, for reading, listening, and viewing, for research, for curriculum implementation, and for meeting the diverse needs/interests of students. In addition, an exemplary collection reflects the unique needs of the specific school. All resources are catalogued, inventoried, organized and circulated through the school library, and they are available to all users. Materials are current, in good repair, selected according to district approved selection policies, and reflect a balance among print, nonprint, and electronic resources. Dated, worn, and missing materials are replaced immediately. The budget process is consultative, and both the short and long-term program requirements are met. There is sufficient funding to support resource-based teaching and learning and a wide range of teaching and learning styles. Innovative learning resources are available and access to digital resources is possible from home and school.
Table 5 details the standards for the total collection of resources excluding textbooks or multiple copies used as texts. The size of the basic collection is dependent upon the total student enrolment, the number of grades taught, the number and type of instructional programs, the balance of relevant print, non-print and electronic materials, the length of time the LRC is open, circulation policies and practices, the amount of sharing of resources in and outside the district, the level of technology available at the school, financial resources dedicated to the building and maintenance of the collection.
COLLECTIONS
Table 5 School Library Collections: Size of Book Collection
| Student Population | Below Standard | Acceptable |
|---|---|---|
| Less than 300 students | Less than 4500 items | Minimum of 4500 items or 30 items/student whichever is greater |
| 300-499 students | Less than 10,000 items | Minimum of 10,000 items or 25 items/student whichever is greater |
| 500-999 students | Less than 15,000 items | Minimum of 15,000 items or 22 items/student whichever is greater |
| More than 1000 students | Less than 30,000 | Minimum of 30,000 items or 20 items/student whichever is greater |
Note: For both primary and high school grades, the ratio of fiction to nonfiction including reference should range from 15-30% fiction and 70-85% nonfiction/reference.
Note: With regard to reference materials, general encyclopedias should be no older than 5 years, and every effort should be made to ensure the currency of atlases, almanacs, and specialized encyclopedias.
COLLECTIONS
Table 6 School Library Collections: Types of Resources
| Periodicals Curriculum related, student interest, diverse viewpoints Number of print titles may be reduced if electronic access is provided Back issues of print periodicals kept for five years | Elementary: Less than 20-30 periodicals Middle: Less than 30-40 periodicals Secondary: Less than 60-75 periodicals | Elementary: 30-45 periodicals Middle: 40-60 periodicals Secondary: 75-100 periodicals Access to at least one full- text periodical database | Elementary: 45+ periodicals Middle: 60+ periodicals Secondary: 100+ periodicals Access to full-text periodical databases as program demands require |
|---|---|---|---|
| Periodical Indexes Preference is for electronic indexes | No access to periodical indexes. | Access to at least one electronic periodical index Access to print indexes | Access to print and electronic indexes |
| Newspapers Print and electronic | No or limited access newspapers: local, provincial, and/or provincial | Access to 1 local, 1 provincial and 1 national newspaper in print or electronic format Access to full-text news database | Access to print newspapers and full-text news databases to meet program demands |
COLLECTIONS
Table 6 (Continued) School Library Collections: Types of Resources
| Resource | Below standard | Acceptable |
|---|---|---|
| Electronic & Digital Resources In a variety of formats such as: CD-ROM & on-line subscriptions | 25 titles | 25+ titles |
| Computer Software Programs: Curriculum related, instructional, reference, library management, production, administration, utility, etc. Subscribed and free online databases Internet access | Elementary: 1 reference database 5 curricular programs Word processing software Middle School: Less than 5 reference databases 5 curricular programs Word processing software Spreadsheet software Web page development software | Elementary: 1 reference database 5 curricular programs Electronic encyclopedia Internet access Presentation, database utility & word processing software Middle School: 5 reference databases 5 curricular programs Electronic encyclopedias Internet access Presentation, database utility, spreadsheet, & word processing software and web page development programs |
COLLECTIONS
Table 6 (Continued) School Library Collections: Types of Resources
| Resource | Below standard | Acceptable |
|---|---|---|
| Computer Software Programs (continued) | Secondary: Less than 10 reference databases 5-10 curricular programs Electronic encyclopedias Presentation, word processing, spreadsheet and Web page development programs | Secondary: 10-15 reference databases 5-10 curricular programs Circulation Software Database utility Electronic encyclopedias Internet access Online library catalogue Presentation, & word processing, spreadsheet and Web page development software |
COLLECTIONS
Table 7 details the standards for physical accessibility, intellectual accessibility, relevancy and currency of school library resources.
Issues of intellectual accessibility include age, grade, special needs, time available to access resources, skills needed to access all information formats, students right to information, censorship, barriers to information access due to social, economic, cultural or personal factors.
Table 7 School Library Collections: Accessibility and Currency
| Resource | Below standard | Acceptable | Exemplary |
|---|---|---|---|
| Physical Accessibility | Physically accessible to most users Non-existant or limited inventory lists for learning resources located in other parts of the school. No access to these learning resources through library catalogue | Physically accessible to all users most of the time Learning resources in other parts of the school are accessible through the school library. | Physically accessible to all users. Special formats e.g. large print, Braille, etc. All learning resources in the school are included in the online library catalogue. |
| Intellectual Accessibility | Intellectual accessibility is not addressed Materials provide limited support for students cognitive, affective and psychomotor skills | Intellectual accessibility is addressed in the school library Material available to students is within the range of their cognitive, affective and psychomotor skills, and reflects student interests and the cultural interests valued by the children’s families. | Intellectual accessibility is addressed in the school library, and the school. The wide range of material available to students is within the range of their cognitive, affective and psychomotor skills, and reflects student interest and the cultural background of the student population. |
COLLECTIONS
Table 7 (continued) School Library Collections: Accessibility and Currency
| Resource | Below standard | Acceptable |
|---|---|---|
| Curricular Support (Relevancy) | Materials support some of the curriculum | Materials support much of the curriculum |
| Currency | Copyright dates within the last 10 years: less than 50% of the collection | Copyright dates within the last 10 years: 50 - 70% of the collection |
| Collection Maintenance | Significant number of resources are worn, damaged, missing components or need of repair | Most materials are complete and in good repair. Some items are missing components |
| Library Catalogue | Catalogue is not automated | Catalogue is automated and available through a WAN or as part of a central union catalogue |
Collections
Table 8 lists budget standards, on a per-student basis, for the purchase of print, non-print, and electronic resources and digital resources as delineated in Table 6.
Note. This budget does not include funds for the purchase of library supplies, textbooks, multiple copies of titles used as texts, capital items such as furniture or audiovisual hardware, computer hardware or large peripherals, or special projects such as automation or the installation of a security system. These items should be purchased from other sources of financing such as the school or district budgets.
Table 8 Standards for School Library Collections: Funding
| School size | Below Standard | Acceptable | Exemplary |
|---|---|---|---|
| Elementary | Less than $25 | $26 - $35 | $36 + |
| Middle/Junior Secondary | Less than $30 | $31 - $42 | $43 + |
| Secondary | Less than $35 | $36 - $45 | $46 + |
Note. The budget standards, like all standards in this document, need to be used in a thoughtful way, mindful of the different contexts and situations in schools across the country. However, to maintain the current quality of any collection of resources, an annual investment of funds is required. The standards presented here are based on an annual 5-10% depreciation of materials (due to loss, wear and tear, and currency/accuracy of content) and the average costs of materials in the year 2002. A quick way to calculate the funds required each year for maintaining a quality collection is to multiply the average cost of a hardcover book by the number of students using the collection of resources.
Note. The amounts indicated above are from school, district, or provincial funds and not from external sources such as parent funds, book fairs or donations.
Collections
Standards for School Library Facilities
Excellent school libraries require facilities that provide support for a variety of learning and teaching styles and equitable access to new and developing technologies. The school library facility needs to be open and inviting. The design must allow for flexibility in the use of space and furnishings and incorporate spaces that will accommodate concurrent, multiple learning activities such as whole class instruction, individual research, group work, recreational reading, and quiet study. A carefully planned physical layout contributes to smooth traffic patterns, simultaneous use, and a safe and welcoming atmosphere.
Given the variety of school situations, it is difficult to devise one design upon which all school libraries can be modelled. Many factors such as grade levels, the nature of the student population, enrolment patterns, school location, and provincial/territorial planning guidelines affect design. Because each instructional program is different, diversity in school library design is expected and desirable. A plan for the renovation or construction of a school library requires the collaborative efforts of school administrators, architects, district school library coordinators, teachers, teacher-librarians, other staff members, community members, and students.
A well-designed school library will show evidence of the following tenets:
* Form follows function
* Aesthetic principles and sound ergonomics are essential
* Safety, security, location and traffic flow are fundamental to good design
* Access to information, space, and resources must be equitable for all users
* Space allocations must allow for all essential functions.
An excellent school library has the following characteristics:
* Barrier-free, flexible, functional facility of sufficient size, reflective of student population and instructional program
* Centrally-located, easily accessible to all users, encouraging frequent use
* Aesthetically pleasing, safe interior design
* Smooth traffic flow through all the areas, minimizing interruptions and distractions
* Well-organized and readily accessible collection of print, nonprint, and electronic information sources
* Production area for the preparation of student and teacher media and multimedia projects
* Space for the evaluation, selection, acquisition, organization, preparation, circulation, storage, and maintenance of resources
* Space for media equipment and its distribution and maintenance
* Learning areas that can accommodate individuals, small groups, and large groups in diverse teaching and learning experiences
* A flexible floor plan that can respond to changes in population, program, collection, staff, and technology
* Clear sightlines for student supervision
* Capacity for flexible utilization of equipment with ample electrical outlets, conduits, lighting control, and access to various data sources for information retrieval
* Standardized, ergonomic, modular wall, storage, shelving, and seating units to maximize flexibility
* Adequate security controls
* Adequate acoustic provisions to facilitate multiple activities
* Optimum natural and artificial lighting, temperature, and climate control conducive to multiple usage and materials preservation
* Adequate and appropriate seating and furnishings in all work and study areas Access to hallways and classrooms for ease of equipment delivery
* Dedicated space for the technical services functions of the school library program
* Dedicated space for the educational functions of the school library program, especially resource-based teaching and learning
* Access to adjacent computer labs
* Display space for student projects, new resources, and curriculum-related materials.
Below Standard
The school library facility is usable but uninviting and may be inconveniently located with little or no dedicated space for individuals, small groups, or large groups. Areas where students and teachers can browse, read, research, listen or view may be limited. The facility provides little or no support for the wide range of activities that comprise resource-based teaching and learning. There is no production area.
Acceptable
The school library facility is a barrier-free learning environment that ensures access to a centrally organized collection of learning resources.
The school library is an inviting, safe, and stimulating place for individuals and small and large groups to use for research, browsing, listening, viewing, and reading. The design of the facility supports the wide range of activities that comprise resource-based learning and teaching. There may be a limited production area.
Exemplary
The school library facility is an open, barrier-free learning environment that ensures immediate access at the point of need to a centrally organized collection of learning resources. The school library facility is an inviting, safe, accessible, and stimulating place with work space for individuals, small groups, and large groups to use for research, browsing, listening, viewing, and reading. The design of the facility fully supports the wide range of activities that comprise resource-based learning and teaching. There is ample production space for creating a variety of multimedia and digital materials to meet curricular objectives and students' needs and interests.
FACILITIES
Table 9 Standards for School Library Facilities
| | Below standard | Acceptable | Exemplary |
|---|---|---|---|
| Accessibility | Partial barrier-free design Limited access to some physical locations, information sources and functions Not centrally located | Barrier-free design Access to all physical locations, information sources and functions Centrally located for access by students, teachers, administrators | Barrier-free design Full access to all physical locations, information sources and functions Centrally located for access by students, teachers, administrators and the public. |
| Administration | No teacher-librarian office is provided No workroom is provided | Teacher-librarian office is separate from workroom Open view of facility Contains desk, chair, networked computer, shelving, telephone, fax, and Internet | Teacher-librarian office is separate from workroom Open view of facility Contains desk, chair, networked computer, shelving, telephone, fax, and Internet Meeting space for cooperative program planning. |
Table 9 (continued) Standards for School Library Facilities
| | Below standard | Acceptable |
|---|---|---|
| Circulation | No designated area | Designated area with computer workstation adjacent to entrance/exit |
| Large Group Instruction | No classroom space in or adjacent to the facility | Instructional space in the main area of the facility for at least one class of students Flexible arrangement of furniture, adequate electrical outlets, wall screen, whiteboard, easy access to resources. |
| Conference Rooms | No conference room for small group activities | Minimum of one conference room for small group activities Acoustically treated, separate light control, electric outlets, whiteboard and wall screen |
Table 9 (continued) Standards for School Library Facilities
| | Below standard | Acceptable |
|---|---|---|
| Entrance/Exit | Entrance and exit are separate and doorways are narrow. | One double doorway for main entrance and exit Convenient flow of traffic Emergency exit as required by law. |
| Individual Study | No individual study space | Study space for 1% of student population or 50% of a class whichever is greater |
| Seating for Entire Library Facility Sufficient space for concurrent, multiple learning activities. No one area should seat more than 40 seats. | Accommodates less than one class of Elementary or Secondary or students with insufficient area for concurrent, multiple learning activities | Elementary: Seating for more than one class or 10% of the student population, whichever is greater Secondary: Seating for two classes or 10% of the student population, whichever is greater |
Table 9 (continued) Standards for School Library Facilities
| | Below standard | Acceptable |
|---|---|---|
| Reading | No informal reading area | Informal reading area in a relaxed setting with comfortable chairs, and inviting space near fiction section and/or periodical section |
| Reference | Limited access to standard print, non-print and electronic reference sources | Adequate access to standard print, non- print, electronic and digital reference sources Space and shelving sufficient to accommodate both print & electronic sources of information Located near circulation area |
| Reference (furniture and equipment) | No specialized furniture | A few pieces of specialized furniture |
Table 9 (continued) Standards for School Library Facilities
| Shelving | Inadequate or inappropriate shelving for the storage, maintenance and display library resources. | Adequate shelving for the storage, maintenance and display of all library resources. |
|---|---|---|
| Storage (AV equipment) | No separate storage space | Separate room adjacent to library workroom with secured access, space for storage of large AV carts and deep shelving for smaller equipment, and access to hallway. |
| Teacher Professional Workspace | No defined area for professional materials or group meetings. | Defined area for professional materials with tables, chairs, electric outlets and equipment for previewing resources |
Table 9 (continued) Standards for School Library Facilities
| | Below standard | Acceptable |
|---|---|---|
| Library Staff Workroom | No separate library staff workroom | Separate room with work table, chair, desk, sink, counter, computer workstation, shelves, cabinets, book trucks, secure entrance, and lockable shortage; allows open view of facility and access to telephone and automated library catalogue. Open view of facility Secure entrance with lockable storage Access to computerized library catalogue |
| Media Production (for middle and secondary schools) | No media production area | Media production area and equipment are determined by the quantity and type of media produced, and may include audio and video recording, live television production, sound and video editing, graphic production, duplicating, darkroom, desktop publishing, CD production, and/or animation |
Table 9 (continued) Standards for School Library Facilities
| | Below standard | Acceptable |
|---|---|---|
| Security System (Secondary) | No security system | Adjacent to entrance/exit and circulation desk Installed with gateless access |
| Storytelling Area (Elementary) | No defined storytelling area. | An area with comfortable seating for one primary class located adjacent to picture book area and possibly defined by low shelving. |
Standards for
Information and Communication Technologies
New and developing technologies have stimulated opportunities for different and exciting approaches to teaching and learning. As well, the proliferation of information in our society and the huge impact of information and communication technologies (ICT) mean students must develop new information seeking skills.
From the perspective of information access, information and communication technologies in the school library offer:
* Ready access during and beyond the school day
* Equitable opportunities for students who do not have computers at home
* Supervised settings for the use of the Internet and electronic, digital, and online resources.
* Increased productivity and learning through learner-focused activities
* Enhancement and extension of the curricula through integration of technologies.
* Support for a variety of teaching and learning styles.
When the school library has adequate teacher-librarian and clerical/technical staffing, is well supplied with information and communication technologies, and is connected to the school and district networks and to the Internet, then the school library program increases students' opportunities to become information literate.
Information and communication technologies are integrated into cooperatively planned units that are curriculum-based in order to support and extend the school curriculum. The teacher-librarian and classroom teachers involve students in discussions and learning activities with regard to ethical use of information accessed through technology.
A school library equipped with an automated catalogue maximizes the availability of learning resources for staff and students and minimizes the time spent on management tasks. The database of resources may be limited to school library materials; however, inclusion of other resources in the school and the community broadens student access to resources.
Automated library management systems can support resource-based learning and teaching and student information literacy by:
* Providing access to all learning resources in the system.
* Allowing students and staff to use a variety of search strategies to find appropriate resources
* Promoting effective circulation of resources and resource sharing.
* Encouraging staff and students to access a broad range of age/grade appropriate print, non-print, electronic and digital resources from a variety of sources
* Providing an effective option for identifying and booking or reserving learning resources from other parts of the school or from home.
In order to allow students to access and utilize information efficiently, the school library must be well-equipped and supported with the following:
* Adequate clerical/technical staff
* Training for clerical/technical staff on basic troubleshooting
* Standardized network cabling
* High speed access to the Internet
* Adequate servers and software
* Regularly maintained, updated equipment, software, computerized library management system
* Various configurations of computers.
Below Standard
Access to I.C.T. in the school library is limited for staff and students. Information technology is viewed as an adjunct to the book collection due to lack of hardware and software and/or policies that restrict access. Student research is constrained, and students are unable (or disinclined) to access electronic information in and outside of the school library. Information literacy, as it relates to I.C.T., is not supported in an organized, purposeful way, and the school library program and the teacher-librarian are not seen as playing key roles in providing students with information literacy skills that apply to all areas of the curriculum.
Acceptable
The school library provides open and effective access to a wide range of ICT resources for students and staff. The technology is current and the bandwidth of the network allows the students to extend their research beyond the school library collection via the Intranet (in school) and the Internet (outside world). Space and equipment are provided to support student involvement in the production of multi-media. The teacher-librarian uses I.C.T. to support the development of information literacy skills across grade levels and the curriculum. These skills are taught in the school library and the classroom through cooperatively developed units and are part of a planned, curriculum-related continuum.
Exemplary
I.C.T. is fully integrated into the school library program, and student and teacher access is open, free-flowing and curriculum related. The school library provides two-way communication, and students and teachers can access all of the school library's electronic databases and digital resources (e.g. video) from their classrooms and from their homes as well as being able to communicate via the network (email, teleconferencing etc.). The teacher-librarian provides leadership in the development of policies related to information literacy skills and the role of I.C.T. in the school. The school library is seen as part of a worldwide information network and students and staff are able to determine the value of information based on the source and its validity, not on the medium from which it has been obtained.
The school library is seen as part of a worldwide information network and students and staff are able to determine the value of information based on the source and its validity, not on the medium from which it has been obtained.
INFORMATION TECHNOLOGY
Table 10
Information and Communications Technologies
| | Below standard | Acceptable |
|---|---|---|
| Communications through ICT | Students and teachers have limited electronic access to each other and to contacts outside the school e.g. no email School library has limited methods of communicating. | Students and teachers are provided with opportunities for curriculum/ school- related email access School library ICT allows students and staff to communicate easily via telephone, fax, and email The school library website provides information, access to online databases and links. |
| Computer Lab | No computer lab | Close access to a half or full computer lab |
| Computer Workstations | No or few student workstations Older technologies Not networked | Workstations arranged in various configurations including stand- alones and pods to accommodate 15-30 students. |
INFORMATION TECHNOLOGY
Table 10 (continued) Information and Communications Technologies
| I.C.T. for Loan to Students and Teachers | No laptops available | Laptops available for loan for use in school library Equipment to support multi-media and digital productions for in- school use only. e.g. digital cameras |
|---|---|---|
| Internet Access | Limited or slow access from one or more workstations in the library | Reasonably fast access from most workstations in the library |
| Library Catalogue and Circulation System | Card catalogue and manual circulation system. | Fully automated MARC compliant library system with circulation and cataloguing modules and access to online public access catalogue (OPAC) via the school network or online union catalogue. 2 or more computers for circulation and administrative functions on computerized library system |
INFORMATION TECHNOLOGY
Table 10 Information and Communications Technologies
| | Below standard | Acceptable | Exemplary |
|---|---|---|---|
| Listening/Viewing Centres | No listening/viewing centre available No data projector | Listening/viewing centre with audio/video stations for 8-15 students with headphones and speaker devices Large screen television monitor with cable connection and data projector for large group presentations | Listening/viewing centers for 15+ students Equipment and space for large group (1-2 classes) to view video/computer presentations Data projector for large group presentations with access to school network and the Internet. |
| Network Access | School library network only or limited access to school and district network. | All computers in school library networked with access to school and district network. | School-wide, high speed access to all internal and external networks. |
| Printers, Scanners and Peripherals | Printer(s) not networked No access to scanners and other peripherals | Printers networked on system Access to scanners and other peripherals | Networked printers of various types. Ready access to high speed, high quality scanners and other peripherals. |
| Production Area | No production area | Multi-media workstation(s) in a production area | Production area that includes: digital editing suite, multi- media stations, publishing stations, peripherals etc. |
A Collaborative Team for Achieving Information Literacy
Introduction
Within school learning communities, people play interconnected and interdependent roles in making that community successful. A collaborative team of educators is required to achieve information literacy and successful school library programs and services. This team must include a qualified teacher-librarian, classroom teachers, the school administrators, curriculum consultants, a coordinator for the district library, and the superintendent of the school district. In addition, each of these participants needs support staff to assist in the implementation of programs, policies, and procedures.
At the school level, development of the school library program is the result of collaborative program planning and teaching (CPPT). Teacher-librarians receive special training in this process. When classroom teachers and teacher-librarians teach and evaluate information literacy learning activities together, a school-wide plan for information literacy emerges. The CPPT process is well developed in successful school library programs and is endorsed by current research linking successful school library programs with student achievement.
"Key to the success of teacher and teacher-librarian collaboration and the school-wide development of information literacy is the Principal."
Key to the success of teacher and teacher-librarian collaboration and the school-wide development of information literacy is the Principal. The principal facilitates collaboration by providing opportunities for it to happen, setting up professional development for all staff on its benefits, and by celebrating and sharing the positive impact it has on student learning.
At the district level, leadership for school library programs starts with the superintendent's knowledge about the effect of school library programs on student achievement and commitment to a district-wide support of strong school library programs.
At the district level, curriculum consultants are also needed to lead the professional development necessary for achieving information literacy outcomes. In addition, technical services are needed to provide support for the computer automation systems in school libraries, as well as the network of information and communication technologies essential for modern school library programs.
Provincial and territorial ministries of Education also play a major role in ensuring that all children in a province or territory receive the same opportunities to achieve information literacy.
The following sections outline the roles for some of the key players on the collaborative team. This collaborative team is required for students to become information literate.
District Superintendent
Excellence in school library programming at the school and district levels is achieved when there is strong leadership, active encouragement, and positive reinforcement from the district administration. Central to this support is the role of the district superintendent. The interest and commitment that the superintendent gives to school library programs in the district will determine the level of success. It is through the superintendent's leadership that information literacy becomes a priority in the district.
One of the key indicators of this commitment is the establishment of a district resource centre (DRC). This DRC is organized and managed by a district library coordinator who provides resources and professional development to the schools within the district; this DRC also connects individual schools into a library services network to meet the demands of information literacy programs.
District superintendents see the big picture. Effective superintendents recognize that support in some areas will reap benefits across the system and in key components of the educational system. Such is the case with support for school library programs and the instructional role of the teacher-librarian in implementing an information literacy continuum for all children from kindergarten to grade twelve.
With support for resource sharing through the union catalogue, the superintendent ensures that all children have access to all the resources the district is able to provide. Support for school library programs connects schools to their local and world communities, uses limited resources wisely, and ensures equity for all learners.
Support for school library programs is fiscally responsible, research-based, and educationally sound.
In order to build strong school library programs, the district superintendent has a major leadership role which includes responsibilities for:
* Holding a strong educational vision, and actively advocating, both within and outside the district, the importance of school libraries, teacher-librarians, and information literacy.
* Staying informed and being supportive of the activities taking place in the district relating to information literacy
* Striving to improve the facilities, staff, collection, and financial support of every school library in the district
* Understanding the critical role of the school library and the teacher-librarian in implementing an effective information literacy program.
* Ensuring that qualified staff are employed in carrying out the information literacy program at the district and school levels
* Encouraging and ensuring the participation of teacher-librarians on district-level curriculum, resource development, professional development, and instructional technologies committees. Nominating teacher-librarians to sit on provincial curriculum committees.
* Promoting the school library program to the board of trustees, the senior administration, and the community at large
* Knowing research relating to information literacy and its impact on student learning
* Knowing current guidelines and standards for school library programming
* Keeping current and informed about new information technologies and their impact on student learning
* Understanding the importance of the development and continuous revision, monitoring, and evaluation of local and district-wide policies and procedures relating to school library programs and information literacy
District Library Coordinator
Successful school library information literacy programs require the leadership and coordination of a school library professional who is responsible for planning, implementing, monitoring, and evaluating the program at the district level. As well as acting as an advocate for information literacy and instructional technologies, the district level administrator helps coordinate the integration of information literacy outcomes. District coordinators may also be involved in developing and maintaining a district resource collection that supports teaching and learning in the district.
Responsibilities of the District School Library Coordinator include:
* Developing and administering the district's school library budget
* Keeping abreast of current standards (re: cataloguing standards, program standards) and ensuring application within the district.
* Assisting in the selection, supervision and evaluation of all school library staff in conjunction with school and district administrators
* Assisting school administrators and teacher-librarians in developing successful and effective school library information programs
* Supervising the centralized acquisition, cataloguing, and processing of library materials and equipment
* Serving on district curriculum and technology committees
* Reporting to the board and senior administration on matters relating to school library developments in the district
* Assisting with the planning implementation and evaluation of professional development activities relating to information literacy and information and communication technologies
* Participating in professional organizations, activities, workshops, continuing education, and community activities
* Serving as the school library liaison with the district and wider community
* Interpreting and communicating the information literacy program to the superintendent, teachers, parents, students, and the community
* Assisting in the planning of new construction and renovations for school library facilities in the district.
Principal
Key to the success of teacher and teacher-librarian collaboration and school-wide development of information literacy is the principal. There is substantial research documenting the important leadership role of the school principal in developing the school library. As the instructional and administrative leader of the school, the principal is responsible for creating a learning community that fosters an effective school library program that integrates information literacy skills across the curriculum. The principal ensures that all students in the school have equitable access to the resources and instructional program of the school library. The principal helps to establish a climate conducive to collaborative program planning and teaching, lifelong learning, and information literacy. The principal also provides leadership by encouraging the development of district policies on the role and function of the school library, the selection of resources, staffing, facilities, budget, community access, and the sharing and use of other library and information services.
"The principal also provides leadership by encouraging the development of district policies on the role and function of the school library, the selection of resources, staffing, facilities, budget, community access, and the sharing and use of other library and information services."
Principals demonstrate leadership in information literacy by:
* Understanding the critical role of the school library and the teacher-librarian in implementing an effective information literacy program
* Advocating within and outside the school for the importance of school libraries, teacher-librarians, and information literacy.
* Staying informed and being supportive of the activities taking place in the school relating to information literacy
* Striving to improve the facilities, staff, collection, and budget of the school library
* Including teacher-librarians on school committees related to curriculum, planning, professional development, program evaluation, and information and communication technologies
* Demonstrating knowledge about research relating to information literacy and reading and their impact on student learning
* Providing school-wide staff development on information literacy and the collaborative process of CPPT.
* Knowing current standards for management of school library programs
* Keeping current and informed about new information technologies and their impact on student learning
* Encouraging the wide use of information resources
* Interpreting the information literacy program to the superintendent, teachers, parents, students, and the community
* Providing adequate funding for the school library program
* Ensuring flexible scheduling of time and resources to allow students and teachers full access to the school library and school library programs.
* Evaluating on a regular basis: staffing, collection of resources, facilities, and information and communication technologies in the school library
Teacher-Librarian
Excellence in school library programs requires teacher-librarians to be leaders in the school community. They see the big picture in curriculum implementation, particularly in developing students' information literacy and lifelong reading and learning habits. They keep abreast of new developments in curriculum, instruction and technology, and they assist other teachers with implementing these developments in their classroom programs. They are active in professional organizations and on advisory and decision-making bodies at the school, district, provincial and national level. They share recent research findings and facilitate research programs within the school and provide professional development at a variety of levels.
In many schools, teacher-librarians are technology leaders in the school and are particularly skilled in the use of digital technologies. They have knowledge of the technological resources that are appropriate for use with students in various areas of curriculum. They work with students and teachers to enable them to use these resources effectively. Teacher-librarians keep up to date on new developments in technology and work extensively with teachers in helping them incorporate new technologies into their classroom teaching.
Teacher-librarians work collaboratively with other teachers and school administrators to develop information literate students. Teachers and teacher-librarians work together to develop an instructional program that ensures that information literacy outcomes are integrated into student learning experiences in a developmental and sequential manner. These experiences allow students to learn and practice the necessary information skills across the curriculum. Teacher-librarians develop school information literacy plans that pinpoint the levels at which specific skills will be introduced and identify subject areas where they are most appropriately incorporated.
Teacher-librarians are trained as teachers. Their educational background emphasizes curriculum development and implementation, learning theory, and a wide range of instructional strategies. Teacher-librarians have training in school librarianship through graduate or post-baccalaureate programs in library organization and administration, collection development, information literacy, technology, advocacy, and leadership. Teacher-librarians should have personal skills such as a commitment to lifelong learning, communication skills, leadership skills, flexibility, a positive attitude, and the abilities to accept a challenge and be a team player.
Teacher-librarians enhance teaching and learning in their schools with the following specialized abilities:
* Expertise in a variety of instructional strategies
* Knowledge of the curriculum and the learning outcomes developed for all students
* Knowledge of a variety of learning resources
* Skill in the accessing and ethical use of traditional and electronic/digital resources
* Strong connections to a full range of human and community resources for use in school library programs
* Expertise in the collaborative planning process
* Ability to team-teach to ensure that students develop the necessary skills to access, interpret, evaluate, and communicate information while they learn subject area curriculum.
Teacher-librarians work with students and teachers to provide leadership for independent reading and research. Their knowledge of the various resources available is a valuable asset in the development of literacy and reading programs, voluntary reading, and individual and group research. They assist students in preparing effective presentations and in the production of research projects, puppet shows, and other multimedia presentations.
Teacher-librarians provide access to well-designed, well-equipped school libraries that will meet the changing needs of the students and staff. These facilities operate on a flexibly-scheduled basis so that access is provided to individuals, and small and large groups at the time of need. In making school libraries accessible, teacher-librarians develop a rapport with staff and students to ensure that they are provided with equitable access to the centre, its facilities, and its resources.
Teacher-librarians use their expertise in selection and collection development to work with other teachers to ensure that appropriate resources are chosen to support the learning outcomes of the curriculum and the learning styles and interests of the students. The school library's collection provides access to resources which are housed in the centre as well as to various electronic resources and to collections housed in other institutions, e.g. public libraries, museums, etc. Teacher-librarians are also responsible for the identification, evaluation, and access of various electronic resources, including CD-ROM and online databases and materials on the Internet.
Teacher-librarians maintain an up-to-date automated catalogue of the resources. They also maintain a library web site with links in various subject areas to appropriate web sites.
Teacher-librarians manage a budget to provide resources and equipment that reflect the necessary quality at the most economical price.
Teacher-librarians have many responsibilities within the context of the administration of the learning resource centre and the implementation of the learning resource program of the school. These responsibilities are outlined more extensively in the Student's Information Literacy Needs in the 21st Century: Competencies for Teacher-librarians (ATLC and CSLA, 1997) in Appendix C.
Technical/Clerical Staff
Technical/clerical staff in the school library play an essential role in providing day-to-day services in school libraries for students and staff. Their services free the teacher-librarian to plan and teach with classroom teachers and to help students with learning activities. The support staff is part of a team that maintains a positive learning environment focused on information literacy. They provide service to students, teachers, and parents in the use and operation of resources in all formats. Technical/clerical staff work with their teacherlibrarian supervisor and school administrators to maintain high standards in technical and clerical functions of a school library.
Technical/clerical staff have major responsibilities in the areas of resource circulation and maintenance. Increasingly, their work involves proficiency in the use and maintenance of technological resources, particularly the automated library catalogue and online public access catalogues (OPACs). A two-year post-secondary diploma in library science is necessary background education to be able to manoeuvre in the complex, dynamic environment of a 21st century school library.
In order to build strong school library programs, the technical/clerical staff have the following responsibilities:
* Assisting users with electronic searches, and the location of school library resources
* Circulating and caring for school library resources including preparation of new materials for shelf-readiness
* Maintaining and repairing equipment including computer hardware and software
* Supporting parent and student volunteers
* Performing duties to meet school library objectives and goals.
Bibliography
American Association of School Librarians and Association for Educational Communications and Technology. (1988) Information power: Guidelines for school library media programs. Chicago: ALA.
Blodgett, T., & Repman, J. (1995, January-February). The electronic school library resource center: Facilities planning for the new information technologies". Emergency Librarian, 23(3), 26-30.
Canadian School Library Association. (1988-1992). Guidelines for effective school library programs. Ottawa, ON: Canadian School Library Association.
Canadian School Library Association. (1999) Temples of the mind: School library facilities [theme issue]. School Libraries in Canada, 19(1).
Cowichan Valley School District (#79). (2001-2002) District Information Technology Plan. Retrieved March 16, 2003, from http://www.sd79.bc.ca/eduserv/resources /techsupport/techsupport.html
Franklin, P. (1995, September-October). Opening a new media center in the electronic age. The Book Report, 14(2), 20.
Johnson, D. (2001). Some design considerations when building or remodeling a media center. Retrieved March 16, 2003, from http://www.doug-johnson.com/dougwri /buildingquestions.html
Kentucky Department of Education. (2001) Beyond proficiency: Achieving a distinguished library media program. Retrieved March 16, 2003, from http://itech.fcps.net /trt11/LibTechServ/standard&policies.htm
Klasing, J. P. (1991). Designing and renovating school library media centers. Chicago: American Library Association.
Maine Association of School Libraries. (1999) Maine school library facilities handbook. Retrieved March 16, 2003, http://www.maslibraries.org/about/facilities /handbook.html
Manitoba Education and Training. (1997) Planning School Libraries: Guidelines for Kindergarten to Senior 4 School Library Facilities. Winnipeg, MB: Manitoba Education and Training.
Maryland State Board of Education. (2000) Standards for school library media programs in Maryland. Retrieved March 16, 2003, from http://www.mdk12.org/mspp/standards/library_stds.html
Massachusetts Department of Education. (1997) Standards for school library media centers in the Commonwealth of Massachusetts. Retrieved March 16, 2003, from http://www.doe.mass.edu/mailings/1997/lmst_toc.html
Minnesota Educational Media Organization. (2000) Minnesota standards for effective school library media programs. Retrieved March 16, 2003, from http://cfl.state.mn.us/library/mnschoolstandards.pdf
Missouri Association of School Librarians and the Missouri Department of Elementary and Secondary Education (1994-95). Facilities standards for Missouri school library media centers. Retrieved March 16, 2003, from www.dese.state.mo.us/divimprove/ curriculum/standards/intro.htm
National Library of Canada. (2001) Elementary and secondary schools: The role challenges and financial conditions of school and school library resources in Canada. Retrieved March 16, 2003, http://www.nlc-bnc.ca/9/14/index-e.html
New Mexico Library Association. (2001) Standards for New Mexico school libraries. Retrieved March 16, 2003, from http://www.nmla.org/standards.html
Nova Scotia School Library Association (1992). Library design committee. Final report. Nova Scotia: Nova Scotia School Library Association.
Ontario School Library Association (2002). Standards for school library information centres in Ontario (Draft), Toronto ON: Ontario School Library Association.
Pennsylvania Department of Education, Commonwealth Libraries. (1999) Pennsylvania Guidelines for school library information programs. Retrieved March 16, 2003, from http://www.statelibrary.state.pa.us/libraries /lib/libraries/guidelines.pdf
School District #68 (Nanaimo-Ladysmith) (1993) School Library Resource Centre Facilities Guide. Nanaimo, BC: School District.
Texas State Libraries and Archives Commission. (1997) School library programs: Standards and guidelines for Texas. Retrieved March 16, 2003, from http://www.tsl.state.tx.us/ld/schoollibs/standards.html
Appendix A
Research in School Library Programs Linking Teacher-librarians, School Libraries and Student Achievement by Ken Haycock
Effective school library programs have a positive impact on student achievement, in the processing and use of information, in knowledge content areas, on reading motivation and achievement, and on the quality of experiences that teachers and students have in school. Much of the evidence for the statements and propositions made here is based on analyses of research conducted in elementary and secondary schools in Canada and the United States. Specific citations are listed at the end of this article.
The mere presence of a facility with staff and resources is not sufficient in and of itself to bring substantial gains in achievement, however, although there is evidence for improvements in student learning even by the mere provision of these resources. Substantial gains are made through specific behaviours of that staff and the nature of their interaction with teachers and administrators.
Foundations for school library programs
Quality programs require specific actions and behaviours:
* A stated aim for the program;
* A clear definition of the role of each of the "partners" in program development and student achievement - the provincial government, the school district, school administrators, teachers;
* A priority on collaborative program planning and team teaching between the teacher-librarian and classroom colleagues;
* A systematic approach to teaching an "information process" based on a schoolbased continuum of information skills and strategies;
* Flexible scheduling of classes and groups after planning; and
* Appropriate and effective program and personnel evaluation by administrators.
A program such as this requires administrative leadership and support and effective staff development.
Curriculum collaboration
Studies indicate that student competence in handling information is mirrored in achievement, and is most effectively developed when integrated with classroom instruction through collaborative program planning and team teaching by two equal teaching partners - the classroom teacher and teacher-librarian - in a flexibly scheduled school library. The teacher-librarian plays important roles as information and resource specialist, teacher and collaborative planner.
The most significant change in roles occurs when the school moves to flexible scheduling and curriculum-integrated instruction. Greater curriculum involvement by the teacherlibrarian occurs when flexible scheduling is combined with team planning. Increased interest in books and more enjoyment in reading are also more apparent with reading integration throughout the curriculum, and flexible scheduling of classes and groups. Even student attitudes toward the resource centre and reading are more positive in flexibly scheduled programs, compared to fixed time-tabling of "library" periods.
Although collaboration between teacher and teacher-librarian can be difficult to achieve, the result is improved student learning. In order to survive, partnerships must receive support, maintenance and reward from administrators. These partnerships are facilitated by open communication and maintained by consideration, cooperation, compromise and commitment. Also, formal planning, even if brief, is more productive than informal planning. Although teacher/teacher-librarian partners maintain team building relationships and form strong networks, school contextual constraints such as the environment for working together and attitudes of the principal can support or impede collaboration.
Implementation of collaborative partnerships is most positively affected by visionary leadership, a curriculum planning process led by the teacher-librarian, staff development, minimum expectations by administrators for initial teacher involvement and clerical assistance.
Students taught through collaborative program planning and teaching have a better understanding of effective use of the library resource centre and achieve significantly better academic scores for both content knowledge and skills/strategies.
Impact on student achievement
"Although I cannot verify that the improvement was due to the district's move to resource-based learning, that was the only substantive program change we made..."
Jim Thompson, former Superintendent, Blue Valley School District, Kansas, commenting on improvements in district achievement after implementation of an integrated, collaborative and flexible library-based program.
"We never thought of libraries in connection with SchoolMatch..."
Bill Bainbridge, Chief Executive Officer, SchoolMatch, an executive placement firm, commenting on their finding that the strongest correlation with student achievement of 23 variables for public schools and 33 for private schools was school system expenditure on school library programs and services."
Although there are more than forty years of research to support the notion that teacherlibrarians affect student achievement, this information is almost unknown outside the school library community, and even then it is known only by those who have professional qualifications, belong to professional associations and read the professional literature.
Teacher-librarians, through collaboration with teachers, have an impact on academic achievement in research and study skills, or information literacy, and in content areas as measured by teacher assessment, standardized tests and provincial scholarship examinations.
In what is commonly referred to as the "Colorado Study", the Colorado Department of Education determined that among school and community predictors of academic achievement, the size of the resource centre staff and collection is second only to the absence of at-risk conditions, particularly poverty and low educational attainment among adults. Students who score higher on norm-referenced tests tend to come from schools that have more library resource staff and more books, periodicals and videos, and where the instructional role of the teacher-librarian and involvement in collaborative program planning and teaching is more prominent.
In order to improve student performance the researchers concluded, the school resource centre should be staffed by a qualified teacher-librarian who is involved not only in identifying materials suitable for school curricula, but also in collaborating with teachers and others developing curricula. These activities require that the teacher-librarian have adequate support staff.
Collaboration of this type depends on the availability of both the teacher-librarian and teacher to plan and work together. It thus cannot be the role of the teacher-librarian to provide the teacher's preparation time or the critical element affecting student achievement is lost.
This involvement in the instructional process helps to shape a larger, and more appropriate, local collection of print, video and electronic resources.
School expenditures affect resource centre staff and collection size and, in turn, academic achievement.
Studies in Colorado have since been replicated in Alaska, Oregon, Pennsylvania and Texas, with similar results. Teacher-librarians who are most effective, that is, have a positive impact on student achievement, collaborate with colleagues in flexibly scheduled programs and provide leadership in the effective use of resources, including information technologies.
Specific tests for academic achievement varied by state, but these studies found that reading scores are so highly correlated with other types of test scores that such other scores are statistically redundant in identifying significant variables.
Student success
Students learn more, and produce better research products, following planned, integrated information skills instruction by the teacher and teacher-librarian together. During the research process students move through different stages, with predictable thoughts, feelings and actions; these thoughts progress from general to more specific, and more focussed, and confidence increases from initiation of the search through to closure.
Knowledge of student response to each phase of assignments enables teachers and teacher-librarians to plan appropriate intervention strategies. For example, students typically lack clear research focus at the beginning of the process and need better search strategies; the appropriate skills and strategies can be planned, integrated with classroom content, and taught together to ensure student learning and success.
Students are positive about resource-based research assignments, but are often not given sufficient instruction or time to produce quality work. Students are more successful when whole class, full period instruction occurs in the classroom with brief reminders at the beginning of the process in the library resource centre than when information skills are taught for a full period solely in the library by the teacher-librarian. Frequent interventions by the teacher-librarian, especially one-on-one conferencing, help to bridge the gap between the student's actual and potential developmental level.
At the secondary level, one often hears that teachers need to "cover the curriculum" and process issues, as embodied in resource-based learning, cannot be incorporated with classroom instruction. However, research suggests that students learn best when units of study emphasize both subject matter and information seeking and information use and that units are best planned and implemented by teacher and teacher-librarian together.
Several domains or learning strands influence the decisions a student makes about information seeking and use; these domains include, for example, the subject-matter domain (e.g., science) the life skills domain (including problem solving, planning, interpersonal communication) and the production domain (e.g., the required product or output). Students make most of their decisions based on prior learning. As they work in a domain, their ideas become more connected. The domains then act as learning strands and together support student activity during a unit of study; in other words, prior learning in each domain - for example, subject matter and information skills and strategies support or interfere with overall student learning.
Problems occur regularly for students without these connections, to illustrate:
* If the student does not understand the subject matter, the student cannot recognize or state information needs to guide searches; however, if the student has useful prior learning in information seeking, projects can be started by finding a general overview to expand subject matter understanding;
* If the student has limited prior learning of information sources, decisions about the usefulness of the school resource centre are made after one limited search;
* If the student does not have a strong understanding of organizing information, the information will be left essentially as originally recorded without paraphrasing or synthesis.
Student learning in the subject area is impaired by lack of knowledge of appropriate and effective information-seeking and use behaviours and skills. The teacher-librarian's intervention and support of student learning is impaired as student knowledge of subject matter is often overestimated and the student's inability to clarify the information need is not recognized. The teacher's intervention and support of student learning is impaired as teacher knowledge of information seeking, especially through libraries, is limited. Students cannot overcome these adult barriers alone.
Units of study that emphasize one strand only, that is, subject matter or information seeking and use, limit learning on all strands. Clearly, specialists in the domains, teachers and teacher-librarians, need to collaborate in planning and implementing the unit of study for the benefit of student learning and academic achievement.
Impact on reading
Stephen Krashen, in his review of research on reading and schooling, found that providing time for free voluntary reading in schools had a positive impact on reading comprehension, vocabulary development, spelling, written style, oral language and control of grammar. Free voluntary reading means that time, typically fifteen minutes a day, is set aside for young people to read what they want to read, even if it is comics or teen romance. Sustained silent reading and self-selected reading are powerful tools for reading development; the longer free voluntary reading is practised in a school, the more consistent the results.
Several studies show that free voluntary reading is the way we become readers, develop a good writing style, an adequate vocabulary, advanced grammar, and become accurate spellers.
More reading is done where there is a school library and a teacher-librarian. Children also read more when they live close to a public library. A print-rich environment, including larger library collections, and a good reading environment, including comfort and quiet, affect reading, literacy and test scores.
Children and young people read more when they are read to, when they see adults reading and when they have access to a wide range of reading material, including magazines [due to reader-specific interest] comic books [typically more complex than adults realize] and teen romances [often 40-50,000 words per novel]. Light reading can and should be a conduit to more serious reading.
Krashen, a linguistics professor, contends that to improve reading scores and motivation to read, schools and school districts need to improve school library staffing and collections. If reading is a priority, then every school must improve its school library through more accessible reading material and qualified staff. In addition, to encourage free voluntary reading, schools need to provide time for students to read self-selected material.
Long-term development of reading interest and grade level achievement are more assured through print-rich environments, quality literature programs, reduced pressure to achieve on tests and opportunities to read for pleasure and interest. These learning effects and results are even more pronounced for second language learners.
Accuracy in writing comes from reading; reading ability comes from reading - skills need to be taught specifically to make texts more comprehensible and to edit writing. For some educational decision-makers, Krashen goes too far in suggesting that literacy-related technology should be de-emphasized until school libraries have adequate print collections and that language testing should be reduced, with the savings in time invested in worthwhile literacy activities and the savings in dollars invested in school library books; nevertheless, the evidence appears to support his case.
Canadian studies further suggest that only with qualified teacher-librarians are materials and resources reflective of the Canadian experience acquired or accessed for teacher and student use. In other words, the use of Canadian learning resources, critical to notions of Canadian culture, is more apparent in schools with well-stocked libraries and qualified teacher-librarians.
Impact on the teaching and learning environment
Recent studies place the school library and teacher-librarian firmly in the context of the school's culture. Where the school fosters and supports collaborative work environments, the collaborative role of the teacher-librarian is more easily achieved. Where this collaboration leads to greater cohesion around instruction, there are greater gains in academic achievement.
At the same time, while the teacher-librarian can markedly improve the school's teaching environment, the degree of material and intellectual support the principal is prepared to offer is critical to the success of the teacher-librarian's role. A higher level of awareness about the role of the teacher-librarian among teaching colleagues and students is encouraged by close working relationships between the teacher-librarian and individual teachers or groups of teachers. Again, collaborative program planning and teaching is central to the role of the teacher-librarian, but this is the most difficult part of the job, as collaboration requires a high level of marketing, meticulous planning, effective interpersonal skills and a high degree of bravado on the part of the teacher-librarian. These are not always the characteristics sought by administrators for the school's teacherlibrarian.
Both qualitative and quantitative use of resources by teachers and students increases with a qualified teacher-librarian.
Prerequisites for achievement
Australian researcher Ross Todd has also synthesized the related research as evidence for informed decision-making around school programs. His conclusions are remarkably similar:
* A shared educational philosophy centring on inquiry-based learning provides an appropriate and common climate for engaging teacher-librarians and school staff in collaborative, integrated learning opportunities. A "shared philosophy of learning" underpins a shared vision for the learning outcomes, and a commitment to a shared collaborative process.
* A process approach focussing on the systematic and explicit development of students' abilities to connect with, and utilize information to construct personal understanding, results in improved performance in terms of personal mastery of content.
* The systematic and explicit development of students' abilities to connect with, interact with, and utilize information to construct personal understanding results in more positive attitudes to learning, increased active engagement in the learning environment, and more positive perceptions of themselves as active, constructive learners. Researchers have studied attitudes and feelings of certainty and confidence in the search process, and demonstrate how feelings of uncertainty and poor self-concept can change positively through engagement in active inquiry-centred learning.
* The development of student competence is most effective when it is integrated into flexibly delivered instruction at the point of need.
* Active reading programs foster higher levels of reading, comprehension, vocabulary development and language skills.
* There are benefits to students when school and public libraries communicate and co-operate more effectively. Evidence suggests that students who are active school library users are more likely to have more positive attitudes to public libraries and to use those libraries.
* Successful school library programs are ones that set clear expectations and manageable objectives, establish realistic time lines, and gather meaningful and systematic feedback from students and teachers on the impacts of these programs.
* School leaders tend to be more supportive when they can see the library actively engaged in the teaching and learning process, and when they can articulate specific impacts of this engagement. Such evidence to them demonstrates people-centred, learning-centred empowerment.
Central to the role of the teacher-librarian is the major task of developing school evidence that supports these findings -building the local case in the context of these more global findings, as well as identifying specific local learning dilemmas, and exploring how the school library program might contribute to their solution.
Revisiting the school library
In the past decade financial constraints have resulted in reductions in support for school library staffing, collections, and technological capabilities. Other jurisdictions which faced these challenges earlier are now re-examining decisions taken during budget reductions.
The Chicago Public Schools, for example, a model for school-based decision-making and site management, is rebuilding its central support system for school libraries, integrating libraries, media and technology. That system cannot locate sufficient qualified personnel such that it has developed a university-district partnership to provide access to master's programs in teacher-librarianship for classroom teachers, who are provided with release time.
The Los Angeles Public Schools recently embarked on a program to revitalize elementary school libraries due to declining reading scores. The stated goal of the district is to provide qualified teacher-librarians and clerical staff in each elementary school as currently exist in their secondary schools. The California state legislature recently mandated US $28 per student per year for school library resources.
The state of Arkansas, like many other states, requires a full-time teacher-librarian in every school to improve student achievement. Most states require qualifications and certification as a teacher-librarian.
The DeWitt Wallace Foundation provided US $43 million over five years to local public education foundations to develop partnerships with urban school districts to revitalize school library programs based on the elements of effective programs outlined above, as a catalyst for improved achievement, particularly ibn inner city schools. This was the largest non-governmental school reform effort in the history of the United States.
Further afield, the Soros Foundation has provided millions of dollars in grants to revitalize school libraries in countries of the former Soviet Union as instruments of national culture.
The World Bank and the East Asia Pacific Bank are funding thousands of school libraries, with trained personnel, to improve student achievement and to spur economic development in Greece, Spain, Sri Lanka and other countries.
School libraries, with qualified teacher-librarians, which operate in partnership with the province, the district, administrators and teachers, and according to the principles outlined above, make a difference to student achievement - and that is the bottom line.
72
References
Colorado Department of Education. (2002). Library Research Service. Retrieved September 30, 2002, from http://www.lrs.org
Didier, E. K. (1984). "Research on the impact of school library media programs on student achievement: Implications for school media professionals." In S. Aaron and P. R. Scales (Eds.), School Library Media Annual 1984 (pp. 343-361). Note: Also published in 1985 in School Library Media Quarterly, 14(1), 33-36.
Haycock, K. (1992). What works: Research about teaching and learning through the school's library resource center. Vancouver: Rockland Press.
Ireland, L. H. (1991). The impact of school library services on student achievement. Livermore, CA: Petervin Press.
Krashen, S. (1992). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
Lance, K. C., Welborn, L., & Hamilton-Pennell, C. (September, 1992). The impact of library media centers on academic achievement. Denver, CO: Colorado Department of Education.
Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (April, 2000). How school librarians help kids achieve standards: The second Colorado study. San Jose, CA: Hi Willow Research.
Marchant, M. P., Broadway, M. D., Robinson, E., & Shields, D. M. (1984). Research into learning resulting from quality school library media service. School Library Journal, 30(8), 20-22.
Appendix B
Sample Evaluation Checklists
| 1. Program focuses on teaching information literacy and promoting reading | Yes | Somewhat |
|---|---|---|
| a. Research connected to a continuum of information literacy skills | | |
| b. Integration of information literacy program across the curriculum | | |
| c. Collaboration between teachers, teacher-librarians, administrators, parents and community members | | |
| d. Teacher-librarian involved in assessment and reporting of student achievement | | |
| e. Equitable access for all students to library programs | | |
| f. Reading and literacy program development, support and implementation | | |
| 2. Staffing model includes qualified, competent and highly motivated teacher-librarian(s), supported by technical and clerical staff | Yes | Somewhat |
|---|---|---|
| a. Collaborative planning and teaching where subject goals and information literacy goals are met through resource-based, research projects. | | |
| b. Teacher-librarian teaching technology and information literacy skills to staff and to students in research projects and on as-need basis | | |
| c. Collection development of a variety of resources based on provincial curriculum requirements and local interests | | |
| d. Efficient management of human resources (clerical, technical staff, student pages, volunteers) | | |
| e. Efficient management of equipment (loans, acquisition and maintenance) | | |
| f. Efficient management of the facility (bookings, layout, furniture, maintenance) | | |
| g. Clerical processes (circulation, acquisitions, budgets, ordering, tracking, cataloguing, shelving, reporting, data entry) | | |
| h. Leadership (incorporation of new learning theories in resource based joint projects, teaching new technologies) | | |
| i. Professional development (e.g. web based activities and opportunities) | | |
| a. Program budget prepared yearly by teacher-librarian, based on curricular needs and interests of all staff and programs |
|---|
| b. Budget with a base plus yearly amount per student for long range planning |
| c. Budget to include on-going and new school initiatives |
| d. Budget to include resources, supplies, repairs, equipment, service contracts, professional development and capital expenditures |
| e. Budget that identifies and prioritizes needs of the school |
| f. Budget that reflects input of stakeholders |
| g. Funding for special programs - author visits, reading initiatives, etc. |
| 4. Library has a wide range of appropriate learning resources, which are carefully and expertly selected to meet the formal and informal needs of all learners. | Yes | Somewhat |
|---|---|---|
| a. There is a selection policy that reflects the learning needs of the school | | |
| b. There is balance in the variety of formats (e.g. print, serials, video, audio, electronic, online databases, internet, others) | | |
| c. There is balance in the accessibility levels of materials | | |
| d. Sufficient computer work stations and printers | | |
| e. Sufficient viewing and listening equipment | | |
| f. Sufficient number of items per student (quantitative) | | |
| g. High correlation between resources and learning needs of community i.e. curriculum and interests (qualitative) | | |
| h. The collection is current (weeded and replenished) and in good repair | | |
| i. Access to a central union database | | |
| j. Access to virtual library resources | | |
| k. Access to website information | | |
5. Library has technologies that are current, readily accessible and supportive
of cu
rr iculum expectations
a. Library program teaches effective and responsible use of technologies
b. Contains sufficient workstations and software to assist students to seek, analyze, synthesize and communicate
information in new and m eani
n
gf ul ways
c. Access for all students and teachers throughout the school to current information resources
a
nd s ome databases 24/7
d. Organization and management of basic library routines through automated system
s.
| 6. Library facilities are safe, flexible, spacious and well- designed to accommodate a variety of learning activities | Yes | Somewhat |
|---|---|---|
| a. Has workspace for individuals, small group learning and class instruction | | |
| b. Is designed to adapt to new emerging technologies and applications | | |
| c. Allows for flexibility in restructuring and reconfiguring library for new and traditional functions, efficiency, quality and growth | | |
| d. Is comfortable - sound, lighting, temperature, wiring, furniture | | |
| e. Is accessible before, during and after the instructional day | | |
| f. Is visually attractive | | |
Yes Somewhat No
7. Meaningful involvement with community partners enhances student learning
w
ith in
and beyond the school a. Regular communication with parents and community through
a variety of means to reacha
diver se audience
b. Access to networks of information and sharing within the local, national and global comm
un ities
d. Participation in distancelearning
c. Private sector participation is non-commercial and is not driving the curriculum
| 8. Curricular leadership and technical support at the district level | Yes | Somewhat |
|---|---|---|
| a. Equitable and consistent support for program development and the implementation of new technologies | | |
| b. Centralized support for library technical systems (acquisitions, union databases, cataloguing, automation issues, training) | | |
| c. Centralized support for processing of acquisitions to secure cost efficiencies either through centralized employment of staff to handle bulk processes, or through centralized purchasing. | | |
| d. Centralized resource centre that augments individual school collections for maximum financial accountability | | |
| e. Centralized participation in cost-sharing initiatives (consortia for electronic resources and video co-acquisition purchases) | | |
| f. Centralized support for computer technical services (virtual collections, trouble shooting, training, web page design) | | |
Yes Somewhat No
Appendix C
Students' Information Literacy Needs In The 21st Century: Competencies For Teacher-Librarians
Prepared by the Association for Teacher Librarianship in Canada and the Canadian School Library Association, November 1997.
Introduction
Students in Canada today need to be able to think rationally and logically. With more and more sources of information, both print and electronic, and the increasing difficulty of ensuring that students can derive meaning from this information, the role of the teacherlibrarian becomes central. Teacher-librarians are skilled in accessing and evaluating information regardless of delivery system, book or computer, and providing leadership in the appropriate use of newer information technologies.
There is a significant body of research that demonstrates that a qualified teacher-librarian has a positive impact on school culture and student achievement. Indeed, several studies have established that teachers collaborate more in schools with a teacher-librarian and students read more, enjoy reading more, write better, access and use information more effectively and excel in academic content areas. This does not happen by chance, however.
In these schools information literacy is incorporated into school and classroom programs because:
* The program is recognized as a partnership of the principal, teacher and teacher-librarian, supported by the school district and community;
* The district insists on flexible scheduling [the teacher-librarian is not the preparation time or "relief" for classroom colleagues];
* The principal encourages collaboration and team teaching through this flexible schedule;
* Teachers acknowledge that the processing and use of information is a school-wide concern, for integration with classroom content instruction;
* The teacher-librarian takes the initiative, places a priority on cooperative program planning with colleagues and encourages team planning.
The teacher-librarian is a highly skilled teacher, with competencies provided by a combination of teacher education, classroom experience and courses in teacherlibrarianship and information studies. The teacher-librarian should be in the forefront of curriculum and staff development, familiar with the full range of instructional strategies and learning styles, able to organize time and resources, and active in professional concerns within the school and the district.
In approving this document, school boards, agencies and professional associations affirm the research evidence that indicates that integrated library programs impact positively on collaboration, leadership and student achievement when the teacher-librarian has experience as a classroom teacher, qualifications in teacher-librarianship, information studies and learning resources management, preferably at the graduate level, and works collaboratively with teachers in flexibly scheduled programs to integrate information problem-solving skills and strategies in the ongoing instructional program.
The competent teacher-librarian is committed to:
* The principles outlined in the Students' Bill of Information Rights;
* Implementing curriculum with colleagues;
* Initiating collaboratively planned and taught programs to integrate information literacy in the context of the curriculum; and
* The effective use of information technologies.
Professional Competencies relate to the teacher-librarians' knowledge and skill in the areas of collaboration and leadership, curriculum and instruction, cooperative program planning and teaching, information resources, information access, technology, management and research, and the ability to apply these abilities as a basis for providing library and information services.
Personal Competencies represent a set of skills, attitudes and values that enable teacherlibrarians to work efficiently and effectively, be good communicators, focus on continuing learning throughout their careers, demonstrate the value-added nature of their contributions and thrive in the new world of education.
The following sections highlight the major professional and personal competencies of teacher-librarians and provide practical examples of the multitude of roles and tasks that teacher-librarians can perform. The examples are illustrative and are tempered by critical factors such as the nature of school leadership and culture, the climate for collaboration and innovation in the work environment, flexible scheduling, the time allocation of professional and support staff and the specific education and training of the teacherlibrarian to do the job.
PROFESSIONAL COMPETENCIES
The Teacher-librarian:
* Places a priority on staff relationships and leadership in the implementation of change.
EXAMPLES: Establishes rapport with school staff, students and the community. Develops a collaborative approach with the principal, teachers and other staff. Provides an environment conducive to learning. Keeps abreast of and communicates developments in curriculum, instructional strategies, and newer information technologies. Participates in the school's governance by serving on advisory and decision-making bodies.
* Provides leadership in collaborative program planning and teaching to ensure both physical and intellectual access to information and commitment to voluntary reading.
EXAMPLES: Advocates the integration of information skills and strategies in classroom programs through collaborative program planning and team teaching with colleagues. Develops with teachers a coordinated approach to information literacy, including decision-making, problem-solving and research strategies, integrated with classroom instruction. Understands and distinguishes between physical and intellectual access to information. Provides leadership for reading and research programs, incorporating both informational and imaginative literature and technologies. Plans and teaches with teachers from establishing objectives through to student assessment and unit evaluation.
* Knows curriculum programs mandated by the province, district and school.
EXAMPLES: Is aware of new curricula and implications for implementation. Provides support for teachers through training and implementation. Understands the appropriate integration of resources and technologies with specific curriculum areas. Promotes congruence of stated learning outcomes, delivered curriculum, assessment and supporting resources and technologies.
* Understands students and their social, emotional, and intellectual needs.
EXAMPLES: Understands child and adolescent growth and development for the age levels of the school. Can respond to student needs and interests. Works with teachers and others to match resources to a variety of learning styles and requirements and to adapt the curriculum and program for students with special needs.
* Has expert knowledge in evaluating learning resources in different formats and media, both on-site and remote, to support the instructional program.
EXAMPLES: Works within written school and district policies on the selection of learning resources and their appropriate use. Works within a written school policy on the purchase and management of all school resources and their access. Evaluates print, CDROM and on-line versions of databases. Selects the best books, journals, nonprint and electronic resources for specific curriculum areas and specific learning outcomes using authoritative evaluation sources and selection "tools". Organizes teacher involvement in evaluation. Compiles guides to resources both on and off site. Develops and manages a collection of quality materials that reflect resource-based units of study.
* Develops and promotes the effective use of informational and imaginative resources in all formats through cooperative professional activities.
EXAMPLES: Promotes voluntary reading throughout the school. Develops themes and celebrations that reflect the school's curriculum and unique community. Designs and produces materials for specific instructional purposes, where commercial materials are not available. Assists students and teachers in the effective use of resources and technologies.
* Provides appropriate information, resources or instruction to satisfy the needs of individuals and groups.
EXAMPLES: Recommends learning resources for specific learning outcomes. Works with individuals and groups to identify' problems, frame questions, check authority, evaluate information and develop critical thinking. Provides guidance on accessing information appropriate to the specific need. Understands the design and structure of bibliographic and other databases. Conducts searches from complex or difficult sources. Answers questions using on-site and remote resources. Assists students and teachers with using authoring tools in print, electronic and multimedia formats. Supports colleagues who are accessing information services from the classroom.
* Uses appropriate information technology to acquire, organize and disseminate information.
EXAMPLES: Establishes, maintains and teaches the use of an on-line catalogue of the library collection. Works on information management teams to select appropriate software, hardware and security for desktop access. Contributes to a home page for the World Wide Web for the school. Links the library page to other relevant curriculum sites. Informs school community of copyright issues. Keeps up-to-date with new products and modes of information delivery. Plans and participates in the development and provision of information networks.
* Manages library programs, services and staff to support the stated educational goals of the school.
EXAMPLES: Develops an integrated library program linked to the curricular goals of the school. Develops procedures for the cost-effective selection, acquisition, organization, management and use of resources. Manages professional and support staff Recruits, selects, trains and motivates volunteers. Manages space and equipment. Maintains an inventory of materials and equipment. Plans and manages a budget which reflects the instructional program. Develops a marketing plan for specific audiences. Plans strategies for securing support for learning resource services in the school and community.
* Evaluates program and services.
EXAMPLES: Actively seeks opportunities for improvement and strives for excellent programs and services. Involves school staff in program evaluation. Conducts regular needs assessments using research tools such as questionnaires, focus groups and interviews. Prepares oral and written reports on program development. Reports regularly and confers with the principal and staff on program implementation. Conducts research related to the solution of information management problems. Demonstrates how library and information services add value to the school. Refocuses programs and services on new needs.
PERSONAL COMPETENCIES
The Teacher-librarian:
* Is committed to program excellence.
EXAMPLES: Seeks feedback and uses it for continuous improvement. Celebrates own success and that of others. Takes pride in a job well done. Shares new knowledge with others at conferences and in the professional literature. Uses the research base of education and teacher-librarianship as a resource for improving services.
* Seeks out challenges and sees new opportunities both inside and outside the library.
EXAMPLES: Takes on new roles in the school community that require an information leader. Uses library-based knowledge and skills to solve a variety of information problems. Expands the library collection beyond traditional media such as books and journals. Creates the "library without walls".
* Sees the big picture.
EXAMPLES: Recognizes that information seeking and use are part of the creative process for individuals. Sees the library and its information services as part of the bigger process of making informed decisions. Anticipates trends and proactively realigns library and information services to take advantage of them.
* Looks for partnerships and alliances.
EXAMPLES: Provides leadership in information management. Forms partnerships with other libraries for resource sharing. Seeks alliances with vendors to improve products and services. Seeks alliances with researchers in education and library and information studies to conduct relevant studies.
* Creates an environment of mutual respect and trust.
EXAMPLES: Knows own strengths and the complementary strengths of others. Is dependable. Values and acknowledges the contributions of others in a problem solving environment.
* Has effective communications skills.
EXAMPLES: Runs meetings effectively. Presents ideas clearly and enthusiastically both orally and in writing. Requests feedback on communication skills and uses it for self improvement.
* Works well with others in a team.
EXAMPLES: Seeks out opportunities for team participation. Asks for mentoring from others when needed. Looks for ways to enhance personal performance.
* Provides leadership.
EXAMPLES: Exercises leadership as a member of teams within the school and community. Seeks opportunities for leadership.
* Plans, prioritizes and focuses on what is critical.
EXAMPLES: Recognizes that ongoing planning and time management are required. Reviews goals with administrators and colleagues on a regular basis.
* Is committed to lifelong learning.
EXAMPLES: Advocates for a learning environment to encourage the contributions of staff members. Participates in professional associations.
* Is flexible and positive in a time of continuing change.
EXAMPLES: Willing to take on different responsibilities and respond to changing needs. Maintains a positive attitude and helps others to do the same. Looks for solutions. Uses technology as an enabler.
GLOSSARY OF TERMS
Teacher-librarian: A professional teacher with a minimum of two years of successful classroom experience and additional qualifications in the selection, management and utilization of learning resources, who manages the school library and works with other teachers to design and implement resource-based instructional programs.
School library: The instructional centre in the school that coordinates and provides on site and offsite access to information, resources, services and programs that integrate information literacy, the intellectual access to information, with teachers, to develop independent learners who are effective users of information and ideas and committed to informed decision-making.
School library program: The collaboratively planned and taught units of study developed through the shared expertise and equal partnership of classroom teachers and teacher-librarians based on the principles of resource based learning and designed to achieve the educational goals of the school.
Support staff: Under the direction of a teacher-librarian, may include graduates of a post-secondary library technician program who organize and maintain the resources and equipment and provide reference and technical support services to teachers and students; clerical staff who provide support services in areas such as acquisition, circulation, and processing of resources, shelving and filing of materials, and typing or word processing; adult and student volunteers.
Information literacy: The ability to: recognize the need for information to solve problems and develop ideas; pose important questions; use a variety of information gathering strategies; locate relevant and appropriate information; assess information for quality, authority, accuracy and authenticity Includes the abilities to use the practical and conceptual tools of information technology to understand form, format, location and access methods, how information is situated and produced, research processes, and to format and publish in textual and multimedia formats and to adapt to emerging technologies.
This document is based on prior work by the Association for Teacher-librarianship in Canada and the Canadian School Library Association. The format has been adapted from one developed by the Special Libraries Association (Washington, DC). Prepared by a joint committee of the Association for Teacher-librarianship in Canada and the Canadian School Library Association - Joan Harper (CSLA); Ken Haycock (ATLC/CSLA Chair), Judith Kootte (CSLA); Pat Parungao (ATLC); Liz Austrom (ATLC) - in consultation with provincial and national education groups and associations and a national response panel. Research evidence for these competencies has been reported in scholarly and professional journals and monographs and in Australia, Canada, the United Kingdom and the United States.
Appendix D
Provincial and Territorial Guidelines for School Library Programs
NEWFOUNDLAND AND LABRADOR
Learning to learn: Policies and guidelines for the implementation of resource-based learning in Newfoundland Labrador schools. Newfoundland and Labrador Department of Education, 1991.
PRINCE EDWARD ISLAND
School library policy for the province of Prince Edward Island. Prince Edward Island Department of Education, 1989.
NOVA SCOTIA
Nova Scotia school libraries: Standards and practices. Nova Scotia Teachers Union, 1987.
NEW BRUNSWICK
Standards and practices for New Brunswick school libraries. New Brunswick Teachers Association Library Council, 1989.
QUEBEC
Direction générale d'évaluation et des ressources didactiques. Also: Library resources in the schools: Pedagogical and organizational aspects [English translation]. Québec Ministère de l'Education, 1987.
ONTARIO
Partners in action: The library resource centre in the school curriculum. Ontario Ministry of Education, 1982.
Information literacy and equitable access: A framework for change. Ontario Ministry of Education, 1995.
MANITOBA
Resource-based learning: An educational model. Manitoba Education and Training, 1994.
SASKATCHEWAN
Resource-based learning: Policies, guidelines and responsibilities for Saskatchewan learning resource centers. Saskatchewan Education, 1988.
ALBERTA
Focus on learning: An integrated program model for Alberta school libraries. Alberta Education, 1985.
Focus on research: A guide to developing student research skills. Alberta Education, 1990.
BRITISH COLUMBIA
Developing independent learners: The role of the school library resource centre. British Columbia, Ministry of Education, 1991.
NORTHWEST TERRITORIES
Guidelines for the development of school information centres. Northwest Territories Education, 1990.
Appendix E
UNESCO School Library Manifesto
The School Library in Teaching and Learning for All
The school library provides information and ideas that are fundamental to functioning successfully in today's information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens.
The Mission of the School Library
The school library offers learning services, books and resources that enable all members of the school community to become critical thinkers and effective users of information in all formats and media. School Libraries link to the wider library and information network in accord with the principles in the UNESCO Public Library Manifesto.
The library staff support the use of books and other information sources, ranging from the fictional to the documentary, from print to electronic, both on-site and remote. The materials complement and enrich textbooks, teaching materials and methodologies.
It has been demonstrated that, when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem-solving and information and communication technology skills.
School library services must be provided equally to all members of the school community, regardless of age, race, gender, religion, nationality, language, professional or social status. Specific services and materials must be provided for those who are unable to use mainstream library services and materials.
Access to services and collections should be based on the United Nations Universal Declaration of Human Rights and Freedoms, and should not be subject to any form of ideological, political or religious censorship, or to commercial pressures.
Funding legislation and networks
The school library is essential to every long-term strategy for literacy, education, information provision and economic, social and cultural development. As the responsibility of local, regional and national authorities, it must be supported by specific legislation and policies. School Libraries must have adequate and sustained funding for trained staff, materials, technologies and facilities. They must be free of charge.
The school library is an essential partner in the local, regional and national library and information network.
Where the school library shares facilities and/or resources with another type of library, such as a public library, the unique aims of the school library must be acknowledged and maintained.
Goals of the school library
The school library is integral to the educational process. The following are essential to the development of literacy, information literacy, teaching, learning and culture and are core school library services:
* supporting and enhancing educational goals as outlined in the school's mission and curriculum;
* developing and sustaining in children the habit and enjoyment of reading and learning, and the use of libraries throughout their lives;
* offering opportunities for experiences in creating and using information for knowledge, understanding, imagination and enjoyment;
* supporting all students in learning and practising skills for evaluating and using information, regardless of form, format or medium, including sensitivity to the modes of communication within the community;
* providing access to local, regional, national and global resources and opportunities that expose learners to diverse ideas, experiences and opinions;
* organizing activities that encourage cultural and social awareness and sensitivity;
* working with students, teachers, administrators and parents to achieve the mission of the school;
* proclaiming the concept that intellectual freedom and access to information are essential to effective and responsible citizenship and participation in a democracy;
* promoting reading and the resources and services of the school library to the whole school community and beyond.
The school library fulfils these functions by developing policies and services, selecting and acquiring resources, providing physical and intellectual access to appropriate sources of information, providing instructional facilities, and employing trained staff.
Staff
The school librarian is the professionally qualified staff member responsible for planning and managing the school library, supported by as adequate staffing as possible, working together with all members of the school community, and liaising with the public library and others.
The role of school librarians will vary according to the budget and the curriculum and teaching methodology of the schools, within the national legal and financial framework. Within specific contexts, there are general areas of knowledge that are vital if school librarians are to develop and operate effective school library services: resource, library, and information management and teaching.
In an increasingly networked environment, school librarians must be competent in planning and teaching different information-handling skills to both teachers and students. Therefore they must continue their professional training and development.
Operation and Management
To ensure effective and accountable operations:
* the policy on school library services must be formulated to define goals, priorities and services in relation to the school's curriculum;
* the school library must be organized and maintained according to professional standards;
* services must be accessible to all members of the school community and operate within the context of the local community;
* co-operation with teachers, senior school management, administrators, parents, other librarians and information professionals, and community groups must be encouraged.
Implementing the Manifesto
Governments, through their ministries responsible for education, are urged to develop strategies, policies and plans which implement the principles of this Manifesto. Plans should include the dissemination of the Manifesto to initial and continuing training programmes for librarians and teachers.
The Intergovernmental Council of the UNESCO General Information Programme approved the text of the School Library Manifesto at its meeting in December 1998 and it was ratified by the UNESCO General Conference in November 1999.
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"Designed by God"
Is this world designed by an intelligent and loving God, or have we come into being by accident or chance? Is there evidence of an intelligent designer or did we evolve from non-living matter? Hello I'm Phil Sanders and we're In Search of the Lord's Way. Stay tuned.
Welcome to In Search of the Lord's Way. We're here to search God's Word, because we love Him and we want to please Him. Since the Bible is divine in origin, it teaches us the truth. We want nothing more and nothing less than the truth. We "buy the truth" and aren't willing to sell it. Thanks for spending time with us today. We love to hear that you're watching or listening. And we want to be a part of your life each week.
A person's view of the beginning affects his whole outlook on life. We must all deal with questions such as: Who am I? Where did I come from? Does my life have a purpose? And am I of any value? What we believe about our origin will determine how we see ourselves and our place in life. If we consider ourselves merely as a complex animal which evolved from a one-celled creature, we'll have a pretty uncertain view of life. But if we consider ourselves unique individuals made in the image of God with an eternal destiny, then there is great reason and meaning to our existence.
Charles Darwin taught that man evolved over time from other species through the process of natural selection or what is better known as "survival of the fittest." A biologist who followed Darwin's thinking said, "that man is the result of a purposeless and natural process that did not have him in mind." The Bible, however, teaches in Genesis 1 that God created the world and all of the creatures within it. Male and female, they were to reproduce after their own kind. About man, God specifically says in verses 26 and 27 that He made man in His own image and gave him, man dominion over all the earth. These views are very far apart and cannot both be true. So, what we believe about how we came to exist makes a great difference in how we see ourselves.
Now we offer printed copies, or a CD of our study and they're free, so mail your request to In Search of the Lord's Way, P.O. Box 371, Edmond, OK 73083 or send an e-mail to [email protected]. Or, if you like, call our toll-free telephone number. Now we'll pay for the call. And that number is 1-800-321-8633. We also stream this program on our website www.searchtv.org.
Well the Edmond church will now worship in song, we'll read from Psalm 139:13 to 16. And we'll explore how we were designed by God.
Our reading today comes from Psalm 139, verses 13 to 16. "For You formed my inward parts; You wove me in my mother's womb. I will give thanks to You, for I am fearfully and wonderfully made; Wonderful are Your works, And my soul knows it very well. My frame was not hidden from You, When I was made in secret, And skillfully wrought in the depths of the earth; Your eyes have seen my unformed substance; And in Your book were all written, The days that were ordained for me, When as yet there was not one of them." That's a reading from Psalm 139. Let's pray together. Father, we're so grateful for Your love, and we're so thankful that in Your wisdom and power, that You made us and designed us to be the people that we are. And Father help us to love You, and may Your will be done on earth as it is in heaven. In Jesus name, Amen!
Genesis 1:1 says: "In the beginning God created the heavens and the earth."
The word "created" means "to call into being something that never previously existed." God simply spoke, and something came into existence. God created the world and everything that's in it, every plant and every animal. Last He created man in His own image. The Bible says in Hebrews 11 and verse
3, "By faith we understand that the universe was created by the word of God, so that what is seen was not made out of things that are visible."
Now believing God intelligently created the world and everything in it is not a blind leap of faith. It's built on observing all the order and purpose that's evident in the world. Proverbs 3 and verse 19 says: "The LORD by wisdom founded the earth; by understanding He established the heavens." God purposefully designed the world and all His creatures with wisdom and understanding. And the more we study this world and the human body, the more we realize the order and the purpose that God put into everything that He made.
But those who reject faith in God suggest a different way to explain the existence of life. Some claim that life evolved from non-living matter; but if we rule out God, then the origin of life is a mystery. It's a great leap of faith to assume that life could come from non-living matter. They think there was a gradual development of complex molecules from the basic elements until they finally became molecules that could reproduce themselves and are assumed to be living.
Well evolutionists once spoke of the primordial soup that spawned life, but many now question that since they learned of how complex life really is. The basic building blocks of life are proteins that make up our DNA. The DNA provides the information or intelligence needed to reproduce the proteins which give us life.
Now each protein is quite complex. It doesn't just happen. Protein molecules are made up of a complicated series of amino acids that are ordered by the various genes in our DNA. Sir Fred Hoyle, one of England's prominent scientists argued that the chance of higher life-forms emerging accidentally from non-living matter is comparable to a tornado making a Boeing 747 jet out of a junkyard.
Living cells use over 75 special kinds of proteins and RNA molecules to make one protein following DNA's instruction. And what we know about airplanes convinces us that their flight is the result of creative design. What scientists know about the way living cells make protein suggests, just as clearly, that life also is the result of creative design.
Now in 2004 prominent British philosopher and proponent of atheism Professor Antony Flew renounced his atheism. Why? He said because "the argument to intelligent design is enormously stronger than it was when I first met it. It now seems to me," he says, "that the findings of more than fifty years of DNA research have provided materials for a new and enormously powerful argument to design." Flew had to admit he "had to go where the evidence leads." And that's to believe in a Creator.
Now evolutionists once believed that man had vestigial organs, body parts that lost all or most of their original function. There were supposed to be 180 such vestigial organs in humans. Well this list included such things as the tailbone, and the appendix, even parts of the ear and eye. And now that list is almost obsolete. Medical science discovered that these organs played very essential roles and were not "useless."
What these organs teach us is that God had a special purpose behind everything that He has made. Psalm 139:13 to 15 says, as we read, "For You (that is God) formed my inward parts; You wove me in my mother's womb. I will give thanks to You, for I am fearfully and wonderfully made; Wonderful are Your works, And my soul knows it very well. My frame was not hidden from You, when I was made in secret, And skillfully wrought in the depths of the earth."
Now evolution, according to Darwin, is in a continual state of motion, with gradual change happening over long periods of time. He believed the fossil record should be filled with examples of transitional forms from one species, or one kind of animal into another; now these forms go from the less complex to the more complex. But paleontologists didn't find these transitional forms. They found gaps in the fossil record. There was no evidence of transformational intermediates between documented fossil species.
Now many people forget the number of hoaxes that evolutionists have posed to support their theory. They put forth "missing links" between apes and men. They believed the fossil records would show how one kind of animal evolved into another, but none of the fossils ever showed a transitional link between one creature and another.
Now instead of gradual change as evolutionists expected, what they found were sudden appearances of new species and the overlapping in time of species. One evolution scientist, S. M. Stanley, admits, that "Species that were once thought to have turned into others have been found to overlap in time with these alleged descendants. In fact, the fossil record does not convincingly document a single transition from one species to another."
The first fossil hoax was Java Man found in 1891. They said they found a missing link, and what was the evidence? They found a skullcap, three teeth, and a femur or thigh-bone. They found the thighbone 50 feet from the skull a year later, and it didn't come from the same individual. The skull came from an ape, while the leg bone came from a human.
Well second, Neanderthal man was found in France in 1908. Neanderthal man was thought to be ignorant, ape-like, stooped and knuckle-dragging. But the evidence proved that Neanderthal man was just as human as we are, and his stooped appearance was because of arthritis and rickets.
Neanderthals are now recognized as skilled hunters, believed in after-life, and even skilled surgeons. They found one Neanderthal skeleton whose withered right arm had been amputated above the elbow.
Third, there's Piltdown Man who was found in 1912 in a village named Piltdown in England. It was no missing link; it was merely an early human. And the evidence came from a human skull and a jawbone of an orangutan. Well this deception lasted more than forty years before it was proven to be a hoax.
Fourth, there is Nebraska Man who was found in 1992 in western Nebraska near Snake Brook. Some scientists said this was the missing link until they discovered the fossil was only the single tooth of an extinct wild pig.
Fifth, there is 'Lucy,' this is the popular name given to a famous fossil skeleton found in 1974 in Ethiopia by American anthropologist Donald Johanson. Now to many, Lucy is regarded as a certain link between ape-like creatures and man and supposedly proves evolution. But "Lucy" was not human at all; she was a chimp-like animal, very different from humans.
Rather than look to fossils for imaginary missing links, perhaps we should look to the amazing design that's right in front of us. This purposeful design all around us argues for an intelligent designer. And that designer is God. He's the only one with the unlimited power and wisdom to create us. Revelation 4 verse 11 says, "Worthy are You, our Lord and our God, to receive glory and honor and power; for You created all things, and because of Your will they existed, and were created."
Microbiologists tell us of the utter complexity of a single, living cell. Benjamin Miller and Ruth Goode said, "That the cell has been likened to a power plant, a furnace, a chemical laboratory. In its reproductive functions it's been described as a factory complete with manager's office, files of blueprints and plans, intercommunication system, assembly line with foremen and workers."
They said that "None of these fanciful analogies does justice to the living cell. All of these manmade systems put together, however ingenious and efficient, could not reproduce the functioning of this single unit of life, that's too small to be seen with the unaided eye." My friend, Wayne Jackson, in his book, The Human Body—Accident or Design?, asks, "If the living cell is more 'ingenious' than any 'man-made system, who made it? Are we to conclude it just happened? That's wholly illogical."
The human body is an engineering miracle. It's indeed fearfully and wonderfully made. We have trillions of cells in our bodies, and they're marvelously designed and show their function. For instance, the human red-blood cells are saucer-shaped and fairly flat, permitting the transfer of oxygen and carbon dioxide throughout the body. Nerve cells, on the other hand, "have long, thin extensions to transmit messages." Hebrews 3 and verse 4 says, "For every house is built by someone, but the builder of all things is God." Now these exceptionally complex cells didn't just happen! God designed and built them for their functions. And only a wise God could make them!
Charles Darwin in the Origin of Species said, "If it could be demonstrated that any complex organ existed, which could not possibly have been formed by numerous, successive, slight modifications, my theory (that is the theory of evolution) would absolutely break down." Then he added, "But I can find no such case." However on page 167 of the Origin of Species, Darwin spoke of the eye. And he said, "To suppose that the eye…could have formed by natural selection, seems, I freely confess, absurd in the highest degree possible." You see, even then, Darwin doubted himself. He did not know in 1859 what we know today about the eye.
Now you're watching me because God gave you eyes and listening because God gave you ears. Bioengineer John Lenihan said, "That the eye is an exceptionally sensitive optical instrument displaying many striking features of design and performance; even the windscreen washers and wipers (that is, in your eye) have not been forgotten."
Just think! Your eye can see moving images by the thousands as they change. Your eye makes adjustments to the amount of light, to distance, and to angle automatically. Every camera we own was patterned after the eye. Wayne Jackson argues, "If the function of the camera demands that it was 'made,' doesn't it stand to reason that the more complex human camera, the eye, must also have had a Maker?"
Likewise, the ear is a marvel. Using membranes like the eardrum, small bones, muscles that amplify the sound inside your ear, and 25,000 auditory receptors, the brain is able to receive these vibrations and interpret whether they come from thunder, or a voice, or from thousands of other tones that we hear.
One authority says, "Amazingly, the inner ear, although no bigger than a hazelnut, contains as many circuits as the telephone system of a good-sized city." Can you believe that a city's telephone system could design itself or just happen by accident? Your ear is far more sophisticated than this microphone that I'm wearing. Did this microphone just happen or did someone make it?
You're watching me, because God gave you a mind that can understand sights and sounds. How did material things by themselves ever produce consciousness? How did we ever become aware of ourselves and of other things around us? How did material things by themselves ever produce language? Language demands the organization of words and symbols that are understood by more than one mind. How did language pass from one person to another? Now you're listening and reasoning about what I am saying. How did you gain the ability to reason? One more thought: where did your sense of right and wrong come from? Surely you didn't get that from material things.
The Bible says in Romans 1 and verse 20, "For since the creation of the world His invisible attributes, His eternal power and divine nature, have been clearly seen, being understood through what has been made, so that they are without excuse." Oh let's be grateful for all that God has done in giving us this marvelously designed world and life. Every bone, muscle, organ, and tissue shouts that God made us in His image. Let's pray together. Oh heavenly Father, we're grateful for the love, the wisdom, and the power that You have shown in making us. And may we love You enough to do Your will on earth as it is in heaven. In Jesus name, Amen!
Let's see, the fossil record doesn't give us any "missing links" or intermediate forms showing the transition from one species to another. And, the body itself shows us an incredible amount of design. Well these facts make it reasonable to believe that we've been created not products of natural selection. It takes far more faith to believe that non-living matter produced life than it does to believe in God. It takes far more faith to believe a reptile could gradually become a bird than it does to believe in creation. It takes far more faith to believe an eye or an ear were accidents of nature than to believe God designed them.
This world contains everywhere the marks of all-powerful and all-wise Designer, and that Designer is the one and only God. He is your God. He made you, gave you life, loves you, hears your prayers, and wants you to live with Him in heaven for an eternity. Now you can learn all about Him in the Bible. He gave us this precious book to answer our most important questions of life. It's the only book that will tell you where we came from, why we're here, and what will happen to us after we die.
Now to enter into a spiritual relationship with the Lord, believe in Him with all your heart, turn away from sin and follow His Word, confess the name of Jesus as the Son of God, and out of love be baptized into Christ. Now when you're immersed into Christ, you're baptized into His death. At that time the Lord will wash away your sins by His blood (Acts 22 and verse 16) and He will add you to His church. Now nothing you can do is more important than getting into a right relationship with the One who created you. We hope you'll do that today, and let us know about it.
Well we hope that today's study of God's Word and God's creation has blessed you. If you want a free printed copy, or CD of this message, "Designed by God," then mail your request to In Search of the Lord's Way, P.O. Box 371, Edmond, OK 73083 or send an e-mail to [email protected].
Or you can call the Search office toll-free at 1-800-321-8633. Now all our programs appear online at searchtv.org. You'll find them in a printed, audio, or video format. We also offer free study sheets online to go along with our programs. We would also love to send you a free Bible Correspondence Course. Now if you want one, just let us know.
We do ask that you please attend worship at one of the churches of Christ in your area. They support us, and they're the reason that we never ask for money on this broadcast. They love guests, and you'll be glad you worshiped with them. Well we'll be back next week, Lord willing. So we ask that you keep searching God's Word with us and tell a friend about the program. We're always looking for people who want to watch and to know about God's Word, and about His way. You know God is such a wonderful God who loves us so much. That's why telling someone about Jesus is so important. Well as always we tell you keep studying with us and tell a friend about the program. God bless you and we love you from all of us at In Search of the Lord's Way.
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THE BIRTH OF MEDICARE
1935
1945
1946 – 49
Midway through the Great Depression, President Roosevelt signed the Social Security Bill into law noting, "This law, too, represents a cornerstone in a structure which is being built, but is by no means complete." The original plan to include health insurance and medical care benefits was dropped under pressure from physicians and the insurance industry.
President Truman's proposals for comprehensive national health insurance was defeated by the American Medical Association (AMA) — backed by the hospital, drug, and insurance industries.
Truman and other supporters proposed expansion of Social Security and inclusion of national health insurance. Opponents, including the AMA and healthcare industry, killed the effort, branding it — at the height of the Cold War — as "socialized medicine" in the most expensive public relations campaign in U.S. history to date.
MEDICARE AND CIVIL RIGHTS LAWS LEAD TO DESEGREGATION OF U.S. HOSPITALS
The 1964 Civil Rights Act made discrimination in federally funded programs illegal, which meant that after Medicare was enacted, hospitals and other facilities that wished to receive Medicare reimbursement had to integrate. More than 1,000 hospitals opened their doors to black patients and extended physician privileges to black doctors in order to receive Medicare funding. Additionally, black medical and nursing students won access to physician and nurse training programs.
1965
President Johnson signs Medicare and Medicaid into law on July 30, 1965. Medicare initially provided federal health insurance for the elderly (over 65) and for poor families. Within the first year, 19 million Americans enrolled.
MEDICARE'S IMPACT ON WOMEN
The passage of Medicare marked a key milestone in women's economic security and a major contribution to reducing income equality in old age between men and women. Currently 56 percent of elderly Medicare beneficiaries are women.
MEDICARE TODAY
Medicare provides health insurance coverage to more than 55 million Americans, roughly 17 percent of the population, including 46.3 million people ages 65 and older and 9 million people with permanent disabilities under age 65.
Medicare is more cost effective than private health insurance. According to the 2013 Medicare Trustee's Report, Medicare spends about 1.6 percent on administration and overhead while reports show that private insurance overhead and profits average 18 percent, about $185 billion a year. As much as one-fourth to one-third of private health insurance expenditures are for advertising, executive compensation, real estate, and Wall Street investments.
Medicare contributes to higher life expectancy and dramatically reduced poverty among seniors.
Medicare has wide public support; 60 percent of Americans polled say they do not want to see Medicare cut, compared to 70 percent who support some cuts in defense spending.
WHY WE NEED MEDICARE FOR ALL
Despite passage of the Affordable Care Act (ACA), 30 million people will remain uninsured between 2016 and 2024.
Since passage of the Affordable Care Act, 21 states have refused to expand Medicaid coverage, denying health coverage to 4.3 million people are eligible under the ACA.
All other industrialized countries guarantee healthcare to their citizens, not just the elderly or disabled.
The United States leads all countries in spending on healthcare, at an estimated $9,255 per person, but falls well behind other industrialized nations in access, cost to patients, and health outcomes. For example, the United States ranks 27th out of 36 Organisation for Economic Co-operation and Development (OECD) countries in life expectancy and number one in obesity.
62 percent of all personal bankruptcies in the United States are linked to medical bills or illness and three-quarters of those bankrupted had health insurance when they got sick.
LEGISLATION
Currently there are two bills pending that would dramatically expand access to healthcare in the United States: H.R. 1200, the American Health Security Act of 2015, introduced by U.S. Rep. Jim McDermott and H.R. 676, a bill to expand Medicare for All, introduced by U.S. Rep. John Conyers. Both bills would guarantee a full range of medical services, including primary care, dental, prescription drugs, mental health, and long-term care and place no restrictions on choice of physician or healthcare provider.
Paul Ryan's Plan to "Save" Medicare Would Kill It
Congressman Paul Ryan, chair of the powerful House Budget Committee, knows Medicare is a popular, public program so he's been careful to message his plan to dismantle it as a rescue. However, Ryan's proposals would so radically alter and reduce Medicare, it would die.
Ryan's scheme would:
Replace guaranteed Medicare with a voucher system that shifts more medical costs to patients
Reduce coverage for many, including for preventive care and prescription drugs
Shrink the pool of providers, leading to delays in care or possibly no care at all
Raise the Medicare eligibility age from 65 to 67, leaving many 65- and 66-year-olds without health coverage, who would currently be covered
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HOUSING_____________________________________________________________
HOUSING CHARACTERISTICS
The following is an inventory of the existing housing units, their age, condition and price. Future trends are estimated by data collected regarding building permits and certificates of occupancy over the past few years.
Exhibit 49: Villa Rica Types of Housing
| | Category | | Location | | 1980 | | 1990 | 2000 |
|---|---|---|---|---|---|---|---|---|
| Total Housing Units | | United States | | NA | | 102,021,752 | | |
| | | | Georgia | | NA | | 2,638,418 | 2,107,317 |
| | | CF Region | | 62,701 | | 82,520 | | |
| | | | Villa Rica | | 1215 | | 2498 | 1812 |
| Single Units detached | | United States | | NA | | 60,261,836 | | |
| | | | Georgia | | NA | | 1,638,847 | 2,107,317 |
| | | CF Region | | 48,113 | | 57,249 | | |
| | | | Villa Rica | | 1044 | | 1676 | 1405 |
| Single Units attached | | United States | | NA | | 5,373,235 | | |
| | | | Georgia | | NA | | 1638847 | 2,107,317 |
| | | CF Region | | 670 | | 792 | | |
| | | | Villa Rica | | 15 | | 55 | 8 |
| Double Units | | United States | | NA | | 4,904,645 | | |
| | | | Georgia | | NA | | 89,368 | 90,370 |
| | | CF Region | | 2425 | | 2492 | | |
| | | | Villa Rica | | 101 | | 129 | 164 |
| 3 to 9 Units | | United States | | NA | | 9,819,483 | | |
| | | | Georgia | | NA | | 276,220 | 305,920 |
| | | CF Region | | 3330 | | 5211 | | |
| | | | Villa Rica | | 23 | | 155 | 129 |
| 10 to 19 Units | | United States | | NA | | 4,894,415 | | |
| | | | Georgia | | NA | | 138,876 | 129,276 |
| | | CF Region | | 749 | | 1,773 | | |
| | | | Villa Rica | | 0 | | 27 | 27 |
| 20 to 49 Units | | United States | | NA | | 3,862,110 | | |
| | | | Georgia | | NA | | 55,704 | 57,825 |
| | | CF Region | | 244 | | 356 | | |
| | | | Villa Rica | | 0 | | 0 | 18 |
| 50 or more | | United States | | NA | | 4,388,824 | | |
| | | | Georgia | | NA | | 38,103 | 97,628 |
| | | CF Region | | 596 | | 245 | | |
| | | | Villa Rica | | 6 | | 0 | 8 |
| | | United States | | NA | | 7,398,191 | | |
| | | | Georgia | | NA | | 305,055 | 394,938 |
| | | CF Region | | 6,574 | | 13,830 | | |
The 2000 Census shows a decrease in housing units between 1990 and 2000. However, this is not indicative of a decrease in population but rather, reflects a deannexation of property from the corporate limits of Villa Rica.
Condition and age of housing is an important consideration when planning to decrease the number of substandard housing in the city. The following is a comparison of standard and substandard housing in the state, county and city. As expected the standard housing numbers increase and substandard housing numbers decrease. The exception is the state numbers. Substandard housing increased 4% from 1990 to 2000.
Exhibit 50: Villa Rica Condition of Housing (1980-2000)
Source: U.S Census Bureau
| | Category | | Location | | 1980 | | 1990 | | 2000 |
|---|---|---|---|---|---|---|---|---|---|
| Complete Plumbing Facilities | | Georgia | | NA | | 2609956 | | 3252197 | |
| | | CF Region | | 58,589 | | 81,116 | | 103,719 | |
| | | Carroll | | 19,439 | | 27,375 | | 33,815 | |
| | | Douglas | | 17,460 | | 26,383 | | 34,713 | |
| | | Villa Rica | | 1129 | | 2451 | | 1796 | |
| Lacking Plumbing Facilities | | Georgia | | 35,769 | | 28,462 | | 29,540 | |
| | | CF Region | | 4256 | | 1404 | | 1077 | |
| | | Carroll | | 882 | | 361 | | 252 | |
| | | Douglas | | 298 | | 112 | | 112 | |
| | | Villa Rica | | 86 | | 47 | | 16 | |
Exhibit 51: Villa Rica Age of Housing (1980-2000)
| Category | | Location | | 1980 | | 1990 | 2000 |
|---|---|---|---|---|---|---|---|
| | Georgia | | 296,662 | | 212,294 | | |
| | CF Region | | 14,997 | | 10,516 | | |
| | Carroll | | 3,835 | | 2,768 | | |
| | Douglas | | 1223 | | 742 | | |
Source: U.S. Census Bureau
Villa Rica shows a marked decrease in substandard housing from 1980 to 2000. This is a decrease of 19% over the last twenty years.
Exhibit 52: Villa Rica Housing Occupancy Characteristics (1980 – 2000)
Source: U.S. Census Bureau
| | Category | | Location | | 1980 | | 1990 | 2000 |
|---|---|---|---|---|---|---|---|---|
| Total Households | | | Georgia | | 1,869,754 | | 2,366,615 | 3,007,678 |
| | | Region | | NA | | 7,119 | | |
| | | | Carroll | | NA | | 27,736 | 34,067 |
| | | Douglas | | NA | | 26,495 | | |
| | | | Villa Rica | | NA | | 2,498 | 1,769 |
| Housing Units Vacant | | Georgia | | NA | | 271,803 | | |
| | | | Region | | NA | | 7,119 | 7,575 |
| | | Carroll | | NA | | 2,366 | | |
| | | | Douglas | | NA | | 2,218 | 2,003 |
| | | Villa Rica | | NA | | 166 | | |
| Housing Units owner Occupied | | | Georgia | | 1,215,206 | | 1,536,759 | 2,029,293 |
| | | Region | | 41,109 | | 52,603 | | |
| | | | Carroll | | 13,297 | | 17,616 | 22,259 |
| | | Douglas | | 14,067 | | 18,880 | | |
| | | | Villa Rica | | 772 | | 1,553 | 862 |
| Housing Units Renter Occupied | | Georgia | | 654,548 | | 829,856 | | |
| | | | Region | | 17,736 | | 22,798 | 27,064 |
| | | Carroll | | 5,705 | | 7,754 | | |
| | | | Douglas | | 2844 | | 5397 | 8267 |
| | | Villa Rica | | 400 | | 779 | | |
| Owner to Renter Ratio of Vacancy | | | Georgia | | NA | | 0.32 | 0.51 |
| | | Region | | NA | | NA | | |
| | | | Carroll | | NA | | NA | 0.54 |
| | | Douglas | | NA | | NA | | |
| | | | Villa Rica | | NA | | NA | 1.18 |
| Owner Vacancy Rate | | Georgia | | NA | | 2.36 | | |
| | | | Region | | NA | | NA | 2.178 |
| | | Carroll | | NA | | NA | | |
| | | | Douglas | | NA | | NA | 2.31 |
| | | Villa Rica | | NA | | NA | | |
| Renter Vacancy Rate | | | Georgia | | NA | | 12.36 | 8.46 |
| | | Region | | NA | | NA | | |
| | | | Carroll | | NA | | NA | 8.38 |
| | | Douglas | | NA | | NA | | |
| | | | Villa Rica | | NA | | NA | 14.44 |
The following tables indicate the median housing costs for the state region, Carroll County, Douglas County and Villa Rica. These numbers indicate that housing costs in the Chattahoochee-Flint region are below state averages and that Villa Rica's housing costs are below those in the region. Villa Rica's median property values are 18% below the Georgia average.
Exhibit 53: Villa Rica Housing Costs (1980-2000)
Source: U.S. Census Bureau
| | Category | | Location | | 1980 | | 1990 | | 2000 |
|---|---|---|---|---|---|---|---|---|---|
| Median Property Values | | Georgia | | $23,100 | | $71,278 | | $100,600 | |
| | | Region | | NA | | $58,057 | | $94,154 | |
| | | Carroll | | $32,000 | | $60,200 | | $87,800 | |
| | | Douglas | | $41,100 | | $73,400 | | $99,600 | |
| | | Villa Rica | | $22,500 | | $53,400 | | $82,200 | |
| Median Rent | | Georgia | | $153 | | $365 | | $505 | |
| | | Region | | NA | | $270 | | $388 | |
| | | Carroll | | $126 | | $351 | | $378 | |
| | | Douglas | | $189 | | $549 | | $620 | |
| | | Villa Rica | | $85 | | $338 | | $350 | |
The following tables show the extent that homeowners and renters are cost burdened. Any household that spends more than 30% of their total monthly income on home costs (mortgages, utilities, insurance, etc.) is considered to be cost burdened. Expenses exceeding 50% of income indicate severely cost burdened households.
Legend and Special Notes:
The data tables are broken out by the following income categories: 0 to 30% MFI (MFI30), 31 to 50% MFI (MFI50), 51 to 80% MFI (MFI80), and 81% of MFI and over (MFI100). HUD's adjusted median family incomes (MFI) are estimated for a family of four. HUD defines "any housing problems" as cost burden greater than 30% of income and/or overcrowding and/or without complete kitchen or plumbing facilities.
The Affordable Housing Units table provides an estimate of housing units "affordable" to Georgia's households. "Affordable" units are defined as units for which a renter would pay no more than 30% of their income for rent and an owner would pay less than or equal to 30% of annual gross income for annual owner costs.
HUD household types are defined as (1) elderly: one or two member households (family or nonfamily) with head or spouse age 62 or older; (2) small related households: non-elderly family households with two to four members; and (3) large related households: family households with five or more members. Subtracting these three household types from total households may derive data on "other" households. "Other" households are defined as households of one or more persons that do not meet the definition of an elderly household, small-related household, or large related household.
Please note the following disclaimer regarding this data on HUD's State of the Cities Data System web site:
Users of these data should be aware that the Census Bureau uses a special rounding scheme on special tabulation data. As a result, users should expect a small discrepancy between the data reported here and data reported from SF3 (such as total renter households). The SOCDS CHAS tables were created from very disaggregated files. These "base files" are also available from HUDUSER. On each of the SOCDS CHAS tables, we [HUD] indicate the source base file.
Source: U.S. Department of Housing and Urban Development, Comprehensive Housing Affordability Strategy 2000.
Available online: http://www.huduser.org/datasets/cp.html
Exhibit 54: Households with Housing Problems—Carroll and Douglas
| | | Total | | Elderly | | Small Family | | Large Family | | Total | | Elderly | | Small Family | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| MFI 30 | | | | | | | | | | | | | | | | |
| | Carroll | | 2,290 | | 534 | | 743 | | 126 | | 1656 | | 760 | | 538 | 127 |
| | Douglas | | 1,173 | | 155 | | 589 | | 107 | | 1,066 | | 317 | | 409 | 168 |
| MFI 50 | | | | | | | | | | | | | | | | |
| | Carroll | | 900 | | 86 | | 476 | | 93 | | 1237 | | 264 | | 602 | 201 |
| | Douglas | | 1,085 | | 168 | | 457 | | 144 | | 976 | | 183 | | 465 | 183 |
| MFI 80 | | | | | | | | | | | | | | | | |
| | Carroll | | 295 | | 12 | | 114 | | 114 | | 1,331 | | 140 | | 706 | 250 |
| | Douglas | | 865 | | 50 | | 386 | | 128 | | 1633 | | 183 | | 830 | 307 |
| MFI 100 | | | | | | | | | | | | | | | | |
| | Carroll | | 122 | | 0 | | 18 | | 96 | | 867 | | 88 | | 488 | 164 |
| | Douglas | | 161 | | 10 | | 55 | | 47 | | 1607 | | 129 | | 984 | 306 |
| MFI Total | | | | | | | | | | | | | | | | |
| | Carroll | | 3,602 | | 632 | | 1352 | | 429 | | 5,098 | | 1253 | | 2332 | 741 |
Exhibit 55: Households with Cost Burden 30-50%--Carroll and Douglas
| | | | Renter Households | | | | | | | | Owner Households | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | Total | | Elderly | | Small Family | | Large Family | | Total | | Elderly | | Small Family | | |
| MFI 30 | | | | | | | | | | | | | | | | |
| | Carroll | | 734 | | 194 | | 275 | | 22 | | 436 | | 269 | | 110 | 18 |
| | Douglas | | 187 | | 40 | | 98 | | 0 | | 172 | | 94 | | 54 | 14 |
| MFI 50 | | | | | | | | | | | | | | | | |
| | Carroll | | 646 | | 54 | | 345 | | 24 | | 694 | | 170 | | 342 | 91 |
| | Douglas | | 664 | | 89 | | 368 | | 24 | | 450 | | 91 | | 243 | 46 |
| MFI 80 | | | | | | | | | | | | | | | | |
| | Carroll | | 126 | | 12 | | 74 | | 0 | | 912 | | 80 | | 565 | 89 |
| | Douglas | | 633 | | 50 | | 298 | | 18 | | 1,222 | | 183 | | 633 | 148 |
| MFI 100 | | | | | | | | | | | | | | | | |
| | Carroll | | 24 | | 0 | | 14 | | 10 | | 912 | | 80 | | 565 | 89 |
| | Douglas | | 46 | | 0 | | 15 | | 0 | | 1,061 | | 129 | | 749 | 37 |
Exhibit 56: Household with Cost Burden >50%--Carroll and Douglas
| | | Total | | Elderly | | Small Family | | Large Family | | Total | | Elderly | | Small Family | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| MFI 30 | | | | | | | | | | | | | | | | |
| | Carroll | | 1,326 | | 320 | | 382 | | 48 | | 1,145 | | 479 | | 420 | 55 |
| | Douglas | | 819 | | 115 | | 412 | | 48 | | 833 | | 219 | | 345 | 107 |
| MFI 50 | | | | | | | | | | | | | | | | |
| | Carroll | | 124 | | 28 | | 73 | | 0 | | 440 | | 94 | | 251 | 14 |
| | Douglas | | 249 | | 69 | | 46 | | 20 | | 473 | | 92 | | 208 | 109 |
| MFI 80 | | | | | | | | | | | | | | | | |
| | Carroll | | 0 | | 0 | | 0 | | 0 | | 212 | | 52 | | 88 | 14 |
| | Douglas | | 25 | | 0 | | 0 | | 0 | | 248 | | 0 | | 164 | 28 |
| MFI 100 | | | | | | | | | | | | | | | | |
| | Carroll | | 0 | | 0 | | 0 | | 0 | | 73 | | 8 | | 33 | 14 |
| | Douglas | | 0 | | 0 | | 0 | | 0 | | 99 | | 0 | | 67 | 15 |
Exhibit 57: Affordable Housing Units—Carroll and Douglas
| | | | Renter Units | | | | | | | | Owner Units | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | Total | | 0-1 BR | | 2 BR | | 3+ BR | | Total | | 0-1 BR | | 2 BR | | |
| MFI 30 | | | | | | | | | | | | | | | | |
| | Carroll | | 3,635 | | 718 | | 1,497 | | 1,420 | | N/A | | N/A | | N/A | N/A |
| | Douglas | | 1,362 | | 202 | | 498 | | 662 | | N/A | | N/A | | N/A | N/A |
| MFI 50 | | | | | | | | | | | | | | | | |
| | Carroll | | 5,169 | | 1,347 | | 2,243 | | 1,579 | | 11,770 | | 232 | | 2,811 | 8,727 |
| | Douglas | | 2,254 | | 321 | | 1,002 | | 931 | | 9,298 | | 229 | | 1,564 | 7,505 |
| MFI 80 | | | | | | | | | | | | | | | | |
| | Carroll | | 1,131 | | 189 | | 460 | | 482 | | 6,797 | | 157 | | 973 | 5,667 |
| | Douglas | | 5,039 | | 1,370 | | 2,284 | | 1,385 | | 10,428 | | 129 | | 734 | 9,565 |
| MFI 100 | | | | | | | | | | | | | | | | |
| | Carroll | | 140 | | 34 | | 78 | | 28 | | 4,211 | | 66 | | 402 | 3,743 |
Exhibit 58: Renter and Owner Household—Carroll and Douglas
| | | | Renter Households | | | | | | | | Owner Households | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | Total | | Elderly | | Small Family | | Large Family | | Total | | Elderly | | Small Family | | Large Family | |
| MFI 30 | | | | | | | | | | | | | | | | | |
| | Carroll | | 3,111 | | 812 | | 994 | | 144 | | 2,778 | | 1,447 | | 789 | | 153 |
| | Douglas | | 1,560 | | 297 | | 696 | | 142 | | 1,581 | | 620 | | 492 | | 183 |
| MFI 50 | | | | | | | | | | | | | | | | | |
| | Carroll | | 2,032 | | 236 | | 1,035 | | 225 | | 2,572 | | 976 | | 1,041 | | 288 |
| | Douglas | | 1,327 | | 242 | | 596 | | 148 | | 1,921 | | 737 | | 730 | | 215 |
| MFI 80 | | | | | | | | | | | | | | | | | |
| | Carroll | | 1,876 | | 110 | | 970 | | 189 | | 4,702 | | 1,026 | | 2,502 | | 615 |
| | Douglas | | 2,116 | | 104 | | 1,007 | | 270 | | 4,510 | | 1,018 | | 2,213 | | 622 |
| MFI 100 | | | | | | | | | | | | | | | | | |
| | Carroll | | 2,170 | | 146 | | 1,186 | | 256 | | 12,209 | | 1,624 | | 8,139 | | 1,203 |
| | Douglas | | 3,289 | | 157 | | 1,401 | | 253 | | 16,571 | | 1,718 | | 11,182 | | 1,867 |
| Total | | | | | | | | | | | | | | | | | |
| | Carroll | | 9,189 | | 1,304 | | 4,185 | | 814 | | 22,261 | | 5,073 | | 12,471 | | 2,259 |
| | Douglas | | 8,292 | | 800 | | 3,700 | | 813 | | 24,583 | | 4,093 | | 14,617 | | 2,887 |
Many factors affect housing stock for any jurisdiction. The following tables show some of the factors that affect housing prices in Villa Rica.
Exhibit 59: Villa Rica Population by Age
| | Category | | 1980 | | 1990 | 2000 |
|---|---|---|---|---|---|---|
| TOTAL Population | | 3420 | | 6542 | | |
| 0 – 4 Years Old | | 247 | | 536 | | |
| 5 – 13 Years Old | | 496 | | 1029 | | |
| 14 – 17 Years Old | | 312 | | 333 | | |
| 18 – 20 Years Old | | 181 | | 365 | | |
| 21 – 24 Years Old | | 205 | | 372 | | |
| 25 – 34 Years Old | | 366 | | 1201 | | |
| 35 – 44 Years Old | | 396 | | 768 | | |
| 45 – 54 Years Old | | 359 | | 713 | | |
| 55 – 64 Years Old | | 351 | | 521 | | |
| 65 Years and Over | | 507 | | 704 | | |
The City of Villa Rica's population is aging. In 1980 the over 65 population was 507, in 1990 it was 704. The number appears to decrease in 2000 but the numbers are skewed due to a deannexation of property.
Exhibit 60: Villa Rica Household Income Distribution
| Villa Rica city: Household Income Distribution | | | | | |
|---|---|---|---|---|---|
| | Category | 1980 | | 1990 | 2000 |
| TOTAL Households | | 1172 | 2346 | | 1469 |
| Income less than $5000 | | 187 | 304 | | NA |
| Income $5000 - $9999 | | 214 | 190 | | 224 |
| Income $10000 - $14999 | | 208 | 288 | | 126 |
| Income $15000 - $19999 | | 187 | 245 | | 162 |
| Income $20000 - $29999 | | 121 | 481 | | 216 |
| Income $30000 - $34999 | | 65 | 222 | | 74 |
| Income $35000 - $39999 | | 51 | 217 | | 114 |
| Income $40000 - $49999 | | 19 | 207 | | 122 |
| Income $50000 - $59999 | | 14 | 80 | | 133 |
| Income $60000 - $74999 | | 4 | 79 | | 140 |
| Income $75000 - $99999 | | 12 | 33 | | 111 |
| Income $100000 or more | | 6 | 0 | | 47 |
Exhibit 61: Carroll County Average Household Size
| | Carroll County: Average Household Size | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Category | | 1980 | 1985 | 1990 | 1995 | 2000 | 2005 | 2010 | 2015 | 2020 | 2025 |
| Persons per Household | | 2.85 | 2.75 | 2.71 | 2.69 | 2.66 | 2.62 | 2.6 | 2.59 | 2.6 | 2.62 |
Household size for Carroll County has decreased over the last twenty years and is projected to continue decrease through the planning period. This means Villa Rica can expect a general decrease in house size that will result in smaller houses, but the per square foot cost is increasing. There should be no appreciable decrease in housing prices.
Exhibit 62: Carroll County Average Weekly Wages
| Carroll County: Average Weekly Wages | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Category | 1989 | 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | |
| All Industries | $333 | $353 | $367 | $375 | $387 | $392 | $406 | $429 | $444 | $471 | |
| Agri, Forestry, Fishing | | | | | | | | NA | | | NA |
| | 246 | 242 | 243 | 269 | 268 | 296 | NA | | NA | 341 | |
| Mining | NA | NA | NA | NA | NA | NA | NA | NA | NA | NA | |
| Construction | NA | 388 | 407 | 412 | 415 | 428 | 483 | 508 | 525 | 548 | 554 |
| Manufacturing | NA | 389 | 401 | 408 | 429 | 444 | 465 | 504 | 522 | 563 | |
| Transportation, Comm, Util | | | | | | | | 573 | | | 625 |
| | NA | 519 | 520 | 554 | 542 | 533 | 570 | | 637 | 615 | |
| Wholesale | NA | 423 | 447 | 465 | 466 | NA | 455 | NA | NA | NA | |
| Retail | NA | 203 | 213 | 224 | 226 | 233 | 229 | 236 | 239 | 254 | 268 |
| Financial, Insurance, Real Estate | NA | 419 | 430 | 437 | 469 | 476 | 495 | 509 | 542 | 543 | |
| Services | NA | 333 | 355 | 372 | 389 | 381 | 406 | 433 | 446 | 468 | 483 |
| Federal Gov | NA | NA | NA | NA | NA | NA | NA | NA | NA | NA | |
| State Gov | NA | NA | NA | NA | NA | NA | 466 | 495 | 490 | 504 | 513 |
| Local Gov | NA | NA | NA | NA | NA | NA | 362 | 383 | NA | NA | |
Exhibit 63: Villa Rica Commuting Times
| Category | 1980 | 1990 | 2000 |
|---|---|---|---|
| TOTAL Population by Travel Time to Work | NA | 2741 | |
| Under 10 Minutes or Work at Home | NA | 573 | |
| 10 to 29 Minutes | NA | 871 | |
| 30 to 59 Minutes | NA | 1007 | NA |
| 60 to 89 Minutes | NA | 274 | |
| 90 Minutes or More | NA | 16 | |
| Aggregate Travel Time | NA | NA | |
Commuting patterns for the City of Villa Rica indicate the average commuting time is thirty to fifty-nine minutes. This is an indication that most people who live in Villa Rica do not work in the city.
The City of Villa Rica predominant employment is the service industry, government and manufacturing. These predominant job categories conform to trends in employment throughout Georgia and the U.S. The housing market appears to be in line with the wages, but as Villa Rica expands in to Douglas County commuting trends may change to accommodate people commuting to Atlanta.
SPECIAL NEEDS HOUSING
Villa Rica special needs populations include people living with AIDS, homeless, workers, victims of domestic violence and the elderly.
People living with AIDS in Georgia number approximately 23,575. The Atlanta metropolitan statistical area (which includes Villa Rica) reported 16,423 cumulative AIDS cases among residents in June 2001. The Centers for Disease Control rates Atlanta as the tenth leading metropolitan area in the nation reporting the highest number of cumulative AIDS cases among residents.
According to the Georgia Department of Human Resources, " Georgia has the fourth fastest growing 60+ population and the third fastest growing 85+ population in the United States". The population of 60 and older is expected to increase 52.6 % between 1990 and 2010. In Census 2000, persons 65 and over occupied 16.5 % of housing units in Georgia. Individuals with AIDS in the city of Villa Rica do not have designated housing or living centers. Yet, according to the Carroll County Health Department there is not a significant AIDS population that would warrant a specialized housing.
The Carroll County Domestic Violence Center and Emergency Shelter service the victims of Domestic Violence and homeless individuals for Villa Rica. This facility is located at an undisclosed location in the City of Carrollton. It is a complete gated living center with 24-hour staff and supervision. The Shelter receives funds from local, state and federal sources. The shelter is typically able to house up to 30 residents; however this number is dependent on the case and size of families admitted. In special circumstances homeless individuals are issued vouchers to stay in a local hotel. This stay will not typically exceed five days. The shelter also holds classes and workshops to assist individuals outside of the shelter who are or were victims of domestic violence.
The shelter also holds GED classes to help local individuals obtain their GED to broaden their education and career opportunities. The caseload and number of persons serviced at the Shelter varies from fiscal year to fiscal year. Yet, the shelter will usually have serviced over 200 residents in a year.
The elderly residents within Villa Rica do not have any designated assisted living units or nursing homes. This is a growing but neglected segment of the population. For the elderly residents in Villa Rica they can receive Hospice or Home health care in their already exiting homes.
ASSESSMENT OF CURRENT AND FUTURE NEEDS
The number of housing units in the City of Villa Rica continues to grow and expand as metro-Atlanta continues to grow and edge westward down Interstate 20. The rapid pace in the past five years will continue as the projections forecast. Also, the city's number of building permits has rapidly increased in the past few years. As evident from the above tables Villa Rica has a variety of housing options. From the tables above it can be noted that traditionally single-family dwelling has dominated the housing market. However, with the metro area expanding the multi-family units are beginning to increase, especially near the Interstate 20 corridors. In the rent years the increased development offers more options for housing for all families within the city of Villa Rica.
Initiating or expanding housing directed for them could better serve the populations with special needs in Villa Rica. Of the special need populations within the city, Elderly, persons with HIV/Aids and victims of domestic violence or homeless, all of them must go outside of the city to find specified housing. The three special need groups that warrant housing are the elderly and the victims of domestic abuse and homeless individuals. There are several financial tools, Federal, State and local that could fund such an initiative, HUD Homeless Continuum of Care Programs, AIDS HOPWA Programs and Emergency Shelter Grants on federal and state levels.
The city of Villa Rica would benefit from the availability of an assisted living complex or a nursing home within the City limits. This would also create more skilled and professional jobs that would aid in helping residents stay within the city to work. This would lessen the bedroom characteristic of the town. The only barrier that exists to prevent a significant proportion of the community's nonresidents from living there is the fact that most of the land within the City has already been developed. Map 11 "Development Constraints" and Map 12 "Growth Alternatives" addresses some of these issues. There are areas, which are currently designated as Rural Development, which is vital to preserving the green space of the community. The city should minimize the conversion of undeveloped land at the urban periphery by encouraging redevelopment of sites closer to the downtown area or the existing urban core of the community. However, since most of the city has been developed Villa Rica should focus on developing desirable infill residential projects. This would also serve to increase the multifamily residences, which only composed 0.4% of Villa Rica's land use. Also, the city could enhance its existing supply of housing by identifying and encouraging innovative approaches to quality residential development, which expand housing opportunities and minimize public and private costs.
The housing element reveals that Villa Rica is a bedroom community to the nearby metro areas. Whereas this is good for the residential development the community must look at the economic effects of such. The low level of employment within the city forces its residents to commute outside the city limits. In the Villa Rica Downtown Master Plan the idea of incorporating mixed use areas would allow residential areas to generate economic vitality through the availability of jobs to all of those who live in the community.
The Villa Rica Downtown Master Plan will improve code enforcement programs and policy aimed at neighborhood revitalization and preservation. This will be implemented through the designation of housing districts while also incorporating architectural and landscaping design guidelines.
The cost burdened housing in Carroll County, in comparison to the local government's resident and non-resident workforces does not establish a deficiency in its economic base and housing affordability. Only a very small percent of the city's population is in the cost burdened group of 50% or more of their income. Most of those individuals appear to be part of the elderly population, which is not relative to the greater portion of the labor force. This would shift the focus back to providing specified housing for the aging population. Also, the data for both Douglas and Carroll County suggests that there is currently an adequate amount of affordable housing in comparison to individuals and households experiencing cost burdens.
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VillageApps - A platform to educate underprivileged communities in their mother tongue
Ibrahim Ghaznavi, Umar Muneer, Usman Shahid Shan Randhawa, Kashif Ali, Tapan Parikh, Umar Saif
Information Technology University University of California, Berkeley
{ighaznavi, umuneer, ushahid, srandhawa, [email protected] {kashif, [email protected]
ABSTRACT
Illiteracy is one of the biggest development challenges, especially in the developing regions. There are 785M adult illiterates in the world; one in every five people has little or no basic reading skills. Illiteracy poses the following challenges: It limits the ability to understand essential information, it increases unemployment, poverty and it has a negative impact on health.
dren in the fifth grade are unable to subtract two numbers and read a sentence in English [1]. Access to information in rural areas is sparse, and there is an acute shortage of primary-school teachers [9]. The main problems hindering educational activities in rural areas are: poor readability, difficulty in learning a new language, and textual illiteracy. The availability of reading material in a learner's mother tongue can improve reading skills [10].
In this study, we present VillageApps - a framework to educate underprivileged communities in their mother tongue. The paper details the platform, its functionality, and its initial evaluation on a group of 30 school-aged children. Our framework consists of a web and a mobile application; the web application provides an interface to upload content and record its page by page audio translation; the mobile application provides an interface to view each page and simultaneously listen to its audio translation.
Categories and Subject Descriptors
H.5.2 [User Interfaces and Presentation]: [User-centered design]
General Terms
Design, Human Factors
Keywords
ICTD; rural development; computing for development; mobile for development; literacy
1. INTRODUCTION
Pakistan's 5.5 million school-aged children do not attend school. In the province of Baluchistan, about half of the chil-
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ICTD '15,May 15 - 18, 2015, Singapore, Singapore
Copyright 2015 ACM 978-1-4503-3163-0/15/05 $15.00
http://dx.doi.org/10.1145/2737856.2737904.
Information and communication technologies can bridge the knowledge divide by enabling people to learn in their Mother tongue. VillageApps is a platform that provides reading illiterates access to educational content in their mother tongue.
2. ICTS FOR INFORMATION DISSEMINATION
This section discusses some existing innovative ICT solutions to spread relevant information to different groups of under-privileged rural communities.
2.1 Voice based solution for farmers
Knoche et al [4] use audio to share pertinent information with the illiterate farmers in their local language. The prime motive of this approach is to help farmers adapt to good farming practices by improving access to trustworthy information. It does not have pictorial or video multimedia support to aid the voice content.
2.2 Featherweight multimedia
Chu et al [2] combine printed paper brochures displaying categorization of the content, along with the number corresponding to each category, and a multimedia device which takes a number as an input and reads-out-loud its audio representation (in the native language). This approach requires printing equipment and some expertise to create customized information brochures.
2.3 Talking Book
Talking Book is a battery powered, portable gadget which stores and plays voice recordings. It disseminates important information created by local experts, to the rural communities in their native language [8]. Information can assist farmers, health care professionals and micro-finance organizations. It can be difficult to explain complex content i.e.
which is not very obvious or which is not already in their routine vocabulary.
2.4 Video Viewing Club
David et al [3]use multimedia video(s) to train farmers on complex technical topics. The study improved farmers knowledge of the topics covered in the videos. Some of the farmers complained about the length of the videos. Creation of videos is a complex process that requires specialized professionals. In such a scenario, a user does not have the luxury to proceed at his or her own pace.
2.5 Others
Avaaj Otalo - an interactive voice messaging forum for small-scale farmers to disseminate farming knowledge and also ask/answer question on a variety of issues [6]. It is a voice only learning technique for which users need to be familiar with IVR systems. Ramachandran et al proposed the use of mobile-phone videos to train health workers [7]. The video content was created using video clips and still images. As opposed to the video viewing club, it removed the constraint to view a video at a designated community center by enabling health workers to view video content at their home or any convenient location. Molapo et al also proposed a similar learning technique based on mobile phone videos to train health workers in Sierra Leone and Lesotho [5].
3. PROPOSED SOLUTION
With some limitations of the existing systems in mind we started our research to devise a platform which can enable learning in native language. The solution is designed to work for illiterate or lesser educated users.
3.1 Web application
Our framework consists of a web and a mobile application. The web application, as shown in Figure 1, provides an interface to the volunteer translators to upload(pdf), record and store voice translations of any useful content or book. All the voice-translations are stored page by page. Our application is accessible at: www.villageapps.org. The web application allow the following functionalities:
1. Anyone can explore already translated books;
2. Anyone can upload a pdf content/book;
3. Volunteer translator(s) can look for the books (pending translations);
4. Several translators can pool-in their time to collectively translate a book;
3.2 Mobile application
The mobile application, as shown in Figure 2, enables a user to browse through existing categories such as, education, health, news and weather(can add more). Each category can have a number of items. The mobile application only show books whose complete recordings are available for download. When a particular book is selected it allows following navigations:
1. Move to the next page;
2. Move to the previous page;
3. Play / pause control;
4. Return to category list;
Moving to the next or the previous page automatically plays the associated voice translation of that page. The navigation controls enable learning at user's customized pace.
4. INITIAL FIELD-TEST AND SURVEY
We conducted a survey on a group of 30 volunteer children to study the effectiveness of our framework. The volunteers were either early school drop-outs , or never attended school. The volunteers can speak and understand, but can not read Urdu. Using our Web-App a volunteer translator audio recorded page by page translation in Urdu language for the mathematics book of class 1. The book includes basic math lessons like number counting, sorting and comparison. A questionnaire was designed for each maths lesson to study the impact of our application on the learnability of the volunteers. We calculated the percentage of volunteers who answered correctly before and after taking mathematics lessons using our Mobile-App. Some interesting findings are as follows:
MCQs based questionnaire was designed to evaluate the performance of the participants(read-illiterate) in counting, comparison and sorting mathematics lessons. Each questionnaire was filled with the help of a volunteer reader. The counting questionnaire contain 9 questions, each question has 4 choices; a participant was requested to mark the correct choice for a question for example: Which of the following number if eight (options: 1,8,9,4)? Figure 3 shows the percentage of people who answered correctly. Column 2 and 3 shows the percentage of participants who correctly answered before and after taking the VillageApps mathematics tutorial, respectively. Column 4 shows the percentage difference (or improvement) between before and after tutorial scenarios.
Figure 3: Counting results
Figure 4 shows the percentage of people who answered correctly before and after taking the comparison lesson. After VillageApps tutorial there is a percentage improvement for all the questions except 2 comparison questions.
Figure 4: Sorting results
Figure 5 shows the percentage of people who answered correctly before and after taking the sorting lesson. Post VillageApps tutorial there is a percentage improvement for all the questions.
Figure 5: Comparison results
5. CONCLUSION AND FUTURE WORK
In this study, we examined the potential of VillageApps, a framework to disseminate information to the underprivileged communities in their mother tongue. We conducted an initial field-test on a group of 30 volunteers. We noticed that after taking the VillageApps basic maths tutorials, more participants were able to perform better in counting, comparison and sorting tests.
We are working with the government of Pakistan to create subject lessons for class 1-6 with the help of VillageApps framework. Government already has the content for class 610, which is currently being taught in 256 school all across Pakistan (content accessible at: http://elearn.punjab.gov.pk/)
6. REFERENCES
[1] Teaching and learning: Achieving quality for all. http://unesdoc.unesco.org/images/0022/002256/ 225660e.pdf. [Online; accessed 21-Dec-2014].
[2] G. Chu, S. Satpathy, K. Toyama, R. Gandhi, R. Balakrishnan, and S. R. Menon. Featherweight multimedia for information dissemination. In Information and Communication Technologies and Development (ICTD), 2009 International Conference on, pages 337–347. IEEE, 2009.
[3] S. David and C. Asamoah. Video as a tool for agricultural extension in africa: a case study from ghana. International Journal of Education and Development using ICT, 7(1):26–41, 2011.
[4] H. Knoche, P. S. Rao, and J. Huang. Voices in the field: A mobile phone based application to improve marginal farmers livelihoods. In Proceedings of SIMPE workshop, number EPFL-CONF-173172, 2010.
[5] M. Molapo and G. Marsden. The potential of mobile video as a medium for training low literate audiences.
[6] N. Patel, D. Chittamuru, A. Jain, P. Dave, and T. S. Parikh. Avaaj otalo: a field study of an interactive voice forum for small farmers in rural india. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pages 733–742. ACM, 2010.
[7] D. Ramachandran, J. Canny, P. D. Das, and E. Cutrell. Mobile-izing health workers in rural india. In Proceedings of the SIGCHI Conference on Human
Factors in Computing Systems, pages 1889–1898. ACM, 2010.
[8] C. Schmidt, T. J. Gorman, A. A. Bayor, and M. S. Gary. Impact of low-cost, on-demand, information access in a remote ghanaian village. In Proceedings of the 4th ACM/IEEE International Conference on Information and Communication Technologies and Development, page 43. ACM, 2010.
[9] A. K. Wong, S. Y. Tang, and M. M. Cheng. Teaching motivations in hong kong: Who will choose teaching as a fallback career in a stringent job market? Teaching and Teacher Education, 41:81–91, 2014.
[10] T. L. Zuze and V. Reddy. School resources and the gender reading literacy gap in south african schools. International Journal of Educational Development, 36:100–107, 2014.
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D100 Game with One Goalie - Alternate Ends
Key Points:
Insist on good habits. It is possible to have modified rules like at least one pass in each zone or goals must be on give and goes. Play full ice with either all the players at once or in shifts of about 45". There is a goalie at one end only.
Description:
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2. After a goal the scoring team get the puck quickly and go the other way.
3. The defending team must tag up at the red line before checking.
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CHAPTER 12: ADOPTION
For the sake of His only Son, Jesus Christ, God has been pleased to make all justified persons sharers in the grace of adoption, by means of which they are numbered with, and enjoy the liberties and privileges of children of God. Furthermore, God's Name is put on them, they receive the Spirit of adoption, and they are enabled to come boldly to the throne of grace and to cry 'Abba, Father'. They are pitied, protected, provided for, and chastened by God as by a Father. He never casts them off, but, as they remain sealed to the day of redemption, they inherit the promises as heirs of everlasting salvation.
Adoption is a legal word, and describes the way a person can become a son or daughter without being born of the parents. In the Bible the word occurs in Romans 8:15,23, Galatians 4:5, and Ephesians 1:5. We are children of God both by the new birth and by adoption.
(a) The ones God adopts: "all justified persons". God does not only declare the sinner to be righteous in Christ, but also a member of His family. It would be like a judge setting a criminal free and then bringing him into his own family! Adoption is such a great blessing, beginning from when we become Christians, but only complete when we receive the full inheritance on the last day (Romans 8:23, 1 John 3:2).
(b) The blessings of adoption: "they are numbered with, and enjoy the liberties and privileges of the children of God". This general statement is followed by a list of specific blessings:
1. "God's Name is put on them" – just as children bear the name of their father. Read 2 Corinthians 6:18, 1 John 3:1, Revelation 2:17, 3:12.
2. "They receive the Spirit of adoption" – it is one thing to have the legal name, but we also need the ability to know God as Father, and to bear His image. This the Holy Spirit does in us. Read Romans 8:15, Galatians 4:6.
3. "They are enabled to come boldly to the throne of grace and to cry 'Abba, Father' " – 'Abba' is the word 'father' in the Aramaic language, and is the more familiar word used in the family, like 'daddy'. This is how Jesus prayed (Mark 14:36). It is because Christians have God as their Father that we have the freedom of access into His presence. Read again Romans 8:15, Galatians 4:6.
4. "They are pitied" – Read Psalm 103:13-14.
5. (They are) " … protected" – like a father who jealously protects his children. Read Psalm 34:7, 121:1-8, 125:2.
6. (They are) " … provided for" – Jesus emphasized this fact in the Sermon on the Mount. Read Matthew 6:8,32, 7:7-11.
7. (They are) " … chastened by God as by a father" – Read Hebrews 12:5-11. His punishments are no longer as of a judge unto condemnation, but as of a father for our blessing.
8. "He never casts them off" – He will never reject us, or no longer count us as His children (see John 10:28-29). The Spirit of adoption is the guarantee of this. He is the 'seal' that shows us that God promise is true (2 Corinthians 1:22, Ephesians 1:13, 4:30). We must receive the full inheritance unto eternity (Romans 8: 17, Hebrews 1:14, 1 Peter 1:4).
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Pre- K through Kindergarten
- Backpack
- Large pencils
- Large crayons
- Washable Markers
- Scissors
- Glue Sticks
1 st through 3 rd Grade
- Backpack
- Pencils
- Pocket Folders
- Notebook
-
Crayons
- Pencil-top erasers
- Supply box
- Glue sticks
- Scissors
- Ruler
4 th through 6 th Grade
- Backpack
- Pencils
- Pocket folders
- Notebook
- Crayons
- Pencil-top erasers
- Supply box
- Glue sticks
- Scissors
- Ruler
- Water color paints
- Sketchpads
7 th through 8 th grade
Same as above plus:
- Colored pencils
- Wide-ruled notebook paper
- Dictionary
- Calculator
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Year Level: 1
Term 4, Week 3 & 4
Emotional
For the students to think about a
problem relating to the catastrophe
scale
Social
For the children to when sharing with
others
Cognitive
For the students to identify kindness in
their daily lives
Language
For the children to be specific when
asking for help and use questions
rather than statements.
Physical
For the children to be aware of
consequences of dangerous
behaviour such as pushing.
| Learning objectives | | Children’s current | | Staff/School/ Community |
|---|---|---|---|---|
| | | interests | | interests |
| Mathematics For the children to: -understand the difference between multiplication and division -revise addition -revise subtraction -revise place value English For the children to: -recognise the different ways poems are organised and published -become familiar with adjectives -recognise the different ways persuasive writing is organised and publish your own piece of writing Environmental For the children: - take responsibility when choosing the correct bins for their rubbish - to reuse paper wisely ie. get paper out of the scrap pile before getting a new piece Specialists Japanese: Practice their jikoshoukai (self introduction) ready for the Minato Ky visitors and to send to seesaw. To look at the Tanabata festival and write their wish to display in the classroom. To write a letter to give to the Minato Ku students and practice their jikoshoukai using the tellagami app Visual Arts: Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create Performing Arts: Explore roles, characters and dramatic action in dramatic play, improvisation and process drama Physical Education:Revise how to act in Sport Practice movement skills in gymnastics Health -Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings -Discuss the body’s reactions to participating in physical activities * Photographer and Reporter The children will demonstrate collaboration, conversation, negotiation and presentation skills when participating as either a photographer or reporter during investigation sessions. | - shops Halloween - basketball - Beanie Boos - books - cafe - craft - dragons - fairies and elves - flowers - gemstones - beading - Lego - Minecraft - movies - nippers - play dough - plays - post office - read - school - singing - Star Wars - tennis | | Tuesday 6th November -Melbourne Cup Day (no school) Monday 19th November -Bayside Swimming Begins | |
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115-17-2. Commercial sale of fish bait. (a) The following live species of wildlife may be commercially sold in Kansas for fishing bait:
(1) The following species of fish:
(A) Black bullhead (Ameiurus melas);
(B) bluegill (Lepomis macrochirus), including hybrids;
(C) common carp (Cyprinus carpio), including koi;
(D) fathead minnow (Pimephales promelas), including "rosy reds";
(E) golden shiner (Notemigonus crysoleucas);
(F) goldfish (Carassius auratus), including "black saltys";
(G) green sunfish (Lepomis cyanellus), including hybrids; and
(H) yellow bullhead (Ameiurus natalis);
(2) only species of annelids native to or naturalized in the continental United States;
(3) the following species of crayfish:
(A) Virile crayfish (Orconectes virilis);
(B) calico crayfish (Orconectes immunes); and
(C) white river crayfish (Procambarus acutus); and
(4) only species of insects native to or naturalized in Kansas.
(b) Gizzard shad (Dorosoma cepedianum) may be commercially sold only if dead.
(c) Wildlife listed in K.A.R. 115-15-1 or in K.A.R. 115-15-2 or prohibited from importation pursuant to K.S.A. 32-956, and amendments thereto, shall not be sold.
(d) Live aquatic bait shall be certified free of the following pathogens before import, according to K.A.R. 115-17-2a:
(1) Spring viremia of carp virus;
(2) infectious pancreatic necrosis virus;
(3) viral hemorrhagic septicemia virus; and
(4) infectious hematopoietic virus.
(e) Each distribution tank and each retail tank shall utilize a source of potable water or well water.
This regulation shall be effective on and after January 1, 2018. (Authorized by and implementing K.S.A. 2016 Supp. 32-807; effective Sept. 10, 1990; amended Nov. 30, 1998; amended Jan. 1, 2012; amended Jan. 1, 2017; amended Jan. 1, 2018.)
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blood is thicker than pdf
Blood is a body fluid in humans and other animals that delivers necessary substances such as nutrients and oxygen to the cells and transports metabolic waste products away from those same cells.. In vertebrates, it is composed of blood cells suspended in blood plasma.Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions ...
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Altitude training is the practice by some endurance athletes of training for several weeks at high altitude, preferably over 2,400 metres (8,000 ft) above sea level, though more commonly at intermediate altitudes due to the shortage of suitable high-altitude locations.At intermediate altitudes, the air still contains approximately 20.9% oxygen, but the barometric pressure and thus the partial ...
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BLOOD VESSELS (ARTERIES, VEINS and CAPILLARIES) 1. The Circulatory System is known as a closed system because the blood is contained within either the heart or blood vessels at all times â€" always flowing in one direction. The path is the same â€"
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What Heart Valves Do Heart valves open when the heart pumps to allow blood to flow forward, and close quickly between heartbeats to make sure blood does not flow backward.
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Ross and Wilson Human Anatomy and Physiology PDF 12th Edition - Free ebook download as PDF File (.pdf), Text File (.txt) or read book online for free.
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Blood blister are similar to normal blisters, except they fill with blood instead of the clear fluid in a standard blister. This MNT Knowledge Center article explains all about blood blisters, a ...
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Thick blood or hypercoagulability is a condition where the blood is thicker and stickier than usual. When a person has hypercoagulability, they are prone to excess blood clots.
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Highly stable, simple to collect, and easy to ship and store, Fingernail Drug Testing provides a test sample that is at the cutting edge of drug and alcohol testing. Fingernails are four times thicker than the typical strand of hair and often capture more substance than hair. Biomarkers become locked in keratin fibers along the entire length of the nail, and can be detected as early as 1-2 ...
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Polycythaemia, or erythrocytosis, means having a high concentration of red blood cells in your blood. This makes the blood thicker and less able to travel through blood vessels and organs.
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Reproductive Anatomy and Physiology of Cattle
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Summary
of the North-Great Plain Regional Energy Strategy
ENEREA Észak-Alföld Regional Energy Agency
Introduction
With an area of 17 729 km 2 and a population of one and a half million, the Northern Great Plains Region is the second largest among the seven statistical regions of Hungary. It consists of three counties:
[x] Jász-Nagykun-Szolnok (JNSZ) County,
[x] Hajdú-Bihar (HB) County,
[x] Szabolcs-Szatmár-Bereg (SZSZB) County.
Certain parts of the counties might belong to other counties but it is basically made impossible by the country border. However, there is a microregional identity which has developed on the basis of traditions as well as economic, social and cultural issues. Thus, regions are characterized more particularly by their microregions. All this is worth mentioning since they explain the heterogeneous character of the region.
It is particularly typical of SZSZB County that half of the microregions have no cities or towns resulting in the fact that regional development could not rely on the knowledge, economic strength and attraction of an urban settlement. As a consequence, half of the region has a different course of development.
The region is also characterized by a high unemployment rate. 45.3% of the population is employed whereas 10.8% is unemployed. It is to be noted that the region was affected by a high unemployment rate during the new economic crisis in 2008. While the unemployment rate of the region in 2000 was 75% of the national rate, in 2005 it was 55% and in 2008 it became as high as 124%!
The GDP per capita in the region is 2/3 of the national average.
The region has strong agricultural traditions. 34% of the total area of the orchards in Hungary can be found in SZSZB County just as 58% of the forests of the region.
With the exception of a few advantaged towns and microregions, the region is still searching for new opportunities. At the same time, Debrecen and Nyíregyháza show an outstanding progress.
In summary, the present state of the region is close to the average and its potentialities are very promising.
Why is a regional energy strategy needed?
When analyzing the situation of the region and the constituting counties, we have already mentioned that even in a region of the size of a county there are different characteristics, traditions and opportunities which should be taken into consideration when determining aims and purposes.
This is even more so in the case of a strategy, concept and action plan on the national level. Regional energy strategies are needed to make it possible for local strategies to open up ways for specific actions which can be determined only locally. If every region of the country works out a strategy which takes into account:
[x] the traditions of the microregions,
[x] the qualifications of the population (human resources),
[x] the features of the natural environment,
[x] the natural relationships reaching beyond the borders of the county, the region and the country,
[x] cumulative knowledge in universities, research and development organisations,
[x] the organizing and coordinating capacity of the local councils,
[x] the endeavours of the players in the economy,
[x] the helpfulness of the professional and civil organizations,
then there will be a national renewable energy strategy—reaching even beyond the borders — which will be regarded by the people as their own, and therefore it can be more easily realized.
National energy strategy and its regional influences
The Ministry of Economics has worked out its strategy on energy policy which has the security of supply, competitiveness and sustainability in the centre. The foundations of the long-term energy strategy must be rethought because the situation has changed radically since the last concept of 1993. The age of cheap energy is over. Hungary joined the European Union (in 2004) but at the same time it became the most defenseless among the EU countries in respect of natural gas.
As compared to the concepts of the past five years the new strategy means progress because it indicates that energy supply must be based on the requirements of the market. Nevertheless, it has been strongly criticized. Opponents of the concept argue that it is a reckoning or a description of the current situation in energy policy rather than a long-term strategy.
The strategy discusses such questions as national regulations in the energy sector and European Union regulations in the energy sector.
The structure of the utilization of Regional energy
In terms of structure, the region's utilization of energy does not differ from the national average.
The electricity and drinking water supply are nearly full-scope. The completeness of the sewage system varies region by region but on the whole it is around 80%.
The primary energy is natural gas which provides 50% of the energy used for heating. The traditional fuel of SZSZB County is firewood.
In the cities primary energy is typically natural gas just as in the larger townships whereas in small settlements it is firewood. To complement it, people often produce hot water with electric boilers. In these settlements the most commonly used energy source for cooking is Calor gas. In smaller settlements traditional electric bulbs are used most frequently whereas in towns and cities energy saving bulbs are becoming more and more popular. The use of electronic equipment for entertainment as well as electric domestic appliances can be regarded quite general. The degree of usage as well as modernization depends on age but in general it is also influenced by the size of the settlements.
SWOT Analysis
[x] Strengths
- Favourable natural circumstances for the utilization of some renewable energy sources
- Adequate capacity regarding renewable energy sources
- High potential for biomass (firewood) in Szabolcs-Szatmár-Bereg County
- High potential for energy plant both in Jász-Nagykun-Szolnok and HajdúBihar County
- High potential for biogas in Hajdú-Bihar County
- High potential for biofuels in Szabolcs-Szatmár-Bereg County
- Favourable geothermal energy potential in the whole area
- Favourable wind energy potential
- Favourable solar energy potential
- Favourable hydraulic power
- A regional energy agency works in the Northern-Great Plain Region
- Growing interest and demand for utilization of renewable energy sources
- Reduction in fossil energy consumption
- More intensive application of public workers to energy management
[x] Weaknesses
- Low proportion of renewable energy resources in energy consumption
- Fossil energy sources prevail
- Low environmental awareness among the society
- Mistrust and lack of information related to the application of renewable energy
- Lack of a network of advisers
- Financial problems at local governments
- Half of the micro-regions are in the category of ‗the most disadvantageous' and ‗the most disadvantageous with complex program'
- 80% of micro-regions are stagnant or lagging
[x] Opportunities
- The necessary human resources are available
- Green electricity supports the spreading of micro power plants (hydropower, solar energy, biogas)
- European Union requires the use of renewable energy resources
- Having resort to application resources
- Local government can join to the Covenant of Mayors
- Local government can give tax reduction for energy awareness enterprises
- Buying energy at the open market
- Establishing energy organizations in common with more settlements
- Initiating local energy programs
- Teaching pupils environmental and energy awareness behaviour
- Rising the price of fossil energy resources
- Use harmful materials (i.e. sewage sludge, animal and slaughterhouse waste etc.) for energetic purposes
[x] Threats
- Continuance of economic crisis
- Different natural circumstances over the region and inside the counties
- Government does not supports the heat production based on renewable energy
resources
- There is no harmony between cultivation of plants and demand of utilization
- There is a tension between agricultural and food production
- Longer drought period in the region
Future prospects
Strategic objectives in the field of energy use and efficiency in the region
The aim of the strategy is to set an optimistic but realistic objective for the utilization of renewable energy in Hungary in agreement with the European Union's concept of climate protection and energy set in 2007 for the period between 2007 and 2020.
The general directive of renewable energies to be worked out by the European Commission will contain the general national objectives of the member states, the sector objectives and the community's measures to implement these objectives. In order to realize the community objective, the member states must set their own national objectives taking the local features into consideration in respect of electric energy, cooling and heating as well as biofuels.
[x] Water Power
The generation of electricity in Hungarian hydroelectric power plants has never reached 1% of the total electricity produced in the power stations for public purposes, its current value is 183 GWh per year on the average. In Hungary only 4% of the water power potential is being realized. On the basis of preliminary surveys the construction of three power stations on the Danube, three on the Tisza and five on the Mura and the Dráva Rivers would make it possible to generate 585 GWh electric current per year.
At present there are no power stations on the Danube and the Drava. The Tisza has the Tiszalök Power Plant — which in Hungarian terms is big — with a capacity of 11,5 MW as well as the most recent Kisköre Hydroelectric Station with a capacity of 28 MW. The majority of the small and mini power plants operate on the Rába and the Hernád and on their tributaries. The utilization of water power on the Danube, the Tisza and the Dráva is a current issue. It must be added that there are more potentials in the use of small power stations.
[x] Wind-Power
Wind-power in industrial measures is utilized by the wind power plants which work for the national electric current network. In addition to this, in many places it would be worth considering the construction of small capacity (under 100 kW) wind generators or wind engines to satisfy local energy demands (e.g. electrification of farms, irrigation systems, water pumping etc).
One of the main possibilities of using wind power would be to operate wind power plants and wind power parks working for public networks. Based on calculations, the Hungarian Energy Office gave permission for the building of a wind power of a capacity of 330 MW. According to calculations, the Hungarian system management of electric power is incapable of receiving a higher amount of uncontrollable energy. Therefore, the capacity of controllable power stations must be increased together with the inclusion of the wind power stations in the electric power system.
[x] Solar Energy
To determine the potential of solar energy a number of factors must be taken into account. This means that any form of the utilization of solar energy is influenced by complex relationships. The possibilities of the utilization of solar energy are primarily determined by the development of global radiation. In Hungary there is an average of 2100 hours of sunshine bringing a thermal power of 1300 kWh/m 2 .
The two major fields of using electric power supply of solar cells (photovoltaic system) are as follows:
- autonomous electric current supply and
- its feeding into the direct electricity network.
At present in Hungary about 75% of all services fall in the category of autonomous power supply and 25% in the category of feeding into the direct electricity network. In the developed industrial countries the proportion of the latter is growing. This tendency will also prevail in Hungary but the role of the autonomous systems will also gwo in the areas without electric power supply.
[x] Biomass
Before the utilization of biomass for energy purposes it should be decided what proportion is to be used for energy purposes and what proportion for food production. The basic vegetable materials must be cultivated somewhere and this usually happens in areas previously used for food production. It is a misconception that mass production for energy purposes can be done in bad quality fields unused for cultivation. In both cases economic efficiency is an essential requirement. That is, to achieve the highest possible yield on a given area within the shortest possible time in the most efficient way is the primary objective. For this, there is a need for cultivable land. The utilization of the by-products and waste material deriving from plant production and animal husbandry is a different matter. In this case there is no conflict between food production and cultivation for energy purposes since by eliminating waste material, an important environmental aim can also be achieved.
The analysis gives a detailed list of the various types of biomass according to state:
- solid arborescent plants (natural and planted woods),
- herbaceous plants (hay, reed etc.),
- liquid thin manure,
- gaseous organic methane (waste pile gas, biogas),
On the basis of the place of origin biomasses can be divided into the following groups:
- primary biomass: the whole vegetation coming into being through photosynthesis using solar energy,
- secondary biomass: biomass of animal origin coming into being basically from primary biomass (various organic animal manures),
- tertiary biomass: biomass-like material coming into being by the processing or utilizing biomasses containing various strange materials as well.
Then strategy goes on to describe the types of major basic material sources such as traditional sylviculture, herbaceous plants for energy purposes as well as direct utilization, heating as well as pellet.
[x] Geothermal Energy
Geothermal energy is renewable energy which does not depend on the weather, the quantity of the reserve can be controlled and it can be renewed by re-placing it in the thermal water storage tank.
The utilization of generated geothermal energy in Hungary is very diverse: it is used for the heating of internal spaces, hot water supply, thermal baths, industrial purposes and agriculture. From the functioning 912 thermal springs approx. 80 million m 3 of thermal water is generated. One-third of the thermal water springs is used for the supply of thermal baths (for balneological purposes). Another significant area of utilization is heating in agriculture: there are 202 springs used for such purposes. Only 21 water springs are used for communal heating and hot water supply and 68 for industrial purposes. The remaining one-third consists of the waterworks' springs providing water over 30 o C used for population supply.
At present only 5% of the heat content of the thermal water reserve is used meaning energy of about 3 PJ and we have all the means to increase this available.
Technological Objectives and Opportunities in the Region
It can be seen from the above that this region has many possibilities in the field of using renewable energies. However, these possibilities emerge not at the same time not everywhere and not evenly.
From a technical point of view it can generally be stated that:
- the generation and utilization of solar energy for heating and electric energy is possible everywhere,
- the use of the generated biomass is possible everywhere in the region but especially in areas less equipped with infrastructure where the storing of biomass can be solved and its utilization does not cause trouble for others,
- biogas can be used where generated or where it can be delivered profitably,
- theoretically ―water‖ heat-pumps can be used everywhere but an expert's help is needed since the soil is not homogeneous; practically, however, ―air‖ heat-pumps can be used anywhere. In these cases the generation and utilization of energy typically happens at the same place but it can be delivered within a short distance as well,
- an expert's help is also needed to decide whether it is possible to ―carch‖ the power of the wind to generate energy,
- with the exception of a part of the above cases the generation of heat or electric power cannot happen anywhere; the marking of these locations happens primarily from technical aspects.
In the next part strategy summarizes business objectives and possibilities. The region has the possibility to use renewable energy of various capacities and functions:
- generation of heat and electric power for apartments and blocks of 2-4 apartments with the help of solar collectors, solar cells, wind generators, heat-pumps, wood or pellet heating,
- generation of heat and electric power for blocks of several apartments as well as community buildings with the help of solar collectors, solar cells, wind generators, heat-pumps, wood or pellet heating,
- generation of electric power for apartments, blocks of apartments and public buildings by partial or complete feedback into the supply network, with the help of solar cells and wind generators,
- production of goods using renewable energy for the purpose of sale.
The last chapter of the strategy presents the constructions of subsidy, credit and funding including the following programmes and their sub-programmes:
EEOP – Environment and Energy Operative Programme
EEF – Energy Efficiency Fund
Detailed desciption of ZBR PANEL sub-programme
Detailed description of ZBR Energy Saving sub-programme.
Strategic targets in the region
[x] Comprehensive strategic targets 2010 – 2020
To promote the national achievement of requires of the European Union our main strategic target has been determined: ―making sustainable and livable environment‖.
It means in details:
- Mitigation of the energy depending
- To accomplish the energy safety
- To achieve the energy efficiency in buildings
- To increase the proportion of the renewable energy resources and to decrease the CO2
levels
- To develop the settlements' environmental quality and the inhabitants' quality of live
- To contribute the development of local economy in micro-regions
- To achieve the usage of the local energy resources in bigger proportion
[x] Specific strategic targets 2010 – 2020
- We have to decrease the aggregate energy consumption of the institutions in settlements 1% per year in proportion to the year 2009, by 2020.
- We have to increase the proportion of the use of the renewable energy sources, in the total energy use up to 13% in the micro regions.
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Assessment of HIV/AIDS and Life Skills Delivery in Primary Schools in Tanzania
Bernadetha Gabriel Rushahu 1,*
1Faculty of Educational and Social Sciences, Institute of Education, Carl von Ossietzky University of Oldenburg, Oldenburg 26129, Germany
*Correspondence: Kennedystr. 44, II. RE., Oldenburg 26129, Germany. E-mail: [email protected]@example.com
Received: December 17, 2014 Accepted: January 21, 2015 Online Published: February 13, 2015
doi:10.5430/wje.v5n1p131 URL: http://dx.doi.org/10.5430/wje.v5n1p131
Abstract
This study was conducted to assess the effectiveness of HIV/AIDS and the Life Skills Education delivery in primary schools in Tanzania. Specifically the study investigated pupils' views about the effect of HIV/AIDS and Life Skills teaching in primary schools in Tanzania; assessed pupils' knowledge related to HIV/AIDS and Life Skills education, and the effects of pupils' background characteristics on their knowledge about HIV/AIDS and Life Skills education. The study used mainly a questionnaire as the data collection instrument and involved 450 standard V, VI, and VII pupils from 10 schools in Morogoro Municipality. Findings showed that, though significant majority of pupils reported to have been taught about HIV/AIDS and related subjects, majority of them demonstrated a very low level of knowledge about HIV/AIDS. This raised some questions about the effectiveness of HIV/AIDS and Life Skills education in schools. On the basis of the findings of this study, it is recommended that there should be a review of the school curriculum with a view of strengthening the teaching of HIV/AIDS and Life Skills education.
Keywords: HIV/AIDS; life skills education; primary school pupils
1. Introduction
In Sub-Saharan Africa, the HIV/AIDS epidemic continues to exert a wide range of negative impacts on the demographic factors of population, affecting age structure, dependency ratio, economy, health care and education. It is estimated that more than two-thirds (70%) of all the 35 million people living with HIV in the world are in this region (UNAIDS/WHO, 2014). The region has just over 10 percent of the world's population, but constitutes 70 percent of all people living with HIV worldwide. An estimated 2.I million adults and children became infected with HIV during 2013; this brought the total number of people living with HIV/AIDS in the region to 24.7 million (UNAIDS/WHO, 2014).
Tanzania is among the countries in the Sub-Saharan African region that has the highest levels of HIV infections. It is estimated that 1.6 million people were living with HIV by the end of 2013, with the HIV prevalence rate of 5.0 percent among adults aged 15-49 (UNAIDS, 2013). Young people are the most affected by HIV/AIDS epidemic in Tanzania. For example, it is estimated that more than 60 percent of all new HIV infections in Tanzania occur among young people aged 15-24 (TACAIDS, NBS & ORC Macro, 2005). The HIV/AIDS situation by 2013 is illustrated in Table 1.
Table 1. HIV AND AIDS in Tanzania
Source: Epidemiological Facts Sheet on HIV/AIDS (UNAIDS/WHO, 2013)
Following the upward trend in HIV infection among young people, the Government of the United Republic of Tanzania put in place several strategies to address the pandemic, including, for example, declaring the HIV/AIDS epidemic a national disaster (URT, 2001), which was subsequently followed by the formulation of the Tanzania Commission for AIDS (TACAIDS) in 2001 under the Prime Ministers' Office. This was in recognition of the fact that HIV/AIDS is not only a health issue, but also a serious development problem which requires concerted efforts by all sectors, including the private sector, Non-Governmental Organizations (NGOs) and religious groups (NACP, 2004). Furthermore, the HIV/AIDS epidemic has been given a high profile in all sectors in the country. Within the education sector, there have been various efforts to control the spread of HIV/AIDS.
The fight against HIV/AIDS is thus one of the priorities of the Ministry of Education and Vocational Training (MoEVT) which developed a strategic plan for HIV/AIDS 2003- 2007 as well as the Guidelines for Implementing the HIV/AIDS and Life Skills Education programme in schools (URT, 2004). The Guidelines were first developed in 1996 and revised in 2002 to enable the MoEVT and other educational actors to plan, implement and evaluate the efforts better for efficient and effective management, administration and financing of the school HIV/AIDS and Life-Skills education programme (URT, 2004). These Guidelines have been revised to match and closely observe the principles of the Tanzania Education and Training Policy (1995) and those of the National Policy on HIV/AIDS (2001). The Guidelines state that HIV/AIDS and other aspects of sex education will be covered in the Social Studies and Science subjects in primary school syllabi and Biology and Civics for secondary schools (URT, 2004).
In both developed and developing countries including Tanzania many studies have reported that a majority of youth starting with those in primary schools are sexually active and have suffered serious consequences due to unprotected sexual intercourse, including unwanted pregnancy, sexually transmitted infections (STIs), HIV infections and other psychological and socio-economic problems associated with these conditions (Mbonile & Kayombo, 2008; WHO/UNAIDS, 2007; Booler & Aggleton, 2005; Muhondwa, 1999; Mwasandube, 1999; Lugoe, 1996).
In response to the effects of HIV/AIDS and other sexual health problems among young people in Tanzania, the MoEVT introduced the Guidelines for HIV/AIDS and Life Skills education in schools that were aimed at mainstreaming the teaching of HIV/AIDS and Life Skills education in schools. Nevertheless, little research has been done to assess the effectiveness of HIV/AIDS and Life skills education delivery in primary schools in Tanzania. It is, for example, not clear how much of the HIV/AIDS and Life Skills education is covered and how it is delivered in schools. This study intended to assess the effectiveness of the level and mode of HIV/AIDS and Life-Skills education delivery in schools.
2. Conceptual and Theoretical Underpinnings
2.1 The Aim of HIV/AIDS and Life Skills Education
HIV/AIDS and Life Skills education needs to impart to children the coping resources and personal and social competences in a supportive learning environment (UNESCO, 2009). Furthermore, the education focuses on imparting knowledge in relation to decision making, problem solving, creative thinking, interpersonal relationship skills, self-awareness, care in coping with emotion and coping with stress as one lives with HIV infection (UNESCO, 2009 Lugoe, 1996). Thus HIV/AIDS and life skills education aims at minimizing young people's involvement in risky behaviours through instilling and maximising knowledge in adolescents on the sexual norms and values from one generation to another.
2.2 HIV/AIDS Situation in Tanzania
Sub-Saharan Africa remains the region most affected by HIV. In 2013, Sub-Saharan Africa accounted for 70% of HIV
infections worldwide. In 2008, more than 14.1 million children in Sub-Saharan Africa were estimated to have lost one or both parents to AIDS (UNAIDS, 2008). Tanzania like other sub-Saharan African countries is one of the most affected countries (TACAIDS, 2003). The current HIV prevalence in Tanzania is about 5.1 percent of the population aged 15-49 years (Tanzania HIV and Malaria Indicator Survey, 2012). The present data by THMIS (2012) also show that HIV prevalence in is higher in urban areas doubles that of rural areas. Among women, HIV prevalence is 8.9 percent in the urban compared with 5.1% in rural areas. For men, the corresponding prevalence is 5.2 percent and 3.4 percent for urban and rural areas respectively. Currently, regions with the highest number of cases in Tanzania as indicated in the surveillance report are Iringa, Mbeya and Dar es Salaam.
2.3 Risky Sexual Behaviours and HIV/AIDS Knowledge among Young People in Tanzania
In all populations, young people are the ones most at risk of HIV infection because they are the most sexually active group. For example, THMIS (2008) reported that 60 percent of young women and 44 percent of young men in Tanzania have had sex by the age of 18. For example, primary and secondary school students were reported to marginalize their chances of being infected by thinking that HIV is a problem of other groups of people, such as barmaids, commercial sex workers, prostitutes and even peers who are out of school and engage in unsafe sexual practices (Kakoko, 2001). Studies show that young women in many parts of the developing world including Tanzania have little control over how, when, and where sex should take place and that, in the most extreme circumstances, young people living in stressful situations are forced to engage in sexual activity in order to meet their basic needs such as shelter, food, clothes and adult protection (Mboma, 2004; Samwel, 2006). Government statistics show that teenage pregnancy has become a matter of concern, especially among primary schoolgirls. For example, between 2000 and 2005 alone, more than 25,000 primary school girls dropped out of school due to pregnancy (Mkumbo, 2008). According to educational statistics (URT, 2009), between 2004 and 2008 alone, more than 17,000 primary schoolgirls and 11,599 secondary schoolgirls dropped out of schools due to pregnancy.
2.4 HIV/AIDS and Life Skills Education Curriculum in Tanzanian School
The significance of relevant content of HIV/AIDS and Life Skills education in the Tanzanian curriculum is that it will enable teenagers to develop self-awareness and to use the acquired knowledge to solve daily problems and challenges. However, Kirby, Obasi & Laris (2006) argue that the choice and implementation of a school-based HIV/AIDS curriculum in poorer countries is constrained by the availability of teachers, together with lack of access to the necessary financial, material and technical resources. In addition, the culture and norms of local communities and the schools themselves may prohibit open discussion of sexual matters and actively discourage condom use in an attempt to promote abstinence. As well as having to compete in a crowded curriculum, the HIV/AIDS and Life Skills education programme does not have the same status as other subjects, either for pupils or teachers.
In part this is because it is usually non-examinable, but also because of the sensitive nature of the content, despite its potential importance for pupils' well-being. For teachers of HIV education there is rarely a tradition of advanced training. Teachers are sometimes instructed to give HIV education despite their lack of training, experience or interest. Taken together, these issues raise the question as to whether or not sex, relationships and HIV education is in need of professionalisation (Warwick et al., 2008).
HIV/AIDS and Life Skills education in the school curriculum in Tanzania has to be considered as having the potential to address young people's sexual health problems since it has not been well tapped. School policy makers have been reluctant to introduce sex education because of fear of parents' reaction (Mkumbo and Tungaraza, 2007). Nevertheless, evidence shows that well designed and executed school-based education can be effective in changing young people's sexual behaviour that leads to sexual health problems. The United Nations Population Fund (UNPF), UNICEF, UNESCO and the MoEVT through Tanzania Institute of Education (TIE) as executing and implementing agencies have financially and technically sponsored the life skills education initiatives. However, in the case of coverage it has not been well implemented due to the shortage of teachers (TIE, 2006) and inadequate research to reveal its coverage and delivery, consequently its effectiveness.
2.5 Conceptual Framework
The Context, Input, Process and Product (CIPP) evaluation model, developed by Stufflebeam (2000), was adopted as the conceptual framework that guided this study. The CIPP evaluation model stresses programme evaluation by assessing the quality of the plans, the extent to which the plans are carried out and the value of the outcome. The model adoption attempts to look at the effectiveness of the HIV/AIDS and Life Skills education programme from the view point of the context variable, which includes an assessment of the programme and explains the process involved and assesses the outcome of the programme. Therefore, based on the context of Stufflebeam model, it was derived for
assessing the effectiveness of the HIV/AIDS and STDs, and Life Skills education deliver in primary schools in Tanzania. The major components of the conceptual framework are summarized in Figure 1.
Figure 1. Conceptual Framework on the Level and Mode of HIV/AIDS and Life Skills Education
Context
Input
Process
Product/
Outcome
I
-
HIV Prevalence
and Policy
-Existence of
HIV/AIDS and
Pregnancies
affecting school
pupils
-Other risky
behaviours
-Values,
Attitudes, Beliefs
and norms
-Parents’ or
guardians
‘ educational
background
-Pupils’ background
characteristics
-Well trained and
motivated teachers
in terms of
knowledge, skills
and confidence
-
Curriculum of
HIV/AIDS and Life
Skills Education
(Syllabus)
-Pupils in terms of
growth (maturation)
-
External support
such as training,
workshops,
seminars etc
-
Teaching &
Learning materials
-Attitudes &
Perception of the
community
-
Applying
appropriate
teaching- learning
methods/strategies
-Applying/
Utilization of
appropriate
teaching-learning
materials
-Assessment
methods
-
Reduced number
of HIV/AIDS,
STDs and
Pregnancy cases
-Increased
Knowledge about
HIV/AIDS and Life
Skills Education
-Increased level of
Self-awareness
-Abstinence
developing and
sustaining sex
negotiation skills
-Perceived change
of behaviour
Source: Adopted from Stufflebeam Evaluation Model (2000)
2.6 Empirical Findings
According to the 2007 report of the Global HIV Prevention Working Group, globally, half or more of school attendees receive no school-based HIV education. Five to fifteen countries reporting to UNAIDS in 2006 said HIV education coverage in schools was below 15 percent. In all eighteen countries in which standardized health surveys were administered between 2001 and 2005, fewer than 50 percent of young people (15-24) had accurate knowledge about HIV (UNESCO, 2007). Kirby et al (2006) argue that the choice and implementation of school-based in poorer countries is constrained by the availability of teachers together with lack of access to necessary financial, material and technical resources. In addition, the culture and norms of local communities and schools themselves may prohibit open discussion of sexual matters and actively discourage condom use in an attempt to promote abstinence.
The study conducted in Uganda in 1997 revealed that girls engage in risky sexual behaviour because they lacked information on HIV/AIDS/STD and they also lack cash and employment opportunities (Bohmer et al 1997). It was concluded that when people do not know something about HIV often do not protect them because they lack the life skills or the means to adopt safe behaviours. Even people who know all the ways to prevent infection may be unable to change behaviour because of poverty or sexual violence.
Todd et al., (2004) conducted a study on sexual health education on pupils in primary schools in rural Tanzania. The study aimed at assessing pupils' knowledge and attitudes toward sexual health issues plus their sexual experiences. Findings revealed that pupils had inadequate knowledge since a high proportion of pupils were found to be in sexual active engagement. They also found out that pupils had inadequate reproductive health knowledge on preventing pregnancies and STDs, which put them at risk. The study done previously by Muhondwa in Tanzania (1999) revealed
that majority of youth have their first sexual act at age group of 12-15 years. They even start earlier as young as 5years. Partners are usually of the same age although boys tend to be older. But sometimes girls have sex with much order persons. It was also reported that a few youths reach the age of 18 years without having had sex.
2.7 Knowledge Gaps
Little research has been done to assess the effectiveness of HIV/AIDS and Life skills education delivery in primary schools in Tanzania. The MoEVT has underscored the importance of HIV/AIDS and Life-Skills education in protecting young people from sexual health problems, including HIV/AIDS, and has issued guidelines for mainstreaming this education in the school curriculum. It is, however, not clear how much HIV/AIDS and Life Skills education is covered and how it is delivered in primary schools. This is the knowledge gap that this study attempted to bridge
3. Methods
3.1 Approaches & Design
Both qualitative and quantitative research approaches were employed due to the nature of the data needed. The qualitative approach captured the feelings and opinions of pupils through open-ended questions, and helped in the analysis of the curriculum content using documentary search, while the quantitative approach presented the relationship between pupils' background characteristics and HIV/AIDS knowledge through closed questions. Patton (1990) points out that there is no single blueprint for planning research; therefore the study employed both qualitative and quantitative approaches that enabled the researcher to assess the level and model of HIV/AIDS and Life Skills education delivery in primary schools.
In this study, the descriptive survey research design was employed to accommodate the two approaches. This is because the survey design is one of the best suggested methods for measuring individuals' attitudes (Babbie, 2003). This study employed the descriptive survey design partly because it was also deemed important to collect in-depth information from primary school pupils of Morogoro Municipality. The study was a cross-sectional survey, because the researcher wanted to collect data from respondents of different social and demographic characteristics within the limited time available for the research.
3.2 Study Area
Morogoro Region was studied because it is one of the Tanzanian regions which are greatly affected by the problem of pupil/student pregnancies in both primary and secondary schools. According to national education statistics, 322 pupils dropped out of primary schools due to pregnancies in 2008 alone (URT, 2008), rendering the region with the highest incidence teenage pregnancy rates among primary school pupils in the country.
3.3 Population, Sample and Sampling Techniques
The target population of a sample is a large group of people, which has one or more characteristics in common, on which the researcher focuses (Kothari, 2004). The target population of this study was standard five, six and seven pupils of the selected schools in Morogoro Municipality, because these could provide the information required as they were grown up enough to express their ideas due to their age (9-16yrs).
According to Leedy (1986), the results from the sample can be used to make a generalization about the entire population as long as it is truly representative of the population. In this study, the sample selected for this study was based on Leedy's (2001) suggestion. Due to time constraints, a sample of 450 respondents was drawn from ten primary schools in Morogoro Municipality and in order for the study to be manageable. Table 2 presents the sample categories and their numbers.
Table 2. Summary of the Sample Categories (N =450)
Source: Field data (2010)
3.4 Sampling Procedures
The schools were selected through purposive sampling technique in order to have an equal number of schools from Morogoro Municipality. The method was deemed necessary for targeting respondents with the requisite information. Ten primary schools from seven wards were involved. The involvement of urban-based schools was considered important for this study due to the fact that studies conducted in Tanzania have shown that the spread of HIV/AIDS is much higher in urban settings than in rural ones (Lugoe, 1996). The researcher opted for government-owned schools only, for they were assumed to contain pupils with similar characteristics.
Pupils were selected through stratified random sampling on the basis of their stay in school, by including those in standard five, standard six, standard seven from each school, amounting to 450 pupils. They were selected because they were in the upper levels and it was assumed that they had adequate knowledge of and involvement in issues related to HIV/AIDS. Pupils were also stratified according to gender. After stratifying them into boys and girls, simple random sampling was employed to avoid bias, and have fifteen pupils from each class. Therefore, 45 pupils were selected from each school. The sampling was done separately for boys and for girls. Pieces of paper were written with either "yes" or "no". Boys had to pick papers, after which girls had to do the same. Those who picked papers with the world "yes" from both sides qualified to be involved in the sample. In simple random sampling, each member of the population under study has an equal chance of being selected (Cohen et al., 2003). In this respect each pupil had an equal chance of being selected.
3.5 Data Collection
Primary data are defined as original data collected from the field (Cohen et al., 2003). In this study, primary data were collected mainly through questionnaires while secondary data were collected through documentary search such as circulars/Guidelines for implementing HIV/AIDS and Life Skills education, pamphlets, newspapers/articles, books, Science and Social studies syllabuses and website materials. This type contained published or unpublished reports (Krishnaswami, 2002, p. 199).
3.5.1 Data Collection Techniques
18.104.22.168 Questionnaires
A questionnaire is the type of inquiry that is a data collection instrument through which respondents answer questions or respond to statements in writing (Best & Kahn, 1993). Data were collected from pupils at their schools in order to find out the effectiveness of HIV/AIDS and Life Skills education delivery in primary schools. Self-completion structured questionnaires were used to collect data for this study and were opted because it was possible to collect adequate information from a large sample within a relatively short time while ensuring greater anonymity (Mark, 2004). Moreover, questionnaires were used because they maintain the confidentiality of the respondents, who are thereby stimulated to answer each statement in the instrument in a more favourable way. Studies like this capture well informants' opinions. These questionnaires were first constructed in English and then translated in to Kiswahili so that all the primary school pupils understand and respond to the questions well.
The questionnaires consisted of three parts. The first part of the questionnaire elicited data about the demographic characteristics of respondents such as sex, age, religion, class and parents' educational level, measured by 6 items.
The second part of the questionnaire consisted of questions which gathered data about pupils' views about HIV/AIDS and Life Skills teaching in primary schools, measured by 14 items. Respondents could designate these statements as true or false, or say they did not know. All correct answers were scored as 1; wrong and don't know answers were scored as 0. However, 4 items in the second part gathered data about awareness of and involvement in HIV/AIDS services and activities. Both closed and open-ended questions were employed because the technique encourages greater honesty and a lot of information could be collected within a very short time.
The third part of the questionnaire consisted of questions which elicited data about pupils' knowledge about HIV/AIDS and related issues, which consisted of a test measured by 30 items. These items were in the form of a multiple choice test adopted from Yarber and Torabi (1991) HIV/AIDS knowledge questions with slight modification to suit the context. In this study the internal consistency, measured by Cronbach's alpha, was .88 which, according to Marks (2004), was considered to be reliable. This is in line with Pallant (2005) who argued that, if Cronbach's alpha coefficient is above .7, the scale is reliable.
22.214.171.124 Documentary Search
The information collected through the review of documents enabled the researcher to cross-check the consistency of the information collected through the questionnaires (Borg & Gall, 1998). To add further light to this study, documents
such as Guidelines for implementing HIV/AIDS and Life skills programme, circulars from MoEVT, teachers' schemes of works, lesson plans and lesson notes, logbooks, Science subject syllabus, Social Studies syllabus, conference reports, dissertations, pamphlets, journals, working documents from head teachers detailing cases of dropout due to HIV/AIDS and pregnancy, teachers' qualifications, educational materials (like teaching and learning materials and physical facilities), evaluation reports on HIV/AIDS and Life Skills education (school terminal and annual reports for science and social studies) were useful for exposing the reality about the HIV/AIDS policy, curriculum (content analysis) and teaching in schools.
3.6 Data Analysis Procedures
3.6.1 Quantitative Data Analysis
The Statistical Package for Social Sciences (SPSS) version 15 program was used to analyze quantitative data. Both descriptive and inferential statistics were used in data analysis. Collected data were edited, coded, classified into homogeneous groups and scored. Tables were used to summarize the study findings. Furthermore, the value of chi-square tests was used to compare the scores of each category measuring knowledge about HIV/AIDS and pupils' background characteristics (age, sex, religion, class and parents' educational level).
3.6.2 Qualitative Data Analysis
Information obtained from the documents reviewed and the open-ended questions in the questionnaire were summarized and subjected to content analysis. According to Achola (1995), content analysis refers to the research technique for systematic analysis of qualitative or quantitative data or both to manifest the latent meaning of words, phases, ideas, posture, objects or artifacts. Open-ended questions were categorized in order to get the differences from the two spatial settings.
4. Results
4.1 Schools' and Respondents' Demographic Characteristics
Four hundred and fifty (450) pupils completed the questionnaire. The survey was constructed to measure the effectiveness of the level and mode of HIV/AIDS and Life Skills education delivery in primary schools. Pupils from classes V, VI, and VII (age 9-16) were recruited from ten primary schools; their distribution for each school is shown in Table 3. For anonymity purposes, the actual names of the schools surveyed are not revealed; instead code names are used.
4.2 Findings
Table 3. Distribution of Respondents by Schools (N= 450)
Source: Field data (2010)
450 pupils who completed the questionnaire, 33.8 percent were in Standard Five, 33.6 percent were in Standard Six and 32.7 percent were in Standard Seven. The majority of respondents were female (52.7%). Participants ages ranged between 9 and 16 years, with the majority of them (54.7%) ranging between 11 and 12 years. The majority of respondents were either Christians (60 %) or Muslims (38.7%). The majority of the respondents stated that their parents'/guardians' educational levels in descending order were degree or above (13.6%), certificate/diploma holders (26.7 %), secondary school leavers (33.6%), primary education (21.3%) and below primary education (2.9%).
4.3 Pupils' Views about HIV/AIDS and Life Skills Teaching in Primary Schools
Participants were provided with a list of 10 statements in second part of questionnaire assessing their views about the extent to which they had been given about HIV/AIDS. On average, 56.4 percent of respondents reported having been given HIV/AIDS and Life Skills education in school, while 41.5 percent reported that they had not. Furthermore, 2.1 percent of respondents were not sure whether or not they had been given HIV/AIDS and Life Skills education. When the specific contents were analysed, it showed that a majority (more than 75%) reported having been taught about STDs, HIV/AIDS transmission and prevention modes. Condom use and decision making about sexual involvement had the least number of respondents reporting having been taught about them. Only 14 percent and 21.6 percent of respondents reported having been taught about condom use and decision making about sexual involvement respectively.
4.4 Awareness of and Involvement in HIV/AIDS Services and Activities
When respondents were asked if they knew where to obtain sexual and reproductive health services, only 33.8 percent of them responded in the affirmative, implying that a majority of pupils in the study area did not have information about and/or access to these services. Furthermore, almost none of the pupils were involved with HIV/AIDS education activities at school or in the community; less than five (5) percent of respondents reported that they were involved in HIV/AIDS education clubs at school or in the community.
4.5 Pupils' Knowledge about HIV/AIDS and Related Issues
In order to assess the effectiveness of HIV/AIDS and Life Skills teaching in primary schools, pupils were provided with 30 questions in part three of the questionnaire assessing their knowledge about HIV/AIDS. The questions were in the form of a multiple choice test, adopted from Yarber and Torabi (1991). 'HIV Prevention Knowledge Test for Teenagers' with slight modification to suit the context. The questions had a good reliability measure, with Cronbach's alpha of 0.88. The questions were in five major categories, namely HIV transmission, HIV prevention, HIV infection, symptoms of HIV/AIDS and STDs, and HIV/AIDS testing and counselling. Each respondent's examination script was marked and graded accordingly. The possible scores could range between 0 (minimum) and 30 (maximum). All scores were then converted into percentages and graded according to the National Examinations Council of Tanzania criteria: with 0–20 (F)–Very Poor; 21–40 (D)-Poor; 41-60 (C)-Average; 61–80 (B)–Good and 81–100 (A)–Very Good. The results for each question are summarised in Figure 2.
Grade
Figure 2. HIV/AIDS Knowledge Test Scores
Source: Field data (2010)
On average, as Figure 4.1 shows, majority of pupils demonstrated poor knowledge about HIV/AIDS, in that 72.7 percent of respondents scored between 21–40 percent (D) and 0-20 percent (F). Only 25.6 percent of respondents scored an average grade of 41 – 60 percent (C), while only 1.7 percent scored a B grade (61 – 80%). None of the respondents scored Very Good (A grade).
In spite of the reportedly low level of knowledge about HIV/AIDS, the results of this study have shown that pupils have been taught some topics on HIV/AIDS and Life Skills such as HIV/AIDS infection and transmission. However, these questions are common in the mass media and pupils got over 50 percent, for example regarding the most common way
HIV has been transmitted and about HIV infection. It is obvious that the knowledge they have did not depend only on classroom teaching but it came from different sources. This is in line with URT (2004) which stipulated that different Information, Education and Communication materials like Radio, TV, Newsletters and others shall be utilized in the dissemination of information to ensure successful implementation. Nevertheless, the results of this study have shown that pupils are not being taught some of the most critical topics in HIV/AIDS and Life Skills education, including HIV symptoms and prevention, contraceptives, condom use, multiple sex partners, sexual fidelity, selection of new sex partners, surest way to avoid HIV/AIDS and other STDs, HIV-antibody test and blood donation and blood transfusion.
4.6 Effects of Pupils' Background Characteristics on their Knowledge about HIV/AIDS
Chi-square tests were conducted to examine the effects of pupils' background characteristics on their level of knowledge about HIV/AIDS in different groups such as class level (standard V, VI, and VII), sex, age, religions and parents' educational levels. The results are summarized in Table 4.
Table 4. Effects of Pupils Background Characteristics on their Knowledge about HIV/AIDS
Source: Field data (2010)
As Table 4 shows, the results show that only class level and parents' educational level had a statistical significant effect on pupils' knowledge about HIV/AIDS and Life Skills. Standard Seven pupils demonstrated relatively higher knowledge (40.7%) than Standard Six (32.6%) and Standard Five (26.7%). Pupils from parents with college or university education demonstrated higher knowledge (42.2%) than those from secondary education level (36.7%) and primary educational level (17.6%) or below primary education level (1.6%).
4.7 HIV/AIDS Policy, Curriculum and Teaching in Schools
Documents from HIV/AIDS and Life Skills education teachers like schemes of work, lesson plans, lesson notes, terminal and annual reports, reports on causes of dropout, teachers' qualifications and educational materials like physical facilities, different teaching and learning materials, syllabus and circular guidelines were reviewed in order to examine the involvement of pupils in different topics, the subject content and how the methods and content influenced pupils' behaviour and society as a whole. Information was sought through attendance registers, school discipline reports/books, monthly and annual school reports, daily duty report books to explore discipline matters, truancy, dropouts, pregnancies and other extra-curriculum activities carried out within school hours. Other information was sought from life skills textbooks, learning kits, brochures and Guidelines for implementing the HIV/AIDS and Life Skills Education programme in primary schools.
It was found out that the directives from the ministry responsible for education, in collaboration with Tanzania Institute of Education, on teaching the subject was for the teachers to integrate the content of HIV/AIDS and Life Skills education into other subjects that they taught. HIV/AIDS and Life Skills education in primary schools does not have its own independent subject syllabus, unlike other subjects such as Mathematics, Geography or Kiswahili, but its subject matter was to be integrated into other subject syllabi such as science and social science subjects. Teachers integrated HIV/AIDS and Life Skills education topics when teaching those other subjects. It was revealed that teachers used HIV/AIDS and Life Skills learners' kits, prepared by the Tanzania Institute of Education and NGO's, by selecting topics from the kit and integrating them in the major topics of other subjects. This means that no specific syllabus had been modified or transformed to accommodate HIV/AIDS and Life Skills education topics or content.
This, however, led to a lack of consistency and uniformity in integrating HIV/AIDS and life skills content, as every teacher integrated it according to his/her will and understanding of the topic to be taught instead of basing it on the directives they were given. The directives state that integrating HIV/AIDS and Life Skills content should be done based on the culture, environment and understanding of the pupils. This, however, was not easy. Problems such as lack of innovation and creativity in integrating HIV/AIDS and Life Skills subject matter into subject topics resulted in problems which hindered implementation of the Life Skills education project. Furthermore, the lack of teaching
materials and textbooks for the programme as well as the poor knowledge of teachers in the delivery of HIV/AIDS and Life Skills education in school, which is central to this study, led to the ineffective delivery of HIV/AIDS and Life Skills education in primary schools. Additionally, teachers lack motivation for this extra role and enough time for the lesson in the period.
The findings obtained from the current Science and Social Study syllabuses in Tanzania showed that it covers only a small portion of HIV/AIDS and Life Skills knowledge. Furthermore, the little that is covered is usually factual material that is not accompanied by the necessary guidance and proper handling of young people's personal problems that are related to HIV/AIDS. Pupils supported the introduction of HIV/AIDS in the school curriculum in the hope that, apart from HIV/AIDS infections, it would help to alleviate many of their problems such as pregnancies, sexual promiscuity and STDs.
5. Discussion
5.1 Pupils' Views about HIV/AIDS and Life Skills Teaching in Primary Schools
The study has revealed that a substantial proportion of pupils are aware of what is covered in the curriculum regarding HIV/AIDS. Indeed, more than half of the pupils who completed the questionnaire reported that they have been taught about HIV/AIDS and Life Skills in their schools. Pupils reported having been taught four main topics on HIV/AIDS and Life Skills. These are HIV/AIDS transmission and prevention, Life skills education related to HIV/AIDS, puberty and Sexually Transmitted Diseases. Nevertheless, the results of this study have shown that pupils are not taught some of the most critical topics on HIV/AIDS and Life Skills, including contraceptives, condom use, reproduction and birth, and decision making regarding sexual activity in dating relationships. For example, only 14 percent of pupils reported having been taught on condom use, while less than 35 percent reported having been taught about decision making concerning sex. This is clearly a big gap in HIV/AIDS education because these topics are directly related to HIV/AIDS prevention and other sexual health problems such as pregnancy. As observed by Kirby et al (2006), Sex and HIV education helps to delay the initiation of intercourse, reduce the number of sex partners, increase the use of condom/contraception, and reduce unprotected sex, pregnancies and STI rates. Therefore, the current HIV/AIDS and Life Skills education in schools is not as effective as it should be.
5.2 Awareness of and Involvement in HIV/AIDS Services and Activities
The findings show that the majority of the pupils (66.2%) do not know where they can get information and services about HIV/AIDS and reproductive health. The same was true of pupils' involvement in HIV/AIDS education clubs; less than 5 percent of pupils were involved in HIV/AIDS clubs either at school or in the community. The findings of this study are in line with a study conducted in Uganda in 1997, which revealed that girls engage in risky sexual behaviour because they lacked information on HIV/AIDS/STDs and they also lack cash and employment opportunities (Bohmer & Kirumira, 1997). It was concluded that when people know little about HIV they often do not protect themselves because they lack the life skills or the means to adopt safe behaviours. Even people who know all the ways to prevent infection may be unable to change their behaviour because of poverty or sexual violence.
5.3 Pupils' Knowledge related to HIV/AIDS and Life Skills Teaching in Primary Schools
The findings reveal that a majority of the respondents had a very low level of knowledge about HIV/AIDS and Life Skills in primary schools in Tanzania. This means that only a small proportion of respondents have obtained a substantial amount of knowledge on HIV/AIDS, although these issues were covered in the school curriculum. The findings show that those who scored grade B in the test which was a good score comprised only 8 (1.7%) respondents. Again, 115 (25.6%) scored C an average mark. Interestingly, 293 (62.9%) respondents scored D marked as poor and the remaining 44 (9.8%) respondents scored very poorly.
The findings of this study are in line with those of other studies including of Oyo-Ita et al. (2005) that, although the level of awareness of HIV/AIDS is high among students, knowledge about the disease is very poor. Mass media as a source of information does not give in-depth knowledge about the disease. Parents, teachers and health workers should be more involved in educating the youth on this dreaded disease. Furthermore, according to the 2007 report of the Global HIV Prevention Working Group, globally, half or more of school attendees receive no school-based HIV education. Five to fifteen countries reporting to UNAIDS in 2006 said that HIV education coverage in schools was below 15 percent. In the eighteen countries in which standardized health surveys were administered between 2001 and 2005, fewer than 50 percent of young people (15-24) had accurate knowledge about HIV (UNAIDS, 2007). The situation apparently remains so among primary school population by the time of current study in 2011.
n
5.4 Effects of Pupils' Background Characteristics and their Knowledge about HIV/AIDS
The Chi-square test showed that there was a statistically significant difference between class level and HIV/AIDS knowledge, in which Standard VII demonstrated a higher level of knowledge than standard VI and standard VI has a higher level of knowledge than standard V. In our syllabus knowledge increased according to the level of education. This is supported by Mondea (2004) in his study measuring the level of HIV/AIDS knowledge among class levels which revealed that, standard VII pupils were found to have a higher level of knowledge than standard V and VI pupils in Ilemela and Magu districts (Mwanza region). However, the study done by Muhondwa in Tanzania (1999) revealed that a majority of youth engage in their first sexual act when aged between 10-15 years. They even start earlier as young as 5 years. Partners are usually of the same age although boys tend to be older. But sometimes girls have sex with much older persons. It was also reported that a few youths reach the age of 15 years without having had sex.
The results of this study have revealed a statistically significant effect of parental educational level on pupils' knowledge about HIV/AIDS. The findings are similar to those of Walker & Smrekar (2002) who reported that, parents' level of education has been regarded as a predictor of children's academic achievement. Increasingly, research has suggested that, rather than having a direct association with children's academic achievement, parents' level of education is part of a larger constellation of psychological and sociological variables influencing children's school outcomes.
6. Conclusions and Recommendations
It is therefore recommended that teachers and service providers involved in HIV/AIDS prevention and counselling in primary schools should undergo regular training in programmes which would equip them with the relevant facts about HIV/AIDS so as to enable them to educate their pupils about the pandemic. Secondly, the Ministry of Education and Vocational Training should plan to have an HIV/AIDS and Life Skills syllabus as an independent subject like other subjects in the school curriculum. This will enable pupils to have it as a specific subject. Lastly, the study recommends that there is a need to improve HIV/AIDS and Life Skills education by reviewing the syllabus through conducting a needs assessment, as well as to improve the teaching methods that are used to deliver the subject matter. There is also a need to invest in a sensitizing campaign on HIV/AIDS and Life Skills education, targeting all people in the community. The teachers should know that there is a need to address the issue of sexual behaviour among pupils. Generally it should be noted that the role of addressing the sexual behaviour of pupils should not be left to the teachers only.
Acknowledgements
Prof. Kitila Mkumbo (University of Dar es Salaam, School of Education, Tanzania) for proof reading the article.
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Sun, Weather, And Climate
by John R Herman; Richard A Goldberg
The Suns Energy/Weather & Climate - City of Altamonte Springs Solar Caused Climate and Weather System Change . Solar climate project. Participated in the ESA solar climate project ISAC. Meetings. Workshop in Lund How Does the Sun Affect Our climate? Union of Concerned Scientists Sun and climate have been going in opposite directions. Title: Spatial variability and interpolation of stochastic weather simulation model parameters 2A: Solar Energy and the Water Cycle - SERC 16 Jan 2013 . Even small changes in solar activity can impact Earths climate in models for local weather. and the solar activity triggers earthquakes. both Solar Variability and Terrestrial Climate - NASA Science Sun affect our weather and long-term variations of the Suns energy output affect our climate. Solar terrestrial exploration can help estab- lish the physical cause Sun, Climate - LEIF.org Climate What is climate? - Weather Wiz Kids weather information for . 28 Jan 2008 . This energy to the atmosphere is one of the primary drivers our weather. Our climate is also strongly affected by the amount of solar radiation Changes in the Earths Climate Caused by Changes in Solar Activity. It contains life-supporting oxygen and limits the effects of radiation from the Sun. Climate and weather are a result of the physics and chemistry of the atmosphere
[PDF] Geology: The Science Of A Changing Earth
[PDF] The Embodied Eye: Religious Visual Culture And The Social Life Of Feeling
[PDF] Process And Pattern In Culture: Essays In Honor Of Julian H. Steward [PDF] Dictionary Of Professional Management: Authoritative, Comprehensive
[PDF] Managing Knowledge In The New Economy
[PDF] International Curry Dishes
28 Aug 2009 . Subtle connections between the 11-year solar cycle, the stratosphere, and the tropical Pacific Ocean work in sync to generate periodic weather The Sun-Weather Connection 25 May 2012 . What effect does Earths orbit have on climate change? Is the Earth in a One of those natural cycles involves Earths orbit and its complicated dance with the sun. The first thing you need to know . Climate & Weather. NAPA The Role of Sunspots and Solar Winds in Climate Change . Suns Effect on Earth - Windows to the Universe The Role of Sunspots and Solar Winds in Climate Change. Do these natural phenomena have a greater impact on climate change than humans and Is the SUN driving climate change? Solar activity - and not just . Climate and Weather of the Sun - Earth System - eolss Climate is not the same as weather, but rather, it is the average pattern of weather for a . Seasonal changes are due to the Earth revolving around the sun. Rain SWS - Space Weather - Climate Change and Space Weather Learn how the sun affects our climate in this primer from the Union of . the base of the food chain, and in the atmosphere it warms air which drives our weather. Everything you need to know about Earths orbit and climate change . The Sun is the source of the energy that causes the motion of the atmosphere and thereby controls weather and climate. Any change in the energy from the Sun ?11:00 AM *The sun has gone quiet again during . - Vencore Weather UNESCO – EOLSS. SAMPLE CHAPTERS. ASTRONOMY AND ASTROPHYSICS - Climate and Weather of the Sun - Earth System - Ilya Usoskin, Natalie Krivova. Doubts over climate change link to Suns activity - The Weather . The Earths main energy source is the sun. The sun causes convection within the atmosphere, which in turn affects weather and climate. Find resources here to Tiny Sun Activity Changes Affect Earths Climate Solar Sunspot Cycle The rest is reflected or absorbed by the atmosphere. The energy output of the sun is not constant, it varies over time and it has an impact on our climate. What causes the Earths climate to change? - British Geological Survey Over the last 30 years of global warming, the sun has shown a slight cooling trend. Sun and climate are going in opposite directions. This has led a number of Weather and Climate Basics - National Ocean Service - NOAA Are there other, more subtle ways in which the Sun affects weather and climate? Will the future climate - even our survival - depend on sunspots, flares, coronal . Changing Sun, Changing Climate - American Institute of Physics Finally, the Sun may influence the Earths climate also in other, more . elements of space weather: a storm from the Sun, aurora as seen from space, and aurora Solar Variability, Weather, and Climate - Google Books Result 19 Aug 2014 . Researchers from Lund University in Sweden say the sun influences the climate regardless of weather it is extremely cold or more moderate. LEARNING GOAL/OBJECTIVE. PREREQUISITES. VOCABULARY. The Suns Energy/Weather & Climate. Middle School Earth Science Spring Module 1 Lake Climate Change Facts: The Sun Is Not to Blame Weather . 17 Feb 2015 . Overview The main driver of all weather and climate, the entity which occupies 99.86% of all of the mass in our solar system, the great ball of Sun & climate: moving in opposite directions - Skeptical Science 8 Jan 2013 . These six extreme UV images of the sun, taken by NASAs Solar Dynamics Understanding the sun-climate connection requires a breadth of expertise in . The Effects of Space Weather on Aviation · The First Interplanetary Suns Influence on Climate and Weather Systems Tuesday, August 11, 2015, 09:57 GMT - The Suns activity may not be linked to the rise in global temperatures, according to new research. Previously, it was Sun-Earth - MPS Sun, Weather, and Climate: John R. Herman, Richard A. Goldberg 3 Aug 2015 . Part A: Solar Energy and the Water Cycle Set up the equipment as show The water cycle is important to weather and climate and, ultimately, Since it is the Suns energy that drives the weather system, scientists naturally wondered whether they might connect climate changes with solar variations. EXPLORIT Science Center - Weather and Climate Weather[edit]. Solar activity may also impact regional climates, such as for the rivers Paraná and Po. Measurements from NASAs Solar Solar activity and climate - Wikipedia, the free encyclopedia Some work has revealed the existence of two areas in which space weather might influence global climate change. The first, of solar origin, relates the small Small Fluctuations In Solar Activity, Large Influence On Climate . ?This book introduces the general field of
Sun-weather/climate relationships, that is, apparent weather and climate responses to solar activity, and provides .
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Comparing the Food Safety Record of Pasteurized and Raw Milk Products 1
"Milk and milk products—particularly those that are unpasteurized—are potentially hazardous; even pasteurized products have been implicated in outbreaks. Contamination may occur after pasteurization, and no process works perfectly 100% of the time." John M. Leedom
PART 1: HISTORY AND DEFINITIONS
Historical Perspective
Early last century milk products caused approximately 1 out of every 4 outbreaks due to food or water in the United States (Weisbecker 2007). As we begin the 21st century in this country, dairy products cause the fewest outbreaks of all the major food categories (e.g., beef, eggs, poultry, produce, seafood) (CSPI 2008). This drastic improvement in the safety of milk over the last 100 years is believed to be due primarily to pasteurization, and improved sanitation and temperature control during the processing, handling, shipping and storage of fresh milk products.
In 1948, Michigan was the first state in the US to require pasteurization. In 1987, the FDA mandated pasteurization of all milk and milk products for human consumption effectively banning the shipment of raw milk in interstate commerce with the exception of cheese made from raw milk, provided the cheese has been aged a minimum of 60 days and is clearly labeled as unpasteurized. A recent survey conducted by state agriculture departments found that 29 states currently allow some form of on- or off-farm raw milk sales, but only 13 permit retail sales (Oliver et al, 2009).
Definitions: Milk is Milk?
A typical dairy case at a major grocery store today contains numerous choices for the customer. There is milk labeled with different levels of fat content, and where retail raw milk sales are allowed, the consumer may choose between conventional, organic, and raw milk products, as well as homogenized or non-homogenized. In addition to fluid milk, other dairy products include butter, cheese, cream, ice cream, colostrum, yogurt, kefir, and other fermented dairy products.
Below are some basic definitions of raw and pasteurized milk.
Raw (unpasteurized): "raw" or "unpasteurized" refers to a dairy product that has received no heat treatment to destroy pathogens or spoilage organisms. WAPF promotes a more refined definition for raw milk, termed "real milk," that also includes organic, non-homogenized, "grass fed," and produced from certain breeds of cattle as criteria.
Pasteurized: Pasteurization was named after Louis Pasteur, who discovered the process for the preservation of wine. When talking about milk, pasteurization
1 Originally published in Food Poisoning Journal, December 11, 2009.
refers to the heating of milk or milk products to a certain temperature for a specific period of time. The purpose of pasteurization is to destroy disease causing and spoilage organisms. The Grade A Pasteurized Milk Ordinance allows for different combinations of time and temperature:
* High Temperature Short Time (HTST): uses metal plates and hot water to raise milk temperatures to at least 161° F for not less than 15 seconds following by rapid cooling
* High Heat Short Time (HHST): similar to HTST, but uses slightly different equipment and higher temperatures for a shorter time
* Ultra Pasteurized (UP): milk is heated to not less than 280° F for two seconds
* Ultra High Temperature (UHT): milk is heated until sterile
Among these methods, only UHT milk is sterile (shelf stable), and does not require refrigeration. The other methods of pasteurization do not destroy all organisms, thus milk whether raw or pasteurized eventually spoils, and must be refrigerated to prevent the growth of pathogens.
Homogenized: Homogenization is a process that breaks the fat globules in milk into smaller particles, which prevents the cream layer from separating and floating to the top of the milk. Most conventional pasteurized milk is homogenized whereas organic pasteurized milk and raw milk are often non-homogenized.
Raw Bovine Colostrum
Colostrum is the "first milk" produced by the mammary gland of an animal after giving birth. Consumption of raw bovine colostrum appears to be increasing in popularity among raw milk drinkers, and has been associated with two recent foodborne disease outbreaks in California (CDC 2008; CDPH 2008). Unlike raw milk, raw bovine colostrum is regulated as a nutritional supplement.
The Debate
The controversy over banning raw milk sales has raged since pasteurization was first introduced over 100 years ago. Throughout decades of debate, the public health and medical communities have remained steadfast in their support of pasteurization as a key measure to protect the public health. In the 1980's, a fierce legal battle was fought in California, which culminated in the closure of the largest raw milk dairy in the nation at the time and a Citizen's Petition that successfully banned interstate shipment of raw milk. Today, the Campaign for Real Milk created by WAPF is currently among the most vocal of the groups that promote consumption of raw dairy products and eschew pasteurization.
PART 2: BACTERIA AND OTHER MICROORGANISMS IN MILK: THE GOOD, THE BAD, AND THE UGLY
Occurrence of Foodborne Pathogens in Milk and the Dairy Environment
Healthy dairy animals such as cattle and goats may carry foodborne pathogens (e.g., Campylobacter, E. coli O157:H7, Listeria monocytogenes, Salmonella; see "cons" for a more extensive list). Occasionally, some of these bacteria cause mastitis (infection and inflammation of the udder), and may be shed directly into the milk. Certain strains of Salmonella and Listeria monocytogenes can cause serious systemic illness in ruminants. For example, Salmonella Dublin is a strain that is host adapted to cattle, and can lead to severe diarrhea and death in both cattle (especially calves) and humans.
Several authors have conducted extensive surveys of foodborne pathogens in bulk tank raw milk (BTM) and the dairy environment (Hancock et al 1998; Jayarao et al, 2006; LeJeune et al, 2009; Oliver et al, 2005; Oliver et al, 2005; Shere et al, 1998). BTM is milk from multiple cows mixed and stored in a container. Modern conventional dairies usually ship their milk in tanker trucks off-site for pasteurization. Milk from multiple farms may be mixed together. The majority of milk produced for pasteurization comes from confined animal feeding operations (CAFOs). In contrast, most commercial raw milk produced for human consumption in the US comes from pasture-based management systems as promoted by the Weston A. Price Foundation (WAPF). Milk from multiple cows may be mixed together and stored in a container, but raw milk from multiple farms is not usually combined. An exception would be "outsourcing" where the dairyman purchases additional milk from surrounding dairies to meet supply needs. This practice is probably uncommon, but considered dangerous because outsourced milk is not produced as required for the Grade A raw milk designation.
The most recent review of the literature on foodborne pathogens in BTM was published by Oliver et al (2009). The range in prevalence for BTM was summarized as follows:
Campylobacter: 2 – 9.2%
E. coliO157:H7: 0 - 0.75%
Listeria monocytogenes: 2.8 - 7.0%
Salmonellaspp: 0 – 11%
Shiga-toxin E. coli: 2.4 - 3.96%
Yersinia enterocolitica: 1.2 – 6.1%
WAPF has raised a valid concern about using these surveys when assessing the occurrence of foodborne pathogens in commercial raw milk (e.g., raw milk sold legally on- or off-farm in the US). Because the BTM tested in these surveys was likely destined for pasteurization, the data does not specifically address the microbial quality or pathogen prevalence in Grade A raw milk sold for human consumption. Additional research is needed that compares BTM samples from licensed raw milk dairies to BTM intended for pasteurization. Furthermore, to fully understand the risk of pathogen contamination in raw milk being purchased and consumed in the US, surveys are needed that examine the prevalence of foodborne pathogens in raw milk produced by licensed, inspected raw dairies; unlicensed, "black market" raw dairies; and raw dairies selling their products as "pet food."
Raw Bovine Colostrum
A recent survey of dairies in Pennsylvania by Houser et al (2008) found Salmonella in 15% of the colostrum samples; the mean standard plate counts (SPC) and coliforms were very high: 977,539 CFU/ml and 323,372 CFU/ml, respectively (see Oliver et al, 2009, for a broader discussion of sanitation standards). It was not specified in the paper if these dairies surveyed in Pennsylvania sold raw bovine colostrum for human consumption. Additional surveys are needed to study foodborne pathogens and sanitary standards in raw bovine colostrum from dairies that market the product as a nutritional supplement for humans.
How is Milk Contaminated with Pathogens?
Milk from healthy cows is usually sterile when it exits the mammary gland. The initial mechanisms for raw milk contamination with pathogens are the same whether the milk is destined to be consumed raw, or pasteurized:
* Mastitis and shedding of the pathogen directly from the cow's udder into the milk
* Entry of bacteria into the milk from the cow's skin, or via manure and dirt in the dairy environment
* Transfer of pathogens by vectors if they come in contact with the raw milk (for example, flies may carry pathogens on their legs and mouthparts)
* Human carriers transferring pathogens from their hands to the milk
The major difference between raw and pasteurized milk is the fact that the heat treatment during pasteurization destroys pathogens that may have entered the raw milk as described above. Both raw and pasteurized milk can be contaminated during bottling, shipment, and storage. Pasteurization only destroys the pathogens in the milk at the time of processing; if unsanitary conditions allow pathogens to re-enter the milk later, it will be contaminated again.
There are two general causes of intentional contamination of pasteurized milk:
1. Equipment failure: The pasteurization equipment fails and there is raw milk in the product sold as pasteurized. This can happen if the temperature is not high enough, or if the milk is not heated long enough. For example, in 1984, an outbreak of Salmonella Typhimurium occurred in a convent in western Kentucky (CDC, 1984). There were 16 illnesses and one patient developed a Guillain-Barretype illness. The convent had a steam pasteurizer and investigators believe that the temperature may not have been high enough and/or the holding time was too short. The convent had no time-temperature gauge to record and monitor the process.
2. Post-pasteurization contamination: the milk is contaminated after pasteurization, usually through unsanitary handling of the milk. An example of post-pasteurization contamination involving a multi-drug resistant strain of Salmonella Typhimurium occurred in Pennsylvania and New Jersey in 2000 (Olsen et al, 2004). There were 93 illnesses and at least 6 hospitalizations. No Salmonella was isolated from the milk, but investigators concluded that the milk was most likely contaminated after pasteurization due to unsanitary conditions at the processing plant. For example, high humidity and excessive condensation in the plant could have produced droplets carrying Salmonella that fell into open containers of the pasteurized milk.
Intentional Contamination: In the Age of Bioterrorism
Intentional contamination of the food supply through a bioterror attack has become an increasing concern. Wein and Liu published a provocative paper in 2005, where they modeled the vulnerability of pasteurized milk though the farm-to-consumer supply chain using botulinum toxin. They considered milk a possible target because of its symbolic value in society. The authors concluded that due to the rapid distribution and consumption of milk, an attack could result in several hundred thousand individuals poisoned with botulinum toxin.
Conventional pasteurized milk supply is far more vulnerable to a massive poisoning compared with today's raw milk supply. Several enormous, natural foodborne disease outbreaks involving pasteurized dairy products illustrate this point (Ryan et al, 1987; Hennessy et al, 1996). However, recent petitions to FDA to expand the raw milk supply chain by lifting the interstate ban on shipment could potentially increase the vulnerability of raw milk to larger outbreaks because a single contaminated lot would be consumed by many more individuals across a wider geographic area.
"Good" vs. "Bad" Bacteria: Probiotics and Dairy Products
One of the major concerns expressed by WAPF and other raw milk advocacy groups is that heat treatment by pasteurization destroys "good bacteria," as well as pathogens. An example of "good" bacteria would be probiotics. A simple definition of a probiotic is a live microorganism (such as Bifidobacteria and Lactobacilli) that is beneficial to health when consumed. An example of a benefit from probiotics would be improved digestion. Although raw milk may contain "good bacteria," it is debatable whether raw dairy products fit the scientific definition of a probiotic food (see my previous review on Raw Milk Pros). Animals do not excrete "good bacteria" in their milk (usually milk is sterile when it exits the mammary gland). Both "good" and "bad" bacteria enter milk by the same mechanisms as described above. Sanitation during milking and processing at a raw milk dairy to prevent pathogens from entering the milk will very likely also lower the levels of probiotic bacteria. The ultimate question for the consumer is whether the trade off is worth the risk. It is worth noting that there is very little research on this topic. For example, studies are needed to measure the species and concentration of "good" bacteria in commercial raw dairy products to determine if they are sufficient to confer a probiotic effect.
In recent years, pasteurized dairy products containing probiotic bacteria have become increasingly popular. Products such as Activia® and DanActive® contain specific species and numbers of live probiotic microorganisms that are added to the dairy product after pasteurization to kill harmful bacteria.
Addressing the WAPF Claim: Raw Milk Kills Pathogens
An unsubstantiated claim by WAPF relates to the idea that raw milk is safe because the "good" bacteria and specific components in the unheated milk will destroy pathogens. A comprehensive review of this topic is beyond the scope of this paper. Briefly, the evidence that WAPF uses to promote this claim comes primarily from a paper by Doyle and Roman (1982) where Campylobacter jejuni was found to die-off at a more rapid rate in raw milk compared with sterile milk. However, the number of C. jejuni organisms in raw milk did not drop to a level below the infectious dose until about 7 days after inoculation. Furthermore, most C. jejuni stains also died-off in sterile milk, but not until a couple days later. WAPF does not make this distinction when promoting the safety of raw milk. Another consideration not addressed adequately by WAPF in their claims about raw milk safety is the importance of temperature abuse. Both raw and pasteurized milk are rich in nutrients, and if stored above refrigeration temperatures, can serve as an excellent medium for growth of pathogens (Wang et al, 1997).
A more extensive discussion on competitive exclusion and consumer perceptions was recently published by Rose (2009) as a White Paper. In response to the Rose paper, Beals (2009) published a review of four papers in the WAPF newsletter (Doyle and Roman, 1982; Massa et al, 1999; Pitt et al, 2000; Wang et al, 1997). Beals is selective in the data he portrays in his article, essentially "cherry-picking" the results to in order to promote the unproven idea that raw milk "kills pathogens," despite the fact that the authors present data that also shows survival and/or growth of pathogens including Campylobacter, E. coli O157:H7, and Listeria.
Notably, the World Health Organization has published an extensive review of the risks and benefits of using the lactoperoxidase system for biological control in raw milk (FAO/WHO 2005). Their report concludes:
"It is obvious that the science behind competitive exclusion remains incomplete, and certainly does not warrant a broad conclusion that raw milk is consistently safer than pasteurized milk based on "good bacteria" out-competing pathogens."
Specifically, this natural system is considered by WHO for use in developing countries that lack cooling systems and pasteurization. Clearly, in the US, we should not rely on an unpredictable method to prevent foodborne illnesses from raw milk products.
PART 3. FOODBORNE ILLNESSES AND DISEASE OUTBREAKS FROM RAW AND PASTEURIZED DAIRY PRODUCTS
Several sources were used to analyze the available data including Centers for Disease Control and Prevention (CDC) foodborne disease outbreak surveillance tables, an online outbreak database published by the Center for Science in the Public Interest (CSPI), public health reports such as the Morbidity and Mortality Weekly (MMWR), peerreviewed manuscripts, and CDC Line List of dairy outbreaks from 1973-2005 produced in response to a Freedom of Information Act (FOIA) request to CDC by the Farm to Consumer Legal Defense Fund (FTCLDF).
These data sources are useful in comparing trends and potential risk factors, but several limitations must be noted. First, not all foodborne illnesses are reported to CDC as described by Mead et al (1999). For example, two notable outbreaks in California are missing from both the CDC and CSPI databases: a large outbreak of campylobacteriosis in 2006, involving over 1,644 illnesses among inmates that was linked to pasteurized milk produced by an on-site prison dairy (Jay et al, 2007) and another campylobacteriosis outbreak in 2007, that caused 8 illnesses following consumption of commercial raw milk and/or raw colostrum (CDPH 2008). There are additional examples of discrepancies between the CDC surveillance line listings, public health reports, and the peer-reviewed literature; however, these differences exist for both raw and pasteurized milk, as well as other food products. Second, state and local health departments vary in the level of resources available for foodborne disease outbreak investigations; therefore, some outbreaks are investigated more intensively than others. Given all of these considerations, there is no indication of a "systematic bias" against raw milk, as suggested by the Weston A. Price Foundation (WAPF).
Foodborne Disease Surveillance and Outbreak Investigation: The Smoking Gun A major misconception by WAPF is that outbreak investigations involving raw milk are conducted in a substantially different (and biased) way compared with the techniques used for pasteurized milk, or other foods (e.g., spinach, deli meats, ground beef, etc.). In reality, outbreaks from raw and pasteurized milk are investigated using the same approaches, and both are subject to the same limitations as described above. Below are some examples of misleading statements from WAPF in their response to outbreak papers cited in the Raw Milk Cons review:
"When they tested the milk for C. jejuni, however, none could be found...Over and over again, investigators blame C. jejuni outbreaks on raw milk despite negative milk samples."
Isolation of the "outbreak strain" from a food product provides strong support ("The Smoking Gun") for epidemiological studies implicating the same food; however, a positive food sample is not a requirement to take action to prevent new illnesses (e.g., recall and/or stopping distribution of an epidemiologically implicated food). Often, there is no leftover food product to test, especially if it is perishable such as milk or produce. Or, the test may be negative because the pathogen already died-off in the leftover milk due to the lag between the time the patient drank the milk and the time the outbreak investigation started.
Despite these limitations, the "outbreak strain" has been isolated from raw milk during investigations (Table 1, Figure 1a). Likewise, many examples of pasteurized milk-related outbreaks exist where milk samples tested negative (Table 2, Figure 1b), but investigators still concluded that the pasteurized milk was the most likely source. Note that when resources permit, DNA fingerprinting is used during both pasteurized and raw milk outbreak investigations to compare isolates from patients, milk products, and the farm environment.
"VERDICT: no evidence of illness"
WAPF repeatedly uses this phrase when dismissing a raw milk-related outbreak, usually citing negative milk sample tests. Yet, they do not provide any caveats or dismissals of pasteurized milk–related outbreak investigations where milk testing results were negative. This double standard used by WAPF is inherently biased, and could mislead consumers. Their press release concerning a recent campylobacteriosis outbreak in Wisconsin illustrates this point.
"Finally, most studies associating raw milk with illness never pinpoint where along the line of production the contamination occurred."
In most dairy outbreaks, regardless of pasteurization status, the exact mechanism of contamination is never found. However, a commonality in virtually all milkborne outbreaks is sanitation. Dairies are not clean environments, regardless of whether it is a small "grass fed" farm, or a large CAFO. Cows produce copious amounts of manure, and can readily contaminate the milking parlor and equipment (Figures 1a and 1b). Sanitation can also be a major problem during the production of Mexican-style soft cheeses such as queso fresco (Figure 1c).
The Outbreaks
A combination of data sources were used to create Table 1 (raw milk outbreaks) and Table 2 (pasteurized milk outbreaks). Oliver et al (2009) also recently published tables showing reports of raw and pasteurized milk outbreaks from 2000-2007. Additional references on raw milk-related illnesses and outbreaks were documented last year in the raw milk cons paper, and Kansas State University and Cornell University have compiled online listings of raw milk-related outbreaks.
Taken together, the data shows that both pasteurized and raw milk products can be important sources of foodborne illness. However, as discussed in Part 1 of this series, dairy products as a whole currently cause the fewest outbreaks of all the major food categories (e.g, beef, eggs, poultry, produce, seafood) (CSPI 2008).
Results from FTCLDF FOIA Request Analysis
A more in-depth analysis of the outbreaks was conducted using the Line List from CDC obtained through a FTCLDF FOIA request. This dataset was chosen because WAPF and other raw milk advocacy groups often refer to it. The data sent by CDC included "Year," "Estimated Total (illnesses)," "Food," and "Pathogen." This information was entered into an Excel file, and a new variable was added called "Category."
For several outbreaks, the line listing did not specify if the "Food" was "raw/unpasteurized" or "pasteurized." For example, the food is listed as just "milk" or "chocolate milk." For the purpose of this analysis, an assumption was made that the unspecified foods were most likely pasteurized products.
A total of 134 outbreaks were listed from 1973-2005, mostly from bacterial causes. Figure 2 shows the number of outbreaks and percentages by "Food" type as originally described in the line listing. Figure 3 shows the number of outbreaks and percentages using the food assigned to three general "Categories:" pasteurized, raw, or queso fresco Mexican-style cheese. Queso fresco was described as a separate category because it is often not known how the product was produced (outbreaks are commonly linked to illegal "bathtub cheese" operations, or illegal imported cheeses from Mexico).
Disproportionate Number of Outbreaks due to Raw Milk Consumption: Only ~1% of people drink raw milk in the United States, yet raw dairy products cause over 50% of the milkborne outbreaks
WAPF and public health officials generally estimate that only 1% of the population drinks raw milk (Headrick et al, 1997). If the risk from raw and pasteurized dairy products was equal, or if raw dairy products were actually safer as WAPF states in their documents, we would expect that raw dairy-related outbreaks would be 1% or less of the total number of outbreaks. Instead, raw dairy products (excluding queso fresco) caused 75 (56%) outbreaks compared with 47 (35%) outbreaks associated with pasteurized milk products (Figure 4). In other words, there should have been only 1-2 raw dairy-related outbreaks among the 134 reported during that time period given the small estimated number of raw milk drinkers.
Most Pasteurized and Raw Dairy Outbreaks involve less than 50 illnesses As discussed previously in Part 2, pasteurized milk can be more susceptible to massive outbreaks involving large numbers of illnesses because more consumers drink pasteurized milk, and there is wider distribution of the product. However, outbreaks with more than 1,000 illnesses are relatively rare, and appear to occur about once per decade (Table 2).
An analysis of the illnesses from dairy products using the CDC line listing from FTCLDF is shown in Table 3. The majority of outbreaks for both pasteurized and raw dairy products, as well as queso fresco Mexcian style cheese, usually involved fewer than 50 illnesses. In this database, 4 raw milk outbreaks were associated with over 100 illnesses. Notably, a multi-state outbreak of Salmonella Enteritidis involving over 200,000 illnesses from ice cream (Hennessy et al, 1996) was not listed in this database, possibly due to the fact that cross-contamination of the ice cream by raw eggs during transportation most likely caused the outbreak (thus the outbreak may have been classified as "egg" rather than "dairy" related).
Campylobacter and Salmonella cause the largest number of dairy-related outbreaks Table 4 shows a breakdown of the reported outbreaks in the FTCLDF CDC line listing by agent (bacterial, viral, or chemical). The majority of outbreaks were due to bacterial pathogens. Notably, Campylobacter was the most common cause of raw milk-related outbreaks with almost 80% attributed to raw milk/cheeses despite claims by WAPF that raw milk "kills" pathogens, especially Campylobacter. Salmonella was the second most commonly reported pathogen overall, and the most frequent agent linked to pasteurized milk outbreaks.
PART 4. WEIGHING THE RISKS AND BENEFITS: MAKING A DECISION AT THE DAIRY CASE, FARMERS' MARKET, OR ON THE FARM
As described previously, there is considerable variation from state-to-state in the way raw dairy products are regulated in the US. Only a few states allow retail stores or farmers' markets to sell raw milk, while others restrict sales to on-farm purchases, or ban raw milk altogether (Oliver et al, 2009). The FDA allows cheeses made with raw milk to be sold interstate so long as they have been aged for 60 days.
For consumers who live in states where both pasteurized and raw milk are sold legally for human consumption, there are three broad considerations to weigh when making a choice between the products:
I. Food Quality: including taste, nutrients and other health benefits II. Food Safety: potential for contamination with dangerous pathogens or toxins III. Value: including cost to purchase, as well as values such as environmental stewardship, support for community farms
I. Quality and Health
a. Nutrients
The websites that promote raw (unpasteurized) milk products often claim that there are substantial losses in nutrients due to the heat treatment used during pasteurization. In contrast, public health agencies such as the FDA and CDC cite nutritional analyses showing that the losses in nutritional content after pasteurization are negligible for the key nutrients that milk provides in the human diet. A comparison of the nutrition labels on raw and pasteurized milk purchased at a retail store shows very little difference between commercial raw, organic milk and organic or conventional pasteurized milk products.
A. Raw whole milk, organic, unhomogenized.
B. Pasteurized whole milk, organic, unhomogenized.
C. Pasteurized whole milk, conventional, homogenized, fortified with vitamin D
b. Health Benefits
Overall, the medical benefits of dairy products (raw or pasteurized) beyond basic nutrition are unclear. The "raw milk pros" review published previously showed results from epidemiological studies in Europe that suggested consumption of raw milk products in childhood may help prevent some allergic conditions (e.g., asthma, hay fever, eczema). Both raw and pasteurized dairy producers have also made claims about beneficial or "probiotic" bacteria, and their effects on digestive health and immunity. The science behind probiotics in dairy products such as yogurts and kefirs is an active area of research (Sanders 2009).
Although dairy products may provide health benefits beyond nutrition, consumers should be wary of product claims that appear to be implausible, or "too good to be true." For example, WAPF promotes raw milk consumption for its curative effects on conditions ranging from autism to allergies to tooth decay to lactose intolerance and heart disease. It seems implausible that one food product could provide so many different and unrelated health benefits, which suggests that the claims may be primarily a marketing strategy not founded in sound medical research.
c. Taste
The sensory qualities of milk, cheeses and other dairy products include taste, texture, and aroma. These qualities are mostly subjective, and depend on personal preference. For example, traditional Mexican-style soft cheeses such as queso fresco made with raw milk have a distinctive flavor; however, these raw cheeses have also been associated with a number of outbreaks and illnesses. An interesting intervention to address an ongoing problem with Salmonella in queso fresco cheeses occurred in Yakima County, Washington. Several agencies worked together with the Hispanic community to develop a pasteurized milk queso fresco recipe with a taste and texture as desirable as the raw cheese product (Bell et al, 1999). The educational effort, termed "The Abuela Project" ("abuela" is "grandma" in Spanish) successfully reduced the incidence of Salmonella in that community.
II. Food Safety
In Part 3, CDC data on milk-related outbreaks from 1973-2005 was analyzed. To examine more recent food safety trends, data from surveillance records and the literature from 2000-2007, was analyzed and summarized in the attached tables. This period also coincides with the time that WAPF has been most active in promoting raw milk sales.
As before, the type of milk was divided into three categories:
* Pasteurized milk/cheese
* Raw milk/cheese
* Mexican-style fresh queso fresco cheese (see photo and description in Figure 1c, Part 3)
The analysis summarized in Table 6 focused on the four pathogens most often implicated in dairy-related foodborne disease outbreaks: Campylobacter, E. coli O157:H7, Listeria monocytogenes, and Salmonella. The limitations and caveats relating to this type of
analysis using surveillance data were described previously in Part 3. Most importantly, we know that many outbreaks and illnesses are not reported to health departments (Mead et al, 1999), thus these numbers are an underestimation of the true burden of illness. But, despite these limitations, the statistics provide a useful snapshot of differences between these three categories of milk products.
Table 6 shows the number of outbreaks and illnesses for four major pathogens involved in dairy-related outbreaks from 2000-2007 in the United States. In summary:
Outbreaks:
* Raw dairy products caused 42 (75%) of 56 dairy-related outbreaks during this 8year period due to the four major pathogens, which is almost 5 times more outbreaks compared with pasteurized dairy products and about 8 times more outbreaks compared with queso fresco cheeses.
* Outbreaks cause a burden on the public health system because each one must be investigated to determine the cause and prevent future illnesses. Furthermore, outbreaks often involve recalls, which hurt the industry through loss of product, and loss of consumer confidence in milk.
* Both pasteurized and raw milk outbreaks have resulted in farm closures including Whittier Farms in Massachusetts in 2007 (pasteurized milk, listeriosis) and, more recently, Simsbury Town Farm Dairy in Connecticut (raw milk, E. coli O157:H7).
Illnesses
* Pasteurized dairy products caused 2,181 (65%) of 3,371 milkborne outbreakrelated illnesses for these four major pathogens, which was approximately 2 times as many illnesses compared with raw dairy products and queso fresco cheeses during this recent 8 year period.
* 84% of these pasteurized milk-related illnesses were due to campylobacteriosis from milk produced and distributed at prison facilities (not sold to the general public).
* These illnesses cause suffering and costs to individuals and their families, as well as increased stress on the health care system.
The Pathogens
Campylobacter: Raw dairy products caused 34 (94%) of the Campylobacter outbreaks compared with only 2 from pasteurized milk and none due to queso fresco from 20002007 (Table). The two large campylobacteriosis outbreaks due to pasteurized milk involving 1,844 illnesses were both associated with prison dairies, which suggests that prisoners may be at increased risk of Campylobacter infections if there is postpasteurization contamination during processing at on-site dairies. The disproportionate number of Campylobacter outbreaks from raw milk is not a new trend. Indeed, since first identified as a human pathogen in the late 70's, Campylobacter has repeatedly been linked to raw milk outbreaks. In a review of Campylobacter outbreaks in 10 different countries from 1978 to 2002, Miller and Mandrell (2005) identified only 5 outbreaks traced to pasteurized or heat-treat milk compared with 68 outbreaks from consumption of raw dairy products. Unfortunately, WAPF often uses conspiratorial arguments to discount the problem with Campylobacter in raw milk, rather than helping raw dairy producers address the ongoing contamination events with this foodborne pathogen in their products, or downplay the importance of the illnesses. Campylobacter infections usually result in full recovery, but about 1 in 1,000 patients may develop Gillain Barre syndrome (GBS) and become permanently paralyzed. As an example, there was a tragic case of GBS in a previously healthy woman who drank raw milk purchased through an unlicensed herdshare program in 2008; leftover raw milk still in her refrigerator tested positive for Campylobacter.
E. coli O157:H7: From 2000-2007, there were 5 raw milk-associated outbreaks with 232 illnesses including several HUS cases among children compared with 1 outbreak linked to queso fresco cheese and no outbreaks linked to pasteurized milk (Table). In general, milk-related outbreaks due to E. coli O157:H7 are uncommon, but almost always associated with raw milk products when they occur (Rangel et al, 2005; Hussein et al, 2005). The severity of some of the recent E. coli O157:H7 illnesses associated with raw milk and/or raw colostrum consumption by children should be a cause for concern, yet WAPF and other raw milk advocates frequently dismiss these illnesses despite strong epidemiological and laboratory evidence implicating raw milk. For example, two raw milk dairies that specifically followed WAPF principles were associated with 6 cases of HUS among children in Washington and California in 2005-2006 (CDC 2007; CDC 2008). During the Washington investigation, unsanitary conditions were found at the dairy, and the outbreak strain was isolated from the raw milk (see Figure 1a, Part 3 ). The California investigation revealed very high coliform counts in the raw milk and raw chocolate colostrum, which suggested fecal contamination. Although the outbreak strain was not isolated from raw milk during that investigation, other E. coli O157:H7 strains were found in feces from heifers on the dairy. Notably, the California dairy owner later admitted to buying and bottling raw colostrum from surrounding dairies not licensed to sell Grade A raw milk in order to meet his supply demands (a dangerous practice called "outsourcing"); thus, it is theoretically possible that the outbreak strain was introduced into the implicated raw milk dairy from colostrum that was destined to be consumed by calves and/or pasteurized. In 2008, two more E. coli O157:H7 outbreaks were linked to raw goat's milk sold illegally in Missouri and raw cow's milk from a Connecticut dairy, respectively. Three children were hospitalized due to HUS, and the Connecticut dairy ultimately closed down. An injunction was sought in the Missouri case.
Listeria monocytogenes: From 2000-2007, there were 3 queso fresco- and 2 pasteurized milk-related outbreaks involving several deaths, still births, premature deliveries (Table). During that same time period, there were no reported outbreaks linked to raw dairy products except those involving queso fresco or Mexican style cheese. In general, dairy products are considered moderate to high risk for listeriosis infections, second only to deli meats and other ready-to-eat processed meats (Swaminathan and Gerner-Smidt, 2007). Pregnant women and persons with weakened immune systems are at much great risk of serious illness from listeriosis than the general population. Historically, soft Mexican-style cheeses such as queso fresco have been associated with severe listeriosis outbreaks, especially cheeses prepared illegally under unsanitary conditions. Sanitation
problems were identified as the key factors in both of the recent listeriosis outbreaks that were published. The North Carolina outbreak in 2000-2001, involved consumption of Mexican-style cheese made from raw milk. The cheese was manufactured illegally, and the "outbreak strain" was found in 4 cheese samples and raw milk taken from the farm that supplied the milk (CDC 2001). The Massachusetts outbreak in 2007, involved pasteurized milk from a local dairy and bottling facility that was likely contaminated with Listeria over an extended period of time; three patients died as a result of their infections, and the dairy ultimately shut down. The Massachusetts outbreak underscores the vulnerability of dairy products to becoming contaminated after pasteurization if stringent hygiene is not maintained throughout processing, bottling, and handling of the milk.
Salmonella: From 2000-2007, there were 4 (329 illnesses) pasteurized-, 3 (163 illnesses) raw-, and 1 (135 illnesses) queso fresco-related outbreaks of salmonellosis (Table). Notably, over one-third (233 of 588 illnesses) of the salmonellosis cases during this period were from multidrug resistant strains (MDR) of Salmonella Newport. These outbreaks from MDR Salmonella Newport were linked to raw cheese served at a picnic in 2001 (multistate), pasteurized milk in California in 2004, and Mexican-style cheese served in homes in Illinois in 2006 (Oliver et al, 2009; CDC 2008b), which suggests that the problem may be important in all three categories of dairy products (e.g., pasteurized milk, raw milk, and queso fresco cheese). Additionally, Olsen et al (2004) described an outbreak of MDR Salmonella Typhimurium linked to milk contaminated postpasteurization involving 96 illnesses in 2000. The issue of antibiotic resistant Salmonella strains in dairy products (whether raw or pasteurized) is a cause for concern. Although no recent review paper was available, the epidemiology of Salmonella in dairy products appears to be changing. It is also worth noting that a major shift in raw milkassociated salmonellosis occurred over the last three decades. Specifically, in the 70's and 80's, there were significant problems with Salmonella Dublin infections and deaths linked to a single, large certified raw milk dairy in California (Werner et al, 1979; Richwald et al, 1988). Since that dairy shut down, the salmonellosis problem with raw dairy products has been greatly reduced in the US. Likewise, in the 80's and 90's, two of the largest ever documented salmonellosis outbreaks were linked to pasteurized dairy products including milk (contaminated after pasteurization) and ice cream (crosscontaminated with raw eggs) (Ryan et al, 1987; Hennessey et al, 1996). No similar enormous salmonellosis outbreaks have been documented from pasteurized dairy products in 15 years.
Brucellosis and Bovine Tuberculosis: Although not shown in the table, these diseases continue to occur in the US, but are mostly a problem among travelers that consume raw dairy products in countries where the infections are endemic in cattle or goat populations. Illnesses have also been documented following consumption of raw dairy products imported illegally into the US. For example, from 2001-2004, 35 cases of human bovine tuberculosis were linked to fresh cheese (queso fresco) brought to New York City from Mexico (CDC 2005). Similarly, the two most recent reports of brucellosis outbreaks in California were traced to consumption of imported raw cheeses (CDPH 2009).
III. Values
In addition to food quality and food safety, consumers may also factor cost and other more subjective values into their decision about which type of dairy product they choose to buy. First, there is the actual cost to purchase the product. In general, commercial, Grade A raw milk sold in the US is more expensive than its organic or conventional pasteurized counterparts. For example, the organic, whole raw milk (photo A) cost ~$15/gallon compared with ~$10/gallon (photo B) for the organic, pasteurized whole milk, and ~$6/gallon (photo C) for the conventional, pasteurized milk (each were bought at the same food co-op). These prices are likely to vary depending on regional differences, but overall raw milk is more expensive than pasteurized milk, and organic milk is more expensive than conventional milk.
Second, beyond the purchase price, many consumers consider other values such as how the milk was produced. Consumers may be willing to pay more for organic dairy products (raw or pasteurized) because of the perceived environmental benefits. Similarly, there is a growing desire to support local, smaller farmers in the community, which potentially creates new niches for dairy products.
IV. Conclusions
In summary, consumers must weigh many different factors when choosing the most appropriate dairy product for themselves and their families. The data on outbreaks and illnesses show that there is currently more risk of exposure to foodborne pathogens such as Campylobacter and E. coli O157:H7 from raw milk products compared with pasteurized milk products. Children, pregnant women, and immune-compromised individuals are at higher risk of illness from contaminated raw dairy products and soft cheeses (raw or pasteurized). Both pasteurized and raw dairy products can be dangerous if produced under unsanitary conditions. Consumers should avoid any dairy products sold illegally, especially "black market" raw milk/cheeses, and soft Mexican-style cheeses such as queso fresco sold by unlicensed vendors, or imported illegally into the US.
Table 1. Examples of bacterial foodborne disease outbreaks linked to contaminated raw (unpasteurized) dairy products in the United States, 2000-2007.
| Year | Pathogen | No. Ill | State | Suspect vehicle | Location |
|---|---|---|---|---|---|
| 2000 | Campylobacter sp. | 2 | TX | Raw milk | Convention |
| 2000 | Campylobacter sp. | 8 | MN | Raw milk | Dairy farm |
| 2000 | Campylobacter jejuni | 4 | ID | Raw milk | Private home |
| 2000 | Campylobacter jejuni | 19 | WI | Raw milk | Farm visit |
| 2000 | Campylobacter jejuni | 42 | ID | Raw milk | Camp |
| 2000 | Campylobacter jejuni | 11 | OK | Raw milk | Camp |
| 2000 | Campylobacter jejuni | 39 | NY | Raw milk | Fair |
| 2000 | Campylobacter jejuni | 21 | OK | Raw milk | Private home |
| 2000- 2001 | Listeria monocytogenes | 12 | NC | Mexican-style raw cheese | Private home |
| 2001 | Brucella | 4 | CA | Raw cheese | Private home |
| 2001- 2004 | Mycobacterium bovis | 35 | NY | Queso fresco | Private home |
| 2001 | Campylobacter jejuni | 4 | MN | Raw milk | Private home |
| 2001 | Campylobacter jejuni | 75 | WI | Raw milk | Private home |
| 2001 | E. coli O157:H7 | 202 | NC | Raw milk | School |
| 2001 | Salmonella Newport – MDR** | 27 | Multistate | Raw cheese | Picnic |
| 2002 | Campylobacter jejuni | 13 | UT | Raw milk | Sporting event |
| 2002 | Salmonella Typhimurium | 107 | Multi-state | Raw milk; raw milk shakes | Private home |
| 2003 | Campylobacter jejuni | 9 | WA | Raw cheese | Private home |
| 2003 | Campylobacter jejuni | 6 | MI | Raw milk | Church |
| 2003 | E. coli O157:H7 and C. jejuni | 3 | WA | Raw milk | Private home |
|---|---|---|---|---|---|
| 2003 | Listeria monocytogenes | 12 | TX | Queso fresco | Private home |
| 2004 | Campylobacter jejuni | 32 | IA | Raw milk | Lodge dinner |
| 2004 | Camplobacter sp. | 6 | WY | Raw milk | Private home |
| 2004 | E. coli O157:H7 | 3 | WA | Queso fresco | Restaurant |
| 2005 | Brucella | 2 | TX | Queso fresco | Imported raw cheese |
| 2005 | Campylobacter jejuni | 13 | AZ | Raw milk | Private home |
| 2005 | Campylobacter jejuni | 5 | CO | Raw milk | Private home |
| 2005 | Campylobacter jejuni | 22 | CO | Raw milk | Private home |
| 2005 | Campylobacter jejuni | 33 | IA | Raw milk | Church |
| 2005 | Campylobacter jejuni | 4 | KS | Raw milk | Private home |
| 2005 | Campylobacter jejuni | 11 | OK | Raw goat milk | Dairy farm |
| 2005 | Campylobacter jejuni | 3 | WY | Raw milk | Private home |
| 2005 | Campylobacter jejuni | 11 | WY | Raw milk | Private home |
| 2005 | E. coli O157:H7 | 18 | Multistate | Raw milk | Private home |
| 2005 | Listeria monocytogenes | 12 | TX | Queso fresco | Imported raw cheese |
| 2006 | Brucella | 5 | KS | Raw goat cheese | Private home |
| 2006 | Campylobacter jejuni | 18 | IL | Raw milk | Private home |
| 2006 | Campylobacter jejuni | 58 | WI | Homemade raw cheese | Private home/workplace |
| 2006 | Campylobacter jejuni | 5 | CO | Raw milk | Unspecified |
| 2006 | Campylobacter sp. | 2 | NY | Raw milk | Private home |
| Year | Pathogen | No. Ill | State | Suspect vehicle | Location | Reference* |
|---|---|---|---|---|---|---|
| 2006 | Campylobacter sp. | 3 | OH | Raw milk | Private home | |
| 2006 | Campylobacter jejuni | 9 | VA | Raw milk | Unspecified | |
| 2006 | E. coli O157:H7 | 4 | ID | Raw milk | Private home | |
| 2006 | E. coli O157:H7 | 2 | WA | Raw milk | Private home | |
| 2006 | E. coli O157:H7 | 6 | CA | Raw milk/raw colostrum | Private home | CDC 2008 |
| 2006 | Salmonella Newport – MDR** | 96 | IL | Mexican-style raw cheese | Private home | CDC 2008 |
| 2007 | Brucella | 3 | CA | Queso fresco | Private home | |
| 2007 | Campylobacter jejuni | 68 | KS | Homemade raw cheese | Fair | CDC 2009 |
| 2007 | Campylobacter jejuni | 18 | WA | Raw milk | Private home | |
| 2007 | Campylobacter jejuni | 8 | CA | Raw milk; raw colostrum | Private home | CDPH 2008 |
| 2007 | Campylobacter jejuni | 62 | UT | Raw goat cheese, raw milk, raw butter | Unspecified | |
| 2007 | Campylobacter jejuni | 16 | KS | Raw milk, raw cheese | Private home | |
| 2007 | Salmonella Typhimurium | 29 | PA | Raw milk; raw milk cheese | Private home | CDC 2007 |
*Unpublished data was acquired after 2000 from the CDC annual surveillance reports at http://www.cdc.gov/foodborneoutbreaks/outbreak_data.htm or the CSPI Outbreak Alter! database at http://www.cspinet.org/foodsafety/outbreak/pathogen.php **MDR = multidrug resistant
Information on raw milk-related outbreaks prior to 2000 can be found at:
Raw Milk Cons: A Review of the Peer Reviewed Literature:
http://www.marlerblog.com/2008/06/articles/lawyer-oped/raw-milk-cons-review-of-thepeerreviewed-literature/
Kansas State University:
http://www.foodsafety.ksu.edu/articles/384/RawMilkOutbreakTable.pdf
Cornell University: http://www.milkfacts.info/Milk%20Microbiology/Disease%20Outbreaks.htm
Table 2. Examples of bacterial foodborne disease outbreaks linked to contaminated pasteurized dairy products in the United States, 1966-2007.
| Year | Pathogen | No. Ill | State | Suspect vehicle | Location |
|---|---|---|---|---|---|
| 1966 | Shigella flexneri | 97 | Florida | Milk, post- pasteurization | Community |
| 1975 | Salmonella Newport | 49 | Louisiana | Milk, unknown | Military base/community |
| 1976 | Yersinia enterocolitica | 38 | New York | Milk, post- pasteurization | School |
| 1978 | Salmonella Typhyimurium | 23 | Arizona | Milk, post- pasteurization | Community |
| 1982 | Yersinia enterocolitica | 172 | Multiple | Milk, unknown | Community |
| 1983 | Listeria monocytogenes | 49 | Massachusetts | Milk, unknown | Community |
| 1984 | Salmonella Typhimurium | 16 | Kentucky | Milk, inadequate pasteurization | Convent |
| 1985 | Salmonella Typhimurium- MDR** | >150,000 | Illinois | Milk, post- pasteurization | Community |
| 1986 | Campylobacter jejuni | 33 | Vermont | Milk, inadequate pasteurization | School |
| 1994 | Listeria monocytogenes | 45 | Illinois | Milk, post- pasteurization | Picnic |
| 1994 | Salmonella Enteritidis | 224,000 | Multiple | Ice cream, cross- contamination (raw eggs) | Community |
| 1995 | Yersinia enterocolitica | 10 | Multiple | Milk, post- pasteurization | Community |
| 2000 | Salmonella Typhimurium- MDR** | 93 | Multiple | Milk, post- pasteurization | Community |
| 2002 | Salmonella Typhimurium | 116 | Wyoming | Milk, unspecified | School |
| 2004 | Salmonella Newport- MDR** | 100 | California | Milk, unspecified | Unspecified |
| 2005 | Campylobacter jejuni | 200 | Colorado | Milk, post- pasteurization | Correctional facility |
| Year | Pathogen | No. Ill | State | Suspect vehicle | Location |
|---|---|---|---|---|---|
| 2006 | Staphylococcus aureus enterotoxin | 36 | Michigan | Correctional facility | Powdered milk, unspecified |
| 2006 | Campylobacter jejuni | 1,644 | California | Correctional facilities (multiple) | Milk, post- pasteurization |
| 2006 | Listeria monocytogenes | 3 | Oregon | Private home | Cheese, unspecified |
| 2007 | Listeria monocytogenes | 5 (3 deaths) | Massachusetts | Private home | Milk, post- pasteurization |
| 2007 | Salmonella Montevideo | 20 | Multiple | Private home | Shredded cheese, unspecified |
*Unpublished data was acquired after 2000 from the CDC annual surveillance reports at http://www.cdc.gov/foodborneoutbreaks/outbreak_data.htm or the CSPI Outbreak Alter! database at http://www.cspinet.org/foodsafety/outbreak/pathogen.php **MDR = multidrug resistant
Table 3. Number of illnesses associated with outbreaks due to milk products, 19732005 (source: FTCLDF via CDC).
| Number of illnesses | | | |
|---|---|---|---|
| | Pasteurized milk/cheese | Raw milk/cheese | Queso fresco cheese |
| 10 or less | 12 | 32 | 5 |
| 11-50 | 18 | 37 | 7 |
| 51-100 | 8 | 2 | 0 |
| 100-1,000 | 8 | 4 | 0 |
| Over 10,000* | 1 | 0 | 0 |
| Total No. outbreaks (No. illnesses) | 47 (19,950) | 75 (1,689) | 12 (132) |
*16,659 confirmed cases, over 150,000 estimated cases (Ryan et al, 1987)
Table 4. Foodborne outbreaks associated with milk products, 1973-2005 (source: FTCLD via CDC)
| Agent | Number of outbreaks | | | |
|---|---|---|---|---|
| | Pasteurized milk/cheese | Raw milk/cheese | Queso fresco cheese | Total |
| Brucella | 0 | 1 (50%) | 1 (50%) | 2 |
| Campylobacter | 13 (18.8%) | 55 (79.7%) | 1 (1.4%) | 69 |
| Chemical* | 4 (100%) | 0 | 0 | 4 |
| E. coli O157/EHEC | 1 (11%) | 6 (66.7%) | 2 (22.2%) | 9 |
| Hepatitis A** | 1 (100%) | 0 | 0 | 1 |
| Listeria | 2 (40%) | 3 (60%) | 0 | 5 |
| Multiple*** | 0 | 0 | 1 (100%) | 1 |
| Norovirus** | 1 (100%) | 0 | 0 | 1 |
| Salmonella | 18 (54.5%) | 11 (33.3%) | 4 (12.1%) | 33 |
| Shigella** | 0 | 0 | 1 (100%) | 1 |
| Staphylococcus aureus | 5 (83.3%) | 1 (16.7%) | 0 | 6 |
| Yerisnia | 2 (100%) | 0 | 0 | 2 |
| Total | 47 | 75 | 12 | 134 |
*Unspecified chemical
**Usually transmitted by a foodhandler
***E. coli O157:H7 and Salmonella
Table 5. Comparison of nutrition labels from three commercial raw and pasteurized milk products.
| Nutrition Label* | | Organic, raw whole milk, unhomogenized (A) | | Organic, pasteurized whole milk, unhomogenized (B) | | Conventional, pasteurized whole milk, homogenized (C) | |
|---|---|---|---|---|---|---|---|
| Calories (1 cup) | | 150 | | 150 | | 150 | |
| Fat | | 12% | | 12% | | 12% | |
| Saturated fat | | 25% | | 25% | | 25% | |
| Trans fat | | 0 | | 0 | | 0 | |
| | Cholesterol | | 10% | | 11% | | 12% |
| | Sodium | | 4% | | 5% | | 5% |
| Total carbohydrates | | 4% | | 4% | | 4% | |
| Fiber | | 0 | | 0 | | 0 | |
| | Sugar | | 12 grams | | 11 grams | | 11 grams |
| Protein | | 8 grams | | 8 grams | | 8 grams | |
| Vitamin A | | 6% | | 6% | | 6% | |
| | Vitamin C | | 0 | | 4% | | 2% |
| Calcium | | 30% | | 30% | | 30% | |
| | Iron | | 6% | | 0 | | 0 |
| | Vitamin D | | Not listed | | Not listed | | 25%** |
*percent daily values based on 2,000 calorie diet.
**vitamin D added (fortified)
Table 6. Summary of findings for four major pathogens involved in dairy-related outbreaks in the US, 2000-2007.
| | No. Outbreaks | No. Illnesses | No. Outbreaks | No. Illnesses | No. Outbreaks |
|---|---|---|---|---|---|
| Campylobacter | 2 | 1,844* | 34 | 660 | 0 |
| E. coli O157:H7 | 0 | 0 | 5 | 232 | 1 |
| Listeria | 2 | 8 | 0 | 0 | 3 |
| Salmonella | 4 | 329 | 3 | 163 | 1 |
| TOTAL | 9 | 2,181 | 42 | 1,055 | 5 |
*Source: CDC outbreak surveillance tables; CSPI outbreak database, public health reports, and peer-reviewed manuscripts(see Table 1 and Table 2).
.**Two outbreaks associated with 200 and 1,644 illnesses in Colorado (2005) and California (2006), respectively, linked to pasteurized milk produced and distributed at correctional facilities.
References
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2. Beals, T. 2009. Does raw milk kill pathogens? Wise Traditions Newsletter, Fall 2009, Weston A. Price Foundation. Available from: http://realmilk.com/documents/PathogensinRawMilk.pdf
3. Bell, R. A., V. N. Hillers, and T. A. Thomas. 1999. The Abuela Project: safe cheese workshops to reduce the incidence of Salmonella Typhimurium from consumption of raw milk fresh cheese. Am J Public Health 89:1421-4.
4. Birkhead, G., R. L. Vogt, E. Heun, C. M. Evelti, and C. M. Patton. 1988. A multiple-strain outbreak of Campylobacter enteritis due to consumption of inadequately pasteurized milk. J Infect Dis 157:1095-7.
5. Black, R. E., R. J. Jackson, T. Tsai, M. Medvesky, M. Shayegani, J. C. Feeley, K. I. MacLeod, and A. M. Wakelee. 1978. Epidemic Yersinia enterocolitica infection due to contaminated chocolate milk. N Engl J Med 298:76-9.
6. CDC. 1966. Shigellosis outbreak - Florida. MMWR Morb Mortal Wkly Rep 15:442.
7. CDC. 1975. A common-source outbreak of Salmonella Newport - Louisiana. MMWR Morb Mortal Wkly Rep 24:413-4.
8. CDC. 1979. Salmonella gastroenteritis associated with milk - Arizona. MMWR Morb Mortal Wkly Rep 28:117-20.
9. CDC. 1984. Salmonellosis from inadequately pasteurized milk--Kentucky. MMWR Morb Mortal Wkly Rep 33:505-6.
10. CDC. 2001. NC2001. From the Centers for Disease Control and Prevention. Outbreak of Listeriosis associated with homemade Mexican-style cheese--North Carolina, October 2000-January 2001. Jama 286:664-5.
11. CDC. 2002. Outbreak of Campylobacter jejuni infections associated with drinking unpasteurized milk procured through a cow-leasing program--Wisconsin, 2001. MMWR Morb Mortal Wkly Rep 51:548-9.
12. CDC. 2003. Multi-state outbreak of Salmonella Serotype Typhimurium infections associated with drinking unpasteruized milk – Illinois, Indiana, Ohio, and Tennessee. 2002-2003. MMWR Morb Mortal Wkly Rep 52:613-5.
13. CDC. 2007a. Escherichia coli O157:H7 infection associated with drinking raw milk – Washington and Oregon. November – December 2005. MMWR Morb Mortal Wkly Rep 56:165-7.
14. CDC. 2007b. Salmonella Typhimurium infection associated with raw milk and cheese consumption – Pennsylvania, 2007. MMWR Morb Mortal Wkly Rep 56:1161-4.
15. CDC. 2005. Human tuberculosis caused by Mycobacterium bovis – New York City, 2001-2004. MMWR Morb Mortal Wkly Rep 54:605-8.
16. CDC. 2008a. Escherichia coli 0157:H7 infections in children associated with raw milk and raw colostrum from cows--California, 2006. MMWR Morb Mortal Wkly Rep 57:625-8.
17. CDC. 2008b. Outbreak of multidrug-resistant Salmonella enterica serotype Newport infections associated with consumption of unpasteurized Mexican-style aged cheese – Illinois, March 2006 – April 2007. MMWR Morb Mortal Wkly Rep 57:432-5.
18. CDC. 2008c. Outbreak of Listeria monocytogenes infections associated with pasteurized milk from a local dairy--Massachusetts, 2007. MMWR Morb Mortal Wkly Rep 57:1097-100.
19. CDC. 2009. Campylobacter jejuni Infection Associated with Unpasteurized Milk and Cheese --- Kansas, 2007. MMWR Morb Mortal Wkly Rep 57:1377-9.
20. CDPH. 2008. Cluster of Campylobacter infections possibly associated with raw dairy products. Available at:
http://www.marlerblog.com/Cluster%20of%20Campylobacter%20infections.pdf
21. CDPH. 2009. Epidemiologic summary of human brucellosis in California. Available from: http://www.cdph.ca.gov/data/statistics/Documents/brucellosisepisummary.pdf
22. CSPI. 2008. Outbreak Alert! 2008: Closing the gaps in our Federal food safety net. Available at:
http://www.cspinet.org/new/pdf/outbreak_alert_2008_report_final.pdf
23. Dalton, C. B., C. C. Austin, J. Sobel, P. S. Hayes, W. F. Bibb, L. M. Graves, B. Swaminathan, M. E. Proctor, and P. M. Griffin. 1997. An outbreak of gastroenteritis and fever due to Listeria monocytogenes in milk. N Engl J Med 336:100-5.
24. Doyle, M. P. and D. J. Roman. 1982. Prevalence and survival of Campylobacter jejuni in unpasteurized milk. Appl Environ Microbiol 44:1154-8.
25. FAO/WHO. 2005. Benefits and potential risks of the lactoperoxidase system of raw milk preservation. Available from: ftp://ftp.fao.org/docrep/fao/009/a0729e/a0729e00.pdf
26. Fleming, D. W., S. L. Cochi, K. L. MacDonald, J. Brondum, P. S. Hayes, B. D. Plikaytis, M. B. Holmes, A. Audurier, C. V. Broome, and A. L. Reingold. 1985. Pasteurized milk as a vehicle of infection in an outbreak of listeriosis. N Engl J Med 312:404-7.
27. Hancock D. D., T. E. Besser, D. H. Rice, E. D. Ebel, D. E. Herriott, and L. V. Carpenter. 1998. Multiple sources of Escherichia coli O157 in feedlots and dairy farms in the northwestern USA. Prev Vet Med 35:11-9.
28. Headrick, M. L., S. Korangy, N. H. Bean, F. J. Angulo, S. F. Altekruse, M. E. Potter, and K. C. Klontz. 1998. The epidemiology of raw milk-associated foodborne disease outbreaks reported in the United States, 1973 through 1992. Am J Public Health 88:1219-21.
29. Hennessy, T. W., C. W. Hedberg, L. Slutsker, K. E. White, J. M. Besser-Wiek, M. E. Moen, J. Feldman, W. W. Coleman, L. M. Edmonson, K. L. MacDonald, and M. T. Osterholm. 1996. A national outbreak of Salmonella enteritidis infections from ice cream. The Investigation Team. N Engl J Med 334:1281-6.
30. Houser, B. A., S. C. Donaldson, S. I. Kehoe, A. J. Heinriches, and B. M. Jayarao. 2008. A survey of bacteriological quality and the occurrence of Salmonella in raw bovine colostrum. Foodborne Pathog Dis 5:853-8.
31. Hussein, H. S. and T. Sakuma. 2005. Prevalence of shiga toxin-producing Escherichia coli in dairy cattle and their products. J Dairy Sci 88:450-465.
32. Jay M. T., J. Yuan, R. E. Mandrell, A. Bates, R. Manalac, J. O'Connell, J. MohleBoetani, W. G. Miller. 2007. Use of MOMP typing as an epidemiological tool during a large campylobacteriosis outbreak investigation. 107th General Meeting of the American Society for Microbiology, Toronto, Canada.
33. Jayarao, B. M., S. C. Donaldson, B. A. Straley, A. A. Sawant, N. V. Hegde, and J. L. Brown. 2006. A survey of foodborne pathogens in bulk tank milk and raw milk consumption among farm families in Pennsylvania. J Dairy Sci 89:2451-8.
34. Leedom, J. M. 2006. Milk of nonhuman origin and infectious diseases in humans. Clin Infect Dis 43:610-5.
35. Lejeune, J. T., and P. J. Rajala-Schultz. 2009. Food safety: unpasteurized milk: a continued public health threat. Clin Infect Dis 48:93-100.
36. MacDonald, P. D., R. E. Whitwam, J. D. Boggs, J. N. MacCormack, K. L. Anderson, J. W. Reardon, J. R. Saah, L. M. Graves, S. B. Hunter, and J. Sobel. 2005. Outbreak of listeriosis among Mexican immigrants as a result of consumption of illicitly produced Mexican-style cheese. Clin Infect Dis 40:67782.
37. Massa, S., E. Goffredo, C. Altieri, and K. Natola. 1999. Fate of Escherichia coli O157:H7 in unpasteurized milk stored at 8 degrees C. Lett Appl Microbiol 28:8992.
38. Mazurek, J., E. Salehi, D. Propes, J. Holt, T. Bannerman, L. M. Nicholson, M. Bundesen, R. Duffy, and R. L. Moolenaar. 2004. A multistate outbreak of Salmonella enterica serotype typhimurium infection linked to raw milk consumption--Ohio, 2003. J Food Prot 67:2165-70.
39. Mead, P. S., L. Slutsker, V. Dietz, L. McCaig, J. S. Bresee, C. Shapiro, P. M. Griffin, and R. V. Tauxe. 1999. Food-Related Illness and Death in the United States. Emerg Infect Dis 5:607-25.
40. Miller, W. G. and R. E. Mandrell. 2005. Prevalence of Campyobacter in the food and water supply: incidence, outbreaks, isolation and detection. In: Campylobacter: Molecular and Cell Biology. Ketley, J. M. and M. E. Konkel, eds. Norfolk, UK: Horizon Biosciences, pp. 101-63.
41. Oliver, S. P., B. M. Jayarao, and R. A. Almeida. 2005. Foodborne pathogens in milk and the dairy farm environment: food safety and public health implications. Foodborne Pathog Dis 2:115-29.
42. Oliver, S. P., K. J. Boor, S. C. Murphy, and S. E. Murinda. 2009. Food safety hazards associated with consumption of raw milk. Foodborne Pathog Dis 6:793806.
43. Olsen, S. J., M. Ying, M. F. Davis, M. Deasy, B. Holland, L. Iampietro, C. M. Baysinger, F. Sassano, L. D. Polk, B. Gormley, M. J. Hung, K. Pilot, M. Orsini, S. Van Duyne, S. Rankin, C. Genese, E. A. Bresnitz, J. Smucker, M. Moll, and J. Sobel. 2004. Multidrug-resistant Salmonella Typhimurium infection from milk contaminated after pasteurization. Emerg Infect Dis 10:932-5.
44. Peterson, M. C. 2003. Campylobacter jejuni enteritis associated with consumption of raw milk. J Environ Health 65:20-1.
45. Pitt, W. M., T. J., Harden, and R. R. Hull. 2000. Behavior of Listeria monocytogenes in pasteurized milk during fermentation with lactic acid bacteria. J Food Prot 63:912-20.
46. Rangel, J. M., P. H. Sparling, C. Crowe, P. M. Griffin, and D. L. Swerdlow. 2005. Epidemiology of Escherichia coli O157:H7 outbreaks, United States, 1982-2002. Emerg Infect Dis 11:603-9.
47. Richwald, G. A., S. Greenland, B. J. Johnson, J. M. Friedland, E. J. C. Goldstein, and D. T. Plichta. 1988. Assessment of the excess risk of Salmonella Dublin infection associated with the use of certified raw milk. Public Health Rep 103:489-93.
48. Rose, A. 2009. Does raw milk kill pathogens? A visual summary of the research on competitive exclusion. Available at: http://rawmilkwhitepapers.com/
49. Ryan, C. A., M. K. Nickels, N. T. Hargrett-Bean, M. E. Potter, T. Endo, L. Mayer, C. W. Langkop, C. Gibson, R. C. McDonald, R. T. Kenney, and et al. 1987. Massive outbreak of antimicrobial-resistant salmonellosis traced to pasteurized milk. JAMA 258:3269-74.
50. Sanders, M. E. 2009. The Pros of Probiotics. California Dairy Dispatch. Published by the California Dairy Research Foundation. Available from: http://www.cdrf.org/content.asp?contentID=539.
51. Shere, J. A., K. J. Bartlett, and C. W. Kasper. 1998. Longitudinal study of Escherichia coli O157:H7 dissemination on four dairy farms in Wisconsin. Appl Environ Microbiol 64:1390-9.
52. Swaminathan, B., and P. Gerner-Smidt. 2007. The epidemiology of human listeriosis. Microbes Infect 9:1236-43.
53. Tacket, C. O., J. P. Narain, R. Sattin, J. P. Lofgren, C. Konigsberg, Jr., R. C. Rendtorff, A. Rausa, B. R. Davis, and M. L. Cohen. 1984. A multistate outbreak of infections caused by Yersinia enterocolitica transmitted by pasteurized milk. JAMA 251:483-6.
54. Wang, G. T. Zhao, and M. P. Doyle. 1997. Survival and growth of Escherichia coli O157:H7 in unpasteurized and pasteurized milk. J Food Protect 60:610-3.
55. Wein, L. M., and Y. Liu. 2005. Analyzing a bioterror attack on the food supply: the case of botulinum toxin in milk. Proc Natl Acad Sci U S A 102:9984-9.
56. Weisbecker, A. 2007. A legal history of raw milk in the United States. J Environ Health 69.
57. Werner, S. B., G. L. Humphrey, and K. I. Kamei. 1979. Association between raw milk and human Salmonella Dublin infection. BMJ 2:238-41.
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POMEGRANATE
INTRODUCTION
The Pomegranate (Punica granatum) is a fruit-bearing deciduous shrub or small tree that grows to a height of 5-8 m. The pomegranate is native to Iran and the Himalayas in northern India. It has been cultivated since ancient times throughout the Mediterranean and Africa.
CLIMATE
Pomegranates are drought tolerant and can be grown in dry areas with either a Mediterranean winter rainfall climate or in summer rainfall climates. In wetter areas, they are prone to root decay from fungal diseases. They are tolerant of moderate frost and temperatures of up to about -10°C.
SOIL
Pomegranates produce best on deep, heavy loams, but adapt to many soil types, from pure sand to heavy clay. They do well in alkaline soils (with up to 15% active lime). Yields are usually low on sands, while fruit color is poor on clays. PH range is 5.5-7.0.
PLANTING AND SPACING
In heavy soil, where soil suitability is not known or there are drainage problems, it is best to plant on raised beds.
Row orientation should be north-west, south-east (in the northern hemisphere) for optimal light exposure.
Organic manure or compost can be applied to improve the soil: 100-150 m 3 /ha. If the compost is spread along the planting line only, 50-70 cube/ha is applied, and then buried.
Planting distance: 5-6 m between rows
4-5 m between trees
These are defined according to variety and local conditions.
IRRIGATION
Mature pomegranate trees can tolerate considerable drought, but for good fruit production, they must be irrigated. The plants are tolerant of moderately saline water and soil conditions.
New Plantation—Establishment Stage
Immediately after planting, the tree is given a large irrigation dosage so that the wetted area is wider than the planting hole.
The dripper should be attached to the tree trunk.
During the first month after planting, irrigation is once a day, or once every two days, with small volumes of 2-4 liters per plant a day.
If all the drippers along the row are open (there is an option to temporarily seal some of the drippers between the two trees and to leave only 1-2 open), this volume is multiplied by the number of drippers per tree
(For example : 8 drippers at 50 cm spacing x 2 liters = 16 liters a day).
About one month after planting, when the young tree is established and there is new growth, it is recommended to increase irrigation volume and intervals.
Young Orchard
First irrigation should occur when the moisture drops to an unsatisfactory level at a depth of 20-30 cm (root zone).
Water dosage for the first irrigation is 50 m 3 /ha.
IRRIGATION MANAGEMENT AND TENSIOMETERS
Use of tensiometers is recommended from the third year onwards. Tensiometer depth should be 30, 60 cm in each station.
Irrigation Scheduling Guidelines with Tensiometer
Guideline for Soil Water Tension (centibars) to Start Irrigation
| | Light Soil | Heavy Soil |
|---|---|---|
| First Irrigation After winter rains | 20 | 50-60 at 60 cm depth |
| Regular Irrigation Starts one week after the first irrigation | | 20 at 30 cm 30-40 at 60 cm |
| Irrigation Intervals | 2-3 times a week | 1-2 times a week |
* If, after one day, the water tension does not drop to 10-15 centibars at the 60 cm tensiometer, apply again with a 100 m 3 /ha dosage.
IRRIGATION MANAGEMENT SCHEDULE
Evaporation is measured using the pan evaporation method, or calculated according to Penman's equation.
Transition to daily irrigation is made when the soil (very shallow or very light) does not retain the daily dosage, and a significant amount of the water percolates below the root zone. For example, in light soil the tension in the tensiometers drops during irrigation, but it is again too high before irrigation (this rise in tension does NOT result from insufficient daily dosage).
Plastic mulch improves soil moisture and prevents weeds
IRRIGATION CROP COEFFICIENT*
| | Apr. | May | June | July | Aug. | Sept. | Oct. |
|---|---|---|---|---|---|---|---|
| Crop Factor | 0.35 | 0.4 | 0.5 | 0.55-0.6 | 0.6 | 0.5-0.6 | 0.35 certain varieties - 0.6 |
*To calculating the water quantity to be applied, multiple the daily ET by the crop factor.
Total water requirement (for the Mediterranean climate) is 550-750 mm, according to variety, yield and soil.
FERTILIZATION AND FERTIGATION
| | N | P P0 2 5 | K KO 2 |
|---|---|---|---|
| Kg/ha | 150-200 | 60-100 | 350-400 |
| Application Time | Throughout the irrigation season First dose of about 3 units in the spring At bud break time: For early varieties, apply 3 units after harvest. Stop N application about | Throughout the irrigation season Alternatively: As phosphoric acid At the beginning and end of the season | Throughout the irrigation season |
| | 3 weeks before harvest. | | |
ISRAELI VARIETIES—YIELD AND FRUIT SIZE CONTROL
Number of fruit left on each tree, according to variety
| Variety | Average Yield ( ton/ha) | Fruit Weight (gr) | No. of Fruit (ha) |
|---|---|---|---|
| Shami | 20 | 350 | 60000 |
| Mule’s Head | 30 | 350 | 85000 |
| Wonderful | 30 | 500 | 60000 |
IRRIGATION SOLUTIONS
DRIP SYSTEM
The drip system is the most common and efficient solution for pomegranate irrigation.
Design guidelines:
One drip lateral per row
1.6-2.2 l/h dripper every 50 cm
The dripper is placed close to the young tree in the first year.
NAANDANJAIN RANGE OF SOLUTIONS
Amnon PC
Thick-walled, pressure-compensating for maximum accuracy at variable topography, pressure fluctuation and long laterals. High clog resistance due to Cascade labyrinth and strong selfcleaning mechanism.
Anti-syphon (AS) feature available.
Diameter: 16, 20 mm
Flow rate: 1.6, 2.2 l/hr
TopDrip HD
Cost-effective PC dripper
Accurate performances at variable topography and pressure fluctuations.
High clog resistance due to Cascade labyrinth.
Available with anti-syphon (AS).
Diameter: 16, 17, 20 mm
Flow rate: 1.6 l/hr
AmnonDrip PC
MICRO SPRINKLERS
Micro-sprinklers/sprayers offer controlled limited wetted area. The selection of micro-system vs. drip depends on local experience and practices.
One micro-sprinkler or sprayer is required per tree. Generally placed between two trees.
Aqua Smart 2002
Flow-regulated unit
Insect-proof
Flow rate: 30- 70 l/hr
Diameter: 3.5- 7.0 m
Dan Jet PC
Flow-regulated micro-jet
Easy supervision and maintenance
Strip or circle wetted area configuration
Flow rate: 19-76 l/hr
Diameter: 2.4- 5.0 m
NaanDanJain is committed to finding the ideal solution for your pomegranate crop, tailored to your local climatic conditions, soil, water properties and budget. Contact our office or your local dealer for further information.
© 2014 NaanDanJain Ltd. All rights reserved. All specifications are subject to change without notice.
All information should be used only as a guideline. For specific recommendations contact your local agronomist.
E: [email protected] www.naandanjain.com
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HUMAN VALUES FOUNDATION
Autumn Newsletter
No. 38 - Autumn 2015
WELCOME TO DR KEVIN AUTON AS A PATRON
It is with great pleasure we announce that Kevin Auton, son of our late president, June Auton, has kindly agreed to become a patron of the Human Values Foundation. Kevin brings with him a great wealth of knowledge in connection with the setting up of the Foundation and of the Education in Human Values (EHV) and Social and Emotional Education (SEE) programmes that June so expertly developed. We are delighted with this wonderful continuity for our organisation.
VALUES IN THE SCHOOL CURRICULUM
As part of a broad and balanced curriculum, teachers have legal obligations to promote the spiritual, moral, cultural, mental and physical development of pupils in their school and in the wider society. In November 2014 the Department for Education published revised "SMSC" (spiritual, moral, social and cultural) guidance to achieve this. Additionally, it set out what is expected of schools in England in promoting fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
From September 2015, when Ofsted inspectors form a judgement of a school, they must consider the provision being made for the pupils' spiritual, moral, social and cultural development and with the new duty to actively promote fundamental British values, schools must:
- have a clear strategy for embedding these values, and
- show how their work with pupils has been effective in doing so.
It seems that many teachers are already struggling with their workloads, including the requirement to promote these particular designated values in a meaningful way, along with the duty to prevent children from being radicalised.
There are few high quality, comprehensive values education resources in the market, let alone those applicable to the so-called fundamental British values and therefore this is where our valuesthemed materials could make even more of an impact. CEO, Rosemary Dewan, has put together a supplementary booklet for schools with our Education in Human Values programme (EHV - for ages 4 to 12) to illustrate which of the 44 lesson plans provide a good foundation and have suitable material for developing young children's appreciation, understanding and application of the fundamental British values. She has already received some excellent and appreciative feedback and a number of headteachers have stated that the booklet will provide a great service to schools.
1
Encouraged by the responses, a similar booklet has been prepared indicating how well the 34 powerful and stimulating Social and Emotional Education modules (SEE - for ages 12 to 14+) deepen the relevance of values for this age group and provide clear evidence of how the school is effectively embedding the fundamental British values.
SOME SAYINGS ABOUT VALUES
A Chinese Proverb
"If you want a harvest in a year, grow a crop …
If you want a harvest in ten years, grow a tree …
If you want a harvest that will last for a life time, grow people."
Patrik Somers is a consultant who has worked extensively on values with teachers in schools and directors of businesses. This is how he has explained the importance of understanding the significance of values:
A child without values is as a bird without wings.
An adult without values is like a zebra without stripes.
A school without values is like an orchard without fruits.
To live and to work without values is like eating soup with a fork.
WAKE UP TO VALUES
We have strongly supported the UK Values Alliance since it was established around three years ago as an umbrella organisation for those who, like us, believe in the crucial importance of values in society. We hope that the Alliance can become an important "pressure group" for values and that by linking up with like-minded individuals and organisations, we can amplify our own voice and gain attention and support for our own special interest - the promotion of values among children and young people.
In particular we have given our support to a very interesting initiative by the Alliance called "Wake Up To Values". This is currently still in its early stages but it is intended that this will become a national campaign to raise awareness of values across the whole country and to help to embed them in our daily lives.
As was revealed by a national survey conducted in 2012 by our friends at the Barrett Values Centre, most people in this country do have good, positive values, but they do not believe that these values are reflected in society as a whole. The fault must surely lie with all of us who make up the population – it must be that we are failing to practise the values that we claim to hold dear. The Wake Up To Values campaign is designed to get us to address that failure.
To test the concept and methodology, a number of pilot projects have been held across the country with a variety of different types of organisations – including a training company in Leicester, a domiciliary care company in a deprived area of inner London, and a number of housing associations from different parts of the country.
The pilot that is currently underway is of particular interest to the Human Values Foundation. It is being being held at a large primary school in Edgware, North London, which converted to academy status in 2013 and serves an ethnically diverse community.
The school already uses a Unicef Rights and Responsibilities programme and feels that our EHV programme is therefore not needed for the children, but it nevertheless wants values to have a much more central role in the life of the school, knitting the whole school together from top to bottom.
It has therefore enrolled around 80 of its teaching and non-teaching staff in this Wake Up To Values pilot, making it the largest and therefore the most challenging pilot to date.
After two sessions of two hours each spaced several weeks apart, the pilot is now half complete. There has been great enthusiasm among the staff as they explore their values and work out how they can put those values into practice in their daily life at the school (and outside it).
Rosemary Dewan, Charles Fowler and Kashmira Deboo have all been involved in helping at the sessions and have gained some very useful insights into how staff can be helped to "buy in" to the crucial importance of values in a school. There may well be ideas here that can be applied at schools that take on our own EHV and SEE programmes, and we shall continue to follow the progress of the Wake Up To Values campaign with considerable interest.
PROGRESS SINCE OUR SPRING NEWSLETTER
Since our newsletter in the spring, a further 38 schools have taken a copy of our values education programme. With on average over 200 children in each primary school, this means that around another 7,600 children now have the opportunity to explore and put into practice, values that can help them develop beneficial habits and a positive attitude along with essential emotional and social life skills so that they not only make good progress academically but also feel good and happy about themselves.
Increasingly teachers are recognising that "one of the big agenda matters of our times is values". During the summer a survey of just over 1,000 headteachers of secondary schools found that their three biggest concerns for their pupils were firstly, their mental health and then domestic violence followed by cyberbullying.
Values are principles that help to establish anchors and standards. They act as guides for our thinking, decision-making, including our lifestyle choices, and our behaviour. Research has shown that when young children and adolescents are taught about values, in school, in a planned and systematic way that enables them to explore them and put them into practice in a safe and supportive environment, they tend to become more emotionally stable, show a greater commitment to learning and derive more pleasure from it, benefit from enriched interactions with their teachers, peers, parents/carers and others, develop a better understanding of their own and other societies and their horizons are broadened as they become more outward-looking, wanting to care, share, assist others and play their part in the stewardship of the environment.
We encourage teachers of ALL subjects to consider with their pupils, the ramifications of values over time on their particular subject. To help children understand the power of values, we suggest teachers ask their pupils to investigate:
- how people's views of the topical value have shaped things in the PAST
- how its impact shows up in their particular subject in TODAY'S WORLD, and
- how it might influence the way people think, make choices and behave in the FUTURE.
Comment from a headteacher
This is a recent and typical comment from a headteacher who appreciates the relevance of and added value of values education as an integral part of the curriculum mix:
"Our values-based education work underpins our whole school ethos and informs all our policies. As a school we have a clear raising-standards agenda. However, we can't do that if the pupils haven't got the right conduct, attitude and aspirations and that's what our Values Education programme is giving them."
3
21 ST -CENTURY EDUCATION RESOURCES
Integrating technology into the classroom is a great way of meeting diverse education needs and preferred learning styles and therefore in recent years we have been planning and working on a project we call "Life Skills for the Future". It involves upgrading our existing paper-based materials into innovative, highly interactive, digital, contemporary products for use by young people in their schools, homes and other appropriate environments.
Leading the development of the interactive learning platform and content at the University of Winchester is our long-time supporter and very experienced educationalist and former primary headteacher, Gwen Clifford. A team of technical-savvy students has begun preliminary work to produce the website and develop the interactive media content.
As a fully independent, non-denominational body, with a long history of involvement in the education sector, we are well placed to involve young people, teachers, carers and parents in this exciting project through Pupil Referral Units, the Youth Justice system, youth organisations, and schools, including the 1,800+ schools that have taken our programmes, giving us access to young people in their learning environments.
OUR EDUCATION ADVISOR, SIR ANTHONY SELDON
Sir Anthony Seldon's time at Wellington College drew to a close in August and on 1 September he took up the position of Vice-Chancellor of the University of Buckingham. During his 6-year tenure as Master of Wellington College, Sir Anthony introduced happiness classes into the curriculum and took the College to new levels of performance, with Wellington now being synonymous with the concept of mindfulness and wellbeing in schools.
With his prodigious energy, we wish Sir Anthony much happiness and success as he takes over at Buckingham University, which his father, Arthur Seldon CBE, helped to found 40 years ago. Sir Anthony's ambition is to make the university a truly pioneering academic institution.
OUR PATRON, PROFESSOR KAMRAN MOFID
As ever, our patron, Kamran Mofid, has been invited to give speeches at international conferences. For example, in June he gave a presentation at the Global Ethics Forum in Switzerland, where the theme this time was Responsible Leadership in Action: The Value of Values. He spoke of improving values-driven leadership in politics, religion and education and in particular highlighting education. Our CEO was pleased to supply supporting material for his talk, which was very well received.
UNITED NATIONS – SUSTAINABLE DEVELOPMENT GOALS
From 25-27 September heads of state and other high-ranking representatives from 193 countries attended a summit in the UN Headquarters in New York to bring countries and citizens of the world together to decide and embark on new paths to improve the lives of people everywhere. The world leaders committed to 17 Sustainable Development Goals with 169 associated targets which are integrated and indivisible. Never before have world leaders pledged common action and endeavour across such a broad and universal policy agenda. They initiated united pathways towards sustainable development and collectively pursuing global development and of "win-win" co-operation, which can bring huge gains to all countries and all parts of the world. Commitments were made to 17 Global Goals to achieve three extraordinary things in the next 15 years:
- To end extreme poverty
- To fight inequality and injustice
- To fix climate change.
The Global Goals for sustainable development could get these things done - in all countries - for all people (see www.un.org/sustainabledevelopment). However, the goals are not just for the UN and governments to deliver. It is the job of every company, NGO, community, leader, employee, man, woman, and child to play their part in bringing about the largest transformation in the history of humanity. For the first time ever, all people on earth have the chance to come together under a common vision and set of values that will create life conditions that work for everyone.
VALUES-THEMED ARTICLES
Since August 2011 we have had over 30 values-themed articles published on a website called InnovateMySchool. The piece for the Summer Term this year was about "Using values education to nurture the whole child" and the title of the Autumn Term 2015 piece is "How to EMPOWER learners to live smarter". The latter encourages systematic questioning, looking at both positive and negative aspects of topics, issues and concerns so as to learn from the findings, and teachers promoting a values-based approach to life so that children and young people benefit from a focus on Exploration, Motivation, Practice, Opportunities, Wellbeing, Exercise and Recreation. (A link to the set of articles is given at the end of the newsletter.)
REMINDING THE DEPARTMENT FOR EDUCATION ABOUT OUR WORK
Our CEO has had a meeting with her new MP, Jeremy Quin. He has been the governor of a school and so was very interested to learn about the work of the Human Values Foundation, to the extent that he said he would bring it and our programmes to the attention of the Department for Education.
MAKING THE WEBSITE MOBILE COMPATIBLE
We are living through an internet revolution with people visiting sites wherever they are and with a variety of digital devices, including mobile phones. In time we will need to completely rebuild our website when we launch our new e-products but for now, we have had it upgraded so that it is mobile compatible and we are therefore not missing out on visitors and, as and when we have the resources, we can take more advantage of online video, email marketing, social media facilities, etc.
We are enormously grateful to Bristol Marketing Services for their generosity when charging us for the site rebuild and to Sheila Evered for her donation that enabled us to move forward with this transformational upgrade.
DONATIONS
There is a DONATE NOW button on the website
There is no doubt that the HVF owes it continued existence to donations from those who recognise the enormous need for young children and teenagers to be able to learn about and consciously use life-enhancing values to make the most of themselves both during their school careers and subsequently. Please encourage your friends, family members, colleagues and others to visit our website and make a donation so that the HVF can make further uplifting contributions to the quality of teaching and mentoring for young people. Such support makes real differences to the rounded development of children, enabling them to be happy and healthy and mature into fulfilled adults.
We much appreciate each and every one of our kind supporters
5
As ever, we are extremely grateful to our magnificent and committed supporters, without whom we could not be making deep, meaningful and timely changes to the lives of thousands of young children and teenagers to the delight of their teachers, parents and carers. A number of donors wish to remain anonymous but we would like to express our sincere appreciation to each of you for your wonderfully generous financial support.
We much appreciate the annual subscriptions from our loyal Members and Friends and the encouraging donations we have received from Chris Caine, Joy Carter, Jacqueline Clark, Sheila Evered, Bob and Mary Greenhead, Iain Lee, Tim Lipscomb, Audrey Nightingale-Young, Anthony and Nicole O'Flaherty, Mike Roberts, Penelope Sapiro, Nigel Shamash, Tonia Silk, Geoffrey and Ann Steinberg and Valerie Stone.
We are also greatly indebted to the trustees of Barleycorn Trust, Harapan Trust, The Joicey Trust, The Russell Haldane Trust, Skipton Building Society Charitable Foundation and The Walter and Elizabeth Sharman Charitable Trust for so generously enabling us to provide primary schools, often in specific and deprived areas of England, with a copy of Education in Human Values. The emails received from the teachers certainly express their thanks and appreciation for the resource and recognise the tremendous contribution it will make to their school and the children in it. We would also like to pay tribute to Audrey Nightingale-Young, who generously enables us to provide our accompanying CD of 30 of the songs in the EHV programme and our CD of Music For Reflection. The latter is proving very popular and beneficial owing to its calming effects on the children.
AND FINALLY ...
THANK YOU all once again for your exceptional contributions, encouragement, voluntary work and practical support that enables us to provide a service that positively impacts an ever growing number of schoolchildren. Through the dedicated endeavours of their teachers and others using our programmes, hundreds of lives are being transformed and enriched. Your kindness is helping to meet the needs of young people so that they feel happier about themselves, empowered with an understanding of values that really does make a difference to their lives, aspirations and wellbeing and the lives of those around them.
If you have any comments, suggestions or ideas about gaining sponsorship for our various projects or would like a supply of some of our short brochures about the EHV and SEE programmes (paper or pdf) for your friends, family members and others, please contact:
Rosemary Dewan Human Values foundation The Coach House, Salisbury Road, Horsham, West Sussex RH13 0AJ
Alternatively do ring 01403 259711 or e-mail: [email protected]. The website is: www.humanvaluesfoundation.com.
Click here for a collection of values-themed articles from the Human Values Foundation.
We wish you all a happy and peaceful winter, with Seasons Greetings from the Human Values Foundation team.
Patrons: Michael Morpurgo, OBE, FKC, AKC; Prof Kamran Mofid, PhD; Dr Kevin Auton,PhD
Education Advisor: Sir Anthony Seldon, MA, PhD, FRSA, MBA, FRHisS
6
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The hydraulic fracturing process, also known as "well stimulation," is vital to extracting natural gas from the Marcellus Shale and other geological formations in Pennsylvania. Over the course of nearly 70 years,hydraulic fracturing has been safely used in more than 2 million wells.and used across the United States as a safe and effective method to allow natural gas to flow freely into a wellbore and up to the earth's surface.
The Well Stimulation Process
Well developers begin the stimulation process once a well has been drilled to a desired vertical and horizontal depth, with a series of steel pipes, called casing strings, cemented in place along the length of the wellbore. The steel and cement isolates the well from the surrounding geology and groundwater zones found above. Groundwater sources are typically located a mile or more above the Marcellus Shale formation. A device known as a perforating gun is first lowered into the well to a designated location in the shale,
Hydraulic fracturing has been used to produce oil and natural gas since 1949. The process involves pumping a mixture made up of 99.5% water and sand, and a minimal amount of additives, into the ground under high pressure. The solution opens tiny fractures in the rock to allow a pathway for the oil and gas to enter the wellbore. It typically takes about a week to complete a hydraulic fracturing operation.
The Facts on Hydraulic Fracturing
and a charge is fired down the well from a wire at ground surface to perforate the steel casing, cement and the shale formation. This perforation stage creates small cracks, or fractures, in the rock.
FAST FACTS
A mixture of water, sand and chemicals is then injected into the wellbore under high pressure. The sand holds open the cracks in the rock to allow the well to produce natural gas. Water and sand make up 99.5% of the fluid injected into the well, and the chemicals used in the process both small in number and dilute in concentration - can be found in many household items (see page 2).
Once the first zone of the well has been perforated and stimulated, a rubber plug is placed to isolate that area from the rest of the horizontal wellbore. The perforation and stimulation process then continues multiple times along the length of the formation to make the well as productive as possible. A bit is lowered into the well after the process is completed to drill out the rubber plugs and allow gas to flow to the surface.
Completing the Process
At the completion of the stimulation process, approximately 20-30% of the water flows back up the wellbore, where it is collected and typically stored in tanks. Water can be treated and conveyed to another well site through a temporary water line and pumping system, or put into trucks and transported to another well location awaiting well stimulation.
Water can also be stored on a drilling pad and used for multiple wells at that location. Over the productive life of the well, additional "produced" water slowly comes to the surface, where it is collected in on-site storage tanks and transported to permitted treatment facilities.
Protecting Groundwater
Agencies in Pennsylvania enforce stringent regulations to protect groundwater during both the drilling and well stimulation process. Marcellus Shale wells require multiple, redundant layers of
A 2009 study by the Groundwater Protection Council, a non-profit organization of state groundwater regulators, found the chance for contamination of drinking water sources from the well stimulation process to be one in 200 million.
The industry developed FracFocus.org to provide detailed information on hydraulic fracturing operations at wells across the country, including the capability to search for county-specific wells completed by individual natural gas operators.
www.KeystoneEnergyForum.com steel casing and cement as well as strict quality control procedures to protect groundwater sources.
State oil and gas regulatory agencies, including the Pennsylvania Department of Environmental Protection, have not documented a case of drinking water contamination related to the stimulation of an oil or natural gas well. In April 2009, the Ground Water Protection Council stated that the chances of groundwater contamination due to this process are as low as 1 in 200,000,000.
Regulation of Water Withdrawals
Water used in the well stimulation process is regulated in Pennsylvania either by the state DEP, or the federal Susquehanna or Delaware River Basin Commissions, with approval required for every withdrawal from streams or rivers. These withdrawals are limited to fraction of a waterway's normal flow to protect aquatic life, and stream withdrawals can be halted in the event of low flow conditions. Water is either trucked or piped to drilling locations, where it is stored in secure, lined impoundments or tanks for use in the fracture process.
According to an analysis by the Susquehanna River Basin Commission, Marcellus Shale development at its anticipated peak levels of production in the Susquehanna River watershed would require the use of 60 million gallons of water a day. This amount is less than half of what is needed for recreational purposes, such as irrigating golf courses or making snow at ski resorts.
Recycling and New Technologies
The companies developing the Marcellus Shale are also advancing the treatment and recycling of water for use in multiple well stimulation procedures, along with research into using water impaired by acid mine
... more Facts on Hydraulic Fracturing
drainage and other "lesser quality" water sources. Recycling efforts allow for a reduction in fresh water use required for each well, while the use of water from historic mining areas removes that water from stream flows, improving the quality of water in those streams in the process.
An equal amount of work is taking place to research the use of additives that are biodegradable and do not bioaccumulate in the environment, including ingredients found in many foods. Guar gum, a thickener used in dairy products, baked goods and ketchup, is used as a friction reducer in the well stimulation process, while citric acid, used in the production of soft drinks and wine, is effective in controlling iron in a wellbore. Pennsylvania's winters have also led to the discovery of environmentally friendly additives required to prevent water from
Common Well Stimulation Additives
Between five and ten additives are commonly used to stimulate an oil or gas well, making up between .05 and .5% of the total injection into the well. The list below identifies many of them; the right column lists their common uses
Common Household Product
Swimming pool cleaner
Disinfectant, Sterilizer for medical and dental equipment
Table Salt
Used in pharmaceuticals, acrylic fibers and plastic
Used in laundry detergents, hand soaps and cosmetics
Water treatment, Soil conditioner
Makeup remover, laxatives and candy
Thickener used in cosmetics, ice cream and toothpaste
Food additive, lemon juice
Low-sodium table salt substitute
Cosmetics, food and beverage processing, water treatment
Washing soda, detergents, soap, water softener, glass and ceramics
Drinking water filtration, play sand www.KeystoneEnergyForum.com
May, 2017
freezing during cold weather well stimulation, with the increased use of glycerin and potassium formate over material such as methanol, which is found in windshield cleaning solutions. Research continues to enhance recycling capabilities and identify effective biodegradable additives.
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The Endocrine System 2 Prof. Dr. Sa'ad Merza Alaraji
University Of Babylon ,College Of Medicine, Dep. Of Medical Physiology
The Endocrine System 2
Hormone Activity
The Role of Hormone Receptors
Although a given hormone travels throughout the body in the blood, it affects only specific target cells. Hormones, like neurotransmitters, influence their target cells by chemically binding to specific protein receptors. Only the target cells for a given hormone have receptors that bind and recognize that hormone.
For example, thyroid-stimulating hormone (TSH) binds to receptors on cells of the thyroid gland, but it does not bind to cells of the ovaries because ovarian cells do not have TSH receptors.
Receptors, like other cellular proteins, are constantly being synthesized and broken down. Generally, a target cell has 2000 to 100,000 receptors for a particular hormone.
If a hormone is present in excess, the number of target-cell receptors may decrease—an effect called down-regulation. For example, when certain cells of the testes are exposed to a high concentration of luteinizing hormone (LH), the number of LH receptors decreases.
Down-regulation makes a target cell less sensitive to a hormone. In contrast, when a hormone is deficient, the number of receptors may increase. This phenomenon, known as upregulation, makes a target cell more sensitive to a hormone.
Clinical Connection : Blocking H or m one R e c e ptor s
Synthetic hormones that block the receptors for some naturally occurring hormones are available as drugs.
For example, RU486 (mifepristone), which is used to induce abortion, binds to the receptors for progesterone (a female sex hormone) and prevents progesterone from exerting its normal effect, in this case preparing the lining of the uterus for implantation.
When RU486 is given to a pregnant woman, the uterine conditions needed for nurturing an embryo are not maintained, embryonic development stops, and the embryo is sloughed off along with the uterine lining.
This example illustrates an important endocrine principle: If a hormone is prevented from interacting with its receptors, the hormone cannot perform its normal functions.
Circulating and Local Hormones
Most endocrine hormones are circulating hormones—they pass from the secretory cells that make them into interstitial fluid and then into the blood (Figure 3 a).
Other hormones, termed local hormones, act locally on neighboring cells or on the same cell that secreted them without first entering the bloodstream (Figure 3 b). Local hormones that act on neighboring cells are called paracrines (para- = beside or near), and those that act on the same cell that secreted them are called
١
The Endocrine System 2 Prof. Dr. Sa'ad Merza Alaraji University Of Babylon ,College Of Medicine, Dep. Of Medical Physiology
autocrines (auto- = self ). One example of a local hormone is interleukin 2 (IL2), which is released by helper T cells (a type of white blood cell) during immune responses . IL-2 helps activate other nearby immune cells, a paracrine effect. But it also acts as an autocrine by stimulating the same cell that released it to proliferate. This action generates more helper T cells that can secrete even more IL-2 and thus strengthen the immune response. Another example of a local hormone is the gas nitric oxide (NO), which is released by endothelial cells lining blood vessels. NO causes relaxation of nearby smooth muscle fibers in blood vessels, which in turn causes vasodilation (increase in blood vessel diameter). The effects of such vasodilation range from a lowering of blood pressure to erection of the penis in males. The drug Viagra® (sildenafil) enhances the effects stimulated by nitric oxide in the penis.
Local hormones usually are inactivated quickly; circulating hormones may linger in the blood and exert their effects for a few minutes or occasionally for a few hours. In time, circulating hormones are inactivated by the liver and excreted by the kidneys. In cases of kidney or liver failure, excessive levels of hormones may build up in the blood.
Figure 3: Comparison between circulating hormones and local hormones (autocrines and paracrines).
Circulating hormones are carried through the bloodstream to act on distant target cells. Paracrines act on neighboring cells and autocrines act on the same cell that produced them.
The Endocrine System 2 Prof. Dr. Sa'ad Merza Alaraji University Of Babylon ,College Of Medicine, Dep. Of Medical Physiology
Chemical Classes of Hormones
Chemically, hormones can be divided into two broad classes:
Those that are soluble in lipids, and those that are soluble in water. This chemical classification is also useful functionally because the two classes exert their effects differently.
Lipid-soluble Hormones
The lipid-soluble hormones include steroid hormones, thyroid hormones, and nitric oxide.
1. Steroid hormones are derived from cholesterol. Each steroid hormone is unique due to the presence of different chemical groups attached at various sites on the four rings at the core of its structure. These small differences allow for a large diversity of functions.
2. Two thyroid hormones (T3 and T4) are synthesized by attaching iodine to the amino acid tyrosine. The benzene ring of tyrosine plus the attached iodines make T3 and T4 very lipid soluble.
3. The gas nitric oxide (NO) is both a hormone and a neurotransmitter. Its synthesis is catalyzed by the enzyme nitric oxide synthase.
Water-soluble Hormones
The water-soluble hormones include amine hormones, peptide and protein hormones, and eicosanoid hormones.
1. Amine hormones are synthesized by decarboxylating (removing a molecule of CO2) and otherwise modifying certain amino acids. They are called amines because they retain an amino group (9NH3 + ). The catecholamines—epinephrine, norepinephrine, and dopamine—are synthesized by modifying
the amino acid tyrosine. Histamine is synthesized from the amino acid histidine
by mast cells and platelets. Serotonin and melatonin are derived from tryptophan.
2. Peptide hormones and protein hormones are amino acid polymers. The smaller peptide hormones consist of chains of 3 to 49 amino acids; the larger protein hormones include 50 to 200 amino acids. Examples of peptide hormones are antidiuretic hormone and oxytocin; protein hormones include human growth hormone and insulin. Several of the protein hormones, such as thyroidstimulating hormone, have attached carbohydrate groups and thus are glycoprotein hormones.
3. The eicosanoid hormones (ı¯-KO¯ -sa-noid; eicos- = twenty forms; -oid = resembling) are derived from arachidonic acid, a 20-carbon fatty acid. The two major types of eicosanoids are prostaglandins and leukotrienes. The
The Endocrine System 2 Prof. Dr. Sa'ad Merza Alaraji University Of Babylon ,College Of Medicine, Dep. Of Medical Physiology
eicosanoids are important local hormones, and they may act as circulating hormones as well.
Table 2 summarizes the classes of lipid-soluble and watersoluble hormones and provides an overview of the major hormones and their sites of secretion.
Table 2: Summary of Hormones
b
y
C
hemica
l
C
la
ss
Chemical Class
Hormones
Site Of
S
e
c
re
tion
Lipid-Soluble
Aldosterone,
cortisol, and
androgens
Adrenal cortex.
Calcitriol.
Kidneys.
Testosterone.
Testes.
Estrogens and
progesterone.
Ovaries.
T3 (triiodothyronine)
and T4 (thyroxine).
Thyroid gland
(follicular cells).
Gas
Nitric oxide (NO).
Endothelial cells
lining blood
v
e
ssels.
Water-Soluble
Epinephrine and
norepinephrine
(catecholamines).
Adrenal
medulla.
Melatonin
Pineal gland
Histamine.
Mast cells in
connective
tissues
Serotonin.
Platelets in
b
l
o
o
d
All hypothalamic
releasing and
inhibiting hormones
Hypothalamus.
Oxytocin,
antidiuretic hormone
Posterior
pituitary
Human growth
hormone, thyroid-
stimulating hormone,
adrenocorticotropic
hormone, follicle-
stimulating hormone,
Anterior
pituitary
| Table 2: Summary of Hormones by Chemical Class | | |
|---|---|---|
| Chemical Class | Hormones | Site Of Secretion |
| Lipid-Soluble | | |
| | Aldosterone, cortisol, and androgens | Adrenal cortex. |
| | Calcitriol. | Kidneys. |
| | Testosterone. | Testes. |
| | Estrogens and progesterone. | Ovaries. |
| | T3 (triiodothyronine) and T4 (thyroxine). | Thyroid gland (follicular cells). |
| Gas | Nitric oxide (NO). | Endothelial cells lining blood vessels. |
| Water-Soluble | | |
| | Epinephrine and norepinephrine (catecholamines). | Adrenal medulla. |
| | Melatonin | Pineal gland |
| | Histamine. | Mast cells in connective tissues |
| | Serotonin. | Platelets in blood |
| | All hypothalamic releasing and inhibiting hormones | Hypothalamus. |
| | Oxytocin, antidiuretic hormone | Posterior pituitary |
٤
The Endocrine System 2
Prof. Dr. Sa'ad Merza Alaraji University Of Babylon ,College Of Medicine, Dep. Of Medical Physiology
| luteinizing hormone, prolactin, melanocyte- stimulating hormone. |
|---|
| Insulin, glucagon, somatostatin, pancreatic polypeptide. |
| Parathyroid hormone |
| Calcitonin. |
| Gastrin, secretin, cholecystokinin, GIP (glucose-dependent insulinotropic peptide). |
| Erythropoietn |
| Leptin. |
| Prostaglandins, leukotrienes |
Thank you
٥
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