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Goal 6
Goal 6: Build Capability
6.1 EDUCATE LAW STUDENTS AND LEGAL PROFESSIONALS - Offer training on access to justice, emerging approaches, changing social situations and the skills to meet people's needs, both at the start of and throughout legal careers.
6.2 EXPAND JUSTICE EDUCATION IN SCHOOLS - Introduce legal capability into elementary and secondary schools to prepare people for legal issues in their lives; Offer training about access to justice issues in post-secondary programs to integrate legal, health, social and education services.
Build Capability
School-age students and university students are the primary audiences for building legal capability. Having not yet settled on career choices, nor developed their own conflict skills, efforts to build legal capability in these audiences offers the potential to transform how people respond to legal conflict, whether in their own lives or in their professional roles. Law and paralegal students, developing practice skills and aptitudes at the beginning of their career, can be exposed to access to justice issues before they make career decisions. The efforts to build capability in these audiences is the priority under this goal, complementing the training of existing legal professionals.
Ongoing professional development is a critical responsibility of all legal professionals. Over the course of the year, lawyers, paralegals and judges completed training on access to justice issues and developed their practice skills. These opportunities were a combination of internal training opportunities offered by legal aid societies, judges associations and employers, and cross-sectoral conferences and courses. Professional development opportunities have expanded to include more focus on access to justice and self-represented litigants' experiences.
Children and Youth
Justice education programs in many jurisdictions exposed children and youth to curriculum-linked experiences to learn about the rule of law, legal concepts, careers, and advocacy skills. The Ontario Justice Education Network's programs built legal capability in over 200,000 youth, relying on the efforts of 1200 justice sector professionals. OJEN's provincial mock trial program supported experiential learning in classrooms leading up to 15 regional mock trial tournaments at courthouses. PEI and Newfoundland and Labrador's PLE providers both offered Youth Justice Camps over the summer. Educaloi added a new resource on bullying to the suite of educational resource available on its educationjuridique.ca site. Nova Scotia's Barristers' Society welcomed high school students to its Equity and Access Office. The Legal Services Society published graphic novels designed for Indigenous youth. Alberta's CBA branch offered its My Justice System resource for high school students. At Thompson Rivers University, high school students toured the law school during BC's A2J Week.
over
22,000+ JES provided educational experiences for
YOUTH and ADULTS
TEACHING RESOURCES for the New BC Curriculum 200+ JES authored or adapted
BC
Over 22,000 youth and teachers in BC met with judges of the provincial court as part of the Justice Education Society's program. JES also revised its classroom resources to reflect the new BC curriculum, with over 200 linked resources available online. In Manitoba, CLEA arranged for classroom speakers. Public Legal Education Association of Saskatchewan revamped its teachers' website and published new school resources on Healthy Relationships and Consent. Law Day events, run by non-profits, courts, law firms and the Canadian Bar Association branches across the country included high school symposiums, essay contents, and careers sessions. Through its grants to community organizations, the Law Foundation of Ontario funded 1670 trainings on law and democracy.
Law Students
Access to justice themed courses and clinical experiences were offered in most Canadian law schools. The Canadian Forum on Civil Justice's new resources on the costs of civil justice and J.P Boyd's research into the effects of family conflict were incorporated into these courses. Students received academic credit for placements at Manitoba's CLEA, Pro Bono Saskatchewan's Residential Tenancies Panel Program and at the Legal Help Centre of Winnipeg. The BC Provincial Court offered internships to UBC law students while the Manitoba Courts provided a judge shadowing opportunity. Educaloi offered plain language drafting training to law students. The CBA and CREATE Justice released Learn Law in Place: Experiential Learning Guide for Law Students. Law Foundations in Ontario and BC funded public interest articling positions.
Law students at University of Manitoba Community Law Centre provided assistance to
400+
The Association of Canadian Clinical Legal Education's student legal clinics offered law students an opportunity to apply their knowledge and learn about the reality of litigants' circumstances, supported by Legal Aid, Law Foundations and law schools in each community. Pro Bono Students Canada involved 1600 law students in projects across the country, with 85% of them indicating that they plan to continue pro bono work throughout their legal career. PBSC's Family Law Program, supported by LAO in Ontario and local partners in other provinces, let students learn about the challenges self-represented litigants face while helping with family law forms. An A2J Hackathon kicked off A2J Week in BC. Justice Canada hosted a human rights competition for law students.
Each term, Community Legal Aid and Legal Assistance Windsor offered volunteer and academic credit positions for
LAW and SOCIAL WORK STUDENTS 120
ON
Students in Other Disciplines
Training and practicum opportunities for social work, nursing, criminal justice, human justice and education students were offered by the Legal Help Centre in Winnipeg, Pro Bono Saskatchewan and Community Legal Aid and Assistance of Windsor. Alberta's Centre for Public Legal Education offered training to intermediaries. The Legal Information Society of Nova Scotia worked with pro bono IT students to develop two new apps. The Winkler Institute for Dispute Resolution had 19 undergraduate students complete its Legal Information Technology course. IT students answered calls to PLEIS-NS's family law information line.
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BYRON COURT PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY
1.0 INTRODUCTION
1.1 At Byron Court Primary we encourage and support the spiritual, moral, social and cultural development of all children.
1.2 We have a rich mixture of pupils from a wide range of ethnic backgrounds and faith communities. The school has therefore adopted the Brent Agreed Syllabus for Religious Education.
1.3 We are committed to working with pupils, parents and the community to provide the best possible education within a happy, caring and stimulating environment.
2.0 AIMS
2.1 To learn about the religious beliefs and customs of themselves and others.
2.2 To develop a sense of respect for religious traditions, beliefs and practice.
2.3 To cultivate understanding and tolerance of beliefs in a religiously diverse society.
2.4 To grow in their spiritual development.
2.5 To develop a sense of awe, wonder and mystery.
2.6 To understand that religion is not an isolated topic but informs people's whole lives and beings.
2.7 To develop skills and attitudes that will support children's personal, moral, social and cultural development.
2.8 To think about their aims, beliefs and values in the light of the beliefs of others, both religious and non religious and the values of the school community.
3.0 THE ROLE OF THE HEADTEACHER AND THE GOVERNING BODY
3.1 It is the Headteacher's duty to secure the Religious Education (RE) provision.
3.2 The Headteacher and governing body must ensure that sufficient time and resources are given to Religious Education in school to meet the statutory requirements.
3.3 The Headteacher is required to make readily available to parents and others the Brent Agreed Syllabus for Religious Education and any other written statements that may have been prepared about arrangements for Religious Education.
4.0 PLANNING, TEACHING AND LEARNING
4.1 Religious Education at our school follows 'The Brent Agreed Syllabus'. It gives a detailed outline of what we teach in the long term.
4.2 Long-term planning in RE provides an overview of when the syllabus units of study are to be covered throughout the school. It also determines the general theme of each unit of study and the focus religion (s).
4.3 Our medium-term plans give broad details of the main teaching objectives for each term. They ensure an appropriate balance and distribution of work across each term and are used and applied in line with all general principles of learning and teaching.
BYRON COURT PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY
4.4 Teachers in year group planning meetings make their own short term plans for each lesson in RE that identify objectives, activities and classroom management. Wherever possible work is cross-curricular and basic skills are addressed throughout RE work.
4.5 Throughout RE:-
4.5.1 The development of skills and attitudes is planned for, as well as progression in knowledge and understanding.
4.5.2 Pupils engage in a variety of activities that are structured and allow opportunity for reflection, exploration of beliefs, values, questioning and enquiry, investigation and personal response.
5.0 THE FOUNDATION STAGE
5.1 Religious Education is statutory for children in Reception classes.
5.2 Our long-term planning for RE in EYFS is covered through the People and Community strand of the Understanding the world area. This is taught through topics and children learn about major festivals and how these are celebrated.
5.3 RE in the Foundation stage provides opportunities for children to investigate their feelings and relationships and to explore and wonder at the world around them.
5.4 There are opportunities for the children to think about how the choices they make and the things they do affect themselves and others.
5.5 Stories, pictures, videos and artefacts help to provide insight into the beliefs, practises and life styles of different people.
6.0 EQUAL OPPORTUNITIES
6.1 At Byron Court Primary, all the faiths are treated as being equally worthy of respect and have equal importance.
6.2 All children not withdraw by their parents from this subject have equal access to all aspects of RE.
6.3 The RE policy endorses an Equal Opportunities Policy.
6.4 Teachers have the right to withdraw from teaching or participating in Religious Education.
7.0 INCLUSION
7.1 In planning and teaching RE, teachers at Byron Court have due regard to the following principles:-
7.1.1 Responding to pupils' diverse learning needs.
7.1.2 Setting suitable learning challenges.
7.1.3 Overcoming potential barriers to learning and assessment of individuals and groups of pupils.
BYRON COURT PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY
8.0 ASESSMENT AND REPORTING
8.1 The assessments that teachers make as part of every RE lesson help them to adjust their daily plans.
8.2 Teachers match the short-term assessments grossly to the teaching objectives.
8.3 Teachers concentrate on being aware of who has not reached the objective and who have exceeded the objective. They note achievement and progress by assessing the pupil's work against the learning objectives for their lesson.
8.4 Teachers will use the Target Tracker system to record children's achievements twice a year.
8.5 Reporting to parents is carried out three times a year through parental consultations, and annually through a written report.
9.0 MONITORING AND EVALUTATION
9.1 Monitoring of the standards of pupil's work and of the quality of teaching in RE is the responsibility of the Headteacher along with the Human, Social and Environmental Faculty.
9.2 The work of the Human, Social and Environmental Faculty also involves supporting colleagues in the teaching of RE, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.
9.3 The subject leader develops a yearly action plan for this subject, clearly indicating the areas for future development. These areas are identified through monitoring of teaching and learning, scrutiny of pupil's work and whole school identification of need.
9.4 To monitor implementation of the Human, Social and Environmental Action Plan, which forms the School Development Plan and to report progress to the Governing Body.
10.0 COLLECTIVE WORSHIP
10.1 The school follows the Brent recommended approach to collective worship.
10.2 All children take part in a daily act of collective worship. There are real difficulties in bringing together the whole school on a daily basis due to a lack of space. As a result we maintain the following practice:-
10.2.1 Reception and Key Stage One meet five times a week.
10.2.2 Key Stage Two meet five times a week.
10.2.3 Collective worship takes place in individual classes when the hall is unavailable.
11.0 RIGHT OF WITHDRAWAL
11.1 Parents are legally entitled to withdraw their child from Religious Education where it is taught as a separate subject.
BYRON COURT PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY
11.2 At this school parents wishing to exercise this right are asked to contact the Head teacher, to discuss any concerns or anxieties they may have about the policy, provisions and practice of Religious Education.
12.0 TIME ALLOCATION
12.1 It is expected that the teaching of RE should occupy 36 hours a year at Key Stage one and 45 hours a year at Key Stage Two.
13.0 RESOURCES
13.1 Central resources for RE are the responsibility of the Human, Social and Environmental Faculty and can be found in the Knowledge centre and in the resources room.
13.2 The library also has a section of books to support the RE curriculum.
14.0 REVIEW
14.1 Date of policy – February 2016
14.2 Date of review – February 2019
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Amit Kadu
A Study to assess the Effectiveness of Structured Teaching Program on Knowledge regarding Learning Disability among the Primary School Teachers of Ahmednagar, Maharashtra
Amit Kadu
ABSTRACT
The term "learning disability" came to use in 1960. Learning disability is also termed as "specific academic skill order" or "specific learning disability." India's national joint committee on learning disability defines learning disability as heterogenic group of disorder manifested by significant difficulties in the acquisition and use of listening, speaking, writing, reasoning, or mathematical abilities. Quasi experimental research design and evaluatory approach used in the study. The present study was conducted in selected school of Ahmednagar city. The sample was primary school teachers. There are 30 people selected by nonprobability convenient sampling technique by using of structured questionnaire. Study finding revealed that overall( mean score) knowledge of teacher regarding learning disability shows that the highest mean score (16.27: 21.61) which is 55.33% of total score was obtained in the area of management of learning disability. Indicate moderate level of knowledge. The lowest mean score (10.0:30.5) which is 33.33% of the total score obtained in the area of causes which also indicate moderate level of learning disability. There was significant association found between the knowledge and demographic variables like age, educational qualification, and years of teaching experiences. However, highly significant association was found between knowledge of children suffering from learning disability, and significant association was found between knowledge with type of treatment methods.
Keywords: Ahmednagar, Learning disability, Structured teaching program.
How to cite this article: Kadu A. A Study to assess the Effectiveness of Structured Teaching Program on Knowledge regarding Learning Disability among the Primary School Teachers of Ahmednagar, Maharashtra. Int J Educ Res Health Sci 2016;2(3):34-35.
Source of support: Nil
Conflict of interest: None
INTRODUCTION
The Hindu philosophy places teacher on a pedestal, even above god. Children spend most part of their working
Lecturer
College of Nursing, Dr. Vithalrao Vikhe Patil Foundation's Medical College and Hospital, Ahmednagar, Maharashtra, India
Corresponding Author: Amit Kadu, Lecturer, College of Nursing, Dr. Vithalrao Vikhe Patil Foundation's Medical College and Hospital, Ahmednagar, Maharashtra, India, Phone: +918888722100 e-mail: [email protected] hours in school with teachers who play an important role in modeling their future. A teacher is responsible for the integrated all round development of a child. Like a gardener, a teacher provides all suitable conditions for their best growth.
The quality of children's life solely depends on the type of family environment, school, and neighborhood. Unhealthy social surrounding can put them into stress and can increase their vulnerability to develop emotional disorders. Mony EH has reported a prevalence rate of 20 to 30% of psychiatric disorders in school children in Indian setting. Among them learning disorder constitutes 3 to 7%.
The term "learning disability" came to use in the 1960. Learning disability is also termed as "specific skill disorder" or "specific learning disability." Indian national joint committee on learning disability defines learning disability as a heterogeneous group of disorder manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities.
The 4th version of Diagnostic and Statistical Manual of Mental Disorders refers these disability as learning disorder rather than academic skill disorder, and mentioned under the section called "Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence."
According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) record (1998) in European countries the percentage of students learning in special school range between 2.5 and 4.5, and 10 to 15% of the school age population is in special education need, which includes defect of speech, major behavioral disorders, and various forms of learning disability. About 4.5% students in school had been identified as having disabilities.
Ethnic/racial breakdown of student with learning disability underscore the fact that it is serious national problem and cannot attributed to poverty, imagination, or locality.
The previous studies indicate the need for a multidisciplinary approach and employment for the care of children with learning disability. Maximum improvement can be achieved only by the combined effort of medical
and allied professionals, parents, and teachers. These beliefs permeated and guided the role of teachers from assessment to evaluation. According to National Center for Learning Disabilities, teachers are the essential link between children with learning disorder and the intervention that help them.
There is no student with learning disorder who cannot learn, if a teacher has received appropriate training and is willing to spend time, using his/her expertise to reach and teach that child. It supports the value of team work in all aspects for caring people with learning disability.
MATERIALS AND METHODS
Quasi experimental research design and evaluatory approach used in the study.. This study was conducted on 30 primary school teachers of Ahmednagar, by using purposive sampling techniques. The inclusion criteria for study were teachers who are teaching at 1st to 4th standards and teachers from Zilla Parishad schools only. Ethical approval was obtained from the institutional ethical committees, and official permission was received from authority.
RESULTS
The findings showed that teachers had some knowledge regarding learning disability. Total score of pretest was (45.60%) on a scale of 0 to 30. It shows that majority of (76.67%) teachers have moderate score (8–16); 20% teachers had inadequate knowledge score (1–7); and 3.33% teachers had adequate score (17–25). Effectiveness of structured teaching program came through lesson plan on learning disability in the selected primary schools.
After structured teaching program regarding learning disability, the total mean score of post-test was 20.3 (81.20%) on a scale of 0 to 30. This shows that a majority of (86.67%) teachers have adequate knowledge score (17–25); 13.33% teachers had moderate knowledge score (8–16); and not a single teachers had inadequate knowledge.
The mean posttest knowledge score was 11.4 (45.60%), which is significantly higher than mean pretest score 20.3 (81.20%). The finding of the study shows that mean posttest (20.3) knowledge score is higher than mean pretest knowledge score (11.4). Hence, the research hypothesis is accepted. This indicates that structured teaching lesion plan on learning disability is effective in increasing knowledge score of teachers.
IMPLICATION OF THE STUDY
The finding of the study has implication on the field of nursing education:
* Nursing education: It equips nurses with essential knowledge, skill, and attitude for the prevention, promotion, early detection, and management of illness. Knowledge about developmental childhood disorder is important in pediatric, psychiatric, and community nursing.
* Nursing practice: Nurses play vital role in health services in all levels of prevention, promotion, and treatment. Their active participation in school health program, by providing direct and indirect care, help to achieve these goals of health services.
* Nursing research: Researcher found in literature health research done on learning disability in nursing. So the investigator recommended conducting periodic research on childhood disorder and role of nurse.
CONCLUSION
Conclusions drawn from present study were as follows:
* Structured teaching on learning disability children through lesson plan was an effective method.
* Pretest mean knowledge score of teacher on learning disability was 20.3 (81.20%), and posttest knowledge score was 11.4 (45.60%).
* There was a significant association between the two selected demography variables.
BIBLIOGRAPHY
1. Anthikad, J. Psychology for graduate nurses: general and educational psychology. 4th ed. New Delhi: Jaypee Brothers Medical Publishers; 2007. p. 189-192.
2. Morgan, CT, King, RA, Weiz, JR, Schopler, J. Introduction to psychology. 12th ed. Noida: Tata McGraw-Hill Publishing Company; 2000. p. 425-428, 435-448, 450-452, 467-470, 481-483.
3. Neeraja, KP. Essentials of mental health and psychiatric nursing. Vol. 1, 2nd ed. New Delhi: Jaypee Publishers; 2004. p. 242.
4. Sadock, BJ, Sadock, VA. Kaplan and Sadock's synopsis of psychiatry: behavioural sciences/clinical psychiatry. 10th ed. New Delhi: Wolters Kluwer; 2007. p. 133-137, 958-961.
5. Townsend, MC. Psychiatric mental health nursing: concepts of care in evidence based practice. 5th ed. New Delhi: Jaypee Brothers Publishers; 2007. p. 42, 43.
6. Vyas, JN, Ahuja, N. Textbook of post graduate psychiatry. Vol. 2, 2nd ed. New Delhi: Jaypee Publishers; p. 875-882.
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History Programme of Study – Year 3 and 4 Cycle A
Autumn Spectacular Superheroes A Little Bite
Spring Tomb Raider Mighty Rivers and Marvellous Egypt
Summer It's Not Fair The Vyne
Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They construct informed responses that involve thoughtful selection and organisation of relevant historical information. They understand how knowledge of the past is constructed from a range of sources.
Pupils are taught about:
Pupils are taught about:
- the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a deep study of Ancient Egypt
- a local history study
- a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality
Autumn
Howls, Growls and Roars We are not amused
History Programme of Study – Year 3 and 4 Cycle B
Spring Visits, Visions and Visitors
Summer Perfect Plants Vikings
Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They construct informed responses that involve thoughtful selection and organisation of relevant historical information. They understand how knowledge of the past is constructed from a range of sources.
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Aim: How did the Church counter the Reformation?
I. Effects of the Reformation
1. Loss of religious unity in Europe
2. Paved the way for future revolutions
3. Religious conflicts
4. New denominations: Lutherans, Amish, Quakers.
5. Many wars occurred
6. Church lost power
II. Religious Wars
1. French wars of religion 1562-1598
2. Huguenots (French Protestants) vs. Catholics
3. 1598- Edict of Nantes
4. This allowed Protestants to practice in Catholic France
5. Also granted Protestants certain rights in France
o England
1. Henry VIII Wanted a male heir
2. He was denied annulment by the pope
3. Started the Anglican Protestant Church or Church of England
4. Elizabeth I (Protestant) vs. Mary I (Catholic) Mary I also known as Bloody Mary
5. After Mary's death Elizabeth makes England Protestant again
6. Anglo-Spanish war 1585-1604
7. Spanish Armada 1588 (England wins) Phillip II vs. Elizabeth I.
8. James I declares truce with Spain 1604
o Thirty-Years War
1. Last religious war
2. 1618-1648
3. Catholics vs. Protestants in Germany
4. Ended with the Treaty of Westphalia which allowed princes to choose their religion
III. The Counter Reformation
1. 16 th century Church reforms
2. Banned the sale of Indulgences
3. Creation of the Society of Jesuits by Ignatius of Loyola
4. Used to restore faith in the teachings of Christ
5. Catholics should do good works and have faith
IV The Council of Trent
1. Council of religious leaders that met from 1545-1563
2. The Church condemned Protestantism
3. Specified Catholic doctrines on salvation, the sacraments and the Biblical canon.
4. They also set out to reform the abuses of the Church
This work is the intellectual property of MrHubbshistory.com.
Content copyright MrHubbsHistory. All rights reserved
V. The Inquisition
i. Established by Pope Paul III in 1542
ii. Used to end heresies against the Church
iii. Created the Index of Forbidden Books
iv. List comprised of books that go against Church teachings
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Enjoy the River Safely
* Wear your life jacket. Make sure your child wears a life jacket!
* Use alcohol responsibly. Many river accidents involve alcohol.
* Wear sunscreen, sunglasses, and a hat to prevent sunburn. Water reflects the rays of the sun giving you a double dose of ultraviolet light.
* Avoid trees that have fallen in the river. They can catch and overturn your vessel.
* Don't jump from cliffs, bridges, or trees.
* Protect your feet with river shoes, water sandals, or old shoes. Fish hooks, glass, and rocks can injure your feet.
* Bring your own drinking water. Treat river water before drinking to avoid giardiasis, a serious stomach irritant.
* Blastomycosis is a fungal infection that is commonly contracted by dogs and sometimes by humans. Avoid digging in moist soils.
* Check for ticks often and know the symptoms of Lyme disease. Deer ticks are common along the Riverway and some carry the bacteria that cause the disease.
* Know how to identify poison ivy and avoid contact.
National Park Service St. Croix National Scenic Riverway
Namekagon River Map 3: Trego to Riverside Landing
lake sturgeon
The Namekagon River is named after an Ojibwe word meaning "place where the sturgeon are." Look for them resting under overhanging river banks.
In This Stretch
* Downstream of County Road K Landing the river is narrow and contains riffles.
* Downstream of Howell Landing the river is somewhat rocky until you pass Highway 77, then it becomes sandy.
* Fritz Landing can be hard to see. Watch for a small island and use the left channel if taking out there.
* The river widens after McDowell Bridge Landing. After Namekagon Trail Landing the river becomes rockier with riffles and there are several Class I rapids before the confluence.
* The St. Croix River has a rocky bottom and is shallow, making it challenging during low water conditions. There are more rapids as you approach Riverside Landing.
Top Riverway Regulations
* Approved life jackets for each person are required on your vessel. Children under 13 are required to wear a life jacket.
* Please do not bring glass containers to the Riverway. Broken glass cuts bare feet.
* Disposing human waste into the river is prohibited.
* Jumping from cliffs, bridges, or trees is illegal and dangerous.
* Open campfires are allowed only in metal fire rings. Campfires must be out and cold before you leave the area.
* The cutting of live vegetation is strictly prohibited. Dead and down wood may be collected for campfires from shoreline areas, but not from islands.
* To prevent the spread of emerald ash borer, possession of firewood that originates more than 25 miles from the location where it will be used is prohibited.
* Individual campsites accommodate a maximum of 8 people and 3 tents. Group sites accommodate a maximum of 16 people and 6 tents.
* Littering is not allowed. Carry out all trash.
* It is illegal to shoot or possess fireworks on lands and waters within the Riverway.
* Collecting freshwater mussels, mussel shells, wildflowers, and historical artifacts is prohibited.
* Quiet hours are 10:00 pm to 6:00 am.
printed on recycled paper with soy ink
to Superior
35
CCC Bridge Landing anchor
St. Croix National Scenic Riverway
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Collaboration with The Nature Conservancy (TNC)
Project Name/Title: Identifying riparian restoration opportunities along river Narmada in Harda and Hoshangabad Districts in view of climate change
1. Office of the Divisional Commissioner, Namadapuram Division, Government of Madhya Pradesh
Project objectives-
Demonstrate the value of implementing Development by Design (DbD) to Madhya Pradesh government in achieving their development and environmental objectives by
- executing a return on investment (ROI) analysis for riparian restoration efforts along 200-km of river Narmada
- partnering with the district government to ensure that the ROI analysis is informing their restoration efforts
- piloting high ROI conservation interventions
Project baseline-
Narmada is the largest west flowing river in India and unlike other major Indian rivers, is largely rainfed. The river basin is home to a wide variety of animal, bird and plant species, many of which are critically endangered. The river is also the main source of water for drinking, irrigation and hydropower in central India and holds cultural, spiritual and economic significance for the people.
Degradation of its catchment and riparian zones has resulted in reduced water quality from Class A to Class B making it unfit for drinking without conventional treatment. This has affected the diversity and population of native fish found in the river. Only 42 of the 77 fish species that existed four decades ago can now be found in the river. More than 200 of
Project Relevance
Project Summary / Abstract
Project methodology, work plan
Project Implementation results
the 500 plant species that once thrived along the river are either not found or are endangered. While protected areas exist on either side of the river, little connectivity, if at all, exists for movement of wildlife. Reduced water quality is also impacting human health and is increasing costs for water utilities downstream.
Project expected outputs/deliverables-
- Scientific ROI analysis along 200-km of river Narmada to map areas for implementing conservation interventions to meet government objectives
- An inventory of native vegetation found along riparian areas of Narmada.
- A pilot riparian restoration project implemented by TNC and EPCO
- A plan highlighting opportunities for the government to leverage public and private funding to maximize restoration impact
The quality and quantity of water in rivers across India has declined dramatically in the past several decades but there is now an emerging consciousness to reverse this trend. The Prime Minister of India has launched a program to clean River Ganga and recently, the Government of Madhya Pradesh has initiated a program named Narmada Seva Mission to revive the river Narmada. The later has emerged as a movement which has received unprecedented support from all sections of the society and is transitioning from plan to action on ground. This is thus an opportune time to influence the way conservation of Narmada river is carried out.
The Nature Conservancy and EPCO has received support from government partners, including the government administration in two districts through which the river flows to support the movement for reviving riparian areas along river Narmada. At the request of our partners, we are performing a Return on Investment analysis to identify conservation activities that will effectively meet the government's objectives (on biodiversity, hydrology and livelihoods). We will develop an inventory of native riparian vegetation to aid public and private efforts to conserve the river health. We will execute a pilot project to demonstrate the effectiveness of riparian restoration and also support the district governments in leveraging public and private funding to maximize restoration impact.
The methodology of the project included following:-
1) Consultations with important stakeholders, including workshops and key informant interviews
2) Survey to identify natural vegetation along riparian areas of Narmada
3) Compiling GIS datasets and performing Return on Investment analysis in Resource Investment Optimization System (RIOS) software to prepare map of suitable conservation interventions.
4) Prepare proposal for seeking funding from public and private sources
Development of vegetation list and map of suitable conservation interventions will help in:-
1) Identification and implementation of cost-effective conservation strategies to improve health of river Narmada
2) Build adaptive capacity and resilience of socioecological systems
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11 Institutionalising an evidence-based approach to policy making: the case of the human capital reform agenda
Peter Dawkins
Secretary, Department of Education and Early Childhood Development, Victoria. The author is also a Professorial Fellow of the Melbourne Institute at the University of Melbourne.
Abstract
This paper is based on a case-study of evidence-based policy — that is, the development and implementation of the human capital reform agenda in Victoria and Australia. It is argued that this is an outstanding example of an evidence base generating a major reform agenda. It is also concluded that an outcomes framework which can be linked with progress measures and targets, and an associated evaluation framework, provides strong incentives for governments to adopt evidence-based policies that can be expected to have a desirable impact on the agreed outcomes. Third, it is argued that different kinds of evidence are useful in different circumstances and that often multiple sources of evidence are ideal. There are important differences between evidence needed for strategic policy design and specific policy initiatives. It is also suggested that the Council of Australian Governments' National Productivity Agenda is a very good illustration of how an evidence-based policy framework can support a federal– state reform agenda in the context of vertical fiscal imbalance. Finally, the way in which an evidence-based approach to policy development and advice to ministers is embedded in the modus operandi of the Department of Education and Early Childhood Development in Victoria is outlined.
11.1 Introduction
Policy decisions will be influenced by much more than objective evidence, or rational analysis. Values, interests, personalities, timing, circumstance and happenstance — in short, democracy — determine what actually happens. But evidence and analysis can
HUMAN CAPITAL
nevertheless play a useful, even decisive, role in determining policy-makers' judgments. Importantly, they can also condition the political environment in which those judgments can be made (Banks 2009).
In this paper I discuss the institutionalising of an evidence-based approach to policy making, in the context of a case study of the human capital reform agenda, initiated by the Bracks–Brumby Victorian State Government's Third Wave of Reform (DPC and DTF 2005) followed by the Rudd Federal Government's 'Education Revolution'.
I will also cover the way in which the Victorian Department of Education and Early Childhood Development has embedded an evidence-based approach to its policy advice to ministers and its evaluation of progress against objectives.
11.2 The human capital reform agenda
The third wave of reform
In August 2005, the then Victorian Premier, Steve Bracks, in association with the then Victorian Treasurer, John Brumby, launched Governments Working Together: A Third Wave of National Reform (DPC and DTF 2005). The first wave of the reform in the 1980s involved the floating of the dollar, the deregulation of financial markets and the effective end of tariff barriers designed to protect Australian industry. National competition policy was the centrepiece of the second wave in the 1990s. The Victorian Government was now calling for a third wave, in which a major focus would be a human capital reform agenda.
Victoria proposed this new National Reform Agenda to the Council of Australian Governments (COAG). In progressing the case for the agenda, extensive evidence was collected about the effects of early childhood development, schooling and vocational education on literacy and numeracy, labour force participation and productivity. This evidence was used in tandem with some computable general equilibrium (CGE) modelling, using the Monash Model, to simulate the potential economic effects of the reform agenda on gross domestic product (GDP) and tax revenues (DTF 2006).
Later, the Productivity Commission was asked by the Australian Government to undertake modelling of a similar kind, which resulted in an important report which also found substantial economic benefits for Australia from such a reform agenda, Potential Benefits of the National Reform Agenda (PC 2006).
In February 2006, COAG agreed to progress the human capital reform agenda. In the COAG communiqué, the focus of the reform and the framework for implementing it was outlined (COAG 2006). This included a list of 'indicative outcomes', such as the proportion of young people meeting basic literacy and numeracy standards, and the proportion of young people making a successful transition form school to work or further study.
To 'hold jurisdictions accountable for achieving these outcomes', COAG agreed that the progress of jurisdictions would be independently assessed and transparently reported. This led to the establishment of the COAG Reform Council.
Although this did not result in major federal–state investment in a human capital reform agenda before the 2007 election, the COAG Reform Council was still in place after the election of the Rudd Labor Government, which had committed to an Education Revolution.
Meanwhile, the Victorian Government produced a number of policy papers about the way in which it proposed to implement the human capital reform agenda in collaboration with the Australian Government, on the basis of joint Commonwealth–State investment, and a range of targets which an analysis of the evidence suggested were reasonable to aim for, and against which the progress of the policy implementation would be judged (DPC, DoE and DTF 2007; DPC, DHS, DTF and DoE 2007; DPC 2008).
The Education Revolution
In January 2007, Kevin Rudd, then Leader of the Opposition, announced with Stephen Smith, then Shadow Minister for Education and Training, the federal ALP's commitment to an Education Revolution:
human capital development is at the heart of a third wave of economic reform that will position Australia as a competitive, innovative, knowledge based economy that can compete and win in global markets … (ALP 2007, p. 3).
They went on to quote international evidence of the effect of education on economic growth:
OECD research estimates that a one year increase in the workforce's average number of years of education can add 3–6 per cent to GDP and increase annual growth by as much as 1 per cent …
International research has shown a close relationship between high literacy standards and economic growth, with a 1 per cent premium on average literacy scores linked to a 1.5 per cent higher level of per capita GDP. (ALP 2007, p. 11).
Econometric research from the United States by Erik Hanushek is another example of the evidence base of the effect of education on economic growth (Hanushek 2009).
The ALP's paper also documented evidence of Australia being a laggard in human capital investment from early childhood development to university education, concluding that raising this investment and promoting higher quality educational outcomes would be one of three priorities for a federal Labor Government.
The Victorian Blueprint for Education and Early Childhood Development
In parallel with its negotiation through COAG for a national human capital reform agenda, the Victorian Government proceeded to develop its own strategy. This included a skills reform policy that involved moving to a more demand-driven system for vocational education and training (DIIRD 2008). The Minister for Education, Bronwyn Pike, and the Minister for Children and Early Childhood Development, Maxine Morand, also released their strategy for young Victorians from birth to 18 in the Blueprint for Education and Early Childhood Development (DEECD 2008). This involved four priorities, six goals, three broad strategies and 20 areas of action. The core mission was to 'ensure a high quality and coherent birth-to-adulthood learning and development system to build the capacity of every young Victorian'. It committed to basing the strategies and actions on an international evidence base:
Directions emerging from international research and successful improvement strategies provide guidance on how we can make further improvements (DEECDa 2008, p. 13).
It also committed to an outcomes and evaluation framework for monitoring the success of the blueprint implementation that would be based on outcomes and progress measures simultaneously being developed for the COAG Productivity Agenda.
The COAG Productivity Agenda
With the election of the Rudd Labor Government, committed to its Education Revolution, momentum for a national human capital reform agenda was regained. At a COAG meeting in December 2007, a commitment was made to a National Productivity Agenda, in which human capital reform was to be central, and a Productivity Agenda Working Group was established, chaired by Deputy Prime Minister Julia Gillard, to develop this agenda.
In July 2008, COAG adopted an outcomes framework for the National Productivity Agenda, and associated performance measures (COAG 2008a). This is attached as Appendix 1 to this paper.
In November 2008, this resulted in a major multi-billion dollar investment in early childhood, school improvement and vocational education and training (COAG 2008b).
As well as a National Education Agreement being reached between the Commonwealth and the States and Territories about untied funding for state school systems, along with an agreed outcomes framework, and an agreed delineation of responsibilities between levels of government, a number of national partnership agreements were signed. In one, States and Territories committed to work with the Commonwealth to raise the quality of teaching. In another, agreement was reached to invest in low socioeconomic school communities because of the evidence about the association between low socioeconomic status of students and schools and educational outcomes.
11.3 Evidence-based policy: some important distinctions
Overall policy strategy and specific policy initiatives
In thinking about evidence-based policy, there is an important distinction between overall policy design and specific policy initiatives. To illustrate this, I give two examples of strategic policy design and two examples of specific policy initiatives.
Strategic policy design (1): COAG National Productivity Agenda
As outlined above, the COAG National Productivity Agenda was built primarily on a broad evidence base about the impact of human capital investment and human capital reform on economic growth (DTF 2006; Productivity Commission 2006).
Strategic policy design (2): Teacher quality
A major priority of the COAG productivity agenda is to raise the quality of teaching. This is based on a large number of empirical studies of the determinants of education outcomes. In September 2007, McKinsey & Co., under the leadership of Sir Michael Barber, produced a report titled How the World's Best Performing School Systems Come Out on Top (McKinsey 2007). It concluded that three things matter most:
1) getting the right people to become teachers, 2) developing them into effective instructors, 3) ensuring that the system is able to deliver the best possible instruction for every child. (McKinsey 2007, p. 5).
The most quoted US psychometric and econometric research on this subject is by Sanders with various other authors, based on research in Tennessee (for example, Sanders and Rivers 1996) and by Erik Hanushek with others (for example, Rivkin et al. 2005). In Australia, Andrew Leigh has undertaken similar research on the causes and effects of teacher quality (Leigh 2009).
Specific policy initiative (1): Performance and Development Culture in Victorian Schools
In 2003 the Victorian Education Minister announced to introduction of a process to be called the Performance and Development Culture (DE&T 2003). There was significant latitude for each school in the way it implemented the P&D culture, but five criteria were established for accreditation: effective induction and mentoring for new teachers; use of multiple sources of feedback on an individual teacher's effectiveness; customised teacher-development plans; individualised professional development; and endorsement of the presence of the P&D culture by the teaching staff. By the end of 2008, 94 per cent of schools had been accredited by a third party.
The department has evaluated the effect of the accreditation process on schools and found that during the process of accreditation a range of measures of school performance improve significantly (The Nous Group 2007). Banerjee and Kamener of Boston Consulting Group have also undertaken a review, which also found a positive impact of this initiative (Boston Consulting Group 2008).
Specific policy initiative (2): Performance pay for teachers
One policy idea that has been under discussion in Australia, to promote the quality of teaching and learning, is performance pay for teachers. This has been tried in some places, but there are a limited number of cases from which to draw evidence. Some research suggests that it can have positive effects (for example, Angrist and Lavy 2004; CTAC 2004; Figlio and Kenny 2006; Muralidharan and Sundararaman 2009; Podgursky and Springer 2006; Winters et al. 2008). In the Victorian Blueprint for Education and Early Childhood Development it was announced that Victoria would investigate rewards and incentives for effective teaching, and the Minister for Education, Bronwyn Pike, has recently announced that some trials will be conducted to evaluate two alternative approaches to performance pay (DEECD 2009b).
Different types of evidence
Evidence ranges from econometric studies of the contribution of education to economic growth, psychometric studies of the effect of teacher quality on student achievement, and evaluations of individual policy interventions, including (but not often) randomised trials, to reviews of the evidence from large numbers of different studies, including meta-studies. Some studies focus on identifying examples of success (such as successful school systems or successful school improvement agendas) and identifying the common factors associated with success.
The data collected, the statistical methods used, and the evaluation methods adopted vary in their degree of sophistication. The type of evidence required depends on the nature of the policy decisions to be taken. Strategic policy design, such as the human capital reform agenda, requires a range of evidence to support the thrust of the policy. Studies at a high level of aggregation, such as cross-country studies of economic growth, are highly relevant. In other circumstances detailed micro studies, involving pilot or trial programs, may be what is needed, such as in deciding whether and how to proceed with a performance pay system. Evidence from trials in other places may provide useful background research, but care has to be taken when trying to generalise from such specific experiments (Heckman and Smith 1995).
11.4 Institutionalising an evidence-based approach to policy making
Outcomes and evaluation frameworks and building reward mechanisms into policy design
A precursor to this COAG outcomes-based policy process is Growing Victoria Together, an outcomes framework established in 2000 by the Victorian Government, in which, for example, the literacy and numeracy of school students and Year 12 or equivalent completion were two key outcomes in education policy. A 90 per cent target was set for 2010, for Year 12 or equivalent completions for 20to 24-year-olds. Also in 2000, a review was completed of post-compulsory education and training pathways, which led to the development and implementation of a policy agenda to improve post-compulsory pathways and amongst other things increase the Year 12 or equivalent rate to the 90 per cent target (DEET 2000 — the Kirby Report). Progress against this target appears in the Department Secretary's annual performance plan and annual performance review, and a process of constant monitoring and policy evaluation has been undertaken as Victoria's Year 12 completion rate progresses towards the 90 per cent target. Figure 11.1 demonstrates the substantial progress that has been made.
Figure 11.1 Progress towards Year 12 completion rate (Victoria)
Persons aged 20–24 years with Year 12 or equivalent (AQF 2) or above
Data source: Australian Bureau of Statistics (2008).
This idea of motivating evidence-based policy through an outcomes and evaluation framework and creating incentives and rewards to encourage an evidence-based approach to achieving the agreed outcomes is embodied in the current COAG National Productivity Agenda (see Appendix 1 to this paper for the outcomes framework) and the implementation of the human capital reform agenda at the State level.
Examples include the following.
1. In the National Education Agreement, States and Territories and the Commonwealth commit to working together to promote these outcomes and monitor the progress measures.
2. The COAG Reform Council is a federal–state body that has been established to report to COAG on the progress nationally and by jurisdictions in relation to these outcomes and progress measures.
3. In the Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008), signed by all education ministers in parallel with the National Education Agreement, all Australian governments committed to sharing evidence on best practice in the pursuit of their jointly agreed educational goals, for example through a biennial national forum. Other mechanisms have subsequently been agreed though the Education and Early Childhood Ministerial Council and Senior Officials Committee.
4. The establishment of national literacy and numeracy tests, which commenced in 2008, and the associated Australian Curriculum, Assessment and Reporting Authority, which was also charged with developing national curricula, was also a step forward in promoting evidence-based policy. The publication of results by jurisdiction and in due course school by school, including the use of like school groups to take into account the school context (especially the socioeconomic status of a school's students), represents a further stimulus to evidence-based policy. The national database that will result will enable national research and evaluation of what works in promoting literacy and numeracy outcomes, which was only possible to do with state-level data previously.
5. In the national partnership agreements on teacher quality, literacy and numeracy and low socioeconomic status school communities, there are facilitation and reward payments to promote the use of evidence-based policy to improve the agreed educational outcomes. Facilitation payments are to support policy initiatives that are built on pre-existing evidence about what works and reward payments are to reward the achievement of outcomes that the reforms are seeking to achieve, and will be based on the use of progress measures.
6. In the implementation of the Blueprint for Education and Early Childhood Development (DEECD 2008) in Victoria, the Victorian Government committed to pursuing stretch targets in relation to the outcomes framework. Within the government school system, this in turn leads to targets for each region and each network and each school, and a process for monitoring progress against targets. There is an associated evaluation and research program to determine the factors that are driving success or failure in making progress towards these outcomes, and funding to support interventions in schools where insufficient progress is made.
The modus operandi of a government department
In this section I provide an overview of how my department, the Victorian Department of Education and Early Childhood Development, seeks to follow a systematic approach to an evidence-based approach to policy advice, implementation and evaluation.
In accordance with the outcomes framework in the Blueprint for Education and Early Childhood Development (DEECD 2008), the department operates an outcomes and evaluation framework and an associated research strategy (figure 11.2).
Data source: DEECD Corporate Plan 2009–2011.
To oversee this strategic evidence-based approach to policy development and review, the department has a Portfolio Strategy Board as its peak governance committee. The board meets quarterly and receives a quarterly report on progress against all the measures in the outcomes framework. It also reviews the progress of the various strategies that have been adopted to affect the agreed outcomes. Its work is supported especially by two divisions of the department. These are the Data and Evaluation Division and the Policy and Research Division. The Portfolio Strategy Board approves any amendments to the evaluation strategy, the research strategy and appropriation of the research budget. It recommends any proposed changes to the progress measures or targets though the Secretary to the Portfolio Ministers and on to relevant whole-of-government and cabinet processes.
Outcomes, progress measures and targets are in turn incorporated in the department's business planning process through the relevant offices and regions and through the government school system to school networks and individual schools. Within the government school system there is an accountability and improvement framework, within which each school has an annual improvement plan and a regular review cycle.
In the area of schools policy, the Secretary also chairs a cross-sectoral committee, which oversees a process of dialogue between the government, Catholic and independent school sectors, about how we can work together in the best interest of all young Victorians.
This cross-sectoral committee has overseen the process whereby the national partnership agreements between Victoria and the Commonwealth, involving investment in schools in all sectors and a process for evaluating the success of the partnership agreements, have been negotiated.
In the area of early childhood, the department has a partnership agreement with the Municipal Association of Victoria (MAV), under which the department and the MAV encourage all local authorities to develop Municipal Early Years Plans and to share evidence about the development of children on an area basis.
A research committee of the department makes recommendations and reports to the Portfolio Strategy Board about the research agenda to support the evidence-based policy work. The Secretary also has a group of external experts from universities and research bodies, which meets quarterly as a think tank to support the department's strategic thinking about evidence-based policy. Two members of the group are also coopted onto the Portfolio Strategy Board — one an expert on education and one an expert on early childhood development. The department commissions extensive research from external university-based and other relevant experts. We have recently been developing formal advice to university researchers about how to connect with the department's research agenda.
11.5 Conclusions
This paper has focused on the human capital reform agenda as a case study of evidence-based policy in Australia. A first conclusion is that the case for a major human capital reform agenda, put forward by the Victorian Government and followed by the Australian Government's Education Revolution, was itself motivated by a strong evidence base about the impact of human capital, especially the quantity and quality of education, on participation, productivity and economic growth. This was supported by econometric modelling and CGE simulations. This is an outstanding example of an evidence base generating a reform agenda.
The second conclusion is that an outcomes framework, such as Growing Victoria Together, and the COAG National Productivity Agenda outcomes framework, also adopted in the Victorian Government's Blueprint for Education and Early Childhood Development (DEECD 2008), can be a strong stimulus for evidencebased policy. An outcomes framework can be linked with progress measures and sometimes targets, and an associated evaluation framework, which provides strong incentives for government to adopt policies which the evidence suggest can have a desirable impact on the agreed outcomes. The development of policies in Victoria to achieve the 90 percent Year 12 or equivalent target for 20- to 24-year-olds is a good example. The current development of evidence-based policies to improve teacher quality, increase literacy and numeracy and improve outcomes for students in low socioeconomic school communities, in the COAG Productivity Agenda, are further examples.
Third, it is clear that different kinds of evidence are useful in different circumstances, and that often multiple sources of evidence are ideal. In motivating the human capital reform agenda, aggregate econometric modelling and CGE simulations were very helpful. So was psychometric and econometric evidence about the links between teacher quality, literacy and numeracy, Year 12 completions and labour force participation. When focusing on specific policy interventions within the human capital reform agenda, evidence about the effects of policies adopted in other jurisdictions in Australia and around the world is useful. It is helpful in this context to have the benefit of sometimes randomised trials, for example in the consideration of performance pay for teachers, although care has to be taken about generalising from the specific findings of a particular trial.
Fourth, the COAG National Productivity Agenda is an illustration of how an evidence-based policy framework can support a federal–state reform agenda in the context of vertical fiscal imbalance. The use of an outcomes framework, progress measures, targets and facilitation and reward payments can provide the Australian Government with confidence about getting a return on its increased investment in education, and provides a framework for State and Territory governments to pursue an evidence-based policy agenda supported by facilitation and reward payments, the latter where improvements are achieved in the progress measures.
Fifth, in this paper I have described the way that the Victorian Department of Education and Early Childhood Development has embedded an evidence-based approach to policy development and evaluation and advice to ministers. It involves a Portfolio Strategy Board overseeing an outcomes framework with progress measures and an evaluation framework for assessing the impact of strategies and policies on the desired outcomes. In the government school system, this scrutiny of evidence goes right down through an accountability framework to the classroom level. This is all supported by a Data, Outcomes and Evaluation Division, a Policy and Research Division, and a Secretary's think tank of expert advisers, and extensive use of external researchers from universities and elsewhere.
| | That all Australian school students acquire the knowledge and skills to participate effectively in society and employment in a globalised economy | All children are engaged in and benefiting from schooling Young people are meeting basic literacy and numeracy standards, and overall levels of literacy and numeracy achievement are improving Schooling promotes social inclusion and reduces the educational disadvantage of children, especially Indigenous children Australian students excel by international standards Young people make a successful transition from school to work and further study |
|---|---|---|
| Schooling | | |
| | That children are born healthy and have access to the support, care and education throughout early childhood that equips them for life and learning, delivered in a way that actively engages parents, and meets the workforce participation needs of parents | Children are born healthy Children acquire the basic skills for life and learning Children will benefit from better social inclusion and reduced disadvantage, especially Indigenous children All children have access to affordable, quality early childhood education in the year before formal schooling Quality early childhood education and care supports the workforce participation choices of parents with children in the years before formal schooling |
| Early Childhood Development | | |
| | | Outcomes |
| Skills and Workforce Development | | |
|---|---|---|
| | Proportion of children enrolled in and attending school Literacy and numeracy achievement of Year 3, 5, 7 and 9 students in national testing Proportion of students in the bottom and top levels of performance in international testing (e.g. PISA, TIMMS) Proportion of the 19-year-old population having attained at least a Year 12 or equivalent or AQF Certificate II Proportion of young people participating in post-school education or training six months after school Proportion of 18–24-year-olds engaged in full-time employment, education or training at or above Certificate III | Lift the Year 12 or equivalent attainment rate to 90 per cent by 2020 Halve the gap for Indigenous students in reading, writing and numeracy within a decade At least halve the gap for Indigenous students in Year 12 or equivalent attainment rates by 2020 |
| Schooling | | |
| | Proportion of children born of low birth weight Proportion of children with basic skills for life and learning, and who are vulnerable, as identified by the Australian Early Development Index Proportion of disadvantaged 3-year-olds in early childhood education Further performance measures need to be identified for children aged 18 months to 3 years Proportion of 4-year-olds accessing quality early childhood education Proportion of parents who can access the quality early childhood education and care services required for their preferred labour force participation | Universal access to early learning for all 4-year-olds by 2013 Halving the gap in mortality rates for Indigenous children under five years old within a decade In five years all Indigenous 4-year-olds in remote Indigenous communities will have access to a quality early childhood education program |
| Early Childhood Development | | |
| | Indicative Progress Measures | |
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Angrist, J.D. and Lavy, V. 2004, The Effects of High Stakes High School Achievement Awards: Evidence from a Group Randomized Trial, IZA Discussion Paper 1146, Institute for the Study of Labor, Bonn, Germany.
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,
—— 2009b, Rewarding Teaching Excellence: Blueprint Implementation Paper DEECD, Melbourne, Victoria.
DEET (Department of Education, Employment and Training) 2000, Ministerial Review of Post Compulsory Education and Training Pathways in Victoria (Peter Kirby, Chair), DEET, Melbourne, Victoria.
DIIRD (Department of Innovation, Industry and Regional Development) 2008, Securing Jobs for Your Future, DIIRD, Melbourne, Victoria.
DPC (Department of Premier and Cabinet) 2008, Next Steps in Australian Health Reform: The proposals of the Victorian Premier, Brumby J., DPC, Melbourne, Victoria.
DPC and DTF (Department of Premier and Cabinet and Department of Treasury and Finance) 2005, Governments Working Together: A Third Wave of National Reform — A New National Reform Initiative for COAG: The Proposals of the Victorian Premier, DPC, Melbourne, Victoria.
DPC, DHS, DTF and DoE (Department of Premier and Cabinet, Department of Human Services, Department of Treasury and Finance and Department of Education) 2007, Council of Australian Governments' National Reform Agenda: Victoria's Plan to Improve Outcomes in Early Childhood, DPC, Melbourne, Victoria.
DPC, DoE and DTF (Department of Premier and Cabinet, Department of Education and Department of Treasury and Finance) 2007, Council of Australian Governments' National Reform Agenda: Victoria's Plan to Improve Literacy and Numeracy Outcomes, DPC, Melbourne, Victoria.
DTF (Department of Treasury and Finance) 2006, The Economic and Fiscal Dividends of a New National Reform Agenda, Working Paper, DTF, Melbourne, Victoria.
Figlio, D.N. and Kenny, L. 2006, Individual Teacher Incentives and Student Performance, National Bureau of Economic Research Working Paper 12627, National Bureau of Economic Research, Cambridge, Massachusetts.
Hanushek, E.A. 2009, 'The economic value of education and cognitive skills', in Sykes, G., Schneider, B. and Plank, D., Handbook of Education Policy Research, Routledge, New York, pp. 39–56.
Heckman, J.J. and Smith, J.A. 1995, 'Assessing the case for social experiments' Journal of Economic Perspectives, vol. 9, no. 2, pp. 85–110.
Leigh, A. 2009, Estimating Teacher Effectiveness from Two-Year Changes in Students' Test Scores, Research School of Social Sciences, Australian National University, Canberra.
MCEETYA (Ministerial Council for Education, Employment, Training and Youth Affairs) 2008, The Melbourne Declaration on the Educational Goals for Young Australians, MCEETYA, Melbourne.
McKinsey & Co. 2007, How the World's Best Performing School Systems Come Out on Top, http://www.mckinsey.com/clientservice/socialsector/resources/pdf/Worlds_Scho ol_Systems_Final.pdf
Muralidharan, K. and Sundararaman, V. 2009, Teacher Incentives in Developing Countries: Experimental Evidence from India, National Bureau of Economic Research, Working paper No. 15323, Cambridge, Massachusetts.
Podgursky, M.J. and Springer, M.G. 2006, 'Teachers, schools and academic achievement', Econometrica, vol. 73, no. 2, pp. 417–58.
PC (Productivity Commission) 2006, Potential Benefits of the National Reform Agenda — Report to the Council of Australian Governments, Productivity Commission Research Paper, Productivity Commission, Canberra.
Rivkin S.G., Hanushek, E.A. and Kain, J.F. 1995, 'Teachers, students and academic achievement', Econometrica, vol. 73, no. 2, pp. 417–58.
Sanders, W. and Rivers, J. 1996, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement, University of Tennessee Value Added Research and Assessment Centre, Knoxville, Tennessee.
The Nous Group 2007, Evaluation of Flagship Strategy 4: Creating and Supporting a Performance & Development Culture in Schools (Year 2), report for the Department of Education, Victoria.
Winters, M.A., Ritter, G.W., Barnett, J.H. and Greene, J.P. 2008, 'An evaluation of teacher performance pay in Arkansas', working paper submitted to the Journal of Public Economics, Department of Education Reform, University of Arkansas, Arkansas.
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IEM School Suicide Prevention & Intervention Policy 2020-2021
Table of Contents
IEM Schools Suicide Prevention and Intervention Policy
Modeled from
Trevor Model School District Policy on Suicide Prevention
Purpose
The purpose of the created policy will be to protect the health and wellbeing of all students in grades k-12 by having procedures in place to prevent, assess the risk of, intervene in, and respond to suicide.
The school recognizes that:
(a) Physical, behavioral, and emotional health is an integral component of a student's educational outcomes
(b) Suicide is a leading cause of death among young people
(c) Our organization has an ethical responsibility to take a proactive approach in preventing deaths by suicide, and
(d) The school's role in providing an environment which is sensitive to individual and societal factors that place youth at greater risk for suicide and one which helps to foster positive youth development
The policy is meant to be paired with other procedures and support systems for the emotional and behavioral health of students more broadly. To ensure the safety of our students and be able to respond to a student in crisis, the school will contact the Mental Health Coordinator. (Job Description Mental Health Coordinator).
Scope and Distribution
The scope of this policy will include all classes taught by our school personnel, (in person or online), group Educational Activities, Learning Record meetings or any other interactions with students and our school staff.
The policy will be distributed annually to all school employees and the links to it will be included in the ES Manual, Parent Manual, High School Manual and on the school website. Each of these sources will include crisis numbers and steps to take if a student exhibiting signs of suicidality.
Implementation
Director of Special Education shall be responsible for planning and overseeing this policy in conjunction with the Mental Health Coordinator.
Prevention
1. Staff Professional Development
Policies and procedures will be written and provided to all staff by the first week of school each year and announced at the All Educational Specialist Training day. Staff will complete an online training module annually.
This training will include how to respond to crisis situations within the context of our school:
* High-risk groups
* Risk factors
* Warning signs
* Protective factors
* How to talk to children in an age-appropriate way for elementary, middle and high school students
* When to treat as a crisis and call 911 or ask a parent to take to the emergency room
* When to ask help from a Mental Health Professional
* Who to refer to
* How to document the process
Additional professional development will be provided to Advisors about risk assessment and crisis intervention for students grades k-12.
2. Youth Suicide Prevention Education for Students and Parents
Student Education:
All IEM schools will provide grade-appropriate mental health curriculum options for grades K-12. Suicide prevention units will be created and made available to all middle and high school students that could be included in a variety of life skills and special interest courses.
* The importance of safe and healthy choices and coping strategies
* How to recognize risk factors and warning signs of mental disorders and suicide in oneself and others
* Help-seeking strategies for oneself or others, including how to engage school resources and refer friends for help.
Parents will be provided with options for age-appropriate mental health curriculum. All parents will be informed of this curriculum and given the opportunity to participate if they so choose.
Parent Education
IEM schools will provide parent instruction on youth mental health. This will include webinars put on by the school staff Mental Health Professionals or other experts on youth mental health. Each year families will receive a resource document on a listserv about assisting youth in becoming socio-emotionally healthy and resources for mental health and suicide prevention/intervention. This will also include a reminder of resources on the school website and in the parent and high school manuals sent out twice a year.
3. Publication and Distribution
This policy will be distributed annually to parents and students in the Parent Manual, the High School Manual on the school website. It will be included in the ES manual for K-12 options. All student ID cards will have the suicide hotline number on printed on the back.
The school website will provide links for:
* 24-hour crisis hotlines
* Links to resources giving specific information for mental health needs.
* Steps to take if a student is exhibiting alarming warning signs of suicide (i.e. agitation, intoxication, suicide threat with a plan, access to means, etc.)
* Socioemotional resources listed by county
* How to contact the Mental Health Coordinator and how to access to community mental health resources
Assessment & Referral
Suicidality Without Parent Present:
When a student is identified by a staff person as potentially suicidal, ( i.e., verbalizes suicidality, presents overt warning signs, or a student self-refers) and no parent is present, the school Mental Health Coordinator (credentialed school counselor) or Designee will assist the student and adult staff member who is with the student. The Mental Health Coordinator will be listed on the school website along with contact information.
The steps delineated in the Protocol for Responding to Students at Risk of Suicide will be followed.
Suicidality With Parent Knowledge/Presence
If Parent or guardian is present or if a parent expresses a suicide risk concern to a school employee about a potential suicide risk:
1. School staff will advise parents to continuously supervise the student & restrict access to lethal means to ensure their safety.
2. Parents will also be informed that the Mental Health Coordinator will be calling them to help with resources and referrals.
3. Mental Health Coordinator will be made aware of the situation as soon as reasonably possible.
She will call and email the family to provide the family with the following:
* Crisis phone numbers
* Appointment with IEM School Mental Health Professional for assistance with referrals
* Suicide Safety Parent Information Packet and mental health resources in the county in which the family resides
4. Upon parent request, the Mental Health Coordinator can complete a Preliminary Suicide Risk Screening Tool and the Suicide Screening Checklist in order to best assist the family with a referral to community resources. When appropriate, referral may include: County Crisis Suicide Prevention
Center, Mobile Crisis Team, Emergency Services or bringing the student to the local Emergency Department, but in most cases will involve setting up an outpatient mental health or primary care appointment and communicating the reason for referral to the healthcare provider. The Mental Health Coordinator will assist with this decision.
6. Staff will follow up within 24 hours of talking to a parent.
7. Staff will ask the student's parent or guardian for written permission to discuss student's mental health with outside care, when appropriate.
8. Hard copies of signed documents will remain confidential.
For At-Risk Students Not Demonstrating Signs of Current Suicidality:
If a student is showing signs of significant risk for suicide but not voicing suicidality, the family will be given the phone number of the Mental Health Coordinator. The concern may come from actions or statements showing that they are at risk and/or from evidence in student work
(essays/poems/art etc.) If the parent calls the Mental Health Coordinator, the parent will be given a suicide information packet and will be made aware of mental health resources in the county in which the family resides and information about how to access care using medical insurance or Medical.
In-School Suicide Attempts
If a suicide attempt is made at a field trip or other school function, the health and safety of the student is paramount.
In these situations:
1. If an attempt has been made or there is an immediate danger to the student or others present, staff will call 911 immediately.
2. First aid will be rendered until professional medical treatment and/or transportation can be received.
3. School staff will supervise the student to ensure the safety of the student.
4. Staff will move all other students out of the immediate area as soon as possible.
5. Staff will immediately contact the Mental Health Coordinator
6. Mental Health Coordinator will inform the parent or guardian as described in Protocol for Responding to Students at Risk of Suicide.
7. Mental Health Coordinator will refer as necessary to another Mental Health Professional to assess whether additional steps should be taken to ensure student's long-term safety and well-being.
If a staff member becomes aware of a suicide attempt by a student that is in progress but not associated with a school event, the staff member will:
* Inform the Advisor, who will consult with Mental Health Coordinator.
* Advisor will inform the student's parent or guardian.
* Call the police and/or emergency medical services, such as 911 if appropriate.
If the student contacts the staff member and expresses suicidal ideation, the staff member should maintain in contact with the student (either in person, online, or on the phone). The staff member should then enlist the assistance of an Advisor and/or Mental Health Coordinator to contact the parent and/or 911 while maintaining verbal engagement with the student.
Parental Notification and Involvement
When a student is identified by a staff person as potentially suicidal, i.e., verbalizes suicidality, presents overt warning signs, or a student self-refers, the school Suicide Crisis Team will assist the
student and adult who is with the student. The parent will be immediately notified according to the steps delineated in the Protocol for Responding to Students at Risk of Suicide. The staff member will remain with the student or leave the student under the close supervision of the parent or guardian. Staff will also communicate with The California Youth Crisis Line: 1-800-843-5200 or other outside mental health care providers regarding the situation if needed. The school staff should remain with the student until a parent, Emergency Services Professional, or Mental Health Professional arrives. The Mental Health Coordinator will work with the family to assist them in getting their mental health needs met in the community through the family's health insurance or through Medi-Cal and facilitate referrals as needed.
School Resumption Procedure
For students returning to school or enrolling in our school after a known mental health crisis (e.g., suicide attempt or psychiatric hospitalization), a school employed mental health professional or designee will meet with the student's parent or guardian, ES, and if appropriate, meet with the student to discuss enrollment or school resumption and appropriate next steps to ensure the student's readiness for return to schoolwork.
1. The Mental Health Coordinator or other designee will be identified to coordinate with the student, their parent or guardian, the ES, Advisor, Guidance Coordinator, and any outside mental health care providers, if applicable.
2. The parent will be advised to seek outside Mental Health assistance and will be given referral resources to facilitate access to community care via medical insurance and/or Medi-Cal.
Post Intervention
Post Suicide Action Plan
Once the school receives word that a student has committed suicide there will be an immediate online/phone meeting with the person who heard of the suicide, the ES, the ES's advisor and a school mental health professional. At this meeting, the following will be determined:
* How and when the ES will contact the parents (unless the way the school found out was a call from the parent to the ES). The ES and/or advisor will offer support to the family. The ES and/or advisor or Mental Health Coordinator will also ascertain how the school can best assist the family.
The Mental Health Coordinator and the team will also determine:
* What staff needs to be contacted, who will contact them, and what information will be offered.
* Who will take questions from the press if we are called.
* How to handle calls from other families.
* Who will contact community mental health resources for referral for families and students
* How and if to offer grief support to students/siblings and who to refer them to
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MUSIC & WORSHIP RESOURCES
Sunday, June 6, 2010
Roberto L. Burton, Guest Lectionary Liturgist
Band Director/Adjunct Professor, Oakwood University, Huntsville, AL
Lection – Proverbs 2:1-11
1 My child, if you receive my words,
And treasure my commands within you,
So that you incline your ear to wisdom,
2
And apply your heart to understanding;
3 Yes, if you cry out for discernment,
And lift up your voice for understanding,
If you seek her as silver,
4
And search for her as for hidden treasures;
Then you will understand the fear of the LORD,
5
And find the knowledge of God.
For the LORD gives wisdom;
6
From the LORD'S mouth come knowledge and understanding;
The LORD stores up sound wisdom for the upright;
7
THE LORD is a shield to those who walk uprightly; 8
THE LORD guards the paths of justice,
And preserves the way of the saints.
Then you will understand righteousness and justice,
9
Equity and every good path. 10
When wisdom enters your heart,
And knowledge is pleasant to your soul, 11
Discretion will preserve you;
Understanding will keep you.
Worship Planning Notes
Wisdom is a God-given gift and also comes as the result of an energetic search. Today we recognize those who, with God's help, have pursued academic excellence and have persevered.
We acknowledge that wisdom's starting point is God and that the revealed Word of God is the source of "knowledge and understanding" (Proverbs 2:6). Yes, wisdom is God's gift to us. But God gives it only to those who earnestly seek it. The pathway to wisdom is strenuous. When we are on the path, we discover that to find wisdom God must guide us and will reward our sincere and persistent search.
We gain wisdom through a constant process of growth. People do not develop all aspects of wisdom at once. For example, some people have more insight than discretion; others have more formal knowledge than common sense. But we can pray for all aspects of wisdom and take the steps to develop them in our lives.
Suggestions for worship:
* Post royal blue banners around the sanctuary that include selected texts/phrases from Proverbs 2:1-11.
* As a great visual aid, adorn either side of your communion table with trailing greenery, and place a graduation cap, academic cords, and a diploma on top.
* Post the names of the graduates, along with their degree titles or certificate titles and special commendations, on screens and in your order of worship/bulletin.
* Have the Director of Christian Education select (2–4 weeks in advance) a Valedictorian and a Salutatorian to lead the opening and closing litanies or to participate in other ways during this worship service.
1. Litany or Congregational Readings
Responsive Reading. The opening Congregational reading or litany can be led by the Valedictorian (selected in advance of the service).
Will of God. Old Testament reading taken from Psalms 119:33-34, 143:10, 37:23-24; Micah 6:8; Proverbs 14:12, 3:5-6; Jeremiah 29:11
Will of God
Valedictorian:
Teach me, O LORD, the way of your statutes, and I will observe it to the end.
ALL:
Give me understanding, that I may keep your law and observe it with my whole heart.
Valedictorian:
Teach me to do your will, for you are my God. Let your good spirit lead me on a level path.
ALL:
Our steps are made firm by the LORD, when he delights in our way.
Valedictorian:
Though we stumble, we shall not fall headlong, for the LORD holds us by the hand.
ALL:
What does the LORD require of you but to do justice, and to love kindness, and to walk humbly with your God?
Valedictorian:
There is a way that seems right to a person, but its end is the way to death.
ALL:
Trust in the LORD with all your heart, and do not rely on your own insight.
Valedictorian:
In all your ways acknowledge him, and he will make straight your paths.
ALL:
For surely I know the plans that I have for you, says the LORD, plans for your welfare and not for harm, to give you a future with hope.
2. Hymns and Congregational Songs
(a) Be Still My Soul. By Katherine von Schlagel. Tune, (FINLANDIA), by Jean Sibelius
(b) It Is Well with My Soul. By Horatio G. Stafford. Tune, (VILLE DU HAVRE), by Philip P. Bliss
(c) O Come, O Come Emmanuel. By John Mason Neale. Tune, (VENI EMMANUEL), by Thomas Helmore
(d) Rise Up, Shepherd and Follow. Negro Spiritual
3. Spirituals or Traditional Songs
(a) I Want Jesus to Walk with Me. Negro Spiritual. Tune, (WALK WITH ME).
(b) I Will Trust in the Lord. Negro Spiritual. Tune, (TRUST IN THE LORD).
(c) Fix Me Jesus. Traditional. Tune, (FIX ME).
4. Gospel Songs for Choirs, Ensembles, or Praise Teams
(a) I Passed. By Kyle E. Kelley
(b) Trust Him. By Jamel Strong
5. Liturgical Dance Music
(a) Trust and Believe. By Yolanda Adams and Ben Tankard
(b) Speak the Word. By Jonathan Dunn
6. Anthems
(a) Turn Your Eyes Upon Jesus. By Helen H. Lemuel. Arr. by Roberto Burton. For SSAATTBB
(b) Be Thou Exalted. By Diane White-Clayton. For SSATB or SSAA
7. Modern Songs
(a) I'll Trust You Lord. By Donnie McClurkin
(b) I'll Trust. By Vashawn Mitchell
8. Songs for Children
(a) Wise Man Built His House Upon the Rock. Traditional
(b) Highway to Heaven. Traditional
(c) Trust. By Carol Maillard
9. Offertory Song or Instrumental
(a) Church Medley: We've Come This Far by Faith/I Will Trust in the Lord. By Albert A. Goodson. Traditional
(b) …And He Blessed My Soul. By Anita Watkins Stevens
10. Song or Instrumental for the Period of Prayer
(a) He Knows Just What I Need. Text and Tune, (HE KNOWS), by Robert J. Fryson
(b) Lead Me, Lord. Text, Psalm 5:8. Tune by Samuel S. Wesley
11. Sermonic Selection
(a) Heaven on My Mind. By Luther Barnes
(b) Lead Me, Guide Me. Text and Tune by Doris Akers
12. Invitational Song or Instrumental
(a) Follow Jesus (Landa Yesu). By Chad Cates, Todd D. Smith, James Smith, and Tony Wood
(b) I Have Decided to Follow Jesus. Traditional
13. Benediction Sung or Spoken
Benediction Music
(a) He Hideth My Soul. By Fanny J. Crosby. Tune, (KIRKPATRICK), by William J. Kirkpatrick
(b) Where Shall I Be? Text and Tune, (JUDGEMENT DAY), by Charles P. Jones
(c) Wash, O God, Our Sons and Daughters. By Ruth Duck. Tune, (BEACH SPRING), by B. F. White
Benediction Litany
(d) Education. Have the benediction be led by your Salutatorian (selected in advance of the worship service).
Education
Salutatorian:
Let us remember that “the fear of the Lord is the beginning of all wisdom; all those who practice it have a good understanding.” (Psalm 110:10)
ALL:
Lord God, Giver of wisdom, hear our prayer.
Salutatorian:
Thank you, God, for the education we have received and for opportunities to increase our knowledge. We bless our parents who introduced us to learning.
ALL:
“Train children in the right way and when old, they will not stray.” (Proverbs 22:6)
Salutatorian:
We thank you, God, for good teachers, good books, public libraries, and all educational resources.
ALL:
“Whoever loves discipline loves knowledge, but those who hate to be rebuked are stupid.” (Proverbs 12:1)
Salutatorian:
We pray for our pre-schools, for the teachers, the students and the workers.
ALL:
God of steadfast love, hear our prayer.
Salutatorian:
We pray for the members of this congregation who are involved in all aspects of education: teachers, counselors, principals and other administrators, board members, secretaries, custodians, and nurses.
ALL:
“Trust in the Lord will all your heart and do not rely on your own insight. In all your ways acknowledge him, and he will make straight your paths.” (Proverbs 3:5-6)
Salutatorian:
We pray for universities, colleges, and other institutions of adult learning. We pray for their students. Help this church to be a vehicle that stops the sources that prevent children from gaining the education they seek.
ALL:
We pray for those in developing countries who do not enjoy the educational opportunities of this nation. Let our mission efforts be used to expand their educational opportunities.
Salutatorian:
We pray for literacy programs, for Bible societies, and distributors of Christian literature at home and abroad.
ALL:
“There are six things that the Lord hates, seven that are an abomination to him: haughty eyes, a lying tongue, and hands that shed innocent blood, a heart that devises wicked plans, feet that hurry to run to evil, a lying witness who testifies falsely, and one who sows discord in a family.” (Proverbs 6:16- 19)
Salutatorian:
We pray for the teaching ministries of our congregation. Create in those who are called to instruct your people a mind and a heart committed to studying your Word.
ALL:
May these ministries improve the ability of persons to study the Word for themselves, to think for themselves, and to be of benefit to their families and communities.
Salutatorian:
We pray that the increase of knowledge and education may not make us intellectually proud or spiritually barren.
ALL:
God, Creator of all wisdom and knowledge, [as we leave here today] make us responsible stewards of your gifts and graces. Amen.
14. Other Recommendations
Review the White House fact sheet on President Barack Obama's American Graduation Initiative (announced June 14, 2009 at Macomb Community College, Warren, MI) and determine how your church can support your members who pursue community college education.
Fact Sheet location: http://www.whitehouse.gov/the_press_office/Excerpts-of-thePresidents-remarks-in-Warren-Michigan-and-fact-sheet-on-the-American-GraduationInitiative/
YouTube: http://www.youtube.com/watch?v=DFpY2Z3rNjY
Cites and Additional Information for Music and Material Listed
1. Litany or Congregational Readings
Will of God. Old Testament reading taken from Psalm 119:33-34, 143:10, 37:23-24; Micah 6:8; Proverbs 14:12, 3:5-6; Jeremiah 29:11
Location:
African American Heritage Hymnal. Chicago, IL: GIA Publications, 2001. #51
2. Hymns and Congregational Songs
(a) Be Still My Soul. By Katherine von Schlagel. Tune, (FINLANDIA), by Jean Sibelius Location:
African American Heritage Hymnal. #135
African Methodist Episcopal Zion Bicentennial Hymnal. Nashville, TN: A.M.E. Zion Publishing House, 1996. #458
Lead Me, Guide Me: The African American Catholic Hymnal. Chicago, IL: GIA Publications, 1987. #163
The New National Baptist Hymnal 21st Century Edition. Nashville, TN: Triad Publications, 2005. #263
The Seventh-day Adventist Hymnal. Hagerstown, MD: Review and Herald Publishing Association, 1985. #461
Church of God in Christ. Yes, Lord! Church of God in Christ Hymnal. Memphis, TN: Church of God in Christ Pub. Board in association with the Benson Co., 1982. #96
(b) It Is Well with My Soul. By Horatio G. Stafford. Tune, (VILLE DU HAVRE), by Philip P. Bliss
Location:
African American Heritage Hymnal. #377
African Methodist Episcopal Zion Bicentennial Hymnal. #507
Lead Me, Guide Me: The African American Catholic Hymnal. #256
The New National Baptist Hymnal 21st Century Edition. #255
The Seventh-day Adventist Hymnal. #530
Yes, Lord! Church of God in Christ Hymnal. #376
(c) O Come, O Come Emmanuel. By John Mason Neale. Tune, (VENI EMMANUEL), by Thomas Helmore
Location:
African American Heritage Hymnal. #188
African Methodist Episcopal Zion Bicentennial Hymnal. #92
Lead Me, Guide Me: The African American Catholic Hymnal. #3
The New National Baptist Hymnal 21st Century Edition. #82
The Seventh-day Adventist Hymnal. #115
(d) Rise Up, Shepherd and Follow. Negro Spiritual Location:
African American Heritage Hymnal. #212
Lead Me, Guide Me: The African American Catholic Hymnal. #12
The New National Baptist Hymnal 21st Century Edition. #91
The Seventh-day Adventist Hymnal. #138
Yes, Lord! Church of God in Christ Hymnal. #212
3. Spirituals or Traditional Songs
(a) I Want Jesus to Walk with Me. Negro Spiritual. Tune, (WALK WITH ME). Location:
African American Heritage Hymnal. #563
African Methodist Episcopal Zion Bicentennial Hymnal. #514
Lead Me, Guide Me: The African American Catholic Hymnal. #263
The New National Baptist Hymnal 21st Century Edition. #500
The Seventh-day Adventist Hymnal. #624
Yes, Lord! Church of God in Christ Hymnal. #381
(b) I Will Trust in the Lord. Negro Spiritual. Tune, (TRUST IN THE LORD). Location:
African American Heritage Hymnal. #391
African Methodist Episcopal Zion Bicentennial Hymnal. #75
Lead Me, Guide Me: The African American Catholic Hymnal. #232
The New National Baptist Hymnal 21st Century Edition. #285
Yes, Lord! Church of God in Christ Hymnal. #333
(c) Fix Me Jesus. Traditional. Tune, (FIX ME). Location:
African American Heritage Hymnal. #436
Lead Me, Guide Me: The African American Catholic Hymnal. #314
4. Gospel Songs for Choirs, Ensembles, or Praise Teams
(a) I Passed. By Kyle E. Kelley
Location:
Chris and Kyle, with True Spirit. Comin' Out From Under. Detroit, MI: Crystal Rose, 2002.
(b) Trust Him. By Jamel Strong
Location:
Strong, Jamel & Triple Mass Choir. It's Your Time. Huntsville, AL: Strong Tower Records, 2004.
5. Liturgical Dance Music
(a) Trust and Believe. By Yolanda Adams and Ben Tankard Location:
Adams, Yolanda. More Than a Melody. Murfreesboro, TN: Tribute, 1995.
(b) Speak the Word. By Jonathan Dunn Location:
And Another Level. Springfield, OH: Glonklin Music, 2005.
6. Anthems
(a) Turn Your Eyes Upon Jesus. By Helen H. Lemuel. Arr. by Roberto Burton. For SSAATTBB
Location:
Scubed Publishing
P.O. Box 22644
Huntsville, AL 25814
Phone: 256-603-8927
(b) Be Thou Exalted. By Diane White-Clayton. For SSATB or SSAA
Location:
LCW Publishing 322 Bryant Street, NE Washington, DC 20002
Online location: [email protected]
Audio Sample: http://www.lcwpublishing.com/Mp3/Be_Thou_Exalted.mp3
7. Modern Songs
(a) I'll Trust You Lord. By Donnie McClurkin
Location:
Live in London and More. New York, NY: Verity, 2000.
(b) I'll Trust. By Vashawn Mitchell
Location:
Bishop Larry Trotter & Sweet Holy Spirit Combined Choirs. Tell the Devil I'm Back. Indianapolis, IN: Tyscott, 2001.
8. Songs for Children
(a) Wise Man Built His House Upon the Rock. Traditional
Location:
Veggie Tales (Veggie Tunes). 25 Favorite Sunday School Songs. Franklin, TN: Big Ideas Inc., 2009.
(b) Highway to Heaven. Traditional
Location:
African Children's Choir. African Children's Choir Live! In Concert—Because You Loved Me. London, UK: Pale Blue Ltd., 2007.
(c) Trust. By Carol Maillard
Location:
Sweet Honey in the Rock. Experience 101. West Chester, PA: Appleseed, 2007.
9. Offertory Song or Instrumental
(a) Church Medley: We've Come This Far by Faith/I Will Trust in the Lord. By Albert A. Goodson. Traditional
Location:
McClurkin, Donnie. Psalms, Hymns & Spiritual Songs. New York, NY: Verity, 2004.
(b) …And He Blessed My Soul. By Anita Watkins Stevens Location:
Chris and Kyle, with True Spirit. Comin' Out From Under. Detroit, MI: Crystal Rose, 2002.
10. Song or Instrumental for the Period of Prayer
(a) He Knows Just What I Need. Text and Tune, (HE KNOWS), by Robert J. Fryson Location:
African American Heritage Hymnal. #358
(b) Lead Me, Lord. Text, Psalm 5:8. Tune by Samuel S. Wesley Location:
African American Heritage Hymnal. #145
African Methodist Episcopal Zion Bicentennial Hymnal. #462
Lead Me, Guide Me: The African American Catholic Hymnal. #219
The New National Baptist Hymnal 21st Century Edition. #341
The Seventh-day Adventist Hymnal. #691
11. Sermonic Selection
(a) Heaven On My Mind. By Luther Barnes Location:
Brooklyn Tabernacle Choir. I'm Amazed…LIVE. Brooklyn, NY: Brooklyn Tabernacle Choir, 2005.
(b) Lead Me, Guide Me. Text and Tune by Doris Akers Location:
African American Heritage Hymnal. #474
Lead Me, Guide Me: The African American Catholic Hymnal. #167
The New National Baptist Hymnal 21st Century Edition. #233
12. Invitational Song or Instrumental
(a) Follow Jesus (Landa Yesu). By Chad Cates, Todd D. Smith, James Smith, and Tony Wood
Location:
Selah. Bless the Broken Road—The Duets Album. Northridge, CA: Curb Records, 2006.
(b) I Have Decided to Follow Jesus. Traditional Location:
Brown Clark, Maurette. The Dream. Atlanta, GA: Atlanta International, 2007.
13. Benediction Sung or Spoken
Benediction Music
(a) He Hideth My Soul. By Fanny J. Crosby. Tune, (KIRKPATRICK), by William J. Kirkpatrick
Location:
The New National Baptist Hymnal 21st Century Edition. #251
The Seventh-day Adventist Hymnal. #520
Yes, Lord! Church of God in Christ Hymnal. #150
(b) Where Shall I Be? Text and Tune, (JUDGEMENT DAY), by Charles P. Jones Location:
African American Heritage Hymnal. #196
(c) Wash, O God, Our Sons and Daughters. By Ruth Duck. Tune, (BEACH SPRING), by B. F. White
Location:
African American Heritage Hymnal. #674
Benediction Litany
(d) Education.
Location:
African American Heritage Hymnal. #88 (Paraphrased for this worship service)
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Washington Rose Elementary School
Mr. Braswell- Principal Mrs. Higgins- Assistant Principal
Ms. Wilkes- Math Specialist
Math News… "Educating the Whole Child"
April 9, 2014
New York State Common Core Mathematics Assessment
Testing Dates: Wednesday, April 30, 2014- Friday, May 2, 2014
Day 1, Wednesday, April 30, 2014- Multiple Choice
- Grade 3 & Grade 4- 60 minutes
- Grade 5 and Grade 6- 80 minutes
Day 2, Thursday, May 1, 2014- Multiple Choice
- Grade 3 & Grade 4- 60 minutes
- Grade 5 and Grade 6- 80 minutes
Day 3, Friday, May 2, 2014-Short and Extended Response
- Grade 3- 70 minutes
- Grade 4, Grade 5, and Grade 6- 90 minutes
Reminder: No exemptions. All students must take the NYS Common Core Mathematics Assessment
Mathematics Tools:
Students must have access to the following tools:
Grade 3- Ruler: Entire Test (Book 1, Book 2, and Book 3)
Grade 4 and Grade 5- Ruler & Protractor: Entire test (Book 1, Book 2, and Book 3)
Grade 6- Ruler & Protractor: Entire test (Book 1, Book 2, and Book 3)
- Calculator- Book 2 and Book 3 ONLY
Mathematics Reference Sheets
Students in grades 5-6 will be provided a mathematics reference sheet that they may use during the exam. All math reference sheets must be removed from the test booklets. Please collect the reference sheets at the end of the testing period and return them with your test booklets.
What should I focus on?
Grade 3
Numbers and Operations-Fractions
Develop understanding of fractions as numbers
- focus: equivalent fractions)
Measurement and Data (Area)
Understand concepts of area and relate area to multiplication and to addition (module 4)
Grade 4
Number and Operations-Fractions
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Grade 5
Numbers and Operations in Base Ten (Decimals)
Perform operations with multi-digit whole numbers and with decimals to hundredths
Numbers and Operations-Fractions
Use equivalent fractions as a strategy to add and subtract fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
Measurement and Data
Understand concepts of volume and relate volume to multiplication and to addition Grade 6
Evaluating Expressions
Apply and extend previous understandings of arithmetic to algebraic expressions
Reason about and solve one-variable equations and inequalities
Represent and analyze quantitative relationships between dependent and independent variables
Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning to solve problems
How can I prepare my students for the State assessments?
Start reviewing now……..
- Add a review section to homework assignments. Include questions from modules previously taught (2-3 problems). This will help to determine what has been mastered and what skills may need to be revisited.
- Use Coach to reinforce skills. The end of domain review is a great tool to use as an assessment. Your curriculum guide outlines when to incorporate Coach.
- Vocabulary- PARCC provides vocabulary practice for each domain. It is located at the back of the book.
- Use the Mid-chapter and End of chapter review from the NYS modules
- Include real world problem solving problem as part of your daily practice
The Mission of the Roosevelt Union Free School District is to educate the Whole Child to excel; thereby, ensuring achievement for all...Failure is NOT an Option.
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GRADE 1
For a full video
Title of video.Database.
Natural Phenomena: Hurricanes, Tornadoes, and Other Weather. Discovery Education.
For a video segment
Title of segment.Database.
Tornadoes. Discovery Education.
For an image
Title of image.Database.
A Tornado in Denver. Discovery Education.
For an audio file
Title of audio file. Database.
Swirling Twister Or Tornado Wind Disaster.Discovery Education.
For a board
Author of board first name last name. Title of board. Database.
Kathie Reid. Tornadoes.Discovery Education.
For an interactive
Title of interactive.Database.
Weather Patterns. Discovery Education.
Lesson materials
Title of lesson material. Database.
Tornadoes.Discovery Education.
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<urn:uuid:7cceca3a-1ecf-42a5-8d9a-58ea65e2474f>
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CC-MAIN-2021-25
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https://blog.discoveryeducation.com/wp-content/uploads/2018/02/discovery_citations_1.pdf
|
2021-06-17T00:21:54+00:00
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SKILLS@LIBRARY THE UNIVERSITY LIBRARY
ONLINE
RESOURCES
WRITING A PARAGRAPH
Essay title: Has ideological convergence occurred in contemporary British politics? Assessing the extent of Cameron's Conservatives' accommodation with New Labour's Third Way.
EXAMPLE
Focus on the notion of 'no rights without responsibilities' was maintained throughout New Labour's time in office, and advocates of ideological convergence have highlighted supposed Conservative engagement with this value. Just as New Labour began to emphasise the importance of individual responsibility, the Conservative Party ventured from traditional territory by articulating the importance of citizen rights bestowed by the state. As Driver (2009, p.92) highlights, Blair announced a tough stance on crime and its social causes, and Cameron mirrored this by articulating the necessity of rehabilitating criminals and ameliorating the societal causes of criminal activity, emphasising the need to focus on the 'context' behind crime (Cameron, 2008b). Continuity regarding rights and responsibilities is also evident between New Labour welfare programmes and welfare reform under the Conservative-led coalition. Prabhakar argues that convergence can be seen between the two parties as the coalition's Universal Credit scheme extends New Labour's emphasis on "work as the best route out of poverty", and reinforces that citizens have a duty to take up paid employment (2011, p.32). Universal Credit thus continues New Labour's 'responsibility' narrative, by accentuating what individuals "are capable of doing rather than highlighting the ways in which they are incapable of working" (Prabhakar, 2011, p.32).
EXAMPLE BROKEN DOWN WITH COMMENTS ON PAGE 2 AND 3
SKILLS@LIBRARY THE UNIVERSITY LIBRARY
BROKEN DOWN EXAMPLE
Focus on the notion of 'no rights without responsibilities' was maintained throughout New Labour's time in office, and advocates of ideological convergence have highlighted supposed Conservative engagement with this value.
Just as New Labour began to emphasise the importance of individual responsibility, the Conservative Party ventured from traditional territory by articulating the importance of citizen rights bestowed by the state.
As Driver (2009, p.92) highlights, Blair announced a tough stance on crime and its social causes, and Cameron mirrored this by articulating the necessity of rehabilitating criminals and ameliorating the societal causes of criminal activity, emphasising the need to focus on the 'context' behind crime (Cameron, 2008b).
Continuity regarding rights and responsibilities is also evident between New Labour welfare programmes and welfare reform under the Conservative-led coalition. Prabhakar argues that convergence can be seen between the two parties as the coalition's Universal Credit scheme extends New Labour's emphasis on "work as the best route out of poverty", and reinforces that citizens have a duty to take up paid employment (2011, p.32).
ONLINE
RESOURCES
COMMENTS
Student set out the main idea of this paragraph. Everything else in this paragraph should now explain, evidence and build upon this.
Student adds further explanation to their main idea.
Student synthesises secondary literature (Driver-a book about Blair) and primary evidence (Cameron- a speech from David Cameron) to provide evidence to support the main point of the paragraph.
Student adds further evidence to illustrate their main point.
SKILLS@LIBRARY THE UNIVERSITY LIBRARY
Universal Credit thus continues New Labour's 'responsibility' narrative, by accentuating what individuals "are capable of doing rather than highlighting the ways in which they are incapable of working" (Prabhakar, 2011, p.32).
ONLINE
RESOURCES
In the last sentence the student shows the significance of the evidence they have just discussed. The ending could have been made stronger if they had also shown the significance of the paragraph to their overall argument or linked to the next paragraph.
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Growing Vegetables in Pots
The desire for homegrown vegetables is increasing as consumers become more interested in where their food comes from and what goes into growing it. It's hard to find produce that's fresher and closer than vegetables picked from your own garden. But for people with limited space, mobility, or time, traditional gardening can be difficult. That's where vegetable container gardening comes in. Growing vegetables in pots is a great way to get fresh produce without taking up much space. Plus, you know exactly what went into producing the food you eat. Follow these easy steps to get your garden started.
Choose your location
The logical place for your vegetable pot garden is on a patio or porch where you can easily enjoy, care for, and harvest your crops. Vegetables are sun-loving plants. Some leafy vegetables can tolerate partial sun, but root crops and fruit-bearing varieties like tomatoes, peppers, cucumbers, and eggplant prefer full sun. Plants should receive six or more hours of sunlight during the day. However, a fully exposed patio or porch can subject plants in pots to high temperatures and severe drying conditions, so if possible, choose a location with a little protection from wind or with a bit of protection from the full afternoon sun. Also, when choosing a location, consider access to a spigot for watering convenience.
Choose your container(s)
The first step to pot gardening success is to get a big enough container. Choosing a large pot, from 16 to 24 inches in diameter, will go a long way toward ensuring your success. Larger pots hold moisture longer and aren't as susceptible to tipping over in the wind – two important considerations in Kansas. Anything less than a 12-inch pot is probably too small. Consider factors like pot depth, weight, durability, and good drainage when selecting containers. Plastic, clay, ceramic, fiberglass, and wood are popular choices, and all have advantages and disadvantages. Plastic pots are lightweight and less expensive but not very durable. Clay pots are inexpensive and durable if protected from freezing but are heavy and tend to dry out quickly. Glazed ceramic pots are nice because they are attractive, but they are also heavy and more expensive. Fiberglass is both lightweight and durable, but costly. If using wood, avoid treated lumber and look for containers made of cedar or redwood.
Fill with the right potting media
Soilless potting mixes are ideal for containers. The components are lightweight and hold water and oxygen much better than garden soil. Soilless mixes will also be free of weeds or diseases, and many contain a slowrelease fertilizer.
Fertilize
The nutrients most frequently lacking for growth are nitrogen (N), phosphorus (P), and potassium (K). If you choose to use synthetic fertilizers, add a slowrelease variety when preparing containers. Try to find an N-P-K value such as 18-6-12, or something close to a 3:1:2 ratio. You can reapply this fertilizer again in late July. If you don't use a slow-release granular, then water-soluble fertilizers of similar nutrient ratios are also an option. In general, fertilizers that are high in phosphorus should be avoided for vegetable containers. High rates are simply not needed for good production, and if there is runoff, it can contribute to surface water pollution.
Adding fertilizer to container vegetables is a must for good production. If you would like to grow organic produce, try mixing blood meal and bone meal into potting media before you plant. These add nitrogen and phosphorus that are readily available to the growing plants. Vermicompost and alfalfa pellets are also organic options. As the season goes on you can add nutrients when you water by selecting organic water-soluble fertilizers such as fish emulsion, compost tea, or kelp.
Choose and plant your crop
Most of the standard garden varieties of vegetables will grow well in containers, but there are some cultivars specifically bred for small spaces. See the list on page 2 for suggestions of dwarf varieties. Herbs are also great choices to grow in containers, either by themselves or mixed in with other vegetables. If you want to grow large or climbing vegetable varieties, prepare your cage or trellis system ahead of time. The less you disturb the roots after planting the better.
Just as in the garden, you can plant some crops directly from seed. Others, such as tomatoes, are best started from transplants. Follow within-row spacing recommendations provided on seed packages or in garden guides.
Conservation in the Home Landscape.) Plants in containers dry out much faster than those in the ground and will likely need daily care during the hot periods of summer. Before watering, stick your finger into the soil to check for moisture and only water the container when the soil feels dry. Another way of checking whether a plant needs watering is to gently lift the pot (if it's not too heavy). A dry pot will feel much lighter than one with adequate moisture. Be sure to use a "breaker" nozzle on your hose or watering can to distribute spray evenly. Keep applying water until you see it running out the drainage hole.
Monitor
Cool-season salad crops such as lettuce and radishes can be planted before warm season crops such as a tomato or pepper, and harvested before the latter grow to full size. A large pot actually has quite a bit of planting area, so one can grow a significant quantity of vegetables for a continuous harvest during the season. A few examples of crop plans for 16- and 24-inch pots are given on page 3 and 4.
Watering system
This can be as simple as you and a watering can every morning, but ideally you should set up a small dripirrigation system and put it on a timer to give your vegetables consistent moisture. (See also, K-State Research and Extension publication MF-2066, Water
Keep an eye on your vegetables. Daily observation helps spot problems before they get out of control. See if the plants are getting enough water and fertilizer, and check for signs of insects or ailments. See other K-State Research and Extension publications for recommendations on pest and disease control. Frequently checking your pots also ensures that you harvest your produce right when it's ready.
Recommended Vegetable Varieties for Container Gardening
Vegetables for Spring/Fall
Beets (3-inch spacing): Detroit Dark Red, Early Wonder, Red Ace
Carrot (3-inch spacing): Little Finger, Short 'n Sweet, Royal Chantenay , Red Cored Chantenay, Thumbelina
Leaf lettuce (6-inch spacing): Grand Rapids, Oakleaf, Salad Bowl, Ruby
Butterhead Lettuce (6-inch spacing): Tom Thumb, Bibb, Buttercrunch
Onion (2- to 3-inch spacing): Use any standard variety; best grown for green onions
Muskmelon (12-inch spacing): Minnesota Midget, Sweet ‘n Early
Pepper (12-inch spacing): Sweet, banana, or hot variet ies can be grown in larger containers
Squash (1 per pot): Golden Nugget, Gold Rush, Various zucchini hybrids
Tomato (Dwarf; 12-inch spacing): Patio, Pixie, Orange Pixie, Tiny Tim, Small Fry, Tumbling Tom
Tomato (Small-Vined; 1 per pot): Mountain Belle (cherry), Mountain Glory, Carnival, Sunmaster
Watermelon (1 per pot): Sugar Bush
Radish (3-inch spacing): Cherry Belle, Champion, White Icicle
Vegetables for Summer
(plant after danger of frost is past)
Bean (4-inch spacing; Pole beans yield more per area — trellis them): Blue Lake , Kentucky Wonder, Fortex
Cucumber (8-inch spacing): Bush Whopper, Salad Bush, Patio Pickle, Spacemaster, Bush Champion
Eggplant (12-inch spacing): Fairy Tale, Bambino, Most standard varieties
Vegetable Container Examples
8 Carrots, 8 Beets 16" Pot, Spring/Fall
16" Pot, Spring/Fall Arugula and Lettuce (Seed thickly and thin as you harvest salad.)
16" Pot, Spring/Summer 12 Carrots, 1 Watermelon
24" Pot, Spring/Summer Salad Mix (Seed thickly and thin as you harvest salad.) 2 Dwarf Tomatoes, 3 Basil
Authors
Ted Carey, Extension Specialist, Vegetable Crops Robin Dremsa, Horticulture Research Technician Rebecca Bandli, Horticulture Agent, Sedgwick County Jennifer Smith, Horticulture Agent, Douglas County
This publication was based on EP-31, Container Gardening, by Charles W. Marr.
Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned.
Publications from Kansas State University are available on the World Wide Web at: www.ksre.ksu.edu Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit Ted Carey, Robin Dremsa, Rebecca Bandli, and Jennifer Smith, Growing Vegetables in Pots, Kansas State University, April 2009.
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
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GRADE 2
For a full video
"Title of video."Database, date of creation.
"Natural Phenomena: Hurricanes, Tornadoes, and Other Weather." Discovery Education, 2017.
For a video segment
"Title of segment."Database, date of creation.
"Tornadoes." Discovery Education, 2017.
For an image
"Title of image." Database, date of creation.
"A Tornado in Denver."Discovery Education, 2006.
For an audio file
"Title of audio file."Database,date of creation.
"Swirling Twister Or Tornado Wind Disaster." Discovery Education, 2012.
For a board
Author of board first name last name. "Title of board."
Database,date of creation.
Kathie Reid. "Tornadoes." Discovery Education,1 May 2014.
For an interactive
"Title of interactive." Database,date of creation.
"Weather Patterns."Discovery Education,2006.
Lesson materials
"Title of lesson material." Database,date of creation.
"Tornadoes."Discovery Education, 2010.
|
<urn:uuid:84d0a645-2efd-4eb5-b621-99f091d64071>
|
CC-MAIN-2021-25
|
https://blog.discoveryeducation.com/wp-content/uploads/2018/02/discovery_citations_2.pdf
|
2021-06-16T23:02:16+00:00
|
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Educational Equity: The Call of Global Education
Marta Pellegrini, 1 Silvia Dell'Anna 2
1. Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 50121 Florence (FI), Italy
2. Faculty of Education, Free University of Bozen-Bolzano, 39042 Brixen (BZ), Italy
"The problem with our education system is not that parents do not have a choice. The problem is that inequities continue to exist."
--Patsy Mink
S an indivisible sub-system of society, education is relatively independent and deeply restricted by the social environment. The issue of education equity is regarded as an extension and expansion of social equity in education. It is a vital link that cannot be ignored in education and an essential cornerstone of social justice. A
In 1994, UNESCO held the "World Conference on Special Needs Education: Access and Quality" (World Conference on Special Needs Education: Access and Quality) in Salamanca, Spain. At the conference, the educational concept of Inclusive Education was put forward emphasizing that education should be an educational process without exclusion, discrimination, and classification. With the deepening of relevant research, the connotation of inclusive education is constantly enriched and deepened, and the focus of attention has also expanded from more specific persons with disability to those marginalized by political, economic, and cultural factors, and even ignored and excluded by traditional education group (International Bureau of Education, UNESCO, 2009).
© 2021 Insights Publisher. All rights reserved.
Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License
(http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the In-
sights Publisher.
One of the basic concepts of inclusive education is: the right to education is a fundamental human right and the foundation for building a fairer society. This basic educational philosophy emphasizes that everyone has the right to education. Regular schools should admit all children to school and provide them with the education they need appropriately.
However, in this process, the unfair phenomenon of being deprived of the right to education due to factors such as gender, economy, and culture has gradually appeared. For example, the dropout of girls and young women from school (World Bank, 2018), the difference in educational opportunities and educational resources between children in poor and developed areas (United Nations Department of Economic and Social Affairs, 2020), the educational differences between the children of migrant workers and urban children in cities (Chang & Bu, 2020), all these demonstrated significant gap to reaching the accurate education equity. Especially after the outbreak of the COVID-19 pandemic, it has exacerbated the education losses of disadvantaged groups. The most marginalized groups, namely girls, people with disabilities, people in conflict areas, remote rural areas, and the poorest people, have become the groups most severely affected by school suspensions (Cheng et al., 2020; UNESCO, 2020).
The concept of educational equity contains two levels of content: the fairness of educational opportunities and the fairness of academic quality. At present, countries worldwide are committed to improving the fairness of educational opportunities and quality of education through inclusive education. As one of the countries that implement inclusive education most thoroughly globally, Italy attaches great importance to the formulation and implementation of inclusive education policies (Ianes, Demo, & Dell'Anna, 2020; Morganti & Cottini, 2016). After more than 40 years of development, more than 99.9% of students with disability are currently receiving education in regular schools and have gradually formed a more advanced inclusive education concept, sound laws and regulations (Gabel & Danforth, 2008). Nevertheless, Italian researchers and policymakers have been working to improve professional support for teachers and the evaluation of the Italian full inclusion model. This has a demonstrative significance for the establishment of a global inclusive education system.
In China, the government solves uneven development of education quality between urban and rural areas and between regions through poverty alleviation through education to promote the equitable development of education. Promoted by China's poverty alleviation policies, a diversified poverty alleviation entity combining the state, society, schools, and individuals has emerged. Each entity adopts different forms of education to help poverty (Zhang, 2020; Zhu, 2020). These educational poverty alleviation projects have effectively improved the academic level and human capital of educationally impoverished areas, both in form and in substance, and promoted educational equity.
The three articles published in this issue of the journal separately studied the methods of Italy and China in the process of advancing educational
equity. Gaggioli & Sannipoli (2021) conducted a questionnaire survey on the attitudes of 544 Italian curriculum teachers and curriculum support teachers (counting 307 mainstream and 237 special-education teachers) on students with intellectual disabilities to better understand how these attitudes affected education. This article provided evidence and direction for the effective implementation of inclusive education from the perspective of evidence-based research. The Italian inclusive education system reflected in this research undoubtedly provides an Italian model for the establishment of education equity worldwide.
Wu and Qin (2021) and Hai (2021) were concerned about China's poverty alleviation by education. They elaborated on how China's poverty alleviation by education action can solve the inequity between educational opportunities, educational resources, and educational outcomes in poor and developed areas. From the perspectives of regional and individual poverty alleviation by education, they summarized China's regional and individual typical cases by means of educational narrative. In their studies, we can see that China promotes education equity through poverty alleviation by education, whether it is regional or individual assistance. Therefore, continuously condensing experience on the road of realizing social development has formed "Chinese stories."
At the same time, these studies also provide a new perspective for our understanding of education equity. Whether it is the deep implementation of inclusive education in Italy or the universally promoted preference alleviation by education in China, both strive to achieve fairness in the education process, that is, to treat every student equally, on the premise of attaining fair educational opportunities first. This also reflects the education equity theory of Coleman (1968) and Husén (1975), that is, by providing equal educational resources and educational opportunities, the equality of educational results can be achieved.
Even today's continuous development of society, education equity is also a theme that countries are constantly pursuing. Just as the education at a Glance 2017 released by the Organization for Economic Cooperation and Development in 2017 pointed out that proper and high-quality education can promote individual self-realization and bring economic growth to the country. "Countries should ensure that education meets the needs of today's children and has an impact on their future ambitions." (OECD, 2017).
References
Chang, L.R.R., & Bu, Q.Y. (2020). Review on the compulsory education status of migrant workers' children in Chinese cities. Science Insights
Education Frontiers, 7(2):861-877. DOI:
https://doi.org/10.15354/sief.20.re022
Cheng, X., Pellegrini, M., Zhou, L., & Cheung, A., (2020). Not only survival but stronger: The impact of alarming invader of SARS-CoV-2 on global education. Science Insights Education Frontiers, 7(2):835-860. DOI: https://doi.org/10.15354/sief.20.or061
Coleman, S.J. (1968). The Concept of Equality of Educational Opportunity. Harvard Educational Review, 38(1):7-22. DOI: https://doi.org/10.17763/haer.38.1.m3770776577415m2
Cottini, L., & Morganti, A. (2016). Does the school inclusion really work?. Education Sciences & Society, 1:13-32. DOI: https://doi.org/10.3280/ess1-2016oa3240
Gabel, S.L., & Danforth, S. (2008). Disability and the international politics of education. Peter Lang Inc., International Academic Publishers; Illustrated edition, pp41-pp52, ISBN: 978-082-048-894-3.
Gaggioli, C., & Sannipoli, M. (2021). Improving the training of support teachers in Italy: The results of a research on attitudes aimed at students with intellectual disabilities. Science Insights Education Frontiers, 8(2):1037-1057. DOI: https://doi.org/10.15354/sief.21.or021
Hai, Y. (2021). Poverty alleviation by education is a kind of awakening and discovery: In memory of the "Poverty Alleviation War" of a retired middle school principal in eastern China. Science Insights Education Frontiers, 8(2):1097-1107. https://doi.org/10.15354/sief.21.rp001
Husén, T. (1975). Social Influences on Educational Attainment. Research Perspectives on Educational Equality [Sweden].
Ianes, D., Demo, H., & Dell'Anna, S. (2020). Inclusive education in Italy: Historical steps, positive developments, and challenges. Prospects, 49:249-263. DOI: https://doi.org/10.1007/s11125-020-09509-7
International Bureau of Education, UNESCO. (2009). Defining an inclusive education agenda: reflections around the 48th session of the International Conference on Education. Geneva, Switzerland, 2009. November 25-28.
http://www.ibe.unesco.org/sites/default/files/resources/defining_inclus ive_education_agenda_2009.pdf
OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing. DOI: https://doi.org/10.1787/eag-2017-en
UNESCO. (2020) Education: From Response to Recovery (2020-05-25) [2021-4-7] https://zh.unesco.org/themes/educationemergencies/coronavirus-school-closures
United Nations Department of Economic and Social Affairs. (2020). World Social Report 2020: Inequality in a radically changing world. New York City: United Nation.
World Bank. (2018). World Bank Report: Preventing girls from receiving education is costly. China Women's Daily, 07-18 (B3 edition).
Wu, J., & Qin, B. (2021). Regional cooperation action of poverty alleviation by education in China: Documentary of pairing assistance action in Changxing County, Zhejiang Province. Science Insights Education Frontiers, 8(2):1081-1095. DOI: https://doi.org/10.15354/sief.21.re014
Zhang, L. (2020). Overview of the poverty-alleviation by supporting education in China. Science Insights Education Frontiers, 6(2):631-651. DOI: https://doi.org/10.15354/sief.20.re010
Zhu, H.Q. (2020). Hope for girls' education in poverty-stricken areas: the school-running experience and process of Huaping Girls' High School in Yunnan, China. Science Insights Education Frontiers, 6(2):653-667. DOI: https://doi.org/10.15354/sief.20.or035
Correspondence to:
Marta Pellegrini, Ph.D.
Department of Education, Languages, Intercultures, Literatures and Psychology
University of Florence
50121 Florence (FI)
Italy [email protected]
And
Silvia Dell'Anna, Ph.D.
Faculty of Education
Free University of Bozen-Bolzano
39042 Brixen (BZ)
Italy
Email: [email protected]
Conflict of Interests: None.
Doi: 10.15354/sief.21.ed007
Email:
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Mission Elementary School
School Accountability Report Card
Reported Using Data from the 2019-2020 School Year
Published During 2020-2021
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
* For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
* For more information about the LCFF or the LCAP, see the CDE LCFF webpage at https://www.cde.ca.gov/fg/aa/lc/.
* For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
California School Dashboard
The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California's new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California's diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
About This School
School Contact Information (School Year 2020-2021)
District Contact Information (School Year 2020-2021)
School Description and Mission Statement (School Year 2020-2021)
School Vision Statement
The Parents, Teachers, Administrator and Support Staff of Mission Elementary School support the vision for Redlands 2025 and will focus on the five key areas:
E - Enhanced Learning Through Innovation
X - Excellence in Academics
C - Collaborative Community and Parent Partnerships
E - Equality through Equity
L - Learning Environments are Safe and Secure
School Mission Statement
The total Mission Elementary Community will provide a curriculum aligned to Common Core State Standards through challenging and meaningful learning opportunities to our diverse student population so they achieve grade level academic standards, are college and career ready, and become lifelong learners.
Mission is one of 16 elementary schools in the Redlands Unified School District and serves just under 600 students on a traditional school schedule and went school-wide Title 1 in the 2016-2017 school year. A description of this process may be referenced in the 2016-2017 SPSA.
Mission Elementary School was "revitalized" in 2011 after nearly two decades of being closed as an elementary school. The school initially opened around 1851 as a one-room schoolhouse to serve the local students whose parents provided the labor force for constructing the Zanja, or watering canal, that irrigated the local orange groves. A second school was built in 1881, with a third being constructed in 1904. The current campus has four buildings containing 22 classrooms, a library, and large multipurpose room. The larger of the two structures was built in the 1937 as a "WPA" project and was the Mission School to replace the 1904 facility. Our current second building was constructed in the early 1970s as an orthopedically handicapped facility, known as the Heisner Center. A third building contains two classrooms and sit parallel to the outdoor jogging track. Eventually the two facilities were merged to become Mission Elementary School. More recently, two modular classrooms have been added.
Mission elementary is a California Distinguished School with the belief that all students deserve the opportunity to be educated in a way that prepares them for college and we believe this preparation begins in kindergarten. It is this belief that has fueled our college preparation focus here on campus where we are committed to creating a school that knows no limits to the academic success and future readiness of each student. We teach every child with equitable practices to ensure they all have a chance to reach higher education if they select to do so. We recognize the challenges our students may have, however, we never make excuses for their success.
Building Better Futures...No Excuses is not only our motto, but how we live each day at Mission. You will find that this is a vibrant, engaging community of teachers and learners, a place high expectations are set for all students where every student without exception and without excuse will be proficient in reading, language arts and math. Our energies have been spent on building this belief by nurturing a culture of universal achievement of students by collaborating regularly as a school community to strengthen our alignment of standards, assessment of the standards being taught, and managing the data from the assessments. This systematic approach allows us the necessary information needed to offer meaningful interventions to our students, both remediation and acceleration interventions.
Approximately 84% of the students qualify for and are receiving Free and Reduced Lunch.
Instruction is provided by highly qualified teachers.
Student Enrollment by Grade Level (School Year 2019-2020)
| Grade Level | Number of Students |
|---|---|
| Kindergarten | |
| Grade 1 | |
| Grade 2 | |
| Grade 3 | |
| Grade 4 | |
| Grade 5 | |
| Total Enrollment | |
Student Enrollment by Student Group (School Year 2019-2020)
| Student Group | Percent of Total Enrollment |
|---|---|
| Black or African American | |
| American Indian or Alaska Native | |
| Asian | |
| Filipino | |
| Hispanic or Latino | |
| Native Hawaiian or Pacific Islander | |
| White | |
| Two or More Races | |
| Socioeconomically Disadvantaged | |
| English Learners | |
| Students with Disabilities | |
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
* Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
* Pupils have access to standards-aligned instructional materials; and
* School facilities are maintained in good repair
Teacher Credentials
| Teachers | School | School | School | District |
|---|---|---|---|---|
| | 2018-19 | 2019-20 | 2020-21 | 2020-21 |
| With Full Credential | 24 | 26 | 28 | |
| Without Full Credential | 0 | 0 | 0 | |
Teacher Misassignments and Vacant Teacher Positions
| Indicator | 2018-19 | 2019-20 |
|---|---|---|
| Misassignments of Teachers of English Learners | 0 | 0 |
| Total Teacher Misassignments* | 0 | 0 |
| Vacant Teacher Positions | 0 | 0 |
Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
*Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020-2021)
Year and month in which data were collected: December 2020
The California State Board of Education reviews elementary level textbooks and adopts those that meet standards defined in the State Frameworks. Textbooks are selected in the Redlands Unified School District through a committee of teachers and administrators. They review the materials that have been approved for purchase. Teachers at each site have an opportunity to preview texts prior to selection. Textbooks are selected and purchased on a seven-year cycle, rotating by content area. All Mentone Elementary School students are provided with all state and district adopted materials. Each student has available a copy of all necessary textbooks and curriculum materials in the classroom.
| Subject | Textbooks and Other Instructional Materials/year of Adoption | From Most |
|---|---|---|
| | | Recent |
| | | Adoption? |
| Reading/Language Arts | Journeys Common Core Houghton Mifflin Harcourt (2014) | Yes |
| Mathematics | Math In Focus Houghton Mifflin Harcourt (2015) | Yes |
| Science | California Science Macmillian/McGraw-Hill (2008) | Yes |
| History-Social Science | Social Studies Alive! TCI (2016) | Yes |
Note: Cells with N/A values do not require data.
School Facility Conditions and Planned Improvements
Mission Elementary School underwent a total revitalization, which was completed in August, 2011. This includes a facility with 20 classrooms, a cafeteria/multipurpose room, a library, and complete athletic field and playground structure. The buildings remain in good condition although interior/exterior paint will need some refreshing in the future. Summer, 2018 two new modular classrooms were added due to our increased student enrollment. Play structures are starting to experience wear and tear and are beginning to require repairs/replacements. This includes the rubber mat. This mat at our main play structure area was just replaced with astro turf during fall of 2020. Paint on outer buildings, curbs, and ground is wearing. The paint on parking lot curbs, parking lots, door clearance markings and basketball courts have been refreshed in the fall of 2020.Asphalt in parking lot and on basketball courts needs re-surfacing due to large cracks and pot holes.For now, they have been patched. WE are in the final stages of getting an electromnic marquee approved for installation on the front of building A. This should be installed by January of 2021. In addition, we are awaiting quotes for multiple murals to be painted on our campus, with an expected completion date of February, 2021.The governing board has adopted cleaning standards for all schools in RUSD. A summary of these standards is available at the school office, at the District Office, or at www.redlands.k12.ca.us. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.
School Facility Good Repair Status
Using the most recently collected FIT data (or equivalent), provide the following:
* Determination of repair status for systems listed
* Description of any needed maintenance to ensure good repair
* The year and month in which the data were collected
* The rate for each system inspected
* The overall rating
Year and month of the most recent FIT report: November 2020
| System Inspected | Rating |
|---|---|
| Systems: Gas Leaks, Mechanical/HVAC, Sewer | XGood |
| Interior: Interior Surfaces | XGood |
| Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation | XGood |
| Electrical: Electrical | XGood |
| Restrooms/Fountains: Restrooms, Sinks/ Fountains | XGood |
| Safety: Fire Safety, Hazardous Materials | XGood |
| Structural: Structural Damage, Roofs | XGood |
| External: Playground/School Grounds, Windows/ Doors/Gates/Fences | XGood |
| Overall Rating | XExemplary |
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
* Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and
* The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard
Note: Cells with N/A values do not require data.
| Subject | School | School | District | District | State | State |
|---|---|---|---|---|---|---|
| | 2018-19 | 2019-20 | 2018-19 | 2019-20 | 2018-19 | 2019-20 |
| English Language Arts/Literacy (grades 3-8 and 11) | 58 | N/A | 57 | N/A | 50 | |
| Mathematics (grades 3-8 and 11) | 42 | N/A | 44 | N/A | 39 | |
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2019-2020)
| | | | Percent Tested | Percent | Percent |
|---|---|---|---|---|---|
| | Total | Number | | | |
| Student Group | | | | Not | Met or |
| | Enrollment | Tested | | | |
| | | | | Tested | Exceeded |
| All Students | N/A | N/A | N/A | N/A | |
| Male | N/A | N/A | N/A | N/A | |
| Female | N/A | N/A | N/A | N/A | |
| Black or African American | N/A | N/A | N/A | N/A | |
| American Indian or Alaska Native | N/A | N/A | N/A | N/A | |
| Asian | N/A | N/A | N/A | N/A | |
| Filipino | N/A | N/A | N/A | N/A | |
| Hispanic or Latino | N/A | N/A | N/A | N/A | |
| Native Hawaiian or Pacific Islander | N/A | N/A | N/A | N/A | |
| White | N/A | N/A | N/A | N/A | |
| Student Group | | | Percent Tested | Percent | Percent |
|---|---|---|---|---|---|
| | Total | Number | | | |
| | | | | Not | Met or |
| | Enrollment | Tested | | | |
| | | | | Tested | Exceeded |
| Two or More Races | N/A | N/A | N/A | N/A | |
| Socioeconomically Disadvantaged | N/A | N/A | N/A | N/A | |
| English Learners | N/A | N/A | N/A | N/A | |
| Students with Disabilities | N/A | N/A | N/A | N/A | |
| Students Receiving Migrant Education Services | N/A | N/A | N/A | N/A | |
| Foster Youth | N/A | N/A | N/A | N/A | |
| Homeless | N/A | N/A | N/A | N/A | |
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019-2020)
| | | | | Percent | Percent |
|---|---|---|---|---|---|
| | Total | Number | Percent | | |
| Student Group | | | | Not | Met or |
| | Enrollment | Tested | Tested | | |
| | | | | Tested | Exceeded |
| All Students | N/A | N/A | N/A | N/A | |
| Male | N/A | N/A | N/A | N/A | |
| Female | N/A | N/A | N/A | N/A | |
| Black or African American | N/A | N/A | N/A | N/A | |
| American Indian or Alaska Native | N/A | N/A | N/A | N/A | |
| Asian | N/A | N/A | N/A | N/A | |
| Filipino | N/A | N/A | N/A | N/A | |
| Hispanic or Latino | N/A | N/A | N/A | N/A | |
| Native Hawaiian or Pacific Islander | N/A | N/A | N/A | N/A | |
| White | N/A | N/A | N/A | N/A | |
| Two or More Races | N/A | N/A | N/A | N/A | |
| Socioeconomically Disadvantaged | N/A | N/A | N/A | N/A | |
| English Learners | N/A | N/A | N/A | N/A | |
| Students with Disabilities | N/A | N/A | N/A | N/A | |
| Students Receiving Migrant Education Services | N/A | N/A | N/A | N/A | |
| Foster Youth | N/A | N/A | N/A | N/A | |
| Homeless | N/A | N/A | N/A | N/A | |
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
CAASPP Test Results in Science for All Students
Grades Five, Eight, and High School
Percentage of Students Meeting or Exceeding the State Standard
| Subject | School | School | District | District | State | State |
|---|---|---|---|---|---|---|
| | 2018-19 | 2019-20 | 2018-19 | 2019-20 | 2018-19 | 2019-20 |
| Science (grades 5, 8 and high school) | 34 | N/A | 36 | N/A | 30 | |
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
Note: The new California Science Test (CAST) was first administered operationally in the 2018-2019 school year.
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
* Pupil outcomes in the subject areas of physical education.
California Physical Fitness Test Results (School Year 2019-2020)
| Grade Level | Percentage of Students | Percentage of Students |
|---|---|---|
| | Meeting Four of Six | Meeting Five of Six |
| | Fitness Standards | Fitness Standards |
| 5 | N/A | N/A |
| 7 | N/A | N/A |
| 9 | N/A | N/A |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
* Efforts the school district makes to seek parent input in making decisions for the school district and each school site
Opportunities for Parental Involvement (School Year 2020-2021)
Mission has active involvement and support of our parent community. Parent volunteers support Mission students, families, and staff through PTA, School Site Council, ELAC, Safety Committee classroom volunteers, chaperoning field trips, and organizing family and student events such as Family Literacy Night, Family Math Night, a Talent Show, and our annual Fall Festival. Parents are invited to participate in a school-wide open house as well as parent conferences. Parents join us for our monthly college rallys and regularly schedulded awards ceremnoies.Teachers stay in frequent contact with parents through emails, phone calls, and electronic applications such as Class Dojo, Remind, and Google Classroom.Parents stay updated with school and community events and opportunities through our school website, twitter, and our automated call-out phone system which includes emails and texts. Parents are invited to regular Coffee with the Principal sessions as well as parent education classes hosted by our school counselor.
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
* Pupil suspension rates;
* Pupil expulsion rates; and
* Other local measures on the sense of safety.
Suspensions and Expulsions
(data collected between July through June, each full school year respectively)
| Rate | School | School | District | District | State | State |
|---|---|---|---|---|---|---|
| | 2017-18 | 2018-19 | 2017-18 | 2018-19 | 2017-18 | 2018-19 |
| Suspensions | 0.9 | 2.6 | 2.9 | 3.6 | 3.5 | |
| Expulsions | 0.0 | 0.0 | 0.0 | 0.0 | 0.1 | |
Suspensions and Expulsions for School Year 2019-2020 Only
(data collected between July through February, partial school year due to the COVID-19 pandemic)
| Rate | School | District | State |
|---|---|---|---|
| | 2019-20 | 2019-20 | 2019-20 |
| Suspensions | 0.72 | 2.16 | |
| Expulsions | 0 | 0.03 | |
Note: The 2019-2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019-2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019-2020 school year compared to prior years.
School Safety Plan (School Year 2020-2021)
The Mission Elementary School Safety Plan is currently being reviewed and amended by our School Safety Committee and the staff. Mission Elementary School utilizes data from its California Safe School Assessment and suspension/expulsion reports to evaluate the current status of school crime. A Safe School Plan is adopted each school year and is reflective of the school's safety needs. Some of the key components of Mission's Safe School Plan which are being evaluated and amended currently include a description of school discipline policies and procedures, dress code guidelines, suspension and expulsion policies, sexual harassment policies, child abuse reporting procedures, dangerous pupil notification, and disaster response procedures.
School Safety - To ensure student safety before school, teachers, campus monitors and administrators supervise the school grounds including the bus drop-off area, Parent drop off area, cafeteria, and playground. During the school day all entrance areas to the school are locked with the exception of the front entrance, which is near the administration office. Signs are posted to indicate all visitors must report to the administration office and may not be on school grounds unless they have a visitor's pass. After school, staff is present at the main parking pick-up area and bus loading zone. Staff and administration supervise the areas until all students have left the campus for home. The Raptor system continues to be utilized where visitors must always scan their ID before being given permission to remain on campus.In addition to the monthly fire drills, Mission holds monthly Lock Down Drills to include Safe and Secure, Lock Down, and Critical Alert Lock Downs. Safety and disaster supplies have been purchased and updated with the help of our PTA and community donations.
2019-20 School Accountability Report Card for Mission Elementary School
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D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Average Class Size and Class Size Distribution (Elementary)
| | 2017-18 | 2017-18 | 2017-18 | 2017-18 | 2018-19 | 2018-19 | 2018-19 | 2018-19 | 2019-20 | 2019-20 | 2019-20 | 2019-20 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | Average | # of | # of | # of | Average | # of | # of | # of | Average | # of | # of | # of |
| Grade | | | | | | | | | | | | |
| | Class | Classes* | Classes* | Classes* | Class | Classes* | Classes* | Classes* | Class | Classes* | Classes* | Classes* |
| Level | | | | | | | | | | | | |
| | Size | Size | Size | Size | Size | Size | Size | Size | Size | Size | Size | Size |
| | | 1-20 | 21-32 | 33+ | | 1-20 | 21-32 | 33+ | | 1-20 | 21-32 | 33+ |
| K | 17 | 5 | 1 | | 24 | | 5 | | 22 | 1 | 4 | |
| 1 | 23 | | 4 | | 24 | | 4 | | 24 | | 4 | |
| 2 | 24 | | 4 | | 20 | 2 | 2 | | 22 | | 4 | |
| 3 | 27 | | 3 | | 26 | | 4 | | 17 | 4 | | |
| 4 | 33 | | 1 | 2 | 26 | | 3 | | 32 | | 2 | 1 |
| 5 | 31 | | 3 | | 37 | | | 4 | 30 | | 3 | |
*Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Ratio of Pupils to Academic Counselor (School Year 2019-2020)
*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Student Support Services Staff (School Year 2019-2020)
*One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
| Title | Number of FTE* |
|---|---|
| | Assigned to School |
| Counselor (Academic, Social/Behavioral or Career Development) | |
| Library Media Teacher (Librarian) | |
| Library Media Services Staff (Paraprofessional) | |
| Psychologist | |
| Social Worker | |
| Nurse | |
| Speech/Language/Hearing Specialist | |
| Resource Specialist (non-teaching) | |
| Other | |
2019-20 School Accountability Report Card for Mission Elementary School
Page 11 of 13
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018-2019)
Note: Cells with N/A values do not require data.
| Level | Total | Expenditures | Expenditures |
|---|---|---|---|
| | Expenditures | Per Pupil | Per Pupil |
| | Per Pupil | (Restricted) | (Unrestricted) |
| | $6,196.34 | $1,028.22 | $5,168.12 |
| | N/A | N/A | $6,015.41 |
| | N/A | N/A | -15.2 |
| | N/A | N/A | $7,750 |
| | N/A | N/A | -40.0 |
Types of Services Funded (Fiscal Year 2019-2020)
Mission Elementary uses its Title I funding to employ two part-time intervention teachers to oversee reading intervention programs and to support our students who qualify for Limited English Proficiency support. These are on a pull-out basis during the school day. A full-time math intervention teacher is funded ed through district LCAP funds as a push in math intervention to serve students who need extra math remediation/support. A computer Lab para-professional is funded through T1 to extend student learning experiences through innovation in our new MakerSpace Lab. 6 hours per day are funded through T1 to employ para-professionals to support students in need of behavior/academic modifications and accommodations. In addition, a library para-professional is funded with SSP funds to enrich library and reading experiences for students. Additionally, extra campus monitor support is provided using SSP funds to ensure the safety of students during recesses and lunches, as well as extra clerical hours to support student attendance, parent volunteers, etc.
Special Education Services-A wide range of special education services are available to students based on their areas of need and qualifying eligibility area. These services are provided based on IEP Team decisions and by staff with credentials, certificates, and/or degrees in specific areas.
Teacher and Administrative Salaries (Fiscal Year 2018-2019)
| | | State Average |
|---|---|---|
| | District | |
| Category | | For Districts |
| | Amount | |
| | | In Same Category |
| Beginning Teacher Salary | $46,120 | |
| Mid-Range Teacher Salary | $81,554 | |
| Highest Teacher Salary | $102,814 | |
| Average Principal Salary (Elementary) | $126,044 | |
| Average Principal Salary (Middle) | $135,743 | |
| Average Principal Salary (High) | $146,559 | |
| Superintendent Salary | $226,600 | |
| Percent of Budget for Teacher Salaries | 34.0 | |
| Percent of Budget for Administrative Salaries | 4.0 | |
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.
2019-20 School Accountability Report Card for Mission Elementary School
Page 12 of 13
Professional Development (Most Recent Three Years)
| Measure | 2018-19 | 2019-20 | 2020-21 |
|---|---|---|---|
| Number of school days dedicated to Staff Development and Continuous Improvement | 22 | 22 | |
(*The above noted NUMBER OF SCHOOL DAYS DEDICATED TO STAFF DEVELOPMENT AND CONTINUOUS IMPROVEMENT ARE THE APPROXIMATE TOTALS INCLUDING HOURS FROM PARTIAL PROFESSIONAL DEVELOPMENT DAYS SUCH AS 1 AND 2 HOUR SESSIONS AND 1/2 DAYS.)
Mission teachers regularly engage in professional development sessions at the school site and district level. These include English Language, Writing Academies, Google Workshops, Classroom Management Workshops, co-planning and lesson study sessions, and more. Occasionally, teachers will attend other professional development workshops provided by outside entities. For example, staff members continue to participate in the No Excuses University, PBIS and Daily 5 conferences. Additional in-service days have been used to analyze student data from the district-wide "Benchmarks" and grade-level "Common Assessments," conduct grade level staff meetings, support professional learning communities, score student writing samples and provide instruction in using the Internet and implement technology into curricular areas. Our calendar includes monthly 1-hour grade level meetings, three 1-hour monthly staff collaboration days where teachers participate in professional development, and eight minimum days through out the school that are dedicated to professional development. In addition, one full day a year is a non-student day where teachers participate in professional development. Newly hired teachers also participate in a week long teacher orientation at the district and receive support through the District Induction program.
***Due to COVID Restrictions for the 20-21 school year, professional development opportunities have been modified for this school year, and thus far have all been virtual. Monthly staff collaboration for professional development purposes have been limited to two 1-hour meetings, with no monthly minimum days scheduled as noted in previous years. Voluntary district grade level collaboration is offered monthly to support Distance Learning. Teachers started the school year with three manadtory PD days and two additional voluntary days to support Distance Learning. In addition, out new teachers attended five New Teacher Training days.***
The Redlands Unified School District administration evaluates permanent teachers every other year or every 5 years, depending on the evaluation process administered. Probationary teachers are evaluated two consecutive years and, if made permanent, every other year subsequent to their probationary period. The evaluation process provides the opportunity for administrators to assist teachers to improve or enhance their instructional skills and methods. During the evaluation process, teachers are formally observed twice, informally observed as needed, and receive a summary evaluation report every year they are evaluated. Orientation to the evaluation process is covered in meetings with each teacher to be evaluated prior to November 1 of each school year. The formal observations follow and a written summary is presented to and reviewed with the teacher after each formal observation during the specified time period between September and March. In the formal observation summary meetings, the principal offers suggestions for improvement or recognizes appropriate teaching strategies being utilized. Following both observations, a formal meeting to discuss the final evaluation document is held prior to the March 1 deadline for probationary teachers and the May 15 deadline for permanent teachers. The teachers have the option of an Alternative Evaluation which begins with an orientation, goal setting and meeting to discuss the plan for the alternative evaluation. A minimum of two meetings are held with administration to review the progress toward goals and to address needs the teachers may have. Informal observations occur throughout the year and the teacher(s) submit a written report/student work to show the results and learning of their alternative evaluation. The system of certificated evaluation complies with the requirements of the Education Code. Areas required to be addressed by the evaluation system include, but are not limited to the following: suitable learning environment; instructional techniques and strategies, achievement of curricular objectives; and pupil progress - CSTPs.
Recently added was the Progress Adviser tool where administrators can log observations in order to better support student and teacher needs in the classroom.
2019-20 School Accountability Report Card for Mission Elementary School
Page 13 of 13
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New Dorp High School
AP Global
Aim: How did Karl Marx's ideas differ from Adam Smith's?
Karl Marx
1. German economist and philosopher
2. Factory workers were being exploited by the capitalist system
3. Wrote The Communist Manifesto (1848)
4. Karl Marx and Friedrich Engels
5. Working class would eventually revolt and take control of the means of production
6. Wanted a classless society
7. Marx stated that there was a gap between rich + poor
8. predicted revolt would happen in industrialized Europe but it happened in Russia in the 1900's
9. Marxism serves as the foundation of socialism and communism
10. Communism means that property + production are held in common.
11. The gov't, the courts, the police, the church favor the rich
12. Impact of Marxism was enormous
13. Served as the foundation of socialism and communism
o Marxism: an economic and political philosophy also known as scientific socialism.
o Communism a system of social organization in which property (especially real property and the means of production) is held in common.
o Socialism is the political and economic theory that advocates a system of collective or government ownership and management of the means of production and distribution of goods.
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THE 2005 T.T. REUTHER ORATION
National Lutheran Principals' Conference Thursday 11 th August 2005
Social Justice in a Lutheran School Context
Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral. (Friere)
Walking away from the plight of the powerless means walking away from Christ, but joining their struggle means walking the way of the cross. (Habel)
Norman C. Habel
Distributed by: Lutheran Education Australia 197 Archer Street North Adelaide SA 5006
THE REUTHER ORATION
The Reuther Oration acknowledges the outstanding service of the Rev TT Reuther to Lutheran education in Australia from 1955, when he began duties as a chaplain at St Paul's College, Walla Walla, NSW, to 1993 when he retired from the position of National Director for Lutheran Schools.
Pastor Reuther's life within Lutheran schools commenced when he was a student first at Light Pass Lutheran Day school and later at Immanuel College.
After completing theological study at Immanuel Seminary he took the opportunity to undertake post graduate studies from 1950-1954 at Concordia Seminary, St Louis. Whilst on board ship (returning from the USA) he received a call to become chaplain at St Paul's College, Walla Walla, where he served to 1962.
After serving two parishes (Appila and Coonalpyn) from 1963-1968, he was called to be Headmaster of Concordia College Adelaide, where he joyfully served for fourteen years plus one term until 1983 where he accepted the invitation to become the inaugural national Director for Lutheran Schools.
During his outstanding service to Lutheran schools in Australia, he also completed Master Studies in Educational Administration.
He was an active member of the former Headmasters' Conference, member of the Australian Council of Education Administration, and honoured for his services to education by being made a Fellow of the Australian College of Education.
His ministry to Lutheran schools was highlighted by a professional approach based on a clear theological thinking. In the inaugural Reuther Oration, Pastor Reuther spoke of faithfulness, which was a characteristic that those associated with schools admired in him. He modeled faithfulness.
The Reuther Oration is designed to provoke and promote thinking about an aspect of Lutheran education. The Oration is usually delivered as part of the National Principals' Conference.
NORMAN C HABEL
Dr Norman Habel hails from Yulecart, near Hamilton in Victoria. He studied at Concordia Seminary in Adelaide and taught Old Testament for 14 years at Concordia Seminary, St Louis. In 1974 he returned to Australia and established the first Australian Religion Studies Department at what is now the University of South Australia. From 1984-1987 he was Principal of Kodaikanal International School in South India. During his time in India, he and his wife, Janice Orrell, established the Grihini program, a school and community health program for oppressed Tribal and Dalit women in the remote hills around Kodaikanal. From 1987-1996 he was Head of Religion and Director of Graduate Studies for the Faculty of Education at the University of South Australia.
Norman Habel is currently Professorial Fellow at Flinders University and teaches part time at the Adelaide College of Divinity which is affiliated with Flinders University. He has long been involved in issues of biblical interpretation and social justice. He pioneered the Religion Education course at the University of South Australia and for the past five years has been Chair of the Immanuel College Council. Recently he has taught a version of the TOPS course entitled 'Ten Lutheran Distinctives and their Connection with Education'.
In 2003 he was awarded Member of the Order of Australia (AM) for 'services to education and the development of courses in religious studies in tertiary institutions in Australia, to reconciliation and social justice, and to the environment.'
The 2005 Reuther Oration
Social Justice in a Lutheran School Context
When I first became principal of Kodaikanal International School in India, I made a number of mistakes, some quite innocently and some—as my colleagues said—quite deliberately. One action that my advisors said I would long regret was a public statement I made to the entire faculty at the very first staff meeting. I declared quite forcefully and quite explicitly that during the time I was principal I would never pay a bribe to anyone nor would I accept a bribe under any circumstances! The room was decidedly quiet until one person said, rather gingerly: 'Then how did you manage to get the job of principal?'
The ramifications of my stand unfolded progressively as I sought to lead a complex international school in a country rife, not only with bribery as a way of life, but also as a cover for massive social injustice. But more of that later!
The issue of social justice in Lutheran schools is the topic requested by the sponsors of this oration. I am happy to oblige and in so doing to honour Tom Reuther for whom this issue was a genuine concern.
My presentation will focus on what I consider the essentials of the topic with the hope that this paper will serve as an educational resource for Challenge Four in the DVD Charter Six ChallengesSix Mysteries. The structure of my presentation will therefore be relatively simple posing the questions: What, why and how? What is social justice? Why should we, as Lutherans, get involved in social justice? How might we make social justice an integral part of our school community?
What is Social Justice in our contemporary world?
The South Australian Experiment
South Australia, unlike other states, was founded on an experiment connected with certain principles of a man named Wakefield. It was to be a colony without the convicts and evils of other colonies. South Australia was to be an ideal society, a just society.
Let us imagine, for a moment, that we are part of such an experiment by assuming that each of us belongs to one of several groups of people who plan to establish this new society. Each group, viewing society from its own perspective, has a vision of a just society. If these visions are combined, what might a just society be like? What would make it genuinely just?
The first group is the Kaurna, the Indigenous people who already live here. The colonists call them Aborigines but we will use the name they prefer. They possess, in their own way, the land where this new society is to be built. They have already heard about what has happened to similar peoples in Sydney and Melbourne.
A second group is the educated men who lead the experiment; they are surveyors, merchants, administrators and a couple of clergy from diverse denominations. The educated men have the money, but they also have a dream.
A third group is the women, mostly wives of those leading the experiment. Some are independent women who want to make a new life for themselves. The women are expected to serve the men, but after several months on board ship cooped up with their partners they have developed ideas about what a new and just society might be.
A fourth group is the labourers brought along to clear the land, build homes and perform any duties the leaders might choose. They include sailors from the ships who have long endured oppressive treatment from their captains.
A fifth group is comprised of German immigrants, mostly farmers, who fled from their land rather than be forced to join the army of the German emperor. This ethnic group knows about farming and has strong feelings about fighting wars.
These five groups are part of our experiment. Imagine each of us belongs to one of these groups. How will we go about creating a just society? What kind of principles will we follow? What will make things free and fair for each group when living together?
Principles
At various times I have conducted this experiment with people interested in social justice, including in the mix both forthright feminists and dominant Lutheran dignitaries! In due course, a number of principles emerged that are consistent with those we commonly find in social justice documents. The principles include:
1. The principle of equal worth. How is it possible to live in such a way that each group is accorded equal worth and equal respect? One option would be to pool all resources and share the wealth equally. Will this work if the land and the money is shared equally?
2. The principle of equal voice. Each group has an equal voice in making decisions about how to establish and govern the new society. How would that work if the Kaurna were by far the greatest in number?
3. The principle of equal opportunity. Each group is to have an equal chance for its members to be educated to the highest level they choose, to pursue their own interests and ambitions. What if all want to become doctors or—heaven forbid—clergy?
4. The principle of liberty. Each group is to have an equal right to worship as it chooses, live the life style it prefers and follow the moral code it values. What happens if German farmers plough sacred Kaurna land?
What Went Wrong?
What happened to the ideal just society planned for South Australia? Generally, groups like the Kaurna were considered of less worth than the colonists? They were forced off their land and, in many cases, killed. The educated men retained the power, wealth and status associated with their office. Land was allocated to those who could afford it and they exploited it to the full. The women had no voice in decision making until much later.
Seventy years after their arrival, during the First World War, German immigrants were discriminated against and imprisoned. The labourers had no real opportunity to be educated or become leaders for a long time. The clergy, for the most part, agreed with the state of things and directed people to their future hope in heaven, leaving the question of justice on Earth largely to the government. In spite of an early experiment for Indigenous children at Piltawodli, the schools too seemed to support the status quo inherited from England.
Why is the utopian ideal of a just society imagined for South Australia highly problematic? Why is there such social injustice, oppression and poverty in societies throughout the world when we can apparently articulate such clear principles of equality and justice? Why? Why was the South Australian vision another failed utopia?
At this point we are likely to fall into a number of traps, popular explanations that imply social injustice is inevitable and that getting involved in the struggle against oppression is ultimately pointless.
Trap One: 'It's human nature!' Here we fall into the trap of saying human beings are naturally greedy, naturally oppressive or naturally unjust, and so there will always be injustice! 'There is a natural flaw in all of us.' Or as Lutherans have long said, we are all born sinners, and so some have a natural tendency to oppress others! But does the presence of sin mean humans cannot change, that God cannot create a just society, that Christ cannot be a means of resisting wrong and transforming lives?
Trap Two: 'There is something lacking in some people!' We fall into this trap when we say, for example, that the oppressed poor are at the bottom of the heap because that are said to lack the intelligence or drive of others. Or, we say that blacks have not evolved as far as whites, so they cannot do the jobs of whites and are necessarily under their control. This false explanation is often called 'the deficit theory.'
Trap Three: 'Blame the victim!' We fall into this trap when we say the poor are unemployed because they are lazy; 'they just will not go out and get a job'. Or again, men blame women for rape and violence because they say, 'the women ask for it'! In fact, rape is only one example of the power men have long assumed over women. Blaming the victim is another cover to justify accepted practices of injustice.
Trap Four: 'It's not injustice at all'! We fall into this trap when we say that this—an unequal society—is the way things are, the way God intended them to be. God gave women breasts so they should stay at home, feed their babies and take care of their husbands. That is their God-given role. Or, some people are less endowed than others intellectually and culturally. It is only natural that they should serve the more endowed. 'We can't all be bosses'! This makes inequality in society the work of God or the outcome of nature.
These traps demonstrate that behind the various expressions of power, domination and oppression there are specific beliefs and assumptions that serve to justify the injustice being perpetrated. For those in power there is a belief that they have the right to power, and that the exercise of power requires the use of force to be effective. The so-called 'divine right of kings' to exercise forceful control is found in various forms in many cultures even today, whether it be the assumed right of the wealthy or the popular belief that might is right, especially in war. Generally, those in power believe they have an earned or inherited right to exercise that power even if it requires the use of violence.
A Definition
Clearly, we must look beyond these underlying beliefs, expose them for what they are and reorient our thinking to social injustice. We need an approach that takes into account,
a) the perspective of those oppressed,
b) the social realities of our world and
c) an underlying belief or ideology that is consistent with our Lutheran faith.
Our understanding of social justice must arise from a position of empathy. We need to find a way to stand with those oppressed.
Our analysis of social justice, I contend, must go beyond a broad vision of an ideal just and ordered society which, in the past, has frequently been generated by the educated few, to an empathetic understanding of the experience of those oppressed, dispossessed, alienated and abused. Our definition of social justice needs to begin with the struggle of oppressed groups against concrete injustices rather than broad visions of ideal societies.
For an excellent outline of major models of justice I recommend a work of Karen Lebacqz, entitled Six Theories of Justice, Perspectives from Philosophical and Theological Ethics. In the present educational context, and in the light of the preceding discussion, I would like to formulate the following definition of social justice as pertinent for our consideration:
Social justice is the struggle of disadvantaged groups to find and gain equal voice, equal worth and equal rights within the cultural context where they live.
A further word about the dimensions of this definition is in order. First, for those involved, social justice is a deep-seated 'struggle', not a recognised legal process or an accepted orderly social transition that can bring about the specific justice being sought by those oppressed in a particular way.
Second, social justice involves the struggles of a wide range of diverse social groups oppressed or disadvantaged is various ways. Some groups, such as the Tribals and Dalits in India have been surviving outside the caste system and entrenched in an abysmal abusive situation for several thousand years. Other groups, such as the Indigenous peoples of Australia have only known dispossession and racist humiliation for about two hundred years. Regardless of the time factor, the social injustice factor is a reality that usually affects such groups for generations.
Third, social justice involves the struggle of such groups to have their voice heard, a voice that has often been suppressed for centuries. Was the voice of the Kaurna people ever heard in the South Australia experiment? Admittedly Kavel asserted that they should be given the choice of the best land and an Indigenous school was established at Piltawodli for a few years, but ultimately their voice was suppressed and their rights were denied.
Fourth, one of the greatest struggles of oppressed groups has been the struggle to overcome the relentless conditioning process by which those in power reduce the value, worth and importance of certain groups in society. For many, being poor, working class, inferior, unimportant and small is a false reality ingrained in their psyche from childhood. They are led to believe that this is their lot in life; they are 'born to serve' those in power.
Fourth, we need to recognise that the nature of the struggle and the understanding of justice for a given group will also be conditioned by the cultural context within which they survive. For the Kaurna, who possessed their country in common, the right to own land is a foreign factor but the reality of dispossession is a brutal abuse. For the German Lutherans the purchase of land via the generosity of George Fife Angas was considered fair and just because they viewed justice from their European heritage rather than that of the local inhabitants.
I could explore the complexity of this definition further. I believe, however, it provides a sound basis for us to explore both the theological and educational implications of social justice in our contemporary world.
The Theological Basis for a Social Justice Programme
Given the preceding definition and understanding of social justice, why make a social justice programme an integral part of our Lutheran School system? Why promote social justice as a key component of education? What is the theological justification for making social justice more than just another course unit in our curriculum?
There have been many efforts to articulate social justice in theological terms. I believe, however, that there are three major theologies that provide both the ground and mission for facing the challenge of social justice as an integral part of the school life. The first of these is grounded in creation theology, the second in liberation theology and the third in a distinctive mystery of Lutheran theology. All three are worthy of serious consideration. It is the third of these that I contend deserves special consideration in our school strategy relating to the challenge of social justice.
'In God's image'
The common basis for a social justice mission is a particular creation theology. According to this approach we are all created in the image of God no matter what our country, culture or skin colour. This was the primary focus of Dr Ishmael Noko's comments at the 2004 ACLE Conference.
Noko spoke of all peoples of the world as an extended family of which we in Australia are a privileged part. He urged us not to exclude anyone from this family—the poor, the persecuted, the outcaste or those with HIV/AIDS! 'The exclusion of anyone', he said, 'on the basis of gender, race, colour, nationality, class, language or religion offends the image of God in that person'.
Much Catholic social justice teaching has, during the last century, been based on just such a creation theology.
It is the dignity of the person "created in God's image" that sets the stage. From Leo XIII in 1891 through John Paul II in 1981, the transcendental worth of persons is the foundation on which social structures must be built. People are prior to institutions and institutions exist
for the sake of people. People have rights which neither the state nor any institution may infringe. (Lebacqz 67)
The bishops declare that the fundamental criterion for assessing the economic system is impact on human dignity: "The dignity of the human person, realised in community with others, is the criterion against which all aspects of economic life must be measured.' (Lebacqz 71)
It can be argued that the Catholic tradition on social teachings is rooted in three basic affirmations:
1) the inviolable dignity of the human person (created in the image of God)
2) the essentially social nature of human beings (created to live as family/in community)
3) the belief that the abundance of nature and of social living has been created by God for all people to enjoy.
Significantly, it is not only that humans are created in God's image that is basic to this approach, but also a recognition that nature has been created for all God's family to share.
The underlying principle is that all creation is given for humankind; therefore each has the right to basic necessities and "all other rights whatsoever, including those of property and of free commerce, are to be subsumed under this principle" (Lebacqz 70)
This approach is quite different to the well known concept of the common good, meaning the promotion of a social order that enables 'the greatest good for the greatest number'. The common good in this Catholic creation theology approach means that needs of the poor have priority and that the abundance of nature is to be shared first and foremost with those in need.
Creation theology can also be understood to include the truth that God who has created the physical world for all to enjoy also created societies or cultures where people could celebrate life in community openly, fairly and freely. The fact that historically the societies of ancient Israel, especially under figures like King Solomon, perpetrated a range of social injustices, does not negate the principle that God created all peoples in God's image. Ultimately, if all humans, male and female, are created in God's image, all are of equal worth before God. The struggle to be treated as an equal part of God's family is a deep-seated yearning we need to recognise in all humans.
'Let the oppressed go free'
The second basic justification for serious involvement in social justice on all fronts, is the prophetic or liberation theology approach. According to this approach the God of the prophets is a God of justice who takes the side of the poor and the oppressed. Justice in prophetic terms is restoring the rights and lives of the poor. To know God is to do justice by following a deity who intervenes to liberate the oppressed from their plight.
In liberation theology,
'Yahweh is the God who breaks into human history to liberate the oppressed….The allsurpassing characteristic of Yahweh is his acts in history as the God of justice and liberation for the sake of those who are weak and oppressed.' (Lebacqz 106)
Jesus follows the prophetic tradition by proclaiming justice (Matt. 12.18,20). As Gutierrez states,
The work of Christ is present simultaneously as a liberation from sin and from all its consequences: despoliation, injustice, hatred. (Gutierrez, 158)
Salvation cannot be separated from social justice in liberation theology. Jesus is born into poverty, proclaims good news to the poor and freedom to those oppressed. One text that provides a charter for this approach is Luke 4.17-19. In this passage, we first meet Jesus in his home town of Nazareth. He attends worship at the synagogue and takes his turn reading the lesson for the day, namely, Isaiah 61.1-2. Jesus' reading would have been appropriate for the day had he not decided to respond to the message. The passage from Isaiah is about a prophet anointed by God specifically to
…bring good news to the poor,
…proclaim release to the captives,
…let the oppressed go free
…and proclaim the year of the Lord's favour.
This scripture, says Jesus, is fulfilled in your hearing today! Today! This is the day of Jesus' call to be a prophet and begin a ministry of liberation. He recognises from the outset that, like Elijah and Elisha, a prophet is not welcome in his own country. But his prophetic ministry to liberate the poor and oppressed had begun. No wonder the crowd tried to throw this local carpenter off a cliff.
If we are to be disciples of this Christ, we will be with him in the struggle to rescue the poor and liberate the oppressed. This process, however, means more than meeting the needs of the poor. It means identifying with the oppressed and empowering them to find ways to free themselves from the powers that oppress them. And those powers, in liberation language, are the very structures of society that prevent groups in society from living free and equal lives with others.
'Taking up the cross'
While the two preceding approaches offer serious biblical and theological grounds for a strong social justice policy and programme in schools, I chose to orient the social justice challenge in Six Challenges-Six Mysteries towards a traditional Lutheran mystery known as theologia crucis – the theology of the cross. I did so because I believe this mystery links us with a profound understanding of God's role as the God of the cross as well as with our inherent response to God in Christ.
a) The theology of the cross is, first of all, a theology of hidden revelation. The ultimate revelation of God is in the mystery of deus crucifixus and deus absconditus. God, amazingly, is fully revealed only through the hidden and scandalous way of the cross (Strelan, 100). Here there is no superman theology, but rather a suffering man theology, a suffering man who is also our suffering God. In that suffering figure on the cross, God is revealed for what God is—the one who suffers for us and with us. If you want to know what God is like, look at the face of the man on the cross!
b) The theology of the cross is the mystery of God assuming flesh and becoming a slave. God , according to Paul
…emptied himself, taking on the form of a slave, being born in human likeness. And being found in human form he humbled himself and became obedient unto death— even death on a cross! (Phil. 2.7-8)
In this passage we discern the truth that God not only identifies with humanity in general, but with oppressed humans—with the slaves of society. As one of the oppressed, Jesus suffers at the hands of oppressive individuals and structures. The way of the cross for Christ is the way of bringing life by joining those who are suffering oppression.
And, says, Paul, are called to have the 'same mind' as Christ, to think like Christ, being ready to surrender our lives to follow the way of the cross. We are called to 'become slaves' so that those who are slaves may become free.
c) To live the theology of the cross is not to achieve piety through imitation of Jesus or to gain greatness through service, but to identify with the suffering Christ and thereby participate with Christ in the struggle against sins/evils which cause suffering.
Luther did not consider the cross of Christ primarily as the supreme example of humility which we are called to imitate. Instead it was that act by which Christ endured the actual punishment for our sin. For this reason his cross is identical with ours, because he bore our punishment upon the cross. (Prenter, 223)
This point needs emphasising. When we walk the way of the cross we carry the cross of Christ, we identify with Christ, the one who became a suffering slave for us and all humans.
d) Bearing servants of Christ and bearing the cross of Christ means far more than following the example of Christ; it means being empowered by the Spirit to find service including involvement in the struggle of those who suffer oppression.
The cross is more than a burden; when we take up the cross and follow Christ (Matt. 16.24), we are empowered to walk the way of the cross in the battle against the forces of evil and injustice.
The way of the cross is not to seek glory, but to serve as Christ served. The way of glory—even the theology of glory—is the way of power, greed and selfishness that is typical among human beings.
The Lutheran approach, I would argue, lies in the profound mystery of the theology of the cross. Social justice is the inevitable result of identifying with the cross, the Christ of the cross and the suffering God of the cross.
Following this mystery, we are not simply content to follow the example of Jesus as one concerned about the poor, nor is it merely a matter of doing our Christian duty to care for the poor. Rather, we here identify with the Christ who suffered for the very people who abused, oppressed and crucified him. By so doing we bear the same cross, as Christ continues to suffer with those who are oppressed, dispossessed and depressed. In Christ and with Christ we identify with the oppressed.
Is Christ a Dalit—one of the Crushed?
Another way of exploring the theological dimensions of social justice is to consider how, in a given context of social injustice, an oppressed group understands the way God is involved in the social justice struggle of a particular oppressed community.
In the Rainbow Spirit Theology of an Indigenous group from Queensland, the point of departure is creation, or more specifically, the land. The Rainbow Spirit is the Creator Spirit present deep in the land. The Rainbow Spirit is crying because the deep spiritual bonds between the land and its people have been broken. It is this same Rainbow Spirit who camps among the Indigenous peoples and 'becomes one of us'.
This means that for these Aboriginal Australians, Christ is revealed not as a German Jesus, an English Jesus or even a Jewish Jesus, but as an Aboriginal Jesus. (Rainbow Spirit Elders, 61)
The Christ who suffered on the cross for us continues to suffer with the land and the people of the land. In the suffering of the suffering of the land and the people of the land we see Christ suffering and we hear Christ crying out. (Rainbow Spirit Elders, 67)
In other words, this Indigenous approach begins with a traditional creation theology, but ultimately follows with a theology of the cross which identifies the presence of the suffering God both among the oppressed people and in the alienated land.
The theology of black theologians, such as James Cone, is grounded in liberation thinking. For them, the Exodus of God's people from Egypt means that God's revelation was an act of liberation. We know God through God's past liberating intervention in history and by identifying with God's current liberating work among the oppressed.
Black theology says that as Father, God identified with oppressed Israel participating in the bringing into being of this people; as Son, he became the Oppressed One in order that all may be free from oppression; as Holy Spirit he continues the work of liberation. (Cone, 122)
The emerging Dalit theology of India reflects the struggle to face centuries of oppression both within the caste system and the Christian church. Christians originating from untouchable castes form the majority of the churches of India. Yet even there they have suffered discrimination in worship, life and death. Sarai Chatterji quotes Fr Jose Kananaikai as saying:
Even in death we are not spared. Cemeteries are divided and one part is assigned for us with an impregnable wall dividing us from the so-called high caste Catholics. (Chatterji, 27)
For the Dalits—the Crushed Ones—the experience is one of being 'no humans'. The caste system with its inherent rejection of 'untouchables' as outside the body of genuine human beings has constructed in the Dalits an identity of being 'no humans'. For them the task of theology, therefore, is to confess their past experience of 'no-humanness' and affirm Dalits as human beings, created in God's image and of great worth to Christ. (Habel 1996, 71)
The re-reading of the history of the Dalits can be viewed from a number of perspectives. The tendency to read their history from the perspective of pathos, from the vantage point of the Crucified One and a theology of the cross, point to a Lutheran focus that has faded in our affluent developed world.
This means that the Jesus of India is to be found in the midst of the struggle of the Dalits for liberation. Traditional missionaries said they represented Christ to the Indian people. Their message of salvation and their selfless care were to be signs of Christ's presence in India. Dalit theology reverses this orientation. Now the task is to discern Christ in each oppressed village among the millions of Dalit poor. (Habel 1996, 71-72).
All of these theological orientations make it clear that just as Christ identified with the poor and oppressed of his day, so we too must learn to discern Christ present among, suffering with, and sustaining the oppressed, whether they be Dalits, Indigenous Australians, people with disabilities or abused refugees. The task is not to take up our own personal cross, but to take up the cross of Christ in whatever oppressed community we may find Christ at work.
The Task of Implementing a Social Justice Programme
Given the definition of social justice enunciated above, the relatively affluent and elite nature of our Lutheran schools, and the theological perspective proposed, how might we implement a social justice programme in our schools. There are, I believe, three levels of involvement that Lutheran school need to consider if they are to face Challenge Four in the ACLE Charter: Six Challenges-Six Mysteries.
The first level is an awareness programme that enables our students to see beyond their affluent environment and discern the realities of injustice, both locally and in the wider world.
The second level is a stirring of the conscience in both students and school that will move them to take a stand with the oppressed against injustice .
The third level is an active involvement in the struggle of the oppressed by participating in appropriate resistance activities.
Awareness: Listening, Learning and Naming
Level One requires a programme that raises student and staff awareness of social injustice as a live and current issue. Young children growing up in comfortable homes surrounded by love and fair treatment are likely to be relatively ignorant of the nature of social injustice in their immediate and wider surroundings. Even though we meet isolated cases of such injustice in TV programmes like Four Corners and some newspaper reports, most children are not very newspaper or TV news literate. They watch kids' shows that tend to avoid these issues.
If we are serious about introducing social justice, we need to consider a strategy that raises awareness to social injustice in our curriculum courses, in chapel and related public arenas and in specific social justice projects. A major dilemma is what areas of social justice to select as appropriate for given age levels. Social injustice can be found as close to home as how Muslim refugees are treated to the massive oppression of labourers in lands such as Bangladesh where there are some half a million bonded labourers. Social bias can be found in local racism as well as in the castism that controls much of Indian society.
In line with our definition of social justice, I believe it is important for the voices of those dispossessed or disadvantaged to be heard publicly in our schools, whether in assemblies, classrooms or camps. When the voice is heard, there is often a greater readiness to explore the experiences of the oppressed group and become aware of the forms of injustice involved. When a social injustice story is told, the children are more likely to listen with their heart and seek to explore the causes of the injustice.
One voice that I recall quite vividly is that of a black student from South Africa who spoke at assembly at my international school in India in 1986. In South Africa, he said, there are two gods, the white God and the black God. They are very different. The white God is all-powerful and has invested his power in the white rulers of South Africa. He has given them the territory of South Africa as their promised land and expects them to follow him by controlling the black people and making them subservient Christians. The black God is the God of the oppressed black people. The black God suffers with the black people, promises them hope and reminds them that the way of the cross leads eventually to a resurrection. Which God should I follow if I want to succeed or even survive in South Africa?
The initial task for a student is to name the injustice and explore its nature. The student is invited to explore the world of an oppressed group, such as those with physical disability and ask searching questions: Why are these people disabled? What happened to them? What is it like being disabled? In Australia? In India? In Africa? How do other people treat them? What names do they call them? How have they tried to overcome their oppressive situation? Why are roughly one in ten people in the world disabled? Does poverty create disability?
Ultimately the student will seek to explain the forces and factors that create and sustain the injustices that beset societies across the world. In so doing, there is always the possibility that what is uncovered is uncomfortable. Our own power structures, whether in education, politics or elsewhere, may in fact be contributing to the perpetuation of unjust polices and practices in our own community.
Conscience: Beyond Compassion and Caring
A second level in a social justice programme involves stirring the conscience in both students and school so that they are ready to take a stand with the oppressed against injustice .
One of the legitimate ways to begin developing a second level social justice programme is to identify communities that have experienced just such injustice. When the poverty, pain and needs of such communities becomes apparent to children, a sense of compassion is often aroused among the students. Images, stories, voices and reports of oppressed communities are readily available from bodies such as Caritas or Australian Lutheran World Service. Locally Lutheran Community Care or Anglicare offer opportunities for students to explore and reach out to less fortunate or alienated people in our community.
One such project that I observed recently is the Christmas Box appeal at St Johns Lutheran School in Highgate. The children, with the support of their families, prepared Christmas boxes to be handed to poor children in Cambodia who were deprived of such gifts. This giving aroused in the children a sense of connection and compassion for people in need in another part of the world. As one child said, 'It makes me feel good to see a poor child happy when they get a Christmas box'.
Social justice, however, is more than feeling good about our kind deeds toward poor children. As James Cone, the black theologian said,
People who want to know who God is and what he is doing must know who black people are and what they are doing. This does not mean lending a helping hand to the poor and unfortunate blacks in society. It does not mean joining the war on poverty. Such acts are sin offerings that represent a white way of assuring themselves that they are basically a good people. Knowing God means being on the side of the oppressed, becoming one with them and participating in the goal of liberation. We must become black with God. (Cone, 124)
Social justice means moving from compassion to conscience. The education process needs to move from evoking a sense of compassion for those in need to developing a conscience about the plight of those experiencing injustice. The students viewing the footage of the children in Cambodia need to ask why those children as so poor, why some children are trapped in refugee camps for years, and why other children are prevented from having an education that enables them to live in the mainstream of their society. Australian students viewing the footage of Asian students excluded from mainstream society, need to ask whether there are students who have been prevented from enjoying the education of a Lutheran school here in Australia.
In the ACLE Charter for Lutheran school we said that a 2020 Lutheran School will have a conscience active in the school community and alive to the social needs and injustices in the world.
Having a conscience means asking why, taking to heart the issue and refusing to ignore the injustice. Having a conscience about a social injustice means having a sense of responsibility, an inner urge to take a stand. Having a Christian conscience means discerning the presence of the suffering Christ among the people of an oppressed community and identifying with them.
Creating a conscience about injustice, wrongs and social issues in our society can be understood from three perspectives—individual, communal and global. In the past there has been a tendency to say that the educative role of the school was to impart the values necessary for students to develop their individual consciences—whatever is required to make them good citizens in their own countries.
The challenge before us is not only to move from compassion to conscience, but also from an individual to a communal conscience. The question is whether the educative process remains in the classroom where students can explore how they may one day individually come to terms with the injustices in their immediate or wider world, or whether the school as a community intends to tackle one or more such injustices and openly tackle them.
A number of Catholic schools have become involved as communities in speaking out against the injustices perpetrated against the powerless detainees in Baxter Detention Centre and elsewhere. The school as a whole listens to the voices of refugees from Iran, Afghanistan and elsewhere. A communal conscience is developed as students and staff come to know the dimensions of the social injustice for detainees and, as a school, identify with those in detention.
It is, of course, one thing to explore a local injustice as a school and quite another to speak out publicly against that injustice. The implications for the school need to be assessed. Ultimately, the school leaders will need to ask a) whether Christ is suffering in Baxter, b) whether the school as a whole is ready to be identified as one committed to social justice and c) whether the students will discover profound meaning in giving voice to their conscience in public.
The option of developing a global conscience in the students is linked to Challenge Three in the Charter Six Challenges Six Mysteries. Both Ishmael Noko and Pater Ellyard challenged us to look beyond our local community and recognise that we are part of a global family. And members of that family throughout the world are being abused, oppressed and broken. The outside world of injustice is so vast, a school may feel threatened by even contemplating involvement in the struggles of oppressed groups in the world family.
However, the simple action of linking up with a sister school in Indonesia or with an organisation empowering an oppressed community in India, such as Oxfam or ALWS may provide the concrete context for exploring a local injustice and stirring a global conscience.
Involvement: Learning the Art of Resistance
What happens when we move to level three and get involved in the struggle of groups against injustice? The preceding process of naming, explaining and facing the injustices in our society are designed to prepare us for action. Moved by our social conscience, we are ready to select a social issue in which we will become involved.
Involvement in the struggle of group seeking to overcome injustice is sometimes called resistance, or more specifically, non-violent resistance. This model is the way of peacemakers and, I would argue, the way of the cross. Non-violent resistance is:
a) …a way to fight against injustice and war without using violence. It is the force of love and truth that seeks change for human life, that resists injustice, that refuses cooperation with violence and systems of death.
b) …the willingness to take on suffering ourselves in order to right wrongs, in order to change the evil system of death all around us into freedom and life and love for everyone.
c) … a willingness to suffer and not to strike back…to free our adversaries by exposing all the violence and injustice that is hidden or covered up…so that their eyes may be opened and their participation in the injustice becomes apparent to them. (Dear, 7)
Resistance offers a planned and organised model consistent with our theological basis as we consider the level of involvement desirable in our schools. Resistance is joining the struggle for justice that is consistent with our social conscience. Resistance is confronting the forces of injustice without being seduced by their controlling techniques. Education is resistance is a serious option if we proceed to level three involvement in social justice. (See Teaching for Resistance by Education for Social Justice Research Group)
Becoming involved, as a school, in three levels of a social justice programme will require
1) Naming and analysing the social injustice selected
2) Listening to the voices of those oppressed by the injustice
3) Exploring the forces and factors controlling the injustice
4) Analysing ways the injustice has been resisted in the past
5) Examining the obstacles and dangers of being involved
6) Developing a strategy for being involved with a particular group
7) Reflecting again on the theologia crucis orientation of the plan
Let me tell you a resistance story involving social injustice in India. All the senior level students in Kodaikanal International School were required to visit, analyse and report on specific social situations in the mountains of South India where the school was located. A group of year nine students visited a logging camp some miles away in a higher mountain range. They discovered a blatant case of bonded labour. These labourers were expatriate Tamils who had returned to Tamil Nadu in India from Sri Lanka with the promise of work and a new future.
They were assigned to the Tan India logging company where they basically became slaves. There was no toilets, no health care, no education facilities—nothing except a brush shelter and third grade rice brought in once a week.
The students brought the report to me and requested that I submit it to the government authorities. They essentially told me to put my money where my mouth was. You stand for social justice, Dr Habel? Show us! Submit the report.
Previous reports by various groups were suppressed. The parties involved accepted a bribe and the report disappeared. By chance, the new Collector in charge of the region was from the North and was genuinely concerned about justice. He was not taking bribes from the local logging company or forestry officials. So when I submitted the report to the Collector, he took up the challenge and submitted the report, along with other materials, to the authorities in Delhi.
Within months there was a supreme court commission investigating the case. And I was summoned to testify to the truth of the student report. Of course, once word got out about the commission, my school was under fire. The forestry officials banned anyone from the school entering the forest. All visas for students planning to return home for Christmas were withheld. My phone was tapped and I was accused of accepting huge bribes from the builder in the construction of our Middle School. The file of false charges against me is enormous, the price of identifying with the poor.
One solution was to use the well established bribery system. My solution was to find a way that would be in the best interests of the students. I would sacrifice my career in India. By agreeing to leave and never work in India again, the school could return to normal. The verdict of bonded labour against the company was upheld and the name of the school as one committed to social justice still stands.
Conclusion
Paulo Freire is reported to have said,
Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.
Let me formulate an alternative axiom,
Walking away from the plight of the powerless means walking away from Christ, but joining their struggle means walking the way of the cross.
Perhaps we need to follow the challenge of Daniel Overduin and develop a Lutheran Rerum Novarum as the Catholics did (Overduin, 105). Perhaps our Lutheran schools are in a position to take up this challenge: A Catechism for Social Justice in Lutheran Schools. Another model may be the famous Kairos Document that emerged in South Africa in 1986.
Facing the challenge of social justice is, I believe, no longer an option for Lutheran schools. The only question is how!
References
Altmann, Walter. (1996). Luther and Liberation. A Latin American Perspective. Minneapolis: Fortress.
Brown, Robert McAfee. (1900). Kairos. Three Prophetic Challenges to the Church. Grabd Rapids: Eerdmanns.
Chatterji, Saral, K. (1991). 'What is Dalit Theology?' A Reader in Dalit Theology. Madras: Gurukul Lutheran Theological College, 23-40.
Cone, James. (1970). Liberation. A Black Theology of Liberation. Philadelphia: J.B.Lippincott.
Dear, John. (1990). Our God is Non-violent. Witnesses in the Struggle for Peace and Justice. New York: Pilgrim Press.
Dorr, Donal (1991). The Social Justice Agenda. Justice, Ecology, Power and the Church. Melbourne: Collins Dove.
Education for Social Justice Research Group. (1994). Teaching for Resistance. Adelaide: Texts in Humanities, University of South Australia.
Engebretsen, Kathleen (1994). Do what is Just. A Religious Education Textbook for Year 10 Students.
Wentworth Falls: Social Science Press.
Guiterrez, Gustavo (1973). A Theology of Liberation. Maryknoll: Orbis.
Habel, Norman. (1994). 'Emerging Dalit Theology' in Lutheran Theological Journal 30, 66-73
Haughey, John. (1977). The Faith That Does Justice. Examining the Christian Sources for Social Justice. New York: Paulist.
Lebacqz, Karen. (1986). Six Theories of Justice. Perspectives from Philosophical and Theological Ethics. Minneapolis: Augsburg.
O'Donoghue, Michael, Basil Moore, Norman Habel, Robert Crotty and Marie Crotty. (1991). Social Justice in Today's World. Finding a Just Way. Melbourne: HarperCollins.
Overduin, Daniel. (1991). 'Rerum Novarum. Leo's Small Catechism of Social Justice' in Lutheran Theological Journal 25, 101-114
Prenter, Regin. (1959). 'Luther's Theology of the Cross' in Lutheran World VI, 3: 222-233
Sasse, Hermann. 1968). 'Theologia Crucis' in Lutheran Theological Journal, 115-127
Schirmer, Peter and other authors. (2000. 'Social Justice Issue' SchoolLink August 2000
Strelan, John (1989). 'Theologia crucis, theologia gloriae: A Study of Opposing Theologies,' in Lutheran Theological Journal 23, 99-113.
Walsh, Michael & Brian Davies (ed) (1989). Proclaiming Justice and Peace. One Hundred Years of Catholic Social Teaching. London: HarperCollins.
Wren, Brian. (1986). Education for Justice. London: SCM.
Zweck, Dean. (2003). 'Service after the Service' Lutheran Theological Journal 37, no. 2, 51-64.
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THIS ISSUE:
NPDES Update
Sick Mosquitoes Stop Dengue
Politics Overtaken Science at EPA
WNV in Killer Whale
Double-Edged Delicacies for Mosquitoes
State Regulators Tour Mosquito Control
MMCA Award and Scholarship Applications Due
Around the Districts
PUBLISHED BY THE MMCA PUBLIC INFORMATION AND EDUCATION COMMITTEE
www.mimosq.org
Skeeter Scanner
October, 2011
Volume 25, Number 1
President's Message
My message for the October issue is "Thank goodness it's October!" Having spent a busy summer simultaneously studying and fighting mosquitoes (at field sites, in my backyard), I'm happy to see the summer wind down and evolve into one of my favorite times of year. Major control and surveillance operations are over and it's time to clean equipment and assess the season. I think most will agree that it's
been a near record year for mosquito activity overall. Additionally, arbovirus activity showed a late, but pronounced rise in some districts with many WNV positive mosquito pools, WNV-associated bird deaths, and human cases. In addition, EEE appeared in Midland Co. – an area not necessarily known for the disease, and LAC was found in a pool of Aedes triseriatus in Saginaw Co. Thus our work continues to have important public health implications in Michigan.
I recently returned from the annual meeting of the Society for Vector Ecology. As usual, it was comprised of many interesting symposia and presentations (That's why everyone attends meetings, right?), and mosquito control was a prominent topic. There were two symposia that highlighted areas receiving a lot of research effort and, from one perspective, were devoted to methods that are designed to put most traditional mosquito control operations out of business. The use of genetically modified mosquitoes to eliminate mosquito populations or disease transmission in an area, and the potential development of area repellents are compelling ideas with evidence of spectacular success in some initial trials. However, I wouldn't look into selling your backpack sprayers just yet. These new techniques have fairly narrow application windows and are years if not decades away from regular implementation. Most of the speakers acknowledged that the new methods would only be components of a broader, multi-tier approach that includes chemical control. I'm pretty skeptical that any population replacement/elimination approach based on genetically engineered mosquitoes would be effective against the Aedes vexans and Ae. trivittatus hoards that made life miserable this summer.
Now that I've re-confirmed the continued need for chemical control options, let's turn to some good news/bad news in that arena. The good news is that we finally have a new version of the 7F training manual for mosquito control applicators. My thanks go out to many of you for contributing text and photos to the manual. The bad news is that the manual is only available in printed form and the charge is $20. To be honest, I'm disappointed that MSU Extension couldn't come up with a mechanism that allowed a pdf/downloadable version of the manual to be available. As it is, we have now have a solid, updated manual, but one that cannot be easily modified to reflect changing control options, disease activity, or regulations. I argued consistently for a pdf version this time, but was outvoted. I will not volunteer to work on the next version unless it is more accessible and more malleable – and please feel free to remind me of that when the time re-do the manual rolls around.
I hope you all enjoy this fall season as much as I plan to. It's also not too early to be thinking about the annual meeting in February and the subtle pleasures of driving on snow-covered roads. I'll see some of you at the 7F training session in Bay County and hopefully the rest of you in Port Huron.
Cheers,
Better You than Me: Scientists Sicken Mosquitoes to Stop Dengue
Researchers hope to keep the mosquito that transmits dengue, Aedes aegypti, from infecting humans using the Wolbachia bacterium.
Scientists in Australia are using a bacterium to try to stop a deadly virus in its tracks.
The dengue virus causes a potentially fatal flu-like illness. The World Health Organization says the number of cases of dengue around the world is skyrocketing, and the disease is endemic in more than 100 countries. It has even shown up in Florida recently. There's no vaccine against the virus yet, so control efforts have focused on the mosquito that transmits the disease.
About six years ago, Scott O'Neill of Monash University had an idea about using bacteria called Wolbachia to prevent dengue's spread. The idea works like this: Use a strain of Wolbachia to shorten the mosquito's life, killing it before it becomes mature enough to transmit the dengue virus. It was a good idea, but it didn't work because the infection didn't spread to enough mosquitoes.
But then O'Neill discovered something surprising. There are many strains of Wolbachia. Some do bad things to mosquitoes, such as shortening their lives, while others give them nothing more than the mosquito equivalent of the sniffles. Mosquitoes infected with any of these strains couldn't spread dengue.
With a mild infection, the mosquitoes would live long enough to spread the Wolbachia around, but not the dengue.
O'Neill infected hundreds of thousands of mosquitoes with a mild strain of Wolbachia in the lab, and released them in two small communities in Northern Queensland near Cairnes, Yorky's Knob and Gordonvale. This time, success: Close to 100 percent of the mosquitoes got infected, which O'Neill says he thinks "greatly reduced ability to transmit dengue between people."
These results appear in the journal Nature.
2
There's very little dengue in Australia, so O'Neill is planning releases in Vietnam, Indonesia and Brazil, countries where the disease is more prevalent.
The bacteria could prevent dengue transmission down the line, and negate the use of pesticides, but there's always the law of unintended consequences. O'Neill says he thinks there won't be any negative ones, since there are a lot of insect species that are naturally infected with Wolbachia. He says regulatory authorities in Australia are convinced his plans are safe.
It would be a kind of poetic justice if a bacterial infection in mosquitoes could prevent a viral or parasitic disease in people.
Politics has Overtaken Science at the EPA
Science depends on rigid observation and independent replication. So what happens when government bureaucrats — seeking to promote a political agenda while acting under the guise of protecting the environment and public health — systematically subordinate sound scientific principles to their own goals?
To answer that question, one need look no further than the Environmental Protection Agency (EPA), where unelected bureaucrats, led by Lisa Jackson, have decided to bypass Congress and avoid the possible change in administration in 2013 by rushing to complete an unprecedented number of major risk assessments ahead of the 2012 election. Those assessments, which will evaluate the danger of various chemicals, will have far-reaching public policy ramifications.
This shouldn't come as a surprise. Science often kowtows to politics in today's policy debates.
Activist groups, sensation-craving media and congressional demagogues have a friendly ear at the EPA when they call for stringent restrictions on safe and useful chemicals and products — products with decades-long histories of harmless, widespread use. The attacks exploit public ignorance of the lack of science behind such terms as "endocrine disruptor," "gender-bender," and the latest mythological danger, "obesigens"— chemicals that allegedly can cause obesity. Another favorite distortion is the oftheard claim that sperm counts, or "semen quality," are declining due to chemicals in our environment. The only problem: Sperm counts are not declining. Cancer rates are declining, however, while longevity increases every year. Scientific groups worldwide confirm that disfavored chemicals like bisphenol-A are safe, but the message does not reach the activists, the media, or the EPA.
In 2009, EPA bureaucrats issued a draft assessment of the toxicity of formaldehyde that warned of the chemical's dangers. But the agency's methodology was so shoddy that Sen. David Vitter (R-LA) called for a review by the respected National Academy of Sciences (NAS) as soon as the draft was made public. The NAS panel recently issued a sharply worded criticism of the EPA's rushed methodology in evaluating formaldehyde's toxicity. The NAS found the EPA's practices to be in desperate need of "substantial revision" and expressed concern about "the persistence of problems encountered with [the Integrated Risk Information System] assessments over the years." The NAS concluded that the EPA's "criteria to identify evidence for selecting and evaluating studies" are fundamentally flawed.
This week, the EPA announced plans to improve the clarity and transparency of its risk assessment program. It says that in the future the data, methodology and decision criteria will be clearer and easier to understand. But given the serious problems in EPA methodology raised by the NAS, how can the EPA continue to conduct its chemical risk assessments in a business-as-usual manner? One reason is apparent: Politics has overtaken science at the EPA.
It's easy — and politically correct — to call for chemical bans in order to "protect our children." But from what, exactly? The Jackson-era EPA seems to love using the precautionary principle ("better safe than sorry") to play whack-a-mole with various chemical "threats." The ideologues blame chemicals for any ill that befalls us and for which medicine and science have not yet come up with a specific cause or cure. Their mantra is, "there are 80,000 chemicals in the environment and very few have been 'tested,' so how do we know they're 'safe'?" But most of these chemicals have been around for 50+ years, so why are we only now
3
having more obesity or autism? But alarmism attracts media attention; logic doesn't.
On June 30, Sen. Vitter and Sen. James Inhofe (ROK) followed up on the NAS report with a highly detailed letter to Jackson asking her to restore "scientific integrity" to the risk assessment process.
"The economy and many of our fellow Americans are suffering," the senators wrote. "To further perpetuate the problems of high unemployment and poverty without strong scientific and economic support for EPA's calculated efforts would be unwise."
AMCA Update on NPDES Permitting
The October 31, deadline for implementation of the National Pollutant Discharge Elimination System (NPDES) permitting system for application of public health pesticides is rapidly approaching. Legislative fixes that might prevent its imposition, although still very much on the table, may not, in fact, come into play prior to the deadline. Thus, it would be prudent for all districts that may apply pesticides that may come into contact with waters of the United States after 31 October of 2011 to contact their respective state water regulators to have the required Notice of Intent (NOI) and Pesticide Discharge Management Plan (PDMP) in place by the deadline. Please contact your state water regulators and determine what they will require by way of an NOI and PDMP, as these may differ slightly for each state. Given the potential for ruinous litigation, it is imperative that districts, at a minimum, have the NOI and PDMP drafted and ready for signature by 31 October in case a legislative fix is not forthcoming.
This entire process has lasted several years now and, despite everyone's hope that it would be resolved by a legislative fix or overturned in the courts, it hasn't happened yet and it would be wise to be fully prepared to proceed on the assumption that the deadline will arrive without a public health exemption. You can be sure that those interests looking to litigate this will point to the opportunities afforded stakeholders over the last few years to review and comment on the proposed permit to rebut any arguments attempting to explain lack of proper paperwork. Both the EPA and AMCA have continually advised all stakeholders to prepare the paperwork for if/when the mosquito control dimension of the NPDES program comes to fruition. The courts are unlikely to show sympathy to districts that have had 2 years to prepare for the permit and simply chose not to take action regardless of the reason.
In AMCA presentations at national, regional, and state meetings, we have been continually emphasizing that districts need to initiate and maintain a dialogue with the state agencies having jurisdiction over the NPDES so that respective requirements could be planned for and met if need be. Should your state have a permitting system in place or a plan for doing so, it would behoove you to contact the agency having cognizance over the NPDES and ensure that you are in a position to meet the requirements as of 31 October, 2011. Be advised, though, that you will be held accountable for complying with the fine points of the plan you provide in this document, so do not make it too detailed - provide some operational leeway. As stated above, your state may have a different template, so be sure to check for compatibility. Information on pesticides and the NPDES can be found at:
http://cfpub.epa.gov/npdes/home.cfm?program_id= 410.
West Nile Virus Infection in Killer Whale, Texas, USA, 2007
In 2007, nonsuppurative encephalitis was identified in a killer whale at a Texas, USA, marine park. Panviral DNA microarray of brain tissue suggested West Nile virus (WNV); WNV was confirmed by reverse transcription PCR and sequencing. Immunohistochemistry demonstrated WNV antigen within neurons. WNV should be considered in cases of encephalitis in cetaceans.
It has been demonstrated that WNV can infect and cause disease in killer whales. These findings broaden the known host tropism of WNV to include cetaceans in addition to previously known pinnipeds. Although we cannot definitively attribute the cause of death of this whale to WNV, the
4
observed lesions are consistent with those caused by WNV in other animals. The serologic results demonstrate that subclinical infections can occur and that exposure can be variable. Specific dates of exposure had not been determine for these populations. Both Bexar County, Texas, and Orange County, Florida, have had WNV in wildlife since 2002. There will continue to be annual serology on previously negative animals to document seroconversion.
Mosquito management practices are similar in both facilities and have been expanded since this diagnosis. Differences in WNV prevalence or mosquito numbers may have played a role in the different serologic results.
Health evaluations of free-ranging and captive cetaceans should include WNV serology to assess exposure rates. This report focuses on killer whales, but the "loafing" behavior (stationary positioning at the water's surface) is commonly seen in many coastal dolphins, thereby increasing the likelihood of mosquito bites and exposure to WNV. Serologic screening of bottlenose dolphins (Tursiops truncatus) from the Indian River Lagoon demonstrated WNV titers. WNV-associated disease in these animals has not been reported. Active screening for WNV may enhance diagnostic investigations.
As with many species of birds and mammals, WNV infection carries a risk for zoonotic transmission. Until the implications of this infection in marine mammals are better understood, biologists and veterinarians working with cetaceans should consider this possibility. Potential viral shedding can occur through the oropharygeal cavity and feces as well as through blood and organs during necropsies.
Finally, our study demonstrates the broad applicability of using panviral microarray-based diagnostics. Even though PCR diagnostics are well developed for WNV, the agent was not initially considered as a potential pathogen in this species. Panviral microarray can be used not only to identify novel viruses but also to detect unsuspected agents. This work was funded by National Institutes of Health grant U01 AI070374.
State Regulators Learn More about Mosquito Control
On August 30, 2011 the MMCA hosted a State Regulator Tour at the Saginaw County Mosquito Abatement Commission facility. In attendance were representatives from the Michigan Dept. of Environmental Quality and the Michigan Dept. of Agriculture and Rural Development along with staff from the four county-wide mosquito control programs in Michigan (Bay, Midland, Saginaw, and Tuscola). The genesis of this meeting was the realization while attending NPDES meetings that many of the individuals at the State level that regulate mosquito control actually had very limited understanding how a mosquito control operation was conducted following an IPM strategy. Topics covered included: Best management practices for mosquito control; quality control; disease & mosquito surveillance; larviciding; adulticiding; source reduction; and the role of education in an IPM program. This information was disseminated through PowerPoint presentations and numerous hands-on demonstrations of equipment from all the districts. It is hoped that after attending this tour our regulators will have a better understanding of the professional management and expansive IPM approach to mosquito control in Michigan.
MMCA Awards & Recognition Committee Request for Nomination
The Awards & Recognition Committee is pleased to request nominations for the following prestigious awards:
H. Don Newson Distinguished Service Award
To give recognition and appreciation to the recipient for his/her meritorious contributions made in the practice of mosquito control, and in support of the MMCA in its endeavor to improve the quality of life of man.
George B. Craig, Jr. Mosquito Advocacy Award
To give recognition and appreciation to the recipient for his/her outstanding contributions of promoting mosquito control and/or MMCA.
Nominations are due on January 6, 2012. Forms are available at: www.mimosq.org/awards.htm
Michigan Mosquito Control Association William J. Lechel, II Memorial Scholarship 2012 Annual Student Paper Competition
The William J. Lechel, II, Memorial Scholarship is sponsored by Advanced Pest Management and Clarke. It is a student presentation competition held in conjunction with the Michigan Mosquito Control Association Annual Conference. Those entering this competition will present findings from their research or a synopsis of existing research at the Annual MMCA Conference.
Presentations on mosquitoes in particular are preferred, but related research may include information in health or pest-related fields; insects, insect control, weather, Lyme Disease, science education, etc. A total of 15 minutes will be allowed for each presentation.
Complete entry information and entry forms are available at: http://www.mimosq.org/PDF/LechelStudentPaperCompetitionApplication2012.pdf
Submission of abstracts may be made electronically to:
Mary McCarry, 2011 Chair, Awards and Recognition Committee [email protected]
Kenley Farrel Memorial Scholarship
2011 Topic "Impact of Mosquito-Borne Disease on Society"
Sponsored by Hatfield's Spraying Services, Nunica, Michigan & the Michigan Mosquito Control Association.
MMCA annually presents a scholarship to encourage interest in mosquito control and to assist a student financially towards a higher education in Natural Science or a related field. An application form and instructions for the scholarship are available at the link below.
Please call us at 989-894-4555 for more information.
The deadline for applications is November 1 st , 2011. A scholarship application form can be found at: http://www.mimosq.org/PDF/ScholarshipApplication2011.pdf
MMCA BOARD OF DIRECTORS CALL FOR NOMINATIONS
Positions open for nomination of candidates will be Vice-President, Treasurer, and one Trustee. The office of Vice-President is a 2-year term, serving one year as Vice-President and a second year as President. The Treasurer serves a 2-year term and Trustees serve for 2 years.
Everyone is welcome and urged to participate. You may volunteer your own services or nominate a colleague. To propose a candidate, please contact MMCA's Secretary, Margaret Breasbois (989-7555751, 211 Congress, Saginaw, Michigan 48602 – [email protected]). Candidates must be MMCA members and nominations must be received by January 6, 2012. The election will take place during the General Business Meeting at the twenty-sixth annual MMCA Conference at the Thomas Edison Inn, Port Huron, Michigan February 1-2, 2012.
Brewing Up Double-Edged Delicacies for Mosquitoes
On what food do mosquitoes live? Orgiastic gouts of human blood that distend their abdomens and render them almost unable to move — right? Well, actually, no.
To lay eggs, females do need blood for its iron and protein. But usually mosquitoes subsist on modest sips of nectar from flowers or from ripe or rotting fruit. And that, according to scientists from Hebrew University in Jerusalem, is an Achilles' heel — or Achilles' proboscis — through which the pests can also be poisoned.
"You can't move flowering trees around," said Yosef Schlein, a parasitologist at the university's medical school. "So you have to use movable bait. That's how we came up with fruit juice." Supported by a grant from the Bill and Melinda Gates foundation, Dr. Schlein and his research partner Günter C. Müller concocted an array of nectar poisons known as Attractive Toxic Sugar Baits that are easy to make, environmentally friendly and inexpensive.
In tests in Israel and in West Africa, the baits knocked down mosquito populations by 90 percent. Even better, they nearly eliminated older females.
Kathryn S. Aultman, who oversees the roughly $1 million the Gates Foundation has put into the work thus far, said: "I'm very pleased and excited about the early results. It's wonderful that we're able to break free our imaginations to try some of these things."
Dr. Müller and Dr. Schlein tested their idea five years ago at a desert oasis near the Red Sea. Putting out vases of flowering tree branches, they learned that acacias — the thorn trees common in Africa — attracted the most mosquitoes. They sprayed branches with a mixture of sugar water and Spinosad, a bacterial insecticide considered harmless to humans and most beneficial insects. The mosquitoes feeding on them died.
Their next test was in a Greek Orthodox monastery in the Judean hills where mosquitoes laid their eggs in underground rainwater storage cisterns.
7
They filled old soda bottles with a solution of brown sugar, the juice of rotting nectarines, Spinosad and a dye. They put each in a sock with a wick that helped keep the sock soaked with the colorful fatal elixir. They suspended a bait at the opening of each cistern.
Trapping later showed that up to 97 percent of all mosquitoes in the area were marked with the dye, meaning they had landed on a toxic sock at least once. Within a week, the female population had crashed to near zero; it stayed there for a month.
Their most recent study, published in Malaria Journal,http://preview.malariajournal.com/content/p df/1475-2875-9-210.pdf was done in West Africa, where malaria is a major killer, especially of young children. The scientists chose a rural road in Mali running past ponds where two aggressive mosquito species breed — Anopheles gambiae and Anopheles arabiensis. They sprayed weeds there with a solution of the fermented juice of local guavas and melons mixed with dye and boric acid. Within a few days, they saw 90 percent die off.
Boric acid is much less expensive than Spinosad. It is also about as harmless to humans as table salt is. It is a chief ingredient in Silly Putty. Dr. Schlein said he had heard that some Malians sampled the alcoholic bait brew, with no ill effects.
But it kills insects that eat it. It is common in cockroach control; when a thin layer is spread on floors, cockroaches take it in when they preen their feet. "You can buy it by the truckload," Dr. Christensen said. "And it kills in so many ways that there's never been resistance to it. Some authorities think there never will be."
Two more concepts still need to be tested, experts said. Although it clearly works in arid areas where there are few trees or flowers, will it work in jungles, forests or farms where there are many competing sources of nectar?
And how often does spraying have to take place? The inventors hope as seldom as once a month will do the job. More than one scientist noted that the idea of toxic nectar seemed so simple that it was surprising it hadn't been thought of before. "If you're a university person, you get credit for sophisticated publications," Dr. Schlein said. "You don't get much credit for simple ideas."
NewsFromAroundTheDistricts
We have experienced a very busy mosquito season with one large brood in June; another in July; and two in August. Historic New Jersey Light Trap records indicate it was the 2 nd worst June for mosquitoes since our program began in 1977. We will finalize all our surveillance data this fall but it is clear that this summer will be one for the record books. Thankfully, some of these large hatches where not countywide but just in regions of the County thus allowing us to focus our control efforts.
It has also been a very active year for mosquito-borne disease detections. Currently we have 10 WNV positive crows; 10 WNV positive mosquito pools; and 1 LAC positive mosquito pool. Most of the positives were from the urban areas of Saginaw County, however an exception was a positive crow from Frankenmuth. With all the disease activity we fought the weather and pushed our control season to the end of September.
In late August our Education Department sent out information packets to schools informing them of our classroom educational programs and encouraging teachers to schedule a presentation as soon as possible as it is often difficult to honor late requests.
This year we have collected 14,554 scrap tires for shredding. Through a grant from the Saginaw County Solid Waste Committee we were able to collect tires from May1-September 30 th this year.
We hosted a computer and electronic device scrap drive at our facility on October 12 in cooperation with the Saginaw County Dept. of Public Health.
With the deadline of October 31 st fast approaching and no legislative fix to date, it appears that we will again be working with the Michigan DEQ to try and finalize a reasonable state NPDES permit that is acceptable to all.
As of this writing, we are still operational. However, most of our seasonal employees have departed, and we are mainly concerned with preparing equipment for the off-season. One last big project remains….our parking lots are being resurfaced in a few days.
It was a good year. We managed to accomplish most of our treatment goals, and the response from our citizens was positive. We were aided by the fact that, unlike some of the other programs, we never had those large hatches of summer mosquitoes. Heavy rains at the start of the season kept us busy, but after that, it was pretty quiet. Also, there was no evidence of arboviral activity to deal with.
Soon, we will begin our summations……..and start to solidify plans for 2012. We hope that our efforts will be unhindered by restrictive processes.
For the second season in a row Midland County was hit with several late spring - summer rains that produced enormous waves of floodwater mosquitoes. We are still reviewing collections and tabulating the results but we will probably see a record number of mosquitoes in our light trap surveillance program this year.
It was a sad day in Midland County when we learned that a horse from our County succumbed to Eastern Equine Encephalitis. It is interesting to note that we had seen an increased number of Coquillettidia perturbans in northern Midland County earlier this year and tested a few mosquito pools with our trivalent VecTest but all tests were negative. Our surveillance efforts were fairly limited because we had not seen evidence of EEE activity in Midland County since 1973. In response to the large number of perturbans observed and floodwater mosquitoes related to the rain events described above, we completed much higher than usual number of larvicide and adulticide treatments in the area. After hearing about this horse case we have completed several CDC light trap/night samples in the area and tested all Coquillettidia collected (plus some Aedes vexans, Anopheles species and others); again all negative.
We purchased a Gator ATV this year with which we were able to more quickly and efficiently conduct adulticide operations in some remote park areas and larvicide along highways and rail trails. More information on this new piece of equipment and many other topics of interest will be presented at the MMCA's 26 th annual conference February 1-2, 2012 in Port Huron. We hope to see you there.
Save the Date! The American Mosquito Control Association's 2012 conference will be held at the Hilton in Austin, Texas February 26 - March 1.
Have a great winter all.
We all know how important weather is to mosquito control and how often we look at forecasts to help us do our jobs. With that said, the third quarter of 2011 experienced some real extremes. July in Bay County ranked as the 3 rd warmest in its history with an average temperature of 76.1 degrees. Rainfall in July was minimal (1.53"), but some areas near Flint saw 6 ½ inches of rain fall – evidence of the spotty, intense nature of thunderstorms! August basically returned to normal regarding both temps and rainfall with 2.53" of rain recorded. September saw very little rain to end the season! Our last official treatment day was September 23; CDC traps hung earlier that week averaged only 10 females per trap. Clean-up activities took place the final week of the month.
Our second annual scrap tire drive was held September 24 designed to rid the county of thousands of breeding habitats.
Disease surveillance efforts continued through September. Five hundred eighteen pools (or groups of mosquitoes) were assembled with 9,912 total females (mainly Coquillettidia perturbans and Culex mosquitoes). These were mosquitoes that were collected in either CDC traps, New Jersey light traps, or gravid traps. The Past few years have seen no disease activity detected in Bay County, but the 2011 season saw resurgence, albeit a small one. Seven mosquito samples and 2 American Crows tested positive for West Nile Virus. Six of the seven mosquito samples were in Monitor Township and the seventh was in Pinconning. The crows were discovered in Essexville and the south end of Bay City. Mosquitoes tested in September and after the initial positives were all negative for WNV, we're happy to report!
Bay County staff participated in the MMCA's State Regulator Tour in August, helping to educate state officials, namely DEQ personnel, about mosquito control activities. We will be following NPDES progress as the fall wears on and as the October 31 deadline looms near!
9 SCMAC Hosts Saginaw Arts and Science Academy Science Classes.
SCMAC staff Randy Knepper, Bill Stanuszek and Margaret Breasbois, presented to Saginaw Arts and Science Academy (SASA) science class at SCMAC facility. The students were studying and collecting insects for their science class. This is the third year the classes have come to SCMAC for a mosquito ID lesson.
Michigan Mosquito Control Association P.O. Box 366 Bay City, MI 48707
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Belinda McArdle
belindamcardle.com
SWEETEST RAIN
© Belinda McArdle 2016
Chorus
Melody: And then she opens her mouth – all the words come flying out – Like sweetest rain to slake the drought – Here and Now – Here and Now High: And then she opens – All the Words – Sweetest Rain – Here and Now Low: And then she opens her mouth – All the words come flying out like – sweetest rain to slake the drought now – Here and Now
Pounds the rhythm of the heart of the drummer of the drum Pounds the rhythm of the heart of the drummer of the drum – Bom Bom, Bom Bom Pounds the rhythm of the heart of the drummer of the drum Pounds the rhythm of the heart of the drummer of the drum – Bom Bom, Bom Bom
Lean In, Listen for a Heartbeat, Lean In, Listen for a Heartbeat
CHORUS x 2
Sounds the ringing of the strings of the strummer of the strums Sounds the ringing of the strings of the strummer of the strums – Bom Bom, Bom Bom Sounds the ringing of the strings of the strummer of the strums Sounds the ringing of the strings of the strummer of the strums – Bom Bom, Bom Bom
Lean In, Listen for a Heartbeat, Lean In, Listen for a Heartbeat
CHORUS x 2
Grounds the pace of the walking of the bass as it hums Grounds the pace of the walking of the bass as it hums – Bom Bom, Bom Bom Grounds the pace of the walking of the bass as it hums Grounds the pace of the walking of the bass as it hums – Bom Bom, Bom Bom
Lean In, Listen for a Heartbeat, Lean In, Listen for a Heartbeat
AND – THEN – SHE – OPENS
CHORUS X 1
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Investigating time zones recording sheet
Name …………………………………………………………………………………………………………………………….
1. Choose one time zone on an atlas map and record whether it is plus (east) or minus (west) of the Prime Meridian. Locate cities found within that time zone and record them and the country they are in.
Hours from Prime Meridian ……………….
Country
City
2. List all the countries that span more than one time zone
3. Which country spans the most time zones?.....................................................……………..
4. How many does it span? ……………………………………………………………………………………
5. In the first line of the table write the time in your country now, then use the world time zones map to work out the time in up to five other countries around the world.
Time
Place
When it is………………………………………………. in…………………………………………………………….
It is………………………………………………………… in…………………………………………………………….
It is………………………………………………………… in…………………………………………………………….
It is………………………………………………………… in…………………………………………………………….
It is………………………………………………………… in…………………………………………………………….
it is………………………………………………………… in…………………………………………………………….
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The Gonerby Hill Foot Church of England Primary School
Gonerby Hill Foot, Grantham, NG31 8HQ
Inspection dates
17–18 September 2014
| | Previous inspection: | Requires improvement | 3 |
|---|---|---|---|
| Overall effectiveness | | | |
| | This inspection: | Good | 2 |
| Leadership and management | | | |
| Behaviour and safety of pupils | | | |
| Quality of teaching | | | |
| Achievement of pupils | | | |
Summary of key findings for parents and pupils
This is a good school.
The headteacher's good leadership over the last two years has been the catalyst for rapid change that has enabled managers and governors to improve teaching and accelerate achievement since the last inspection.
Pupils behave well and insist that they feel safe in school. They enjoy the atmosphere in school, and their high attendance reflects this.
The school's strong ethos of respect and tolerance promotes pupils' spiritual, moral, social and cultural development well.
Teaching is good in all phases of the school.
It is not yet an outstanding school because
The proportion of outstanding teaching over time is not yet high enough to ensure that all pupils progress equally rapidly.
In some lessons, some pupils, particularly those who are most able, complete the tasks they are given very quickly and sometimes have to wait for further challenge.
Pupils make good progress across the school, and many make excellent progress. No group of pupils underachieves.
Standards in Year 2 and Year 6 in 2014 were higher than they were in 2013. A large proportion of pupils in Year 6 made more than expected progress in reading, writing and mathematics.
Children make a good start to their life in school in the welcoming Reception classes.
Governors have a clear picture of the school, and they have the range of expertise necessary to hold leaders to account for the school's performance.
Teachers' marking does not always ensure that pupils benefit by correcting their mistakes.
Leaders' plans for making further improvement do not always include enough detail on what actions are needed to ensure that intended improvements will happen.
The roles, responsibilities and expectations of subject and other leaders are not always clearly understood.
Information about this inspection
Inspectors visited parts of 27 lessons. Ten of these were carried out jointly with four senior leaders of the school. Inspectors also looked at a large sample of work in pupils' books and work on display.
Inspectors met with staff, pupils, members of the governing body and a representative of the local authority.
Inspectors took account of 21 staff questionnaires, and spoke to parents at the start and finish of the school day to gather their views. Sixty-three responses to the on-line questionnaire (Parent View) were also considered.
Inspectors talked to pupils in the playground and in the classrooms and observed them moving around the school at different times of the day. One inspector had a formal discussion with pupils in Year 6.
Inspectors observed the school's work and considered a number of documents relating to behaviour and safety in the school. They studied the school's self-evaluation of its performance, external evaluations of its performance, its improvement plan, its data on pupils' performance, and documents relating to governors' meetings.
Inspection team
Terry McDermott, Lead inspector
Additional Inspector
Philip Hamilton
Additional Inspector
Andrew Beckett
Additional Inspector
Full report
Information about this school
This school is larger than the average-sized primary school.
The very large majority of pupils are of White British origin. Very few pupils speak English as an additional language.
Almost all classes except Reception are organised in mixed age groups.
The proportion of disadvantaged pupils known to be eligible for the pupil-premium funding is much lower than average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children that are looked after by the local authority).
The proportion of pupils supported through a statement of special educational need is below average.
The school meets the government's current floor standard which sets the minimum expectations for pupils' attainment and progress in English and mathematics.
What does the school need to do to improve further?
Improve the quality of teaching so that more is outstanding, in order further to improve pupils' learning and progress, by ensuring that:
all pupils, but particularly the most able, are not given work which is too easy
when pupils are working independently, an adult frequently observes their work to keep them on the right track and extend their learning further
adults regularly keep track of how well pupils are progressing during lessons, and modify their guidance accordingly
marking in all subjects gives clear guidance on what pupils need to do next to improve, and is followed up
all activities for Reception children, both inside and outdoors, have planned learning intentions so that adults can take children's learning forward at all times.
Further increase the effectiveness of leadership and management by ensuring that:
development plans have precisely defined actions to bring about intended results
roles and responsibilities are clearly outlined, and that all managers have a clear understanding of what is expected of them.
evaluations always pay full attention to all information sources.
Inspection judgements
The leadership and management are good
The school is led well by a determined and effective headteacher, ably supported by an equally effective senior leadership team, and a revitalised and energetic governing body.
There have been marked improvements in the achievement of pupils currently attending the school. The legacy of earlier underachievement has now been eradicated by improved teaching. However leaders have yet to ensure that good and occasionally outstanding progress is maintained consistently throughout the school.
The school has an accurate overall picture of its own strengths and areas for improvement, but leaders do not always consider fully all the information at their fingertips. This means that plans drawn up to tackle areas for improvement do not always specify the precise actions needed to bring about the desired changes. Some less senior leaders do not always have an accurate understanding of what is expected of them.
This is a very caring and inclusive school where all pupils are valued and able to access everything it has to offer. Staff work hard to ensure that all groups of pupils do as well as they can, for example, by removing gaps in achievement between those pupils eligible for pupil premium funding and their peers. The school is aware that some more able pupils have on occasion the potential for even higher achievement.
The headteacher and senior staff carry out regular checks on the quality of learning, which provides a clear and accurate picture of its effectiveness over time. Where improvements are required, teachers are able to improve their skills through bespoke professional development. The links between performance management systems and professional development opportunities are effective, and arrangements for pay and promotion of staff are closely linked to teaching performance and pupils' progress.
The school is making considered modifications to its curriculum offer to ensure that it is compliant with the new curriculum regulations and assessment procedures by September 2015. The school is beginning to operate age-related assessments in parallel with the outgoing assessment by levels. The present curriculum mostly caters well for the individual needs of all pupils.
The primary sports grant is being used well. Teachers are increasing their skill to teach physical education by team teaching with specialist instructors. All classes in the school now receive regular expert physical education tuition, and their participation rates in a range of sporting activities have increased.
Safeguarding and child protection procedures are carried out rigorously. Current statutory requirements are met well.
The local authority has provided good support in helping the school through recent turbulent times.
The governance of the school:
The new leadership of the governing body has energised its activities. Members are well informed about all aspects of the school and are determined to help the school to improve further. They have a good understanding of the school's strengths and where it could do better, particularly in respect of the achievement of pupils and the quality of teaching. Governors bring a range of skills which they use to good effect in carrying out their roles properly. Where there are gaps in their knowledge they make sure that they receive appropriate training. In carrying out their responsibilities to hold the school to account for its overall performance they actively seek explanations for any inconsistencies in results. They make sure that teachers' performance in the classroom is managed well, and is making a positive difference to pupils' learning. They are keenly aware of the spending of pupil premium funding and the impact this is having on pupils' achievement.
The behaviour and safety of pupils are good
The behaviour of pupils is good. Their attitudes to learning are never less than good and their behaviour in classrooms and around school is commendable. They settle quickly and quietly to work in lessons, and are eager to participate sensibly in practical activities.
When learning is at its best, pupils rapidly become completely absorbed in the challenging and interesting tasks they are set.
Pupils are open, friendly and helpful to each other, and polite and respectful to adults. Relationships between pupils and adults, and between pupils themselves, are consistently very good. They are careful to look after their clean, spacious and well-resourced classrooms, proud of their school, and look neat and smart in their school uniforms.
The school's work to keep pupils safe and secure is good. When asked directly, pupils seem incredulous that anyone could even consider that bullying would happen in their school, but they know what to do if it should. They have a good awareness of the different forms bullying might take, including through computers and mobile phones. They are confident that there are adults in the school to whom they could turn if they were worried about anything.
Pupils know how to keep safe. They are familiar, for example, with 'stranger-danger', the danger posed by fireworks, road safety and e-safety, because of visits and visitors to the school, and the lessons they are taught in school and in assemblies.
Some parents who responded to Ofsted's on-line questionnaire (Parent View) expressed concern with regard to how bullying was dealt with. Conversations between an inspector and several parents before and after school suggested an alternative perspective. Indeed the vast majority of parents who responded to the same questionnaire indicated that their children were happy in school. Pupils' consistently above average attendance confirms this.
Pupils' spiritual, social, moral and cultural development is promoted very well throughout the school. The whole school ethos of tolerance, fairness and respect for others is modelled by adults from the first day children arrive in Reception class, and continuously thereafter as they grow older and more mature. Strong links with the church underpin this. By the time they reach Year 6, pupils are considerate young citizens with well balanced views of life in multicultural Britain in 2014.
The school takes securing the safety and safeguarding of all its pupils very seriously. All staff have undertaken relevant training. Effective checks are in place to measure and minimise the risks of different activities and parts of the premises. Pupils are supervised closely at playtimes and lunchtime.
The quality of teaching
is good
Teaching is good because it enables pupils to learn well. Teachers have very good relationships with their pupils, they know their different strengths and enjoy teaching them. This ensures that guidance or help is deployed where it is most needed, and that progress is typically good overall.
A significant contributor to the good teaching in the school is the calm, clean, well ordered and purposeful learning environment. As a result of teachers' good encouragement and support, pupils willingly work independently individually, in pairs or in small groups. They do this diligently, and support each others' learning where they can.
This was clearly exemplified in a mixed age (Year 1 and Year 2) literacy lesson, when the pupils were endeavouring to write their own 'eight-word sentences', having helped the teacher to construct a model sentence, with appropriate start and finish, on the interactive white board. Five different groups of pupils had five different sets of exciting resources, including support from adults. The classroom buzzed with activity. These young pupils were engrossed with getting their subjects, verbs, nouns, and connectives into a meaningful eight-word sentence, with capital letter to start and full stop to end. Their attitudes to learning were exemplary, their concentration total, and their learning outstanding.
Pupils are well aware of their targets for achievement in reading, writing and mathematics. Older pupils say that teachers don't let them 'mess about', and that they are expected to complete their work neatly and tidily.
The school's marking policy is clearly laid out, but it is not always applied to best effect. All teachers follow the policy to the letter. Many teachers go well beyond this, making comments which are supportive and helpful. However, even they do not always follow up to make sure that their guidance has had the intended impact on pupils' understanding.
In a small number of lessons, where work is a little too easy, more able pupils quickly finish their set tasks. They then sit quietly waiting for the next instruction, or the spark from the teacher or a teaching assistant, to stimulate their curiosity and their next line of enquiry. This can sometimes take a little time, and learning is slowed unnecessarily. Occasionally, adults do not keep a sharp enough eye on pupils' progress in lessons, to move them on or give extra help as necessary.
The achievement of pupils is good
All pupils in the school are making good progress in all year groups and all phases of the school. Assessments of what pupils know and can do are now accurate. The progress pupils make has accelerated because of improvements in the quality of teaching. The legacy of previously inconsistent achievement caused by weaker teaching, or staff turbulence, has been eradicated.
No group of pupils underachieves. All groups of pupils, including the small numbers of those eligible for additional support through the pupil premium, are now making faster progress over time than that typically made by similar groups nationally. The small number of eligible pupils in Year 6 in 2013 means that it is not possible to comment on their attainment compared with that of their classmates without risk of identifying them.
In 2013, many of the more able pupils who had reached Level 2A at the end of Year 2 made three levels progress by the end of Year 6 in reading and mathematics. Fewer did so in writing. More pupils than nationally who had achieved Level 3 at the end of Year 2 reached Level 6 in mathematics, but none did so in reading or writing, broadly similar to the national picture. In 2014 the proportion of Level 2A pupils making more than expected progress in reading and mathematics was higher than in the previous year.
All pupils throughout the school are provided with many opportunities to read, both through guided reading and by choice. This resulted for the third consecutive year in more than 80% of pupils reaching the expected standard in the Year 1 phonics screening check; this is above average. In Year 6 this year, 42% of the pupils made three levels of progress in reading over the course of Key Stage 2. This is likely to be much higher than the national average.
Many older pupils made rapid progress in writing and mathematics in Years 5 and 6. This enabled them in 2014 to reach standards above those reached in the school in 2013. Teachers' strong subject knowledge ensures that work is usually presented to pupils in a stimulating and challenging manner. This captures pupils attention and contributes to the good and sometimes outstanding progress that pupils are making.
Disabled pupils and those who have special educational needs successfully meet the challenging targets set for them because of the well-considered and timely support they receive. The school has high expectations of all pupils, regardless of any barriers they may have to overcome.
The school's reliable new recording system shows that the standards being reached by pupils currently in school in mathematics, reading and writing are higher than they have ever been.
The early years provision is good
Children join the school from a variety of Nursery settings. Their levels of knowledge, skills and understanding are around that which is typically expected from children of their age.
They settle quickly into the well resourced and welcoming Reception classes, and are confident to play and learn with other children they may not already know. They co-operate well together, share resources, and can follow instructions or guidance closely. Their communication skills are well developed and they can explain their ideas in properly constructed sentences.
When children arrive in school, teachers quickly assess what they know and can do, so that they can direct their attention to those children who might need extra support to develop their early reading, writing and mathematical skills. This provides a good foundation for their next steps in learning.
Because teaching is good, children make good progress in all areas of learning. By the time children left the Reception classes in 2014, well above three quarters of them had attained a good level of development, with about one third exceeding that. They had achieved well.
Children flow between the inside and outdoors, but activities outdoors do not always have a planned learning outcome. This occasionally limits the progress that children can make in such activities because children are sometimes left too much to their own devices.
Adults check the progress children are making in mathematics, reading and writing closely. Phonics (the sounds that letters make) is taught securely. Recording systems show that all children, from whatever starting point, are making good progress.
All necessary safeguarding, safety and welfare requirements are carried out conscientiously.
What inspection judgements mean
A school that requires special measures is one where the school is failing to give its pupils an acceptable standard of education and the school's leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.
School details
This inspection of the school was carried out under section 5 of the Education Act 2005.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'raising concerns and making complaints about Ofsted', which is available from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email [email protected].
You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email [email protected].
You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.
To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.
Piccadilly Gate Store St Manchester M1 2WD
T: 0300 123 4234
Textphone: 0161 618 8524
E: [email protected]
W: www.ofsted.gov.uk © Crown copyright 2014
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Published by Utah State University Extension and Utah Plant Pest Diagnostic Laboratory
ENT-170-14PR
Pacific Flatheaded Borer and Flatheaded Appletree Borer
Taun Beddes, Utah County Horticulture Agent; Marion Murray, IPM Project Leader; Michael Caron, Utah County Horticulture Agent
Do You Know?
* Pacific flatheaded and flatheaded appletree borers are two wood-boring pests of many fruit and ornamental trees.
* The most susceptible trees are drought-stressed, newly planted, or those with trunk or limb wounds.
* Maintaining tree health is key to preventing infestation.
* Females lay eggs just under the bark or in deep bark crevices in sun exposed areas. Peak egg hatch occurs in late spring and summer.
* Larvae feed just under the bark in the cambium.
Trees that are under stress or that have bark wounds are most susceptible to attack by Pacific flatheaded or flatheaded appletree borers (Chrysobothris femorata and C. mali). Mature trees are not usually killed, but borer activity can weaken trees or contribute to eventual death. Newly planted trees are especially prone to attack the first three years after planting. They may be quickly killed due to larval feeding easily girdling the trunk. Maintaining healthy trees and disposal of infested wood are key to preventing spread of flatheaded borers.
HOSTS
apple, pear, stone fruits, beech, cotoneaster, linden, maple, oak, sycamore, maple, willow and many other woody plant species
LIFE HISTORY
Both Pacific flatheaded and flatheaded appletree borers typically have a one year life cycle. Some larvae, however, may take up to 3 years to develop and emerge as adult beetles from trees.
Adult:
* Size and color: Adult body length varies from ½ to ¾ inch long. The flatheaded appletree borer's body is
greenish bronze above and beneath. Its wing covers are marked by light, zigzag bands (Fig. 1). The Pacific species is brown with gray markings on the wing covers (Fig. 2).
* Shape: Adults of both species have oval heads and flattened, wedge-shaped bodies.
* When and where: Adult activity peaks in June and July in northern Utah; however, they may be present in lower numbers from late spring to early fall.
Egg
* Size and shape: Eggs are flattened and circular in shape with a diameter at approximately ¼ inch.
February 2014
* When and where: Females deposit up to 100 eggs individually or in small groups in sun-exposed areas in bark crevices. Peak egg laying occurs in June and July in northern Utah (Fig. 3), although they may be laid at any point in the growing season. Eggs hatch in 15 to 20 days, and the larvae immediately bore into the bark.
Larvae
* Size and color: Larvae of both species are cream colored, legless, and vary in size from ¾ to 1¼ inches long (Fig. 4).
* Shape: The head, as well as the first segments just behind the head, are flattened and enlarged. This characteristic gives the insect its name.
* When and where: Larvae are most commonly present in host trees from July to spring of the following year. Pacific flatheaded borer larvae overwinter just under the bark or in the sapwood. Flatheaded appletree borer larvae overwinter either in the sapwood or in the heartwood.
UPPDL, 5305 Old Main Hill, Logan UT 84322, utahpests.usu.edu
Pupae
* Size and color: Pupae of both species are ½ to ¾ inches long. They are pale yellow and may later turn brown.
* When: Most individuals of both species pupate from May to June and some pupate and emerge into early July (northern Utah).
SYMPTOMS AND MONITORING
Adults may sometimes be seen on the sunny sides of tree trunks during the summer, but monitoring for this pest by searching for adult emergence and activity is not practical.
Instead, monitoring should focus on visual examination of vulnerable trees for symptoms.
Look for:
* sap oozing from under the bark of fresh wounds on the trunk and lower limbs
Fig. 6. Area of larval feeding may resemble a canker, with cracking and dying bark.
* splitting, peeling, or flaking bark
* lumpy, water-soaked areas of the bark that occur above larval feeding sites
* hard-packed frass (sawdust-like waste material) under flaking bark, or in winding tunnels (Fig. 5)
* wounds or sunken areas of the bark where larvae have killed the cambial wood underneath (Fig. 6)
* oval or D-shaped exit holes on the bark (Fig. 7)
Page 2
PREVENTION AND CONTROL
Cultural Methods
Most infestations can be prevented by good planning before purchasing a tree, and using correct horticultural practices during and after planting. Some considerations include:
* Cultivar and Species Selection: Select tree species and cultivars that are well-suited to your growing site. Avoid trees that are susceptible to any major diseases, pests, or that have other problems such as weak or brittle wood. Determine whether the tree is hardy for the region, and its watering requirements.
* Soil: Healthy soil is essential to growing healthy trees. When in doubt, soil test. For more information on soil testing, access the Utah State University Analytical Laboratory website at: www.usual.usu.edu
* Site Selection: Certain site factors play a role in how well a tree will perform. Is the site prone to late or early frosts? Does it receive adequate sunlight? Is it a windy site? Avoid planting in turf, which competes with tree roots for nutrients and has different irrigation needs. Additionally, trimming turf close to tree trunks almost always results in bark injury from mowers. Whenever possible, plant trees in separately irrigated beds.
How Do I Maintain Trees Planted in Turf?
Even though it is not ideal to plant trees in turf, it is commonly done. To maximize tree health, remove turf at least two feet in all directions from the trunk. It is fine to leave soil bare or cover with organic mulch, as long as mulch is not piled against the trunk. Avoid planting any other plants in the clear area around the base of trees.
* Plant Correctly: Improper planting, especially planting too deeply, and not preventing girdling roots, are among the most common factors that contribute to tree stress. Access the following fact sheet for correct planting procedures: extension.usu. edu/files/publications/publication/NR_FF_017pr.pdf.
* Water Deeply: Tree roots penetrate more deeply into the soil than turf roots, and most trees stay healthier when they are allowed to dry out moderately between irrigations. For established trees, irrigate deeply (allowing penetration to 2 feet) every two to four weeks, depending on the species and rainfall.
* Prune Correctly: Incorrect pruning increases susceptibility of trees to borers. For more information on pruning fruit trees, access the following publication called "Pruning the Home Orchard" at: extension.usu.edu/files/publications/publication/
UPPDL, 5305 Old Main Hill, Logan UT 84322, utahpests.usu.edu hg_363.pdf. For more information on pruning shade and ornamental trees, access the following publication " Pruning Landscape Trees" at : extension. usu.edu/files/publications/publication/nr_ff_004.pdf.
* Prevent Bark Injury: Damaged bark provides an attractive place for flatheaded borers to lay eggs. The two most common causes of bark injury are from physical wounding and winter sun scald (Fig. 8). Sunscald occurs during late winter when sunexposed bark is heated during warm daytime temperatures and then frozen during frigid night time temperatures. When this happens repeatedly, the bark dies, leaving a large vertical wound, sometimes not visible until years later.
Young trees with including ornamental
thin and dark bark,
Fig. 8. Trees with wounds such as sunscald are attractive to attack by flatheaded borers.
and fruit trees, are prevent sunscald, wrap tree trunks with white tree wrap in late fall, from the base of the tree to the lowest limbs (remove the wrap in early spring). Trunks may also be painted with a 1:1 mixture of white latex paint and water (Fig. 9). Do not paint trunks with acrylic or oil-based paint, as this can harm or even kill the tree.
most susceptible. To
Page 3
Insecticide Options
Healthy trees are either not attacked, or are able to kill larvae with excess sap flow. However, when an infestation has been identified, an insecticide may be needed to prevent additional attacks. One option is a bark spray that will kill newly-laid eggs. Insecticides such as carbaryl, permethrin, or bifenthrin may be applied when adults first start emerging. Since peak egg laying occurs from early June through July (in northern Utah), this is the most critical period to use one of these products.
These products target the larvae inside the tree, and are best applied in spring (when leaves begin emerging from buds) to allow time for the tree to take up the material. For fruit trees, check the label to see if your tree is included.
Long term application of any insecticide is not practical or cost-effective. With this in mind, these insecticides should only be used as a temporary tool and as part of a comprehensive program to improve tree health.
Besides bark sprays, another option is a soil drench with a systemic insecticide such as imidacloprid or dinotefuran.
NOTE: See "precautionary statement" below on safe use of pesticides.
REFERENCES
University of California Agriculture and Natural Resources. 2009. Pacific Flatheaded Borer on Apple. University of California Davis. Davis, CA.
http://www.ipm.ucdavis.edu/PMG/r4300711.html.
Vera Krischik and John Davidson. 2013. Pests of Trees and Shrubs: Pacific Flatheaded Borer. In: IPM of Midwest Landscapes. University of Minnesota. Minneapolis, MN.
http://www.entomology.umn.edu/cues/Web/135FlatheadedAppletreeBorer.pdf.
Homan, H. 2013. Pacific Flatheaded Borer. Washington State University. Pullman, WA. http://jenny.tfrec.wsu.edu/opm/displaySpecies.php?pn=550
Oliver, J., et al. 2010. Evaluation of a single application of neonicotinoid and multi-application contact insecticides for flatheaded borer management in field grown red maple. Journal of Environmental Horticulture. 28(3):135-149.
Troxclair, N. 2005. Managing Flatheaded Appletree Borer. Texas Agri Life Extension. The Texas A&M University. https://insects.tamu.edu/extension/publications/epubs/eee_00027.cfm
1Image courtesy of James Solomon USDA All other images, USU Extension
Precautionary Statement: Utah State University Extension and its employees are not responsible for the use, misuse, or damage caused by application or misapplication of products or information mentioned in this document. All pesticides are labeled with ingredients, instructions, and risks. The pesticide applicator is legally responsible for proper use. USU makes no endorsement of the products listed herein.
Fact Sheet Series: Beneficial Insects Utah State University is committed to providing an environment free from harassment and other forms of illegal discrimination based on race, color, religion, sex, national origin, age (40 and older), disability, and veteran's status. USU's policy also prohibits discrimination on the basis of sexual orientation in employment and academic related practices and decisions. USU employees and students cannot, because of race, color, religion, sex, national origin, age, disability, or veteran's status, refuse to hire; discharge; promote; demote; terminate; discriminate in compensation; or discriminate regarding terms, privileges, or conditions of employment, against any person otherwise qualified. Employees and students also cannot discriminate in the classroom, residence halls, or in on/off campus, USU-sponsored events and activities. This publication is issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Kenneth L. White, Vice President for Extension and Agriculture, USU.
UPPDL, 5305 Old Main Hill, Logan UT 84322, utahpests.usu.edu T: 435.797.2435 F: 435.797.8197
Page 4 Page 4
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INCREDIBLE !NDIA 2019: Health, Empowerment, Education
Here is the weekly menu! All children at government schools in Rajasthan receive milk and a hot meal from Monday to Saturday. So, let me translate the menu so that you know what you would be eating if you attended school there.
Mondays: Chapati & Vegetables
Tuesdays: Rice & Dahl*
Wednesdays: Chapati & Dahl
Thursdays: Rice & Dahl cooked together (Kicheri)
Fridays: Chapati & Dahl
Saturdays: Chapati & Vegetables
*Dahl the signature dish of India is made of lentils and various dried beans cooked with spices and vegetables.
We visited on a Tuesday and I tasted the food: it was good!!!!
So why were we there? It was for a women's meeting to spur them on in our overall effort towards hygiene and so better health as well as empowering them by letting them know their rights. Linked to this is the huge effort to stop open defecation which, as you will know, is probably India's biggest problem. But there is hope!
Already in one year, there is a big change as more and more people build toilets and find out that open defecation leads to ill health and the rather horrific fact that people are actually eating their own shit! (They defecate and it goes into the water which they use for various things and so on — you can work it out!)
Then there are the big hand washing campaigns — efforts to get people to use soap and wash after using toilets and before preparing food and eating. The region is mainly inhabited by a group of about two million people called Meo who converted to Islam between 12th and 17th centuries. After that they mixed Islam and Hinduism and so ended up being neither and so ostracised. Recently they have tended towards a more Muslim way.
The project aims at monitoring and inspiring the government programs in place to actually work. So White Lotus Trust (the Indian part of Lotus Outreach (lotusoutreach.org) is making sure that babies are weighed, vaccinated; that children receive the grains allotted to them; that pregnant women have their check-ups; that lactating women and adolescent girls get iron tablets; that hygiene improves; and above all that the people know their rights and what to ask for. What a list, eh?
Not only this but Lotus Outreach is also providing transport to about
320 girls to and from school so that they stay in school. The dangers of harassment and rape lead to the families insisting on the girls staying home after puberty. The Blossom Bus program started in 2010 with 30 girls and now 40 girls are in college and 7 are doing MAs!!!!!
are not doing governments
enough…. We all feel that we should be doing more…
So Lotus Outreach started STEP: Skill Training 4 Employment Program. The successful class, so far, is the tailoring. The girls in Mewat district cannot go out to work, buying clothes depletes the family resources SO let's teach them to sew for themselves and their families, for expensive
the outfits for
and even, maybe, to start a small business at home.
weddings,
It is cramped, so, yes, we have asked for more space and even, eventually, embroidery classes!
These girls will not only save family resources but gain respect in their communities as their skill is essential to daily life. This respect leads to their
having a bigger voice (or maybe just a voice, where they had none before) which leads to asking, which leads to change, which leads to a better life.
So BRAVO Lotus Outreach for identifying real problems and remedying them!
Interested? Just ask anything at lotusoutreach.org (or me) and you will receive answers that might change your life!!!!!
May you all be well and happy, mujin.
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News Release
City of Cheyenne Board of Public Utilities 2416 Snyder Ave. Cheyenne, WY 82001 307-637-6460 www.cheyennebopu.org
Media Contact: Dena Egenhoff
(307) 637-6415
[email protected]
For Immediate Release Tuesday, April 16, 2019
Cheyenne stays with "normal" watering schedule
Cheyenne, WY-The City of Cheyenne Board of Public Utilities (Board) would like to announce that the reservoirs that provide water to the City have adequate supply. "At this time we will continue "normal" watering rules and encourage citizen to use water wisely. Water is a limited resource in southeast Wyoming's dry climate and using water wisely is the right choice for Cheyenne," said Dena Egenhoff, the Board's water conservation specialist.
What are the summer watering rules?
* From May 1 to September 1 watering between 10 AM to 5 PM is prohibited.
* Customers can water lawns and grass up to three days per week.
* Wasting water, such as allowing water to run down the street is prohibited.
* Gardens and flowers can be watered any day before 10 AM or after 5 PM.
* Customers wanting to water daily to establish new sod or seed must obtain a watering permit and amend soils. For more information visit: :www.cheyennecity.org/conservation.
As a reminder, washing vehicles is permitted any time, any day, as long as customers use an automatic shut-off nozzle on hoses or buckets or water. Washing hard surfaces, such as sidewalks, parking lots or driveways with a hose is prohibited except for safety, health or construction reasons.
All year, the Board studies the snow pack and/or reservoir levels to determine what watering schedules are needed to deliver adequate water supplies to the City. Snow pack in the watersheds near Cheyenne's reservoirs is around 108 percent of normal for this time of year. The Board will continue to evaluate water resources and may enact more stringent restrictions if needed.
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AP US Government Required Documents
9 Key Foundational Documents
August 17, 2018 Mr. Beck (Sandia High School, Albuquerque, NM) Below are the nine foundational documents you will need to know and understand:
1. Declaration of Independence (1776)
2. The Articles of Confederation (1777)
3. Federalist 10 – Control of factions- Madison
4. Federalist 51– checks and balances and separation of powers among the three branches of government- Madison
5. Federalist 70– Rationale for a strong executive- Hamilton
6. Federalist 78– Rationale for an impartial judiciary- Hamilton
7. Brutus 1– concern over ratification of Constitution- ???
8. The Constitution of the United States (1787)
9. Letter From a Birmingham Jail; Dr. Martin Luther King Jr. (1963)
15 Key Supreme Court Cases
Below are the 15 key Supreme Court cases you need to know and understand:
August 17, 2018 Mr. Beck (Sandia High School, Albuquerque, NM)
1. Marbury v. Madison (1803)- Established doctrine of Judicial Review
2. McCulloch v. Maryland (1819)- Established Federalism (national over state)
3. Schenck v. U.S. (1919)- Restriction of freedom of speech
4. Brown v. Board of Education of Topeka (1954)- Overturned Plessy v. Ferguson and integrated school systems
5. Baker v. Carr (1961)- Federal courts can intervene in Congressional redistricting
6. Engel v. Vitale (1962)- Unconstitutional to force school prayer
7. Gideon v. Wainwright (1963)- Indigent defendants must be provided counsel (lawyer)
8. Tinker v. Des Moines Independent Community School District (1969)- Students have 1st Amendment rights in a school setting (wearing armbands)
9. New York Times v. U.S. (1971)- "Pentagon Papers trial"; U.S. violated 1st Amendment rights of freedom of the press to NYT
10. Wisconsin v. Yoder (1972)-Children cannot be placed under compulsory education after the 8th grade
11. Roe v. Wade (1973)- Legalized abortion
12. Shaw v. Reno (1993)- Prohibited discriminatory Congressional redistricting
13. U.S. v. Lopez (1995)- Reduced the Congressional scope of the Commerce Clause
14. McDonald v. Chicago (2010)-Affirmed the 2nd Amendment right to bear arms to the states
15. Citizens United v. Federal Election Commission (2010)-Confirmed 1st Amendment freedom of speech rights to corporations, unions and nonprofits- no limits on contributions
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"The future is now..." Mark Oliphant College B-12
PRINCIPAL'S REPORT
As Term 1 quickly draws to a close, it provides for an opportunity for us to reflect on our trials and tribulations, what we could do better for the remainder of the year and what has worked. The impending deadline for the publication of our newsletter together with our other communication platforms provides for that rare opportunity for me to pen my emerging thoughts, thoughts that are designed to challenge, to reaffirm what has been fantastic start, and what we need to improve on for the success of our children and students.
Our College is committed to providing an environment where "every student can learn and achieve success". At times such statements are perceived by a small number of individuals as having little if any substance or impact, a phrase often "thrown around" and often referred to as having little if any real meaning.
We can sometimes forget because it becomes the norm, just how much of great significance goes on in our College each day and which serves to build the agility, capacity and richness of each of our students. From class excursions, Bush Kindy, Sports Days, Ice Factor, Harmony Day, Student Leadership and SRC, Duke of Edinburgh Program, student wellbeing programs, Pedal Prix, Vocational Education and training opportunities, career education and work experience programs, Outdoor Education camps, homework centre, a range of numeracy and literacy programs, special education programs, NAIDOC week, competitions, holiday programs, programs with other schools and much, much more.
None of this would happen without the teachers who guide, inspire and encourage students in these many opportunities. None of this would happen, without our dedicated support staff, office staff and volunteers. These people work to support our students and our school and I know that our students appreciate them. At times I am in awe of the staff and students at MOC as they navigate the trials and tribulations that they have
and yet more often than not go above and beyond what can be reasonably expected of them.
Such commitment to learning is reflected in our student achievement with 86% of our students demonstrating a year's progress across the College. A significant number of students have in fact demonstrated up to two years progress in our primary sector. A number of staff have spoken at local, state and national forums in recognition of their expertise. Staff have taken steps to improve their teaching with a whole of College focus on student agency in learning. This has and will challenge many but as the research suggests such practices have a significant impact on student achievement and progress.
This term is indicative of the great start we have had as a school and I hope this will be the case for the remainder of the year.
In saying this, I have in recent times, witnessed some behaviours that have the potential to detract us from our core business of teaching and learning. I refer particularly to when we as a school administer consequences for inappropriate behaviours of students.
In any incident requiring the school to apply consequences for inappropriate behaviour there will always be some angst from both the student and the teacher concerned. At times, however, this can be compounded when Parents/Carers unconditionally believe their child's version of events without attempting to gather all of the relevant information leading up to the incident. This can lead to further distraction from learning as time is spent dealing with unproductive reactions from the Parents/Carers, which is often termed "rescuing". The article on the following page, written by a retired Adelaide Principal some years ago outlines the notion of rescuing and reflects our school's position. That is, Parents/Carers need to support rather than rescue their child by closely working with the teacher concerned to ensure they are fully informed as to the circumstances
MOC
NEWSLETTER TERM 1, WEEK 8 22 MARCH 2019
"Peace cannot be kept by force; it can only be achieved by understanding." - Albert Einstein
UPCOMING DIARY DATES
Friday 29th March
* EY/PY Sports Day
Wednesday 3rd April
* Year 1 Grandparent's Day
* Year 11 - Street Smart High Driver Education program
* Parent/teacher Interviews (7-12)
Friday 12th April
* End of term – Dismissal 2pm
* Reports distributed directly to students
Monday 29th April
* First day of Term 2
surrounding the incident and accept that the school will not retract from applying fair and logical consequences for inappropriate behaviour.
A behaviour management process is integral to the learning process of any school and we are constantly reviewing this to further improve on it. For students to become successful and productive citizens they need to gain awareness from within of their responsibilities to both themselves and others in the community in which they live.
An effective behaviour management process enables this development to occur in a supportive environment. Rescuing is counterproductive as it sends a message to the student that there is no necessity to take responsibility for their actions thus prolonging or even preventing the development of the social behavioural skills necessary for a successful life beyond school.
(Continued over)
PRINCIPAL'S REPORT (Continued) PARENTS AND SCHOOL DISCIPLINE:
Do you rescue your kids?
In the old days, I recall that boys were caned for just about anything, girls never seemed to do anything wrong and parents were kept "in the dark" about their children's behaviour. It wasn't a bad system really. I got away with very little at school. I was punished for my indiscretions and, in most cases, my parents never knew. If and when they did find out though, it was "heaven help me". There were no questions asked of the teacher, no challenging of the decision, no blaming of other students and no looking for excuses. My parents delivered additional punishment in customary style. I didn't think it was all that fair to be punished twice, but, there you go, that was the old days.
Times have changed of course. In schools, we don't "belt" kids any more. In addition, parents demand more information from schools about their children's performance, both academic and behavioural.
And rightly so of course! Schools now run a behaviour management policy based on the application of logical consequences in a highly supportive learning environment. Students contribute to the determination of the rules and the consequences are based on behaviour which has been witnessed by a responsible person or on the basis of thorough investigation.
No-one complains about positive consequences, but some parents get concerned about the concept of "Time Out" or "Withdrawal". They see it as a serious consequence. I don't know why. It's really just a new word for an old strategy. Students who misbehave on the yard miss some play to think about what they have done or if they are disruptive in class they can expect a fair and logical consequence. The only real difference is that parents are informed.
Negative consequences like suspensions and exclusions are far more serious sanctions. Parents are advised of these consequences which are applied because students:
* Are violent (e.g. assaults, fighting, hitting)
* Act illegally (e.g. theft)
* Threaten good order by acting defiantly, or refusing to accept consequences
* Harass, bully or threaten others
* Interfere with learning and teaching (chronic interruptions)
* Show persistent inattention or indifference to work
Parents have demanded that the school informs them of their children's misdemeanours and schools have responded positively. Most parents appreciate knowing what their children are doing and support the teachers by talking to their children about expected behaviour. This process works well as it unites parents and teachers and provides consistent messages to children.
But all too often, we have experienced an unproductive reaction from some parents which we call "rescuing". It's the parent response which says that "my child is not to blame", "my child is a scapegoat" or "it's someone else's fault". This response usually results from a child's version of an incident being unconditionally believed by parents. Sometimes the child is clever enough to shift the blame for their behaviour to someone else, and manipulative enough to get their parent to "go into bat for them against the "baddies". It's an interesting play which often works. Sadly, it results in grown-ups taking responsibility for their children's affairs rather than helping the child wear the consequences of their actions.
"Rescuers" come to the school at inconvenient times and demand to talk with teachers or the Principal. Rescuers hardly ever make an
appointment. They employ an "attack strategy" in which they insinuate that teachers unjustly applied consequences, they abuse teachers for "picking on their innocent victim", they demand to know what punishment has been dished out to the children who "provoked" their child, or they assert that their child is to be exempted from the school's behaviour management code. This approach merely results in the child perceiving that she/he has won the game of pitting parent against teacher.
Parents obviously want and need to believe their children, but not all costs and not without checking the whole story. We want parents to know how their child is behaving in school, and we appreciate parental support in helping children to develop good social behaviour skills. In terms of achieving a positive outcome, it's usually enough for children to realise that their parents know that a child has broken a rule and have learned from the consequence.
I urge parents to support rather than rescue their children. If parents want more information about an incident, simply call the school and ask the question "is there more that I need to know about this issue or is it over and done with?" We'll get back to you with an answer. If you would prefer to meet, we could make an appointment.
Know that in our deliberations, we will not retract from applying logical consequences for behaviour. It is part of children's learning. We also accept that kids misbehave and make mistakes. Our expectation is that they will learn from the mistake, gain from the experience and develop some responsibility and self- discipline.
Regards,
Kym Grant, Principal
FROM THE BUSINESS MANAGER
Materials and Services fees are due and payable now. School Card needs to be applied for every year. If you have NOT applied this year, please go online and submit your application.
HARMONY DAY
Harmony Day is about inclusiveness, respect and belonging for all Australians, regardless of cultural or linguistic background, united by a set of core Australian values. Held every year on 21 March, the day coincides with the United Nations International Day for the Elimination of Racial Discrimination. As part of our celebrations, children from our Children's Centre, Early and Primary years formed a peace symbol. It was wonderful to see our community come together in recognition of Harmony within our community. A huge thanks to Mrs Demasi for her efforts in organising this event.
(Pictured front page)
MOC is once again participating in the
Woolworths Earn & Learn program.
For every $10 spent at Woolworths a sticker will be given out. All Early Years and Primary Years students will be given a sticker sheet to stick their stickers on. There will be spare sheets available from the front desk or from Sue in Building 6.
All students are welcome to join in so let's all stick together and give MOC a chance to win Musical instruments, Maths equipment, Sporting gear, Art materials and Science kits.
Happy sticking.
CHILDREN'S CENTRE
Our Guinea Pigs
Meet our guinea pigs, Malteser and Twix! Our preschool and occasional care children are very curious and fascinated by Malteser and Twix and love to give them pats, cuddles and food!
Our children have been learning about what guinea pigs like to eat (grass, fruit, vegetables, hay and grains/pellets). They have also been learning about the important responsibility of looking after animals and are developing their understanding of the interdependence between land, people, plants and animals (EYLF Outcome 2.4).
Sam was lucky to have some wonderful, enthusiastic helpers to help her clean out the guinea pig hutch the other day and replace the old newspaper and hay. The children made sure Malteser and Twix had enough food and water by filling up their food bowl with grains/pellets and checking their water bottles. Malteser and Twix are so lucky to have our caring children looking after them!
By caring for our guinea pigs, children learn how to be respectful, kind and gentle towards animals. Through identifying how Malteser or Twix might be feeling (scared, happy etc), children develop their compassion and empathy and increase their capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others (EYLF Outcome 3.1).
Linda Rich, Head of Children's Centre
FROM THE HEAD OF EARLY YEARS
To our EY Families,
It has been an incredibly busy term in the Early Years with our Meet and Greet breakfast earlier this term, our Harmony Day celebrations this week and our EY/PY Sports Day on the 29th of March and the Year 1 Grandparent's Day on Wednesday the 3rd of April just to name few. I wanted to take a minute to thank all the families for their amazing support of each and every event. Without your continued support these events would not occur.
Candice Horton, Head of Early Years
WELLBEING IN THE EARLY YEARS
What a wonderful start to the year! Students have settled into new classes, new teachers and routines and are enjoying the engaging learning environments created for them.
On the 15th March, it was the National Day of Action against Bullying and Violence - Bullying. No Way! Early Years classes participated in a number of activities which helped students understand what bullying means, what they can do and who they can tell. Each child made a wrist band to signify taking a stand against bullying.
I am happy to announce we have a new Student
comprises of 2 students from each class within the Early Years. The group meet once a week, where items are discussed about school matters, organising events and involvement in decision making processes for certain topics or items within the school.
Representative Council (SRC) for 2019. The SRC
Week 9 will be the last assembly for the term which is hosted by the SRC. We have 3 assemblies a term with different classes hosting and showcasing items. In this assembly, students will be awarded for attendance, nights of reading and the presentation of a Super Yard Star! Please keep a look out on Facebook for the week of each assembly (3, 7, 9) to see which classes are showcasing and hosting as well as what awards are presented.
Melissa Demasi, Early Years Student Wellbeing Coordinator
FOUNDATION
As a team, the Foundation teachers have been involved in a Continuity for Wellbeing project over the past 2 years. We have reflected on our "Transition to School" program and made many changes to our pedagogy and methodology, our classroom set up and our third environments. We believe that adopting a Play Based pedagogy in the Early Years will support our children to develop strong skills in identity, connectedness, wellbeing and active learning.
relationships, discover student interests and observe students to support our future planning.
In Foundation this term our theme in play has been centered around 'Families'. Our common area has been set up as a home, to support a smooth transition to school. We have dedicated time throughout the day to engage in student led play which allows us to build
Week 3 we introduced a new philosophy in Foundation called 'explorative play'. Students have had the opportunity to engage in play indoors and outdoors in all areas of the curriculum. When children are offered long uninterrupted periods of play, research has shown that the learning is more deeper and complex. This is crucial to the development of their physical bodies and brains and their cognitive, emotional, and social well-being.
Foundation Teachers - Miss Angie, Miss Stacey, Miss Vanessa and Mr Barnes
NEWS FROM THE YEAR 1 TEAM
This Term the Year 1 students have been happily participating in Integrated Study and Oral Language Through Play sessions.
These lessons are happening every Wednesday afternoon. Students have a choice to participate in a
STEM lesson in the Makers Space, where they are designing and creating board games. They can participate in cooking and playdough making. Box construction and creative play in the sandpit is also popular.
Through these activities, students develop their oral language skills, creative problem solving and social skills. We extend these activities the following day during Literacy, where students give an Oral Recount of their activities and try to construct scintillating sentences by using the new words they have learnt during these sessions.
Year 1 Team
FROM THE HEAD OF PRIMARY YEARS
NAPLAN Online
The National Assessment Program – Literacy
and Numeracy (NAPLAN) assesses literacy and numeracy skills that are essential for every child to progress through school and life. Students in Years 3, 5, 7 and 9 participate in the annual NAPLAN tests in reading, writing, conventions of language (spelling, grammar and punctuation) and numeracy.
The assessment provides parents and schools with an understanding of how individual students are performing at the time of the tests. NAPLAN is just one aspect of a school's assessment and reporting process - it does not replace ongoing assessments made by teachers about student performance.
This year our children will sit the tests online with the exception of Year 3 students who will complete the writing test on paper. Feedback in the first
CONGRATULATIONS!
Year 1 student, Tai Crispe 6.13 won a gold medal in Taekwondo blue belt division on the weekend at the Arnold Schwarzenegger Sports Festival in Melbourne.
We are all very proud of Tai!
year of NAPLAN Online showed that students engaged well with online assessments. One of the main benefits of NAPLAN Online is tailored (or adaptive) testing, where the test automatically adapts to a student's test performance. The test presents questions of higher or lower complexity, depending on a student's performance.
For more information about NAPLAN:
- Speak to your child's Home Group Teacher or a member of the Leadership Team
- Contact your local Test Administration Authority at nap.edu.au/TAA
- Visit nap.edu.au
For information about how personal information for NAPLAN is handled by ACARA, visit nap.edu.au/naplanprivacy
Ella Ailmore, Head of Primary Years
PRIMARY YEARS
In 9.8 we have been learning about Aboriginal dot painting and story
telling with the use of Aboriginal symbols. Children have shown high engagement in learning about the culture and have excellent recollection of the symbols and what they mean. With the use of symbols and dot painting, children tell a story which are placed within the boomerang. In addition to this, children have used their iPads to type the story so they can be read to others. To ensure optimal success, we sat down as a class and discussed what would distinguish an excellent, good and average story. Here are some photographs of our final projects which are well underway.
Kayla Russell, Teacher
YEAR 5 EXCURSION
On Friday, 15th of March we went to the Adelaide Gaol, the second oldest building in South Australia. We went on a tour of the Gaol and learnt it's history. We found out that prisoners had to sleep on a wooden bed and it had to be deadly silent. We were lucky because they were filming a movie
at the Gaol starring Harry Potter (Daniel Radcliffe). We got to go inside one of the sets and have our photo taken. We went inside the cells, they were small and cold. They had to cook dinner for the whole Gaol in a large, stinky kitchen.
Imajen McInnes-Fewings, Year 5 student
PY WELLBEING
Our diversity makes Australia a great place to live. Harmony Day is a celebration of our cultural diversity – a day of cultural respect and fairness for everyone who calls Australia home.
Our students will be involved in a variety of great activities in their classrooms to help everyone develop a sense of belonging and acceptance - no matter which background they come from. Learning to be able to getting along with others is a key life-skill which will help them be successful not just in school - but throughout their future adult life.
With the help of Mel Demasi and all the staff on the Harmony Day Committee, this year we celebrated Harmony Day across the College in several different ways:
* Approximately 600 Staff and children from B to 6 will be formed a peace symbol on the Village Green for a photo
* A shared "bring a plate" morning tea for parents, students and staff on the Village Green
* Wearing orange on Thursday 21st March
* Having Middle Years students help our children with Harmony Day activities in classrooms
You can find out more about Harmony Day at: http://www.harmony.gov.au/
Barry Solomon, Leader Learning and Wellbeing
BULLYING. NO WAY!
Dear Parents & Caregivers,
At Mark Oliphant College we aim to create a safe and supportive school community for everyone. To support this idea we celebrate National Day of Action against Bullying and Violence during the third week of March each year with activities and presentations about ways to prevent bullying as part of our Personal Development Program.
You are an important part of our work to prevent bullying and to respond effectively if it happens. Stopping bullying involves everyone.
This article includes information from Bullying. No Way! with tips on what to do if your child talks to you about bullying.
Parents know their children best and know the best way to tailor communication to their needs. Adapt these tips to what works for you and your child.
If your child talks to you about bullying:
1. Listen calmly and get the full story. Your calm response is important to allow your child to tell you all about the situation. After they've told you their story, ask questions to get more details if you need: who, what, where, when. Although you may feel some strong emotions about your child's experience, try to keep calm to avoid more distress to your child.
2. Reassure your child they are not to blame. Many children blame themselves and this may make them feel even worse. You could say things like, 'That sounds really hard to deal with. No one should have to put up with that.' or 'I'm so glad you told me. You should be able to feel safe at school; that's not fair at all'.
MIDDLE YEARS
It has been a whirlwind start to the year, as I am slowly familiarising myself with our wonderful students and families from the Middle Years at Mark Oliphant College. I have enjoyed my first term in the role as the new Head of Middle Years as it has amplified the importance of the relationships we have developed as school community. Our Middle Years community is one that works together positively, I find that parents and caregivers are very supportive and extremely proactive in working with us to resolve issues quickly and fairly. Caregivers, parents and Middle Years staff have a shared understanding that we have the same common goal and that is one of making Mark Oliphant College a successful place for all students.
The Middle School model is working well as the home group program is successful in a differentiated approach to being a part of the school community, students feel a connection to their home group teacher and their voice is being heard. This model has enabled students to work autonomously, enjoy learning relationships with their teachers and they feel they are competent to achieve their own goals. In addition, teachers are now more readily able to create educational experiences that are challenging and enriching, and that extend individual academic abilities. The positive ongoing outcome of the case management program was achieved through teachers, students, parents and caregivers working collaboratively to be part of an inclusive, flexible process that ensures individual success.
Interim reports have been sent home for students that require a bit of extra support in ensuring they are successful this term. If you receive one of these reports, please do not hesitate to contact your child's subject or home group teacher to find a way to support your child at home and at school. This could involve a quick discussion with the subject teacher or you can arrange a joint meeting with your child, the subject teacher and yourself to develop a plan that will ensure success. If you have any concerns regarding interim reports please feel free to give me a call.
Has your child turned into a Teenage Alien?
How many of you have looked at your child like you don't know who they are anymore? You find yourself wondering where on earth your child has gone and who replaced them with this teenage alien. Take heart you aren't the only parent feeling this way, in fact your teenage alien is the norm. Often I will have teenagers visiting my office feeling down or sad about themselves and not being able to explain why they are feeling this way. Teenagers today are
3. Ask your child what they want to do and what they want you to do. A critical part of your response is to avoid jumping in to solve the problem. While it is natural to want to protect your child, helping them to find their own solution is a better option. It helps them feel they have some power in the situation.
4. Visit www.bullyingnoway.gov.au to find some strategies. The website has tips and ideas for different bullying situations. One idea is to practise strategies at home to help your child feel more confident.
5. Contact the school. Your child may be reluctant for you to do this, so discuss the idea and reassure them that the school would want to know and is able to help. Make an appointment to meet with your child's Care Group teacher and, if you need to, ask to talk with the House Coordinator. Contact the College immediately if you have a concern about your child's safety.
6. Check in regularly with your child. Keep the conversation going. It can take time to resolve issues, so check in regularly with your child about their experiences and their feelings.
Your ongoing support is important. If you are looking for support for yourself to deal with a bullying situation, you will find ideas on the Bullying. No Way! website for parents. As well, please feel free to contact the school if you would like to discuss any aspect of our approach to preventing bullying.
Thanks for your continued support to make Mark Oliphant College a great school for everyone.
under a lot of pressure to match up to expectations that are placed on them by society, media, families and school. Add that to hormones, growing, changing and establishing their own identities, it is a pretty tough 'gig' to be a teenager. Often teenagers will feel sad or anxious and find it extremely difficult to verbalise as to why they are feeling this way.
You can reduce your teenager's risk of feeling depressed and anxious. Establish and maintain a good relationship with your teenager:
* Show affection: It is important to show your teenager that they are loved and respected. Express your affection for your child verbally, such as telling them regularly that you love them.
* Take time to talk: Make time to chat with your teenager about their day and what they've been doing. Try to start conversations with them at times when they appear most open to conversation. Encourage your teenager to notice and enjoy the lighter and funnier side of life. Let them know that you are there for them whenever they need it and that they can talk to you about anything, even difficult issues.
* Be involved in your teenager's life: Regularly engage in enjoyable activities that allow you and your teenager to spend one-on-one time together. Regularly eat dinner together as a family. Get to know who your teenager's friends are. Monitor your teenager's performance at school. Take an active interest in what your teenager is doing at school and extracurricular activities. Encourage your teenager.
As tough as it is being a teenager, it's just as tough being a parent. But remember be kind to yourself – you are learning, changing and growing with your teenager too. There is no one stop shop perfect solution to this parenting 'gig' either. Don't be afraid to tell your teenager you are learning too. Before you know it, your teenage alien will have left for whatever planet they came from and you will find yourself living with a pleasant, mature young person.
Jacky Smith, Middle Years Head of School
ARTS NEWS
It has been a very busy start to 2019 for the Arts Faculty. Firstly we would like to congratulate Emily Averay (one of our Year 12 students from 2018) who has had her body of work selected to be a part of the 2019 SACE Art Show! This is a wonderful achievement considering only a very small amount of students' work if exhibited each year. We also take this opportunity to recognise and appreciate the support of her teacher Ashleigh Kelly.
In other Art news, our Year 9 students visited the Ben Quilty Exhibition at the Art Gallery on Friday March 15th. Not only were students able to view the work of one of Australia's most socially engaged artists, they also had the opportunity to participate in a workshop run by the Art Gallery Education Program Staff. The students will be following up this amazing opportunity by continuing to study the techniques and styles of Ben Quilty in their classroom assessment tasks. Thank you to Julia Cricelli for organising such a fantastic opportunity for our students. You can see some of the Tonality Paintings Miss Cricelli's class have been working on. This involves harmonizing or unifying colour in terms of the overall light or atmosphere of the work; so the painter uses a somewhat limited palette, relying more on value, temperature and hue. We're also really looking forward to the upcoming Photography excursion where our Year 11 students will be going to the Adelaide Zoo to undertake a Photography Masterclass with an Industry professional where they will be introduced to complex photographic techniques used to capture animals. This is a great chance to capture unique subjects and extend the variety of photographs in their folios. Well done to Ashleigh Stevenson for organising this wonderful excursion for our senior students.
Our Music students are already well underway in forming their ensembles and we look forward to sharing their work with you in the coming terms. The Music Department are also busy rehearsing with the Year 5/6 Festival of Music Choir and our Secondary Choir as well as having started a whole range of Instrumental Music Lessons. Similarly our Year 8 students are experiencing Drama lessons as one of their elective subjects for the first time and we are seeing vast improvements.
"Arts learning experiences benefit students in terms of social, emotional, and academic outcomes," write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri. I think you will agree with me when I say we are so lucky to have a team of dedicated Arts teachers at MOC providing our students with enriching learning activities each and every day.
Tahlia Neale, Arts Coordinator
By Roger Osterdahl
By Emeliah Campbell
MY WORLD AROUND ME EXHIBITION
The Light Electorate Office and Mark Oliphant College presents My World Around Me; an Art Exhibition displaying students' artwork across Year 9-12. Submissions included photographs, paintings, watercolours and more.
The exhibition will be on display for the public from March 27th to April 26th, at the Office for the Member for Light, Tony Piccolo, Gawler. We would like to thank our Mark Oliphant Community for supporting students in this venture and encourage everyone to pop in and visit – our students have once again done an exceptional job. Congratulations and well done!
The Arts Faculty
SPORTS DAY
On Thursday March 7th, Mark Oliphant had Sports Day at Munno Para Athletics Club. Thankfully, the weather was perfect and so too were the students. Those who attended contributed to a fantastic atmosphere and competitive spirit. The staff at MOC would like to congratulate and thank the students for helping to make Sports Day 2019 a great event. Special thanks also go to the parents who attended. Having so many parents attend the event was excellent for the students and helped to contribute to the positive atmosphere throughout the day.
We had some outstanding individual performances from our students. It was evident throughout the day that their sense of house spirit and competition was strong. These outstanding performances will be acknowledged with selection to represent the school at our Northern/NE Vista Track and Field Carnival to be held at Athletics SA Stadium.
Overall, the winners of the two awards are as follows:
Participation Shield: Peachey
This shield is awarded to the largest number of people participating in events across the day.
Sports Day Winners: Beaumont
This is the fourth time in five years that Beaumont have won this trophy. All houses need to rally their troops and make a huge effort to beat them - Blue need to be defeated!
Peachey House Captains Brittany Ryles and Jayden Lamp holding the Participation Shield with Mr Irvin and Mr Cousins
Matt Ames
SENIOR YEARS - Outdoor Education Chatter
It has been an eventful start to the year in Outdoor Education across the senior school. The year started with Year 12 students developing their leadership skills. Year 12 students used their knowledge of communication, leadership skills and group dynamics to lead the Year 6 classes through some active problem solving games. The games were a raging success, although some of the Year 12's claimed exhaustion after 45 minutes of teaching, as the reason for defeat by the Year 6's in a tug of war.
The warm weather greeted the Year 12 students who travelled to Victor Harbor for their 3 day surfing practical. Students developed their outdoor skills and surfing proficiency over the three-day camp. All students who attended the camp demonstrated great resilience in hot conditions and an unrelenting seaweed attack on their leg ropes. Instructors and teachers alike, were impressed with their progress and grades at the conclusion of the camp.
The Year 11 students travelled to Port Noarlunga to take part in surfing practical and research on the sand dune system bordering the Onkaparinga River mouth. Students demonstrated great skill and enjoyed the pristine conditions of Southport beach. This is the first half of a two part surfing practical for the Year 11's and all showed great promise for next time they paddle out for some salt sliding fun.
Year 10 students have been developing knowledge of nutrition for outdoor recreation activities. After planning a menu which would have pleased Bear Grylls and Gordon Ramsay equally, the Year 10 students headed out to the oval for a practice run of their menus before going on camp next term. Students needed to plan menus which could be packed and transported in a human powered journey, were nutritious and not prone to food spoiling and able to be cooked on Trangia fuel stoves. Some of the dishes cooked by students were vegetable curry and tuna bake with a potato twist.
Matt Ames
Beaumont House Captains Abigail Thomas and Jack La with the overall Winner Trophy.
FROM THE HEAD OF SENIOR YEARS
We are continuing the learning journey in the Senior Years with a number of exciting and eventful activities underway. We commenced the year celebrating our 2018 high achieving students and dived straight into a planning day at the University of South Australia to provide our current Year 12 students with the tools for success.
The Senior School Representative Council will be announced next week and we look forward to their contributions to improve student culture and voice. They will have real opportunities to be involved in the decisions relating to the growth and development of the school, its policies and pedagogies.
We have over 90 students participating in certificate courses and 14 students undertaking school-based apprenticeships so far this year. These students are enjoying hands on and engaging activities which will also contribute to SACE achievement. Students are also engaged in programs such as Empowering youth, Ice-Factor, SAASTA, Barkuma and more. We are working in partnership other community providers such as, the universities, Playford Council and the Smith family to bring a number of new learning programs into the senior years this year.
We have high expectations of our students and have set new targets for learner achievement in 2019, as part of our continuous improvement plan. In addition to learning targets, we have set ourselves an improvement plan focusing on literacy, numeracy and student agency so that our students can learn in a way that will help move their grades up at least one level. Our staff will continue to improve their learning too, with each staff member having individual development meetings and learning plans.
Year 10 students are discovering their career pathways through the personal Learning plan. Students have been meeting with UniSA Connect team to discuss possible pathways and future subject choices. A trip to the Career Expo in the near future will complement this. On Wednesday 3rd April, Year 11 students will attend the Streetsmart High Driver Education program at the Adelaide Entertainment Centre. Year 12 home study is now available to Year 12 students who are achieving satisfactorily in all their subjects. Please see Student Services for an application form.
Parents/caregivers should have received the parent/ teacher interview letter from their child by now. If you are unable to go online to book your meetings please call the school for assistance. The school holiday letter for our Year 12 students and students studying compulsory subjects will be available on the night of the parent/teacher Interviews. We encourage our parents to support students to attend these compulsory sessions.
reach their full potential. Meetings to support our students in need are being held by their subject teachers and goals are negotiated together. A thank you to our parents/caregivers for being involved in these meetings. The collaborative partnership between you, your child and the school is extremely valuable to all parties. The Learning Centre is also available to all secondary students every Thursday form 3pm – 4pm. Meetings to support our high achieving students to reach their full potential will begin this Thursday during lunchtime.
A reminder to keep in touch with our Senior Years Facebook page for current news, events and student achievements. Please feel free to email any articles/adverts you would like to see up on the page especially any activities your child may be or has been involved in.
2019 will be an exciting year and we look forward to working with you.
Angie Corbo, Head of School (Senior Years) & VET Coordinator
Interim reports conducted during Week 5 have supplied us with information needed to identify and ensure all groups of students are supported to
UNISA ORIENTATION DAY
On Tuesday 5th February (Week 2) our Year 12 students attended an orientation day at the University of South Australia, City West Campus. The focus of the day was preparing students for a successful year ahead. The program included a UniSA tour, and presentations from key staff about wellbeing, study skills and SACE. Students were also presented with information about the programs on offer at the university. The feedback from students indicates that the felt this information was invaluable in preparing for the demands of Year 12.
Daniel Quinlivan, Leader Year 11, 12 and SACE
YEAR 12 DUX ASSEMBLY
On Tuesday 12th of February the entire Senior Years subschool attended the Year 12 Dux Assembly. The assembly was an opportunity to celebrate the success of our 2018, Year 12 students. The entire college community is very proud of the results achieved by the our 2018 Year 12 students.
Congratulations to Louise Trudgett-Klose who was announced as Dux of the College for 2018. Louise received a new MacBook Laptop, presented by Lee Russell, Governing Council Chair.
At the assembly, we also celebrated our students who have been accepted into university courses. Some of the courses our 2018 students are studying include: Psychology, Primary Teaching, Engineering, Nursing and Foundation Studies.
The successes of the class of 2018 serves as an inspiration for our current SACE students and we wish our 2018 graduates every success in their future pathways,
Daniel Quinlivan, Leader Year 11, 12 and SACE
Community Information Session
Do you have developmental disability and looking for work?
Do you support or know someone with disability who would benefit from support to find a job?
Come and meet with our friendly team to find out how we can help you!
When: Wednesday 10 April 2019
Where: Cafe Nova
19 Murray Street, Gawler
Time: 3 – 7pm
RSVP: Kaye 8414 7100
Barkuma is a Specialist Disability Employment Service (DES). DES is a government funded program that assists people with a developmental disability to find and keep and job.
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Government | Economics
- Principles of U. S. government
- The democratic ideal
- Basic documents of the U. S.
- Agriculture in the U. S.
- Urbanization
- Conservation
- Business and industry in the U. S.
- American party system
- Propaganda and public opinion
- Comparative governments
- Comparative economic systems
- Consumer education
- Crime and delinquency
- Psychology
- Labor-management relations
- Economic concepts and theories
- Taxation and finance
- Distribution and exchange of
- goods and services
- International relations
- American foreign policy
- International organizations
- Public education
- Women's role in today's society
- Family economics and management
Calculus
Probability and Statistics
- Logarithmic and trigonometric functions
Advanced Algebra II
- Tabular data
- Derivative of a function
- Indeterminate terms
- Computation of derivatives
- Rate of a change of quantity
- Maxima and minima
- Integrals
- Length of curves
- Volume and surface areas
- Computer analysis of graphs
- Sets of numbers
- Graphs
- Measures of central tendency
- Measures of dispersion
- Quartiles and percentiles
- Simple correlation
- Statistical inference
- Permutations
- Combinations
- Binomial theorem
- Binomial theorem
- English literature
English IV
- Shakespeare
- Literary, social, and political
- heritage of England
- Literature of the 1900's
- World literature
- Cross-cultural literature
- The theater
- Nature of tragedy and comedy
- Techniques of acting
- Film as an art form
- Critical and evaluative reading
- Current periodical literature
- Mass communication
- Comparative study of mass media
- Radio and television
- Listening skills
- Parliamentary procedures
- Identifying verbals
- Report writing
- Writing social and business letters
- Writing book reviews, précis, essays
- Writing term papers
- Bibliography development
- Progressions
- Complex numbers
- Theory of equations
- Permutations
- Functions - graphs
- Combinations
- Probability
- Determinants
- Inequalities
- Matrix algebra
- Mathematical inductions
- The derivative
| English | 4.0 | 4.0 |
|---|---|---|
| Math | 4 | 4 |
| Science | 3 | 3 |
| US History | 1 | 1 |
| Economics | 0.5 | 0.5 |
| US Government | 0.5 | 0.5 |
| Social Studies | 1 | 1 |
| Physical Education | 1 | 1 |
| Computer Science | 2 | 1 |
| Foreign Language | 2 | 1 |
| Electives / Fine Arts | 5 | 7 |
| Total Credits Needed | 24 | 24 |
Keeping your transcript updated will ensure the college you are applying to receives the most current academic information. If you took the SAT or ACT, ensure you have furnished a hardcopy of the test results with your grades so this can be added to your transcript.
Apply to your choice college in the fall – don't wait until the last minute! Keep focused on your school work and continue to seek scholarship funding for college.
Order your Cap and Gown and register to participate in the Upstate High School Graduation in Spring!
High School: Track I and Track II are compiled from SC Dept. of Ed. state standards, SC home schooling law and what colleges/tech schools are requiring for entrance.
Please check with your college of choice to ensure that you have taken their necessary pre-requisites.
Track I: 4-year University requirements
Track II: 2-year College or Technical College requirements
SAT: CollegeBoard.com
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Physics
- Photoelectric effect
- Electricity and magnetism
- Heat
- Light and optics
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- Wave motion
- Quantum theory
- Relativity
- Force
- Mechanics
- Space, time, and motion
- Work, energy, and power
- Electronics
- Nuclear energy
- Nuclear physics
- Solid-state physics
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University of Arkansas, Fayetteville
ScholarWorks@UARK
Avian Advice
2017
Avian Advice, September 2017
Dale Bumpers College of Agricultural, Food, and Life Sciences (University of Arkansas, Fayetteville). Center of Excellence for Poultry Science
University of Arkansas (System). Cooperative Extension Service
Follow this and additional works at: https://scholarworks.uark.edu/avian-advice
Citation
Dale Bumpers College of Agricultural, Food, and Life Sciences (University of Arkansas, Fayetteville). Center of Excellence for Poultry Science., & University of Arkansas (System). Cooperative Extension Service. (2017). Avian Advice, September 2017. Avian Advice. Retrieved from https://scholarworks.uark.edu/avian-advice/34
This Periodical is brought to you for free and open access by the Poultry Science at ScholarWorks@UARK. It has been accepted for inclusion in Avian Advice by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected].
Poultry Science
Clean Water Lines for Flock Health
By Dr. Susan Watkins Center of Excellence for Poultry Science Division of Agriculture
Clean, safe and sanitized water is crucial in assuring flocks perform their best. Before implementing a daily water sanitation program, it is important to thoroughly clean the water distribution system.
Another impact of adding sanitizers is a reaction with the biofilm resulting in an off taste to the water thus causing birds to "back off" of the water.
Line cleaning is necessary because low levels of sanitizer placed in dirty water lines can result in biofilm sloughing causing clogging of the drinkers.
Effectively cleaning the water system (including the drinker lines) helps remove biofilm and scale build-up that can act as a food source and hiding place for harmful pathogens such as E. coli, Pseudomonas or even Salmonella.
In addition, proper line cleaning can help with prevention of calcium scale deposits which can reduce pipe volume as much as 70-80%.
In fact; some bacterial pathogens, such as, Salmonella can live for weeks in water line biofilm resulting in a continuous source of contamination.
The use of cleaning products present some dangers since, many of the popular water additive products such as acids and performance enhancers can create conditions favorable for the growth of yeasts and molds, if they are present. Yeasts and molds can actually thrive in low pH water resulting in a gooey slime that will clog drinkers and generally create disaster in water systems. The bottom line is water systems must be properly cleaned between flocks.
Getting Started:
The first step to assure proper cleanliness of water lines is to answer the following questions:
1. What is the water source?
Untreated well water is the most vulnerable for formation of slime or biofilm in the drinker lines. Most municipal or rural water supplies contain a minimum of 0.2 ppm free chlorine which greatly reduces bacteria growth.
2. What is the mineral content of the water supply?
The minerals calcium and magnesium are the sources of a hard white build-up called scale. Water in a system that contains more than 60 ppm of either or both these minerals and a pH above 7 has an increased possibility
for scale buildup in the system. This scale needs to be removed with an acid cleaner designed for nipple drinker systems. Other common mineral contaminants are iron, manganese and sulfur. Iron results in a rusty brown to red colored residue, while manganese and sulfur can form black colored residues. If the water smells like rotten eggs, then the culprit is not sulfur but hydrogen sulfide (a by-product of sulfur loving bacteria and the lines will need to be cleaned with a strong sanitizer). If the filters at the beginning of the water lines are rusty or black colored, then a strong acid cleaner should be used after the sanitizer flush.
3. What products have been used in the water system?
If additives such as vitamins, electrolytes, sugar based products, mineral based performance enhancers or weak concentrations of water acidifiers have been used frequently, quite possibly a biofilm is present. Once a biofilm is established in a water system, it is 10-1000 times harder to clean. It is important to play it safe and use strong sanitizer cleaners.
4. Have there been health issues flock after flock such as E. coli, necrotic enteritis or respiratory challenges that do not respond to good management, clean-out or down-time?
The culprit for these problems may be hiding and thriving in the water supply, especially water regulators and drinker lines. Cleaning with a strong sanitizer is definitely an option that might help.
Choosing a Product
While a strong bleach solution might be effective in removing biofilm, the potential damage it can do to the regulators and nipple drinkers makes this a poor option; the same is true for many cleaners that might otherwise be good poultry barn disinfectants. Iodine is not very effective against biofilms so it is a poor choice. Currently there are several sanitizer products
After identifying the type of cleaning that will be most beneficial, the next step is to choose a product that will not damage the equipment. Currently there are several acid products that can be used for scale removal. Check with your local animal health product supplier for options. Just remember that in order for the product to be effective in removing scale, it needs to drop the water pH below 5 but should not drop the pH below 4 to prevent equipment damage.
available for cleaning drinker systems, but some of the most effective products which are not damaging to the drinker systems are the concentrated, stabilized hydrogen peroxides. The active ingredients in these products are different from over-the-counter hydrogen peroxide because the stabilizer keeps the sanitizer from converting to water and oxygen before it finishes the cleaning job. There are also several chlorine dioxide products available, but they are most effective if an acidifier is present which may require dual injectors or a way to safely mix the products prior to injection. A third product used by the industry is household ammonia. A quick test on algae showed that one ounce of ammonia per gallon of water was as effective as a 3% ammonia solution. However it is strongly recommended that the equipment manufacturer be consulted before use.
The most important fact to remember is biofilms or established growth of bacteria, molds and fungus in water systems can only be removed with cleaners that contain sanitizers. It also should be a product and concentration that will not damage the equipment. Pay close attention to any product safety recommendations and follow them accordingly.
Cleaning the system
medicator. A very effective alternative is mixing the cleaner in a 55 gallon barrel and then using a small submersible pump (1/12th horse power) to pump the product either into individual lines or through the water tap where the medicator attaches to the water line. A third option is pumping the cleaner from the well room through a variable injection pump which will pump solutions stronger than a 1:128 rate. This is a good idea because it cleans the water lines going to the poultry house, a possible source of contaminants. However, if the distribution lines are very dirty then the dirt in them will be sent into the poultry house water lines and therefore will require extra flushing of the lines. Use this option only if there is a faucet in the poultry barn that can be used to flush the water lines before water reaches the nipple drinker lines. In a 400 foot poultry house it takes approximately 7 gallons of water per line. So eight 180 foot lines will require approximately 56 gallons of prepared cleaning solution. Once the drinker lines are filled with the cleaning solution, let it stand as long as possible with 72 hours being ideal. Use a broom to sweep the nipple drinkers in order to get the cleaning product down into the drinkers. However check with the product manufacturer to assure this will not damage the equipment. After the lines are cleaned, if mineral build-up is an issue, then re-flush the lines with the acid cleaner.
Keeping the System Clean
Next, determine how the cleaner will be injected. If a medicator is used, it may not provide the concentration of cleaner necessary, therefore use the strongest product available to overcome the dilute injection rate of the
After the birds are removed from the house, clean the system. First flush the lines with water. Use a high pressure flush if available. This will remove any loose sediment from the lines. Make sure the standpipes are working properly to assure any air build-up that may occur during the cleaning process will be released from the lines.
Cleaning the water lines between flocks is only half the battle. Even with a thorough cleaning, if a significant number of bacteria, fungi or yeasts are still present, then the biofilm has the potential to return completely in 2-3 days. Therefore the last step is to establish a daily water sanitation program. This will benefit both the birds and the water system.
Quick Guide to Cleaning Water Lines and Starting Chicks
1. After birds are gone, flush all water lines with plain water to loosen biofilm and remove any sediment. Make sure standpipes and drain hoses are working. Use safety glasses and plastic/rubber gloves.
a. Determine amount of product to use:
2. Utilize the Qwik Blend Pump (attaches where Medicator connects to water line) to inject a 3% solution of ProxyClean, HydroClean, Siloxicide, CID 2000 or Sanidate.
b. The Qwik Blend adds 4 oz to each gallon of water so 1 gallon of product treats 32 gallons.
3. Flush product into each line
c. Every 100 feet of water line holds ~ 2.5 gallons of water
4. Activate nipple drinkers with a broom or by hand (wear gloves)
a. Proxyclean, HydroClean or Siloxicide- 24 hours minimum; 48 to 72 hours is even better.
5. Leave in lines:
b. CID 2000 or Sanidate- 4-8 hours
a. Proxyclean-2-4 ounces/gallon-this is stock solution then administer with medicator at a rate of 1 ounce per gallon of water (1:128); Use the higher rate for dirty water, lower rate for cleaner water
6. Flush cleaner from lines with water that contains a sanitizer level birds can drink
7. For farms with hard water (more than 110 ppm combined calcium and magnesium)
* Fill lines with a solution of citric acid or other low pH product approved for use with water lines and let stand in lines for 24 hours.
a. Skip step 6 and do the following:
* Acid stock solution: Mix 4-6 packs of citric acid per gallon of water to make a stock solution (The more scale in water the more acid should be added to the stock solution). The final pH of the water should be less than 6 with 5 pH ideal for scale removal. Mineral Clean or Proxor are excellent descaler products as well.
a. Prepare one of following stock solutions. Add with medicator or peristalic pump at rate of 1:128
1. Final flush before new flock arrives. (Water birds will start on)
* Bleach stock solution: 4-6 ounces bleach in a gallon of water
* Hydrogen peroxide stock solution: 2-3 ounces of product in a gallon of water
* Goal: 2-4 ppm of free chlorine in the drinking water
* Goal: 25-75 ppm of H2O2 in the drinking water
a. If starting birds on chlorine, flush water lines once a day.
2. Maintain water sanitation for at least first 7-14 days
b. If starting birds on stabilized hydrogen peroxide solution (Proxyclean, CID, Sanidate), sanitizer should remain effective in water lines for up to 5 days but flushing in fresh product every 2-3 days could still be beneficial.
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Key: A Major
Bull at the Wagon
(Slow, syncopated version)
= 70 (bull, not antelope)
From The Lewis Brothers*, as taught to Pete Showman
3
* The Lewis Brothers, Dempson (b. ~1891; fiddle), and Denmon (b. 1894; guitar and fiddle) ranched in New Mexico near El Paso. They recorded four tunes on 78 RPM records in 1929, including Bull at the Wagon. There's an article based on an interview with Denmon here: www.oldtimemusic.com/FHOFDLewis.html. You can hear their recording here: www.youtube.com/watch?v=io9Y38_ek5c
A note on the tempo: Though the Lewis Brothers played Bull at the Wagon up-tempo (they played a lot for dances), I was taught to fiddle it at a fairly slow pace, with a lot of syncopation and strong off-beat up-bow chords (drones). I like it that way; the bulls I've seen pulling wagons have been plodding, not fast. So although some like to play it fast (and straight), those speedy versions seem to me like "Antelope at the Wagon." (My general philosophy about old-time tunes is to make what you like of them, rather than trying to emulate a particular old player.)
Basic A-part Melody (with bow marks, slurs and double-stops omitted):
Transcribed and typeset in ABC by Pete Showman 9/21/2015 (rev. 1)
Pete Showman Sep 22, 2015
BullAtTheWagon_r1.abc
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Grade Levels:
5-12
Subject Areas:
STEM
Synopsis:
This program explores the evolution of the ways in which people send and receive information. It's amazing how far we've come in terms of communicating with one another. From carrier pigeons, to the radio and telephones, and finally the digital age, humans have always been driven to improve communication methods.
Learning Objectives: Students will:
- Consider the evolution of sending and receiving messages and/or information
- Learn about the development of Morse Code and the Radio
- Understand how the digital age came to be
Vocabulary:
Samuel Morse, Morse Code, Guglielmo Marconi, Charles Babbage, http, world wide web, digital age
Pre-Viewing Discussion:
Can you think of a piece of technology that you used in your childhood that no longer exists?
What is your favorite way to communicate with someone?
Post-Viewing Discussion:
What was the first way we sent and received messages? How did that change over time?
Why is Marconi considered to be a hero? What did he realize about radio waves?
How have radio waves changed society?
What is the digital age? How has it impacted your life?
Teacher's Guide
Sending Messages Greatest Human Achievements
Further Activities:
Find an earlier version of a cell phone model. Research how it has changed over time in terms of design and features.
Investigate a "house sized" computer. Note what it was used for and how it worked.
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Remote Education Provision: Information for Parents
The remote curriculum: what is taught to pupils at home
A pupil's first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.
For details of what to expect where individual pupils are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to pupils at home.
A pupil's first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching. Lessons will be accessed via their school login using Microsoft Teams.
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
Students of NeneGate School have different avenues to access the remote learning offer. They can engage with the timetabled live lessons delivered by their teachers, complete the work packs and craft packs provided by school and complete the supplemented teams lessons. The live lessons will mirror the school day.
Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
Remote learning will mirror the delivery of the school's curriculum. We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, Art, PE & DT. The same behaviour points system will be adopted for the online lessons so they can still earn points and tokens to spend in the school shop.
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
| Key Stage 1 | N/A |
|---|---|
| Key Stage 2 | Minimum of 3 hours |
*For further information please see the parent guide to remote learning.
1
Accessing Remote Education
How will my child access any online remote education you are providing?
Your child will access their remote learning via Microsoft Teams. You should have received a guide from school informing you how to download the programme, how to use it and all the necessary usernames and passwords needed.
If my child does not have digital or online access at home, how will you support them to access remote education?
We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
We will ask families of students who have to work remotely to complete a short survey to let us know about any issues with devices or access to the Internet. We will then seek to provide a loan device to every household where this is required. If an Internet connection is required, we will try to link with providers who are offering free access and/or try to provide a router. The Local Authority are also publicising different ways in which households can access support with their Internet and we will share this information with our school community. If students need to have materials printed off and sent home, they can contact the school and this will be arranged.. We will also be offering craft packs and work booklets if the remote learning is not suable for your child
Please remember remote learning doesn't need to be behind a computer it can be in the form of:
- Cooking
- Going for walks
- Exercising
- Site seeing
- DIY
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
We will use a range of approaches to teach our students remotely. In developing our provision, we have considered experience from the first national lockdown, research conducted during this time and feedback from our community. We appreciate that students are working in a different environment where some will thrive and others will encounter lots of challenges. Therefore, one size cannot fit all our learners and we will ask for feedback throughout any period of remote learning and attempt to adapt over time.
Some examples of our remote teaching approaches include:
- live teaching (online lessons, usually using Microsoft Teams);
- recorded teaching (e.g. video/audio recordings made by our own teachers, Oak National Academy lessons);
- printed differentiated workpacks produced by teachers;
- commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences (e.g. Purple Mash, Study Ladder, Sumdog, etc.);
- long-term project work and/or internet research activities may be used to supplement students' work or as additional engaging tasks;
- we would also encourage all students to make time for wider reading during any period of learning from home and will seek to support this with loans from the library, reading lists, the Oak Academy Virtual Library, etc.
2
Engagement and Feedback
What are your expectations for my child's engagement and the support that we as parents and carers should provide at home?
We appreciate that this is a challenging situation for the entire family. Parents and carers should try to encourage their children to engage with the remote learning that is provided, attending live sessions and completing the tasks.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
We will monitor how students are engaging via their attendance at live sessions and their submission of tasks to their teachers. Each week staff will assess how well each student is engaging and we will then follow-up with any students who are struggling. If your child is not engaging, we will endeavour to contact them and you to see if there is anything that we can do to support them. Staff will be constantly speaking to your child throughout the learning via teams or the chat feature. If it is a self-directed task staff will still be available.
How will you assess my child's work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
A lot of the software your child will have access to will give instant feedback and comments on how to improve their work. If the task has been set by the teacher feedback will be given in the form of discussions regarding their work. Your child will have the opportunity to improve their work.
Additional support for pupils with particular needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:
Students will continue to access the school's curriculum for the times they were in school. Lessons are chunked and are differentiated for each child. Work packs and craft packs are provided for each student. Lastly, the pastoral team will be in touch with parents and carers to offer support and advice.
Remote education for self-isolating pupils
Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
Students will access the lessons live from the classroom. They also have opportunities to complete tasks set by the teaching staff as well as complete work packs that has been provided.
3
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Population Pyramids
What is a population pyramid?
A population pyramid is a pyramid-shaped diagram illustrating the age distribution of a population; the youngest ages are at the bottom ascending in age till the oldest age at the top of the pyramid.
Key Features:
Age structure: The number of individuals of each age in the population, can predict the growth or decline of the population
Sex ratio: The proportion of males and females and it can influence population growth and happiness of cultures
Types of Population Pyramids
A population pyramid shows the age and gender of a society. Population pyramids allow geographers analyze a place and identify its rate of growth. There are three types of growth; rapid, slow/stable and negative/declining. Below are examples of each stage.
Rapid Growth Population Pyramid
Shape: Looks like a typical pyramid with a large base that gets smaller as you ascend. This type of population typically has poor health care and short life expectancies. Mostly found in under developed and developing countries.
Age Ratio: Large proportion of young high young
dependency ratio
Sex Ratio: Balance sex ratio
Implications: Clear need for investment into water supplies, health care, food supplies, housing to reduce death rates and family planning to reduce birth rate.
Examples: Kenya, India
Slow or Stable Growth Population Pyramid
Shape: "Beehive shape" There is little change in the lower sections of the pyramid. Only after the upper ages do you see a marked change in population. This type of population pyramid is mostly found in developed countries sometimes middle income countries. These countries have good health care, long life expectancies and stable governments.
Age Ratio: Bars of equal length – Balance Proportion
Sex Ratio: Balance pyramid - Balance Sex Ratio
Implications: Sustainable, positive outlook
Examples: United States
Negative or Declining Growth Population Pyramid
Shape: "Rocket shape" This type of population pyramid is mostly found in developed countries. These countries have good health care, long life expectancies and stable governments. However, their birth rates are lower than needed to replace the population.
Age Ratio: Large proportion of working
Population, low proportion of young dependents Sex Ratio: Mostly balanced pyramid, often higher older female population.
Implications: Aging population is taxing on the health care system. May not be enough workers to keep the society functioning, typically become dependent on migrant workers.
Examples: Germany, Japan
1. List that country’s name here: _____________________________________
a. What age group has the largest population? _________________________________________________
b. Why might this age group be the largest? ___________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
c. What age group has the largest population for males? ________________________________________
d. What age group has the largest population for females? _______________________________________
What observations can you make about this country's health care system and life expectancy? ____________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
Population Pyramids Comparisons
Answer the following questions below using your population pyramids.
2. From your notes, Identify the which countries are:
a.
Rapid Growth _________________________________________________________________________
Why? ________________________________________________________________________________
b.
Stable Growth _________________________________________________________________________
Why? ________________________________________________________________________________
c.
Negative Growth _______________________________________________________________________
Why? ________________________________________________________________________________
3. Why are there, generally, more females than males in the older age groups? _____________________________
___________________________________________________________________________________________
4. What could a negative growth country do to increase the population of the younger age groups to become more
stable? _____________________________________________________________________________________
___________________________________________________________________________________________
5. What infrastructures might a rapid growth country improve to stem the high infant mortality rate allowing their
growth to become more stable? _________________________________________________________________
___________________________________________________________________________________________
6. What factors must a stable growth country focus on to remain stable? __________________________________
___________________________________________________________________________________________
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Health Resources
After collecting your family health history, you may be concerned about a spe cific health problem that runs in your family. The Utah Department of Health can help you learn more about the health problem in your family and provides reliable information and links to community resources on a variety of health problems.
Utahhealthnet.org - provides access to high quality health information, resources, services and programs in order to increase the quality of life for all Utah residents and visitors. Sponsored by the Spencer S. Eccles Health Sci ences Library at the University of Utah.
Learn.genetics.utah.edu - colorful graphics and information on several health problems that run in families; explains what it means to be at genetic risk and how to reduce your risk. Click on the Using Family History to Improve Your Health link on the bottom right hand corner.
Asthma www.health.utah.gov/asthma
Arthritis www.health.utah.gov/arthritis
Birth defects www.health.utah.gov/birthdefect
Cancer (breast, cervical, colon, prostate, skin, other cancers) www.utahcan cer.org or www.ucan.cc or visit the Huntsman Cancer Institute for information on other cancers (brain, lung, pancreas, etc) that can run in families www.huntsmancancer.org
Diabetes www.health.utah.gov/diabetes
Heart disease and stroke (high blood pressure, high cholesterol, heart attacks, etc) www.hearthighway.org
Mental Illness Utah Department of Human Services www.dsamh.utah.gov or National Alliance on Mental Illness www.namiut.org or Mental Health Asso ciation in Utah http://mhaut.org
Nutrition and exercise www.checkyourhealth.org
Obesity www.health.utah.gov/obesity
Pregnancy and infant care www.babyyourbaby.org
Tobacco and quitting smoking Utah Tobacco Quit Line 1-888-567-TRUTH (1-888-567-8788) or Utah Quitnet, www.utah.quitnet.com
Violence and Injury Prevention www.health.utah.gov/vipp
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____ little children waiting to see, Fireworks on this New Year's Eve. One saw the fireworks and what did she say? "Happy New Year to you this day!"
_____ little children waiting to see, Fireworks on this New Year's Eve. One saw the fireworks and what did she say? "Happy New Year to you this day!"
5 little children waiting to see, Fireworks on this New Year's Eve. One saw the fireworks and what did she say? "Happy New Year to you this day!"
____little children waiting to see, Fireworks on this New Year's Eve. One saw the fireworks and what did she say? "Happy New Year to you this day!"
____ little children waiting to see, Fireworks on this New Year's Eve. One saw the fireworks and what did she say? "Happy New Year to you this day!"
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WELT: Using Graphics Generation in Linguistic Fieldwork
Morgan Ulinski ∗ [email protected]
Anusha Balakrishnan
∗
[email protected]
Daniel Bauer
∗
[email protected]
Bob Coyne ∗
[email protected]
Julia Hirschberg
∗
[email protected]
Owen Rambow
†
[email protected]
∗
Department of Computer Science †CCLS
Columbia University
New York, NY, USA
Abstract
We describe the WordsEye Linguistics tool (WELT), a novel tool for the documentation and preservation of endangered languages. WELT is based on WordsEye (Coyne and Sproat, 2001), a text-toscene tool that automatically generates 3D scenes from written input. WELT has two modes of operation. In the first mode, English input automatically generates a picture which can be used to elicit a description in the target language. In the second mode, the linguist formally documents the grammar of an endangered language, thereby creating a system that takes input in the endangered language and generates a picture according to the grammar; the picture can then be used to verify the grammar with native speakers. We will demonstrate WELT's use on scenarios involving Arrernte and Nahuatl.
1 Introduction
Although languages have appeared and disappeared throughout history, today languages are facing extinction at an unprecedented pace. Over 40% of the estimated 7,000 languages in the world are at risk of disappearing. When languages die out, we lose access to an invaluable resource for studying the culture, history, and experience of peoples around the world (Alliance for Linguistic Diversity, 2013). Efforts to document languages and develop tools in support of collecting data on them become even more important with the increasing rate of extinction. Bird (2009) emphasizes a particular need to make use of computational linguistics during fieldwork.
tools for running custom elicitation sessions based on a collection of 3D scenes. In the second, input in an endangered language generates a picture representing the input's meaning according to a formal grammar.
WELT provides important advantages for elicitation over the pre-fabricated sets of static pictures commonly used by field linguists today. The field worker is not limited to a fixed set of pictures but can, instead, create and modify scenes in real time, based on the informants' answers. This allows them to create additional follow-up scenes and questions on the fly. In addition, since the pictures are 3D scenes, the viewpoint can easily be changed, allowing exploration of linguistic descriptions based on different frames of reference. This will be particularly useful in eliciting spatial descriptions. Finally, since scenes and objects can easily be added in the field, the linguist can customize the images used for elicitation to be maximally relevant to the current informants.
WELT also provides a means to document the semantics of a language in a formal way. Linguists can customize their studies to be as deep or shallow as they wish; however, we believe that a major advantage of documenting a language with WELT is that it enables such studies to be much more precise. The fully functioning text-to-scene system created as a result of this documentation will let linguists easily test the theories they develop with native speakers, making changes to grammars and semantics in real time. The resulting text-to-scene system can be an important tool for language preservation, spreading interest in the language among younger generations of the community and recruiting new speakers.
To address this issue, we are developing the WordsEye Linguistics Tool, or WELT. In the first mode of operation, we provide a field linguist with
We will demonstrate the features of WELT for use in fieldwork, including designing elicitation sessions, building scenes, recording audio, and adding descriptions and glosses to a scene. We will use examples from sessions we
Proceedings of 52nd Annual Meeting of the Association for Computational Linguistics: System Demonstrations
Baltimore, Maryland USA, June 23-24, 2014. c 2014 Association for Computational Linguistics
⃝
, pages 49–54,
have conducted with a native speaker of Nahuatl, an endangered language spoken in Mexico. We will demonstrate how to document semantics with WELT, using examples from Arrernte, an Australian aboriginal language spoken in Alice Springs. We will also demonstrate a basic Arrernte text-to-scene system created in WELT.
In the following sections, we will mention related work (Section 2), discuss the WordsEye system that WELT is based on (Section 3), describe WELT in more detail, highlighting the functionality that will appear in our demonstration (Section 4), and briefly mention our future plans for WELT (Section 5).
2 Related Work
One of the most widely-used computer toolkits for field linguistics is SIL Fieldworks. FieldWorks is a collection of software tools; the most relevant for our research is FLEx, Fieldworks Language Explorer. FLEx includes tools for eliciting and recording lexical information, dictionary development, interlinearization of texts, analysis of discourse features, and morphological analysis. An important part of FLEx is its "linguist-friendly" morphological parser (Black and Simons, 2006), which uses an underlying model of morphology familiar to linguists, is fully integrated into lexicon development and interlinear text analysis, and produces a human-readable grammar sketch as well as a machine-interpretable parser.
Several computational tools aim to simplify the formal documentation of syntax by eliminating the need to master particular grammar formalisms. First is the PAWS starter kit (Black and Black, 2012), a system that prompts linguists with a series of guided questions about the target language and uses their answers to produce a PC-PATR grammar (McConnel, 1995). The LinGO Grammar Matrix (Bender et al., 2002) is a similar tool developed for HPSG that uses a type hierarchy to represent cross-linguistic generalizations.
The most commonly used resource for formally documenting semantics across languages is FrameNet (Filmore et al., 2003). FrameNets have been developed for many languages, including Spanish, Japanese, and Portuguese. Most start with English FrameNet and adapt it for the new language; a large portion of the frames end up being substantially the same across languages (Baker, 2008). ParSem (Butt et al., 2002) is a collaboration to develop parallel semantic representations across languages, by developing semantic structures based on LFG. Neither of these resources, however, are targeted at helping noncomputational linguists formally document a language, as compared to the morphological parser in FLEx or the syntactic documentation in PAWS.
3 WordsEye Text-to-Scene System
WordsEye (Coyne and Sproat, 2001) is a system for automatically converting natural language text into 3D scenes representing the meaning of that text. WordsEye supports language-based control of spatial relations, textures and colors, collections, facial expressions, and poses; it handles simple anaphora and coreference resolution, allowing for a variety of ways of referring to objects. The system assembles scenes from a library of 2,500 3D objects and 10,000 images tied to an English lexicon of about 15,000 nouns.
The system includes a user interface where the user can type simple sentences that are processed to produce a 3D scene. The user can then modify the text to refine the scene. In addition, individual objects and their parts can be selected and highlighted with a bounding box to focus attention.
Several thousand real-world people have used WordsEye online (http://www.wordseye.com). It has also been used as a tool in education, to enhance literacy (Coyne et al., 2011b). In this paper, we describe how we are using WordsEye to create a comprehensive tool for field linguistics.
Vignette Semantics and VigNet To interpret input text, WordsEye uses a lexical resource called VigNet (Coyne et al., 2011a). VigNet is inspired by and based on FrameNet (Baker et al., 1998), a resource for lexical semantics. In FrameNet, lexical items are grouped together in frames according to their shared semantic structure. Every frame contains a number of frame elements (semantic roles) which are participants in this structure. The English FrameNet defines the mapping between syntax and semantics for a lexical item by providing lists of valence patterns that map syntactic functions to frame elements.
VigNet extends FrameNet in two ways in order to capture "graphical semantics',' the knowledge needed to generate graphical scenes from language. First, graphical semantics are added to the frames by adding primitive graphical (typically, spatial) relations between the frame element fillers. Second, VigNet distinguishes between meanings of words that are distinguished graphically. For example, the specific objects and spatial relations in the graphical semantics for cook depend on the object being cooked and on the culture in which it is being cooked (cooking turkey in Baltimore vs. cooking an egg in Alice Springs), even though at an abstract level cook an egg in Alice Springs and cook a turkey in Baltimore are perfectly compositional semantically. Frames augmented with graphical semantics are called vignettes.
4 WordsEye Linguistics Tool (WELT)
In this section, we describe the two modes of WELT, focusing on the aspects of our system that will appear in our demonstration.
4.1 Tools for Linguistic Fieldwork
WELT includes tools that allow linguists to elicit language with WordsEye. Each elicitation session is organized around a set of WordsEye scenes. We will demonstrate how a linguist would use WELT in fieldwork, including (1) creating an elicitation session, either starting from scratch, or by importing scenes from a previous session; (2) building scenes in WordsEye, saving them to a WELT session, and modifying scenes previously added to the session, either overwriting the original scene or saving the changes as a new scene; (3) adding textual descriptions, glosses, and notes to a scene; and (4) recording audio, which is automatically synced to open scenes, and playingit back tto review any given scene. A screen shot of the scene annotation window is included in Figure 1.
To test the fieldwork capabilities of WELT, we created a set of scenes based on the Max Planck topological relations picture series (Bowerman and Pederson, 1992). We used these scenes to elicit descriptions from a native Nahuatl speaker; some examples of scenes and descriptions are included in Figure 2.
4.2 Formal Documentation of a Language
WELT also provides the means to formally document the semantics of a language and create a text-to-scene system for that language. The formal documentation allows precise description of the lexical semantics of a language. We will demonstrate both the user interface for documenting semantics, as well as a text-to-scene system for Ar-
rernte created with WELT.
When a sentence is processed by WordsEye, it goes through three main stages: (1) morphological analysis and syntactic parsing, (2) semantic analysis, and (3) graphical realization. We will walk through these modules in the context of WELT, discussing (a) the formal documentation required for that component, (b) the processing of an example sentence through that component, and (c) the parts of that component that will feature in our demonstration. We will use the Arrernte sentence shown in (1) as a running example.
(1) artwe le goal arrerneme man ERG goal put.nonpast The man kicks a goal.
Morphology and Syntax WELT first parses a sentence into its morphology and syntax. Since the focus of WELT is documentation of semantics, the exact mechanisms for parsing the morphology and syntax may vary. To document Arrernte, we are using XFST (Karttunen et al., 1997) to model the morphology and XLE (Crouch et al., 2006) to model the syntax in the LFG formalism (Kaplan and Bresnan, 1982). These are mature systems that we believe are sufficient for the formal documentation of morphology and syntax. In future, we will provide interfaces to the third-party tools so that common information, like the lexicon, can
Figure 2: Nahuatl examples elicited with WELT be shared.
Running each word of the sentence through the morphological analyzer in XFST transforms the verb arrerneme into 'arrerne+NONPAST.' The other tokens in the sentence remain unchanged. Parsing the sentence with XLE gives the cstructure shown in Figure 3(a) and the f-structure shown in Figure 3(b). The f-structure will be passed on to the semantics module.
We have added one additional feature to the morphology and syntax module of WELT's textto-scene system: an interface for selecting an fstructure from multiple options produced by XLE, in case the grammar is ambiguous. This way, a linguist can use the WELT text-to-scene system to verify their semantic documentation even if the syntactic documentation is fairly rough. We will demonstrate this feature when demonstrating the Arrernte text-to-scene system.
Semantics The WELT semantics is represented using VigNet, which has been developed for WordsEye based on English. We will assume that large parts of VigNet are language-independent (for instance, the set of low-level graphical relations used to express the graphical semantics is based on physics and human anatomy and does not depend on language). Therefore, it should not be necessary to create a completely new VigNet for every language that will be used in WELT. In future, we will develop tools for modifying VigNet to handle linguistic and cultural differences as they occur.
In order to use VigNet with other languages, we need to map between the formal syntax of the language being studied and the (English) lexical semantics required currently by VigNet. One instance showing why this is necessary occurs in our example Arrrente sentence. When discussing football in English, one would say that someone kicks a goal or makes a goal. In Arrente, one would say goal arrerneme, which translates literally to "put a goal." Although the semantics of both sentences are the same, the entry for "put" in the English VigNet does not include this meaning, but the Arrernte text-to-scene system needs to account for it.
To address such instances, we have created an interface for a linguist to specify a set of rules that map from syntax to semantics. The rules take syntactic f-structures as input and output a high-level semantic representation compatible with VigNet. The left-hand side of a rule consists of a set of conditions on the f-structure elements and the righthand side consists of the semantic structure that should be returned. Figure 4(a) is an example of a rule mapping Arrernte syntax to semantics, created in WELT.
In addition to these rules, the linguist creates a simple table mapping lexical items into VigNet semantic concepts, so that nouns can be converted to graphical objects. We have created a mapping for the lexical items in the Arrernte grammar; a partial mapping is shown in Table 1.
We now describe the semantic processing of our example Arrernte sentence, assuming a set of rules consisting solely of the one in Figure 4(a) and the noun mapping in Table 1. The f-structure in FigTable 1: A mapping from nouns (lexical items) to VigNet semantic concepts
| Lexical Item | artwe | panikane | angepe | akngwelye | apwerte | tipwele |
|---|---|---|---|---|---|---|
| VigNet Concept | PERSON.N | CUP.N | CROW.N | DOG.N | ROCK-ITEM.N | TABLE.N |
ure 3(b) has main predicate arrerne with two arguments; the object is goal. Therefore, it matches the left-hand-side of our rule. The output of the rule specifies predicate CAUSE MOTION.KICK with three arguments. The latter two are straightforward; the Theme is the VigNet object FOOTYBALL.N, and the Goal is FOOTYGOAL.N. To determine the Agent, we need to find the VigNet concept corresponding to var-1, which occupies the subject position in the f-structure. The subject in our f-structure is artwe, and according to Table 1, it maps to the VigNet concept PERSON.N. The resulting semantic representation is augmented with its graphical semantics, taken from the vignette for CAUSE MOTION.KICK (vignette definition not shown for lack of space). The final representation is shown in Figure 5, with lexical semantics at the top and graphical semantics below. The WordsEye system then builds the scene from these constraints and renders it in 3D.
complex as desired. Rules need not specify lexical items directly; it is also possible to refer to more general semantic categories. For example, a rule could select for all verbs of motion, or specify a particular constraint on the subject or object. In figure 4(a), for instance, we may want to only allow animate subjects.
WELT provides an interface for creating rules by defining the tree structures for the left-handside and right-hand-side of the rule. Every node on the left-hand-side can optionally contain boolean logic, if for example we want to allow the subject to be [(artwe 'man' OR arhele 'woman') AND NOT ampe 'child']; so rules can be as simple or
Semantic categories are chosen through a browser that allows the user to search through all the semantic categories defined in VigNet. For example, if we want to find the semantic category to use as a constraint on our example subject, we might start by searching for human. This takes us to a portion of a tree of semantic concepts centered around HUMAN.N. The semantic categories are displayed one level at a time, so we initially see only the concepts directly above and directly below the word we searched for. From there, it's easy to select the concepts we are interested in, and go up or down the tree until we find the one we want. Below HUMAN.N are HUMAN-FEMALE.N and HUMAN-MALE.N, but we are more interested in the more general categories above the node. A screen shot showing the result of this search is shown in Figure 4(b). Above HUMAN.N is HUMANOID.N; above that, ANIMATE-BEING.N. Doing a quick check of further parents and children, we can see that for the subject of 'put goal,' we would probably want to choose ANIMATEBEING.N over LIVING-THING.N.
The table mapping lexical items to VigNet concepts is built in a similar way; the lexicon is automatically extracted from the LFG grammar, and the user can search and browse semantic concepts to find the appropriate node for each lexical item.
We will demonstrate the WELT user interface which supports the creation of syntax-tosemantics rules, creates the mapping between nouns in the lexicon and VigNet concepts, and verifies the rules using the WELT text-to-scene system. We will show examples from our documentation of Arrernte and demonstrate entering text into the Arrernte text-to-scene system to generate pictures.
5 Summary and Future Work
We have described a novel tool for linguists working with endangered languages. It provides a new way to elicit data from informants, an interface for formally documenting the lexical semantics of a language, and allows the creation of a text-toscene system for any language.
This project is in its early stages, so we are planning many additional features and improvements. For both modes of WELT, we want to generate pictures appropriate for the target culture. To handle this, we will add the ability to include custom objects and modify VigNet with new vignettes or new graphical semantics for existing vignettes. We also plan to build tools to import and export the work done in WELT in order to facilitate collaboration among linguists working on similar languages or cultures. Sharing sets of scenes will allow linguists to reuse work and avoid duplicated effort. Importing different versions of VigNet will make it easier to start out with WELT on a new language if it is similar to one that has already been studied. We might expect, for instance, that other Australian aboriginal languages will require the same kinds of cultural modifications to VigNet that we make for Arrernte, or that two languages in the same family might also have similar syntax to semantics rules.
Acknowledgments
This material is based upon work supported by the National Science Foundation under Grant No. 1160700.
References
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S. Bird. 2009. Natural language processing and linguistic fieldwork. Computational Linguistics, 35(3):469–474.
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H.A. Black and G.F. Simons. 2006. The SIL FieldWorks Language Explorer approach to morphological parsing. In Computational Linguistics for Lessstudied Languages: Texas Linguistics Society 10, Austin, TX, November.
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B. Coyne and R. Sproat. 2001. WordsEye: An automatic text-to-scene conversion system. In SIGGRAPH.
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B. Coyne, C. Schudel, M. Bitz, and J. Hirschberg. 2011b. Evaluating a text-to-scene generation system as an aid to literacy. In SlaTE (Speech and Language Technology in Education) Workshop at Interspeech, Venice.
D. Crouch, M. Dalrymple, R. Kaplan, T. King, J. Maxwell, and P. Newman, 2006. XLE Documentation. http://www2.parc.com/isl/ groups/nltt/xle/doc/xle.
C. Filmore, C. Johnson, and M. Petruck. 2003. Background to FrameNet. In International Journal of Lexicography, pages 235–250.
R.M. Kaplan and J.W. Bresnan. 1982. Lexicalfunctional grammar: A formal system for grammatical representation. In J.W. Bresnan, editor, The Mental Representation of Grammatical Relations. MIT Press, Cambridge, Mass., December.
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For a full video
"Title of video." (video).
Database, date of creation, URL of full video.
"Natural Phenomena: Hurricanes, Tornadoes, and Other Weather." (video). Discovery Education, 2017,
http://app.discoveryeducation.com/learn/videos/0bcbae06-f577-4155-872a-8e69c2c3f7f5.
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For an audio file
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http://app.discoveryeducation.com/learn/player/083ea5bb-6a31-4003-9e7b-00f32af9557e.
For a board
Author of board last name, first name. "Title of board." (type of board).Database,date of creation, URL of board.
Reid, Kathie. "Tornadoes." (student board).Discovery Education,1 May 2014, http://app.discoveryeducation.com/ core:builders/boards?layout=default&assetGuid=ea96a19e-c409-f6e7-0db9-5859fd882474&includeHeader=true.
For an interactive
"Title of interactive." (interactive).Database,date of creation, URL of interactive.
"Weather Patterns." (interactive). Discovery Education,2006, http://app.discoveryeducation.com/learn/player/
1ea5f66a-1490-49e0-b3ce-3d4a723a41e3.
Lesson materials
"Title of lesson material." (type).Database,date of creation, URL of lesson material.
"Tornadoes." (study guide).Discovery Education, 2010, http://app.discoveryeducation.com/learn/player/
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CMS
CONVENTION ON
MIGRATORY
SPECIES
Distribution: General
UNEP/CMS/COP12/Doc.25.1.22/Rev.1
13 October 2017
Original: English
12 th MEETING OF THE CONFERENCE OF THE PARTIES
Manila, Philippines, 23 - 28 October 2017 Agenda Item 25.1
PROPOSAL FOR THE INCLUSION OF THE BLUE SHARK (Prionace glauca) ON APPENDIX II OF THE CONVENTION
Summary:
The Governments of Samoa and Sri Lanka have jointly submitted the attached proposal* for the inclusion of the Blue Shark (Prionace glauca) in Appendix II of CMS.
Rev.1 includes amendments submitted by the proponents to make the proposal more precise, in accordance with Rule 21, paragraph 2 of the Rules of Procedure for meetings of the Conference of the Parties (UNEP/CMS/COP12/Doc.4/Rev.1), and taking into account the recommendations of the Second Meeting of the Sessional Committee of the Scientific Council, contained in UNEP/CMS/COP12/Doc.25.1.18/Add.1.
PROPOSAL FOR INCLUSION OF THE BLUE SHARK (Prionace glauca) ON APPENDIX II OF THE CONVENTION ON THE CONSERVATION OF MIGRATORY SPECIES OF WILD ANIMALS
A. PROPOSAL:
Inclusion of all populations of Blue Sharks (Prionace glauca) in Appendix II.
B. PROPONENT: Samoa and Sri Lanka
C. SUPPORTING STATEMENT
1. Taxonomy
1.1 Class:
Chondrichthyes
1.2 Order:
Carcharhiniformes
1.3 Family:
Carcharhinidae
1.4 Genus &Species:
Prionace glauca (Cantor, 1849)
1.5 Scientific synonyms:
1.6 Common name(s):
English:
Blue Shark
French:
Peau bleue,
Spanish
Tiburón azul.
2. Overview
The Blue Shark, Prionace glauca, is among the world's most highly migratory fish species. It occurs as transboundary stocks, and is distributed circumglobally in tropical, subtropical, and warm-temperate waters, both on the high seas and within EEZs. Due to significant declines to below historic levels, Blue Shark is listed on the IUCN Red List of Threatened Species as Near Threatened globally and in European waters, and Critically Endangered in the Mediterranean.
Samoa values the crucial role that shark species play in our ecosystem, and are aware of the high levels of Blue Shark catch that occur Pacific-wide. Despite these catches, data is still limited in some regions. The Western and Central Pacific Fisheries Commission (WCPFC) attempted to conduct a stock assessment in 2016, but concluded that the data was insufficient to provide management advice (Takeuchi et al. 2016).
Because of this, no action has been taken to manage this species in the WCPO region. Although Blue Sharks occur worldwide and are caught in large numbers, there has been little protection offered elsewhere either. Recent fisheries stock assessments in the Atlantic and Pacific have very high levels of uncertainty; although populations may not yet be experiencing overfishing, scientific advice is that fishing pressure should not be increased. Samoa and Sri Lanka considers that a CMS listing would encourage Governments around the world to act to conserve this iconic species by taking precautionary, regionally coordinated action to ensure that Blue Shark fisheries are sustainable throughout their migratory range.
P. glauca is vulnerable to fishing pressure, both through targeted fisheries and as bycatch, but lacks management over much of its range. Global capture production has increased
dramatically since 2000 and the Blue Shark proportion of total chondrichthyan species landed increased from 4 to 14% from 1998–2011. Additionally, their fins remain the most heavily traded of all species in the Hong Kong fin trade.
With limited intergovernmental and domestic action globally to limit catches to sustainable levels, and continued catch increases, unregulated fishing pressure is the primary threat to P. glauca globally.
Given this growing global fishing pressure, and the species' highly migratory nature, a listing in Appendix II of CMS would provide additional support for introducing collaborative management of this species by Range States, through CMS itself, Regional Fisheries Management Organizations (RFMOs), and through its inclusion in Annex 1 of the CMS Memorandum of Understanding (MOU) on the Conservation of Migratory Sharks.
3. Migrations
3.1 Kinds of movement, distance, the cyclical and predictable nature of the migration
The Blue Shark exhibits complex cyclical and predictable migratory movements that cross international borders and are related to distribution of prey and reproductive cycles (Nakano and Stevens 2008). Tag-recapture information from 1962-2000 indicated that Blue Sharks are likely the widest ranging circum-global chondrichthyan species (Kohler et al 2002). This species undertakes far-ranging migrations across multiple State jurisdictions and through the high seas (Figure 1). For example, a Blue Shark tagged in waters southeast of Shinnecock Inlet, New York was recaptured approximately 560 miles east of Natal, Brazil 1.4 years later (Kohler et al 2002), presumably after completing at least one clockwise circumnavigation of the northern Atlantic Ocean (see below).
Multiple studies indicate a north-south movement for Blue Sharks in the North Pacific, with mating peaking in July around 20-30 o N and pregnant females moving north and giving birth the following summer near 35-45 o N. (Strasburg 1958, Mishima 1981, Nakano 1994, Nakano and Nagaswa 1996). Sub-adult females then remain in the nursery ground and expand their distribution to the region directly north, including the Gulf of Alaska, while the sub-adult males move south of the nursery ground. Once mature, these sharks join the reproductively-active population and migrate south to the subtropics and tropics (Nakano and Seki 2003).
In the Northeast Atlantic, Blue Sharks undergo seasonal latitudinal migrations on both sides of the ocean. They migrate between 30-50 o N latitude, based on tag-recapture data, with larger females migrating south and in July or the beginning of August, smaller sharks, mostly male, follow (Clarke and Stevens 1974 – in Nakano and Seki 2003). Through tagging studies, Blue
Sharks have also been shown to complete regular clockwise trans-Atlantic migrations using the major current systems (Compagno 1984; Stevens 1976,1990; Casey 1985; Kohler 2002).
3.2 Proportion of the population migrating, and why that is a significant proportion
Juvenile, sub-adult and adult Blue Sharks all migrate, generally segregated by sex and age. Blue Shark migration patterns are linked to reproductive cycles, with mature individuals moving across country borders. For example, in the western North Atlantic, beginning in April P. glauca move from wintering grounds, eastward of the northern margin of the Gulf Stream, and migrate north toward to the mating/feeding grounds of the continental shelf in the northwestern North Atlantic (Casey 1985). In late summer and fall, most of the Blue Sharks along the eastern North American coast begin moving to areas south and offshore including the southeastern United States, Caribbean Sea, and areas across the Atlantic (Kohler 2002).
Tagging studies indicate distinct seasonal latitudinal migrations that take place for discrete proportions of the Blue Shark population (Kohler 2002). Tagged juveniles are often recaptured closer to tagging locations than mature individuals, which cover longer distances. Mature Blue Sharks move to mating and feeding grounds at various times throughout the year, leaving this proportion of the population vulnerable to fishing pressure.
4. Biological data
4.1 Distribution (current and historical)
P. glauca are circum-global and widespread in temperate and tropical waters from 60˚N to 50˚S latitude, more specifically in the following regions, the Western Atlantic: Newfoundland to Argentina. Central Atlantic. Eastern Atlantic: Norway to South Africa, Mediterranean. IndoWest Pacific: South Africa and southern Arabian Sea to Indonesia, Japan, Australia, New Caledonia and New Zealand. Central Pacific. Eastern Pacific: Gulf of Alaska to Chile (Compagno 1984; Nakano and Stevens 2008). They are oceanic and epipelagic, found from the surface to 600 m. Their relative abundance increases with latitude and is generally lowest in warm equatorial waters (Strasburg, 1958; Nakano, 1994; Stevens and Wayte, 1999).
4.2 Population (estimates and trends)
Several stock assessments have been carried out for the species, in the Atlantic and Pacific. The stock assessment of Blue Shark conducted in 2008 by the International Commission for the Conservation of Atlantic Tuna (ICCAT) for the North and South Atlantic finds the biomass is above that which permits MSY and the stocks are not over-exploited and overfishing is not occurring (ICCAT 2009). While the Blue Shark Stock Assessment Session at ICCAT in 2015 made similar conclusions, the report acknowledges there is still significant uncertainty surrounding the data and overfishing of the stocks cannot be ruled out (ICCAT 2015; Clarke et al. 2011). The ICCAT assessment is not due to be reviewed nor scientific advice on catches revised until 2021.
Table 1. Status of P. glauca from regional studies.
| Status | Ocean | Method | Reference |
|---|---|---|---|
| Moderate declines (53%) in CPUE of Blue Sharks | Western North Atlantic | A historical index of abundance for the Blue Shark. | Aires-da-Silva et al. (2008) |
| Moderate declines (53%) in CPUE of Blue Sharks | Northwest Atlantic | Inferring shark population trends from generalized linear mixed models of pelagic longline catch and effort data. | Baum and Blanchard (2010) |
| 60% decline in CPUE | Northwest Atlantic | GLM using data from U.S. pelagic longline fleets targeting swordfish and tunas | Baum et al. (2003) |
| 5.5% annual decline in abundance since 1995 & 1998 | Atlantic Canada | Commercial and recreational CPUE data | Campana et al. (2006) |
| 80% decline in CPUE for males since the mid-1980s | Western North Atlantic | Fishery independent survey for pelagic sharks in the 1977-1994 | Simpfendorfer et al. (2002) |
The European regional Red List assessment (quoted here verbatim from Sims et al. 2015) notes that a variety of catch rate analyses for the North Atlantic show consistent declines, but there is uncertainty as to the most likely decline rate. Analysis of logbook data from the U.S. pelagic longline fishery indicated that Blue Sharks declined by 60% between 1986 and 2000 (1.5 generation spans) (Baum et al. 2003), and Canadian standardised catch rate indices suggest a 5-6% decline per year since 1995 in the North Atlantic (Campana et al. 2006). Similarly, fisheryindependent survey data indicate an 80% decline in males from the mid-1980s to early 1990s (Hueter and Simpfendorfer 2008). Cortes (2007) reports an 88% decline since 1986. Blue Shark standardized catch rates have decreased by 53% (CI: 38–64%) between 1992 and 2005 (Baum and Blanchard 2010). An analysis over a longer observation window (1950–2000) using multiple sources of data suggested that CPUE of Blue Shark declined by 30% (Aires-da-Silva et al. 2008). This overall 30% of decline comprised two periods: an initial stage of stable abundance or even increase at the end of the 70s, and a second period of rapid decline. From recent catch patterns and Western Atlantic surveys, these most recent declines have been the steepest. These trend estimates end in the early 2000s, prior to the recent increase in catches of Blue Sharks, particularly in the Eastern Central Atlantic.
ICCAT scientists have recommended capping Atlantic Blue Shark catches, particularly in the South Atlantic where the stock is of particular concern. No action has been taken in response to these recommendations.
Sims et al. (2016) notes that the Blue Shark has declined in abundance since the mid-20th century by three to four orders of magnitude in the Mediterranean. Ferretti et al. (2008) reported that this species was regularly caught in the Camogli tuna trap in small numbers, but has not been caught at all over the past six decades. Recent observations from the same gear confirm that no individuals were taken from 2006 to the present day (Cattaneo-Vietti et al. 2014). The Blue Shark was the most abundant of the large predatory sharks taken in pelagic fisheries in the Mediterranean Sea, but catch rates in the region have declined considerably. In the northern Ionian Sea, there were significant declines in abundance and biomass over 21 years (1978–99). In Spanish waters, catch rates in biomass declined steeply over 25 years as well (1979–2004). Pelagic fishing pressure in the region remains high and catches unregulated. Taking into consideration other local trend estimates in abundance and biomass, a meta-analytical estimate of these trend analyses suggested that the abundance of the Blue Shark has declined by ~78–90% over the past 30 years (three-generation period) (Sims et al. 2016).
The population decline in the Mediterranean region may be partly attributed to the exploitation of immature individuals. During a study of large pelagic fisheries in the Mediterranean Sea from 1998–99, 91.1% of 3,771 Blue Shark individuals measured were <215 cm total length (TL) and 96.3% were <257 cm TL, indicating that the majority had not yet reached maturity (Megalofonou et al. 2005a). These data indicate that the Blue Shark is unlikely to have had sufficient opportunity to reproduce in these waters before capture in fisheries, leaving this discrete subpopulation depleted, with questionable population regrowth. The Mediterranean population is assessed as Critically Endangered.
In the North Pacific, a stock assessment conducted by the National Marine Fisheries Service finds there is some probability (around 30%) that the population is overfished and a lesser probability overfishing is occurring, but there is considerable uncertainty in the data (Kleiber et al. 2009). It is further noted the population is at least close to MSY level and fishing mortality may be approaching MSY in the future (Kleiber et al. 2009). Using standardized catch rate, Clarke et al. (2012) determined North Pacific Blue Sharks have experienced substantial declines in abundance of >5% per year. Similarly, Polovina et al. (2009) finds the catch rates of Blue Shark declined 3% per year (1996-2006). These analyses, in addition to the increasing dominance of Blue Shark in the global fin trade and their targeting by large commercial fleets in the North Pacific, indicate the stock assessment may be limited in its ability to predict depletion of a stock (Clarke et al. 2011).
The Western Central Pacific Fisheries Commission Scientific Committee recently conducted a stock assessment for Blue Shark in the southwestern Pacific and concluded based on the poor data quality it will not be used for management advice, suggesting standardized catch rates can provide a better understanding of potential trends in abundance (Takeuchi et al. 2016). Observer data from the Pacific Ocean spanning 1995-2010 showed an overall 14% decline in CPUE in the northern hemisphere and non-significant results in the southern hemisphere (Clarke et al. 2012).
In the Indian Ocean, the Indian Ocean Tuna Commission (IOTC) notes that there remains considerable uncertainty about the relationship between abundance, CPUE series and total catches over the past decade. The ecological risk assessment (ERA) conducted for the Indian Ocean by the WPEB and SC in 2012 (IOTC–2012–SC15–INF10 Rev_1) consisted of a semiquantitative risk assessment analysis to evaluate the resilience of shark species to the impact of a given fishery, by combining the biological productivity of the species and its susceptibility to each fishing gear type. Blue Sharks received a medium vulnerability ranking (No. 10) in the ERA rank for longline gear because it was estimated as the most productive shark species, but was also characterised by the second highest susceptibility to longline gear.
The IOTC Scientific Committee notes that maintaining or increasing effort can result in further declines in biomass, productivity and CPUE. The impact of piracy in the western Indian Ocean has resulted in the displacement and subsequent concentration of a substantial portion of longline fishing effort into certain areas in the southern and eastern Indian Ocean. It is therefore unlikely that catch and effort on Blue Shark will decline in these areas in the near future, and may result in localized depletion (IOTC Scientific Committee 2014).
4.3 Habitat (short description and trends)
P. glauca are found in oceanic and epipelagic habitats throughout temperate and tropical waters from the surface to a depth of 600 m (Nakano and Stevens 2008). Occasionally they are found closer to shore where the continental self is narrower. They prefer temperatures of 12–20ºC and are found at great depths in tropical waters (Last and Stevens, 1994).
4.4 Biological Characteristics
Blue Sharks are viviparous, with a gestation period between 9-12 months and litter size ranging from 1-68 pups (average 34) (Zhu et al. 2011; Nakano 1994). Reproductive characteristics differ between oceans, but in general males mature between 4-6 years and females between 5-7 years old, with the maximum age being 20 years (Pratt 1979; Nakano and Stevens 2008; Nakano 1994) (Table 1). Typically, both four to five-year-old females mate, but only five-yearolds are mature enough to store sperm, which they do for a year, after which time they fertilize their eggs, and give birth 9-12 months later (Nakano and Stevens 2008). This species has a higher intrinsic rate of population increase than that of many other large pelagic sharks.
Table 2. Life history characteristics noted by region for P. glauca
| Region | Size at sexual maturity (cm TL) | Age at sexual maturity (years) | Litter size | Gestation period |
|---|---|---|---|---|
| Southeastern Pacific | | | 13-68 (mean 35) | |
4.5 Role of the taxon in its ecosystem
Prionace glauca is a high trophic level (TL) predator that primarily feeds on pelagic fishes and squids. Cortés (1999) assigned the species a TL of 4.1; higher than average for shark species. The Blue Shark may have benefited from competitive release, following the more significant stock reductions of larger pelagic shark species, and it may now be fulfilling their former ecosystem roles.
5. Threat data
5.1 IUCN Red List Assessment (if available)
The Blue Shark is assessed as Near Threatened globally in the IUCN Red List (Stevens 2009, publication date of the 2005 assessment), Near Threatened in European waters (Sims et al. 2015), and Critically Endangered in the Mediterranean (Sims et al. 2016).
5.2 Equivalent information relevant to conservation status assessment
Stock assessments for Blue Sharks have been undertaken (or attempted) in the Atlantic, Mediterranean, Pacific and Indian oceans (See section 4.2). All indicate population declines. However, there remains a substantial amount of uncertainty regarding the data used in these assessments (and for sharks, in general). The indices of abundance used in these stock assessments are derived from fisheries-dependent sources with incomplete or unreliable catch and effort data. Recommendations for future stock assessments also include better information for estimating natural mortality and other sources of stock depletion, such as unreported catch and discard mortality.
Byrne et al. (2017) documented fishery interactions and estimated fishing mortality in shortfin mako sharks (Isurus oxyrhyinchus) in the North Atlantic using satellite telemetry. Their results suggest that fishing mortality for this population was significantly higher than reported previously in the North Atlantic. This has implications for the conservation and management of other species, like Blue Sharks. The fact that stock assessments may considerably underestimate fishing mortality would imply that shark populations assessed at or just above sustainable levels may actually be experiencing overfishing to some degree
5.3 Threats to the population (factors, intensity)
Because Blue Sharks are one of the most wide-ranging of the highly migratory shark species, they interact with fisheries using a variety of gear types. They are particularly vulnerable to pelagic longline fisheries targeting tuna and/or swordfish, where they are the dominant shark species captured and can make up a significant proportion of the total catch (Coelho et al., 2017).
Blue Sharks' proportion of total chondrichthyan landings have tripled, increasing from 4% to 14%, from 1998–2011 (Figure 4.) (Erickson and Clarke 2015). This species is also a major component of bycatch landings from international fishing fleets. Information collected from Portuguese longliners targeting swordfish and operating in the Atlantic Ocean indicate that Prionace glauca is one of two main shark species captured (Stevens 2009).
Data regarding discards from high-sea fleets are frequently underestimated or unreported, and information on discards can be unreliable. In the Canadian Atlantic, the unreported bycatch of Blue Sharks is estimated to be about 100 times larger than the reported catch (Campana et al. 2002). Worldwide, P. glauca is the most frequently discarded fish species across commercial pelagic longline fishing activities (Campana 2009).
Data from ICCAT show an increase in overall landings, almost doubling from 43,000t to 73,000t during 2005-2011 in the Atlantic (Figure 5). They have since fallen to less than 40,000t. For the South Atlantic stock the assessment noted "that future increases in fishing mortality could push the stock to be overfished and experiencing overfishing" and recommended that catch levels should not increase beyond those of recent years. Fishing pressure from international fleets is a major source of mortality for the North Atlantic stock, a single well mixed population. The ICCAT assessment also stated that while the North Atlantic stock is unlikely to be overfished, there was also a high level of uncertainty (ICCAT 2015).
P. glauca are also caught by sport fishermen, particularly in the United States, Europe and Australia (Stevens 2009). Smaller commercial fisheries that target P. glauca, such as the seasonal longline fishery for juveniles of 50-150 cm near Vigo, Spain, also exist (Stevens 2009).
Globally, there is a large Asian market for shark fins and a growing international demand for meat and other shark products including shark liver oil. This species is traded in very large quantities for its meat, particularly to the large markets in Spain and Brazil. Hong Kong is considered the world's largest shark fin market, representing at least 50% of the global trade (Clark 2004, 2016). Blue Sharks are the dominant species in the Hong Kong market, comprising 17.3%, the largest proportion by weight, of fins auctioned in Hong Kong (Clarke 2006). More recently, in 2015, Blue Shark remained the most important species in the fin trade composing 34.1-64.2% of the total fin trade (Fields et al 2017 in press). Blue Shark meat is also valued in some markets (e.g. Spain, Brazil).
5.4 Threats connected especially with migrations
Blue Sharks undertake long distance migrations across international waters and this is likely the most frequently caught large shark in the world's ocean (Stevens et al 2000). This species' habitat is wide ranging, mostly across pelagic high seas, where the major Regional Fisheries Management Organizations (ICCAT, IATTC, IOTC or WCPFC) have not yet limited catches for this species. In November 2016, ICCAT agreed to consider setting a cap for catches in the North Atlantic, should these exceed recent levels of 39,000 t.
6. Protection status and species management
6.1 National protection status
National or territory-level protection measures are in place for all species of sharks, including Blue Sharks, in several jurisdictions including range states. These jurisdictions where shark fishing is prohibited include American Samoa, the Bahamas, the British Virgin Islands, Bonaire, the Cayman Islands, the Cook Islands, the Federated States of Micronesia, French Polynesia, Israel, Kiribati, the Maldives, the Marshall Islands, New Caledonia, Northern Marianas Islands, Palau, Saba, and St. Maarten.
New Zealand manages this species through a quota system, while the United States has federal regulations imposing a base annual quota (currently 273.0 mt dw) for commercial Blue Shark take. Several U.S. states have additional regulations governing Blue Shark take.
The EU has included this species in Council Regulation (EU) 2017/127 of 20 January 2017, fixing for 2017 the fishing opportunities for certain fish stocks and groups of fish stocks, applicable in Union waters and, for Union fishing vessels, in certain non-Union waters. The Regulation took the catch level at which ICCAT would consider a cap on North Atlantic Blue Shark catches, and transposed this into a catch limit of 39,102t for the Atlantic north of 5 o , noting that this is not allocated to CPCs and that the EU's share is therefore undetermined.
6.2 International protection status
The national management measures and prohibitions for Blue Sharks (see 6.1) are of limited efficacy in scope and range, given the circum-global, migratory nature of this species. As noted above, none of the major oceanic RFMOs have yet adopted catch limits for this species, although ICCAT has indicated that it may be prepared to do so in part of its geographical region of competence, if North Atlantic catches rise above recent levels.
Additionally, P. glauca is the main species in the global shark fin trade, and global landings have nearly tripled since 2000 – but the species is not listed under the Convention on the International Trade in Endangered Species (CITES), and no RFMO has put in place management measures that would bind fishing countries to work together to ensure that P. glauca is managed sustainably.
As no protections currently exist that extend throughout P. glauca's entire range, nor is international trade regulated, populations of this highly migratory transboundary species are likely to continue to decline until globally applicable, enforceable measures are introduced to prevent overexploitation.
An Appendix II CMS listing would raise the awareness of the need for management of Blue Sharks in all range states, particularly through collaborative regional and international management across the whole species' range. It would ensure that international co-operation is prioritized, including through the adoption of regional fisheries management organization (RFMOs) measures to regulate catches.
6.3 Management measures
Many states have developed a National Plan of Action (NPOA) for sharks and some have Regional POAs. However, these plans are often non-binding. Accordingly, besides the
complete protection for sharks in a handful of jurisdictions, management measures for Blue Shark are virtually nonexistent.
6.4 Habitat conservation
Several jurisdictions have closed their waters to shark fishing, including American Samoa, the Bahamas, the British Virgin Islands, Bonaire, the Cayman Islands, the Cook Islands, the Federated States of Micronesia, French Polynesia, Honduras, Israel, Kiribati, the Maldives, the Marshall Islands, New Caledonia, Northern Marianas Islands, Palau, Saba, and St. Maarten. However, while these are spatial closures, they do not include any specific habitat protection beyond providing a large area where targeted shark fishing is prohibited. Because Blue Shark habitat occurs mainly in warm temperate waters of the high seas, much of its range is unprotected.
6.5 Population monitoring
There are no formal programmes dedicated specifically to monitoring of Blue Shark, although they are recorded by pelagic fisheries monitoring and landings observation activities. Monitoring of the proportion of Blue Sharks in the international shark fin trade through Hong Kong is now underway (Fields et al. 2017 in press).
7. Effects of the proposed amendment
7.1 Anticipated benefits of the amendment
While the measures listed in 4.1 provide some protection for P. glauca, they do not extend throughout their entire range, nor is international trade regulated. P. glauca is likely to become overfished globally unless enforceable measures are put in place worldwide to protect this species from overexploitation.
An Appendix II CMS listing would raise the awareness of the need for the management of Blue Sharks by all range and fishing States. It would also ensure that international co-operation is prioritized, with measures adopted by Regional Fisheries Management Organization (RFMO) and put in place to regulate catches in every ocean.
The Review of Migratory Chondrichthyan Fishes – IUCN SSG/CMS (2007) noted that:
There is no disagreement, however, over the urgency of introducing management for this species; unfortunately no large-scale collaborative/regional management actions currently seem likely, other than those delivered through shark finning bans. The Blue Shark is certainly in urgent need of collaborative management by range States and through regional fisheries bodies, but appears not to be a high priority for action at present. A CMS Appendix II listing could help to drive the improvements in national and regional management that are required if this species is to be managed sustainably.
One decade later, the situation remains unchanged.
7.2 Potential risks of the amendment
No potential risks to Blue Shark conservation are foreseen from an Appendix II listing.
7.3 Intention of the proponent concerning development of an Agreement or Concerted Action
The governments of Samoa and Sri Lanka will promote and enhance national, regional and international coordination, collaboration and partnership for Blue Shark conservation and management. If this proposal is successful, Samoa, which is already a Signatory to the CMS Memorandum of Understanding for the Conservation of Migratory Sharks (Sharks MOU), will work with other Signatories to consider P. glauca for listing, where co-operative domestic and international action to improve its conservation status can be prioritized under the MOU's aim to achieve and maintain a favourable conservation status for migratory sharks throughout their range.
The Governments of Samoa and Sri Lanka propose working with Range States on developing concerted actions upon listing In Appendix II of the Convention and recommend the interim actions in Table 3 for the conservation of the Blue Shark:
| Activity | Outputs/Outcome | Timeframe | Responsibility |
|---|---|---|---|
| Support the inclusion of Blue Sharks in the Sharks MOU | Blue Sharks proposed for inclusion Sharks MOU at MOS3. | End 2018 | Range State Parties who are also Signatories to the Sharks MOU; Cooperating Partners to the Sharks MOU |
| Sri Lanka signs the Sharks MOU | Sri Lanka becomes the newest Signatory to the Sharks MOU and is able to support future actions for the Blue Shark | 2017 | Sri Lanka |
| Encourage Range States to sign the Sharks MOU | Additional Range States | Ongoing | Range States |
| Encourage CMS Parties, who are also Parties to their respective RFMOs, to develop precautionary catch limits for Blue Sharks. | Markedly reduce landings of Blue Shark to sustainable levels enabling stocks to replenish, reduce incidental catch, increase awareness. | 2018/2019 | Range State Parties; NGOs, with Samoa leading at WCPFC. and Sri Lanka supporting at IOTC |
| Encourage interdepartmental coordination at national level | Range States improve coordination and collaboration between respective CMS Focal Departments and the national Fisheries Department for improved implementation of proposed shark management activities. | 2017/2018 | Range State Parties |
| Identify opportunities for domestic/regional management measures. | Signatories to work together to discuss and identify potential domestic/regional management measures to ensure any Blue Shark fisheries are sustainable. | 2018/2019 | Shark MoU Signatories, led by Sri Lanka and Samoa. |
8. Range States
P. glauca occurs in areas beyond national jurisdiction, therefore CMS Article I h) should be considered in determining a Range State:
"A Range State in relation to a particular migratory species means any State […] that exercises jurisdiction over any part of the range of that migratory species, or a State, flag vessels of which are engaged outside national jurisdictional limits in taking that migratory species."
A Range State is, therefore, considered to be any nation where Blue Sharks are present in domestic waters and also those fishing nations operating on the high seas.
Parties to CMS:
Angola, Antigua and Barbuda, Australia, Bangladesh, Benin, Brazil, Cabo Verde, Cameroon, , Chile, Congo, Cook Islands, Costa Rica (Cocos I.), Cote d'Ivoire, Cuba, Democratic Republic of the Congo, Djibouti, Ecuador, Egypt, Equatorial Guinea, Eritrea, France –(French Polynesia, Clipperton I., Guadeloupe, Guyana, Martinique, New Caledonia), Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Honduras, India, Israel, Jordan, Madagascar, Mauritius, Netherlands (Aruba, Curacao), Mozambique, New Zealand, Nigeria, Palau, Panama, Peru, Philippines, Portugal (Madeira), Samoa, Sao Tomé and Principe, Saudi Arabia, Senegal, Somalia, South Africa, Spain (Canary Is.), Sri Lanka, Togo, United Kingdom (British Virgin Islands, Cayman Islands, Montserrat, Turks and Caicos Islands), United Republic of Tanzania, Yemen.
10
Other Range States:
Bahamas, Barbados, Belize, China, Colombia, Comoros, Dominica, Dominican Republic, El Salvador, Grenada, Haiti, Indonesia, Jamaica, Japan, Kiribati, Lebanon, Malaysia, Maldives, Marshall Islands, Mexico (Revillagigedo Is.), Micronesia, Federated States of, Nicaragua, Oman, Papua New Guinea, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Sierra Leone, Sudan, Suriname, Thailand, Trinidad and Tobago, USA (American Samoa, Guam, Hawaiian Is., Northern Mariana Is., Puerto Rico, US Virgin Is.), Venezuela.
9. Consultations
10. Additional remarks
11. References
Byrne, M.E., Cortes, E., Vaudo, J.J., Harvey, G.C.M.N., Sampson, M.,Wetherbee, B.M., Shivji, M. 2017. Satellite telemetry reveals higher fishing mortality rates than previously estimated, suggesting overfishing of an apex marine predator. Proc. R. Soc. B. 284: 20170658. http://dx.doi.org/10.1098/rspb.2017.0658.
Camhi et al. Stock structure of the Blue Shark (Prionace glauca) in the north Atlantic ocean based on tagging data M.D. Camhi, E.K. Pikitch, E.A. Babcock (Eds.), Sharks of the Open Ocean: Biology, Fisheries and Conservation, Blackwell Publishing, Oxford, UK (2008), pp. 339–350
Campana, S.E., 2002. Catch, Bycatch and Landings of Blue Shark, Prionace glauca, in the Canadian Atlantic. Fisheries & Oceans Canada, Science, Canadian Science Advisory Secretariat.
Campana, S.E., Joyce, W. and Manning, M.J., 2009. Bycatch and discard mortality in commercially caught Blue Sharks Prionace glauca assessed using archival satellite pop-up tags. Marine Ecology Progress Series, 387, pp.241-253.
Casey, J.G. 1985. Trans-Atlantic migrations of the Blue Shark: a case history of cooperative shark tagging. In World angling resources and challenges; proceedings of the first world angling conference (R. H. Stroud, ed.), p. 253–267. Int. Game Fish Assoc., Ft. Lauderdale, FL.
Clarke, S. 2004. Understanding pressures on fishery resources through trade statistics: a pilot study of four products in the Chinese dried seafood market. Fish and Fisheries 5:53–74
Clarke, S.C., Magnussen, J.E., Abercrombie, D.L., McAllister, M.K. and Shivji, M.S., 2006. Identification of shark species composition and proportion in the Hong Kong shark fin market based on molecular genetics and trade records. Conservation Biology, 20(1), pp. 201-211.
Clarke S., Yokawa K., Matsunaga H., Nakano H. 2011. Analysis of North Pacific Shark Data from Japanese Commercial Longline and Research/Training Vessel Records [EB WP 02]. [Pohnpei, Federated States of Micronesia]: Western and Central Pacific Fisheries Commission (WCPFC). Scientific Committee Regular Session, Pohnpei, Federated States of Micronesia, 9-17 August 2011, 7th. 1v. (Unpaged)
Clarke et al., 2012 S. Clarke, S.J. Harley, S.D. Hoyle, J.S. Rice Population trends in Pacific oceanic sharks and the utility of regulations on shark finning Conserv. Biol., 27 (1) (2012), pp. 197–209
Coelho, R., et al. 2017. Distribution patterns and population structure of the Blue Shark (Prionace glauca) in the Atlantic and Indian Oceans. Fish and Fisheries: 1-17. DOI: 10.1111/faf.12238.
Compagno, L. J. V. 1984. FAO species catalogue. Sharks of the world. An annotated and illustrated catalogue of shark species known to date. Part 1. Hexanchiformes to Lamniformes. FAO Fish Synop. 125, vol. 4, 250 p. FAO, Rome.
Cortés, E., Arocha, F., Beerkircher, L., Carvalho, F., Domingo, A., Heupel, M., Holtzhausen, H., Santos, M., Ribera, M., Simpfendorfer, C., 2010. Ecological risk assessment of pelagic sharks caught in Atlantic pelagic longline fisheries. Aquat. Living Resour. 23, 25–34.
Eriksson, H. and Clarke, S., 2015. Chinese market responses to overexploitation of sharks and sea cucumbers. Biological Conservation, 184, pp.163-173.
Fields, A.T., Fischer, G.A., Shea S.K.H., Zhang, H., Abercrombie, D.L., Feldheim K.A., Babcock, E.A., and Chapman, D. 2017 (in press). Species composition of the international chondrichthyan fin trade assessed by a retail market survey in Hong Kong. Conservation Biology.
ICCAT, 2009. Report of the 2008 shark stock assessment meeting. ICCAT, Coll. Vol. Sci. Pap. 64, 1343–1491.
ICCAT, 2012. Shortfin mako stock assessment and ecological risk assessment meeting. Olhao, Portugal.
ICCAT, 2015. Blue Shark assessment report. https://www.iccat.int/Documents/Meetings/Docs/2015_BSH%20ASSESS_REPORT_ENG.pdf
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Kleiber, P., S. Clarke, K. Bigelow, H. Nakano, M. McAllister, and Y. Takeuchi. 2009. North Pacific Blue Shark stock assessment. U.S. Dep. Commer., NOAA Tech. Memo., NOAA-TM-NMFS-PIFSC-17, 74 p.
Kohler, N. E., P. A. Turner, J. J. Hoey, L. J. Natanson, and R. Briggs. 2002. Tag and recapture data for three pelagic shark species: Blue Shark (Prionace glauca), shortfi n mako (Isurus oxyrinchus), and porbeagle (Lamna nasus) in the North Atlantic Ocean. Col. Vol. Sci. Pap. ICCAT 54(4):1231−1260.
Last, P. L. and Stevens, J. D. (1994) Sharks and Rays of Australia. CSIRO, Collingwood, Victoria, Australia.
Mishima S., 1981: On the passing over of subtropic fishes to the subarctic region in the summer season. Res Inst. N. Pac. Fish., Hokkaido Univ., Spec. Vol., 61-71.
Nakano H., Seki M.P. Synopsis of biological data on the Blue Shark, Prionace glauca, Linnaeus, Bulletin of the Fisheries Research Agenc, 2003, vol. 6 (pg 18-55).
Nakano, H., and J.D., Stevens. The biology and ecology of the Blue Shark, Prionace glauca. In: M.D. Camhi, E.K. Pikitch, E.A. Babcock (Eds.), Sharks of the Open Ocean: Biology, Fisheries and Conservation, Blackwell Publishing, Oxford, UK (2008), pp. 140–151
Nakano H. and Nagasawa K., 1996: Distribution of pelagic elasmobranchs caught by salmon research gillnets in the North Pacific. Fish. Sci. 62(6), 860-865.
Polovina JJ, Abecassis M, Howell EA, Woodworth P (2009) Increases in the relative abundance of mid- trophic level fishes concurrent with declines in apex predators in the central North Pacific subtropical gyre, 1996–2006. Fishery Bulletin 107: 523–531.
Pratt, H.L. Jr. 1979. Reproduction in the Blue Shark, Prionace glauca. Fishery Bulletin 77: 445–470.
Sims, D., Fowler, S.L., Ferretti, F. & Stevens, J.D. 2015. Prionace glauca. The IUCN Red List of Threatened Species 2015: e.T39381A48924261. Downloaded on 23 March 2017.
Sims, D., Fowler, S.L., Ferretti, F. & Stevens, J. 2016. Prionace glauca. The IUCN Red List of Threatened Species 2016: e.T39381A16553182. Downloaded on 23 March 2017.
Stevens, J.D. 1976. First results of shark tagging in the northeast Atlantic, 1972–1975. J. Mar. Biol. Assoc. U.K. 56: 929–937.
Stevens, J.D. 1990. Further results from a tagging study of pelagic sharks in the Northeast Atlantic. J. Mar. Biol. Assoc. U.K. 70: 707–720.
Stevens, J. 2009. Prionace glauca. The IUCN Red List of Threatened Species 2009: e.T39381A10222811.http://dx.doi.org/10.2305/IUCN.UK.2009-2.RLTS.T39381A10222811.en. Downloaded on 23 March 2017.
Strasburg D.W., 1958: Distribution, abundance, and habits of pelagic sharks in the Central Pacific Ocean. Fish. Bull., 138, 335-361.
Takeuchi et al. 2016. Assessment of Blue Shark in the southwestern Pacific. WCPFC-SC12-2016/SAWP-08-REV1
Zhu et al. 2011. Reproductive biology of female Blue Shark Prionace glauca in the southeastern Pacific Ocean. Environ. Biol Fish 91:95-102.
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Name :
The Bill of Rights
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2) Ten of the twelve amendments were ratified on.
3) replicas of the Bill of Rights. The first president commissioned 14 official handwritten
4) One of the original copies of the ‘Bill of Rights’ is on permanent display at
Museum, Washington D.C.
5) In 1941, after 150 years of ratification, former president
declared December 15 as the Bill of Rights Day. Access the largest collection of worksheets for just $19.95 per year!
. 9) The first ten amendments are collectively known as the
8) The Congress in its first session met at the and wrote the Bill of Rights.
10) ratified in 1992, as the The second amendment of the original proposal, earlier rejected by the states was to the constitution.
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refused to sign the completed constitution in the absence and
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Answer key
The Bill of Rights
Fill in the blanks.
The Bill of Rights was created on . 1) September 25, 1789
2) December 15, 1791 . Ten of the twelve amendments were ratified on
George Washington 3) replicas of the Bill of Rights. The first president commissioned 14 official handwritten
4)
Museum, Washington D.C.
One of the original copies of the 'Bill of Rights' is on permanent display at
National Archives and Records Administration PREVIEW
5) In 1941, after 150 years of ratification, former president
declared December 15 as the Bill of Rights Day. Access the largest collection of worksheets for just $19.95 per year!
Franklin D. Roosevelt
. 9) The first ten amendments are collectively known as the Bill of Rights
8) The Congress in its first session met at the and wrote the Bill of Rights. Federal Hall
10) ratified in 1992, as the The second amendment of the original proposal, earlier rejected by the states was 27 th amendment to the constitution.
6) of a Bill of Rights. Elbridge Gerry George Mason
refused to sign the completed constitution in the absence,
and
Edmund Randolph
7) Three states Massachusetts
did not ratify the Bill of Rights until 1939.
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Georgia
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The Diocese of Westminster Academy Trust
Infection Control Policy
Last updated: 30.5.2020
Contents:
Statement of intent
Preventative measures
1. Legal framework
2. Ensuring a clean environment
3. Pupil immunisation
4. Staff immunisation
5. Contact with pets and animals
6. Water-based activities
In the event of infection
7. Preventing the spread of infection
8. Vulnerable pupils
9. Procedures for unwell pupils/staff
10. Exclusion
11. Medication
12. Outbreaks of infectious diseases
13. Pregnant staff members
14. Staff handling food
15. Managing specific infectious diseases
16. Monitoring and review
Appendices
a) Managing Specific Infectious Diseases
b) Infection Absence Periods
c) Diarrhoea and Vomiting Outbreak Action Checklist
d) List of Notifiable Diseases
Statement of intent
Infections can easily spread in a school due to:
- Pupils' immature immune systems.
- The close-contact nature of the environment.
- Some pupils having not yet received full vaccinations.
- Pupils' poor understanding of good hygiene practices.
Infections commonly spread in the following ways:
- Respiratory spread – contact with coughs or other secretions from an infected
person.
- Direct contact spread – direct contact with the infecting organism, e.g., skin-on-skin contact during sports.
- Gastrointestinal spread – contact with contaminated food or water, or contact with infected faeces or unwashed hands.
- Blood borne virus spread – contact with infected blood or bodily fluids, e.g., via bites or used needles.
We actively prevent the spread of infection via the following measures:
- Maintaining high standards of personal hygiene and practice
- Following NHS advice and campaigns: Catch it, Bin it , Kill it campaign
- Maintaining a clean environment
- Routine immunisations
- Use of Public Health Campaign resources https://campaignresources.phe.gov.uk/schools
- Taking appropriate action when infection occurs
This policy aims to help school staff prevent and manage infections in school. It is not intended to be used as a tool for diagnosing disease, but rather a series of procedures informing staff what steps to take to prevent infection and what actions to take when infection occurs.
Signed by: Mr.P.Leeson
Chair of DOWAT
Approved by DOWAT Board 24.3.2020
Legal framework
This policy has due regard to legislation including, but not limited to, the following:
- Control of Substances Hazardous to Health Regulations 2002 (as amended 2004)
- Health and Safety at Work etc. Act 1974
- The Management of Health and Safety at Work Regulations 1999
- The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013
- The Health Protection (Notification) Regulations 2010
This policy has due regard to statutory guidance including, but not limited to, the following
- Public Health England (2017) 'Health protection in schools and other childcare facilities'
- DfE (2015) 'Supporting pupils at school with medical conditions'
This policy operates in conjunction with the following policies and documents:
- Health and Safety Policy
- Supporting Pupils with Medical Conditions Policy
- Administering Medication Policy
- Animals in School Policy
- First Aid Policy
- Bodily Fluid Hygiene Policy
- Sharps Policy
- Head Lice Policy
- Visit to the Zoo Risk Assessment
- Farm Visit Risk Assessment
- Swimming Risk Assessment
Preventative measures
Ensuring a clean environment
Sanitary facilities
Wall-mounted soap dispensers are used in all toilets – bar soap is never used.
A foot-operated waste paper bin is always made available where disposable paper towels are used.
Toilet paper is always available in cubicles.
Suitable sanitary disposal facilities are provided where necessary.
[Primarily EYFS]Nappy changing areas
There is a designated changing area that is separate from play facilities and food and drink areas.
Skin is cleaned with disposable wipes, and nappy creams and lotions are labelled with the relevant pupil's name.
Changing mats are wiped with soapy water or a baby wipe after each use. If a mat is visibly soiled, it is cleaned thoroughly with hot soapy water at the end of the day. Mats are checked on a weekly basis for tears and damage, and replaced if necessary.
There is a designated sink for cleaning potties. Potties are washed in hot, soapy water, dried and stored upside down. When cleaning potties, rubber gloves are used to flush waste down the toilet. Rubber gloves are washed after use (whilst still being worn), along with the wearer's hands.
Handwashing facilities are available in the room and soiled nappies are disposed of inside a wrapped plastic bag.
Continence aid facilities
Pupils who use continence aids, e.g., continence pads and catheters are encouraged to be as independent as possible. Pads are changed in a designated area with adequate handwashing facilities, and disposable powder-free latex gloves and a disposable plastic apron are worn.
Laundry
All laundry is washed in a separate dedicated facility, and any soiled linens are washed separately.
Manual sluicing of clothing is not permitted, and gloves and aprons are worn when handling soiled linen or clothing. Hands are thoroughly washed after gloves are removed.
Cleaning contractors
A cleaning contractor is employed to carry out rigorous cleaning of the premises. Cleaning equipment is maintained to a high standard and is colour coded according to area of use. School B usiness Managers are responsible for monitoring cleaning standards and discussing any issues that may arise with the contractor.
Toys and equipment
A written schedule is in place to ensure that toys and equipment are cleaned on a daily basis. Toys that are "soft", such as modelling clay and 'Play– doh', are discarded whenever they look dirty.
Sandpits are covered when not in use and the sand is changed on a regular basis: four weeks for indoor sandpits and, for outdoor sandpits, as soon as the sand becomes discoloured or malodorous. Sand is sieved or raked on a weekly basis.
Water play troughs are emptied, washed with detergent and hot water, dried and stored upside-down when not in use for long periods. When in use, the water is replenished, at a minimum, on a daily basis, and the trough remains covered overnight.
Handwashing
All staff and pupils are advised to wash their hands after using the toilet, before eating or handling food, and after touching animals. Blood and other bodily fluids
Cuts and abrasions are covered with waterproof dressings.
When coughing or sneezing, all staff and pupils are encouraged to cover their nose and mouth with a disposable tissue and dispose of the tissue after use, and to wash their hands afterwards.
Personal protective equipment (PPE) are worn where there is a risk of contamination with blood or bodily fluids during an activity. Gloves are disposable, non-powdered vinyl or latex and CE (Conformité Européene) marked. If there is a risk of splashing to the face, goggles are worn.
Spillages of blood, faeces, saliva, vomit, nasal and eye discharges are cleaned up immediately. They are cleaned using a mixture of detergent and disinfectant. Paper towels or cloths are used, always wearing PPE, and they are disposed of after use. Spillage kit is stored in a dedicated location.
Bites
If a bite does not break the skin, the affected area is cleaned with soap and water.
If a bite breaks the skin, the affected area is cleaned with soap and running water, the incident is recorded in the pupil accident log and medical advice is sought immediately.
Hypodermic needles (sharps)
Injuries incurred through sharps found on school grounds will be treated in line with the schools' Sharps' Policy. All sharps found on school premises will be disposed of in the sharps bin wearing PPE.
Pupil immunisation
The school keeps up-to-date with national and local immunisation scheduling and advice via www.nhs.uk/conditions/vaccinations/.
Each pupil's immunisation status is checked upon school entry and at the time of any vaccination by the School Nurse or equivalent.
Whilst the school encourages parents to have their children immunised, parental consent will always be sought before a vaccination is given.
The school will ensure that any pupils with existing medical conditions are medically cleared to be given the vaccine in question.
A healthcare team will visit the school in order to carry out vaccinations and will be able to advise pupils if there are any concerns.
A risk assessment will be conducted before any vaccinations take place.
In Primary Schools [EYFS only] Before starting school, pupils should be given their second injection of the MMR vaccine, usually at 3 years and 4 months.
[EYFS only] Before starting school, pupils should be given their 4-in-1 preschool booster against diphtheria, tetanus, whooping cough and polio, usually at 3 years and 4 months.
[Primary schools only] All pupils in Reception to Year 4 will be offered nasal flu vaccinations annually.
In Secondary Schools girls aged between 12 and 13 can choose to get the HPV vaccine to protect themselves against some types of cervical cancer. This vaccine comprises two injections given 6-12 months apart.
In Secondary Schools all pupils aged 14 will be offered the 3-in-1 teenage booster vaccination to top-up the effects of the pre-school vaccines against diphtheria, polio and tetanus.
In Secondary Schools all pupils aged 14 will be offered the MenACWY vaccine as part of the routine adolescent schools programme.
Any pupils who become unwell after receiving a vaccination will be treated by the healthcare team who administered the vaccine, or by the School Nurse, following the schools' procedures for sick and unwell pupils.
Any side effects from the vaccinations, such as becoming unwell, will be reported to the healthcare team who administered the vaccination, allowing them to record the symptoms and the time that the vaccine was administered.
Any medication required to relieve the side effects of a vaccination, such as painkillers, will be administered in accordance with the schools' Medicines Policy.
Regular communication is maintained after pupils return to lessons, as some side effects can take several hours to develop.
Members of staff will be with pupils before, during and after vaccinations, in order to keep the pupils relaxed and create a calming atmosphere.
The school will ensure that the venue used is a clean, open, well-ventilated room, where pupils can access water and fresh air.
Needles are kept away from pupils before and after the vaccine is administered.
Some vaccinations may involve an exclusion period in which pupils are not required to attend school. The administering healthcare team will provide advice in such cases.
Staff immunisation
All staff will undergo a full occupational health check prior to employment, which confirms they are up-to-date with their immunisations.
Staff should be up-to-date with immunisations; in particular, we encourage the following:
- Hepatitis B: We do not recommend Hepatitis B vaccines for staff in routine contact with infected children; however, where staff are involved with the care of children with severe learning disabilities or challenging behaviour, we encourage immunisation.
- Rubella: Female staff of childbearing age are encouraged to check with their GP that they are immune to the rubella (German measles) virus. If they are not immune, we encourage them to be immunised with the MMR vaccine, except during pregnancy.
Contact with pets and animals.
Animals in schools are strictly controlled under schools' Animals in School Animals in schools are only permitted in the following areas: .
The schools have the insurance arrangements in place for any animals on the premises.
Only mature and toilet trained animals are considered for school pets. Animals are always supervised when in contact with children, and anyone handling animals will wash their hands immediately afterwards.
All animals receive recommended treatments and immunisations, are groomed , and checked for any signs of infection on a weekly basis.
Any bedding is changed on a weekly basis.
Feeding areas are kept clean and pet food is stored away from human food. Any food that has not been consumed within 20 minutes is taken away or covered.
The headteacher ensures that a knowledgeable person is responsible for each animal.
Visits to farms are strictly controlled by the policies and protocols contained in Farm Visits Risk Assessment, where relevant.
Visits to zoos are strictly controlled by use of Visits to the Zoo risk assessments, where relevant.
Water-based activities
Swimming lessons
General swimming lessons are governed by the control measures outlined in our Swimming Risk Assessment.
Pupils who have experienced vomiting or diarrhoea in the weeks preceding the trip are not permitted to attend public swimming pools.
Other activities
Alternative water-based activities are only undertaken at reputable centres. Children and staff cover all cuts, scratches and abrasions with waterproof dressings before taking part, and hands are washed immediately after the activity. No food or drink is to be consumed until hands have been washed.
After canoeing or rowing, staff and pupils immediately wash or shower.
If a member of staff or a pupil becomes ill within three to four weeks of an activity taking place, we encourage them to seek medical advice and inform their GP of their participation in these activities.
In the event of infection
Preventing the spread of infection
Parents will not bring their child to school in the following circumstances:
- The child shows signs of being poorly and needing one-to-one care
- The child has taken, or needs to take, infant paracetamol, ibuprofen or 'Calpol'
- The child has untreated conjunctivitis
- The child has a high temperature/fever
- The child has untreated head lice
- The child has been vomiting and/or had diarrhoea within the last 48 hours
- The child has an infection and the minimum recommended exclusion period has not yet passed
- Public Health advice has provided specific advice to the school and public on how to deal with a specific outbreak and your child has either been exposed to the infection or showing symptoms
Vulnerable pupils
Pupils with impaired immune defence mechanisms (known as immunecompromised) are more likely to acquire infections. In addition, the effect of an infection is likely to be more significant for such pupils. These pupils may have a disease that compromises their immune system or be undergoing treatment, such as chemotherapy, that has a similar effect.
The
School Nurse or equivalent will be notified if a child is “vulnerable”.
Parents are responsible for notifying the school if their child is "vulnerable".
If a vulnerable child is thought to have been exposed to an infectious disease, the child's parents will be informed and encouraged to seek medical advice from their doctor or specialist.
Procedures for unwell pupils/staff
Staff are required to know the warning signs of pupils becoming unwell including, but not limited to, the following:
- Not being themselves
- Not having a snack
- Not eating at lunchtimes
- Wanting more attention/sleep than usual
- Displaying physical signs of being unwell, e.g., watery eyes, a flushed face or clammy skin
Where a staff member identifies a pupil as unwell, the pupil is taken to the designated room, where their temperature will be taken and the pupil's parents will be informed of the situation.
Where the School Nurse, or equivalent is unavailable, staff will:
- Attempt to cool the pupil down if they are too hot, by opening a window and suggesting that the pupil removes their top layers of clothing.
- Provide the pupil with a drink of water.
- Move the pupil to a quieter area of the classroom or school.
- Ensure there is a staff member available to comfort the pupil.
- Summon emergency medical help if required.
Pupils and staff displaying any of the signs of becoming unwell outlined in 9.1 will be sent home, and we will recommend that they see a doctor or follow any Public Health advice in the case of a pandemic.
If a pupil is identified with sickness and diarrhoea, the pupil's parents will be contacted immediately and the child will be sent home, and may only return after 48 hours have passed without symptoms.
If a staff member is suffering from vomiting and diarrhoea, they will be sent home and may not return until 48 hours have passed without symptoms.
If the school is unable to contact a pupil's parents in any situation, the pupil's alternative emergency contacts will be contacted.
Contaminated clothing
If the clothing of the first-aider or a pupil becomes contaminated, the clothing is removed as soon as possible and placed in a plastic bag. The pupil's clothing is sent home with the pupil, and parents are advised of the best way to launder the clothing.
Exclusion
Pupils suffering from infectious diseases will be excluded from school on medical grounds for the minimum recommended period.
Pupils can be formally excluded on medical grounds by the headteacher.
If parents insist on their child returning to school when the child still poses a risk to others, the LA may serve notice on the child's parents to require them to keep the child away from school until the child no longer poses a risk of infection.
If a pupil is exposed to an infectious disease, but is not confirmed to be infected, this is not normally a valid reason for exclusion; however, the local health protection team (HPT) may be contacted to advise on a case-by-case basis.
Medication
Where a pupil has been prescribed medication by a doctor, dentist, nurse or pharmacist, the first dose will be given at home, in case the pupil has an adverse reaction.
The pupil will only be allowed to return to school 24 hours after the first dose of medication, to allow it time to take effect.
All medicine provided in school will be administered in line with the Medicines Policy, or equivalent.
Outbreaks of infectious diseases
An incident is classed as on 'outbreak' where:
- Two or more people experiencing a similar illness are linked in time or place.
- A greater than expected rate of infection is present compared with the usual background rate, e.g.:
Two or more pupils in the same classroom are suffering from vomiting and diarrhoea.
A greater number of pupils than usual are diagnosed with scarlet fever.
There are two or more cases of measles at the school.
Suspected outbreaks of any of the diseases listed on the List of Notifiable Diseases will always be reported.
As soon as an outbreak is suspected (even if it cannot be confirmed), the Headteacherr will contact the HPT to discuss the situation and agree if any actions are needed.
The Headteacher will provide the following information:
- The number of staff and children affected
- The symptoms present
- The date(s) the symptoms first appeared
- The number of classes affected
If the Headteacher is unsure whether suspected cases of infectious diseases constitute an outbreak, they will contact the HPT.
The HPT will provide the school with draft letters and factsheets to distribute to parents.
The HPT will always treat outbreaks in the strictest confidence; therefore, information provided to parents during an outbreak will never include names and other personal details.
If a member of staff suspects the presence of an infectious disease in the school, they will contact the School Nurse, or equivalent for further advice.
If a parent informs the school that their child carries an infectious disease, other pupils will be observed for similar symptoms by their teachers and the School Nurse, or equivalent.
A pupil returning to the school following an infectious disease will be asked to contact the School Nurse, or equivalent.
If a pupil is identified as having a notifiable disease, as outlined in the guide to Infection Absence Periods, the school will inform the parents, who should inform their child's GP. It is a statutory requirement for doctors to then notify their local Public Health England centre.
During an outbreak, enhanced cleaning protocols will be undertaken, following advice provided by the local HPT. The School Business Manager will liaise with the cleaning contractor to ensure these take place.
Pregnant staff members
If a pregnant staff member develops a rash, or is in direct contact with someone who has a potentially contagious rash, we will strongly encourage her to speak to her doctor or midwife.
Chickenpox: If a pregnant staff member has not already had chickenpox or shingles, becoming infected can affect the pregnancy. If a pregnant staff member believes they have been exposed to chickenpox or shingles and have not had either infection previously, she will to speak to her midwife or GP as soon as possible. If a pregnant staff member is unsure whether they are immune, we encourage them to take a blood test.
Measles: If a pregnant staff member is exposed to measles, she will inform her midwife immediately. All female staff under the age of 25, who work with young children, are asked to provide evidence of two doses of MMR vaccine or a positive history of measles.
Rubella (German measles): If a pregnant staff member is exposed to rubella, she will inform her midwife immediately. All female staff under the age of 25, who work with young children, are asked to provide evidence of two doses of MMR vaccine or a positive history of Rubella.
Slapped cheek disease (Parvovirus B19): If a pregnant staff member is exposed to slapped cheek disease, she will inform her midwife promptly.
Staff handling food
Food handling staff suffering from transmittable diseases will be excluded from all food handling activity until advised by the local Environmental Health Officer that they are clear to return to work. Both food handling staff and midday assistants are not permitted to attend work if they are suffering from diarrhoea and/or vomiting. They are not permitted to return to work until 48 hours have passed since diarrhoea and/or vomiting occurred, or until advised by the local environmental health officer that they are allowed to return to work.
The school will notify the local Environmental Health Department as soon as we are notified that a staff member engaged in the handling of food has become aware that they are suffering from, or likely to be carrying, an infection that may cause food poisoning.
Food handlers are required by law to inform the school if they are suffering from any of the following:
- Typhoid fever
- Paratyphoid fever
- Other salmonella infections
- Dysentery
- Shigellosis
- Diarrhoea (where the cause of which has not been established)
- Infective jaundice
- Staphylococcal infections likely to cause food poisoning like impetigo, septic skin lesions, exposed infected wounds, boils
- E.coli VTEC infection
'Formal' exclusions will be issued where necessary, but employees are expected to provide voluntary 'off work' certificates from their GP.
Managing specific infectious diseases
When an infectious disease occurs in the school, we will follow the appropriate procedures set out in the Managing Specific Infectious Diseases appendix.
Monitoring and review
All members of staff are required to familiarise themselves with this policy as part of their induction programme.
The Trust will review this policy on an annual basis and will make any changes necessary, taking into account the current effectiveness of infection control and prevention.
The next scheduled review date is March 2021.
Managing Specific Infectious Diseases
| | Symptoms | | Considerations |
|---|---|---|---|
| Scaling or cracking of the skin, particularly between the toes, or blisters containing fluid. The infection may be itchy. | | Cases are advised to see their GP for advice and treatment. | |
| Sudden onset of fever with a runny nose, cough and generalised rash. The rash then blisters and scabs over. Several blisters may develop at once, so there may be scabs in various stages of development. Some mild infections may not present symptoms. | | Cases are advised to consult their GP. | |
| The first signs of cold sores are tingling, burning or itching in the affected area. Around 24 hours after the first signs appear the area will redden and swell, resulting in a fluid-filled blister. After blistering, they break down to form ulcers then dry up and crust over. | | Cases are advised not to touch the cold sore, or to break or pick the blisters. Sufferers of cold sores should avoid kissing people and should not share items such as cups, towels and facecloths. | |
| The eye(s) become reddened and swollen, and there may be a yellow or green discharge. Eyes may feel itchy and ‘gritty’. | | Cases are encouraged to seek advice, wash their hands frequently and not to rub their eyes. The HPT will be contacted if an outbreak occurs. | |
| Symptoms normally appear within one to two days of contaminated food being consumed, although they may start at any point between a few hours and several weeks later. The main symptoms are likely to be nausea, vomiting, diarrhoea, stomach cramps and fever. | | Cases will be sent home. The HPT will be contacted where two or more cases with similar symptoms are reported. The cause of a food poisoning outbreak will always be investigated. | |
Hub4schooleaders template
Disease
Symptoms
Considerations
Exclusion period
| Symptoms include abdominal pain, bloating, fatigue and pale, loose stools. | Cases will be sent home. The HPT will be contacted where two or more cases with similar symptoms are reported. |
|---|---|
| Symptoms include diarrhoea, headache, fever and, in some cases, vomiting. | Cases will be sent home. The HPT will be contacted where two or more cases with similar symptoms are reported. |
| Symptoms include tiredness, fever and constipation. The symptoms or paratyphoid fever include fever, diarrhoea and vomiting. | All cases will be immediately reported to the HPT. |
| Symptoms vary but include diarrhoea, abdominal cramps, headaches and bloody diarrhoea. | Cases will immediately be sent home and advised to speak to their GP. |
| Symptoms include three or more liquid or semi- liquid stools in a 24-hour period. | The HPT will be contacted where there are more cases than usual. |
Disease
Symptoms
Considerations
Exclusion period
| Symptoms include bloody diarrhoea, vomiting, abdominal pain and fever. It lasts four to seven days on average, but potentially several weeks. | The school will contact the HPT. |
|---|---|
| Symptoms include diarrhoea, headache, fever and, in some cases, vomiting. | |
| Symptoms include abdominal pain, diarrhoea and occasional vomiting. | |
| Symptoms include a cough coughing a lot for more than an hour, or 3 or more coughing episodes in 24 hours,a high temperature hot to the touch on chest or back, shortness of breath, loss of taste and smell. COVID-19 is a new illness that can affect your lungs and airways. | These symptoms can also be signs of flu so important to see advice from the NHS 111 helpline. Students with COVID-19usually have at t least one of these symptoms. |
| Symptoms include severe tiredness, aching muscles, sore throat, fever, swollen glands and occasionally jaundice. | The sufferer may feel unwell for several months and the school will provide reasonable adjustments where necessary. |
| Symptoms include a fever and rash with blisters on cheeks, hands and feet. Not all cases will have symptoms. | |
| Other than the detection of live lice or nits, there are no immediate symptoms until two to three weeks after infection, where itching and scratching of the scalp occurs. | Treatment is only necessary when live lice are seen. Staff are not permitted to inspect any pupil’s hair for head lice. If a staff member incidentally notices head lice in a pupil’s hair, they will inform the pupil’s parents and advise them to treat their child’s hair. |
Disease
Symptoms
Considerations
Exclusion period
| | When a pupil has been identified as having a case of head lice, a letter will be sent home to all parents notifying them that a case of head lice has been reported and asking all parents to check their children’s hair. |
|---|---|
| Symptoms include abdominal pain, loss of appetite, nausea, fever and tiredness, followed by jaundice, dark urine and pale faeces. | The illness in children usually lasts one to two weeks, but can last longer and be more severe in adults. |
| Symptoms include general tiredness, nausea, vomiting, loss of appetite, fever and dark urine, and older cases may develop jaundice. | The HPT will be contacted where advice is required. The procedures for dealing with blood and other bodily fluids will always be followed. The accident book will always be completed with details of injuries or adverse events related to cases. |
| Symptoms are often vague but may include loss of appetite, fatigue, nausea and abdominal pain. Less commonly, jaundice may occur. | The procedures for dealing with blood and other bodily fluids will always be followed. The accident book will always be completed with details of injuries or adverse events related to cases. |
| Symptoms include lesions on the face, flexures and limbs. | Towels, facecloths and eating utensils will not be shared by pupils. Toys and play equipment will be cleaned thoroughly. |
Disease
Symptoms
Considerations
Exclusion period
| Symptoms include headache, fever, cough, sore throat, aching muscles and joints, and tiredness. | Those in risk groups will be encouraged to have the influenza vaccine. Anyone with flu-like symptoms will stay home until they have recovered. Pupils under 16 will not be given aspirin. |
|---|---|
| Symptoms include a runny nose, cough, conjunctivitis, high fever and small white spots around the cheeks. Around the third day, a rash of flat red or brown blotches may appear on the face then spread around the body. | All pupils are encouraged to have MMR immunisations in line with the national schedule. Staff members should be up-to-date with their MMR vaccinations. Pregnant staff members and those with weak immune systems will be encouraged to contact their GP immediately for advice if they come into contact with measles. |
| Symptoms include fever, severe headaches, photophobia, stiff neck, non-blanching rash, vomiting and drowsiness. | Meningitis is a notifiable disease. |
| Symptoms include fever, severe headaches, photophobia, stiff neck and a non-blanching rash. | Medical advice will be sought immediately. The confidentiality of the case will always be respected. The HPT and school health advisor will be notified of a case of meningococcal disease in the school. The HPT will conduct a risk assessment and organise antibiotics for household and close contacts. The HPT will be notified if two cases of meningococcal disease occur in the school within four weeks. |
Disease
Symptoms
Considerations
Exclusion period
| Symptoms include headache, fever, gastrointestinal or upper respiratory tract involvement and, in some cases, a rash. | The case will be encouraged to consult their GP. If more than once case occurs, the HPT will be consulted. |
|---|---|
| Symptoms are rare but include skin infections and boils. | All infected wounds will be covered. |
| Symptoms include a raised temperature and general malaise. Then, stiffness or pain in the jaws and neck is common. Following this, the glands in the cheeks and under the jaw swell up and cause pain (this can be on one or both sides). Mumps may also cause swelling of the testicles. | The case will be encouraged to consult their GP. Parents are encouraged to immunise their children against mumps. |
| Symptoms vary depending on the area of the body affected. | Pupils with ringworm of the feet will wear socks and trainers at all times and cover their feet during physical education. |
| Symptoms include severe diarrhoea, stomach cramps, vomiting, dehydration and mild fever. | Cases will be sent home if unwell and encouraged to speak to their GP. |
| Symptoms are usually mild, with a rash being the first indication. There may also be mild catarrh, headaches or vomiting. There may be a slight fever and some tenderness in the neck, armpits or groin, and there may be joint pains. | MMR vaccines are promoted to all pupils. |
| Symptoms include tiny pimples and nodules on a rash, with burrows commonly seen on the wrists, palms, elbows, genitalia and buttocks. | All household contacts and any other very close contacts should have one treatment at the same time as the second treatment of the case. The second treatment must not be missed and should be carried out one week after the first treatment. |
| | Symptoms | | Considerations |
|---|---|---|---|
| and becoming partially covered with a thick, yellowish exudate. In severe cases, there may be a high fever, difficulty swallowing and tender, enlarged lymph nodes. A rash develops on the first day of fever and is red, generalised, pinhead in size and gives the skin a sandpaper-like texture, with the tongue developing a strawberry- like appearance. | | weeks if antibiotics are not administered. If two or more cases occur, the HPT will be contacted. | |
| Where symptoms develop, they include a rose- red rash making the cheeks appear bright red. | | Cases will be encouraged to visit their GP. | |
| Symptoms include itching around the anus, particularly at night. | | Cases will be encouraged to visit their GP. | |
| Symptoms include cough, loss of appetite, weight loss, fever, sweating (particularly at night), breathlessness and pains in the chest. TB in parts of the body other than the lungs may produce a painful lump or swelling. | | Advice will be sought from the HPT before taking any action, and regarding exclusion periods. | |
| Symptoms include a heavy cold with a persistent cough. The cough generally worsens and develops the characteristic ‘whoop’. Coughing spasms may be worse at night and may be associated with vomiting. | | Cases will be advised to see their GP. Parents are advised to have their children immunised against whooping cough. | |
Infection Absence Periods
This table details the minimum required period for staff and pupils to stay away from school following an infection, as recommended by Public Health England.
*Identifies a notifiable disease. It is a statutory requirement that doctors report these diseases to their local Public Health England centre.
| Infection | | Recommended minimum period |
|---|---|---|
| | | to stay away from school |
| Athlete’s foot | None | |
| Chicken pox | Until all vesicles have crusted over | |
| Cold sores | None | |
| Coronavirus | 14 days self- isolation and notification to Public Health | |
| Conjunctivitis | None | |
| Diarrhoea and/or vomiting | Whilst symptomatic and 48 hours from the last episode | |
| Diphtheria* | Exclusion is essential. | |
| Flu (influenza) | Until recovered | |
| Infection | | Recommended minimum period |
|---|---|---|
| | | to stay away from school |
| Glandular fever | None | |
| Hand foot and mouth | None | |
| Head lice | None | |
| Hepatitis A* | Seven days after onset of jaundice or other symptoms | |
| Hepatitis B*, C* and HIV | None | |
| Impetigo | 48 hours after commencing antibiotic treatment, or when lesions are crusted and healed | |
| Measles* | Four days from onset of rash | |
| Meningococcal meningitis*/ septicaemia* | Until recovered | |
| Meningitis* due to other bacteria | Until recovered | |
| Meningitis viral* | None | |
| Infection | | Recommended minimum period |
|---|---|---|
| | | to stay away from school |
| MRSA | None | |
| Mumps* | Five days after onset of swelling | |
| Ringworm | Exclusion is not usually required | |
| Rubella (German measles) | Four days from onset of rash | |
| Scarlet fever | 24 hours after commencing antibiotic treatment | |
| Scabies | Can return to school after first treatment | |
| Slapped cheek/Fifth disease/Parvo Virus B19 | None (once rash has developed) | |
| Threadworms | None | |
| Tonsillitis | None | |
| Tuberculosis (TB) | Pupils with infectious TB can return to school after two weeks of treatment if well enough to do so, and as long as they have responded to anti-TB therapy. | |
| Warts and verrucae | None | |
| Whooping cough (pertussis)* | Two days from commencing antibiotic treatment, or 21 days from the onset of illness if no antibiotic treatment is given | |
Diarrhoea and Vomiting Outbreak Action Checklist
Date:
Completed by:
Action taken?
| | Action | Yes | No | Comments |
|---|---|---|---|---|
| A 48-hour exclusion rule has been enforced. | | | | |
| Liquid soap and paper hand towels are available. | | | | |
| Enhanced cleaning is undertaken twice daily and an appropriate disinfectant is used. | | | | |
| Appropriate personal protective equipment (PPE) is available. | | | | |
| Appropriate waste disposal systems are available for removing infectious waste. | | | | |
| Toys are cleaned and disinfected on a daily basis. | | | | |
| Infected linen is segregated, and dissolvable laundry bags are used where possible. | | | | |
| Visitors are restricted, and essential visitors are informed of the outbreak. | | | | |
| New children joining the school are delayed from joining. | | | | |
| The health protection team (HPT) has been informed of any infected food handlers. | | | | |
| Staff work in dedicated areas and food handling is restricted. | | | | |
| All staff (including agency) are asked if they are unwell. | | | | |
| Staff are restricted from working elsewhere. | | | | |
| The HPT is informed of any planned events at the school. | | | | |
| The School Nurse, or equivalent is informed. | | | | |
| Ofsted are informed if necessary. | | | | |
List of Notifiable Diseases
Under the Health Protection (Notification) Regulations 2010, the following diseases will always be reported to the health protection team (HPT):
- Acute encephalitis
- Acute poliomyelitis
- Acute meningitis
- Acute infectious hepatitis
- Anthrax
- Brucellosis
- Botulism
- Cholera
- Enteric fever (typhoid or paratyphoid fever)
- Diphtheria
- Food poisoning
- Infectious bloody diarrhoea
- Haemolytic uraemic syndrome (HUS)
- Invasive group A streptococcal disease and scarlet fever
- Leprosy
- Legionnaires' disease
- Malaria
- Measles
- Mumps
- Meningococcal septicaemia
- Plague
- Rabies
- Rubella
- Smallpox
- SARS
- Tetanus
- Typhus
- Tuberculosis
- Viral haemorrhagic fever (VHF)
- Yellow fever
- Whooping cough
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Warm-up: Dynamic Stretching
Organization:
Create at grid 20 x 20 or find a small space that players can move without interfering with a game and/or session.
How to play:
Players will have the freedom to move inside the grid and coaches will be asking players to provide different kind of Dynamic movements moving forward, sideways and backwards.
Warm-up: Agilities Movements
Organization:
Create a 20 x 20 grid where you can add few cones in line (1 yard from each other). - Create 2- 3 lines so players do not waist time in line and have consistancy of player's movement during the warmup.
How to play:
- Players will jog to the line of cones
- Apply agilities movements between the cones by facing foward, sideways and/or backwards.
- After the agility movements between the cones, the players will sprint to the cone located 5 -10 yards from the line of the cones.
- Turn towards the cone and sprint or job back to the end of the line.
Warm-up: 3 vs. 1 without the ball
Organization:
Set up 2-3 grids with minimum 4 players per grid
How to play: 3 vs.1 without the ball
The player that runs inside the grid is the defender and the 3 players inside the grid are offense players. The defender will try to tag any of the 3 offense players inside the grid. The defender has no more than 5 seconds to tag. If the defender does not tag any offense player in less than 5 seconds, the defender will go back to the end of the line. However, if the defender tags any of the offense player in less than 5 seconds, the defender will swithch with the offense player.
Progression/Variation: Increase or decrease the amount of time the defender has to tag the offense players.
Warm-up: 3 vs. 1 with the ball
Organization:
Set up 2-3 grids with minimum 4 players per grid
How to play: 3 vs.1 with the ball
The player that runs inside the grid is the defender and the 3 players inside the grid are offense players. The defender will try to win the ball from the 3 offense players inside the grid. The offense players will try to connect 5 passes without the defender winning the ball. If the offense players connect 5 passes, the defender will go back to the base (end of the line) and continue as defender when becomes her/his turn. However, if the defender wins the ball before the offense players completing 5 passes, the defender will switch with the offense player that made the mistake.
Progression/Variation: Increase or decrease the amount of passes from offense players.
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University of Arkansas, Fayetteville
ScholarWorks@UARK
Avian Advice
2019
Avian Advice, April 2019
Dale Bumpers College of Agricultural, Food, and Life Sciences (University of Arkansas, Fayetteville). Center of Excellence for Poultry Science
University of Arkansas (System). Cooperative Extension Service
Follow this and additional works at: https://scholarworks.uark.edu/avian-advice
Citation
Dale Bumpers College of Agricultural, Food, and Life Sciences (University of Arkansas, Fayetteville). Center of Excellence for Poultry Science., & University of Arkansas (System). Cooperative Extension Service. (2019). Avian Advice, April 2019. Avian Advice. Retrieved from https://scholarworks.uark.edu/ avian-advice/46
This Periodical is brought to you for free and open access by the Poultry Science at ScholarWorks@UARK. It has been accepted for inclusion in Avian Advice by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected].
Poultry Science
Black Flies (Buffalo or Turkey Gnats)
By F. Dustan Clark, DVM, Jennifer Caraway, and Kelly Loftin, PhD
Black flies are very tiny, blood-sucking flies in the insect family Simuliidae. Contrary to their name, black flies may be gray, tan, or even greenish. These small flies also have a distinctive hump behind their head; hence their common name of Buffalo gnats. They breed in fast-moving water of streams and rivers. They are tremendous pests of humans, domestic animals, and wildlife every spring and are found in many areas of the United States including areas of Arkansas. The potential for an outbreak in areas of Arkansas is possible as large numbers of Buffalo gnat larvae have been observed in the last few weeks in the Sulfur River of Arkansas. Last year, an outbreak of southern buffalo gnats in late March and early April caused the deaths of nearly 100 domesticated animals and at least 280 deer in Arkansas. Residents of Arkansas County reported the deaths of three bulls, 30 cows, 30 calves, 27 horses, several mules and a dog last year from buffalo gnats.
The bites of the buffalo gnat can be very painful and itchy and some people and animals may have an allergic reaction to the anticoagulant injected by the fly at the bite. The adult females feed on the blood of many animals including: horses, cattle, sheep, goats, poultry, and humans. The bites are usually concentrated around the head on the ears, nose, and face. However, they will bite any exposed area. In addition to the blood loss, the flies can cause severe irritation to the animals causing them to continually seek areas to avoid being bitten. Buffalo gnats do have a preference of one host over another hence one of the common names of turkey gnat.
Some birds may be found dead with no apparent lesions; however, a closer examination usually reveals the very small gnats in the feathers covering the ear or on the head.
Large concentrations of the gnats can cause death in animals and poultry due to blood loss, irritation, shock, and suffocation. Poultry that have been bitten by buffalo gnats usually have small scabbed cuts on the face and combs or there may be blood stained feathers on the head, neck, and wings.
The face and comb of the bird may also be swollen due to large numbers of bites.
Buffalo gnats feed in the daytime so the best method of protection is avoidance. Livestock and poultry should be sheltered during the daytime in darker areas to lessen the chance of being bitten. The gnats also prefer to feed when there is little if any wind. So the use of fans to circulate the air where the animals are kept may also be helpful. Insecticides containing permethrin compounds can be used for temporary reduction of buffalo gnat numbers; however, these products only kill the flies they contact and as such animal areas, yards, and barns need to be sprayed periodically.
Animals such as horses and cattle usually have swollen ears and small scabbed over cuts on the ears. Often these cuts will ooze blood for some time.
Some small flock poultry owners use Citronella oil containing compounds on their birds with some success. Other methods of prevention used by poultry owners include hanging fly strips or shiny aluminum pie plates that have been coated with a light coating of oil in the sunlight. The black flies rest on the yellow fly strips or coated pie plates and become stuck. It is important to check your poultry periodically, especially those that may be caged in areas where they get lots of sunlight. If suspicious lesions are observed on the birds, they appear restless, egg production has dropped, you notice small amounts of blood on the birds or other animals, or there are unexplained deaths, you may have a buffalo gnat problem.
Black flies are usually not as problematic in most commercial poultry since most poultry are raised in the safety of enclosed barns. However, producers of free range and pastured poultry can have problems since
Buffalo gnats need moving water for their lifecycle. The female flies attach several hundred eggs (150-800) to submerged objects such as plants, rocks, and leaves. The time frame for the eggs to hatch is dependent on the water temperature with the eggs hatching in 4-5 days at 70 degrees Fahrenheit. The larvae then attach themselves to submerged objects such as plants or rocks and filter feed on bacteria and algae in the water. The development time of the larvae also depends on several factors such as water temperature and available food. These larvae mature and spin a cocoon to pupate in; from which, the adults emerge in the late spring. Adult males and female blackflies feed on nectar. However, females of most species also need blood to produce eggs. The females immediately search for a meal of blood and can travel more than ten miles to obtain one. The entire life cycle takes about 4- 6 weeks depending on the species of black fly, temperature, available food, and water temperature. It is possible for several generations to be produced each year. Fortunately, the adults only live 2-3 weeks.
these types of poultry are raised with exposure to the outdoors. Since people can also be bitten by buffalo gnats it is important to protect yourself. If you have to be outside when the gnats are active wear long sleeved bright colored clothing (do not wear light blue). Head and shoulder nets can also be worn. Insect repellants that contain DEET may also be helpful. Clothing can also be treated with fly repellents.
Fortunately, in Arkansas, the time for adult black fly activity is short and declines when temperatures get above 80 degrees Fahrenheit.
Individuals that get bitten and have an allergic reaction should seek prompt medical attention.
For additional information on Buffalo gnats or for more information on poultry diseases, care, and husbandry contact your local county Extension agent, the Arkansas Cooperative Extension service (www.uaex.edu), or the Extension Poultry Health Veterinarian (F. Dustan Clark, DVM,
[email protected], 479-957-4245).
F. Dustan Clark, DVM, PhD., Extension Poultry Health Veterinarian and Center Director of Poultry Extension. University of Arkansas System Division of Agriculture, University of Arkansas, Fayetteville, AR 72701. 479-957-4245
Jennifer Caraway, Miller County Agriculture Extension Agent, University of Arkansas System, Division of Agriculture, Texarkana, Arkansas, 71854. 870-779-3609.
Kelly Loftin, PhD. Extension Entomologist, University of Arkansas System Division of Agriculture, University of Arkansas, Fayetteville, AR 72701. 479-575-3462.
Buffalo gnat larva visible on a wooden branch from a stream. (Photo courtesy of Jennifer Caraway)
Buffalo gnat adults (Black fly). Photo courtesy of Kelly Loftin.
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Food Marketing Little Improved
Nickelodeon
Between 2005 & 2008
In early 2008, the Center for Science in the Public Interest undertook a second assessment of Nickelodeon food marketing to children. The 2008 assessment indicates that Nickelodeon continues to market primarily foods of poor nutritional quality to children. The vast majority – 79% – of food ads, products, and meals marketed to children by Nickelodeon are too high in fats, salt, and/or sugars. This figure is just a little lower than in 2005, when 88% were of poor nutritional quality.
In the three years since our first assessment of Nickelodeon food marketing, the Council of Better Business Bureaus (CBBB) formed the Children's Food and Beverage Advertising Initiative (CFBAI). Fifteen food companies have joined the CFBAI and pledged to limit their marketing to children to foods that meet company-developed nutrition standards.
In addition, several media companies, including Disney, Sesame Workshop, and Cartoon Network, announced that they will only license their characters to companies for foods that meet their own nutrition standards (and one company, Qubo, announced it will limit its television ads to only products that meet its nutrition standards). However, Nickelodeon has not developed its own nutrition standards for product licensing. Instead, the company relies on individual food companies' nutrition standards. What's more, popular child-oriented characters of Nickelodeon's parent company, Viacom, are not subject to any limits.
Little Change in Nickelodeon/Viacom Food Marketing to Children 2005-2008
Nickelodeon food advertisements on television
Twenty-eight hours (Friday 2/22/08 and Saturday 2/23/08) of Nickelodeon (NICK 1) programming were reviewed, during which a total of 819 advertisements/PSAs/promos were shown. Of the 185 food ads, 177 had nutrition information available, and 138 (78%) of those were for foods of poor nutritional quality. Four nutrition-related public service announcements were observed, one for every 34 ads for foods high in fats, salt, and/or sugars. Eighty-one percent of the Nickelodeon food ads are covered by current CFBAI pledges. The remaining ads, not subject to company nutrition standards, were by: Chuck E. Cheese's, IHOP, Perfetti VanMelle (Airheads Candy), Red Robin, Ronzoni, and Subway.
Nickelodeon magazine
Seven issues (August 2007 to March 2008) of Nickelodeon magazine were reviewed. Of the 31 food ads, 24 (77%) were for foods of poor nutritional quality.
Use of licensed characters on food packages
Nine food products containing Viacom marketing were found at the Georgetown Safeway grocery store in Washington, D.C., on 2/23/08. Seven (78%) of the products were foods of poor nutritional quality.
Promotional tie-ins with fast-food restaurants
During the study period, three restaurants featured Viacom tie-in promotions: McDonald's with The Spiderwick Chronicles (Paramount and Nickelodeon Pictures); Subway with The Naked Brothers Band (Nickelodeon program), and Chuck E. Cheese's with Bee Movie (Paramount and Nickelodeon Pictures). Of 24 Happy Meal combos at McDonald's, 92% are of poor nutritional quality. Of 18 Fresh Fit combos at Subway, 56% are of poor nutritional quality. Eighty-nine percent of Chuck E. Cheese's menu items are of poor nutritional quality.
Marketing strategies assessed
In February/March 2008, CSPI took a second snapshot of Nickelodeon food marketing, examining the nutritional quality* of foods in/on:
* Nickelodeon television advertisements
* Nickelodeon magazine advertisements
* Food products depicting Viacom characters
* Promotional tie-ins with restaurants
For more detailed results from CSPI's 2005 assessment, see:
http://cspinet.org/new/pdf/nickelodeon.pdf
*Nutritional quality was assessed using Guidelines for Responsible Food Marketing, available at: http://www.cspinet.org/marketingguidelines.pdf
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GRADE 3
For a full video
"Title of video." (video).Database, date of creation.
"Natural Phenomena: Hurricanes, Tornadoes, and Other Weather." (video). Discovery Education, 2017.
For a video segment
"Title of segment." (video segment).Database, date of creation.
"Tornadoes." (video segment).Discovery Education, 2017.
For an image
"Title of image." (image).Database, date of creation.
"A Tornado in Denver." (image).Discovery Education, 2006.
For an audio file
"Title of audio file." (audio).Database,date of creation.
"Swirling Twister Or Tornado Wind Disaster." (audio).Discovery Education, 2012.
For a board
Author of board last name, first name. "Title of board." (type of board).
Database,date of creation.
Reid, Kathie. "Tornadoes." (student board).Discovery Education,1 May 2014.
For an interactive
"Title of interactive." (interactive).Database,date of creation.
"Weather Patterns." (interactive).Discovery Education,2006.
Lesson materials
"Title of lesson material." (type of material).Database,date of creation.
"Tornadoes." (study guide).Discovery Education, 2010.
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Published on
www.bilvavi.net
Home > Rosh Chodesh Mazal - 011 Cheshvan | The Scorpion
Rosh Chodesh Mazal - 011 Cheshvan | The Scorpion
Cheshvan\Scorpion – The "Bitterness" of The Month of Cheshvan
The mazal associated with the month of Cheshvan is "akrav", the scorpion.
This bears a connection with the mazal of the previous month, Tishrei, which is moznayim, the scale. In the month of Tishrei, man is judged by the scale in Heaven, which weighs his deeds. If man is found to be guilty in judgment, he is subject to punishment in Gehinnom. The lowest place in Gehinnom is described by our Sages a place that is full of scorpions. If chas v'shalom the person was found guilty in the judgment of the month of Tishrei, he will be subject to the Gehinnom that is contained in the month of Cheshvan - the month of the "scorpion".
Cheshvan is called Mar Cheshvan, "bitter Cheshvan". One of the reasons why there is "bitterness" contained in Cheshvan is because it is a place full of scorpions that deliver the punishments of Gehinnom to those who were found guilty in the previous month.
What is the depth behind the concept of scorpion?
Serpent\Evil Heat and Scorpion\Evil Coldness
In the Torah, there are three creatures associated with causing harm to man: The serpent (snake), the seraf, and the scorpion. These three harmful creatures are also representations of three distinct evil forces in Creation [here we will analyze the differences specifically between the serpent and the scorpion, and how these are forces in Creation which manifest in our own souls].
We find that the serpent is associated with heat, whereas the scorpion is associated with coldness. The serpent represents a kind of evil that is awakened through the force of "heat" in Creation, when it is used for evil passions, whereas the scorpion is of a different nature of evil: it represents a kind of evil that is associated with coldness. The Hebrew word for scorpion, akrav, is from the word "av kar", "father of coldness" – it represents the root of a force of "coldness" in Creation.
Thus, the scorpion is associated with coldness, and if the mazal of Cheshvan is scorpion, it must be that Cheshvan is a month where "coldness" is manifest. We can find a correlation to this: In the month of Cheshvan, we begin to ask for rain, which is cold water.
Coldness is also the evil trait of Amalek. Of Amalek the Torah writes, "They met you", and the Hebrew word for this is "korcha", from the word kerirus, "coldness." [Amalek is the evil force in Creation that is at war with G-d. It induces "coldness" into Creation, which manifests in people as a cold and apathetic attitude towards holiness]. The gematria (numerical value in Hebrew) of the word "Amalek" is equal to the Hebrew word "mar", which means "bitter",[1] hinting to the Amalek\coldness that is in "bitter Cheshvan".
This is why Cheshvan is called "MarCheshvan", "bitter Cheshvan" – its bitterness is due to the "coldness" that is revealed in this month.
There is a halachah that if a snake is near one's heel as he is davening Shemoneh Esrei, he should not interrupt his Shemoneh Esrei to move away from the snake, because the danger is not definite, for it does not always bite. But if there is a scorpion at his heel, he must interrupt his Shemoneh Esrei and move away from the scorpion, because the danger is definite. A scorpion will definitely sting, its sting is life-endangering, so one is allowed to interrupt his davening to move away from it.
A snake will only bite if it is angered or bothered in some way; it is dangerous only when it becomes reactive to something, so as long as one doesn't bother the snake, there is no need to interrupt his davening and move away from it. But a scorpion will always sting, whether it is provoked or not.
This is really because the snake acts based upon the force of "heat" in Creation, which is the root of excitement; thus a snake will only be harmful and use its evil "heat" if it is provoked, where it will then react with excitement and it will then cause harm. But a scorpion is acting based upon the force of "coldness" in Creation. Coldness doesn't need anything to activate it in order for it to be cold. The scorpion is the manifestation of "coldness" in Creation, so it will always be harmful, regardless if it became excited or not.
The scorpion attacks even when it is not provoked and nothing caused it to act. It begins to act from itself, and not from any other factor that caused it to act. This is its coldness. The snake, however, will only attack if it is angered, which is heat.
So the difference between the forces of heat and coldness is that heat is activated only when there is a point that preceded it, whereas coldness begins from itself even when nothing precedes it. Heat is a result of something else before it, whereas coldness does not come as a result of something; it is activated on its own. Of course, sometimes coldness can also be a result. But coldness is mainly activated on its own, and not as a result of something else that came before it.
Joy – The Balance Between Heat and Coldness In The Soul
In regards to our own personal soul, the forces of heat and coldness need to be in balance with each other. In the ideal situation, heat and cold are harmonized, and then the soul can function properly.
In the month of Tishrei, we experienced zman simchaseinu, the time of our happiness. The truth is that in order for us to maintain simcha (joy), we need a balance between coldness and heat in the soul. The combined gematria (numerical value in Hebrew) of the words kor (cold) and chom (heat) is equal to the numerical value of the word sam'each (joy),[2] which hints to us that simcha results only when there is a balance between cold and heat in the soul.
But when a person is drawn towards either of the two extremes – either too much coldness in the soul or too much heat in the soul – there cannot be simcha. If a person is drawn too much after the force of "heat" of the soul, that means he needs a feeling of warmth in his Yiddishkeit in order for him to survive, and as soon as he loses that feeling warmth, he loses all of his joy with it.
To illustrate, in the month of Tishrei, we had the mitzvos of sukkah, and the four species, and the Simchas Beis HaShoeivah. All of these mitzvos provide us with simcha. But as soon as these mitzvos are gone, when Tishrei has ended, a person who depended on this warmth will be left with no simcha.
True simcha is maintained only when there is a proper balance between heat and coldness of the soul. If a person is too dependent on the "heat" (or a warm feeling of excitement), he is not able to carry on when that "heat" is gone. The same is true vice versa: if a person is too cold and he does not have enough heat in the soul, he will also not be happy, because his soul lacks a balance.
The ability of "coldness" in the soul is the ability in a person to remain unfazed and be unaffected by the surroundings. [3] [This is a power that can be used for either holiness or evil, depending on how balanced it is.] If a person is too isolated from the others to the point that he doesn't react at all to others and he is too detached from others, he is too "cold", and he will not be happy. [But if he can separate himself from the influences of the surroundings yet he can also relate to others, he has the proper balance between his coldness and his heat, and then he can be happy.]
An In-Depth Understanding of The Serpent (Heat) and The Scorpion (Coldness)
The serpent represents an extreme pull towards heat. In fact, the very pull towards heat [or excitement] is already an effect of the Serpent upon mankind. The scorpion, however, is an extreme pull towards coldness. Besides for the fact that the scorpion's coldness is the roots of Amalek, it is in essence an extreme pull towards coldness. So whenever there is an extreme pull towards heat, it is connected with the evil caused by the Serpent, and whenever there is an extreme pull towards cold, it is connected with the scorpion.
These are two root evil forces in Creation: the serpent (too much 'heat), and the scorpion (too much 'cold'). There is also a third evil force of Creation, the seraph (.)שרף
The Hebrew word for serpent is nachash ( )נחשand the Hebrew word for scorpion is akrav. ( )עקרבThe first letter of the words עקרב, נחשand שרףare the letters ע, נand ,שwhich forms the acronym of the term .עש"ןThe letter עstands for "( עולםolam" – "world", or place), the letter שstanding for שנה ("shanah" – "year", or time), and the word נstanding for "( נפשnefesh" – the soul). Our Sages teach that every concept in Creation exists on three planes: in place, in time, and in the soul.[4] The akrav\scorpion begins with the letter ,עso the scorpion is manifest particularly in "olam", in place. The nachash\serpent begins with the letter ,נso it is mainly manifest in "nefesh", in the soul. The seraph begins with the letter ,שso it is mainly manifest in "shanah", in time.
The serpent represents extreme heat, and the serpent is mainly manifest in the dimension of "nefesh\soul", so its extreme heat is mainly manifest in the dimension of "soul". The scorpion represents extreme cold, and the scorpion is mainly manifest in the dimension of olam\world\place, so its extreme cold mainly manifests in the world.
There is a verse, "A generation goes and a generation comes, but the earth stands forever." The generations that come and go represent nefesh (the souls of people), whereas the earth that stands forever represents olam (place).
The coldness of the scorpion, which is manifest in "place", lies in the dimension that came before the creation of the world, which began our souls. It represents the concept of the "nothingness that came before existence" (heder kodem l'havayah).[5] This is because as we explained earlier, coldness is not a continuation of something that precedes it; it begins from itself. Coldness therefore represents a beginning point. When one begins from a beginning point, he is using the concept of coldness. This is a power that can be used for good or evil, as we will soon explain.
If a person begins from a point that is not a beginning point, this is heat. When we begin something based upon emotional reaction, this is heat. The differences between heat and cold are also known as the concepts known as kedem (before\beginning) and achor (after). The term kedem means "beginning", where a person begins from the beginning point of something. This is coldness. The term achor means "after", meaning when a person begins from a point that is "after" the beginning point. This is heat.
These are two root powers in our soul: coldness and heat.
The Serpent placed a spirit of impurity upon Chavah. Ever since then, mankind is drawn after "heat"
and less inclined after "cold". It is usually heat which dominates man, and this is the effect of the Serpent upon mankind. It induced an excessive pull towards "heat" upon Creation [which is why man is very pulled after acting upon on emotion].
When we stood at Sinai, the Sages state that this spirit of impurity was removed from us. How, then, were we able to commit the sin with Golden Calf, when the Snake's "heat" was now removed from us? It was because there was still another force of evil that had been around even before the Serpent: the scorpion. The scorpion's coldness enabled the possibility of excessive "coldness", an indifference to spirituality, which made it still possible for us to sin.
Before the sin, the Serpent told Chavah that if she eats from the Eitz HaDaas, she will "become like Hashem". [This power exists both in the sides and in the sides of holiness. In the Snake's argument, it was clearly evil, in that it is a desire to feel as if one is G-d. But in holiness, it exists as the desire to "resemble" the perfection of G-d].[6] The idea of trying to become like Hashem stems from coldness, not from heat, because resembling Hashem means to resemble the very Beginning point of man, which is coldness, for coldness is a beginning point.
Thus, the coldness of the scorpion is the idea of a beginning point, whereas the serpent introduced heat. Ever since the sin, mankind can only pro-create if there is heat and passion in the desire to procreate. This is all a result of the Serpent's "heat".
Coldness, though, is the key that reveals the beginning point that comes before any heat. It is the key that reveals Hashem Himself.
The Sages say that Amalek is a nation that "knows its Creator, yet rebels intentionally against Him". Amalek is the evil manifestation of "coldness", because it wants to be its own beginning point and replace Hashem. Amalek wants to begin from itself [as is well-known, Amalek is called raishis goyim, "the first of the nations", because its essence is about being the "first" – and now we have a deeper understanding of this]. Amalek is at war with the very havayah (existence) of Hashem.
The depth behind bris milah (circumcision) is to remove the orlah (blockage) that is upon the skin. This orlah is essentially referring to the excessive heat in Creation which was introduced by the Serpent. When we remove that excessive "heat" by removing the orlah, we are resembling a return to the situation of before the sin, where there was nothing but holy "coldness" in Creation. Thus, the holiness that lies in the concept of the "scorpion" (coldness) is the fact that it has the power to remove orlah (spiritual blockages) – it can remove excessive heat from upon us, and return us to the situation of before the sin.
Rectifying The Effect of the Serpent Upon Procreation
The act of procreation (bearing children) can either come from passionate desire, which is heat, or it can come from a true desire to bring children into the world, which represents the desire to begin a new beginning, which is the truer desire to bear children. After the sin, woman was cursed with "And to your husband, you shall desire", and this was the effect of the Snake, which induced desire\heat into the act of procreation. Thus, the very fact that procreation requires heat\passion is entirely an effect of the Serpent, and it is not the ideal state of mankind.
The way to rectify this effect of the Serpent is to utilize "coldness" – the power to begin from a new beginning. In other words, one should yearn for a very desire for what true life is. When one yearns for life in this way, his desire to bear children is stemming from this purer motive, and this rectifies the effect of the Serpent upon procreation.
The serpent challenged man. Its effect on mankind after the sin was that it causes us to understand something only when we are challenged. For example, in our current state, we can only understand something if we know what its opposite is (dovor v'hipucho).
The current state is known as "shis alfin", the "6,000 year era" which precedes the Next World. In the current state of affairs, we can only understand things based on the "six" sides or directions that we can view a matter, a reflection of the 6,000 year era we are in. This is all an effect of the Serpent upon mankind. Similarly, woman is called "eizer k'negdo" (a helpmate who is opposite) of man, who opposes and challenges the husband; this too is an effect of the Serpent upon mankind, which caused us to have opposition and challenges.
In the future, we will return to the holy kind of "scorpion", where we begin from a new beginning, and we are not opposed.
In the current state of affairs, the month of Cheshvan is known to us as "Mar Cheshvan", "bitter Cheshvan". The coldness in Creation is not yet rectified, due to the presence of Amalek, who prevents the revelation of Hashem upon the world. The coldness in the month of Cheshvan is currently an evil coldness, the coldness of Amalek, thus it is a "bitter" month to us.
But the Sages revealed that in the future, the third Beis HaMikdash will be built in the month of Cheshvan. The Sages guarantee us that it will never be destroyed, and the depth of this is because it will not be built in a state of opposition and challenges as our current era is in, for it will be built from a new beginning point.
This is the depth that lies behind the month of Cheshvan.
Applying This Concept To The Soul
In terms that apply to our own personal souls, the concept of the "scorpion" means that we have a power to use a holy kind of coldness: a deep, inner power to begin from an entirely new beginning point.
In the side of evil, this exists as a desire to commit idol worship, which declares a new beginning that is an act of heresy and a denial of Hashem. But in the side of holiness, the power of starting a new beginning is the root power of the soul that can reveal G-dliness.
In Conclusion
In every soul, there is "coldness" and "heat", and we need to balance out these two forces within us. We explained that when we attain a balance between coldness and heat in the soul, the result is simcha. We are then able to continue the simcha that was revealed to us in the month of Tishrei, into the rest of the year.
[1] The word עמלקis equal to 240 ( עequals 70, מequals 40, לequals 30, and קequals 100. So it is 70+40+30+100, which equals 240. The word מרis also equal to 240 because מequals 40 and רis 200, and 40+200 equals 240.
[2] קרis equal to 300 (200=, )ר100= קand חםequals 48 (40=, מ8= )חwhich adds up to 348. The word שמחis equal to 348 (8=, ח40=, מ300=.)ש
[3] To learn more about the power of “coldness” in the soul, refer to Understanding Your Middos_035_Cold Water In The Soul . “Coldness” is also one of the 70 forces of the soul listed by the Vilna Gaon ( Gra , Yeshayahu 11:1 ), and it is explained more in-depth by the Rav in the Hebrew audio files of 010_ ,09_ דע את כוחותיך , and _011
[4] Sefer Yetzirah, III
[5] See Getting To Know Your 70 Forces of the Soul_01 and _02
[6] Refer to Reaching Your Essence_02_Feeding The Jewish Soul, and the series Getting To Know Your Imagination
Source: https://bilvavi.us/english/rosh-chodesh-mazal-011-cheshvan-scorpion?width=640&height=450&inline=true
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Illustrative
Mathematics
3.NF Ordering Fractions
Alignments to Content Standards: 3.NF.A.3
Task
Arrange the fractions in order from least to greatest. Explain your answer with a picture.
a. , , 1 1 1
```
b. c. d. 5 7 3 , , 2 5 2 7 2 3 , , 5 6 3 6 1 6 , , 5 12 8 12 4 12
```
IM Commentary
The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. While the conceptual components of this task fit squarely in the 3rd grade (ordering fractions with either like numerators or like denominators), the fractions that are given in the task involve denominators beyond those expected at a mastery level in 3rd grade ("Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8"). This makes the task inappropriate for high-stakes assessment, but it could be used for e.g. 3rd students who are ready for more challenging problems or as a bridge for 4th grade students.
Illustrative
Mathematics
Edit this solution
Solution
a. The more pieces the whole is divided into, the smaller the pieces will be. So a unit fraction with a larger denominator will represent a smaller number. We can see this if we shade in one piece of each bar as shown below:
The diagram shows that we can order the fractions from least to greatest as follows:
b. When the numerators are the same, that means we have the same number of pieces. A larger denominator means a smaller piece (see above). If we have the same number of pieces but the pieces are smaller, we will have a smaller total amount. We can shade in each bar as shown below to illustrate:
The diagram shows that we can order the fractions from least to greatest as follows:
Illustrative
Mathematics
c. When the denominators are the same, the sizes of the pieces are the same. If we have a larger numerator, we have more pieces. We can illustrate this by shading in each bar as shown below:
The diagram shows that we can order the fractions from least to greatest as follows:
d. The reasoning here is the same as in part (c). Shade in each bar as shown below:
The diagram shows that we can order the fractions from least to greatest as follows:
.
Illustrative
Mathematics.
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Conditional Probability
Tanya Khovanova
May 5, 2014
Class Discussion
Conditional Probability.
Warm Up
Exercise 1. Tanya has 4 sesame and 3 garlic bagels at home. While packing for her hiking trip she randomly picks 3 bagels. What is the probability that she picked 2 sesame and 1 garlic bagel?
Exercise 2. What is the most probable number of heads when you
ip 6 coins?
Probability
Exercise 3. AMC. Diana and Apollo roll a standard die obtaining a number at random from 1 to 6. What is the probability that Diana's number is larger than Apollo's number?
Exercise 4. AMC. A point is chosen at random from within a circular region. What is the probability that the point is closer to the center of the region than it is to the boundary of the region?
Exercise 5. AMC. Tamika selects two dierent numbers at random from the set 8, 9, 10 and adds them. Carlos takes two dierent numbers at random from the set 3, 5, 6 and multiplies them. What is the probability that Tamika's result is greater than Carlos' result?
Exercise 6. For each positive integer n the mean of the
rst n terms of a sequence is n + 1. What is 2009th term of the sequence?
Exercise 7. Three fair coins are tossed at once. For each head that results, one fair die is rolled. What is the probability that the sum of the die rolls is 4?
Exercise 8. AMC. In how many ways can you add a
fth number to the set of numbers {3, 6, 9, 10} to make the mean of the set of
ve numbers equal to its median.
Exercise 9. AMC. Five test scores have a mean of 90, a median of 91 and a mode of 94. What is the sum of the lowest two scores?
Challenge Problems
Exercise 10. How many people must be gathered together in a room, before you can be certain that there is a greater than 50/50 chance that at least two of them have the same birthday?
Exercise 11. Suppose you're on a game show, and you're given the choice of three doors: Behind one door is a car; behind the others, goats. You pick a door. The host always opens a dierent door from the door chosen by the player and always reveals a goat by this action because he knows where the car is hidden. So he opens another door, which has a goat. He then says to you, Do you want to pick door No. 2? Assuming your want the car, is it to your advantage to switch your choice?
Exercise 12. You have a hat in which there are three pancakes: One is golden on both sides, one is brown on both sides, and one is golden on one side and brown on the other. You withdraw one pancake, look at one side, and see that it is brown. What is the probability that the other side is brown?
Exercise 13. You have 100 white balls and 100 black balls. You need to put all of them in two bags. Your worst enemy will pick a bag at random and then will pick a random ball out of the bag. You want him to pick a white ball. How can you put the balls into the bags to maximize your chances of success?
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Victoria Elementary School
School Accountability Report Card Reported Using Data from the 2019-2020 School Year
Published During 2020-2021
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
* For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
* For more information about the LCFF or the LCAP, see the CDE LCFF webpage at https://www.cde.ca.gov/fg/aa/lc/.
* For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
California School Dashboard
The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California's new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California's diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
About This School
School Contact Information (School Year 2020-2021)
| Entity | Contact Information |
|---|---|
| School Name | |
| Street | |
| City, State, Zip | |
| Phone Number | |
| Principal | |
| Email Address | |
| Website | |
| County-District-School (CDS) Code | |
District Contact Information (School Year 2020-2021)
| Entity | Contact Information |
|---|---|
| District Name | |
| Phone Number | |
| Superintendent | |
| Email Address | |
| Website | |
School Description and Mission Statement (School Year 2020-2021)
Victoria Elementary is committed to providing an equitable instructional program that effectively utilizes positive support systems to ensure all students are given equitable access to learning in order to achieve their highest academic potential. High expectations for learning, coupled with a safe, positive school environment, promotes students' social and emotional wellness and also creates an optimal learning atmosphere that supports the development of students' 21st-century skills. Through the use of robotics and electronics, students participate in modern science, technology, engineering and math program. Victoria students are learning and practicing 21st-century skills such as problem-solving, critical thinking, being creative, and imaginative, and working with peers collaboratively. This innovative focus also provides Victoria students opportunities to build novel entrepreneurial skills by marketing the products they create and design.
Heightened focus on student preparation for College and Career Readiness has led to Victoria Elementary embracing the Advancement Via Individual Determination (AVID) Program. Goals for our third year of program implementation include teaching students in grades 3 -5 to organize instructional materials, organize homework and classwork, maximize their learning through conscious time management and structured note-taking in mathematics. Students in grades TK - 2nd are now implementing the same organizational skills goal that falls in line with the upper grades. We are currently transitioning to a school-wide AVID focus. Ongoing training and support for teachers will be critical to the programs' future success.
Important areas of focus for student learning are based on the 2019 CAASPP data which indicates that ELA and Mathematics are below the commensurate levels of the District. In an effort to support student learning, reading and math intervention programs have been implemented and designed to help students identified below grade level. Writing across all grade levels and subjects continues to be an area of focus, especially for EL students. The instructional focus continues to hone in on building and strengthening listening, speaking and writing skills.
Student Enrollment by Grade Level (School Year 2019-2020)
Student Enrollment by Student Group (School Year 2019-2020)
| Student Group | Percent of Total Enrollment |
|---|---|
| Black or African American | |
| American Indian or Alaska Native | |
| Asian | |
| Filipino | |
| Hispanic or Latino | |
| Native Hawaiian or Pacific Islander | |
| White | |
| Two or More Races | |
| Socioeconomically Disadvantaged | |
| English Learners | |
| Students with Disabilities | |
| Foster Youth | |
| Homeless | |
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
* Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
* Pupils have access to standards-aligned instructional materials; and
* School facilities are maintained in good repair
Teacher Credentials
| Teachers | School | School | School |
|---|---|---|---|
| | 2018-19 | 2019-20 | 2020-21 |
| With Full Credential | 22 | 25 | 28 |
| Without Full Credential | 0 | 0 | 0 |
| Teaching Outside Subject Area of Competence (with full credential) | 0 | 0 | 0 |
Teacher Misassignments and Vacant Teacher Positions
| Indicator | 2018-19 | 2019-20 | 2020-21 |
|---|---|---|---|
| Misassignments of Teachers of English Learners | 0 | 0 | |
| Total Teacher Misassignments* | 0 | 0 | |
| Vacant Teacher Positions | 0 | 0 | |
Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
*Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020-2021)
Year and month in which data were collected: December 2020
The California State Board of Education reviews elementary level textbooks and adopts those that meet standards defined in the State Frameworks. Textbooks are selected in the Redlands Unified School District through a committee of teachers and administrators.
All materials have been reviewed by teachers and administrators and pilot programs run at school sites prior to selection of each textbook. All core textbooks are State approved and aligned to the State content standards. Each year consumable materials are replaced and necessary growth and replacement materials are bought to assure all students including English Learners has a State-adopted textbook or instructional materials to use in class and to take home to complete required homework assignments. All students, including English Learners, have a Math, English, Science, and Social Studies Stateadopted textbook to use in class and to take home to complete required homework assignments. Copies of student textbooks are available for parent review at the District Instructional Resource Center.
| Subject | Textbooks and Other Instructional Materials/year of Adoption | From Most | Percent Students |
|---|---|---|---|
| | | Recent | Lacking Own |
| | | Adoption? | Assigned Copy |
| Reading/Language Arts | Journeys Common Core Houghton Mifflin Harcourt (2013) | Yes | |
| Mathematics | Math In Focus Houghton Mifflin Harcourt (2014) | Yes | |
| Subject | Textbooks and Other Instructional Materials/year of Adoption | From Most | Percent Students |
|---|---|---|---|
| | | Recent | Lacking Own |
| | | Adoption? | Assigned Copy |
Note: Cells with N/A values do not require data.
School Facility Conditions and Planned Improvements
Victoria Elementary was built in 1949. Since then, there have been many changes and additions made to the original school facility to accommodate more students and to modernize the campus. There are 29 classrooms, a library/media center, Garner Holt AniMaker Space, and an arts/PE enrichment room. Students and staff work hard to keep the campus clean and safe. Most recently, the appearance of our school was enhanced by exterior paint to all buildings on-site, new droughtresistant landscaping throughout the school, and upgraded carpet and flooring in all buildings. All school facilities are in good working order. Well-maintained grounds that are litter and graffiti free are an ongoing priority. District and site administrators conduct regular inspections of the facility with the last one being completed in January 2021. Additionally, custodial and maintenance personnel conduct quarterly reviews of the campus as part of their Professional Learning Community. The data generated from these reviews is used by site and district staff to maintain or improve the cleanliness and functionality of the school.
Maintenance and Repairs:
The governing board has adopted cleaning standards for all schools in the Redlands Unified School District. A summary of these standards is available at the school office, at the District Office, or at www.redlands.k12.ca.us. The site principal works daily with the custodial team to ensure Victoria School is clean and safe for students and staff. When maintenance and repairs are needed, administration and site custodians arrange for repairs. If repairs are such that they cannot be accomplished by the custodians, the District maintenance staff ensures that the needed repairs are made in a timely manner to keep the school in good working order. Also, an advanced work order process allows repairs to be prioritized and tracked by site administration. The site principal inspects the school regularly to ensure that the facility is clean, safe, and in proper working condition. Finally, after the district's most recent review, all of the school's facilities were found to be in good repair and working order. Victoria was also found to be free of any undue hazards or chemical/cleaning agents that could cause student injury.
School Facility Good Repair Status
Using the most recently collected FIT data (or equivalent), provide the following:
* Determination of repair status for systems listed
* Description of any needed maintenance to ensure good repair
* The year and month in which the data were collected
* The rate for each system inspected
* The overall rating
Year and month of the most recent FIT report: November 2020
| System Inspected | Rating | Repair Needed and Action Taken or Planned |
|---|---|---|
| Systems: Gas Leaks, Mechanical/HVAC, Sewer | XGood | |
| Interior: Interior Surfaces | XGood | |
| Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation | XGood | |
| Electrical: Electrical | XGood | |
| Restrooms/Fountains: Restrooms, Sinks/ Fountains | XGood | |
| Safety: Fire Safety, Hazardous Materials | XGood | |
| Structural: Structural Damage, Roofs | XGood | |
| External: Playground/School Grounds, Windows/ Doors/Gates/Fences | XGood | |
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
* Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and
* The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard
Note: Cells with N/A values do not require data.
| Subject | School | School | District | District | State | State |
|---|---|---|---|---|---|---|
| | 2018-19 | 2019-20 | 2018-19 | 2019-20 | 2018-19 | 2019-20 |
| English Language Arts/Literacy (grades 3-8 and 11) | 37 | N/A | 57 | N/A | 50 | |
| Mathematics (grades 3-8 and 11) | 29 | N/A | 44 | N/A | 39 | |
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2019-2020)
| | | | Percent Tested | Percent | Percent |
|---|---|---|---|---|---|
| | Total | Number | | | |
| Student Group | | | | Not | Met or |
| | Enrollment | Tested | | | |
| | | | | Tested | Exceeded |
| All Students | N/A | N/A | N/A | N/A | |
| Male | N/A | N/A | N/A | N/A | |
| Female | N/A | N/A | N/A | N/A | |
| Black or African American | N/A | N/A | N/A | N/A | |
| American Indian or Alaska Native | N/A | N/A | N/A | N/A | |
| Asian | N/A | N/A | N/A | N/A | |
| Filipino | N/A | N/A | N/A | N/A | |
| Hispanic or Latino | N/A | N/A | N/A | N/A | |
| Native Hawaiian or Pacific Islander | N/A | N/A | N/A | N/A | |
| White | N/A | N/A | N/A | N/A | |
| Student Group | | | Percent Tested | Percent | Percent |
|---|---|---|---|---|---|
| | Total | Number | | | |
| | | | | Not | Met or |
| | Enrollment | Tested | | | |
| | | | | Tested | Exceeded |
| Two or More Races | N/A | N/A | N/A | N/A | |
| Socioeconomically Disadvantaged | N/A | N/A | N/A | N/A | |
| English Learners | N/A | N/A | N/A | N/A | |
| Students with Disabilities | N/A | N/A | N/A | N/A | |
| Students Receiving Migrant Education Services | N/A | N/A | N/A | N/A | |
| Foster Youth | N/A | N/A | N/A | N/A | |
| Homeless | N/A | N/A | N/A | N/A | |
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2019-2020)
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
| | | | | Percent | Percent |
|---|---|---|---|---|---|
| | Total | Number | Percent | | |
| Student Group | | | | Not | Met or |
| | Enrollment | Tested | Tested | | |
| | | | | Tested | Exceeded |
| All Students | N/A | N/A | N/A | N/A | |
| Male | N/A | N/A | N/A | N/A | |
| Female | N/A | N/A | N/A | N/A | |
| Black or African American | N/A | N/A | N/A | N/A | |
| American Indian or Alaska Native | N/A | N/A | N/A | N/A | |
| Asian | N/A | N/A | N/A | N/A | |
| Filipino | N/A | N/A | N/A | N/A | |
| Hispanic or Latino | N/A | N/A | N/A | N/A | |
| Native Hawaiian or Pacific Islander | N/A | N/A | N/A | N/A | |
| White | N/A | N/A | N/A | N/A | |
| Two or More Races | N/A | N/A | N/A | N/A | |
| Socioeconomically Disadvantaged | N/A | N/A | N/A | N/A | |
| English Learners | N/A | N/A | N/A | N/A | |
| Students with Disabilities | N/A | N/A | N/A | N/A | |
| Students Receiving Migrant Education Services | N/A | N/A | N/A | N/A | |
| Foster Youth | N/A | N/A | N/A | N/A | |
| Homeless | N/A | N/A | N/A | N/A | |
CAASPP Test Results in Science for All Students
Grades Five, Eight, and High School
Percentage of Students Meeting or Exceeding the State Standard
| Subject | School | School | District | District | State | State |
|---|---|---|---|---|---|---|
| | 2018-19 | 2019-20 | 2018-19 | 2019-20 | 2018-19 | 2019-20 |
| Science (grades 5, 8 and high school) | 27 | N/A | 36 | N/A | 30 | |
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
Note: The new California Science Test (CAST) was first administered operationally in the 2018-2019 school year.
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
* Pupil outcomes in the subject areas of physical education.
California Physical Fitness Test Results (School Year 2019-2020)
| Grade Level | Percentage of Students | Percentage of Students | Percentage of Students |
|---|---|---|---|
| | Meeting Four of Six | Meeting Five of Six | Meeting Six of Six |
| | Fitness Standards | Fitness Standards | Fitness Standards |
| 5 | N/A | N/A | |
| 7 | N/A | N/A | |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
* Efforts the school district makes to seek parent input in making decisions for the school district and each school site
Opportunities for Parental Involvement (School Year 2020-2021)
At Victoria Elementary School, multiple opportunities are provided for parental involvement in the organization of the school and school events. These include but are not limited to:
* PTA
* School Site Council
* Safety Committee
* English Language Advisory Committee
* Family Reading Night
* Family Math Night
* AVID Family Fair
* STEAM Family Night
* Parent Classes targeted toward helping students with academics
* English as a Second Language (ESL) classes
* Courses through Redlands Adult School are available on site
* Spring Fling Resource Fair
* Community Garden
Victoria Elementary partners with the local non-profit, Building a Generation (BAG). Through this partnership, a BAG case manager is located in our Family Resource Center. The case manager is available to assist families on a one-to-one basis for various services such as counseling, emergency housing, food and/or clothing, and utility assistance. BAG also offers a host of parenting classes and family activities throughout the year. To contact the Building a Generation case manager call (909) 478-5670, x62335 or via the direct line at (909) 307-2478.
Parental involvement opportunities are also available by volunteering throughout the year in various capacities. These include in the classroom as helpers, field trip chaperones, volunteering to work school fairs, and working in our library. Parents who wish to volunteer should contact our office manager at (909) 478-5670 for more information and to obtain the necessary forms. Families may also keep current with activities and information about Victoria Elementary by following us on Twitter @TigerTownRUSD or visiting our school website at https://www.redlandsusd.net/victoria
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
* Pupil suspension rates;
* Pupil expulsion rates; and
* Other local measures on the sense of safety.
Suspensions and Expulsions
(data collected between July through June, each full school year respectively)
| Rate | School | School | District | District | State | State |
|---|---|---|---|---|---|---|
| | 2017-18 | 2018-19 | 2017-18 | 2018-19 | 2017-18 | 2018-19 |
| Suspensions | 2.2 | 2.5 | 2.9 | 3.6 | 3.5 | |
| Expulsions | 0.0 | 0.0 | 0.0 | 0.0 | 0.1 | |
Suspensions and Expulsions for School Year 2019-2020 Only (data collected between July through February, partial school year due to the COVID-19 pandemic)
| Rate | School | District |
|---|---|---|
| | 2019-20 | 2019-20 |
| Suspensions | 0 | 2.16 |
| Expulsions | 0 | 0.03 |
Note: The 2019-2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019-2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019-2020 school year compared to prior years.
2019-20 School Accountability Report Card for Victoria Elementary School
Page 10 of 14
Victoria Elementary School utilizes data from its California Safe School Assessment and suspension/expulsion reports to evaluate the current safety status. A Safe School Plan is adopted each school year and is reflective of the school's safety needs. The key components of Victoria's Safe School Plan include a description of school discipline policies and procedures, dress code guidelines, suspension and expulsion policies, sexual harassment and bullying policies, child abuse reporting procedures, and disaster response procedures. Earthquake, fire, and lock-down drills are conducted routinely in accordance with State and District requirements. Drills are not only used to educate adults and students regarding how to respond safely to emergency situations but are also used to determine more efficient and safer methodologies to respond to emergency situations.
To ensure student safety before school, campus monitors, teachers, and administrators supervise the school grounds including the bus drop-off area, cafeteria, and playground. All school entrances are monitored 24 hours a day via District surveillance cameras and signs are posted to indicate all visitors must report to the administration office and may not be on school grounds unless they have a visitor's pass. Finally, students are supervised throughout the day during all outside playtime by either campus monitors, administrators, and/or teachers. Victoria continues to enforce a closed campus policy. During school hours, there is a single-entry access point where all visitors are required to show identification in order to obtain access to our campus. After school, teachers, and administrators ensure the safety of students by supervising the bus loading area and parking lot which is used by parents to pick students up from school. Teachers, campus monitors, and administrators supervise the areas until all students have left the campus for home or are accounted for in one of our after school programs.
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Average Class Size and Class Size Distribution (Elementary)
| | 2017-18 | 2017-18 | 2017-18 | 2017-18 | 2018-19 | 2018-19 | 2018-19 | 2018-19 | 2019-20 | 2019-20 | 2019-20 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | Average | # of | # of | # of | Average | # of | # of | # of | Average | # of | # of |
| Grade | | | | | | | | | | | |
| | Class | Classes* | Classes* | Classes* | Class | Classes* | Classes* | Classes* | Class | Classes* | Classes* |
| Level | | | | | | | | | | | |
| | Size | Size | Size | Size | Size | Size | Size | Size | Size | Size | Size |
| | | 1-20 | 21-32 | 33+ | | 1-20 | 21-32 | 33+ | | 1-20 | 21-32 |
| K | 24 | 1 | 3 | | 21 | 1 | 3 | | 17 | 3 | 1 |
| 1 | 26 | | 3 | | 22 | | 3 | | 19 | 1 | 3 |
| 2 | 23 | | 4 | | 22 | | 4 | | 22 | 1 | 3 |
| 3 | 19 | 1 | 4 | | 19 | 1 | 4 | | 25 | | 3 |
| 4 | 32 | | 1 | 1 | 35 | | | 2 | 29 | | 3 |
*Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
2019-20 School Accountability Report Card for Victoria Elementary School
Page 11 of 14
Ratio of Pupils to Academic Counselor (School Year 2019-2020)
| Title | Ratio |
|---|---|
| Academic Counselors* | |
*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Student Support Services Staff (School Year 2019-2020)
| Title | Number of FTE* |
|---|---|
| | Assigned to School |
| Counselor (Academic, Social/Behavioral or Career Development) | |
| Library Media Teacher (Librarian) | |
| Library Media Services Staff (Paraprofessional) | |
| Psychologist | |
| Social Worker | |
| Nurse | |
| Speech/Language/Hearing Specialist | |
| Resource Specialist (non-teaching) | |
| Other | |
*One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018-2019)
| Level | Total | Expenditures | Expenditures | Average |
|---|---|---|---|---|
| | Expenditures | Per Pupil | Per Pupil | Teacher |
| | Per Pupil | (Restricted) | (Unrestricted) | Salary |
| School Site | $8,008.09 | $3,170.37 | $4,837.72 | |
| District | N/A | N/A | $6,015.41 | |
| Percent Difference - School Site and District | N/A | N/A | -21.7 | |
| State | N/A | N/A | $7,750 | |
| Percent Difference - School Site and State | N/A | N/A | -46.3 | |
Note: Cells with N/A values do not require data.
2019-20 School Accountability Report Card for Victoria Elementary School
Page 12 of 14
Types of Services Funded (Fiscal Year 2019-2020)
Victoria Elementary School uses general and categorical funds to pay for support personnel, staff development, curriculum development, grade-level collaboration, data team meetings, and the purchase of materials to enhance the curriculum. Supplemental categorical funding sources come from the following: School-wide Title I, Title I, Part A, (parent involvement) Title III, Tier II LCAP funds, School Improvement, and donations.
Title I funds are used to provide remedial help for students in the areas of reading, language, and math. Intervention teacher salaries and instructional materials are also covered by these funds as they meet the needs of our most academically challenged students. School Site Program (SSP) funds are used to provide supplemental materials and educational opportunities for students in K - 5th grades. Our LCAP funds are used to fund our after-school programs that target student learning loss, as well as to pay for conferences and workshops that support teachers in their instructional programs.
All students receive instruction and support towards mastery of grade-level content standards utilizing a standards-based curriculum. In an effort to increase student mastery of essential state academic standards, students are provided targeted interventions to help them be successful in our district and state assessment programs. Teachers receive a detailed analysis of their students' achievement on each subsection of the CAASPP by utilizing the Illuminate system. Students are taught test-taking strategies and practice those strategies on the RUSD Common Assessments, ICAs and IABs, and curriculum benchmarks. Victoria teachers use the results of these assessments to help drive their instruction and improve student achievement.
Victoria teachers and other support staff work together to meet the varied needs of a diverse cultural community. Our staff embraces a Growth Mindset and is committed to "success for all". We have a fully functioning Family Resource Center that provides services or referrals for services such as dental care, medical care, weekend meals, a clothing bank, a food bank, bus passes, etc... Funding sources, over and above the base program, allow us to extend the base program through additional human resources, technology, instructional materials, and other equipment. Parent participation at our family nights, PTA functions, school committees, and literacy classes are proof of their commitment to our school. The power of parents, teachers, and students working together is immeasurable and only serves to strengthen our collective commitment to providing a high-quality education. Victoria's critical needs as determined by surveys of staff, students, and parents are as follows:
* Assist all students to become proficient readers
* Continue to use diverse instructional strategies to meet student needs
* Continue to use assessment to drive instruction
* Continue to reduce absences and tardy rates
* Continue to offer opportunities for parent education
* Continue to support the curriculum with improved technology
Three-Year Student Objectives, as determined by staff and parent input, are as follows:
* Targeted intervention for "at-risk" students will continue
* Students will achieve CAASSP growth targets as determined by the state
* Students will continue to improve academic performance on district assessments
* EL students will show improved performance on state English language acquisition assessments (ELPAC)
* Staff and students will continue to use PeaceBuilders strategies to resolve conflicts in a positive, non-violent
manner
2019-20 School Accountability Report Card for Victoria Elementary School
Page 13 of 14
Teacher and Administrative Salaries (Fiscal Year 2018-2019)
| | | State Average |
|---|---|---|
| | District | |
| Category | | For Districts |
| | Amount | |
| | | In Same Category |
| Beginning Teacher Salary | $46,120 | $52,484 |
| Mid-Range Teacher Salary | $81,554 | $81,939 |
| Highest Teacher Salary | $102,814 | $102,383 |
| Average Principal Salary (Elementary) | $126,044 | $129,392 |
| Average Principal Salary (Middle) | $135,743 | $136,831 |
| Average Principal Salary (High) | $146,559 | $147,493 |
| Superintendent Salary | $226,600 | $254,706 |
| Percent of Budget for Teacher Salaries | 34.0 | 34.0 |
| Percent of Budget for Administrative Salaries | 4.0 | 5.0 |
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.
Professional Development (Most Recent Three Years)
| Measure | 2018-19 | 2019-20 | 2020-21 |
|---|---|---|---|
| Number of school days dedicated to Staff Development and Continuous Improvement | 28 | 28 | |
Professional development is an ongoing priority in the Redlands School District and for Victoria School as well. Priorities for staff development are determined via student assessment data gathered from multiple sources such as site, District, and State assessments. Thus, Professional development in Paths to Proficiency continues this school year in support of English Language Learners. EL training was also a continued focus this school year. The whole staff has participated in EL training to provide support with lesson planning and learning new instructional strategies for both integrated and designated classroom instruction. Teachers in grades 3 - 5 have received training in the AVID program and are currently implementing site objectives and goals for the program. Training in the California Common Core Standards (CCCS) continues at the district level and most teachers have participated in both district and school-wide training designed to support students through Distance Learning. Professional development for the second half of the school year has been designed with an emphasis on STEAM instruction across all grade levels. AniMakers from Garner Holt Productions, along with support from District TOAs, will provide learning opportunities for our teachers to explore new instructional strategies they can implement to foster STEAM instruction into their educational programs.
At Victoria, there are a variety of professional development opportunities, one of which includes collaborative planning through our professional learning communities. Known as "data team meetings," teachers, administrators and the school's TOAs meet the week following each Common Assessment to discuss student progress toward proficiency. At the data team meetings, teachers also develop plans for re-teaching standards to those students who demonstrate the need and forward plan for the next unit of study. Another form of professional development is site-based workshops in which site staff or District personnel facilitate learning opportunities for our teachers. These workshops focus on AVID implementation, technology in the classroom, EL instructional strategies, and STEAM instruction. Teachers are also highly encouraged to attend outside professional development and have attended a variety of conferences which include Daily 5, CUE, Charlotte Huck Reading Festival, AVID Pathways, AVID Summer Institute, and Kim Sutton math instructional strategies.
To better serve our diverse population, our entire staff holds either a CLAD, BCLAD, Language Development Specialist, or SB 1969 certificate. Also, all teachers meet the Highly Qualified Status as defined in the Elementary and Secondary Education Act.
2019-20 School Accountability Report Card for Victoria Elementary School
Page 14 of 14
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Just for Fun Travel Links
ARMCHAIR TRAVEL
- Google Maps – How to Use Guide
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MUSEUMS
- Glensheen Mansion Tour
- Louvre, Paris
- Minneapolis Institute of Art:
- Minnesota Streetcar Tour:
- National Eagle Center
- National Museum of Natural History
- National Museum of the Great Lakes
- Science Museum of Minnesota
- Smithsonian List of Museums:
- Van Gogh Museum
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No. 12, 2017
Sustainable Smart Cities: Applying Complexity Science to Achieve Urban Sustainability
Ulysses Sengupta, Christopher N.H. Doll, Alexandros Gasparatos, Deljana Iossifova, Panagiotis Angeloudis, Murilo da Silva Baptista, Shidan Cheng, Daniel Graham, Robert Hyde, Roberto Kraenkel, Jun Luo, and Nir Oren
Highlights
Smart city approaches promise technology-based opportunities to build sustainable urban futures. However, it is unclear how current market-led approaches can contribute to achieving relevant Sustainable Development Goals (SDGs). Applying complexity science helps to develop smart city policies for urban sustainability.
Policymakers at the national and city levels should:
* Develop an ethical framework for urban data and new information and communication technologies (ICTs).
* Beware of the limitations of new urban ICTs and realise ICT-enabled opportunities alongside existing initiatives.
* Ensure an "open data landscape" for cities and adopt transnational standards for interoperability with maximum stakeholders at all times.
* Appreciate the co-evolution of technology and governance to create sustainability-focused, ICTenabling landscapes and new models of multilevel governance.
* Use new technologies to empower civil society and engage the public in future decisions.
Can Smart Cities Deliver Urban Sustainability?
The attraction of smart cities lies in the idea that increasing information and communication technology (ICT) and data-informed activities will lead to more efficient, betterconnected, and more creative cities. However, the ongoing technological transformation is largely driven by the desire to develop ICT-led markets. Common themes across the early leaders in the field are the creation of positive business environments with institutional collaboration and citizen-centric service delivery. Although smart cities have the potential to make a significant contribution to the urban sustainability agenda, this has not yet been realised. The New Urban Agenda (UN 2017) explicitly mentions the role of smart cities in facilitating a paradigm shift in city management, yet pathways to achieve urban sustainability remain unclear. This brief presents an alternative understanding of smart cities, big data and the internet of things (IoT), and identifies specific policy actions to address urban sustainability in the context of the Sustainable Development Goals (SDGs), focusing on goals 11 and 13.
Smart City Opportunity Areas
The smart city label is being used by several cities and institutions in attempts to define a smart agenda around
big data and a rapidly growing urban IoT.
Big Data
This term refers to large amounts of data that cannot be analysed using traditional methods. It results from the exponential growth in machine-readable data generated by users, businesses, and governments through ICTs such as mobile phones, digital cameras, sensors, and cloud storage. Big data processed using techniques such as data mining and machine learning facilitates the collection, organisation, and analysis of large data sets in order to discover patterns and inform decision-making.
The Internet of Things
In 2008, the internet of people was overtaken by the IoT (Ashton 2009). "Things" can refer to a wide variety of devices such as identifier-tagged street lights, transport location sensors, heart rate monitors, and operational aids for industry. By 2020, an estimated 50 billion devices are likely to be connected to the internet (Evans 2011).
Making new long-term and real-time urban data open to governments, service providers, and civil society can create opportunities in three areas:
* Development of innovative new digital markets (e.g., the development of new products and service models).
* Management systems to respond to unexpected disruptions, work towards optimised service provision, and find efficiencies in use (e.g., in urban infrastructure).
* More informed citizens and greater civic participation in governance (e.g., participatory decision-making for local budgets or urban planning).
The Dangers and Difficulties in Regulating Smart Cities, Big Data, and the Internet of Things
Ill-considered implementation of smart city initiatives can degrade core societal values and has the potential to cause great societal harm (Kitchin 2014). Potential unethical outcomes include technological exclusion of segments of society that are not in a position to engage with new ICT developments; misuse of sensitive data resulting in intrusion and control of services; governments violating privacy rights of citizens; and prioritisation of business interests above social and environmental issues.
Large technology companies typically provide one or more "city data platforms" as part of smart city development. These platforms serve as data collection and access hubs with various degrees of access control for different users. The concentration of information in this manner heightens the danger of private technology companies having access to, and control over, the data of governments and private citizens.
The speed of ICT development creates unprecedented opportunities and risks. It can make it practically impossible for governments to develop appropriate regulation in order to avoid dangerous outcomes.
Limitations of Optimisation for Innovation and Sustainability
The majority of smart city initiatives are based on economic corporate models, and are aimed at finding cost efficiencies within existing systems. Directly linked to resource management, there are numerous initiatives aimed at optimising existing urban infrastructure. Examples of smart parking solutions, smart highway speed controls, smart refuse collection, smart water infrastructure, and smart energy grids are now commonplace. These shortterm efforts towards resource efficiency are attractive to governments and play a role in both improving service provision and reducing environmental impact. However, there are clear limitations to the efficiency gains possible in any existing system. Even exceptional gains of up to 25% — demonstrated in one case of sensor-based energy savings — are simply minimising waste through information feedback and clever redistribution.
Greater improvements and longer-term sustainability cannot be achieved through optimisation alone. They require transformative changes ranging from innovative ICTs that can revolutionise future transport and mobility practices, to informed decision-making and collective behaviour change in civil society. In order to influence such innovations towards societal goals, the complexity of the processes of development and transformation in the ICT ecosystem must be clearly understood.
Beyond Regulation: Complex Co-evolution between Governance and ICT
The complex dynamics between ICT development and ICT governance can be described as co-evolution. Rather than playing the role of clients for technology companies, cities should be partners and enablers in ICT development, regulation, incentivisation, and implementation. Essential in the co-evolutionary process will be the development of appropriate new governance structures to ensure that sociotechnological development is guided towards societal goals.
Smart city development occurs in the context of wider societal transformation. New governance should retain traditional sources of intelligence from outside the ICT domain to attenuate negative technology-led path dependencies.
New governance structures must adapt to remain relevant in a rapidly evolving ICT context. Such structures will have the knowledge and ability to guide smart city developments towards sustainable urban futures. The co-evolution of ICTs and governance is essential due to the bi-directional dependency between them.
Beyond Optimisation: Working with Complex Emergent Processes
Partnership approaches to smart city development are primarily based on market-led technological innovation. Typical smart city initiatives involve one or more large technology partners developing digital city platforms for, or in partnership with, local authorities. These platforms serve as data hubs that safely open up previously inaccessible, sensitive, or unformatted data to ICT-connected industries to encourage data mining and the extraction of some form of intelligence and utility.
However, innovative outcomes can only result from the spontaneous generation of new products and services, through interactions between government, large technology-service providers, related industries, smaller operators, and consumers. In the field of complexity science, this is called emergence — a process resulting in the spontaneous development of new forms in selforganised systems. As urban ICT development is a system with thinking and cognizant participants, it is possible to create conditions more likely to result in emergent outcomes related to urban sustainability than others.
Policymakers can influence emergent outcomes from ICT development in smart cities towards urban sustainability, in relation to SDG 11 and other SDGs. The dialogue between government and technology developers around societal problems and priorities is essential to this process.
Policymakers must create an enabling landscape for synergies between initiatives in specific directions. For example, to encourage ICT innovations focused on environmental sustainability, policymakers need to prioritise the acquisition and release of data related to air quality (SDG 3: good health & well being); energy consumption (SDG 7: affordable & clean energy); emissions (SDG 13: climate action); waste and recycling (SDG 12: responsible consumption and production); and transport, occupancy, and urban development (SDG 11: sustainable cities and communities).
Widely accessible, transparent, and well-documented datasets with high levels of detail are essential for analysis and reuse. Experimental development aimed at climate change mitigation and adaptation needs to be incentivised. Useful innovations should be further supported through appropriate governance in terms of scalability and adoption.
Policy Recommendations
* At the national level, it is crucial to develop an ethical framework for data collection, use, and dissemination. There is significant potential for misuse in the implementation of new technologies involving data collected from multiple sources, including agencies and individual citizens. There is a need to create a culture of transparency, in which permission for use is willingly given based on identifiable individual as well as societal benefits. The security, safety, and privacy of all stakeholders must be guaranteed. If mistrust of data-based technologies develops in civil society, it will be impossible to achieve hoped-for new initiatives towards sustainable urban futures.
* Policymakers must recognise the dangers of technological positivism or exclusive reliance on new digital technologies, and the possibilities of technological exclusion of certain segments of society. The strength of new urban ICT data lies in the ability to augment existing urban initiatives and concerns with evidence, and in developing new areas of action based on intelligence gleaned from new types of urban data, collected with increased frequency. It is important to retain existing non-digital services in parallel with new ICT provisions and to complement evidence used for decision-making with traditional research.
* It is essential to drive an open data landscape for cities. Policymakers must ensure that development of city data platforms follows transnational standards (such as ISO and ITU-T recommendations) for interoperability and avoid technological lock-in by large technology providers. The creation of an open market is essential and any intended or unintended alignment with large, private-sector stakeholders will create barriers for sustainability. Interoperability of ICT standards is essential — not only between government stakeholders and technology providers, but between countries for
POLICY BRIEF No. 12, 2017
transferable technologies to support later developers and to share knowledge. It is important to keep in mind that open innovation is dependent on cooperation frameworks.
* A new multi-level model of governance is necessary to develop and maintain a vibrant, sustainabilityenabling landscape. Policymakers must be proactive in prioritising the availability of accurate and welldocumented real-time and long-term urban data on energy use, air quality, transport, and emissions (with sufficient detail) to enable development of new services. Adaptive governance calls for the co-evolution of ICT and governance. Incentives must be provided to promote urban sustainability as a priority area for intelligent experimentation by digital developers. Government accountability and capacity to respond to new opportunities arising from these actions is essential for achieving genuine change. Such actions can link SDGs such as goals 11 and 13.
* The inclusion of civil society should go beyond information dissemination. User-friendly digital interfaces providing accessible real-time urban data on affordable housing, basic services, disasters, and sustainable transport systems are needed to enable informed choices in the short-term. Long-term participation in city planning, in cultural and natural heritage preservation, and in the creation of green and public spaces is essential to empower civil society. Investment in ICT should link urban, peri-urban, and rural communities in order to strengthen related societal networks.
Sustainable Smart Cities: Applying Complexity Science to Achieve Urban Sustainability UNU-IAS Policy Brief — No. 12, 2017
© United Nations University ISSN: 2409-3017
The views expressed in this publication are those of the authors and do not necessarily reflect the views of the United Nations University.
4
Note
This policy brief is a joint output of UNU-IAS and the ESRC Strategic Network Data and Cities as Complex Adaptive Systems (DACAS). DACAS connects researchers from different disciplinary backgrounds who work with a common complexity theory framework to address urban transformation in a digital age.
References
Ashton, K. 2009. That 'Internet of Things' Thing: In the real world, things matter more than ideas. RFiD Journal. RFID.
Evans, D. 2011. The Internet of Things: How the Next Evolution of the Internet is Changing Everything [Online]. CISCO. Available at: http:// www.cisco.com/web/about/ac79/docs/innov/IoT_IBSG_0411FINAL.pdf
Kitchin, R. 2014. The real-time city? Big data and smart urbanism. GeoJournal, 79, 1-14.
Authors
Ulysses Sengupta, Christopher N.H. Doll, Alexandros Gasparatos, Deljana Iossifova, Panagiotis Angeloudis, Murilo da Silva Baptista, Shidan Cheng, Daniel Graham, Robert Hyde, Roberto Kraenkel, Jun Luo, and Nir Oren
Publisher
United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) Tokyo, Japan
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For a full video
"Title of video." (video).Database, Producer,date of creation, URL of full video. Accessed day month year.
"Natural Phenomena: Hurricanes, Tornadoes, and Other Weather." (video). Discovery Education,
Maslowski Wildlife Productions, 2017, http://app.discoveryeducation.com/learn/videos/
0bcbae06-f577-4155-872a-8e69c2c3f7f5. Accessed 1 March 2018.
For a video segment
"Title of segment." (video segment).Database, Producer,date of creation,
URL of video segment. Accessed day month year.
"Tornadoes." (video segment). Discovery Education
, Maslowski Wildlife Productions, 2017, http://app.discoveryeducation.com/learn/videos/33d43fd4-649d-422a-9ee3-fd448ec20b05.
Accessed 1 March 2018.
For an image
"Title of image." (image).Database, Producer,date of creation, URL of image. Accessed day month year.
"A Tornado in Denver." (image).Discovery Education, Corbis, 2006, http://app.discoveryeducation.com/learn/ player/080a777d-8778-4e68-b223-f2f21f944c3d. Accessed 1 March 2018.
For an audio file
"Title of audio file." (audio).Database,date of creation, URL of audio file. Accessed day month year.
"Swirling Twister Or Tornado Wind Disaster." (audio).Discovery Education, 2012,
http://app.discoveryeducation.com/learn/player/083ea5bb-6a31-4003-9e7b-00f32af9557e. Accessed 1 March 2018.
For a board
Author of board last name, first name, "Title of board." (type of board).Database, date of creation, URL of board. Accessed day month year.
Reid, Kathie. "Tornadoes." (student board). Discovery Education,
1 May 2014, http://app.discoveryeducation.com/core:builders/boards?
layout=default&assetGuid=ea96a19e-c409-f6e7-0db9-5859fd882474&includeHeader=true. Accessed 1 March 2018.
For an interactive
"Title of interactive." (interactive).Database,date of creation, URL of interactive. Accessed day month year.
"Weather Patterns." (interactive).Discovery Education,2006, http://app.discoveryeducation.com/learn/player/ 1ea5f66a-1490-49e0-b3ce-3d4a723a41e3. Accessed 1 March 2018.
Lesson materials
"Title of lesson material." (type).Database,date of creation, URL of lesson material. Accessed day month year.
"Tornadoes." (study guide).Discovery Education, 2010, http://app.discoveryeducation.com/learn/player/ afda1826-0617-4134-b4f0-a2d4503f5c2c. Accessed 1 March 2018.
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UDC: 37.014.3(477)
https://doi.org/10.32689/2617-22242020-4(24)-120-130
Ivatsko Tetyana Serhiivna,
graduate student of the Department of Management and Administration of the Municipal Higher Educational Institution "Vinnytsia Academy of Continuing Educa tion" 21100 Vinnytsia, vul. Hrushevskoho, 13, tel.: 096 35027 19, e-mail: elfxf2002@ gmail.com, https://orcid.org/0000-00019736-4852
Івацко Тетяна Сергіївна,
аспірантка кафедри управління та ад міністрування Комунального вищого на вчального закладу "Вінницька академія неперервної освіти", 21100 м. Вінниця, вул. Грушевського, 13, тел.: 096 35027 19, e-mail: [email protected], https:// orcid.org/0000-0001-9736-4852
Ивацко Татьяна Сергеевна,
аспирантка кафедры управления и ад
министрирования коммунального высшего учебного заведения "Винницкая академия непрерывного образования", 21100, г. Винница, ул. Грушевского, 13, тел .: 096 35 027 19 e-mail: [email protected], https://orcid.org/0000-0001-9736-4852
PUBLIC LEADER'S COMMUNICATION SKILLS TO BUILD DIALOGUE
Abstract. The article examines the communication skills of the head of educa tion for building a dialogue and purposeful formation of a new generation of mo dern leaders. It was found that a public leader, whose professional competence is a specially prepared deep process of the exchange of meanings, during which there are qualitative changes in the relations between the participants in the conditions of the democratic development of society. It has been established that in this con text, it becomes necessary to purposefully form communication skills in the context of conducting a dialogue both in organizing internal and external relations in the context of a new generation of professionals who must adequately respond to social challenges, introduce and produce ideas in conditions of using the establishment of relations with the public, effectively broadcast social and cultural values, have the ability to conduct negotiations and business communication, but also exchange basic social values and communicate with a mass addressee.
It was investigated that an important condition for the effectiveness of the work of a specialist in public administration is to take into account the gender component when considering conflicts in the organization's environment, to avoid gender stereotypes and to form the gender sensitivity of one's own and colleagues. Such accounting is a significant step in building the European edu cational space and reducing the level of conflict in the team; the indicated ways of introducing the educational program "Basic skills of a mediator in an educa tional institution and society", which has been successfully tested with 2015. It has been substantiated that the communication skills of the head of education for building a dialogue acquires a new meaning of mediation and dialogue, which will allow the formation of communication technologies and his skills in the field of ethical requirements of democracy, openness of the public sphere, freedom of the media, ensuring national interests, etc.
Keywords: generation, public, business communication, public leader, com munication, professional competence, civil servant, mediation, conflict, dialogue
КОМУНІКАТИВНІ НАВИЧКИ ПУБЛІЧНОГО КЕРІВНИКА ДЛЯ ПОБУДОВИ ДІАЛОГУ
Анотація. Розглянуто комунікативні навички керівника освіти для по будови діалогу та цілеспрямованого формування нової генерації сучасного керівника. З'ясовано, що професійна компетентність публічного керівника є спеціально підготовленим глибинним процесом обміну смислами, під час якого відбуваються якісні зміни в стосунках між учасниками в умовах де мократичного розвитку суспільства. Встановлено, що у цьому контексті не обхідним стає цілеспрямоване формування комунікативних умінь в умовах проведення діалогу як в організації внутрішніх, так і зовнішніх зв'язків в умовах нової генерації професіоналів, які мають адекватно реагувати на су спільні виклики, впроваджувати та продукувати ідеї в умовах використання налагодження взаємин із громадськістю, ефективно транслювати соціальні й культурні цінності, мати уміння ведення переговорів та ділового спілку вання, обміну базовими суспільними цінностями та комунікації з масовим адресатом.
Досліджено, що важливою умовою ефективності роботи фахівця з пу блічного управління є врахування гендерної складової під час розгляду кон фліктів у середовищі організації, уникнення гендерних стереотипів та фор мування гендерної чутливості своєї та колег. Таке врахування відповідатиме вагомому кроку у побудові європейського освітнього простору та зменшен ню рівня конфліктності в колективі; зазначено шляхи впровадження освіт ньої програми "Базові навички медіатора в закладі освіті та громаді", яка успішно апробована з 2015 року. Обґрунтовано, що комунікативні навички керівника освіти для побудови діалогу набувають нового змісту медіації та діалогу, який надасть можливість сформувати технології комунікації та ово лодіти навичками в галузях етичних вимог демократії, відкритості публічної сфери, свободи ЗМІ, забезпечення національних інтересів тощо.
Ключові слова: генерація, громадськість, ділове спілкування, публічний керівник, комунікація, професійна компетентність, державний службовець, медіація, конфлікт, діалог.
КОММУНИКАТИВНЫЕ НАВЫКИ ПУБЛИЧНОГО РУКОВОДИТЕЛЯ ДЛЯ ПОСТРОЕНИЯ ДИАЛОГА
Аннотация. Рассмотрены коммуникативные навыки руководителя об разования для построения диалога и целенаправленного формирования нового поколения современного руководителя. Выяснено, что профессио нальная компетентность публичного руководителя является специально подготовленным глубинным процессом обмена смыслами, во время которо го происходят качественные изменения в отношениях между участниками в условиях демократического развития общества. Установлено, что в этом контексте необходимым становится целенаправленное формирование ком муникативных умений в условиях проведения диалога как в организации внутренних, так и внешних связей в условиях нового поколения профессио налов, которые должны адекватно реагировать на общественные вызовы, внедрять и продуцировать идеи в условиях использования налаживания отношений с общественностью, эффективно транслировать социальные и культурные ценности, иметь умение ведения переговоров и делового обще ния, обмена базовыми общественными ценностями и коммуникации с мас совым адресатом.
Доказано, что важным условием эффективности работы специалиста пу бличного управления является учет гендерной составляющей при рассмо трении конфликтов в среде организации, избегать гендерных стереотипов и формировать гендерную чувствительность свою и коллег. Такой учет бу дет отвечать весомому шагу в построении европейского образовательного пространства и уменьшению уровня конфликтности в коллективе; указаны пути внедрения образовательной программы "Базовые навыки медиатора в заведении образования и общества", которая успешно апробирована с 2015 года. Обосновано, что коммуникативные навыки руководителя образования для построения диалога приобретают новый смысл медиации и диалога, ко торый позволит сформировать технологии коммуникации и овладеть навы ками в области этических требований демократии, открытости публичной сферы, свободы СМИ, обеспечение национальных интересов и т. п.
Ключевые слова: генерация, общественность, деловое общение, публич ный руководитель, коммуникация, профессиональная компетентность, го сударственный служащий, медиация, конфликт, диалог.
Formulation of the problem. In the conditions of the democratic develop ment of Ukrainian society and in the process of moving towards building a democratic state, the issues of transpa rency and openness of the activities of
state authorities, the formation of trust in them become a priority [1-9; five]. In this context, it becomes necessary to purposefully form a new generation of professionals who are able to adequate ly respond to social challenges, work equally in the development of ideas, use innovative technologies to establish relations with the public, effectively broadcast social and cultural values, and have not only negotiation and business communication skills, but also the exchange of basic social values and communication with the mass addres see. That is why an important condition for the effectiveness of the work of a public head of education is to take into account the gender component when considering the entire range of topics that relates to conflicts in the youth en vironment (causes, types, consequences for adolescents, etc.), to avoid gender stereotypes and to form gender sensi tivity of one's own and colleagues. Such accounting is a significant step in buil ding an educational space and reducing the level of conflict in the team. One of the ways can be considered the de velopment and implementation of the educational program "Basic skills of a mediator in the institution of educa tion and society", this program has been successfully tested with 2015 [8]. This is confirmed by the norms of the Law of Ukraine "On ensuring equal rights and opportunities for women and men", the National Action Plan for the imple mentation of the recommendations set out in the concluding observations of the UN Committee on the Elimination of All Forms of Discrimination against Women in the Eighth Periodic Report of Ukraine on the Implementation of the Convention on the Elimination of All
forms of discrimination against women, the National Action Plan for the Im plementation of UN Security Council Resolution 1325 "Women. World. Safe ty". Basic mediation skills "is provided by the tasks of the Law of Ukraine "On Education" from 05.09.2017 No.3 2145-19 (Articles 6, 12) [9], the State Social Program "National Action Plan for the Implementation of the UN Con vention on the Rights of the Child" for the period up to 2021, approved by the Resolution of the Cabinet of Ministers of Ukraine from April 5, 2017 No.230-r, the State Target Program for the res toration and development of peace in the eastern regions, approved by the Resolution of the Cabinet of Ministers of Ukraine from December 13, 2017 No.1071, by order of the Ministry of Education and Science of Ukraine from 08.08.2017 No.1127 "On approval of the action plan of the Ministry of Edu cation and Science of Ukraine for the development of the psychological ser vice of the education system of Ukraine for the period with 2020", etc. [5, 7, 8]. The communication skills of a mo dern leader for building mediation and dialogue take on a new meaning. This is due to the need to develop new tea ching methods in accordance with the technologies of managerial communi cation, whatever the leader possesses in the field of ethical requirements of de mocracy, openness of the public sphere, freedom of the media, ensuring national interests, and the like. At the same time, the personality of a public leader must meet the expectations of the public and ensure the trust of society and citizens in public service, contribute to the re alization of human and civil rights and freedoms [4].
The use of management communi cations by a modern leader is not just a professional personality. The research has shown, if we take into account only the communicative aspect, then the speech of professionals is character ized by communicative isolation, ad dressing the "mysterious". But it is also necessary to take into account that the social communication of the leader has social significance due to the functions of the civil service: after all, this is the language spoken by the authorities, the basis of which is communication. Re searchers determine that communica tion is one of the most important ways of conceptualizing and realizing and understanding reality, but speech, like communication in general, more or less clearly reflects the structure of sociopolitical power in a particular society [2], and citizens depend on its effec tiveness stick to her side. The key form of development of the communicative competence of the communication of the head is the public sphere, which is closely related to the formation of civil society.
Analysis of recent research and publications. The study of scientific sources showed that the research is based on the research of L. A. Pashko, Doctor of Science in Public Admi nistration, Professor, Professor of the Department of Parliamentarism and Political Management of the National Academy of State Administration, who proves in his works and substantiates the content of the communicative com petence of the head of a public author ity, the typology sociocultural persona lity of the language [7]. In her writings, N.B. Larina, Candidate of Pedagogy, First Deputy Director of the Insti
tute for Advanced Training of Leading Personnel of NASU, Honored Worker of Education of Ukraine, considers the creative potential of oral speech in managerial activity as a social and professional phenomenon within the framework of administrative discourse, in which those of his parameters that are formed by his profession and reflect the life and professional dominant, methods of developing such compe tence through axiological communica tion trainings, coaching [4, 7]. The pur pose of the article is to substantiate the communication skills of a specialist in public administration for building a dialogue as the communication skills of a modern leader.
Presentation of the main research material. Let us analyze the latest re search and publications of the problem. However, first, let's find out what is included in the definition of "civil ser vant" and "local government official". In accordance with the Laws of Ukraine "On Civil Service" and on "On Service in Local Self-Government Bodies" [8]:
a civil servant is a citizen of Ukraine who holds a civil service position in a state authority, another state body, its staff (secretariat), receives wages from the state budget and exercises the po wers established for this position di rectly related to the performance of tasks and functions such a public body, and also adheres to the principles of public service [6]; a civil servant is a citizen of Ukraine who holds a civil ser vice position in a state authority, ano ther state body, its staff (secretariat), receives wages from the state budget and exercises the powers established for this position directly related to the performance of tasks and functions
such a public body, and also adheres to the principles of public service [6];
To get into government service, you need to pass a competition. As well as serving in local governments (with a few exceptions) [6, 9].
The competition is carried out in ac cordance with certain requirements for the professional competence of a candi date for a civil service position based on the results of an assessment of his per sonal achievements, knowledge, skills, moral and business qualities for the proper performance of official duties.
At the legislative level, it is clearly defined that professional competence is the ability of a person, within the limits of authority determined by the posi tion, to apply special knowledge, skills and abilities, to identify the appropri ate moral and business qualities for the proper performance of established tasks and responsibilities, training, professional and personal development [8]. For persons applying for entry into the civil service, there are requirements for their professional competence, which are divided into general and spe cial. General requirements are clearly spelled out in the Law of Ukraine "On Civil Service". Special requirements for persons applying for positions in the civil service of categories "B" and "C" are determined by the subject of appointment, taking into account the recommendations approved by the cen tral executive authority, which ensures the formation and implements the state policy in the field of civil service. And persons applying for positions in the civil service of category "A" must meet the standard requirements (including special ones) approved by the Cabinet of Ministers of Ukraine.
In 2016, the Cabinet of Ministers of Ukraine approved the Concept for the introduction of positions of specialists on reform issues. Its goal is to create the necessary conditions for the prepa ration and implementation of national reforms by updating and strengthening human resources by attracting quali fied and competent specialists — spe cialists on reform issues [8].
For various categories of positions of specialists in reform issues, the com petence "communication and interac tion" has its own requirements.
For state secretaries of ministries, these are:
* the ability to identify interested and influential parties and develop partnerships.
* the ability to effectively interact, listen, perceive and express thought.
* the ability to speak publicly in front of an audience.
* the ability to convince others through arguments and consistent communication.
For the head of the expert group, these will be:
* ability to listen to opinions;
* ability to express your opinion, express yourself clearly (orally and in writing), persuade;
* ability to speak to an audience.
And for government experts, these are:
* the ability to listen and perceive thoughts;
* ability to listen to opinions, ex press themselves clearly (orally and in writing);
* willingness to share experiences and ideas, openness in the exchange of information;
* orientation towards team results.
As you can see, there are different requirements for different categories of managerial positions. If for the head of the expert group the priority is the ability to express one's opinion, per suade and the ability to speak in front of an audience, then for a state expert it is important to listen and perceive thoughts, the willingness to share ex periences and ideas, openness in the ex change of information, as well as focus on team results. Consider a few more competencies and requirements for various communication requirements of the head, namely [1, 4].
Ability to conduct public spea king:
* The ability to establish contact with the audience, transmit informa tion and receive feedback;
* The ability to clearly, consistently, structured and clearly state their posi tion;
* The ability to apply the tech niques of public speaking.
Conducting business negotiations:
* Ability to prepare mutually be neficial options for cooperation / issue resolution;
* Ability to identify the interests of the parties, analysis of their strong and weak positions;
* The ability to build argumenta tion and counter argumentation.
Ability to substantiate one's own position:
* The ability to correctly place ac cents and arguments;
* The ability to correctly formulate theses;
* the ability to use techniques of comparison and generalization, brin ging arguments by examples.
Ability to conduct a dialogue:
* to hear and perceive the thoughts and views of other participants in the dialogue;
* to direct towards an open deci sion-making, which is most acceptable for all participants in the dialogue, takes into account the interests and needs voiced by them;
* on the orientation of the presenta tion of different views and opinions on the subject of discussion;
* take responsibility for managing the dialogue process.
That is, while there is an under standing that the public service needs specialists who have sufficient commu nication skills. All these requirements for their competence are designed to help the effective work of public of ficials, including during the establish ment of interaction with the public.
Practice and experience have shown that various forms of consultations (face-to-face and telephone, answers to written questions, "hot lines", etc.) complement the work with the public with a whole range. Consulting forms of work with the public already con tribute to their content a certain ele ment of active perception of the subject of cooperation. They provide the pub lic with an opportunity to voice their opinion. At the same time, the role of a public servant should not be limited to just listening to the public. It is im portant for a dialogue to take place and a decision acceptable to all be made in the normative and legal plane.
The study showed that the main normative legal act governing the mechanism for holding public consul tations in Ukraine is the Procedure for conducting public consultations on the formation and implementation of state
policy, approved by the Resolution of the Cabinet of Ministers of Ukraine from November 3, 2010 No. 996. Ho wever, local governments it is only recommended to use this order in your work.
According to the Procedure for Public Consultations on the Forma tion and Implementation of State Poli cy, public consultations are carried out in the form of: public discussion (direct form); public opinion research (indi rect form).
The general meeting is a multifa ceted and multifunctional pheno menon. They can be viewed as a means of democracy and a form of local selfgovernment; the organizational form of the activities of public organizations and the structural element of other forms of democracy; the form of realiza tion of constitutional rights and free doms of man and citizen — a means of expressing the will of a complex of natu ral rights; a means of feedback between citizens and the state, and the like.
Article 13 of the Law of Ukraine "On Local Self-Government in Ukraine" de termines that a territorial community has the right to hold public hearings — to meet with deputies of the relevant council and officials of local self-go vernment, during which members of the territorial community can hear them, raise a question and make proposals on issues local significance related to the jurisdiction of local government.
Various legislative acts define the possibility of holding public discus sions, the forms of which are indepen dently determined by local govern ments.
An important form of dialogue is the so-called advisory or coordination councils, advisory committees, public councils — these are groups of volun teers from community representatives who work on a permanent basis in the mode of meetings and help to clarify the interests of society in those issues that are addressed by a public organization, government or local government.
The study and analysis of the nor mative acts of the research problem made it possible to determine the cri teria for the effectiveness of the com munication activity of a public ad ministration specialist who ensures interaction with the public. These are: optimality (correspondence between the problem and the adopted means of solving it); effectiveness (reality of the results achieved); continuity (from the performance of one level, a transition is made to the next, more important, complex and promising one).
Achieving these criteria indicates a high level of his communication skills. One of them is dialogue [2, 3, 4].
Dialogue is a specially prepared deep process of the exchange of mea nings, during which qualitative chan ges occur in the relations between the participants; exchange of meanings; qualitative change; organized process. The key in dialogue is building connec tions and relationships with yourself and others.
In the course of the study, we found that the results of the dialogue: the positions of the participants in the dialogue were heard, and the interests were taken into account; understan ding each other's needs; an open and fair decision; the best solution for stakeholders. In doing so, we took into account the principles of forming a dia logue:
Doesn't hurt. Voluntary and self-de termination of the parties. Participant inclusiveness. The balance of power. The choice of controlled communica tion and its confidentiality [3]. In the context of active use of the principles of dialogue, we came to the conclusion that it is necessary to take into account the prerequisites for a successful dia logue: the diversity of experience of the participants involved in the dialogue; no need to resolve the issue during a specific dialogue meeting; balance of the relative strength of the parties to the dialogue [4].
Conclusions. So. Among the spe cific communication skills and abilities of a public administration specialist to conduct a dialogue, the following can be distinguished: 1) attentively listen, observe and memorize not only the phrases of the interlocutors, but also the manner of their behavior; 2) to es tablish simple and transparent com munication between the participants in the dialogue; 3) identify the simi larities and differences in the positions of the (conflicting) parties; 4) analyze and synthesize information about the problem; 5) diagnose and reward ef fective behavior; 6) create a model of effective behavior; 7) provide feed back between the participants in the process, excluding the "offensive" and "defensive" forms of communication; 8) inspire confidence in the partici pants in the mediation process; 9) en courage constructive conflict actions, 10) be patient and confident in the positive result of the dialogue.
Considering the above, we also draw attention to the important components of the dialogue, without which the dia logue will not be effective.
1. For an effective dialogue, it is im portant to take care of all the compo nents and their balance:
intellectual, emotional, physical and spiritual components.
2. Dialogue: provides an oppor tunity to get acquainted with other worldviews/ways of perceiving the world, to understand yourself and your beliefs, values, stereotypes of thinking and prejudice; still recognizes the im portance of both objective facts and personal stories for understanding dialogue issues; improve communica tion skills; create conditions for a joint search for the most acceptable idea or further action; accompany the general analysis of the problem and create a good basis for joint action; ensuring the fundamental task of dialogue.
REFERENCES
1. Bazilo, S. (2007). Tradytsiini ta inno vatsiini metody rozv"yazannia kon fliktiv u diialnosti derzhavnykh slu zhbovtsiv [Traditional and innovative methods of conflict resolution in the activities of civil servants]. Personal – Staff, 8, 60-64 [in Ukrainian].
2. Watzlawick, P., Bavelas, J. B., Jackson, D. D. (2000). Psikhologiya mezhli chnostnykh kommunikatsiy [Prag matics of Human Communication: A Study of Interactional Patterns, Pa thologies and Paradoxes]. Saint Pe tersburg: "Rech" [in Russian].
3. Husieva, K. Protsenko, D. (2019). Yak, koly, de pratsiuie dialoh? [How, when, where does the dialogue work?]. Kyiv. Retrieved from https://www. osce.org/uk/project-coordinator-inukraine/422831 [in Ukrainian].
4. Hohina, L. M. (2016). Kompetentsii ta kompetentnosti v derzhavnii sluzhbi Ukrainy: do problemy poniatiinoho
aparatu [Competences and competen cies in the civil service of Ukraine: to the problem of the conceptual appa ratus]. Derzhavne upravlinnia teoriia ta praktyka – State Administration Theory and Practice, 2(16). Retrieved from http://www.nbuv.gov.ua/e-jour nals/DUTP/2007-2/ [in Ukrainian].
5. Zakon Ukrainy "Pro osnovni zasady rozbudovy informatsiinoho suspilstva v Ukraini na 2007-2015 roky" : vid 9 sichnia 2007 [Law of Ukraine "On Basic Principles of Information Soci ety Development in Ukraine for 20072015" from January 9, 2007]. www. rada.gov.ua. Retrieved from www. rada.gov.ua [in Ukrainian].
6. Metodychni rekomendatsii shcho do pobudovy mekhanizmu otsinky dilovykh i profesiinykh yakostei der zhavnykh sluzhbovtsiv [Methodical recommendations on construction of the mechanism of an estimation of business and professional qualities of civil servants]. (2006). Kyiv: Ho lovne upravlinnia derzhavnoi sluzhby Ukrainy [in Ukrainian].
7. Pashko, L.A. (2011). Profesiinoupravlinska kultura suchasnoho kerivnyka: postanovka problemy [Professional and managerial culture of a modern leader: problem state ment]. Zb. nauk. pr. NADU – Collec tion of scientific works of the National Academy of Public Administration under the President of Ukraine, 2, 5162 [in Ukrainian].
8. Postanova Kabinetu Ministriv Ukrainy "Pro zabezpechennia uchasti hromadskosti u formuvanni ta rea lizatsii derzhavnoi polityky" : vid 03 lystopada 2010, № 996 [Resolution of the Cabinet of Ministers of Ukraine "On ensuring public participation in the formation and implementation of state policy" from November 03 2010, № 996]. zakon.rada.gov.ua. Retrieved from http://zakon4.rada.gov.ua/laws/
show/996-2010-p/conv [in Ukraini an].
9. Rekomendatsii do vyznachennia kom petentnostei derzhavnykh sluzhbovtsi [Recommendations for determining the competencies of civil servants]. (2006). Kyiv: Holovne upravlin nia derzhavnoi sluzhby Ukrainy [in Ukrainian].
СПИСОК ВИКОРИСТАНИХ ДЖЕРЕЛ
1. Базіло О. П. // Персонал. 2007. № 8. С. 60–64.
2. Вацлавик Пол, Бивин Дженет, Джексон Дон. Психология меж личностных коммуникаций. Пер. с англ. Санкт-Петербург: Речь, 2000. 300 с.
3. Гусєва К. Проценко Д. Як, коли, де працює діалог? Практичний по сіб. Київ, 2019. URL: https://www. osce.org/uk/project-coordinator-inukraine/422831
4. Гогіна Л. М. Компетенції та компе тентності в державній службі Украї ни: до проблеми понятійного апара ту // Держ. упр.: теорія та практика [Електронний ресурс] [Режим до ступу]: http://www.nbuv.gov.ua/ejournals/DUTP/2007-2/
5. Закон України "Про основні засади розбудови інформаційного суспіль ства в Україні на 2007–2015 роки" вiд 9 січня 2007 р. / [Електронний ресурс]. Режим доступу : www.rada. gov.ua
6. Методичні рекомендації щодо по будови механізму оцінки ділових і професійних якостей державних службовців: Головне управління державної служби України. Київ, 2006. 8 с.
7. Пашко Л. А. Професійно-управлін ська культура сучасного керівника: постановка проблеми // Зб. наук. пр. НАДУ. 2011. № 2. С. 51–62.
8. Про забезпечення участі громад ськості у формуванні та реалізації державної політики: Постанова Кабінету Міністрів України від 03.11.2010 № 996. [Електронний ре сурс] // Офіц. сайт Верховної Ради
України. URL: http://zakon4.rada. gov.ua/laws/show/996-2010-п/conv
9. Рекомендації до визначення ком петентностей державних службов ці: Головне управління державної служби України. Київ, 2006. 10 с.
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Alternatives to Round-Up & Other Dangerous
Weed Control Pesticides
( For safe use at homes with pets, children, adults, and gardens )
BioSafe Weed Control Concentrate: Spray on patios, walkways, and along edgings. Do not spray desirable plants. Apply when weeds are dry from dew or rainwater. Is effective at all temperatures.
Weed Slayer: Organic Herbicide. Controls hard to kill grasses & weeds. Helps translocate the herbicide material through the plant.
Doctor Kirchner Natural Weed Killer: Kills weeds down to the roots & is completely pesticide free!
White Vinegar: 30% Vinegar Concentrate (Dilute 15% before using with a pump sprayer) Spray on only what you intend to kill.
Weed Pharm Organic Herbicide: A diverse group of weeds are controlled by this organic herbicide.
Burning: (Use a weed scorcher which are widely available on the market. (Red Dragon Weed Torch Kit) Run the hot flame over the weeds. They will wither & die after a few days due to the lack of moisture.
Physically Pulling the Weeds: Soften the ground with water to make the task easier. Use a knife or screwdriver to loosen the roots before pulling up the weed.
Mulching: Prevents contact between the weed seeds and the soil, & keeps seeds away from sunlight limiting their chance to sprout. Is biodegradable, and will improve soil's quality while retaining moisture.
Newspapers: (Cover area with a few layers.) Prevents contact between the weed seeds and the soil, & keeps seeds away from sunlight limiting their chance to sprout. Is biodegradable.
Weed Barrier Fabric: Prevents contact between the weed seeds and the soil, & keeps seeds away from sunlight limiting their chance to sprout.
Bleach: Very effective in killing grasses and other weeds. Should never be used near areas where you want other plants or grass to grow.
Elbow Grease:Most effective! Before perennial weeds get established, remove the roots with a hand fork.
Kids' Allowance: Provide children an opportunity to earn money. (5-cents a stick, 5-cents a pine cone, $10/hr to pull weeds, etc.)
Eat the Weeds: Many weeds are edible and healthy. Visit TreeHugger.com
- Dandelion
- Purslane
- Chickweed
- Lamb's Quarters
- Clover
- Mallow
- Plantain
- Wild Amaranth
- Curly Dock
Salting: Sprinkle rock or table salt carefully on garden paths & the edges of your lawn to make a barrier for the weeds. Treat the areas which cannot be reached by the lawn mower with salt.
Boiling Water:After boiling vegetables or pasta, pour scalding water onto the weeds. It will take no more than several days for even the strongest of them to shrivel.
Competition: Weeds are naturally strong competitors. Only the stronger plants survive. Choose flowers and herbs that will consume resources like water, sunlight and nutrients faster than the invaders.
The healthier and richer your garden is, the fewer weeds you will have to worry about!
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Georgia's Preschool Development Grant (Birth through Five) Survey Report
Katie Davis, Melinda Williams Moore, MSW, PhD; Brian Simmons, MSW, PhD; and Theresa A. Wright, PhD
A Report Prepared for Bright from the Start: The Georgia Department of Early Care and Learning
Research Team Katie Davis Melinda Williams Moore, MSW, PhD Brian Simmons, MSW, PhD Theresa A. Wright, PhD
Contents
Tables
Figures
[This page intentionally left blank.]
Executive Summary
In January of 2019, Georgia was awarded a Preschool Development Grant – Birth through Five (PDG B-5) from the U.S. Department of Health and Human Services and Education to conduct a needs assessment and develop a strategic plan to meet the needs of vulnerable and underserved children in Georgia's early childhood care and education system. The Georgia Department of Early Care and Learning (DECAL) is working with the University of Georgia's Carl Vinson Institute of Government (Institute of Government) to conduct the needs assessment.
As part of the PDG B-5's work, DECAL collaborated with the Institute of Government to develop and conduct a survey to garner stakeholders' opinions and feedback on the PDG B-5's work. This report serves to share findings from the 14-item survey of stakeholders. Survey questions covered three general topics: 1) webinar viewership and satisfaction, 2) priority populations, and 3) resources and services.
Summary of Major Findings
* Nearly three-quarters of survey respondents (72.4%) indicated they viewed the Georgia Preschool Development Grant - Birth through Five (PDG B-5) webinar.
* Most viewers rated the webinar as interesting (89%), easy to understand (98%), and informative (98%).
* Respondents reported that key terms for the PDG B-5's work (vulnerable, underserved, and rural) presented in the webinar helped them to better understand the work of the grant.
* The majority of respondents (86.2%) indicated that the list of populations of children to prioritize identified in the PDG B-5 included the appropriate populations.
* Approximately 82% of respondents indicated children in poverty have the biggest need.
* When narrowing the focus to rural areas only, respondents most commonly indicated that children in poverty have the biggest need from the grant (64.1%).
* When asked how difficult it is for families to access various resources and services, responses indicating that access was extremely or very difficult ranged from 22% to 43%. Responses indicating that access was not at all difficult or slightly difficult ranged from 12% to 69%.
* Regarding barriers to high-quality early childhood care and education in Georgia, the majority of respondents (67.7%) reported cost as the barrier affecting families the most.
* When specifically asked which barrier to access affects children with disabilities the most, lack of availability was the most common response (43.1%), with lack of appropriate accommodations (36.9%) as the second-most common.
* A majority of respondents reported that the communication between early care and education providers and school systems is slightly or not at all effective (63.1%), while 9.2% of respondents reported that the communication is completely or mostly effective.
* When asked about the alignment between early care and education providers and school systems, the most common response was slightly effective (49.2%).
Introduction and Methodology
In January of 2019, Georgia was awarded a Preschool Development Grant – Birth through Five (PDG B-5) from the U.S. Department of Health and Human Services and Education to conduct a needs assessment and develop a strategic plan to meet the needs of vulnerable and underserved children in Georgia's early childhood care and education system. The Georgia Department of Early Care and Learning (DECAL) is working with the University of Georgia's Carl Vinson Institute of Government (Institute of Government) to conduct the needs assessment.
As part of the PDG B-5's work, DECAL collaborated with the Institute of Government to develop and conduct a survey to garner stakeholders' opinions and feedback on the PDG B-5's work. This report serves to share findings from the 14-item survey of stakeholders. Survey questions covered three general topics: 1) webinar viewership and satisfaction, 2) priority populations, and 3) resources and services. The complete survey instrument is in Appendix A.
From September 25, 2019 through October 30, 2019, the Institute of Government administered the stakeholder survey. DECAL provided the Institute of Government with a list of 206 stakeholders representing groups such as Head Start, the Get Georgia Reading leadership team, and the Georgia Department of Public Health (see Figure 13 for a complete breakdown of respondents by group). Institute of Government staff electronically mailed survey invitations that contained links to the online survey. The online survey allowed respondents to return and complete the survey if they were unable to complete it the first time. It also ensured individuals only completed the survey once. Institute of Government sent reminder emails on October 3, October 9, October 15, and October 23.
Survey Response
A total of 206 stakeholders were invited to participate in the study via email. Taking into account undeliverable email addresses (N = 9), the adjusted sample was 197 potential respondents. Overall, 65 respondents completed the survey; therefore, the adjusted response rate to the survey was 33%.
Item Non-Response
The total sample for this survey is reported as N = 65. At times, this total might not be represented in every question or variable displayed. The reason for a reported response total less than the sample is item non-response. Some respondents who took the survey may have chosen not to answer specific questions. In such cases, a total response less than the total sample is reported.
Survey Findings
The following sections present the survey findings. For clarity, items are grouped in the order as presented in the survey instrument. Numerical values are rounded to one decimal point; due to this rounding, some percentages in this report may total slightly above or below 100%. Numbers of responses accompany each of the tables and figures provided in this report. Data tables for each survey question are presented in Appendix B.
Webinar Viewership and Satisfaction
The survey inquired whether respondents watched the PDG B-5 webinar, as well as their satisfaction with the webinar. Nearly three-quarters of survey respondents (72.3%) indicated that they viewed the webinar (Figure 1). Additional information can be found in Table 1 of Appendix B.
Respondents who indicated they did not view the PDG B-5 webinar (27.7%) were asked why they did not view the webinar (Figure 2). While approximately 17% of these respondents reported they did not have time to view the webinar, responses were divided equally among the other three response options, with approximately 28% each reporting that their work schedule did not allow them to view the webinar, that they were unaware of the webinar, or other. Other responses included that respondents are already aware of the PDG B-5's work,
that they plan to watch the webinar at a later time, or that they experienced technical difficulties. Additional information can be found in Table 2 of Appendix B.
Respondents who indicated they viewed the webinar (72.3%) were asked a series of questions to gauge their satisfaction with their webinar experience. As seen in Figure 3, agreement ranged from 89% to 98% across the three categories. Additional information can be found in Table 3 of Appendix B.
Respondents who viewed the webinar were also reminded in the survey of the definitions presented in the webinar for key terms to the PDG B-5's work: vulnerable, underserved, and rural. When asked if they agree that the definitions helped them better understand the work of the PDG B-5, 92% strongly agreed or agreed (Figure 4). Additional information can be found in Table 4 of Appendix B.
Priority Populations
Next, the survey asked respondents about the populations of children to prioritize, as identified by the PDG B-5 application: dual language learners, children with disabilities, children in foster care, children in poverty, children experiencing homelessness, children living in rural areas, and infants and toddlers. When asked if they believe this list prioritizes all of the appropriate populations, the majority of respondents (86.2%) indicated that the list prioritizes the appropriate populations (Figure 5). Additional information can be found in Table 5 of Appendix B.
Respondents who indicated that the list does not prioritize the appropriate populations (13.8%) were asked to identify additional populations of children that the PDG B-5's work should prioritize. Eight respondents provided an additional population they believe should be prioritized, which included populations such as older children, children experiencing food insecurity, and children with behavioral concerns. Verbatim responses can be found in Appendix C.
With a focus on the populations of children already identified in the PDG B-5's application, respondents were asked to identify which populations they believe have the biggest need (Figure 6). For this question, respondents were able to select up to three responses; therefore, the sum of percentages is greater than 100%. Approximately 82% of respondents indicated that children in poverty have the biggest need. Children experiencing homelessness (44.6%), children with disabilities (43.1%), and infants and toddlers (41.5%) were also selected by over 40% of respondents. Few respondents reported that dual language learners have the biggest need (12.3%). Additional information can be found in Table 6 of Appendix B.
Still focusing on the populations of children currently identified in the PDG B-5's application, respondents were also asked which population they believe has the biggest need specifically in rural areas. For this question, respondents were only able to select one response. Respondents most commonly indicated that in rural areas children in poverty have the biggest need from the PDG B-5 (64.1%), followed by infants and toddlers (14.1%) and children with disabilities (10.9%). Additional information can be found in Table 7 of Appendix B.
Resources and Services
Stakeholders who responded to the survey were asked several questions regarding resources and services available to children in Georgia, with an emphasis on access and barriers to these resources and services. When asked how difficult it is for families to access various resources and services (Figure 8), responses indicating that access was extremely or very difficult ranged from 22% to 43%. Responses indicating that access was not at all difficult or slightly difficult ranged from 12% to 69%. Respondents most commonly reported accessing services was moderately difficult, except for in the case of Georgia's Pre-K. Additional information can be found in Table 8 of Appendix B.
Regarding barriers to high-quality early childhood care and education in Georgia, the majority of respondents (67.7%) indicated cost as the barrier that affects families the most (Figure 9), and the second-most common response was lack of availability (23.1%). Three respondents provided open-ended responses; these comments mentioned a lack of understanding of services and the processes to receive services. Verbatim responses can be found in Appendix C, and additional information can be found in Table 9 of Appendix B.
Respondents were also asked which barrier to access specifically affects children with disabilities the most (Figure 10). For this question, lack of availability was the most common response (43.1%), with lack of appropriate accommodations (36.9%) as second-most common. Five respondents provided open-ended responses (4.6%), with multiple responses citing a lack of awareness or lack of understanding of the process as a barrier to access for children with disabilities.
Next, the survey asked stakeholder respondents about the relationship between services. When asked about the communication between early care and education providers and school systems (Figure 11), 9.2% of respondents reported that the communication is completely or mostly effective, while 63.1% of respondents indicated that the communication is slightly or not at all effective.
When asked about the alignment between early care and education providers and school systems (Figure 12), 0% of respondents indicated that the alignment is completely effective and 6.2% of respondents indicated it is mostly effective. The most common response was slightly effective (49.2%).
Survey Representation
Stakeholders who responded to the survey represented groups involved in the PDG B5's work. As shown in Figure 13, DECAL (21.5%), the DECAL Advisory Committee (12.3%), the Get Georgia Reading Leadership Team (9.2%), and the Quality Rated Advisory Group (9.2%) were the most-often represented groups. These groups also included child care providers and families. Additional information can be found in Table 13 of Appendix B.
The final survey item asked respondents to provide any additional comments about the PDG B-5's work. Eighteen respondents provided comments, and complete verbatim responses can be found in Appendix C.
Conclusion
A majority of survey respondents (72.3%) viewed the webinar, with most of these indicating it was interesting, easy to understand, and informative. Ninety-three percent of stakeholders who viewed the webinar also strongly agreed or agreed that the definitions presented in the webinar helped them better understand the work of the PDG B-5. Of respondents who did not view the webinar, reasons included not having time and a lack of awareness of the webinar.
When asked if the identified priority populations of children in the PDG B-5 application included all of the appropriate populations, the majority of respondents (86.2%) indicated that the list prioritized the appropriate populations. Respondents who did not feel all the appropriate populations were included suggested adding populations such as older children, children experiencing food insecurity, and children with behavioral concerns. For children at large, as well as children in rural areas, stakeholders felt that children in poverty have the biggest need from the PDG B-5.
Overall, respondents perceived resources and services as difficult to access, with responses indicating that access was extremely or very difficult ranging from 22% to 43% and responses indicating that access was not at all difficult or slightly difficult ranging from 12% to 69%. Respondents indicated Georgia's Pre-K was the least difficult to access. When asked about all children, respondents reported that cost was the biggest barrier to accessing high-quality
early childhood care or education. When specifically asked about children with disabilities, respondents reported that lack of availability was the biggest barrier. Stakeholders most commonly indicated that the communication and alignment between early care and education providers and school systems is slightly effective (35.4% for communication; 49.2% for alignment). Respondents who provided comments mentioned additional barriers, issues with collaboration among agencies, and excitement about the work of the PDG B-5.
Appendix A: Survey Instrument
The first activity of Georgia's Preschool Development Grant Birth through Five (PDG B-5) will be to complete a statewide needs assessment to identify existing early childhood care and education data and identify gaps in the existing data. During this phase, DECAL will form a Needs Assessment Advisory Committee and engage with community partners, advocates, and local leaders to gain additional insight on current data. At the conclusion of the needs assessment, DECAL will use the identified data and gaps to inform the strategic plan.
Q1 Did you view the Georgia's Preschool Development Grant Birth through Five (PDG B-5) webinar?
o No
o Yes
Q1A - IF YES - Please rate the extent to which you agree or disagree with the following statements. The PDG B-5 webinar was…
| | Strongly Disagree | Disagree | Agree |
|---|---|---|---|
| Interesting | o | o | o |
| Easy to understand | o | o | o |
| Informative | o | o | o |
Q1B - IF NO - What is the primary reason you did not view the PDG B-5 webinar?
o The topic did not interest me
o It was not relevant to my work
o It was too time consuming
o I was not aware of the webinar
o My work schedule did not allow it
: __________
o Other (please specify)
Q2 The webinar defined several key terms related to the PDG B-5:
Vulnerable: Children at risk for not meeting developmental milestones or school readiness milestones
Underserved: Children and families whose needs are not met by available services or who are not able to access existing services that meet their needs Rural: Children, including those from migrant families, who live in a county with a population of less than 50,000 or in an area designated as rural based on a military installation exclusion clause
These definitions helped me better understand the work of the PDG B-5.
o Strongly disagree
o Disagree
o Agree
o Strongly agree
Q3 The Georgia PDG B-5 application identifies several populations to prioritize: dual language learners, children with disabilities, children in foster care, children in poverty, children experiencing homelessness, children living in rural areas, and infants and toddlers. Do you believe this list prioritizes all of the appropriate populations?
o Yes
o No
Q3A – IF NO - Which populations of children, not mentioned earlier, do you believe the PDG B-5’s work should prioritize?
_______________________________________________________________
Q4 From your perspective, which of the PDG B-5 focal populations do you believe have the biggest need? (select up to 3)
Dual language learners
Children with disabilities
Children in foster care
Children in poverty
Children experiencing homelessness
Children living in rural areas
Infants and toddlers
Q5 From your perspective, which population do you believe has the biggest need from the PDG
o Dual language learners
B-5 in rural areas?
o Children with disabilities
o Children in poverty
o Children in foster care
o Children experiencing homelessness
o Infants and toddlers
Q6 The PDG B-5 incorporates several Early Childhood Care and Education (ECCE) resources and services.
| | Not at all difficult | Slightly difficult | Moderately difficult | Very difficult | Extremely difficult |
|---|---|---|---|---|---|
| Formal child care settings | o | o | o | o | o |
| CAPS child care subsidy program | o | o | o | o | o |
| Head Start & Early Head Start | o | o | o | o | o |
| Georgia Home Visiting Program | o | o | o | o | o |
| Early Intervention: Babies Can’t Wait | o | o | o | o | o |
| Early Intervention: Preschool Special Education | o | o | o | o | o |
| Georgia’s Pre- K | o | o | o | o | o |
Please indicate how difficult you believe it is for families to access the following resources and services.
Q7 In your opinion, which barrier to high quality early childhood care and education in Georgia affects families the most?
o Cost
o Lack of transportation
o Lack of services in families’ preferred language
o Lack of availability
o Lack of culturally appropriate services
o Other (please specify): __________________________
Q8 Which barrier to access affects children with disabilities the most?
o Cost
o Lack of transportation
o Lack of services in families’ preferred language
o Lack of availability
o Lack of culturally appropriate services
o Lack of appropriate accommodations
o Other (please specify): __________________________
Q9 From your perspective, how effective is the communication between early care and education providers and school systems?
o Not at all effective
o Slightly effective
o Moderately effective
o Mostly effective
o Completely effective
o Not sure
Q10 From your perspective, how effective is the alignment between early care and education providers and school systems?
o Not at all effective
o Slightly effective
o Moderately effective
o Mostly effective
o Completely effective
o Not sure
Q11 - Please provide any additional feedback about the PDG B-5 in the space below.
Appendix B: Data Tables
Table 1: Did you view the Georgia's Preschool Development Grant Birth through Five (PDG B-5) webinar?
| | N | % |
|---|---|---|
| Yes | 47 | 72.3% |
| No | 18 | 27.7% |
| Total | 65 | 100% |
Table 2: What is the primary reason you did not view the PDG B-5 webinar?
| | N |
|---|---|
| It was too time consuming | 3 |
| My work schedule did not allow it | 5 |
| I was not aware of the webinar | 5 |
| Other (please specify): | 5 |
Table 3: The PDG B-5 webinar was . . .
| | N | % | N | % | N | % | N | % | N |
|---|---|---|---|---|---|---|---|---|---|
| Interesting | 0 | 0% | 5 | 10.6% | 27 | 57.4% | 15 | 31.9% | 47 |
| Easy to understand | 0 | 0% | 1 | 2.1% | 24 | 51.1% | 22 | 46.8% | 47 |
| Informative | 0 | 0% | 1 | 2.1% | 25 | 53.2% | 21 | 44.7% | 47 |
Table 4: These definitions helped me better understand the work of the PDG B-5.
| | N |
|---|---|
| Strongly disagree | 4 |
| Disagree | 1 |
| Agree | 37 |
| Strongly agree | 23 |
| Total | 65 |
Table 5: Do you believe this list prioritizes all of the appropriate populations?
| | N |
|---|---|
| Yes | 56 |
| No | 9 |
Table 6: From your perspective, which of the PDG B-5 focal populations do you believe have the biggest need? (select up to 3)
| | N |
|---|---|
| Children in poverty | 53 |
| Children experiencing homelessness | 29 |
| Children with disabilities | 28 |
| Infants and toddlers | 27 |
| Children in foster care | 23 |
| Children living in rural areas | 21 |
Table 7: From your perspective, which population do you believe has the biggest need from the PDG B-5 in rural areas?
| | N |
|---|---|
| Children in poverty | 41 |
| Infants and toddlers | 9 |
| Children with disabilities | 7 |
| Dual language learners | 4 |
| Children experiencing homelessness | 2 |
| Children in foster care | 1 |
Table 8: Please indicate how difficult you believe it is for families to access . . .
| | Not at all difficult | | Slightly difficult | | Moderately difficult | | Very difficult | | Extremely difficult | | Total | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | N | % | N | % | N | % | N | % | N | % | N | % |
| CAPS child care subsidy program | 2 | 3% | 6 | 9% | 32 | 50% | 14 | 22% | 10 | 16% | 64 | 100% |
| Georgia Home Visiting Program | 2 | 3% | 10 | 16% | 23 | 38% | 17 | 28% | 9 | 15% | 61 | 100% |
| Formal child care settings | 8 | 12% | 10 | 15% | 31 | 48% | 14 | 22% | 2 | 3% | 65 | 100% |
| Early Intervention: Preschool Special Education | 5 | 8% | 13 | 20% | 32 | 50% | 9 | 14% | 5 | 8% | 64 | 100% |
| Early Intervention: Babies Can't Wait | 8 | 12% | 11 | 17% | 29 | 45% | 9 | 14% | 8 | 12% | 65 | 100% |
| Head Start & Early Head Start | 8 | 12% | 15 | 23% | 28 | 43% | 13 | 20% | 1 | 2% | 65 | 100% |
| Georgia's Pre-K | 16 | 25% | 28 | 44% | 16 | 25% | 3 | 5% | 0 | 0% | 63 | 100% |
Table 9: In your opinion, which barrier to high-quality early childhood care and education in Georgia affects families the most?
| | N |
|---|---|
| Cost | 44 |
| Lack of availability | 15 |
| Lack of transportation | 2 |
| Lack of culturally appropriate services | 1 |
| Other (please specify): | 3 |
Table 10: Which barrier to access affects children with disabilities the most?
| | N |
|---|---|
| Lack of availability | 28 |
| Lack of appropriate accommodations | 24 |
| Cost | 5 |
| Lack of culturally appropriate services | 2 |
| Lack of transportation | 1 |
| Other (please specify): | 5 |
| Total | 65 |
Table 11: From your perspective, how effective is the communication between early care and education providers and school systems?
| | N |
|---|---|
| Completely effective | 1 |
| Mostly effective | 5 |
| Moderately effective | 14 |
| Slightly effective | 23 |
| Not at all effective | 18 |
| Not sure | 4 |
| Total | 65 |
Table 12: From your perspective, how effective is the alignment between early care and education providers and school systems?
| | N |
|---|---|
| Mostly effective | 4 |
| Moderately effective | 17 |
| Slightly effective | 32 |
| Not at all effective | 10 |
| Not sure | 2 |
| Total | 65 |
Table 13: Respondents' Stakeholder Group
| | N |
|---|---|
| DECAL | 14 |
| DECAL Advisory Committee | 8 |
| Get GA Reading Leadership Team | 6 |
| QR Advisory Group | 6 |
| Local Partners | 5 |
| Quality Related Validation Committee | 5 |
| Child Care Affordability Committee | 4 |
| DPH | 4 |
| External Stakeholders/ Advocacy | 4 |
| DOE | 3 |
| Child Trends | 2 |
| Head Start | 2 |
| DFCS | 1 |
| DHS | 1 |
Appendix C: Verbatim Responses
Comments are presented verbatim. Each bullet designates the comments of separate survey participants.
Which populations of children, not mentioned earlier, do you believe the PDG B-5's work should prioritize?
* Children aged 3-5, not just infants and toddlers.
* Children exhibiting Behavioral issues in preschool and pre-k classrooms
* Children experiencing food insecurity, lack of access to proper nutrition, and nutritionrelated education and practices.
* Children experiencing multiple Adverse Childhood Events (ACEs), Children of minority racial/ethnic groups (at a county or community level), Children of non-US citizens
* Children whose parents work nonstandard hours, children of refugees and immigrants
* I'm not sure if children with disabilities includes those with sensory processing issues and ADHD. From birth to five, these children may experience adverse hardships due to behavioral issues in childcare facilities and school, such as negative attention from providers, dismissal from program (i.e., kicked out), or negative social interactions with peers. This will affect the quality of care received. Some approach these children as problem children and may not recognize a deeper issue. Parents may also be unaware of these issues. I believe this is a separate population group that needs its own set of strategies to address.
* Infants, toddlers, living in poverty and borderline poverty (working poor)
* mental health, kids that don't have insurance, obese children/underweight
In your opinion, which barrier to high-quality early childhood care and education in Georgia affects families the most? (Other, please specify):
*
* Confusion and frustration for vulnerable families waiting on CAPS subsidy application to processed and the multiple sets of eligibility/procedural guidelines for all the programs...where do I apply for Head Start? Am I elligible for CAPS? When do I apply for GAPreK? Vulnerable families face LAYERS of access barriers in our state.
* Perceived barriers of cost, transportation, regardless of whether supports are available or not
Lack of knowledge of services provided in the community
Which barrier to access affects children with disabilities the most?
* delays and misunderstanding of the process
* Lack of Knowledge
* Parents unwillingness to be open to discussing whether child care providers are seeing development delays or signs of autism. Parents don't want to acknowledge something is wrong with their children at very young ages.
* Parents who are in denial.
* There are limited, strong programs that serve children with special needs in the manner in which they should be served.
Please provide any additional feedback about the PDG B-5 in the space below.
* "Our needs assessment could be strengthened and made more comprehensive by including nutrition (e.g., WIC, CACFP) and health (e.g., Medicaid) data and programs, which relate to outcomes for all of Georgia's target child populations. This may be of particular interest, given that the recently released PDG grant renewal application specifically asks applicants to ""describe the degree to which it has included, incorporated, and aligned comprehensive support services focusing on health, mental health, nutrition, social services, early intervention, special education, and other areas or groups"".
* Dalton Public Schools is looking forward to more early childhood opportunities.
* The manner in which articulation happens between early learning and schools is incredibly peace meal.
* DECAL needs to clarify the relationship between PDG planning, CCDBG Planning and other research activities. It could be good or could be overlapping. PDG seems to have left out direct care stakeholders such as PFCCAG and GCCA. What happened to the DECAL Stakeholder Advisory Committee?
* I have no feedback as my profession is Early Learning Homes
* Early Care and Learning should collaborate more with their local systems. Headstart in the CSRA needs an overhaul please.
* I hope the state will allow school systems to participate in this opportunity. Fulton County is very interested.
* If quality childcare is believed to be so important you really need to consider making Quality Rated mandatory for all childcare programs, not just those receiving subsidy. Make it mandatory for those seeking funding from GA's Pre-K and licensing.
* I think this is great starting point and opportunity to begin this important work that is greatly needed.
* It is counter-intuitive that children with disabilities served in self-contained settings for half the day are then to be supported without lower ratios, specially trained staff, or any other systemic support for the other half of the day in a childcare setting.
* Much of this is dependent on the leaders in individual counties, so my answers apply to the majority of the counties I have observed and not all.
* Rural South Georgia is a forgotten area. Most of these funds will go to the Metro Areas.
* None
* The decline in the supply of family child care learning homes needs to be addressed. Family child care has historically been a good option for many of these targeted populations -- children in poverty, with disabilities, in rural areas.
* There are barriers which hurt children such as a lack of school system's willingness to share inclusion resources with child care providers and the DOE's policy to cutoff all services to a child care center if they have a small number of 6 year olds in their care. Also, when a child moves from one county to another, services seem to stop because there is file that transfers with the child. The family must start all over with a new county, and they don't make it off a waiting list when that happens. Also, because school systems are allowed to open child care centers without being subject to licensing, there is no guarantee that children in child care settings are getting quality care. And finally, DECAL should automate the child care licensing studies so that data can be collected to evaluate trends or issues that might need to be addressed. Currently, the only way DECAL can track this data is to have employees go in and review each report which isn't done unless someone pays for an open records request.
* The systems for early childhood in Georgia are confusing to parents and many agencies do not work well collaboratively. Streamlining processes and providing more support for parents are high priority needs in this state.
* There is already a lot of great work that has occurred in Georgia in this area. DECAL should build on that rather than starting from scratch (for example: Project LAUNCH, GA Home Visiting, the old Great Start Georgia System of Care, Essentials for Childhood, etc).
* There is also a need to look at affordable, high quality childcare in suburban areas. For instance, in Cobb county, there are large pockets where there are few Quality Rated facilities. Also, most facilities cost more than $275 per week. Even for higher income families, this cost is extremely burdensome, even prohibitive.
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Pupil premium strategy statement for Codicote C of E Primary School
| 2020 - 2021 | Total PP budget including Pupil Premium and Pupil Premium + | £30,200 | Date of most recent PP Review |
|---|---|---|---|
| 277 | Number of pupils eligible for PP | 13 | Date for next PP Strategy Review |
| | Pupils eligible for PP (your |
|---|---|
| | school) |
| Supressed due to low numbers | |
| Supressed | |
| Supressed | |
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.
The levels of spoken language on entry to Nursery & Reception are lower for some PP children than non-PP children. This has an impact on the development of basic skills in literacy and numeracy, and in accessing phonics.
| Improve spoken language skills through foundation stage and KS1. Increase access to wider learning opportunities. |
|---|
| To accelerate progress of PP children in KS2, including high attaining children. |
5. Planned expenditure
Academic year
2020 - 2021
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies
i. Quality of teaching for all
| Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead |
|---|---|---|---|
| Continue to upskill staff in delivering ELKLAN programme. | Developing skills in staff will further enhance quality first teaching, and benefit all in the learning environment. | High quality training provider. | Head & SENCO |
| Provide individual programmes of speech therapy for children with identified needs, under direction of speech and language therapist. | Developing individual skills of children will accelerate their progress, and improve access to learning in phonics, and basic skills. | Use trained, appropriately experienced member of staff to deliver SALT programmes. Work under guidance from SALT. | Head & SENCO |
|---|---|---|---|
| Provide catch up before school reading groups, and additional support within class guided reading sessions. | Evaluation of previous programmes used has shown that children accessing this resource have made significantly quicker progress from their individual starting points. | Use existing trained staff to deliver provision. Offer outside the school day, as well as within in, as a block, to ensure children have full access to all other curriculum areas. | Head & Deputy |
| 1-1 and small group teaching before school, and after school. | The gaps in knowledge and understanding are addressed so that learning builds on a firm base of knowledge, skills and conceptual understanding. Gaps in learning are identified and addressed. | Trained teachers used to deliver programmes, who already work in the school, working in liaison with class teachers. Small group intervention programmes led by experienced, trained support staff, who already work in the children’s own classrooms. | Head & deputy |
|---|---|---|---|
| Provide mentoring, counselling and targeted support for children with attachment disorders/difficulty in accessing learning due to attention and focus. | Improved levels of concentration skills and ability to focus in a typical learning environment will enable children to access learning effectively. Improved self- esteem and ability to manage feelings will result in more secure relationships with peers, and adults, and reduced anxiety. | Trained staff to deliver programmes, who have completed an accredited course. Use of support network outside school environment such as Family support workers, and Art therapists. | Head and Senior teacher |
| Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead |
|---|---|---|---|
| Fund residential element of trips to broaden experiences of children and to support learning through high quality first hand experiences. Provide uniform and equipment as needed. Ensure access to IT equipment where this is required for home llearning. | Learning in a practical context supports development of language skills, and provides opportunities for children to broaden their knowledge and experiences. Positive wellbeing and feeling the same as peers is an important part of self esteem and belonging. | Head/deputy/senior teacher led residential trips, using quality providers, following a carefully structured programme. Identify need using a range of indicators and provide for these. | Head |
| Chosen action / approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned (and whether you will continue with this approach) |
|---|---|---|
| Staff training & delivery of programme. 1-1 delivery of SALT programmes | Accelerated progress of children entering school with poor speech and language skills. Improved outcomes for children re-taking phonics test in Year 2, due to difficulties with language in Year 1. | Further develop training to increase staff awareness and skills in delivering programme. Extend programme to more staff. |
£15,500
£1,500
The Covid pandemic caused disruption to the delivery of the PPG programme; however, staff operated throughout delivering specific home learning packs to compliment and supplement those for all children, providing online interventions and emotional well-being and support. Plans were also implemented from June 2020 to ensure children were able to access additional support and resources on their return to school.,
Format taken from "Effective pupil premium reviews- A guide developed by the Teaching Schools Council" May2016
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HISTORY OF UPPER PLUM CREEK
WRITTEN FROM MEMORY IN MARCH 1962 BY EVER ELLINGSTAD
Some of the first settlers in Upper Plum Creek (Town of Arcadia) were Ole, Thor and Johannes Jackson (their name from Norway was Berget) They homesteaded together in the early 1860·s. They all dug a cellar and lived there until they built a log house. The logs were not plentiful, they had to haul them a long way-- only in the wintertime-by oxen. There were no logs on the hills, only brush. Fire had gone over the hills for years before. What they looked for was spring water and marsh hay for feed. When they got a cow or two, that was half of their living. They made butter, cheese and Primost from the whey. They raised their own oxen to work with.I think I am one of the oldest now living, born in Plum Creek. (The first settlers) did their own work. Johannes was a mechanic, blacksmith, carpenter and handy man. He did all the fixing for the neighbors, too. He was the first to build a basement bar laid up of dry, big, flat stones. There was the other brothers also from Gulbrandsdalen, Norway that homesteaded in Plum Creek. They were Ole, Lars and Per Kelly (their name from Norway was Sundvoll). There were many more from Valdres, Norway--³Bjorn Anderson, OleNarveson, Ole Thompson, Ole Roningen, Peter Hia, and Gulbran Grou. Ole Ellingstad homesteaded in 1872 on a quarter that laid there for many years on the hills after the rest was taken up. There were eleven with the first name of ´Ole in the school district.
All came from Norway. Now they are all dead. There were more homesteaders in the district. Sever Amundson sold his farm in the late 1880·s to Hans Klevgard and Hans Nerhagen ( they called him ´Tree Foot Hans because he had a wooden leg.) He had homesteaded the farm the Melby boys now have. Ole and Christian Lee bought half of the land that Knudt and Tonats Smallandhad homesteaded. Christian Lee bought half of that farm, two of his grand-daughters still live on that farm alone now. All the people I mention came from Norway except the two girls--they were born on the farm. None of these people had any education. They depended only on hard work but they were all honest and God fearing people-bless their memory! Some of these people never learned to talk good English but got along, helped each other in need and there was no talk of any cash pay. Money was scarce. Thor Jackson had seven boys. They are all dead now. Ten years ago Claude Jackson bought his grandfather·s farm from the estate. He has developed it, drained it and tiled the marsh. Now he plants corn on marsh that was so wet the cows could not walk on it! He has built dams to keep the water back in heavy rain storms. This land was no good for pasture nor hay before. I was there last summer to see. It wonderful what money and work can do. He has a marsh one mile long now that will be ready for corn next year. He had 100 head of cattle last summer. That is almost as many cattle in all Plum Creek 50 or 60 years ago. It goes to show what conservation can do. Just think what the first settlers had to go through. They came from Norway with families, very little money and no education or know how. There were more homesteaders-Knudt Everson Brenom, and two brothers-Thrond Tande and his brother, fathers of Tosten and Ole Tande. These people came up through Iowa and through Coon Valley. Most of them came here with ox teams. They dug cellars to live in until they built log houses. That was before the railroads came through. There were no hospitals nearby. All the babies were born at home and there were few doctors but they got along with home remedies and grew up to be good workers. The work was hard those days. Mostly grubbing and breaking land, some worked in the woods to make some money. This is written from memory. Seventy or more years ago, I was raised at this locality but long after the first settlers came here. Now it is so much different. When they sold for a dollar then, they bought for a dollar. Now most of it goes to Wall Street. I think they were better off then, then now.
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Wilderness Hell by Leroy Almon, Sr.
ASH WEDNESDAY
(The Beginning of the Lenten Season)
Wednesday, February 22, 2012
Writer for This Unit: Elvin J. Parker III, member of the African American Lectionary Team
The unit you are viewing, Ash Wednesday, is a compact unit. This means that it is not a complete commentary of the Scripture(s) selected for this day on the calendar, nor does it have a full supporting cultural resource unit and worship unit. Instead, to enliven the imagination of preachers and teachers, we have provided a sermonic outline, songs, suggested books, and suggested articles, links, and videos. For additional information see Ash Wednesday in the archives of the Lectionary for 2008–2011. 2011 was the first year that the African American Lectionary posted Compact Units for moments on its Liturgical Calendar.
I. Description of the Liturgical Moment
―The Day of Ashes‖ or Ash Wednesday, as it is more commonly known, falls on the Wednesday of the seventh week before Easter and is the date that marks the start of the Holy Lenten Season for Christians around the World. Ash Wednesday follows Mardi Gras or Shrove Tuesday. It is a time for reflection, repentance, renewal, prayer, and personal sacrifice. The Lenten Season culminates on Easter Sunday Morning with the Easter Sonrise Service (the Service is called this because it is supposed to mark the Resurrection hour of the Savior, the Son of God).
The actual Season is inaugurated with the imposition of ―Ashes‖ upon the foreheads of the participants in the Seasonal Discipline. The ashes themselves are penitential signs that represent mourning and grief expressed in response to the Passion of our Lord and Christ in his ultimate sacrifice of death on the cross for the redemption of the sins of everyone who would believe in this great Salvific Act. Ashes are used in this action as a reminder of our need to repent, confess our sins, and return to God.
The ashes are made from the palms and palm fronds that were blessed, reserved, and now burned from the previous year's Passion/Palm Sunday Services to be used for Ash Wednesday observance the next year. Each participant in the Observance receives the imposition of the ashes upon the forehead in the form of the cross. The imposition of ashes is a startling reminder of the shortness of human life as it is reflected in the Interment ritual, ―earth to earth, ashes to ashes, dust to dust.‖ Ashes also point toward cleansing and renewal, as in ancient times ashes were often used in lieu of soap and water for bathing.
Persons wishing to participate in the Lenten Season Discipline are invited to come to the altar or the front of the Sanctuary where a minister will dip his or her thumb in the vessel that contains the ashes and with his or her thumb mark a small cross upon the forehead of the participant/penitent. When the ashes are imposed the Verba that is generally used is, ―From dust thou art, to dust thou shalt return. Repent and believe the Gospel,‖ or some such similar language.
When the size of the congregation warrants it is not unusual for the chief celebrant to have concelebrants to assist in the Imposition of Ashes. Forming several Imposing Stations for the convenience of the congregation will prove advantageous as well. When additional stations are used in those congregations that utilize the chancel rail as a kneeling place for the Imposition, several prie-dieus can be used at the various other stations. It is commonly expected that no ushering is necessary as people move voluntarily toward the place of Imposition. During the act of Imposition silence may be kept, instrumental music may be performed, or there may be soft singing by a choir and/or the congregation.
The Ash Wednesday Observance Service is traditionally held at noon, though many congregations also hold a second Service in the evening so that as many persons who desire to participate may have an opportunity to do so.
With this material as our backdrop, we provide a sermonic outline for Ash Wednesday Observance 2012.
II. Ash Wednesday: Sermonic Outline
A. Sermonic Focus Text(s): Matthew 6:1-6 (New Revised Standard Version)
(v. 1) ―Beware of practicing your piety before others in order to be seen by them; for then you have no reward from your Father in heaven. (v. 2) So whenever you give alms, do not sound a trumpet before you, as the hypocrites do in the synagogues and in the streets, so that they may be praised by others. Truly I tell you, they have received their reward. (v. 3) But when you give alms, do not let your left hand know what your right hand is doing, (v. 4) so that your alms may be done in secret; and your Father who sees in secret will reward you. (v. 5) And whenever you pray, do not be like the hypocrites; for they love to stand and pray in the synagogues and at the street corners, so that they may be seen by others. Truly I tell you, they have received their
reward. (v. 6) But whenever you pray, go into your room and shut the door and pray to your Father who is in secret; and your Father who sees in secret will reward you.‖
B. Possible Titles
i. Rules, Reproofs, and Rewards
ii. The 3 R's of Lenten Discipline
iii. The ―Why‖ Behind the ―What‖ of Lent
C. Point of Exegetical Inquiry
In any text there can be several words or phrases that require significant exegetical inquiry. One exegetical inquiry raised by this text is the refutation and dismissal of a sense of piety that is selfserving or that has negated its principle object as the worship or glorification of God in God's own self-sacrifice through death on Calvary.
One may be easily tempted to ignore the more salient and deeper truths of the Holy Lenten Season and fixate their attention on their own momentary or seasonal sacrifice juxtaposed to God's ultimate sacrifice in the work of redemption. We ought to continually be reminded and, indeed, remind ourselves that the purpose of the Holy Lenten Season is solely to cause us to reflect upon our failure to please God for which we should repent. It also gives us reason to celebrate our Redemption because of God's greater sacrifice rendered on our behalf.
III. Introduction
Well, today is the day that in the words of the author of the Letter to the Hebrews, ―We lay aside the weight and the sin that doth so easily beset us and run with patience the race that is set before us‖ (Hebrews 12:1). The Lenten season is 40 days long. However, all mature Christians know that this is a life-long season.
In the passage appointed for our consideration today we find Jesus laying out some very serious and strict rules while offering advice on governing one's piety so as to please God as we proceed to embark upon this season of self-sacrifice.
Move/Point One – How to Give to God
a. Rule: Do not give just to be acknowledged and praised by humans;
b. Reproof : Do not bring undue attention to your giving; and
c. Reward: God, who sees your quiet unselfish act, will reward you accordingly.
Move/Point Two – How to Pray to God
a. Rule: Do not pray just to be seen of people and applauded;
b. Reproof: When you pray just to draw attention to yourself you already have your reward; and
c. Reward: If you pray to God quietly, God will reward your prayers accordingly.
Move/Point Three – Let All You Do Be Done to the Glory of God
a. Rule: God must ALWAYS be the object and focus of our praise;
b. Reproof: We fail God when we attempt to rob or upstage God as the central focus; and
c. Reward: God will bless those who bless God.
IV. Challenge
As we now begin this journey toward Jerusalem and the cross, let us be ever mindful that whatever we do is not just a reflection of our individual faith and sense of piety, but is also a sacrifice of praise to our God who sacrificed the best of heaven for the worst of sinners like me and like you. In this season of self-denial don't just ―give up‖ something, but strive to ―take up‖ something. Take up the cross of Christ. Take up the humility of Christ. Take up the cause of Christ. Take up the joy of God's Grace freely given for you. Allow your sacrifices to be to the glory of God!
V. Illustration(s)
―The religious dead play at a façade of piety while trusting that the big check they dropped in the plate today will cover for their indulgence in the lusts of the flesh yesterday. They take a week or two to travel to a third world country and pass out rice and Bibles and that washes away any stain of indifference to the plight of their unsaved neighbor or their disdainful treatment of the unwed mother in the pew behind them. Redemption is not purchased with any of these things; not big checks and not good deeds. God could make the stars into diamonds. He could speak and turn the planets into gold and silver and you would sell your own soul for paltry penance? Would you think to buy His favor with that which you would not have apart from His grace?‖
—Clark E. Tanner, Sermon Central.com.
http://www.sermoncentral.com/illustrations/illustrations-about-piety.asp
See the Sermon Illustrations section of the African American Lectionary for additional illustrations that you may wish to use in presenting a sermon for this moment on the liturgical calendar.
VI. Sounds, Sights, and Colors in This Passage
Sounds: Pious prayers from people in churches and on street corners; sounding a trumpet,
Sights:
praise by others;
People practicing piety to be seen by others; people sounding trumpets in the streets and synagogues to announce their almsgiving; people praying in a church and on a street corner; shutting a room door, praying to God in secret; a right and left hand unaware of the action of the other; and
Colors:
People dressed in colors that help them feign piety; the color of a blaring trumpet; a white door; and the color of ashes.
VII. Sample Ash Wednesday Service
Opening
Begin with displays of Ash Wednesday Services from around the world. If a screen is not available, include images in your Order of Worship and as music softly plays, have someone review and reflect upon the images.
Music Interlude
Select from the songs provided below.
Prayer
O Lord,
The house of my soul is narrow; enlarge it that you may enter in. It is ruinous, O repair it! It displeases Your sight. I confess it, I know. But who shall cleanse it, to whom shall I cry but to you? Cleanse me from my secret faults, O Lord, and spare Your servant from strange sins. —St. Augustine of Hippo (AD 354–430)
Additional prayers may be offered as appropriate for your church. If multiple prayers are given, at least one should be led by a youth (age 11–17) or a child (age 5–10).
Music Interlude
Select from the songs provided below.
Imposition of the Ashes
The following statement is to be read before the ashes are imposed upon the foreheads of congregants. If multiple congregations are participating, have persons form two or more lines as music plays. Ashes can then be imposed by each pastor as persons come forth.
Beloved, we embark upon the march toward Easter with the sign of ashes. This ancient sign reminds us that we are flesh, that we sin, and that we fail to lean on God and instead lean on our own understanding. As we begin the journey, join me in spending the next forty days by examining yourself and by re-energizing any part of your faith walk that has become dull or lifeless. Examine your work for the Kingdom of God; examine your goals, your interests, your hopes, your relationships, your finances, and your health, all of which are part of your stewardship contract with God. Observe a holy Lent season through self-examination and penitence, by prayer and fasting, by works of justice and works of love, and by reading and meditating on the Word.
Prayer for Examination
Passing of the Peace or Departing Embrace
Music is played softly.
Parting Song
All should exit quietly.
VIII. Songs to Accompany This Sermon
A. Hymn
- I Am Thine. By Fanny J. Crosby. Tune, (I AM THINE), by William H. Doane
B. Well-known Song(s)
- Take My Life. By Micah Stampley
- Calling My Name. By Jules Bartholomew
- He Can Deliver. By Deandre Patterson
C. Modern Song(s) (Written between 2005–2011)
- Perfect Peace. By Rudolph Stanfield
- Lord, Prepare Me to Be a Sanctuary. By Randy Scruggs and John W. Thompson
- Holiness. By Micah Stampley
YouTube: http://www.youtube.com/watch?v=8vNPcmLzlvI&feature=youtu.be
D. Spiritual(s)
- This Day. By Edwin Hawkins
- Did Christ O'er Sinners Weep. By Benjamin Beddome. Tune, A. Davisson's Kentucky Harmony
- Does Jesus Care? By Frank E. Graeff. Tune by J. Lincoln Hall
E. Liturgical Dance Music
- No Way. By Tye Tribbett
- One God. By Darien Dennis
F. Invitational Song(s) for the Imposition of Ashes
- Remember You Are Dust. By Paul Tate
- Sign Us with Ashes. By Mary Louise Bringle. Music by William Rowan
- Create in Me, O God. By Johannes Brahms
- Wash Me, O Lord God. By G.B. Pergolesi
G. Invitational Song or Instrumental
- I Love You (Lord Today). By Edwin Hawkins
- Come to Jesus. By Charles Nix
- Falling in Love with Jesus. By Jonathan Butler
H. Benediction Song or Instrumental
- God Be with You. By Jeremiah E. Rankin. Tune by William G. Tomer
- Take the Name of Jesus with You. By Lydia Baxter. Tune by William H. Doane
- The Threefold Amen. Traditional
IX. Videos, Audio, and/or Interactive Media
- A video of 20,000 people gathered in Manila, Philippines to form a human cross for Ash Wednesday. Online location: http://www.youtube.com/watch?v=TCJcpVxgm8&feature=related accessed 26 September 2011.
- An Ash Wednesday video based around John 8:1-11. Online location: http://www.youtube.com/watch?v=3lrEbN8YxuQ accessed 26 September 2011.
X. Books to Assist in Preparing Sermons, Bible Studies, and/or Worship Services Related to Ash Wednesday
Gomes, Peter. The Scandalous Gospel of Jesus: What's So Good about the Good News? New York, NY: HarperOne, 2008.
Burns, Kephra and Susan L. Taylor. Confirmation: The Spiritual Wisdom That Has Shaped Our Lives. Harpswell, ME: Anchor, 1999.
Jones, Charles Colcock. The Religious Instruction of the Negroes in the United States. New York, NY: The New York Public Library, 2011.
XI. Links to Helpful Websites for Ash Wednesday
- Ash Wednesday celebration ideas for children. Online location: http://worshipingwithchildren.blogspot.com/2011/01/year-ash-wednesday-march-9- 2011_20.html accessed 28 September 2011.
- A Collection of Ash Wednesday worship resources. Online location: http://www.churchyear.net/ashwednesday.html accessed 28 September 2011.
- Ash Wednesday clip art. Online location: http://www.faithclipart.com/imagestemplates/ash-wednesday.html accessed 29 September 2011.
XII. Notes for Select Songs
A. Hymn
- I Am Thine. By Fanny J. Crosby. Tune, (I AM THINE), by William H. Doane Location:
African American Heritage Hymnal. Chicago, IL: GIA Publications, 2001. #387
B. Well-known Song(s)
- Take My Life. By Micah Stampley Location: The Songbook of Micah. Brentwood, TN: EMI Gospel, 2005.
- Calling My Name. By Jules Bartholomew
Location:
Walker, Hezekiah and The Love Fellowship Crusade Choir. Live in Atlanta at Morehouse College. Chicago, IL: Benson Music Group, 1994.
- He Can Deliver. By Deandre Patterson
Location:
I Made It. Bolingbrook, IL: Holy Spirit Records, 2001.
C. Modern Song(s) (Written between 2005–2011)
- Perfect Peace. By Rudolph Stanfield Location:
Sapp, Marvin. Be Exalted. New York, NY: Verity, 2005.
- Lord, Prepare Me to Be a Sanctuary. By Randy Scruggs and John W. Thompson Location:
The West Angeles Church of God in Christ Mass Choir. No Limit. Brentwood, TN: EMI Gospel, 2007.
- Holiness. By Micah Stampley
Location:
The Songbook of Micah. Brentwood, TN: EMI Gospel, 2005
D. Spiritual(s)
- This Day. By Edwin Hawkins
Location:
African American Heritage Hymnal. #443
- Did Christ O'er Sinners Weep. By Benjamin Beddome. Tune, A. Davisson's Kentucky Harmony
Location:
African Methodist Episcop al H
ymnal. Nashville, TN: The AME Publishing House, 1998.
#154
- Does Jesus Care? By Frank E. Graeff. Tune by J. Lincoln Hall
Location:
African American Heritage Hymnal. #428
E. Liturgical Dance Music
- No Way. By Tye Tribbett
Location:
Life. New York, NY: Sony, 2004.
- One God. By Darien Dennis
Location:
Clark, Maurette Brown. The Dream. Atlanta, GA: Atlanta International Records, 2007.
F. Invitational Song(s) for the Imposition of Ashes
- Remember You Are Dust. By Paul Tate
Location:
Bring Us Home: Celebrating God's Love and Mercy. Chicago, IL: GIA Music, 2006.
Sign Us with Ashes. By Mary Louise Bringle. Music by William Rowan
Location:
Alonso, Tony, Marty Huagen, and Michael Joncas. Christ Be Near. Chicago, IL: GIA Music, 2009.
- Create in Me, O God. By Johannes Brahms
Location:
Brahms's Motet Op. 29, No. 2, First Movement
Westminster Choir Series, #7504
G. Schirmer, Inc.
Available through Sheet Music Plus
1300 64
th
Street
Emeryville, CA 94608
Phone: 1-800-743-3868
Online location: www.sheetmusicplus.com
- Wash Me, O Lord God. By G.B. Pergolesi
Location:
Theodore Presser Company
588 North Gulph Road
King of Prussia, PA 19406
Phone: 610-592-1222
Online location: www.presser.com
G. Invitational Song or Instrumental
- I Love You (Lord Today). By Edwin Hawkins
Location:
The BAJADA Minstrels. Breathe: Instrumental Meditation. New York, NY: Light, 2002.
- Come to Jesus. By Charles Nix
Location:
The Wolverine State Baptist Mass Choir. I Really Love the Lord. (INDIE) Sounds of Gospel, 2003.
Falling in Love with Jesus. By Jonathan Butler
Location:
Butler, Jonathan and Juanita Bynum. Gospel Goes Classical: Volume 1. Dallas, TX: Flow, 2006.
-
-
H. Benediction Song or Instrumental
- God Be with You. By Jeremiah E. Rankin. Tune by William G. Tomer
Location:
African American Heritage Hymnal. #634
African Methodist Episcopal Hymnal. #45
The Baptist Standard Hymnal with Responsive Readings. Nashville, TN: National Baptist Convention, 1985. #650
National Baptist Publishing Board. The New National Baptist Hymnal. Nashville, TN: National Baptist Pub. Board, 1981. #361
Take the Name of Jesus with You. By Lydia Baxter. Tune by William H. Doane
Location:
African American Heritage Hymnal. #297
African Methodist Episcopal Hymnal. #44
The Baptist Standard Hymnal with Responsive Readings. #649
The New National Baptist Hymnal. #258
The Threefold Amen. Traditional
Location:
African American Heritage Hymnal. #646
African Methodist Episcopal Hymnal. #662
The Baptist Standard Hymnal with Responsive Readings. #582
The New National Baptist Hymnal. #341
-
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CADDER: FORT
Immediately south-east of a sharp bend in the Forth and Clyde Canal at Cadder is the site of a Roman fort on the Antonine Wall. Extensive sand quarrying in the 1940s destroyed both the Roman fort and the remains of a medieval motte which had probably used the Antonine Wall Ditch as part of its defences. No remains are visible on the ground today.
HISTORY OF DISCOVERY AND EXCAVATION:
The fort at Cadder was recognised as early as the mid-seventeenth century, but the medieval settlement and the extensive ploughing of fields had made it difficult to discern the fort's true location. The eighteenth-century antiquaries were uncertain if a fort had even been located here, and there was some confusion around the identification of a later medieval (probably twelfth-century) motte which was located to the west of the fort, across from the present-day Forth and Clyde Canal.
In the late 1700s, the Forth and Clyde Canal was constructed around the site of the fort, skirting both its north and western sides. To the north of the fort, the Canal was partially dug over the Antonine Wall Ditch, while just outside the fort's north-west corner it cut across the Ditch and Rampart, as the Canal turned sharply south. A few Roman finds were uncovered during this work, including part of an altar and some quernstones. Further discoveries were made in 1852-53 near the south of the fort, including four unfinished altars, part of the fort's south rampart base, a wide range of pottery fragments, and large iron nails.
concerned with tracing the line of the Antonine Wall and Rampart, and at Cadder he located the fort's east and south ditches, part of the east rampart, a hearth, and fragments of coarse pottery, including an amphora handle. Macdonald also confirmed the medieval date of the Cadder motte. The Roman fort was later extensively excavated between 1929-31 by John Clarke for the Glasgow Archaeological Society. These excavations revealed the fort's full outline and most of the internal buildings, though these were in a poor state of preservation. Following these excavations, the site was used as a sand quarry during the Second World War, and by the 1950s both the Roman fort and medieval motte had been completely destroyed.
The first modern excavations were very small in scale, conducted by Sir George Macdonald in 1913. At the time, Macdonald was primarily
The most recent excavations at Cadder occurred over four days in May 2008, about 80m east of the Roman fort, in the vicinity of the external bath-house that had been identified but unexcavated in the 1929-31 excavations. It was hoped that this work would locate the bath-house and clarify its relationship to the Antonine Wall. No signs of the Antonine Wall Rampart or the expected bath-house were identified, and the excavators have suggested that future geophysical survey may help to identify this structure.
DESCRIPTION AND INTERPRETATION:
Excavations have revealed that the fort at Cadder had an internal area of about 1.12ha (2.8 acres), with turf ramparts of about 4.7m wide on stone bases. It appears as if the fort was built at the same time as the Antonine Wall Rampart, with two ditches on the east and south, and one ditch on the west. The fort had a strong position within the landscape, but its weakest area was on the east. Perhaps for this reason, the fort faced the east, an interpretation based on the position of the central range of buildings within its interior. Internal buildings included a stone headquarters building (principia) and two granaries (horrea), along with timber barrack-blocks and commanding officer's house (praetorium). There were two bath-houses, one located within the fort in its north-east corner, and the other located outside of the fort, against the south face of the Antonine Wall Rampart about 75-80m to the east of the fort; the external bath-house was identified, but not excavated. There was evidence within the fort for at least one renovation of the fort's interior. This included a reconstruction of the principia, reconstruction of a possible timber workshop area just south of the north gate, and major modifications to the praetorium.
Clear evidence for an annexe was not located, but the presence of the unexcavated external bathhouse to the east of the fort may indicate that an annexe was attached to the fort's eastern side. Many other Antonine Wall forts contained bathhouses within their annexes. Other evidence included a long ditch on the fort's western side, which extended more than 100m to the south of the fort and then curved eastward for about 110m, where a second parallel ditch was located near a possible palisade trench. These outlying ditches and the palisade trench, however, appear to have no direct connection to the Antonine fort; Macdonald suggested that they may have been the remains of a Flavian fort built by Agricola around AD 80, but they may also represent an early phase of activity in the Antonine period, perhaps as part of a temporary camp used during the construction of the Wall.
A building inscription of the Second Legion (RIB 2188) indicates that this legion may have been responsible for building the fort, but there is no clear evidence for which unit garrisoned the fort during its functional operation.
BIBLIOGRAPHY:
CANMORE Record: http://canmore.rcahms.gov.uk/en/ site/45247/
Buchanan, J. (1855) Notice of Recent Discoveries of Roman Remains at Cadder, on the Antonine Wall. Proceedings of the Society of Antiquaries of Scotland, 1: 170-74.
Clarke, J. (1933) The Roman Fort at Cadder. Glasgow.
Gordon, A. (1726) Itinerarium Septentrionale. London. http:// books.google.co.uk/books?id=40g1AQAAMAAJ [Cadder is discussed on page 54.]
Horsley, J. (1732) Britannia Romana. London. [Cadder is discussed on page 168.]
Macdonald, G. (1915) Some Recent Discoveries on the Line of the Antonine Wall. Proceedings of the Society of Antiquaries of Scotland, 49: 93-138. http://archaeologydataservice. ac.uk/catalogue/adsdata/arch-352-1/dissemination/pdf/ vol_049/49_093_138.pdf [Old Kilpatrick is discussed on pages 113-15.]
Macdonald, G. (1934) The Roman Wall in Scotland, second edition. Oxford. [Cadder is discussed on pages 155-59, 297312.]
Robertson, A.S. , revised by Keppie, L. (2001) The Antonine Wall: A Handbook to the Surviving Remains. Glasgow. [Cadder is discussed on pages 99-101.]
Roy, W. (1755) Military Survey of Scotland. [For the area around Cadder, see: http://maps.nls.uk/geo/ roy/index.cfm#zoom=14&lat=55.92599&lon=4.20404&layers=0B000000TTT]
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ISSN: 2455-4898; Impact Factor: RJIF 5.14
Received: 03-01-2021; Accepted: 18-01-2021; Published: 27-02-2021
www.foodsciencejournal.com
Volume 6; Issue 1; 2021; Page No. 89-91
Bilimbi: The underutilized fruit of South India
Riji Madhusudhanan 1 , P Mageswari 2 , SM Prasad 2*
1 Assistant Professor cum Nutritionist, Department of Sports Nutrition, University of Calicut, Sports Division, Calicut, Kerala, India
2
Assistant Professor, Department of Nutrition and Dietetics, Sadakathullah Appa College (Autonomous) Rahmath Nagar,
Tirunelveli, Tamil Nadu, India * Corresponding Author: SM Prasad
Abstract
India is a country with rich heritage and lot of flora and fauna. India's economy mainly depends upon agriculture and Indian agricultural products have a very good demand over world market. Many of the locally available fruits and vegetables go unnoticed in many states. They become underutilised due to the lack of awareness about its nutritional, health benefits and preservations techniques. In this review paper the authors focuses about the features of the underutilised fruit bilimbi. Keywords: Bilimbi pickle, culinary uses, phytochemicals, recipes
Introduction
Bilimbi is considered to the native of South East Asia, now it has been cultivated all over the world. Due to increased population and lack of agricultural facilities these plant is now recognised and comes under underutilised plant. Earlier it is cultivated in countries like Srilanka, Asia, Malaysia and Maldives. Now it has been a question that many people in Asia were not aware of this perianal tree. The reason behind this is many farmers do not grow this tree in their farms. The tree is found in some parts of Indian villages. In India this tree is observed in North and South India. In South India certain parts of Kerala and Tamil Nadu these tree is grown and called as sour tree (Pulichi Maram in Malayalam Language).
Common Names
1. Pickle tree
2. Sour tree
3. Cucumber tree
4. Bilimbi
5. Irumban Puli in Malayalam Language
6. Pulichikai in Tamil Language
Morphology of Bilimbi
Plant
Bilimbi is a perennial tree which grows up to a height of nearly 15 meters. It can grow in any type of soil, but the pH must be in between 5.5 to 6.5.It needs less water to grow.
Bilimbi Leaves
Bilimbi leaves are green in colour on the top and pale green colours in bottom. Leaves are densely crowded and long. Leaves emerge at opposite directions and are distributed evenly.
Bilimbi Flowers
Bilimbi flowers are reddish purple in colour with five petals. They bloom in the month of December and February.
89
Bilimbi Fruits
Bilimbi fruit is always sour in taste, extremely acidic and astringent. The fruit is sour because it contain high amount of oxalic acid and Vitamin C. The fruit is preserved by sun drying in many countries. Fruits of bilimbi are available throughout the year. The tree yields thousands of fruit in a year. When the fruit is unripe Ned it is crunchy in taste and when it gets matured and ripe the fruit changes in to bright green to yellowish. Once it gets ripe it falls on the ground. Seeds are brown in colour. Besides its refreshing aroma and zesty taste, the bilimbi fruit confers umpteen benefits for human health such as managing diabetes, treating hypertension, remedying hemorrhoids, strengthening bones and soothing cough and cold (Kalyani Krishnan,2020) [2] Bilimbi fruit may be stored for up to one week in the refrigerator. (www.specilaityproduce.com). Freshly made concentrated juice has a very high oxalic acid content and consumption carries a high risk of developing acute renal failure (ARF) by deposition of calcium oxalate crystals in renal tubules.(Bakul et al.,2013) [1]
Major Nutrients Present in Bilimbi Fruit
1. Calcium
2. Dietary Fibre
3. Iron
4. Oxalic Acid
5. Phosphorus
6. Protein
7. Vitamin B2
8. Vitamin B3
9. Vitamin C
Phytochemicals Present in Bilimbi Fruit
1. Alkaloids
2. Coumarins
3. Emodins
4. Flavonoids
5. Glycosides
6. Saponins
7. Tannins
8. Terpenoids
Culinary Uses of Bilimbi Fruit Pickle and Fish Curry
In Kerala it is used for making pickles and to make fish curry, especially with Sardines, while around Karnataka, Maharashtra and Goa the fruit is commonly eaten raw with salt and spice (www.en.wikipedia.org)
As Preserve
Sun dried bilimbis are used as a preserve
Salads
Used in salads
As a Substitute
As a substitute for tomatoes and tamarind
Recepies from Bilimbi Fruit
The fruits were examined for any damage and bruises. All dirty things impurities and foreign materials were removed. Washed it thoroughly in luke warm water.
A. Bilimbi pickle (pulichikai achaar)
90
Ingredients Needed
Table 1: Ingredients Needed For Bilimbi Pickle
| S.No | Particulars | Amount |
|---|---|---|
| 1 | Bilimbi | 250 g |
| 2 | Chilli Powder | 3 tsp |
| 3 | Asafoetida | ½ tsp |
| 4 | Gingerly oil | 50 ml |
| 5 | Salt | To taste |
| 6 | Mustard Seeds | ½ tsp |
| 7 | Fenugreek Seeds | ¼ tsp |
| 8 | Turmeric Powder | ½ tsp |
Procedure for Preparation
1. Select unripe bilimbi fruit
2. See whether the fruit is damaged and bruised
3. After selection wash it in running water to avoid dirt or impurities
4. With a help of a knife cut it in to small pieces
5. Take it in a bowl and add salt to set it
6. Leave the bowl for two days
7. Once salt sets in to the fruit, drain the water separately
8. Take a pan and pour gingelly oil and heat it
9. Add mustard seeds and curry leaves
10. Once it burst, add chilli powder, fenugreek powder, asafoetida powder to the pan and mix well with the drained water.
11. Leave the spice mixture to get cool. wait and then add spice mixture to bilimbi pickle mix
12. Store in an airtight container and refrigerate.
B. Bilimbi juice (pulichikai juice)
Ingredients Needed
Table 2: Ingredients Needed For Bilimbi Juice
| 1 | Bilimbi | 250 g |
|---|---|---|
| 2 | Sugar | 325 g |
| 3 | Ginger | 2 Pieces |
| 4 | Salt | A pinch |
Procedure for Preparation
1. Select unripe bilimbi fruit
2. See whether the fruit is damaged and bruised
3. After selection wash it in running water to avoid dirt or impurities
4. With a help of a knife cut it in to small pieces
5. Put bilimbi and along with ginger in a mixer and grind
well
6. Squeeze out the juice from the pulp
7. Take a pan and pour the juice add sugar and a pinch of salt to it
8. Boil the mixer and allow it to cool
9. Store it in an airtight container and when needed it can be dilute with water
Medicinal Benefits of Bilimbi Bilimbi and Fever
The high vitamin C in this fruit helps strengthen the immune system helping to fight against the fever (Teresa Thomas, 2017) [7] .
Bilimbi and Veneral Diseases
In Malaysia the leaves of bilimbi are used as a treatment for venereal diseases (www.flowersofindia.net)
Bilimbi and Muscle Pain
Leaves of the bilimbi tree are pounded and turned either into a paste or poultice, which may then be applied directly on painful muscles. Unlike conventional painkillers and nonsteroidal anti-inflammatory drugs, bilimbi leaves help ease muscle pain without causing unfavorable side effects. (www.helathbenefits.com)
Conclusion
The versatile tree bilimbi goes unnoticed in many regions. Some study reveals that the consumptions of bilimbi fruit may produce oxalate stones when consumed raw, but the fruit when preserved can be a source of income generation to the local farmers.
References
1. Bakul. et al. Acute Oxalate Nephropathy due to Averrhoa Bilimbi Fruit Juice Ingestion. Indian Journal of Nephrology. 2013; 23(4):297-300.
2. Kalyani Krishnan. Bilimbi: Incredible Health Benefits of this Nutritious Fruit Bilimbi. 2020. Updated on February 11 th. Retrieved from https://www.netmeds. com
3. Retrieved from https://www.en.wikipedia.org
4. Retrieved from https://www.flowersofindia.net
5. Retrieved from https://www.helathbenefits.com. Bilimbi the Useful and Healthy Fruit.
6. Retrieved from https://www.specilaityproduce.com
7. Teresa Thomas. Retrieved from https://www.Practo. Com Wonders of Bilimbi Fruit. 2017. Updated on May 3 rd.
91
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Lab. 5
Determination of solubility product of slightly soluble salt
Introduction
When slightly soluble salts are dissolved to form saturated solutions, the solubility is described by a special constant, known as the solubility product (Ksp).
An example of such solution is silver chloride. The solubility product of silver chloride can be expressed as:
Where the brackets [ ] represents concentration in mole/liter.
]
In this case, Ksp is the multiplication of molar concentrations of silver and chloride ions. If the silver ion concentration is increased by the addition of soluble silver salt, the chloride ion concentration will decrease so that the solubility product remains the same. As a result, Silver chloride will precipitate (its solubility will decreased) in order to decrease chloride ion concentration.
The same thing occurs when chloride ion concentration is increased by the addition of soluble chloride salt, the silver ion concentration will decrease to maintain the same solubility product. Again this decrease in silver ion concentration is caused by the precipitation of silver chloride.
Materials and equipment
1. Potassium acid tartrate, 0.1 M Potassium chloride, 0.025 M sodium hydroxide, and phenolphthalein indicator.
2. Conical flask, burette, pipette, measuring cylinder, filter paper and balance.
Procedure
1. Into five 50 ml volumetric flasks, add 1 g of KHT (potassium acid tartrate) + 50 ml aqueous solution of different molarities of KCl (0, 0.02, 0.04, 0.06, and 0.08 M). The solutions are prepared from 0.1 M KCl solution.
2. Shake for 10 minutes, leave 15 minute for equilibration, and then filter.
University of Kerbala
3. Take 10 ml of the filtrate, titrate against 0.025 M NaOH using phenolphthalein as an indicator, and record the results.
Calculations
Flask (1): KHT K + + HT - Ksp = [HT - ] [K + ] In other flasks: KHT K + + HT - KCl K + + Cl Ksp = [HT - ] [K + +K + from KCl] In titration: HT - + NaOH NaHT + H2O No. of moles of HT - = No. of moles of NaOH [HT - ] * V HT- = [NaOH] * V NaOH [HT - ] * 10 = 0.025 * E.P1 [K + ] = [HT - ] For flask (1): Ksp = [HT - ] 2 For other flasks we have E.P2, E.P3, E.P4, and E.P5 [K + ] = [HT - ] + [KCl] Ksp for flask (2) = [HT - ] ([HT - ] + 0.02) Ksp for flask (3) = [HT - ] ([HT - ] + 0.04) Ksp for flask (4) = [HT - ] ([HT - ] + 0.06) Ksp for flask (5) = [HT - ] ([HT - ] + 0.08)
University of Kerbala
Lab. No. 5
Physical Pharmacy I
Determination of solubility product
Group: Subgroup: Date:
Lab instructor signature:
Names:
Results
| Flask no. | M KCl | E.P | [HT] | [K+] |
|---|---|---|---|---|
| 1 | | | | |
| 2 | | | | |
| 3 | | | | |
| 4 | | | | |
:
Homework
1. What is the effect of increasing the concentration of KCl on the water solubility of KHT?
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Tips for Writing a Scholarship Personal Statement
Before you start filling out your scholarship application, you should spend some time thinking about how to write a scholarship personal statement that expresses who you are and why you deserve to receive a scholarship.
Your personal statement should be a minimum of 200 words. To get you started, consider the following:
1. What are your strongest personality traits that make you an ideal candidate for a scholarship?
2. Does any attribute, quality, or skill distinguish you from everyone else?
3. What are your major accomplishments, and why do you consider them accomplishments?
4. What was the most difficult time in your life, and why? How did you overcome it?
5. What have you done outside of the school that demonstrates qualities of an ideal candidate?
6. What are your most important extracurricular or community activities? What made you join these activities?
7. Why did you choose your area of study?
8. What are your career aspirations?
9. What are your dreams of the future?
10. How will the scholarship help you achieve your personal goals?
11. What has compelled you to attend LaGuardia Community College?
Personal Statement
Your personal statement should be well structured and written to make you stand out from the rest of the applicants. The statement should present a picture of you as a person, a student and a potential scholarship recipient. It is an opportunity to share your story.
Here are suggestions for organizing your statement in four simple paragraphs:
INTRODUCTION
First Paragraph
Grab your reader's attention with an eye-catching opening. Share who you are, where you're from, and your family background. State any special personal or family circumstances affecting your need for financial assistance.
BODY
Second Paragraph
Explain why are you the best candidate for the scholarship? What have you done so far? This is where you begin to support your case. Why did you choose to attend LaGuardia? What is your major? How did you choose your major? What are your positive qualities, accomplishments, work experience, internships, volunteer work, leadership experience, extracurricular activities, personal problems you have overcome, etc.?
Third Paragraph
Connect your goals with the opportunities receiving the scholarship will provide. What are your future plans? Be specific about your plans for pursuing your goals. Where do you plan to transfer? What is the highest degree that you plan to achieve? i.e. Associate, Bachelors, Masters, Ph.D. What are your career goals? How do you plan to use your education to achieve your career goals? Explain the importance of your major in today's society.
CONCLUSION
Fourth Paragraph
This is your last chance to impress and persuade the reader. What impact would the scholarship have on your education and your future? Recap why you are a good candidate to receive the scholarship.
Writing tips
1. Think before you write. Brainstorm and generate some good ideas for your personal statement. Create an outline of what you would like your statement to discuss.
2. Read through your statement multiple times, make revisions and edit unnecessary words and irrelevant details.
3. Use active verbs, not passive.
o Avoid empty words and phrases like "really," "basically," "goals," and dreams."
o My love of math was fostered by my third grade teacher. [Passive]
4. Watch for misspellings, grammatical errors and typos. Pay close attention to sentence structure, punctuation and word choice.
o My third grade teacher fostered my love of science. [Active]
o Leave plenty of time to proofread. Put your statement aside for a few days, and then come back and look at it with fresh eyes.
5. Get help. Visit the Writing Center in room B200 for assistance with your personal statement.
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Starting Out
Episode 3 – What do you like doing?
: Yes, but ... I mean ... Are you doing anything tomorrow?
Sammy
Julia: But we can't talk in the cinema, Sammy.
Julia : Hi, Sammy. Sammy : Well, Julia. Are you ... erm Julia : Am I ...? Am I what? Sammy : Are you ... OK? Julia : Yes, Sammy. I'm OK. Julia : Why? Sammy : Sorry, I know, you're probably busy tomorrow. Meeting someone already. Julia : Yes. Maybe. Sammy : Oh, I see. Sorry. Julia : Yes, maybe I'm meeting someone. If he asks me. Sammy : Great! Julia, would you like to go somewhere with me tomorrow? Julia : Oh, I don't know, Sammy ... Yes, of course! I'd love to! Sammy : Great! Julia : What shall we do? Sammy : I don't know. What about running? Julia : Why? I hate running. Sammy : OK. Well, what do you like doing? Oh, but not ... Julia and Sammy : Cycling! Sammy : I don't like cycling. Julia : Do you like music? We could go to the opera. Sammy : My dad loves opera. He listens to it all the time ... Julia : Great, so ... Sammy : But I can't stand it. Julia : OK. OK. OK, so no opera. Great. Sammy : What about sports? There's a football match in the afternoon. Julia : I don't like football. It's noisy. And boring. Hey, why don't we go to the museum? Sammy : Museum? Julia : Oh. I see. 'Museums are boring'. Sammy : What about the cinema? Julia : Oh, so don't you want to talk to me? Sammy : Of course I do! www.britishcouncil.org/learnenglish
Sammy: Oh, of course, you're right. Look, Julia, you don't want to go to the cinema, and you're not interested in watching football ...
Julia: Well, what about you? You don't understand opera. When you go to a museum, you go to sleep. You just want to ... run.
Sammy: Julia!
Sammy : Yeah. Probably ... Erm ... Oh, I know! Julia : What? ... Of course! Shopping! Sammy : Shopping? Sammy : Me too! I know! We could go to the department store. Julia Yes! I'd like to go ... www.britishcouncil.org/learnenglish
Julia: Look, Sammy, I'm sorry. I think we're too different. We just don't like the same things.
Sammy: No, I'm sure there's something we both like.
Julia: Yeah?
Julia: I love shopping!
Julia:
Sammy: Yeah, OK! And there's that new bookshop near to that ...
:
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Electricity
Circle the items powered by electricity.
Printable Worksheets @www.mathworksheets4kids.com
Electricity
Circle the items powered by electricity.
Printable Worksheets @www.mathworksheets4kids.com
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SUPERBUGS INVADE AMERICAN SUPERMARKETS
ENVIRONMENTAL WORKING GROUP
APRIL 2013
www.ewg.org
1436 U Street NW, Suite 100 Washington, DC 20009
Contents
3 Introduction
5 Superbugs in meat
6 Super salmonella on the rise
7 Super Campylobacter on the rise
7 Fight superbugs
Acknowledgements
The authors thank Katie Clark and Lisa Frack for their assistance.
We would also like to thank Applegate who helped make this guide possible through an educational grant that we used to produce this guide.
The opinions expressed in this report are those of the authors and do not necessarily reflect the views of funders or reviewers."
HEADQUARTERS 1436 U Street. NW, Suite 100 Washington, DC 20009 (202) 667-6982
CALIFORNIA OFFICE2201 Broadway, Suite 308 Oakland, CA 94612
MIDWEST OFFICE103 E. 6th Street, Suite 201 Ames, IA 50010
SACRAMENTO OFFICE 1107 9th Street, Suite 625 Sacramento, CA 95814
2 EWG.org Superbugs Invade American Supermarkets
www.ewg.org
Researchers
Dawn Undurraga Johanna Congleton Renee Sharp
Content Reviewers
Kari Hamerschlag Brett Lorenzen Andrew Hug
Editors
Elaine Shannon Nils Bruzelius
Designers
Aman Anderson Ty Yalniz
About EWG
The mission of the Environmental Working Group (EWG) is to use the power of public information to protect public health and the environment. EWG is a 501(c)(3) non-profit organization, founded in 1993 by Ken Cook and Richard Wiles.
Reprint Permission
To request reprint permission, please email a completed request form to permissionrequests@ ewg.org
SUPERBUGS INVADE AMERICAN SUPERMARKETS
BY DAWN UNDURRAGA
ANTIBIOTIC-RESISTANT BACTERIA ARE NOW COMMON IN THE MEAT AISLES OF AMERICAN SUPERMARKETS. THESE SO-CALLED SUPERBUGS CAN TRIGGER FOODBORNE ILLNESS AND INFECTIONS THAT ARE HARD TO TREAT.
An analysis by the Environmental Working Group has determined that government tests of raw supermarket meat published last February 5 detected antibiotic-resistant bacteria in:
of ground turkey
81%
of pork chops
69%
of ground beef
55%
of chicken breasts, wings and thighs
39%
These little-noticed tests, the most recent in a series conducted by the National Antimicrobial Resistance Monitoring System, a joint project of the federal Food and Drug Administration, Centers for Disease Control and Prevention and U.S. Department of Agriculture, found that supermarket meat samples collected in 2011 harbored significant amounts of the superbug versions of salmonella and Campylobacter, which together cause 3.6 million cases of food poisoning a year.
Moreover, the researchers found that some 53 percent of raw chicken samples collected in 2011 were tainted with an antibiotic-resistant form of Escherichia coli, or E. coli, a microbe that normally inhabits feces. Certain strains of E. coli can cause diarrhea, urinary tract infections and pneumonia. The extent of antibiotic-resistant E. coli on chicken is alarming because bacteria readily share antibioticresistance genes.
Not surprisingly, superbugs spawned by antibiotic misuse -- and now pervasive in the meat Americans buy -- have become a direct source of foodborne illness. Even more ominously, antibiotic misuse threatens to make important antibiotics ineffective in treating human disease. In the past, people who became ill because of contact with harmful microbes on raw meat usually recovered quickly when treated with antibiotics. But today, the chances are increasing that a person can suffer serious illness, complications or death because of a bacterial infection that doctors must struggle to control.
The proliferation of antibiotic-resistant bacteria poses special dangers to young children, pregnant women, the elderly and people with weakened immune systems.
Among the most worrisome recent developments:
* The federal tests published in February determined that 9 percent of raw chicken samples and 10 percent of raw ground turkey sampled from retail supermarkets in 2011 were tainted with a superbug version of salmonella bacteria. Antibiotic resistance in salmonella is growing fast: of all salmonella microbes found on raw chicken sampled in 2011, 74 percent were antibiotic-resistant, compared to less than 50 percent in 2002. These microbes, frequently found on chicken and turkey and occasionally on beef and pork, commonly cause diarrhea
Environmental Working Group 3
and in extreme cases can lead to arthritis.
* In the same federal tests, a superbug version of the Campylobacter jejuni microbe was detected on 26 percent of raw chicken pieces. Raw turkey samples contained numerically fewer of these microbes, but 100 percent of those examined were antibioticresistant. The Campylobacter jejuni pathogen is a common cause of diarrhea and in severe cases can trigger an autoimmune disease that results in paralysis and requires intensive care treatment.
* In 2006 FDA scientists found superbug versions of a particularly troublesome strain of E. coli, responsible for more than 6 million infections a year in the U.S., on 16 percent of ground turkey and 13 percent of chicken. Fully 84 percent of the E. coli bacteria identified in these tests were resistant to antibiotics.
* In its own tests of raw pork, published last January, Consumer Reports magazine found that 63 percent contained a superbug version of Yersinia enterocolitica, a microbe that can cause long-lasting bouts of diarrhea.
* In 2011 tests, researchers at Northern Arizona University and the Translational Genomics Research Institute found that 74 percent of store-bought raw turkey samples were tainted with Staphylococcus aureus bacteria resistant to at least one antibiotic. Of these staph bacteria, 79 percent were resistant to three or more types of antibiotics. Staph can cause skin infections in exposed cuts or produce toxins that cause foodborne illness.
MOST DRUGS GO TO LIVESTOCK
Source: Pew Charitable Trusts. 2013. Record-high antibiotic sales for meat and poultry production. Available:
http://www.pewhealth.org/other-resource/record-high-antibioticsales-for-meat-and-poultry-production-85899449119
that produce most of the 8.9 billion animals raised for food in the U.S. every year. Industrial livestock producers routinely dose their animals with pharmaceuticals, mostly administered with limited veterinary oversight and frequently without prescriptions, to encourage faster growth or prevent infection in crowded, stressful and often unsanitary living conditions.
Overuse of antibiotics in people, often for colds and other viral illnesses, has contributed to antibiotic resistance, too, but responsible doctors generally take care not to prescribe them unnecessarily.
A significant contributor to the looming superbug crisis, according to scientists and health experts, is unnecessary antibiotic usage by factory farms
Pharmaceutical makers have powerful financial incentives to encourage abuse of antibiotics in livestock operations. In 2011, they sold nearly 30 million pounds of antibiotics for use on domestic food-producing animals, up 22 percent over 2005 sales by weight, according to reports complied by the FDA and the Animal Health Institute, an industry group. Today, pharmaceuticals sold for use on food-producing animals amount to nearly 80 percent of the American
4 EWG.org Superbugs Invade American Supermarkets
SUPERBUGS FROM FARM TO FORK
Animals receive unnecessary antibiotics
Bacteria become resistant to antibiotics
antibiotics market, according to the Pew Campaign on Human Health and Industrial Farming. Pew calculates that the market for antibiotics for treatment of people has been flat for some years, hovering at around 7.7 million pounds annually.
As the superbug problem has exploded into a full-fledged global health crisis, medical authorities worldwide are sounding increasingly urgent alarms.
The federal government's Interagency Task Force on Antimicrobial Resistance warned last year that "drug choices for the treatment of … infections are becoming increasingly limited and expensive, and, in some cases, nonexistent."
Also last year, Dr. Margaret Chan, director general of the World Health Organization, said that if important antibiotics become useless, "things as common as strep throat or a child's scratched knee could once again kill."
Slowing the spread of antibiotic resistance will require concerted efforts, not only by doctors, patients and veterinarians but also livestock producers and big agribusinesses.
SUPERBUGS IN MEAT
EWG's research has determined that the risk of bringing a superbug into a kitchen varies by type of meat and how it was raised. Some types of meats are more contaminated than others. The overall picture is
Bacteria travel on meat from farm to stores
disturbing.
In the most recent round of federal tests, scientists used Enterococcus bacteria, normally found in human and animal intestines, as a gauge. For one thing, their presence can indicate contact with fecal matter. For another, Enterococcus bacteria easily develop and transmit antibiotic resistance. Counting the number of antibiotic-resistant Enterococcus on a particular meat sample can signal that other microbes on the meat are also likely antibiotic-resistant.
The scientists determined that startlingly high percentages of store-bought meat samples were contaminated with antibiotic-resistant forms of Enterococcus faecalis.
Enterococcus faecalis and the related species Enterococcus faecium are the third leading cause of infections in intensive care units of American hospitals.
Fully 87 percent of store-bought meat collected by federal scientists in the most recent round of tests was contaminated with both normal and antibioticresistant Enterococcus bacteria, evidence that most of this meat likely came in contact with fecal matter at some point. To be safe, consumers should treat all meat as if it may be contaminated, mainly by cooking thoroughly and using safe shopping and kitchen practices (see EWG's downloadable Tips to Avoiding Superbugs in Meat).
Environmental Working Group 5
MEAT SAMPLES TAINTED WITH INDICATOR BACTERIA
Scientists study Enterococcus bacteria on meat to gauge fecal contamination and the spread of antibiotic-resistance traits.
Source: EWG calculations based on data drawn from the National Antimicrobial Resistance Monitoring System 2011 Retail Meat Report, published Feb. 5, 2013
SUPER SALMONELLA ON THE RISE
ANTIBIOTIC-RESISTANT SALMONELLA IN POULTRY
Salmonella bacteria are often found on chicken and turkey that have been contaminated with animal feces. People can also encounter these microbes through cross-contamination – for instance, when salad greens are sliced on a cutting board that has been used to chop raw meat -- or by touching infected birds or reptiles. Infants have been known to contract salmonella by touching raw meat in a shopping cart. Salmonella-caused illnesses kill 400 people a year and cause 23,000 hospitalizations. They can lead to chronic arthritis.
The rise of antibiotic-resistant salmonella has heightened the
Source: Chart prepared by EWG. EWG calculations based on data drawn from the National Antimicrobial Resistance Monitoring System's2011 Retail Meat Report, published Feb. 5, 2013
6 EWG.org
Superbugs Invade American Supermarkets risks that people will succumb to severe infection, hospitalization and death . In less than a decade, the proportion of antibiotic-resistant salmonella bacteria found on raw chicken has dramatically increased – from 48 percent in 2002 samples to 74 percent in 2011 samples.
About 20 percent of the salmonella microbes detected on chicken samples collected in 2002 were resistant to at least three drugs. By 2011, that number had risen to 45 percent. The proportion of antibioticresistant germs among all salmonella found on raw turkey rose from 62 percent in 2002 to 78 percent in 2011.
SUPER CAMPYLOBACTER ON THE RISE
Campylobacter is one of the most common causes of diarrheal illness in the U.S. As well, it can trigger Guillain-Barre syndrome, an autoimmune disease that usually requires intensive care treatment and can
FIGHT SUPERBUGS
For more than 40 years, scientists and health experts have known that dangerous microbes were developing the ability to defeat valuable drugs. As far back as 1970 the FDA concluded that dosing livestock with unnecessary antibiotics spurred development of superbugs. Last year, the agency recommended that important antibiotics in farm animals "should be limited to those uses that are considered necessary for assuring animal health." It said that dosing animals with drugs solely to promote growth was "an injudicious use of these important drugs."
Nevertheless, the FDA's efforts to curb antibiotic abuse consist of only voluntary guidance documents – not regulations that carry the force of law. EWG takes the position that the FDA must take more aggressive steps to prevent superbugs from proliferating and livestock producers from squandering the effectiveness of vital medicines.
Big agribusinesses must take responsibility for lead to paralysis. Campylobacter germs cause 2.4 million foodborne illnesses and 124 deaths a year. The CDC reports that the rate of Campylobacter infections per 100,000 population increased by 14 percent between 2006-2008 and 2011.
MULTI-DRUG-RESISTANT SALMONELLA IN POULTRY
The most recent round of federal meat tests found that 26 percent of raw chicken pieces contained an antibiotic-resistant form of Campylobacter. Of all the Campylobacter microbes found on the raw chicken samples, 58 percent were resistant to at least one antibiotic, and 14 percent were resistant to several antibiotics. Most alarmingly, all Campylobacter found on turkey were resistant to at least one antibiotic.
Source: Chart prepared by EWG using data drawn from the National Antimicrobial Resistance Monitoring System's2011 Retail Meat Report, published Feb. 5, 2013
Environmental Working Group 7
their actions by exercising the same restraint shown by good doctors and patients: use antibiotics only by prescription for treatment or control of disease.
EWG recommends that consumers assume that all meat is contaminated with disease-causing bacteria. They can avoid superbugs in meat by eating less factory-farmed meat, by buying meat raised without antibiotics and by following other simple tips in EWG's downloadable Tips to Avoiding Superbugs in Meat.
For more information on the health and environmental consequences of various meats, see ewg.org/meateaterguide.
Make your voice heard! Click here to find out how you can help preserve the effectiveness of antibiotics.
8 EWG.org Superbugs Invade American Supermarkets
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BEST PRACTICES – AUXILIARY TECHNOLOGY FACTSHEET
Energy efficiency and heat recovery
Using auxiliary technology is one way to improve energy efficiency in businesses. A small supermarket in Germany effectively demonstrated an efficient use of heat energy, by reusing the waste heat from their cooling installations to heat the sales floor of their store. They invested in energy-efficient freezers, with an automatic defrosting system and refrigeration shelves, with an efficient ventilator, a modern refrigerator that uses heat recovery for air conditioning and they installed LED lighting for all the items, as well as for the entire store.
This new system makes it possible to reuse the excess heat from the cooling installations for the climate controlling of the sales floor and thus save a lot of electricity Even in the summer months when the outside temperature reaches above 30ºC, the sales floor temperature can be kept at a pleasant 21ºC, which the modern system manages without technical issues. The store's manager received a prize for his commitment, with the jury praising the measures as an example of how even a small, energy-efficient company can hold its own against larger retail chains if it is economical.
Description
A small supermarket in a mediumsized town in Germany underwent a substantial renovation with the aim of increasing their energy efficiency and contributing to climate protection through a decrease in their electricity consumption. By investing €450,000 in auxiliary technology, such as new cooling installations and heat recovery systems, they managed to
'Reusing waste heat'
Germany
Retail
________________________________
Investment
450,000 €
Savings
14,500 €/year 81,800 kWh/year
Main NEBs (other benefits)
Reducing greenhouse gas emissions Environmentally friendly Customer-friendly climate controlling
halve their energy consumption, while increasing their sales floor from 600 to 930 square meters. In 2018, the store manager was awarded a prize for his commitment to saving energy and contributing to climate protection,
BEST PRACTICES – AUXILIARY TECHNOLOGY FACTSHEET
and by demonstrating that small companies can be energy efficient in an economical way.
around 80% of their energy as heat. This makes LEDs more suited to cooling installations than traditional bulbs.
What is the improvement focus?
The store installed a modern, more energy efficient cooling system, with an energy-saving ventilator. Because cooling installations need to be running continuously with high-duty cycles, energy-saving fans have a high impact on the total energy use of the entire system.
Additionally, the new system is also upgraded with LED lighting. Compared to traditional bulbs, light emitting diodes (LED) typically use about 25%-80% less energy and their lifetime is 3-25 times longer. The main reason that LED lighting is more energy efficient than traditional bulbs is that LEDs emit very little heat, whereas conventional bulbs emit
The new system is also able to reuse the excess waste heat emitted by the cooling installations to heat the sales floor. The waste heat emitted by the refrigerator is intercepted before it escapes into the atmosphere, and reused to heat water which is used for room heating purposes. This reduces the need for additional energy to heat the water, saves energy and reduces carbon emissions.
Benefits
During the renovation, the sales floor was increased from 600 to 930 square meters, and the refrigerated shelves were extended from 21 to 35 meters. Despite these increases in spaces that need temperaturecontrolling, the new system has been able to cut the store's electricity use for heating by half, and the electricity consumption for cooling by more than a quarter.
The system is able to keep the temperature of the sales floor at a comfortable 21ºC without technical issues, even in the summer months when the outside temperature can rise far above 30ºC. The investment has thereby led to lower energy costs while preserving the quality of the service.
The improvement of energy efficiency made by using the new refrigeration technology and heat recovery can be implemented in all kinds of supermarkets or other buildings with a refrigeration system. Energy efficient lighting has the potential to save electricity in every building.
Opportunities and barriers to implementation
| Opportunities | Barriers |
|---|---|
| Improved costumer experience due to temperature change | Additional costs for renovating |
| Lower electricity consumption and related cost | Additional costs for new technologies |
| Cross-business technology | |
Calculations
The calculations show a quick idea of the costs and returns of this practice, as well as the economic impact after the implementation of the new equipment. For transparency's sake, the initial situation is directly compared with the final situation and a table of differences is shown broken down into the different key points of savings, using an average price of electricity and emissions taking into account their expected evolution.
| | Initial situation |
|---|---|
| Productive capacity | 600 m2 |
| Annual energy consumption [kWh/year] | 281,500 |
| Annual energy cooling consumption [kWh/year] | 237,000 |
| Annual economic energy expenditure [€/year] | 50,000 |
1 This is the total investment sum. The store received funding for their investment, but there is no data on how much exactly.
1/30
BEST PRACTICES – AUXILIARY TECHNOLOGY FACTSHEET
| Energy savings [kWh/year] | 81,800 |
|---|---|
| Average electricity price[€/kWh] | 0.31472 |
| Average emission price [€/tCO₂] | 253 |
| Emission reduction [tCO₂/year] | 46.384 |
| Energy economic saving (€) | 14,500 |
| Emission economic saving (€) | 1,159.50 |
| Total economic savings (€) | 15,659.50 |
| Return period (years) | 28.7 |
References
[1] Handelsverband Deutschland: Klimaschutzoffensive des Handels: Erfolgsgeschichten: Nahkauf Schramm, Potsdam. Zuletzt eingesehen am 23.06.2020 unter:
https://www.hde-klimaschutzoffensive.de/de/kampagne/erfolgsgeschichten/nahkauf-schramm-potsdam
About ICCEE
The project ICCEE, www.iccee.eu, funded by the EU programme Horizon 2020, aims at improving energy efficiency in the cold chain of the food & beverage sector and making it easier for the sector:
* to undertake energy efficiency measures across the entire supply chain
* to accelerate the implementation of energy audit results
ICCEE follows a holistic approach that moves from a single company perspective to the assessment of the entire cold supply chain. Existing financing schemes for SMEs will be assessed: the optimal ones will support the implementation of energy efficiency measures. ICCEE objectives build on 2 pillars:
The ICCEE project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement no. 847040.
2 This is the average retail electricity price in Germany in 2018.
4 The carbon intensity of German electricity is 567g/kWh.
3 This will be the carbon price in Germany in 2021.
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Aldermaston CE Primary School
Wasing Lane, Aldermaston, Reading, RG7 4LX
Inspection dates
9–10 June 2015
| | Previous inspection: | | Requires improvement | 3 |
|---|---|---|---|---|
| Overall effectiveness | | | | |
| | This inspection: | | Good | 2 |
| Leadership and management | | Good 2 Good 2 Good 2 Good 2 Good 2 | | |
| Behaviour and safety of pupils | | | | |
| Quality of teaching | | | | |
| Achievement of pupils | | | | |
| Early years provision | | | | |
Summary of key findings for parents and pupils
This is a good school
There have been considerable improvements since the last inspection, due to concerted and successful action by leaders and governors. The headteacher has strongly led these improvements which have been fully supported by all staff.
A key improvement has been in the quality of teaching which is now good. Rigorous systems are in place to check on its quality, involving leaders and governors, and effective strategies have ensured improvement.
The improvement in the quality of teaching has resulted in pupils' accelerated progress. They are now achieving well in all year groups in reading, writing and mathematics.
A further important improvement has been in governance. The governing body restructured a year ago and is now a highly effective body. Governors have extremely good knowledge of the effectiveness of the school and, in particular, the quality of teaching and its impact on pupils' achievement.
It is not yet an outstanding school because
The quality of teaching is not yet outstanding. Teachers do not always encourage pupils to focus sufficiently on their skills of grammar, punctuation and spelling when they are working on longer pieces of writing.
Pupils are not always given enough opportunities to practise their skills of addition, subtraction,
Children have a good start to their education in the Reception class as the staff have created effective plans for their learning. Adults have clear knowledge of the needs of these young children.
Pupils behave well and are polite and welcoming. Leaders are currently focusing on the school's successful 'learning behaviour' approach which prepares pupils more for learning. Pupils work enthusiastically and are keen to explain the impact their behaviour has on their learning. In discussions they noted the improvements in this area since the last inspection.
The school's procedures for keeping pupils safe are outstanding. All systems are very thorough and rigorous records are kept. All pupils spoken to were very firm in their assertion that they felt safe in school.
Pupils' spiritual, moral, social and cultural development is very strong. Pupils are fully aware of their responsibilities in creating a harmonious society. They have a very good understanding of British values and are very well prepared for the next stage in their education and life beyond.
multiplication and division in a range of situations, particularly in problem solving.
There are occasions in the Reception class when adults are a little slow to intervene in order to accelerate children's learning during times when children have chosen activities for themselves.
Information about this inspection
The inspectors visited 17 lessons, six of these jointly with the headteacher or deputy headteacher.
The inspectors held meetings with leaders and managers, staff, pupils, the Chair of the Governing Body and two other governors, and a representative from the local authority.
The inspectors met informally with parents at the beginning and end of the school days and analysed the results of the 60 responses to Parent View, Ofsted's online survey.
The inspectors observed the school's work and looked at its self-evaluation, development planning, and policies and procedures, including those relating to pupils' safety.
The inspectors evaluated the school's information on the progress that pupils are making and scrutinised the work in their books.
Inspection team
| John Eadie, Lead inspector | Additional Inspector |
|---|---|
| David Westall | Additional Inspector |
Full report
Information about this school
Aldermaston CE Primary School is a smaller than average-sized primary school. There are seven classes, one for each year group from Reception to Year 6. All early years children attend full time.
The proportion of pupils eligible for the pupil premium (additional funding for pupils known to be eligible for free school meals and children who are looked after) is well below average. For example, the numbers of these pupils in Year 6 has varied from two to five over the last three years. There are almost no disadvantaged pupils in the school this year.
The majority of pupils are from White British backgrounds. One in eight is from a variety of minority ethnic groups and this proportion is below average. Roughly a third of these speak English as an additional language.
The proportion of disabled pupils and those who have special educational needs is broadly in line with the national average.
The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.
The school is a member of an informal federation of small schools in the locality.
The school provides space for a breakfast and after-school club, but this is managed privately and is inspected separately.
What does the school need to do to improve further?
Improve the quality of teaching and pupils' achievement by:
encouraging pupils to focus more on their skills of grammar, punctuation and spelling when they are carrying out longer pieces of writing
ensuring that pupils' skills of addition, subtraction, multiplication and division are practised in a wide range of situations, particularly in problem solving
ensuring that, when children have selected activities for themselves in the Reception class, adults intervene more effectively to accelerate their learning.
Inspection judgements
The leadership and management are good
The headteacher, very ably supported by the senior leadership team, has driven the improvements since the last inspection very well. There is a very clear sense of ambition to provide the best for the pupils, which is shared by all staff and governors. The school's current focus on enhancing pupils' behaviour for learning is having a good impact, not just on pupils' attitudes to their learning, but on behaviour more generally as pupils take more responsibility for their own behaviour.
A particular improvement since the last inspection has been the improvement in the quality of teaching. This is because leaders have put in place rigorous systems to monitor teaching and have initiated effective support where a need has been identified. A particular strength is the review process, where areas for development noted in a teacher's previous monitoring are discussed with the teacher prior to their next visit by a leader. Teachers value this opportunity to show the work they have done to improve.
Middle leaders play an effective role in the process of improvement. For example, the leaders for literacy and numeracy have instigated good initiatives which have led to improved progress for pupils in these subjects. They have clear plans for further development.
The ethos of the school is one of fostering the individuality of the pupils and recognising that all are equally important. Discrimination of any sort is therefore not tolerated and this is reflected in pupils' acceptance of all, whatever their race, religion or sexual orientation.
The extra funds provided for disadvantaged pupils are used effectively. This is reflected in the increased proportions of these pupils working at age-related expectations and making the same progress as their classmates.
The school provides a curriculum that is closely matched to pupils' learning needs, and pupils say that it is interesting and engages them in their learning. There is a correct emphasis on the skills of reading, writing and mathematics. Other subjects are not pushed to one side, though, and music is a particular strength. Three classes learn a musical instrument as part of their curriculum provision and there is an active choir and a band. Pupils benefit from regular visits and visitors, and much work in a variety of subjects is based on these first-hand experiences.
Extremely good provision is made for pupils' spiritual, moral, social and cultural development. The school's key values of compassion, respect and 'striving for our best' are strongly emphasised. Pupils respond extremely well to this provision and are developing into caring young people, who are acutely aware of their responsibilities and the needs of society generally. They have a very good awareness of British values and are being prepared very well for the next stage in their education and life in modern Britain.
The extra funds for physical education and sport are used well. For instance, this funding was used to bring a Paralympic athlete into school and he introduced pupils to a range of Paralympic sports such as Boccia. Pupils subsequently had an opportunity to engage in inter-school competition in these sports. A measure of the effectiveness of the use of this funding is that there has been a doubling of the numbers involved in after-school sports activities. There is a clear beneficial effect on pupils' health and well-being.
The procedures for keeping pupils safe are extremely rigorous, and all statutory requirements are met in this respect. The school is particularly assiduous in maintaining its records, and staff awareness of the issues in this area is reflected in their readiness to share concerns confidentially with the headteacher.
The local authority has supported the school well in the process of improvement. However, it recognises the improvements made and says that leaders are now asking for specific training when needs arise rather than being provided with what the local authority deemed appropriate.
The governance of the school:
Governance has been a particular area of improvement since the last inspection. There have been changes of personnel and a restructuring of committees which have resulted in very strong levels of expertise, which are appropriately used. This has resulted in high levels of challenge as governors know the questions to ask due to their in-depth understanding of data regarding pupils' progress. They are also very aware of the quality of teaching and what is done to improve it. Governors understand fully their role in checking the quality of teaching and rewarding teachers when their targets are met. Their drive has been a significant aspect in the improvements noted in the quality of teaching and pupils' progress. Governors have recently developed their support role as they recognise that the high-level ambition for improvement has been taken on by leaders and managers. Very careful control is kept on finances, and all funds are managed very effectively. This applies particularly to the extra funds provided for disadvantaged pupils. Governors meet their statutory requirements well.
The behaviour and safety of pupils are good
Behaviour
The behaviour of pupils is good. They are courteous and considerate, and there are good relationships at all levels.
Their attitudes to their learning are good. They appreciate the school's current focus on improving their learning behaviour. Pupils, say that as well as giving them a greater understanding of how they can improve their learning it has reduced the incidence of low-level disruption in lessons as pupils realise how their behaviour affects the learning of others.
Pupils' behaviour around the school is good. They play sensibly together and break times are happy occasions. Pupils say that they are 'always there for each other' and this ensures that all are included and none left out. Pupils thoroughly enjoy coming to school, which is reflected in the numbers who rush in well ahead of their parents in the morning.
Attendance is broadly average. Although for the vast majority of pupils it is very good, there are some families where the children do not attend regularly, which brings the overall attendance rate down and these children do not learn as well as they could.
Safety
The school's work to keep pupils safe and secure is outstanding. Systems are extremely rigorous and records kept are meticulous. For example, even the most minor incidents are recorded so that an emerging pattern can be spotted early to enable prompt intervention.
Pupils are well aware of how to keep themselves safe in a range of situations, when using the internet for instance. They understand risk and are very good at evaluating it.
Pupils say that they feel extremely safe in school. A major aspect of this is that they regard bullying as being almost non-existent. They say that 'occasionally some are mean', but they do not regard this as being a problem. When it happens, they say that the headteacher deals with it extremely well.
Pupils have excellent knowledge of different types of bullying, appreciating the annual internet safety day and the information that they gain from it for example. Pupils hold extremely strong views on the unacceptability of all types of bullying, for instance racist or homophobic. They were keen to explain that all individuals should be accepted for who they are, as we are all different.
The quality of teaching is good
The quality of teaching has improved notably since the last inspection. The improvement in the quality of teaching in literacy, reading and mathematics has been the key element in pupils' improved achievement in these subjects.
There is a range of general strengths. For example, teachers' explanations of tasks and learning are good due to their secure subject knowledge. Pupils are therefore fully engaged in their learning and they say that teachers make their lessons interesting. This was well exemplified in a mathematics lesson where pupils were being challenged to solve a problem using their knowledge of place-value. Pupils learned well because they were enthused by the task which encouraged them to think more and more deeply.
Teaching assistants are deployed efficiently and are usually guided well by teachers. For instance, in a literacy lesson where pupils were learning to use persuasive language, the teaching assistants had been well prepared to take part in the teacher's questioning session. This engaged the pupils, helping them to realise just what the teacher was looking for, and to respond well. There are occasions, however, when teachers do not ensure that pupils are focused on the particular objective for learning in a lesson. Teaching assistants are skilled, particularly when they are working with pupils who find learning difficult, and they play a key role in the good progress that these pupils make.
Teachers' planning is good and a particular strength is the checklists that they produce, often in consultation with the pupils, for the learning in a particular lesson. Pupils say that this helps them to understand what they are learning and measure how well they are doing.
Teachers assess pupils' progress regularly. This information is then used very well to establish whether any are in danger of falling behind. Effective strategies, often developed by the leader for special educational needs, are then put in place to enable these pupils to catch up.
Good relationships exist in all classes and this has a positive impact on pupils' motivation and achievement.
The teaching of reading is thorough, reflected in the strong results in the national assessments in Year 6 in this subject.
There are occasions when opportunities are missed to develop pupils' skills in other aspects of learning.
For instance, some areas of grammar, spelling and punctuation are not always practised sufficiently when pupils are engaged in longer pieces of writing or in subjects other than literacy.
Pupils do not always have opportunities to practise some of their number skills, for example, in addition, subtraction, multiplication and division, often enough in other aspects of mathematics such as problem solving.
The achievement of pupils is good
There have been good improvements in pupils' achievement since the last inspection. Pupils are now making good progress in reading, writing and mathematics in all year groups.
Attainment in the national assessments improved significantly last year and was comfortably above the national average in all subject areas. The biggest improvement was in mathematics and there have also been good improvements in writing over the last two years as this has been a particular focus for development. There have also been improvements in writing through the school, especially for boys, as initiatives to engage boys in their writing have been successful. Pupils in the current Year 6 are again working at significantly above average levels in reading, writing and mathematics.
Pupils are less confident in their abilities in problem solving in mathematics and in their grammar skills even though these skills are above average.
The proportion of disadvantaged pupils in each cohort varies widely, often being as few as one. However, almost all are now making the same good progress as their classmates in all year groups, and working at similar levels. Any gaps in their attainment have almost entirely closed. Due to the very small number of disadvantaged pupils currently on the school roll, it is not possible to provide meaningful comparisons of their achievement with other pupils nationally.
There are good levels of challenge in all classes and so the most-able pupils make good progress relative to their abilities. This is evidenced by the fact that the proportions reaching the higher levels in the national assessments in Year 6 last year were comfortably above the national average in reading, writing and mathematics. Although the proportion achieving the higher levels in the assessments in Year 2 last year was only average, this was linked to the ability of the cohort who did not attain as highly as previous cohorts. Good levels of challenge were observed in lessons.
Pupils' attainment in reading in the assessments in Year 6 has been consistently strong in recent years. Performance in the national phonics (letters and their sounds) screening check has been average for the last two years, but currently a high proportion of pupils in Year 1 is already working at the required standard. Teachers build effectively on this strong basis and, by the time pupils are in Year 6, they read widely and for enjoyment.
Disabled pupils and those with special educational needs make good progress. This is because provision has improved due to the coordinator being given more time to liaise with teachers about their learning. Support has therefore been more closely matched to their needs. Information on pupils' performance shows that the good range of interventions has been effective in accelerating the progress of these pupils.
The few pupils from minority ethnic groups make the same good progress as their peers. The very few pupils who speak English as an additional language all have sufficient command of English to access the full curriculum and they make the same good progress as their classmates.
The early years provision is good
Leadership and management of the early years is good and teamwork is strong. Staff have a good understanding of how young children learn, and provide a rich range of worthwhile opportunities to foster the development of their basic skills.
Children enter the school with skills and knowledge that are broadly typical for their age. They achieve well in the Reception class, where good teaching is closely matched to their learning needs. As a result, children make good progress in all aspects of their learning, and the proportion reaching a good level of development by the end of the Reception Year is above the national average. They are well prepared to start the next stage of their education in Year 1.
The early years curriculum covers all areas of children's learning well. Staff provide ample opportunities for children to develop independence and to make good use of the outside area as a learning resource. Alongside these activities, teachers ensure that children benefit from well-focused teaching of key skills, for example by fostering their reading, writing and mathematical development. For instance, most of the children were able to write the story of the gingerbread man which they had been listening to. They were
really involved and engaged with the task, with some producing lengthy stories. Others were ordering the story using pictures and were able to recount the story orally showing interest and understanding.
Just occasionally, when children are engaged with activities they have chosen themselves, staff are a little slow to notice that learning sometimes slows. When this happens, children require more guidance so that they can make the most of these learning opportunities.
Relationships between staff and children are highly supportive and children develop well as confident learners. Children quickly get used to the rules and they behave well. Staff have created a safe environment and unsurprisingly, children enjoy coming to school. Constructive relationships are also built with parents, and induction procedures are good.
What inspection judgements mean
School details
This inspection of the school was carried out under section 5 of the Education Act 2005.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'raising concerns and making complaints about Ofsted', which is available from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email [email protected].
You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email [email protected].
You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.
To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.
Piccadilly Gate Store St Manchester M1 2WD
T: 0300 123 4234
Textphone: 0161 618 8524
E: [email protected]
W: www.ofsted.gov.uk © Crown copyright 2015
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Antiracism Resources
Waking Up White: And Finding Myself in the Story of Race, Debby Irving (one of the primary texts for the Sacred Ground series) https://bookshop.org/books/waking-up-white-and-finding-myself-in-thestory-of-race/9780991331307
21-Day Racial Equity Habit Building Challenge https://debbyirving.com/21-day-challenge/
Episcopal Public Policy Network | Office of Government Relations https://episcopalchurch.org/OGR/action-alerts
How to be an Anti-Racist, Ibram X. Kendi https://www.google.com/books/edition/How_to_Be_an_Antiracist/6pNbD wAAQBAJ?hl=en&gbpv=0
Between the World and Me, Ta-Nehisi Coates https://www.google.com/books/edition/Between_the_World_and_Me/Yo GJDQAAQBAJ?hl=en&gbpv=0
American Creed (one of the first films shown in the Sacred Ground series) https://www.pbs.org/show/american-creed/
Condoleezza Rice, former U.S. Secretary of State, and David M. Kennedy, Pulitzer Prize-winning historian, come together from different points of view to investigate the idea of a unifying American creed. Their spirited inquiry frames the stories of people striving to bridge deepening divides in different communities around the country.
Segregated by Design
EDUCATION THAT LEADS TO LEGISLATION
'Segregated By Design' examines the forgotten history of how our federal, state and local governments unconstitutionally segregated every major metropolitan area in America through law and policy.
Prejudice can be birthed from a lack of understanding the historically accurate details of the past. Without being aware of the unconstitutional residential policies the United States government enacted during the middle of the twentieth century, one might have a negative view today of neighborhoods where African Americans live or even of African Americans themselves.
We can compensate for this unlawful segregation through a national political consensus that leads to legislation. And this will only happen if the majority of Americans understand how we got here. Like Jay-Z said in a recent New York Times interview, "you can't have a solution until you start dealing with the problem: What you reveal, you heal." This is the major challenge at hand: to educate fellow citizens of the unconstitutional inequality that we've woven and, on behalf of our government, accept responsibility to fix it.
Click the link below to watch the video.
https://www.segregatedbydesign.com
Don't Talk about Implicit Bias Without Talking about Structural Racism
Implicit bias has been in the news a lot lately. At the National Equity Project, we think it is an important topic that warrants our attention, but it is critical that any learning about implicit bias includes both clear information about the neuroscience of bias and the context of structural racism that gave rise to and perpetuates inequities and harmful racial biases.
Click the link below to continue the article.
https://medium.com/national-equity-project/implicit-bias-structural-racism-6c52cf0f4a92
Exercise: Harvard Implicit Bias Survey
Please Note: The results of this survey are for your information only. We will not be discussing the results with each other.
Click on the link below to take the survey.
Thousands join three-part Becoming Beloved Community NOW webinars on racial justice
[Episcopal News Service] The Episcopal Church's Becoming Beloved Community NOW, a threepart series of webinars on different aspects of the church's racial reconciliation work, was overwhelmed by interest in the Zoom sessions this week, both in registrations and in replay of the videos on Facebook.
The webinars were hosted July 28-30 by a church committee known as the Presiding Officers' Advisory Group on Beloved Community Implementation, which sought to harness the momentum across the church generated by recent nationwide protests against racial injustice and police brutality. The webinars' views indicate that momentum hasn't subsided.
Click https://www.episcopalnewsservice.org/2020/07/31/thousands-join-three-part-becomingbeloved-community-now-webinars-on-racial-justice/ to continue reading.
Vestry Papers Issue on Racial Justice and Reconciliation
ECF News: Issue 51 - July 2020
The July/August issue of ECF's monthly publication Vestry Papers addresses the theme of Racial Justice and Reconciliation. In it, leaders from across our Church such as Canon Stephanie Spellers, Dean Kelly Brown Douglas and Dr. Catherine Meeks share their visions for racial justice and healing in our broken world. The August issue of Vestry Papers will continue this focus and highlight Asian American and Native American voices among others. Click below to read the July issue.
https://www.episcopalfoundation.org
Silence Is Not An Option:
Why Not Being Racist is Not Enough
We live in a society where it's no longer enough to simply not be racist-we must proactively choose to be antiracist. And that choice means showing up and doing the work, every single day.
In this episode, Don talks with Professor Ibram X. Kendi and Professor Christopher Petrella about how we got to this moment and what it will require of each of us to build a more inclusive future. Click https://podcasts.google.com/feed/aHR0cHM6Ly9vbW55LmZtL3Nob3dzL3NpbGVuY2UtaX Mtbm90LWFuLW9wdGlvbi9wbGF5bGlzdHMvcG9kY2FzdC5yc3M/episode/NjcwYWEzOTctYzFiM i00ODFmLWFhNmUtYWJkZTAwNTc0NGU2?hl=en&ved=2ahUKEwiOnbW5z7TqAhXUIDQIHWefA 8kQieUEegQIBRAI&ep=6 to listen.
BC member Shelly Arneson, a professor of communication, refers to our Words for the Wordless weekly affirmation, "Questions are more valuable than answers," in her reflection on communication and white privilege. Read Shelly's blog.
https://www.arnesoncommunicates.com/blogs-and-news
As recommended by Michelina Nicotera-Taxiera:
This Is What Racial Trauma Does To The Body And Brain Racism, injustice and brutality experienced directly and indirectly - can have a lasting effect on a person's mental health. - Jillian Wilson https://www.huffpost.com/entry/what-racial-trauma-does-body-
brain_l_5efa43b1c5b6acab28459220?ncid=newsltushpmgnews
Dr. Neil Degrasse Tyson (an astrophysicist) Tyson pointed out that a black kid choosing a field in science was "hands down the path of most resistance" and that it was only through a constant struggle that he got to where he wanted to go.
https://www.youtube.com/watch?v=z7ihNLEDiuM
In, "Born on Third Base," Chuck Collins "shows us how everyday aspects of our lives actually perpetuate inequality ... without our even knowing it."
https://files.constantcontact.com/d88c66cc301/72986760-b84f-4c98-b92a-ac5bd3443ccc.pdf
The Episcopal Diocese of Arizona Anti-Racism committee recommends "97 Things White People Can Do For Racial Justice." Perhaps there is one thing on the list that you can do? https://medium.com/equality-includes-you/what-white-people-can-do-for-racial-justicef2d18b0e0234
Preaching the words of the prophet Amos, Rev. Barber compels us to action. Please listen here. https://youtu.be/eviTAayTGT4
From The Aspen Institute https://www.youtube.com/watch?v=TzuOlyyQlug
Justice In June website https://justiceinjune.org/
Mich Nicotera-Taxiera commends
"Uncomfortable Conversations With a Black Man."
"I really appreciated all of the references that people shared on the email blast. I especially loved Uncomfortable Conversations with a Black Man which is a series narrated by Emanuel
Acho. He answers a lot of questions that come up for white people when you examine racism and it has been really helpful to me. "
https://www.youtube.com/watch?v=h8jUA7JBkF4
The Atlantic article Who Gets to be Afraid in America? https://www.theatlantic.com/ideas/archive/2020/05/ahmaud-arbery/611539/
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SAN LUIS PASS FLOOD TIDAL DELTA: ESTABLISHING DUNES GEOMETRY, GRAIN SIZE AND WATER DEPTH RELATIONSHIPS
Carolina Ramon Duenas
University of Houston, Earth and atmospheric sciences, Houston, TX, USA [email protected]
ABSTRACT
San Luis Pass is a tidal inlet located on the Texas Gulf Coast, approximately 80 km south of Houston, Texas, and 32 km southwest of the city of Galveston. San Luis Pass separates Galveston and Follets islands. It is in general shallow, with water depths varying from 0.5 m to 4 m. The Texas coast is characterized by diurnal tides ranging from 45 to 60 cm, which are classified as microtidal, with relatively low amplitude waves that have periods ranging between 4 to 6 seconds. Dune geometry in tidal environments is controlled by grain size, water depth, and water velocity. The study of these relationships in the rock record has been difficult to analyze because parameters like grain size and water velocity can vary independently. While previous studies have attempted to estimate paleo-water depths using data from modern and ancient fluvial environments, this study aims to use seismic and core data to study microtidal environments. Two high-resolution seismic surveys will be completed using the University of Houston shallow water seismic survey vessel, R/V Mishipeshu, to characterize the flood tidal delta, recognize sedimentary structures, and measure dune geometry. Sea floor core samples will be also taken to provide control in dunes grain size variations. The acquired seismic will be processed and interpreted to measure water depths and dune geometries.
The goal of this project is to understand the modern processes controlling dune height in tidal environments with small tidal ranges, and correlate these relations to other tidal ranges around the world. Ultimately, this study will establish a quantitative model to analyze ancient deposits, allowing for a more complete paleo-environment characterization of outcrops and down core samples.
AAPG Search and Discovery Article #90298 © 2017 AAPG Foundation 2016 Grants-in-Aid Projects
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Key: A Mixolydian
= 90
June Apple
tune)
This is about how I usually play it, though I sometimes simplify it a time or two if I get tired of playing (or hearing) so many notes. For example you could start the A part like this, leaving out some of the "fill" notes:
You can find lots of other variations; for example, the Fiddler's Fakebook and the Phillips Collection both do measure 2 like this:
and the Fiddler's Fakebook starts the B part like this (another example of a less-notey variation):
Arr. and typeset in ABC Plus by Pete Showman 7/4/2016.
Pete Showman July 25, 2016
JuneApple_r2.abc
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THE WHITE BOOK
ATROCITIES AGAINST HUNGARIANS
IN THE AUTUMN OF 1944
(IN TRANSYLVANIA, ROMANIA)
RMDSZ (DAHR) KOLOZSVÁR, 1995
by
Mária Gál Attila Gajdos Balogh Ferenc Imreh
Published originally in Hungarian by the Political Section of the Acting Presidium of the
DEMOCRATIC ALLIANCE OF HUNGARIANS IN ROMANIA
(DAHR)
Publisher: Barna Bodó
Editor: Mária Gál
Lector: Gábor Vincze
Corrector: Ilona N. Vajas
Technical editor: István Balogh
Printed by: Écriture Press Printing House
Manager in charge: Gyula Kirkósa
Technical manager: György Zoltán Vér
Original title:
Fehér könyv az 1944. öszi magyarellenes atrocitásokról.
Foreword
75 years have passed since Trianon, the humiliating and unfair event that has been a trauma for us, Hungarians ever since. Even though we had 22 years at our disposal for analyzing and defining political and social consequences, the next disastrous border adjustment once again driven us to the losers' side.
Some questions can probably never be answered. Devious interests have managed to protect certain archives with nonpenetrable walls, or even succeeded in annihilating them. Other vital events have never really been recorded. Lobbying procedures are not the invention of our age...
Since then, the excruciating questions have just multiplied. When was the anti-Hungarian nature of the second universal peace agreement decided upon? What were the places and manners of this fatal agreement, which, although unacceptable to us, seemed to be irrevocable?
State authorities could easily ban prying into some delicate affairs if special cases – like ours – occurred. There seemed to be no possibility for answering the question of the bloodshed in the autumn 1944 in North Transylvania. The very formulation of the question being, even in a narrow, scientific formulation, declared as hostile to the state, there were no possibilities for arriving at any conclusion, any historical analysis of it. No private answers were allowed either.
Nevertheless, we continue to fight for our elementary rights. Let it be said once and for all: Transylvania's Hungarians are neither bloodthirsty, nor xenophobic nor fascist. They are not barbarians. The nature of our "different kind" does not rest in such things. Differences in the tradition of various ethnic communities could easily be bridged, if only the political powers involved did not prevent it.
We experienced the same in 1990, in a better political and social climate, when we tried to bring the truth out into the open.
The historical truth should be voiced in matters that were for decades only used for manipulations of government-level nationalism. It has to be said so that we should finally get rid of our awkwardness, our political good manners hammered into us which tied our speaking out laud to a special permission almost as a conditioned reflex.
Let our truth be finally told.
This White Book contains issues banned for 45 years. We have gathered everything we considered as being professionally relevant and within our reach for illustrating a chapter of history that has officially not been exposed yet.
Should this fact raise arguments from the part of those, who are not at ease with other people's truth, well, it is only natural. A clarifying argument of the two sides has long been needed. Silent acceptance of never-ending contrition has for seven decades been the condition for us to be recognized as truthful. Yet if our severe judges considered our repentance insufficient, they have offered us an extra load for our own grievances as well.
The book is a professional shop-work. Its only political implication consists in the decision taken at the Brassó (Brasov) conference of the Democratic Alliance of Hungarians in Romania (DAHR), by which the organization decided to launch, generate and develop the process of historical explanation. We offer this work to the national and international professional or political public opinion as the first product of this process.
Barna Bodó
Kolozsvár (Cluj-Napoca), May 1995
On the Chess-Board of the Great Powers
By the time of the birth of national identities, the centuries old Hungarian-Romanian coexistence in Transylvania bore some minor conflicts. Nevertheless there was no relevant discord between the two countries until the 1920 Trianon peace treaty. Delimiting correct ethnical borders and creating national states have been emphasized as primary intention of the Paris peace-makers. Yet, due to its mixed populace, the task of determining state borders on a strict basis of nationality proved to be impossible in East-Central Europe. The appearance of an ethnic minority of some proportions on the territory of one or both of the two countries would have inevitably occurred with the Transylvanian border planning. At the end, the conference, that is the Great Powers, have favored Romania to Hungary.
Romania found herself in a rather difficult position as well. Having neither democratic traditions nor those of minority nationalities, she could hardly put up with the Peace Treaty requirements. The Transylvanian power succession led to discrimination at governmental policy level, and to local antiminority atrocities. Local abuse was mainly based on the "eye for an eye" principle. Victimizers claimed to pay back atrocities suffered by Romanians when in minority. Although it had taken several human lives, the power succession by the end of the First World War had by far not been so cruel, so intentional and so "xenophobic" as the ones that came 22 and 26 years later. The spreading of fascist
The Trianon verdict could never be accepted either by Hungary, or by Hungarians in Transylvania. Although Hungary lost two thirds of her territory, the rapidly spreading revisionist attempts, later incorporated into state policy, were mainly concentrated primarily upon Transylvania. Between the two world wars this historical province continually bore special importance in Hungarian politics and public opinion. The Hungarian minority in Transylvania managed to conform to the new reality much more easily. After two years of passive expectance for some miracle to happen, Hungarians tried to reorganize their life under the new border circumstances. Confiding in the promises of the Gyulafehérvár (Alba Julia) agreements 1 , they were mostly driven by existential needs and were drawing upon the tradition of co-existence in the region. Formerly a state-forming element, minority then, Transylvanian Hungarians rapidly became one of the most active political subjects of post-WWI Romania.
ideology had its well-determined part in the cruelties of the Second World War. Yet the main reason for the atrocities in Transylvania was the fact that the ethnic structure of Transylvania became, or at least seemed to become, an increasingly determinant factor in international politics.
As a consequence of the Soviet ultimatum 3 of the June 26, 1940, Romania entered the anti-Soviet war on the German side right from its beginning. Hungary had no territorial claims against the Soviet Union. This is how Miklós Kállay, Hungarian prime minister (1942-44), wrote about Hungary's joining the war in his memoirs: "Actually, the only reason for us to join the war, to send our armies to the Russian front was the fact that the Romanians were already fighting at full power. Our passivity would have affected the benevolence of the Germans and would have endangered Transylvania... The Germans had warned us, saying that a situation of Romanians fighting and Hungarians not would have made it morally impossible for Hitler not to modify his stance in the Transylvanian issue for the benefit of the Romanians."
With European borders undergoing a process of change 2 , the main goal of Romanian foreign policy by the end of the thirties and in the beginning of the forties was to preserve the territory earned in Paris. Hungarian foreign policy on the other hand had above all pursued the acquisition – re-acquisition – of territories. Both Germany and the Soviet Union continually exploited the two conflicting interests. Germany – until the end of the war – and the Soviet Union – until the signing of the 1947 peace treaty – had used Transylvania as a trump card against both countries. On August 30, 1940, the Second Vienna Verdict transferred Northern Transylvania to Hungary. The operation constituted the re-acquisition of a 43,000 square kilometers territory for Hungary. Almost half of the two million inhabitants of the region were Romanian, while more than half million Hungarians remained in Southern Transylvania. Neither of the two governments and peoples were content with the situation.
Writing about Germany's satellite states 4 , John Montgomery, US ambassador in Hungary from 1933 to 1941, who, unlike his predecessor Nicholas Roosevelt, sympathized with this remote country, was of opinion that the Hungarian government had no other choice but to join the anti-Soviet war. Public opinion was centered on Transylvania to such an extent, that no Hungarian government dared to oppose it. Irrespective of its political orientation, even at the costs of having the country transformed into a German military base, any Hungarian government would have accepted Hitler's eventual promise to re-annex Transylvania to
Hungary.
The reasons for Romania's joining the war were almost the same.
Between May and June 1941, Chief of Staff Henrik Werth forwarded three petitions to the Hungarian Prime Minister arguing that the fulfillment of revisionist claims depended on Hungary's entering the war against the Soviet Union. 5 Miklós Horthy, Hungary's head of state of the time, has written the same in his memoirs. As Romania had already joined the war, Hungary, according to Regent Horthy, risked losing by further hesitation. Instead of securing Transylvania for herself, she could easily lose even the territory she had gained by the Vienna Verdict.
The Romanian-Russian conflict was deeply rooted in the history of the two countries. By not recognizing the borders set by the Trianon Peace Treaty, the Soviet Union aggravated the situation and determined the attitude of Eastern European communist parties as well. 6 Romanian diplomacy was also aware of the fact that beside wanting to annex Bessarabia, the Soviet government urged Hungary to set forth her territorial claims against Romania. 7 It is true, though, that on February 22, 1939, Romanian Minister of Foreign Affairs Gafencu, had informed the Reich of the Black Sea Treaty the Soviets had offered Romania. He did not deny that Romania was prepared to accept the treaty as long as her relations to Germany was not cleared. 8 Moscow's leadership tried to win the Romanians over even after Romania and Germany had signed their commercial agreement. Soviet Minister of Foreign Affairs Litvinov acknowledged to the Romanian ambassador the willingness of the Soviet Union to support Romania in case of an eventual German invasion. By Turkish mediation, the King of Romania tried to obtain a Romanian-Soviet non-aggression treaty during August. The Allies had to postpone the negotiations of the French-British-Soviet alliance in Moscow on August 17, as Romania and Poland refused to allow the Soviet army free passage through their territores. 9
In a short while, changes took place in Romania's foreign and domestic policies. In the spring of 1940, King Charles (Karl) II announced a program of national reconciliation. Imprisoned "legionaries" were set free, moreover, they were even allowed to join the government. The Iron Guard prospered, while the neutral policy of Armand Ca˘linescu was replaced with a directly Germanoriented one. On July 1, after losing Bessarabia, liberal Prime Minister Ta˘ta˘rescu gave up Anglo-French guarantees, and three days later he submitted his resignation as prime minister. Ion Gigurtu and his pro-Nazi government took over his position.
Knowing of the Hungarian and Russian standpoints, King Charles II turned to Germany for further guarantees. RomanianHungarian negotiations began on August 16 at Turnu-Severin, Romanian-Bulgarian negotiations on the 19th at Craiova. (Although he has never made it official, Molotov was ready to support Hungarian claims against Transylvania even when Hungary and Romania were negotiating at Turnu-Severin.) As bilateral negotiations ended in failure, the Romanian government invited Germany and Italy to act as arbitrators. 10
On September 4, 1940, Ion Antonescu became head of the Romanian Cabinet. He established his military government in ten days' time. Romania was declared a National Legionary country.
Germany counted on the human and natural resources as well as on the strategic position of both countries. By dividing Transylvania, she committed Hungary to the German cause and managed to have Romania under control as well.
The leading Romanian political and common thought of the time welcomed the attack on the Soviet-Union. Bessarabia had already been transferred to the Soviets for a year, and Northern Transylvania had been re-annexed by Hungary ten months previously. The mutilation of Greater Romania declared as eternal for 22 years caused nation-wide convulsion and uncertainty. Propaganda between the two World Wars laid great emphasis on idealizing national glory as an outcome of historic justice. In the meantime the mystic-fanatical legionary ideology that supported the messianic aspirations of the Romanians had reached great proportions and grew into a kind of religious fervor. AntiBolshevist "crusades" were among the main goals of this disguised fanaticism. Under the circumstances, Antonescu only had two choices: either to give up the separated territories, or to fight in the front line on the "victorious" German troops. Neutrality would have created serious political opposition in the country. Not to wage war against Bolshevism would have offended the Iron Guard, while not to militate for Northern Transylvania gained by the government of 1918 and lost by Antonescu's Cabinet in 1940, would have offended Maniu and his followers.
Hungary had the same motivation: a desire to prove her worth. According to what Moscow declared to the Bárdossy government, the Soviet Union had no territorial claims against Hungary. Moreover, she regarded Hungarian territorial claims in Romania as well-grounded as the Soviet claims for Bessarabia. The Soviet Union wished to maintain good relations with Hungary, and was inclined to support her at an eventual Peace Conference. The promises of Soviet diplomacy during those turbulent days were focused upon the issue of preventing further satellite states – as Hungary – from joining the war. On June 23 , 1941, the aftermath of the German attack, Molotov let Hungarian Ambassador Kristóffy in Moscow known that the Soviet-Union would guarantee Hungary's existing borders; furthermore, Molotov promised to support Hungarian territorial claims in Romania if Hungary stayed neutral. 11 But in those critical days when entering the war and the issue of Transylvania were at stake, the guarantees of a SovietUnion threatened by the seemingly unbeatable Wehrmacht, did not count for much in East-Central Europe. Both Kállay and Horthy mentioned the Kristóffy-telegram with a certain historic remorse in their memoirs. Horthy described the situation as if László Bárdossy (Prime Minister at the time when Hungary entered the war) kept the Soviet guarantee secret from the Hungarian government and the Regent until the final decision was taken. There are no proofs for this, yet taking the conservative and anti-Soviet stand of the two politicians and the fact that the country was threatened by the Soviet Union, the results might probably have been the same even if Molotov's promise had been known.
The Western Allies had their own individual policies for East-Central Europe as well, but these strategies were subordinated to after-war stability interests of the Great Powers. When the war began, the United States of America and their idealistic president, Roosevelt, failed to recognize their European interests and
The Soviet attitude towards Hungary in the following period was mainly determined by the fact that the Soviet Union viewed Hungary's entering the war as unjustified. Soviet diplomacy was consistent in regarding Hungarian revisionist successes as not valid after Hungary had joined the German attack. By 1942, when Romania and Hungary fought with equally serious forces on the side of the Germans on the Soviet front, British Foreign Minister Eden, had already informed Washington of the Soviet standpoint regarding Hungary. On Eden's visit to Moscow, Stalin declared he would compensate Romania for the loss of Bessarabia by offering Transylvania, to wit the "territory occupied by Hungary" in exchange. 12 On June 9, 1942, Molotov informed Benes who lived in London at that time, that the Soviet Union did not recognize the Munich Decision and the resulting border changes as valid. According to what Molotov wrote in his letter of June 7, 1943, addressed to the British government, the Soviet Union considered the German arbitration verdict of Vienna of August 30, 1940, that re-annexed Northern Transylvania to Hungary as not entirely justified. 13
responsibilities. They rejected Soviet demands as unacceptable, resented policies centered on areas of influence, and held on to the principles of the Atlantic Charter. These principles stated that every nation had the right to choose its own form of government.
Four weeks after the invasion of the Soviet Union, Great Britain promised firearms to the Russian army. But Stalin had been from the very beginning more concerned with the political implications of the forced alliance then with material aid. Instead of arms, he wished to negotiate the issue of future borders and areas of influence. In December 1941, after the above mentioned visit of the British of Foreign Minister to Moscow, Stalin declared to the Allied Powers that the main Soviet military goal was to restore the borders established in the Molotov-Ribbentrop pact. By this he meant to reannex Bessarabia and gobble up Eastern Poland, the Baltic region and certain Finnish territory as well. Stalin signaled further that he viewed the Western part of East-Central Europe as pertaining to his area of interest. He was of the opinion that a division of Europe into Soviet and British areas of influence would be the best solution. He proposed the signing of a secret document on territorial guarantees. The British and the US leaders rejected his offer arguing that problematic territorial issues were to be decided upon at a new Peace Conference, to be conducted on a more correct basis than the 191920 ones. 15
Great Britain and Churchill were much more indulgent in their relation with the Soviet Union. The giant Soviet army terrified the British, the only one in Europe to face the monster German military machine. Britain was aware the Soviets had, as early as in the fourth week of the war, already formulated ambitious claims although the very existence of the Soviet Union was at stake then. After the Stalingrad victory the British expected Stalin to have his pretensions growing along with his army advancing in Europe. 14
Through the Stalingrad victory the Soviet Union became an international power of full rights. The US delegation at the Quebec conference 16 had already been aware of after-war Europe's special characteristics. They could foresee that after the defeat of Germany the Soviet Union was to become the greatest power and political influence in the region, and no one would be capable to resist her terrifying military power. They reached the conclusion that the United States had their best interest in gaining the benevolence of the Soviet Union and in securing her participation in the Japanese war. According to the US strategy, the fate of Japan and of the Far East was directly related to the Soviet influence in East-Central Europe. 17 The East-Central European strategy of the State Department had been modified accordingly.
The Americans elaborated their strategy under the guidance of Eastern European politicians. The proposals forwarded by Polish Sikorski, Czech Benes, Austrian Otto von Habsburg and Hungarian Eckhardt and Pelényi were consulted. By the end of 1942, however, it became clear that the Soviet Union regarded East-Central Europe as her sphere of interest and followed all regional aspirations in the area with great suspicion. Although they stated that the planned East-Central European Confederation was only possible with Soviet consent, the Americans hoped they could persuade Moscow that a subjugated East-Central Europe divided by inner tensions did nothing but harm to the Soviet Union. A prosperous and politically stable confederation created by the Western democracies and the Soviet Union together would be far more advantageous for the Soviet Union, too, especially in matters of security. 18
The after-war economic and political alliance of the EastCentral European states was still considered as a certainty at the first meeting in January 1942 of the State Department's Advisory Committee. They were thinking of a loose alliance based on economic and security principles. This alliance was assumed to dissolve lingering social tensions that characterized the region. In addition, it was expected to ensure democratic conditions and to offer the East-Central European states the strength to withstand possible German or Soviet aggressions.
Moscow proved to be unyielding. In his above-mentioned letter of 1943, Molotov made it clear: his country was against such a confederation and objected to Hungary and Austria being part of it. Referring to the cordon sanitaire once set against the Soviet Union, the Soviets at the Moscow conference of the Foreign Ministers rejected the confederation concept of the Foreign Office. In Teheran, they stressed it once more: they did not welcome the union of Hungary and Austria, nor did they allow any other forced alliance in the area. After the Teheran conference, the Western Allies gave free way to the Soviets. The question was not any more whether or not to divide East-Central Europe, but how and where to divide it, where to draw the demarcation line. As the Western states had only few, strategically rather indirect interests in the area, they had finally accepted to have the East-Central European nations under Soviet influence, no matter how terrified these nations were.
The Yalta meeting of Stalin, Churchill and Roosevelt did not much more than verify the already existing situation. Although it was viewed as determining the after-war fate of the world for decades, the conference was actually of much less significance. Professionals are only arguing upon which side succeeded in attaining greater victory. British researchers consider Yalta as Stalin's success while the US scientists – the defenders of the Rooseveltian traditions – declare it for a US diplomatic victory. The basic conflict between aggressive Soviet and principle-based US policies ended with the Americans capitulating. The USA triumphed over Great Britain but by accepting the Yalta compromise they had failed at the same time to defeat Stalin. 19 Soviet military presence in Europe grew to frightening proportions by the time of the conference, January 1945. (The Red Army just had temporarily stopped its advance to assault Budapest). It became obvious that with such military power, and without any powerful European opponent, the Soviets could easily break their former promises as there was nobody to stop their advance. For the time being it seemed Stalin was ready to allow Anglo-American influence to extend over Western Europe, Greece and the Far East in exchange for having his Eastern European interests secured.
Arthur Schlesinger has concisely formulated the essence of the Yalta conference, considered as determining the fate of the afterwar world: Yalta was an unsuccessful universalistic attempt for world government (an attempt that due to structural reasons had no chance to succeed), yet it had both preliminaries and consequences in modern political history. 21
From the US stance, this was the fatal point for the future of Eastern Europe. The region was meant to be traded for the Far East. Churchill had done everything in his power to distract the US attention from British positions and to impede an eventual SovietUS agreement. Almost imperceptibly, he influenced Roosevelt in taking his decision. "A ticklish game began, the stakes of which were hidden in the mist of the future. As a direct consequence, Eastern Europe found herself overwhelmed by insecurity. The willingness for compromise was continuously crossed by conflicts of antagonistic interests. Creating enmity, the pre-runner of the Cold War between the Soviet Union and the United States, was among the greatest successes of Churchill's career even though those two powers wanted nothing more between 1942 and 1945 than to come to an agreement." 20
How the US view of Transylvania did change in line with the European military success of the Soviets. The Territory Subcommittee of the Advisory Committee had no ambitions to radically re-arrange political borders. They correlated their basic principle of ethnic correctness with the concept of minimal change, taking into consideration circumstances of security and economy. They did not apply the principle of reprisals even against Germany and Japan – the countries which unleashed the war –, and they considered the satellite states – Finland, Bulgaria, Hungary and Romania – as victims rather than aggressors.
Despite former promises, the Territory Subcommittee failed to discuss the Transylvanian issue again. Its declaration, issued on March 2, 1943, was the last one on the matter in which two of the four proposals were emphasized. According to the first, Transylvania belonged to Romania, with the proviso that the Székely (i.e. Hungarian) territory was given autonomy and the Western borders were modified or even pushed a little further to the East, according to language limits, for the benefit of Hungary. The second variant conceived Transylvania as an autonomous member of a would-be Danubian or East European confederation or as a Romanian-Hungarian con-dominium. 22
The Territory Subcommittee dealt with the Transylvanian issue three times in 1943, but they never succeeded to reach an agreement. Transylvania ranked between the five most urging issues of Europe, yet every proposal submitted had still failed to fulfill all claims. The reinstatement of the Trianon borders was unacceptable as it would have meant one and a half million Hungarians living under Romanian rule. The restoration of pre-Trianon borders was also out of the question, as that would have driven three million Romanians under Hungarian rule. This variant would also have opposed the principle of minimal change. The fate of one million Romanians in Northern Transylvania and matters of economy and transport could be raised against the Vienna variant. The concept of an autonomous Transylvanian state had certain appeal, but there was fear that the majority of both nationalities would wish to attach Transylvania to their respective mother country. No decision was taken, as meetings did not reach any agreement. As a result, the decision taking was always postponed to the next session.
The two standpoints were modified according to changes in the international political and military situation. The solution of an autonomous Transylvanian state became a possible but not recommended variant by April 1944. The Székely autonomy and the Arad-Szatmár borderline (145,000 square kilometers, 1 million 98 thousand inhabitants) were presented as a final solution. The securing of the Székely autonomy was not included in a document of early May (5 months before the Romanian breakaway), merely the transfer of the Arad-Szatmár border zone to Hungary remained. This was the variant submitted by President Roosevelt to the participants of the second Quebec conference between September 11-16. (The Romanian-Soviet armistice was signed on September 12). This small border strip got thinner and thinner from 1945 on.
At the peace conference session, held on August 14, 1946, the Hungarian delegates requested the transfer of 22,000 square kilometers. The Americans advised Hungarian Foreign Minister Gyöngyösi to ask for only 4,000 square kilometers.
Mária Gál
The request of the Hungarian government was last discussed on September 5. The Americans did not support the Hungarian claim. Consequently the Transylvanian issue was neither decided in the Peace Treaty of February 10, 1947, nor it was influenced by the Romanians' switching over to the side of the Allied Powers on August 23, 1943.
Notes
1Point III/1 of the resolutions on union passed at Gyulafehérvár states: Comprehensive national freedom is to be guaranteed for every nation living together. Every nation has the right for education and government in its own mother language and for public administration managed by officials elected from its own bosom. Every nationality is to take part in legislative bodies and national government in proportion of its number.
Germany occupied the entire Czechoslovakia on March 15, 1939, and Hungary re-annex Sub-Carpathia (Ruthenia). On April 7, Italy overrun Albania, and Germany started the invasion of Poland on September 1.
2Germany annexed Austria on March 11-12, 1938, and she occupied the Sudetenland on October 1-10. The First Vienna Verdict adjudicated Northern Transylvania and Upper Northern Hungary to Hungary on November 2.
On April 9, 1940, Germany occupied Denmark and Norway and the Netherlands surrendered unconditionally on May 14, and Belgium on May 28.
4John F. Montgomery: Hungary, the unwilling Satellite, New York, 1947
3On June 28, 1940, the Soviet government presented an ultimatum to Romania on the evacuation of Bessarabia and Northern Bukovina.
5Yehuda Lahav: A szovjet Erdély-politika (The Soviet Transylvania-policy)
6The 5th Congress of the Communist International adopted the slogan "from self-government to secession" thereby calling the communists of the disannex territories – Yugoslavia, Romania and Czechoslovakia – to fight for the democratic revision of the Trianon borders.
(1944-1946), Múltunk (Our Past), 1989, No. 3-4, pp 134
7Yehuda Lahav's quoted work
9ib., pp 76
8Marea conflagratie a secolului XX, Editure Politica˘, Bucuresti, 1971
10Sándor ( Gellért: Magyar diplomaták Moszkvában (Hungarian Diplomats in Moscow), Új látóhatár (New Horizon), 1975/II
Marea conflagratie a secolului XX, Editure Politica˘, Bucuresti, 1971, pp 126
12Ignác Romsics: A State Department és Magyarország (The State Department and Hungary), Valóság (Reality) 1999/11, pp 54
11Several works have been dealing with Hungarian-Soviet diplomatic relations in the early period of WWII: Andor Gellért: Magyar diplomaták Moszkvában (Hungarian Diplomats in Moscow), 1934-1941, Új látóhatár (New Horizon), 1975/1; Gyula Juhász: A második bécsi döntés (The Second Vienna Verdict), Külpolitika (Foreign Policy), 1978/5; Yehuda Lahav: A szovjet Erdélypolitika (The Soviet Transylvania-policy) (1944-1946), Múltunk (Our Past), 1989/3-4; Islamov Tofik: Erdély a szovjet külpolitikában a második világháború alatt (Transylvania in the Soviet foreign policy during WWII), Múltunk (Our Past), 1994/1-2
13ib., pp 55
15Ignác Romsics' quoted work, pp 37
14Ferenc Fejto˝: A népi demokráciák története (The History of People's Democracies), Magveto˝ Publishing House, Budapest, Magyar Füzetek (Hungarian Brochures), Paris, 1991, Vol. 1, p 5
16British and US politicians made a decision on landing in Europe at the Quebec conference in August 1943
18Ignác Romsics' quoted work, pp 38
17Ferenc Fejto˝'s quoted work, p 6
19Ferenc Fehér –Ágnes Heller: Jalta után (After Yalta), Kossuth Publishing House, 1990
21Ferenc Fehér –Ágnes Heller's quoted work, p 6
20Ferenc Fejto˝'s quoted work, pp 13
22I have taken out and compacted the concepts and proposals of the Advisory Committee from Ignác Romsics' paper, The State Department and Hungary (A State Department és Magyarország). The files of the Advisory Committee provided primary sources of the paper, which was handed over to the US National Archives in 1970, and made available for researchers in 1974 under the name of Notter File. "Its significance is unique, and its value simply inestimable", writes Romsics in the preface of his study.
Transylvania – or the Greater Part of It
By the summer of 1944, every soberly thinking politicians both in Romania and Hungary realized that Germany had lost the war. The chances for a breakaway from Germany were considered on various political levels in both countries. Nevertheless the Communist ideal the Soviet Union stood for, was unacceptable for Hungarian and Romanian leading politicians. They could only consider the possibility of reaching an agreement with the Western Allies and surrender for them.
When the Germans invaded Hungary on March 19, 1944,
Through the Kállay-government Horthy tried to contact the Western Allies from 1942 on several times and in several venues, including Switzerland, Stockholm and Ankara as well. After the German capitulation at Stalingrad, Kállay and the Hungarian conservative politicians expected Britain to occupy Hungary. Accordingly, they tried to obtain a peace agreement with the Western Allies. On September 9, 1943, after several exploratory talks with the Western powers, Hungary accepted the armistice conditions. According to them, she had to gradually reduce the economic and military support offered to Germany and concurrently, by the time the Allies reaching the Hungarian border, her army would have turned against German troops. The agreement was theoretically come in force by September. Actually, it depended on Western operations, on the planned Balkan landing and on the Allies reaching the Hungarian borders before the Soviet Armies. By the end of 1943 it became clear: neither landing on the Balkan, nor advance on the Italian front in Europe were expected. There was only one chance left for Hungary and the states of the area to break away: come to an agreement with the Soviet Union. István Bethlen (Hungary's Premier in 1921-31) raised the possibility in December 1943, but Kállay, although was aware of the circumstances, could not accept it. "István, I am not going to be the leader of Muscovites", replied the Hungarian Prime Minister, otherwise famous for his shuttlecock policy. Beside his strong anti-Communist feelings, his attitude was influenced by a certain diplomatic sternness and by his fear of German occupation. 1 Despite of all this, neither his government, nor the opposition made any serious preparations for prevent a probable German intervention.
the Regent and the government showed no sign of resistance. Under threat, Horthy appointed Döme Sztójay Prime Minister on the 21st. The government of Sztójay, who also became known as the Hungarian Quisling, readily met all demands of the occupiers. They dissolved left wing and opposition parties, purged the state administration and the army, and began to round up Jews and authorized their deportation. By sending further divisions to the front, they raised the number of Hungarian soldiers fighting on the German side to 300,000. They increased food and raw material transports to Germany and bore some of the costs of German occupation. István Bethlen, hiding from the Germans during these days, wrote: "The tribulations of Hungary have just started now. We were on our own with no one to support us, persecuted by friend and enemy as well. We were heading toward our annihilation by leaps and bounds." 2
During his short government, Lakatos tried to realize the most urgent changes. He relieved extreme right politicians of their ministerial and county administration positions, and secured immunity for the Jews against German claims. Although he tried to lessen some of the former decisions, but there was no significant change in foreign policy he could demonstrate. He failed to create national concord – compromise – necessary for the great event.
Helplessly watching the events, Hungary and her Regent were unable to organize the breakaway. The Hungarian political leadership made the first steps towards this direction only after August 23, Romania's breakaway. In line with the logic of years long war policy, the successful Romanian coup made the breakaway compulsory for Hungary. Regent Miklós Horthy relieved Sztójay of his post on August 29. He called on Colonel-General Géza Lakatos to form the breakaway government. In the meantime he secretly negotiated with the leaders of the left-wing Hungarian Front, Endre Bajcsy-Zsilinszky, Árpád Szakasits, László Rajk and Imre Kovács. Unfortunately, he was unable to offer arms to the masses that stood behind them, nor did he appointed any left-wing politicians in the Moscow peace delegation.
There were two groups of conflicting feelings and concepts in the general staff of the Hungarian army. One of them gathered around Chief of Staff Henrik Wert and Döme Sztójay, and they were pro-German unconditionally. The other group, composed of mostly Transylvanian generals, the so called nationalists, like Lajos Dálnoki Veress, Béla Miklós, Vilmos Nagy, József Bajnóczi and Géza Lakatos himself, who wished to preserve Hungary's sovereignty even by opposing the Germans.
The structure of the Cabinet reflected the two concepts. Two ministers were Veesenmayer's 3 people while the army was under the Regent's command. The Germans found out every move of Lakatos at an instant. Doomed to fail from the very beginning, the poorly equipped and exhausted Hungarian army launched an attack on Southern Transylvania on September 5, 13 days after the Romanian breakaway. Wishing to prevent the Soviets from advancing at all costs, the Germans sent the Second Hungarian Army against Southern Transylvania. By occupying it, they intended to defend Northern Transylvanian positions along the Carpathians. But the Red Army was already heading northward through the straights of the Southern Carpathians, while the promised significant German support failed to arrive. The exhausted Hungarian troops run out of their last resources and could withstand the Soviet-Romanian counter-attack only for a few days.
The General Staff of the army did not recognize the necessity of the breakaway. The Regent kept trying to circumvent the Soviets to the last minutes, thus the Hungarian peace delegation left for Moscow only on September 28. But only a preliminary armistice agreement was signed on October 11, and the better-organized extreme right, supported by the Germans, prevented the government from making concrete actions. Putting Hungarian nazi (arrow-cross) Ferenc Szálasi in the post of prime minister was the last trump card of the Germans, which they exploited from October 16 to the end. Horthy and Lakatos were interned. On November 4, Szálasi took on the previously non-existent title of National Leader, namely he unified the functions of President and of Prime Minister. Using the
Transylvanian politicians was quite aware of the fact that Hungarian minority civilians were going to pay for the passing glory of the two-week Hungarian rule of Southern Transylvania. "Béla Teleki stated openly at the Crown' s Council of September 10 that as Germany had lost the war, Hungarian and German troops were soon to be chased out from Transylvania. On behalf of the Hungarians in Transylvania the Regent was asked not to sacrifice North Transylvanian Hungarians, not to leave them as a burnt-out, bombed and dispossessed prey for another Romanian occupation. Teleki suggested to declare Kolozsvár (Cluj-Napoca) an open city (this meant Hungarians would not try to defend it) and to retreat from Transylvania as soon as possible. The proposal was immediately and vehemently supported by Count István Bethlen and adopted by the Council as well." 4 They managed to spare Kolozsvár from destruction, but they could not stop the second offensive in Southern Transylvania that was launched at Arad on September 13.
power he longed for, Szálasi transformed Hungary into a theatre of war and gave free way to pillage and cruelties.
More successfully though, Romania's breakaway happened nearly the same way. Alike Kállay, Horthy and István Bethlen, Maniu, Bra˘tianu and their companions were conservative, antiCommunist and British-oriented politicians. Still, Maniu discussed the formation of a National Front with local Communist leaders in the summer of 1943. They planned to form a wide national coalition to overthrow Antonescu's military regime and to start armistice negotiations with the Western Allies. Claiming Bessarabia back, Maniu intended to declare the Molotov-Ribbentrop pact invalid, prevented the parties to reach an agreement. The Peasant Party leader [Maniu] did not expect Western Powers to give up their economic interests in Romania – mostly petroleum during the war – for the benefit of the Soviets. By the time the Red Army was approaching the borders, Maniu sent Prince Stirbei to Cairo to discuss the conditions of an eventual breakaway with Western parties. Antonescu was informed on the event and raised no arguments against it. But by the summer of 1944, the AngloAmerican diplomacy was already aware of Soviet interests and had no intentions of interfering into the Soviet influence areas. The most important armistice condition transmitted to the Prince demanded Romanian troops to capitulate to the Red Army, as the Soviets ranked for the military authority of the area. 5 Antonescu firmly rejected the offer. Maniu hesitated as long as the military successes of generals Malinovsky and Tolbuhin opened the way towards Romania.
The failed breakaway attempt in October ended all hopes of the Northern Transylvanian Hungarian minority. Many Transylvanian soldiers deserted the retreating Hungarian army, trying to await the end of the war at home. Béla Teleki and Béla Demeter, and other senior members of the political elite of the Transylvanian Party, realized "the only way-out for the Hungarian minority in Transylvania was to approach left-wing organizations". They contacted local left-wing leaders by the end of the summer and managed to co-operate for rescuing the Hungarian minority and its spiritual values, despite all differences between their political views. The majority of Transylvanians had no illusions on territorial affiliation.
The King and his Council, the Communist-oriented Patriotic Front, led by Groza, the National Liberal Party and the National Peasant Party finally reached an agreement at the very last minute. On the evening of August 23, the young King of Romania made Antonescu arrested and announced the end of the anti-Soviet war in a declaration made on air. General Satanescu's government was formed during the same night. Although the cabinet was mostly included soldiers, all layers of Romanian political life, except the extreme right, were represented in the government. As they counted on its co-operation, Soviets recognized the national government. Romanian Communists and their allies were far from being able to form a government, as they were not respected neither by civilians, nor by the army. The Romanian Communist Party had one more flaw. Double oppression between the two World Wars radicalized national minorities, consequently there was a sound working class tradition in the industrially more developed regions: the Bánát and Transylvania. The ideals of social democracy and communism had mostly spread among minority nationalities. Escaping from illegality on August 23, the Romanian Communist Party entered the political life with a disproportionately great number of minority – Hungarian, Jew, Russian and Bulgarian – members.
The Soviets were familiar with the Romanian public opinion. They knew that under the circumstances of the centuries-long enmity over Bessarabia they had to offer or at least to promise more than Transylvania to have the Romanian divisions fighting against their former allies. They, in fact, accepted a compromise – recognizing Satanescu's anti-Communist government – for having the Romanian army on their side.
To join the anti-German alliance and signing an armistice, King Mihai needed the support and respect of the historical parties and the generals. According to Eugen Cristescu, Antonescu's counterintelligence chief, the Romanian Communist Party had 1,150 members on August 23, 1944. More than half of them were agents of commissar Sava Dumitrescu, who was in charge of antiCommunist affairs. Confiding in Western guarantees, the so-called historical parties still tried to rally more members for counterbalancing the imminent Communist danger that grew with the approach of the Soviet army. The haste was pointless, after all. Most of the Romanians had Peasant Party or Liberal affinities. Eugen Cristescu, imprisoned as a war criminal, sustained even in prison that the two parties were generally considered to be the sole political chance for a moral and political equilibrium that was supposed to rescue the nation. 6
The interest areas of the Great Powers had been delineated by the time of the Romanian breakaway. Political sympathies had not yet formed accordingly. On the Southern, British-dominated part of the Balkan, communism became increasingly popular. The Greek Communist Party had a strong base. French Communists could not to be disregarded either. Anti-communism was the strongest in
Eastern Europe, Romania and Poland, in the very neighborhood of the Soviet Union. (It is true though, that both countries had territorial claims against the Soviet empire.) The Allies could only perform the new world division decided upon at the conferencetable, if they dissolved all socially and nationally antagonistic political powers within their own influence areas. The Soviet Union did the same in Romania. Under the guise of compromise, she continually enforced the position of Communists and tried to eliminate the anti-Soviet and anti-Communist political elite.
The Romanian delegation signed the armistice treaty in Moscow on September 12. Romania agreed to send 12 divisions 7 under Soviet command against Fascist powers. In exchange the Soviet Union agreed not to demand full compensation for all the war damage caused by Romanian troops. As former enemy, now defeated, Romania lost her independence until the signing of the Peace Treaty. The Allied Control Commission (ACC) exercised actual power. In Romania as well as in other countries of the area, ACC, in fact, meant the Soviet Union, as the Allies gave her free hand in managing internal affairs.
Although they feared Soviet political pressure from the very beginning, Satanescu and his cabinet subordinated their disgust to national interests and agreed to join forces with the Communists. They armed the Bucharest working class that helped in chasing the Germans out. They accepted to lose Bessarabia, subordinating everything to the cause of having Northern Transylvania back.
The Romanian armistice treaty brought no surprise in territorial matters. Romania lost Bessarabia, Northern Bukovina and Southern Dobrudja. The Transylvanian issue was settled as follows: "The Allied governments regard the decisions pertaining to Transylvania of the Vienna Verdict as not valid, on condition of the Peace Treaty, Transylvania (or the greater part of it) is to be re-annexed to Romania." (my italics)
The US and Soviet standpoints on Transylvania's future were in open conflict when the conditions of the Romanian armistice were being decided upon. The State Department considered settling delicate territorial issues a primary task of the Peace Conference. The Soviets, in order to secure Bessarabia for themselves as early as then, asked for the paragraph on Transylvania to be included among the conditions of the armistice treaty. Persuaded by Churchill, the Americans, against their best conviction, finally accepted the Soviet version of the text. Nevertheless they requested that the paragraph on the arbitrary right of the Peace Conference to be included as well. 8
By the time the Treaty was signed, Soviet troops were advancing in Northern Transylvania. The Romanian army occupied the two largest cities of the Székelyland, Sepsiszentgyörgy (Sfintu Gheorghe) and Csíkszereda (Miercurea Ciuc) while Hungarian troops were concerned with the Southern Transylvanian attack. Under the prevailing circumstances, there was no need to consider Hungary's cause. Nevertheless, Soviet diplomacy did not overlook the implications of the Transylvanian issue. They formulated the territorial decision in such a way, as to leave the door open for the Hungarians in case of need. Thus they managed to have the Romanian historical parties under control. The part of the paragraph on Transylvania, put in brackets –"or the greater part of it" – became the starting point of Hungarian and Romanian political moves in the following decades, determining in many ways the internal and foreign policies of both countries.
Volunteers for Transylvania (Voluntarii)
As I have already mentioned it, all Romanians were united by the desire to win Transylvania back. This aim even made any political compromise possible. The Romanian capital was still flooded with German soldiers on the evening of August 23, the general staff of the army was already planning the Transylvanian operations. The Chief of Staff ordered to call up all mobilizable regional battalions in Transylvania (batalioanele fixe regionale pentru Transilvania – in Romanian) during the same night. Colonel P. Leonida, in charge of military operations, signed the order. 9 Colonel Manu Oliviu, commander of the locally mobilized battalions, transmitted an order by telegram to the headquarters of the border guard army corps stationing at Ocnele Mari, to transform recruit units into operative ones during that night. Operative battalions of recruits, consisting of two infantry companies and a heavy-armed one, should be set up by mountaineer troops. Artillery regiments were ordered to form one squad or battery, equipped with rifles and horses. The rest of the recruits had to be organized in one or two infantry battalions. 10
The orders transmitted during the night of the breakaway did not reveal the special purpose of these battalions. However their names did still suggest the fact that these troops were actually organized as garrison ones. Six days later, on August 29, progress reports of the locally mobilized Transylvanian regional battalions 11 determined their designations and garrisons as well. The report sent to the 1 st Army in Nagyszeben (Sibiu) named five garrisons: Offenbánya (Baia de Aries) in County Fehér (Alba), Szentmihály (Mihai Viteazu) neighboring Torda (Turda), under the unit name of Kolozsvár (Cluj-Napoca), subordinated to the Vissarion commando, the battalions stationed at Abrudbánya (Abrud), Jósikafalva (Belis) and Topánfalva (Câmpeni). The commander of these battalions, Colonel Lindembach, was in charge of the execution of "Operation Mihai", commanding the sub-zone of Topánfalva under the HQ of the 2 nd military zone of Torda. The battalion of Jósikafalva was named Szamos (Somes¸). Battalions Körös (Crisul) and Codru of the 7 th regional corps were mentioned as well, but no locations were given for them.
The locally mobilized "battalion fix" entered history and gained "immortal ill-fame" few weeks later, by participating in the "fights against Hungarian partisans" and cleansing behind the frontline along the "Vienna border". Survivors have always remarked about the "weird troops" that took part in the atrocities committed near Torda, in the valley of the two Körös rivers, that they seemed rather down-and-out, with no officers and no apparent military discipline. They were pillaging under the pretext of searching for arms and partisans. Except for the operation area of these battalions, there are no records of crimes committed against civilians by soldiers.
The report dealt with food-supply issues, stating that they were unsolved and food brought from home ran out. It also pointed out to the lack of equipment as well as the lack of officers (50%) and non-commissioned officers (60-70%). "Under these circumstances these battalions can only be used within the limits of the principle they were created on, namely to fight partisans and paratroopers and to support the border guards on territories around the garrisons, well known to the recruits" the report said.
The army was not the only one to support the holy cause that united all Romanians. The Red Army reached Bucharest on August 29. The inhabitants of the capital accepted the presence of their new allies with certain disgust as if they were occupants. Actually the Soviets acted as occupiers at the very beginning.
On August 30, the Romanian General Staff decided to enter military operations by joining the 2 nd Ukrainian Front. Soviet and Romanian troops set forth to Northern Transylvania. Simultaneously, the historical parties, led by Maniu' Peasant Party, launched their anti-Hungarian propaganda in the capital. Romanian citizens read about anti-Romanian atrocities committed by
Hungarians in Northern Transylvania and about the criminal nature of the Hungarian people day by day on the pages of newspapers as Dreptatea, Curierul, România Nou, Desrobirea, Universul and Ardealul. 12 According to these papers, anti-Romanian atrocities were committed not only in 1940, at the time of the Hungarian takeover, but every day during the following four years. Hungarian civilians murdered dozens of peaceful Romanian citizens and soldiers day by day as the front-line advanced in Southern Transylvania.
The paper Curierul 13 made it public: 290,000 out of 1,300,000 Romanian inhabitants fled, 17,000 were interned and 28,760 murdered. According to official Romanian sources, 205,193 Northern Transylvanian refugees entered Romania. The November 27, 1940 issue of Székely Nép (Székely People) published the Hungarian official figures: between September 5 and November 25, 9,340 persons left Northern Transylvania, 7,277 of them opted for Romanian citizenship and 243 were expelled. It is obvious, the truth lies somewhere in between. The Romanian data were blown up for propaganda reasons, the Hungarian ones are ridiculously reduced. (!!!Editors note: Some of these "expelled" should be called "repatriated". These people from the Old Kingdom were settled on expropriated Hungarian land, against the letter and intention of the Trianon Peace Treaty of 1920. The Romanians are secretive on this point of the Treaty and most Hungarians do not know about it.!!!) (The 28,760 figure for the murdered is utterly ridiculous. The Joint Italian-German Commission reported about 200-300 killed on both sides in this period. - The lector)
Both anti-Romanian and anti-Hungarian measures were taken on the divided Transylvanian territory during the four years of war. The take-over brought about floods of refugees and change in inhabitants on both sides of the Vienna border. Hundred thousands of people tried to start a new life by trading a lifetime's work for money or for an estate on the other side of the border. Those Romanian officials who settled in with the 1918 Romanian administration and those who had been actively involved in politics were the first to flee from Northern Transylvania. Expulsions also occurred in mass-like proportions on both sides. The mutual change and trade of houses and estates were outstanding examples for discrimination after 1944. The Hungarians that left Southern Transylvania had no right over their former homes after 1944, while Hungarians who had bought the houses of Northern Transylvanian Romanian refugees had to give them up for the initial price that was by far under the after-war inflated prices. 14 Many Transylvanian Hungarians became homeless this way.
Béla Teleki recalled the 1940-1944 events as follows: "It is easy to be wise now and looking back recognize that the Hungarians were offered the chance for demonstrating a fair treatment of the minority question during those years. Northern Transylvania could have been a fine example for fairness and tolerance. Gábor Páll, the first leader of the group of Transylvanian MP's appointed to the Hungarian Parliament , was of the same opinion. But the reality was different: the flood – the insufficient knowledge of the Transylvanian issue of those in charge in Trianon-Hungary – washed the chance away. One of the impeding factors for it was the revenge the Romanians taken for the loss of Northern Hungary on Hungarians remained in Southern Transylvanian. Expulsions, including even ordinary miners from Petrozsény (Petrosani), brought about expulsions of Romanians from Northern Transylvania. The Hungarian government committed the mistake of adopting an eye for an eye policy of revenge. Romanians were always the initiators, but paying back the same way was a mistaken policy for the Hungarians to adopt. I realize that all this required exceptional composure, firm determination and strength to oppose public opinion. The Hungarian government failed to show such qualities, consequently it is no wonder they failed. (...)
The take-over of autumn 1940 victimized many innocent lives. Ip, Ördögkút (Treznea) and Oroszfalva (Ruseni) were sites of cruel massacres. The murder of Dean Munteanu of Bánffyhunyad (Huedin) was a harrowing and barbarian act of Hungarian civilians. Unfair imprisonments, internments, and the patronizing and humiliating attitude of the "paratroopers" (clerks of the Hungarian military administration) provided a solid ground for the 1944 autumn fervent anti-Hungarian propaganda.
Things were wrong from the very beginning. The glorious and victorious march of the Hungarian army should have been avoided. (...) Military administration, despite the good will and efforts of Pál Teleki, was a great mistake as it failed in almost all their activity..." 15
Peasant Party policy kept feeding public opinion on ridiculously distorted data that passed far beyond common sense. They intended to prove that Hungarians were genetically determined
There were abuses, mistakes, arrests and murders – this is unquestionable. Nevertheless, unlike the 1944 September-October anti-Hungarian vengeance campaign, these events were far from being organized.
war criminals and murderers in order to demonstrate that Hungarian civilians in Northern Transylvania in one prosecuted the Romanians, murdered and tortured their neighbors of other nationalities. 16 News on crimes committed by Hungarian civilians against Romanian soldiers were among the most conspicuous ones. During the Romanian advance in Transylvanian, newspapers like Dreaptatea, Curierul or Desrobirea blame Hungarian inhabitants for the death of Romanian soldiers. 17
Their propaganda was effective above all among Romanians concerned for their relatives, friends and acquaintances, who fled from Northern Transylvania. The recruiting and organizing of volunteers for the re-capture of Northern Transylvania started in Bucharest and in Southern Transylvanian cities, like Brassó and Nagyszeben shortly after the breakaway on August 23.
It was absolutely unimaginable that the unarmed and terrified civilians, hiding in cellars, could fight or organize partisan attacks against the army. According to press reports, Romanian soldiers wounded in battles were beaten to death with axes, mutilated and robbed by (Hungarian) villagers. These papers perhaps aimed at increasing hate and desire for revenge. Volunteer murders and huge war damages could thus be "justified" for the Government and the General Staff.
On September 8, România Nou, Romanian newspaper in Nagyszeben, heralded under the title of Volunteers for Transylvania (Voluntarii pentru Ardeal) that volunteers for the "Belis" commando of Nagyszeben could report themselves at 20 Universitatii Street, between 9-12 a.m. and 4-7 p.m. at Dr. Stefan Pascu each day. Stefan Pascu was named as the sole officially appointed (my italics) commander of the volunteer commandos in Nagyszeben, and nobody else could claim this post for himself. 18
According to a report published by Curierul on September 18, more than 50,000 volunteers – 5 commandos – had started off for Northern Transylvania from Bucharest before September 12 (that is before the signing of the armistice treaty, 20 days after the breakaway). Troops from Brassó and Nagyszeben had joined them on their way. On September 17, another battalion left the capital for Northern Transylvania. The reports also stated that these departures took always place in festive atmosphere. Eminent political personalities, including the leaders of the Association of Transylvanian Refugees gave speeches. After the taking oath (to revenge on those who had torn Transylvania apart) by the statue of Mihai Viteazu, the volunteers marched towards the royal palace, and then to Hotel Ambassador, the ACC HQ, and left for the railway station. "The volunteers of death" started off for Transylvania, wrote E. Bocsa-Mälin in Curierul.
"The 7 th commando, led by Major Dudescu, rallies Colonel Iuliu Maniu's volunteers. Their headquarters are in 65 Dionisie Lupu Street and in the editorial office of Ardealul. Lieutenant Stnescu is commanding the cavalry regiment. The first Romanian lady parachutist, Smaranda Brescu, is the commander of the woman's volunteer troops", wrote the article "Fighting Volunteers". It was also reported that similar units were set up in Brassó, Gyulafehérvár (Alba Iulia) and Nagyszeben as well. "The volunteers of death (itt a halál önkéntes kohorszai kifejezés szerepel.D.A.) call at every Transylvanian village one after the other healing wounds, punishing and fighting partisans. They have earned the appreciation not only of their leaders but also of the Russians' too". The aim – the mission – was obvious. They started off for Northern Transylvania as fierce lethal troops. This was a known fact to the people who had organized and armed them. But none of them assumed the glory of having initiated to form these units by the time of their dissolution, on November 16. The activity of the lethal units set off among great festivities as heroes, was officially declared a sporadic and isolated abuse, but the Soviets still drove Romanian administration out of Northern Transylvania as a sign of their "recognition".
The October 4 issue [of Curierul] wrote about the departure of the 7 th commando, named Cornesti. The festive event started by noon with a demonstration that hailed Peasant Party leader Maniu. He was accompanied by Corneliu Coposu, Ion Anton Muresan, director of editorial office of Ardealul, and Dumitru Nacu, Chairman of the Association of Transylvanian Refugees, the main organizer of the volunteer troops.
No report described the destinations of the volunteers within Transylvania. The first stop of the Iuliu Maniu regiment (Regimentul Iuliu Maniu) established in Brassó, is known from newspaper Desrobirea of the volunteers, published in Sepsiszentgyörgy. The volunteer troop, lead by Gavril Olteanu, which became later illfamed for their crimes committed in the Székelyland, marched in Sepsiszentgyörgy together with the members of the Romanian administration on September 19. On September20, a proclamation entitled "Our Present and Prevailing Way", addressed their Transylvanian brothers in an inciting tune. Relating to the activity of the Maniu-guards, they invited Transylvanians to join in. The documentary value of the proclamation is in that it proves the volunteers were in direct contact with the army and authorities and it mentions Maniu as founder of volunteer troops. 19
On September 22, the volunteers continued their antiterrorist activities in Transylvanian villages. This was the first news relating to the place and the leader of volunteers' presence in the Székelyland, published. Under the command of Miculi Florea, 120 volunteers went to the villages of Gidófalva and Zoltán, and after taking the necessary measures in co-operation with local authorities, they returned to Sepsiszentgyörgy. Necessary measures were not detailed. Yet, according to the records of the Hungarian People's Alliance (HPA), the volunteers, calling themselves Maniu guardsmen, appeared for the first time in Árkos, County Háromszék, on September 22 20 (after the military administration was installed – were their actions supported by the administration?). The so-called necessary measures consisted of robbery, rape and terror, yet no murder was committed during the first days. According to newspapers and the existing HPA records of the time, the terrorist rule of guardsmen in Northern Transylvania started on September 22. There are no information on the activity and garrisons of the 50,000 guardsmen who had left Bucharest, but they were, for certain, advancing behind the front line, after or by the time the Romanian military administration had settled in.
The September 21 issue of Desrobirea, also published in Sepsiszentgyörgy, reported that volunteer troops annihilated and arrested Hungarian bandits in the neighboring villages. After securing peace for the region, the volunteers marched on to clean up the area behind the front line. The news did not include any facts, though.
At 10 p.m. on September 22, the national radio broadcast the appeal of the Bucharest government addressed to the Hungarian government: The Romanian Royal Government was informed on the fact that the Hungarian Royal Government had arrested all Northern Transylvanian Romanian bishops 21 , including Dr. Emil Hatieganu, and other intellectuals. The Romanian Royal Government appeals to the Hungarian Royal Government to release the respective Romanians within 24 hours. If not, the Romanian Royal Government will do the same with all Hungarian bishops and prominent intellectuals in Romania.
The news were partially true. During the rule of the Lakatos Cabinet, Romanian bishops were placed under protection. The measure was actually necessary, as the death of Bishop Apor showed it. But the second part of the appeal has to be rectified. After August 24, hardly any free Hungarian intellectuals could be found in Romania, as most of them were kept in P.O.W. camps – at TirguJiu, Belényes (Beius¸), Focsani, Lugos (Lugoj), Földvár (Feldioara), Temesvár (Timisoara), Pitesti, Radna (Rodna) and Caracal – from August 24 on, consequently they could hardly be put in "protection" in September. The Hungarian government sent a protest-note to Bucharest on September 1.
Massacres started in the valley of River Fekete Körös (Crisul Negra), on the Southern side of the Vienna border on September 23. There are no written records for the area, nevertheless oral history and the records of the Reformed church of Gyanta claim that mountaineer units of the army were responsible. In knowledge of the garrisons, division and methods of the locally mobilized regional battalions we may state that crimes were not committed by regular troops advancing together with the Red Army, but by local mountaineer troops of „battalion fix", stationing in the Western Érchegység (Erzebirge).
The Romanian government declaration was published in all Romanian newspapers on September 23. Desrobirea sacrificed almost its entire issue to it under the title: Raving Hungarian atrocities get loose. "We have to shoot three Hungarians for each Romanian murdered by them, so that they finally come to their senses and put an end to atrocities for good. Transylvania is not no man's land. It is an ancient Romanian land. The Hungarians now will finally pay for the thousand year' s cruelty they have committed against our brothers from the Carpathians to River Tisza..."
Survivors in the border villages casually mention „battalion fix", but their images are entangled with the memories of guardsmen and gendarmes. At Szentmihály near Torda, the villagers still call the military HQ settled in the Calvinist church the garrison of the Kolozsvár „battalion fix". Although they were formed as units of the regular army, it is true that their methods were quite close to the ones applied by volunteers and the gendarmerie. After quickly repelling the Hungarian-German attack launched on September 5 in Southern Transylvania, the soldiers of the „battalion fix" returned thirst for revenge behind the Soviet troops on September 13. Their vengeance was provoked not only by the five-day Hungarian rule or by the organization of the local militia during those days, but also by the unreasonably pompous and unnecessary celebration organized by the Imrédyist (Béla Imrédy, Hungarian Prime Minister in 193839) Mayor of Kolozsvár, Lajos Varga, in Torda. After Hungarian troops had occupied the small border-town, Lajos Varga and some of his companions went to Torda, and organized a huge festivity. 22 Though it was obvious that there was no chance to withstand the Soviet counterattack. Somebody would have had to bear the consequences of the feast. The Soviets re-conquered the town in five days. The participants of the celebration were arrested by „battalion fix" soldiers and gendarme, and they were deported by the Soviets.
The murders at Szentmihályfalva clearly indicate the method applied all over Transylvania: the commander of volunteers or locally mobilized soldiers (fix) arrested the majority of civilians, brought them before military tribunals, the officer sentenced them and then the soldiers executed the sentence. At Szentmihály, the commander of the „battalion fix" also declared the members of the militia, organized for security reasons at the time of the Torda reprisal, war criminals. All Hungarian men in the village were arrested on September 13. Landowner Dr. Gyula Wolff was executed – without any reason and as a deterrent – during the same evening. Six more death sentences were executed during the next day. The executions were carried out with the active help of the local gendarme officer. 24
HPA records state: "After the return of the Russian and Romanian troops, the Romanians threw themselves into Hungarian homes, taking furniture, bedclothes, clothes, household goods and food away and everything that had survived the war. But this was a trifle compared to what happened when they declared the remaining Hungarians as partisans, handing more than 400 men over to the Russian soldiers. These people were taken first to a Romanian prison camp then to Russia later. Very few of these Hungarians managed to return, just to die from various diseases caught in captivity. One landowner and six small holders were murdered at Szentmihályfalva just because they were Hungarians." 23
Members of the Romanian public administration, policemen, volunteers and the soldiers of „battalion fix" operating under the command of the regular army, joined forces and made all their efforts synchronized in the revenge campaign against Hungarians. One of the first measures taken in counties where Romanian public administration was installed was to order Hungarian men who had refused to fight against the Allies or had deserted the Hungarian army, to report to the local police 25
Suspicion against the gendarmerie was substantial from the very beginning. Northern Transylvanians had vivid memories of the
On September 21, seven days after the introduction of Romanian public administration in County Háromszék (Trei Scaune) a notice was issued: "All inhabitants of the town and the county are obliged to immediately report to the Romanian authorities. Those who fail to submit to the order are declared spies and are liable to respond before the law. 26
22 years of gendarmerie-rule. Consequently many continued to hide. Those, who submitted to the order disappeared for years or forever. At springtime, after the snow melted, human bodies were found on the outskirts of some settlements.
Tg. Jiu "hosted" Southern Transylvanian Hungarians originally (mostly from Brassó and Temesvár). These people were Romanian citizens but they were deported as enemies because of their nationality after August 23. 28
Although murders of this kind were not unusual in Transylvania, atrocities were committed in a more subtle way. People were taken into prison camps, where great numbers of them died daily because of poor living conditions and rough treatment. 27 There is no precise data on Romanian internment camps operating at that time. One of the most cruel "death camps" was the one at Földvár near Brassó, established for protection reasons. Northern Transylvanians arrested by the volunteers of Gavril Olteanu in the Székelyland and by the gendarmerie in Counties Maros (Mures), Szilágy (Salaj) and Kolozs (Cluj) were interned here.
Focsani was an interim camp for innocent people gathered from all over the country, who were to be transported to forced labor camps in the Soviet Union.
Mostly Hungarian and German prisoners-of-war were interned in the camps at Pitesti and Caracal.
There were several internment camps along the Vienna border, at Belényes, Temesvár, Kishalmágy and Lugos. Transylvanian Hungarians and Germans were interned there.
Civilians arrested by the volunteers on the streets or in their homes and handed over as hiding partisans or "terrorists" to the authorities were also taken to these camps. The number of internment camp victims increased by the number of prisoners-ofwar set free from Soviet, British or American camps and were arrested once more on their homecoming and taken to internment camps as Romanian captives. Many of the already sick or weakened people died as they could not resist the hunger or diseases that prevailed in these camps. 29
According to HPA records 30 , Romanian authorities arrested 40,000 Hungarian men in Transylvania during the autumn of 1944. 31 Many of them died while being deported or interned. The data is not reliable, as the records of the HPA estimated the Maniu guard membership at 10,000 while, as it is already known, more then 50,000 volunteers started off for Transylvania from Bucharest before September 12.
However, it is a fact: the number of internment camp victims is far greater than the number of massacre victims. On November 5, the committee in charge of the control of the armistice treaty forwarded a note to Premier Satanescu on the repeated violations of the Treaty: the Romanian government had not sentenced war criminals; it had not returned Soviet properties; it had sabotaged production behind the front-line, and the bloodthirsty guardsmen of Maniu were to cause civil war. 32
Northern Transylvanian Hungarians welcomed the news frenetically. "In those circumstances it would have been totally absurd for Hungarians not to trust the Northern Transylvanian Soviet military authorities and the Soviet Union herself" said Gusztáv Molnár on the public opinion of the time. 35
On November 7, at the mass meeting organized for the celebration of the Great October Socialist Revolution, Ana Pauker and Luka László condemned crimes the Maniu-guards committed in Northern Transylvania, and the gendarmerie terror as well as the instigating and anti-minority policy of the historical parties. 33 On November 8, Prefect Vescan Teofil of County Kolozs placarded that Northern Transylvania had been transferred under the military administration of the Soviet army. 34 On November12, Colonelgeneral Vinogradov, on behalf of the ACC declared: "…reactionary administration has to leave Transylvania as long as Romania does not have a truly democratic government which is capable to meet the requirements of the armistice treaty and guarantee the rights of democratic Hungarians." According to this declaration, the Romanian military administration had to leave Northern Transylvania in 48 hours. Soviet military administration was introduced instead.
The new status of Northern Transylvania brought anger and bitterness to Romanian political leaders. In his letter addressed to the president of the ACC, Iuliu Maniu accused the Soviet HQ of hindering the activity of Romanian administration authorities in Northern Transylvania. He stated that it was against the armistice treaty conditions and it offended basic Romanian interests as well. But according to another British report even the anti-Fascist followers of Maniu in Northern Transylvania were "distressingly chauvinistic, concerned only with wasting their energy and our time on anti-Hungarian, anti-Soviet and anti-governmental grievances." 36
There are various interpretations of the Soviet decision. Knowing Stalin's and his government's view on the Transylvanian issue, the action seems to have been a successful strategic move of Soviet diplomacy. As I have already mentioned it, the recognition of the first Satanescu-government was a compromise for the Soviets, they accepted it because the Red Army needed the authority of historical parties and the support of the Romanian general staff of the time. With the support of the Soviets, the political power of leftwing organizations grew during September and October. Communists were still in minority in Satanescu's second government, formed on November 4. Only 7 out of the 19 government officials were members of the National Democratic Front (NDF). 37 The NDF draft program published on September 26, undermined the coalition of the historical parties and the left, as the Communist Party declared war for state power.
The belief that a Soviet-oriented foreign policy would grant the re-annexing of Transylvania influenced internal political power relations from the very beginning. Even in August 1945, Maniu informed the British envoy in Bucharest on the fact that Prime Minister Groza was of the opinion that the British supported Hungary in matters of the Hungarian-Romanian border, and the only Soviet delegates supported the reinstatement of the Trianon borders. The Prime Minister declared that he was prepared to resign for the benefit of any politician appointed by Maniu, if the British would offer the same official guarantees he had been offered by the Soviets. 38
But the composition of Satanescu's second government did not reflect actual internal political power relations. The NDF was far from having 36,8 percent of the populace, yet it was represented in the government according to this proportion. Maniu's Peasant Party and the other historical parties had overwhelming majority in the society and they held most power positions, as well. The public servants sent to Northern Transylvania were, in general, Peasant Party members (Ionel Pop, government commissioner of Northern Transylvanian territories, was Maniu's nephew; Ilie Lazar, the liaison officer of the military headquarters and of the council of ministers, was a leading politician of the Peasant Party; the Prefects of Counties Csík (Ciuc), Udvarhely (Odorhei), Háromszék and Maros were members of the Peasant Party, too). This way territorial control was totally in the hands of Maniu and his circle. Transylvania, however, was the sole card for the Soviets to blackmail the government in Bucharest. Transylvania was the only issue that could lead the Romanian political powers towards consensus or compromise.
The Soviet decision implied – or could imply – certain motivations that heated inner political fights up. The Red Army was an occupation army on enemy's territory when it entered Northern
Transylvania. Facing reality and the delicate nature of the Transylvanian issue, the Soviet HQ changed its attitude. Instead of Fascist, Hungarian enemies they found an organized community that in fear of the revengeful Romanian authorities welcomed the Soviet troops as liberators. Hungarians were still a majority in big Northern Transylvanian towns. Many Hungarian Communists and Social Democrats took important positions in the quickly re-organized administration. Most of Transylvanian Romanians were followers of Maniu. Relying on the left-wing Hungarian administration was much safer for the Red Army. The co-operation with it was easier than with the Peasant Party leaders of Counties Csík, Udvarhely, Háromszék and Maros. This is why, despite Point 17 of the armistice treaty that promised the re-installation of Romanian administration in the entire Transylvanian territory, except a 50-100 kms strip behind the front, the Romanians officially appointed by Ionel Pop were not even allowed to enter the counties liberated after the October 11. (In Székely counties, behind the Soviet troops, Romanian administration was installed in the immediate neighborhood of the front. The Soviets then did not protest against the Romanians disregarding to set up and respect the zone envisaged by the armistice treaty, and against introducing military administration instead of civil one.)
My various occupations have hindered me from following the life and actions of these military units (my italics) and from effectuating the necessary survey visits. Thus I could not evaluate their results, and them being necessary and effective or not. Regretfully, I have no future possibility for doing this, as these para-military units have been dissolved by a decree of the Romanian government (my italics), and ordered to hand their arms over to the military headquarters. The General Staff of the army will decide upon the dissolving and disarming action. I call all volunteers to submit to the hereby orders. I also call all those who are liable for military service or are able to carry arms should follow military orders, thus serving the holy cause under the sign of national solidarity.
On November 16, the government dissolved the Maniuguards. Maniu himself made the decision public at a mass-meeting in Bucharest: "Young generations concerned for our country's future and driven by great patriotic feelings have formed some volunteer battalions for the liberation of Transylvania. Some of these battalions bear my name.
The members of the guards will receive special orders on their homecoming. Those who wish to keep military clothes as indispensable, they are free to do so.
I express my gratitude (my italics) to all those who have responded to their patriotic calls. May everyone contentedly look forward to the prosperity of our nation!" 39 The Peasant Party politician expressed his gratitude to the guards in full knowledge of the expulsion order that mentioned the crimes committed by these guards as well.
According to the expulsion decree, the volunteer troops had been created without the knowledge and consent of the Soviet troops. Romanian administration entered Northern Transylvania under similar circumstances. (Point 17 of the armistice treaty authorized civil administration for the Romanians in Northern Transylvania.) In his essay on the Soviet Transylvania-policy, Tofik Islamov writes 40 that Moscow inclined towards the notion of an autonomous Transylvania during the World War II. But this autonomy was thought of as an instrument for controlling Hungary and Romania. The phrase in brackets on re-annexing Transylvania to Romania was included in the armistice treaty because Soviet diplomats though it as a possibility of having Romania under continuous control, as in order to keep Transylvania, Romania had to submit herself to the Soviet will. In terms of Romanian home affairs, they were of opinion that the re-annexing of Transylvania was a good move to win the sympathy of Maniu and his party, the most popular political organization of Romania. Considering the expulsion decree from this stance, the explanation might be the fact that Soviet diplomacy miscalculated the development of Romanian political power relations. Consequently, they did not allow the clerks of Ionel Pop to enter Kolozsvár and expelled all forms of Romanian administration on November 12.
Hungarian public opinion had for long considered that the Soviets driven Romanian administration out of Northern Transylvania for the crimes of the volunteers. The Soviet HQ stationing in the Székelyland were immediately informed on the events. In many cases the intervention of Soviet soldiers stopped the massacre. One and a half months yet passed before the expulsion decree was issued. Atrocities influenced the Soviet decision, but the essential cause was to be different.
This time the Soviets calculated properly. From that moment on, Romania and Bucharest did everything the Soviets required for having Northern Transylvania back.
However, what is the explanation for the well-organized anti-Hungarian terror in Northern Transylvania? The leaders of the Romanian historical parties, except the extreme right parties', oriented towards the Western Allies. They was even in contact with them to a certain degree. Maniu's British connections are (were) well known. He kept good relations with Benes, living in exile in London, as well. It was not a secret that the Western powers intended to organize a peace conference that would draw more correct borders than the Versailles conference did. But Maniu and his companions knew that there were no possibilities for drawing correct ethnical borders in Transylvania. They were also aware of that the problem could not be solved by the exchange of inhabitants, and Romanian politics was not disposed to give up an inch of Transylvanian land, anyway. Moreover, some Peasant Party leaders, like Mihai Popovici, president of the Transylvanian fraction, openly declared that the borders had to be extended to River Tisza. 41
Thus, confiding in the deportation of the Hungarians, Romanian policy tried to "help" the drawing of correct ethnical borders and turned to mass terrorist methods. Volunteers were organized and armed by the General Staff after August 23, and started off for Transylvania. However, until the publication of the phrase of the armistice treaty – Transylvania (or the greater part of it) – actually, there were no atrocities reported.
There was only one acceptable way for them to solve the fate of the one and half a million strong Hungarian minority. They had to be collectively declared war criminals and expelled them en mass. The session of the council of ministers decreed the elimination of the German ethnic group on September 26, under the pretext of being the "Hitler's 5th division in Romania". But it was difficult to openly declare Hungarians war criminals. When Romanian leaders realized that neither Moscow, nor the Western Allies supported deportation – the Czechoslovak solution – they tried to expel Hungarians out by various decrees and actions. The same procedure was applied for preventing those who fled to Hungary during the fights from coming home. The news on volunteers' cruelties committed at Szárazajta (Aita Seac) quickly reached Kolozsvár and Nagyvárad (Oradea). According to collective memory, Olteanu declared it several times: there was no mercy for the Hungarians. The returning of Romanian public servants, who were supposed to grant security, took part in terrorist actions – murders, beatings, robbery and panicraising – against the Hungarians.
The locally mobilized regional battalions were called in for security service on that very night, but they did not venture into murdering civilians before September 12.
The phrase in brackets of the armistice treaty determined the main direction of events in the following weeks and months: Hungarians had to be driven out by all means. Even at the cost of murder, the ethnic minority had to be convinced to leave Transylvania voluntarily, so the region could be totally and not only partially re-annexed by Romania. The execution of the project had no major obstacles in its way. The Romanian army tolerated the actions of the volunteers in Transylvania, and the locally mobilized battalions even helped them. (General Avramescu, commander-inchief of the Transylvanian front, and General Macici, the bloodstained leader of the massacres in Bessarabia, commanded the operations.)
Territorial integrity and the status of Transylvania was of such a great importance to the politicians of the time, that they agreed not only to atrocities and deportation but to willingly handing their power-positions over to the Communists as well. When they realized their politics had produced negative results, they were able to conceive radical changes.
Despite the great differences in ideologies, there was no basic contradiction between Maniu's Peasant Party and the Iron Guard. Members of the former Iron Guard (legionaries) joined Maniu's party after the 1937 election pact. The methods and zealotry of the volunteers were reminders of the Fascist ideology designed by Codreanu and Sima and suggested a massive participation of the young generations. Iuliu Maniu, Romania' s number one politician, who declared in 1918 that "we do not intend to turn into oppressors from oppressed", 26 years later, did nothing to stop atrocities. He even agreed to the chauvinistic and anti-Hungarian propaganda of his party. For Maniu, the phrase in brackets of Point 19 of the armistice treaty endangered his victory of 1918.
After November 12, when Colonel-general Vinogradov, naming the abuses and atrocities of the administration and the volunteers for a cause, expelled Romanian authorities from Transylvania, the possibility for terrorizing the Hungarians in order to drive them out of their home country did not avail itself any longer.
Power was being transferred in favor of the left. Led by of
Fierce inner political fights began in Bucharest as a direct consequence of the momentary loss of direction. Newspapers of various parties blamed each other for the Northern Transylvanian events. Left-wing papers unanimously accused the government and the Peasant Party, condemning their nationalist policy, the massacres in Northern Transylvania and the abuses of the military administration. The government knew the main directives were to be changed. On November 14, two days after the expulsion decree, the government decision No. 575 on the establishment of the Ministry Minorities and Nationalities was published in the Official Gazette. The historical political parties rushed to agree with it.
General Radescu, former Chief of Staff, a new government was formed on December 6. The NDF was given six posts. In matters of quantity, it was not a great change, but there was a significant qualitative gain, as portfolios were of greater importance than before. Political fight lasted until 6 March, 1945, with a massive participation of Soviet diplomacy. On February 13, hundred thousands demanded the dismissal of Radescu and the establishment of a new government, led by the NDF, in Bucharest. Shootings broke out at a mass meeting held in front of the Ministry of Home Affairs on February 24, and armed conflicts spread all over the country afterwards. Soviet Foreign Affairs Commissar (Minister) Vishinisky arrived in Bucharest and demanded the King to appoint Petru Groza to the post of Prime Minister. He claimed that otherwise the Soviet Union would not guarantee for the integrity and sovereignty of the Romanian national state. Instead of assuming the risk of losing Northern Transylvania, King Mihai could do nothing but accept Groza's government on March 6. After his inauguration Groza asked for the introduction of Romanian administration in Northern Transylvania in a telegram addressed to Stalin. His consent arrived within a few days. While the peace conference was in progress in Paris, in spite of the democratic nationality policy pursued by the moderate government of the Hungarophile Groza, the low-level administration authorities passed regulations one after the other in order to reduce the number of Hungarians in Transylvania to the possible lowest level by the time the treaty was signed. Among others, Metropolitan (itt eredetileg mitropolita van, de azt nem tudom, hogy mi. sejtésem van, de az kevés D.A.) Niculae of Szeben stood for the this desire and mentality. His letter of August 19, 1945, addressed to Propaganda Minister P. Constantinescu-Iasi reflects the ambiguous atmosphere of Romanian public life at the time: "The standpoint of our Sacred Church in the issue of Hungarian-Romanian rapprochement is the following: … If Hungarians have the right to expel Germans from their country and if Czechoslovakia is allowed to adopt radical methods in solving the problem of the Hungarian and German minorities, why would Romanian not be entitled to have the same rights? We are not allowed to miss this unique chance ..." 42
For the Romanian politicians, the future of Transylvania was still insecure. Its status was already determined, but the borders not definitely drawn. The tempting-threatening phrase in brackets of Point 19 of the armistice treaty was hanging above the heads of Romanian political parties as Damocles' sword before the signing of the peace treaty. This short phase determined their political activities and gave reasons for on-going but sporadic local atrocities.
The initial attempt of Maniu and his party had failed and led to a four-months autonomy of Northern Transylvania. A change was needed, as national interests required a different ethnic minority policy. The establishment of the Ministry of Minorities and Nationalities was the first step in this change. Decrees and regulations in favor of minorities were passed one after the other by the Groza-government, and they were never questioned by the historical parties either. Before February 10, 1947, the conclusion of the Paris peace conference, Hungarian minority in Romania had established its own institutions that could serve as an example for solving minority problems all over in Europe. The Communist Party, that is the supreme power of the time, treated the matter with the greatest tolerance. Abuses on executive-level at local authorities occurred, though. "There are still some grain of sand in the machinery" – Groza used to say in these cases.
Yes, there was a great deal of sand in the state machinery. It was just multiplied after the peace conference. Although the volunteer guards were dissolved, the spirit spread during their short activity and lived on despite party decisions and governmental decrees. And (maybe) there was no interest in destroying this spirit after February, 10, 1947.
Mária Gál
Notes
1Magyarország Miniszterelnökei (Prime Ministers of Hungary), 18481990, second edition, Cégér Publishing Ltd, Budapest, 1993, pp 114
3Veesenmeyer was Hitler's omnipotent representative in Hungary.
2ib. pp 147
4Zoltán Tibori Szabó: Teleki Béla Erdélyisége (Béla Teleki's ProTransylvanian Character), Erdélyi Kiskönyvtár (Transylvanian Minor Library), Nis Publishing House, Kolozsvár, 1993, pp 17
6Gabriel Ba˘la˘nescu: Din impa˘ra˘tia mortii. Editura Gordian, Timisoara, 1944, pp 28
5Ferenc Fejto˝: A népi demokráciák története (The History of People's Democracies), Magveto˝ Publishing House, Budapest, Magyar Füzetek (Hungarian Brochures), Paris, 1991, Vol. 1, pp 57
7Andrea R. Süle: Románia politikatörténete (Romania's Political History) In. Románia 1944-90, Gazdaság és Politikatörténet (History of Economy and Politics) Atlantisz, Medvetánc, 1990. According to Romanian sources, 24 Romanian Divisions (and the Tudor Vladimirescu division) fought on the side of the Red Army. Documente privind istoria militara˘ a poporului român, 7 septembrie–25 octombrie, Bucharest, Editura Militara˘, 1980., and Marea conflagratie a secolului XX. Editura Politica˘, Bucharest, 1971.
9Nota a sectiei 3-a ca˘tre sectia I-a Marele Stat Major. No. 678 568 din 23 aug. fond 948, dos No. 849, f. 439, copie. Published in: "August 23, 1944" Documente privind Istoria militara˘ României. Editura Militara˘, Bucharest, Vol. I. 1977
8Ignác Romsics: A State Department és Magyarország (The State Department and Hungary), Valóság (Reality) 1999/11, pp 55
10Telegrama. Ca˘tre Corpul gra˘nicerilor, stat major (Telegram to the border guard army corps) / Ocnele Mari (Headquarters). Arhive Ministerului Apa˘ra˘rii Nationale (War Ministry Archives, fund 1, File No. 318, f 17-18. Published ibidem.
12Curierul, September 17, 1944: Voluntari mortii (Volunteers of death). E. Bocsa-Ma˘lin.
11Grupul de batalioane fixe regionale pentru Ardeal ca˘tre Armata 1-a Sibiu (From the locally mobilized regional battalions for Transylvania to the First army of Szeben), No. 104, August 29, 1944. Copie/secret. Published ibidem.
Curierul, September 26: Iara˘si neomenii maghiare (Hungarian cruelties again).
Curierul, October 10: Problema ungureasca˘ (The Hungarian problem), Mihai Popovici.
Curierul, October 5: Ardealul, Ardealul, ne cheama˘ Ardealul, and Balsoi puski in actiune
Curierul, October 28: Vin de la Clujul pustiit (Coming from the ruined Kolozsvár), E Bocsa-Ma˘lin.
Desrobirea, September 24: Voluntarii ardeleni stârpesc ultimele resturi de banditi (Transylvanian volunteers eliminate the last bandits).
Desrobirea, September, 23: Atrocita˘tile maghiare se desla˘ntuie cu o furie nebun (Hungarian atrocities spread like madness).
Desrobirea, September 28: Baia de sânge dela Turda (The bloodshed of Torda), Noul miseliiale brignzilor germano-maghiari (Newer crimes of Hungarian-German brigands), Ba˘ta˘lia dela Aita Seaca˘ (The battle of Szárazajta). Desrobirea, September 30: Armatele române continua˘ victorioase (Romanian armies advance victoriously).
Each paper sent special correspondent and reported in instigating tone of the events on the front.
Curentul Nou September 2, 1944: Mars însângerat prin secuime (Bloody march through the Seclar regio), E. Bocsa-Ma˘lin
13Curierul, November 12, 1944
14Monitorul Oficial (Official Gazette), April 4, 1945, Act No. 261. on citizenship,
October 10, Decree No. 105 005 of the Minister of Justice.
Monitorul Oficial, August 14, Act No. 645. on claiming back [properties],
15Zoltán Tibori Szabó: ib. pp 12-13.
Gh. Bledea in Desrobirea, September 30: "Prea si-au fa˘cut de cap acesti nepoti ai Sfântului Stefan, prea mult sânge s-a va˘rsat in lupta pentru desrobirea pa˘mântului furat de acesti aventurieri, incât sa˘ nu fie redusi la ta˘cere odata˘ pentru totdeauna sau desfiinati definitive" (Saint Stephen's heirs 'have pretended being wise' for too long. Too much blood has been shed in the war for the liberation of the lands stolen by these adventurers. They have to be silenced once and for all, they have to be finally discarded.)
16At their national conference held in Brassó, Mihai Popovici, leader of the Northern Transylvanian faction of the Peasant Party, declared (published by the October 10 issue of Curierul) : "Dup 1940, când trupul Transilvaniei a fost sfâsiat de un monstruos dictat, ungurii s-au na˘pustit cu toata˘ puterea urii lor de rasa˘ impotriva românilor care au ra˘mas ala˘turi de ca˘minul si glia stra˘moseasc. Românii au fost dati afara˘ din slujbe, femei si copii au fost omoriâti, toata˘ ticalosia sufletului lor s-a revarsa˘t din plin asupra românilor, care nu aveau nici o aparare. Astzi trebuie s ne ra˘fuim si noi cu ei." (After the shameful Decision, the Hungarians exercised their fascism on Romanians. Romanians were fired, women and children were killed. They have poured the filth of their souls on us. It is high time for our vengeance.)
In its editorial, the October 16 issue of Scânteia, "Fascistii din presa atâta˘ la crime impotriva poporului maghiar" (Fascists instigate for antiHungarian crimes in the press) condemns the articles of Corneliu Coposu published in Dreptatea and Popa Augustin's in Curierul for declaring the entire Hungarian nation war criminals.
18After the Vienna Verdict the Romanian University of Kolozsvár was moved to Szeben. Among others, professor Dr Stefan Pascu followed his students to Szeben.
17See Páké, Szárazajta, Torda, Cornesti, etc...
19Drumul nostru de azi si de totdeauna (Our present and prevailing way), Desrobirea, September 20, 1944. See the complete text in the annex.
21Actually the only Transylvanian Orthodox church official who had not left his congregation was Bishop Hossu.
20Gábor Vincze: A romániai magyar kisebbség történeti kronológiája (The History of Hungarian Minority in Romania) 1944-53. Published by the László Teleki Foundation Library and Documentation Service, the Social Scientific and History collection of the JATE Central Library and by the Modern and Recent History Department of JATE, Szeged-Budapest, 1994.
22Teleki Béla emlékirata (The memoirs of Béla Teleki). Ib: Zoltán Tibori Szabó's quoted work.
23MOL. ROM. TÜK. XIX.-J-1-j., 18.d., 16/b.cs.
25Collective memory, Desrobirea on September 21; Szabad Szó (Free Word [Voice]) on November12, Memoirs.
24As it is recalled by the villagers.
26Desrobirea, September 21, 1944.
28Sándor Kacsó: Nehéz szagú iszap felett (Filthy Mud Under). Autobiography, Vol. III, Published by Kriterion, Bucharest, 1993.
27Minister Vla˘descu Ra˘coroasa for Nationalities, accompanied by HPA President Gyárfás Kurkó and Bányai László, visited the internment camps at Földvár and Hídvég on March 19, 1945. He [Vla˘descu] promised to begin releasing prisoners in two days. Actually, the Brassó concentration camp was started to be dissolved on March 20, and the two death camps closed down before October 29. On April 8, Vla˘descu Ra˘coroasa announced the release of innocent Hungarian captives of the internment camps at Tg. Jiu and Slobozia has been started. Though the liberation of Sándor Kacsó was announced in the paper Világosság (Light), but the writer was kept in prison for a long time after. Romanian Communist party boss Gh. Gheorghiu Dej visited the labor camps in the Jil Valley in early December, 1944. Shocked by the shameful circumstances, he promised to mediate for the dissolving of the camps. His visit and promise were published in the September 16 issue of newspaper Népi Egység (People's Unity).
29MOL. ROM. TÜK. XIX.-J-1-j., 18.d., 16/b.cs.
31Ildikó Lipcsey: Erdélyi autonómiák (Történeti tanulmányok) (Autonomous Communities in Transylvania [Historical Studies]), Budapest, 1990, pp 49.
30MOL. ROM. TÜK. XIX.-J-1-j., 18.d., 16/b., cs.
32István Katona Szabó: Nagy remények kora (Erdélyi Demokrácia, 1944-1948), (The Age of Great Hopes, [The Transylvanian Democracy]), Published by Magveto˝, Budapest, 1990, Vol. I, pp 79.
34Published in the November 9 issue of Világosság.
33Scânteia, November 9, 1944., Népi Egység, November 15, 1944.
35Gusztáv Molnár: Önrendelkezési törekvések az "Észak-Erdélyi Köztársaság" idején. (Ambitions for self-government in the time of the [idea] "Republic of Northern Transylvania"). October 11, 1944–March 13, 1945. Romániai Magyar Szó (Hungarian Word [Voice] in Romania), January 26, 1994, part 4.
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36Yehuda Lahav quoted work pp 145. 37NDF – National Democratic Front – Frontul National Democrat 38Yehuda Lahav quoted work pp 149. 39Népi Egység (People's Unity), November 19, 1944. 40Tofik Islamov: Erdély a szovjet külpolitikában a második
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világháború alatt (Transylvania in Soviet Foreign Affairs during the Second World War). Múltunk (Our Past), 1994/1-2.
42MOL. KÜM BéO, XIX J-1-a, 63., IV-149., 41.026/Bé.
41The September 27 radio-speech of Mihai Popovici. His October 9 speech addressing the Peasant Party mass meeting in Brassó
Counties Csík and Háromszék in September-October 1944
As it stood defenseless before the advancing Romanian and Soviet troops, Háromszék became the most endangered area after the turn in Bucharest on August 23, 1944. Hungarian and German military leaders decided to give up the "sack-shaped" area of the Székelyland, and to organize their defense along River Maros (Mures), similarly to the situation of the Romanian invasion in 1916. Consequently, the military authorities ordered the evacuation of the region in the first days of September 1944. Although the order referred to the entire civilian population, mainly intellectuals and the employees of public administration, education, justice and healthcare left the region. Besides city dwellers, the village intelligentsia (priests, teachers, notaries, etc.) left their homes as well. Those who stayed on had to bear serious consequences. Only in County Háromszék 6,000 families, approximately 30,000 persons were forced to leave their homes. 1 (In most places the majority of farmers hid in the surrounding mountains, woods, sheep-pens or remote hamlets.) According to a report by Béla Demeter, only 60,000 of the 170,000 inhabitants of County Csík remained in their homes by the end of December 1944. Demeter stated that people in Csík did not flee; they were simply driven away by Hungarian and German soldiers. (Instead of 8,200, the entire population of Csíkszereda and Zsögöd was 2,100 at the time.) 2
Romanian-Soviet troops entered Sepsiszentgyörgy, the heart of County Háromszék, on September 9, 1944. (Csíkszereda fell to their hands two days later, on the 11th.) Except for a minor skirmish between retreating German and advancing Romanian soldiers in the neighborhood of Sepsiszentgyörgy, there were no serious fights in the valley of River Olt during the first days of September. Returning Romanian administration followed the advancing Romanian troops. The confidential report of November 7, 1944 3 , forwarded to the Presidium of the Council of Ministers gave account on the state of public administration. Prefect Victor Cerghi Pop and five of his magistrates set up their office at Háromszék. Only 45 of the 65 notaries reported to work. The police and gendarme also returned.
The personnel of the appointed district education inspectorate appeared in full number but teachers reported to work only in a small number. Courts did not returned yet. Beside the Romanian currency (lei) the Hungarian (pengo˝) one was still in circulation. (Rate of exchange: 1:30.) Prefect Aurel Tetu also returned to Csík with only four of his 5 magistrates, and 21 of 59 notaries presented themselves. Neither education nor Court personnel returned. Most of the Hungarian inhabitants of cities fled.
The letter 7 written by the inhabitants of Bölön (Belin) of May 31, 1945 (already under Groza's government) give us an insight view of the activity of the Romanian public administration. According to the letter, Romanian troops entered the village on September 2. Hungarian officials (who did not flee!) were dismissed. The army brought a notary from the neighboring village, Lüget, and János Kölcse (Ion Calcea?),who fled in 1940, was appointed magistrate. The Romanian gendarme and the Romanian villagers (Maniu-guard members, according to the letter) terrorized Hungarian inhabitants. They were beaten, hand grenades were thrown at two houses and the mother of the Calvinist minister was badly beaten. Romanian gendarme arrested the members of the Székely Frontier Guard Forces, but they were released by the Soviets. Along with young factory workers, they were taken to internment camps at Földvár, Tövis (Teius), Nagyenyed (Aiud) and
For the time being, Romanian administration could only partially fulfill its tasks. Yet the report stated that as a result of the energetic work of Prefect V. Cerghi Pop things are settling down at a quick pace. 4 What did it mean in practice? The Prefects tried to settle occurring problems in the spirit of restitutio in integrum, dictated by the instructions of government commissioner Ionel Pop. 5 Hungarian signs were taken off everywhere. According to the government commissioner's decree, officials who held offices before August 30 1940 were restored to their position and were obliged to return to their posts. Hungarian schools established after August 1940, many of them were opened in the same building which were taken away from the Hungarians between 1920-1940, were closed down or they were forcibly taken over by the returning Romanian staff again. Instead of providing them protection against the Maniu-guards, the returning gendarme often terrorized local inhabitants. The arrival of Orthodox priests, who fled in September 1940 from Háromszék, in September 1944 caused serious problems. They also continued in the spirit of restitutio in integrum their forced conversion activity pursued between the two world wars. 6
Gyulafehérvár. Many prisoners died because of food shortage during the winter. The measures were aimed at the physical destruction of the Hungarian people. 8 These grievances could have been written in many other villages as well. Local survey on the activity of the Romanian public administration in September-November 1944 could provide further important details.
Another pretext was the revenge for the demolition or damaging of Orthodox churches in Székelyland after the Second Vienna Verdict, or the re-orthodoxization of believers who in meantime returned to their original (Calvinist, Catholic) religions.
We have to answer the question: What was the reason for the bloody terror in Székelyland? The causes for atrocities were quite varied. Almost anything from an old military bugle to an empty grenade box and unloaded arms found in the attics without ammo, was enough for the Maniu guardsmen to produce resistance fighters and hiding Hungarian partisans under the pretext of hunting for partisans. There would have been lesser reprisals if they had really been hunting for partisans or for those who kept arms at home illegally. 9
Many sources say that the volunteers in the autumn 1944, and later the authorities of the Groza government after March 6,1945, considered the Székely Frontier Guard Forces, operating under the command of the 2nd Transylvanian army, as an irregular and volunteer units. 10 Therefore Guardsmen looked first of all for their members both at Szárazajta and at Csíkszentdomokos (Sîndominic). (Though the search provided a good opportunity for robbery and murder as well.)
The third reason was personal revenge. There are several examples for it at Szárazajta, Csíkszentdomokos and Csíkdánfalva (Danesti).
Anti-Hungarian Atrocities in Háromszék
According to eyewitnesses' testimonies 11 , the volunteers, under the command of Captain Gavril Olteanu, marched in Sepsiszentgyörgy with ceremony on September 19, ten days after the Romanian troops. 12 The guardsmen, arriving from the direction of Szotyor, quartered on the building of Mikó College. They thrown the valuable books and furniture to the street. Their initial action consisted of search for hidden arms, but it was a mere pretext for robbery and looting. An appeal was published on September 20 in
Desrobirea under the title of "Our Present and Prevailing Way", inviting their Transylvanian brothers to join. The article mentions Iuliu Maniu as the founder of volunteer commandos: "The Transylvanian volunteers of the Iuliu Maniu regiments have joined the army to bring the hour of final victory closer. Some of them have started for the final battle. (...) The others maintain law and order in cooperation with the military authorities. (...) Transylvanian Romanians! Let us regain our freedom by fire and blood. We will destroy Hungarian prisons and we will chase Hungarian-German hangmen out of towns and villages. We will take our cruel revenge for the four-year occupation. Let Romanian firearms and bayonets declare final sentence over the murderers of the Puszta [Hungarian steppe]. (...) Transylvanian brothers! Gather under the banner hoisted by Iuliu Maniu…"
It is written in the records of January 13, 1945 13 that guardsmen raped István Kovács ' pregnant wife in Árkos (Arcus) on September 22. According to the testimony made by Vilmos Kisgyörgy 14 Magistrate István Váncsa compiled a list of those who had been members of the Székely National Defense Force. Most of the 70 persons were finally released in exchange for cash or food, but seven people condemned for anti-state activity were taken to the prison in Sepsiszentgyörgy and then to the death camp of Földvár. Árkos citizens say that those who called the guardsmen into the village were driven by personal revenge. Although they have no memory of István Kovacs, otherwise a Sepsiszentgyörgy-resident, they still have vivid memories of the robberies and abuses committed by Olteanu' s people: They took away everything they could move, animals, cattle, poultry, everything. (V. K.)
The September 12th issue of the Desrobirea gave report on the actions of the volunteers, stating that they continued to round up terrorists from villages. Let us see some examples to show the real nature of these actions. We, however, have to state it that these facts are nothing but the tip of the iceberg...
According to a Desrobirea article, on September 23, a group of 120 volunteers, led by M. Florea, went to the villages of Gidófalva and Zoltán and in cooperation with local authorities, they made adequate measures required by the situation . 15 (my italics) We have to read this report under certain reserves, as there were 100-150 volunteers stationing in Sepsiszentgyörgy at the time. It is highly improbable that the whole company moved to the two villages. The Gidófalva people remember no guardsmen to visit their village. 16 The only thing they remember is the brutality and ravages of the entering Soviet troops.
Under the title "Voluntarii ardeleni stârpesc ultimele resturi de banditi. Crimele din comuna Pachia" (Volunteers annihilate the last remains of the bandits. The crime of Páké.), the September 24 issue of Desrobirea writes about the revenge campaign of captain Olteanu at Páké a couple of days after the volunteers arrived in Sepsiszentgyörgy. Two Romanians were murdered that village, Olteanu, accompanied by 50-60 volunteers went to Páké to revenge it. According to the villagers, retiring German soldiers had probably killed the two shepherds. Their hanged bodies were found on the banks of River Feketeügy two days after the front had moved away. 17 The procedure at Páké was the same as in Szárazajta and other villages: one inhabitant called the volunteers for reasons of personal revenge. As a reprisal for the death of the two Romanians, Olteanu arrested 100 Székely villagers to execute them without any legal sentence. The innocent victims were lucky to have two Soviet soldiers incidentally patrolling the village. Albert Illyés, one of the accused, who had learnt Russian in a First World War prisoner's camp, reported to the soldiers that they were to be illegally executed. The Soviets ordered the Olteanu guardsmen at gunpoint to set the Hungarian free. Not forgetting to pillage it first, Olteanu' s men had left the village in the end.
As the guardsmen was marching on northward along River Olt, their appearance at Szárazajta, the remote Erdo˝vidék village is rather queer. To entirely conceive the matter, we have to go back to the history of the settlement between the two world wars.
There were no murders committed at Sepsiszentgyörgy, but pillage and abuse was customary. According to the records of the HPA, merchant Béla Lapikás was arrested and beaten, and his warehouse was looted. 18 Volunteers, wearing all kinds of uniforms, Romanian, captured Hungarian and German ones or even civilian clothes, had no official supplies. Consequently they lived on pillage and robbery during all the way they were raving in Székelyland.
Szárazajta: Local Vengeance or Fight Against Partisans?
Romanians have been living in the small village since the 18 th century. Alike the farmer Székelys, the Romanians were shepherds. As their trade was prosperous, they managed to buy great amount of lands from impoverished Székely villagers from the end of 19 th century on. As a result of two centuries of co-existence – except for their religion that remained Orthodox – a gradual change in language had started (without forced assimilation) (As a 1930 Romanian census revealed, 1,649 Hungarian and only 16 Romanian inhabitants 19 lived in Páké. The 1920 Transylvanian census, using the method of name etymology, recorded 217 Romanians in the village. 20 (301 villagers were Orthodox or Greek Catholic in 1910.)
After the two-decade Romanian rule, Northern Transylvanian Hungarians/Székelys welcomed the entering Hungarian troops. The Székely inhabitants of the village celebrated the news of the Vienna Verdict with frantic joy – but not only joy got into some of their heads. A few lads threw stones at the houses of Romanians, but beside minor damages, nothing serious happen. (In his declaration published by the end of the 80s, János Berszán (Ioan Birsan), said to be the instigator of the Szárazajta events, mentioned only shatters but not crimes nor torture en mass. 21 ) But after Hungarian gendarme showed up law and order was reestablished. No atrocities occurred. The Orthodox priest of Baráthely was the only one to leave the village with the retiring Romanian administration after the Vienna Verdict. Those who were forcibly converted to Orthodox religion between the two world wars, returned to their ancestors' churches, like in many other Székely villages. 22 In 1941, the Romanians were also called up [in the Hungarian army]. They submitted themselves to military service together with the Székelys. Although, the village was located close to the Vienna border no Romanians fled for Southern (Romanian) Transylvania.
Re-romanising Hungarianised Romanians was one of the main tasks of Romanian governments between the two world wars. As one of its results was that during the 1921 land reform all persons of Romanian names or of Orthodox or of Greek Catholic denominations – who might not even speak Romanian at all – received land, while many Székelys just as entitled to it did not. Beside the unfair discrimination in land distribution, grazing was another serious reason of conflicting interest. Between the two world wars the Székelys often quarrels with Romanians shepherds as they used to graze their sheep on the cultivated lands of the former. In most cases the authorities supported the cause of the majority Romanians.
After the breakaway on August 23, 1944, the frontline quickly reached the village. Unfortunately local intellectuals, including Calvinist minister Géza Kolumbán, teacher and parish choir-master Viktor Incze, left the village when the evacuation order came. The village was left without leaders. On September
2, a minor skirmish between the advancing Romanian troops and the German rear-guards took place on the confines of the village. As a result of an unexpected German tank counterattack from the direction of Nagybacon (Ba˘t¸ani), the Romanians suffered considerable losses. "Well, looking out of the cellar window, we saw the retreating Romanian soldiers running into the village. Some were wounded, or something else, in this or that statement, some were undressed and other lost their caps. They were running away." 23 Villagers gathered almost twenty corpses in the streets. In meantime both the Romanians and the Germans retired. However, the unexpected Romanian defeat had to be explained: The villagers helped the Germans in one or another way, and for sure, they murdered wounded Romanian soldiers. Szárazajta consequently was a village of partisans and had to be severely punished. 24 Eyewitnesses we have interviewed state – and the same was reported by Albert Incze – that Tódor Bardoc (Teodor Barduti) was the one who called the guardsmen into the village, when he heard that they were stationing in Sepsiszentgyörgy. It is supposed that Bardoc presented Olteanu a complete list. 25 The guardsmen appeared at Középajta on September 25, Monday morning. No one was injured there, as Magistrate György M. Váncsa (Gheorghe Vancea) told Olteanu: There is nobody guilty here. Anyone who committed any crime has already taken to the citadel in Brassó. 26 The decent local magistrate of Romanian origin rescued the Székely population of Középajta from the revenge of Olteanu and his commando. (Although he himself had quite a good reason for revenge as he was persecuted by Fascist bandits in the first days of 1940! 27 ) Pretending to go for searching German soldiers, and traveling on wagons confiscated in Középajta, the 30-35-strong group of volunteers arrived in Szárazajta on the afternoon of the 25th. When we left the house – Tódor Bardoc lived in the next one – I saw a group of men arriving They were dressed half civilian, half military, and half Hungarian, half Romanian. A group, a platoon. (B. N.) The guardsmen were quartered in the houses of Tódor Bardoc, Simon Bogdán and other Romanian villagers. One of the local lads, Gábor Domokos was also ordered to transport the guardsmen from Középajta on his cart. According to his recorded testimony, he saw the list in Olteanu's hand. He even warned Gyula Németh and his family, that their names were on the list, but they did not believe him. 28
Béla Gecse was the first victim. With the help of local
Romanian guides, volunteers started to collect the people on the list at the dawn of the 26th. Around half past four, a group of guardsmen appeared at Gecse's house. When they "knocked" at the door with the rifle butt,. Béla Gecse tried to escape, but one of the guardsmen shot him dead. His name was recorded in the official death register on October 16, 1944, with the note accidentat de ra˘zboi (war accident!). 29 But the death register of the Calvinist Church has always recorded the real reason and it recorded this case as execution by the Maniu-guard.
At early dawn, the guardsmen and their Romanian guides collected the unaware Székelys who were just preparing for work. János Berszán and one of the volunteers picked up Izsák Németh. He had a personal conflict with him, dating back to before the war (when Németh once beaten Berszán for grazing his sheep on his second crop). Simon Berszán took the guardsmen to Lajos Elekes. Elekes was accused by Olteanu of firing at Romanian soldiers from the bell tower of the Szárazajta Calvinist church. 31 Viktor Bogdán and Ferdinánd Bardoc made Gyula Nagy and his son, Gyula Nagy Jr. taken to the school hall, the "arrest room" for the accused. (They were accused with firing at Romanian soldiers from a German tank…) Dániel Nagy was lucky of being informed on the arrival of the shady visitors by József Benko˝, a coachman from Középajta, he managed to hide and escape. In the morning hours, Simon Berszán made it announced by the village drummer that all Hungarians aged between 16 and 60, had to gather at the schoolyard. Those who would hide and not appear, were to be shot dead. 32 Hearing of the order, Albert Szép started off for the schoolyard. But his wife, Regina Málnási, was taken there by force, and accused her of cutting off the finger of a wounded Romanian officer in order to take his ring. The Nagy brothers, Sándor and András were dragged in the building of the
József Málnási was the second victim of the massacre. During the 1945 trial of the guardsmen in Brassó, his widow confessed the following: On September 26, Bogdan Alexandru and a volunteer broke into their house. The volunteer 30 , defendant Romoceanu – as she recognized him at the trial – fired at her husband. He was taken to the schoolyard, where he died of his wound. József Málnási also tried to escape. He was shot with an explosive bullet in his thigh. The most horrible was that then this man who was shot and who was wounded, was taken to the schoolyard and exposed on a blanket in front of the other Hungarians there. The poor man was begging right to the end for somebody to give him a slip of water or shoot him dead! (S. I.)
kindergarten behind the school. (One of the sources states that 26 accused were gathered in the schoolyard.) 33
Unimaginable cruelties followed this "warming up". Sándor Nagy and András Nagy were brought in. They were accused of hacking wounded Romanian soldiers to pieces by spades and hoes. 35 Other sources nevertheless explain the murder rather differently: Some local Hungarians captured one of our wounded officers and killed him with an axe, then they cut his finger to steal his ring. The battalion command decided to sentence them to death and to be beheaded. 36 Albert Vaszi claims that the guardsmen returning to Sepsiszentgyörgy from Szárazajta said that …they executed that man, they beheaded him because that man... An officer, a Romanian one, got wounded, and he had an engagement ring on his finger, they wanted to take it off but they could not, so they cut his finger off. That was why they [the volunteers] beheaded them. I have heard the lads were brothers, that' s what they said. The problem is that at that time they did not accuse Sándor Nagy and András Nagy of cutting the soldier's finger off and stealing his ring. In fact it was the personal revenge of Sandi and Guszti Bogdan, who had a tussle with the Nagy brothers once when they took part in compulsory paramilitary ["Levente" youth org.] training.37 The hatchet hit Sándor Nagy first. (He put his head on the stump thinking he was going to be beaten.) Then András, his elder brother, was dragged to the stump who was begging for his life on his knees. Because of his wry-neck, three times did the hatchet hit, and could not cut his head off. The second bullet fired at him finally put an end to his suffering. The most horrifying thing was that his mother and his father had to watch all this. His mother
5-600 Hungarians were surrounded by gunmen at the schoolyard, with a machine-gun pointed at the frightened mass from the roof of the building on the opposite side. The wounded József Málnási and the body of Béla Gecse were taken there too. Captain Olteanu read the accusation according to which the accused had committed various crimes against the Romanian army. Then he announced their death sentence. (No mercy for Hungarians!) 34 Then the guardsmen started a show of force to intimidate the Hungarians. Ferenc Kálnoki, chairman of landowners' community of the village, who due to his positions had many enemies among the Romanians anyway, was laid on a stump and beaten half death with a wet rope. He was followed by his son-in-law, Zoltán Incze, then Viktor Nagy and [Ms.] Sára Németh. Gábor Domokos, who warned the Németh family, shared their fate and was mercilessly beaten up.
fainted. (S. I.) According to the quoted death register, the two persons died in war accident – accident de ra˘zboi – as well. The death register of the Calvinist Church records beheading by the Maniu guard for the cause of death. In connection with the decapitation of the brothers, we have to speak about the headsman.
But let us return to the accused. After the brothers, the guardsmen executed the Szép couple. Regina Málnási, the wife, was accused by Olteanu of cutting the finger of a wounded Romanian soldier in order to steal his ring during the fights in early September. (The same accusation was leveled against the Nagy brothers!) Actually the cause was totally different. She was taking
The statement that the executioner was a man from Sepsibükszád occurs frequently in the study of Levente Benko˝. (Gergely Nagy , the brother of the beheaded victims, who was doing his military service at that time, still believes that Albert Vaszi, living in one of the neighboring villages, was the murderer.) Many people stated the same. Eyewitnesses nevertheless recognized Traian Stana, the headsman of the axe, at the 1945 Brassó trial. What are the reasons for this misbelief? Without going into the details, we can state the following. 38 The Romanians captured Albert Vaszi from Sepsibükszád and three of his companions at Illyefalva in September 1944. As his name was originally Romanian, they had taken him for a Romanian and released him from the Brassó barracks three days later. As he heard there were call-ups for partisan hunting guards or something at the city's tourist office, he joined them thinking that he would be able get to Sepsibükszád with the volunteers. (Villages had already been full of Russians, there was no other possibility of avoiding them.) By the time he realized what he had got into, it was too late. (They promised land or juridical positions to those who joined in...) As he did not even speak Romanian well, they didn't entirely trust him, thus he wasn't given firearms. He had to go with them as far as Csíkszereda, where he could finally escape. Several Szárazajta coachmen stopped by his brother-in-law in Sepsibükszád in November 1944, and betraying, he stated that Albert Vaszi was one of the guardsmen and he for sure was in Szárazajta, too. (He told it because he wanted them to kill so he would inherit my properties…). A couple of weeks later the people's militia took Albert Vaszi to Sepsiszentgyörgy. He was questioned for several days. When eyewitnesses faced him, they did not recognize the Szárazajta executioner of axe in him. (Neither of them said he saw me. Everyone said he didn't look like me, he was not me...) He was released next day, but he could never get rid of the suspicion. He is still said to be the Bükszád executioner even these days... 39
care for the wounded officer and he gave her the ring for gratitude till the time he would come back for it. By the time the officer's letter thanks arrived, it was too late. The truth we prove by the handwriting of that very officer, is that Mrs. Albert Szép née Regina Málnási was given(more precisely: got) the ring as a sign of his gratitude. The letter of this officer about the ring is deposited in the police headquarters of Sepsiszentgyörgy. 40 (my italics) Presumably, the letter has disappeared forever. Although it was mentioned at the Brassó trial, but it was not seen even at that time. 41
After they executed Albert Szép couple, the crowd roared and Olteanu made fired at them. A gypsy man, László Tamás was seriously wounded and he died later on that day. He was the seventh victim of the massacre. 42 The accused were then shot one after the other: Uncle Lajos Elekes who, according to my mother, was shot several times and he was shouting all along: 'who did I hurt? what's my crime? I do not ask much, I have two daughters, I have two little daughters, please let me live', died only after the seventh shot. Then he was followed by the others... (S. I.) (Elekes Lajos was not even in the village at the time of the fights in early September.) József D. Nagy was the luckiest. Although they fired at him several times, only one hit him and had blown his upper row of teeth out. When Olteanu heard about him surviving the execution, he only said: Well, if he survived, he must be innocent. 43 The man who miraculously survived the events, outlived the tribulations by ten years and died at the age of 50... Three men fired at Béla Szép, yet he was only wounded. With no medicines and proper medical aid, he died ten days later. (Like Lajos Elekes, he was not at home at the time of the September battle either.) The oldest victims, Benjámin Szabó and Gyula Németh, were 63 and 61, respectively. Gyula Németh and his two sons, Ákos and Bertalan were accused of hacking wounded Romanian soldiers by spades and hoes. The two brothers were not even at home at that time. Viktor Bogdán and Tódor Bardoc testified before Olteanu that they served together with the two Némeths in the army. Their father could not escape. He was shot to dead together with Benjámin Szabó by several shots. Tódor Bardoc, who had just testified the innocence of Bertalan Németh, spoke again, this time in the defense of Gyula Nagy and Gyula Nagy Jr., saying that this men [Gyula Nagy Sr.] could not be at home because he served together with me in the Székely Frontier Guard in the valley of River Úz. 44 János Berszán and Domokos Berszán cleared Nagy Gyula Jr. Imre Máthé escaped by telling Olteanu: Ask the soldier behind the machine-gun, on the roof of the building! Ask him whether he was he with me at Sepsiszentgyörgy in the army, or not? 45 By the testimony of Vasile Surdu, the soldier in question, Imre Máthé got away. 46 Then the volunteers killed Izsák Németh was executed then. He was the eleventh victim.
Olteanu and his men pillaged Szárazajta after the massacre. The wagons were soon full with stolen goods. The carts escorted by a couple of volunteers left for Középajta, while Olteanu was having a feast of the pillages cattle in Viktor Berszán's yard. However, there were Romanians in the village who were terrified by what had happened: Then Rudi Berszán's parents came. They were wailing: Oh, what have you done? Oh, you have not stopped them! 49
At this moment something happened that has not been clarified to the present. Shots were heard from the cemetery. (According to Viktor Szép, son of Albert Szép, magistrate Viktor Berszán managed elude the guardsmen vigilance and alerted the Soviet soldiers stationing in the neighboring area (in Nagybacon perhaps). According to another hypothesis the son of the Protestant minister, Géza Kolumbán Jr. was the one to informed the Soviets on the massacre.) 47 Whoever was firing at the village confines, he managed to make Olteanu to stop the massacre. He ordered the villagers to bury the corpses immediately. We were forced to bury them on the spot. (B. N.) Lajos Elekes, Béla Gecse, József Málnási, András Nagy, Sándor Nagy, Gyula Németh, Izsák Németh, Benjámin Szabó , Mrs. Albert Szép née Regina Málnási and Albert Szép were buried without priest and tolls – as well as Béla Szép, who died of his wounds on October 7,. (Orthodox László Tamás was presumably buried on the 26th as well.) 48
Finally, Olteanu and his guardsmen departed, but there was no peace left for the villagers. Some of the Romanian lads, intoxicated with the victory, continued to molest Hungarian inhabitants. They were shooting into our homes in the nights We didn't dare to sleep at home. (B. N.) Peace was finally restored by the entering Soviet troops. There would have been serious consequences had the Soviets not arrived in these villages. (S. I.) Inhabitants still keep speaking about the Soviet misses who maintained peace and order. But some of the villagers had to face bad luck even after this sad event was over. Sándor Groza was their (the Soviets) interpreter. He gave me a sheet of paper with five names on it. The names of András Incze, Károly Szép, Pisti Nagy, Lajos Koncza were written on it... As the gendarme didn't speak Hungarian, he told me to ask them to check in at the station with two days' provisions. At that time altogether some 72 lads, who had just returned from the war, were taken away from here to Földvár . Three or four of them came back , the rest died there. (B. N.)
1) The Maniu-guardsmen were invited by several local Romanians who had personal scores to settle with Hungarians.
Summing up the Szárazajta horrible events, we can state the following:
2) The appearance of the volunteers took the inhabitants by surprise.
4) Victims had no possibility to prove their cause. There was no actual trial implied.
3) As local intelligentsia had fled, there was no leader to advise and unite the villagers. (I would say the better and braver people were the ones they executed...) (S. I.)
5) Like in other places, the returned Romanian gendarme assisted the illegal murders.
6) Magistrate Viktor Berszán bears the severe responsibility for not trying to stop the massacre, unlike the Magistrate, György M. Váncsa of Középajta did.
Ferenc Imreh
Notes
2Report by official delegate Béla Demeter on EMGE survey in Counties Szolnok-Doboka, Beszterce-Naszód, Maros-Torda, Udvarhely, Háromszék and Csík on December 1, 1944–January 2, 1945, pp 17-21. PIL. 937 f., 11 o˝e. (Gyula Simó's heritage) see data Csíkszereda and Zsögöd in 1941: Erdély településeinek nemzetiségi (anyanyelvi) megoszlása (The breakdown of Transylvanian settlements by nationality (mother language) 1850-1941., Bp., KSH (Central Statistical Office), 1991. pp 248, 289.
1The letter by István Kovács addressed to Minister of Foreign Affairs János Gyöngyösi. MOL KÜM BéO, XIX-J-1-a, 61. d., IV-138, 2077/Bé.-1946.
3August 23, 1944. Documente 1944-1945. Bucharest, 1985., Vol. III., Doc. Nr.986, pp 203-208.
5Universul, October 1, 1944. publishes the scope authority of the government commissioner (Organizarea comisariatului pentru administrarea regiunilor eliberate.)
4Ibid.
6About forced conversion practice between the two world wars, see: József György Oberding: Az erdélyi római katolikusok áttérése a görögkeleti egyházba (The conversion of Roman Catholics into Greek Catholic in
Transylvania). Kisebbségvédelem (Minority Protection), 1941/1-2. p 11-14. (After 1940, the ones who had been forced to convert naturally returned to the religion of their ancestors, an event presented by the present Romanian nationalistic bibliography as a conversion forced by the Horthysts. See: Mihai Fatu: Biserica româneasca˘ din nord-vestul României sub ocupatia horthysta. 1940-1944. Editura Institutului Biblic si de Misiune al Bisericii Ortodoxe Române, 1985. p 137) See the Komolló-case later.
9See, for example, the Szárazajta-case. People who had not even been present were accused of armed resistance or of murdering wounded Romanian soldiers.
7Source: MOL KÜM BéO, XIX-J-1-a, 61.d., IV-145., 40.005/Küm. 8The above place.
10The estates of people enlisted in the Székely Frontier Guard were confiscated on these grounds during the realization of the land reform. See: Gábor Vincze: Az 1945-ös erdélyi földreform – a román kisebbségpolitika harci eszköze (The 1945Land Reform in Transylvania – Means of Combat of Romanian Minority Policy . Századok (Centuries), 1995. megjelenés elo˝tt (to be published).
12Desrobirea, September 20, 1944.
11Interviews with Mihály Bunika, August 7, 1994 Sepsiszentgyörgy, and with Albert Vaszi, August 6, 1994 Sepsibükszád. Audio tape in author' s possession.
13Where there are no specific notes, we quote from the grievance-list compiled for the Peace Preparation Department of Budapest Ministry of Foreign Affairs. Az Erdélyi magyarág ellen 1944. VIII. 23. óta [Románia katonai átállása óta] elkövetett atrocitások (Atrocities committed against Transylvanian Hungarians since August 23, 1944 [since Romania's military breakaway]). Findspot: MOL, Román TÜK, XIX-J-1-j, 18. d., 16/ b cs. (Hereinafter: Record.)
15Desrobirea, September 23, 1944.
14Interview with Vilmos Kisgyörgy, Árkos, April 1, 1995. Tape in author's possession.
16Interview with Mrs. András Nagy and István Veress, Gidófalva, April 2, 1995. Tape in author' s possession.
18Record, p 12.
17Interview with survivors.
19Erdély településeinek nemzetiségi (anyanyelvi) megoszlása (The breakdown of Transylvanian settlements by nationality (mother language) 18501941., Bp., KSH (Central Statistical Office), 1991. p 306.
20Elemér Jakabffy: Erdély statisztikája (Statistical Figures on Transylvania). Lugos, Published by Magyar Kisebbség (Hungarian Minority), 1923, p 55.
21Gh Bodea–V Suciu: Administratia militara horthysta in nord-vestul României septembrie–noiembrie 1940 (The Horthyist Military Administration in North-Western Romania in September-November, 1940) Kolozsvár, Published by Dacia, 1988., p 371.(The book is a typical product of the last years of Ceusescu's regime. It was designed to increase anti-Hungarian hysteria. Its scientific value is negligible.)
23Interview with Benjámin Nagy, Szárazajta, August 9, 1994. Tape in author's possession.
22Codreanu's quoted work, p 129, 98 families, that is almost of the entire populace of Szárazajta were forced to join some of the Hungarian denominations. (my italics. Codreanu's statement is absurd, as only ten percent of the 3,200 inhabitants were of Orthodox or Greek Catholic denomination in 1920.
24See the report by Albert Incze, president of the local Hungarian Popular Association, on May 28 1945 about the murders in September. MOL KÜM BéO, XIX-J-1-a, 61. d., IV-145., 40.005/Küm (Hereinafter: Incze-report.) In his detailed study of 62-part (Szárazajta) published in paper Háromszék in Sepsiszentgyörgy, Levente Benko˝ writes that Gyula Nagy Sr. and his son were also accused of firing at Romanian soldiers from a German tank. Szárazajta, part 24, October 29, 1994.(Hereinafter: Benko˝.)
26Benko˝, part 19.
25Incze-report and Benko˝ part 21. Albert Vaszi, marching with the Maniu-guards, stated in the interview that Olteanu and his men were actually invited to Szárazajta. (Someone had came to Szentgyörgy and called them.) About Vaszi see later.
27Bodea-Suciu, id., p 370. The magistrate's name is written in Hungarian orthography in the book.
29Ibid.(War accident is registered for the cause of death in all cases published by Benko˝.)
28Incze-report and Benko˝ part 21, Desrobirea, September 28.
30Népi Egység, April 18, 1945, p 3.
32Incze-report.
31Benko˝, part 24. According to Minister Sándor Nagy the territorial quarrel between Simon Berszán and Lajos Elekes rooted back to the 1930s.
33Record, p 13.
35Benko˝, part 28. (November 5)
34Ibid. and Benko˝, part 27. (November 3)
36Zig-Zag (Zigzag), December 30, 1990.
38Quotes from the interview with Albert Vaszi on August 6, 1994.
37Benko˝, part 29. (November 8.)
39See: András Süto˝: Istenem, Szárazajta! (My God, Szárazajta), May 7
1994, Háromszék. The quoted Zig-Zag article also says: Stana Traian, un soldat de numai un metru douazaeci a dus sentinta la indeplinire. Ucigasului i s-a taiat capul cu securea. (The sentence was executed by Stana Traian, a soldier no taller than 1.20 meters. The murderer's head was cut off with an axe). The reporter of the Népi Egység stated the same in connection with the guardsmen in Brassó (Népi Egység, April 18 and May 4, 1945.)
41Answering our questions, Viktor Szép, son of the victims, states that he handed the letter over to the local authorities, and it was sent to the authorities in Sepsiszentgyörgy. (my italics) Népi Egység, April 18, 1945.
40Incze-report.
42Benko˝ investigated and found out that the departed Gipsy man was called László Tamás. The Record states that his name was Lázár László. (As his cousin was wounded as well, they might have mixed up their names.) Benko˝, part 36.
44Quote from Benko˝, part 43.
43Quote from Benko˝, part 39.
45Quote from Benko˝, part 44.
47Benko˝, part 45.
46According to point 14 of the Record Mrs. Albert (Gizella) Gyo˝ri and another 13 people were released. Benko˝ confirms it in part 48, however, he states that only 8-9 people escaped.
48Benko˝, part 47, quotes the note in the Calvinist Church death register: Without funeral rites.
49Benko˝, part 49, quotes Mrs. Kisgyörgy née Erzsébet Fekete of Középajta.
A Lucky Village: Komolló
What happened at Szárazajta could have easily happened at Komolló, a small village near Réty (Reci), if not for two or three courageous villagers and for a more humane Romanian officer.
Some of the local Romanians, though they had assimilated in language, helped the pope in his conversion activity with neophyte zeal. He started the construction of the Orthodox church in 1937. (Up to that time, the flock attended masses at the Angyalos church, a few kilometers from the village.) He made use of the most cruel methods, customary in the area from the 1920s, to execute his
The situation in Komolló is the same as in other Székely villages. During two centuries of co-existence, the Székely locals had gradually assimilated Romanian settlers, who were mostly shepherds. Although they had given up their language, the Romanians preserved their Orthodox or Greek Catholic religion. (The 1850 Austrian census recorded 124 Romanian inhabitants [who were Romanian rather by origin, not by language]. In 1930, the Romanian census could only record 5 citizens of Romanian mother language in the village. 1 ) As one of the consequences of the re-Romanising policy of the Romanian governments, the authorities had the right to decide on citizen's nationality after 1918. Pope Iuon (Ioan) Rauca (the villagers used to call him Róka i.e. Fox) who appeared at Komolló At the beginning of the 1930s, decided to raise the number of his flock by all means. From surtaxes to molestation by the gendarme, he did everything in his power to increase the number of Orthodox believers. He focused his zeal mainly upon those Calvinists, whose names' analysis suggested Romanian origin. Consequently, out of interest or fear, many villagers joined the Orthodox Church before 1940. (Those who agreed to their conversion were relieved of certain taxes and or even rewarded by giving parcels of reserve lands.) The Church data of the 1930 census are unknown to us. Yet if we consider the 1910 census, the number inhabitants of Orthodox religion presumably did not surpass 160-180 in 1940. The pope increased this number by 60-80. (Almost half of the villagers were Orthodox believers in 1940. S. D.)
construction plans. Surtaxes, fees, and forced labor (villeinage) were applied at the building of the Komolló church as well. The ground-plot was given to the Orthodox Church during the 1921 land reform. Taxes for the construction were levied not only on the inhabitants of Komolló but also those of the neighboring settlements (as far as the villages of the Kászon region). We were threshing just then. The gendarmes came. They stopped the thresher and sent the folks to public work. Lunch was ready but we had to leave. No matter what work you had, they took you away from it. We had no excuse. If you didn't go, you got yourself into trouble. (S. D.) As witnesses say, whatever corrupt Greater Romania was, nobody could buy himself out from under public work.
1) When the Romanian gendarme already left and Hungarian not yet arrived, some of the people celebrating the Vienna Verdict, drunk as they were (some hooligan folks), set the inner scaffolding on fire It burnt down but no greater damage was made. (Komolló people condemn the ones who set the fire even today, saying that whoever they were, they weren't among them, they came from Réty.)
The bulk of work was done in two years. In summer 1940 the building was almost complete. It was about to be consecrated, when the Vienna Verdict crossed every plan. The verdict passed on August 30, 1940 resulted in two important local events:
2) Those who converted out of interest or fear, returned to the Calvinist Church 2 after the Vienna Verdict came in force. As most local Orthodox people had been assimilated – They were Hungarians. Nobody spoke Romanian here! (S. D.) – some of the villagers, who were originally Orthodox before 1920, joined the Calvinist Church as well. The flock of the Orthodox Church diminished to almost nil.
At 2:40 am on the November 10, 1940, there was an earthquake in the Háromszék basin that caused severe damages the Calvinist churches Komolló, Maksa and other villages as well as the Orthodox church of the village. As the building was a potential danger to the passers-by, local authorities asked for an authorization to pull down the Komolló Orthodox church. The County administration did not dare to assume the risks of demolishing a Romanian church, so they asked for the consent of the German–Italian military joint committee. As there were few Orthodox believers in the village – eyewitnesses say – nobody protested. (The Orthodox Church auctioned off the building material!) Yet priest Rauca reported to the Bishopric Council of Szeben: The local council – presided by Calvinist parson, Ferenc József – decided to demolish the church by public work. Their project failed because nobody took part in the work. But the Calvinist parson was in need of building material, as he wanted to complete the Calvinist vicarage. Ten Hungarians helped him demolish the church. They auctioned off the left-over material, which was bought by the Calvinist Church for 135 pengo˝s (Hungarian currency). 3
The fact that there were some people who did not entirely agree to the demolition revealed in the autumn of 1944. Soviets arrived in the village first around September 10. Romanians, including the gendarme and Orthodox pope Iuon Rauca, followed them. János Dombora, Romanian by birth, the former (before 1940) magistrate was re-installed in his office. 4 The magistrate and the pope compiled a list of guilty villagers. (K. b. Nem B. K.???!!!: Uncle János Tódor, an Orthodox man, told me how this list was set up. Well, the revered father, the Romanian, you know, returned and called a meeting. Then they started from the lower end of the village and categorized every person according to his/her rate of quilt. They examined the whole village… perhaps the ones they had private matters to settle . It clearly indicated personal revenge that – although they emphasized that those should be punished who had set fire to and demolished the church – those were also included among the accused who had not even been in the village at the time of the respective events. Aided by gendarmes, the notary of Uzon (Ozun), the magistrate and the pope made 62 people gathered and closed up into the hall of the local school during the first days of October. Magistrate Dombora went to Brassó and brought a platoon of soldiers with him, telling them they had to execute four to five people who had set the Komolló church on fire. (S. D.: A firing squad arrived. They surrounded the building while women were screaming outside...) But when the commander of the squad, a first lieutenant saw all those people locked up, not understanding the situation (you told about four to five people) he asked: Aici sunt multi oameni, si pot fi cu totii vinovati! Cine raspunde pentru acesti oameni? (There are too many people here, they are too many to be all guilty. Who is in charge of them?) The officer was honest. When he saw we were so many, he said we couldn't be all guilty. Nothing of the kind was told me! The Romanian officer did presumably not dare to assume the risk of executing 62 people without a legal sentence. He and his men got into the lorry and returned to Brassó. We can appreciate the significance of his choice if we take into consideration that the news on Szárazajta had already been heard in Brassó and Komolló by that time. (S. N.: The two or three locals, who were ready to make their fellow villagers execute at an instant, had the conviction they were allowed to do anything. They knew what had happened there [i.e. at Szárazajta] and they thought... or at least felt that such actions were perfectly legal from that moment on... If the officer were a bad sort, they would have done it... The same would have happened here as well as at Szárazajta. ..)
But the villagers had still to bear more tribulations. The 62 Hungarians were rounded up again the following morning. The chief constable of Uzon, ordered the gendarme commander to take them to the church, forced them to kneel down and after long curses, he said in conclusion: A machine gun would be of great help now to shoot everybody! They started questioning and cruelly beaten a few people. They wanted to know who had set the church on fire. The matter was never cleared up. (They might have not to look for the guilty among the villagers...) Everybody was released that day, but the next morning they all had to report to chief constable of Uzon and, escorted by two gendarmes, to go to Szentivánlaborfalva for picking carrots. After the daytime public work, they had to spent their nights in the prison of Sepsiszentgyörgy for three weeks... (Not only the Komolló people were imprisoned there at that time. More than twenty from Réty 32 villagers from Maksa were also kept there. Many villagers in County Háromszék were dragged there at that time. The Romanian authorities saw that prison cells were crowded.) The Orthodox pope could help the villagers who deserved it… The commander of the camp said: the ones the priest called, were free... However, it turned out only those were set free, who would convert/return to
It is said that two elderly men, who learnt Russian in the First World War, went to the Soviet garrison in the neighboring Angyalos and reported the events of the previous day. Next day the Soviet officer went to the County center and menaced Prefect Cerghi Pop with decimating the Romanian inhabitants if a hair of the Hungarians was hurt.
the Orthodox denomination. (S. D.: His only aim was to convert everyone to Orthodox… every family. He did not want any other remuneration...) But there were a lot of people, who refused to pay such a high price for their freedom. There's no bell that sounds forever!, they said.
The ones who remained in the prison, soon found it out where they were heading. A Soviet major showed up and asked the chief warden: Ce fel de oameni sînt astia? (What kind of people are they?) The chief warden replied: Cu totii sînt partizani! La Feldioara cu ei! (They are all partisans! Take them to Földvár!) S. D.: Then we got really frightened. The pope still not wanted to free everyone. He told me that you are going to rot here, you bastard! I'll talk to the [Soviet] major and you'll never see the light of day! You'll die here! He told others that he would not receive them into the church, because their families did not convert . Those who were not taken to Földvár managed to survive, and released when the Romanian public administration was turned out of NorthernTransylvania on November 12.
Summing up the events, we may state that the village escaped local vengeance and revenge. Not the Maniuguardsmen but the members of the returning public administration were the ones wanted to 'tidy up' the village. However, according to some of the villagers' memories, the guardsmen planned to come here, too, but one of their mates of Komolló origin, talked them out of it.
The village also escaped further tribulation. The ones who were taken to Földvár finally escaped, either by bribing the camp commander, or in exchange of conversion, pope Fox took them out of the camp. After the retirement of the administration the people's militia called the pope to account. He was bullied to destroy the conversion documents. Then he thought it would be better to leave the village where he gave the villagers so much trouble.
It was done out of mere revenge, we knew it exactly... this was a repeated attempt here, but it failed. We were lucky... (S. D.)
Ferenc Imreh
Notes
1Erdély településeinek nemzetiségi (anyanyelvi) megoszlása (The breakdown of Transylvanian settlements by nationality (mother language) 18501941., Bp., KSH (Central Statistical Office), 1991. p 306.
3The letter was published by Dr. Nicolae Codreanu (Metropolitan of the Bánát): Biserica româneasca˘ din nord-vestul ta˘rii în timpul prigoanei horthyste. (The Romanian Orthodox Church in the North-West of the Country Under the Horthyist Suppression). Editura Institutului Biblic si Misiune a Bisericii Ortodoxe Române, 1986, p.227. "Teroarea....", p. 240, quotes the letter as well.
2A document of nationalistic, flagrant faking and distortions, Teoraera horthysto-fascista˘ în nord-vestul României septembrie 1940–octombrie 1944 (Horthyist-Fascist Terror in Northwestern Romania, September 1940–October 1944), Bucharest, 1986, p 238, Meridiane Publishing, states that the Horthyist authorities forced 212 Orthodox persons to convert after 1940.
4János Dombora also had some grudge to pay off: He was arrested by the Hungarian authorities in March 1941 and was accused of capturing and torturing almost to death Márton Co˝ssz of Réty in the 1930s. (Székely Nép, March 2, 1941, Hungarophobe Ex-magistrate of Komolló in Custody.)
County Csík
The Maniu-guards, led by "Captain" Olteanu, left Sepsiszentgyörgy in the last days of September 1944 1 . They started off northwards along River Olt. According to records they first stopped for a longer time, half a day, at Csíkkozmás. (This does not mean there were no minor incidents or robberies in the villages they went through.) They arrived at Csíkkozmás on September
After this short rest, the guardsmen continued on their way northward. It is most probable that they arrived at Csíkszereda on September 29 or 30. 4 Although the Soviets headquarters was at Szereda, the guardsmen were allowed to pillage freely under the pretext of looking for "partisans and firearms". "My father said a ragged company visited them. They might have been soldiers, we don't know. One wore a military shirt, another one a cap. Well, what did they do, I asked. They robbed us, they took our clothes,
29, 1944. 2 Guardsmen looking for firearms found an old military trumpet in the attic of Jakab Bálint's house. It provided sufficient grounds for them to decide upon his execution for "hiding military material". He was taken to the quarters of the guardsmen, the magistrate's house. They beaten him and then they gathered some of the villagers to perform the execution in front of them. At that moment – as eyewitnesses say 3 – a Soviet soldier appeared with a submachine gun in his hand. He had been wounded and was left in the village to recover. As a result of his determined behavior, the guardsmen gave up their intention to execute the villager but they continued to pillage the village. The house of Jakab Bálint was practically ransacked. "They had taken everything they could. They were searching for food above all." (F. M.) After they robbed her house, they beat Ms. Anna András hollow. The records say they ransacked ten houses, yet villagers claim the robbery was of greater proportions. Few people had the courage of reporting the truth. The neighboring villages, Csatószeg and Szentsimon are far from the Sepsiszentgyörgy–Csíkszereda main road so these settlements survived the "visit" of the guardsmen. András Simon, the magistrate of the village for a short period in the 1930s, informed the neighboring villages: "Watch out, the Maniu-guards are approaching. That's what he said: Maniu-guards. The villagers fled then, so they found nobody there." (F. M.)
shoes, everything. They left my mother with the one dress she had on. What could I do? I went to the garrison at Somlya, told them what they did. I was told to look for the guardsmen at the town hotel. I went there. A civilian stopped me. They called him captain and I told him what happened. Didn't I know the Romanian army needed clothes and shoes to chase Germans out even of Berlin, he asked back and sentenced me 25 strokes. Seven or eight of them grabbed me, thrown me across a bed. Two were holding my arms, one hit my behind with a long plank. I shouted and then one of them said: leave him alone, a Soviet officer approaches." 5 There were many similar abuses in the city. The records registered at the Csíkszereda town hall reveals that first lieutenant Emil Netobean of the guard beat several victims. Gyula Hajdú, who was later arrested for 4 days, was among them. They beat Lajos Domokos and Lajos Derzsi hollow with a pizzle. 6 "As usual", the guardsmen pillaged homes under the pretext of searching for firearms and ammunition. (They were looking for jewels instead of food at that time.) The Hungarian leadership established after the expulsion of Romanian administration in mid-November, recorded several cases. However, we have good reasons to assume that these cases, unfortunately, represent only the tip of the iceberg. The presence of the Soviets did not hinder Olteanu's guardsmen from robbing and beating, but from committing murders. (Sándor Szmuk, assistant magistrate of Gyergyószentmiklós stated that Mihály Boros, Sándor Bányász, and priests Orbán and Madarász, were captured and taken to Csíktapolca by the guardsmen. When Szmuk reported it to the Soviets, they ordered Olteanu, under the penalty of death, to release the prisoners. 7 )
The guard set off northward around October 4. We have insufficient knowledge on what happened next. One thing is certain: on November 6, the guardsmen, led by Olteanu and Netobean, were on the rampage in Gyergyószentmiklós, and stayed there for six more days. 8 According to sporadic testimonies, they only marched through or even avoided the villages along River Olt. 9 Nevertheless pillaging was nothing compared to what happened at Csíkszentdomokos (Sîndominic)on October 8.
Csíkszentdomokos: The Highlanders' Revenge?
Greek Catholic Romanians lived among the Székely majority at Szentdomokos as well. By the turn of the 20 th century they used to call themselves Greek Catholic Székelys. 10 Between the two world wars Romanian authorities tried to "re-Romanize Székelyized" Romanians. There was no conflict between Hungarian and Romanian villagers. Nevertheless the settlers from Békás who lived at the village periphery caused continuous trouble to the villagers. Part of the huge village territory was alpine pasture, rented by highlanders from Békás and Tölgyes before 1944. After the Romanian take-over, the tenants simply took possession of the debated lands, obviously, by the full support of the Romanian authorities.
According to recollections, the front-line crossed the village in the first half of September. Hungarian and German troops tried to hold up the Romanian and Soviet units along the line of the Carpathians, which burst into the valley of the Olt through the straits of Tölgyes and Gyimes, across the valley of Uz. "When they started to retreat countless Hungarian and German soldiers marched from the straits and went through Tarko˝ and Sötétpatak....There were fights in the villages as well, and we were even bombed several times." 13 The Szentdomokos authority and the gendarmes fled, just as the Háromszék ones did. The village was left without leaders because the Catholic priest, the cantor and even the bell-ringer fled. There was nobody to keep villagers together. The Soviets were, as in most Csík villages, the first to come. They appointed Dániel Szabó for a commander of the people's militia. 14 When Romanian administration arrived with the Romanian army, the gendarme dissolved the people's militia. Romanian "law and order" was installed. There was an order for all firearms to be handed over. Gavril Olteanu's "pacification" guardsmen also appeared here a few days after the return of the Romanian notary and gendarme. As one of the witnesses claims, people were not assembled by chance. There was a list that had been composed before their arrival. "There
The two nationalities of the village lived in peace even after the Vienna Verdict. No church demolition took place either here. But the argument with the inhabitants of Békás was far from settled. The Hungarian authorities forced them by court decision to compensate the damages caused to the common properties of Gyergyószentmiklós, Csíkszentdomokos and Tekero˝patak under Romanian rule. 11 "…there around Háromkút, at the Muhos, the land was an ancient property of Szentdomokos. After the Romanians came in, there was quarrel all the time because the highlanders kept occupying the Domokos mountains. After the arrival of the Hungarians the villagers re-occupied their property and took some of the Romanian cattle, for sure..." (M. Sz.) 12
were about two hundred guardsmen. They were neither soldiers, nor civilians. They had a red-yellow-blue ribbon on their arms. This was their insignia. They said they were the Maniu's, Iuliu Maniu's gang." (A. T.) Several eyewitnesses claim that the guardsmen arrived from the direction Csíkszenttamás on October 7. By the time they reached County Csík and the Gyergyó Basin, Olteanu's guard grew in number. The villagers recognized Romanians from Békás, Damuk, Rakottyás, Bükkloka and Tarko˝, the neighboring mountain villages, joined the guardsmen. Why did the highlanders join guardsmen? They joined them to revenge the real and imaginary decade-long offences they had suffered under the Horthy regime. That they intended to do much more than stealing Szentdomokos cattle, it became clear on September 8...
Olteanu and his men began "to restore law and order" that very day. As usual, they pillaged the houses one after the other, under the pretext of looking for military material and firearms. Actually they were after clothes and food. They mercilessly beat Péter Albert, and broke his arm. "They must have beaten Péter several times. When he fainted, they splashed him with water and started it all over. He looked like Christ..." ( A. V.) Lajos Zsók was also beaten, he was sentenced the 25 strokes, customary in the Romanian army. József Búzás was also whipped. The next day's were yet released victims on Saturday. They thought they had gotten away with beatings and robbery...
Eyewitnesses reported a weird fact: "there were a lot of women among them". 15 (One or two women were spotted among the guardsmen when they were at Kozmás. According to the report of Népi Egység, no women were accused during the Brassó trial.)
The chosen ones were collected again Sunday morning, on October 8. They were taken to the garden of Ferenc Dobos. The guardsmen once more raided the village in search for military uniforms and fire-arms. There were many old or thrown-away guns, military uniforms and empty munitions boxes left all over the yards from the fights in September. For the guardsmen it made no difference whether they found an oiled and hidden fire arm or an empty grenade box.
Three men were taken away and executed from the district called Dános of Szentdomokos. József Kurkó had some arms. They found his soldier's gun and his hidden rifle as well. (It was not announced at Dános that arms should be handed in.) Sándor Tímár ran away, but he returned when they wanted to execute his aunt instead. ("…then the young man with that big hat said: if there is no boy, I'll kill you".) (A. A.) Ferenc Kedves was executed instead of Ferenc Bojti Kedves. The villager said that Ferenc Bojti
Kedves served in the mountains with the Székely Frontier Guard Forces and together with some villagers, he stole cattle from the Romanian shepherds. Others claim that Bojti took part in the murder of a spying shepherd boy. Highlanders came with Olteanu to get back at him for this, among other things. "Then when the volunteers came, looking for them, and as they couldn't find them, they took innocent people whose names were the same." (J. Sz.) Péter Albert was executed for another villager with the same name. ("…the volunteers only looked the names, regardless of age or anything else. The name had to match.") (A. A.)
Innocent Mrs. Sándor Bodó was taken away for her son, Sándor Bodó. They could not find him, only his hidden gun. Mrs. József György was sentenced for hiding her grandson rifles used in paramilitary [levente] training. (These guns were useless in a real fight.) According to Ferenczes, the guardsmen came there because one of the quarrelling neighbors told them about the rifles. 17
Lajos Zsók had not even been a soldier, yet they took him to the garden of Ferenc Dobos, because they had found the wheel of a military truck and a rifle thrown away by a run-away soldier in the end of his yard. 16 Lajos Bíró wasn't a soldier either. There were some military uniforms scattered around his garden, a fact that constituted enough proof for his "guilt".
They wanted to execute Péter László instead of his brother-in-law, János Kósa. Guardsmen found the hidden gun and uniform but Péter had no idea his brother-in-law had hidden his military material in his house. When Kósa heard about his innocent brother-in-law was to be executed for him, he gave himself up immediately. Antal Szakács and his son, Imre were heavily beaten by the time they got into Dobos' garden.
Early in the afternoon Olteanu announced: those who did not serve in the army, should assemble at the village hall. Some three
Mihály Kurkó luckily escaped execution. When he was taken to Dobos' garden "he got away and ran across streets and gardens, they couldn't even fire at him... thus he escaped, otherwise he would have been the twelfth to be executed."(B. K.) András Böjthe escaped as well. They found two empty grenade boxes in his household. "Two volunteers hung the boxes around my neck and were just driving me out the yard. My mother started to beg them not to take his son. She promised to cook chicken stew dinner for them. She also offered them some spirits. This is how I escaped. Else I would have been the thirteenth." 18 More eyewitnesses state that the others had the possibility to escape as well. But not knowing what was in store for them, they did not dare to go for it.
hundred people gathered together of the main square and they all were driven towards the Gábor Garden to watch the execution. The poor twelve, with the found objects hung around their necks were taken in front of the village hall and then to the Gábor Garden.
Olteanu made the victims be buried immediately after the execution. (Although with no priest and no tolls, it can hardly be named a burial) Then the guardsmen made a great feast to celebrate "the good work". As one witness said, they were occupied with more than robbery in the village. "Oh, they raped many women, but everybody is too ashamed to speak about it."( M. Sz.)
The execution presumably took place late in the afternoon, around four. Lajos Bíró, aged 54, was the first victim. Then József Kurkó, 27, Sándor Tímár, 19, János Kósa, 31, and Ferenc Kedves, 29, were shot. The next three victims were Antal Szakács, 54, his son Imre Szakács, 18 and Lajos Zsók, 32,. They were followed by Péter Albert, 31. Just as at Szárazajta, three-strong firing squads gave death. Two women were the last: Mrs. József György née Ágnes Kedves, 82, and Mrs. Sándor Bodó née Anna Bács, 39. 19 Finally they executed 11 "only" persons as Olteanu condescendingly set Péter László free. "When they shot that 11 persons, Olteanu turned to us, and told us in Hungarian – he spoke as good Hungarian as you or me – this has been Romanian land and it is going to stay that way. Two hundred Hungarians, young or old, child, woman or baby, no matter what they are, will be executed for every Romanian. We will exterminate everybody." (M. J.)
The final, systematic pillage of the village took place on Monday, October 9. Most of the village animals were driven into Dobos' garden 20 then guardsmen collected clothes and furniture as well. "These brigands, like a host of locusts, swarmed the village, robbing, eating, drinking and beating us..."( J. Sz.) In the afternoon they took the three hundred ex-servicemen dragged together the previous day to Csíkszereda. But Prefect Tetu let them go. He was presumably not driven by his humane feelings but by the attitude of the Soviet garrison...
ABBREVIATIONS
A. A.: Anna Albert; B. K.: Béla Karda; . J. Sz: János Szakács; M. Sz.: Mrs. Károly Karda née Margit Szo˝cs; M. T.: Mihály Tímár; A. V.: Mrs. Péter Albert née Anna Veress
After Csíkszentdomokos
The further actions of Olteanu's volunteers got chronologically entangled. The events of the following days indicate the fact that the volunteer group split after the events in Csíkszentdomokos. (Some of the villagers say the guards left for Gyergyószentmiklós and were scattered by a smaller Soviet unit at Ditró (Ditra˘u).) 21
According to the records, the guardsmen, led by Olteanu, appeared at Csíkdánfalva only on October 10. (I presume they had spent the night at Karcfalva, although there are no proofs for it.) The news of the massacre at Csíkszentdomokos had already reached the village. At Dánfalva, according to the usual script, they were searching for not only for arms and looted the entire village. Guardsmen taken Károly Kató. His daughter, Margit Kató claims that one of their neighbors informed the guards he had a hidden gun. "We had a spiteful neighbor, he betrayed my father when the Maniuguardsmen came". 26 They tied up Károly Kató with his son and took them on a cart to the neighboring Csíkmadaras (Ma˘da˘ras¸), as
The ones that went for Csíkszereda arrived at Csíkkarcfalva in the morning of October 9, 1944. 22 As the majority of the troops was still pillaging at Csíkszentdomokos, presumably only a few of them, led by Olteanu, started off for Csíkszereda. 23 They stopped at Csíkszentkamarás, but highly respected Romanian Magistrate Adam Iamandi stood for the people of the village and did not let them harm them. According to József Kató of Karcfalva, gendarme Moldoveanu, who returned after the Romanian army, already knew of the guardsmen' arrival. The volunteers ransacked the village pretending to search for hidden firearms. "Olteanu, the commander, was walking up and down, with a whip in his hand." (J. K.) There was one victim at Karcfalva, István Bálint. They found his gun and uniform and executed him at the church door. (According to Ágoston Karda of Karcfalva, István Bálint returned a few days earlier and had no time to hand his military material over to the authorities. 24 ) Mihály Szabó, one of the wealthiest farmers in the village, was close to be the second victim, but he managed to escape. Villagers say he was mistaken for somebody else with the same name, who "had much to do with firearms". 25
there was a gendarme post there. By that time, Pál József, Antal János, Bálint B. Péter and Hajdú Lázár were arrested and brutally beaten there. 27 They executed Lázár Hajdú and Károly Kató on the church hill, the others were released. Margit Kató claims that they quickly disappeared towards Lóvész and Csíkszentmihály (Miha˘ileni) when they heard a Soviet patrol was approaching the village....
The Last Act: Gyergyószentmiklós
Gyergyószentmiklós (Gheorgheni) was the last station of Olteanu and his bloodthirsty guardsmen. They had been staying in and looting the nearly deserted town for days. (Many citizens fled as there were frequent fights in the area in mid-September.) Looking for arms they searched many houses, then they took everything they could move.
As widow Anna Kedves confessed the Romanian Magistrate of the pre-war years made those, who had served in the Hungarian army and left their corps, rounded up. "The former Romanian Magistrate knew who had served in the war. They came and gathered them from house to house. They arrested thirty people this way." 28 According to the testimony given by János Demeter 29 in the Brassó trial of the Maniu-guard, the murder happened on October 14. Anna Kedves, nevertheless, claims that her husband was killed on Sunday, October 15. Sándor Szmuk also remembers the 15th as the day of the crime. 30 Anna Kedves recalls that as it was Sunday, Olteanu and his men decided to demonstrate their true religious spirit and thus killed only three people.
There is no clear connection between the murders of Csíkmadaras, Csíkkarcfalva and Gyergyószentmiklós. An eyewitness, József Kató Jr., saw Olteanu at Csíkkarcfalva on October 9. Consequently, he did not go to Dánfalva (nobody had seen him there), but went back to Gyergyószentmiklós, to his men left there.
They shot Imre Kedves, Gyula Kovács and József Sajgó on the yard of the brick factory in Gyergyószentmiklós. The other 27 who were dragged there could thank for their survival to the intervention of the Soviet garrison troops. *
1) We know where and when the guardsmen/volunteers were organized. However, we have little knowledge about the
I have to conclude by saying that due to scarce archivalia there are no answers to several questions.
geographical and social origins of the members the guard.
2) We also know little of the everyday life of the guardsmen. 32 Unfortunately, there are no data on where they stopped for the nights and what they did on their "bloodstained march" (except for Szárazajta, Csíkszentdomokos and Gyergyószentmiklós.)
Eyewitnesses often claim that beside Olteanu there were many who spoke Hungarian well among them,. As to their origin, first of all, they presumably came from the Upper Maros area. There are two facts to justify it: first, Olteanu came from Szászrégen. Second, the so-called "Muresenii" 31 platoon was frequently mentioned in Brassó trials guardsmen. The name stands for people of the Upper Maros area –Szászrégen–Maroshévíz (Toplita) – where the influence of the legionary movements of the 1930s was extremely strong. (Of course many from Szárazajta, Békás, Rakottyás and other Székely villages joined the "core" in time.) We have little data on the social composition of the guard. Olteanu was a lawyer. From scattered sources we know of others lawyers, doctors, priests, merchants and journalists had joined the guard. In its reports on the Brassó trials of guards, the Népi Egység writes about "Romanian Fascists". These people were possibly members of the Iron Guard. In its reports of 1945, the Hungarian Political Mission in Bucharest stated that the majority of the guardsmen were those Romanians who were expulsed from Northern Transylvania in September 1940.
3) The relations of the guard and the Red Army is still unclear as well. The witness for the defense during the Brassó trial of Olteanu claimed: "Before even establishing the unit, Olteanu asked him in the Korona (Crown) Café to translate the text of their petition forwarded to the Soviet headquarters into Romanian. A group of patriots were asking for the right to keep law and order and to fight against partisans behind the front-line." 33 Unlike Levente Benko˝ 34 , I still am of the opinion that the Soviet commanders would never grant such a permit. There are two strong arguments against the guardsmen's claim:
– the Soviet -Romanian armistice treaty of September 12, 1944, states: "Romanian civil public administration is restored on the whole Romanian territory, at 50-100 kilometers behind the frontline". Romanian authority yet closely followed the Soviet army.
– if they had a permit in Russian, they would have freely continued the execution even when a Soviet patrol or a single soldier appeared, (but the events at Páké and Csíkkozmás prove the opposite.);
They invaded the "liberated" territory when the front-line was no farther than River Maros. The guard was quick to follow the returning administration. (It was one of the arguments of Colonelgeneral Vinogradov for the expulsion of Romanian administration from Northern Transylvania on behalf of the ACC, on November 12.)
4) There is yet little information on the connection between the returning administration and Olteanu's people. It seems that in most cases they closely co-operated (e.g. Szárazajta). Nevertheless there were instances when the local Romanian magistrate rescued villagers. (e.g. Középajta, Sepsibükszád).
We, unfortunately, do not know what orders the Soviet garrison commanders got. It is, however, a fact that Soviet intervention hindered mass massacre, for example, in Gyergyószentmiklós.
5) Last but not least, there's no record on where the guardsmen "made themselves scare" after they left Gyergyószentmiklós. Although sources mention the Maniu-guard in Counties Maros-Torda and Kolozs as well (see next chapter), there is no information concerning personal continuity. The Soviet troops might have liquidated smaller, dispersed parts of the guards. (Witnesses mentioned several places from Maroshévíz to Csíkszereda where guards were dispersed.)
Ferenc Imreh
Notes
1Albert Vaszi, who stayed with the guardsmen to Csíkszereda, stated that they were in Sepsiszentgyörgy for more than a week.
3Interview with Ferenc Máté (Csíkkozmás), it was made by Gábor Vincze, August 7, 1944. Cassette in the possession of the author.
2Record, p 14 (The record was taken on January 12, 1945, in the presence of György Boros and 9 witnesses).
4Record, p 16, taken in the City Hall of Csíkszereda.
6Record, p 17, taken in the City Hall of Csíkszereda.
5Interview with András Pál (Taploca), it was made by Gábor Vincze, August 7, 1944. Cassette in the possession of the author.
7According to HPA, Record, p 24.
p 20.
8Lajos Bagi, Mayor of Gyergyószentmiklós, January 11, 1945. Record,
9Margit Kató (Csíkdánfalva ) also stated in the interview of August 9, 1994, that the guardsmen appeared in the village twice. Once just passed through. Cassette in the possession of the author.
10In 1910 310 Greek Catholics lived in the village. Only 3 of them were Romanian. Jakabffy, ibid. p 51.
According to HPA, Record, p 20.
11Székely Nép, November 16, 1940.
13Interview with Mrs. Lajos Zsók née Julianna Bara, by Gábor Vincze. Cassette in the possession of the author.
12The quote published by István Ferenczes: Székely apokalipszis. (Székely Apocalypse), Csíkszereda, Kájoni Publishers, 1994., 59. (From now on: Ferenczes. See abbreviations at the end of the chapter.)
14Népi Egység, November 14, 1944.
16Interview with widow Mrs. Lajos Zsók née Julianna Bartha.
15Interview with Mrs. Károly Karda née Margit Szo˝cs. by Gábor Vincze. Cassette in the possession of the author.
17István Ferenczes ibid. 101.
19The list of the executed was published on the basis of the Record (p. 20-22 ) taken by the HPA.
18Interview with András Böjthe. Cassette in the possession of the author.
20According to Népi Egység (November 14, 1944) some 960 sheep, and more than 200 cattle were taken by the Romanians from Békás and Piatra Neamt.
22István Ferenczes ibid. 23.
21It was stated by Böjthe András, Mrs. Lajos Zsók and Margit Karda, too.
23The testimonies made by the people of Szentdomokos did not confirm that Olteanu personally commanded the sacking of the village on October 9. The citizens of Karcfalva and Dánfalva reported that the guardsmen numbered less than 200.
25István Ferenczes ibid. 28.
24On the basis of the HPA Record taken in Csíkszereda, p 22.
26Interview with Margit Kató.
28Interview with Anna Kedves by Gábor Vincze Cassette in the possession of the author.
27On the basis of the HPA Record taken in Csíkszereda, p 22.
29Népi Egység, May 1, 1945.
31Népi Egység, May 4, 1945.
30Record, p.24.
32Due to scarce Romania archivalia, the little we know, we have learned from Albert Vaszi, who marched with the Maniu guardsmen from Brassó to Csíkszereda.
33Népi Egység, April 22, 1945.
1994.
34Levente Benko˝: Szárazajta, part 53., Háromszék, December 21,
In Their Tracks Came the Black Hundreds
County Maros-Torda)
After Counties Háromszék, Csík and Udvarhely, Romanian administration was installed in County Maros-Torda on September 28. Several battles occurred at the gates of Marosvásárhely in the valleys of Rivers Küküllo˝ and Maros (Ludas–Radnót (Iernut)–Marosorbó) and Nyárád, between September 1and 28. German defense pressed Soviet-Romanian troops from Vácmány and Backa Hills into the valley of River Nyárád between September 4 and 27. Romanian and Soviet soldiers respected the laws of war, they did not offend the inhabitants of the entirely Hungarian populated valley. There are no unpleasant memories of the two weeks military presence among the Hungarian inhabitants.
"The Soviets already arrived, when the German soldiers were still patrolling the village from house to house. They shot every horse, and all the cattle. They did not harm us. The entering Romanian-Soviet soldiers were well-meaning." (Ilona Szkridon, Nyomát, Nyárádmente (on River Nyárád)).
"They protected us from the Russians. They were not cruel though, but rather childish, they were always looking for watches, vine, spirits, food and girl. When the Russians wanted to steal and butcher our cattle, the Romanian officer stopped them. Everyone turned to the Romanians for help. They were nice and polite. They never took anything without asking first. The Russians were strolling about in the village waiting for bread to be baked. When it was ready, they took it out of the oven and ate it while it was still warm. I never saw so many hungry people. Some of the Romanians spoke Hungarian. We understood each-other. One Romanian officer gave us white linen sheets. Compared to our sewn hemp bedclothes, that was of high value and real luxury." (Rozália Nagy, Szentgerince, Nyárádmente (on River Nyárád))
War damages were greater in the Maros valley. The front took many victims there. An entire Romanian division was destroyed at Marosorbó. Many soldiers died. The victorious but decimated army that marched into this area was not amicable at all. There were conflicts between ethnic groups along River Maros of mixed population, at Ludas and the neighboring villages of Romanian majority, even before the front reached the region. Most of the Hungarians fled for fear of the Romanian army. Retreating Hungarian-German troops also called civilians to leave. Soldiers, however, committed no atrocities.
The officials immediately started to set up gendarme posts. During the first days of October they ordered all who had deserted the Hungarian army to report to the closest post. They took them to internment camps 1 as enemies. Most of the people from County Maros-Torda ended up at Földvár, Hídvég and Focsani. The ones interned at the Focsani transit camp were soon taken to forced labor to the Soviet Union.
Romanian public administration settled in Marosvásárhely on September 28. Ionel Pop appointed Dr. Bozdog to the post of Prefect of the County, Stefan Pantea to Lord Mayor of Marosvásárhely E. Truta to Mayor of Szászrégen. Peasant Party politician Dr. Bozdog was the senior official of the county before the Vienna Verdict as well. After his return, he wanted to continue his work where he left it, in the spirit of restitutio in integrum.
We have no exact data on the number of the interned. But it is a fact that few returned of those who had been taken by the gendarmerie or the volunteers to any of the interment camps. Many of the victims died and their relatives never heard the fate of the departed beloved ones.
Merchants have unofficially fixed the pengo˝-lei exchange rate at 1:30. Schools are closed, organs of the Ministry of Justice have not yet shown up.
Two documents give account on the activity of the Bozdogadministration. On November 7, the high command of the Romanian army in charge of organizing and controlling military administration forwarded a confidential report on the state county administration in Northern Transylvanian to the presidium of the council of ministers. 2 Counties Maros-Torda, Csík and Háromszék were described as areas of properly organized and functioning administration. After enlisting the administration staff by name, the document focused upon the shortcomings of the system. "Units of financial, agricultural, health, educational and industrial, trade and cooperative authorities governed by the various ministries are still missing.
The mood of the Romanian inhabitants in the villages is very favorable. Towns are still under exclusive Hungarian and Communist influence.
Local authorities do everything in their power to normalize life.
While refusing to obey the orders of the Romanian authorities, the Hungarian populace keep contacting the Soviet headquarters for satisfying their needs."
The other document on administration activities is the joint Memorandum of the Hungarian Democratic Alliance (HDA – the independently established faction of HPA in County Maros) and the Communist Party (CP). József Soós, Chairman of the CP County Committee and HDA President dr. Endre Antalffy, forwarded the Memorandum to Prefect Bozdog on November 12. Szabad Szó published the text of the Memorandum that very day:
The Soviet headquarters were the only authority Hungarians could actually trust. Consequently, they turned to the Soviets when in need. The Soviets acknowledged most of the Hungarian claims as rightful. Despite the objection of local authorities, the Soviet headquarters gave license to the publication of Hungarian newspaper Szabad Szó (Free Word) on November 4. 3 The paper published an Appeal of the Unions' Council on November 7. The Appeal throws some light upon the "normalizing activity" of the authorities. "We have gathered nearly 2,000 persons to clear the ruins away. They have promised to reconstruct blown up bridges as well; arbitrarily appointed leaders are only concerned with forbidding the use of Hungarian language at working sites… Although the police have a list of persons liable to public work, they keep rounding up people from the streets, and all this causes confusion and disorder."
"The majority of the organizers of public administration have arrived here driven by the lust for vengeance. They intend to take their revenge on us for everything the Hungarian "Fascist" state once committed against them. On grounds of our innocence and democratic conviction, we protest against the following injurious measures:
I. on the basis of an extremely subjective interpretation of the second paragraph of the armistice treaty, Romanian authorities arrest and force into internment camps all men (often with their wives and children as well) who:
a) have thrown away their guns pointed at the Soviet Union and deserted the Hungarian or the Romanian armies;
b) have been evacuated by German or Hungarian troops and have returned from Northern Transylvania by now;
c) have fled or were expulsed from Southern Transylvania because
of their political activity under Antonescu's rule;
d) have not managed to obtain Romanian citizenship;
e) those students who, under the mutual agreement of the two countries, have been studying in Northern Transylvania;
f) came to Northern Transylvania from other parts of Greater Hungary before 1940 and stayed here because of their political convictions; and finally
g) anybody who has been justly or unjustly reported to the police…
With no legal grounds or judgments-at-law, but supported by the authorities, settlers confiscate the properties (estate, house, store, workshop) of permanent residents in Northern Transylvania, who are either away or present. Though gendarmes are in duty, Hungarian villagers are insulted and molested day by day. Romanian villagers are organized in armed civil militia. The unarmed, unorganized Hungarians are at the mercy of these militias. The Maniu-guards led their vengeance campaign in the villages, leaving several fatal victims behind."
We have no precise data on the activity of the volunteers in County Maros. I have not found persons who would recall memories of any volunteer groups of the Maniu-guards in the area of Rivers Nyárád and Küküllo˝. The inhabitants of the region were victimized by the gendarmes.
As soon as the front moved away, some Romanian farmers (mainly wealthy ones) ransacked the UTHF stocks of wheat in
The situation described in the Memorandum was characteristic for the areas with mixed inhabitants like the Mezo˝ség and the Görgény Valley. Civil militia armed by the gendarme started to dispossess landowners. 4 As most Hungarian men were still on the front, or in internment camps or just hiding from the returning Romanian administration – women, elderly people and children were unable to defend their properties. Between December 1, 1944 and January 2, 1945, the Union of Transylvanian Hungarian Farmers (UTHF – EMGE in Hungarian) sent Béla Demeter to survey Northern Transylvanian villages. We know the autumn economic situation of the region from his report.
many villages. In some villages authorities leased unclaimed lands out. In other places, wealthy Romanian farmers simply misappropriated unclaimed properties. They actually considered every estate, the owner of which was missing due to the above mentioned reasons, unclaimed property. As they could only expect help from the Soviet headquarters against the misappropriating militias, Hungarians turned to the Soviets. The Soviet headquarters ordered militias to give the Hungarian property back. The authorities nevertheless not executed the order of the Red Army. 5
During the summer of 1945 the HPA reports were full of grievances coming from the Hungarian inhabitants of the villages in Szászrégen's neighborhood and the Mezo˝ség.
There are no records of volunteer crimes in County Maros. Passing along the villages of the Görgény Valley and the Mezo˝ség, the Maniu-guards left the spirit of hatred and vengeance but not corpses . Continuous prosecution of Hungarians stopped during the time of the "autonomous Northern Transylvanian Republic", i.e. after Romanian administration had been expulsed. But terror in areas that suffered abuses during the autumn of 1944 returned again with the re-annexation in March 1945,.
"At Teke (Teaca), Zoltan Aron threatened Hungarians that he would send them all to internment camps within two weeks. Iuon Sulea, Iuon Nosle and Fentea Tudor torn the clothes off the Hungarian girls who were walking by the HPA office. Later, the instigated Romanian mass broke into its yard. Soon after a group of Romanians attacked and insulted Hungarians.
Romanian locals at Vajola launched a war of extermination against Hungarians. They almost beat János Bajor hollow in his vineyard. Hungarians turned to the Soviet headquarters for help.
Lajos Köllo˝ and seven others from Dedrádszéplak reported they were continuously attacked and assaulted by local Romanians. The latest incident took place when 15 unknown persons entered Köllo˝'s house and beat and kicked his two sons. Romanian men burst into Lajos György's house. They severely beaten and kicked him without any reason and mistreated his wife and daughter. Hungarian people were attacked and beaten to pulp every day.
Romanian men beat Ádám Balázs and six other Hungarians to jelly at the village hall of Petele (Petelea).
Gheorghe Moldovan threatened the Hungarian inhabitants of Alsóbölkény (Beica de Jos) with an axe in his hand. He said he would exterminate all Hungarian villagers. Iron Guard members Vasile Zsellér (ez most a neve, vagy a társadalmi helyzete), Notar (mert ugye itt meg a jegyzo˝t vélem felfedezni a notar szóban) Mihai and Maria Curcan tortured five Hungarian ex-soldiers in the yard of Moldovan for any real reason.
At Kisnyulas David Belean and Gavrila Belean broken into Gergely Pápai's house around midnight. They started to beat up his family, telling them to go to Budapest, because it was not Hungary but Greater Romania. They beaten Pápai's father until he fell to the ground. Then they kept stabbing him with pitchforks. Next day the old man had died of his wounds. Pápai's mother suffered for a few days then she died, too. The attackers stole Pápai's cart and horses.
Hungarian youth was attacked because of singing Hungarian songs at a dancing party in Görgényüvegcsu˝r. The intruders broke Albert Benko˝'s head. Several people were seriously beaten.
The Székelyfalva (sic!) Hungarians were ordered to speak Romanian. A gendarme sergeant beat 17 year old Hungarian János Nagy because he did not understand what he told was told in Romanian.
We may give further details on atrocities, but the basic situation was actually the same everywhere. With or without gendarme's support, local majority took advantage of their superiority. They acted in the spirit of the anti-Hungarian propaganda of 1944 autumn which was successfully planted into the hearts and heads by the "Volunteers for Transylvania" all over Transylvania. Similar anti-Hungarian atrocities occurred at Szászrégen, Mezo˝bánd (Band), Lúdvég, Holtmaros, Mezo˝erked, Tancs, Mezo˝szokol, Marosfelfalu, Görgényszentimre and Nyárádmagyaró.
Non-commissioned Gendarme officer Nan gathered 50 Hungarian men at Nyárádszereda (Miercurea Nirajului) and drove them to an unknown destination." 6
(It is worth mentioning that the inhabitants of the Romanian villages in the Görgény Valley were easy to persuade by the instigators of the Vatra of the ethnic conflict on March 20, 1990, in Marosvásárhely, too. Most of the people taken to Marosvásárhely came from Hodák and Libánfalva.)
According to available data, 4,000 persons were taken to Romanian internment camps or forced labor camps in the Soviet Union from County Maros-Torda 7 . The November census indicates the loss in Hungarian population in the autumn of 1944. Marosvásárhely had 44,932 inhabitants in 1941, 29,962 in 1944, 12,628 were men, and 17,064 were women. 94,5 % of the inhabitants were Hungarian (42,435 in 1941 and 27,778 in 1944), 6,07 % were Romanian (1,726 in 1941 and 1,802 in 1944). The cause of the decrease in inhabitants: 8,326 people (5,294 men, 3,032 women); 7,922 (95,24 %) Hungarians, 161 (1,93%)
Romanians 77 (0,93%) Germans) 8 "had gone", 5,402 Jews were deported. Due to the war situation, 4,036 men left their family for military service.
It is obvious that these persons left their homes because they were forced to. Jews were deported, many fled for fear of the approaching front, others had not returned home yet. Many were taken to internment camps after the city had been "liberated".
Counties Kolozs and Szolnok-Doboka
Meeting no resistance, the soldiers of the Red Army – the 27th army and the 18th infantry division – entered the Transylvanian capital, Kolozsvár, on October 11, 1944.
It was Wednesday, October 11, 1944." 9 This is how Edgár Balogh recalls the "liberation" of the town.
"A motorcycle came from the direction of the National Theatre. László Nagy waved his hand. Somebody unfolded a long white flag, hanging down almost to the pavement, from the window of the city hall. We couldn't get over our surprise as the flag was not mentioned during our preparations. The Soviet officer stopped in front of us and started to point to the flag. He objected to the white flag, as the interpreter explained it anxiously. It was the symbol of surrender, while they... At that moment everybody started to speak simultaneously. Nagy László ran away to remove the flag. The officer listened while we told him who we were and what we wanted. He liked the hospital and the leather factory, he waved to us, turned around his bike and raced off road running to Torda.
At the request of Transylvanian politicians, the Hungarian Crown Council at its meeting on September 10, declared Kolozsvár an open city. The Hungarian army acted accordingly. For the sake of the city and its inhabitants, they surrendered Kolozsvár without a gunshot. The last German soldiers retreated on October 10. Except for several bridges they had blown up, there were no war damages in the Transylvanian capital. The Soviet army arrived in a safe city with organized administration and economy. A Soviet major in charge of political organization arrived when the Soviet headquarters was already set up. He visited communist leader Sándor Jakab. 10 Through his mediation he held discussions with several local communist leaders, and exchanged views on the appointment of the senior officials of public administration. Teofil Vescan Sr. became a Prefect, Lajos Cso˝gör his assistant, Tudor Bugnariu was named mayor, and János Demeter vice-mayor. The Soviet headquarters did not let the Romanian administration appointed by government commissioner Ionel Pop to enter Kolozsvár. They cited paragraph 17 of the armistice treaty (stating that Romanian public administration would be re-installed with the exception of a 5100 kilometers zone behind the frontline) as a reason, but they actually had political reasons for doing so.
On the basis of Romanian reports on partisan activity, the Soviets arrested 3,000-5,000 13 Hungarian men the same day. Most of them were taken to the Focsani internment camps. There really were many persons of military age hiding in the city and waiting for "liberation". Due to the anti-war policy of the previous (Hungarian) city leadership these men were not persecuted. Edgár Balogh explains the double data by the fact that the Soviets actually rounded up 5,000 on October 13, yet they released some of them later. The HPA forwarded its protest to the Bucharest ACC office. Although they replied that according to the martial law, every man liable to military service could be declared a prisoner-of-war, they released people under 18 and over 50 years, and the disabled.
On October 13, two days after the Soviet marching in, two horrible news spread in the city. Lawyer Elemér Óváry and his family of 6 persons were murdered in their home. 11 It was also spread that the Soviet officers, invited for dinner the previous evening, were the guilty ones. Another version , namely the family was murdered by Romanian volunteers disquised in Soviet uniforms, was also rumored. Mrs. Óváry was a relative of Count Ciano (the Italian foreign minister), thus they took their revenge on her for his contribution to the Vienna Verdict. Both the Soviet headquarters and the HPA started inquiries in the matter. Neither the Soviets nor the volunteers were proved guilty. 12
Roman Catholic vicar Ferenc Lestyán of Gyulafehérvár recalls October 13 as follows. "I was an assistant priest at Torda, Southern Transylvania, after the Vienna Verdict. Bishop Áron called me to Gyulafehérvár in 1942. I was accused of spying, they arrested me and took me to Brassó. One night as they were transporting me from Szeben to Brassó, I jumped off the train and fled to Kolozsvár. After the Romanian breakaway in August the bishop advised me to leave Kolozsvár, as my previous arrest would make my position insecure if the Romanians returned. I decided to stay. The Russians came in on the 11th, and nothing happened. We heard that somebody had murdered Óváry in the morning of the 13th. As he used to work for our Church, too, accompanied by parson Béla Baráth, I went to see what had happened. We found the place as murderers had left it. Óváry was lying on the ground, his wife and the other women were left fell on chairs and the table. They hit the poor housekeeper on the head with an axe. She died in the hospital. She told us the murderers were people dressed in Russian uniforms who spoke a different language.
They rounded up many people then, most of them were collected in the streets, like us. But in many cases they showed up at their homes as well, if it was necessary. They took Lajos Zsigmond, my aunt's husband, from his job. They were especially looking for him. MP Imre Mikó was caught in his own yard. Then we heard they took József Faragó, István Szász, Andor Járosi, István Decsy and Jeno˝ Kis. Almost none of them came back. "14
We went to make arrangements for the burial. On Jókai Street a Russian soldier stopped us asking "Mágyárszki (Hungarians)?". "Mágyárszki", we replied. He drive us into a line and they took us to the yard of Hotel New York , where a great number of men were assembled. Their Romanian interpreter recognized us and told them we were Romanian priests. They let us go immediately. More and more people appeared in the meantime. On our way out, we saw one of our priest colleague, Lajos Eröss, and a student of theology. We asked for them to be released. They let them go.
Life in Kolozsvár returned to the old, pre-war track during the following weeks. Production, supply and healthcare operated as usual. Left-wing parties and organizations gradually took over control. As early as on October 12, the Communist Party, the National Union of Hungarian Workers, the Ekésfront (Plough Font),the Romanian Social Democratic Party, the Patriots' Alliance and the United Syndicates formed the Council of the National Democratic Front (NDF, ODA in Hungarian).
The Hungarian and Romanian left-wing leaders of Kolozsvár were thinking of the entire Northern Transylvania from the very
Ilie Lazar, the liaison officer between operational HQ of the army military and the Romanian Council of Ministers, appointed lawyer Aurel Milea to political commissioner of the Kolozsvár clinics. Milea tried to enforce the anti-Hungarian policy of the historical parties in the areas under his control. He called Rector Miskolcy to hand the keys of the University over to him. Miskolcy refused to submit to his orders. 15 As a result of the intervention of the Soviet headquarters, the Romanian staff of the university had to leave the city within 24 hours. Világosság, the Hungarian newspaper, with Edgár Balogh as editor in chief, was published on the 18th. Later, it became the official paper of the HPA. On October 21, left-wing forces established the Democratic Committee of North Transylvania which joined the NDF on the 28th and thus created the NDF North Transylvanian Provincial Executive Committee.
beginning. Their plans and actions crossed the city and county limits. All their actions were designed to establish a social (national) system of self-government.
The above-mentioned report of the military administration surveying committee of the Romanian army of November 7 describes the situation quite objectively. Both counties were categorized as regions where the government commissioner unable to enforce his power properly.
Despite the self-organizing potential of the local powers and the benevolence of the Soviet headquarters, the situation in Counties Kolozs and Szolnok-Doboka was rather ambiguous. The Romanian gendarmes terrorized Hungarian inhabitants in villages. They took revenge for their expulsion from Kolozsvár on the innocent villagers.
They following was reported to Bucharest on County Kolozs: "No military authorities were allowed to enter Kolozsvár. The HQ of the division is stationing at Apahida. A local committee control administration, with the consent of the Soviet HQ. A 40strong group of the Kolozsvár police force is still waiting at Felek (Avrig) for a permit to enter the town. The gendarme, having its HQ at Szamosfalva with a 380-strong force, have established posts in the entire territory of the county. University hospitals and clinics are operating properly with their remaining Hungarian staff. Educational personnel should individually return before Romanian authorities will be installed. There are no Romanian textbooks available.
In its general conclusions, the report states the fact that life is returning to normal in the counties controlled by the governmental committees. The other parts of liberated Northern Transylvania, except for Kolozsvár, Szatmár, Nagykároly (Carei) and County Bihar (Bihor), are controlled by the gendarme.
County Szamos (Szolnok-Doboka): The 1,400 men of the 91st infantry regiment have been quartered in the garrison of Dés (Dej). Local administration have been resumed under the control of the Prefect appointed by the government. Three out of 7 district administrators and 8 out of 71 village notaries have taken their offices. The gendarmes of Dés of 400-strong staff have organized police posts in the entire territory of the county."
The attempts of the gendarme "to maintain law and order" and to take up the daily round again in Counties Kolozs and Szolnok-Doboka were first of all "supported" by the volunteers in the autumn of 1944. They followed the army and the administration. They appeared at Sepsiszentgyörgy on September 19, and entered County Csík on the 30th. During the first weeks of October they were seen in County Maros, then after October 11 they showed up in villages, where Hungarians were in the minority, in County Szolnok-Doboka. In co-operation with local gendarmes, they began "to restore law and order, to punish war criminals and to destroy Hungarian partisan nests".
Murders committed in Counties Kolozs and Szolnok-Doboka always happened secretly, usually during the night or in the dawn, and with the assistance of the gendarme and the strange volunteers in all cases. Driven by revenge or attracted simply by the chance of pillage and easy money-making, the instigated Romanian inhabitants quite often joined the anti-Hungarian vengeance campaigns. In most cases they took their victims for no particular reason to the gendarmerie post or to the village hall. Several months later their dead bodies were found on village peripheries. In cases we know of – Egeres (Aghires¸u), Páncélcseh, (Panticeu) Bánffyhunyad (Huedin), Magyarzsombor (Zimbor) – the division of labor was usually as it follows: Romanians, mesmerized by various promises, reported the nationalistic, communist or the richer Hungarians. Authorities captured and locked them up, the volunteers did the dirty work.
Collective memory recalls with great confusion the presence volunteers in these two counties. People call them Maniu-guards in Szolnok-Doboka while in County Kolozs they are simply called volunteers. Unlike in the Székelyland, they appeared here in smaller groups. They were usually led by Romanian teachers, magistrates, gendarmes or other authority personnel who fled in 1940, and not by a well-known soldier, like Gavril Olteanu was. These small groups of volunteers were presumably not in contact with the unit known as the Maniu-guard, which was organized in Brassó. In Székely villages, which Olteanu passed, there are still vivid memories of the commander organizing spectacular and exemplary execution. They justified their deeds as "anti-partisan activity", blaming the villagers for the death of Romanian soldiers who had been killed in the war. 16
The main reason for these acts was usually personal revenge. Victims were either former magistrates, teachers or priests of the village between 1940-44, or persons, who the planers of the scheme, or the Romanian inhabitants were enemies. According to HPA-records, Világosság-reports and survivors' memories, 58 murders were committed in Counties Kolozs and Szolnok-Doboka during autumn 1944. Four at Kendilóna on October 14, 4 at Páncélcseh on the 17 th , 1 at Ördögkeresztúr on the 19 th , 3 at Magyarzsombor and 16 at Egeres on the 21 st , 1 at Ördögfüzes and 3 at Fejérd on the 23 rd , 2 at Kispetri and 2 at Magyarpalatka (Pa˘latca)
on the 24 th , 2 at Bethlen, 2 at Szilágypanit, 2 at Magyarderzs and 1 at Almás (Almas¸) on the 25 th , 11 at Bánffyhunyad and 2 at Kalotaszentkirály on the 30 th and 2 at Kajántó (Chinteni) in December, just before Christmas.
The November 6 issue of Romania Libera published a lengthy article under the title: Stop Transylvanian Terror! It demanded the dissolution of the volunteer guards and made the government responsible for their actions. "Stop Transylvanian terror. The liberating Soviet army and the Romanian army are advancing rapidly and they are dealing the Fascist enemy powerful blows. And in the tracks of the relief troops came the black hundreds. Olteanu and his bandits do the same here what their friends have done to the Jews and Ukrainians, etc. Barbarian chauvinism, which has nothing to do with true national spirit, advances on its shameful way leaving the broken bodies of murdered children and disgraced women behind. We know the facts and we have the proofs. Crimes must come to an end. Criminals have to be punished. Terrorist bands should be dissolved. Does Maniu know about all these? We think he doesn't. Or else he should not call himself democrat and anti-Nazi. We hear the news about hideous sins and crimes committed under his name day by day. Does he have nothing to say? Anyway: what is the Peasant Party's opinion about the national issue? Especially about the Transylvanian issue. Why hasn't the Party made it clear? These horrors, we speak about, could only happen in the shade of this silence. The government is responsible for the bloodshed and destruction in Transylvania, because everything that happened has happened under its protection. Stop the tragedy in Transylvania. The guards rallying volunteer murderers should disappear."
Robbery, pillage, threats and abuses were perhaps the most frequent in the villages of Counties Kolozs and Szolnok-Doboka. The October 27 issue of Világosság published the grievances told by Hungarians from Szászfenes (Floresti), Györgyfalva, Kajántó, Magyarléta, Magyarlóna and Válaszút. They reported that gendarmes confiscated the properties of farmers, beat up men and took the majority of them to unknown destinations. Arbitrary actions had gone so far that people tore off official posters while wording unprintable curses. The most characteristic element of all these dastard events was that these bullying persons were assisted by the former prominent local members of the ill-famed Iron Guard.
On the grounds of reports by Prefect Vescan Teofil, the Bucharest-based Tribuna Poporului published several 17 indignant reports on the situation in the villages of County Kolozs. Articles reported that Romanian gendarmes were instigating Romanian inhabitants to terrorize the Hungarian minority. Scared Hungarians did not dare to raise their voice. "Using the records of the Kolozs County prefect's office, we are going to expose some cases – and only some of them –, not without sense of shame, though.
Neither life nor property are in safety in village Bogara. Theft and robbery committed every day by 16-18 years old armed lads...
Gendarme sergeant D. at Nagyesküllo˝ forced us to leave the village immediately. We were not allowed to take any luggage…
They warned us to leave Nagyzombor or they would shoot us…
On the morning of October 15, after the Soviet troops moved out of the village of Kriszturel, a Romanian patrol of seven, led by a gendarme sergeant, arrived. Their guide was Simion Delca, a village lad. They entered the parish, my home. The sergeant took me to the village square to hand me over to the people to pass a sentence on me. He said: "I've brought this Hungarian bandit who tortured you. Should I shoot him, or should I let him go?" The villagers replied: "He is a good man, let him go". He took me back to the parish, then he beat me with his rifle. Simion Delca and György Dobokán also beaten me, then they distributed my furniture among the villagers.
We are farmers from Kolozs… The legionaries have instigated them. They have robbed us. Without our cattle it is impossible for us to earn our living.
Girls in Bodonkút have to hide as some young men dressed in uniforms terrorize the village…
"Will it suffice? – the Romanian journalist asked. Or the outcry of pain and disgust is more urgent [than asking]: Enough!
Gendarmes have ordered to burn all Hungarian books, irrespective of their subject."
Our villager people have no sugar, no salt, no oil in County Kolozs either. To make them forget it, they are entertained with tragic show. Incited by the gendarmes they are dragged into a circus, in a circus where savages are raging.
The question of the journalist of Romania Libera was right. Will it suffice? It would be enough, but the record of the prefects' office and the HPA-reports recorded further horrifying facts 18 . The inhabitants of Néma, Szászfenes, Vista, Bács (Ba˘c), Apahida, Gyalu (Gila˘u), Magyarlóna, Kide, Magyarzsombor, Ördöngösfüzes, Fejérd, Kispetri, Magyarpalatka, Bethlen, Doboka (Da˘bîca), Magyarderzse, Almás, Válaszút, Alsójára (Iara), Bádok,
It is an unfortunate, unfit, shameful and chauvinistic distraction. Are we going to go along your dangerous way for long?"
Nagydevecser, Kalotaszentkirály and Kendilóna all experienced the pains of robbery, abuses, beatings and persecution.
Between 1940-1953, there were 140 HPA-members at Páncélcseh, 40 kilometers off Kolozsvár, which once belonged to County Szolnok-Doboka,. This meant 140 grownups, that is approximately 60-70 families. When I visited the village in March 1955, I have found an old ruined Calvinist church and 11 elderly
I would like to point to a few characteristic cases. On October 15, the members of the Maniu-guard robbed every Hungarian's house at Kide. They took money, crop and all valuables. They stole 22 horses and 14 cattle from Hungarian farmers. On October 17, the Calvinist minister and 25 Székely settlers had to leave Néma because of threats by the Romanian villagers. On October 21, gendarme sergeant Vintila, of Magyarzsombor made notary János Albert and mine officials Árpád Szilágyi and Sándor Fazekas taken to the nearby forest and shot there by the guardsmen. Next day the gendarme sergeant ordered the families of thresher-owner József Nyitrai and József Lengyel, who rented the mill, to leave the village within 3 hours. Their homes were ransacked. On October 23, the Romanian gendarme sergeant of Fejérd called farmer János Kalló and 19 years old Dezso˝ Rácz to the village hall. Their corpses were found on the village outskirts a day later. Guardsmen beat Ferenc Nagy and his wife hollow at Magyarpalatka, on October 24. Several Hungarian women were raped. They burnt the books of the library in the Calvinist elementary school and destroyed the fittings. Almás: "Widow Mrs. Ferenc Kapcsos, homemaker, resident in Bikal at present, reported on October 25 the following: Accompanied by a gendarme, Simion Tap, the Romanian exmagistrate of the village, arrested her husband, Ferenc Kapcsos, on October 22. After they heavily beat him they took him to a cellar were they had already locked up and tortured 12 Hungarian men from Széplak. Gendarmes tied up and took Ferenc Kapcsos to an unknown place on October 25. It was told his wife that he had been taken to Zilah (Zala˘u). Children playing in the forest found the half buried body of Ferenc Kapcsos on January 14, 1945. She took the body to Hunyad and buried there. Although the victim's head was crushed and there were signs of severe torture on his body, the authorities did not declare the case a murder. This is how Romanian authorities cover chauvinistic sins of Romanians. After the death of her husband, Magistrate Simion Tap ordered the widow out of the village. She had to leave all her property behind". (Taken from the records of the office of the vice-prefect of County Kolozs, Nr. 1035/1945.)
Hungarians there. Hungarians have always been in minority in the Szamos Valley, but the continuous decrease in their number from 1944 on, constitutes actual fade-out There are very few Hungarians left at Magyarderzse, Nagydevecser, Doboka, Bethlen, Válaszút, Néma, Ördöngösfüzes, Kecskeháta, Kisesküllo˝ nowadays. They are just enough to prove that grievances reported by the HPArecords and ruined Hungarian church are now only sad memories of a painful past.
On October 17, a few days after their arrival, Romanian gendarmes started to persecute Hungarian villagers. Hungarians had to perform all public works, while gendarmes encouraged Romanian inhabitants to rob the Hungarian villagers.
I have reconstructed of the story of the murder of four at Páncélcseh with the help of 5 interviewees and the official records of the office of the vice-prefect of County Kolozs. 19
Ioan Pop released Magistrate István Dénes from his post. Sergeant Georghe Petrascu, who returned from Southern Transylvania, became the gendarme commander. Teacher Gheorghe Tanase, who ran away in 1940, also returned from Southern Transylvania, taking David Vlaic, a stranger to the villagers, with him. Men dressed in military uniforms appeared on the 15th or the 17th, saying they were the Maniu-guardsmen. They entered every house where Hungarians lived. They knew where to go, although none of them lived in the village or the neighborhood. They stole things and terrorized people, but committed no murders. They did not beat the villagers, actually nobody dared to face or to oppose them, though. The frightened villagers rather denied their Hungarian origin, as they spoke perfect Romanian. Most of guardsmen left the village next day, but a few them made a stay at the gendarme post or in the magistrate's office.
During the night of the 21st, sergeant Petrascu ordered two gendarmes to take former magistrate István Dénes, tailor Sándor Papp (60), miller Ferenc Máté (42) and farmer Sándor Nagy (62) to the village square. A guard officer and several strangers were waiting for them by a car. The four men, when they realized they were going take them away cried out for help, but nobody dared to interfere. They disappeared, their family got no response for their questions, the gendarme sergeant denied to answer them. Their bodies were found buried on the rivulet bank in spring 1945. Aunt Ilonka, an old woman who lived on the confines of the village, had seen the execution and heard the shots, but she was too scared to speak. Both Hungarian and Romanian villagers are of the opinion that, beside the strange volunteers, gendarme sergeant Petrascu, gendarme Dumitru Pop and five Romanian villagers took active part in the killing. None of the five villagers died a natural death, they all "finished in a filthy end". One of them died of cancer, another committed suicide. And one of them was shot by a drunk gendarme.
Why did they chose these seven people?
Beside the victims, they were looking for the Calvinist minister, cantor-teacher Ferenc Török and György Sebestyén. The minister and the teacher had fled before the Romanians came, Sebestyén had hidden in the forest and later returned to the village.
One autumn day after the Vienna Verdict, the Calvinist minister had preached: "I haven't seen the sun for 22 years. You have stuck thorns in our hearts". His sermon was dripping with patriotism, and it severely hurt the Romanians of the village. There was no conflict between the two nationalities before that time, and there were no anti-Romanian atrocities during the war. The villagers were angry with István Dénes because he was determined fulfilled his duties as a magistrate, and demanded compulsory delivery on time. The reasons for the search and murder of the others are not known.
The memory of constant terror and fright they had endured and new living conditions drove the Hungarian inhabitants of Páncélcseh towards the city as early and the end of the 1940s. The present ethnic composition of the village and of the Szamos area were determined during those times.
Anti-Hungarian persecution did not cease after the murder of the four men. Their windows were broken at nights for weeks, there were open robberies in the streets. People used to fire at Hungarian houses and to threaten the owners. 20 Gendarme sergeant Petrascu had to leave the village after the Romanian administration was expelled. But the teacher, the magistrate of Páncélcseh and Vlaic, the "stranger", stayed. Magistrate Pop pleased the gendarmes sent by the country authorities with "food and drinks", so they did not interfere in the protection of Hungarians. Retired sergeant Ioan Rusu, their commander, fought windmills against the petty monarchs of the village. As a result of his humane conduct, no further crimes were committed. He was still not able to calm down loose temper.
Mária Gál
Notes
1Testimonies by the displaced persons and their relatives. The cassette is in the possession of the editor.
2August 23, 1944. Documente 1944-45., Bucharest, 1985., Document Nr. 986., vol. III, pp. 202-235.
Memorandum of the Communist Party and the MPA. Szabad Szó, November 12, 1944.
3Note on the first issue of Szabad Szó, November 4, 1944: "With the permission of the Soviet HQ"
5Archives of the Politikatörténeti Intézet (Institute of Political History) Gyula Simó' heritage, 937 f., 11 . öe.
4Gábor Vincze: Az 1945-ös erdélyi földreform – a román kisebbségpolitika harci eszköze (The 1945Land Reform in Transylvania – Means of Combat of Romanian Minority Policy), JATE Társadalomtudományi és Kortörténeti Gyu˝jteménye. Szeged.
6Quotes are from the HPA-record on grievances compiled for the Peace Preparation Department of the Hungarian Ministry of Foreign Affairs: Title: "Az erdélyi magyarság ellen 1944. VIII. 23. óta (Románia katonai átállása óta )elkövetett atrocitások". (Atrocities committed against Transylvanian Hungarians since August 23, 1944 [since Romania's military breakaway]). Findspot:: MOL, ROM.TÜK.XIX-J-l-j, 18.d.,16/b. cs., pp 54-57.
8Local census of November, published in Szabad Szó, January 15, 1945, Used in Gusztáv Molnár: Önrendelkezési törekvések az "Észak-Erdélyi Köztársaság" idején. 1944. október 11-1945. március 13. (Attempts for Selfgovernment in the time of the "Republic of North-Transylvania". October 11, 1944 – March 13, 1945). and Gábor Vincze: A romániai magyar kisebbség történeti kronológiája (The History of Hungarian Minority in Romania) 194453, Szeged-Budapest, 1994.
7Gábor Vincze: A romániai magyar kisebbség történeti kronológiája (The History of Hungarian Minority in Romania) 1944-53. Published by the László Teleki Foundation Library and Documentation Service, the Social Scientific and History collection of the JATE Central Library and by the Modern and Recent History Department of JATE, Szeged-Budapest, 1994. 19.
9Edgár Balogh: Szolgálatban. (On Duty) Kriterion Publisher, Bucharest, 1978, p 374.
11István Katona Szabó: A nagy remények kora. (Erdélyi demokrácia. 1944-1948). (The Age of Great Expectations [Democracy in Transylvania, 19441948]) Magveto˝ Publisher, Budapest, 1990, pp 42-58.
10ibid. Molnár Gusztáv.
12Testimony by Béla Csákány (secretary-general of the HPA, 19441947). Lawyer János Demeter represented the HPA.
13Ildikó Lipcsey: Erdélyi autonomiák (Autonomies in Transylvania) Történeti Tanulmányok (Historical Studies). Budapest, 1990. She mentions 3,000 on page 52. Vincze Gábor, referring to various sources in A romániai magyar kisebbség történeti kronológiája (The History of Hungarian Minority in Romania) 1944-53, writes about 3,000 or 5,000. Both figures can be found in memories of the inhabitants of Kolozsvár.
15Gábor Vincze: A romániai magyar kisebbség történeti kronológiája (The History of Hungarian Minority in Romania) 1944-53…
14The original testimony is on a cassette, in the possession of the editor.
16See Szárazajta, Páké etc.
18Új Magyar Központi Levéltár (New Hungarian Central Archives), ROM. TÜK. XIX-J-l-j, 18.d.,16/b.cs., pp 26-38.
17Tribuna Poporului, November 5 and November 8, 1944.
19The original testimonies are on a cassette, in the possession of the editor. MOL. ROM. TÜK. XIX-J-l-j, 18.d.,16/b.cs., p 26.
20See Appendices.
Egeres
Egeres is situated near Sztána (Stana), West of Kolozsvár, on the banks of Stream Nádas. Suggested by the new, Romanian gendarme commander and aided by a few Romanians from Egeres and the neighboring villages, gendarmes and volunteers murdered 16 people during the autumn of 1944. The crimes of the organizers, participants and co-operators have become forfeited, and most of them have long passed away, too. Very few Egeres inhabitants know of the events of that terrifying autumn day. Time has also healed all wounds. Only the silence of Hungarian bells at certain burials account for the fact that one of the murderers is being buried.
The organization and execution of murders in the autumn 1944 in Egeres bear all the characteristic features of the inter-ethnic atmosphere of County Kolozs, Northern Transylvania, of the time. The representatives of Romanian administration and extreme nationalists who had to flee after the Vienna Verdict, returned with thirst for revenge after four years.
The Romanian inhabitants of Egeres have always expected Hungarian bells to toll at their burials, too. Authorities pardoned the guilty ones, thus nobody has been held responsible for the loss of 16 lives. All the attempts of making unknown persons accountable for the murders have failed. Both Romanians and Hungarians knew who the murderers were. The Romanians of Egeres were never interested in the fate of the volunteers, gendarmes and people recruited from the neighboring villages. They have followed the lives of those among them. "Gilcosii" ("djilkoshi" – murderers) – this is how Romanian villagers called them. Hungarian bells did not toll at their burials.
Helped by incited people, gendarmes and volunteers started a series of anti-Hungarian atrocities. Besides outer stimulation, private revenge and the armed settling of trifle matters also played their part in the psychology of the events. The tragedy of the 16 victims in Egeres goes back to the autumn of 1918.
By the end of 1918, Gheorghe Boc shot his superior, a Hungarian officer. The Hungarian soldiers arriving twenty two years later already been looking for Boc. As they were on bad terms, his son-in-law, Rosescu, reported Boc for hiding firearms.
Rosescu tried to instigate Hungarian soldiers to kill Boc. Villagers soon found Boc dead, with two bullet wounds, near Creek Inaktelek. This was the epilogue of the Hungarian rule in Egeres. There were no other anti-Romanian atrocities later. Villagers blamed Hungarian soldiers for the crime. Vonyica, Boc's widow, wowed to take revenge on "the Hungarians". She played an important part in instigations and in the composing of the vengeance list in 1944. Her second husband tried to persuade Calvinists to let the bells toll at her burial. When he was refused, he forwarded a petition to higher Church authorities as well. Vonyica Boc was the first "victim" of the tolling of bells ban. By the death of the others everybody knew: petitions were useless. Many relatives did not even try to ask the Hungarians for ringing the bells. Thereby they recognized the guilt of the dead. According to public belief every deed will be somehow punished. Although the authorities let the murderers of Egeres escape, fate did not excuse them. Most of them died from cancer, the "spiteful death", or committed suicide.
Herta did not personally take part in the executions. Nevertheless he was the one to order people to be gathered and executed. He also let pillage and robbery loose in the village.
Gendarme commander Herta was one of the supporters of Vonyica's vengeance campaign. He served at the neighboring Ferencbánya before 1940. After the Vienna Verdict he had to flee to Romania, and returned to Egeres as the omnipotent administer of justice by autumn 1944. He left Northern Transylvanian with very bitter memories on the autumn of 1940. He went to his neighbor, the Juhász family, to say goodbye. They were in the middle of preparations for the celebration of the take-over. Hungarian clothes, flags and ornaments were scattered all around the place. Herta could never forgive them for being happy at the moment of his greatest despair. Zsigmond Juhász Sr. mourned all his life the death of his son of the same name. He might have been strangulated for that very moment of happiness.
The role of the Romanian village priest is quite ambiguous. He claimed the murderers were strangers, and unknown to everybody, and he seemed to never heard about the ban on ringing church bells. Survivors have nevertheless confessed differently. Everyone says Herta lodged at the priest's house and they gathered there to work out and organize the extermination of the Hungarians. The priest remembers nothing but the pillage, and how he tried to talk Herta out of taking his recruits to rob the neighboring village. The wives of many arrested Hungarians turned to him for help as they trusted the representative of the Church, no matter what nationality he belonged. They also knew he was the only person who could influence Herta, as the priest is the utmost authority to Romanian believers. Hungarians helped the priest when he got into trouble during summer 1944; despite official interdiction, Postmaster Zoltán let him contact the Romanian consulate of Kolozsvár. Two months later Mrs. Zoltán was threatened at the parish while the priest did not even try to defend her. He was unwilling to help anybody, he failed to stand for the lives of the 16 victims, as he never supported the requests of their widows either.
Authorities tried to transfer the Egeres events into an antiCommunist revolt at first. They based their "hypothesis" on the fact that seven victims were miners and had been involved in workingclass movement. To increase the class-struggle and to decrease the ethnic characteristic features of the matter, they simply changed the orthography of the name of a Hungarian victim – János Gille into Romanian: Ioan Ghile. The name appears in its Romanian version even on the tombstone in the Hungarian Catholic cemetery. The tombstone was erected on November 7, 1945, the anniversary of the Bolshevik revolution, with the inscription on it saying: Here lie the working-class heroes Ferencbánya and Egeres, the victims of Fascists on October 24, 1944.
György Nyilas (HPA's appointee), commander of the people's militia, and Soviet soldiers arriving in the village in midNovember, started inquiries. They found the previously hidden corpses. The trial of village murderers began at the Kolozsvár court. Herta and his men fled from Egeres, and later nobody tried even to find them. Presumably persuaded by the criminals' money, authorities moved the trial to the Craiova court. Nobody was found guilty there and all accused were acquitted.
INTERVIEWS:
"I AM NOT RUNNING AWAY, THEY WON'T KILL ME JUST LIKE THAT"
Mrs. János Kovács, October 27, 1981
The Russians came in on October 14, 1944. On the 21 st , a volunteer came with Petru Sarca and they took my husband with them. I did not know the volunteer, he was not a villager. He had a gun, he wore a military jacket and an armband: Voluntar pentru Ardeal (Volunteer for Transylvania) 1 . They told my husband to follow them to the gendarme station. János went with them without saying a word. He did not come back. It was Saturday, I took him lunch in the afternoon. He was cutting wood with another man, a German soldier carried the logs. My husband sent me to the Romanian priest, as he was afraid of them keeping him there for the night. I went to see the priest. He told me he was going to try, but he had already protested to Herta once when he went to pillage Jegenye. He told Herta not to go, gendarmes would leave eventually, whereas the villagers remain. Herta replied he did not want to hear such words. Though the priest promised to try. I waited, but my husband did not return.
Vasile Botoi also came over and told him: "Come, János, just go and hide in my stable's attic, you won't be hurt, nobody will know you're there. Just wait there until this confusion is over. They are all mad. I don't know what they want..." But they could not persuade János to leave the house. He said he would sit tight anywhere else. He stayed. Who could think they would kill him?
I remember our neighbor, Aunt Anuta warned us in advance. She advised János to hide. She had heard them saying whom they were going to take away, and my husband name was also mentioned. She told him to go away, not to be at home. My husband replied: "I'm not running away, I have done nothing wrong to them. They won't kill me just like that. They'd beat me, perhaps. I can take that." Thus he stayed home.
On Sunday I took his breakfast to the post. The cellar was empty, nobody was there. People were talking in groups in the street. Three here, six there. They were whispering. I don't know when they were taken away. Some said it happened at dawn.
- I don't know. He gave the order, but I don't know for sure whether he was there. They took them away so early, the neighbors saw nothing, they were all asleep. Then in the morning I went to the Romanian priest again. I was looking for Herta. He wasn't there, the Domnit family invited him for lunch. Emma Kovács visited me in the afternoon. She told me what had happened. They killed Józsi Vincze, her son. She knew what happened from the village shepherd, Adam Jula. Józsi run away, but the shepherd's dogs caught him. The murderers were too tired to take him back. Adam told her everything, he went with them. They sat by the road for a rest. Józsi said: "Don't kill me! What have I done to you?" "We won't kill you", they said, "here, have yourself a cigarette", they lit their cigarettes, then one of them knocked him down. They executed him on the spot.
- Did commander Herta join them?
- Did they shoot him?
- Shoot or beaten him to death… I don't know. They were armed.
- I do not. There were many people there… there were two. That afternoon Emma Kovács went to Herta, asking him to let her bury her son. He chased her out. The poor woman went out, what else could she do? They ruled the world then. Then she came to me. Finally she buried Józsi. His body wasn't there where the other corpses were. We did not dare to go there. They took the bodies away in a week, with the bodies of the victims from Ferencbánya. When we finally went there, all we found were their traces. The grass was flattened, we could see where they had dragged the bodies.
- Do you know who killed your son?
- What did you think when you saw the bodies were gone? What did you want to do?
Someone advised us to go to the County Hall. I couldn't go, I had two little children. My daughter was 6, and my son 12. My father said I'd better stay home, they would have killed me too if they had found it out. They threatened Mózsi Gombos. He was looking for his goats Saturday evening. They told him to get lost or they would shoot him... He took us there with two women and showed us where they were laying and all. He lived at Muncel, near Körtvélyes. The murderers swore to kill him. He already fled in early 1945.
- We asked permission of the village hall to look for them. They sent people's gendarmes (i.e. people militias) with us. They had replaced Herta and his men in the meantime. The Soviets ordered them out a few days after the murder. Herta and his loitering gang cleared out. The volunteers too. Nothing happened until January. Though they tried to take my pigs. I was lucky my neighbor was there, because there were six. All villagers. Everything was allowed for them. They did what they wanted. Some of them went to Romania. They came home and went to the neighboring villages, including Bogárlelke, with carts. They took boots and clothes, whatever they wanted. Humane, decent people would never act like that. Only those loitering bastards dared to do it. There was no way one could go to see the corpses. When the loiterers disappeared, I was at the village hall. Nyilas asked me if I had seen the dead. I told him my brother, György Szálkai, had seen them every evening on his way back from the mine. I can still hear his voice asking him: – "Have you seen the bodies?" – "Yes, I have." – "What did they look like? Were they shot, were they beaten to death?" – "Both shot and beaten." – "Did you recognize all of them?" – "Yes, all."
There was a woman, Géza Czégeni's wife, who had to hide as well. They killed his husband and son, and they were looking for her too. Her son, Géza, was 16, he was a six-grade student at a school in Kolozsvár. He came home on holidays. His father was an innkeeper, a true gentleman. He was cultured. They buried them at Kolozsvár. Mrs. Czégeni got a tobacco-shop there. Then she committed suicide. She took some poison. She was quite depressed, always telling me there was no point for her to live on. Even if they had killed my husband, I still had my two children, whereas she had lost both her husband and son. She had nothing to live for... I always visited her when I went to Kolozsvár. We spoke about the past, about our pain. We used to cry and find our comfort in it.
They captured ten murderers and took them in detention under remand to Kolozsvár. We were summoned twice but the trial was always postponed. Then, I don't quite remember exactly when, they summoned us to Craiova,. Three women, Mrs. György József Székely, Mrs. Debreczeni and me, went there. There were ten defendants: Traian Ghine, Ioan Matei, Petru Sarca and... there also were three men from Stobor and three from Forgácskút. Then there were some witnesses of the defense, including road-mender Kincse and Suteu. According to their testimony the defendants were decent, ordinary people who had never committed crimes or murders. We had not even a lawyer, we traveled together with those witnesses. We were waiting in the city park, their lawyer came and instructed them what to say. He insisted them to tell that the Hungarians had done this and that. and murdered Romanians as well here and there. But they hardly asked neither me not them in the end.
When they told me my husband was murdered somewhere out there, I thought my days were numbered. But God gave me strength to live on. Then they found the bodies in January. They captured a volunteer who was there when they hid the bodies. I cannot imagine how they could hide them so deep. We took them out in sheets and put them on carts. They did not expect anybody to find the dead. A physician came from Kolozsvár to hold a postmortem. It was horrible, he said. My husband's knee was missing. There was a big nail kicked in another victim's skull. Their hands were tied up with wires. Teacher Ms. Ilona Kádas was witnessing the post-mortem. She went there with Attila Zoltán's mother. The old woman had to identify her son. Four gypsies were boiling water to defrost the bodies. Four Soviet soldiers were on guard around them. The bodies were carried one by one from the fire hall. Világosság January 28, 1945, wrote about the case.
- What did they ask you?
- They asked my name and age, and if I knew the person
who had come for my husband. I pointed to a man who was there in the corner, behind bars, and said that he and a volunteer took my husband. Then they asked me if I had anything else to say. I told them to ask me questions and I would answer. There was no point for me to speak. It was all pointless. A military officer or something came out and pat the murderers on their shoulders and told them not to worry, because they were secure. They were released indeed, they traveled together with us home. They had witnesses and a lawyer. We had no witnesses, they did not summon our star witness, Mózsi Gombos, either to Kolozsvár or to Craiova.
Gendarme commander Herta wasn't even accused. We spent one day at Craiova, and that was all. They had never officially settled the case.
WE HAVE ALL BEEN SENTENCED
József Kovács, Egeres, February 13, 1983
- I was born at Egeres. I was 18 in 1944. Years later, as I came home from the factory by cart, I took Traian Ghine. He was drunk. He told me he was sorry for the part he played in the murders of 1944. It was him who started to speak admitting he took part in the murder. He said he was there when the large farmers passed judgment on the Hungarians at the Romanian priest's house.
- He didn't say names and I didn't ask him either, yet I already knew whom he meant.
- Did he mention any names?
- Whom?
- Was he a large farmer?
- Well, Todor Crisan was among them.
- A large farmer, yes, he bribed in Craiova... He bribed them. There was then Ioan Chifor, and Süto˝.
- No, he wasn't. He was Vasile Suteu. The Romanian priest, Ion Chicinas, was also there. The trial was held at his house. Herta, the gendarme commander, lived at his house.
- Was Süto˝ a Hungarian?
- Did he really?
- Whom were they going to execute?
- Yes, he did, this is for sure. They held a trial there to decide whom and when they were going to execute.
- All Hungarians. They say they had a list of one hundred names. They were ready to move into our house, saying that we were about to be executed. Some people from Ticu – Forgácskút – were supposed to move in. Traian Ghine said he wanted to come there in the first place. We have all been sentenced. They planned to kill the elder ones first, including János Kovács, but they killed József Vincze, too . He was a postman, merely 22. He did no harm to anybody. Then they killed Czégeni and his son.
- Nothing that I know of. He was an innkeeper. What could he have done? They killed Márton Debreczeni , a member of the jury, who never hurt a fly. Then Mihály Mikla, he was some sort of a boss. 2 They were angry with him because he had used them for public work during the war. Exactly as they do it now.
- What did they have against him?
- Were these people members of the 1940-44 local administration?
- What else did Ghine tell you?
- Yes, you could put it that way. Yet János Kovács had never been in the leadership. He had some forest business with one of his Romanian relatives. He got his share under his name during the Hungarian rule. They went to court and he got it but not everything, only the part his wife was entitled to. The mother or another relative of his wife was Romanian.
- He told me that Domnit shot Józsi Vincze. 3 The boy somehow managed to escape… They were tied up with wires. He ran down a ditch. Had he hidden there, he would have escaped, he would have not been hurt. But he emerged from it and the shepherd sent his dogs caught him.
- From Herta. From gendarmes and the volunteers. They took them out in the field and beaten them brutally for fear they would escape. The sentence said they should be rather beaten to death and not shot.
- Where did they have their firearms from?
- What did they promise the villagers?
- When did he say all these? And why to you? Did he ever deny it later?
- They promised that they would get the Hungarians' houses. And they were drinking all the time.
- He told it to me because we always were on good terms. He was a servant at Aschelean, our neighbor. They brought their cattle to our well. He spent many years there, then he was a shepherd and everything. He was poor, and came from Pányik, he married a girl of Egeres. He never spoke to others and nobody else spoke to me of those things either. But it all came out during the years. Everyone has to confide in somebody. Ghine told me for the first time about 15 years ago, around 1968. He was drunk. Then he spoke once more, 8 years ago. He was coming from the pub again. He said their trial was quite an expense for the large farmers. First they were in imprisonment under remand at Kolozsvár. They could arrange nothing there, but they had contacts at Craiova. Had they told the truth at Craiova, even the court would have been in trouble.
- I was called up and I got there on October 5, 1948. In three months I was transferred to work in the army corps supply service. I handed out uniforms to officers too. Once, an first lieutenant, who heard that I came from Egeres, told me he was there at the trial. I asked him how did they escape so easily? They had a lot of money, the officer replied.
- You have been at Craiova too, as far as I know. How did you get there?
- Did they harm you in 1944?
- What did Bodea want from you?
- They had sent me to Jegenye, to call the carpenters. When we were back, Bogya (Stefan Bodea) caught me and took me to his cycle repair workshop. He is dead now. He was one the murderers. He would have killed me if I had not seen Ioan Sarca. I called him. We were on good terms, he knew me well. Luckily Sarca knew a sergeant who lived nearby. They set me free.
- He said he would kill me. I asked him what for, there was nothing I had done. He said they would kill all Hungarians, anyway. This was one o'clock in the night. They ordered us for work at the gendarmerie post. We went there day after day, fed their horses and kept the place clean for them. They wanted more of us to go. Sarca freed us, but Bodea came and took our pig. A pig of three hundred pounds and some sheets. There was nothing we could do. My father was away, a Romanian woman told him not to come back or they would kill him. My father sent the cart back and hid somewhere. He was a magistrate, and never harmed them. On the contrary, he had helped them. They had still beaten my mother. Socea hit her. Then they stole. They toured the region stealing: they went to Bogártelke and Daróc, to Hungarian villages and took whatever they could.
- He was the commander of the gendarme station. He was a sergeant. He came with the volunteers and lived at the priest's.
- When did Herta come to Egeres? What was his rank?
- Did the priest try to talk them out of the murder?
- Did they kill the miners at the same time?
- I did not hear about it. The judgment was passed at his house, wasn't it? Then the Russians came from Kolozsvár and chased the gendarmes away. Investigations started. The Jula brothers took the bodies to the Tóttelek forest and hid them in a deep chasm.
- As I remember, they did. There was a young German soldier who was left behind. They killed him for his good clothes.
- Well, there was only one as I recall.
- I have heard they killed them in two rounds.
- Uncle Jóska Kalló says so.
- Uncle Jóska Kalló and Gombos saw something. Gombos lived out at Körtvélyes, the murders happened there. There was a mine there.
THEY WERE CALLED: "GILCOSII" (MURDERERS)
Silvia Morar, March 6, 1983
- I was born at Pausa, County Kolozs. We moved to Egeres in 1931 when my mother married her second husband. I was 8 years old. Hungarians and Romanians understood each-other well before 1940. There lived a highlander, Gheorghe Boc, in the middle of the village. One day the news that Hungarians had killed him spread all over the village. Everyone had his/her version about the case.
- Those who came in. No villager's name was mentioned. I remember they found Boc buried by Creek Inaktelek. They said the Hungarians killed him.
- What Hungarians, villagers or those who came in?
- What was the reason for that murder?
- Did he say or do something?
- He was one of those who could not stand the Hungarians. Something like that.
- I don't know. There were some family problems... 4
- I recall nothing serious. We did our work.
- What serious event occurred in the village during the Hungarian rule?
- When 14 people were killed along the PetriSzentferencbánya road and later two more during the autumn of 1944, did the villagers speak about it? How much did the Romanians know about it?
- There were some rumors what and how it happened, how bold act it was and some names were mentioned, too. My father was a shoemaker, there were always many people at our house. As they waited, they were talking about lots of things, about Hungarians and Romanians, too. Everybody was curious, after all. They argued a lot and explained their theories. They mentioned names as well. They were talking about the Julas, about Sicsai and Blaje.
- Blaje was Traian Ghine, wasn't he? Was Sicsai a Hungarian?
- Why did they kill these people? Who organized all this?
- No, he was not. Sicsai was a Romanian. Blaje was Traian Ghine. 5 One of the Julas later hung himself.
- They killed because of ethnic hatred. One was Hungarian, the other Romanian. I haven't heard of other reasons. I have no idea on who the organizer was. I was very young then, I didn't even grasp the importance of the events. We spoke openly about it in our family. People knew who the guilty ones were. There might have been strangers and volunteers, too, but the ones we knew and spoke about were all villagers. People were keeping away from them.
- Yes, Romanians too. It was horrible. They were called "gilcosii" ("djilkoshi" – murderers).
- Romanians too?
- Why, this is a Hungarian word? Why not "ucigasii", the Romanian word?
- Would you say there were people who didn't know who the murderers were?
- Everyone called them this way: gilcosii.
- It's not that. Everyone knew, who they were. But their relatives and friends stood up for them. Others were afraid of their revenge. They knew about the ringing ban, too. People said these men deserved neither Catholic nor Calvinist bell-toll. This is something both Hungarians and Romanians agreed upon.
- Ioan Matei died some five years ago. Hungarian bells were silent at his burial. I think his family didn't even ask for the Hungarian bells to ring. They knew it would have been pointless. All the village knew he was a murderer. My parents told me. 6
- Do you recall a case when the Hungarian bells did not toll?
- Did the murderers stay or flee after the crime?
- I do not know. I was too young to notice such things. 7 Adults were afraid of revenge, so they kept their mouths shut.
EYEWITNESSES
Károly Vincze, member of the people's militia
- When I returned home from the front in the autumn of 1944, I heard that György József Székely had been murdered on Kishegy. Mother said "be careful, look what has happened. They have killed so many people here". Who? "The volunteers, the villagers and"... Herta and his men were still here when I arrived. I never saw him, they just said he was here. He disappeared when the order came for Romanian gendarmes to leave. They said Hungarians were coming. The guilty ones had vanished.
- Domnit, the roadworker (Suteu), Sarca, the Julas, Traian Ghine, Bodea – they all went away. Nicolae Nut and Matei did not leave. When the Russians arrived, they and Gyuri Nyilas, caught Matei and Nicolae Nut. They brought them to the village hall and handed them over to the people's gendarme. In the meantime they were looking for the others, but there was no way to find them. They fled to Torda, we were told. They took the prisoners to Kolozsvár that very evening. Next day they returned and took us with them, too. Me too. Armed as we were we went with them to the Tóttelek woods. Nut and Matei guided us, they took the corpses out of the chasm and put them on carts. There were some soil and tares thrown upon the bodies, but not very much. They did not rot, it was cold in January, the soil was not enough to warm them up. We guarded them, I saw everything. I recognized all of them except for that young German soldier. He was about 18-20. They had stolen his clothes, he was all naked just like the others.
- Do you remember any names?
József Kalló:
- I was on duty as a militia man in the village that night. Herta was not there with the murderers, he just gave orders. There were quite a lot of volunteers and civilians. They were quite a many. Herta went to Forgácskút, too and told there that. Hungarians had to be exterminated. He recruited his men by promising them the houses of the victims.
- They set off before dawn. I followed them, I heard the shots and the shouts. One boy, Mózsi Gombos went there. They chased him off telling him they would shoot him. He was at fifty meters from them, I was at one hundred, so they couldn't spot me. I saw Józsi Vincze escaping. He was twenty, the poor thing. He ran the wrong way. Had he run towards the Petri-road, he would have escaped. He was heading towards the shepherd's place. The shepherd's dogs caught him. The shepherd was a Jula-boy, Adam Jula, he knew what was going on. When they brought Józsi back, Blaje and Matei, the latter has already died, offered him a cigar and they told him they would let him go, if he kept his mouth shut. The boy promised that he would not say a word to anybody. Then they told him to go away. When he just turned his back to leave, they shot him. He fell into a ditch, and they left him there.
- Well, they are all dead now, except for Ghine. There were Vasi Opra, Tanase Kincse (he changed his name for a Hungarian one during Hungarian time), Cornel Stereban, Vasi Mocan, Domnit and Gheorghe Cozac. I was lying in a ditch hundred meters from them, thus I recognized the villagers at once. I was shivering with fear. There were four men from Forgácskút. I had recognized Vasilie Vanciu, but I did not know the others.
- Who else did you see there?
- I reported the bodies were hidden here and there and asked them to bury the victims. It was a mine opening, where they used to bring earth out into the open. They hid the corpses in that chasm, but we still found them. Then they took them away to the Tóttelek woods into a mine air-shaft. We discovered this hiding place only in January, when a volunteer was captured and he led us there.
Attila Gajdos Balogh
Persons murdered at Egeres on October 22, 1944
2. Géza Czégeni, 51
1. Kovács János
3. Géza Czégeni, 16
5. Márton Debreczeni
4. József Vincze, 21
6. Mihály Mikla, 65
8. Zsigmond Juhász, 21
7. Attila Zoltán, 33
9. András Dimény, 35
11. János Hajas, 30
10. János Gille, 35
12. József Hajas, 38
13. János Sipkó, 32
14. János Rilki
16. Unidentified German soldier, about 18
15. József György
Notes
1Voluntar pentru Ardeal – Volunteer for Transylvania
3Kalló, another witness in the village stated that Blaje and Ion Matei shot Vincze. Blaje was the nickname of Traian Ghine. Ghine intended to blame Domnit for the crime.
2Mihály Mikla was the village drummer
4According to the Hungarian villagers, Boc was reported by his son-inlaw to the authorities for hiding a rifle in the side of the well. It was also said that he shot at a Hungarian officer, whom he served as an orderly, in 1918 after the Romanians came in.
6Silvia Morar's father, the shoemaker, refused to answer my questions.
5József Kalló stated that he witnessed Ghine and Matei shooting Józsi Vincze. Ghine, however, accused somebody else.
7When the Soviets ordered the Romanian administrators out of Northern Transylvania, many villagers believed that the Hungarians were coming back. The guilty fled to Torda. They hid the corpses before their escape.
Note # 8 left out because the dialect word for air shaft was simply translated.
Counties Szilágy and Szatmár
Due to scarce data available, it is not possible for us to thoroughly analyze the counties of Northern Transylvania we have not mentioned yet. Yet it is highly probable that the front and the change in power led to similar consequences all over Transylvania. Minorities had to pay for the Vienna Verdict, for the blood-sacrifice of Romanian soldiers killed on the front and for the insecurity of Northern Transylvania's status. Neither the expulsion of Romanian administration from Northern Transylvania, nor the establishment of the Groza-government on March 6, 1945, did not put an end to antiHungarian atrocities. To prove this statement, we are going to present several atrocities committed in Counties Szilágy and Szatmár during the autumn of 1944 and January-July, 1945.
The inhabitants of Zilah recall no volunteer were present. Robbery and theft occurred rarely. In the hope of easy prey, some racketeers came over from the neighboring villages to take advantage of the confused post-war situation and assault some house with the intent to rob. But there were true mass-arrests at Szilágysomlyó and in its vicinity. After the arrival of the gendarmes, volunteers calling themselves Maniu guards – "local Manists" –, robbed the houses of Hungarian merchants and manufacturers. They took nine wealthy Hungarians to Zilah 2 , but they were released after three days of "forced labor".
The Soviet troops had reached Zilah on October 15, 1944. A few days later 5,000 soldiers of the Romanian 4th army were quartered in the town. Local people took over administration in the town and the county. The Prefect and the mayor were Romanian, nevertheless many Hungarian clerks worked under their control. Towns with a Hungarian majority – Zilah, Szilágysomlyó (S¸imleu Silvaniei), Nagykároly – were surrounded by villages inhabited mainly by Romanians. Under the command of Major Suciu, gendarme posts were formed all over the counties. The County suffered insignificant war damages. The majority of inhabitants remained, except for a few intellectuals who had fled. 1
As Badacsony, the birthplace of Iuliu Maniu is situated 5 kms from Szilágysomlyó, due to the popularity of the politician, most Romanians in County Szilágy were members or sympathizers of the National Peasant Party. So, they are mentioned "Manists" and not the volunteers. We know from the testimonies (see Appendices) of women who visited the internment camp at Földvár and interviewed by Világosság, or men who returned from Soviet forced labor camps, that many Hungarian men, were reported to the gendarme and taken to various internment camps from the villages in the neighborhood of Szilágysomlyó these days.
The HPA Record 4 of January 22, 1945, reported that part of the Hungarian female inhabitants of Szilágysomlyó were taken away. Chief town-clerk Zoltán Balta, town-engineer István Kemencsei, high school principal Mihály Ko˝halmi and merchants Iván Berecki, László Iván and László Cserne were among them. They had nothing to do with politics and they had not returned yet. The same Record in June complained about arrest of several hundred men in County Szilágy 5-6 months earlier, whose cases had yet not been cleared since.
In January 1945 they gathered several hundred men accusing them of being war-criminals. Their destination was either the Nagyenyed prison, or unknown. On January 10, 22 people, who had never meddled in politics, were arrested at Szilágysomlyó. 3 They were first taken to Zilah, then, after several days of torture and questioning, to the Nagyenyed prison. Ten of them died during their imprisonment.
The Record failed to mention but the inhabitants of Szilágysomlyó remember the de-Germanization campaign launched in early 1945. On January 3, all Hungarians of German-names, accused of collective guilt, were rounded up and deported to the Soviet Union. 5
According to the records of the Roman Catholic diocese of County Szatmár and the HPA 7 , the following Catholic priests were deported from the area of the diocese: parish priest Ferenc Melan and prior Erno˝ P. Gruber from Nagybánya (Baia Mare); parish priest Ferenc Monostori (he was seriously ill) from Nagymadarász
Anti-Hungarian atrocities were given a German bias in County Szatmár as well. There is no data on the volunteers' presence in the county. On its September 26 [1944] meeting, the Romanian Council of Ministries passed a decree on the dissolution of the German nationality 6 (desfiintarea grupului etnic german). In the end of October, after the "liberation" of the county, local authorities issued orders for the deportation of war criminal Swabians. Another de-Germanization campaign was carried out between January 3 and 22, 1945, [in Szatmár], simultaneously with the events in County Szilágy. But, this time exclusively Hungarians were deported.
(Ma˘da˘ras); parish priest László Lengyel from Érmindszent (Ady Endre) ; parish priest Gellért P. Semptei from Nagykároly; parish priest Károly Franzen from Aporháza; parish priest Elzear F. Simon from Székelyhíd; as well as theology students Lajos Láng and Ferenc Steibel.
- They arrested 16 Hungarian men, accused of being partisans, and took to unknown destination from Bere. They wanted to deport the daughter of Calvinist minister Erno˝ Orosz as a Swabian, to the Ukraine. Her father freed her at the last moment. Despite they were Hungarians, 59 persons were deported (fathers and mothers of three children) to the Ukraine. They shouted from the sealed wagons at railway-stations: "we are Calvinist Hungarians yet they are take taking us..."
- Even women, whose husbands had been deported, were gathered at Krasznasándorújfalu. But their children left alone made such a noise that the local Soviet commander interfered and let the women leave.
- The chief-clerk and magistrate of Nagyszokond (Socond) lumped the Hungarian inhabitants together in with the Swabians due to be deported. The Hungarians were already deported. A part of the Hungarian inhabitants of Krasznabéltek (Beltiug) and Sándorfalva were also taken to the Ukraine as Swabians. 170 Calvinist Hungarians were taken to unknown locations from Erdo˝d (Ardud)...
Nobody has ever paid any attention to these grievances. After the signing the Romanian-Hungarian peace treaty, the issue of Transylvania and her Hungarian inhabitants has never been put again on the agenda of the Great Powers' international policy. The importance of the issue in Romanian home policy diminished as well. After March 13, 1945 8 , despite high-sounding minority policy, Hungarian organizations of interest representation still had to record the grievances of Hungarians in Transylvania day by day: threats, beatings, discriminatory laws 9 and abuses of central and local authorities. On the bases of a new ideology, but at a quick pace, life has soon returned to the old track of pursuing the ideal of the pan nation-national state; Restitutio in integrum.
Mária Gál
Notes:
1August 23, 1944. Documente 1944-1945., Bucharest, 1985., vol. III., pp. 202-235.
3Géza Lázár, Sándor Nagy, János Vida, Gergely Páncs, Irén Duka, Arnold Szu˝cs, József Kovács, János Ángya, János Molnár, Mihály Kovács, Béla Szabó, Gyula Madár, Péter Fügedi, dr. Béla Sámi, Mihály Ko˝halmi, András Koszorús, János Fábián, parish priest Hauler, Bimbi Duka, Géza Duka, Sándor Farmathi, Sándor Saskó. On the basis of the interview with Gyula Madár.
2Géza Lázár, Erno˝ Papp, Sándor Nagy, Iván Túróczi, József Brandt, János Vida, Arnold Szu˝cs, Gyula Madár. Interview with Gyula Madár. April 23, 1995, Szilágysomlyó. The cassette is in the possession of the editor.
4MQL. ROM. TÜK. XIX-J-1-j., 18. d., 16/b.cs.
6Curierul, September 27, 1944.
5Gyula Madár remembers the following names: György Smaltig, Miksa Sájter, Jani Sájter, József Sájter, Pál Major, [?] Szomer, Pál Sájer, József Gájger, István Pocsvájler, József Wagner, István Svájler, János Svájler, Lajos Hartman, [?] Kander, György Drozs, Sándor Shaitein, József Dull, Margit Barkó, [?] Vilistein. Only five of them returned from the Soviet Union.
7MOL. ROM. TÜK. XIX-J-1-j., 18.d., 16/b.cs.
9See the Agricultural Act, CASBI, the Acts on Citizenship and on Action for Recovery of Property.
8March 13, 1945. The date of the Romanian administration returning into Northern Transylvania.
Southern Transylvania in Autumn 1944
We know very little about the fate of the Hungarians living in Southern Transylvania after the in Vienna Decision. In lack of archive sources and Hungarian newspapers, we can only rely on oral history, according to which minorities were generally oppressed. Overall censorship was nearly unbearable. Hungarian men were taken to forced labor as untrustworthy elements. Hungarian villagers along the border were frequently accused of spying. Many of them were imprisoned with no valid proofs at all. 1
Hungarian inhabitants had to pay for the two, ill-fated offensive of the Hungarian army at Torda and at Arad-Szalonta (Salonta). 1,000 Hungarian men were taken from County TordaAranyos (Aries¸) 3 and seven people were executed at a nearby village, Szentmihály. After re-capturing of Arad several Hungarian and German inhabitants were gathered and sent to internment camps 4 . Romanian soldiers committed mass killings in the valley of River Black Körös.
After the break-away of August 23, 1944, Romanian authorities gathered and interned hundreds of Hungarian leaders, intellectuals, priests and politicians in Southern Transylvania. They took them to internment camps at Tg. Jiu, Focsani, Lugos and Belényes. According to the record 2 of December 29, 1944, of the Calvinist congregation of Gyanta, its minister, Ferenc Boros, and four other men were taken to Belényes. Then in ten days, after they had spent three days at home, they dragged him to Kishalmágy, County Arad. They kept 84 priests and teachers there from Counties Bihar and Szilágy in shameful condition. As in other parts of Transylvania, arrests were mostly executed by the Romanian gendarmes.
One day after the second assault into Southern Transylvania was launched, Hungarian troops reached Gyanta on September 14, 1944. They held the village for ten days. According to the above mentioned records of the Calvinist diocese, the Hungarians, as they were advanced towards Laskóh, found themselves against Soviet troops superior in number when they reached Lunca, and were forced to retreat. The Hungarian rear-guard, one company, took its positions in the streets of Gyanta on September 24, Sunday, and managed to hold up the 3 rd Romanian mountaineer division for a couple of hours. The Hungarians retreated at about 4 o'clock in the afternoon, and the invading Romanian soldiers took their revenge on the innocent villagers. They killed 47 people, beat men, raped women and girls, set gardens on fire, pillaged and ravaged the houses. Together with civilian Romanians from nearby villages, they had taken the goods, carts and cattle of the Gyanta inhabitants. They set the church, built in 1800, on fire that day.
Lieutenant Teodor Brindea, born at Belényes, commanded the massacre of Gyanta. He tried to clear himself in his diary 6 by writing "I was ordered to do so". Nevertheless survivors claim he did his work with the possible greatest consciousness and bloodlust on that sad day of autumn thanksgiving, September 24. Brindea was arrested at Nagyvárad 7 on May 9, 1947, and sentenced to 7-year imprisonment. 8 Nevertheless, the ones he killed were not recorded as war victims, their children and widows never obtained the financial allowanced entitled to war orphans and war-widows. The official discrimination of the victims-martyrs of anti-Hungarian atrocities proved it that a massacre of that scale could not be incited by purblind national hatred, that both soldiers and civilians would easily steal and pillage without order but even the greatest anger, chauvinism and blood thirst would never force a soldier to commit a mass killing, but superior orders.
However, the Gyanta-events had a prelude in the Bihar region. Soldiers of the Romanian army, arriving after the retreating Hungarians, arm in arm with Romanian inhabitants of the neighboring villages, pillaged Magyarremete and Kishalmágy, near Belényes, on September 23. 5 Under the accusation of being partisans, they had executed 36 civilians, including children of 14 and men over 60, unable to resist or fight at all. Six villagers slipped away from Magyarremete to Kishalmágy were executed as well. The motivation was the same as at Gyanta. The citizens of Magyarremete had to pay with their lives for the resistance of the Hungarian army in their village.
The origins and composition of Brindea's troop is still unclear to us. The church record of Gyanta simply calls it the 3 rd mountaineer unit of the Romanian army, without specifying whether it belonged to the 1 st or the 4 th Romanian Armies fighting in Transylvania. Despite the fact that the border guard troops that fought on the Soviet side in this region belonged to the 4 th Army, the massacres were most probably committed by soldiers of the Belis (Jósikafalva) locally mobilized mountaineer unit, i.e. the "battalion fix" named Szamos. They belonged to the 1 st Army of Szeben, and together with similar units of Topánfalva and Abrudbánya, they fought against Hungarian-German troops in the valley of rivers Körös, along the Vienna-border.
It is a fact that villagers in the Körös and Aranyos valleys have a much blurred image of the soldiers who went by. Some call them volunteers, others guardsmen, or members of the locally mobilized battalions or simply soldiers. But in most cases witnesses point to the fact that they were not ordinary, disciplined military unit, rather a weird mob of suspicious figures dressed in military uniforms. Regular Soviet troops arrived after them. (They arrived at Gyanta on September 27 and stationed in the village for two weeks.) Villagers from the nearby settlements also took part in robberies at Gyanta, Magyarremete and Kishalmágy. Nevertheless, no civilians are mentioned in connection with the killings.
Mária Gál
GYANTA, SEPTEMBER 24, 1944
I have selected the following fragments of interviews from the documentary film, Gyanta, shot by Zoltán Boros, with the author's permission. (ed.)
THEY RISKED THEIR OWN LIVES TO RESCUE US
I can clearly recall it. It was in the autumn of 1944, we were sitting in Medrea's cellar when we heard shout from outside, I folded my hands and prayed for God's help. Some minutes later they fired at the very spot I had just stood up from. They broke the cellar door, my father shouted we were civilians and not to shoot. A lot of soldiers came and ordered us out. They searched the cellar for hiding Hungarian soldiers. They forced us to go down the street, but we had no idea where we were driven. When we passed by their house, Mihai Farcas and his daughter stood in the way of the soldiers. They said that we were civilians, we did not do any harm, and it was not us who had fired but the Hungarian soldiers. Farcas asked the Romanians not to take us away. He said he would assume the responsibility for us. My father and Farcas and his daughter had to walk around the street. They said they would shoot them if the Hungarians fired at them. But the Hungarians were already far away, nobody fired, so we finally got home.
There were shots all day long here and there in the village. People were executed, houses were set on fire. The soldiers that caught us listened to Mihai Farcas and believed him that the Hungarian soldiers and not the civilians shot at them. But there were many to whom not even Romanians could explain how the rearguards fled in the last moment, leaving some of their machine guns behind. Soldiers thought all those arms were ours. My father tried to explain things, but his knowledge of Romanian was rather poor. Soldiers kept demanding to show them the Hungarians if they had really been there. We last saw Hungarian soldiers before the shooting started because we went down to the cellar. My father had served in the war, he saw the Hungarians had no chance, and told them not to fight. As a 16-year old child, I did not really understand of what my father tried to explain them tooth and nail. He kept asking them not to fire, and reminding them of the civilians they would be left behind. But they listened to nobody. They went on firing to cover their retreating fellow-soldiers. There were many executions, many houses set on fire in revenge of it. All our gardens were ruined, and many of the villagers had to be helped to feed their cattle during the winter.
- How did Hungarians and Romanians live at Gyanta before the war? Did their relation change in wartime or after the massacre of September 24?
Many things happened then, we do not even like to recall it. We witnessed that some people were buried in coffins, some in sheets. The parish was in a very nice spot, up on the hill, it was all surrounded with flowers and lilac bushes. War did not spare it either. Neither Hungarians, nor Romanians asked for our permission to billet there. They both quartered in there where they wanted The pastor was in deportation when the Hungarians came. Without asking for his wife's permission, the Hungarian officers moved in and set up their headquarters at the parish. Neither the pastor's wife nor the village people knew anything about they discussed and decided upon there. But the house was set on fire because they lived there.
- Most of the villagers are Hungarian. 9 We always were on good terms with the few Romanian families living here. They stood up for us and protected us on September 24, too. When the Hungarian soldiers wanted to take their horses, my father did not allow them to do so. There were no problems between us, all troubles were due to the war. People talk at random and they don't really know what to believe. They think the civilians are to blame, whereas it's all politics. Soldiers perform orders and civilians have to accept the situation as it is. Whether they are beaten or cared for. There was no hatred among us after that events. Nobody cared you were Hungarian or Romanian. We tried to live our life as we could. It wasn't easy, but we managed somehow.
THE ARMY CHAPLAIN WAS TO ADMINISTER THE HOLY COMMUNION
It was Sunday. The army chaplain was preparing to administer the Holy Communion. I was a girl of 16, and I was waiting for the event. Suddenly there were gunshots. We all tried to hide in cellars, shelters, in the back of the gardens, wherever we could. Soldiers flooded the village in the afternoon. They were volunteers, looking for Hungarian soldiers. But luckily, the Hungarians had already disappeared. We knew nothing about who had fired. The Romanians came in and started to look for Hungarian soldiers and as they were nowhere, the Romanians shot innocent people. They searched the cellars as they thought there were the Hungarian's headquarter and controlled shootings from there.
- Most probably the soldiers did it. They set many houses on fire. Whole streets had burnt down, haycocks and houses with people in them; all were done by the soldiers. They performed the executions, too. Medrea had a great cellar just opposite the mill, it could hold 20 people. They fired in there with a machine gun. Some of the hiding people were wounded, then the soldiers took them to the cemetery and shot them. Zsuzsa Boros, a relative of mine, managed to escape. She hid in a cornfield, sneaked into the village by night and was sheltered by a Romanian family in their attic. She saw the execution and heard the victims crying.
- Who set the parish on fire? Soldiers or civilians?
They told Mihai Todinca, a Romanian man, he was free to go. He did not want to leave without his Hungarian wife and two children, so they shot him, too.
They took 15-20 persons to the other edge of the village and shot them. Gyula Bere escaped, he was the sole survivor. There was a young boy of 17, István Bíró, he was shot in his face. He was found under the corpses, by the mill. He died of a disease while he was still a student.
GYULA BERE:
I SAW THE OTHERS HAD ALREADY BEEN SHOT
We have sad memories of that September 24. When we heard that not the Russians but the Romanians were coming, we went into hiding. When I heard them shouting in the back of my yard, and got so frightened I jumped over the fence trying to run the way Hungarian soldiers did. They shouted Stai! (Stop!) and I stopped for fear they would shoot me. They said nothing else, two soldiers caught me and took me away. At the fringe of the village I saw the others had already been shot down. Captain Brighea, if it was his true rank, was on his way back from the corpses. When he saw me – he was some 100 meters away – he called out to the soldiers: Impuscati si pe el! (Shoot him too!, without asking me anything. He wasn't interested whether I visited Hungary ever or had an ID or was guilty or not. Luckily, he did not come back with us, he just gave orders to the soldiers. At the fringe of the village, where they supposed to shoot me, a sergeant (corporal, really) leaned over the fence of a house and told the soldiers: Nu impuscati pe asta, destui ceilati! (Don't kill him, it's enough of killings.) They let me go with him. He took me to the last house in the village and he did not let me stay in the yard but hid me under the bed. He was afraid they would shoot me if they found me there. I waited there and when he returned and told me to run because they caught someone who had escaped and executed him on the spot. I jumped out through the window on the opposite side of the house. I still don't have any idea how I got to the third neighbor. I was crawling I suppose, I jumped three fences God knows but I don't know how. I came only to my senses when I was already there. A sick old woman lived there, I told her what had happened. Soldiers had just searched her house looking for young people and Hungarians. She made me lie by the fence, she piled some vegetables over me. I wanted to go home at night, but they broke the fence, I couldn't. Till dawn I was hiding in her bed, that's how I escaped.
Péter Boros, one of the people executed at the village fringe, was shot in his loins. He lied there with the dead until night came then dragged himself home and died there. Pál Lacikó did not die on the spot either, he managed to get home.
MY LITTLE GIRL, YOU ARE BLEEDING!
Iluska and her parents were in the cellar by the time the soldiers came. She looked out of the window, the soldiers spotted her and fired into her face. Her mother, father and brother also died. I saw them being taken away while we were driven towards the bridge.
They caught me at home. They entered every house in our street. My parents were scared of what was going to happen. My father hid in the hay, my mother saw when I looked out the gate, while the soldiers were escorting our neighbors already. They caught me in an instant. I saw the wounded baby in her mother's arm. She kept saying: My little girl, you are bleeding . One of the soldiers told her: it's not going to bleed for long. When we reached the bridge, the soldiers started to beat one of the children on his back and drove us into the cornfield. I asked Sándor Szabó, one of our neighbors, if he would try to escape with me. He said he was afraid of being shot. I ran away by myself, because my mother was very sick, she needed my help. I managed to escape while the German fighter planes came. They fired at each other as crazy. The Romanian soldiers were on the bridge and the Hungarians were firing from somewhere above. They noticed that I disappeared after the shooting ceased. They started to look for me. I hid under the runner of a pumpkin, in the cornfield, I didn't stand otherwise they would have seen me. I was listening. The soldiers waere going around, and they left the cornfield only after the German planes had gone for good. Then they gave up the chase. I came by the mill, they took the others to the cemetery. I did not see but heard that they ordered them one by one to kneel in the ditch. I just hid behind the stable door next to the mill, the soldiers returned. They probably saw me, otherwise they wouldn't have come that way. The soldier with bayonet asked the Romanian miller whether he had seen a woman hiding there. I was at the door, around the corner when miller Medrea told them he did not see anybody and he guaranteed that no one was hiding there.
I went home at dusk. The miller told me not to go, he said soldiers might still were patrolling the streets, but I got home without any difficulty. My parents were crying in the yard, they thought I was already dead.
Then I went up to the attic. I heard the cries and the shots. As I peeped out through a glass shingle, I saw as Péter Bálint, the pastor's neighbor, was shot. Uncle Lajos was also taken out there, but he somehow survived, but I don't know how. Their hands were all tied and they were kneeling in line. I later heard then when they wanted to shoot him, [Uncle] Lajos Boros stepped out of the line and offered money for his life. "Please, don't shoot me, I have money" – he said and reached out for his pocket. But the soldier shot him in the back and then took his money. The soldiers told Togyinka to step out of the line as he was Romanian and free to leave. Togyinka asked them to let his wife and children go, but they didn't. Then he said: "If you shoot my wife and family then shoot me too". So they did. He was the only Romanian murdered at Gyanta.
The soldiers came with an officer next morning. They knew I had escaped. My aunt saw them and told me to hide. I ran out because I feared they would shoot my mother. The officer recognized me, asked me where I was the previous day. Where I had to be, I replied. They did not harm me. They said 24 hours had passed, so there was no need to kill me.
Two more women also escaped from the cemetery. After they shot the people driven there, they left two Romanian soldiers to make sure all of them were dead. They discovered the two women. They were wounded but alive. "Fugiti de aici" (Run away) – they told, and let them go. They left the bodies there. Villagers buried them the next day. Relatives, neighbors, who cared about them. They dug the common grave and buried them there. There were people who were impossible to identify, their faces were shattered by bullets.
A Romanian Woman:
WE SHELTERED A WOUNDED HUNGARIAN SOLDIER
We lived in peace before the war. My father was the mayor and everybody liked him. He was captured during the war, he returned home before the front, before the Romanian soldiers reached us, with the other prisoners-of-war.
There were four families in our cellar when the Romanians came; Péter Birok and his family, the Boros family, Aunt Julcsa and Pista Samu and his daughter. The Samus fled because they thought they could rescue their cattle. Pista Samu climbed up to the attic in his barn . As he was coming down with a bundle of hay, a Romanian soldier shot him in the back. The others were taken away from the cellar, but first the soldiers fired in from the outside. I took care of Aunt Julcsa, because I had a first-aid kit, so I helped anybody I could. But István was helpless, he was shot in his stomach. When they took them away, it did not occur to me they would kill them. I got scared when one of the soldiers sat the barn and the haystack on fire. I stood in his way and tried to stop him, but he said he had an order to do that. Their officer just came by and he also said that the whole village was to be burnt down. In my despair, I started to shout that not only Hungarians but also Romanians lived there too, and it was the Romanians' street. The officer was surprised but ordered his men to extinguish the fire. My father sent people to the burning hay to stop the fire. Then he joined that officer and went with him around the village to prove that nobody would fire at them. This is how this part of the village escaped. People tried to rescue the parish, too, but the soldiers did not allow them. Then as the fire spread and everyone ran where he could. There was great confusion, people was afraid and ran for their lives.
The Romanian troops set the village on fire to take their revenge. They started with the Calvinist parish, because the German officers had their quarters there. They said soldiers fired from there and from the Calvinist church tower, too. Nobody knew it for sure, it was such a confusion in the village then. Everybody tried to hide in the cellars or anywhere safe, so we could not really see who and from where were shooting. But they were soldiers, not the villagers.
The soldiers came from all directions. Miller Medrea tried to stop those who came from the direction of the mill, as there were people hiding in his cellar, too. But they took everybody away from there. There was a family with a 2-year old child. They shot the child first. As far as I know, only one of them survived. That man was shot in the face, he collapsed but did not die. He dragged himself to the fence and lurked there till dusk and went home by night.
- How many Romanian families lived here during the war?
The Romanian soldiers were quick to leave, and the Soviets came after them. They stayed for about two weeks, they quartered themselves in every house. They confiscated our cattle, we had to cook for them. They, however, did no harm to us. There were no more fires, no more killings.
- About fifteen, but it was not the point. We wanted to rescue the village. National differences did not matter for us. We spoke Romanian to Romanians, Hungarian to Hungarians. There were no problems after the war either. The Hungarians were not angry with us. After the Russians left, a news spread that the Hungarians were to come back. The Hungarians went to the Romanian families to stay with them and defend them. Uncle Mihály stayed with us, encouraging us not be afraid. But there was no need for it, the Hungarians did not come back.
- No, they didn't. They stayed almost two weeks here. Once they gathered the Romanians and a few Jews in Feri Szabó's house and told them that they had to execute them. Their officer calmed them down. He said they had to send a petition to Budapest first, they could act only after that. They sent no petition, I think. No answer came and they did not persecute us. We never blamed the event on Hungarian villagers.
- Did Hungarian soldiers commit anti-Romanian atrocities while they were at Gyanta?
A few days after the front went away, I don't know exactly when, a wounded Hungarian soldier came into our garden. His name was Károly Halinka, and he was from Nagykároly. He said he deserted the army, he did not want to fight any longer. I sheltered him, took care of him. He was very ill. The militia came in two weeks and they came to pick him. They knew he was there. I have no idea who reported it. I denied everything but he came out and told them that he was a deserter. He promised to write wherever he got. He newer wrote. I have never heard nothing of him again. They had surely shot him, or else he would have contacted me.
The List of Known Victims Killed in SOUTHERN TRANSYLVANIA
(Data from the dioceses death registers)
GYANTA:
1. Lajos I. Bíró, 66
3. Erzsébet Bíró, 28
2. Widow Mrs. Lajos Bíró, 64
4. Mrs. István Bíró
6. József Vekerdi, 53
5. Károly D. Fenesi, 60
7. Mrs. József Vekerdi, 50
9. László Vekerdi, 11
8. Ilona Vekerdi, 19
10. Ludovic Todinca, 42
12. Lajos Todinca, 17
11. Mrs. Lajos Todinca, 38
13. Ferenc Todinca, 13
15. Lajos K. Boros, 56
14. Erzsébet Kovács
16. Mihály A. Boros, 40
18. Mrs. Mihály Antók, 21, pregnant
17. Mrs. Mihály Boros, 38
19. Julianna Antók, 2
21. Sándor Szolga, 40
20. Erzsébet A. Boros
22. István Ambrus, 50
24. Gyula Ambrus, 16
23. Mrs. István Ambrus, 46
25. Ferenc Halász
27. Rozália Bungya
26. Mrs. Ferenc Halász
28. József Bíró, 19
30. János Boros, 56
29. Lajos Boros, 56
31. Lajos Ábrahám, 35
33. Károly B. Boros, 65
32. István S. Köteles, 71
34. Imre Sz. Boros, 64
36. János Cs. Boros, 21
35. Péter R. Boros
37. Péter Boros, 25
39. Károly Szabó, 49
38. Péter Ábrahám, 36
40. Károly Szabó, 21
42. Mihály P. Köteles, 20
41. István Szabó, 13
43. Mihály Laczikó
45. Ferenc Adorján, 33
44. Mátyás Rozvány, 39
46. István Köteles, 61
47. Rebeka Ábrahám, 65
MAGYARREMETE:
1. János Béldi, 48
3. András Béldi, 20
2. Lajos Béldi, 44
4. János Máté Bálint, 38
6. Sámuel Bálint, 47
5. János Bálint, 14
7. Mihály Bálint, 41
9. László Gergely, 42
8. Péter Fenesi, 38
10. András Géczi, 45
12. István Tamás Kovács, 61
11. Imre Horváth, 78
13. János Tamás Kovács, 64
15. István Lukács, 24
14. Mihály Kurucz, 63
16. László Lukács, 21
18. János Kósa Molnár, 85
17. László Lo˝rincz, 74
19. László Jámbor Molnár, 62
21. András Birta Szabó, 38
20. Ferenc Nagy, 53
22. Antal Szabó, 68
24. István Szabó, 44
23. András Szabó, 41
25. Sándor Szabó, 54
27. Tamás Tamás, 47
26. János Tamás, 73
28. Tamás Tamás, 12
30. András Tamás, 17
29. Ferenc Tamás, 49
31. István Tamás, 48
33. Ferenc Bura, 42
32. Sándor Tamás, 63
34. Mária Zsurkó, 34
35. József Lukács, 15
KISHALMÁGY:
1. Ferenc Tamás, 20
3. András Izsa Szabó, 67
2. István Bálint, 21
4. József Szatmári, 62
6. Sándor Szabó, 64
5. József Kurucz, 49
The six persons fled from Magyarremete were killed on the road leading to the place of massacre.
SZENTMIHÁLY:
1. Gyula Wolff
3. Tamás Kiss
2. Mózes Dézsi
4. Miklós Bágyoni
6. József Mihályfalvi
5. Miklós Fülöp
Notes:
2See Appendices.
1Interview with Roman Catholic vicar Ferenc Lestyán, March 6, 1995, by Mária Gál. The cassette is in the possession of the editor.
3Ildikó Lipcsey: Erdélyi autonómiák (Történeti tanulmányok) (Autonomous Communities in Transylvania [Historical Studies]), Budapest, 1990, pp 53.
5Gábor Vincze: A romániai magyar kisebbség történeti kronológiája (The History of Hungarian Minority in Romania) 1944-53. Published by the László Teleki Foundation Library and Documentation Service, the Social Scientific and History collection of the JATE Central Library and by the Modern and Recent History Department of JATE, Szeged-Budapest, 1994.
4Interview with Júlia Németh, April 25, 1995, by Gál Mária. The cassette is in the possession of the editor.We have no data on those who were interned from Arad and its vicinity.
6The Diary is in the possession of the widow of Brindea. It will be published shortly.
8According to Mrs. Brindea
7Gábor Vincze ib.id.
9According to the (Romanian) Census of 1930, the number of inhabitants totaled to 2,011 (1,419 Hungarians and 508 Romanians) In 1941 out of the total of 1,688 Hungarians numbered 1,101 and Romanians 518.
Epilogue
Is it wise to rip up an old sore? Does it make any sense to recite old grievances? Does it serve our community to expose or reexpose the horrors? More than fifty years have passed since the Black Hundreds swept across Northern Transylvanian villages. Similarly, fifty-odd years have passed since they branded Transylvanian Hungarians as collective war criminals and Fascists. How could a nation live with a guilty conscience? Is a nation responsible for the actions of her individuals?
Due to missing Romanian and Soviet archivalia, we could reconstruct only parts and pieces of the series of anti-Hungarian atrocities of autumn 1944. Studying archivalia on these events has been for long the privilege of "trustworthy" persons in Romania. These researchers, party historians of the Communist regime, did not even bother to take materials on minorities into consideration (Mircea Musat, Ion Ardeleanu…). The chapter on the post-war history of national minorities in Romania is still missing both from Romanian historical literature and curriculum.
By our study, we try to prove wit the power of documents and the truth of the spoken word: Hungarian policy might have made mistakes, nevertheless, we have paid them back hundredfold. We do not accuse a nation, but a sinful state authority. We accuse every political line that is ready to sacrifice even a whole nation in order to achieve its goals. This kind of power will always need scapegoats, it will always need a Jewish, a Hungarian, a Bosnian or a Kurdish problem. For how long they are going to carry the memory of the yellow stars and the executioners' axes, it is up to the scapegoats.
There are two sources in Hungary providing information on the anti-Hungarian atrocities committed in Romania of autumn 1944. There are copies of Northern Transylvanian records and eyewitness testimonies in the Contemporary Collection of the Hungarian National Archives, and among the materials of the Peace-preparation Department of the Foreign Affairs Ministry. (MOL. Rom. TÜK. XIX-J-1-a, boxes # 61., 63.). Original records drafted in the office of the prefect of County Kolozs are kept in Gyula Simó's heritage in the Archives of the Institute of Political History.
The Hungarian dailies of the time [in Romania] reported about the events several months later, because there were no Hungarian newspapers in the Székely counties in SeptemberOctober, 1944. Romanian administration did not authorize either traditional bourgeois newspapers or left-wing "democratic" press to be published. Népi Egység, the HPA's paper issued in Brassó, was first published only on October 22, 1944, after the murders had been committed. Unfortunately, we were not able to find every issue of newspaper Desrobirea (published in Sepsiszentgyörgy), one of the most important Romanian sources of the time. The common characteristic feature of the Bucharest right-wing papers – like Dreptatea, Curierul, Romania Noua, Ardealul – was extreme antiHungarian instigation and presenting terror as "restoring law and order". Left-wing papers – as Romania Libera and Scanteia – condemned anti-Hungarian atrocities, but they used them for political propaganda. In addition, like Hungarian papers they published reports rather late and only about the widely known heinous crimes committed in the Székelyland.
We are not in a position to provide a complete documentation. However, we might find the instances responsible for all the blood and tears that flooded Hungarian homes in Northern Transylvania in the autumn and winter of 1944, out of political, ideological, economic and mass-psychological reasons.
There are many question-marks left when we finished our search for reasons. This is why we have resorted to oral history. We were forced to chose this alternative not only because of the scarcity of written sources. The confessions of survivors or victims' relatives inform upon the events much more faithfully than the press or the indisputable data of official records. Nevertheless, they bring the specific atmosphere and essence of the period closer to the reader.
Our second, but not secondary aim was to disclose and explain parts of our history that were being concealed. Every nation has a right to know her own history. Our history, just as our mother tongue, belongs us. We are responsible for it. Our school-aged children do not learn and in lack of sources in libraries cannot read about the history of Hungary and the Hungarian nation in Transylvania. We have discussed the minority policy of the Great Powers and the role Hungary played in the World War II, in order to help Hungarian children in Romania have an insight into matters like "Hitler's last henchman", the "Horthyist" stand of Transylvanian Hungarians and the "importance" of the minority issue in world politics.
Appendices
THE BRASS-BAND ACCOMPANIED THEM
Anna Kedves Gyergyószentmiklós, August 1944
In 1944, when the war was over, the relation between the Hungarians and Romanians of Békás got worse. The Hungarian authorities left, but we stayed on, as well as the Romanians. Then they, local Romanians, began to insult Hungarians. Not one of the Hungarians who had fled dared to return to Békás and Damuk. This is why all refugees were settled down at Gyergyószentmiklós.
They took them to the school-yard of Gyergyó. They tied them up and told them they were going to decimate them. The brassband of Vasláb were there, they accompanied the guardsmen. Well, Vasláb is Romanian, it was Romanian then as well.
When they came to Gyergyó, guardsmen took everything they liked in the houses. The former Romanian magistrate helped them. He knew, who had served in the Hungarian army during the war. They went to their houses, one after the other, and took them all away. There were thirty of them They gathered thirty people. Then, they said they would decimate them on October 4, Sunday. They would execute every tenth on the spot. Then they would take the other twenty-seven to the cemetery order them to dig their graves before they shoot them.
Those thirty men stayed at home and hid after the Hungarian army left. The troops went away, they stayed at home. But the Romanian man, the magistrate before 1940, knew everyone, he knew the soldiers who stayed at home. They had no arms at all, the magistrate still reported them. He went from house to house with the Maniu-guardsmen, looking for ex-soldiers. They were almost one hundred. They did not harm the ones they found, they just said ...this one served in the war... We did not know the guardsmen. They were all Romanians but they wore all kinds of uniforms: Hungarian, German, Russian, Romanian. Wherever they found dead soldiers, they undressed them and put their uniforms on. There was not one of them we knew, none of them...
They took my husband too, at 10 o'clock in the morning.
They came back by noon. They took only the three men they intended to kill that day. They asked me if I had a cow. I said I did. 'Where was it? It's out grazing. They sent me to drive it home. I did so. Harness it to the cart. I did so.' They entered the house, and brought everything they liked or needed and piled it on the cart. Then they said to my husband 'to say goodbye to your mother-inlaw, your wife and your children, you were among those three, we'd shoot you'. He paid farewell to each of us. We had two children, a boy and a girl, and I was eight-month pregnant with the third one. They ordered me to go before the cart. When we reached the school-yard they pushed me away.
There were some gypsies there. The magistrate told them they would get the clothes of the dead if they dug the grave for them. They dug a pit ten inches deep. They undressed the corpses, buried them there and covered with a thin layer of soil. By half past four, or at four o'clock, the Soviet commanders came around. Not all the guardsmen could run away. Some could escape, and the Soviets arrested the rest. They took the ones they caught with them and sent to trial in the court of Brassó.
At 3 o'clock in the afternoon – the brass-band arrived then – they took those three men to the school-yard. First they tied them up, then they brought the other twenty-seven and led them to the brickyard. They covered the eyes of the three with white crêpe paper. The other 27 men had to watch the execution. After they had been shot, the Romanian magistrate went there and moved each of the three and fired five-five bullets into their heads respectively. The magistrate did it. Five bullets into each head.
A heavy rain came soon and washed the soil away from the corpses. We went to the Soviet headquarters and reported everything. They told us to bury them decently, with priest and bellringing and everything. But they had only their underwear on, as the gypsies had undressed them. We bought coffins, and a priest came by. The bodies were taken to the cemetery by cart. A big grave was dug, and they were buried in a common grave.
We went to Brassó as well [The guards trial was held at the Brassó military court in April-May, 1945. Editor's note]. There were people from Szentdomokos, Gyergyószentmiklós and Szárazajta there. The ones arrested by the Russians were taken to there, too. They brought them out and asked us, which of them we recognize and which of them fired. How could we recognize them? They clothes were different then. We recognized none of them, of course. We have never heard of the case again. It was all over.
When they caught the Romanian magistrate, they questioned us on his deeds, too…
I WILL NEVER FORGET
Sándor Incze Szárazajta, August 1994
They started to gather the ones they wanted to kill or beat during the night. It was all done in private revenge. Local Romanians gave the names, saying 'I am angry with this or that person, this has to be settled'. Conflicts were almost non-existent in most of the cases. If there were, they were of private and not of ethnic nature. There were personal conflicts. The sad story of Szárazajta was the outcome of personal conflicts and thirst for revenge. But Szárazajta people would never have committed such crimes, had the Maniu-guardsmen not been there. Szárazajta people did not realize the role the Maniu-guard or the Iron Guard had played. This is something for history to settle, and perhaps, later. Nevertheless, the main reason was private revenge; quarrels on ploughing and grazing, this is where it all started.
There were no partisans at all. It was mere fabrication. They said they were hunting for partisans in order to confuse the villagers. We were terrified to death, because we did not know what was going to happen after the war, after those four years. People lived in terror, they lived in the terror of war. Their fear can literally be documented. I know of three cases. They took Béla Gecse, my uncle, during the night. A local Romanian, who knew where those on the list lived, and two strangers went to his house. The strangers were dressed in half-military half civilian clothes. They were not professional soldiers, for sure. They were simply bandits. This gang could only be recruited by a chauvinistic and spiteful commander. Béla Gecse was a joiner, a smart young man. As the guards were knocking at his door, Béla braved them and then ran over to his neighbor Gábor Incze. There was a passage way between their houses. He was running there when he was shot. He died on the spot. József Málnási, a poor man in the new village, tried to escape as well. They fired at him with an explosive bullet and hit in his thigh as he was mounting a fence. He was wounded, he could not escape. The most horrible was that then this man who was shot and who was wounded, was taken to the schoolyard and exposed on a blanket in front of the other Hungarians there. Romanians were walking freely up and down. The Hungarians were driven in a corner. A machine-gun, a light machine-gun, was pointed at them. There was a pile of logs in the yard, a Romanian volunteer – a so-called soldier – sat on it at the machine-gun. It was horrible how he was picking his teeth with great pleasure, while they executed people in the yard. They brought poor Jóska Málnási there dressed in a shirt and pants, the way he was shot. He shouted till he died for God sake, give me a mouthful of water or shoot me . It was beyond endurance. They gave him no water to diminish his wound-fever, neither any of the Hungarians, nor anybody else. He just died there.
First they were beaten up. They did not start the killing by just simply cutting off their heads either, but Olteanu pronounced the sentence first. They brought a big stump and an axe from György Józsa's house. First they beat Ferenc Kálnoky, a nice and smart white-haired, old man, with a wet rope. Then, uncle Zoltán Incze, Kálnoky's son-in-law, was beaten hardly. Beheadings were still to come. Sándor [Nagy] was first beheaded. He leaned over the stump without the faintest idea of what was going to happen. He hardly put his head there, it was already off. András, his brother, saw it. The poor one fell on his knees asking for their mercy. He leaned down there, his neck was wry from his birth... That cruel man [the executioner] hit him on the head with the eye of the axe to fell on the stump, and cut his head then. The most horrible thing of this all was that his parents had to watch it all. His mother fainted.
And those who were dragged to the schoolyard, the volunteers made them lie on the ground. They did not let them dress up, they were taken away in shirts and pants. And they beat and trampled them hard, real hard. There were women there too: I recognized Gizella Gyo˝ri and Margit Szabó and others as well.
Then they fired at people. Uncle Lajos Elekes got very many bullets. My mother said he kept shouting that he was innocent and begged them to let him live because he did not hurt anybody and for he had two little daughters. He fell by the seventh bullet. Béni Szabó and uncle Gyula Németh followed him. They say uncle Gyula [Németh] turned to the others and said before dying: well, see you, World. They ordered people to face the wall of uncle Attila Nagy's stable. They shot them there. I think the traces can still be seen on that wall. Two men survived. Uncle Béla Szép was shot in his stomach, but later he died because there was no medicine to cure him. József D. Nagy was shot in his face though he collapsed, he survived. He died later because of his wounds and the terror he went through.
Then they stopped this action, and they might stop it, because somebody fired at the cemetery. They might be retreating German soldiers or whoever shot, I don't know, but some shots were fired there. The guardsmen started to prepare to leave and finished it then. But there was quite a robbery as well, I am telling you. We, children were not at home, only our parents, they had just returned home. That certain Olteanu ordered all villagers who had uniforms at home – because many people fled home when they realized the war was over – to hand them over or they would shoot them. Every Hungarian had to take one pair of boots or a suit of clothes to the schoolyard.
I will never forget Albert Szép as he came on the road driving two small cows harnessed in their cart. He was fifteen or sixteen. The bodies of his mother and father were on the cart. His tears were running down his face… He was going to bury his mother and father. It was an order, that everyone had to bury with no priest, no bell-ringing. We entered the schoolyard, it was splattered with blood. People were trying to take the dead away. They made coffins from rough lumber and buried them as they could.
We had some 150 sacks of oat, and my father's uniform was hidden under them in the barn. He was frightened so much, we had to call our neighbor to help us. Me and my mother took the uniform and an overcoat to the schoolyard. My father did not dare to come with us. I was a child, I went barefooted with my mother, on September 26. It was raining, there was mud all over the streets. We took the overcoat, it was the best we had, it was the holiday coat, we kept it in the front room. But we took it, and others did the same. And they stolen other clothes, shoes, whatever they wanted, piled up in a cart, beside what we had to give.
The guardsmen left, but hatred remained. Then, finally, there were arrests and then accusations, who was guilty.
[After the sentence in the Brassó trial of the Maniuguardsmen, four Szárazajta Székelys were accused of torturing and killing Romanian soldiers. Editor's note] It is the story of the wolf and lamb. There were both Hungarians and Romanians imprisoned at Jilava. It is difficult to tell who is pure and true-born Hungarian, Romanian, Slovak, Jewish or French...
Recorded by Gábor Vincze
DESROBIREA, December 20, 1944
OUR PRESENT AND PREVAILING WAY
A Manifesto of the "Iuliu Maniu" Regiment of Volunteers
The Transylvanian volunteers, commanded by Mr. Gavril Olteanu, issue the following proclamation:
Transylvanian Romanians!
The time to liberate the land stolen at Vienna has come. Our borders will soon be set along River Tisza, where our Dacian ancestors have marked it. We have conquered part of Transylvania. The Romanian flag waves again over this land devastated by strangers.
The volunteers of the "Iuliu Maniu" regiment have joined the army to bring the hour of final victory closer. Some of these volunteers have started for the final, determining battle. They stood in fire with clenched teeth and shivering flesh. The others co-operate with military authorities for maintaining the order.
The fight goes on with fierce determination. The Romanian and the Allied armies advance victoriously in Transylvania's valleys and hills. Our brothers oppressed and tortured during these four year will see the dawn of liberty.
Romanians of Transylvania!
Look with confidence into the future and defend your land with the vigor and bravery of your ancestors. Keep close to the land that gives you life and bread, the way your ancestors sacrificed on the country's altars have taught you. Follow the commandments of Horea, Iancu and all our martyrs. Priests, literates, merchants and peasants have equally fought to unite these lands. Unite your souls, hearts and hopes to be strong and invincible whatever danger may occur. Unite your consciences and thoughts to face the events without ever being dismembered.
We will win our freedom with fire and blood. We will crush Hungarian prisons and clear the towns of Hungarian and German hangmen. We will revenge the four years of sufferings under foreign occupation. Romanian firearms will voice the final sentence against the murderers from the Puszta.
Transylvanian brothers!
For state power, for social, economic and cultural progress, for the preservation of our ancient land, for our and our children's future, we have to go forward on the straight line. This is the only way we will create a destiny worth of our children.
Gather under the flag of Iuliu Maniu, the brave freedom fighter of Transylvania. Through his determined intervention, he has saved our country and nation from an overall catastrophe. Follow his leadership, he is one of the fathers of the 1918 Union, one of our greatest politicians, he is a guide for Romanian destinies. You should join in his activities as a reward for his past and present fights, for a better future of Romania. Join the guards founded by Maniu. It is our responsibility to support his efforts. This is the only way we can avoid the misfortunes of the past.
Letters About Internment Camps,
Recorded by the Hungarian People's Association
Letter # 1 "I first visited my son, István, on January 22. A woman came with me and we went to the death chamber of the camp because her husband laid there dead. There were 13 corpses beside him. I could personally talk to my son when I first visited him. They also let me give him the food I brought. I have tried to visit him many times since, but I could never meet him. They always took the food promising me that they would hand it over to him. Today, on February 18, we came with the same woman to visit my son. They let nobody talk to his relative. By chance I still could talk to him... I asked him if he got my packages I left with the guards, and he said he did not... While we were waiting at the camp gate, hundreds of women came with packages for the German prisoners. While they did not let us talk to Hungarians, the Swabian women were allowed to have talk with the German prisoners as long as they wished... I saw two Hungarian prisoners begging those women for a peace of bread. The prisoners were transporting excrement on a cart. Bread meant for the German prisoners stood in piles in front of the women. They gave the Hungarians nothing. The same day two other prisoners brought a sick man out of the camp. He was Albert Bara from Csíkszentdomokos. His both legs were frozen, his flesh hung in stripes on his bones. The two prisoners, weakened of hunger, could hardly lift the stretcher he was in. Guards were laughing loudly as they struggled with that stretcher… I saw desperately weakened prisoners digging grave for the others. They could never dig graves enough to bury all the dead. Some women said that 19 prisoners were freed the previous week because they agreed to convert to Romanian religion."
Letter # 2 "We arrived at Földvár in the afternoon of February 16… Prisoners begged us to do something for their sake, or else they would all die there. They buried 15 of their mates that morning. The husband of a woman who came with us was among the dead. He became insane under the pressure of the terror he had to bear and he passed away. Prisoners said they could not dig graves enough to bury the dead. There were 30 people to be buried. The 5 graves they had dug that day could only host 15 corpses. They put 3-4 people in one grave but only one wooden cross above them. They told us two men from Szilágycseh went mad and could not dig as they were kept tied up all the time. Others were so weak they couldn't even open their mouths to eat from the spoon... They said that first they were given no food at all, then they got some beans, but it was burnt to an extent that nobody could eat it. In their deep depression, they said they would do anything, including giving up their faith, to get out of that hell."
Letter # 3 "I went to visit my brother and son with another woman from the Szilágyság in the camp of Földvár. They took them from home, just as they did the younger brother of that woman. They ordered every man to report, with three day's food and a fresh set of clothes. When they did, they were arrested, and taken to Zilah and then here. My son told me they gave him two dirty pieces potatoes for Christmas. When he picked two more to calm his hunger, the guards beat him. They beat two of his mates for the same reason."
List of newspaper pictures, documents, photos
in the original book.
(Világosság, March 1, 1945)
131-139. Pages: Faximiles of Romanioan newspapers, mostly DESROBIREA
140-153. Pages: Hungarian language letters, testimonials and official reports
154. Page, upper photo: Officials of the Romanian public administration in the Székelyland, prepared to leave for Székelyudvarhely Curierul, October 13, 1944
154. Page, lower photo: Romanian soldiers departing to the front in
Curierul, October 4, 1944
Transylvania
155. Page, upper photo: Iuliu Maniu, President of the National Peasant Party and Romania's most popular politician of the time
155. Page, lower photo: Iuliu Maniu, accompanied by Transylvanian volunteers Curierul, October 19, 1944
156. Page: Members of the 7 th volunteer commando taking oath in front of the statue of Mihai Vitezau in Bucharest Curierul, September 5, 1944
157. Page, upper photo: Women volunteers on patrol Curierul, October 5, 1944
157. Page, lower photo: Women volunteers, commanded by
Curierul, October 17, 1944
Smaranda Bra˘escu, on parade
Reproduction by FERENC CSOMAFAY
TABLE OF CONTENTS
Foreword
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Complete the sentences with appropriate words from the word bank.
1) Lisa’s were filled with tears.
7) Noah has a stuffy and can’t smell the flowers.
6) Gabriel lifts heavy weights to tone his muscles.
5) The toddler stood on his for the first time.
4) Linda grabbed a handful of candies and stuffed her .
3) Susanne heard the bird singing in the woods with her
2) Charlie nodded his to say yes.
8) He said, “Momma my is full! Stop serving more food.”
9) My are hurting, I can't walk.
10) Priscilla raised her to answer the question.
hand
legs
see
neck
feet
arm
mouth
head
nose
ears
eyes stomach
Printable Worksheets @www.mathworksheets4kids.com.
Complete the sentences with appropriate words from the word bank.
1) Lisa’s were filled with tears. eyes
7) Noah has a stuffy and can’t smell the flowers. nose
6) Gabriel lifts heavy weights to tone his muscles. arm
5) The toddler stood on his for the first time. feet
4) Linda grabbed a handful of candies and stuffed her . mouth
3) Susanne heard the bird singing in the woods with her ears.
2) Charlie nodded his to say yes. head
8) He said, “Momma my is full! Stop serving more food.” stomach
9) My are hurting, I can't walk. legs
10) Priscilla raised her to answer the question. hand
hand
legs
see
neck
feet
arm
mouth
head
nose
ears
eyes stomach
Printable Worksheets @www.mathworksheets4kids.com
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Colorectal Cancer Glossary
Colorectal Cancer Glossary
1
Colorectal Cancer Glossary
A
Abdomen: (AB-do-men) The part of the body between the chest and the pelvis that contains organs including the pancreas, stomach, small intestine, large intestine (colon), liver and gallbladder.
Adjuvant therapy Medical treatment provided to a patient in addition to surgery to aid in the killing of cancer cells; adjuvant (meaning one that helps) chemotherapy and radiation therapy are both used in colorectal cancer treatment in an effort to eliminate all cancerous cells from the body, increasing the chances for a cure.
Anus: The opening of the rectum where solid waste or poop passes to the outside of the body.
B
Benign: (beh-NINE) An abnormal growth that is not cancer. And does not spread from one part of the body to another. It is usually not dangerous or life threatening.
Biopsy: (BY-ahp-see) The removal of a sample of tissue that is examined under a microscope to look for cancer cells.
Bowel: Another name for the intestine, part of the digestive tract below the stomach. The bowel includes the small intestine and the large intestine (colon).
C
Cancer: A disease in which cells grow out of control. Cancer cells can invade nearby tissue and spread to other parts of the body. There are over 100 different types of cancers, including colorectal cancer.
Carcinoma Cancer derived from the cells lining organs or epithelial tissue.
CAT Scan A series of detailed pictures of areas inside the body, taken from different angles; the pictures are created by a computer linked to an x-ray machine. Also called computerized axial tomography, computed tomography (CT scan), or computerized tomography.
Cecum [see-cum] The first part of the large intestines, located on the right side of the abdomen. The appendix is attached to the cecum.
Cell The smallest living unit capable of independent existence. Humans are made up of billions and billions of cells.
Chemotherapy: (kee-mo-THER-a-pee) Treatment with anticancer drugs. May be oral (pills/capsules) or intravenous (IV), where the chemotherapy in injected into the veins/blood
Clinical trial: A research study that tests how well new medical treatments or other interventions work in people. Each study is designed to test new methods of screening, prevention, diagnosis or treatment of a disease.
Colectomy: A surgical procedure to remove all or part of your colon. Colectomy surgery usually requires other procedures to reattach the remaining portions of your digestive system and permit waste to leave your body.
Colon: The long, coiled, tube-like organ (also known as the large bowel or large intestine) that removes water from digested food. The remaining material, solid waste called "stool," moves through the colon and the rectum and leaves the body through the anus. Parts of the colon include the cecum, ascending colon, transverse colon, descending colon, and sigmoid colon. The average colon is about six feet long.
Colonoscope: A flexible, lighted instrument with a tiny built-in camera used to view the inside of the entire colon and rectum.
Colonoscopy: An examination in which the doctor looks at the internal walls of the entire colon through a flexible, lighted instrument called a colonoscope. The doctor may collect samples of tissue or cells for closer examination. The doctor may also remove polyps during a colonoscopy.
Colorectal: Related to the colon, rectum, or both.
Colostomy: (ko-LAHS-toe-mee) An opening into the colon from the outside of the body. A colostomy provides a new path for waste material to leave the body after part of the colon has been removed.
D
Digital rectal examination (DRE): An examination in which a doctor inserts a lubricated, gloved finger into the rectum to feel for abnormalities.
E
Endoscopy [en-dahs-kuh-pee] Inspection of body organs or cavities using a flexible, lighted tube called an endoscope. This method is referred to by different names depending on the area of examination, such as: esophagoscopy (esophagus), gastroscopy (stomach), upper endoscopy (small intestine), sigmoidoscopy (lower third of the large intestine), and colonoscopy (entire large intestine).
External Radiation The radiation comes from a machine. Most patients go to the hospital or clinic for their treatment.
F
Fecal immunochemical test (FIT) [(fee-kuhl im-you-no-KIM-uh-kuhl test] A newer test to look for "hidden" blood in the stool, which could be a sign of cancer. The test is not affected by medications or foods, though it still requires 2 or 3 specimens. The FIT test is specific for human blood in the lower digestive tract (colon/rectum).
Fecal occult blood test (FOBT): A test to check for hidden blood in stool. Fecal refers to stool. Occult means hidden. Requires certain medication and food restrictions. Sometimes called guaiac test (See also Stool Test.)
Feces The matter discharged from the bowel during bowel movements consisting mostly of the waste material from food. (Also called stool)
Flexible sigmoidoscopy: A procedure in which the doctor looks inside the rectum and the lower portion of the colon (sigmoid colon) through a flexible, lighted tube called a sigmoidoscope. The doctor may collect samples of tissue or cells for closer examination and remove some small polyps within view.
G
Gastroenterologist: A doctor who specializes in diagnosing and treating disorders of the digestive system, which includes the esophagus, stomach, pancreas, small intestine, large intestine (colon), and liver.
Gastrointestinal tract: The part of the digestive tract where the body processes food and eliminates waste. It includes the esophagus, stomach, liver, small intestine, large intestine (colon), and rectum.
Internal Radiation Also referred to as implant radiation or brachytherapy. The radiation comes from radioactive material placed in thin tubes put directly into or near the tumor. The patient stays in the hospital, and the implants generally remain in place for several days. Usually they are removed before the patient goes home.
Intestine: The long, tube-shaped organ in the abdomen, also called the "bowel," that completes the process of digestion. There are both small intestines and large intestines (the large intestine is also called the colon).
Intravenous (IV): (in-tra-VEE-nus) Injected into a blood vessel.
L
Large intestine the tube like organ, also called the colon that extends from the small intestine at one end to the rectum at the other end. The large intestine is the last part of the digestive tract. It is divided into sections: ascending beginning at the cecum on the right side, transverse which is horizontal and descending which is on the left side and includes the sigmoid and the rectum. The primary function is the absorption of water and the formation and collection of feces.
Laxative Medications that cause the bowels to get rid of solid waste or poop. These medication typically increase the action of the intestines or stimulate the addition of water to the stool to increase its bulk and ease its passage out of the body. Laxatives often are prescribed to treat constipation.
Lymph node: (limf) Lymph nodes store special cells that can trap cancer cells or bacteria that are traveling through the body in the lymph fluid. The lymph nodes are critical for the body's immune response and are principal sites where many immune reactions are initiated. During a physical examination, doctors often look for swollen lymph nodes in areas where lymph nodes are abundant, including the neck, around the collarbone, the armpit (axilla), and the groin.
M
Malignant: (ma-LIG-nant) A cancerous lump or tumor that grows in an uncontrolled manner that can invade nearby tissue and spread to other parts of the body.
Medical oncologist: (on-KOL-o-jist) A doctor who specializes in diagnosing and treating cancer using chemotherapy, hormonal therapy, and biological therapy. A medical oncologist often serves as the main caretaker of someone who has cancer and coordinates treatment provided by other specialists.
Metastasis: (meh-TAS-ta-sis) The spread of cancer from one part of the body to another. Tumors formed from cells that have spread are called "secondary tumors" and contain cells that are like those in the original (primary) tumor. The plural is metastases.
MRI Magnetic resonance imaging – specialized way to look at the organs of the body using magnetic energy and a computer.
P
Pathologist A doctor who examines the cells and tissues removed during surgery.
Perforation Tearing or puncturing.
PET scan Positron emission tomography – specialized way to look at the organs of the body according to how fast they use radioactive sugar; can be used to detect cancerous cells. Cancer cells have a high metabolism and use sugar faster than non-cancerous cells.
Polyp: An abnormal growth inside the colon or rectum. These growths can sometimes turn into cancer if they are not removed.
Polypectomy: (pol-ee-PEC-toe-mee) Removal of a polyp during a colonoscopy or sigmoidoscopy.
Polyposis The development of numerous polyps.
R
Radiation therapy: (ray-dee-AY-shun) The use of high-energy radiation from X-rays, gamma rays, neutrons and other sources to kill cancer cells and shrink tumors. Radiation may come from a machine outside the body (external-beam radiation therapy), or it may come from radioactive material placed in the body in the area near cancer cells (internal radiation therapy, implant radiation or brachytherapy).
Rectum: The last 6 to 10 inches of the large intestine. The rectum stores solid waste (poop) until it leaves the body through the anus.
Recurrence: Cancer that has come back after treatment. Local recurrence means that the cancer has come back at the same place as the original cancer. Regional recurrence means that the cancer has come back in the lymph nodes near the first site. Distant recurrence is when cancer metastasizes after treatment to organs or tissues (such as the lungs, liver, bone marrow, or brain) farther from the original site than the regional lymph nodes.
Remission: The period of time during which there is an apparent absence of cancer in the body.
Resection (colectomy) Resection is another name for any operation that removes tissue or part of an organ. A colectomy is a type of resection for colorectal cancer that removes the tumor and part of the colon or rectum on either side. The goal of bowel resection is to take out the part of the colon or rectum where the cancer is. Nearby lymph nodes are taken out and tested for cancer. Then healthy parts of the colon or rectum are sewn back together.
Risk factor: A habit, trait, condition or genetic alteration that increases a person's chance of developing a disease. Risk factors for cancer include: age, family history, tobacco use, poor nutrition, obesity, environmental exposures, and excessive alcohol use.
S
Screening test: Tests used to check, or screen, for disease when there are no symptoms. Recommended screening tests for colorectal cancer include the fecal occult blood test, flexible sigmoidoscopy, and colonoscopy.
Sedation To make sleepy, calm, or relaxed. Drugs to cause sedation are often used along with medicines to numb an area for a procedure like a colonoscopy.
Side effects: Problems that occur when treatment affects healthy cells. Common side effects of cancer treatment are fatigue, nausea, vomiting, decreased blood cell counts, hair loss and mouth sores.
Sigmoidoscope: A flexible, lighted instrument with a tiny built-in camera that allows the doctor to view the lining of the rectum and lower portion of the colon.
Sigmoidoscopy: (sig-moid-OSS-ko-pee) A procedure in which a health care provider looks inside the rectum and the lower one-third of the colon using a thin, lighted tube called a sigmoidoscope. Samples of tissue or cells may be collected for examination under a microscope.
Stage: A number representing the degree to which a cancer has spread, including whether the disease has metastasized from the original site to other parts of the body.
Staging: Performing exams and tests to learn the extent of the cancer within the body, especially whether the disease has spread from the original site to other parts of the body.
Stoma: (STO-ma) A surgically created opening from an area inside the body to the outside.
Stool: The waste matter discharged in a bowel movement. Also see feces.
Stool card test: A test to check for hidden blood in the bowel movement. (See also Fecal Occult Blood Test, Fecal Immunochemical Test.)
T, U, V
Tumor: (TOO-mer) An abnormal mass of tissue that results from excessive cell growth/division. Tumors perform no useful body function. They may be benign (not cancerous) or malignant (cancerous).
Virtual Colonoscopy Virtual Colonoscopy is a recently developed technique that uses a CT scanner and computer virtual reality software to look inside the body without having to insert a long tube (Conventional Colonoscopy) into the colon or without having to fill the colon with liquid barium (Barium Enema). Read more.
Sources: CDC, MayClinic.com, WebMD.com, Colorectal Cancer Alliance, ANTHC, and American Cancer Society
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Searching Implicit Graphs– Eight Queens
Algorithm:
Start with one queen at the first column first row Continue with second queen from the second column first row Go up until find a permissible situation Continue with next queen
What choices do we have for placing the next Queen in column B?
Searching Implicit Graphs– Eight Queens
Algorithm:
Start with one queen at the first column first row Continue with second queen from the second column first row Go up until find a permissible situation Continue with next queen
After placing a Queen in B3 what choices do we have for placing a Queen in column C? What should we do next?
Searching Implicit Graphs– Eight Queens
```
Backingtracking Algorithm: bool queens(board, col, n){ if (col < n) { for (int row=0; row<n; row++) { board[col] = row if (noconflicts(board){ … } } return false // none of the rows work } return true }
```
Complete the backtracking algorithm
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4th Grade - Typical Course of Study
Social Studies
- Types of community life
- History and development of the local state
- Relation of the state to its region, nation, and the world
- World cultures
- Reasons for our laws
Science
- Structure of plants
- Environment of the local region
- Biological organization
- Classification systems
- The insect world
- The reptilian world
- Plants and animals of the past
- Structure of plants
- Seeds
- Ecosystems
- Balance of nature
- Human body
Language Arts
Silent and oral reading
-
- Choral reading
- Listening skills
- Telephone skills
- Making and accepting simple social introductions
- Summarizing simple information
- Listening to literature
- Critical reading
- Short stories, chapter books, poetry, plays
- Spelling Increasing dictionary skills
Health and Safety
- Personal and mental hygiene
- Dental health
- The body and its functions
- Skeletal and muscular systems
- Care and proper use of the body
- Principles of digestion
Mathematics
- Reading and writing numbers
- Roman numerals to C
- Prime numbers less than 100
- Prime factoring
- Numeration systems
- Subsets
- Decimal and fraction equivalents
- Addition and subtraction facts to 7 places
- Multiplication and division facts to 144
- Regions of the world Continents
- Time zones
- Earth's resources
- Climatic regions of the world
- Map skills: longitude, latitude, scale
- Using a globe
- Weather instruments
- Climate
- Cause of seasons
- Earth and its history
- Oceans and the hydrosphere
- Air and water pollution
- Magnets and electricity
- Light and color
- Solar system and the universe
- Living in space
- Scientific method and scientific inquiry
- Cursive handwriting
- Simple outlining
- Writing letters and informal notes
- Written and oral book reports
- Creative writing
- Developing skills in locating information
- Increasing indexing skills
- Developing encyclopedia skills
- Utilizing parts of a newspaper
- Basic food groups
- Good nutrition habits
- Diseases
- Safety
- Substance abuse
- 1-, 2-, and 3-digit multiplication problems 2- and 3digit dividend, 1-digit divisor problems
- Meaning of mixed numbers
- Finding simple averages
- Geometric concepts
- Customary and metric measurement
- Time to the second
- Problem-solving methods
- Charts and graphs
Guideline Only – Parent Copy
4
th
Grade: Worldbook.com
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2 nd Grade News
March 12 th , 2021
Monday, March 15 th
~Mass @ 9am-Join us if you can!
~New Spelling Words: tall, call, fall, small, saw, draw, paw, yawn, soft, log
~Challenge Words: only, done, our, through
~Super Challenge Words: nutrition, tasty, grain, soak
~Return Reading Logs for March Reading Month Tuesday, March 16 th
~Wear Green (We're celebrating a day early due to upper grades having Mass on Wednesday.)
Thursday, March 18
th
~Butter braid Orders are Due
Friday, March 19
th
~1/2 Day with Noon Dismissal (Childcare is available. Please communicate with the office.)
~End of 3 rd Quarter
~Dress Like an Explorer/Hiker Day!
~Spelling Test
Monday
2 nd Grade Specials Schedule
Mass @ 9am-Join us if you can! Due to Phase 4, you and your child will need to sit together away from the class. Rosary (In our classroom) 11:00am-1 st Monday of each month except Oct. & May, we'll do Rosary every Monday Music-1:50-2:30
Tuesday
P.E. 9:10-9:50 (PLEASE wear/bring running shoes and girls wear shorts under skirts)
Wednesday
Spanish-9:35-10:05
Technology 1:00-1:40
Thursday
P.E. 9:10-9:50 (PLEASE wear running shoes and girls wear shorts under skirts)
Art 1:10-1:50
Friday
Show & Tell-We'll do Show and Tell every other Friday, alternating with Student #'s 1-10 and then 11-20. Since we're unable to do popcorn during Phase 4, feel free to have your child bring in an extra snack to enjoy while watching Show and Tell.
Upcoming Important Dates
~3/26-Report Cards to be sent home ~4/1-Half Day with Noon Dismissal-No Childcare (Holy Thursday)
~4/2-4/11-Spring Break
~Please contact the office and/or myself if your child will be late or not present for the day, no later than 10:00am.
~Just a reminder that the first bell rings at 8:00 and the tardy bell rings at 8:15.
~If you have any questions as we go through the
year, please email me @ [email protected] or leave a message for the office @ 279-0404, and I'll return you call as soon as possible.
St. Charles Borromeo Catholic School nurtures unity between Faith and culture in our students by providing academic excellence and a spiritual and intellectual encounter with Jesus Christ, developing the whole person as a reflection of Jesus.
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2021-06-17T00:05:29+00:00
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W. Paul Reeve
585-9231
History 4660 (Section 1)
University of Utah
Utah History
T, Th 10:45 a.m. - 12:05 p.m. BU C 203
CTIHB 323
Spring Semester 2019
Jeff Turner
Office hours, T, Th 1:30 p.m. - 2:30 p.m.
[email protected] [email protected]
Available by appointment
Course Description and Objectives: Welcome to the study of Utah history! This course is designed to offer students a greater understanding of Utah, its peoples, and its history. As we discuss specific details of Utah history you should keep broad themes in mind. What does it mean to be an Utahn? Who is an Utahn? Has that definition changed over time? In this class we will view Utah as a meeting and mixing ground of diverse peoples from a variety of religious, cultural, ethnic, and racial backgrounds. We will seek to understand what brought these peoples together, what drove them apart, and what methods of accommodation, compromise, and/or conquest animated their exchanges. What has living in Utah meant for each group and how has that meaning changed over time? We will view the somewhat arbitrary geographic space we call Utah as an ongoing site for "Americanization"—a place where the nation worked out its definition of what it meant to be an American and frequently found various Utahns wanting. Native Americans, Mormons, "new pioneers" and other immigrant groups all experienced some form of Americanization at various periods in Utah history. We will seek to understand what that process meant for Utah, its peoples, and for the nation. In the story that emerges, we should never lose sight of fundamental lessons about the human condition that I believe the Utah experience helps to illustrate: how change takes place in the past, how we interpret the past and find meaning for the present, and how we interact with people who are different.
This class is a Community Engaged Learning course which means that we will partner with the Utah State Historical Society (USHS) this semester to address "societal needs not currently being met by governments, markets, or the independent sector." In this case, the USHS faces budget constraints which do not currently allow it to keep its historical markers database up to date. We will use critical analysis to examine existing markers and think through historical and contemporary perspectives in public history, the absence and inclusion of voices, and the absence and inclusion of markers themselves.
In accomplishing these objectives, I have focused the discussions, lectures, and class assignments around an idea articulated by Leopold von Ranke (1795-1886), who is sometimes called the "father of modern historical scholarship." Von Ranke wrote: "Those historians are... mistaken who consider history simply an immense aggregate of particular facts, which it behooves one to commit to memory." Rather than regurgitating dates and facts, the successful student in this course will be required to formulate and articulate—in class discussions, exams, and through various assignments—intelligent and informed arguments concerning the major developments and events that have led Utah to where it is today.
Learning Outcomes: At the end of the semester, students should:
* know the survey narrative of Utah history;
* understand the key trends and debates surrounding the major themes in Utah history;
* understand the Americanization process for at least three groups in Utah history;
* be able to identify, contextualize, and explain the significance of key people, events, places, and themes in Utah history;
* be able to craft intelligent and evidence based arguments concerning the major developments and events that have led Utah to where it is today;
* be adept at participating in scholarly discussions on each day's assigned readings with well-informed perspectives grounded in the readings;
* be able to explain the reciprocal relationship of community engaged learning;
* be able to write an historical marker narrative for a public audience;
* be able to consider multiple perspectives in their marker narratives and the creating of public history
* be able to load and organize their marker narratives and pictures to the class Wordpress website: UtahHistoricalMarkers.org
Required Texts:
Annie Clark Tanner, A Mormon Mother
Brian Q. Cannon and Jessie L. Embry, Utah in the Twentieth Century
Dean L. May, Utah: A People's History
Articles posted to CANVAS
Attendance and Class Participation
COURSE ASSIGNMENTS
expected to read the material assigned in the class schedule before coming to class. As you read, think critically about the
: Regular attendance is recommended and can enhance your final grade. Each student is material and form your own opinions about the main concepts in each selection. Your informed opinions, questions, and
Discussions comments are valued and participation will be graded.
questions will come from the texts, lectures, and discussions, therefore class participation and note taking are strongly
: Class discussions will follow major themes from the textbooks, but will not merely rehash the texts. Exam recommended.
understanding of the assigned readings. Each quiz is worth ten points; only your five highest scores will be used in the final
Quizzes
: There will be six unannounced quizzes given throughout the semester. The quizzes are designed to test your grade.
There will be no make up quizzes given, except for university excused absences.
The final will include a comprehensive essay question.
Exams: There will be two exams, one midterm and a final. The exams will consist of identification and/or essay questions.
Community Engaged Learning:
Students in this class will partner with the Utah State Historical Society in its ongoing effort to markers. Budget constraints at USHS do not currently allow its limited staff to maintain, update, and enrich its existing
update and make digitally accessible a more current, accurate, and historically contextualized database of state historical historical markers database. Students in this class will thus fill an existing community need at the same time that students will
students will become public historians. Students will understand what it means to write for public audiences, to consider employ historical skills in a reciprocal benefits scenario for students and our community partner. In fulfilling this assignment
multiple perspectives, to think about whose stories get included and whose stories get left out, what perspectives are currently represented, and what perspectives are not and why.
The historical marker project will be submitted in four phases:
Locate an historic marker that you are interested in researching. The list of markers is here:
Phase One: Choose a marker, Due Jan. 15
http://utahhistoricalmarkers.org/li st-
of-markers/Markers on the list that are hyperlinked have already been completed and
Phase Two: Locate Sources, Due Feb. 5
are not available for selection. Sign up in class for the marker that you select. Include your e-mail address when you sign-up.
1. Visit the site and take a digital photograph of the marker.
3. Document the GPS coordinates for the marker.
2. Take additional digital photographs or find historical photographs relevant to the marker.
4. Provide a transcript of the marker.
6. Find at least two secondary sources that offer additional information about the people/building/events/described on the marker.
5. Document who originally placed the marker.
7. Find at least one primary source that offers additional information about the people/building/events/described on the marker.
1. Write the "Extended Research" section of the project: Research and write additional contextual information, correct mistakes, update information, offer additional perspectives, give a more complete description, provide additional primary and/or secondary sources (if any since phase one) regarding the person/place/event/building described on the marker.
Phase Three: Rough Draft, Due Mar. 19
2. Use the St. George Tabernacle entry available at UtahHistoricalMarkers.org as a model for what I expect. Format your marker entry after the St. George Tabernacle entry.
4. Turn in a hard copy of your completed entry at the beginning of class on the day it is due.
3. Include photographs (the photo(s) you took and any historic photographs you have permission to use).
Phase Four: Final Draft, Due Apr. 9
2. Turn in a hard copy of your final draft at the beginning of class on the day it is due.
1. Respond to the feedback you received on your rough draft and make corrections. Proof read for clarity and prepare a polished final draft.
Phase Five: Upload your entry,Due May 1
2. Upload your corrected marker entry and photos and any primary sources to the Wordpress site at UtahHistoricalMarkers.org.
1. Respond to any suggestions and comments on your final draft. Make required corrections.
3. Format your entry and integrate the photographs to be visually appealing.
You are expected to use the same critical thinking and research skills that you would use in a more traditional assignment. Each historical marker entry should demonstrate an ability to think independently. It should contain sound analysis that exhibits a command of interpretive and conceptual skills. Use well-chosen examples, persuasive reasoning, and solid evidence directly applicable to the marker under question. Structure your entry so that it moves easily from one point to the next with clear, smooth, and appropriate transitions, coherent organization, and fully developed paragraphs. Spelling, grammar, punctuation, and a clear organization of ideas are essential to obtaining an "A" on this assignment. Please remember that there is no good writing, only good rewriting. Take the time to proofread and rewrite your entry. Your historical marker entries will go into a database to be used by the Utah State Historical Society. The most accomplished entries will also be made publicly available through the course website created to house these entries and to engage a public audience. The professor reserves the right to make grammar and stylistic corrections as well as corrections of fact to final entries.
Late Assignments: Assignments must be turned in at the beginning of class on the day they are due. Unless special arrangements are made ahead of time, all late assignments will receive an automatic ten percent deduction. Each subsequent
Plagiarism: When writing your entries, ANY and ALL direct quotes should be cited. You should also attribute paraphrases, and the use of themes or ideas articulated by another person. Do not plagiarize! Plagiarism is a serious offense which violates general standards of honesty (see http://www.sa.utah.edu/code/html for more information). You must give proper credit where credit is due. Internet sources must be properly cited. Borrowing or copying from a friend is not acceptable. Be original and demonstrate an ability to advance an argument in a lucid, and effective way. Any plagiarized assignment will receive an automatic "F" and will be subject to honor review.
day that an assignment is late, it will receive an additional five percent deduction. Assignments more than one week late will receive a failing grade.
Disclaimer: The Professor reserves the right to change topics covered or the order in which they are covered at his discretion after notifying the class in advance.
Electronics in the classroom: Cell phones and other electronic devices should be put away during class. Laptops are permitted for note taking, not surfing the web.
ADA: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification to the Center for Disability Services.
University Writing Center: http://www.writingcenter.utah.edu/
Listed below are important web links of which you should be aware:
Attendance: http://www.acs.utah.edu/sched/handbook/attend.htm
Accommodation: http://www.admin.utah.edu/facdev/index.htm
Academic Honesty http://www.sa.utah.edu/code.html
Grades: http://www.acs.utah.edu/shed/handbook/grpolicy.htm
ASUU Tutoring Center: http://www.sa.utah.edu.tutoring/
Points:
Class participation and attendance
25
Quizzes
50 (10 points each)
Midterm
50
Historical Marker
150(5 parts: 20/20/40/50/20)
Total possible
275
Jan 8: Introduction; Utah the Place
May, pp. 1-12
Jan 10: The First Utahns
May, pp. 12-18
Farmer, "This Was the Place," CANVAS
Nelson, "Dwellers in the Cedar Bark: The Indian Art of Utah," CANVAS
CLASS SCHEDULE
Hopi, Ute, and Southern Paiute Creation Narratives, CANVAS
Jan 15: The Spanish Epoch
Cutter, "Prelude to a Pageant in the Wilderness," CANVAS
May, Chapter 2
HISTORICAL MARKER PHASE ONE DUE
OPTIONAL READING
Jan 17: The Fur Trade, the Mountain Men, Explorers, and Trail Blazers
Tyler, "The Spaniard and the Ute," UHQ 22 (Oct 1954):343-361, CANVAS
Hafen, "Mountain Men Before the Mormons," CANVAS
OPTIONAL READING
Alley, "Prelude to Dispossession," CANVAS
Van Hoak, "The Other Buffalo," CANVAS
May, Chapter 3
Jan 22: A Peculiar People: The Mormon Migrations to Utah
Riley, "A Comparative View of Mormon and Gentile Women on the Westward Trail," CANVAS
Aird, "Bound for Zion: The Ten- and Thirteen-Pound Emigrating Companies, 1853-54," UHQ 70(Autumn
OPTIONAL READING
Jan 24: Colonizing the West
2002): 300-325, CANVAS.
May, pp. 65-73
Madsen and Madsen, "One Man's Meat is Another Man's Poison" CANVAS
Jan 29:
Kupperman, "The Starving Time at Jamestown," CANVAS
OPTIONAL READING
The Indian Frontier
Reeve, "Cattle, Cotton, and Conflict," CANVAS
May, pp. 101-110
"An Act for the Relief of Indian Slaves and Prisoners," CANVAS
Christy, "Open Hand and Mailed Fist: Mormon-Indian Relations in Utah, 1847-52," CANVAS
"An Act in Relation to Service," CANVAS
Christy, "The Walker War: Defense and Conciliation as Strategy," CANVAS
OPTIONAL READING
Jan 31: Governmental Beginnings
Ronald W. Walker, "The Affairs of the 'Runaways': Utah's First Encounter with the Federal Officers,"
Crawley, "The Constitution of the State of Deseret," CANVAS
JMH 39 (Fall 2013): 1-43, CANVAS
Worthen, "Zachary Taylor is Dead and in Hell and I'm glad of It," CANVAS
OPTIONAL READING
Feb 5: The Mormon Reformation, Prelude to War
Parshall, "Pursue, Retake & Punish": The 1857 Santa Clara Ambush," CANVAS
Peterson, "The Mormon Reformation of 1856-1857," CANVAS
OPTIONAL READING
Manifesto of the Presidency and Apostles, December 1889, CANVAS
Aird, "You Nasty Apostates, Clear Out": Reasons for Disaffection in the Late 1850s," CANVAS
HISTORICAL MARKER PHASE TWO DUE
Feb 7: The Utah War
May, pp. 93-101
Utah War Songs, CANVAS
Poll and MacKinnon, "Causes of the Utah War Reconsidered," CANVAS
OPTIONAL READING
108-132, CANVAS
Walker, "Buchanan, Popular Sovereignty, and the Mormons: The Election of 1856," UHQ 81(Spring 2013):
Feb 12: The Utah War and the Mountain Meadows Massacre
Reeve, "Red, White, and Mormon: White Indians," CANVAS
Turley, "The Mountain Meadows Massacre," CANVAS
OPTIONAL READING
Feb 14:
Feb 19:
Feb 21:
Briggs, "The Mountain Meadows Massacre," CANVAS
A Bootstrap Economy; Utah, Patrick Conner, and the Mining Frontier
Briggs, "Letters," CANVAS
May, pp, 73-89; 113-122
OPTIONAL READING
Reeve, "Power, Place, and Prejudice," CANVAS
Madsen, "General Patrick Edward Connor: Father of Utah Mining," CANVAS
Tanner, A Mormon Mother
The Railroad and the End of Isolation
Plural Marriage Among the Mormons
Tanner, A Mormon Mother
Hardy, "That Same Old Question of Polygamy," CANVAS
OPTIONAL READING
Feb 26: The anti-Polygamy Crusade
Radke-Moss, "Polygamy and Women's Rights: Nineteenth-Century Mormon Female Activism," CANVAS
Tanner, A Mormon Mother
Stromberg, "Prisoners for 'The Principle': The Incarceration of Mormon Plural Wives, 1882-1890,"
OPTIONAL READING
CANVAS
May, pp 122-130
Feb 28: The Americanization of Utah
Tanner, A Mormon Mother
Mar 7: Midterm Exam
Mar 5: Discussion: Tanner, A Mormon Mother
Mar 10-16: SPRING BREAK
Liestman's "Utah's Chinatowns," CANVAS
Mar 19: Utah's Immigrant Minorities
Gonzalez and Padilla, "Monticello, The Hispanic Gateway to Utah" CANVAS
Kester, "Race, Religion, and Citizenship in Mormon Country: Native Hawaiians in SLC, 1869-1889"
Mar 21:
OPTIONAL READING
HISTORICAL MARKERS PHASE THREE DUE
May, chapter 7
New Immigrants & Progressive Era Economy
Papanikolas, "Georgia Lathouris Mageras," CANVAS
Apr 16:
Apr 18:
OPTIONAL READING
Mar 26: New Immigrants & Progressive Era Economy
Papanikolas, "Utah's Ethnic Legacy," CANVAS
Bapis, "In the Hands of Women" CANVAS
OPTIONAL READING
Notarianni, "Utah's Ellis Island," CANVAS
Papanikolas, "Immigrants, Minorities, and the Great War," UHQ 58 (Fall 1990), CANVAS
May, Chapter 8
Mar 28: Progressive Era Economy & Politics
Powell, "The Foreign Element and the 1903-04 Carbon County Coal Miners' Strike," CANVAS
Kylie Nielson Turley, "Kanab's All Woman Town Council, 1912-1914," CANVAS
OPTIONAL READING
Apr 2: From War to Depression
Cannon and Embry, (7) "The WPA versus the Utah Church"
May, pp, 171-182
Jorge Iber, "'El Diablo Nos Esta Llevando': Utah Hispanics and the Great Depression," Utah Historical
OPTIONAL READING
Quarterly 66 (Spring 1998), 159-77.
Papanikolas, "Bootlegging in Zion," CANVAS
1990), CANVAS
Powell, "Our Cradles Were in Germany: Utah's German American Community and WWI," UHQ 58 (Fall
Apr 4: Utah and WWII
Powell, "Utah and World War II," CANVAS
May, pp. 182-185
Cannon and Embry, (5) "Proud to Send Those Parachutes Off"
May, chapter 10
Apr 9: Topaz; Utah's Post War Economy
Taylor, "Interned at Topaz: Age, Gender, and Family in the Relocation Experience," CANVAS
Apr 11: From Colony to Commonwealth; Cold War Utah
HISTORICAL MARKERS PHASE FOUR DUE
Cannon and Embry, (6) "Educating the Mormon Hierarchy"
Explore the Downwinders of Utah Archive: http://lib.utah.edu/services/geospatial/downwinders/
Cannon and Embry, (15) "The Volatile Sagebrush Rebellion"
OPTIONAL READING
Explore the Nevada Test Site digital oral history project:
Cannon and Embry, (14) "From Cadillac to Chevy: Environmental Concern, Compromise, and the CUP"
Civil Rights in Utah http://digital.library.unlv.edu/ntsohp/
Peterson, "Blindside: Utah on the Eve of Brown v. Board of Education," CANVAS
OPTIONAL READING
Cannon and Embry, (10) "Utah's Denial of the Vote to Reservation Indians, 1956-57"
Reeve, "From Not White Enough to Too White," CANVAS
Prince and Topping, "A Turbulent Coexistence" CANVAS
Religion and Politics in Twentieth-century Utah
Cannon and Embry, (16) "Utah's Recent Growth"
OPTIONAL READING
Cannon and Embry, (9) "Public Opinion, Culture, and Religion in Utah"
Apr 23: Utah's Cultural Divide?
Cannon and Embry, (4) "Bernard DeVoto's Utah"
Barber, "Culture Shock," CANVAS
Ballard, "Doctrine of Inclusion," CANVAS
May 1: Final Project: HISTORICAL MARKERS PHASE FIVE DUE BY 5 PM
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Chapter 8 Covalent Bonding Worksheet Answer Key
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Chapter 8 "Covalent Bonding" ... Section 8.2 The Nature of Covalent Bonding ‧ OBJECTIVES: –Distinguish between a covalent bond and a coordinate covalent bond, and describe how the strength of a covalent bond is related to its bond dissociation energy.
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Chemistry Chapter 8 Covalent Bonding. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. adamjgillman. 8.1 Molecular Compounds 8.2 The Nature of Covalent Bonding 8.3 Bonding Theories 8.4 Polar Bonds and Molecules. Terms in this set (31) Bond dissociation energy.
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Chapter 8 Covalent Bonding Worksheet 242 Chapter 8 ‧ Covalent Bonding Single Covalent Bonds When only one pair of electrons is shared, such as in a hydrogen molecule, it is a single covalent bond. The shared electron pair is often referred to as the bonding pair. For a hydrogen molecule, shown in Figure 8.4, each covalently bonded atom equally attracts the pair of shared electrons.
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Trustland Funds: Last Year, 2016-17 school year's goal and action plan:
Goal
Washington Elementary will increase student learning in the area of Science on the SAGE state test by 25% by the end of the 2016-17 school year.
Academic Areas
- Science
Measurements
This is the measurement identified in the plan to determine if the goal was reached.
Our science teacher (who will be 'freed up' by the new intern) will administer different grade level teacher made pretests (that match the science core for each grade level) at the beginning of the school year. Throughout the year, teacher made formative assessments will be given to measure growth. The SAGE test scores for 4th and 5th grades will be our ultimate yearly measurement to determine student growth.
The before and after measurements and how academic performance was improved.
According to the SAGE test in science 11% of the students in 4th grade in 2016 were proficient. Those same students in 5th grade in 2017 scored 33% proficient in science, or a growth of 22%. The 4th graders in 2017 scored 34% Proficient on the science portion of SAGE.
Note: The Utah State Office of Educations Data Gateway calculates a growth score (MPG) in science for each elementary school. Our MPG was calculated as 57.5. Out of 23 other elementary schools in our school district, only 5 had a higher MPG than Washington Elementary.
Action Plan Steps
This is last year's (2016-17) Action Plan Steps identified in the plan to reach the goal.
Money from the 'Trust' will be used to hire an intern to free up a certified teacher by October or November to be our full time Science teacher. Each class will have a time scheduled for this Science teacher every week, starting in November (at the latest). The upper grades (4th and 5th) especially will be scheduled at least twice a week for pull-out and/or pushin science lessons.
The action plan was implemented to reach this goal.
An intern was hired for 3rd grade and the 3rd grade teacher was designated as our schools science teacher. This science teacher needed to stay in 3rd grade to mentor the intern until the end of November. By November 28th she was able to begin teaching science to the 1st through 5th grade students.
We created a master schedule for all grades with an emphasis on 4th and 5th grades particularly due to the goal for those grade levels in relation to the SAGE test. 4th and 5th grades were scheduled for 50 minute time slots twice a week from November 28th through May 19th. We added an additional Friday onto their weekly schedule in February to give 4th and 5th grades more time in the science class.
Category
Salaries and
Employee Benefits
| Description | | | Estimated | | Actual |
|---|---|---|---|---|---|
| | | | Cost | | Cost |
| | Total: | | $31,570 | | $30,431 |
| Intern | | $31,570 | | $30,431 | |
Category (100 and 200)
| Description | Estimated | Actual |
|---|---|---|
| | Cost | Cost |
Trustland Funds: 2017-18 (Our current year) school year's goal and action plan:
We will use Land Trust funds, combined with some district FTE funding, to hire a full time certified teacher specifically for science instruction for all students First through Fifth grades with emphasis on 4th and 5th grade instruction.
The teacher will follow a weekly schedule allowing for every 4th and 5th grade class to receive science instruction at least two times a week. The other classes will also attend a science class at least once a week. There will be scheduled preparation time for the science teacher each week.
Category
20
| Description | |
|---|---|
| | Total: $34,000 |
| | $34,000 added to .32 FTE to hire a full time certified science |
| | teacher. |
0)
$34,000
Goal
Increase the percentage of students reading on grade level or higher in all grades, but especially in 2nd grade by May, 2018.
Academic Areas
- Reading
Measurements
DIBELS reading test Classroom Benchmark Reading Tests
Action Plan Steps
We plan to hire three reading aides for 15 hours a week starting in August, 2017 - May, 2018. At least one of the reading aides will be assigned specifically to 2nd grade. These reading aides will assist the teachers by 'pushing in' the classrooms and either pulling struggling students aside for Intervention help, or by covering the regular classroom while the classroom teacher pulls the struggling students aside for specific instruction based on student reading/literacy needs.
Expenditures
Estimated Cost
| | Description |
|---|---|
| | Total: $20,400: |
| Salaries and benefits for three reading aides | |
|
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Education: Lesson Plan
RESOURCES FOR K-12 EDUCATORS
Pas de Deux
Alex Katz, American, b. 1927, Pas de Deux (detail), 1983. oil on canvas, 132" x 360", gift of Paul J. Schupf H'91 in honor of Hugh J. Gourley III
Gift of Paul J. Schupf LL.D. '91 in honor of High J. Gourley III.
Lesson: Alex Katz
Written by: Uri Lessing
In 1992, Katz donated 400 of his works to the Colby College Museum of Art, and in 1996 the Paul J. Schupf Wing for the Works of Alex Katz was completed through the generosity of then Colby trustee Paul J. Schupf, who contributed the naming gift for the building. The Colby College Museum of Art is one of the few museums in the United States with a wing devoted to a single living artist.
Summary
Artist Alex Katz has created important art works in the style of modern realism. His paintings and prints explore light, landscape, time, fashion, and human relationships. Katz's trademark techniques include: pouncing (perforating a drawing and dusting it with chalk to transfer an image to canvas); using billboard-scale canvasses, and painting in strong flat colors. These techniques showcase composition, scale, light (natural and artificial) and the ephemeral nature of moments in time. His works appear deceptively minimal, and yet they contain a blunt and aggressive beauty.
Pre-Museum Visit Activities K-4:
Discussion: What parts of our faces and bodies convey feelings? Students will pair up and face each other. The instructor will call out different emotions (sad, happy, angry, etc) and students will express those emotions. After each enactment, students will share the different parts of their partner's face and body that moved to make each expression. Share that Alex Katz is a living artist whose pictures capture his subjects' expressions. Examples of Katz's portraits can be found on the Museum's Web site.
Extension Activity: Give students a piece of white paper. Fold it in fourths and ask students to think of eight emotions and draw them on the paper (four on the front, four on the back). Remind students to incorporate the expressions they saw their partner make.
5-8:
Discussion: Collect old magazines and glossy advertisements. Break the class into small groups and distribute the magazines to the groups. Ask each group to find five advertisements that they find appealing. Discuss which advertisements compelled the students. Are there people in the images? What are the people doing? What emotions do they seem to be feeling? Have students describe the colors and lines in the images.
Read the following quotation from Alex Katz's book, Positions in Contemporary Art (Cantz Verlag, 1997): "I love the bluntness of illustrations. I love the way they present images, and the quality of the image. The story in images are sometimes corny, but they have a way of aggressively presenting an image which I like." Explain that Alex Katz is a living artist who uses images to depict halted moments in time. Examples of his works can be found on the Museum's Web site.
Extension Activity:
Ask students to think about a time when they saw something first-hand (not filmed or televised) that stuck in their memory. Ask them to recreate that image in as much detail as they can, capturing the light when that moment occurred. Students should use at least five different colors in their work. Questions to consider: Were there other people present? What did their faces look like? Was it day? Was it night? What were you feeling when the moment happened?
When the picture is completed, discuss the difficulties involved in capturing a moment in time. Questions to consider: Does your picture do the moment justice? If you could improve your picture, what would you change/add/subtract? How do an artist's ability and technique affect the way a moment is captured?
High School:
Discussion: Select some images of Alex Katz's work and show them to the students. (images can be found on the Museum's Web site.) Ask students to identity what makes Katz's style unique. Point out that Alex Katz's works contain flat color: the colors are simple and there is very little shading. His contour lines are also simplified. Discuss why an artist would choose to simplify his/her composition in this way and discuss how these techniques affect the mood of his work.
Extension Activity:
Ask students to draw two self-portraits. For the first portrait, students must use ten or more colors and complex details and lines to complete the drawing. For the second portrait, students must use three or fewer colors to complete the portrait. Students must only use simple lines and little detail. Ask students to write a one- to two-page paper comparing and contrasting their two pictures.
Museum Visit Activities
In addition to participating in a docent-led tour of the Museum, teachers can lead their students in the following activities in the galleries.
Poses
Approach Katz's painting Pas de Deux. Select five students to be the artists, and ten students to be the subjects (five boys and five girls is preferable, but not essential). Each subject should stand with his or her back facing one of the people in the painting. Each artist then chooses a couple, and adjusts the subjects so that they are posed exactly like the figures in the painting. Artists may also verbally suggest facial expressions to their subjects.
Discussion questions for the artists: What aspects of posing your subjects were easy? What aspects were difficult? Describe the posture of your subjects. What is the relationship between your two subjects? Do they like each other? Do they hate each other? How do they feel about each other?
Discussion questions for the subjects: What was it like being posed? When you were in the same position as the figure in the painting did it change your feelings about the work? How would you describe the mood of the figure you copied? What is the relationship between the figure you copied and his/her partner?
Scenery
Break the class into small groups (no more than six). Direct each group to an Alex Katz painting with no human subjects. Each group should take 10 minutes to plan out a short play, with the painting dictating the setting. Each play should have a beginning, middle, and an end, and should last no more than three minutes. Students then gather together and each group takes turns presenting their play.
After each play the casts should answer the following questions: How did you come up with the idea for your play? Describe the setting of the play. In what way did the setting create the mood of your play? How did the setting influence the action that occurs in the play? If each of you were alone in the painting, how would you feel?
Discuss the difference between the rural landscapes and the urban landscapes. In what ways do they convey similar feelings? In what ways are they different? How does Alex Katz capture the atmosphere of these two very different environments?
Post-Museum Visit Activities/Assessment K-4:
Reiterate that Alex Katz is an artist who captures moments in time. The instructor can choose a story and read it to the class. After the story is complete, ask students to choose one second from the story and draw it, as if someone had taken a snapshot. When the pictures are complete, students may share their work and discuss why they chose the moment they did.
5 –High School:
Discuss the technique that Alex Katz uses called pouncing. Pouncing is perforating a drawing and dusting it with chalk to transfer an image to canvas. This is a centuries old technique and was first used by Fresco artists to transfer images drawn on paper (known as a cartoon) to freshly applied plaster.
After explaining the technique, students can attempt to create a pounced image.
Each student will need: paper, a pencil, a needle or a pouncing wheel, sandpaper square, charcoal crayons, a cotton ball, coloring materials, newspaper.
Each student should create a simple picture or design. Then using a needle or a pouncing wheel, students perforate the drawing by creating holes along the drawing's lines. (Make sure to do this on top of at least two or three newspapers.) Gently sand the back of the image to remove the chads. Students should then place the image on top of a new piece of paper. They then rub a cotton ball against a charcoal crayon and rub the cotton ball against the picture. The charcoal should permeate the holes and create a new image on the second sheet of paper. Students then color the second sheet.
Notable Works in the Colby Collection
Alex Katz, Sylvia Stone, 1962-63 Alex Katz, Millie and Sally, 1984 Alex Katz, Pas de Deux, 1983 Alex Katz, Isaac and Oliver, 2006 Alex Katz, The Ryan Sisters, 1981 Alex Katz, East, 1987 Alex Katz, West 2, 1998
Lesson Vocabulary Words
Composition, Simplification, Flat color, Fashion, Cartoon, Ephemeral, Pounce, Light, Portraits, Landscapes.
English Language Arts.
E. Listening and Speaking: Students listen to comprehend and speak to communicate effectively.
E1: Listening.
Pre-K-2: Students use early active listening skills.
3-5: Students apply active listening skills.
6-8: Students adjust listening strategies to understand formal and informal discussion,
debates or presentations and then apply the information.
9-Diploma: Students adjust listening strategies for formal and informal discussion, debates or presentations, and then evaluate the information.
E2: Speaking Pre-K-2: Students use speaking skills to communicate.
3-5: Students use active speaking skills to communicate effectively in a variety of contexts.
6-8: Students adjust speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.Visual and Performing Arts.
B1: Media Skills. Pre-K-2: Students use basic media, tools and techniques to create original art works.
3-5: Students use a variety of media, tools, techniques, and processes to create original art works.
6-8: Students choose suitable media, tools, techniques, and processes to create original art works. 9-Diploma: Students choose multiple suitable media, tools, techniques, and processes to create a variety of original art works.
B2: Composition Skills: Pre-K-2: Students use Elements Of Art And Principles Of Design to create original art works.
3-5: Students use Elements of Art and Principles of Design to create original art works including paintings, three-dimensional objects, drawings from imagination and real life, and a variety of other media and visual art forms.
6-8: Students use Elements of Art and Principles of Design to create original art works that demonstrate different styles in paintings, three- dimensional objects, drawings from imagination and real life, and a variety of other media and visual art forms.
9-Diploma: Students use Elements of Art and Principles of Design to create original art works that demonstrate development of personal style in a variety of media and visual art forms.
B3 Making Meaning: Pre-K-2: Students create art works that communicate ideas and feelings and demonstrate skill in the use of media, tools, and techniques.
3-5: Students create art works that communicate ideas, feelings, and meanings and demonstrate skill in the use of media, tools, techniques, and processes.
6-8: Students create art works that communicate an individual point of view.
9-Diploma: Students create a body of original art work. a. Demonstrate sophisticated use of media, tools, techniques, and processes. b. Demonstrate knowledge of visual art concepts. c. Communicate a variety of ideas, feelings, and meanings.
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LEAD POISONING PREVENTION Issue Brief
Lead Safe Housing Rule: Overview and Opportunities for Public Health Advocates
Introduction
The toxic effects of lead poisoning, especially among young children, are well known. Likewise, the prevalence of lead hazards in children's environments—including the homes in which they live and visit, the water they drink, and the soil in which they play—are widely understood. Yet laws and programs designed to prevent lead poisoning are sorely lacking, as most rely on a child's elevated blood lead level (EBLL)—indicating that a child has already been poisoned—to trigger lead hazard reduction and abatement activities. Federal lead poisoning prevention laws applicable to federally-owned and -assisted housing (hereinafter collectively referred to as federally-assisted housing) have long suffered from these common flaws. Although many of these inadequacies persist, 2017 amendments to the Lead Safe Housing Rule (LSHR), a key regulation governing lead inspection and hazard control activities in federally-assisted housing, constitute a step in the right direction, as they lower the Department of Housing and Urban Development's (HUD) definition of EBLL to trigger action sooner in the timeline of exposure and require a more comprehensive response when a child with an EBLL is identified. This issue brief provides an overview of key federal lead-poisoning prevention laws applicable to federally-assisted housing, describes the recent LSHR amendments, and discusses opportunities for public health departments and advocates to contribute to effective implementation and private enforcement of the laws.
Legacy of Lead Poisoning and the Permanent Health Consequences
Lead poisoning is a significant and longstanding public health concern. According to the Centers for Disease Control and Prevention (CDC), the American Academy of Pediatrics (AAP), and numerous research studies, there is no safe level of lead exposure for children. 1 Yet children continue to be exposed to lead through a variety of sources, including deteriorating lead paint in their homes, lead-contaminated house dust and soil, and water contaminated by lead pipes. 2 Although childhood lead exposure has declined significantly since the Consumer Product Safety Commission banned the use of lead in paint for household use in 1978, lead-based
Page 1
March 2020
paint hazards remain prevalent and continue to harm children living in homes built prior to 1978. 3 In fact, the U.S. Department of Housing and Urban Development (HUD) has estimated that 35% of all housing units in the U.S. have lead-based paint somewhere in the building. 4 With respect to federally-assisted housing, HUD estimated in 2016 that approximately 450,000 federally-assisted housing units were built prior to 1978 and have children under age six living in them and, of these, approximately 57,000 units contain lead hazards. 5 Applying the CDC's national lead poisoning rates to the under-five population of children in the Housing Choice Voucher (HCV) program (the largest tenant-based rental assistance program 6 ), it is estimated that approximately 90,416 children in that program alone have lead poisoning. 7
The health consequences of childhood lead poisoning are significant and well-documented. High blood lead concentrations are associated with severe consequences including encephalopathy (damage to the brain), protracted vomiting, and death. 8 But even low levels of exposure are associated with decreased cognitive functioning and neurobehavioral disorders. 9 Indeed, even blood lead concentrations below the CDC's reference value 10 of 5 micrograms per deciliter (μg/dL) are linked to detrimental effects on IQ, diminished academic achievement, and increased risk of developing behavioral problems such as inattention, impulsivity, aggression, and hyperactivity. 11 In addition, childhood lead exposure is associated with higher rates of delinquency and criminal behaviors among adolescents. 12 Lead exposure is also harmful to pregnant women, as it can cause spontaneous abortion or low birth weight in children. 13
The long term consequences of low-level lead poisoning cannot be corrected. 14 For this reason, the CDC, AAP, and public health experts across the country have recognized that primary prevention—i.e., preventing exposure—is essential to assuring children's health and wellbeing. A primary prevention strategy requires removing sources of lead exposure before a child is poisoned rather than allowing a child's poisoning to trigger hazard reduction activities.
Overview of Federal Laws that Address Lead Poisoning in Federally-Owned or -Assisted Housing
Lead-Based Paint Poisoning Prevention Act
The first piece of national legislation addressing the health hazards associated with lead-based paint was the Lead-Based Paint Poisoning Prevention Act (LBPPPA), passed in 1971. 15 The act defined lead-based paint as having more than one percent lead by weight and required the Secretary of Health, Education, and Welfare 16 to take steps to prohibit use of lead-based paint in federally-assisted residential structures, among other things. 17 In 1973, Congress enacted amendments to the LBPPPA, including lowering the permissible lead content in paint and directing HUD to establish procedures for eliminating lead-based paint hazards from federally-assisted housing built before 1950, including prior to selling federally-owned properties for residential use. 18 In 1978, the Consumer Product Safety Commission banned lead-based paint in consumer products, including residential paint and on toys and furniture. 19 Subsequent amendments to the LBPPPA continued to expand lead abatement activities, including broadening HUD's focus to federally-owned or -assisted housing built before 1978 and imposing additional (albeit limited) inspection and abatement requirements for federally supported housing. 20 However, the amendments continually failed to effectuate a strategy of primary prevention. 21
Residential Lead-Based Paint Hazard Reduction Act
In 1992, Congress enacted the Residential Lead-Based Paint Hazard Reduction Act (Title X of the Housing and Community Development Act), which—among other things—amended the LBPPPA by requiring HUD to "establish procedures to eliminate as far as practicable the hazards of lead based paint poisoning" in federallyassisted housing. 22 The law directed the HUD Secretary to promulgate regulations applicable to federallyassisted target housing 23 establishing measures for conducting lead-based paint hazard risk assessments, inspections, and abatement measures; providing lead hazard information pamphlets to purchasers and tenants; performing periodic risk assessments and interim controls of lead hazards, as well as abatement in limited circumstances; and notifying occupants when lead-based paint activities have been performed. 24 Applicable beyond federal housing, the law also required HUD and the Environmental Protection Agency (EPA) to promulgate regulations requiring sellers and lessors of target housing to disclose known lead-based paint hazards to a purchaser or lessee before that person is contractually obligated to purchase or lease the home. 25
Lead Safe Housing Rule of 1999
Seven years later, in 1999, HUD promulgated the "Requirements for Notification, Evaluation and Reduction of Lead-Based Paint Hazards in Federally Owned Residential Property and Housing Receiving Federal Assistance," also known as the "Lead Safe Housing Rule" (LSHR). 26 The rule targeted federally-assisted housing built prior to 1978, requiring visual inspections and/or risk assessments according to the type and level of federal assistance received; use of hazard reduction methods to treat identified hazards, ranging in protectiveness from using safe work practices during rehabilitation to abating all lead paint hazards (depending on the type of housing assistance involved); and incorporation of lead paint reevaluation and maintenance into routine building operations. 27 The rule also established standards for lead-based paint hazard evaluation and reduction activities, including requiring that certain activities be performed by certified professionals. 28 Pursuant to the then-applicable definition of target housing, housing units excluded from the rule included zero-bedroom dwelling units (e.g., studio apartments) and housing designed for seniors or those with disabilities from its requirements unless a child under the age of six was residing or expected to reside in the home. 29
The 1999 LSHR also outlined steps that the designated party (e.g., the federal agency, housing authority, or owner) 30 for covered properties 31 must take when notified that a child under 6 years old who is living in the federally-assisted property has an "environmental intervention blood lead level," defined as a concentration of 20μg/dL for a single test or 15-19μg/dL for two tests taken at least 3 months apart. 32 The steps generally include conducting a risk assessment 33 of the child's dwelling unit and common areas, treating any lead-based paint risks via interim controls or abatement, reporting the child's name and address to the public health department, and providing notice to other occupants if an evaluation (including risk assessment) is completed and lead-based paint hazards are found and if hazard reduction activities are undertaken. In the case of tenant-based rental assistance (e.g., Section 8), the designated party must attempt at least quarterly to obtain a list of children with environmental intervention blood lead levels from a public health department with jurisdiction over the area and must provide a list of addresses receiving tenant-based rental assistance to the health department unless the department does not wish to receive the report. 34 The designated party must then match information received from the health department with the names and addresses of families receiving assistance and must respond as required by the rule to children with an environmental intervention blood lead level. 35
Summary of 2017 Amendments to the Lead Safe Housing Rule
In response to a 2016 petition for rulemaking led by Emily Benfer, then Director of Loyola University Health Justice Project, and Kate Walz, Vice President of Advocacy at the Shriver Center on Poverty Law, 36 HUD promulgated amendments to the LSHR in 2017. 37 An important change accomplished by the 2017 amendments is an update to the definition of an elevated blood lead level (EBLL) to match the CDC's reference value. 38 The 2017 amendments also expand on the steps which must be taken when an elevated blood lead level is discovered in a child under six years old who is living in:
* A residential property that receives project-based assistance from HUD, 39
* A HUD-owned multifamily property or a multifamily residential property for which HUD is the mortgagee-in-possession, 41 or
* Public housing receiving assistance under the U.S. Housing Act of 1937 (i.e., a public housing program), 40
* Housing in which families receive tenant-based rental assistance (also known as Section 8 housing). 42
Many of the expanded EBLL response requirements also apply to properties that receive project-based assistance from a federal agency other than HUD. 43 The 2017 amendments also include new reporting requirements. 44 In sum, the 2017 rule change accomplishes the important changes described below:
1. Lowers HUD's definition of an elevated blood lead level (EBLL) to align with the CDC's blood lead reference value.
An important change accomplished by the 2017 amendments is an update to the definition of an elevated blood lead level (EBLL) to align with the CDC's blood lead reference value. 45 The CDC's current reference value is 5 μg/dL, 46 which is substantially lower than HUD's previous "environmental intervention blood lead level" of 20 μg/dL for a single test. The effect of this change is that lead hazard reduction activities must occur in response to much lower levels of lead poisoning as compared to the 1999 rule. Although the amendments do not require a response until after a child has been poisoned (and thus still fail to accomplish primary prevention), the lowered EBLL definition should result in earlier identification of lead hazards and less long-term harm to the child. Because HUD's definition of EBLL is aligned with the CDC's reference value, HUD will publish a notice in the Federal Register each time the CDC reference value changes and will provide an opportunity for public comment before applying the new value to the LSHR. 47 This amendment is extremely important given the CDC's determination that there is no safe level of lead exposure and the agency's commitment to updating the blood lead reference value every four years. 48
2. Requires the owner or designated party responsible for certain federally-assisted housing to report each child with a confirmed EBLL to the public health department with jurisdiction, the HUD Field Office, and the Office of Lead Hazard Control and Healthy Homes (OLHCHH), and to provide documentation to the HUD field office when required hazard reduction measures are completed.
The 1999 LSHR required all owners or designated parties responsible for covered properties to report names and addresses of children with verified EBLLs 49 to the public health department with jurisdiction, and it required parties responsible for public housing programs to report children with EBLLs to the HUD field office. Under the 2017 amendments, all of the covered properties must not only report children with EBLLs to the applicable public health department, but must also report EBLLs to the HUD field office and to the Office of Lead Hazard Control and Healthy Homes (OLHCHH) within 5 days of receiving the report and must provide the HUD field office with documentation of completed hazard reduction activities. 50
These reporting requirements have the potential to improve compliance with the rule, facilitate accountability among property owners and designated properties, and promote appropriate follow-up care for children. To achieve this end, HUD field offices must (a) actively monitor covered properties' initial reporting of children with EBLLs as well as their documentation of required hazard reduction measures and (b) be prepared and empowered to enforce the LSHR's requirements against owners or designated parties who fail to fulfill their responsibilities under the rule. However, historically HUD has provided insufficient oversight and has failed to adequately monitor compliance with the LSHR. 51 This presents significant risk, particularly when public housing agencies (PHAs) are allowed to self-certify compliance and there is evidence of false certification of compliance with the rule. 52
3. Increases the rigor of the required response to a child's EBLL by requiring an "Environmental Investigation" (which includes a Risk Assessment) of the child's home and associated common areas within 15 days of identifying a child with an EBLL.
Previously, when notified 53 of a child with an environmental intervention blood lead level, the owner or designated party responsible for federally-assisted covered housing was required to complete a risk assessment of the affected child's home and associated common areas within 15 days of notification, as well as implement indicated hazard reduction measures within 30 days of completing the risk assessment. 54 A risk assessment is "[a]n onsite investigation to determine the existence, nature, severity, and location of lead-based paint hazards" along with a report explaining the results and lead hazard reduction options. 55
In contrast, the 2017 amendments require the owner or designated party responsible for covered housing to conduct a more thorough "environmental investigation" within 15 days of being notified of a child under age 6 with an EBLL. 56 An environmental investigation is defined as "the process of determining the source of lead exposure … consisting of administration of a questionnaire, comprehensive environmental sampling, case management, and other measures, in accordance with chapter 16 of the HUD Guidelines for the Evaluation and Control of Lead-Based Paint Hazards in Housing (''Guidelines'')." 57 According to the Guidelines, there are three primary differences between a risk assessment and an environmental investigation: first, the purpose of an environmental investigation is to identify all lead hazards in a child's environment, while the purpose of a risk assessment is merely to identify lead-based paint hazards in the child's dwelling; second, an environmental investigator must "conduct a comprehensive investigation of all sources of lead in the child's environment, not just those lead exposures directly related to the child's residence" (meaning that the investigator must consider less common sources of lead (e.g., pottery) as well as lead hazards in other homes or areas where the child spends time); and third, the investigator must test deteriorated paint on potentially hazardous furniture, regardless of ownership. 58 Importantly, an environmental investigation also includes case management, which is described in the Guidelines as "ensuring prompt and effective environmental management, monitoring medical care, providing education to the family, and coordinating any needed services following an individual plan of care." 59
If the environmental investigation indicates the presence of lead-based paint hazards in the home, the designated party must complete hazard reduction measures in the home within 30 days of receiving the investigation report. 60 The designated party must provide documentation of each completed activity to the HUD field office within 10 days of the activity's deadline. 61
4. If the environmental investigation conducted in response to a child's EBLL reveals lead-based paint hazards, the designated party must conduct a risk assessment for other dwelling units located in the same property and covered by the same type of assistance.
Under the previous rule, a child's EBLL triggered a risk assessment of only the child's own home and associated common areas, but not of any neighboring dwellings. 62 As a result, despite the likelihood of leadbased paint throughout the building, a child had to be poisoned in each individual dwelling in order to trigger the risk assessment requirement. The 2017 amendment represents a positive step towards prevention, as it requires the owner or designated party to not only conduct an environmental investigation of the home of the child with an EBLL (the "index unit" 63 ), but also to conduct a risk assessment for other dwelling units if a leadbased paint hazard was identified in the index unit. This requirement applies to homes that are located in the same property and supported by the same type of federal assistance if a child under 6 years old lives or is expected to live in the dwelling unit. 64
When 20 or less additional units must be assessed, the owner has 30 days to complete the risk assessment; when there are more than 20 units, the owner has 60 days. 65 If lead-based paint hazards are identified in the other covered units, hazard control measures must be implemented within 30 calendar days if there are 20 or fewer affected units or within 90 calendar days if more than 20 units are involved and "the control work would disturb painted surfaces that total more than the de minimis threshold [set forth in 24 C.F.R.] § 35.1350(d)." 66 The designated party must provide documentation to the HUD field office of all required activities within 10 days of the applicable deadline. 67
Penalties under the Lead Safe Housing Rule
A designated party who fails to comply with LSHR requirements is subject to sanctions under the applicable federal housing program. 68 Importantly, a property owner who discloses information about possible lead-based paint hazards to a potential purchaser or occupant (as required by the rule) is still required to conduct applicable evaluation and hazard reduction requirements. 69
Opportunities for Public Health Departments to Support Implementation of the Lead Safe Housing Rule
The LSHR imposes requirements primarily on the owner or designated party responsible for federally-assisted housing. Nevertheless, there are several ways in which public health departments can support effective implementation and enforcement of the rule. In particular, many of the rule's investigation and hazard reduction requirements are triggered by an owner or designated party's knowledge of a child's EBLL. Thus, data sharing and coordination between health departments, health care providers, covered properties, and HUD are essential to the rule's efficacy. Below are three important roles that a health department may play to support effective implementation of the rule. Note that where a state or local government agency has received grant funding from the OLHCHH to support implementation of the LSHR, the agency is likely obligated by the terms of its grant to perform these or other functions to facilitate LSHR compliance. 70
Report and Verify EBLL Data
The LSHR's investigation and hazard reduction requirements are triggered when a public health department or other health care provider 71 notifies a covered property's designated party of a child with an EBLL who is under 6 years old and living in a covered housing unit. Moreover, when the designated party is notified of a child's EBLL by someone other than a health care provider (e.g., the child's parent), the designated party must "immediately verify" the child's EBLL with the health department or health care provider; if the information is
verified, the verification is treated as notification for purposes of triggering an environmental investigation. 72 Thus, it is crucial that health departments and health care providers make every effort to report a child's EBLL to the party responsible for a covered property and verify EBLL data when requested by covered properties (either with patient consent or through another pathway consistent with federal and state privacy laws). 73
Receive and Monitor EBLL Data
Within 5 business days of being notified of a child's EBLL of 5μg/dL or greater (by either a health care professional or a public health department), the designated party must report the case to the HUD field office and OLHCHH. 74 If the designated party is notified by a health care professional (rather than the health department) of a child's EBLL, the designated party must also report the child's name and address to the public health department within 5 business days. 75 Health departments can promote compliance with the LSHR's investigation and hazard reduction requirements by monitoring EBLL data reported by covered properties and following up with tenants or responsible parties to assure completion of required activities.
Match EBLL Data with Addresses Receiving Tenant-Based Rental Assistance
On at least a quarterly basis, the designated party for a tenant-based rental assistance program must report the addresses of units receiving tenant-based rental assistance to the health department(s) with jurisdiction unless the health department has indicated that it does not wish to receive the report. In addition, the designated party must request from the health department(s) with jurisdiction a list of names and/or addresses of children under the age of 6 with an EBLL. The designated party must then match address data to EBLL data (unless the health department performs the required matching) and must use the information to carry out its responsibilities under the LSHR. 76 A health department can promote prompt identification of children with EBLLs living in housing supported by tenantbased rental assistance by engaging with the designated party to perform this data matching function. A health department might also consider offering free blood lead testing to children identified by the designated party, recognizing that these children are at increased risk of lead poisoning and therefore would likely benefit from more proactive blood lead monitoring. Even if the state or local definition of EBLL is higher than the CDC's reference value, a health department should collect and monitor data on all EBLLs, regardless of level.
Frequently Asked Question: What pathways exist under the HIPAA Privacy Rule to enable data exchange between a county health department and a HUD-supported housing program? 77
There are several pathways through which health departments and public housing agencies (PHAs) may share EBLL data in compliance with the Health Insurance Portability and Accountability Act Standards for Privacy of Individually Identifiable Health Information (referred to as the "Privacy Rule"). 78 Generally, public housing agencies are not "covered entities" under HIPAA and therefore are not subject to the HIPAA Privacy Rule's requirements, regardless of what information they are sharing. Although health departments may be covered entities under HIPAA, there are still a number of HIPAA-compliant pathways through which they may report and/or verify EBLL data for a PHA. The Alliance for Healthy Homes has developed a guide for state and local childhood lead poisoning prevention programs titled Overcoming Barriers to Data-Sharing Related to the HIPAA Privacy Rule. 79 Though the guide was published in 2004 (shortly after HIPAA took effect), the pathways and guidance appear to remain viable today. The most salient points are summarized here, but readers may wish to also consult the guide's in-depth explanations for additional information. 80
When defining a HIPAA-compliant pathway for sharing data between housing and public health agencies, two key questions that should begin the inquiry are whether the HIPAA Privacy Rule applies: (1) to the entity that holds the relevant data, and (2) to the relevant data. If the answer to either of these questions is no, the HIPAA Privacy Rule does not apply and the data may be shared in accordance with other applicable laws. Part c below discusses potential pathways for sharing data if the HIPAA Privacy Rule applies to both the entity and the relevant data.
a. Is the entity that is holding relevant data a "covered entity" under the HIPAA Privacy Rule?
The HIPAA Privacy Rule applies only to data shared by "covered entities," defined to include health plans, health care clearinghouses, and most health care providers. 81 Generally, housing agencies are not covered entities and therefore are not subject to the Privacy Rule. 82 In contrast, the Privacy Rule is more likely to apply to a public health department because many health departments provide health care services. If the health department provides health care services, it may be fully covered by HIPAA or it may be a hybrid entity, meaning that certain components are covered by the Privacy Rule while other components are not. 83 If the health department is not a covered entity, or if it is a hybrid entity but the program that holds the relevant data is not part of the designated health care component, the HIPAA Privacy Rule does not apply.
b. Is the relevant data considered "protected health information" under the HIPAA Privacy Rule?
With regard to which data is covered, the Privacy Rule safeguards use and disclosure of "protected health information" (PHI), which is defined as individually identifiable health information that is transmitted or maintained in electronic media or in other forms. 84 Health information is defined fairly broadly:
Health information means any information, including genetic information, whether oral or recorded in any form or medium, that:
(1) Is created or received by a health care provider, health plan, public health authority, employer, life insurer, school or university, or health care clearinghouse; and
(2) Relates to the past, present, or future physical or mental health or condition of an individual; the provision of health care to an individual; or the past, present, or future payment for the provision of health care to an individual. 85
Thus, individual blood lead level data would be considered PHI. A health department's housing-related data alone (e.g., lead ordinance violation records) is less likely to contain PHI.
c. Pathways for public health departments that are covered entities to share PHI with housing agencies or community partners to investigate and remediate lead hazards.
If a health department is a covered entity, or it is a hybrid entity and the program that holds EBLL data is part of the designated health care component, the Privacy Rule applies to the agency's use and disclosure of EBLL data. In general, disclosure of PHI is prohibited unless for purposes specified in the rule (e.g., treatment, payment, or health care operations) or in accordance with a valid authorization. 86 Obtaining individual consent is one relatively simple method for enabling exchange of information between public housing and public health agencies. However, it is not always possible to obtain consent, particularly where private health care providers
have reported EBLLs to the health department and the health department has not had direct contact with the affected children or their families.
Nevertheless, health departments that are covered by the HIPAA Privacy Rule may be allowed to share individual EBLL data with a public housing agency without obtaining individual authorization under the Privacy Rule's public health exception. 87 Among other public health uses and disclosures, this exception allows covered entities to use or disclose PHI to a public health authority that is authorized by law to collect the data for purposes of preventing or controlling disease, injury, or disability, including by conducting public health surveillance, investigations, and interventions. 88 For a covered entity that is also a public health authority (e.g., a local health department that provides health care services), the Privacy Rule allows the entity to use PHI "in all cases in which it is permitted to disclose such information for public health activities." 89
The public health exception provides at least two potential pathways to allow a local health department to share data with a housing agency or community partner. First, the local health department could designate the housing agency or community partner as its agent for purposes of using the data to conduct an authorized public health activity, such as investigations and interventions related to lead exposure. This arrangement would align with 45 C.F.R. § 164.512(b)(2) because the local health department would be using the data, through its agent, to accomplish authorized public health activities. The CDC has provided sample language that may be used to accomplish a grant of public health authority. 90 A local health department would likely also develop an agreement or memorandum of understanding with the housing agency or community partner to further define the scope of the grant of public health authority, including limits on the partner's use and redisclosure of the data.
A second possible pathway involves the public health department recognizing a housing agency as a public health authority in its own right, based on the agency's specific responsibilities under the Lead Safe Housing Rule to evaluate and control lead hazards. The Privacy Rule defines a public health authority as follows:
Public health authority means an agency or authority of the United States, a State, a territory, a political subdivision of a State or territory, or an Indian tribe, or a person or entity acting under a grant of authority from or contract with such public agency, including the employees or agents of such public agency or its contractors or persons or entities to whom it has granted authority, that is responsible for public health matters as part of its official mandate. 91
Encouraging use of this pathway, HUD in its response to public comments about the LSHR explained that the HUD Office of Lead Hazard Control and Healthy Homes (OLHCHH) and its grantees are considered public health authorities under HIPAA and thus may receive protected health information necessary to accomplish their public health responsibilities—i.e., lead hazard and control activities. HUD's question and answer published in the Federal Register are included here for reference:
c. Coordination With HIPAA and Local Data Privacy Laws
Comment: Several commenters (8) requested clarification of the protocols for reporting, including the interaction with other federal laws such as the Health Insurance Portability and Accountability Act of 1996 (HIPAA) (Pub. L. 104–191), and state and local privacy laws.
HUD Response: For the purpose of preventing or controlling childhood lead poisoning, in regard to lead hazard evaluation and control activities, the OLHCHH and its lead hazard control grantees acting on its behalf, are considered public health authorities under HIPAA; thus, they may receive
related private health information that is minimally necessary to accomplish the intended purpose of the disclosure, including the addresses of housing units and vital information about the children and their families, and must protect that information. 92
Likewise, the CDC and HUD have together recognized in a letter that this specific interpretation of "public health authority" is consistent with the OLHCHH's legal mandate. 93 Their interpretation is also consistent with the following explanation from the U.S. Department of Health and Human Services Office for Civil Rights in response to a question about whether the National Institutes of Health is considered a public health authority under the HIPAA Privacy Rule:
The definition of a "public health authority" requires that an agency's official mandate include the responsibility for public health matters. The mandate can be responsibility for public health matters, generally, or it can be for specific public health programs. Furthermore, an agency's official mandate does not have to be exclusively or primarily for public health. Therefore, to the extent a government agency has public health matters as part of its official mandate, it qualifies as a public health authority. 94
Upon recognizing a housing agency as a public health authority, the public health department is then permitted to disclose PHI to the agency pursuant to 45 C.F.R. § 164.512(b)(1)(i).
Note that in addition to presenting pathways for data exchange between public health and housing agencies, the public health exception may be used to involve community-based organizations (CBOs) that are authorized to act as agents of either entity. In all contexts, agencies will need to be cognizant of the Privacy Rule's other requirements relating to use and disclosure of health information, such as the requirement to use and disclose only the minimum necessary information. 95
Opportunities for Health Advocates to Eliminate Lead Poisoning in Federally-Assisted Housing
Despite the LSHR's requirements, many families and children continue to face challenges with accessing leadsafe federally-assisted housing, even after a child has been poisoned. Community-based efforts to address childhood lead exposure frequently involve non-governmental entities and advocates. Where there are local public housing and health agencies proactively working to prevent lead poisoning and improve compliance with federal laws, a community-based organization's (CBO) resources are likely best directed towards supporting these existing efforts. However, when government agencies fail to prioritize lead poisoning prevention, health advocates may wish to seek judicial intervention to compel covered housing entities to comply with federal laws.
Requesting Lead Hazard Data
Data about the names and addresses of children with EBLLs, the location of lead hazards, and the status of enforcement actions initiated against owners of noncompliant housing is crucial to taking targeted action. Yet this information may be difficult for a CBO to obtain absent a formal relationship with a health or housing agency or an individually signed authorization to disclose information. Although some organizations have successfully used their state's Freedom of Information (FOI) Act to obtain data about the location of lead
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hazards, FOI laws and their interpretation vary by state and can be difficult to generalize. Nevertheless, there are several considerations that may help to increase the likelihood of success when requesting lead hazard data.
* Consider framing your request in terms of the location and presence of known lead hazards rather than requesting information tied to a child's elevated blood lead levels. 96
* To prevent a denial based on the agency's lack of responsive data, consider framing your request using the exact language of the statute or regulation that requires data collection.
* Consider contacting the agency that holds the information needed to determine the types of information collected and the format in which it is stored. Then, frame the request to target the data needed. 97
* If you are unable to obtain data directly from a particular agency, consider other agencies that may hold relevant data.
* Consider partnering with academic researchers to use non-identifiable data to estimate the extent and location of lead hazards, lead poisoning, or at-risk populations in an area.
Private Legal Actions Seeking to Eliminate Lead Poisoning in Federally-Assisted Housing
Although the viability of a claim brought under the LBPPPA is doubtful, 98 there are several other legal avenues which attorneys may use to address lead hazards on behalf of their clients. For example, given the disproportionate occurrence of lead poisoning in communities of color, an attorney might bring a claim challenging a federally-assisted housing program's failure to provide lead-safe housing under the Fair Housing Act, 99 which prohibits discrimination based on race, color, religion, sex, familial status, or national origin in the sale or rental of housing (including associated services) and thus arguably prohibits discriminatory maintenance practices. 100 Using the same reasoning, an attorney might file a claim under Title V of the Civil Rights Act, 101 which prohibits discrimination based on race, color, or national origin in programs receiving federal financial assistance. 102 Alternatively, an attorney might challenge a federally-assisted program's refusal to provide lead-free housing for a child who currently has or has had an EBLL or other impairment under section 504 of the Rehabilitation Act, 103 which prohibits federally-assisted programs from excluding from participation, denying benefits to, or otherwise discriminating against an individual on the basis of their disability 104 ; this claim would be based on the argument that a child's previous or existing EBLL (or other disability) would be exacerbated by further lead exposure, thereby preventing the child's participation in the program. 105 In addition, an attorney might bring a due process claim under the Fifth and Fourteenth Amendments of the U.S. Constitution 106 if an individual residing in federally-assisted housing is effectively denied their housing benefit without due process of law by being denied habitable housing. 107 Attorneys are encouraged to consult Emily Benfer's extensive discussion of these litigation strategies in her article, Contaminated Childhood: How the United States Failed to Prevent the Chronic Lead Poisoning of Low-Income Children and Communities of Color. 108
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State Law Actions Seeking Remediation of Lead Hazards and/or Compensation for Families of Children with Lead Poisoning
State law tort claims premised on a designated party's negligent failure to remediate lead hazards may provide a route for compensating families for harm caused by lead-based paint exposure. 109 However, plaintiffs may encounter challenges with establishing a particular home as the proximate cause of a child's lead poisoning 110 or may find that a government-run housing agency is protected (to varying degrees) by governmental immunity. 111 Depending on the facts of a given case, an attorney might also consider the viability of a claim based on relevant state statutes. 112
State and Federal Policy Proposals to Protect Children from Lead Poisoning in Federally-Assisted Housing
Despite the recent amendments to the LSHR, children in tenant-based rental assistance programs—and in the majority of private market rental units across the United States—must develop lead poisoning before an environmental investigation occurs. 113 In all other federally-assisted housing programs, the designated party must conduct a risk assessment or lead-based paint inspection and remediate or abate any lead-based paint hazards prior to occupancy by a child under age 6. 114 Members of the United States Congress introduced, but have yet to pass, the Lead Safe Housing for Kids Act over each of the past three sessions. If passed, the bill would (1) require risk assessments in all federally-assisted housing prior to occupancy by a child under age 6 (excluding housing covered under federal mortgage insurance); (2) allow families to move on an emergency basis from units with uncontrolled lead hazards; and (3) authorize appropriations necessary to carry out the amendments. 115
Because tenant-based rental assistance relies on the local rental market, state and local laws can also protect children in federally-assisted housing from lead poisoning. Presently, at least eighteen U.S. cities and states have adopted ordinances and laws that require lead hazard inspections of private market rental units prior to and throughout tenancy. 116 With few exceptions, these more protective laws apply to federal tenant-based rental assistance programs. In all other cities and states, children must develop lead poisoning, often at very high EBLLs, before lead hazard inspections are triggered in private rental units. 117 In these areas, advocates can build interprofessional coalitions to develop primary prevention laws that require the inspection of rental units for environmental health hazards prior to occupancy. Where existing laws exempt federally-assisted housing, advocates can seek amendments to local policy to ensure that lead hazards are identified and remediated prior to occupancy regardless of a tenant's source of payment. In addition, advocates can work with their state to adopt the CDC reference value as the EBLL that triggers lead hazard inspections. This may result in identifying additional children with lead poisoning, triggering local and Lead Safe Housing Rule requirements earlier in the timeline of exposure. Although lead poisoning is a complex social problem, with robust federal and state legislation, resources, and investment, it is entirely solvable.
Conclusion
To date, HUD's lead poisoning prevention approach emphasizes secondary and tertiary prevention rather than primary prevention, as most hazard reduction activities are triggered by a child's EBLL. On top of these inadequate laws, HUD's insufficient monitoring and enforcement activities allow the problem to persist
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unchecked in many communities. 118 Accordingly, the long-term effects of lead poisoning continue to reverberate across generation after generation of children. A federal commitment to primary prevention— through improved laws and stronger enforcement—is crucial to making significant progress in protecting children living in federally -assisted housing from lead poisoning. But until this federal commitment is realized, the role of state and local public health departments, health advocates, and housing partners cannot be understated: these partners must work together to support implementation of the existing laws and to seek accountability for covered housing providers that fail to comply.
Resources
Flowchart Overview of the Elevated Blood Lead Level Protocol (provided in HUD's Federal Register publication of the 2017 amendments to the LSHR) 119
https://www.federalregister.gov/documents/2017/01/13/2017-00261/requirements-for-notification-evaluation-andreduction-of-lead-based-paint-hazards-in-federally
Responding to EBLLs in Children under Age Six: Guidance for PHA Public Housing Staff https://www.hud.gov/sites/dfiles/PIH/documents/PHPHAFactSheet4618.pdf
Responding to EBLLs in Children under Age Six: Guidance for PHA Housing Choice Voucher (HCV) Staff https://www.hud.gov/sites/dfiles/PIH/documents/HCVPHAFactSheet4618.pdf
Responding to EBLLs in Children under Age Six: Guidance for PHA Project-Based Voucher Staff https://www.hud.gov/sites/dfiles/PIH/documents/PBVPHAFactSheet4618.pdf
Working with Your Local Health Department: Information for PHA Staff on EBLL Preparation and Response https://www.hud.gov/sites/dfiles/PIH/documents/HealthDeptFactSheet4518.pdf
Blood Lead Levels in Children: Update for Owners of Project-Based Voucher Units https://www.hud.gov/sites/dfiles/PIH/documents/PBVOwnerFactSheet4618.pdf
SUPPORTERS
The Network for Public Health Law is a national initiative of the Robert Wood Johnson.
This document was developed by Heather A. Walter-McCabe, J.D., M.S.W., Associate Professor, Indiana University School of Social Work, and Assistant Professor of Social Work and Law, Indiana University Robert H. McKinney School of Law; Colleen Healy Boufides, J.D., Deputy Director, Network for Public Health Law — MidStates Region Office, at the University of Michigan School of Public Health; and Emily A. Benfer, J.D., LLM, Director, Health Justice Advocacy Clinic, Visiting Associate Clinical Professor of Law, at Columbia Law School and Co-Principal, Health Justice Innovations, LLC. Thanks to the following for providing their expert feedback and review: Denise Chrysler, J.D., Director, Network for Public Health Law — Mid-States Region Office, at the University of Michigan School of Public Health; Janet McCabe, J.D., Professor of Practice, Indiana University
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Robert H. McKinney School of Law; and Jennifer Phillips, J.D., Indiana University Robert H. McKinney School of Law Class of 2019. The Network for Public Health Law provides information and technical assistance on issues related to public health. The legal information and assistance provided in this document does not constitute legal advice or legal representation. For legal advice, please consult specific legal counsel.
This document was created in and is current as of March 2020.
1 CENTERS FOR DISEASE CONTROL AND PREVENTION, CHILDHOOD LEAD POISONING PREVENTION – BLOOD LEAD LEVELS IN CHILDREN, https://www.cdc.gov/nceh/lead/acclpp/blood_lead_levels.htm (last visited Jan. 24, 2020) [hereinafter CDC, Blood Lead Levels in Children]; Amer. Acad. of Pediatrics Council on Envtl. Health, Policy Statement: Prevention of Childhood Lead Toxicity, 138 PEDIATRICS 1, 3 (2016), available at http://pediatrics.aappublications.org/content/pediatrics/138/1/e20161493.full.pdf [hereinafter AAP Policy Statement].
https://www.cdc.gov/nceh/lead/prevention/sources.htm (last visited Jan. 24, 2020).
2 CENTERS FOR DISEASE CONTROL AND PREVENTION, CHILDHOOD LEAD POISONING PREVENTION – SOURCES OF LEAD,
3 Pamela A. Meyer et al., Surveillance for Elevated Blood Lead Levels Among Children --- United States, 1997-2001, 52(SS10) CENTERS FOR DISEASE CONTROL AND PREVENTION – MORBIDITY AND MORTALITY WEEKLY REPORT 1 (2003), available at https://www.cdc.gov/mmwr/preview/mmwrhtml/ss5210a1.htm#tab4.
5 Notice of Proposed Rulemaking, 81 Fed. Reg. 60304, 60305 (Sept. 1, 2016). 6
4 U.S. Dep't of Hous. & Urban Dev. Office of Healthy Homes and Lead Control, AMERICAN HEALTH HOMES SURVEY: LEAD AND ARSENIC FINDINGS ES-1 (2011), available at https://www.hud.gov/sites/documents/AHHS_REPORT.PDF
Center on Budget and Policy Priorities,United States Housing Choice Vouchers Fact Sheet
(2017), available at https://www.networkforphl.org/wp-content/uploads/2020/03/Cost-of-Childhood-Lead-Poisoning-in-US.pdf (last visited Feb. 12, 2020).
https://www.cbpp.org/sites/default/files/atoms/files/3-10-14hous-factsheets_us.pdf (last visited Feb. 12, 2020). 7 Columbia Law School Health Justice Advocacy Clinic, The Cost of Childhood Lead Poisoning in the United States (2019) available at
8 AAP Policy Statement, supra note 1, at 1. 9
11 AAP Policy Statement, supra note 1, at 3-4.
Id. at 3. 10 The CDC, recognizing that no amount of lead poisoning is safe, has shifted from using the term "level of concern" to the term "reference value" to refer to children with blood lead content that is higher than most other children. The reference value will be updated every four years based on the blood lead concentration among the highest 2.5% of children tested. C ENTERS FOR D ISEASE C ONTROL AND P REVENTION , C HILDHOOD L EAD P OISONING P REVENTION – B LOOD L EAD L EVELS IN C HILDREN , https://www.cdc.gov/nceh/lead/acclpp/blood_lead_levels.htm (last visited Jan. 24, 2020).
12 Id. at 4.
13
14 Id. at 5.
Id.
15 Lead-Based Paint Poisoning Prevention Act, Pub. L. No. 91-695, 84 Stat. 2078-2080 (1971), codified at 42 U.S.C. 4821-4846 (as amended).
17 Lead-Based Paint Poisoning Prevention Act, Pub. L. No. 91-695, §§ 401, 501, 84 Stat. 2078-2080 (1971).
16 The Department of Health, Education, and Welfare was the predecessor agency to the current Department of Health and Human Services.
18 Pub. L. No. 93-151, §§ 4, 6, 87 Stat. 560 (1973).
20 See Pub. L. No. 100-242, § 566, 101 Stat 1815 (1987); Pub. L. No. 100-628, § 1088, 102 Stat 3224 (1988).
19 42 Fed. Reg. 44199, codified at 16 C.F.R. Part 1303.
21 For a comprehensive history, see Emily A Benfer, Contaminated Childhood: How the United States Failed to Prevent the Chronic Lead Poisoning of Low-Income Children and Communities of Color, 41 HARV. ENVIRON. LAW REV. 70 (2017).
23 The law defined target housing as "any housing constructed prior to 1978, except housing for the elderly or persons with disabilities (unless any child who is less than 6 years of age resides or is expected to reside in such housing for the elderly or persons with disabilities) or any 0–bedroom dwelling…" Pub. L No. 102-550, § 1004, 106 Stat. 3672 (1992). The law has since been updated to include 0-bedroom dwellings if a child under 6 years old resides or is expected to reside in the home. See Consolidated Appropriations Act, 2017, Pub. L. No. 115-31, § 237, 131 Stat. 135 (2017).
22 Pub. L No. 102-550, 106 Stat. 3672 (1992).
24 Pub. L No. 102-550, § 1012, 106 Stat. 3672 (1992), codified at 42 U.S.C. § 4822 (as amended).
26 Requirements for Notification, Evaluation and Reduction of Lead-Based Paint Hazards in Federally Owned Residential Property and Housing Receiving Federal Assistance, 64 Fed. Reg. 50140 (Sept. 15, 1999), codified at 24 C.F.R. Part 35 (as amended).
25 Pub. L No. 102-550, § 1018, 106 Stat. 3672 (1992), codified at 42 U.S.C. § 4852d. See 24 C.F.R. §§ 35.80-35.98.
27 64 Fed. Reg. 50209-50218 (Subparts D-M, §§ 35.300-35.1225).
29 64 Fed. Reg., 50203 (§ 35.110 - Definitions). As noted above, the legislature changed the definition of target housing in 2017. See supra note 23.
28 64 Fed. Reg. 50218-50223 (Subpart R, §§ 35.1300-35.1355).
30 The party who is responsible for taking particular actions required by the LSHR depends on the action and the type of housing at issue. The rule defines "designated party" in § 35.110 as the "Federal agency, grantee, subrecipient, participating jurisdiction, housing agency, CILP recipient, Indian tribe, tribally designated housing entity (TDHE), sponsor or property owner responsible for complying with applicable requirements." Readers should consult the LSHR Subpart that applies to the type of housing at issue to determine who is responsible for executing particular functions for that type of housing.
32 64 Fed. Reg. 50204 (§ 35.110 - Definitions).
31 64 Fed. Reg. 50209-50218 (Subpart D (§ 35.325), Subpart H (§ 35.730), Subpart I (§ 35.830), Subpart L (§ 35.1130), Subpart M (§ 35.1225).
33 As defined in 24 C.F.R. § 35.110, a risk assessment is "[a]n on-site investigation to determine the existence, nature, severity, and location of leadbased paint hazards" as well as a report explaining the assessment results and hazard reduction options. Risk assessments involve dust, soil, and paint sampling and may include water sampling. Office of Lead Hazard Control and Healthy Homes, U.S. Dept. of Hous. & Urban Dev., Guidelines for the Evaluation and Control of Lead-Based Paint Hazards in Housing 5-11, 16-6 (2012), available at
https://www.hud.gov/program_offices/healthy_homes/lbp/hudguidelines (last visited Feb. 12, 2020) [hereinafter HUD Guidelines]. See also 40 C.F.R. § 745.227(d)(11).
35 64 Fed. Reg. 50218 (§ 35.1225(f)).
34 64 Fed. Reg. 50218 (§ 35.1225(f)).
36 Petition for Rulemaking Under U.S. Dep't of Hous. & Urban Dev. "Lead Based Paint Poisoning Prevention in Certain Residential Structures" Regulations to Prevent Lead Poisoning Among Program Participant Children 5 (2016), available at https://perma.cc/TZP2-DZ2N.
38 82 Fed. Reg. 4167 (§ 35.110). Note that "elevated blood lead level" replaces the term "environmental intervention blood lead level."
37 Requirements for Notification, Evaluation and Reduction of Lead-Based Paint Hazards in Federally Owned Residential Property and Housing Receiving Federal Assistance; Response to Elevated Blood Lead Levels, 82 Fed. Reg. 4151 (Jan. 13, 2017) (codified at 24 C.F.R. pt. 35).
39 24 C.F.R. § 35.730
41 24 C.F.R. § 35.830.
40 24 C.F.R. § 35.1130.
42 24 C.F.R. § 35.1225.
44 82 Fed. Reg. 4167-4172 (§§ 35.325, 35.730, 35.830, 35.1130, 35.1225). This reporting requirement does not apply to subpart D, pertaining to ProjectBased Assistance Provided by a Federal Agency Other Than HUD. See 24 C.F.R. § 35.325.
43 See 24 C.F.R. § 35.325. The requirements are slightly different in many cases for properties receiving assistance from agencies other than HUD.
45 82 Fed. Reg. 4167 (§ 35.110). Note that "elevated blood lead level" replaces the term "environmental intervention blood lead level."
47 24 C.F.R. § 35.110.
46 CDC, Blood Lead Levels in Children, supra note 1.
48 Centers for Disease Control & Prevention, CDC Response to Advisory Committee on Childhood Lead Poisoning Prevention Recommendations in ''Low Level Lead Exposure Harms Children: A Renewed Call of Primary Prevention'' 6-7 (May 13, 2012; updated June 7, 2012), available at https://www.cdc.gov/nceh/lead/acclpp/cdc_response_lead_exposure_recs.pdf.
50 24 C.F.R. §§ 35.730(e); 35.830(e); 35.1130(e); 35.1225(e).
49 The designated party is also responsible for verifying an elevated blood lead level if it received the information from a source other than the public health department or a health care provider. 24 CFR §§ 35.730(b); 35.830(b); 35.1130(b); 35.1225(b).
51 United States Government Accountability Office, GAO-18-394, Lead Paint in Housing: HUD Should Strengthen Grant Processes, Compliance, Monitoring, and Performance Assessment (June 2018), https://www.gao.gov/assets/700/692603.pdf [hereinafter GAO, Lead Paint in Housing]; United States Government Accountability Office, GAO-20-277T, Rental Housing Assistance: HUD Should Strengthen Physical Inspection of Properties and Oversight of Lead Paint Hazards (Nov. 2019), https://www.gao.gov/assets/710/702760.pdf.
53 If notified of an EBLL by someone other than a health department or health care provider, the designated party must "immediately verify" the information with a health department or health care provider. Verification constitutes notice and triggers responsive activities. 24 C.F.R. §§ 35.730(b), 35.830(b), 35.1130(b), 35.1225(b).
52 GAO, Lead Paint in Housing, supra note 51 at 28-29.
54 64 Fed. Reg. 50211-50218 (§§ 35.325, 35.730(e); 35.830(e); 35.1130(e); 35.1225(e)).
56 24 C.F.R. §§ 35.325(a), 35.730(a); 35.830(a); 35.1130(a); 35.1225(a). This requirement applies even if the child identified as having an EBLL is no longer living in the dwelling, including for tenant-based rental assistance programs if another household receiving tenant-based assistance is living or planning to live in the same unit. The environmental investigation requirement does not apply if the designated party completed an environmental investigation between the date of the child's last blood test and the designated party's notification of the EBLL.
55 24 C.F.R. § 35.110. See also supra note 33.
57 24 C.F.R. § 35.110.
59 Id. at 16-7.
58 HUD Guidelines, supra note 33, at 16-6.
60 24 C.F.R. §§ 35.730(c); 35.830(c); 35.1130(c); 35.1225(c) (Note that this requirement does not apply if the designated party completed an environmental investigation and lead-based paint hazard reduction measures between the date of the child's last blood test and the designated party's notification of the EBLL). For federally-assisted housing supported by an agency other than HUD, the Federal Agency is directed by the rule to establish its own timelines for completing required activities. 24 C.F.R. §§ 35.325(c).
62 See 64 Fed. Reg. 50211-50218 (§§ 35.325, 35.730(e); 35.830(e); 35.1130(e); 35.1225(e)).
61 24 C.F.R. §§ 35.730(e)(3); 35.830(e)(3); 35.1130(e)(3); 35.1225(e)(3). For federally-assisted housing supported by an agency other than HUD, the designated party must report the information in accordance with rules established by that agency. 24 C.F.R. §§ 35.325(d).
63 Index unit "refers to the housing unit in which the child who as an EBLL resides." 82 Fed. Reg. 4157.
65 24 C.F.R. §§ 35.325(b); 35.730(f)(1); 35.830(f)(1); 35.1130(f)(1); 35.1225(f)(1). The designated party is exempt from the requirement to conduct risk assessments for covered dwelling units in two cases: (a) they completed risk assessments and lead-based paint hazard reduction measures in other covered dwelling units and common areas between the date of the child's last blood test and the designated party's notification of the EBLL, or (b) they are able to document "compliance with evaluation, notification, lead disclosure, ongoing lead-based paint maintenance, and lead-based paint management requirements under this part throughout the 12 months preceding the date the owner received the environmental investigation report." 24 C.F.R. §§ 35.325(b)(2); 35.730(f)(4); 35.830(f)(4); 35.1130(f)(4); 35.1225(f)(4).
64 24 C.F.R. §§ 35.325(b); 35.730(f); 35.830(f); 35.1130(f); 35.1225(f).
66 24 C.F.R. §§ 35.325(b); 35.730(f)(2); 35.830(f)(2); 35.1130(f)(2); 35.1225(f)(2). The de minimis thresholds established in 24 C.F.R. § 35.1350(d) encompass "maintenance or hazard reduction activities that do not disturb painted surfaces that total more than: (1) 20 square feet (2 square meters) on exterior surfaces; (2) 2 square feet (0.2 square meters) in any one interior room or space; or (3) 10 percent of the total surface area on an interior or exterior type of component with a small surface area. Examples include window sills, baseboards, and trim."
68 24 CFR § 35.175(a).
67 24 C.F.R. §§ 35.730(f)(3); 35.830(f)(3); 35.1130(f)(3); 35.1225(f)(3). For housing supported by a federal agency other than HUD, the federal agency must establish a timetable for completing and providing documentation of required activities. 24 CFR § 35.325(d).
69 24 CFR § 35.175(b).
70 For additional information about OLHCHH grants, grant requirements, and a list of funded states and localities, visit https://www.hud.gov/program_offices/healthy_homes.
72 24 C.F.R. §§ 35.730(b), 35.830(b), 35.1130(b), 35.1225(b). If the health department or health care provider denies the covered housing entity's request to verify a child's EBLL, the owner or other appropriate party (as specified in the applicable provision) must provide documentation of the denial to the appropriate HUD representative (also specified in the applicable provision).
71 Note that health care providers and/or laboratories who receive test results indicating EBLLs generally have a responsibility under state law to report EBLLs to a state or local health department. See e.g. Indiana law requires "[a] person that examines the blood of an individual for the presence of lead" to report test results to the state department of health within one week of examination, 410 Ind. Admin. Code § 29-3-1; Minnesota law requires that any health care facility, medical laboratory, or individual who performs a blood lead analysis must report blood lead levels greater than 15 μg/dL to the state health commissioner within two working days, Minn. Stat. § 144.9502(subdivision 3)).
73 See below for further discussion of the HIPAA Privacy Rule.
75
74 24 C.F.R. §§ 35.730, 35.830, 35.1130, 35.1225.
76 24 C.F.R. § 35.1225(g).
24 C.F.R. §§ 35.730(e)(1), 35.830(e)(1), 35.1130(e)(1), 35.1225(e)(1).
77 This section is adapted from a legal technical assistance response prepared by Colleen Healy Boufides and reviewed by Denise Chrysler which was previously published on the Network for Public Health Law website. Network for Public Health Law, Exchange of Blood Lead Data to Facilitate Responsive Action Under the Lead Safe Housing Rule (June 4, 2019), https://www.networkforphl.org/news-insights/exchange-of-blood-lead-data-to-
facilitate-responsive-action-under-the-lead-safe-housing-rule/.
78 45 C.F.R. Parts 160 and 164, subparts A and E.
80 Readers should consult their state privacy laws as well to determine any state-specific requirements or limitations on sharing EBLL data. 81 45 C.F.R. § 160.103.
79 Alliance for Healthy Homes, Overcoming Barriers to Data-Sharing Related to the HIPAA Privacy Rule: A Guide for State and Local Childhood Lead Poisoning Prevention Programs (June 2004), available at https://www.cdc.gov/nceh/lead/docs/policy/HIPAADoc.pdf (last visited Feb. 3, 2020).
82 Some PHAs ask clients to sign a waiver allowing them to share data with the health department. However, this is not required by HIPAA unless the PHA is a covered entity under HIPAA.
84 45 C.F.R. § 160.103.
83 45 C.F.R. § 164.105.
85 45 C.F.R. § 160.103.
87 45 C.F.R. § 164.512(b).
86 45 C.F.R. § 164.502(a)(1), 164.508.
88
89 45 C.F.R. § 164.512(b)(2).
45 C.F.R. § 164.512(b)(1)(i).
90 Centers for Disease Control and Prevention, HIPAA Privacy Rule and Public Health: Guidance from CDC and the U.S. Department of Health and Human Services, 52(S-1) Morbidity and Mortality Weekly Report 19-20 (2003), at Appendix B, available at https://www.cdc.gov/mmwr/preview/mmwrhtml/su5201a3.htm.
91
92 82 Fed. Reg. 4156.
45 C.F.R. § 164.501.
93 Letter from the U.S. Department of Housing and Urban Development and the Centers for Disease Control and Prevention (CDC), Subject: Confidentiality of Childhood Lead Poisoning Data, (undated), at http://www.cdc.gov/nceh/lead/partnership/HUD_letter.pdf.
95 See 45 C.F.R. § 164.514.
94 Department of Health and Human Services Office for Civil Rights, Does the HIPAA Privacy Rule's public health provision permit covered entities to disclose protected health information to authorities such as the National Institutes of Health (NIH)? (created Dec. 20, 2002, last reviewed July 26, 2013), https://www.hhs.gov/hipaa/for-professionals/faq/297/does-the-hipaa-public-health-provision-permit-covered-entities-to-disclose-information-toauthorities/index.html (last visited May 17, 2019).
96 See State ex rel. Cincinnati Enquirer v. Daniels, 108 Ohio St.3d 518 (2006) (finding that lead citations and lead risk assessment reports do not contain protected health information (PHI) as defined by HIPAA, but that even if the requested data were considered PHI, release of the records would still be permitted under HIPAA's "required by law" exception since disclosure of public records is required by Ohio's Public Records Law). But see Cuyahoga Cty. Bd. of Health v. Lipson O'Shea Legal Group, 145 Ohio St.3d 446 (2016) (denying a request for public records pertaining to homes in which "a minor child was found to have elevated blood lead levels…" because the request was "inextricably linked" to health information, in that it sought records tied to health status rather than the status of the home).
98 See Johnson v. City of Detroit, 446 F.3d 614 (6th Cir. 2006) (holding that neither the LBPPPA nor federal regulations promulgated pursuant to the Act create an individual right enforceable under 42 U.S.C. § 1983). Although courts have previously held that the LBPPPA creates an individually enforceable right, this conclusion is called into doubt by the U.S. Supreme Court's holding in Gonzaga Univ. v. Doe, 536 U.S. 273 (2002), in which the Court sought to clarify the factors for determining whether a statute confers a right enforceable under 42 U.S.C. § 1983, thereby "alter[ing] the landscape of § 1983 claims." See id. at 618-21. For further discussion, see Anna Snook, A Narrowing of Section 1983 Claims: How Gonzaga Has Limited Recovery for Victims of Lead Poisoning in Federal Court, 44 B.C. ENVTL. AFF. L. REV. 207 (2017).
97 Nicholas Dias, Rashida Kamal, and Laurent Bastien, What makes a good FOIA request? We studied 33,000 to find out. Columbia Journalism Review (Jan. 30, 2017), https://www.cjr.org/analysis/foia-request-how-to-study.php.
99 42 U.S.C. § 3604(b).
101 42 U.S.C. § 2000d.
100 See Benfer, supra note 21, at 538-41 for discussion of this strategy.
102 See Benfer, supra note 21, at 541-42 for discussion of this strategy. 103 29 U.S.C. § 794. See also
29 U.S.C. § 794a providing for remedies and attorney fees.
105 See Benfer, supra note 21, at 543 for discussion of this strategy.
104 29 U.S.C. § 705(20)
106 U.S. CONST. amend. V, XIV.
Page 16
107 See Benfer, supra note 21, at 544-46 for discussion of this strategy.
109 See, e.g., Rogers v. Home Equity USA, Inc., 160 A.3d 1207 (Md. Ct. App. 2017), Louisville Metro Housing Authority v. Burns, 198 S.W.3d 147 (Ky. Ct. App. 2005); Ford ex rel. Pringle v. Philadelphia Hous. Auth., 848 A.2d 1038 (Pa. Commw. Ct. 2004).
108 Id. at 537-46.
110 See, e.g., Rogers 160 A.3d 1207.
112 See e.g., Williams-Ward v. Lorenzo Pitts, Inc., 908 F.Supp. 48 (D. Mass. 1995) (finding that federal law did not preempt the Massachusetts Lead Paint Act's strict liability provision).
111 See, e.g., Evans v. Housing Authority of the City of Raleigh, 602 S.E.2d 668 (N.C. 2004). Note that this will vary depending on state law and some states may waive governmental immunity for public housing authorities.
113 24 C.F.R. 35.1215 (requiring only a visual inspection prior to occupancy; visual inspections are ineffective in identifying the majority of hazards). See also Benfer, supra note 21, at 526-27.
115 S.2631 (114th) (2016) (This version of the bill also removed the zero-bedroom dwelling unit exemption and required EPA to update the lead hazard definitions. Both of these objectives were accomplished through alternative avenues.); S.1845 (115 th ) (2017); S.1583(116 th ) (2019).
114 24 C.F.R. 35.100(c).
116 Emily Benfer, Jennifer Katz, Emily Tu, Pre-Rental Lead Hazard Inspection Statutory Requirements in the United States (2020).
118 Molly Parker, HUD Is Failing to Protect Children From Lead Paint Poisoning, Audits Find, ProPublica (June 22, 2018), https://www.propublica.org/article/hud-is-failing-to-protect-children-from-lead-paint-poisoning-audits-find (last visited Feb. 6, 2020).
117 Emily Benfer, et. al, The Elimination of Lead Poisoning: An Urgent Call to Action to Safeguard Future Generations, 19 Yale J. Health Pol'y L. & Ethics (2020).
119 82 Fed. Reg. 4153, Fig. 1. Flowchart overview of the elevated blood lead level protocol.
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SUMMER COURSE IN ICELANDIC 2018 INTERMEDIATE B1
PRELIMINARY SCHEDULE 2018
STUND AT AF L A V IK U 1 • S C H E D U L E W E E K 1 ( s u b je c t t o mi n o r c h a n g e s )
| | Sun. 19.08.2018 | | Mán 20.08. | | Þri 21.08. | | Mið 22.08. | | Fim 23.08. | | Fös 24.08. | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 08-09 | | | | | | | | | | | | |
| 09-12 | Coming to Ísafjörður www.flugfelag.is | | | Morgunkennsla | | Morgunkennsla | | Morgunkennsla | | Morgunkennsla | | Morgunkennsla |
| | | | | Morning Classes | | Morning Classes | | Morning Classes | | Morning Classes | | Morning Classes |
| 12-13 | | | Lunch | | Lunch | | Lunch | | Lunch | | Lunch | |
| 13-14 | | | | | | | | | G | rammar Q&A | G | rammar Q&A |
| 14-16 | | | | University Centre | Talaðu! | | | Kynnumst Ísafirði | Talaðu! | Talaðu! | | Veistu ekki hver |
| | | | | Isafjordur: City Walk | | | | | | | | Bubbi er? |
| 16-18 | | | Kór/Choir | Kór/Choir | | Gúgglað til gagns | | Spilum | | | | |
| | | | | | | PW | | Bryndís | | | | |
| 18-19 | | | | | | | | | | | | |
| 19-20 | | | | | | | | | | | | |
| 20-22 | | IceBreaker | | | Kvikmyndasýning | | | | Kvikmyndasýning | | | |
| | | University Centre | | | | | | | | | | |
STUND AT AF L A V IK U 2 • S C H E D U L E W E E K 2 ( s u b je c t t o mi n o r c h a n g e s )
| | Sun 26.08. | Mán 27.08. | | Þri 28.08. | | Mið 29.08. | | Fim 30.08. | | Fös 31.08. | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 08-09 | | | | | | | | | | | |
| 09-12 | free for own activities day trips | | Morgunkennsla | | Morgunkennsla | | Morgunkennsla | | Morgunkennsla | | Morgunkennsla |
| | | | Morning Classes | | Morning Classes | | Morning Classes | | Morning Classes | | Morning Classes |
| 12-13 | | Lunch | | Lunch | | Lunch | | Lunch | | Lunch | |
| 13-14 | | | | | | | | | | | |
| 14-16 | | Talaðu! | | | | Kór/Choir | | Talaðu! | | | Special Course TBA |
| 16-18 | | | Orðsifjafræði | | | | Málfræðispurningar/ | Vera á eða fara til? | | | |
| | | | PW | | | | Grammar:Questions | | | | |
| 18-19 | | | | | | | | | | | |
| 19-20 | | | | | | | | | | Ísafjörður-Reykjavík www.flugfelag.is | |
| 20-22 | | Kvikmyndasýning | | | | Kvikmyndasýning | | | | | |
Classes in the morning: Mon-Fri, 09-12
Basics of grammar and vocabulary taught through lectures and exercises. Training in reading and writing skills up to CEFR level B1. Students in the Intermediate Course have typically a variety of backgrounds and teaching will therefore be as individualised as possible.
Speak Up! Talaðu!
In this course students will learn how to pronounce sounds essential to pronunciation of Icelandic. Improvisations, sing-along and oral exercises will be done to practice voice control and pronunciation. Students will work with different texts.
Afternoon courses
The afternoon courses focus on exercises in the society. These classes consist of pronunciation and conversation exercises for small groups, language games, problem-based learning, but here you will also find lectures in easy Icelandic (you will be surprised how much you already understand!). Further information about these courses can be found in the afternoon course brochure.
Choir
You can't sing? That's no problem. This choir won't teach you singing but pronouncing. So, forget about the singing and forget about the language, simply imitate your professional choral director.
IceBreaker
We start the course with an IceBreaker during the first evening, Monday, 31.07.2017, 20:00, where we introduce you to the programme and you learn to know each other. There will be light refreshments available.
Watch a film with your teacher
Your instructor briefly introduces the film in simple Icelandic and goes through key vocabulary. Films will be in Icelandic with English subtitles. After the film there is time for discussion.
IceCream
In the end of the course you have well-deserved that we make a bow for you. You will receive your certificates – and perhaps an ice cream.
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TOP 7 LITERARY CITIES IN EUROPE
Literature has always played a very important role in European cultural heritage. Discover the cities of Charles Dickens, W.B. Yeats, Aleksandr Pushkin, and Astrid Lindgren. Explore the top seven European cities for literary tourists. Brought to you by Tourism-Review.com.
1. Edinburgh, Scotland
Edinburgh is an atmospheric city, responsible for inspiring more than 500 novels. The written tradition of this illustrious city is kept alive with the works of the acclaimed 18th century poet Robert Burns to the works of modern writers such as Alexander McCall Smith and Ian Rankin. You can attend literary pub crawls, embark on a walking tour as well as excursions relating to the great author Rankin's Inspector Rebus novels and Irvine Welsh's novel Trainspotting. The Writer's Museum can be found in a 17th century building. It has exhibits devoted to the well know writers Sir Walter Scott, Burns and Robert Louis Stevenson.
2. Dublin, Ireland
The written word is hailed in the Irish capital of Dublin. Take part in the celebration with the Dublin Literary Pub Crawl and actor-guides who reveal entertaining facts in the very taverns James Joyce and other writers discovered inspiration.
The Writers Museum at Dublin bears testimony to Ireland's outstanding literary history, all the way from the beginning of Celtic storytelling and Irish poetry. The Abbey Theatre, which was founded in 1903 by the poet W.B. Yeats, continues to play host to great productions by both classic and modern playwrights. Also, the Book of Kells, an important manuscript dated to the Middle Ages, can be found within the Old Library located at Trinity College.
3. London, England
There are so many sites and things to do linked to the world of literature in London. Over one hundred excursions are held each week, including Shakespeare's London, Dickens' London, and the Literary London Pub Walks. Also, the British Library holds the Barda's First Folio.
Fans of Sherlock Holmes can walk in the footsteps of the detective. James Bond fans can visit Dukes Bar, the site of the famous martinis that had inspired Ian Fleming to make it James Bond's signature drink.
4. Paris, France
Here you can visit the tomb of the great 19th century writer and poet Oscar Wilde at Pere Lachaise Cemetery. The Irish writer was one of many who went abroad to find inspiration in Paris. You can come by the sidewalk table that Hemingway regularly visited in a St Germain Cafe by the name of Les Deux Magots, or visit his home, the Latin Quarter.
The renowned French writers Victor Hugo and Honore de Balzac have house museums devoted to them. The hotel Le Pavillion des Lettres has dedicated a letter of the alphabet representing a famous writer to each of its 26 rooms.
5. St. Petersburg, Russia
This great capital city located in Western Russia boasts a rich literary history. From Crime and Punishment, you can find the path of the murderous Raskolnikov from his home to the shop front of the unfortunate pawnbroker. You can visit the home of the author Fyodor Dostoyevsky, where he had lived in his last years and written the novel The Brothers Karamazov.
There is the Memorial Apartment Museum that commemorates the Russian author Aleksandr Pushkin and marks the spot where he had died in his study at the age of 37. Similar to the end of a tragic character in his most well-known work entitled Eugene Onegin, Pushkin himself died from a fatal wound he received from a duel. You can also visit the Literary Cafe, where he last dined before his death.
6. Stockholm, Sweden
The Swedish inventor Albert Nobel placed Stockholm in the international literary arena with the creation of the Nobel Prizes, which include awards that celebrate the achievements of writers. You can visit City Hall, which hosts the awards banquet each year in December, and is a magnificent building itself.
Go on the Millennium Tour held by Stockholm City Museum to witness sites described in Stieg Larssona's well-known and bestselling crime series The Girl With the Dragon Tattoo. Also worth visiting is the statue of Astrid Lindgren in Tegnerlunden Park, the cherished Swedish author who created the famous children's book character of Pippi Longstocking.
7. Norwich, England
For 900 years, Norwich has carried on as a literary city, bearing testimony to how ideas and the power of words can change lives, promote democracy, stir revolution, fight for the end to slavery and transform literature. It continues to be the place in England that writers turn to for inspiration as instigators of change.
Norwich also has widespread international literary links. It is the first City of Refuge in the UK for persecuted writers and is a founding member of the International Cities of Refuge Network. Norwich's University of East Anglia came up with Britain's first MA for creative writing and is attended by a large number of international writers. The Norfolk Record Office is the most extensive archive center in Europe.
Brought to you by Tourism-Review.com, the tourism news provider for the travel trade community worldwide. Visit www.tourism-review.com.
Date: 2012-07-30
Article link:
https://www.tourism-review.com/top-seven-european-cities-for-literary-tourists-news3349
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Spruce Mountain Middle School
Distance Learning Expectations, Grades 6-8
Student Responsibilities
* Communicate with parents and teachers.
Family Responsibilities
Staff Responsibilities
* Come to school on "in-person" days, if you are part of the hybrid model.
* When in the Google Meet classroom, participate.
* Complete your school work within the time allotted by your teacher.
* Check your email and Google Classroom sites each day.
* Reach out to your teachers during their online office hours, on Fridays.
* Take care of yourself - if you have a question or concern about an assignment, email or message your teachers.
* Set up an at-home learning routine that works for your family.
* Access teacher communications and help your child do the same.
* Help your child access resources when needed.
* Support your child with school work by asking them to show you their work.
* Review with your child his/her teacher's online office hours.
* Contact teachers with any needs, questions, or concerns.
* Check PowerSchool for weekly posted grades.
* Share learning opportunities with families and students through Google Classroom.
* Use digital platforms such as Google Classroom/Meet to continually provide support.
* Maintain ongoing communication with students and families via email and Remind.
* Make phone calls to students who are absent from the virtual classroom.
* Monitor student engagement, assignment completion, and provide feedback and grades on assignments.
* How much time should my child spend on schoolwork? We suggest setting aside 2 to 3 hours for school work on remote learning days. We realize that the time spent on schoolwork will vary from student to student. Students do not need to complete the time in one sitting. On some remote days, students may have more work to do than on other days. We understand the amount of time spent on school work will vary based upon each child's needs, learning opportunities, and learning style. Encourage your child to do the best s/he can with the opportunities provided. Your child's teacher can provide more guidance based upon your child's individual needs.
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John F. Doherty, Ed. D. Superintendent of Schools
82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Mary M. Giuliana, R.N., B.S.N. Director of Nurses
62 Oakland Road
Reading, MA 01867
Phone: 781-942-9140
Fax: 781-942-5435
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
September 2020
Dear Parents/Guardians,
Hand washing is one of the most effective ways to prevent the spread of COVID-19 and other illnesses. When students return to school, they will be asked to wash their hands throughout the school day to help keep themselves and others healthy. Hand washing is the preferred method for removing germs, however, soap and water may not always be readily available. When hand washing is not possible, students will be asked to use hand sanitizer at school; alcohol-based hand sanitizers work by killing certain germs that "sit" on the skin.
Hand sanitizers are considered over the counter (OTC) medications. This letter is to notify you that you may opt your child out of using hand sanitizer at school. If you DO NOT want your child to use hand sanitizer during the school day, please email or send a paper copy of the sentence below to your child's school nurse by October 2, 2020.
I DO NOT want my child, ______________________________, to use hand sanitizer during the school day.
If you consent to having your student use hand sanitizer at school, no further action is necessary.
Sincerely,
Mary Giuliana, RN BSN Director of School Health Services Reading Public Schools.
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What is the Habitat JAM? Imagine tens of thousands of people around the world connecting in real time over the internet to discuss and debate key issues about urban sustainability. Imagine world-class thinkers leading and moderating the discussions. Imagine new global networks being fostered between people who wouldn't have connected before. Imagine the results that could be achieved by this unprecedented global conversation and collaboration. This is Habitat JAM.
What is the World Urban Forum?
The 3rd World Urban Forum, to be held in Vancouver, Canada in June 2006, is an
initiative of the
United Nations'
Human Settlements
Program (UN-HABITAT). Held every two years,World Urban Forum 3 will bring together as many as ten thousand people to debate ideas and issues about urban development in a global context of rapid change.
As part of the preparations for the 3rd World Urban Forum, the Government of Canada, in partnership with UN-Habitat, will sponsor a global 72-hour internet event. From December 1st to 3rd, 2005, the Habitat JAM will gather input and create actionable ideas for the Vancouver World Urban Forum agenda and add richness to the Forum's content.
During the three-day Habitat JAM, people from around the world will take part in discussions. The JAM will help forge a holistic view on some of the most urgent and controversial issues that face a rapidly urbanizing planet – issues that can only be solved through broad, global consensus.
Who will take part in the Habitat JAM? Young and old, rich and poor, students, workers, and people whose ideas are not usually heard in global discussions will participate in the Habitat JAM. More than 100,000 diverse people will join representatives from national/ local governments and international organizations, elected leaders and legislators, urban planners and architects, grassroots organizations and global NGOs, experts and academics, financiers and builders, and development specialists in the JAM. And high-profile moderators such as government leaders, celebrities, royalty and key thinkers will help draw a unique and enormous crowd to this pioneering event.
What is a JAM? A JAM is an internet based event and idea stimulation vehicle. A democratic process without hierarchy, it offers people from all walks of life the opportunity to come together to present and evaluate ideas on how to solve a focused set of issues or problems. Together they pioneer a new form of global problem-solving to create a vision, build consensus and turn goals into reality in a world without boundaries.
This is no simple chat room! The JAM technology uses familiar Web browsers, allowing registered users to post comments in the forums, respond, create dialogue, and interact with others around the world. The JAM offers a radically new form of democratic and pragmatic engagement, one that promises to empower people to take charge of the decisions and forces that affect their lives.
What topics will be discussed at the
JAM? The content of the Habitat JAM will focus on urban sustainability issues for both developed and developing countries, related to the themes of the World Urban Forum (see above). Subject matter experts and moderators will add their expertise, so the JAM's discussion framework will continue to evolve throughout the three-day event.
What will be the impact of Habitat
JAM? The Habitat JAM will add richness to the content for the World Urban Forum. It will start conversations and build new networks that bring enormous potential to global problem-solving. The JAM will add value by:
finding important patterns, themes and learning on specific issues across borders and hemispheres;
learning from participants and representative stakeholders who are closest to the action;
creating a body of data to support on-going research;
helping drive change through the sense of immediacy of a time-defined event; and
providing a sense of common purpose, keeping participants focused on finding actionable ideas to solve key urban issues.
What can I do?
Habitat JAM is recruiting moderators, facilitators, subject matter experts and champions for this unprecedented global dialogue.
Spread the word – be a catalyst for change!
.
Learn more @ www.habitatjam.com
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Skaudvile
Kovno Guberniya, Russia (1827-1918)
Tavrig District, Lithuania (1918-1940)
Shkudvil, Lithuania, Circa 1918
Other Names
Yiddish:
Shkudvil, Shkodvil
Lithuanian:
Skaudvile
Russian:
Skadvile
Location
Western Lithuania, 22km Northeast of Tavrig (Taurage) and the Russian Border of Kaliningrad
View location via MapQuest (Then click your browser's "back" button to return here.)
Population of Skaudvile, Lithuania
1,590 Jews on June 22, 1941, Only 11 Escaped the Annihilation, 0 Jews in 1996
Maps
Map of Lithuania, 1882
Resources
1816 Shkudvil Reviskie Shazki
1851 Shkudvil Reviskie Shazki
1912 Shkudvil Draft Evasion List
Luba and Freda Friedman's Escape
How I survived the Holocaust by Nachum Levy
Agudat 1913 and 1914 Contributors
Aviva Abramovich Story
Shoah Survivors of Shkudvil
Shoah Victims of Shkudvil
Shkudvilers: Lists Box Taxes, Etc
Search for the Propp Family
JewishGen Family Finder
Do you have roots in Shkudvil? Would you like to connect with others researching the same community? Click the button to search the JewishGen Family Finder database.
Compiled by Henry Propp Direct questions or comments to the author or the ShtetLinks project coordinators.
Shkudvil
The Propp Ancestral Shtetl in Lithuania
Researched and Edited by Henry Propp
In general there was a remarkable amount of religious freedom in Lithuania. Lithuania developed as a center for Jewish religion, education and scholarship, however there was also religious intolerance and fierce anti-Semitism there too. During most of the last two hundred years Lithuania has been under Russian control, first under the Czars and then under communism. The Russian governments implemented many pogroms which persecuted the entire Jewish population of the Russian Empire, most of whom were living in the Cherta, the Pale of the Settlements.
In 1995 a large group of Russian documents were found in the state archives in both Kaunas and Vilnius, Lithuania. They are called reviskie shazki. These are lists of revision lists were published by Avotaynu Monograph of "Jewish Vital Records, Revision Lists, and other Jewish Holdings in the Lithuanian Archives. These are a series of ten early Russian censuses of the Jews living in the Pale of the Settlements. Czarist authorities in the late part of the 18th century began them. The lists start in 1795 in eastern Lithuania and were organized by family and listed by name and age. The Russians for conscription in the Russian army and taxing the Jewish subjects used these revision lists. The lists are not necessarily very accurate for the obvious reasons, but they are useful tools for researched for additional information about our family in Shkudvil. They list some of the Jewish population in many of the villages of what is now Lithuania. We have obtained three of these lists for 1816, 1851 and 1912. The list are actually two pages one page for male head of the household and any other males residing within the household and a second page listing all of the females of the same household. The lists are of limited use. This is because they only list changes made after the main census, thus the name reviskie, meaning in English: revision.
Later used as the cheder
In the August 14, 1816, Reviskie Shazki, there is listed a "Shimel Hirschevich Probnovich" born 1765 listed with his sons: Efraim, Hirsh and Avram and on the female side with a wife, Rochel, and one daughter which can not be read from the original document. These members lived in one household. The information passed down from Louis Arne's grandparents that the first Propp in Shkudvil was Shimon Propp and he had three sons: Efraim, Hirsh and
Abe, along with four daughters. Louis also said he only had information on four of the seven children: Hirsch, Abe, Sara and Rivka. The 1816 Reviskie Shazki lists that Efraim departed Shkudvil in 1812 at the age of 24 years old. There is far too much information which agrees to be only coincidental. These reviskie shazki are a primary vital record confirming that Shimon or Shimel Propp did come to Shkudvil before 1811, the year of the previous census. The 1816 census indicates that Shimel was in Shkudvil during the previous census. Shimel is very common nickname for Shimon.
There was also the fear of conscription (1827 to 1867) in the Russian army for the young Jewish men (12 years old) and boys. The duty in the army could be very severe and could last up to twenty-five years or sometimes even more. Each Jewish community through the Kahal, was given quotas. Even boys of eight or nine years old were at times kidnapped by snatchers (khapers) who were employed by the Kahal for purpose of filling their quotas. The assignments were made to distant points in Russia and many of the young men never saw their families and loved ones again. During their time in the Russian service tremendous pressures were brought to bear on these young men to convert to the Russian Orthodox religion.
When Czar Alexander II came to power he relaxed the conscription laws and provided support to Jewish people of Russia. When his son, Czar Alexander III, came to the Russian throne in 1881, all of the anti-Semitism, pogroms, and mistreatment of the Jewish population greatly intensified and finally forced a large scale emigration from Lithuania. However, there remained in Lithuania a very large part of the Propp family, and 240,000 other Jewish people right up until World War II. During the latter periods of the nineteenth century and into the twentieth century the Propp family was spread throughout Lithuania, Sweden, South Africa, Germany, and Russia rather than all living in the Shkudvil area as in previous times.
Shkudvil is 22 km northeast of Tavrig in western Lithuania. It is located on the road from Kaliningrad (Königsberg) to Saint Petersburg and is situated along the Ancia River. It has a population today of about 3,000 Lithuanians, and no Jewish people. The town of Shkudvil began as a site for some roadside inns. At the very end of the eighteenth century, younger Jewish settlers were attracted to the area, where they established a small village. Every new Jewish settler was called by the name of his original shtetl.
The Jewish community immediately began to develop and was fully organized by 1820. After several years, a small yeshiva (religious university) began to draw people from the settlements. Some families would come to the area to seek bridegrooms for their daughters from the yeshiva. A large Jewish community grew and flourished in Shkudvil in the following years. In 1847 the Jewish population of Shkudvil was 204, and in 1897 it was 1,012, or seventy-two percent of the total village population. Just before the Holocaust there were 1,017 Jews, or sixty percent of the population. The town burned down in 1922, 1931, and 1937 and it was rebuilt in 1938-39. Today it serves as a township seat, with three houses of worship: Jewish, Roman Catholic, and Evangelical Lutheran. There is a hospital and secondary school there. There were buildings in Shkudvil which predated the period of Jewish settlement, and were built in the very early part of the eighteenth century. The oldest building is a Catholic Church which dates back to 1726. The shtetl is described in The Books of Rabbi S. I. Scheinfeld:
"Shkudvil, like countless other shtetls, was a poor community with a few shops and the usual assortment of small trades people and artisans, and a large proportion of men who spent most of their days studying the Talmud or teaching, while their wives often scraped up the family income."
The village became known throughout Europe as a village of Torah scholars -- primarily of the Musar movement, which was popular in this part of Lithuania -- as well as of knowledgeable people of secular subjects, known as maskilim. The mood and attitude of the shtetl is further amplified in the forward written by Rabbi Slapobersky and the story concerning the life of Rabbi Slapobersky.
In 1857, under Czar Nicholas I, the Russian government announced that all the Jews who lived less than 50 versts (approximately 33 miles) from the Prussian border should leave the area. The Russian government also told them to go to an established area further inside Russia. They gave the Jewish people the opportunity to choose where they wanted to go. Nineteen small communities of Jews in the area met and decided they were not going to leave the area. The people of Shkudvil were among them. As it worked out the Russian Government under the Czar relented on the requirement for Jews to move only because it was not in their best interest. The Jewish people there were Rabbis, teachers, merchants, small store owners, tradesmen and a few farmers who raised corn, rice, grains, cows, horses, and chickens. One of the principal commodities was the small and sturdy Samogitian horse breed, well suited for work in the coal mines.
Tuesday was market day, and Shkudvil's was thought to be one of the largest markets in the Zhammut (northwestern) region of Lithuania. In 1871 there was a terrible famine, in which the Jewish people suffered much worse than the general population of Lithuania. On the Shavuoth holiday of 1932, a big fire consumed half the homes in Shkudvil. After that a purely Jewish firefighters' group was organized, not only to fight fires but also to protect the Jewish population from the Lithuanian gangs and hooligans. Later on, the firemen's group became the shtetl's zelbst-shutz (self-protection group). In 1936 a blood libel again broke out against the Jewish people in nearby Tavrig (Taurage).
Shkudvil is listed in Where Once We Walked, A guide to the Jewish communities destroyed in the holocaust, and The Shtetl Finder gazetteer. There is a plaque for Shkudvil in the Chamber of the Holocaust, Mount Zion, Jerusalem, Israel and a Memorial Window in the United States Holocaust Memorial Museum in Washington, DC. It is also listed in Yahadut Lita, (Lithuanian Jewry). The book, Lithuanian Jewish Communities, lists the Yizkor dates of the Nazi Massacres for Shkudvil as 26 Tamuz 5701 (July 21, 1941) and 23 Elul 5701 (September 15, 1941). The town is also mentioned in a document which is only known as "A Schkudviler", author unknown, at the central archives, Yad Vashem in Volume III in the Guide to Unpublished Materials.
The Nazi's developed a new type of unit just prior to its invasion of the Russian borders on the eastern front. The units were called Einsatzgruppen , these were the first of the Nazi mobile killing units. In the German planning sessions for Operation Barbarossa in March, 1941, Hilter declared that the "Jewish-Bolshevik intelligentsia" would have to be eliminated, and that these tasks could not be entrusted to the army. Einsatzgruppen A was assigned to Army Group North. The Einsatzgruppen was then broken down into smaller operational units called Einsatzkommando. These units operated independently but under guidelines of the Einsatzgruppen mission, which was to murder all the Jewish people who lived in the overrun areas. The Einsatzkommando 3 were assigned to Lithuania, and were augmented in the field by indigenous groups of Lithuanians, Estonians, Latvians and Ukrainians in the form of auxiliary police. To reach as many villages and cities as fast as possible, the Einsatzgruppen moved closely on the heels of the advancing German armies, trapping the large Jewish population centers before the victims had a chance to discover their fate. It should be noted that the Lithuanians took such a willingness and displayed so much passion in the murdering of their fellow Jewish countrymen, that the Nazis used Lithuanians to help kill Jews in all the overrun areas of Russia.
In 1940 the Jews of Lithuania were listening very closely to their radios. They listened to the hate, the Jew-baiting, and how they were being blamed for everything that was wrong with Germany and the world. They were listening to what the Nazis were doing in other parts of Europe. The Jewish people of Shkudvil and Lithuania were terribly frightened and scared. In May of 1940, the Russians occupied Lithuania and reinforced the front lines between Lithuania and Germany. There were miles and miles of trucks with Russian soldiers, tanks, and big guns, which drove right through Shkudvil to the border. The Jews there were very impressed with the awesome power of the Russian government. They felt safer, and most were glad to see the Russians for that reason. The Jewish people in Lithuania at this time had many restrictions imposed by the Lithuanians. The Russians lifted some of the restrictions, and made many Jewish people government officials. The Lithuanians intensely resented these changes, and this may have contributed to the later brutalities committed by some Lithuanians, but there had been years of anti-Semitism and hate. The Jewish people had already lost most of their rights granted in 1920 when Lithuania was constituting its new government.
On Sunday morning, June 22, 1941, the German government implemented "Operation Barbarossa", the invasion of the Soviet Union along the Eastern front. The German Army Group, North crossed the borders of Lithuania at Tilsit, East Prussia and drove the 65 kilometers to Shkudvil, arriving in the afternoon of June 22. (According to one eyewitness the date was June 24.) The Russian army did not in any meaningful way oppose the Germans. Most just surrendered or quickly retreated. The people of Shkudvil and the occupying Germans lived in a relatively peaceful coexistence for the next two or three weeks. Then on July 16, the Lithuanian government, through some of its Lithuanian auxiliary police in conjunction with the occupying German army and Einsatzkommando, called all the people in Shkudvil together at the center of the town. This included both the Jewish and non-Jewish men, women, and children of the village. The Lithuanian paramilitary organization and the German Einsatzkommando then separated Jews and non-Jews. The nonJews were all told to go home, leaving only the Jewish people of Shkudvil standing there in the center of the village. While there the Jews were harassed and tortured by many of the Lithuanians. They ripped the beard from a Rabbi and then killed Reb Hillel Zilberg with shotgun. The famous Gaon Rabbi Abraham Yitzchak Pearlman was dragged out of his home that Friday, and after being tortured was brutally murdered. The Jewish men were then separated from the women and children. The Lithuanians had to use force to make this final separation and many of the people were kicked and beaten. Finally, when all of the Jewish men were separated from their wives and their mothers and their children, they were walked a few kilometers south into the Puzai Forest and shot until all were dead. Almost all of the Jewish men of Shkudvil were murdered that day, only a very few were able to escape. Later on July 21, some of the communal leaders, Gaon Reb Moshe Baruch Braude, Benyamin Stein, Shmuel Eli Brett and Yaakov Dorfman were taken to the cemetery of Upyna and brutally murdered together with Upyner Jews including their Rabbi Yitzchak Yoffe. These same procedures were used in 180 villages throughout Lithuania, and throughout the rest of the Pale for the mass annihilation of the Jewish population. In 1941, many of the Propp family who had remained in Europe, lived in village of Taurage (Tavrig) and cities of Kaunas (Kovno), Lithuania and Königsberg, Germany.
A few days after the men were taken to the Puzai Forest and murdered, a long row of empty wagons entered Shkudvil and stopped next to or in front of every Jewish home in the village. The older people, the women and the children, who were Jewish, were loaded on to the wagons along with what meager belongings they could bring. The long line of wagons took them to the train station in Batakiai (Batok). All during this period the Germans and Lithuanians were still hunting down the few Jewish men who had escaped and were in hiding. Most of the men were caught and taken to the village of Upyna and killed.
The elderly Jewish people, the women and children were kept prisoners for some time at Batok. The stronger ones were made to work for Lithuanian farmers in the area. They were guarded by the Lithuanian auxiliary police and were constantly being harassed by Lithuanian gangs. Feige Schertz, sister of Leon Brett, and Mrs. Braude gave birth while there without any medical assistance. In the middle part of September, some of the Lithuanian guards told the prisoners there, that they too were to be killed soon. Many of the woman tried to run and escape, but only a very few succeeded, most were either recaptured or shot. Some did manage to escape. One women is still living in Israel and one is living in Vilnius. On September 15, 1941, the remaining 800 Jews were taken to the Gryblaukis forest, twenty-two kilometers northeast of Tavrig, and murdered in a most hideous and cruel manner. In the darkness of that cold night in the forest one could hear the moaning and cries of "Shema Yisroel" from the throats of the dying and martyred woman and children.
There were less than ten survivors of those who were in Shkudvil, Lithuania when the German army entered the village. All the rest were massacred and are buried in the following listed mass graves.
At least two Propps were fortunate to either not be in Shkudvil at the time or escaped. First, Itzig Propp, who was about thirty years old and lived with his Uncle Naftali Propp, who owned a cloth store and had a large house on the square in Shkudvil, met Leon Brett outside of Shkudvil on June 21 or 22, 1941. Leon Brett had a new English bicycle and was riding it towards Russia to escape the Germans. They traveled together for some time heading northeast toward Russia . One night as they approached the village of Kelm , Lithuania they stopped and hid in what looked like an empty barn. The barn was full of Jewish people who were huddled together and were trying to hide from the Germans. The next day Itzig wanted to continue; Leon felt more secure in the barn with the others. After another day Leon Brett felt lonely and left the barn to catch up with Itzig. All the people in that barn were found by the Lithuanians and murdered. Itzig and Leon arrived in Siauliai, Lithuania which is about 75 kilometers north east of Shkudvil. Leon Brett stayed and after two years of being a prisoner in the Shavli (Siauliai) ghetto that was established there, finally escaped and joined the Jewish partisan forces in Lithuania. Itzig Propp went on to Russia and finally to Israel. Yankel Propp, who was an esteemed scholar and teacher was not in Shkudvil at this time but was able to flee into Russia. Yankel Propp was a very ardent Zionist and a leader in the movement before the war. He too went on to Israel and lived there. Yankel Propp lives in Apartment in Jerusalem. After the war Itzig lived with a Lithuanian family in Shkudvil and died in 1994 in Tavrig. The Propp family in Shkudvil prior to World War II was said to be a prominent and well known family in the area*.
*Included are first hand accounts by Mr. Leon Brett, A Shkudvilian and Holocaust survivor, who now lives in Johnstown, Pennsylvania.
A List of the Mass Burial Sites for the Jewish People of Shkudvil, Lithuania
1. The Puzai Forest four kilometers from Shkudvil. Three hundred men are buried here. They were murdered on July 15, 1941.
2. The Gryblaukis Forest in Batakiai , twenty-two kilometers north-east of Tavrig on the Tavrig-Shkudvil road. One thousand Eight Hundred women and children are buried here They were murdered September 21, 1941.
3. The Town of Upyna , Within the Jewish Cemetery, there are one hundred victims buried there. They were murdered in the latter part June in 1941.
The Shkudvil Jewish Cemetery
In Avraham Tory's book Surviving the Holocaust, The Kovno Ghetto Diary, it is mentioned that in August of 1942: "Two sisters had arrived in the Ghetto from Shkudvil. They were saved by a miracle. Until now they had been hiding in peasant houses." That was about one year after Shkudvil and those Jewish people left had been destroyed, by the Nazis. Very few Jews escaped the annihilation of Shkudvil or Lithuania. Only 6,000 to 7,000 survived out of the over 240,000 Jewish people who lived in Lithuania before the war.
That was about one year after Shkudvil and those Jewish people left had been destroyed, by the Nazi's. Very few Jews escaped the annihilation of Shkudvil or Lithuania. Only 6,000 to 7,000 survived out of the over 160,000 Jewish people who lived in Lithuania before the war.
Prior to the war, eighty percent of the youth were affiliated with Zionist organizations. Many joined pioneer training and made Aliyah to Eretz Yisrael. Others immigrated to the United States, Sweden, Norway, South Africa, South America and many other countries.
Almost every member of the community belonged to a society for Torah study, such as Mishnayot, Chayei Adam, Menorot Hamaor, Tiferot Bachurim, or Shas, led by Leibchik, the clock maker, Yosef Yavetz and Benyamin Stein. Their was also a "Daf" (daily-page) for scholars, led by Hirsh Lifshitz, Moshe-Baruch Braude and Eliezer Fein. There was a Jewish Peoples Bank, which was administered by Meier Krom and there was a Beit Midrash, founded in 5626/1866 and a Synagogue. The charitable organizations included Chevra Kadisha, Lechem Aniim, and Bikur Holim.
Among the earliest rabbis in the village of Shkudvil were Rabbi Moshe Lurie, who served between 1820 and 1830. Rabbi Lurie died about 1835. He was the son of Rabbi Todres Ben Orvm Lurie. Rabbi Todres passed away in 1818. Later came Rabbi Moshe Ben Lazer who died in 1889. His son Rabbi Eliyahu-Yazber-Ber came to Shkudvil by 1913. Before this, he was in Yanashouk. Between the two World Wars, when Lithuania was an independent country, there were two small Yeshivas in Shkudvil. They were supervised by Rabbi Shmuel Sachs, Rabbi Eliyahu-Dovid Katz, and Rabbi Yaakov Levy. Later Rabbi Perlman also supervised the Yeshiva.
A few of the more well known natives of Shkudvil are:
The Gaon Rabbi Michal Slapobersky - Rosh Yeshiva Tiferet Zvi in Jerusalem, and patriarch of a large Rabbinical family in Israel. Rabbi Michel passed away during Yom Kipper, 1995. Rabbi Slapobersky's mother was Hinda-Rivka Propp, daughter of Reb Shimon and Gitel Prop.
Rabbi Yitzchak Katz - Head of a Kollel in Petach Tikva.
Dr. Moshe Zilberg, who was born in 1900, became the Chief Judge of the High Court of Jerusalem. Dr. Zilberg was a lecturer at the Hebrew University and he was also an
author. He wrote in the Jerusalem press about the justice system.
Simon Fishman was born in 1878. His maternal grandmother was Rivka Prop Davidzon, daughter of Shimel Probnovich. He came to the United States at the age of 13 in 1892 with his mother and father. He started from Tennessee as a peddler at a very young age and traveling in Oklahoma and Texas selling his wares such as pins and needles from a donkey's back. He later moved to Sidney, Nebraska and opened a mercantile store. He served as Mayor of Sidney. Simon Fishman then moved to Tribune, Kansas and became a world famous agriculturist, who introduced wheat farming to western Kansas. Mr. Fishman built the first grain elevator in Tribune, Kansas and in 1926 shipped one million tons of wheat from there, when ten years prior not one grain of wheat was shipped from western Kansas. In 1933 he became a State Senator for Kansas. He was important in establishing the AAA under the Franklin D. Roosevelt administration during the great depression of the 1930's and was good friends of Herbert Wallace and Will Rogers. Mr. Fishman passed away in Denver, Colorado in 1956.
Rabbi Shard-Feul Shapiro was born in 1900. He attended and taught in a Yeshiva in Belgium. He also studied at Telz and other Yeshivas throughout Lithuania. Rabbi Shapiro was murdered in a Nazi concentration camp in 1940.
Rabbi Chaim Meier Greenberg was a renowned Talmud scholar. He taught in Yeshivas throughout Lithuania. His father, Moshe-Zvi, said that he was the "Shkudvilen of the time" on Jewish matters.
Rabbi Shule-Yitzchak (Solomon Isaac) Sheinfeld was born in 1860. In 1891 he immigrated to the United States. A few years later he became a Rabbi in Louisville, Kentucky. He then moved to Milwaukee, Wisconsin and worked there for over 40 years. He was descended from a family that has contributed many scholars and spiritual leaders to the world. His father, Aaron Scheinfeld was a Talmudic scholar, maskil and the Governmental Rabbi of Shkudvil, in charge of recording births, weddings, deaths, and other legal documents. Another of Rabbi Sheinfeld's ancestors was the distinguished Rabbi of the seventeenth century, Zebi Hirshe Ashkenazi better known as Chacham Zevi. Rabbi Sheinfeld passed away in Milwaukee in 1943.
Rabbi Abraham Yitzchak Perlman was born in 1913 in Telz, a small village in Lithuania. Later Rabbi Perlman became a very elite scholar and writer. He was thirteen, when he remarkably wrote a Torah in 1926 at the distinguished Slabodka Yeshiva located in a suburb of Kovno, (Kaunas), Lithuania.
Telz Yeshiva was founded in 1881. It remained open until World War II, when the surviving faculty founded the Telzer Rabbinical College in Cleveland, Ohio. Rabbi Chaim Stein from Shkudvil became a Mashgiach there. Rabbi Stein still lives in Cleveland and in 1991 he visited Lithuania and Shkudvil. He told me that there are no Jewish people living in Shkudvil anymore, but that the mass grave sites of the Jewish people, who were murdered there, are being maintained by the Lithuanian Government.
Sources
This information was compiled from various books, magazines and papers from Hebrew, Yiddish, English, and Lithuanian sources. Also from first hand spoken commentary:
1. Encyclopedia Judaic, 1971, s.v. Lithuania.
2. Gary Mokotoff and Sallyann Amdur Sack, Where Once we Walked (Teaneck, NJ: Avotaynu, Inc.,1991), 315.
3. Great Soviet Encyclopedia, 3rd Ed., 1979, s.v. @ Shkudvil
4. Simas Suziedelis and Antanas Kucas, eds., Encyclopedia
5. Shtetl Finder, Chester G. Cohen, (Los Angeles: Periday Co., 1980), 93.
6. The Shtetl Book, Diane K. Roskies and David G. Roskies, (Hoboken: KTAV Publishing House, Inc., 1975)
7. Yahadut Lita, Volume 3 (Tel Aviv: Association of Lithuanian Jews in Israel, 1951), 368. (Translated from Hebrew by Avrum Anton, Milwaukee, Wisconsin, August 1990.)
8. The Books of Rabbi S. I. Scheinfeld, Rabbi Scheinfeld, translated from Hebrew by Dr. David Kuselwitz with an introduction by Amram Scheinfeld, (Chicago: The Scheinfeld Foundation, 1977)
9. The Jewish Communitv Blue Book of Milwaukee and Wisconsin (Milwaukee: The Wisconsin Jewish Chronicle, 1924)
10. Schkudviler," name unknown, document number M-1/E1235/1201, at The Central Archives, Yad Vashem, Jerusalem, Israel. (Translated from Yiddish for the author by Leo Kram, Flushing, New York, August 1991.) Reference to the document is contained in the "Guide to Unpublished Materials of the Holocaust Period, n Volume III, Jerusalem: Yad Vashem, 1975, 341.
11. Yahadut Lita, Volume 4 (Tel Aviv; Association of Lithuanian Jews in Israel, 1951),
The New Stone
372. (Translated from Hebrew by Avrum Anton, Milwaukee, Wisconsin, August 1990.)
12. "Lite" (Lithuania), Volume 1, ed. Dr. Mendel Sudarsky, et al., New York: JewishLithuanian Cultural Society, 1951, 1861. (Translated from Yiddish by Leo Kram, Flushing, New York, July 1991.)
13. The Destruction of the European Jews, Raul Hilberg, (Holmes and Meier, New York, New York, 1985)
14. The Jews of Lithuania, Marsha Greenbaum, (Gefen Publishing House Ltd., Jerusalem, Israel, 1995,)
15. The Annihilation of Lithuanian Jewry, Rabbi Ephraim Oshry (The Judaica Press, Brooklyn, New York, 1995)
16. The Extraordinary State Commission to Investigate Nazi Crime in Soviet Union (Soviet Union, Moscow, Russia, 1943)
In Loving Memory Waldheim Cemetery, Chicago, Illinois (800) 222-4541
Litvak SIG Home Page | ShtetLinks Home Page | JewishGen Home Page
Created: September, 1996 | Last modified: March 20, 2001
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Title: Salamagundy surprise
Picture
Please attach a scan of your collage separately or leave the original at the school office. Size: A4
DPI: minimum 300
Orientation: Landscape
File type: jpeg
Examples:
Method
1) Rinse the lentils. Add to a saucepan and cover with water. Bring to the boil and simmer for 18-20 minutes. Drain.
2) In a separate pan, cover the eggs with cold water, add a pinch of salt. Heat water and boil the eggs for 10-12 minutes. Run eggs under a cold tap, peel off shells and cut eggs into halves or quarters.
3) Trim the beans and boil or steam them for about 5 minutes. Drain, then toss in butter (add a little garlic if you like) and season.
4) Prepare the other vegetables. Wash and dry the lettuce and arrange on a large platter. Core and slice the apples, de-seed and slice the peppers, thinly slice the cucumber, and cut the tomatoes and olives in half.
5) Arrange all the ingredients separately on the platter. Garnish with herbs.
6) To make the dressing, mix the mustard, vinegar and olive oil together. The dressing will keep for about a fortnight in the fridge.
Prepared by
Dish origin
Nina Gerry
Old English
Notes / Anecdote
Salamagundy is a traditional English salad dish. Some recipes date back to the 15th Century! This is a vegetarian recipe, but you could add cold meats or fish.
Ingredients
1 lettuce
2 apples
1 jar pitted black olives
4-6 eggs
450g green beans
450g green lentils
2 yellow or orange peppers
1 cucumber
450g cherry tomatoes fresh herbs to garnish
For the dressing:
2 tsp Dijon mustard
2 tbsp red wine vinegar
6 tbsp olive oil
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THE CHILD NUTRITION AND WIC REAUTHORIZATION ACT OF 2004 REQUIRES THAT DISTRICTS THAT PARTICIPATE IN THE NATIONAL SCHOOL LUNCH PROGRAM DEVELOP A LOCAL WELLNESS PLAN FOR THE SCHOOLS IN THE DISTRICT. THE FOLLOWING PLAN AND REPORT WAS ADOPTED FOR THE 2020-2021 SCHOOL YEAR.
DISTRICT WELLNESS PLAN PROCESS
The District shall permit community and staff participation in the student wellness process by:
- Making a nutrition and physical activity report to be prepared by the School Nutrition Director available to the public on the District website no later than sixty (60) days prior to the public forum covered in KRS 158.156 and 702 KAR 006:090.
- Discussing the findings of the nutrition and physical activity report at the next regularly scheduled Board meeting following the release of the nutrition and physical activity reports.
- Holding an advertised public forum by January 31 of each year to present a plan to improve the school nutrition and physical activities in the District in accordance with KRS 158.856.
- The Superintendent shall submit the wellness plan that includes a summary of the findings and recommendations of the nutrition and physical activity report as required by May 1 of each year to the Kentucky Department of Education (KDE).
School Food Service and Nutrition Guidelines
The Board shall provide a District-wide school nutrition program in compliance with applicable state and federal statutes and regulations. It is the intent of the Board that school nutrition services be a self-supporting program.
FOOD SERVICE/SCHOOL NUTRITION PROGRAM DIRECTOR
The District shall appoint/select a Food Service/School Nutrition Program Director to oversee and manage the school nutrition service program. All Food Service/School Nutrition Program Directors shall meet minimum educational requirements and annual training requirements in accordance with federal and state law.
BREAKFAST AND LUNCH
Cafeterias shall provide complete meals as defined by federal regulations.
MEAL CHARGES
All Pulaski County Schools serve meals under the Community Eligibility Option meaning all students eat free of charge regardless of income. Adult meal charge is $2.35 for breakfast and $3.55 for lunch.
SPECIAL DIETARY NEEDS
Students whose dietary needs qualify them for an adaptation under law shall be provided accommodations in keeping with local procedures.
STANDARDS FOR ALL FOODS AND BEVERAGES SOLD TO STUDENTS
Foods and beverages sold or served at school shall be consistent with the state and federal regulations for school meal nutrition standards. Nutrition guidelines for all foods and beverages served or sold on campus shall be maintained by the Superintendent/designee and made available upon request. The Superintendent shall designate an individual or individuals to monitor compliance of beverages and food sold ala carte with state and federal nutrition requirements.
Qualified child nutrition professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; will accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, and pleasant settings and adequate time for students to eat. The nutritional value of foods and beverages available to students is available from food service upon request.
FOOD AND BEVERAGE MARKETING
All marketing on the school campus during the school day shall be of only those foods and beverages that meet the nutrition standards of the Smart Snack in School Nutrition Standards (7 C.F.R 210.11 and 702 KAR 006:090).
COMPETITIVE FOODS
The sale of competitive foods and beverages to students during the school day shall be in compliance with current federal and state regulations.
No school may sell competitive foods or beverages, whether from vending machines, school stores or canteens, classrooms, teacher or parent groups, from midnight before until thirty (30) minutes after the last school lunch period of the school day. From thirty (30) minutes after the last lunch period closes until thirty (30) minutes after the school day, food and beverages sold must conform to nutritional standards specified in state and federal regulations.
Fund-raising activities held off of the school campus or not during the school day are not subject to regulatory requirements of 702 KAR 006:090 or federal competitive food limitations. The statute does not prohibit using food and beverage items as rewards for classroom/school-wide behavior or performance.
VENDING MACHINES
Vending machine use by students shall be in compliance with current federal and state regulations. At the elementary school and middle school levels during the school day, only school-dayapproved beverages shall be sold in vending machines, e.g. (water, one hundred percent [100%] fruit/vegetable juice, low-fat milk (unflavored), non-fat milk (unflavored or flavored) as permitted by the school meal requirements).
For students at the high school level, only school-day-approved beverages may be sold in vending machines during the school day, e.g. (water, one hundred percent [100%] fruit/vegetable juice, low-fat milk (unflavored), non-fat milk (unflavored or flavored) as permitted by the school meal requirements.
In addition to the beverages listed above, other beverages as allowed in 7 C.F.R. Parts 210 and 220 may be available in vending machines at the high school level.
Size of beverages shall not exceed eight (8) ounces for elementary schools, twelve (12) ounces for middle schools and twenty (20) ounces for high schools.
EXTENDED SUPPORT
Pulaski County schools serve a free supper/dinner meal to any student that stays after school for sports, academic, club, or enrichment programs. We also serve as the host site for the summer feeding program in which we partner with a wide variety of community organizations, churches, and community programs to provide meals for children during the summer months.
DELETE THIS
Physical Activity
Each school council of a school containing grades K-5 or any combination thereof shall develop and implement a wellness policy that includes moderate to vigorous physical activity each day, encourages healthy choices among students, and incorporates an assessment tool to determine each child's level of physical activity on an annual basis consistent with KRS 160.345 and Board Policy 02.4241.
The Superintendent/designee shall provide assistance in identifying strategies and options to promote daily moderate to vigorous physical activity for students, which may include those that increase strength and flexibility, speed heart rate and breathing and stress activities such as stretching, walking, running, jumping rope, dancing, and competitive endeavors that involve all students.
All elementary and secondary school pupils shall receive organized physical education instruction as recorded in the
Kentucky Academic Standards and in the minimum unit requirements for high school graduation set forth in 704 KAR 003:305.
Findings/Recommendations for
School Nutrition and Physical Activity
The Pulaski County School District is in compliance with applicable local, state and federal statutes and regulations. This report serves to establish goals and improvements for the upcoming school year with progress toward these goals to be determined annually. All LEAs must assess their wellness policy at least once every three years on the extent to which schools are in compliance with the district policy, the extent to which the local wellness policy compares to model local school wellness policies, and the progress made in attaining the goals of the local wellness policy.
FINDINGS, RECOMMENDATIONS, GOALS
Continue to support the nutrition of students during pandemic.
Strengthening and/or modifying the district wellness policy
Continue to find unique and innovative means to encourage increased student consumption of fruits and vegetables.
Additional Information
RECORDKEEPING
The District and each school in the District shall maintain the following records:
- A copy of the written wellness policy or plan;
- Documentation on how the policy and assessments are made available to the public;
- The most recent assessment of implementation of the policy;
- Documentation of efforts to review and update the policy, including who was involved in the process and how stakeholders were made aware of their ability to participate; and
- Documentation demonstrating compliance with annual public notification requirements and annual reporting to the KDE.
DISCRIMINATION COMPLAINTS
The District does not discriminate on the basis of race, color, national origin, sex, age, or disability in its school nutrition program. Anyone wishing to initiate a complaint concerning discrimination in the delivery of benefits or services in the District's school nutrition program should go to the link below or mail a written complaint to the U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington D.C. 20250-9410, or email, [email protected]. (http://www.ascr.usda.gov/complaint_filing_cust.html)
REFERENCES
KRS 156.160; KRS 158.850; KRS 158.852; KRS 158.854; KRS 158.856; KRS 160.290; KRS 160.345; 702 KAR 006:010; 702 KAR 006:020; 702 KAR 006:040; 702 KAR 006:045; 702 KAR 006:050; 702 KAR 006:060; 702 KAR 006:075; 702 KAR 006:050; 702 KAR 006:090; 7 C.F.R. part 15b; 7 C.F.R. §210.23; 7 C.F.R. §210.31; FNS Instruction 113; Section 504 of Rehabilitation Act of 1973, Americans with Disabilities Act P.L. 111-296; U. S. Dept. of Agriculture's Dietary Guidelines for Americans; 7 C.F.R. Part 210; 7 C.F.R. Part 220
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Mini-MBA
Ethics Workshop Description
Most business leaders and their employees behave in ways that are deeply rooted in their values and ethical systems that define right and wrong. However, both in our private and professional lives we experience situations where our values compete and we are uncertain about which action is the better, more ethical choice. In this short course we will think more systematically about:
* How to determine which of two or more competing values is the value we need to act on
* Why leader character matters and its relationship to organizational values
* Why organizational contexts may create these types of conflicts
* What leaders can do to create ethical organizational cultures
* Some techniques for standing up for our values at work when we think it may be risky
Frameworks for thinking about ethical problems will be discussed and techniques for acting in ethical ways in uncertain environments will be presented. We will discuss two short cases that are best read prior to the class.
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SUBTRACT Function
Returns the value of subtracting the second argument from the first argument. Equivalent to the operator. -
Each argument can be a literal Integer or Decimal number, a function returning a number, or a reference to a column containing numeric values.
NOTE: Within an expression, you might choose to use the corresponding operator, instead of this function. For more information, see . Numeric Operators
Wrangle vs. SQL: This function is part of , a proprietary data transformation language. is not Wrangle Wrangle SQL. For more information, see . Wrangle Language
Basic Usage
subtract(10,4)
Output: Returns the value . 6
Syntax and Arguments
subtract(value1, value2)
| Argument | Required? | Data Type | Description |
|---|---|---|---|
| value1 | Y | string | The first value must be an Integer or Decimal literal, column reference, or expression that evaluates to one of those two numeric types. |
| value2 | Y | string | The first value must be an Integer or Decimal literal, column reference, or expression that evaluates to one of those two numeric types. |
For more information on syntax standards, see . Language Documentation Syntax Notes
value1, value2
Integer or Decimal expressions, column references or literals to use in the subtraction.
Missing or mismatched values generate missing string results.
Usage Notes:
| Required? | Data Type | Example Value |
|---|---|---|
| Yes | Literal, function, or column reference returning an Integer or Decimal value | myScore * 10 |
Examples
Tip: For additional examples, see . Common Tasks
Copyright © 2021 Trifacta Inc.
Page #1
Example - Numeric Functions
This example demonstrate the following numeric functions:
See ADD Function.
See . MULTIPLY Function
See . SUBTRACT Function
See . DIVIDE Function
See . NEGATE Function
See . MOD Function
See . LCM Function
Source:
| ValueA | ValueB |
|---|---|
| 8 | 2 |
| 10 | 4 |
| 15 | 10 |
| 5 | 6 |
Transformation:
Execute the following transformation steps:
| Transformation Name | New formula |
|---|---|
| Parameter: Formula type | Single row formula |
| Parameter: Formula | ADD(ValueA, ValueB) |
| Parameter: New column name | 'add' |
Copyright © 2021 Trifacta Inc.
Page #2
| Transformation Name | New formula |
|---|---|
| Parameter: Formula type | Single row formula |
| Parameter: Formula | LCM(ValueA, ValueB) |
| Parameter: New column name | 'lcm' |
Results:
With a bit of cleanup, your dataset results might look like the following:
| ValueA | ValueB | lcm | negativeA | mod | divide | multiply | subtract | add |
|---|---|---|---|---|---|---|---|---|
| 8 | 2 | 8 | -8 | 0 | 4 | 16 | 6 | 10 |
| 10 | 4 | 20 | -10 | 2 | 2.5 | 40 | 6 | 14 |
| 15 | 10 | 30 | -15 | 5 | 1.5 | 150 | 5 | 25 |
| 5 | 6 | 30 | -5 | 5 | 0.833333 | 30 | -1 | 11 |
Copyright © 2021 Trifacta Inc.
Page #3
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What Is An Objective Paper
Eventually, you will definitely discover a new experience and completion by spending more cash. nevertheless when? realize you agree to that you require to acquire those all needs behind having significantly cash? Why don't you try to acquire something basic in the beginning? That's something that will lead you to understand even more approaching the globe, experience, some places, gone history, amusement, and a lot more?
It is your very own mature to work reviewing habit. in the middle of guides you could enjoy now is what is an objective paper below.
Use the download link to download the file to your computer. If the book opens in your web browser instead of saves to your computer, right-click the download link instead, and choose to save the file.
What Is An Objective Paper
How to Write Objectives in Papers. The objective of the paper is the reason given for writing the paper. By stating your objective, you're telling the reader exactly what you're hoping to...
How to Write Objectives in Papers | Education - Seattle PI
Conclude your essay by summing up the arguments both for and against the position. Again, remaining objective means reiterating your argument in a simplified form to remind readers what they have heard and, hopefully, learned from your statements. Your aim is to gear the readers up for a short evaluation of the topic of discussion.
How to Write an Objective Essay | Pen and the Pad
Research objectives describe concisely what the research is trying to achieve. They summarize the accomplishments a researcher wishes to achieve through the project and provides direction to the study. A research objective must be achievable, i.e., it must be framed keeping in mind the available time, infrastructure required for research, and other ...
What are research objectives?| Editage Insights
A project objective is a statement that describes the "what" of your project. The tangible and measurable "what". The "what" that's achievable, realistic, and can be completed within the time allowed. These statements ladder up to the goals of the project, providing stepping stones to success.
11 Project Objectives Examples & How To Write Them - The ...
What Is an Objective in a Synthesis Paper?. The goal of a synthesis essay or paper is to combine two or more works into a synthesized perspective, point of view or message. In essence, you try to show the connection between two or more other works on the subject you synthesize. Usually, you show different perspectives ...
What Is an Objective in a Synthesis Paper? | Education ...
* The objective of a research paper review is to analyze the research situation on a particular topic or research problem. The review must include the various researches conducted on the topic and the different levels at which they were concluded.
Objectives of a Good Research Review Paper
4.3 Research objective(s) What are the research objectives? In general, research objectives describe what we expect to achieve by a project.. Research objectives are usually expressed in lay terms and are directed as much to the client as to the researcher. Research objectives may be linked with a hypothesis or used as a statement of purpose in a study that does not have a hypothesis.
4.3 Research objective(s)
And what are the research methodology objectives?" The research methodology is an integral part of the paper. The research methodology objectives include ensuring the reliability and accuracy of the document to be presented by using the appropriate data gathering resources and the formulas or statistical tools that will be employed.
Objectives for Research Paper Methodology
A test or examination is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics. A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Almost everybody has experienced testing during…
What are Objective and Subjective Tests? - EnglishPost.org
In a research paper, the objective is a statement of what the paper is trying to accomplish (what the question is that you are addressing and how you go about it). The introduction is a broader and longer section where you go into prior information (published discoveries relevant to the work) and set the scene for your results.
What is the difference between introduction and objective ...
Objective writing is writing that you can verify through evidence and facts. If you are writing objectively, you must remain as neutral as possible through the use of facts, statistics, and...
Objective Writing: Definition & Examples - Video & Lesson ...
Writing an objective research paper requires you to set aside any opinions, assumptions or preconceived ideas in search of hard facts. Your goal should be to gather and interpret data with an open mind, even if your findings contradict your original hypothesis.
How to Write an Objective Research Paper | Synonym
Objective is an adjective, meaning not influenced by personal feelings or bias. As such, it is a synonym of impartial or neutral. Here are some example sentences, The journalist strived to engage in objective reporting. "Before we can proceed, we need an objective assessment of the facts of the case," said the detective.
Objective vs. Subjective - What's the Difference ...
An objective question usually has only one potential correct answer (although there may be some room for answers that are close), and they leave no room for opinion. Objective test questions differ from subjective test questions, which have more than one potential correct answer and
sometimes have room for a justified opinion.
How to Study for Objective Test Questions
Objective information has the ability to be counted or described. Subjective information on the other hand can consist of statements of judgment, assumption, belief, suspicion, or rumor. Objective information does not vary, whereas subjective information can vary greatly from person to person or day to day.
Objective vs. Subjective Writing: Understanding the ...
A research objective is what you plan to learn about and search for in your research. If you are writing a paper on the human reproductive system your research objective would be on the function of...
What is the objective of research paper? - Answers
An objective statement announces the reason, scope, and direction from the paper. It informs the readers what to anticipate inside a paper and just
Page 1/2
Copyright : cslewisjubileefestival.org what the particular focus is going to be.
General and specific objectives in thesis writing
Rather, the paper is meant to be objective. Instead of a subjective paper in which you introduce your own opinion, an objective synthesis paper explains the ideas of others in your own words.
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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Anti-Bullying Policy
Introductory Statement
In accordance with the requirements of the Education (Welfare) Act 2000 and the Code of Behaviour Guidelines issued by the NEWB, the following revised Anti-Bullying Policy was drawn up in consultation with the school community: Board of Management, Staff and Parents' Association. This policy fully complies with the requirements of the AntiBullying Procedures for Primary and Post-Primary Schools which were published in September 2013 by the Department of Education and Skills (DES).
Relationship to School Ethos
In line with the school's ethos, our School Community strongly believes that respect for all must be promoted
AIMS
The Board of Management and the school staff recognise the very serious nature of bullying and the negative impact it can have on the lives of people.
They are therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
(A) To foster a positive school culture and climate which –
- is welcoming of difference and diversity and is based on inclusivity;
- promotes respectful relationships across the school community;
- encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
- promotes positive habits of self-respect, self-discipline and responsibility among all members.
- recognises the need to work in partnership with and keep parents informed on procedures to improve relationships on a school wide basis.
- promotes qualities of social responsibilities, tolerance and is understanding amongst all its members both in school and out of the school.
(B) To employ effective leadership;
(C) To use a school-wide approach;
(D) To have a shared understanding of what bullying is and its impact
(E) To implement education and prevention strategies (including awareness raising measures) that-
- build empathy, respect and resilience in pupils; and
- address the issues of cyber-bullying and identity-based bullying including homophobic and trans phobic bullying.
(F) To ensure effective supervision and monitoring of pupils;
(G) To support staff and to work with all staff on recognising possible symptoms of bullying when a formal report is not forthcoming
(H)To ensure consistent recording, investigation and follow up of bullying behaviour
(I) To engage in on-going evaluation of the effectiveness of the anti-bullying policy.
Definition
Bullying is defined as unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time. (DES Guidelines 2013) The following types of bullying behaviour are included in the definition of bullying:
deliberate exclusion, malicious gossip and other forms of relational bullying,
cyber-bullying and
identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person's membership of the Traveller community and bullying of those with disabilities or special educational needs.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Types of Bullying Behaviour
| | Identity Based Behaviours, including any of the nine discriminatory grounds mentioned in Equality Legislation | | |
|---|---|---|---|
| | (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and | | |
| | membership of the Traveller community). | | |
| Homophobic and Transgender | Homophobic and | | Spreading rumours about a person’s sexual orientation |
| | Transgender | | Taunting a person of a different sexual orientation |
| | | | Name calling e.g. Gay, queer, lesbian...used in a derogatory manner |
| | | | Physical intimidation or attacks |
| | | | Threats |
| | Race, nationality, ethnic | Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background Exclusion on the basis of any of the above | Discrimination, prejudice, comments or insults about colour, nationality, |
| | background and | | culture, social class, religious beliefs, ethnic or traveller background |
| | membership of the Traveller | | Exclusion on the basis of any of the above |
| | community | | |
| Relational | Relational | | This involves manipulating relationships as a means of bullying. Behaviours include: |
| | | | Malicious gossip |
| | | | Isolation & exclusion |
| | | | Ignoring |
| | | | Excluding from the group |
| | | | Taking someone’s friends away |
| | | | “Bitching” |
| | | | Spreading rumours |
| | | | Breaking confidence |
| | | | Talking loud enough so that the victim can hear |
| | | | The “look” |
| | | | Use or terminology such as ‘nerd’ in a derogatory way |
| Sexual | | | Unwelcome or inappropriate sexual comments or touching |
| | | | Harassment |
| Special Educational Needs, Disability | | Name calling Taunting others because of their disability or learning needs Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues. Mimicking a person’s disability Setting others up for ridicule | Name calling |
| | | | Taunting others because of their disability or learning needs |
| | | | Taking advantage of some pupils’ vulnerabilities and limited capacity to |
| | | | recognise and defend themselves against bullying |
| | | | Taking advantage of some pupils’ vulnerabilities and limited capacity to |
| | | | understand social situations and social cues. |
| | | | Mimicking a person’s disability |
| | | | Setting others up for ridicule |
Ways in which bullying behaviours may present in a school setting can include
- Physical Aggressions;
- Damage to Property
- Extortion
- Intimidation
- Name-Calling
- Slagging
- Isolation/Exclusion
- Cyber e-bullying (see grid below for further elaboration)
Cyber E-BULLYING
| Cyber | Denigration: Spreading rumors, lies or gossip to hurt a person’s |
|---|---|
| | reputation |
| | Harassment: Continually sending vicious, mean or disturbing messages |
| | to an individual |
| | Impersonation: Posting offensive or aggressive messages under another |
| | person’s name |
| | Flaming: Using inflammatory or vulgar words to provoke an online fight |
| | Trickery: Fooling someone into sharing personal information which you |
| | then post online |
| | Outing: Posting or sharing confidential or compromising information or |
| | images |
| | Exclusion: Purposefully excluding someone from an online group |
| | Cyber stalking: Ongoing harassment and denigration that causes a |
| | person considerable fear for his/her safety |
| | Silent telephone/mobile phone call |
| | Abusive telephone/mobile phone calls |
| | Abusive text messages |
| | Abusive email |
| | Abusive communication on social networks e.g. Facebook/Ask.fm/ |
| | Twitter/You Tube or on games consoles |
| | Abusive website comments/Blogs/Pictures |
| | Abusive posts on any form of communication technology |
See Anti Cyber Bullying Policy Appendix A
For further elaboration of bullying behaviours please see DES Guidelines 2013 p.10-11 2.2.
School Procedures for Investigation, Follow-up and Recording of Bullying Behaviour
The relevant teacher(s) for investigating and dealing with bullying is/are the class teacher and or the Principal/Deputy Principal.
Any teacher may act as a relevant teacher if circumstances warrant it.
OUR SCHOOL WILL
- Follow and implement Code of Behaviour and Anti-bullying policies.
- Lead by good example, respecting all members of the school community.
- Minimise opportunities for bullying through vigilance and ongoing awareness of bullying as a school issue, e.g. provide adequate supervision.
- Draw upon the Social Personal and Health Education Curriculum Documents (SPHE), Relationships and Sexual Education Programme (RSE) Stay Safe Programme, Walk Tall Programme in supporting a bully-free environment.
- Build awareness through explicit teaching so that all pupils know who to tell and how to tell and reassure them with regard the correctness of telling e.g. direct approach to teacher at an appropriate time/note.
- Encourage all pupils and parents to report concerns of bullying or possible bullying at the earliest stage.
- Consider the additional needs of SEN and pupils in ASD classes with regard to programme implementation.
- Ensure that all children understand the importance of bystanders telling if they witness or know that bullying is taking place.
- Mention Anti-bullying/Friendship at every school assembly.
- From time to time draw upon external expertise e.g. Theatre Groups/Workshop facilitators.
In our general teaching,
- we affirm the child with praise and encourage them to recognise and appreciate good qualities in one another.
- involve children in activities where teamwork, tolerance, interdependence and responsibility are nurtured which may include games, art, competitions, projects, drama, circle time etc.
- deal firmly and fairly with any complaints within the framework of the school Code of Behaviour.
- Be sensitive to issues of inclusion in our choice of teaching materials or equipment in order to give a positive view of other groups which may differ from us in gender, ethnic race and other international/cultural backgrounds.
- treat bullying (including cyber-bullying, homophobic and transphobic bullying) as a serious offence and take every possible action to eradicate it.
- Treat the victim(s) of bullying with sensitivity and understanding.
- We will endeavour to provide informal non-threatening disclosure opportunities.
Reporting
- Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
- All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher(s).
- Teaching and non-teaching staff such as secretary, special needs assistants (SNAs), bus escorts, caretakers, cleaners will be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;
Investigating
The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved.
In investigating and dealing with bullying, the relevant teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved.
Help support and advice will be given, as is appropriate, to all parties.
If bullying is suspected, we talk to:
- the suspected victim;
- the suspected person engaged in bullying behaviour and
- any bystanders/witnesses.
The teacher speaks privately and separately to all those involved outside the classroom situation to avoid public humiliation.
If bullying is identified, the following action will be taken: -
- The relevant teacher checks for witness accounts asking specific question of who, what, where, when and why.
- Written accounts may be helpful or appropriate.
- If a group is involved,
o each member is interviewed individually
o all those involved are met as a group.
In this process the teacher will endeavour to support any member of the group who may face possible pressures from other members of the group after the interview by the teacher(s).
As this process is very time consuming the teacher may request the assistance of staff members and Principal to conduct the investigation.
Follow-up and Record Keeping
- Having talked through the offence with the child involved in bullying behaviour, it will be made clear to him/her how this behaviour is in breach of the school's anti-bullying policy.
- Efforts will be made to try to get him/her to see the situation from the perspective of the pupil affected.
- Behaviour records, if any, of the parties involved will be consulted.
- Future behaviour will be monitored.
- A written record will be made and kept by the relevant teacher (see 'recording of bullying behaviour' below).
- Referral to records will aid in the monitoring process.
- Children will be expected to complete a reflective exercise on their actions and may also incur loss of privileges. (Addendum Sanctions as per Discipline Policy)
- If the offence takes place on the yard it will be recorded in the online incident log.
- In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted to inform them of the matter and explain the actions being taken.
- Follow-up meetings with the relevant parties involved could be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.
- The parents of the child involved will be kept informed of developments by school management as the case is recorded and dealt with in accordance with these procedures.
- If there is no improvement the problem will be reported to the Board of Management and persons involved will be requested to appear before the Board of Management with their parent(s)/guardians where the Code of Behaviour may be brought into play.
- Serious instances of bullying behaviour will be dealt with in accordance with the Children First and The Child Protection Procedures for Primary and Post Primary Schools, and/or may also be referred to the HSE Children and Family Services and/or Gardaí as appropriate.
Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved.
Our Anti- Bullying Policy needs the support of the whole community if it is to be successful
Recording of bullying behaviour
The school's procedures for noting and recording bullying behaviour are as follows:
Informal- pre-determination that bullying has occurred
- All staff must keep a written record of any incidents witnessed by them or notified to them.
- All incidents must be reported to the relevant/class teacher
- The relevant/class teacher must keep a written record, using Appendix E, of the reports, the actions taken and any discussions with those involved regarding same.
- The written record must be stored in the relevant folder in the principal's office, to include the children concerned.
- The relevant teacher must inform the principal of all incidents being investigated.
Formal Stage 1-determination that bullying has occurred
- If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records using Appendix F which will be stored in the agreed folder.
- The relevant teacher must inform the principal of all incidents being investigated at Formal Stage 1 and the principal will sign the written record.
Formal Stage 2
The relevant teacher must use the recording template at Appendix B to record the bullying behaviour in the following circumstances:
a) In cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred.
b) Cases of gross bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable. Such cases will go directly to 'Formal Stage 2'. Examples would include serious, ongoing physical interference with a fellow pupil, sustained intimidation, continuous harassment, extensive cyber bullying etc.
When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal.
Completed recording templates will be retained in the relevant folder in the principal's office.
All records related to bullying incidents will be kept by the school until the child in question is 28 years of age. (21 years + 7 years)
APPEALS
- Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the School's Complaints Procedures.
- In the event that a parent has exhausted the School's Complaints Procedures and is still not satisfied, the school must advise the Parents of their right to make a complaint to the Ombudsman for Children.
Informing new staff members
New members of staff will be alerted to this policy and procedures to be followed, in the case of alleged bullying.
Supervision and Monitoring of Pupils
The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
Appendix A
Anti-Cyber-Bullying Policy
St. Brigid's National School aims to ensure that children are safe and feel safe from bullying, harassment and discrimination. This school is committed to teaching children the knowledge and skills to be able to use ICT effectively, safely and responsibly.
UNDERSTANDING CYBER-BULLYING
- Cyber bullying is the use of ICT (usually a mobile phone and or the internet) to abuse another person
- It can take place anywhere and involve many people
- Anybody can be targeted including pupils and school staff
- It can include threats, intimidation, harassment, cyber-stalking, vilification, defamation, exclusion, peer rejection, impersonation, unauthorized publication of private information or images etc.
- While bullying involves a repetition of unwelcome behaviour the Anti-Bullying Procedures for Primary and Post Primary Schools, September 2013, states:
2.1.3. In addition, in the context of these procedures placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
WHAT IS CYBER-BULLYING?
There are many types of cyber-bullying. The more common types are:
1. Text messages– can be threatening or cause discomfort. Also included here is
'Bluejacking' (the sending of anonymous text messages over short distances using bluetooth wireless technology)
2. Picture/video-clips via mobile phone cameras – images sent to others to make the victim feel threatened or embarrassed
3. Mobile phone calls – silent calls, abusive messages or stealing the victim‛s phone and using it to harass others,
to make them believe the victim is responsible
4. Emails – threatening or bullying emails, often sent using a pseudonym or somebody else‛s name
5. Chat room bullying – menacing or upsetting responses to children or young people when they are in a webbased chat room
6. Instant messaging (IM) – unpleasant messages sent while children conduct real-time conversations online using MSM (Microsoft Messenger), Yahoo Chat or similar tools
7. Bullying via websites – use of defamatory blogs (web logs), personal websites and online personal 'own web space' sites such as You Tube, Facebook, Ask.fm, Bebo (which works by signing on in one‛s school, therefore making it easy to find a victim) and Myspace – although there are others.
Explanation of slang terms used when referring to cyber-bullying activity:
1. 'Flaming': Online fights using electronic messages with angry and vulgar language
2. 'Harassment': Repeatedly sending offensive, rude, and insulting messages
3. 'Cyber Stalking': Repeatedly sending messages that include threats of harm or are highly intimidating or engaging in other on-line activities that make a person afraid for his or her own safety
4. 'Denigration': 'Dissing' someone online. Sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendships
5. 'Impersonation': Pretending to be someone else and sending or posting material online that makes someone look bad, gets her/him in trouble or danger, or damages her/his reputation or friendships
6. 'Outing and Trickery': Tricking someone into revealing secret or embarrassing information which is then shared online
7. 'Exclusion': Intentionally excluding someone from an on-line group, like a 'buddy list'
This list is not exhaustive and the terms used continue to change.
Aims of the Policy
- To ensure that practices and procedures are agreed to prevent incidents of cyber-bullying
- To ensure that pupils, staff and parents understand what cyber bullying is and how it can be combated
- To ensure that reported incidents of cyber bullying are dealt with effectively and quickly.
Procedures to Prevent Cyber Bullying
- Pupils will learn about cyber bullying through Social, Personal and Health Education (SPHE), assemblies, friendship week activities and other curriculum projects
- Staff, pupils, parents and Board of Management (BoM) will be made aware of issues surrounding cyber bullying through the use of appropriate awareness-raising exercises
- The school will engage a speaker to facilitate a workshop on cyber bullying for senior classes on a regular basis.
- Staff CPD (Continuous Professional Development) will assist in learning about current technologies.
- Parents will be provided with information and advice on how to combat cyber bullying.
- Pupils and/or parents will sign an Acceptable Use of ICT (Information and Communication Technology) contract.
- Pupils and parents will be urged to report all incidents of cyber bullying to the school.
- All reports of cyber bullying will be investigated, recorded, stored in the Principal's office and monitored regularly.
- Procedures in our school Anti-Bullying Policy shall apply.
- The Gardaí will be contacted in cases of actual or suspected illegal content.
- This policy will be reviewed annually. Pupils, parents and staff will be involved in reviewing and revising this policy and any related school procedure.
Information for Pupils
If you are being bullied by phone or on the Internet:
- Remember, bullying is never your fault. It can be stopped and it can usually be traced.
-
Don‛t ignore the bullying. Tell someone you trust, such as a teacher or parent or call an advice line.
- Try to keep calm. If you are frightened, try to show it as little as possible. Don‛t get angry, it will only make the person bullying you more likely to continue.
- Don‛t give out your personal details online – if you are in a chat room, do not say where you live, the school you go to, your email address etc. All these things can help someone who wants to harm you to build up a picture about you.
- Keep and save any bullying emails, text messages or images. Then you can show them to a parent or teacher as evidence.
- If you can, make a note of the time and date bullying messages or images were sent, and note any details about the sender
- There is plenty of online advice on how to react to cyber bullying. For example,
Ie.reachout.com and www.wiredsafety.org have some useful tips.
Text/video messaging
- You can easily stop receiving text messages for a while by turning-off incoming messages for a couple of days. This might stop the person texting you by making them believe you‛ve changed your phone number
- If the bullying persists, you can change your phone number. Ask your mobile service provider about this.
- Don‛t reply to abusive or worrying text or video messages.
- Your mobile service provider will have a number for you to ring or text to report phone bullying. Visit their website for details.
- Don‛t delete messages from cyber bullies. You don‛t have to read them, but you should keep them as evidence.
Useful Websites
www.spunout.ie www.childnet.int.org
www.kidsmart.org.uk/beingsmart www.antibullying.net
www.bbc.co.uk./schools/bullying http://ie.reachout.com
www.childline.ie/index.php/support/bullying/1395
www.abc.tcd.ie www.chatdanger.com
www.sticksandstones.ie www.bully4u.ie www.kidpower.org
Appendix B
Template for recording bullying behaviour (Formal Stage 2, as per Policy)
1. Name of pupil being bullied and class group
Name _________________________________________Class__________________
2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour
_________________________________________________________________________________ _________________________________________________________________________________
3. Source of bullying concern/report (tick relevant box(es))*
4. Location of incidents (tick
relevant box(es))*
Pupil concerne
d
Playground
Other Pupil
Classroom
Parent
Corridor
Teacher
Toilets
Other
5. Name of person(s) who reported the bullying concern
6. Type of Bullying Behaviour (tick relevant box(es)) *
Physical Aggression
Cyber-bullying
Damage to Property
Intimidation
Isolation/Exclusion
Malicious Gossip
Name Calling
Other (specify)
7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:
Homophobic Disability/SEN
related
Racist
Membership of
Traveller Comm.
Other (specify)
8. Brief Description of bullying behaviour and its impact
9. Details of actions taken
Signed ______________________________ (Relevant Teacher)
Date__________________________
Date submitted to Principal ____________
Appendix C
Useful Web Links
Students: If you are being bullied in school or if you know of someone else who is being bullied please take the vital first step of telling a teacher you trust or asking a parent or a school friend to do so for you. Bullying can be brought to an end without making matters worse for you or anyone involved if you take that vital first step. Please also tell the teacher about this website which can help her/him to deal with your problem effectively.
Parents: If you are concerned about a change in your child's general mood or behaviour, for example if s/he becomes uncharacteristically withdrawn, touchy, angry, demands more attention than usual or has a serious decline in school workrate, it may not be "just hormones." Your child may be experiencing bullying. To put your mind at ease please contact the school and make teachers aware of your concerns. They can then investigate and if there is bullying taking place they can bring the bullying to an end without making matters worse for your child or anyone else. Please also tell the teachers about this website which can help them to deal with your problem effectively.
Below are contact details of some organisations you can contact in an emergency.
Teachers: There are links to two useful websites below that offer animated-video interactive anti-bullying exercises suitable for use with class/form groups. Each has its own distinct merits. In addition, in YouTube you can search for "Anti-Bullying Ads" and you will get access to a number of good thought/discussion provoking video clips that can be shown to class/form groups, to be followed by discussion. You don't need to be a subscriber to YouTube to get access to these. Just Google them.
www.antibullyingcampaign.ie Anti-bullying Campaign Tools for Teachers http://www.stopbullying.org
Contains an interactive animation where the student decides the outcome based on her/his response to bullying. Probably only useful for first years or primary schools. If students could have access to a computer room for one class period to explore this a lot of useful lessons could be learned. If it does not work on several stations of a network at the same time it could be projected and students could vote on options to take at each stage.
http://www.childline.ie
If you need someone to talk to we are always here to listen. Please call Childline on 1800 66 66 66 (free phone) Parentline (Parents under stress) 01/8733500
http://www.ispcc.ie
ISPCC - The Irish Society for the Prevention of Cruelty to Children, 29 Lower Baggot Street, Dublin 2. Phone (01) 6767960 /6794944
www.sticksandstones.ie (stick and stones theatre company) 01 8733500
CAB Campaign against Bullying 01 2887976
http://www.samaritans.org/talk_to_someone/find_my_local_branch/ireland.aspx
Phone Numbers of Branches of the Samaritans around Ireland. What ever you are going through, whether you think it is big or small, you don't have to bottle it up. At Samaritans we offer confidential, non-judgemental support 24 hours a day. Phone: 1850-609090 (Lo-call) Email: [email protected]
http://www.abc.tcd.ie/
The Anti-Bullying Centre, Trinity College, Dublin, led by Professor Mona O'Moore. ABC Antibullying Research and Resource Centre Room 3125, Arts Building Trinity College Dublin 2, 01 6601011/6082573
http://www.nehb.ie/coolschoolbullyfree/default.htm
The Cool School Anti-Bullying Programme was developed within the HSE Dublin North East's Child Psychiatry Service. It is an Anti-Bullying programme and support service targeted at second level schools and specifically tailored to the Irish context.
http://www.teachers.tv
This website gives access to a number of informative videos about bullying. Some are suitable for teachers and some are suitable for students as part of the awareness raising strand of an anti-bullying campaign. Just log on and register with this site. Then use the website's own search function to find the videos using such words as "bullying videos" These can then be downloaded and used freely.
http://www.stopbullyingnow.hrsa.gov/
Very good american website that includes animated story segments about bullying that all come together for a happy ending when bystanders act. It includes questions for each segment of the story. It also includes some games based on the story. Suitable for junior classes in secondary school and senior classes in primary.
Irish Association for counselling and psychotherapy 01 2300061
http://www.watchyourspace.ie
Website offering advice and suggestions to help children avoid being victimised through the use of mobile phone or computer technology.
http://www.dublinsamaritans.ie/
What ever you are going through, whether you think it is big or small, you don't have to bottle it up. At Samaritans we offer confidential, non-judgemental support 24 hours a day. Phone: 1850 60 90 90 Email: [email protected] Visit Us: 112 Marlborough Street, Dublin 1. 10.00 am - 9.00 pm, 7 days a week.
www.webwise.ie/cyberbullyingaguide.shtm www.website.ie/askfm guide.shtm
www.webwise.ie/explainer_What is_snapchat.shtm www.webwise.ie/blockitcombatingmobilephonebullying.shtm
Victim Support 1800 661771
Appendix D
Checklist for annual review of the anti-bullying policy and its implementation
The Board of Management (the Board) must undertake an annual review of the school's anti-bullying policy and its implementation. The following checklist must be used for this purpose. The checklist is an aid to conducting this review and is not intended as an exhaustive list. In order to complete the checklist, an examination and review involving both quantitative and qualitative analysis, as appropriate across the various elements of the implementation of the school's anti-bullying policy will be required.
Yes /No
Signed __________________________ Date ________________
Chairperson, Board of Management
Signed ____________________________ Date ________________
Principal
Notification regarding the Board of Management's annual review of the anti-bullying policy
To: _____________________________________
The Board of Management of St. Brigid's School wishes to inform you that:
o The Board of Management’s annual review of the school’s anti-bullying policy and its implementation was completed at the Board meeting of 13 th November 2019 .
o This review was conducted in accordance with the checklist set out in Appendix 4 of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools.
Signed _____________________________________ Date ________________
Chairperson, Board of Management
Signed _____________________________________ Date ________________
Principal
Appendix E:
Template for Recording Investigation into Alleged Bullying or Behaviour which may have Constituted Bullying
Name(s) of those affected:
_______________________________________ _______________________________________ _______________________________________
Name(s) of reporters (if different)
_______________________________________ _______________________________________
Name(s) of alleged offender(s)
_______________________________________ _______________________________________
Details of incident:
_______________________________________ _______________________________________ _______________________________________ _______________________________________
Action taken:
_______________________________________ _______________________________________ _______________________________________ _______________________________________
Reason for decision not to proceed to Formal Stage 1(e.g. one off incident, accidental incident etc.)
______________________________________ ______________________________________ ______________________________________
Incident notified to the Principal: _____________________
A copy of this should be kept by the class teacher. A copy should also be submitted to the Principal’s Office for record keeping.
Signed: ____________________________
Appendix F Template for the recording of Bullying Behaviour at Formal Stage 1
(To be filled in conjunction with the principal)
Name(s) of those affected:
_______________________________________ _______________________________________ _______________________________________
Name(s) of reporters (if different)
_______________________________________ _______________________________________
Name(s) of offender(s)
_______________________________________ _______________________________________
Details of incident:
_______________________________________ _______________________________________ _______________________________________ _______________________________________
Action taken:
_______________________________________ _______________________________________ _______________________________________ _______________________________________
Parents Notified: _________________________
A copy of this should be kept by the class teacher. A copy will also be kept Principal's Office for record keeping.
Signed: ____________________________ (Relevant Teacher)
Signed: ____________________________ (Principal)
This Policy was considered and approved by the Board of Management on 13th November 2019.
The Policy will be reviewed in November 2020 or earlier as deemed necessary by the BOM.
Chairperson
Sean Doris
Principal
Kenneth Kerins
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FACT SHEET Starting a Mobile Food Business
Starting a Mobile Food Business
MOBILE FOOD BUSINESS LICENSING REQUIREMENTS
PERMITTED AND REGULATED LOCATIONS
Anyone providing food for sale is obliged under the Food Act 2006 (the Act) and the Australian New Zealand Food Standards Code (the Code) to ensure that the food is safe and suitable for consumption. Businesses that handle food from mobile premises are subject to the same licensing requirements as those who operate out of fixed premises.
Examples of licensable mobile food businesses include:
* Ice cream vans
* Pie vans (e.g. smoko trucks)
* Mobile snack trucks
* Unpackaged food from a vending machine
Some mobile food businesses do not require a licence, for example, businesses only selling:
* pre-packaged food or some low risk snack foods
* tea and coffee
* ice or flavoured ice (e.g. slushies)
You must contact Council to determine if you require a licence before you commence operating. Only one licence from one local government is required if a mobile food business is operating in more than one local government area.
APPLYING FOR A FOOD BUSINESS LICENCE
Prior to starting or taking over a food business an Application for Food Business Licence* will need to be submitted to Council for assessment.
Along with submitting your application form, applicants must also:
- Submit the Transport Vehicle plan, showing details of the layout of all equipment, fixtures and fittings and the types of materials (refer to Food Premises Fit Out Guide* for minimum requirements); and
- Nominate a Food Safety Supervisor (refer to Food Safety Supervisor fact sheet*)
It is also recommended that if purchasing an existing licensed business the applicant undertakes a full health records search prior to purchase. This will provide up-to-date information about the business' level of compliance.
There are a number of locations that mobile food businesses typically trade from, however some locations are regulated.
* Markets and events – these are the best locations for operating food businesses. You will need to deal directly with the event organizer.
* Private property – operating on private properties such as work places is permitted providing the business moves on after trading with that work place. If intending to sell to external customers from a private property, further Council approval may be required
* Council Parks – Generally mobile food vehicles are not permitted to trade from Council land unless for the purpose of a previously approved event (e.g. Christmas fair or markets).
* Roadside – Mobile food vehicles are not permitted to operate from a Council roadside unless they hold a permit to do so (Roadside vending permit). If on state controlled roads, approval will need to be obtained from the Queensland Department of Transport and Main Roads.
* Itinerant vending permits are required for businesses wishing to travel from place to place selling goods once hailed down by customers (e.g. ice cream truck)
MORE INFORMATION
*Fact sheets, guides, application forms and fees and charges are available on Council's website www.banana.qld.gov.au/councilservices/food. More detailed information for starting a new business can be found on the Queensland Health website www.qld.gov.au/health/staying-healthy/environmental/food and the Queensland Government's Business Queensland website www.business.qld.gov.au
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Parliamentary Art Collection and links to the transatlantic slave trade
In response to the Black Lives Matter movement, the Parliamentary Art Collection is being reviewed to identify depictions of individuals and activities related to the British slave trade and the use of forced labour of enslaved Africans and others in British colonies and beyond.
British involvement in the transatlantic slave trade began in 1562, and by the 1730s Britain was the biggest slave-trading nation in the world. The abolition movement in Britain, and the acts of resistance and rebellion by enslaved Africans in the colonies, led to the abolition of first the trade, and then the use of enslaved labour in British colonies by Acts of Parliament in 1807 and 1833. However, many British people continued to have direct financial gain from the trading and use of enslaved labour and indentured labour in the West Indies, America, India and elsewhere.
This document lists works of art owned by the Parliamentary Art Collection which are related to the trading and the use of forced labour of enslaved men, women and children in British colonies and beyond. This includes works of art depicting individuals that;
* supported slavery and/or the slave trade
* had close family ties to slavery and/or the slave trade
* financially benefitted from the British slave trade or enslaved labour
It also lists those who fought for the abolition of trading and the use of forced labour of enslaved peoples.
This document is the second release which lists works of art identified in the review so far. The review will continue to publish updated versions of this list quarterly, as new works are discovered through additional research. Additional works of art within the scope of this review have been identified in this second release of data, and can be found in the table below.
The Parliamentary Art Collection is working with the rigorous academic research published by institutions such as University College London and Historic England, cross-referencing against works of art in our collection. Additional research from the History of Parliament Trust has also been utilised during the review.
Where an individual has been listed in this document as having links to slavery and the slave trade, the source of this information has also been provided.
The Parliamentary Art Collection documents the history and work of Parliament, and includes works featuring 17th, 18th and 19th century parliamentarians. As many were wealthy landowners and businessmen, they or their families were often directly involved in, and profited from, the forced labour of enslaved peoples and the trading of those people. Today this is recognised as abhorrent. The intention of the Parliamentary Art Collection is not to venerate people who have supported and committed acts of atrocity, but to truthfully reflect the history of Parliament, our democracy and the people who played a part in it. The interpretation of these artworks is constantly under review. We will continue to explore ways to better explain and contextualise works in the Collection through our website and in other interpretive material.
The following list of artworks is not comprehensive, and this document will be updated as new research is undertaken, becomes available or acquisitions are made. There is no definitive list of MPs or Peers with close connections to the transatlantic trade, or those who had financial interests in the use of enslaved labour and indentured labour in the West Indies, America, India and elsewhere. However, they will be numerous, and some will be included in artworks on display in Parliament. There are also instances of Members whose views changed over their time in Parliament, for example those with economic interests in the use of enslaved peoples and the slave trade who later fought for abolition. Finally, this list of artworks does not include every instance where a figure may appear in a work of art, for example in the case of group portraits, but instead provides details for works where the subject is the sole or a major feature.
Not all works of art listed below are on display. Where works are on display, some are in areas accessible to the public, and others are in private areas.
Sources consulted by the Parliamentary Art Collection to date:
1) The Centre for the Study of the Legacies of British Slave-ownership at University College London has produced an online resource which enables users to search for people who financially benefitted from the transatlantic slave trade and slavery where they received compensation after the abolition: University College London Centre for the Study of the Legacies of British Slave-ownership website.
3) Parliamentary History Volume 33, Issue S1, Special Issue: Texts & Studies Series 9: The Correspondence of Stephen Fuller, 1788‐1795: Jamaica, the West India Interest at Westminster and the Campaign to Preserve the Slave Trade, Edited by M.W. McCahill (2014), Introduction. Parliamentary History, 33: 1-61. https://doi.org/10.1111/1750-0206.12069 and, Appendix 1: Members of Parliament with West Indian Connections, 1780–96. Parliamentary History, 33: 229-233. doi:10.1111/1750-0206.12074
2) Hall, Catherine, et al. Appendix 4: List of MPs 1832–80 who appear in the compensation records. Legacies of British Slave-Ownership: Colonial Slavery and the Formation of Victorian Britain, Cambridge University Press, 2014. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/parliamentuk/detail.action?docID=1719623.
2
4) Dresser, Madge and Hann, Andrew et al. Slavery and the British Country House, English Heritage, 2013. https://historicengland.org.uk/images-books/publications/slavery-and-british-country-house/
Source Key:
UCL – Legacies of British Slave-ownership database
HOPT – History of Parliament Trust research
H E – Historic England’s Slavery and the British Country House
HALL – Catherine Hall et al. Legacies of British Slave-Ow nership: Colonial Slavery and the Formation of Victorian Britain
P H - Parliamentary History Volume 33, Issue S1 (2014)
People who supported slavery, had financial or family interests in the transatlantic slave trade and slavery
| | Depicted | | WOA | | Artist | | Title | | Medium | | Year created | | Source |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Charles Abbot, 1st Baron Colchester (1757-1829) | | WOA 1173 | | Picart, Mr Charles Northcote, James | | Charles Abbot, 1st Lord Colchester SPEAKER OF THE HOUSE OF COMMONS 1802-17 | | Print | | | | UCL HOPT | |
| | | WOA 2393 | | Buck, S. J. | | Charles Abbot, Baron Colchester 1757- 1829 Speaker | | Drawing | | | | | |
| | | WOA 2715 | | Lawrence, Sir Thomas | | Charles Abbot, Esqre. Speaker 1802-17 Baron Colchester 1757-1829 | | Painting | | 1824 | | | |
| | | WOA 2725 | | Lawrence, Sir Thomas | | Charles Abbot, Baron Colchester 1757- 1829 Speaker | | Painting | | | | | |
| | | WOA 5849 | | Williams, Charles | | THE CASTING VOTE or the Independent Speaker [ 1805 ] | | Print | | 1805 | | | |
| | | WOA 719 | | Picart, Mr Charles Northcote, James Abbot, Charles | | The Right Honble Charles Abbot, Speaker of The House of Commons | | Print | | | | | |
| Henry Addington, 1st Viscount Sidmouth (1754-1844) | | WOA 2718 | | Phillips, Thomas Copley, John Singleton | | Henry Addington, 1st Viscount Sidmouth 1757-1844 Speaker | | Painting | | | | HOPT | |
3
| | WOA 171 | Parker, Mr James Beechey, Sir William | The Right Honorable Henry Addington, Lord Viscount Sidmouth. One of His Majesty's Principal Secretaries of State. | Print | | |
|---|---|---|---|---|---|---|
| | WOA 3084 | Parker, Mr James Beechey, Sir William | Henry Addington, 1st Viscount Sidmouth 1757-1844 Speaker 1789- 1801, Prime Minister 1801-04 | Print | | |
| | WOA 1178 | Dunkarton, Mr Robert Copley, John Singleton | The Right Honourable Henry Addington 1757-1844 Speaker | Print | | |
| | WOA 399 | Dunkarton, Mr Robert Copley, John Singleton | The Right Honorable Henry Addington, 1st Viscount Sidmouth, Prime Minister 1801-1804 and Chancellor the the Exchequer 1801-1804 | Print | | |
| | WOA 718 | Parker, Mr James Beechey, Sir William Addington, Henry | The Rt. Hon.ble Henry Addington, First Lord of the Treasury & Chancellor of the Exchequer 1st Viscount Sidmouth 1757-1844 | Print | | |
| Sir Francis Baring, 1st Baronet (1740 – 1810) | WOA 130 | Ward, James | From a Picture in the Possession of Sir Francis Baring Bart | Print | 1807 | HALL |
| Henry Bathurst, 3rd Earl Bathurst (1762-1834) | WOA 6273 | Lawrence, Sir Thomas | Henry Bathurst, 3rd Earl Bathurst | Painting | | H E |
| William Beckford (1709 – 1770) | WOA 2937 | Kettle, Tilly | William Beckford 1709-70 Lord Mayor | Oil painting | 1765 | UCL H E P H |
| | WOA 278 | Houston, Mr Richard | Beckford, Townsend and Sawbridge, 1769 | Print | | |
| Lord William Henry Cavendish Bentinck, 3rd Duke of Portland (1738-1809) | WOA 401 | Murphy, Mr John Reynolds, Sir Joshua | William Henry Cavendish Bentinck, 3rd Duke of Portland 1738-1809 Prime Minister 1807-09 | Print | 1785 | UCL H E HALL |
|---|---|---|---|---|---|---|
| William Bromley (1663 – 1732) | WOA 2707 | Phillips, Thomas Dahl, Michael | William Bromley, Esqre. Speaker 1710- 13 1644-1732 | Painting | | HOPT |
| | WOA 6549 | Dahl, Michael | William Bromley (1663-1732), Speaker of the House of Commons (1710-13) | Painting | | |
| | WOA 706 | Smith, Mr John Dahl, Michael Bromley, William | The Right Hon.ble William Bromley Esq. Speaker of ye Hon.ble House of Commons & one of Her Majestys most Hon.ble Privy Council 1644-1732 | Print | | |
| | WOA 1873 | Smith, Mr John Dahl, Michael | The Right Honble William Bromley Esq. 1644-1732 Speaker 1710-13 | Print | | |
| Edmund Burke MP (1729-1797) | WOA 4633 | Reynolds, Sir Joshua Unknown | Edmund Burke M.P. 1729-1797 | Photograph | | H E |
| | WOA 41 | Jones, John | The Right Honble. Edmund Burke | Print | | |
| | WOA 5827 | | Edmund Burke | Print | | |
| | WOA 3066 | Northcote, James Reynolds, Sir Joshua | Edmund Burke 1729-1797 | Painting | | |
| | WOA 1462 | Hardy, J. Reynolds, Sir Joshua | EDMUND BURKE 1729-1797 | Print | | |
| | WOA S744 | Foley, John Henry | Statuette of Edmund Burke | Sculpture | | |
| | WOA S16 | Theed (the Younger), William | Edmund Burke 1729-97 Orator and statesman | Sculpture | | |
| George Stevens Byng, 2nd Earl of Stafford (1806-1886) | WOA 3848 | Gillray, James | A HACKNEY MEETING | Print | 1796 | HALL |
| General Sir James Duff (1752-1839) | WOA 1856 | Dunkarton, Robert after Devis, Arthur William | James Duff, 2nd Earl of Fife, M.P. 1729-1809 | Print | |
|---|---|---|---|---|---|
| Henry Dundas, 1st Viscount Melville (1742-1811) | WOA 4638 | Lawrence, Sir Thomas | Henry Dundas, Viscount Melville 1742- 1811 | Photograph | |
| | WOA 1737 | Smith, Mr John Reynolds, Sir Joshua | Henry Dundas, 1st Viscount Melville 1742-1811 Secretary of State | Print | |
| | WOA 1813 | Young, J. Romney, George | Henry Dundas 1st Viscount Melville 1742-1811 | Print | |
| | WOA 2235 | Turner, Mr Charles Lawrence, Sir Thomas | Henry Dundas, 1st Viscount Melville 1742-1811 Secretary of State | Print | |
| | WOA 3643 | Hoppner, Mr John | Henry Dundas, 1st Viscount Melville 1742-1811 | Painting | |
| | WOA 1475 | Turner, Mr Charles Lawrence, Sir Thomas | HENRY DUNDAS 1742-1811 M.P. FOR MIDLOTHIAN 1st Viscount Melville | Print | |
| | WOA 584 | | Henry Dundas Melville | Print | |
| | WOA 1790 | Young, J. Turnerelli, Peter | Lord Viscount Melville Henry Dundas, 1st Viscount Melville 1742-1811 | Print | 1807 |
| Rt Hon Edward Ellice (1783-1863) | WOA M0636 | | Coventry : Ellice and Bulwer | Stamped sculpture (token) | 1832 |
| John Fuller (1757-1834) | WOA 946 | Turner, Mr Charles after Singleton, H | John Fuller | Print | |
(1742-1809)
token
| Sir John Gladstone of Fasque, 1st Bart (1764-1851) | WOA 1165 | Spy | The Rt. Hon. Viscount Gladstone 1854- 1930 | Print | |
|---|---|---|---|---|---|
| Sir Thomas Gladstone, 2nd Bart (1804-1889) | WOA 6311 | Hayter, Sir George | Sir Thomas Gladstone of Fasque | Painting | |
| William Ewart Gladstone (1809-1898) | WOA 6981 | Spy | William Ewart Gladstone | Print | |
| | WOA 3455 | Merry, Tom St Stephen's Review | SCENES IN THE LIBERAL UNION No. 3 CASUALS AT WORK St. Stephen's Review 1886 | Print | 1886 |
| | WOA 2051 | Spy | The People's William ( W. E. Gladstone Vanity Fair 1879 ) | Print | 1879 |
| | WOA 5280 | Wyllie, William Morison Hall, Sydney Prior The Graphic | THE KIEL FETES: MR. GLADSTONE ON BOARD THE 'TANTALLON CASTLE' The Graphic | Print | |
| | WOA 2735 | Fowler, Sir Robert Nicholas Millais, Sir John Everett | William Ewart Gladstone 1809-98 Prime Minister | Painting | |
| | WOA 4082 | Dadd, Frank Illustrated London News | Gladstone: Sunday Morning at Hawarden Illustrated London News 1880 | Print | 1880 |
| | WOA 3468 | Merry, Tom St Stephen's Review | A DREAM OF THE PILLORY: Or, the Right Man in the Right Place St. Stephen's Review 1887 | Print | 1887 |
| | WOA 4098 | Unknown Illustrated London News | The Election Campaign: Mr. Gladstone in the Free Church Assembly Hall at Edinburgh Illustrated London News 1885 | Print | 1885 |
| WOA 5062 | Unknown Illustrated London News | Mr. Gladstone in Midlothian Illustrated London News | Print |
|---|---|---|---|
| WOA 4088 | Unknown Illustrated London News | Mr. Gladstone Delivering his Address as Lord Rector of the University of Glasgow Illustrated London News 1879 | Print |
| WOA 4094 | Unknown Illustrated London News | The Election Campaign: Mr. Gladstone at the Albert Hall, Edinburgh Illustrated London News 1885 | Print |
| WOA S673 | | William Ewart Gladstone | Metalwork |
| WOA S582 | | William Ewart Gladstone | Ceramic |
| WOA 5010 | Unknown Illustrated London News | Mr. Gladstone at Birmingham Illustrated London News 1877 | Print |
| WOA 192 | Barlow, Thomas Oldham Millais, Sir John Everett | William Ewart Gladstone | Print |
| WOA S605 | | William Ewart Gladstone | Ceramic |
| WOA 3459 | Merry, Tom St Stephen's Review | A LIVING DOG IS BETTER THAN A DEAD LION' St. Stephen's Review 1886 | Print |
| WOA T48 | | Tried, Trusted, True Right Hon W. E. Gladstone MP | Textile |
| WOA S620 | | William Ewart Gladstone | Ceramic |
| WOA 6978 | | "Babble, Birth and Brummagem" | Print |
| WOA M0565 | | William Ewart Gladstone | Medal |
| WOA M0569 | | William Ewart Gladstone | Medal |
| WOA S571 | | William Ewart Gladstone | Ceramic |
| WOA S621 | | William Ewart Gladstone | Ceramic |
| WOA 3448 | Merry, Tom St Stephen's Review | WAKING' THE HOME RULE BILL St. Stephen's Review 1886 | Print |
| WOA 5386 | Merry, Tom St Stephen's Review | THE HOME RULE LEAP St. Stephen's Review Presentation Cartoon 1886 | Print |
| WOA 5387 | Merry, Tom St Stephen's Review | Et Tu, Brute!' St. Stephen's Review Presentation Cartoon 1885 | Print |
|---|---|---|---|
| WOA 5389 | Merry, Tom Hogarth, Mr William St Stephen's Review | MARRIAGE A LA MODE NEW SERIES No.5 St. Stephen's Review 1885 | Print |
| WOA 4132 | Merry, Tom St Stephen's Review | Mr Gladstone and his clerks St Stephen's Review 1886 | Print |
| WOA S671 | | William Ewart Gladstone | Sculpture |
| WOA 6152 | Illustrated London News | Fifty Years of a Statesman's Life, Illustrated London News | Print |
| WOA 5743 | Spy | The people's William | Print |
| WOA S607 | | William Ewart Gladstone | Ceramic |
| WOA S624 | | William Ewart Gladstone | Ceramic |
| WOA S679 | | William Ewart Gladstone | Ceramic |
| WOA S623 | | William Ewart Gladstone | Ceramic |
| WOA S574 | | William Ewart Gladstone | Ceramic |
| WOA S629 | | William Ewart Gladstone | Ceramic |
| WOA 7007 | | William Ewart Gladstone | Print |
| WOA S680 | | William Ewart Gladstone | Ceramic |
| WOA S685 | | William Ewart Gladstone | Ceramic |
| WOA 3113 | Forbes, John Colin | William Ewart Gladstone 1809-98 Prime Minister | Print |
| WOA S539 | | William Ewart Gladstone | Ceramic |
| WOA S570 | | William Ewart Gladstone | Ceramic |
| WOA S649 | | William Ewart Gladstone | Metalwork |
| WOA 3446 | Merry, Tom St Stephen's Review | SHOOTING THE RAPIDS St. Stephen's Review 1886 | Print |
| WOA 3467 | Merry, Tom St Stephen's Review | A MOONLIGHT FLITTING St. Stephen's Review 1886 | Print |
| WOA S541 | | William Ewart Gladstone | Ceramic |
| WOA 374 | Sargent, Mr Frederick | Key WOA 372. Gladstone introducing the Land Law (Ireland) Bill | Printed_text |
| WOA 4189 | Merry, Tom St Stephen's Review | Gladstonians in council or the plan of the campaign St. Stephen's Review 1887 | Print | 1887 |
|---|---|---|---|---|
| WOA S652 | | William Ewart Gladstone | Metalwork | |
| WOA P238 | | William Ewart Gladstone | Photograph | |
| WOA 3460 | Merry, Tom St Stephen's Review | THE DISGRACE TO THE FAMILY OR, THE TRUANT'S RETURN St. Stephen's Review 1886 | Print | 1886 |
| WOA 6998 | Illustrated London News | William Ewart Gladstone and The Mid Lothian Election | Print | |
| WOA 3265 | Spy | 'The Grand Old Man' William Ewart Gladstone, M.P. Vanity Fair 1887 | Print | 1887 |
| WOA S589 | Rancoulet, Ernest | William Ewart Gladstone | Ceramic | |
| WOA S578 | Sherwin & Cotton Mendelssohn, H | William Ewart Gladstone | Ceramic | |
| WOA S626 | Bailey, J W | William Ewart Gladstone | Ceramic | |
| WOA S603 | Middleport Pottery Burgess & Leigh Ltd | William Ewart Gladstone | Ceramic | |
| WOA 6962 | | William Ewart Gladstone | Photograph | |
| WOA 6963 | | William Ewart Gladstone & Benjamin Disraeli | Photograph | |
| WOA 6990 | | William Ewart Gladstone | Photograph | |
| WOA 3108 | Walker, William Bradley, W. | William Ewart Gladstone 1809-1898 Prime Minister | Print | 1845 |
| WOA S604 | Middleport Pottery Burgess & Leigh Ltd | William Ewart Gladstone | Ceramic | |
| WOA 3457 | Merry, Tom St Stephen's Review | HOPELESS OUTCASTS St. Stephen's Review 1886 | Print | 1886 |
| WOA 3463 | Merry, Tom St Stephen's Review | WELL DONE JOHN BRIGHT! St. Stephen's Review 1886 | Print | 1886 |
| WOA 4190 | Merry, Tom St Stephen's Review | A barefaced robbery St. Stephen's Review 1886 | Print |
|---|---|---|---|
| WOA 3452 | Merry, Tom St Stephen's Review | MEPHISTOPHELES AND HIS MINIONS St. Stephen's Review 1887 | Print |
| WOA 6938 | Von Lenbach, Franz | Portrait of William Ewart Gladstone | Painting |
| WOA 6363 | Mote, W. H. Severn, Arthur | The Rt. Honourable William Ewart Gladstone MP | Print |
| WOA 2247 | Sargent, Mr Frederick | Mr Gladstone Introducing The Land Law (Ireland) Bill 7th April, 1881 | Print |
| WOA 3687 | Thomson, J. Gordon | IN STRANGE WATERS | Print |
| WOA 2943 | Dickinson, Mr Lowes Cato Foster | The Home Rule Debate in House of Lords 1893 Gladstone second bill rejected Marquess ofSalisbury speaking | Painting |
| WOA 5843 | Merry, Tom St Stephen's Review | Counting the Chickens before they are hatched St Stephen's Review | Print |
| WOA S627 | Wyon, Edward William | William Ewart Gladstone | Ceramic |
| WOA S559 | | William Ewart Gladstone and David Lloyd George | Ceramic |
| WOA 3396 | Wilson, Thomas Walter Illustrated London News | Mr. Gladstone Bringing Forward the Irish Home Rule Bill in the House of Lords, Feb. 13, 1893 | Print |
| WOA 2674 | Lauder, Charles James | Gladstone Lying-in-State, Westminster Hall 1898 | Drawing |
| WOA 4191 | Merry, Tom St Stephen's Review | Policy hunting - hounds at fault St. Stephen's Review 1886 | Print |
| WOA 3733 | Sargent, Mr Frederick | William Ewart Gladstone 1809-98 | Drawing |
| WOA 3685 | Thomson, J. Gordon | THE RIVAL BALLOT SINGERS | Print |
| WOA 2890 | Wehrschmidt, Daniel Albert Millais, Sir John Everett | Gladstone 1809-98 Prime Minister with grandson ? | Print | 1890 |
|---|---|---|---|---|
| WOA 1165 | Spy | The Rt. Hon. Viscount Gladstone 1854- 1930 | Print | |
| WOA 3690 | Thomson, J. Gordon | 'THE AGREEMENT;' OR, FIGHTING MADE EASY. | Print | 1885 |
| WOA 3423 | Boucher, William Henry Judy Magazine | POOR JOHN BULL In his Last New and Popular Character Judy 1872 | Print | |
| WOA S236 | Woolner, Thomas | William Ewart Gladstone (1809-1898) | Sculpture | |
| WOA 6980 | Spy | "The People's William" | Print | |
| WOA 5377 | Tenniel, John Judy Magazine | THE TRIUMPH OF GREENWICH Judy or the London Serio-Comic Journal 1871 | Print | 1871 |
| WOA 3484 | Wirgman, Theodore Blake | William Ewart Gladstone Prime Minister | Drawing | |
| WOA 7005 | | The Aged Reader - William Ewart Gladstone | Print | |
| WOA 163 | Barlow, Thomas Oldham Millais, Sir John Everett | William Ewart Gladstone | Print | 1881 |
| WOA S713 | Boehm, Sir Joseph Edgar | Bust of Rt Hon William Ewart Gladstone | Sculpture | 1880 |
| WOA 1979 | Chartran, Theobald | Gladstone's Cabinet 1883 including letters and signatures | Print | 1883 |
| WOA 2057 | Spy | The Grand Old Man ( W. E. Gladstone Vanity Fair 1887 ] | Print | 1887 |
| WOA 2315 | Spy | The Rt. Hon. Viscount Gladstone | Print | |
| WOA 243 | Ape | Statesmen No. 2 | Print | 1869 |
| WOA S546 | Doulton & Co (Ltd) | William Ewart Gladstone | Ceramic | |
| WOA 4339 | Cleaver, Reginald Thomas | I do believe we are approaching to a period ... Gladstone | Drawing | |
|---|---|---|---|---|
| WOA 6987 | | William Ewart Gladstone | Print | |
| WOA S226 | | Caricature figure of William Ewart Gladstone 1809 - 98 Prime Minister 1868 -74 1880 -86 and 1892 | Ceramic | |
| WOA 4050 | Unknown | Meeting of Mr Gladstone and his constituents Arrival of the Hustings at Blackheath 26 October 1871 | Drawing | |
| WOA 5554 | Unknown | William Ewart Gladstone | Print | |
| WOA 6298 | Unknown | 3d perspective portrait of Gladstone and Bright | Print | |
| WOA M0643 | Unknown | S. W. Lancashire: Gladstone | Medal | |
| WOA 3656 | Unknown | William Ewart Gladstone, Prime Minister | Drawing | |
| WOA 2938 | Cleaver, Reginald Thomas | William Ewart Gladstone 1809-98 Prime Minister | Drawing | |
| WOA 217 | Pritchett, Robert Taylor | Westminster Hall | Drawing | 1898 |
| WOA 5354 | Low, Sir David | WHAT LIBERALS COULD RESIST US NOW? Gladstone | Drawing | |
| WOA 3944 | Unknown Illustrated London News | The Election Campaign: Mr Gladstone at the Albert Hall, Edinburgh Illustrated London News 1885 | Print | 1885 |
| WOA 5016 | Unknown Illustrated London News | Public Life and Character of Mr. Gladstone (1809-1898) Illustrated London News 1880 | Print | 1880 |
| WOA 5056 | Unknown Illustrated London News | Mr. Gladstone in Midlothian scenes Illustrated London News 1879 | Print | 1879 |
| WOA S39 | Pomeroy, Frederick William | William Ewart Gladstone 1809-98 Prime Minister 1868-74 1880-5 1886 1892-4 | Sculpture | |
| | WOA 4489 | Unknown | Palmerston in the House of Commons and Gladstone and Salisbury in the House of Lords | Print | | |
|---|---|---|---|---|---|---|
| | WOA 4160 | Dickinson, Mr Lowes Cato Foster | Key to The Home Rule Debate in House of Lords 1893 second bill rejected | Print | 1893 | |
| | WOA 1163 | Harcourt, Lewis | William Ewart Gladstone 1809-98 | Photograph | | |
| | WOA 1412 | Dalhean | THE RIVAL CLOWNS: WAITING TO GO ON 1880 | Print | 1880 | |
| Henry Goulburn (1784-1856) | WOA 1549 | Artlett, R. A. after Richmond, George | Henry Goulburn 1784-1856 Chancellor of the Exchequer | Print | 1851 | HALL |
| Sir Thomas Hanmer (1677-1746) | WOA 2717 | Kneller, Sir Godfrey Bt | Sir Thomas Hanmer, Bart. Speaker 1713-14 1677-1746 | Painting | | HOPT |
| | WOA 1531 | Bond, William Kneller, Sir Godfrey Bt | SIR THOMAS HANMER Speaker of the House of Commons 1677-1746 | Print | | |
| Robert Harley, Earl of Oxford (1661-1724) | WOA 2732 | Richardson, Jonathan | Robert Harley Earl of Oxford and Mortimer 1661-1724 Speaker | Painting | | HOPT |
| | WOA 4341 | Smith, Mr John Kneller, Sir Godfrey Bt | Robert Harley, Earl of Oxford 1661- 1724 Speaker | Print | | |
| | WOA 1875 | Simon, John Kneller, Sir Godfrey Bt | The Right Honoble Robert Earl of Oxford & Earl Mortimer Robert Harley 1661-1724 Speaker and Lord Treasurer | Print | | |
| | WOA 707 | Smith, Mr John Kneller, Sir Godfrey Bt Harley, Robert | The Right Hono.ble Robert Earl of Oxford & Earl Mortimer, Baron Harley of Wigmore in the County of Hereford | Print | | |
| Joseph Hume (1777 – 1855) | WOA 3122 | Hodgetts, Thomas Graham, J. | Joseph Hume 1777-1855 Radical M.P. 1818-55 | Print | 1823 | HOPT UCL |
| | | WOA S51 | Ritchie, Alexander Handyside | Joseph Hume 1777-1855 Radical politician | Sculpture | | |
|---|---|---|---|---|---|---|---|
| | James McGarel- | WOA 4808 | Spy | 'Board of Works' Colonel James M. Hogg, M.P. Vanity Fair 1873 | Print | | H E |
| | Hogg, 1st Baron | | | | | | |
| | Magheramorne | | | | | | |
| | (1823 -1890) | | | | | | |
| | | WOA 2637 | Spy | 'Board of Works' Colonel James M. Hogg, M.P. Vanity Fair 1873 | Print | 1873 | |
| | Charles | WOA 1139 | Murphy, Mr John after Romney | The Right Honourable CHARLES LORD HAWKESBURY Earl of Liverpool 1727-1808 | Print | | P H |
| | Jenkinson, 1st | | | | | | |
| | Earl of Liverpool | | | | | | |
| | (aka Lord | | | | | | |
| | Hawkesbury) | | | | | | |
| | (1729-1808) | | | | | | |
| | | WOA 977 | Murphy, Mr John after Romney | The Right Honourable Charles Lord Hawkesbury | Print | | |
| | Robert Banks | WOA 4519 | Robinson, H. after Lawrence | Lord Liverpool | Print | | HOPT |
| | Jenkinson 2nd | | | | | | |
| | Earl of Liverpool | | | | | | |
| | (aka Lord | | | | | | |
| | Hawkesbury) | | | | | | |
| | (1770-1828) | | | | | | |
| | | WOA 4520 | Robinson, H. after Lawrence | Lord Liverpool | Print | | |
| Henry Lascelles, 2nd Earl of Harewood (1767-1841) | | WOA 1021 | | Earl of Harewood | Print | | H E |
| | Edward Littleton, | WOA M0613 | Unknown | Staffordshire: Walhouse (aka Littleton) | Election token | | HALL |
| | 1st Baron | | | | | | |
| | Hatherton | | | | | | |
| | (1791-1863) | | | | | |
|---|---|---|---|---|---|---|
| | William | WOA 1162 | Cruikshank, George | JOHN BRIGHT AND W.A. MACKINNON IN THE DEBATES ON FRANCHISE REFORM, JUNE 1860 | Painting | 1860 |
| | Alexander | | | | | |
| | Mackinnon | | | | | |
| | (1789-1870) | | | | | |
| | Sir Gerald Noel | WOA M0600 | Unknown | Rutland: Colonel Noel M.P. of the Rutland Fencibles | Medal | 1780 |
| | Noel, 2nd Bart | | | | | |
| | (1759-1838) | | | | | |
| | | WOA 1761 | Turner, Mr Charles Beechey, Sir William | Sir Gerard Noel Noel 1759-1838 M.P. for Maidstone and Rutland | Print | 1821 |
| Sir Richard Onslow, Baron Onslow (1654-1717) | | WOA 2698 | Unknown Kneller, Sir Godfrey Bt | Sir Richard Onslow, Bart. Speaker 1708 Baron Onslow 1654-1717 | Painting | |
| Sir Robert Peel (1788-1850) | | WOA S602 | | Sir Robert Peel | Ceramic | |
| | | WOA S622 | | Sir Robert Peel | Ceramic | |
| | | WOA 86 | Dickinson, William Northcote, James | Sir Robert Peel Bart. M.P. | Print | |
| | | WOA S569 | | Sir Robert Peel MP | Ceramic | |
| | | WOA M0566 | | Sir Robert Peel | Medal | 1837 |
| | | WOA M0574 | | Sir Robert Peel | Medal | |
| | | WOA S608 | | Sir Robert Peel | Ceramic | |
| | | WOA S609 | | Sir Robert Peel | Ceramic | |
| | | WOA 391 | Cousins, Samuel Lawrence, Sir Thomas | Sir Robert Peel, Bart. 1788-1850 Prime Minister 1834-1835, 1841-1845 and 1845-1846 | Print | 1850 |
25/01/2020, v2.0 16 1 The History of Parliament Trust biography for Sir Robert Peel Senior, father of the Prime Minister Sir Robert Peel, outlines his links to the cotton trade, and his strong opposition to the abolition of slavery. The elder Peel helped secure a seat in the House of Commons for his son. The Younger Peel also inherited a fortune from his father.
| WOA S566 | | Sir Robert Peel | Ceramic | |
|---|---|---|---|---|
| WOA S568 | | Sir Robert Peel Bart | Ceramic | |
| WOA S567 | | Sir Robert Peel and Cobden- repeal of the Corn Laws | Ceramic | |
| WOA 162 | Lewis, Frederick Christian Lawrence, Sir Thomas | The Right Hon.ble Sir Robert Peel, Bart, M.P. | Print | 1841 |
| WOA L673 | Scanlan, Robert Richard | Sir Robert Peel (1788-1850) | Painting | |
| WOA S562 | | Sir Robert Peel | Ceramic | |
| WOA 2201 | Gillray, James | The Champions of Reform Destroying the Monster of Corruption | Print | 1831 |
| WOA L89 | Pickersgill, Henry William | Sir Robert Peel 1788-1850 Prime Minister 1834-5 1841-6 | Painting | |
| WOA 6005 | Leech, John Punch | Punch's monument to Peel | Print | 1850 |
| WOA 60 | Faed, James Winterhalter, Franz Xaver | The Duke of Wellington and Sir Robert Peel | Print | 1851 |
| WOA 534a | ATN | Sir Robert Peel | Print | |
| WOA 2062 | ATN | A professor of strong languages Sir Robert Peel Vanity Fair 1870 | Print | 1870 |
| WOA 6012 | Leech, John Punch | Russell Following Peel | Print | |
| WOA 5170 | Doyle, John | The Derby Dilly taken in tow by the Patent Safety Peel Lord Derby | Print | 1835 |
| WOA 5331 | Heath, William | A Change in the Peel 1830 | Print | 1830 |
| WOA S617 | Wedgwood | Sir Robert Peel | Ceramic | |
| WOA 3616 | Doyle, John | POLITICAL HARMONICS | Print | 1829 |
| WOA 3604 | Doyle, John | Sir Robert Peel as a Knight | Print | 1830 |
|---|---|---|---|---|
| WOA 160 | Ward, George Raphael Pickersgill, Henry William | Sir Robert Peel, 2nd Bart.1788-1850 | Print | 1851 |
| WOA 5327 | Macpherson, D. | Mr Peel Tours the Rural Districts - Electioneering Sketches 1906 | Drawing | 1906 |
| WOA 949 | Heath, Henry | The Great Corn Doctor Operating on John Bull | Print | |
| WOA S533 | Westmacott, James Sherwood | Sir Robert Peel | Ceramic | 1850 |
| WOA 2066 | Essex, William B. | Rt. Hon. Sir Robert Peel, Bart. 1788- 1850 Prime Minister | Painting | |
| WOA 3790 | Unknown Unknown | Sir Robert Peel | Print | |
| WOA S687 | Noble, Mathew | Sir Robert Peel Bart | Sculpture | 1850 |
| WOA S66 | Noble, Mathew | Sir Robert 2nd Baronet Peel 1788-1850 Prime Minister 1834-5 1841-5 1845-6 | Sculpture | |
| WOA 6966 | Baxter, George | Sir Robert Peel | Print | |
| WOA 102 | Linnell, John Linnell, John | Sir Robert Peel | Print | 1838 |
| WOA 5288 | Unknown Illustrated London News | Leaders of England in 1842 Peel, Wellington, Melbourne, Victoria ... The Illustrated London News 1892 | Print | 1892 |
| WOA 3110 | Unknown | Residence of the Late Sir Robert Peel, Bart. | Print | 1850 |
| WOA 1824 | Faed, James Winterhalter, Franz Xaver | The Duke of Wellington and Sir Robert Peel 1844 | Print | 1844 |
| Admiral Sir George Rodney (1718-1792) | WOA 1816 | Dupont, Gainsborough | Admiral Lord Rodney, K.B. 1719- 92 M.P. for Northampton | Print | 1788 |
|---|---|---|---|---|---|
| John Rolle, 1st Baron Rolle (1750-1842) | WOA 974 | Turner, Mr Charles after Lawrence, Sir Thomas | John Rolle, 1st Baron | Print | |
| George Henry Rose (1771 – 1855) | WOA 3216 | Unknown | (Thought to be) Sir George Henry Rose, Clerk of the Parliament 1818-55 | Painting | |
| William Court Gully, 1st Viscount Selby (1835 – 1909) | WOA 383 | Unknown Dickinson, Mr Lowes Cato Foster | The First Parliament of King Edward VII , February 1901 | Print | 1901 |
| | WOA 665 | Spy 1st Viscount Selby, William Court Gully | Mr Speaker | Print | 1896 |
| | WOA 1973 | Unknown | William Court Gully, 1st Viscount Selby 1835-1909 Speaker | Drawing | |
| | WOA 626 | J. Russell & Sons 1st Viscount Selby, William Court Gully | William Court Gully | Photograph | |
| | WOA 377 | Unknown Sargent, Mr Frederick | The Government Side | Photograph | 1896 |
| | WOA 2243 | Unknown Dickinson, Mr Lowes Cato | House of Commons Lobby 1901 Speaker's procession | Print | 1902 |
| | WOA 3135 | Dickinson, Mr Lowes Cato Foster | House of Commons 1899 | Print | 1899 |
| | WOA 1573 | Castaigne, Andre | House of Commons at Prayers 1903 | Print | 1903 |
| | WOA 3224 | Reid, Sir George | William Court Gully, Viscount Selby 1835-1909 Speaker | Painting | |
|---|---|---|---|---|---|
| | WOA 378 | Unknown Dickinson, Mr Lowes Cato Foster | The Fourteenth Parliament of Queen Victoria 1895-1901 | Print | 1899 |
| | WOA 4262 | Spy | Mr. Speaker W. C. Gully 1835-1909 Vanity Fair 1896 | Print | 1896 |
| | WOA 2435 | The Autotype Company Wells, Henry Tanworth | William Court Gully, 1st Viscount Selby 1835-1909 Speaker | Print | |
| | WOA 1174 | Unknown | The Rt. Honble Wm Court Gully Speaker 1895-1905 | Print | |
| Charles Talbot (1685-1737) | WOA 2453 | Houbraken, Jacobus Vandrebanc, Peter | Charles Talbot, Lord Talbot of Hensol 1685-1737 Lord Chancellor, 1733-7 | Print | 1739 |
People who campaigned for the abolition of the transatlantic slave trade and slavery
| Depicted | WOA Number | Artist | Title | Medium | Year |
|---|---|---|---|---|---|
| | | | | | created |
| William Wilberforce MP | WOA 4374 | Rising, John | William Wilberforce 1759-1833 M.P. 1780- 1825 | Photograph | |
| | WOA 3117 | Hodges, Charles Howard Rising, John | William Wilberforce 1759-1833 | Print | |
| | WOA 4736 | Holl, William Holl, F Stewart, J | William Wilberforce M.P. 1759-1833 | Print | |
| | WOA 4509 | Say, William Slater, Joseph | William Wilberforce M.P. 1759-1833 | Print | |
| | WOA 159 | Cousins, Samuel Richmond, George | William Wilberforce 1759-1833 | Print | |
| | WOA 1161 | Richmond, George | WILLIAM WILBERFORCE, M.P. 1759-1833 | Drawing | |
| | WOA 2675 | Richmond, George | William Wilberforce 1759-1833 | Painting | |
|---|---|---|---|---|---|
| | WOA 6071 | Richmond, George | William Wilberforce M.P | Painting | 1833 |
| | WOA 96 | Holl, William Holl, F Lawrence, Sir Thomas | William Wilberforce | Print | |
| Sir Thomas Fowell Buxton MP | WOA 1714 | Unknown Briggs, Henry Perronet | Sir Thomas Fowell Buxton, Bart. 1786- 1845 M.P. for Weymouth 1818-37 | Print | |
| | WOA 4588 | Robinson, H. Richmond, George | Sir Thomas Fowell Buxton M.P. 1786-1845 | Print | |
| Stephen Lushington MP | WOA 6772 | Wivell, Abraham | Portrait of the Hon. Stephen Lushington | Oil painting | |
| Thomas Clarkson | WOA 1810 | Turner, Mr Charles Chalon, Alfred Edward | Thomas Clarkson 1760-1846 Slavery Abolitionist | Print | |
| The Earl of Mansfield (William Murray MP) | WOA 7549 | Martin, David | Portrait of William Murray, 1st Earl of Mansfield (1705-93) | Oil painting | |
| William Smith MP | WOA 1772 | William Camden Edwards after org by Henry Thompson | William Smith 1756-1835 Slavery Abolitionist | Painting | |
| Charles Gilpin MP | WOA 2620 | Capital Punishment Charles Gilpin M.P. Vanity Fair 1873 | Delfico, Melchiorre | Colour lithograph | 1873 |
| 1st Baron Brougham and Vaux (Henry Brougham MP) | WOA M0615 | Mills, F | Westmorland: Henry Brougham 1818 | Stamped sculpture | |
| | WOA M0614 | Halliday, F | Camelford: Henry Brougham: 1812 | Stamped sculpture |
|---|---|---|---|---|
| | WOA 2520 | Murray, John George Porter, John Bowyer, Mr Robert | Henry Peter Brougham, Baron Brougham and Vaux 1778-1868 Lord Chancellor | Print |
| | WOA 1788 | Meyer, Mr Henry Hoppner Ramsay, J. | Henry Peter Brougham Lord Brougham and Vaux 1778-1868 Lord Chancellor 1830-34 | Print |
| | WOA 6200 | Phillips, Thomas | Henry Peter Brougham, Baron Brougham and Vaux 1778-1868 | Painting |
| | WOA 5229 | Doyle, John A. Ducote and Stephens | THE CELEBRATED VAUX - HALL PERFORMER ON THE TIGHT ROPE | Print |
| | WOA 2201 | Gillray, James | The Champions of Reform Destroying the Monster of Corruption | Print |
| | WOA S751 | Herbert, John Rogers | Henry Brougham | Sculpture |
| | WOA 5221 | Doyle, John McLean, Thomas | The Schoolmaster at Home | Print |
| | WOA 3658 | Dickinson, J. | A SKETCH. Taken in the House of Lords | Print |
| | WOA S14 | Behnes, William | Henry Peter Brougham 1st Baron Brougham and Vaux 1778-1868 Defended Queen Caroline at her trial Lord Chancellor 1830-4 | Sculpture |
| | WOA 966 | Grierson, George | Brougham | Print |
| Olaudah Equiano | WOA S758 | Symington, Christy | OLAUDAH EQUIANO – African, slave, author, abolitionist | Sculpture |
| Lord Derby (Edward Smith- Stanley MP) | WOA 104 | Cousins, Mr Henry Briggs, Henry Perronet | Edward Stanley | Print |
| | WOA S634 | Unknown | Edward Stanley, Earl of Derby | Ceramic |
| | WOA M0579 | Unknown | Lord Derby | Medal |
| | WOA 161 | Lewis, Frederick Christian | The Right Hon.ble Lord Stanley M.P. | Print |
| | WOA 1046 | Unknown | Lord Derby's Third Cabinet, 1867 | Print |
|---|---|---|---|---|
| Henry Vincent | WOA 1753 | Unknown | Henry Vincent Chartist Agitator 1813-1878 | Print |
| Sir Charles Manners Sutton, 1st Viscount Canterbury MP | WOA 2692 | Graves, Frederick Percy Pickersgill, Henry William | Charles Manners Sutton, Esq.re Speaker 1817 to 1834 Viscount Canterbury 1780- 1845 | Painting |
| | WOA 716 | Cousins, Samuel Pickersgill, Henry William Manners- Sutton, Charles | The Right Hon.ble Sir Charles Manners Sutton, G.C.B. Speaker of the House of Commons | Print |
| Samuel Whitbread MP | WOA 183 | Reynolds (the Elder), Mr Samuel William Opie, John | Samuel Whitbread | Print |
| Thomas William Coke, 1st Earl of Leicester MP | WOA 565 | Tho.s William Coke Esq MP for Norfolk | Turner, Mr Charles after Barber, Thomas | Print |
Other items related to the transatlantic slave trade and slavery in the Parliamentary Art Collection
| Subject | WOA | Artist | Title | Medium | Year |
|---|---|---|---|---|---|
| | | | | | created |
| William Wilberforce Abolitionist MP | WOA M0657 | Unknown | Yorkshire Election ticket | Medal | |
| Anti-slavery token | WOA M0656 | Unknown | Anti-slavery token | Medal | |
| Depicts enslaved people | WOA S710 | Unknown | Speaker’s coach | Sculpture | |
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Student Name: __________________________ Score:
1. How do you represent 25% in decimal form?
Answer: ___________________
2. How many decimal places will 1.1 6 have?
Answer: ___________________
3. What number needs to be added to 2.999 to get 3?
Answer: ___________________
4. What number should be subtracted from 2.999 to get 2?
Answer: ___________________
5. How do you represent three fourth in decimal form?
Answer: ___________________
6. If an integer is divided by any decimal less than 1 but greater than -1 but not zero, would the quotient be less than or greater than an integer?
Answer: ___________________
7. How do you represent 50% in decimal form?
Answer: ___________________
8. Are 1.1 and 1.10 the same?
Answer: ___________________
Decimals Trivia
Free Math Worksheets @ http://www.mathworksheets4kids.com
Student Name: __________________________ Score:
Answers
1.
How do you represent 25% in decimal form?
Answer: 0.25
2. How many decimal places will 1.1 6 have?
Answer: 6
3. What number needs to be added to 2.999 to get 3?
Answer: 0.001
4. What number should be subtracted from 2.999 to get 2?
Answer: 0.999
5. How do you represent three fourth in decimal form?
Answer: 0.75
6. If an integer is divided by any decimal less than 1 but greater than -1 but not zero, would the quotient be less than or greater than an integer?
Answer: Greater than an integer
7. How do you represent 50% in decimal form?
Answer: 0.5
8. Are 1.1 and 1.10 the same?
Answer: Yes
Free Math Worksheets @ http://www.mathworksheets4kids.com
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CBSE Class 09 English Language and Literature
NCERT Solutions Beehive Chapter 9 The Bond of Love
Playful Baba; Pain of Separation; Joy of Reunion; A Request to the Zoo;
An Island in the Courtyard
(ii) In the above lines, 'him' refers to the sloth bear and 'her' refers to the narrator's wife.
CAREER POINT Page No:119 Thinking about the Text Some headings are given below. Find the relevant paragraphs in the text to match them. An Orphaned Cub; Bruno's Food-chart; An Accidental Case of Poisoning; Ans: An Orphaned Cub – para 3 Bruno's Food-chart – para 6 An Accidental Case of Poisoning – para 8 Playful Baba – para 12 Pain of Separation – para 14 Joy of Reunion – para 16 A Request to the Zoo – para 18 An Island in the Courtyard – para 21 II. Answer the following questions: 1."I got him for her by accident." (i) Who says the above lines? (ii) Who do 'him' and 'her' refer to? (iii) What is the incident referred to here? Ans: (i) The narrator says the above lines.
(iii) The incident referred to here is as follows: Two years ago the narrator and his companions were passing through the sugarcane fields near Mysore. They saw some people shooting at wild pigs, to keep them away from the fields. Suddenly, a black sloth bear came out. One of the narrator's companions shot it on the spot. As they were looking at the fallen animal, they were surprised to see that the black fur on its back started moving, leaving the body. They realised that it was a baby bear that had been riding on its mother's back. The narrator succeeded in capturing it. He carried it to Bangalore and gifted it to his wife.
2. "He stood on his head in delight." (i) Who does 'he' refer to? (ii) Why was he delighted? Ans: (i) 'He' refers to the bear, Bruno. (ii) Bruno was shifted to a zoo. After three months when the narrator's wife went to visit him, he recognised her and was very delighted. When she petted him through the bars, he stood on his head in delight. 3. "We all missed him greatly: but in a sense we were relieved." (i) Who does 'we all' stand for? (ii) Who did they miss? (iii) Why did they nevertheless feel relieved? Ans: (i) 'We all' stands for the narrator, his wife, their son and their friends. (ii) They missed Bruno (Baba). (iii) When Bruno was sent to a zoo, they missed his sweet, mischievous and playful nature. But at the same time they felt relieved because he was getting too big to be kept at home. III. Answer the following questions in 30 to 40 words each: 1. On two occasions Bruno ate / drank something that should not be eaten / drunk. What happened to him on these occasions? Ans: On the first occasion Bruno, accidentally, ate some poison called barium carbonate. He was paralyzed and could not stand on his feet. He was weakening rapidly. The vet injected him twice and after thirty minutes Bruno got up and had a great feed. In the next incident, he drank nearly one gallon of old engine oil but luckily it had no ill effects on him.
2. Was Bruno a loving and playful pet? Why, then, did he have to be sent away?
Ans: Yes, Bruno was a loving and playful pet. Bruno had grown many times the size he was when he came and was getting too big to be kept at home. So they had to send him to the zoo.
3. How was the problem of what to do with Bruno finally solved?
Ans: Bruno was not happy at the zoo. He was fretting. The narrator's wife came to see him after three months. He recognised her and howled with happiness. On seeing Bruno's deep attachment towards the narrator's wife, Bruno was allowed to go back to Bangalore. There, an island was made for Bruno, keeping all its needs in mind.
| f___ld | ingred ___nts | h ___ght | misch ___vous |
|---|---|---|---|
| fr ___nds | ___ghty-seven | rel ___ved | p ___ce |
| field | ingredients | height | mischievous |
|---|---|---|---|
| friends | eighty-seven | relieved | R piece |
| bel___ ve | rec ___ve | w ___rd | l ___sure | s ___ze |
|---|---|---|---|---|
| w ___ght | r ___gn | R f ___gn | gr ___f | p ___rce |
CAREER POINT Thinking about Language I. 1. Find these words in the lesson. They all have ie or ei in them. Ans: 2. Now here are some more words. Complete them with ei or ie . Consult a dictionary if necessary. (There is a popular rule of spelling: 'i' before 'e' except after 'c'. Check if this rule is true by looking at the words above.) Ans:
Page No: 120
II. Here are some words with silent letters. Learn their spelling. Your teacher will
dictate these words to you. Write them down and underline the silent letters.
| knock | wrestle | walk | wrong |
|---|---|---|---|
| knee | half | honest | daughter |
| hours | return | hornet | calm |
| could | sign | island | button |
| Knock | Wrestle | Walk | Wrong |
|---|---|---|---|
| Knee | Half | Honest | Daughter |
| Hours | Return | Hornet | Calm |
| Could | Sign | Island | Button |
Hold him everybody! In goes the hypodermic – Bruno squeals – 10 c.c. of the antidote enters his system without a drop being wasted. Then minutes later: condition unchanged! Another 10 c.c. injected! Ten minutes later: breathing less stertorous – Bruno can move his arms and legs a little although he can not stand yet. Thirty minutes later: Bruno gets up and has a great feed! He looks at us disdainfully, as much as to say, 'What's barium carbonate to a big black bear like me?' Bruno is still eating.
CAREER POINT Ans: IV. 1. The Narrative Present Notice the incomplete sentences in the following paragraphs. Here the writer is using incomplete sentences in the narration to make the incident more dramatic or immediate. Can you rewrite the paragraph in complete sentences? (You can begin: The vet and I made a dash back to the car. Bruno was still floundering…) (i) A dash back to car. Bruno still floundering about on his stumps, but clearly weakening rapidly; some vomitting, heavy breathing, with heaving flanks and gaping mouth.
(ii) In the paragraphs above from the story the verbs are in the present tense (eg. hold, goes, etc.). This gives the reader an impression of immediacy. The present tense is often used when we give a commentary on a game (cricket, football, etc.), or tell a story as if it is happening now. It is, therefore, called the narrative present.
You will read more about the present tense in Unit 10.
Ans: (i) The vet and I made a dash back to the car. Bruno was still floundering about on his stumps, but clearly he was weakening rapidly. He had some vomiting and was breathing heavily with heaving flanks and gaping mouth. Everybody was asked to hold him. The hypodermic was injected into Bruno, who squealed. 10 c.c. of antidote entered his system without a drop being wasted. Even after ten minutes, his condition was unchanged. Another 10 c.c. was injected into him. Ten minutes later, his breathing became less stertorous. Now Bruno was able to move his arms and legs a little although he could not stand yet. Thirty minutes later, Bruno got up and had a great feed. He looked at us disdainfully, as much as to say, 'What's barium carbonate to a big black bear like me?' Bruno was still eating. 2. Adverbs Find the adverbs in the passage below. (You've read about adverbs in Unit 1.) We thought that everything was over when suddenly a black sloth bear came out panting in the hot sun. Now I will not shoot a sloth-bear wantonly but, unfortunately for the poor beast, one of my companions did not feel that way about it, and promptly shot the bear on the spot. (i) Complete the following sentences, using a suitable adverb ending in –ly. (a) Rana does her homework ___. (b) It rains ___in Mumbai in June. (c) He does his work ___. (d) The dog serves his master ___. (ii) Choose the most suitable adverbs or adverbial phrases and complete the following sentences.
(a) We should ___get down from a moving train. (never, sometimes, often)
(b) I was ___in need of support after my poor performance. (badly, occasionally, sometimes)
(c) Rita met with an accident. The doctor examined her ___. (suddenly, seriously, immediately)
Ans: We thought that everything was over when suddenly a black sloth bear came out panting in the hot sun. Now I will not shoot a sloth-bear wantonly but, unfortunately for the poor beast, one of my companions did not feel that way about it, and promptly shot the bear on the spot.
(i) (a) Rana does her homework punctually. (b) It rains heavily in Mumbai in June. (c) He does his work properly. (d) The dog serves his masterfaithfully. (ii) (a) We should never get down from a moving train. (b) I was badly in need of support after my poor performance. (c) Rita met with an accident. The doctor examined her immediately. 3. Take down the following scrambled version of a story, that your teacher will dictate to you, with appropriate punctuation marks. Then, read the scrambled story carefully and try to rewrite it rearranging the incidents. A grasshopper, who was very hungry, saw her and said, "When did you get the corn? I am dying of hunger." She wanted to dry them. It was a cold winter's day, and an ant was bringing out some grains of corn from her home. She had gathered the corn in summer. "I was singing all day," answered the grasshopper. "If you sang all summer," said the ant, "you can dance all winter." "What were you doing?" asked the ant again. The grasshopper replied, "I was too busy." "I collected it in summer," said the ant. "What were you doing in summer? Why did you not store some corn?" Ans: It was a cold winter's day, and an ant was bringing out some grains of corn from her home. She had gathered the corn during the summer. She wanted to dry them. A grasshopper, who was very hungry, saw her and asked her, "When did you get the corn? I am dying of hunger." "Please could you give me some?"
"I collected it in summer," said the ant. "What were you doing in summer? Why did you not store some corn?", questioned the ant.
The grasshopper replied sadly, "I was too busy."
"What were you doing?" asked the ant again.
"I was singing all day," answered the grasshopper.
"If you sang all summer," said the ant sarcastically, "you can dance all winter," and she went away.
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Bull Associations Confirmed Using Tracking Data By Robin Cook
Strong social bonds among male mammals are uncommon, usually influenced by reproductive opportunities or activity patterns. Elephant bulls generally leave their maternal herds during adolescence (12-13 years of age) and either associate in all-male herds or wander alone. But what is the science behind the formation of these all-male herds? Are the bulls associating themselves with fellow bulls of the same age and do the ages vary in these all-bull groups? Focusing on the movement patterns of our collared bulls over the past 4 months, we have seen numerous associations between various individuals. During October and November of 2014, Classic and Gower moved side by side one another, venturing only a few hundred metres apart (Figure A). Then in December 2014, Gower and Proud began to move together for a few weeks, eventually separating just before the turn of the New Year (Figure B). And then as recent as last week, a region of no more than 200m wide was occupied by Proud, Tussle, Matambu, Gower and Classic over a period of an hour (Figure C).
Therefore it is evident that associations between bulls are continuously occurring. Generally, bulls using the same area associate frequently in these all-male groups. Older bulls such as Classic serve as important information sources in bull society, providing important ecological and social knowledge to younger bulls. Research has shown that bulls aged between 20 and 29 (such as Tussle) regularly associate themselves with bulls over the age of 30. Furthermore, it is evident that bulls of similar ages tend to associate with one another, as we can see with Gower and Proud, and often form stable associations that can be seen over the years.
We are only now starting to understand the social aspects involved in elephant bull societies and the complexities surrounding their associations. We can now begin to appreciate the importance of older bulls such as Classic as information sources for their younger associates and why they are vital in a functioning elephant society.
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LEMONADE IN WINTER
by Emily Jenkins and G. Brian Karas
Ages: 3-7; Grades: PreK-2
Themes: Friendship, Math and Counting
Running Time: 12 minutes
NEW! COMMMON CORE CONNECTIONS:
CCSS.Math.Content.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
SUMMARY
Pauline and John John think it's a perfect day for a lemonade stand – even though it's the middle of winter, even though a mean wind blows, and even though the streets are covered with snow and ice. Their parents aren't so sure, but the entrepreneurial siblings push ahead, squeezing lemons and limes, making signs, and setting up their lemonade stand. As business flags, the brother and sister team do whatever it takes to attract more customers. When they finally close up shop, it's time to count the money. Will they come out ahead? It depends on who you ask!
OBJECTIVES
* Students will create their own math problems.
* Students will solve everyday math problems that involve money.
* Students will engage in a text-dependent discussion.
LEMONADE IN WINTER
BEFORE VIEWING ACTIVITIES
* In what types of situations do you have to use math or counting in your life?
Brainstorm with students about how math is used in everyday life. Guiding questions:
* Why is it important to understand different kinds of math?
* Have you used math today? When?
* What kinds of jobs do you need to be a good mathematician for?
Post students' answers. Point out that much of our every day math involves counting and using money. List with the students the things that we need money for. As the list becomes exhaustive, say, "So we need money for almost everything, but how do we get money?" Tell students that they will be watching a movie about a boy and girl who want to earn some money, so they decide to have a lemonade stand. Encourage them to pay attention to find out whether they make or lose money in the end.
Common Core Connection Activities:
* How much is 1¢ + 5¢?
Review, or introduce, money basics including the names and values of coins and bills. Give students plastic or paper manipulatives to use as you walk them through basic money math problems. Examples:
* How much is 2 quarters worth?
* How many quarters in a dollar?
* How many dimes in 50¢?
Discuss the setting of the movie, and its importance to the story.
* This movie is called, Lemonade in Winter. What is strange about that title?
Guiding questions:
* Can you predict the setting of this movie?
AFTER VIEWING ACTIVITIES
Common Core Connection Activities:
Establish a Class Store. Use empty cartons or boxes, or laminated magazine photos, to represent items for sale. Print and laminate paper coins and dollars. Give students time to work in the store in small groups during math centers or independent work time. Consider:
* Have students solve problems such as: What three items cost less than $10 total? How many ________ can you buy with $5? If you paid $1 for three ________, how much change would you get?
* Have one student act as the cashier and the others as shoppers. The shoppers record their purchases and add up how much they spent. The cashier keeps track of how much money the store has made and makes change.
Discuss Pauline's and John John's different emotions at the end of the story. Guiding questions:
* What causes Pauline to be upset? (The children lost money.)
* How does Pauline feel when they count their money? (sad, upset) What evidence in the movie shows you her emotions? (She begins to cry.)
* How does John John feel? (fine, happey) What evidence in the movie shows you his emotions? (He doesnʼt cry, he suggests buying popsicles)
* What does Pauline teach John John? (How to understand money, strategies for selling a product).
* What is something that might sell better in the winter? Why?
* Do you think that people would buy lemonade in winter? Why or why not?
* Why do you think John John feels differently than Pauline? (John John doesnʼt understand how money works. He isnʼt bothered that they have less than what they started with.) What in the movie makes you think that? (Throughout the movie, as Pauline explains money to John John, he says, "Thatʼs money!" which shows that he doesnʼt understand that different amounts of money have different values.)
* What does John John teach Pauline? (Optimism, seeing the bright side, having fun in the face of adversity)
* What challenges do you think the setting will present?
Have a class bake sale. Ask students to calculate how much they spent on the materials to make their baked items. Then have them figure out how much to charge per item to make their money back, as well as how much to charge to make a profit. Strategize ways to boost their sales, such as advertising or lowering the price. After the bake sale, have students calculate whether they earned or lost money, and how much.
This guide may be photocopied for free distribution without restriction
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