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社會正義、差異政治、以及溝通民主
郭秋永
中央研究院人文社會科學研究中心研究員
「公民」原本就是超越「差異性」而邁向「普遍性」的一個概念。然而，「公 民」概念所在標榜的「普遍性」，實際上隱藏著其所要超越的或其所要拋棄的「差 異性」，從而常使一些社會運動人士陷入「普遍性的弔詭」或「差異性的弔詭」： 在一方面，為了求得公平對待，必須否認差異性（或強調普遍性）；在另一方 面，為了能夠矯正不利處境或獲得補償，則需強調差異性（或否認普遍性）。 顯而易見的，這種「普遍性的弔詭」或「差異性的弔詭」，密切關連著社會正 義與民主政治的重要議題。民主政治中的社會正義，究竟意指執政者應該依據 「普遍性」的公民觀念，「平等而無差異地公平對待所有公民」，還是意指執政 者應該根據「差異性」的公民觀念，「濟弱扶傾地差別對待所有公民」呢？本 文企圖透過 Iris Marion Young 倡議的「差異政治」，評述社會正義與民主政治 之間的密切關連。
關鍵字：分配典範、差異政治、社會正義、民主政治、溝通民主
Social Justice, Politics of Difference, and Communicative Democracy
Chiu-yeoung Kuo
Research Fellow
Research Center for Humanities and Social Sciences, Academia Sinica
ABSTRACT
'Citizenship' is originally a concept of surmounting the idea of 'difference' and marching toward the idea of 'universality'. However, the idea of 'universality' implies the idea of 'difference', thus it often makes some social movements fall into the 'dilemma of universality' or the 'dilemma of difference': on the one hand, in order to try to achieve fairness, they must deny the idea of difference (or emphasize the idea of universality), but on the other hand, in order to correct some unfavorable situations of the oppressed, they need to emphasize the idea of difference (or deny the idea of universality). Obviously, this dilemma is closely connected to the important topics of social justice and democracy. Does the concept of social justice in a democracy mean that the authorities should equally treat all citizens, or that the authorities should differently treat all citizens and create the greatest benefit for the least advantaged? This article seeks to present a systematic interpretation of the relationship between social justice and democracy by examining Iris Marion Young's theory of 'politics of difference'.
Key Words: distributive paradigm, politics of difference, social justice, democracy, communicative democracy
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How Much Should I Feed My Puppy? Guidelines for Bland Diet 1 cup = 50% Chicken 50% Rice = 270 kcal
Under 4 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY |
|---|---|---|
| 2lb | 190 | 1/2 |
| 5lb | 380 | 1 |
| 8lb | 565 | 1 & 1/2 |
| 10lb | 660 | 1 & 3/4 |
| 15lb | 875 | 2 & 1/3 |
| 20lb | 1130 | 3 |
| 30lb | 1505 | 4 |
| 40lb | 1880 | 5 |
4-9 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 141 | 3/8 - 1/2 | 1/2 |
| 5lb | 330 | 7/8 | 1 & 1/4 |
| 8lb | 470 | 1 & 1/4 | 1 & 3/4 |
| 10lb | 565 | 1 & 3/8 - 1 & 1/2 | 2- 2 & 1/8 |
| 15lb | 750 | 2 | 2 & 3/4 |
| 20lb | 940 | 2 & 1/3 - 2 & 1/2 | 3 & 1/2 |
| 30lb | 1250 | 3 & 1/4 - 3 & 1/2 | 4 & 2/3 |
| 40lb | 1505 | 4 - 4 & 1/4 | 5 & 5/8 |
| 50lb | 1785 | 4 & 3/4 - 5 | 6 & 2/3 |
| 60lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 70lb | 2350 | 6 & 1/4 - 6 & 1/3 | 8 & 2/3 - 8 & 3/4 |
10-12 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 125 | 1/3 | 3/8 |
| 5lb | 250 | 2/3 | 7/8-1 |
| 8lb | 375 | 1 | 1 & 3/8 |
| 10lb | 470 | 1 & 1/8 - 1 & 5/8 | 1 & 3/4 |
| 15lb | 565 | 1 & 1/2 - 1 & 5/8 | 2 - 2 & 1/8 |
| 20lb | 750 | 2 | 2 & 3/4 |
| 30lb | 1000 | 2 & 2/3 | 3 & 2/3 -3 & 3/4 |
| 40lb | 1220 | 3 & 1/4 - 3 & 1/3 | 4 & 1/2 |
| 50lb | 1410 | 3 & 3/4 - 4 | 5 & 1/4 |
| 60lb | 1690 | 4 & 1/3 - 4 & 1/2 | 6 & 1/4 |
| 70lb | 1880 | 5 | 7 |
| 80lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 100lb | 2445 | 6 & 1/2 - 6 & 2/3 | 9 |
|---|---|---|---|
| 120lb | 2820 | 7 & 1/3 - 7 & 2/3 | 10 & 3/8 |
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The Weather in Chicago
Friday, 21 October
| | 5° | | | | |
|---|---|---|---|---|---|
| Atmospheric Overview | | Clear | Sunny intervals | Sunny | Clear |
| Wind | | 14 mph N | 15 mph N | 13 mph N | 11 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 75 % | 73 % | 42 % | 45 % |
| Atmospheric Pressure | | 1022 hPa | 1022 hPa | 1022 hPa | 1020 hPa |
| Snowline | | 1500 m | 1300 m | 1200 m | 1300 m |
| Saturday, 22 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Overcast | Sunny | Cloudy | Clear |
| Wind | | 7 mph NW | 4 mph SW | 11 mph SW | 4 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 59 % | 57 % | 42 % | 49 % |
| Atmospheric Pressure | | 1021 hPa | 1020 hPa | 1017 hPa | 1014 hPa |
| Snowline | | 1300 m | 1800 m | 2100 m | 3100 m |
| Sunday, 23 October | | | | | |
| | 25° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Clear | Sunny | Sunny | Clear |
| Wind | | 6 mph W | 7 mph S | 20 mph SW | 22 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 67 % | 75 % | 47 % | 64 % |
| Atmospheric Pressure | | 1015 hPa | 1014 hPa | 1008 hPa | 1015 hPa |
| Snowline | | 3300 m | 3200 m | 3500 m | 3200 m |
| Monday, 24 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 7° | | | | |
| Atmospheric Overview | | Partly cloudy | Sunny | Sunny | Clear |
| Wind | | 11 mph N | 8 mph NW | 8 mph NW | 1 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 69 % | 70 % | 26 % | 32 % |
| Atmospheric Pressure | | 1022 hPa | 1027 hPa | 1028 hPa | 1026 hPa |
| Snowline | | 2700 m | 2700 m | 2900 m | 3200 m |
1 / 2
Powered by TCPDF (www.tcpdf.org)
The Weather in Chicago
Tuesday, 25 October
| | 14° | Early morning | Morning | Afternoon | Night |
|---|---|---|---|---|---|
| | 8° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Heavy rain | Overcast |
| Wind | | 6 mph S | 8 mph SE | 13 mph SE | 19 mph SE |
| Rain | | 0 mm | 0 mm | 3.7 mm | 1.8 mm |
| Relative Humidity | | 39 % | 36 % | 74 % | 64 % |
| Atmospheric Pressure | | 1026 hPa | 1027 hPa | 1026 hPa | 1021 hPa |
| Snowline | | 3200 m | 2800 m | 3100 m | 3400 m |
| Wednesday, 26 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 10° | | | | |
| Atmospheric Overview | | Light rain | Heavy rain | Light rain | Overcast |
| Wind | | 16 mph SE | 12 mph S | 3 mph NW | 13 mph N |
| Rain | | 1.1 mm | 5.7 mm | 6.7 mm | 0 mm |
| Relative Humidity | | 60 % | 81 % | 81 % | 83 % |
| Atmospheric Pressure | | 1019 hPa | 1016 hPa | 1015 hPa | 1018 hPa |
| Snowline | | 3300 m | 3100 m | 3300 m | 3300 m |
| Thursday, 27 October | | | | | |
| | 12° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Overcast | Overcast |
| Wind | | 9 mph N | 5 mph N | 14 mph N | 8 mph NW |
| Rain | | 0 mm | 0 mm | 0.3 mm | 0.1 mm |
| Relative Humidity | | 93 % | 94 % | 85 % | 90 % |
| Atmospheric Pressure | | 1020 hPa | 1022 hPa | 1018 hPa | 1020 hPa |
| Snowline | | 3400 m | 3300 m | 3800 m | 4100 m |
| Friday, 28 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Cloudy | Sunny intervals | Cloudy | Light rain shower |
| Wind | | 4 mph W | 8 mph S | 17 mph S | 8 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 2.5 mm |
| Relative Humidity | | 95 % | 96 % | 65 % | 88 % |
| Atmospheric Pressure | | 1019 hPa | 1018 hPa | 1015 hPa | 1014 hPa |
| Snowline | | 4100 m | 3800 m | 3700 m | 3600 m |
2 / 2
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Primary Works – Individual Short Stories
Magona, Sindiwe. "A Drowning in Cala."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 1‐18. Print.
‐‐‐. "A Peaceful Exit."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 86‐106. Print.
‐‐‐. "A State of Outrage."A State Of Outrage and Other Stories.Ed. Andries Oliphant. Cape Town: Mashew Miller Longman, 2009. 89‐101. Print.
‐‐‐. "A State Of Outrage."Opening Spaces.Ed Yvonne Vera. Harare: Baobob, 1999. 114‐27. Print.
‐‐‐. "Beautiful Balding."New Internationalist326 (August 2000): 26. Print.
‐‐‐. "Bhelekazi's Father."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 148‐63. Print.
‐‐‐. "Clawing at Stones."The Spirit of Writing: Classic and Contemporary Essays Celebrating the Writing Life.Ed. Mark Waldman. New York: Tarcher/Putnam, 2001. 7‐13. Print.
‐‐‐. "Comrade, Heal Yourself!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 39‐64. Print.
‐‐‐. "Flight."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 59‐61. Print.
‐‐‐. "House‐Hunting Unlike Soweto."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 19‐26. Print.
‐‐‐. "I'm Not Talking About That, Now."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 65‐85. Print.
‐‐‐. "It was Easter Sunday the day I went to Netreg."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 95‐105. Print.
‐‐‐. "Leave‐Taking."Nobody Ever Said AIDS: Poems and Stories from Southern Africa.Eds. Nobantu Rasebotsa, Meg Samuelson, and Kylie Thomas. Cape Town: Kwela Books, 2004. 124‐41. Print.
‐‐‐. "Lulu."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 87‐94. Print.
‐‐‐. "MaDlomo."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 106‐16. Print.
‐‐‐. "Mama Afrika, A Parable."New Internationalist307 (Nov. 1998): 22‐4. Print.
‐‐‐. "Man Lands on the Moon."Twist.Cape Town: Oshun Books, 2006. 1‐7. Print.
‐‐‐. "Modi's Bride."African Love Stories – An Anthology.Ed. Ama Ata Aidoo. Oxfordshire: Ayebia, 2006. 135‐48. Print.
‐‐‐. "Nosisa."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 72‐86. Print.
‐‐‐. "Now That the Pass Has Gone."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 143‐55. Print.
‐‐‐. "Possession."New Internationalist244 (June 1993): 20‐1. Print.
‐‐‐. "Push: A Short Story."NKA Journal of Contemporary African Art1994.1 (1994): 43. Print.
‐‐‐. "Push‐Push!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 27‐38. Print.
‐‐‐. "Scars of Umlungu."New Internationalist230 (April 1992): 8‐9. Print.
‐‐‐. "The Hand That Kills."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 126‐39. Print.
‐‐‐. "The most exciting day of the week."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 62‐71. Print.
‐‐‐. "The Sacrificial Lamb."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 140‐7. Print.
‐‐‐. "The Widow."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 107‐25. Print.
‐‐‐. "Women at Work."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 1‐56. Print.
‐‐‐. "Two little girls and a city."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 117‐42. Print.
‐‐‐. "Walking on the Moon."New Internationalist265 (March 1995). Web. 7 May 2013. www.newint.org
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Lagarostrobos franklinni
Huon Pine
What is Huon pine?
The Huon pine Lagarostrobos franklinii is a conifer and is endemic to Tasmania. It is the only member of the genus Lagarostrobos. Related species from the family Podocarpaceae, originating from the ancient supercontinent Gondwana, are found in Chile, Malaysia and New Zealand.
How long does it live?
The Huon pine is Australia's oldest living tree and is one of the oldest living organisms on earth. Individuals have been known to reach an age of 3,000 years. Fossil records from a tree found in the south-west of Tasmania were dated at 3,462 years. (Carder A., 1995). Only the bristle-cone pine of North America exceeds it in age.
Growth rate and reproduction
The Huon pine grows at the incredibly slow rate of between 0.3 – 2 mm per year in diameter. Despite such slow growth the tree may attain heights of 40 m and commonly reaches 20 m to 25 m in height. The foliage of the Huon pine consists of tiny scales closely pressed to the stalk.
Huon pines produce pollen and seeds from small cones that are about 3 mm long. Male and female cones are produced on separate trees. A small number of trees produce both male and female cones, though this is quite rare.
Reproduction occurs in 'mast years'. Every 5 – 7 years a mass seeding occurs. Seeds are dispersed a short distance around the tree except where they land in water and are transported downstream. Huon pines also reproduce vegetatively. They do this by layering. Tree branches reaching the ground start to root and establish themselves as a new tree, which eventually breaks away from the parent. Branches breaking off trees can also take root.
Where does it grow?
Huon pines are found in the west and southwest of Tasmania where they grow among river-bank rainforest and also in a few subalpine lake shore forests. They are usually killed by fire and are drought sensitive, so are restricted to cool, wet areas.
Huon pines are often associated with rainforest species such as myrtle (Nothofagus cunninghamii), leatherwood (Eucryphia lucida) and sassafras (Atherosperma moschatum).
In this way populations such as a forest stand at Mt Read, which have no female trees, continue to survive. It is believed that the Mt Read stand has been regenerating in the absence of female trees for more than 10,000 years, although no individual trees are more than 1,500 years old.
Some of the most accessible sites to see Huon pines are: the Tahune Forest Reserve near Geeveston on the Picton River; the Arthur-Pieman River State Reserve near Corinna; the Teepookana Forest Reserve; the heritage landing on the Gordon River on the west coast; and near Newall Creek on the Mount Jukes Road south of Queenstown.
Depar tment of Primary Industries, Parks, Water and Environment
Use of Huon pine
Huon pine has been prized as a timber since the early 1800s. One of the reasons for establishing a convict settlement at Sarah Island in Macquarie Harbour was to harvest Huon pine from the Gordon River. From 1822 until 1833 convict piners were forced to cut timber and float log rafts from the lower reaches of the river to the Sarah Island settlement. There they were pit sawn into frames and planks to build ships for the Government. Pining continued as a commercial operation after the convict era. Felled trees continued to be floated down the river to Sarah Island where they were picked up and taken to the mill at Strahan. Huon pine is one of the few native timbers that floats when green. From 1890 till the present day, the small port of Strahan, on Tasmania's west coast has been the main centre of pining. However, from 1850 until 1880, the Davey River settlement in the southwest, supplied the majority of the market.
The rich creamy yellow wood is soft, durable, smooth, oily and light weight. The wood is very easy to work with and takes a high polish. Huon pine is probably the most durable of Australian timbers, and logs which apparently have lain on the ground for several hundred years are still being harvested and milled. The durability of the wood is due to the presence of the essential oil, methyl eugenol, which gives Huon pine its unique odour. The oil also has preservative qualities and deters insect attack. It has been said 'the only thing slower than a Huon pine's growth is its decay!' As a consequence it is recognised as an excellent timber for building boats, furniture, and for joinery and turning.
Huon pine is still available as a sawlog for the production of crafts. Sources include areas flooded by Hydro Tasmania schemes and previously heavily cut-over areas, particularly the Teepookana State Forest near Strahan.
The annual sawlog cut of 500 cubic metres per year from these sources is expected to last more than a century. Because it thrives in some of the roughest terrain, it has been more difficult to harvest than other Australian timbers. This has resulted in Huon pine traditionally being at least triple the price of common hardwoods, and, with its scarcity today, that has increased to a factor of six or seven.
How much Huon pine is left?
Estimates of the area of living Huon pine vary, but are in the order of 10,500 hectares. In addition there are about 800 hectares of standing, fire-killed pine. The current area of remaining pine is the remnant of a much wider original range that has been reduced by fire, inundation, logging and mining. Today most of the remaining stands are well protected within reserves, the majority within the World Heritage Area.
Further information
Kerr G. and McDermott H. (1999) The Huon Pine Story. A History of Harvest and Use of a Unique Timber. Mainsail Books, Melbourne.
Contact
Biodiversity Conservation Branch:DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
March 2011 © State of Tasmania
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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees.
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CITES
CITES is an acronym for the "Convention on International Trade in Endangered Species of Wild Fauna and Flora", signed by more than 150 countries worldwide. The aim of CITES is to protect the many endangered wildlife species of the World through controlling the international trade. Some 4,800 animal and 25,000 plant species are covered by CITES. More than 30 animal CITES-species (and a few plant species) live in Greenland and the surrounding waters.
The species are listed in three appendices:
Appendix I (globally endangered species):
This covers species which are banned from ALL export. No part, deriviate or crafted products of these species may be exported. In Greenland this includes; Sperm whale, Bowhead whale (Greenland right whale), Fin whale (also known as the Razorback), Humpback whale and White-tailed eagle.
Appendix II and III (endangered and locally endangered species):
This covers the whole or any part of a species which can be exported for private, non-commercial use when accompanied by a CITES permit. Export of anything made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear require a CITES permit which has to be kept with the product during transport.
Please note:
* If you export ANY product made from a "CITES species"(CITES Appendix II and III) from Greenland and import it to your home country (no matter whether this item was purchased in a shop or found in the wild) it MUST be accompanied by a CITES permit.
* The CITES permit is valid only for products for private and personal use. If the products are to be used in any other way, for example for commercial and scientific purposes, they require further documentation for export.
* Species protected in Greenland and all birds of prey are NOT eligible for sale or export; even if found dead.
* Other, frequently used materials (not covered by CITES or other rules) may be exported from Greenland free of regulations if for private use. This includes all species of seals (except Walrus), Reindeer, Musk ox, Sheep, Mammoth (tooth), driftwood and most stones and minerals.
* More information on the Internet: www.wcmc.org.uk/cites.
Export of all products made from the whole, or any part of, Narwhal, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must have a CITES permit. This applies to the whole range of products including Polar bear claws, jewellery made from Narwhale or Beluga tooth, Walrus skulls and souvenirs fashioned from Minke whale baleen etc. The CITES permit is issued at most of the shops and outlets selling these products.
Please note that no products made from whole, or any part of, Sperm whale (incl. teeth), Bowhead whale, Fin whale, Humpback whale, plus all species of birds of prey, can be exported.
* Without a CITES permit you risk the confiscation of your precious memory of Greenland.
* With a CITES permit you have proof of the origin of your product which will have been caught in the wild by a genuine Greenlandic sealer or hunter.
* With a CITES permit you have proof that you can legally import the product to your home country.
For more information:
Department of Environment and Nature (Direktoratet for Miljø og Natur) P.O. Box 1614 DK-3900 Nuuk
Tel. (+299) 34 67 01
Fax. (+299) 32 52 86
Internet:
www.wcmc.org.uk/cites (general information on CITES including CITES appendixes).
Published by Greenland Home-rule and funded by Dancea
Buying handicraft? Buying handicraft?
Produced for Greenland-Homerule, Department of Environment and Nature, Nuuk, by Ornis Consult A/S • Design: Monsoon • Photos: Erik Bornand Thor Hjarsen • Printing: Datagraf Auning AS
Greenland Home-rule
Department of Environment and Nature
Greenland Home-rule
Department of Environment and Nature
Ask for a CITES permit Ask for a CITES permit
As a tourist in Greenland you will have the opportunity to take back home beautiful souvenir handicrafts, such as clothing, jewellery and other domestic products.
Greenlandic handicraft products are made from nature's own materials such as stones and gems, driftwood, and antlers, bones and teeth of wild animals. Some of the products may be made from animal species covered by CITES, aimed at protecting endangered wild animal and plant species by controlling international trade. In Greenland, products made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must be sold with a special CITES permit.
The CITES permit is your proof that you can legally export the product from Greenland and import this to your home country. Remember to obtain a CITES permit and keep it with the product. Present it to the Customs upon arrival in your home country.
The Greenlandic CITES permit covers 5 wildlife species: Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear.
Narwhale
Narwhale
Greenlandic handicraft products – more than mere souvenirs
The CITES permit is not just a document for the customs clearance officers. It proves that the product originates from wildlife species that can be legally hunted in Greenland. Within the population of 55,000, approximately 2,500 Greenlanders live as sealers and 7,000 are registered hunters. Each year they file reports on their catch so that the authorities can monitor and impose regulations as required. Whaling is conducted according to international regulations.
Greenlandic handicrafts are deeply rooted in the old hunting culture of the Inuit people. In the past the Inuit had a nomadic lifestyle and had to make all of their own tools and only the most important and useful items travelled with them. Survival was an art of its own and through the passage of time the tools of everyday life evolved into first class handicraft products, crafted by true artisans. Thus the Greenlandic handicrafts are more than just souvenirs; they combine art, nature and utility.
They possess inua – the spirit of things.
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Kasese District Youth Focus on AIDS
Vision: "A community free from impacts of poverty ''
Mission : "To inform and support the communities of Kasese district with quality care and services through promotion of innovative solutions in skills development, HIV/AIDS prevention, care and support for orphans and other vulnerable children and Human rights advocacy".
HISTORY
KADYFA is an NGO based in Kasese district and was established in 2001 to respond to the HIV/AIDS pandemic, reproductive Health issues, environmental health, human rights abuse, child protection, and care and support for orphans and vulnerable children. It was started by a group of youth who reflected on their humble background, adolescent experiences and expectation amidst the challenges they encountered.
KADYFA is a member of KADDE-NET an umbrella network for CBOs and NGOs in Kasese district. It is also a member of UNASO a national HIV/AIDS networking organization. KADYFA currently has 3 volunteers who are responsible for implementing day to day program activities.
PROGRAMS
outh Economic Empowerment - The lives of millions of Ugandan youth are marred by poverty, inadequate education Y and skills, inadequate work/employment, exploitation, disease, civil unrest and gender discrimination. The youth of 1519 years constitute about 29% of the Uganda's population (2014 population census) Poverty, Unemployment and underemployment are the main problems affecting the youth. KADYFA's focus is on supporting the youth generate income after acquiring skills in shoe making, sewing, knitting, hair dressing, and business management, planning and entrepreneurship.
IV prevention, care and support - According to Kasese district management improved plan (DMIP) 2012-2015, HIV H prevalence in Kasese is at 11.2% (HMIS,2011), much higher than the national prevalence rate of 7.4% (Aids indicator survey 2011). Reasons given for the higher prevalence rate are: lack of HIV awareness, inadequate HIV services, and early marriages arising from school dropout, redundancy at fishing communities, increased commercial sex and HIV orphans who take up early parental care that have influenced the spread of HIV. The percentage of the population that knows ways of preventing the sexual transmission of HIV and is able to reject misconceptions about HIV transmission is
at 28.4% (LQAS2011).This indicates low awareness about HIV services , 8% of the population knew two or more benefits of HCT, while PMTCT knowledge level declined from 53.7% to 27% in 2010 and 2011 respectively. KADYFA focuses on reducing HIV prevalence rate among the youth through promoting safe sexual practices and HIV Counseling and Testing accessibility.
uman Rights Promotion: From the implementation of various community projects and conducting several studies, H KADYFA notes that there is lack of awareness on issues regarding human rights and the laws and policies related to this subject among the population and the local authorities. Most people don't know their entitlements and are ignorant about what to demand for and where to seek support when their rights are infringed on and this is a major cause of poverty which needs great interventions. KADYFA implements initiatives geared towards creating awareness on rights and the related policies, laws. It builds the capacity of local authorities to handle and refer cases of rights abuses. It empowers community members with advocacy skills so as to be able to demand for their entitlements.
CHALLENGES
here is high competition for funding between different organizations/firms with similar objectives as KADYFA. This T limits KADYFA's' chances to get funding here is fear that the global crisis might affect funding flow to Low Developed Countries where KADYFA's target is T found.
ince it has no running funding, KADYFA does not have paid staff to support the volunteers to run the day to day S activities of the organization. This affects out puts and impact.
ACHIEVMENTS
Provided clothing's, beddings and food to 143 Orphans and other vulnerable children (OVCs)
Provided micro finance training to 12 OVCs households
Provided Uniforms and scholastic materials to 57 OVCs in primary schools and 143 OVCs in secondary schools.
Facilitated legal consultation and aid to at least 18 OVCs in regard to succession planning ,property disputes, physical and sexual abuse
Provided counseling to 143 OVC households
Conducted IEC/BCC campaigns to ensure that care givers, community, religious leaders and teachers get familiar with fundamental principles of the rights of OVCs
Formed 20 out of school peer educators groups in the communities of Munkunyu, Kyarumba, Bugoye and Kitswamba to continue with discussion about HIV/AIDS.
Oriented 112 community Peer Educators in adolescent sexual reproductive health issues.
Oriented 28 health service providers in providing youth friendly services.
Conducted HCT/VCT outreaches and tested 20,000 youth for HIV and other STIs
Conducted 44 life choice and life skills video shows at parish level
Conducted 64 peer to peer interactive HIV prevention discussions at parish level
Conducted 1 day meeting to develop a referral strategy with 28 oriented health service providers and 30 trained peer educators.
Conducted 4 experience sharing meetings among 112 trained peer educators to help them share experiences and review their strategies to continuously access appropriate services among adolescent/young people.
Supported trained peer educators with 80 bicycles,112 record books and 100 T-shirts for easy coordination, good information recording and easy identification in referring adolescents/young people to health centers and community service provision outreaches to access services like STD care and management, HIV counseling and testing, free condoms supply and other reproductive health services.
Conducted 06 (six) joint drama and sports competitions with key messages on Adolescent Friendly Health services among in and out of school adolescents.
Trained 50 child mothers in tailoring skills
Trained 20 child mothers in hair dressing skills.
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Travel Tales
A Rotten Fruit in the Family Tree?
by
Llewellyn Toulmin
Ten years ago, I was climbing my family tree, as I am wont to do, looking for tasty fruit. Instead I found a piece that seemed rotten and smelly. Later I realized it was a great gift. What am I talking about? Read on.
I was pursuing an ancestral line to one of the most distinguished families in the south, the Laurens of South Carolina. Henry Laurens served as President of the Continental Congress, and was captured by the British and imprisoned in the Tower of London. Later he was exchanged for Lord Cornwallis, and signed the Treaty of Paris ending the war. But the big prize, genealogically speaking, was Henry's son, Col. John Laurens. John was one of the bravest soldiers and heroes of the Revolution. He was a confidant of Washington, and served as the aide-de-camp and spymaster for Major General Nathanael Greene, the amazing Rhode Islander who won the final Southern Campaign against the British.
Since John Laurens was an officer in the Continental Line, served for more than three years, and was killed in battle, he and his descendants qualified for membership in the august Society of the Cincinnati, the oldest and most distinguished military and genealogical society in the US. If I could prove descent or even a relationship to him, I would qualify for membership in the Society of the Cincinnati in the State of South Carolina.
Did I qualify, based on my relations to Henry Laurens and his son John? I thought so, since I had record copies of two applications to the Daughters of the American Revolution from cousins of mine, which clearly stated that they (and thus I) were descended from Henry Laurens through his daughter, a sister to John.
I was very keen to prove this relationship, since I had been searching for a connection to a Cincinnati "propositus" for years. A "propositus" is a person in history who fulfills the membership requirements for a genealogical society, so that a modern descendant who can prove descent from that person qualifies for membership in the society. Thus for example, Charlemagne is the propositus for persons seeking to join the Society of the Crown of Charlemagne, based on their descent from him.
The really tricky thing about Cincinnati propositi is that usually only one male modern descendant at a time can represent the original officer of the Continental Line. While most genealogical societies, like the DAR and the Sons of the American Revolution, allow multiple descendants to join based on descent from one propositus, in most branches of the Cincinnati, only one man can join on that ancestor. I had found several ancestors in my family tree who served as officers in the Continental Line, but each of them were already "taken." I had considered hiring a hit man to solve my little problem, but found the price rather exorbitant. I kept looking.
John Laurens was particularly attractive as a propositus, because in South Carolina the rules for the Society of the Cincinnati were different. In that state and in New Hampshire, there were so few Continental officers (compared to militia officers) that if the modern state society limited membership to only one descendant, the society could hold its meetings in a phone booth. Hence they admitted multiple members based on one ancestor.
So, all I had to do was to check the work of my DAR cousin, prove my descent from Henry Laurens, claim my connection as seventh grand-nephew of John Laurens, join the Society of the Cincinnati in the State of South Carolina, and achieve one of my life's goals. Simple.
Ha!
Unfortunately, it turned out my cousins were not such great genealogists. They had applied to the DAR back in the 1940s, when standards were not very strict. They had made the basic and common mistake of thinking that because a woman has some children, they all must be by the same man. In fact, one of the key links in the chain was a woman who had two husbands, and my cousins and I were not the descendants of the Laurens-related husband. We were the descendants of the other chap.
So I had to trace that man's ancestors. It took a while, but eventually I climbed up this previously unknown branch of my family tree. I got back to the Revolutionary period, and what did I find? Not John or Henry Laurens, David Ramsay the historian, or other distinguished Patriots. No, my guy was Brigadier General Andrew Williamson, the "Benedict Arnold of South Carolina"!
During the Revolution, Williamson was one of the most notorious people in the state, and near the end of the war, all his property – including his large and famous plantation White Hall -- was seized by the state government, because he was officially declared to be such an "obnoxious person"! Williamson had turned traitor to the American cause, took British protection, and stayed in the British camp through the end of the war. He was kidnapped twice by the Americans, who may have been seeking to hang him. But each time he escaped.
What a rotten, smelly ancestor to have! And definitely not material for a propositus for the Society of the Cincinnati, which rigidly requires that their propositi remained loyal to the Patriot cause.
Oh dear. What a mess. No Cincinnati. No Laurens. No fun. Gotta find another guy.
So I searched for another propositi. Eventually I found one up another branch of my family tree, a Lieutenant in the Continental Artillery. I finally made it into the Society of the Cincinnati, after five years of trying, and got that fabulous golden eagle medal and light blue ribbon to wear around my neck. I was a happy man.
Some years passed. I got a bit curious about that rascal Williamson. What made him turn traitor? What was his story? Was he really so bad? How could anyone be officially declared by the state legislature to be an "obnoxious person"? I had never heard that one before. And if he was so obnoxious and hated, why did he not flee abroad, or why wasn't he exiled? How did he come to die in Charleston, in his own townhouse?
Little did I know that the answers to those simple questions would lead me on a quest to learn all I could about General Williamson, to carry the Flag of the Explorers Club on an expedition to South Carolina to find his plantation, to write the first-ever biography of the man, and ultimately to find an ironic connection to my original guy, Col. John Laurens.
Who knows what fruit you might find, what might happen, and where you might go, once you start to climb your family tree?
* * *
Lew Toulmin lives in Silver Spring, Maryland, Fairhope, Alabama and Port Vila, Vanuatu, and is an amateur archaeologist, semi-pro genealogist, and Fellow of the Royal Geographical Society. Next month Lew will describe General Williamson's bizarre life history, and how Lew went on a search to find his reviled ancestor's plantation and clear his name.
* * *
Words in the main story and bio: 1180
Photos: (all credits to Lew Toulmin)
1. Col. John Laurens, a hero of the American Revolution, and unfortunately not an ancestor of the author.
2. Henry Laurens, father of John Laurens, President of the Continental Congress, signer of the Treaty of Paris -- and yet another distinguished Patriot who is not an ancestor of the author.
3. The children's crusade – an expedition of kids and archaeologists led by author Lew Toulmin searched for the plantation of General Andrew Williamson, the "Benedict Arnold of South Carolina." Williamson, officially certified by the legislature of the state as an "obnoxious person," is the ancestor of the author through his father.
4. Signature of General Andrew Williamson, who was illiterate and could barely scrawl his own name.
#end#
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below.
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South Bay Environmental Services Center
The South Bay Environmental Services Center (SBESC), a program of the South Bay Cities Council of Governments (SBCCOG), serves as a clearinghouse for information on environmental and sustainable programs including energy efficiency, water conservation and reliability, recycling, and transportation as well as assisting cities in implementation of sustainability projects.
Collaboration with South Bay Member Municipalities
Working with utility partners, the SBESC helps identify opportunities for energy efficiency and water conservation improvements for municipal facilities and coordinates regional plans to achieve environmental sustainability across the South Bay. Services provided include:
* Promoting the Green Business Challenge - a free online program for commercial buildings and businesses in the South Bay designed to drive sustainable actions, while providing recognition opportunities.
* Assisting in developing Climate Action Plans (CAP)
- local and subregional climate action plans which include carbon emission inventories and transportation, land use, greening, waste, and energy efficiency strategies to reduce greenhouse gases.
* Analyzing energy use information to help cities better manage their municipal facilities energy use.
* Providing support from an energy engineer who conducts audits, and offers advice and assistance for the completion of rebate/incentive applications for municipal facility projects.
* Assisting businesses in forming vanpools for their employees.
* Assisting Metro with Transportation and Mobility programs that reduce traffic congestion and greenhouse gas emissions while improving air quality.
Services for Residents and Businesses
Outreach - Maintaining a sustainable South Bay requires access to resources which can be found at www.sbesc.com; subscribing to the SBESC e-newsletter (with over 15,000 recipients); and following SBESC on Twitter and Facebook (search SBESC). These tools provide the latest environmental news in the South Bay; tips on how to improve the environment; and the latest on the programs and trainings hat are available. Other resources include:
* FREE training classes and workshop topics include energy efficiency, water conservation, laundry to landscape grey water, zero waste, alternative transportation, and other topics concerning sustainability.
* Speakers Bureau – speakers available for your clubs or professional organizations.
* Exhibits at community events throughout the South Bay (be on the lookout for the SBESC booth) – program, rebate/incentive, and other educational information is available.
* Call Center – assistance with finding rebates and incentives for building and/or landscape retrofits and other equipment/appliances that can save money on utility bills.
*
Lending Library at the City of
Torrance's Katy Geissert Civic Center Library. Reference books and resource materials on energy efficiency practices, water conservation, transportation options, climate action planning, and recycling measures are available.
* South Bay Travel Pal (www.southbaytravelpal.com) – to promote, educate and facilitate trip planning, ride sharing and alternative transportation choices for local businesses and residents.
How to Get Involved
Become a part of our team, as a volunteer, if you are interested in supporting our work through:
* community outreach
* creative services
* inventory control
* office support
* grant writing
* photography
* research & analysis
* preparation for events
For more information, please visit www.sbesc.com or contact Volunteer Coordinator, Martha Segovia, at 310-371-7222 x 209. Volunteer applications can be found at www.sbesc.com/volunteer/application.
Our Partnerships
Southern California Edison (SCE)
SBESC's Energy Efficiency Partnership Program with SCE is a long standing local government program that provides technical assistance as well as coordination of various strategic planning activities to South Bay cities. Working with SCE also enables the SBESC to inform the community about the latest in energy efficiency rebates/incentives. SCE is also one of the founding partners in the South Bay Green Building Challenge.
Southern California Gas Company (SoCal Gas)
SBESC's relationship with SoCal Gas facilitates the discovery of therm savings opportunities for South Bay cities and school districts through comprehensive audits of their municipal and school facilities and provides support for the filing of their rebate/incentive applications. As with SCE, SBESC also supplies current energy efficiency rebate/incentive information and assists SoCal Gas residential customers to sign up for Energy Efficiency Kits. SoCalGas is also one of the founding partner in the South Bay Green Building Challenge.
West Basin Municipal Water District (West Basin)
Facilitating public outreach for West Basin's water conservation programs, SBESC works with West Basin on California Friendly Landscape Workshops, Grey Water Workshops, Weather-Based Irrigation Controller Exchanges, Cash for Kitchens audits, and various other incentives for residential and commercial communities to save water. Additionally, SBESC collects signed support cards and schedules presentations to groups and businesses for West Basin's Water Reliability program which explains the importance of local control of water and developing drought-proof resources.
City of Torrance Water
As with West Basin, SBESC carries out and promotes water conservation programs such as California Friendly Landscape Workshops, Grey Water Workshops, and Cash for Kitchens audits specifically for residents and commercial businesses in the City of Torrance.
Los Angeles Department of Water and Power (LADWP)
The communities of Harbor City, Harbor Gateway, San Pedro, and Wilmington of the City of Los Angeles, District 15 located within the SBCCOG boundaries, are served by SBESC with LADWP education and information regarding saving water and energy. A pilot group of commercial kitchens are also targeted for water assessments and conservation training.
Sanitation Districts of Los Angeles County (Sanitation Districts)
SBESC maintains up-to-date information on its website about where residents can safely dispose of unused prescription drugs at Sanitation Districts-sanctioned facilities. Alerts are also sent when the Sanitation Districts' Household Hazardous and Electronic Waste Program is coming to a South Bay location -- where hazardous materials can be dropped off safely. Sanitation Districts also supplements the residential workshop curriculum with information and best practices for those in the community who desire to move toward zero waste.
Los Angeles County Metropolitan Transportation Authority (Metro)
Metro is working with SBESC to reach employers and multi-tenant building owners/managers interested in making vanpooling available to their employees or tenants. Specifically, SBESC coordinates meetings with employers and informs them of the on-going monthly subsidy of up to $400 for qualified vanpools as well as other ways that vanpooling provides valuable savings. Information on obtaining Metro's ExpressLanes Transponders for the I-110 High Occupancy Toll (HOT ) lanes is also provided; additionally, the SBESC works with Metro to test new tools like the South Bay Travel Pal that support ride-sharing, transit and other alternative trip choices.
More information on all of the above including event/workshop dates is available by:
* calling 310-371-7222
* sending us an email at [email protected]
* visiting our website www.sbesc.com
* following us on social media
Carson, El Segundo, Gardena, Hawthorne, Hermosa Beach, Inglewood, Lawndale, Lomita, Manhattan Beach, Palos Verdes Estates, Rancho Palos Verdes, Redondo Beach, Rolling Hills, Rolling Hills Estates, Torrance, and the Harbor City/San Pedro/Wilmington communities of the City of Los Angeles, along with the unincorporated areas of the County of Los Angeles District 2 and 4.
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Event Type: Company picnic
Incident: Structural failure/weather related
Narrative
On Saturday, August 18, 2007, a corporate picnic was held in Valdosta, GA at an area amusement park. The amusement park was in operation for close to 7 years. It had built a picnic pavilion to respond to demand for rental space for outdoor events. It decided to build a 60'x40' structure in the third year of operation. The picnic pavilion was in its fourth year of operation and had hosted numerous successful events. The structure accommodated approximately 30 aluminum bench tables that comfortably seated 8 adults. The pavilion was near the parking lot and had access to the park via a side entrance.
On the afternoon of Saturday, August 18, 2009, a group of 200 adults and children were attending a company picnic at the pavilion. It was a catered event. Afternoon storms were a common occurrence for this time of the day and year. An afternoon thunderstorm was expected on this day as well. The amusement park had a weather station and monitored it throughout the day. The person responsible for monitoring the weather for the day observed a storm front moving in, but passed it off and went to dinner. About 10 minutes later a tornado touched down and leveled part of the town. Debris and wind caused significant damage to the picnic pavilion. The designated weather monitor was unable to alert the guests of the picnic or the park guests. The debris and wind crushed part of the picnic pavilion. A middle aged woman was unable to find appropriate shelter and was found in a semi-crouched position crushed between a structural pole and a stone retaining wall. It was later determined that the pavilion was not permitted, did not have any specs or records of inspection. There was a pre-determined location for guests to use as a shelter during storms. The employee responsible for monitoring the weather was having his lunch in it.
Problem statements
- How does a pavilion get built without permits being pulled? Who is to blame for this? Should they have known better? Why or why not?
- Who should have performed the inspection(s)?
- Should city officials and inspection agencies be held partly responsible for this situation? Why or why not?
- What should they have been looking for?
- What should happen to the employee (he was on his scheduled break)?
- What was the responsibility of the theme park operator to the guests?
- Should a policy or procedure be in place addressing staffing and emergency procedures? What should they say?
- What should you do for the victim? Who should do it? Why?
- What should you do for the guests that witnessed the incident?
- Should the park be allowed to continue to operate? Why or why not?
- Write a press statement defending your actions as the theme park owner…
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2017-03-27T10:37:57Z
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TRAGEDY REMINDS US OF THE NEED FOR BETTER BICYCLE SAFETY
Recently a bike rider, Kevin Flynn, was killed on Three Oaks Road. The Friends of Harbor Country Trails (FoHCT) would like to express our sympathy to his family. This tragedy highlights the need to constantly remind ourselves of all the factors that affect our safety when riding our bikes through the roads of Harbor Country.
Our organization, FoHCT, along with the strong support of The Pokagon Fund, has been working hard to make biking safer in our area. A few examples include the bike lanes on Wilson, Jefferson, Townline and Maudlin roads. In addition, we have installed trail signs which suggest roads that have less car traffic, and maps which cover these routes and are available on our web site, harborcountrytrails.org.
We are also working with New Buffalo Township, Chikaming Township, The Pokagon Fund, The Berrien County Road Commission and MDOT to install bike paths/lanes/crossings along Route 12 from Grand Beach Road to Wilson Road and along the Red Arrow Highway from Lakeshore Road to Youngren Road. In addition, we are planning to install a safer crossing of The Red Arrow Highway at Warren Woods Road.
Following, is a list of suggestions that are aimed at improving the safety of bike riders:
1. Avoid heavily traveled roads, especially The Red Arrow Highway, Three Oaks Road, Warren Woods Road and Route 12. Use alternative routes with less and slower traffic. These routes can be found on FoHCT maps/ web site.
2. Pay attention to what you are wearing. Wear brightly colored, white or even reflective wear so that you have a better chance of being seen. Do not wear plain, dark colors.
3. Wear a helmet. You'd be surprised at the number of bikers who ride busy roadways without a helmet.
4. Be especially careful when you're riding early in the morning or late in the afternoon when the sun is low in the sky and vision is severely compromised.
5. "Share the Road" signs apply to bike riders as wells as to motorists. If you're riding your bike with others, ride single file and always bike ride on the right side of the road.
6. Ride defensively. At intersections, assume a driver doesn't see you.
7. Traffic signs apply to bike riders also. So when there is a stop sign, please stop, and please don't see if you can beat the traffic.
We hope these safety tips help all bikers enjoy the wonderful roads and trails of Harbor Country.
THE FRIENDS OF HARBOR COUNTRY TRAIL
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School Student Achievement Data
State Accountability: Texas STAAR
Percentage of Students Meeting or Exceeding Proficiency
Grade Level: 6th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 67 | 64 | 66 | 56 | 66 | 73 | No comparison data available | 65 |
| SPED | 15 | 22 | 6 | 23 | 20 | 23 | 35 | | 25 |
| ELL | 24 | 37 | 28 | 40 | 19 | 41 | 51 | | 33 |
| Eco Dis | 63 | 57 | 55 | 56 | 49 | 57 | 67 | | 52 |
| Math | 77 | 75 | 79 | 76 | 84 | 79 | 82 | | 73 |
| SPED | 37 | 38 | 34 | 43 | 59 | 43 | 46 | | 36 |
| ELL | 48 | 58 | 57 | 61 | 72 | 67 | 66 | | 52 |
| Eco Dis | 70 | 67 | 74 | 69 | 80 | 73 | 73 | | 65 |
Grade Level: 7th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 72 | 72 | 72 | 76 | 74 | 79 | | 66 |
| SPED | 26 | 25 | 18 | 26 | 21 | 29 | 49 | | 28 |
| ELL | 27 | 41 | 36 | 41 | 42 | 48 | 60 | | 41 |
| Eco Dis | 61 | 63 | 64 | 63 | 69 | 66 | 74 | | 55 |
| Writing | 65 | 68 | 65 | 67 | 63 | 69 | No data available | No comparison data available | 60 |
| SPED | 24 | 18 | 14 | 18 | 13 | 21 | | | 22 |
| ELL | 24 | 37 | 22 | 32 | 30 | 42 | | | 31 |
| Eco Dis | 55 | 58 | 57 | 57 | 56 | 60 | | | 53 |
| Math | 73 | 68 | 79 | 71 | 84 | 73 | 77 | | 66 |
| SPED | 42 | 28 | 33 | 34 | 53 | 34 | 38 | | 47 |
| ELL | 34 | 46 | 64 | 52 | 66 | 56 | 63 | | 50 |
| Eco Dis | 63 | 59 | 73 | 63 | 80 | 66 | 73 | | 59 |
Grade Level: 8th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 85 | 84 | 80 | 83 | 87 | 84 | 88 | | 71 |
| SPED | 40 | 39 | 39 | 38 | 58 | 41 | 59 | | 32 |
| ELL | 56 | 55 | 35 | 54 | 66 | 60 | 64 | | 49 |
| Eco Dis | 80 | 78 | 75 | 77 | 85 | 79 | 84 | | 65 |
| Math | 95 | 84 | 88 | 84 | 92 | 87 | 80 | | 68 |
| SPED | 78 | 46 | 65 | 47 | 82 | 52 | 42 | | 37 |
| ELL | 89 | 71 | 73 | 73 | 88 | 76 | 63 | No comparison data available | 64 | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Eco Dis | 94 | 80 | 86 | 80 | 91 | 83 | 79 | | 66 | 50 |
| Science | 68 | 74 | 70 | 74 | 84 | 79 | 80 | | 64 | 67 |
| SPED | 27 | 30 | 25 | 30 | 33 | 38 | 42 | | 34 | 29 |
| ELL | 37 | 44 | 20 | 45 | 50 | 55 | 54 | | 39 | 39 |
| Eco Dis | 59 | 65 | 60 | 66 | 78 | 72 | 77 | | 55 | 56 |
| Social Studies | 51 | 62 | 57 | 64 | 77 | 67 | No data available | | 62 | 56 |
| SPED | 15 | 21 | 21 | 24 | 20 | 27 | | | 39 | 23 |
| ELL | 18 | 28 | 28 | 32 | 44 | 38 | | | 32 | 26 |
| Eco Dis | 39 | 50 | 50 | 54 | 68 | 57 | | | 53 | 43 |
| Algebra I | 100 | 82 | 100 | 83 | 100 | 84 | | | 100 | 72 |
| SPED | 100 | 42 | 100 | 45 | 100 | 49 | | | 100 | 39 |
| ELL | 100 | 63 | 100 | 67 | 100 | 73 | | | 100 | 53 |
| Eco Dis | 100 | 77 | 100 | 79 | 100 | 80 | | | 100 | 63 |
| | | | | | | | STAAR projection data based on the MAP (Measures of Academic Progress) test | | | |
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http://www.northcountynews.com/lifestyles/ncn_lifestyles1.asp
Dancing from New York to Peekskill
By Abby Luby
Photo courtesy of Alison Jolicoeur Danielle LaFleur of Putnam Valley, practices ballet with choreographer Scarlett Antonia.
For choreographer and performer Scarlett Antonia, Peekskill is New York City's northern Mecca of the arts. Last month, dance teacher and performer Antonia started up Antonia's Academy for the Performing Arts, a professional training academy at Studio Two on South Street in Peekskill.
"The idea for the academy came from parents who wanted more formal training in ballet for their children," Antonia said. "I had worked in some ballet in a few of the regular classes, but they wanted additional, more formal instruction. We officially began the academy in the beginning of January."
Because the study of classical ballet is more serious, Antonia requires auditions to get in to the program.
The large, well-lit dance studio, replete with parquet floors, high ceilings dotted with stage lights and sweeping red velvet curtains, is a learning space not only for classical ballet but other diverse classes as jazz, drama, classic musical theater, creative theatre arts and the latest Zumba fitness.
Teaching ballet to youngsters from ages of seven to 10 is essential for basic foundation, Antonia said. But her program adds a must-have layer of involvement with professional dancers and actors in New York City.
"Getting students down to the city to see professional dancers and performers is a way to inspire the youngsters," she said.
Antonia's connections include current and former performers from OffBroadway productions, the Radio City Rockettes, Alvin Alley Dance Company, Ellison Ballet Company to Julliard graduates, many of whom will come to the Peekskill school to teach special classes to the young students.
Now in her 50s, Antonia became a professional dancer at 13 and by 18 she was touring nationally with famed director/choreographer Peter Gennaro. She not only performed regularly, but she also started teaching.
But her career was tragically interrupted at 25 when she was seriously injured in a car accident and was unable to walk or dance. Rehabilitation through dance, however, not only saved her but became a major transition in her career, setting her on a different creative path.
"Rehabilitation was the best thing because it gave me a chance to think about choreography," she recalled.
It took Antonia a year to get back on her feet and by then she had formed many original ideas about dance.
"I found myself creating different movements while learning a dance piece,” she said. “I had a strong desire to choreograph.”
Antonia went on to choreograph and direct over 200 international and national performances in such arenas such as Lincoln Center, the
Kennedy Center and the Kaufman Cultural Center in New York City.
She wrote dance numbers and directed productions for the children's television show “Sesame Street,” “Ushers Onstage at Lincoln Center”
and "Wonderland Follies."
"Dance wasn't enough," Antonia said. "There was also theater. There are so many ways to express yourself."
About seven years ago, Antonia was wooed to Peekskill from her active life in New York City by the artists' loft spaces and studios created by the city. She moved into Studio Two from a loft on North Division Street five years ago. The stairway up to the second floor studio is lined with signed photographs by movie stars who knew Antonia's aunt who was in vaudeville - stars such as Dean Martin, Jerry Lewis, Roy Rogers, Ethel Waters and Carol Channing. "My aunt is why I am a performer today," Antonia said. Currently, with the help of the city, she is looking for a larger, commercial space for her classes.
Teaching performance has become a natural extension of the creative process, said Antonia, who has been coaching and directing drama classes at Peekskill High School over the past couple of years where students have followed her direction in such productions of "Grease," "A Christmas Carol," "Sound of Music" and "The Crucible."
On her home turf at Studio Two there are monthly open mic events for live music and poetry readings, staged readings and rehearsals.
"This gives people an opportunity to try out work followed by questions and answers," Antonia said. "It's part of the creative process that is a ground for me."
For information about Antonia art events and the Antonia Academy for the Performing Arts, call (914) 930-7588 or visit www.antoniaarts.com.
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McHenry County Animal Control & Adoption Center: Registering &Microchipping Your Pet:
McHenry County Animal Control microchips pets on 1st Tuesday of every month from 10am11am!
Call for an appointment: 815-459-6222
Microchips are safe, simple and permanent forms of pet identification designed to quickly identify lost pets and reunite them with their owners. It is estimated that over 10 million pets become lost each year and 1 out of every 3 pets is lost during its lifetime, while only 1 in 10 lost pets is found. Having a pet microchipped is a proven way to successfully recover a pet if it should become lost.
FAQ: Microchips:
Is it safe?
No bigger than a grain of rice, a microchip is small, sterile, and safe. It requires no battery and anesthesia is not necessary.
How does it Work?
A microchip is a transponder that contains a unique ID code capable of being read by hand-held scanners used by animal shelters. Microchipping takes a few seconds, is relatively painless, and is recommended for all dogs, cats and rabbits over 8 weeks of age.
A staff member takes the pet to an exam room where a technician inserts a microchip under the pet's skin between the shoulder blades. The insertion of the microchip is similar to a vaccination and, for most animals, is not painful. The information is then stored in Animal Control's database and by the Microchip Company.
When a lost animal is brought to our shelter, a technician scans the entire body of the animal and, if the animal is microchipped, a number will register on the scanner. A staff member will check our database or call the microchip company to obtain owner information and then contact the owner.
If my dog has a microchip, why do I need a dog license?
Dogs 4 months of age and older are required to be currently vaccinated against rabies and licensed. A dog's license tag, which must be securely fastened to the dog's collar or harness and worn by the dog at all times, provides a uniform system of external identification, as well as a visible means of ensuring that the animal has been vaccinated against rabies.
If a dog has been implanted with a microchip, we can also note the microchip number in the dog's license records, and contact the owner promptly if the dog is ever brought to us - with or without external identification.
Why would an owner want to microchip their pet?
A dog should always wear his or her license tag. However, collars or I.D. tags can become detached leaving the pet without any visible identification. A microchip is a permanent device that enables us to locate a pet's owner should the pet become lost.
Why would an owner want to microchip their pet that never gets out of the house or yard?
Many animals that live exclusively in the house or yard can still become lost. A family member or visitor can inadvertently allow a pet to escape through an open door or gate. In other cases, pets may seek safety from the noise associated with fireworks or thunderstorms. The recent tragedy of Hurricane Katrina is a perfect example of why pets should be microchipped. Owners should be prepared and ensure their pets can be identified.
How long does the microchip last?
Microchips will remain active for the life of the animal.
Can an owner's address information be updated if he or she moves?
Yes. This is extremely important. The owner should contact Animal Control and the Microchip Company to ensure that both databases contain current information.
Registration:
Registration (and vaccination) is required by County ordinance for dogs over 4 months of age. Contact your local veterinary clinic for an appointment. Fees are set by the McHenry County Board. Special discounts apply for adults (aged 62+), breeders and pet owners who microchip and spay/neuter their pets (see fee chart).
Tags Available:
Dogs tags can be purchased at your local veterinary clinic or at our Crystal Lake ocffies (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A). A valid driver's license or photo ID with a current address and phone is required. Rabies vaccinations are required by ordinance for all dogs. A signed rabies vaccination certificate must be presented. Cash, check and credit cards (Visa, MasterCard, Discover, American Express) are accepted.
For your convenience, we have included a list of veterinary clinics where our tags are sold.
- Veterinary Clinics in McHenry County
- Veterinary Clinics outside McHenry County (includes Wisconsin)
Lost Tags
If dog tags are lost, replacements can be purchased at our Crystal Lake offices (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A).
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April 2010 Pew Research study on religion and witchcraft in Tanzania.
Persistence of Traditional African Religious Practices
At the same time, many of those who indicate they are deeply committed to the practice of Christianity or Islam also incorporate elements of African traditional religions into their daily lives. For example, in four countries (Tanzania, Mali, Senegal and South Africa) more than half the people surveyed believe that sacrifices to ancestors or spirits can protect them from harm.
SCROLL DOWN TO NEXT PAGE OR
CLICK HERE:
http://pewforum.org/executive-summary-islam-and-christianity-in-subsaharan-africa.aspx#quickdefinition
Sizable percentages of both Christians and Muslims - a quarter or more in many countries - say they believe in the protective power of juju (charms or amulets). Many people also say they consult traditional religious healers when someone in their household is sick, and sizable minorities in several countries keep sacred objects such as animal skins and skulls in their homes and participate in ceremonies to honor their ancestors. And although relatively few people today identify themselves primarily as followers of a traditional African religion, many people in several countries say they have relatives who identify with
Quick Definition: African Traditional Religions
Handed down over generations, indigenous African religions have no formal creeds or sacred texts comparable to the Bible or Koran. They find expression, instead, in oral traditions, myths, rituals, festivals, shrines, art and symbols. In the past, Westerners sometimes described them as animism, paganism, ancestor worship or simply superstition, but today scholars acknowledge the existence of sophisticated African traditional religions whose primary role is to provide for human well-being in the present as opposed to offering salvation in a future world.
Because beliefs and practices vary across ethnic groups and regions, some experts perceive a multitude of different traditional religions in Africa. Others point to unifying themes and, thus, prefer to think of a single faith with local differences.
In general, traditional religion in Africa is characterized by belief in a supreme being who created and ordered the world but is often experienced as distant or unavailable to humans. Lesser divinities or spirits who are more accessible are sometimes believed to act as intermediaries. A number of traditional myths explain the creation and ordering of the world and provide explanations for contemporary social relationships and norms. Lapsed social responsibilities or violations of taboos are widely believed to result in hardship, suffering and illness for individuals or communities and must be countered with ritual acts to re-establish order, harmony and well-being.
Ancestors, considered to be in the spirit world, are believed to be part of the human community. Believers hold that ancestors sometimes act as emissaries between living beings and the divine, helping to maintain social order and withdrawing their support if the living behave wrongly. Religious specialists, such as diviners and healers, are called upon to discern what infractions are at the root of misfortune and to prescribe the appropriate rituals or traditional medicines to set things right.
these traditional faiths. African traditional religions tend to personify evil. Believers often blame witches or sorcerers for attacking their life-force, causing illness or other harm. They seek to protect themselves with ritual acts, sacred objects and traditional medicines. African slaves carried these beliefs and practices to the Americas, where they have evolved into religions such as Voodoo in Haiti and Santeria in Cuba. (back to text)
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Steps to Take if Your Pet Gets Lost
- Act fast! Don't waste days hoping your pet will come home. Search your neighborhood or the area where your pet was lost, and let people know it's missing. Call your pet's name and check any places it could be trapped, such as in garages, under vehicles and engine compartments. A lost pet often will hide during the day, so be sure to go out again at night with a flashlight and call for it. Sometimes a can of food can lure a hungry and scared pet to you. Borrow a humane trap and check regularly (ask about proper techniques).
- While out searching for your pet, is there a sound your pet loves to hear? Like the shaking of the treat box or a favorite squeak toy? If so, bring that item on the search and make a little noise. Remember to use a friendly voice when calling.
- Complete a "lost pet" report at your local animal shelter(s) and animal control authority immediately and visit in person every day. Some larger cities have more than one shelter, so be sure to contact all of them in your area (and any jurisdictions bordering where the pet was lost):
Anne Arundel County Animal Control The SPCA of Anne Arundel County 411 Maxwell Frye Rd. 1815 Bay Ridge Avenue Millersville MD 21108 Annapolis MD 21403 (410) 222-8900 (410) 268-4388 www.aacounty.org/animalcontrol www.aacspca.org
- If your pet is microchipped, ALERT your microchip company that your pet is lost and make sure your contact information is correct.
- Visit the Anne Arundel County Animal Control website to view found pets and post your lost pet at www.aacounty.org/animalcontrol.
- Make "lost pet" posters or flyers using your pet's current photo. Inform your local neighborhood, post offices, libraries, pet supply stores, veterinary clinics, groomers and grocery stores that your pet is lost in case someone brings the pet in. Give flyers to postal carriers, UPS and Fed Ex delivery people, and anyone else you know who gets around the neighborhood in their daily routines. Include your pet's name, your phone number and a short description of where and when your pet was last seen. Check where you posted your flyers to make sure they're still there and haven't been covered over or damaged by weather.
- Offer a reward, but don't specify an amount. If the reward is too low, people might not bother and if it's too high, they might think the pet is valuable and try to sell it.
- Use social media sites such as Facebook: Anne Arundel County Animal Control Facebook and Lost & Found Pets of Anne Arundel County.
- Watch the "found" ads in the newspaper and on the internet. Respond to any that are even close to your pet's description.
- Call your local radio stations. Some radio stations will broadcast lost pet information for free. Give them very detailed information on where your pet was lost, pet's description and how to contact you.
- Contact Dogs Finding Dogs www.dogsfindingdogs.com (they use search dogs to locate lost pets of all kinds).
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„heimischer Exot“ – GRUNDNER & LEMISCH Bambusrad ca. 1897
Bambus ist von seiner Eigenschaft her den meisten Hölzern überlegen. Er ist hart, zäh, leicht, und wenn er richtig getrocknet wurde, auch bruch- und rissfest. Er eignet sich deshalb als kostengünstiges und leicht zu beschaffendes Material für nahezu jede Anforderung: von der Möbelherstellung über den Haus- bis zum Brückenbau. Bambus kommt – bevorzugt in der südlichen Hemisphäre - auf allen Erdteilen vor, außer in Europa. Besonders verbreitet ist Bambus in China und Indien, was wohl der Grund dafür ist, dass die damaligen Kolonialherren Indiens, die Briten, auf die Vorzüge dieses Werkstoffs aufmerksam geworden sind und ihn sogar verwendet haben, um besonders leichte Fahrräder herzustellen: ein erstes Patent erwirkte die Bamboo Cycle Company 1894 in England.
Aber auch in Österreich wurden Bambusräder gebaut, und zwar in Kärnten. Ein im Herbst 2019 im Verlag Brüder Hollinek erschienenes Buch erzählt die von Autor Oswald Wieser bis ins Detail recherchierte Geschichte der Herren Franz Grundner und Otto Lemisch, woher sie das Material bezogen haben, wie sie auf die Idee dazu gekommen waren, und ihr leider nur kurzlebiges Unternehmen (1896 – 1904), die „Bambus Fahrräder Fabrik Grundner & Lemisch“ in Ferlach: https://www.hollinek.at/buecher/technik/auto-motorrad-fahrrad/item/294-grundner-lemisch-bambusfahrraeder-in-die-zukunft-geholt.html
Wir können uns deshalb hier die Aufbereitung der Firmengeschichte sparen und dafür zwei erhaltene Räder vorstellen: Auf den ersten Fotos sehen wir ein Bambusrad aus ca. 1897. Es gehört Sepp Schnalzer aus der Südsteiermark, der es aus der Schweiz zurück in seine ursprüngliche Heimat geholt und wieder fahrtauglich gemacht hat - auch wenn er es aus Rücksicht auf das Alter des Rads und die Zerbrechlichkeit des Materials nicht benutzen will.
Bamboo Bicycle
This bicycle is made entirely from bamboo, with a leather seat and a metal chain. The frame is light and flexible, making it easy to ride. The wheels are made from steel and have a smooth surface, providing a comfortable ride. The handlebars are adjustable, allowing the rider to find their perfect position. The brakes are simple but effective, ensuring safe stops. This bicycle is not only eco-friendly but also stylish and functional. It's perfect for短距离通勤 or leisurely rides in the park.
This is a bamboo bicycle from 1920, made by the company "Bambus Fahrrad" in Austria. It was discovered in a garage and has been restored to its original condition. The bicycle is a rare example of early 20th century cycling technology and design.
Das zweite Fotomodell wurde schon seinerzeit zum freilauflosen Rennrad umgebaut, von der Bremse befreit (dafür mit einem sinnvollen Nagelfänger versehen) und mit anderen Laufrädern ausgestattet. Bambusräder wurden entgegen ihrem ursprünglichem Vewendungszweck sogar in Wettbewerbe gezwungen: in Wien gab es zB einen Radrennclub, der sich „die Bambusradler“ nannte. So dürfte es auch unserem zweiten Rad ergangen sein: offenbar wurde es gnadenlos über die Bahn geprügelt, ohne Rücksicht auf das Material. Gesprungene Bambusrohre wurden mit geschraubten Manschetten zum Durchhalten gezwungen, die Bambusgabel gegen eine aus Stahlrohren eines anderen Herstellers getauscht.
Fotografiert wurde es bei der Witwe des letzten Besitzers Alois Schmalwieser aus Gaspoltshofen. Elfie hält die Fahrradsammlung ihres Mannes in Ehren. Lois hat das Bambusrad – das angegeben Baujahr 1899 entspringt seiner Einschätzung, laut Steuerkopfschild dürfte es aber älter sein, so 1896, ’97 - vor vielen Jahren zusammen mit zwei weiteren Rädern gegen ein fahrbereites Motorrad eingetauscht. Weiter ist über die Vorgeschichte des Bambusflitzers leider nichts bekannt. Lange Zeit galt es als einzig in Österreich erhaltenes Exemplar eines Bambusrads, inzwischen ist der bekannte Bestand aber auf ein halbes Dutzend angewachsen. Und wer weiß, was in heimischen Dachböden und Kellnern noch so alles herumstehen mag?
GRUNDNER & LEIMISCH
FRANZUS. FAHRRADER FABRIK
PLAGENFURT
ALOI
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Dear Luxton Community, Family and Friends,
My name is Delina (also known as Miss D.) and I have lived in this amazing community for 14 years. My daughters, Sophie and Emma, have attended Luxton School since nursery and I have had the honour of being an Educational Assistant for the past two and a half years.
Many in the community are aware that our youngest daughter, Emma, suffers from a rare disorder called Mastocytosis. Mastocytosis is caused by an excess of mast cells in various tissues and organs in the body. Mast cells are part of the immune system and play a key role in the inflammatory process. When activated, mast cells rapidly release a host of chemicals like histamine and heparin and are instrumental in mediating anaphylaxis.
The following is a list of some of the triggers that can cause hives, blisters, low iron, angioedema, bone pain, cognitive difficulties and anaphylaxis for Emma: heat, cold, change in temperature, pressure, viral infections, humidity, foods high in histamine and many medications.
When Emma was first diagnosed it looked like she would have to be home schooled as controlling the hives was nearly impossible. The constant change in temperature from recess to P.E. as well as hives from sitting or writing at the desk was causing extreme fatigue. Emma had already been attending Luxton for 5 years and the thought of not completing school with her friends was heartbreaking!
With provincial funding for an educational assistant, Emma can continue going to school with her friends. Most Pediatric Mastocytosis patients are not so lucky. It is Emma's wish that All Canadian Children with Masto have the same opportunity to attend public school.
On May 10 th , 2012 Luxton School will celebrate "The Year of Giving" with family and the community. The students will share their community service projects and we will host a fundraiser for Mastocytosis Society Canada. The main component will be a Silent Art Auction. The community will have an opportunity to win some amazing Art, music, food, jewelry, stained glass, quilts, etc. The raffle tickets will range in price from one to five dollars. There will be a bake sale and many of the students will be selling their creations as well. We will have musicians and "Street Theatre" busking throughout the school. It will be a magical evening.
All of the money raised will fund the production of a video aimed to educate on the complex nature of Pediatric Mastocytosis. It will feature Luxton School and all that has been done to make Emma safe. This video will be available to caregivers of Pediatric patients with Mastocytosis.
If you, or someone you know, would like to donate a piece of art for the auction please contact me, (Delina) through Luxton School.
In closing, my family would like to publicly thank EVERY person (far too many to mention here) who have been instrumental in Emma's success at "the magical school" we call Luxton!
Delina, Mike, Ben, Zeph, Sophie, and of course, Emma.
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The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
Eco-Tour and Farm Visit to Help the Planet
By Donna & Stuart Hamilton, Coast to Coast Tours
Coast to Coast Tours, an Auckland-based tour company with the goal of giving visitors a blend of Nature, Culture, Conservation and Environmental aspects, started operating in 2002, and have been bringing people into their historic Homestead of Auckland, emphasizing the New Zealand lifestyle as well as the natural scenic attractions.
The company focuses on the West Auckland region, where our family has lived and farmed since 1922. We know the area, its history, and its people, very well. We have always regarded our tour quite different from the usual sightseeing tours because of the uniquely local experiences we offer.
We have noted with interest that there doesn't seem to be many organizations in New Zealand that follow the principles of ecotourism as TIES has set forth. When we took a holiday in Australia a couple of years ago and we discovered a tourist newspaper outlining the TIES descriptions of nature-based tourism and ecotourism. This gave us an indication that we were meeting these criteria, and we have been thrilled to contribute to TIES' international network as a member.
We've felt that although there are a number of ecotours in New Zealand, many focus mainly on the nature aspects of our country, and include little cultural experience - be it Maori or Pakeha (European). Recently, however, Tourism New Zealand has begun emphasizing the importance of Manaakitanga (sharing exceptional and natural hospitality, knowledge and beliefs, on the basis of mutual respect between host and visitor), and Kaitiakitanga (the guardianship and sustainable management of natural, built and cultural resources for the collective benefit of current and future generations), so it is pleasing to see such statements starting to filter through into the New Zealand tourism industry.
Stuart and Donna: Stuart has been a sheep farmer all of his working life, and Donna is part Ngai Tahu Maori.
With the New Zealand Government signing the Kyoto Agreement regarding climate change, the country is beginning to approach sustainability and environmental issues in a large way, e.g. windpower generation and tree planting for carbon credits.
Our tour company has decided do our own small contribution in regard to this, so along with our already eco-friendly operation, we are also offering our overseas visitors the opportunity to purchase their own New Zealand Native hardwood trees, which have been proven to be very effective in sequestering carbon.
Tel: +1 202-506-5033 Fax: +1 202-789-7279
Web: www.ecotourism.org Email: [email protected]
The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
We have established a nursery on our farm where visitors can select a tree and then plant it. They learn about global warming and how the tree will continue to grow and keep absorbing carbon for many years to come. This is a more personal and interactive way in which to 'buy' carbon credits compared to the usual over-the-counter method. (This particularly appeals to our cruise boat groups).
Their tree is numbered with a UV tag, and a certificate is issued. Later when we can be certain that the tree will not be stressed (e.g. by summer drought), it is re-planted into our forest reserve where it will be protected by covenants for perpetuity. To date, we are the only tour company in the Auckland region that is doing this type of tree planting, and we are finding it becoming more and more popular with our tourist visitors.
Native Tree certificate
About Coast to Coast Tours
We are based at our own sheep farm which has been in our family for 85 years. Today, it has been reduced to 100 acres and carries 500 sheep. During our travels as a family group, we thought how it would have been nice to interact more with "the locals" and experience their lifestyle. So, after we noted the absence of these types of tours (especially in the Auckland region!), we thought about starting an ECO-tour and formed 'Coast to Coast Tours'. We began operating in 2002, and today we have hosted people from (almost!) every part of the world; USA, Canada, Japan, Australia, New Caledonia, Hawaii, Tahiti, Papua New Guinea, China, Hong Kong, Malaysia, Thailand, Singapore, Philippines, Indonesia, India, Saudi Arabia, Dubai, Korea, Russia, Germany, France, Switzerland, Belgium, The Netherlands, Spain, Portugal, Italy, Denmark, Austria, Finland, Britain, Scotland, Wales, Ireland. (www.coast2coastnz.com)
Part of forest reserve
Tel: +1 202-506-5033 Fax: +1 202-789-7279
Web: www.ecotourism.org Email: [email protected]
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Stream Gages in the Schoharie Basin
The United States Geological Survey (USGS) maintains two continuously recording stream gages on the Schoharie Creek near Lexington (established 1999, drainage area 96.8 mi 2 , USGS ID# 01349705) and Prattsville (established 1902, drainage area 237 mi 2 , USGS ID# 01350000). Prior to 1996, a crest stage gage was maintained at Lexington starting in 1929. All gage information is available online at the USGS website:
http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01349705 (Lexington) and http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01350000 (Prattsville). You can also navigate to other gages in the Schoharie basin including on the West Kill, East Kill, Batavia Kill, Manor Kill and Bear Kill at: http://waterdata.usgs.gov/ny/nwis/current/?type=flow (Figure 1).
These gages measure the stage, or height, of the water surface at a specific location, typically updating the measurement every 15 minutes. By knowing the stage we can calculate the magnitude of the discharge (flow), or volume of water flowing by that point, using a relationship developed by USGS called a rating curve . Using this rating curve, the magnitude of flow in the Schoharie at the gage location can be determined at any time just by knowing current stage. Flow can also be calculated for any other stage of interest. Additionally, we can use the historic record of constantly changing stage values to construct a picture of stream response to rain storms, snow melt or extended periods of drought, to analyze seasonal patterns or flood characteristics.
The Schoharie gages have a long enough period of record to prepare a hydrograph covering several years for the stream (Figure 2). Each spike on the Prattsville gage graph represents a peak in stream flow (and stage) in response to rain storms. Stream level rises (called the "rising limb" of the hydrograph) and falls as the flood recedes (called the "falling (or receding) limb" of the hydrograph). We can analyze long time periods to see seasonal trends or long-term averages for the entire length (period) of gage record. We can see the hydrograph for the gage shows higher flows in fall (hurricane season) compared to winter (water held in ice and snow), and higher flows in spring (snow and ice melt, with rain-on-snow events) compared to summer (drought conditions with vegetation using a lot of water). The highest flows of the year are generally associated with the hurricane season in the fall, followed by winter and spring snowmelt or rain-on-snow events. Overland flow accounts for most of water that causes the sharp peaks in the hydrograph.
Streamflow always rises and peaks following the height of a precipitation event because it takes time for water to hit the ground and run off to the stream (this is known as lag time). Knowing storm timing, we could also calculate lag time for Schoharie Creek at the gage location for particular storms or types of storms, and determine how the stream responds to storms both in timing and flood magnitude and recession. Through analysis of the long-term flow and flood records provided by the USGS, the town, its residents and resource managers can begin to better understand the cause/effect of various precipitation amounts on flooding.
The hydrograph of April, 2005 illustrates the effects of a spring storm on top of snow (Figure 3). The Schoharie rose quickly from the precipitation from a daily average of 411 CFS to 2,290 CFS in 24-hours. The recession took longer than a large summer storm due to the vegetation still being dormant, or just emerging, and the snow pack.
The unique hydrology of the Schoharie Creek has consequences for how the stream corridor should be managed. Flood history and dynamics play a large role in determining the shape, or morphology, of stream channels and the hazards associated with land uses on the banks and in the floodplain. For example, applications for stream disturbance permits (from NYS DEC) typically increase following floods as landowners and municipalities attempt to repair damage caused by flooding. If we want to minimize their impact on property, infrastructure and other damages or inconvenience, it is critical that we understand and plan for flooding behavior. These stream gages offer a glimpse into the historical flows and provide us with an idea of what we may see in coming years.
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Restoration workers Mike Jeffery (left) and David Randt use soil and plywood to dam one of the drainage ditches in Burns Bog. Courtesy Corporation of Delta
Surrey North Delta Leader
Human beavers bring bog back to life
By Christine Lyon - Surrey North Delta Leader
Published: August 19, 2008 10:00 AM
Updated: August 22, 2008 1:58 PM
Mike Jeffery and David Randt meet at Delta Municipal Hall every morning at 7:15 a.m. They toss their orange coveralls, wading boots, shovels and plywood into a pickup truck and head to Burns Bog.
Jeffery and Randt spend their days damming the drainage ditches that carry water away from the bog. They dig a notch on either side of the ditch embankment, then slot in 4x8 pieces of plywood. The men salvage sticks and branches which they use as stakes to secure the dam. Finally, they fill the layers of plywood with soil for added strength.
Since they started May 12, Jeffery and Randt have built seven new dams and upgraded 10 old ones in the raised peat bog, which occupies a quarter of Delta. Small dams take a day to construct, while larger structures can take up to a week.
Ditch-blocking has been going on since 2001 in an effort to restore the bog to its natural state. Steel barriers and wooden dams from previous years are still in tact.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
Until the '80s, drainage ditches were dug throughout the bog to facilitate large-scale peat mining and cranberry farming. The ditches drained nearly 40 per cent of the original bog – a danger since precipitation is the dome-shaped area's only source of water.
Burns Bog is about half the size it once was because of agricultural and industrial land use. In 2004, the province, Metro Vancouver and the Corporation of Delta purchased 5,000 acres of the bog and created a plan to protect its unique ecosystem and the rare plants and animals living there.
Jeffery and Randt are two of the few people permitted on the bog. They lug their equipment to the dam sites on foot, since there are no roads and driving is a fire hazard.
Jeffery, 25, is studying forestry at BCIT and loves being able to work outside. Randt is studying geological engineering at UBC. The 19-year-old Delta resident is happy to lend an environmental hand in his own community. This is the second year Delta has employed summer students to restore the bog.
The pair runs into deer, owls, herons, hawks and eagles on a daily basis. They were pleased to discover the resident beavers are quick to patch up their faulty dams.
Project manager Sarah Howie explains beavers are attracted to the sound of running water.
"If one of the dams is leaking and water is going around or bypassing it, they'll hear that and they'll start adding onto the bypass until it stops flowing," she says.
Howie is an urban environmental designer for the Corporation of Delta and has been overseeing the hydrology aspect of the restoration project for almost four years.
"It's an engineering feat, what we're doing," she says, explaining the dams must be strategically placed and strongly built to hold back the water pressure. Water levels can rise two feet in winter.
Keeping water in the bog is the most important part of the restoration process because without water, a bog becomes a forest.
Peat, also known as sphagnum moss, is integral to maintaining the bog ecosystem since it releases acid and absorbs water. But peat regenerates very slowly compared to the rate it was harvested for horticulture in the 20th century.
Howie measures water and ground levels year round to determine whether or not the ditch-blocking efforts are worthwhile.
Data over the last three years has shown sphagnum moss is indeed expanding. That means the bog is starting to recover, thanks to a hard-working restoration crew and a few eager beavers.
Links referenced within this article
Find this article at:
http://www.bclocalnews.com/surrey_area/surreyleader/news/Human_beavers_bring_bog_back_to_life.html http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B...
28/08/2008
Uncheck the box to remove the list of links referenced in the article.
© Copyright Black Press. All rights reserved.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
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Small Wind Energy System Model Ordinance — An Overview
Written by: Sherrie Gruder
Small wind turbines are being installed to supply power to a variety of sites -- including farms, businesses and schools. A small-scale wind energy system can help make a home or business energy-independent. A gridconnected wind system provides the benefits of wind energy and the consistency of the utility. An off-grid system has no connection to utility lines, so it is very useful in isolated locations. Installing a wind turbine is a productive way of offsetting high utility costs while making a commitment to the community and the environment.
The most significant barrier to small wind turbine installation can be local zoning. This has been an incidental result of uncertainty about large wind farms by some communities. To help educate local officials, Focus on Energy and UW-Extension have developed a small wind energy system model ordinance for local towns and counties. The ordinance complies with the relevant state statute, WI s.s. 66.0401, governing a municipality's ability to regulate wind systems.
There are several ways a town or county can use the small wind energy system model ordinance. It can be adopted as-is, or it can be used as the basis for a conditional-use permit. For example, the Town of Ahnapee in Kewaunee County took out the standards, abandonment, and permit requirements sections and put them into a conditionaluse permit. The Town of Merton in Waukesha County is doing the same thing. Alternatively, Calumet County adopted many of the recommendations in the small wind energy model ordinance and placed it into the overall county wind ordinance that also includes large wind.
For further assistance with small scale wind energy systems and issues, go to the Focus on Energy Web site at www. focusonenergy.com/renewableenergy or call 800 762-7077. With specific questions on zoning issues related to wind, contact Mick Sagrillo through Focus on Energy or directly at (920) 837-7523, [email protected].
With staff in Green Bay, Madison, Milwaukee and Stevens Point, SHWEC has been providing quality environmental education and technical assistance throughout Wisconsin since 1990. To contact a SHWEC Specialist go to www.shwec.uwm.edu
SHWEC -
UW-Extension 610 Langdon Street, Room 528 Madison WI 53703 608.262.0385 tel 608.262.6250 fax
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Miss Collins' 1 st Grade Classroom News
Important Dates:
Specials for the week:
.
- Late Start Mondays: school begins at 9:05am Dismissal remains the same.
o September 28
o October 5, 12, 19, 26
- 9/30: Community Luncheon: *See back for details*. There will be over 100 community members at Mason to talk with our superintendent about our wonderful school district. If you and your child can walk or bike to school that day it will help our parking lot significantly. Thank you!
- Monday: Music
- Tuesday: Gym (bring shoes)
- Wednesday: Art
- Thursday: Library (bring book)
- Friday: Music
Weekly Words:
- 10/2: Volunteer Tea (in library) @ 8:30am
- 10/7: Student Count Day
- 10/16: Fun Run (time TBD)
- 10/25: Haunted Garage (10/30 rain date)
- 10/30: Halloween Parade/Party (11:30 Dismissal)
Each week students will focus on a word family or spelling pattern that will help them during their reading and writing. The word family and word wall words will be listed in this section of the newsletter each week. We will be giving five word spelling tests each Friday morning on word wall words (sight words) beginning in October.
Classroom Info:
Reading:
We have focused on some phonics and blends that students may see during reading. You may have heard students talk about Spy Y: Wanted for stealing the sounds of A, E and I (day, funny, fly),The Rude Team "TH": makes us stick out our tongue when we say it (think, not fink ), Two Vowels Walking: the first one does the talking (boat, team, rain) and the KN Blend: knee, know, knot. With the help of these reading tricks, students will have more useful strategies to solve unfamiliar words. We will be reviewing short and long vowel sounds as well.
Writing:
We continue to work on handwriting skills including finger spaces. We wrote a small moment about a special summer time. Students all shared such fun stories! We will begin the Small Moment writing unit this month and continue to develop skills as the year progresses.
Math:
Students have been working in math journals and becoming familiar with the Everyday Math units. They have enjoyed playing Bunny Hop, Rolling for 50 and the Penny Dice Game. We also worked on telling time to the hour by identifying the hands of the clock and where they are pointing.
Social Studies/Science:
We reviewed rules and why they are important this week. We also spent time understanding the difference between tattling and reporting. The state of Michigan has provided teachers with Do Unto Otters, a book about manners as a social studies lesson. Students enjoyed listening to the ways otters would like to be treated and learned the valuable lesson of treating others the way you would like to be treated.
Collins' Comments:
- Please send in $5.00 for classroom parties. Thanks for your generosity!
- Raz-Kids: Students were introduced to logging on to Raz-Kids this week. Their log-in and passwords were sent home in the Back to School Night folder. If prompted, my information: Teacher Username: acollins17
- Don't forget to check out my website for any other information you may need: www.misscollinsroom206.weebly.com
- Community Luncheon: September 30 th , Mason is honored to join Beaumont Community Health Coalition and Superintendent Dr. Gary Niehaus., in hosting The Fifth Annual Community Luncheon. Over 100 community leaders from the five Grosse Pointes have been invited to this luncheon. The location of the luncheon is rotated among all of our schools, and Mason is proud to chosen this year! The luncheon is set from 1-3 p.m. On Wednesday, our students will be eating in their classrooms. Sodexo will have a "grab and go bag lunch" and milk will also be available for purchase. Parking will be limited to our guests until 3 p.m. We appreciate your support in helping us shine a light on Mason.
Halloween AM Schedule:
8:45-9:15 School Parade
9:15-10:15 Classroom Party
10:15-11:00 Assembly
11:00-11:30 Classroom Movie
11:30 Dismissal
Halloween Boos and Don'ts!
- No weapons of any kind allowed at school.
- Please no scary masks. Your child needs to be able to see clearly through the eye holes to prevent accidents at school.
Have a great weekend! Miss Collins
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Annual boat arrivals in Australian waters 1997
total arrivals on 11 vessels: 339
departures: 274 (80.8%)
Visas: 64 PVs, 1 BV 65 (19.2%)
| number | date | location | nickname | number | nationality |
|---|---|---|---|---|---|
| 1 / 63 | 15 Jan | Saibai Island/Torres Strait | Oleria | 4 adults | Iraq |
| 2 / 64 | 10 Febr | Ashmore Islands | Pilliga | 7 adults | 2 Iraq 1 Iran 4 Algeria |
| 3 / 65 | 6 Mar | Darwin | Quercus | 54 adults 16 children | China |
| 4 / 66 | 23 Mar | Christmas Island | Red Gum | 9 adults | Iraq |
| 5 / 67 | 30 Apr | Darwin | She Oak | 36 adults 8 children | China |
| 6 / 68 | 13 Jun | Torres Strait | Telopea | 134 adults 5 children | China |
| 7 / 69 | 30 Jun | Coral Bay Western Australia | Urtica | 15 adults | Sri Lankan |
| 8 / 70 | 25 Jul | Christmas Island | Viola | 15 adults | 8 Iraq 1 Afghanistan 4 Algeria 1 Sudan 1 Bangladesh |
| 9 / 71 | 4 Sept | Christmas Island | Waratah | 17 adults 8 children 1 baby* | 3 Iraq 17 Afghanistan 4 Algeria 1 Sudan |
| 10 / 72 | 11 Sept | Darwin | Xyris | 3 adults | 2 Algeria 1 Morocco |
| 11 / 73 | 14 Nov | Ashmore Islands | Yulbah | 6 adults 2 children | Afghanistan |
Project SafeCom Inc. – 2010 – Reconstructed from official sources
Sources:
DIMIA (2004). Fact Sheet 74a: Boat Arrivals. Last updated October 6, 2004. Accessed online at http://sievx.com/articles/psdp/DIMIA74a_boatarrivals.pdf
Note: the boat name used is the code name used by DIMA to identify each boat. The real name of any boat, if included, is shown in brackets following the code name.
Symbols Used
baby* = born after arrival;
children = under 18, at boat's arrival;
PV, BV = entry through refugee status (protection visa);
detention = in detention/custody (that is, under investigation/awaiting repatriation to safe third country/having been refused refugee status/with application, appeal or litigation pending.
departures = departures from Australia;
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Written by Staff Writer Thursday, 29 November 2012 10:51 -
As part of the City of Columbia and Historic Columbia Foundation's African American Heritage Project, the Modjeska Simkins Archaeology Project is holding Public Archaeology Days Friday, November 30 and Saturday, December 1.
This hands-on, FREE, family-friendly event is designed to introduce people to archaeology and the history of this important site located at 2025 Marion Street, Columbia, SC commemorating the achievements of Modjeska Monteith Simkins, South Carolina's matriarch of Civil Rights activists.
Participants will have the opportunity to work with archaeologists while getting their hands dirty screening for artifacts from an active excavation, washing recovered artifacts, learning how to survey a site with a transit and create archaeological maps.
For younger visitors, the South Carolina Archaeology Outreach Division (SCAPOD) will be at the site on Saturday. Children will learn how to refit broken pottery, what stratigraphy is by making sand art they can take home, and more.
Also on Saturday, Kieth Brown, known as Little Bear, noted potter and member of the Catawba Nation, will demonstrate pottery manufacture, firing and use, as well as talk about the history and culture of his tribe. Little Bear will have many pieces of pottery for sale.
1 / 2
Public Archaeology Days at the Modjeska Monteith Simkins Site
Written by Staff Writer Thursday, 29 November 2012 10:51 -
Participants will also have the opportunity to take free, guided tours of the Mann-Simons and Modjeska Simkins Sites!
We are pleased to announce two lecturers.
On Friday, November 30, from 11:30 am - 12:30 pm, anthropology professor Dr. Kimberly Simmons will talk about representations of African Americans during the past century through print and film. Dr. Simmons is author of the recently published book, Reconstructing Racial Identity and the African Past in the Dominican Republic.
On Saturday, December 1, from 11:30 am -12:30 pm, Chris Judge – Assistant Director of the Native American Studies Center and Co-Director of the Johannes Kolb Archaeology and Education Project – will talk about recent findings at the Kolb Site, encompassing the past 12,000 years of history in South Carolina.
Since space is limited for hands-on activites, registration is requested for morning and afternoon shifts. This includes screening for and washing artifacts, surveying and creating maps. The public is welcome to observe or attend the lunch lectures WITHOUT registering. Register for morning and afternoon activity shifts online here: http://digwithhcf.eventbrite.com/.
For more information about Public Archaeology Days, please contact Dr. Jakob Crockett at [email protected] or (803) 238-7452.
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Coastal livelihoods and post-tsunami resettlement in Sri Lanka
Post-disaster reconstruction, resettlement, livelihoods
2008/9
Hambantota and Ampara District, Sri Lanka
Dr. Jennifer Duyne Barenstein ([email protected]), World Habitat Research Centre (www.worldhabitat.supsi.ch), University of Applied Sciences of Southern Switzerland
Following the Indian Ocean tsunami of 2004 all affected countries expressed their determination to reduce the vulnerability of affected populations by relocating them to a safe distance from the sea. In particular in the case of Sri Lanka this resulted in the resettlement of thousands of people. With the aim of gaining a better understanding of spatial, ecological and social factors affecting the relocation outcome the project addressed the following research question:
- What is the influence of age, gender and occupation on relocation outcomes?
- What impact did relocation have on people's livelihoods?
There is a growing recognition that resettlement often has negative social impacts and accordingly should be avoided as much as possible. However, due to the increased frequency and intensity of natural disasters resettlement is often unavoidable. This calls for the need to better understand how the potential negative impacts of resettlement can be minimized or mitigated.
A graduate student from Peradeniya University conducting a household survey
Prof. P. Wickramagamage ([email protected]) Centre for Environmental Studies, Department of Geography, Peradeniya University, Kandy, Sri Lanka
- How do spatial factors such as distance of the relocation site from the place of origin, services and markets affect people's coping capacity?
The research aimed at seeking answers to these questions through empirical research in a sample of twenty relocated villages in Hambantota and Ampara district. It was found that in most cases people enjoyed better housing conditions than prior to relocation. The research findings confirmed, however, that resettlement in most cases had a negative impact on livelihoods, access to food, education and on social cohesion.
- How did relocation affect communities' social capital and cohesion?
The research aimed at contributing to enhance knowledge on the factors that determine positive or negative outcomes of relocation. Such knowledge is of crucial importance for an informed management of resettlement and for preventing avoidable human sufferance.
A signboard advertising a resettlement site in Hambantota district
Main features of the project
Research findings
After the 2004 Indian Ocean tsunami, the government of Sri Lanka announced that no reconstruction would be allowed within a 200-meter buffer zone along the water. As a result, thousands of households had to be resettled. Our research conducted in 2008 in twenty relocation sites in Hambantota and Ampara district found that, while 96% of the households considered their new houses similar or superior in quality to their pre-tsunami houses, resettlement generally had had a severely negative impact on their livelihoods. This was due to several factors. First, in their pre-tsunami homes, many of the families had goats, cattle, and poultry; homestead gardens; and coconut trees (a staple food in Sri Lanka). They also enjoyed access to free fish. Livestock and poultry provided food security and constituted critical assets in case of financial emergencies. This changed dramatically in the relocation sites, where people were not allowed to keep animals. The number of animals owned by a random sample of 211 households decreased from more than 6,400 before the tsunami to only 107 after the tsunami. People reported that they were consuming less fish, vegetables, and fruits than before the tsunami. Second, relocation led to a dramatic reduction in earning opportunities, in particular for women and the poor. The lack of markets in the relocation sites meant that the small incomes generated from micro-businesses in their homes such as food processing, were now not sufficient to cover the transport expenses from their new homes to the market. As a result, there was a 59% decrease in the number of family members who were earning anything among the 211 households in the sample. Because most people had not relinquished their pre-tsunami property to government, especially after the buffer zone was later reduced, it is not surprising that many people have moved back to their original housing sites. Houses that were built outside the buffer zone by international nongovernmental organizations for tsunami-affected communities have ended up being given to non-affected households. In Hambantota, for example, resettlement sites have been used to house people who have been displaced by the construction of a new port. As of mid-2009, only 63% of houses in the 17 resettlement sites analyzed were occupied by tsunami victims.
Policy implications
Sri Lanka's post-tsunami resettlement experience provided empirical evidence that allowed us to make the following
The findings of this research project had a strong influence on the World Bank Handbook for reconstruction after natural disasters (Jha, A, J. Duyne Barenstein, P. Phelps, D. Pittet, S. Sena (2010). Safer Homes, Stronger Communities. A Handbook for Reconstructing after Natural Disasters. Washington DC: the World Bank [www.housingreconstruction.com]).
recommendations:
2. If relocation is being considered, carry out a detailed participatory assessment of the environmental, social, and economic risks of relocation and of the cost of risk mitigation strategies for alternative sites.
1. Avoid relocation if at all possible. Especially avoid relocation to distant sites. Work hard to keep communities together.
3. Governments should not only avoid relocation in their own housing programs but should also regulate relocation in the reconstruction projects of nongovernmental agencies (private corporations and nongovernmental organizations [NGOs]), which often opt for relocation to gain visibility and for managerial convenience.
5. The technical, financial, and institutional feasibility of providing basic services such as water, electricity, health services, schools, markets, policing, and public transport in the relocation site must be demonstrated during project planning, and all arrangements put in place in advance of the relocation.
4. If relocation is unavoidable, involve the community in the decision-making processes by creating a community relocation committee, among other means.
6. Plan for the relocation of individual or collective cultural properties.
7. Assess and mitigate the impact of relocation on the hosting community, and be prepared to prevent social conflicts and problems of crime, delinquency, and secondary displacement.
An abandoned relocation site in Hambantota district. Due to lack of services and distance from employment opportunities tsunami-affected communities refused to relocate
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UTSS POSITION PAPER ON INCLUSIVE EDUCATION:
OUR POSITION:
We Dream of Global Inclusion - People with albinism (PWA) worldwide seek a day when what we contribute is not limited because of how we are perceived. We dream of a day when PWA will take their rightful place in every level of every society, everywhere, at all times. Under The Same Sun (UTSS) will always place the students with albinism in our Education Program (EP) into safe, socially inclusive schools with above average academic standards, insisting they be educated, socialized and included in mainstream society where they belong. PWA only "fail to succeed" in societies where families and communities neglect the responsibility of inclusive living.
OUR REASONING:
Inclusion will accelerate understanding and reduce stigma - The students in our Education Program are future models within their own society of what PWA can be when given an opportunity. They are the strongest voice against discrimination and the most powerful message educating their culture towards social change. Worldwide PWA suffer from exclusion and social isolation due to stigma within their own families, communities, schools, workplaces, the social media and society at large. This tragic misfortune is due to the historic fact that very few people in the general population have a healthy and accurate understanding of albinism and thus operate from erroneous and often harmful beliefs and myths (see "What Is Albinism" - http://www.underthesamesun.com/resources ). An integrated society will normalize interactions between PWA and non-PWA, enhancing understanding while dispelling myths and stigma.
We do not support segregation of PWA - UTSS has frequently received suggestions by wellintended but tragically misinformed people which, if implemented, would reinforce and institutionalize social isolation for PWA.
Examples:
* Put PWA into schools for the blind or disabled to accommodate their low vision needs.
* Build PWA schools in order to accommodate understanding, safety and low vision needs.
* Buy an island and send all Tanzanian PWA there to protect them from attacks.
* Build a village for PWA children who are at risk of attacks.
Segregation does not guarantee safety and advancement - Specialized segregated environments will only serve to isolate PWA further from the very society they know, love, depend on and belong in. While safety is a vital consideration for PWA in countries where they are being hunted for their body parts, there is no certainty that they will be safer in a segregated
community or school. Although PWA may feel safer there, ironically they may become easier to locate. Segregation also inadvertently contributes to stigma since society tends to view these segregated settings as confirmation that PWA are not normal people. Many children with albinism (CWA) in Tanzania have been confined to government boarding schools for blind or disabled children in the name of providing a safer environment that can also address their low vision needs. All of these schools have sub-standard conditions, and in some the CWA are forced to learn braille. This is highly unfortunate since CWA are partially sighted and able to read and write and participate as full functioning members of mainstream schools. Such settings obstruct academic development as well as normal social skills development, stunting their integrative capacities. CWA require these developmental experiences in order to be high functioning participants in mainstream society when they leave school. In the name of "help", their academic and social development is decreased and social isolation is increased.
PWA are just like everyone else except for 2 simple differences - PWA suffer from (1) low vision and (2) little or no pigment or colour in their skin, hair and eyes. This means that their skin is very sensitive to the sun and vulnerable to skin cancer. It also means that their eyes are highly sensitive to bright light, making it difficult to see on sunny days and in brightly lit rooms. As well, PWA need to be very close to an object to see what fully sighted people can see at a distance. In every other way, we are all the same.
Equal opportunity means equal success for PWA - Just like anyone else, PWA can achieve almost any goal they set their mind to. They can succeed in life, education, employment and love. They are perfectly able to make meaningful contributions to their society providing they are empowered with the same resources offered to their fellow citizens without albinism. Since low vision and sun sensitivity are the only 2 differences and can be easily accommodated, there is no need to exclude PWA by sending them to special needs centers or schools. In many cases, PWA who experience social inclusion and equal opportunity thrive and often surpass the performance of non-PWA in academic and employment settings.
----------------------------------------------------------------------------------------------------
"Sometimes equality means treating people the same, despite their differences, and sometimes it means treating them as equals by accommodating their differences." (Judge Rosalie Abella, Report of the Commission on Equality in Employment, Canada).
"The worst kind of loneliness in the world is the isolation that comes from being misunderstood."
(Dan Brown – Inferno)
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FOWL CHOLERA
This disease is known to occur in Afghanistan.
1. Definition
Fowl cholera is a systemic bacterial disease affecting all poultry species, characterized by systemic illness, diarrhea, arthritis, and poor production.
2. Etiology
The causative agent is Pasteurella multocida. This organism is abundan tly present within feces of infected birds and in carcasses of animals that have died of the disease and it can persist in the environment for months. Feces from infected birds may contaminate water supplies. In addition, other animals such as dogs, cats, and rodents, may harbor Pasteurella multocida and spread it to new locations. Also, humans may take it to new locations by contaminated clothing or shoes.
3. Transmission
The organism enters a susceptible bird through the oropharynx, i.e., the mouth or the respiratory tract.
4. Species affected
Many species of birds can suffer from fowl cholera. Both wild and domestic birds are affected by the disease.
5. Clinical signs
Incubation period is 210 days. Morbidity is often high. Disease is most common in adult birds. It may be peracute in which case the first sign of the disease is death. In animals that survive longer, there is systemic illness, including inappetence, poor production, dyspnea, watery diarrhea, swollen joints. The comb and wattles may be swollen and cyanotic. Mortality is 530%.
6. Pathologic findings
In animals that die in the very acute stage, there may be no lesions. Those that survive longer can have evidence of systemic inflammation. Spleen is large and reactive, with numerous white (lymphoid) nodules visible on cut surface. There may be petechial hemorrhages scattered over mucosal and serosal surfaces. Liver is pale throughout. The cranial portion of the intestine (duodenum and jejunum) is reddened with fibrinocatarrhal contents. Joints cavities can contain caseous exudates. Similar caseous material may be found in the sinuses of the head, including the inner ear.
7. Diagnosis
The typical picture at the flock level adult birds, systemic illness, pathologic lesions, can lead to a suspicion of fowl cholera. Confirmation of the diagnosis requires isolating the organism in the laboratory. Differential diagnoses include: fowl typhoid, highly pathogenic avian influenza, colibacillosis.
8. Treatment
Pasteurella multocida is susceptible to a variety of antibiotics and these will cure the infection temporarily. Unfortunately treatment with anti biotics can promote a carrier state and leave additional birds at risk. Also, birds can break out with the disease again at the end of the antibiotic treatment period. So, although antibiotics will work, if other measures are available, such as vaccination, this is preferable to using antibiotics to control the disease.
9. Prevention and Control
Bacterins are available but do not completely prevent infection. They should be used in combination with a strong program of sanitation that would include cleaning and disinfection after an outbreak, rodent control, provision of clean drinking water, and adequate disposal of dead birds.
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SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
The Project - The Evaluation - Overall Conclusion & Success Rating - The Main Findings - Lessons
The Project
The Children's Nutrition Unit (CNU) was officially opened in 1975 in response to the entry into Dhaka of large numbers of people in search of food and work following a famine the previous year. The CNU was established by Save the Children Fund (SCF) in order to try to save some of the children who were dying from malnutrition.
The work of the CNU has expanded over time. It has developed from a project providing immediate rehabilitation of malnourished children into an internationally regarded nutrition centre engaged in a wide range of activities including: in-patient and day care for malnourished children; out-patient services, training for Government and NGO staff in Bangladesh and the Asian Region; research and community-based health and nutrition programmes. Currently, the CNU has a budget of about £160,000 per year.
The Evaluation
The project was selected as one of a series of evaluations of projects funded or co-funded by ODA and undertaken by non-governmental organisations (NGOS). The evaluation was jointly undertaken by SCF and ODA, Discussions were held with those involved in the project in Bangladesh and in the UK.
Overall Conclusion & Success Rating
In terms of the objectives set for the CNU, the project has been successful. On the basis of available information, the evaluators believe that the project has had a positive impact on its intended beneficiaries, producing, in general, significant overall benefits in relation to costs.
The Main Findings
* The Government of Bangladesh (GoB) has no clearly stated nutrition policy. Consequently, the CNU is not part of an overall nutrition programme conceived by the Government, but rather the result of a specific response by SCF to the problems of malnutrition in Dhaka.
* The objectives and activities of this project were not clearly stated at the outset in
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (1 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
such a way that indicators of achievement and means of verification could be established. As the project proceeded however, the Unit maintained a good record system and collected substantial amounts of data arising from its activities. These were used to monitor and review progress and helped the Unit to develop its activities in a well planned way.
* The beneficiary groups (children and women from poor slum communities) were not involved in the planning and design stages of the project. Another weakness of the project design was the delay in recognising the importance and potential benefits that could be realised through more community-based work.
* The CNU is delivering a service which the Government of Bangladesh alone is not able to provide. The services offered throughout the CNU are well utilised. The project activities are geared to serving the urban poor and the majority of beneficiaries are 'hard core' poor.
* The CNU has shown that with its approach to the treatment of malnutrition, a large proportion of the children it treats recover satisfactorily from their initial illness.
* One of the most impressive features of the work of the CNU is the training programme for staff from Government and NGO programmes.
* The CNU has had an excellent research record and is held in high regard internationally.
* Although there is a good deal of general coordination between the CNU and other NGOs and development agencies active in the health and nutrition field in Bangladesh, very little of this coordination is directed at trying to influence government policy. On its own, the CNU has little leverage over government policy.
Lessons
* The context in which the CNU services are provided (densely populated slum areas with extremely high rates of mortality and morbidity) may limit the long-term impact of such activities. Although efforts have been made to provide services at a level in keeping with the government health service environment, the main elements required for the replicability of such quality services are good management and support of staff, adequate referral facilities, and a guaranteed supply of drugs and materials for health education.
* Evidence for the impact of the community programme suggests that regular growth monitoring, health education and prompt referral for treatment of infections has led to a reduction in malnutrition rates.
* The type and level of resources available to government staff is relevant to the long term value of the training programme. For training to be effective account must be taken of the conditions in which trainees are likely, ultimately to work.
* A shift of focus towards more operational research can influence service delivery and community involvement.
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (2 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
* One of the perceived advantages of the CNU is that the combination of different project components enhances the effectiveness of the individual activities.
* Health and nutrition services for the poor in the form provided by CNU are unlikely to be self financing, a factor which has implications for the planning and long term sustainability of such projects.
* The single most important factor in determining the success of this project has been the effective way in which the project was managed by highly motivated and hard working staff.
* The CNU is an example of how an NGO such as SCF can provide effective assistance to poor people outside the framework of Government to Government bilateral aid. As an NGO it is possible for SCF to bypass the government system and establish an effective project under its control in a way ODA could not do directly under Government to Government bilateral aid.
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (3 of 3) [22/07/2004 11:24:40]
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Parent E-News
Volume 1, Issue 1
September 2015
INSIDE THIS ISSUE:
| Director Greeting | 1 |
|---|---|
| Infant Room | 2 |
| Toddler Room | 2 |
| Pre School | 3 |
| School Age | 3 |
| Center Update | 4 |
Dates to Remember
- September 8, part time pre-school begins
- September 18th– Center closes at 5:30 pm for carpet cleaning
- September 24-Family ice cream social @ 5:30
- September 25– Scholastic Book Orders due
- October 15-Center closes at 5:30 for staff meeting
- November 11-center closed
Greetings from the Director
There is nothing better than a new school year! It brings new routines, friendships, and beginnings. There are exciting things happening this year at My Place.
We have kicked off our new part time preschool program. We are delighted to launch this program as a response to the community need for part time offerings for 3 and 4 year olds.
As the year continues, please know that we are here to partner with you for your child's early learning experience. We want your families experience at the center to be inviting, nurturing, and fun!
As a learning organization, we are committing resources to invest in our staff. We are focused on recruiting quality staff and developing a staff retention strategy. Staff are always encouraged to continue their education. We are able to offer a flexible work schedule for staffers to attend school and training.
Glen Rotary. Anytime that I am able to advocate to the community for quality early childhood programming, is a win! Our social media presence is growing, we are about
We are excited for another great year at My Place.
-Best, Brooke Bennett Executive Director
Most importantly we are growing and taking our "center goodness" on the road! Over the summer, I was given the opportunity to be part of several community presentations, including the Hector Lions Club and Watkins to reach 400 likes on Facebook! The center was also part of the Italian Festival parade. We were joined by families and board members to celebrate being part of this great community in Schuyler. So fun!
Tell me more about the part time preschool!
Here is the scoop on the part time preschool option:
Follows the school calendar
Includes breakfast, curriculum engagement, socialization and gross motor play
Three days a week
9 am—11:30 am
3-4 year olds (Do not need to be toilet trained)
$200 a month tuition
Class Room Happenings
Amazing things are happening everyday in the center classroom. Your children are socializing, building their character and learning through play! How awesome! Thank you for allowing us to partner with you during these quick yet critical years.
Classroom wish list:
As you are purging your toy rooms in preparation for new toys please keep us in mind for donations. We are looking for the following items:
- Toy kitchen set
- Play yard gate
- Umbrella or double stroller-with safety straps
Thank you in advance!
Infant Room - Lead Teacher, Karissa Snyder
This summer in the infant room has been super busy and so much fun! We have taken many trips to the waterfalls as well as around town. We have played in our sensory bin with water and other fun sensory materials like whip cream and graham cracker crust. We have also done many art projects that are nicely decorating our walls in our classroom. We can't wait to see what fall brings us.
Toddler Room - Lead Teacher, Carrie Oakley
The children in the Toddler room have been very busy this summer. In between many changes, staff and children, we have been working hard on sharing and helping each other! We have also enjoyed the summer weather and cooling off in the water!
As we welcomed Miss Carrie to the classroom, we have enjoyed talking, singing and learning many different things. We spent her first week doing the Itsy Bitsy Spider, followed by a fun week of every-
thing Farm related. This week we have concentrated on the story Chicka Chicka Boom Boom by Bill Martin. This story is so much fun and helps us with our ABC's! Look for a monthly newsletter from Miss Carrie starting very soon. This will tell you everything new and exciting happening in the Toddler room!
Classroom Reading Guide
Here are a list of books that have been used recently in the classroom. Maybe you already have them in your collections at home. Children love being read to and it fosters early literacy skills. Reading can be built into your routines at home. Reading is wonderful before meals, bed, in the car, on rainy days, and of course just because. Incorporate songs and props to make a full activity come to life!
- Chicka Chicka Boom Boom
- Three Billy Goats Gruff
- It looked like spilt milk
- Loud and Quiet
- Cock-a-doodle-doo! Barnyard Hullabaloo
Preschool Room - Lead Teacher, Ashley Ector
We have had a great summer here at My Place!
have had our days filled with hot days; to cool down we played in
Our curriculum we follow is made up from the Childcare Aware Early Literacy Connections. Everyday has been a different adventure and tons of fun, we the sprinkler! We added some toys to the mix to make it more interesting and fun! Throughout the summer we implemented the alphabet with different crafts that may start with the letter or have the letter in their
names. We LOVE to sing and dance to music, reading books, and enjoying fun science experiments! Mixing colors and watching colors fizz! Playing with sand, playdough, kitchen and dress up! Fine motor activities with pom poms and sorting different colors!
Name that tune: "Cleanup, cleanup, everyone, everywhere, cleanup, cleanup, everyone do your share"Preschool cleanup jingle
School Age Room - Lead Teacher, Darby Cady
This summer in school age has been a blast. The kids made new friends, met up with old friends, and learned new, exciting lessons. From traveling to the humane society, to looking at bugs under magnifying glasses, there was never a dull moment. The summer heat brought out the fun of the sprinkler, games of tag, and walks to see the falls. Even on rainy days the school agers still had tons of fun using their imagination to create new games, painting pictures, building with Legos, laughing, and counting to 100! The staff as well as the children worked together to make fun new summer memories that will last a life time!
Just reminder: Please check your child's cubby for treasured artwork, receipts, soiled items to be washed., ect.
208 W. Broadway St.
Montour Falls, NY 14865
Phone: 607-535-8908 Fax: 607-535-4199 www.myplace-aplc.com
Like us on Facebook!
Parent Education Corner
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Indicators of Attack (IoA)
Context-sensitive clues unlock early attack detection and action.
Sophisticated attacks take time to unfold and involve much more than malware. Organizations must collect, assemble, interpret, and apply many fragments of information early in an attack chain to disrupt advanced and targeted attacks. More than raw data, organizational and situational context enrich other forms of intelligence to create "indicators of attack." These early warnings reveal suspicious events, letting systems and people contain and mitigate attack activities before they lead to system compromises and data loss. They also inform adaptive behaviors for sustainable advantage.
What happens when you see something suspicious outside your home? You gauge its risk and decide what to do. If it's a fire, you might call the fire department—but not if it's coming from the neighbor's grill. If it's someone looking through your neighbor's front window, and your neighbor is on vacation, you might take a picture and call the police—but not if you recognize their house sitter.
Suspicious or Benign? It Depends.
An IoA is a unique construction of unknown attributes, IoCs, and contextual information (including organizational intelligence and risk) into a dynamic, situational picture that guides response.
The key to this decision sequence is your definition of "something suspicious." Your neighborhood, line of business, and experience provide a baseline of "what is normal" as well as context to directly affect this definition. Context is often defined as "who, what, when, and where." It's the analyst's job to derive "why and how." In sizing up the context, we make a decision, one that can protect our neighborhood or our business.
In attack scenarios, the time factor is one of the most pivotal. It involves not just catching a snapshot of a point in time (12:36.12 a.m.), but capturing that event within an attack timeline by noting repetition (20 times) or related events (from different IP addresses) across a span of time (within 24 hours).
IoA versus IoC
These contextual attributes of a situation add up to "indicators of attack (IoAs)." Unlike "indicators of compromise (IoCs)," which are individual known bad, static events (IoC test: Is there a regulation against loss of that structured data? Is file blacklisting a relevant control?), IoAs only become bad based on what they mean to you and the situation.
Technology Brief
Earliest Possible Attack Detection
Because this situational picture can be created as early as the initial phase of an attack— reconnaissance—defenders gain an active role in blocking the attack's success. With visibility and contextualization throughout the attack chain, defenders have many more opportunities to fight off an attack before it succeeds. This is another contrast with IoCs, which primarily support after-the-fact forensic investigation, not the in-the-moment incident intervention made possible by an IoA.
A Bias for Action
The detailed nature of the situational picture increases the sensitivity and precision of attack containment and mitigation. It brings relevant information directly to the people and processes that need it, when they need it.
■ ■ Enhanced, dynamic threat and risk scoring can pinpoint and elevate events for immediate evaluation by security analysts.
■ ■ Actionable details permit targeted processes to automatically and selectively block, disrupt, monitor, or record activities.
■ ■ Fine-grained event attributes can be used to find other instances of an event.
■ ■ Event details can allow heuristics to predict attack behaviors, educate defenses, and suggest policy and control changes to prevent future repetitions.
■ ■ Context helps investigators reconstruct a complete forensic chain of events and look back in time to unearth other and similar attack evidence.
These proactive organizational behaviors demonstrate maturity in incident response, a maturity increasingly sought by enterprise leaders worried about data breaches and cyberattack costs.
An Intelligence-Sharing Architecture
To implement systems that support IoAs, each organization needs to adjust its mindset and controls to be more proactive and timely about sharing and acting on contextual data. This process turns raw data into actionable intelligence and then to intelligent action.
Figure 1. Collection and sharing of context and other forms of intelligence enable adaptive threat management.
Planning and
Direction
Collection
Dissemination
Processing
Exploitation
Analysis and
Production
Indicators of Attack (IoA)
2
Technology Brief
Collection
The first hurdle is usually collection. Many sensors and products can collect raw data, but most "use it and lose it." The architecture needs to ensure the important (relevant) data is collected and shared, not just observed and discarded. This shared data supports immediate containment of the attack and can also factor into improvements in policies and defenses, essentially helping the infrastructure learn as it protects.
Next, the individual data points must be aggregated to construct an indicator of attack. Simple, intermittent data archival as implemented by first-generation security and information event management (SIEM) is not enough. Basic event data must be enriched with contextual data (such as time, prevalence, location) and the human factor of experience, risk values, and instinct. This contextualization can happen in different ways, in different segments of the infrastructure, but it needs to happen at a speed that supports immediate action.
Contextualization
Many products are designed for single functions, not to be part of a centrally managed, intelligencesharing system. This advance requires a trusted way to exchange data in real time, such as the messaging bus used in the McAfee® data exchange layer. By defining clear ways to share precise types of information, the McAfee data exchange layer enables and encourages appropriate sharing.
Centralization
Centralized services help with both collection and contextualization. For example, endpoint sensor events can be baselined, aggregated, and contextualized using local threat intelligence and organizational preferences and risk scores, a model available with the McAfee Threat Intelligence Exchange. This process can reveal first contact and prevalence.
In addition, an advanced security intelligence platform can build on real-time SIEM technologies to normalize and correlate endpoint discoveries with network event data and other information—user data, application policies, threat intelligence, risk posture—and surface concrete IoAs. Correlation is important in this process as it aligns data into IoAs and assembles them into a sequence that reveals attack patterns and intent.
Aggregating a full picture from fragments of information, contextualized intelligence can rapidly become a "Big Data" problem, so an advanced analytics architecture is recommended. This system is available with McAfee Enterprise Security Manager.
Amount of Data
Figure 2. Conversion of massive amounts of data into actionable intelligence requires filtering, contextualization, and high-speed analytics.
Planning
Operational
Environment
Raw Data
Information
Intelligence
Collection
Analysis
Processing
Indicators of Attack (IoA)
3
Technology Brief
Action and adaptation
Once the IoA is created, people and processes can act while the rich intelligence is distributed. Directly, alerts, and thresholds can guide enforcement actions such as quarantine. In near real time, new findings can factor into policy adjustments, authentication requirements, and human response workflows. Within hours and days, findings can influence risk scores, organizational policies, and end-user education. Over longer timelines—weeks and months—organizations can trend and surface anomalies, predict future attacks, and adjust sensitivities.
Getting Started
Support for IoAs will allow your organization to act earlier and more definitively to disrupt advanced and targeted threats. By sending rich IoA insights to cross-vector detection, containment, and remediation systems, security analysts get a sustainable advantage against evolving cyberthreats. Get started today with a visit to mcafee.com/incidentresponse.
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PINELLAS COUNTY SCHOOLS
NETWORK/INTERNET ACCEPTABLE USE AGREEMENT
Pinellas County Schools use computers to support learning and to enhance instruction. Computer networks in the schools allow students and staff to interact with many computers. The Internet, a network of networks, allows people to interact with hundreds of thousands of networks and computers. Internet access is now available to designated students in Pinellas County Schools. This resource offers vast, diverse, and unique resources to students that will allow them to communicate with people from around the world, visit electronic libraries, perform research on a variety of subjects, and participate in special projects with students from all points on the globe. The goal in providing this service is to promote educational excellence in schools by facilitating resource sharing, innovation, and communication. This technology will benefit all students as they prepare for work in a global marketplace.
The student is expected to follow all guidelines stated below, as well as those given orally by the staff, and to demonstrate ethical behavior that is of the highest order in using the network facilities at the school.
1. Acceptable Use:
The purpose of the Internet is to facilitate communications in support of research and education by providing access to unique resources and the opportunity for collaborative work. The use of the student's account must be in support of and consistent with the educational objectives of Pinellas County Schools. Use of other organizations' networks or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret. Use for commercial activities is generally not acceptable. Use for product advertisement is also prohibited.
2. Privileges
The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The districtwide network system administrator is the supervisor of distributive and user support systems. In addition, the principal will appoint a staff member to act as the school's network system administrator. Students may not allow others to use their account name or their password. Violation of this rule could jeopardize access to the Internet and students who violate this rule will immediately lose all network and computer access. The school's network system administrators will deem what is inappropriate use and their decision is final. Also, the school's network system administrators may close or restrict an account at any time as required. The administration and staff of the district or the school may also request the districtwide network system administrator or the school's network system administrator to deny, revoke, or suspend specific user access.
3. Network Etiquette
Students are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to the following:
a. Do not reveal personal address, phone numbers, or other personal information of yourself or classmates.
b. Be polite. Do not get abusive in messages to others.
c. Use appropriate language. Do not swear, use vulgarities, or any other inappropriate language.
d. Do not engage in activities that are prohibited under state or federal law.
e. Do not assume that electronic mail is private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities.
f. Do not use the network in such a way that would disrupt the use of the network by other users.
g. All communications and information accessible via the network should be assumed to be private property.
4. Services
a. Pinellas County Schools will not be responsible for any charges related to fee for service access to on-line resources services incurred by account holders without prior written approval being received from the district.
b. Pinellas County Schools makes no warranties of any kind, either expressed or implied, for the service it is providing. Pinellas County Schools will not be responsible for any damages suffered. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by its own negligence or errors or omissions including any and all viruses. Use of any information obtained via the Internet is at the student's own risk. Pinellas County Schools specifically denies any responsibility for the accuracy or quality of information obtained through its services.
5. Security
Security on any computer system is a high priority, especially when the system involves many users. If the student can identify a security problem, the student must notify the school's network system administrator or the Pinellas County Schools districtwide network system administrator and should not demonstrate the problem to other users. Attempts to logon to the Internet as a network system administrator will result in cancellation of user privileges. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet.
6. Vandalism
Vandalism will result in cancellation of Internet privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other networks that are connected to Pinellas County Schools. This includes, but is not limited to the uploading or creation of computer viruses.
STUDENT
I understand and will abide by the Network and Internet Use Agreement. I further understand that any violation of the regulations stated is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked and school disciplinary and appropriate legal action may be taken.
Name of Student_________________________________________________________ School ________________________________________________
User Signature________________________________________________________________________________________ Date _____________________
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Network and Internet Use Agreement. I understand that my child’s access is designed for educational purposes. I recognize it is impossible for Pinellas County Schools to restrict access to all controversial or offensive materials and I will not hold them responsible for materials acquired on the network. Further, I accept full responsibility for the supervision, if any, when my child’s use is not in a school setting. I have read and understand the information in this agreement and hereby give my permission for my child to use the Internet for classroom curriculum projects.
Parent or Guardian's Name (please print) ______________________________________________________________________________________
Parent or Guardian's Signature______________________________________________________________________ Date _____________________
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Water & Pool Safety
(800) 774-7237
Riverside County is dedicated to preventing unintentional injuries to children in our county. The paramedics, fire fighters, law enforcement personnel, and hospital staff who work in our county know all too well the tragic results of a child's death from drowning. Childhood drowning can be eliminated because we know that childhood drowning is 100% preventable.
Make changes now, before a drowning happens. It could happen in your neighborhood or at your next gathering. Please don't wait. Read the following information. It could change your life.
FACTS
* Over 80% of all drowning and near-drowning incidents occur in backyard pools.
* Drowning is the leading cause of unintentional or accidental injury-related death to children ages 1-4 years old in Riverside County.
* There are over one million backyard pools in California without safety features because they were built before the Swimming Pool Safety Act of 1998. One could be in your neighborhood.
* A submerged child can lose consciousness in less than two minutes – the time it takes to answer a phone – and sustain permanent brain damage in only 4 to 6 minutes.
* Drowning is a quiet event. There is no splashing, no screaming, and no noise at all.
* Shimmering and sparkling, water is a magnet for toddlers and young children.
* Remember, it takes very little water for a child to drown. Less than one inch of water is all it takes to cover the mouth and nose of a toddler.
* Children under the age of five have no fear of water and no concept of death. Water is associated with play.
LAYERS OF PROTECTION FOR POOLS
* Fence the pool
* FENCE GATES: All gates to the pool or spa must be selfclosing and self-latching.
* POOL COVERS: If a pool cover is used, make sure it has been approved as a safety device.
* Shut the gate • Learn how to swim it's great! • FENCING: Enclose your pool with four-sided, non-climbable fencing at least 5 feet high. Isolation fencing around a pool or spa is the best protection. If possible, do not use your house as one of the four sides.
* Take CPR
* DOOR & WINDOW ALARMS: All windows and doors that lead to the pool area should have alarms that alert adults when they are opened.
* Adults should always supervise
(more on other side)
* Keep proper supplies
PREVENTION TIPS
* Assign an adult Water Watcher to keep their eyes on the water at all times.
* SUPERVISE! Never leave a child alone near a pool or spa, bathtub, pond, toilet, bucket of liquid, or any standing water.
* Do not allow children to play near the pool or spa.
* Empty wading pools immediately after use and store upside-down.
* Keep toilets lids down. Install safety latches on the toilet lids to prevent toddlers from opening and playing in the toilet.
* Bath rings are only bathing aids, not personal floatation devices.
* American Academy of Pediatrics advises against swim lessons until the 4 th birthday.
* Never rely on devices or swimming lessons to protect children without supervision.
* Never drink alcoholic beverages before or during swimming or supervising children.
BE PREPARED
* Know your neighborhood and the homes your child visits. Is there a pool? Is it properly protected? If the children will be swimming, who will be supervising them?
* Learn CPR & First Aid
* Learn how to swim and learn proper rescue techniques.
* Keep a portable telephone and emergency phone numbers nearby.
* Keep rescue equipment at near the pool. Do NOT use air-filled swimming aids (such as water rings) in place of life preservers. These devices can give parents and children a false sense of security, which may increase the risk of drowning.
IF A WATER EMERGENCY OCCURS
* Check for breathing; clear mouth and nose of any obstructions
* Pull the child from the water and place on his or her back
* Instruct another adult to call for emergency help
* Begin rescue breathing or CPR as needed until the child is revived or help arrives.
SAFETY RESOURCES
(800) 774-7237 or (951) 358-7171
Riverside County Children's Injury Prevention Network
Riverside County Building & Safety Department rivcoips.org
(951) 955-1800 or (951) 600-6245
Riverside/Corona (951) 955-6713
To report an unsafe pool call Code Enforcement:
Perris/Hemet/Temecula (951) 600-6140
American Red Cross in Riverside County
Pass & Desert Areas (760) 863-7180 (951) 656-4218 or (760) 773-9105
www.drowningpreventionalliance.com
National Drowning Prevention Alliance
Safe Kids Worldwide
U.S. Consumer Product Safety Commission www.cpsc.gov
Safekids.org
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National Cemetery Burial Ledgers: Reproduction & Indexing Project, 2009-2012
Historic burial ledgers documenting national cemetery interments from the 1860s to the 1960s are valuable for the genealogical information they contain, as well as being antique artifacts. Concerns over limited access and safekeeping led the NCA History Program to design a project for the electronic reproduction of 60 ledgers and greater access to their content for federal managers and public researchers.
Public Law 37 - An Act to Establish and to Protect National Cemeteries, enacted on February 22, 1867, is the first legislative reference to a "register of burials." The oversized, leather-bound books are the oldest "system"
documents and the absence of modern personal identifiable information (such as Social Security numbers of living service members) the ledgers are considered public records. Multiple ledgers exist for some cemeteries. Beginning in the late 1990s, the form of cemetery burial data began to evolve to keep up with technology, most recently posted on the internet-accessible Nationwide Gravesite Locator (NGL: http://gravelocator.cem.va.gov/).
of recording military burials. Much of the ledger data is found in NCA's current tracking system: the electronic Burial Operations Support System (BOSS). Ledger entries include a soldier's name, date of death, regiment, and grave location. Many Civil War soldiers were buried near where they fell in battle or in temporary cemeteries, and sometimes that location is also recorded in the ledgers. Due to the age of these
Between 2009 and 2011, NCA reproduced ledgers by digitization—photographing or scanning each page— and storing it as a high-resolution graphic file format. NCA then transferred 60 fragile, hand-written ledgers for 36 of its oldest cemeteries to the National Archives and Records Administration (NARA) as required by law. NARA was already the steward of more than 156 U.S. Army ledgers documenting burials at more than 146 facilities.
The digitized ledgers are a convenient source of primary data but entries stored in photographic form are not electronically searchable by name or other information. To maximize the value of these records, in 2011 NCA formally partnered with Ancestry.com to index the entries—nearly 114,000 individuals were extracted from 9,344 pages in all—at no cost to the government. Ancestry.com is a popular subscription source for primary records; it and NARA have partnered for many years to make public-domain records available online. NCA's project prompted NARA to elevate as a priority the reproduction-and-indexing of its ledgers under contract to Ancestry.com. The combined collection encompasses more than 556,000 individuals contained in more than 216 historic ledgers. VA/NCA staff will have free online access to the indexed ledgers to answer questions from the public and others.
To facilitate the stewardship of national cemetery heritage during the Civil War sesquicentennial and beyond, NCA obtained authorization from Ancestry.com for personnel at the 14 national cemeteries overseen by the National Park Service, associated with pivotal Civil War events, and the two Army-run national cemeteries, to have access to the online ledgers at no cost. Ancestry.com launched access to the burial ledger records on its website in conjunction with Veterans Day 2012.
For more information, visit these links:
* Project Frequently Asked Questions
* List of cemetery burial ledgers available online at Ancestry.com
* VA Press Release, January 10, 2013
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Monthly Newsletter
Welcome!
!
We are announcing the grand unveiling of our new web site/search engine designed for high school students.
www.Infotrek.info
Check out our animated video below!
You Tube: http://youtu.be/N9OXhmynem4
Vimeo: https://vimeo.com/101749012
Students can search the main categories, which include the following:
* Science, Technology and Math
* Biographies
* Arts and Recreation
* Literature and Language Arts
* Social Studies, Geography, and History
* Quotations
* Health, Nutrition, Medicine and Disease
* Images, Audio and Video Clips
* Languages
The power of Infotrek is the search engine:
1) Students can type in their own keywords and high school level results will be displayed.
2) Students can click on a topic such as "Earth Science" and an extensive list of earth science topics will be displayed. Then, the student would click on a specific topic and it is entered automatically in the search box.
As always, Infotrek and our other sites only access resources that have been recommended by teachers and librarians and reviewed by us.
Send us your feedback!
Welcome to the students, teachers, and librarians of Vancouver, British Columbia We're happy you are using Infotopia.info, Infotrek.info and Kidtopia.info for your research needs!
Are You Looking for Resources on Landforms?
Our newly updated resources page on landforms consists of twelve carefully selected web sites, which include videos from WatchKnowLearn, interactive lessons, definitions, pictures, maps of world locations, quizzes, anagrams, a PowerPoint presentation, a slide show, songs about Landforms, and even a game called Landform Detective. As you know, information about landforms is difficult to find in one place. Hopefully, this will help with your class objectives on landforms.
http://www.infotopia.info/landforms.html
http://www.powtoon.com/
Have you or your students tried PowToon yet? It is easy to use and the results are quite professional looking. You can easily animate a presentation (with audio) for free using Powtoon, and then upload it to YouTube or download to your computer. It is quite intuitive and doesn't require professional skills to use. There are one-minute online tutorials that teach you how to use it! (It's that easy!)
New "How-To" Animated Videos for many subjects, including science fair projects, how to perform keyword searches, and more. Send us your requests!
Infotopia Newsletter
\
Our blog can now be found at www.infotopiaworld.com. Recent Posts include:
* How to Find Free eBooks and Audiobooks
* How to Borrow Free eBooks and Audiobooks
* Free Children's eBooks, Online Books, and Audiobooks
* Google Search Operators vs. Boolean Searching
* Summer Reading Ideas
Presentations for Students:
* How and Why to Cite Your Resources
* It's a Jungle Out There (How to Distinguish Good from Bad Web Sites)
Sign up and you will receive updates via email.
(Fill in "Subscribe/Connect" or click the "Contact Us Here" button at the top left.) (Or click the link here.)
http://bit.ly/WIreOK
We have also posted our presentations for students, teachers, and librarians on YouTube. We will be creating more videos each week. You can find us at:
https://www.youtube.com/user/infotopiaworld
Also, please suggest topics and presentation ideas by sending us an email ([email protected])
Looking for some FREE eBooks or online audiobooks for young children? We have evaluated hundreds of web sites and made our recommendations here. Many are downloadable to your Kindle, Nook, etc. Others are available only online. It's never too late to get children captivated by reading, which can turn into a lifelong habit.
If you want to subscribe to our Infotopia newsletters, just send us an email.
[email protected]
Dr. Michael Bell and Carole Bell (Retired) Librarians/Teachers http://www.infotopia.info
http://www.kidtopia.info http://www.infotrek.info
http://www.teachertopia.info http://www.librarytopia.info
http://www.academicindex.net
As you know, our web sites/search engines are free. To help support us, please "share," "tweet about," or "like" our web sites.
Follow our blog by email at:
http://www.infotopiaworld.com/
Find our newsletters and presentations at: http://www.infotopia.info/newsletter.html
We appreciate your feedback!
Carole and Mike Bell
August Events
National Inventors' Month http://www.infotopia.info/inventions.html
Get Ready for Kindergarten Month
http://www.coolmath.com/parents/getready.htm
All August Events
http://www.surfnetkids.com/calendar/august/
http://www.infotopiaworld.com/2014/07/part-iii-how-to-find-free-childrens.html
Help! We are working on a number of new resource pages and we need to know if your schools/school districts allow students to access embedded videos from YouTube or Vimeo on a web site. Could you complete this brief (one question) survey for us? Thanks in advance for your help! Just click on the link below. http://bit.ly/WIriy0
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|
2017-03-27T10:45:40Z
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