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Accessing Country
This Fact Sheet provides information about Aboriginal people accessing different types of land in NSW as well as providing an overview of legislation relating to Aboriginal people hunting, fishing and gathering on Country.
It is one of a series of Culture and Heritage Fact Sheets which have been developed for Local Aboriginal Land Councils (LALCs) and the Aboriginal community by the NSW Aboriginal Land Council (NSWALC).
Please Note: While all care has been taken in the preparation of this document, it is not a substitute for legal advice. The information in this Fact Sheet is current as of February 2016.
Gaining access to land
The legal rights of Aboriginal people to access land and water depends on the legal status of that land or water. Prior to seeking access to lands it is important to find out who the lands or water are owned and/or managed by.
Making access agreements
The Aboriginal Land Rights Act 1983 (NSW) (ALRA) provides avenues for Local Aboriginal Land Councils to pursue access to land to hunt, gather or fish for domestic purposes. This can be both public and private land.
Section 47 of the ALRA allows LALCs to negotiate agreements with the owner, occupier or person in control of any land to permit specified Aboriginal community members or groups, to gain access to land to hunt, gather and fish.
There are also provisions under theNative Title Act 1993 (Commonwealth) that may allow for Registered Native Title claimants and Native Title holders to negotiate access agreements over places subject to native title claims i . Native title holders may also have the right to access country under traditional laws and customs.
Negotiating an Access Agreement under the ALRA
1. Find out who owns, controls or occupies the land: Information on land ownership may be accessed at your local council or through NSW Land and Property Information. Contact NSWALC for further assistance.
2. Approach the landholder with a request:
It is important to take into consideration that landholders may not be aware of the access provisions in the ALRA. It may be useful to provide the landholder with information about the ALRA and organise a meeting to discuss reasonable conditions for access. This may include suitable times to access specific locations, the number of people and vehicles, and preferred communication methods.
What does an access agreement under the ALRA allow?
An access agreement will allow entry and use of the relevant land for the purpose specified in the agreement. NOTE: There are a number of laws that may restrict hunting, fishing and gathering on certain lands and waters, and
licences or permits may be required. See below for further information.
What happens if an access agreement cannot be negotiated?
If the LALC and the landholder are not able to come to an agreement regarding access terms, the LALC may seek a permit from the NSW Land and Environment Court (the Court) to access the land, or a right of way across the land, for the purpose of hunting, or fishing, or gathering traditional foods for domestic purposes. ii
How does the Court issue access permits?
The LALC lodges an application for an access permit determination with the Registrar of the ALRA, who then lodges the application with the Court.
Any person who is likely to be affected by the issue of an access permit is provided notice by the Court, in order to assess the impact of granting access to the land in question.
The Court assesses the application and determines whether to issue an access permit. The access permit may be issued subject to conditions.
Key types of Public Land in NSW iii
Below is a summary of key types of public lands in NSW, and the government departments and agencies who can be contacted about accessing lands.
National parks are areas of land reserved by the NSW Government under the National Parks and Wildlife Act 1974 (NSW) (NPW Act), managed for conservation purposes and public enjoyment. They can protect ecosystems, native animals, areas of natural and cultural significance and aquatic reserves. National parks are generally managed by the National Parks and Wildlife Services (NPWS) area of the NSW Office of Environment and Heritage (OEH). Entry fees may be charged.
Local National Parks offices can be contacted to discuss accessing parks for cultural purposes, support for undertaking cultural or educations activities, waiving fees for accessing parks, and any approvals or licences that may be required.
Aboriginal areas reserved under the NPW Act are to be managed to allow the use of the area by Aboriginal people for cultural purposes. Most Aboriginal areas have unrestricted access, although some sites have been fenced. The local National Parks and Wildlife Office should be contacted to access fenced sites. There are currently 24 Aboriginal areas in NSW. iv
Aboriginal Places may be also be gazetted under the NPW Act, and are places that 'is or was of special significance with respect to Aboriginal culture'. v The Minister administering the NPW Act may declare any lands an Aboriginal Place. There are currently 104 Aboriginal Places listed in NSW. vi
Nature reserves are areas reserved under the NPW Act of special scientific and conservation interest, set up to mainly protect their native plant and animal communities. Nature reserves are generally managed by the NPWS/ OEH.
State conservation areas are areas reserved under the NPW Act, often containing important natural environments, which have been set aside for conservation, public enjoyment and potential exploration. State conservation areas are generally managed by the NPWS / OEH.
State forests are managed by the Forestry Corporation of NSW. Access to these lands is generally permitted with restrictions attached to certain activities.
Crown land is land that is owned by the NSW State Government. There are different types of Crown land that may be allocated to public uses such as camping and recreation areas that may be managed by different government agencies, Crown Reserve Trusts or corporations.
Crown Land that is not covered by a lease, license or has otherwise been dedicated, reserved or proclaimed for a specific purpose is generally controlled by the Crown Lands Division of Trade and Investment NSW.
Travelling Stock Reserves are parcels of Crown lands reserved under legislation for use by travelling stock and are generally managed by Local Land Services.
Leased Crown land owners such as an agricultural lease, or a western lands lease may be approached as a private landholder for negotiating access agreements.
Community land is land reserved by Local Government in a Local Environmental Plan (LEP) and includes areas such as beach foreshores, bushland reserve or sports grounds. It can also include areas of Aboriginal cultural significance. Community land is generally managed by Local or Shire Councils.
Waterways are generally managed by Local Councils according to the Coastal Protection Act 1979 (NSW) vii and include the coastal zone and public lands along streams and rivers. Generally, there is public access to rivers, lakes, streams and beaches for a variety of activities.
Marine parksare managed by the NSW Marine Parks Authority and have been established to protect biodiversity. There are 6 Marine Parks in NSW. Each park has different laws for activities permitted.
Hunting, Fishing and Gathering
The right to hunt, fish and gather is a significant component of Aboriginal culture. These rights have been recognised in legislation that generally permits these activities. However, it is important to note that some restrictions may apply.
Usually, animals and plants within a national park or similar area are protected. There are general restrictions on the carrying, licence and use of firearms and these apply to Aboriginal people when hunting. viii
Hunting: Aboriginal people and their dependents (whether of Aboriginal descent or not) are exempt from certain offence provisions in the NPW Act relating to to 'harming' animals, and using hunting devices when hunting for their own domestic purposes ix . This applies to areas within wildlife refuge, conservation area, wilderness area or area subject to a wilderness protection agreement. However, it is important to note that other offence provisions may still apply.
Please note: Licences for certain hunting devices such as firearms are still required as are licences from the OEH for taking threatened species x . A licence from the NSW Game Licensing Unit is required for hunting game on public land unless you are a member of a LALC, or in the company of such a member, undertaking cultural hunting within your LALC's boundaries xi .
Hunting in national park or historic sites requires a licence issued by OEH unless the hunting is carried out on lands jointly managed under Part 4A of the NPW Act and is carried out by an Aboriginal Owner of the lands (or by any Aboriginal person with the consent of such an Aboriginal Owner) for domestic, ceremonial or cultural purposes xii . Firearms restrictions will still apply.
Fishing: In general, fishing activities must be compliant with provisions of the Fisheries Management Act 1994 (NSW). In NSW, an Aboriginal person is exempt from permit and licensing requirements for both saltwater and freshwater fishing activities, if they are undertaking traditional cultural fishing for domestic use in line with the current Interim Compliance Policy. Cultural fishing is still subject to prescribed methods and bag/possession limits.
For further information see'Fishing Rights Fact Sheet 1: Aboriginal Cultural Fishing in NSW'. Some additional restrictions may apply when
fishing in Marine Parks or Aquatic Reserves. For more information see NSWALC 'Fishing rights Fact Sheet 2: Marine Parks and Aquatic Reserves'.
Gathering: Aboriginal community members and their dependents (whether of Aboriginal descent or not) are generally permitted to pick and possess flora for their own domestic purposes without obtaining licences or permits to do so, provided the gathering or harvesting does not unreasonably interfere with the plant's means of reproducing and where woody species are concerned does not significantly harm the plant xiii . This applies to areas within wildlife refuge, conservation area, wilderness area or area subject to a wilderness protection agreement. Please note: Where threatened species are concerned, a licence from OEH is required xiv .
Defence to prosecution: There is also a defence to prosecution for offences relating to threatened species, populations and ecological communities available to Aboriginal people undertaking traditional Aboriginal cultural activities under the NPW Act xv .
Native title defence:under the Native Title Act there is a defence available to native title holders who are charged with an offence of hunting, fishing, or gathering without a licence or permit. This defence is available to Aboriginal people exercising their native title rights in relation to land or waters. xv
Parks under Joint Management arrangements
Aboriginal owners of parks handed back under Part 4A of the NPW Act can hunt, fish and gather without a permit (for further information see Fact Sheet 3: Joint Management of National Parks (Part 4A).
Where can I get more information?
NSWALC
NSW Office of Environment and Heritage and National Parks and Wildlife Service
Website: www.environment.nsw.gov.au
Phone: 131 555 or 1300 361 967
The NSW OEH website threatened species profile search can assist in identifying threatened and non-‐ threatened species:
www.environment.nsw.gov.au/threatenedSpeciesA pp.
Office of the Registrar of the Aboriginal Land Rights Act 1983 (NSW)
Website: www.oralra.nsw.gov.au
Phone: 02 9562 6327
Email: firstname.lastname@example.org
Crown Lands (Trade and Investment NSW)
Website: www.crownland.nsw.gov.au
Phone: 1300 886 235
Email: email@example.com
Local Land Services
There are 11 Local Land Services across NSW.
Website: www.lls.nsw.gov.au
Phone: 1300 795 299
EDO NSW
EDO NSW is a specialist public interest legal centre that may be able to provide free legal advice, and have developed a number of legal guides and fact sheets for communities.
Website: www.edonsw.org.au
Phone: (02) 9262 6989
Marine Parks Authority
Website: www.mpa.nsw.gov.au
Phone: 1300 550 474
Email: firstname.lastname@example.org
NTSCORP – NSW native title service provider
Website: www.ntscorp.com.au
Phone: 02 9310 3188 or freecall 1800 111 844
Email: email@example.com
i For more information about native title claims, contact NTSCORP.
iiihttp://www.environment.nsw.gov.au/parktypes/typesofpar ks.htm
ii Aboriginal Land Rights Act 1983 (NSW), section 48.
Website: www.alc.org.au
Phone: (02) 9689 4444
Email: firstname.lastname@example.org
iv
A list of Aboriginal areas is available on the OEH website at:
http://www.environment.nsw.gov.au/nationalparks/parkt ypes.aspx?type=aboriginalarea
v National Parks and Wildlife Act 1974 (NSW), section 84
vii Soon to be replaced with a new coastal management legislative framework. See: theCoastal Management Bill 2015 (NSW).
vi A list of Aboriginal Places is available on the OEH website:http://www.environment.nsw.gov.au/aboriginalplac es/
viii Firearms Act 1996 (NSW).
x Threatened Species Conservation Act 1995,section 91.
ix National Parks and Wildlife Regulation 2009 (NSW) clause 72.
xi Game and Feral Animal Control Act 2002(NSW), s17(1)(c)
xiii National Parks and Wildlife Regulation 2009 (NSW) clause 75.
xii National Parks and Wildlife Act 1974 (NSW), section 45
xiv See footnote x.
xvNative Title Act 1993 (Cth)s 211.
xv National Parks and Wildlife Act 1974(NSW) Part 8, section 118G.
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BP 5030 Students
Student Wellness
The district's nutrition education and physical education programs shall be based on research, consistent with the expectations established in the state's curriculum frameworks, and designed to build the skills and knowledge that all students need to maintain a healthy lifestyle.
```
(cf. 6010 - Goals and Objectives) (cf. 6011 - Academic Standards) (cf. 6143 - Courses of Study)
```
Nutrition education shall be provided as part of the health education program in grades K-12 and, as appropriate, shall be integrated into core academic subjects and offered through before- and after-school programs.
```
(cf. 6142.8 - Comprehensive Health Education)
```
All students in grades K-12 shall be provided opportunities to be physically active on a regular basis.
```
(cf. 6142.7 - Physical Education) (cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6145.2 - Athletic Competition)
```
Opportunities for moderate to vigorous physical activity shall be provided through physical education, recess, school athletic programs, extracurricular programs, before- and after-school programs, and other structured and unstructured activities.
The Superintendent or designee shall encourage staff to serve as positive role models.
```
(cf. 1113 - District and School Web Sites) (cf. 6020 - Parent Involvement)
```
To encourage consistent health messages between the home and school environment, the Superintendent or designee may disseminate health information to parents/guardians through district or school newsletters, handouts, parent/guardian meetings, the district or school web site, and other communications. Outreach to parents/guardians shall emphasize the relationship between student health and academic performance.
Nutrition Guidelines for Foods Available at School
The Board shall adopt nutrition guidelines selected by the district for all foods available on each campus during the school day, with the objectives of promoting student health and reducing childhood obesity. (42 USC 1751 Note)
The Board believes that foods and beverages available to students at district schools should support the health curriculum and promote optimal health. Nutrition standards adopted by the district for all foods and beverages sold to students, including foods and beverages provided through the district's food service program, student stores, or vending machines, shall meet or exceed state and federal nutrition standards.
```
(cf. 3312 - Contracts) (cf. 3550 - Food Service/Child Nutrition Program) (cf. 3554 - Other Food Sales) (cf. 5148 - Child Care and Development) (cf. 6300 - Preschool/Early Childhood Education)
```
BP 5030 Students
Student Wellness
The Superintendent or designee shall encourage school organizations to use healthy food items or non-food items for fundraising purposes. He/she also shall encourage school staff to minimize the use of candy or other non-nutritious foods as a reward for students' academic performance, accomplishments, or classroom behavior. (cf. 1230 - School-Connected Organizations)
School staff shall encourage parents/guardians or other volunteers to support the district's nutrition education program by considering nutritional quality when selecting any snacks which they may donate for occasional class parties and by limiting foods or beverages that do not meet nutritional standards to no more than one food or beverage per class function.
Guidelines for Reimbursable Meals
Foods and beverages provided through federally reimbursable school meal programs shall meet or exceed federal regulations and guidance issued pursuant to 42 USC1758(f)(1), 1766(a), and 1779(a) and (b), as they apply to schools. (42 USC 1751 Note)
In order to maximize the district's ability to provide nutritious meals and snacks, all district schools shall participate in available federal school nutrition programs, including the National School Lunch and School Breakfast Programs, to the extent possible. (cf. 3553 - Free and Reduced Price Meals)
Program Implementation and Evaluation
The Board shall establish a plan for measuring implementation of the policy. The Superintendent shall designate at least one person within the district and at each school who is charged with operational responsibility for ensuring that the school sites implement the district's wellness policy. (42 USC 1751 Note) (cf. 0500 - Accountability)
The Superintendent or designee shall recommend for Board approval specific quality indicators that will be used to measure the implementation of the policy districtwide and at each district school. These measures shall include, but not be limited to, an analysis of the nutritional content of meals served; student participation rates in school meal programs; any sales of non-nutritious foods and beverages in fundraisers or other venues outside the district's meal programs; and feedback from food service personnel, school administrators, parents/guardians, students, and other appropriate persons.
Posting Requirements
Each school shall post the district's policies and regulations on nutrition and physical activity in public view within all school cafeterias or in other central eating areas. (Education Code 49432)
Legal Reference:
49430-49436 Pupil Nutrition, Health, and Achievement Act of 2001
EDUCATION CODE
49490-49493 School breakfast and lunch programs
49510-49520 Nutrition
49500-49505 School meals
49530-49536 Child Nutrition Act
49547-49548.3 Comprehensive nutrition services
49540-49546 Child care food program
49550-49560 Meals for needy students
49565-49565.8California Fresh Start pilot program
51222
49570National School Lunch Act
Physical education
adopted: July 6, 2006 Ramona, California
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q circus: WESTSIDE CIRCUS
Education Week 2017 Healthy Mind, Healthy Body Westside Circus is helping to make Victorian kids happier and healthier as part of Education Week 2017 This year's Education Week will be celebrated from 21 to 27 May
During the week, organisations will hold activities that relate to the Healthy Mind, Healthy Body theme.
Education Week will showcase activities going on at schools related to the Healthy Mind, Healthy Body theme, from sport, dance, mentoring, yoga, meditation, reading, and art, to camps, excursions, breakfast clubs, healthy canteen menus, stress management and resilience; and more.
Westside Circus is thrilled to be holding an activity during Education Week with support from the Victorian Department of Education and Training.
This year, Westside Circus is offering two programs: Acrobatics and Aerials with Westside Circus and Percussive Juggling with Westside Circus. Percussive Juggling introduces the fun that can be had challenging your own hand/eye coordination and learning some smart and catchy rhythms. Acrobatics and Aerials is just that, basic acrobatics (tumbling and handstands etc) and aerials (trapeze and tissu etc). Learn how to roll like a rock or fly like a bird!
This will help kids to engage in physical activity that also develops their confidence, persistence, team work skills and resilience (the basis of all activities in social circus), an experience that embodies the underlying concepts of the Education State target.
"… Education Week gives an opportunity for schools to access our workshops who may not have had the opportunity to do so otherwise; this is important as it means we can provide a fun and positive experience for many more children..." said Jafar AbdusSamad, Operations Coordinator at Westside Circus.
The overall goal of Education Week is to positively highlight the strengths and achievements of Victoria's government education sector. The Healthy Mind, Healthy Body theme aligns to the Education State target of Happy, Healthy and Resilient Kids, which recognises that the healthy development of our students helps to drive the future prosperity of Victoria.
Westside Circus is one of 17 activity providers hosting engaging and informative sessions across Victoria as part of Education Week.
Details of how schools can book for this, and other activities, are on the Education Week website http://www.education.vic.gov.au/ educationweek
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ESWS: The first European SignWriters Symposium.
Report by Kathleen Heylen.
The questions in this report were derived from the videotapes we made at the ESWS.
Summary of the questions:
Here are some of the questions and issues that came up during the symposium.
These questions can be a guideline for the next ESWS...
Education
.using SW to teach phonology and morphology: can SW show the different locations in the signingspace?
.if you teach Sign language which of the 3 text is possible:
1. a text in SW with some words next to specific signs.
2. a text in English with some signs below the word.
3. a full text in English with a sign below every word. (Signed English)
.SW for lefthanded or righthanded signers: the influence on reading and writing in SW
.using "quotes" in SW
.writing dialogues in SW
.different didactics to teach Sign language and SW
.do we use the top-bottom method or bottom-top method to teach SW?
.curriculum to teach Sign language and implement SW into such a curriculum
.SW should be researched by a Sign Linguist before we use it in education?
.how much detail do we need to write when we use SW in education?
.Is SW a written language? Does it have all the aspects of a written language?
Computer
.The difference of using a mouse or keyboard when using a programme for SW .is it possible to translate a text of any written language into a Sign language text, with the correct grammar of that SL?
.how much does a programmer need to know about SW to be able to create a SW programme?
.possibility to look up signs by typing a word/ and look up words by giving symbols .how to make documents containing SW smaller in MB?
.how can children use a programme to make SL sentences? NOT by typing in the words in the spoken language BUT using SL grammar...
.the possibility of transfering data from one programme to another.. saving a lot of time.
The participants came from all over Europe and some even further. Belgium, France, Ireland, United Kingdom, Germany, Italy, Norway, Poland, Holland, Switserland, Canada and Japan.
The first day started of with a BIG surprise for all the participants. We contacted Valerie Sutton with the use of a videophone 'D-link' that Daniel installed for us. Valerie greeted all 29 participants and wished us an informative and happy time.
*First talk on education was by Kathleen Heylen, who teaches VGT (Flemish Sign Language) at the Kasterlinden school for the Deaf. (Powerpoint presentation) This presentation contained:
.How do we work with SignWriting in the classroom?
.examples of how SignWriting is used to teach VGT to the pupils.
.DVD fragments from the classroom
.some personal questions regarding using SW to read and write VGT:
? The use of signing space is not always clear enough in SignWriting according to Kathleen,
The height of the sign can have morphological meaning, a dog is situated lower than a man.
?Kathleen also showed 3 examples of using SW in combination with the spoken language. 3 options showed
1. a text in SW with some words next to specific signs.
2. a text in English with some signs below the word.
3. Kathleen wanted to know if people agreed with a full text in English with a sign below every word. (Signed English)
She asked the participants which of these 3 options they prefered.
*The second talk was by Stefan Wöhrmann, who teaches Deaf children at a school for the Deaf in Osnabrück, Germany.
This presentation contained:
.a DVD section of a German tv program that was made by Deaf people on SignWriting. This gave an general idea how Stefan works with SW in his classroom.
Stefan added mouthmovement to SignWriting, he uses this to help the children practice articulation.
"Speed of reading is very important to understanding what you read", Stefan said. He uses SW to write Sign Language grammar as well as the grammar of the spoken language.
*The general discussion led by Ingvild Roald (Norway) raised some issues and questions.
Alessio (Italy) pointed out the difference in reading and writing: he had question about transcription of signs into SignWriting.
Different people raised questions about:
Dialogue?
Detail for reading?
How much difference should there be between actual signing and the written form?
Various usage for SignWriting:
-transcribing sign for research
-writing for education
-dictionary
On the first and second day we had a workshop: issues on using SW in education.
? Does it matter if the signer is lefthanded or righthanded? We questioned the influence on reading or writing SW according to the dominant hand. Are lefthanded signs mirrored or do they have a very different movement than righthanded signs? Is it easier for lefthanded children to read SW if it's written that way, or can they read the righthanded signs? And do they make mistakes reading the righthanded signs?
? Alessio possed a question on quotation in SW. In written English you have symbols for quotes like this: Mary says "hello, I'm Mary". How would this work in SW?
? This resulted in a discussion on how to write a dialogue between 2 or 3 or more people in SW?
You can have a dialogue with 'me' as a participant in the dialogue or 'me' as the observer of a dialogue. We came to some suggestions:
.color or difference in thick or thin writing
.use facial expression in SW (hair or facial expression to mark a person)
.first print the name of the person or maybe a new symbol to indicate 1 person or more
? We concluded that we also need to make a difference in how to teach Sign Language and Sign Writing to different groups:
-SW for little children (kindergarten) and primary school
-SW for older students (learning SW at a latter age)
-SW for adults and hearing students
These al require a different approach and didactics.
? Diane from Belgium had questions about at what age and in what stages you can teach Deaf children SW. The development of SignLanguage is not researched enough in many countries.
So at what age do you start teaching classifier handshapes?
Or when do you start teaching the handshapes of SW and in what order do you teach this?
What can you expect from the students and how to evaluate them (what is a normal development?)
? Should SW not be researched by Sign Linguïsts before we use it to educate Deaf children?
? Danny (Belgium) wondered if SW should be introduces by the 'top-bottom method' or 'bottom-top'?
(top-bottom: starting with whole sentences and ending with spelling – bottom-top: starting with spelling and ending with reading sentences)
? Danny also pointed out if we should write SW in extreem detail or do children pick this up very global (no need for to much detail and mouth pictures?) Should children be reading more in context in stead of focussing on the details.. as Stefan said – 'speed of reading is very important'.
There was a disscusion on the use of SW. For Deaf children who learn it as the written form of their first language is should not be a system to teach SL… first comes SL than comes SW.
? But is SW a written language?-Does it have all the aspects of a written language?
Louis-Félix (Canada) stated that a spoken language is not linked to written languages, we teach the children the meaning of these symbols we call 'letters'. SW is much easier according to Louis-Félix because the symbols of SW resemble the parts of a sign.
Kathleen noted that SW is also arbitrary because the handschapes do not look like actual hands, and the children have to learn these symbols and meaning for orientation, movement, facial expressions, ect...
? Juliette (France) signed that teaching with visual images or SW is very different and that teaching of culture and language is connected. How many cultures and languages can Deaf children take? And in which order?
*On the first and second day we also had a computer workshop.
? Daniel (Switzerland) showed the possibility of using the keyboard or mouse. He noted that the keyboard has the advantage of speed.
Suzanne (Holland) asked what problems to expect while making a programme for SW
Lars answered that translating DOS into a new programme can be a problem.
.DOS limited to 10.000 symbols
.Translating old symbol bank into a new programme
Daniel signed that Lars' programme is very interesting, but would he please translate it to English.
? The 'big' question of course is the possibility to translate text from a spoken language into a sign language and vice versa.
? there was a brief discussion on symbols and how to write tention in a handshape. Daniel thought this was not a topic to discuss in the computer workshop. LouisFélix noted that the symbols available and needed influence the creating of a programme and so should be discussed. Damien (Belgium) asked if you have to
know a language to be able to write it down or create programmes? He pointed out the difference between designers and users.
*Day 2: Daniel's talk on the Tiger programme.
(D-link ad) for further questions about Tiger please contact Daniel at email@example.com
Website? http://www.signwriter.org/
Questions or remarks following Daniel's talk (which is much better explained by Alessio ;)
? Claude (Belgium) asked if the D-link videophone was part of the presentation? Daniel sells these and we think he wanted to use this opportunity to make a buck or two ;)
Was D-link made by Deaf people? Is it for Deaf people or also for hearing people. Apparently it was made by Deaf people for Deaf/hearing people.
? Danny wanted to know if it's possible in the Tiger programme dictionary to convert SW text to it's spoken language? Or only one word to one sign? Daniel responded that for now it's one word to one sign translation.
? Ingvild wondered about printing possibilities.
? Barbara (Italy) asked Daniel if he did this as volunteer work? Daniel created this programme together with his brother, voluntary. Barbara also asked if she could use the programme on Mac and linux? And Daniel signed it shouldn't be a problem.
*Lars' talk on the Python programme.
http://signwriter.takdoc.de
Not all the subprogrammes are developed yet.
Questions:
? Juliette: Can you type in a word and have the sign pop up but not the other way around?
Stefan explaned that signpuddle has this search option that lets you search a sign by handshape and orientation. Different signs pop up if you seach general, more detail give you less signs as a result.
Danny showed this website http://ugent.gebaren.be the Flemish dictionary converts words into different variations of signs (different signs for rabbit).
Kathleen showed how she uses signpuddle to make lessons and how the students use it. http://signbank.org/signpuddle/sgn-BE-nl/
The problem here is that every gloss of a sign has to be linked to a word. So if you want to use the translation in signpuddle you have to know the word connected to the signs. How do you save different variations of signs in signpuddle. And how can it be easy for everyone to use this.
? She also possed the problem that using Word files with SW are 'big MB' files. And SW takes up lots more space on a paper than words do. Stefan has made some examples were SW documents are fitted on a page a lot 'smaller'.
? If the children want to make a text in VGT (Flemish Sign Language) they have to type in the text with Dutch words but in VGT grammar. That can be confusing, so we need a different way of working to make VGT texts with the pupils.
? Barbara: If I have a database already filled to convert it to Swnl. When will Lars be finished with his work?
? Danny: So it will be possible to be able to translate spoken language text into Sign Language grammar?
Their was a discussion on creating a European organisation the ESWO (European SignWriters Organisation)
Invild had the draft constitution handed out to everyone.
The questions the ESWS participants had when the ESWO was introduced.
? Do we need an ESWO? Why?
? What will this organisation provide?
? What is the difference between being on the commité and being a member, information where?
Reports from participants
Report by Lucy:
Well, before the symposium we were told via e-mail that there would be two workshops groups at the symposium, the spelling one held by Stefan and Sara, and the computer workshops held by Lars and Daniel. Well, I wanted to participate in all the workshops in order to write an article for Swiat Ciszy afterwards. But Kathleen informed me it wouldn't be possible as the spelling and the computer workshops would take place simultaneously, so I wrote to Kathleen I would be sitting on spelling the first day and on computers the second day.
But on place I saw a list at the white board with my name put under the spelling workshop for both the first and second days. I told Kathleen there was a mistake and she said I should correct it, so I transferred my name to the computer workshop that was to be held the second day.
Well, the first day I was sitting for the spelling lesson held by Stefan and Sara. I could follow Stefan very well but what he was teaching I and most of other participants were familiar with. Stefan was teaching so as if we were kids. It was valuable in a way as we could see how children are taught but for on the other hand it was boring to us. A film showing the teaching of SW to young pupils would be as valuable too but we (at least I) wanted to discuss some deeper issues.
Well, the same day there was also a computer workshop by Lars and I went to it as I just wanted to see what would happen there and so on and I hoped to learn something too as some time before I had downloaded Lars' program but it did not work on my computer. But it was so that Lars was speaking English, and one of the ISL interpreters was interpreting Lars but I could not follow him as both the interpreters spoke (signed) a language quite foreign to me. Daniel was sitting there by me and I asked him to do something with Python so that it could work but he failed.
(at last Lars helped me during a break - thank you, Lars!)
The next day there was new grouping but I had only a faint idea of it and in order to make sure of the groups (as far as I could understand, there were 3 groups then) I asked Stefan, using some signs and English words, if he was going the teach the basics again. He agreed so I followed another group as I didn't want to exercise the basics in the childish way again…
I know very well I was not prepared very well for the meeting but the fact was also that I did not know how I should be prepared as it was the first international SL users meeting in my life…
After all, I hoped for some more written English information as written English is the easiest way to communicate with foreigners. Those who could not understand the International Sign, could hear and understand spoken English and I could not understand either this or that. I felt adrift… (Val told me she was expected to prepare more materials in SW but do not forget: in order to read in ASL you must know ASL!)
I think, if I participated in the Maastricht congress, I would have some time to learn the International Sign as I did in Brussels but the symposium lasted only 2 days, too few to learn much although the third day, after the symposium, it was much easier to me to communicate with Daniel, Ingvild and Ulrike at the hotel and in the city of Brussels (I met Daniel in the city on Saturday). But communicating in person is not the same yet as "listening" to a speech...
Stefan, you were confused because I did not ask for more when you saw my signs written incorrect. Well, it was during the break and I did not want to take your time, I know we all were tired, more or less. Most of you came from Maastricht, some (including me) did not sleep very well at that hotel in Groot Bijgaarden and some few (especially me) came from afar, by air and I did not felt very well after the flight, especially after the flight from Brussels to Warsaw, unfortunately.
And now I have a problem.
I have promised my boss to write an article about the symposium for the Swiat Ciszy magazine. In order to do it I need your help (or does anyone want to be a coauthor of it?)
1. What is the exact number of participants and what countries did they represent? (I've got a list but it's incomplete or out of date, perhaps).
2. What about the European SignWriter Organisation? Has it been already established? Was it a SW or ESWO symposium at all?
3. When and where will be the next SW/WSWO symposium?
4. What were the main issues raised by the participants? I would be grateful if you answered these questions in brief. I may have some more questions later.
Lucy Dlugolecka
Report by Alessio:
21 JULY (1st day) --
In the morning, after the usual stuff (registration, opening and so on), Kathleen Heylen, from belgium, and Stefan Wohrmann, from germany (sorry stefan, I'm no good at hunting diacritic marks under linux), presented their talks on "education and sign writing techniques".
Ms. Kathleen's talk was centered mostly on her experience in teaching children how to write down belgian sign language, within the context of a bilingual primary school. She started 2 years ago, with the aim to give children the chance to learn how to read and write in their own sign language. It seems that the implicit objective of her project is to help them reinforce awareness and knowledge of their own sign language. In her talk she showed not only some of the exercises she gave children, but also 5 relevant points of her work with the children:
1) phonology (i.e. use of colors and "minimal couples" to mark different elements of a sign)
2) morphology (i.e. the use of polysyntactic signs, as kathleen defines what we'd call roughly "classifiers")
3) syntax (i.e. making visible the change of meaning between two slightly different SL sentences)
4) semantics (i.e. marking the differences between synonyms and/or homonyms)
5) pragmatics (i.e. awareness of different linguistic registers such as formal/informal signs)
Stefan Wohrmann's talk was apparently similar to kathleen's but his aims are a bit different: he uses signwriting and/or "mundbildschrift" to reinforce knowledge and understanding of written/spoken german, by using elements of german sign language as starting points for learning written/ spoken german as a second language.
After lunch (btw, the subs were good! :), two discussion groups were formed. One was focused on SW spelling,, led by Stefan Wohrmann and Sara Geudens, the other on SWTechnology and Computer, with Trevor Jenkins as moderator.
Alessio attended the first discussion group, Barbara the second.
SW Spelling discussion group:
Initially, the moderators (stefan and sara) tried to teach us how to read and write SW symbols, but since most of its participants already knew how to read and write SW, we split into 2 sub-groups: one for people that really didn't know much about SW and another for people with more experience in SW.
I (alessio) attended the latter group, where we discussed on what would be the best learning process for SW and children. Some people in the grouplet disagreed on using SW only as a "supporting code" for written languages. Then we discussed on how to write into SW a dialogue between 2 people, as in other written languages that have punctuation symbols. An agreement was somehow found: each sentence uttered should be preceded by the signer's sign-name.
During this discussion, Juliette from Toulouse (France) described her recent experience of working for about 1 or 2 months with a very small group of deaf children in a bilingual school in her town: the aims of her project were quite similar to Kathleen's project, but differing in the "educative process", as Juliette never used PC for printing or writing SW and, to make children more acquainted with SW, she gave them not only reading exercises but also lot of writing exercises.
SW Computer/Technology Group:
It initially started as a lesson by Daniel Noelpp on how to use SignWriter DOS to write down signs, since it shares a lot of features with SW Java and SW Tiger. But the lesson soon became a discussion in itself, since there were some participants that didn't know SW at all, while others already knew bot SW and SW-DOS. After the short afternoon break, those participants joined the abovesaid sub-group to learn more about SW itself, so the remaining people continued discussing on where and how is going software development for SW in the near future... (I, Barbara, must admit that I might have been a bit monomaniac on the problem of using SW software for Sign Language research purposes :p)
22 JULY (2nd day) --
Daniel has briefly explained what Sign Writer Tiger can do at the present stage of development (e.g.: it can read and write SW documents, but it can't yet print them and it can't manage dictionaries) and explained that this is due to the fact that it isn't YET finished. Then he described what would be the future features of SW Tiger, as its development proceeds. One of the "snags" of SW Tiger development, if I understood correctly, is the fact the symbol set of SW is still in evolution, it hasn't been carved into stone like Moses'tables.
The morning talks were given by Daniel Noelpp and Lars Majewski, who described their work on, respectively, Sign Writer Tiger and Sign Writer Python.
Lars Majewski, in presenting his SignWriter Python, has explained that this too is still under development, and for this reason his project has a "modular" nature, with 5 small programs, each doing a specific task related to SignWriting. Of those 5, only 2 are already ready and downloadable: the Dictionary Browser, a program that loads and displays SW dictionaries made with SW-DOS, and the SignFile Viewer, another programs that can load, display and export as graphic files old SignWriter files. The other 3 would be called SignFile Creator, SignEditor and SignWriter.
After lunch, we gathered back into the same discussion groups as yesterday.
The SW group discussed over the following topics:
- Why SW is already perceived as written language, even if it's not yet "recognized" by deaf community? Even if SW contact happens with deaf children first?
- How would SW evolve with its usage with one's own sign language within the deaf community?
Obviously, due to the nature of the topics raised, no conclusion was reached... yet :-)
The other group of discussion expanded upon the morning talks, especially on what would be necessary to help both Daniel Noelpp and Lars Majewski, who are actually working alone on their programs' development. Some betatesters (people that don't panic if their program freezes or crashes and can send back to developers what they did do to crash the program and what actually happened) and some other people that can write code in Java or Python would be surely appreciated by Lars and Daniel. We then discussed of the need not only of programs that can write/display/print SW texts, but also of programs that can ease up SL researchers's work (like transcribing and analyzing different features of signed texts, but using SW symbolset and not various conventions/artifices "borrowed" by roman alphabet).
Then, after group discussions, we gathered back together for a collective discussion on the idea of creating an european organization of sign writers (ESWO), but the discussion didn't reach a reliable conclusion maybe due to the apparent "suddeness" of this ESWO idea, in some of the participants' perception, and to the fact that we were all tired (some DID celebrate the 175th anniversary of belgium the evening before...). So the details and the nitty-gritty work of estabilishing ESWO and how will be discussed later, by email.
Another point of discussion raised was to decide how would be the frequency of subsequent european symposiums on SW, yearly or every 2 years. After some arguing and discussion, the majority of the participants agreed on "every 2 years". So there. Next symposium will be in 2007, probably in London. Not in august, hopefully :)
any error, omission, misunderstanding is solely our own responsibility, mine and of Alessio :-) And any error in translating is my responsibility only. So sue me :)
P.S.: our deepest thanks to Val for donating the cd-rom of "lessons in SignWriting"!!!
Alessio Di Renzo
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Basic Drill
Hang On
Defender tries to remain in contact with the attacker using one arm
Intermediate Drill
Zig-Zag Check (with ball)
Intermediate Drill B faces A and attempts to maintain the 'Check' position throughout
Game Play Drill
Check Mate
Attacker tries to progress to score while the
Checking
Key Points
1. Position the body between the opponent and goal.
2. Arms spread out. Use short steps
3. Keep one foot slightly ahead for balance
4. Attempt to intercept when given an opportunity
Head - Hands – Feet
STEP - Vary the activity
Vary Space VaryTask
Vary Equipment VaryPlayers
Advanced Drill
Grid Check
Defenders attempts to 'Check' the attacker after he has rounded the corner
Fun Game
Check Zone
Attackers attempt to pass the defenders who try to Check them and prevent them from scoring.
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Chinquapin oak (Quercus muehlenbergii)
Human Health and Trees
We think of discoveries as providing answers, but research also creates more questions and uncovers new mysteries. Human health and trees have strong links, some unrevealed at present, according to results obtained from following human populations in American cities with severe tree loss.
Trees near our homes can add beauty and value to property. For instance, shade can lower cooling costs. Leaves act as traps for dust and particles, filtering the air. Hospitalizations for childhood asthma are lowered in urban areas with denser street trees. In heavy rains, a mature tree can hold 100 gallons of water on its leafy surface, and allow water to evaporate or saturate the ground slowly. This process replenishes the ground water and will lessen flooding, especially in cities where large tree canopies exist. Roots also absorb runoff, helping cities avoid erosion and pollution, each tree often managing several hundreds of gallons of water yearly.
Trees provide even broader services that are less obvious, and our understanding of the full relationship between our quality of life and trees is incomplete. This became evident as the arrival of the invasive emerald ash borer beetle (EAB) * destroyed ash trees and stripped tree-lined streets bare in Midwest cities.
Researchers who studied human health in these communities found surprising results: Increases in deaths from vessel and heart disease; and lung illnesses or pneumonia. The numbers of additional deaths are significant; including 15, 000 extra from heart and vessel diseases, and 6,000 more from lung illnesses, supported by 18 years of data from over 1200 counties in 15 states. There was a natural skepticism about such high numbers, initially attributing differences to racial or ethnic variation, income or education, but these factors did not emerge as statistically relevant.
Scientists speculate that populations suffered from a number of consequences of tree loss, including poorer air quality, elevation of stress, loss of temperature modulation, and less attractive areas for outdoor exercise. ** While there is no certainty that the tree loss caused extra deaths or that trees provided protective benefits, past studies indicate that all of these connections are possibilities, and should be explored in further research. Other links between health and trees have been observed previously, including better recovery from illness in the presence of green space, and greater longevity where walkable green space is available. Low birth weight babies are less frequent in women who live near green space and trees. A number of other mechanisms, both physical and psychological, may be at work, and these are waiting to be discovered.
*The emerald ash borer has killed 100 million trees in the eastern and Midwestern states **Geoffrey H. Donovan, David T. Butry, Yvonne L. Michael, Jeffrey P. Prestemon, Andrew M. Liebhold, Demetrios Gatziolis, Megan Y. Mao. The Relationship Between Trees and Human Health. American Journal of Preventive Medicine, 2013; 44 (2): 139 DOI:10.1016/j.amepre.2012.09.066
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Energy and Environment
Alaska's terrifying wildfire season and what it says about climate change
323
By Chris Mooney July 26
Alaska's wildfire season of 2015 may be the state's worst ever
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Almost 5 million acres have burned, and scientists say the blazes are the latest sign of a region transformed.
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http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
FAIRBANKS, Alaska — Hundreds of wildfires are continually whipping across this state this summer, leaving in their wake millions of acres of charred trees and blackened earth.
At the Fairbanks compound of the state's Division of Forestry recently, workers were busy washing a mountain of soot-covered fire hoses, which stood in piles roughly six feet high and 100 feet long. About 3,500 smokejumpers, hotshot crews, helicopter teams and other workers have traveled to Alaska this year from across the country and Canada. And they have collectively deployed about 830 miles of hose this year to fight fires.
An hour north of the state's second-biggest city, firefighters were attacking flames stretching across more than 31,000 acres, including an area close to the Trans-Alaska pipeline system, which stretches from Prudhoe Bay to Valdez. And that's just one of about 300 fires at any given time.
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http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Alaska's terrifying wildfire season and what it says about climate change - The Washington Post
"People don't fathom how big Alaska is. You can have a 300,000-acre fire, and nobody knows anything about it, because nothing's been done about it, because of where it is," says Tim Mowry, spokesman for the Alaska Division of Forestry.
The staggering 2015 Alaska wildfire season may soon be the state's worst ever, with almost 5 million acres already burned — an area larger than Connecticut. The pace of the burn has moderated in the last week, but scientists say the fires are just the latest indicator of a climatic transformation that is remaking this state — its forests, its coasts, its glaciers, and perhaps most of all, the frozen ground beneath — more than any other in America.
[The world's most famous climate scientist just outlined an alarming scenario for our planet's future]
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Alaska has already warmed by more than 3 degrees http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Fahrenheit in the past half-century, much more than the continental United States. The consequences have included an annual loss of 75 billion metric tons of ice from its iconic glaciers — including those covering the slopes of Denali, the highest peak in North America — and the destabilization of permafrost, the frozen ground that underlies 80 percent of the state and whose thaw can undermine buildings, roads and infrastructure.
Also pummeled are the state's Arctic coastlines, which are facing intense erosion as seas rise and declining sea ice exposes shores and barrier islands to punishing waves. The situation has grown so bad that some native communities, including tiny Kivalina, Alaska, sitting on a barrier island along the Chukchi Sea, may now have to be relocated, given the dangerous loss of land to the sea.
Earlier snowmelt transforms the state further. In 2015, the starting place of the Iditarod sled dog race had to be relocated north, to Fairbanks, because there wasn't enough snow on the ground in some places.
But arguably the most dramatic change — threatening to transform the state's 126 million acres of forests and, perhaps, worsen climate change in the process — is occurring with the state's wildfires.
Alaska's forests make up 17 percent of the U.S. total, and while they've always burned, they may now be entering a major new combustive period. The blazes are so intense and extensive that they could transform an entire http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
ecosystem, even as the fires also hasten the thawing of permafrost — which itself contains vast quantities of ancient carbon, ready to be emitted to the air.
Stunning images from this summer's western wildfires
Firefighters continue to battle fires along the western coast of the United States.
"The more severe the fire, the deeper that it burns through the organic layer, the higher the chance it will go through this complete conversion," says Ted Schuur, an ecologist at Northern Arizona University who spends summers in Fairbanks and specializes in studying permafrost. "What happens in the summer of 2015 has the potential to change the whole trajectory of [the burned area] for the next 100 years or more."
The nearly 5 million acres burned in Alaska so far this year http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
dwarfs all burning across all states in the Lower 48. Three of Alaska's top five wildfire seasons have occurred since the year 2004, with 16 million acres burned between them (2004, 2005 and 2015).
Indeed, the 2015 fire season is a poster child for how strongly climatic factors influence wildfire dangers — it's one in which most fires have been caused by lightning, rather than people. The whole system was simply ready to burn.
[Scientists say the planet's weather is becoming more conducive to wildfires]
In May, Alaska experienced its hottest temperatures in 91 years of record-keeping, 7.1degrees Fahrenheit above average. As a result, seasonal snowmelt was well ahead of schedule, allowing the ground to dry out sooner.
In late June, 152 fires were lighted in a single weekend, mostly by lightning strikes. Since then, the number of acres burned has leapt forward by sometimes as much as 300,000 a day. The current record year, 2004, saw 6.59 million acres burned, but 2015 is ahead of its pace — although thanks to recent rainfall, the pace of burn has slowed.
This year is part of a trend that should continue as Alaska gets warmer and drier, says Scott Rupp, a professor of forestry at the University of Alaska at Fairbanks, who also heads the university's Scenarios Network for Alaska +
http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Arctic Planning. "What we've been seeing in the last two decades is an increase in the extent of area burned from year to year and a fairly substantial increase in the frequency of these very large fire years," Rupp says.
The result, in 2015, has been an influx of out-of-state firefighters who have had to get a crash course on the state's unique fire ecosystem: highly flammable black spruce forests in which a thick ground layer of mosses, lichens and other organic materials, which firefighters call "duff," can nourish fires and keep them smoldering even in damp conditions.
"A day or two after the precipitation . . . the fire will stand up and burn, just like it hasn't even rained," said Chad Martin, a "helitack" crew member from Rifle, Colo., stationed at the fire north of Fairbanks known as the Aggie Creek Fire.
Alaska has brought in a small army of firefighters and staff from Canada and the Lower 48 states to supplement 2,000 firefighters based here. The expected cost — a bill split between Alaska and federal agencies — is forecast to be $100 million, an unhappy wake-up call to a state that reduced staff at the McGrath, Alaska, fire outpost this year as a result of budget constraints. The state faces a massive $3.5 billion budget deficit, largely because of the declining price of oil.
http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Aside from the financial burden, there are other concerns, including risks to residents' health and the state's vital tourism industry.
When winds blow the wrong way, vast fires can lead to airquality dangers in cities such as Fairbanks — earlier this month, smoke caused a "hazardous" air-quality rating, and many outdoor activities in the area were canceled. Large wildfires and smoke hazards are also bad news for tourism. No one wants to have low visibility — or problems breathing — while visiting Denali.
More troubling to climate scientists, the fires could contribute to the worsening of climate change.
On a walk into an unburned black spruce forest south of Fairbanks recently, ecologist Schuur dug a foot down into the soft and spongy duff layer with his pruning saw, pulling out a long core of organic material. "This is, like, 50 percent carbon," he said. Reaching down half an arm's length into the hole, through the duff layer's cooling insulation, one http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
can then touch frozen Earth: the beginning of the permafrost layer.
Intense wildfires burn not only trees — sending the carbon they contain into the atmosphere — but also deep into the duff layer, sending up still more carbon. Sometimes, fires burn all the way down to the mineral soil. When that happens, the frozen ground loses its insulation, even as the scorched earth then absorbs more heat from Alaska's steady summer sun — and permafrost can thaw, sometimes so much that the ground sinks and becomes bumpy and hilly as it loses solid ice mass.
"Everything's connected," says Bob Bolton, a hydrologist at the University of Alaska at Fairbanks. "The climate, the permafrost, the water, the fires. You can't look at one without looking at the other. Changes in one changes everything else. It's a really, really sensitive system."
That's why changing it can have such big effects. Indeed, the trees that return after an intense Alaskan fire tend to be aspens and birches, which are more fire-resistant, rather than evergreen spruces. The change could have major consequences, such as harming habitats for iconic species such as caribou, which feed on lichen that grow at the bases of black spruce. But it also means that vast Alaska wildfires may not only be worsening because of climate change — but also have climate change consequences.
"What's happening here really is affecting everyone in the world, because we're all linked by our atmosphere," says http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Nancy Fresco, a researcher at the University of Alaska at Fairbanks, who studies Arctic ecosystems and climate adaptation.
Across the global north, it is estimated that permafrost contains twice as much carbon as the planet's atmosphere. If wildfires in Alaska — or Canada or Siberia — hasten its already expected thawing, that could make global warming worse. "The permafrost that we degrade now in these forest fires might never return in our lifetimes," Schuur said.
Granted, scientists are still trying to figure out how fast this could unfold and to what extent it will be offset by another key effect of Arctic warming. Plants pull carbon dioxide out of the atmosphere through photosynthesis, including as forests regrow after fires. And as the Arctic warms up dramatically, there will be a longer growing season and also more carbon dioxide in the air — which, along with other nutrients and water, boosts plant growth.
And there are experts, including University of Alaska Fairbanks ecologist Dave McGuire, who think that new plant growth could offset the carbon lost by the combustion of more intense fires and emissions from permafrost, at least to the year 2100.
Out at the Alaska pipeline, meanwhile, the oil continues to flow. It has been well protected.
"The pipeline is the economic artery of the state, so that's very significant," says Jeff Andrews, the third in command http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
at the Aggie Creek Fire.
"People keep wanting to pin the paradox on people who live in the Arctic," said Mead Treadwell, Alaska's former lieutenant governor and a Republican who ran unsuccessfully for Senate in 2014. "And the fact is that, yes, we make our living from developing oil and gas, and yes, we're seeing effects of climate change."
Humans' staggering effect on Earth
Images of consumption are the theme of the book, "Overdevelopment, Overpopulation, Overshoot." It addresses environmental deterioration through subjects including materialism, consumption, pollution, fossil fuels and carbon footprints.
Also in Energy & Environment:
Scientists have discovered that living near trees is good for your health http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
One more reason why polar bears are not going to be okay
New clash with Big Coal set as Obama proposes curbs on water pollution,
For more, you can sign up for our weekly newsletter here and follow us on Twitter here.
Chris Mooney reports on science and the environment.
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323 Comments
Trending on Social Media http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
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13 OCTOBER
1 In the 1800s, as European settlers moved further west in the United States of America, attempts were made to restrict the Native Americans to 'Indian Reservations'. Chief Seattle of the Suquamish Tribe (in what is now the State of Washington) spoke about his people's love of and respect for the land. We'll hear part of "Chief Seattle's Testimony":
2 "The Great Chief in Washington sends word that he wishes to buy our land. We will consider your offer, for we know that if we do not sell, the white man may come with guns and take our land.
3 "How can you buy or sell the sky, the warmth of the land? The idea is strange to us. If we do not own the freshness of the air and the sparkle of the water, how can you buy them?
4 "Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every humming insect is holy in the memory and experience of my people.
5 "The perfumed flowers are our sisters. The deer, the horse, the great eagle - these are our brothers.
6
"So, when the Great Chief in Washington sends word that he wishes to buy our land,
he asks much of us, for this land is sacred to us.
7 "The earth is not the white man's brother but his enemy, and when he has conquered it he moves on. He kidnaps the earth from his children and does not care.
66
He treats his mother, the earth, and his brother, the sky, as things to be bought, plundered, sold like sheep or bright beads. His appetite will devour the earth and leave behind only a desert.
8 "This earth is precious to God, and to harm the earth is to heap contempt on its Creator. Preserve the land for your children with all your strength, with all your mind, and with all your heart, and love it - as God loves us all."
9 We'll use as our prayer some words written by a Native American:
10 Great Spirit, whose voice I hear in the winds, and whose breath gives life to all the world, hear me! I am small and weak; I need your strength and wisdom.
11 Let me walk in beauty, and may my eyes always see the red and purple sunset. May my hands respect the things that you have made, and my ears be sharp to hear your voice.
12 Make me wise so that I may understand the things that you have taught my people. Let me learn the lessons that you have hidden in every leaf and rock.
13 Make me always ready to be with you with clean hands and straight eyes. So, when life fades as the fading sunset, my spirit may come to you without shame.
This is an excerpt from the page of this date in 'Praying Each Day of the Year', a 3-volume book
by Nicholas Hutchinson, FSC.
For details:
http://www.matthew-james.co.uk/
Could make use of a search engine to research this topic further.
This material is part of the prayer and education website of the De La Salle Brothers in Great Britain: www.prayingeachday.org
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10 IEP Myths
by Charmaine Thaner firstname.lastname@example.org
Myths can create negative realities. Charmaine Thaner
Myth #1: Progress on last year's goals don't have to be mentioned in the new IEP.
If you don't know where you have been, how do you know where to go? In the Present Level of Performance section of the IEP it should summa rize the progress (or lack of) on each goal. This will help the team know what could be appropriate goals for the new IEP.
Myth #3: Measurable goals are always written.
Believe it or not, most IEP goals are NOT specific or measurable. Make sure each goal tells who is going to do what, given what materials, under what conditions, and with what accuracy.
Myth #2: Each need has to have an IEP goal.
Some students' needs can be met with an IEP goal, an accommodation, or modifica tion. Just make sure there are no dangling needs - a need with no means to address it.
Myth #4: Short term objectives are no longer required.
Check with your own state's regulations about short term objectives. On the federal level, short term objectives/benchmarks are required if the student will be taking an alternative assessment.
Myth #5: Progress Reports can only be given when regular report cards are.
This is what happens most often, but this is only one example of the frequency of progress reports. Some schools only send report cards home twice per year. It is not helpful to wait until half the year is over to see how well a student is performing on his IEP goals. It is permissible to ask for more frequent progress reports. Monthly re ports are not unreasonable.
10 IEP Myths continued
email@example.com
Myth #6: Extended School Year (ESY) services don't have to be individualized.
You should NOT hear, "This is what we students get for ESY." ALL the services a child receives must be based on their unique needs.
Myth #8: IEP team members don't have to stay for all of the meeting.
Myth #7: The IEP meeting has to be completed in one meeting.
Many IEP meetings are scheduled for one hour, which is rarely enough time for a team to write a quality IEP. If there are disagreements, an additional meeting (s) will be necessary.
Myth #9: IEPs can't be implemented until parents sign it.
Unless a parent gives approval to excuse a required IEP team member everyone needs to participate in the entire meeting.
Check with your own state's regulations. Many states only require a parent's signature on the initial IEP.
Myth #10: If it is written in the IEP it will happen.
If only this was true! A well written IEP is only the first step. If the IEP is not implemented with fidelity it is not worth much. Ongoing conversations between families and educators is critical to ensure the plan developed actually gets put into action.
Check out additional IEP resources on my website. http://www.visionsandvoicestogether.com/resources/ieps
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APR
1
4
A reflective look at 2011
APRIL PHENOLOGY
by Jim Gilbert, Naturalist
Mild days with occasional rain or snow and a greening landscape characterize the month of April. Listed below are a few observations from a year ago in the Twin Cities Metro area, Waconia and areas beyond when indicated. These events can be used to anticipate upcoming happenings and will help you compare this year with last.
The landscape is about three-fourths snow-free now and people rake and clean up their yards. Bald Eagles incubate their eggs, and the first female American Robins return.
Apr. 12 ❈ The first Brown Thrashers arrive. Some Canada Geese, Common Mallards and Wood Ducks incubate eggs. Bloodroots bloom.
Apr. 2 ❈ Today's high of 54°F in the Twin Cities is the warmest so far in 2011, contributing to excellent maple sap runs. The first garter snakes are out sunning, and the first Purple Martins arrive.
Apr. 3 ❈ Today is the ice-out date for small ponds. Great Egrets arrive and the first western chorus frogs call. Canada Geese pairs claim their wetland nesting territories. More first arrivals include: Hermit Thrushes, Red-breasted Mergansers and Black-crowned Night Herons. The first migrating Yellow-bellied Sapsuckers arrive in Minneapolis, Eagan, Burnsville and Avon.
APR
Apr. 13 ❈ Today is the ice-out date for Lake Waconia (average is April 12). Gardeners plant onions, potatoes, peas, beets, carrots and lettuce. Observers record the first Eastern Bluebird egg in Faribault (about 5 days ahead of normal).
Apr. 17 ❈ Dutchman's-breeches, forsythia and vernal witchhazel shrubs bloom. It's the last day of skiing this season at Lutsen Mountains.
Apr. 18 ❈ The first rhubarb is ready to harvest.
Migrating Yellow-rumped Warblers, Northern Flickers and Ospreys first arrive; then 14 Common Loons appear on Lower Sakatah Lake in Rice County.
Apr. 6 ❈ The season's first painted turtles sun themselves on a pond log. Tree Swallows flit over marshes.
Apr. 10 ❈ The temperature reaches above 70°F today. The last snow pile remnants melt. Wood ticks emerge from hibernation and pasqueflowers bloom on prairies as the maple sap/syrup season ends.
Snow! The spring landscape whitens from an inch of fresh snow. Song and Chipping Sparrows, American Robins and Red-winged Blackbirds sing as snow falls. A few verylate-to-migrate Dark-eyed Juncos linger.
Apr. 25 ❈ Homeowners dust off their lawn mowers for the first time today. White-throated Sparrows and Rubycrowned Kinglets pass through the Twin Cities area. Large-flowered bellworts begin blooming.
Apr. 26 ❈ As ice retreats from northern Minnesota lakes, Common Loons arrive.
Apr. 30 ❈ The first Baltimore Orioles, Rose-breasted Grosbeaks and Chimney Swifts return today.
BLOOMINGTON952.884.4103 |EAGAN651.459.0084 | MINNETONKA 952.935.5892|WAYZATA 952.473.4283|WHITE BEAR LAKE 651.653.8705
WILDBIRDSTORE.COM
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Storm Drainage Easements
What are storm drainage easements?
An easement is a right granted from a property owner to another for a specific use of a portion of the owner's land. Utility operators (gas, electric, sewer, etc.) often have easements for the purpose of installing and maintaining their utility lines and structures. As with most utility easements, storm drainage easements are permanent and run with the land (i.e. survive any sale of the property). They generally require the property owner to give up certain rights such as building permanent structures (additions, decks, certain types of fences, etc.) within the easement to allow for proper function of the system and unimpeded maintenance access.
Who maintains the storm drainage easement?
Property owners are responsible for routine grounds maintenance such as grass mowing and trash or debris removal, and should ensure that systems are kept free of yard waste such as grass clippings, tree trimmings and leaves that may block the flow of water. Trees, shrubs, and other growth in easements belong to and are maintained by the property owner. The parish maintains the drainage system and structures within the easement to allow for proper function of the system.
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The brief life and times of snowshoe hares By NED ROZELL
March 10, 2009 Tuesday
Here on this March morning, in the forested floodplain of the Tanana River, snow is falling with vigor. Even the paddle-feet of snowshoe hares press several inches into the new fluff.
Knut Kielland wears metal-frame snowshoes as he zigzags through alders and willows near the frozen river. He stops when he sees a snowshoe hare, right where he expects it-inside a wirescreen metal box.
The hare, which ventured into the live trap in pursuit of alfalfa chunks and a carrot, wears a collar with a tiny transmitter the size of a triple-A battery. Kielland, an ecologist at the University of Alaska Fairbanks, and his colleague Karl Olson have captured this animal before.
http://www.sitnews.us/0309news/031009/031009_ak_science.html (1 of 3) [3/12/2009 12:03:42 PM]
Knut Kielland of the Institute of Arctic Biology at the University of Alaska Fairbanks prepares to release a snowshoe hare from a live trap near the Tanana River. Photo by Ned Rozell.
Kielland coaxes the hare into a game bag, then weighs the three-pound, snow-white creature, checks numbers on its ear tags, and releases it into the forest. The hare then bounces away, seeming to disappear into the winter world. But Kielland can find it anytime he wants, using a binocular-size radio receiver and a handheld antenna that resembles a TV antenna.
Kielland and Olson have fitted 50 transmitters onto the necks of hares and often recover them again and again. Once a transmitter was recovered from high in a spruce tree where a goshawk carried its meal. Using a receiver and all of those transmitters, Kielland is trying to find out the fate of the average hare. He wants to answer a simple but elusive question: how long does a boreal forest hare live in Alaska, and how does a population of hares fluctuate?
"(With methods such as ear tags), you don't know whether the hares dispersed out of your area or died," he said. "This is an attempt to really find out what happens to them."
Biologists think hares probably live for about a year, with old-timers reaching three or four, but there are few ways to judge that. Kielland's study, which is the extension of a project he's been working on in his backyard of the Tanana River for a decade, should provide some answers.
The transmitters now carried by about 30 hares in the Bonanza Creek Experimental Forest emit a steady beep when hares are on the move. When one stops moving for about six hours, which means it's probably dead, the beep rate doubles. Then, Kielland and Olson turn on the receiver, unfold the antenna, and go on a search for the collar. Not long ago, they found that a lynx they had been tracking with a satellite collar had intersected the path of a hare, the collar of which then started beeping rapidly.
"Our collared lynx ate our collared hare," Kielland said.
http://www.sitnews.us/0309news/031009/031009_ak_science.html (2 of 3) [3/12/2009 12:03:42 PM]
Why study hares? The little creatures with the boom-and-bust cycles (which are currently near a peak in the Tanana valley) are food for just about every predator out there, from owls to lynx to coyotes to red squirrels, which hit the hares surprisingly hard just after young (leverets) are born, researchers in the Yukon found.
Hares produce lots of offspring, dropping litters of as many as five leverets up to three times each summer. That's a potential 15 little hares from one female, but hares disappear fast under pressure from predators and from starvation. Seven out of ten hares collared in June 2008 are no longer alive.
"They do bite the bullet in winter," Kielland said.
In a patch of the Interior he has studied, trapped, and hunted in for many years, Kielland monitors the hares each year for intense four-day periods in June, August, November, and March to learn more about one of the most important little creatures out there, a substantial meal for carnivores in the hungry country of the boreal forest.
NOTE:
The granddaughter of Alva Wisdom, a Seward man killed by a tsunami resulting from the 1964 earthquake, wants to know if anyone out there remembers Alva and his wife Mabel. If you do, send Ned Rozell [firstname.lastname@example.org] an e-mail.
This column is provided as a public service by the Geophysical Institute, University of Alaska Fairbanks, in cooperation with the UAF research community.
Ned Rozell [email@example.com] is a science writer at the institute.
E-mail your news & photos to firstname.lastname@example.org
Publish A Letter in SitNews Read Letters/Opinions
Contact the Editor
SitNews ©2009 Stories In The News Ketchikan, Alaska http://www.sitnews.us/0309news/031009/031009_ak_science.html (3 of 3) [3/12/2009 12:03:42 PM]
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Watch Your Paws!
A Young Person's Guide to Respecting Nature
Written and Illustrated By Steve Reid
Watch Your Paws
It can be fun to play outdoors. There is lots of room to run around, and there is so much to do out in nature. There is also so much to see, if you stop and look. There are many types of trees, flowers, animals and birds that you might find if you look very carefully.
It is a beautiful and interesting world
outdoors, but it sometimes needs your help to stay that way. That is what I want to talk to you about. I want to share with you some ways that you can help the outdoors stay healthy and beautiful. So, you ask, how can you help? The answer is simple … watch your paws.
What are paws? Well, everyone knows that animals have paws. Sometimes we call them feet. Sometimes we call them hands. But they are all paws, and you have them, too. And one of the secrets of helping nature is paying attention to what you do with your hands and feet when you are outdoors. And that is why I want you to watch your paws.
Flowers
Wildflowers are pretty. They come in a wide variety of colours, sizes and shapes. Sometimes they grow in large groups, and sometimes they are found all by themselves. Did you know that wildflowers are important to nature? Birds and insects (and butterflies, too) sometimes use flowers for food. So, what should you do when you see flowers outside?
Watch your paws!
Be careful where you step. If you step on a flower, it might die.
Then, nobody else will be able to see that flower, and the bees will be hungry.
And please don't pick it. You might think it would be nice to take it home and show it to your parents. If you do that, it might not grow there again. Instead, go get your parents and bring them to the flower. Then everyone can enjoy the flower, and the flower can stay where it is. (Maybe you could tell your parents that they should watch their paws, too.)
Berries
There are lots of different types of fruit and berries growing outdoors. There are the ones you are familiar with – things like apples and wild strawberries. Then there are the ones that you don't know what they are. And what should you do when you don't know what it is?
Watch your paws!
Wild berries may grow on the ground or on trees, and you may see birds and squirrels eating them. Some of these berries, however, may make you sick if you eat them. So don't pick them,
and don't eat them. Leave them in the trees for the animals to enjoy, and then everyone will be safe and happy.
Mushrooms
Maybe you have had mushrooms in your spaghetti. They can be really tasty, if cooked right. And maybe you have seen mushrooms outside, growing on the ground or on the sides of trees. What you should know, however, is that the ones you see outside are not the same type of mushroom that you have eaten for supper.
Mushrooms have an important job to play in nature. They help by recycling the dead material in old trees. They are also food (and
sometimes homes) for some types of animals.
If you see mushrooms outside … watch your paws!
Do not pick and eat wild mushrooms. Some of them can make you very, very, VERY sick. Leave them alone and let them do their job. [Let your parents choose which mushrooms you eat.]
Trees
There are more types of trees growing around us than you can shake a stick at. Tall trees. Short trees. Trees with big, green leaves. Trees with prickly needles. Fruit trees. Nut trees. The list goes on and on. Trees are some of the most important things in nature. They help keep our air and water clean and fresh. They provide shade for plants and animals (and humans, too). They make food, like berries and nuts, for many animals. Many animals and birds make their homes in trees, sometimes on the branches and sometimes inside the tree trunk itself. So, when you see a tree … watch your paws!
Sometimes it is fun to have a stick in your hands, for playing or to help you walk. Look on the ground for a good stick – don't tear a living branch off a tree. Taking branches off trees in the wrong way can hurt the tree (and nobody likes to hurt). Also, if you do have a stick in your hand, be careful what you do with it.
Leaf collecting can be interesting, and so is collecting nuts and pinecones. But you don't have to try to climb a tree to get
them. Look under your paws and I'm sure you can find some good ones already on the ground.
Have you ever seen a birch tree? Those are the large ones that look like they are all wrapped up in white paper. That white paper is called bark, and it protects the tree, in the same way that your skin protects you. If you see a birch tree, take a good look at it, but don't take off its skin.
If you watch your paws around trees, they will grow big and healthy, and help you grow big and healthy, too.
Animals
Animals are fun to watch, whether they have feathers, fur, or scales. Always remember, however, that no matter how big or small they are, you should be careful around them. It is easy for you to hurt them, and it is also easy for them to hurt you.
If you ever get close to a wild animal, watch your paws!
Baby animals are really cute, but you shouldn't get too close to them. If a baby bird falls out of a tree, tell one of your parents. Maybe they can help you put it back into its nest. And if you see a baby deer or bear, don't go near them, because their mothers don't like them to play with humans.
Good things to do with your paws
Walk on your paws.
Walking is good exercise, and can be fun. Take your parents for a hike. Explore parks and other places, maybe even in your own back yard. You will feel better and you might even see some interesting animals and plants.
Use your paws
When you are out walking, sometimes you see that someone has dropped some garbage on the ground. If you see bags or cans or other stuff that doesn't belong, pick it up and find a garbage can to put it in.
The animals will thank you for it.
Count on your paws
There are many different types of plants and animals to be seen outside. Try counting the different types of birds you see, or count the flowers and trees.
Write with your paws
Write a story about a walk you have taken and about something you have seen or done. Did you talk to a bird, and did it talk back? Did you watch a pair of squirrels play tag? Tell me a story.
Draw with your paws
Draw a picture of what you have seen outside. Your drawing could have animals, or trees, or rivers and rocks, or maybe other things. Use your imagination and make a nice picture that you and your family can enjoy, to remember your adventures in nature.
And finally, there is one thing that I want you to remember – nature is a wonderful thing, but it needs your help to stay the way it is. So …
Please watch your paws!
Thank you.
This booklet has been produced as part of the ParkWatch program of CPAWS NB. For further information about us or any of our programs, please contact us at:
CPAWS NB 180 St. John St. Fredericton, NB E3B 4A9
Or check us out on the internet at www.cpawsnb.org
CPAWS New Brunswick would like to thank our generous sponsors for supporting this program: The NB Environmental Trust Fund and the Shell Environmental Fund.
Your Environmental
Trust Fund at Work
Printed on 100% recycled paper
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Tickborne Illness - Prevention and Control
Limiting exposure to ticks is the most effective way to reduce the likelihood of Rocky Mountain Spotted Fever, Colorado Tick Fever, and Tularemia infections. In persons exposed to tick-infested habitats, prompt careful inspection and removal of crawling or attached ticks is an important method of preventing disease. It may take extended attachment time before organisms are transmitted from the tick to the host. Currently, no licensed vaccines are available for the prevention of any tickborne disease found in Montana.
Personal Protection Against Ticks
It is unreasonable to assume that a person can completely eliminate activities that may result in tick exposure. Therefore, prevention measures should emphasize personal protection when exposed to natural areas where ticks are present:
Wear light-colored clothing which allows you to see ticks that are crawling on your clothing.
Tuck your pants legs into your socks so that ticks cannot crawl up the inside of your pants legs.
Apply repellents to discourage tick attachment. Repellents containing permethrin can be sprayed on boots and clothing, and will last for several days. Repellents containing DEET (n, n-diethyl-m-toluamide) can be applied to the skin, but will last only a few hours before reapplication is necessary. Use DEET with caution on children. Application of large amounts of DEET on children has been associated with adverse reactions.
Conduct a body check upon return from potentially tick-infested areas by searching your entire body for ticks. Use a hand-held or full-length mirror to view all parts of your body. Remove any tick you find on your body.
Parents should check their children for ticks, especially in the hair, when returning from potentially tickinfested areas. Ticks may also be carried into the household on clothing and pets and only attached later so both should be examined carefully to exclude the ticks.
To Remove Attached Ticks:
1. Use fine-tipped tweezers or notched tick extractor, and protect your fingers with a tissue, paper towel, or latex gloves (see figure). Persons should avoid removing ticks with bare hands.
2. Grasp the tick as close to the skin surface as possible and pull upward with steady, even pressure. Do not twist or jerk the tick; this may cause the mouthparts to break off and remain in the skin. (If this happens, remove mouthparts with tweezers. Consult your health care provider if illness occurs.)
3. After removing the tick, thoroughly disinfect the bite site and wash your hands with soap and water.
4. Do not squeeze, crush, or puncture the body of the tick because its fluids may contain infectious organisms. Skin accidentally exposed to tick fluids can be disinfected with iodine scrub, rubbing alcohol, or water containing detergents.
5. Save the tick for identification in case you become ill. This may help your doctor make an accurate diagnosis. Place the tick in a sealable plastic bag and put it in your freezer. Write the date of the bite on a piece of paper with a pencil and place it in the bag.
Removal of an embedded tick using fine-tipped tweezers
Folklore Remedies Don't Work!
Folklore remedies, such as the use of petroleum jelly or hot matches, do little to encourage a tick to detach from skin. In fact, they may make matters worse by irritating the tick and stimulating it to release additional saliva or regurgitate gut contents, increasing the chances of transmitting the pathogen. These methods of tick removal should be avoided.
Tick Control
Strategies to reduce populations of vector ticks through area-wide application of acaricides (chemicals that will kill ticks and mites) and control of tick habitats (e.g., leaf litter and brush) have been effective in small-scale trials. New methods being developed include applying acaricides to animal hosts by using baited tubes, boxes, and feeding stations in areas where these pathogens are endemic. Biological control with fungi, parasitic nematodes, and parasitic wasps may play supportive roles in integrated tick control efforts. Community-based, integrated, tickmanagement strategies may prove to be an effective public health response to reduce the incidence of tick-borne infections. However, limiting exposure to ticks is currently the most effective method of prevention of ticktransmitted diseases.
Date last reviewed: 05/20/2005
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Conflict Resolution Worksheets For Children
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COVENANT UNIVERSITY NIGERIA
TUTORIAL KIT OMEGA SEMESTER
PROGRAMME: BIOCHEMISTRY
COURSE: BCH 224
DISCLAIMER
The contents of this document are intended for practice and leaning purposes at the undergraduate level. The materials are from different sources including the internet and the contributors do not in any way claim authorship or ownership of them. The materials are also not to be used for any commercial purpose.
BCH 224: INTRODUCTORY MOLECULAR BIOLOGY
CONTRIBUTORS: Dr. Chinedu S.N., Mrs. Iyanda-Joel W. O. and Miss. Okuboyejo T.M.
1. Describe the process by which plasmids serve as important tools in DNA technology.
2. How does Biochemistry relate to Molecular Biology?
3. Compare and contrast the prokaryotic and the eukaryotic genome and cell.
4. Describe in detail the following terms with appropriate diagrammatic illustrations: genes, genome, chromosome, transposons and viruses.
5. Classify histone proteins and describe in detail how they function in packaging DNA into chromosomes of eukaryotic cells.
6. Describe the replication cycle of Ebola virus (a retrovirus); why is it a retro virus?
7. Discuss in detail five (5) experiments that led to the discovery and establishment of deoxyribonucleic acid (DNA) as the genetic material of living organisms.
8. Describe the processes involved in lytic and lysogenic cycles of bacteriophages; differentiate between these two cycles.
9. Classify plasmids based on their function and enumerate five (5) characteristics that make them suitable vectors in DNA technology.
10. Compare and contrast mitochondrial and chloroplast DNA; what class of DNA are they by location?
ANSWERS
1. Describe the process by which plasmids serve as important tools in DNA technology.
A plasmid is an independent, circular, self-replicating DNA molecule that carries only a few genes.
Plasmids serve as vectors (vehicle/carrier) in DNA manipulation. They are cut open at specific sites (genes that code for antibiotic resistance) by specific restriction enzymes used in cutting the genomic DNA containing the gene of interest. The gene of interest to be cloned is then incubated with the plasmids for the formation of recombinant DNA to take place. The sticky ends of the genes anneal with complimentary strands on the sticky ends of plasmids and DNA ligase catalyzes the formation of the phosphoester bond. Not all plasmids pick up DNA. After the reaction, the mixture is transferred from test tube to be incubated with a selected host organism e.g. Escherichia coli. After incubation, many copies of the organisms are made in order to multiply copies of genes. The bacterial molecules are then grown on media containing antibiotics to identify the bacteria that picked up DNA (transformed bacteria). These are then further isolated and cultured for multiple copies to attain the purpose for which the gene is being cloned.
NB: This is only a summary; explore textbooks and journal articles for more details.
2. Compare and contrast the prokaryotic and the eukaryotic genome and cell. Both prokaryotic and eukaryotic DNA are double stranded and supercoiled or compacted into chromosome. Both contain functional genes which code for vital products in the cell. Both are negatively supercoiled (twisted upon itself).
Table 1: Differences between prokaryotic and eukaryotic genome
Prokaryotic versus eukaryotic cell
Similarities: Both are cells of organisms. They are composed of genetic material (DNA). They possess cell membrane, cytosol and enzymatic machinery for DNA replication, transcription and translation.
Differences
| Prokaryotic cell | Eukaryotic cell |
|---|---|
| No true nucleus | Possess true nucleus |
Figure 3: Prokaryotic and eukaryotic cell
| No membrane-bound organelles | Possess membrane-bound organelles |
|---|---|
| Flagella lack 9+2 array of microtubules | Possess 9+2 array of microtubules |
| Smaller in size | Larger in size |
5. Classify histone proteins and describe in detail how they function in packaging DNA into chromosomes of eukaryotic cells.
Histone proteins are of five types: H1/H5, H2A, H2B, H3 and H4. H1/H5 are linker histones while the remaining 4 are core histone proteins; 2 molecules each of these 4 form the histone octamer in a nucleosome.
Figure 3: A nucleosome
7. Discuss in detail five (7) experiments that led to the discovery and establishment of deoxyribonucleic acid (DNA) as the genetic material of living organisms.
i. Friedrich Miescher (1868): first to isolate a phosphorus-containing substance the nuclei of pus cells (leukocytes) obtained from discarded surgical bandages, which he called "nuclein".
ii. Erwin Chargaff (1940s): demonstrated that there is a relationship between the number of Adenine and Thymine; and Guanine and Cytosine in various species of organisms (A≈T and G≈C).
iii. Avery, McCleod and McCarty (1944): found that DNA extracted from a virulent (disease-causing) strain of the bacterium Streptococcus pneumoniae, also known as pneumococcus, genetically transformed a nonvirulent strain of this organism into a virulent form.
iv. Rosalind Franklin and Maurice Wilkins (1950s): showed that DNA produces a characteristic x-ray diffraction pattern and deduced from this that DNA molecules are helical with two periodicities along their long axis,a primary one of 3.4 Å and a secondary one of 34 Å.
v. Hershey and Chase (1952): show that when the bacterial virus (bacteriophage) T2 infects its host cell, Escherichia coli, it is the phosphorus-containing DNA of the viral particle, not the sulfur-containing protein of the viral coat, that enters the host cell and furnishes the genetic information for viral replication.
vi. James Watson and Francis Crick (1953): postulated a three-dimensional model of DNA structure that accounted for all the available data. It consists of two helical DNA chains wound around the same axis to form a right-handed double helix
9. Classify plasmids based on their function and enumerate five (5) characteristics that make them suitable vectors in DNA technology.
Classification of plasmids based on their function
i. Fertility F-plasmids, which contain tra genes, which are capable of conjugation and result in the expression of sex pilli.
ii. Resistance (R) plasmids, which contain genes that provide resistance against antibiotics or poisons. Historically known as R-factors, before the nature of plasmids was understood.
iii. Col plasmids, which contain genes that code for bacteriocins, proteins that can kill other bacteria.
iv. Degradative plasmids, which enable the digestion of unusual substances, e.g. toluene and salicylic acid.
v. Virulence plasmids, which turn the bacterium into a pathogen.
Five (5) characteristics of a plasmid. Plasmids are
i. Small (1-200 kb)
ii. Circular
iii. Self replicating
iv. Capable of independent existence
v. Carry only a few genes
vi. Extrachromosomal
vii. Easily moved out of and into bacterial cells
viii. Carry functions advantageous to the host
11. Compare and contrast DNA replication and transcription
DNA replication and transcription both utilize the base pairing mechanism to copy sequence information from a DNA template strand to produce a complementary strand using polymerase enzymes
12. Describe the process of translation and RNA modification
13. What is RNA processing in eukaryotes?
* In eukaryotes, chemical modification both during and, after transcription are made to the RNA before it can function in the cell. These transcripts are often cleaved at a specific site before transcription is actually terminated. The cleavage site is 10–35 nucleotides downstream from a special AAUAAA sequence in the growing RNA chain. Capping is addition of the poly(A) tail. Splicing is done to remove the introns from within the gene leaving the exons (the coding regions) of the sequence. Spliceosomes Remove Introns from Pre-mRNA and splice together the remaining RNA segments (exons).
14. What are transcription factors, how can they be used to control transcription?
15. What is gene expression, how can this be used to control activities of an organism
Gene expression is the process by which a gene's coded information is converted into the structures operating in cells. It is the interpreting of DNA information i.e. from RNA to protein which produces a particular trait is called gene expression. Regulation of gene expression, protein synthesis and protein levels are controlled during transcription, this is a mechanism used by all organisms to produce biomolecules used to adapt for developmental and environmental changes.
16. CUU, CUC, CUA, CUG codes for Leucine, what is this phenomenon called.
17. What is genetic code: It is the genetic information stored on the RNA read as a set of three bases that codes for a protein. E.g. in an amino acid sequence, ACC directs addition of threonine and CCC of proline.
18. What is mutation, describe the different types of mutations
19. What are mutagens: a mutagen is a physical or chemical agent that changes the genetic material, usually DNA. Mutagens can be environmental factors.
Chemicals e.g. Hydroxylamine NH2OH, Base analogs, reactive oxygen species
Radiation e.g. Ultraviolet radiation (non-ionizing radiation)which can alter cytosine and thymine in DNA
Alkylating agents e.g., N-ethyl-N-nitrosourea which intercalates DNA
Oxidative reagents e.g. Nitrous acid converts amine groups on Adenine and Cytosine to diazo groups.
20. What are recombinant DNA techniques, discuss how one of such techniques can be used to detect an infective pathogen in a host.
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