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|Yale-New Haven Teachers Institute
Lesley E. Troppe
These unsavory elements in todayĺs society are not only present in our inner cities, but can be found in many diverse areas across the United States. Television, music, movies, and a host of other influential media invade and brainwash our youth. With this unit I would like to provide a framework to introduce students to characters who possess a strong sense of self as well as the ability to overcome and triumph when faced with hard times and tough decisions.
This unit ôAmerican Girls Through Time and Trialö will focus on women of different cultures, races, and religions. The books presented will feature diverse American women from select time periods in our history as well as present day. I have chosen three books based on the criteria mentioned. In this unit each book will have approximately a one-page summary that will include the main characters, plot, problems, and other pertinent information. The second section will be a two or more page ôhistoryö describing and detailing some of the more important or significant characteristics of the culture, women, and time frame being studied. The third section will have a lesson plan for the classroom teacher to implement. Throughout the sections I will refer to other references available to the teacher and students to follow up on to encourage an environment conducive to the topic being studied.
This unit should allow the students to explore the historical perspective associated with the time period being written about. Simultaneously, students will discover and experience new cultures and the customs, foods, folktales, and traditions that make them so unique as well as educational. I feel that students should be exposed to a variety of cultures and the importance of each and every one of them in todayĺs world. If children can become educated then there is a realistic goal of eliminating racism and stereotyping that each of us has or will encounter.
The focus of ôAmerican Girls Through Time and Trialö was chosen specifically because I feel that the concentration of famous Americans usually centers on men. In an experiment the question, ôName four famous Americans,ö was posed. The majority of the answers cited famous white, men. The importance of recognizing women in the past and present will serve many significant purposes. Firstly, as noted previously, young girls today need role models to help them build strong self-esteem and provide support when necessary. Secondly, young men and boys should learn about the hardships that women have endured, exceptional abilities both personally and professionally, and the contributions that affect our daily lives. Lastly, (but certainly not least), both boys and girls should be educated that anyone can break the stereotypic mold and become an intelligent, motivated, capable, worthy, human being
After spending some time reviewing different books that would meet my specifications, I compiled a very long list. The books are easily obtainable and all available at Barnes and Noble or Borders Books Stores. The books I chose represent a variety of time periods and cultures. The first book is entitled, ô Dear America A Picture Of Freedom The Diary of Clotee, A Slave Girl Belmont Plantation, Virginia 1859.ö This story visits a young girl living during slave times. Her diary retells the struggles she encounters on a daily basis. The second book, ôPlain Girl,ö explores the life of an Amish girl who has to attend a public school. ôJulie of the Wolves,ö takes the reader on a journey to Alaska and the lives of the Eskimo people. These books will, hopefully, provide the teacher a large enough scope to initiate many different types of lessons and projects.
Finally, I would like to emphasize that there is a wealth of exceptional books that explore various types of cultures across all time periods. Any of these books can be easily integrated in the unit plan.
Everything at Belmont is put on hold when William is severely injured. A few weeks earlier Masĺ Henley had purchased a horse named Dancer and declared that it was for his son William. However, everyone is aware that the horse is too much for young William to handle and Hince will be the Dancerĺs caretaker. After Clotee overhears William telling Hince how much he wants to ride Dancer, Clotee warns her mistress who dismisses it quickly. A short while later with both Miz Lilly and Masĺ Henley away, William convinces Uncle Heb to saddle up Dancer for him. William rides off only to return hours later, unconscious, dragging behind the horse with his foot still stuck in the stirrup. Williamĺs recovery looks bleak and in a fit of rage Masĺ Henley kills Dancer with one shot to the head and walks off to find Uncle Heb who he blames for his sonĺs condition. Masĺ Henley beats uncle Heb so badly that a few hours later he dies. After the burial Masĺ Henley decides that he doesnĺt trust Aunt Tee to cook for him anymore, fearful that she will poison his food. Aunt Tee is promptly moved out of the big house and down to the fields. During this time Williamĺs tutor, Mr. Harms arrives. As Williamĺs health improves Mr. Harms begins to work with him while Clotee continues to fan. One day during a lesson Clotee lets on that she knows how to read. Certain that Mr. Harms is going to reveal her secret, she is very surprised when he does not. Eventually, it becomes clear to Clotee that Mr. Harms is not who he appears to be. When she spots Mr. Harms meeting with one of the slaves after dark, she realizes that he is an abolitionist. Shortly there after Clotee receives a note from Mr. Harms saying that he will speak with her soon. When he finally does talk to her, her suspicions are confirmed.
As Clotee develops a relationship with Mr. Harms, he slips her literature written by abolitionists from Boston. She has had to share her reading and writing secret when a valuable Bible belonging to Spicey is stolen. Clotee has hidden her diary in the same place as Spiceyĺs Bible. When the Bible is taken and Mr. Harms announces that he has found it, Clotee must tell Aunt Tee and Spicey everything, including her knowledge of Mr. Harms so that Aunt Tee and Spicey will not accuse her of setting up Spicey. Mr. Harms has taken the Bible to throw off Miz Lilly who is becoming suspicious of him after finding out that his uncles are well known abolitionists. He successfully gains their trust while still communicating with the plantation slaves. Spiceyĺs bible is eventually returned unharmed. Mr. Harms tells Clotee that Belmont is the first station on the Underground Railroad in that area. The runaways meet their first conductor in the Belmont woods and are taken on to the next point.
Things continue uneventfully until one day Clotee overhears another plantation owner offer to buy Hince for his jockey skills. Masĺ Henley declines the offer but instead makes a bet. He bets Hince against the horse heĺd be racing. Hince wins and Masĺ Henley takes the horse, Hince loses and they can take Hince. January first Hince loses the race after his horse has been drugged. Rather than be taken to the Deep South, Hince tells on Mr. Harms to try and get his freedom. MasĺHenley had offered any slave freedom in return for information regarding the abolitionists. With Mr. Harms in dire trouble, Clotee and Spicey devise a plan to save him. After convincing the sheriff that there is not enough evidence to arrest him, Mr. Harms prepares to leave Belmont.
Hinceĺs freedom is denied because he already belonged to someone else when Masĺ Henley granted him his freedom. It is decided that Spicey and Hince, who have fallen in love, will run away together. Clotee figures out a way for them to disguise themselves as they travel the Underground Railroad. A short while later Clotee meets up with Mr. Harms to get an update on Spicey and Hince. After finding out that they were fine, Mr. Harms begins to discuss Cloteeĺs plan for leaving. She has decided, however that she would rather stay and be a conductor leading other slaves on to freedom.
In the epilogue of the book the readers are able to discover what happened to Miss Clotee Henley. Clotee served as a conductor for the Underground Railroad, helping over one hundred and fifty slaves to freedom. From 1862-1865 she served as a spy for the Union army and was awarded a commendation for her valor. In 1875 Clotee returned to Virginia where she attended Virginia Colored Womenĺs Institute, and then devoted her life to education.
In 1619 the first indentured servants were brought to the Virginia colony. By the 1850s slavery was accepted and encouraged. Virginia legislators, usually wealthy planters, passed laws that protected the slave owners. Hundreds of slave laws or ôBlack Codesö were passed. These laws forbade slaves to run away, hold public meetings, marry interracially, testify against a white man in court, or receive an education. Slaves who were suspected of violating a law were dealt with severely.
Slaves resisted in many ways. Work slow downs, arson, murder, suicide, and rebellions were all used to gain freedom. If the opportunity to run presented itself, most ran. Runaways always presented a problem for the slaveholders. Anyone who assisted runaways was penalized. Most slaves who reached a free state were allowed to live as a free person. However, the revised Fugitive Slave law of 1850, allowed slaveholders to go into a free state and recapture their property.
In 1688 the first written document protesting slavery marked the beginning of a formalized abolitionist movement. One of the largest and most effective anti-slavery organization was the American Anti-Slavery Society. New York, Philadelphia, and Boston were considered the centers of the movement, but anti-slavery groups could be found across the U.S.
To help runaways make the trip from the south to the free states the abolitionists formed a network that consisted of conductors on the Underground Railroad. Many upstanding citizens in the community endangered their own lives to assist the runaway slaves. One of the best known conductors of the Underground Railroad was Harriet Tubman. As a fugitive slave, with a price on her own head, she led hundreds of slaves to freedom. In 1857, after Dred Scott sued his master for taking him to live in free territory, the Supreme Court ruled that a slave could not sue for his freedom because he was considered ôproperty.ö The court added, ôNo black man had rights that a white man had to respect.ö Essentially, this said that African-Americans were not considered citizens.
Many abolitionists wanted to end slavery through peaceful endeavors. There were some, however who felt the only way to achieve freedom was by force. In October of 1859, John Brown, along with five blacks and thirteen whites led an attack on the federal armory at Harpers Ferry in Virginia. Although most of the men were killed, John and several others were captured and hung. After this heroic attempt, many sympathizers revered him as a hero.
Conditions on the plantations were desolate and miserable. The master of the plantation ruled his wife, children, workers, and slaves. He had the authority to treat any one of these people as he chose, so long as he did not disobey the law (the laws were always in the slaveholderĺs favor). The masterĺs wife was usually considerably younger than her husband. Girls as young as fourteen were permitted to marry and encouraged to have children as soon as possible. The children were left to be cared for by a slave woman who acted like a nanny. Many times slave children were half brothers and sisters to the white children, having the same father. In 1859 most slaveowners had twenty-five to thirty field workers and four or five household servants. The lives of the field slaves were filled with violence, exhaustion, hunger, and overall misery. The work was backbreaking and never-ending. Health was poor and their diet was meager. Death came early to many slaves and those who didnĺt die were turned out to fend for themselves when they were too old and no longer needed. The living conditions were no better. Slaves were forced to live in huts that were dirty and extremely small. Broken doors, dirt floors, no beds, and little heat in the winter were some of the atrocities that were endured. Overcrowding created other problems. Those who lived in the ôBig Houseö had a few advantages but the disadvantages were much bigger. House servants were expected to do all the work in the house-cooking, cleaning, ironing, washing, caring for the children, toting bath water, and fanning. House servants were on call twenty-four hours a day, seven days a week.
Slaves were forbidden to learn how to read and write and efforts were taken to keep slaves illiterate. Discovery could lead to various punishments, one of the worst being sold to the Deep South where escaping was almost impossible. Regardless of the risks, many slaves did learn to read and write and taught the others.
In 1860 Abraham Lincoln was nominated to run for presidency on the Republican ticket. He supported the abolition of slavery in the United States. A few months after Lincoln was elected president, the first shot was fired at Fort Sumter, South Carolina. Five years later, in 1865, the war was over. Four million slaves living in the United States and a quarter of a million fugitive slaves were finally free.
As the first day approaches Estherĺs thoughts turn toward her absent, older brother Dan. Daniel was tall, strong, and full of laughter. When Dan began school his own world had widened and this peaked his interest. Once, while Esther was working in the fields with him, she caught him looking in the sky. When she asked if he was looking for mocking birds he laughed and told her, ô No Esther, of course not. Those birds live where it is always warm. The year round, in some places it is always warm. Can you imagine such a thing!ö She couldnĺt imagine it until he brought home a book from school and showed her. Then there was the time when Dan had referred to Sunday as the hardest workday of the week. She knew he meant when the meetings were held at their house and the benches had to be carried in and out and the tables set up. She had never thought of those things as work. Dan had never said that before. One day over a year ago, while she was walking home from a neighborĺs house, a car pulled up along side. She kept her eyes down until she heard someone say, ôHello Esther.ö She looked up in surprise to see Dan pop his head out of the window. Dan told her that she could tell Father if she wanted to but, he had always wanted to know what riding in a car was like, now he knew. She hadnĺt told Father. Remembering all this, Esther realizes that it was all part of the ôtrouble.ö When a preacher at a meeting said never to make the First Step Away, she knew what it meant. After Dan left she understood that without the first step you could not make the second, third, or final step.
Daniel had left almost a year ago. He had gone to the fair by himself to show his horses. A man wasnĺt allowed to be proud of himself, but he could be proud of his horses. Their neighbor had returned the horses with only a letter from Daniel. After Father had read the letter to himself, he walked into the house and placed it in the fire. Father had turned and said, ôWe will not speak of Daniel here again.ö His name had not been mentioned after that.
The night before school begins Esther is told by her father that it is best to stay by herself. He continues explaining that she is expected to do as the teacher says, unless it is something she has been told never to do. She is not to look at the children.
The day finally arrives for Esther to go to school. Father will not allow her to ride the bus, so he must bring her in the traditional Amish way, by buggy. Esther receives all the things Dan has told her about-the colored paper, scissors, and books with lots of colored pictures. She listens to her father and keeps her eyes down to avoid the other children. After lunch the girl in front of her turns around and tells Esther that sheĺs glad to sit by her.
As the days go on Esther begins to feel more comfortable in school. One day Esther realizes that the other children are laughing at her when the girl in front of her turns around and tells her that she would never laugh at her. ôI like you,ö she states. ôMy name is Mary.ö Mary is a pretty girl with blond hair, rosy skin, and beautiful colored dresses. Esther and Mary become fast friends. Mary teaches Esther how to play jacks and passes notes to her during the day. Esther struggles on a daily basis knowing that she is disobeying Father. She has so many questions that are unanswered; the only person she feels would understand is Dan. Esther prays for his safe return. Sooner than even she expected, her prayer is answered. The next day Esther is pulled aside by Sara, who has received a letter from Daniel. Sara and Dan were considered a couple and expected to marry before he left. Sara had remained ôfaithfulö to Dan certain that he would return for her one day. Sara tells Esther that while at the farm sale a boy came over to her and handed her a letter. The letter told her that he was behind the barns if she could get away for a minute to speak with him. Dan told Sara that he wanted to see Esther. Sara explained to Dan that Esther was now going to school. Sara tells Esther that they must return to the house but that Dan will see her soon.
On Monday at recess a boy tells Esther that her brother is here and that he wants to talk with her. He looked so different with no bangs, short hair, and no hat. He even had three buttons on his coat! After Esther has spent some time crying on her big brotherĺs shoulder, she asks him if he is planning on returning home. Dan agrees that he would like to but only if itĺs done in the right way. Although she is eager to find out where Dan has been for long, the bell rings and she has to leave. The next day though, Dan is back. He explains to Esther that while at the fair a man came up to him and offered him a job in the stables paying him a good salary. Knowing that Father would never allow such a thing, he decided to stay and send a letter home. With the money he earned he bought new clothes and an old car. There was more too. The owner of the stables had a pretty daughter with blond hair. When she went out with different boys besides him, he told her that he didnĺt like it and she laughed at him. The girl told everyone what he had said and when Dan told her father that he had even kissed this girl, the owner asked if he expected his daughter to go steady with him. When Dan replied yes the man just laughed. Thatĺs when Dan realized that things were too different with those people. After thinking about it, Dan wrote a letter to the owner and left. Once he was gone all he could think about was Sara. Thatĺs when he decided to go to the farm sale and try to find her. Esther tells Dan that he should come home. If only his hair was long and he had the right clothes. Esther remembers that some of Danĺs old clothes are put away in a chest. Dan leaves telling Esther he will be back next week to talk to her again. For many weeks Dan came to the school to visit Esther during recess. His hair had started to grow but didnĺt look long enough yet to come home.
Esther and Maryĺs friendship continued to grow and Esther now had a pile of letters tucked away in her desk from Mary. Mary considered them to be ôbosom friends.ö Esther knew what ôbosom friendsö meant and even though she knew that Father had warned her against this, she chose to continue being friends with Mary and enjoying it. In the back of her mind however, Esther still feels unsure and one day tells Dan that she and Mary want to trade dresses just for one day. Dan looks very surprised but says to Esther that he will think about it and get back to her.
One night after planning with Dan, Esther sneaks out of bed and quietly takes the old clothes that once belonged to him out of the chest. Leaving the clothes in a predetermined spot Esther, her heart pounding so loudly sheĺs sure sheĺll wake up her parents, hears Dan rustle about in the leaves and finally whisper, ôIĺve got it.ö Esther returns to her bed happy.
The next day Esther is surprised to see Sara sitting in the buggy by the school. When Father finally leaves, Sara urges Esther to get in the buggy. Once in the buggy, Sara tells Esther that Dan has spoken to her about Estherĺs problem. Sara comforts Esther by telling her that she too has had a similar experience with a friend from the school. Now, her best friend from school lives in town and when Sara goes to market she stops to see her. At first Saraĺs mother was very concerned, but saw that it wasnĺt doing any harm. She adds that when she and Dan have their own house and farm Esther and Mary can go there and do as they please. Esther is very relieved and returns to school only to find Mary close to tears because her mother has put away the pretty pink dress that they were going to switch. Esther and Mary exchange notes and concludes that they can still be ôbosom friendsö without changing.
On Christmas Day right after Father has said the blessing there is a knock on the door. When Father answers it, there is Daniel. Estherĺs mother rushes forward and embraces her son crying and telling Daniel that she has prayed for this day. Before entering Daniel turns to his father and asks permission to go in. With tears in his eyes, Father answers, ôItĺs Christmas, come in.ö
Dairy herds are very popular as a means of fiscal security. Corn, alfalfa, and tobacco are also popular crops. The Amish have very few mechanized machines, relying mostly on horse pulled tractors and physical labor.
Most Amish schools today resemble the old one-room schoolhouses of long ago. There is one room and a teacher for all eight grades. Many students walk to school and bring their lunch. Subjects include reading, writing, and arithmetic. The younger students learn by listening to the older students. Older students help the younger ones. Teachers are often young unmarried women. Occasionally the teacher will not be Amish, but only if that person is trusted by the parents. It is very unusual to find a married Amish woman with children at home acting as the regular teacher. The Amish community feels that a motherĺs first priority is raising her family.
Parents are involved in the education of their children. Many times parents will arrived unannounced and their support is always available. There are board meetings held monthly to attend to any needs or particular problems. The school is supported by either a school tax approach or free-will offering.
In many Amish communities, the newlyweds will not set up their own house until late winter or spring. They will spend long weekends together and occasionally a week or two. Traditionally, the groomĺs family will provide financial aid until they are self-sufficient.
The answer to this dilemma is the horse drawn buggy. There are about a hundred different variations of the buggy. The average buggy costs between two and three thousand dollars depending on the style and community. Weather is an important consideration when traveling by buggy. Some buggy styles are not closed in; some buggies are driven with open fronts; and others have no tops at all. These types require that the passengers wear heavy clothing, bring blankets, and umbrellas.
The typical color for a buggy is black. Some Amish communities drive grey-topped buggies while others may have yellow, yellow-brown, or white-topped buggies.
There is a lot of planning in order to build a barn in just one day. Both women and men participate. The large number of volunteerĺs make this amazing endeavor a successful one. The women prepare enormous quantities of food. There are two snacks taken at the site of the barnraising. One at mid-morning and one at mid-afternoon. Most of the food is brought by friends and neighbors. The noon meal includes meat. potatoes, vegetables, and dessert.
Barnraising is not only hard work, almost always it provides friends and relatives a chance to visit and socialize.
A white cloth covers the face of the deceased until the end of the service. After the benediction, the undertaker removes the cloth and the Amish view the body while filing out. Pallbearers carry the coffin out to the hearse, which is a slightly larger buggy owned by the undertaker. The funeral procession goes to the cemetery where the relatives view the deceased one last time before the coffin is lowered into the ground. There is a brief service and then the grave is completely closed. Later, the family will place a simple, white, rounded tombstone with the dates of the deceased birth and death. Amish tradition requires that the female relatives wear black dresses in public. The time of mourning is one year for each parent, spouse, and sibling, six months of mourning for a grandparent or grandchild; three months for an aunt or uncle and six weeks for a cousin.
When Miyax was four years old her mother died. She did not remember her very well, but she did remember the day. That was the day when Kapugen took Miyax and walked away from everything. He had left an important job, a fine house, and all his possessions. Kapugen and Miyax walked all the way to the seal camp where they set up a new life. For Miyax, the years she and her father, Kapugen, spent living together at the seal camp were wonderful. Kapugen and Miyax hunted and fished, made fishing nets, mended boots, made boats, and carved walrus tusks. The evenings were spent singing songs and dancing. All the songs were about the sea and the land and the creatures. Kapugen told her about the spirits of the animals and taught her the ways of Eskimo life. The Eskimos from Mekoryuk spoke English and called her Julie. During the summers many families from Mekoryuk came to the seal camp to hunt and fish. She did not mind when these people called her Julie until one day her father called her that. ôShe stomped her foot and told him her name was Miyax. ôI am Eskimo, not a gussak!ö
One day Kupugenĺs Aunt Martha appeared at the door. She and Kapugen had a loud disagreement. Miyax could not understand the conversation, they were speaking in English but, Aunt Martha did look over at her a number of times and then took out a piece of paper and showed it to Kapugen. After some time she left, promising to return. The next morning Kapugen held Miyax and told her that she must go to school. She was nine years old and there was a law that required her to attend. Also, he had to go and fight in a war. Before she left Kapugen told her that if anything happened to him and she was unhappy, she could leave when she turned thirteen. At thirteen she would be permitted to marry Daniel, Nakaĺs son. Naka was Kapugenĺs partner and Kapugen assured her that he would agree, he also had old time Eskimo traditions.
At Marthaĺs house she was no longer Miyax, but instead Julie. She went to school and learned English. One day Martha told Julie that Kapugen had been missing for a month and would not be returning. Eventually, Julie pushed her memories back and accepted her life in Mekoryuk. A while
Later as Julie was walking home, a man pulled up along side of her and introduced himself telling about his daughter, who was about the same age, that lived in San Francisco. His daughter, Amy, wanted him to find a girl who would like to exchange letters. Julie like the idea and accepted. Soon she and Amy were writing back and forth telling about their lives, families, and homes. Julie was enchanted with Amy and her life. In one of the letters Amy asked Julie to come and live with her.
In Mekoryuk there was no high school and only the children from wealthy families were sent to the mainland to continue their education. Martha could not afford that and Julie spent her days doing chores and waiting for Naka to call. Julie thought that if she did marry Daniel Naka would send her to school. One day the call came and Julie was sent by plane to live with Naka and his family. When she arrives and is introduced to Nakaĺs wife Nusan and Daniel, she instantly notices that Daniel is not ônormal.ö Nusan detects Julieĺs disappointment and reassures her by saying that Daniel is a good boy and will be like a brother to her. This makes Julie feel much better. However, this is short-lived when Julie and Daniel are married the next day. To make matters worse, Naka is an alcoholic and becomes very abusive with Nusan. Julie works with Nusan sewing boots for the tourists and life become routine. One evening when Nusan leaves to bail Naka out of jail Daniel comes home and tells Julie that she must be like a wife with him and mate. He attacks her and Julie falls to the floor with Daniel who is kicking her. He is frightened too and quickly gets up and leaves telling her tomorrow ôhe can.ö Sick and dizzy Julie gets up and decides to leave immediately. Grabbing some clothes and a few other necessities, she walks out.
Julie is no longer Julie, but Miyax. She has decided to travel to the airport, far away, where she will go to San Francisco and live with Amy. Miyax must use all the skills her father has taught about the animals, the land, the Eskimos. She must locate the North Star in order for her to find the way unfortunately, the sun will not set for a month this time of year and soon Miyax is lost. After traveling for many days on the tundra, she is hungry and tired. She comes upon a pack of wolves and decides to camp near them in hopes of getting some food. It is clear that there is a leader. She names him Amaroq and spends many hours watching the wolves interact, learning their ways. There are three other adults in the pack and five pups. Miyax names the other adult wolves; Silver, Nails, and Jello. Silver is Amaroqĺs mate. Silver and Nails follow Amaroq on hunts but Jello does not. He is the outcast of the pack and forced to stay with the pups until the others return.
After observing the pack for a few days while maintaining her distance, Miyak begins to figure out their language. She soon realizes the different types of stares, head movements, and nuzzling are the way to communicate. At one point Amaroq approaches her. On all fours, like the other wolves, Miyax crawls over to him and nuzzles him with her head under his head, signaling to him that she knows he is the leader and accepts that. After this encounter Miyax is slowly able to close the physical distance between herself and the pack. Eventually Miyax tells them that she is hungry and needs food. The request is understood and after an outing Miyax is rewarded when Amaroq brings her food in a ôbelly basket.ö The days drag on and Miyax is now staying with the pack knowing that they are her only hope of survival. Winter is fast approaching and this will make her life even more difficult. The pups have gotten used to Miyax and she notices that one in particular stands out. He has his fatherĺs presence and it is clear that he too will one day be the leader. Miyax names him Kapu and they become fast friends.
As the wolves travel, so too does Miyax. She follows their footsteps while continuing to use all the skills her father had taught so long ago. Miyax still wishes to find the airport and finally go to her pen pal in San Francisco. But for now she must get through the winter and this means staying close to Amaroq and the others.
One day, with the pack nearby, Miyax hears a strange sound. She realizes in horror that it is the sound of and engine in the sky. Miyax sees Amaroq and Kapu out on the tundra just as the plane comes into view. The only planes that come out here are the ones with hunters, she thinks. Miyax calls to the wolves but it is too late. Amaroq and Kapu are both shot. Stricken with grief, Miyax has to wait until the plane leaves. Amaroq lay in the snow dead and the hunters did not even bother to come back and get him. Kapu was alive but badly injured. Miyax decides that Kapu is too heavy to move to her tent, so she builds the tent around him instead. For many days and nights Miyax nursed Kapu. Silver stopped by bringing what little food she could hunt. Then one day Kapu got up and ran over the snow without stumbling and Miyax knew it was time to move. Still following the pack now led by Kapu, Miyax keeps busy hunting, carving, sewing, chopping wood, or making candles.
Miyax continues on until one day she hears footsteps on the ice. An Eskimo hunter and his wife are traveling. After inviting them in and talking for a while, Miyax learns that the hunter has a friend. This friend is Kapugen. When Miyax hears this she is stunned and tries to get as much information as she can about this Kapugen. She learns that Kapugen does not live far from where she is and decides that she must go and see if this is the father that she has thought to be dead for so long.
After traveling a short distance Miyax hears the bark of Kapu. She cannot let them follow her; it is too dangerous for them. Knowing this Miyax commands to them, in their language to stay. Kapu stoops for a moment, almost as if not believing her message, and then turns and head in the opposite direction. She has spoken her last words to them.
Miyax reaches the village where her father should be and finds the house where her father should be. After knocking on the door, Miyax hears Kapugen answer and watches as he opens the door. Kapugen does not recognize Miyax at first and asks who she is. After a warm reunion Kapugen introduces Miyax to his new wife, Ellen. Miyax is horrified as she looks at her and sees a gussack. Her eyes sweep the room and she notices for the first time the radio, cotton curtains, electric stove, coffee pot, and china dishes. Ellen explains to Miyax in poor Upick that she is a teacher. The phone rings and Kapugen explains that he must leave but will return shortly and then they will talk. Kapugen puts on his long American made Arctic field coat and leaves. Ellen goes into the kitchen to prepare some food and Miyax is left alone. Miyax picks up her things and silently leaves the house. She is an Eskimo and as an Eskimo she will live. One day she will find another like herself and marry him, but for now she will go back to the tundra where her home is.
Animals that were hunted provided food, clothing, heat, and shelter. Fibers from bird feathers were spun into thread. Sealmeat was eaten and seal sinews or tendons were also made into thread. The sinew swells when it is wet and helps keep clothing waterproof. Oil from various animals were used in lamps. Fur provided clothing while scraps were used to make toys or dolls. Animal skins were made into hooded jackets or parkas. Boots, called mukluks, were made out of sealskin with walrus hide on the bottom. These are only a few examples of the many uses of the animals an Inuit will hunt and kill.
Mothers prepared most of the familyĺs meals. The stove was a lamp called a ôkudlik.ö A kudlik was very essential in an Inuit home. Besides its use in cooking, the kudlik provided light and heat, and dried wet clothes. Fish oil, seal oil, or animal blubber were used for fuel. The wick was made out of moss or grass.
Inuits ate raw meat and fish when hunting or traveling but usually boiled it over a kudlik for an evening meal. Vitamins and minerals are plentiful in uncooked fish and meat. Dried greens and seaweed were often added to the pot. Inuits ate almost every part of an animal including the liver, heart, and intestines. ôMuktuk,ö a thin layer of fat under a whaleĺs skin was considered a delicacy and a special treat.
Neighbors would lake care of each otherĺs children. Occasionally, a family with too many children would give one child to a family that had no children.
In the Arctic it is necessary to share. Hunters would give food to widows, the elderly, or others who were unable to hunt. Only clothing, tools, charms, toys, and dogs were considered personal property
The driver of the sled usually ran behind or sometimes stood on the back. Woman and children often helped train the dogs. To start the dogs the driver would yell, ôMush!ö A team of five dogs pulled a load of around two hundred and fifty pounds and ran from twenty to forty miles per day. Eskimo dogs ran faster when their stomachs werenĺt full. They were fed every other day. Traveling over ice was easier than plowing through it, so Komatiks were used whenever possible.
- 1. Students will use various resources to obtain information on the history and significance of the Underground Railroad.
- 2. Students will engage in the activity and become aware of the dangers and tremendous risks that were involved.
- 3. Students will discuss and record a written response to questions pertaining to themselves and their experience on the Underground Railroad.
- 1. Game board and pieces
- 2. Paper and pencils
- 3. Books, videos, computers and other related material to the Underground Railroad and Harriet Tubman
Note: The gameboard is available through Womanĺs History Catalog. The phone number is (707)838-6000. The item number is #6911. The cost before tax is $6.95. The game will need to be duplicated and laminated for multiple group use. The game package will include a 20öx 26ö black lined gameboard, short biography, discussion questions, song sheets, activity suggestions, bibliography, colored markers and one die. This game is suitable, as packaged, for grades two through six.
- 1. Students should be group from two to four per game.
- 2. Students will use game and accompanying pieces to play the game beginning in the South and ending when they have reached freedom the country of Canada.
- 3. Students should record notes on significant events that take place as they travel along the Underground Railroad.
- 4. Students should use any notes and reflect on their experience to answer questions pertaining to the game. Students will use resources and other pertinent information to respond to a question sheet as accurately as possible.
- 5. The instructor will have students utilize all information thus far to write a prompt. The prompt should have the student envision him or herself as a slave on a plantation. This character should write about his or her attempt and successful or unsuccessful escape from slavery. Student should have an introduction, a minimum of three paragraphs, and a conclusion. All prompts should allow the reader to feel, hear, taste, and see what the character is experiencing. All prompts should be sequentially correct.
- 6. The instructor can have the students illustrate their stories in various ways. Dioramas, murals, paintings, cartoon strips, etc. can assist the student with his or her writing or enhance it. Final drafts of stories and illustrations can be displayed.
- 1. Students will research and record information on quilting and the significance and importance in the Amish culture.
- 2. Students will observe pictures of various quilts and begin sketching and coloring the patterns in a quilt.
- 3. Students will develop directional skills for the process involved in making a quilt.
- 4. Students will apply all information and skill to construct a quilt
- 1. Books, videos, computers, and other resources available to assist in the quiltmaking procedure.
- 2. Quilting pattern worksheet
- 3. Tracing paper, quilting pattern worksheet, pencils, and scissors
- 4. Scraps of material, batting, lengths(depending on size of square panel) of white of light colored material
- 5. Sewing needles and thread or Heat nĺ Bond
- 6. Fabric paints (optional)
- 1. After students have gathered and researched information on quilts, different colored pictures can be shown to help students grasp a better understanding of the complex design and difficult work necessary to complete a quilt.
- 2. After students have examined pictures of the quilts they should begin drafting sketches of quilt designed by themselves. These pictures can be colored in and put into a portfolio for later use.
- 3. Students will each be designing and constructing their own panel The teacher should decide on the size and shape of the panels. Square panels will work best. Each student should receive a paper equal to the size of the panel. Students should draw a design, using large shapes on the paper. The teacher should emphasize that the entire panel need not be filled up. Once the design has been drawn, the students should color in the pieces that make up their panel picture.
- 4. Once that design has been completed, students should use the tracing paper to trace over the pieces that will be used with material. Students should carefully cut out pieces from tracing paper.
- 5. Tracing paper pieces should be placed and pinned onto material scraps. The student should then cut out the pieces from the material.
- 6. Once the pieces have been cut, students should receive a piece of cloth. Pieces should be placed on the cloth in a design Sketches can be used to help students remember the design and assist with placement.
- 7. After instructing students and allowing them to practice, students can begin sewing the first piece of the design onto the panel. A simple straight stitch can be used on pattern piece Have students allow about 5/8ö from the edge of the pattern piece.
- 8. Once students are comfortable they can work independently until pattern is sewn on panel. Students can work together in a circle to imitate the Amish quilting or by themselves during a specified time or when work is accomplished.
- 9. Once panel is complete a square of batting and a back panel can be sewn together to finalize one panel. The teacher may also collect all the panels and using a sewing machine attach panels together. When panels have been attached in a square, batting can be sewn along edge of quilt and one large back panel can be added. The edges can be trimmed to create a finished look. To make finished edges, panels and back panel must be sewn right sides together with batting on outside of back panel. Then the quilt can be turned right side out and the small opening can be stitched closed by hand.
- 10. The teacher can have the students use fabric paints to sign their names or initials on the panels. Finished quilts can be displayed
- 1. Students will develop an understanding of the Inuit culture and some of the materials necessary for survival in the Artic region
- 2. Students will become aware of the similarities and differences between our culture and the Inuit culture.
- 3. Students will integrate reading, writing, math, and directional skills to construct a model igloo.
- 4. Students will use natural resources to construct an igloo strong enough to provide shelter and large enough to accommodate three to five people.
Materials: (per student)
- 1. One twelve inch square piece of cardboard
- 2. One ten inch circular disc of styrofoam
- 3. Glue, pencils, scissor, ruler
- 4. Materials to furnish inside of igloo are optional
- 1. Students will use a ruler to find the middle of the disc. Once the center is located a line should be drawn across the center of the disc.
- 2. Students should make a circle one inch in from outer edge. Students should then cut out the inside of the circle.
- 3. With pencil, circle should be divided into sixteen even blocks.
- 4. Students should cut the ring and glue all but one block to the cardboard base. The blocks should be glued in the same circular pattern as before cut. The opening in the circle (cardboard) will be the entrance, where the tunnel will be located. This completes the first layer.
- 5. The remaining disc should now be approximately eight inches across Students will use a ruler to draw a line through the center of the disc. If available, a compass can be used to make three semicircles one inch apart. The instructor can use heavy cardboard to make traceable semicircles.
- 6. Students should cut the disc in half and put the unused section to the side. Then students should divide the semicircles into even blocks. Rulers can be used. Any length of measurement per block should be fine.
- 7. With glue, students can add these blocks to the second outer layer, still leaving the door opening. The blocks should lean slightly inward. About fourteen blocks will be used.
- 8. Taking the unused semicircle, measure one inch from the flat side and cut a strip. This piece should be divided into four even blocks.
- 9. Take the remaining piece of styrofoam, now a solid semicircle and have students glue it to the inside base of the igloo. The straight edge should be opposite the doorway. This is now the ôiglerkö or couch.
- 10. Use the remaining four blocks to construct a tunnel to the opening.
- 11. Students can use models to study. During winter, as a whole class project, an igloo can be constructed out of snow. Snow blocks are available at most large stores such as Caldor or k Mart. Math and Inuit research can assist the students when making a life sized model. Temperature readings, weather conditions, and available supplies can all be investigated.
This book allows the reader to experience first hand the trials and tribulations in the Arctic region when Miyax or Julie escapes her old life. We journey with Julie as she encounters nature and few other surprises. When a wolf pack becomes Julieĺs new family, everything changes.
Good, Merle. Who Are The Amish? Good Books, 1985. 128p
A colorful look into the lives of the Amish people and their culture. j 289 Goo
McClard, Megan. Harriet Tubman: Slavery and the Underground Railroad. 133p
This book, filled with timelines, maps, lots of facts and plenty of photographs, gives kids a real understanding of Harriet Tubmans significance and the Civil War era.
McKissack, Patricia C. Dear America A picture Of Freedom The Diary of Clotee A Slave Girl. Belmont Plantation 1859 Scholastic 1997. 195p
In 1859 twelve year old Clotee, a house slave who must conceal the fact that she knows how to read and write, records in her diary her experiences and her struggle to decide whether to escape to freedom. PZ7 M478693F
Newman, Shirley P. The Inuits. Franklin Watts, 1993. 63p
This book provides a look at the history, culture, and daily life of the Inuit people who live in the Arctic regions of the world, focusing on those living in North America. j 970.00497 NEW
Parham, Vanessa Roberts. The African-American Childĺs Heritage Cookbook. Sandcastle Publishing, 1993. 289p
A collection of recipes for children instructing them in the traditions of African-American cooking. Includes a brief history of African-American cooking. j 641.5 PAR
Purdy, Susan. A Civilization Project Book Eskimos. Franklin Watts, 1982. 32p
Instructions for duplicating such Eskimo artifacts as charms, kayaks, masks, games, soap carvings, and dolls. j 970.00497 PUR
Seitz, Ruth Hoover. Amish Country. Crown Publishers, 1987. 120p
Throughout this book Amish ways and the reasons behind them become real in striking images and descriptive vignettes. j 289.73 SEI
Sorenson, Virginia. Plain Girl. Harcourt, Brace, and Company, 1955. 151p
Despite her fatherĺs objections a young Amish girl secretly looks forward to attending public school where she makes a best friend and gains a new perspective on her familyĺs way of life. PZ7. S72PI
Contents of 1997 Volume III | Directory of Volumes | Index | Yale-New Haven Teachers Institute


text:
Can Meg Whitman Fix H-P?
Meg Whitman is back in the spotlight.
Hewlett-Packard Co.'s board is expected Thursday to name the former eBay chief its next CEO, replacing Leo Apotheker, according to a person briefed on the matter.
Ms. Whitman—a Silicon Valley veteran who turned eBay Inc. from a quirky start-up into an online auction giant—remains an influential figure...

subset: commoncrawl


text:
As the Piranas refuse to elect her clan leader, Dalhia has decided to leave town to explore new horizons and perhaps set up her very own clan. And she'd only just made up her mind to do this, when she received her first recruit in the form of Chiara, who'd also decided to go off adventuring away from the clan of her beginnings. From Monday, December 10th, Dalhia and Chiara will no longer be available in the shop's packs. However, players who already own them can continue to use them as normal. Sales of the two characters on the Market will be blocked until the morning of Wednesday, December 5th.
ZacharyThomas Titan Harbingers of Ares Friday 07/12/2012, 01:11
Actually Sicba, I don't.
Anways, This was as always an unexpected Cr release. I was contemplating the idea of stocking on chiara too but sadly decided not to the night before the Cr announcement. oh well.
CK-Shawn Colossus <=Chaos-Knights=> Saturday 08/12/2012, 09:07
Doombug most of the announcements are usually when we are sleeping they are like 9 hours ahead of us and it really varies on times for new character release or ld release
but if you wake up like around 2:30 am just to check if any announcements are up here that is fine by me
MetalSnake182 Titan URBAN MADNESS Tuesday 11/12/2012, 14:33
How many Cr cards do they put out every year?I've been a UR member for only 3 months
ghelas Titan E X C A L I B U R Sunday 16/12/2012, 07:05
Right after we get a Frozn one.
Thoazol Moderator Wise Men Distracted Sunday 16/12/2012, 08:51
Maybe today, maybe tomorrow, maybe next year, maybe never. All we know is that if you ask enough many times, nothing will happen.


text:
Add running under water to your swimming unit and workout regime! Each belt features an arched back to promote correct form and positioning for better abdominal workouts. It is available in both Youth and Adult sizes.
Improve Water Workouts
Jogging underwater has a lot of benefits for athletes and students, from building speed and enhancing strength to simply getting people more comfortable in the water. However, it can be difficult to maintain proper posture and technique. This buoyancy belt solves that problem, keeping students from leaning back with its arched back for improved posture and a better water workout.
This arched back design keeps students positioned straight up, and tones and engages the abdominal muscles throughout the entire workout. A patented contoured design also supports and strengthens the lower back, while remaining soft and flexible from the narrowed foam at the waist to allow for comfort and freedom of movement.
High-Quality Design
An easy-to-use quick release buckle makes it easy to take the belt on and off whenever you are ready to start or end the workout. Even though the buckle is made of foam, it is a closed-cell material that does not absorb water and ultimately weigh down your students. Instead, it's designed to dry quickly and resist chlorine damage, which means it will last for years to come.
Two sizes are available, Youth and Adult, to help teachers accommodate students of all sizes. Both sizes can be worn either upside-down or with the foam in front of the body to accommodate different body shapes, as well. Youth belts accommodate up to a 36" waist, up to 95 lb. Adult belts accommodate up to a 48" waist, 95-200 lb.
Aqua Jogger® Options
Aqua Jogger® is available in 2 sizes.
- Youth
- Adult


text:
Build a Website
Presupuesto $250-750 USD
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text:
Admit it, we all want to be the hostess with the mostess. For me, I love hosting parties and half of the fun is preparing for them. I try to put an extra touch on everything I can, from the serving plates to the music and the menu. Of course that isn't to say that hosting a smashing soirée doesn't come with a little stress. The quest perfection is a tough one but I've found that the following ten tips help not only limit my stress but also ensure I will be the hostess with the mostess, at least for a night!
Host a Smashing Soiree!
1. It All Began with an Apéritif. There's a certain je ne sais quoi about an aperitif that feels so indulgent. A little something to whet the appetite for yet another drink. The French master (this one with the kir and kir royale) serving this at a party is not only impressive but also beautiful. A kir is a dry white wine with black currant liqueur mixed in (you can substitute it with raspberry liqueur if you desire) and a kir royale is the same thing but swap the wine for Champagne. Serve in a flute and add a couple of raspberries directly into the drink. Presto! Beautiful aperitif: your party is off to a smashing start already!
2. Decant This. When serving wine, use a decanter. If you're tight on money, load up on "two buck Chuck", Trader Joe's cheap wine. No one will be the wiser when it's in a decanter. It looks beautiful and the shape of the decanter allows even an el cheapo bottle to breathe and taste better.
3. What's on Draft. Make the investment in a Krups Beertender if you host frequent parties. This snazzy little contraption allows you to serve beer on draft! Currently, Heineken and New Castle are available in the size this cute little buddy takes. As for the guests at your party, you'll earn mega bonus points when you ask if they want a draft beer, especially from the dudes. .
4. Swell Smells. Choose a couple of in-season bouquets and put them in places like the bathroom and side tables. In addition, light up a couple of fir tree-scented candles. There's something about that scent that brings back cozy childhood memories and will make your guests feel happy and at-home.
5. Party Favors. Make your guests feel oh-so-special by giving them a party favor. It could be a wine tag, a scented soap or even a bag of spices. Little baggies of vanilla bean and sugar with a note that says "sweet of you to come" may be cheesy but it's also adorable.
Latest posts by CourtneyL (see all)
- How to Dress Like a Scandinavian - November 18, 2014
- 3 Wine & Dress Pairings Perfect for a Night Out - November 10, 2014
- 5 Fabulous Holiday Party Skirts - November 7, 2014


text:
LUFKIN, TX (KTRE) - Customers and passersby at the Chevron convenience store got an unpleasant surprise Monday morning when a 56-year-old Lufkin man dropped his pants and started flashing his privates at people.
Robert James Powell is still being held in the Angelina County Jail on charges of criminal trespass and disorderly conduct, which are both Class B misdemeanors. Collectively, his bail has been set at $2,000.
The incident occurred at approximately 9 a.m. Monday morning. Once people realized what the man was doing they started yelling at him, according to Officer Brad Lawrence of the Lufkin Police Department.
Copyright 2013 KTRE. All rights reserved.


text:
NEW YORK, Feb. 7, 2013 (GLOBE NEWSWIRE) -- Intercept Pharmaceuticals, Inc. (Nasdaq:ICPT) (Intercept), a clinical stage biopharmaceutical company focused on the development and commercialization of novel bile acid therapeutics to treat chronic liver diseases, today announced that Mark Pruzanski, MD, President and Chief Executive Officer, will present a company overview at the Leerink Swann 2013 Global Healthcare Conference in New York on February 14, 2013 at 3:30 p.m. Eastern time.
The public may access Dr. Pruzanski's presentation live via webcast at http://leerink.metameetings.com/webcasts/healthcare13/directlink?p=78. A replay of the presentation will also be available and archived on Intercept's website for two weeks.
About Intercept
Intercept is a biopharmaceutical company focused on the development and commercialization of novel therapeutics to treat orphan and more prevalent liver diseases utilizing its expertise in bile acid chemistry. The company's lead product candidate, obeticholic acid (OCA) is a bile acid analog and first-in-class agonist of the farnesoid X receptor (FXR). OCA is initially being developed for the second line treatment of primary biliary cirrhosis (PBC) in patients with an inadequate response to, or who are unable to tolerate, ursodiol, the only approved therapy for this indication. OCA has received orphan drug designation in both the United States and Europe for the treatment of PBC. Intercept owns worldwide rights to OCA outside of Japan and China, where it has out-licensed the product candidate to DSP. For more information about Intercept, please visit the Company's website at: www.interceptpharma.com.
For more information about Intercept, please contact Mark Pruzanski, M.D., or Barbara Duncan, both of Intercept Pharmaceuticals, at 1-646-747-1000.
Source:Intercept Pharmaceuticals, Inc.


text:
Villa Cottage is a beautifully restored farmhouse of approximately 220 square metres, furnished with antique original furniture, it consists of Cottage Gubbio and Cottage Umbertide, the same are located on two floors .... there is air conditioning.
First floor: 2 living room with fireplace, 2 fully equipped kitchens to enjoy the most possible guests' stay (washing machine, dishwasher, microwave, oven ,...) 1 double and 1 triple room with original antique beds (1 belonged to a count) Wooden carved and 2 bathrooms with shower. The second floor overlooks the first floor by a beautiful wooden loft, creating a wonderful scenery, consisting of 2 additional bedrooms, these furnished with original antiques, such as 2 fabulous four-poster bed and 4 singles in with slatted and orthopedic mattresses. To complete this spledid relaxation we have 2 bathrooms with Jacuzzi bath. They are also equipped with TV with satellite receiver, big Garden with patio and Pool, just in front.
The park is looked after with great care, has beautiful trees and plants that color the garden with delicate color and scent the air with the sweeter essences from early spring until late summer. The park is perfect for walking, cycling, and any other activity ever in the most 'absolute privacy. The swimming pool with chlorine chemical-free operation, is in the midst of this paradise, totally private and situated in a panoramic position has measurement of 14x5m. Guests can make use of the comfortable loungers and umbrellas that are placed around it. Both the garden and the pool is illuminated at night creating a wonderful atmosphere. Barbecue to stay with friends, and enjoy the good life. Villa Casolare is a detached restored barn, it is situated on a lovely Umbrian estate immersed in the countryside with fine views all around. This pretty Villa is on two levels and has a warm and inviting atmosphere with characteristic beamed ceilings and wooden floors. Villa Casolare opens onto a paved terrace area with table and chairs for dining al fresco and there is a lovely swimming pool in the grounds perfect for relaxing and taking a cooling dip.In the well kept grounds of the estate there is also a barbeque for guests use.
The nearest village is just 800m away and has local shops and a restaurant and there are further amenities within easy driving distance. The location is a great base from which to explore Umbria, with the wonderful town of Perugia being just 15 minutes by car and many more of the regions treasures such as Assisi, Gubbio and Todi, to name just a few, all easily accessible via excellent road connections nearby. Even Florence and Rome can be visited in a day.
Ground Floor: 2 Living room with kitchen area with cooker (4 gas rings), electric oven, fridge/freezer, dishwasher, washing machine, dining table and chairs, sitting area with armchairs and satellite television 2 Double bedroom (an extra single bed can be added on request) Shower room with shower, basin, bidet and w.c.
Gallery floor: 2 Bedroom area with double bed (2 extra single beds can be added on request) Bathroom with hydromassage bathtub, bidet, basin and w.c.


text:
Building Environmental Services Technician - Contributing
- Location
- Greensboro, NC
- Posted
- May 20, 2017
- Administrative Jobs
- Academic Affairs, Research Staff & Technicians
- Institution Type
- Four-Year Institution
Position Number Housekeeping Pool
Position Classification Title Building & Environmental Tech
Functional Title Building Environmental Services Technician - Contributing
Position Type Staff
Position Summary
The University of North Carolina at Greensboro is a public, coeducational, doctoral-granting, residential university chartered in 1891. It is one of the three original institutions of The University North Carolina System.
The Department of Facilities Operations and The Office of Housing and Residence Life are seeking qualified individuals for available temporary or permanent entry-level Building Environmental Services Technician positions.
Duties and responsibilities may include, but are not limited to the following:
This position will be responsible for carrying out housekeeping duties for the University which includes:
- Sweeping, mopping, and vacuuming floor surfaces;
- Maintaining restrooms in a sanitary state;
- Replenishing toilet paper and soap products;
- Emptying trash receptacles;
- Performing related duties as required.
Applicants who apply to this pool will be considered when an entry level (Contributing) Building Environmental Services Technician position becomes available in Facilities or The Office of Housing and Residence Life.
Facilities Operations and The Office of Housing and Residence Life may reference this applicant pool to fill temporary positions as well.
The Department of Facilities Operations is a service organization comprised of skilled professionals dedicated to the continuous maintenance, operation, and improvement of the University Facilities and Grounds in order to provide a safe, clean and well functioning environment for all members of the University Community.
Housing and Residence Life provides safe, inclusive, and secure residential communities where a diverse, innovative and responsive team of professionals encourages students to pursue academic excellence, personal growth, civic leadership and responsibility.
Efficient, effective and accessible programs and services are provided by competently trained and reliable departmental teams in affordable, clean, comfortable, sustainable and sound facilities equipped with current technologies
Minimum Qualifications
Some knowledge of cleaning procedures, ability to follow instructions and to perform medium to heavy physical work; an equivalent combination of training and experience. Special certification may be required for some of these positions. Special note: this is a generalized representation of positions in this class and is not intended to identify essential functions per ADA. Examples of competencies are typical of the majority of positions, but may not be applicable to all functions.
Preferred Qualifications
- At least six (6) months of directly related experience.
- Previous working experience at a higher learning institution.
Alternate Option
If no applicants apply who meet the required competency level and training & experience requirements, than management may consider other applicants. Salary would be determined based on competencies, equity, budget and market considerations.
Special Instructions to Applicants
This posting will remain active for one quarter (roughly ninety (90) days). After the quarterly cycle, this posting will close and the application will be cancelled. You may then re-apply to the new active posting. The Close Date listed indicates when this quarterly posting will close.
You must complete and submit an electronic application for employment to be considered. The application must be completed in full detail for your qualifications to be considered.
Your application to the position will not be complete until you receive an online confirmation number at the end of the process of applying for a position.
Recruitment Range $23,332 - $24,167
Org #-Department Human Resources - 58401
Work Hours of Position WORK HOURS AND SHIFTS VARY
Job Family Building Environmental Services
Band Technician
Competency Level Contributing
2-4 key competencies for successful execution of job duties, including chosen level definition:
Knowledge - Technical (Contributing)
Performs basic cleaning such as sweeping, mopping, scrubbing, dusting, disinfecting, vacuuming, etc., to keep working areas in a clean and orderly condition. Operates and maintains basic equipment in the performance of housekeeping duties to include motor scrubber, vacuum cleaner, backpack carpet extractor/cleaner, mondo vap, etc.
Customer Service (Contributing)
Respectfully identifies, listens, and responds to customer needs (in order of priority) in assigned work areas. Builds and sustains productive customer relationships. Makes customers and their needs a primary focus of one's actions. Demonstrates ability to adapt schedule to customers' needs.
Safety and Health Compliance (Contributing)
Understands appropriate action to correct hazards. Attends training and receives proper information pertaining to the use of PPE, equipment, safety and/or emergency procedures, and accident reporting. Reports accidents appropriately or in a timely manner. Reads MSDS and original labels before applying or mixing chemicals. Insures chemicals are labeled and environmentally safe are receiving close supervision. Reads safety manual prior to entering areas that should be avoided. Reads appropriate owner's manual as it relates to equipment and is aware of proper safe operation and standards. Insures equipment is properly maintained. Contacts appropriate personnel (supervisor and lead person) when needed. Reports injuries, illnesses or unsafe acts or conditions.
Open Date 05/01/2017
Close Date 07/31/2017
Job Close Date
Type of Appointment Temporary Part-Time
FLSA Non-Exempt
Time limited duration of appointment
Depending on the department's needs, positions may be Temporary, Time-Limited or Permanent.
Salary Grade Equivalency 50
Number of Months per Year 12
Applicant Documents
Required Documents
- Resume/CV
Posting Specific Questions
Required fields are indicated with an asterisk (*).
- * Do you have at least six (6) months of previous Housekeeping experience?
- Yes
- No
- * Please indicate how you learned of the vacant position for which you are applying:
- UNCGjobsearch Website
- Greensboro News & Record
- Carolina Peacemaker
- Other Newspaper
- The Chronicle of Higher Education
- Inside Higher Ed
- Other Professional Journal
- NCWorks.gov
- UNC System Job Board
- Other Online Job Board
- Personal Networking
- Other
- * Do you have some knowledge of cleaning procedures and the ability to follow instructions and to perform medium to heavy physical work?
- Yes
- No
- * Are you willing to accept a position that is less than full-time?
- Yes
- No
- * Have you graduated from high school or received a GED?
- Yes
- No
- * Do you have experience in higher education?
- Yes
- No
- * Which shift do you prefer?
- First
- Second
- Third
- Doesn't matter, will accept any shift available
To learn more or to apply for this position please visit our UNCGjobsearch website at https://jobsearch.uncg.edu


text:
Taking a Joshua's Law course is a requirement for anyone who wants to get their permit, so I figured I would take one that is fun and convenient. Everything for this course is online, so all you need to work on it is a computer with a basic internet connection. This makes it really easy to work anytime you want and you get to do it all from home.
You have to be at least 16 years old to take this course, which makes sense because that's the age we can get our permits. The Georgia drivers education course is divided into 8 units that fulfill all 30 hours of Joshua's Law driver training. Every unit is jammed with fun and interactive features too, so it's not just pages of boring reading; it's fun too!
You can log in and out of the 30 hour Joshua's Law course as often as you like, so unlike classes in school, you can take a break whenever you want. There is a final exam at the end of the Joshua's Law course, but it's so much better than the ones we take in school because you get unlimited attempts. This way you're guaranteed to pass the course and be able to get your permit!


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HomeAway.co.uk, the home of Holiday-Rentals®, is part of the HomeAway family. As the world leader in holiday rentals, we offer the largest selection of properties for any travel occasion and every budget. We're committed to helping families and friends find the perfect holiday rental to create unforgettable travel experiences together.
A lovely property with so much space for everyone in a lovely village. The owners have thought of everything in order to make your holiday a successful one, from table tennis , boules etc, to books and music. All equipment is provided to make it an easy transition from your home to the holiday home. Nothing was missing. Such beautiful and peaceful surroundings. We enjoyed driving through the villages, seeing all the lovely sunflower fields out in bloom. Paris was a quick hours train ride from Sens. Fontainebleu, less than an hours drive, so all in all some lovely locations to visit. Weather wasn't kind, so we weren't able to enjoy eating outside which would have made for the perfect holiday, but that was out of our control. House very clean and very well maintained. Pleasure to have been a guest there.


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The worldwide response to the destruction caused by the earthquake and tsunamis in the Indian Ocean has been as heartening as the images from the region are tragic. Like that of so many people and institutions, our first reaction upon hearing the news was: What can we do? The devastation wrought by nature serves as a reminder, though, of ongoing tragedy caused by humans in other parts of the world. In such cases, the same question should apply-and with the same urgency: What can we do?
The tragedy in the Indian Ocean and human-induced disasters in Africa are the topic of this edition of the Foundation's newsletter, and, as always, we welcome your comments.
Immediate Response: Support for CARE
Looking to the Future: Indian Ocean Basin
Responding to Humanitarian Disaster
The MacArthur Foundation's immediate response to the earthquake and tsunamis is a grant of $1.5 million to CARE, an organization fully engaged in immediate disaster relief as well as in many parts of the world where the need is ongoing. In announcing the grant, Jonathan F. Fanton, president of the Foundation, said:
"The earthquake and tsunamis remind us of the power of nature, the fragility of life, and, in the days since, the caring and generous nature of people throughout the world. It is important to recognize, however, that catastrophic loss of life is also caused by human action and inaction. Our deep concern with the natural disaster in Asia should not deflect attention from the desperate plight of victims of civil war and ethnic conflict in Africa. So the funds we provide will also be used to help address needs in the Darfur region of Sudan and the Democratic Republic of Congo."
The MacArthur grant will be used for disaster relief and reconstruction related to the earthquake and tsunamis, and in regions of Africa where disasters caused by humans are taking an enormous toll.
Recovery and reconstruction will be a combined effort by organizations, governments, and government agencies working together. It will be a time to employ new technologies and ideas. Two organizations receiving support from MacArthur that will be part of the work are the WorldFish Center in Malaysia and the Locally Managed Marine Area Network in Melanesia.
WorldFish Center
An organization that has received grant support from MacArthur since 1996 and that is positioned to help in the rebuilding of the fishing industry is the WorldFish Center. Based in Penang, Malaysia, the Center is an international scientific research organization whose mission is to help reduce poverty and hunger in the developing world by improving fisheries and aquaculture. MacArthur has provided funds to support the Center's coastal zone management work in Southeast Asia, and most recently to help expand the information it provides about fishery and coral reef management innovations supported by MacArthur in Melanesia.
The WorldFish Center, which has developed one of the world's best databases on coral reefs, ReefBase, is helping assess the impact of the earthquake and tsunamis on coral reefs in the affected region. The Center is also working with international organizations to determine the extent of the damage to the region's fishing industry and will ultimately help in the rebuilding process.
Locally Managed Marine Area Network
Another useful source of ideas for the rebuilding of the affected region's fishing industry may well be the Locally Managed Marine Area (LMMA) Network in Melanesia. The objective of the LMMA Network is to find ways that community-based marine protected areas can be managed in ways that will preserve coastal environments and meet the needs of Melanesia for food from the sea.
Melanesia stretches for 3,000 miles across the South Pacific. It contains nearly half the world's species of coral. There are 1,600 islands and atolls in the region and 1,000 distinct languages. A unifying characteristic, though, is communal ownership of the land and sea resources. As a result, nearly all the natural resources of Melanesia are under traditional management systems of the communities.
The LMMA Network brings modern science to tradition, adding ways of sharing information among groups that have had little contact with one another in the past. It is the intersection of these two strands of marine conservation-the traditional and the modern-that is the heart of the LMMA Network. To date Macarthur has invested about $10 million in this work, which is part of the Foundation's Conservation and Sustainable Development grantmaking area.
There are more than 80 LMMA sites in various stages of participation in the network. Sharing information among the LMMAs, a particular challenge given the distances involved, ranges from face-to-face meetings to the publishing of articles in peer review journals and a website: www.lmmanetwork.org. The network also has a newsletter and even uses radio programming about coral reef management broadcast on Radio Fiji.
The process of bringing the resources of organizations like WorldFish Council and the LMMA Network to bear in the Indian Ocean Basin is already underway. On the WorldFish Center website is analysis of the impact of the disaster on the fishing industry, and of efforts to counter the rumors of unhealthy marine life that has severely depressed the market for fish. Although there are cultural and habitat differences between the South Pacific and the Indian Ocean, we believe the marine conservation efforts of the LMMA can be useful in helping rebuild the part of the devastated region's economy that is based on the sea.
The Foundation provides grant support for SeaWeb, an international organization working to protect the oceans and the life within them. Seaweb provided us with a brief assessment of the impact of the tsunami on the coastal shorelines and ecosystems, thoughts about considering history when making plans for reconstruction in the region, and related Websites.
The scope of the ongoing disasters in Darfur and Congo is suggested by numbers.
In Darfur, an estimated two million people have been displaced and 70,000 killed, mostly civilians caught in the conflict between the Sudanese government and rebel groups.
In Congo, it is estimated that one of every eight households has experienced a violent death since the start of the war there; 40 percent of the dead are women and children. An estimated two million Congolese have been displaced.
The MacArthur Foundation's work in Darfur and Congo focuses primarily on human rights and international justice, the two primary themes of its Global Challenges grantmaking area.
In human rights work the Foundation supports organizations that hold countries accountable to their constitutions and international agreements, monitor the practice of international institutions and non-state actors, and seek concern for human rights as an element of national and international policymaking.
In its work on international justice MacArthur provides support for three interconnected areas of work; 1) the use of international courts and tribunals to provide redress for human rights victims, 2) the alignment of national laws with international justice systems, and 3) the advancement of international law and norms relating to international justice.
Organizations such as Doctors Without Borders and the International Rescue Committee receive support from MacArthur for both their humanitarian efforts and for their work to document and call international attention to human rights violations in Sudan and Congo. Human Rights Watch, among others, has been a source of information useful to the International Criminal Court as it pursues its first cases for prosecution in Congo, Uganda, and possibly Darfur. Also receiving support is the International Crisis Group, which has up to 50 full-time analysts and regional specialists stationed within or adjacent to countries either at risk or experiencing violent conflict-including Congo and Sudan-producing reports and briefing papers containing practical recommendations for international decision makers. Refugees International receives MacArthur funds in support of its Conflict Resolution and Prevention Program, specifically on the use of international frameworks such as the International Criminal Court to protect human rights.
Much of the MacArthur-funded work in Darfur and Congo advances the objectives of the report by the International Commission on Intervention and State Sovereignty, titled "The Responsibility to Protect," that lays out a new framework for when the international community can help prevent, intervene in, or reduce the impact of a crisis within a sovereign nation. Deepening understanding of these principals, particularly among members of the United Nations Security Council is the focus of work by several MacArthur grantees.
Late this month the United Nations Security Council will hear a report by its Commission of Inquiry on violations of international humanitarian and human rights law in Darfur. An option for the Council is to refer the situation to the International Criminal Court, a step that in itself could help in many ways reduce levels of violence. The MacArthur Foundation has been among those providing grant support for the process that led to the establishment of the Court and now to preparations for its first cases.
During a recent meeting with Louise Arbour, the United Nations High Commissioner for Human Rights, she noted that the situation in Darfur was first a human rights crisis and, because it was not properly addressed, it became a humanitarian crisis. Tsunamis are horrible acts of nature, and warning systems are certainly needed for places that don't have them. Tsunamis occur infrequently. Human rights violations go on all the time, and they are usually themselves a warning system that worse is to come.


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Investors, Packaging Companies, and Ready-to-Eat Cereal Manufacturers are you ready for the future!?
Good day Dairy and Dairy Alternative Beverage Companies we are here to help your sales!
Commuters and Cereal Lovers,
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Single-Handed, Ready-to-Eat, Meal Dispensing,
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According to Transparency Market Report, research shows that by 2019, the ready-to-eat cereal industry will be worth over 43.2 billion dollars. Combine this with the multi-billion dollar dairy, soymilk & almond milk liquid markets, within one package, in one hand and you have a new and exciting dimension for meals with great profitability.
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World Relief Situations.
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Please contact us for further information.
Thank You for being a part of our vision!


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A very importance lecture for all Muslims. Sheikh Feiz covers almost all the supplications we must say to prevent satan from affecting us in our daily lives, from the moment we wake up to the last moment before we sleep satan is there with all his might trying to prevent us from the remeberance of Allah.
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