text:
Sample Budget Narrative Template
Salaries and Wages- Senior Personnel
The Principal Investigator, Dr. xxxx, will devote XXX summer and XXX academic months per year toward the project. The University has established that one month effort is equivalent to 173.33 hours. He will be responsible for overall project management and xxxxxxxxxxxxxxxxxxxxxxxxxx..
- Salaries and Wages- Other Personnel
Funding for one full time graduate student is requested. He or she will work 1300 hours per year, per established University policy. The student will work on tasks assigned by the PI related to the area of X as described in the project narrative.
Funding for xxx undergraduate student(s) during the summer and academic year is requested. The undergraduates will work on specific tasks related to the proposed research under the supervision of the PI and/or graduate student.
- Fringe Benefits
Fringe Benefits are calculated as direct costs in accordance with Clarkson University's Indirect Cost Rate Agreement with the Department of Health and Human Services. Full University benefits are charged on the PI's academic salary. Statutory fringe benefits (FICA) are charged on the PI and undergraduate student's summer salary amounts, in accordance with standard University practice.
- Permanent Equipment
A total of $xxxx is requested to purchase the following items of equipment. This equipment is needed for the specific purpose(s) of xxxxxxxxxxxxxxxxx.
- Domestic Travels
A total of $3,000/year is requested for the PI and/or students to attend two-three annual technical conferences related to the proposed research. It is estimated that one trip per person will cost $1,000 and includes costs for airfare, hotel/meals, registration, and incidentals for an average three day trip. (note some agencies require more specific detail).
- Foreign Travel
A total of $2,500/year is requested for the PI to attend one international technical conference related to the research topic. Costs include domestic and international airfare, ground transportation, hotel/meals for a five day conference, and other conference incidentals. (note some agencies require more specific detail).
- Participant Support Costs
This category is used only for workshop and seminar cost categories if your proposal includes such a component. (note: contact the DOR for assistance)
- Other Direct Costs
- Materials and Supplies: A total of $xxx per year is requested for research materials, supplies and consumables needed to carry out the proposed research. Such supplies might include items like xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
- Publication Costs/Documentation/Dissemination: A total of $1,000/year is requested for page charges and/or reprints in refereed journals related to the proposed research, such as xxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
- Consultant Services: A total of $xxxxxxx per year is requested for consultant services of xxxxxxxxxxxxx from xxxxxxxxxxxxxxxx. These costs include a daily consultant rate of $xxxxxxxxx for xxxx days for the purpose of xxxxxxxxxxxxxxxx.
- Computer Services: NOT APPLICABLE AT CLARKSON UNIVERSITY
- Subcontracts: A total of $xxxxxxxxx per year is requested for a subcontract to xxxxxxxxxxxxxxxxx. (note a formal detailed budget is required for any subcontractor)
- Other:
- Communications/Postage: A total of $500/year is requested for phone, postage, fax, etc. costs.
- Miscellaneous: A total of $100/year is requested for various miscellaneous costs that might arise during the life of the project.
- NMR Time: A total of $300/year is requested for use of Clarkson's NMR facilities at an established first hour rate of $20 and $10/year thereafter.
- SEM Time: A total of $500/year is requested for use of Clarkson's SEM at an established University rate of $30/hour.
- Indirect Costs
Indirect Costs are calculated in accordance with Clarkson University's Indirect Cost Rate Agreement with the Department of Health and Human Services. Currently, Clarkson is using a rate of 53% of modified total direct costs (MTDC), per DHHS Agreement dated 11/03/16. If any rate other than the appropriate negotiated rate is applied to a project due to published program restrictions or sponsor policy, all unrecovered indirect costs are designated as cost sharing by Clarkson University.Clarkson's threshold for equipment is $5,000 as allowed by the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (UG 2 CFR § 200).


text:
Chef Daniel diStefano of Made Nice in NYC shows us how to make this phenomenal whole roasted chicken with lemon parmesan stuffing.
Once you taste these brownies, you'll never believe how quick and easy they are to make.
Challah bread can be braided in many different ways, but this is how the experts at Silver Moon Bakery in NYC braid theirs.
NY Cake's Lisa Mansour shows us how to bake and decorate these jolly cake pops perfect for any holiday spread.
This tasty Christmas tree is filled with Nutella and "decorated" with fresh fruit. It's the perfect holiday dessert for the whole family!
This festive appetizer filled with ricotta and spinach looks complicated, but is actually easy to make and tastes delicious!
Stew Leonard's, an East Coast supermarket chain, carves a 4,013 pound block of cheese into a sculpture of their 'cheesy' company policy.
CBD cocktails and food items are popping up on menus all across the country. Here's a look into why and how New York's Adriaen Block uses CBD in their offerings.
21st generation winemaker Gianluca Bisol shows us the secrets behind Cartizze, the best prosecco you can buy.
Miss Lily's in New York City shows us how to make their version of a roti wrap, a popular Caribbean street food made with a light flatbread similar to a tortilla.
The Nutella-centric menu at the new outpost makes this cafe the ultimate restaurant for any lover of the popular hazelnut spread.
Chef John Doherty of NYC's Blackbarn shows us how to cook Thanksgiving turkey like a pro and what to do with the leftovers.
NY CAKE's expert cake decorator Lisa Mansour shows us how to make these adorable cake pops for a fun Thanksgiving dessert.
Ring Ding Bar in NYC is sure to bring back memories of eating this chocolatey treat as a kid! Plus, all their creative flavors are made with natural ingredients.

subset: commoncrawl


text:
My daughter was born looking like an angel. However, she's not an angel. She hits the dog and runs amok. "Dirt, dirt, dirt!" she screams, pointing to my potted dahlias -- and, before I can intervene, scoops some of the soil into her palm, where it momentarily mounds like the richest of coffee grounds before she flings it across the room. This is my daughter. She's not a good girl, or a bad one. She is, simply, a 20-month-old girl with a whole host of impulses that I, as a parent, must help shape so that she emerges, a second sort of birth, into a moral person.
Morality isn't inborn. So many things are -- the impulse to smile, the instinct to cry -- but morality, the conscious, cultivated knowledge of right from wrong, good from bad, comes only with direct intervention or education.
Researchers studying the adult brain have located the biological bases of moral thinking at least tentatively in the frontal lobes, right behind the forehead. Damage to this area, by stroke or other accident, can render an adult human beastlike. In infancy and early childhood, the frontal lobes are naturally underdeveloped. The axons and dendrites have just barely begun the complex branching that transmits moral messages in a rat-tat-tat of electrical signals. My friend Karen has a 3-year-old son, Zohar, which means "splendor" in Hebrew. He does what he can to defy his name. The other day, he and his mother were over, and before we could say lickety-split, Zohar had reached out and smacked my daughter.
"No!" Karen shrieked, jumping up from the couch. I grabbed Clara, who had broken into a full-throated wail. Karen grabbed Zohar, who, probably scared by his mother's scream and his own wayward impulses, continued to windmill his arms, striking out at whatever he could. Karen and I looked at each other across our howling kids.
"Now what are we supposed to do?" she said. "Is he old enough for a time-out? I'd think he's old enough to know that it's wrong to hurt someone." Karen tried a time-out for a few minutes, and when Zohar told us afterward, "I know it's bad to hit," it seems he could well comprehend right from wrong.
Moral milestones may be the hardest to figure. Sue Resnick of Sharon, Massachusetts, mother of Max, 4, and Carrie, 7, says, "Nothing confuses me as much as how to teach my kids values, helping them to be people who believe in and act in good ways. The world needs people who possess love, honesty, and compassion, but these concepts are tricky to teach."
How, exactly, do parents impart a moral education to their children? While the strategies are as diverse as the moms and dads who use them, there are some tried-and-true tricks of the trade: role modeling, helping your child identify her emotions, storytelling, praise, and, last but not least, just talking.
Lauren Slater is the author of Love Works Like This: Moving From One Kind of Life to Another.
Role models and empathy of emotions
"Being a role model is key," says child therapist Jennifer Coon-Wallman of Lexington, Massachusetts. If you want your child to display integrity, empathy, and responsibility, you need to embody these values. If you want your child to speak politely and display respect for other people, you have to speak politely, even when your temper's running short. If you want your child to learn to value property -- yours and others' -- demonstrate it by tending to your own things: Pick up books and newspapers and put away clothes and dishes. Better yet, allow your child to participate in these activities with you. Toddlers are especially interested in wiping up and wetting sponges, and creative parenting can turn these potential weapons of destruction into tools of utility.
Emotions and morality have a strong connection. Studies of people with lesions in the brain's emotional center reveal that they not only have difficulty experiencing the normal range of human feeling but also tend to act in socially deviant ways, such as using inappropriate aggression. Emotions, in other words, serve as critical benchmarks for good judgment and behavior.
You need to teach your children how to identify what they're feeling, a task that doesn't come naturally. When a child can identify and articulate the spectrum of emotions that accompany human experience, he has taken the first step toward empathy: understanding himself so that he may understand others. To help kids accomplish this, look at picture books together in which characters display happiness, anger, and sadness, then point these out. Reflect back to your child what you notice he's feeling: "I see you're sad that we have to leave the zoo now."
These remarks are like little lightbulbs that illuminate through language. If your child can learn what he's feeling, then he can extend that beyond himself, and compassion is cultivated.
The moral of the story
Since the first written story -- The Epic of Gilgamesh, about a brave, lonely man -- was inscribed in Sumerian times, storytelling has probably been humanity's prime teaching tool. While paper has replaced tablets, books should be as substantial as stone in your child's life: classic fables and stories, books with lessons to learn, things to see, and many colorful surprises.
One of my earliest memories is of my mother reading to me The Little Engine That Could: toot, toot, the steep mountainside, the huffing machine, the sheer will that even now, 30-odd years later, I carry with me as an example of how to be when the going gets tough. And not all stories need to have obvious morals or even be written down. Children are always eager to hear tales from a parent's own life -- a dilemma, a scary time, and what Mom or Dad did to get through.
For kindergartners and grade-schoolers, you might make moral storytelling an interactive game. Take an Aesop's fable -- "The Tortoise and the Hare," for instance -- and read just shy of the ending. Close the book. Ask your child to imagine how it might end, and why. You'll be inserting her into the dilemma and asking her to tussle with it in a very visceral manner. This is a wonderful way to hone imagination and critical thinking skills, essential to the development of a moral mind.
Quite simply, people respond far better to praise than to punishment. Look for opportunities to compliment your child when he says "thank you" or undertakes other behavior that reflects compassion, honesty, or responsibility, such as helping out a younger sibling. Try to limit criticism, and remember that name-calling begets name-calling, demand begets rebellion.
A few months ago, I decided it was time for my daughter to learn to say "please." After all, she could say "Read me the book" and "I want a cookie." So, when she asked me for a snack, I said, "Say 'please.'" She looked at me blankly. "Puh-leeease," I repeated, mouthing it out as though this were speech therapy, which in a way, I suppose, it was. She started to cry and reached up her arms, all greed and hunger. "No," I said, holding the cookie higher. "Say 'please.'" This quickly turned into our own little version of a food fight, she demanding, I withholding, and before long we were totally polarized. From the South Pole, where she sweated out her rage, she screamed and screamed; from the North Pole, where I stood in icy resistance, I held her treat high out of reach. Then she got so upset that she started to cough and turned all red, and I thought, "I really hope she doesn't throw up," at which point I gave in, handed her the cookie, and chalked this up to a colossal failure.
Demands like that don't work, especially with a toddler, whose psyche is eerily similar to an adolescent's, full of rebellion and stamp. You can't force moral behavior; you have to back into it. When my husband came home, I said, "We're going to raise a rude kid; she won't say 'please,' especially not after" and I told him what had happened.
Then we had an idea: Our daughter loves music, so we wrote a song about a very polite spider and taught it to her. It worked. A few days later, she sang "please" before she ever said it, and as soon as we heard it come out of her mouth, we told her she was one of the world's seven wonders. She so loved the praise that she kept saying "please," and "thank you" soon followed.
Talking it over: Where parents come in
Michael Pritchard, Ph.D., a professor of philosophy at Western Michigan University, has written several books about moral development. His book Reasonable Children: Moral Education and Moral Learning is an account of how kids as young as kindergartners can engage in reasoned critical thinking about everyday dilemmas and moral concepts that involve cheating, truth telling, responsibility, and kindness. Pritchard recommends talking to children, recognizing their capacity to speak about issues and problems, and, in the process, to discover and shape their belief systems.
You might discuss an incident that happened during the school day. "You told me Bobby got sent to the principal's office for throwing crayons at a classmate. Do you think what he did was wrong? Why?" Talk about heroes and heroines and what their actions have meant to the world. And don't shy away from discussing flawed characters as well.
With kids 5 and older, you can also share tales of your own ethical dilemmas and what you did to resolve them. It's important to be honest -- it's all right for them to see you as less than perfect. Your very admission of blunders sends a message: You value honesty, and you're brave enough to see yourself clearly and try to improve on past mistakes.
Perhaps the most critical factor in nurturing moral children is to have an intact moral framework ourselves. This goes beyond mere role modeling: It goes to the heart of who, as parents, we are and what we deeply believe and wish to transmit. Children are an opportunity for so many things -- for a love unlike any other, for a return to playfulness, for awe and wonder. They are also, and perhaps ironically, an educational opportunity for parents. In having a child, we are forced to reevaluate our belief system, to dust it off, hold it up to the light, and fix the crooked places. This is really the foundation, what we must do before, or in tandem with, our own attempts to teach our children.
I, for one, have repeatedly been challenged by my daughter. She has brought me back to the most basic of questions and forced me to answer them simply. Why is it bad to throw dirt on the floor? Because it inconveniences me? Well, no. Because it's disrespectful of her home, her caretakers, and the plants that live in that soil. Why should she not hit? What does a life lived with compassion really look like?
My own child has stopped me -- still -- to ponder what should be obvious. Since her birth, I have become a hospice volunteer and a gentle gardener. She is evaluating me, at every moment. She teaches me as I teach her. Together we grow.


text:
Linked by Alfonso Martinez on Tue 20th Oct 2009 22:51 UTC
Since I encountered BeOS 5 Personal Edition, my experience with BeOS PE led me to purchase the BeOS 5 Professional Edition, which I used for some years. I am not ashamed to say that I love using this OS. After the demise of Be Corp., I still used BeOS as my "main OS" since it would do everything that I needed to do, except for gaming and academic works. I closely followed all the developments of the BeOS contenders after Be's fall... Until Zeta OS became the leading standard for a short time. I purchased every Zeta OS release that YellowTab produced. It is currently my favorite BeOS version today.
Permalink for comment 390355
To read all comments associated with this story, please click here.
To read all comments associated with this story, please click here.
Works great on VirtualBox on Ubuntu
by joaomcarvalho on Thu 22nd Oct 2009 09:31 UTC


text:
This is a collection of my best-selling motivational corporate music tracks. These 4 tracks express a lot of positivity and strong confidence ! They will bring your business the Success it deserves !
Tracklist :
You can save 50% too here with these other packs !
Just choose the one that suits you best :
. Confidence and Success Music Pack 2
. Ultimate Motivational Music Pack
For any customization, don't hesitate to contact me via my profile page.


text:
8:00 pm
Marvin Hamlisch Presents: The '70s, The Way We Were Marvin Hamlisch is host of "Marvin Hamlisch Presents: The '70s, The Way We Were," a PBS national television special featuring live acts performing their big hits from the 1970s. The TV special stars Marvin Hamlisch, BJ Thomas, Three Dog Night, Debby Boone, Marilyn McCoo & Billy Davis, Jr., Ray Stevens, Freda Payne, Guy & Ralna, Bobby Goldsboro, Billy Joe Royal, Peaches and Herb, Jonathan Edwards and Gloria Gaynor. D
10:00 pm
Il Volo Takes Flight In May 2009, three fresh-faced teenagers, Piero Barone, Ignazio Boschetto and Ginaluca Ginoble appeared on the popular Italian talent show, Ti Lascio Una Canzone and dazzled television viewers with their flawless rendition of the Neapolitan standard "O Sole Mio." The boys who won the competition easily decided that their group needed a name. "Il Volo" meaning "flight" was chosen to signify the feeling that these three young tenors were about to spread their wings. D
11:30 pm
Austin City Limits "The Steve Miller Band/Preservation Hall Jazz Band" Miller performs classic blues tunes, plus favorite hits. The Preservation Hall musicians present classic New Orleans jazz with special guests the Del McCoury Band and Jim James of My Morning Jacket.G


text:
Getting suspended or expelled are the ultimate punishments doled out by school administrations, but do they help curb the bad behavior? In their new policy statement, published in the March 2013 issue of Pediatrics, the American Academy of Pediatrics argued against zero-tolerance policies and recommended that student suspension or expulsion be considered on a case-by-case basis.
"There may be instances in which that's the only thing you can resort to, just like there may be instances where only extreme surgery is going to benefit the patient," says the policy's senior author, Jeffrey H. Lamont, MD, FAAP. "But you wouldn't resort to surgery for every case of appendicitis."
Lamont says that out-of-school suspension and expulsion are outmoded since parents are likely to be away at work during the day. This means that a kid who gets suspended or expelled is now at home in an unsupervised setting, which defeats the whole purpose of the punishment. "A child that's not supervised is far more likely to meet up with the very people and engage in the very activities that got him in trouble in the first place," says Dr. Lamont.
Students who experience out-of-school punishments are 10 times more likely to drop out of high school than those who do not, argues the AAP statement. High school drop-outs experience poorer health than the average high school graduate, and their life-expectancy is six to nine years shorter.
Lamont and the AAP are particularly adamant against school policies that do not take mitigating circumstances into account, such as bullying and unidentified psychological issues, when deciding whether to suspend or expel a student. "What if a child has undiagnosed attention deficit disorder, or has a developmental delay that's not recognized, so that the student doesn't foresee the consequences of what he's going to do?" says Dr. Lamont. "If you have a one-size-fits-all policy those children are going to be disproportionately at risk for running afoul of the policy, and they are going to suffer for it."
So what can school officials do instead? The AAP recommends the decision-making framework School-Wide Positive Behavioral Interventions & Support. According to Lamont, the framework fosters an environment in which expectations are made clear and consistent, and good behavior is recognized. If a child has to be suspended, the suspension takes place in school so that he or she can still participate in productive and creative activities.
"It's treating every child the way we ourselves want to be treated and teaching them that they have a right to be heard," Dr. Lamont says. "Their actions may very well incur a punishment or a consequence, but it's not with the intention of saying, 'You are bad.' It's with the intention of saying, 'You need to do better, and we're going to help.'"
Has your child ever been suspended or expelled? Leave a comment.


text:
Sunday, March 28, 2010
The Mystery of Jane Ann DAWES (1805-1852?)
Previous information on Jane Ann's line can be found here.
Jane begins life in Hadlow, Kent where she is baptised on 14 November 1805 as the second child of Thomas DAWS and Elizabeth WHITEBREAD. I haven't found a record of her actual date of birth.
On 09 August 1809, a Poor Law Removal Order orders Jane Ann (6) along with her older brother William (5) and younger sister Susan (2) and parents Thomas & Elizabeth back to Uckfield, Sussex from Hadlow, Kent.
The Sussex Family History Group Marriage Index CD records the marriage of Jane Ann DAWS and Thomas CHALFIELD on 23 October 1825 at Holy Cross Church, Uckfield. Jane is shown as OTP (Of This Parish) and Thomas is listed as a bachelor from Maresfield. The name CHALFIELD is the first error which has thrown off my research. It should have been CHATFIELD.
There is no sign of Jane and Thomas in the 1841 census although two boys William CHATFIELD (13) and Henry CHATFIELD (11) whom I believe to be their sons turn up living with Johnathan and Naomi STEVENS in Fletching. Also living with this family are Hannah CHATFIELD (78), Mary DRAWBRIDGE (50), and Harriet HEMSLEY (22). Hannah CHATFIELD may be their grandmother.
Further proof of Willam and Henry as the sons of Thomas and Jane Ann is found in the Selected Sussex Baptisms from the Sussex Family History Group which lists William (baptised 26 August 1827), Henery (baptised 09 August 1829), and Alfred (baptised 17 April 1831) all sons born to Thomas and Jane Ann CHATFIELD and baptised in St. Bartholomew's, Maresfield. No record of Alfred can be found in the 1841 census or later censuses so he must have died before 1841.
Thomas senior must have died before 1837 when vital registration began as no death record can be found anywhere.
By the time of the 1851 census, Jane had re-married John BENNETT of Hellingly. She is listed as Jane A., age 45, and born in Hadlow, Kent. Further confirmation of her new identity is made by the additional people listed in their home on census night which was 30th March 1851. There is Henry CHATFIELD (21) born Maresfield, his wife Phillis (25) born Chiddingly and son James (1) born Uckfield. Also visiting were Jane COOK (17) born Maresfield, who is unmarried and shown as a daughter-in-law which was used interchangeably for step-children and Anne BENNETT (19) an unmarried niece born Chiddingly.
Henry and Phyllis' marriage is confirmed by the GRO marriage index which records it in the March Quarter of 1849 in the Lewes Registration District. After James, they went on to have eight more children. Henry's recorded birth location of Maresfield is consistent with his father's parish on Thomas and Jane's marrage record.
The wild card here is Jane Cook shown as a daughter-in-law. Since she is listed as unmarried she isn't likely the married daughter of John BENNETT making her his step-child and the daughter of Jane Ann. This means that Jane Ann must have married a COOK between Thomas CHATFIELD and John BENNETT. Young Jane's age of seventeen places her birth about 1834 and too early for civil registration records. Since there is no LDS batch number for Maresfield there are no IGI baptisms which can be used to find her. There is no record of a marriage between Jane Ann CHATFIELD and a COOK(E) on the Sussex FHG CD so either it happened outside of Sussex or it was missed.
Following Jane COOK(E) into 1861, she is found visiting Henry and Frances HEMSLEY in Uckfield. Also in the household is young James COOKE (6) born Hailsham who is a boarder. I suspect that James is Jane's illigetimate son and has been placed with the HEMSLEY's. Frances HEMSLEY nee DAWES is Jane's mother's younger sister linking the families again. Just to be clear here Jane Ann CHATFIELD/COOKE/BENNETT and Frances HEMSLEYare sisters.
The only Jane COOKE in 1841 of an age to be this Jane is found in Uckfield with the family of William COOKE (70). His wife's name is Jane COOKE (35) who could be Jane Ann, especially since she is shown as not born in Sussex. The children's ages are spread between 15 and 6 with George (15), Charles (11), Tilden (male 8), and Jane (6) all born Sussex. The oldest boys, George and Charles ages conflict with the births of William and Henry CHATFIELD so I don't believe that these are her children. Therefore, only Tilden and Jane are potentially hers although given the age difference of 35 years between Jane (Ann) and William I believe that he married her to provide a mother for his children from a previous marriage. Then again, William is pretty old to have children this young even from a previous marriage. If young Jane was really a step-daughter of Jane Ann then her status is supported as a "daughter-in-law" on the 1851 census. So she could be either the child of William COOKE and a previous wife or William and Jane (Ann).
The Selected Sussex Baptisms from the SFHG help to clear up this mystery. An illegitamate son is baptised at St. Bartholomew's, Maresfield on 14 Apr 1833 to William COOKE - Carpenter and Jane CHATFIELD. The given name is Fidler although I believe that the census entry of Tilden is more likely correct. The way Fidler is written certainly could be mis-transcribed as Fidler. Later in the same record, a legitimate birth is found for Jane Ann COOK who was baptised 01 February 1835 and again on 01 December 1835. This means that Jane Ann and William were married sometime between 1833 and 1835. There is a William COOKE listed as an inmate of the Uckfield Union Workhouse in the 1851 census which may explain why no marriage between Jane Ann and John BENNETT can be found. Although there are a number of William COOKE deaths in Sussex between 1841 and 1861, there is only one in Uckfield which is registered in the March Quarter of 1852. According to the 1851 census, William COOKE was born in Heathfield about 1767 which is consistent which his age of 70 in the 1841 census since the rounded down 70 represents any age between 74 and 70.
There is no record of Jane Ann after the 1851 census. The GRO death index has a Jane BENNETT listed as dying in the March Quarter of 1851 in Registration District Hailsham. I like to believe that Jane Ann was dying and that's why her family had gathered around her on census night in 1851.
The only marriage of a John BENNETT to a Jane COOK is found in the September Quarter of 1838 in West London. I don't believe that this is theirs.
Therefore, I believe that in 1825, in Uckfield, Jane Ann DAWS married Thomas CHATFIELD of Marefield. They had three children William (born 1827), Henry (born 1829) and Alfred (born 1831), all in Maresfield. Sometime after Alfred's birth in 1831, Thomas died and Jane Ann remarried William COOKE but not before she had baseborn Tilden in 1833. Then in 1835, Jane Ann COOKE was born in Maresfield. William COOKE was committed to the workhouse between 1841 and 1851 and Jane Ann went to live John BENNETT of Hellingly where she died and John disappears after 1851 although there are a couple of GRO deaths that could be him between 1851 and 1861.
4 comments:
Thank you for this posting. I am interested in the WHITEBREAD connection. Elizabeth WHITEBREAD was baptised 3 Feb 1785 at Hadlow, daughter of Henry WHITEBREAD and Sarah (CROWHURST). Elizabeth was ordered to be removed from Hadlow to Penshurst on 7th March 1804. I was not quite sure why this was, except that her father had died about 3 weeks before (buried at Hadlow 19th Feb). Her surviving siblings Richard (13), Lydia (7) and John (4), however do not seem to have had this order placed on them. Thanks to you, it now seems certain that it was this Elizabeth who married Thomas DAWES on the 8th March at Tudeley, just one day after her removal order. Was she ordered to be removed because of the pending marriage, or did she marry because of her removal ? In any case, it seems she returned to Hadlow soon after her marriage.ReplyDelete
Steven Whitebread, Quincy, MA, USA (no relation to this line)
Hi Steven,ReplyDelete
Contact me at dawesrg (at) yahoo (dot) ca
I would like to follow up the Whitebread connection with you.
Bob Dawes
- AnonymousAugust 20, 2010 at 9:08 AM
I pass on the paragraph below:ReplyDelete
I assume Jane Ann's marriage was annulled or she ignored it for her second marriage as it was unlikely she would ever see Thomas again.
Colin Chatfield email@example.com
Thomas CHATFIELD (1797 - ) was a shepherd and ploughman and lived in Maresfield, Sussex.
He was convicted at Lewes Sussex Quarter Sessions on 8th April 1831 aged 30 for stealing six pennyworth of faggots and stealing four fowls and sentenced to be transported for life but then reduced to 14 years.
Also described as 'a troublesome person.'
He left behind a wife and five children.
Transported on the William Glen Anderson he arrived at Hobart, Van Dieman's Land on the 1st November 1831
I have searched the Tasmania Records Office for details of his life and presumed death somewhere in Tasmania but without success.
His convict Number was 1295.
He appears to have been assigned to a Lieutenant Sam Hill on his arrival in Hobart.'
Convict Tales http://members.iinet.net.au/~perthdps/convicts/stories.html
This from Raymond Chatfield August 2003
Many thanks for your posting, Bob. You've helped to fill in some gaps in my own research. Ellen Louisa Taylor, born 1870, was my Great Grandmother.ReplyDelete
Graham Sherlock


text:
Jews and Agricultural Labor
Discover the little-known history of American Jewish farming and explore the contemporary resurgent Jewish interest in food justice. Analyze traditional and modern texts about Jewish values and food production and consumption, and design your own vision for how society should produce, distribute, and consume food.
Enduring Understandings
- Jewish values about the holiness of growing food lose or gain prominence depending on economic realities.
- Jews have labored in agricultural settings as well as in factories and urban environments.
- In recent years, there has been a renaissance in Jewish agricultural work as a means to providing food options that are healthy, sustainable, and just.
Essential Questions
- What Jewish values influence choices about growing, buying, and consuming food?
- How do economic conditions influence choices about growing food?
- What precedents exist for the contemporary Jewish return to the land movement?
- How are Jewish values applied to food production and consumption, historically and today?
- What is/has been the role of agricultural labor to the American Jewish community?
Materials Required
- copies of the Jewish Statements About Food handout for each student
- copies of the Lesson 6 Document Study, Jewish Statements About Food: Then and Now (includes sources and questions) for the teacher and for each group
- paper for making charts
- pens/pencils
- newsprint or scrap paper for sketching out ideas
- sculpting clay
- markers
- cardboard (broken-down boxes without writing on them would work well) to serve as the bases for models
- glue
- toy farm machinery and animals, dirt and plant matter, and other model-making materials such as popsicle sticks, balsa wood, and flexible cardboard, for example, all of which could be assigned to students to bring in for their individual projects
Notes to Teacher
This lesson on Jewish agriculture in America includes several themes. Teachers may choose to focus on just one, several, or all of the following ideas.
- First, Jewish agricultural pursuits are a little-known part of American and American Jewish history. The accompanying essay addresses four periods in this history, from the late 19th century to today. This theme can be explored exclusively, as well as by comparing primary sources on agricultural labor with industrial labor (see Lesson 1 and Lesson 2).
- A second theme addresses questions about personal health regarding food choices.
- Thirdly, the lesson explores the connections between food and Jewish spirituality and ethics. Again, comparisons can be made with Jewish values about labor that are explored in Lessons 1 and 8. Closely connected to this theme are ideas about Jews' connection to the land and to each other in community, as expressed in American Jewish farmers' historic settlement practices. Another aspect of this theme is the question of popular attitudes toward immigrants in the dominant culture, which could be explored with students in conjunction with Lesson 7.
- The fourth theme in this lesson explores values about the treatment of laborers and the religious significance of agricultural labor. This last theme is easily tied in with some of the issues discussed in Lesson 8, which looks at questions of the value of work in traditional Jewish sources.
Teachers should be sure that students understand what is meant by "utopia" and "utopian." Our intention here is to acknowledge that utopian ideals may not be achievable but may, nevertheless, be important to hold up as ideals toward which we are working. A synonym for "utopian" is "edenic." Like the Garden of Eden, utopian values may be beyond our reach yet psychologically worthwhile to hold onto. Utopian values guided the formation of 19th and 20th century Jewish farm communities, and in some cases may also have been responsible for the ultimate downfall of those communities.
Depending on your students' (and your own) experience studying traditional Jewish texts, you may wish to give some background on the different sources featured in Part I of the lesson. Teachers may also find it helpful to brainstorm a list of values on the board or a large piece of paper so students have something to choose from as they categorize each of the texts.
Some teachers have suggested to us that the text from Avot de Rabbi Natan, while a very rich text, is difficult to teach to kids or teens because they find the breastfeeding imagery too distracting. You may want to take this recommendation into consideration when selecting texts from the Jewish Statements about Food to use with your students.
Introductory Essay(s)
Jews and Farming in America
The history of Jewish farmers in the U.S. is not widely known. We often assume that all Jewish immigrants to America went to cities, found work, and stayed there. If Jews eventually moved out to the suburbs, their work was still city-based. We don't usually think of Jews settling in rural communities and making their living in agriculture. Yet there has been a continuous, if small, Jewish farming presence in the U.S. for more than 100 years. In 1911, there were an estimated 5,000 Jewish farmers in the U.S.; in 1925, there were an estimated 10,000 Jewish farming families or 50,000 Jews living on and working farms in the U.S.; and by 1966, when the number of Jews in agriculture was declining, there were still an estimated 7,000 Jewish farmers.[1]
We can identify four distinct periods in the history of Jews in agriculture in the U.S. In the late 19th century, utopian farming communities were established by Eastern European Jewish immigrants with the philanthropic backing of American Jews. During the period from 1900 until World War II, many of the utopian communities failed, but some individual Jewish farmers succeeded by increasing and modernizing their agricultural output and methods. In the 1970s and 1980s, a group of young, idealistic, middle class Jews became organic farmers as a means of disengaging from the corporate culture of agribusiness, and many of their farms have not only flourished but have themselves become large corporations. Finally, since the turn of the 21st century, a new generation of Jewish men and women have begun a Jewish back-to-the-land movement to incorporate Jewish values and spirituality into their agricultural labor and environmental activism.
In the late 19th century, before coming to America, a group of Russian Jews became involved in a back-to-the-folk movement popular among Russian intellectuals at that time. Some had gone to live and work among the peasantry. It was a romantic movement, rooted in the idea that the peasants' simple, down-to-earth lifestyle was healthier for the body and the spirit than urban living. As widespread, institutionalized anti-Semitism swept through Russia, these Jewish intellectuals came to realize that they would never achieve their dreams in Russia and they sought alternative locations for their utopian settlements, some going to Palestine to take part in the Zionist settlement of the land and others coming to America.
At the same moment that this group of Russian Jews aspired to a utopian ideal of living off the land, a group of American Jews whose families had immigrated decades earlier primarily from Germany developed the idea that some of the masses of new Jewish immigrants from Eastern and Southern Europe ought to be settled on farms, rather than in crowded cities. They created the American Hebrew Agricultural and Horticultural Association, and with money partly donated by the German Jewish philanthropist Baron Maurice de Hirsch, the founder of the Jewish Colonization Association and the Hebrew Emigrant Aid Society (which would become the Hebrew Immigrant Aid Society or HIAS and for decades helped settle Jewish immigrants in America), they began to establish Jewish agricultural colonies all over the country.[2] (Baron de Hirsch's Jewish Colonization Association also founded large Jewish agricultural colonies in Palestine, Argentina, and Canada.)
Jewish agricultural collectives were established in Kansas, Louisiana, Utah, New York, California, Oregon, North and South Dakota, Florida, Michigan, Arkansas, and New Jersey. Many of the collectives failed in a very short time, such as the Cotopaxi collective in Colorado that lasted only two years. Others, such as the Alliance and Woodbine agricultural colonies in New Jersey, were able to function for twenty years or more, partly because they included a certain amount of industrial production in addition to agriculture.[3]
The Jewish Agricultural Society, which administered the work of the American Hebrew Agricultural and Horticultural Association, realized that part of the problem with the colonies was their collective nature. In the U.S., immigrants expected to be able to make their fortunes based on their own efforts and not have to share their profits with others. The Society stopped funding collectives and funded only individual farmers from the 1920s on. They also focused their efforts first in New York and New Jersey and then in California, in communities near large Jewish, urban populations. In such locations, these farmers could also take in boarders in the summer—urban Jews looking for a quiet, rural vacation away from the city—and thereby supplement their income.
By the 1930s, significantly-sized Jewish communities had grown up around farming towns like Farmingdale, New Jersey. The farmers built synagogues and community centers, held religious services, and celebrated Jewish holidays together. During the Depression, they raised money to help those in need, and during the years of World War II, they collected money, knitted, and sent care packages to Jews overseas. They also absorbed some of the Displaced Persons who arrived in the U.S. and were willing to work on farms. Indeed, some of these D.P.s even established their own farms, with the help of the Jewish Agricultural Society.
After World War II, American farming changed. Small farms were bought out by "agribusinesses," large farms that had the financial capacity to buy lots of land and to modernize and mechanize many aspects of agricultural work. Few Jewish farmers were able to do this; some of those unable to make a living on small farms went into feed and agricultural machinery sales. In the post-War period, many Jewish farmers found that they could make a better living growing chickens than crops; many of these chicken farms survived into the 1960s.
In the 1970s and 1980s, a new group of Jews entered farming. Young Jews who had grown up largely in suburban environments but were interested in pursuing a different lifestyle began to explore organic farming and other alternative food projects, such as food co-ops. Organic farming appealed to them for health and environmental reasons, and they embraced the challenge of producing food with a smaller ecological footprint and without the health risks of food treated with pesticides. Individuals such as Gary Hirshberg, Drew and Myra Goodman, and Ben Cohen and Jerry Greenfield started out as small, organic farmers whose businesses were so successful that they have grown into the huge corporations Stonyfield Yogurt, Earthbound Farm, and Ben & Jerry's Ice Cream.
In the past decade, yet another generation of idealistic young Jews has come onto the agricultural scene. For the founders of new Jewish farms and food justice organizations such as KOL Foods, Adamah, Urban Adamah, Hazon, the Jewish Farm School, Kayam, Grow and Behold, and EcoGlatt, the production, distribution and consumption of food is a sacred act, bound up in Jewish ritual and theology. These organizations are also concerned with such issues as safe working conditions, living wage, humane treatment of animals, pollution prevention, and sustainable farming techniques that replenish rather than deplete soil nutrients. They are also using their farms, cooperatives, and organizations to teach Jewish values about these issues from Jewish texts, both ancient and modern. Finally, they are interested in forming communities of like-minded Jews who wish to imbue the growing and consuming of food with holiness and spiritual intention.
[1]Herman J. Levine and Benjamin Miller, The American Jewish Farmer in Changing Times (New York: The Jewish Agricultural Society, Inc. 1966) 19, 21, 50.
[2]Jews in American Agriculture: The History of Farming by Jews in the United States (The Jewish Agricultural Society, Inc. 1954), published on the occasion of the American Jewish tercentenary.
[3]Uri D. Herscher, Jewish Agricultural Utopias in America, 1880-1910 (Detroit: Wayne State University Press, 1991), 123.
Lesson Plan
Jewish Values and Food
Below is a list of statements about food that come from Biblical, Rabbinic, and modern sources. For this first activity using the statements, the teacher should use his or her judgment with regard to which sources and how many sources to give to each student or group. The teacher can give all the statements to all of the students, choose just a few of the statements to give to all of the students, etc. If a teacher is dividing the sources up, it would be most useful to give each group/student a mix of traditional and modern texts. Important: give students the handout version of the statements, which does not identify the source of each excerpt; the citations are for the teacher's use and should be revealed to the students only after they have had a chance to hypothesize about them.
Before giving students the statements about Jewish values and food, tell students that they will do three things with the statements:
- Hypothesize about what time period the statement comes from;
- Hypothesize about who may have said it or from what source or type of source it came from, eg. "Moshe," "the Bible," "Deuteronomy;" "Pirkei Avot," "the ancient rabbis," "prayers in the siddur, in the Haggadah", etc.
- Categorize the value(s) implied in the quotation, eg. "kashrut," "gratitude," "self-sufficiency," "compassion," "stewardship," "health," "environmentalism," "fairness," etc.
They might keep track of their responses to these three questions by drawing a simple chart with three columns, one each for "Time," "Source," and "Values," and a row for each statement.
Once students have had a chance to work with the sources and have made their hypotheses and categories, have them share their responses in the large group. Help them to round out their understandings about what is being said in each statement and correct any misunderstandings about the sources that may have arisen, by giving them the references for each source and additional information you have from the Introductory Essay. Teachers might also have students read the introductory essay themselves. The Lesson 6 Document Study Jewish Statements about Food: Then and Now includes questions to pose for each statement, as well as some additional information about the content of some of the sources. Additional information can be gleaned from the Introductory Essay.
Creating a Utopian Vision for Food Production, Distribution, and Consumption
Explain to students that they are going to create their own utopian visions about food. In order to do so, they should think about food production, distribution, and consumption. Teachers might choose to have students look at some websites dedicated to historic Jewish utopian agrarian communities to get ideas for their projects. A few of these include:
- Cotopaxi: The failed Russian Jewish Agricultural Colony, 1882-1884
- The Alliance Jewish Farming Colony, Past and Present
- The Borough of Woodbine
Ask students to look at the "values" category they created in Part 1 of the lesson and to prioritize those values in order of importance to them individually. Students should only include those values on the list that are important to them and should be encouraged to add any additional values that matter to them and were not on the list.
Have students break into pairs to share the values they've listed and to flesh out what it would mean to live those values. Explain to the students that when listening to their partners, they should 1) ask clarifying questions; 2) make suggestions to strengthen their partner's utopian vision; 3) point out to their partners when they are hearing conflicting ideas; and 4) refrain from pushing their own utopian visions on their partners.
Direct students to sketch out their ideas, either in pictures or in words. Teachers should check students' sketches to be sure they include all the values they decided were important to them, and teachers should engage students in conversations about their work if some values come in conflict with others. When teachers feel satisfied that students' sketches are adequately fleshed out, have students transfer their visions into written manifestos, drawings, or models. Invite students to bring in objects they'd like to include in their models, or assign students to complete their models at home and then to bring them into class.
Taking Action: Dreams to Reality
Acknowledge with students that it may take some time to be able to live (or even get close to living) their utopian values, but that there are probably things they can do now that would bring them closer to those ideas.
Assign students to work in pairs to identify three actions they could each take now to begin living their utopian visions. Some examples include:
- If the student's vision is to eat food that does not hurt the environment, they might begin by eliminating a few items from their diet that have to travel more than 100 miles to their tables.
- If they're concerned about animal welfare, they might research becoming vegetarian, or research kosher meat companies that are engaging in only humane slaughtering techniques, or begin by reducing the amount of meat in their diets.
- If they're committed to eating food that is produced by agricultural laborers who are treated justly, they might research the labor practices of different companies and get involved with campaigns like the 2011-12 work with the tomato growers of Immokalee, FL.
Students should be encouraged to focus on small, personal steps they can commit to (and that will likely be more acceptable to their parents) rather than beginning with the larger, harder to attain goals.
After discussion in pairs, invite students to share their manifestos, drawings, and models with the whole group, along with some of actions they have identified for immediate change. Capture these "immediate actions" in writing and encourage students to help one another think of ways to live by their ideals in their current lives. Teachers may choose to save the list, post it in the classroom, or share it with parents via email or a class website.
Over the next months, teachers can have periodic check-ins with students to discuss their progress toward achieving their goals regarding food production, distribution, and consumption. Teachers may also realize that some common goals materialize amongst the students. These may a present a rich opportunity to do a project or take action as a whole class.
Document Studies
Jewish statements about Food: Then and Now
Jewish statements about Food: Then and Now
Genesis/Bereishit 1:26-30
26 And God said: 'Let us make man in our image, after our likeness; and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creeps upon the earth.' 27 And God created man in His own image, in the image of God created He him; male and female created He them. 28 And God blessed them; and God said unto them: 'Be fruitful, and multiply, and replenish the earth, and subdue it; and have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that creeps upon the earth.' 29 And God said: 'Behold, I have given you every herb yielding seed, which is upon the face of all the earth, and every tree, in which is the fruit of a tree yielding seed--to you it shall be for food; 30 and to every beast of the earth, and to every fowl of the air, and to every thing that creeps upon the earth, wherein there is a living soul, [I have given] every green herb for food.' And it was so.
Discussion Questions
- According to these Biblical verses, from where does our food come?
- What is our responsibility to the sources of our food?
- Our tradition teaches that at the beginning of the world, humans were vegetarians and it was not until after the flood and during Noah's generation that humans were "allowed" to eat meat. What then, does "dominion over" the animals mean in this Biblical passage? Does that change or confirm your beliefs about what is okay to eat?
- Later in Genesis/Bereishit, Adam is told that one result of his and Eve's eating from the tree of knowledge is that humans will now have to work for their food, tilling the soil. Does that seem to you to be a punishment or are there practical reasons that working for our food makes sense, eg. the ability to grow only what we choose to eat, for example.
Deuteronomy/Devarim 8:7-10
7 For the Lord your God is bringing you into a good land, a land of brooks of water, of fountains and depths, springing forth in valleys and hills; 8 a land of wheat and barley, and vines and fig-trees and pomegranates; a land of olive-trees and honey; 9 a land wherein you shall eat bread without scarceness, you shall not lack any thing in it; a land whose stones are iron, and out of whose hills you may dig brass. 10 And you shall eat and be satisfied, and bless the Lord your God for the good land which God has given you.
Discussion Questions
- What is the instruction given in these verses, and what reason is given for it?
- Some people think that food is just fuel for the body and that as long as it is healthy, all that is important is consuming enough of it to make the body run effectively and efficiently. Included in this kind of thinking might be the choice to eat only organic foods grown without the use of fertilizers or insect repellents that can be harmful to the body in large quantities. On the other end of the spectrum, some believe that eating should be as pleasurable an experience as possible. Still others think only about the environmental impact of their eating, choosing not to eat any foods grown outside of what they consider a "local" range, so that undue amounts of fuel aren't used to get the food, while other people choose only to eat food grown by people who are paid a living wage and are treated fairly on the job. Which, if any, of these practices support your understanding of what these Biblical verses are calling for? What values, in addition to the ones listed here, influence your food choices?
Birkat HaMazon (Grace After Meals)
We thank You, Lord our God, for having given the heritage of a lovely, fine and spacious land to our fathers, and for having brought us out, Lord our God, from Egypt, and for rescuing us from slavery, and also for Your covenant which You sealed in our flesh, as well as for Your Torah which You taught us, and Your laws of which You told us, and for the life, grace and kindness You have granted us, and for the food which You supply and provide for us constantly, every day, all the time, and at every hour.
Discussion Questions
- Why do you think the blessings said after eating include references to the land of Israel, the redemption from Egyptian slavery, the circumcision covenant, and the Torah in addition to gratitude about the food?
- What values about food do you see expressed in this blessing?
Shulchan Arukh, 16th Century
"You shall not boil a baby goat in its mother's milk" [is written in Torah] three times: Once for the prohibition of cooking (the two together), once for the prohibition of eating, and once for the prohibition of deriving pleasure (from eating the cooked mixture).
Discussion Questions
- What is the significance of multiplying one law into three?
- What do the three aspects of the law suggest about what Kashrut means?
Avot de Rabbi Natan 31:1
רבי אחאי בן יאשיה אומר: הלוקח תבואה מן השוק למה הוא דומה לתינוק שמתה אמו ומחזירין אותו על פתחי מיניקות אחרות ואינו שבע. הלוקח פת מן השוק למה הוא דומה כאלו חפור וקבור. האוכל משלו דומה לתינוק המתגדל על שדי אמו.
הוא היה אומר: בזמן שאדם אוכל משלו, דעתו מיושבת עליו. ואפילו אוכל אדם משל אביו ומשל אמו ומשל בניו, אין דעתו מיושבת עליו ואין צריך לומר משל אחרים.
Rabbi Ahai ben Yoshiya says: One who purchases grain in the market—to what may such a person be likened? To an infant whose mother died, and they pass him from door to door among wet nurses and the baby is not satisfied. One who buys bread in the marketplace—to what may such a person be likened? It is as if he is dead and buried. But one who eats from his own is like an infant raised at his mother's breasts.
He used to say: During the time that a person eats from what he has grown himself—his mind is tranquil. Even one who eats from that which his father has grown or from that of his mother's or son's, his mind is not tranquil—and you do not [even] need to say [food grown] from that of others [non-relatives].
Discussion Questions
- What does this Talmudic quotation explain about the different values placed on people who grow their own food and those who buy their food? Do you agree? Why or why not?
- Would you grow your own food if you could? Why or why not?
Mission from Kayam Farm
Our mission is to embody and inspire social and ecological responsibility by transforming our community through hands-on Jewish agricultural education. Our farm is designed in order to feature halachic demonstrations of Jewish farming laws, and much of our curriculum draws upon Torah teachings through hands-on farming. But there's far more to our Jewish agricultural heritage than we can plant on our farm—a massive, yet largely abandoned body of Jewish farming texts lies [sic] waiting for us, if only we can muster the skills and strength to encounter them.
Discussion Question
- What values about growing food are implied in this mission statement of Kayam Farm, an ecologically sustainable teaching farm attached to a Jewish retreat center outside of Baltimore, MD?
Excerpt from the novel "Herr Goldenberg" by Isaac Raboy
The Yiddish novelist Isaac Raboy was a Polish immigrant who emigrated to American in 1904. After spending a few years at a farm school and working on a farm in North Dakota, Raboy returned to New York in 1913 where he worked in a factory. The following is an excerpt from Raboy's Yiddish novel called Herr Goldenberg, in which a Jewish man builds a farm in the Dakotas.
"Twenty years ago, Mr. Goldenberg, a young man full of energy, made his way out West. He left his young wife, Rachel, in the big city. He promised her that he would take his time and write to her when he found a good place and send for her.
The first day that Mr. Goldenberg brought his wife out West, he showed her the fields, hills, mountains and valleys of their new home. And they stood for a long time in the potato field. Rachel could not tear herself from the clean, neat rows of tall, healthily growing stems of dark green potato plants. And because she was thirsty from walking around, she went to the well and dipped a bucket into the water. She drank, rested, and drank again and she felt as though she had quenched a thirst that was deep in her heart. And then the two of them walked to the top of a hill and looked down on everything that they now called their own and at all that Mr. Goldenberg had accomplished in a short time with his own hands, and Rachel felt as though she had been taken from her little home and brought to live in a prince's palace."
Discussion Questions
- What do you think Raboy meant when he wrote that Rachel "felt as though she had quenched a thirst that was deep in her heart?"
- What does this passage tell us about Isaac Raboy's own experiences as an immigrant, farmer, and then factory worker?
- What challenges do you think Jewish farmers living in rural areas faced?
- Does this passage identify any particularly Jewish values in Mr. Goldenberg's or Rachel's choice to move to a farm? What evidence can you find in the paragraph to support your opinion?.
Jews and Farming, Time Magazine
"There is a semireligious inspiration behind the Jewish back-to-the-farm movement, for the Jewish civilization of the Old Testament was primarily agricultural. The three great religious feasts of the Jews—Passover, Pentecost, Succoth—are fundamentally harvest festivals. Though in the centuries of the Diaspora (dispersion) circumstances have forced most Jews into occupations from which they could pull up stakes at any time, there nevertheless have always been farmer Jews somewhere. Today there are 800,000 Jewish farmers in the world.
Of U. S. Jewish agriculturalists, Dr. Davidson—who is too busy to farm himself—says that most are immigrant Jews, most come from trades such as the needle and fur, most seek farms and remain on them because farming is a peaceful way of life. Because they are city-bred, Jewish farmers are apt to have more plumbing, electricity, furnaces, radios, telephones than the average U. S. farmer."
Discussion Questions
- What reason is given for Jewish immigrants to the U.S. in the first half of the twentieth century choosing farming to make a living?
- Many of the Jewish immigrants in the first half of the twentieth century who chose farming had to abandon it shortly after staring, because they were unable to make a living at it. Yet the Jewish Agricultural Society continued to provide technical support and to give loans to Jews who wanted to take up farming well into the twentieth century, even as farms were failing regularly after World War II. The only Jewish farms that survived were those that became highly modernized and industrial in scale, unattainable goals for most Jewish farmers at the time. What do you think would account for the Society's continued support of Jewish farming ventures?
About the Jewish Farm School
The Jewish Farm School is an environmental education organization whose mission is to practice and promote sustainable agriculture and to support food systems rooted in justice and Jewish traditions. We train Jewish farmers, educators, and food justice activists, as well as inspire and support Jewish agricultural education experiences for the broader Jewish community.We are driven by traditions of using food and agriculture as tools for social justice and spiritual mindfulness. Through our programs, we address the injustices embedded in today's mainstream food systems and work to create greater access to sustainably grown foods, produced from a consciousness of both ecological and social well-being.
Discussion Questions
- What do you think is meant by the goal to "support food systems rooted in justice"? Alternatively, what do you think is meant by "injustices embedded in today's mainstream food systems"?
- What do you imagine the Jewish Farm School would call a successful outcome of their education programs?
- Should all Americans be educated to meet these learning goals?
About Scott and Tanya
I am Scott Hertzberg. With my wife Tanya, I have a vegetable farm in southern Maryland. We grow mostly for a CSA [Community Supported Agriculture] serving people close to us in Washington DC. As is the case for most Jews involved in farming today, we grew up in the suburbs and are new to farming. However, like a surprising number of American Jews we do not have to look far to find some agricultural roots. Tanya's father spent summers at his uncle's large and for a long time successful egg farm in Tom's River, New Jersey. My great grandfather briefly had a go at dairy farming in upstate New York and one grandmother had fond memories of visiting relatives on a farm in Muscatine, Iowa near her childhood home in Davenport.
Discussion Questions
- Why do you think Scott and Tanya are telling readers of their Wiki about their historical roots in agriculture?
- Does your family have any historical connections to farming in the U.S.?
- How did Jewish people get disconnected from agricultural work historically?
Leaflet for a Jewish Farming Settlement Organization
The necessity to direct the attention of the Israelites of America to agriculture has long been felt. The exclusive pursuit of commerce and its cognate branches by our people, is often used as a reproach and it must be confessed with some good show of reason…A few trades have been entirely monopolized…the agriculturist however is entirely wanting. It is on this account that we are looked upon as transitory inhabitants, having neither the desire nor the capacity to settle as permanent citizens.
This view erroneous enough itself, is nevertheless justified by the exclusive pursuit of commerce, which permits the accumulation of wealth without the acquirement of permanent interest in the soil of the land.
…In order then to change this undesirable state of affairs, in order to create a taste for and encourage agriculture amongst our people, a calling so honorable and ensuring the greatest degree of independence and happiness and finally in order to employ the newly arrived emigrants…and to wean them from beggary and from becoming a burden to our charitable institutions, it is proposed to organize an association under the title 'American Hebrew Agricultural and Horticultural Association.'
Discussion Questions
- The founders and trustees of the American Hebrew Agricultural and Horticultural Association were wealthy, assimilated American Jews from Central Europe. What values do they identify for founding the Association?
- Do you think their work settling Jewish immigrants on farms met their stated goals? Why or why not?
History of Earthbound Farms
When our founders Drew and Myra Goodman came to California's Carmel Valley back in 1984, they were determined young transplants from Manhattan, drawn to the natural beauty and richness of the land. Even before they turned over their first shovels full of soil, they believed strongly in doing the right thing.
They settled on a 2½-acre raspberry farm and decided that doing the right thing meant committing to farming the spectacular land organically, producing food they'd want to eat themselves and would feel good about serving their families, friends and neighbors. That labor of love became Earthbound Farm.
It wasn't long before Earthbound Farm was doing a lot of the right things. Undaunted by those who said it couldn't be done, in 1986,we became the first company to successfully launch prewashed, packaged salad for retail sale. When we introduced our mixed baby greens or "spring mix" to restaurants and supermarket produce aisles, we started a salad revolution. Today, gourmet salad greens and packaged salads have become staples of grocery baskets everywhere.
Discussion Questions
- In the 1970s and 1980s, organic farming became interesting to young men and women, Jewish and non-Jewish, as an expression of social and political consciousness. They were partly interested in organic farming for health and environmental reasons and partly as a rebellion against the agribusinesses that had overwhelmed so many family farms in the years following World War II. What, if anything, do you think is Jewish about Myra and Drew Goodman's Earthbound Farm?
- Earthbound Farm has been criticized for becoming an agribusiness rather than alternative to traditional commercial farming. How might the fact that Earthbound products are grown on a large-scale commercial farm and then packaged and shipped to supermarkets all over the country conflict with the Goodmans' goals of producing food that is both environmentally and health conscious?
Teacher Resources
- Read articles about the Farm Bill on the Global Voices blog.
- Test your knowledge on the Farm Bill, or take this quiz as a class.
- This brief PDF outlines the content and purpose of the Farm Bill as well as the passage process.
- Sign the Jewish Petition for a Just Farm Bill and join other Jews in calling for the creation of a food system that reflects our community's vision and values.
This resource about Jewish farming colonies in Kansas might be of interest http://www.kshs.org/publicat/h...
A wonderful and interesting book that would really go well with this lesson is the Hungry Planet, What the World Eats Peter Menzel and Faith D'Alusio
It shows comparative pictures from around the world of what families eat in a week....
How to cite this page
Jewish Women's Archive. "Jews and Agricultural Labor." (Viewed on December 15, 2018) <https://jwa.org/teach/livingthelegacy/labor/jews-and-agricultural-labor>.


text:
Join the Nation's Conversation
To find out more about Facebook commenting please read the Conversation Guidelines and FAQs
UConn boots sorority over 'bacon hazing'
Another day, another Greek organization shut down on a college campus over hazing — but the case of the University of Connecticut's Kappa Kappa Gamma sorority is rather ... unique.
Sophomore Hillary Holt is charging that she and others were hazed at the school's Sigma Alpha Epsilon frat house, and that they told to "lay on the floor and sizzle like bacon" and jump up and down and grab their ankles while chugging booze.
What's more, Holt said she was pressed to play beer pong, then blacked out — and woke up at the hospital, the Hartford Courant reports.
NEWSER: Man's heart moves to his right side, and back
Kappa Kappa Gamma has been banned from campus until 2017, though students have until Wednesday to appeal the decision. According to the associate director of student affairs, the sorority "engaged in hazing behaviors including but not limited to forced consumption of alcohol, acting like animals, and sizzling like bacon, which included lying on the floor and wiggling," NBC News reports.
University officials added the "decision to revoke Kappa Kappa Gamma's registration and recognition was not taken lightly, but it was appropriate and imperative in light of the severity of the circumstances." An investigation into SAE is ongoing. It's been called America's "deadliest fraternity."
Newser is a USA TODAY content partner providing general news, commentary and coverage from around the Web. Its content is produced independently of USA TODAY.


text:
Linked by Adam S on Sat 30th Dec 2006 16:32 UTC
Since it's year end, I thought I'd post one more "fun piece" for everybody. After Thom posted an article on his customized KDE desktop, I thought it might be interesting to compare desktop screengrabs and see what other OSNews'ers desktops look like. Are you cluttered or clean? Are you minialist? What's your wallpaper? Upload a picture to an online service or your own website and show off your desktop. I'll start: Adam's desktop (312kb).
Thread beginning with comment 197367
To read all comments associated with this story, please click here.
To read all comments associated with this story, please click here.
win xp sp2 / zune theme / dawn of ubuntu wallpaper


text:
HAVELOCK � Havelock police officers are almost always the first on the scene to emergency calls in the city, and about a third of those calls involve possible heart attacks.
HAVELOCK � Havelock police officers are almost always the first on the scene to emergency calls in the city, and about a third of those calls involve possible heart attacks.
Those cardiac patients will soon have a greater chance of survival with the addition of eight automatic external defibrillators that will be placed in Havelock police cars.
�If you�re going to have a heart attack, Havelock is the place to do it,� said Steve Coffey, chief of operations for the Havelock Fire and Rescue Department.
The eight defibrillators are part of a $140,000 project, with the money coming from state 911 funds.
Havelock had already placed defibrillators in the Havelock Tourist and Event Center, the Havelock Senior Center and the Havelock Recreation Center. Defibrillators also are included in all of its four ambulances.
Coffey said adding the life-saving equipment to police cars will improve the chances a heart attack victim will survive. He said the quicker a victim�s heart can be jump-started with an electric shock from a defibrillator, the more oxygen can be pumped to vital organs.
�Every minute increases your chance of survival by 10 percent,� Coffey said.
Inside the city limits, the city ambulance and paramedics will arrive in four minutes or less, but usually a police officer gets there quicker, perhaps as soon as a minute or two from the time the call comes in, Coffey said.
To use the machine, police officers put two pallets on the victim�s chest and turn the machine on. The defibrillator automatically senses what is happening with the victim�s heart and determines if a shock is necessary and when to apply it to achieve a normal rhythm.
�It�s not going to shock someone who has a pulse,� Coffey said.
Havelock police officers are now wrapping up training on the devices, and they will be deployed in the coming weeks, Coffey said.
�Our plan is to be able to provide rapid defibrillation to the cardiac arrest victim as soon as possible,� he said. �Utilizing our dispatch center, the patrol officer or sergeant will be dispatched the same time as one of the paramedic units. Since the patrol officers are already on the road, they will most likely be on the scene a minute or two prior to the medics� arrival.�
Wayne Lee, a Havelock firefighter and paramedic, sees the benefits of having the devices in the police cars.
�It will help speed the process up for these people and help them have more survivability,� he said. �When they get there, they can already initiate basic life support, which is CPR and early defibrillation if needed, and the machine will tell them that. All of the police officers are trained to do basic life support just like we are and they know how to use an AED, so they can get out there and do that.�
Coffey said that heart attack victims who are not resuscitated quickly could have damage to vital organs, such as the brain, from a lack of oxygen. With that in mind, he said those who see someone having a heart attack and not breathing should take steps right away, including CPR.
�Hands-on CPR, all they have to do is circulate the blood and we�ll do the rest,� Coffey said.
Coffey said that only about one of 20 cardiac patients have been given CPR by friends or relatives prior to the arrival of emergency crews, which he said is a real shortfall. Some of the members of his staff have recently been to instructor training so that they can soon begin classes in CPR for local residents, he said.
Another key part of survival from a heart arrest is to call for help as soon as symptoms are detected.
�The main symptom of a heart attack is chest pain, a crushing pain in the center of the chest,� Lee said. �You could have pain that moves from your left arm down to your jaw. You may see profuse sweating when it�s cool outside or cool in the house.�
Coffey said anyone age 35 and older experiencing tightness in the chest, pain in the shoulders and other symptoms should call 911.


text:
Unverified Voracity Spawns Baby Courtside
Unverified Voracity Spawns Baby Courtside
The chaos! Illinois finally came through on its promise to be an agent of chaos in the Big Ten title race by going on a 13-2 run to beat Indiana; the final bucket was a wide-open layup off an out of bounds play that went down when Cody Zeller lost Tyler Griffey. Court-rush: approved.
Here is John Groce screaming at a shirtless child I hope is not his.
I hope it popped out of a woman at courtside who was not even pregnant.
The implications are large for Michigan. Indiana has now dropped two league games and has visits to OSU, MSU, Minnesota, and Michigan on tap along with a home outing against the Buckeyes. Michigan's tough games left are @ Wisconsin, @ MSU, MSU, and Indiana. Advantage M. While OSU and MSU are proving they are going to have a say in this, the most likely outcome of the season is that the M-IU conference finale will see one team playing for an outright title, the other for a share. Last night's stunner—I think Gasaway will let me get away with that—shifts the outright half of that to Michigan. Viva Illinois chaos machine. Don't make me take this back after your visit to Crisler, kthx.
Meanwhile for, you know, the Illini: their quest to be an at-large team with an under .500 conference record is looking pretty good right now. Adding Indiana to their pile of skulls gives them the good wins of a top four seed and they've got a few more shots at adding to that pile. I think even 7-11 might get them in now. Beilein's bubble resumes with 20-12-ish teams were considerably worse since the Big Ten wasn't nearly as good and they didn't have a pair of nonconference wins on par with Gonzaga/Butler, and on Selection Sunday they were easily in.
I mean:
- MICHIGAN 2011: 19-12 regular season, 9-9 Big Ten, best wins over 10-seed Penn State, Dayton-bound Clemson, 9-seed Illinois, 10 seed MSU (2x).
- HYPOTHETICAL 7-11 ILLINI 2013: 20-12 regular season, 7-11 Big Ten, best wins over (CTD projection) 3-seed Gonzaga, 2-seed Indiana, 4-seed Butler, 4-seed OSU.
That Michigan outfit ended up nowhere near the bubble, finding themselves in that 8-9 game against Tennessee. Bubble teams are weak yo.
So… who wants to play a John Groce team that consists of a bunch of shot-jackers who can burn your tourney to the ground if you catch them on the wrong day? That's nobody, especially not me. This time Michigan won't see them, though.
Oops. Will Sheehey got a technical late in the first half.
This is either the best thing ever or Bob Knight yelling at librarians, which is also the best thing ever. From Midnight Maize's erroneously named "Crap You Wouldn't Buy On EBay" series:
Someone purchase this and send it to Wolverine Historian.
Words are very unnecessary here.
OSU highlights. A comprehensive reel from MGoVideo:
That sequence of Sam Thompson block to Burke three to Deshaun Thomas missed three to deflected Stauskas pass to Deshaun Thomas three was all sickening lurches back and forth.
Also in OSU video bits, Five Key Plays.
OSU takes from Grantland. Mark Titus's power rankings spend a lot of time talking about how Ohio State should be about as giddy as you can be about a loss, lending credence to our "man OSU played well" meme. As for Michigan:
As giddy as I am over Ohio State's performance in Ann Arbor, a small part of me can't help but acknowledge the obvious — the Buckeyes played their best game of the season and Michigan still won. Similarly, Michigan didn't play very well at all at Indiana over the weekend, yet the Hoosiers beat the Wolverines by only eight. This is terrifying. Michigan is taking the best shots of some of the best teams in the country while not playing anywhere close to their best, and they're still tough to beat. They just have too many weapons, especially now that Mitch McGary is coming around. Very few guys in America can contain Trey Burke one-on-one, but if you decide to help too much to stop him, Tim Hardaway Jr., Glenn Robinson III, or Nik Stauskas will make you pay. The only hope in beating Michigan is to hope several of their players have off nights (like they did at Indiana). I guess you could also try to beat them at their own game and get into a shootout, but unless you're Indiana or Florida, good luck with that.
He cites Michigan's recent three binge as a source of concern. If they have to keep knocking down threes at a 50%+ rate to win games that will indeed be a worry. I tend to chalk that up to randomness and Tim Hardaway going nuts.
Also, all those makes obscured the fact that only 40% of Michigan's looks were from deep. That's only a little high. D-I takes 'em at a 33% clip and Michigan is at 36%. If Michigan had shot a D-I average number of threes against OSU we're talking about four shots migrating inside the arc. I'm not sure that's anything to get exercised about, especially after Michigan was right on the average against Indiana.
I do think he's got a point about Michigan getting deep-jumper happy at times. Like, say, the end of a tie game.
Also on Grantland, Shane Ryan puts up ten things about the game. I disagree that the Burke block was even close to a foul, as he asserts. The last one probably was, sure, but Michigan didn't win this game in regulation by five so whateva. Ryan does slam the heroball bit.
Revise your self-reality-checking. Michigan has gone from 5-1 against to 7-2 against in Vegas. They're now co-favorites with Florida. Also, add this great shot from John T Grelick to both Tim Hardaway's photo pantheon and the rapidly growing Stauskas pantheon:
And you could stand to update you wardrobe, too. Your media meme of the moment is something about Urban Meyer SECizing the Big Ten. The sole piece of evidence cited is increased recruiting budgets at a lot of schools. This is not much evidence. Michigan, the one school to keep pace with OSU's recruiting, actually saw its budget fall this year. Ohio State's is up marginally… and 9th out of the ten schools that responded. Meanwhile the schools that saw massive increases are Nebraska, which is an outlier since they just changed conferences and have gone national in an attempt to replace lost clout in Texas, and teams coming up to the Big Boy average without positive effect on their recruiting.
Nevertheless, the meme is on high today after Meyer said something about learning up his peers on the whole recruiting shazaam:
"Our whole conversation [at the Big Ten coaches meeting] needs to be about 'How do we recruit?'" he told the radio station. "When you see 11 of the SEC teams are in the top 25 that's something that we need to continue to work on and improve."
He called the recruiting discussion "essential," and he'll spearhead it Monday.
Urban Meyer's perception of this meeting:
What everyone else hears:
This is what they hear all the time anyway.
Fitz! Running! A nasty dual break of Toussaint's lower leg results in running ten weeks after:
"Saw him running around -- I was shocked," Jackson said Wednesday. "The kid had a broken leg. Ten years ago, that probably wouldn't have been the case. But he was running around the other day and I don't know if they had him cut, but to me, that's tremendous progress."
As previously noted, the average recovery time of soccer players who suffered the same injury would see Fitz available for the season opener. While everyone's hyped about Derrick Green, it's nice to have multiple options—especially ones versed in Michigan's blitz pickup schemes. And putting a redshirt on DeVeon Smith might be nice.
File under extreme writer envy. Charles P. Pierce, writing on the Ed O'Bannon suit, summarizes one of the running themes appearing in this space for years in a paragraph:
By and large, the people charged with running our various sports conglomerates have proven through history to be as incapable of taking the long view of their own survival as the average brachiosaurus was. They blunder around, eating whatever comes under their noses, trampling the scenery and hooting loudly into the wind. They never see the meteor coming.
Writer jealousy: engaged.
Hugh Freeze going all Lance on us. Ah, youth:
I'm so irritated right now, so forgive me," the Ole Miss football coach said. "I've taken it about up to here with all the media and the Twitters and everybody."
Up next: 7 SEC championships, denials, dating Cheryl Crow, more denials, epic wristbands, tearful Oprah confession.
This Week In We Are Not Iowa. Michigan is trying to assemble a stripeout for… the Penn State game. In basketball. I don't think this will work. Next time go for the Brownian-Motion-Out, you guys.They're wearing 1968 throwbacks, which are actually 1968 throwbacks if the items they're selling on the MDen's site are accurate. As such, they are uniforms, no Z. I actually like them better than the current outfits.
Etc.: ESPN comprehensive photo gallery from OSU. You know what bugs me about the Magic thing? Magic averaged over eight assists per game. 17 and 7 is impressive; 17 and 8 is like whoah. Also whenever it gets brought up my feed fills up with Spartan fans contemplating a raid on Bristol. Kansas lost to TCU! Hoke doesn't like recruiting deregulation. Also, don't freak out about the video: that is not Chantel Jennings looking freakily like Samantha Ponder, it is Samantha Ponder.
The annual Detnews Blue Chips player interviews are a bit less interesting than usual. Reschke slams Urban Meyer, guys not recruited by Michigan are a little bitter, etc.
- Read more about Unverified Voracity Spawns Baby Courtside
- 46 comments
- Log in or register to post comments


text:
BOSSIER CITY, LA—Perlite, a processed volcanic mineral, is widely used as a component of soilless growing mixes. Lightweight, sterile, and easy to use, perlite is popular with greenhouse growers. But because salt and pathogen buildup can occur when perlite is reused, it must be replaced every year or two to minimize the risk of crop failure. The cost of disposing of old material and replacing it with new perlite can be significant and often prohibitive for smaller greenhouse operations. Hanna Y. Hanna, a researcher at Louisiana State University Agricultural Center's Red River Research Station, has developed a new method for recycling perlite that can save tomato growers a significant amount of money without reducing crop yield.
Hanna, who has done extensive previous research on perlite, says that using the same perlite to grow successive crops like tomatoes can be risky; it tends to compact and is subject to salt build-up and pest contamination. "Steam sterilization of used perlite before planting a new crop is recommended to safeguard against pathogen contamination, but this treatment requires the use of expensive steam generators and is not efficient in desalinating the medium", Hanna said.
In a recent issue of HortTechnology, Hanna reported on a new method developed to accelerate the recycling of perlite. The experiments were conducted in a greenhouse over three growing seasons to evaluate three different methods for perlite recycling and their effects on cost, desalination efficiency, and tomato yield.
Three recycling methods—"no stir/sift-then-disinfect", "stir-then-disinfect", and "sift-then-disinfect"—were put to the test for Hanna's experiments. Each recycling method consisted of two components: the reconditioning action and the hot water treatment. During the experiments, perlite recycled with the no stir/sift-then-disinfect method was not reconditioned before the hot water treatment. Instead, it was agitated with a nozzle mounted on a pressure washer wand during the hot water treatment. Perlite recycled with the stir-then-disinfect method was reconditioned first with an auger mounted on an electric drill, then treated with hot water. Perlite recycled with the sift-then-disinfect method was reconditioned first by sifting the perlite with a homemade apparatus, then treated with hot water.
"The results revealed that recycling perlite with the no stir/sift-then-disinfect method reduced labor input by 49% and 81% compared with the stir-then-disinfect and the sift-then-disinfect methods, respectively. The no stir/sift-then-disinfect method reduced recycling cost by 22% and 50% compared with the other two methods, respectively", Hanna noted. Tomatoes grown in perlite recycled with any of the three methods produced similar marketable and cull yields and fruit weight.
The results showed that the no stir/sift-then-disinfect method is less time-consuming, more economical, and has no negative impact on yield. The new method gives greenhouse tomato growers more cost-effective options for recycling perlite while saving valuable natural resources.
"The cost of renting of a hot water pressure washer and a few miscellaneous items can be the only out-of-pocket expense for using this method. Additionally, the method eliminates labor time and effort to remove old medium from the greenhouse, transport it to a land fill or a vacant field for disposal, and fill other bags with new perlite", Hanna concluded.
# # #
The complete study and abstract are available on the ASHS HortTechnology electronic journal web site: http://horttech.ashspublications.org/cgi/content/abstract/20/4/746
Founded in 1903, the American Society for Horticultural Science (ASHS) is the largest organization dedicated to advancing all facets of horticultural research, education, and application. More information at ashs.org
This press release also available on EurekAlert! - view here
Original Article:
Reducing Time and Expense to Recycle Perlite for Repeat Use in Greenhouse Tomato Operations
Hanna Y. Hanna
HortTechnology 20:746–750. [Abstract][Full Text][PDF]


text:
Our offices will be closed Dec. 21–Jan. 1. We'll reopen Wed., Jan. 2.All orders placed after Dec. 13 will begin to ship Jan. 3.
Your browser is out of date. Please
update your browser
for increased security and the best site experience.
Your cart has 0 of this item
Lighten Your Load with Video Homeschooling (K4–12)
Customize Your Homeschooling with Flexible Options
Proven Textbooks, Teacher Materials & More
Affordable Prerecorded Video Instruction (K4–12)
Sign up to get info about helpful features, special savings & more, or find us on Facebook or Instagram.
Sign up to receive news & updates.


text:
If you've been paying attention to my blog posts you know that I am a big fan of "play" and "fun" in the water. Though I grew up on summer swim teams and went to more than my fair share of swim practices, I believe a great deal of my confidence and ability in the water was developed not when I was "learning" to swim – but rather when I was just playing in the water. I was learning how to be a better swimmer and didn't even know it was happening.
I may have learned proper swim mechanics on the swim team, but my real confidence in the water came from hours simply at play with my family and friends. Exploring underwater with my goggles or dive mask conditioned my breath-holding ability. Playing games like Water Polo and "Underwater Basketball" built my skills with treading water. And I remember how much fun I had diving after pennies and how that time was as valuable to my comfort in water above my head as any lap my coaches made me swim. The play was just as important as the practice.
Parents should encourage structured and unstructured supervised play as an integral part of the learn-to-swim process for their children. But as fond a memory as diving for pennies is for me, you really don't want your kids taking loose coins into the pool. In this article I have matched up some great SwimWays pool toys with ideas for games that will help your child build confidence in the water without them even knowing it.
Now, on to the toys!
Disney and Marvel Swimming Goggles
Swimming goggles are an excellent device for encouraging a swimmer to put their face in the water. Kids are natural explorers and with goggles, the ability to see clearly above and below the surface will take advantage of their curiosity while protecting their eyes from irritation and the unintended pokes that can happen anytime kids play.
Just about every game and toy highlighted in this article is made more fun by the use of properly fitted swim goggles, but a good set of goggles alone will help your child gain confidence having their face in the water and can improve breath control.
Underwater Dive Toys
Swimming underwater is a life skill that often takes a back seat to traditional swimming like freestyle and other surface strokes. Being good at surface swimming is vital, but being fast and efficient on the surface won't help if later in life they need to duck under a wave at the beach, or jump from a high dive at a larger pool and find themselves ten feet underwater.
Being confident in the water means being confident under the water too. Other dive toys like the Toypedo or the Zoom Ray make for great underwater fun; kids will even enjoy swimming to retrieve these toys for another round of play.
Rainbow Reef
I want one of everything in the Rainbow Reef line. Watch this video below and tell me you don't want one of those sharks. I don't think you can do it. Okay well, at least one of those swimming fish? I must be getting old, though, because my first thought was, "You kids today don't know how good you've got it! Why when I was your age, we used coins for pool toys!"
But seriously, cool toys mean more reasons to get in the water and have fun and that can and will transform young swimmers into better young swimmers. Anything that makes them move in the water will help them get better at moving in the water and help them develop breath-control and balance, too.
Spring Float Kid's Boat
That's right: I'm suggesting a pool float as a water-confidence-building pool toy. No, I'm not suggesting that lying around builds water confidence, but put one of these things in the water with two or more kids and see what happens. Eventually, all kids will break into the aquatic version of "King of The Hill," turning these pool floats into serious deep water toys.
Of course, you should encourage them to "play nice" and can organize the fun into an aquatic musical chairs round. Two Spring Float Kid's Boats, three kids, and you've got yourself a game.
Poolside Volleyball
You wouldn't immediately think that a game like Poolside Volleyball played while standing on the bottom builds in-water skill, but it does. Jumping and reaching for the save, kids are sometimes forced to submerge at odd angles while their hands are busy. There is no nose-pinching or face-covering going on and kids develop tolerance for the occasional discomfort of water up the nose or submerging with less than a full breath. It may seem silly and definitely this game is more about volleyball than anything else, but that's the point. While playing a game, kids develop secondary skills that help them in other areas and that makes them more confident and safer swimmers.
So far, everything I've mentioned is for more advanced junior swimmers and teens (and me with that whole shark thing), but even the youngest can gain confidence and comfort in the water through the use of toys and games.
Gobble Gobble Guppies
I promise, I'm not suggesting the Gobble Gobble Guppies pool toy just because of the shark (though he is pretty cool), but because it's a great toy to get young swimmers to move through the water, even if they still need to stay in the shallow end where they can touch bottom. Space the guppies out and watch as your kids chase them through the water. Have them alternate holding the shark in either hand with each round and the fun of play becomes a serious tool for building balance, hand-eye coordination, and general ease in the water.
Closing Thoughts
Supervised toys and games are an important part of any child's development as a confident and safer swimmer. Remember that the next time you're in the store and they drag you into pool toy aisle and say, "Please!" Whatever they want that will get them playing in the water will do good that they aren't even aware of. Just make sure you remind them how lucky they are — "Why, when I was a kid, we had to play with pennies!"
From the editor: This article was published on our main website last year. We're sharing this with you again as pool season is approaching, and we thought you might like to start thinking about toys that can help increase water confidence in your child!
Mario Vittone
Latest posts by Mario Vittone (see all)
- Staying Safe on Your Boat - August 11, 2014
- Sun, Sand, and Waves – Keeping Safe at the Beach Part 2 - June 11, 2014
- You asked, I answered – Choosing Flotation for Kids and Adults - May 12, 2014
- Sun, Sand, and Waves – Keeping Safe at the Beach Part 1 - April 22, 2014


text:
by Brian DeCandia, sports information graduate assistant
PEMBROKE, N.C. – The Georgia College women's basketball team (13-5, 5-4 PBC) salvaged the weekend trip with a last second victory over UNC Pembroke (8-11, 4-7 PBC), 48-45.
After a halftime lead for GC, The Braves came out fired up starting the second stanza on a 9-2 run. Dominique Huffin (Tucker, Ga.) stopped the bleeding with a three-point play to knot the game at 27. There were five ties and only two lead changes in the second half.
After Chimere Jordan (Gray, Ga.) lost a pass out of bounds, the Braves tied the game with two free throws at 16 seconds left to play. Jordan took the ball up the floor and drove the lane, collapsing the defense and kicking it to the corner for a buzzer-beating three-ball by Huffin to end the game and send the Bobcats out of North Carolina with a win.
For the first time this season senior guard Jordan did not lead the team in scoring. Instead another senior leader stepped up in the clutch, as Huffin was the game's star, producing her first double-double of the season. She went off for a game-high 19 points and 14 rebounds shooting 4-of-11 from three and 5-of-7 from the charity stripe. Jordan finished with 11 points and eight rebounds. Also in double-digits for the 'Cats, was Karisma Boykin (Carrollton, Ga.) with 10 points and five rebounds.
The Bobcats travel home to play PBC foe North Georgia for Relay for Life Night Wednesday, Feb. 2 at 5:30 p.m.
The Georgia College Department of Athletics, back-to-back winners of the PBC Commissioner's Cup, sponsors 10 varsity athletic programs at the NCAA Division II level. As a Division II program, Bobcat Athletics prides itself on balancing the life of the student-athlete, evidenced by the teams' multiple appearances in post-season competition as well as documented academic success and community-service involvement. Sign up at www.twitter.com/GCSUBobcats and www.facebook.com/gcbobcats for up-to-the-minute reports, and visit www.GCBobcats.com for more information, and to nominate your favorite former Bobcats and Colonials to the GC Athletics Hall of Fame.