text:
Spatial concepts in U.S. science teaching standards
|These listings of U.S. science content standards include 150 from three topic areas in the National Science Education Standards of 1996: B - Physical Science, C - Life Science, and D - Earth and Space Science.
|The 1994 U.S. National Geography Standards for grades 9-12 are included as well - browse the complete document here. New standards for 2011 are nearly complete, check out the Beta web site.
|teaching standard
|spatial concepts
Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together. 178 B (9-12)
|atom, force, interaction, mass, measurement, nucleus, small, surround
The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element. 178 B (9-12)
|composition, mass, nucleus, size
The nuclear forces that hold the nucleus of an atom together, at nuclear distances, are usually stronger than the electric forces that would make it fly apart. Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. Fission is the splitting of a large nucleus into smaller pieces. Fusion is the joining of two nuclei at extremely high temperature and pressure, and is the process responsible for the energy of the sun and other stars. 178 B (9-12)
|bond, distance, fission, force, nucleus, scatter, size
Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, emitting particles and/or wavelike radiation. The decay of any one nucleus cannot be predicted, but a large group of identical nuclei decay at a predictable rate. This predictability can be used to estimate the age of materials that contain radioactive isotopes. 178 B (9-12)
|decay, emission, nucleus, radiation, rate, wave
|teaching standard
|spatial concepts
Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element. 178 B (9-12)
|atom, distance, interaction, nucleus, outer, share, structure, transfer
An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This 'Periodic Table' is a consequence of the repeating pattern of outermost electrons and their permitted energies. 178 B (9-12)
|outer, pattern, representation, spatialization
Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically. 179 B (9-12)
|atom, atomicity, bond, composition, crystalline, interaction, pairing
The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them. 179 B (9-12)
|angle, composition, distance, interaction, spatial interaction, structure
Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart. 179 B (9-12)
|angle, bond, distance, molecule, motion, movement, rigidity, separation
Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life. 179 B (9-12)
|atom, bond, branching, chain, molecule, network, ring
|teaching standard
|spatial concepts
A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances by using one or more of the characteristic properties. 154 B (5-8)
|composition, density, mixture, separation, solubility, substance
Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group. 154 B (5-8)
|categorization, compound, group, mass, placement
Chemical elements do not break down by normal laboratory reactions such as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter. 154 B (5-8)
|composition, current, exposure, scale
|teaching standard
|spatial concepts
The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph.
|direction, graph, motion, object, position, representation, speed
An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. 154 B (5-8)
|force, line, motion, object, path, straight
If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion. 154 B (5-8)
|balance, direction, force, line, magnitude, motion, speed, straight
|teaching standard
|spatial concepts
Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. 155 B (5-8)
|light, motion, nucleus
Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. 155 B (5-8)
|flow, motion, spatial equilibrium
Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object--emitted by or scattered from it--must enter the eye. 155 B (5-8)
|absorption, emission, enter, object, reflection, refraction, scattering, transmission
Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced. 155 B (5-8)
|change, circuit, transfer
|teaching standard
|spatial concepts
Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. These properties can be measured using tools such as rulers, balances, and thermometers. 127 B (K-4)
|balance, measurement, object, ruler, shape, size, thermometer
Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made ,and those properties can be used to separate or sort a group of objects or materials.
|composition, group, object, separate, similarity, sort
Materials can exist in different states--solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. 127 B (K-4)
|teaching standard
|spatial concepts
The position of an object can be described by locating it relative to another object or the background.
|background, location, object, position
An object's motion can be described by tracing and measuring its position over time. 127 B (K-4)
|measurement, motion, object, path, position, time, tracing, trajectory
The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. 127 B (K-4)
|direction, force, motion, position, pull, push, size
Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration. 127 B (K-4)
|motion, vibration
|teaching standard
|spatial concepts
Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. 127 B (K-4)
|absorption, collision, line, reflection, refraction, space-time, straight, travel
Heat can be produced in many ways such as burning, rubbing, and mixing one substance with another. Heat can move from one object to another by conduction. 127 B (K-4)
|conduction, mixing, motion, movement, rubbing
Electricity in circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass. 127 B (K-4)
|circuit, current, loop, motion
|teaching standard
|spatial concepts
Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. 184 C (9-12)
|disposal, external, internal, membrane, separation, structure, surround, transport
Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell. 184 C (9-12)
|absorption, breakdown, enter, molecule, reaction, set, storage, synthesis
Cells store and use information to guide their functions. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. 184 C (9-12)
|storage, synthesis
Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate the synthesis and breakdown of specific molecules, cell growth and division. 184 C (9-12)
|breakdown, coordination, division, environment, growth, molecule, synthesis
Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. 184 C (9-12)
|combination, compound, connection, containment, environment, process, release, site
Cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells. In the development of these multicellular organisms, the progeny from a single cell form an embryo in which the cells multiply and differentiate to form the many specialized cells, tissues and organs that comprise the final organism. This differentiation is regulated through the expression of different genes. 184 C (9-12)
|arrangement, differentiation, formation, multiplication, organization
|teaching standard
|spatial concepts
In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A,G,C, and T). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular 'letters') and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome. 185 C (9-12)
|cell, formation, molecule, part, parthood, string, structure, templating
Most of the cells in a human contain two copies of each of 22 different chromosomes. In addition, there is a pair of chromosomes that determines sex: a female contains two X chromosomes and a male contains one X and one Y chromosome. Transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair. An egg and a sperm unite to form a new individual. The fact that the human body is formed from cells that contain two copies of each chromosome--and therefore two copies of each gene--explains many features of human heredity, such as how variations that are hidden in one generation can be expressed in the next. 185 C (9-12)
|chromosome, containment, egg, sperm, transmission, unite
Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells can create the variation that changes an organism's offspring. 185 C (9-12)
|teaching standard
|spatial concepts
Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring. 185 C (9-12)
|environment, evolution, mutation, recombination, supply
|teaching standard
|spatial concepts
Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. 156 C (5-8)
|cell, composition, function, hierarchy, level, organization, structure
All organisms are composed of cells--the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular. 156 C (5-8)
|cell, composition, multicellular, unit
Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. 156 C (5-8)
|absorption, divide, division, grow, growth
Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle. Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. 156 C (5-8)
|cell, cooperation, formation, group, multicellular, size, structure, unit
The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and for protection from disease. These systems interact with one another. 156 C (5-8)
|coordination, excretion, interaction, motion, movement, system
Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms. 157 C (5-8)
|decomposition, infection, structure
Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually. 157 C (5-8)
|teaching standard
|spatial concepts
In many species, including humans, females produce eggs and males produce sperm. Plants also reproduce sexually--the egg and sperm are produced in the flowers of flowering plants. An egg and sperm unite to begin the development of a new individual. That new individual receives genetic information from its mother (via the egg) and its father (via the sperm). Sexually produced offspring never are identical to either of their parents. 157 C (5-8)
|production, receive, unite, uniting
Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another. 157 C (5-8)
Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes. 157 C (5-8)
|containment, location, transport
|teaching standard
|spatial concepts
Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. 129 C (K-4)
|environment, world
Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. 129 C (K-4)
|growth, holding, seeing, structure, walking
The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues. 129 C (K-4)
|containment, environment, external, internal
|teaching standard
|spatial concepts
Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. 129 C (K-4)
|cycle, development
Plants and animals closely resemble their parents. 129 C (K-4)
Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle are learned through interactions with the environment and cannot be passed on to the next generation. 129 C (K-4)
|environment, interaction
|teaching standard
|spatial concepts
All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. 129 C (K-4)
An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. 129 C (K-4)
|availability, environment, location, motion, movement, pattern, presence, proximity
All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. 129 C (K-4)
Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms. 129 C (K-4)
|construction, environment, movement
|teaching standard
|spatial concepts
Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation.
|decay, external, formation, gravity, internal, source
The outward transfer of earth's internal heat drives convection circulation in the mantle that propels the plates comprising earth's surface across the face of the globe. 189 D (9-12)
|circulation, composition, convection, outward, plate, propulsion, surface, transfer
Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. 189 D (9-12)
|convection, current, surface, wind, within
Global climate is determined by energy transfer from the sun at and near the earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth's rotation, and static conditions such as the position of mountain ranges and oceans. 189 D (9-12)
|co-location, cover, dynamic, position, proximity, rotation, surface, transfer
|teaching standard
|spatial concepts
The earth is a system containing essentially a fixed amount of each stable chemical atom or element. Each element can exist in several different chemical reservoirs. Each element on earth moves among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles. 189 D (9-12)
|cycle, motion, movement, quantity, reservoir, system
Movement of matter between reservoirs is driven by the earth's internal and external sources of energy. These movements are often accompanied by a change in the physical and chemical properties of the matter. Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide, and in all organisms as complex molecules that control the chemistry of life .
|composition, external, force, internal, matter, motion, movement, reservoir
|teaching standard
|spatial concepts
The sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. The early earth was very different from the planet we live on today. 189 D (9-12)
|formation, nebular, solar system, system
Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed. 189 D (9-12)
|decay, formation, geologic time, location, measure, measurement, sequence
Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. 189 D (9-12)
|building, earthquake, eruption, interaction, motion, movement, plate, system
Evidence for one-celled forms of life--the bacteria--extends back more than 3.5 billion years. The evolution of life caused dramatic changes in the composition of the Earth's atmosphere, which did not originally contain oxygen. 190 D (9-12)
|cell, composition
|teaching standard
|spatial concepts
The solid Earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. 159 D (5-8)
|convection, density, earth, layer, solid
Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. 160 D (5-8)
|containment, formation, global, local, movement, pattern
Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks. 160 D (5-8)
|composition, weathering
Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. 160 D (5-8)
|building, earthquake, eruption, motion, movement, plate, scale, volcano
Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion. 160 D (5-8)
|construction, deformation, deposition, destruction, erosion, eruption, force, weathering
Some changes in the solid earth can be described as the 'rock cycle.' Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, these new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues. 160 D (5-8)
|buried, compaction, cycle, force, formation, motion, plate, surface
Soil consists of weathered rocks, decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers, with each having a different chemical composition and texture. 160 D (5-8)
|composition, layer, texture
Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the 'water cycle.' Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. 160 D (5-8)
|circulation, cover, elevation, fall, motion, rise, surface, underground
Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans.
|cycle, dissolve, location, motion, movement, transfer, transport, traversal
The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations. 160 D (5-8)
|elevation, mixture
|teaching standard
|spatial concepts
Earth materials are solid rocks and soils, water, and the gases of the atmosphere. These varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. 134 D (K-4)
|atmosphere, building, earth, growth, material, physical, solid, transformation
Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. 134 D (K-4)
|growth, property, texture
Fossils provide evidence about the plants and animals that lived long ago and nature of the environment at that time. 134 D (K-4)
|environment, evidence, fossil, timeline
|teaching standard
|spatial concepts
The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described. 134 D (K-4)
|location, movement, property
The sun provides the light and heat necessary to maintain the temperature of the earth. 134 D (K-4)
|teaching standard
|spatial concepts
The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes such as landslides, volcanoes, and earthquakes. 134 D (K-4)
|change, earthquake, erosion, landslide, process, surface, volcano, weathering
Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation. 134 D (K-4)
|direction, measurement, movement, precipitation, speed, temperature
Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month. 134 D (K-4)
|change, cycle, motion, movement, object, path, pattern, shape
|The student is able to:
|spatial terms in standard
Produce and interpret maps and other graphic representations to solve geographic problems
|network, area, size, distance, density, connection, representation, map, graph
Use maps and other graphic representations to analyze world events and suggest solutions to world problems
|region, area, boundary, environment, distribution, interaction, map, graph
Evaluate the application of geographic tools and supporting technology to serve particular purposes
|explore, map
Use maps drawn from memory to answer geographic questions
|location, diffusion, migration, pattern, spatial interaction, map
Identify the ways in which mental maps influence human decisions about location, settlement, and public policy
|area, location, setting, site, migration, cognitive map
Compare the mental maps of individuals to identify common factors that affect the development of sptial understanding and preferences
|area, center, space, transport, container, projection, cognitive map
Apply the concepts of spatial interaction (e.g. complementarity, intervening opportunity, distance decay, connections) to account for patterns of movement in space
|network, area, place, structure, location, distance, movement, transport, route, proximity, pattern, spatial interaction, connection, access, distance decay
Use models of spatial organization to analyze relationships in and between places
|region, area, place, neighborhood, size, gravity, spatial organization
Explain how people perceive and use space
|space, location, distance, transport, migration, explore
Apply concepts and models of spatial organization to make decisions
|location, distance, dispersion, transport, proximity, spatial organization
|The student is able to:
|spatial terms in standard
Explain place from a variety of points of view
|place, center, site, situation, migration, pattern
Describe and interpret physical processes that shape places
|place, shape, force, erosion
Explain how social, cultural and economic processes shape the features of places
|place, shape, location, transport, attraction
Evaluate how humans interact with physical environments to form places
|area, place, feature, location, formation, grow, spatial interaction
List and explain the changing criteria that can be used to define a region
|region, area, structure, shape, center
Describe the types and organization of regional systems
|region, area, neighborhood, center, space, spatial organization
Identify human and physical changes in regions and explain the factors that contribute to those changes
|region, neighborhood, boundary, part, migration, pattern, map, access
Explain the different ways in which regional systems are structured
|region, structure, size, flow, spatial hierarchy, spatial organization, system
Interpret the connections within and among the parts of a regional system
|region, neighborhood, part, environment, container, spatial interaction, connection, link, system
Use regions to analyze geographic issues and answer geographic questions
|region, place, container
|The student is able to:
|spatial terms in standard
Describe how physical processes affect the different regions of the United States and the world
|region, landscape, structure, environment, movement, erosion, map
Explain Earth's physical processes, patterns and cycles using concepts of physical geography
|landscape, environment, erosion, distribution, pattern
Explain the various interactions resulting from Earth-Sun relationships
|orientation, spatial interaction
Describe the ways in which Earth's physical processes are dynamic and interactive
|surface, landscape, shape, feature, force, erosion, distribution
Analyze the distribution of ecosystems by interpreting relationships between soil, climate, and plant and animal life
|area, formation, distribution, ecosystem
Evaluate ecosystems in terms of their biodiversity and productivity
|density, ecosystem
Apply the concept of ecosystems to understand and solve problems regarding environmental issues
|layer, environment, flow, ecosystem, spatial heterogeneity
|The student is able to:
|spatial terms in standard
Predict trends in the spatial distribution of populations on the Earth
|environment, transport, grow, distribution
Analyze population issues and propose policies to address such issues
Explain the economic, political, and social factors that contribute to human migration
|network, region, size, migration, route, density, spatial integration
Evaluate the impact of human migration on physical and human systems
|region, migration, expand, ecosystem
Compare the role that culture plays in incidents of cooperation and conflict in the present-day world
|region, place
Analyze how cultures influence the characteristics of regions
|region, migration
Explain how cultural features often define regions
|region, migration, pattern
Investigate how transregional alliances and multinational organizations can alter cultural solidarity
|region, merge, map
Explain the spatial processes of cultural convergence and divergence
|network, diffusion, connection
Classify and describe the spatial distribution of major economic systems and evaluate their relative merits in terms of productivity and the social welfare of workers
|The student is able to:
|spatial terms in standard
Evaluate the ways in which technology has expanded human capability to modify the physical environment
|region, area, environment, local, spatial heterogeneity
Explain the global impacts of human changes in the physical environment
|area, landscape, environment, global, dispersion
Develop possible solutions to scenarios of environmental change induced by human modification of the physical environment
|landscape, environment, global, expand, adjacency
Analyze examples of changes in the physical environment that have reduced the capacity of the environment to support human activity
|region, environment
Apply the concept of "limits to growth" to suggest ways to adapt to or overcome limits imposed on human systems by physical systems
|area, location, environment, grow, expand
Explain the ways in which individuals and societies hold varying perceptions of natural hazards in different environments and have different ways of reacting to them
|region, environment, local, pattern
Analyze the relationships between spatial distribution of settlement and resources
|region, location, distribution, spatial organization, pattern
Explain the relationship between resources and exploration, colonization, and settlement of different regions of the world
|region, explore, route, access
Evaluate policy decisions regarding the use of resources in different regions of the world
Identify the ways in which resources can be reused and recycled
|global, local, access


text:
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Think critically. Act creatively. Serve the greater good.
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Welcome to Keene State College, New Hampshire's public liberal arts college.
A Proud Heritage of Achievement and Service.
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subset: commoncrawl


text:
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WASHINGTON (AP) " Lawyers for a former Republican staffer fired from the House panel investigating the 2012 attacks in Benghazi, Libya, are calling an assertion by the panel's GOP chairman "unequivocally false."
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PHILADELPHIA (AP) " A federal appeals court on Tuesday reinstated a lawsuit challenging the New York Police Department's surveillance of Muslim groups in New Jersey after the Sept. 11 terrorist attacks, saying any resulting harm came from the city's...
CHICAGO (AP) " The former head of Chicago Public Schools pleaded guilty Tuesday to a fraud charge in an alleged scheme to steer $23 million in no-bid contracts to education firms for $2.3 million in bribes and kickbacks.
The Baltimore Police Department says without more information it can't verify that Republican presidential contender Ben Carson was once held at gunpoint at a fast-food restaurant in the city.
MEMPHIS, Tenn. (AP) " The latest on a Memphis police officer who was fatally shot (all times local):
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Events Calendar
Sage Night at the Valley Cats
Date: Wednesday, June 20th, 2012
Time: 7:00 pm
Sponsored by: Alumni Relations
Contact: Erica Kirkland, email@example.com,518-244-2242
For more information, visit: https://www.sage.edu/alumni/albany/events/.
Season Opener!
Join Sage alum at the Top of the Hill Grill for our 4th Annual Sage Night at the Valley Cats Game. Cheer on the Tri City Valley Cats in their season opener on Wednesday June 20th at 7pm as they take on the Vermont Lake Monsters.
Tickets are $18 for adults and $15 for children.
Ticket includes an all-you-can –eat buffet from 7-8pm, grandstand ticket and Valley Cats baseball cap.


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Posted on 6/13/2013
Ashleigh Sloop
After 19 years of service to Forsyth County, Detention Officer Malinda Owen has retired from the Forsyth County Sheriff's Office.
Malinda began her career in Law Enforcement in 1994 as a Processing Assistant at the LEDC. She quickly earned promotions and has worked in many areas including Laundry Clerk and Detention Officer. In 2006, she achieved Private First Class/Senior Floor Officer.
Malinda received the Life Saving Award during her tenure, which is given to a person who distinguishes himself by performing extraordinary physical acts or renders life saving techniques to aid in the preservation of a human life.
Malinda's knowledge and guidance will be missed and we wish her the best in all future endeavors. Congratulations Malinda Owen!
Administration Building 301 North Church Street
Winston-Salem, NC 27101
(336) 917-7001
(336) 727-8070
Detention Center 201 North Church Street
Winston-Salem, NC 27101
(336) 917-7600
Copyright © 2016 Forsyth County | Contact the Webmaster | Site Map


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There are 241 results - Show results on a map Print this page
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Set in 175 acres of parkland and landscaped gardens, this delightful country house hotel dates back to the 17th century. Most of the bedrooms are very spacious and all have luxurious bathrooms; the ro...More about Alexander House Hotel & Utopia Spa
Overlooking the historic motoring racing circuit, this hotel has stunning design that reflects the art deco style and that of the Mercedes Benz racetrack's heyday in the 1920 and 30s. The bedrooms are...More about Brooklands Hotel
This historic hotel enjoys a stunning seafront location and offers guests elegant surroundings to relax in. Bedrooms are well designed, with modern facilities ensuring comfort. Many original features ...More about The Old Ship Hotel
This famous Victorian hotel offers high standards of service and hospitality, and is in close proximity to both the beach and the South Downs National Park. The extensive public rooms feature a magnif...More about The Grand Hotel
Enjoying an enviable position at the quieter end of the parade, this hotel overlooks the Western Lawns and Wish Tower, and is just a few minutes' walk from many of the town's attractions. Public rooms...More about Best Western Lansdowne Hotel
This hotel dates back to 1881 and enjoys a secluded location of 35 acres of well-tended grounds with views over the Downs. Bedrooms are individually furnished and decorated, and many have four-poster...More about Stanhill Court Hotel
Overlooking the elegant Steine Square with the sea just a glance away, this 18th-century property offers comfortable, well-designed accommodation. Plenty of accessories are provided, including free Wi...More about Marine View
This stylishly-appointed town house property is situated in Kemp Town, within easy reach of clubs, bars and restaurants, and just a short walk from the beach. Bedrooms are elegantly furnished and comf...More about The Twenty One
Beacon Hall House offers three well-appointed and well configured bedrooms, all with deeply comfortable beds, powerful showers and a host of amenities. All rooms offer relaxing views of the garden and...More about Beacon Hall House B&B
Applebloom Bed and Breakfast is set in its own attractive garden and surrounded by the beautiful Kent countryside. The two bedrooms are individually appointed and offer style, quality and comfort. Gue...More about Applebloom Bed and Breakfast


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Events Calendar
The Music Man at Glimmerglass--SOLD OUT!
Date: Tuesday, August 21st, 2012
Time: 12:00 pm
Duration: 2 hours
Location: Glimmerglass Theatre
Sponsored by: News + Events
Contact: Erica Kirkland firstname.lastname@example.com, 518-244-2242
For more information, visit: https://www.sage.edu/alumni/rsc/events/.
Come join us for Lunch and a Show at Glimmerglass. Tickets are just $30 per person.
Please RSVP to Erica Kirkland by August 14th at firstname.lastname@example.com or 518-244-2242


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Events Calendar
Bazooka Ball Frenzy
Date: Friday, September 13th, 2013
Time: 7:00 pm
Duration: 4 hours
Location: Kahl Gym
For more information, visit: http://pigbellyentertainment.com/pigbellyent/extreme-attractions/product/bazooka-ball-43.html.
Sudden Death....Capture the Flag....any game played in paintball, can be played in Bazooka Ball and there is no mess! Similar to Bongo Ball, we have chosen slightly smaller bazooka guns to use instead of the shoulder type cannon. This enables you to run and outwit your opponent easier and also provides a lighter option for the female participants. Protective masks and vests included as well as Bazooka guns and our soft bazooka balls that can go from 30' to 100'


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this wiki
Organizations with a presence in Haiti accepting donations include:
News and Recent Developments
- October 2012: Students, parents, faculty, staff and friends gathered at Miami Country Day School located in Miami, Florida, USA on Friday, April 20, 2012 and set the Guinness Book of World Records™ for "The Most Cookies Baked in One Hour Using Solar Ovens". Trays of unbaked cookies were placed in 40 smaller solar ovens, as well as, two Villager solar ovens. After the cookies were baked and 1225 counted....a World Record was set! The event raised over $18,000 USD, which was used to send the 40 solar ovens and a Villager oven to Haiti. The cookies baked in the event were donated to Feeding South Florida. The event was lead by Matthew Cohen, a high school junior who has been actively involved in the solar oven movement for the past nine years. Cohen launched the website Power from the Sun to educate people worldwide on the benefits of solar cooking and help raise money to send solar ovens to needy families in Haiti. Cohen's latest project is aptly named "The Life Of The Traveling Solar Oven" and encourages students, parents, teachers, and local businesses to sponsor a solar oven. Participants are asked to use the solar oven, document their experience with video or photos and share it on their facebook page: http://www.facebook.com/PowerFromTheSun. The event will conclude on Earth Day 2013.
- July 2012 - After a successful first trip, Lorin Symington is following up on advances made in Haiti and is working towards a pilot project in Haiti.
- January 2011 - Lorin Symington will soon be traveling to Hispaniola and will spend much of 2011 in Haiti where the need for solar cookers is paramount. He is seeking sponsors, investors, collaborators and people with experience on the ground.
- November 2011: Kevin Adair of El Fuego del Sol, reports they are working on a major proposal for USAID for Haiti featuring solar cooking. The request for proposals from USAID appears to be terribly skewed in the direction of low pressure gas (LPG), at the expense of considering other alternatives. There are currently active programs in Haiti and the Dominican Republic promoting solar cookers used in conjunction with alternative fuel efficient stoves. This approach is explained in the Integrated Cooking Method. Read the USAID for HAITI Request for Proposals
- May 2011: Solar Household Energy (SHE) has begun a cooperative relationship with Grupo Jaragua, a highly respected non-governmental organization in the Dominican Republic, to support a solar cooking initiative. Grupo is aided by a Dominican eco-tourism and solar cooking advocate El Fuego del Sol, which conducts the local assembly and subsidized sale of Sun Oven box cookers in rural communities near the Haitian border. They are also supporting The Nature Conservancy's office in the Dominican Republic to add the integrated cooking method as a component of their reforestation project in Haiti. Read more in the SHE spring update 2011.
- February 2011: Solar cooker manufacturer offers additional aid to Haiti. - Sun Ovens International is pledging to match each Sun Oven bought through the company's website or through any Sun Oven distributor. The company will match every Sun Oven purchased dollar for dollar and will donate all the proceeds of the sales to the disaster-stricken people in Haiti through the Friends of Haiti Organization (FOHO). Cash donations are also accepted and will also be matched. More Information...
- January 2011: Clean Currents Donates 100 Solar Cookers to Primary Schools in Port-au-Prince Joining the movement to train primary school students and provide them a solar cooker is Clean Currents, a Mid-Atlantic green energy provider. Announced on Jan. 12th, it will be purchasing 100 solar cookers to benefit schools in Port-au-Prince, Haiti. Solar Cookers International will be distributing the solar cookers and will provide on-site training through its network of staff and volunteers in Haiti. "Reaching students in their classrooms and teaching them a new lifestyle habit like solar cooking is a positive and accessible way to improve lives and the global environment," said AmyJo Mattheis, Executive Director of Solar Cookers International.
- January 2011: Haiti - One year later: Haiti continues to benefit from solar cooking. Solar Cookers International (SCI) and International Child Care Ministries (ICCM) are working to expand a project in the schools around Port Au Prince to integrate solar cooking into the 5th grade science curriculum. The goal is that each student will receive a CooKit to use each day in preparing and cooking their lunch, all the time learning about science. Training and certification of teachers continues, as do SCI's efforts to secure funding to provide 2000 more CooKits for this school project. To date, SCI has provided 200 CooKits, pots and Water Pasteurization Indicators (WAPIs) for four schools. With your help, we will achieve our goal of 2000 more! Reaching students in their classrooms, teaching a new lifestyle habit, while at the same time providing environment education is a winning program. Background: SCI, in collaboration with Sun Ovens International and ICCM, distributed over 400 CooKits in Haiti immediately following the devastating earthquake there. Near the community of Pigeon, 135 Haitians were trained in solar cooking by Programme Energie Solaire. Each participant received a CooKit, a pot and a WAPI, giving these earthquake survivors a method to cook their food and pasteurize their water without need of scarce and expensive fuel. Solar cooking is technology that offers relief in disaster situations: 1) When infrastructures are in ruins and no energy or gas is available, solar cooking utilizes the sun to cook hot food; 2) When fuel is scarce, cooking with the sun offers a clean, workable solution; 3) Solar cookers fight cholera by heating water to pasteurization temperatures (65°C or 150°F); and 4) Using a solar cooker requires only the sun, and does not necessitate searching for other forms of fuel. Families can stay together and remain safe. SCI thanks you for your ongoing support for solar cooking in Haiti.
- January 2011: InterAction, the largest alliance of U.S.-based international nongovernmental organizations (NGOs) focused on the world's poor and most vulnerable people, has developed a Haiti Aid Map of projects conducted by its member organizations. Solar Cookers International's efforts to provide solar cookers to survivors of last year's devistating earthquake are included. Please consider supporting SCI's relief efforts in Haiti.
- November 2010: Celebrity chef helps in Haiti. This past year José Andrés, an internationally known chef and social activist, has been doing his part to help the people of Haiti. When he had lost power at his own home for a few days, following a severe snowstorm, he discovered the magic of solar cooking. He was amazed how efficiently a parabolic solar cooker, which had been given to him and had sat unused, performed on a cold but cloudless day. In spring 2010 he was part of a team from Solar For Hope, which headed to Haiti to help with earthquake relief. As part of their efforts they distributed parabolic solar cookers and provided training. He feels the parabolic cooker is well-suited to prepare the traditional local fried food recipes. Andrés believes a pressurized cook pot is also a valuable asset to promote with solar cooking. It can shorten cooking times, and provide additional cooking, once the pot is removed from the oven. Listen to a recent interview with José about the project. Inspired by his initial experience in Haiti, José created the World Central Kitchen, a foundation focused on feeding vulnerable people, supporting the local agricultural economy through local food purchases, and promoting nutritious foods, recipes, and environmentally sustainable cooking fuels and technologies. José is returning to Haiti, and the World Central Kitchen, in partnership with Grameen Creative Lab, is planning to build a commercial kitchen with the capacity to feed 10,000 people daily. The goal is to create a sustainable "social business" for the people that have the least. They plan to serve a nearby orphanage, school, hospital, and local residents. Solar cookers will be play a central role in the project.
- October 2010: John McGreevy, a recent graduate of Elon University in North Carolina, spent three weeks in Haiti, two before the earthquake and one after. Prior to the earthquake his time was spent conducting research on solar cooking. He took ten solar cookers to the rural village of Layaye, put on demonstrations and delivered cookers to families. He also recorded his findings in order to understand the potential for solar cooking in that area. His research was presented at the National Conference of Undergraduate Research in Montana and a photojournalism article was published in Visions Elon University's environmental magazine.
- August 2010: The devastating 2010 earthquake crippled the fragile infrastructure of the Haitian capital leaving millions with no way of preparing meals and no solution in sight. Solar Liberty Foundation was also able to provide help. The foundation provided a shipment of solar cookers to the Haitian Bouske organization. More Information...
- May 2010: So far, 3,600 solar ovens have been distributed to trained solar cooks through Solar Oven Partners. Experienced, passionate Haitian leaders have been directing the program. Positive feedback and frequent use of ovens for cooking, baking and water pasteurization has been reported. In March, the self-motivated Haitian trainers and Assembly Lady completed a series of three seminars, with the assembly and distribution of 241 ovens. In April, another 80-85 participants completed a seminar. Solar Oven Partners hope to reach a total distribution of 5,000 solar ovens in near term. More Information about helping...
- April 2010: A Solar For Hope team headed for Haiti to help provide earthquake relief. As part of their efforts, they distributed ten AlSol 1.4 parabolic solar cookers. The package included accessories and equipment for cooking with retained heat, and also workshop training for preparation of indigenous foods. Noted international chef and social activist, Jose' Andre's, was part of the team that also included writers, environmental activists, and members of Engineers Without Borders.
- April 2010 Four hundred and fifty Sol*Saver Water Pasteurizers have recently been shipped to Haiti to assist with safe water availability. This is happening through the efforts of John Grandinetti, a solar inventor.
- April 2010: Bethesda Evangelical Mission has been promoting inexpensive solar cookers, both CooKits and homemade, as well as simple photovoltaic systems in Haiti. More Information...
- April 2010: A recent training occurred in Pigeon, Haiti for people from the areas affected by the earthquake. 135 people participated in eight hours of training over a two day period. It was led by two Haitian trainers, a cook from the Programme Energie Solaire of the Free Methodist Mission, and Paul Munsen. Lunch was prepared in CooKits and Sun Ovens and served to the participants both days. As part of the written training materials, each participant was given a log to keep track of the number of times they use the CooKit, the amount of charcoal they saved and the amount of money they saved by not buying charcoal. Those who keep the log for 30 days and used the CooKit on the majority of sunny days can use their log as the down payment on a subsidized Global Sun Oven. They can purchase a Global Sun Oven for $25 USD and have up 12 months to pay it off using money they save by not buying charcoal. From past experience we estimate that 2/3 of the people who receive the CooKits will follow though and receive a Sun Oven. 90 Global Sun Ovens have been made available for this project. A Villager Sun Oven, which was donated by the Rotary Clubs of Rotary District 6450 (Chicago), was also installed. The Villager Sun Oven will be used to cook lunches for the school and in the afternoon bread will baked. The bread will be sold to help generate income for the school.
- February 25, 2010: With hundreds of thousands of Haitians homeless and living in tent camps, Sun Ovens International is continuing to place as many ovens in camps as possible. In late February, Paul Munsen traveled to Haiti and initiated distribution and training in seven tent camps. A committee was formed in each camp to determine who would receive the Sun Ovens and look for ways to increase utilization. At each location many people who were not able to receive a Sun Oven pleaded for additional ovens. For additional information about Sun Ovens International's work in Haiti, click here. As shown in the photos below, camps are in open fields, schoolyards or anywhere space is available. Previously trained staff from Programme Energie Solaire of the Free Methodist Inland Mission have been employed to conduct training sessions. Paul Munsen loaded his rental car with ovens to take to the camps where he met with a camp committees. Training on the use of WAPIs for water pasteurization was also provided. Children and adults were eager to learn how to cook with the sun.
- February 15, 2010: Jack Anderson reports: Paul Munsen is going to Port-au-Prince next week to establish some connections with the Free Methodists and others. There could be as many as 80 Sun Ovens there that didn't get crushed or damaged. Right now I am trying to connect with experienced trainers that might take jobs in any of the projects that surface. So it is a planning and capacity building phase that we are in. The energy, consciousness and cooperation among all of our solar colleagues is very inspiring and somewhat humbling in the face of such a huge catastrophe.
- February 7, 2010: Jupiter church has solar ovens for Haiti that can't get there - Palm Beach Post News
- February 1, 2010: Solar Cooking briefing document for Haiti
- January 30, 2010: Solar ovens "cooking up a storm" for quake victims in Petite Riviere De Nippes, Haiti.
- January 29, 2010: Sun Ovens International Update: Much progress has been made in the efforts to expand the use of Sun Ovens to Haiti. On January 28, 2010, 2 large Villager Sun Ovens, 160 Global Sun Ovens, 200 CooKits and 2,000 Water Pasteurization Indicators (WAPIs) have been shipped. In addition, arrangements are underway for 297 Haitian made Global Sun Ovens from the assembly plant in Lambert Haiti to be distributed to families left homeless by the recent earthquake. A shipment of parts to reopen the assembly plant is scheduled for February 8. A partnership has been initiated with Bright Hope International, an NGO which has been working in Haiti for more than 15 years. The majority of the Sun Ovens will be distributed to families living in a tent city which has sprung up at a garbage dump in Port au Prince. Bright Hope is currently providing food and medicine to 429 families at this location. Some of the ovens will also be used in tent cities in Pignon which is 79 miles north of Port-au-Prince and has doubled in size from 35,000 to 65,000 people in the past two weeks. I will be traveling to Haiti in early February to assist in the distribution and training. Bright Hope plans to send additional shipments to Haiti of food, medicine and Sun Ovens throughout the month of February. With hundreds of thousands of Haitians homeless and living in make shift tent camps the need for Sun Ovens is immense. Most of the tent camps and are using charcoal to cook. The smoke in these camps strains the health of women and children who are all ready malnourished and dehydrated. The cost of each Sun Oven with two pots and WAPIs is $199. Donations of any amount will be greatly appreciated. Donations should be made out to Friends of Haiti Organization, PO Box 222, Holland, OH 43528, USA (Please note the donation is for the Sun Oven project.)
- January 2010: Water Pasteurization Indicators set to go to Haiti - Recorder Online
- January 2010: Kevin Adair discussed solar cookers and help for Haiti on Chicago Public Radio's Worldview program on Thursday, January 21. Listen on-demand here.
- January 2010: Solar Cookers Head to Haiti (Audio) - Capital Public Radio
- January 2010: Solar Salvation for Haiti? - MSNBC
- April 2008: Sun Ovens International is now assembling the Global Sun Oven in a factory in Haiti. A microfinance system is being used to make these ovens available to poor people who need them. An average family spends $2.30 (U.S.) per week to purchase charcoal. A Sun Oven can be used for 70% of their cooking and will save an average of $1.61 a week in charcoal expenditures. Weekly payments are set at $ .97 (60% of the savings); the remaining $ .64 per week creates an incentive to solar cook and takes money that literally was going up in smoke, distributing it through the local economy. Initially, the challenge of implementing this system was that women in Haiti live very much one day at a time and even though they saved a high percentage of their income by using a Sun Oven, they rarely had a long enough view to understand that they were saving money. To overcome this problem, cardboard solar panel cookers were introduced. Women received 3 days of training centered around the construction of a cardboard solar panel cooker, the principals and concepts of solar cooking, and the frailty of the Haitian environment. The training occurs over lunchtime, and the first two days, Haitian foods are cooked in Sun Ovens and served for lunch. On the third day, a solar potluck is held. Each student prepares food in their own cardboard cooker and shares it with fellow trainees. As part of the training, participants receive a log allowing them to document the use of their cardboard cooker and the amount of money they saved by not using charcoal. Participants who use their solar panel cooker on sunny days, for 90 days or longer, can use their log as a down payment on a Sun Oven. The Sun Ovens cook food much faster and can be used to cook the evening meals. After 90 days of documenting the use of the cardboard cooker, women have a much better understanding of the financial benefits of cooking with the sun and are eager to agree to a payment plan to obtain a Sun Oven.[1]
- March 2008: For nearly a decade, Solar Oven Partners (SOP) has been providing Haitians with needed relief from wood-fueled cooking in the form of solar ovens. Volunteers in Brookings, South Dakota (USA) use donated or discounted raw materials to build numerous solar oven components, which are then boxed up and shipped to Haiti for final assembly. The wooden, box-style solar ovens cost about $60 to make with volunteer labor, and are based on one of Richard Wareham's SunStove® designs. Each solar oven is packaged with three black cooking pots, a Water Pasteurization Indicator (WAPI), and a recipe booklet. Haitians pay a modest fee for the ovens, which they receive upon completion of a training course. Last July, a team of SOP volunteers visited Haiti for the 22nd time. They assembled 74 solar cookers and trained 80 families how to cook and pasteurize water with solar energy. Throughout the year, Haitians Montas and Raymonde Joseph conduct additional SOP trainings and sell solar ovens. They historically relied on the volunteer teams to come to Haiti and assemble cookers, which was not always sufficient to meet demand. In response, SOP has contracted with a young Haitian woman named Italis Jeanne Milcar to assure that enough ovens are available for the trainings. In just a few short months, Milcar had already assembled nearly 350 cookers and 100 WAPIs! Two years ago, SOP converted a 12.2-meter sea container for use as a storage facility for solar cookers in Haiti. They recently purchased a second container, and after 10 months of hard work, were able to fill it to capacity with components for an additional 1000 cookers, soon to be shipped to Haiti.
- April 2007: The Kyoto Twist Solar Cooking Society (KTSCS) continues its efforts to raise funds for solar cooking projects that reduce poverty in sun-rich, fuel-poor countries while reducing greenhouse gas emissions. (The "twist" part of the name comes from the idea that those living in wealthier nations can change, or twist, their priorities and lifestyles to better share limited resources with those most in need.) KTSCS works with nongovernmental organizations (NGOs) that have solar cooker experience and a proven track record in countries where solar cookers are an appropriate technology. NGOs can request an application packet for consideration of funding. Project structure, recipient family selection parameters, training procedures, and follow-up services must be described in detail. To track the effectiveness of the projects, and to provide accountability to its donors, KTSCS will track the success of recipient families, their financial savings due to solar cooker use, and their greenhouse gas emission reductions. KTSCS funded its first pilot project in November 2005. The group that received funding -- Ananda Marga Universal Relief Team (AMURT) -- has worked in Haiti for over 15 years and has experience conducting solar cooker projects. "The Spirit of the Kyoto [Protocol] is international cooperation on what is now being called the biggest challenge mankind has ever faced ¬ massive and rapid climate change," states the KTSCS Web site. "At an average cost of ten dollars per tonne, donating to KTSCS is an effective way to help make a difference. Cooking fires in the world today consume an estimated one billion cubic meters of wood or biomass annually, which produces an estimated one billion tonnes of carbon dioxide. Those are easy figures to remember and very significant in the mitigation of global warming."
- November 2006: Solar Oven Partners, based in Brookings, South Dakota (USA), recently shipped 500 unassembled solar box cookers to Haiti as part of its ongoing efforts there. Working with local volunteers, a United Methodist Volunteers in Mission team assembled 250 of the cookers and also helped to convert a donated 40-foot (12.2-meter) sea container into a solar cooker storage and assembly facility. Solar Oven Partners is working to train a local Haitian woman to lead future production efforts in Haiti. Contact: Solar Oven Partners, Brookings 1st United Methodist Church, 625 Fifth Street, Brookings, South Dakota 57006, USA. Tel: 605-692-3391, Web: www.gbgm-umc.org/solarovenshaiti
- November 2006: Global Sun Ovens® — the durable box-type solar cookers developed by Sun Ovens International — are now being assembled in the Dominican Republic for use there and in Haiti, the Caribbean, and Central America. Kevin Adair, owner of Force of the Sun, says his company offers the ovens for sale at a significant discount to nonprofit organizations. He predicts the company will distribute 50,000 solar cookers regionally in the next three years. Force of the Sun began full production of Global Sun Ovens® in May, and shipped its first cookers to Haiti in June. The factory was designed by solar cooking expert Jack Anderson and is located in the Higuey Zona Franca Ecological in Altagracia Province. Additional space is available for rent to other nonprofits and manufacturers of ecologically sensitive products. Adair believes that by networking with other groups in the Dominican Republic, he will be able to spread the solar cooking idea faster. The company offers training to nonprofits that will distribute solar cookers. Force of the Sun is seeking volunteers to teach solar cooking skills in Haiti. Contact: Kevin Adair, Force of the Sun, c/o Adair Performance CxA, Higuey Zona Franca #7, Higuey, Dominican Republic. E-mail: email@example.com, Web: http://www.forceofthesun.com
- August 2006: Solar Oven Partners, based in Brookings, South Dakota (USA) has been active in Haiti for years, where it has distributed thousands of solar cookers. In a recent edition of their newsletter, Solar Oven Partners presented the results of a survey of 15 Haitian solar cooks. Asked how many days they would use their solar cookers during a 10-day sunny period, seven said every day, two said seven to eight days, and the remaining six would solar cook two to five of the ten days. Solar meals have included meat, macaroni, cake, rice, beans, fish, vegetables, bread, eggs, and cornbread. Eleven of the 15 surveyed said they had explained solar cookers to others who then became interested in acquiring their own. On average, families indicated that charcoal now lasts two to three times longer than it did before solar cooking. Solar Oven Partners plans to distribute 1,000 more solar cookers during 2006. Contact: Solar Oven Partners, Brookings 1st United Methodist Church, 625 Fifth Street, Brookings, South Dakota 57006, USA. Tel: 605-692-3391, Web: http://www.gbgm-umc.org/solarovenshaiti
- July 2005: Communities in Partnership, a Canadian organization that promotes solar cooking in Haiti, has introduced a new twist — the "Kyoto Twist." Canada's government is encouraging its citizens to fight global climate change by reducing individual emissions of greenhouse gasses by one ton per year. Solar cookers in developing countries that displace the use of firewood save an estimated one to two tons of greenhouse gasses per year. The Kyoto Twist — named for the world's greenhouse gas reduction treaty — enables Canadians to buy a solar cooker for a family in Haiti. The Haitian family gets immediate relief from firewood scarcity, high fuel prices and smoky kitchens, while the Canadian chalks up at least a one-ton reduction in greenhouse gasses. Contact: Jack Anderson, Box 191, Lund, BC V0N2G0, Canada. E-mail: email@example.com
- November 2003: Solar Oven Partners -- a joint effort of the United Methodist Church of the Dakotas, Rotary District 5610 and established Methodist development programs in Haiti -- promotes solar cooking in Haiti. Teams of volunteers travel to Haiti to build solar cookers and lead educational seminars. The most recent team of thirteen volunteers returned in August after successfully accomplishing their goals. These goals included offering a three-day solar cooking seminar in the village of Anous, constructing 100 solar cookers both for sale in Anous and for distribution in the coming months, and the presentation of an innovative puppet presentation for children called "Solar Oven Puppet Theater." Volunteer Diane Rieken had this to say, "Observing the pride of ownership following the three-day solar cooking seminar -- with the latest group of trained solar cooks purchasing 27 of the 100 newly minted solar ovens -- was a truly amazing scene!"
- November 2001: Another Busy Year for Free Methodists in Haiti
The History of Solar Cooking in Haiti
As mentioned above in the discussion of Canada, early work in solar cooking was done by a Canadian organization, Communities in Partnership, a charitable group founded in 1984 in Powell River, British Columbia. Their work, in turn, was inspired by a 1977 feasibility study in Haiti, accomplished to assess the suitability of the county from a climatic/insolation perspective. This work of Dr. Tom Bowman, James Sharbar and Joel Blatt focused on factors of weather in the different parts of Haiti. They measured insolation in more than a dozen areas, some at different seasons of the year. Without providing all of the detail of their research, the document's overall conclusion is that good solar cooking conditions, generally speaking, exist in Haiti, with, as everywhere, seasonal and some regional variations, probably enabling families to save at least half of their fuel costs.
The original Canadian partnership was with a small community called Saint Marc, but later the program expanded to a number of communities in Haiti. They began by building solar cookers jointly with residents of Saint Marc, and were preparing to start an ambitious pilot project when a major coup interrupted normal life in Haiti (1991). In that disturbed time, the Canadians decided to turn their efforts to a survey of all solar cooking activity in the country. They had heard bits and pieces of other small projects but had no overall picture of the situation. In the next months, they devised a questionnaire that was sent to over 30 locations in the country where solar cooking had been tried or » demonstrated. Thus, while the information is now dated, a picture does exist (even if admittedly not complete) of what is a substantial portion at least of solar activity in the country at the time.
The conclusions of this study proved to be difficult (or impossible?) to summarize numerically, but excerpts from reportsreceived give the flavor of work in a wide range of communities, allowing some generalizations to be made. Short reports are provided from 19 of the 30 communities surveyed. Key figures in solar promotion in this country included the Brace Research Institute of McGill University, a number of religious organizations, the Canadian Communities in Partnership group, a number of individuals, and one enterprise promoting a particular cooking model.
Commonalities and differences are seen in the reports. A variety of cooker designs are in use: the box cooker (the most common), a steam cooker, and parabolics, all in a variety of materials, wood, cardboard, metal, two different approaches were seen, one believing that uptake would be higher and longer lasting if people made their own cookers, investing their own time and energy. Other disagreed and felt that efficiency, perhaps more certain with a manufactured product, was more important than the "ownership" conveyed by self-building. Strong and regular usage was fairly rare, despite the extreme need. The various groups were not working together for the most part, thus not maximizing their learning from one another's' experiences. Need was everywhere great, but cost of the cookers was nearly prohibitive for many.
Two additional resources in Haiti in the early days of solar promotion are: the solar cooking resource center, created in the Haitian-American Institute by librarian Eleanor Snare and, in 1992, a first Haitian National Solar Cooking Conference held in Port-au-Prince. In that same period, a number of Haitian solar cooks traveled to other solar cooking conferences, regional and worldwide.
Since the early years, a range of sporadic attempts continues the good beginnings of the earlier era. The country has however continued to experience political unrest, always hampering any development efforts. Nonetheless, efforts at promotion have continued. The Free Methodist Church of Haiti, located in the capital Port-au- Prince, has worked diligently, despite personnel changes, at solar promotion. Over the years, they have distributed over 1,000 solar cookers, primarily of the panel variety, the least expensive version available today. To help with follow-up, they have formed committees of solar cooks in several towns.
The Rotary Club of Brookings, South Dakota, U.S.A., along with other clubs in its Rotary district, have joined Solar Oven Partners, a cooperative project with the United Methodist Church. The collaboration began in 1998 and by December of 2002, the project had distributed more than 300 ovens (on a subsidized basis) and trained 2,500 Haitians to use them. An on-site infrastructure is being organized, working with the Methodist Church of Haiti. Using a basic philosophy of "empowering people through self help", the Rotarians and Methodists are continuing the long tradition of "harvesting sunlight" in this nation. Deforestation here is already at an extreme stage, hence need continues to be great.
A long time advocate of solar cooking in Haiti, Jack Anderson (an early Communities in Partnership leader), has tried a range of dissemination methods, employing "animatrices" or extension workers initially, then re-conceptualizing them as small-scale entrepreneurs. His knowledge of Haiti is extensive, but political events have continued to make efforts very difficult. In the last project described below for Haiti, Jack has played an important role in yet a different method of promoting solar cooking. That most recent addition to the range of solar offerings in Haiti is structured differently from its predecessors. In this instance, a business, Sun Ovens International, has begun operating in the country, using a very interesting distribution mechanism. As described on the Sun Oven website (http://www.sunoven.org)> the plan includes a number of components.
The project selected 500 women in one area of Haiti for initial training in solar cooking, using the cardboard panel cooker called the CooKit This device serves as a teaching tool; participants are requested to keep records of their cooking attempts, results, and fuel savings for a periodof three months. Those who prove to be regular users of the CooKit can turn in their logs, along with an account of the money they have saved, to obtain a SunOven, sometimes thought of as the "Cadillac" of box cookers. Initially, Sun Ovens International has established an assembly plant in Haiti, in which U.S. manufactured components will be put together in country (and perhaps even for export?)
When demand justifies, a full scale manufacturing plant will be established that can serve the needs of the Caribbean basin for this top of the line solar cooking model. (A similar plan is in effect for Ethiopia) It is too soon to know how this will progress, but it is clearly an interesting and unusual tactic for promotion - and one to be watched carefully.
This activity is at least partially supported by a loan from the Overseas Private Investment Corporation (OPIC) and arrant from the U.S. Agency for International Development. Sun Oven owner, Paul Munson, was recently honored in the office of the Speaker of the House of Representatives, Dennis Hastert (Munsen's congressman), with the award of the U.S. Department of Commerce's Export Achievement Award for this innovative work in Haiti. Given the desperate situation of the forest situation in Haiti, combined with favorable insolation in most of the country, the country will remain a prime possibility for solar cooking promotion, particularly if or when the political climate improves.
[Information for this section was taken originally from State of the Art of Solar Cooking by Dr. Barbara Knudson]
Climate, Culture, and Special Considerations
Solar Cookers International has rated Haiti as the #18 country in the world in terms of solar cooking potential (See: The 25 countries with the most solar cooking potential). The estimated number of people in Haiti with fuel scarcity in 2020 is 3,100,000. An average Haitian family spends $2.30 (U.S.) per week to purchase charcoal.[2]
Jack Anderson has confirmed that very little wood was used in the construction of buildings in Haiti which means that there isn't much wood in the rubble to use for cooking after the earthquake. That must make the need for cooking fuel even more acute. Before the quake, more than 90% of all the energy used in Haiti was for cooking fires, mostly in the form of charcoal.
Paul Munsen of Sun Ovens International writes in January 2010:
- The most successful model we have found in Haiti is to have women go through training on how to make a CooKit. We found much greater success when the women made them due to the pride they took in making it themselves. The readymade CooKits are less expensive and much less hassle than bringing in cardboard, glue, and foil but we found the pride factor to be worth the additional cost and effort.
- The training sessions where 3 hours a day for 3 days and included lunch. The first two days the lunches were cooked in Sun Ovens so the women could see how much faster the food cooked. The last day the food is cooked in the home made CooKit. Part of the training is to teach the women to keep a log on how often they used the Cookit, how much charcoal they saved and how much money they saved not buying charcoal. At the end of 90 days they turn in the log as a down payment on a Sun Oven and pay for the Sun Oven out of the charcoal savings. (See Microcredit.)
- We have distributed approximately 400 Sun Ovens in Haiti using this system. In most counties we try not to start projects in areas where CooKits had been introduced in the past because we have found it much easier to start with Sun Ovens than to overcome negative ideas about CooKits. We have found that if the women do not pay something for the Sun Ovens they most likely will not use them beyond the time that the person who gave it to them is around. We have found the most important factors to be the percentage of household income spent for cooking fuel and how we get women who live one day at a time to understand how much money they can save by not buying charcoal.
See also:
- March 2010: A Rapid Assessment of Cooking Fuel Needs in Post Quake Haiti
- Solar cooker dissemination and cultural variables
- Haiti's Energy Problems - The Oil Drum
Possible funders for solar cooking projects in Haiti
- Haiti Solar Energy specializes in helping residential and commercial owners supply their own energy needs.
- Solar Cooking Resources for Haiti
Discussion groups
Articles in the media
- July 2010: Otro Haiti es posible - Yo Cambio (English version)
- July 2010: Sun Ovens International Continues To Help Victims Of Haiti Earthquake Through Solar Cooking - PRLog
- April 2010: Solar Powered Products in Haiti - New York Times
- March 2010: Solar cookers to bring hope to earthquake victims - U.S. Department of Energy
- February 2010: Haiti's Tomorrow May Be Rooted In Trees, Fertilizer - The Huffington Post
- February 2010: Haiti's (Solar) Power - The CUNY Institute for Sustainable Cities Blog
- January 2010: Haitian Student Heads Home to Help - University of Buffalo Reporter
- January 2010: Solar Cookers Head to Haiti (Audio) - Capital Public Radio
- January 2010: Solar Salvation for Haiti? - MSNBC
- July 2008: Rotary ships dinners, ovens to Haiti - The Brooking Register
- May 2008: Wichitans helping Haitians - The Wichita Eagle
- November 2007: St. Gregory's in Boca helps build church, school in Haiti - Boca Raton News
- February 2007: Niedert marvels at Haitian people - Madison Daily Leader
- February 2007: Winter trip to Haiti provides warm experience - The Capital Journal
Audio and video
thumb|400px|left|Sandrine Mallary, Haitian artist living in the U.S., gives a solar oven construction workshop in Haiti.
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Phoenix, Arizona Spinal Injury Lawyer Christopher Zachar answers:
I did not feel pain at the scene and refused medical treatment. Now, a few days later, I am in pain. What should I do?
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About Our Firm
The Zachar Law Firm in Phoenix, Arizona, is ready to help you recover full and fair money damages for injuries and losses you have suffered as a result of an accident. As a Phoenix Personal Injury Lawyer, Christopher J. Zachar understands the pain, frustration and uncertainties our injured clients face. With over 15 years of experience, our firm instills confidence through preparedness, accessibility and knowledge. Our objectives are to always vigorously pursue compensation for your personal injury or wrongful death claim.
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Chris is a personal injury and trial lawyer who has practiced law in Arizona since 1992. He graduated from Arizona State University in Tempe in 1989 with a Bachelor of Science Degree in Political Science. In 1992, Chris graduated from the University of Arizona College of Law in Tucson with his Juris Doctor Degree. He is admitted to practice law in all city, county and state courts in Arizona. In addition, Chris is admitted to practice law in the United States District Court and the Ninth Circuit…
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Posted on 1/2/2013
Rebecca Thompson
Over the age of 55? Join the Piedmont Plus Senior Games as they kick off the 2013 games!
The kick-off event will be held on January 25 from 10am – Noon, at the Hanes Hosiery Rec Center (501 Reynolds Blvd.). This event is FREE and open to the public.
Participants will be able to take part in Senior Games events. Artists will have the opportunity to create their very own works of arts and crafts. It's a great time of fellowship, fun and fitness.
Entry forms for the 2013 Games will be given out during this event. Can't make the event? Entry forms will be available in all recreation centers and at the Senior Games office.
Click here to view kick-off flyer.
For more information, please contact Chuck Vestal at 336-727-2325 or visit www.WePLAY.ws.
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We've put together a charming set of four solid Pewter Charms and packaged them in a colorful organza bag (if you have a favorite color bag, let us know in the comment section at the end of the order and we'll do our best). We include an Acorn for long life, a Heart for Love, a Shell for serenity, and an Angel to bless you with peace! The heart and shell styles vary from set to set but are similar to what is pictured. Made in the USA.
These are perfect treasures to be left by the Tooth Fairy or to sneak into a child's lunch box with a little note saying "I love you!". One of our friends with 6 and 8 year old children, says these are her favorite Tooth Fairy treasures. She keeps a few extras in her "secret treasure box" just in case she needs one in a hurry!


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The gift shops offer a wide selection of gifts, cards, snacks, candy, balloons, and flowers as well as clothing, personal products, and more to meet your needs.
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Soderberg's Floral & Gift is the official florist for the HCMC Gift Shop and Hennepin Health Foundation. Support HHF by ordering from Soderberg's for all your floral needs. Call 612-724-3606, mention HCMC along with your order and a portion of your purchase will support HHF.
Proceeds from the Gift Shops enhance the patient and family experience through the Hennepin Health Foundation.


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Under The Same Sun (UTSS), a lobby for the rights of people with albinism, has commended IPP Executive Chairman Dr Reginald Mengi for his efforts to help people with variuos disabilities, including albinism, in the country.
Speaking at the inauguration of 'White and Black: Crimes of Colour,' a Swahili language documentary on albinism, at Ngaza Girls Secondary School yesterday, the NGO's advocacy officer Kondo Seif said that people with albinism commended Dr Mengi for his efforts to help people with disabilities in the country.
"We are very much impressed by his donations to us and to our cause. We also thank him for giving us the chance to air our views on ITV's 'Kipima Joto' programme. It is a fact that, although there are a number of radio and TV station owners, none gives a chance to us as Dr Mengi does," he said.
The documentary, whose production was funded by UTSS, aims to raise public awareness on albinism with a view to stemming their brutal killings in the country.
"Today Under The Same Sun is launching a campaign to raise awareness about albinism in 37 secondary schools in the Lake zone region, which starts here at Nganza Girls Secondary School," he said.
Seif said that the primary aim of the documentary, which was directed by Jean-Francois Mean and features a local journalist, Vicky Ntetema, was produced in 2009 at a time when, for two years running, the murder rate of a persons with disability had fallen dramatically.
He added that members of the Under the Same Sun's advocacy team will be travelling to regions and districts in the Lake zone where murders and attacks against persons with albinism were more prominent and their discrimination was acute.


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Posted on 3/4/2014
Ashleigh Sloop
Sergeant Tysinger began his law enforcement career in 1986 as a Park Ranger for Tanglewood Park in Clemmons. Before joining the FCSO family in 1996, Sergeant Tysinger worked with the Winston-Salem Police Department and North Carolina Department of Corrections. He has served in many areas of law enforcement throughout his career, including Patrol, Community Policing and Transportation.
Sergeant Tysinger has earned many achievements in his career to include an AAS in Criminal Justice, promotion to Corporal in 2011 and promotion to Sergeant in 2013. He plans to return as a Reserve Officer to continue serving the citizens of Forsyth County.
Sergeant Tysinger's knowledge, guidance and pleasant personality will be missed and we wish him the best in all future endeavors. Congratulations Sergeant Tysinger!
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Emporio Armani
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