PDF document of the ESL students` websites.

Transcription

Mr. W’s cover page
Welcome to our Culture Pages
Click on the following names to learn about
aspects of culture.
Dae Jak Lee
Eddie Chang
Jina Koo
Nari Hong
Jessica Yang
Athanas Mushi
Kevin Kim
Charley Yang
Peter Kang
Nadya Sachinskaia
Yulong Yang
Bin Chen
Ahmed Al-Aqil
Ann Chen
Thanh Do
Alba Gallart-Colon
Ade Jelilatou
Jane Kim
Dan Kobayashi
Bon Young Koo
Jun Woo Lim
Mohammad Mohammad
Jinie Park
Angela Sanchez
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Mr. W’s cover page
Katie Peshkova
Kalin Zambov
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Eddie web page
Taiwanese Food
Introduction
Main Dishes
Dessert
Picture
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Eddie%20web%20page/introduction
Introduction
In Taiwan, We keep most the tradition from china,
especially food. We also create our own style of food.
About 90 years ago, when people in China began come to
Taiwan(That's where early Taiwanese come form), they
started to make up their own style of food.
As a matter of fact, we use our traditional skills to apply
on food. Recent years, we have abundant of new food
coming out. For drink, especially pearl milk tea. We get
over one hundred kinds of pearl milk tea.
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For different kinds of traditional dishes, they often exist
at night market. If you go to night market on weekend,
you will feel like almost the people in town is here. Of
course, we get a lot of things except food. But without
food in night market, it will really lose people's interest.
We serve some food at certain festivals, such as Chinese
year cake for Chinese New Year, moon cake for Midhttp://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Eddie%20web%20page/introduction (2 of 4) [5/12/2003 12:26:26 PM]
Autumn Festival, and sweet rice dumpling for Dragon
Boat Festival, etc. Most of festivals related to religions in
Taiwan, including Buddhism and Taoism.
Now, I would like to introduce you folks some
delicious Taiwanese food. It contains main dishes,
dessert, and pictures. Hopefully you folks will
love those dishes. Enjoy your food journal.
back to main page
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Eddie%20web%20page/main%20dishes
Main Dishes
Sweet Rice Dumpling
Sweet rice dumpling is very important for one of our festival.
On that day, almost every family make their own sweet rice
dumpling, and they can invite their friends to eat together.
How it is made is very significant. We use sweet rice, dry
mushroom, and pork meat to fill the bamboo leaves, then use
water to boil it. Sweet rice dumpling is needed for a lot of
people everyday, especially for lunch or dinner.
Oyster Pancake
This dish is one of the most creative traditional food in
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Taiwan. Fresh Oysters are the main ingredient. We can add
some eggs to cook it. The other ingredients are similar to
pancake. It also exits very often in night market. The
dressing is one of the things that make it tasty. Dressing
could be spicy or sour. It Depends on personal flavor.
Duck noodle
The family in Taiwan often make this dish in winter. And we
always serve it before you go to bed. Ginger is one of its
ingredient. That why this dish can keep our body's
temperature While it is cold in winter. Other ingredients
include duck and noodle. It also is a lot of people's flavor in
night market.
back to main page
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Eddie%20web%20page/dessert
Dessert
Buns
These traditional Taiwanese, flavored buns are simple
and individualistic, and those with meat are an
inexpensive and substantial meal. They have sustained
many people going through tough times. A handful of
these buns leave people feeling content. They're stuffed
mainly with pork, cabbage, scallion, ginger, white
pepper, sesame oil, and salt. These buns are
predominantly served for breakfast or as a snack in
Taiwan.
Sweet Rice Dumpling
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The main ingridence of sweet rice dumpling is sweet rice.
Sweet rice is sticky and hard to digest, but it is useful for
making a lot of Chinese food. We use bamboo leaves to
shape the dumpling like a pyramid, and steam it. We also
get sweet rice dumpling for main dish, but unlike the one
for dessert. The one for dessert has just sweet rice, so we
use honey for dressing. It served on certain festival, too.
Pearl Milk Tea
pearl milk tea exist in southeast Asia. It became so
popular in Taiwan since about 1995. Suddenly, all kinds
of pearl milk tea and milk tea appeared. We have large
amount of flavor, including papaya, wheat, and pudding,
etc.
back to main page
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Eddie%20web%20page/picture
Picture
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back to main page
STARS
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Eddie%20web%20page/stars
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Nari Hong -Music
*NARI'S WEB PAGE*
PUNGMUL
SAMULNORI
KAYAGUM
click on underlined letters to get more information!
Nari Hong
English Project
Mr.Wilson, Mrs.Barton
2nd Period
12/20/01
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farme’s music
MAIN PAGE | PUNGMUL | SAMULNORI | KAYAGUM
Pungmul
*What is Pungmul?
TOP
Pungmul is a grand outdoor performance of Korean folk music in which dances,
songs, and dramas are combined. It is often classified as farmers' music, as it is
believed that rhythms of Pungmul were originated from the repetitive motion of
the agricultural labor. However, one can easily find influences on Pungmul from
the native religion (Shamanistic culture), Buddhism, and military music. Pungmul
is roughly equivalent to a western musical, but has very different origins and
aims. Performing pungmul expresses wishes for a rich harvest of grain and a good
catch of fish. It also promotes realtionship and solidarity among villagers, while
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farme’s music
encouraging cooperation and a sense of identity as Koreans.
*What is origin?
TOP
Pungmul teams start their performance at a playground or a community hall and
then visit every house in the village. Each house offers food, drinks, grain, or
money. Cash donated is used for the benefit of the community. Some of the
different types of pungmul include pungmul-Nori (a street parade), deokdam
(story telling), pan-gut (main performance) and dwitpuri (finale). During dwitpuri
all spectators join in the festive dancing.
*Difference between each region
TOP
Each region and each village has a different name for pungmul. Pungmul is
classified in four categories whose melodies reflect regional characteristics.
1. Melodies sung in the Yeong-dong region-- Reflect its curtness, while those
from the Yeongnam region are powerful, refined and light.
2. The melodies of Gyeonggi and Chungcheong regions--intricate, with great
variation. Honam region melodies are divided between the "left region" and the
"right region."
-The Left region: exciting and candid and dancing movements are emphasized.
-The right region's melodies: masculine and precise in their beginning and in their
ending.
farme’s music
*When pung mul is performed?
TOP
-Pungmul may be performed when villagers gather and share drinks after harvest
in the fall or in the spring when framers transplant paddy rice and wish for a good
harvest that year. Also, pungmul is sometimes performed at annual events or on
holidays.
*What kind of instrument do you use?
TOP
For pungmul, several musical instruments are used, such as
(From left) top-Jangu (hour glass-shaped drum), Buk (small drum), bottom- sogo (kind of small drum),
Kkwaenggari ( a small gong), Jing( gong), And Teapyeongso (like a flute-main melody)
*How many players?
farme’s music
TOP
The total number of pungmul players ranges from 20 to 30 people. All players
wear gokkal (a hat made of paper flowers), and the person standing at the very
front of the group carries a big flag that bears the motto, "Farmers are the
founders of the world."
*Special features
TOP
The harmony created by percussion instruments (i.e., between iron-made
instruments such as gongs and leather-made instruments like the janggu) is
superb. Drums are the most fundamental and natural instruments of humankind;
thus, Pungmul speaks to the hearts of people. Some compare the music of
Pungmul to the sound of heartbeats, and it is said that rhythms of Pungmul take
both the listeners and players into musical ecstasy.
*Variation
TOP
Pungmul has succeeded in adapting itself to the modern culture. On one hand, it
is still played in its original/traditional forms. On the other hand, different aspects
of Pungmul are modified and updated with the changing times. A new style of
Pungmul called Samulnori, which has brought traditional, outdoor Pungmul into
concert halls, is a good example. A number of musicians are even experimenting
Pungmul with jazz, rock, or classical music in an effort to create a new music.
farme’s music
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Nari%20Web%20page/samulnori.html
SAMULNORI
What is Samulnori?
(Sitting class)
(Standing class)
Samulnori is farmer's music played on the four main musical instruments of
Pungmul: Kkwaenggari (a small gong), Jing (a larger gong), Janggu (a hourglassshaped drum) and Buk(a drum). Different aspects of Pungmul are modified and
updated with the changing times. The Korean words sa and mul mean four
objects and nori means to play. SamulNori, founded by Kim Duk Soo.A new style
of Pungmul called Samulnori, which has brought traditional. There are two
classes of Samulnori, a sitting class and a standing class. Musicians who sit
down perform the sitting class. The standing class is performed by musicians
who stand up, whirling their Sangmo (decorative tassels on a hat with a long
white piece of paper) or dance while playing the music. When Samulnori
startes, whether in a sitting-class or standing class performance, it begins with
Gosadeokdam, in which one of the players performs songs that express a wish
for happiness and long life to all members of the audience. After Gosadeokdam,
the main music begins.It starts slowly, then accelerates. The four different
instruments are played in a highly structured and harmonious fashion. Dozens
of variations on the music are possible. Percussion instruments played here are
commonly used for folk music.
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What kind of instrument do you use?
TOP
The Kkwaenggwari is a small gong. It is struck with a thin, long mallet made of
bamboo or wood which has no covering. The sounds produced are somewhat
shrill. Typically, the lead player of the small gong aims for loud and high
pitched tones while the second small gong player softens the sounds. And the
sound of Kkwaenggari represents the sound of Heaven.
Kkwaenggari
The Jing is a large gong suspended from a cord. It is held in the left hand and
struck with a mallet, the tip of which is wrapped in cloth or deerskin. The sound
of Jing represents the sound of Heaven.
Jing
The Buk, a drum, is the oldest known folk instrument and is used in a variety of
types of Korean music. It is most often placed in the ground when used but can
also be placed on the knee. And the sound of buk represents the sound of
Earth
Buk
Janggu
The Janggu, originally named buk, is the instrument of choice for cheerful
music. This is due to its flexibility and its ease of use in complex rhythms. It is a
percussion instrument with two leather covers. It can produce both extremely
low pitched sounds as well as high pitched ones. it was originally used to
accompany vocal music and is commonluy used in folk music today. And
sound of Janggu represents the sound of Earth.
How is it in the world?
TOP
They also appeared at the Percussive Arts Society Convention in Dallas and
served a residency for the Ethnomusicology Department at the University of
California at Berkeley. Internationally, SamulNori has toured Germany, Austria,
Great Britain, Sweden, Switzerland, Japan, China, Australia, and Greece where
they accompanied the Korean Olympic representatives for the lighting of the
Olympic torch in 1988. They also visited Italy where they were filmed for a
Puma sneaker commercial.
How is it developed?
TOP
Samulnori has collaborated with many highly acclaimed musicians from around
the world in a variety of styles of music ranging from jazz to pop. They have
also performed concerts with orchestras playing music written expressly for
them. They have taken part in many festivals including 'Live Under the Sky' in
Japan and Hong Kong, the Kool Jazz Festival, Peter Gabriel's WOMAD Festival,
and the Han River (Korea) International Jazz Festival.
Dux-Su Kim---the person who developed Samulnori!!!
TOP
Born in l952 in Taejun, Kim Duk Su graduated Korea Music and
Arts School in 197O and learned how to play the traditional
gong and drum from famous artist. In l959 he won the
President's Award at the National NongAk Contest and his
name was known to everyone He won again in l96l. He made
into order all the rythms and beats scattered across
different places. And learned from other traditional music
players while doing so.
With these accomplishments he went on tour to
Japan and other 50 countries and in l978
establishe "samulnori" l982 in Dallas at an
international percussion contest he awed the
audience and in l984 he performed at the
"Supercussion" festival in Tortonto and the
"World Drum Festival" in Vancouver. He made
musical appearances with top performers such as
Chic Corea, Herbie hancock, and Miles Davis.
Along with the jazz group Red Sun they recorded
their live performance to be released on CD's and
LD's. Recently he has signed up with the
recording company ECM to perform with other
jazz musicians.
TOP
MAIN PAGE | PUNGMUL |SAMULNORI | KAYAGUM
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Nari%20Web%20page/kayagum.html
KAYAGUM
What is Kayagum?
Kayagum (Fillip instrument) is one of the
most representative national
instruments of Korea. This instrument is
made of twelve silk strings
supported by twelve movable bridges.
These twelve string zithers are believed
to predate the Unified Shilla Kingdom. The
strings of Kayagum were
increased to 19 or 21 from the original 12
strings as a result of several
reforms.
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How do you play this instrument?
TOP
Performer uses three fingers of the right hand, while the index and middle fingers
of the left hand press down on the strings
to the left of the bridges. The top end of the instrument rests on the performer's
right knee as performer in a cross legged
position. Moreover, it made Kayagum express any complicated sound through the
introduction of various styles of rendition
such as Tremolo and Arpeggio, in addition to the former technique of "Rohyon"
(to produce a variety of sound by pressing
strings by the left palm.).
----Various way of playing Kayagum : solo, duet, trio. Besides, single-while
playing Kayagum by a group of 12 women started
in the difficult days of the Korean War (1950-53), a vocal solo and a group of
women who sing while playing Kayagum, and
so fourth. Grand-Kayagum, an octave lower than Kayagum, was invented, which
plays an active part as a low sound string
instrument.
Origin of Kayagum
TOP
Kayagum was created by King Kashil of the Kaya Kingdom (42-562) on the
model of the chinese zheng, can be traced back to
551 A.D. When a refugee from the state of Kaya fled to Silla and presented the
king with the kayagûm, Kaya's new
instrument. The refugee, U Ruk, was a well known composer in Kaya [1,400
years ago (6th century, AD)]. He was born in
the "Kaya Era" and distinguished himself as a talented musician and a famous
composer. He played eleven pieces of his own
composition based on Kayan folk melodies. Three Silla musicians Popchi,
Kyego, and Mandok rewrote the pieces which not
only eventually pleased the composer, but earned the praise "great music" from
the King Chinhung. This offering ensured the
survival of the instrument which was later transmitted to Japan in the form of the
koto.
Kayagum vs Japanese Koto
TOP
Kayagum is often compared with Japanese Koto, but it is quite different from
Koto in the following points;
Firstly, during play the head of Kayagum should be placed on the lap of its player
and its tail on the floor.
Secondly, the way of strumming to strings is almost the same as with Japanese
Koto. But Koto is played with artificial nails,
and Kayagum is played with bare fingers.
Two types of kayagûm
TOP
2. The sanjo kayagûm: The sanjo
kayagûm was developed around 100 to
1. The court kayagûm: The court
150 years ago with the development of
kayagûm is characterized by its
sanjo itself. The closer spacing of the
largersize and "rams horns" at the far
strings and the shorter length of the
end of the instrument. It is similar to the
sanjo kayagûm are easy to play the
kayagûm U Ruk brought to Silla.
faster passages of sanjo and
pyongch'ang.
Both instruments have 12 strings of silk stretched over 12 movable bridges. The
top end of the instrument rests on the
performer's right knee as he or she sits in a cross legged position. Sounds are
made by plucking and flicking the strings with
the fingers of the right hand while using the left hand to press down on the strings
to the left of the movable bridges.
TOP
Here is sound of Kayagum!!! Listen!!
Kayagum collection!
happygirlyang's Korean Art
Jessica Yang
making a home page basic lesson
Mr.Wilson
period 2
Dec.18.01
Our home Page
Welcome!!!^-^
●
●
Korean Paintings
Korea
Click on Korean Paintings or Korea
to get more information !
Pictures are from http://www.asia-art.net/korean_paint.html
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Mike Web page
TANZANIA
●
●
●
Culture
Religion
Land - National Park
ATHANAS MUSHI
MR.WILSON
PERIOD 1
DECEMBER ,20 200 1
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/athanas%20Web%20page/culture
Culture
The Makonde are one of the five major trives in Tanzania who originally
migrated north from Mozanmbi1ue to the southern Tanzanian hignlands. Theyare
internationly famous for their intricate carvings, based on Life, Love, Good and
Evil and which form their beliefs about the greatest art forms which originate
from Tanzania and are considered the most positive and uninhibited of all East
Africa art.
This picture above show the artist in his work.
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Dancing is a vital part of Sukuma life. The sukuma are famous throughout
Tanzania for their innvative dancing styles.Dancers continue to perform and
compete in annual competition, creating new costumes and using new and old
dances just as their ancestors did over a hundred years ago. Some suggest that
many of the current sukuma dancers started through cooperative farming groups
who traveled from farm to farm. Members assisted one another to till their own
farms and also worked as a group in exchage for money. To help pass the long
day and to maintain their energy, the workers composed songs and lifted their
hoes to their rhythm of singing and drumming. Such cooperation groups still
exist; yet Sukuma dancing is not limited to farm work.
The ethnic wealth of Tanzania's numerous tribesmakes for a diverse mosaic of
cultures within its borders, each with their own language, customs and dress.
From the distinctive reds of the Maasai Warriors herding their cattle across the
Northern plain s of Ngorongoro conservation Area, to the clicking hunter-gather
tribe of the Hadzabe near Lake Eyasi who still move from place to place in search
of food and shelter to the veiled. The picture above show the Maasai women sack
milk from the cattle.
back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/athanas%20Web%20page/%20religion
religion
Tanzania is the country which has two main religions Christianity and Muslim
this two religion are so powerfuly in Tanzania. Almost 98% of people in
Tanzania are believe in these religions.
CHRISTIANITY
Christianit was introduced into Tanzania when Roman Cathoric Franciscans
established a mission at the coastal city of Kilwa during the Portugese occupation
between 1505-1513.By late of 1840s Catholic and Protestant mission were to be
found up and down the coast. During the colonial era, the most active missionary
societies included the Africa Inland Mission.
Since indenpendence, most Chrisian denomiations have operated under the
aegisof an umbrella organiztin, the Chrstin Council of Tanzania,which was
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founded in 1934. Much Tanzania's Christian clergy is today of African origin.
ISLAM
Islam first appeared in Tanzania during the late medieval period when arabv
traders established commerdial stations in Zanzibar and along the mainland
coast.Arab slave traders suvbsequently helped spread Islamto the country's
interior. Although Muslims did notm, Kigoma, Tabora, Tanga, Kinda, and affairs
in the isl establish missinary societies, Islam gradually spread throughout
Tanzania. Today most Muslims inhabit Zanzibar and Pemba, or live in or near
Dar es Slaaands.
This is the one of muslim church which was built in 1995 at Dar es salaam. It is
the most bigger mosques in East Africa.
In some areas people in Tanzania
practice traditional religion while
others are Muslim and Christion.
Before the arrival of Arab traders,
Christian missionaries and
colonial governments, the
Sukuma had an organized form of
religion which was practiced
within the confines of the family
compound. Those who practice
traditional religion still worship
god as the supreme being and
creator of the universe. They had
several words for the creator god:
Lyuba, Liwelelo,Lubangwe and
Seba.
back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/athanas%20Web%20page/Land
Land
Mt. Kilimanjaro, the highest mountain in Africa and one fo the largest free standing mountaions in the world. It has three
parts the frst one is kibo, the second is Mawenzi and the third one is Shira.
The ower slpes with its's highly fretile soil is used by the Wachagaa people for cultivati of banana and maize. In areas not
cultivated, the bush and lowland forest vegetation still support small animals, birds and nad many wild flowers. Because th
forst zone receives much of teh rainfall, it is th richest zone with high biological diversty. It is also hom to most of the
wildlife found on the slopes of Kilimanjaro. Forest like conitions turn to moorland characterized by heath -like vegetation
and abundabt wild folwers: Lichens to the two giant like species, the lobelia and senecio which can grow up to 12 ft. The
alpine zone with semi-desert conditions are not favorable to plants besides linchens which slowly disappear on teh summit's
arctic like conditions. wildlife is vitruallly nomexistent at these conditions.
The Sukumea are known as cattle herders and most people farm the land for rice, cassava, potatoes and corn. Some also frw
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cotton as a cash crop. In rural ares, the cultivation o fthe farm, is a necessary part of daily life. During the cultivation season,
when the land is prepared for planting, the family works together to ennsure that they will harvest enoughfood for the coming
year.
These are some of boats which are using to fishing during evening.
Animal in Tanzani are very impontant
because they give money to
government for tourism and meat for
food well some of them give us milk
and skin for making shoes, clothes and
belts. The above picture is the one
examples for animals which give us all
of the stuffs I mention.
back
Kevin Kim - Korean Wrestling
Welcome to my Webpage
Hi!! You all!!
Welcome to my
webpage.
You are my best
guest and always
will be,
Thank you for
coming again
and I hope you
will enjoy my
webpage.
My webpage is
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Kevin Kim - Korean Wrestling
all about
Ssireum.
Which means
korean-wrestling.
Owner Kevin
Kim
Click on the picture to enter!
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/kevin's%20webpage/index2.htm
A
B
S
G
S
A
O
U
H
I
T
R
K
E
O
O
W
TOCOMPE
TE
L
L
E
U
R
M
Y
R
E
A
(CLiCK ON THE BANNER YOU WANT TO LOOK AROUND)
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/kevin's%20webpage/flag.htm
This is the flag of
South Korea. This
country is where I
belong. I love my
own country and I
hope you have the
same attitude as I
am. If you don't, I
wish you could
learn some things
about my country
through my
webpage.
GO BACK
History of Korea
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/kevin's%20webpage/korean%20wrestling.htm
First of all Ssireum is a contest of physical strength and
technique in which two contestants complete in direct
contact against on anothor. Simply put, it is wrestling, or a
form of wrestling found only in Korea. As
each country has sports unique to its own culture, such as the
United States having its own style of
rugby called football, Korea has its own style of wrestling
called Ssireum.
1.In the beginning, Ssireum was practiced as combat for selfdefense against attacks and a part of
rituals carried on from the ancient tribal states. With the
advancement of civilization the formation
of specific rules governed the combat and allowed Ssireum
to develop into a major national sports for
physical competition and entertainment.
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2. According to the literature, the contest of Ssireum was
called various other names such as Gakjo,
Gakhi, Sangbak, Jaenggyo, Gakgi, with each naem
explaining how the methods of conducting Ssireum have
been developed. Gak, a commonly used prefix in the
foregoing names seems to have originated from the
combative act names seems to have originated from the
combative act performed by horned animals such as
oxen when competing each other for the superiority of
physical strength.
3.Ssireum is not a sport which is restricted to a few athletes
only but is an indigenous folk sport that
anyone. Whether a participant or a spectator, can enjoy. Long
time ago, our ancestors held Ssireum
contests as an annual sports event on Dano Day (Which falls
on May 5 by Lunar Calendar), Jungwonjol
(which falls on July 15 by Lunar Calendar), Chusok (Korean
version of Thanksgiving day which falls on
Mid-August by Lunar Calendar) and Daeborum (which falls
on January 15 by Lunar Calendar).
Traditionally, the champion of these contests wqs awarded
an ox as the first place "trophy". Most
probably, this tradition is attributed to the fact that most of
the Ssireum participants were peasants
and agriculture was the dominant industry at that the time. Of
course, it is believed that the ox was
an appropriate in that it encouraged the winner to do farming
even more strenuously.
Previous Page
Comic Flash
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There are few things you need to learn how to compete
with the opponent.
Insa (Saluting)
The wrestlers stand two meters apart facing each other with arms at their
sides and feet together. While watching the opponent's eyes the wrestlers
bend at the waist, moving the upper half of body to a 30 degree angle from
the ground. The salutation begins and ends all Syrum(Ssireum) competition,
be it practice sessions or formal competition.
Baro Japki (The starting position)
Participants kneel facing each other and each participant grasps his
opponent's sash. The right hand grips the belt at the opponent's waist. The
left hand runs through the belt at the outside of the leg. Both hand grips are
such that the thumb is inside the belt with fingers wrapping the outside with
palms down. as if gripping a bar.Both participant bend at the waist keeping
the back straight. The head will rest at opponents right side. The right foot is
forward between opponent's leg with slight bend at knee and supports ¡§¡À
of the body weight. Feet are shoulder width apart.
Type of Competition
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Syrum(Ssireum) participants compete as either professionals or as amateur
wrestlers. At the amateur level competition occurs at the city. province and
national level. The amateur level emphasizes team competition but does have
individual advancement and grand champion competition. Professional
competition is held at the national level only. This level emphasizes the
individual advancement and the grand championship. The professionals are
typically post-college age and previously competed at the amateur level.
During tournament competition individual champions are determined for
each weight class. The competitor who advances by winning each match
through the final match is the champion for his weight division. Two or three
times wrestlers regardless of weight. This is to determine the champion of
the champions. The grand champion is recognized as a true hero of Korea.
Previous Page
Next Page
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I HOPE YOU HAD A GREAT TIME!!!
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Previous Page
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/Charleyindex.html
Welcome to Charley's
"Tae Kwon do" page
click here to enter
This web page is referenced from http://www.ustu.com/,http://www.barrel.net/
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/Charleyindex.html [5/12/2003 12:26:53 PM]
yangdie-Home Page
Tae Kwon Do
Tae kwon do, or the "foot hand way," derives from ancient Korean combat styles,
and
began to evolve into its modern form when the Korean government encouraged
its development
following the nation's liberation at the close of World War II. (This is why your
instructor will probably
hang a Korean flag over your training floor - not because he has mistaken
Chicago for Seoul.)
Developed originally for the purposes of self-defense, Tae kwon do has further
gained renown as a
competitive sport, and in the past ten years has become a medal-status Olympic
event.
Tae kwon do emphasizes impressive high kicks while including hand techniques
in
its arsenal. It therefore promotes cardiovascular fitness, flexibility and muscle
strength, with an
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yangdie-Home Page
emphasis on the lower body.
Introduction/
History/ Ranks and Belts/
Tenets of TKD/ Self defence/
Gallery/
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/introduction.html
Inroduction
Welcome to Charley's TKD page~!!
This website is about Tae Kown Do;the Korean martial art.
I will show you the histiry, ranks, tenets of TKD, self defence, and gallery.
Objectives of Tae kwon
do
1.to develop an appreciation for
Taekwondo as a sport and as an art
2.to achieve physical fitness through
positive participation
3.to improve mental discipline and
emotional equanimity
4.to learn self-defense skills
5.to develop a sense of responsibility
for one self and others.
Taekwondo is a modern martial art with Korean
origin. It was developed as a self-defence system
characterized by extremely high kicks. All
Taekwondo techniques and movements are
worked out according to the bio-mechanical
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principles of human limbs - to be used most
effectively. "Tae" in Korean means "a kick, a
jump", "Kwon" - "a fist, a punch", and "Do" - "an
art, a way". So, Taekwondo is "The art of the kick
and the punch", but Taekwondo means also "the
way" to physical and moral self-perfection. In the
process of practising Taekwondo man finds out
that it is a way of living as well. That refers to
more of the martial arts, too.
In Taekwondo except the kicks (which are really
the prime part of the system) are studied also
punches, hand blocks, catches, throwings. In its
program are included, of course, basic technique
knowledge, sparring, forms (patterns), selfdefence and others.
Taekwondo is an extremely attractive sport with
impressive kicks. That's why it becomesmore and
more popular. Now there are more than 30 million
practitioners registered officially in WTF. After its
demonstrative participation in the Olympic
Games in 1988 in Seoul and 1992 in Barcelona,
Taekwondo WTF has become an olympic sport
included in the 2000 Sydney Summer Olympic
Games.
history/ ranks/ tenets of TKD/ self defence/ gallery/ home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/history.htm
History of Tae Kwon Do
TaeKwonDo originated in Korea and is a system of
unarmed self-defense Techniques. In layman's
terms; TaeKwonDo is a Martial Arts form. The
interpretation and teaching of TaeKwonDo
encompass a wide variety of offensive and
defensive techniques. The practice of TaeKwonDo
includes the use of all parts of the hand and arm
as well as all parts of the foot and leg. During
training, special careful attention is paid to
ensure the gradual and equal development of
every part of body. TaeKwonDo is an unequalled
method of self defense. The techniques of
TaeKwonDo have evolved for centuries in order to
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reach their present development that will generate
greater speed and power than the original
technique. Approximately 1,300 years ago, during
the 6th century A.D., the Korean peninsula was
divided into three kingdoms:Silla, Koguryo and
Baek Je. Silla, the smallest of these three
kingdoms, was constantly under invasion and
harassment by its two more powerful northern
and western neighbors. During the reign of Chin
Heung, twenty-fourth king of Silla, the young
aristocrats and warrior class formed an elite
officer corps called Hwa Rang-Do. This warrior
corps, in addition to the ordinary training in
spear, bow, sword and hook, also trained
themselves by practicing mental and physical
discipline, in various forms of hand and foot
fighting (Soo Bak and Tae Kyon). To harden their
bodies, they climbed rugged mountains, swam the
turbulent rivers in the coldest months, and drove
themselves unmercifully to prepare for the task of
defending their homeland. To guide themselves
and give purpose to their knighthood, they
incorporated a five point code of conduct set forth
by their countries greatest monk and scholar,
Wan Kany:
TAE - this syllable stands for all foot techniques
to include blocks, jumps, strikes and thrusts.
Every possible usage of the leg is included in
"TAE".
KWON - is the Korean word for Fist. It represents
all blows, strikes, or thrusts with the Hand. The
offensive absorption or blocks with the hand and
arm are also "KWON".
DO - the "Way or Path" is a some what sparing
translation. The Way or Path is the same as that
mentioned in the fundamental Philosophy of other
Asian Martial Arts forms. "DO" is the most
integral part of all. It is an intrinsic spiritual
awareness and perceptiveness that should be
integrated into ones' way of life. "Do" represents
all the things which lead to maturing, to success
and to learning experiences, also outside of the
realm of sport.
introduction/ ranks/ tenets of TKD/ self defence/ gallery/
home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/ranks.html
Ranks and Belts
White, representing the innocence of the beginner.
Yellow, representing the Earth from which the plant sprouts as
Tae Kwon-Do skill develops under the heat of the sun.
Green, signifying the plant's growth and development.
Blue, representing the Heavens toward which the maturing
plant grows.
Red, warning the student to master self-control, and opponents
to stay away.
Black stripe, middle of red and black.
Black, the opposite of white, signifying maturity and proficiency
in Tae Kwon-Do. It indicates the wearer's imperviousness to
darkness and fear.
introduction/ history/ tenets of TKD/ self defence/ gallery/
home
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/spirit%20of%20tae%20kwon%20do.htm
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Spirit of Hwa Rang-Do
The seven Tenets
of Tae Kwon do
1. courtesy
1) be loyal to your king;
2) be obedient to your
parents;
2. Integrity
3. Perseverance
4. Self-control
5. Indomoitable Spirit
6. Community Service
3) be honorable to your
friends;
4) never retreat in battle;
and
5) make a just kill.
7. Love
The Hwa Rang-Do became known for their
courage and skill in battle, gaining respect from
even their bitterest foes. The strength derived
from their observance of their code and enabled
them to attain feats of valor that became
legendary. Many of these brave, young warriors
died on fields of battle in the threshold of their
youth. Through their feats, they inspired the
people of Silla to rise and unite, and from their
victories, the Korean Peninsula became united for
the first time in history. During the period of Hwa
Rang-Do, the original primitive art of foot fighting
called Soo Bak ( Soo bak Soo Bak Gii - sparing)
was popular among the common people. The
warriors of Hwa Rang-Do added a new dimension
to this national art of foot fighting by gearing it to
a combative art and infusing the principles of the
Hwa Rang-Do. The new mental concept, as well as
physical, elevated foot fighting to an art and
became Soo Bak-Gi. The Koguryo dynasty marked
a flowering of the martial arts. But during the civil
enlightenment, the following dynasties acquired
an anti- military posture, and anything military
was debased. By the end of the Yi dynasty, the
martial arts appeared to have ceased existing. The
final blow came with the Japanese occupation
(1909-1945) when it was forbidden to practice any
of the martial arts. Tae Kyon was secretly
practiced and passed on to a handful of students.
With the liberation of Korea in 1945, the new
Republic of Korea Armed Forces was organize At
this time, Choi Hi, an officer in this army, began
teaching his martial art to some of his soldiers,
and within a few years it became one of the
cornerstones of training. In April 1955,
TaeKwonDo was chosen as the new name of the
national martial art by a board of instructors,
historians and other prominent persons. The
name was selected for its apt description of the
art: Tae (foot), Kwon (fist), Do (art). Not only did
this new name bear a close similarity to the
ancient name of Tae Kyon, but the name gave a
new sense of nationalism to the art. After 1,300
years, a Korean martial art has reached full
maturity, and has spread from a small band of
aristocratic warriors to practitioners in more than
sixty countries with millions of students. The
combination of the old classical techniques and
new modifications has resulted in a form of selfdefense and mental conditioning unrivaled in the
modern world. Literally, Taekwon-Do means "The
Way or Path of the Foot and Hand". Word for
word.
introduction/ history/ ranks/ self defence/ gallery/ home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/self%20defence.htm
Self Defence(Hosinsul)
Hosinsul is one of the four principles of
taekwondo. Although taekwondo is a "self
defence" sport in itself, it focusses on hand
spinning kicks which are not very suitable for real
life (street) application. Hosinsul is a mixture of
all kinds of techniques, including grappling/locks
as well as depending against armed attackers etc.
Self defence is something that cannot be practised
alone. You will need a partner that has equal
strength. You will learn how to react (and how not
to react), proper freeing techniques, locks and
strangling techniques.
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introduction/ history/ ranks/ tenets of TKD/ gallery/
home
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/gallery.html
~Gallery~
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Charley's%20Webpage/gallery.html
These pictures are from http://www.kingston.ac.uk/~k959294/tkd/pics.htm, and
http://www.sos.mtu.edu/husky/pics.htm.
introduction/ history/ ranks/ tenets of TKD/ self defence/
home
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Peter's%20Web%20Page/Images/Peter_index.html
Han-bok ;
Korean Apperal
copyrights@2002 Peter Kang
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Fabulous Peter's Homepage
Peter Kang
Making a Home Page About Our Culture
David Andrew Wilson
2pd
12-10-01
Han-Bok (Korean apparel)
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Fabulous Peter's Homepage
After I made this web page...
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The Korean costume is called hanbok. It is
characterized by simple lines and no
pockets. The women's han-bok comprises a
wrap skirt and a bolero-like jacket, and the
men's, baggy pants bound at the ankles and
a short jacket. Hanbok are worn by Koreans
of all ages, particularly on traditional
holidays and when attending social affairs
having a Korean overtone. Some of the
basic elements of today's hanbok, namely
the chogori (jacket) and paji (pants), were
probably worn at a very early date, but it
was not until the Three Kingdoms period
(57 B.C.-A.D.668) that the two-piece
costume of today began to evolve. Short,
tight trousers and tight, waist-length
jackets were worn by both men and women
during the early part of the period as
evidenced by ancient tomb paintings.
Toward the end of the Three Kingdoms
period, T¡¯ang China introduced Koreans to
silk mandarin robes and they were adopted
for wear by royalty and officials.
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Noblewomen began to wear full-length skirt-trousers and widesleeved, hip-length jackets belted at the waist and noblemen
began to wear baggy trousers bound in at the ankles and a
narrow, tunic-style jacket cuffed at the wrists and belted at
the waist.
In the late thirteenth century Koryo, the kingdom that ruled
Korea from 918-1392, became a vassal state of Mongolia
during the Mongol Chinese Yuan Dynasty. Its twenty-fifth
ruler, Ch¡¯ungnyol-wang (r.1274-1308), took as his wife a
princess from the court of Kubla Khan and began dressing in
Mongol fashion. It is said that within three years of his
ascendance to the throne, every official in the Koryo court
had shaved his head except for a patch of hair in the middle
and had adopted the dress of
the Mongolian plains people. During the
short time Koryo was a Mongol vassal,
three kings were born to Korean-Mongolian
queens, which had quite an effect on the
social and fashion trends of the times. The
chima (skirt) was shortened as was the
chogori (vest), which was hiked up above
the waist and tied at the chest with a long,
wide ribbon instead of belted and the
sleeves were curved slightly. The upper
classes wore hanbok of closely woven ramie
cloth or other high-grade lightweight
materials in warm weather and of plain and
patterned silks the rest of the tear.
Commoners were restricted by law as well
as resources to cotton at best. The upper
classes wore a variety of colors, though
bright colors were generally worn by
children and young girls and subdued colors
by middle-aged men and women. Commoners
were restricted by law to everyday clothes
of white, but for special occasions they
wore dull shades of pale pink, light green,
gray and charcoal.
Both males and females wore their hair in a long pigtail until
they were married, at which time the hair was knotted-the
men's in a sangti-u (topknot) on the top of the head and the
women's in a ball just above the nape of the neck. A long pin,
or pinyo, was thrusted through the knotted hair of the woman
as both a fastener and a decoration. The material and length
of the pinyo varied according to the wearers' class and
status. Headwear for men varied according to class and
status.
Home | Kinds | How to put on | When to put on | Gallery
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Kinds of Dress
Clothes for men
Men's everyday clothes are composed of Chogori
and Paji. In autumn, they wore the Chogori and Paji
made of two layers of silk, and in summer, one-layer
clothes made of the ramie fabric. In the winter
season, people put some cotton between two layers
of silk to keep their bodies warm. When they went
out or had to behave with decorum, they wore the
coat called Doo-roo-ma-ki. Clothes for women.
Female's everyday clothes consist of Chogori and
Chima. They wore two-layered silk Chogori in spring
and autumn, one-layer ramie Chogory in summer, and
quilted or cotton Chogori in winter. There are two
kinds of Chima; one is a long skirt of which the back
is open, and the other is a short skirt called Tonghttp://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Peter's%20Web%20Page/Images/kinds.html (1 of 3) [5/12/2003 12:27:06 PM]
chima. They wore a vest to protect against the cold.
When they went out , they also wore a coat.
Clothes for women
Female's everyday clothes consist of Chogori and
Chima. They wore two-layered silk Chogori in spring
and autumn, one-layer ramie Chogory in summer, and
quilted or cotton Chogori in winter. There are two
kinds of Chima; one is a long skirt of which the back
is open, and the other is a short called Tong-chima.
They wore a vest to protect against the cold. When
they went out , they also wore a coat.
Clothes for children
Male children wore Chogori and Paji and female
children wore Chogori and Chima. When a baby was
born it was dressed in the clothes made of soft
cotton fabric. Until babies were four years old, they
were dressed in Chogori and Paji, irrespective of
sex. Male children around 5-6years old wore the
various colored coat and older children wore the
light green or light purple coat. Female children
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around 5-6years old wore the colorful Chogori and
red Chima.
Home | About Han-bok| How to put on | When to put
on | Gallery
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Order of putting on women's Han-bok
1. Put on a short inside-pant and then put on a long inside-pant
2. put on a inside-skirt. If it is a skirt for parties, put on a "Moo-ji-gi" then which
is a type of skirt
3. put on a skirt, "Chi'ma"
4. put on "Sok-jeok-sam"
5. put on "Bu-sun" which are Korean socks
6. put on a blouse namde "cho-go-ri" then tie a inside-gorum and out-side gorum
7. set your skirt so the socks are not shown
8. when its cold out side, wear "too-roo-ma-gi" which is a women's jacket
Order of putting on men's Han-bok
1. put on underwear
2. when put on paji which is a pant, fold the wrinkle right to left so you can
3. put on cho-go-ri which is a blouse
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4. put on bu-sun which are socks then tie "denim"
5. put on a vest. Make sure to set the nest so cho-go-ri is not shown
6. put on Ma-go-ja which is like a jacket. Put the sleeve of cho-go-ri in the sleev
of Ma-go-ja
7. put on a doo-roo-ma-gi which is a long coat, if neccessary
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Order of how to tie your gorum
1. hold a right gorum with your left hand and hold a left gorum with your right hand
2. tie your right gorum with your left hand
3. make a loop with gorum
4.as you pull right gorum, make a proper ribbon
5. finally, set your gorum so that it looks good
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Order of how to tie your ankle
1. touch sol-gi to the outside of your ankle
2. then touch the edge of it to the outside of your ankle also
3. roll the denim around your ankle twice then tie it
4. make a ribbon
5. set the edge of your pant so that it looks nice
Home | About Han-bok | Kinds | When to put on |
Gallery
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We wore Han-bok on everyday long tome ago, but nowadays we
wear it on some special days which are :
SEOL
DAEBORUM
HAN-SHIK
CHU-SUK
* All of the information and pictures of "When to put on" are from http://www.clickasia.co.kr
Home | About Han-bok | Kinds | How to put on |
Gallery
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Peter's%20Web%20Page/Images/gallery.html
●
Millennium Style
●
Fashion Show
●
Women's
●
Men's
●
Children's
●
12 Jang-Bok
●
Funeral
●
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Peter's%20Web%20Page/Images/gallery.html
Wedding
●
Public Officers'
●
Production
*Pictures are from http://korea.insights.co.kr
Home | About Han-bok | Kinds | How to put on |
When to put on
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Peter's%20Web%20Page/Images/After.html
After I made this web
page...
At first, I was really worried how i was going to
make my own web site, because I have never
made any web page or this kind of things. Also, I
had no clue what I was going to choose for the
subject of my web site and how I was going to
do.
As I was making this web page, I learned so
much things that even I did not know before.
I learned how we make sites and decorate each
pages. With "Claris Home Page", it was not very
hard to make my page. Putting background,
inserting images and write my own text on my
pages are the skills I leanred in this project.
I learned also lots of things about my culture,
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Peter's%20Web%20Page/Images/After.html
especailly about the clothes of my culture. As I
searched all the information about Han-bok, I
knew that there were many kinds of Han-bok and
there were some special methods to put on it.
And I found many pictures of Han-bok that I
have never seen in my life.
As I siad, after I did this project, I learned a
lots of stuff. I think, next year students should
do this project.
<-BACK
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Nadya's home page
Nadya Sachinskaia
Mr Wilson-pd.2 12/18/01
Belarussian Architecture
history
Minsk
Belarus
pictures
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Nadya's home page
Beautiful creations of
Belarussians.
History of
constructions.
And pictures of
interesting
monumental
buildings.
Nadya's home page
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Nadya%20web%20page/history.html
Brief History of Architecture
In the early Middle Ages, the first cities started to appear.
They were built on banks of rivers and thus, became major
trade centers. The most ancient city in Belarus, Polotsk, is
located on the banks of the Western Dvina river. It was the
most important and biggest principality in Belarus in the
Middle Ages. There, in the 10th century, after adoption of
Christianity, the first Orthodox Cathedral was erected. The
Cathedral was built by using Byzantine sample and the event
laid the beginning of Belarussian monumental architecture.
The first known Eastern Slavic architect, monk Joanne, was
originally from Polotsk. There, in the 12th century, he
constructed a cathedral, an outstanding achievement of local
school of architecture.
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St.Sofia Cathedral
In the 13th century, the Great Lithuanian Principality was
formed (the union between Belarus and Lithuania). Belarus
was a center of the new State. One of the reasons to join the
two countries together was a defense. There was a threat
from the East (Tatar-Mongolian invasion) and West
(expansion of the Teutonic Knightsí Order). Those
conditions were reflected on the architecture. Great castles
of princes and tycoons were erected. They had powerful
walls and towers made of pebbles and bricks. Ditches filled
with water usually surrounded such castles. The examples of
the defense architecture of that time were the Donjon tower
in Kamenets, castles in Mir, Nesviz, Grodno, and Lida
towns, which survived till present days.
Castle Coplex in Nesviz
Donjon tower
During the 16th century many changes occurred in the
architecture. First Catholic constructions happened.
Churches were built in Gothic style. Later, European
Reformation movement and fight between Catholics and
Protestants influenced on Belarussian architecture. Of
numerous Protestant directions Calvinism left a special trace
in architecture of Belarus.
In 1569, Belarus entered one of the largest feudal States of
Europe, Rzecz Pospolita. At that time, a new architectural
style of Baroque appeared. The first work of that style was a
Roman-Catholic Church in the town of Nesviz. It
stimulated the further constructions in Baroque style, such as
Roman-Catholic Churches in Grodno and Glubokoe.
In the 18th century, Belarus flourished with combination of
different architectural elements. There were Catholic
temples, Baroque churches. The Uniat and Orthodox
churches were mainly built of wood and were the
embodiments of the best traditions of folk carpentry.
At the end of the 18th, the Rzecz Pospolita was divided into
three parts. Belarus became a part of the Russian Empire.
The direction of architecture under a new rule was radically
changed. An architectural planning followed Classicism,
submitted the fashion of antiquity. Palaces with landscape
parks surrounded them were built. Catholic temples were
mostly closed and rebuilt into Orthodox churches.
St.Mary Magdalene Church
From the beginning of the 20th century, the elements of the
modernist style and Constructivism dominated in Belarussian
architecture. Buildings of National Library, Government
House, and Opera and Ballet Theatre in the capital of
Belarus, the city of Minsk, were constructed. The 20th
century, the time of two World Wars and a proletarian
revolution, caused a disastrous damage to cultural heritage of
Belarus. The center of Minsk was almost completely
destroyed during the World War II. After that devastating
war, our nation was working as hard as it could to recover
the architectural wealth inherited from the ancestors.
Independence Square
Ballet and Opera theatre
Home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Nadya%20web%20page/minsk.html
Minsk
Troetskoye Predmestye
Minsk is the capital of the Republic of Belarus. It was 930
years old in 1997. First time, Minsk was mentioned in the
History of Bygone Years chronicle in Polotsk Principality
associated with feudal battle on the river of Nemiga in 1067.
In the present days, Minsk is a flourishing city. It is an
economical, cultural, and geographic center of Belarus.
Minsk is also the exact geographic center of Europe.
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Nadya%20web%20page/minsk.html (1 of 5) [5/12/2003 12:27:13 PM]
Our capital is a really beautiful city with its well-planned
streets, squares, and avenues, parks and gardens, historical
monuments, and buildings.
post office
Unfortunately, many architectural structures were destroyed
during the wars occurred on the territory of Belarus. Even
though, some of them were reconstructed.
The central area of Minsk was erected started since the 16th
century. Here, Cathedral Square, men's and women's St.
Bernard and St. Basil Monasteries, and Catholic Church were
built. All of the monuments listed above have survived.
The biggest central avenue of Minsk is called Francisk
Skorina Avenue. It was named so in honor of the person who
printed the first book in Belarus. This avenue passes through
almost the whole city and links the highway to Moscow with
Warsaw road. Skorina Avenue goes though the vastest
squares of Minsk ñ Independence and Victory Squares. The
Victory Square is very symbolic and it commemorates about
the victory in World War II. It has everlasting fire and
monument in the middle. There is Belorussian State
University and the House of Government located in the
Square of Independence.
Victory square
During World War II, 80 percent of the central part of Minsk
was ruined or burnt. However, some of the structures
survived and were successfully renovated. One of them is
Troetskoe Predmestye. It is a very ancient part of the city
that shows a view of Minsk back to the old times.
The city's second largest avenue is Masherov Avenue. It is
probably one of the busiest parts of modern Minsk. There
are a lot of offices, hotels, as well as monuments. The House
of Trade Unions and Central Design Institute were built
there. Masherov Avenue is situated on the bank of Svisloch
river, thus it is very beautiful.
Masherov Avenue
Minsk has two entertainment parks, Botanical Gardens,
many museums, movies and six professional theatres in it.
One of the most famous and popular theaters is the National
Opera and Ballet Theater. It is situated in the center of
Minsk near the United States embassy.
Catholic Church
Minsk has many beautiful churches that kept their
architectural spirit from the old ages.
Minsk could maintain and combine architectural styles of
different times and thus, become very beautiful and cosy.
Home
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Brest Fortress
Mir Castle
Polotsk
Home
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Brest Fortress
Main Entrance
The Brest Fortress was built in the middle of the 19th
century, on the place where a
town of Brest-Litovsk located. It was erected on the islands
formed by two rivers
the Muhavets and Western Bug. The situation of the fortress
was really important.
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In the 19th century, Belarus belonged to the Russian empire
and Brest-Litovsk was
on the very West of it. Thus, the construction of the Brest
Fortress was an essential
military and strategic site. The leading engineers were K.
Oppermann, A. Feldman,
and Maletski.
obelisk
main monument
The Fortress consisted of four fortifications. The one in the
center was called
Citadel. It was the main defense fortification. Citadelís
length was equal to 1.8 km
and it walls were about 2 meters width. It had 500
casemates, so that around 12
thousand people could stay there. In the center of Citadel,
there was Saint Nicolas
Church planed by an architect D. Grimm. The main
fortification was linked with
the other with gates and bridges.
The three fortifications were called Terespolski (western),
Volynski (southern), and
Kobrinski (northern). Also some of the buildings of BrestLitovsk were
reconstructed for uses of the huge garrison. By that time the
total area of the four
fortifications was 4.2 km2 and the length of the fortification
line was 6.4 km.
A little later 10 forts were erected to reinforce the fortress.
As a result, the
defense line was equal to 30 km. However, the fortressí
constructions were not
finished before the World War I. In 1915, Russian army
evacuated the fortress and
blew up some of the fortifications in order to prevent
encirclement.
Holmsk Gates
St. Nikolas Church
The historical Treaty of Brest was signed in the Citadel's
White Palace on March
1918, where Soviet Union was on the one side and Germany,
Austro-Hungary,
Turkey, and Bulgaria on the other.
In 1921, the Treaty of Riga occurred. Since then and up to
1939, the city of Brest
came over to Poland. The polish garrison of the Brest
fortress, headed by general
K.Plisowski, was fighting with the fascist invaders in 1939,
at the beginning of the
World War II. However, they left the fortress being unable
to keep it. Next day,
the 76th Infantry Regiment of Colonel Gollnic arrived. The
Red Army was there a
little later. On July 22nd of 1941, the fortressí garrison was
the first one who
repulsed the attack of the fascist invaders.
monument
Previous Home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Nadya%20web%20page/mir%20castle.html
Mir Castle
Mir Castle is a special monument of Belarussian architecture.
It
was built by Duke Ilinich in the early 16th century in the
Grodno
Region, near the village of Mir. It replaced a wooden feudal
farmstead, which existed there in the 15th century. Mir
Castle is a
square building with a tower at each corner. A fifth tower has
a
rawbridge and a forged grille chersa which would have
urgently
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impeded a sudden attack.
Old Mir
The castle was created to be well adapted for gunshot
defense. Its
walls have two rows of loop-holes, and its towers were
intended
or heavy cannon shooting from them. The huge size of the
castle is
due to its towers that extend beyond the wall. All of them
have the
same structure, but they are each decorated in a different
way,
which shows all of the beauty of the castle. It was built in
Gothic
style, using brick and mortar.
tower-gate
southern wall
with combat gallery
In 1568 the Mir Castle was owned by the Radziwil family,
which
completed its construction in a Renaissance spirit. A threestoried
palace was built along the eastern and northern walls. Its
facades
were decorated with balconies, porches, and lime-stone
doorways.
The arheological diggings showed that the owners had
decorated
the palace with different geometrical on glazed tiles. An
Italian
garden grew near the northern wall and there was an artificial
lake near the southern one.
Tower
Mir inside
Mir Castle survived till the present days, even though it was
destructed during the wars. Fortunately, it is being
reconstructed
is now. This monumental building is under UNESCO's
auspices.
Previous Home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Nadya%20web%20page/Polotsk.html
Polotsk
According to Scandinavian legends, Polotsk is the most
ancient city in Belarus and one of the oldest ones in Eastern
Europe. It was mentioned in the chronicles of 862 for the
first time. Situated on the banks ofWestern Dvina river,
Polotsk was an important trade center. Later, it became a
heart of the powerful Slavic state, Polotsk Principality, lasted
from the 9th to the 12th century.
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St. Sofia Cathedral
Polotsk Principality reached the greatest prosperity at the
time when a Grand Duke Vseslav Magician was ruling (10441101). He ordered to erect a temple in honor of Saint Sofia.
Similar cathedrals had already been built in Novgorod and
Kiev.
St. Sofia Cathedral was the first stone-built temple in
Belarus. It was constructed on the basis of Byzantine
traditions. The Cathedral's width was about 1.5-2.5 meters
and it almost conformed to the thickness of the walls.
The Greek word "Sofia" means wisdom or skill. St. Sofia
Cathedral became a national symbol of people living at that
time. It represented the independence of Polotsk Principality
and its traditional architecture and culture in general. The
Cathedral also helped to christianize many residents of the
state.
Polotsk Monastary
St. Sofia Cathedral has been reconstructed several times. In
the 15th century, it was converted to a cathedral-fortress.
During the 18th century, the style of Baroque reflected on the
temple's appearance.
Now, St. Sofia Cathedral is a museum exhibit. Also concerts
of organ music are held there.
Previous Home
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Gallery of Pictures
Chapel in Gomel
Memorial Chapel in Liasnaia
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Nikolas Wooden Church
Simeon Church in Kamenets
Fountain in the Park of Minsk
St. Mary Magdalene Church (Minsk)
Turec-Pacrovskaya Church
Home
yulong's webpage
Steve's web
family
page
Click on FamilyFriends or interests to get more information!!!
Ice Lantern Art culture
friends
Chinese Lanterns in Snow and Ice
interests
Have you thought about the
culture of ice?In our country,
we use sculpture ice to make
it to any building what you
seen in real life.It's beautiful,
fancy,because of the certain
condition,make it just available
to exist in the north part of china,
Student
links:
Eddie
Enter
Thomas
kalin
Here is an article about the culture of snow and ice
thanh
Ice
carving1(pictures are not available)
ahmen
daisuke
Ice carving 2
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yulong's webpage
Steven Yang
culture of ice and snow Mr.Wilson
period 2
12/17/01
copyright 2001
Authorized by Yulong
yulong's webpage
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/images/pic6big
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/images/pic6big [5/12/2003 12:27:22 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/family/family.html
●
Hi,my name is Yulong Yang,I'm from people's republic of china,i used to live in harbin
city,later,i will show you the exact position of my city on a map,In my family,there are there
members includs me,my father and my mother.
See?The red circle there?that is where i used to live!
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/family/family.html [5/12/2003 12:27:23 PM]
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copyright (c) 1997-2002 harbin info. port all rightsreserved.
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------Ê¡ÄÚµ¼º½------
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/friends/friends.html
All my good friends are in china now, I miss them so much, I want to hangout with them sometime as
soon as I come back to my country, best wishes to my friends,their name are:shiran, jiaqi...,
back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/friends/friends.html [5/12/2003 12:27:33 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/interests/interests.html
My interes are
traveling,playing
computer,guitar and
harmonica
back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/interests/interests.html [5/12/2003 12:27:34 PM]
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/article
The northern Chinese city of Harbin is often called the "Ice City" and is a
modern metropolis of 2.6 million people. Located along the Russian-Chinese
border, the city's culture is a rich and diverse mixture of many ethnic
minorities from across Asia and other neighbouring countries. Many Russian
refugees who fled the Revolution in 1917 also call Harbin their home. The
construction of the Chinese Eastern Railway helped to industrialise the city,
making it the number one manufacturing location in North-eastern China.
Harbin is also a major center for many kinds of processing facilities for such
commodities as soy beans, sugar beets, leather and tobacco. More
technologically directed factories produce electric power turbines and
generators, plastics and equipment for oil field exploration and drilling. Why
then, is Harbin's most famous claim to fame its yearly Ice-Snow Festival?
The Harbin Ice-Snow Festival is held at Zhaolin Park and lasts from New
Year's Day until the middle of February. Thesedays, however, it's not just the
local citizens putting their carved lanterns on display. The International Ice
Carving Contest attracts talented ice sculptors from all over the world, either
working alone or in a team. Using chainsaws and other special ice carving
tools, they turn hundreds of cold blocks of ice cut from the Songhua river into
semi-transparent masterpieces of many different shapes, sizes and themes.
Some of the more recent designs have been political figures, television and
movie legends, comic book heroes, fairytale characters and their glittering
castles, groupings of animals and plants, reproductions of an artist's favorite
science fiction story and even recognisable landmarks like Japanese pagodas,
the Great Wall of China and the Taj Mahal.
During daylight hours these intricate ice carvings are quite breathtaking. After
dark they're simply spectacular. Thousands of feet of neon lights are rigged
inside each of the carvings and once lit, the icy creations turn Zhaolin Park
into a surreal and dazzling landscape. Thousands of people travel to Harbin to
either take part in or attend the Ice-Snow Festival.
To celebrate the year 2000 the city of Harbin decided to go all out and construct
China's tallest ice building at 11 stories high and covering an area of 1200
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metres. It was dubbed "The Century Bell Tower" and workers used 4000 cubic
metres of ice blocks to build it. Two electronic bells were installed at the top of
the tower in time to ring in the new century. Organisers of Harbin's
millennium events were confident their tower would remain standing until the
conclusion of the year 2000 Ice-Snow Festival.
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Ice carvin' in Harbin, China
.WAF<÷K†‡„`uç±•ÈB¨ñD›
Air Force News
Released: 20 Jan 2000
by Master Sgt. Val Gempis
Air Force Print News
HARBIN, China -- With the temperature close to 30 degrees, Master Sgt. Scott Reekie and Master
Sgt. Bob Englehardt were busy chiseling and
hacking away at a huge block of snow, when they
heard a child's voice in broken English call out,
"Can I have a photo?"
Both airmen, who were on top of a 13-foot high, 10foot wide, 10-foot thick block of snow, looked
down and saw a smiling Chinese child gleefully
staring at them. Putting away their chisels and
saws, both happily obliged as several more
giggling children and adults quickly gathered
around the Americans to pose for photographs.
Air Force News Photo
Master Sgt. Scott Reekie (left), first sergeant of the
374th Transportation Squadron, and Master Sgt. Bob
Englehardt, a 5th Air Force structural craftsman, both
from Yokota, Air Base, Japan, apply finishing touches
on their ice carving sculpture during the annual Ice and
Snow Festival in Harbin, China. Their work, titled, "The
Ever Expanding Circle of Humanity," drew praise from
the judges. (Photo by Master Sgt. Val Gempis)
Air Force News Photo
One of numerous snow sculptures at the annual Ice and
Snow Festival at Harbin, China. A team from Yokota
Air Base, Japan, represented the U.S. in ice carving
competition there. (Photo by Master Sgt. Val Gempis)
Like veteran Hollywood entertainers, they joked,
laughed and shook hands with the crowd. They
brought on more smiles from the kids when they
handed out souvenir pins during Harbin's 14th
annual Ice Lantern Festival. The pair, from Yokota
Air Base, Japan, represented the U.S. during the ice
sculpture competitions here.
Harbin is located in northeast China with a population of more than 9 million people and an area of
56,579 square kilometers. It's the cradle of Chinese snow and ice art, and the Harbin Ice Lantern
Festival is well known internationally.
"It's so fantastic to be here," said Reekie, first sergeant for the 374th Transportation Squadron. "There's
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nothing but smiling and friendly people. We enjoy interacting with the people the most. Even though
we're tired from carving we still try to accommodate everyone who wants to talk to us. We might be the
only Americans they'll ever see in their life and we'd like to leave a positive impression. Plus they
smother you with so much excellent food. I've never eaten better anywhere in my life."
The ice carving competition began with an opening ceremony attended by the contestants and Harbin
City officials. Words like "friendship," "harmony," and "cooperation," were used by the vice-mayor of
Harbin to describe the spirit of the competition.
After the ceremony the sculptors immediately started working at Zhaolin Park, where huge blocks of ice
were already on display that had been expertly carved into famous landmarks, pagodas, palaces,
dragons, space ships, animals and cartoon characters by local artists.
The sculptures, lit each night from inside with brightly-colored lamps, turn into a glittering array of
brilliant art. Tourists from all over the world flock here to enjoy the sight of these intoxicating wonders.
During the ice-carving contest, the airmen used chain saws, hand chisels, planers and draw knives, to
expertly and meticulously shape and define the lines of ice that is as hard as concrete.
"It's very physically demanding work in an extreme environment," said Englehardt, a structural
craftsman from 5th Air Force. "We spend ten- to twelve-hours-a-day working in -30 degree weather. By
the end of the day you can barely lift anything. Your hands and fingers hurt and your body is sore.
You're using muscles that you normally don't use. You've got to have a lot of desire and commitment to
do this."
After the first day of carving, Englehardt's hands were so stiff from constantly slamming and pounding
chisels that he couldn't pick up his chopsticks during dinner that evening. For three days they carved
from nine in the morning till eight-thirty at night, only taking occasional breaks and always looking
forward to the warm tea brought around by members of the organizing committee. During the tea break
the carvers would rush to drink their hot beverages, because if they didn't, the extreme temperature
would turn their cups of tea into frozen liquid within minutes.
Their sculpture, titled "Ever-Expanding Circle of Humanity," a piece that symbolizes humanity moving
out into space and beyond, received praise from the judges.
For more on this subject, try the Air Force Link Search Engine.
Air Force News
back
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/steven2
Every year, Harbin, the capital of Heilongjiang Province, will have its world famous Ice Sculpture
Festival in Zhao Lin Park. Zhao Lin is named after a national hero who fought against the invading
Japanese during the 1940's. The festival has had a history of over 20 years, attracting ice sculpture
enthusiasts and tourists from all over the world.In fact, some of these artistic creations are so big that
they should be called ice architecture. During the festival, the park will turn into a world of colorful
lights, ice, and laughter. There are only two ways to keep this image, your memory or pictures. Let's all
enjoy some of the pictures taken by us.
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steven
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/steven.htm [5/12/2003 12:28:10 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/images/pic4
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/yulong's%20webpage/images/pic7
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cindy's Home Page
Welcome To Cindy Chen's Web Site
PROJECT: GREAT WALL
TEACHER'S NAME:
ANDY WILSON
PERIOD: 1
DATE: 1/5/02
Our Home Page
●
●
●
●
●
The History Of The Great Wall
The Introduction Of The Great Wall
A Whole Look Of The Great Wall
The Location Of The Great Wall
The Forbidden City Of Beijing
Click On Above Four Lists To Get More
Information!
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cindy's Home Page
E-Mail To Me At cindybinchen@hotmail.com
If You Have Any Comments About My Web
Site!
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Cindy'Web%20Page/The%20History.htm
Where and How Long is the Great Wall?
Wall has never been surveyed in its entirety. Its length
and course are not accurately mapped out. There are
recent aerial and satellite images that will make the work
easier.
The entire wall and its extensions sum up to more than 6400 km, or in ancient
Chinese measurement, more than 12000 Li (a li is about half of a kilometer).
That's why the Chinese word for Great Wall means "The Wall of Ten Thousand
Li".
The Wall crosses three different geographical regions. The western end is in the
Gobi desert, where most of the walls are in ruin. The central section spans across
the Ordos Steppes where the Yellow River follows a meandering course. It is a
region of mud. East of the Ordos region, the wall stretches across the precipitous
mountains of eastern China to the Pacific Ocean.
Why did Chinese Build Walls?
The
threats of nomadic people in the north were constant throughout Chinese
history. They were continuously raiding the Chinese northern borders. With every
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new ruler, came endless debates in the court on how to deal with those
"barbarians". Chinese had four options:
●
●
●
●
Initiate offensive campaigns to drive them out of the neighborhood.
Create defensive garrisons
Make diplomatic and economic ties with them.
Build a wall to keep them out.
All the above options were favored at various times. Experience showed
offensive campaigns were too costly and risky, defense garrisons respond too
slow to counter lightning attacks on a long border. The third option would be a
very rational one, it was in fact tried and successful in couple of occasions, but
generally the Chinese held themselves in a very high opinion, or the so-called
"Middle Kingdom Complex". They looked down upon the nomads as "people
with animal heart" who live on the edge of the world. Any notion of them as an
equal state was unthinkable. Thus wall building was the most favored option in
many dynasties. There were three dynasties which built the most walls, they are
Qin, Han, and Ming.
Qin (Pronounced chin) (221-206 BC)
The legend has it that Qin Shih Huang, or
the first emperor built the earliest Great
Wall after the unification of China under
the central Qin government. He intended
to keep out the hsiong nu, or Huns from
his country, to make a stable future for
his descendants who will be the Second
Emperor, Third Emperor so....on until infinity. However, forced conscription for
wall building, and many other cruel treatment provoked a rebellion which
overthrew his empire right after his death.
Han---One of the most powerful dynasties of Chinese history was also bothered
by Huns. They tried many ways to deal with them, including the most open
economic and diplomatic relations, which was abandoned because it was too
"shameful". Then offensive campaigns were taken up, which did result in some
success, though burdened the empire's finance. The Great Wall was repaired and
added sections to accompany the empire's expansion to the west across the Gobi
desert. This time, its mission is to protect the legendary Silk Roads. The Great
Wall played a vital role in protecting those flourishing markets along the road.
Ming (1368-1644 AD)-Ming were the greatest wall builders. Most of what we see
today of the wall are remnants of this dynasty. Ming is ruled by a house of
Chinese who overthrown the Mongols (Yuan dynasty, 1271-1368). They wanted
to make sure "barbarians" never rule over China again. Hence they were very
mistrustful and uncompromising to the foreigners. Ming forbidded any foreign
contact and trading for a while during 16th century. However, because of one the
the border officer's defection, Ming was not able to repel another nomadic people,
Manchurian's invasion.
Today, the effectiveness of the Great Wall in history is still a controversial issue.
The history record shows that the wall has in many times successfully repelled
invading nomads. Only when a dynasty had weakened from within were invaders
from the north able to advance and conquer in two occasions. However, some
scholars feel the Chinese wall builders are responsible for the border unrest. The
nomads are people who could not farm, so they are in desperate need of reading
with Chinese to survive. When Chinese denied them, they had to raid border
towns. They argue that the wall provoked China's own downfall. Today, it is an
accepted fact that it is more effective to deal diplomatically with one's enemy
rather than totally avoid them..
How did Chinese
Build Walls?
As scientific knowledge
increased, different
dynasties used different
construction methods.
Qin
The watchtowers were
built first, and they are
usually two bowshot
lengths from each other,
Then the wall was
constructed. Workers filled wooden frames with earth, which was then tamped
tightly. Removal of the frame leaves a tight packed wall.
Han
Han's technology were not much improvement from Qin.
Ming
Much of the Ming wall was brickwork. Mass productions of bricks, which were
as strong as modern day masonry blocks, by kilns were cutting-edge technologies
at that time in the world. Tamped earth was encased in brick walls, which crosses
in some of the most forbidden terrains, rising in places at an angle of 70 degrees.
Overall, the wall would not have existed without millions of workers' effort. It is
better to describe the Great Wall as a story of human sweat and determination
rather as a story of technology.
Appearance of the Wall
Soldiers were aided by architectural features
like Buttresses to defend enemies. buttresses
were blocks that stick up from the wall at
regular intervals, where troops could store
equipment. They were also designed to
protect from enemy firing arrows from
below. They included holes though which
was guards could fire on invaders. The
watchtowers were places for the soldiers to live and keep supplies. They are in
sight of at least another tower, to signal to. On top of the tower, there were
crossbows, or later, small cannons.
The Significance of the Great Wall
The Great Wall played an important part in the history. The wall was seen
differently in different times though. The Chinese rulers who built it saw it with
great assurance of border defense, as it provided safety of Chinese culture and
trade centre such as those on silk roads. The nomadic people saw the wall as a
threat to their survival. In fact, during the han dynasty, the Great Wall had forced
the Huns to expand west into Europe, which started a chain of event that
eventually brought down the Roman Empire. As early as 17th century, the
westerners marveled at the wall, and see it as a symbol of the Chinese
isolationism. Despite the westerner's praise, Chinese views of the wall was a
sorrow one during the post-Ming period, the Chinese people felt the wall was a
reminder of their defeat to the Manchurians. Today, the Great Wall is being
publicized as the unofficial national symbol for China, and a great tourist
attraction. The Chinese people see it with pride of their ancient ancestry. This can
be all summarized by a Chinese saying:"There is no good man who
has not been up the Great Wall."
HomePage Introduction Wholelook Location Forbidden
City
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Cindy'Web%20Page/The%20Introduction.htm
Introduction Of
The Great Wall
To the northwest and north of
Beijing, a huge, serrated wall
zigzags its way to the east and west along the undulating mountains. This
is the Great Wall!
Great Wall has been one of the wonders of the ancient world. It is like
a sleeping dragon spanning across almost the whole China.
The Wall extends for a good 3,000 miles from its origin at the seaside in
Shanhaiguan (the Old Dragon Head), a seaport along the coast of Bohai Bay
in the east, all the way to Jiayu Pass in Gansu Province. Stretching from the
eastern part of Liaoning in Northeast China to Lintao(in modern Minxian)
on the desert in the northwest of China, it passes through Liaoning, Hebei,
Beijing, Shanxi, Inner Mongolia, Shaanxi, Ningxia, and Gansu. Parts of the
Great Wall have crumbled through the years.
However, much of it remains, and some sections have been restored. The
main part of the wall is about 2,150 miles (3,460 kilometers) long. Additional
branches make up the rest of its length. One of the highest sections of the
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Great Wall, on Mount Badaling, near Beijing, rises to about 35 feet (11
meters) high. This section is about 25 feet (7.6 meters) wide at its base and
nearly 20 feet (6 meters) at the top. Watchtowers stand about 100 to 200
yards (91 to 180 meters) apart along the wall. The towers, about 40 feet (12
meters) high, once served as lookout posts.
In the east, the wall winds through the mountainous Mongolian Border
Uplands. This part of the wall has a foundation of granite blocks. It has sides
of stone or brick, and the inside of the wall is filled with earth. The top is
paved with bricks set in mortar. The bricks form a road that was used by the
workers who built the wall and by the soldiers who defended it.
Farther west, the Great Wall runs through hilly areas and along the borders
of deserts. Stone and brick were scarce in these hilly and desert areas, and so
the workers used earth to build this section of the wall. They moistened the
earth and pounded it to make it solid.
HomePage History Whloe Look Location ForbiddenCity
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Cindy'Web%20Page/The%20outlook%20of%20the%20wall
/StudentWeb/bxc15/Cindy'Web Page/The outlook of the wall
HomePage History Introduction Location ForbiddenCity
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Cindy'Web%20Page/Location.htm
The Location Of The Great Wall
The map shows the Wall running from Jiayu Pass of
Gansu Province to Shanhai Pass of Hebei Province.
Representative sections of the Great Wall.
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HomePage History Introduction WholeLook ForbiddenCity
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An Overall Introduction
The Forbidden City stands in the center of Beijing. It is protected by high walls
and a moat on all four sides and consists of dozens of halls and courtyards. The
emperors of two dynasties, the Ming and the Ching, lived here with their families
and hundreds of court ladies and palace eunuchs. From their throne in the
Forbidden City they governed the country by holding court sessions with their
ministers, issuing imperial edicts and initiating military expeditions.
In Chinese the Forbidden City is called Purple Forbidden City. "Purple" doesn't
refer to the color of the buildings or walls, but has a mythological origin. It is said
that the Emperor of Heaven has his palaces in the region of the North Star, of
which purple is the symbolic color. The abode of the temporal emperor, therefore,
is supposed to have the same color. The Purple Forbidden City was inaccessible
to the common people. Even the highest civil and military officers could not enter
it without good reason.
The Forbidden City was completed in 1420 during the Ming Dynasty. It was the
home of 24 emperors of the Ming and Ching dynasties. Naturally it was the scene
of many important events affecting the course of Chinese history, including
political struggles and palace coups, some of them extremely tragic.
After the republican revolution of 1911, the last emperor of the Ching Dynasty,
then still a child, abdicated the next year. But he and his family and their entire
entourage were allowed to stay in the palaces. They were finally expelled by
republican troops in 1924. The Forbidden City was renamed as the Palace Museum
and opened to the general public.
An Overall View
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Click Here!
Panorama of the Forbidden City, which occupies a total space of more than
720,000 square meters. The buildings in this palace complex are measured in
9,999.5 bays. The surrounding palace walls are 10 meters high and have a total
length of 3,400 meter, and are protected by a 52-meter-wide moat. The Forbidden
City consists of two parts, the Outer Court and the Inner Court. The Outer Court
centers around the Hall of Supreme Harmony, the Midway Hall of Harmony and
the Hall of Military Prowess. The Inner Court centers around the Hall of Celestial
Purity, the Hall of Union and Peace and the Hall of Terrestrial Tranquility, which
are flanked by the Six East Palaces and the Six West Palaces. The layout is
orderly and symmetric. The picture shows the Forbidden City viewed from the
east.
The Gate Of Supreme Harmony
Click Here!
During important ceremonies presided over by the emperor, guards of honor lined
up on the square between the Meridian Gate and the Gate of Supreme Harmony,
the largest square in the palace complex.
HomePage History Introduction WholeLook Location
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Ahmed Al-Aqil. Welcome to Ahmed home page.
WELCOME TO AHMED'S PAGE
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Ahmed Al-Aqil. Welcome to Ahmed home page.
OUR HOME PAGE:
FAMILY
FRIENDS
INTERESTS
State College Area High
School Web Site:
http://www.scasd.k12.pa.us
Do You Want To Know
About Islam?!!!
Enter Here!!!
EMAIL ME AT:
aalaqil@hotmail.com
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FAMILY
Hi, my name is Ahmed. I am from Saudi Arabia. I live in
the East Coast in Alahsa city. We came to America because
my dad is study at Penn State University. I have four
brothers and one sister. The map is shown below is show
you my city in Saudi Arabia.
HOME
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Friends
I have friends in my country but, I sort of missed
them so much. But now I have a friends almost
from over the wrorld from Japan, Vie tnam, and
Kuwait.
You know!!! I liked here.
Ahmed
HOME
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Interests
The things that I interests on
them are sports. I like play
soccer, basketball, American
football. I love play soccer
because it is our traditional
game in Saudi Arabia no
body do not like play it and
that's why I put this
background. My favorite
football team is STEELERS
is the best team. Those are
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my interests
your friend/ Ahmed
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Ahmed%20Al-Aqil%20web%20page/Islam.htm
GENERAL INFORMATION ABOUT ISLAM
What is Islam?
What are the five pillars of Islam?
1) The Testimony of Faith.
2) Prayer.
3) Giving Zakat (Support of the Needy).
4) Fasting the Month of Ramadan.
5) The Pilgrimage to Makkah.
Some basic Islamic Beliefs?
1) Belief in God.
2) Belief in the Angels.
3) Belief in God's Revealed Books.
4) Belief in the Prophets and Messengers of God.
5) Belief in the Day of Judgment.
6) Belief in Al-Qadar.
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How does someone become a Muslim?
Who is the prophet Mohammed (peace upon on him)?
What do Muslims believe about Jesus(peace upon him)?
What is the Qur'an about?
What does Islam say about the Day of Judgment?
What does Islam say about terrorism?
Islam in the United States.
Is there any sacred source other than Qur'an?
The family in Islam?
What is the statues of women in Islam?
Pictures for the two Holy Mosques in Saudi Arabia
Mecca
Madinah
Available Links
BACK TO MY HOME PAGE
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Islam Is...
The Arabic work "Islam" literally means
"Submission." Islam, as a faith, means
total and sincere submission to
God(Allah). Such submission to God(Allah)
brings peace and tranquility.
The name Islam is universal in its
meaning. Islam is not named after a tribe
of people or after an individual, as
Judaism is named after the Tribe of Judah,
Christianity is named after Christ, and
Buddhism is named after Buddha. Islam was
not a name chosen by human beings; it was
divinely communicated from God(Allah).
Islam is a complete way of life, implying
a total submission to God(Allah). One who
submits his or her will to God(Allah),
voluntarily, is called a Muslim. it was
not Mohammed but Adam (Peace be upon them)
who first brought Islam to humanity. Then,
each Prophet and Messenger (Peace be upon
them) came to exhort the people to clear
understanding of God's Commandment and
offered teachings pertinent to that time,
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until finally the Prophet Mohammed came
with the Las Testament.
Allah is the proper Name of the One True
God who Created the heavens and the earth.
It should be mentioned that Arabicspeaking Jews and Christians call God by
the Name of Allah.
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The Five Pillars of Islam Are:
1) The Testimony of Faith.
2) Prayer.
3) Giving Zakat (Support of the Needy).
4) Fasting the Month of Ramadan.
5) The Pilgrimage to Makkah.
What Are the Five Pillars of Islam?
The Five Pillars of Islam are the framework of the Muslim
life. They are the testimony of faith, prayer, giving Zakat
(support of the needy or give charities), fasting during the
month of Ramadan, and the pilgrimage to Makkah once in a
lifetime for those who are able.
1) The Testimony of Faith:
The testimony of faith is saying with conviction, "La ilaha illa
Allah, Muhammadur rasoolu Allah." This saying means
"There is no true god but God (Allah),1 and Muhammad is
the Messenger (Prophet) of God." The first part, "There is no
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true god but God," means that none has the right to be
worshipped but God alone, and that God has neither partner
nor son. This testimony of faith is called the Shahada, a
simple formula which should be said with conviction in order
to convert to Islam. The testimony of faith is the most
important pillar of Islam.
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2) Prayer:
Muslims perform five prayers a day. Each prayer does not
take more than a few minutes to perform. Prayer in Islam is a
direct link between the worshipper and God. There are no
intermediaries between God and the worshipper.
In prayer, a person feels inner happiness, peace, and comfort,
and that God is pleased with him or her. The Prophet
Muhammad said: {Bilal, call (the people) to prayer, let us be
comforted by it.}2 Bilal was one of Muhammad's
companions who was charged to call the people to prayers.
Prayers are performed at dawn, noon, mid-afternoon, sunset,
and night. A Muslim may pray almost anywhere, such as in
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fields, offices, factories, or universities.
3) Giving Zakat (Support of the Needy):
All things belong to God, and wealth is therefore held by
human beings in trust. The original meaning of the word
Zakat is both 'purification' and 'growth.' Giving zaikai means
'giving a specified percentage on certain properties to certain
classes of needy people.' The percentage which is due on
gold, silver, and cash funds that have reached the amount of
about 85 grams of gold and held in possession for one lunar
year is two and a half percent. Our possessions are purified by
setting aside a small portion for those in need, and, like the
pruning of plants, this cutting back balances and encourages
new growth.
A person may also give as much as he or she pleases as
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voluntary alms or charity.
4) Fasting the Month of Ramadan:
Every year in the month of Ramadan,4 all Muslims fast from
dawn until sundown, abstaining from food, drink, and sexual
relations.
Although the fast is beneficial to health, it is regarded
principally as a method of spiritual self-purification. By
cutting oneself off from worldly comforts, even for a short
time, a fasting person gains true sympathy with those who go
hungry, as well as growth in his or her spiritual life.
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5) The Pilgrimage to Makkah:
The annual pilgrimage (Hajj) to Makkah is an obligation once
in a lifetime for those who are physically and financially able
to perform it. About two million people go to Makkah each
year from every corner of the globe. Although Makkah is
always filled with visitors, the annual Hajj is performed in the
twelfth month of the Islamic calendar. Male pilgrims wear
special simple clothes which strip away distinctions of class
and culture so that all stand equal before God.
The rites of the Hajj include circling the Kaaba seven times
and going seven times between the hillocks of Safa and
Marwa, as Hagar did during her search for water. Then the
pilgrims stand together in Arafat and ask God for what they
wish and for His forgiveness, in what is often thought of as a
preview of the Day of Judgment.
The end of the Hajj is marked by a festival, Eid Al-Adha,
which is celebrated with prayers. This, and Eid al-Fitr, a feastday commemorating the end of Ramadan, are the two annual
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festivals of the Muslim calendar.
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Some Basic Islamic Beliefs
1) Belief in God.
2) Belief in the Angel.
3) Belief in God's Revealed Books.
4) Belief in the Prophets and Messengers of God.
5) Belief in the Day of Judgment.
6) Belief in Al-Qadar.
1) Belief in God:
Muslims believe in one, unique, incomparable God, Who has
no son nor partner, and that none has the right to be
worshipped but Him alone. He is the true God, and every
other deity is false. He has the most magnificent names and
sublime perfect attributes. No one shares His divinity, nor
His attributes. In the Quran, God describes Himself:
Say, "He is God, the One. God, to Whom the creatures turn
for their needs. He begets not, nor was He begotten, and
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there is none like Him." (Quran, 112:1-4)
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2) Belief in the Angels:
Muslims believe in the existence of the angels and that they
are honored creatures. The angels worship God alone, obey
Him, and act only by His command. Among the angels is
Gabriel, who brought down the Quran to Muhammad (peace
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upon him)
3) Belief in God's Revealed Books:
Muslims believe that God revealed books to His messengers
as proof for mankind and as guidance for them. Among
these books is the Quran, which God revealed to the Prophet
Muhammad. God has guaranteed the Quran's protection
from any corruption or distortion. God has said:
"Indeed, We have sent down the Quran, and surely We will
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guard it (from corruption)" (Quran, 15:9)
4) Belief in the Prophets and Messengers of God:
Muslims believe in the prophets and messengers of God,
starting with Adam, including Noah, Abraham, Ishmael,
Isaac, Jacob, Moses, and Jesus (peace be upon them). But
God's final message to man, a reconfirmation of the eternal
message, was revealed to the Prophet Muhammad. Muslims
believe that Muhammad is the last prophet sent by God, as
God has said:
"Muhammad is not the father of any one of your men, but he
is the Messenger of God and the last of the prophets"
(Quran, 33:40)
Muslims believe that all the prophets and messengers were
created human beings who had none of the divine qualities of
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God.
5) Belief in the Day of Judgment:
Muslims believe in the Day of Judgment (the Day of
Resurrection) when all people will be resurrected for God's
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judgment according to their beliefs and deeds.
6) Belief in Al-Qadar:
Muslims believe in Al-Qadar, which is Divine
Predestination, but this belief in Divine Predestination does
not mean that human beings do not have free will. Rather,
Muslims believe that God has given human beings free will.
This means that they can choose right or wrong and that they
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are responsible for their choices.
The belief in Divine Predestination includes belief in four
things: 1)God knows everything. He knows what has
happened and what will happen. 2)God has recorded all that
has happened and all that will happen. 3)Whatever God
wills to happen happens, and whatever He wills not to
happen does not happen. 4)God is the Creator of everything.
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That's How someone Become Muslim...
It is simple and easy just by saying "La ilaha illa Allah,
Muhammadur rasoolu Allah," and Inshaa Allah you will
become a Muslim. This saying means"There is no true god
but God (Allah), and Muhammad is the Messenger (Prophet)
of God." The first part, "There is no true god but Allah" that
means none has the right to be worshipped but Allah alone,
and Allah has neither partener nor son. And if you want to be
a Muslim you should also:
* Believe that the Holy Quran is the lirterl word of Allah,
revealed by Him.
*believe that the Day of Judgement is true and will come, as
Allah promised in the Quran.
*Accept Islam as his or her religion.
*not worship anything nor anyone except Allah.
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Who Is The Prophet Mohammed(Pease be upon him)
Muhammad(peace upon him) was born in Makkah in the
year 570. Since his father died before his birth and his
mother died shortly thereafter, he was raised by his uncle
who was from the respected tribe of Quraysh. He was raised
illiterate, unable to read or write, and remained so till his
death. His people, before his mission as a prophet, were
ignorant of science and most of them were illiterate. As he
grew up, he became known to be truthful, honest,
trustworthy, generous, and sincere. He was so trustworthy
that they called him the Trustworthy Muhammad(peace upon
him) was very religious, and he had long detested the
decadence and idolatry of his society.
At the age of forty, Muhammad received his first revelation
fromGod through the Angel Gabriel. The revelations
continued for twenty-threeyears, and they are collectively
known as the Quran.
As soon as he began to recite the Quran and to preach the
truth which God had revealed to him, he and his small group
of followers suffered persecution from unbelievers. The
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persecution grew so fierce that in the year 622 God gave
them the command to emigrate. This emigration from
Makkah to the city of Madinah, some 260 miles to the north,
marks the beginning of the Muslim calendar.
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After several years, Muhammad and his followers were able
to return to Makkah, where they forgave their enemies.
Before Muhammad died, at the age of sixty-three, the greater
part of the Arabian Peninsula had become Muslim, and
within a century of his death, Islam had spread to Spain in
the West and as far East as China. Among the reasons for the
rapid and peaceful spread of Islam was the truth and clarity
of its doctrine. Islam calls for faith in only one God, Who is
the only one worthy ofworship.
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The Prophet Muhammad was a perfect example of an honest,
just merciful, compassionate, truthful, and brave human
being. Though he was a man, he was far removed from all
evil characteristics and strove solely for the sake of God and
His reward in the Hereafter. Moreover, in all his actions and
dealings, he was ever mindful and fearful of God.
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What Do Muslims Believe About Jesus
Muslims respect and revere Jesus (peace be upon him). They
consider him one of the greatest of God's messengers to
mankind. The Quran confirms his virgin birth, and a chapter
of the Quran is entitled 'Maryam' (Mary). The Quran
describes the birth of Jesus as follows:
(Remember) when the angels said, "O Mary, God gives you
good news of a word from Him (God), whose name is the
Messiah Jesus, son of Mary, revered in this world and the
Hereafter, and one of those brought near (to God). He will
speak to the people from his cradle and as a man, and he is of
the righteous." She said, "My Lord, how can I have a child
when no mortal has touched me?" He said, "So (it will be).
God creates what He wills. If He decrees a thing, He says to
it only, 'Be!' and it is." (Quran, 3:45-47).
Jesus was born miraculously by the command of God which
had brought Adam into being without a father. God has said:
(The case of Jesus with God is like the case of Adam. He
created him from dust, and then He said to him, "Be!" and he
came into being). (Quran, 3:59)
During his prophetic mission, Jesus performed many
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miracles. God tells us that Jesus said:
"I have come to you with a sign from your Lord. I make for
you the shape of a bird out of clay, I breathe into it, and it
becomes a bird by God's permission. I heal the blind from
birth and the leper. And I bring the dead to life by God's
permission. And I tell you what you eat and what you store
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in your houses...." (Quran, 3:49)
Muslims believe that Jesus was not crucified. It was the plan
of Jesus' enemies to crucify him, but God saved him and
raised him up to Him. And the likeness of Jesus was put
over another man. Jesus' enemies took this man and
crucified him, thinking that he was Jesus. God has said:
They said, "We killed the Messiah Jesus, son of Mary, the
messenger of God." They did not kill him, nor did they
crucify him, but the likeness of him was put on another man
(and they killed that man)... (Quran, 4:157)
Neither Muhammad nor Jesus came to change the basic
doctrine of the belief in one God, brought by earlier prophets,
but rather to confirm and renew it.
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What is the Qur'an About?
The Quran, the last revealed word of God(Allah), is the
primary source of every Muslim's faith and practice. It deals
with all the subjects which concern human beings: wisdom,
doctrine, worship, transactions, law, etc., but its basic theme
is the relationship between God(Allah) and His creatures. At
the same time, it provides guidelines and detailed teachings
for a just society, proper human conduct, and an equitable
economic system.
Note that the Quran was revealed to Muhammad(peace be
upon him) in Arabic only. So, any Quranic translation,
either in English or any other language, is neither a Quran,
nor a version of the Quran, but rather it is only a translation
of the meaning of the Quran. The Quran exists only in the
Arabic in which it was revealed.
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Islam Say About The Day of Judgment...
Like Christians, Muslims believe that the present life is only
a trial preparation for the next realm of existence. This life is
a test for each individual for the life after death. A day will
come when the whole universe will be destroyed and the
dead will be resurrected for judgment by God. This day will
be the beginning of a life that will never end. This day is the
Day of Judgment. On that day, all people will be rewarded
by God according to their beliefs and deeds. Those who die
while believing that "There is no true god but God, and
Muhammad is the Messenger (Prophet) of God" and are
Muslim will be rewarded on that day and will be admitted to
Paradise forever, as God has said:
{And those who believe and do good deeds, they are
dwellers of Paradise, they dwell therein forever} (Quran,
2:82)
But those who die while not believing that "There is no true
god but God, and Muhammad is the Messenger (Prophet) of
God" or are not Muslim will lose Paradise forever and will
be sent to Hellfire, as God has said:
{ And whoever seeks a religion other than Islam, it will not
be accepted from him and he will be one of the losers in the
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Hereafter} (Quran, 3:85)
And as He has said:
{Those who have disbelieved and died in disbelief, the earth
full of gold would not be accepted from any of them if it
were offered as a ransom. They will have a painful
punishment, and they will have no helpers} (Quran, 3:91)
One may ask, 'I think Islam is a good religion, but if I were
to convert to Islam, my family, friends, and other people
would persecute me and make fun of me. So if I do not
convert to Islam, will I enter Paradise and be saved from
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Hellfire?'
The answer is what God has said in the preceding verse,
"And whoever seeks a religion other than Islam, it will not be
accepted from him and he will be one of the losers in the
Hereafter."
After having sent the Prophet Muhammad to call people to
Islam, God does not accept adherence to any religion other
than Islam. God is our Creator and Sustainer. He created for
us whatever is in the earth. All the blessings and good things
we have are from Him. So after all this, when someone
rejects belief in God, His Prophet Muhammad , or His
religion of Islam, it is just that he or she be punished in the
Hereafter. Actually, the main purpose of our creation is to
worship God alone and to obey Him, as God has said in the
Holy Quran (51:56).
This life we live today is a very short life. The unbelievers
on the Day of Judgment will think that the life they lived on
earth was only a day or part of a day, as God has said:
He (God)(Allah) will say, "How many years did you stay on
the earth?" They will say: "We stayed a day or part of a
day...." (Quran, 23:112-113)
And He has said:
{Did you then think that We had created you in jest (without
any purpose), and that you would not be returned to Us (in
the Hereafter)? So, God is exalted, the True King. None has
the right to be worshipped but Him...} (Quran, 23:115-116)
The life in the Hereafter is a very real life. It is not only
spiritual, but physical as well. We will live there with our
souls and bodies.
In comparing this world with the Hereafter, the Prophet
Muhammad said: {The value of this world compared to that
of the Hereafter is like what your finger brings from the sea
when you put it in and then take it out.}1 The meaning is
that, the value of this world compared to that of the Hereafter
is like a few drops of water compared to the sea.
Top
Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Ah...20Al-Aqil%20web%20page/What%20does%20Islam%20say%20about%20terro
What Does Islam Say About Terrorism
Islam, a religion of mercy, does not permit terrorism. In the
Quran, God has said:
(God does not forbid you from showing kindness and dealing
justly with those who have not fought you about religion and
have not driven you out of your homes. God loves just
dealers.) (Quran, 60:8)
The Prophet Muhammad(peace be upon him) used to
prohibit soldiers from killing women and children, and he
would advise them: {...Do not betray, do not be excessive, do
not kill a newborn child.} And he also said: {Whoever has
killed a person having a treaty with the Muslims shall not
smell the fragrance of Paradise, though its fragrance is found
for a span of forty years.}3
Also, the Prophet Muhammad(peace be upon him) has
forbidden punishment with fire.
He once listed murder as the second of the major sins, and he
even warned that on the Day of Judgment, {The first cases to
be adjudicated between people on the Day of Judgment will
be those of bloodshed.}
Muslims are even encouraged to be kind to animals and are
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forbidden to hurt them. Once the Prophet Muhammad (peace
be upon him) said: {A woman was punished because she
imprisoned a cat until it died. On account of this, she was
doomed to Hell. While she imprisoned it, she did not give the
cat food or drink, nor did she free it to eat the insects of the
earth.}
He also said that a man gave a very thirsty dog a drink, so
God(Allah) forgave his sins for this action. The Prophet
(peace be upon him) was asked, "Messenger of God(Allah),
are we rewarded for kindness towards animals?" He said:
{There is a reward for kindness to every living animal or
human.}
Additionally, while taking the life of an animal for food,
Muslims are commanded to do so in a manner that causes the
least amount of fright and suffering possible. The Prophet
Muhammad (peace be upon him) said: {When you slaughter
an animal, do so in the best way. One should sharpen his
Top
knife to reduce the suffering of the animal.}
In light of these and other Islamic texts, the act of inciting
terror in the hearts of defenseless civilians, the wholesale
destruction of buildings and properties, the bombing and
maiming of innocent men, women, and children are all
forbidden and detestable acts according to Islam and the
Muslims. Muslims follow a religion of peace, mercy, and
forgiveness, and the vast majority have nothing to do with
the violent events some have associated with Muslims. If an
individual Muslim were to commit an act of terrorism, this
person would be guilty of violating the laws of Islam.
Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Ahmed%20Al-Aqil%20web%20page/Islam%20in%20the%20United%20States.
Islam in The United States
It is difficult to generalize about American Muslims. The
convert, immigrants, factory workers, and doctors. This
varied community is unified by a common faith, underpinned
by a nationwide network of a large number of mosques.
Muslims arrived early in North America. By the eighteenth
century, there were many Muslims in North America. Great
numbers of Americans have entered the fold of Islam. They
are from different classes: the rich, the poor, the educated,
and the illiterate. Today,there are about five and a half
million Muslims in the United States.
Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%...20web%20page/Islam%20in%20the%20United%20States. [5/12/2003 12:28:47 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Ah...20Al-Aqil%20web%20page/Is%20there%20any%20sacred%20source%20othe
Other Sacred Source Other Than The Qur'an
There is other sacred source other than the Qur'an which is
the Sunnah (what the Prophet Muhammad (peace be upon
him) said, did, or approved of) is the second source in Islam.
The sunnah is comprised of hadeeths, which are reliably
transmitted reports by the Prophet Muhammad's (peace be
upon him)companions of what he said, did, or approved of.
Belief in the Sunnah is a basic Islamic belief.
Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%...20page/Is%20there%20any%20sacred%20source%20othe [5/12/2003 12:28:48 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Ahmed%20Al-Aqil%20web%20page/The%20family%20in%20Islam%3F
The Family Life in Islam
The family, which is the basic unit of civilization, is now
disinte grating. Islam's family system brings the rights of the
husband, wife, children, and relatives into a fine
equilibrium. It nourishes unselfish behavior, generosity, and
love in the framework of a well-organized family system.
The peace and security offered by a stable family unit is
greatly valued, and it is seen as essential for the spiritual
growth of its members. A harmonious social order is created
by the existence of extended families and by treasuring
children.
Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%...l-Aqil%20web%20page/The%20family%20in%20Islam%3F [5/12/2003 12:28:48 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/A...l-Aqil%20web%20page/What%20is%20the%20statues%20of%20women%20in
Women in Islam
Women and men are equal before God(Allah). They are both
accountable before God(Allah). The equally receive their
reward in the hereafter for their faith and good deeds. Islam
sees every woman, married or unmarried, as an individual in
her own right. She has the same right to own property, earn
wealth, and spend it as a man has. Her wealth does not
become the property of her husband after marriage. A
woman has the right to choose whom she marries and, when
married, does not change her last name out of respect for her
lineage. A woman can seek divorce if her marriage does not
work out.
Economically, each man and woman is an independent legal
entity. Men and women have the right to own their individual
property, engage in business, and inherit from others. Both
have the equal right to receive an education and enter into
gainful employment, as long as the guidelines of Islam are
followed. seeking knowledge is the obligation of every
Muslim, male or female. The type of knowledge that is most
emphasized is religious knowledge. It is also required within
a society to have professionals of both genders available for
the benefit of the public. For example, society requires
doctors, teachers, counselors, social workers, and many other
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important vocation. When there is a shortage of qualified
personnel, it may become obligatory for women or men to
gain expertise in these fields to fulfill the needs of the
Muslim community. In this situation, the guidelines of Islam
must be upheld.
Women are encouraged to seek Islamic knowledge, pursue
their academic endeavors with in the framework of Islam,
and strive to fulfill their intellectual curiosity. To prevent
anyone from getting an education is contrary to the teachings
of Islam. Men are responsible for maintaining and protecting
the family, and providing the basic needs such as food,
clothing, and shelter for their wives, children, and if needed,
Other female relatives in the household. Women are no
Top
primarily responsible for this, even if married.
Back
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Images/Pictures%20of%20Mecca
Some Pictures of One of The Holy Mosque in Saudi Arabia
which is Mecca (MAKKAH)
(ALMASJID ALHARAAM)
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Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Images/Pictures%20of%20Madinah
Some Pictures of One of The Holy Mosque in Saudi Arabia which
is Mecca (MAKKAH)
(ALHARAEM ALNABAWEE)
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Images/Pictures%20of%20Madinah (1 of 8) [5/12/2003 12:28:57 PM]
North Side
West Side
Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Links
Some Links You Might Need
If you want to know more and more about Islam you just
have to click on the address and you will find your self in
another webpage.
The Language
The Name of
The Adress of The Web Site that the Web
the Web Site
Site has.
Islam Online http://www.islamonline.com English
Islam Way
http://www.islamway.com
Arabic, English,
French, Dutch,
Urdue
Islam Web
http://www.islamweb.net
Arabic, English
Islam
Gateway
http://www.ummah.org.uk/ English
Islam Soft
http://www.islamsoft.com
English
Al-islam
http://www.al-islam.org
English
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Links (1 of 2) [5/12/2003 12:28:57 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Links
Islam City
http://www.islamcity.com
Islam Page
http://www.islamworld.net English
Islam
Questions & http://www.islam-qa.com
Answers
English
Arabic, English,
French,
Japanese,
Indonesia
understanding http://www.understandingEnglish
islam.com
Islam
Back
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/aaa12/Links (2 of 2) [5/12/2003 12:28:57 PM]
State College Area School District, State College, PA
**News Flashes**
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*Site Index
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State College Area School District, State College, PA
Teacher Work Station
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Finances
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A Citizens' Proposal to Finance the Districtwide Facilities Master
Plan (PDF)
Development
02-03 Budget Information (PDF)
2002 Rules and Regulations for Tax on Earned Income and Net
Profits (PDF)
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Academics
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About the District
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Plan
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About the District
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SCASD News Flashes!!!
What's New in the State College Area School
District?
Interscholastic Sports Schedules - now available from HighSchoolSports.net
Honor Roll for Second Marking Period
Music Department Concerts and Special Events
District Bus Routes
Technology Competencies & Workforce Education
Board Notes - summaries of recent School Board meetings
COB - the latest news from the Central Office
Staff Directory
Please contact the webmaster to post news flashes.
SCASD Home
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SCASD News Flashes!!!
Contact Us
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State College Area School District, Office of Comptuer Services
Software Upgrades
Submit a Request to the Help Desk
How to Contact the Helpdesk
Training Offerings
Software License Information
FAQ's
Computer Services Staff
Technology Advisory Committee
SCASD E-mail
Publishing a Web Page
Budgeting for Technology Purchases
Pentamation Information and Help
http://www.scasd.k12.pa.us/cs/ (1 of 2) [5/12/2003 12:29:05 PM]
State College Area School District, Office of Comptuer Services
SCASD Student Computer Competencies
Online Acceptable Use Policy
SCASD Home
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Search Database Template
Search by either Name or Location
Name:
contains
- All Locations -
Sort by : Name
Clear Form
Search
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http://www.scasd.k12.pa.us/lib/index.html
Welcome
to the State College Area School District
Libraries
Library Catalog (iPAC)
In School Research
School Libraries
Schlow Library
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studvol.htm
Learning Enrichment & Student Services
Learning Enrichment/Student Services provides support for
students and families in the State College Area School
District in many ways. Check the services provided below
for more information.
Attendance Service
Registration Service
Blue Book Service
School Counselor
Service
Education for ill/injured
Students
Family Outreach Service
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Shuttle Service
Student Educational
Assessment
studvol.htm
Free & Reduced Lunch
Service
Health Services
Learning
Enrichment/Gifted
Support
Student Records
Student Volunteers in
the Community
Volunteers in the
Schools
For additional information contact Dr. John Sheridan or Julie Glantz.
This page was last updated on Sunday, January 30, 2003
This page was created by Shirley Donovan and is hosted by SCASD
http://www.scasd.k12.pa.us/LESS/ (2 of 2) [5/12/2003 12:29:07 PM]
About Our Logo
The State College Area School District logo was adopted by the Board of School Directors on May 8,
1985. The key elements of the design are:
The individual student. Although we enroll 7,423 students in our schools, we accept the
challenge of providing a system that strives to educate each one of our students to his or
her maximum potential.
The student body. The youthful silhouette is stylized to represent the entire student body
regardless of age, gender, or family background.
Preparation for the future. The student's head is inclined toward the horizon and the
rising sun, symbolizing an optimistic focus on the future. We are preparing our students
not only to adjust to a rapidly changing future, but to shape its course as well.
Challenges and accomplishments. The mountain rising in the background suggests the
challenges that each student will encounter during her or his life's journey. We must equip
our students to prevail in the face of certain adversity. We also share in celebrating their
successes.
Local significance. The shape of the mountain evokes the long Appalachian ridges that
surround our community.
The web page design begins with the uniqueness of the District logo which is then rendered into many
different colors and styles symbolizing the variety of people and ideas which come together in the State
College Area School District. These renderings are then floated above the traditional logo which serves
as a base to the design as well as a link to information about our District.
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About Our Logo
SCASD Home
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Horizon, State College Area School District
HORIZON
State College Area School District
INDEX
Spring 2003
Fall 2002
Spring/Summer 2002
Fall 2001
Spring/Summer 2001
Fall/Winter 2000
Summer/Spring 2000
Fall 1999/Winter 2000
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Horizon, State College Area School District
SCASD Home
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index.html
STAR SLATE
March 2003
November 2002
September 2002
April 2002
February 2002
November 2001
May 2001
February 2001
October 2000
May 2000
April 2000
February 2000
November 1999
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Site Index, State College Area School District, State College, PA
State College Area School District
[Site Index for Outermost Layers of the Site]
●
●
●
●
**News Flashes**
Computer Services
About the District
❍ Administrative Directory
❍ Alumni
■ Reunion Announcements
■ Register for On-line Directory
❍ Board of School Directors
■ Meeting Notes
■ Board Approved Policies
❍ Central Office Bulletin
❍ Community Education
❍ District Calendar
❍ General Description
❍ The Horizon
❍ For and About Staff
❍ For More Information
❍ SCASD in Perspective
❍ Star Slate
❍ Statement of Purpose
❍ 2001-2007 Strategic Plan
Academics
❍ Departments
■ Business Education
■ Drivers Education
■ English
■ English as a Second Language (ESL)
Grades 9-12
■ Foreign Language
■ Health and Physical Education
■ Mathematics
■ Music
■ Science
■ Social Studies
http://www.scasd.k12.pa.us/siteindex.html (1 of 4) [5/12/2003 12:29:10 PM]
■
❍
Other
■
■
■
■
●
●
●
●
●
●
Technology Education
Career and Technical Center (CTC)
Community Education
Tenth Grade Interdisciplinary Team
K-5 Curriculum Support Teachers
Activities
❍ Athletics
❍ Elementary Intramurals
❍ High School Activities
❍ Interscholastic Sports Schedules
❍ Administrative Directory
❍ Community Education
❍ Computer Services and Technology
❍ Food Services
❍ Physical Plant
❍ Strategic Planning
❍ Transportation
Finances
❍ Your Schools Your Money
❍ A Citizens' Proposal to Finance the Districtwide
Facilities Master Plan (PDF)
❍ Development
❍ 02-03 Budget Information (PDF)
❍ 2002 Rules and Regulations for Tax on Earned
Income and Net Profits (PDF)
The Horizon
Library Catalog
❍ Library Catalog (iPAC)
❍ In School Research
❍ Access PA
❍ School Libraries
❍ Schlow Library
Schools
❍ School Directory
❍ Staff E-mail Directory
❍ Elementary
■ Boalsburg
■ Corl Street
■ Easterly Parkway
■ Ferguson Township
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❍ Secondary
■ Park Forest Middle School
■ Mount Nittany Middle School
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■ Delta Program
❍ Other
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School
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Student Services
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❍ Registration
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The Blue Book of Educational Enrichment Opportunities
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Access the Blue Book Database
Blue Book of Educational Opportunities
Click on words "Search Database" to access the SCASD Blue Book of Educational
Opportunities.
Search
Database
The information contained in these files and on the linked pages was
compiled by the Learning Enrichment Staff of the State College Area
School District to benefit students, families, and staff seeking
information about opportunities for enrichment and challenges
beyond the regular classroom.
Postings here are for informational purposes only and do not constitute
endorsement by the Learning Enrichment Department or the State College Area
School District.
Link to LESS
http://205.173.168.15/less/default.htm [5/12/2003 12:29:34 PM]
Link to SCASD
CentreConnect: Centre County, Pennsylvania
A service of
A comprehensive, countywide website of nonprofit, government and educational
information (formerly Countrystore.org)
Contents
Select an Item from the Contents List...
Features
Categories
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CentreConnect: Centre County, Pennsylvania
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/Annindex.htm
Ann Chen
project: Chinese characteristic<words>
teacher:
Mr . Wilson
pd: 1st
●
family,friends,interests
●
chinese characteristic
●
facts about Taiwan
click on one of that to get more information!!^^
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/Annindex.htm [5/12/2003 12:29:35 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/friends.htm
To Ann's
Web Site
Name: Ann Chen (Tzu-An)
Birthday: 1985 / 08 / 29
e-mail: zolaAnn829@hotvoice.com
Any Conmments Welcoem To e-mail Me
Home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/friends.htm [5/12/2003 12:29:36 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/%20charact1%20page.html
Traditional Chinese culture in Taiwan
According to legend, Chinese characters
were invented by the historian "Cang-Jie"
under China's founder "Huang-De" about
4500 years ago. But the possible
precursors of Chinese characters
appeared as early as 8000 years ago and
that Chinese character formed a complete
system of writing by about 3500 years
ago. Among the writing system in use at
that time, only Chinese characters are
still used.
The earliest known characers, from the
oracle bone writing inscriptions during
the Shang Dynasty, were written on
bones and tortoise shells for divining
purposes. This picture is a piece of
tortoise shell with some characters on it.
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Since they were etched into the surface
the characters had a stick-like
appearance. Subsequently characters
were inscribed on bronzes and this
bronze writing "Jing" became more
varied in its shape.
The early Chin Dynasty Dictionary
included nearly 50,000 characters, the
vast majority of which were rare variant
characters accumulated over the
centuries. In contrast the late Han
Dynasty Dictionary included only 9,353
characters.
The most important two characteristics of
Chinese character are: (1)The form of a
character has no relationship with it
pronunciation: You can't read the word
by seeing the character as you read
English word. (2)Two outwards of
writing: because of the special quality of
squire structure, Chinese characters can
be writen by horizontal or vertical ways.
Home Writing Tools
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Paper, writing brush and ink
Oracle bone inscriptions were first written
and then carved. This indicates that
brushes and ink had already existed by the
fourteenth century B.C.
By the time of the bamboo slips and silk
books,brushes and ink had been in wide
use fora long time. During the Spring and
Autumn and Warring states period (772--21 B.C.) the quality of ink
greatlyimproved.
In the Han Dynasty (206 B.C. to A.D.
220), pine soot was first used in inkmaking.
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Go Bac k
Home
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/facts.htm
Taiwan-R.O.C
home Map History Government national symbols
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/map.html
Map & History of Taiwan :
Pré - 1600s
Originally, Taiwan was settled by people of Malay-Polynesian descent, who initially inhabited
the low-lying coastal plains. They called their island Pakan. Here is a detail of an old Dutch
navigational map with this name on it.
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The 17th Century
The island's modern history goes back to around 1590, when the first Western ship passed by
the island, and Jan Huygen van Linschoten, a Dutch navigator on a Portugese ship, exclaimed
"Ilha Formosa" (meaning "Beautiful island"), which became its name for the next four
centuries.
Taiwan
Communications(Transportantion)
Map
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Ann's%20web%20page/history.html
history :
In April 1947, the ROC government completed all preparations for the implementation of constitutional
rule and made the transition from the stage of political tutelage to that of constitutional government. All
ministries, commissions and councils under the Executive Yuan were expanded, and on April 23, the
Executive Yuan established the Government Information Office and agencies for health, irrigation and
land affairs. The GIO was formally inaugurated in Nanking on May 2, 1947, and the Department of
International Publicity, originally under the Ministry of Information of the Kuomintang, was placed
under it.
On March 21, 1949, the president of the ROC promulgated the revision of Articles 3 and 5 of the
Organic Law of the Executive Yuan, whereby the organization of the Yuan was streamlined and all
agencies were regrouped under eight ministries, two councils and one department. The GIO was
abolished, and the Executive Yuan Council approved at its 52nd session the establishment of an
Information Department under the General Secretariat of the Executive Yuan on April 5,1949. Twenty
days later, the headquarters of the Information Department was transferred to Canton along with the
central government.
The further relocation of the central government to Taipei on December 7, 1949, led to another
organizational change in the Executive Yuan in March 1950 when the Information Department was
abolished. On April 24, the Executive Yuan ordered the establishment of a temporary institution--the
Office of Government Spokesman, which was responsible for making press releases.
The original GIO was reactivated on January 1, 1954, in response to changes at home and abroad. In
August 1973, the GIO became responsible for matters pertaining to the mass media, originally carried
out by the Ministries of the Interior and Education and other related institutions. In addition to its
domestic and international information tasks, the GIO assumed responsibilities for publication affairs,
motion picture affairs, as well as television and radio broadcasting.
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Go Back
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Government:
●
The Constitution
"The Republic of China, founded on the Three Principles of the People, shall be a democratic republic of
the people, to be governed by the people and for the people." (Article 1, Constitution of the Republic of
China)
The ROC Constitution is based on the principles of nationalism, democracy, and social well-being
formulated by Dr. Sun Yat-sen, the founding father of the Republic of China. His political doctrine is
known as the "Three Principles of the People." "The Principle of Nationalism" postulates the equal
treatment and sovereign status for the Republic of China in the interdependent commonwealth of nations
as well as equality for all ethnic groups within the nation. "The Principle of Democracy " assures each
citizen the right to exercise political and civil liberties. The Principle of Democracy is the foundation for
the organization and structure of the ROC government. "The Principle of Social Well-being" indicates
that the powers granted to the government must ultimately serve the welfare of the people by building a
prosperous economy and a just society. The three principles have extensively shaped current policies and
legislation in areas ranging from education to land reforms, from social welfare to relations with
mainland China, and, more recently, the extensive political and economic liberalization. The Constitution
delineates the rights, duties, and freedoms of the people, the overall direction for political, economic, and
social policies, and the organization and structure of the government.
●
ROC Constitutional Amendments
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On May 1, 1991, the ROC president promulgated ten "Additional Articles of the Constitution of the
Republic of China," which had just been passed by the first National Assembly. The articles were
designed to reflect the fact that Taiwan and the Chinese mainland are administered by two separate
political entities. The Additional Articles also provided the legal basis for the election of the second
National Assembly and the second Legislative Yuan, which would be representative of the people on
Taiwan and overseas Chinese. After the second National Assembly took office on January 1, 1992, its
delegates adopted Additional Articles 11 through 18. These articles were promulgated on May 28, 1992,
laying the groundwork for the popular election of the president and vice president of the Republic of
China, the transformation of the Control Yuan from a parliamentary body to a quasi-judicial organ, and
the implementation of provincial and local self-governance. On July 28, 1994, the second National
Assembly revised the 18 Additional Articles, reducing the number to ten. Under the revised Additional
Articles of the Constitution, the president was to be directly elected from the ninth-term and the term was
reduced from six to four years. The National Assembly no longer had the right to recall the president and
the vice president. Instead, when recall of the president was proposed by one-fourth and passed by twothirds of the delegates, additional confirmation from more than half of the voters out of at least half of the
total voting population was still required for recall. The president was entitled to nominate the president
and committee members of the Control Yuan, Examination Yuan and Judicial Yuan, as well as the grand
justices, with the consent of the National Assembly. Although the committee members of the Control
Yuan were no longer elected, their right to impeach the president remained. When passed by two thirds
of the entire National Assembly, the impeached person would be dismissed.
From May to July, 1997, the Additional Articles were further amended.
* The Provincial Government was streamlined and the popular elections of the governor and members of
the provincial council were suspended.
* A resolution on the impeachment of the president or vice president is no longer initiated by the Control
Yuan, but rather by the Legislative Yuan.
* The Legislative Yuan has the power to pass a no-confidence vote against the president of the Executive
Yuan (premier), and the president of the Republic has the power to dissolve the Legislative Yuan.
* The president of the Executive Yuan is to be directly appointed by the president of the Republic,
without consent of the Legislative Yuan.
* Educational, scientific, and cultural budgets, especially the compulsory education budget, will be given
priority, but are no longer restricted by Article 164 of the Constitution requiring at least fifteen percent of
the total national budget.
In September 1999, the ROC third National Assembly passed another round of constitutional
amendments, which extend the term of delegates from May 2000 to June 2002. Due to the controversial
nature of the tenure extension, constitutional interpretation was requested and the Council of Grand
Justices ruled the amendments invalid, and the previous amendment promulgated on July 21, 1997, was
revived from March 24, 2000.
Another series of constitutional amendments were promulgated on April 25, 2000, to terminate the third
National Assembly on May 19, 2000, and establish a unicameral legislative system. Under this newest
revision:
* Three hundred delegates shall be elected by proportional representation to the National Assembly,
within three months of the expiration of a six-month period following the public announcement of a
proposal by the Legislative Yuan to amend the Constitution or alter the national territory, or within three
months of a petition initiated by the Legislative Yuan for the impeachment of the president or the vice
president.
* Recall of the president or the vice president shall be initiated upon the proposal of one-fourth of all
members of the Legislative Yuan, and passed by two-thirds of all the members. The measure must be
passed by more than one-half of the valid ballots in a vote in which more than one-half of the electorate
in the free area of the Republic of China participates.
* When the Legislative Yuan convenes each year, it may hear a report on the state of the nation by the
president.
* Grand justices shall not hold office for life unless they are judges.
●
Constitutional Rights and Freedoms
The ROC Constitution guarantees various rights and freedoms to all citizens. Modeled after American
constitutional concepts, the rights include equality, work, livelihood, and property, as well as the four
political powers of election, recall, initiative, and referendum. The people have the duty to pay taxes and
perform military service as prescribed by law. Obtaining an education is considered both a right and a
duty of the people. The people are also entitled to the freedoms of speech, residence, travel, assembly,
confidential communication, religion, and association. Personal freedom is also guaranteed. Rights and
freedoms not specified in the Constitution are also protected, if they do not violate social order and
public interest. The law may not restrict freedoms stipulated in the Constitution, unless the freedoms are
abused, the freedoms of others are infringed, or public order is threatened. Even in these situations, the
Constitution permits restrictions on constitutional rights and freedoms only under specific circumstances.
This is designed to prevent legislative bodies from enacting laws that exceed the limits established by the
Constitution. Restrictions on constitutional freedoms are valid only if contained in legislation necessary
to prevent restrictions against the freedom of others, to respond to emergencies, to maintain social order,
or to enhance social interest. In any case, arrest, trial, and punishment must be implemented strictly in
accordance with proper legal procedures. If human rights are violated by the government, the victims are
entitled to compensation by the state.
●
Government, Economic, and Social Policies
The ROC Constitution contains directives for formulating legislation and procedures addressing
important government, economic, and social issues. Chapter XIII of the Constitution (Fundamental
National Policies ) contains articles on national defense, foreign policy, national economy, social
security, education and culture, and frontier regions. The policies outline the government's responsibility
to provide necessary support for the welfare and well-being of the people and enable them to engage in
various business and professional activities. Article 10 of the Additional Articles of the Constitution
prescribes specific policy orientations on several modern issues including scientific development,
industrial modernization, environmental protection, national health insurance, and the elimination of
sexual discrimination.
●
Governmental Structure
The ROC government is divided into central, provincial/municipal, and county/city levels, each of which
has well-defined powers. The central government consists of the "Office of the President," the "National
Assembly," and five branches (called "yuan" ), namely the "Executive Yuan," the "Legislative Yuan,"
the "Judicial Yuan," the "Examination Yuan," and the "Control Yuan." At the provincial level, the
provincial governments exercise administrative authority. Since the ROC government administers only
Taiwan Province and two counties in Fujian Province, only two provincial governments are currently
operational--the Taiwan Provincial Government » and the "Fujian Provincial Government ." The Fujian
Provincial Government oversees the regional affairs of Kinmen County and Lienchiang County.
Likewise, the Taiwan Provincial Government exercises full jurisdiction over Taiwan's 16 counties and all
the cities except for Taipei and Kaohsiung, which are special municipalities directly under the
jurisdiction of the central government.
At the local level and under the Taiwan Provincial Government, there are five cities--Keelung, Hsinchu,
Taichung, Chiayi, and Tainan and 16 counties. Under each county there are county municipalities.
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National symbols:
●
National Designation
The Founding Father of the ROC, Dr. Sun Yat-sen, first proposed naming what was to ultimately
become our country the
"Republic of China" at the first official meeting of the Tung-meng Hui (Revolutionary Alliance) in
Tokyo in 1905. Dr. Sun said:
"It was not until the day in autumn of 1905 when outstanding individuals of the entire country gathered
to found the
Tung-meng Hui in Tokyo that I came to believe the great revolutionary task could indeed be achieved.
Only at this point did I
dare to propose the national designation of 'Republic of China' and announce it to the members of our
party, so that each
could return to his respective province and proclaim the message of the revolution and disseminate the
ideas behind the
founding of the Republic of China."
Dr. Sun's suggestion was officially adopted when the Provisional Assembly was established in 1912.
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●
ROC Year Designations
In official and most ordinary usages, years in the Republic of China are calculated from the year of the
Republic's founding,1912.
Thus, 1912 was referred to as the first year of the Republic of China, and 2000 is the 89th year of the
Republic of China, and so on.
This is a continuation of the millennia-old system in China of beginning new year designations with the
ascension of a new emperor.
●
National Flower
The plum blossom, prunus mei, was officially designated by the Executive Yuan of the Central
Government to be the national flower on July 21, 1964.
The plum blossom, which produces shades of pink and white and gives offa delicate fragrance, has great
symbolic value for the Chinese people
because of its resilence in harsh winter weather. The triple grouping of stamens (one long and two short)
represents Dr. Sun Yat-sen's Three Principles
of the People, while the five petals symbolize the five branches of the ROC government.
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Thanh Do. Welcome to machine Gun Kelly
Welcome to Thanh World
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Top
FOR INFORMATION
ABOUT
TET
CLICK ON ENTER.
ABOUT
FAMILY.
ME.
FRIENDS.
About
Nha
INTERESTS.
Trang
top
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Thanh%20Do%20WebPage%20/what%20is%20tet.htm
Site Listings
Lunar New Year - Te Nguyen
Dan.
Cung Chuc Tan Xuan.
Le Tao Quan.
Le Giao Thua
Cay Neu
Cau Do
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Home
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Thanh%20Do%20WebPage%20/About%20me.htm
Thanks for visiting my web
page
My name is Thanh Do and I am from Vietnam. I go State
College High School in PA.
Nha Trang is the place where I was born and raised.
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Top
Pilot station :
South position 120 09' 00" N - 1090 15' 00" E
North position 120 14' 00" N - 1090 13' 00" E
From P/S to berth: 5 miles.
Pilot service :
Compulsory.
Radio frequency :
VHF channel 16.
Accommodation :
Wharf length 170 m, draft 8.5 m
Back
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Family
In my family I has mom, dad and two sister, one
is older than me and other one is younger than
me.
Back
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Thanh%20Do%20WebPage%20/Friends.htm
FRIENDS.
Friends a person who is not
care what you look like, but
care about your presonalities.
Friends is a people for you can
confidence or talk with . And
have fun, share things
together.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Thanh%20Do%20WebPage%20/Interests.htm
Interests.
Soccor.
Car.
Computer.
www.Nhu Quynh.com
Music.
Back
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Thanh%20Do%20WebPage%20/Nha%20Trang.html
Nha Trang
Nha Trang is a good place for such marine sports as
snorkeling and scuba diving. The water is clear enough to
ensure and interesting exercies. Then after the swimming or
diving, you may rent a motorboat to explore the islets nearby,
watching fishermen doing their daily jobs or enjoying more
scenic beaches which are still completely unspoilt
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Cham towers of Ponagar offer a cultural perspective. Built
between the 7th and 12th centuries. Only with loose bricks
and with neither plaster on the walls nor mortr between the
bricks - the towers have stood for many centuries.
The Coco Dive Center Our dive center is located in
Vietnam's most easterly point at Countrys Premier Resort
town of Nha Trang. The dive center is managed by our
director Xuan who is the first vietnamese PADI IDC Staff
Instructor along with consultant Jean-Pierre a PADI Master
Scuba diver trainer, BSAC, CMAS Instructor. The dive
center is open every day from 7a.m. to 9 p.m., and offers a
full range of PADI courses and diving services from "try
dives" for non-certified divers, who just want a taste of the
underwater world to gided dive tours of up to 80 minutes per
dive for certified divers. PADI courses running all the time
from Open Water courses through to the professional level of
Divemaster and Assistant Instructor. All our dives are boat
dives with the exception of night dives which are carried out
from the beach. We can arrange for your collection from the
airport and pre-book accomodation on request. The staff and
instructors are happy to provide information about Nha
Trang and the surrounding areas to ensure your stay is a
happy memorable one. So come and join us anytime from the
beginning of January to the end of October.
Home
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Cung Chuc Than Xuan.
Tet Nguyen Dan, is the lunar New year Festival and it is the
most important Vietnamese holiday. Tet is the celebration of
the beginning of spring as well as a new year. It is the time
for family reunions, exchanging gifs, best wishes and the
beginning of a new year.
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If the new year is the time of renewal, Lunar New Year is surely the queen of new
years. Renewal is not merely personal but cosmic; parties aren't just thrown for
friends and family but for gods and dead ancestors. You can wish Chuc Mung
Naam Moii (Greet New Year to You) to the Vietnamese, or Koong Hay Fat Choii
(Extend Happiness, Prosperity, and Wealth) to the Chinese. The lunar new year is
the most important holiday in the Asian culture. It is a day of colorful festivities,
some as familiar as firecrackers and dragon dances. It is also a day of traditional
rituals, rich in symbolism, legends and superstitions dating thousands of years
&emdash;and unknown to non-Asian as well as many Asian American youths.
In Asia, Lunar New Year is a heady weeks-long affair, filled with parades,
incense and firecrackers, fortune-telling and banquets with heaping plates of
dumplings, pork hams, sweet rices, and sweet cakes. Shooting off firecrackers on
New Year's Eve is the oriental way of sending out the old year and welcoming in
the New Year. On the stroke of midnight on New Year's Eve, every door in the
house, and even windows, have to be open to allow the old year to go out.
In America, Asian Americans celebrate by eating traditional foods, watching
dragon dances, calling on relatives and friends, passing out "lee see" (lucky
money) &emdash;fresh, crip bills stuffed in red envelopes. Lee-see is usually
given to children and unmarried youngsters as a way of sharing luck among loved
ones. Although oversea festivities tend to be smaller, they are based on the same
rituals celebrated in their own motherlands: frightening off evil spirits and
ushering in good ones by thanking the gods, respecting ancestors and asking for
blessing.
During the new year parades, the dragons usually visit nearly stores and
restaurants. Their dances, accompanying by firecrackers, will frighten bad spirits.
Business owners will "feed" the dragons lucky money inside heads of lettuce,
which the dragons shred and "spit" into the air. Lettuce is considered lucky
because its Chinese name, sang choi, sounds like the words of "born prosperous.
Home
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LE TAO QUAN
●
Feast of the Household Gods, this holiday falls on the
twenty-third of the twelfth month of the lunar year. The
holiday marks the day on which the chief guardian spirit
of the kitchen returns to heaven to report on the activities
of the family. A new spirit is then assigned to the
household for the coming year to replace the previous
one. On the day of Le Tao Quan, each family pays
tribute to the kitchen God. This includes buring
sacrificial gold paper and offering a fish )carp_ for him
to ride om his journey to heaven.
Vegetarian Dishes for the Tet Holiday
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In Vietnam, when people adopt a vegetarian diet, it usually
means they want to keep their souls pure. Most vegetarians
in Vietnam are Buddhist monks or followers, but in recent
years some people outside Buddhism have begun to eat
vegetarian foods for health reasons. This practice, though
common in the West, is just beginning to take hold in
Vietnam. With the improved living standard in Vietnam,
eating a vegetarian diet has become something of a vogue.
Non-Buddhist vegetarians, especially the young and
foreigners, feel that reducing or stopping meat intake makes
them healthier. Some even claim it makes them more
beautiful.
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Le Giao Thua
GIAO THUA is the transition moment between the old year
and the new year. It is one of the most importamt times
during the TET holidays. It occurs at the midnight hour on
New Year's Eve. GIAO THUA is the time when a family
ushers out the spirits of the old year, a ritual called LE TRU
TICH. Drums, gongs and firecrackers announced the hour of
LE GIAO THUA. Nobody would dare to sleep by this
moment or risk of "loosing one age". All members of the
family &emdash;dreesing in new clothes&emdash; gather in
the living room, pray together, then congratulate the New
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Year and wish each other the very bests for the coming year;
the oldest set of parents (usually the grandparents) are
congratulated and offered best wishes first, then the order is
trickled down! Shortly after midnight, many Buddhists go to
their favorite pagoda to pray for a good year. They return
home with a young branch of a tree with lot of bulbs, a lucky
symbol. Many families will eat a simple meal after midnight,
perhaps drink some rice wine or champagne. Many families
also cut open a watermelon: if it is red inside, it is a good
omen (red being the luckiest color). Gambling is also a
favorite after midnight activity, and continues for the three
days of Tet and beyond. Midnight is marked by a tremendous
barrage of firecrackers, every family setting of strings to
scare off the evil spirits and give applause to the new year.
Home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Thanh%20Do%20WebPage%20/Cay%20Neu
Cay Neu
Exactly one week before Tet is the day that the Kitchen Gods
&emdash;a wife and two husbands&emdash; leave the
kitchen-hearth to report the year's events in the household to
the Jade Emperor at the heaven court. This Feast of the
Kitchen Gods &emdash;LÊ TÁO QUÂN&emdash; falls on
the twenty-third. They are sent off with a feast (including
burning sacrificial gold paper and offering a fish-carp
skeleton for them to ride on their journey to heaven), which
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will hopefully influence their report favorably. The next day,
a bamboo pole, (New Year's Tree &emdash; Cây Nêu)
stripped of its leaves except for a tuft on top, is planted at the
front yard. Red paper and clay bells decorate the tree. It is
supposed to ward off the evil spririts during absence of the
Kitchen Gods who leave the family at this time to visit the
palace of the Jade Emperor.
Home
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Cau Do
A literary art form of Chinese origin (parallel sentences). A
cau doi, "sentence pair", consists of two sentences or lines.
Each line corresponds with the other meaning as well as tone
pattern and individual word meaning. The cau doi is usually
used to convey good wishes on the Tet holidaya. It is highly
specialized form of poetry.
Families also paste up strips of red paper &emdash;cau
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doi&emdash; with sayings of wealth, happiness, prosperity,
and longevity; buy "mai" and "dao" flowering branches for
good luck, and other fruits with names reminding of their
wishes for the coming year. A cau doi, "sentence pair", a
literary art form of Chinese origin (parallel sentences),
consists of two sentences or lines. Each line corresponds with
the other meaning as well as tone pattern and individual word
meaning. The cau doi is usually used to convey good wishes
on the Tet holidays. It is highly specialized form of poetry.
Home
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Alba Gallart-Home Page
Hello you are in Alba's web page.
I'm going to tell you something about fallas, the most magnificent festival in my
country, Spain. If you like the fireworks, noise, and big parties you may go to see it.
LAS FALLAS DE VALENCIA
(IN SPAIN)
THIS IS A PICTURE OF ONE OF THE LITTLE FALLAS
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History of the fallas.
What are fallas?
Other activities during fallas.
Pictures of the process of fallas.
Click on History of the fallas, What are fallas, Other activities,
or Pictures to get more information!
For more information go to:
htt:/www.donquijote.org/spain/fiestas/lasfalls.asp
http://www.ciberra.com/fallas/visitante/ingles/index.html
I would like to thank this web pages to giving me the information needed to
make my web page a good source of information. Thank you.
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Alba%20web%20page/history.html
Las Fallas of Valencia takes place on March 12th till 19th.
The history of the Fallas:
Las Fallas is one of the most unique and crazy festivals in Spain. Started as a least day for St. Joseph, the
patron Santo of carpenters, has become a 5-day, fun and traditional celebration of fire.
Las Fallas means "the fires" in Valencian (a language that is spoken by the people that live in Valencia
(my home town). Its and old language that now is losing power).
In relation to the origins of the Fallas, apart from really old rites and cults, and ceremonies with relation
to the spring equinox, it has been found that in the XVI century the custom of the carpenters on the day
of Saint Joseph was to burn oil lamp bases and other lighting things that were not necesary because of the
prolonged daylight. They then added wood, useless planks, old furniture and other leftovers to the fire .
Later, they began making the wooden "ninots" (puppets) with these leftovers, but this did not begin until
the end of the XIX century, and with other small changes down through the years, we arrive at the
present day Fallas festival.
The night of the 19th, starting at 12 p.m.,
all the fallas, one by one, all over the
city, are burned. The fireworks and the
music sounds louder than ever. The
statues are build with a leaning part so
that as it burns, it falls over very
dramatically.
The first day of Fallas
The last day of Fallas
Now fallas there are a very popular festival in Valencia, and all the schools have a week of vacations
during this days of fire, dance, parades, and having fun with friends. A lot of people came from other
cities to enjoy this week watching the different events that they only can find in Valencia.
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GO BACK TO INDEX PAGE
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What are Fallas?
The idea of this festival is the creation and
destruction of huge ninots (doll), that are
wood and plaster statues that are placed at
over 350 key intersections and parks
around the city today during the week of
Fallas. The ninots are extremely lifelike
and they sometimes represent satirical
scenes and current events like making fun
of of corrupt politicians. The Fallas are
created by neighborhood organizations and
take about six months to construct, and also
they are very expensive approximately
about 75,000$.
The ninots remain in place until Saturday, March 17th, the day known as "La Crema." Starting in the
early evening, young men with axes chop holes in the statues and stuff them with fireworks. The crowds
start to chant, the streetlights are turned off, and all of the ninots are set on fire at exactly the stroke of
midnight. If there is any problem with the fire there are firemen that are protect the town buildings.
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THIS IS A PICTURE OF ONE OF THE NINOTS
Among the most important acts are :
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The "crida", the public announcement which is made from the Torres de Serranos, by the Queen
of the "fallas" and the Mayor of the city. The Torres of Serranos are the old doors of the city of
Valencia,
The "Cabalgata del Ninot" (the Ninot procession), the lovely night-time parade which is made up
of various "falla" committees. You can see the best ninots that were created that year.
The "Cabalgata del Reino" (Procession of the Kingdom) in which various towns of the old
Kingdom of Valencia take part, putting on show their own typical folklore and local produce.
The offerings of flowers made by the participants -"falleras" - to "Nuestra Señora de los
Desamparados" (Our Lady of the Forsaken), Patroness of the city the famous "Nit del Foc" (Night
of Fire), when all the "fallas" (grotesque and humorous scenes made up of cardboard figures) are
set on fire providing a fascinating spectacle.
Falleras and falleros are the girls and boys that participate on fallas, and dress up in like in the old times
with beautiful dresses and very expensive and heavy. Most to the falleras have only one dress, but if they
are the Queen of fallas they should have at least two. She has to dress up almost every day for one
month. I think that people with money have sometimes about six. They are really expensive, about 2,000.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Alba%20web%20page/Interests.htm.
Other activities during
Fallas
Besides the burning of the fallas, there are other activities during the Fallas as mascletas, paella contests,
beauty pageants around the city, fireworks, and eat for merienda "chocolate whit churros".
The " mascletá" is the noisiest act of the whole fallas celebration. Rows of, and single, firecrackers (by
the thousands), making Valencia as deafening as the shot heard around the world. The "Mascleta" is the
noisiest act of the whole Fallas celebration.
Paella is the most typical valencian dish, it is made in a large pan call paella. The paella is big, but not
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deep. The mean element in the paella is the rice, but is made with vegetables and meat also. Well
depending in the zone you are they have also mariner paella. It means they change meat for fish. Both are
really good.
INFORMATION
PICTURE
Bullfights is one of the more popular activities during falla, but is
not always in the rings sometimes the people close an area in a town
like ten streets and they liberate bowls in it. Is much more fun that
see it in the rings,because you can participate in there too this way.
You can run in the street playing with the bull, at it doesn't get hurt.
In fallas we have a content of fireworks, it is call "La nit del foc", that
means the night of fire. And there are fantastics fireworks that every
Fireworks( a pyrotechnic)
people like to watch.
We also have delicious food that we usually eat during fallas. We eat paella, of course, but also caldera.
Caldera is another kind of dish with rice,but more like a soup, with meat, potato, and legumes. It is made
in dipper pot.
We eat merienda, that is a little snack in the afternoon. The most typical merienda is hot chocolate with
churros or bunyuelos. Muuuuuu, delicious.
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Alba%20web%20page/paella.html
VALENCIAN PAELLA
There are two basic flavors of paella, meat or fish. The meat used for it is either chicken, or rabbit, or
both. Here are the ingredients:
1. Olive oil.
2. Chicken and Rabbit (2-3pc/person).
3. Lima beans (Garrofó) (5-6/person).
4. Green beans (5-6/person).
5. Tomato.
6. Sweet paprika (pimentón dulce). Make sure that it is not hot.
7. Saffron. The paella has to be yellow-like, rather that white.
Fresh rosemary.
Lemon (one every 4 people).
Water (300cc/person).
Salt (at your discretion).
Pearl rice (125gr or 100cc/person).
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A key thing is the recipient in which you are going to cook. We use the paella in Valencia ("paella"
means "pan" in Valencian).
You need to put the Lima beans into water overnight, do not forget it.
Heat olive oil to medium-high temperature, so it barely covers the bottom of the pan.
Clean the chicken, try and remove as much fat as possible, but unless you really dislike it, leave the skin:
it gives a nice flavor to the course.
Salt and start frying the chicken.
Meanwhile, wash the vegetables and split all green beans. Dice the tomatoes into tiny pieces: you should
not see any tomato chunk in a paella serving. Salt the vegetables and turn the chicken over.
Prepare a recipient with fresh water. A good amount of water is 300cc of water per person.
When the chicken has turned into a golden color, take the pan half way out of the range and put the
chicken in the colder side. It actually does not matter if you do not do it, but it eases the roasting of the
vegetables. Paella pans in Valencia are quite wide and slightly concave, and the oil stays in the center, so
we move the chicken to the periphery and continue in the middle with the vegetables.
Drop the green beans and the Lima beans into the oil and fry them for four or five minutes, stirring
occasionally. Then add the paprika and stir again. Fry for 20-30 seconds and then add the tomato. If you
fry the paprika for too long you will ruin it. The water the tomato contains will cool down the oil enough
to stop the process. Stir for a minute, then put the pan back in its original position and mix everything.
Then add the water.
Use a wooden stick to touch the bottom of the pan and measure the height of the water. You will need it
later. We do not need such a stick in Valencia, since the handles of our paella pans show on the inside to
indicate where the water is supposed to reach (there are different pan sizes for different amounts of
guests).
Let it boil at the same temperature for twenty minutes. Then take the pan out of the range (but don't turn
it off). Add water until you get back to the same height: use the wooden stick for this delicate operation.
Then put it back to the range. Add salt and let it boil.
As soon as it starts boiling, use a spoon to taste the water. It is important to take the water from the
bubbles: it's the only part of the water's surface with no oil. Taste for salt. Add if necessary. Don't be
slow in this, you want to add the rice before too much water evaporates. Then add the saffron.
Now, add the rice, 100cc per person. If you want to add more, my rule of thumb is: always 3 times the
amount of rice in water. Remember, however, that you want to keep it shallow, 7-8 cm. Many others use
twice as much water as rice instead, but then times are different. I shall trust my granny on this.
Shake the pan slightly to spread the rice, and let the water boil again. Boil for ten minutes, and then
lower the temperature of the range, and let it boil for another ten minutes.
Whilst the rice is being cooked at its final stage, and when you no longer have a water layer covering the
rice, put a couple pieces of rosemary on top of the rice. The steam coming out will activate the scent of
the rosemary, which will bathe the paella. This happens typically in the last five minutes.
The paella is almost ready take it out of the range and cover it for a couple minutes to concentrate the
rosemary scent and maybe soften those last rebel rice grains.
Finally, many people like to squeeze some lemon over their course.
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Alba%20web%20page/pictures.html
THE PROCESS OF THE FALLAS
THE SKETCH OF THE FALLAS BEFORE THEY BUILD IT
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THE FINAL PRODUCT
WHEN THEY BURN THE FALLAS IN THE LAST DAY OF VACATION
To create the fallas takes about six month, but to destroy it takes two seconds. The fallas are only sit in
the parks or street for five day, after the long time that takes to build them. When it is the time to burn the
fallas is the most hard and sad part of the festival. Some people cry. Usually the person that cries the nigh
of La Crema is the Queen of fallas, because it means that see won't be the Queen for much longer. Each
year the Queen is a different girl, so all of them have the opportunity to be Queen sometime.
index first page
Welcome to Jelilatou Ade
Salami Web Page
Social Studies Project
Mr Wilson
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●
Date :01/29/02
Period :1st
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index first page
Ivory Coast My Country
History
.History
.Tourism
.Culture
.Sport
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History of the Ivory Coast
The history of the Ivory Coast is long,though it until just
recently has been a colony of France. Both changes is
political parties, population growth and use of land have
made the history very complicated.
Two interesting phenomenon in the history of the Ivory
Coast are :
.ecological
.Political
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/ade%20%20web%20page%20/ecological.html
T
his was the first even that later was creating big ecological transformations.
Then there
was a war in 1914 and the French government failed again in its authority (the
native
Africans had been too strong to conquer before), due to its priority to get
militarised. The
natives revolted and were strong to 1920. Then the French administration was
ready to
fight once more. They had to respond to the ecological changes that were created
by their
involvement in the Ivory Coast. Now they were stronger than ever. Severa
political
choices were made and they we efficient. One decision was to let Europeans
come and
establish plantations to export coffee and cocoa, the product that gave most profit.
Though, they were not as efficient as the African people and were soon out
competed
Then, during World War II and the Depression, France was loosing labour and
had to
recruit more; the cheapest alternative was the African people. When the Africans
did not
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want to work for the French administration, the latter one made a choice. They
choose to
support the more efficient agriculture, i.e. the African plantations. The present
Governor
Andr* Latrille, and his decision about the African support, was not liked by the
European
plantation owners, so they get him removed from the colony. A new
administration was
formed, this time in favour to the European plantation owners during the late
1940s.
Now, the African farmers really had to fight. The Europeans used forced labour
and this
had to be eliminated. The forced labour was very important to the Europeans and
if it
couldbe eliminated they would not be so strong.
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First, a brief abstract of the political history .In the 17th
and 18th century an are between two societies, Cape Palmas
and Assini of
the West Africa coast, was divided into two new areas on the
maps
made by Europeans. They were called thewestern and the
eastern
part. The western part was colonised due to the trade
ofelephant
tusks, and the eastern part was used to export woven cotton
cloth
and slaves. The political situation was veryweak, and in both
parts
there were only so called extended kin groups, which
had connections to the trades. Because of thefindings of palm
oil in
the eastern part,England became involved.
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The name Ivory Coast was first used on the19th century.
France
also became interested. The French government began to
conquer
the country at the same time. The colonisation almost was a
fact in
the middle of 1850, but the government showedtoo little
interest. In
1880 the French conquerors found a new interest in the area.
The
new strategy was to explore theIvory coast in both northern
and
southern direction from the places they were already
involved in,
and to prevent the commercial influence of England, which
was
expanding from the Gold Coast. Finally, in 1893 the Ivory
coast
became a French colony. The governor was LouisGustaveBinger.
He was already successful in connecting areas further inland
with
the coast. During the next twenty years several political
parties
were formed, both by the French government and the native
Africans. A colonial economy was to be constructed. This
was the first event
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Located in WEST AFRICA 5 degree to 10 degree north of
the equator, IVORY COAST is limited on the south by the
ATLANTIC,to the west by GUINEA and LIBERIA, to the
east by GHANA and to the north by MALI and BURKINAFASO(formerly Upper Volta).
While it coverss a relatively small area (122,000 square
miles,roughly the size of New Mexico),IVORY COAST has
exerted, for more than two decades,a significant impact on th
west African subcontinent and on the world itself.It enjoys an
unparalleled diversitu,thanks to its natural ressources, its
fairly unique population profile,its historical heritage and its
current level of overrall economic developpment.
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●
Geographie
Climat
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Cultural artifacts
Back
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Geographilly, Ivory Coast is again a land of contrasts, with
many
changes between the north and south.It is contrast transition
of
physicalfeatures that range from a scenic and recreational
Altantic
scenic coastline to deep forests, wooded savannahs, open
plains,
and stark mountain and desert vistas in a general incline to
the
Northern Plateau.Landscapes are varied, and teemhh with
rare and
common specied of trees and blossons, birds and denizens
that
evoke the aura of sutained adventure for the modern traveler.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/ade%20%20web%20page%20/Climat.html
Located in WEST AFRICA 5 degree to 10 degree north of
the equator, IVORY COAST is limited on the south by the
ATLANTIC,to the west by GUINEA and LIBERIA, to the
east by GHANA and to the north by MALI and BURKINAFASO(formerly Upper Volta).
While it coverss a relatively small area (122,000 square
miles,roughly the size of New Mexico),IVORY COAST has
exerted, for more than two decades,a significant impact on th
west African subcontinent and on the world itself.It enjoys an
unparalleled diversitu,thanks to its natural ressources, its
fairly unique population profile,its historical heritage and its
current level of overrall economic developpment.
●
●
●
Geographie
Climat
Some pictures
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/jane's%20homepage
About Korean Traditional
Under Floor Heating System
<ONDOL>
A building with ondol at Ojokon.
Do you want to know about <ONDOL>?
Then,
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[CLICK HERE]
<This is Jane's Homepage>
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/Ondol
ONDOL
Korean under floor heating system
Ondol Room
+What is Ondol?+
+Original Ondol+
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/Ondol
+Nowadays Ondol+
+Photo Album+
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/what%20is%20oldol%3F
What is Ondol?
Ondol is a Korean Traditional under floor
heating system.
'On' means warm.
'Dol' means rock, and it also means under floor.
'Ondol' means warm under floor.
In Korea most of the houses use Ondol.
Originally, a wide stone (called a Gudeuljang)
under the floor in each room was heated. The
stone then radiated heat to the floor, warming the
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/what%20is%20oldol%3F
room. Heat and convection were also applied. In
the past, a woodfire was used as the heat source.
These days, modern energy devices such as
boilers use gas to heat water that circulates under
the floor to warm the room.
Home What is Ondol? Original Ondol Nowadays Ondol
Photo Album
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/original%20ondol
Original Ondol
A typical Korean house in the Choson Dynasty
would consist of two rooms plus a kitchen.
Kitchen at Ojukon
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The flue from the kitchen stove would be led
under the floors of the other rooms, and there
most likely would have been one or more
additional fireplaces located outdoors, below
ground level, with flues also passing under the
floor.
The chimneys would be located on the side of
the dwelling opposite the fireplaces.
An ondol fireplace at Songyojong.
Photo Album
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/nowadays%20ondol
Nowadays Ondol
After the Korean war, the South Korean
government starteded on an vast reforestation
program, and today private cutting of wood for
heating is rarely allowed.
Modern Korean homes are built with heating
pipes inserted in the floors, which are usually
concrete, covered with vinyl (carpet is unusual to
be seen in Korean homes).
These pipes circulate water warmed by a
conventional oil or gas boiler.
Today, one rarely sees a wood-fired ondol in use
except in historic settings.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/nowadays%20ondol
Photo Album
http://www.scasd.k12.pa.us/Developers/lub11/WE...0pages/jane/jane's%20homepage/nowadays%20ondol (2 of 2) [5/12/2003 12:30:15 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/jane/jane's%20homepage/photo%20album
+Photo Album+
Ondol
Traditional Korean Houses
Photo Album
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§Daisuke-Homepage§
This page was checked by Netscape Ver 4.47
*Made by Daisuke Kobayashi
English Project
Japanese Ancient Building
Mr. Wilson
[ESL] Pd. 1
December 20. 2001
Up Date=--/--/----
●
Enter
Go to main page of this
homepage.
●
No Frame
Go to main page except frame
Here have some of information of
Japanese buildings. I want to tell you some
excellent points of Japanese buildings.
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Daisuke%20Web%20Page/DANindex.html [5/12/2003 12:30:16 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Daisuke%20Web%20Page/Prt.html
The famous Japanese
Building
What and How to make.
Japanese woods.
Kinkakuji(kyoto)
The famous Japanese
Building
Some of Japanese famous buildings with
picture.
What and How to make.
Summary about how to make buildings.
And carpenter's items.
Japanese woods.
Some of Japanese popular woods.
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Daisuke%20Web%20Page/Prt.html [5/12/2003 12:30:23 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Daisuke%20Web%20Page/fb.html
Japanese Famous Building
Japan has a lot of beautiful buildings. Here, I will show you some of them.
Name: Kin-Kaku-Ji
Place: Kyoto Japan
Period: Kamakura ( A.D.11001300)
Characteristic: Foiled by Gold
This is one of the most gorgeous
building in world.
Because, this building foiled gold!
The meaning of "kin" is Gold.
This building made by the shogun
Yoshimitu Asikaga's order. He had
large power and money.
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Name: Gin-Kaku-Ji
Place: Kyoto Japan
Period: Kamakura (A.D. 1100- 1300)
Characteristic: very simple
This building is looks so simple. This
building made by the order of
Yoshimitu's child.
The meaning of "gin" is "silver" in
Japan. but, when he try to make this
building, he didn't have power and
money to buy a lot of silver to foil this
building.
But, this building's good point is
simple. The inside of building, very
useful and comfortable.
Name: Sho-So-In
Place: Nara, Japan
Period: Heian (A.D. 700- 800)
Characteristic: Imperial treasury
This building is one of the oldest
building. This building is treasury of
old Japanese Mikado.
This building have a lot of treasure
that important for history.
Name: Ho-Ryu-Ji
Place: Nara Japan
Period: Aska (A.D. 600-700)
Characteristic: World treasure
This building is the oldest wooden
buildings in the world.
This buildings are Buddhism temples.
And there have some of national
treasures. For example, images of
Buddha.
Ho ryu ji is not one building. There is
many buildings.
BACK
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Daisuke%20Web%20Page/HM.html
How do they make?
Japanese traditional carpenter "MIYADAIKU". MIYA means "Palace",
and Daiku means "Carpenter". Old time, about 1500 years ago,
"Miyadaiku" was the best title for carpenters. Their technic was excellent.
They didn't use nails, pegs, cramps, and all of metallic things for building.
Why? because, nails will rust for 10-30 year, but woods can live after they
were become lumber or house. They will never rust. That is the reason
why they did not use nails.
Now, real "Miyadaiku" esoteric skill was lost. Because, the last real
"Miyadaiku" was not gifted with his successor when he had lived. But,
many people are trying to keep Miyadaiku's heart and skill.
Then, I tell you how do they work with woods here.
Their Items
0.
First, they don't use
nails. I think you
thought "Then, How to
make house?". That is
true. We have to fasten
each woods.
Then, They made
technical. make groove
and engage that.
That is very hard work.
Because, if mistake
measure, then that
timber is waste. But,
make tight, that is not
good. because, woods
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are expand.
They learn that from
their experiences. No
one can tell and teach
that.
This work is the most
important work for
"Miyadaiku". If
someone can this work
perfectly, then he is the
good carpenter.
Next, composition.
This is hard work too. I
think, you know why.
That is their work.
Listen easy, but very
hard work to learn.
BACK
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Daisuke%20Web%20Page/jw.html
Japanese woods
Woods are important for Japanese building.
Now, most of large buildings are made by steal shafts and concrete.
But old time, we didn't have them. Then, we use woods to make most of buildings.
Sugi (Japanese Cedar)
This woods are very popular in Japan.
Those grow faster than other woods, and
they have long life.
They became 50 meter.
They are conifer, evergreen.
We use them for house.
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Hinoki (Japanese Cypress)
This wood is very popular in
Japan as same as Sugi.
They have shiny and good smell.
This smell is effective for
vermin.
We use them for House, and
Hinoki is one of the best
building materials. Because they
are hard, and flexible.
"Hi" mean "fire", "No" mean
"of", and "Ki" mean "wood".
Then, "Hinoki" mean "Wood of
fire". Because, in ancient time,
early human history, they use
these woods to make fire.
Akamatu (Japanese Scotch fir)
This woods are good building
materials too.
This wood doesn't have
characteristic, but good at house.
Strong, and durable trees.
BACK
Frame Page
Welcome to my web calendar
welcome!
Order
1.special 14
days
This homepage
is give you
information of
2.Other
korean calenders
3.Images
4.home
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Frame Page
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Bonyoung-Hom Page
Special 14 days
January 14th
February 14th
March 14th
April 14th
May 14th
June 14th
July 14th
August 14th
September 14th
October 14th
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/14days.htm (1 of 2) [5/12/2003 12:30:55 PM]
Bonyoung-Hom Page
November 14th
December 14th
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/January.html
January 14th
Diary day -Someone who has
girlfriend or boyfriend, they
gave a diary to girlfriend or
boyfriend. It has meaning,
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starting new year, and if
girlfriend or boyfriend gave
the diary to you, you can
wrote girlfriend or boyfriend's
birthday, commemoration day,
or about your girlfriend or
boyfriend on everyday. And
last of year you can give the
diary that you wrote sonething
about your girlfriend or
boyfriend.
Go home
Go to next
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/february.html
February 14th
Valentines Day-This day is
from 269year rome era. In that
time the wedding needs to
consent by Emperor.
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The Valentine make them
wedding without consent by
Emperor. Usually people give
gift for lover.
Go to back
Go to home
Go to next
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/march.html
March 14th
White day- The American
doesn't have white day, it only
celerat in Asia people. In this
day it is opposite from
valentines day, boys give
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candy to girls. In my country,
the white day means boys
assent the girls who
confession to you by
chocolate. If boys give candy
to girls that good, but if not
that is not good. So I think it's
not fair to girls. And other
means for white day is the
boys give candy for return
courtesy to girls who are the
girlfriend.
Go to back
Go to home
Go to next
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/April.html
April 14th
Black day- The Black day is
for break people or people
who dosen't have girlfriend or
boyfriend. This day that boy
or girl wearing black clothings
and eatting Jja-Jang-Myun
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and drinking black coffee.
Sometimes that bos or girl
meet first time and make them
boyfriend or girlfriend.
Go to back
Go to home
Go to next
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/may.html
May 14th
Two different meanings.
Yellow day- In Yellow day is
same meaning of April. So, if
did make specialfriends this
day is last day of making
boyfriend or girlfriend. That
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people wearing yellow
clothings eating Ka-Rae.
Maybe yellow color is buty
for spring.
Rose day-We have many rose
festivals in May. So, many
people went out with
boyfriends or girlfriends.
When I was in my country,
my age people didn't went
rose festivals. They spend
money to buy flowers and
they gave to their boyfriends
or girlfriends. I think that is
good way to express that they
love boyfriends or girlfriends.
Go to back
Go to home
Go to next
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/june.html
June 14th
kiss day- this day we just
have to do kiss with lover,
but not just any place any
time.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/june.html
Many people kiss on special
place.
Go to back
Go to home
Go to next
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/july.html
July 14th
ring day- in this day people
buy ring for lover.
Something expensive ring,
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/july.html
but my people or friends
usually give silver ring for
lover.
Go to back
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/august.html
August 14th
green day- Korean weather is
usually hot in august. So, in
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this day people go out for
hiking or park.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/september.html
September 14th
music and photo day-For the lovers they will public speech for people who didn°t know about them.
And people buy CD for lovers and get dinner meeting with lover. Something they take photo for
recollections.
Go to back
Go to home
Go to next
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/september.html [5/12/2003 12:31:02 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/October.html
October 14th
red day-red means love for
this day. So, in this day
people more express to love
for lovers. And in dinner
meeting they will going to
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talk about future.(sometimes
they broke up in this day)
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/november.html
November 14th
movie day- in this they all
lover have to watch any
kinds of movie.
Go to back
Go to home
Go to next
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/november.html [5/12/2003 12:31:04 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/december.html
December 14th
hug and money day-last
year for special day 14th
day. Boys use money for
girl.
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Go to back
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Others
Kun
, Yi
, Kam
, Kon
The Korean flag was slightly changed in 21 February 1984, but the disposition of
the ying yang seems strange (left blue, right red instead red over blue). I
checked some plates pre-1984 and in all the plates the flag is red over blue. The
flag was not adopted until 1950 but was in use de facto after 1945; perhaps
the design posted is derived from the designs used from 1945-50,
Jaume Ollé, 31 December 1998
This is perhaps the oldest representation of the South Korean flag, along with an
article which appeared in a local, Seoul newspaper.
Patrick Kirol, 11 March 2000
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In 'The International Geography', London, 1911, I found this flag - the old flag of
Korea, before it was occupied by Japan in 1905. Korea ceased to exist until
1947, after which a lot of things happened.
However the 'old Korean flag' differs in several respects from the present South
Korean flag:
1.The 4 I-ching signs are arranged differently
2.They are colored blue in stead of black.
3.The Yin-Yang - sign is much more intricate.
yin-yin-yin (K'un) - earth - mother/receptive (lower fly of S. Korean flag)
yin-yin-yang (Kên) - mountain - third son/keeping still
yin-yang-yin (K'an) - water - second son/abysmal (upper fly)
yin-yang-yang (Sun) - wind - first daughter/gentle
yang-yin-yin (Chên) - thunder - first son/the arousing
yang-yin-yang (Li) - fire - second daughter/clinging (lower hoist)
yang-yang-yin (Tui) - lake - third daughter/joyful
yang-yang-yang (Ch'ien) - heaven - father/creative (upper hoist)
Ole Andersen, 14 January 1999
Royal Korean Consulate in Hamburg 1893
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/Images.html
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/startpage.html
welcome!
This homepage
is give you
information of
korean calenders
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Bon%20young's%20wedpage/startpage.html [5/12/2003 12:31:10 PM]
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Junwoo's%20Web%20page/J.W.index.htm
Junwoo Lim
English Project
Mr. Wilson
Pd.1
Click here to enter
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Go to first page
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Frame Page
First Page
About
Taekwondo
Belt Colors
Information
King of The Fighters!
Poomse
Gallery
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mohammad home page
Welcome To Mohammed's Web Page:
What up gang :)>>
In this web site I will show
the Heritage and the Culture of
THE STATE OF KUWAIT
Clothing
Styles of
Kuwait
The
Diwaniya
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mohammad home page
Kuwaiti
and
Arabic
songs
Pictures of
Kuwait
Email me on ambassador87@yahoo.com
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/mohammad%20web%20page/clothing/clothing%20web%20page
The Clothing Styles In Kuwait:
The clothing styles for both men and women its all past on
the tradition and heritage.
clothing style for men:
1. Most men choose to wear traditional cloths throughout the
year like in the summer the wear white cloths called
(Dishdasha) it made so light to not be hot in the summer and
they wear on their head called
a ( Ghfiya) it is a close fitting cap and on top of it is (Kitrah)
it is a square cloth and the (Egal) is the one who hold every
thing on the head, and in winter it is the same thing but the (
Dishdasha) is dark and heavy for the cold weather.
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Clothing style for women;
1-the traditional dress is the ( darraha) it is along dress it fall
on a straight line to the ankle it could be any color and the
wear on top of it a very light dress and it is loose and when
they go out of the house she where (Hejjab) hejjab is a scarf
it should covers all the hair and they wear silky black cloak
called (Abaya) and it cover the top of the head to the toes,
and that is the traditional way the women wear .
Go Back to Homepage
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/mohammad%20web%20page/diwanyia/untitled.html
The Diwaniya
The diwaniya is one of the Kuwaiti and gulf states most important tradition. you
properly now thinking what I am talking about I am talking about a special room
out side the out side of the house it is for the strangers men because the women
wear a scarf you know that so the men cannot see their hair so why let the women
go up stairs or to another room the men desisted to build a room out side the
house that have completely it's own door. some men meets every day and some
meet every other day for rich people it is impotent they meet every other day or
the will desisted when they will meet and even the Amire of Kuwait has a
diwaniya that he will meet with other people. and every for years the congress of
Kuwait will have an election every 4 years so the people who want to be in the
congress will invites the people to their dywania and have dinner and he will give
a speech and it is not just a tradition it is for meetings and for political needs.
some people meet in the diwaniya for some time talking playing cards and some
time watch TV and play games and it is great to have in a house room just for
men use.
The
food of the diwaniya;
1-some nuts like seeds and cashew .
2-tea or Arabic coffee.
3- and sweet things like traditional cake and very sweet pie.
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4-but if you want to have dinner in the diwaniya you have to have a traditional
meal.
This picture show the men are having an Arabic coffee.
Back to the home page
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/mohammad%20web%20page/song/untitled.htmlsongs
Kuwaiti and Arabic songs
The songs of Kuwait and Arabic songs is one of the world
famous songs and if you go anywhere you will find Arabic
and Kuwaiti songs even in the united states.
songs:
1-rashed..wailly(hala02).ram
2- anghaam..seedi-wesaalek1.ram
3- diana..elly-fee-baly.ram
4- a7lam..la-tsadegoonah.ram
5- kathem..3eed-wa-7ob.ram
I hope you enjoyed these songs and again thanks for visiting Mohammed's web
page.
Back to home page
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/mohammad%20web%20page/pictures
Kuwait pictures :
In this page I will show you some pictures of Kuwait :
1-Kuwait city:
This is the Seefe Palace where the head of The State Of Kuwait
lives
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Kuwait towers and the rest of Kuwait City.
The
Liberation tower.
Kuwait towers at 25th and 26th of February.
2-Democracy and Government:
This is the National Assembly .
His Highness The Amir (Shaikh Jaber Al-Ahmed Al-Jaber Alsabah).
Election day for the National Assembly.
The Grand Mosque ( It only open on special Muslims holidays like
the Eid after Ramadan , in Ramadan and after the , Muslims come
from the holly house of Makah and most of kuwaiti poeple pray in it
with the Amir (the head of Kuwait ) ).
This is the Ministary of Communication.
This is the Ministary of Information.
Journalism street ( all Kuwait newspapers are in that street.)
3-Place to go in Kuwait:
A- Shopping malls:
Hawaly and Nogra ( two large cities full with malls and shops.)
Liala Galary shopping mall.
Zahara ( It has a mall , an apartment and some small companys).
Alfanar shopping mall.
This is the coolest shopping mall in Kuwait ( it was built on the sea
and it has the most expinsive stores , resturants , cafes, three movie
theaters and you can stay and sea the sun rise at the sharq bridge.)
B-Theme parks and resorts:
The Entertainment City.
This is the Al-Kiran resort the coolest place to go on vications
Green island it a theme park
Aqua park ( a water park).
And this is the sun set at the sea.
Back to Homepage
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/mohammad%20web%20page/index/rulers
The names of the rulers f kuwait
1- Sheikh Sabah Ibn Jaber (1756-1762)
Sheikh Abdullah I (1762-1812)
Sheikh Jaber I (1812-1859)
Sheikh Sabah II (1859-1866)
Sheikh Abdullah II (1866-1892)
Sheikh mohammed I (1892-1896)
Sheikh Mubarak Al-Sabah (1896-1915)
Sheikh Jaber II (1915-1917)
Sheikh Salem Al-Mubarak (1917-1921)
Sheikh Ahmad Al-Jaber Al-Sabah (1921-1950)
Sheikh Abdullah Al-Salem Al-Sabah (1950-1965)
Sheikh Sabah Al-Salem Al-Sabah (1965-1977)
Sheikh Jaber Al-Ahmad Al-jaber Al-sabah, the present ruler, who acceded in January, (1978)
Back to home bage
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Jinie'swebpage/Jinieindex.htm
WELCOME TO JINIE'S
HOME
ABOUT THIS HOME PAGE
JeJu Island?
Halla-mountain
JeJu Folk Village
Pictures
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Jinie'swebpage/about.htm
Hi! This is Jinie.
Welcome to my home!!
I thank that you visit my webpage.
It's an ESL project to make a webpage
about culture of my country,
I will show you about JeJu Island in Korea.
Here we go!
next page
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Jinie'swebpage/jeju.htm
JeJu Island
JeJu Island(or JeJudo) is the biggest island in Korea.
Many Korean people visit the JeJu Island for enjoy the
wedding trip, because this Island is very beautiful. JeJu is
a picturesque vacationer's retreat, with palm trees,
tropical flowers, natural monuments, tumbling waterfalls,
a snowcapped mountain, ancient temples and pavilions,
broad bathing beaches, and a delightful subtropical
climate. JeJu Island is called the Hawaii of the Orient.
JeJu was chosen by Newsweek magazine as one of the
world's ten most unspoiled tourist paradises.
This Island is 73 kilometers from east to west and 41
kilometers from north to south and the population is
about 600,000. The capital of this island is Che-Ju.
The yearly mean air temperature is 12 degree. It is the
lowest compared to any other region of similar latitude in
the world. This is because Jeju-do is on the east coast of
the continent. It's greatly affected by the continent in the
winter so the temperature stays law. Vice versa, in
summer it's greatly affected by the sea, which slows the
rise in temperature.
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SAMDA
(Three manys; rocks, wind, and women)
"Three manys" is a famous term in Jeju-do. It implie three
things which are abundant in Jeju-do. They are Seokda(rocks),
Pungda (wind), and Yeoda (women). That's why they call
Jeju-do Samdado: the island of three manys.
Seokda is originated from the Mt. Halla volcanic activity of the
past. People had to cultivate the land through a long process of
clearing away the numerous rocks covering the lands and then
form the inlets for irrigation, then construct the wall for
protection against wind.
Pungda is term which, like were. Seokda, tells how harsh the
surroundings of Jeju. Jeju-do is located in the path of typhoons,
so the islanders had to fight against the sea. The effect of
Pungda and Seokda shows in the life styles of Jeju. Two
examples are the thatched roof of Jeju which is tied up with
straw rope, and the field surrounded by stone walls.
Yeoda originated from the fact that most men of Jeju were lost
at sea, which made women larger in number. Also, women had
to come out to field with men due to the Jeju's living
environment being harsh. Yeoda is a comment on population
statistics, but moreover it is a metaphor for women in Jeju
working diligently. The famous women-divers who fight against
wild waves to catch fish are the very symbol of Jeju, the island
of Yeoda.
SAMMU
(Three none; thieves, gates,
and begger)
Sammu is the term meaning there's no thieves, gates or
beggars in Jeju. From the old days, Islanders have made
"diligence, thrift, interdependence" their virtue in order to
pioneer rough and harsh surroundings. So they didn't steal or
beg, which led to the condition of no use for the gate. Also, all
the houses were the descendants of Tamna or of scholars who
were banished due to their great will to keep their principles.
Therefore they all valued their honor highly. They also knew
everything about each other, which prohibited them from doing
anything bad or dishonorable.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Jinie'swebpage/halla.htm
HALLA MOUNTAIN
Halla-san located in the center of Cheju-do. (A local saying states,
"Jeju Island is Halla Mountain, and Halla Mountain is Jeju
Island.") The volcanic peak is South Korea's highest point at 1950
meters. Although the mountain can be seen from all points on the
island, the peak is often hidden by clouds. (Some poeple say that
the mountain acts just like a woman by hiding her face all the
time.) Halla-san is one of three prominent mountains in Korea and
has been designated Natural Monument #182. It brings people
close to nature. Its natural conditions are perfect for enjoying
various leisure activities. Halla-san has remained unspoiled and
retained its natural beauty. The solemnity, beauty, and mystery of
Halla-san can be felt through its scenery: Backrokdam, Yonsilkiam
with Ohbaknahan, snowscapes, Wangkwannung, Orimok Valley,
and Songpanak are all outstanding sites.
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Birds in Mt.Halla.
Dendrocopos leucotos(white-backed woodpecker)
Ring-necked pheasant
Carrion crow
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Jinie'swebpage/jejufolk.htm
JEJU FOLK VILLAGE
The people living on Jeju Island have overcome the island's
harsh conditions (infertile soil of volcanic ash, strong sea winds,
severedroughts) and learned how to the develop the island.
Each community possesses its own unique culture, exhibiting an
attractive heritage.
Glorious traditions developed through continuous efforts and
hardwork over many generations became the basis for the
culture, which will be passed on to future generations. The Jeju
Folk Village presents a lively exhibition for the island's cultural
assets. Built on an area of over 150,000 square meters, the
village documents various historical periods.
All the building were constructed in consultation withexperts and
historians to create the original atmosphere.Some cottages are
two to three hundred years old and were relocated to this village
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Jinie'swebpage/jejufolk.htm
in its original form without any alternations. Three different
habitat types are displayed: coastal, plains, and mountain.
Additionally, cottages used by political exiles are ondisplay.
Former office buildings of the Jejugovernment (prefecture,
archive, and district administration buildings) have been
recreated. Jeju Island has been characterized as the island of
Sammu (lacking three aspects: beggars, thieves, gates) and
Samda (an abundance of three aspects: wind, rocks, and
women).<If you don't understand 'Sammu' and 'Samda', turn to
'JeJu Island' page.) This can be easily can seen from a number
of unique ballads, folk songs, and legends of the island. You can
be entertained with performances of traditional folk plays, folk
songs, and legends presented in the Jeju dialect. A shamanism
section showcases the island's religous heritage.
Folk craft products produced on site by certified craftsmen are
available for purchase. As the local point for the Jeju Island
traditional cultural assets, the Jeju Folk Village intended to find,
preserve, and develop the heritage with hopes that the village
will remain a stimulus for further cultural development.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Jinie'swebpage/pics.htm
Cheonjiyeon Waterfall
Symbol of Jeju Island:
Dolhareubang
Yongdu-am(Dragon Head
Rock)
Flowers
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Halla Mountain
Hyupje Beach
Mascot of Jeju Island
In the Museum
Mt.Halla in spring
Mt.Halla in summer
Mt.Halla in fall
Mt.Halla in winter
Mt.San-bang
angie's home page
December 20/20001
COLOMBIA
TOURISM PLACES
ANGELA SANCHEZ GUERRA
SOCIAL STUDY PROJECT
MR. WILSON
FIRST PERIOD
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angie's home page
Select one of the regions and discover the wonderful
Colombian landscape
REGIONS
●
Caribbean
●
Western
●
San Andres y
angie's home page
Providencia
●
Bogota
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/angie%20webpage/cartagena
CARIBBEAN
Cartage de indias.....
Is legendary both for its history and its beauty. It has been immortalized on
out less canvases, glorified in hundreds of books and had its every detail
photographed a zillion times - and, as Colombia's most fascination city, it
deserves every one of these tributes.
Some of the old town high lights are:
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Palace of the Inquisition
Built in 1770, where until the
declaration of the Independence
you he/she found the saint's
occupation tribunal that it
punished the crimes against the
fe, as the magic, the sorcery and
the blasphemy.
Castle of San Felipe
With underground roads, huts,
and fortresses that served as
barracks they remember the
blockades that it was object the
city when it was attacked by the
pirates. Built in 1657
Also has beautiful beaches like:
Islas del Rosario
Offshore southwest of Cartage, have
magnificent coral reefs and abundant marine
life, making them popular with snorkelers and
scuba divers.
Cartagena's videos
Cartagena
Cumbia - Cartagenera
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/angie%20webpage/caribbean
CARIBBEAN
Santa Marta.......
Capital of Magdalena state. It is one of the biggest touristic harbor in the world.
It is the oldest city in Colombia . It is known as the prettiest bay in all American
continent.
When you go to Santa Marta you can visit:
El Rodadero
Aquarium
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Talking about Santa Marta, you think
about El Rodadero. It is an important
place located in the north of the city. In
the past Gaira Indians resided there.
After 1954 became touristic place.
La Basilica Catedral
If you want to know
about Colombian flora
and fauna, you can go to
Mundo Marino. It has 24
different pools with 54
different aquatic species.
Also there is another
aquarium at 13 minutes
by boat, El acuario was
made it for Francisco
Ospina .
La Quinta de San Pedro
Alejandrino
It was built in century xvii. This
It is declared national monument. It house was where Simon Bolivar
was built in 1766. It has an important died after saying his last words.
historic and touristic value because During this times it has a Bolivar
Simon Bolivar, our Liberator was
museum, a Doctor Reveand's
entombed there, until they moved
pharmacy who was Bolivar's
him to Caracas where he was born. doctor and Bolivar's monument in
marble.
La sierra Nevada de Santa Marta
It was declare national Park in 1977. Located
between Magdalena, Cesar and Guajira states. It has
all the climates from above sea level until cold
weather at the top of mountains. It has a Indians
community who takes care if animals, fauna and flora
of the place.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/angie%20webpage/western
Western
Coffee zone.....
The weather is perfectly adapted it for coffee fields. Theirs cultivation's produce
most part of the exported Colombian coffee. Between coffee's and banana's fields
you can find a beautiful coffee houses with flowers and pretty architecture.
Armenia
Popayan
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Capital of Quindio. It has a Quimbayas' museum,
in honor to the Quimbayas who lived in this
region during Pre-Colombian time. Here, you can
see archeology and gold or silver twist pieces
interesting.
Manizales
Capital of Cauca. One of the most traditional cities
of Colombia and one of the principal architectural
molding. It has Historic places like: Belen church
where you can see a view of all the city, San
Francisco, del Carmen, and de la Encarnacion
Temples.
Pereira
Capital of Caldas. Built in 1848, beside the fertile sand of Nevada del Ruiz.
Earthquakes destroyed most part of one of the oldest cities in Colombia.
Capital of Risaralda.
Built in 1863 in the
border of Otun river.
It was good touristic
places. The zoo
Matecana has
traditional fauna of
Colombia, and a
"Ligre" which is a
combination between
Lion and tiger.
Next page
home
western2
Western
Cali....
Santiago de Cali, confortable city, with roads between trees. Capital of Valle del
Cauca, one of the regions most productive of Colombia. It has big sugar's fields
and lots of indutries. It is a combination between colonies houses and modern
arquitecture.
Monuments
Country-houses
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western2
You can find Religious monuments like: La Ermita,
La Merced and San Francisco churches, and San
Pedro Cathedral.
One beatiful program could be going out and
walk for Cali's streets. Also go to country houses
like "El Paraiso", it was the place where la Maria
was developed, romantic soap by jorge Isaac.
It also has cultural activities. On e of the most important museums is "La Tertulia",
which is an Art museum. Other places to visit are: Munipal, Los Cristales,
Experimental de Cali teathers.
...."Salsa" Capital
Cali is an artistic and dancer city. This musical gender has been developed in all
Colombia. In Cali you can find lot of places to dance or listen music.
western2
Medellin....
Capital of antioquia state, located west central Colombia. It is the country chief
manufacturing center. Textiles, steel, food products, cars, chemicals and coffee are
the principal products. Coal, gold, and silver are mined in the surrounding region .
Until the development of transportation in the 19th centuries., it was practically
isolated: it has since developed into a transportation hub. Rich in cultural
institutions, the city has tree universities, severals 17th centuries churches, and a
national mint.
It is also the city where Botero was born, an artist who is famuos all around the
world. In honor to him, there is a park with his name. In it you can find sculptures
that he has made.
western2
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/angie%20webpage/san%20andres
San Andres y Providencia ...
Located to 400 miles of the coast of the Caribbean Sea. Its
history is different form all Colombia. It was colonized for
British in 17th centuries, that is why the people from San
Andres speak English but it is not the oficial lenguage.
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Some of the sites of interest are:
The cave morgan : Where the morgan pirate hid his treasures,
according to account the legend.
The cove: It is the deepest bay of the island.
Jonny Cay: Key located in all the front of the island.
El hoyo soplador : It reunites the waters that crash against
surrounding reefs and empty by that whole with great force.
Sports:The warm water invited to you to swim into the
ocean.
Food: You can kind the most traditional food like fish,
cocconut, coctails, accomplish with reggae which is the
tradional dance.
Home
http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/angie%20webpage/bogota
Bogota
Administrative, economic, politic, and cultural center of the Nation. It
was built on august 6 by Gonzalo Jimenez de Quesada. Before was
built, Muiscas lived there who were one of the most important preColumbian cultures. It is known as the Anthems of America. It is
situated more than 2590m above sea level. Since it is the seat of the
national Government, its daily life is highly political. the city has
autonomous status and is governed by a mayor appointed by the
president.
It is divided in four zones: Central zone, called international center,
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where are most part of the politic-administrative offices, museums, and
churches. North zone, modern, commercial, and residential where it is
most part of the financial activity. South zone, practically industrial
zone. and West zone, where it is located parks, sports fields, and El
Dorado airport.
...History
La Candelaria
The capital's oldest neighborhood. numerous
churches contain rich Colonial ornaments ad
several old houses, with thick walls,large porches,
vestibules and interior that today are museums,
restaurants and cultural and educational institutions.
Plaza de Bolivar
Sanctuary of Monserrate
It is not as old but is a place of pilgrimage and, in
addition to visiting the church, on a clear day be
can get s magnificent view of Bogota and its
surroundings. It is reached by cable car.
Old Santa Fe
It is the heart of the city , surrounded by buildings
representative of several styles and eras: the
Cathedral, the Capel of the Sacrarium, the
Cardinal's Palace, the Lievano building( Town
Hall), the Capitolium, and the Palace of Narino (
the presidential palace).
Their mixture of styles, predominantly baroque but
displaying evidence of the arquitectural legacy of
the European Renaissance. Among the numerous
churches of the Colonial period those of Santa
Clara, San Francisco, San Ignasio, The Cathedral,
the capel of the Sacrarium, and La tercera.
.....Cultural Activities
Bogota has numerous museums, Santa Fe de Bogota enjoys cultural activities
such as shows, art exhibitions and conferences throughout the year. The modern
Art Museum, the National Museum and the Luis Angel Arango Library.
Concerts are held in theater halls such as Tetra Colon, Colsubsidio, Camarin del
Carmen, and Teatro Jorge Eliezer Gaitan.
Te principal teathers are Teatro Popular de Bogota, Teatro Libre, Teatro
Nacional, La Castellana, and la Candelaria.
.... Museums
Numerouses museums house relics from the past. Outstanding is the gold
Museum whose collection of more than 36000 pieces of pre-Columbian
goldworking is unique of its kind, the Archaelogical Museum. which houses a
valuble collection of ceramicsexhibited in one of the most beautiful old colonial,
the Quinta de Bolivar of tipically Spanish arquitecture and today a museum with
oblects and documents that belonged to the Libertador Simon Bolivar and the
National Museum, originally built as a prision, offers the visitors objects of
anthropological, ethno-historical and artistic interest..
Home
Katie's-Home page
By: Katie Peshkova
Buildings and history of
Russia.
Mr. Wilson
2 Pd.
Kremlin
Ermiazh
History
St.Petersburgh
Map
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The Moscow Kremlin.
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The kremlin in the city of Moscow is known simply as the
Kremlin. Triangular and surrounded by crenellated walls,
it occupies 90 acres (36.4 hectares) in the historic core of
Moscow. It is bounded on the south by the Moscow River
and Kremlin quay, on the east by Red Square with Lenin's
tomb, the Moscow Historical Museum, and St. Basil's
Cathedral, and on the west and south by the old Alexander
Gardens. The Kremlin's walls, built in the 15th cent., are
topped on each side by seven towers (20 towers altogether);
among these is the Spasskaya [of the Savior], with famous
chimes, above the main gate.
In the center of the Kremlin is Cathedral Square, with the
Uspenski [Assumption] Cathedral (late 15th cent. but
containing rare icons of the 12th and 14th cent.), which
was used for czarist state occasions, for the crowning of
czars, and for the burial of church patriarchs; the
Blagoveschenski [Annunciation] Cathedral
(15th&endash;16th cent.), which served as the private
chapel for the czars' families; the Arkhangelski Cathedral
(14th&endash;17th cent.), which contains tombs of the
czars; and the separate bell tower of Ivan the Great, c.266 ft
(81 m) high, the golden cupola of which dominates the
crosses, cupolas, and roofs of the other buildings.
On a pedestal adjoining the bell tower is the Czar Bell (cast
in 1735), the world's largest bell, with a height of 20 ft (6.1
m) and a weight of 200 tons. The Czar Cannon, located
nearby, was cast in 1586 and weighs 40 tons. Along the
Kremlin walls are large palaces, including the 15th-century
Granovitaya Palata (the throne and banquet hall of the
czars); the 19th-century Oruzheinaya Palata (Armory),
built as a museum for crowns, scepters, thrones, costumes,
and armor; and the 19th-century Grand Palace (Rus.
Bolshoi Dvorets), rebuilt under the Communist regime and
now housing the Russian parliament.
The Kremlin's architectural history may be divided into the
three periods: the wooden Kremlin (founded in the 13th
cent.), the Italian Renaissance Kremlin, and the modern
Kremlin begun by Catherine the Great in the 18th cent. The
Kremlin is almost the only part of Moscow that has escaped
all of the city's numerous fires, including that of 1812,
when Napoleon's headquarters were in Moscow. It suffered
minor damage during the 1917 Bolshevik Revolution. The
Kremlin was the residence of the czars until Peter the Great
transferred the capital to St. Petersburg in 1712. After
1918, when the capital was moved back to Moscow, the
Kremlin was the USSR's political and administrative
center; the word "Kremlin" was often used as a synonym
for that government. It is now the seat of government of
Russia.
Back to home page.
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Ermiazh
Back to home page
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Katie's%20Web%20page/history.htm
History.
With the dissolution of the Soviet Union there has been an
enormous resurgence of interest in Russia's pre-Soviet
past, as well as a great deal of debate and reconsideration
of the Soviet era itself. This shift has no resulted in a simple
vilification of everything Soviet or a naive embrace of all
that preceded it, but it has spurred an unprecedented effort
to regain the ancient Russian national heritage. Churches
are being restored all across the country, great Russian
writers and artists whose works were banned are once
again being honored, and the individual character of
ancient cities and communities is once again becoming
established. Next year, the city of Moscow is celebrating its
850th Anniversary, a celebration that will mark the
recovery, as well as the commemoration, of its glorious
past.
For most western visitors, the bulk of Russia's history is
nothing more than a compendium of hazy legends and
sensationalist rumors--from scurrilous stories about
Catherine the Great to tabloid television reports of the
miraculous survival of the children of Nicholas II.
However, the factual history of the country is no less
compelling than its fabulous history, and even a brief
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introduction to the great and not-so-great figures of its past
make a visit far more rewarding.
Back to home page.
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St.Petersburg
St. Petersburg is a city of haunting magnificence, an
imperial capital that seems to have been built as a
monument to its own passing. Less than three centuries
have passed since Peter the Great began building his grand
city on the Gulf of Finland, but it is difficult to visit its vast,
crystalline squares and palaces without feeling the
enormity of the gulf that separates that time from out own.
All of which, of course, makes St. Petersburg more
evocative of Russia's past than any place except perhaps
the Moscow Kremlin.This impression is only deepened by a
more familiar acquaintance.
The enigmatic homeliness of Peter's cottage and the city's
placid canals may contrast with the brooding grandeur of
the Winter Palace, but they share with it a graceful stillness
that is difficult to forget.
Back to home page.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Katie's%20Web%20page/map.html
Map.
Back to home page.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Final%20Web%20Kalin/Kalin%20Zambov.main%20page.html
Bulgarian Beauties
Kalin Zambov
Mr. Wilson
Pd.2
05/21/2002
You can see pictures and read a short history
about all 8 famous Bulgarian sites which are
listed bellow.
Sofia-The Capital of Bulgaria
Plovdiv-The Cultural Capital of Bulgaria
Veliko Turnovo-The most historic city
Pirin-The most beautiful mountain
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Sreburna Lake-The Silver Lake
Madara-The unknown horseman
Svestari-One of the oldest tombs in Europe
Rila Monastery-The most famous Bulgarian monastery
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Sofia
National Assambley
Sofia, the capital of Bulgaria
was born 7,000 years ago
near the Vitosha Mountain.
The Thracian Serdi settled
there, and gave the first name
of the city-Serdica. The
byzantines called it Triaditsa,
the slavs Sredets. The
modern name-Sofia, comes
from 14th century. In greek
Sofia means-wisdom. There
are many archeological sites
in Sofia, which show the long
history of the city. Many of
the cites are underneath
important modern buildings,
like Sheraton hotel, the house
of the President of Bulgaria,
and the National History
Museum. Most of these old
buildings are built before
thousands of years.
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After the Hun invasion of
441, the town was rebuilt by
the Byzantines. Sredets has
important role in the First
Bulgarian Empire, then in
1018 the Byzantines retook
Triaditsa. At the end of 12th
century, the Bulgarians
returnd and Sredets became a
major trading center of the
Second Bulgarian Empire.
The Turks captured Sofia in
1382. With the establishment
of the Third Bulgarian
Empire in 1879, Sofia once
again became the capital of
Bulgaria.
University of Sofia
Between 1879 and 1939, the
population of Sofia grew
from 20,000 to 300,000,
today it is about 1,500,000.
Like any other European
capital-Sofia is the most
important city in Bulgaria.
There are most of the
political, business, and
cultural life. Sofia is the
center of most of the
international events also.
Threre are many theaters,
Opera, concert halls,
cinemas, museums, and
gelleries. The hotels in Sofia
offer a good conditions for
rest, and business. There are
restaurant, night clubs, and
discos, which are good as
any in Europe.
The National Cathedral of Sofia
National Palace of Culture
National Theater "Ivan Vasov"
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Final%20Web%20Kalin/Plovdiv.html
Plovdiv
Plovdiv is the second
largest city in
Bulgaria today with
population of
1,000,000 people. The
is important trade and
cultural center of
Bulgaria. Plovdiv has
really long history. All
symbols of Bulgarian
spirite are focused in
Plovdiv The city was
established by the
Roman Empire 24
centuries ago in the
year 400 BC.
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The city has many
ancient buildings from
Roman ages, and the
middle ages. The most
famous of them is the
amphitheatre of the
Roman emperor Philip
II built in 2nd century
AD. There are also the
City Hall, Roman
Basilicas, Roman
Stadium,old houses
and administrative
buildings
Plovdiv was the center
of Bulgaria National
Revival architecture.
There are many houses
and museums left from
19th century. The city is
the home of many
famous Bulgarian
writers, and artists.
Plovdiv is the "Capital
of the Bulgarian
Culture".
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Final%20Web%20Kalin/Veliko%20Turnovo
Veliko Turnovo
Veliko Turnovo was the Capital of the Second
Bulgarian Empire /1185-1396/. The city is
located in Central Bulgaria. Veliko Turnovo was
built on four large hills: Tsarevets, Trapezitsa,
Momina Krepost, and Sveta Gora. The beautiful
Yantra river flows through the city.
Seven centuries ago it was one of the major
cities in Europe as well as Constantinopol(the
capital of the Byzantium Empire) Paris, and
London. Today Veliko Turnovo is one of the
most important centers of Bulgarian culture.
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Many things are stored through the long history
of the city. The first Bulgarian constitution was
addopted there. There are many beautiful
siteseeings in the city. One of the most famous is
the Tsarevets castle-the palace of the Bulgarian
emperor during the Second Bulgarian Empire.
There also many famous houses, churches, and
museums.
Back
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Pirin National Park
The Pirin Mountain is probably the most beautiful mountain
in Bulgaria. The protected area-the Pirin National Park is
located in the northern and central part of the mountain.
There are many forests
and animal spicies which are protected by law, the clear
mountain waters flow in more than 170 lakes, everything is
amazing. There are also good conditions for skiing and other
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winter sports in the winter resorts on the mountain
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Sreburna Lake
The Sreburna Lake is the most beautiful lake in Bulgaria. In
English it is translated "Silver Lake". It is located near
Danube river, 10 miles
west of the town of Silistra. About 100 different kinds of
birds and about 25 spicies of reptiles live in the lake and in
the lands around the lake. All of them are protected by
law.The lake also offers good conditions for
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rest and watersports, such as boating, water skiing and
others.
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Madara Horseman
It is an unusual place-a plateu rises in the middle of a plain.
When you look up, at a height of 23 meters the figure of a
horseman has been hewn into the sheer rock, killing a lion
with his spear. It is flanked on both sides by inscriptions
reflecting the military and political power of the First
Bulgarian Empire.
This symbol of Bulgarian statesmanship is the only one of its
kind in the whole Europe. Monumental in design and
execution, the Madara Horseman is a great message from
the early Middle Ages.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Final%20Web%20Kalin/Sveshtari.html
Sveshtari Tomb
It is located in a region declared as a archeological reserve,
near the town of Razgrad. It is built before 2300 years, and
nobody knows who has built it. It is a tomb of Tracian king.
It has a perfect architecture. It amazes with its sculptural
ornaments,rosetts, stylizes,garlands, and some rituals
painted in beautiful colors.
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This amazing monument of Thracian art is the biggest
sensation of ancient archeology.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Final%20Web%20Kalin/Rila.html
Rila Monastery
Rila Monastery is the most impressive monument from the
Bulgarian National Revival period rises in the rugged beauty
of the Rila Mountain just 120 km from Sofia.
It has the self confidence of the most zealous guard of the
Bulgarian spirit and language. It still fascinates visitors with
the pure and harmonious line of building colonnades, arches
and vaults, rooms decorated with murals, and fretwork.
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The monastery's most treasured historic and artistic
monuments are paintings, and icons from 14th, and 15th
century. The Rila monastery also has a rich museum
collection of valuable old documents, manuscrits, jewelry,
and a library containing more than 25,000 books.
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King of The Fighters!
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Junwoo's%20Web%20page/belt.html
The Meaning of the Belt
Colors
Practitioners of Taekwondo wear belts, which represent their skill and experience. These colors are
presented in the order in
which a student will advance in the art.
White
means that a student is pure or without knowledge of the control of the mind
over the body, which is basic to
Taekwondo.
Yellow
symbolizes that the student, likened to a seed, is beginning to see the
sunlight.
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Green
represents the seedling just beginning to grow.
Blue
designates the young plant growing and reaching for the sky.
Red
signifies the ripening of the plant. The student has good technical knowledge
which can be dangerous since he
or she still lacks control and discipline.
Black
symbolizes the coming together of all the color belts and the fifteen grades
of knowedge to form a degree. The
student is approaching the beginning of Taekwondo master.
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http://www.scasd.k12.pa.us/Developers/lub11/WEB%20pages/Junwoo's%20Web%20page/infor.html
General informations about TaeKwonDo
TaeKwonDo is a Korean Martial Art that emphasizes the use of the feet for
self-defense. TaeKwonDo divides in two main parts: Poomse and Sparring.
Poomse is the technical part of TaeKwonDo and the older part ofTaeKwonDo.
Sparring is the competition part where two fighters come together and fight.
TaeKwonDo is the only Martial Art recognizedby the U.S. Olympic Committee,
and was included as an Olympic Demonstration Sport in 1988 and 1992.
TaeKwonDo will be an official medal sport at the 2000 Olympics in Sydney,
Australia.
How to spell tho word TaeKwonDo and its translation
TaeKwonDo can be written in many ways.
For example: TaeKwonDo, Tae Kwon Do,
TaeKwon-Do, Taekwondo, TaeKwondo, and
so further.
The word TaeKwonDo itself means
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In Korean it is written like this
Tae - Foot
Kwon - Fist
Do - `The Way'
What does TaeKwonDo provide ?
TaeKwonDo provides
Physical Fitness
TaeKwonDo is suitable for all ages, and
Body Flexibility
both women and men.
Weight Control
Increased self-confidence
Practical self-defense
Self-discipline
Self-respect
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We wear Han-bok on
SEOL
: This is what we say to other people for greeting on Seol
1. Seol?
New Year's Day is called "seol" or "seol ral". It is a very important holiday. "Seol"
means 'to be careful', and some people say that it means sadness. Other people say
that "seol" derives from "nat seol da", which means to be unfamiliar. New Years's
Day can be called "Won Dan", "Won Il", "Shin Won", words of Chinese origin. It's
also called "jung wol cho harut nal". "Jung wol" means 'January'. "Cho", 'the first',
"harut nal", 'first day'. These are solely Korean words.
2. What do we do on Lunar New Year's Day?
"Chesa" or the offering to ancestors: These offerings in holidays are called "chare"
because it is served with liquors and teas. New Year's day is not an exception.
Women get busy preparing the food from the previous day. We make "ttok",
"garettok", fried meats. We buy fruits, clean the fishes and so on. We spend almost
the entire day in the preparations. Nowadays even the dumplings are made at home.
The food prepared the day before is placed on the altar. The difference is that
instead of rice, as in any other "chesa", on "seol-nal", "ttokuk" is on the offering
table.
Very early in the morning we take a bath and put the "sol-bim" on. Solbim are new
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clothes, prepared to waer on seol-nal. Usually it is the traditional custome, Han-bok
Family members drink a glass of "gui balki sool", which is a liquor that is believed to
clarify the hearing. We say these liquors enable one to hear clearly all year long.
Then comes the rite of offering to our ancestors. The room must be spotlessly
cleaned first, then a screen and a table altar are placed in the room. On that table
several foods are presented. The placement of the food has a certain order.
Jwa po woo rye: On the left jerked meat. On the right rice drink
Doo dong mi seo : East : head. West: tail
Hong dong bek seo : East: red color. West: white color.
"Chi bang" is the paper where the names of ancestors are. At the left men's name
and at the right, women's names. Written vertically from left to right the order is:
great great grand parents, great grand parents, grand parents, parents.
Table of altar offering
3. What do people do in Seol-ral for fun?
Kite flying, Yoot game, top-spinning, snow sliding, etc. are the usual entertainments.
However, Yoot game is probably the most popular among them. Yut is one of the
traditional Korean games that can be played anywhere. It's especially popular on New
Year's Day. It is customary to play this game from New Year's Day until January
15, called Dae-borum.
When did this game start? The answer is the first century! It's said that it was not
a game at the beginning. In the past "Yoot" was to predict about one's fortune in
farming. Some of it remains nowadays but it is not widely known. Today it takes its
place in Korea culture as a game.
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We wear Han-bok on
DAE BORUM
: The First Full Moon Day
1. Dae Borum? (Jong Wol)
Because on this day the moon is full, it is a day for driving away misfortune and evil.
That is why the food that is eaten and the games that are played on this very day
have a hidden purpose of expelling misfortune and evil. 'Jong-wol' means 'the first
of the month' and 'Dae' means 'big' in Korean. And "Borum' means 'round moon' or
'full moon'. Jong-wol Dae-borum is the first full moon that rises on the first month
of every lunar year. In other words, it is the fifteenth day of the first month in
the lunar calendar.
2. What do we do on the first full moon day of the lunar year?
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We wake up early morning and give kwibalgi sul to the elders in the family. This
custom is kept alive in the hope that it will sharpen the elders' ears and they hear
good news throughout the year.
Peanuts, walnuts, chestnuts etc. are eaten on arising early in the morning. We must
eat as many nuts as the number of years they have lived. This custom is called
'Burom Kkagi'. It is said you must not speak before you finish eating the nuts.
'Burom' is the hard rind or shell of the fruits such as the ones of walnuts, pine
nuts, peanuts, etc. It is also the abbreviation of the word 'busurom' which is a skin
trouble that appears on the face. These days there is plenty of food so there are
not many people with 'busurom', but in the old days there was not an abundancy of
food so there were many people suffering from this facial skin disease due to
malnutrition. There are ten times more nutrients in peanuts and walnuts than in rice,
which is why if you feed these nuts to children from an early age you can prevent
them from getting skin diseases for one year. The wisdom of our ancestors is
uncomparable. If you follow the 'burom kkagi' tradition you will not get skin diseases
for a whole year. And since 'burom kkagi' is a very noisy process. It is said that the
evil spirits and demons become scared and run away at the sound of the loud cracking
noises. In addition, another of the purposes of this custom is to strengthen the
teeth.
In the morning of Jongwol Daeborum, there is another custom called 'Towi palgi'.
'Towi palgi' is the custom of 'selling one's heat to another person'. This is the way
to do it. On the morning of Jongwol Taeborum, you wake up in the wee hours of the
morning before the sun rises and go to your friend's house and call him. If your
friend answers it is said that your friend has 'bought your heat'. Since your friend
has 'bought your heat' your friend will suffer twice as much heat that particular
summer. And the person who has 'sold his heat' will not suffer from heat at all that
year. But if your friend tactfully says " buy my heat" instead of responding to your
call, you will end up 'buying your friend's heat'. That is why on the morning of
Jongwol Daeborum, many times people will pretend not to know you and will not
respond when you call their names. Since Daeborum is a holiday that is situated at
the end of the harsh winters, it purports the sincere wish of our ancestors of driving
away the upcoming summer heat.
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We wear Han-bok on
Han-shik
The 105th day from the winter solstice.It is on Chung Myung day or the day after
and it usually falls on the second month and occasionally third month of the lunar
calendar. (1: Chung Myung Day usually falls on approximately the 5th of April of the
solar calendar, and it is a day before or after Hanshik day. On this day, on most of
the farms, the preparations for rice paddies are begun and the soil is turned over of
paddy fields and dry fields banks is begun.
This day falls on April 5 of the solar calendar and from ancient times it has been
called one of the four major traditional holidays along with New Year's Day, Tano
and Chusok. On this day, the government officials head along to visit ancestral
shrines of the royal family and the people, after preparing wine and fruits and have
a brief ancestor memorial service they visit their ancestor's graves. tombs.
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If the grave was unattended they put on new grass and this is called gyejacho.
Also, this is the day when trees are planted around the grave. But it is said that if
the Hanshik falls on March, the planting of new grass not performed. The custom of
visiting ancestor's graves is said to have originated from China's Tang Dynasty and
was then brought to our country during the Korean Shilla Dynasty period.
During the Koryo Dynasty, Hanshik was observed as the most important traditional
holiday where officials were permitted to visit ancestors' graves and prisoners were
not executed. During the Chosun Dynasty the importance of its folkloric stand has
grown, and although banquets were held during the King Chojung on recent times,
except for the visits to ancestral graves all the other observances have been
abolished.
The name Hanshik comes from the old custom of not making fire and eating cold food
on this day but this origination of Hanshik is said to be to console the Gyejachoo, a
loyal subject from China's Jin Dynasty.
When Gyejachoo was being chased by treacherous royal subjects and hid in Myun
Mountain, Mungong recognized his loyalty and came to find him but he would not
come out so he started a fire on Myun Mountain. However Gyejachoo did not come
out from the mountain and died in the fire so people started to mourn for him and
hence began the tradition of eating cold food.
Actually though it is thought that this tradition comes from an old custom of a
religious rite observed every spring when a new fire would be made but preceding this
making a fire would be forbidden for a period of time. On this day, the crop seeds
would be sown in farms.
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We wear Han-bok on
Chu-suk
:One of the Greatest Korean Holiday
1.What is the meaning of Chu Suk?
Long, Long ago in Korean history during the Shilla Dynasty, "Chu Suk" was called
"Gah Beh."
The word "Gah Beh" was derived from Chinese Characters. It is not from the Korean
Language. As time passed the word "Gah Beh" changed to the word, "Gah Wee."
In other Languages "Chu Suk" is called "Han Gah Wee." The word Han Means "Big!"
and the words "Gah Wee" means in the center. These words originated a long time
ago.
August 15th in the Asian Calendar is consider the official day of Chu Suk, the
meaning of Chu Suk simply means, it is in the middle of the year, the middle of
August and a very big day. Up until recently, "Sull", Jan. 1st and Dan Oh were two
of Korea's more famed holidays. Now "Sull" and "Chu Suk" are recognized as the two
big holidays in Korea.
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2.When did Chu Suk Start?
Many generations ago, Chu Suk, became a nationally recognized holiday.
According to, "The Three Kingdom" history book, written by Kim Bu Sik, in 32 AD,
the story goes the king of Shilla, King You Ree, took women from 6 local towns and
separated them into two groups.
The King requested that the women make clothing to see who was the better at
weaving. Both groups had a Team leader who was part of the of the king's immediate
family, they were two of his many Daugthers. The two princesses organized their
groups and worked very diligently to foremost impress their father and secondly to
be the better team at weaving. Because of this, The agreement became more or less
into a contest and the losing side would have to prepare and serve dinner and drinks
to the winning side. "Sound like a great amount of hard work and stress."
The women from the two groups weave clothing from the Hemp Plants that grow
through out Korea.They would gather these hemp plants and put the hemp into a
simple pot, stemming the hemp then taking it out and putting it into a pot of fresh
spring water. After the women dipped the hemp plants into the cold water, they
would take off the outer covering and split the plant. From the separated hemp plant
they would take strings and put them onto a spinning wheel. From there it was put on
a loom and made into clothing. This was a very difficult and time consuming process
but, since the King divided the women into two groups it become more or less a
contest of skill. Both groups feeling the pressure to become the winning side work
very hard.
Within one month's time the King and Queen would decide which team of women were
the better at weaving. Although the outcome was for the winner to be served by the
losing team, everyone enjoyed the feast as well as celebrated with songs and dance.
With only one exception the losing side had to perform a traditional song.
The title of this song is, "Hoe So, Hoe So..." This song has a very sad and sorrowful
meaning.
As the time went on people change some of the context of the song and now the
song's name has changed to "Hoe So Gok!" From this special event that King You Ree
requested, was the beginning of a 2000 year holiday, the start of present day "Chu
Suk." In the Asian Calendar year, "Chu Suk" was founded on August 15th.
3.What do we do during Chu Suk?
During Chu Suk families from all around Korea pack up and head on the road to visit
their families ancestral sites.
Upon arriving to their descendant's sites, the elders cut the growing plantation, as a
symbolic gesture meaning the remembrance of their heritage and ancestors. This
gesture is done supposedly in a secretive fashion for no other reason except for a
matter of respect.
A few days before the Chu Suk holiday, begins families prepare special dishes for
the ancestral site memorial. When Families arrive in their hometowns, the first order
of business is the sharing of clean the house and preparing the special dishes called
"Jun", which is simply grilled food as well as many types of vegetables and fruits and
a special dish called, "Song Pyon." When August 15th comes around, the food that is
prepared is placed at a Memorial Service table. This practice is done early in the
morning.
After this the family members change their clothes into more formal attire before
the Service. At the Memorial Service families say a few respectful phrases to their
ancestors regarding how they are living their lives and wishing the deaseced good
fortune.
A Long time ago, the heads of the families, usually the men were the only ones
involved in the memorial services, but now this has changed and every member in the
family participates in this Traditional Ceremony.
The food that was previously prepared food is eaten in the morning before attending
the Memorial Service site. When the final preparations are set at the memorial site
families pay their respects to the grave site, this paying of respect is consider a
very important rite to the Korean people. This is why during this holiday the roads
are very packed so you can see why Koreans valve this holiday as a very important
day.
When arriving at the Memorial Site, families pay a formal bow to their ancestors and
talk about everything from family concerns to their ancestor's welfare. The older
family members also tell stories to the younger family members, so they will also
remember and always follow in the same path. This is a time for families to reach
out to each other and become closer with one another.
After service is finished family members eat together and celebrate. But more
importantly the lesson that is learned is always paying the respect to their elder's
and having a thankful heart towards other people. So in conclusion, the lesson is
respect and value of one's self to others.
4. What is done on Chu Suk?
On Chu Suk day the most significant theme is having a good time.
This is called "Kang Kang Sue Wol lae" ( This is not a exact translation but is very
close to it's meaning.) "Kang Kang Sue Wol lae", starts the night before Chu Suk.
Kang Kang Sue Wol Lae, is a traditional ceremony of sort, where ten to twenty
women gather together and form a circle and sing songs together, basically having a
good time. This ceremony is only done by women.
The ceremony is still done by Korean women but only by choice. During this time
there is a song that is sung by the women who participate in, "Kang Kang Sue Wol
Lae."
It starts like this.
"In the heavens there are many stars. Kang Kang Sue Wol Lae"
"Friends are great, gardens are beautiful. Kang Kang Sue Wol Lae"
"There are many pine trees, there are many pine needles. Kang Kang Sue Wol Lae"
"There are many bamboo trees. Kang Kang Sue Wol Lae"
This is only the beginning of the Song, but the meaning involves the processes of Chu
Suk and the day itself. This ceremony has many meanings but, the most important
one is it reflects Korean values on women. Therefore it is a time of great emotion
and involves much physical movement for the Korean Women.
During "Kang Kang Sue Wol Lae" it is a very stress free time for women to be
carefree.
To this day, there is no record of when actually Kang Kang Sue Wol Lae, started but
the general opinion seems to think before Korea had a written history was recorded.
There is a famous story about "Kang Kang Sue Wol Lae", that I would like to share
with you it goes like this.
A long time ago during Cho Sun Dynasty, There was a captain in the Arm Forces,
who was in charge of a small merry band of soldiers. (During this time Japan was at
war with Korea.) On this particular occasion the Japanese were preparing to invade
Korea at it's beach side borders. This Captain knowing that the Japanese were about
to invade, had to devise a plan to stop the invaders and protect this homeland. (You
see the Japanese out numbered the Korean Soldiers to about five to one.)
With quick thinking the captain order as many women from local towns to come, and
quickly change into soldier clothing and perform "Kang Kang Sue Wol Lae." From the
Japanese side they saw that there were many more soldiers than they first initially
anticipated, therefore the Japanese decided to withdraw fearing they would be
overwhelmed. From this occasion, to some people this Captain became a hero for
Korea because he stopped the invasion of the Japanese. The Captain's name is Lee
Soon Shin. From this day on "Kang Kang Sue Wol Lae" became a very famous time
and is still practiced throughout out Korea.
"Kang Kang Sue Wol Lae" was originally started in the Southern parts of Korea. In
the Asia Calendar, Kang Kang Sue Wol Lae is usually three days long starting on the
15th to the 17th.
During "Kang Kang Sue Wol Lae", Korean women dress in the traditional Korean
dress, called the Han Bok
There is another famous saying that when, the Moon is full and the women are
dancing and singing they look like beautiful butterflies fluttering around. During this
time there are other activities that are done during Chu Suk (except during Kang
Kang Sue Wol Lae), they are Korean Wrestling, Archery, singing folk music, and a
game called turtle tag. (Turtle Tag is when a person will be dressed in a covering
crawling around trying to catch the other people around them.)
In Korea Folk Music, is not only done during Chu Suk but as well as other holidays
and during Exorcism. Folk Music is performed in most of time when a special occasion
occurs.
Folk Music is looked upon as a very important part of any special occasion. In the
Asian calendar, on the 15th of every month, the full moon is out. This particular day
is call, the "Borum Moon." Which means, simply means full moon. During the Asian
calendar year there are twelve full moons, but the day Chu Suk falls on is supposedly
the largest and brightest of the twelve.
Remember that Chu Suk falls on August 15th in the Asian Calendar Year. During Chu
Suk, when the moon is full people in Korea believe if you make a wish to the moon,
supposedly it will come true. So next time it is August 15th, Chu Suk, and the moon
is full make a wish you never know it just might come true.
5.Food Prepared for Chu Suk.
During the harvest season, is when Chu Suk takes place. Because of this time period,
in which Chu Suk falls many dishes are made since there are plentiful amounts of new
harvest of vegetables and fruits that come into season. At the memorial service
table, food is placed on a special plate. The plates are placed in a proper area on
the table but this will differ from city to city as well as, families from different
areas. During this day a cup of alcohol, (Usually Jeongjong, a Korean Whisky), is
raised in respectful manner then drank in salute. There are no formal written
prayers or words that are said at this time it is usually up to the speaker. At the
memorial service there is also no soups or rice, instead there is "Song Pyon." At the
memorial table there are no utensils only chopsticks. Traditionally, there are only
grilled foods and broth, here are three types of common dishes they are either made
from meat, vegetables, and fish. Now days, during these services only one dish is
prepared.
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*These are the Han-bok that are designed in
modern style*
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Fashion Show
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Women's Han-bok
chogori
The modern woman's hanbok consists of a
chogori a bolero-like blouse, and a ch'ima or
wrap-around skirt. The chogori is made up of
two front panels, sleeves extending from
dropped shoulders, a stand-up collar with a
detachable paper collar strip, and front ties.
Over the centuries, the chogori has undergone
many changes, especially in length, collar
treatment, and use of the ties. In ancient
times, the chogori hung to the hips or was even
longer, had contrasting borders at the collar and
sleeves, and was tied at the waist. Paintings
from the mid-Choson period show women wearing
chogori reaching to the waist, but by late
Choson, chogori ended at the armpit and had
longer front panels to cover the breasts. By the
mid-twentieth century the chogori had grown
somewhat longer again. Detachable collars,
called tongchong, served to accent the neck and
extend hanbok wear.
ch'ima
The traditional skirt is called ch'ima. It is a
square or tubular garment much like the sarong
of Southeast Asia, and has a high, pleated
waistband which is tied with long sashes which
are first wrapped around the body at chest
level. The result is a voluminous garment that
provides the freedom of movement necessary for
the traditional Korean lifestyle which involves
sitting on the floor and doing many household
chores in a squatting position. The skirt also
provides more body coverage than Southeast
Asian garments, thus helping to retain body heat
and ensure modesty in Korea's traditional
Confucian society.
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Undergarments
Loose-fitting pants were worn by men and
women during the Koguryo period as the dance
scene from a tomb mural indicates, but women's
pants gradually evolved into bloomer like
undergarments in the Shilla period. Women wore
a hybrid pant skirt undergarment called son-gun
or malgun, and after the Japanese invasions of
the late sixteenth century they began to wear
tansokkot, bloomers with front and back
openings, from which the hakama, the voluminous
ceremonial trousers worn by Japanese men, are
thought to have derived.
Women's undergarments were often layered.
The seat of the bloomers was quite baggy or
had an opening to make relieving one's self
easier.
Petticoats, or sok ch'ima, made a woman's
hanbok seem fuller. Since the petticoat often
peeked through the folds of the hanbok in back
or at the hem, women took special care to sew
finer fabric or embroidery at the back and on
the hems of their petticoats.
Ch'one, Baby Carrier
The ch'one originally was a quilted coverlet used as a winter
shawl by commoner women. Over time it has expanded for use
as a baby carrier. The ch'one consists of a large rectangle of
quilted fabric with two long sashes at the top corners. The
baby is placed on its mother's back; then the ch'one is
wrapped around the mother and baby and fastened with the
two sashes, thus providing warmth for mother and child and
free use of the mother's hands. Ch'ungmu, on the southern
coast of South Kyongsang Province, has long been famous for
its quilted, baby carriers. The outer layer is black, the inside
pink or red, and a bright pink or red embroidered panel is
hung from the back. More elaborate ch'one have embroidery
along the corners and edges as well.
Girls' Dress Jacket
chogori with tricolor
sleeves were a dramatic
development in the
Choson period. From
the middle of the
Choson period to the
present there has been
continuous change in the
shape of the chogori.
It gradually grew
shorter, and the front
panel, cuffs, and collar
seem to have become
smaller. This colorful
chogori was worn by
young unmarried women
of the elite. Together
with a bright red skirt,
it was the pride of all
the girls approaching
marriageable age.
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Men's Han-bok
Jacket and Pants
The traditional male costume
features a jacket top and paji,
loose-fitting pants. The jacket
appears to have been quite long in
ancient times, but gradually has
become shorter. Changes in pants
styles have reflected
transformations in lifestyles.
Early pants had narrow legs, but
as Koreans gave up their nomadic
hunting life, the legs grew wider.
The murals from Koguryo tombs
suggest that both men and women
wore loose-fitting pants. Their
social status may have been
indicated by the width or length
of the trouser legs and their
color.
While women's pants gradually
evolved into undergarments in the
Shilla period, men continued to
wear them, though there have
been many changes in their
design. In keeping with Korea's
floor-sitting culture, men's
trousers have been extremely
baggy since the introduction of
agriculture.
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Overcoats
As revealed in Koguryo murals,
the long overcoat has been part
of the Korean wardrobe since
ancient times. These
overgarments were originally worn
to fend off the winter cold, but
as time passed, they were
included in a growing category of
ceremonial attire, and were later
adapted for use by the general
public. The overcoat's design was
similar to that of the jacket, but
their tie or closures were higher
on the chest and set to one side
so they did not overlap the
closure of the inner jacket.
Overcoats developed in great
variety. They were standard
attire for royalty, courtiers, and
government officials and were
worn by commoners on special
occasions and for family rites.
The white hemp overcoat has long
been a symbol of the gentlemanscholar and remains a matter of
pride for the people of the
Andong region where many old
upper class families still live. The
top'o and the turumagi are alike
except that the turumagi is cut
fuller and is usually made of the
finest hemp cloth from the
Andong area.
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Children's Han-bok
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Clothes that has 12 kinds of animals on it and sometimes woren by
public officers
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Funeral
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These are to shroud women
These are to shroud men
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WEDDING
Men's
Women's
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clothes of those who worked in government office
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Production
1. attaching clothes
2. attaching "Hoe jang gam"
3. attachingoutside to inside
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4. attaching collar, cleeve, etc
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Images of Ondol
Ondol Fire Place
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Kitchen which also is an ondol fire place
Small chimney
Smoke from ondol
Images of Ondol Korean Traditional Houses
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The History of Taekwondo
Taekwondo was originally the national martial art of Korea, it is now
an international art and sport.
Tae means "to strike with the feet."
Kwon means "destroying with the hand or the fist."
Do means "way" or "method."
Taekwondo has over 100 million students in more than 115 countries
around the world. Taekwondo is believed to
be one of the oldest Oriental arts of unarmed self-defense. It was
widely practiced during Korea's Three Han era, 300 years before
Christ.
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In 1935, a team of Japanese archaeologists unearthed a royal tomb of
the Korean Koguryo dynasty and found a mural believed to
have been painted between 3 A.D. and 427 A.D. The mural clearly
depicts men practicing primitive forms of Taekwondo, then
called Soo Bak -- "punching and butting."
The art was refined and perfected during the Silla dynasty, which
began in southeastern Korea in 57 B.C., and was incorporated
into the discipline of Hwarang Do -- "the way of the flower of youth."
In this way, Taekwondo became part of the ethical, mental,
and physical philosophy of the young men who were trained to
become the ruling backbone of Korea.
Hwarang Do was much more than simply a martial discipline. It
combined civic duty with personal morality and the building of a
deep spiritual consciousness rooted in ancient philosophical principles.
During its long and embattled history, Korea's spirit of Hwarang Do
grew and evolved, borrowing from the great philosophies of
its world. From Confucianism it drew filial piety, empathy with one's
fellow man, and loyalty to the state. From Taoism it drew the
concept of action through non-action. And from Buddhism it gained
the philosophy of rejecting evil and acting for good, and
respecting the sanctity of life. But the history of Taekwondo goes back
much further than the first century A.D. and Hwarang Do.
There is archaeological evidence of an ancient proto-Korean people
which dates back over thirty thousand years. However, the
beginnings of true Korean culture are believed to have developed in
2332 B.C. with the establishment of the Ancient Korean State.
This takes us back over four thousand years. Since that time, the
Korean people have had to fight to protect or regain their
independence from the Chinese, the Scytho-Siberians of Central Asia,
the Mongol Hordes, and the marauders, and later the armies
of Japan. This created in the Korean people a fierce warrior spirit,
intense national loyalty, and an indomitable will to survive -characteristics which are the source of the martial art of Taekwondo.
In the sixth century A.D., the Chinese Sui dynasty fielded armies of
over a million men to invade and occupy Korea. These
Chinese armies were so severely defeated that the Sui dynasty fell in
617 A.D., to be replaced by the T'ang dynasty.
During the Koryo dynasty, founded in 918 A.D., and the Yi dynasty
that followed it, Taekwondo, then known as Soo Bak, was not
only practiced as a skill to improve health and as sports activity but
was also encouraged as a martial art of considerably high virtue.
Soo Bak is believed to have gained its greatest popularity during the
reign of King Uijong, between 1147 and 1170 A.D. This
period roughly corresponds to the Chinese Sung and Ming dynasties,
during which Chinese kung fu became widely popular.
Taekwondo, however, is purely Korean in origin, having achieved
independent development throughout the long history of Korea.
The Koreans are inventive people. This can be seen in their art of selfdefense, their invention of the first iron-clad fighting vessels
in 1592, and in another invention which most Westerners are not
aware. Koreans were printing books with movable metal type in
1443 A.D., a full ten years before Johann Gutenberg. Movable type
had been used in China since 1045 -- four hundred years
before Gutenberg, but that type had been made of clay.
In the most recent history of Korea, the importance of Taekwondo
began to decline because of the negligence of the royal courts,
which were disturbed by the strife between feuding political factions.
It was cut back to its roots and stayed alive as a recreational
activity for ordinary people.
At the turn of the twentieth century, Taekwondo was outlawed by the
ruling Japanese occupiers of Korea. It then went
underground, where people practiced it secretly and once again kept it
alive.
In 1945, when Korea was liberated from the Japanese, a number of
Koreans who were interested in Taekwondo took steps to
revitalize this ancient and traditional martial art. About ten schools
were founded by masters with different particular philosophies
and different emphasis of techniques to express their differences in
style.
Between the period of the Japanese occupation and the Korean War,
from the turn of the century to 1950, the name for the Korean
martial art changed several times. It was first known as Kong Soo
("empty hand"), then Tang Soo ("Tang hand"), then Hwarang
Do ("warrior spirit"), then Tae Kyun ("kicking, punching").
In the early 1950s and 1960s, there were several associations formed
for the development of Korea's unique and indigenous martial
art -- Korea Tang Soo Do Association, Korean Soo Bak Do
Association, Korean Tae Soo Do Association, and Korea Taekwondo
Association.
On February 23, 1963, the Taekwondo Association joined the Korean
Athletic Association and began to participate in national
tournaments. Since then, Taekwondo has flourished and spread in
popularity becoming the national sport of Korea. It is now
included as part of the school curriculum from first grade through
college and is required of the military services.
In 1965, the Taekwondo Association was recognized by the other
associations and the Korean government, and was adopted as the
organization to bring the different groups and schools together into
one. Young Chai Kim was elected president.
In 1970, the Board of Directors of the Taekwondo Association elected
Dr. Un Yong Kim as their next president.
In 1972, Kuk-Ki-Won (the World Taekwondo Center) was built in
Seoul to train advanced students from all over the world. Dr.
Un Yong Kim was elected president of Kuk-Ki-Won. Kuk-Ki-Won
serves as a research center for the advancement of Taekwondo
as a scientific sport, it is a testing center for black belt promotions, and
is used to hold national and international Taekwondo
Championships.
In May 1973, the First World Taekwondo Championships were held at
Kuk-Ki-Won, Seoul, Korea. Thirty countries participated.
In team competition, Korea won first place, United States won second
place, and Mexico and the Republic of China tied for third
place. The world championships are held biannually.
Following the 1973 tournament, all of the officials representing their
countries at the championship formed the World Taekwondo
Federation and elected R. Un Yong Kim as president.
Since the formation of the World Taekwondo Federation and the
successful first World Taekwondo Championships, there have
been many international championships held annually all over the
world, such as the European TKD Championships, the African
TKD Championships, the Middle East TKD Championships, the
South American TKD Championships, Pan American TKD
Championships, the Asian TKD Championships, and many
invitational international championships.
Taekwondo has increased in popularity and has contributed to the
spirit of competition and sportsmanship internationally. Much of
this has been due to the untiring efforts of Dr. Un Yong Kim, whose
contribution enabled Taekwondo to be recognized and to
grow as a world sport in a very short period of time.
In October 1979, Dr. Un Yong Kim was elected president of the nonOlympic International Sports Federation of the General
Assembly of the International Sports Federation (GAISF). The GAISF
is comprised of twenty-six Olympic Federation, and
twenty-seven non-Olympic Federation.
Dr. Kim was also elected president of the Executive Committee and
Council of World Games I, which was held in Santa Clara,
California, in August 1981. The pre-World Games Taekwondo
Championships were held in June 1978 in Seoul.
In July 1980, at the Eighty-Third International Olympic Committee
Session meeting in Moscow, the World Taekwondo Federation
was granted IOC recognition and became a member of the Olympic
Games. It hoped to participate in the 1984 Olympic Games. In
May 1981, the IOC approved the inclusion of Taekwondo in the 1988
Olympic Games to be held in Korea as a demonstration
sport.
In the five short years since-Taekwondo became a member of the
GAISF, it was adopted as an Olympic sport, and the World
Taekwondo Federation was recognized by the International Olympic
Committee to supervise all Taekwondo activities.
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Poomse for Geup Holder (Below Black
Belt Level)
Taegeuk 1 jang Heaven (Beginning of creation of all things in the
universe).
8th Geup "Keon"
Taegeuk 2 jang Lake (Inner firmness and outer gentleness)
7th Geup "Tae"
Taegeuk 3Jang
for training)
6th Geup
Taegeuk 4 jang
5th Geup
Fire
(Hot & Bright, sense of Justice and ardor
"Ri"
Thunder
(Great power and dignity)
"Jin"
Taegeuk 5 jang Wind (Mighty force and calmness according to strength and
weakness)
4th Geup "Son"
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Taegeuk 6 jang Water (Incessant flow and softness)
3rd Geup "Kam"
Taegeuk 7 jang Mountain (Pondersity and firmness, wisdom and stability)
2nd Geup "Kan"
Taegeuk 8 jang Earth (The root and settlement, and also, the beginning and
end)
1st Geup "Kon"
Koryo
1st Dan and Poom
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HORIZON
Spring 2003
Vol 7. No. 2
TABLE OF
CONTENTS
Superintendent's
Message
Responsive
Community
Student Achievement
Sampler
Facts About PA
Public Education
Music Education
Makes a Difference
Spring Music Events
Faculty/Staff
Achievement
Sampler
Exceptional
Educators
Enhanced Library
Holdings
Courses for
Substitutes/Guest
Teachers
Martin Luther King,
Jr. Legacy
Language Learning
After-School
Enrichment Offerings
Endowment Funds
Support Lifelink PSU
Student Art in Use
Preparing for the
World of Work
Meal Benefits for
Reservists Families
HEARTS
Kudos to RIT
Students
Budgeting for
Strategic Priorities
Facilities Master Plan
Financing
The No Child Left
Behind Act
Delays, Closings,
Cancellations
Superintendent's
Message
Decorating this page of our spring issue of HORIZON is a lovely drawing entitled "Make Believe Garden." This
charming image by a Park Forest Elementary second grader, Jaein (Jenny) Shim, captures her vision of what
constitutes a wonderful garden, a garden only possible in the realm of "make believe" and imagination. We adults also
have a vision of what is essential in a public school district that serves its children, parents, and community well. That
vision captures our aspirations and frames our allocation of effort and resources. It guides our path from "make
believe" to reality.
Interestingly, a recent national poll by Education Week reported that 88% of respondents agreed that having good
public schools in their local communities was of high importance. I believe that similar results would emerge if that
same question were asked in our community. Our vision, created by a school and community leadership team and
adopted by the Board of School Directors, describes the components of such a quality school district. Specifically, we
envision a State College Area School District in which "the community is dedicated to ensuring that students acquire
the academic, technical, and life skills necessary to enhance and fully develop their unique capabilities." In addition,
"each student is challenged and prepared to become a lifelong learner who contributes to an ever-changing,
increasingly diverse community, society, and world."
In this issue of HORIZON, you will find articles, profiles, data, and information creating a picture of our instructional
and extracurricular garden, consistent with our vision. As in Jenny's artwork, the picture is one of optimism and
possibility, of challenge and opportunity, of effort and achievement.
Patricia L. Best
Superintendent of Schools
CONTRIBUTORS TO THIS ISSUE
Roy Beman, Career & Technical Center
Susan Bickford, DELTA
Laraine Bortner, Park Forest Middle
Rebecca Collins, Ferguson Township Elem.
Melanie Fink, Park Forest Elem.
Karen Foard, Music Boosters Co-President
Suzanne Jury, RIT
Namhee Kim, C&I Doctoral Candidate, PSU
Alicia Lentz, Music Boosters Co-President
Donna Ricketts, Community Education
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Sharon Salter, Special Education
Megan Schaper, Food Service
Joyce Sipple, High School North Building
Jean Vadella, Boalsburg/Panorama Village Elem.
Rich Victor, Music
Charlotte Zmyslo, Corl Street/Ferguson Township Elem.
Community Responsive to Investment Opportunity
Investing in the future of our students, that is! Thanks to the generosity and foresight of parents, alumni, retirees, and
other friends of the district, the principal value of SCASD endowments at the Centre County Community Foundation,
Inc. has surpassed the $1 million mark as of March 31, 2003.
Most endowment holdings are for grants and awards to enhance the students' educational experiences. A smaller portion
is earmarked for scholarships. This Spring, more than $40,000 in grants, awards, and scholarships, generated by these
funds, will benefit district students directly. This represents a 53% increase in returns over the previous year.
The success of the district's Above & Beyond Challenge development program (see p. 26) is a testimony to the public's
acceptance of this alternative, private, avenue to support public education. The public's support can be seen both in the
steadily increasing number of individual and corporate donors, as well as a higher number of donations every year since
the inception of the program in 1998.
Emeritus Citizens Advisory Committee Members Appointed
To recognize the pivotal role of distinguished past members of the Citizens Advisory Committee (CAC) for Private
Fundraising in fostering public support for the district's endowment development initiative, the Board of School
Directors has appointed the first class of EMERITUS CAC Members: Bill Babcock, Andra Cochran, Joe Filko, Gary
Gray, Terry Heldman, Suzanne Hussey, Nancy Klaban, Cindi LaBarca, Katie O'Toole, Tom Taricani, and Bill Welch.
Individually and collectively, these eleven emeritus members have helped to conceptualize and to implement policies,
procedures, and guidelines to create a private fundraising infrastructure and a system worthy of the public's trust.
Thanks to their leadership, the community now recognizes the opportunity to give to the district as one avenue to
enhance students' educational experiences in perpetuity.
The emeritus designation allows the district to honor these valuable members of the district family, to maintain a
continuing link with them, and to build on their association with the wider community.
Revenue Enhancing Partnerships Possible
After more than a year of careful deliberations, the Board of School Directors has approved a recommendation from the
CAC to authorize mechanisms to attract supplementary sources of revenue. Under the new provisions, the district can
receive and consider proposals from private sources to establish mutually beneficial, revenue generating partnerships.
The principal goal in entering such partnerships is to enhance educational opportunities for our students. Primary
consideration will therefore be given to the students' well-being. Partnerships can support the district's schools,
facilities, programs, organizations, activities, or project-related expenditures.
In addition to the intrinsic value of being the district's partner in education, prospective partners may also expect to
receive public recognition for their contribution to education. Recognition will be commensurate with the value of the
partnership to the district. While undesirable commercialism and marketing and any exclusivity will be avoided at all
cost, the district is willing to consider naming options and other forms of public recognition under very well-defined
guidelines.
The Board encourages proposals that appropriately support the district's mission and goals and that are consistent with
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district policies, procedures, and contemporary standards of good taste within the State College community. Guidelines
for partnership development procedures are available from the Central Office or on the SCASD web site at
http://www.scasd.k12.pa.us/Development/Process.html.
Grace Antes Strong ('54) has established The Margaret (Marge) Brouse Antes Thespian Fund
in her mother's memory. Beginning with the Spring of 2004, annual distributions from this fund will support
State High Thespians through two scholarships and through activities grants. The fund perpetuates the
family's appreciation for the arts and letters.
Two Karen B. Ganter Memorial Awards have been endowed, one to be awarded at State High's Spring Senior
Awards Ceremonies and the other at the Fall Football Banquets. Beginning with this Spring, the first award will be
presented to a graduating senior with commendable academic achievement and demonstrated loyalty to and participation in
activities of the SCAHS and the community. In the fall, the Sacrifice and Commitment Award will honor a State High senior
football player for exemplary sportsmanship, scholarship, leadership, and sacrifice and commitment. The two awards will
perpetuate Karen Ganter's high civic values and personal standards.
The Ann L. Infield Memorial Fund has been endowed to enhance the girls' track and field program each year by
recognizing the Coaches' Award designees from the cross country, indoor track, and/or outdoor track teams, and by
providing the Physical Education faculty with additional professional development support. These awards will serve to
perpetuate Ann's high athletic standards and her tradition of excellence and achievement.
This Spring, the first Jeremy T. Sente Memorial Scholarship will be awarded to a graduating senior who has
exhibited a passionate interest in and demonstrated a serious commitment to the pursuit of a post-secondary degree in
either the culinary arts or a program for hotel/restaurant management. The scholarship has been created by Marjory and
Frank Sente to honor their son's memory in perpetuity.
The Technology Endowment Fund is the district's newest umbrella fund at the Centre County Community
Foundation, Inc. Once fully funded, it will benefit students by enhancing technology related activities at all levels, K-12, and
across departments, within and beyond the instructional day.
The Donald J. Willower Memorial Fund has been endowed for the annual purchase of books for the Radio Park
Elementary School Library. The selection of books will take into consideration Don Willower's personal interests: explorers,
political history, aviation, and adventure.
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Ferguson Township Elementary students recognize the value of
the Educational Initiatives grant to their librarian, Becky Collins.
Student Achievement Sampler
Multidisciplinary
2002 Advanced Placement (AP) Scholar Awards: 58 students selected by the College Board based on scores obtained
on college level Advanced Placement Examinations
2002 Governor's Summer Schools of Excellence: Arts--three students; international studies--one; science--one;
agricultural sciences--one;information technology--three; health care--one
2002 International Knowledge Masters: State High placed 1st in Pennsylvania, 5th overall; 9th grade team placed 1st
in PA, 2nd overall
2002 National Academic Quiz Tournaments: State High A team won gold medal, B team placed 3rd
2003 State High Faculty Scholars: 205 seniors with a minimum GPA of 3.5
2002 Pennsylvania Association of Student Councils Western Leadership Workshop: Two Park Forest Middle
School students attending
2002 United States House of Representatives Page Program: State High student selected to attend
2002 Centre County Outstanding Young Woman: State High senior
2002 PA Department of Health Key Youth Leaders Program: Two State High student members of Start Talking
About Tobacco Elimination (STATE) named to the state's youth advisory board
2002 Pennsylvania State Education Association Anniversary Contest: Park Forest Middle School 6th grade student
winner
2002 USA Today All-USA High School Academic Teams Student Recognition Program: State High senior named
to 2nd team
2003 Knowledge Masters Spring Open: Varsity Team placed 1st in PA, 7th nationally. 9th grade team placed 1st in
PA, 2nd nationally
2003 National Merit Finalists: Thirteen State High students
Athletics
2002 Fall All-State Athletes: Football--one; girls' soccer--one
2002 Spring All-State Athletes: Softball--two; boys' volleyball--one
2002 United States Army All-American Bowl: State High senior awarded
2002 National Soccer Coaches Association of America & Adidas: State High boys' soccer team recognized for
exceptional academic performance reaching PIAA semifinals
2003 Quad A Pennsylvania Interscholastic Athletic Association Tournament: Varsity Boys' Basketball State
Champions
Career & Technical Fields
2002 Centre County Dairy Princess Contest: State High student title bearer
2002 National Future Business Leaders of America Competition: one State High participant
2002 Technology Student Association National Conference: State High and Park Forest Middle School students
placed in the top 10 in various events, including 1st place in technical sketching and applications and in system control
technology, 2nd place in flight endurance
2002 International Summit of Young Technology Leaders: State High junior selected to attend
2003 Future Business Leaders of America Regionals: State High students placed in top five in various events,
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advancing to states
2003 Pennsylvania SkillsUSA-VICA Competition: First place winners in architectural drafting and in building
maintenance technology, and 3rd place winner in advertising design
2003 Technology Student Association Regionals: State High team placed first overall in various events, with several
individual 1st, 2nd, and 3rd place winners
2003 Technology Student Association State Competition: Middle and high school teams participated placed 1st, 2nd,
and 3rd in various events
Languages
2002 American Association of Teachers of German: Recognized State High student
2002 Pennsylvania School Press Association: Keystone and All-State Awards to State High's Lions' Digest
2002 American Scholastic Press Association: Lions' Digest named Most Outstanding High School Newspaper
2002 Pennsylvania School Press Association: 1st place to Little Lion Yearbook
2002 Columbia Scholastic Press Association Gold Medal: Little Lion Yearbook
2002 Central Intermediate Unit #10 Interscholastic Reading Competition: First place trophy to Mount Nittany
Middle School 6th grade team
2002 Children's Literature Matters Conference, PSU: Mount Nittany Middle School 6th grade students participated
2003 National Spanish Exam Regional Competition: 12 students placed 1st, 2nd, and 3rd; 16 honorable mentions
2003 Speech and Debate district Competition: State High team qualified for states
Mathematics
2003 Pennsylvania MATHCOUNTS Competition: SCASD middle school mathletes representing Centre County
Music
2002 Phyllis Triolo Music Competition: 1st and 2nd prize winners
2002 Virginia Beach Music Festival: State High chamber singers, concert choir, jazz band, string orchestra,
symphonic band won superior ratings, first place trophies, and sweepstakes trophies
2002-03 Cleveland Orchestra Youth Orchestra: State High student member
2003 All-Eastern Honors Ensembles: 12 State High chorus, band, and orchestra musicians performing
2003 Music Teachers National All Eastern Competition: State High freshman placed 3rd
2003 Pennsylvania Music Educators Association (PMEA) All-State Festival: 19 State High chorus, band, and
orchestra musicians performing
2003 PMEA Elementary Song Fest: 24 fifth graders participating
2003 Mansfield University High School Jazz Band Festival: State High Jazz Band selected as "Most Outstanding
Band"
Performing Arts
2002 Pennsylvania State Thespian Conference: 46 delegates from State High won special recognition and awards
2002 National Foundation for Advancement in the Arts Award: State High senior received honorable mention in
theatre arts
2002 National Shakespeare Competition: State High junior placed 3rd
2003 Central Pennsylvania High School Shakespeare Competition: State High senior placed 1st, advanced to
nationals
Sciences
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2002 Pittsburgh Regional Science Engineering Fair: Mount Nittany Middle School 8th grader placed first in
intermediate engineering and robotics category
2002 National Science Olympiad Tournament: State High team placed 8th with 1st place in three competitions
2003 Science Bowl Regionals: State High team finished 2nd, advanced to nationals
2003 Ocean Sciences Regional Penguin Bowl: State High team undefeated, qualified for nationals
Social Studies
2003 National Geographic Bee state competition: Park Forest Middle School 8th grader qualified
(This list does not represent a complete inventory of all SCASD student achievements.
It is only intended to illustrate the variety and high level of achievement that characterize our student body.)
Standardized Recognition
of Student Achievement
●
●
●
●
●
●
●
●
●
1998 1999 2000 2001 2002 2003
National Merit Finalists
21
14
7
14
14
13
Advanced Placement Scholars
32
46
48
62
58
n/a
Faculty Scholars (srs. w/3.5+ GPA) 145
145
162
182
191
205
PA Governor's Schs of Excellence
13
15
8
10
n/a
13
Enrollment in public schools increased by 147,224 students between 1991 and 2001, bringing total Pennsylvania
public school enrollment to 1.8 million.
91,176 (71%) Pennsylvania public high school seniors took the SAT in 2001, ranking the commonwealth
seventh nationally in participation, while 7,606 students also took the ACT.
Scores by Pennsylvania students taking the SAT increased 12% in math skills and 5% in verbal skills from 19912001.
Pennsylvania public schools prepare students for a variety of postgraduation options: 70% (13,947) of public
school graduating students in 2001 planned to enroll in college, an 11% increase over 1991; more than 2 of 10
pursue other forms of education, employment or military service.
Secondary schools and vocational schools offer training to more than 92,000 students in specialties including
agriculture, business, health occupations, marketing, home economics, and trade and industrial education. The
largest enrollments are in business education (44.9%), and trade and industrial education (22.3%).
Nearly 21,000 college-bound public school seniors are enrolled in Advanced Placement courses in honors
English, trigonometry, calculus, chemistry and physics &endash; an 11.7% increase over the number of students
taking those courses in 1994.
The mean composite score obtained by public school students on the Pennsylvania System of School
Assessment (PSSA) increased by five points between 1997 and 1999.
The number of students taking Advanced Placement PSSA exams increased by 20.8% since 1997.
From the 1980s to the mid-1990s, the number of students completing four years of English, and three years each
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●
●
●
of math, science, and social studies tripled.
The majority of Pennsylvania public school classrooms (52.3%) have 23 or fewer students, with 20 or fewer
students in 29.8%.
Pennsylvania public schools and intermediate units provide special services to more than 318,000 elementary
and high school students with exceptionalities including mental retardation, deafness or hearing impairment,
speech and language impairment, blindness or visual impairment, physical disabilities, serious emotional
disturbance or autism.
Nearly 16,000 children are enrolled in preschools operated by public schools or IUs.
www.prideandpromise.org
Music Education Makes a Difference
Music is an academic subject with its own special body of knowledge and is important to children's development for the
following reasons: Musical intelligence is one of several human intelligences along with linguistic, mathematical,
spatial, and inter- and intrapersonal intelligences. It offers opportunities for creativity and self-expression. Music
connects children to history, heritage, and traditions. Discipline, problem-solving, and teamwork develop through
participation in musical activities, and music helps to develop higher order thinking skills. As an art form, music
enhances the quality of life. Though not all children become professional musical performers, all do benefit from
experiences in music during their schooling and later in life.
Editor's Note: Having been identified as one of the best communities for music education in
the United States for the past four years, the larger State College community echoes this
message from the SCASD Music Booster Co-Presidents (paraphrased from Winter '02
PMEA News Journal).
SPRING MUSICAL EVENTS
May 20, 7:30 p.m.
9th Grade Concert (North Bldg.)
May 21, 7:30 p.m
May 22, 7:30 p.m.
Symphonic Band/Jazz Band Concert (Mt. Nittany Middle)
May 22, 7:30 p.m.
Symphonic Band/Jazz Band Concert (Park Forest Middle)
May 27, 7:30 p.m.
Strings Concert (Park Forest Middle)
May 27, 7:30 p.m.
Maroon & Gray Concert (North Bldg.)
May 28, 7:30 p.m.
Jazz Band Concert (North Bldg.)
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May 29, 7:30 p.m.
Strings Concert (Mt. Nittany Middle)
May 29, 7:30 p.m.
Piano Class Recital (North Bldg. Rm. 38)
Faculty/Staff Achievement Sampler
Lisa Adams, instructional paraprofessional, Kathy Bitner, Spanish, Randy Bitner, technology education, and
Barbara Pavlechko, secretary, were delegates to the 2002 National Education Association Representative Assembly.
Patty Begg, music, was a clinician at the Spring '02 Pennsylvania Music Education Association conference.
Patricia Best, superintendent, was elected to a three-year term on the Board of Penn State's College of Education
Alumni Society.
Ellen Campbell, English, published her article "The Yellow Frisbee: Teaching Modes of Writing" in Ideas Plus:
Practical Classroom Ideas by Teachers for Teachers.
Nathan Cattell, Mount Nittany Middle School, had his second book, Geometry Challenge, published by Interact
Publications.
Becky Collins, Ferguson Elementary librarian, Dotty Delafield, Mount Nittany Middle School librarian, and Caryl
Kehoe, English as a Second Language, received 2002 SCASD Educational Initiatives Awards.
The District received a Waste Watcher Award from the Department of Environmental Protection.
Linda Domin, Lemont Elementary, was one of State College Magazine's 2002 Teachers of the Year.
Maureen Dunham, '95 retiree, received a 2002 Friends of Education award from the State College Area Education
Association.
Linda Eggebeen, physical education, published her article "Learning at Hand" on www.intel/com/education/odyssey.
The English as a Second Language Program was selected as one of Penn State Promise's pilot programs.
Evelyn Evans, elementary curriculum support, was selected to participate in the Stratford (Va.) Hall Seminar on
Slavery.
Barbara Farmer, Houserville and Lemont Elementary Schools, is included in the Chicago-based video archive on
accomplished black Americans, The History Makers. She co-edited Diversity in America: Visions of the Future and
wrote Chapter 1, Diversity Begins at Home.
Carolyn Foust, SCAHS Career & Technical Center, is president of the Pennsylvania Association of Vocational
Administrators and will represent PAVA at the Pennsylvania School Boards Association.
Drew Frank, science and boys' varsity basketball, was named 2003 Coach of the Year by the Associated Press.
William Harrington, mathematics, received a 2003 Andrew V. Kozak Award and an accompanying grant for
leadership, research, and service to public education from Phi Delta Kappa.
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The Health & Physical Education Department received a major grant from the U.S. Department of Education to
develop a strength training facility and related curricula at the high school.
Mary Hershey and Tod McPherson, science, made a presentation on "The Use of Multimedia in Authentic
Assessment for Science" at the 2002 conference of the Pennsylvania Association for Educational Communications and
Technology.
The High School received a major grant from the Pennsylvania Department of Education for significantly improved
scores in math and reading as measured by the Pennsylvania System of School Assessment.
Mary Beth Hoffman and Kelli Keane, Mount Nittany Middle School, made presentations at the 2002 Children's
Literature Matters Conference.
Bill Hughes, Park Forest Middle School, made a presentation on "Ideas for Middle School Manufacturing" at the 2002
conference of the Technology Education Association of Pennsylvania.
Suzanne Jury, guidance counselor, received the State College Area Jaycees' 2002 Outstanding Citizen Award. She was
appointed to a two-year term on the Board of the Pennsylvania Association of Student Assistance Professionals.
Brenda Khayat, Park Forest Elementary, won a 2002 Presidential Award for Excellence in Mathematics and Science
Teaching and an accompanying grant, administered by the National Science Foundation for the White House.
Mary Knight, science, was recognized by Cornell University as an Outstanding Educator, selected by the university's
2002 Merrill Presidential Scholar Christopher Hood ('98) as having made the most significant contribution to his
education. She also received the Special Teachers Are Recognized (STAR) Scholarship for a local student with
financial needs attending Cornell.
John Kovalchik, music, was All-State Jazz Coordinator at the Spring '02 Pennsylvania Music Education Association
conference. He was nominated for the Disney American Teacher Award.
Robert LaBarca, music, was nominated for the Disney American Teacher Award.
Michael Lechnar, social studies, was recognized by Stanford University's Teacher Tribute Initiative for his significant
role in the intellectual, academic, social, and personal development of a State High alum attending Stanford.
Molly McAninch, music, made a panel presentation on middle level interdisciplinary teaming at Lehigh University.
She was nominated for the Disney American teacher Award.
Steven McAninch, science, received the 2002 SCASD Superintendent's Award for Instructional Innovation.
Eric Smith, German, received recognition from the American Association of Teachers of German.
Sharn Nicholson, Park Forest Elementary, received the State College Jaycees' 2002 Outstanding Educator Award.
Park Forest Elementary School received two recycling grants, one from the Pennsylvania Department of Education
and one from GreenWorks.
Ronald Pavlechko, athletics, received his Athletic Administrator certification from the National Interscholastic
Athletic Administrators Association.
Radio Park Elementary School received a grant from the Pennsylvania Association of Elementary School Principals
for "Exploring Schoolyard Habitats: Making Science Meaningful for Young Learners."
Sam Rocco, Park Forest Middle School, was one of State College Magazine's 2002 Teachers of the Year. He was
nominated for the Disney American Teacher Award.
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Katie Scalise, guidance counselor, made a presentation on "How to Plan an Effective High School Visit" to the
Pennsylvania Association for College Admission Counseling.
Jeff Seamans, Park Forest Middle School, is the 2003 president-elect of the Technology Education Association of
Pennsylvania. He was inducted into Epsilon Pi Tau: the International Honorary Fraternity for Professions in
Technology.
Andy and Christine Merritt, Park Forest Middle School, were among State College Magazine's 2002 Teachers of the
Year.
Richard Victor, music, was a clinician for the 2002 Music Education National Conference and for the Pennsylvania
Music Education Association Inservice Conference. His article "Someone Keeps Moving the Cheese!" was published in
the PMEA newsletter.
Dennis Younkin, Business Administrator, was elected vice-president of the Pennsylvania Association of School
Business Officials.
Charlotte Zmyslo, Corl Street and Ferguson Township Elementary Schools, was recognized for coordinating the
district's United Way campaign during 2001, qualifying the district for a Gold Award. She is a 2002 graduate of
Leadership Centre County.
Honoring the Memory of an Exceptional Pair of Educators
After the tragic loss of former SCASD Superintendent Bill Opdenhoff and his wife, Georgeann, former teacher at
Panorama Village/Boalsburg Elementary Schools, in October 2002, their friends and family chose to honor their
memory in a variety of ways.
The State College Area School District created the Bill and Georgeann Opdenhoff Memorial Fund as a component of
the district's Educational Initiatives Endowment at the Centre County Community Foundation, Inc. Distributions from
the fund are designated to support faculty and staff in developing instructional strategies to help every child find success
in school.
"The district's Educational Initiatives Endowment was established under Bill's leadership in March 1999," said
Superintendent Patricia Best. "We believe this designation to be the most meaningful way to perpetuate Bill and
Georgeann's personal dedication to education."
Awards from this fund are distributed each Spring to enhance educational opportunities K-12 to augment class time
quality across the disciplines. As these grants support instructional day activities and curricular experiences not possible
within the district's budgetary confines year after year, they will honor the Opdenhoffs' commitment to education into
the future.
"This is a small way for us to pay tribute to Bill and Georgeann's deep caring for the well-being of children," said Best.
"Helping every child find success in school seems to provide a fitting remembrance of Bill and Georgeann's lives as
exemplary educators and friends."
Hometown library as memorial repository
Georgeann Smith Opdenhoff's colleagues at Boalsburg/Panorama Village Elementary Schools chose to pay a special
tribute to the couple by benefiting the Glendale Area Public Library in Coalport, Pa.
Feeling the loss of both Georgeann and Bill, several staff members visited Coalport and had an opportunity to meet with
members of the Smith and Opdenhoff families. "We wanted to do something to show our respect for these two caring
and compassionate educators," says Principal Jean Vadella.
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Following a suggestion from Supervisor of Elementary Education Cameron Bausch, it was decided to donate books
received from Penn State's College of Education Alumni Society to the Coalport public library. Georgeann's colleagues
sorted and packed the books for delivery to the small library. Bausch, Vadella, and teachers Peggy McCabe and
Gretchen Willenbrock took the books to Coalport where they were met by Georgeann's mother, Dr. Jane Free Smith.
"It was wonderful to be a part of our district team," says McCabe for whom participation in this project made coping
with the loss a little easier. "I believe that Georgeann would be so pleased to know that the Coalport library has received
so many books for the children in her hometown."
While the couple has been memorialized in a number of other ways, as well, the memorial fund and the collection of
books represent their SCASD colleagues' deepest respect for their humanity and their professionalism.
Keep a poem in your pocket
and a picture in your head
and you'll never feel lonely
at night while you're in bed ...
by Beatrice Schenk de Regniers
Ferguson Township Elementary School (FTE) Librarian Becky Caldwell Collins received a 2002 Educational Initiatives
Endowment grant to develop her school's library poetry collection. She used the above poem as a theme for a year's
worth of poetic activities at FTE.
"The goal of the program was to motivate student interest in reading and appreciating poetry," she explains. A variety of
activities were planned to reach this goal. "Once a month, every student received a poem, printed on a pocket, to collect-like students collect baseball cards," she says. "And each week, a new poem was displayed in the library to be read and
discussed by the students during their library classes."
On March 6, the entire school participated in Keep a Poem In Your Pocket Day. Students and staff each selected their
own favorite poem and, on that day, carried a copy in their pockets. Everyone wore a sticker that said, "I've got a poem
in my pocket! You may read mine, if I may read yours!" "So, throughout the day, students and staff read and shared
many wonderful poems," she reports, "and everyone enjoyed seeing which poems their friends had selected."
The grant allowed Collins to purchase 17 new children's poetry books which also greatly enhanced compliance with the
new state academic standards requiring poetry for all grade levels.
Adds Collins: "The January '03 issue of Self magazine reported on a study featured in the International Journal of
Cardiology, where researchers discovered that reading rhythmic verse out loud actually is calming and provides stress
relief that is good for the heart ... Students and staff at FTE have found a fun way to help their hearts and their minds."
Online Courses for Substitutes/Guest Teachers
The Pennsylvania Department of Education has opened eligibility for free standards-based online Act 48 courses to all
Pennsylvania substitute teachers through the state- funded professional education website http://www.PA.Professional
Education.org. Due to their limited access to Act 48 continuing professional education programs, this service is of
particular importance to substitute teachers to maintain their active teaching certification.
Substitute educators with active teaching certification may enroll in the multimedia courses totaling 105 hours of free
Act 48 professional development through the Online Professional Education Network (OPEN). Each course grants 15
hours toward the Act 48 requirements for all Pennsylvania certified educators to achieve 180 hours of professional
education every five years.
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Course offerings
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Diverse Learners - Success for English Language Learners: 5 Strategies for Classroom Teachers
Mathematics - K-12 Math: Open-ended Problem Solving
Reading Across All Content Areas - Using Graphic Organizers: Tools for Organizing Thinking; Vocabulary
Strategies: Foundation to Comprehending Content; Student-centered Science: Building Knowledge and Skills
Through Inquiry
Science - Comprehension Strategies: Tools for the Classroom
Technology - Searching the Web
For more information or to register, visit http://www.PA.ProfessionalEducation.org, or contact Marie Dillon-Griffith at
info@ LearningSciences.net, 724-459-2100 (ph), or 724-459-6373 (fax).
Commemorating the Legacy of Martin Luther King, Jr.
On January 20, 2003, SCASD staff members were treated to an unforgettable
program honoring the memory of Dr. Martin Luther King, Jr. Linda Lantieri,
founding director of the Resolving Conflict Creatively Program of Educators for
Social Responsibility, presented her views on diversity and on the need for
educators to be leaders in keeping Dr. King's dream alive.
ALL THAT MAKES ME UNIQUE
Lantieri spoke about some of her personal experiences, including the death of an
African American teenager who was killed by Italian American youths in
Brooklyn. As an Italian American, Lantieri was embarrassed and angry at
members of the Italian American community who continued to display prejudice
even after this incident had taken place.
I tried to be extra good.
I thought no one would see
the part of me that's different,
if I were different, quietly.
When they used to tease me,
or when they'd laugh or stare,
I'd shut my eyes real tight
and pretend I wasn't there.
I didn't look in mirrors.
I didn't want to hear or see
the mirrored differences
shouting back at me.
However, she came to realize that there are heroes in every community and in
every cultural group and that it can be helpful for us to identify with these
individuals. During a protest march that African Americans led through the
neighborhood where the youth had been killed, the unlikely hero emerged in the I really wanted "sameness"
person of an elderly Italian American woman who held up her fingers to form a Put "different" on a shelf...
peace sign from her balcony for all of the marchers to see.
Until my friend helped show me
the wonder of myself.
As a person who is also of German descent, Lantieri spoke about the heroes who
protected Jews in Nazi Germany and how this knowledge has enabled her to
embrace her German roots, as well. She emphasized the importance of accepting
our own heritage before we can reach out to those of other cultures, races, and
nationalities.
Lantieri conducted several activities which allowed staff members to mingle with
each other to discuss their own experiences, beliefs, and feelings about prejudice.
She also facilitated a panel discussion with State College Area High School
students. Listening to the students describe what it's like to be members of
diverse groups in our school system and community proved to be quite moving.
My friend said to imagine a world with
everything the same.
Everything monotonously
all the same...the same...the same.
The world...an outline drawing...
With no specifics painted in...
Not even shades of music...
A world without reason to spin.
Of course, we each are different.
We each should celebrate
the colors, curves, dimensions
The second presenter for the day was poet and author Drlindamichellebaron who that we each radiate.
calls herself an "edutainer." A powerful speaker with a flamboyant personality
and a disarming sense of humor, she was able to touch each member of the
Now, I celebrate my differences...
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audience with her deepest thoughts and feelings.
All that makes me so unique.
Why let others define me,
When I can be my own critique?
- Drlindamichellebaron
Her wish to develop her individuality inspired the unconventional way Drlindamichellebaron writes her name. She
spoke about the freedom that ensues when educators admit that they do not have all of the answers, and how this
translates into greater openness, creativity, and the possibility for students to become more than could be envisioned.
She shared her experiences as an African American woman and helped the listeners relate to her reality by comparing
her personal struggles to those experienced by every human being, thereby illustrating the universality of Dr. King's
timeless message.
Editor's Note: This year, faculty and staff at Panorama Village/Boalsburg Elementary and at Park
Forest Middle Schools were the recipients of Penn State's Forum on Black Affairs' Martin Luther
King, Jr. Awards for the quality of their diversity and multiculturalism enhancing programs.
Sociocultural Adjustment Through Language Learning
Editor's Note: This research was conducted for a doctoral dissertation in Curriculum & Instruction
from Penn State's College of Education.
The study analyzed the role of the English as a Second Language (ESL) social studies class in the way State High
English Language Learners perceived, developed, and changed their linguistic and cultural identities over a one year
period. Using qualitative ethnography, data was collected through classroom observation, interviews, and by examining
students' written documents.
The study showed that the ESL social studies class plays an important role in mediating ESL students' cultural and
linguistic tension in the process of their cultural and linguistic identity formation. The students consider the class a safe
haven to stabilize their evolving identities. The class acts as a center where they feel comfortable and are able to adjust
to American culture and to school. They learn how to interact in their mainstream American classes through ESL class
activities and based on guidance from ESL teachers.
The students develop language skills through discussions and through classroom activities around social studies topics
including American history and culture, as well as their classmates' cultures. The content-based ESL classroom provides
them with more opportunities to practice their English speaking skills than do regular classes. The low pressure
environment allows them to acquire basic as well as required knowledge before attending mainstream classes. Creating
their own web pages, for example, allows them to present facets of their own culture, to gain pride and confidence, to
learn technology applications, while at the same time developing language skills.
"I feel comfortable in our ESL social studies class where I learn
American history and culture. Also, I gain confidence to talk to
American students."
The data indicate that over the one-year period, the students constructed new knowledge of the American culture and of
the English language and that they were affectively and cognitively influenced by the newly acquired knowledge. They
also gained a new perspective on themselves and developed a better understanding of their own sociocultural and
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linguistic identity.
The study reveals that content knowledge and interactions in the ESL social studies class facilitate ESL students'
identity formation in American schools and communities. "The ESL social studies class can be viewed as a venue where
the ESL students' identities are modified, secured, and empowered," concludes doctoral candidate Namhee Kim.
After-School Enrichment Offerings Expand
In school year 02-03 the district has been offering its after school enrichment courses at eight elementary school
locations. Approximately 450 students, grades 1 - 5, will have participated in Community Education courses such as
Handbuilding Pottery, The World is a Stage, Color My World, Computer Exploration, Spanish and French (beginner),
Amazing Sharks and Sea Creatures, Incredible Insects, and More Adventures with Harry.
The courses are offered in six-week cycles, one day per week, 3:15-4:45 p.m., throughout the school year. For more
information, call Community Education at 231-1062 or send an e-mail to Dr. Donna Ricketts, Director of Community
Education, at dmr13@scasd.k12.pa.us.
\
Dedicated Endowment Funds Help to Support Lifelink PSU
In line with the district's Above & Beyond philosophy in accepting private donations, two endowment funds earmarked
for the much acclaimed High School LifeLink Program have recently allowed the district to go above and beyond the
program's original scope by entering into a partnership with Penn State.
Special Education laws allow students with disabilities to be "super seniors" and to continue their education until age
21. In the past, this meant students with disabilities attended high school for seven or eight years--the last few years,
with no age appropriate peers. LifeLink PSU, with partial funding from private donations and with in kind contributions
from Penn State, has changed this.
LifeLink PSU offers an alternative educational environment for mature high school students with disabilities to
participate in activities and classes with age appropriate peers on Penn State's University Park campus. Accumulated
annual returns from the endowment funds have helped to make this possible.
The program is a collaborative effort between SCASD's Department of Special Education on one hand, and the
Rehabilitation Services Program, Special Education Program, and Educational Technology Center of Penn State's
College of Education on the other.
With a dedicated classroom in the HUB Robeson Center, SCAHS students participate in a variety of PSU classes and
activities and are accompanied by PSU student mentors, volunteers, and interns. Courses have included Basic Writing,
Personal Defense, Yoga, Campus Choir, Basic Theatre Make-up, Strength Training, Ballroom Dancing (see picture),
and Coping with College. During Fall '02, 29 PSU student volunteers provided 638 hours of help to SCAHS students.
The involvement of SCASD and PSU professionals and faculty is an integral part of the program.
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Testimonials
State High Students
"I love the classes here! And at Union Street in the
HUB they even give you extra pickles on your
burger!"
"I like it up here. It's given me a lot of experiences.
I'm working at Findley Commons in the mail room.
I've been doing mail and packages. I'm at the
window and I ask the students for their ID. And then
I get them their packages."
"My ballroom dancing partner, Mike, is cool."
LifeLink Parents
"She's matured and motivated. She's happy and she's
communicating more, and I can't believe how much
she's studied in the last 60 days!"
Editor's Note: In 2002, the LifeLink Program also received
two small grants from the Pennsylvania Department of
Education; one to expand the program's current scope,
and the other to mentor two school districts that do not
yet have a similar program.
"I think it's fantastic! It used to be hard to get her
up and to school. Now she's self-motivated --wants
to come to school, but not back to the high school.
She says she's a woman now, not a young lady."
PSU Mentor: "I'm a senior in the Rehab Program and
I'll be an intern with LifeLink PSU and LifeLink in the
Spring. LiTrea and I have a blast. It's not just about
going to English class, it's about life. We talk about
what we're going to do on the weekend, going
shopping, etc."
PSU Intern: "I think it's good. It's amazing how
positive a response the SCASD students get from the
PSU students. It's great for everyone!"
Students See Their Art in Use
In the Fall of 2002, the opening of the new Gray's Woods Elementary School reduced the enrollment at Park Forest
Elementary School (PFE) making the latter a smaller school community. "I wanted to do something special in art
involving all our students, and also to help the PTO with a fundraising project," says Art Teacher Melanie Fink. The
PFE PTO has traditionally been very active in helping pay for field trips and special ongoing projects throughout the
year. It also provides each teacher an amount of money each year to buy "extras" for the classroom that might otherwise
come out of the teacher's pocket.
Fink used her experience from three years ago when she had worked with a company called Original Works to raise
funds for PFE's playground project, Y.A.R.D. She had all art classes at all levels create works of art that could be
transferred onto useful objects such as t-shirts, sweatshirts, aprons, mouse pads, ceramic mugs, wall calendars, note
cards, tote bags, journal covers, etc.
Kindergarten created simple houses, people, and trees using crayons and watercolors; first and second graders made
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Make Believe Gardens; third and fourth graders designed Neighborhoods; and fifth graders chose either Andy Warhol's
Endangered Animals or a City in A Sundae Dish.
The Original Works company provided specific directions on size and on the materials to be used for successful
transfers onto the objects, and the artwork was completed in early October. The student-decorated items cost from $4
for luggage tags to $25 for an adult sweatshirt. With the help of PTO volunteers, orders were collected, added up, and in
the mail by mid-October, and the items arrived back at PFE by late November. With approximately 75% of the parent
households participating, the PTO raised $2,600.
"Parents have really enjoyed being able to purchase items with their child's artwork on it," comments Fink. "To keep
this kind of project fresh and welcomed by the parents, however, this is not the type of fundraiser that should become an
every year activity," she says, "but I will consider doing it again at a future time."
Preparing for the World of Work
State High's Career and Technical Center (CTC) offers a full complement of school-to-careers training programs for
high school (9-12) youths and adults. Career preparation programs are designed to prepare graduates to enter the
workforce in entry level jobs.
Tech Prep programs require students to continue their career preparation at the post-secondary level. Tech prep program
students who successfully complete the prescribed academic and technical courses in high school are assured admission
to cooperating post-secondary schools. Students may also receive advanced credit for their high school course work.
Post-secondary articulation agreements are in place with The Art Institute of Pittsburgh, Harrisburg Community
College, Penn State University, The Pennsylvania College of Technology, and South Hills School of Business and
Technology. Students who plan to enroll in technical programs at these institutions can enhance their preparation by
participating in the Tech Prep program of studies at the CTC.
All programs combine academic and technical skill preparation with work-based learning experiences so that students
gain a personal understanding of the world at work.
Through extensive business/education partnerships, all programs provide students with opportunities for career
exploration, job shadowing, and paid or non-paid work-based learning experiences such as internships, cooperative
education placements, and Registered Youth Apprenticeships.
PROGRAMS
Accounting, Administrative Assistant, Agriculture Science, Automotive Technology, Building Construction
Trades, Child Care Services, Commercial Art, Cosmetology, Culinary Arts, Diversified Occupations, Drafting
and Design Technology, Engineering Technology, Management Information Systems, Marketing, Public Safety,
Travel and Tourism.
Additional information is available in the High School North Building or by calling CTC Director Carolyn Foust at
(814) 231-4153.
INTRODUCING
AN EASIER WAY TO PAY
FOR SCHOOL MEALS
WWW.PAY4LUNCH.COM
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Deposits can now be made to your child's cafeteria account using your Mastercard, Visa, or Discover Card through the
Internet site pay4lunch.com. (Or, payforlunch.com and CafePrepay.com.) Simply access the web site, click on the "new
user" tab, and follow the directions. Your child's account will be credited with the deposit amount the next business day.
Current account balances are also available at this site to be viewed by parents who have used the deposit service at
least once.
A 6% service fee is applied to all deposits.
This service is not available for students purchasing
meals at the Delta, HEARTS, or charter school programs.
School Meal Benefits for Reservists Families
In many cases, the recent military call-up has resulted not only in a student's mother or father being taken far away from
home, it has also meant a significant decrease in income for the family left behind. If this is the case, the family may
qualify for free or reduced priced meals at school through the National School Lunch and Breakfast Programs.
A family of four with a monthly income between $1,962 and $2,791 would be eligible to receive breakfast at the
reduced rate of $.30 and lunch for $.40. A family of four with a monthly income at or below $1,961 is eligible to
receive school meals free of charge.
Families may submit or resubmit an application for subsidized school meals at any time through the school year,
whenever household income increases or decreases by $50 or more per month.
Applications are available at all school offices, may be downloaded at www.scasd.k12.pa.us/food srvc, or may be
requested by calling 231-5095.
Hearts
Helping Elementary At-Risk To Succeed (HEARTS) is the district's newly approved alternative education
program aimed at early intervention for students in grades 1-5. "Our program was created specifically for students who
present significant behavioral challenges and whose behavior has an adverse effect on the learning process in the
regular education classroom," explains Director of Educational Alternatives Susan Bickford. "The mission of the
HEARTS Program is to provide individualized instruction in all academic areas, as well as social skills development, in
a supportive environment. It is our goal to successfully transition students back to their home school."
Students are placed in the program based on a referral process initiated by the
student's Instructional Support Team in collaboration with the HEARTS team.
Placement is on a temporary basis only and for a minimum one-month stay.
The model is designed for a special education teacher, an aide, and two mental
health therapists, who work in the classroom full-time, as a cooperative team to
address the students' behavioral and mental health needs. The mental health
component is provided through a partnership between the district and Home
Nursing Agency's/Behavioral Health, and Community Services.
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HEARTS staff act as mentors, role-models, and advocates for their students. Special time is devoted to social skills
development, anger management strategies, conflict resolution, and fostering resiliency in students. Utilization of
behavior modification techniques and behavior support plans are an integral component. The staff to student ratio is
intentionally low to provide extensive and intensive social skills training on a daily and consistent basis. Data is
gathered daily and summarized weekly and monthly to chart the student's progress towards the behavioral goals
determined during the intake meeting.
The curriculum has been written by the district's elementary teachers and curriculum specialists. It is based on
Pennsylvania Department of Education standards; and materials, activities, and textbooks are similar to those used for
regular elementary school students. Course work is individualized, interdisciplinary, and experiential. Whenever
possible, cooperative learning strategies are utilized, and the district's technology competencies are incorporated.
"We desire to build community ties through service learning experiences," comments Bickford. "And we create a
continuum of care, including various service agencies within the local community, in order to address the specific needs
of our students." For more information, contact the SCASD Office of Educational Alternatives, 231-1000 or
sjb11@scasd.k12.pa.us.
Editor's Note: HEARTS is supported by a major grant from the Pennsylvania Department of
Education.
Kudos to RIT Students
The Reclaiming Individual Talent (RIT) program has been operating in the district since early 1994. It was initially
started to address the needs of expelled or suspended students with behavior problems that could not be managed in the
regular high school. Over the past two years, the program has changed considerably to identify and to reach the highly
at-risk students who challenge the ability of the regular high school to meet their needs.
While in the program, students have the opportunity to take an active part in community service while earning credits
toward graduation. During the current 2002-03 school year, the students' community service projects began with the
Day of Caring. "Everyone showed up bright and early and ready to work at Holmes Foster Park," reports RIT Guidance
Counselor Suzanne Jury. "They were asked to shovel dirt and spread it around park benches and other areas within the
park." These areas were then seeded and mulched, and the students were done early enough that they offered to help
another group with a bigger project.
In December, local elementary schools collected and packed food and presents according to family needs, and the RIT
students delivered the packages to individual area families wishing them happy holidays. Two ongoing projects include
decorating Meals on Wheels bags and preparing Jared Boxes. "Knowing how much it is appreciated motivates the
students to be really creative with their decorating, especially around the holidays," comments Jury.
Jared Boxes are filled with toys and activities for children who are very ill and spend a lot of time in hospitals and
doctors' offices. In December, the students completed ten Jared Boxes, each with a special card inside, for children at
the Philadelphia Children's Hospital.
Other projects include National Youth Service Day, selling daffodils during Daffodil Days, volunteering at the Food
Bank, and walking in both the Red Ribbon AIDS Walk and March of Dimes Walk. "The efforts, energy, and successes of
these students are truly commendable as they give of themselves to others in the community," concludes Jury.
Editor's Note: The Reclaiming Individual Talent program is partly supported by a state grant
covering the cost of an AmeriCorps volunteer and paying for some supplies, materials, and special
activities.
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PO Box 1251, State College, PA 16804, (814) 231-7112
www.tidesprogram.org
Budgeting for Strategic Priorities
Each year, in preparation for adoption of the following year's budget by the Board of School Directors, the district
engages in a rigorous process of reviewing past expenditures and projecting costs for the forthcoming year. From this
process emerges an overall picture that allows the administration to identify the main parameters for the next budget.
This year, and in the years ahead, the district is facing some serious challenges. The following represents a brief
summary of the main factors driving foreseeable costs.
The election of a new Governor and the appointment of a new Secretary of Education have signaled some fundamental
changes in the priorities and directions of the Department of Education. Public education and the effectiveness of the
public school system are at the forefront of their discussions, as is a respect for the continuing accomplishments of
public educators.
Several areas are emerging as possible state budget initiatives, including full-day kindergarten, class size reduction,
after school programming, and early childhood programs. Also of paramount importance to the Governor and to the
legislature is the issue of property tax relief, one large component of overall school funding reform. However these
issues are finally addressed during the coming months, they will have an impact on our own local decisions. For now,
the Governor's budget proposal would include a 2.5% increase in basic education and Special Education funding and
charter school reimbursement at 30% of last year's expenditures.
Instructional initiatives, as developed through the strategic planning process, will continue to require resources. The
anticipated budget includes a 6.7% increase in instructional expenditures to support work in such areas as standardsbased curriculum revisions, developing Failsafe initiatives, purchasing new textbooks, materials, and equipment, and
updating library equipment. This increase is to counteract several years of forced cuts or no increases in this area.
Increases in faculty and staff positions are a driver in this year's budget. We are projecting an additional 17.29
positions K - 12. The majority of these positions are for high school staffing and special education. The student
enrollment at the high school will be increasing by more than 100 students next fall, following an increase in the
previous year of 60 students. Special education student identifications continue to increase with approximately 11% of
students being served. Fringe benefits, including medical insurance and retirement rates, represent an increase of 19%
over 2002-03.
District facilities have served us very well and over a longer period of years than might be expected due to careful
maintenance and creative adaptations for the instructional program. With the successful completion of the Gray's
Woods and the Easterly Parkway Elementary School projects behind us, the new construction at the current Park Forest
Elementary (PFE) School site is next on the agenda. The budget has increased by $570,000 to pay for the debt service
incurred for the two completed projects. In addition, the Board of School Directors is considering phasing in the
financing of the PFE and other projects, as proposed by the Citizens Advisory Committee for Finance. The annual
physical plant expenditures must also be increased by 3% to do the necessary routine repairs to buildings, athletic fields,
and parking lots.
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Technology initiatives continue to be a challenge. Cost areas include computer purchases and repair, software licenses
and packages, internet connections, professional development, and staff support. It is projected that maintaining a sevenyear use cycle for equipment replacement will require approximately $1.4 million a year. Increases are being phased in
annually.
Charter school/cyber charter school payments continue to be financed by an expenditure of $1,200,000 annually to the
three local charters and to a cyber charter school. The state has begun to reimburse the district partially for 1/3 of these
expenses.
Prior to budget adoption in June, information on the district's proposed budget is made available to the public via a
printed Community Budget and through our web site. Public review of and comments on the district's financial picture
are always welcome.
In an effort to standardize financial reporting across districts, the Pennsylvania Department of Education has also posted
past information by school building and grade level on its web site. For comparative purposes, Standard & Poor's
School Evaluation Service web site may also prove useful.
"I am really going to miss my very rich relationships with all of you at the
school district. It has truly been like family: Challenging, demanding,
emotional, unconditionally committed, and full of love and rewards."
-Unsolicited parting remarks from a parent leaving the State College area
Districtwide Facilities Master Plan
A Citizens' Proposal to Finance the Plan:
Two Mills to Save $30 Million
WHAT IS THE DISTRICTWIDE MASTER PLAN?
The Districtwide Master Plan (DWMP) is a comprehensive long-range plan to address the physical plant needs of the
State College Area School District.
How was the DWMP developed?
The Citizens Advisory Committee for Facilities, in conjunction with architects and engineers, conducted a physical
evaluation of all district facilities. In addition to the general conditions of the buildings, the review sought to determine
whether there was an appropriate fit between the educational program and current facilities. To develop a broad
perspective, ample input was sought from district staff and from community members.
What are the current needs?
Due to their ages, most of the facilities are in need of renovation and/or additions to update their physical and
mechanical systems, and to bring them in line with contemporary program and compliance requirements.
When would the DWMP be implemented?
The construction of the new Gray's Woods Elementary School and the renovations to the Easterly Parkway Elementary
School represent the first phase implementation of the plan. The next phase, which would include recommendations
pertaining to Park Forest Elementary School and the High School North Building, may begin between 2004-05 and
2006-07.
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What is the proposed timeline for completing the DWMP?
The plan, if implemented as recommended, will be completed during the next ten to fifteen years.
FINANCING THE PLAN
How much would the DWMP cost?
Although overall costs to the taxpayers are estimated to be between $95 to $101 million, project-specific costs will be
determined when each individual project is designed, with renewed input from the CAC for Facilities, the staff, and the
community.
How would the DWMP be financed?
The Citizens Advisory Committee for Finance has recommended that the Board of School Directors consider 1)
borrowing 40 million dollars over the next 15 years, AND 2) including an additional one-half mill of real estate tax in
2003-04 through 2006-07. These additional two mills would be set aside exclusively to finance the balance of the
construction costs.
How much would the additional two mills generate towards the construction costs?
The additional two mills would bring the total dedicated to the construction fund to $3.7 million. The total accumulated
funds will depend on the value of the two mills each year over the next 15 years, but using a 3% growth estimate of the
assessed real estate value of the school district, the two mills would generate $63 million total.
What other options were considered for financing the capital projects contained in the DWMP?
The CAC for Finance also considered borrowing the entire cost of the DWMP during the next 15 years at $10 million
increments.
What would the advantage be to finance the DWMP with a two-mill increase in the real estate tax over the next
two years, rather than borrowing the total cost?
It is estimated that the District would save $30 million in interest costs over the next 30-35 years by utilizing the twomill financing option.
What would be the real estate tax costs for the two-mill financing option?
An additional one-half mill for each of the next four years--to cover capital projects included in the DWMP as well as
the projected normal operating costs and new and current debt requirements--would result in an estimated total real
estate tax increase of 4.9 to 6.5%. After the implementation of the two mills to finance the DWMP, future increases
would be in the 3.1% to 4.1% range.
How would the total 6 to 7.5% real estate tax increase in FY04 and FY05 impact the average residential
property owner?
In FY04 the average estimated real estate tax increase would be $114 and in FY05 it would be $122.
THE NO CHILD LEFT BEHIND ACT
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A Parents' Guide to New Education Terms and Abbreviations
You may hear some of the terms below used in school discussions from time to time. They relate to
provisions of education legislation, called The No Child Left Behind Act, passed by Congress last year.
AYP [ This is short for Adequate Yearly Progress. It refers to an individual state's measure of yearly progress toward achieving state
academic standards. "Adequate Yearly Progress" is the minimum level of improvement that states, school districts, and schools must
achieve each year.
Assessment [ Another word for "test." Under No Child Left Behind, tests are aligned with academic standards. Beginning in the 2002-03
school year, schools must administer tests in each of three grade spans: grades 3-5, grades 6-9, and grades 10-12 in all schools. Beginning in
the 2005-06 school year, tests must be administered every year in grades 3 through 8 in math and reading. Beginning in the 2007-08 school
year, science achievement must also be tested.
At-Risk [ A term applied to students who have not been adequately served by social service or educational systems and who are at risk of
educational failure due to lack of services, negative life events, or physical or mental challenges, among others.
Corrective Action [ When a school or district does not make adequate yearly progress, the state will place it under a "Corrective Action
Plan." The plan will include resources to improve teaching, administration or curriculum. If a school continues to be identified as in need of
improvement, then the state has increased authority to make any necessary, additional changes to ensure improvement.
ESEA [ This is short for Elementary and Secondary Education Act, which was first enacted in 1965, and is the principal federal law
affecting K-12 education. The No Child Left Behind Act is the most recent reauthorization of the ESEA.
LEA [ This stands for Local Education Agency. An LEA is a public board of education or other public authority within a state which
maintains administrative control of public elementary or secondary schools in a city, county, township, school district, or other political
subdivision of a state.
NAEP [ This is short for National Assessment of Educational Progress. An independent benchmark, NAEP is the only nationally
representative and continuing assessment of what American students know and can do in various subject areas. Since 1969, the National
Center for Education Statistics has conducted NAEP assessments in reading, mathematics, science, writing, U.S. history, geography, civics,
and the arts.
SEA [ This stands for State Education Agency. An SEA is the agency primarily responsible for the State supervision of elementary and
secondary schools.
TITLE I [ The first section of the ESEA, Title I refers to programs aimed at America's most disadvantaged students. Title I, Part A
provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging
State academic content and performance standards. Title I reaches about 12.5 million students enrolled in both public and private schools.
Delays, Closings, Cancellations Due to Inclement Weather Conditions
This past winter has been an especially challenging one with respect to the weather conditions and school
cancellations/delays/early closings. To help parents understand how the decision is made, this article includes the
essential elements of the decision-making process, the procedures, and associated timeframes and venues for public
information:
The superintendent or designee makes decisions regarding all changes in the normal school day schedule. Decisions are
based on SAFETY first, using the best information available to us at the time the decision must be made. In addition,
parents are encouraged to use their own judgment in this regard and to request an excused absence for their child when
necessary.
Since the first bus runs must begin no later than 6:30 a.m., the final decision must be made based on weather forecasts,
projections on road conditions, and other data available by 5:45 a.m. Standard sources of information include Accu
Weather, the National Weather Service, Penn DOT, and Centre County Communications, which are consulted
beginning at 4 a.m.
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In addition, the Director of Transportation personally drives various routes to assess road conditions firsthand. He also
consults with SCASD Physical Plant to assess school building accessibility. By 5 a.m., the business administrator and
the superintendent are advised if a delay or a cancellation seems warranted. After consultation with other area school
districts, the final decision for our district is made by 5:45 a.m. in order to inform the media and affected personnel by 6
a.m.
A similar procedure is carried through to determine early dismissal which is announced by 10:30 a.m. Announcements
are posted on the school district home page at www.scasd.k12.pa.us, and are made public through the following radio
and television stations:
RADIO
WBHV 103.1 FM STATE COLLEGE
WCJZ
98.7 FM
STATE COLLEGE
WLTS
94.5 FM
STATE COLLEGE
WMAJ 1450 AM STATE COLLEGE
WBUS 93.7 FM
WJHT
STATE COLLEGE
107.9 FM STATE COLLEGE
WQWK 97.1 FM
STATE COLLEGE
WRSC 1390 AM STATE COLLEGE
WZWW 95.3 FM
STATE COLLEGE
WTLR
STATE COLLEGE
89.9 FM
WPSU 91.5 FM
UNIVERSITY PARK
WJSA
JERSHEY SHORE
96.3 FM
WPHB 1260 AM PHILIPSBURG
WCHX 105.5 FM LEWISTOWN
WKVA 920 AM
LEWISTOWN
WVNW 96.7 AM
BURNHAM
WPBZ
1230 AM LOCK HAVEN
WSNU 92.1 FM
LOCK HAVEN
TV
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CABLE CHANNEL 4 STATE COLLEGE
WTAJ TV 10
ALTOONA
WJAC TV 6
JOHNSTOWN
WNEP TV 16
MOOSIC
http://www.drive25.org
The State College Area School District is an equal opportunity education institution and will not
discriminate on the basis of race, color, national origin, sex, disability, age, or religion in its activities,
programs, or employment practices as required by Title VI, Title IX, Section 504, and Americans With
Disabilities Act. For information regarding civil rights or grievance procedures and services, or activities
and facilities that are accessible to and usable by disabled persons, contact Dennis Guth, Compliance
Officer, State College Area School District, 131 W. Nittany Avenue, State College, PA 16801. (814) 2311051.
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Superintendent's
Message
Decorating this page of our spring issue of HORIZON is a lovely drawing entitled "Make Believe Garden." This
charming image by a Park Forest Elementary second grader, Jaein (Jenny) Shim, captures her vision of what
constitutes a wonderful garden, a garden only possible in the realm of "make believe" and imagination. We adults also
have a vision of what is essential in a public school district that serves its children, parents, and community well. That
vision captures our aspirations and frames our allocation of effort and resources. It guides our path from "make
believe" to reality.
Interestingly, a recent national poll by Education Week reported that 88% of respondents agreed that having good
public schools in their local communities was of high importance. I believe that similar results would emerge if that
same question were asked in our community. Our vision, created by a school and community leadership team and
adopted by the Board of School Directors, describes the components of such a quality school district. Specifically, we
envision a State College Area School District in which "the community is dedicated to ensuring that students acquire
the academic, technical, and life skills necessary to enhance and fully develop their unique capabilities." In addition,
"each student is challenged and prepared to become a lifelong learner who contributes to an ever-changing,
increasingly diverse community, society, and world."
In this issue of HORIZON, you will find articles, profiles, data, and information creating a picture of our instructional
and extracurricular garden, consistent with our vision. As in Jenny's artwork, the picture is one of optimism and
possibility, of challenge and opportunity, of effort and achievement.
Patricia L. Best
Superintendent of Schools
CONTRIBUTORS TO THIS ISSUE
Roy Beman, Career & Technical Center
Susan Bickford, DELTA
Laraine Bortner, Park Forest Middle
Rebecca Collins, Ferguson Township Elem.
Melanie Fink, Park Forest Elem.
Karen Foard, Music Boosters Co-President
Suzanne Jury, RIT
http://www.scasd.k12.pa.us/horizon/Spring%2003/frame03_c.htm (1 of 29) [5/12/2003 1:27:20 PM]
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Namhee Kim, C&I Doctoral Candidate, PSU
Alicia Lentz, Music Boosters Co-President
Donna Ricketts, Community Education
Sharon Salter, Special Education
Megan Schaper, Food Service
Joyce Sipple, High School North Building
Jean Vadella, Boalsburg/Panorama Village Elem.
Rich Victor, Music
Charlotte Zmyslo, Corl Street/Ferguson Township Elem.
Community Responsive to Investment Opportunity
Investing in the future of our students, that is! Thanks to the generosity and foresight of parents, alumni, retirees, and
other friends of the district, the principal value of SCASD endowments at the Centre County Community Foundation,
Inc. has surpassed the $1 million mark as of March 31, 2003.
Most endowment holdings are for grants and awards to enhance the students' educational experiences. A smaller portion
is earmarked for scholarships. This Spring, more than $40,000 in grants, awards, and scholarships, generated by these
funds, will benefit district students directly. This represents a 53% increase in returns over the previous year.
The success of the district's Above & Beyond Challenge development program (see p. 26) is a testimony to the public's
acceptance of this alternative, private, avenue to support public education. The public's support can be seen both in the
steadily increasing number of individual and corporate donors, as well as a higher number of donations every year since
the inception of the program in 1998.
Emeritus Citizens Advisory Committee Members Appointed
To recognize the pivotal role of distinguished past members of the Citizens Advisory Committee (CAC) for Private
Fundraising in fostering public support for the district's endowment development initiative, the Board of School
Directors has appointed the first class of EMERITUS CAC Members: Bill Babcock, Andra Cochran, Joe Filko, Gary
Gray, Terry Heldman, Suzanne Hussey, Nancy Klaban, Cindi LaBarca, Katie O'Toole, Tom Taricani, and Bill Welch.
Individually and collectively, these eleven emeritus members have helped to conceptualize and to implement policies,
procedures, and guidelines to create a private fundraising infrastructure and a system worthy of the public's trust.
Thanks to their leadership, the community now recognizes the opportunity to give to the district as one avenue to
enhance students' educational experiences in perpetuity.
The emeritus designation allows the district to honor these valuable members of the district family, to maintain a
continuing link with them, and to build on their association with the wider community.
Revenue Enhancing Partnerships Possible
After more than a year of careful deliberations, the Board of School Directors has approved a recommendation from the
CAC to authorize mechanisms to attract supplementary sources of revenue. Under the new provisions, the district can
receive and consider proposals from private sources to establish mutually beneficial, revenue generating partnerships.
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The principal goal in entering such partnerships is to enhance educational opportunities for our students. Primary
consideration will therefore be given to the students' well-being. Partnerships can support the district's schools,
facilities, programs, organizations, activities, or project-related expenditures.
In addition to the intrinsic value of being the district's partner in education, prospective partners may also expect to
receive public recognition for their contribution to education. Recognition will be commensurate with the value of the
partnership to the district. While undesirable commercialism and marketing and any exclusivity will be avoided at all
cost, the district is willing to consider naming options and other forms of public recognition under very well-defined
guidelines.
The Board encourages proposals that appropriately support the district's mission and goals and that are consistent with
district policies, procedures, and contemporary standards of good taste within the State College community. Guidelines
for partnership development procedures are available from the Central Office or on the SCASD web site at
http://www.scasd.k12.pa.us/Development/Process.html.
Grace Antes Strong ('54) has established The Margaret (Marge) Brouse Antes Thespian Fund
in her mother's memory. Beginning with the Spring of 2004, annual distributions from this fund will support
State High Thespians through two scholarships and through activities grants. The fund perpetuates the
family's appreciation for the arts and letters.
Two Karen B. Ganter Memorial Awards have been endowed, one to be awarded at State High's Spring Senior
Awards Ceremonies and the other at the Fall Football Banquets. Beginning with this Spring, the first award will be
presented to a graduating senior with commendable academic achievement and demonstrated loyalty to and participation in
activities of the SCAHS and the community. In the fall, the Sacrifice and Commitment Award will honor a State High senior
football player for exemplary sportsmanship, scholarship, leadership, and sacrifice and commitment. The two awards will
perpetuate Karen Ganter's high civic values and personal standards.
The Ann L. Infield Memorial Fund has been endowed to enhance the girls' track and field program each year by
recognizing the Coaches' Award designees from the cross country, indoor track, and/or outdoor track teams, and by
providing the Physical Education faculty with additional professional development support. These awards will serve to
perpetuate Ann's high athletic standards and her tradition of excellence and achievement.
This Spring, the first Jeremy T. Sente Memorial Scholarship will be awarded to a graduating senior who has
exhibited a passionate interest in and demonstrated a serious commitment to the pursuit of a post-secondary degree in
either the culinary arts or a program for hotel/restaurant management. The scholarship has been created by Marjory and
Frank Sente to honor their son's memory in perpetuity.
The Technology Endowment Fund is the district's newest umbrella fund at the Centre County Community
Foundation, Inc. Once fully funded, it will benefit students by enhancing technology related activities at all levels, K-12, and
across departments, within and beyond the instructional day.
The Donald J. Willower Memorial Fund has been endowed for the annual purchase of books for the Radio Park
Elementary School Library. The selection of books will take into consideration Don Willower's personal interests: explorers,
political history, aviation, and adventure.
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Ferguson Township Elementary students recognize the value of
the Educational Initiatives grant to their librarian, Becky Collins.
Student Achievement Sampler
Multidisciplinary
2002 Advanced Placement (AP) Scholar Awards: 58 students selected by the College Board based on scores obtained
on college level Advanced Placement Examinations
2002 Governor's Summer Schools of Excellence: Arts--three students; international studies--one; science--one;
agricultural sciences--one;information technology--three; health care--one
2002 International Knowledge Masters: State High placed 1st in Pennsylvania, 5th overall; 9th grade team placed 1st
in PA, 2nd overall
2002 National Academic Quiz Tournaments: State High A team won gold medal, B team placed 3rd
2003 State High Faculty Scholars: 205 seniors with a minimum GPA of 3.5
2002 Pennsylvania Association of Student Councils Western Leadership Workshop: Two Park Forest Middle
School students attending
2002 United States House of Representatives Page Program: State High student selected to attend
2002 Centre County Outstanding Young Woman: State High senior
2002 PA Department of Health Key Youth Leaders Program: Two State High student members of Start Talking
About Tobacco Elimination (STATE) named to the state's youth advisory board
2002 Pennsylvania State Education Association Anniversary Contest: Park Forest Middle School 6th grade student
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winner
2002 USA Today All-USA High School Academic Teams Student Recognition Program: State High senior named
to 2nd team
2003 Knowledge Masters Spring Open: Varsity Team placed 1st in PA, 7th nationally. 9th grade team placed 1st in
PA, 2nd nationally
2003 National Merit Finalists: Thirteen State High students
Athletics
2002 Fall All-State Athletes: Football--one; girls' soccer--one
2002 Spring All-State Athletes: Softball--two; boys' volleyball--one
2002 United States Army All-American Bowl: State High senior awarded
2002 National Soccer Coaches Association of America & Adidas: State High boys' soccer team recognized for
exceptional academic performance reaching PIAA semifinals
2003 Quad A Pennsylvania Interscholastic Athletic Association Tournament: Varsity Boys' Basketball State
Champions
Career & Technical Fields
2002 Centre County Dairy Princess Contest: State High student title bearer
2002 National Future Business Leaders of America Competition: one State High participant
2002 Technology Student Association National Conference: State High and Park Forest Middle School students
placed in the top 10 in various events, including 1st place in technical sketching and applications and in system control
technology, 2nd place in flight endurance
2002 International Summit of Young Technology Leaders: State High junior selected to attend
2003 Future Business Leaders of America Regionals: State High students placed in top five in various events,
advancing to states
2003 Pennsylvania SkillsUSA-VICA Competition: First place winners in architectural drafting and in building
maintenance technology, and 3rd place winner in advertising design
2003 Technology Student Association Regionals: State High team placed first overall in various events, with several
individual 1st, 2nd, and 3rd place winners
2003 Technology Student Association State Competition: Middle and high school teams participated placed 1st, 2nd,
and 3rd in various events
Languages
2002 American Association of Teachers of German: Recognized State High student
2002 Pennsylvania School Press Association: Keystone and All-State Awards to State High's Lions' Digest
2002 American Scholastic Press Association: Lions' Digest named Most Outstanding High School Newspaper
2002 Pennsylvania School Press Association: 1st place to Little Lion Yearbook
2002 Columbia Scholastic Press Association Gold Medal: Little Lion Yearbook
2002 Central Intermediate Unit #10 Interscholastic Reading Competition: First place trophy to Mount Nittany
Middle School 6th grade team
2002 Children's Literature Matters Conference, PSU: Mount Nittany Middle School 6th grade students participated
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2003 National Spanish Exam Regional Competition: 12 students placed 1st, 2nd, and 3rd; 16 honorable mentions
2003 Speech and Debate district Competition: State High team qualified for states
Mathematics
2003 Pennsylvania MATHCOUNTS Competition: SCASD middle school mathletes representing Centre County
Music
2002 Phyllis Triolo Music Competition: 1st and 2nd prize winners
2002 Virginia Beach Music Festival: State High chamber singers, concert choir, jazz band, string orchestra,
symphonic band won superior ratings, first place trophies, and sweepstakes trophies
2002-03 Cleveland Orchestra Youth Orchestra: State High student member
2003 All-Eastern Honors Ensembles: 12 State High chorus, band, and orchestra musicians performing
2003 Music Teachers National All Eastern Competition: State High freshman placed 3rd
2003 Pennsylvania Music Educators Association (PMEA) All-State Festival: 19 State High chorus, band, and
orchestra musicians performing
2003 PMEA Elementary Song Fest: 24 fifth graders participating
2003 Mansfield University High School Jazz Band Festival: State High Jazz Band selected as "Most Outstanding
Band"
Performing Arts
2002 Pennsylvania State Thespian Conference: 46 delegates from State High won special recognition and awards
2002 National Foundation for Advancement in the Arts Award: State High senior received honorable mention in
theatre arts
2002 National Shakespeare Competition: State High junior placed 3rd
2003 Central Pennsylvania High School Shakespeare Competition: State High senior placed 1st, advanced to
nationals
Sciences
2002 Pittsburgh Regional Science Engineering Fair: Mount Nittany Middle School 8th grader placed first in
intermediate engineering and robotics category
2002 National Science Olympiad Tournament: State High team placed 8th with 1st place in three competitions
2003 Science Bowl Regionals: State High team finished 2nd, advanced to nationals
2003 Ocean Sciences Regional Penguin Bowl: State High team undefeated, qualified for nationals
Social Studies
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2003 National Geographic Bee state competition: Park Forest Middle School 8th grader qualified
(This list does not represent a complete inventory of all SCASD student achievements.
It is only intended to illustrate the variety and high level of achievement that characterize our student body.)
Standardized Recognition
of Student Achievement
1998 1999 2000 2001 2002 2003
National Merit Finalists
21
14
7
14
14
13
Advanced Placement Scholars
32
46
48
62
58
n/a
Faculty Scholars (srs. w/3.5+ GPA) 145
145
162
182
191
205
PA Governor's Schs of Excellence
13
15
8
10
n/a
13
2002 Scholastic Aptitude Test (SAT)
State College continues to score higher than state and national averages on all three counts.
Verbal Math Combined Average
PA
US
SCASD
498
500
998
504
516
1020
540
556
1096
2002 Pennsylvania System of School Assessment
State College (SC) continues to score higher than Pennsylvania (PA) in all categories.
5th Grade 8th Grade 11th Grade
1390 (SC) 1430 (SC) 1410 (SC)
Reading
1320 (PA) 1310 (PA) 1320 (PA)
1400 (SC) 1440 (SC) 1470 (SC)
Math
1320 (PA) 1320 (PA) 1320 (PA)
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2002/03 California Achievement Test (CAT)
According to average national percentiles, SCASD 6th and 9th graders continue with high scores in the four core
subject areas.
SCASD Reading Math Science Social Studies
●
●
●
●
●
●
●
●
●
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6th Grade
74%
83%
73%
72%
9th Grade
73%
75%
76%
79%
Enrollment in public schools increased by 147,224 students between 1991 and 2001, bringing total Pennsylvania
public school enrollment to 1.8 million.
91,176 (71%) Pennsylvania public high school seniors took the SAT in 2001, ranking the commonwealth
seventh nationally in participation, while 7,606 students also took the ACT.
Scores by Pennsylvania students taking the SAT increased 12% in math skills and 5% in verbal skills from 19912001.
Pennsylvania public schools prepare students for a variety of postgraduation options: 70% (13,947) of public
school graduating students in 2001 planned to enroll in college, an 11% increase over 1991; more than 2 of 10
pursue other forms of education, employment or military service.
Secondary schools and vocational schools offer training to more than 92,000 students in specialties including
agriculture, business, health occupations, marketing, home economics, and trade and industrial education. The
largest enrollments are in business education (44.9%), and trade and industrial education (22.3%).
Nearly 21,000 college-bound public school seniors are enrolled in Advanced Placement courses in honors
English, trigonometry, calculus, chemistry and physics &endash; an 11.7% increase over the number of students
taking those courses in 1994.
The mean composite score obtained by public school students on the Pennsylvania System of School
Assessment (PSSA) increased by five points between 1997 and 1999.
The number of students taking Advanced Placement PSSA exams increased by 20.8% since 1997.
From the 1980s to the mid-1990s, the number of students completing four years of English, and three years each
of math, science, and social studies tripled.
The majority of Pennsylvania public school classrooms (52.3%) have 23 or fewer students, with 20 or fewer
students in 29.8%.
Pennsylvania public schools and intermediate units provide special services to more than 318,000 elementary
and high school students with exceptionalities including mental retardation, deafness or hearing impairment,
speech and language impairment, blindness or visual impairment, physical disabilities, serious emotional
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disturbance or autism.
Nearly 16,000 children are enrolled in preschools operated by public schools or IUs.
www.prideandpromise.org
Music Education Makes a Difference
Music is an academic subject with its own special body of knowledge and is important to children's development for the
following reasons: Musical intelligence is one of several human intelligences along with linguistic, mathematical,
spatial, and inter- and intrapersonal intelligences. It offers opportunities for creativity and self-expression. Music
connects children to history, heritage, and traditions. Discipline, problem-solving, and teamwork develop through
participation in musical activities, and music helps to develop higher order thinking skills. As an art form, music
enhances the quality of life. Though not all children become professional musical performers, all do benefit from
experiences in music during their schooling and later in life.
Editor's Note: Having been identified as one of the best communities for music education in
the United States for the past four years, the larger State College community echoes this
message from the SCASD Music Booster Co-Presidents (paraphrased from Winter '02
PMEA News Journal).
SPRING MUSICAL EVENTS
May 20, 7:30 p.m.
May 21, 7:30 p.m
May 22, 7:30 p.m.
Symphonic Band/Jazz Band Concert (Mt. Nittany Middle)
May 22, 7:30 p.m.
Symphonic Band/Jazz Band Concert (Park Forest Middle)
May 27, 7:30 p.m.
Strings Concert (Park Forest Middle)
May 27, 7:30 p.m.
Maroon & Gray Concert (North Bldg.)
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May 28, 7:30 p.m.
Jazz Band Concert (North Bldg.)
May 29, 7:30 p.m.
Strings Concert (Mt. Nittany Middle)
May 29, 7:30 p.m.
Piano Class Recital (North Bldg. Rm. 38)
Faculty/Staff Achievement Sampler
Lisa Adams, instructional paraprofessional, Kathy Bitner, Spanish, Randy Bitner, technology education, and
Barbara Pavlechko, secretary, were delegates to the 2002 National Education Association Representative Assembly.
Patty Begg, music, was a clinician at the Spring '02 Pennsylvania Music Education Association conference.
Patricia Best, superintendent, was elected to a three-year term on the Board of Penn State's College of Education
Alumni Society.
Ellen Campbell, English, published her article "The Yellow Frisbee: Teaching Modes of Writing" in Ideas Plus:
Practical Classroom Ideas by Teachers for Teachers.
Nathan Cattell, Mount Nittany Middle School, had his second book, Geometry Challenge, published by Interact
Publications.
Becky Collins, Ferguson Elementary librarian, Dotty Delafield, Mount Nittany Middle School librarian, and Caryl
Kehoe, English as a Second Language, received 2002 SCASD Educational Initiatives Awards.
The District received a Waste Watcher Award from the Department of Environmental Protection.
Linda Domin, Lemont Elementary, was one of State College Magazine's 2002 Teachers of the Year.
Maureen Dunham, '95 retiree, received a 2002 Friends of Education award from the State College Area Education
Association.
Linda Eggebeen, physical education, published her article "Learning at Hand" on www.intel/com/education/odyssey.
The English as a Second Language Program was selected as one of Penn State Promise's pilot programs.
Evelyn Evans, elementary curriculum support, was selected to participate in the Stratford (Va.) Hall Seminar on
Slavery.
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Barbara Farmer, Houserville and Lemont Elementary Schools, is included in the Chicago-based video archive on
accomplished black Americans, The History Makers. She co-edited Diversity in America: Visions of the Future and
wrote Chapter 1, Diversity Begins at Home.
Carolyn Foust, SCAHS Career & Technical Center, is president of the Pennsylvania Association of Vocational
Administrators and will represent PAVA at the Pennsylvania School Boards Association.
Drew Frank, science and boys' varsity basketball, was named 2003 Coach of the Year by the Associated Press.
William Harrington, mathematics, received a 2003 Andrew V. Kozak Award and an accompanying grant for
leadership, research, and service to public education from Phi Delta Kappa.
The Health & Physical Education Department received a major grant from the U.S. Department of Education to
develop a strength training facility and related curricula at the high school.
Mary Hershey and Tod McPherson, science, made a presentation on "The Use of Multimedia in Authentic
Assessment for Science" at the 2002 conference of the Pennsylvania Association for Educational Communications and
Technology.
The High School received a major grant from the Pennsylvania Department of Education for significantly improved
scores in math and reading as measured by the Pennsylvania System of School Assessment.
Mary Beth Hoffman and Kelli Keane, Mount Nittany Middle School, made presentations at the 2002 Children's
Literature Matters Conference.
Bill Hughes, Park Forest Middle School, made a presentation on "Ideas for Middle School Manufacturing" at the 2002
conference of the Technology Education Association of Pennsylvania.
Suzanne Jury, guidance counselor, received the State College Area Jaycees' 2002 Outstanding Citizen Award. She was
appointed to a two-year term on the Board of the Pennsylvania Association of Student Assistance Professionals.
Brenda Khayat, Park Forest Elementary, won a 2002 Presidential Award for Excellence in Mathematics and Science
Teaching and an accompanying grant, administered by the National Science Foundation for the White House.
Mary Knight, science, was recognized by Cornell University as an Outstanding Educator, selected by the university's
2002 Merrill Presidential Scholar Christopher Hood ('98) as having made the most significant contribution to his
education. She also received the Special Teachers Are Recognized (STAR) Scholarship for a local student with
financial needs attending Cornell.
John Kovalchik, music, was All-State Jazz Coordinator at the Spring '02 Pennsylvania Music Education Association
conference. He was nominated for the Disney American Teacher Award.
Robert LaBarca, music, was nominated for the Disney American Teacher Award.
Michael Lechnar, social studies, was recognized by Stanford University's Teacher Tribute Initiative for his significant
role in the intellectual, academic, social, and personal development of a State High alum attending Stanford.
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Molly McAninch, music, made a panel presentation on middle level interdisciplinary teaming at Lehigh University.
She was nominated for the Disney American teacher Award.
Steven McAninch, science, received the 2002 SCASD Superintendent's Award for Instructional Innovation.
Eric Smith, German, received recognition from the American Association of Teachers of German.
Sharn Nicholson, Park Forest Elementary, received the State College Jaycees' 2002 Outstanding Educator Award.
Park Forest Elementary School received two recycling grants, one from the Pennsylvania Department of Education
and one from GreenWorks.
Ronald Pavlechko, athletics, received his Athletic Administrator certification from the National Interscholastic
Athletic Administrators Association.
Radio Park Elementary School received a grant from the Pennsylvania Association of Elementary School Principals
for "Exploring Schoolyard Habitats: Making Science Meaningful for Young Learners."
Sam Rocco, Park Forest Middle School, was one of State College Magazine's 2002 Teachers of the Year. He was
nominated for the Disney American Teacher Award.
Katie Scalise, guidance counselor, made a presentation on "How to Plan an Effective High School Visit" to the
Pennsylvania Association for College Admission Counseling.
Jeff Seamans, Park Forest Middle School, is the 2003 president-elect of the Technology Education Association of
Pennsylvania. He was inducted into Epsilon Pi Tau: the International Honorary Fraternity for Professions in
Technology.
Andy and Christine Merritt, Park Forest Middle School, were among State College Magazine's 2002 Teachers of the
Year.
Richard Victor, music, was a clinician for the 2002 Music Education National Conference and for the Pennsylvania
Music Education Association Inservice Conference. His article "Someone Keeps Moving the Cheese!" was published in
the PMEA newsletter.
Dennis Younkin, Business Administrator, was elected vice-president of the Pennsylvania Association of School
Business Officials.
Charlotte Zmyslo, Corl Street and Ferguson Township Elementary Schools, was recognized for coordinating the
district's United Way campaign during 2001, qualifying the district for a Gold Award. She is a 2002 graduate of
Leadership Centre County.
Honoring the Memory of an Exceptional Pair of Educators
After the tragic loss of former SCASD Superintendent Bill Opdenhoff and his wife, Georgeann, former teacher at
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Panorama Village/Boalsburg Elementary Schools, in October 2002, their friends and family chose to honor their
memory in a variety of ways.
The State College Area School District created the Bill and Georgeann Opdenhoff Memorial Fund as a component of
the district's Educational Initiatives Endowment at the Centre County Community Foundation, Inc. Distributions from
the fund are designated to support faculty and staff in developing instructional strategies to help every child find success
in school.
"The district's Educational Initiatives Endowment was established under Bill's leadership in March 1999," said
Superintendent Patricia Best. "We believe this designation to be the most meaningful way to perpetuate Bill and
Georgeann's personal dedication to education."
Awards from this fund are distributed each Spring to enhance educational opportunities K-12 to augment class time
quality across the disciplines. As these grants support instructional day activities and curricular experiences not possible
within the district's budgetary confines year after year, they will honor the Opdenhoffs' commitment to education into
the future.
"This is a small way for us to pay tribute to Bill and Georgeann's deep caring for the well-being of children," said Best.
"Helping every child find success in school seems to provide a fitting remembrance of Bill and Georgeann's lives as
exemplary educators and friends."
Hometown library as memorial repository
Georgeann Smith Opdenhoff's colleagues at Boalsburg/Panorama Village Elementary Schools chose to pay a special
tribute to the couple by benefiting the Glendale Area Public Library in Coalport, Pa.
Feeling the loss of both Georgeann and Bill, several staff members visited Coalport and had an opportunity to meet with
members of the Smith and Opdenhoff families. "We wanted to do something to show our respect for these two caring
and compassionate educators," says Principal Jean Vadella.
Following a suggestion from Supervisor of Elementary Education Cameron Bausch, it was decided to donate books
received from Penn State's College of Education Alumni Society to the Coalport public library. Georgeann's colleagues
sorted and packed the books for delivery to the small library. Bausch, Vadella, and teachers Peggy McCabe and
Gretchen Willenbrock took the books to Coalport where they were met by Georgeann's mother, Dr. Jane Free Smith.
"It was wonderful to be a part of our district team," says McCabe for whom participation in this project made coping
with the loss a little easier. "I believe that Georgeann would be so pleased to know that the Coalport library has received
so many books for the children in her hometown."
While the couple has been memorialized in a number of other ways, as well, the memorial fund and the collection of
books represent their SCASD colleagues' deepest respect for their humanity and their professionalism.
Keep a poem in your pocket
and a picture in your head
and you'll never feel lonely
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at night while you're in bed ...
by Beatrice Schenk de Regniers
Ferguson Township Elementary School (FTE) Librarian Becky Caldwell Collins received a 2002 Educational Initiatives
Endowment grant to develop her school's library poetry collection. She used the above poem as a theme for a year's
worth of poetic activities at FTE.
"The goal of the program was to motivate student interest in reading and appreciating poetry," she explains. A variety of
activities were planned to reach this goal. "Once a month, every student received a poem, printed on a pocket, to collect-like students collect baseball cards," she says. "And each week, a new poem was displayed in the library to be read and
discussed by the students during their library classes."
On March 6, the entire school participated in Keep a Poem In Your Pocket Day. Students and staff each selected their
own favorite poem and, on that day, carried a copy in their pockets. Everyone wore a sticker that said, "I've got a poem
in my pocket! You may read mine, if I may read yours!" "So, throughout the day, students and staff read and shared
many wonderful poems," she reports, "and everyone enjoyed seeing which poems their friends had selected."
The grant allowed Collins to purchase 17 new children's poetry books which also greatly enhanced compliance with the
new state academic standards requiring poetry for all grade levels.
Adds Collins: "The January '03 issue of Self magazine reported on a study featured in the International Journal of
Cardiology, where researchers discovered that reading rhythmic verse out loud actually is calming and provides stress
relief that is good for the heart ... Students and staff at FTE have found a fun way to help their hearts and their minds."
For State High clothing, gear, and Little Lion Spirit items,
visit: www.roarstore.biz
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Online Courses for Substitutes/Guest Teachers
The Pennsylvania Department of Education has opened eligibility for free standards-based online Act 48 courses to all
Pennsylvania substitute teachers through the state- funded professional education website http://www.PA.Professional
Education.org. Due to their limited access to Act 48 continuing professional education programs, this service is of
particular importance to substitute teachers to maintain their active teaching certification.
Substitute educators with active teaching certification may enroll in the multimedia courses totaling 105 hours of free
Act 48 professional development through the Online Professional Education Network (OPEN). Each course grants 15
hours toward the Act 48 requirements for all Pennsylvania certified educators to achieve 180 hours of professional
education every five years.
Course offerings
●
●
●
●
●
Diverse Learners - Success for English Language Learners: 5 Strategies for Classroom Teachers
Mathematics - K-12 Math: Open-ended Problem Solving
Reading Across All Content Areas - Using Graphic Organizers: Tools for Organizing Thinking; Vocabulary
Strategies: Foundation to Comprehending Content; Student-centered Science: Building Knowledge and Skills
Through Inquiry
Science - Comprehension Strategies: Tools for the Classroom
Technology - Searching the Web
For more information or to register, visit http://www.PA.ProfessionalEducation.org, or contact Marie Dillon-Griffith at
info@ LearningSciences.net, 724-459-2100 (ph), or 724-459-6373 (fax).
Commemorating the Legacy of Martin Luther King, Jr.
On January 20, 2003, SCASD staff members were treated to an unforgettable
program honoring the memory of Dr. Martin Luther King, Jr. Linda Lantieri,
founding director of the Resolving Conflict Creatively Program of Educators for
Social Responsibility, presented her views on diversity and on the need for
educators to be leaders in keeping Dr. King's dream alive.
ALL THAT MAKES ME UNIQUE
Lantieri spoke about some of her personal experiences, including the death of an
African American teenager who was killed by Italian American youths in
Brooklyn. As an Italian American, Lantieri was embarrassed and angry at
members of the Italian American community who continued to display prejudice
even after this incident had taken place.
I tried to be extra good.
I thought no one would see
the part of me that's different,
if I were different, quietly.
When they used to tease me,
or when they'd laugh or stare,
I'd shut my eyes real tight
and pretend I wasn't there.
I didn't look in mirrors.
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However, she came to realize that there are heroes in every community and in
every cultural group and that it can be helpful for us to identify with these
individuals. During a protest march that African Americans led through the
neighborhood where the youth had been killed, the unlikely hero emerged in the
person of an elderly Italian American woman who held up her fingers to form a
peace sign from her balcony for all of the marchers to see.
As a person who is also of German descent, Lantieri spoke about the heroes who
protected Jews in Nazi Germany and how this knowledge has enabled her to
embrace her German roots, as well. She emphasized the importance of accepting
our own heritage before we can reach out to those of other cultures, races, and
nationalities.
Lantieri conducted several activities which allowed staff members to mingle with
each other to discuss their own experiences, beliefs, and feelings about prejudice.
She also facilitated a panel discussion with State College Area High School
students. Listening to the students describe what it's like to be members of
diverse groups in our school system and community proved to be quite moving.
I didn't want to hear or see
the mirrored differences
shouting back at me.
I really wanted "sameness"
Put "different" on a shelf...
Until my friend helped show me
the wonder of myself.
My friend said to imagine a world with
everything the same.
Everything monotonously
all the same...the same...the same.
The world...an outline drawing...
With no specifics painted in...
Not even shades of music...
A world without reason to spin.
Of course, we each are different.
We each should celebrate
the colors, curves, dimensions
The second presenter for the day was poet and author Drlindamichellebaron who that we each radiate.
calls herself an "edutainer." A powerful speaker with a flamboyant personality
and a disarming sense of humor, she was able to touch each member of the
audience with her deepest thoughts and feelings.
Now, I celebrate my differences...
All that makes me so unique.
Why let others define me,
When I can be my own critique?
- Drlindamichellebaron
Her wish to develop her individuality inspired the unconventional way Drlindamichellebaron writes her name. She
spoke about the freedom that ensues when educators admit that they do not have all of the answers, and how this
translates into greater openness, creativity, and the possibility for students to become more than could be envisioned.
She shared her experiences as an African American woman and helped the listeners relate to her reality by comparing
her personal struggles to those experienced by every human being, thereby illustrating the universality of Dr. King's
timeless message.
Editor's Note: This year, faculty and staff at Panorama Village/Boalsburg Elementary and at Park
Forest Middle Schools were the recipients of Penn State's Forum on Black Affairs' Martin Luther
King, Jr. Awards for the quality of their diversity and multiculturalism enhancing programs.
Sociocultural Adjustment Through Language Learning
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Editor's Note: This research was conducted for a doctoral dissertation in Curriculum & Instruction
from Penn State's College of Education.
The study analyzed the role of the English as a Second Language (ESL) social studies class in the way State High
English Language Learners perceived, developed, and changed their linguistic and cultural identities over a one year
period. Using qualitative ethnography, data was collected through classroom observation, interviews, and by examining
students' written documents.
The study showed that the ESL social studies class plays an important role in mediating ESL students' cultural and
linguistic tension in the process of their cultural and linguistic identity formation. The students consider the class a safe
haven to stabilize their evolving identities. The class acts as a center where they feel comfortable and are able to adjust
to American culture and to school. They learn how to interact in their mainstream American classes through ESL class
activities and based on guidance from ESL teachers.
The students develop language skills through discussions and through classroom activities around social studies topics
including American history and culture, as well as their classmates' cultures. The content-based ESL classroom provides
them with more opportunities to practice their English speaking skills than do regular classes. The low pressure
environment allows them to acquire basic as well as required knowledge before attending mainstream classes. Creating
their own web pages, for example, allows them to present facets of their own culture, to gain pride and confidence, to
learn technology applications, while at the same time developing language skills.
"I feel comfortable in our ESL social studies class where I learn
American history and culture. Also, I gain confidence to talk to
American students."
The data indicate that over the one-year period, the students constructed new knowledge of the American culture and of
the English language and that they were affectively and cognitively influenced by the newly acquired knowledge. They
also gained a new perspective on themselves and developed a better understanding of their own sociocultural and
linguistic identity.
The study reveals that content knowledge and interactions in the ESL social studies class facilitate ESL students'
identity formation in American schools and communities. "The ESL social studies class can be viewed as a venue where
the ESL students' identities are modified, secured, and empowered," concludes doctoral candidate Namhee Kim.
After-School Enrichment Offerings Expand
In school year 02-03 the district has been offering its after school enrichment courses at eight elementary school
locations. Approximately 450 students, grades 1 - 5, will have participated in Community Education courses such as
Handbuilding Pottery, The World is a Stage, Color My World, Computer Exploration, Spanish and French (beginner),
Amazing Sharks and Sea Creatures, Incredible Insects, and More Adventures with Harry.
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The courses are offered in six-week cycles, one day per week, 3:15-4:45 p.m., throughout the school year. For more
information, call Community Education at 231-1062 or send an e-mail to Dr. Donna Ricketts, Director of Community
Education, at dmr13@scasd.k12.pa.us.
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Dedicated Endowment Funds Help to Support Lifelink PSU
In line with the district's Above & Beyond philosophy in accepting private donations, two endowment funds earmarked
for the much acclaimed High School LifeLink Program have recently allowed the district to go above and beyond the
program's original scope by entering into a partnership with Penn State.
Special Education laws allow students with disabilities to be "super seniors" and to continue their education until age
21. In the past, this meant students with disabilities attended high school for seven or eight years--the last few years,
with no age appropriate peers. LifeLink PSU, with partial funding from private donations and with in kind contributions
from Penn State, has changed this.
LifeLink PSU offers an alternative educational environment for mature high school students with disabilities to
participate in activities and classes with age appropriate peers on Penn State's University Park campus. Accumulated
annual returns from the endowment funds have helped to make this possible.
The program is a collaborative effort between SCASD's Department of Special Education on one hand, and the
Rehabilitation Services Program, Special Education Program, and Educational Technology Center of Penn State's
College of Education on the other.
With a dedicated classroom in the HUB Robeson Center, SCAHS students participate in a variety of PSU classes and
activities and are accompanied by PSU student mentors, volunteers, and interns. Courses have included Basic Writing,
Personal Defense, Yoga, Campus Choir, Basic Theatre Make-up, Strength Training, Ballroom Dancing (see picture),
and Coping with College. During Fall '02, 29 PSU student volunteers provided 638 hours of help to SCAHS students.
The involvement of SCASD and PSU professionals and faculty is an integral part of the program.
Testimonials
State High Students
"I love the classes here! And at Union Street in the
HUB they even give you extra pickles on your
burger!"
"I like it up here. It's given me a lot of experiences.
I'm working at Findley Commons in the mail room.
I've been doing mail and packages. I'm at the
window and I ask the students for their ID. And then
I get them their packages."
"My ballroom dancing partner, Mike, is cool."
LifeLink Parents
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"She's matured and motivated. She's happy and she's
communicating more, and I can't believe how much
she's studied in the last 60 days!"
Editor's Note: In 2002, the LifeLink Program also received
two small grants from the Pennsylvania Department of
Education; one to expand the program's current scope,
and the other to mentor two school districts that do not
yet have a similar program.
"I think it's fantastic! It used to be hard to get her
up and to school. Now she's self-motivated --wants
to come to school, but not back to the high school.
She says she's a woman now, not a young lady."
PSU Mentor: "I'm a senior in the Rehab Program and
I'll be an intern with LifeLink PSU and LifeLink in the
Spring. LiTrea and I have a blast. It's not just about
going to English class, it's about life. We talk about
what we're going to do on the weekend, going
shopping, etc."
PSU Intern: "I think it's good. It's amazing how
positive a response the SCASD students get from the
PSU students. It's great for everyone!"
Students See Their Art in Use
In the Fall of 2002, the opening of the new Gray's Woods Elementary School reduced the enrollment at Park Forest
Elementary School (PFE) making the latter a smaller school community. "I wanted to do something special in art
involving all our students, and also to help the PTO with a fundraising project," says Art Teacher Melanie Fink. The
PFE PTO has traditionally been very active in helping pay for field trips and special ongoing projects throughout the
year. It also provides each teacher an amount of money each year to buy "extras" for the classroom that might otherwise
come out of the teacher's pocket.
Fink used her experience from three years ago when she had worked with a company called Original Works to raise
funds for PFE's playground project, Y.A.R.D. She had all art classes at all levels create works of art that could be
transferred onto useful objects such as t-shirts, sweatshirts, aprons, mouse pads, ceramic mugs, wall calendars, note
cards, tote bags, journal covers, etc.
Kindergarten created simple houses, people, and trees using crayons and watercolors; first and second graders made
Make Believe Gardens; third and fourth graders designed Neighborhoods; and fifth graders chose either Andy Warhol's
Endangered Animals or a City in A Sundae Dish.
The Original Works company provided specific directions on size and on the materials to be used for successful
transfers onto the objects, and the artwork was completed in early October. The student-decorated items cost from $4
for luggage tags to $25 for an adult sweatshirt. With the help of PTO volunteers, orders were collected, added up, and in
the mail by mid-October, and the items arrived back at PFE by late November. With approximately 75% of the parent
households participating, the PTO raised $2,600.
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"Parents have really enjoyed being able to purchase items with their child's artwork on it," comments Fink. "To keep
this kind of project fresh and welcomed by the parents, however, this is not the type of fundraiser that should become an
every year activity," she says, "but I will consider doing it again at a future time."
Preparing for the World of Work
State High's Career and Technical Center (CTC) offers a full complement of school-to-careers training programs for
high school (9-12) youths and adults. Career preparation programs are designed to prepare graduates to enter the
workforce in entry level jobs.
Tech Prep programs require students to continue their career preparation at the post-secondary level. Tech prep program
students who successfully complete the prescribed academic and technical courses in high school are assured admission
to cooperating post-secondary schools. Students may also receive advanced credit for their high school course work.
Post-secondary articulation agreements are in place with The Art Institute of Pittsburgh, Harrisburg Community
College, Penn State University, The Pennsylvania College of Technology, and South Hills School of Business and
Technology. Students who plan to enroll in technical programs at these institutions can enhance their preparation by
participating in the Tech Prep program of studies at the CTC.
All programs combine academic and technical skill preparation with work-based learning experiences so that students
gain a personal understanding of the world at work.
Through extensive business/education partnerships, all programs provide students with opportunities for career
exploration, job shadowing, and paid or non-paid work-based learning experiences such as internships, cooperative
education placements, and Registered Youth Apprenticeships.
PROGRAMS
Accounting, Administrative Assistant, Agriculture Science, Automotive Technology, Building Construction
Trades, Child Care Services, Commercial Art, Cosmetology, Culinary Arts, Diversified Occupations, Drafting
and Design Technology, Engineering Technology, Management Information Systems, Marketing, Public Safety,
Travel and Tourism.
Additional information is available in the High School North Building or by calling CTC Director Carolyn Foust at
(814) 231-4153.
INTRODUCING
AN EASIER WAY TO PAY
FOR SCHOOL MEALS
WWW.PAY4LUNCH.COM
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Deposits can now be made to your child's cafeteria account using your Mastercard, Visa, or Discover Card through the
Internet site pay4lunch.com. (Or, payforlunch.com and CafePrepay.com.) Simply access the web site, click on the "new
user" tab, and follow the directions. Your child's account will be credited with the deposit amount the next business day.
Current account balances are also available at this site to be viewed by parents who have used the deposit service at
least once.
A 6% service fee is applied to all deposits.
This service is not available for students purchasing
meals at the Delta, HEARTS, or charter school programs.
School Meal Benefits for Reservists Families
In many cases, the recent military call-up has resulted not only in a student's mother or father being taken far away from
home, it has also meant a significant decrease in income for the family left behind. If this is the case, the family may
qualify for free or reduced priced meals at school through the National School Lunch and Breakfast Programs.
A family of four with a monthly income between $1,962 and $2,791 would be eligible to receive breakfast at the
reduced rate of $.30 and lunch for $.40. A family of four with a monthly income at or below $1,961 is eligible to
receive school meals free of charge.
Families may submit or resubmit an application for subsidized school meals at any time through the school year,
whenever household income increases or decreases by $50 or more per month.
Applications are available at all school offices, may be downloaded at www.scasd.k12.pa.us/food srvc, or may be
requested by calling 231-5095.
Hearts
Helping Elementary At-Risk To Succeed (HEARTS) is the district's newly approved alternative education
program aimed at early intervention for students in grades 1-5. "Our program was created specifically for students who
present significant behavioral challenges and whose behavior has an adverse effect on the learning process in the
regular education classroom," explains Director of Educational Alternatives Susan Bickford. "The mission of the
HEARTS Program is to provide individualized instruction in all academic areas, as well as social skills development, in
a supportive environment. It is our goal to successfully transition students back to their home school."
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Students are placed in the program based on a referral process initiated by the
student's Instructional Support Team in collaboration with the HEARTS team.
Placement is on a temporary basis only and for a minimum one-month stay.
The model is designed for a special education teacher, an aide, and two mental
health therapists, who work in the classroom full-time, as a cooperative team to
address the students' behavioral and mental health needs. The mental health
component is provided through a partnership between the district and Home
Nursing Agency's/Behavioral Health, and Community Services.
HEARTS staff act as mentors, role-models, and advocates for their students. Special time is devoted to social skills
development, anger management strategies, conflict resolution, and fostering resiliency in students. Utilization of
behavior modification techniques and behavior support plans are an integral component. The staff to student ratio is
intentionally low to provide extensive and intensive social skills training on a daily and consistent basis. Data is
gathered daily and summarized weekly and monthly to chart the student's progress towards the behavioral goals
determined during the intake meeting.
The curriculum has been written by the district's elementary teachers and curriculum specialists. It is based on
Pennsylvania Department of Education standards; and materials, activities, and textbooks are similar to those used for
regular elementary school students. Course work is individualized, interdisciplinary, and experiential. Whenever
possible, cooperative learning strategies are utilized, and the district's technology competencies are incorporated.
"We desire to build community ties through service learning experiences," comments Bickford. "And we create a
continuum of care, including various service agencies within the local community, in order to address the specific needs
of our students." For more information, contact the SCASD Office of Educational Alternatives, 231-1000 or
sjb11@scasd.k12.pa.us.
Editor's Note: HEARTS is supported by a major grant from the Pennsylvania Department of
Education.
Kudos to RIT Students
The Reclaiming Individual Talent (RIT) program has been operating in the district since early 1994. It was initially
started to address the needs of expelled or suspended students with behavior problems that could not be managed in the
regular high school. Over the past two years, the program has changed considerably to identify and to reach the highly
at-risk students who challenge the ability of the regular high school to meet their needs.
While in the program, students have the opportunity to take an active part in community service while earning credits
toward graduation. During the current 2002-03 school year, the students' community service projects began with the
Day of Caring. "Everyone showed up bright and early and ready to work at Holmes Foster Park," reports RIT Guidance
Counselor Suzanne Jury. "They were asked to shovel dirt and spread it around park benches and other areas within the
park." These areas were then seeded and mulched, and the students were done early enough that they offered to help
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another group with a bigger project.
In December, local elementary schools collected and packed food and presents according to family needs, and the RIT
students delivered the packages to individual area families wishing them happy holidays. Two ongoing projects include
decorating Meals on Wheels bags and preparing Jared Boxes. "Knowing how much it is appreciated motivates the
students to be really creative with their decorating, especially around the holidays," comments Jury.
Jared Boxes are filled with toys and activities for children who are very ill and spend a lot of time in hospitals and
doctors' offices. In December, the students completed ten Jared Boxes, each with a special card inside, for children at
the Philadelphia Children's Hospital.
Other projects include National Youth Service Day, selling daffodils during Daffodil Days, volunteering at the Food
Bank, and walking in both the Red Ribbon AIDS Walk and March of Dimes Walk. "The efforts, energy, and successes of
these students are truly commendable as they give of themselves to others in the community," concludes Jury.
Editor's Note: The Reclaiming Individual Talent program is partly supported by a state grant
covering the cost of an AmeriCorps volunteer and paying for some supplies, materials, and special
activities.
PO Box 1251, State College, PA 16804, (814) 231-7112
www.tidesprogram.org
Budgeting for Strategic Priorities
Each year, in preparation for adoption of the following year's budget by the Board of School Directors, the district
engages in a rigorous process of reviewing past expenditures and projecting costs for the forthcoming year. From this
process emerges an overall picture that allows the administration to identify the main parameters for the next budget.
This year, and in the years ahead, the district is facing some serious challenges. The following represents a brief
summary of the main factors driving foreseeable costs.
The election of a new Governor and the appointment of a new Secretary of Education have signaled some fundamental
changes in the priorities and directions of the Department of Education. Public education and the effectiveness of the
public school system are at the forefront of their discussions, as is a respect for the continuing accomplishments of
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public educators.
Several areas are emerging as possible state budget initiatives, including full-day kindergarten, class size reduction,
after school programming, and early childhood programs. Also of paramount importance to the Governor and to the
legislature is the issue of property tax relief, one large component of overall school funding reform. However these
issues are finally addressed during the coming months, they will have an impact on our own local decisions. For now,
the Governor's budget proposal would include a 2.5% increase in basic education and Special Education funding and
charter school reimbursement at 30% of last year's expenditures.
Instructional initiatives, as developed through the strategic planning process, will continue to require resources. The
anticipated budget includes a 6.7% increase in instructional expenditures to support work in such areas as standardsbased curriculum revisions, developing Failsafe initiatives, purchasing new textbooks, materials, and equipment, and
updating library equipment. This increase is to counteract several years of forced cuts or no increases in this area.
Increases in faculty and staff positions are a driver in this year's budget. We are projecting an additional 17.29
positions K - 12. The majority of these positions are for high school staffing and special education. The student
enrollment at the high school will be increasing by more than 100 students next fall, following an increase in the
previous year of 60 students. Special education student identifications continue to increase with approximately 11% of
students being served. Fringe benefits, including medical insurance and retirement rates, represent an increase of 19%
over 2002-03.
District facilities have served us very well and over a longer period of years than might be expected due to careful
maintenance and creative adaptations for the instructional program. With the successful completion of the Gray's
Woods and the Easterly Parkway Elementary School projects behind us, the new construction at the current Park Forest
Elementary (PFE) School site is next on the agenda. The budget has increased by $570,000 to pay for the debt service
incurred for the two completed projects. In addition, the Board of School Directors is considering phasing in the
financing of the PFE and other projects, as proposed by the Citizens Advisory Committee for Finance. The annual
physical plant expenditures must also be increased by 3% to do the necessary routine repairs to buildings, athletic fields,
and parking lots.
Technology initiatives continue to be a challenge. Cost areas include computer purchases and repair, software licenses
and packages, internet connections, professional development, and staff support. It is projected that maintaining a sevenyear use cycle for equipment replacement will require approximately $1.4 million a year. Increases are being phased in
annually.
Charter school/cyber charter school payments continue to be financed by an expenditure of $1,200,000 annually to the
three local charters and to a cyber charter school. The state has begun to reimburse the district partially for 1/3 of these
expenses.
Prior to budget adoption in June, information on the district's proposed budget is made available to the public via a
printed Community Budget and through our web site. Public review of and comments on the district's financial picture
are always welcome.
In an effort to standardize financial reporting across districts, the Pennsylvania Department of Education has also posted
past information by school building and grade level on its web site. For comparative purposes, Standard & Poor's
School Evaluation Service web site may also prove useful.
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"I am really going to miss my very rich relationships with all of you at the
school district. It has truly been like family: Challenging, demanding,
emotional, unconditionally committed, and full of love and rewards."
-Unsolicited parting remarks from a parent leaving the State College area
Districtwide Facilities Master Plan
A Citizens' Proposal to Finance the Plan:
Two Mills to Save $30 Million
WHAT IS THE DISTRICTWIDE MASTER PLAN?
The Districtwide Master Plan (DWMP) is a comprehensive long-range plan to address the physical plant needs of the
State College Area School District.
How was the DWMP developed?
The Citizens Advisory Committee for Facilities, in conjunction with architects and engineers, conducted a physical
evaluation of all district facilities. In addition to the general conditions of the buildings, the review sought to determine
whether there was an appropriate fit between the educational program and current facilities. To develop a broad
perspective, ample input was sought from district staff and from community members.
What are the current needs?
Due to their ages, most of the facilities are in need of renovation and/or additions to update their physical and
mechanical systems, and to bring them in line with contemporary program and compliance requirements.
When would the DWMP be implemented?
The construction of the new Gray's Woods Elementary School and the renovations to the Easterly Parkway Elementary
School represent the first phase implementation of the plan. The next phase, which would include recommendations
pertaining to Park Forest Elementary School and the High School North Building, may begin between 2004-05 and
2006-07.
What is the proposed timeline for completing the DWMP?
The plan, if implemented as recommended, will be completed during the next ten to fifteen years.
FINANCING THE PLAN
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How much would the DWMP cost?
Although overall costs to the taxpayers are estimated to be between $95 to $101 million, project-specific costs will be
determined when each individual project is designed, with renewed input from the CAC for Facilities, the staff, and the
community.
How would the DWMP be financed?
The Citizens Advisory Committee for Finance has recommended that the Board of School Directors consider 1)
borrowing 40 million dollars over the next 15 years, AND 2) including an additional one-half mill of real estate tax in
2003-04 through 2006-07. These additional two mills would be set aside exclusively to finance the balance of the
construction costs.
How much would the additional two mills generate towards the construction costs?
The additional two mills would bring the total dedicated to the construction fund to $3.7 million. The total accumulated
funds will depend on the value of the two mills each year over the next 15 years, but using a 3% growth estimate of the
assessed real estate value of the school district, the two mills would generate $63 million total.
What other options were considered for financing the capital projects contained in the DWMP?
The CAC for Finance also considered borrowing the entire cost of the DWMP during the next 15 years at $10 million
increments.
What would the advantage be to finance the DWMP with a two-mill increase in the real estate tax over the next
two years, rather than borrowing the total cost?
It is estimated that the District would save $30 million in interest costs over the next 30-35 years by utilizing the twomill financing option.
What would be the real estate tax costs for the two-mill financing option?
An additional one-half mill for each of the next four years--to cover capital projects included in the DWMP as well as
the projected normal operating costs and new and current debt requirements--would result in an estimated total real
estate tax increase of 4.9 to 6.5%. After the implementation of the two mills to finance the DWMP, future increases
would be in the 3.1% to 4.1% range.
How would the total 6 to 7.5% real estate tax increase in FY04 and FY05 impact the average residential
property owner?
In FY04 the average estimated real estate tax increase would be $114 and in FY05 it would be $122.
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THE NO CHILD LEFT BEHIND ACT
A Parents' Guide to New Education Terms and Abbreviations
You may hear some of the terms below used in school discussions from time to time. They relate to
provisions of education legislation, called The No Child Left Behind Act, passed by Congress last year.
AYP [ This is short for Adequate Yearly Progress. It refers to an individual state's measure of yearly progress toward achieving state
academic standards. "Adequate Yearly Progress" is the minimum level of improvement that states, school districts, and schools must
achieve each year.
Assessment [ Another word for "test." Under No Child Left Behind, tests are aligned with academic standards. Beginning in the 2002-03
school year, schools must administer tests in each of three grade spans: grades 3-5, grades 6-9, and grades 10-12 in all schools. Beginning in
the 2005-06 school year, tests must be administered every year in grades 3 through 8 in math and reading. Beginning in the 2007-08 school
year, science achievement must also be tested.
At-Risk [ A term applied to students who have not been adequately served by social service or educational systems and who are at risk of
educational failure due to lack of services, negative life events, or physical or mental challenges, among others.
Corrective Action [ When a school or district does not make adequate yearly progress, the state will place it under a "Corrective Action
Plan." The plan will include resources to improve teaching, administration or curriculum. If a school continues to be identified as in need of
improvement, then the state has increased authority to make any necessary, additional changes to ensure improvement.
ESEA [ This is short for Elementary and Secondary Education Act, which was first enacted in 1965, and is the principal federal law
affecting K-12 education. The No Child Left Behind Act is the most recent reauthorization of the ESEA.
LEA [ This stands for Local Education Agency. An LEA is a public board of education or other public authority within a state which
maintains administrative control of public elementary or secondary schools in a city, county, township, school district, or other political
subdivision of a state.
NAEP [ This is short for National Assessment of Educational Progress. An independent benchmark, NAEP is the only nationally
representative and continuing assessment of what American students know and can do in various subject areas. Since 1969, the National
Center for Education Statistics has conducted NAEP assessments in reading, mathematics, science, writing, U.S. history, geography, civics,
and the arts.
SEA [ This stands for State Education Agency. An SEA is the agency primarily responsible for the State supervision of elementary and
secondary schools.
TITLE I [ The first section of the ESEA, Title I refers to programs aimed at America's most disadvantaged students. Title I, Part A
provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging
State academic content and performance standards. Title I reaches about 12.5 million students enrolled in both public and private schools.
Delays, Closings, Cancellations Due to Inclement Weather Conditions
This past winter has been an especially challenging one with respect to the weather conditions and school
cancellations/delays/early closings. To help parents understand how the decision is made, this article includes the
essential elements of the decision-making process, the procedures, and associated timeframes and venues for public
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information:
The superintendent or designee makes decisions regarding all changes in the normal school day schedule. Decisions are
based on SAFETY first, using the best information available to us at the time the decision must be made. In addition,
parents are encouraged to use their own judgment in this regard and to request an excused absence for their child when
necessary.
Since the first bus runs must begin no later than 6:30 a.m., the final decision must be made based on weather forecasts,
projections on road conditions, and other data available by 5:45 a.m. Standard sources of information include Accu
Weather, the National Weather Service, Penn DOT, and Centre County Communications, which are consulted
beginning at 4 a.m.
In addition, the Director of Transportation personally drives various routes to assess road conditions firsthand. He also
consults with SCASD Physical Plant to assess school building accessibility. By 5 a.m., the business administrator and
the superintendent are advised if a delay or a cancellation seems warranted. After consultation with other area school
districts, the final decision for our district is made by 5:45 a.m. in order to inform the media and affected personnel by 6
a.m.
A similar procedure is carried through to determine early dismissal which is announced by 10:30 a.m. Announcements
are posted on the school district home page at www.scasd.k12.pa.us, and are made public through the following radio
and television stations:
RADIO
WBHV 103.1 FM STATE COLLEGE
WCJZ
98.7 FM
STATE COLLEGE
WLTS
94.5 FM
STATE COLLEGE
WMAJ 1450 AM STATE COLLEGE
WBUS 93.7 FM
WJHT
STATE COLLEGE
107.9 FM STATE COLLEGE
WQWK 97.1 FM
STATE COLLEGE
WRSC 1390 AM STATE COLLEGE
WZWW 95.3 FM
STATE COLLEGE
WTLR
STATE COLLEGE
89.9 FM
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WPSU 91.5 FM
UNIVERSITY PARK
WJSA
JERSHEY SHORE
96.3 FM
WPHB 1260 AM PHILIPSBURG
WCHX 105.5 FM LEWISTOWN
WKVA 920 AM
LEWISTOWN
WVNW 96.7 AM
BURNHAM
WPBZ
1230 AM LOCK HAVEN
WSNU 92.1 FM
LOCK HAVEN
TV
CABLE CHANNEL 4 STATE COLLEGE
WTAJ TV 10
ALTOONA
WJAC TV 6
JOHNSTOWN
WNEP TV 16
MOOSIC
http://www.drive25.org
The State College Area School District is an equal opportunity education institution and will not
discriminate on the basis of race, color, national origin, sex, disability, age, or religion in its activities,
programs, or employment practices as required by Title VI, Title IX, Section 504, and Americans With
Disabilities Act. For information regarding civil rights or grievance procedures and services, or activities
and facilities that are accessible to and usable by disabled persons, contact Dennis Guth, Compliance
Officer, State College Area School District, 131 W. Nittany Avenue, State College, PA 16801. (814) 2311051.

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