5thGrade Academic Curriculum and education on harmful uses of Hemp; education on fighting peer pressure; self-worth education to decipher right from wrong regardless of social influence!

Attention given to martial arts self defense education.


Core Standards of the CourseCollege and Career Readiness Anchor Standards for K-5 ReadingThe following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Key Ideas and DetailsReading: Literature Standard 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Reading: Literature Standard 2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.Reading: Literature Standard 3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Reading: Literature Standard 5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Reading: Literature Standard 6 Describe how a narrator’s or speaker’s point of view influences how events are described.Integration of Knowledge and IdeasReading: Literature Standard 7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.Range of Reading and Complexity of TextReading: Literature Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Continue to develop fluency when reading documents written in cursive.Key Ideas and DetailsReading: Informational Text Standard 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Reading: Informational Text Standard 2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Reading: Informational Text Standard 3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Craft and StructureReading: Informational Text Standard 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.Reading: Informational Text Standard 5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.Reading: Informational Text Standard 6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Reading: Informational Text Standard 8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Reading: Informational Text Standard 9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. Continue to develop fluency when reading documents written in cursive.The reading foundational skills standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.Phonics and Word RecognitionReading: Foundational Skills Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.FluencyReading: Foundational Skills Standard 4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.College and Career Readiness Anchor Standards for K-5 WritingThe following writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.b. Provide logically ordered reasons that are supported by facts and details.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).d. Provide a concluding statement or section related to the opinion presented.Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.Production and Distribution of WritingWriting Standard 4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Writing Standard 5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Writing Standard 6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.Research to Build and Present KnowledgeWriting Standard 7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.Writing Standard 8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).Range of WritingWriting Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.College and Career Readiness Anchor Standards for K-5 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.Speaking and Listening Standard 2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Speaking and Listening Standard 3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.Speaking and Listening Standard 5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.Speaking and Listening Standard 6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.College and Career Readiness Anchor Standards for K-5 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Maintain legible and fluent cursive writing.b. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.c. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.d. Use verb tense to convey various times, sequences, states, and conditions.e. Recognize and correct inappropriate shifts in verb tense.*f. Use correlative conjunctions (e.g., either/or, neither/nor).Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation to separate items in a series.*b. Use a comma to separate an introductory element from the rest of the sentence.c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).d. Use underlining, quotation marks, or italics to indicate titles of works.e. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageLanguage Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context.a. Interpret figurative language, including similes and metaphors, in context.b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.Language Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB)Appendix C: Annotated samples of student writing (PDF - 11.28 MB) Course Description Core Standards of the CourseHealthy SelfStandard 1 The students will learn ways to improve mental health and manage stress.Objective 1 Summarize how communicating with others can help improve overall health.Compare the benefits of social interaction and time alone.Communicate the need for social interaction and time alone.Adopt behaviors to help maintain mental health; e.g., reading, exercise, lifelong learning, abstaining from substance abuse.Objective 2 Demonstrate coping behaviors related to grief and loss.Recognize the tasks associated with the grief and loss process; i.e., acknowledge loss or death, feel the feelings, go on living and loving.Recognize emotions associated with grief and loss.Identify common ways individuals may cope with loss.Identify ways to help others through the grieving process.Objective 3 Predict the influence body image may have on body acceptance.Explain body image and body acceptance.Recognize influences on body shape and size; e.g., diet, disabilities, exercise, heredity.Recognize factors that may affect body image; e.g., media, peers, self-expectations.Objective 4 Demonstrate constructive ways of managing stress. *PDExplain how both positive and negative events can cause stress.Identify physiological, emotional, cognitive, and behavioral responses to stress.Predict how neglecting personal responsibilities may increase stress.Develop and apply a personal stress management plan.Substance Abuse PreventionStandard 2 The students will adopt health-promoting and risk-reducing behaviors to prevent substance abuse.Objective 1 Explore how relationships can contribute to self-worth. *PDRecognize different ways people influence each other.Differentiate between positive and negative influences.Accept mistakes and learn from them.Participate in discussion on the benefits of positive self-talk.Practice positive reinforcement with others. Objective 2 Use decision-making skills to increase the likelihood of positive outcomes. *PDDescribe how advertising may influence individual choices.Predict the consequences of a variety of choices.Objective 3 Summarize the physiological effects of substance use. *PDIdentify the effects of tobacco use, including smokeless tobacco, on the body.Identify the effects of alcohol use on the body.Identify the effects of drug use on the body.Human Development and RelationshipsStandard 3 The students will understand and respect self and others related to human development and relationships.Objective 1 Demonstrate qualities that help form healthy interpersonal relationships.List ways of showing respect and care for others.Practice effective communication skills. Respect personal boundaries.Objective 2 Summarize the basic functions of the digestive and glandular systems.Review the major body systems and their basic functions.Describe the digestive and glandular systems.Explain how good hygiene can help offset the effects of the glandular system.Objective 3 Identify body changes that accompany puberty. *MPSummarize the role of the endocrine system and its impact; e. g., emotional fluctuations, body changes.Describe basic structures of female and male reproductive systems and identify their respective functions.Practice behaviors that maintain good hygiene.Disease Prevention and HIV/AIDS EducationStandard 4 The students will understand concepts related to health promotion and disease prevention.Objective 1 Define viruses and how they are transmitted.List several diseases caused by viruses.List the primary modes of transmission of HIV.Recognize how infected yet symptom-free people can infect others.Objective 2 Demonstrate decision-making and Refusal Skills for HIV prevention.List situations that pose a risk for transmission of HIV.Identify, avoid, manage, or escape situations involving exposure to body fluids.Safety and Injury/Violence PreventionStandard 5 The students will adopt behaviors to maintain personal health and safety and develop appropriate strategies to resolve conflict.Objective 1 Describe potential hazards, safety procedures, and first aid within a variety of circumstances. (SC)Identify and avoid potential hazards in a variety of situations.Describe precautions to take when around chemicals, electricity, or water.Describe emergency procedures to follow in case of chemical, electrical, or water-related accidents.Demonstrate how to use safety equipment; e. g., basic first aid kit, fire extinguisher, Emergency Medical System.Objective 2 Predict the effects of violence on society.Identify the dangers of mimicking violent behavior.Analyze the impact of violence portrayed in the media.Objective 3 Develop vocabulary that shows respect for self and others.Identify comments that would show respect and caring for others.List positive ways to speak to self.Analyze the value in creating respectful, healthy relationships.Nutrition and FitnessStandard 6 The students will understand how a healthy diet and exercise can increase the likelihood of physical and mental wellness.Objective 1 Predict the impact of the Dietary Guidelines for Americans on health. *NUKnow the Dietary Guidelines for Americans.Relate how following the Dietary Guidelines for Americans may impact the health of individuals as well as communities; e. g., obesity, heart disease, cancer, insurance rates, missed work days.Objective 2 Evaluate personal activity level and food intake with the Dietary Guidelines for Americans and plan ways to improve health. (PE) *NUCompare daily food intake and caloric output with Dietary Guidelines for Americans.Determine how changes in personal activity level and/or food intake may benefit personal health.Objective 3 Recognize influences that may affect body types and sizes.Summarize the role of nutrition and exercise in body development.Determine how heredity and environment can influence body shape and size.Recognize the impact that puberty has on body growth, shape, and size.Objective 4 Participate in a physical activity that is enjoyable and fosters confidence. (PE)Identify a fun physical activity.Participate in an activity that is challenging and rewarding.Consumer and Community HealthStandard 7 The students will understand the value of service and effective consumer practices.Objective 1 Participate in service-learning that assists the preservation of natural resources. (SC)Identify natural resource protection needs.Examine situations where a person or group assists the protection of natural resources.Plan, implement, and report on a natural resource service project.Objective 2 Determine the influence of media on individual purchasing. (LM)Analyze the influence of media on needs and wants.Describe how media strategies may contribute to impulsive buying.Objective 3 Explore a variety of health-related professions.Research health-related professions.Select and report on a health-related profession.Core Standards of the CourseStandard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.Objective 1 Develop language through listening and speaking.Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question, summarize, elaborate formulating an opinion with supporting evidence, interpret verbal and nonverbal messages, note purpose and perspective).Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).Speak using complex sentences with appropriate subject-verb agreement, correct verb tense and syntax.Objective 2 Develop language through viewing media and presenting.Identify specific purpose(s) for viewing media (i.e., identify main idea and details, gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation's accuracy/bias).Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).Standard 2 (Concepts of Print): Students develop an understanding of how printed language works.See Kindergarten and First Grade.Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness.See Kindergarten and First Grade.Standard 4 (Phonics and Spelling): Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.Objective 1 Demonstrate an understanding of the relationship between letters and sounds.See Kindergarten, First Grade and Second Grade.Objective 2 Use knowledge of structure analysis to decode words.See Kindergarten, First Grade and Second Grade.Objective 3 Spell words correctly.Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words.Spell multisyllable words with roots, prefixes, and suffixes.Spell an increasing number of high-frequency and irregular words correctly (e.g., language, tongue).Learn the spellings of irregular and difficult words (e.g., hundredths, legislative, digestive).Objective 4 Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).Use knowledge about spelling to predict the spelling of new words.Visualize words while writing.Associate spelling of new words with that of known words and word patterns.Use spelling generalities to assist spelling of new words.Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.Objective 1 Read aloud grade level text with appropriate speed and accuracy.Read grade level text at a rate of approximately 120-150 wpm.Read grade level text with an accuracy rate of 95-100%.Objective 2 Read aloud grade level text effortlessly with clarity.Read grade level text in meaningful phrases using intonation, expression, and punctuation cues.Read with grade level words with automaticity.Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.Objective 1 Learn new words through listening and reading widely.Use new vocabulary learned by listening, reading, and discussing a variety of genres.Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).Objective 2 Use multiple resources to learn new words by relating them to known words and/or concepts.Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, beginning thesauruses).Determine gradients of meanings between related words and concepts (e.g., ambassador: official, representative).Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words using roots and affixes.Use words, sentences, and paragraphs as context clues to determine meaning of unknown key words, similes, metaphors, idioms, proverbs, and clichés.Use context to determine meanings of synonyms, antonyms, homonyms (e.g., your/you’re) and multiple-meaning words (e.g., beat).Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.Objective 1 Identify purposes of text.Identify purpose for reading.Identify author’s purpose.Objective 2 Apply strategies to comprehend text.Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).Generate questions about text (e.g., factual, inferential, evaluative).Form mental pictures to aid understanding of text.Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge. Make inferences and draw conclusions from text.Identify theme/topic/main idea from text; note details.Summarize important ideas/events; summarize supporting details in sequence.Monitor and clarify understanding applying fix-up strategies while interacting with text.Compile, organize, and interpret information from text.Objective 3 Recognize and use features of narrative and informational text.Identify characters, setting, sequence of events, problem/resolution.Compare and contrast elements of different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction, science fiction).Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, tables of contents, index, and glossaries.Identify different structures in text (e.g., description, problem/solution, compare/contrast, cause/effect, order of importance, time, geographic classification).Locate information from a variety of informational texts (e.g., newspapers, magazines, textbooks, biographies, Internet, other resources).Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.Objective 1 Prepare to write by gathering and organizing information and ideas (pre-writing).Generate ideas for writing by reading, discussing, researching, and reflecting on personal experiences.Select and narrow a topic from generated ideas.Identify audience, purpose, and form for writing.Use a variety of graphic organizers to organize information from multiple sources.Objective 2 Compose a written draft.Draft ideas on paper in an organized manner utilizing words, sentences, and multiple paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).Use voice to fit the purpose and audience.Use strong verbs and precise and vivid language to convey meaning.Identify and use effective leads and strong endings.Objective 3 Revise by elaborating and clarifying a written draft.Revise draft to add details, strengthen word choice, clarify main idea and reorder content.Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple and compound sentences).Revise writing, considering the suggestions from others.Objective 4 Edit written draft for conventions.Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses, dialogue, singular and plural possessives).Edit for spelling of grade level-appropriate words.Edit for standard grammar (e.g., subject-verb agreement, verb tense, irregular verbs).Edit for appropriate formatting features (e.g., margins, indentations, titles, headings).Objective 5 Use fluent and legible handwriting to communicate.Write using upper- and lower-case cursive letters using proper form, proportions, and spacing.Increase fluency with cursive handwriting.Produce legible documents with manuscript or cursive handwriting.Objective 6 Write in different forms and genres.Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs, literature responses).Produce traditional and imaginative stories, narrative and formula poetry.Produce informational text (e.g., book reports, cause and effect reports, compare and contrast essays, observational/research reports, content area reports, biographies, historical fiction, summaries).Produce writing to persuade (e.g., essays, editorials, speeches, TV scripts, responses to various media).Produce functional texts (e.g., newspaper and newsletter articles, e-mails, simple PowerPoint presentations, memos, agendas, bulletins).Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.Publish 6-8 individual products. Core Standards of the CourseDomain: Operations and Algebraic ThinkingWrite and interpret numerical expressions. 1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.Analyze patterns and relationships. 3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.Domain: Number and Operations in Base TenUnderstand the place value system. 1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.3. Read, write, and compare decimals to thousandths.Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.4. Use place value understanding to round decimals to any place.Perform operations with multi-digit whole numbers and with decimals to hundredths. 5. Fluently multiply multi-digit whole numbers using the standard algorithm.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.Domain: Number and Operations - FractionsUse equivalent fractions as a strategy to add and subtract fractions. 1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.5. Interpret multiplication as scaling (resizing), by:Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?Domain: Measurement and DataConvert like measurement units within a given measurement system. 1. Convert among different - sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.Represent and interpret data. 2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.Domain: GeometryGraph points on the coordinate plane to solve real-world and mathematical problems. 1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.Classify two-dimensional figures into categories based on their properties. 3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.4. Classify two-dimensional figures in a hierarchy based on properties.1 Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade. Course Description Core Standards of the CourseScience BenchmarkThe weight of an object is always equal to the sum of its parts, regardless of how it is assembled. In a chemical reaction or physical change matter is neither created nor destroyed. When two or more materials are combined, either a chemical reaction or physical change may occur. Chemical reactions are often indicated when materials give off heat or cool as they take in heat, give off light, give off gas, or change colors. In a chemical reaction, materials are changed into new substances. In a physical change a new substance is not formed.Standard 1 Students will understand that chemical and physical changes occur in matter.Objective 1 Describe that matter is neither created nor destroyed even though it may undergo change.Compare the total weight of an object to the weight of its individual parts after being disassembled.Compare the weight of a specified quantity of matter before and after it undergoes melting or freezing.Investigate the results of the combined weights of a liquid and a solid after the solid has been dissolved and then recovered from the liquid (e.g., salt dissolved in water then water evaporated).Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance).Objective 2 Evaluate evidence that indicates a physical change has occurred.Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas).Compare changes in substances that indicate a physical change has occurred.Describe the appearance of a substance before and after a physical change.Objective 3 Investigate evidence for changes in matter that occur during a chemical reaction.Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).Explain why the measured weight of a remaining product is less than its reactants when a gas is produced.Cite examples of chemical reactions in daily life.Compare a physical change to a chemical change.Hypothesize how changing one of the materials in a chemical reaction will change the results.Language science students should use: heat, substance, chemical change, dissolve, physical change, matter, product, reactants, solid, liquid, weightScience BenchmarkThe Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.Standard 2 Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.Objective 1 Describe how weathering and erosion change Earth’s surface.Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind).Describe how geological features (e.g., valleys, canyons, buttes, arches) are changed through erosion (e.g., waves, wind, glaciers, gravity, running water).Explain the relationship between time and specific geological changes.Objective 2 Explain how volcanoes, earthquakes, and uplift affect Earth’s surface.Identify specific geological features created by volcanoes, earthquakes, and uplift.Give examples of different landforms that are formed by volcanoes, earthquakes, and uplift (e.g., mountains, valleys, new lakes, canyons).Describe how volcanoes, earthquakes, and uplift change landforms.Cite examples of how technology is used to predict volcanoes and earthquakes.Objective 3 Relate the building up and breaking down of Earth’s surface over time to the various physical land features.Explain how layers of exposed rock, such as those observed in the Grand Canyon, are the result of natural processes acting over long periods of time.Describe the role of deposition in the processes that change Earth’s surface.Use a time line to identify the sequence and time required for building and breaking down of geologic features on Earth.Describe and justify how the surface of Earth would appear if there were no mountain uplift, weathering, or erosion.Language science students should use: earthquakes, erode, erosion, faults, uplift, volcanoes, weathering, buttes, arches, glaciers, geological, depositionScience BenchmarkEarth and some earth materials have magnetic properties. Without touching them, a magnet attracts things made of iron and either pushes or pulls on other magnets. Electricity is a form of energy. Current electricity can be generated and transmitted through pathways. Some materials are capable of carrying electricity more effectively than other materials. Static electricity is a result of objects being electrically charged. Without touching them, materials that are electrically charged may either push or pull other charged materials.Standard 3 Students will understand that magnetism can be observed when there is an interaction between the magnetic fields of magnets or between a magnet and materials made of iron.Objective 1 Investigate and compare the behavior of magnetism using magnets.Compare various types of magnets (e.g., permanent, temporary, and natural magnets) and their abilities to push or pull iron objects they are not touching.Investigate how magnets will both attract and repel other magnets.Compare permanent magnets and electromagnets.Research and report the use of magnets that is supported by sound scientific principles.Objective 2 Describe how the magnetic field of Earth and a magnet are similar.Compare the magnetic fields of various types of magnets (e.g., bar magnet, disk magnet, horseshoe magnet).Compare Earth’s magnetic field to the magnetic field of a magnet. Construct a compass and explain how it works.Investigate the effects of magnets on the needle of a compass and compare this to the effects of Earth’s magnetic field on the needle of a compass (e.g., magnets effect the needle only at close distances, Earth’s magnetic field affects the needle at great distances, magnets close to a compass overrides the Earth’s effect on the needle).Standard 4 Students will understand features of static and current electricity.Objective 1 Describe the behavior of static electricity as observed in nature and everyday occurrences.List several occurrences of static electricity that happen in everyday life.Describe the relationship between static electricity and lightning.Describe the behavior of objects charged with static electricity in attracting or repelling without touching.Compare the amount of static charge produced by rubbing various materials together (e.g., rubbing fur on a glass rod produces a greater charge then rubbing the fur with a metal rod, the static charge produced when a balloon is rubbed on hair is greater than when a plastic bag is rubbed on hair).Investigate how various materials react differently to statically charged objects.Objective 2 Analyze the behavior of current electricity.Draw and label the components of a complete electrical circuit that includes switches and loads (e.g., light bulb, bell, speaker, motor).Predict the effect of changing one or more of the components (e.g., battery, load, wires) in an electric circuit.Generalize the properties of materials that carry the flow of electricity using data by testing different materials.Investigate materials that prevent the flow of electricity.Make a working model of a complete circuit using a power source, switch, bell or light, and a conductor for a pathway.Language science students should use: battery, complete circuit, incomplete circuit, current, conductor, insulator, pathway, power source, attract, compass, electromagnetism, magnetic force, magnetic field, natural magnet, permanent magnet, properties, repel, static electricity, temporary magnet, switch, loadScience BenchmarkAll living things inherit a set of characteristics or traits from their parents. Members of any given species transfer traits from one generation to the next. The passing of traits from parent to offspring is called heredity and causes the offspring to resemble the parent. Some traits differ among members of a population, and these variations may help a particular species to survive better in a given environment in getting food, finding shelter, protecting itself, and reproducing. These variations give the individual a survival advantage over other individuals of the same species.Standard 5 Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment.Objective 1 Using supporting evidence, show that traits are transferred from a parent organism to its offspring.Make a chart and collect data identifying various traits among a given population (e.g., the hand span of students in the classroom, the color and texture of different apples, the number of petals of a given flower).Identify similar physical traits of a parent organism and its offspring (e.g., trees and saplings, leopards and cubs, chickens and chicks).Compare various examples of offspring that do not initially resemble the parent organism but mature to become similar to the parent organism (e.g., mealworms and darkling beetles, tadpoles and frogs, seedlings and vegetables, caterpillars and butterflies).Contrast inherited traits with traits and behaviors that are not inherited but may be learned or induced by environmental factors (e.g., cat purring to cat meowing to be let out of the house; the round shape of a willow is inherited, while leaning away from the prevailing wind is induced).Investigate variations and similarities in plants grown from seeds of a parent plant (e.g., how seeds from the same plant species can produce different colored flowers or identical flowers).Objective 2 Describe how some characteristics could give a species a survival advantage in a particular environment.Compare the traits of similar species for physical abilities, instinctual behaviors, and specialized body structures that increase the survival of one species in a specific environment over another species (e.g., difference between the feet of snowshoe hare and cottontail rabbit, differences in leaves of plants growing at different altitudes, differences between the feathers of an owl and a hummingbird, differences in parental behavior among various fish).Identify that some environments give one species a survival advantage over another (e.g., warm water favors fish such as carp, cold water favors fish such as trout, environments that burn regularly favor grasses, environments that do not often burn favor trees).Describe how a particular physical attribute may provide an advantage for survival in one environment but not in another (e.g., heavy fur in arctic climates keep animals warm whereas in hot desert climates it would cause overheating; flippers on such animals as sea lions and seals provide excellent swimming structures in the water but become clumsy and awkward on land; cacti retain the right amount of water in arid regions but would develop root rot in a more temperate region; fish gills have the ability to absorb oxygen in water but not on land).Research a specific plant or animal and report how specific physical attributes provide an advantage for survival in a specific environment.Language science students should use: inherited, environment, species, offspring, traits, variations, survival, instincts, population, specialized structure, organism, life cycle, parent organism, learned behavior


 Course Description Core Standards of the CourseStandard 1 Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)Standard 2 Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. (1, 2)Standard 3 Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. (2)Standard 4 Use general purpose productivity tools and peripherals to support personal productivity, to remediate skill deficits, and to facilitate learning throughout the curriculum. (3)Standard 5 Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)Standard 6 Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. (4)Standard 7 Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)Standard 8 Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5, 6)Standard 9 Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)Standard 10 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)




















Quoted;

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*Exact same Red light district of Amsterdam,Netherlands
can be found since 1910-Jap Invasion and 1945-present time
USA backed Jap establishments of Korea's
red light district around US Military bases occupying
Korea; The Amsterdam,Netherland's red light district
is exactly duplicated in Korea;

This is my translation of a joint press release from the city of Amsterdam, the district center, the Amsterdam-Amstelland Police, the Public Ministry, the Ministry of Security and Justice, the WODC and the Amsterdam Tax Services, which was published yesterday, May 26, 2011, and covers the period 2007 – 2011.

Organized crime is firmly embedded in the Amsterdam Red Light District, which means, for example, that they have a firm grip on the prostitution sector. Human trafficking, exploitation and forced prostitution are common. Also there is a growing nexus of organized crime with the backdoor activities of coffee shops. In order to tackle these structural problems a continuation of close cooperation between government agencies is needed. This is the key recommendation in the final report of the Emergo Project that was presented to Minister of Security and Justice Opstelten and Amsterdam Mayor Van der Laan.

In 2007, the then Justice Minister Donner and the then Amsterdam Mayor Cohen decided to set up a systematic study of the major / organized crime in the Red Light District. Under the project name Emergo the City of Amsterdam, the district center, the Amsterdam-Amstelland police, the Public Ministry, the Ministry of Security and Justice, the WODC and the Amsterdam Tax Services work together. In this joint venture streets, people and industries such as coffee shops and the hotel industry are thoroughly vetted. Based on the findings actions were taken and dozens of checks, criminal investigations into human trafficking and other forms of serious (organized) crime took place. Also twelve trafficking investigations over the past four years in the Red Light District were extensively analyzed and described.

Trafficking and prostitution

Two criminal investigations of trafficking in the window prostitution in Amsterdam’s Red Light District started under Emergo’s flag. Ten other criminal cases over the past four years which mainly took place in the Red Light District are also included in the analysis. The suspects in the studies, traffickers and pimps, are both men and women. They are mainly from Turkey, Hungary, the Netherlands and Germany, and are on average 30 years of age. The victims are all women. One in three victims of trafficking is 21 years or younger, in one case there was a minor. Suspects and victims know each other from prostitution areas, bars and nightclubs, or from their country of origin. In some cases, women became victims through Internet activities. Suspects use violence and threaten to use brute force to maintain exploitation, but also have many subtle ways to suppress women. They arrange accommodation and registration at the Chamber of Commerce for the prostitutes and intensively check their work at the brothels. Perpetrators and victims often live together. The studies describe the role of property owners, window operators and accountants in maintaining the forced prostitution of these young women.

It needs to be considered that in such cases it’s often not easy to get the evidence, which makes it difficult to arrive at a conviction. The integrated approach of Emergo shows that it is nevertheless possible to effectively intervene. The investigation of trafficking in prostitution was carried out by the WODC. Their extensive report is published simultaneously with the Emergo report on WODC’s website.

Coffeeshops

The Emergo project also investigated the coffee shops in the Red Light District. Research by the Public Prosecutor of the antecedents of all operators and managers of coffee shops in the area showed that 317 of the 560 examined people have criminal records. 145 of these individuals have relevant convictions; jointly they committed 1036 crimes. (21% drug-related crimes and 10.3% violent crimes.) Links with people from the heavy (organized) crime, both business related and private, are common. The investigations into organized cannibis production and grow shops in Amsterdam show that most of the cannabis comes from professional circuits. Calculations show that on an annual basis about 400 professional farms are needed to meet the demand for cannabis in the Red Light District. Getting insight into the actual purchase and profit from coffee shops is actually not possible due to the uncontrollable “back doors”. Amsterdam has already decided to reduce the number of coffee shops in postcode area 1012 to 26 in order to reduce the high concentration of coffee shops. There are also discussions with the Government about how to tackle organized crime behind the cannabis cultivation and coffee shops, and how to improve this approach.

Hotels

In the 1012 postcode area there are approximately 110 hotels located, of which 45 have been examined. This included investigation of money laundering structures, dodgy ownership of property, extortion and escort activities in the hotels. The conclusion was that there isn’t a single criminal group or sector, or parts thereof, active in these hotels in an illegal way, though in some cases laundering of drugs money was suspected.

ICT research

The ICT studies include the professional Amsterdam criminals (ABC’s) related to a 1012 postcode. Also, the percentages of criminal convictions of these individuals related to authorized companies throughout the area were mapped. The operators of  18% of the licensed companies have a criminal record; while the managers of 49% of the licensed companies have a criminal record. In coffee shops, the percentage is higher.

Emergo: a combination of administrative and criminal approach

The reason for cooperating in Emergo was the grave concern about the mixing of the underworld and the upper world in the area. This concern is now supported by large-scale study. Emergo has shown that close cooperation between law enforcement and investigation is effective. The combined criminal, administrative and fiscal approach in Emergo is parallel to the 1012 municipal project. Both aim to control organized crime in the city center. The Emergo project has shown that it’s often unclear which information may be shared between public authorities. The regulations in this regard should be adjusted and made easier, to be able to tackle crime as one government body in the future. The Emergo method is continued permanently. The report strongly recommends that the collaboration between governments, as developed within Emergo, are made structural, within the framework of the Regional Information and Expertise Centre North-Holland (RIEC-NH).

Amsterdam red light district, Netherlands.

*Usury; loan with high interest rates; that Koreans cannot possibly pay back led to Korean red light district recruits working with their bodies to pay back family debt stemming from 'unpaid usury'; Red light districts around US Military bases occupying Korean Peninsula mirrors in its duplicity of Amsterdam-red-light-district-of-Netherlands.

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"Amsterdam is the capital and most populous city of the Netherlands. Its status as the Dutch capital is mandated by the Constitution of the Netherlands;
The Netherlands have a tolerant approach to the drug abuse of soft drugs like marijuana, which is sold in coffee shops"...

"Corruption is the abuse of public powers for private gain. It damages everyone who depends on the integrity of people in a position of authority, and as such, it has become a focal point for regulatory authorities, law enforcement, foreign policy, and diplomacy, creating a complex web of bureaucracy.' (Quoted)

Nevertheless, the Dutch experience suggests that there are some downsides to being a first mover on this front. Policy makers in other countries have pointed to increases in petty crime and localized opposition as an argument against further legalization; thus amplifying the problems for the Netherlands. It may be that the American West harmonizes more quickly but we should think about why this has not happened in Europe.

Marijuana usage in the Netherlands is much lower than in the U.S.  Most neighborhoods are unaffected by coffee shops. Yet, there are small concentrated parts of the country where it matters a lot. Dutch policy attracts vast numbers of drug tourists. How much you will like this drug tourism depends on where you live. In a place like Amsterdam, it attracts tourists who stay for multiple days in the city and who spend money on hotels, food, tulip bulbs, wooden shoes, cheese, and so on. There is an increase in petty crime associated with legalization. Yet, in places like Amsterdam legalization also builds strong entrenched interests in favor.

In border towns like Maastricht or Enschede, it attracts cars filled with young people from France, Germany, and Belgium who smoke a few joints, wreak some havoc, load up their trunks with cannabis, and leave the city. The Dutch government has recently introduced a requirement that marijuana can only be sold to people who have some proof that they reside in the Netherlands. This requirement is enforced only in border towns. Amsterdam and other destination towns continue to resist and it seems like the new government is not going to insist.

The major active ingredient in marijuana and hashish is tetrahydrocannabinol (THC). The exact nature of its action is not entirely understood, although it is believed to change to a psychoactive compound in the liver. The higher the THC content, the stronger the effects. The average potency of marijuana in this country has increased since the 1970s.

The effect sought in cannabis use is euphoria, a feeling of wellbeing and elation. This is usually accompanied by a state of altered perception, particularly of distance and time. The euphoric feeling usually peaks within ten to thirty minutes of smoking marijuana, but residual effects may last from two to three hours.
Marijuana and hashish can impair balance, coordination, speech and thinking. Even small amounts of marijuana have been found to adversely affect driving performance.

Some users experience adverse reactions ranging from mild anxiety to panic. Acute psychotic reactions are rare, but episodes of paranoia are possible.
Cannabis is a class of drugs that includes marijuana, hashish, and hash oil. They all come from the plant Cannabis Sativa. Cannabis is usually smoked using methods such as joints and pipes called bongs or hookahs. It can also be eaten. Hashish can be added to food and is often used in brownies as it has a dark brown and crumbly texture.

Typical effects of cannabis (5-10 puffs from one joint) involve feelings of relaxation, and decreased inhibitions. People may feel more outgoing and more talkative than usual and their level of concentration may become altered. Other effects include impaired balance, rapid heart beat, reddening of the eyes, increased appetite (also known as the "munchies"), dry mouth and throat, and drowsiness.

With higher doses of cannabis typical effects may include feelings of fear, anxiety, panic, frightening hallucinations, and severe impairments of one's perception of time and space.

Regular long-term use of cannabis can have some serious effects on the body. Some of these effects include decreased memory and learning abilities, altered patterns of growth and sexual development, bronchitis, emphysema and lung cancer. It can also be dangerous for people who have heart problems, as it speeds up the heart rate and causes it to work faster. For people who have a history of mental illness or emotional problems, regular cannabis use can make these symptoms worse. With consistent use of cannabis people can become psychologically dependent and experience symptoms such as cravings and anxiety if they cannot get the drug. It is also possible to become physically dependent on cannabis and to experience withdrawal symptoms such as sleeping problems, anxiety, irritability and loss of appetite.

EFFECTS OF MARIJUANA AND HASHISH

Marijuana and hashish are considered soft drugs. Differently to opium derivatives ( morphine, heroine, etc. ) and another drugs (LSD, cocaine, etc.) they do not cause . "abstinence syndrome" nor physical need to consume them although they capture you psychologically. In opposition to most of the drugs which lead the consumer to isolate himself from the world, they produce a socializing effect which makes the consumer open to people. Any person, even though much accustomed to consume them, can leave the habit , although for a week or so it will have some symptoms as sleepiness, lost of appetite and anger.
Among the positive effects can be mentioned the increase of imagination, euphoria, sense stimulation, feeling of welfare and hallucinations.
Being consumed in excess produces a series of negative effects: loss of memory, anxiety, mouth dryness, hypertension and tachycardia. It causes another negative consequences such as hair and nail weakness, loss of teeth because of caries, intellectual and physical neglect.

It has been unsuccessfully attempted to prove that the consumption of these drugs may suppose a bridge to consume harder ones.

Short-term effects of hash

• relaxation
• altered perception
• paranoia
• dilated pupils
• impaired concentration & memory
• dry mouth & throat.
• increased heart rate.
• fear & anxiety.
• cravings for sweets, referred to by drug users as, "munchies".

(bibliography http://www.newdirectionsprogram.com/marijuana.html)

 Muscular incoordination, slurred speech, nausea, vomiting, constipation, diarrhea and reddening of the eyes. Concentration, short-term memory, driving ability, stability, balance, ability to process information and judgement are all markedly impaired. User feels calm, relaxed, talkative and giddy. Sensory perception seems enhanced, colors brighter, sounds more distinct. Appetite, reaction time, pulse rate and pupil size are increased. Sense of time and space distorted. Some users withdraw, or experience fearfulness, spontaneous laughter, anxiety, depression; users experience hallucinations, paranoia and panic reactions with larger doses and symptoms worsen in persons with psychiatric disorders, particularly schizophrenia.

Long-term effects of hash

• reduced levels of male & female hormone
• damage to sperm or menstrual cycles
• temporary loss of fertility in men and women
• addiction
• loss of motivation clinically referred to as , "Amotivational syndrome" (this loss of interest in motivation to work, attend school, loss of interest in sports, family, etc can also just be a symptom of drug addiction in general)
• lung damage, cancer, bronchitis
• lowered ability to deal with frustration and other unpleasant feelings
• decrease of immunity against infection
• interferes with emotional growth and the personality development of adolescents

(bibliography http://www.newdirectionsprogram.com/marijuana.html)

Increased risk of cancers, of the oral cavity, pharynx, and esophagus. Respiratory system damaged by smoking. Disruption in menstrual cycle, decreased sperm count, possible congenital abnormalities are also some of the effects. Psychological effects include panic reactions, psychosis, a motivational syndrome, diminished drive, lessened ambition and decreased motivation. Impaired educational attainment and significant adjustment problems. The High:
Hashish is very similar to Marijuana, and is usually smoked or eaten. Hash oil an extract of hashish is even more potent then hashish. Hashish like marijuana is classified as a psychoactive drug, it elevates the users mood, promotes optimism, relaxation and the blossoming of hope, faith, and humor. Hashish eases tensions, reduces stress, and often induces a positive mental attitude, furthermore hashish also heightens your senses as your perceptual fields become more sensitive to detail. Colors and their contrasts become brighter, and more vivid. Sounds have greater depth, are cleaner and the harmonies they produce are more pronounced. This leads to a certain fascination of music often accompanied with the use of marijuana. Cannabis also intensifies physical awareness and alters ones sense of time (an hour may feel like two or three).

Hashish is mostly smoked, so a person who abuses hashish may leave behind crumbly brown or almost black powder or a gummy resinous substance, small pipes or other paraphernalia. Some people roll hashish into cigarettes, heating hash with a flame and then breaking it up into a fine consistency. It is then mixed with herbs or tobacco and smoked. So a person abusing hashish this way could leave behind lighters, rolling papers and small unsmoked ends of the hand-rolled cigarettes.

Hashish can also be eaten, but some people consider it is easier to get the correct dose and therefore the desired effect, when it is smoked. It can be mixed into baked items, particularly brownies.

Common Signs of Hashish Use

Like cannabis, hashish acts somewhat as a sedative, causing a mellow, relaxed feeling. Unfortunately for those who habitually abuse this drug, it is also addictive and causes other symptoms that are undesirable.

Other signs include:

• Drowsiness
• Loss of an accurate time sense
• Partial loss of or reduction in short-term memory
• Loss of ability to concentrate and complete tasks
• Lowered coordination
• Impaired ability to carry out complex tasks such as driving due to distortions in time and space perceptions
• Reduced comprehension and ability to learn
• Lowered inhibitions
• Impaired judgment
• Lowered ability to listen accurately and think clearly
• An "I don't care" attitude
• Slow speech
• Lowered motivation.

This last sign is one of the most defining characteristics of cannabis or hashish use. When young people abuse cannabis or hashish, they tend to drop their prior interests, such as clubs, educational and career goals, in favor of the dreamy relaxation of cannabis intoxication.

Hashish can make it difficult to learn and solve problems, and the alteration of time and space perceptions can impair a person's ability to be successful at sports. As a result, a young person who was an athlete and scholar before hashish use may drop out of his sports activities. His grades may drop markedly as well.

See also our page about Effects of Hashish

When looking for physical signs of hashish use, you would look for bloodshot eyes, dry mouth, cravings for snacks or drinks.

A person who is a heavy user of hashish or cannabis can develop paranoia and hallucinations. Long-term users can become dependent on the drug. If a person continues to abuse any substance despite suffering damage to life, health or relationships, they can be considered abusers of the drug. If they also develop a tolerance (meaning that more of the drug must be consumed to get the same effects as before) and withdrawal symptoms when they quit using it, they are considered dependent. Cannabis does have withdrawal symptoms if the drug is discontinued.

These include:

• Disturbed sleep
• Hyperactivity
• Reduced appetite
• Irritability
• Stomach problems and pain
• Sweating and shakes

When a person takes too much hashish, they can experience aggression, anxiety, confusion, panic, immobility and heavy sedation.

Eliminating Hashish Addiction

For many people, cannabis products are stepping stones to heavier drug use. If a person becomes addicted to any form of cannabis, immediately recovery through an effective rehabilitation program can prevent the need for rehabilitation from addiction to heroin, prescription painkillers, cocaine or other drug.

Signs and Symptoms of Hashish Use

When the leaves and flowers of the cannabis plant are dried and crumbled, this is called marijuana in the US and cannabis elsewhere. When the resins from the cannabis plant are collected and compressed into sticks, balls or blocks, it is called hashish. Hashish is most often a hard, dry, crumbly substance that is usually brown but can also be a dark yellow. It can also be an oily, almost black block of material.

In this form, the tetrahydrocannabinol (THC), the intoxicating ingredient in cannabis, is concentrated. Therefore smaller amounts are needed to produce similar or stronger effects to those of cannabis/marijuana.

Hash oil is also available. It may be found in small glass bottles and may range in color from amber to dark brown. A drop or two is dropped on a cigarette before it is smoked.

Hashish is not in widespread use in the US, but there are signs of heavy use in some parts of Canada and Europe. In fact, in 2011, the Royal Canadian Mounted Police reported that they had participated in a worldwide operation that seized 43 metric tonnes of hashish that were destined for Montreal and Halifax.

In Asia and Northern Africa, hashish has been used since ancient times in Asia and is still used today. The majority of the world's hashish originates from Morocco.

The cannabis or Indian hemp (Canabis sativa indica) is a variety of the common hemp, a grassy plant with sticky leaves and female and male flowers located in different individuals. 

The plant originated in Central Asia but now is cultivated from Himalaya to Columbia, Jamaica, Eastern Europe and Holland. 

The breed was cultivated 3,000 years ago in China as a medicine employed against rheumatism and malaria and was used even by Neolithic Dacian shamen (in nowadays Romania) to enter in trance. 

The name hashish comes from "hassassins", members of an Arab medieval Islamic sect, famous for their assassinations, and who were heavy cannabis consumers. (the name "cannabis" is the Latin word for common hemp, taken from the Semitic languages). In fact, in the Islamic world, its consume was common, and the stories of "The thousand and one nights" abound with hashish consuming characters. 

The hashish consume propagated in Europe during the XVIII century from the Middle East. 

The plant contains about 60 chemical compounds with psychoactive effects (able to impair neuronal functions) named cannabinoids. The main compound is THC (delta- 9- tetrahidrocannabinol) which induces the greatest part of the effects. Common hemp also contains cannabinoids, but in doses with no practical effect. 

Marijuana is the mixture made of flowers, leaves and small stems of Cannabis sativa. 

The hashish is a paste made of the resinous secretions which store in the female flowers (so only the female individuals can deliver hashish), of an intense coffee color. 

The resin contains much higher levels of THC, thus the hashish is more powerful than marijuana, containing 40 % THC compared to 10 % in marijuana. The THC is soluble in fat, so it tends to accumulate in fatty tissues (especially in the brain). It resists for about 7 days, that's why one week after the cannabis consume, your body has eliminated just 50 % of the compound. 

Now, marijuana is considered a depressing drug for the Central Nervous System with the effects, till a certain level, similar to alcohol. But its effects of inducing perception modifications include it amongst minor hallucinogens. In fact, marijuana makes you perceive the colors more intense, the sounds in different forms, or a slower perception of the time. 

On the physical level, these drugs accelerate the heart beat, swell of the blood vessels and decrease psychomotor coordination. 

Some women accuse abnormal menstruations and men can experience low testosterone and sperm levels. For the lungs, cannabis smoking is similar to tobacco smoking. Other negative effects are memory loss, anxiety, control loss, dry mouth and tooth loss. 

Marijuana and hashish can be ingested orally (with honey or butter) or smoked, but they can also be employed as ingredients for making cakes, cookies and other foods. 

The effects on the brain install about 30 minutes after smoking them or till one and a half hour when the drugs were ingested, but this can prolong up to 5-6 hours. An average dose is about 3 - 4 g. Doses over 30 g can be lethal.

Marijuana and cannabis do not provoke physical dependence, but they can generate a great psychological dependence. Their lack does not induce cravings but it can induce anxiety, tension, insomnia, lack of appetite and temporary irritability, that pass after a week.