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NDSU › Publications › Lawns, Gardens & Trees / Bee-utiful Landscapes: Building a Pollinator Garden
Lawns, Gardens & Trees
Basic Guidelines for Pruning Trees and Shrubs
From Garden to Table: My Potatoes Turned Green. Now What?
Pickin' Patch Feeding big appetites from small spaces
Gardening With Children
Tree Planting in North Dakota
Annual and Perennial Flowers for North Dakota
The Root of Tree Health: Beneficial Fungi
Get the Most Out of Your Windbreak: Protecting Your Investment
Popular Peonies
Home Lawn Establishment
Tree Fruit Culture and Cultivars in North Dakota
Asparagus and Rhubarb
Pesticide Safety: A Guide for Gardeners and Homeowners
Diagnosing Spruce Disorders in North Dakota
Starting a Community Orchard in North Dakota
Tree Diagnostic Series
Interpreting the NDSU Soil Test Analysis for Managing Turfgrass
Refreshing Raspberries For Home-grown Goodness
Butterfly Gardening in North Dakota
Bee-utiful Landscapes: Building a Pollinator Garden
The Windbreak Cookbook Featuring Fruits of Prairie Forests
Bee-utiful Landscapes: Building a Pollinator Garden (H1811 Aug. 2016)
Both native bees and European honey bees are in trouble in the United States. Homeowners can have a major impact on pollinators by planting a pollinator garden and providing suitable habitat. This publication will help you identify major pollinators, choose plants that will provide a continuous source of nectar and pollen, and safely us pesticides.
Esther McGinnis, Extension Horticulturist
Janet Knodel, Extension Entomologist; Todd Weinmann, Extension Agent – Cass County
Bees are in trouble in the U.S. Native bee species are declining in numbers due to habitat loss and other factors. Approximately one-fourth to one-third of European honey bee colonies in the U.S. also die each year despite the best efforts of their attentive beekeepers.
A continued decrease in pollinator numbers will affect our food supply because insect pollination is necessary or beneficial for many fruit, nut and vegetable crops. However, the news need not be dire.
You can have a major impact by providing suitable habitat and nutrition for bees. By planting a pollinator garden, you can turn your yard or farm into an oasis for bees.
This publication will help you identify major pollinators, choose plants that will provide a continuous source of nectar and pollen during the growing season, and safely use pesticides.
The Importance of Pollinators
Many of our nuts, fruits and vegetables are pollinated by bees. Nearly one out of every three mouthfuls of food comes from a bee-pollinated crop.
In a world without bees, we wouldn't have apples, blueberries, avocados, almonds, squash, melons, and many more fruits and vegetables. See Table 1. Our diet would be bland, less nutritious and definitely less colorful.
Table 1. Common backyard fruit and vegetable crops and whether they require bee pollination. Information derived from the 2015 U.S. Department of Agriculture document titled "Attractiveness of Agricultural Crops to Pollinating Bees for the Collection of Nectar and/or Pollen."
Backyard Crops
Other Native Bees
Bee pollination required?
Mining bees, Sweat bees, Mason bees
Beans (string)
Long-horned bees, Mining bees
Yes, for many varieties
Small carpenter bees,
Long-horned bees, Green sweat bees
Large carpenter bees
Mason bees, Mining bees
Mason bees, Digger bees
Pumpkins, squash, zucchini
Green sweat bees, Long-horned bees
Mason bees
Mason bees, Mining bees,
Cellophane bees, Sweat bees
No, but beneficial
How Pollination Occurs
Pollination is the transfer of pollen grains from the anther (male) to a receptive pistil (female). Once deposited on the tip of the pistil (stigma), the pollen grain germinates and a pollen tube grows down the length of the pistil (style) to the ovary. The pollen tube transports two male gametes that fertilize an egg (ovule) and another cell to produce an embryo and endosperm to nourish the embryo (Figure 1). The embryo, endosperm and a portion of the ovule become a seed.
Figure 1. Flower anatomy. (Illustration by Mariana Ruiz, Wikipedia)
Pollen transfer can occur within the same flower (self-pollination), between two separate flowers on the same plant (still considered self-pollination) or between two separate flowers on two different plants of the same species (cross-pollination), depending on the pollination mechanism.
The purpose of pollination is to ensure the next generation by producing seeds. After pollination and fertilization occur, seeds are produced in what we call a botanical fruit. A botanical fruit is simply a seed-bearing structure and can include fresh produce that we normally consider to be vegetables. Apples, peppers and cucumbers are common products of pollination and are derived from the plant's ovary tissue.
Generally, pollination occurs in two ways: wind and animal. Agronomic crops such as wheat, soybeans and corn are wind-pollinated. No insects are required for an ear of corn to develop. The wind simply blows the pollen from one plant to another. Showy flowers are unnecessary in wind-pollinated plants because they have no need to attract an insect pollinator.
Animal pollination requires an insect, bird or mammal to carry pollen from one flower to another. This publication will focus on insect pollination, but hummingbird plant preferences will be mentioned in Tables 3-5.
Cucurbits such as melons, squash, zucchini, pumpkins and most cucumbers depend on bees for pollination because they have separate male and female flowers on the same plant. For pollination to occur, a bee must visit a male flower and then deliver the sticky pollen to a female flower.
Plants have different pollination mechanisms. Some plants require cross-pollination, meaning that they require pollen from a plant that is genetically different. Fruit trees such as apples, pears and American plums require pollen from a different variety of tree.
For example, a Honeycrisp apple flower must receive pollen from another apple variety, such as Haralson or Cortland. A Honeycrisp tree will not produce fruit if only Honeycrisp pollen is available. Bees are an important means of ensuring cross-pollination in fruit trees.
Self-pollination
Other plants such as tomatoes, are self-pollinated. This means that pollen from another plant is not necessary. When the wind vibrates the anther at the right frequency, pollen is released and lands on the pistil, resulting in self-pollination.
However, new research shows that bumble bees improve fruit production even in self-pollinated species. Bumble bees engage in a practice of buzz pollination. They grasp the flower and rapidly vibrate their flight muscles at the right frequency to release tomato pollen.
In a recent study, researchers discovered that bumble bees increased the number of tomatoes by 45 percent, compared with wind pollination. Honey bees are unable to pollinate tomatoes because they are unable to do buzz pollination.
Pollinator Decline
European Honey Bees
North Dakota is the nation's leader in honey production. In 2014, North Dakota beekeepers produced 42 million pounds of honey worth $84 million. The state's 500,000 colonies of European honey bees are distributed throughout the state and spend their summers foraging for nectar and pollen on clover, alfalfa and other flowering plants (Figure 2).
Figure 2. Honey bee on dandelion. (Photo by Phil Sloderbeck, Kansas State University, Bugwood.org)
Honey bees were brought to North America first by European colonists in the 1600s. Unlike native bees, honey bees have a hard time wintering in North Dakota unless their hives are well-insulated. During the winter, the majority of honey bees are shipped to California and other warm states to overwinter and then pollinate almond, vegetable and fruit crops in late winter (Figure 3).
Figure 3. Honey bee colonies. (Photo by Gerald Holmes, California Polytechnic State University at San Luis Obispo, Bugwood.org)
Colony collapse disorder (CCD) frequently has been covered by the news media. This disorder is manifested by the sudden disappearance of adult worker bees with no dead bodies in the colony. The queen and her larvae are the only inhabitants left in the colony.
While CCD is alarming, winter die-off is an even bigger concern for the honey bee industry. Approximately 30 percent of colonies die each winter.
The cause of CCD and winter die-off still are being studied, but a multitude of factors appear to play a role. Varroa mites are parasites that feed on the blood of honey bees. Fungal, bacterial and viral diseases further weaken the bees.
Other potential factors include migratory stress as colonies are shipped between North Dakota and other states, as well as poor nutrition. Honey bees may feed on a single crop such as almond flowers for two or more weeks when they are shipped to California and other southern states. Diverse sources of forage are better for their health than a single source.
In addition, pesticides may play a contributing role in the decline of honey bees. Bee kills from lethal exposure to insecticides have been featured on the news. Less is known about sublethal exposures to insecticides such as neonicotinoids. Neonicotinoids are a class of insecticides that are taken up systemically by plants and may appear in pollen and nectar.
The U.S. Environmental Protection Agency (EPA) is conducting risk assessments to determine the effect of five neonicotinoid insecticides on honey bees.
Bumble bees (Bombus spp.) are the most well-known of the native bee species (Figure 4). Their wide, fuzzy bodies seem to defy the laws of physics as they fly through the air. Of the 46 species that are native to North America, approximately 20 species call North Dakota home. A complete survey of bumble bee species has not been conducted in North Dakota.
Figure 4. Bumble bee (Bombus impatiens) on cone flower. (Photo by David Cappaert, Michigan State University, Bugwood, org)
They live in social colonies with a single queen. Depending on their species, each colony can house 50 to 1,000 individuals. Unlike honey bees, many bumble bee species live underground in abandoned rodent burrows, and they do not store honey.
Bumble bees are better adapted to cold weather than their European cousins and can fly on cold, cloudy days when honey bees are confined to the hive. Consequently, bumble bees can be better pollinators of early spring fruit trees such as apple and plum in North Dakota (Table 1).
Bumble bee colonies are annual. Each spring, a single, pregnant queen emerges from her underground burrow, feeds on nectar and pollen from early spring flowers, and then begins constructing her nest. The nest can be above-ground or underground, depending on the bumble bee species.
The queen proceeds to lay eggs that will hatch into female worker bees that will forage for food, take care of the larvae and defend the colony. In late summer, the queen produces male bees that will mate with young, large females that will become next year's queens. The whole colony, with the exception of the newly fertilized queens, dies as fall progresses.
Although bumble bees are not susceptible to CCD and winter die-off, many species are in decline. Of the approximately 20 species that are native to North Dakota, three and possibly more species appear to have decreasing populations.
A parasitic fungus called Nosema bombi appears to be undermining the health of a few native species. Researchers hypothesize that commercial bumble bees that were sold to pollinate greenhouse crops may have escaped and introduced this fungal parasite into the native bumble bee population in the U.S.
Loss of habitat and suitable forage also may impact native bumble bee populations. As native prairie and Conservation Reserve Program lands are converted to cropland, native wildflowers and flowering weeds that provide much-needed nectar and pollen become less abundant.
The life cycle of bumble bees shows the need for a continuous supply of nectar and pollen from early spring through late fall. As native flowering plants give way to corn, wheat and soybean fields, suitable bumble bee habitat is eliminated or fragmented.
Most bumble bee species can travel only one-third to one mile in search of flowers, while honey bees can travel 2½ miles. Therefore, bumble bees are more limited in their foraging ability.
Our towns and cities also may be inhospitable places for bumble bees. Vast expanses of weed-free lawns provide no food or nesting habitat for bees. Overuse of pesticides, such as insecticides and fungicides, also may have a detrimental effect on bumble bees.
Solitary Bees
Most bee species do not live in social colonies like honey bees and bumble bees. Solitary bee species have short lives and produce a single generation of bees. They have no worker bees; each bee outfits her own nest and lays eggs in cells.
Most solitary bees, such as cellophane bees and green sweat bees, live in underground nests that they have excavated. About one-third of solitary bees, such as mason bees, leafcutter bees and masked bees, nest in dead plant stems or small holes in trees that have been drilled by woodpeckers or wood-boring insects.
Less is known about the status of solitary bee species in North Dakota. However, solitary bees such as mason bees can be important pollinators of backyard orchards and vegetable gardens.
Bee Identification
Bees belong to the Order Hymenoptera, which includes wasps, ants and bees. Bees are very diverse in color, shape, size and nesting habits, but they generally are easy to recognize as "bees."
Color can range from black-brown with yellow-white hair markings to metallic green-blue, and size ranges from as small as 5 millimeters (mm) to as large as 25 mm. They can be found anywhere, especially where flowers are available for food (nectar and pollen).
Some general characteristics of bees are:
Head: The head of the bee is round to heart-shaped, and has long, narrow eyes on the side.
Thorax: Two pairs of wings are found on the thorax (Figure 5a). The front and hind wings are connected by small hooks called hamuli (Figure 5b). The front wing has one to three closed cells along the leading edge of the wing called submarginal cells that are used in identification (Figure 5a).
Figures 5a and b. Two pairs of wings of bees with shadowed submarginal cells and close-up of small hooks (hamuli). (Photos by Patrick Beauzay, NDSU)
Abdomen: The abdomen of female bees has a stinger that is used primarily for defense of the nest. Most stings of native bees are weak and more annoying than painful. Their behavior is usually nonaggressive toward people unless defending their nest.
Special Characteristics:
• Most bees have hairy bodies, giving them a fuzzy appearance (Figure 6). Hairs are branched but must be viewed under a microscope or magnifying lens (10x) to see the branches (Figure 7).
Figure 6. Bumble bee on thistle showing typically hairy body of bees. (Photo by Patrick Beauzay, NDSU)
Figure 7. Close-up of branched hairs of bees. (Photo by Patrick Beauzay, NDSU)
• For carrying pollen, most species have areas of pollen-collecting hairs (scopae) on the rear legs or underneath the abdomen (Figures 8a and b) or long, stiff, inward-curving hairs surrounding a flat area on the rear legs forming a pollen-collecting basket (corbicula, Figure 9).
Figures 8a and b. Arrows show pollen-collecting hairs (scopae) on rear legs of long-horned bee (top) or underneath abdomen of leaf-cutting bee (bottom). (Photo by Patrick Beauzay, NDSU)
Figure 9. Circle shows pollen-collecting basket (corbicula) on rear leg of bumble bee. (Photo by Patrick Beauzay, NDSU)
About 250 species of bees live in North Dakota, and more than 4,000 species live in North America. Key features used to identify the major families of bees in North Dakota are listed in Table 2. Nesting locations and common bee behavior also can be used to help with identification (Table 2).
Bee identification can seem overwhelming at first; however, learning what to look for and how to distinguish a bee from other bees is important. You will be amazed at the diversity of bees that you can find in your flower garden!
Bees can be divided into two groups: short-tongued bees and long-tongued bees. The short-tongued bees (Figure 10a) also have three bee families: Andrenidae, Colletidae and Halictidae. The long-tongued bees (Figure 10b) are in three families: Apidae, Megachilidae and Melittidae (not discussed here due to limited species in North Dakota).
Figures 10a and b. Example of short-tongued bee, cellophane bee (on left) and long-tongued bee, long-horned bee. (Photo by Patrick Beauzay, NDSU)
Bee Mimics
Other insects look and even sound like bees, but they are not bees. These bee mimics include some flies and wasps.
Flies are easy to distinguish from bees because they have only two wings; in contrast, a bee has four wings. Second, flies usually have short antennae with only three segments; bees have long, segmented antennae, with 12 segments for females and 13 segments for males.
The compound eye of flies is large and takes up most of the head, whereas bee eyes are limited to the sides of the head. The hoverfly or flower fly (Family Syrphidae) looks like a bee with yellow and black markings on the body and even buzzes like a bee when pollinating flowering plants (Figures 11a and b).
Figures 11a and b. Hoverfly or flower fly (Syrphidae), a bee mimic. (Photo by Patrick Beauzay, NDSU)
Another fly group that mimics bees is called the bee fly (Family Bombyllidae), which feeds on nectar and pollen as valuable pollinators (Figures 12a and b).
Figures 12a and b. Bee fly (Bombyliidae), a bee mimic. (Photos by Johnny N. Dell, Bugwood.org, David Cappaert, Michigan State University, Bugwood.org)
Wasps belong to the Order Hymenoptera, like bees, and hence have some of the characteristics of bees, such as four wings, a stinger and long antennae. However, wasps have sparse and simple hairs, while bees are hairy on most of the body, with branched hairs.
Second, wasps have narrow, round hind legs in cross section, compared with bees, which have wide, flat hind legs that are modified with pollen-collecting hairs, or pollen basket.
The body of a wasp has a narrow "waist" between the thorax and abdomen, while bees do not. The yellow and black markings of wasps are more brightly colored than bees and indicate "warning" to any predator or person who disturbs them.
Wasps can sting more than once because their stinger is not barbed like it is on bees and it stays with the insect. A good example is yellow-jackets or hornets (Family Vespidae), which are more aggressive and likely to sting people during late summer (Figure 13). Yellow-jackets are predators of bees and other insects and also feed on flower nectar.
Figure 13. Yellow-jacket wasp or hornet (Vespidae), a bee mimic. (Photo by Patrick Beauzay, NDSU)
Nests of some wasps are made of mud or paper that hangs from trees or buildings, such as the bald-faced hornet's nest. Bees do not construct these types of nests.
Table 2. Key Identification Characteristics and Nesting Sites of the Major Bee Families in North Dakota
Key Identification Characteristics
Nesting Sites
Mining bee
Andrenidae
Small to medium
(6-18 mm)
Front of face of females has large, shallow depressions (called facial fovea) with short velvety hairs (sometimes white) between eyes and antennae. Looks like eyebrows (Figure 14a).
Short-tongued.
Second submarginal cell is smaller than third submarginal cell (Figure 14b).
Generally black with pale hair stripes on abdomen.
Pollen-collecting hairs on rear legs and
side of thorax; looks like pollen collected
in "armpits."
Nest solitary in ground, often in large aggregations. Prefers to build nests in lawns with sandy
soils near or under shrubs.
Cellophane bee
Colletidae
Slender body with light bands of hair on
their abdomens.
When viewed from the front, heads
appear heart-shaped and eyes are
slanted toward each other (Figure 10a).
Short-tongued (unique two-lobed tongue).
Second submarginal cell is the same size
as third submarginal cell (Figure 15).
Pollen-collecting hairs on the upper part
of hind legs and thorax.
Many Colletes spp. are specialists and
will collect pollen only from specific
plants, such as prairie clover.
Nest solitary in ground, but some in large aggregations.
Line their
nests with a waterproof secretion that dries to a cellophane or polyester-like substance
and protects it from fungal infections.
Masked bee
(<7 mm)
Bodies are shiny, slender, hairless and wasplike (Figure 16a).
Females lack pollen-collecting hairs, store pollen and nectar in their crops (honey stomach). They regurgitate it for young in nest.
Most have some facial markings, yellow
to white (Figure16b). Markings variable, even within a species.
Nest solitary in hollow branches and cavities, some in the ground.
Sweat bees
Halictidae
Bright metallic green, dull metallic green
or black/brown with light bands of hair on
the abdomen (Figures 17a-c).
Basal wing vein strongly arched
(Figures 17d).
Pollen-carrying hairs on rear legs.
Attracted to the salt when you sweat.
Nest in soil, solitary to semisocial to some communal nesters.
Leaf-cutting bees
Megachilidae
Pollen-collecting hairs on ventral surface
of abdomen (Figure18a).
Stout, dark body with light bands of hair
on pointy abdomens.
Head as broad as thorax with large mouthparts to cut leaves.
Cut round pieces of leaves to line nests (Figure 18b).
This small amount of leaf removal is
not harmful to the plant.
Long-tongued.
Nest solitary in holes or cavities (natural or man-made).
of abdomen (Figure 19a).
Robust round body, two color types:
1) metallic green-blue with less hairs and
2) black body covered with light hairs.
Some species are used commercially
for pollination services.
Efficient pollinators of many crops; for example, Megachile rotundata (alfalfa
leaf-cutter bee) is essential for alfalfa
seed production and Osmia lignaria
(blue orchard bee) is used for pollinating almonds, cherries and apples.
Solitary or nest in groups in artificial nesting structures (Figure 19b) (widely available at garden supply stores or build your own).
(Apis mellifera)Apidae
(10-15 mm)
Hairy body, golden brown with dark
brown legs, hairy eyes (Figure 20).
Hind tibia with pollen basket
(or corbicula).
Hind tibia without spurs.
Swarm to find new nesting sites.
Nest in man-made hives and in open cavities, such as stumps or hollow tree cavities.
Social bees.
Bumble bees (Bombus spp.)Apidae
Robust, very hairy (fuzzy), often black
body with yellow, white, red or orange bands of hairs (Figure 21a).
Hind tibia with pollen basket (or corbicula) (Figure 21b).
Hind tibia with spurs.
Pollinates in cool, cloudy weather.
Makes low buzzing sound when flying
and uses buzz pollination for some
flowers, such as tomatoes.
Many species are in decline due to introduced diseases.
Nest underground, commonly in old rodent burrows or grass tussocks.
Long-horned bees and
Digger bees Apidae
Small to large
Long-horned bees:
Black body with dense pale hairs on
thorax and abdomen.
Males have long antennae (Figure 22a).
Females have pollen-collecting hairs
on lower half of the hind legs.
Digger bees: (Figure 22b)
Robust, round, hairy bees.
on hairy hind legs.
Fast-flying bees.
Most species are solitary to communal ground nesters.
Digger bees prefer to nest gregariously in lawns with dry, sandy soil.
Figure 14a (Photo by Patrick Beauzay, NDSU)
Figure 14b (Photo by Patrick Beauzay, NDSU)
Figure 15 (Photo by Patrick Beauzay, NDSU)
Figure 17c (Photo by Patrick Beauzay, NDSU)
Figure 17d (Photo by Patrick Beauzay, NDSU)
Figure 18b (Photo by K. Steinmann, University of California, Bugwood.org)
Figure 19a (Photo by J. Dykinga, U.S. Department of Agriculture-Agricultural Research Service, Bugwood.org)
Figure 19b (Photo by J. Knodel, NDSU)
Figure 20 (Photo by D. Cappaert, Michigan State University, Bugwood.org)
Planting a Pollinator Garden
We can help pollinators by designing our yards to become a hospitable haven for pollinators such as honey bees and native bees. The first step is to incorporate a variety of flowering plants into the landscape. You can beautify your yard and help the bees at the same time. Additional steps include providing a water source, creating a suitable habitat or shelter, and limiting use of detrimental pesticides.
While flowers dazzle us with their color and beauty, honey bees and native bees see flowers as a food source. Sugary nectar provides carbohydrates to help power the bees as they go about their daily foraging.
Nectar usually is produced deep within the flower, which increases the chances for bees to come in contact with the pollen-coated anthers. Bees also deliberately collect pollen as an important source of protein. They combine pollen and nectar to make bee bread, a nourishing food source for bee larvae.
With the diversity of native bees in North Dakota, many species are active at any given time throughout the entire growing season. In addition, some species produce multiple generations of bees throughout the year. Therefore, providing a continuous supply of blooming plants from early spring through fall is important.
To satisfy short-tongued and long-tongued bee species, plant flowers in a variety of colors and shapes. Generally, bees prefer flowers that are white, yellow, purple, violet or blue. Butterflies are attracted to the same colors, plus red and pink.
Native plants are extremely important to bees because these plants co-evolved with our native pollinators. Therefore, they are more likely to provide larger quantities of nectar and pollen and bees may be more attracted to them.
Native plants should make up the majority of species in a pollinator garden. Many beautiful native plants are listed in Tables 3 and 5. If you select native plants that are well-suited to your soil type and precipitation levels, your pollinator garden will be low-maintenance, too.
Some non-native ornamentals, such as catmint and salvia, also may provide valuable pollinator services. If you decide to plant a non-native species in a pollinator garden, choose one that is not double-flowered.
A plant that is double-flowered is bred to have an extra set of petals that replaces important reproductive parts such as stamens or pistils (Figure 23). These types of "improved" cultivars may not produce pollen or nectar. Alternatively, the extra petals may block the pollinator from reaching the pollen or nectar.
Figure 23. This Echinacea is double-flowered and fails to provide adequate pollinator services. The reproductive parts have been replaced with an extra set of petals. (Photo by Esther McGinnis, NDSU)
A quick and easy perennial pollinator garden can be designed from the choices offered in Table 3. By choosing two or more plant species from each seasonal category, you can ensure many weeks of beautiful blooms in your garden. Please note that these plant choices are for a full sun exposure.
Spring-flowering perennials such as crocus, grape hyacinth, prairie smoke and wild columbine provide important early sources of nectar for hungry bumble bee queens. Not all spring flowers are equally beneficial. Most tulips and daffodils have been heavily hybridized and will not attract bees.
Golden Alexander, a North Dakota prairie native, is an important June-blooming perennial. Its flat clusters of yellow flowers resemble dill. In addition to providing abundant nectar for bees, this plant is an important host plant for caterpillars that will later transform into black swallowtail butterflies.
Orange-flowered butterfly weed provides cheerful flowers that begin to bloom in June and continue for an extended period of time (Figure 24). Although butterfly weed is a milkweed, it provides benefits for more than just butterflies. Many milkweeds are rich sources of nectar for bees. Although butterfly weed is not native to North Dakota, it is native to South Dakota and Minnesota. This plant grows best in drier soils, so it is a good choice for the western half of North Dakota.
Figure 24. Butterfly weed is a good choice for western North Dakota. (Photo by Esther McGinnis, NDSU)
The summer-flowering category (Table 3) lists many choices to adorn your garden and feed the bees.
Culver's root is an underutilized plant that looks equally at home in formal botanical gardens as it does on the prairie (Figure 25). The plant's candlelike inflorescences provide a focal point for the back of the garden.
Echinacea, otherwise known as purple coneflower, is a popular pollinator garden choice. The flower's spiny brown cone offers a convenient place for insects to land, sip nectar and gather pollen (Figure 26). A wide variety of insects congregate around Echinacea plants. The only downside to these plants is that they are rather short-lived.
Native blazing stars are all-stars of pollinator gardens. Natives such prairie blazing star and meadow blazing star (Figure 27) draw many more visitors than cultivated varieties, such as 'Kobold.' Prairie blazing star blooms in July and is better adapted to clay soils, while meadow blazing star blooms in August and can take drier soils.
Figure 25. Culver's root is a 4- to 5-foot plant that provides an attractive focal point in the garden. (Photo by Esther McGinnis, NDSU)
Figure 26. Native and ornamental coneflowers attract many insect pollinators. (Photo by Esther McGinnis, NDSU)
Figure 27. Meadow blazing star is a favorite of monarchs and bees. (Photo by Esther McGinnis, NDSU)
Table 3. Perennials by Bloom Time
or Annual
SPRING FLOWERING PERENNIALS
Crocus spp.
March-April
The first spring bulb to bloom in North Dakota; great source of pollen and nectar for hungry bumble bee queens; bulbs must be planted in the fall.
Grape hyacinth
Muscari spp.
Bulbs must be planted in the fall.
Bright blue flowers; caution - will spread very vigorously; goes dormant by May.
American pasqueflower
Pulsatilla patens
One of the first native plants in bloom. Grows throughout North Dakota.
Prairie smoke
Geum triflorum
Grows well throughout North Dakota; has great, feathery seedheads that resemble smoke.
Red columbine
Aquilegia canadensis
B, BF, H
May-early June
Best planted in shade; red color attracts hummingbirds.
JUNE FLOWERING PERENNIALS
Golden Alexander
Zizia aurea
B, BF
May-June
Yellow clusters of flowers resemble dill. Butterfly host plant.
Butterfly milkweed
June-July
Native to South Dakota and Minnesota but not North Dakota; great orange flowers; best grown in western North Dakota on well-drained soils.
Baptisia spp.
Great choice for June-blooming plant.
Catmint
Nepeta x faassenii
'Walkers Low' is popular in the trade; cut back after blooming for a second flush of blooms later in the season.
'May Night' is the old standby; will rebloom if they are cut back after blooming.
SUMMER FLOWERING PERENNIALS
Purple prairie clover
Dalea purpurea
July-Aug.
Grows well throughout North Dakota; has a great "landing pad" for butterflies.
Swamp milkweed
Asclepias incarnata
Best grown in the eastern half of North Dakota; grows well in a garden setting.
Rudbeckia spp.
(R. hirta is native)
July-Sept.
Great all-around pollinator plant; seedheads will feed the birds in winter.
Prairie blazing star
Liatris pycnostachya
Best grown in loamy to clay soils.
Purple coneflower
Echinacea spp.
(E. angustifolium is native)
If choosing an ornamental cultivar, do not choose one that is double-flowered.
Native species can spread aggressively; cultivars may be better behaved in a garden setting; red cultivars will attract hummingbirds.
Perennial (short-lived)
Grows best in sandier soils; smells like a cross between licorice and mint.
Culver's root
Veronicastrum virginicum
Great architectural plant; provides tall, vertical accent.
Joe Pye weed
Eutrochium maculatum (recent name change)
Grows best in moist soils; many ornamental cultivars are available in different heights.
SUMMER FLOWERING PERENNIALS (continued)
Fireworks goldenrod
Solidago rugosa 'Fireworks'
More ornamental than stiff golden rod.
Meadow blazing star
Liatris ligulistylis
Will grow in all parts of North Dakota with the exception of the southwestern quarter of the state; one of the best plants for monarchs.
FALL FLOWERING PERENNIALS
Stiff goldenrod
Solidago rigida
Aug.-Sept.
One of the better native golden rods because it doesn't spread by rhizomes.
Sneezeweed
Helenium autumnale
Doesn't actually cause sneezing. Likes moist soils.
Tall sedum
Hylotelephium telephium (formerly in the Sedum genus)
Sept.-Oct.
'Autumn Joy' or any of the tall, fall-blooming sedums are great pollinator plants. Grows best in drier soils.
New England Aster
Symphyotrichum novae-angliae
Sept.- Oct.
One of the last blooming plants in the garden. Absolutely covered in bees.
B is for bee; BF is for butterfly and H is for hummingbird.
Please note that bloom times are approximate. Bloom times may vary, depending upon weather and other factors.
Fall-blooming flowers are especially important to allow new bumble bee queens to grow and mate with males to ensure the next generation.
Tall sedums, although not native, are a staple of the fall pollinator garden. They are especially useful in well-drained soils.
Stiff golden rod is one of the better native golden rods for garden use. Unlike other species, it does not spread by rhizomes.
New England aster (Figure 28) is probably the most important of the fall perennials because it is one of the last perennials to bloom in the garden and provides nectar and pollen when food is scarce.
To ensure that bees will find your pollinator garden, plant at least three plants of each flowering perennial species. Not only will the bees be more likely to find a grouping of the same flowering plants, they also will be able to gather a substantial amount of nectar and pollen in one place. Joe Pye weed would be the exception because that plant is relatively large and three plants of this species would overwhelm the average garden.
Figure 28. Asters are some of the latest-blooming plants in the garden. (Photo by Esther McGinnis, NDSU)
If you discover that you have gaps in flowering in your perennial pollinator garden, incorporating a few annual bedding plants can help (Table 4). Many annuals are sold while flowering and will continue to produce flowers for most of the summer. Common bedding plants such as lantana (Figure 29) and zinnia (Figure 30) not only will draw bees, they also may attract butterflies and hummingbirds.
Figure 29. Lantanas will attract bees and butterflies. (Photo by Esther McGinnis, NDSU)
Figure 30. Zinnia, a common annual bedding plant. (Photo by Esther McGinnis, NDSU)
Other Beneficial Plantings
Herbs also can be beneficial to bees (Table 4). Borage is an underutilized herb that is an absolute bee magnet. Its purplish-blue flowers are extremely attractive to bees (Figure 31). Borage is a good herb to incorporate in and around vegetable gardens to ensure a steady supply of pollinators. However, beware of its propensity to self-seed vigorously.
Table 4. Annuals and Herbs That Nourish Pollinators
Lobularia maritima
Very fragrant.
Cleome hassleriana
Great for a cottage garden.
Cosmos spp.
Easy to grow from seed.
Egyptian starcluster
Pentas lanceolata
Underutilized annual; butterfly magnet.
Very drought-tolerant; butterfly magnet.
Very common garden annual.
Many varieties are available.
Verbena spp.
Verbena bonariensis (tall verbena) is beautiful but may self-seed vigorously.
Zinnia spp.
Avoid double-flowered varieties.
Let your basil flower.
Will reseed very readily; absolute bee magnet.
A perennial herb that blooms in late spring when flowering plants are scarce.
Anethum graveolens
Important caterpillar host plant.
All-around good pollinator plant.
Let your oregano flower.
Figure 31. The bright blue flowers of borage attract bees. (Photo by Esther McGinnis, NDSU)
When selecting trees and shrubs for your landscape, don't forget that they can be great sources of nectar and pollen, particularly in spring. May-flowering fruit trees and shrubs, such as apples, chokecherries, plums, tart cherries, honeyberries and Juneberries, provide a very important food source when very little is blooming in perennial gardens (Table 5).
Table 5. Pollinator Trees and Shrubs
Tree or Shrub
Maximum Height (ft.)
BOULEVARD TREES
Honey locust
Gymnocladus dioicus
Plant only
south of I-94 in
Tilia americana
Ohio buckeye
Aesculus glabra
B, H
SMALL TREES/LARGE SHRUBS
Malus spp.
Chokecherry
Prunus virginiana
Full sun to light shade
Crabapple
Amorpha fruticosa
Gray dogwood
Cornus racemosa
Full sun to shade
Crataegus mollis and other spp.
Nannyberry
Viburnum lentago
Pagoda dogwood
Prunus americana and other spp.
B, BF, M
Smooth sumac
Rhus glabra
American cranberrybush
Viburnum trilobum
Black chokeberry
Common snowberry
Dwarf bush honeysuckle
Diervilla lonicera
June-Aug.
Golden currant
Ribes aureum
Honeyberry
Lonicera caerulea
Juneberry (Saskatoon)
Amelanchier alnifolia
Leadplant
Amorpha canescens
Physocarpus opulifolius
Rosa arkansana
Redosier dogwood
Cornus sericea
B is for bees, BF is for butterflies, M is for moth, H is for hummingbird
*NDSU's release, Northern Acclaim® Honeylocust is hardy to zone 3.
**Varies with cultivar
Boulevard trees can be beneficial to bees, too. The wonderfully fragrant blossoms of linden (basswood) trees seem to draw every bee on the block when the trees bloom in late June into early July. Honey produced from linden trees is prized because of its golden brown color and its depth of flavor.
Other beneficial boulevard trees include honeylocust, Kentucky coffeetree and Ohio buckeye (Table 5). Common wind-pollinated trees, such as ash, are not very attractive to bees and do not produce nectar.
Provide a Water Source
Bees require a water source because they need to supplement the liquid found in nectar. If you don't have a pond or creek on your property, you can provide a small water source. A bird bath or fountain certainly is attractive, but simpler water sources are acceptable.
Adding water to a plant saucer with rocks or glass beads is easy and quick. The rocks or beads provide a place for the bees to land because they cannot land on water. To prevent mosquitoes from breeding, change the water at least twice a week.
Provide Suitable Habitat
Nearly 70 percent of bees live in nests below the ground. To accommodate these ground-nesting bees, leave some dry, bare ground on your property where they can nest.
Bees usually prefer to nest in sandy slopes. Native bunch grasses such as prairie dropseed (Sporobolus heterolepis) and little bluestem (Schizachyrium scoparium) also provide shelter for ground-nesting bumble bees.
The other 30 percent of bees live in cavities, such as plant stems or holes bored in trees by woodpeckers and beetle larvae. Some bees nest in hollow stems while others have the ability to excavate the core of stems to facilitate egg-laying.
The easiest way to provide habitat for these cavity nesters is to postpone cleaning up your perennial flower beds until the following spring. Leave the dead stalks until the spring daytime temperatures are consistently in the 50s. If you wish to clean up your garden early in the spring, leave the dead debris on top of your compost pile so the bees can hatch and fly away.
Figure 32. Flowering crabapples provide much needed nectar and pollen when little else is blooming in the landscape. (Photo by Esther McGinnis, NDSU)
Another option is to purchase or build a bee house for cavity-nesting bees. Two common bee houses are on the market. One type features a block of untreated wood that is 5 by 8 inches with 0.1- to 0.4 inch-diameter holes drilled in it (Figure 33).
Figure 33. Mason bee nesting box showing plugged holes that are occupied by bees. (Photo by Janet Knodel, NDSU)
The depth of the holes is critical. Small holes (less than ¼ inch diameter) should be 3 to 4 inches deep, and large holes (more than ¼ inch diameter) should be 5 to 6 inches deep.
The second type features 15 to 20 hollow canes or reeds with one end closed. The hollow tubes are cut to 6 to 8 inches and tied together. Make sure the hollow tubes have a closed end and stay dry.
Nesting boxes should be located in a sheltered spot about 3 to 6 feet high with entrances facing east or southeast for the morning sun. Your best option is to fix the nesting boxes to a post, building or tree so they don't move in the wind.
Building bee houses is a great summer activity for kids. Directions for building nests for native bees are available at The Xerces Society website listed in Other Resources.
Wise Pesticide Use
Besides having food and nesting sites, protection from pesticides is critical if native bees are to survive in your flower garden. Insecticide spraying on blooming flowers is especially deadly for all bee species. In addition, spraying herbicides to kill weeds in gardens or lawns removes the diversity and abundance of flowering plants needed by bees throughout the growing season.
An integrated pest management approach should be used to promote judicious use of pesticides for pest control only when needed and to implement scouting and nonpesticide pest management strategies, such as cultural control, biological control or host plant resistance.
When an insecticide is necessary, select a product that is designated as "least toxic" to bees but still reduces pest levels on plants. Some examples of common organic pesticides that have low toxicity to bees are Bt (Bacillus thuringiensis), garlic, kaolin clay and neem.
Remember, any broad-spectrum insecticide can kill "all" insects, including bees and natural enemies of the target pest. Choose the least hazardous formulation of an insecticide product for bee safety (Table 6).
Table 6. Different pesticide formulations and general toxicity to bees.
Application is recommended in the late evening or when temperatures are below 55 F, when most bees are not foraging. Remember, some bees such as bumble bees forage in cooler temperatures (up to 50 F) and are actively foraging in the early morning and late evening, much longer than honey bees.
Use short-residual insecticides. "Spot" treat instead of broadcast spraying to minimize the area treated with insecticide. Remember to use all pesticides in a manner consistent with the label. Read, understand and follow the pesticide's label directions.
If the bee hazard icon is on the label, this indicates that this product is highly toxic to bees and specific application restrictions apply to protect pollinators. An example of a highly toxic substance to bees is the active ingredient imidacloprid or clothianidin in the neonicotinoid insecticide class (systemic). Avoid buying garden plants that are treated with these bee-killing systemic insecticides from garden centers.
Pollinator Garden Summary
Choose two or more perennial species from each seasonal flowering category (spring, June, summer and fall) for a minimum of eight plant species in the pollinator garden.
Plant multiples of each species.
Select predominantly native species for your pollinator garden.
Avoid planting cultivars with extra petals (double-flowered).
Create a water source.
Provide habitat for ground-nesting and cavity-nesting bees.
Be wise in your use of pesticides and avoid spraying blooming plants.
Honey Bee Swarms
Honey bees will swarm at times. This means that more than half of the bees will leave with a new queen to find a new place to live. This can be alarming for people the first time they see it. Swarming bees should be left alone and usually will not bother people.
The swarm will gather in a cluster approximately 150 yards from the hive and bee scouts will go out looking for a new place for the colony to live. They prefer dark holes, such as hollow tree trunks, meat smokers, grills (Figure 34), attic spaces and other man-made items/spaces.
Figure 34. A grill that was infested with swarming honey bees. (Photo by Janet Knodel, NDSU)
When the bee scouts find a suitable location, they return to the swarm and perform a waggle dance to relay the information to the rest of the swarm. They will begin to build combs, gather honey and pollen, and the queen will start laying eggs in the new location.
If a colony decides to establish itself in an undesirable place (Figure 35), we recommend you have a beekeeping professional remove the bees (Figure 36). Any honey left after the bees are removed will ferment with a bad odor, attract dermestid beetles such as larder beetles, and potentially cause structural damage.
Figure 35. Honey bee swarm. (Photo by Esther McGinnis, NDSU)
Figure 36. Consult a professional when removing bee swarms. (Photo by Esther McGinnis, NDSU)
If you have questions on honey bee swarms or removal, please contact the state apiary inspector for North Dakota .
Sources of Plants and Other Materials
Sources for pollinator garden plants and other materials are provided on this NDSU Master Gardener Program website.
Holm, Heather. 2014. Pollinators of Native Plants. Pollination Press LLC: Minnetonka, Minn.
Minnesota Department of Agriculture. Pollinators and Their Habitat. 2016
North Dakota Department of Agriculture. 2016. North Dakota Pollinator Plan.
The Xerxes Society. 2016. Pollinator Conservation.
Bee Identification Resources
Bumble bee identification
Identification of native bees
Collecting and identifying bees
http://articles.extension.org/pages/29761/collecting-and-identifying-bees
o Choose two or more perennial species from each seasonal flowering category (spring, June, summer and fall) for a minimum of eight plant species in the pollinator garden.
o Plant multiples of each species.
o Select predominantly native species for your pollinator garden.
o Avoid planting cultivars with extra petals (double-flowered).
o Create a water source.
o Provide habitat for ground-nesting and cavity-nesting bees.
o Be wise in your use of pesticides and avoid spraying blooming plants.
Filed under: horticulture, flowers
NDSU Extension Service
Last updated: Apr 5, 2019 10:49 am


text:
My Autobiography - Martin Offiah; David Lawrenson;
CollinsWillow, 1997, Hardback in Dust Wrapper.
Condition: Very Good - in Very Good DJ. Pages very gently age-tanned.
Illustrated with colour photographs. From the cover: "He is the most famous rugby league player the British game has ever produced. A dazzling runner and lethal finisher, he has scored over 400 tries in nine seasons with Widnes and Wigan, smashing many records along the way both for his club and country. Not bad for someone who didn't pick up a rugby ball until he was 11 and had never seen a live game of rugby league until he signed for Widnes in 1987 from Rosslyn Park. Offiah tells of his life away from the game, rubbing shoulders with the likes of Lennox Lewis, Ryan Giggs, Mick Hucknall, and appearing in TV soaps, as he contemplates a career outside rugby. There may have been better players but none, in the history of the game, can claim the national recognition that Martin Offiah has achieved.
Size: 9½" x 6¼". Maroon boards with Gilt titling to the Spine. 256 pages.
Published by CollinsWillow
australianlaughtonhollyoaks

redpajama_set_name: RedPajamaCommonCrawl


We define truthfulness as a human quality. The truthful person is the one that always speaks, uses or professes the truth.
It is a value that must be formed very early in children and as any value, it can be worked on in all their activities, either at school or at home.
The Roman poet Horatio, referring to truthfulness, considered truthful what seems true according to the established standard by classic myths, which are the hierarchically expression of the social values. This statement of Horatio is valid regarding the fact that truthfulness is controlled by socially established norms and values, therefore, it is susceptible to education, and can be taught to our children.
Although we propose pedagogical activities with this objective, it is necessary that the teacher knows that it is not enough; that he must use all the opportunities available in daily life in the early childhood center, to teach the children to be truthful and to know that the truth helps us to live in peace with other people.
It is very interesting to encourage children to tell the truth in those situations that require it. We should be cautious of not confusing fantasy with the absence of truth and avoid the creation of situations that prevent the development of fantasy: that is a characteristic of the child's mind. The work must start in those situations in which it is important to tell the truth. For this, the example of the adult plays a fundamental role. He should never lie to children, he should always give logical and real answers that favour the imitation and comprehension of the reason we must tell the truth.
For example, if the educator asks what the children did during the weekend, the important thing is that they tell what was really done, although, the story takes a little fantasy, since for them, fantasy and the real thing interrelate and complement each other. Everything a child says is very important, it should be heard and the child should not be scolded when expressing his fantasies: the child is learning to express thoughts.
There are situations that require the child to tell the truth, for example, when asked, who broke the toy? Or who won the competition? In these cases, we must be cautious when managing situations in which telling the truth may involve the disapproval of the adult.
This value can be worked through conversations, stories, narrations, adaptations, puppet shows, etc.
The results are achieved through patient and dedicated work, having always the care not to make demands above their possibilities. It must be remembered that some unimportant lies are normal in children behaviour, although, these should not be encouraged. To praise when children tell the truth is very useful, and parents should be orientated to keep a consistent attitude towards their children in this issue.
"WHAT DOES A TRUTHFUL PERSON LOOK LIKE?"
Summary of the activity: The teacher will demonstrate using descriptions and explanations of what truth is; what a truthful person looks like; and, the results that come from it. The teacher will develop a puppet show about a character that is a liar. Later, he will ask them to answer the questions asked by one of the puppets. Moreover, in another part of the activity, the children will create their own stories; they will tell anecdotes of known people or of characters that behave truthfully.
Objectives: To develop some knowledge about truth in the child.
Material Resources: A puppet stage, a toy television set and four puppets that can be made of gloves, or rods, etc., eyeglasses and a magnifying glass.
The teacher will describe people that tell the truth and liars. He will explain to the children that a truthful person is the one who always tells the truth and a liar is the one who always tells lies. The person that has occasionally lied in order not to hurt another, or could not tell the whole truth, should not be judged. However, we must always try to tell the truth, because when we are truthful we have better relationships and companionships and we live in peace.
The teacher will give examples of truthful people in the country or local history, also, people known by the children, that constitute true examples, who stood out for keeping a truthful attitude systematically. It will be explained to the children why we say they are truthful or practice the truth.
Also, he will give examples of people or characters of stories that are liars (for example Pinocchio) and the damage they do to themselves and to others with their lies; that a lie generally harms our relationships with others, that it is very embarrassing to be called a liar, and also it is very hurtful to have our friends disbelieve us.
He will emphasize that it is important to try telling the truth always and not only once, he will explain that it is necessary for living in peace, that people shouldn't lie, that a lie hurts the establishment of good relationship among people.
What does the truthful person look like?
Why is it good to always tell the truth?
Why shouldn't we lie? Etc.
There will be a puppet show about a liar. In the show there are four puppets: the puppet that narrates the story in certain moments, the one who will play the goblin on television, the one who will play Thomas, the child, and the one who will play Thomas's mother. The teacher can be helped by other teachers or children to handle the puppets.
Before the show, the teacher will guide the children on the content of the work, and ask them to observe the positive and negative behaviours of these characters regarding truth and lie.
The puppet narrating the story appears and says: -Once upon a time, there was a goblin who had the misson of discovering lies, he watched from a corner of the house, where the television was; he was always vigilant. The goblin was told that there was a child named Thomas who told lies to his mother, and he decided to see what was happening in that house.
Thomas appears and says; - What a fright! I believe that at any moment that goblin will look at me, directly to my eyes to tell me that he knows all the bad things I have done today.
(Thomas in front of the television, looking at the television and moving as if he was afraid).
The narrator says: But the goblin, inside the television, pretended he didn't see Thomas looking at him, and kept cleaning up his glasses and a big magnifying glass.
(The Goblin pretends he is cleaning his big glasses and a magnifying glass with a cloth).
Thomas: - It is good that he is entertained! Now I will eat all the cookies in the kitchen and nobody will tell mom when she arrives at home. So, I will blame a bad mouse.
Also, nobody will tell her about the broken dining room window, and I will act as if I didn't know.
The narrator: - But, then, when he turned again his attention to the television, suddenly…. (The narrator points to the Goblin that is still in the television set).
The Goblin, shouts, with a terrible reprehending voice:- Thomas, behave yourself or...! (the puppet appears showing his finger to Thomas ).
The narrator:- Thomas could not believe it and got so scared that when his mom arrived, the first thing he did was…… (Points to Thomas' mother).
Thomas' mother appears and says: Good afternoon, son, how have you been behaving today?
Thomas' mother: Son, you deserve a hug and a kiss. Not to congratulate you for the bad things you have done, because they aren't right, but because I want to tell you that I am very happy of having a honest and courageous child, who dares to tell me the truth. You should do this always. (Thomas' mother hugs and kisses him).
Narrating puppet: - ...and from that day on, Thomas was much better. He doesn't do more bad things, he doesn't lie anymore to his mother and the Goblin of the television doesn't have to appear in Thomas' television set.
Why do you think Thomas told lies?
Why is it good to tell the truth?
Is it correct to lie to your mom?
The children, based on what they learned in previous activities, in stories and in their own experiences, will create a story on: "The importance of always telling the truth" or "What do truthful people look like", etc.
The children must create the story by themselves, but if they can't, the teacher can help them by asking questions.
They gave a simple explanation about what truth is and what a truthful person looks like.
They gave examples of truthful people.
They knew how to explain why it is necessary to tell the truth.
They made coherent statements on the importance of always telling the truth.
"THE SCHOOL IS GOING TO PLAY"
Summary of the activity: This is a role play about school. It could be played by any child that wants to and they will perform tasks they do at school, such as: to discuss a subject, to answer the teacher's questions, to draw, etc.
Objectives: Developing personal experience about truth in children.
Material Resources: A place for the game with all material needed for this game, such as, tables, chairs, blackboard, books and notebooks, pencil holders, felt-tip pens, paper for drawings, color pencils, etc.
The teacher will hold an initial conversation to propose the topic, and he will show the play area to the children who want to be in it. Then he will ask them: who are you going to be in the game? In order to agree on the role everyone will play.
The players will select on their own the material they will use, according to the chosen role.
-Teacher, do you remember what we spoke about lies and truth? I believe that you as teacher should tell your group about what we have learned in previous activities on this subject. You can ask your children and they can answer what they think. They can also report on the truthful people or liars they know, family members or friends, or on characters of stories.
The teacher, in his role as student can make some interventions, but he will let the children express themselves freely. He will only intervene if necessary. For example, if the game stops, if the children stray away from the argument, or to help solve conflicts, to keep and enrich this student-teacher conversation with his comments.
The child that plays the teacher will invite his pupils to make beautiful drawings for their peers, friends, family members, or neighbours, whoever they select as a truthful person and afterwards the children will say to whom they are going to give it and why they have selected that person. The teacher will try with his interventions to help the children in order to describe a basic characteristic of the selected person and to highlight the values of this person, especially the truth. The teacher will try to make this a touching moment for the children.
To wrap up the game, there will be a final conversation to evaluate how the children, helped by the teacher, played. If they played their role until the end, if they have acted according to their role, for example, if the teacher has stayed, the whole time, in the argument of the game and if he has fulfilled well his function as teacher; also, if there was any conflict and how it was solved.
He will end by encouraging the students in the game that have carried out a good story about truthful people and liars.
They knew how to act in the role they played, and to carry it out until the end of the game.
They made a coherent report on truthful people and liars.
They were interested in making a good drawing for the selected person.
They were touched when they described the person selected to receive the drawing.
Summary of the activity: This activity consists of a motion game; the children will make a circle, when the music ceases they stop singing and run to reach a chair and sit down.
• To develop emotions when singing songs and dancing in circle, with rhymes about truth.
• To develop motor skills such as running, stop moving when signaled.
Material Resources: Chairs and a cassette recorder.
The children hold hands in a circle. If there are many children they will be divided in two or three circles, with a maximum of 5 or 6 children in each circle.
The teacher will explain the rules of the game: The children will dance and sing in a circle, when the song stops, they will stop moving and will run towards a seat. There will always be a seat less than the number of children, therefore, one child will always remain standing.
The rule of the game is: the child that ends up standing will be out of the game and the winner will be the child that manages to sit down.
The children in the circle will sing a pertinent song.
In the first lap: The music stops and they stop the movement and run towards the group of chairs, if there are 5 children there will be 4 seats, therefore, one remains standing and is out of the game.
In the second lap: The music and the movement stops, they run towards the seats; now there will be only 3.
In the third lap: The music and the movement stop, they run towards the 2 seats left.
In the fourth lap: When the music and movement stop, they will run and just one child will be able to sit, he will be the winner.
The circle can be repeated for all the children to participate.
When the activity is completed, the teacher will ask for a strong applause for the winners; they will have to promise to the group to always tell the truth and to help their friends of the group to be truthful children.
They were happy during the game.
They followed the rules of the game.
Summary of the activity: This activity is a game in which the children will answer riddles given by the teacher, and will create their own.
Objectives: Reinforce what they have learned about truth.
The teacher will explain the game to the children and will give the rules that should be followed.
The child that answers more riddles correctly and has created at least one riddle about the subject, with sense and coherence, will win.
The child that knows the answer will raise his hand.
The content of the riddles, the ones given by the teacher and the ones created by the children, will be about the related theme: the truth.
The teacher will say the riddles, he can create or search for other riddles, as long as they relate to the given theme.
The teacher invites the children to create their own riddles, he will give them the necessary help in order to create them, with the subject suggested: "The truth".
They created simple riddles using the suggested subject.
They demonstrated knowledge about what was learned when creating their riddles.
Summary of the activity: The teacher will organize a visit to a monument or statue of a community or country martyr or hero, near the school. They can also visit a dear and respected person in the community.
We will search for those illustrious, outstanding and well known people in the country or in the community, who have been known, among their qualities, for having acted truthfully and contributed to peace in their country.
Objectives: To develop personal experiences and feelings about truthful behavior, manifested by honorable or outstanding people in the community or country.
The teacher will organize the activity keeping in mind that if it is a visit to a living person, he will be asked, beforehand, to talk to the children and to tell them anecdotes of his life showing the truthfulness of his conduct, and how acting in this way we will achieve peace with family members, friends, peers, neighbors, etc.
If the visit is to a monument of a deceased person, the teacher will talk to the children about the values of this person.
In the classroom, the teacher will prepare the children for the visit, he will tell them where they are going, what they are going to see and hear with a lot of attention and how they should behave.
Development of the visit: If it is to a monument of a deceased person, the teacher, at the monument, will tell them about the life of this person, insisting on his truthful behavior and how this person, with his example, contributed and still contributes to keep peace, because although he has died, his ideas about peace and truthfulness are still alive, and that now other people make them a reality.
If the person comes to the classroom to talk to the children instead of the visit to a monument, it is necessary to create an environment of solemnity, respect and emotion, in order to touch the children's feelings.
The children will be given the opportunity to ask questions about what they want to know about this person. The activity will finish with the children giving their opinion on what they liked most, what impressed, touched them, etc., to know their evaluation of the activity and it will be emphasized how these people are models to be imitated by children and adults.
In the following days of the visit, the teacher will continue talking to the children, on the qualities and the outstanding events in the life of that person, in which he showed his truthfulness and actions for peace, which is an example to be followed by all.
They were interested in learning about the person.
They manifested touching expressions when listening to the story of the life and facts of this person.
They expressed their desire of being like the person.
They behaved, at their level, with respect and solemnity during the activity.
"WHAT GOBLIN OF THE SCHOOL SAID"
Summary of the activity: At the end of the week there will be an evaluation of what has happened in class during the week regarding truthful or untruthful behavior. For that, the goblin and the children will talk.
Objectives: From the analysis of diverse situations occurred in the children's center, and guided by the puppet, the children will evaluate the truthful or untruthful behavior of their peers and their own.
Material Resources: The "Goblin of the school".
On Monday the teacher will place in a visible place of the classroom the "Goblin of the school" and on Friday he will invite the puppet to talk to the children, reminding them of everything said in previous activities, about truth, and how a truthful person behaves. He will invite the children to, based on what happened in the center or at home, evaluate their peers and themselves regarding their truthful or untruthful attitudes.
The teacher, who handles the puppet, must guide this evaluation in order to have their behavior, regarding truth and lie, analyzed with fairness and objectivity. The children will give their criteria and tell their experiences. The objective is to achieve a friendly evaluation; there will be recommendations for the ones that have not achieved it and praise for the ones who always told the truth.
Negative comments will be avoided and if any child is evaluated or evaluates himself as a liar, just say: -Pedro has to work more to be able to tell always the truth, what can we recommend?
So that everyone can have the opportunity of evaluating himself and others, this activity will be repeated many times in the course of the month or the trimester. It can be done, for example, at the end of each week, for a month. It will be what the teacher decides, it could be on a day of a chosen week after everyone has self-evaluated and they will be given another opportunity for self-evaluation and to be evaluated by those children that followed the advice from the group, for example: Pedro doesn't always tell the truth, Jenny told a lie once, etc.
In this activity the teacher will make sure that the evaluation is fair, and said in the appropriate way so that no child will feel bad, that recommendations are given and goals are set for those children that have lied, and above all we will avoid that any child is qualified directly as a liar in front of his peers.
They self evaluated with fairness.
They evaluated their peers with fairness.
They focused the evaluation on what was asked: truthful and untruthful behavior.
They recognized and manifested in their evaluation the elements of a truthful person or a liar.


text:
Q: In the dark: PHP Flash buggy code i hope someone can help me. The freelancer who did this work disappeared after the payment and i am not good enough in php to understand the trouble.
the setup is a flash file that has 52 text fields that are sending a request to a php file that inserts it into the database table. the fields are seperated by /&&/ in the url request like so:
raw url:
process=insert
&id=%2D1
&table=import&
fields=10%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2Ffileref456123%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2F%2F%26%26%2Fopen%2F%26%26%2Fnada%2F%26%26%2F

formatted url for better understanding:
&process=insert
&id=%2D1
&table=import
&fields=10/&&//&&//&&//&&//&&/fileref456123/&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&//&&/open/&&/nada/&&/

now the php file is pretty big but the important part for now is the insert section, it works up until it deletes the record before reinserting it with the new data.
the proper if loop is here:
else if($_REQUEST['process']=="insert"){

    $result = mysqli_query($con,"SELECT MAX( id ) AS max FROM ".$table);

     while($row = mysqli_fetch_array($result))    {
        $largestNumber = intval(strval($row['max']))+1;
    }
    $pieces = explode("/&&/", $_REQUEST['fields']);
    $sql="INSERT INTO ".$table." VALUES (".$largestNumber.",'";

    for( $i=1;$i<=52;$i++){
        $sql = $sql.$pieces[$i];
        if($i<52){
            $sql = $sql."','";
        }else{
            $sql = $sql."');";
        }
    }

    $result = mysqli_query($con,$sql);
    echo "id=".$largestNumber;

}

Thanks again if anyone can help, it's much appreciated.
if you need the entire php page here it is:
<?php
$fileStatus=$_REQUEST['fileStatus'];
if($_REQUEST['table']=="import"){
    $table="importFilesData";
}else{
    $table="exportFilesData";
}
$con=mysqli_connect("zzzzz","zzzzzz","zzzzz","zzzzzzzz");

// Check connection
if (mysqli_connect_errno())  {
  echo "Failed to connect to MySQL: " . mysqli_connect_error();
  }
 if($_REQUEST['process']=="getAll"){
    $result = mysqli_query($con,"SELECT * FROM ".$table ." WHERE FileStatus='".$fileStatus."'");
 $i=0;
    while($row = mysqli_fetch_array($result)) {

    if($i>0){
        echo "&";
    }
        echo "id$i=".$row['id']."&"  ;
        echo "OpeningDate$i=".$row['OpeningDate']."&"  ;
        echo "FileRef$i=".$row['FileRef']."&"  ;
        echo "ProductLine$i=".$row['ProductLine']."&"  ;
        echo "ModeofTransport$i=".$row['ModeofTransport']."&"  ;
        echo "ImportFileRef$i=".$row['ImportFileRef']."&"  ;
        echo "JDETransferorPO$i=".$row['JDETransferorPO']."&"  ;
        echo "LocalPO$i=".$row['LocalPO']."&"  ;
        echo "AFE$i=".$row['AFE']."&"  ;
        echo "PL$i=".$row['PL']."&"  ;
        echo "Description$i=".$row['Description']."&"  ;
        echo "CommercialInvoice$i=".$row['CommercialInvoice']."&"  ;
        echo "CIValue$i=".$row['CIValue']."&"  ;
        echo "FreightCost$i=".$row['FreightCost']."&"  ;
        echo "Packages$i=".$row['Packages']."&"  ;
        echo "Weight$i=".$row['Weight']."&"  ;
        echo "Origin$i=".$row['Origin']."&"  ;
        echo "DI$i=".$row['DI']."&"  ;
        echo "DIDate$i=".$row['DIDate']."&"  ;
        echo "CotecnaRef$i=".$row['CotecnaRef']."&"  ;
        echo "AV$i=".$row['AV']."&"  ;
        echo "AVDate$i=".$row['AVDate']."&"  ;
        echo "AWB_BL$i=".$row['AWB_BL']."&"  ;
        echo "Flight_Vessel$i=".$row['Flight_Vessel']."&"  ;
        echo "ETD$i=".$row['ETD']."&"  ;
        echo "ETA$i=".$row['ETA']."&"  ;
        echo "ClearingAgent$i=".$row['ClearingAgent']."&"  ;
        echo "AgentFileRef$i=".$row['AgentFileRef']."&"  ;
        echo "AgentWorkOrder$i=".$row['AgentWorkOrder']."&"  ;
        echo "AgentWorkOrderDate$i=".$row['AgentWorkOrderDate']."&"  ;
        echo "DateoftransofDocstoclearingagent$i=".$row['DateoftransofDocstoclearingagent']."&"  ;
        echo "AgentDeliveryTicket$i=".$row['AgentDeliveryTicket']."&"  ;
        echo "AgentDeliveryDate$i=".$row['AgentDeliveryDate']."&"  ;
        echo "AgentInvoice$i=".$row['AgentInvoice']."&"  ;
        echo "AgentInvoiceValue$i=".$row['AgentInvoiceValue']."&"  ;
        echo "ContractRef$i=".$row['ContractRef']."&"  ;
        echo "LetterofRequestforAttestationDate$i=".$row['LetterofRequestforAttestationDate']."&"  ;
        echo "Attestation$i=".$row['Attestation']."&"  ;
        echo "AttestationDate$i=".$row['AttestationDate']."&"  ;
        echo "IM9DEA$i=".$row['IM9DEA']."&"  ;
        echo "IM9DEADate$i=".$row['IM9DEADate']."&"  ;
        echo "CustomsClearanceForm$i=".$row['CustomsClearanceForm']."&"  ;
        echo "CustomsClearanceFormRef$i=".$row['CustomsClearanceFormRef']."&"  ;
        echo "CustomsClearanceFormDate$i=".$row['CustomsClearanceFormDate']."&"  ;
        echo "CustomsDutyValue$i=".$row['CustomsDutyValue']."&"  ;
        echo "DateofPayment$i=".$row['DateofPayment']."&"  ;
        echo "PaymentReceipt$i=".$row['PaymentReceipt']."&"  ;
        echo "PrealertDate$i=".$row['PrealertDate']."&"  ;
        echo "DeliveryStatus$i=".$row['DeliveryStatus']."&"  ;
        echo "ClosedDate$i=".$row['ClosedDate']."&"  ;
        echo "FileStatus$i=".$row['FileStatus']."&"  ;
        echo "Observations$i=".$row['Observations']  ;
        $i=$i+1;
      }

echo "&n=".$i;

mysqli_close($con);
} else if($_REQUEST['process']=="get"){
    $result = mysqli_query($con,"SELECT * FROM ".$table." WHERE id=".$_REQUEST['id']);
     $i=0;

     while($row = mysqli_fetch_array($result)){
        if($i>0){
            echo "&";
        }
        for ($j=0; $j<=52; $j++){//this is clumsy, it should have been a based on thenumber of columns but i do not know how to do that in php
            echo "field$j=". $row[$j];
            echo "&";
        }
        $i=$i+1;
      }
    echo "n=".$i;

}else if($_REQUEST['process']=="update"){

    $pieces = explode("/&&/", $_REQUEST['fields']);
    //$result = mysqli_query($con,"DELETE FROM ".$table." WHERE id =".$_REQUEST['id']);
    $sql="INSERT INTO ".$table." VALUES ('".$_REQUEST['id']."','";

    for( $i=1;$i<=52;$i++){
        $sql = $sql.$pieces[$i];
        if($i<52){
            $sql = $sql."','";
        }else{
            $sql = $sql."');";
        }
    }

    $result = mysqli_query($con,$sql);

}else if($_REQUEST['process']=="insert"){

    $result = mysqli_query($con,"SELECT MAX( id ) AS max FROM ".$table);

     while($row = mysqli_fetch_array($result))    {
        $largestNumber = intval(strval($row['max']))+1;
    }
    $pieces = explode("/&&/", $_REQUEST['fields']);
    $sql="INSERT INTO ".$table." VALUES (".$largestNumber.",'";

    for( $i=1;$i<=52;$i++){
        $sql = $sql.$pieces[$i];
        if($i<52){
            $sql = $sql."','";
        }else{
            $sql = $sql."');";
        }
    }

    $result = mysqli_query($con,$sql);
    echo "id=".$largestNumber;

}else if ($_REQUEST['process'] == "delete") {
    $query = "DELETE FROM ".$table." WHERE id =".$_REQUEST['id'];
    $result = mysqli_query($con, $query);
}
//mysqli_close($con);
?>

redpajama_set_name: RedPajamaStackExchange


Two Craters (Two Blind Holes) 1963 is an almost square canvas and fibreglass structure built up over a wooden armature, all held within a carved and studded wooden frame. From a fleshily smooth yet patinated surface two protruding holes push forward, as described by the title. When the work was first exhibited at the Grabowski Gallery, London in 1964, it was under the title Two Blind Holes, suggestive of body parts and a troubling loss of sense. More recently, however, it has assumed the title Two Craters, which is more abstract and geological in connotation, followed by the original title in brackets. The ambiguity of reading that this suggests was very much a concern of Newsome's, something the critic William Packer has explained with regard to his sculptures of this period: 'His clear preoccupation … was not so much with form and mass modelled and established for themselves, but rather with the definition and encapsulation of space as itself an entity, if only ideally so, with all its innate physical contradictions, ambiguities and problematical illusions' (William Packer, 'Victor Newsome', in Victor Newsome: Paintings and Drawings, exhibition catalogue, Marlborough Fine Art, London 1987, p.6).
Reichardt explained how removed the artists of the Leicester Group were from the prevailing trends of contemporary art found in London – action painting, large-scale non-tactile abstraction, hard-edge painting, new figuration, optical painting and kinetic art – allying them solely to broad categories of 'object-making and assemblage' (Reichardt 1964, unpaginated). Even though they were involved in popular culture and the stuff of the urban environment, they did not approach such sources in a celebratory way but instead in terms of 'cryptic hints and symbolic references' (Reichardt 1964, unpaginated). Newsome's transformations of body and machine echo similar explorations found within pop art, but the fetishistic sensuality of Two Craters (Two Blind Holes) or the totemic power of the slightly later work Broken Cross 1964 (Tate T13880) – a road sign fragment acting as a head – also bridge the gap between pop and the personal obsessions previously unlocked through surrealism.
Two Craters (Two Blind Holes) was exhibited in The Inner Image at the Grabowski Gallery in 1964.
The Inner Image, exhibition catalogue, Grabowski Gallery, London 1964, no.22.
Victor Newsome, exhibition catalogue, Grabowski Gallery, London 1966.


text:
Demetrius ist ein Dramenfragment von Friedrich von Schiller, das am 15. Februar 1857 am Hoftheater in Weimar uraufgeführt wurde. Es beschreibt die historische Figur des Demetrius, der um 1605/1606 russischer Zar war.

Handlung
Bei einer Rede im polnischen Reichstag erklärt Demetrius seinen Anspruch auf den Zarenthron. Er erhofft sich Hilfe von Polen. Er sei Dmitri Iwanowitsch, der Sohn Zar Iwans IV., und nicht als Kind 1591 ermordet worden, sondern in einem Kloster aufgewachsen und beim Fürsten von Sendomir in Dienst getreten. Er sei dieser Zar Demetrius. Durch eine beeindruckende Rede überzeugt er den Reichstag und den König. Obwohl ein Reichstagsbeschluss am Veto Fürst Sapiehas scheitert, zieht Polen gegen Moskau ins Feld. Die Polen wollen mit Demetrius den Emporkömmling Boris Godunow vom Thron stürzen. Treibende Kraft ist Demetrius' Verlobte Marina, die Tochter Mnischeks. Marfa, Witwe Zar Iwans, von Godunow in ein Kloster verbannt, beweint seit Jahren den scheinbar ermordeten Sohn, als sie die Nachricht erhält, dass Demetrius lebt.

Den weiteren Verlauf der Handlung hat Schiller nur skizziert: Boris erhält Nachricht von den Erfolgen des Demetrius und tötet sich durch Gift. Der neue Zar ist so lange ein gütiger Herrscher, bis er erfährt, dass sein Thronanspruch nicht legitim ist: Er ist nicht Iwans Sohn, sondern wurde von der Fraktion der Godunow-Gegner als Werkzeug benutzt. Als er durch seine Mutter Marfa identifiziert werden sollte, erkennt diese ihn nicht. Trotz der fehlenden Legitimation bittet er sie, ihn als ihren Sohn anzuerkennen. Marfa folgt ihrem Gewissen und erkennt ihn nicht an.

Schillers Arbeit am Demetrius

Schillers Arbeit am Demetrius kann man, seinem Tagebuch folgend, in vier Abschnitte unterteilen:

 Erste Arbeitsphase 10. März bis 21. April 1804
 Schiller notierte in dieser Zeit die auftretenden Personen im Demetrius. Weiterhin plante er die Entwicklung der Rollen der Marfa und Marina

 Zweite Arbeitsphase 22. Mai bis 22. Juli 1804
 In der 2. Arbeitsphase sammelte Schiller Informationen über den historischen Kontext und arbeitete an der Exposition des Dramas. Der zuerst geplante Samborakt wurde später verworfen und durch die Reichstagszenen ersetzt. Am 22. Juli 1804 brach Schiller die Arbeit am Demetrius ab. Er begann das Stück Die Prinzessin von Zelle. Die Arbeit am Demetrius nahm er aufgrund des neuen Stückes und einer Krankheit erst Mitte November 1804 wieder auf.

 Dritte Arbeitsphase Mitte November bis 10. Dezember 1804
 Schiller wog zwischen dem "Demetrius-Drama" und dem "Warbeck" ab und entschied sich endgültig für Demetrius. Zuvor hatte er immer wieder an beiden Dramenfragmenten gearbeitet. Es entstand eine genaue Festlegung der Szenen im Demetrius.

 Vierte Arbeitsphase 20. Januar bis 1. Mai 1805
 Der erste Akt wird vollständig ausgearbeitet. Über den weiteren Verlauf des Dramas existieren nur Skizzen.

Deutung
Das Werk spiegelt die Verantwortung des Einzelnen in der Geschichte wider. Die persönliche und politische Macht des Demetrius hängt an der Legitimation der Marfa. Schiller reflektiert im Demetrius auch die Herrschaft des Napoleon I.

Versuche, Schillers Fragment zu vollenden
Bereits Johann Wolfgang von Goethe trug sich mit dem Gedanken, Schillers Werk zu vollenden, um die Zusammenarbeit mit dem verstorbenen Freund auch nach dessen Tode fortzusetzen. Er gab das Vorhaben jedoch bald wieder auf.

Friedrich Hebbel, der sich des Stoffes annahm, verzichtete bewusst auf alle von Schiller entworfenen Szenen, um "Schillers Ziel ohne Schillers Weg" zu erreichen. Ähnlich ist Hebbels Drama dem schillerschen Entwurf jedoch in der Grundannahme eines betrogenen Betrügers. Auch Hebbel starb während der Abfassung seines Demetrius-Dramas.

Doch einige weitere Autoren benutzten Schillers Entwurf und schufen daraus vollständige, mehr oder weniger gelungene Dramen. Zu den Fortsetzern Schillers gehören: Franz von Maltiz (1817, stark verändert 1835), Gustav Kühne (uraufgeführt 1857, gedruckt 1860), Otto Friedrich Gruppe (1858, gedruckt 1861), Heinrich Laube (1872), Heinrich von Zimmermann (1885), Otto Sievers (1888), A. Weimar (d. i. Augusta Götze, gedruckt 1897, uraufgeführt 1893), Franz Kaibel (1905), Karl Emil Schaarschmidt (1909) und Martin Greif. Volker Braun nahm in seinem Stück Dmitri (Uraufführung 1982) ausdrücklich Bezug auf Schillers Fragment, schuf jedoch ein eigenständiges, bewusst kontrastierendes Drama.

Ebenfalls eigenständige und nicht auf Schillers Fragment zurückgehende Demetrius-Dramen sind die Werke von Herman Grimm (1854) und Friedrich Bodenstedt (1856), Karl Hardt (1869), Adolf Wilhelmi (1869), Alexander Sergejewitsch Puschkin (Boris Godunow, 1825), Walter Flex (1909) und Paul Ernst (1905, Uraufführung 1910).

Ausgaben

Buchausgaben
 Schiller, Friedrich: Demetrius mit Materialien. Reclam, 1986.
 Friedrich Schiller: Demetrius. Dramatischer Nachlass, Werke und Briefe in 12 Bänden (Band 10), 2005.

Hörbuchausgaben
 F. Schiller Dramen: Demetrius. Der Audioverlag, 2005.

Literatur
 Bibliographisches Institut & F. A. Brockhaus AG, 2007.

 Walter Flex: Die Entwicklung des tragischen Problems in den deutschen Demetriusdramen von Schiller bis auf die Gegenwart. Eisenach, 1912.
 Elisabeth Frenzel: Demetrius. In: Ders.: Stoffe der Weltliteratur. Ein Lexikon dichtungsgeschichtlicher Längsschnitte (= Kröners Taschenausgabe. Band 300). 2., überarbeitete Auflage. Kröner, Stuttgart 1963, , S. 154–157.
 Petra Hartmann: Der jungdeutsche Demetrius. In: P. H.: Zwischen Barrikade, Burgtheater und Beamtenpension. Die jungdeutschen Autoren nach 1835. Stuttgart 2009. S. 117–141.
 Klaus H. Hilzinger: Der betrogene Betrüger und das betrogene Volk. Schillers Demetrius im 19. Jahrhundert. In: "Weine, weine, Du armes Volk!" Das verführte und betrogene Volk auf der Bühne. Gesammelte Vorträge des Salzburger Symposions 1994. Hrsg. v. Peter Csobadi u. a. Bd. 2. Anif/Salzburg 1995. S. 473–483.
 Karl-Heinz Hucke/Olaf Kutzmutz: Demetrius. In: Helmut Koopmann (Hrsg.): Schiller-Handbuch. Stuttgart 1998. S. 513–522.
 Herbert Kraft: Schillers "Demetrius" als Schicksalsdrama. Mit einer Bibliographie "Demetrius in deutscher Dichtung". In: Festschrift für Friedrich Beißner. Hrsg. v. Ulrich Gaier und Werner Volke. Bebenhausen 1974. S. 226–236.
 Ferdinand Gustav Kühne: Bodenstedts Demetrius und der Schillersche Entwurf. In: Europa 8, 1856. Sp. 193–198.
 Adolf Mielke: Schillers Demetrius. Nach seinem szenischen Aufbau und seinem tragischen Gehalt. Dortmund 1906.(Reprint: Hildesheim 1978).
 Birgit Osterwald: Das Demetrius-Thema in der russischen und deutschen Literatur. Dargestellt an A. P. Sumarokovs "Dimitrij Samozvanec", A. S. Puskins "Boris Godunov" und F. Schillers "Demetrius". Münster 1982.
 Sergej O. Prokofieff: Das Rätsel des Demetrius. Versuch einer Betrachtung aus historischer, psychologischer und geisteswissenschaftlicher Sicht. Dornach 1992.

Weblinks

Nachweise

Literatur (19. Jahrhundert)
Literatur (Deutsch)
Werk von Friedrich Schiller
Unvollendetes literarisches Werk
Drama

redpajama_set_name: RedPajamaWikipedia


text:
The 7th Bai Meigui Translation Competition: Taiwan writing
Competition Text 2021
Competition Text Only version 2022
The 6th Bai Meigui Translation Competition: Picture Book
The 5th Bai Meigui Translation Competition: Genre Fiction
Competition Text 2018-19
The 4th Bai Meigui Competition: Picture Book
The 3rd Bai Meigui Competition: Poetry
Competition Poems to Translate
The 2nd Bai Meigui Competition: Non-fiction
Competition Text
Petula Parris Translation
The Inaugural Bai Meigui Competition: Fiction
Last year's competition text 繁體字
Karen Curtis Translation
Seth Griffin Translation
Kristen Robinson Translation
Andrew Wormald Translation
The results of the 8th Bai Meigui Translation Competition are in!
We are delighted to announce that the winners of the 8th Bai Meigui Translation Competition, our 3rd competition open exclusively for school pupils, are:-
1st place: Hongyu Jasmine Zhu 朱弘昱 (Mercersburg Academy, Pennsylvania, USA)
Runner-up (special commendation): Joy Huang Si Xuan (Anglo-Chinese School, Singapore)
Many congratulations to our winners! While we are unable to provide feedback on individual entrants, our judges have kindly provided some general comments below. Hongyu Jasmine Zhu will be mentored by Helen Wang and her translation will be published by Balestier Press in 2023.
General Comments from the Judging Panel
The judges would like to congratulate all the entrants on their translations this year. Overall, the quality of the entries was excellent. Literary translation involves a subtle balance of technical skill and creative flair, that is, the ability to convey the voice and mood, and to portray the characters in a story. This year's entrants displayed great sensitivity to language, creativity, and accuracy, as well as providing thoughtful commentaries on the art of literary translation itself.
While several submissions stood out, the winning entry delighted the judges with its vivid word choices, lyrical rhythm, keen understanding of the nuances of both Chinese and English and the perceptive commentary that the winner submitted. Very many congratulations! The judges look forward to seeing this translation in print.
Translators never stop learning all through their lives. We hope you will take the comment that follows as both thought-provoking and friendly, and bear it in mind in your future translation work. The judges noted that all entrants chose to translate the 他 as 'he' in every instance, when referring to the animals. The preponderance of male animals in contemporary children's picture books worries many librarians, teachers and parents. It is also arguable that 他 is less gender-specific in Taiwan than 'he' is in English, and that 'she' (or even 'it') would have been an acceptable alternative. The judges would encourage young translators to experiment with their translations of 他 in future.
Very many thanks to our esteemed judges, Nicky Harman, Amanda Ruiqing Flynn and Jennifer Feeley, and to our mentor Helen Wang for their generosity in giving up their time and expertise for free to facilitate this fantastic opportunity for young people around the world.
Information about the Competition (now closed)
We are delighted to announce that – following the success of our first two picture book competitions in 2018 and 2020 – our competition this year will again be open exclusively to students in secondary education (between 11 and 18 years old), and will once again be run in partnership with the Singapore Book Council and Balestier Press. It's free to enter (the link is at the bottom of this page), so if you are learning Chinese at school this could be a fantastic opportunity.
Our text this year is written and illustrated by award-winning Taiwan author and illustrator Zhou Jianxin. The story is set in his hometown of Tainan and addresses themes such as the impermanence of life through a deceptively simple, and beautifully illustrated, children's fable. This book was showcased at the Bologna Children's Bookfair in Italy in 2017.
The author of the winning entry will have the chance to be mentored by award-winning translator Helen Wang, and to see their translation published as a picture book in a bilingual edition of the text by Balestier Press. The winner will be formally announced in November, and the winning translation will be featured in a special programme at the 2023 Asian Festival of Children's Content (AFCC) Singapore. The winning book will be marketed at the festival, and to schools and libraries throughout the UK, Singapore, and worldwide.
The Judges
We're honoured to have a panel of renowned translators and experts on children's fiction to judge the competition.
Nicky Harman lives in the UK and translates full-time from Chinese, focussing on fiction, literary non-fiction, and occasionally poetry. She also works on Paper-Republic.org, a non-profit website promoting Chinese literature in translation, as a volunteer and a Trustee. She was co-Chair of the Translators Association (Society of Authors, UK) from 2014 to 2017, and blogs on Asian Books Blog.
Amanda Ruiqing Flynn was born in Singapore, spending her formative years in the United Kingdom and working as a creative writing teacher in Taiwan for seven years before returning to Singapore in 2019. She has a BA in Chinese and Development Studies from SOAS, University of London, and an MFA in Art and Design. She encourages her students to fall in love with the written word through explorations of the beauty of language and its subtle nuances. She is also a Chinese-English translator, an artist and a writer, recently a winner of Singapore's Writing the City Showcase Competition.
Photo credit: Shi Lessner
Jennifer Feeley has translated several books from Chinese into English, including Not Written Words: Selected Poetry of Xi Xi, which won the 2017 Lucien Stryk Asian Translation Prize, and the White Fox series by Chen Jiatong. In 2019, she was awarded a U.S. National Endowment for the Arts Literature Translation Fellowship. She holds a PhD in East Asian Languages and Literatures from Yale University.
The Translation
Before you begin to translate, think carefully about who your ideal 'reader' is. What age they would be, and whether they might need eg some extra explanation, or whether in fact some small details should be omitted, or translated "freely" to keep their attention. Keep your reader in mind constantly while you are translating and while you are making decisions about which words or phrases in English to use.
The book is written in traditional (sometimes called full-form, or complex) characters. These may be less familiar to you, and so we have provided a 'text-only' file here, in both traditional and simplified (there is a link to this on the left of this screen — scroll down for the simplified version). However, it is really important when you are translating a picture book that you think about how your translation will 'work' with the pictures, so don't only look at the text, or it won't make much sense!
If you want to listen to an audio recording, there is a full video recording of the story on the Taiwan Ministry of Culture website.
(And if you're hesitating about whether this is for you, or if you need more inspiration, read what the winner of our first picture book translation – Jasmine Alexander – has to say about her own experience!)
To open the book and start translating, please click on the image of the book cover below.
The competition deadline is 1pm (UK time) (8pm Singapore time) on September 11th, 2022. Only entries submitted using the online submission form will be accepted this year.
Prepare a single pdf file which includes your translation, your 400 word commentary (see below), and the statement of integrity (see below). Do not include your name/identifying information in your pdf attachment. Translate all of the text in the picture book (including the title of the book). Don't worry about formatting your translation like the original picture book, but please include the page numbers so we can see which page you are translating.
As well as translating the story, we would like you to include with your translation a short piece of writing (in English, maximum 400 words) answering the questions in italics below and explaining your reasons:-
Imagine you are presenting your translated story to an audience who knows nothing about Taiwan or about Chinese culture. What extra information (if any) would you need to tell them? Were there any specific choices you made in your translation to adapt it for the needs of an English-language reader? If so note these and explain your reasons.
(If appropriate, some of this commentary may be included as a translator's preface in the final publication.)
Statement of Academic Integrity
Please also include the following statement of academic integrity, extracted from the University of Leeds' code of conduct, to confirm that what you are submitting is your own work. Submissions which do not include this statement cannot be considered for the competition:-
I promise that in the attached submission I have not presented anyone else's work, in whole or in part, as my own and I have not colluded with others in the preparation of this work.
When you have prepared your pdf, and are ready to submit your translation, please enter using the online submission form here:-
NB: As well as the pdf file, you will be asked to provide some information about yourself, including to confirm that you have permission from a parent or guardian. The information provided will not be available to the judging panel, who will judge all entries anonymously. All data provided will be processed in line with our Data Protection Statement and will not be used for any other purpose.
The winner will be announced in November 2022.
Please note that we will not normally be able to provide feedback on entries, but thank you, in advance, for your submission. Good luck!


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