100% found this document useful (2 votes)
24 views38 pages

Foundations of Education 12th Edition Ornstein Solutions Manual Instant Download

The document outlines the governance and administration of public education, detailing local, intermediate, state, and federal roles. It discusses the responsibilities of school boards, superintendents, and principals, as well as the impact of community involvement and federal legislation like the No Child Left Behind Act. The chapter also examines nonpublic schools and the differences in their governance compared to public institutions.

Uploaded by

marakaisus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
100% found this document useful (2 votes)
24 views38 pages

Foundations of Education 12th Edition Ornstein Solutions Manual Instant Download

The document outlines the governance and administration of public education, detailing local, intermediate, state, and federal roles. It discusses the responsibilities of school boards, superintendents, and principals, as well as the impact of community involvement and federal legislation like the No Child Left Behind Act. The chapter also examines nonpublic schools and the differences in their governance compared to public institutions.

Uploaded by

marakaisus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 38

Foundations of Education 12th Edition Ornstein

Solutions Manual install download

https://testbankfan.com/product/foundations-of-education-12th-
edition-ornstein-solutions-manual/

Download more testbank from https://testbankfan.com


We believe these products will be a great fit for you. Click
the link to download now, or visit testbankfan.com
to discover even more!

Foundations of Education 12th Edition Ornstein Test


Bank

https://testbankfan.com/product/foundations-of-education-12th-
edition-ornstein-test-bank/

Foundations of Education 11th Edition Ornstein


Solutions Manual

https://testbankfan.com/product/foundations-of-education-11th-
edition-ornstein-solutions-manual/

Philosophical Foundations of Education 9th Edition


Ozmon Solutions Manual

https://testbankfan.com/product/philosophical-foundations-of-
education-9th-edition-ozmon-solutions-manual/

Philosophical Foundations of Education 9th Edition


Ozmon Test Bank

https://testbankfan.com/product/philosophical-foundations-of-
education-9th-edition-ozmon-test-bank/
Beginnings and Beyond Foundations in Early Childhood
Education 9th Edition Gordon Solutions Manual

https://testbankfan.com/product/beginnings-and-beyond-
foundations-in-early-childhood-education-9th-edition-gordon-
solutions-manual/

Economics of Education 1st Edition Lovenheim Solutions


Manual

https://testbankfan.com/product/economics-of-education-1st-
edition-lovenheim-solutions-manual/

Managerial Economics Foundations of Business Analysis


and Strategy 12th Edition Thomas Solutions Manual

https://testbankfan.com/product/managerial-economics-foundations-
of-business-analysis-and-strategy-12th-edition-thomas-solutions-
manual/

Foundations of Early Childhood Education Teaching


Children in a Diverse Society 6th Edition Gonzalez Test
Bank

https://testbankfan.com/product/foundations-of-early-childhood-
education-teaching-children-in-a-diverse-society-6th-edition-
gonzalez-test-bank/

Beginnings and Beyond Foundations in Early Childhood


Education 9th Edition Gordon Test Bank

https://testbankfan.com/product/beginnings-and-beyond-
foundations-in-early-childhood-education-9th-edition-gordon-test-
bank/
CHAPTER 7
Governing and Administering Public Education

CHAPTER OUTLINE
I. Local Responsibilities and Activities
A. Characteristics of Local School Boards
B. School Board Responsibilities
C. The School Superintendent and Central Office Staff
D. The Principal and the School
E. Parent and Community Involvement
1. Community Participation
2. Community Control
3. Community Schools
F. Size of Schools and School Districts
1. Consolidation
II. Intermediate Units
III. State Responsibilities and Activities
A. The Governor and State Legislature
B. The State Board of Education
C. The State Department of Education
D. The Chief State School Officer
IV. The Federal Role in Education
A. Federal Educational Agencies
1. The U.S. Department of Education
B. Returning Responsibility to the Federal Government
V. Nonpublic Schools

CHAPTER OVERVIEW
This chapter examines the various governmental and administrative layers in public education. It is
divided into five sections: (1) local responsibilities and activities, (2) intermediate units, (3) state
responsibilities and activities, (4) the federal role in education, and (5) nonpublic schools.
The first section, on the local school district, examines school boards, their members and
responsibilities, the school superintendent, central office personnel, and the principal of the school. It
presents various approaches for parent and community involvement, the research findings regarding the
potential outcomes of this involvement, as well as discusses the concept of community schools. This
section concludes with a look at the debate over ideal school district size and how this connects with
processes of school consolidation.
The second section focuses on intermediate units or regional educational service agencies, which are
agencies in a middle position between the state department of education and local school districts. The
services that these agencies provide to local school districts are explored, as well as the roles they
assume in helping districts meet the requirements of the No Child Left Behind Act and other mandates.
The next section analyzes the state’s role and responsibilities in supporting the public schools within its
jurisdiction. Particular attention is given to describing the duties and level of responsibility of the

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-2

governor, state legislature, state board of education, state department of education, and chief state
school officer.
The fourth section looks at the federal government’s role in education, focusing on how federal
agencies promote educational policies, how educational decisions shifted between the federal and state
governments, federal financing of education, and the role of the Supreme Court. The U.S. Department
of Education is discussed in a changing historical context. The section spotlights the No Child Left
Behind Act, which gives the federal government a greater role in education than previous federal
efforts.
The final section discusses the various types of nonpublic schools that exist today and notes that
nonreligious, independent schools account for 10% of the total enrollment in schools in the United
States. It describes the differences between the organization of public and private schools, and
considers how some state laws apply to both types of institutions.

STUDENT OBJECTIVES
After studying this chapter, students will be able to do the following:
1. Distinguish between the local, intermediate, state, and federal roles in public elementary and
secondary education
2. Contrast the powers and functions of local school boards, school superintendents, school
principals, and other district administrators
3. Analyze the differences and similarities among community participation, community control, and
community education
4. Describe the governance role of the intermediate school district
5. Contrast the powers and functions of the state governor, state legislature, state board of education,
and chief state school officer
6. Describe the role and services of the U.S. Department of Education
7. Describe the impact of the No Child Left Behind Act on local public schools and the typical
classroom
8. Describe the characteristics of nonpublic schools and how these institutions are shaped by some
state laws.
9. Understand how school districts are sized and explain the purposes of consolidation.
10. Describe the return/shifting or responsibilities to the federal government.

DISCUSSION TOPICS, CLASS ACTIVITIES, AND ASSIGNMENTS


1. Local school boards. Have one or more members from the board of education of a local school
district come to class to discuss their responsibilities and activities. Have them discuss typical
issues the board has considered and delineate the positions different constituencies have taken on
the issue.
Assign students the responsibility of attending a local school board meeting. In a follow-up report,
have students identify meeting participants, agenda items, public attendance, and key issues that
generated the most discussion. Also, have students align the board’s decisions made at the
meeting with the powers and responsibilities listed in the “School Board Responsibilities” section
of the chapter. Students can also surf the web to gain information about local school boards.
School district sites are generally listed on the respective state department of education web page.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-3

2. School administrators. Invite one or more administrators (principals, superintendents, central


office staff) to class to discuss their responsibilities. Have them focus on procedures for
establishing school or district policies, for working with school-based management teams, for
changing the curriculum, and for hiring new personnel.
Before the discussion with school administrators, have students develop a list of questions and
prepare the room for an Oprah-type discussion format. After the discussion, students should write
a brief reflective paper.
3. School district consolidation. Ask the students in the class to indicate who attended school in a
regional school district. Ask students to reflect on the positive and challenging aspects of the
experience.
Have students analyze the advantages and disadvantages of a plan to merge two local school
districts into one new district. Students should focus on the economic, curricular, academic,
interpersonal, and bureaucratic consequences of the merger. Ask students to survey local school
district personnel to determine their attitudes toward district consolidation.
4. Intermediate school districts. Identify the typical services provided by intermediate school
districts. Then ask students to analyze the relative value of those services as compared with the
services of either the local district or the state department of education.
5. Local and state control. Organize a debate in which students examine the question “Should the
state board of education mandate a state-wide curriculum for local school districts?” One team
could support this position, and the other team could oppose it.
Ask students to research the members of their state board of education. Ask them to read the
profiles (biographical sketches) of their members. These profiles often are found on-line under
specific state departments of education. Tell students to consider the various backgrounds of these
members, their professional positions, and the roles that they potentially could assume on these
boards. Encourage the students to consider who they would add to the board, if they could add one
additional member. Reflect on the background and experiences that they would like the additional
member to hold.
For two weeks, have students clip articles on educational issues from local newspapers. For each
article, students should indicate whether control for the issues comes from the local, state, or
federal level. Have students evaluate whether control for each issue should reside at a different
level from what is specified in the article.
Assign students the following task: Access your state department of education web page and
examine current information (press releases or bulletins) released by the department. Develop a
list of ways state proclamations will impact local districts.
6. The federal role in education. Describe the responsibilities and activities of the U.S. Department
of Education. If possible, obtain a summary of the budget to indicate the types of programs
supported (the DOE web page or Education Week web site [URLs below] generally have this
information). Have students evaluate the value of federal government support for educational
programs relative to local and state support.
Have students monitor education periodicals (Education Week, The Kappan, etc.,) for articles on
federal education policy. Once relevant topics have been identified, students should create posters
for or against the policy under consideration.
Suggest to students that they introduce the topic of No Child Left Behind in their discussions with
educators at their field placement sites. In class, discuss the responses they receive and categorize
them as negative or positive. Investigate to determine if these responses are typical of educators as
reported in the media.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-4

7. Nonpublic schools. Identify the types of services that public education agencies provide for
nonpublic schools. Have students evaluate the reasons for and against providing these services at
taxpayer expense.
Students should interview teachers or administrators from nonpublic schools and generate a report
that incorporates the pros and cons of these schools from the perspective of the interviewee.
Ask students to consider how federal mandates, such as the No Child Left Behind Act, shape
nonpublic schools. Students should discuss if they believe the influence, or lack of influence, that
federal mandates yield on these schools is equitable.
8. Curriculum-assessment and development. Assessment of curriculum is one of the chief tasks of a
school board.
In order to better understand the machinations of school board decision-making, divide a class
into two groups: one being “number-crunchers,” the other being intent on adding certain classes to
the curriculum which they deem necessary. Follow with a debate on the merits of adding such
courses to the curriculum vs. the monetary pitfalls. Subjects such as budgetary concerns and the
need to cut back in other areas should come to the forefront.
9. Controversy. School prayer is an issue which is/has been in the news, both in the past, and as-of-
late. In one case, a high-school football team was sued by an Atheist organization for meeting on
the playing field for pre-game prayers.
Have students peruse the following article: http://radio.foxnews.com/toddstarnes/top-
stories/group-aims-to-silence-prayer-at-football-games.html . Without delving too deeply into
religious affairs, have students discuss how local, state, and federal bodies might exercise their
powers in the resolution of such a matter.
VIDEO CASES
Parental Involvement in School Culture: A Literacy Project
Watch “Parental Involvement in School Culture: A Literacy Project.” Does this video show effective
examples of parental involvement? As you watch the parents working on this school project, think
about other ways parents can be involved and answer the following questions.
1. Based on viewing this video case and reading the chapter, do you think parental involvement in
schools is important? Why or why not?
2. What is the motivation of Patricia and Monica, parents of students, to become involved in the
literacy project?
3. From the perspective of the classroom teacher, describe both the benefits and challenges of
having parents involved in school culture.
Bonus Questions:
4. Consider possible barriers that parents and guardians might encounter when forging family-
school connections. What are some of these barriers and how might they vary according to
geographical context? What actions should schools undertake to overcome potential barriers?
5. This video examined parental involvement for children in a kindergarten classroom. How does
family-school connections change as children grow older and enter middle and high school?
How should family-school connections change as children progress in their schooling
experiences?
Foundations: Aligning Instruction with Federal Legislation

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-5

Watch “Foundations: Aligning Instruction with Federal Legislation.” As the teachers and principals talk
about how the federal legislation, IDEA and NCLB, affects them and their students, think about your
present and future classroom experiences. How will IDEA and NCLB affect you?
1. As the chapter states, the NCLB Act has principals and teachers strategizing to increase test
scores of all students. According to the educational professionals in this video case, why are
higher test scores sometimes difficult for students (and teachers) to produce?
2. Do some research on your own by visiting a variety of websites that cover the NCLB Act. Do
you think the NCLB Act is an effective and accurate way to measure school and student
performance? Explain your answer.
Bonus Questions:
3. In the video case, the role that team support may yield in meeting the requirements of the
IDEA and the NCLB Act is discussed. Discuss if you believe that team support is adequate
enough to help teachers meet these requirements. Discuss other factors that shape teachers’
abilities to meet the requirements of IDEA and the NCLB Act.
4. Compare and contrast the requirements of IDEA and the NCLB Act. Ask students to consider if
they believe if it will be more challenging to meet the requirements of IDEA or the NCLB Act.

SELECTED REFERENCES
Bellamy, G. Thomas. Principal Accomplishments: How School Leaders Succeed. New York: Teachers
College Press, 2007.
Bonstingl, John Jay. Schools of Quality, 3rd ed. Thousand Oaks, CA: Corwin Press, 2001.
Bryk, Anthony, Lee, Valerie, and Peter Holland. Catholic Schools and the Common Good. Cambridge,
MA: Harvard University Press, 1993.
Callison, William L. Charter and Community Schools: A Director's Handbook. Lanham, MD:
Scarecrow Press, 2003.
Conley, David T. Who Governs our Schools?: Changing Roles and Responsibilities. New York:
Teachers College Press, 2003.
Donaldson, Gordon A. Cultivating Leadership in Schools: Connecting People, Purpose, & Practice (2nd
Edition). New York: Teachers College Press, 2006.
Duffy, Francis M. Moving Upward Together: Creating Strategic Alignment to Sustain Systemic School
Improvement. Lanham, MD: Scarecrow Education, 2004.
Glass, Thomas E., Lars Björk, and C. Cryss Brunner. The Study of the American School
Superintendency 2000: A Look at the Superintendent of Education in the New Millennium.
Arlington, VA: American Association of School Administrators, 2000.
Good, Howard. Inside the Board Room: Reflections of a Former School Board Member. Lanham,
MD: Rowman & Littlefield Education, 2006.
Hess, Frederick and Michael J. Petrilli. No Child Left Behind (Peter Lang Primer).New York: Peter
Lang Publishing, 2006.
Lambert, Linda. The Constructivist Leader, 2nd ed. New York: Teachers College Press, 2002.
Lawrence-Lightfoot, Sara. The Essential Conversation: How Parents and Teachers Can Learn from
Each Other. New York: Ballantine Books, 2004.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-6

Lawrence-Lightfoot, Sara. The Good High School: Portraits of Character and Culture. New York:
Basic Books, 1985.
Lortie, Dan. School Principal: Managing in Public. Chicago: University of Chicago Press, 2009.
Meier, Deborah, Sizer, Theordore, and Nancy Faust Sizer. Keeping School: Letters to Families from
Principals of Two Small Schools. Boston: Beacon Press, 2005.
Meier, Deborah and George Wood. Many Children Left Behind: How the No Child Left Behind Act is
Damaging Our Children and Schools. Boston: Beacon Press, 2004.
Nehring, James. Upstart Startup: Creating and Sustaining a Public Charter School. New York:
Teachers College Press, 2002.
Rudy, Willis. Building America's Schools and Colleges: The Federal Contribution. Cranbury, NJ:
Cornwall Books, 2004.
Sergiovanni, Thomas J. Rethinking Leadership: A Collection of Articles, 2nd ed. Thousand Oaks,
CA: Corwin Press, 2007.
Sergiovanni, Thomas J. Leadership for the Schoolhouse: How Is It Different? Why Is It Important? San
Francisco: Jossey-Bass Publishers, 2000.
Spring, Joel. Conflict of Interests: The Politics of American Education, 4th ed. Boston: McGraw-Hill,
2002.

INTERNET RESOURCES
American Association of School Administrators http://www.aasa.org/
The Education Commission of the States http://www.ecs.org/
Education Week http://www.edweek.org/
Council of Chief State School Officers http://www.ccsso.org/
Council for American Private Education http://www.capenet.org/
Federal Resources for Educational Excellence http://www.free.ed.gov/
National Association of Elementary School Principals http://www.naesp.org/
National Association of Independent Schools http://www.nais.org/
National Association of Secondary School Principals http://www.nassp.org/
National Association of State Boards of Education http://nasbe.org/
National Catholic Educational Association http://www.ncea.org/
National Public School and School District Locator http://nces.ed.gov/ccdweb/school/index.asp
National School Boards Association http://www.nsba.org/
United States Department of Education http://www.ed.gov/index.html

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-7

SUPPLEMENTARY ACTIVITY
Nirvana County Schools: A Simulation of the Governing and
Financing of Public Schools By Jody Messinger Wolfe
This simulation was designed to accompany Chapters 7 and 8 of Ornstein/Levine, Foundations of
Education, which discuss the governing and financing of public education. The activity is intended to
confront students with the difficulties inherent in government and financing schools in the face of
divergent special interests and various contemporary social and economic problems. Participation in the
simulation gives students a particular role to play and allows them to apply information from the
textbook to the problems of a specific (but fictional) school district. Although all the students in the
simulation respond to an identical description of the school district, they do so from the unique
perspective of the group they represent. Role descriptions are designed to build conflict into the
students’ simulation experiences, thus requiring them to apply decision-making and problem-solving
skills to reach their goals.
Average playing time is two hours. The simulation can be played equally well in one 2-hour block of
time or in two 1-hour periods.

Directions for the Teacher/Facilitator


Instruct the students to bring their textbooks to class with them on the day or days the simulation will be
played. The text will be an important aid in planning their strategies; only those strategies congruent
with the ways schools are actually governed and funded should be permissible.
Divide the students into seven groups of at least three persons each. (If there are not enough students in
the class for seven groups, the simulation can be played with five or six groups by eliminating the state
legislature and, if necessary, the state department of education.) Give each student a copy of the
description of the school district and allow everyone time to read through it.
Assign each group a role (e.g., one group as principals, one as parents, etc.) and distribute a role
description to each group. Do not allow a group to see any role description except its own. List the
names of the groups on the board and/or have each group display a name card. Have each group select
one person as chairperson and another as chief negotiator.
Explain that each group has a goal related to the circumstances of its role in the educational system and
the economic and political conditions of Nirvana County and the state. Each group’s goal is specified in
its role description. Groups should not share information about their goal with the other groups unless
they feel it will benefit them to do so. Tell the groups that their objective in the simulation is to devise
and successfully implement a strategy that will meet their goal. They will do this in a series of strategy
and negotiation rounds.
First, groups should decide on a strategy that will enable them to achieve their goals related to school
governing and financing. Each group’s strategy should contain specific steps or plans that will most
likely attain the outcome(s) the group desires. Encourage groups to restrict their plans to a small
number of fairly specific steps or strategies.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-8

A group can demonstrate successful implementation of its plan by obtaining appropriate approvals from
other groups. Each group should identify the two other groups in the class that would be the most
crucial to the successful implementation of its plan. A group will be considered successful in the
simulation if it is able to “sell” its plan to these two groups and obtain the signatures of the two
chairpersons on a paper containing a brief description of the plan.
Each group can endorse and sign only two other groups’ plans. Tell the students that because of this,
they should consider carefully the worthiness and feasibility of the plans presented to them before they
decide to sign.
Once you have explained the instructions to the class and distributed descriptions of the Nirvana
County Schools and of the group roles, facilitate rounds of play as described below.
Round 1 (10 minutes): Each group should work alone to study its role description and goal and to
devise an initial plan. Group members should also select the two groups from which they will seek
signatures and decide how they will negotiate with those groups to sell the ideas in their plan.
Round 2 (5–10 minutes): Negotiation round. The chief negotiator of each group should be sent out to
try to sell the group’s plans. Suggested rules for negotiation: Only one person, the chief negotiator, can
leave each group. A group can give an audience with only one negotiator at a time (you can’t negotiate
with more than one group at once). The chairperson of each group should facilitate negotiation sessions,
but other group members may take part in discussions and ask questions. The host group decides
whether or not it wants to listen to another group’s negotiator and how long the group wants to
negotiate (in other words, you don’t have to negotiate with a particular group if you don’t want to, and
you can decide to ask a negotiator to leave your group at any time). Once the facilitator declares the
negotiation round over, all negotiators must return to their groups immediately.
Round 3 (5–10 minutes): Strategy round. During the strategy round, negotiators should report to their
groups, and the group chairpersons should summarize what the group heard from negotiators who
visited them in round 2. The groups should then decide whether they want to stay with their original
plan or alter it, whether they want to seek support from groups other than the two they originally
identified, and so on. At the end of this round, each group should be ready to pursue its original,
revised, or new plan.
For Remainder of Simulation: Repeat rounds 2 and 3 as many times as needed until one or two groups
have successfully obtained the two necessary signatures (in a two-hour class, it is usually possible to
repeat strategy and negotiation rounds about five times each). If necessary, the simulation can be
stopped after a strategy round and then continued during the next class period. This is preferable to
ending the simulation prematurely. End the simulation with a strategy round in which each group
decides on a brief verbal report of its experiences to share during debriefing. Be sure you leave
adequate time for debriefing, so that students will reflect on and derive meaning from their own and one
another’s experiences.
Debriefing: Facilitate a class discussion in which students describe what went on during the simulation.
Here are some sample questions to guide the discussion: What was the goal of each group? How did
each group plan to achieve its goal? What happened to a group’s plan as it negotiated with the other
groups? How many groups were successful in getting two signatures? How did they achieve this
success? Once students have fully described their experiences in the simulation, turn the discussion to
the relevance of their experiences to the “real world” of governing and financing schools. Were their
experiences realistic (based on information in Chapters 7 and 8)? Why or why not?
Optional: Assign a “Reaction Paper” in which students write briefly about their individual experiences,
thoughts, and feelings during the simulation; explain how they believe the simulation relates to the way
school systems actually operate; and describe any new understandings they gained from playing the
simulation.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-9

Description of the Nirvana County Schools


The Nirvana County School District is one of sixty school districts in the state (the state has county-
based school districts). Nirvana County is predominantly rural. The county seat (population: 20,000) is
its largest community. There are several other small communities in the county.
While the state as a whole ranks in the bottom ten states on most educational indicators, Nirvana
County has one of the best school systems in the state. This is because in the past it has enjoyed a
strong tax base. Over the years, a variety of primary and secondary industries (i.e., mining and
manufacturing) have prospered in the county because of its abundant fossil fuels and river
transportation. Tax levies and bond issues for education have tended to fare well here. As a result, there
are two or three relatively new schools in the county, and its teachers are among the highest paid in the
state. The county’s citizens have always taken pride in the quality of its school system as compared
with other counties in the state.
Times have been tough recently. Many mines and plants have closed down. Unemployment has risen
dramatically. The population is growing older as young residents leave the area in search of work.
While tertiary (service) occupations are still available, the high-paying union jobs to which so many
families had grown accustomed are in short supply. The tax base is shrinking.
The state as a whole is in financial trouble, with many counties in much worse shape than Nirvana.
Tempers are on a short fuse in the state capital, where the executive and legislative branches of the state
government are trying to decide how to best allocate scarce resources and how to generate needed new
funds.
In the midst of the gloomy economic picture, the reputation of Nirvana County Schools is starting to
tarnish. It’s been about ten years since there was a major project (new school, new curriculum, etc.)
around which support could be rallied for the schools. Some of the older, smaller schools need
renovation or replacement. As in many parts of the country, standardized test scores have been falling
recently. There seem to be more students with discipline problems, more with special needs. The
Nirvana County school district’s reputation for quality is slipping.
The county is a moderately small district; it has 10,000 pupils and the following six secondary schools:
School A—1,500 students, grades 10–12
School B—500 students, grades 7–12
School C—400 students, grades 7–12
School D—1,000 students, grades 7–9
School E—500 students, grades 7–9
School F—400 students, grades 7–9
It also has fifteen neighborhood and rural elementary schools (the largest has an enrollment of 800, the
smallest 50).

Group Role Descriptions


State Legislature
The bottom line: there’s not enough money to go around—not even enough to maintain the status quo.
However, you want your constituents to believe that you’re solidly behind progress, particularly in an
area such as education. A special concern of yours is the tremendous inequality in the state’s schools
from county to county. The students in poorer counties of the state simply aren’t getting the same

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-10

educational opportunities as those in the counties with a stronger tax base. Some counties are far behind
others in available resources, teacher salaries, facilities, and student achievement.
Your most pressing concern is how to come up with the money simply to keep the system afloat for
another year. As of now, it looks like there will have to be cuts somewhere in the state’s proposed
educational budget for next year.
Your Goal: To decide how to streamline the state’s educational spending for next year without losing
sight of your long-term goal of equalizing and improving educational opportunities throughout the
state.

State Department of Education


Federal funding and involvement in education are declining, but state funds are in short supply. You
have increasingly attended to the ways in which the state school system can be improved without huge
outlays of money. You have been influenced by the school reform reports that various organizations
and commissions have released in the last few years. You want educational excellence for all the
counties of the state, and you want your state as a whole to rank substantially higher nationally on
educational indicators (test scores, etc.). As a result, you have participated recently in strengthening
requirements for the preparation of teachers in the state, implementing learning objectives for all
subjects and grade levels, and encouraging community involvement in education. Your role is slowly
changing. You are providing fewer services to the counties, but you are taking a more active role in
setting and enforcing policies that affect curriculum and instruction.
Your Goal: To strengthen your growing role as a regulatory agency and to enhance the quality of
education throughout the state so that the state’s national educational reputation is improved.

Central Office
You are the heart of the county school system. Your offices house the superintendent of Nirvana
County Schools (who was hired by the school board), the assistant superintendents, and the support
personnel for the county schools.
Declining test scores and a shrinking budget have you worried. Public sentiment is being aroused
against you, fueled by the bad press schools are getting nationwide. You believe that some sort of
county plan of action is needed to address the quality, efficiency, and cost-effectiveness of Nirvana
County Schools. Despite financial problems and increased policy intervention by the state, you want to
take a proactive rather than a reactive stance; you want to lead the county schools into a brighter future.
You wonder if increased consolidation might not help meet your goals, thus focusing your resources on
a smaller number of higher quality schools. This might help you streamline costs related to both
buildings and personnel. You’re willing to consider other options, but you think major changes of some
kind are needed.
Your Goal: To devise a general plan for the next ten years for Nirvana County Schools that will use
financial resources wisely and improve the quality of education for the county’s students.

State Board
You are elected by the county voters. Like other Nirvana Countians, you would like to see the quality
of education in the county improve. In fact, you’d like to see the county be the state’s leading school
system. You’re aware, however, of the declining test scores, the shrinking tax base, and the uncertainty
of state funds. Given these circumstances, you would settle for maintaining the status quo and
preventing the county’s schools from sliding backward any further. However, you would really like to
see the county schools move forward—if this could be accomplished without angering the taxpayers.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-11

Your Goal: To maintain at least the present level of educational services and to avoid public
controversies that might erode your support among your fellow Nirvana Countians.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-12

Parents
You’ve been reading and hearing a lot lately about the failure of the nation’s schools to adequately
educate our youth. You fear this is true: you certainly weren’t adequately prepared to cope successfully
with the county’s changing economy. Now you hear that standardized test scores in the county are
declining still more. If your children are even less well prepared than you, what kind of future will they
have?
In the past you’ve always supported tax levies and bond issues, but now you’re beginning to wonder
how much good that money actually did. You’ve just about decided that more money and new schools
are not the answer. Your own parents say schools ought to go back to the way they were when they
were young—to emphasize the basics and forget the frills. Maybe they’re right.
You’ve decided that you would like to see a back-to-the-basics, core-subjects curriculum and stricter
discipline in the county’s schools. You want teachers and principals truly to begin to earn their pay.
Your Goal: To strengthen community involvement in the county schools in order to see your point of
view implemented and to avoid any additional tax increases.

Teachers
Your morale is low. Even though you work in one of the highest-paid counties in the state, you don’t
make enough money to support your family comfortably. Teachers in a neighboring state with the same
education and experience as yours earn up to $10,000 a year more than you. You wonder how you are
going to provide your children with a good college education.
Every year it seems there are fewer resources at your school. Last year the school ran out of paper in
March, and you had to buy a case with your own money in order to provide your students with tests and
worksheets. You determined that you are now spending about $200 or more a year on supplies and
resources that you feel the county should provide. You know, however, that both the state and the
county are in financial trouble. There are rumors spreading among teachers, so far unverified, that
salaries and/or benefits are going to be cut for next year, and there may even be layoffs.
You feel you are a competent professional and should be treated like one. You need an increase in
salary. You also need better working conditions so that you have adequate preparation time, plenty of
supplies, and fewer disruptive students in your classes. You don’t feel these are unreasonable
expectations; these are just the basics necessary for you to be as effective as possible in your job.
Beyond these basics, you also dream of a day when teachers will have more say in the management of
schools and the development of curriculum.
Your Goal: To get teacher salaries and benefits increased for next year and to improve your working
conditions.

Copyright © Cengage Learning. All rights reserved.


Chapter 7: Governing and Administering Public Education IM 7-13

Principals
You feel caught in the middle of the county’s growing educational problems. You’ve been taking the
heat from both parents and teachers, and you are expected to implement state and county policies
regardless of how you personally feel about them.
You believe that the county’s declining test scores have come to reflect negatively on your leadership
ability, but so much of your time is occupied with discipline matters and bureaucratic details that you
feel you can’t give adequate attention to instructional leadership.
You wish there weren’t so many people passing off their problems to you, and you wish you had a
greater voice in countywide policy making. You’re also beginning to wonder how secure your job is.
Your Goal: To perform all the functions of your job successfully, to try to improve the instructional
climate of your school, and to maintain good relations with parents, teachers, and county
administrators.

Copyright © Cengage Learning. All rights reserved.


Exploring the Variety of Random
Documents with Different Content
BSP for siege howitzers (from siège et place).
BGC for larger military guns (from gros calibre).
BM for naval ordnance (from marine); a figure is added
to show the size.
Further letters and figures are added to show other particulars
about the powder; D2 means 2 per cent. of diphenylamine has been
added as a stabiliser, or AM8, 8 per cent. of amyl alcohol. The place
and date of manufacture are similarly indicated.
BAELENITE.—A Belgian mining explosive—
I. II.
Ammonium nitrate 85 95
Trinitro-toluene 15 5

Charge limite 0 75
It is authorised for manufacture in, or importation into the United
Kingdom.

*BALLISTITE.—One of the first military smokeless powders,


invented by Nobel. It consisted of about equal parts of nitroglycerine
and soluble nitrocotton incorporated together under water, then
passed repeatedly through rolls and cut into flakes. It was adopted
by a number of Continental powers, but in consequence of the
severe erosion of the guns which it caused, it has been modified or
abandoned. The percentage of nitroglycerine is reduced, and
consequently it is necessary to use a solvent such as acetone. A little
mineral jelly or other stabiliser is sometimes added.
BARATOL.—A mixture of barium nitrate and trinitro-toluene.
BARBARIT.—A German chlorate explosive made at the
Sprengstoff-fabriken Kriewald bei Gleinitz.
Potassium chlorate 90-92
High-boiling petroleum 8-10
The petroleum has a flash point not below 105° C., and commences
to boil not below 242°.
Gelatine-Barbarit has the composition—
Potassium chlorate 80
Trinitro-toluene 10
Liquid mono- and dinitro-toluenes }
10
gelatinised with 5 per cent. collodion cotton}

BARKING POWDER.—A mixture of ammonium perchlorate and


nitrated naphthalene, formerly used in coal mines.
BAUTZENER SICHERHEITSPULVER.—A German coal-mine
explosive containing not less than 70 per cent. of ammonium nitrate,
barium nitrate, and not more than 15 per cent. of trinitro-toluene.
BAVARIT.—A German coal-mine explosive similar to Grisounite.
It contains 90 per cent. of ammonium nitrate together with nitrated
naphthalene; charcoal may be added.
BELLITE is essentially a mixture of ammonium nitrate and
metadinitro-benzene. It has been used extensively as a coal-mine
explosive, and was patented by C. Lamm of Stockholm in 1885. Two
varieties passed the Woolwich Test and were on the old Permitted
List—
No. 1. No. 3.
Ammonium nitrate 83·5 93·5
Dinitro-benzene 16·5 6·5
No. 1 contains just enough oxygen for complete combustion, and
No. 3 contains a large excess of oxygen. To enable the explosive to
pass the Rotherham Test sodium chloride has been added. There
were four varieties on the present Permitted List, but all except the
following, No. 1, have been repealed—
No. 1.
Date of Permit 3-2-16
Ammonium nitrate 63·5
Dinitro-benzene 15
Sodium chloride 16·5
Starch 5

Limit charge 20
Power (swing of ballistic pendulum) 2·74

BENTAL COAL POWDER.—An American coal-mine explosive on


the Permissible List. It is an ammonium nitrate explosive.
BITUMINITE.—There are several coal-mine explosives of this
name on the American Permissible List. Nos. 1, 3, 4 and 8 L.F. are
nitroglycerine explosives. No. 5 is an ammonium nitrate explosive.
BLACK DIAMOND.—There are several coal-mine explosives of
this name on the American Permissible List. Nos. 2A, 3A and 6 L.F.
are nitroglycerine explosives, whereas Nos. 5, 7 and 8 are
ammonium nitrate explosives.
BLACK POWDER is a name for ordinary gunpowder, a mixture
of potassium nitrate, sulphur and charcoal.
BLASTINE is a high explosive having approximately the
composition—
Ammonium perchlorate 60
Sodium nitrate 23
Dinitro-toluene 11
Paraffin wax 6
As the sodium nitrate in the above is not equivalent to the
ammonium perchlorate, part of the chlorine is given off in the form
of the poisonous gas, hydrogen chloride (hydrochloric acid).
BLASTING GELATINE.—Nitroglycerine, stiffened by having
collodion cotton dissolved in it. Discovered by Nobel in 1875. It
contains about—
Nitroglycerine 93
Collodion cotton 7
and also often a fraction of a percentage of calcium or magnesium
carbonate to increase its stability. This is the most powerful of all the
explosives in common use.
BOBBINITE.—The only explosive of the gunpowder class the
use of which is permitted in coal mines in England. In most foreign
countries explosives of this class are not allowed to be used in them
at all. The permission is only temporary, but has been extended to
the end of 1920, and is restricted to mines that are not gassy or
dangerous from coal dust. There are two definitions, but the second
is the one that is generally manufactured apparently—
First. Second.
Potassium nitrate 63·5 65
Charcoal 18·5 20
Sulphur 2 2
Sulphates of ammonium and copper 15 —
Rice or maize starch — 9
Paraffin wax — 3
Moisture 1 1
More than a million pounds of this explosive are used in coal mines
every year. It shatters the coal less than high explosives do.
BOMLIT.—A German potassium perchlorate blasting explosive
made by Wolff et Cie. at Walsrode. It contains also ammonium
nitrate, trinitro-toluene and guncotton. Other ingredients that may
be present are potassium and sodium nitrates, starch meal, vaseline,
naphthalene and other hydrocarbons, charcoal and castor oil.
BRITONITE.—A coal-mine explosive of the Carbonite type,
made by the British Explosives Syndicate, Ltd., Pitsea. The original
composition passed the Woolwich Test and was on the list of
Permitted Explosives, but on the introduction of the Rotherham Test
it became necessary to add ammonium oxalate or sodium chloride.
Nos. 2 and 3 were on the Permitted List, but have now been
repealed.
No. 2. No. 3.
Date of Permit 1-9-13 28-1-15
Nitroglycerine 26 24 24·5
Sodium nitrate — — 28
Potassium nitrate 32·7 30 —
Wood meal 41 38 35·5
Sodium carbonate 0·3 —
Ammonium oxalate — 8 —
Sodium chloride — — 12

Limit charge — 24 24 oz.


Power (swing of ballistic pendulum) — 2·26 2·17”

BROWN POWDER. See COCOA POWDER.


BRUGÈRE’S POWDER consisted of—
Ammonium picrate 54
Potassium nitrate 46
It was stated to give good results in the Chassepôt rifle, but picrate
mixtures are liable to detonate, and are therefore dangerous to use
as propellants.
BULL DOG Gunpowder Pellets were used in coal mines. They
contained the same constituents as Bobbinite, which superseded
them, but in different proportions.
Explosifs C were mixtures of ammonium cresylate with
ammonium or sodium nitrate. They were made in France at one
time, but their manufacture was dropped, as they were more
expensive to make than Grisounite, and no more powerful.
CAHUECIT.—This was invented in the ’seventies of the last
century by R. Cahuc, and was manufactured at Dartford in Kent
under the name of Safety Blasting Powder or Carboazotine. It is still
made in Germany. The ingredients are—
English. German.
Potassium nitrate 64 70
Sulphur flowers 12 12
Lampblack or soot 7 8
Bark or wood pulp 17 10
to which are added a few per cent. of sulphate of iron. The
incorporation is carried out with the assistance of a considerable
quantity of water, which is afterwards evaporated off. The mixing is
not very thorough. The explosive is a comparatively mild one, but is
used sometimes for blasting basalt. In the German explosive the
potassium nitrate may be replaced by the corresponding sodium salt.
AMMONCAHUECIT.—In this explosive the potassium nitrate is
replaced mainly or wholly by ammonium nitrate, and it contains not
more than 15 per cent. of trinitro-toluene or trinitro-naphthalene or
other nitro-body.
The brand labelled “Fram” contains ammonium nitrate, not more
than 25 per cent. of trinitro-toluene gelatinised with 4 per cent.
collodion cotton, wood meal or other vegetable meal and neutral
stable salts. The brand “Indra” is similar, except that it contains also
not more than 10 per cent. potassium nitrate, and the percentage of
trinitro-toluene may be raised to 20.
CAMBRITE is a coal-mine explosive of the Carbonite type made
by Nobels at Ardeer. It consists practically of Nobel Carbonite, to
which 8 per cent. of a cooling agent has been added. Unlike most of
the explosives on the old Permitted List, it passed the Rotherham
Test with practically no alteration—
Cambrite. No. 2.
Date of Permit 1-9-13 1-4-15
Nitroglycerine 23 23
Barium nitrate 4 4
Potassium nitrate 27·5 27·5
Wood meal 37·2 37
Calcium carbonate 0·3 0·5
Ammonium oxalate 8 —
Potassium chloride — 8

Limit charge 30 24 oz.


Power (swing of ballistic pendulum) 1·98 2·00”
Only No. 2 is now on the Permitted List.
CAMERON MINE POWDER.—There are a number of coal-mine
explosives of this name on the American Permissible List. Nos. 1a, 2a
and 2a LF are ammonium nitrate explosives, whereas Nos. 3a and 5a
are nitroglycerine explosives.
*CANNONITE was a smokeless powder made by a firm called
the War and Sporting Smokeless Powder Syndicate, Ltd. It consisted
of about 86 per cent. of nitrocellulose mostly insoluble in ether-
alcohol, and a few per cent. of barium nitrate, together with small
quantities of some of the following: potassium nitrate, charcoal,
lampblack, vaseline, rosin, stearine, dinitro-benzene, trinitro-toluene,
potassium ferro-cyanide, graphite. For shot-guns the powder was of
the forty-two grain type, dense and gelatinised. The rifle powder was
colloidal. These powders were made in the ’nineties of the last
century.
CARBITE D’ABLON is a sort of Carbonite made in France—
Nitroglycerine 26
Potassium nitrate 33
Wood meal or flour 41

CARBOAZOTINE. See CAHUECIT.


CARBO-DYNAMITE was an explosive patented by W. D.
Borland. It differed from ordinary dynamite in that the nitroglycerine
was absorbed in cork charcoal instead of kieselguhr. One part of the
charcoal sufficed to absorb nine parts of nitroglycerine.
CARBONITE (or Karbonit) was one of the earliest and one of
the most successful coal-mine explosives. It was first made by Bichel
and Schmidt at Schlebusch in Germany in 1885, and after some
modifications gave satisfactory results at the Neunkirchen testing
station in 1887. It contains about 26 per cent. of nitroglycerine, 33
per cent. of a nitrate, and 40 per cent. of wood meal or starch flour,
and small quantities of other substances. Nobel Carbonite passed
the Woolwich Test and had the composition—
Nitroglycerine 26
Barium nitrate 4
Potassium nitrate 29
Wood meal 40·5
“Sulphuretted benzol” 0·25
Sodium and calcium carbonates 0·25
The Carbonite made at the works of the Carbonite Syndicate at
Schlebusch, and imported into Great Britain, was practically the
same as this, but they also made another explosive which passed
the Woolwich Test, and contained 35 per cent. of nitroglycerine
gelatinised with nitrocotton, and smaller proportions of nitrates and
wood meal than are given above: this was called Extra-Carbonite.
They have also made explosives to numerous modifications of this
formula for use on the Continent. The essential feature of all of them
is that they contain so much of the combustible constituents, such
as wood meal, that most of the carbon appears in the products of
explosion as carbon monoxide, and the temperature of the gases is
consequently low.
Nobels at Ardeer also made a low freezing explosive in which
part of the nitroglycerine was replaced by a nitro-compound. This
was called Arctic Carbonite—
Nitroglycerine 15·5
Nitro-hydrocarbon 10·5
Potassium nitrate 42
Wood meal 31·7
Calcium carbonate 0·3
Various manufacturers have made explosives of the type of
Carbonite and placed them on the market under different names,
such as Tutol, Kolax, Kohlen-Carbonite, Minite and Colinite. These,
however, do not pass the Rotherham Test for Permitted Explosives,
unless ammonium oxalate or other cooling agent be added, as in the
case of Cambrite, Super-Kolax and Britonite No. 2.
On the Continent, explosives similar to Arctic Carbonite have
been produced under the names Antigel de Sûreté and Ingélite.
There are several Carbonites on the American Permissible List. Of
these Nos. 1 to 4 are in order of diminishing violence: Nos. 5 and 6
are low freezing varieties. There are also a number of other
explosives of the Carbonite type on the List.
Ammonkarbonit is a German coal-mine explosive, containing
about 80 per cent. of ammonium nitrate and 4 per cent. of blasting
gelatine, together with 5 or 10 per cent. of potassium nitrate, and a
combustible such as flour, starch or coal dust. Sodium or potassium
chloride may be added as a cooling agent. It has been used for
blasting clay.
Gelatine-Karbonit is a Carbonite containing ammonium nitrate,
and a considerable proportion of nitroglycerine gelatinised with
collodion cotton.
Halokarbonit is similar to Ammonkarbonit, except that a
considerable proportion of the ammonium nitrate is replaced by
other nitrates.
CARLSONITE was the first ammonium perchlorate explosive
submitted to H.M. Inspectors of Explosives. It was proposed in 1898
by Carlson of Stockholm, and some of the mixtures were reported on
favourably, but no licence was ever taken out in the United Kingdom
for this explosive.
C.E. (Composition Exploding) is the same as Tetryl.
CELTITE was a coal-mine explosive made by Dr. R. Nahnsen &
Co., Hamburg, and formerly permitted for use in British coal mines,
having passed the Woolwich Test.
Nitroglycerine 57
Nitrocotton 3
Potassium nitrate 19
Wood meal 9
Ammonium oxalate 12
It was also called Zeltit.
*CENTRALITE is not an explosive, but is a name given to a
substance which has been used to modify the surface of smokeless
powder, and make it burn progressively. The substance is dimethyl-
diphenyl-urea. (See Brit. Pat. 29,882 of 1909.) It acts also as a
stabiliser.
CHEDDITE is a chlorate explosive which has been rendered less
sensitive by having the particles of chlorate coated with castor oil or
paraffin wax. It is manufactured by the French Government at the
Vonges Powder Works, and has also been made in other countries.
The two types that have been most used in France are—
O2 or No. 4. O5 or No. 1.
Potassium chlorate 79 —
Sodium chlorate — 79
Castor oil 5 5
Mononitro-naphthalene 1 —
Dinitro-toluene 15 16
*CHEESA STICKS are sticks of cordite coated with powdered
ammonium oxalate and shellac. They are used in South Africa as
fuses for blasting charges. They are authorised in England only for
manufacture and immediate export.
*CHILWORTH SMOKELESS POWDER. See C.S.P.
*CHILWORTH SPECIAL POWDER. See AMIDE POWDER.
CHLORATIT is an Austrian explosive, which was permitted for
use in coal mines during the War.
CHLORATZIT.—A German explosive containing potassium
chlorate or perchlorate, aromatic nitro-bodies, resins and
carbohydrates. For use in coal mines neutral salts are added as
cooling agents, and the name then has WETTER or KOHLEN
prefixed to it.
CHROMAMONIT was a coal-mine explosive formerly made in
Germany—
Ammonium nitrate 63·25
Potassium nitrate 17·5
Collodion cotton 9·25
Chromium ammonium alum 9·5
Vaseline 0·5

*CLERMONITE.—A Belgian shot-gun powder made by the


Cooppal Co. It is a 40-grain fibrous powder of the bulk type and
coloured green.
CLIFFITE was a coal-mine explosive made by Curtis’s and
Harvey, and formerly on the Permitted List—
Nitroglycerine 47
Collodion cotton 3
Starch 50

SUPER-CLIFFITE differs considerably from this. There are two


formulæ which have passed the Rotherham Test, but only No. 2 is
still on the Permitted List—
No. 1. No. 2.
Date of Permit 21-9-16 21-9-16
Nitroglycerine 9·5 9·5
Collodion cotton 0·5 0·5
Ammonium nitrate 59 59·5
Wood meal 6 6
Sodium chloride 15 19·5
Ammonium oxalate 10 5

Limit charge 26 30 oz.


Power (swing of ballistic pendulum) 2·53 2·53”

CLYDITE was a coal-mine explosive formerly made by Nobels at


Ardeer. It was similar to Nobel Carbonite, but the potassium nitrate
was replaced by the barium salt, and it might contain up to 8 per
cent. of ammonium oxalate.
COALITE.—There is a series of coal-mine explosives of this
name on the American Permissible List. Varieties X, 3X, and 3XC are
ammonium nitrate explosives; whereas 1, 2D, 2DL and 2MLF are
nitroglycerine explosives.
COAL SPECIAL are American coal-mine explosives on the
Permissible List. They are all nitroglycerine explosives.
COCOA POWDER or Brown Powder was a variety of gunpowder
made with a brown charcoal prepared from straw—
Potassium nitrate 79
Sulphur 3
Straw charcoal 18
It was compressed to a density of 1·8 into prisms or grains of
considerable size, and was used in guns of large calibre. E.X.E. and
S.B.C. were special varieties of this.
COLINIT ANTIGRISOUTEUSE.—A Belgian coal-mine explosive
of the Carbonite type. The ordinary formula is practically the same
as that of Kohlencarbonite and Minerite. Type B consists of—
Blasting gelatine 26
Potassium perchlorate 6
Ammonium nitrate 20
Trinitro-toluene 12
Rye flour and cellulose 29
Magnesium sulphate 7

COLLIER POWDER.—There are a number of coal-mine


explosives of this name on the American Permissible List. Varieties
BNF, KN, X, XLF, 5, 5LF, 5 Special, 9, 11, and 11LF are ammonium
nitrate explosives whereas 2 and 6LF are nitroglycerine explosives.
COLLODION COTTON is a variety of nitrocotton of low
nitration, almost completely soluble in a mixture of ether and
alcohol. It contains not more than 12·3 per cent. of nitrogen. It also
dissolves in nitroglycerine and liquid nitro-compounds, rendering
them gelatinous and so preventing their exudation.
*COOPPAL’S POWDER.—A Belgian smokeless shot-gun
powder. Formerly it was much the same as Schultze Powder,
consisting of nitrolignin carefully purified, and mixed with nitrates
with or without the addition of starch. The following analyses were
published in “Arms and Explosives” for July 1917—
No. 1. No. 2.
1892. 1900.
Fibrous Gelatinised
42-grain 30-grain
bulk. dense.
Nitrocellulose, insoluble 13·0 71·1
” soluble 60·5 20·1
Metallic nitrates 21·3 2·0
Shellac 3·2 —
Nitro-hydrocarbons — 5·5
Moisture 2·0 1·3

CORDITE is the principal smokeless powder of the British


Services. It was originally adopted in 1888, and is made by mixing
nitroglycerine with guncotton and mineral jelly (a sort of crude
vaseline), and incorporating them together with the aid of acetone,
which gelatinises the guncotton. In consequence of the severe
erosion of the guns experienced during the South African War the
proportions were altered, some of the nitroglycerine being replaced
by guncotton. The propellant thus “modified” is called Cordite M.D.,
whereas that of the original composition is Cordite Mk.I. Both are
still in use, especially M.D.—
Mk. I. M.D.
Guncotton 37 65
Nitroglycerine 58 30
Mineral jelly 5 5
During the great European War a further variety was introduced to
extend the basis of supply of solvents. This is called Cordite R.D.B.
(Research Department B), and contains a nitrocotton of
comparatively low nitration that can be gelatinised by means of a
mixture of ether and alcohol—
Nitrocotton 52
Nitroglycerine 42
Mineral jelly 6
It is designed to give about the same ballistics as Cordite M.D. A
further letter is sometimes added to show the form of the powder.
Thus Cordite M.D.T. is M.D. pressed into tubes; S. stands for strip.
The size is indicated by a numeral, which shows the diameter in
hundredths of an inch of the die through which it has been pressed.
In the case of tubular powder both the external and internal
diameters are given approximately: e. g. Cordite M.D.T. 5-2.
Poudre blanche CORNIL.—A Belgian coal-mine explosive
containing ammonium nitrate, potassium or sodium nitrate, dinitro-
naphthalene and lead chromate, with or without the addition of
ammonium chloride.
CORNISH POWDER.—A coal-mine explosive which passed the
Woolwich Test and was formerly on the Permitted List, made by the
National Explosives Co., Ltd.—
Nitroglycerine 55
Nitrocotton 3
Potassium nitrate 18
Wood meal 7
Magnesium sulphate 17

CORONITE was a coal-mine explosive of the Carbonite type,


which was on the Permitted List at one time. It had also been called
Permittite.
Picric acid has been called by this name in Sweden.
See also KORONIT.

COSILIT.—A German coal-mine explosive of the Carbonite type


made by Nahnsen. A published analysis gives its composition as—
Nitroglycerine 30
Sodium nitrate 22·3
Vegetable meal 40·5
Sodium chloride 7·2

COTTON POWDER. See TONITE, also CP.


CP1 and CP2 are varieties of nitrocotton (Coton Poudre) made in
France, principally for the manufacture of Poudre B and other
smokeless powders. CP1 is a guncotton containing about 13 per
cent. of nitrogen, and only about 10 per cent. of matter soluble in
ether-alcohol. CP2 is almost completely soluble in ether-alcohol, and
contains about 12 per cent. of nitrogen.
CRÉSYLITE.—A French high explosive used for filling shell and
other military purposes. Crésylite 60/40 consists of picric acid and
nitrated cresol in about the proportions of 40 of the former to 60 of
the latter. It melts below the temperature of boiling water. The
nitrated cresol consists largely of trinitro-metacresol.
Crésylite No. 2 is simply crude trinitro-meta-cresol.
CRONITE is an American coal-mine explosive. There are two
varieties on the Permissible List, Nos. 1 and 5, both of which are
ammonium nitrate explosives.
*CRYSTAL is a smokeless shot-gun powder made by Curtis’s
and Harvey. It is a non-solvent powder for cheap loading, and the
charge is thirty-three grains.
C.S.P.2 (Chilworth Smokeless Powder, No. 2) is a modification of
Cordite, containing a little sodium bicarbonate as a stabiliser. It is
stated to have been adopted by the Brazilian navy (see
“Engineering” for August 18, 1911, p. 237) and other powers.
CUGNITE.—A French blasting explosive manufactured by the
Société Française des Explosifs—
Nitroglycerine 27
Nitrocotton 0·7
Ammonium nitrate 30
Sodium nitrate 30
Wood meal 11
Barium sulphate 1·3

CURTISITE.—A coal-mine explosive of the Grisounite class


made by Curtis’s and Harvey. It was formerly on the Permitted List—
Ammonium nitrate 88
Trinitro-toluene 8
Mononitro-naphthalene 4

SUPER-CURTISITE was a modification of the above to enable


it to pass the Rotherham Test—
Date of Permit 7-4-14
Ammonium nitrate 38·5
Potassium nitrate 29·5
Trinitro-toluene 10
Ammonium chloride 22

Limit charge 16 oz.


Power (swing of ballistic pendulum) 2·71”
The permit has been repealed.

DAHMENITE is an ammonium nitrate explosive which has been


used to a considerable extent in Germany. One variety known as
Dahmenite A, made by De Gezamenlijke Buskruidmakers van Noord-
Holland, was formerly on the British Permitted List for use in
dangerous coal mines—
Ammonium nitrate 92·5
Naphthalene 5·5
Potassium bichromate 2
Ordinary Dahmenite contains up to 15 per cent. of potassium nitrate
instead of bichromate, and has been used for blasting clay. Some
varieties contain curcuma meal and other constituents. The following
are some examples—
Gesteins-
No. 76.
Dahmenit.
Ammonium nitrate 84·5 71·5
Potassium bichromate 2·5 0·5
Curcuma meal 12 6·25
Dinitro-benzene 1 —
Trinitro-toluene — 12
Sodium chloride — 9·75
Gelatine
Dahmenit.
Ammonium nitrate 82
Sodium nitrate 5·5
Potassium nitrate 2
Dinitro-glycerine 27·4
Nitrocotton 0·6
Naphthalene 0·5
Trinitro-toluene 4·5
Alkali chloride 27·5

Neu-Dahmenit.
B
Ammonium nitrate 68 65
Potassium nitrate 2 2
Vegetable meal 2·5 0·5
Coke 2 7
Trinitro-toluene 10 8
Alkali chloride 15·5 17·5

DENABY POWDER.—There was formerly a blasting explosive of


this name, consisting of a compressed mixture of Securite and
charcoal—
Potassium and barium nitrates 73·2
Dinitro-benzene 21·5
Nitrocotton and charcoal 5·1
Moisture 0·2
In 1914 a coal-mine explosive was introduced under the same name
and passed the Rotherham Test—
Date of Permit 13-5-14
Ammonium nitrate 34
Potassium nitrate 33·5
Trinitro-toluene 13
Ammonium chloride 19·5

Limit charge 18 oz.


Power (swing of ballistic pendulum) 2·74”
It is made by British Westfalite, Ltd.
DENSITE.—A Belgian blasting explosive containing one or more
of the following nitrates: ammonium, strontium, sodium, potassium;
also trinitro-toluene, and sometimes dinitro-toluene and ammonium
chloride. This explosive is practically the same as Nitralite. Varieties
have been made for use in coal mines.
See also Nitro-densite.
DETONIT V.—A German coal-mine explosive containing
ammonium nitrate, charcoal, vegetable meal, neutral salts, and not
more than 4 per cent. of blasting gelatine.
DETONITE SPECIAL is an American coal-mine explosive on the
Permissible List. It contains ammonium nitrate.
DOMINITE.—A coal-mine explosive made by the Westphalia
Anhalt Explosives Co. in Germany, and formerly on the British
Permitted List—
Nitroglycerine 59·3
Nitrocotton 4
Paraffin oil 0·7
Ammonium oxalate 8·5
Potassium nitrate 18·5
Potassium chloride 4
Wood meal 5

DOMINIT XI.—A German blasting explosive containing


ammonium nitrate, dinitro-toluene, glycerine, and not more than 4
per cent. of blasting gelatine.
DOMINIT XVIII, which has been introduced recently, contains
up to 10 per cent. of potassium perchlorate, and is practically the
same as Astralit V.
DONARIT is a German blasting explosive of the Grisoutine type
made by the Carbonite Co. of Hamburg. As a standard for the
sensitiveness of ammonium nitrate explosives, the Imperial German
Railway Commission use Donarit of the composition—
Ammonium nitrate 80
Trinitro-toluene 12
Rye flour 4
Nitroglycerine 4
and this may be taken as the usual composition of the explosive, but
the nitroglycerine is sometimes gelatinised with collodion cotton.
DONARIT A contains up to 16 per cent. of aluminium powder
and no nitroglycerine.
DONARIT V, which has been introduced recently, contains up to
10 per cent. of potassium perchlorate, and is practically the same as
Astralit V.
Wetter-Donarit contains also sodium chloride or other cooling
agent.
Gelatine-Donarit contains up to 20 per cent. of dinitro-chlorhydrin
gelatinised with collodion cotton, in addition to the constituents of
Donarit, and may also contain sodium nitrate.
DORFIT is a German coal-mine explosive made by the firm of
Allendorf—
I. II. Gesteins.
Ammonium nitrate 65 61 66
Potassium nitrate 5 5 5
Trinitro-toluene 6 15 15
Flour 4 4 4
Sodium chloride 20 15 10
ALDORFIT is a simpler mixture intended for use where there is
no danger of fire-damp—
Ammonium nitrate 81
Trinitro-toluene 17
Flour 2
It is authorised in Great Britain.

PERDORFIT contains not more than 52 per cent. of potassium


perchlorate, sodium and ammonium nitrates, not more than 29 per
cent. of trinitro-toluene and vegetable meal or gums.

DRAGONITE.—A coal-mine explosive made by Curtis’s and


Harvey, formerly on the Permitted List—
Nitroglycerine 35·5
Nitrocotton 2·5
Potassium nitrate 44·5
Vaseline 5·5
Wood meal and charcoal 12

DREADNOUGHT POWDER.—A coal-mine explosive made by


Roburite and Ammonal, Ltd., for a time on the Permitted List—
Date of Permit 1-9-13

You might also like