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Summer HEAT 2006 Offers Professional Development Opportunities for Teachers in Miami

February 25, 2010 College Preparedness No Comments

An Overview of Summer Heat 2006

Miami Schools are offering a range of summer professional development courses for its public school teachers and administrators in order to help teachers meet federal requirements and learn new methods and approaches to teaching. Teachers are eligible to take one Summer Heat course. These courses will be offered during June and July. Most courses last about a week and meet from 8:15 AM to 3:15 PM daily.

The teacher must attend every day of the session in order to receive Master Plan Points. The Miami – Dade County School District’s Master Plan Points Program help teachers earn the graduate level credits that they need to meet the Highly Qualified Teacher Status outlined by the No Child Left Behind Act. Six Master Plan Points per day are awarded for all the courses with the exception of those that grant actual college credit.

Professional Development for Teachers

Miami – Dade County School District teachers benefit from a range of courses that help focus their teaching on special at – risk groups as well as providing instruction in key subject areas. Many courses focus on the needs of children with Limited English Proficiency. These courses help teachers improve literacy of Limited English Proficiency students as well as learn culturally sensitive techniques for including such children in the general classroom. Other special groups include children with autism and children with behavioral problems.

In addition to these special groups, Miami – Dade County School District teachers have the opportunity to enrich their teaching of various core subjects. Courses abound in all aspects of literacy and mathematics as well as science, the arts, and social studies. Both elementary and secondary education is covered, including preparation for teaching the Advanced Placement (AP) Examinations at the secondary school level. On the other end of the spectrum, special attention is also given to the design and implementation of Pre – Kindergarten curriculum. Miami – Dade County School District teachers are also given the opportunity to explore general instructional methods to promote leadership in the classroom, including the Continuous Improvement Model (CIM), Object – Based Learning, and many others.

Professional Development for Administrators

Miami – Dade County School District administrators also benefit from the Summer Heat course offerings. Principals, Principal Trainees, and other support staff have opportunities to learn how to improve their own performance and to help motivate the teachers on their staffs. The Principal Preparation Program runs courses for Principal Trainee both in their first and second year of training. Several meetings of the Assistant Principal Academy are scheduled to help teachers make the transition to administrative roles. In addition, the role of the school psychologist and the teacher – counselor are also explored in various course offerings. The School Support Team also has a variety of courses to choose form in learning how to implement school reform.

University and Community Partnerships

Miami – Dade County School District teachers and administrators rely on the support of many university and community partners. Courses take place at many Miami – Dade County area schools in addition to universities and private businesses. Barry University, the University of Miami, the University of South Florida, and Florida International University all offer their campuses for professional development courses. The Miami Lakes Educational Center also plays a vital role in providing a location for Miami – Dade County School District teachers and administrators to meet and share ideas.

Stacy Andell is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. Stacy has a nose for research and writes stimulating news and views on school issues. For more information visit schoolsk-12.com/Florida/Miami/index.html Miami Schools

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Ten Tips to Teaching Middle School

February 23, 2010 College Preparedness No Comments

I can not tell you how many teachers have began their career teaching Middle School and quickly started looking for a new occupation. Believe me when I tell you that if you are not prepared for the job they will eat you alive on the first week of school.

If teaching is your occupation, and you are teaching Middle School, I hope you are ready to teach teenagers and not beat yourself up about teaching Math, Science, English, Literature, or Social Studies. I get very up set when I ask a fellow teacher what they are going to teach and they tell me they are going to teach Math. This brings me to the first of the ten tips I plan to share with you as you begin a new year teaching Middle School Students.

Ten tips:

1. Never forget that you are teaching teens. If someone asks you what you teach, you tell them that you teach an awesome group of over achievers known as teens.

2. Do not try to be their friend. Many moms’ and dads’ have tried this. It did not work for them and it will not work for you.

3. Do not make over three class-room rules.

4. Find out what each of your students enjoys doing. Get to know what they are interested in. When you see them in the hall speak to them about things that they enjoy.

5. Seldom raise your voice. If they are out of control and you are yelling, then we really have a problem. The louder you get the louder they will get. Yelling is irrational behavior.

6. Start teaching immediately. It is a good idea to have a sponge on the board so that they will begin work as soon as they come in to class. Many problems are a result of not knowing what they are suppose to be doing.

7. It is a proven fact that students learn the most in the first ten minutes and last ten minutes of teaching. Do not waste that time. Teach the most important concepts of your lesson during this time.

8. If you find that a student has trouble behaving… do not put him or her in the front row. This enables every student to be entertained by them.

9. If you must reprimand a student do it in private. No one likes to be reprimanded in front of the whole class. I promise you it will cause you problems if you reprimand in front of everyone.

10. Do not sweat the small stuff and quit looking for what the student is doing wrong. You are not a policeman. It seems like some teachers think their only job is telling students what they can not do.

I could give you thousands of other tips and I will add to this list at a later date. I would like to close with one last thought that should make you think. What do we do when little Johnny can not read? We teach him to read. What do we do when he can not do math? We teach him how to do math. When he can not do science or social studies…. we teach. So the big question is: WHAT DO WE DO WHEN HE DOES NOT KNOW HOW TO BEHAVE? If you have told the truth, you said that you discipline him. I say we need to do what we do when he does not know how to read or write. When he does not know how to behave we need to teach him!

Hopefully these ten tips will help you as you prepare for the best year of teaching teens that you have ever had. Keep in mind, you are a teacher. You are not a policeman and you are not a friend. You must truly care about increasing their knowledge and enabling them to be the person they are meant to be.

Bob Roach Father of one and middle school teacher of literally thousands over the past thirty years. To find out more parenting tipswrite me at: mailto:rproach@yahoo.com rproach@yahoo.com

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Making the Most of Your Summer

February 20, 2010 College Preparedness No Comments

At last, summer is here! After a school year full of hard work, you can
finally put away your books, break out your bikinis, and soak up the
sunshine. This is not only what you deserve but in fact what you need: If
you have been working to your maximum level during the school year,
you owe your body about two weeks off during the summer for a real
break. Go ahead and pursue your favorite pastime, relax, sleep, and
reflect on the past year and the year to come. Do not, however, get too
used to your life of leisure! From a college admissions standpoint, it’s
important to be productive during your summer months. Working is
looked upon favorably by the more selective colleges; working on your
tan is not.

It is important to understand that when it comes time to apply to schools
in the fall, you will be competing for admission against a wealth of other
students who made the most of their summers by strengthening their
talents and skills and/or making up in some way for their weaknesses.
Ideally, you have already found something to do for the summer, but if
not, here are some summer suggestions.

For the summer after ninth grade, summer school can be a great idea,
particularly if you want to get ahead in your curriculum. For example,
rising sophomores in the past have used their summers to skip ahead in
their math track, some by taking a class that prepares them for an
honors or advanced level course, others by taking an intensive math
course that spans at least six weeks of the summer. Other students
have chosen to use their summers to take composition or creative
writing courses to strengthen their writing skills.

For the summer after tenth grade, you might want to try participating in a
program designed to strengthen one of your main talents. For example,
if you’re interested in engineering, you could try a program that teaches
students to design their own autonomous robots, such as Carnegie
Mellon West’s seven-week RoboCamp. Students who are artistically
inclined may want to try Northwestern’s National High School Institutes
(colloquially known as “Cherubs”), during which students who excel in
music, theater, journalism, film, debate and/or forensics hone their
talents through intensive workshops in their areas of interest. Another
great opportunity for prospective film students is through University of
Southern California’s Summer Seminars, where students can study
either screenwriting, the business and technology of film, or basic
animation techniques.

The summer after tenth grade also might be used to go away on a
program abroad. Two great resources for finding abroad programs are
www.goabroad.com and www.studyabroad.com, where you can punch
in specific countries and interests and find hundreds of excellent
programs that are off the beaten track. I recommend committing to a
program of at least six weeks: A true cultural immersion will usually take
more than a month, and it will take two weeks just to get over your jet
lag! Also, try to travel to a country where the residents speak the foreign
language you’re taking in school. In order to make the most of your
experience, try and stay away from programs with too many other
Americans, and try to devote yourself to one place for the entire stay.
For example, if you’re taking Spanish in school, it’s best to go to Mexico
or a Central or Latin American country rather than Spain, which is often
teeming with Americans. Also, in cities such as Barcelona, the
language of choice is Catalan as opposed to Spanish.

The summer after eleventh grade is a good time to try and find an
internship or other type of employment experience in one of your fields
of interest. If you’re interested in a sports-related career, let’s say, this is
an excellent summer to work for a sports agency or a sports channel
such as ESPN. To see the sports world from a different angle, you might
even want to try working in a law firm that has a history of representing
athletes. Not only would you gain valuable experience that would give
you a leg up on even the average college student, you might find a new
translation of your passion for sports.

Remember, nepotism is not looked upon favorably, so make sure your
work experience is aligned with your interests and not with your parents’
careers. After all, you are not just spending the summer in Dad’s office;
this should be made clear to the colleges. Likewise, if you’re holding
down a job or internship, the ideal amount of time to do this is for about
eight weeks. Given that the typical summer is twelve weeks long, you’ll
still have several weeks for relaxation and, of course, working on
college applications. IvyWise students in the past have interned in the
office of Senator Hillary Clinton, conducted original cancer research at
hospitals alongside professors, reported for major and local
newspapers, and interned at a variety of companies ranging from law
firms to Goldman Sachs.

If you’re a serious athlete with the chance of being recruited for your
sport in college, you will likely be spending the majority of your summers
on the field or in the gym, where coaches will get a chance to watch you
play. Sports camps and workshops are great for serious student
athletes; this is the path you must pursue to achieve entry into college-
level athletics.

Before you leave for summer break, I also recommend asking your
school for next year’s reading list for English and history. Beginning
your reading early is a great way to get a jump start on next year’s
homework. Also, starting your reading list during the summer will help
you gain a deeper understanding of the assigned material: When you
revisit your summer reading during the school year, you will be familiar
with the basic story and will therefore be equipped to conduct a better
analysis of the text. Also, if you choose to remain in your hometown
during the summer, colleges will love to see you continuing your school
year community service activities through the summer months.

Summer don’ts:

#1: CAMP. Unless you are a focused athlete and you are attending a
sports camp, sleepaway camp and camping trips should end before the
summer before ninth grade. The only exception to this rule is if a
student has the opportunity to take on a leadership role such as a CIT,
and even then, the summer before ninth grade should be the last year at
camp. Colleges are not looking for experts in the arts of s’more-making
and Spin the Bottle!

#2: TEEN TOURS. It may sound great to travel around the country with
a busload of other kids in your age group for a couple of weeks, and
while it’s true that you would get to sample the cuisine of many different
McDonald’s locations across the country, this will not help you get into
college. On a teen tour, students can never get to know one place well,
and it’s likely that they will be with students like themselves and will
therefore not get the opportunity to stretch. Teen tours are so organized
and scheduled that it’s nearly impossible for any one student to make an
impact in his or her community. Students should make sure that
whatever they do over the summer, they are somehow making an
impact, whether it be on an organization, a favorite cause, or a foreign or
local community.

#3: “IMMERSION” TRIPS. Any so-called cultural immersion trip that
lasts three weeks or less, particularly those of the Putney or ASA brand,
is not a wise use of summer time. These trips break up a student’s
summer and take the place of an in-depth program; they are vacations
rather than commitments and are not something to add to a college brag
sheet. Again, students should choose a program off the beaten track
that lasts for a minimum of six weeks so they have the opportunity to
grow and to make an impact.

#4: SUMMER SAT PREP. If you’re a rising junior, the summer is not the
best time to start preparing for your standardized tests. Sure, working on
vocabulary a few hours a week can never hurt, but devoting chunks of
your day to SAT tutoring or a class will only take the place of an activity
that you can put on your brag sheet. Furthermore, you are likely to
forget a lot of what you learn during the summer; you will absorb far
more during the year, when you are in “school mode.”

On a final note, when you are setting aside your personal time, make
sure you allow yourself time to have fun! As high school progresses, the
courses inevitably get harder and your workload will increases—it’s
important to use your summer break to unwind and reflect. While there
are always weekends during the school year, there’s nothing like a
sunny Wednesday on the beach, so please, make the most of your
freedom while you can! Have a great summer, and we’re looking
forward to hearing your stories.

Katherine Cohen is a college counselor at IvyWise, LLC,
ivywise.com ivywise.com

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Give the Gift of Education

February 17, 2010 College Preparedness No Comments

We’ve all had a special teacher in our lives. Maybe she helped you understand a tricky mathematical concept. Perhaps she inspired you to speak fluent French. Or maybe she just took the time to listen and be a friend, believing you were special enough to merit the attention. Whatever the circumstances, the fact is that this teacher made a difference in your childhood or teenage years. By earning your education degree, you can be that memorable teacher for someone else.

Opportunities
In the United States, there is a need for professionals with education training. According to the U.S. Bureau of Labor Statistics, in 2004, the education services industry was the second largest industry in the economy, providing jobs for about 13 million workers. And, wage and salary employment growth of 17 percent is expected in the education services industry over the 2004-2014 period, higher than the 14 percent increase projected for all industries combined.

Once you have the proper education training (including a bachelor’s degree and a teaching license), numerous teaching opportunities are available. In fact, teachers account for almost half of all workers in the education industry.

Career Options
Become a preschool, kindergarten, or elementary school teacher and help shape the development of children. You’ll be responsible for their formal introduction to math, language, science, and social studies. But don’t stress — at this education level, you can have lots of fun with your lesson plans, using games, art, music, and computers to teach basic skills.

If you prefer to provide more in-depth instruction to older kids, an education degree for middle or high school teaching is your best bet. The fun part about teaching on this level is working in one specific subject in which you excel, rather than providing an overview of all subjects. You can teach anything from English, math, or history, to auto mechanics, business education, or computer repair. You can also supervise extracurricular activities or coach a sports team.

Do you have a heart for students with special needs? Special education might be the way to go. These teachers work with students who have a variety of learning and physical disabilities. With a special education degree, you can work in a traditional school and provide resource room and one-on-one assistance, or you can work in a special education school that serves students with more severe disabilities. With special education training, you’ll learn how to accommodate students’ individual needs, and help students develop the social skills needed to thrive in society.

To find college and career schools near you, surf collegebound.net/clickcount.php?id=6963920&goto= collegesurfing.com/ce/search CollegeSurfing.com.

© Copyright 2007
The CollegeBound Network
All Rights Reserved

Robyn Tellefsen is a frequent contributor to The CollegeBound Network. Learn more about collegesurfing.com finding a school or career that’s right for you!

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Lose That Gringo Accent!

When North Americans (a.k.a. Gringos) learn Spanish there is a peculiar accent that distinguishes them from most European or native speakers. For the most part, that’s OK, and people still understand and generally don’t mind.

However, if you’re like me then you don’t just want to learn Spanish, you want to learn it well. This includes proper pronunciation. You don’t have to wait until you master the grammar and vocabulary to learn to enunciate like a local. Right from the very start you can, and should, get into the habit of proper articulation. Actually, the beginning is the best time to do it. If you wait too long and develop bad habits, these will be much harder to break as time goes on.

So what is the secret to losing the “gringo” accent? There is no quick and easy way. To illustrate, imagine yourself using certain muscles for the first time in completely new and different movements. At the start they hurt, but with time and practice they start working with your body the same as the other muscles do. The same thing happens with learning a new language: you are training your ears, mind, and mouth (with it’s various muscles) to work in unison in a new way of speaking. The following tips will help you get a jump-start on greatly improving your accent.

1. Train Your Ears

To start, one has to train his or her ears to the sound of Spanish as spoken by locals.
This training can be carried out by carefully listening to recordings such as music, radio, television, movies, books on CD, and other media. Pausing the recorded media, if possible, at certain points and trying to repeat a small passage, phrase, or word, as closely as possible to the recorded voice. Practice this consistently and immerse yourself in listening to authentic native speakers and singers. Even when you can’t concentrate put the recording (whether it’s music CD, TV show, movie, etc.) in the background. It is amazing what the brain can pick up, especially when it is relaxed. “Learn Spanish” lessons are great in this respect; especially if they come with a CD you can play in your car or home sound system.

2. Let yourself be corrected

If you have friends that are native Spanish speakers then have them correct your errors in enunciation. Ask them for help. As soon as you’re corrected, repeat the word or phrase as close as you can to the correction made by your friend. Again, consistency in practice is essential. Don’t let your friends feel bad for correcting you nor get into the habit of letting you slip with mistakes because they can “still understand you”. Remember what your goal is: lose that gringo accent.

3. Learn the alphabet well

The beauty of Spanish is not only its pleasing, almost melodic (or poetic), sound, but in its consistent sounds. This makes for faster learning of the alphabet and developing reading skills. People generally tend to learn to read Spanish coherently long before they develop their comprehension. So learn the pronunciation of each individual letter in the alphabet and learn it’s sound in written words.

4. Learn to say the vowels and diphthongs

Generally, the areas where English-speaking people give away their accent is in their pronunciation of the vowels and diphthongs. They get close, but that English accent creeps in there.
Vowels are a, e, i, o, u, and diphthongs are vowel combinations such as ae, ia, ei, oi, etc.

The sounds are always the same, unlike in English where they change depending on words and accompanying letters. For example, “i” is always pronounced “ee”, as in “seen” not as in “sin”. (Did you notice the difference? Keep saying both words until you do.) By being consistent in enunciating the vowels, such as “i” in this example, across all the words, your accent will become less pronounced. Also, when vowels are combined (i.e. diphthongs) they create a unified sound. Therefore, “ia” becomes “yah”, not “ee-ah”, “ei” becomes “eyh” not “eh-ee”, “oi” is “ohy” not “oh-ee”, as in “green police” and so on.

5. Learn to roll your R’s and double-R’s

Another dead give-away of the Anglo (or gringo) accent is the inability to roll your R’s. This is where most European students of Spanish have an advantage over North American students. In most European languages the R’s are already rolled but not so in English, unless you’re from Scotland or Ireland.

Have you heard of this popular joke: “What did a Scotsman say to his wife? – Answer: Honey, I love the way you roll your R’s.” If you can say this joke with a Scottish (or Irish) accent then it’s pretty funny (R’s sounds like another word).

Anyways, the point is this: how can you learn to roll your R’s? It’s difficult to do so if all your life you’ve never rolled them. Neither is it easy to explain. However, hope is not lost and many have learned to roll their R’s. We will try the best we can to help you get the basics of it.

To roll the letter R, you enunciate it with your tongue at the front of your mouth, as opposed to the back as with English. So, your tongue is at or near the front of the mouth, at the top, relaxed, slightly bent. Then extra burst of air should make it vibrate and when you use your vocal cords, you should be producing the rolled “r”. As you force air between your tongue and the top roof of your mouth, tense the tongue slightly. Keep practicing it by trying to imitate a motor engine. The double-R is the same sound, but little longer, approximately twice as long as the single R.

6. Practice Practice Practice

Put what you learn in practice as soon as possible, right away, in fact. Learning a new language is like learning to play a musical instrument. In order to learn a musical instrument a person has to practice playing it every day for at least 20 minutes. You can say the same for learning a new language. Practice reading it out loud everyday for at least that long. Speak as often as possible in Spanish. Use the words you have learned in conversation, even if you have to resort to English words in order to make your sentences complete.

In review, to improve your pronunciation, enunciation (and to help you lose that gringo accent) put into practice these 6 points:

1. Train your ears by listening to native Spanish conversations, music, etc., daily.
2. Let yourself be corrected when you make errors and encourage those who are fluent to correct you.
3. Learn the sound of each letter in the Spanish alphabet.
4. Focus on hitting the vowels and diphthongs “dead-on” in your pronunciation.
5. Learn to roll your R’s.
6. Practice everyday by reading out loud and speaking for at least 20 minutes.

In time you will find yourself more comfortable, more confident, and more articulate in speaking Spanish.

This article is courtesy of Spanish2Go.com. Visit this link for spanish2go.com/ free spanish lessons online or to subscribe to the spanish2go.com/support/email_lessons/ free spanish email lessons.

spanish2go.com/ Spanish2Go has been providing free online Spanish lessons since 2004.

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So You Want to Get Your Nursing Degree – Now What ?

More and more people are reaching the age of retirement every day in the United States. With advancements in medicine and medical treatments, people just are living longer today. For these and other reasons, America’s health-care industry is in a never ending search for more qualified health-care providers.

Nursing is a top the list and is desperately in need of more workers. Today’s nursing industry is forced to make some changes to keep up with the demand for more and more qualified Nurses. Perhaps one of the most obvious changes is the fact that Nursing schools and colleges today are offering students in Nursing a fast track degree in order to get them out into the workforce sooner.

The associates degree is now being offered to students in the nursing field. This allows Nursing schools to generate the numbers of new Nurses needed at twice the rate as before due to the fact that the associates degree only takes two years to complete as compared the four year bachelors degree in Nursing program.

Sure, there are differences between the two programs. These new two year associates degree Nurses do however seem to be more than capable of handling the responsibilities and duties performed by Nurses with a four year degree.

What exactly are the differences between the two and four year nursing school programs? The biggest difference between the two programs is the amount of time it takes to complete courses and earn your diploma. Bachelors degrees generally take four years while an associates degree can be realized in just two years.

As you can see, the needs of the health-care industry for more qualified Nurses has actually had an impact on schools and colleges so that more Nurses can graduate each year. The associates degree Nursing program is commonly referred to as the fast track degree and is available through most technical schools, community colleges, and even through some four-year universities.

Nurses who obtain a bachelors degree in nursing are required to take subjects like english, mathematics, science, psychology, communication, and others in order to earn their degree. While associate degree Nurses will not have to take these classes to earn their degree, they will however take shorter classes focusing on the ways in which these subjects have an impact on nursing.

If hospitals and clinics are willing to employ Nurses with only two years of schooling why then would the students choose the longer four year program? Starting pay for bachelors degree Nurses is generally higher than that of Nurses who possess an associates degree. Most health-care employers encourage their staff to continue with their education by taking classes in their free time. Some hospitals and clinics even offer to pay the tuition fees and other costs associated with the continued education of their Nurses. Getting a bachelors degree after getting a nursing job is a great way to earn more. This is just one reason why more Nurses are choosing to start their careers after only two years of schooling.

These programs that offer faster training will become more prevalent as more of the population reaches retirement age. As more of our population reaches retiring age, our health care industry will continue to see the demand for doctors and nurses grow.

This article was written by Kriss Standke who is an accomplished Webmaster and publisher of nursing-schools-guide.info Nursing Schools Guide, as well as medical-training-spot.info Medical Training Spot where he provides detailed and informative articles, tips, and advice on Nursing Schools, Nursing Jobs, Online Nursing Schools and More.

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Jack the Ripper

At around 3.40am on August 31st 1888, a carter named Charles Cross was making his way along Bucks Row Whitechapel, when he noticed a bundle lying in a gateway. Presuming it to be a tarpaulin, and thinking that it might prove useful, he went to examine it and discovered, instead, that it was the body of a woman. Within moments another carter, Robert Paul, had arrived on the scene and the two decided that the wisest course of action would be to find a policeman. Following a brief search of the neighbourhood, they managed to find three officers and brought them to the site, where one officer, Constable Neil, shone his lantern onto the body and the five men saw, to their horror and disgust, that the woman’s throat had been cut back to her spine.

The woman was Mary Ann Nicholls, a forty – three – year – old prostitute, who had been ejected from her lodging house just two hours earlier, because she didn’t have the money to pay her rent. “I’ll soon get my doss money” , she had confidently predicted, “See what a jolly bonnet I’ve got..” That bonnet now lay trampled and bloodstained in a Whitechapel gateway. It was observed also that her skirt had been pulled up around her waist. But what no- one noticed, until later that day, was that beneath her blood soaked clothing, a deep gash ran along her stomach- she had been disembowelled. Jack the Ripper’s reign of terror had begun.

In the week that followed the murder, the press began to publish lurid and sensational stories. They had wrongly blamed two earlier killings, that of Emma Smith on 3rd April 1888 and of Martha Tabram (or Turner as she was also known) on the 6th August 1888 on the murderer of Mary Nicholls. They had even come up with a possible suspect in the form of a man whom the local prostitutes had nicknamed “Leather Apron” and whom, they were claiming, had been making violent threats toward them, including that he was going to “rip them up”. Unfortunately they didn’t know his name, couldn’t provide an address and the only description they could give was that he habitually wore a leather apron and that he sometimes wore a deerstalker cap.

Just such a man was seen at 5.30am on 8th September 1888, talking to prostitute Annie Chapman, in Hanbury Street. At around 6am market porter, John Davis, went into his backyard at 29 Hanbury Street and discovered “dark Annie’s” mutilated body. Her dress had been pulled up around her knees, exposing her striped stockings. A deep cut had slashed across her throat; her intestines had been tugged out and laid across her shoulder. Missing from the body were the uterus and part of the bladder. The contents of her pocket were found lying in a neat pile near to the body. The brass rings that she had been wearing at the time of her murder, had evidently been torn from her fingers and were never discovered. And, just a few feet away from the body, there lay a folded and wet leather apron.

Since the leather apron was the standard garment worn by a wide range of Jewish workers from butchers to tailors, the finding of just such a garment in the backyard of 29 Hanbury Street, coupled with the frenzy that was being created by the press, caused the neighbourhood to erupt into anti – Semitism. Innocent Jews were attacked by angry mobs claiming that no Englishman was capable of committing such murders. The media frenzy would come to an end on the 10th September, when Sergeant William Thick went round to 22 Mulberry Street, and arrested thirty – six – year old John Pizer maintaining that he was “Leather Apron”. Pizer, however had cast iron alibi’s for the nights of both murders and was quickly eliminated from the enquiry.

In the streets of Whitechapel and Spitalfields, the intensification of police activity had seen a dramatic downturn in the crime rate. There were newspaper reports that “ a dreadful quiet has descended onto the East End of London”, and by the end of September people began to wonder if the murders had come to an end. With the last day of September just two hours old the “beast of Whitechapel” had proved them horrifyingly wrong by murdering twice in less than an hour.

At around 1am on 30th September 1888, hawker Louis Diemshutz, returned to Berners Street, having spent the day hawking cheap jewellery at Crystal Palace. As he turned his pony and cart into the yard of the Jewish Socialist Club at number 30 Berners Street, the pony suddenly reared in alarm and pulled to the left. Looking around to find what had distressed the animal, he saw what appeared to be a pile of clothes lying on the ground. He poked at them with his whip and then lit a match. The flame flickered for a brief moment before being extinguished by the breeze. But in that brief seconds light Diemshutz saw it was the body of a woman, and he ran for the police.

The woman’s name was Elizabeth Stride (sometimes known as “Long Liz Stride”) and her throat had been slashed. But the fact there were no mutilations to the body led the police to conclude that the murderer had been interrupted as he went about his bloody business. Is it possible that, as he stooped over his victim , the cart entering the yard had disturbed him, causing him to move back quickly into the shadows? Perhaps it was this sudden movement that had startled the pony? And, with Diemschutz distracted by his grisly find, the killer had slipped quickly and quietly away, as the news of another murder and the ensuing frenzied excitement, helped cover his escape.

At around 8.30pm the previous evening PC Louis Robinson of the City Police had arrested forty – six – year – old, Catharine Eddowes on Aldgate High Street and charged her with being drunk and disorderly. She was taken to Bishopsgate police station, placed in a cell and left to sober up. As Elizabeth Stride was meeting her murderer, Catharine was heard singing and was deemed sober enough for immediate release. Leaving the station at around 1am, she turned to the desk sergeant and spoke her last recorded words “Cheerio me old cock” she called, and stepped out into the early morning. At approximately 1.35pm three Jewish men were leaving the Imperial Club at 16 – 17 Duke Street. They noticed a man and a woman talking with one another at the corner of Church Passage. One of the three, Joseph Lawende, would later give the police a detailed description of this mystery man and maintain that the woman whom he saw was definitely Catharine Eddowes.

At 1.45am PC Watkins walked his usual beat into Mitre square and, by the light of his bull’s – eye lamp, discovered her mutilated body. He would later state “I have been in the force for a long while but I never saw such a sight. The body had been ripped open, like a pig in the market.” If the killer had been denied his satisfaction of mutilating the body of Elizabeth Stride, his appetite had been more than sated on the unfortunate Catharine Eddowes.

Her body lay on its back, head turned toward the left shoulder. The throat had been cut back to the spine; the lobe of the right ear was cut through; a V had been cut into her cheeks and eyelids; the tip of the nose was detached; her abdomen had been laid open; the intestines tugged out and laid over her shoulder, while missing from the body were the uterus and left kidney. The murderer had then left the scene and headed off into the Streets of Spitalfields. We know this because, on this one night, the beast of Whitechapel would leave behind him a tantalising clue.

Let us put his escape that morning into context. There had been an earlier murder in Berners Street. Word was spreading throughout the neighbourhood that the beast had struck again. All the police activity now centred on flushing him out and hunting him down. Yet, having murdered Catharine Eddowes, he did not escape to the relative safety that he might find West of the district, but instead, went straight into the area where the activity was directed toward his apprehension. He could have only escaped if, as he went through the neighbourhood, he fitted in. In other words he was not thought suspicious, or out of place, by those who may have seen him.

In Goulston Street there still stands a sturdy building that in 1888 provided accommodation for Jewish traders who dealt in second – hand clothes on Petticoat lane or traded shoes at the footwear market on Wentworth Street. Known as The “Wentworth Model Dwellings”, it was here in a doorway, at 2.45am , that PC Alfred Long discovered a section of Catherine Eddowes apron. There were bloody finger marks on it and it was evident that the blade of a bloodied knife had been wiped clean upon it. This clue, tells us exactly where the murderer was heading, and confirms the theory that he was an East – Ender living in the area. But the doorway also contained a much more famous and, subsequently promoted, none clue. For, scrawled in chalk on the wall above the apron, was the message “The Juwes are the men That Will be blamed for nothing” (although several observers remembered slightly different wording to the Graffito). Sir Charles Warren, the metropolitan police commissioner, fearful of a resurgence of the anti – Semitism that had swept the neighbourhood in the wake of the “Leather Apron” scare, ordered that the message be rubbed out, and it was duly erased at 5.30am before a photograph could be taken of it.

On the 1st October 1888 the Daily News published a letter which had been received by the head of the Central News Agency on 27th September. It read:

Dear Boss
I keep on hearing the police have caught me but they wont fix me just yet. I have laughed when they look so clever and talk about being on the right track. That joke about Leather Apron gave me real fits. I am down on whores and I shant quit ripping them till I do get buckled. Grand work the last job was. I gave the lady no time to squeal. How can they catch me now. I love my work and want to start again. You will soon hear of me with my funny little games. I saved some of the proper red stuff in a ginger beer bottle over the last job to write with but it went thick like glue and I cant use it. Red ink is fit enough I hope ha ha. The next job I do I shall clip the ladies ears off and send to the police officers just for jolly wouldnt you. Keep this letter back till I do a bit more work, then give it out straight. My knife’s so nice and sharp I want to get to work right away if I get a chance.
Good luck.
Yours Truly
Jack the Ripper
Don’t mind me giving the trade name wasnt good enough to post this before I got all the red ink off my hands curse it. No luck yet. They say I’m a doctor now ha ha.

With the publication of this letter, the murderer was given the name that would launch him into legend. A name that would become so well known the world over that the very mention of it, even to those who have little knowledge of the actual murders, could summon up vivid images of gaslit, foggy streets and of an unknown terror stalking the night shadows on a murderous and chilling quest. The legend of Jack the Ripper was born.

On the 16th October 1888 Mr George Lusk, president of the Whitechapel Vigilance Committee sat down to his dinner table. A small cardboard box about three inches square, was delivered in the evening mail. Opening the package he discovered a letter addressed “From Hell” and wrapped inside it, half a human kidney. The letter read:-

Mr Lusk
Sor
I send you half the Kidne I took from one women prasarved it for you tother piece I fried and ate it was very nise I may send you the bloody knif that took it out if you only wate a whil longer
signed Catch me when you can Mishster Lusk

But did either letter actually come from the murderer? The “Jack the Ripper” letter certainly did not. Indeed several of the senior Police officers maintained that the letter was the work of an “enterprising London journalist” with one adding that the journalists identity was “known to senior Scotland Yard detectives”. And the Kidney, according to the City pathologist Dr Sedgewick Saunders was unlikely, as had, and has, been claimed, to be the one removed from Catharine Eddowes. Indeed he declared that the fact the Kidney was sodden in alcohol suggested that the Kidney had come from a hospital dissecting room, where it would obviously have been preserved in Spirits of alcohol.

In the aftermath of the “Double Event” police activity intensified throughout early October. The “Jack the Ripper” correspondence had led to great media speculation. The East End was in the grip of panic coupled with a grim curiosity that saw morbid crowds gathering at the murder sites to speculate on the killer’s identity and motives. As the Star of the East informed its readers:

“The district of Whitechapel and Aldgate is.. in a state of ferment and panic. All night long there have been people in the streets, standing round coffee stalls and at other points…..talking of the .latest horrors, and even the men seemed to be in a state of terror. Extra police have patrolled the streets.. and the police authorities… have come to the conclusion that publicity is the greatest aid to the detection of the perpetrator.. and all information is cheerfully imparted to the Press.”

Despite lurid rumours and several scares, the intensification of police activity appears to have deterred the “Ripper” and October passed with no further murders, although the atmosphere remained tense.

And thus, November 1888 was ushered in on a wave of panic and terror that held the Streets of the East End in a steely grip. At 2am on the 9th November George Hutchinson met twenty – five- year – old Mary Kelly on Commercial Street. She cheerfully asked him for sixpence, to which Hutchinson replied that even this amount was beyond his modest means.

She laughed, told him she’d “just have to find it some other way” and continued to the junction with Thrawl Street, where she met with another man. Hutchinson saw the two chat a little, then watched as Mary led the man into Dorset Street, where they entered her room in Miller’s Court. Forty five minutes later neither had emerged from the room and Hutchinson left the scene. Shortly before 4am several of Mary’s neighbours were woken by a cry of “Murder!” but all chose to ignore it. At 10.45am when Thomas Bowyer called to collect her overdue rent and discovered her body. She lay upon her bed, her head turned to the left. The whole of the surfaces of the abdomen and thighs had been removed and the abdominal cavity emptied. The breasts had been cut off, the arms mutilated by several jagged wounds and the face hacked beyond recognition. The uterus and the kidneys, together with one breast, were found beneath her head. The other breast lay by her right foot. The liver had been placed between her legs, and the spleen by the left side of the body. The murderer had left the tiny room in Miller’s Court and disappeared into the early morning. What no -one gazing upon the body of poor, unfortunate Mary Kelly could have realised was that, in the blood-bath of Millers Court, the Ripper’s reign of terror would end as suddenly and mysteriously as it had begun. As he left the bloody scene in that tiny room that morning, the Whitechapel Murderer may have performed his swansong, but the legend of Jack the Ripper was only just beginning.

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