Beginnings and Beyond Foundations in

Early Childhood Education 9th Edition

Gordon Test Bank
Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/beginnings-and-beyond-foundations-in-early-childhood-education-9th-edition-g
ordon-test-bank/
CHAPTER 7—GUIDING CHILDREN’S BEHAVIOR

TRUE/FALSE

1. A child development background helps teachers understand and guide children’s behavior.

ANS: T

2. Discipline and guidance are deeply embedded within the values and beliefs of the family.

ANS: T

3. The only way to ensure a safe environment is to have lots of rules governing children’s behavior.

ANS: F

4. Spanking is sometimes the only solution.

ANS: F

5. Negative attention can be an emotional need for some children.

ANS: T

6. Temperament characteristics seem to remain constant as the child grows.

ANS: T

7. Giving children choices confuses them.

ANS: F

8. Self-discipline is related to self-respect.

ANS: T

9. When a teacher has to intervene, it is best to give children a number of explanations about the
situation.

ANS: F

10. Nonverbal guidance techniques are ineffective.

ANS: F

11. You do not need to worry about behavior problems with children during transition times.

ANS: F
 © 2014 Cengage Learning. All rights reserved.
12. Comparing children’s behavior will foster self-esteem.

ANS: F

13. Teachers should ignore a child’s behavior just because he or she is “going through a stage.”

ANS: F

14. The American Academy of Pediatrics recommends spanking as an effective guidance tool.

ANS: F

15. The timing and daily schedule of events can influence children’s behavior.

ANS: T

16. The environment can be used as a guidance tool.

ANS: T

17. Setting and maintaining limits comes easily to people who teach.

ANS: F

18. Indirect suggestions do not usually work with young children.

ANS: F

19. Culturally sensitive teaching practices recognize the parent’s perspective and the child’s family
experiences.

ANS: T

20. Active listening is universally practiced throughout most cultures.

ANS: F

MULTIPLE CHOICE

1. Spanking should be used ____.

a. for children under 6 years of age c. only in extreme circumstances
b. when parents request you to do it d. never
ANS: D

2. When children of different age levels play together, ____.

a. the older children get to be in charge
b. you should treat all children the same
c. developmental factors must be considered
d. the young children are responsible for their behavior
ANS: C

TB-80
 © 2014 Cengage Learning. All rights reserved.

3. Redirecting the activity ____.

a. is a useful technique for toddlers c. reinforces the child’s misbehavior
b. means to substitute another activity d. does not involve children in the process
ANS: A

4. When a child is consistently late for snacks, the most appropriate guidance technique is ____.
a. ignore c. active listening
b. time out d. natural consequences
ANS: D

5. When setting limits, ____.

a. consider the child’s abilities c. reset limits if the child gets upset
b. be ready to accept the consequences d. All of these are correct.
ANS: B

6. Environmental factors that influence children’s behavior include ____.

a. the building and grounds
b. the timing and scheduling
c. the toys and materials
d. the teachers and children
e. All of these are correct.
ANS: E

7. Children will thrive in a situation ____.

a. with a lot of rules
b. where they are reminded often of their misbehavior
c. with long-term consequences for misbehavior
d. where they can learn to solve their own conflicts
ANS: D

8. Positive environmental factors that influence children’s behavior is ____.

a. enough time for unhurried play c. low, open cabinets
b. leisurely clean-up d. All of these are correct.
ANS: D

9. Which of the following traits was NOT used to classify the temperament of babies (Thomas and
Chess)?
a. child’s activity level c. ability to adapt to change
b. mother’s activity level d. ease of distraction
ANS: B

10. Punishment ____.

a. defeats self-esteem c. is an ongoing process
b. shapes behavior d. sets an example to follow
ANS: A

TB-81
 © 2014 Cengage Learning. All rights reserved.
11. Guidance ____.
a. is positive c. leads to self-control
b. learning the difference between acceptable d. fosters a child’s thinking ability
and unacceptable behavior
ANS: B

12. Giving children choices is an effective guidance strategy. Choices should be ____.
a. given when you will accept their choice
b. made with the adult’s preference having priority
c. given only on special occasions
d. given as only one choice, never two
ANS: A

13. Making positive suggestions is a good strategy. Which answer is NOT a good example?
a. “Walk around the edge of the swing so you won’t get hit.”
b. “Good job. You worked hard on that puzzle. Want to try another?”
c. “Don’t climb there. You’ll be hurt.”
d. “Move the chair and you’ll have more room to dance.”
ANS: C

14. The language of guidance does NOT include ____.

a. tone and level of voice c. facial expression
b. actual words d. age
ANS: D

15. A goal of guidance is _____.

a. self-regulation c. making children behave
b. punishment d. overcorrecting children
ANS: A

16. The language of guidance includes _____.

a. using a calm, clear voice c. voicing your opinion
b. telling children what to do d. threatening children with a spanking
ANS: A

17. Active listening involves _____.

a. listening and reflecting with "I" messages
b. encouraging activities
c. being direct
d. avoiding temper tantrums
ANS: A

TB-82
 © 2014 Cengage Learning. All rights reserved.
18. A natural consequence involves _____.
a. experiencing the natural result of a behavior
b. warning the child first, then using punishment
c. removing the child from the group when he or she becomes boisterous
d. using time out consistently
ANS: A

19. The ______________is a powerful tool in controlling children’s behavior.

a. punishment c. social reinforcer
b. positive reinforcer d. negative reinforcer
ANS: C

20. One goal of positive guidance is _____.

a. dependence c. conflict
b. self-discipline d. None of these answers.
ANS: B

21. The word discipline comes from _____.

a. disciple c. planner
b. teacher d. All of these answers.
ANS: A

22. Limits are _____.

a. guides c. boundaries
b. rules d. All of these answers.
ANS: C

23. A good technique to use with infants and toddlers is _____.

a. isolation c. punishment
b. redirection d. explanation
ANS: B

24. Taking children away from the play area and allowing them the opportunity to calm down is called
_____.
a. isolation c. punishment
b. redirection d. explanation
ANS: A

25. The goal of a good guidance process is _____.

a. dependence c. creativity
b. responsibility d. submission
ANS: B

TB-83
 © 2014 Cengage Learning. All rights reserved.
26. Developmental guidelines help teachers maintain reasonable _____.
a. expectations c. curriculum goals
b. communication d. teaching objectives
ANS: A

27. The adult has a critical role to play when using the ________ technique, which guides children toward
solutions but doesn’t solve problems for them.
a. guidance c. distraction
b. active problem solving d. None of these are correct.
ANS: B

28. Discipline and guidance are deeply embedded within the values and beliefs of the child’s _____.
a. classroom
b. self
c. culture
d. family
e. culture and family
ANS: E

MATCHING

Match the guidance strategy with the child’s behavior.

a. Cries when told “no” c. Has temper tantrums, cries, screams
b. Is a follower d. High level of cooperation
1. Support child with your presence while gently setting limits.
2. Have mixed-age groupings.
3. Support child in making choices.
4. Use simple, short statements.

1. ANS: C
2. ANS: D
3. ANS: B
4. ANS: A

Match the guideline for setting limits with the appropriate example.
a. Match the limit to the situation. c. Act with authority.
b. Limits should be consistent. d. Maintain the limit.
5. “I’m sorry, Sarah; you can’t play here right now. Remember, you hit Jorge with a block a few minutes
ago.”
6. “I can’t let you hurt other children. Put the block down.”
7. “Miguel, get down from the table and sit in the chair until you finish eating.”
8. “Rosa, remember everyone walks inside; you may run when we get outdoors.”

5. ANS: D
6. ANS: C
7. ANS: A
8. ANS: B

TB-84
 © 2014 Cengage Learning. All rights reserved.

Match the suggested action with the possible behavior.

a. Indirect suggestions d. Ignoring
b. Change room arrangement e. Active listening
c. Provide a choice f. Natural consequences
9. Dawdling, late for snacks
9. ANS: F
10. Pushing, crowding
10. ANS: B
11. Whining
11. ANS: D
12. Refusing to cooperate
12. ANS: C
13. Daydreaming, not on task
13. ANS: A
14. Arguing
14. ANS: E

Match the effective guidance factor to the question.

a. Child
b. Adult
c. Circumstance

15. What is happening? 15. ANS: C

16. Where is this taking place? 16. ANS: C
17. Who am I? 17. ANS: A
18. What is my role and relationship to the 18. ANS: B
child? 19. ANS: B
19. What is my role in relationship to the 20. ANS: A
group?
20. Who is my family?

Match the factors that affect behavior with the definition.

a. developmental
b. environmental
c. individual
d. emotional and social
e. cultural

21. indirectly influences behavior 21. ANS: B

22. be aware of developmental theory 22. ANS: A
23. temperamental characteristic 23. ANS: C
24. need to feel loved and cared for 24. ANS: D
25. find satisfying ways to cope 25. ANS: D
26. see behavior as predictable 26. ANS: A
27. unparalleled diversity 27. ANS: E
28. continual cross-cultural interactions 28. ANS: E
29. nonverbal or indirect actions 29. ANS: D
30. how to act in that space 30. ANS: B

TB-85
 © 2014 Cengage Learning. All rights reserved.
Match the positive behavior to the question.
a. time
b. program planning and curriculum
c. organization and order
d. personnel

31. Are the cabinets marked in some way?

32. Does the room arrangement avoid runways?
33. Is cleanup a leisurely process?
34. Are the teachers experienced?
35. Is there enough to do?
36. Are there activities to help the children release tension?
37. Do adults consistently enforce the rules?
38. Does the schedule provide for unhurried play?

31. ANS: C
32. ANS: C
33. ANS: A
34. ANS: D
35. ANS: B
36. ANS: B
37. ANS: D
38. ANS: A

Match the child’s behavior to the guidance strategy.

a. child is encouraged to negotiate
b. child is expected to obey
c. child learns that the family comes first
d. child’s behavior reflects family honor
e. Child is allowed to cry
f. Child learns to respect authority
g. Child has freedom to explore consequences
h. Child is scolded

39. Recognize that family matters may take precedence over school
40. Accept child’s crying as you give comfort
41. Offer real choices
42. Don’t insist on eye contact
43. Model desired behavior
44. Use a sense of humor
45. Share achievements with parents
46. Child may be passive if disciplined harshly

39. ANS: C
40. ANS: E
41. ANS: A
42. ANS: B
43. ANS: H
44. ANS: F
45. ANS: D
46. ANS: G

TB-86
 © 2014 Cengage Learning. All rights reserved.
SHORT ANSWER

1. What are five ways to help children maintain positive behavior patterns?

ANS:
• Recognize and label the situation–acknowledge the difficulties it presents to the children
• Ask children for their help–get them involved in working out the solutions
• Assign a job or task to the children who are most likely to react to the crisis–please help
Johnny clean-up
• Always be prepared with a story to tell, song to sing, guessing games to play, exercises to do–
help the children pass the time in an appropriate way modeled by the teacher
• Say what you would like to have happen–admit what you wish you could do to correct the
situation

2. Discuss the differences between positive guidance and punishment.

ANS:
Punishment emphasizes what children should not do, is negative, undermines a child’s independence,
is an adult release, thinks for the child, defeats self-esteem, and condemns misbehavior. On the other
hand, positive discipline emphasizes what the child should do, is positive, leads to self-control, helps
the child change, fosters children’s ability to think, bolsters self-esteem, and shapes behavior.
Punishment is often a one-time occurrence while discipline is an ongoing process.

3. What does developmentally appropriate guidance mean?

ANS:
It means taking child development principles into account when responding to children’s behavior;
providing a developmental context in which to understand the behavior; requiring that the teacher
consider what is known about the individual child as well as what is typical for the age group; and
matching the guidance strategies with the capabilities of the child.

4. How does a room arrangement promote positive interactions and appropriate behavior?

ANS:
Room arrangements are powerful tools for controlling children’s behavior, so teachers can achieve a
number of behavioral goals using the physical space in the classroom. Child-size furniture that fits the
preschool body encourages sitting and working behavior. Low, open shelves encourage self-help and
cleanup. Room arrangements that avoid a long, open space prevent a runway that might encourage
running. Room arrangements should suggest the type of behavior that should take place in that space:
large, protected floor space for block building, for instance, or pillows and comfortable furniture near
bookshelves to encourage quiet reading.

5. What are some of the cautions regarding using time-out with young children?

ANS:
The teacher’s role is to help the child see time-out as a time to regroup, talk about the incident, and
gain self-control. Caution must be applied to ensure that the child does not see this as an act of
rejection, detention, or as a way to vent anger about the child’s behavior.

TB-87
 © 2014 Cengage Learning. All rights reserved.
6. What is the role of cultural influence in choosing guidance techniques?

ANS:
To respect the values and beliefs that are embedded in the child’s cultural heritage; to provide
consistency between home and school; to foster dialogue with families where there is a conflict of
values; to gain insight into children’s behavior; to better match the child with the most effective
guidance approach; to create a cultural sensitivity between home and school.

7. How does a teacher help children achieve self-discipline?

ANS:
As children grow and develop, adults will decrease the amount of control they exercise over them and
gradually provide more opportunities for children to govern their own actions. When adults
communicate their trust in the child’s ability to learn self-control, children will respond appropriately.
With added responsibility and trust comes the added dimension of self-respect and confidence. As
children learn to experience the freedom that comes with the lessening of adult controls, they come to
know their own capabilities. Adults who care for children allow them to learn this in a safe place and
give them as much freedom as they can responsibly handle. Consistent and appropriate limits as well
as other good guidance strategies provide a safe setting.

8. How can you encourage children to do what you want them to do?

ANS:
Tell them what you want them to do rather than what you do not want them to do. Give examples that
are very clear, and make the suggestions in positive statements rather than beginning with “Don’t.”
Reinforce what children do right: catch them at being good. Let them know when they have behaved
as you wished. Help them refocus on a task by giving indirect suggestions or reminders instead of
commands, emphasizing what you want the child to do. Use positive redirection whenever possible.
Encourage children appropriately, being clear about what you are praising. Avoid global praise. Give
reasons for your request.

TB-88
 © 2014 Cengage Learning. All rights reserved.

ESSAY

1. Discuss briefly five factors that affect behavior.

ANS:
Five factors that affect behavior include the following:
a. Developmental factors help teachers anticipate what children will do and how they
might behave. This predictability helps teachers maintain reasonable expectations for
children’s behavior. When adults are aware of what behaviors are simply beyond the
capabilities of children, they can help avert situations that lead to conflicts.
b. Environmental factors help children control their behaviors. The classroom should be
designed for children’s use with small-size furniture arranged with low, open shelves to
encourage children to take out, use, and then put away the materials they want.
Challenging, stimulating, and age-appropriate materials capture children’s attention and
interest, which helps prevent many opportunities for misbehavior.
c. Individual or personal styles are present from birth. Teachers need to know a child’s
temperament so that discipline and guidance measures can be tailored to meet his or her
unique needs.
d. Social and emotional needs of children can create behavioral problems. This includes
the need to feel loved and cared for, the need to be included, the desire to be considered
important and valued, the desire to have friends, and the need to feel safe from harm.
Since young children are still working out ways to express these needs and feelings,
sensitive teachers will want to help them learn communication skills to resolve these
conflicts.
e. Discipline and guidance are deeply embedded in the values and beliefs of the family.
The family’s culture shapes how they raise their children, and each family is unique in
the way they interpret these values. Child-rearing practices are culturally influenced, and
the cultural practices of some families may be at odds with a teacher’s ideas and
expectations. As teachers become familiar with the customs and beliefs of the families
they serve, they will gain insights into children’s behavior. Teachers need to be flexible
and nonjudgmental as they work with the cultural implications of children’s behavior.

TB-89
 © 2014 Cengage Learning. All rights reserved.

2. Explain each rung on the guidance ladder.

ANS:
• Ignoring behavior–the adult chooses not to respond to the child in any way and may even become
occupied elsewhere while the behavior persists
• Active Listening “I” messages–the adult listens carefully, then reflects back in their own words
what they think was said, the child corrects any misinterpretations
• Reinforcement–the process by which a behavior is followed by a consequence, such as a reward or
punishment
• Redirection and distraction–redirection: the adult wants to change the activity in which the child is
engaged; distraction: used when the adult wants to focus the child’s attention on an activity that
may or may not relate to the previous behavior
• Giving children choices–give a choice only when you mean for the children to make the choice
• Setting limits–self-protective boundaries for when behavior goes out of bounds
• Active problem solving–engages children in confronting their differences
• Natural and logical consequences–natural: enhance children’s ability to take responsibility for
themselves; logical: function of what the adult imposes
• Time out–removing a child from the play area
• Physical intervention–teacher intervenes to prevent the child from injuring themselves, others or
property

3. Describe the steps to take when children act out frequently.

ANS:
There are five different support and guidance strategies a teacher may take when a child is frequently
acting out. They see and hear the uniqueness in each child by assessing the influence the behavior is
having on the child. Build caring relationships with children and their families by respecting the
individual child and their family. Make observations through collecting information about the child.
Modify the classroom and schedule by making legitimate opportunities for children to move about.
Finally, teacher attention and language are needed to get the point across. Do this through looking at
and speaking to the child at eye level, in a calm reassuring voice that does to shame or ridicule.

TB-90
Another random document with
no related content on Scribd:
*** END OF THE PROJECT GUTENBERG EBOOK IDA AALBERG
***

Updated editions will replace the previous one—the old editions will
be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright in
these works, so the Foundation (and you!) can copy and distribute it
in the United States without permission and without paying copyright
royalties. Special rules, set forth in the General Terms of Use part of
this license, apply to copying and distributing Project Gutenberg™
electronic works to protect the PROJECT GUTENBERG™ concept
and trademark. Project Gutenberg is a registered trademark, and
may not be used if you charge for an eBook, except by following the
terms of the trademark license, including paying royalties for use of
the Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is very
easy. You may use this eBook for nearly any purpose such as
creation of derivative works, reports, performances and research.
Project Gutenberg eBooks may be modified and printed and given
away—you may do practically ANYTHING in the United States with
eBooks not protected by U.S. copyright law. Redistribution is subject
to the trademark license, especially commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund from
the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law in
the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms of
this agreement by keeping this work in the same format with its
attached full Project Gutenberg™ License when you share it without
charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the terms
of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears, or
with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
 This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning of
this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or expense
to the user, provide a copy, a means of exporting a copy, or a means
of obtaining a copy upon request, of the work in its original “Plain
Vanilla ASCII” or other form. Any alternate format must include the
full Project Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
 License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in paragraph
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.
 Section 3. Information about the Project
Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service. The Foundation’s EIN or federal tax identification
number is 64-6221541. Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West,

Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
to date contact information can be found at the Foundation’s website
and official page at www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can
be freely distributed in machine-readable form accessible by the
widest array of equipment including outdated equipment. Many small
donations ($1 to $5,000) are particularly important to maintaining tax
exempt status with the IRS.

The Foundation is committed to complying with the laws regulating

charities and charitable donations in all 50 states of the United
States. Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and
keep up with these requirements. We do not solicit donations in
locations where we have not received written confirmation of
compliance. To SEND DONATIONS or determine the status of
compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where

we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.

Project Gutenberg™ eBooks are often created from several printed

editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.