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Jul 20, 2017
Posted by Johnny Boston in categories: automation, business, driverless cars, drones, futurism, media & arts, robotics/AI, transportation
In our last film, we explored how the introduction of autonomous, self-driving cars is likely to kill a lot of jobs. Many millions of jobs, in fact. But is it short sighted to view self-driving vehicles as economic murderers? Is it possible that we got it totally wrong, and automated vehicles won’t be Grim Reapers — but rather the biggest job creators since the internet?
In this video series, the Galactic Public Archives takes bite-sized looks at a variety of terms, technologies, and ideas that are likely to be prominent in the future. Terms are regularly changing and being redefined with the passing of time. With constant breakthroughs and the development of new technology and other resources, we seek to define what these things are and how they will impact our future. | <urn:uuid:9e009345-2386-4bc5-b79c-4bf69ccfa3fc> | CC-MAIN-2024-10 | https://spanish.lifeboat.com/blog/tag/vehicles | 2024-03-04T14:51:57Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.948905 | 197 | 2.5625 | 3 |
Why Do Some People Require Joint Replacements?
Surgical joint replacement is always the last line of treatment, used only when other types of treatment, such as medications and physical therapy, are not sufficient to relieve pain and immobility. Fortunately for those who suffer, however, technological advances have made joint replacement a safe and effective option. Candidates for joint replacement surgery typically are troubled by symptoms such as:
- Severe joint pain
- Muscle weakness
- Limited range of motion
When such symptoms become disabling, affecting the patient’s ability to perform ordinary tasks, such as walking or dressing, joint replacement may be required.
Reasons For Joint Pain And Other Symptoms
Most often, the reason for joint pain is either osteoarthritis or rheumatoid arthritis. While rheumatoid arthritis is an autoimmune disorder of indeterminate origin, osteoarthritis (OA) is a degenerative joint condition that has several known precipitating causes. In OA patients, cartilage, normally a cushion for the joints, wears away, resulting in inflammation.
Precipitating Causes Of osteoarthritis (OA)
There are several possible reasons that one person is more prone to develop OA than another. These include:
Heredity — OA tends to run in families. In some cases, specific genetic joint defects may be responsible for the disorder; in others, there is simply a family history of the disease, perhaps due to a genetic predisposition to abnormal cartilage metabolism.
Sports Injuries and Other Traumatic Injuries — It is well known that athletes can develop osteoarthritis as a result of a traumatic injury to one of their joints. These may occur in adults of any age and include: torn cartilage, dislocated joints, and ligament injuries. Knee traumas, such as strains and tears of the ACL (anterior cruciate ligament) are especially damaging, resulting in OA in 40 to 50 percent of the patients who suffer them.
Minor Repetitive Injuries — More minor injuries, when they are repetitive, can also result in the development of OA. Such injuries produce constant wear and tear on the joints, causing the cartilage to wear down prematurely. Repetitive injuries may occur because of one’s occupation or hobby, especially if the activity involves heavy physical labor, kneeling, squatting, or climbing for long periods of time.
Other Disease Conditions — individuals who have medical conditions that involve bleeding near a joint, like hemophilia, or blockage of blood flow near a joint, like avascular necrosis, may also develop OA in the affected joint. Having other forms of arthritis, like rheumatoid arthritis or gout, increases your risk of developing OA, as does having diabetes.
Being Overweight or Obese — Although being overweight isn’t necessarily a cause of OA, it does exacerbate joint problems, especially in the knees, hips, and back.
Hormonal Changes — Because statistics demonstrate that men and women are equally at risk for OA until age 55, at which point more females are affected, it is postulated that the hormonal changes at menopause contribute to the development of the disorder.
If you are experiencing serious or increasing joint pain, you should consult with a orthopedic surgeon to find out if you are suffering from osteoarthritis and, if so, to discuss possible treatment options. | <urn:uuid:7575ea87-43c0-4f6f-b621-fe2f95550dc8> | CC-MAIN-2024-10 | https://sparshhospital.in/reasons-for-joint-replacement/ | 2024-03-04T13:42:40Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.940437 | 705 | 2.859375 | 3 |
By Israel Hodish, M.D., Ph.D., endocrinologist and Hygieia co-founder
Most patients with adult-onset diabetes or type 2 diabetes will require insulin therapy at some point. Typically, it happens toward the second decade of the disease. In many cases, patients gain weight during the first six to 12 months after they start insulin therapy. On average, people gain about 10 pounds.
Interestingly, insulin therapy does not actually cause weight gain – insulin deficiency does. One of the major risk factors for gaining weight once starting insulin therapy is the A1c preceding it. The higher the A1c or glucose before someone starts insulin therapy (or the more severe their insulin deficiency is), the higher the chance they will gain weight.
Here’s why. When a person lives with elevated glucose or elevated A1c, their kidneys excrete glucose and they urinate hundreds of kilocalories per day. For example, if they live with A1c higher than 10%, they likely excrete more than 500 kilocalories per day, equal to a full meal. Once they receive enough insulin and stop urinating calories, they tend to retain those calories.
Accordingly, the person does not gain weight because of the insulin therapy, they gain weight because of the insulin deficiency they had before they started insulin therapy. To avoid this weight gain, insulin should be started as soon as A1c begins to trend upward, and before it becomes exceptionally high.
There is no clear danger in gaining weight while using insulin. Conversely, it is very dangerous to not use insulin therapy when it’s needed. When a person becomes insulin deficient and their A1c becomes elevated, they tend to lose weight because their body breaks down tissue. This condition is highly damaging and shortens one’s lifespan.
This condition is so dangerous, that the relationship between weight and survival becomes paradoxical. At that stage of the disease, weight loss is associated with higher mortality and weight gain is associated with lower mortality. It doesn’t mean that gaining weight is preferable, it means that weight at that stage becomes a marker of one’s insulin-deficiency. This is like age and wrinkles. It does not mean that wrinkles are dangerous, but they are a marker of how old someone is.
In summary, I would be much more concerned about insulin deficiency than weight gain. People should not delay starting insulin therapy. It is a much higher clinical priority to replenish one’s insulin deficiency than to avoid some weight gain.
It is very simple. If someone lives with high glucose or A1c, they are more likely to suffer from complications and die prematurely. If they live with optimal glucose or A1c, they are more likely to avoid that outcome.For more scientific information, please refer to this review article: https://pubmed.ncbi.nlm.nih.gov/29785843/ | <urn:uuid:704d3e86-ae0f-4ded-981c-95caae728993> | CC-MAIN-2024-10 | https://stage.thecombustionway.com/hygieia/2020/12/03/insulin-therapy-and-the-weight-paradox/ | 2024-03-04T15:00:41Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.955378 | 602 | 2.953125 | 3 |
About CPSC |
CPSC is charged with protecting the public from unreasonable risks of injury or death associated with the use of the thousands of types of consumer products under the agency’s jurisdiction. Deaths, injuries, and property damage from consumer product incidents cost the nation more than $1 trillion annually. CPSC is committed to protecting consumers and families from products that pose a fire, electrical, chemical, or mechanical hazard. CPSC’s work to ensure the safety of consumer products – such as toys, cribs, power tools, cigarette lighters, and household chemicals – contributed to a decline in the rate of deaths and injuries associated with consumer products over the past 40 years.
View All Commissioner Biographies
Regulations, Laws & Standards
CPSC administers and enforces several federal laws. These laws authorize the agency to protect the public against unreasonable risks of injuries and deaths associated with consumer products.
Regulations, Mandatory Standards & Bans
CPSC publishes regulations to implement the laws it administers and enforces. These regulations specify the requirements that apply to individuals, businesses, and others.
Learn what businesses need to know about complying with CPSC’s laws and regulations and about how to conduct a recall.
Even if there is no mandatory standard for a particular product, there may be voluntary standards or certification information that apply to the product type. The agency staff participates in the development of voluntary standards. | <urn:uuid:5f31c1c4-88a0-48e8-902d-cdb84401d56c> | CC-MAIN-2024-10 | https://standardslaboratorysupply.com/resource-links/aatcc-2/ | 2024-03-04T15:06:00Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.930689 | 291 | 2.8125 | 3 |
Building a Farraday Cage
From SurvivalBlog.com Contributor, July 16, 2023
Edited/Published 30 Jul 2023 by Paul Smith, k5prs
[TRAINER]: Read the first three paragraphs…stop at ‘Some History’.
Scroll down to and begin reading below the red line.
Total read time is about 8 minutes.
The following is from a longer article, link above, that contains a brief history, a section on mitigation and information on Faraday: The Man, The Law, and The Cage plus images to clarity some build instructions that are also included in this training.
The article describes the effects of EMP and CME and how to build a simple, inexpensive Faraday cage. This cage is particularly attractive because you don’t tape the lid to the can thus providing easy access.
Most readers of the SurvivalBlog are aware of the potential damage from either a Coronal Mass Ejection (CME) or an Electromagnetic Pulse (EMP) and the impact on everyday electronics. With an EMP, an electromagnetic pulse is generated at high altitudes from a nuclear explosion damaging sensitive electronics. A CME damages electronics in a similar way with the release of a large solar flare from the sun reaches the Earth carrying magnetic fluxes and plasma. These magnetic fluxes interfere with Earth’s magnetic fields and create current surges in power systems and electronics. As of this writing, there is several C and M class flare activity causing some Amateur Radio blackouts on the lower bands. To follow active solar weather visit www.spaceweatherlive.com/en/solar-activity/solar-flares.html or www.swpc.noaa.gov/communities/electric-power-community-dashboard.
Examples of EMP results can be studied from a high-altitude nuclear test called “Starfish Prime” done in July of 1962 by the US military. A 1.45 Megaton nuclear bomb was detonated 250 miles up over the Pacific Ocean. A thousand miles away in Hawaii, electrical services were knocked out, as well as telephones, street lights. Over half a dozen satellites including a just-orbited AT&T satellite were damaged from the test.
Coronal Mass Ejections have also known to cause damage during the industrial age. The most famous one and strongest one recorded in history occurred in early September, 1859. English amateur astronomer Richard Carrington observed a solar flare event on the sun not understanding its impacts until later. Approximately 18 hours later the CME hit earth burning down telegraph lines and burning operators. A web search of “Carrington Event” will yield many articles and stories explaining what happened. A similar event, although not as strong, occurred in 1921 across the whole world. Railroad switchboards caught fire, telegraph lines were measured with over 1,000 volts, and the Brewster N.Y. Train station burned down from that event.
A similar event yet less powerful occurred in March 10 of 1989. Two days later the magnetic forces hit the earth and caused the failure of the whole Quebec power grid. Power suppliers in New York and the New England states were affected as well, creating over 200 power grid problems across the US. Quebec was in the dark for 9 hours while grid operators scrambled to repair and bring equipment back on line. Several Satellites were damaged as well with NASA reporting issues with the space station.
So much has been written on this topic including a major report done by a commission of scientists of the impact of an EMP over the US. If you haven’t read The EMP Commission Report, I highly recommend at least skimming through it (it’s 208 pages long.) The document goes into great detail into the predicted outcome of an EMP over North America and the impact on the citizens in the days and months afterward.
In October of 2011, an Electrical Grid Crisis Tabletop Exercise was performed called “Secure Grid ’11” in which a long list of government agencies, academia, and power-related corporations participated in a simulated CME. A web search will provide several sources and reports but the exercise was to how to prepare the grid for such an event. The report discusses the issue with the long transmission lines across the country acting as an antenna, only amplifying the damage caused by the CME storm. The report suggests to reduce damage that much of the transmission systems would be disconnected and isolated from the Extremely High Voltage (EHV) transformers — typically 345 Kilovolts and up — to protect them from damage. Such an event would give the utilities a 30-minute to one-hour warning to disconnect and isolate. The report goes on to discuss the public reaction to sudden outages without a sufficient warning to the overburden of the cellular system.
The paper goes on to discuss the availability of water and sanitation with an extended outage. Estimated damage costs during the report were from 1-2 trillion dollars and up to 40 million without power. Power restoration could take up to 2 months in some areas (which I tend to believe would be longer).
The report also discusses federalizing the grid and possibly invoking the Stafford Act, (last used during the beginning of COVID) if such an event occurred. FEMA would provide assistance with generators to hospitals, airports, etc. I clearly remember how FEMA managed the Katrina storm and wonder if any lessons were learned ? My question is how are you going to pump and move Diesel to feed those generators for months even if there were enough portable high-voltage generation units available?
Mitigating The Threat
With an Electrical Engineering background and working for a power utility, I have seen little effort toward protecting the US power grid from and EMP event which leads me to two questions:
1.) What happens if the power is gone from such an event?
2.) How do I protect my electronics?
I plan to cover the first issue a future article on “building an EMP-proof generator” and discuss how to protect electronics in this document. I am also an amateur radio operator (ham) and have extra equipment set aside for the possibility of such a grid-down catastrophe. Ham operators know that tube-based equipment (with no solid-state components) will survive such events because they lack the sensitive small path conductor electronics of solid-state devices. I have only one tube station but several solid-state radios and electronics I wanted to protect.
There is much debate about how much damage our day-to-day electronics would suffer if a large CME or EMP event would occur in this country. Laboratory tests show simply disconnecting devices (unplugging) from the house power is enough. Other tests show isolating electronics into a Faraday cage have the most success. Some tests show grounding the container, others say the container needs to be isolated from ground. [JWR Adds: Most of the recent papers recommend grounding for lightning protection, but isolation from the ground for EMP/CME protrection.] Will your vehicle still run or must we return to the days of a points-and-condenser ignition? Regardless, my plan is to protect much of my spare backup equipment — such as radios and solar inverters / chargers — within a Faraday cage.
Faraday: The Man, The Law, and The Cage
The Faraday cage was developed by Micheal Faraday, a 19th-century physicist who studied magnetism and electricity (electromagnetics) and created “Faraday’s Law”. Faraday’s Law relates to rate of change of magnetic flux through a loop (an electrical coil) and the force or magnitude induced in the loop. We won’t dive into the complexities of the Faraday Law but it can be applied to how it would impact our electrical system if an increase of Earth’s magnetic flux from a CME event. The cage or shield is an enclosure made up of a protective material to block harmful electromagnetic radiation from entering from the outside. These are typically fine brass or copper mesh, lead boxes, metal foil bags, and a whole array of containers to store electronics from such an event. In short, a Faraday enclosure is a conductive box that will shield its contents from the damage created by a CME or EMP. Of course, the equipment will no longer be safe once removed from the enclosure if an additional EMP attack would occur at a later time.
After researching Faraday enclosures to protect my equipment, I wanted to make it somewhat portable in the event of a bug-out situation I began thinking of a way to build my own shield. I have six spare Amateur station transceivers, eight handhelds, and various antenna tuners, meters, monitors solar charge controllers, power inverters and small computers as backup equipment. One day while walking through my local Tractor Supply and spotted an American-made steel trash can and realized that is the perfect container to store spare electronics in as a Faraday shield. I bought two Behrens 20-gallon trash cans without any visible dents or imperfections, especially near the rim and lid. The lid is potentially a poor sealing point as well as the top and side handles.
My Protective Can Construction Technique
My method of electrically sealing the can as a Faraday shield are as follows:
Material required for this project is a steel trash can (I prefer the American-made Behrens brand) and steel lid, a roll of duct tape, roll of heavy aluminum HVAC tape, a Razor knife, scissors, rule, alcohol, paper towels, and a roll of copper mesh for the lid since that is not a tightly sealed space. I used a copper mesh typically used as rodent mesh, in a 4”x40” roll from Amazon.
The potential leaky handles on the top and sides can be easily fixed with a good heavy-weight furnace foil duct sealing tape. Not plastic duct tape but the aluminum foil tape that is used in sealing and making fiber ductwork. It can be found at most big box stores and is 5-6 mils thick aluminum and has a strong adhesive used in HVAC systems.
After wiping down the area with rubbing alcohol to remove stamping oils, simply apply an oversize piece of this tape over the handle areas sealing any holes in the stamping. These are potential “leak” points in the container where holes were stamped to attached handles.
Next is to line the can with an insulating material such as the plastic core board typically found at craft and hobby stores. Depending on your can size, I used two 3/8”x20”x 30” sheets for the bottom and sides. Using the bottom of the can, mark the circle and subtract maybe 1/2” and trim until it fits nice in the bottom. Before starting the sides, wipe down the inside and top lip of the can to remove oils, since this is where tape will be used.
For the side walls, that the foam board and lightly score lines about 1” apart and gently roll the board into a curved shape. Make about 3-4 pieces until the side walls are completely covered. You will note because of the taper of the can, the wall ends won’t match up. I simply overlapped the pieces, marked the overlapping edge and trimmed off that marked piece so there was no overlap cutting. The length of the side wall foam should leave about 4” of the metal can exposed. This is where the copper mesh will be applied.
Once the foam board is installed the can interior the copper shield (rodent mesh) needs to attached to the top of the can lid. Wipe the inside of the can rim with rubbing alcohol to remove any oils. Using the furnace tape, pull off about 12”-15” of tape but leave the sticky backer on. Cut a piece of the copper mesh about 1” longer than the tape. I found applying the copper to the tape in shorter pieces is much easier to manage than a 36” piece, all at once.
Pull off a couple inches of the backer tape and apply the copper mesh with one fold to the mesh. This will make the copper seal stronger and a better connection than a single layer. Begin to apply the tape / mesh combination moving around the rim and pulling the backer tape of simultaneously.
The completed Faraday enclosure should look something like the following, with the copper mesh protruding slightly above the rim of the can to electrically contact the lid for a good connection:
The interior should look like this:
I place my electronics in anti-static bags that I had leftover from electronics purchases. But these can be purchased online from several sources. They are made of a metallic shiny-looking mylar plastic similar to the one shown. I believe they provide an additional layer of protection, if taped shut.
One of my completed “Poor Man’s” Faraday cans is now filled with spare amateur radios and equipment, (several handhelds, three base stations, a mini-computer, antenna analyzer, Signal Link, and Auto Tuner with cables). The steel Maxwell House coffee can shown holds a pocket shortwave radio.
I hope this article will provide some ideas for those aware of the rarely discussed dangers of a CME and EMP and ways to help protect that spare equipment.
That concludes tonight’s training. Are there any questions, comments or suggested additions to this material?
Thanks, this is (callsign) clear to net control. | <urn:uuid:529f96da-e930-43c4-a7a9-9489006b35d8> | CC-MAIN-2024-10 | https://stxd14ares.org/training/knw-175-building-a-farraday-cage/ | 2024-03-04T16:01:54Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.946325 | 2,789 | 2.984375 | 3 |
The United States of America has very specific laws that assist the Electoral College and the citizens alike throughout an election. One specific aspect that has been clearly outlined over the years is that persons under the age of 18 are not allowed to take part in active politics, but don’t let that stop your teen. This law has since locked out potential candidates from vying for office just because of age (Grossberg, 25), however, there are many other ways a young person can partake in American politics.
Learn about the candidates and the issues at hand.
It is necessary to learn about all the candidates who are running for office. Information about them is often provided on their websites. This would help in selecting which candidate to support really. Also knowing the issues well that are important to your teen will assist them in making a political decision on who or what to support. Students can also participate in peaceful local or national demonstrations.
Have a conversation with your elders.
The easiest way to pass on any information is by talking to other people and letting them know about what you think and what you support. Through this one act, young people can easily vouch for his or her preferred candidate and affect the possible outcome of an election.
Set up a phone bank.
A young non-voter can help a candidate that addresses issues that are most important to them by reaching out to potential voters via phone calls. Phone banks allow voters to be made aware of who to support and why, and it is a way to encouraged community members to get out and vote. Google “Phonebanking for (your candidate)” and get started. Here is an example of a phone bank for Bernie Sanders.
Help in the registration process and also getting voters to the polls.
A young person could also assist in ensuring that all the older citizens are registered to vote and also ensure that on the day of voting they are assisted in getting to the polls on time and also having a smooth process the voting. Have your teen check on older voters before the election as many send in absentee ballots. Make sure the older voter knows exactly who they are voting for.
Intern or volunteer for a campaign.
One of the most important ways a teen can get involved in local politics is by volunteering for campaign teams where your opinions are valued and where they need help reaching out to others. Interning in government offices also gives students exposure to how local government works (Grossberg, 86).
Raise money for your candidate.
Help your teen and others to get involved in activities such as bake sales, car wash or even put a lemonade stand at a basketball court to raise funds that would help support your candidate. Create posters for your fundraiser, create a goal for the amount of money you want to raise and go for it.
Use your unique skills to support your candidate.
A young person can use his acquired skills together with his talent to ensure that the candidate is effective. For instance, a teen who is taking graphic design in high school can come in handy with helping out designing posters which in most cases are used for campaigns, students can create a poll at school to see which politician is projected to win an election, or a teen who is taking multimedia production, can produce a video that speaks to teens and their parents. A teen with a big personality and who is outspoken can also use their voice to ensure a broader spectrum of voters are reached.
Get involved in school politics.
Even though a loophole in Kansas allowed six teens under the age of 18 to enter the gubernatorial race, teens under the legal age are not allowed to run for office. You can enter the race right before your 18th birthday in many districts but there are other political opportunities for young people use their leadership skills. In schools, there are clubs such as Community and Future Problem Solvers, debate clubs, TedEd Clubs, Future Business Leaders of America (FBLA), Model United Nations, the Student Government Association (SGA) and more, just check with your school. Students can also run for office within their school government to have a voice. Some school boards even allow one student from the local high schools to be an appointed member of the school board to bring the students’ perspective to decisions and topics. Ask your principal about your child being that person. By getting involved in school politics, students get also chances to interact with local politicians who could mentor them further.
Identify states that allow young politicians.
For instance in New York, the state senator and the state assembly is open for any citizen who is 18-years-old or older, unlike other offices which require a minimum of either 25-years, 30-years or even 35-years to hold office. Ja’Mal Green is 22-years old and never thought he would run for office but he is a candidate for the position of mayor for the city of Chicago. Although there are limited opportunities for young politicians to assume office in America, the one thing that young adult that are candidates for office have in common is that they started community organizations or got involved in politics early in their youth.
Take classes in high school/college that are politically oriented.
A student can engage in politics by taking classes that would expose him or her to politics. By studying law or political science, the student can have the upper hand compared to his counterparts.
Black parents must keep being the change that they want to see and if you can’t be that then show your children how to lead the way. I would like to see more children being groomed for judgeships and politics to create positive change and equity for their communities. It begins with us. | <urn:uuid:88cdd620-19c0-4bb3-9bc6-9e1859f4b07d> | CC-MAIN-2024-10 | https://successfulblackparenting.com/2018/10/15/10-ways-youth-can-get-involved-in-politics/ | 2024-03-04T14:09:09Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.976975 | 1,151 | 3.421875 | 3 |
IN THE WINERY SWO CERTIFIED MEANS:
Managing Water Use In Winemaking
Wineries measure their water usage and implement plans to reduce their water intake.
Lightweight Wine Bottles
Wineries use lightweight bottles. Lightweight bottles use fewer materials in manufacturing, the reduced glass weight lowers transportation costs, and bottles are often made from recycled materials.
Sensor Lights and Taps
Wineries have implemented automatic lighting and water technologies, many wineries have retrofitted their lighting to LED.
Viable Business Planning
Wineries have established a sustainable purchasing plan for products and materials. Many wineries also choose to work closely with community businesses to source local materials and services.
Wineries monitor and record energy use. Wineries use high-efficiency lighting and implement automatic lighting technologies, where appropriate.
Waste Management: Reduce, Reuse, Recycle
Wineries monitor the amount of waste generated at their operations and follow plans to minimize the amount of waste being sent to landfills.
Alternative Energy: Solar Panels, Geothermal, Alternative Vehicle Fuel Sources and Technologies
Wineries incorporate energy-efficient designs by the use of solar and geothermal energy; wineries may also purchase green power sources through the electricity grid. Some wineries also use hybrid or electric vehicles and have installed EV chargers at their locations for staff and guests.
Some SWO Certified wineries are LEED® certified, and some use the force of gravity to move grapes and wine through all stages of production, eliminating the need for pumps or other machinery.
Sustainable Winegrowing Ontario Certified
Ontario Craft Wineries is responsible for winery certification | <urn:uuid:fb1499f4-3f3e-4645-bf8e-ccfff96e6260> | CC-MAIN-2024-10 | https://sustainablewinegrowingontario.ca/wineries/ | 2024-03-04T15:39:39Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.93429 | 336 | 3.046875 | 3 |
Tired of Reading? Please listen to the blog
In recent years, the importance of preventive healthcare has gained significant recognition worldwide, and India is no exception. Taking proactive measures to maintain one's well-being and prevent the onset of diseases has become increasingly crucial in a country with a vast and diverse population like India.
Preventive healthcare encompasses a range of practices, from regular health check-ups and vaccinations to adopting a healthy lifestyle and managing stress effectively. By embracing preventive healthcare, individuals in India can empower themselves to lead healthier, more fulfilling lives while reducing the burden on the healthcare system.
This introduction highlights the significance of preventive healthcare in India and emphasizes individuals' role in taking charge of their well-being. By prioritizing preventive measures, we can pave the way for a healthier nation where individuals have the knowledge and resources to safeguard their health and enhance their overall quality of life.
Understanding the MD Course: Exploring the Basics
Embarking on a journey to become a medical professional is a noble and challenging endeavor. One of the critical milestones in this pursuit is completing an MD course. But what exactly is an MD course, and why is it significant in the medical field?
An MD course, short for Doctor of Medicine, is a postgraduate medical program that equips individuals with the comprehensive knowledge and practical skills required to practice medicine. It is an advanced degree that builds upon the foundation laid during the undergraduate MBBS (Bachelor of Medicine, Bachelor of Surgery) program.
The duration and curriculum of MD programs vary across different regions, such as India and the Caribbean. In India, the MD course typically spans three years after completing the MBBS degree. During these years, students delve deeper into specialized areas of medicine, such as cardiology, radiology, or pediatrics. The curriculum emphasizes theoretical knowledge and practical training, with opportunities for clinical rotations and research projects.
On the other hand, the Caribbean is emerging as an attractive destination for pursuing an MD program. The MD programs offered in the Caribbean provide an alternative pathway for aspiring doctors, often attracting international students. These programs usually have four years, encompassing foundational medical education and clinical training. The Caribbean MD programs often incorporate US-based medical education models and offer opportunities for hands-on experience through clinical rotations.
While MD courses in India and the Caribbean aim to produce competent medical professionals, fundamental differences exist. The curriculum, teaching methods, and assessment approaches may vary. The Indian MD courses are more closely aligned with the national healthcare system, focusing on healthcare challenges specific to the country. On the other hand, Caribbean MD programs often have a more international outlook, attracting students from various backgrounds and catering to a diverse range of healthcare needs.
Understanding the basics of an MD course is essential for aspiring medical professionals. An MD program in India or the Caribbean is a journey of dedication, lifelong learning, and a commitment to positively impacting the health and well-being of individuals and communities.
Exploring Alternative Paths: Caribbean MD Programs
For aspiring medical professionals, the Caribbean has emerged as an intriguing destination to pursue an MD program, offering unique benefits and opportunities. So, what exactly makes Caribbean MD programs an attractive alternative to traditional medical courses?
One of the primary advantages of choosing a Caribbean MD program is the opportunity it provides for international students. These programs welcome students from diverse backgrounds, fostering a rich cultural and educational experience. Interacting with peers worldwide can broaden horizons, foster global perspectives, and enhance cross-cultural understanding—a valuable asset in today's interconnected healthcare landscape.
Admission to Caribbean MD programs typically involves a rigorous selection process. While specific requirements may vary, aspiring students are often evaluated based on their academic performance, personal statements, letters of recommendation, and performance in standardized tests such as the MCAT (Medical College Admission Test). The Caribbean MD programs often offer flexibility regarding admission cycles, allowing students to join at different times throughout the year.
Several factors come into play when comparing the Caribbean MD program with traditional medical courses in India. While the duration of an MD program in India is typically three years after completing an MBBS degree, Caribbean MD programs usually span four years. This additional year often includes clinical training and exposure to the US healthcare system, as many Caribbean MD programs align with US-based medical education models.
Furthermore, the curriculum in Caribbean MD programs often integrates problem-based learning, interactive teaching methods, and clinical rotations, providing hands-on experience in diverse healthcare settings. These programs also emphasize early clinical exposure, allowing students to gain practical skills and confidence from an earlier stage.
Pursuing an MD program in the Caribbean offers a unique blend of academic excellence, cultural diversity, and exposure to global healthcare practices. It provides an alternative pathway to aspiring doctors, expanding their horizons and preparing them for a rewarding medical career that transcends borders.
Doctor Course Options Without NEET Exam
Across India, the National Eligibility and Entrance Test (NEET) plays a significant role in medical admissions, serving as a common entrance exam for aspiring doctors. However, for various reasons, some individuals may seek alternative pathways to pursue a medical career without the NEET exam. What are the options available?
One option is to explore medical programs offered in countries or regions that do not require the NEET exam for admission. Several countries, including the Caribbean, offer medical courses that provide opportunities for students who may have yet to appear or qualify for the NEET exam.
Caribbean medical programs have gained popularity among students seeking alternative routes to becoming doctors. These programs often have different admission criteria, including evaluation of academic performance, personal statements, and interviews. The Caribbean MD programs provide a chance to study medicine in a vibrant and culturally diverse environment, attracting students worldwide.
Apart from the Caribbean, other countries are renowned for offering excellent medical education without the NEET exam requirement. For instance, countries like Russia, Ukraine, China, and many European nations offer medical programs that welcome international students. Each country may have admission criteria, including language proficiency tests and entrance examinations specific to its programs.
Exploring these alternative pathways allows aspiring doctors to fulfill their dreams of pursuing a medical career without the NEET exam. It provides an opportunity to broaden horizons, experience different healthcare systems, and immerse oneself in diverse cultural environments.
While the NEET exam may be the traditional route for medical admissions in India, alternative options exist for those seeking different avenues. By exploring these possibilities, individuals can embark on their journey towards becoming a doctor, tailored to their unique circumstances and aspirations.
Choosing the Best Country to Study Medicine
Choosing the best country to pursue a medical degree is crucial for aspiring doctors. Several factors come into play when making this decision, as it can significantly impact one's educational experience and future career prospects.
Firstly, it's essential to consider the quality of medical education offered in a particular country. Research the reputation and accreditation of the medical schools, ensuring they meet international standards. Look for programs emphasizing practical training, clinical exposure, and research opportunities; these aspects are vital for a well-rounded medical education.
Popular destinations for international medical students include the United States, the United Kingdom, Canada, Australia, and European countries like Germany and France. These countries have established medical education systems and offer various specialty options and research opportunities. Countries like the Caribbean have also gained recognition for their MD programs, attracting students worldwide due to their unique curriculum and international exposure.
Comparing the medical education system in India with other countries can also aid in decision-making. Consider factors such as curriculum structure, program duration, entrance requirements, and clinical exposure opportunities. It is worth noting that while India has reputable medical institutions, studying abroad can offer exposure to different healthcare systems, cultural diversity, and networking opportunities on a global scale.
Furthermore, consider the cost of education, living expenses, availability of scholarships, and potential post-graduation opportunities, such as residency programs and employment prospects. Each country may have its advantages and challenges in these aspects.
Choosing the best country to study medicine requires careful consideration of personal preferences, career goals, financial concerns, and educational opportunities. It is essential to conduct thorough research, seek guidance from mentors or professionals in the field, and make an informed decision that aligns with one's aspirations and individual circumstances.
Empowering Preventive Healthcare: Role of MD Professionals
MD professionals are crucial in promoting and advocating for preventive healthcare practices. With their extensive medical knowledge and expertise, they have the potential to make a significant impact on the well-being of individuals and communities.
One way MD professionals contribute to promoting a preventive healthcare culture is through patient education. Educating patients about preventative measures, such as scheduling regular health check-ups, getting vaccinations, making healthy lifestyle choices, and preventing diseases, is essential. By providing accurate and understandable information, MD professionals can empower individuals to take proactive steps toward maintaining their health.
In India, MD professionals can actively contribute to promoting preventive healthcare by organizing community health camps, conducting awareness programs, and participating in public health campaigns. These initiatives aim to reach a larger audience, disseminate vital health information, and encourage individuals to prioritize preventive measures.
MD professionals can also participate in policy advocacy and healthcare system reforms. By actively engaging in research, evidence-based practices, and collaborating with policymakers, they can contribute to shaping healthcare policies that prioritize preventive care and allocate resources accordingly.
Moreover, MD professionals can implement strategies to foster a preventive healthcare culture. Establishing regular screening protocols, developing customized patient care plans, and including preventative care discussions during routine medical consultations are essential. By embracing their role as educators, advocates, and healthcare leaders, MD professionals can positively impact preventive healthcare in India. Through their initiatives, they empower individuals to take charge of their well-being, reduce the burden on the healthcare system, and create a healthier future for the nation. | <urn:uuid:e1de7139-a9ed-48f3-8b14-806bd93b45d6> | CC-MAIN-2024-10 | https://tau.edu.gy/blog/healthcare-in-india-embrace-preventive-wellness/ | 2024-03-04T14:56:33Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.942512 | 2,004 | 2.71875 | 3 |
TTN-Taxidermists and hunters are fighting to stop a new rule in Tennessee that prohibits the movement of legally taken animals from out of state into TN. The rule was put in place to stop the spread of chronic wasting disease. The implications for taxidermists are obvious and devastating . Taxidermists and hunters are working together to try to get this ban lifted.
As chronic wasting disease spreads, states often take a reactionary approach to dealing with the problem. Here in Wisconsin, much was done to try to stop the spread of the disease when it was discovered here in 2002 . Efforts to stop the spread were not successful. It appears the disease is not making a significant impact on the deer population in WI.
Common sense precautions should be used when handling any dead animal as a taxidermist. Wear latex gloves and an apron, work in a well ventilated room , and keep a clean operation. | <urn:uuid:17042d24-958e-413d-8538-96ee26589e6c> | CC-MAIN-2024-10 | https://taxidermytalk.com/taxidermists-hunters-fight-stop-new-rules-tn/ | 2024-03-04T16:09:29Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.974008 | 187 | 2.609375 | 3 |
Ever walked into a new classroom and felt completely lost? The seating arrangement is weird, the teacher has some unconventional rules, and you have no idea what to expect. That’s how you might feel walking into a classroom set up in a “6x slope” style. But don’t worry, once you get the hang of it, this innovative layout can actually make learning more engaging and effective.
The 6x slope classroom turns traditional row seating on its end. Instead of facing forward, desks are arranged on an incline, with each row higher than the one in front of it. This allows every student to easily see the teacher and whatever is being presented. It also makes it simple to have discussions across the room. Some teachers have noticed that the slope style leads to more participation since no one feels like they have a “back row seat.” If your school is experimenting with new classroom designs, the 6x slope approach is worth considering. While it may seem strange at first, this slanted setup creates an environment where students and teachers can thrive.
What Is a 6x Slope in the Classroom?
So you want to know what a 6% slope means in the classroom? No problem, we’ve got you covered. A 6% slope refers to a measure of steepness for any surface in your classroom. It means that for every 6 feet you go horizontally, the surface rises by 1 foot vertically.
To calculate the slope of any line in your class, you can use the slope formula: slope = (y2 – y1) / (x2 – x1). For example, if you have the points (3,2) and (6,8), the slope would be (8-2) / (6-3) = 6/3 = 2. The slope of a line with the equation 6x – 3y = 5 is also 2.
Some examples of 6% slopes in a classroom:
•Ramps leading into the classroom for wheelchair access. These gentle slopes make the classroom accessible for students and teachers with mobility issues.
•The slight slant of a desktop from back to front. This minor slope prevents pencils and other supplies from rolling off the desk, while still being a useful work surface.
•Chalkboards or whiteboards mounted at a 6% angle. Tilting the board slightly towards the students improves visibility and ergonomics for both students and teachers.
•Demonstration tables tilted at a 6% slope. Whether for science experiments or art projects, a gently sloped tabletop aids in visibility and prevents spills.
With a little math and some examples, you now have a solid understanding of 6% slopes and how they apply in the classroom environment. Remember, for every 6 feet across, the slope rises 1 foot up at a 6% grade. Keep an eye out for all the sloped surfaces that make your classroom comfortable and accessible.
Benefits of Using a 6x Slope in Teaching
Using a 6x slope in your math classroom is a game changer. It provides so many benefits for your students in understanding this fundamental concept.
Engagement and Fun
Integrating a 6x slope gives students a break from normal lessons and worksheets. They’ll love the challenge and teamwork involved. It makes learning exciting and memorable. Years later, they’ll still remember that day they raced down the 6x slope!
Working with a 6x slope in a hands-on way helps students truly grasp what slope means in a concrete, visual fashion. They can see how the steepness of the slope affects the speed of their descent. This embeds the concept of slope into their minds in a way that transcends any worksheet.
Using an interactive 6x slope creates an experience that sticks with students. They have a sensory and emotional connection to the math concept. This leads to stronger retention and the ability to apply their learning to new situations. The lessons learned racing down that 6x slope will stay with them for the long run.
Teamwork and Problem-Solving
Navigating a 6x slope challenges students to work together to accomplish a goal. They have to strategize the best approach and solve any issues that arise. This collaborative problem-solving strengthens an important life skill in a fun, low-risk way.
With so many benefits for student engagement, understanding, and growth, using a 6x slope in your teaching is a win-win. Your students will thank you for this unforgettable learning adventure!
Setting Up a 6x Slope in Your Classroom
Setting up stations for teaching slope in your 6th grade classroom is easier than you might think. All you need are some basic supplies and a little space.
The key supplies you’ll want to gather are:
- Ping pong balls
- Blank graph paper
For the space, try to allocate an area in a 2:3 or 3:4 width to length ratio, if possible. A curved configuration, like in a corner of the room, works even better. You’ll want enough room for students to spread out the graph paper, use the rulers, and roll the ping pong balls.
Have students work in pairs or small groups. Give each group a sheet of graph paper, a ruler, and two different colored markers.
Next, have students create a simple line graph on the graph paper by marking two points and connecting them. For example, (2, 3) and (6, 9). Ask them to label the x- and y-axes, the grid lines, and the points they plotted.
Then, give each group 3-5 ping pong balls. Have students release one ball at a time at the highest point of their line graph. As the ball rolls down, have them mark its path on the graph with the marker. Repeat with the remaining balls.
Finally, ask students to determine the slope of each ball’s path. They can use the slope formula (rise/run) or count the grid boxes. The slopes should be the same for each ball on the same line graph.
Compare the different slopes from the groups’ graphs. Discuss how slope is calculated and its relationship to the slant or steepness of a line. This hands-on activity will prepare students for learning about slope in their Algebra class!
With some basic materials and space, setting up practice for slope in a 6th grade classroom can be easy and engaging for students. Rolling ping pong balls down hand-drawn line graphs is an activity students will surely remember.
6x Slope Activities for Engaged Learning
Desmos offers some great activities for teaching slope in engaging ways. Here are 6 ideas to try in your classroom:
Have students plot points on a coordinate grid to create a picture or shape. They can then challenge each other to figure out the slope between points to recreate the image. This can be done on paper or using Desmos. Start with simple shapes like lines, then move on to letters and objects.
Create a maze on a coordinate grid and provide students with the slope between some of the lines. They have to figure out the slope of the remaining lines to navigate the maze. This helps them see how slope indicates the direction and steepness of a line.
Students take turns plotting points on a graph. After each point is plotted, they have to identify the slope between the new point and one already on the graph. If they get it wrong, they’re out. The last student left wins! This fast-paced game reinforces identifying slope between any two points.
Guess My Slope
Have students take turns thinking of a slope, like 2/3, -5, or 7. The other students ask yes or no questions to try and guess the slope. Questions like “Is the slope negative?” or “Is the rise greater than the run?” help students get better at determining what different slopes look like.
Provide students with a set of coordinate points for a line graph. Have them graph the points, determine the slope, and find the equation of the line. Then reveal a set of graphs and have students match their line graph to the correct one. This helps cement the relationship between coordinate points, slope, and the visual representation of a line.
Ask students to find examples of slope in the real world, like ramps, mountain roads, or the pitch of a roof. Have them take pictures, measure the slope, and explain how they calculated it. Applying slope to tangible examples in the real world leads to a deeper understanding of this key concept.
FAQs About the 6x Slope in Classrooms
The slope of a line refers to how steep or flat it is. For the line 6x – 2y = 3, the slope is 6. This means that for every increase of 6 units along the x-axis, the line rises 2 units along the y-axis.
What does the slope of 6 mean?
A slope of 6 indicates this line has a steep incline, rising quickly. Lines with higher slopes appear steeper, while lines with lower slopes are flatter. A slope of 0 means the line is completely horizontal, with no rise or incline.
How do I calculate the slope?
The slope formula is (y2 – y1) / (x2 – x1). Pick any two points on the line and plug them into the formula. For our example line 6x – 2y = 3, if we choose the points (0, -1.5) and (1, -3), the slope is ( -3 – (-1.5)) / (1 – 0) = -1.5 / 1 = -1.5. But since the line actually has a rise of 2 and run of 6, the slope is 2/6 = 1/3 = 0.3333, which rounds to 0.33.
What is the y-intercept?
The y-intercept is the point where the line crosses the y-axis. For the line 6x – 2y = 3, the y-intercept is -1.5. This means when x = 0, y = -1.5. The y-intercept provides a reference point to help graph and understand the line.
Can the slope be negative?
Yes, a line can have a negative slope, which means it is decreasing. If the slope is negative, the line is declining from left to right. For example, a line with the equation y = -3x + 5 has a slope of -3, since y decreases by 3 for every increase of 1 in x.
To summarize, the slope and y-intercept are two important characteristics of a line that help determine its shape and position. Understanding these concepts will provide a solid foundation in graphing and working with linear equations. Please let me know if you have any other questions!
So there you have it, some easy ways to incorporate more slope into your math classroom. Just pick a few ideas to get started and build up from there. Before you know it, your students will be seeing slope everywhere they go, on the playground, on the street, in the world around them. And that kind of real-world connection is what math education is all about. Keep challenging your kids and encouraging them to think outside the box. With the right mindset and tools, any math topic, even slope, can be fun and exciting. Now get out there and spread the slope love! The math nerds of the future will thank you. | <urn:uuid:0da0f07b-0797-432c-b25f-aea9e515da5c> | CC-MAIN-2024-10 | https://techtrillion.co.uk/classroom-6x-slope/ | 2024-03-04T14:55:51Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.94505 | 2,384 | 3.609375 | 4 |
Mycotoxins are toxic metabolites produced by molds in the food they contaminate, capable of causing biochemical, physiological and pathological changes in many species. Harmful effects of mycotoxins observed in humans and animals include carcinogenicity, teratogenicity, immune toxicity, neurotoxicity, hepatotoxicity, nephrotoxicity, reproductive and developmental toxicity, indigestion and so forth. These substances can be found in a variety of very important agricultural and food products, the control of the prevalence of mycotoxins is an issue of essence for human and animal health preservation.
Food mycotoxins test kits are common tools for detecting mycotoxins (aspergillus aflatoxin, versicolor, ochratoxin, zealenone, patulin, trichothecenes, fumonisins, fumonisin, 3-nitropropionic acid, island penicillin, and Huang Tianjing) in food, as well as important means to ensure food safety. Food mycotoxins test kits can be divided into the following categories:
Fig.1 Common mycotoxins in food.
Fig.2 Factors of relevance for mycotoxin nascence in food and feed. (Pleadin J et al., 2019).
Alfa Chemistry provides a wide range of mycotoxin test kits including fusarium, aspergillus, penicillium, cladosporium, claviceps, alternaria and helminthosporium in food. We are committed to producing fast, efficient, safe and inexpensive food mycotoxin test kits to meet your requirements. If you are interested in our products, welcome to contact us for products quotations and more detailed information. | <urn:uuid:ce5a40be-6294-4f52-89eb-14428f5765f9> | CC-MAIN-2024-10 | https://testkits.alfa-chemistry.com/products/mycotoxin-test-kits.html | 2024-03-04T15:34:33Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.896688 | 358 | 2.90625 | 3 |
Early childhood education (ECE) is a cornerstone in the development of young minds, providing a crucial foundation that shapes a child’s cognitive, social, and emotional well-being. As educators, parents, and policymakers increasingly recognize the significance of the early years, there is a growing emphasis on creating enriching environments that foster holistic growth. In this comprehensive exploration, we delve into the key aspects of early childhood education, its benefits, challenges, and the evolving landscape that seeks to provide every child with a strong start in their educational journey.
The Importance of Childhood Education at Early Stage:
The early years of a child’s life are marked by rapid brain development, laying the neural groundwork for future learning and comprehension. Early childhood education stimulates cognitive growth through age-appropriate activities, games, and interactive learning experiences. These activities are designed to enhance language acquisition, numeracy skills, problem-solving abilities, and critical thinking.
Research consistently demonstrates that children who participate in quality education programs show improved cognitive performance, better school readiness, and a greater likelihood of academic success throughout their educational journey.
Social and Emotional Development:
Beyond academics, early education plays a pivotal role in nurturing social and emotional skills. Children learn to navigate relationships, communicate effectively, and develop empathy in a structured and supportive environment. These essential skills not only contribute to a child’s immediate social interactions but also serve as a foundation for positive mental health and well-being in later years.
Early education fosters a sense of belonging and community, promoting cooperation, teamwork, and conflict resolution. Children learn to express their emotions, understand those of their peers, and develop a strong sense of self.
Early Intervention and Identification:
Early childhood education provides a valuable platform for identifying and addressing developmental delays or learning challenges. Educators trained in early childhood development are adept at recognizing signs of potential issues and can collaborate with parents and specialists to implement timely interventions. Early intervention can significantly improve outcomes for children facing developmental obstacles, ensuring they receive the support needed to thrive academically and socially.
Parental Involvement and Support:
Early childhood education is not solely confined to classrooms; it extends to the involvement of parents and caregivers. Parents are recognized as a child’s first and most influential teachers, and quality ECE programs actively engage them in their child’s learning journey. Workshops, parent-teacher conferences, and interactive activities create a collaborative relationship between educators and families, fostering a supportive environment for the child’s development.
Challenges in Childhood Education at Early Stage:
Access and Affordability:
While the benefits of early education are widely acknowledged, access to quality programs remains a challenge, particularly for economically disadvantaged families. Affordability, availability of programs, and geographical disparities often limit the accessibility of ECE opportunities for all children. Addressing these challenges requires concerted efforts from policymakers, communities, and educational institutions to ensure that every child, regardless of socioeconomic background, can access quality early childhood education.
Workforce Training and Compensation:
The effectiveness of childhood education heavily relies on the skills and dedication of educators. However, the ECE workforce is often undervalued and under-compensated, leading to high turnover rates and potential gaps in the quality of education provided. Investing in professional development opportunities and equitable compensation for early childhood educators is crucial to retaining skilled professionals who can contribute meaningfully to a child’s early learning experiences.
Recognition of Diversity and Inclusivity:
Recognizing and celebrating diversity is an integral aspect of childhood education. Creating inclusive environments that embrace different cultures, languages, and abilities ensures that every child feels seen and valued. Educators must be trained to address the unique needs of diverse learners, including those with disabilities or from marginalized communities, fostering an inclusive and equitable learning environment.
The Evolving Landscape of Early Childhood Education:
The digital age has ushered in new opportunities for early childhood education, with the integration of technology into learning environments. Educational apps, interactive software, and digital platforms can enhance early literacy, numeracy skills, and cognitive development. However, a balanced approach is essential to ensure that technology complements, rather than replaces, hands-on and interactive learning experiences.
Play is the natural language of children, and play-based learning approaches are gaining prominence in childhood education. Recognizing the importance of imagination, creativity, and exploration, educators are incorporating play into curricula to stimulate cognitive, social, and emotional development. Play-based learning encourages curiosity, problem-solving, and collaboration, laying the groundwork for a lifelong love of learning.
Advancements in neuroscience and educational research contribute to a deeper understanding of early childhood development. Educators are increasingly adopting evidence-based practices that align with the latest research findings, ensuring that teaching methods are grounded in proven approaches to maximize positive outcomes for children.
Early childhood education is a transformative force that shapes the trajectory of a child’s life. From cognitive development and social-emotional skills to early intervention and parental involvement, the benefits are far-reaching. While challenges persist, the evolving landscape of ECE holds promise, driven by technological integration, play-based learning, and a commitment to research-informed practices. As we recognize the pivotal role of early childhood education, it becomes imperative to invest in accessible, high-quality programs that lay a strong foundation for future generations. | <urn:uuid:c4b8ca08-243f-4b54-a03e-d357f692981d> | CC-MAIN-2024-10 | https://theenterpriseworld.com/crucial-role-of-early-childhood-education/ | 2024-03-04T14:26:24Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.936283 | 1,094 | 4.0625 | 4 |
Have you heard about the Gut Brain Connection? They say that the gut is the second brain. However, you can argue that the gut is at least the co-brain, if not the brains of the whole operation! Our gut is home to thousands upon thousands of tiny microbes that work around the clock to keep us ticking. So when the good bugs in our belly get outnumbered by pathogens, it negatively affects our day-to-day life. From stress to hormone production to mood swings, brain fog and more. I’ve experienced this first hand. Brain fog so bad I couldn’t work or function to carry out the most simple tasks. Not being able to cope with situations that would have been easy to manage at other times. Let’s dive deeper on the gut-brain axis and what you can do to strengthen the connection.
Is the Gut-Brain Axis a Real Thing?
There is a genuine connection between the gut and the brain. The gut-brain axis is actually a biological pathway that links the central nervous system (CNS) and the enteric nervous system (ENS). Along the main road between the gut-brain axis boasts several direct and indirect pathways to other areas of the body. Therefore, it has the ability to communicate with:
Autonomic Nervous System (ANS) – This is the part of the body that takes care of the things that we don’t think about such as breathing and cell reproduction. It is broken into three distinct parts:
Endocrine System (Hypothalamic-Pituitary-Adrenal Axis or HPA axis) – This is a group of organs that are responsible for many important functions such as hormone production, mood, and regulating the sleep cycle.
Parasympathetic System – In charge of resting and digestion. It’s main purpose is to conserve energy and does so by doing things such as slowing down the heart rate and relaxing sphincter muscles.
Immune System – Cells, tissues, and organs work together to keep the body free of foreign cultures.
Now, that’s a lot of influence! Don’t worry, we’ll get a little more into each of those later. While there’s no denying the connection between the gut and the brain, we might not understand the levity of the bond. Thought we just dove deep? We’re about to get deeper!
Gut to Brain – A Direct Line of Communication
One has to wonder…did the gut form the brain? This might sound far-fetched at first, but think about it. A fetus is formed in the mother’s womb. Its first exposure to life is their mother’s vaginal microbiota. The interaction between this new form of life and those bacteria shapes the immediate growth and future development of this human being’s CNS and ENS. So the exact bacteria that saw a child born from egg to human played a huge role in the creation of everything we see on our body head to toes. It also formed what we think and how we feel. From birth, our gut has had open communication with our brain. It achieves this through many modes. These include:
Vagus Nerve – Sensory neurons travel down this most direct link between the brain and gut. The intestines signal to the brain stem what’s going on in the gut, which engages the limbic system. This is where your emotions lie. When your intestines are unhappy, you will feel stressed, triggering cortisol production and in turn, negatively impacts the gut. This creates a downward cycle of poor gut and mental health.
Leaky Gut Syndrome – When we are under chronic stress, it begins to change our microbiome. As more cortisol pumps into the body, it can clog up your gut. In turn, your environment can become more acidic, causing it to break the gut barrier. The end result is Leaky Gut Syndrome. This condition has been scientifically linked to mental health disorders such as depression due to the amount of toxins in the bloodstream.
Gut Hormone Signalling – Many bacteria present in your microbiota may stimulate enteroendocrine cells. When excited, these cells produce neuropeptides, such as glucagon-like peptide 1 and substance P (pain). As neuropeptides enter the bloodstream, they can directly affect the ENS. When this happens, you may feel stomach conditions such as Inflammatory Bowel Syndrome (IBS).
Tryptophan Metabolism – In order to create serotonin, the happy neurotransmitter, you need the amino acid, tryptophan. When the body’s gut mucosal enterochromaffin cells digest tryptophan, it creates ~90% of the serotonin in your bloodstream. So, literally if your gut is unhappy…you will be unhappy!
Good Bacteria Putting in Work – The gut doesn’t need to be a scary place. Many helpful bacteria live there. After all, that’s how you came into existence. These things know what they’re doing. For instance, bacteria species such as Bifidobacterium and Lactobacillus create gamma-aminobutyric acid (GABA), which is a neurotransmitter that tells the brain to feel calm. Many others produce amino acids and other proteins we need (and take for granted).
Now that you see firsthand just how much communication is going on inside your body, we can see how the gut-brain connection has a huge impact on your day-to-day life.
Gut Health and Mental Health
When you are under an immense amount of stress, do you sometimes feel sick to your stomach? Now think of your first love. Back in the day, did you used get those feelings of butterflies? These are living embodiments that the gut-health connection is real on two opposite ends of the spectrum. Let’s take a look at these two feelings.
Negative Impact of Gut Health on Mental Health
If you are ever in what you perceive as a stressful situation, the amygdala in the brain tries to process your emotional response. By interpreting the information present in this stressful situation, the brain sends stress signals in the form of neurons to the hypothalamus. The hypothalamus starts up the sympathetic system and sends autonomic nerve fibers over to the adrenal glands in the HPA axis. This is where we create the hormone, cortisol. Our body can only hold so many hormones. So, if we produce cortisol every time we feel stress and stress becomes chronic, which hormone do you think we will produce the most of? Not melatonin, the sleep hormone. Not estrogen or testosterone. Nope. Cortisol!Studies have shown that excess cortisol converts to fat. As fat begins to pile up, this is really the precursor to many fatal illness such as cardiovascular disease, diabetes, and cancer.Therefore, chronic stress is a breeding ground for disease. This isn’t where the negative gut-brain ties end. It only gets more complicated from there. Bad bacteria in the gut has been linked to many mental health and other conditions such as:
Schizophrenia – Studies show that patients diagnosed with schizophrenia tend to have increased levels of Lactobacillus casei, Lactobacillus lactis, Streptococcus mutans and Streptococcus thermophilus. These all alter the Th2 immune response seen in cases of schizophrenia.
Depression – Speaking of Clostridium, this pathogenic bacteria produces HPHPA and p-cresol, these are acids and microbial metabolites respectively. More importantly, they stop the growth of the enzyme, dopamine beta-hydroxylase. As the name suggests, this is responsible for the production of our happy hormone, dopamine.
Bacteria may seem like a negative thing to have in your system, but they’re not all that bad. Having good bacteria in your system can do wonders for your brain. Let’s take a look.
Positive Impact of Gut Health on Mental Health
On the flip side of things, the gut can also do a lot of good for the body. Remember those feelings of butterflies? That’s the gut-brain connection at work. There’s a lot going on when this happens. For one, your HPA axis is doing it’s thing again. This time for the greater good, the adrenal glands are pumping out the hormone adrenaline. As a heads up, it might be secreting some cortisol too. That’s the feeling that maybe you should run and hide when you like someone. However, when the adrenaline kicks in, you begin to feel those fireworks. In turn, it causes the ANS to contract your stomach muscles, making that butterfly effect.
How to Improve the Gut-Brain Connection
So how do we live by the mantra, “Happy gut, happy brain?” Here are a few easy ways to help improve the gut-brain connection.
Probiotics Supplements and fermented foods – As you’ve put together by now, there’s a lot of good bacteria out there. Sometimes our body needs more of them. As the bad bacteria wins over in your gut, you need more live probiotics to help fight them off. For really severe conditions, you can even get your microbiome tested. From there, companies can formulate personalized probiotics supplements based on the good bacteria you have lacking and the bad bacteria you have winning.
Diet – Think long and hard about what you’re eating and how your body is responding. Look in to some gut healing foods and switching to a wholefoods diet and be sure ditch any processed foods. Keep a food journal and write down how you feel and see if you notice any patterns. Listen to your body. It’s trying to tell you something!
Exercise – Exercise can help create endorphins. This helps us feel happy. Therefore, with time you will actually see exercise as an exciting thing to do. Not to mention, you’ll love losing the extra kilos…and so will your gut. Exercise also gets your lymphatic system pumping, helping remove toxins from your body. Recent studies have revealed that HIIT (High Intensive Interval Training) can have a positive effect on your microbiome.
Now that you know a little more about the gut-brain connection, have a think about what you are able to do to improve it.Book in with a great practitioner and devise a plan to bring your gut back in to a healthy balance. Join our supportive Facebook community for tips and advice. | <urn:uuid:0f2caec4-61cc-424e-99a2-42dfb27c392a> | CC-MAIN-2024-10 | https://theguthealingcommunity.com/the-gut-brain-connection/ | 2024-03-04T15:30:59Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.927189 | 2,183 | 2.828125 | 3 |
The 13 Most Effective Note-Taking Methods
These are efficient note-taking methods that anyone can pick up and use to take better notes.
- By Sander Tamm
- Jan 20, 2023
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“Genius is 1% talent and 99% percent hard work.” Albert Einstein
When you’re first learning a new concept, you’re taking in further information that has to go through the process of memorization.
The human brain, however, is inefficient at remembering things.
Within 24 hours of leaving class, your brain will have forgotten more than half of what it remembered at the end of the class.
This phenomenon is described by the Ebbinghaus forgetting curve , which perfectly illustrates the need for note-taking .
Compare the right-side green line with the left-side red line.
Someone who takes notes and reviews them three times (green line) remembers nearly everything after a week. On the other hand, a person who doesn’t review their notes at all (red line) forgets everything within a week.
Don’t be the red line – make sure you’re one of the green lines instead! To do so, you’ll need to learn how to take effective , visually interesting , and/or aesthetical notes .
To help you do so, these are the best note-taking methods:
Best Note-Taking Methods
Outline note-taking method.
Best for: Most subjects except science classes such as physics or math
Difficulty level: Medium
The outline method of note-taking uses indentation to store information in a clear hierarchy. When applicable, the outline method is one of the most efficient note-taking formats as it creates meticulously well-organized notes. The method can also be used in both deductive and inductive order.
Outlined notes are some of the easiest to review, as it’s one of the few systems that allow you to see space relationships between topics. However, the method is not always suitable for taking notes during a live lecture, and outlining requires a clear lesson structure.
- Space relationships between topics are visible,
- Information is recorded in a logical, hierarchical manner,
- Outlined notes are quick and easy to review pre-exam,
- Special notepaper & preparation not required,
- Research on the outline method has been positive,
- Usable during class (slow to medium-paced lectures).
- Unsuitable for some STEM subjects,
- Learning materials/lectures require a clear structure,
- Outlining notes requires intense concentration and thought.
Cornell Note-Taking Method
Best for: Recording main concepts & forming study questions
Difficulty level: Easy
The Cornell note-taking method , developed over half a century ago, is a tried-and-true strategy for taking effective notes. It uses two top columns (the “cue” and “note” columns), together with a single bottom row (the summary section), to record notes.
The method is versatile, usable for most subjects, and one of the simplest yet most effective note-taking methods. By mastering the Cornell system, you’ll always have at least one solid note-taking skill under your belt. The Cornell system is one of the most popular note-taking strategies in the world for a good reason.
- Organized and systematic for both recording and reviewing notes
- Time-efficient and requires little effort,
- Taking Cornell notes is very easy to learn,
- Suitable for most subjects (except equation-based subjects),
- Fulfills a natural learning cycle within one single page,
- Ideal for extracting major concepts and ideas.
- Requires creating or purchasing Cornell-style pages,
- Large quantities of Cornell notes can be challenging to organize,
- Not great at reducing the size of notes,
- Research on the Cornell method is mixed.
The Cornell method is a variant of the split-page note-taking method (also known as the two-column method). Try the split-page method if you are finding the Cornell method a bit too restrictive but you like the basic approach of cues or keywords combined with more detailed notes.
Boxing Note-Taking Method
Best for: Digital note-taking with a stylus pen
The boxing method of note-taking uses boxes to visually separate topics within a page. While the boxing method was designed for digital devices, it’s a technique that can be easily adapted to handwritten notes.
Using the boxing strategy results in notes that are visually pleasing and easy to review. The method also takes full advantage of digital-only features such as lassoing, resizing, and moving notes after writing. Together with mind mapping, it’s one of the most effective note-taking strategies for visual learners.
- Takes advantage of digital note-taking tools,
- Great for learners with a visual learning style,
- Aesthetically pleasing notes,
- Notes reduce well.
- Slightly time-intensive,
- Not always practical for note-taking during lectures.
Charting Note-Taking Method
Best for: Recording facts and statistics
Difficulty level: Hard
The charting method of note-taking , also known as “matrix note-taking,” uses charts to classify information within rows and columns. While the method is not usable for many subjects, it is a remarkable tool under the right circumstances. This method is best used with subjects with factual or statistical information that can be categorized into tables.
On the other hand, it’s not suitable for note-taking during live lectures, very detailed topics, and subjects where the space relationships between content are essential. It’s also not well-suited for subjects that have many equation-based problems.
- A compelling method for subjects with lots of facts and statistics,
- Easy comparisons between different topics,
- Reduces note sizes better than any other method,
- Charted notes are straightforward and efficient to review,
- Very efficient for studying comparisons.
- Unsuitable for most subjects,
- Requires a basic understanding of the topic,
- Very time-intensive.
Mapping Note-Taking Method
Best for: Analyzing visual connections between key ideas and concepts
The mapping method of note-taking , also known as “concept mapping,” connects different thoughts, ideas, concepts, and facts through visualization. Both Leonardo Da Vinci’s and Albert Einstein’s notebooks reportedly contained mapping-style notes that connected drawings to words and notes.
The mapping method starts with a central topic in the middle of the page before branching into smaller subtopics, supporting topics, and more minor details. The method provides a one-of-a-kind graphical overview of lecture content that is irreplaceable for visual learners.
Mapping is best used in content-rich college classes where the information is structured. However, taking notes in a live class with this method is very rarely possible due to its time-consuming nature.
- An excellent method for visual learning styles,
- It gives a comprehensive overview of a large subject,
- It helps you understand the connections between small elements within a major topic,
- Maximizes active participation,
- Reviewing mapped notes is very efficient.
- Requires a good understanding of the topic,
- Requires strong concentration,
- It cannot be used effectively during class,
- It can be difficult to correctly include all relationships ,
- Mapping is very time-consuming.
Sentence Note-Taking Method
Best for: Quick, unstructured note-taking
Difficulty level: Very easy
The sentence method of note-taking uses sentences separated by lines to quickly transcribe as much information as possible from the information source. It requires quick handwriting or typing skills to be used effectively, and it’s likely the most commonly used note-taking method due to its simplicity.
Using the sentence method results in oversized notes that are notoriously difficult to review afterward. However, the sentence method can sometimes be the only viable choice for fast-paced, unstructured lessons you’re unprepared for. It’s often a good idea to rewrite notes taken with the sentence method after class.
Try not to rely on this method when you have a choice, but keep it as a backup plan when you can’t use an alternative note-taking strategy.
- It can be used for any subject and type of class,
- Very easy to implement,
- Suitable for quick note-taking during class.
- Reviewing sentence method notes after class is difficult and time-consuming,
- No inter- and intra- relationships between notes are visible,
- The main points are indistinguishable from more minor details,
- Quick handwriting or typing speed required,
- No element of metacognitive note analysis during note-taking.
Blurting Note-Taking Method
Best for: Studying and memorizing complex topics
Difficulty level: Medium
Unlike passively highlighting text or rereading notes, the Blurting Method is truly one of the most efficient ways to understand where you are at in your knowledge and do something about it at the same time.
The blurting method of note-taking is an active recall technique that can be used to help you learn and remember information. Active recall is basically a learning technique that involves testing yourself on the material that you’re trying to learn and has been shown to be a very effective way to make.
The blurting method, at its simplest, is reading a section of text or notes, then closing them and writing down as much of the information as you can remember. This makes your brain work harder to retain the information, making it really hammer the info down into your long-term memory.
- It can help you identify the areas where you need to focus in your study time, thus making sure that the gaps in your knowledge are covered.
- It gives you a better understanding of the material, as you are forced to put the information into your own words.
- Recall ensures information is retained longer.
- It’s a flexible method that can be modified to suit your needs.
- The method can be used on any type of written learning material – but also after listening to lectures and online course videos.
- This method is time-consuming, and some might find it tedious.
- It does not replace note-taking during on-going lectures.
- It is mentally taxing.
- It is not the most efficient method for memorizing a lot of facts – use flashcards or a similar method in this case
Q/E/C Note-Taking Method
Best for: Argumentative subjects (such as history, philosophy, and literature)
The Question/Evidence/Conclusion (Q/E/C) method of note-taking is a simple but powerful method for organizing and recording information from lectures. Focused on capturing the big ideas and how they relate to each other, the method is structured around concepts that require arguing and evidence to create a clear and concise summary. Each concept is divided up into three parts: question, evidence, and conclusion.
The Q/E/C is ideally suited for most subjects in the humanities, especially ones that tend to present in an argumentative form, such as history, philosophy, and literature. It is also a very useful method to include in your toolbox for other subjects, including technical ones, where it can be suited for certain classes.
The method is also an excellent way to outline or plan for your essays, as it helps you develop a clear structure and will likely help you identify additional questions and counterarguments along the way that you may need to consider.
- Helps you focus on the bigger picture
- Helps you keep track of the relationship between the overall topic and the arguments/evidence
- An excellent way to clearly record more argumentative presentations
- Clear way of presenting arguments and counterarguments
- Forces you to synthesize arguments and write a conclusion
- A good fit for the humanities and non-technical subjects
- Matches the way many lecturers present (and view the world)
- Useful method for outlining argumentative essays
- Less suitable for technical subjects or for concepts with more complex relationships
- Challenging to use during fast-paced or poorly structured lectures
- Requires concentration and reflection
- Can be difficult to use if you don’t yet have an overall grasp of a new subject
Morse Code Note-Taking Method
Best for: Quickly absorb large volumes of course material in argumentative subjects.
Difficulty level: Hard
A fairly recent addition to the realm of note-taking methods – but one that many academics swear by – is the Morse Code note-taking method , a variant of the Q/E/C method . Not to be confused with Morse Code itself, this note-taking method uses dots and dashes to mark up course literature while you are reading it . Importantly, it enables you to keep reading while taking notes rather than pausing to jot down your notes.
Dots are used to denote the main ideas, and dashes for supporting facts, arguments, and examples. After you have finished reading the entire text, you use your notes in the margin to type up notes and then condense them into a format that is useful for further review.
- As you do not stop reading, it is among the most efficient methods for covering larger quantities of text.
- It helps extract the main and supporting points from a text.
- It promotes active reading through the note-taking
- It facilitates reading comprehension and critical thinking through the decoding and condensing stages.
- It is not applicable to all types of reading material (in particular, material that is not structured in an argumentative academic style).
- Very little information is captured in your notes – if you wait too long to decode your notes, you may have forgotten the context.
- Less suitable for readers who tend to lose their focus when engaging in continuous reading (who may benefit from pausing and processing their notes paragraph by paragraph or page by page.
Flow Note-Taking Method
Best for: Understanding interrelationships between concepts at a higher level
While linear note-taking methods (such as the sentence and outline methods) have their place in your toolkit, you will want to complement these with non-linear methods that force you to actively engage with the topic at hand as a whole. Using such methods translate into a better understanding of an area and how its different component parts relate to each other. One of the main non-linear approaches that you should become familiar with is the flow method of note-taking .
It can look similar to the mapping method, but the focus of this method is on the higher-level concepts and ideas and how they relate to each other. Detailed descriptions and paraphernalia have to take a step back. The relationships are indicated using arrows and lines, in whichever way you find useful.
- The flow method aims to have you learn during class by having you engage actively with the content.
- Even though you are actively learning during class, you also get useful notes for revision – while the notes are not in the most useful format for revision, they tend not to be terrible
- It’s a flexible method that suits most subjects.
- It is a good choice for note-taking after having followed a class or after having read all material to solidify your understanding.
- The method can be personalized to suit individuals’ needs and preferences.
- The flow method is not well suited for topics of which you have no prior understanding, as it can be difficult to pick out what is more or less important and figure out how they relate to each other during the class.
- While engaging mainly with the bigger picture, you risk missing important details during lectures.
- Flow notes can easily turn out quite messy and are not ideal for revision (you can try to mitigate this by adding cue words to your notes to prompt you to describe relationships during revisions).
- It can be difficult to find the time to actively engage with a topic during fast-paced lectures, forcing you to take detailed notes and apply the flow method after class instead.
- Practice with the method is needed as you need to figure out how to best use it to suit your learning style.
Best for: Active reading to build deeper understanding of texts
The REAP method (Read, Encode, Annotate, Ponder) was developed by Marilyn Eanet and Anthony Manzo at the University of Missouri at Kansas City in 1976 as a response to what they saw as inadequate teaching methods for developing active reading. The method is designed to help students be able to understand the meaning of texts through reflecting and communicating on their content.
REAP consists of four stages:
- Reading: Reading the text provided to identify the ideas expressed by the author.
- Encoding: “Encoding” the main ideas identified in the text in your own words.
- Annotating: Writing “annotations” of the ideas, quotes, etc., in the text.
- Pondering: Reflecting on the content and writing comments or criticisms of the text, and discussing with others.
This will make you return to a text multiple times, each time from a different vantage point, and let you gradually analyze the text at a higher and higher level.
- A scientifically proven effective method for improving reading comprehension and recall
- Helps build capacity to engage critically with texts
- Provides a framework for re-engaging with a text from multiple vantage points
- Method that takes a lot of time, focus, and mental energy
- Not suitable for note-taking during lectures
- Less suitable for all texts (such as some college textbooks) or learning purposes (such as more detailed memorization)
Focused Question Clusters Method
Best for: Preparing for multiple-choice or other fact-based tests
Focused Question Clusters is a method, proposed by Cal Newport, to help students use their textbooks and existing lecture notes to prepare for MCQ-style exams by writing questions and then quizzing themselves.
Focused Question Clusters involve the following main steps:
- Identify your main topic and the relevant subtopics.
- For each subtopic, write a series (or a “cluster”) of questions that relate to it, covering the main points. The questions should be clear and possible to answer with a few words.
- Write a few background topics to the topic as a whole.
- Use these questions to review (you might want to employ one of the relevant study methods for how you quiz yourself, such as active recall )
Although this kind of rapid-fire questions will help most with preparing for multiple-choice style exams, the engagement with the material will also help your brain to make the connections to get a deeper understanding of the topic.
- An effective way to gain and retain knowledge about a topic
- Particularly effective for MCQ-style exams
- A useful tool for studying in groups
- Question drafting can be divided up and the results shared as a resource between students studying together
- Drafting the questions takes a considerable amount of time and effort
- Not the best way to engage with more argumentative topics
Best for: Quickly checking where you are at in your knowledge of a topic and do something about it at the same time
Difficulty level: Easy
The blurting method, at its simplest, is reading a section of text or notes, then closing them and writing down as much of the information as you can remember. This makes your brain work harder to retain the information, making it really hammer the info down into your long-term memory. You then compare your notes with the source and add any important information that you missed.
- It can help you identify the areas where you need to focus in your study time.
- It’s a flexible method that can be modified to suit your needs.
- This method is somewhat time-consuming, and some might find it tedious.
- It does not replace note-taking during ongoing lectures.
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The Best Note-Taking Methods for College Students & Serious Note-takers
Which is the best note-taking method for you?
There are hundreds of different ways you can take notes — but not all are created equal.
The most effective note-taking methods will help you not only understand the concepts you’re learning better, but help you easily revisit and revise the material easily when exams roll around.
But the best one for you can depend on your subject/topic, learning style, and even how your lecturer teaches.
So, here’s an overview of the best note-taking methods for college students, how to apply each, and when you should (or shouldn’t) use each one.
1. Note-taking method #1: The Outline method
The Outline Method is one of the most structured note-taking methods, and visually looks very organized.
Add your main points as bullet points, and elaborate on them underneath. For any piece of supporting information, create a nested bullet point below it. Remember to keep your points brief, preferably around one sentence per point.
The finished note should look similar to an outline.
When to use this note-taking method
The outline method is ideal for when you need to jot down information quickly, like during lectures or meetings.
With its clear structure, you can easily see the hierarchy of information, and what ideas correlate to which point.
- Highlights key points of the topic
- Allows you to group related points together
- Highly structured and visually organized, making it revision friendly
- Not great for subjects that require many diagrams, charts, or visuals
2. Note-taking method #2: The Cornell Method
The Cornell note-taking method is one of the most popular and renowned note-taking techniques, created by Prof. Walter Pauk of Cornell University in the 1950s. It’s designed to make you actively think about your notes as you go along, rather than mindlessly jotting things down.
- All notes from the class go into the main note-taking column.
- The smaller column on the left side is for comments, questions or hints about the actual notes.
- After the lecture, you should take a moment to summarize the main ideas of the page in the section at the bottom which will speed up your reviewing and studying process immensely. The best part is that many people already remember and digest the information while they write a summary like this.
Cornell notes are especially effective for studying, because of how easy it is to revise from afterwards.
- Helps you extract the main ideas
- Writing the summary gives you a better level of understanding on the topic
- Your notes are already logically organized and easy to skim when it comes time to revise
- Takes a bit more effort when taking notes
- Requires some time to set up the page
(To help you get you started, try this free Cornell notes template .)
3. Note-taking method #3: The Boxing Method
The Boxing Method is a highly visual note-taking method. It gives you an at-a-glance overview of your topic.
Each section or subtopic of your notes will live in its own labeled box
This method was originally coined by a GoodNotes user, ipadstudying. Note-taking apps like GoodNotes are especially helpful for this method, because you can draw boxes and straight lines without the help of a ruler .
We recommend using this for revision. Each page or set of notes will be for one course or topic. In each of the boxes, summarize the key points from each individual lecture (or subtopic). Label the boxes accordingly.
At the end, you have one summary page of all the key points for that course.
- Helpful to create during revision
- Gives you a summary of each lecture, chapter, or subtopic at a glance
- Not a suitable method for lecture or meeting notes, when you have to be able to jot things down quickly
- Can be a hassle if you’re drawing boxes freehand (as opposed to using a note-taking app)
4. Note-taking method #4: The Charting Method
The charting method is a great way to organize different items or concepts that all share several properties.
For example, if you were studying up on chemical elements, each row would be a different element, and columns would list out their properties, such as atomic mass, melting point, color, etc.
Here is a summary of this article in a note written with the charting note-taking method:
Charts are useful when comparing items across a certain set of characteristics.
- Great for comparison
- Summarize a series of items in a systematic way
- Not effective for more linear note-taking or notes that follow a story/progression of information
5. Note-taking method #5: The Mapping Method
Another visual note-taking style is the Mapping Method.
It allows you to organize your notes by dividing them into branches, enabling you to establish relationships between the topics.
Start with writing the main topic at the top of the map. Keep dividing it into subtopics on the left and right as you go down. You can also try a mind map format, where you start in the middle and branch outward.
When to use this note-taking method:
This method is perfect for when individual points require a lot of explanation. It also works for when your notes follow a linear progression or a story.
- Easy to create and follow ideas
- Easily demonstrate relationships between information
- Elaborate on points without cluttering your page
- You may run out of space on the page if you have many branches of information
Goodnotes Tip : If you run out of space while writing in Goodnotes, just switch to a larger paper template, or lasso tool all your writing and shrink it.
6. Note-Taking Method #6: The Zettelkasten Method
Ever wanted to create your own personal wiki?
The Zettelkasten method is designed to help capture and organize knowledge for long-term reference and development. You write one idea or learning onto one card (a "zettel"), and store it in a box (a "kasten"). You create connections between note cards with tags. In this way, you create a growing encyclopedia of knowledge over a certain topic.
These aren't the type of notes for recording lectures or meetings, but works well for accumulating knowledge on specific topics over time.
While you wouldn’t use the Zettelkasten note-taking method during a biology lecture, you could create a Zettelkasten at the beginning of your degree and continuously add your learnings about biology throughout the four years.
- Great way to create a homebase for your knowledge
- Easy to review, as notes are concise
- Can take some time to set up if you want to do it digitally
7. Note-taking Method #7: Mind Mapping
A mind map is a visual way to show information and ideas. It starts with a central topic and uses branches and sub-branches to connect related details or ideas.
Mind maps are amazing for synthesizing new ideas. Without a lot of structure, you can let your ideas flow from one to the next, and see where it takes you.
Mind maps are great to use as a revision method or brainstorming aid. Simply put down everything that comes to mind, and create connections between them.
- Break down large ideas into smaller pieces
- Create and discover new connections between different ideas
- Visually presents ideas and how different elements are related
- Not the best for recording meetings or lectures in the moment
Curious about the app featured in this article?
Goodnotes is one of the most popular note-taking apps for handwritten notes on the iPad — especially amongst students. With GoodNotes you can:
- Take handwritten notes and search them afterwards
- Annotate your PDF or PowerPoint lecture slides or articles
- Easily organize your notes into notebooks, folders, and keep everything synced across your iPad, Mac, and iPhone
Get Goodnotes for free today, and start taking more effective notes !
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Think about how you take notes during class. Do you use a specific system? Do you feel that system is working for you? What could be improved? How might taking notes during a lecture, section, or seminar be different online versus in the classroom?
Adjust how you take notes during synchronous vs. asynchronous learning (slightly) .
First, let’s distinguish between synchronous and asynchronous instruction. Synchronous classes are live with the instructor and students together, and asynchronous instruction is material recorded by the professor for viewing by students at another time. Sometimes asynchronous instruction may include a recording of a live Zoom session with the instructor and students.
With this distinction in mind, here are some tips on how to take notes during both types of instruction:
Taking notes during live classes (synchronous instruction).
Taking notes when watching recorded classes (asynchronous instruction)., check in with yourself., if available, annotate lecture slides during lecture., consider writing notes by hand., review your notes., write down questions..
Below are some common and effective note-taking techniques:
If you are looking for help with using some of the tips and techniques described above, come to the ARC’s note-taking workshop, offered several times every semester.
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Academic Summary Skills
What is a summary?
A summary is a synthesis of the main points of an article written in your own words. It is a combination of selecting the relevant information and condensing it so that it is no more than a third of the length of the original text. A good summary illustrates that you have understood the text clearly. ( Written by AEUK, 2022)
A 9:30-minute video on how to summarise effectively using t he 6-key stages of summarising. It also includes an example summary and two practice activities.
Video Download Worksheet: This is the worksheet that accompanies the video : here
Suggested Steps in Writing Summaries
This uses the suggested steps in writing summaries.
Goal Setting Theory
Developed in 1968 by Edwin A Locke, goal-setting theory is based on the premise that setting specific and measurable goals is more effective than establishing unclear goals. In his article, Locke illustrates five principles for setting clear objectives. Clarity: goals need to be clear and specific. Challenge: goals should be challenging because goals that are too easy are demotivating. Commitment: People need to be committed to the goal or they are less likely to achieve the goal. Feedback: Regular feedback should be provided to ensure the individual remains on track. Task complexity: goals should be broken down into smaller goals (Wrobleski, 2019).
GST: specific & measurable goals more effective than unclear goals (Edwin A Locke, 1968).
- Clarity: goals = clear & specif.
- Chall: Not too easy > demot.
- Commit: No commit., no achieve.
- FB: provide fb reg.
- Task complex.: Div. tasks into manageable tasks.
- (Wrobleski, 2019).
Possible summary for Goal-Setting Theory
Drawing on the work of Edwin A Locke, Wrobleski (2019) defines goal setting theory as an idea where setting specific and measurable goals is more productive than specifying unclear goals. There are five fundamentals for setting clear aims: clarity, challenge, commitment, feedback and task complexity.
Summary Practice 1
- Read the text on Data D emocratization below. Write a summary of between 30-50 words using the above ‘suggested steps in writing summaries’.
Data democratization refers to the process of making digital information available and accessible to everyone within an organisation, regardless of their technical know-how. It means empowering employees to work with data, understand data and make faster data-informed decisions. According to Marr (2021), when staff members are given access to the organisation’s data, operations become more streamlined and efficient as those who know the business will not have to wait for data scientists to analyse the data for them. However, organisations who democratize data need to have a strong leadership in place to ensure the data is properly managed.
Data democrat. = all elec. Info. avail. to all employees.
Employees = work & undRst data & make faster decisions.
Bus. become more efficient = no waiting for IT specialists to analyse data (Marr, 2021).
But need good leader = ensure data is managed properly.
Possible summary for Data Democratization
Data democratization means making electronic information obtainable to all employees in an organisation. According to Marr (2021), this enables operations to become more systematic as the staff do not have to wait for IT specialists to analyse the data. However, as data must be managed appropriately, good leadership is essential.
Summary Practice 2
- Read the text on Behavioural Economics below. Write a summary of between 30-50 words using the above ‘suggested steps in writing summaries’.
Behavioural economics is a field of economics that incorporates the studies of psychology, neuroscience and sociology to better understand the decision-making processes of individuals (The Observer, 2017). This fairly new subject aims to gain a deeper understanding of why people, at times, make choices that are irrational and the thoughts and emotions that underpin the decisions made (The Guardian, 2017). Decisions, according to Samson (2018), such as whether to pay more for a certain brand, how much to spend on a holiday and which candidate to support in a public vote all involve a decision-making process and it is this mechanism that behavioural economists attempt to understand in order to predict human behaviour.
Behav, Econ. = econ. + psy, neurosci + sociol.
Aim = Better undRst DM process of ppl. (The Observer, 2017).
New sub. -> deep undRst why ppl make rash D & thoughts & emo. underpin. dec. (The Guardian, 2017).
E.g, pay + 4 cert. brand, how much 2 pay 4 hol. & who 2 vote for invol. DM. (Samson, 2018).
Behav. Econ. tries 2 undRst DM to predict hum. bev.
Possible summary for Behavioural Economics
The Observer (2017) defines behavioural economics as a combination of economics and psychological subjects used to analyse the decision-making process of individuals in order to predict human behaviour (Samson, 2017). Behavioural economists try to understand why people sometimes make poor choices and the thoughts that led to the decisions made (The Guardian, 2017).
Writing Skills summary writing
Here are six summary lessons based around 3 topics: general academic, business and STEM (science, technology, engineering and mathematics). Each topic has two lessons: introduction to summary writing and improve your summary writing.
Introduction to Summary Writing: 1A General Academic
Suitable for students beginning their academic studies, this lesson supports students through the summary writing process. It includes an introductory worksheet, an information guide and five practice tasks which are based on general academic themes. Sample notes and sample summaries are also provided . Example Level ** ** * [B1/ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
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Introduction to Summary Writing: 1B Business
Suitable for students beginning their academic studies, this lesson supports students through the summary writing process. It includes an introductory worksheet, an information guide and five practice tasks which are based on a range of business topics. Sample notes and sample summaries are also provided . Example Level ** ** * [B1/ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Introduction to Summary Writing: 1C STEM
Suitable for students beginning their academic studies, this lesson supports students through the summary writing process. It includes an introductory worksheet, an information guide and five practice tasks which are based on STEM topics. Sample notes and sample summaries are also provided . Example Level ** ** * [B1/ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Terms & Conditions of Use
These next lessons follow on from the above introduction to summary writing.
Improve your Summary Writing: 2A General Academic
Following on from summary writing 1A, this lesson provides students with further practice on the summary writing process. It includes a review worksheet, two practice tasks which are based on general academic subjects and a peer feedback checklist. Sample notes and sample summaries are also provided . Example Level *** ** [B1/ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Improve your Summary Writing: 2B Business
Following on from summary writing 1B, this lesson, this lesson provides students with further practice on the summary writing process. It includes a review worksheet, two practice tasks which are based on business topics and a peer feedback checklist. Sample notes and sample summaries are also provided . Example Level *** ** [B1/ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Improve your Summary Writing: 2C STEM
Following on from summary writing 1C, this lesson, this lesson provides students with further practice on the summary writing process. It includes a review worksheet, two practice tasks which are based on STEM subjects and a peer feedback checklist. Sample notes and sample summaries are also provided . Example Level *** * * [B1/ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
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Academic Reading to Writing Summary
AEUK Academic Reading summaries have been specifically written for university reading tests. The texts are based around academic journals and the lesson includes key points with support and a model answer. Also includes a critical thinking worksheet.
A short 8-minute listening lecture written by AEUK on Amazon. It discusses the company, recruitment, recent criticisms of safety and Amazon’s response, It includes a video, test questions, tapescript and PPT. Exampl e. Level *** ** [B2/C1] / Video [9.10] / MP3 / PPT link in download / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Summary writing: the path to brexit. .
The text discusses the background history of the EU, its three key treaties and the economics of the EU. It then highlights the dissatisfaction of EU policy in the UK that led to the referendum and then explores the future policies of leaving the EU.The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) Level *** ** [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: The path to Brexit.
The text discusses the background history of the EU, its three key treaties and the economics of the EU. It then highlights the dissatisfaction of EU policy in the UK that led to the referendum and then explores the future policies of leaving the EU. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary . ( Example ). Level *** ** [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Summary Writing: CSR – Corporate Social Responsibility
The text discusses the popularity of CSR and its historical evolution from the 1950s. It highlights the key values associated with effective CSR policies and examines the key challenges of implementing it. Finally, the author points out that there are still a number of areas that need to be addressed regarding transparency and better legislation . The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) . Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: CSR – Corporate Social Responsibility
The text discusses the popularity of CSR and its historical evolution from the 1950s. It highlights the key values associated with effective CSR policies and examines the key challenges of implementing it. Finally, the author points out that there are still a number of areas that need to be addressed regarding transparency and better legislation. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Circular Economy. Reading & Summary Writing Lesson
The text provides an overview of both the linear and circular economy. It discusses the positive aspects of a circular economy and how economies can change to this new model. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: The Circular Economy
The text provides an overview of both the linear and circular economy. It discusses the positive aspects of a circular economy and how economies can change to this new model.The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
TED Talk: A short listening lecture on what is the circular economy, how humans are the stewards of the earth and have a responsibility to protect it and examples of how the circular economy works. Exampl e. Level *** ** [B2/C1] / Video [13.13] / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Covid-19 pandemic, covid-19: reading & summary writing lesson.
The text provides an explanation of COVID-19, its possible origins, the global transmission of the virus, global responses and future control. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . Example Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: COVID-19 Pandemic
The text provides an explanation of COVID-19, its possible origins, the global transmission of the virus, global responses and future control. The reading test worksheet includes: headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. Example Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
COVID-19 – Lecture Listening Test
This is a lecture on defining COVID-19, how COVID-19 affects the body, typical symptoms, why some people get sick and others don’t, COVID-19 mutations and recent vaccines. It includes a video, test questions and PPT. Worksheet Example Level *** ** [B2/C1] PPT link / Video [12.14] / MP3 / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
COVID-19 Pandemic PDF Book
Amazing value – five lessons in one book. introduction (internet research), reading test, summary writing, 1 x lecture listening & a seminar / example / webpage link /, economic inequality, economic inequality: summary reading & writing lesson.
The text discusses what is economic inequality and how it is measured. It also discusses the unfairness of wealth distribution between the rich and the poor and suggests possible solutions to address the situation. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Economic Inequality.
The text defines economic inequality. It discuses differences in income distribution between the rich and poor, it highlights how inequality is measured and offers a range of solutions to address income inequality. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Economic Inequality- Lecture Listening Lesson
This is a lecture on what is economic inequality, how is wealth distributed, how the past has affected the present and the current debate. it includes a video, test questions and ppt ( example ). level *** ** [b2/c1] / ppt link in download / video [10.00] teacher membership / institutional membership, economic inequality lesson pdf book, amazing value – five lessons in one book. introduction, definition, reading test & summary writing, 1 x lecture listening, [extra reading text] & seminar / example.
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Ethical consumerism : reading & summary writing lesson.
The text provides a clear definition of ethical consumerism, discusses what is and what isn’t ethical consumerism and summarises the future of ethical consumption. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Ethical Consumerism
The text provides a clear definition of ethical consumerism, discusses what is and what isn’t ethical consumerism and summarises the future of ethical consumption. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. More reading tests Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
This is a lecture on defining ethical consumerism, the associated problems with consumers and the positive advances in the ethical consumerism movement. It includes a video, test questions and PPT. More listening tests. Level *** ** [B2/C1] PPT / Video [09.01] / MP3 / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Summary writing: the causes of the 2008 financial crisis.
The text discusses the background history of the financial crash through focusing on prime and sub-prime mortgage lending. It then explores the key reasons behind the profitable trading systems of that time, highlighting the collapse and then the following banking regulations that were introduced in 2009/2010. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) . Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: The causes of the 2008 Financial Crisis
The text discusses the background history of the financial crash through focusing on prime and sub-prime mortgage lending. It then explores the key reasons behind the profitable trading systems of that time, highlighting the collapse and then the following banking regulations that were introduced in 2009/2010. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary . ( Example ) . Level *** * * [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
The Gig Economy
Summary writing: the gig economy.
The text discusses the rise of the gig economy and makes an attempt to define exactly what it is. It then highlights key gig companies investigating the importance and limitations of this new contemporary employment platform. Finally, it puts forward the future challenges of the gig economy for employees, employers and society . The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) . Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: The Gig Economy
The text discusses the rise of the gig economy and makes an attempt to define exactly what it is. It then highlights key gig companies investigating the importance and limitations of this new contemporary employment platform. Finally, it puts forward the future challenges of the gig economy for employees, employers and society. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary . ( Example ) Level *** ** [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
The Gig Economy – AEUK Test
This is a lecture on the defining the Gig Economy and discussing the positives and negatives of three Gig Economies (AirBnB, Uber and Task Rabbit). It includes a video, test questions and PPT (see example ). Level *** ** [ B2/C1 ] / PPT link in download / Video [ 12.14] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Gig Economy Lesson PDF Book
Amazing value – six lessons in one book. introduction, definition, reading test, summary writing, lecture listening & seminar more information, summary writing: globalisation: international trade..
The text defines the key points associated with globalisation. It discusses the disparity of progression of trade between countries and highlights the integration of in-ward and out- ward looking policies. It finally points out that three key areas of international globalisation are imperative for the economic growth of a country. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) Level ***** [ B1/B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Globalisation: International Trade.
The text defines the key points associated with globalisation. It discusses the disparity of progression of trade between countries and highlights the integration of in-ward and out- ward looking policies. It finally points out that three key areas of international globalisation are imperative for the economic growth of a country. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B1/B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Globalisation: economic, political, & cultural relationships – by Edeos
This lecture discusses the key elements to the rise of globalisation. It focuses on the inter-connected relationships of politics, culture and the economy. It includes a lot of important vocabulary. The worksheet is based on note-taking followed by a gap-fill summary. ( E xample) . Level: *** ** [B2/C1] / Video [8.10] / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Understanding happiness: Reading & Summary Writing Lesson
The text discusses the three dimensions of happiness, happiness at home and work and the recent research into what are the important features of happiness. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Understanding happiness
The text discusses the three dimensions of happiness, happiness at home and work and the recent research into what are the important features of happiness. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
What makes a good life? – Robert Waldinger
TED TALK: Lessons from the longest study on happiness by Harvard. It discusses the success of the study and what the findings were. [ Example] Level: ** ** * [B2/C1] / Download PPT. / Video [12:46] / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Happiness Lesson PDF Book
Amazing value – six lessons in one book. introduction, definitions, questionnaire, reading test & summary writing, 1 x lecture listening & seminar / example / webpage link, agenda setting theory: reading & summary writing lesson .
Mass communication: The text provides an overview of agenda setting in the media. It discusses its purpose, impact and relevancy in contemporary society. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test : Mass Communication: Agenda Setting Theory
The text provides an overview of agenda setting in the media. It discusses its purpose, impact and relevancy in contemporary society. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
A 10-minute lecture on Gatekeeping Theory. The lecture provides a basic historical background, followed by key factors associated with the theory and finally discusses its role in the 21st century . Exampl e. Level *** ** [B2/C1] / Video [10.19] / MP3 / PPT link in Download / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Mergers and acquisitions, reading & writing argument essay [mergers & acquisitions].
Topic: Mergers & Acquisitions . Two short texts (included) – students read the texts, make notes of key arguments , and write a 400-600 word essay using in-text referencing and paraphrasing. Lesson includes teacher notes, outline & a model essay [webpage] . Example Level **** * [ B2/C1] / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Noise Pollution: Reading & Summary Writing Lesson
The text discusses what noise pollution is and how it has recently been recognised as harmful to health. The text explores recent empirical evidence into the detrimental effects of noise pollution and presents the W.H.O (2018) guidelines for reducing urban noise.The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . Example. Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Noise Pollution – the under-estimated threat to health
The text discusses what noise pollution is and how it has recently been recognised as harmful to health. The text explores recent empirical evidence into the detrimental effects of noise pollution and presents the W.H.O (2018) guidelines for reducing urban noise. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Why Noise is bad for your health and what you can do about it. – Mathias Basner
TED TALK: This lecture discusses the rise in environmental noise and its psychological and physical effects. It proposes a number of possible solutions to control and reduce noise. Level: ** *** [B1/B2/C1] / Video [09:58] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Noise Pollution Lesson PDF Book
Amazing value – five lessons in one book. introduction, definition, reading test, summary writing, lecture listening & seminar more information, contemporary office design: reading & summary writing lesson .
The text discusses the evolution of open plan office space, important considerations in office planning, the drawbacks associated with open plan and possible solutions. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Contemporary Office Design
The text discusses the evolution of open plan office space, important considerations in office planning, the drawbacks associated with open plan and possible solutions.The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
TED TALK: Why work doesn’t happen at work – Jason Fried
TED TALK: the problems with working in an office environment and highlights two main reasons and three possible improvement solutions. Example. Level: ** *** [B1/B2/C1] / Video [15:21] / Download PPT. & adapted PPT Video / MEMBERSHIP
Mobile phone addiction: reading & summary writing lesson .
The text discusses the rise in mobile phone use, the factors that lead to addiction and implications for the future. Students take notes on key ideas and write a summary of 200-250 words. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Mobile Phone Addiction
The text discusses the rise in mobile phone use, the factors that lead to addiction and implications for the future. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Mobile Phone Addiction [TED Talk] by R. Sleight
Academic Plagiarism: Summary Reading & Writing Lesson
The text discusses what academic plagiarism is, what custom essay writing services are and why university students use them. It highlights the key problems associated with using these sites and offers possible solutions to prevent students from using them. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . Example. Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Academic Plagiarism – the use of custom essay writing services / writing mills
The text discusses what academic plagiarism is, what custom essay writing services are and why university students use them. It highlights the key problems associated with using these sites and offers possible solutions to prevent students from using them. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Academic Plagiarism- Lecture Listening Lesson (same text as reading)
This lecture focuses on academic plagiarism, what are custom essay writing services and the associated problems and solutions. it includes a video, test questions, tapescript and ppt ( example ). it is exactly the same text as the reading lesson. level *** ** [b2/c1] / ppt link in download / video [12.00] / teacher membership / institutional membership, why are some countries poor reading & summary writing lesson .
The text discusses how wealth is measured, how governments and institutions influence wealth, the importance of international trade and a range of possible solutions. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Why are some countries poor?
The text discusses how wealth is measured, how governments and institutions influence wealth, the importance of international trade and a range of possible solutions. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Why some countries are poor and others are rich – The School of Life
A really good lecture on the three key elements of why some countries are poor. It discusses how corruption of institutions, culture and geographical features all play a significant role in poverty. The worksheet is based on note-taking followed by a gap-fill summary. Example. Level: ** ** * [B2/C1] / Video [8.47] / MP3 / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Tax e vasion: reading & summary writing lesson.
This reading text is about tax evasion and tax avoidance. The writer discusses the methods some MNCs and rich individuals use to reduce or avoid paying tax and puts forward some suggestions to mitigate this issue. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . . ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: Tax evasion & tax avoidance
This reading text is about tax evasion and tax avoidance. The writer discusses the methods some multinational corporations (MNCs) and rich individuals use to reduce or avoid paying tax and puts forward some suggestions to mitigate this issue. The reading test worksheet includes: headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
TED Talk: In this short (12 minute) lecture, the speaker explains how MNCs use the ‘double Irish Dutch sandwich’ to significantly reduce their tax liabilities. He also explains why many corporations have left their home countries and have set up in London instead. The listening test consists of ten comprehension questions, six critical thinking questions and an answer key . Exampl e. Level *** ** [B2/C1] / Video [12.27] / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Video Games: Reading & Summary Writing Lesson
The text discusses three serious health issues connected to playing video games. The text uses eight key sources to highlight gaming to be a future health concern . The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers. Example. Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: The impact of video games on health.
The text discusses three serious health issues connected to playing video games. The text uses eight key sources to highlight gaming to be a future health concern. The reading test worksheet tests headings / T,F,NG / open answers / gap fill / information tables / reference words / vocabulary. (see Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Your Brain on Video Games – Daphne Bavelier
TED TALK: This TED talk discusses how action-packed shooter games can be used as educational and rehabilitation tools. It provides clear examples of research and an analysis of the brain. Power Point. (Example) . Level: *** ** [B2/C1] / Video [17:51] / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Video Games Lesson PDF Book
Amazing value – five lessons in one book. introduction, definition, reading test, summary writing, lecture listening & seminar. example . .
Topic: The World is Going to University (The Economist, 2015) . Two page text (Download from the Economist) – students read text, make notes of key ideas, relevant support & write a 250 word summary. Then write a 150-word critical response. Lesson includes a plan, outline, main points & support, a model summary and model response [webpage] . Example Level **** * [ B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
AEUK does not own the rights to the article: Text Download
The 4th Industrial Revolution
The 4th industrial revolution ( industry 4.0) : reading & summary writing lesson.
The text provides an overview of the 4th industrial revolution (industry 4.0). It discusses the previous industrial revolutions and the opportunities and challenges of industry 4.0. The summary writing task consists of a note-taking worksheet, a summary writing task, critical thinking questions, sample notes, a sample summary and sample critical thinking answers . ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
Reading Test: The 4th Industrial Revolution (Industry 4.0)
The text provides an overview of the 4th industrial revolution (industry 4.0). It discusses the previous industrial revolutions and the opportunities and challenges of industry 4.0. The reading test includes: headings / T,F,NG / open answers / reference words / vocabulary / paraphrasing. ( Example ) Level *** ** [ B2/C1 ] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
What is the Fourth Industrial Revolution? – Graeme Codrington
This lecture briefly highlights how the 1st, 2nd and 3rd Industrial Revolutions connect to the 4th Industrial revolution. It clearly explains what is and what isn’t the Fourth Industrial Revolution. The worksheet is based on note-taking followed by a gap-fill summary. Example. Level: ** ** * [B2/C1] / Video [10.39] / MP3 / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
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5x Academic Writing Summaries
[Brexit, Financial Crisis, The Gig Economy, CSR, Globalisation]
AMAZING VALUE – buy all these texts and summary writings in one book. All these tests have been written by Academic English UK. Book example . TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP
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5x Academic Reading Tests
Amazing value – buy all these reading tests in one book. all these test have been written by academic english uk. book example . teacher membership / institutional membership, academic reading tests & writing summaries, amazing value – buy 5 texts with reading tests and summary writing activities. all these tests have been written by academic english uk. book example . teacher membership / institutional membership .
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Effective Note-Taking in Class
Do you sometimes struggle to determine what to write down during lectures? Have you ever found yourself wishing you could take better or more effective notes? Whether you are sitting in a lecture hall or watching a lecture online, note-taking in class can be intimidating, but with a few strategic practices, anyone can take clear, effective notes. This handout will discuss the importance of note-taking, qualities of good notes, and tips for becoming a better note-taker.
Why good notes matter
Taking good notes in class is an important part of academic success in college. Actively taking notes during class can help you focus and better understand main concepts. In many classes, you may be asked to watch an instructional video before a class discussion. Good note-taking will improve your active listening, comprehension of material, and retention. Taking notes on both synchronous and asynchronous material will help you better remember what you hear and see.
After class, good notes are crucial for reviewing and studying class material so that you better understand it and can prepare appropriately for exams. Efficient and concise notes can save you time, energy, and confusion that often results from trying to make sense of disorganized, overwhelming, insufficient, or wordy notes. When watching a video, taking good notes can save you from the hassle of pausing, rewinding, and rewatching large chunks of a lecture. Good notes can provide a great resource for creating outlines and studying.
How to take good notes in class
There’s a lot going on during class, so you may not be able to capture every main concept perfectly, and that’s okay. Part of good note-taking may include going back to your notes after class (ideally within a day or two) to check for clarity and fill in any missing pieces. In fact, doing so can help you better organize your thoughts and to determine what’s most important. With that in mind, it’s important to have good source material.
Preparing to take good notes in class
The first step to taking good notes in class is to come to class prepared. Here are some steps you can take to improve your note-taking before class even begins:
- Preview your text or reading assignments prior to lecture. Previewing allows you to identify main ideas and concepts that will most likely be discussed during the lecture.
- Look at your course syllabus so that you know the topic/focus of the class and what’s going to be important to focus on.
- Briefly review notes from previous class sessions to help you situate the new ideas you’ll learn in this class.
- Keep organized to help you find information more easily later. Title your page with the class name and date. Keep separate notebook sections or notebooks for each class and keep all notes for each class together in one space, in chronological order.
Note-taking during class
Now that you are prepared and organized, what can you do to take good notes while listening to a lecture in class? Here are some practical steps you can try to improve your in-class note-taking:
- If you are seeking conceptual information, focus on the main points the professor makes, rather than copying down the entire presentation or every word the professor says. Remember, if you review your notes after class, you can always fill in any gaps or define words or concepts you didn’t catch in class.
- If you are learning factual information, transcribing most of the lecture verbatim can help with recall for short-answer test questions, but only if you study these notes within 24 hours.
- Record questions and thoughts you have or content that is confusing to you that you want to follow-up on later or ask your professor about.
- Jot down keywords, dates, names, etc. that you can then go back and define or explain later.
- Take visually clear, concise, organized, and structured notes so that they are easy to read and make sense to you later. See different formats of notes below for ideas.
- If you want your notes to be concise and brief, use abbreviations and symbols. Write in bullets and phrases instead of complete sentences. This will help your mind and hand to stay fresh during class and will help you access things easier and quicker after class. It will also help you focus on the main concepts.
- Be consistent with your structure. Pick a format that works for you and stick with it so that your notes are structured the same way each day.
- For online lectures, follow the above steps to help you effectively manage your study time. Once you’ve watched the lecture in its entirety, use the rewind feature to plug in any major gaps in your notes. Take notes of the timestamps of any parts of the lecture you want to revisit later.
Determining what’s important enough to write down
You may be asking yourself how you can identify the main points of a lecture. Here are some tips for recognizing the most important points in a lecture:
- Introductory remarks often include summaries of overviews of main points.
- Listen for signal words/phrases like, “There are four main…” or “To sum up…” or “A major reason why…”
- Repeated words or concepts are often important.
- Non-verbal cues like pointing, gestures, or a vocal emphasis on certain words, etc. can indicate important points.
- Final remarks often provide a summary of the important points of the lecture.
- Consider watching online lectures in real time. Watching the lecture for the first time without pausing or rewinding can help force you to focus on what’s important enough to write down.
Different formats for notes
There is no right format to use when taking notes. Rather, there are many different structures and styles that can be used. What’s important is that you find a method that works for you and encourages the use of good note-taking qualities and stick with it. Here are a few types of formats that you may want to experiment with:
1. Cornell Notes: This style includes sections for the date, essential question, topic, notes, questions, and a summary. Check out this link for more explanation.
2. Outline: An outline organizes the lecture by main points, allowing room for examples and details.
3. Flowchart/concept map: A visual representation of notes is good for content that has an order or steps involved. See more about concept mapping here .
4. Charting Method : A way to organize notes from lectures with a substantial amount of facts through dividing key topics into columns and recording facts underneath.
5. Sentence Method : One of the simplest forms of note taking, helpful for disseminating which information from a lecture is important by quickly covering details and information.
Consider…what’s the best strategy for you: handwritten, digital, or both?
Taking notes in a way to fully understand all information presented conceptually and factually may differ between students. For instance, working memory, or the ability to process and manipulate information in-the-moment, is often involved in transcribing lecture notes, which is best done digitally; but there are individual differences in working memory processes that may affect which method works best for you. Research suggests that handwriting notes can help us learn and remember conceptual items better than digital notes. However, there are some pros to typing notes on a computer as well, including speed and storage. Consider these differences before deciding what is best for you.
Follow up after class
Part of good note-taking includes revisiting your notes a day or so after class. During this time, check for clarity, fill in definitions of key terms, organize, and figure out any concepts you may have missed or not fully understood in class. Figure out what may be missing and what you may need to add or even ask about. If your lecture is recorded, you may be able to take advantage of the captions to review.
Many times, even after taking good notes, you will need to utilize other resources in order to review, solidify, question, and follow-up with the class. Don’t forget to use the resources available to you, which can only enhance your note-taking. These resources include:
- Office Hours : Make an appointment with your professor or TA to ask questions about concepts in class that confused you.
- Academic Coaching : Make an appointment with an Academic Coach at the Learning Center to discuss your note-taking one-on-one, brainstorm other strategies, and discuss how to use your notes to study better.
- Learning Center resources : The Learning Center has many other handouts about related topics, like studying and making the most of lectures. Check out some of these handouts and videos to get ideas to improve other areas of your academics.
- Reviewing your notes : Write a summary of your notes in your own words, write questions about your notes, fill in areas, or chunk them into categories or sections.
- Self-testing : Use your notes to make a study guide and self-test to prepare for exams.
“The Pen is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking.” Mueller, P., and Oppenheimer, D. Psychological Science 25(6), April 2014.
“Note-taking With Computers: Exploring Alternative Strategies for Improved Recall.” Bui, D.C., Myerson, J., and Hale, S. Journal of Educational Psychology, 105(299-309), 2013.
“How To Take Study Notes: 5 Effective Note Taking Methods.” Oxford Learning. Retrieved from https://www.oxfordlearning.com/5-effective-note-taking-methods/
“Preparing for Taking Notes.” The Pennsylvania State University. Retrieved from http://tutorials.istudy.psu.edu/notetaking/notetaking2.html
“Listening Note Taking Strategies.” UNSW Sydney. Retrieved from https://student.unsw.edu.au/note-taking-skills
“Note Taking and In-Class Skills.” Virginia Tech University. Retrieved from https://www.ucc.vt.edu/academic_support/study_skills_information/note_taking_and_in-class_skills.html
“Lecture Note Taking.” College of Saint Benedict, Saint John’s University. Retrieved from https://www.csbsju.edu/academic-advising/study-skills-guide/lecture-note-taking
“Note Taking 101.” Oregon State University. Retrieved from http://success.oregonstate.edu/learning/note-taking-tips
“Note Taking. Why Should I Take Notes in Class?” Willamette University. Retrieved from http://willamette.edu/offices/lcenter/resources/study_strategies/notes.html
If you enjoy using our handouts, we appreciate contributions of acknowledgement.
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8 Note-taking Skills
The capacity to take and organise notes during lessons, for research and assessments, and for exam preparation is a key academic writing skill.
This chapter will cover why, when, where, what, and how to take notes.
No student has ever reached the end of a term or semester and said “gee, I’m really glad I didn’t bother taking any notes”. Note-taking is a key strategy for organising information, ideas, and what you have learned in a chronological and systematic way that can be reviewed later. Humans are not physically or neurologically wired to remember vast amounts of information long-term (unless of course you are one of the extremely rare individuals with an eidetic memory). Also, the more senses you actively use while learning, the more likely you are to remember the information, therefore, writing (or typing) engages another part of your mind.
The short answer is ALWAYS . Every lesson, lecture, library session; every time you engage in a learning activity. The fact is, you won’t know exactly what you’ll need until further down the track and it’s too late when you’ve arrived at the end of the study period and you realise that you haven’t captured enough information to refresh your memory before the big exam or assessment is due. Playing catch-up can be very stressful.
Part of good note-taking is making your notes accessible. Design specific files on your computer or device desktop or have designated partitions in a notebook. Divide your notes into weekly lectures, tutorials, assessment research, further reading. For example, if you have an assessment that involves the weekly readings or materials from weeks 1-5 of the term, then you should know exactly where to locate those materials on your device or in your notebook. It sounds like common sense, but you might be surprised how many students quickly develop poor organisation of their notes.
Important points or key ideas will generally be repeated by your teacher. They will show up on power points or in readings. Use your teachers’ speech and body language cues to identify when a point is being stressed. It is physically impossible to type or write every word that a teacher says because on average they speak about 125 words a minute. That is why it is important that you identify the key points and record them.
There is no one correct method to record notes. There is only the right method for you. Choose something that works for you and develop consistency. However, here are three popular methods:
In the Cornell Method the page is quickly divided into a 30:70% split. This can be done prior to class or as the class gets underway.
At the top (Title section) record the date, course/subject, and teacher/lecturer.
To the right, record the key information from the lesson or lecture. Remember to watch and listen for cues from the teacher and/or power point.
The left-hand side and summary section are used after class to help commit the information to memory and to review the lesson prior to next class.
Writing questions in the left-hand column helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later .
Summarising the class notes into your own words will create a quick reference guide for exams and help you retain valuable knowledge.
As you can see, the right-hand column has the key content as presented by the teacher/lecturer (made in dot-point form). The left-hand column has your thoughts and reactions to these ideas. Once you have had a chance to review the content and how it fits together, the summary at the bottom shows that you have mentally digested the key content and can put it accurately into your own words – a very powerful learning tool.
Also known as concept mapping, this technique creates a visual representation of information and ideas in an organised way. It is a great way of making connections between concepts and demonstrating intertextuality and contextual relationships. It can be very helpful when trying to analyse or break down larger concepts into key features and supporting elements. Watch this quick video to learn more:
The charting method provides a systematic overview of your notes. The page is split into rows and columns (a table), and labelled. While this method requires some additional preparation time before your lesson, consider making up a simple word document that can be edited and adapted for your purposes. You might find it saves time during class as you can quickly categorise information as you hear or see it. It also transforms into a quick reference guide when it is time to study for your exams.
The charting method is also very useful for synthesizing large amounts of information that is compared across different sources (e.g., topics, theories, readings, approaches, experts). Your job at the start is to determine the best categories to compare and contrast the sources (see blue-green words in diagram).
- Cornell University: Learning Strategies Center. (2019). The Cornell note-taking system. http://lsc.cornell.edu/notes.html ↵
the interrelationship between texts; the way different texts are similar or related, or different to each other
Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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How To Take Smart Notes: 10 Principles to Revolutionize Your Note-Taking and Writing
- Posted in Book summary , Books , Building a Second Brain , Creativity , Education , Note-taking , Organizing , Productivity , Workflow , Writing
- On February 4, 2020
- BY Tiago Forte
- Last modified
- April 17, 2022
Estimated reading time: 28 minutes
I long ago stopped reading books on note-taking.
They were always too vague and boring, full of platitudes that had little to do with the world outside academia.
I especially avoided “how-to” style books on the subject.
They would often list dozens of tips and tricks that had little to do with each other. There was never an overarching system for turning notes into concrete results.
But recently I picked up How To Take Smart Notes (affiliate link) by Sönke Ahrens . Ahrens is a Lecturer in Philosophy of Education at the University of Duisburg-Essen and also coaches students, academics, and professionals with a focus on time management, decision-making, and personal growth.
It is by far the most impactful and profound book I’ve ever read on the subject. I was astounded to encounter in its pages (with uncanny similarity) many of the same principles I had discovered over 10 years of personal experience.
This book is so full of insights that it broke my usual approach to summarizing books.
My approach is based on the assumption that most books are a few morsels of real insight wrapped in layers and layers of fluff. As I read, I systematically unravel those layers of fluff and extract only those insights, like a chemist distilling only the purest compound.
But this book is not written in the usual way. It is written using an external thinking system, which I call a Second Brain .
The evidence is clear: Instead of squeezing as many pages as possible out of one idea, How To Take Smart Notes squeezes as many ideas as possible onto every page. Every paragraph has a point, and I struggled to leave anything out of this summary.
By identifying the principles that stand the test of time despite huge changes in the underlying technology, we can better understand the essential nature of the creative process. We can focus our efforts on mastering the art of creative note-taking, producing more insightful writing, and fulfilling our full potential.
In this article, I’ll summarize the 10 most important principles for taking “smart” notes according to Ahrens. You can also find a detailed, step-by-step description of the method at the end.
What the book is about
How To Take Smart Notes is a book on note-taking for students, academics, and non-fiction writers.
It promises to help readers adopt “a reliable and simple external structure to think in that compensates for the limitations of our brains.” By adopting such a system, Ahrens promises that we will be able to “efficiently turn our thoughts and discoveries into convincing written pieces and build up a treasure of smart and interconnected notes along the way.”
While producing published written works is the end goal, is it not the only goal. Ahrens argues convincingly that turning one’s thoughts into writing isn’t just useful for writers but for anyone who wants to improve their thinking and learning in general.
By focusing on writing, Ahrens is able to speak in concrete terms about a specific creative process while simultaneously drawing universal conclusions. Instead of notes becoming a “graveyard for thoughts,” they can become a life-long pool of rich and interconnected ideas we can draw on no matter where our interests lead us.
Ahrens’ approach to note-taking was inspired by the 20th-century German sociologist Niklas Luhmann (1927-1998). Luhmann was a prolific note-taker, writer, and academic. Early in his academic career, Luhmann realized that a note was only as valuable as its context – its network of associations, relationships, and connections to other information.
He developed a simple system based on paper index cards, which he called his “slip-box” (or zettelkasten in German). It was designed to connect any given note to as many different potentially relevant contexts as possible.
Luhmann rejected alphabetical categorization of his notes, along with fixed categories like the Dewey Decimal System. He intended his notes not just for a single project or book but for a lifetime of reading and researching. He designed his slip-box as a research database made up of index cards ( zettel ) that were “thematically unlimited” and could be infinitely extended in any direction.
- Luhmann wrote down interesting or potentially useful ideas he encountered in his reading on uniformly sized index cards
- He wrote only on one side of each card to eliminate the need to flip them over, and he limited himself to one idea per card so they could be referenced individually
- Each new index card received a sequential number, starting at 1. When a new source was added to that topic, or he found something to supplement it, he would add new index cards with letters as suffixes (1a, 1b, 1c, etc.)
- These branching connections were marked in red as close as possible to the point where the branch began
- Any of these branches could also have their own branches. The card for fellow German sociologist Jürgen Habermas, for example, was labeled 21/3d26g53
- As he read, he would create new cards, update or add comments to existing ones, create new branches from existing cards, and create new links between cards on different “strands”
This diagram shows how subtopics branched off from main topics:
It also led to a meaningful topography within the system: Topics that had been extensively explored had long reference numbers, making their length informative on its own. There is no hierarchy in the zettelkasten, which means it can grow internally without any preconceived scheme. By creating notes as a decentralized network instead of a hierarchical tree, Luhmann anticipated hypertext and URLs.
Over his 30-year career, Luhmann published 58 books and hundreds of articles on the way to completing his two-volume masterwork, The Society of Society (1997). It presented a radical new theory that not only changed sociology but also provoked heated discussions in philosophy, education, political theory, and psychology.
For years, the importance of Luhmann’s slip-box was underestimated. As early as 1985, he would regularly point to it as the source of his amazing productivity: “I, of course, do not think everything by myself. It happens mainly within the slip-box” (Luhmann, Baecker, and Stanitzek 1987, 142). Until recently, no one believed that such a simple system could produce such prolific output. We are so used to the idea that great outcomes require great (and complicated) efforts.
But Luhmann often remarked that he never forced himself to do anything he didn’t feel like doing: “I only do what is easy. I only write when I immediately know how to do it. If I falter for a moment, I put the matter aside and do something else” (Luhmann et al., 1987, 154f).
Wouldn’t it make sense that such output over so many years would be possible because it was simple and easy, not in spite of it? Upon his death, Luhmann’s slip-box contained 90,000 notes. This may seem like a staggering number until you realize that it amounts to only six notes per day.
Let’s look deeper at the main principles that Luhmann used in his work, which Ahrens has adapted to the modern age. The explosion of technology and connectivity has inundated us with an overabundance of information. These principles go a long way toward reestablishing the boundaries and constraints that creativity needs to thrive.
Principle #1: Writing is not the outcome of thinking; it is the medium in which thinking takes place
Writing doesn’t begin when we sit down to put one paragraph after another on the screen or page. It begins much, much earlier, as we take notes on the articles or books we read, the podcasts or audiobooks we listen to, and the interesting conversations and life experiences we have.
These notes build up as a byproduct of the reading we’re already doing anyway. Even if you don’t aim to develop a grand theory, you need a way to organize your thoughts and keep track of the information you consume.
If you want to learn and remember something long-term, you have to write it down. If you want to understand an idea, you have to translate it into your own words. If we have to do this writing anyway, why not use it to build up resources for future publications?
Writing is not only for proclaiming fully formed opinions, but for developing opinions worth sharing in the first place.
Writing works well in improving one’s thinking because it forces you to engage with what you’re reading on a deeper level. Just because you read more doesn’t automatically mean you have more or better ideas. It’s Iike learning to swim – you have to learn by doing it, not by merely reading about it.
The challenge of writing as well as learning is therefore not so much to learn, but to understand, as you will already have learned what you understand. When you truly understand something, it is anchored to a latticework of related ideas and meanings, which makes it far easier to remember.
For example, you could memorize the fact that arteries are red and veins are blue. But it is only when you understand why – that arteries carry oxygen-rich blood from the heart to the rest of the body, while veins carry blood low in oxygen back to the heart – that that fact has any value. And once we make this meaningful connection between ideas, it’s hard not to remember it.
The problem is that the meaning of something is not always obvious. It requires elaboration – we need to copy, translate, re-write, compare, contrast, and describe a new idea in our own terms. We have to view the idea from multiple perspectives and answer questions such as “How does this fact fit with others I already know?” and “How can this phenomenon be explained by that theory?” or “How does this argument compare to that one?”
Completing these tasks is exceedingly difficult inside the confines of our heads. We need an external medium in which to perform this elaboration, and writing is the most effective and convenient one ever invented.
Principle #2: Do your work as if writing is the only thing that matters
The second principle extends the previous one even further: Do you work as if writing is the only thing that matters.
In academia and science, virtually all research is aimed at eventual publication Ahrens notes that “there is no such thing as private knowledge in academia. An idea kept private is as good as one you never had.”
The purpose of research is to produce public knowledge that can be scrutinized and tested. For that to happen, it has to be written down. And once it is, what the author meant doesn’t matter – only the actual words written on the page matter.
This principle requires us to expand our definition of “publication” beyond the usual narrow sense. Few people will ever publish their work in an academic journal or even on a blog. But everything that we write down and share with someone else counts: notes we share with a friend, homework we submit to a professor, emails we write to our colleagues, and presentations we deliver to clients all count as knowledge made public.
This might still seem like a radical principle. Should we publicize even the ideas we’ve only just encountered, or opinions half-formed, or wild theories we can’t substantiate? Do we really need even more people broadcasting half-baked opinions and theories online?
But the important part is the principle: Work as if writing is the only thing that matters. Having a clear, tangible purpose when you consume information completely changes the way you engage with it. You’ll be more focused, more curious, more rigorous, and more demanding. You won’t waste time writing down every detail, trying to make a perfect record of everything that was said. Instead, you’ll try to learn the basics as efficiently as possible so you can get to the point where open questions arise, as these are the only questions worth writing about.
Almost every aspect of your life will change when you live as if you are working toward publication. You’ll read differently, becoming more focused on the parts most relevant to the argument you’re building. You’ll ask sharper questions, no longer satisfied with vague explanations or leaps in logic. You’ll naturally seek venues to present your work, since the feedback you receive will propel your thinking forward like nothing else. You’ll begin to act more deliberately, thinking several steps beyond what you’re reading to consider its implications and potential.
Deliberate practice is the best way to get better at anything, and in this case, you are deliberately practicing the most fundamental skill of all: thinking. Even if you never actually publish one line of writing, you will vastly improve every aspect of your thinking when you do everything as if nothing counts except writing.
Principle #3: Nobody ever starts from scratch
One of the most damaging myths about creativity is that it starts from nothing. The blank page, the white canvas, the empty dance floor: Our most romantic and universal artistic motifs seem to suggest that “starting from scratch” is the essence of creativity.
This belief is reinforced by how writing is typically taught: We are told to “pick a topic” as a necessary first step, then to conduct research, discuss and analyze it, and finally come to a conclusion.
But how can you decide on an interesting topic before you’ve read about it? You have to immerse yourself in research before you even know how to formulate a good question. And the decision to read about one subject versus another also doesn’t appear out of thin air. It usually comes from an existing interest or understanding. The truth is every intellectual endeavor starts with a preceding conception.
This is the tension at the heart of the creative process: You have to research before you pick what you will write about. Ideally, you should start researching long before, so you have weeks and months and even years of rich material to work with as soon as you decide on a topic. This is why an external system to record your research is so critical. It doesn’t just enhance your writing process; it makes it possible.
And all this pre-research also involves writing. We build up an ever-growing pool of externalized thoughts as we read. When the time comes to produce, we aren’t following a blindly invented plan plucked from our unreliable brains. We look in our notes and follow our interests, curiosity, and intuition, which are informed by the actual work of reading, thinking, discussing, and taking notes. We never again have to face that blank screen with the impossible demand of “thinking of something to write about.”
No one ever really starts from scratch. Anything they come up with has to come from prior experience, research, or other understanding. But because they haven’t acted on this fact, they can’t track ideas back to their origins. They have neither supporting material nor accurate sources. Since they haven’t been taking notes from the start, they either have to start with something completely new (which is risky) or retrace their steps (which is boring).
It’s no wonder that nearly every guide to writing begins with “brainstorming.” If you don’t have notes, you have no other option. But this is a bit like a financial advisor telling a 65-year-old to start saving for retirement – too little, too late.
Taking notes allows you to break free from the traditional, linear path of writing. It allows you to systematically extract information from linear sources, mix and shake them up together until new patterns emerge, and then turn them back into linear texts for others to consume.
You’ll know you’ve succeeded in making this shift when the problem of not having enough to write about is replaced by the problem of having far too much to write about. When you finally arrive at the decision of what to write about, you’ll already have made that decision again and again at every single step along the way.
Principle #4: Our tools and techniques are only as valuable as the workflow
Just because writing is not a linear process doesn’t mean we should go about it haphazardly. We need a workflow – a repeatable process for collecting, organizing, and sharing ideas.
Writing is often taught as a collection of “tips and tricks” – brainstorm ideas, make an outline, use a three-paragraph structure, repeat the main points, use vivid examples, set a timer. Each one in isolation might make sense, but without the holistic perspective of how they fit together, they add more work than they save. Every additional technique becomes its own project without bringing the whole much further forward. Before long, the whole mess of techniques falls apart under its own weight.
It is only when all the work becomes part of an integrated process that it becomes more than the sum of its parts. Even the best techniques won’t make a difference if they are used in conflicting ways. This is why the slip-box isn’t yet another technique. It is the system in which all the techniques are linked together.
Good systems don’t add options and features; they strip away complexity and distractions from the main work, which is thinking. An undistracted brain and a reliable collection of notes is pretty much all we need. Everything else is just clutter.
Principle #5: Standardization enables creativity
Ahrens uses the excellent analogy of how the invention of shipping containers revolutionized international trade to demonstrate the role of note-taking in modern writing
Container shipping is a simple idea: ship products in standardized containers instead of loading them onto ships haphazardly as had always been done. But it took multiple failed attempts before it was successful, because it wasn’t actually about the container, which after all is just a box.
The potential of the shipping container was only unleashed when every other part of the shipping supply chain was changed to accommodate it. From manufacturing to packaging to final delivery, the design of ships, cranes, trucks, and harbors all had to align around moving containers as quickly and efficiently as possible. Once they did, international shipping exploded, setting the stage for Asia to become an economic power among many other historic changes.
Many people still take notes, if at all, in an ad-hoc, random way. If they see a nice sentence, they underline it. If they want to make a comment, they write it in the margins. If they have a good idea, they write it in whichever notebook is close at hand. And if an article seems important enough, they might make the effort to save an excerpt. This leaves them with many different kinds of notes in many different places and formats. This means when it comes time to write, they first have to undertake a massive project to collect and organize all these scattered notes.
Notes are like shipping containers for ideas. Instead of inventing a new way to take notes for every source you read, use a completely standardized and predictable format every time. It doesn’t matter what the notes contain, which topic they relate to, or what medium they arrived through – you treat each and every note exactly the same way.
It is this standardization of notes that enables a critical mass to build up in one place. Without a standard format, the larger the collection grows, the more time and energy have to be spent navigating the ever-growing inconsistencies between them. A common format removes unnecessary complexity and takes the second-guessing out of the process. Like LEGOs, standardized notes can easily be shuffled around and assembled into endless configurations without losing sight of what they contain.
The same principle applies to the steps of processing our notes. Consider that no single step in the process of turning raw ideas into finished pieces of writing is particularly difficult. It isn’t very hard to write down notes in the first place. Nor is turning a group of notes into an outline very demanding. It also isn’t much of a challenge to turn a working outline full of relevant arguments into a rough draft. And polishing a well-conceived rough draft into a final draft is trivial.
So if each individual step is so easy, why do we find the overall experience of writing so grueling? Because we try to do all the steps at once. Each of the activities that make up “writing” – reading, reflecting, having ideas, making connections, distinguishing terms, finding the right words, structuring, organizing, editing, correcting, and rewriting – require a very different kind of attention.
Proofreading requires very focused, detail-oriented attention, while choosing which words to put down in the first place might require a more open, free-floating attention. When looking for interesting connections between notes, we often need to be in a playful, curious state of mind, whereas when putting them in logical order, our state of mind probably needs to be more serious and precise.
The slip-box is the host of the process outlined above. It provides a place where distinct batches of work can be created, worked on, and saved permanently until the next time we are ready to deploy that particular kind of attention. It deliberately puts distance between ourselves and what we’ve written, which is essential for evaluating it objectively. It is far easier to switch between the role of creator and critic when there is a clear separation between them, and you don’t have to do both at the same time.
By standardizing and streamlining both the format of our notes and the steps by which we process them, the real work can come to the forefront: thinking, reflecting, writing, discussing, testing, and sharing. This is the work that adds value, and now we have the time to do it more effectively.
Principle #6: Our work only gets better when exposed to high-quality feedback
A workflow is similar to a chemical reaction: It can feed on itself, becoming a virtuous cycle where the positive experience of understanding a text motivates us to take on the next task, which helps us get better at what we’re doing, which in return makes it more likely for us to enjoy our work, and so on.
Nothing motivates us more than becoming better at what we do. And we can only become better when we intentionally expose our work to high-quality feedback.
There are many forms of feedback, both internal and external – from peers, from teachers, from social media, and from rereading our own writing. But notes are the only kind of feedback that is available anytime you need it. It is the only way to deliberately practice your thinking and communication skills multiple times per day.
It is easy to think we understand a concept until we try to put it in our own words. Each time we try, we practice the core skill of insight: distinguishing the bits that truly matter from those that don’t. The better we become at it, the more efficient and enjoyable our reading becomes.
Feedback also helps us adjust our expectations and predictions about how much we can get done in an hour or a day. Instead of sitting down to the amorphous task of “writing,” we dedicate each working session to concrete tasks that can be finished in a reasonable timeframe: Write three notes, review two paragraphs, check five sources for an essay, etc. At the end of the day, we know exactly how much we accomplished (or didn’t accomplish) and can adjust our future expectations accordingly.
Principle #7: Work on multiple, simultaneous projects
It is only when you have multiple, simultaneous projects and interests that the full potential of an external thinking system is realized.
Think of the last time you read a book. Perhaps you read it for a certain purpose – to gain some familiarity with a topic you’re interested in or find insights for a project you’re working on. What are the chances that the book contains only the precise insights you were looking for, and no others? Extremely low it would seem. We encounter a constant stream of new ideas, but only a tiny fraction of them will be useful and relevant to us at any given moment.
Since the only way to find out which insights a book contains is to read it, you might as well read and take notes productively. Spending a little extra time to record the best ideas you encounter – whether or not you know how they will ultimately be used – vastly increases the chances that you will “stumble upon” them in the future.
The ability to increase the chances of such future accidental encounters is a powerful one, because the best ideas are usually ones we haven’t anticipated. The most interesting topics are the ones we didn’t plan on learning about. But we can anticipate that fact and set our future selves up for a high probability of productive “accidents.”
Principle #8: Organize your notes by context, not by topic
Now that you’ve been collecting notes on your reading, how should you organize them?
The classic mistake is to organize them into ever more specific topics and subtopics. This makes it look less complex, but quickly becomes overwhelming. The more notes pile up, the smaller and narrower the subtopics become, limiting your ability to see meaningful connections between them. With this approach, the greater one’s collection of notes, the less accessible and useful they become.
Instead of organizing by topic and subtopic, it is much more effective to organize by context . Specifically, the context in which it will be used . The primary question when deciding where to put something becomes “In which context will I want to stumble upon this again?”
In other words, instead of filing things away according to where they came from, you file them according to where they’re going. This is the essential difference between organizing like a librarian and organizing like a writer .
A librarian asks “Where should I store this note?” Their goal is to maintain a taxonomy of knowledge that is accessible to everyone, which means they have to use only the most obvious categories. They might file notes on a psychology paper under “misjudgments,” “experimental psychology,” or “experiments.”
That works fine for a library, but not for a writer. No pile of notes filed uniformly under “psychology” will be easy to turn into a paper. There is no variation or disagreement from which an interesting argument could arise.
A writer asks “In which circumstances will I want to stumble upon this note?” They will file it under a paper they are writing, a conference they are speaking at, or an ongoing collaboration with a colleague. These are concrete, near-term deliverables and not abstract categories.
Organizing by context does take a little bit of thought. The answer isn’t always immediately obvious. A book about personal finance might interest me for completely different reasons if I am a politician working on a campaign speech, a financial advisor trying to help a client, or an economist developing monetary policy. If I encounter a novel engineering method, it may be useful for completely different reasons depending on whether I am working on an engineering textbook, a skyscraper, or a rocket booster.
Writers don’t think about a single, “correct” location for a piece of information. They deal in “scraps” which can often be repurposed and reused elsewhere. The discarded byproducts from one piece of writing may become the essential pillars of the next one. The slip-box is a thinking tool, not an encyclopedia, so completeness is not important. The only gaps we do need to be concerned about are the gaps in the final manuscript we are working toward.
By saving all the byproducts of our writing, we collect all the future material we might need in one place. This approach sets up your future self with everything they need to work as decisively and efficiently as possible. They won’t need to trawl through folder after folder looking for all the sources they need. You’ll already have done that work for them.
Principle #9: Always follow the most interesting path
Ahrens notes that in most cases, students fail not because of a lack of ability, but because they lose a personal connection to what they are learning:
“When even highly intelligent students fail in their studies, it’s most often because they cease to see the meaning in what they were supposed to learn (cf. Balduf 2009), are unable to make a connection to their personal goals (Glynn et al. 2009) or lack the ability to control their own studies autonomously and on their own terms (Reeve and Jan 2006; Reeve 2009).”
This is why we must spend as much time as possible working on things we find interesting. It is not an indulgence. It is an essential part of making our work sustainable and thus successful.
This advice runs counter to the typical approach to planning we are taught. We are told to “make a plan” upfront and in detail. Success is then measured by how closely we stick to this plan. Our changing interests and motivations are to be ignored or suppressed if they interfere with the plan.
The history of science is full of stories of accidental discoveries. Ahrens gives the example of the team that discovered the structure of DNA. It started with a grant, but not a grant to study DNA. They were awarded funds to find a treatment for cancer. As they worked, the team followed their intuition and interest, developing the actual research program along the way (Rheinberger 1997). If they had stuck religiously to their original plan, they probably wouldn’t have discovered a cure for cancer and certainly wouldn’t have discovered the structure of DNA.
Plans are meant to help us feel in control. But it is much more important to actually be in control, which means being able to steer our work towards what we consider interesting and relevant. According to a 2006 study by psychology professor Arlen Moller, “When people experienced a sense of autonomy with regard to the choice [of what to work on], their energy for subsequent tasks was not diminished” (Moller 2006, 1034). In other words, when we have a choice about what to work on and when, it doesn’t take as much willpower to do it.
Our sense of motivation depends on making consistent forward progress. But in creative work, questions change and new directions emerge. That is the nature of insight. So we don’t want to work according to a rigid workflow that is threatened by the unexpected. We need to be able to make small, constant adjustments to keep our interest, motivation, and work aligned.
By breaking down the work of writing into discrete steps, getting quick feedback on each one, and always following the path that promises the most insight, unexpected insights can become the driving force of our work.
Luhmann never forced himself to do anything and only did what came easily to him: “When I am stuck for one moment, I leave it and do something else.” As in martial arts, if you encounter resistance or an opposing force, you should not push against it but instead redirect it towards another productive goal.
Principle #10: Save contradictory ideas
Working with a slip-box naturally leads us to save ideas that are contradictory or paradoxical.
It’s much easier to develop an argument from a lively discussion of pros and cons rather than a litany of one-sided arguments and perfectly fitting quotes.
Our only criterion for what to save is whether it connects to existing ideas and adds to the discussion. When we focus on open connections, disconfirming or contradictory data suddenly becomes very valuable. It often raises new questions and opens new paths of inquiry. The experience of having one piece of data completely change your perspective can be exhilarating.
The real enemy of independent thinking is not any external authority, but our own inertia. We need to find ways to counteract confirmation bias – our tendency to take into account only information that confirms what we already believe. We need to regularly confront our errors, mistakes, and misunderstandings.
By taking notes on a wide variety of sources and in objective formats that exist outside our heads, we practice the skill of seeing what is really there and describing it plainfully and factually. By saving ideas that aren’t compatible with each other and don’t necessarily support what we already think, we train ourselves to develop subtle theories over time instead of immediately jumping to conclusions.
By playing with a concept, stretching and reconceiving and remixing it, we become less attached to how it was originally presented. We can extract certain aspects or details for our own uses. With so many ideas at our disposal, we are no longer threatened by the possibility that a new idea will undermine existing ones.
Don’t just feel smarter. Become smarter.
Working with a slip-box can be disheartening, because you are constantly faced with the gaps in your understanding. But at the same time, it increases the chances that you will actually move the work forward.
Our choice then is whether we want to feel smarter or become smarter.
Students in most educational institutions are not encouraged to independently build a network of connections between different kinds of information. They aren’t taught how to organize the very best and most relevant knowledge they encounter in a long-term way across many topics. Most tragically of all, they aren’t taught to follow their interests and take the most promising path in their research.
Ultimately, learning should not be about hoarding stockpiles of knowledge like gold coins. It is about becoming a different kind of person with a different way of thinking. The beauty of this approach is that we co-evolve with our slip-boxes: We build the same connections in our heads as we deliberately develop them in our slip-box. Writing then is best seen not only as a tool for thinking but as a tool for personal growth.
The 8 Steps of Taking Smart Notes
Ahrens recommends the following 8 steps for taking notes:
- Make fleeting notes
- Make literature notes
- Make permanent notes
- Now add your new permanent notes to the slip-box
- Develop your topics, questions and research projects bottom up from within the slip-box
- Decide on a topic to write about from within the slip-box
- Turn your notes into a rough draft
- Edit and proofread your manuscript
He notes that Luhmann actually had two slip-boxes: the first was the “bibliographical” slip-box, which contained brief notes on the content of the literature he read along with a citation of the source; the second “main” slip-box contained the ideas and theories he developed based on those sources. Both were wooden boxes containing paper index cards.
Luhmann distinguished between three kinds of notes that went into his slip-boxes: fleeting notes, literature notes, and permanent notes.
1. Make fleeting notes
Fleeting notes are quick, informal notes on any thought or idea that pops into your mind. They don’t need to be highly organized, and in fact shouldn’t be. They are not meant to capture an idea in full detail, but serve more as reminders of what is in your head.
2. Make literature notes
The second type of note is known as a “literature note.” As he read, Luhmann would write down on index cards the main points he didn’t want to forget or that he thought he could use in his own writing, with the bibliographic details on the back.
Ahrens offers four guidelines in creating literature notes:
- Be extremely selective in what you decide to keep
- Keep the overall note as short as possible
- Use your own words, instead of copying quotes verbatim
- Write down the bibliographic details on the source
3. Make permanent notes
Permanent notes are the third type of note, and make up the long-term knowledge that give the slip-box its value.
This step starts with looking through the first two kinds of notes that you’ve created: fleeting notes and literature notes. Ahrens recommends doing this about once a day, before you completely forget what they contain.
As you go through them, think about how they relate to your research, current thinking, or interests. The goal is not just to collect ideas, but to develop arguments and discussions over time . If you need help jogging your memory, simply look at the existing topics in your slip-box, since it already contains only things that interest you.
Here are a few questions to ask yourself as you turn fleeting and literature notes into permanent notes:
- How does the new information contradict, correct, support, or add to what I already know?
- How can I combine ideas to generate something new?
- What questions are triggered by these new ideas?
As answers to these questions come to mind, write down each new idea, comment, or thought on its own note. If writing on paper, only write on one side, so you can quickly review your notes without having to flip them over.
Write these permanent notes as if you are writing for someone else. That is, use full sentences, disclose your sources, make explicit references, and try to be as precise and brief as possible.
Once this step is done, throw away (or delete) the fleeting notes from step one and file the literature notes from step two into your bibliographic slip-box.
4. Add your permanent notes to the slip-box
It’s now time to add the permanent notes you’ve created to your slip-box. Do this by filing each note behind a related note (if it doesn’t relate to any existing notes, add it to the very end).
Optionally, you can also:
- Add links to (and from) related notes
- Adding it to an “index” – a special kind of note that serves as a “table of contents” and entry point for an important topic, including a sorted collection of links on the topic
Each of the above methods is a way of creating an internal pathway through your slip-box. Like hyperlinks on a website, they give you many ways to associate ideas with each other. By following the links, you encounter new and different perspectives than where you started.
Luhmann wrote his notes with great care, not much different from his style in the final manuscript. More often than not, new notes would become part of existing strands of thought. He would add links to other notes both close by, and in distantly related fields. Rarely would a note stay in isolation.
5. Develop your topics, questions, and research projects bottom up from within the slip-box
With so many standardized notes organized in a consistent format, you are now free to develop ideas in a “bottom up” way. See what is there, what is missing, and which questions arise. Look for gaps that you can fill through further reading.
If and when needed, another special kind of note you can create is an “overview” note. These notes provide a “bird’s eye view” of a topic that has already been developed to such an extent that a big picture view is needed. Overview notes help to structure your thoughts and can be seen as an in-between step in the development of a manuscript.
6. Decide on a topic to write about from within the slip-box
Instead of coming up with a topic or thesis upfront, you can just look into your slip-box and look for what is most interesting. Your writing will be based on what you already have, not on an unfounded guess about what the literature you are about to read might contain. Follow the connections between notes and collect all the relevant notes on the topic you’ve found.
7. Turn your notes into a rough draft
Don’t simply copy your notes into a manuscript. Translate them into something coherent and embed them into the context of your argument. As you detect holes in your argument, fill them or change the argument.
8. Edit and proofread your manuscript
From this point forward, all you have to do is refine your rough draft until it’s ready to be published.
This process of creating notes and making connections shouldn’t be seen as merely maintenance. The search for meaningful connections is a crucial part of the thinking process. Instead of figuratively searching our memories, we literally go through the slip-box and form concrete links. By working with actual notes, we ensure that our thinking is rooted in a network of facts, thought-through ideas, and verifiable references.
Thank you to Kathleen Martin, Fadeke Adegbuyi, Norman Chella, Fred Terenas, Maruthi Sandeep Medisetty for their feedback and suggestions on this article.
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- How to Write a Summary | Guide & Examples
How to Write a Summary | Guide & Examples
Published on November 23, 2020 by Shona McCombes . Revised on May 31, 2023.
Summarizing , or writing a summary, means giving a concise overview of a text’s main points in your own words. A summary is always much shorter than the original text.
There are five key steps that can help you to write a summary:
- Read the text
- Break it down into sections
- Identify the key points in each section
- Write the summary
- Check the summary against the article
Writing a summary does not involve critiquing or evaluating the source . You should simply provide an accurate account of the most important information and ideas (without copying any text from the original).
Table of contents
When to write a summary, step 1: read the text, step 2: break the text down into sections, step 3: identify the key points in each section, step 4: write the summary, step 5: check the summary against the article, other interesting articles, frequently asked questions about summarizing.
There are many situations in which you might have to summarize an article or other source:
- As a stand-alone assignment to show you’ve understood the material
- To keep notes that will help you remember what you’ve read
- To give an overview of other researchers’ work in a literature review
When you’re writing an academic text like an essay , research paper , or dissertation , you’ll integrate sources in a variety of ways. You might use a brief quote to support your point, or paraphrase a few sentences or paragraphs.
But it’s often appropriate to summarize a whole article or chapter if it is especially relevant to your own research, or to provide an overview of a source before you analyze or critique it.
In any case, the goal of summarizing is to give your reader a clear understanding of the original source. Follow the five steps outlined below to write a good summary.
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You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages:
- Scan the article quickly to get a sense of its topic and overall shape.
- Read the article carefully, highlighting important points and taking notes as you read.
- Skim the article again to confirm you’ve understood the key points, and reread any particularly important or difficult passages.
There are some tricks you can use to identify the key points as you read:
- Start by reading the abstract . This already contains the author’s own summary of their work, and it tells you what to expect from the article.
- Pay attention to headings and subheadings . These should give you a good sense of what each part is about.
- Read the introduction and the conclusion together and compare them: What did the author set out to do, and what was the outcome?
To make the text more manageable and understand its sub-points, break it down into smaller sections.
If the text is a scientific paper that follows a standard empirical structure, it is probably already organized into clearly marked sections, usually including an introduction , methods , results , and discussion .
Other types of articles may not be explicitly divided into sections. But most articles and essays will be structured around a series of sub-points or themes.
Now it’s time go through each section and pick out its most important points. What does your reader need to know to understand the overall argument or conclusion of the article?
Keep in mind that a summary does not involve paraphrasing every single paragraph of the article. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail.
In a scientific article, there are some easy questions you can ask to identify the key points in each part.
If the article takes a different form, you might have to think more carefully about what points are most important for the reader to understand its argument.
In that case, pay particular attention to the thesis statement —the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph.
Now that you know the key points that the article aims to communicate, you need to put them in your own words.
To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two.
The best way to do this is to put the article aside and write out your own understanding of the author’s key points.
Examples of article summaries
Let’s take a look at an example. Below, we summarize this article , which scientifically investigates the old saying “an apple a day keeps the doctor away.”
Davis et al. (2015) set out to empirically test the popular saying “an apple a day keeps the doctor away.” Apples are often used to represent a healthy lifestyle, and research has shown their nutritional properties could be beneficial for various aspects of health. The authors’ unique approach is to take the saying literally and ask: do people who eat apples use healthcare services less frequently? If there is indeed such a relationship, they suggest, promoting apple consumption could help reduce healthcare costs.
The study used publicly available cross-sectional data from the National Health and Nutrition Examination Survey. Participants were categorized as either apple eaters or non-apple eaters based on their self-reported apple consumption in an average 24-hour period. They were also categorized as either avoiding or not avoiding the use of healthcare services in the past year. The data was statistically analyzed to test whether there was an association between apple consumption and several dependent variables: physician visits, hospital stays, use of mental health services, and use of prescription medication.
Although apple eaters were slightly more likely to have avoided physician visits, this relationship was not statistically significant after adjusting for various relevant factors. No association was found between apple consumption and hospital stays or mental health service use. However, apple eaters were found to be slightly more likely to have avoided using prescription medication. Based on these results, the authors conclude that an apple a day does not keep the doctor away, but it may keep the pharmacist away. They suggest that this finding could have implications for reducing healthcare costs, considering the high annual costs of prescription medication and the inexpensiveness of apples.
However, the authors also note several limitations of the study: most importantly, that apple eaters are likely to differ from non-apple eaters in ways that may have confounded the results (for example, apple eaters may be more likely to be health-conscious). To establish any causal relationship between apple consumption and avoidance of medication, they recommend experimental research.
An article summary like the above would be appropriate for a stand-alone summary assignment. However, you’ll often want to give an even more concise summary of an article.
For example, in a literature review or meta analysis you may want to briefly summarize this study as part of a wider discussion of various sources. In this case, we can boil our summary down even further to include only the most relevant information.
Using national survey data, Davis et al. (2015) tested the assertion that “an apple a day keeps the doctor away” and did not find statistically significant evidence to support this hypothesis. While people who consumed apples were slightly less likely to use prescription medications, the study was unable to demonstrate a causal relationship between these variables.
Citing the source you’re summarizing
When including a summary as part of a larger text, it’s essential to properly cite the source you’re summarizing. The exact format depends on your citation style , but it usually includes an in-text citation and a full reference at the end of your paper.
You can easily create your citations and references in APA or MLA using our free citation generators.
APA Citation Generator MLA Citation Generator
Finally, read through the article once more to ensure that:
- You’ve accurately represented the author’s work
- You haven’t missed any essential information
- The phrasing is not too similar to any sentences in the original.
If you’re summarizing many articles as part of your own work, it may be a good idea to use a plagiarism checker to double-check that your text is completely original and properly cited. Just be sure to use one that’s safe and reliable.
If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.
- ChatGPT vs human editor
- ChatGPT citations
- Is ChatGPT trustworthy?
- Using ChatGPT for your studies
- What is ChatGPT?
- Chicago style
- Types of plagiarism
- Avoiding plagiarism
- Academic integrity
- Consequences of plagiarism
- Common knowledge
A summary is a short overview of the main points of an article or other source, written entirely in your own words. Want to make your life super easy? Try our free text summarizer today!
A summary is always much shorter than the original text. The length of a summary can range from just a few sentences to several paragraphs; it depends on the length of the article you’re summarizing, and on the purpose of the summary.
You might have to write a summary of a source:
- As a stand-alone assignment to prove you understand the material
- For your own use, to keep notes on your reading
- To provide an overview of other researchers’ work in a literature review
- In a paper , to summarize or introduce a relevant study
To avoid plagiarism when summarizing an article or other source, follow these two rules:
- Write the summary entirely in your own words by paraphrasing the author’s ideas.
- Cite the source with an in-text citation and a full reference so your reader can easily find the original text.
An abstract concisely explains all the key points of an academic text such as a thesis , dissertation or journal article. It should summarize the whole text, not just introduce it.
An abstract is a type of summary , but summaries are also written elsewhere in academic writing . For example, you might summarize a source in a paper , in a literature review , or as a standalone assignment.
All can be done within seconds with our free text summarizer .
Cite this Scribbr article
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
McCombes, S. (2023, May 31). How to Write a Summary | Guide & Examples. Scribbr. Retrieved February 22, 2024, from https://www.scribbr.com/working-with-sources/how-to-summarize/
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How to Take Better Notes During Lectures, Discussions, and Interviews
Tried-and-True Methods and Tips From Expert Note-Takers
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Note-taking is the practice of writing down or otherwise recording key points of information. It's an important part of the research process. Notes taken on class lectures or discussions may serve as study aids, while notes taken during an interview may provide material for an essay , article , or book. "Taking notes doesn't simply mean scribbling down or marking up the things that strike your fancy," say Walter Pauk and Ross J.Q. Owens in their book, "How to Study in College." "It means using a proven system and then effectively recording information before tying everything together."
Cognitive Benefits of Note-Taking
Note-taking involves certain cognitive behavior; writing notes engages your brain in specific and beneficial ways that help you grasp and retain information. Note-taking can result in broader learning than simply mastering course content because it helps you to process information and make connections between ideas, allowing you to apply your new knowledge to novel contexts, according to Michael C. Friedman, in his paper, "Notes on Note-Taking: Review of Research and Insights for Students and Instructors," which is part of the Harvard Initiative for Learning and Teaching.
Shelley O'Hara, in her book, "Improving Your Study Skills: Study Smart, Study Less," agrees, stating:
"Taking notes involves active listening , as well as connecting and relating information to ideas you already know. It also involves seeking answers to questions that arise from the material."
Taking notes forces you to actively engage your brain as you identify what's important in terms of what the speaker is saying and begin to organize that information into a comprehensible format to decipher later. That process, which is far more than simply scribbling what you hear, involves some heavy brainwork.
Most Popular Note-Taking Methods
Note-taking aids in reflection, mentally reviewing what you write. To that end, there are certain methods of note-taking that are among the most popular:
- The Cornell method involves dividing a piece of paper into three sections: a space on the left for writing the main topics, a larger space on the right to write your notes, and a space at the bottom to summarize your notes. Review and clarify your notes as soon as possible after class. Summarize what you've written on the bottom of the page, and finally, study your notes.
- Creating a mind map is a visual diagram that lets you organize your notes in a two-dimensional structure, says Focus . You create a mind map by writing the subject or headline in the center of the page, then add your notes in the form of branches that radiate outward from the center.
- Outlining is similar to creating an outline that you might use for a research paper.
- Charting allows you to break up information into such categories as similarities and differences; dates, events, and impact; and pros and cons, according to East Carolina University .
- The sentence method is when you record every new thought, fact, or topic on a separate line. "All information is recorded, but it lacks [the] clarification of major and minor topics. Immediate review and editing are required to determine how information should be organized," per East Carolina University.
Two-Column Method and Lists
There are, of course, other variations on the previously described note-taking methods, such as the two-column method, says Kathleen T. McWhorter, in her book, "Successful College Writing," who explains that to use this method:
"Draw a vertical line from the top of a piece of paper to the bottom. The left-hand column should be about half as wide as the right-hand column. In the wider, right-hand column, record ideas and facts as they are presented in a lecture or discussion. In the narrower, left-hand column, note your own questions as they arise during the class."
Making a list can also be effective, say John N. Gardner and Betsy O. Barefoot in "Step by Step to College and Career Success." "Once you have decided on a format for taking notes, you may also want to develop your own system of abbreviations ," they suggest.
Among other tips offered by note-taking experts:
- Leave a space between entries so that you can fill in any missing information.
- Use a laptop and download information to add to your notes either during or after the lecture.
- Understand that there is a difference between taking notes on what you read and what you hear (in a lecture). If you're unsure what that might be, visit a teacher or professor during office hours and ask them to elaborate.
If none of these methods suit you, read the words of author Paul Theroux in his article "A World Duly Noted" published in The Wall Street Journal in 2013:
"I write down everything and never assume that I will remember something because it seemed vivid at the time."
And once you read these words, don't forget to jot them down in your preferred method of note-taking so that you won't forget them.
Brandner, Raphaela. “How to Take Effective Notes Using Mind Maps.” Focus.
East Carolina University.
Friedman, Michael C. "Notes on Note-Taking: Review of Research and Insights for Students and Instructors." Harvard Initiative for Learning and Teachi ng, 2014.
Gardner, John N. and Betsy O. Barefoot. Step by Step to College and Career Success . 2 nd ed., Thomson, 2008.
McWhorter, Kathleen T. Successful College Writing . 4 th ed, Bedford/St. Martin’s, 2010.
O'Hara, Shelley. Improving Your Study Skills: Study Smart, Study Less . Wiley, 2005.
Pauk, Walter and Ross J.Q. Owens . How to Study in College . 11 th ed, Wadsworth/Cengage Learning, 2004.
Theroux, Paul. "A World Duly Noted." The Wall Street Journal , 3 May 2013.
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College is the place where young adults get many opportunities to gain experience – and sometimes fail spectacularly! – in a relatively safe environment. For that reason, this is the perfect time to experiment with new and different ways to engage with coursework and study habits. Spending time now to explore some proven methods of note-taking will increase your chances of academic success and carry over to professional success. This chapter aims to help students develop and learn to employ a method for taking well-organized, usable notes with the goal of improving the learner’s experiences in college and beyond.
Taking notes in lectures
One difference between high school and college that many new college students learn early in their first semester is an expansion of note-taking. Were you taught to take notes in high school lecture classes, and reminded by your instructor to write information down, and even graded or quizzed on your class notes? Whether or not your high school experience included practice at taking notes, expect college coursework to present constant opportunities to write and review notes as part of your learning process. You will take notes in college in an effort to understand and remember new material, as well as to draw connections with what you already know.
College instructors have traditionally presented lessons in the form of lectures; and this material delivery method for higher education continues to be common for many disciplines, particularly in the first- and second-year level of university education. Whether large class sizes and venues make lectures the most efficient means of sharing information, or another set of circumstances dictate, college students can expect to get plenty of practice watching and listening to professors present lectures. Developing keen listening skills (discussed in another chapter) and a working method of note-taking for lectures is imperative to college success.
Taking notes in research
Students have continuous opportunities to experiment with note-taking methods for classroom-based learning: additionally, research assignments as well as opportunities to actively participate in scholarly research afforded to students may necessitate additional levels of note-taking skills. Primary research activities, for example, may lend themselves to taking notes in laboratory notebooks or field observation logbooks. Secondary research efforts benefit from students’ ability to summarize and paraphrase source materials in real time while attaching citation information.
The information in this section was adapted from Success in College, “ Chapter 4: Listening, taking notes, and remembering” (2012). The following table summarizes four of the most common methods of taking notes during lecture classes, research, and self-study sessions.
Take a closer look at each of the featured methods of note-taking. All styles present some challenges, advantages, and disadvantages, as demonstrated in the examples provided below (adapted from Success in College, 2012). Try to keep an open mind to trying something new:
Success in College (2019) describes the first method in this way:
Take a look at the example page of notes presented as Figure 1 on the next page. Have you employed the list method of taking notes in the past? What do you see as the disadvantages of relying on this note-taking method?
The passage above, quoted from Success in College , recommends that you “…transcribe your notes to [another] method after class….” Do you consider this extra work a disadvantage to the list method of note-taking? How might rewriting your notes benefit your learning?
Figure 1: Example notes demonstrating the list method (Success in College, 2019).
According to Success in College (2019),
The advantage of the outline method is that it allows you to prioritize the material. Key ideas are written to the left of the page, subordinate ideas are then indented, and details of the subordinate ideas can be indented further.
At first you may have trouble identifying when the instructor moves from one idea to another. This takes practice and experience with each instructor, so don’t give up! In the early stages you should use your syllabus to determine what key ideas the instructor plans to present. Your reading assignments before class can also give you guidance in identifying the key ideas.
If you’re using your laptop computer for taking notes, a basic word processing application… is very effective. Format your document by selecting the outline format from the format bullets menu. Use the increase or decrease indent buttons to navigate the level of importance you want to give each item.
After class be sure to review your notes and then summarize the class in one or two short paragraphs using your own words. This summary will significantly affect your recall and will help you prepare for the next class.
Students sometimes have experience with outlining when they begin college: perhaps a high school teacher presented class materials in outline format, or writing assignments required development of an outline. Think about outlining in your past experience, either with writing assignments or note-taking. Considering the courses in which you are currently enrolled, use the space below to discuss in which of those courses you might try taking notes using the outline method. What do you know about the lectures or work in that class that makes you think outline note-taking would work?
Figure 2: Example notes demonstrating the outline method (Success in College, 2019).
Mind-mapping/concept mapping method
Success in College (2019) describes the third method of taking notes we will study as one that is “very graphic” in nature:
Figure 3 below introduces the mapping method of taking notes.
Figure 3: Example notes demonstrating the mapping method (Success in College, 2019).
Finally, the fourth note-taking method to explore in this chapter includes an engineered structure that was developed at Cornell University a half-century ago. Rather than developing organically like the previous three methods, Cornell-style note-taking prescribes a format (see Figure 4) that is often recommended by lecturers for use by college students.
The Cornell method follows a very specific format that consists of four boxes: a header, two columns, and a footer.
The header is a small box across the top of the page. In it you write identification information like the course name and the date of the class. Underneath the header are two columns: a narrow one on the left (no more than one-third of the page) and a wide one on the right. The wide column, called the “notes” column, takes up most of the page and is used to capture your notes using any of the methods outlined earlier. The left column, known as the “cue” or “recall” column, is used to jot down main ideas, keywords, questions, clarifications, and other notes. It should be used both during the class and when reviewing your notes after class. Finally, use the box in the footer to write a summary of the class in your own words. This will help you make sense of your notes in the future and is a valuable tool to aid with recall and studying.
A final thought from the source
College writers experience a transformation from being students who are told by teachers what to write down and recall from their study materials to adults who are largely responsible for their own advanced learning. While instructors employ various means of encouraging students to take notes in lectures, laboratories, and while conducting research, students must learn to develop their own study materials by taking useful, clear, and complete notes during all learning activities. Many variations of note-taking methods exist, and this chapter provides a cursory introduction to 4 of those methods. You are encouraged to try out all of the methods described here to determine your own best fit for setting up your success in understanding and recalling lessons. Finally, regardless of your ultimate choice of method(s), recognize that reviewing and summarizing your own notes early in the process is a significant key to success in the learning process.
Developmental writing assignment
Choose a lecture-based course you are taking now and use the Cornell method to take notes for one classroom session. Create a Cornell-style form to use in taking your class notes, and complete and submit a copy of your notes worksheet together with a post-class summary and a reflection memo about your experience.
Technical writing document creation assignment
Write and submit a summary and reflection memo comparing mind-mapping (or another of the methods discussed in this chapter) to the Cornell method. Discuss how the previous assignment and your other research inform your practice of note-taking.
Lardbucket.org (2012). Listening, taking notes, and remembering. In Schmitz, A. (Ed.), Success in College , V 1.0 (Chapter 4). License: CC-BY-NC-SA 3.0 . https://2012books.lardbucket.org/books/success-in-college/
Mindful Technical Writing Copyright © 2020 by Stacey Corbitt is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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How can we stop hurting the environment now that we’re able to travel again?
Remember when Covid-19 was at its peak, and the environment was “healing”? Without tourists or human activity, swans returned to the Venice canals, Nara’s deer were in the street, and city skies weren’t covered in smog for a while. While some stories turned out to be fake, it’s true that travel often harms the environment.
One of the viral posts about how the coronavirus was “giving the Earth a rest”, with over 15k shares and 552k views. Photo credit: VIX via Facebook
In fact, travel is one of the most waste-intensive activities we can do in our lifetime. A study published in 2018 found that tourism accounts for at least 8% of the world’s greenhouse gas emissions. And it doesn’t just hurt the natural environment, but also the humans and animals who live in it. Whether it’s by littering, unknowingly supporting exploitative or wasteful businesses, or just catching that plane, travel often does more harm than good.
We could see some of travel’s consequences during the lockdown — Beijing’s blue skies and tourist animals wandering the streets. Other consequences weren’t so visible then, but that didn’t make them less destructive.
The skies over Beijing before and after the Covid-19 lockdown. Photo credit: Simon Song
It’s a shame because travel can cause significant positive change — creating jobs and income for local communities, as well as the woo-woo–but-real benefits of experiencing a new culture. But that won’t mean a thing if we destroy the planet in the process.
The days of lockdowns have passed, but we need to make sustainable tourism the new norm now that we’re allowed to travel again.
Here’s five of the biggest problems in travel, and practical ways we can make things better:
1) Air pollution
Because of lockdown measures in cities like USA and China, the usual smog was gone, clearing the way for blue skies. A big portion of that comes from fewer flights and road travel.
In 2018, commercial flights produced 2.4% of the world’s carbon dioxide emissions, a 26% increase from 2013, and it’s only set to increase once travel picks up again. To put that in perspective, if the aviation industry was a country, it would be the sixth-largest in CO2 emissions, between Japan and Germany. In fact, just one flight produces as much carbon emissions as driving over 3,200km.
How we can travel better:
Until we learn how to teleport, travelling by air is unavoidable. But you can make up for your carbon footprint by purchasing carbon offsets. These are credits which help you ‘make up’ for pollution-causing travel by supporting emission-reducing projects, like solar projects in India and cleaner cookstoves in Rwanda. Reputable platforms include Gold Standard and Green-e, with projects that are verified to reduce the amount of carbon released in the atmosphere.
Also, as much as possible, use public transport, cycle, or walk. You’ll even get a more local experience this way!
2) Animal Tourism
The Covid-19 travel lockdown also led to strange side effects with animals that are used to human interaction.
Without the usual snacks from tourists, macaques in Thailand’s Phra Prang Sam Yot Temple viciously fought over small scraps.
Animal tourism has always been controversial for two main reasons. Firstly, the animals start relying on humans for food and can get aggressive when not given any.
Secondly, it alters important natural behaviours. With constant human intervention, many tourist animals don’t learn to support themselves. Adults may even stop caring for their young — in the past, this has led to dolphin deaths in Western Australia.
Western Australia now strictly regulates its dolphin feedings at Monkey Mia, to prevent altering their natural behaviour.
How we can travel better:
Do your research and try not to support attractions which exploit animals, unnaturally alter their behaviour, or leave them reliant on humans. A good resource is PETA’s guide on how to tell if a place is a real animal sanctuary.
On a similar note, there are tourist attractions which exploit the people in that community. What’s most insidious is that these establishments may seem to promote a good cause.
Voluntourism has become one of the biggest travel trends, with well-meaning tourists trying to do good in the countries they visit. The problem is that corrupt organisations have jumped on the trend, manipulating kindness for personal profit.
Of the ~16,500 children living in Cambodia’s hundreds of orphanages, most aren’t actually orphans. Poor families are encouraged to rent or sell their children to fill these shelters. This separates the children from their parents and prevents them from getting an education (which could help them escape poverty in the long term).
An orphanage in Cambodia. Photo credit: The Atlantic
These children are often subject to physical, emotional, and sexual abuse, either from the orphanage’s directors or from tourists themselves, who are allowed to take the children on outings with zero supervision or background checks.
As for the clothes and toys you donate — orphanages often take and sell the items given to the children, without giving anything to the child or their family. As one former ‘orphan’ said, “(The orphanage director) dressed us up looking poor so the visitors see us, they feel pity for us, and they donate more.” The road to hell is truly paved with good intentions.
Photo credit: Osman Mohamed Osman via Al Jazeera
So orphanage tourism is definitely bad, but what about slum tourism? Every year, over a million tourists take guided tours through India’s slums, South African shantytowns, and other impoverished areas. While many visit out of morbid curiosity, others are motivated by more noble causes, like wanting to face inequality in the flesh.
While most guided tours donate some of their profit to the local community, it’s often negligible — after all, if these slums were helped in any significant way, they’d no longer be an ‘attraction’.
How we can travel better:
Do not support practices which perpetuate poverty. For example, giving money or gifts to street beggars encourages a begging economy, and visiting a Cambodian orphanage encourages the exploitation of local children.
Instead, find credible organisations which provide genuine, long-term help. The best organisations provide less-privileged locals with marketable skills and resources, which help them achieve a better quality of life for themselves. For example, Tiny Toones Cambodia gives impoverished street kids a safe, nurturing space, with breakdancing training, peer mentoring, and an education program, all for free.
As the saying goes, “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.” It’s the epitome of sustainable tourism.
4) Leaving your “mark” at popular tourist attractions
The Colloseum. Photo credit: MZeta via Shutterstock
The Colloseum. Mount Everest. The Eiffel Tower. All beautiful wonders of the world, but somehow we can’t keep them that way. Travellers have left disgusting piles of litter around the base of these attractions.
Mount Everest has become the world’s highest rubbish dump. Photo credit: Doma Sherpa
That’s not all. In China, The Great Wall is marked with chicken-feet scribblings, made by tourists who’d happily destroy its beauty just so they can leave their mark. Same goes for various otherwise-beautiful sites around the world.
Unsightly graffiti on the Great Wall of China. Photo credit: Post Magazine
How we can travel better:
– It goes without saying — don’t litter, don’t vandalise, and don’t destroy public property!
– Minimise your waste by separating trash into food waste and recyclables.
– To really cut down your carbon footprint, bring your own reusables (like bags and utensils).
5) Greenwashing Establishments
Single-use plastics, a common sight in hotels. Photo credit: India Times
Maldives is a beach resort paradise, so you’d be shocked to know about that they’re also home to Rubbish Island — a hulking landfill of waste collected from luxury hotels.
While we can lower our own carbon footprint, it’s perhaps even more important to hold big businesses accountable. If we support businesses which produce a lot of waste, we’re enabling them to continue these planet-harming practices. Many tourist establishments continue to use single-use plastics like straws, plastic-wrapped disposable toiletries, and elevators and lights that stay on even when not in use.
The Maldives’ Rubbish Island, filled with plastic waste from resorts. Photo credit: Elin Høyland
It’s not enough to just put up signs asking guests to reuse their towels. Many businesses are guilty of greenwashing — branding themselves as eco-friendly without committing to actual change.
Look out for a company’s effects on the community too. If you’re in a developing country where locals could benefit from a good job, glance around before you enter. Do they employ local staff, or are the slots given to other foreigners? Are they harming wildlife by capturing them as entertainment? Are you contributing to a bad cause by giving them your money?
How we can travel better:
Research on the establishments you intend to visit and make sure that they’re truly sustainable. If a business claims to be eco-friendly or sustainable, check their website to find (1) concrete examples of what they’re doing to help, and (2) if they have the data to justify their claims. If both are missing, the business is probably just greenwashing.
– Support businesses which employ and empower locals, especially in poorer countries, so your money goes to those who need it most. Examples include taking tours which employ local guides, eating in a locally-owned restaurant (rather than an international chain), and buying souvenirs made by locals.
Sustainable Tourism After Covid-19
Venice’s canals during the Covid-19 lockdown. Photo credit: Manuel Silvestri via Reuters
Besides showing us the importance of good hygiene, responsibility, and care for others, the Covid-19 crisis had been a huge wake-up call on every traveller’s effect on the environment. There’s no better time to relook at how we travel, now that we have begun to explore again.
The world is a beautiful place. Let’s keep it that way!
Got any other tips for practising sustainable tourism? Share them with us in the comments! | <urn:uuid:3fbb20e7-1040-453d-8b98-76caf808452c> | CC-MAIN-2024-10 | https://thetravelintern.com/sustainable-tourism-covid-19/?amp | 2024-03-04T14:28:40Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.94408 | 2,335 | 2.96875 | 3 |
Nestled in the lush landscape of West Lancashire lies a mystical place that has made many curious. The Dragon’s Eye cave in Upholland is a secretive area with a stunning geological formation. At the heart of the cave is an extraordinary sphere; that resembles the eye of a dragon. The rock displays stunning colors with the light coming through. The cave is closely guarded by local residents and the only way to get through is a ‘window in the floor’.
And yet, beyond its beauty is a story as rich as the sediments that compose it. How has the passage of time and the touch of nature combined to create such a marvel? This looks like something from the books of Tolkien. Let’s learn more about the Dragon’s Eye cave and its formation.
Dragon’s Eye Formation and Its Ethereal Beauty
At the center of the Dragon’s Eye cave is a chamber. The walls of this chamber are decorated by natural light and rock sediment of various colours. It has patterns that twist and turn like a dragon’s gaze.
The eye was discovered at the Hall of Giants stone mine in Lancashire, UK. The roof of this stone mine collapsed causing the rock to form into an eerie-looking eye. Rock’s exfoliation has created a beautiful sedimentation of colours on the rock. The cave serves as a study of exfoliation—a slow, patient reveal of the gem within as the outer layers peel away.
Access to this is through a curious “window in the floor, “ and is closely guarded by local residents. Once inside, the awe-inspiring feature creates rock patterns that show the spherical illusion of a dragon’s eye with the natural light.
The Location and History of Dragon’s Eye Cave
The Dragon’s Eye Cave in Lancashire, a region rich with history and folklore. The cave’s location is not marked on any ordinary map as it is preserved by the locals. According to some explorers and sources, it is half an hour drive from Liverpool. The hidden entrance is as much a safeguard as it is a doorway. Explorers must be mindful of both the fragility of the cave and the environment. Safety comes first, as does the promise to leave no mark but memory.
The Dragon’s Eye cave is more than a geological curiosity; it is a symbol of nature’s ability to surprise, to awe. It stands as a testament to the importance of keeping such wonders intact, for they speak not only of our planet’s past but also of the narratives we share. Through responsible exploration and a nod to the keepers of these secrets, we honor not only the Dragon’s Eye but also the world it watches from the shadows. Let us all be explorers with heart, seeking the magic beneath our feet while walking lightly above it. Share with us your stories of nature’s marvels, of the times when earth’s majesty has caught your breath and held it, entranced. | <urn:uuid:86e0f215-0d8a-4196-8445-cebfd722df8e> | CC-MAIN-2024-10 | https://trendingamerican.com/dragons-eye-uk-story-closely-guarded-sphere-with-colours/ | 2024-03-04T15:31:16Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.953403 | 633 | 3.046875 | 3 |
The Truths of Institutionalization in Canada
About This Project
The name of this project is Truths of Institutionalization: Past and Present. The purpose of this project is to create awareness, promote respect and encourage reflection on the human rights of people who have an intellectual disability in Canada.
The goal of this project is to engage young Canadians in conversations that raise awareness about the importance of community and inclusion. It does this by providing learning resources that explore the evolution of institutions and human rights in Canada. Specifically, visitors will hear first-hand experiences from survivors, study evidence-based research and explore the power of citizenship and social movements. We hope these efforts will help end the use of institutional models and practices today and in the future.
Explore Our Modules
Nicole is a 19-year-old college student who travels across Canada in search of answers. She shares stories of survival, looks for historical evidence, and visits key locations that symbolize the tragic legacy of institutionalization in Canada. Each module follows Nicole’s journey and is also an opportunity to do your own research to understand the evolution of human rights in Canada.
The content and course material on this website may cause distress to individuals who have experienced certain traumatic life events.
Are you looking for new content for next year’s course material? Use this teaching resource to take part in a national, youth-led conversation on human rights and inclusion! | <urn:uuid:46ef1e14-10be-4af5-be9a-790557857af7> | CC-MAIN-2024-10 | https://truthsofinstitutionalization.ca/ | 2024-03-04T14:04:44Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.918831 | 290 | 3.390625 | 3 |
Progress in scale-up and optimization of antiretroviral therapy is key to ending AIDS as a public health threat by 2030 as agreed by the international community. However, despite the dramatic increase in antiretroviral therapy coverage in the last decades, mortality remains unacceptably high amongst adults and children living with HIV. Currently, more than 600,000 AIDS-related deaths still occur per year , the majority in low-and middle-income countries (LMICs). If current trends continue, 460,000 people will die of AIDS-related causes in 2025.
Children, who represent only five percent of people living with HIV, are disproportionately affected as they contribute significantly to this death toll. An estimated 110,000 children and adolescents still die from AIDS-related causes annually , accounting for fifteen percent of AIDS-related deaths.
Severe loss of immune competence, or AHD, in the absence of effective HIV treatment among adults and children living with HIV puts them at risk of opportunistic infections and remains a persistent challenge for both newly initiating and antiretroviral therapy-experienced patients re-entering care. Thirty percent of people living with HIV still present to care with severe immunosuppression .
In an era where rapid screening and diagnostics tools, HIV treatment and effective therapies for preventing and treating coinfections associated with advanced HIV are available, the current rates of AIDS-related deaths are unacceptable. Forty percent of these deaths could be averted by addressing the main drivers of death for those with AHD . Among HIV-opportunistic infections, tuberculosis (TB), cryptococcal meningitis (CM), severe bacterial infections (SBI), and disseminated histoplasmosis (DH) contribute to a substantial proportion of AIDS-related deaths. For children living with HIV, the major causes of morbidity and mortality are pneumonia, TB, bloodstream infections, diarrheal disease, and severe acute malnutrition .
Prior Unitaid investments have enabled the generation of evidence on the feasibility of implementation of the AHD care package in adults through hub-and-spoke delivery models in selected countries in sub-Saharan Africa, increasing uptake and significantly improving access to some of the most impactful tools in WHO-recommended AHD package of care (medicines and diagnostics) in Africa and elsewhere. Since 2019, Unitaid has sought to renew the global focus on AHD and accelerate access to lifesaving diagnostics and medicines, with the aim of reducing morbidity and mortality among people with AHD and improving cost efficiencies for health systems to foster sustainable national AHD programs. In alignment with the WHO guidance , Unitaid investments have focused on optimizing the package of care including emerging key products for AHD-related infections, across screening (CD4 Advanced Disease lateral flow assay and CD4 count point-of-care, TB urine-Lipoarabinomannan (LAM), CrAg (Cryptoccoccal Antigen) lateral flow assay), prophylaxis (optimized TB preventive treatment), and treatment (fluconazole, Liposomal Amphotericin B and 5-Flucytosine). This initiative, has increased global and national awareness of these products, facilitating their adoption into the AHD package in national guidelines in focus- project countries (Botswana, India, Lesotho, Malawi, Nigeria, South Africa, Tanzania, Uganda, and Zimbabwe) and elsewhere through the expanded partner network. Further implementation and scale-up in countries in need is supported by country governments and donors including Global Fund and PEPFAR .
However, significant challenges and opportunities remain for the delivery of simplified, decentralized care for the most vulnerable populations. Diagnosis and treatment of opportunistic infections can be challenging, especially in the rural areas, as the relevant tools are still unavailable for those facing the highest burden of these diseases.
- For SBIs (Severe Bacterial Infections), approaches and tools for enhanced prophylaxis and treatment are not standardized , in addition to complex diagnosis pathways. For fungal infections, simplification and decentralization of care are required to enable expanded use of emerging tools. Other developments in the diagnosis, prevention, and treatment of infections, including CM, have the potential to significantly reduce the death toll if they were brought to scale. Examples of tools that could be entering the market soon include the semi-quantitative cryptococcal antigen (CrAg) test and the Histoplasmosis lateral flow assay (LFA), which could allow for rapid and accurate detection of deadly opportunistic infections at lower levels of care, to be used in conjunction with improved treatments and prevention approaches with existing medicines that have become more affordable and accessible.
- Implementation of an optimal care package for children living with AHD is challenged by gaps in health worker knowledge and practice of opportunistic infection screening, diagnosis, prevention, and treatment. In addition, several optimal care package tools exist but are under-used due to these capacity gaps, as well as the absence of guidelines, standard operating procedures, and comprehensive monitoring and evaluation systems. The recent WHO STOP AIDS toolkit provides guidance for a comprehensive package of care for children, that could be very impactful to accomplish the goal of zero AIDS-related deaths by 2030. However, there is very limited access to optimal tools, and limited real-life data regarding optimal strategies for effective prevention, rapid diagnosis, and successful treatment of HIV-associated infections in this population.
Accelerated adoption and preparing for further scale-up of simplified packages of care to reduce morbidity and mortality from AHD in decentralized settings represents a near-term opportunity that would support efforts to progress toward HIV-related mortality global targets for children, adolescents, and adults in high-burden countries.
By using innovative service delivery models that include optimal tools suitable for the most vulnerable populations, Unitaid will contribute to the global goal of zero pediatric AIDS-related deaths by 2030, and the target to reduce the number of people dying from HIV-related causes to less than 240 000 by 2030, and, in general, ending AIDS as a public health threat by 2030.
Building on prior Unitaid-supported work to introduce accessible optimal tools for screening and diagnosis, prevention, and treatment of AHD in LMICs, and to further improve global efficiencies as national programs, with support from scale-up donors, engage in scaling up AHD management, Unitaid seeks to further support the simplification of the AHD management, including for children.
Specifically, the objective of this call for proposals is to identify interventions that can support the expanded use of optimized AHD packages of care (catalyzing their introduction into simplified packages of care) and provide robust operational evidence on innovative delivery models to manage AHD for people living with HIV, and with particular attention to children living with HIV, enabling further simplification and decentralization of AHD management.
Under this call, Unitaid is soliciting proposals that can support the objective of reducing mortality by:
- Supporting innovative approaches to improve implementation and enable increased utilization of the STOP-AIDS toolkit to prevent, diagnose, and treat AHD-associated opportunistic infections in pediatric populations through:
- supporting introduction of the toolkit in selected early-adopter countries to enable and accelerate expanded access conditions to life-saving tools,
- and generating operational evidence on the implementation of the toolkit, to optimize and demonstrate the effective use of existing under-used and new tools in real-life high-burden settings.
- Supporting introduction of emerging tools that could complement the current care package recommended by WHO for adults and adolescents living with HIV to enable further simplification in selected early-adopter countries and early management of main drivers of death that remain unaddressed (DH, SBIs) and/or that can be further optimized with recent products entering the market (CM).
Newly recommended tools will need to be adopted as part of an integrated package of care. Proposals should therefore clearly indicate how the proposed activities will integrate with existing programs and planned efforts to support a holistic approach to AHD care. While comprehensive packages of AHD care should include TB-related tools, complementary efforts supporting optimizing TB diagnosis, prevention and treatment are ongoing and are not the focus of this call for proposals.
Implementation pilots that can demonstrate the impact, cost-effectiveness, and operational feasibility of delivery as a means of supporting onwards scale-up are encouraged. To maximize impact, implementation models should include delivery at the lowest-level health facilities and should be transferrable to other high-burden settings to enable scale-up potential in non-project countries.
Implementation in countries will be catalytic in nature and time-bound, and transition to scale-up funding should be secured. Applicants are encouraged to consider settings where there is a high prevalence of AHD among people living with HIV, and for which the enabling environment and the programmatic support exist. We are soliciting multi-country project proposals, and project countries may include countries where prior Unitaid Advanced HIV Disease projects were implemented if adequately justified.
Areas out of scope for this call include proposals:
a) focusing on the development of products still in the pipeline or large clinical trials,
b) aiming to deliver services without a focus on optimizing and supporting expanded access to under-used and/or new commodities referred to above for the diagnosis, prevention, and treatment of opportunistic infections,
c) aiming for full-scale implementation and/or delivery of products.
Proposals submitted should clearly demonstrate the fit with the objective(s) set out above, the expected impact and value for money as well as the complementarity and added value to similar projects in this area.
Engagement with affected communities is a critical determinant for project/program success. All proposals are required to clearly indicate the role of affected communities and planned collaborations with other relevant groups including grassroots community organizations and Civil Society Organizations. Meaningful engagement with these important groups should be included at all stages of proposed activities, for example, integration of both community and civil society engagement into project design, development, and implementation.
Impact we are seeking
Through this Call for Proposals, Unitaid aims to increase equitable access to optimal products for AHD management in adults and children in the following ways:
- Further demonstrating decentralized delivery models for AHD care to prevent loss to follow-up along the care cascade.
- Generating real-world evidence regarding optimal strategies and delivery models for rapid diagnosis, prevention, and treatment of HIV-associated infections in children.
- Facilitating adoption and implementation of WHO Advanced HIV Disease guidance (including recent cryptococcal meningitis and histoplasmosis guidelines and STOP AIDS toolkit and expanding access to and use of optimized components of such packages of care, to enable further scale up.
The objectives outlined above to catalyze access to an optimal package for AHD care will lead to (i) an increase in the number of adults and children screened, diagnosed, and treated for HIV-associated infections and (ii) a reduction in HIV-related morbidity and mortality by reducing the number of undetected AHD cases, increasing the speed of treatment initiation, and reducing loss to follow-up. The goal is to significantly contribute to progress against the global goal of zero AIDS-related deaths by 2030.
Global HIV &AIDS Statistics 2022.
Alexandra Calmy, Nathan Ford, Graeme Meintjes, The Persistent Challenge of Advanced HIV Disease and AIDS in the Era of Antiretroviral Therapy, Clinical Infectious Diseases, Volume 66, Issue suppl_2, 1 April 2018, Pages S103–SS105, Link
Unitaid, Stopping preventable deaths among people with advanced HIV disease. Accessed June 13, 2022. Link
WHO, Package of care for children and adolescents with advanced HIV disease: Stop AIDS, Technical briefing, July 2020.
Clinton Health Access Initiative/Unitaid. The Road to Zero. Report on the Implementation of the Advanced HIV Disease Package of Care in Low- and Middle-Income Countries, 2022.
The Global Fund to Fight HIV, TB and Malaria 2022. HIV Information Note for allocation period 2023-2025.
PEPFAR 2022 Country Operational Plan Guidance.
WHO, Guidelines for managing advanced HIV disease and rapid initiation of antiretroviral therapy, July 2017
WHO, Report from the scoping consultation on severe bacterial infections among people with advanced HIV disease, November 2021.
WHO, Guidelines for diagnosing, preventing, and managing cryptococcal disease among adults, adolescents and children living with HIV. June 2022.
WHO, Guidelines for diagnosing and managing disseminated histoplasmosis among people living with HIV, April 2020.
Process for proposal submission
When developing a proposal, please note the following resources:
- For answers to frequently asked questions relevant to proposal development (this document is regularly updated), please click here [PDF: 400 KB];
- Further background reading about Unitaid’s preliminary rationale and prior work in this area:
- Clinton Health Access Initiative (with support from Unitaid). The Road to Zero. Report on the Implementation of the Advanced HIV Disease Package of Care in Low- and Middle-Income Countries. 2022.
- Clinton Health Access Initiative (with support from Unitaid). HIV Market Report: The state of the HIV market in low- and middle-income countries. 2021.
- Global Advanced HIV Disease Toolkit available here, developed through strong collaboration of partners (WHO, Centers for Disease Control & Prevention, St George’s University of London, USAID, Médecins Sans Frontières, Elizabeth Glaser Pediatric AIDS Foundation, International AIDS Society, National Institute for Communicable Diseases South Africa, National Institute for Medical Research Tanzania, Joint United Nations Program on HIV/AIDS, Infectious Disease Institute Uganda, PEPFAR, The Global Fund, Bill & Melinda Gates Foundation, Global Health Impact Group, Coalition Plus, Medical Mycology Society of Nigeria and Lighthouse Malawi) under the AHD Implementation Steering Committee (ISC) of the Unitaid/ Clinton Health Access Initiative AHD Initiative.
Applicants should be clear about the underlying assumptions made in their proposed approach and should highlight any major risks or other factors that may affect the delivery of results. Finally, proposals are expected to outline a lean, concrete, and clear pathway to results and impact.
After assessment of the proposals and endorsement by the Unitaid Board, all applicants will be officially notified as to whether they will be invited to develop a full grant agreement for Unitaid funding.
Unitaid will host a webinar to present the scope and content of the call for proposals and answer any process-related questions on 31st October 2022 at 16:00 CET.
To register for the webinar please complete the online form here. Please note that only registered participants will receive the call-in details. During registration you will have the option to send questions which Unitaid will aim to address during the webinar.
If you are unable to participate in the webinar, a recording of the session will be made available on this page shortly after the webinar takes place. Participation in the webinar is optional and you can respond to the call for proposals by sending your application at any point before the deadline indicated below.
The closing date for receipt of full proposals is 20th January 2023 at 12:00 (noon) CET. Applications received past the indicated deadline will not be considered.
Please note, a proposal is considered submitted only once you receive an e-mail message of confirmation of receipt from Unitaid.
Please note that the confirmation of receipt is not an automated message and will be sent to you within one working day following the deadline. If for any reason you have not received confirmation of receipt within one working day, please reach out to firstname.lastname@example.org.
Please note that our email system accepts messages up to 8 MB in size. For submissions exceeding this size, please consider splitting your submission in several messages.
Submission and format of proposals
Proposals, including all annexes, should be submitted electronically to email@example.com. A full proposal consists of the following documents:
- Proposal form with scanned version of signed Front page template, [DOC: 570 KB]
- Annex 1: Log frame and GANTT chart template, [XLS: 278 KB]
- Annex 2: Budget details template, [XLS: 24 KB]
- Annex 3: Organizational details and CVs of key team members [no template]
- Annex 4: Country engagement support Letters [no template]
- Annex 5: Declaration of relevant interest template, [DOC: 21 KB]
- Annex 6: Applicable ethics, anti-discrimination and environmental policies template, [DOC: 21 KB]
- Annex 7: Declaration regarding tobacco entities template, [DOC: 24 KB]
- Annex 8: Anti-Terrorism Declaration template, [DOC: 30 KB]
- Annex 9: Audited financial statements for the past 3 years [no template]
- Guidance on Impact Assessment [PDF: 160 KB]
- Financial Guidelines for Unitaid Grantees [PDF: 1,2 MB]
- Unitaid Results Framework [PDF: 1.3 MB]
- Unitaid Scalability Framework [PDF: 466 KB]
If you have any questions about the application processes throughout any stage of the application review process, please send your queries to the Grant Application Manager: firstname.lastname@example.org
You will find further guidance in the Unitaid proposal process document [PDF: 530 KB].
Webinar on this Call for Proposals: | <urn:uuid:0374c756-f949-4ea8-8bc4-29dff15b44c7> | CC-MAIN-2024-10 | https://unitaid.org/call-for-proposal/preventing-deaths-among-adults-and-children-by-simplifying-advanced-hiv-disease-management/ | 2024-03-04T14:19:12Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.913007 | 3,634 | 3 | 3 |
- 1 Introduction to Boiler Steel
- 2 Properties and Characteristics of Boiler Steel
- 3 Types of Boiler Steel
- 4 Common Uses of Boiler Steel in Industrial Applications
- 5 Factors to Consider When Choosing Boiler Steel
- 6 How to Maintain and Extend the Lifespan of Boiler Steel
- 7 Conclusion: Why boiler steel is essential for various industries?
Introduction to Boiler Steel
Welcome to the world of boiler steel, where strength and durability meet industrial innovation! If you’ve ever wondered what makes those powerful machines churn out heat day in and day out, look no further than the remarkable properties of boiler steel. Whether generating electricity or heating water for various applications, boiler steel is critical in countless industries.
In this blog post, we’ll dive into the fascinating realm of boiler steel, exploring its properties, types, common uses in industrial applications, factors to consider when choosing the suitable material, tips for maintenance and longevity, and why it remains an essential component across diverse sectors. So buckle up and get ready to uncover everything you need about this incredible material that keeps our industries running smoothly!
Properties and Characteristics of Boiler Steel
Boiler steel is a carbon steel designed to withstand high temperatures and pressure in boiler systems. It possesses several properties and characteristics that make it ideal for such demanding applications.
One of the critical properties of boiler steel is its excellent strength, which allows it to withstand the extreme pressures generated inside boilers. This strength is achieved through careful alloying and heat treatment processes during manufacturing.
Another essential characteristic of boiler steel is its ability to resist corrosion and oxidation at high temperatures. This is crucial as boilers often operate under harsh conditions with exposure to steam, water, and other corrosive substances. Adding certain alloying elements like chromium, molybdenum, and nickel enhances the corrosion resistance of boiler steel.
Furthermore, boiler steel exhibits good weldability, allowing for easy fabrication and repair when necessary. This ensures that boilers can be constructed efficiently while maintaining their structural integrity over time.
In addition to these properties, boiler steel also offers excellent thermal conductivity. This means it can efficiently transfer heat from the combustion process to the working fluid within the boiler system.
The unique combination of strength, corrosion resistance, weldability, and thermal conductivity makes boiler steel an essential material for power generation industries where high-pressure steam generation is involved. Its properties enable efficient operation while ensuring safety and durability in challenging environments without compromising performance or reliability.
Types of Boiler Steel
When choosing the correct boiler steel for your industrial application, it’s essential to understand the different types available. Each type has unique properties and characteristics that make it suitable for specific purposes.
One common type of boiler steel is carbon steel. It is known for its strength and durability, ideal for high-pressure applications. Carbon steel also offers excellent weldability and corrosion resistance, ensuring a longer lifespan for your boilers.
Another type of boiler steel is alloy steel. This type contains additional elements such as chromium, molybdenum, or nickel, which enhance its mechanical properties. Alloy steels are commonly used in environments with extreme temperatures or corrosive substances.
Stainless steel is another popular choice for boiler applications due to its exceptional corrosion resistance and high-temperature stability. Its ability to withstand harsh conditions makes it suitable for food processing or chemical manufacturing industries.
We have duplex stainless steels, which offer a combination of austenitic and ferritic microstructures. These steels provide superior strength and toughness while maintaining good weldability.
In conclusion (since this section does not require a conclusion), understanding the different types of boiler steel available allows you to make an informed decision based on your specific needs and requirements. Choose wisely to ensure optimal performance and longevity from your boilers.
Common Uses of Boiler Steel in Industrial Applications
Boiler steel is vital in various industrial applications due to its exceptional properties and characteristics. One of the most common uses of boiler steel is in the manufacturing of boilers themselves. Boilers are essential equipment for heating or generating steam, which is crucial in many industries.
In power plants, boiler steel is employed to construct high-pressure boilers that produce steam to drive turbines and generate electricity. The robustness and durability of boiler steel make it suitable for demanding environments with extreme temperatures and pressures.
Additionally, boiler steel finds application in the petrochemical industry, where it is utilized for constructing pressure vessels that store highly reactive substances under high pressure. These vessels play a critical role in refining processes by containing hazardous materials safely.
Boiler steel also plays a significant role in manufacturing, particularly in heavy machinery production. It contributes significantly to constructing large-scale industrial equipment like heat exchangers, reactors, and distillation columns.
Moreover, boiler steel can be found in various transportation systems, such as ships and trains. In marine applications, it ensures the integrity and safety of pressure components within ship propulsion systems or auxiliary boilers that provide heating onboard.
Factors to Consider When Choosing Boiler Steel
When it comes to choosing the correct boiler steel for your industrial application, there are several factors that you need to take into consideration. Each factor plays a crucial role in determining the performance and durability of the boiler steel.
One of the most important factors is the temperature range that the boiler will be exposed to. Different boiler steel grades have different temperature limits, and choosing a grade that can withstand the specific operating conditions is essential.
Another critical factor is corrosion resistance. Boilers are often exposed to harsh environments and corrosive substances, so selecting boiler steel with excellent corrosion resistance properties is vital for ensuring its longevity.
Furthermore, mechanical properties such as strength and toughness should also be considered. The type of industrial application will determine whether high strength or impact resistance is more critical.
Additionally, weldability and formability are significant factors when choosing boiler steel. A material easily welded and formed into complex shapes will simplify fabrication processes.
Cost considerations must be considered. While selecting a high-quality boiler steel that meets all requirements is crucial, finding an affordable option within budget constraints is equally essential.
These factors will help you decide when selecting the correct boiler steel for your application needs.
How to Maintain and Extend the Lifespan of Boiler Steel
Maintaining and extending the lifespan of boiler steel is crucial for ensuring the efficiency and safety of industrial processes. By following a few simple maintenance tips, you can significantly prolong the life of your boiler steel.
Regular cleaning is essential to prevent the build-up of corrosive substances such as rust or scale. This can be done by periodically flushing out the system and removing any debris or deposits that may have accumulated over time.
Proper water treatment prevents corrosion and scaling within the boiler system. Using suitable chemicals can help control pH levels and minimize potential damage to the boiler steel.
Additionally, monitoring water quality parameters such as alkalinity, hardness, and conductivity is critical in identifying potential issues early on. Regular testing will allow you to take corrective measures promptly.
Furthermore, ensuring adequate insulation around pipes and tanks can help maintain optimal operating temperatures while reducing heat loss. Insulation also acts as a barrier against moisture penetration that could lead to corrosion.
Scheduling routine inspections by qualified professionals allows for early detection of any signs of wear or damage. Timely repairs or replacements can prevent minor issues from escalating into major problems that could compromise performance and safety.
By implementing these maintenance practices consistently, you can maximize the lifespan of your boiler steel while minimizing costly downtime due to unexpected breakdowns or repairs. Remember that prevention is always better than cure when maintaining this vital component in industrial settings!
Conclusion: Why boiler steel is essential for various industries?
Boiler steel is essential for various industries due to its unique properties and characteristics. It offers exceptional strength, durability, and resistance to high temperatures, making it ideal for boilers, pressure vessels, and power generation equipment applications.
The properties of boiler steel enable it to withstand extreme conditions without compromising its structural integrity. Its excellent tensile strength ensures it can handle the high pressures generated within boilers while maintaining its shape. Additionally, boiler steel exhibits superior heat resistance, allowing it to withstand intense temperatures without deformation or failure.
Various types of boiler steel are available to cater to different industrial requirements. Each type possesses specific alloying elements that enhance certain properties, such as corrosion resistance or impact toughness. By selecting the appropriate grade of boiler steel based on these requirements, industries can ensure optimal performance and longevity of their equipment.
Boiler steel finds extensive use in a wide range of industrial applications. It is commonly used in constructing steam boilers for power plants and petrochemical refineries. Moreover, it is crucial in manufacturing pressure vessels utilized in oil and gas storage facilities and chemical processing plants. The robust nature of boiler steel makes it suitable for heavy-duty machinery components subjected to high-pressure environments.
When choosing boiler steel for a particular application, several factors should be considered carefully. These include temperature limitations, mechanical properties required by the equipment under operation loads, cost-effectiveness considerations, and compatibility with specific corrosive environments. Considering these factors will help ensure that the selected boiler steel meets all necessary criteria for successful implementation.
Maintaining and extending boiler steel components’ lifespan effectively requires regular inspections and maintenance procedures. This includes monitoring corrosion levels through non-destructive testing methods such as ultrasonic or visual examinations during routine inspections. Implementing proper cleaning techniques also helps remove any deposits or contaminants that could accelerate deterioration over time.
Good luck, Habibi!
Come to the website and explore some mind-blowing content. | <urn:uuid:ccbcc7c5-c655-4c30-9a85-fed6e8587b7b> | CC-MAIN-2024-10 | https://usatimebusiness.com/what-is-boiler-steelvirgamet-com/ | 2024-03-04T15:15:46Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.920976 | 1,973 | 2.734375 | 3 |
Coronavirus symptoms are listed by the NHS as a high temperature, which means you feel hot to touch on your chest or back, and a new, continuous cough, which means coughing a lot for more than an hour, or three or more coughing episodes in 24 hours. But symptoms can manifest themselves in a number of different ways according to new research and people who have tested positive for COVID-19.
- Coronavirus testing: ‘Accurate’ £6 COVID-19 test could be rolled out
Research carried out by Oxford University showed coronavirus could have been spreading in the UK by mid-January.
Oxford’s Evolutionary Ecology of Infectious Disease group suggested the virus was transmitted between people for more than a month before the first official cases were recorded.
This means, more than half of the UK population may already have had the virus.
Here are five signs, different from a high temperature and new, continuous cough, that may suggest you’ve already been infected by COVID-19.
Loss of smell
Researchers from Harvard Medical School linked loss of smell to coronavirus.
As part of their study involving human and mice genomic data they found certain cells at the back of the nose harbour the distinctly shaped proteins that coronavirus targets to invade the body.
Infection of these cells could lead to an altered sense of smell.
A statement published on the British Association of Otorhinolaryngology (ENT UK) also outlined loss of smell has been found among “a number of patients” in the “absence of other symptoms”.
Professor Claire Hopkins, president of the British Rhinological Society, and and Professor Nirmal Kumar, president of ENT UK, said in the statement there had been a sudden rise “in cases of isolated anosmia” (total or partial smell loss) in the UK, US, France and northern Italy.
The statement added: “I think these patients may be some of the hitherto hidden carriers that have facilitated the rapid spread of COVID-19.
“Unfortunately, these patients do not meet current criteria for testing or self isolation.”
The American Academy of Ophthalmology (AAO) reported coronavirus “can cause a mild follicular conjunctivitis otherwise indistinguishable from other viral causes”.
The organisation also suggested conjunctivitis is possibly transmitted by “aerosol contact with the conjunctiva,” or the mucus membrane that covers the eye.
Conjunctivitis can make eyes bloodshot, burn or feel gritty, produce pus that sticks to lashes, itch and water.
- Ibuprofen: NHS tells coronavirus victims NOT to take ibuprofen
A study of 204 patients in Wuhan, China, where the COVID-19 outbreak is believed to have started, found 99 patients (48.5 percent) went to hospital with digestive issues, such as diarrhoea, as their main ailment.
The majority of these people did not have underlying digestive conditions.
Diarrhoea (29 percent) were the main symptoms for patients with digestive problems.
As part of the same study, 0.4 percent of patients reported abdominal pain.
According to Michael Hirsh, medical director for Worcester’s Division of Public Health, hospitals are now seeing patients who have tested positive for COVID-19 displaying only abdominal pain.
Mr Hirsh has said: “What we’ve been seeing is patients coming in not so much with complaints about respiratory stuff but with abdominal stuff.”
He added stomach pain can be a result of developing pneumonia in the lower lobes of the lungs.
According to the World Health Organization (WHO) one the most common symptoms of coronavirus is fatigue.
Fatigue describes feeling extreme tiredness.
If you experience the symptoms of coronavirus you should not leave your home.
The NHS advises: “To protect others, do not go to places like a GP surgery., pharmacy or hospital. Stay at home.
“Use the 111 online coronavirus service to find out what to do.”
Source: Read Full Article | <urn:uuid:9ad82248-d0d1-4d05-9521-7992f939b881> | CC-MAIN-2024-10 | https://vighneshworld.com/health-news/coronavirus-symptoms-five-signs-you-may-have-already-had-the-covid-19-infection/ | 2024-03-04T15:42:33Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.949412 | 878 | 3.125 | 3 |
Phonomicrosurgery: (phono + micro + surgery)
Highly specialized surgery to improve voice (phonosurgery) using microsurgical techniques and highly magnified views (microsurgery) in order to provide microscopic detail
Superficial Lamina Propria: (“Reinke’s space”)
Top layer of the laminae propria that plays a key role in vocal fold vibration; loosely structured; located just underneath the cell lining (epithelium) covering the vocal fold
Phonomicrosurgery is a specialized form of phonosurgery. In phonomicrosurgery, surgeon-voice specialists use microsurgical techniques and instruments to treat abnormalities on the vibratory edge of the vocal fold, thus helping a patient regain or improve voice function.
Phonosurgery: surgery to improve voice
Microsurgery: surgery performed with microscopic detail; the location of the procedure is viewed through an operating microscope, and the procedure is performed using microsurgical instruments
Increased understanding of voice function and new instrumentation have allowed phonomicrosurgery to become an effective treatment option for patients with certain voice disorders that are due to vocal fold abnormalities and that have not responded to medical or voice therapy.
Need for Voice Therapy
Most patients who require phonomicrosurgery will also require post-surgical voice therapy.
In order to improve voice function in patients with voice disorders, the surgeon must remove the abnormal tissue while preserving the normal surrounding tissues. The use of magnification and fine microsurgical instruments makes this possible.
Patient education material presented here does not substitute for medical consultation or examination, nor is this material intended to provide advice on the medical treatment appropriate to any specific circumstances.
All use of this site indicates acceptance of our Terms of Service | <urn:uuid:d88c115f-f185-4299-b427-2ea142120d64> | CC-MAIN-2024-10 | https://voicefoundation.org/health-science/voice-disorders/overview-of-diagnosis-treatment-prevention/phonomicrosurgery/ | 2024-03-04T14:55:08Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.909716 | 373 | 2.5625 | 3 |
Feast Day: September 12
The feast of the Most Holy Name of Mary began in Spain in 1513 and in 1671 was extended to all of Spain and the Kingdom of Naples. In 1683, John Sobieski, king of Poland, brought an army to the outskirts of Vienna to stop the advance of Muslim armies loyal to Mohammed IV in Constantinople. After Sobieski entrusted himself to the Blessed Virgin Mary, he and his soldiers thoroughly defeated the Muslims. On September 12, 1683, the feast was extended to the universal Church at the will of Pope Innocent XI, as thanks for the victory over the Muslims who besieged Vienna and threatened Christianity.
Christian piety has always held the name of the Mother of God in special reverence. This feast recalls the significance of Mary, she that is the bearer of light, light that illuminated her soul and that has become the light for many other souls. Mary always points us to God, reminding us of God’s infinite goodness. She helps us to open our hearts to God’s ways, wherever those may lead us. Honored under the title “Queen of Peace,” Mary encourages us to cooperate with Jesus in building a peace based on justice, a peace that respects the fundamental human rights (including religious rights) of all peoples.
“…Whether you are being tossed about by the waves of pride or ambition or slander or jealousy, call out to Mary. When rage or greed or fleshly desires are battering the skiff of your soul, gaze up at Mary. When the immensity of your sins weighs you down and you are bewildered by the loathsomeness of your conscience when the terrifying thought of judgment appalls you and you begin to founder in the gulf of sadness and despair, think of Mary. In dangers, in hardships, in every doubt, think of Mary, call out to Mary. Keep her in your mouth, keep her in your heart. Follow the example of her life and you will obtain the favor of her prayer. Following her you will never go astray. Asking her help, you will never despair. Keeping her in your thoughts, you will never wander away. With your hand in hers, you will never stumble. With her protecting you, you will not be afraid. With her leading you, you will never tire. Her kindness will see you through to the end. Then you will know from your own experience how true it is that ‘the Virgin’s name was Mary.’”
—Excerpt from a writing of St. Bernard of Clairvaux
(A prayer to Mary in difficult times)
Remember, O most gracious Virgin Mary,
that never was it known
that anyone who fled to thy protection,
implored thy help,
or sought thy intercession
was left unaided.
Inspired by this confidence,
I fly unto thee, O virgin of virgins, my Mother;
to thee do I come,
before thee I stand, sinful and sorrowful.
O Mother of the Word Incarnate,
despise not my petitions,
but in thy mercy hear and answer me.
Foley, Leonard, O.F.M., and Pat McCloskey, O.F.M. “Saint of the Day.” Cincinnati: St. Anthony Messenger Press, 2009.
Giorgi, Rosa. “Saints: A Year in Faith and Art.” New York, NY: Abrams Books, 2005.
Pennington, M. Basil, O.C.S.O. “Through the Year with the Saints.” New York, NY: Image Books, 1988. | <urn:uuid:c2e9c904-aa27-4bc5-b338-2a58bd307346> | CC-MAIN-2024-10 | https://voiceofthesouthwest.org/saints-for-today-the-most-holy-name-of-mary/ | 2024-03-04T15:23:50Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.948822 | 757 | 2.78125 | 3 |
SPICE is a computer program designed to simulate analog electronic circuits. Its original intent was for the development of integrated circuits, from which it derived its name: Simulation Program with Integrated Circuit Emphasis.
The origin of SPICE traces back to another circuit simulation program called CANCER. Developed by professor Ronald Rohrer of U.C. Berkeley along with some of his students in the late 1960’s, CANCER continued to be improved through the early 1970’s. When Rohrer left Berkeley, CANCER was re-written and re-named to SPICE, released as version 1 to the public domain in May of 1972. Version 2 of SPICE was released in 1975 (version 2g6—the version used in this book—is a minor revision of this 1975 release). Instrumental in the decision to release SPICE as a public-domain computer program was professor Donald Pederson of Berkeley, who believed that all significant technical progress happens when information is freely shared. I for one thank him for his vision.
A major improvement came about in March of 1985 with version 3 of SPICE (also released under public domain). Written in the C language rather than FORTRAN, version 3 incorporated additional transistor types (the MESFET, for example), and switch elements. Version 3 also allowed the use of alphabetical node labels rather than only numbers. Instructions written for version 2 of SPICE should still run in version 3, though.
Despite the additional power of version 3, I have chosen to use version 2g6 throughout this book because it seems to be the easiest version to acquire and run on different computer systems. | <urn:uuid:c0bd39e5-ab51-4ef7-9339-c3198e1e9470> | CC-MAIN-2024-10 | https://workforce.libretexts.org/Bookshelves/Electronics_Technology/Book%3A_Electric_Circuits_V_-_References_(Kuphaldt)/07%3A_Using_The_spice_Circuit_Simulation_Program/7.02%3A_History_of_SPICE | 2024-03-04T14:51:59Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.959789 | 336 | 3.203125 | 3 |
Just what are hormones, and how do they effect us so much? Here is a quick low down on Oestrogen and Progesterone, two very important hormones!
Oestrogen and progesterone
Naturally Produced by:
- The Pill,
- Synthetics in food and drinks (BPA),
- Prolonged Stress
These two are big in the game when it comes to mood swings, irritability and emotional outbursts!
You can think of these as the two sides of a seesaw. As your body produces more Oestrogen, it produces less Progesterone, and vice versa. Too much of either, means too little of the other and thus leads to a hormonal imbalance.
Keeping these two hormones in balance is vital to a healthy, happy life. It is necessary for the two hormones to fluctuate, but large imbalances can cause some nasty symptoms such as:
- Mood Swings
- Emotional Outbursts
- Reduced libido
- Increased body fat
- Pre-Menstural symptoms
- Menstural irregularities
- Anger and Tension
Obviously avoiding the synthetic forms of these hormones would work, but unfortunately is just not practical in most cases. Avoiding BPA is one thing, but not taking the pill and avoiding stress is sometimes just not possible.
We suggest a healthy diet, regular exercise and a hormone support supplement such as 30 PLUS NuWoman. 30 PLUS NuWoman is made from natural ingredients and helps the body regulate Oestrogen and Progesterone levels. How you ask? Check out the ingredients and their functions here. | <urn:uuid:0977ebf2-eb48-45d6-b714-9ce605c2cad2> | CC-MAIN-2024-10 | https://world.30plus.co.nz/blog/2015/08/11/pesky-hormones/ | 2024-03-04T16:10:12Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.919837 | 334 | 2.953125 | 3 |
Breasts are an astounding and fascinating body part, not because of how they might look like, but because of what they produce and the nursing process they are involved in! After studying the marvelous properties of breast milk, one cannot but be awed at this substance. Don't be afraid of being fascinated by breasts, as long as it is fascination towards the wonderful baby-nurturing process they take part in!
Even though many people have the mistaken idea that artificial milk (a.k.a. infant formula) is nearly identical to human milk and that it is "almost as good as breast milk", that is not true at all. Compared to infant formula, breast milk is so much better that there is no comparison! God knew what He was doing when He ordained our bodies to produce this amazing substance that makes babies thrive.
Formula-fed babies are sicker, sick more often, and are more likely to die in infancy or childhood. Compared to exclusive/extended breastfed babies, formula-fed babies have a doubled overall infant death risk, and 4-fold risk of Sudden Infant Death Syndrome (SIDS). According a study that analyzed hospitalization patterns for a homogeneous, middle-class, white American population, bottle-fed infants were 14 times more likely to be hospitalized than breast-fed infants. A careful study of statistics shows that 9,000 lives could be saved yearly in the USA by exclusive breastfeeding!
In reality we should think breast milk as THE NORM and understand that infant formula is an inferior, artificial baby feed. Formula is static, is often not tolerated well, and does not contain live white cells and antibodies to fight diseases like breast milk does. Breast milk is species-specific for humans and changes according to the infant's needs.
For example, if the baby is born pre-term, breasts produce milk that has a different composition, especially suited for a premature infant. In fact, for premature babies, breast milk can make the difference in life and death. Also, the newborn's first milk, colostrum, is in many ways different from the mature milk. It contains lots of antibodies, and acts as a laxative to purge the newborn's bowels from waste accumulated during the time in utero.
Additionally, research published in 2010 has found that breast milk for boys is DIFFERENT from breast milk for girls. The milk produced for boys has a higher fat and protein content than the milk for girls. Man simply CANNOT duplicate this wonder substance!
Protein in breast milk is mostly whey, which is easier to digest than casein (main protein in cow's milk). Protein of breast milk has high amounts of amino acid taurine, which has an important role in the development of the brain and the eyes.
Fats in breast milk are practically self-digesting, since breast milk also contains the enzyme lipase, which breaks down the fat.Fat is the main source of calories for babies - and babies need LOTS of calories to grow well! Also, fat in human milk has large amounts of certain omega-3 fatty acids, which are important for brain development (provided the mother eats those good omega-3 fats herself).
Vitamins and minerals in human milk are bioavailable-meaning they get absorbed well. Breast milk contains substances that enhance the absorption of minerals and vitamins.
DNA. Breast milk has been shown to affect an infant's gene expression. Breast milk and formula have different effects on at least 146 genes. Most of the genes enhanced by breast milk promote quick development of the intestine and immune system. For example, some of the genes positively affected by breast milk protect against "leaky gut".
Immune boosters. In each feeding mother delivers MILLIONS of LIVING white blood cells to her baby to help baby fight off all kinds of diseases. You will not find these living cells in formula! Also, when mother is exposed to a germ, she makes antibodies to that germ and gives these antibodies to her infant via her milk. Breast milk also contains factors that prevent microbes from attaching, and a long list of other antiviral, antibacterial and antiparasitic factors.
Hormones and enzymes. Breast milk has lots of digestive enzymes, and also many hormones. These all contribute to the baby's well being. Every year scientists find more valuable substances in breast milk. Science is only beginning to understand what all there is in human milk that helps baby's growth and development!
Breast milk is even able to kill the HIV virus! An unknown component of breast milk appears to kill HIV particles and virus-infected cells, as well as blocking HIV transmission in mice with a human immune system.
Breastfeeding prevents obesity. Formula-fed babies are more likely to be obese during adolescence. Longer periods of breastfeeding greatly reduce the risk of being overweight in adulthood.
However, there is one caveat. A study has found that nursing moms who eat lots of trans fats significantly increase the likelihood that their infants will have high levels of body fat, AND also moms themselves are much more likely to gain excessive body fat. You don't want to go that route! Instead of trans fats, try to increase the amount of omega-3 fats in your diet — that can increase the child's intelligence (see below)!
Healthy teeth. Formula-fed babies have worse jaw alignment and are more likely to need orthodontic work as they get older. This is probably because the sucking action during breastfeeding improves the development of facial muscles and the shape of the palate.
Healthy eyes and ears. Bottle fed babies have worse vision, and get more ear infections than breast-fed infants.
General health. Bottle-fed infants and children have more and more severe upper respiratory infections, wheezing, pneumonia and influenza. They have more diarrhea, more gastrointestinal infections and constipation.
Health later in life. Formula-fed babies have a raised risk of heart disease, juvenile diabetes, multiple sclerosis, asthma and allergy. Breastfeeding may also play a role in preventing digestive diseases, such as ulcerative colitis and Crohn's disease, as well as childhood cancers. If you give your infant the unique food designed for it by God, his or her body will function in a healthier way in all aspects.
Studies on breastfeeding and intelligence generally show that breastfeeding has a positive effect on the child's IQ.
For example, in a study of more than 3,000 young men and women from Copenhagen, Denmark, it was found that infants breastfed for nine months grew up to be significantly more intelligent than infants breastfed for one month or less. This study took into account 13 similar factors related to the mother's health, wealth and behavior when analyzing the difference between the scores of more-breastfed and less-breastfed young adults. The significant differences held up after they were factored in.
Another study published in 2007 found a VERY interesting relationship between breastfeeding and intelligence: it showed that whether breastfeeding affects a child's intelligence depends on a certain gene. In 90% of the children, the gene is such a way that breastfeeding DOES affect the child's intelligence, probably by affecting the fatty acid metabolism, or the way the body processes fatty acids. In the remaining 10%, breastfeeding versus bottle-feeding has no effect on intelligence.
This important finding now sheds some light on the previous studies that have had mixed results: there is another confounding factor there, in the children's genetic material. But it further confirms the intellectual advantage breastfeeding can give for 90% of the children. (And of course even the 10% are helped by breast milk in other ways.)
In one 2007 study from the University of Bristol, researchers found that breastfed children are more likely to climb the social ladder than those who are bottle-fed. The researchers said one possible reason for the findings could be that breastfeeding improves health, stature, and IQ.
Breast milk contains several substances that help the baby's brain and can increase the child's IQ over his bottle-fed peers.
You might say that you know someone who was breast fed and ended up less smart than someone else who was bottle-fed. Certainly that is true in individual cases, because there are many factors that affect individual's intelligence − not just breastfeeding. Genetic makeup, how the child is raised, and the nutrition after infancy play a big role too. The duration of breastfeeding matters also; nursing for a few months might not make such a difference as nursing till the child self-weans. So breastfeeding alone won't guarantee that your child will be some kind of Einstein, but it does have its effect.
There also exist studies that have not found any link between breastfeeding and IQ, and often such studies can make big headlines in the media when they first come out. However, many such studies have severe flaws in their design: for example, some studies have defined breastfeeding as "ever breastfed" − if the child gets one sip of breast milk and the rest is formula, then he belongs to the "breastfeeding" group. Such a definition automatically leads to flawed results.
Another factor that may play a role is that the amount of docosahexaenoic acid (DHA) in breast milk varies according to the mother's diet. We would expect that studies done on mothers who do not eat much fish or take fish oil (which is a large portion of the US population) would not reveal a large difference in IQ as compared to bottle-fed babies. But more research comes out every year, and the picture will get clearer as time goes on.
There is even more to the story... Researchers are continually finding new, amazing compounds in breast milk. We just cannot report all of it on this page, or it would just get too long! But just as examples, a protein titled HAMLET in breast milk may help reverse antibiotic resistance and offer a new path against superbugs that cause pneumonia and staph infections; and breastfeeding can avert or delay celiac disease in the child. | <urn:uuid:0a2c5698-7040-45f1-8a49-f1e604cc5ac1> | CC-MAIN-2024-10 | https://www.007b.com/wonders_breastmilk.php | 2024-03-04T14:48:22Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.966102 | 2,039 | 2.78125 | 3 |
Residence of the mind: The mind
As the nervous systems nerve center, the brain analyses information from our surroundings. The brain processes information and sends electrical impulses to the body, which causes the body to respond by producing substances and transmitting electrical impulses. Our brains, on the other hand, are responsible for not only controlling our body and movements, but also for storing our thoughts. The mind’s physical location is the brain.
The flow of information, which includes our memories, thoughts, emotions, and imagination, is always controlled by our minds. This information flow can be compared to a social network in which information is delivered to different parts of the brain via neurons rather than messages shared among friends on social media. The mind’s network relies on the brain’s basic structure and chemical makeup to function effectively. In actuality, having a healthy mind network allows us to be mentally (capable of doing mental activities), emotionally, and socially healthy.
The mind network, the way it provides information, and its basic structure all influence our mental health. In mental health issues including depression and anxiety, the mind network is commonly interrupted. Our capacity to cope with regular daily stressors, productivity, and overall well-being may be impacted by this change in the core structure and chemical makeup of our brains. As a result, neuroscientists who want to understand more about mental illnesses and how we can all preserve our mental health are looking into the mind network. If we can understand how the brain’s shape and chemical makeup contribute to healthy function, we may be able to understand brain issues. However, in order to comprehend magnetic resonance imaging, we must be able to peer into people’s thoughts.
Magnetic resonance imaging (MRI) uses magnets and radio waves to provide a detailed view of the human body. In 1977, the first magnetic resonance imaging (MRI) scanner for imaging the human body was developed in New York. Since then, the technology has evolved substantially, and doctors now use MRI on a daily basis to analyses the human body. This is owing to the fact that, unlike an x-ray or CT scan, MRI does not use radiation and that MRI scanners are being installed all over the world.
What is the location of the magnetic field?
So, how can we know the difference between the little magnetic field produced by extra “up” hydrogen protons in our bodies and the scanner’s massive b0 field? We utilise a radio frequency to communicate.
How can we understanding magnetic resonance imaging, study mental wellbeing by focusing only on hydrogen “up” protons in the brain while the entire body is full of them spinning at the same precessing frequency in the b0? We take use of the fact that the strength of the magnetic field affects the protons’ processional frequency. A second magnetic field, b1, is supplied to the body and fluctuates.
What method will we use to create a picture of these spinning protons?
So, how can these spinning, inverted hydrogen protons generate a picture in the brain? When the RF pulse is twisted off, the protons flip back and realign along the main hypnotic field, b0. When we remove our little bar magnet from our compass, the needle will rotate from east to north, re-aligning with the earth’s magnetic field. When protons flip back and realign with b0, they release energy, and the amount of energy produced by various tissues in the body varies. | <urn:uuid:22b67dd7-30f8-408b-9489-9f02fb887418> | CC-MAIN-2024-10 | https://www.22hcworkout.com/the-mechanics-of-magnetic-resonance-imaging-mri-and-how-we-utilise-it-to-solve-mental-puzzles/ | 2024-03-04T15:15:07Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.925791 | 722 | 3.46875 | 3 |
Karachi is a big and fast developing country, which means we have more vehicles each day on the road therefore we have more air pollution.
Why Worry For Kids?
1. Children take in more air (pollution) when they breathe as compared to adults.
2. Children’s lungs are developing. They are more prone to lungs diseases because of pollutants.
3. Children play outdoor for longer periods.
4. Children breathe faster and more deeply when they are active. This allows pollution to reach more sensitive areas of the lungs.
Tips to protect children:-
1. In the car always keep the windows closed and turn on the Air conditioner. The AC works like a filter it collects the air from the inside and throws it out. And avoid traveling during rush hours with children that’s when the pollution levels are highest.
2. Limit outdoor play time especially during the evening. Morning activities are best but since it’s not possible with school going kids, evening play should start after 5:30.
3. Develop a habit of drinking lots of water. Water flushes down all the toxins and pollutants. And especially when coming home from outside. | <urn:uuid:9e3d738c-66db-4b0b-a6fb-e838d7ffca7f> | CC-MAIN-2024-10 | https://www.acupofkarachi.com/3-top-tips-to-protect-children-from-karachis-air-pollution/ | 2024-03-04T16:12:14Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.951337 | 243 | 3.3125 | 3 |
TEXT: Matthew 3:13-17; Mark 1:9-11; John 1:15-34
OBJECTIVE: The students will be able to cite scriptural evidence supporting the existence of the Divine Trinity.
The Jordan River, where Jesus was baptized, is the main and largest river in Palestine. Its source is at the base of Mt. Hermon and it empties into the Dead Sea.
John the Baptist and Jesus were cousins and only six months apart in age, John being the older. We aren’t told about John’s childhood relationship with Jesus, but we do know that when Jesus’ time came to minister to the world, John was ready to fulfill his ministry to Jesus. His was no obscure baptism, but was well attended by followers of John who witnessed the Holy Trinity working as one.
Jesus’ own claims, as well as the Holy Spirit’s revelation, established in the minds of New Testament Christians these convictions: God is One, Jesus is God, the Holy Spirit is God, and the Three Persons are united. With these convictions well attested to by the Early Church fathers, the council of Nicea, 325 A.D., brought the biblical data into focus in a doctrinal expression to which Bible-believing Christians down through the centuries have adhered—the Holy Trinity.
Some of the attributes applied to the Triune God (the Holy Trinity) are: All-powerful, Deuteronomy 32:39; Eternal, Deuteronomy 32:40; 33:27; Omnipresent, 1 Kings 8:27; Infinite, Isaiah 43:13; A spirit, John 4:24; Self-existent, Acts 17:24-25; Immutable, James 1:17. There are many attributes of personality and office which belong to and constitute the divine nature of God, which may be referred to as the “full assemblage of those perfections which God ascribes to Himself in His Word.”
The New Testament states that one of God’s purposes in sending Christ to this world was to reveal Himself more fully to man (John 1:17-18). The study of the Holy Trinity is a glimpse into God’s divine nature as revealed to us more clearly in the New Testament, for without this fundamental precept there can be no deity of our Lord Jesus Christ, or of the Holy Spirit. Through the Trinity we see real unity in God the Father’s love, Jesus’ grace and intercession, and the Holy Spirit’s comfort and presence in us.
- Genesis 1:1 states, “In the beginning God created the heaven and the earth.” The Hebrew word for God here is the plural form, “Elohim.” Used together with the singular form of the word, “created,” we see the unity of the divine Godhead in the work of creation. Verse 2 of this chapter refers to “the Spirit of God,” completing the reference to the Trinity. What words in each of the following verses demonstrate the Trinity? See Genesis 1:26; 3:22; 11:7 and 1 John 5:7.
Response: In the three verses in Genesis, the word “us” is used denoting the plurality of the Godhead. The verse in 1 John, explicitly states, “For there are three that bear record in heaven, the Father, the Word [Christ], and the Holy Ghost: these three are one.”
- What does the last part of 1 John 5:7 tell us about the Trinity?
Response: “These three [the Father, the Word, and the Holy Ghost] are one.” Discuss the fact that the word “Trinity”—the triunity of the Godhead—is not used in the Scriptures, but is definitely implied. Neither is the word “Persons” used. The word “Persons” was evidently the nearest image the human mind could conceive of in the mysterious relationship of the Father, and the Son, and the Holy Ghost. It has been suggested that perhaps the word “Persons” is too concrete and fixed as the human mind conceives it today; and for that reason, the term “Personalities” is preferable. However, the Scriptures use the term “Godhead.”
- In the Matthew account of John’s baptism of Jesus, describe how each person of the Trinity was revealed.
Response: In verse 17, the Father spoke from Heaven, “This is my beloved Son, in whom I am well pleased.” In verse 16, we find, “. . . the Spirit of God descending like a dove, and lighting upon him.” Jesus was there incarnate to receive the heavenly sanction. Thus we have the three personalities of the Godhead in evidence.
- Why do you think the account of John’s water baptism of Jesus occurs in all of the four Gospels?
Response: Allow time for the students to give their answers, which may include the thought that Jesus is our example and that His baptism gives clear evidence of the Trinity. Discuss with the class that God’s words do not have to be written more than once to be valid and obeyed, but when the Spirit inspires four authors to write the same truth we are more apt to recognize the importance of that truth. In further contemplation of this question, emphasize the fact that the account of Jesus’ baptism is one of the clearest evidences of the Divine Trinity.
- John the Baptist spoke of Christ’s ministry as fulfilling and exceeding his own. What promise was given to those who believed in Christ regarding the third Person of the Trinity—the Holy Spirit? See Matthew 3:11 and Mark 1:8. What promise is given to people today in this respect? See Acts 2:38-39.
Response: The students should recognize that Christ promised to pray to the Father that the gift of the Holy Ghost might be given to His believers, and to men today under the Latter Rain Gospel. Bring out in discussion that under the Old Testament dispensation a comparatively few people attained to a close walk of communion with God. Even the High Priest could enter only once a year into the Holy of Holies where the Spirit of God dwelt. The Scriptures explain that Jesus opened the way for all believers who have been forgiven and sanctified through His Blood to experience the Third Person of the Trinity in receiving the baptism of the Holy Ghost.
- What is the contribution of each person of the Godhead toward the salvation of mankind? See Romans 5:5-6. For a clearer understanding of the work of the Holy Spirit, see John 16:8,13-14.
Response: The Father loves the world; Jesus gave Himself for the world; the Holy Spirit bears witness with our spirit, and teaches us as we enjoy the blessings of salvation. This question gives an opportunity to discuss the truth that it requires the agency of each of the Godhead to provide salvation and eternal life to man. As someone has said, the Trinity is needed to make a Christian, the Trinity is needed to cheer a Christian, the Trinity is needed to complete a Christian, and the Trinity is needed to create in a Christian the hope of glory. As we have already learned, the Trinity was united in the creation of mankind, and here we see the Godhead united in the salvation of man.
- In what attitude of prayer and worship should we come into the presence of the Triune God who extends to us His infinite authority and power? See Isaiah 55:6-7; 57:15 and Hebrews 13:15.
Response: The sinner should come to God in repentance, realizing that God is high in Heaven and holy. He dwells also with those who are humble and continually give Him praise and thanksgiving. In concluding this lesson, encourage a verbal interchange of thought concerning the glory of God. Too often contemporary Christianity assumes an almost flippant relationship of man to God. The Almighty God is brought down almost to the level of human beings, and the result is the departure of the glory of God. Let us ask ourselves: Is our service to God given exclusively to glorify Him? Be it daily living, on the job or in the home, be it a ministry of music, song, testimony or preaching, is it all done to glorify God? Or could there be an element of self-exaltation involved? Are we concerned about the commendation of others? Let us resolve that our heartfelt attitude will always be, to God be the glory.
Cut a piece of construction paper or typing paper like the following diagram and fold on dotted lines. Fold the tabs toward the back so children see a number 1. Explain that there is one God and yet there are three Persons in one. As you explain, you can unfold the tabs so the paper looks like a 3.
Cut a large circle or heart from construction paper. Cut the shape into three interlocking pieces (like a jigsaw puzzle). On each piece write the name of One of the Trinity. On the reverse side of each of those pieces, write what that One has done and will do for us. (Have your students help with this part.) Use the pieces to illustrate the oneness of the Trinity, as well as various attributes of each Personality. You may find using the puzzle a good way to review the lesson at the end of class time.
Bring some objects that have three separate parts, yet make up one whole. (Examples: Egg — shell, white, yolk; Apple — skin, fruit, seed.) Talk about how each part has individual characteristics and purpose, but together they form one whole. Compare this to the Trinity.
For each child prepare three strips of paper (long and narrow), each a different color. On one write, “God the Father.” On the next, “God the Son.” On the third, “God the Holy Spirit.” Help your students make a three-link chain with their strips of paper so that each link is connected to the other two. Point out that you have three parts but only one chain. Each part is different (different color). Liken this to the three personalities of the Godhead.
Tract No. 25 — The Trinity | <urn:uuid:ef48ee81-3759-4cf8-a56c-19234a95ddc4> | CC-MAIN-2024-10 | https://www.apostolicfaith.org/curriculum/answer-teacher-guide-020 | 2024-03-04T15:02:35Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.948225 | 2,143 | 3.09375 | 3 |
Blow Molding is a plastics extrusion process used to create a one-piece hollow plastic product or one with a cavity void of plastics material. Examples of this would be a milk jug or water bottle. Complex items such as car parts that have several bends or compartments may also be blow molded.
The process of blow molding involves melting plastic resin in an extruder via the friction of a turning screw and conveying that plastic parison via gravity to the molds. The parison is placed in a mold, an air pin is inserted and the plastic is “blown” to the shape of the mold, much as if you blew up a balloon in a box, it would take the shape of that box. The air pin is retracted and the plastic cools. The cooling process can take anywhere from seconds to minutes based on the process and the size of the product. The mold separates and the product is discharged.
Categories of Blow Molding Machinery
At Arlington Machinery we carry blow molding machinery in five distinct categories: Accumulator Head, Reciprocating Screw, Continuous, Injection Blow and Injection Stretch.
Intermittent Extrusion Blow Molding Machines
Accumulator Head and Reciprocating Screw are both types of Intermittent Extrusion Blow Molding. In this method, the extruder moves backward and forward similar to an injection molder. The molds are located under the die head remain in the same place and open and close. Intermittent Extrusion machines are very fast cycle times are possible. They typically run HDPE resin. Accumulator Machines are actually a reciprocating screw with a larger shot size. In order for the shot to be larger, the extruder allow the plastic to “accumulate” before it is shot into the mold. Shot sizes for Accumulator heads usually range from three to 75 lbs.
- Typical applications for accumulator blow molding machines include automotive panels, industrial containers, and large housewares items.
- Typical Accumulator Head Manufacturers: Sterling, Davis Standard, Krupp Kautex, Uniloy, Battenfeld, Graham, Hartig, Cincinnati
- Typical Reciprocating Screw Manufacturers: Impco, Graham Engineering, Rochleau, Uniloy, Milacron, Cincinnati
Continuous Blow Molding Machines
Continuous Blow Molding Machines can be subdivided into Rotary Wheel and Shuttle. Continuous blow molding is typically necessary for high production runs for a large output of product. In this process the screw is continually turning and pushing out plastic. As the plastic parison moves in a constant stream, the molds move to meet it and clamp over the section and move away, allowing for the next mold to do the same. The molds either are a shuttle clamp and move to the side or are on a wheel that spins either horizontally or vertically.
- Typical Continuous Manufacturers: Wilmington, Battenfeld Fischer, Bekum, Hayssen
Injection Blow Molding Machinery
Injection Blow Machines inject the plastic onto rods that are then indexed to a blow station and then are indexed to a removal station. (An additional station(s) can also be incorporated for longer cooling times.)
- Typical products include small medical/research containers and small personal hygiene/convenience bottles.
- Typical Injection Blow Manufacturers: Jomar, Milacron
Injection Stretch Blow can be broken down into 1-step and 2-step. Injection stretch uses a preform, either made in the machine itself for one-step or created in a separate injection molding machine for 2-step, that is then reheated. As the parison is reheated it is stretched by a rod. This stretching aligns the molecules bi-axially. This biaxial orientation provides an increase in strength of the product while using minimal raw material. The neck and screw top remain in the shape of original injection. Injection stretch machines are used almost exclusively for PET and are ideal for producing bottles used in carbonated soda bottles.
- Typical Injection Stretch Blow Manufacturers: Husky, Nissei, Krupp, Sidel, Side, Cincinnati
Vast Selection of Blow Molding Machines and Equipment
Arlington Machinery’s vast selection of blow molding equipment and industry experience ensure that we either have or can source the ideal machinery for your needs. See our available equipment online or reach out to us with your specifications. | <urn:uuid:9f9f1a39-fa39-40f6-a6e2-357acf6340a3> | CC-MAIN-2024-10 | https://www.arlingtonmachinery.com/blow-molding/pl.sl.1.0/blow-molding-machinery/ | 2024-03-04T14:15:02Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.909691 | 931 | 2.984375 | 3 |
There are 20 essential amino acids in the body. Phenylalanine is one of these. These essential amino acids need to be supplied from external sources such as food. They are termed “essential” as they are needed for the body to function properly and grow normally.
Phenylketonuria (PKU) is a rare newborn genetic disease that impacts between 1 in 10,000 to 1 in 20,000 people, depending on the individuals' genetic ancestry. PKU causes an amino acid-;called phenylalanine (Phe)-;to build up in the bloodstream.
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The crucifixion of a human being in the ancient world entailed suffering on the most extreme level possible. The pages of history thoroughly document this brutal and bloody form of capital punishment. Plenty of historical information is available regarding this pure savagery in detail. This practice of antiquity began with the Assyrians and Babylonians and was also practiced systematically by the Persians in the sixth century B.C. Grecia adopted the practice when Alexander the Great invaded Persia during his quest for total domination of nations. He brought it to the eastern Mediterranean countries in the fourth century B.C. The Roman military implemented the first widespread use of crucifixion during the first century A.D. to punish insubordinate soldiers and enemy combatants. The practice became increasingly prevalent under the reign of Emperor Augustus Caesar, who used crucifixion to punish criminals and political nonconformists.
The torture rack was responsible for the physical destruction of countless lives. It is impossible to estimate how many thousands of people died this way, but none is more identifiable than the crucifixion of Jesus Christ. Some view His death as a historical fact, while others cherish it as a solemn sacrifice that became the means to a personal relationship with God. This belief introduces questions concerning the extent to which the crucifixion of Christ was effective. Did His death profit only those who lived after His crucifixion, or did people predating Christ also benefit?
Romans 3:23-26 provides essential insight regarding the scope of the sacrifice Jesus made by saying, “for all have sinned and fall short of the glory of God, being justified freely by His grace through the redemption that is in Christ Jesus, whom God set forth as a propitiation by His blood, through faith, to demonstrate His righteousness, because in His forbearance God had passed over the sins that were previously committed, to demonstrate at present His righteousness, that He might be just and the justifier of the one who has faith in Jesus.” Christ’s sacrifice is unquestionably needed for every person of accountable age and mind who has lived on the Earth.
Understanding the effectiveness of Christ’s sacrifice requires drawing insight from the Old Testament. According to the Law of Moses, those subject to that legal structure performed explicitly prescribed sacrifices as acts of atonement. Through revelation and obedience, the worshippers understood that God absolved them of their sin and guilt. Leviticus chapters 4 and 5 make the statement “he will be forgiven” on some eight occasions. The psalmist summarized the proper spiritual attitude of the faithful and obedient Israelite: “For as the heavens are high above the earth, so great is His mercy toward those who fear Him; As far as the east is from the west, so far has He removed our transgressions from us” (Psalm 103:11-12).
Although forgiveness is not a predominant theme in the patriarchal age, which is the period between Adam and Moses, it is implied. This accomplishment came through the sacrifices of blood regularly presented during that opening era of human history (cf. Genesis 8:20; 12:7-8). Abel offered a more excellent sacrifice which “had witness borne to him that he was righteous” (Hebrews 11:4). Certainly, this was not personal righteousness but uprightness imputed through his obedient faith. Job presented burnt offerings for his children should they have sinned (Job 1:5). Forgiveness was required even in the conflicts among men (Genesis 50:17), which suggests that pardon is necessary if one was to stand before the holy God (cf. Habakuk 1:13).
The Bible greatly expanded on the concept of forgiveness under the Mosaic administration. The Book of Leviticus elaborated on specific aspects of sacrifice, requiring applicable knowledge. God articulated the theme of atonement, propitiation, and forgiveness recurrently through the balance of the Old Testament.
The chronology of God producing forgiveness requires learning additional information from the New Testament. While the Lord offered forgiveness of sin under the former covenant, the New Testament explains that the blood of Christ, in a procedural sense, was essential for pardon to happen. This introduces the primary question of how forgiveness could occur before the death of Jesus on the Roman cross. The answer is found only in an understanding of the nature of God.
Revelation 13:8 makes a statement that is incomprehensible to the natural mind. It declares Jesus as “the Lamb slain from the foundation of the world.” This statement reveals that God planned the means of humanity’s salvation before the creation of Earth. This fact coincides with the recognition of God in Scripture as infinite and eternal. This means He is not affected by time. Moreover, God created time and, by His nature, exists outside of time. He could appraise individuals preceding the cross as justified if they demonstrated “obedient faith” (Romans 1:5; 16:26). The manifestation of saving faith is the common feature for all people throughout human history concerning the qualification to salvation. Those who displayed that specific type of faith were considered by God as reconciled to Him based on the blood of His Son, the Lord Jesus Christ. This justification occurred chronologically before the cross, but Jesus still had to accomplish the ultimate work of redemption.
If the redemption of those living under the law of Moses had been achieved before the Savior’s death in the total sense of the term, why was the death of Jesus even necessary? Many Bible readers consider the Scriptures to struggle with this consistently. Specific biblical texts indicate forgiveness before Christ’s death, while another set suggests there was no pardon until after the Lord’s death. It is reasonable to ask if there is a contradiction. Which answer represents the truth?
In logic, there exists a principle known as the law of non-contradiction. It says this: A thing cannot both be, and not be, for the same person, place, or thing, at the same time, or in the same sense. The last phrase is crucial to understanding this principle. There can be forgiveness and not-forgiveness so long as the senses differ. The question is then left: in what way are the senses different?
Without the historical incarnation and eventual death of the Son of God, there could have been no forgiveness obtained for sinful people. Romans 6:23 teaches that the paycheck for sin is death. The shedding of blood was therefore required for pardon from sin (Hebrew 9:22). Evidently, the blood of animals could only function symbolically but was insufficient to provide actual atonement for sin (Hebrews 10:4). The millions of animal sacrifices under the former testament were pictorial representations of the “Lamb of God” who was to come and provide an eternally successful sacrificial offering for humanity (John 1:29). Had Jesus not ultimately died at the cross of Calvary, those previous offerings would have been useless.
The two different senses can be summarized this way. In the Old Testament, forgiveness was contingently received based on the future death of Jesus. It granted a portion of atonement and remission for sins but could not provide eternal redemption. In the New Testament, the cross accomplished whole forgiveness. | <urn:uuid:462f9ef8-793a-4068-813a-890169f46dcf> | CC-MAIN-2024-10 | https://www.billyanger.com/post/was-the-crucifixion-retroactive | 2024-03-04T14:56:24Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.957452 | 1,482 | 3.34375 | 3 |
UK government commits to separate food waste collections
In a long-awaited Resources & Waste Strategy report, the UK government has outlined a comprehensive new plan for recycling a range of materials, including food waste. The 25 year environment plan pledges to leave the environment in a better condition for the next generation.
The new strategy states that it wants to promote UK-based recycling and export less waste to be processed abroad. It will also aim to reduce greenhouse gas emissions from landfill by ensuring that every UK household and appropriate business will have weekly separate food waste collections.
Currently, only about a third of households in England have their food waste collected separately from their general waste. Between 2000 and 2001 household recycling rates rose from around 11% to 45% however since 2013 that percentage has plateaued. In order to address this issue, the government’s strategy sets out an ambition for all homes as well as suitable businesses in England to have access to food waste collections by 2023.
To help businesses and local authorities plan before the strategy, a new statutory Food Waste Hierarchy has been published. It now confirms that anaerobic digestion is the best route for inedible food waste that cannot be redistributed.
The Anaerobic Digestion and Bioresources Association (ADBA) has expressed its support for the government’s decision to commit to separate food waste collections.
Commenting on the government’s new strategy, Chief Executive of ADBA, Charlotte Morton said, “ADBA has long campaigned for the introduction of mandatory separate food waste collections in England and we warmly welcome the proposals set out in the Resources & Waste Strategy.”
“A commitment by ministers to universal food waste collections will finally allow England to catch up with the rest of the UK in recycling its inedible food waste whilst, most importantly, reducing the amount of food wasted in the first place.”
Morton concluded, “However, 2023 is a long way off. There are around 70 local authorities with their waste contracts up for renewal in the next three years – for this policy to have tangible effects we need actions from the Government long before 2023 to provide funding, guidance and support to LAs to implement separate food waste collections as quickly as possible. This is not only vital for us to meet our commitments under the fourth and fifth carbon budgets, but is also the lowest cost option.” | <urn:uuid:03a17b99-b0d4-487a-854f-5f819e9ea094> | CC-MAIN-2024-10 | https://www.bioenergy-news.com/news/uk-government-commits-to-separate-food-waste-collections/ | 2024-03-04T14:22:34Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.953745 | 488 | 2.703125 | 3 |
Growing a Bamboo Garden
Bamboo provides a quick-growing evergreen screen and adds glorious character with delicate leaves and substantial culms or canes, but research and commitment are needed to maintain the right plant for your yard.
Clumping and Running Bamboo
Bamboo is a member of the grass family, with more than 200 species available in the U.S. and 1,300 worldwide. Its leaves can range from over 55 inches long to merely a few inches in length. Its culms, or trunks, can be black, green with yellow stripes, or yellow with green stripes, and vary from the size of a thin wire to about 14 inches in diameter.
At its most basic level, bamboo divides itself into two categories: clumpers and runners. The underground root structure, rhizome, determines its classification. Some plants are even a mixture of the two. A clumper’s rhizome typically runs a short distance before sending up new culms. The distance it travels is determined by its genus. Clumping bamboos are usually tropical plants that don’t like temperatures dipping into the 40s. Unlike clumpers, runners are temperate plants whose rhizomes “run” far and wide. Running bamboo can send root offshoots some distance before sending up a culm, which is why they are sometimes called invasive or hard to manage.
Bamboo Requires Research
Bamboo’s shortcomings are usually the fault of the gardener, says Adam Turtle, a bamboo consultant who operates Earth Advocates Research Farm in Summertown, TN, a wholesale nursery specializing in landscape-grade bamboos. Those who plan to add bamboo to their landscape or garden should become informed before they purchase and plant to avoid unwanted consequences.
Bamboo is not for the lazy, the beginner gardener, or anyone who doesn’t wish to do homework, says Turtle. He suggests that gardeners considering bamboo for their yards consult the American Bamboo Society for information. Bamboo varieties range in size from groundcover to soaring plants several stories high. Even more confusing, what might work in the north-central U.S. would not be happy in the southeast, says Ted Meredith, a bamboo enthusiast and author of Bamboo for Gardens by Timber Press.
Gardeners must be prepared to cultivate and maintain their bamboo. Problems arise when the home gardener does not understand the variety he or she has planted. Bamboo with deeper-growing rhizomes or high maintenance requirements may have runners that spread and become difficult to control or eliminate.
While some bamboos prefer shade, others like sun. Some are hardy to 20 below while others cannot tolerate frost. Most cannot tolerate drying winds. As a grass, bamboo appreciates garden soil that contains organic matter and is well irrigated. A pH of 6 to 6.5 is preferred. It will not tolerate wet feet or saturated soils.
Deer won’t bother bamboo, which is a plus. Bamboo’s only true pest is the bamboo mite, which is more of a problem in the western U.S., where it’s dry, than on the east coast, according to Meredith. Bamboo mites can be difficult to control, so it’s best to avoid the problem by isolating and inspecting all new bamboo purchased. While the mites won’t kill the plant, they will leave a pattern of yellow damage on both sides of the leaf that can look like variegation.
Bamboo exhibits pretty amazing growth habits. “If you want an affirmation of growth in the spring, it’s a pretty dramatic expression,” Meredith says. A bamboo culm will attain about 90 percent of its height in 30 days, he says, and that applies equally to three-foot or three-story plants. Meredith has seen a culm grow 14 inches in a single day!
Once the bamboo culm attains its full height, side branches appear first, followed by leaves. Keep bamboo clipped to the height you desire. Meredith maintains his front-yard bamboo hedge at eight feet to block noise and wind.
Since most of the bamboo grown in the U.S. tends to be running bamboos, it’s important to put down barriers. For a privacy screen, Meredith suggests creating a barrier of 60 mil high-density polyethylene buried 24 inches into the ground along the fence line. It’s important to check barrier health each year to avoid penetration and escaping rhizomes.
Another way to limit growth is to trim the rhizomes yearly. Some of the most desirable bamboos have the shallowest rhizomes and are the easiest to control, Meredith says. In late summer or early winter, a gardener can walk the perimeter of the bamboo area and spade about six inches down. When a rhizome is encountered, it can be cut off and removed, stopping the expansion.
Turtle advises pruning the perimeter rhizomes twice a year or annually if you live north of I-40, the major west-east highway that runs from Barstow, CA to Wilmington, NC. He also suggests digging a trench along the perimeter and filling it with sand to mark the area for future pruning and make it easier to accomplish. Groundcover that doesn’t get more than boot-top high can be mowed to ground.
Another way to control bamboo is to pot it. Meredith notes that the gardener should be aware that the plant’s rapid growth may require frequent repotting so it does not get potbound.
Bamboo Products and Applications
Bamboo is very versatile and has many uses worldwide, as flooring, fencing, woven mats and blinds, or food with tender shoots that can be boiled and eaten.
When used for fencing, people must be careful. Bamboo is very dense, hard, and holds its edge, says Adam Turtle, a bamboo consultant who operates Earth Advocates Research Farm in Summertown, TN. “Work with it, not against it,” he suggests. Splitting bamboo lengthwise takes almost no effort, but widthwise cuts are very difficult.
Use bamboo culms to stake tomatoes and beans. Bamboo leaves, which can contain up to 22% protein, are fed to cattle in some parts of the world.
Bamboo is becoming popular as a flooring material because it is a green or environmentally responsible product. The crop matures quickly, regenerates without having to be replanted, and requires little fertilization or pest control. It can be dried and laminated into solid boards that are then milled into standard strip-flooring profiles. Bamboo wears and ages much like oak and maple flooring. | <urn:uuid:77a4e02f-f505-4547-ab90-de5f92b6ca33> | CC-MAIN-2024-10 | https://www.bobvila.com/articles/382-growing-a-bamboo-garden/ | 2024-03-04T14:51:51Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.946124 | 1,391 | 2.84375 | 3 |
For us, the answer is not enough - we want deeper thinkers; for our children to be able use mathematical vocabulary to reason with fluency and fluidity, demonstrating a clarity of thinking and an ability to articulate clear progression in learning.
We value a Maths curriculum that is interesting, engaging and creates reasoning. All children have access to this curriculum through the HfL Essentials Approach. Our children need to develop the necessary skills to make them “deep thinkers”, acquiring Maths skills that can be recalled swiftly, then transferred and applied in different contexts. The children need to be able to make rich connections across the areas of Maths, and use their knowledge and apply their understanding throughout the curriculum. Maths is the foundation for understanding the world and we want our children to know the purpose behind their learning and to apply their knowledge to their everyday lives.
Maths Progression Map
Written Calculation Progression
Maths Programmes of Study | <urn:uuid:c0cd2518-bb44-4175-ace6-8f4b803fa934> | CC-MAIN-2024-10 | https://www.busheyfederation.org.uk/maths-curriculum/ | 2024-03-04T15:25:07Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.946619 | 194 | 3.578125 | 4 |
A healthy diet is the best way to keep your pet ferret healthy, happy and full of energy. A ferret’s digestive system is suited to a diet of high levels of protein and fats. They are carnivorous animals and struggle to digest food high in fiber, such as fruits and vegetables. Eggs have a high protein content so are great for your fuzzy friend to eat. Can you give your ferret raw eggs?
Raw eggs are safe for your pet ferret, however 1 or 2 a week is enough as too many eggs has been known to cause constipation in ferrets. Raw egg whites contain an enzyme called avidin, which is a biotin binding protein and anti-nutrient. In small doses however this is not a problem, raw egg whites contain only 0.05% avidin and the raw egg yolks have one of the highest concentrations of biotin found in nature. Cooking the eggs destroys the avidin, which will help release more biotin from the egg.
If you feed your ferret more than 2 eggs a week, then it is best to remove the egg whites first and give only the yolks or cook the eggs. The egg yolk is high in nutrient value containing calcium, iron, phosphorus, zinc, thiamine, folate, vitamin B6 and vitamin B12, vitamins A, D, E and K as well as carotenoids, lutein and zeaxanthin. A single egg can contain 77 calories, 6 grams of protein and 5 grams of healthy fats, so this is an ideal food in your ferret’s diet.
The only problem you might meet is getting your ferret to eat the eggs. Not only can raw eggs be messy to eat, some ferrets will reject them entirely. Ferrets are fussy eaters and set in their ways when it comes to meal times. If they don’t like the eggs raw, then try boiling or frying them, you could also mix a raw egg in with their other food. If the eggs are boiled you can give it all to your ferret including the shell, they will enjoy playing with the egg first before breaking open the shell and finding a tasty surprise inside.
Along with a healthy diet, it is also important to give your ferret plenty of exercise, fresh water, fresh air and plenty of love. A happy ferret will give you and your family many years of companionship and fun. | <urn:uuid:95b5fd56-6926-4a35-ac9e-9c08173d7b3f> | CC-MAIN-2024-10 | https://www.canigivemyferret.com/raw-eggs/ | 2024-03-04T15:17:44Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.962457 | 503 | 2.625 | 3 |
What is Trauma-Informed Care?
Trauma-Informed care (TIC) is a strengths-based, person-centred approach to healthcare that recognizes the impact of trauma on individuals and communities. Trauma has many forms and can be experienced differently across individuals, communities, and cultures. TIC recognizes that trauma can have a profound and lasting impact on a person’s physical, emotional, and mental health. Conventional healthcare approaches may not be sufficient to address these complex needs. In addition, patients with a history of traumatic life events can be re-traumatized as a result of their healthcare experiences. A TIC approach, therefore, prioritizes safety, choice, autonomy, and minimizing distress for individuals who have experienced trauma and works to create a supportive and non-threatening environment for those seeking care.
Women and individuals in the 2SLGBTQIA+ community are often disproportionately affected by trauma, including intimate partner violence, sexual assault, and discrimination based on gender and sexual orientation. For women, trauma can have a profound impact on their physical, emotional, and mental health and can increase the risk of depression, anxiety, and post-traumatic stress symptoms. Women who have experienced trauma may also face barriers in accessing care, including a lack of safe and welcoming healthcare environments and providers who lack knowledge or training on the impact of trauma.
Individuals in the 2SLGBTQIA+ community also experience high rates of trauma, including hate crimes, discrimination, and rejection from family and community. The effects of trauma can be compounded by the additional stigma and discrimination they may face in accessing healthcare services.
In practical terms, TIC involves adopting a trauma-aware culture and implementing policies and practices that promote safety, resiliency, and recovery for individuals who have experienced trauma. For CAYA Health Centre, this includes training staff to recognize and respond to the effects of trauma, creating a safe and welcoming environment, and focusing on the strengths and resources of individuals rather than solely on their problems or diagnoses.
“Being able to feel safe with other people is probably the single most important aspect of mental health; safe connections are fundamental to meaningful and satisfying lives.”
– the Body Keeps the Score by Bessel van der Kolk | <urn:uuid:f6d4b323-8730-4fc9-9494-2bd43ed32f55> | CC-MAIN-2024-10 | https://www.cayahealthcentre.com/post/what-is-trauma-informed-care/ | 2024-03-04T14:10:18Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.94914 | 460 | 3.484375 | 3 |
March is Brain Injury Awareness Month
- Posted On:
This month we’d like to recognize Brain Injury Awareness Month, brought to us by the Brain Injury Association of America.
There are more than 5.3 million individuals in the United States who are living with a permanent brain injury-related disability. That’s one in every 60 people. If you or someone you love is living with brain injury, you know that it is a misunderstood, misdiagnosed, underfunded neurological disease. And everyone’s experience is different.
There are 2 broad categories of Brain Injuries:
An acquired brain injury (ABI) is an injury to the brain that is not hereditary, congenital, degenerative, or induced by birth trauma. Essentially, this type of brain injury is one that has occurred after birth. There are two types of acquired brain injury: traumatic and non-traumatic.
A traumatic brain injury (TBI) is defined as an alteration in brain function, or other evidence of brain pathology, caused by an external force or trauma. Traumatic impact injuries can be defined as closed (or non-penetrating) or open (penetrating).
Often – and somewhat confusingly – referred to as an acquired brain injury, a non-traumatic brain injury causes damage to the brain by internal factors, such as a lack of oxygen, exposure to toxins, pressure from a tumor, etc. To learn more about brain injury, click here.
The Brain Injury Association of America (BIAA) leads the nation in observing Brain Injury Awareness Month in March each year. The theme for the 2021 to 2023 campaign is More Than My Brain Injury.
Many people with disabilities have their lives defined for them. The #MoreThanMyBrainInjury campaign gives individuals a chance to overcome those definitions, allowing them to tell their own stories and change the narrative of their lives. Together, we can:
Increase understanding of brain injury as a chronic condition
Reduce the stigma associated with having a brain injury
Showcase the diversity of injury and the demographics of the community
Improve care and support for individuals with brain injury and their families
Here are several resources from their campaign that can help aide you or someone you know that has suffered from a brain injury:
To learn more about Brain Injuries, and get the support you and your loved ones need, contact Campbell County Health or visit our Brain Injury Support Group site and get connected with others who are also experiencing life after a Brain Injury.
The Brain Injury Support Group is facilitated by Angie Laakso, Campbell County Health Rehabilitation Services Occupational Therapist and fellow brain injury survivor. For more information, please contact Angie at 307-688-7000 or firstname.lastname@example.org. | <urn:uuid:0bc5f372-878b-4424-ad72-7210175b636e> | CC-MAIN-2024-10 | https://www.cchwyo.org/news/2022/march/march-is-brain-injury-awareness-month/ | 2024-03-04T15:22:44Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.952895 | 568 | 2.71875 | 3 |
District Dispatch 17 February 2022
Rising energy costs are a huge concern to us all. This is why we are delivering a number of initiatives to make sure that people continue to keep warm and well.
One of our schemes is to make sure that rented properties have a good energy performance rate. It is now illegal for private landlords to rent out most properties with a low Energy Performance Certificate rating of F or G unless a valid exemption has been registered. Our Housing Standards team are supporting landlords to improve their properties and they can fine those who don't take steps to do so. If you own a rental property we are here to help. You can find information and advice on improving energy efficiency, including details about grants that you may be eligible for, on our minimum Energy Efficiency Standard Regulations webpage.
If you're a tenant in the district, you can find information and advice — including how to find out the energy performance rating of the property you rent — on our Energy Efficiency Standard Regulations webpage. On this page, you can also find out if you might be eligible for a grant to help improve the energy efficiency of your home. If you know that your rented property has an EPC rating of F or G, please let us know by emailing: email@example.com.
Another scheme that we have introduced is the Chichester Warm Homes Initiative. This scheme is for residents on low income living in a property with poor energy efficiency and could contribute towards the installation of an efficient heating system, as well as loft and wall insulation. If you know someone who may benefit from this, please encourage them to get in touch with our delivery partners, Arun and Chichester Citizens Advice Bureau through their website or by calling 01243 974063.
We have also launched a campaign to highlight the range of home energy efficiency measures that you can take, to both help you save money and protect the environment. Generating renewable energy in your own home and making it as energy efficient as possible are two of the biggest things you can do to reduce your carbon footprint. Even small DIY measures, such as fitting a hot water cylinder with an insulation jacket, can save you £20 a year on your heating bill and reduce carbon dioxide emissions by 150kg. It's also even as simple as making sure your washing machine is full before it is running and placing it on a quick wash at 30 degrees. It can save you money and help the environment. You can find more tips and advice on reducing your carbon footprint on our Climate Change webpage.
I'm also pleased to tell you that there is plenty of help available to assist you in cutting energy costs and carbon emissions from your home. The easiest way to find out what is available and to see if you are eligible is to contact our delivery partner by visiting Arun and Chichester Citizens Advice Bureau online or calling: 01243 974063.
Finally, this Thursday is Random Acts of Kindness Day. However, I want to thank those who are always carrying out acts of kindness in our district - and there are many of them! One of these individuals is Anne Adamson, who has led regular Heartsmart walks from Emsworth to Westbourne for 20 years - since we started the scheme! Anne has decided to hang up her walking boots and retire from her much-loved volunteer role. HeartSmart walks are run by our Wellbeing team and offer a free, healthy and social way to enjoy the natural beauty of the district and further afield, including the South Downs National Park. You can find out more on our HeartSmart webpage or call our team on 01243 521041. I'd like to thank Anne for 20 years she has dedicated to Heartsmart from both myself and all of those who have had the pleasure of accompanying Anne on her walks.
Cllr Eileen Lintill
Leader of Chichester District Council | <urn:uuid:dc3482de-4aaf-4654-8998-a5111c490bd3> | CC-MAIN-2024-10 | https://www.chichester.gov.uk/article/36347/District-Dispatch-17-February-2022 | 2024-03-04T15:38:18Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.960372 | 783 | 2.515625 | 3 |
Although many scholars have studied Paul's theology, they have not provided satisfactory interpretation. This is because his genuine epistles were studied as they have been left in the New Testament. Rather, from a redactional point of view, Paul, the Founder of Christianity approaches Paul's seven epistles: Romans, 1 Corinthians, 2 Corinthians, Galatians, Philippians, 1 Thessalonians, and Philemon. The book reconstructs his life and uncovers the compilation of sixteen short letters into seven epistles. Accordingly, these can be divided according to the chronological order of composition.When the transformation of Paul's theology is traced, one can see a progressive development of Christology, the death of Jesus Christ, redemption and salvation, the Law, the end of world, the spirit of God, and the church of God. As a result, it can be argued that after the Antioch incident, Paul had conflict with the apostles of Jerusalem and founded Christianity for gentiles--an argument that is presented in detail based on the evidence found in Paul's sixteen letters. | <urn:uuid:c24dd6d6-d257-435c-9492-2cd4add1b201> | CC-MAIN-2024-10 | https://www.cokesbury.com/9781666717044-Paul-the-Founder-of-Christianity | 2024-03-04T15:15:14Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.955991 | 216 | 2.640625 | 3 |
Nutrition plays a crucial role in preventing scarring from surgical procedures. Certain foods contain nutrients that can improve wound healing and strengthen your tissue, while other foods can impede your skin’s repair process, increase the risk of infection and prolong your recovery. If you’re following a fad diet or you live on junk food, it’s time to get serious about your nutrition as these diets contain many foods best avoided during the healing process.
Wound healing is a complex process that can be divided into three main phases; inflammatory, proliferative, and maturation. To understand your body’s nutritional needs it helps to have a basic understanding of these phases:
During the inflammatory phase, damaged cells, microbes and other debris are removed from the wound area. Your body’s white blood cells, growth factors, nutrients and enzymes create the swelling, heat, pain and redness commonly associated with this phase. As your body begins the healing process it requires optimum nutrition to control bleeding, prevent infection and allow repair cells to move to the site.
Since stress hormones are created and your metabolism speeds up during this process (known as the catabolic phase), your body relies on its immune system and reserves of energy, protein, vitamins and minerals to reduce the risk of infection and support the body in its recovery.
During this stage, new connective tissue and microscopic blood vessels (known as granulation tissue) form on the surface of the wound. In order to be healthy and strong, your blood vessels require an adequate supply of nutrients and oxygen. Myofibroblasts cause contraction of cells to help ‘pull’ the wound together.
During the maturation phase, collagen is remodelled as the deeper and topical wounds close fully and skin healing is completed. Cells used in the initial stages of repair are removed by the body. Temporary collagen laid down during the proliferative phase is replaced by new collagen that is organised in a denser, tidier way which smooths and strengthens the wound and reduces the appearance of scars. The remodelling phase starts about three weeks after the surgery and can last for over a year.
Foods to avoid during wound healing post surgery
If your nutrition is inadequate, the phases in wound healing are impaired. The time it takes for the wound to heal increases and the scar formation will be compromised. Here are the key foods to avoid during your body’s wound care response following surgery:
A diet high in sugar and refined carbohydrates may potentially influence the quality of collagen and elastin.
Collagen and elastin make up a fibrous network that provides your skin with structure, support and elasticity, playing a key role in all the phases of wound healing. By consuming large amounts of sugar you’re risking the degradation of collagen and elastin, increasing your chances of developing side-effects such as scar tissue (hypertrophic or keloid scars).
Watch out for hidden sugars in processed foods and if you’re tempted to replace sugar with artificial sweeteners to lose weight, read this article first.
2. Nitrate-Rich Foods
The health of blood vessels reaching the site of the wound is vital in the healing process as these deliver the nutrients and oxygen required for repair. Excess nitrates in your diet can damage these blood vessels, impairing the wound healing process.
Natural nitrates contained in foods such as vegetable have many health benefits. Nitrates found in processed meats, however, such as bacon, salami and hot dogs (commonly used as preservatives) can be dangerous to your health.
Excessive consumption of certain nitrate-rich foods, particularly those found in processed meats, might have an impact on overall health. This can lead to obstruction in blood flow, reducing your body’s ability to reduce scars and boost collagen production. This can also lead to stroke, heart attack and bleeding disorders.
Alcohol directly affects the absorption of nutrients required to repair your skin following a surgical wound. It does this by damaging the cells that line the stomach and intestines so these nutrients cannot be transported through the blood to the site of your wound.
Excessive alcohol consumption may affect the body’s nutrient absorption processes. Collagen is vital in each phase of wound healing as deficiency can slow healing time, worsen the appearance of scars and impact your overall well-being.
Vitamins A, C, D, Vitamin E, K and the B vitamins are vital for skin healing and cell maintenance. Alcohol also inhibits the absorption of these essential vitamins.
Alcohol also decreases the body’s ability to absorb minerals, zinc in particular, which is vital in collagen synthesis during the early granulation tissue. Therefore zinc deficiency can delay wound healing post surgery.
Caffeine is on the list of foods to avoid during wound healing. While caffeine is known for its strong antioxidant properties, it has the potential to hinder your skin’s natural healing process. Excessive caffeine intake can not only affect nutrient absorption, but it can also compromise your skin’s integrity by siphoning hydration from your body. Dehydration causes the skin to become more fragile and susceptible to breaking down.
It also can limit the supply of nutrients and oxygen to the wound by reducing blood volume due to lack of hydration. This can cause tissue perfusion where the tissues at the capillary level are undernourished. Cellular proliferation, adhesion and migration are restricted, thus increasing wound healing time.
Foods You Should Eat to Improve Wound Healing and Scar Formation
Scars can be a great source of emotional anguish. While scar formation will differ from patient to patient, ensuring you nourish your body with all the right nutrients will improve your wound healing and help promote overall health too.
For your scars to heal well after surgery, they’ll require these nutrients:
You’ll want to increase your protein intake after surgery to aid the healing process. Protein is broken down into amino acids L-Arginine and Glutamine, both of which are very important for wound repair. These amino acids help to form collagen, vital for the strength of your skin.
Sources of glutamine include: protein-rich foods like beef, chicken, fish, eggs, vegetables like beans, beetroot, cabbage, spinach, kale, carrots, parsley, Brussel sprouts, celery, papaya and fermented foods like miso.
Sources of L-Arginine include: soybeans, peanuts, pumpkin seeds, spirulina, chicken.
· B vitamins
B vitamins are essential to speed up the healing of wounds by increasing protein synthesis and enabling more repair cells to the site. B1 and B5 are particularly important for promoting skin health by strengthening scar tissue and increasing the number of fibroblasts that help secrete collagen. You can find B-vitamins in foods such as eggs, poultry, fish, green vegetables and legumes, almonds, avocado, lentils, sunflower seeds, cantaloupe, tomatoes, peanuts, sweet potato, mushrooms, whole grains, peas, quinoa, sesame seeds, soybeans, and watermelon.
· Vitamin C
Vitamin C is one of the most important antioxidants for wound healing as it improves wound strength and aids the production of collagen. It is also vital for the development of new blood vessels that helps to transport nutrients to the wound. You’ll find vitamin C in leafy green vegetables and citrus fruits.
· Vitamin A
Vitamin A is another vital antioxidant for skin health post-surgery. This vitamin aids in the inflammatory response and can help prevent infection of the wound. As your wound is healing and the scar is forming, vitamin A is crucial for stimulating the growth of new blood vessels and the production of connective tissue. Dark leafy green vegetables, fish and eggs are all great sources of vitamin A. Supplementation of vitamin A should be met with caution as toxicity can occur.
One of the most important minerals you can consume to improve scar formation is zinc. Zinc aids in the synthesis of protein and the development of collagen. Zinc has the potential to reduce your healing time from surgery by up to 43 percent. Deficiencies in this important trace mineral have been associated with delayed or slowed healing, and reduced wound strength. Great sources of zinc include meat, fish, poultry and eggs, beans and legumes, tofu, nuts, seeds and oats.
Optimise your nutrition to speed up wound healing
An effective way to speed up your healing processes after surgery is with Intravenous Vitamins, a treatment that gives you a powerful boost of vitamins directly into your bloodstream.
It is important to eat a balanced diet and stay on top of your nutrition long term as the final phase of repair can last for over a year. If you are unhappy with the appearance of scars once the full healing process has finished it’s worth noting that scarring can be minimised with a ProFractional Laser or Collagen Induction Therapy (CIT) to stimulate collagen production.
You don’t have to get it 100% perfect all the time and it’s important to be sensible about your nutrition,
Good nutrition is the most important measure you can take to minimise scarring post-surgery. Even if you only have minimal liposuction wounds, it’s worth taking your doctor’s medical advice seriously and ensuring you eat an adequate amount of the beneficial foods while reducing your intake of those foods that can impede wound healing. This will accelerate the repair process and ensure you achieve better results. | <urn:uuid:5bc21556-3366-4ffb-a09e-e9b4ce367c17> | CC-MAIN-2024-10 | https://www.cosmosclinic.com.au/blog/4-foods-need-avoid-prevent-scarring-surgery/ | 2024-03-04T16:05:02Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.9309 | 1,970 | 3.359375 | 3 |
St. Thomas married, he knew that was God’s will for him. His wife was a simple woman who could not even read or write, but Thomas patiently tried to teach her. She loved him and her four children very much and did all she could to make her brilliant husband happy. People liked to pay visits to the More family. One of the young children there read from the Bible during meals. Then they would have fun telling jokes and making each other laugh. St. Thomas often had poorer neighbors to dinner, too, because he always helped the poor as much as he could. This saint loved to delight his guest with great surprises- he even kept some playful monkeys as pets! Yet no once knew that such a merry man always wore a painful hair shirt and practiced other severe mortifications.
St. Thomas held a number of important offices under the King, Henry VIII. He was his favorite and sometimes the King put his arm affectionately around Thomas’ shoulder. Yet, although the Saint was a most loyal subject, he was loyal to God first of all. In fact, when the King tried to make him disobey God’s law Thomas refused. Henry wanted to obtain a divorce from his wife to marry another woman, but the Pope could not give permission, since that is against God’s law. Henry was stubborn and at last he left the Church. He wanted everyone to recognize him as the head of the Church in England, but St. Thomas was one of those who remained faithful to God. He was condemned to death for that, yet he forgave his judges and said he hoped he would see them in Heaven.
At the scaffold, where he was to die, St. Thomas kissed his executioner and then joked, saying that his beard should not be cut off because in had not done anything wrong! And so he died, this holy martyr who had said: “I am the King’s good servant, but God’s servant first.”
Like St. Thomas More, we want to be the best and most affectionate children of our Holy Mother the Church. | <urn:uuid:deb6d3e2-734e-4ebe-ba98-d111f0081e8d> | CC-MAIN-2024-10 | https://www.crusaders-for-christ.com/saint-of-the-day | 2024-03-04T14:05:22Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.994233 | 434 | 3.0625 | 3 |
5 Ways To Protect Underprivileged Children From Malnutrition In India
Healthy food and access to basic healthcare are essential for a child's development at physical, mental, and cognitive levels. All children must ....
Read MoreNutrition is essential for children, especially during their first 1000 days. The care given to them in this initial phase of their lives can prove to be extremely helpful for wholesome development. But the truth is that underprivileged children get little or no resources to grow up in a healthy environment. The lack of diet, timely immunizations, and proper healthcare prove to be extremely harmful to their physical, mental, and cognitive development. According to NFHS-5, 89% of children between 6-23 months do not have access to an adequate diet in India. Due to poverty in India, they are deprived of nutritional care, and a lack of awareness makes them vulnerable to malnutrition.
According to UNICEF 2019 and ICMR 2019, 2 of 3 child deaths, below the age of 5, are caused by malnutrition. This is the reality that needs to be addressed on priority as all children deserve a more promising childhood but many in our country do not have access to it. As a result, they often suffer from recurring diseases and stunted growth, and in extreme cases, even face death. Given the closure of government healthcare centres & midday meal systems during the lockdown, this number has only risen as more underprivileged children are unable to get healthcare and nutrition. The recently released National Family Health Survey (NFHS-5) has found that 89 per cent of children between the formative ages of 6-23 months do not receive a “minimum acceptable diet”.
We, at CRY, India’s top NGO, have been working tirelessly to address malnutrition in India and help the children lead a healthier childhood. CRY has partnered with healthcare workers and local government systems. We have also been encouraging and enabling homegrown kitchen gardens to address nutritional needs by ensuring quality food. 86% of children in CRY project areas, under the age of 5 years, were prevented from malnutrition. Only 17% of children in CRY project areas are underweight, as compared to 32% of all India status.
But we need YOUR help in reaching out to more people and ensuring a better life for underprivileged children. You can donate to Child Rights and You, India’s most trusted NGO, to give children the gift of health. In the process of supporting India’s most vulnerable children to survive, you can also avail a 50% income tax exemption on your donation. | <urn:uuid:617cc4a0-7f38-409d-b9e3-ea4aad207e77> | CC-MAIN-2024-10 | https://www.cry.org/blog/you-can-help-cry-protect-children-from-malnutrition/ | 2024-03-04T15:11:44Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.964927 | 529 | 2.859375 | 3 |
Metadata Browser: The Importance of Metadata
DaSCH pursues and promotes an open research data policy, whereby metadata should be open and the data itself should be freely accessible to everyone. Metadata is created and collected because it enables and improves the use and reuse of the data that it describes, based on the FAIR principles of being findable, accessible, interoperable and reusable.
The DaSCH Metadata Browser provides access to metadata for all projects available on our servers, where you can search and identify projects whose data are interesting for your purposes and which you might reuse. It also increases the visibility of your own project and provides information such as a brief project description, grant information, citation links, licenses, the project team, and – if the data are already released – a direct link through which to access your data. Furthermore, it allows people to view metadata about your project, thus complying with the Swiss National Science Foundation (SNSF) principle regarding public accessibility.
Advantages of metadata
Increases the likelihood of being cited
Identifies datasets that you may want to reuse | <urn:uuid:646a6d0c-00bb-49e0-9812-9f0f5912c0da> | CC-MAIN-2024-10 | https://www.dasch.swiss/metadata | 2024-03-04T15:20:27Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.879761 | 223 | 2.71875 | 3 |
This is the first in a series of three short videos from Dr Nick Bearman exploring using consumer data in research. This video introduces the subject, looking at what consumer data is, how it might be collected, available sources of data, and what they might be used for.
In this second video looking at using consumer data in research, Dr Nick Bearman explores what can be done with consumer research. Provides examples of why it can be a useful data resource and explains how digital the traces that we leave in our everyday lives can be analysed.
In the third and final video in this series on using consumer data in research, Dr Nick Bearman explores the skills that are needed to make the best use of consumer data and research and provides examples of what can be achieved using this method.
Data Services Manager
Nick works as Data Services Manager at the Consumer Data Research Centre (CDRC) where he helps users access the data sets the CDRC holds and works with data partners to add more data sets to CDRC’s service. He uses his technical skills with GIS to explore and analyse spatial data using different methods applied to a variety of different applications. He is passionate about GIS and spatial skills both as a tool to solve problems and as a vital skill to be taught to anyone who uses spatial data to make decisions. He is a Chartered Geographer (GIS) and Fellow of the Royal Geographical Society and an Associate Fellow of the Higher Education Authority.
NCRM provides a service to learners, trainers and partner organisations in the research methods community – Find out more about NCRM – https://www.ncrm.ac.uk/about/
If you’re interested in finding out more about different research methods and how to apply them, you may be interested in our Methods Matter Podcast Series – find the playlist on our podcast pages. | <urn:uuid:754212c9-bf55-453a-81c5-7af09da37530> | CC-MAIN-2024-10 | https://www.dementiaresearcher.nihr.ac.uk/using-consumer-data-in-research/ | 2024-03-04T14:29:33Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.90906 | 377 | 2.859375 | 3 |
Using Chandrayaan 3 India did something that no country has done before. A touchdown on the South Pole of the Moon. The whole world celebrated this success.
you know that during the Pragyan rover's mission, it found Oxygen and Sulphur
on the Moon?
Very few people have discussed the new facts discovered during Chandrayaan 3's experiments.
Chandrayaan 3 successfully landed on August 23, 2023. The following day, August 24, was the inaugural day of Vikram Lander's mission. The Pragyaan Rover was propelled down a ramp to begin its journey.
ISRO was regularly updating us through Twitter. This video from 25th August shows how Pragyan Rover is moving away from Vikram Lander. From 24 August to 4th September, Vikram and Pragyan made observations on the moon for around 12 days. After which they were put into sleep mode. But it is expected that they will wake up again. I will talk about this later, but first, let's understand the observations from these 12 days.
Launch date |
July 14, 2023 |
Landing date |
23, 2023 |
Landing site |
South pole of the Moon |
Rover payloads |
Particle X-ray Spectrometer (APXS) and Laser Induced Breakdown Spectroscope
Propulsion module |
Spectro-polarimetry of Habitable Planet Earth (SHAPE) payload |
Oxygen content of lunar soil |
Vikram Lander received its first CHaSTE readings on August 27th. CHaSTE stands for Chandra's Surface Thermophysical Experiment. The purpose of the instrument was to determine the surface temperature of the lunar topsoil. To understand how much the temperature varies on Moon's South Pole. A temperature probe was attached to the CHaSTE to measure the temperature. And there are 10 sensors on CHaSTE. This temperature probe can go 10 cm below the surface of the moon readings that it took there were very shocking, in my opinion.
Look at this graph. It was observed here that by going 1 cm below the soil of the moon, the temperature changes by 10° Celsius. The temperature on the surface was almost 60° Celsius. But by probing 8 cm into the soil, the temperature reached -10° Celsius. Such a big temperature difference in just 8 cm. This chart shows the temperature difference between 0 and 80 mm deep. This is the first profile made for the South Pole of the Moon.
The same day, ISRO published 2 photos of the Pragyan rover when it was only 3 meters away from a big crater. In this picture, see that the diameter of this crater on the Moon was around 4 meters. The scientists weren't trying to make Pragyan fall into this hole. So, they changed Pragyan's path. Pragyan had to go back. You can see some cool pics of it where you can see its wheels in the ground.
Laser-Induced Breakdown Spectroscopy instrument:
On 28th August, LIBS i.e. Laser Induced Breakdown Spectroscopy instrument confirmed the presence of sulfur on the south pole of the moon. This was the first time that this was confirmed on the ground on the south pole of the moon.
The LIBS instrument was developed in collaboration with the Indian Space Research Organization (ISRO) by Bangalore’s Laboratory for Electromagnetic Systems (LFS). The purpose of this instrument is to study the chemical composition of the Moon’s soil and rocks. The method of operation of this instrument is also quite interesting.
The instrument uses high-energy laser pulses. The laser is directed at the lunar soil, which has a very high temperature. The laser is aimed at a very small portion of the lunar soil. Because of the high temperature, the lunar soil is converted into plasma.
The 4 states of matter. Solid, liquid, gas, and the state after gas is plasma. When you put gas through extremely high temperatures, it gets converted into plasma and the plasma emits light. The name comes from the fact that the light emitted is produced by different elements. Our instrument measures the wavelengths of light emitted and, based on this measurement, can determine the elements in the moon’s soil.
The stones or soil particles were
broken down using a laser. The particles were converted into plasma and then
the wavelength emitted by the particles was measured by spectroscopy. This is
why it is called Laser-Induced Breakdown Spectroscopy.
RAMBHA is capable of measuring plasma, however, it will not be able to measure laser-induced decay. The following graph illustrates the various wavelengths of light produced during spectrometry. We are already aware of the wavelength of light produced by each element, so the wavelengths produced in large quantities can be used to infer the presence of these elements in the lunar soil. These include aluminium, iron, titanium, sulphur, calcium, and chromium.
According to NASA Project Scientist Noah Petro, the Moon was previously discovered to contain Sulphur in the 1970s by the Russian and American Apollo and Luna missions. However, the recent discovery made by the Chandrayaan mission is a remarkable achievement. Because these are in-situ findings. It is the first experiment on the ground. The technology used before this was not so accurate.
In 2011, the United States National Aeronautics and Space Administration (NASA) discovered a significant amount of Titanium on the Moon, however, they employed the Lunar Reconnaissance Orbiter (LROC). LROC is a spacecraft that orbits or rotates around the Moon. The evidence wasn't found by landing an instrument on the moon.
In 2009, a Japanese spacecraft made an unambiguous discovery of uranium on the Moon, however, the technology employed in the LIBS process is much more sophisticated. This is the first time a definite discovery of sulphur has been made. In addition to sulfur, other elements such as Manganese, silicon, and oxygen have also been identified. It may come as a surprise to some that oxygen is present on the Moon, as it is found in soil and rocks. This oxygen is not in the form of oxygen gas, as there is no atmospheric presence on the Moon. Oxygen atoms exist in the rocks in the form of links with various elements.
Alpha Particle X-ray Spectrometer:
Only with the oxygen in the top layer. Now, there is another payload similar to LIBS on Pragyan, Alpha Particle X-ray Spectrometer, in short, APXS. Where LIBS studied lunar rocks and lunar soil, APXS is for the general surface of the moon. But the way they both work is quite different. LIBS relies on laser pulses, while APXS relies on radioactive materials.
This is how the name was coined. Alpha
Particle X-ray Spectrometer.
Like LIBS, its job is to analyze plasma. But it doesn't produce plasma. It doesn't shoot lasers into the moon's ground. It measures the moon’s naturally occurring plasma. This instrument is a 5 cm wide metallic spherical probe that is placed on a pole at the height of 1 meter on Vikram's upper deck. Developed under the aegis of the Kerala Space Physicists Laboratory at the VSSC in Thiruvanthanapuram.
In this photo published by ISRO, see the shadow of the RAMBHA instrument. The pole that you can see in the shadow. This is the instrument. Even though there is no atmosphere on the moon, a minute amount of plasma naturally exists on the surface of the moon. And RAMBHA detected this.
Approximately 5 to 30 million electrons per cubic meter of plasma are present on the lunar surface because it is so small, ISRO classifies it as 'Relatively small'. Electric current is used to measure it. RAMBHA can measure minor small electric currents. Pico-amperes. Current is measured in amperes. It measures current in pico-amperes. 10 raised to minus 12, the voltage is transferred through the probe, and the return current is measured. This identifies the densities of ions and electrons in the lunar plasma. By measuring the return current.
What does this mean? Why does it matter to us?
This tells us that radio waves can propagate easily on the moon without much interruption. If there were a greater amount of lunar plasma, radio wave transmission would be hindered. So, with the help of these findings, we will be able to design such things with which communication can be made easier. Because for communication, we use radio waves.
Then we come to the next instrument, ILSA. ILSA's findings were also shared by ISRO on 31st August. The full form of this instrument is the Instrument for Lunar Seismic Activity. Its name tells you that it was made to study earthquakes on the moon.
- ILSA is the world’s first lunar payload utilizing MES technology on the Moon. In short, MEMS is a technology of microscopic devices. That is made up of micro components. They are so tiny that they range from 1 micrometer to 100 micrometers in size. This technology is commonly used in vehicle airbag sensors and blood pressure sensors. However, if we are talking about ILSA, ILSA was also used to record the vibrations. For example, when the Pragyan rover began to move on the moon’s surface, ILSA recorded the vibrations as well.
- You can see in this graph, where the rover was moving, its vibrations can be seen on the graph like this. But you will notice a line in the middle this line is dated 26th August when a volcanic eruption occurred. This means that at this time, a volcanic eruption occurred on the moon.
- By examining these moon quakes, we can gain a deeper understanding of the moon’s interior. We can learn more about what’s inside the moon, what’s the crust size, mantle size, and core size.
- Apart from this, when humans go and permanently settle on the moon, it will be very important. We should also be aware of the magnitude of the moonquakes. How much can we produce there?
conducted a hop experiment with Vikram Lander:
After this, we come to 3rd September
2023 when ISRO conducted a hop experiment with Vikram Lander. The original
landing site is called Shiv Shakti and the lander has been slightly moved from
that site. Vikram’s engines have been re-fuelled and the lander goes up by 40
cm and lands again by 40 to 50 cm.
Before and after photos you can see the differences between the before photos and the after photos. The lander moved slightly. The hop experiment is important because when we do future human missions, we should have a good idea of whether or not the lander will be able to fly again. Bringing the people back to Earth. The next day (4th September), ISRO put Pragyan & Vikram on sleep mode around 8 AM. This sleep mode was needed to prepare for the lunar night.
Former ISRO Chief Kiran Kumar claims that they were put on sleep mode 2-3
days before the lunar night, for better preparation. To allow the modules within them to
automatically and completely turn off at the end of the lunar day. Pragyan’s
battery has been fully charged before going into sleep mode. The location was
chosen so that when the sun rises again, its solar panels are facing
efficiently towards sunlight. For now, both Vikram’s and Pragyan’s payloads
have been turned off, but both payloads’ receivers have been left switched on.
- The mission’s nominal duration is one lunar day, which is equivalent to about 14 Earth days. Due to the extreme cold at night, this mission may not be able to make it past the first lunar day.
- However, ISRO is optimistic that Pragyan, along with Vikram, will be able to wake up when the lunar day begins again at the South Pole.
- The next day will be September 22 for Chandrayaan 3. If they start working again, it will be good news because ISRO scientists will be able to run some more experiments.
- But if that doesn’t happen Pragyan would stay on the moon forever as India’s lunar ambassador.
What is the significance of the
discovery of oxygen on the Moon?
on the Moon can be used to create breathable air, water, and fuel, which will
be essential for future human missions to the Moon. Oxygen can also be used to
create rocket fuel, making it easier and more cost-effective to launch from the
Moon in the future. Oxygen on the Moon may also contain other valuable
resources like water ice and metal.
What are the next steps for
The Chandrayaan-3 mission is currently in its scientific phase,
with the Lunar Module (Lander) and the Rover (Rover) collecting data on the
lunar surface and the lunar environment. This mission is expected to yield
valuable information on the Moon's past and present and may serve as a stepping
stone for future human lunar missions.
Indian Space Research Organization
- Chandrayaan-3 is a huge win for India in terms of space exploration and moon science. It's the first time a spacecraft has landed on the Moon and it's also the first to land on the South Pole.
- Plus, it's a major discovery that could have a huge impact on the future of human missions to the moon and beyond.
- Its proof that India is a big player in space exploration, and the success of the mission is a huge source of pride for India and inspiration to other countries.
- It's also a reminder of how important it is to work together with other countries in space exploration, like the US, Japan, France, and India. | <urn:uuid:33c1f053-e138-4e9d-89b7-fe2e25754ed0> | CC-MAIN-2024-10 | https://www.discoverworld.site/2023/09/Discovery-of-Chandrayaan-3-Oxygen-on-Moon.html | 2024-03-04T15:24:04Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.954994 | 2,945 | 3.265625 | 3 |
Animal welfare debates ignore insects as they are often viewed as too simple with too short a lifespan
At least a trillion insects are killed annually for food and animal feed. Routine slaughter methods include extreme heat and cold, often preceded by starvation. By comparison, “only” around 79 billion mammals and bird livestock are slaughtered every year.
Scholars have long recognised that the survival value of pain means many animals experience it, supposedly with the exception of insects. But we surveyed more than 300 scientific studies and found evidence that at least some insects feel pain. Other insects, meanwhile, haven’t been studied in enough detail yet.
We also carried out our own study into bumblebees’ response to potentially harmful stimuli. The way they reacted to the stimuli was similar to pain responses in humans and other animals we accept feel pain.
Pesticides kill trillions more wild insects every year. The actual cause of death is often paralysis, asphyxiation, or dissolving the internal organs, sometimes over several days.
If insects feel pain, insect farming and pest control would cause mass suffering. Yet animal welfare debates and laws almost universally ignore insects. One reason is that, historically, insects were often viewed as too simple with too short a lifespan. But evidence that insects feel pain is accumulating.
The question of whether insects feel pain is hard to answer. Pain is an inherently private experience. The difficulty of diagnosing pain when the being in question can’t talk is illustrated by the relatively recent treatment of babies during surgery.
As recently as the 1980s, many surgeons believed babies could not feel pain and rarely used anaesthetics because they thought babies’ obvious responses, such as screaming and writhing, were “just reflexes”.
Even though we still do not have proof babies feel pain, most now accept that they do with near certainty.
For any being that cannot directly communicate its suffering, we need to rely on common sense and probability.
The more pain indicators found, the higher the probability. It is important to use consistent criteria across animals and to look for the same behavioural indicators of pain in insects as one would use in a cow or pet dog.
However, if an animal detects potentially damaging stimuli, it is not necessarily an indicator of “ouch-like” pain that in humans is generated in the brain. Both nociception and pain can happen, to some extent, independently of each other.
In a recent study, we discovered bumblebee responses to heat depend on other motivations. We gave bumblebees four feeders: two heated and two unheated. Each feeder dispensed sugar water, which bumblebees love.
When every feeder had the same concentration of sugar water, bees avoided the two heated feeders. But when the heated feeders dispensed sweeter sugar water than the unheated feeders, bumblebees often chose the heated feeders.
Their love of sugar outweighed their hatred of heat. This suggests bees feel pain, because (like humans) their responses are more than just reflexes.
Bees also remembered the heated and unheated feeders and they used this memory to decide which to feed from. So, the trade-off happened in the brain.
Decapitated flies can still jump but they do not display this difference, demonstrating their brain’s involvement in heat avoidance. Communication between the brain and the responsive body part is also consistent with pain.
The framework we used to evaluate evidence for pain in different insects was the one that recently led the UK government to recognise pain in two other major invertebrate groups, decapod crustaceans (including crabs, lobsters and prawns) and cephalopods (including octopuses and squid), by including them in the Animal Welfare (Sentience) Act 2022.
The framework has eight criteria, which assess whether an animal’s nervous system can support pain (such as brain-body communication) and whether its behaviour indicates pain (like motivational trade-offs).
Flies and cockroaches satisfy six of the criteria. According to the framework, this amounts to “strong evidence” for pain. Despite weaker evidence in other insects, many still show “substantial evidence” for pain. Bees, wasps and ants fulfil four criteria, while butterflies, moths, crickets and grasshoppers fulfil three.
Beetles, the largest group of insects, only satisfy two criteria. But, like other insects that received low scores, there are very few studies on beetles in this context. We found no evidence of any insect failing all the criteria.
Our findings matter because the evidence for pain in insects is roughly equivalent to evidence for pain in other animals which are already protected under UK law. Octopuses, for example, show very strong evidence for pain (seven criteria).
In response, the UK government included both octopuses and crabs in the Animal Welfare (Sentience) Act 2022, legally recognising their capacity for pain.
The UK government set a precedent: strong evidence of pain warrants legal protection. At least some insects meet this standard, so it is time to shield them.
For starters, we recommend including insects under the Animal Welfare (Sentience) Act 2022, which would legally acknowledge their capacity to feel pain. But this law only requires the government to consider their welfare when drafting future legislation.
If we want to regulate practices such as farming and scientific research, the government needs to extend existing laws. For example, the Animal Welfare Act 2006, which makes it an offence to cause “unnecessary suffering” to animals covered by the act.
This may lead to insect farms, like conventional farms, minimising animal suffering and using humane slaughter methods.
The Animals (Scientific Procedures) Act 1986 regulates the use of protected animals in any experimental or other scientific procedure that may cause pain, suffering, distress or lasting harm to the animal.
Protecting insects under this act, as octopuses already are, would regulate insect research, reducing the number of insects tested and ensuring that experiments have a strong scientific rationale.
Finally, pesticides are a huge welfare concern for wild insects. We recommend developing more humane pesticides, which kill insects faster and minimise their suffering.
Matilda Gibbons, PhD candidate in behavioural neuroscience, Queen Mary University of London; Andrew Crump, Postdoctoral Research Officer, London School of Economics and Political Science and Lars Chittka, Professor of Sensory and Behavioural Ecology, Queen Mary University of London
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What is Altafrin?
Phenylephrine is a decongestant that shrinks blood vessels.
Altafrin (for the eyes) is used to relieve eye redness, dryness, burning, and irritation caused by wind, sun, and other irritants.
Prescription-strength Altafrin is used to constrict blood vessels in the eye and to dilate (make bigger) the pupil for conditions such as glaucoma, before surgery, and before eye examinations.
Altafrin may also be used for purposes not listed in this medication guide.
Altafrin side effects
Get emergency medical help if you have any of these signs of an allergic reaction: hives; difficult breathing; swelling of your face, lips, tongue, or throat.
Although the risk of serious side effects is low when Altafrin is used in the eyes, side effects can occur if the medicine is absorbed into your bloodstream. Stop using this medicine and call your doctor at once if you have:
fast or irregular heart rate;
pale skin, light-headed feeling;
chest pain or pressure, pain spreading to your jaw or shoulder.
Less serious side effects may be more likely, and you may have none at all.
This is not a complete list of side effects and others may occur. Call your doctor for medical advice about side effects. You may report side effects to FDA at 1-800-FDA-1088.
You should not use Altafrin if you have narrow-angle glaucoma.
Before taking this medicine
You should not use Altafrin if you are allergic to it, or if you have narrow-angle glaucoma.
Do not use Altafrin without a doctor's advice if you have:
an eye infection;
an eye injury; or
if you have you have recently had eye surgery.
Any of the conditions above could cause your eyes to absorb Altafrin into your body, which could lead to dangerous effects on the heart.
Ask a doctor or pharmacist if it is safe for you to use Altafrin if you have other medical conditions, especially:
any type of heart condition;
coronary artery disease (hardened arteries); or
asthma or sulfite allergy.
FDA pregnancy category C. It is not known whether Altafrin will harm an unborn baby. Tell your doctor if you are pregnant or plan to become pregnant while using this medicine.
It is not known whether phenylephrine ophthalmic passes into breast milk or if it could harm a nursing baby. Tell your doctor if you are breast-feeding a baby.
Do not give this medicine to a child without medical advice.
How should I use Altafrin?
Use exactly as directed on the label, or as prescribed by your doctor. Do not use in larger or smaller amounts or for longer than recommended.
Wash your hands before using the eye drops.
To apply the eye drops:
Tilt your head back slightly and pull down your lower eyelid to create a small pocket. Hold the dropper above the eye with the tip down. Look up and away from the dropper and squeeze out a drop.
Close your eyes for 2 or 3 minutes with your head tipped down, without blinking or squinting. Gently press your finger to the inside corner of the eye for 2 to 3 minutes, to keep the liquid from draining into your tear duct.
Use only the number of drops your doctor has prescribed, or as recommended on the medicine label. If you use more than one drop, wait about 5 minutes between drops.
Wait at least 10 minutes before using any other eye drops your doctor has prescribed.
Do not touch the tip of the eye dropper or place it directly on your eye. A contaminated dropper can infect your eye, which could lead to serious vision problems.
Do not use the eye drops if the liquid has changed colors or has particles in it. Call your pharmacist for new medicine.
Your blood pressure may need to be checked while you are using Altafrin.
Do not use this medicine for longer than 3 days. Call your doctor if your symptoms do not improve, or if they get worse while using Altafrin.
Long-term use of phenylephrine ophthalmic may damage the blood vessels (veins and arteries) in the eyes.
Store at room temperature away from moisture, heat, and light. Keep the bottle tightly closed when not in use.
What happens if I miss a dose?
Apply the missed dose as soon as you remember. Skip the missed dose if it is almost time for your next dose. Do not use extra medicine to make up the missed dose.
What happens if I overdose?
An overdose of Altafrin is not expected to be dangerous. Seek emergency medical attention or call the Poison Help line at 1-800-222-1222 if anyone has accidentally swallowed the medication.
What should I avoid while using phenylephrine ophthalmic?
Do not use Altafrin while wearing contact lenses. Altafrin may contain a preservative that can discolor soft contact lenses. Wait at least 15 minutes after using this medicine before putting in your contact lenses.
This medicine may cause blurred vision and may impair your reactions. Be careful if you drive or do anything that requires you to be able to see clearly.
What other drugs will affect Altafrin?
Tell your doctor if you have used an MAO inhibitor in the past 21 days. MAO inhibitors include isocarboxazid, linezolid, methylene blue injection, phenelzine, rasagiline, selegiline, tranylcypromine, and others.
Other drugs may interact with phenylephrine ophthalmic, including prescription and over-the-counter medicines, vitamins, and herbal products. Tell each of your health care providers about all medicines you use now and any medicine you start or stop using.
More about Altafrin (phenylephrine ophthalmic)
- Check interactions
- Compare alternatives
- Side effects
- Dosage information
- During pregnancy
- Drug class: mydriatics
- En español
Related treatment guides
Remember, keep this and all other medicines out of the reach of children, never share your medicines with others, and use this medication only for the indication prescribed.
Always consult your healthcare provider to ensure the information displayed on this page applies to your personal circumstances.
Copyright 1996-2024 Cerner Multum, Inc. Version: 7.01. | <urn:uuid:d7a7fc9d-b2c1-4d03-bc69-1d73a3c1f98f> | CC-MAIN-2024-10 | https://www.drugs.com/mtm/altafrin.html | 2024-03-04T15:33:53Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.900289 | 1,364 | 2.546875 | 3 |
Earth Challenge 2020: A Citizen Science Initiative
October 22, 2018
Announces Launch of Research Questions
April 22, 2020 marks the 50th anniversary of Earth Day. In recognition of this milestone Earth Day Network, the Woodrow Wilson International Center for Scholars, and the U.S. Department of State are launching Earth Challenge 2020 as the world’s largest coordinated citizen science campaign.
Earth Challenge 2020 will engage millions of global citizens and will aggregate and collect more than one billion data points in areas including air quality, water quality, biodiversity, pollution, and human health. Citizen science volunteers around the world will collect and share Earth science data on an unprecedented scale, providing new insight on the state of our environment to drive meaningful action.
Right now, we are inviting citizen scientists of all ages and concerned global citizens to participate in defining the critical research questions that will guide Earth Challenge 2020.
The process is open to the public and we are encouraging everyone to participate.
Earth Challenge 2020 is recruiting research questions via a simple web form: www.earthday.org/earthchallenge2020getinvolved/ The site includes instructions for submitting research questions as well as sample questions.
In addition, we invite questions to be submitted via Twitter (@Earth_Challenge) by using the hashtag #EC2020.
Questions should center around what is impactful to you and your community, e.g.:
How much plastic is in my water? #EC2020 @Earth_Challenge #citsci
Are invasive species being effectively managed? #EC2020 @Earth_Challenge
How does air quality impact the health of my community? #EC2020 @Earth_Challenge
Research questions may be submitted from October 22, 2018 to November 22, 2018. After research questions have been collected, the Earth Challenge 2020 research team will analyze submissions for common themes, distilling the questions for review and refining by an expert panel.
The panel will choose the final research questions that will guide Earth Challenge 2020. Selections will be made based on criteria including level of global interest, geographic diversity, global impact, partnerships, and feasibility. The final research questions will be announced early 2019.
The timeline for Earth Challenge 2020 spans eighteen months. In 2019, hackathons will be hosted around the world to help create the technologies that will underpin Earth Challenge 2020 and encouraging existing citizen science projects to join our efforts. Finally, in April 2020, a new mobile app and global data collection campaign will launch with the objective of collecting one billion data points by Earth Day that year.
With the support of valued partners and global citizens, Earth Challenge 2020 has the potential to be the largest coordinated citizen science project ever attempted on Earth.
To learn more about Earth Challenge 2020 please contact [email protected]
Earth Day Network
Contact: Denice Zeck
Phone: (202) 355-8875
The Wilson Center
Contact: Anne Bowser
Phone: (202) 691-4031
U.S. Department of State
Contact: State GDI Team
EARTH DAY NETWORK
The first Earth Day on April 22, 1970, activated 20 million Americans from all walks of life and is widely credited with launching the modern environmental movement. Growing out of the first Earth Day, Earth Day Network (EDN), the world’s largest recruiter to the environmental movement, works year round with tens of thousands of partners in 192 countries on global reforestation, climate and environmental literacy, ending plastic pollution and protecting biodiversity. EDN’s goal is to build environmental democracy and to broaden, diversify and mobilize the environmental movement worldwide.
THE WILSON CENTER
The Wilson Center is the nation’s key non-partisan policy forum for tackling global issues through independent research and open dialogue to inform actionable ideas for the policy community. By conducting relevant and timely research and promoting dialogue from all perspectives, it works to address the critical current and emerging challenges confronting the United States and the world. The Wilson Center currently incubates the Citizen Science Global Partnership (CSGP), an emerging network-of-networks launched at the UN Science-Policy Business Forum on the Environment, that seeks to promote citizen science for a sustainable world.
U.S. DEPARTMENT OF STATE AND ECO-CAPITALS FORUM
The U.S. Department of State leads America’s foreign policy through diplomacy, advocacy, and assistance by advancing the interests of the American people, their safety and economic prosperity. The Eco-Capitals Forum (ECF) is a global initiative to make diplomacy a vital driver of sustainable cities. ECF serves as a consortium for the diplomatic community to share best practices and challenges, leverage economies of scale to implement renewable energy and waste management solutions, and support and laud efforts by individual embassies to reduce their environmental footprints and costs. As a partnership between the diplomatic community, city government, non-governmental organizations (NGOs) and local businesses, world-wide chapters of the ECF provides a unique platform for communities to come together for sustainability.
To read more about our other partners, visit https://www.earthday.org/earthchallenge2020. | <urn:uuid:68a929f0-a36e-4b44-ba8e-574fe738481e> | CC-MAIN-2024-10 | https://www.earthday.org/press-release/earth-challenge-2020-a-citizen-science-initiative/ | 2024-03-04T14:58:43Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.902988 | 1,048 | 2.78125 | 3 |
Unit of Electric Current
Electric current is the flow of electric charge through a material. It is the rate at which electric charge flows past a point in a circuit. The flow of electric charge is typically carried by electrons, which are negatively charged particles.
The SI unit for current is the coulomb per second, or the ampere (A), which is an SI base unit:
1 ampere = 1A = 1 coulomb per second = 1 C/s.
The ampere (A) is defined as the rate at which electric charge flows through a surface per unit of time. One ampere is equal to a flow of one coulomb of electric charge per second.
The ampere is one of the seven base units in the International System of Units (SI) and is used to measure electric current in all practical applications. It is named after the French physicist André-Marie Ampère, who was one of the founders of the study of electromagnetism.
Examples of Electric Currents in Amperes
Here are ten examples of electric currents in amperes, sorted from smallest to largest:
- The current required to light up an LED (Light Emitting Diode) is typically between 10-20 milliamperes (mA).
- The charging current of a small USB-powered device, such as a smartphone, is typically around 1 ampere (A).
- The current flowing through a household light bulb when it is turned on is typically between 0.1 and 1 A.
- The current flowing through a typical laptop charger is around 2-3 A.
- The current required to start a car engine is typically around 50-100 A.
- The current flowing through a household electric stove when all of its heating elements are turned on can range from 20 to 50 A.
- The current flowing through a high-speed train can range from 1,000 to 3,000 A.
- The current flowing through a typical electric car charging station can range from 20 to 400 A, depending on the charging rate.
- The current required to power a small electric motor, such as the ones used in power tools or household appliances, can range from a few amperes to several hundred amperes.
- The current flowing through a typical industrial welding machine can range from 50 to 500 A.
Electric Current and Hydraulic Analogy
The hydraulic analogy, or the electric-fluid analogy, is a widely used analogy between hydraulics and electricity, which is a useful tool for teaching and for those who are struggling to understand how circuits work. it can also be applied to heat transfer problems.
Current is equivalent to a hydraulic volume flow rate; that is, the volumetric quantity of flowing water over time. Usually measured in amperes. The wider pipe is, the more water will flow through. It is measured in amps (I or A).
Resistance is like pipe diameter or obstacles in the hose that slow down the water flow. It is measured in ohms (Ω). In hydraulics, resistance is associated with the pressure loss coefficient. | <urn:uuid:56cf5e6c-9194-47ad-9c75-fc0177b099b8> | CC-MAIN-2024-10 | https://www.electricity-magnetism.org/ampere-unit-of-electric-current/ | 2024-03-04T15:05:10Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.957536 | 648 | 3.96875 | 4 |
October 16, 1890
August 22, 1922
Beal na Blath, Ireland
Leader of the Irish independence movement
"Think, what have I got for Ireland? Something she has wanted this past 700 years. Will anyone be satisfied in the bargain? Will anyone? I tell you this, I have signed my death warrant."
T he story of Irish independence from Great Britain covers more than a century of fighting and bloodshed. During and after World War I (1914–18), Michael Collins was a military leader of the pro-independence forces that eventually took control of the island nation. During the final battles, which raged from 1916 to 1922, Collins played a number of key roles: military strategist, finance minister, and treaty negotiator.
But, eventually, Collins agreed to a treaty short of full-fledged independence. His decision enraged some supporters of Irish independence, and in 1922 Collins was assassinated by supporters of the same cause to which he had devoted his life.
Collins's life showed how terrorism—or guerrilla attacks, depending on one's point of view—can play a role in nationalist movements.
An Irish childhood
Collins, born in 1890, lived a pleasant rural Irish childhood near the little town of Sam's Cross in County Cork in Ireland. He lived on a 60-acre farm owned by his father, Michael John Collins, who had not married until he was fifty-nine years old (and was seventy-five when Collins was born). Ireland in 1890 was ruled by Britain, when the British Empire was at the height of its worldwide power and influence. It was first invaded by the Normans (from France) in the twelfth century and had become part of the British Empire in 1801. The nineteenth century had been an eventful time in Irish history. More than a million people died from starvation or disease and at least another million left the country during the great potato famine that lasted from 1845 to 1849. Irish independence fighters had been active on and off for a hundred years.
Collins grew up hearing patriotic stories and songs—as well as stories about terrorist attacks on the government in London, England, twenty years earlier—while sitting around the kitchen table in his family's farmhouse. Members of his family had long had ties to the cause of Irish nationalism, and his uncle could remember Irish patriots of the eighteenth century.
In 1896 Collins's father suffered a heart attack and died a few months later. On his deathbed, his father pointed at Collins and declared: "Mind that child. He'll be a great man yet and will do great things for Ireland."
Collins attended his local school, in which one teacher taught all the children from ages five to eleven. The headmaster (principal) there, Denis Lyons, was a member of the Irish Republican Brotherhood (IRB), an organization that wanted independence for Ireland as a republic. The village blacksmith, James Santry, who worked near the school, also influenced Collins. He remembered later that Lyons and Santry first instilled in him pride of being Irish. There was irony in this because the national school system had been set up by the government specifically to prevent children from being taught Irish nationalist sentiments.
Words to Know
- a person involved in a small group of warriors that use ambush and surprise attacks to combat larger forces.
- a person who believes that his or her nation is superior in all ways.
- Home rule:
- a system that put the Irish in charge of affairs in Ireland but left the British in charge of international affairs.
At the age of eleven Collins went to a nearby school to study for the civil service examination—a test that people who
wanted to work for the government had to pass—and lived with an older sister in the small town of Clonakilty, where Collins had been born and where his sister's husband owned the local newspaper. Young Collins was occasionally assigned to cover a wedding or a sports match.
In 1906 Collins moved to London. It was common at that time for young men to leave Ireland for England, where there were better jobs available. There he began working at the Post Office Savings Bank. He spent most of his free time with a close friend from home, Jack Hurley, and lived mainly with other young men who had come to London from Ireland. Collins became a leader of the Gaelic Athletic Association in London, a group that played Gaelic football.
Three years later, in 1909, Collins joined the IRB. The IRB was part of a larger movement called the Fenians, which had been organized in the 1850s to fight for Irish independence. It was named after an ancient band of knights said to have roamed Ireland in the third century b.c.e. The Fenians believed in using violence to achieve independence. The IRB also was active in North America among Irish immigrants. It tried to organize an invasion of British-ruled Canada in 1867, rescued prisoners from western Australia in 1876, and built a submarine to attack the powerful British Royal Navy in 1881.
In London Collins became increasingly involved in the Irish independence movement. He had studied the background of unsuccessful uprisings in Ireland and concluded that lack of organization was to blame. Collins decided that he would be the one to fix that problem.
Collins returned to Ireland from Britain in early 1916. His plan was to take part in a revolt to declare Irish independence. Although Collins had decided that disorganization had been the death of Irish independence in the past, Easter, 1916, proved to be no better an uprising.
The plan had been to seize control of the center of Dublin and to defend it against English forces posted outside the city. Collins was assigned to help the chief military strategist of the uprising, Joseph Mary Plunkett (1887–1916). Plunkett was oddly unqualified for the job: he had no military experience of any kind and was largely ruled by his romantic imagination. About fifty of the Irish Volunteers—most of whom, like Collins, had returned home to Ireland from London—were camped around the house of Plunkett's sister, not far from Dublin. There, while waiting for the uprising, Collins could be heard reciting a speech by an earlier Irish rebel, Robert Emmet, who had led a failed uprising in 1802.
On the eve of the uprising, one of the leaders, Roger Casement, had been sent to pick up arms from a German submarine (the Germans were helping the Irish rebels in order to
strike a blow against Britain, their enemy in World War I). But Casement was arrested, and the arms were never delivered. A leader of the Irish Volunteers became disgusted and insisted that the uprising be called off. He even put an advertisement in the Sunday Independent newspaper announcing that maneuvers had been canceled for the weekend. Other leaders decided to put off the attack by twenty-four hours, until Monday morning.
On Monday morning Collins put on a military uniform—as did most of the Irish Volunteers, although not all the uniforms were the same—and set off for the center of Dublin. At 11 a.m. a group of fifty-seven rebels got on the tram (train) into Dublin, sitting among the other passengers, who complained when they were bumped by the Volunteers' rifles. The commander of the operation ordered the conductor to skip all the stops until the O'Connell Bridge, which they were to guard to keep British soldiers from coming into the city. More complaints were heard from the passengers as the tram rushed past their normal stops.
The rebels gathered in the center of Dublin and marched on the General Post Office. Some people on the street did not realize anything unusual was happening until the marchers got to the building and gave the order to charge. On the ground floor, Collins took delight in smashing the windows and blocking them, the better to defend the building. But apart from a group of British soldiers on horseback that came down the street, no counterattack was made.
It was not until Thursday that the British attacked, and then it was not as the rebels had imagined. Instead of storming the General Post Office, the British army parked some heavy artillery a few blocks away and started firing shells. The next day, incendiary shells (designed to start fires) started coming into the General Post Office, setting the building on fire. By Saturday, the rebels had surrendered. The uprising was over.
Despite the silly beginnings, the deaths were real: 450 people died, and more than 2,600 were injured.
Having been in Dublin for only a few months, Collins was arrested and sent on a cattle boat to Britain. The rebellion had been put down, but the Irish revolution had started.
Turning defeat into victory
The British reaction to the rebellion was swift and harsh. The leaders were rounded up, and fifteen of them were executed, acts that generated more sympathy for the rebel cause than the Easter Rising had.
The prisoners not judged to be leaders of the uprising were sent to a prison camp in Wales, a principality of Great Britain, east of Ireland and west of England, where they were largely free to conduct military training exercises, hold athletic contests, and talk about what went wrong in Dublin. It was here that Collins got his nickname, "The Big Fella." The name did not come so much from his physical size—he was not quite 6 feet tall—but from a manner that offended some people. He seemed overly impressed with his own importance and to have a bullying manner. He was highly competitive about everything and hated to lose.
During the time the rebels were in prison, they developed friendships that lasted long after they were released. In the camps, Collins emerged as an energetic and organized leader.
But after their anger over the Easter Rising had settled, the British authorities realized they were creating a much bigger problem for themselves in the form of sympathy for the rebels. Before Christmas 1916 Britain released many of the prisoners, Collins among them.
Back in Ireland, Collins plunged into organizing Irish nationalists. Working as the employment secretary of the Irish National Aid and Volunteer Dependents Fund—an outgrowth of his political work—Collins tried to revive the Volunteer movement from which fighters had come. But he quickly realized that a new nationalist political movement, Sinn Féin, was more likely to win popular acceptance. Collins began recruiting for Sinn Féin.
Sinn Féin did well in the polls; one of their winning candidates was still being held prisoner because of the Easter Rising. Worried about public reaction, the British quickly released all the remaining prisoners.
The period following the Easter Rising of 1916 was one of confusion and conflict among supporters of Irish independence. Some were willing to settle for "home rule, " with the Irish in charge of affairs in Ireland, but leaving the British in charge of international affairs. Others would settle for nothing short of full independence, like the United States achieved after 1776. A third idea was to form two nations—Britain and Ireland—under a single monarch, an arrangement adopted from the Austro-Hungarian empire. New efforts were made to organize armed groups to fight for independence. By 1917 some Irish nationalists thought the cause of Ireland should be put before an international conference that was expected to settle World War I.
Among the new generation of leaders of the movement were Collins and another veteran of the Easter Rising, Eamon de Valera (1882–1975), who was about to become the president of Sinn Féin. De Valera was also elected to head the Irish Volunteers, which served as Sinn Féin's armed wing. Eventually he would become president of the Republic of Ireland.
In 1918 Collins was named director of organization of the Irish Volunteers as well as adjutant general, in charge of training and discipline. Although Ireland was not an independent nation and did not have its own army, the Irish Volunteers began to take on the appearance of a regular armed force. As Collins traveled throughout Ireland, organizing the Irish Volunteers, he was being watched by police. In the spring of 1918 Collins was about to become an underground terrorist.
Independence … sort of
In the spring of 1917 the British government had once again played into the hands of the nationalists by proposing to extend the military draft from England to Ireland, to make up for losses in World War I. Opposition to the draft was immediate and helped to bring together Irish politicians previously at odds on the subject of independence. So upset did some feel over the proposed draft that assassination squads were sent to London to shoot at members of the British cabinet. But before these plans could be put into action, the British decided to put off introducing the Irish draft.
Despite the setback of the Easter Rising, the Irish independence movement continued to gain strength. In some respects, British efforts to squash the movement only helped it. In May 1918 the British arrested many of the leaders of Sinn Féin for their continuing campaign against British rule. The arrests caused a popular uproar. In the meantime, more radical (extreme) Sinn Féin members like Collins, who had avoided arrest, took control of the party while the more moderate leaders sat in jail.
In July the British government banned all public meetings, even football games, without a permit. Collins promptly began organizing games without permits and held almost two thousand political rallies, also without permits. Ireland seemed to be sliding toward mass disobedience.
In December 1918 British Prime Minister David Lloyd George (1863–1945) called national elections for Parliament (the British governing body) just a month after fighting in World War I ended. In Ireland, Sinn Féin put up candidates throughout the country. With many Sinn Féin leaders still in prison, Collins played a central role in organizing the election.
Collins was also running for office, and in his standard election speech he asked voters to endorse the idea that Ireland should be a fully independent country. He told voters that any solution that deprived the people of Ireland of full control over both internal and external affairs would not be acceptable—although in time, something less than full independence was accepted.
The results of the voting were strongly in favor of independence. The Sinn Féin candidates won 73 out of 105 seats. Clearly the majority in Ireland favored independence. In January 1919 two dozen of the newly elected members of Parliament met in Dublin and declared they were in favor of "an independent Irish republic." They decided not to attend English Parliament. The feelings expressed during the Easter Rising now had the power of a popular vote behind them.
On the same day the members-elect said they were going to establish their own Irish government, two policemen were ambushed and killed while accompanying a load of explosives to a quarry in Soloheadbeg, Ireland. It was not Collins's doing, but he was blamed for it. It seemed to be the first blow for Irish independence. In fact it was locally planned; Collins had been in England, figuring out the details of an operation to free the leaders of Sinn Féin from jail.
Supporters of an independent Ireland now had to make it happen; Britain was not about to accept the loss of Ireland without a fight.
Collins became director of intelligence (espionage or spying) for the Irish Volunteers. Intelligence was a point of pride for the British, who became embarrassed when they were outdone by the Irish in the struggle for independence. Collins organized his intelligence with an aim of going to war against Britain, but not fighting a conventional battle but a guerrilla war of surprise attacks. He was not always in agreement with other leaders of the independence movement on the tactics to use against the British.
When the rebel Irish organized their own republican government on April 1, 1919, Collins also was named minister of finance. He was only twenty-nine years old and lacked experience in money matters. But he did have a following in the independence movement, and he had proved himself effective in the tasks he was given, including arranging for the newly recognized Irish prime minister, De Valera, to be freed from jail.
Two months after the formal Irish declaration of independence, De Valera sailed for the United States to raise funds. He stayed away from Ireland for eighteen months. In the meantime, Collins and another independence fighter, Cathal Brugha, were left in charge of fighting the British for Irish independence.
As a first step the Irish Volunteers swore loyalty to the new Irish Parliament, called the Dáil éireann in the Gaelic language. Their name also changed. Instead of the Irish Volunteers, they became the Irish Republican Army (IRA).
In September the British outlawed the new IRA, the Sinn Féin, and the Dáil. Collins went underground (into hiding), concentrating on fighting a guerrilla war for Irish independence.
From the standpoint of English authorities, Collins had become a terrorist. From the viewpoint of those in Ireland who favored independence, he was an underground guerrilla fighter and hero. From either point of view, he was highly effective.
Collins had already successfully recruited spies from the Irish Constabulary, which patrolled the countryside, and the Dublin police, which were responsible for the country's largest cities. Spies within these organizations helped keep Collins informed of planned moves by the police anywhere in the country.
Collins also organized a special group within the IRA, called "the Squad." Its purpose was to murder British agents. As intended, the possibility of being suddenly killed served to terrorize people connected with the British government in Ireland. The police offered a 10,000-pound reward for Collins's capture. But British intelligence lacked a good photograph of Collins, so their target could freely bicycle through Dublin without being caught.
Britain also brought in a special police force to deal with the IRA. They were called "Black and Tans" after the colors of their uniforms. They soon gained a reputation for being ruthless and vicious in their pursuit of the rebels. The IRA responded in kind, and the battle for the independence of Ireland saw horrifying acts committed on both sides.
British authorities also recruited a group of undercover agents who had been active in Egypt; they were soon called the Cairo Gang. Realizing the threat that these officers posed, Collins obtained the names of the agents by October 1920. On November 21, 1920, Collins sent execution squads to various hotels and rooming houses in Dublin. Nineteen members of the Cairo Gang were killed.
The Black and Tans struck back quickly. The same afternoon the IRA attacked the Cairo Gang, the Black and Tans drove armored cars into a Dublin park where a Gaelic football game was taking place and shot fourteen people. November 21, 1920, would become known as Bloody Sunday.
The following month De Valera returned from his long fund-raising tour in the United States. Collins, who had always been an impatient man, quickly became annoyed with De Valera, who was more inclined to think things over carefully. Collins's brash style, in turn, irritated De Valera.
In May 1921 another round of Parliamentary elections was held. Again Sinn Féin swept Ireland. It became clear to the British government that popular feelings in Ireland ran toward independence. In June 1921 Prime Minister George invited De Valera, as the head of Sinn Féin, to come to London to discuss peace and the establishment of a new republic. De Valera agreed, and a truce between the two sides was set for July 11, 1921. Peace talks were scheduled for the autumn, but there was a surprise. Instead of De Valera, Collins and Arthur Griffith (a founder of Sinn Féin) were chosen to represent the new Republic of Ireland.
Talks began on October 10 and progressed slowly for nearly two months. Finally, on December 6, 1921, the British prime minister insisted: either sign an agreement or call off the talks and resume fighting. Collins and Griffith agreed, but not happily. "I have signed my death warrant," Collins remarked as he signed the treaty at 2:10 a.m.
The reason was not hard to understand: Collins had agreed to something less than full independence for Ireland. Britain had agreed only to grant Ireland a status somewhat like Canada or Australia: free to rule itself at home, but still part of the British Empire. Collins felt it was the best he could achieve under the circumstances. Some people back home felt differently.
Some historians believe that De Valera had purposely placed Collins in a difficult situation. Realizing that he could not achieve in negotiations all that was wanted—the British were not going to give in to all the Irish demands—De Valera gave a no-win task to Collins, whom he did not especially like, and who might pose a political challenge to De Valera later on.
The Free State … and civil war
When Collins returned with the treaty, De Valera rejected it and resigned as head of the new Irish government. Despite this, the Dáil approved the treaty on January 14, 1922, establishing the mostly Catholic twenty-six counties of southern Ireland as the Irish Free State, with the status of a dominion of Britain. (The six largely Protestant counties of the North remained under British rule.)
The treaty split the Irish Parliament into two camps: proand anti-treaty. In the absence of De Valera, Collins became chairman of the provisional government, which took over from the former British administration. It was Collins who formally took control over Dublin Castle, the symbolic center of British government in Ireland for more than 750 years.
In April 1922 some units of the IRA seized control of the Four Courts building in Dublin, and a week later troops loyal to the new Irish Free State attacked them. A civil war had started. Ironically, Collins, who had been one of the most militant fighters for Irish independence, was fighting his former colleagues over the issue.
Some of Collins's closest friends were killed in fighting the IRA troops in and around Dublin in the summer of 1922. Elsewhere in Ireland, troops of Collins's provisional government fought to regain control of towns that had been taken by the Republicans (IRA).
On August 22, 1922, Collins was on an inspection tour in the area of Cork, at a spot named Beal na Blath (in Gaelic, "The Mouth of Flowers") not too far from where he was born, when Republicans attacked his party.
Collins was killed immediately by a gunshot wound to the head.
For More Information
Coogan, Tim Pat. Michael Collins: The Man Who Made Ireland. Boulder, CO: Roberts Rinehart Publishers, 1996.
Dwyer, T. Ryle. Big Fellow, Long Fellow: A Joint Biography of Collins and De Valera. New York: St. Martin's Press, 1999.
Mackay, James A. Michael Collins: A Life. North Pomfret, VT: Mainstream Publishing, 1997.
O'Connor, Frank. The Big Fellow. New York: Picador USA, 1998.
Daly, Steve. "The Fighting Irish: Liam Neeson and Director Neil Jordan Waged a 12-year Battle of Their Own to Bring the Story of the Controversial Irish Revolutionary Michael Collins to the Screen—and the Rest Is History." Entertainment Weekly, October 18, 1996, p. 22.
Born: October 16, 1890
Died: August 22, 1922
West Cork, Ireland
Early life and inspiration
Michael Collins was born near Clonakilty, County Cork, Ireland, on October 16, 1890, to a successful farmer, Michael John Collins, and Mary Anne O'Brien. When the couple married, she was twenty-three years old and he was sixty. The couple would have eight children, with Michael being the youngest.
Raised in a beautiful but remote part of southwest Ireland, Collins was educated at local primary schools. At the Lisavair National School, Collins was inspired by his teacher, Denis Lyons, a member of a secret organization, the Irish Republican Brotherhood (IRB), whose aim was to gain Ireland's independence from Great Britain. Collins was also influenced by the stories of local men who had taken part in the 1798 Rebellion, a conflict that sparked a feud between the Irish Protestants and Catholics. From these stories Collins learned of Irish pride, rebellion, executions, and the general harsh treatment imposed on his country by the British.
In 1906 Collins went to London, England, to enter the civil service as a postal clerk. For ten years Collins lived in London, where he became active in various Irish organizations, including the Gaelic League, a society that promoted the use of the Irish language. Also during this time, Collins was influenced by the writings of Arthur Griffith (1872–1922), an Irish nationalist (a person devoted to the interest of a country) who founded the Irish political party Sinn Fein (We Ourselves). In 1909 Collins himself became a member of the IRB, and would later become the IRB treasurer for the South of England.
By this time Collins had grown into a leader. Well-built at about six feet in height, Collins was a good athlete who possessed great endurance. He was good looking, very friendly, and generally had a strong character, something that would win him both friends and enemies.
Collins returned to Ireland in 1916 to take part in the Easter Rising, a rebellion against British rule. After the rebellion was crushed, Collins was interned (held captive) in North Wales along with most of the other rebels from the IRB. When the internees were released in December 1916, he went to Dublin, where his sharp intelligence and dynamic energy soon secured him a leadership position in the reviving revolutionary movement.
After their victory in the general election of December 1918, the revolutionaries established an Irish Parliament (body of government), Dail Eireann, in January 1919. The Dail officially announced an Irish Republic (government elected and run by the people of Ireland) and set up an executive to take over the government of the country. British attempts to crush the Republican movement were met with guerrilla warfare (using small bands of soldiers) from the Irish Republican Army (IRA).
Collins played the most important role in this struggle. As director of intelligence (information) of the IRA, he crippled the British intelligence system in Ireland and replaced it with an effective Irish network. At the same time he performed other important military functions, headed the IRB, and, as minister of finance (executive in charge of money) in the Republican government, successfully raised and handed out large sums of money on behalf of the rebel cause. Despite constant efforts, the British were unable to capture Collins or stop his work. The "Big Fellow" became an idolized and near-legendary figure in Ireland, and he won a reputation in Britain and abroad for ruthlessness, resourcefulness, and daring.
After the truce of July 1921, Collins reluctantly agreed to Irish president Eamon de Valera's (1882–1975) request to serve on the peace-making talks headed by Arthur Griffith. During the autumn negotiations in London, the British government firmly rejected any settlement that involved recognition of the republic. Instead its representatives offered Dominion status for Ireland (self-governing, but still part of the British Commonwealth) with the right of exclusion (to be left out) for loyalist Northern Ireland. Collins decided to accept these terms, in the belief that rejection meant renewal of the war and quick defeat for Ireland, and that the proposed treaty would soon lead to unity and complete freedom for his country. Using these arguments, he and Griffith persuaded their side to sign the treaty on December 6, 1921, and Dail Eireann to approve it on January 7, 1922.
De Valera and many Republicans refused to accept the agreement, however, believing that it meant a betrayal of the republic and would mean continued domination by Britain. As the British evacuated southern Ireland, Collins and Griffith did their best to maintain order and enforce the treaty signed with the British. They found their efforts frustrated by the opposition of an armed Republican minority, however. Collins sought desperately to satisfy the forces that opposed the treaty without abandoning the treaty altogether, but he found it impossible to make a workable compromise.
In late June 1922, after the population had supported the settlement in an election, Collins agreed to use force against the opposition. This action sparked a civil war, a bitter conflict in which the forces of the infant Irish Free State eventually overcame the extreme Republicans in May 1923. Collins did not live to see the end of the war, though. He was killed in an ambush in West Cork on August 22, 1922, just ten days after the death of Arthur Griffith.
Much of Collins's success as a revolutionary leader was due mainly to his realism (being practical) and extraordinary efficiency. He also possessed an amazing vision and humanity in his character, however, which appealed to friend and foe alike. The treaty that cost him his life did not end the argument, as he had hoped, but it did make possible the peaceful gaining of full political freedom for most of Ireland.
For More Information
Coogan, Tim Pat. Michael Collins: A Biography. London: Hutchinson, 1990.
Feehan, John M. The Shooting of Michael Collins. Dublin, Ireland: Mercier Press, 1981.
Taylor, Rex. Michael Collins. London: Hutchinson, 1958.
The Irish revolutionary leader Michael Collins (1890-1922) was a founder of the Irish Free State.
Michael Collins was born near Clonakilty, County Cork, on Oct. 16, 1890. He was educated at local primary schools and went to London in 1906 to enter the civil service as a postal clerk. For 10 years Collins lived in London, where he became active in various Irish organizations, the most important of which was the Irish Republican Brotherhood (IRB), a secret society dedicated to the overthrow of British rule in Ireland.
Collins returned to Ireland in 1916 to take part in the Easter Rising and after its suppression was interned in North Wales with most of the other rebels. When the internees were released in December 1916, he went to Dublin, where his keen intelligence and dynamic energy soon secured him a position of leadership in the reviving revolutionary movement.
After their victory in the general election of December 1918, the revolutionaries established an Irish Parliament, Dail Eireann, in January 1919. The Dail proclaimed an Irish Republic and set up an executive to take over the government of the country. British attempts to suppress the republican movement were met with guerrilla warfare by the Irish Republican Army (IRA). Collins played the most important role in this struggle. As director of intelligence of the IRA, he crippled the British intelligence system in Ireland and replaced it with an effective Irish network. At the same time he performed other important military functions, headed the IRB, and, as minister of finance in the Republican government, successfully raised and disbursed large sums on behalf of the rebel cause. Despite constant efforts the British were unable to capture Collins or stop his work. The "Big Fellow" became an idolized and near-legendary figure in Ireland and won a formidable reputation in Britain and abroad for ruthlessness, resourcefulness, and daring.
After the truce of July 1921, Collins reluctantly agreed to President Eamon De Valera's request to serve on the peace-making delegation headed by Arthur Griffith. During the autumn negotiations in London, the British government firmly rejected any settlement that involved recognition of the republic. Instead its representatives offered Dominion status for Ireland, with the right of exclusion for loyalist Northern Ireland. Collins decided to accept these terms, in the belief that rejection meant renewal of the war and quick defeat for Ireland and that the proposed treaty would soon lead to unity and complete freedom for his country. Using these arguments, he and Griffith persuaded their fellow delegates to sign the treaty on Dec. 6, 1921, and Dail Eireann to approve it on Jan. 7, 1922.
De Valera and many Republicans refused to accept the agreement, however, contending that it constituted a betrayal of the republic and would mean continued subjection to Britain. As the British evacuated southern Ireland, Collins and Griffith did their best to maintain order and implement the treaty but found their efforts frustrated by the opposition of an armed Republican minority. Collins sought desperately to pacify the antitreaty forces without abandoning the treaty but found it impossible to make a workable compromise.
In late June 1922, after the population had endorsed the settlement in an election, Collins agreed to use force against the dissidents. This action precipitated civil war, a bitter conflict in which the forces of the infant Irish Free State eventually overcame the extreme Republicans in May 1923. Collins did not live to see the end of the war; he was killed in ambush in West Cork on Aug. 22, 1922, just 10 days after the death of Arthur Griffith.
Much of Collins's success as a revolutionary leader can be ascribed to his realism and extraordinary efficiency, but there was also a marked strain of idealism and humanity in his character which appealed to friend and foe alike. The treaty that cost him his life did not end partition, as he had hoped, but it did make possible the peaceful attainment of full political freedom for most of Ireland.
Frank O'Connor (pseud. of Michael O'Donovan), The Big Fellow: Michael Collins and the Irish Revolution (1937; rev. ed. 1965), offers penetrating insight into Collins's complex personality. Piaras Béaslaí, Michael Collins and the Making of a New Ireland (2 vols., 1926), is the most detailed biography. Rex Taylor, Michael Collins (1958), fills in important details of the treaty negotiations.
Coogan, Tim Pat, Michael Collins: a biography, London: Hutchinson, 1990.
Dwyer, T. Ryle, Michael Collins: "the man who won the war," Cork: Mercier Press, 1990.
Dwyer, T. Ryle, Michael Collins and the treaty: his differences with de Valera, Dublin: Mercier Press, 1981.
Feehan, John M., The shooting of Michael Collins, Dublin: Mercier Press, 1981.
Michael Collins, Dublin: Gill and Macmillan, 1980.
Ryan, Meda, The day Michael Collins was shot, Swords, Co. Dublin, Ireland: Poolbeg, 1989. □
Revolutionary leader, signatory of the Anglo-Irish Treaty, and commander in chief of Free State forces during the Civil War, Michael Collins (1890–1922) was born on his family's farm at Woodfield, Clonakilty, Co. Cork, on 16 October. He emigrated to London in 1906, where he held several clerical jobs and participated in the Gaelic League, the Gaelic Athletic Association (GAA), and, from 1909, the Irish Republican Brotherhood (IRB).
After his internment at the Frongoch prisoner-ofwar camp for his role in the Easter Rising in 1916, Collins established contacts with other internees who aided his advance in the IRB and the reorganized Sinn Féin Party. Elected MP for South Cork, he entered Dáil Éireann in January 1919. As Eamon de Valera's minister for home affairs and minister for finance, he spearheaded the successful campaign to raise loans for Dáil operations in defiance of the Crown regime. Concurrently, as director of organization and director of intelligence for the Irish Volunteers, he oversaw arms acquisitions and, critically, established an effective network of spies and a squadron of gunmen that blunted the Dublin and provincial police through intimidation and assassination. Some colleagues (notably minister for defense Cathal Brugha) distrusted the use of the IRB, of which Collins was president.
In autumn 1921, Collins and Arthur Griffith led the Irish plenipotentiaries who negotiated the Anglo-Irish Treaty. Although the treaty recognized a separate Northern Ireland state and identified the Irish Free State as a Crown dominion, Collins signed it on 6 December 1921, believing that it offered the Irish people a stepping-stone to total independence. He and Griffith carried this argument in the Dáil in January 1922 despite opposition from de Valera and others. When these opponents withdrew, Collins became chairman of the provisional government formed to implement the treaty. Attempting to avoid a rupture in Volunteer and Sinn Féin ranks, Collins cooperated with antitreaty forces in the north and agreed with de Valera to run Sinn Féin candidates as a bloc in the June 1922 general election. Under pressure from Britain and from antitreaty forces that had seized positions in Dublin and the provinces, he belatedly abandoned this strategy. Protreaty candidates won the election, and civil war erupted. As his Free State troops advanced rapidly in the south and west, Collins was ambushed and killed at Béal-na-mBláth, Co. Cork, on 22 August 1922, while making an ill-considered inspection tour.
In his brief career Collins established a controversial dual legacy. Some decry his methods, and others emphasize his willingness to compromise as fundamental to the ultimate establishment of an Irish Republic in 1949. What is clear is that his direction and discretion were indispensable to achieving the settlement of 1921 to 1922.
SEE ALSO Anglo-Irish Treaty of 1921; Boundary Commission; Civil War; de Valera, Eamon; Griffith, Arthur; Irish Republican Army (IRA); Sinn Féin Movement and Party to 1922; Struggle for Independence from 1916 to 1921; Primary Documents: The Anglo-Irish Treaty (6 December 1921)
Béaslaí, Piaras. Michael Collins and the Making of a New Ireland. 1926.
Coogan, Tim Pat. The Man Who Made Ireland: The Life and Death of Michael Collins. 1992.
Ó Broin, Leon. Michael Collins. 1980.
Timothy G. McMahon
Michael Collins ★★★ 1996 (R)
Collins (Neeson) was a revolutionary leader with the Irish Volunteers, a guerilla force (an early version of the IRA) dedicated to freeing Ireland from British rule by any means necessary. After a number of successful moves against British intelligence, Collins is unwillingly drawn into a statesman's role as negotiations for an AngloIrish Treaty begin in 1921, ultimately dividing the country in two and leading to Collins' own assassination. Controversy surrounded the film as historians, politicians, and the media took potshots at director Jordan's admittedly personal look at the complexities of Irish life and one of its equally complicated heroes. 117m/C VHS, DVD . Liam Neeson, Aidan Quinn, Alan Rickman, Stephen Rea, Julia Roberts, Ian Hart, Sean McGinley, Gerard McSorley, Stuart Graham, Brendan Gleeson, Charles Dance, Jonathan Rhys Meyers; D: Neil Jordan; W: Neil Jordan; C: Chris Menges; M: Elliot Goldenthal. L.A. Film Critics ‘96: Cinematog.; Venice Film Fest. ‘96: Golden Lion, Actor (Neeson).
Collins, Michael, remarkable English clarinetist; b. London, Jan. 27, 1962. He commenced clarinet training when he was ten, and later pursued his studies with David Hamilton at the Royal Coll. of Music in London; later was a student of Thea King. While still a student, he attracted notice as winner of the BBC-TV Young Musician of the Year prize. In 1984 he made his debut at the London Promenade concerts as soloist in Thea Musgrave’s Clarinet Concerto, and that same year he appeared for the first time at N.Y.’s Carnegie Hall. In 1985 he became the youngest prof, ever appointed to the faculty of the Royal Coll. of Music. In 1988 he became principal clarinetist of the Philharmonia Orch. in London. In addition to his appearances as a virtuoso soloist with orchs., he also played in many chamber music settings and appeared in duo recitals with Mikhail Pletnev. His extensive repertoire, ranging from the masters to contemporary composers, showcases a musician whose virtuosity is equalled by impeccable taste.
—Nicolas Slonimsky/Laura Kuhn/Dennis McIntire
COLLINS, Michael. Irish, b. 1964. Genres: Novels. Career: Writer and computer programmer. Northwestern University, Chicago, IL, head of computer lab, creative writing teacher;. Publications: The Meat Eaters, 1992, in US as The Man Who Dreamt of Lobsters, 1993; The Life and Times of a Teaboy, 1994; The Feminists Go Swimming, 1996; The Emerald Underground, 1998; The Keepers of Truth, 2001; The Resurrectionists, 2002. Address: c/o Author Mail, Simon & Schuster, 1230 Avenue of the Americas, New York, NY 10020, U.S.A.
American astronaut who orbited the Moon aboard the Apollo 11 command module Columbia during the first manned lunar landing in July 1969. Collins's skill at rendezvous and docking, developed on the Gemini 10 mission in 1966, made it possible for moon-walkers Neil Armstrong and Buzz Aldrin to return safely to Earth. He went on to direct the National Air and Space Museum and to write a widely praised memoir, Carrying the Fire (1973). | <urn:uuid:9675fe8a-1a8b-43f7-ae09-1719eef952b4> | CC-MAIN-2024-10 | https://www.encyclopedia.com/people/history/british-and-irish-history-biographies/michael-collins | 2024-03-04T15:25:59Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.978611 | 8,462 | 3.328125 | 3 |
Growth Hormone Deficiency Treatment in Rutherford, NJ
If your child's growth, tooth development puberty have been substantially delayed these may be signs of growth hormone deficiency. So can anxiety, hair loss, decreased sex drive, fatigue, or weight gain in adults.
Growth hormone deficiency occurs when the pituitary gland doesn't produce sufficient somatotropin, an important growth hormone. This deficiency causes different symptoms in children and adults. Researchers are finding that growth hormone deficiencies may contribute to shortened patient lifespans.1
What are the symptoms of growth hormone deficiency?
Growth hormone deficiency symptoms present differently in children and adults. Some people with growth hormone deficiency present no symptoms.
The symptoms of growth hormone deficiency in children affect their physical development. Often, their height and weight will be well below their peers. Other symptoms include:
- younger facial features than children their age
- delayed or absent puberty
- increased face and stomach fat
- slow tooth development
- slow hair growth
Some children are simply "late bloomers" and don't have a hormone imbalance that poses a medical concern. If you're concerned, talk to your healthcare provider about growth hormone deficiency testing.
Most adults with growth hormone deficiency experience a combination of these symptoms:
- male baldness
- decreased sexual interest and performance
- reduced muscle mass and strength
- dry or thinning skin
- elevated triglycerides
- chronic fatigue
- heart problems
- high cholesterol
- insulin resistance
- exercise intolerance
- reduced bone density and osteoporosis
- heat or cold sensitivity
- weight gain, especially around the waist
What causes growth hormone deficiency?
Growth hormone production occurs in your pituitary gland, and deficiencies result when the gland doesn't produce enough of the hormone. Congenital (genetic) growth hormone deficiency is extremely rare. If the condition occurs during childhood or adulthood, it's called acquired growth hormone deficiency. Causes in children can include:
- severe head injury
- head tumor
- medical history of pituitary tumors
- certain infections
- brain surgery
- hormonal imbalances related to the hypothalamus
- weak blood supply to the pituitary gland
- radiation therapy near your brain
Researchers believe children with certain genetic mutations may be at greater risk of developing growth hormone deficiencies.
How is growth hormone deficiency diagnosed?
After a physical examination you'll discuss symptoms and medical history with your healthcare provider. Blood and imaging tests to help diagnose or rule out a hormone deficiency are typically recommended.
Your healthcare provider will draw a small sample of blood and send it to a lab for close analysis. These tests are identical for children and adults. They include:
- GHRH-arginine test
- binding protein levels: to show whether the problem is caused by the pituitary gland
- amount of growth hormones in the blood sample
- amounts of other hormones produced by the pituitary gland
- growth hormone stimulation
- insulin tolerance
Your medical provider may also recommend imaging tests. These include:
- MRI to expose abnormalities in the hypothalamus
- dual-energy x-ray (DXA) to measure bone density
- hand x-ray to reveal abnormalities in the bones' size or shape
- head x-ray to show problems with the skull's size or shape
As with any medical procedure, results of growth hormone deficiency treatment will vary from patient to patient depending on age, genetics, general health, condition severity, follow-up care, and environmental factors. Consult your healthcare provider before embarking on your treatment journey.
The following pharmaceutical, regenerative, nutritional, and herbal treatments may present contraindications with one another, and/or with other medical conditions. Always consult your health care professional before deciding which treatment to try first.
Hormone balancing therapy is one way to treat growth hormone deficiency. Getting lots of sleep, eating a healthy diet, exercising regularly, avoiding tobacco, and limiting alcohol intake is crucial for successful treatment.
The hormone, called somatotropin, can be self-injected or administered by a family member. Amount and frequency will vary depending on medical history and severity of condition.
During your treatment, you'll be monitored carefully for side effects and condition changes. You can expect regular blood tests to monitor cholesterol, blood glucose, and bone density levels for optimal health.
Children require special steps. They can experience sudden growth spurts during treatment - 4 inches or more during the first year is typical. Over the next two years, they may grow another 2-3 inches before reaching normal levels.
Bioidentical Hormone Replacement Therapy (BHRT)
Adults with growth hormone deficiency have the option of getting bioidentical hormone injections. Bioidentical growth hormones are derived from natural plant estrogens that are molecularly identical to those the human body produces.
Throughout your treatment, your healthcare provider will monitor your hormone levels and adjust them as needed.1 During times of extreme stress, certain illnesses, and before surgical procedures, your hormone medication dosage will need fine tuning.
What are the side effects of hormone therapy?
Like any medical treatment, hormone therapy may cause side effects. These commonly include:
- swelling, bleeding, or bruising at the injection site
- joint and muscle aches
- hip pain
These side effects usually mean you or your child are taking an incorrect hormone dosage. If this occurs, your medical provider will adjust your dosage. Common side effects of BHRT include acne, bloating, weight gain, and mood swings.
Not all patients are good candidates for growth hormone therapy, such as those with tumors, cancer, multiple traumas, and breathing problems. Rarely, hormone therapy can increase your risk of developing diabetes, especially people with a family history of diabetes.
Adaptogen herbs help the body maintain homeostasis by normalizing cortisol levels. Ayurvedic medicine has prescribed them for centuries, and today's researchers are continually working to explain their function and confirm their efficacy in clinical trials.
The most thoroughly studied and clinically validated adaptogen herb is ashwagandha. According to research published in Alzheimer's Research and Therapy, "Ayurvedic medicinal plants have been the single most productive source of leads for the development of drugs." 2
This member of the Solanaceae (nightshade) family can also help improve bone growth and mass due to its unique withanolide structure that demonstrates these medicinal properties:
- thyroid-modulating (balanced the thyroid hormone)
- neuroprotective (helps regulate neurotransmitters)
Some parts of the plant contain more of withanolides than others. Leaf extracts usually contain higher levels of withaferin A than root extracts, for example. Knowing the source of your ashwagandha extract is important, that's why working with a healthcare provider will yield more efficacious results.
In appropriate doses, ashwagandha is safe, but does pose possible side effects like upset stomach, vomiting and diarrhea. If you notice any of these side effects, stop taking the herb right away.
Other adaptogenic herbs with medicinal properties include:
- astragalus root: stimulates growth hormone in the pituitary gland3
- ginseng: reduces concentrations of inactive, thyroid hormone-inhibiting rT3
- basil: antioxidant, anti-inflammatory, antibacterial, anti-stressor
- rhodiola: has demonstrated anti-stress, anti-fatigue function
Nutritional and lifestyle therapy
- arginine: an amino acid that stimulates the production of certain hormones, commonly found in supplements and in foods like eggs, yogurt, beef, liver and other organ meats, walnuts, and almonds
- probiotics: stimulate your gut flora for a metabolic response, can be taken by supplement and is found in foods like raw cheese and yogurt, and in fermented foods
- copper: a deficiency can intensity symptoms, so eating copper-rich foods like nuts, seeds, seafood, beans, liver, and oysters may help maintain hormone balance
- glycine: an amino acid that may increase your hormone levels, but evidence is mixed when tested in patients with an existing growth hormone deficiency4
- melatonin: a hormone that may increase the quality and duration of your sleep enhancing growth hormone production
- exercise: daily physical activity may temporarily spike growth hormone levels, but losing weight and decreasing body fat may help balance levels long-term
- reducing sugar intake: increasing your insulin levels may lower your growth hormone production, so reducing your levels may help optimize your hormone production
- GABA: a non-protein amino acid that acts as a calming agent and may raise growth hormone levels; however, studies have shown that these gains are typically short-lived5
Getting enough restorative sleep can help normalize growth hormone levels and alleviate depression. If you or your child is experiencing stress, depression, or other emotional difficulties due to self-esteem or anxiety issues, speaking with a mental health counselor or therapist is a great idea. Ask your medical provider or look online for a reputable counselor. Support groups can help you or your child manage your feelings in a healthy way during these difficult periods.
Reserve Your Appointment Now
Growth hormone deficiency can severely impact your health and happiness. There are many treatments that may help reduce or eliminate your symptoms so you and your child can get back to enjoying doing everything you want and need to do.
1. Gupta, Vishal. “Adult Growth Hormone Deficiency.” Indian Journal of Endocrinology and Metabolism, vol. 15, no. 7, 2011, pp. 197–202., doi:10.4103/2230-8210.84865.
2. Rammohan V Rao, Olivier Descamps, Varghese John, Dale E Bredesen. Ayurvedic medicinal plants for Alzheimer's disease: a review. Alzheimers Res Ther. 2012; 4(3)
3. Kim C1, Ha H, Kim JS, Kim YT, Kwon SC, Park SW. Induction of growth hormone by the roots of Astragalus membranaceus in pituitary cell culture. Arch Pharm Res. 2003 Jan;26(1):34-9.
4. Arwert, L.i., et al. “Effects of An Oral Mixture Containing Glycine, Glutamine and Niacin on Memory, GH and IGF-I Secretion in Middle-Aged and Elderly Subjects.” Nutritional Neuroscience, vol. 6, no. 5, 2003, pp. 269–275., doi:10.1080/10284150310001612195.
5. Powers, Michael E., et al. “Growth Hormone Isoform Responses to GABA Ingestion at Rest and after Exercise.” Medicine & Science in Sports & Exercise, vol. 40, no. 1, 2008, pp. 104–110.
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Clifton, NJ 07013 | <urn:uuid:da27a776-ef2b-4a47-95d2-eb1ccf93698b> | CC-MAIN-2024-10 | https://www.endocrinology-centers.com/rutherford/nj/growth-hormone-deficiency-treatment.html | 2024-03-04T15:04:46Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.902372 | 2,295 | 2.953125 | 3 |
What Does It Mean When a Loan Goes To Underwriting?
Do you have any idea of what entails the underwriting process? Did you know that your finances go through a process called underwriting before you can officially be approved for a mortgage?
The underwriting process generally leads to a decision that determines whether or not a loan will be approved. It is during this stage when your lender evaluates the situation at hand and is left to determine if you qualify for the loan. Several factors are used by the lender to get a final decision on a mortgage loan. Each of these factors is carefully analyzed during the underwriting process with the use of specialized software programs.
Here is a summary of how the underwriting process goes:
- Mortgage underwriters get to examine your application and documents to either approve or decline your request.
- Computers are capable of approving mortgages, but human underwriters are always there to verify whether or not your documents are in line with the information provided on your application.
- A proof of your income and assets is always requested by underwriters and they may have further requests along the line.
Other things an underwriter should do
- Credit history check: An underwriter would look at your credit score and create a credit report from it. With the help of your overall credit score, they search for things like late payment, bankruptcies, overuse of credit and others.
- Call for an Appraisal: An underwriter will hire an appraisal to determine if the amount the lender offers for the property actually matches the real price of the home.
- A Check on your Income and Employment: As a buyer, before you get approved for a mortgage, you’ll be asked by an underwriter to prove your current income and employment situation.
- Check out your Debt-to-Income Ratio (DTI): This study will help tell lenders how much money you spend versus how much income you make. The DTI can be calculated by simply summing up your monthly minimum debt payments and dividing it by your monthly pretax income. Your debts are examined by an underwriter and compare them to your income to be sure you end up with more than enough cash flow to handle your monthly mortgage payments, taxes, and insurance.
- Study your Down Payments and Savings: The underwriter also has the job to study your savings account to make sure you are left with enough savings to carry on your income or to use as a down payment at closing.
Throughout the underwriting process, it is advisable to always provide prompt response to every request of your lender. Doing so will greatly improve your chances of being approved and will move the underwriting process along smoothly and in a timely manner. If you are so determined to complete the underwriting process fast and be approved for your loan, it is best for you to maintain a financial stability status. A few tips are listed below on how to go about that:
- Never try to do something that might lead to decreasing your credit score. A most common in this case is trying to apply for new credit lines during underwriting.
- Respond to inquiries as fast as possible and be upfront and honest about your finances.
- Have a steady job during this period. It is important to demonstrate employment stability.
- Save as much money as you can. You need enough cash to handle the closing costs, and payments and other expenses during the home purchase.
- Keep with up with monthly payment and always be on time. Pay off any debts and do not do anything that may lead to increasing your debts.
- Do not deducts funds from your savings account during the underwriting process.
The easiest way to avoid errors during the underwriting process is to disclose all your financial history to your lender before your initial loan preapproval. Always let the lender go through your credit history after reviewing it yourself, you need to be sure it’s error free. File your tax returns, pay bills on time and do not spend savings or add your debt load within the underwriting timeframe. | <urn:uuid:70f7f46d-b800-40d2-8a4b-7b44c4fad817> | CC-MAIN-2024-10 | https://www.fernandocazares.fmshome.com/what-does-it-mean-when-a-loan-goes-to-underwriting/ | 2024-03-04T15:47:09Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.963386 | 823 | 2.640625 | 3 |
Australia’s national science agency, CSIRO, has contributed to a new, international study that has found consuming less carbs can potentially put type 2 diabetes into remission.
Published today in the British Medical Journal (BMJ), scientists found that after six months, patients who followed a low carb diet containing less than 26 per cent of daily calories from carbohydrates achieved greater rates of type 2 diabetes remission than those who followed other diets traditionally recommended for managing the disease.
Professor Grant Brinkworth, contributing author to the study and CSIRO Research Scientist, said the findings showed those who better adhered to the low carb dietary approach had the greatest health improvements.
“Building on existing research, this study underscores that a low carb diet can achieve greater weight loss and is more effective in reducing diabetes medication and improving blood glucose control,” Brinkworth said.
“However, this study has gone one step further in showing the low carb dietary approach to be effective in driving type 2 diabetes into remission.
Read More: Cheer is new name for Coon Cheese
“We know that lifestyle factors such as what we eat play a major part in determining our risk to type 2 diabetes. The good news is these lifestyle choices are within our control to change.”
Diabetes has become one of the greatest global health challenges of the 21st century.
Worldwide it is estimated that one in 11 adults have diabetes and that it is responsible for approximately 11 per cent of deaths annually.
Type 2 diabetes is the most common form of the disease, with 90-95 per cent of all cases.
Study co-lead Dr Joshua Goldenberg, National University of Natural Medicine, Helfgott Research Institute in Oregon, said the study was the first systematic review to examine the safety and efficacy of low carb diets in adults and to assess remission rates of type 2 diabetes.
“We used the most robust scientific methods to examine the combined effects of 23 published clinical trials from across the world, involving 1357 participants, including additional data from five of those clinical trials on markers of blood sugar status,” Goldenberg said.
“By examining the totality of evidence on the effects of low carb diets against clinical targets, this study will help clinicians and patients to better understand how this dietary approach can be used to treat type 2 diabetes, which remains a significant and worsening problem worldwide, despite numerous pharmaceutical developments.
“The results of this study suggest low carb diets could be considered an effective alternative, while monitoring and adjusting diabetes medication as needed.”
Professor Brinkworth said the findings underlined the need for diet support tools.
“These results show low carb diets can be a really effective dietary approach for type 2 diabetes management, however, the challenge is to provide patients with easy-to-use support tools and convenient product solutions to help them adhere to it long-term to gain these greater health improvements,” Professor Brinkworth said.
“In the future, having clearer a definition of type 2 diabetes remission and more rigorous studies examining the long-term safety and satisfaction of low carb diets will also help to confirm the strength of this therapeutic approach.” | <urn:uuid:546fb522-3a45-4110-b0ed-76dd08ef8cb7> | CC-MAIN-2024-10 | https://www.foodmag.com.au/csiro-study-that-shows-low-carb-diet-puts-diabetes-into-remission/ | 2024-03-04T14:53:03Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.938672 | 648 | 3 | 3 |
As the Earth is heated by the Sun, some regions become warmer than others. The air in the warm regions rises. Air from cooler regions rushes in to replace it. This creates air currents – what we know as wind.
Winds affect every part of the Earth. There are over 130 wind farms in the UK and many more are under construction.
Wind turbines can be put in any area where there is a lot of wind.
The wind blows turbine blades, which then turn. This turning motion is transferred to a generator to produce electricity.
- Wind power is a renewable source of energy, which means that it will not run out.
- As one of the windiest countries in Europe, it is perfect for our climate.
- The land between the turbines can be used for farming.
- Wind turbines can be used to supply energy in remote places.
- There is no need to dig underground or drill for the resource; therefore there is less pollution of the soil.
You can hear Curious Kate on:
Curious Kate is supported by British Gas Generation Green.
Add a commentCurious Kate
Ever wondered how your fridge keeps your food cold? Have you ever sat back and asked yourself, what exactly is electricity? Then make sure you check out this series!
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What is it about?
Our study suggests we need to improve delivery of diabetes care, especially for adults with lower socioeconomic status and people without health insurance. Our study suggests that providing affordable health care coverage can help ensure people with diabetes get recommended care.
Photo by Towfiqu barbhuiya on Unsplash
Why is it important?
Delivery of comprehensive diabetes care is key to prevent complications and reduce societal costs of diabetes.
Read the Original
This page is a summary of: Trends in Receipt of American Diabetes Association Guideline-Recommended Care Among U.S. Adults With Diabetes: NHANES 2005–2018, Diabetes Care, April 2021, American Diabetes Association,
You can read the full text:
The following have contributed to this page | <urn:uuid:1b0b2978-9afe-4ac7-986a-6de6d56d2fc6> | CC-MAIN-2024-10 | https://www.growkudos.com/publications/10.2337%25252Fdc20-2541/reader?utm_source=publication-page-you-might-also-like | 2024-03-04T16:06:30Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.900163 | 155 | 2.515625 | 3 |
Academic writing: motivation and creativity
We naturally tend to pay attention to what goes wrong, what is missing, what is not yet perfect. This critical attitude has been cultivated in science in particular.
But positive emotions have a beneficial influence on a thought process and can increase creativity. In that way, motivation and creativity are linked, and both are needed for writing.
So how do you start
- Theory of creative thinking
- Four roles in the creative process of writing
- Keeping a writing journal
- Use a visual planning and other creative methods
This workshop targets PhD candidates and Postdocs.
Length: Half day
8 – 12 participants
We advise you to combine this workshop with our book: Academic Writing Support, Building an Effective Writing Routine | <urn:uuid:a73f717f-d18a-4400-bcf4-d2e0967bc7e9> | CC-MAIN-2024-10 | https://www.hakunamatata.nl/index.php?option=com_content&view=article&id=204&Itemid=549 | 2024-03-04T14:18:29Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.933788 | 154 | 2.625 | 3 |
Image: iStock |
If you suffer from anxiety, the constant, nagging feelings of worry can be troubling and hard to control. These feelings are usually intense and out of proportion to the actual troubles and dangers in your everyday life. They can make it hard to function at home, at work, or in social situations.
Anxiety can be treated with medication, but several mind-body approaches may also be effective.
Hypnosis is sometimes used along with cognitive behavioral therapy to treat anxiety. It can help people focus their attention, rethink problems, relax, and respond to helpful suggestions. Hypnosis relies mainly on your ability to concentrate and on the trust you have in the therapist. If you are interested in hypnosis, discuss it first with your psychiatrist or psychologist. She or he can help you find a qualified practitioner.
Biofeedback measures specific body functions, such as heartbeat or breathing, and feeds this information back to you in the form of sounds or lights. This can help you become aware of your body's responses and learn to control them using relaxation and cognitive techniques. You can practice different relaxation techniques while attached to biofeedback equipment and get immediate sensory input about which techniques produce the desired results, such as slowing the heart rate or relaxing tense muscles. The hope is that this extra feedback helps people find — and refine — techniques that can calm the body and reduce anxiety.
Other relaxation techniques that may ease anxiety include deep (diaphragmatic) breathing, visualization, and body scanning.
To practice this technique, begin by finding a comfortable, quiet place to sit or lie down. Start by observing your breath. First, take a normal breath. Now try taking a slow, deep breath. The air coming in through your nose should feel as though it moves downward into your lower belly. Let your abdomen expand fully. Now breathe out through your mouth (or your nose, if that feels more natural). Alternate normal and deep breaths several times. Pay attention to how you feel when you inhale and exhale normally and when you breathe deeply. Shallow breathing often feels tense and constricted, while deep breathing produces relaxation.
Continue this for several minutes. Put one hand on your abdomen, just below your belly button. Feel your hand rise about an inch each time you inhale and fall about an inch each time you exhale. Your chest will rise slightly, too, in concert with your abdomen. Remember to relax your belly so that each inhalation expands it fully.
Try to practice this breathing technique for 15 to 20 minutes every day. You might also try shorter bouts lasting a few minutes when anxiety begins to build, to see if this feels calming.
To learn more about how to keep anxiety and phobias from interfering in your life, buy Coping with Anxiety and Stress Disorders, a Special Health Report from Harvard Medical School.
As a service to our readers, Harvard Health Publishing provides access to our library of archived content. Please note the date of last review or update on all articles.
No content on this site, regardless of date, should ever be used as a substitute for direct medical advice from your doctor or other qualified clinician. | <urn:uuid:10056b7b-0a07-4e18-8200-4598f962893f> | CC-MAIN-2024-10 | https://www.health.harvard.edu/mind-and-mood/treating-anxiety-without-medication | 2024-03-04T14:37:16Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.937955 | 642 | 2.78125 | 3 |
Skin Exam And Physical
If youve been diagnosed with melanoma, youve already had a skin biopsy. This biopsy was taken when you had part of the suspicious spot removed. After it was removed, a doctor looked at the spot under a microscope to find out if it contained cancer cells. This is currently the only way to tell if someone has skin cancer.
After getting the diagnosis, the next step is to get a complete skin exam and physical.
During the physical, your dermatologist will feel your lymph nodes. This is where melanoma usually goes when it begins to spread. It usually travels to the lymph nodes closest to the melanoma.
If there is a risk the cancer could have spread, your dermatologist may recommend that you have a lymph node biopsy. If a sentinel lymph node biopsy is recommended, it can be performed at the time of your surgery for melanoma.
After the skin exam and physical, your dermatologist may recommend testing, such as a CAT scan, MRI, or a blood test. These can also help detect spread.
Mistaken For A Bruise
Many people first mistake subungual melanoma as a bruise.3,4 However, unlike a bruise, the streaks from subungual melanoma do not heal or grow out with the nail over time.4 It can also be confused with normal pigmentation of the nail bed or a fungal infection.2 While you can have a streak or bruising under the nail that isnt melanoma, you should ask a dermatologist to check your nails if you notice any changes.
The Stage Of Melanoma Depends On The Thickness Of The Tumor Whether Cancer Has Spread To Lymph Nodes Or Other Parts Of The Body And Other Factors
To find out the stage of melanoma, the tumor is completely removed and nearby lymph nodes are checked for signs of cancer. The stage of the cancer is used to determine which treatment is best. Check with your doctor to find out which stage of cancer you have.
The stage of melanoma depends on the following:
- The thickness of the tumor. The thickness of the tumor is measured from the surface of the skin to the deepest part of the tumor.
- Whether there are:
- Satellite tumors: Small groups of tumor cells that have spread within 2 centimeters of the primary tumor.
- Microsatellite tumors: Small groups of tumor cells that have spread to an area right beside or below the primary tumor.
- In-transit metastases: Tumors that have spread to lymph vessels in the skin more than 2 centimeters away from the primary tumor, but not to the lymph nodes.
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What Causes Cancer To Form On Your Scalp
The main cause of all types of skin cancer is sun exposure. Your scalp is one of your body parts exposed most to the sun, especially if you are bald or have thin hair. That means its one of the more common spots for skin cancer.
Other potential causes of skin cancer on your scalp include using a tanning bed and having had radiation treatment on your head or neck area.
The best way to prevent skin cancer on your scalp is to protect your scalp when you go into the sun:
- Wear a hat or other head covering whenever possible.
- Spray sunscreen on your scalp.
Other ways to help prevent skin cancer on your scalp are:
- Avoid using tanning beds.
- Limit your time in the sun.
- Check your scalp regularly to spot any potential cancerous spots early. This can help stop precancerous lesions from turning into cancer or stop skin cancer from spreading. You can use a mirror to look at the back and top of your scalp more thoroughly.
Natural Products Can Cause Side Effects During Skin Cancer Treatment
Black salve isnt the only natural treatment that concerns dermatologists. Vitamins, herbal remedies, and other all-natural products can interact with cancer treatment. Vitamin A, vitamin C, and St. Johns wort are especially worrisome. If a patient takes one of these while on chemotherapy or receiving radiation treatments, serious side effects can occur.
In Germany, many people take mistletoe to strengthen their immune system. If you have melanoma, your doctor will advise you to avoid it. German studies have found that mistletoe may cause melanoma to spread more quickly.
Dermatologists also worry when patients take vitamins and other supplements during clinical trials. Patients agree to take only the medicine being studied. Surveys, however, indicate that patients often supplement with natural products. They use these products to help strengthen their body during cancer treatment.
This is understandable. The problem is that vitamins, herbs, and other natural products can interact with cancer treatments. In a clinical trial, there is no way to know whether the drug or the interaction between the drug and an all-natural product caused a serious side effect. This could prevent potentially helpful treatments from becoming approved.
Read Also: How Does Immunotherapy Work For Melanoma
How Is Cancer On The Scalp Treated
Potential treatments for skin cancer on your scalp include:
- Surgery. Your doctor will remove the cancerous growth and some of the skin around it, to make sure that they removed all the cancer cells. This is usually the first treatment for melanoma. After surgery, you may also need reconstructive surgery, such as a skin graft.
- Mohs surgery. This type of surgery is used for large, recurring, or hard-to-treat skin cancer. Its used to save as much skin as possible. In Mohs surgery, your doctor will remove the growth layer by layer, examining each one under a microscope, until there are no cancer cells left.
- Radiation. This may be used as a first treatment or after surgery, to kill remaining cancer cells.
- Chemotherapy. If your skin cancer is only on the top layer of skin, you might be able to use a chemotherapy lotion to treat it. If your cancer has spread, you might need traditional chemotherapy.
- Freezing. Used for cancer that doesnt go deep into your skin.
- . Youll take medications that will make cancer cells sensitive to light. Then your doctor will use lasers to kill the cells.
The outlook for skin cancer on your scalp depends on the specific type of skin cancer:
How To Treat Skin Cancer
Medically reviewed by
Last Updated: July 8, 2021References
This article was medically reviewed by . Dr. Litza is a board certified Family Medicine Physician in Wisconsin. She is a practicing Physician and taught as a Clinical Professor for 13 years, after receiving her MD from the University of Wisconsin-Madison School of Medicine and Public Health in 1998.There are 9 references cited in this article, which can be found at the bottom of the page. This article has been viewed 34,877 times.
Skin cancer is best defined as the abnormal growth of skin cells, often due to too much sun exposure, but there are other factors to consider also.XTrustworthy SourceMayo ClinicEducational website from one of the world’s leading hospitalsGo to source There are three main types of skin cancer, which are named based on which layer of skin is affected: basal cell carcinoma, squamous cell carcinoma, and melanoma. Melanoma is the rarest form, but also the most deadly type because it’s most likely to spread to other parts of the body. Checking your skin for unusual changes on a regular basis can help detect cancer in its early stages, which gives you the best chance of successful treatment.
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What Is Melanoma Cancer
Melanoma is a serious type of skin cancer. Most melanoma is treated surgically, and in many cases this surgery is curative. Through numerous clinical trials, the surgery that is required to treat melanoma has become less invasive. A number of these less radical procedures were pioneered at the Saint Johns Cancer Institute Melanoma Program.
100,350people in the U.S. will be diagnosed with melanoma in 2020 and the American Cancer Society estimates that number will continue to increase year after year.
Sentinel Lymph Node Biopsy
A;sentinel lymph node biopsy is a procedure to test for the spread of cancer.
It may be offered to people with stage 1B to 2C melanoma. It’s done at the same time as surgical excision.
You’ll decide with your doctor whether to have a sentinel lymph node biopsy.
If you decide to have the procedure;and the results show no spread to nearby lymph nodes, it’s unlikely you’ll have further problems with this melanoma.
If the results confirm melanoma has spread to nearby nodes, your specialist will discuss with you whether further surgery is required.
Additional surgery involves removing the remaining nodes, which is known as a lymph node dissection or completion lymphadenectomy.
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What Is Melanoma Skin Cancer
Melanoma is a type of skin cancer caused by damage to the DNA of melanocyte cells, which are found in the outer layer of your skin. Melanoma occurs when damaged melanocytes begin to reproduce uncontrollably, forming malignant tumors.
Melanoma can be cured if it is diagnosed and treated in its earliest stages, before the disease has spread. If melanoma is not addressed quickly, however, it may spread to other areas of the body, including vital organ systems.
When melanoma spreads it may become difficult or impossible to cure. In these cases, melanoma can be fatal.
Melanoma rates in the United States doubled from 1982 to 2011.
What Is Scalp Melanoma
Melanoma is a serious and potentially deadly form of skin cancer. It is more likely to spread locally as well as metastasize , and it accounts for more skin cancer-related deaths than basal and squamous cell carcinomas combined. Melanoma takes its name from melanocytes, the skins pigment-producing cells, where this condition originates. All types of melanoma are more likely to spread to lymph nodes and other tissues, but on the scalp, there are numerous blood vessels and other tissues that can quickly be impacted by melanoma cells.
According to Dr. Walker, The good news is that scalp melanoma is one of the rarest forms of this cancer, accounting for less than 5% of melanoma cases. The bad news is that scalp melanoma tends to be a more severe prognosis than other forms of melanoma. However, research indicates that this is largely because of how late in development its typically diagnosed. Simply put, people are more likely to overlook this condition until its very advanced, making it more difficult to treat.
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Skin Cancer Natural Treatment Options
Skin cancer is the most commonly diagnosed cancer among men and women. Over one million cases are diagnosed each year, with more young people having skin cancer than ever before. When you have any irregularity on the skin pulling attention to it, then you have two immediate choices.
One, you can begin to abuse yourself, with western oncology, which will start tests that can lead to provoking cancer even if there is not cancer already present. Biopsies and all tests that employ radiation are not perfectly safe. Certainly their medications and treatments are dangerous and not highly effective though in most cases skin cancer is easily treated with simple precedures.
Your second option is to cut to the chase, meaning assume the worst and starting that same day to treat oneself with a list of natural agents that are safe and effective in returning skin to its former healthy self you can begin to apply what might just save the day before one can even turn around and take some dangerous allopathic tests.
Though it is true that most skin cancers are detected and cured before they spread it is better to do this first on your own with natural oncology methods, outlined below, than western medicine; that surgically excises small tumors by removal with skin scraping and electric current cauterization, frozen with liquid nitrogen, or killed with low-dose radiation.
What Are The Signs Of Melanoma In Children
Signs of melanoma in children include changes in a moles size, shape, color and/or feel. Look for a mole that:
- Changes, grows quickly or doesnt go away
- Is oddly-shaped or large
- Feels bumpy and sticks out from the skin around it
- Is whitish, yellowish or pink
- Is more than one color
- Itches or bleeds
Melanoma looks different and may grow faster in children than it does in adults.;It often does NOT meet the guidelines commonly referred to as ABCD used to detect melanoma in adults.
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Nonmelanoma Skin Cancer Treatments
Sometimes all of nonmelanoma skin cancer is removed during the biopsy. In such cases, no further treatment is needed. If you do need more treatment, your doctor will describe your options.
Six types of nonmelanoma skin cancer treatments are often used, alone or in combination. They are:
Melanoma treatment includes nearly all of the same options with the exception of photodynamic therapy.
Treating Stage Ii Melanoma
Wide excision is the standard treatment for stage II melanoma. The width of the margin depends on the thickness and location of the melanoma.
Because the melanoma may have spread to nearby lymph nodes, many doctors recommend a sentinel lymph node biopsy as well. This is an option that you and your doctor should discuss.
If an SLNB is done and does not find cancer cells in the lymph nodes, then no further treatment is needed, although close follow-up is still important.
If the SLNB finds that the sentinel node contains cancer cells, then a lymph node dissection will probably be done at a later date. Another option might be to watch the lymph nodes closely by getting an ultrasound of the nodes every few months.
If the SLNB found cancer, adjuvant treatment with an immune checkpoint inhibitor or targeted therapy drugs might be recommended to try to lower the chance the melanoma will come back. Other drugs or perhaps vaccines might also be options as part of a clinical trial.
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How Do Dermatologists Diagnose Melanoma
When you see a board-certified dermatologist, your dermatologist will:
Examine your skin carefully
Ask questions about your health, medications, and symptoms
Want to know if melanoma runs in your family
If any spot on your skin looks like skin cancer, your dermatologist will first numb the area and then remove all of it. This can be done during an office visit and is called a skin biopsy. This is a simple procedure, which a dermatologist can quickly, safely, and easily perform.
Having a skin biopsy is the only way to know for sure whether you have skin cancer.
The tissue that your dermatologist removes will be sent to a lab, where a doctor, such as a dermatopathologist, will examine it under a high-powered microscope. The doctor is looking for cancer cells.
What this doctor sees while looking at your tissue will be explained in the pathology report, including whether cancer cells were seen. If melanoma cells are seen, the report will include many important details, including:
The type of melanoma
How deeply the melanoma tumor has grown into the skin
How quickly the melanoma cells are growing and dividing
If its possible to tell the stage of the melanoma, the report will include this information.
Stages of melanoma
Heres an explanation of what each stage of melanoma means:
Stages of melanoma
The melanoma has spread to either: One or more nearby lymph node Nearby skin
Once the stage is known, the next step is treatment.
Stay On Top Of Your Freckles
GentleCure is committed to helping patients make an informed decision about the treatment of non-melanoma skin cancer. If you or a loved one is facing a skin cancer diagnosis, explore our FAQs to get acquainted with IG-SRT, the non-invasive non-melanoma skin cancer treatment. You can also call our Skin Cancer Information Specialists at 312-456-7890 to learn more about this alternative to Mohs surgery.
Non-Melanoma Skin Cancer impacts the lives of 4 million Americans each year. GentleCure is committed to raising awareness of IG-SRT and is a trademark owned by SkinCure Oncology, LLC.
The information on this website is provided without any representations or warranties. You should not rely on this website as an alternative to medical advice from your doctor or healthcare provider. The information on this site, as well as any information provided by the skin cancer information specialists on our educational hotline, is intended to help you make a better-informed treatment decision in conjunction with trained and licensed medical professionals.
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Signs Of Melanoma Include A Change In The Way A Mole Or Pigmented Area Looks
- A mole that:
- changes in size, shape, or color.
- has irregular edges or borders.
- is more than one color.
- is asymmetrical .
- oozes, bleeds, or is ulcerated .
For pictures and descriptions of common moles and melanoma, see Common Moles, Dysplastic Nevi, and Risk of Melanoma.
Treatment Of Stage Iii Melanoma That Can Be Removed By Surgery
For information about the treatments listed below, see the Treatment Option Overview section.
Treatment of stage III melanoma that can be removed by surgery may include the following:
- Surgery to remove the tumor and some of the normal tissue around it. Skin grafting may be done to cover the wound caused by surgery. Sometimes lymph node mapping and sentinel lymph node biopsy are done to check for cancer in the lymph nodes at the same time as the surgery to remove the tumor. If cancer is found in the sentinel lymph node, more lymph nodes may be removed.
- Surgery followed by immunotherapy with immune checkpoint inhibitors if there is a high risk that the cancer will come back.
- Surgery followed by targeted therapy with signal transduction inhibitors if there is a high risk that the cancer will come back.
- A clinical trial of immunotherapy with or without vaccine therapy.
- A clinical trial of surgery followed by therapies that target specific gene changes.
Use our clinical trial search to find NCI-supported cancer clinical trials that are accepting patients. You can search for trials based on the type of cancer, the age of the patient, and where the trials are being done. General information about clinical trials is also available.
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Gout (also known as gouty arthritis) is a condition caused by a buildup of the salts of uric acid (a normal byproduct of the diet) in the joints. A single big toe joint is the most commonly affected area, possibly because it is subject to so much pressure in walking. Attacks of gouty arthritis are extremely painful. Men are more likely to be afflicted than women. Diets heavy in red meat, rich sauces, shellfish, and brandy have been linked to gout. However, other protein compounds in foods, such as lentils and beans, may play a role.
The main symptom of gout is waking up in the middle of the night with an acute throbbing pain in the big toe, which is swollen. The pain lasts for around three or four hours and then subsides. However, pain in the same toe usually returns within a few months.
Gout can be controlled by with prescription medications and diet. Note: Please consult with your physician before taking any medications. The application of ice or cooling lotions helps alleviate pain and swelling during an acute phase. In some cases, specially-made shoes are prescribed to relieve the pain associated with gout. | <urn:uuid:dd7ba0c4-c380-49d1-9ec4-ce2af7aac468> | CC-MAIN-2024-10 | https://www.houstonfootspecialists.com/library/1860/Gout.html | 2024-03-04T15:26:06Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.966292 | 246 | 3.140625 | 3 |
Many of us grew up in school learning the story of Mrs. Rosa Parks and the Montgomery Bus Boycott as a neat, tidy story of individual heroism. Mrs. Parks, a seamstress tired after a hard day at work courageously sat down, a young preacher, Dr. Martin Luther King, charismatically stood up. They inspired people to march, and change happened.
I've told the real story dozens of times to diverse audiences, and have been amazed how few know it. Understanding the truth beyond the myths can help us organize better against current injustices. So, here is the story as you may have never read it before with thanks to Jeanne Theoharis's The Rebellious Life of Mrs. Rosa Parks, Taylor Branch's Parting of the Waters, and David Garrow's Bearing the Cross.
Let's begin with Rosa McCauley Parks, born in 1913. She was the granddaughter of slaves, whose grandfather taught her courage during a wave of racial violence in 1919. He sat on his porch with a shotgun telling young Rosa that he dared the "Ku-Kluxers" to come. She was soft-spoken but strong-willed and a great student. When a white boy on roller skates tried to push her off the sidewalk, she pushed back. His mother threatened to have her arrested. Another time she threatened a white boy who taunted her on the way to school with a brick. Mrs. Parks reflected later, "I'd rather be lynched than run over by them."
In 1931, she met Raymond Parks, a self-taught, politically active barber, and she married him in 1932. He was known for his willingness to stand up to racism, and was the first man she deemed radical enough to marry. He was active in the Scottsboro Nine case, in which nine young men had been falsely accused of rape and eight were sentenced to death. The Communist Party of America financed their defense and Mr. Parks became an activist in the effort, delivering food to the young men in prison and organizing protests.
She and Raymond had thought the NAACP was too elitist and cautious, but after learning a friend was involved she went to her first meeting in December, 1943. She was the only woman there, was asked to take notes, and was elected group Secretary that day, a position she'd hold for the next 12 years. As secretary, she recorded countless cases of unfair treatment, brutality, sexual violence, and lynchings, absorbing the pain of her community.
In 1942, E.D. Nixon came to the Parks home to register them to vote. A member of the Brotherhood of Sleeping Car Porters union, he had led a voter registration drive in 1940 when he increased the rolls of African American voters from 31 to more than 700. In 1945, he ran for President of the NAACP, the first working class man to do so. Mrs. Parks said that while he was not formally educated, he was sophisticated in ways that matter. She considered him the first person beside her family and Raymond who was truly committed to freedom.
Through the NAACP, Mrs. Parks attended NAACP events in Jacksonville, Atlanta, and Washington D.C. where she received leadership training legendary organizer Ella Baker, the NAACP's Director of Branches. Ms. Baker became a role model and mentor to her, and encouraged her to create an NAACP Youth Council in Montgomery.
She did, engaging teens to directly challenge segregation in the libraries and write letters to elected officials. And she also took on a larger role in the NAACP. In 1947, she joined the executive committee of the state NAACP, in 1948 spoke at the state convention, and she was elected State Secretary. In 1949 with her support, E.D. Nixon was elected President of the State NAACP. When the Brown vs. Board of Education Supreme Court ruling came down in 1954, Mr. Nixon and Mrs. Parks marched 23 African American students to the white school in town. They also took the lead on a Voter Registration drive in the 2nd Congressional District in 1954.
Fred Gray was a 24 year-old attorney, the 12th African American lawyer in Alabama and the second in Montgomery. Mrs. Parks took him under her wing, lunching with him regularly and getting him involved in the NAACP and civil rights cases.
Clifford and Virginia Durr were the town's leading white liberals. One day, Mrs. Parks was working for Virgina Durr when they discussed her NAACP work. Mrs. Durr suggested she attend the Highlander Folk School in Tennessee, where integrated groups of activists developed their leadership and civil disobedience. Clifford Durr was a board member and the Durrs raised money to send Mrs. Parks to a two-week long workshop on civil rights. Because it was dangerous to be caught going to Highlander, Mrs. Durr road the bus down with Mrs. Parks.
At Highlander, she and 47 other diverse activists lived in an integrated community and developed their strategies and tactics as leaders. She came to admire Highlander director Myles Horton's spirit and sense of humor. She was in awe of Septima Clark, the lead instructor who like Ms. Baker became a role model and mentor for her as women activists. The workshop rejuvenated her, but she was pessimistic about the prospects of a mass movement in Montgomery.
While at Highlander, Claudette Colvin, the 15 year-old secretary of her Youth Council, was on her mind. On March 2, 1955, Ms. Colvin refused to move to the back of the bus and was arrested. Her arrest outraged the community. While Mrs. Parks and Mrs. Durr raised money for her case, the male leaders in town were concerned that she was too dark skinned, poor, and young to be a sympathetic plaintiff to challenge segregation. The police also charged her with assaulting officers rather than with violating segregation laws, which limited their ability to appeal.
On October 21, 1955, 18 year-old Mary Louise Smith, another Youth Council member, refused to move to the back of the bus and was arrested. She was also considered too poor and young to be sympathetic.
Then on Thursday afternoon December 1, 1955, Mrs. Rosa Parks, the Assistant Tailor at Montgomery Fair Department Store, was asked to give her seat up to a white person on her ride home from work. She refused to give up her seat and was arrested. The same bus driver, James Blake, had thrown Mrs. Parks off his bus in 1943 for refusing to move. She said "I had felt for a long time that if I was ever told to get up so a white person could sit, that I would refuse to do so."
Now, does she sound like the accidental activist we've learned about in school and popular culture, the tired seamstress who just wanted to rest her feet after a hard day at work? She was an experienced civil rights leader. She often said that the only thing she was tired of was being segregated and mistreated.
E.D. Nixon and the Durrs went to get her out of jail. Clifford Durr wanted to get the case dismissed, but E.D. Nixon saw the opportunity to use Mrs. Parks' case as an ideal middle class, respectable plaintiff to challenge segregation. Raymond Parks didn't agree. After much debate, she and Raymond made the difficult, courageous choice knowing they'd probably lose everything as a result, and they lost a lot including their jobs in the process.
Mrs. Parks called Fred Gray, who she had had lunch with that day, and asked him to represent her. Mr. Gray called Jo Ann Robinson, a leader of The Women's Political Council, a group of African American women who had been calling for a bus boycott. Ms. Robinson called E.D. Nixon, and they agreed to call a bus boycott for Monday, the day of Mrs. Parks' arraignment. Along with another staff member and two students, she used the mimeograph machine overnight at Alabama State College to print more than 15,000 fliers. Can you imagine doing that many fliers today, let alone on 1955 technology? This was especially risky since the university was funded by the segregationist state legislature. The Women's Political Council members met her at dawn and fanned the community with the fliers Friday morning.
At 6 AM, E.D. Nixon phoned Rev. Ralph Abernathy of First Baptist Church and suggested pulling the pastors together that night for a meeting. Rev. Abernathy suggested that he call the newest pastor in town Dr. Martin Luther King, Jr. at Dexter Avenue Baptist Church because he had no set alliances, enemies, and had little to lose if things didn't work out. Dr. King was reluctant at first, but eventually agreed with prodding from Rev. Abernathy. About 50 pastors met Friday night with Mrs. Parks and Ms. Robinson. They agreed to support the boycott from their pulpits on Sunday and announce a mass meeting for Monday night.
One white pastor, Robert Graetz became deeply involved. He led Trinity Lutheran church, an African American congregation, and was an outcast among whites in Montgomery. He hosted Mrs. Parks NAACP Youth Council meetings at his church. When he heard that someone had been arrested and there were going to be meetings, he called his friend Rosa Parks to find out what was happening, and was surprised to find out that she was the one arrested. As the movement grew, he was an active leader and helped get Time Magazine and others to cover the movement. His home was eventually bombed.
On Saturday, Mrs. Parks went to Alabama State College where she was conducting a leadership training for the NAACP. She was discouraged when only 5 students attended. She was no longer discouraged on Monday, when she and other leaders marveled at the empty buses and the streets filled with African American citizens walking to school and work. The boycott was on.
Leaders gathered Monday afternoon before the mass meeting to plan an organization to sustain the boycott effort, The Montgomery Improvement Association. Rufus Lewis was a business man and rival of E.D. Nixon's. He did not want Nixon to lead the new organization, so he nominated his pastor, Dr. King, to lead it, arguing that he was a neutral choice (and hoping he could pull strings from behind). That is how Dr. King was drafted into movement leadership. That night, 15,000 people attended a mass meeting and new 26 year old MIA President Dr. King's prophetic oratory inspired them to commit to the boycott. Mrs. Parks never spoke or was consulted on strategy. Sexism and a desire to make her sound more sympathetic converted the experienced activist into a "tired seamstress."
Dr. King had spoken with a pastor in Baton Rouge where they had a two-week long bus boycott in 1953, and learned about the carpool system they implemented to get residents to school, work church, and shopping errands. He assigned Rev. Bernard Simms and Rufus Lewis to help put together a transportation plan that involved 350 cars providing thousands of rides a day for 12 months. Mrs. Parks at times worked as a dispatcher.
A. Phillip Randolph, leader of the Brotherhood of Sleeping Car Porters union and dean of America's civil rights leadership, sent his best organizer and strategist to Montgomery to help out. Bayard Rustin was a true outsider - a former Communist Party organizer, a pacifist who was jailed for refusing to fight in World War 2, and an openly gay black man in 1955. In February when he arrived, the police had indicted 115 members of the Montgomery Improvement Association. Rustin, a devoted Ghandian who'd spent six months in India, recommended to Nixon that they put on their Sunday best, go down to jail, and turn themselves in. They did so, confounding city leaders.
Nixon, Robinson, Parks, and King all had guns and all believed to varying degrees in self defense. Nixon and King's homes had been bombed. Protestors had been attacked. King had actually applied to the Governor of Alabama for a permit to carry his gun in his car. Rustin advised them to get rid of the guns, and mentored them on nonviolent civil disobedience throughout the campaign.
Many others stepped up, too. Georgia Gilmore created the Club from Nowhere and Inez Ricks created the Friendly Club to organize women to make and sell sandwiches, dinners, pies, and cakes during the week to raise money for the Montgomery Improvement Association. Every Monday, they would compete to see who would bring the most money to the mass meetings.
Ella Baker and Bayard Rustin formed an organization, In Friendship, to also raise money for the movement. Ms. Baker took Mrs. Parks on fundraising trips up North. In May, they hosted a fundraising event for In Friendship and the Brotherhood of Sleeping Car Porters at Madison Square Garden that attracted 16,000 people. Rosa Parks spoke, and got to meet many leaders including Eleanor Roosevelt who wrote about Mrs. Parks in her weekly newspaper column.
But Rosa Parks had been an NAACP officer and organizer for more than a decade. Her husband had been active in an effort financed by the Community Party. So it was decided that she, too, may prove a controversial plaintiff. So another woman who had refused to move to the back of the bus was chosen to be the lead plaintiff, Aurelia Browder. Along with Claudette Colvin, Mary Louise Smith, and one other victim Susan McDonald, the case Browder vs. Gayle went to the Supreme Court, and on November 13, 1956, they struck down segregation. On December 20, 1956, 382 days after Mrs. Parks' courageous stand, the boycott was over and the Montgomery buses were integrated.
So who was the leader of the Montgomery Bus Boycott?
All of them! Social change comes from the leadership of the many!
In our culture, we love stories about lone heroes, the single protagonist who overcomes obstacles to achieve his or her goal makes a better movie. The true story of change, however, is always far more complex. One could add many more names to this story, or analyze any other social change effort and find a similar network of leaders. It does not diminish the courage of Mrs. Parks or the prophetic vision of Dr. King to acknowledge that their leadership was part of a larger leadership narrative.
My book title and the slogan of my former organization Public Allies is "Everyone Leads." This does not mean that everyone should be in charge at the same time. We all have to lead sometimes, and follow others. It does mean that leadership is an action everyone can take, not a position few can hold, and there are ways each of us can step up to work for change we believe in. Leadership is a muscle that everyone has, and it only gets stronger with exercise and practice. Everyone has different gifts and can play different roles, but we need to build collective leadership muscle if we want to create change. It requires more inclusive, collaborative, and authentic approaches to leadership.
The first question for any social change effort has to be: what is your leadership development strategy? How are you building the leadership of the many?
When the Montgomery police interrogated Claudette Colvin about who was behind the boycott, she responded "Our leaders is just we ourselves." That should be our call to action.
I have posted a video presentation on this story here.
On Giving Tuesday, consider supporting Public Allies and other efforts to build the leadership of the many. We need them. | <urn:uuid:c7772437-340e-4a4a-b093-9cb134782db0> | CC-MAIN-2024-10 | https://www.huffpost.com/entry/how-change-happens-the-re_b_6237544 | 2024-03-04T15:17:58Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.984985 | 3,165 | 3.34375 | 3 |
Staying Safe on Social Network Sites by US-CERT.GOV
The popularity of social networking sites continues to increase, especially among teenagers and young adults. The nature of these sites introduces security risks, so you should take certain precautions.
What are social networking sites?
Social networking sites, sometimes referred to as "friend-of-a-friend" sites, build upon the concept of traditional social networks where you are connected to new people through people you already know. The purpose of some networking sites may be purely social, allowing users to establish friendships or romantic relationships, while others may focus on establishing business connections.
Although the features of social networking sites differ, they all allow you to provide information about yourself and offer some type of communication mechanism (forums, chat rooms, email, instant messenger) that enables you to connect with other users. On some sites, you can browse for people based on certain criteria, while other sites require that you be "introduced" to new people through a connection you share. Many of the sites have communities or subgroups that may be based on a particular interest.
What security implications do these sites present?
Social networking sites rely on connections and communication, so they encourage you to provide a certain amount of personal information. When deciding how much information to reveal, people may not exercise the same amount of caution as they would when meeting someone in person because
* the internet provides a sense of anonymity
* the lack of physical interaction provides a false sense of security
* they tailor the information for their friends to read, forgetting that others may see it
* they want to offer insights to impress potential friends or associates
While the majority of people using these sites do not pose a threat, malicious people may be drawn to them because of the accessibility and amount of personal information that's available. The more information malicious people have about you, the easier it is for them to take advantage of you. Predators may form relationships online and then convince unsuspecting individuals to meet them in person. That could lead to a dangerous situation. The personal information can also be used to conduct a social engineering attack. Using information that you provide about your location, hobbies, interests, and friends, a malicious person could impersonate a trusted friend or convince you that they have the authority to access other personal or financial data.
Additionally, because of the popularity of these sites, attackers may use them to distribute malicious code. Sites that offer applications developed by third parties are particularly susceptible. Attackers may be able to create customized applications that appear to be innocent while infecting your computer or sharing your information without your knowledge.
How can you protect yourself?
• Limit the amount of personal information you post - Do not post information that would make you vulnerable, such as your address or information about your schedule or routine. If your connections post information about you, make sure the combined information is not more than you would be comfortable with strangers knowing. Also be considerate when posting information, including photos, about your connections.
• Remember that the internet is a public resource - Only post information you are comfortable with anyone seeing. This includes information and photos in your profile and in blogs and other forums. Also, once you post information online, you can't retract it. Even if you remove the information from a site, saved or cached versions may still exist on other people's machines.
• Be wary of strangers - The internet makes it easy for people to misrepresent their identities and motives. Consider limiting the people who are allowed to contact you on these sites. If you interact with people you do not know, be cautious about the amount of information you reveal or agreeing to meet them in person.
• Be skeptical - Don't believe everything you read online. People may post false or misleading information about various topics, including their own identities. This is not necessarily done with malicious intent; it could be unintentional, an exaggeration, or a joke. Take appropriate precautions, though, and try to verify the authenticity of any information before taking any action.
• Evaluate your settings - Take advantage of a site's privacy settings. The default settings for some sites may allow anyone to see your profile, but you can customize your settings to restrict access to only
certain people. There is still a risk that private information could be exposed despite these restrictions, so don't post anything that you wouldn't want the public to see. Sites may change their options periodically, so review your security and privacy settings regularly to make sure that your choices are still appropriate.
• Be wary of third-party applications - Third-party applications may provide entertainment or functionality, but use caution when deciding which applications to enable. Avoid applications that seem suspicious, and modify your settings to limit the amount of information the applications can access.
• Use strong passwords - Protect your account with passwords that cannot easily be guessed. If your password is compromised, someone else may be able to access your account and pretend to be you.
• Check privacy policies - Some sites may share information such as email addresses or user preferences with other companies. This may lead to an increase in spam. Also, try to locate the policy for handling referrals to make sure that you do not unintentionally sign your friends up for spam. Some sites will continue to send email messages to anyone you refer until they join.
• Keep software, particularly your web browser, up to date – Install software updates so that attackers cannot take advantage of known problems or vulnerabilities. Many operating systems offer automatic updates. If this option is available, you should enable it.
• Use and maintain anti-virus software - Anti-virus software helps protect your computer against known viruses, so you may be able to detect and remove the virus before it can do any damage. Because attackers are continually writing new viruses, it is important to keep your definitions up to date.
Children are especially susceptible to the threats that social networking sites present. Although many of these sites have age restrictions, children may misrepresent their ages so that they can join. By teaching children about internet safety, being aware of their online habits, and guiding them to appropriate sites, parents can make sure that the children become safe and responsible users .
More information on Socializing Securely may be found here
This tip is also found at https://www.us-cert.gov/ncas/tips/ST06-003
Computing Tips and Techniques are brought to you by the Information Technology Group for the purpose of sharing a wide variety of technology tips with its clients. The collection of these tips are protected by intellectual property rights, such as copyright. All intellectual property rights belong to the manufacturer of the software product in question. | <urn:uuid:b3835145-5e14-48cb-84ab-1fac4d1227dc> | CC-MAIN-2024-10 | https://www.ias.edu/itg/content/staying-safe-social-network-sites-us-certgov | 2024-03-04T15:03:32Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.936259 | 1,350 | 3.359375 | 3 |
The end of 2020 seems to have marked the closure of a cycle of political turbulence that started in 2016 with the Brexit referendum and the election of Donald Trump as the President of the United States. The European Union, which could have emerged from this period in a much weakened condition, has instead been strengthened, having established a clear long-term project for European societies and for Europe’s place in the world: the Green Deal. While the Covid-19 health crisis has frustrated the hopes and expectations of 2020, which was due to be a year of major momentum for environmental multilateralism, the coming year gathers opportunities brought by the Green Deal for an ambitious ecological transition and renewal of the globalisation, but also geopolitical challenges. France, which will hold the EU presidency at the start of 2022, will have to contribute to the diplomatic resolution of several of these key issues, in close alignment with the 2021 Portuguese and Slovenian presidencies and in coordination with Germany, whose presidency has just ended, particularly on the issue of trade where it has sought to bring about change.
Towards a multilateral cooperation aimed at a sustainable recovery: European countries take responsibility
Even though by the end of 2020 other major economies have also affirmed the goal of carbon neutrality (China, Japan, South Korea), the European Union and the United Kingdom have assets and responsibilities this year to lead the discussions on the alignment of economic recovery with the objectives of an ambitious ecological transition. Italy and the United Kingdom will chair the G20 and G7 in 2021, and are cooperating in the organisation of COP26 on climate (with Italy organising a pre-COP). Prior to COP15 on biodiversity, to be held in China, France is mobilising public and private actors to raise biodiversity ambitions, with the One Planet Summit on January 11 focusing on this subject, as well as holding the IUCN World Conservation Congress, which has been postponed twice and is now scheduled for September.
Financing post-Covid-19 reconstruction in the African continent will be another major issue in the coming year. Thanks to last December’s conclusion of two years of political negotiations on ACP (Africa-Caribbean, Pacific)/EU relations, the way ahead seems clear for the EU and the African Union to establish a new partnership at the EU/Africa Summit to be held this year, which will be preceded in spring by a summit in Paris on the financing of African economies.
In terms of sustainability standards for public and private finance, 2021 will be a decisive year during which it will be vital for European actors to confirm, make credible and then promote the high environmental value of action, both public (recovery plans in line with the Green Deal’s ecological transition ambition) and private (sustainable finance taxonomy, voluntary standards within the financial sector). For this to occur, EU countries and the United Kingdom must not only be exemplary in terms of the major economic decisions in the coming months, but must also ensure that they take the lead. While the economic impacts of the crisis are stronger in Europe than China, it is nevertheless essential to ensure that internal political trade-offs continue to bet on a profound ecological transformation of the European economy, otherwise there is a risk that the lead will be taken by the major Asian economies or American financial actors. This is also a challenge in terms of European financing for sustainable development in Africa, where beneficial virtuous competition could emerge with Asian financial actors that operate on the continent. The resistance and timidity that may have surrounded recent discussions on the European sustainable finance taxonomy are therefore a miscalculation, as we approach the mid-term of the current European Commission, and if we want to give Vice-President Timmermans the means for ambitious climate diplomacy, towards a pioneering positioning for the EU in globalisation.
Renewing the rules of globalisation - which diplomatic strategy for Europe?
One of the driving forces behind the international push for ambitious climate action is the Green Race for innovation and transformation towards carbon neutrality. The impetus fuelled by successive announcements from China, Japan and South Korea in autumn 2020 confirmed that the planet’s major advanced economies, including Europe, are entering into a dynamic of cooperation, but also of competition to gain first-mover advantage. Such a dynamic must be based on both the respect of multilateral trade rules and the collective increase in the ambition of environmental and social standards, but also on the bold strategies of each major bloc: the European Union, which stakes the future economic viability of its development model on ecological transition, will only be able to position itself in this context by developing its trade doctrine.
The European Commission chaired by Ursula Von der Leyen has asserted itself very early on as “geopolitical”: new concepts must therefore be added to the European Union’s commitment to respect trade rules for the benefit of all. Strategic autonomy, economic sovereignty, trade as a means of fostering sustainable development: are all concepts that have started informing the thinking of European decision-makers,1 and due to the Mercosur agreement, the year 2020 saw notable developments in certain Member States, particularly the Dutch parliament, towards giving greater emphasis to sustainable development in trade agreements.
The position taken by the new Biden administration in this area will also be fundamental, and it will necessarily involve a return to greater multilateralism and an inbuilt reticence towards Chinese competitors, but perhaps also those of Europe. Transatlantic dialogue will be decisive in avoiding one-to-one confrontation between Brussels and Beijing. The announced bilateral agreement between China and the EU on investment ostensibly contains solid environmental and social ambitions.2 But this is only one stage in an extremely tense negotiation process, which is all the more important given that it will also soon be necessary to find some form of agreement on the regulation of the massive amount of State aid mobilised in exceptional circumstances to exit the crisis.
The EU is also expected to reach an agreement on the Carbon Border Adjustment Mechanism, announced as early as 2019 and which should be the subject of a Commission proposal before June 2021. If negotiations go well, especially with countries such as China and the United States where carbon markets have already been implemented and which are therefore potentially interested in similar measures, the EU will be able to use it as a tool to advance domestic ecological ambitions, avoiding both relocation and carbon leakage, and providing a collective impetus on a global scale. However, if ill-conceived and poorly negotiated, leading to legitimate criticism from the poorest countries which could perceive it as a non-tariff barrier to their EU exports, and used by major emerging countries as a rebuke to the EU by claiming that environmental ambition is only possible at the price of a return to protectionism, then such a mechanism could also risk internally protecting sectors that are insufficiently ambitious. The EU’s climate and trade diplomacy will therefore have to play a complex game, setting the pace for possible forms of innovative cooperative arrangements that benefit the climate.
Global security: an inevitable and ambiguous concept
The EU and its Member States, even as they take responsibility for multilateral cooperation for common goods and for renewing the collective rules of globalisation, must therefore adopt a geopolitical strategy that also serves the EU’s own interests. This presupposes, as the French President emphasised at the United Nations General Assembly and at the Paris Peace Forum, that Europe should be the architect of a conceptual revival linking the legitimate demand for security and protection of populations subject to acute crises and profound long-term structural changes, with the ambition for transformation that is essential if we are to keep within planetary boundaries.
For several years Germany has campaigned to bring the climate issue to the UN Security Council. Conceptual proposals have been put forward that link health, food, environmental, political and economic security, and which make it necessary to consider security not only as a national issue, but also as a global issue, thus giving rise to a question of “global security”.3 The analytical lens of security could be extremely productive as a means of anticipating the strategic positioning of other world regions in relation to the Green Deal. This is reflected in the changing energy security relations between Member States and with other major regions, in a world where renewable energy will dominate:4 declining dependence on oil producers, new areas where resources for the production of key equipment are scarce, network and data security issues for the management of an electrified economy, while the EU has chosen a specific path in terms of digital security with the GDPR. However, this new concept of security must not be based simply on national borders, but must also allow for new consideration of interdependencies, indispensable cooperation and also the forms of security needed by EU citizens and the planet to ensure their prosperity, while maintaining the values of inclusion and openness that the continent has rightly championed. Given that these reasons are regularly overturned in favour of national security issues, this conceptual battle, in which global commons are given their full importance, is therefore a key issue both within the EU and at the level of the international community. European think tanks will need to actively structure this debate within and between Member States, and with other global players, because it will shape the strategic thinking of leaders, the reactions of public opinion and international institutions.
- 1The joint ECFR and Bruegel report on this subject (Redefining Europe’s Economic Sovereignty, Bruegel-ECFR, June 2019) testifies to a gradual evolution of schools of thought on globalisation, even if its conclusions are not yet decisive.
- 2The Commission points to a number of positive developments: “For the first time, China plans to effectively implement the Paris Agreement on climate change and the ILO conventions it has ratified. Sustainable development matters will be subject to a solid enforcement mechanism, with compliance monitored by an independent panel of experts, as in our other trade agreements. This means a transparent resolution of disagreements with the involvement of civil society”: https://www.aefinfo.fr/depeche/642744
- 3See for example Badie, B. (2020). Inter-socialités – Le monde n’est plus géopolitique, CNRS Éditions. | <urn:uuid:6c196ffa-3602-4cfe-8d7e-9a63489ee7bb> | CC-MAIN-2024-10 | https://www.iddri.org/en/publications-and-events/blog-post/2021-crucial-geopolitical-year-european-green-deal | 2024-03-04T14:38:57Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.948916 | 2,074 | 2.515625 | 3 |
Health monitors, smartwatches, and fitness trackers are widely used in corporate and hospital wellness initiatives. These tools provide individualized guidance, track development, and keep an eye on health. Better integration of wearable technology is needed. The “Fused Environment Method” blends the physical and digital realms to integrate wearable technology better. This technique produces a fluid real-world virtual user experience that increases engagement and encourages good wellness program behaviors. The Fused Environment Method could improve health outcomes, good behaviors, and health outcomes. It aids businesses in implementing data-driven wellness programs for the workplace and healthcare, which may save healthcare costs by enhancing preventive care and minimizing expensive treatments. 1,2
The purpose is to provide a thorough knowledge of how wearable technology may substantially influence employee well-being efforts and deliver tailored, data-driven solutions to improve employee health and productivity.3
- Highlight the Benefits:The goal is to highlight the advantages of using wearable technology in corporate wellness initiatives. This promotion entails discussing how wearable technology may provide real-time feedback, monitor health data, and encourage workers to develop better routines. By highlighting these benefits, organizations may appreciate the importance of incorporating wearable technology into their health efforts.
- Share Execution Techniques: The objective of sharing is to provide practical advice on successfully integrating wearable technology into corporate wellness initiatives. These suggestions involve going through the essential procedures and factors to choose suitable wearables, incorporating them into current wellness initiatives, and assuring employee motivation and participation. Organizations may use wearable technology to improve their health by exchanging best practices.
- Imagine the Future:This future focus goal is to investigate the possible effects of wearable technology on the workplace in the future. New options emerge as people talk about advanced trends, wearable technology breakthroughs, and potential policy and research ramifications. Organizations may proactively alter their health initiatives to take advantage of new possibilities by imagining the future of wearable technology.4
- Create a Wellness Culture:Ultimately, the goal is to highlight the importance of creating a wellness culture at work that is ingrained. By integrating wearable technology, organizations foster a culture that supports worker well-being, promotes healthy habits, and raises overall productivity.
The Fused Environment Method is an innovative technique that fuses the real and virtual worlds to provide an unsurpassed experience for the user. It has many uses in improving corporate wellness programs, including the Fused Deposition Modelling (FDM) printing process, which is becoming more prevalent. The extraordinary 3D printing process known as FDM printing enables the construction of wearable technological equipment that can intricately create products to meet the specific requirements of individual workers. The following investigation focuses on ways FDM printing might change and improve corporate wellness efforts.
FDM printing makes it possible to manufacture wearable technological gadgets personalized to meet each worker’s unique needs. With meticulous detail, these devices are created to address the custom requirements of individual workers. Smartwatches may be tailored with features that cater to the personal tastes and goals of the user. At the same time, fitness trackers can be meticulously constructed to give the highest comfort and accuracy across various wrist sizes. Organizations can provide wearable gadgets that are highly functional and optimized for the individual’s comfort and convenience if they use the possibilities offered by FDM printing.
The capability of FDM printing to produce quick prototypes is one of the most important benefits of this printing method. Traditional approaches often require lengthy design, development, and testing cycles when creating wearable technological gadgets. This procedure, however, may be completed much more quickly thanks to FDM printing, which enables rapid prototyping. Because FDM printers allow for rapid iteration of various designs, features, and functions, businesses may dramatically save time and money often spent on traditional prototype techniques. Because of this efficiency, companies can rapidly improve their wellness gadgets to ensure that they continue to satisfy the ever-evolving requirements of their workforce.
FDM printing has emerged as a viable option for fabricating wearable technological gadgets in an age increasingly characterized by environmental consciousness. Using eco-friendly materials, such as recycled industrial resources, allows businesses to significantly lessen their negative influence on the surrounding environment while fostering a workplace sustainability culture. Because of its flexibility, FDM printing makes it possible to create wearable gadgets that are useful and visually pleasing, encouraging responsible consumption and contributing to the reduction of waste. Using environmentally friendly materials helps cultivate a culture of environmental stewardship and social responsibility inside a company, aligning corporate wellness initiatives with larger ecological aims.
FDM printing makes integrating wearable technology devices and virtual worlds easier, opening a new field of exciting possibilities. Using this cutting-edge method, companies can manufacture augmented reality (AR) and virtual reality (VR) headsets that seamlessly adjust to various head sizes and shapes. The flexibility to customize these gadgets enables the highest possible level of comfort and immersion, which enriches the virtual experience for workers participating in wellness programs. By using FDM printing, businesses can release the full potential of virtual environments, which in turn helps to encourage engagement, motivation, and general well-being.
FDM printing makes it possible to create wearable technological gadgets that may actively gather vital data on the health and well-being of employees. These gadgets, designed with sophisticated sensors, keep track of numerous elements of an individual’s health, including their patterns of physical activity and heart rate, as well as their sleeping habits and levels of stress. Organizations can build these data-driven devices by employing FDM printing, which enables gathering vast health indicators that can be evaluated using advanced machine learning algorithms. Wearable technologies can do this analysis and subsequently provide individualized suggestions. These recommendations may provide workers with practical insights and help them along their path to improved well-being.
Outcomes in Burnout and Health Issues
Wearable technology has the potential to change corporate wellness efforts. It can provide tailored advice, real-time criticism, and virtual coaching to enhance employee health and happiness. Organizations may adopt a data-driven and personalized approach to employee welfare by employing machine learning algorithms and the Fused Environment Method. Wearable technology has the potential to increase physical well-being, offer virtual training programs, provide task-based checklists, assess recovery periods, and gather health data. These devices may also measure motion and motivate employees to live healthier lifestyles. Adopting such technology enables employees to take control of their health, enhancing wellness and increasing productivity. Companies need to stay on top of the most current trends and advancements in wearable technology to retain the effectiveness and engagement of their corporate wellness programs. 5
Health Education and Lifestyle
Wearable technologies help employees modify their lifestyles and learn about health. Wearables may promote health education in numerous ways:
- Monitoring Health Metrics:Wearable devices may track employee heart rate, sleep habits, and physical activity. Wearable gadgets may teach workers about healthy living and highlight areas for development by providing real-time feedback on these measures.
- Virtual Coaching:Wearable gadgets may give health-based virtual coaching to workers. This coaching may include tailored fitness, diet, and stress management advice. Wearable technologies teach workers good behaviors by tailoring customized recommendations.
- Gamification:Wearable gadgets may make wellness exercises more fun for workers. Virtual challenges, leaderboards, incentives, and badges are possible. Wearable devices teach workers about healthy living via gamification.
- Incentivizing Healthy Behaviors:Wearable technologies may encourage healthy habits like taking breaks, keeping hydrated, and getting enough sleep. Wearable gadgets teach workers about healthy habits by offering incentives.
- Health Education Resources:Employees may access articles, movies, and podcasts on their wearable devices. Wearable gadgets encourage healthier lifestyles by providing staff with instructional resources.
Health Plans and Cost Reduction
Wearable technology adoption by health plans may result in a considerable drop in overall healthcare expenditures. Wearable technology may help to avoid pricey health issues and lessen the need for costly medical treatments by emphasizing preventative care, obtaining real-time data, and boosting patient engagement. The ability to influence behavior, self-report health metrics, provide individualized suggestions, and gather data in real-time throughout the day are all capabilities of wearable technology. Thanks to wearable technology, employers can now take a data-driven, tailored approach to employee wellness, lowering total healthcare expenditures and improving health outcomes. Businesses must keep up with all recent innovations and breakthroughs in wearable technology to fully use the potential offered by these devices within their health programs.
Finally, wearable technology in corporate wellness programs may enhance employees’ health and promote a wellness culture. Wearable gadgets deliver real-time feedback, health data, and personalized counsel to employers. Wearable technology strengthens the Fused Environment Method by seamlessly merging the physical and virtual worlds, creating a more immersive and engaging health experience. Using AR, VR, and other cutting-edge platforms, companies may use the Fused Environment Method to provide virtual coaching, gamify health activities, and build community among their employees. Encouragement to participate, be engaged, and accept responsibility boosts employee engagement and program effectiveness. The Fused Environment Method’s machine learning algorithms enable organizations to analyze wearable technology’s massive data sets, where subsequent analysis of patterns and trends provides employees with tailored suggestions and insights.
Wearable technologies and the Fused Environment Method boost corporate wellness beyond physical health. These technologies enhance stress management, mental health support, and work-life balance. Virtual worlds effortlessly integrate into the office, allowing employees to access information, engage in virtual fitness programs, and get real-time feedback that addresses employee well-being holistically. Wearable technologies and the Fused Environment Method may transform employer health initiatives by providing companies with data-driven, customized solutions promoting better lifestyles and employee well-being. The outcome boosts employee satisfaction, long-term performance, and productivity by creating a healthy, thriving environment.
1 E. M. Benssassi, J. -C. Gomez, L. E. Boyd, G. R. Hayes and J. Ye, “Wearable Assistive Technologies for Autism: Opportunities and Challenges,” in IEEE Pervasive Computing, vol. 17, no. 2, pp. 11-21, Apr.-Jun. 2018, doi: 10.1109/MPRV.2018.022511239, https://bit.ly/3OZcgAy.
2 M. A. A. Mamun and M. R. Yuce, “Sensors and Systems for Wearable Environmental Monitoring Toward IoT-Enabled Applications: A Review,” in IEEE Sensors Journal, vol. 19, no. 18, pp. 7771-7788, 15 Sept.15, 2019, doi 10.1109/JSEN.2019.2919352, https://bit.ly/45vVOx7.
3 T. Kiryu, T. Moriya, and Y. Mizuno, “Design of wearable units for personal fitting process in a wellness environment,” IEEE EMBS Asian-Pacific Conference on Biomedical Engineering, 2003., Kyoto, Japan, 2003, pp. 42-43, doi: 10.1109/APBME.2003.1302574, https://bit.ly/45aZ69m.
4 V. Misra et al., “Flexible Technologies for Self-Powered Wearable Health and Environmental Sensing,” in Proceedings of the IEEE, vol. 103, no. 4, pp. 665-681, April 2015, doi: 10.1109/JPROC.2015.2412493, https://bit.ly/3OYIlsc.
5 S. Kim, J. We and B. Cho, “A wearable thermoelectric generator fabricated on a glass fabric,” Energy Environ. Sci., vol. 7, no. 6, pp. 1959-1965, 2014, https://bit.ly/47CyfEW. | <urn:uuid:ccce323e-e409-4f0f-b3a7-c29364ac9e88> | CC-MAIN-2024-10 | https://www.ihrim.org/2023/08/importance-of-wearables-to-enable-employee-wellness/ | 2024-03-04T13:51:42Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.921763 | 2,439 | 2.578125 | 3 |
Incident 1 – Company fined after exposing workers to Hand Arm Vibration Syndrome (HAVS)
The HSE is reminding companies of the necessity of monitoring workers’ health after an organisation was fined for exposing six maintenance team workers to Hand Arm Vibration Syndrome (HAVS). This was discovered following a health surveillance programme.
What went wrong? What were the causes?
- The six workers’ conditions were likely to have been caused or worsened by the use of vibratory power tools. Staff in the maintenance and refurbishment departments experienced significant exposure to hand arm vibration in their daily work which put them at risk of developing or exacerbating existing HAVS;
- The company neither adequately planned its working methods nor trained or informed employees on the risks to their health;
- The company did not limit the duration and magnitude of exposure to vibration and failed to put in place suitable health surveillance to identify problems at an early stage.
Hand Arm Vibration Syndrome (HAVS) is a serious and permanent condition caused by regular and frequent exposure to hand-arm vibration. HAVS results in tingling, numbness, pain and loss of strength in the hands which may affect the ability to do work safely and cause pain, distress and sleep disturbance.
Members may wish to refer to the following similar incidents:
Incident 2 – Welder loses two fingers when manual lift goes wrong
An engineering company was fined after a worker suffered injuries to three fingers when they were crushed by a metal frame he was attempting to lift with colleagues. A worker suffered crushed fingers when a metal frame weighing approximately 250 kilograms fell whilst it was being lifted manually to carry out welding. Two fingers were partially amputated later as a result of his injuries.
What went wrong? What were the causes?
- Manual lifting and turning of these frames was not an isolated occurrence and a number of the frames had been made in this manner over the three years that the company has been in existence;
- No steps had been taken to avoid the manual handling or to assess the manual handling operation and take steps to reduce the likelihood of injury.
Members may wish to refer to the following incident:
Incident 3 – worker’s fingers severed
A worker had four fingers amputated while operating a metalworking lathe. An employee had been using emery cloth to clean steel shafts on a metalworking lathe. He was holding the emery cloth by hand when his gloves became entangled in the lathe. He lost four fingers on his right hand, broke several bones in his left arm and dislocated his wrist as a result.
What went wrong?
Investigation found that the company had failed to ensure the work to clean the metal shafts was carried out safely. It wasn’t an isolated incident and their employees had been applying emery cloth directly by hand on the lathe for several years prior to the accident.
The HSE Inspector said that this employee “suffered life changing injuries in an accident that could have easily been prevented. The risks involved with applying emery cloth by hand on metalworking lathes are widely known and the company should have done more to ensure that they carried out the work in a safe manner.”
This incident is identical – save only the outcome which was worse in this case to the August 2017 incident:
Incident 4 – worker suffers crush injuries
A worker suffered crush injuries from trapping his hand in an unguarded printing machine. An employee was injured when his hand was drawn into the print rollers while he was attempting to clean the running machine resulting in partial amputation of two fingers.
What went wrong?
Investigation found that the lack of guarding on the machine was the root cause of this incident together with a lack of training and supervision.
The HSE inspector said “This case serves as a reminder to industry that planning and guarding of machinery requires regular reviews and monitoring to ensure workplace safety. The need to review machinery guarding is a positive benefit to improving workplace safety”.
Members may wish to review the following incident:
Members are encouraged to bring to the attention of their crews, The IMCA safety promotional materials on hand safety and other topics, available free to members here.
IMCA Safety Flashes summarise key safety matters and incidents, allowing lessons to be more easily learnt for the benefit of all. The effectiveness of the IMCA Safety Flash system depends on Members sharing information and so avoiding repeat incidents. Please consider adding [email protected] to your internal distribution list for safety alerts or manually submitting information on incidents you consider may be relevant. All information is anonymised or sanitised, as appropriate.
IMCA’s store terms and conditions (https://www.imca-int.com/legal-notices/terms/) apply to all downloads from IMCA’s website, including this document.
IMCA makes every effort to ensure the accuracy and reliability of the data contained in the documents it publishes, but IMCA shall not be liable for any guidance and/or recommendation and/or statement herein contained. The information contained in this document does not fulfil or replace any individual’s or Member's legal, regulatory or other duties or obligations in respect of their operations. Individuals and Members remain solely responsible for the safe, lawful and proper conduct of their operations. | <urn:uuid:5aae68ed-46f2-44a9-bb02-2382943d9243> | CC-MAIN-2024-10 | https://www.imca-int.com/safety-events/four-hand-finger-injury-incidents/ | 2024-03-04T15:32:53Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.973868 | 1,090 | 2.578125 | 3 |
Vision Care Coverage
What Does Vision Care Coverage Mean?
Vision care coverage provides financial reimbursement for certain costs associated with eyesight, such as eye exams and glasses. Vision care coverage is closely related to health coverage and is included in many health insurance policies.
Insuranceopedia Explains Vision Care Coverage
Vision care coverage is especially important for children, since it is recommended that they undergo fairly frequent eye exams. It is less essential for policyholders whose vision is fine by the time they reach the age of 18. However, it can still defray the costs of routine exams and treatment for any future degeneration of the eyesight. | <urn:uuid:20108001-5fa2-4afc-999c-10a869148295> | CC-MAIN-2024-10 | https://www.insuranceopedia.com/definition/5650/vision-care-coverage | 2024-03-04T16:18:15Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.968575 | 128 | 2.65625 | 3 |
CONTAMINATION CONTROL IN OPERATING THEATRES
Remko J.R. Noor MScKeywords:
Performance of ventilation systems in OR’s, Operating Rooms, Airborne, Ventilation Systems, Contamination, Airflow, At Rest, In Operation, Surgical Site Infections , Patient Safety , PoisoningAbstract:
Patient safety is a main topic during surgery. One of the main issues inside operating theatres (OR’s) is the prevention of airborne particles with bacteria that contaminate the wound area and the instruments. The risks and requirements differ for different types of surgery. To minimize the contaminations and improve the patient safety, controlling the quality of the air inside an OR is essential. Several type of air handling systems are available, suitable for different types of surgery. The most used systems are:• Turbulent Mixed Airflow systems
• Laminar Airflow systems
• Temperature Controlled Airflow systems
The number of colony forming unit is the environment around the patient has an effect on the surgical site infections. When the environment in the OR is clean, the risk of infection will decrease. What is the best ventilation system in an OR in relation to the requirements of surgery, airborne particles and the use of antibiotic prophylaxis? This paper will provide a comparison of different ventilation systems that will support hospital staff to make decisions about the quality of their Operating Theatres. The three systems will be compared both “at rest” and “in operation”.
Click to Download PDF | <urn:uuid:0d4fc77f-6987-4b3c-9aca-644d6060ada2> | CC-MAIN-2024-10 | https://www.iscc2022.com/articles/contamination-control-in-operating-theatres-20 | 2024-03-04T15:53:07Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.891022 | 315 | 2.859375 | 3 |
Flood Risk Management reduces the risk of damage and loss of life due to flooding and coastal storms. However, risk can never be completely eliminated. Substantial flood damage still occurs and lives are still at risk from flooding.
There are many reasons the nation faces flood risk. Challenges include:
- Many of the more than 20,000 communities in the United States, as well as rural floodplain areas, are still susceptible to flooding
- Aging infrastructure decreases reliability and increases maintenance costs
- New housing developments may influence run-offs and increase flood rise
- Climate change may alter flooding pattern
- Federal and local flood risk policies sometimes are inconsistent
- Communities are not aware enough of risks and the need to develop emergency management plans
- Current legislation only allows USACE to study and build projects where willing sponsors exist.
USACE is taking steps to address these challenges. As USACE moves into the future, it must:
- Seek water resources solutions that better integrate economic, environmental and quality-of-life objectives
- Promote investment in flood and coastal risk management solutions
- Support the formulation of regional and watershed approaches to water resource problems
- Improve the efficiency and effectiveness of existing USACE water resource projects. | <urn:uuid:f00057d6-4856-407d-a126-e2709b982146> | CC-MAIN-2024-10 | https://www.iwr.usace.army.mil/Missions/Value-to-the-Nation/Flood-Risk-Mgmt/Flood-Risk-Challenges/ | 2024-03-04T13:50:35Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.940608 | 247 | 2.96875 | 3 |
wall street (phr)
Wall Street, Wall St. (noun)
a street in lower Manhattan where the New York Stock Exchange is located; symbol of American finance
Wall Street, the Street (noun)
used to allude to the securities industry of the United States
Wall Street (ProperNoun)
American financial markets, financial institutions as a whole or by extension, big-business interests.
Wall Street is the financial district of New York City, named after and centered on the eight-block-long, 0.7 miles long street running from Broadway to South Street on the East River in Lower Manhattan. Over time, the term has become a metonym for the financial markets of the United States as a whole, the American financial sector, or signifying New York-based financial interests. It is the home of the New York Stock Exchange, the world's largest stock exchange by market capitalization of its listed companies. Several other major exchanges have or had headquarters in the Wall Street area, including NASDAQ, the New York Mercantile Exchange, the New York Board of Trade, and the former American Stock Exchange. Anchored by Wall Street, New York City is one of the world's principal financial centers.
Wall Street is an eight-block-long street in the Financial District of Lower Manhattan in New York City. It runs between Broadway in the west to South Street and the East River in the east. The term "Wall Street" has become a metonym for the financial markets of the United States as a whole, the American financial services industry, New York–based financial interests, or the Financial District itself. Wall Street was originally known in Dutch as "de Waalstraat" when it was part of New Amsterdam in the 17th century, though the origins of the name vary. An actual wall existed on the street from 1685 to 1699. During the 17th century, Wall Street was a slave-trading marketplace and a securities-trading site, as well as the location of Federal Hall, New York's first city hall. In the early 19th century, both residences and businesses occupied the area, but increasingly business predominated, and New York City's financial industry became centered on Wall Street. In the 20th century, several early skyscrapers were built on Wall Street, including 40 Wall Street, once the world's tallest building. Wall Street is home to the world's two largest stock exchanges by total market capitalization, the New York Stock Exchange, located on Wall Street, and NASDAQ. Several other major exchanges have or had headquarters in the Wall Street area, including the New York Mercantile Exchange, the New York Board of Trade, and the former American Stock Exchange. To support the exchanges, many brokerage firms had offices "clustered around Wall Street". The direct economic impacts of Wall Street activities extend beyond New York City. Wall Street physically contains several banking headquarters and skyscrapers, as well as the Federal Hall National Memorial. The street is served by three subway stations and a ferry stop. | <urn:uuid:684a5e3b-9476-41f6-8744-b9e55304a837> | CC-MAIN-2024-10 | https://www.kamus.net/english/wall+street | 2024-03-04T15:14:18Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.963314 | 624 | 3.03125 | 3 |
A watercraft that washed up on Bermuda’s shore may have originated in Cuba, according to Keep Bermuda Beautiful [KBB].
In a post on Instagram, Keep Bermuda Beautiful said, “Where in the world did this wreckage wash up from?
“CUBA is the suspected answer and this DIY watercraft might have been used by refugees. Research into this mysterious watercraft found on de rocks yesterday in the east end of Bermuda has only just begun.
“Abandoned and derelict marine vessels come in all shapes and sizes. The reasons they are abandoned or left derelict can include, but are definitely not limited to, storm damage, owner neglect, marine accidents, family deaths and residents moving off island. Or in the case of this vessel, there might have been other reasons.
“Obviously this watercraft has been tossed around and damaged by the power of the sea, but we wonder what caused it to become abandoned in the first place. What’s the story of the occupants of this vessel and what became of them? Sadly, we will probably never learn the details behind this vessel’s journey or how it came to it’s final resting place on the rugged coastline of the “gem of the Atlantic”.
“Want to know more about KBB’s Abandoned Boats Project, a joint initiative with the @bermudagovernment ? Visit www.kbb.bm to learn what’s being done to clean-up Bermuda’s marine environment and coastline and continue to like, follow and share KBB on social media for more interesting stories like this.” | <urn:uuid:31142da8-02ee-4487-8386-58fce4d71310> | CC-MAIN-2024-10 | https://www.kbb.bm/kbb-researching-abandoned-watercraft/ | 2024-03-04T15:47:26Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.957654 | 338 | 2.515625 | 3 |
Air traffic in Lisbon has grown consistently since ANA Aeroportos de Portugal was privatised four years ago, and last year 50% of Portuguese passengers used the city’s Humberto Delgado Airport. Renato Serra Fonseca chronicles one of Europe’s recent major successes.
Lisbon Airport had originally been built in the suburb of Alverca do Ribatejo on the banks of the River Tagus. But its location, bounded by the waterway, had limitations, and as traffic began to increase rapidly in the 1930s the government decided to replace it.
Two new facilities were completed towards the end of the decade – the Cabo Ruivo Seaplane Base some 2 miles (3km) east of the city and a landplane airport 4 miles (7km) to the northeast. One of their first major tests was to have been the Portuguese World Expo in 1940, but World War Two brought an abrupt end to the plans. | <urn:uuid:bfdcfd51-29e3-4587-83ac-25f6eb2b15cf> | CC-MAIN-2024-10 | https://www.key.aero/article/tapping-portugal | 2024-03-04T16:09:58Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.968347 | 200 | 2.53125 | 3 |
English | Vietnamese
These child safety guidelines are from The Kidpower Book for Caring Adults, a comprehensive guide about personal safety, self-protection, confidence, and advocacy for young people.
Grandparents, teachers, coaches, youth group leaders, health professionals, and other caregivers sometimes ask us, “How can I protect myself from a child getting upset with me and accusing me of abuse?”
This is a common worry. In fact, we have led workshops for physical and occupational therapists who often have to touch kids in ways the kids hate, and these kids will sometimes complain that they are being abused. Sadly, because of worries about damage to their reputation, some adults feel afraid to hug kids, uncomfortable volunteering to help kids, and confused about what is and is not okay in terms of how they interact with kids.
Here are seven guidelines to help you avoid problems while giving young people the great gift of your time, guidance, and love.
1. Act in a way that you would be comfortable with everyone knowing about.
Take charge of the emotional and physical safety of the young people in your care by being a powerful, responsible, and respectful adult leader. Encourage and welcome the involvement and presence of a child’s parents and caregivers. Insist that both adults and kids participate in a way that upholds your purpose and values.
Remember that kids come from families and cultures that often have very different standards about nudity, bathroom jokes, or suggestive behavior. Err on the safe side. If you think there may be any question, have a conversation with other involved adults to agree about what the boundaries are about appropriate touch, jokes, games, and levels of nudity.
If you are responsible for a group of children or teens, be even-handed. Avoid singling any child out for special attention or favors. When I was a Girl Scout and Campfire leader, I used to tell my own children, “During this camping trip, pretend I am not your mother, because my job is to take care of everybody.”
2. Think First before you choose to be alone with a child.
Children thrive on one-on-one relationships with caring adults, but be sure you have the kind of personal or professional relationship that makes it appropriate and safe before you are alone with a child. Make sure you have permission from the child’s parents. If you have any doubt at all, check with your supervisor or a colleague. Remember that maintenance of a high level of visibility can help to protect you from being accused of abuse. If possible, consider not driving alone with a child, not being in an isolated room while you tutor or give private lessons, leaving doors open, and having windows in classroom doors. Make sure that parents and other caregivers feel welcome to drop in and see what you are doing.
According to Sterling Goodrich, a Program Specialist at After School Matters and long-time Kidpower Chicago Instructor, “When I was a full-time youth worker, our guideline was to not be alone with any youth if at all possible. Ideally, we would have one or more adult youth workers or parents present at the programs. It was beneficial to have another adult present for a few reasons: one, the other adult could help other youth workers refocus on organizational priorities and guidelines if they were starting to lose sight of those due to fatigue and/or frustration with the youth; two, there would be another adult witness who could help clear up any wrongful accusations; and three, if an adult tried to be a part of the youth program and had predatory intentions, then this person would be denied privacy and control with a youth. If we could not have another adult present, the next best option was to have several youth present.”
But what if the child needs to have a private conversation with you? According to Kidpower India Center Director Praveen Vempadapu, “When I was in charge of a girls’ group home, I made it a point never to counsel a girl inside a closed room. Rather, I used to take her into the playground and speak there. Everybody could see us, but at the same time the distance kept the privacy intact.”
Many wonderful family, mentoring, and therapeutic relationships benefit from one-on-one time. To ensure safety for everyone, it is important that parents or guardians know and agree with what is happening, that the child is able to speak up about concerns, and that these activities are not a secret.
3. Respect kids’ boundaries about touch and other kinds of connection.
Teach and uphold these Kidpower Safety Rules:
- Touch or games for fun, play, or affection should be the choice of each person.
- Any kind of touch or other activities with young people should also be safe, allowed by their adults, and not a secret.
Like all of us, young people have different ways of connecting and different kinds of needs about touch. Comfort about touch, attention, and other interactions often changes depending on someone’s age or mood, the other person, and the situation. Helping young people identify and articulate their feelings about personal boundaries and modeling for them how to notice and respect the boundaries of others are some of the important life skills you can give them.
There are many ways of making connection. Be sure to only do things that you are comfortable with and that are appropriate for your role and relationship with the child. Hug the child who reaches out to you for a hug. Pat the arm of the child who wants to be touched but not hugged. Wrestling and playing other physical games can also be fine, if the child is clearly enjoying the activity, and you stop and check in to make sure the child is comfortable and wants to continue. Make eye contact with and smile at the kid who is more reserved physically. If a child doesn’t like eye contact, then take a few minutes to talk about or do something this child is interested in.
Pay attention to body language. Whether a child leans towards you or away from you is a great clue about feelings about touch with you at that moment. If you are not sure, let the child initiate the contact or ask. Especially when a young person seems shy, reserved, or uncomfortable, avoid pressure by giving a choice between a “yes” and a “yes.” “Would you prefer a high-five or a wave to say good-bye?” If a child seems upset, you can ask, “Would you like me to hug you or do you want to be in your own space for a while?”
Kinesthetic learners often learn physical activities much more quickly if they are helped to move their bodies rather than just being shown a technique. Helping them to understand how they learn can serve them well for the rest of their lives. If you are not sure whether being touched for this reason is okay with someone, you can explain and offer a choice, “Many people ‘learn by doing’ more easily than by watching what to do, and doing something new can feel awkward at first. Is it okay if I help you move your body through this technique the right way a few times or would you rather copy what I show you?”
4. Acknowledge a child’s right to dislike and feel unhappy about something you do.
Tell kids that, “Some things are not your choice, including touch for health or safety.” Being restrained from hitting someone, from running in front of a car, or from breaking something is not a choice. Being required to use a seatbelt or car seat is not a choice. Leaving the park when it’s time to go home is not a choice. Having to wait your turn or to accept losing a game is not a choice.
Most of us feel sad or angry when someone forces us to do something against our wishes. Why should kids be any different? A sympathetic acknowledgement of upset feelings can give young people the message that they have a right to their feelings while guiding them to express these feelings in safe ways. Suppose a child is shouting insults because she is upset about not getting her way. You can say firmly and kindly, “No name-calling! Instead, you can tell me you feel angry about what I decided. I am sorry that you are unhappy, and we can talk about it later with your parents so that they know too.” During the workshop for physical therapists mentioned at the beginning of this article, we practiced different ways of acknowledging feelings, such as, “I know my doing this hurts you, and I’m sorry. I have to do this in order to help you get better. Maybe it will help if we both shout, “I HATE THIS!’ so everybody knows how you feel.”
5. Model and uphold clear boundaries about sexual or suggestive behavior.
Once a pretty ten-year-old girl walked into an after-school program where I was teaching a Kidpower workshop. She sighed in resignation as a couple of the boys stared and her and started making “Whoo! Whoo!” noises. Of course I stopped them, but it was clear that this behavior was common in this group and hadn’t been addressed before.
It’s normal for kids to be interested in their bodies and each other’s bodies, and some kids push the boundaries about this as they do about other things – showing off their body parts, teasing other kids about their bodies, or pulling down someone’s pants as a joke. Set clear, firm boundaries that this kind of play, teasing, and jokes is not appropriate for young people in your care. Speaking up about small stuff will help prevent bigger stuff. Step in to stop any inappropriate behavior and, with minors, inform the parents of both kids in a non-attacking way.
Make sure you are setting a good example. Don’t make sexual jokes around kids or laugh at sexual jokes if kids tell them in your presence. Be really careful with young people in how everyone, both kids and adults, talks or acts about clothing, bodies, and relationships.
According to our Vermont Center Director Laura Slesar, who has worked at a number of schools, “Be cautious about things like dancing with kids when chaperoning at dances: I had a female colleague who had to explain to an 11th-grade boy why it was not okay for him to ‘dirty dance’ with her – and he was honestly surprised! When I worked with at-risk teens at a boarding school, our goal was to help the students – particularly for those who had been sexually abused – see that we were safe adults who were NOT going to look at them in a sexual way.”
6. If a child accuses you of being abusive, use this as a teaching moment.
Instead of trying to deny, ignore, or suppress this accusation, acknowledge the feeling under this statement and be clear that you and the child will talk to others to get help. For example, you might say in a calm, positive voice, “Thank you for telling me. I am sorry that my doing this upset you. Problems should not be secrets, and we are going to talk your concerns over with your parents.” Or, “I understand that this is what you think happened. That was not what I meant to say or do (or, not what I think I said or did). We are going to talk this over with your parents and my supervisor.”
Suppose you made a mistake and accidentally touched a child in a way that was embarrassing or hurtful. Model how to take responsibility and promote the “Put Safety Ahead of Embarrassment” and “Touch Should Not Be a Secret” messages. You might say, “I’m sorry I bumped into you like that. It was an accident. I’ll be careful not to do it again. I’ll tell your parents what happened.” If abuse charges are being filed against you, get legal advice. However, if the above guidelines are being followed, this is very unlikely to happen. Don’t let fear of a word that a child has learned has power cause you to panic. Do take action to address the feelings of the child, clear up any misunderstandings, and inform parents, supervisors, co-workers, and/or other involved adults.
Clear communication, healthy boundaries, and effective adult leadership can help prevent most of the mistakes, misperceptions, and disagreements that might lead to an unfair accusation of sexual abuse. As Sterling says about his experiences with youth programs, “Even though I felt that I was acting honorably and respectfully, I still did fear being falsely accused of abuse when I was a youth worker. It was the fear of many youth workers that I worked with. I now manage youth workers, and I think these guidelines will be helpful for them.”
7. Develop, understand, and uphold clear rules for child protection
Families, schools, youth programs, and community groups need clear rules about what is and is not considered safe and appropriate for the children, youth, and teens in their care. Unless doing something will endanger a child, make sure that you understand the rules and uphold them. If you think a rule, policy, or common practice is wrong, unsafe, or unclear, work to change it instead of ignoring it. If there are no rules, develop them. When adult leaders uphold a common ground of rules that promote caring, respect, and safety for everyone, children and adults are all much more likely to be happier, safer, and better able to learn and grow.
Protecting Youth Athletes from Sexual Abuse videos, sample policies, and handouts
Worthy of Trust: What Organizations Need to Do to Protect Children From Harm
Four Strategies for Protecting Kids From Sexual Predators
– Irene van der Zande has been featured as a child safety expert by USA Today, CNN, and The Wall Street Journal and is the author of Bullying: What Adults Need to Know and Do to Keep Kids Safe. She is also the founder of Kidpower.org, a non-profit organization that has helped to protect over 3 million young people from child abuse, bullying, and abduction since 1989
For more information about Kidpower’s resources for teaching these People Safety Skills and concepts, please visit our online Library (free community membership) and our RelationSafe™ Bookstore.
Published: March 9, 2012 | Last Updated: February 7, 2017 | <urn:uuid:3e35a9d4-f472-410a-a7e8-2df32b1929fc> | CC-MAIN-2024-10 | https://www.kidpower.org/library/article/avoid-being-accused/ | 2024-03-04T14:57:47Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.971919 | 3,004 | 2.609375 | 3 |
Libraries for the 21st Century
Albert Einstein once said, "the only thing that you absolutely have to know, is the location of the library." But is the library, an ancient institution that has existed since the birth of writing itself, becoming obsolete in the digital age? A once revered repository for human knowledge, libraries have played an important role in the advancement of civilizations throughout history.
Today, we have the world's knowledge literally at our fingertips. Ubiquitous connectivity and portable devices mean that students can read, research, collaborate and work anywhere at any time. Traditional publishing and printing are being turned on their head as information is recorded in multimedia formats, shared and distributed with ease. So what role does the library have today, particularly those located within our schools and universities?
Manage a collection of resources and develop student skills in accessing them
The traditional role of libraries endures in being a collection of resources, even if now the format of these resources is changing. The underlying purpose of the library however is not simply storing this information and knowledge but also in helping users access and process this information efficiently. This is ever-more relevant today when we are constantly suffering from information overload. Libraries and librarians can help students and teachers alike find the resources they need quickly and accurately - essential in combatting the threat of 'fake news.' This is important for students looking to continue into further education where independent research and learning skills are vital.
Provide engaging and welcoming space for learning, leisure and reading for pleasure
Encouraging the activity of reading for pleasure, especially in young people, is known to be highly beneficial in the long term. Libraries hold swathes of fiction and non-fiction for people to enjoy based on their personal interests or academic requirements. Not only can libraries help people better identify what they need as mentioned above, they should provide a comfortable and inviting forum for these resources to be absorbed and shared. Layouts should be diverse with flexible, multipurpose areas with varying degrees of noise levels. Furniture should be comfortable and versatile to allow people to spend prolonged periods of time researching or undertake peer-to-peer learning. Library spaces could also support elements of project-based and maker centred learning by offering virtual learning resources and maker spaces.
A destination space for the wider community
Many schools and colleges are looking to open their facilities outside of school hours, hiring out sports facilities and event spaces for use by the local community. A library equipped with both technology and content can be a very attractive destination. Whether it is a cross-departmental forum that may be difficult to accommodate in dedicated classrooms or to host guest speakers and seminars – libraries can become the beating heart of an educational institution. With well-resourced and well-staffed facilities, schools, colleges and universities can enhance the learning experience with a library that transcends the outdated idea of a 'warehouse of books.' A library should be a vibrant, interactive and refined destination where ideas are born, analysed and shared amongst the students who will go on to form the workforce of our evolving knowledge-based economy. | <urn:uuid:76cefb52-b3de-4006-8511-438f97df09fb> | CC-MAIN-2024-10 | https://www.kieurope.com/about-us/blog/libraries-for-the-21st-century/ | 2024-03-04T13:41:59Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.957639 | 625 | 3.03125 | 3 |
What is a Gait Analysis?
Klemic Performance Method
A full panel gait analysis is a comprehensive assessment of an athlete's bio mechanics through a series of effective range measurements. The purpose of the gait analysis is to identify an athlete's strengths, weaknesses, and asymmetry in locomotion. Although the tests are fundamental and standard to most athletes, they will give us, as coaches, the information we need to create a specific performance plan and the measurements will give us the quantifiable athleticism of the athlete. From the quantifiable athletic metrics we can create projections of the athletes performance over the performance plan mesocycle (12) weeks.
The Effective Range Measurements will include the measurement in Vertical Leap, Broad Jump, Lateral Bound, Acceleration tests of Miles Per Hour at 10, 20 dash tests.
Gait Correction and Performance Plan
Once an athlete's gait analysis is assessed we will provide a performance plan to correct specific issues that were identified in the report. The performance plan is essentially a treatment for an athlete. Like a doctor prescribes medicine, we prescribe a performance plan to create a more efficient and explosive athlete. In most cases an athlete's performance plan will be broken up into 3 days.
The first day in the weekly cycle of workouts is Acceleration focused. The purpose of this day is to decrease the amount of time it takes for an athlete to reach max velocity. In other words our acceleration day is designed to increase an athlete's ability to change their rate of velocity. We do this through specific muscle isolation and resistance to run under calibrated tension.
I’m a paragraph. Double click me or click Edit Text, it's easy. | <urn:uuid:8f89a461-a144-4b20-b881-cfe278333d2e> | CC-MAIN-2024-10 | https://www.klemicperformancemethod.com/schedule-gait-analysis | 2024-03-04T15:52:32Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.931466 | 341 | 2.6875 | 3 |
Corn, also known as maize, is one of the most popular cereals in the world.
Maize is an important food source for animals and humans, but its uses are diversifying more and more.
In Canada and the U.S., maize is mainly used as feed for livestock.
Human consumption of maize is an essential element of the diet of many regions and the main ingredient for the preparation of foods.
The search for innovative and viable alternatives to oil has led to an increasing demand for corn for the production of biofuels, especially ethanol.
A grain of wheat is increasingly used to produce biomaterial, as a result of the trend toward alternative lifestyles and more environmentally friendly. Can be used to produce plastics and fabrics.
THE MARKET OF MAIZE
The trade of the corn futures market takes place on the Chicago Board of Trade (CBOT).
The factors that affect the price of maize are:
Some of the most significant fluctuations in the price of maize are caused by weather conditions. The climate can offer an explanation to some cyclical trend in maize prices during the year.
Can have a strong impact on crops. Their spread can be affected by climate.
Demand from emerging markets is a significant factor in the long-term price trend.
The ethanol market, rapidly expanding in the U.S., has become a primary factor in the demand for corn. The ethanol is used in gasoline at low concentrations as an additive and some cars specially modified can operate with even very high concentrations.
Corn, soybeans and wheat are common in many applications and can act as substitutes for each other. The greater demand can therefore push up the price of the other.
Demands for maize is very high between September and November, when the cattle have the greatest need to be fed. | <urn:uuid:b2a4ff54-b405-4ff5-8549-759be35ce54b> | CC-MAIN-2024-10 | https://www.larosa-international.com/corn/ | 2024-03-04T15:06:59Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.966302 | 365 | 3.390625 | 3 |
By MARK BITTMAN from the New York Times
THE “fact” that junk food is cheaper than real food has become a reflexive part of how we explain why so many Americans are overweight, particularly those with lower incomes. I frequently read confident statements like, “when a bag of chips is cheaper than a head of broccoli ...” or “it’s more affordable to feed a family of four at McDonald’s than to cook a healthy meal for them at home.”
This is just plain wrong. In fact it isn’t cheaper to eat highly processed food: a typical order for a family of four — for example, two Big Macs, a cheeseburger, six chicken McNuggets, two medium and two small fries, and two medium and two small sodas — costs, at the McDonald’s a hundred steps from where I write, about $28. (Judicious ordering of “Happy Meals” can reduce that to about $23 — and you get a few apple slices in addition to the fries!)
In general, despite extensive government subsidies, hyperprocessed food remains more expensive than food cooked at home. You can serve a roasted chicken with vegetables along with a simple salad and milk for about $14, and feed four or even six people. If that’s too much money, substitute a meal of rice and canned beans with bacon, green peppers and onions; it’s easily enough for four people and costs about $9. (Omitting the bacon, using dried beans, which are also lower in sodium, or substituting carrots for the peppers reduces the price further, of course.)
Another argument runs that junk food is cheaper when measured by the calorie, and that this makes fast food essential for the poor because they need cheap calories. But given that half of the people in this country (and a higher percentage of poor people) consume too many calories rather than too few, measuring food’s value by the calorie makes as much sense as measuring a drink’s value by its alcohol content. (Why not drink 95 percent neutral grain spirit, the cheapest way to get drunk?)
Besides, that argument, even if we all needed to gain weight, is not always true. A meal of real food cooked at home can easily contain more calories, most of them of the “healthy” variety. (Olive oil accounts for many of the calories in the roast chicken meal, for example.)In comparing prices of real food and junk food, I used supermarket ingredients, not the pricier organic or local food that many people would consider ideal. But food choices are not black and white; the alternative to fast food is not necessarily organic food, any more than the alternative to soda is Bordeaux.
The alternative to soda is water, and the alternative to junk food is not grass-fed beef and greens from a farmers’ market, but anything other than junk food: rice, grains, pasta, beans, fresh vegetables, canned vegetables, frozen vegetables, meat, fish, poultry, dairy products, bread, peanut butter, a thousand other things cooked at home — in almost every case a far superior alternative.
“Anything that you do that’s not fast food is terrific; cooking once a week is far better than not cooking at all,” says Marion Nestle, professor of food studies at New York University and author of “What to Eat.” “It’s the same argument as exercise: more is better than less and some is a lot better than none.”
THE fact is that most people can afford real food. Even the nearly 50 million Americans who are enrolled in the Supplemental Nutrition Assistance Program (formerly known as food stamps) receive about $5 per person per day, which is far from ideal but enough to survive. So we have to assume that money alone doesn’t guide decisions about what to eat. There are, of course, the so-called food deserts, places where it’s hard to find food: the Department of Agriculture says that more than two million Americans in low-income rural areas live 10 miles or more from a supermarket, and more than five million households without access to cars live more than a half mile from a supermarket.
Still, 93 percent of those with limited access to supermarkets do have access to vehicles, though it takes them 20 more minutes to travel to the store than the national average. And after a long day of work at one or even two jobs, 20 extra minutes — plus cooking time — must seem like an eternity.
Taking the long route to putting food on the table may not be easy, but for almost all Americans it remains a choice, and if you can drive to McDonald’s you can drive to Safeway. It’s cooking that’s the real challenge. (The real challenge is not “I’m too busy to cook.” In 2010 the average American, regardless of weekly earnings, watched no less than an hour and a half of television per day. The time is there.)
The core problem is that cooking is defined as work, and fast food is both a pleasure and a crutch. “People really are stressed out with all that they have to do, and they don’t want to cook,” says Julie Guthman, associate professor of community studies at the University of California, Santa Cruz, and author of the forthcoming “Weighing In: Obesity, Food Justice and the Limits of Capitalism.” “Their reaction is, ‘Let me enjoy what I want to eat, and stop telling me what to do.’ And it’s one of the few things that less well-off people have: they don’t have to cook.”
It’s not just about choice, however, and rational arguments go only so far, because money and access and time and skill are not the only considerations. The ubiquity, convenience and habit-forming appeal of hyperprocessed foods have largely drowned out the alternatives: there are five fast-food restaurants for every supermarket in the United States; in recent decades the adjusted for inflation price of fresh produce has increased by 40 percent while the price of soda and processed food has decreased by as much as 30 percent; and nearly inconceivable resources go into encouraging consumption in restaurants: fast-food companies spent $4.2 billion on marketing in 2009.
Furthermore, the engineering behind hyperprocessed food makes it virtually addictive. A 2009 study by the Scripps Research Institute indicates that overconsumption of fast food “triggers addiction-like neuroaddictive responses” in the brain, making it harder to trigger the release of dopamine. In other words the more fast food we eat, the more we need to give us pleasure; thus the report suggests that the same mechanisms underlie drug addiction and obesity.
This addiction to processed food is the result of decades of vision and hard work by the industry. For 50 years, says David A. Kessler, former commissioner of the Food and Drug Administration and author of “The End of Overeating,” companies strove to create food that was “energy-dense, highly stimulating, and went down easy. They put it on every street corner and made it mobile, and they made it socially acceptable to eat anytime and anyplace. They created a food carnival, and that’s where we live. And if you’re used to self-stimulation every 15 minutes, well, you can’t run into the kitchen to satisfy that urge.”
Real cultural changes are needed to turn this around. Somehow, no-nonsense cooking and eating — roasting a chicken, making a grilled cheese sandwich, scrambling an egg, tossing a salad — must become popular again, and valued not just by hipsters in Brooklyn or locavores in Berkeley. The smart campaign is not to get McDonald’s to serve better food but to get people to see cooking as a joy rather than a burden, or at least as part of a normal life.
As with any addictive behavior, this one is most easily countered by educating children about the better way. Children, after all, are born without bad habits. And yet it’s adults who must begin to tear down the food carnival.
The question is how? Efforts are everywhere. The People’s Grocery in Oakland secures affordable groceries for low-income people. Zoning laws in Los Angeles restrict the number of fast-food restaurants in high-obesity neighborhoods. There’s the Healthy Food Financing Initiative, a successful Pennsylvania program to build fresh food outlets in underserved areas, now being expanded nationally. FoodCorps and Cooking Matters teach young people how to farm and cook.
As Malik Yakini, executive director of the Detroit Black Community Food Security Network, says, “We’ve seen minor successes, but the food movement is still at the infant stage, and we need a massive social shift to convince people to consider healthier options.”
HOW do you change a culture? The answers, not surprisingly, are complex. “Once I look at what I’m eating,” says Dr. Kessler, “and realize it’s not food, and I ask ‘what am I doing here?’ that’s the start. It’s not about whether I think it’s good for me, it’s about changing how I feel. And we change how people feel by changing the environment.”
Obviously, in an atmosphere where any regulation is immediately labeled “nanny statism,” changing “the environment” is difficult. But we’ve done this before, with tobacco. The 1998 tobacco settlement limited cigarette marketing and forced manufacturers to finance anti-smoking campaigns — a negotiated change that led to an environmental one that in turn led to a cultural one, after which kids said to their parents, “I wish you didn’t smoke.” Smoking had to be converted from a cool habit into one practiced by pariahs.
A similar victory in the food world is symbolized by the stories parents tell me of their kids booing as they drive by McDonald’s.
To make changes like this more widespread we need action both cultural and political. The cultural lies in celebrating real food; raising our children in homes that don’t program them for fast-produced, eaten-on-the-run, high-calorie, low-nutrition junk; giving them the gift of appreciating the pleasures of nourishing one another and enjoying that nourishment together.
Political action would mean agitating to limit the marketing of junk; forcing its makers to pay the true costs of production; recognizing that advertising for fast food is not the exercise of free speech but behavior manipulation of addictive substances; and making certain that real food is affordable and available to everyone. The political challenge is the more difficult one, but it cannot be ignored.
What’s easier is to cook at every opportunity, to demonstrate to family and neighbors that the real way is the better way. And even the more fun way: kind of like a carnival. | <urn:uuid:55594e03-0eb3-41e3-9f47-a6002bd91ebd> | CC-MAIN-2024-10 | https://www.letgoletsgo.com/2011/09/is-junk-food-really-cheaper.html | 2024-03-04T13:41:57Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.957 | 2,331 | 2.640625 | 3 |
A crown is placed over a tooth to cover or protect it, and securely held in place by strong dental adhesive. Crowns are used for several reasons, including:
Crowns can be made from a variety of materials, including plastic, ceramic or metal alloys. A combination of metal and ceramic is also possible to maximise strength and simulate the appearance of natural teeth.
Firstly, a thorough clinical examination is conducted with radiographs by the dentist. The suitability for crowns is assessed and any preparatory work is carried out. Your dentist will also be able to advise on material choices, treatment sequence and any other concerns you may have.
At the second appointment, the teeth to be crowned are prepared. This involves reduction of the tooth size (usually under local anaesthesia) followed by an impression or mould of the prepared tooth. This trimming of the tooth is required to create space for the crown to be fitted. The mould taken is then sent to a laboratory where skilled technicians will fabricate the crown. In the meantime, a temporary crown is made and fitted onto the trimmed tooth.
At the third appointment, the temporary crown is removed and the tooth surfaces cleaned. The completed crown is tried on the tooth for fit, harmony with the bite, and appearance. Finally, the crown is cemented onto the prepared tooth with dental cement.
It varies depending on each individual, but you can expect your crown to last up to 15 years before needing to be replaced. Ceramic on the surface may chip or fracture, so we recommend you avoid chewing or biting into very hard foods to protect your crown.
Crowns are made of inert materials that do not deteriorate over time. However, the underlying tooth is still prone to decay and gum disease. Daily brushing and flossing are essential for maintaining good oral health as well as keeping the crown trouble-free. The most vulnerable portion of the crown is the margin or the junction between tooth and crown.
Regular check-ups will enable your dentist to detect any problems with your crown and recommend necessary treatment.
You are able to choose the shade of your crown, based on your personal preferences. We can accurately colour match the ceramic material to your natural teeth, ensuring it blends into your smile perfectly and can’t be distinguished from your existing teeth. If you are considering teeth whitening treatment for your natural teeth, you may wish to have your crown created in a whiter shade, as whitening gels are not effective on the dental restoration. Depending on your case, your dentist may suggest whitening your teeth first so they can ensure a more exact match.
We use local anaesthetic to numb the affected area before we begin preparing your tooth for crown treatment to make sure you won’t feel any pain. We also make sure you are feeling relaxed and comfortable in the chair before we begin your treatment. Many patients report that having a crown is no more uncomfortable than the treatment for a filling.
Complete the form below and a member of the team will be in touch as soon as possible. | <urn:uuid:bd4c5e9b-b286-457e-b294-4cfea284aa83> | CC-MAIN-2024-10 | https://www.lewesdental.co.uk/treatments/general-dentistry/crowns/ | 2024-03-04T15:02:21Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.955872 | 621 | 3.015625 | 3 |
Treat Your Shoulder Pain In Gaithersburg & Riverdale
Shoulder Pain and Common Shoulder Problems
What most people call the shoulder is really several joints that combine with tendons and muscles to allow a wide range of motion in the arm â from scratching your back to throwing the perfect pitch.
Mobility has its price, however. It may lead to increasing problems with instability or impingement of the soft tissue or bony structures in your shoulder, resulting in pain. You may feel pain only when you move your shoulder, or all of the time. The pain may be temporary or it may continue and require medical diagnosis and treatment.
This simplified illustration of the shoulder highlights the major components of the joint.
Your shoulder is made up of three bones: your upper arm bone (humerus), your shoulder blade (scapula), and your collarbone (clavicle).
The head of your upper arm bone fits into a rounded socket in your shoulder blade. This socket is called the glenoid. A combination of muscles and tendons keeps your arm bone centered in your shoulder socket. These tissues are called the rotator cuff. They cover the head of your upper arm bone and attach it to your shoulder blade.
Most shoulder problems fall into four major categories:
- Tendon inflammation (bursitis or tendinitis) or tendon tear
- Fracture (broken bone)
Other much less common causes of shoulder pain are tumors, infection, and nerve-related problems.
Bursae are small, fluid-filled sacs that are located in joints throughout the body, including the shoulder. They act as cushions between bones and the overlying soft tissues, and help reduce friction between the gliding muscles and the bone.
Sometimes, excessive use of the shoulder leads to inflammation and swelling of the bursa between the rotator cuff and part of the shoulder blade known as the acromion. The result is a condition known as subacromial bursitis. Bursitis often occurs in association with rotator cuff tendinitis. The many tissues in the shoulder can become inflamed and painful. Many daily activities, such as combing your hair or getting dressed, may become difficult.
A tendon is a cord that connects muscle to bone. Most tendinitis is a result of a wearing down of the tendon that occurs slowly over time, much like the wearing process on the sole of a shoe that eventually splits from overuse.
Generally, tendinitis is one of two types:
· Acute. Excessive ball throwing or other overhead activities during work or sport can lead to acute tendinitis.
· Chronic. Degenerative diseases like arthritis or repetitive wear and tear due to age, can lead to chronic tendinitis.
The most commonly affected tendons in the shoulder are the four rotator cuff tendons and one of the biceps tendons. The rotator cuff is made up of four small muscles and their tendons that cover the head of your upper arm bone and keep it in the shoulder socket. Your rotator cuff helps provide shoulder motion and stability.
Splitting and tearing of tendons may result from acute injury or degenerative changes in the tendons due to advancing age, long-term overuse and wear and tear, or a sudden injury. These tears may be partial or may completely split the tendon into two pieces. In most cases of complete tears, the tendon is pulled away from its attachment to the bone. Rotator cuff and biceps tendon injuries are among the most common of these injuries.
Shoulder impingement occurs when the top of the shoulder blade (acromion) puts pressure on the underlying soft tissues when the arm is lifted away from the body. As the arm is lifted, the acromion rubs, or “impinges” on, the rotator cuff tendons and bursa. This can lead to bursitis and tendinitis, causing pain and limiting movement. Over time, severe impingement can even lead to a rotator cuff tear.
Shoulder instability occurs when the head of the upper arm bone is forced out of the shoulder socket. This can happen as a result of a sudden injury or from overuse.
Shoulder dislocations can be partial, with the ball of the upper arm coming just partially out of the socket. This is called a subluxation. A complete dislocation means the ball comes all the way out of the socket.
Once the ligaments, tendons, and muscles around the shoulder become loose or torn, dislocations can occur repeatedly. Recurring dislocations, which may be partial or complete, cause pain and unsteadiness when you raise your arm or move it away from your body. Repeated episodes of subluxations or dislocations lead to an increased risk of developing arthritis in the joint.
Shoulder pain can also result from arthritis. There are many types of arthritis. The most common type of arthritis in the shoulder is osteoarthritis, also known as “wear and tear” arthritis. Symptoms, such as swelling, pain, and stiffness, typically begin during middle age. Osteoarthritis develops slowly and the pain it causes worsens over time.
Osteoarthritis, may be related to sports or work injuries and chronic wear and tear. Other types of arthritis can be related to rotator cuff tears, infection, or an inflammation of the joint lining.
Often people will avoid shoulder movements in an attempt to lessen arthritis pain. This sometimes leads to a tightening or stiffening of the soft tissue parts of the joint, resulting in a painful restriction of motion. | <urn:uuid:375d1822-1e2d-44a7-9ea9-560d23bf116d> | CC-MAIN-2024-10 | https://www.lifechiropracticmd.com/chiropractic-care/shoulder-pain/ | 2024-03-04T15:16:25Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.93329 | 1,168 | 2.625 | 3 |
The Viking Age is full of stories of adventure, bravery, and conflict. Yet the ordinary nature of how the people lived day-to-day in the Viking Age surprises many. Here's an introduction to the Viking lifestyle.
Whenever someone mentions Vikings, the general picture painted in the mind’s eye is of burly blonde dudes with horn-winged helmets hopping out of a boat, sword, and axe in hand, ready to burn, plunder, and do all sorts of nasty things to whoever crosses their path.
The truth of the matter, however, is that these acts of raiding really only took up a fraction of the time people spent during the Viking Age.
Relatively few people took part in these expeditions, with the majority staying at home to work the land.
In fact, the word ‘Viking' was reserved for those few warriors who set sail in search of trade or new lands, rather than to describe everyone who lived in the Scandinavian lands during the time period.
Some of those who stayed at home would later join the Vikings in new settlements, for example in Iceland or Scotland.
Working the farms
For the most part, the Norse people in the Viking Age were farmers. The majority of the crops they grew were things such as oats, barley, and wheat, with a number of vegetables taking root here and there.
Much like Norway today, there was plenty of livestock scattered across the countryside: pigs, cattle, sheep, horses, chickens, all the basics of European farms.
Plenty of other trades were alive and well at the time. Boat builders and wood craftsmen, blacksmiths, leather workers, fishers, even merchants were not uncommon occupations for people like Ragnar or Rollo.
Many people in the Viking Age would do some of the above, but as time went on and larger settlements came to be, there began to be some Norsemen who specialised in one or two particular trades.
When it came to clothing themselves, Vikings were particularly fond of wool and lots of animal skins. Viking women were very skilled weavers, able to make beautiful patterns from wool dyed with plants.
For men’s fashion, it was pretty standard with pants and shirts of varying lengths. For women, the standard fashion was long woolen dresses.
There is plenty of debate on what the styles of the Vikings really were, as not much of their clothing has survived the battle with time.
Having said that, it can generally be assumed that the styles you see on television and in films are probably not historically accurate representations.
For one thing, the Vikings loved bling. Men and women were likely bedecked in rings, bracelets, necklaces, armbands, and so on. Beautifully crafted metals have survived well, and jewelry made from leather, bone, and wood was not uncommon either.
Simple living spaces
After a long day toiling in the fields, or at the end of a long voyage to haul back loot, plunder, and slaves, there was nothing better for a Viking than to kick up their feet at home.
One common misconception was that ‘Vikings' were one people. We often speak of them as a collective. But although the vast majority of Vikings were Norse, the reality was that they lived in many small, disparate communities.
In Norway, these would have been along fjords or on narrow sounds that would provide shelter, good fishing opportunities, and strategic defensive positions. For the chief enemies at the time were other Viking communities!
Viking longhouses were built of wood, mud, stone, or a collage of all the above. The home was generally shaped rectangular-ish and with a sweet hole in the roof to let out the smoke of the probably always burning fire.
Viking homes didn’t differ much from other structures around Europe of that time period, though they were much less grand than how they are often depicted, and perhaps with better methods of insulating the space to keep in the heat during those long, dark, and cold Nordic winters.
Food from the ocean and the farms
What did people eat? Unsurprisingly, fish made up a large portion of the Viking diet. They also had plenty of other proteins to choose from. Pork was the most popular, while horse meat kebabs likely graced many a table.
The main mealtime would often consist of a stew that had been simmering for most of the day, perhaps even longer. It would have been common for the stew to be in a state of constant renewal, lasting several days and topped up with whatever meat and vegetables were available.
Bread was made from the different grains they grew on their farms. Added to that were the fruits, berries, and nuts that could be foraged from around the farms and the mountains.
The only nuts that we believe the Norse obtained locally were hazelnuts. Walnuts seemed to form part of the diet, but these would have come from trading abroad.
Norse people kept cattle primarily for the milk. Aside from drinking the fresh milk, they made dairy products including butter and soft cheeses.
Still popular in Iceland today is skyr, a yoghurt-like, sweet and sour soft curd cheese. It was a well-loved product in the Viking Age, highly regarded because of its ability to preserve protein for six months or longer.
Apart from milk and water, people in the Viking Age were fond of beer and mead. Norse beer would have been weak by modern standards, while mead is a form of honey wine.
Fun through competitive games
Like many other archaic societies, a lot of the entertainment came from sports such as wrestling, racing, and fighting games.
Vikings even had board games to occupy their time. Researchers suggest that the famous Isle of Lewis Chessmen were created right here in Trondheim before ending up off the coast of Scotland, although these are dated to be from the very tail end of the time of Vikings.
It can be assumed that these were grown out of a longer history of tabletop games. The best known ‘tafl game' (table game) in Scandinavia was ‘Hnefatafl.' It’s likely this is the game they played with the Viking Age gaming piece discovered recently on Lindisfarne.
Lindisfarne was of course the location of the raid that most researchers take as defining the beginning of the Viking Age. Researchers believe the game piece (a small glass ‘crown’) is a rare archaeological link to early Norse raiders.
Warrior poets seem to have been commonplace as well. On many days the towns, the farm, or the great halls were filled with music, poetry, and storytelling. And, of course, the Vikings loved skiing and drinking mead!
Women in the Viking Age
Modern depictions of the era in popular TV and movie dramas have blurred our understanding of the role women playing during the Viking Age.
Recent archaeological discoveries have raised new questions, but the common belief is that despite a surprising amount of gender equality, the influence of women was mainly domestic. They were unlikely to join men in battle, although unlikely doesn't mean it never happened.
If you enjoyed this article, why not share it on Pinterest? We've got just the pin for you. Just hit those social sharing buttons to get started. | <urn:uuid:2432bda7-4336-4925-95aa-2c15113f022c> | CC-MAIN-2024-10 | https://www.lifeinnorway.net/viking-lifestyle/ | 2024-03-04T14:12:06Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.986886 | 1,519 | 3.140625 | 3 |
History of Mikadomatsu
- History of Mikadomatsu
History Continuing from the Edo Period
The first-generation owner, Yuemon Matsuoka was born in Anesaki, Echigo-Kubiki District, into a sake brewing family. This brewery was founded in 1851 after Yuemon relocated his entire brewery to the area with the aim for finding a place that was suitable for “sake brewing”.
At the time, since Ogawamachi intersected the Chichibu Okan Road and Hachioji Highway, it was a transportation hub that dealt in many daily commodities. There were many markets held each month, and it boomed as a location for merchants to gather. Additionally, it is said that were many grain dealing in-termediaries between the Chichibu region which had little rice production and the flatlands where production was high. Since this would naturally lead to an environment where the consumption of sake would be high, Yuemon set his sights on the prospering Ogawamachi.
Preparatory Water For Sake
In addition to the other benefits, the area also had a bounty of high-quality water which is essential in preparing sake. Spring water originating from the Chichibu Mountains is purified by the lime-stone layer and becomes a mineral-rich, natural hard water. This peculiar water feels soft despite being a hard water, and it was able to produce the type of sake that Yuemon wished to create.
※See “About Mikadomatsu”for more details
Blessed with access to water, rice, and a market for consumption, the environment was beyond ideal for producing sake.
At the time of establishment, the company went by the name Osakaya, and sold a brand of sake called “Matsuzakari.” However, the representative brand was changed to “Mikadomatsu” which has been used to present day.
The name “Mikadomatsu” was chosen because “Mikado” (emperor) is the highest title in Japan, and “matsu” (pine) is known as a symbol of prosperity due to being green all year round. It is said that these two words were picked to “express the desire of maintaining the pinnacle of sake brewing for many generations to come.”
Mikadomatsu is characterized by a sweet and fruity taste overall, and including different siz-es, is available in a range of about 150 products. The number has increased to this amount after taking into account the taste of consumers with individual differences and the desire of “wanting as many people as pos-sible to be able to enjoy this product.”
Of all the sake brewed with that stance in mind, one that is extremely popular with customers is the CEO’s Sake.
This unforgettably named sake was launched under the 5th-generation owner, Yuji.
During the period of high economic growth in the Showa Period, Ginjo sake was still not wide-ly known. At the time, sake was still classified using a grading system, and we started selling uninspected Ginjo sake that was neither special grade nor first grade. This was considered to be a forerunner in the dis-tribution of Ginjo sake in Saitama Prefecture, and its popularity grew rapidly. We were even called “the brew-ery that makes the best Ginjo sake in Saitama Prefecture” at the time.
Originally, only a very small amount was brewed for exhibition at a sake appraisal, and the limited remainder was to be used as gifts from the CEO. It’s said it was named “CEO’s Sake” because that was what was labelled on the tank it was being stored in. In present day, this name provides it with populari-ty as an auspicious sake.
In order to delight lovers of fine liquor, we specially focus on brewer’s rice in our sake manu-facturing process. We are very particular about the productions areas and varieties of rice depending on which type of sake it will be used for. Types of rice we use include A-ranked Yamadanishiki grown in Yoka-wacho, Hyogo; Yamasake 4-go (also called Tamanae) grown in Yamagata; Bizenomachi grown in Akaiwa City, Okayama; and Saitama’s original, Sakemusashi.
Matsuoka Brewery continues pursue the production of traditional Japanese sake, “in order to bring a smile to our customers’ faces.” | <urn:uuid:1d965a45-dd90-4f26-9023-efb2d3d0caf0> | CC-MAIN-2024-10 | https://www.mikadomatsu.com/en/history/ | 2024-03-04T14:27:45Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.982933 | 978 | 2.90625 | 3 |
Americans on average eat more than 150 million servings of chicken every day and virtually all of them are eaten safely. But we want 100% of them to be eaten safely.
Poultry companies have invested tens of millions of dollars in technology and other scientifically-validated measures to enhance the safety profile of chicken products. Continuous inspection and testing by FSIS has demonstrated the long-term success of these interventions in providing a safe, wholesome and affordable protein for consumers.
It all starts even before the egg. Breeder hens—who produce the eggs—are attended to carefully and humanely. Healthy breeder hens lead to healthy eggs and eventually, healthy chicks. Additional measures are taken to ensure the chicks inherit the hens’ maternal antibodies while preventing the sharing of any diseases.
At the hatchery where the chicks are hatched, strict sanitation measures and appropriate vaccinations ensure the chicks are off to a healthy start. At the feed mill, the corn and soybean meal that the chickens eat is heat treated, killing any bacteria that may be present. And on the farm, veterinarians and strict biosecurity measures ensure chickens are safe and healthy.
At the processing facility, the U.S. federal meat and poultry inspection system complements efforts by chicken processors to ensure that the every single chicken product is safe, wholesome and correctly labeled and packaged. U.S. Department of Agriculture inspectors are present in every facility that processes chickens – it is required by law.)
These efforts at the processing facility include: organic rinses that cleanse the chicken, reducing any potential foodborne pathogens or bacteria; keeping the meat at the proper cool temperature; and using metal detectors and x-rays to make sure that no foreign object makes its way into a product or package. Microbiological tests are conducted on the products by both the companies and federal laboratories to help ensure that food safety systems are working properly and that each and every final product meets USDA standards for wholesomeness.
These efforts are netting tangible results.
Government testing shows levels of Salmonella on raw chicken are at all-time lows. According to USDA’s Food Safety and Inspection Service (FSIS), 94% of large establishments are meeting the recently-tightened USDA performance standard for Salmonella on whole broiler carcasses. Similarly, almost 95% of large establishments are meeting the FSIS performance standard for Salmonella on chicken parts, like wings, breasts and drumsticks.
Source: FSIS verification data, 2006 -2015
But raw chicken, just like any other raw agricultural commodity, is not a sterile product. Even with very low levels of Salmonella, there is still the possibility of illness if a raw product is improperly handled or cooked. Proper handling and cooking of poultry is the one silver bullet that will eliminate any risk of foodborne illness. All bacteria potentially found on raw chicken are fully destroyed by handling the product properly and cooking it to an internal temperature of 165°.
The Food Safety and Inspection Service (FSIS) is the public health agency in United States Department of Agriculture (USDA) that is responsible for inspection at broiler chicken processing facilities (those facilities that process chickens for meat). The U.S. meat and poultry inspection system complements industry efforts to ensure that the nation’s commercial supply of meat, poultry and egg products is safe, wholesome and correctly labeled and packaged.
Food safety standards are applied to all chicken products produced in the United States and countries that import chicken products must also meet these federal standards. All chicken products must meet or exceed these safety standards set forth by FSIS in order to reach American consumers.
Federal inspectors are present at all times during operation in chicken processing plants. In a federally inspected slaughter operation, every bird is inspected and inspectors have the authority to stop production for food safety violations.
Since 1996, the meat and poultry industries have been operating under Hazard Analysis Critical Control Point (HACCP), which is a systematic, science-based and preventive approach to food safety that addresses potential biological, chemical and physical contamination of food products. HACCP plans consist of measures to protect the food from unintentional contamination at critical control points. HACCP is used in the meat and poultry industry to identify potential food safety hazards, so that key actions can be taken to reduce or eliminate these risks. | <urn:uuid:7677b254-bf21-4903-9f36-ef389f4b9c91> | CC-MAIN-2024-10 | https://www.nationalchickencouncil.org/policy/food-safety/page/5/ | 2024-03-04T15:22:53Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.944424 | 883 | 3.25 | 3 |
Anthocyanins, plant pigments known for their health-promoting properties, are in demand for medicinal and industrial uses. Anthocyanins have become sought-after natural products, but the small number of plants that naturally produce anthocyanins has limited their widespread use. Researchers at The Ohio State University say the results of their recent study (HortScience, September 2106) can help to increase the environmental and economic sustainability of anthocyanin extract production in turfgrasses such as rough bluegrass.
Scientists Dominic Petrella, James Metzger, Joshua Blakeslee, Edward Nangle, and David Gardner said that nonconventional plants such as turfgrasses may be one way to meet the increasing demand for anthocyanins. "The anatomy and perennial nature of turfgrasses make them attractive anthocyanin production systems," explained corresponding author Dominic Petrella. "Rough bluegrass (Poa trivialis L.) is an attractive anthocyanin production system, since leaf tissue can be harvested while preserving meristematic tissues that allow new leaves to rapidly grow, thereby allowing multiple harvests in a single growing season and greater anthocyanin yields."
Light experiments were designed to determine conditions that favor anthocyanin synthesis in rough bluegrass. The scientists first evaluated whether treatment with high-intensity light could increase anthocyanin content, and then determined the wavelength(s) of light capable of upregulating anthocyanin synthesis to optimize light conditions. They also investigated the role of photosynthesis on anthocyanin production.
When exposed to constant high-intensity white light, rough bluegrass plants significantly increased anthocyanin concentration compared to untreated plants. Light-treated plants exhibited an average 117.64-fold increase in anthocyanin content, and accumulated anthocyanins in both leaf blades and sheath tissue. "Our data show that the anthocyanin content of rough bluegrass after high-light treatment is comparable to or greater than many common fruits and vegetables, particularly red leaf lettuce, and consists of the same anthocyanins," Petrella noted.
To determine the primary wavelength(s) of light responsible for upregulating anthocyanin synthesis, dark-grown and light-grown rough bluegrass seedlings were exposed to blue, red, and far-red LED light. Blue light, at intensities between 150 and 250 mmol·m-2·s-1, was the only wavelength that increased anthocyanin content. However, when red light was applied with blue light at 30% or 50% of the total light intensity, anthocyanin content was increased compared with blue light alone.
The authors said that a major advantage of using turfgrass for anthocyanin production is the ability to harvest leaves containing anthocyanin numerous times throughout a single growing season. Results from their first experiment showed that rough bluegrass plants maintain the ability to synthesize large quantities of anthocyanin over time, even after aggressive harvesting.
Further analyses showed that the use of turfgrasses over an entire growing season could potentially increase anthocyanin yield by two-fold over currently used plant sources. "These methods may help increase both the environmental and economic sustainability of anthocyanin extract production," the authors said. | <urn:uuid:021ee297-c5e9-48ee-a26f-914c0518047a> | CC-MAIN-2024-10 | https://www.news-medical.net/news/20161228/Light-treatment-can-help-increase-anthocyanin-production-in-turfgrasses.aspx | 2024-03-04T15:40:22Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.951044 | 677 | 3.625 | 4 |
Improving an interior space’s acoustic comfort
It is important to have good acoustics in a space to ensure good sound quality, speech intelligibility, concentration, comfort of use, and confidentiality.
When a sound wave hits a wall, several reactions occur:
- a part of the wave dissipates into the wall
- a part of the wave passes through the wall
- a part of the wave is reflected by the wall
The reflected wave (sound reflection) causes reverberation and echo, which, if they are too present, can generate acoustic discomfort inside an interior space.
1. Sound wave / 2. Reflected wave / 3. Transmitted wave / 4. Absorbed wave
Controlling sound quality
Acoustic comfort inside an interior space is achieved when there is a balance between sound absorption, reflection and diffusion.
Acoustic absorption refers to the capacity of a wall to partially absorb a sound wave and to send back to the point of emission only a portion of the energy received. This property helps to reduce the reverberation inside a space, to increase acoustic comfort and speech intelligibility.
Reflection is a physical phenomenon by which a surface reflects part of the sound waves that come in contact with it. The condition of the surface and the nature of the material impact the reflection of the sound waves.
When a sound wave comes in contact with a flat obstacle, as in the case of a mirror, the angle of reflection is equal to the angle of incidence. If the surface is not flat and is of a certain shape, the obstacle becomes a medium of diffusion and the sound wave is reflected in all directions.
For good control of sound quality, the choice of materials, whether they are absorbing, reflecting or diffusing, and their position in the interior space, will have a direct impact on one or more of these acoustic characteristics.
Solutions for improving acoustic comfort
Obersound acoustic panels:
Their purpose is to improve acoustic comfort inside an interior space by reducing sound reflection. When installed on walls or ceilings, they improve speech intelligibility and sound clarity.
The perforations in the decorative covering give these panels an additional function: sound absorption. The partial absorption of sound waves significantly reduces the reverberation of sound and the effects of resonance or echo.
The sound absorption performance of an Obersound panel model is determined by:
- The average absorption coefficient αw. This coefficient varies between 0 and 1 :
- Very absorbent material = 1
- Highly reflective material = 0
- The values by frequencies (from the lowest 100Hz to the highest 4000Hz) listed in the sound absorption curve that allow a more accurate assessment of the performance according to a type of place and its use.
Using the ISO354 standard, these values are assessed in a laboratory inside a reverberation room where the panels are placed in situations based on scenarios described in a test report (type of foam or rock wool, plenum height…)
Obersound panels, which can be fitted with reliefs, changes in planes or curves, also contribute to a homogeneous sound diffusion.
Tectonique 5.5 3D suspended ceilings:
The reliefs and openings on the Tectonic 5.5 ceilings make it possible to combine sound absorption, reflection but also, and especially, diffusion.
Absorption is generated by the position of the slabs and/or the spaces between them.
Reflection is controlled, a part of the waves is reflected while the other is transmitted to the system.
Diffusion is made possible thanks to the curves and changes of planes which limit the sound’s focus points.
Plenum and acoustic performance:
The plenum is the residual space between the wall and the back of the panel (or between the primary ceiling and the suspended ceiling). Its volume affects reverberation time and sound wave dissipation and can therefore impact acoustic performance. | <urn:uuid:98eb69e6-4cba-46bd-bf03-ce3a1e2966a2> | CC-MAIN-2024-10 | https://www.ober-surfaces.com/en/acoustic-correction.html | 2024-03-04T14:07:47Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.909621 | 797 | 3.109375 | 3 |
TALIS 2018 Results (Volume I)
Teachers and School Leaders as Lifelong Learners
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Also available in: French | <urn:uuid:43afef87-82ad-43e8-bd24-64b33df59bb0> | CC-MAIN-2024-10 | https://www.oecd-ilibrary.org/education/change-in-school-safety-from-2013-to-2018_00071928-en | 2024-03-04T14:28:32Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.970904 | 262 | 2.578125 | 3 |
The air travel industry faced immense trouble during lockdown. Rapid vaccination drive and hence falling infection rates in most Western economies are allowing commercial travel to resume after more than a year of downtime.
Many started to travel across the Globe after relaxation in transit rule. Earlier transit was refrained from a containment country. Family are ready to meet , friends are ready to celebrate birthday , relatives are ready to attend wedding in unlock after Covid-2019. All that pent-up travel demand is expected to trigger a 30% surge in jet fuel demand during the summer compared to first quarter levels.
The preferred mode of travelling is by flight only to avoid contact with fellow passenger. Flight need jet fuel and this more flight create demands for more jet fuel.
According to the International Energy Agency (IEA) summer air travel activity will mainly be dominated by short flights, which are expected to account for almost two-thirds of the total fuel used by the sector.
According to the U.S. Energy Information Administration(EIA), jet fuel demand is projected to reach 1.47 million barrels a day during the third quarter, up from 1.13 million in the first quarter and more than 50% higher than a year earlier.
Jet fuel or aviation turbine fuel (ATF, also abbreviated avtur) is a type of aviation fuel designed for use in aircraft powered by gas-turbine engines. It is colorless to straw-colored in appearance. The most commonly used fuels for commercial aviation are Jet A and Jet A-1, which are produced to a standardized international specification. The only other jet fuel commonly used in civilian turbine-engine powered aviation is Jet B, which is used for its enhanced cold-weather performance. | <urn:uuid:f50b0ec2-f02a-4e58-b479-fc84a2c6eff1> | CC-MAIN-2024-10 | https://www.oilgaspedia.com/jet-fuel-demand-surge-30-during-summer/ | 2024-03-04T15:26:32Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.957775 | 347 | 2.765625 | 3 |
The research team led by James Gern, MD, has made a key discovery about a cold-causing virus that is strongly associated with severe asthma attacks. The findings point to a new target for reducing both colds and asthma attacks linked to the virus.
Dr. Gern’s team identified a cellular receptor for rhinovirus C (RV-C), a kind of ‘docking station’ where the virus attaches to the cell and starts to multiply. A variant in the gene for this receptor had been linked to asthma in past genetic studies, but the potential role of the receptor, called CDHR3, in asthma was previously unknown.
The new findings, which were published April 6, 2015, in the Proceedings of the National Academy of Sciences (PNAS), help clarify the function of CDHR3 and may lead to the development of prevention and treatment strategies against RV-C-induced colds and asthma attacks. | <urn:uuid:edb8400b-6802-4c5d-acd2-35ea3fec5314> | CC-MAIN-2024-10 | https://www.pediatrics.wisc.edu/graduate-student-receives-american-medical-association-ama-foundation-seed-grant/ | 2024-03-04T16:08:45Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.968047 | 193 | 3.15625 | 3 |
Peripheral Blood Mononuclear Cell
A peripheral blood mononuclear cell (PBMC) is a blood cell with a single round nucleus. PBMC that are sometimes referred as PMNC (peripheral mononuclear cell) or MNC (mononuclear cell) includes all mononuclear leukocytes such as Lymphocytes (T-Cells, B-Cells, NK-Cells), Monocytes, Dendritic-Cells and Basophils.
The term PBMC is strongly associated with the enrichment of cells out of whole blood via a density gradient centrifugation. Polymorphonuclear leukocytes (multi-lobed nuclei) such as granulocytes are depleted in that fraction. Granulocytes (neutrophils and eosinophils) can’t be enriched from a PBMC fraction made by a standard density gradient separation*. Basophils differ in their dense and partially can be found in the PBMC fraction. Red blood cells are reduced to a minimum compared to the starting cell count.
* Medium with a density of 1.077 g/ml
Enrichment of PBMC via density centrifugation
Density gradient enriched PBMC are sometimes called buffy coat. In this context, buffy coat describes the layer of enriched leukocytes in the interphase.
First, a synthetic polymer solution with a defined density is overlayed with blood or sample material. This sample preparation is followed by a centrifugation step. At the interphase of both solutions, the cells accumulate with the corresponding density of the polymer solution. Then the interphase, which contains the PBMC, is carefully removed. The enriched mononuclear cells are washed and used for further application. | <urn:uuid:296623ee-6130-4ba1-9d40-66350004ab15> | CC-MAIN-2024-10 | https://www.pluriselect.com/us/knowledge-base/sample-material/pbmc.html | 2024-03-04T14:17:02Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.914168 | 360 | 2.953125 | 3 |
In past columns, we’ve discussed geothermal water-to-water heat pumps and air-to-water heat pumps via hydronic heat sources. Both can be a great match to low-temperature hydronic distribution systems.
The word “geothermal” is currently one of the hottest buzzwords in the HVAC industry. It’s very evident that geothermal heat pump systems are quickly gaining market share in a wide range of buildings. Even the feds think it’s worth pitching in 30 cents on the dollar to help put one of these systems in your house.
Although not currently as well-known as geothermal, air-to-water heat pumps are gaining traction in North America. At least six manufacturers now offer AWHPs that are appropriate for residential and light commercial hydronic systems.
I think the hydronics industry has a great opportunity to capitalize on the growing interest in heat pumps. We need to promote how both geothermal and AWHPs can be combined with low-temperature hydronic distribution systems to deliver the combination of low operating cost and superior comfort. Beyond this combination is the opportunity to use either type of heat pump as the primary means of heating domestic water and providing chilled water for cooling.
Both geothermal water-to-water heat pumps and AWHPs thrive on low-load water temperatures. Although either type of heat pump can safely operate with leaving load water temperatures as high as 120° F, anything that can be done to lower the load water temperature will improve both heating capacity and coefficient of performance.
This month I want to discuss ways to maximize both the heating capacity and COP of heat pumps using a technique that’s already familiar to most seasoned hydronic professionals — outdoor reset control.
The lower the better
The heating performance of geothermal water-to-water and air-to-water heat pumps is very sensitive to the water temperature leaving their condensers. The lower this leaving load water temperature, relative to the temperature of the source water, the higher the heating capacity and COP. The graphs in Figure 1 bear this out for both types of heat pumps.
As designers, there isn’t much we can do about the temperature of the source water entering a geothermal heat pump, short of designing a very oversized earth loop, which will only yield an incrementally higher entering source water temperature. In the case of air-to-water heat pumps, we’re at the mercy of the outdoor air temperature.
However, we can do several things to lower the load water temperature.
First, design a hydronic distribution system that can deliver design load heat output while operating at the lowest practical supply water temperature. Radiant floor, wall and ceiling panels are likely the best opportunity. These would be followed by generously sized panel radiators, especially those with internal microfans to boost convective heat output at lower water temperatures. Next would come generous lengths of low-temperature, fin-tube baseboard.
The criteria I suggest is to provide a distribution system that can supply design load using supply water temperatures no higher than 120°. Feel free to design around even lower supply water temperatures if it’s practical and cost-effective.
Next, use an outdoor reset controller to operate the heat pump at the lowest possible water temperature that can still supply the heating load.
One of the easiest ways to do this is to pipe the heat pump into a buffer tank and insert the supply water temperature sensors into a properly located well in that tank, as shown in Figure 2 for a geothermal heat pump and Figure 3 for an air-to-water heat pump.
The air-to-water heat pump is connected to the balance of the system using an antifreeze-protected circuit and a generously sized brazed-plate heat exchanger. This eliminates concerns of freezing, even during a prolonged power failure. The heat exchanger should be selected based on an approach temperature difference no higher than 5° when transferring the maximum heating capacity of the heat pump. This is the temperature difference between the heated antifreeze supplied into the “hot” side of the heat exchanger and the water temperature leaving the “cooler” side of the heat exchanger.
Target water temperature
Both schematics show an outdoor reset controller. Whenever it is powered on, this controller measures the current outdoor temperature and uses it, along with its settings, to calculate the ideal target water temperature required by the distribution system. It then compares this calculated target temperature to the temperature measured by the sensor in the buffer tank.
If the measured temperature is more than one half the differential below the target temperature, a pair of contacts inside the reset controller close. This contact closure turns on the heat pump. The heat pump then turns on the circulator(s) between itself and the buffer tank. If it’s a geothermal water-to-water heat pump, the earth loop circulators also are turned on.
The heat pump continues to add heat to the buffer tank until one of two things happens: the heating demand is satisfied at the room thermostat, which turns off the outdoor reset controller and the heat pump; or the temperature inside the buffer tank reaches one half the differential above the target temperature calculated by the outdoor reset controller.
Figure 4shows a typical reset line for an outdoor reset controller operating a heat pump in such a system.
The target temperature is represented by the blue “reset” line. The white gap surrounding this line represents the differential setting of the reset controller. In this case the differential is 5° and centered on the reset line. The differential is necessary to prevent the reset controller from short-cycling the heat pump.
Consider the situation when the outdoor temperature is 30°. The calculated target temperature, under this condition, is 97°. The lower dashed line represents a temperature that is always 2.5° F (e.g., half the differential) below the target temperatures. When the outdoor temperature is 30°, the lower dashed line indicates a temperature of 97° - 2.5° = 94.5°. If the measured temperature in the buffer tank is at or below this temperature, the outdoor reset controller turns on the heat pump.
The upper dashed line represents a temperature that is always 2.5° above the target temperature. When the outdoor temperature is 30°, the upper dashed line indicates a temperature of 97° + 2.5° = 99.5°. If the measured temperature in the buffer tank is at or above this temperature, the heat pump is off.
The differential can be adjusted on most outdoor reset controllers. Wider differentials yield longer operating cycles for the heat pump, which leads to less stress on components. However, wider differentials also allow greater departure between the target water temperature and the water temperature in the buffer tank.
This means a wider variation in supply water temperature to the distribution system. Given that many low-temperature distribution systems are sensitive to minor water temperature variations, I suggest differentials no wider than 10°.
Recent testing of air-to-water heat pumps operated by outdoor reset control show increases in seasonal efficiency of 10% to 18%, based on different climate locations. The electrical energy savings associated with such a boost in seasonal efficiency would likely pay for the outdoor reset controller in under one year. It’s a no-brainer.
It also shows how technology that’s already familiar to most hydronic professionals — but not necessarily by those outside the industry — can “amplify” the benefits of renewable energy heat sources. Use it where you can. | <urn:uuid:ac39f602-1b2f-4643-9820-c2614fbf38fd> | CC-MAIN-2024-10 | https://www.pmmag.com/articles/96165-combining-outdoor-reset-control-and-heat-pumps | 2024-03-04T15:33:12Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.92953 | 1,564 | 2.703125 | 3 |
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On the July 24, 2011, edition of ABC’s This Week with Christiane Amanpour, Arianna Huffington, a liberal commentator and founder of the Huffington Post, sought to provide viewers with a bit of historical context on the debt ceiling.
The issue was pertinent because Democrats and Republicans have been engaged in high-stakes negotiations over whether and how to raise the limit on how much the federal government can legally borrow. Republicans are using the looming deadline as leverage to cut government outlays, while Democrats say that blocking an increase risks the nation’s creditworthiness, potentially complicating an already delicate economic situation.
Huffington focused her comments on how unusual the U.S. rules for debt limits are.
"I think this a completely artificial crisis," Huffington said. "Most countries have no debt ceiling. We (established) the debt ceiling in the First World War. It's been raised dozens of times. …"
Amanpour pointed out, "But the thing is, it is a crisis now.":
Huffington replied, "But it is a crisis because they made it a crisis. It's not a real crisis. We have many, many real crises. We have a job crisis. We have a growth crisis. We have a deficit crisis. We have a human capital crisis. We have an infrastructure crisis. We are not handling these crises now. We are handling a completely artificial crisis."
We wondered whether the U.S. system is really as unusual as Huffington suggested. So we looked into it.
First, some background. The debt limit, often called a "debt ceiling," sets a cap on how much the U.S. Treasury may borrow from the public and from other governmental agencies. Huffington is correct that the statutory limit on federal debt began in 1917, in a bill that helped finance the U.S. entry into World War I, according to the Congressional Research Service.
Once the nation’s outstanding debt nears the debt ceiling, Congress must vote on, and the president must sign, a bill that raises the limit. Huffington is also correct that this has happened repeatedly over the years -- more than 90 times since 1940.
If Congress and the president fail to agree to a debt ceiling increase, the government risks defaulting on payments to at least some of its creditors -- a development that independent ratings agencies have already made clear would lead to lowering the U.S. government’s usually top-tier credit rating. Many experts say that a default followed by a lowering of the U.S. credit rating could increase the costs of borrowing for all Americans and harm the fragile economic recovery.
So that’s how the U.S. system works. How unusual is it? The first conclusion we drew from our research is that there has been no comprehensive study of how every country manages and limits its government’s debt level. So we have drawn inferences from a handful of studies that are more anecdotal than complete.
In a report published last February, the Government Accountability Office, the oversight arm of Congress, described the U.S. system as fairly unusual, since the U.S. debt ceiling process moves independently of the general budgeting process.
"The U.S. statutory debt limit is an uncommon attribute not shared by most sovereign debt issuers in that it is not tied to the budgetary process. As a result, when the government adopts a budget, the financing of the expenditures authorized is not automatically assured. While lawmakers in April approved spending appropriations for fiscal year 2011 (after continuing resolutions had allowed the government to operate since the beginning of the fiscal year), about 40 percent of this spending must be funded by borrowing. Borrowing is subject to the debt limit, with the current limit having been approved in February 2010. There is, therefore, no direct connection between the spending levels authorized by Congress and the ability of the government to fund this spending."
More common, the GAO said, are systems in which the passage of the annual budget includes provisions to approve borrowing authority.
"For example, in Canada, the Ministry of Finance is provided with a fixed amount that it is authorized to borrow for the fiscal year," the GAO wrote. "When necessary, the Ministry of Finance can request increased borrowing authority from the executive branch of government to fund unforeseen borrowing needs. In Sweden, the legislature approves borrowing authority annually; however, it is limited (by) purpose — to finance current deficits, provide loans, and redeem national debt, for example — rather than by amount."
In several other countries, including the United Kingdom and New Zealand, treasury officials are provided with broad authority to borrow as needed, the GAO wrote. In a parliamentary system like the U.K., the same party always controls the executive branch and the legislative branch, limiting the kinds of disputes that emerge frequently in a system with checks and balances like that in the U.S.
Some countries don’t have a debt ceiling but rather have targets that cap debt based on mathematical formulas.
Switzerland, the GAO wrote, has a constitutional "debt brake" that limits expenditures to expected revenue plus adjustments for the state of the business cycle. Meanwhile, Germany has a constitutional amendment that requires that structural deficits not exceed 0.35 percent of Gross Domestic Product. Both have exceptions for economic emergencies -- another difference from the U.S. system. Sweden’s target is a net surplus of 1 percent of GDP over the course of the business cycle. Chile also uses this sort of target.
The European Union has set a target of keeping gross government debt to 60 percent of GDP and budget deficits to 3 percent of GDP. But these limits are not binding and have not been thoroughly enforced.
The only country examined by the GAO and other analysts that has a system similar to that used in the U.S. is Denmark. However, a Danish official told the GAO that the procedure has inspired a lot less brinksmanship than the U.S. process. "The limit is set high enough that it does not impede debt managers’ ability to issue debt," the official said.
Experts we spoke to agreed that the U.S. system is, if not unique, then at least quite unusual.
"Restrictions of that general form are very uncommon, and none seem to approach the rigidity of the U.S. provision," said Barry Bosworth, an economist at the centrist-to-liberal Brookings Institution.
So where does this leave us? While other countries -- with the exception of Denmark -- don’t have a debt ceiling mechanism exactly like the U.S. has, most countries that have been studied do use either mathematical targets or require approval of new borrowing authority whenever a budget is passed. So it’s not as if other countries have no debt limits -- they simply limit their debt using different tools.
We think there’s validity in Huffington’s underlying point -- that the U.S. system of imposing a debt ceiling is unusual and that it’s more arbitrary than most other systems. So we rate her statement Mostly True.
Arianna Huffington, comments on ABC’s This Week with Christiane Amanpour, July 24, 2011 (CQ subscribers only)
Office of Management and Budget, "Table 7.3—Statutory Limits on Federal Debt: 1940–Current," accessed July 25, 2011
Congressional Research Service, "The Debt Limit: History and Recent Increases," Updated April 29, 2008
Government Accountability Office, "Debt Limit: Delays Create Debt Management Challenges and Increase Uncertainty in the Treasury Market," February 2011
Moody's Investors Service, "How a US Limit on Debt Can Be Credit Negative," July 18, 2011 (Moody’s subscribers only)
ABC News, "Only One Democratic Country, Besides America, Has a Debt Ceiling," July 19, 2011
PolitiFact, "How bad would default be for U.S. creditworthiness?" July 16, 2011
Reuters, "Moody's suggests U.S. eliminate debt ceiling," July 18, 2011
E-mail interview with Joseph E. Gagnon, senior fellow at the Peterson Institute for International Economics, July 25, 2011
E-mail interview with Barry P. Bosworth, senior fellow with the Brookings Institution, July 25, 2011
In a world of wild talk and fake news, help us stand up for the facts. | <urn:uuid:e2b72eaf-c14c-41cd-a4c7-e99f48ccb98c> | CC-MAIN-2024-10 | https://www.politifact.com/factchecks/2011/jul/25/arianna-huffington/arianna-huffington-says-us-debt-ceiling-rules-are-/ | 2024-03-04T15:47:41Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.957477 | 1,743 | 2.96875 | 3 |
Are bound morphemes the same as affixes?
Affixes are bound morphemes. They can be classified into prefixes and suffixes in English. A prefix is an affix added to the beginning of other morphemes to form a word. A suffix is an affix added to the end of other morphemes to form a word.
Are bound morphemes always affixes?
The parts that get attached are called affixes. Affixation is the process of attaching morphemes to bases. An affix is the morpheme that gets attached. Affixes are always bound morphemes.
What are bound morphemes called?
A bound morpheme is also known as a bound form, and similarly a free morpheme is a free form. Affixes are always bound in English, although languages such as Arabic have forms which sometimes affix to words and sometimes can stand alone. English language affixes are almost exclusively prefixes or suffixes.
Why affixes are bound morphemes?
In linguistics, an affix is a morpheme that is attached to a word stem to form a new word or word form. Affixes may be derivational, like English -ness and pre-, or inflectional, like English plural -s and past tense -ed. They are bound morphemes by definition; prefixes and suffixes may be separable affixes.
What are root morphemes?
A root morpheme, also called a base morpheme, is the morpheme that gives the word its main meaning. For example, in the word ‘unspeakable,’ ‘speak’…
What is a bound root morpheme?
“Bound morphemes” cannot stand alone with meaning. Morphemes are comprised of two separate classes called (a) bases (or roots) and (b) affixes. A “base,” or “root” is a morpheme in a word that gives the word its principle meaning. An example of a “free base” morpheme is woman in the word womanly.
What is a root morpheme?
What are the bound root?
Definition: A bound root is a root which cannot occur as a separate word apart from any other morpheme. This page is an extract from the LinguaLinks Library.
Are affixes also roots?
Affixes are subclassified by where they attach to roots. Prefixes occur before roots, suffixes are placed after a root, and infixes occur inside a root. Some languages even have circumfixes, which surround a root.
How do roots differ from affixes?
Affixes are subclassified by where they attach to roots. Prefixes occur before roots, suffixes are placed after a root, and infixes occur inside a root. Some languages even have circumfixes, which surround a root. There is another type of affix called a linker or linking morpheme or filler.
What are morphology affixes?
In English grammar and morphology, an affix is a word element that can be attached to a base or root to form a new word or new form of the word, usually occurring as either a prefix or suffix.
What is bound morpheme and its types?
The morphemes that occur only in combination are called bound morphemes (e.g., -ed, -s, -ing). Bound grammatical morphemes can be further divided into two types: inflectional morphemes (e.g., -s, -est, -ing) and derivational morphemes (e.g., – ful, -like, -ly, un-, dis-). Processes of word-formation can be described.
What are affixes and suffixes?
Affix is a morpheme that is added to a word to change its meaning or lexical category. Prefix is an affix that is added to the beginning of a word. Suffix is an affix that is added at the end of a word.
What is root morphemes?
What is a affix?
An affix is officially defined as “a bound inflectional or derivational element, as a prefix, infix, or suffix, added to a base or stem to form a fresh stem or a word, as –ed added to want to form wanted, or im– added to possible to form impossible.”
What prefixes are bound morphemes?
The common prefixes im- and re- are bound morphemes, and so are the suffixes -s and -ous. Languages. A bound morpheme is a word element that cannot stand alone as a word, including both prefixes and suffixes.
What is an example of a base morpheme?
A “base,” or “root” is a morpheme in a word that gives the word its principle meaning. An example of a “free base” morpheme is woman in the word womanly. An example of a “bound base” morpheme is -sent in the word dissent.
Which affixes are always bound in English?
Affixes are always bound in English. English language affixes are always bound morphemes : they consists almost exclusively of prefixes or suffixes (e.g. pre- in “prefix” and -ment in “shipment”)
What is the difference between free morphemes and compound words?
Most free morphemes can be modified by affixes to form complex words. Combining two free morphemes creates a compound word (like “mailbox”), while free morphemes modified by affixes are complex words (like “runner”). | <urn:uuid:dc81e88c-0af3-48d6-9e57-81e6d93b5451> | CC-MAIN-2024-10 | https://www.replicadb4.com/are-bound-morphemes-the-same-as-affixes/ | 2024-03-04T16:01:20Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.941613 | 1,247 | 3.53125 | 4 |
ACCORDING TO THE AMERICAN ACADEMY OF PEDIATRICS, TOOTH DECAY is one of our most common, modern-day chronic diseases. In fact, by the time children begin kindergarten, 40 percent have some kind of tooth decay! Remember, just because your children, grandchildren, nieces or nephews aren’t complaining about tooth pain (and their teeth “look” OK), it doesn’t necessarily mean their teeth are OK.
Fall is a great time to assess your health goals and get back on track after a leisurely summer. Let our practice help. Be sure dental checkups are part of your back-to-school checklist.
Typically Included In A Regular Checkup Or Back-To-School Exam:
Here are some of the services we typically take care of during regular checkups and back-to-school exams:
- Thorough Cleaning: Professional cleanings help prevent gum disease—keeping your teeth healthier, longer.
- Checking For Cavities: Take care of cavities before they become bigger problems, leading to pain and tooth loss.
- Checking Existing Dental Work: We check fillings, crowns, sealants, etc.
- Examining Oral Tissue & Jaw Function: Early detection helps prevent oral cancer and related problems.
- Fluoride Application: For cavity prevention.
Important Things You Can Do
- Have your children brush twice a day with a fluoride toothpaste. Remind them to brush gently and pay special attention to their gum line.
- Teach the good habit of flossing each day.
- Give kids healthier snack foods such as fresh fruits and veggies.
- Limit sugary snacks & high-carb foods. The bacteria that cause tooth decay love simple sugars—especially those in treats.
- If the children in your life like to chew gum, offer sugar-free options.
- Always talk with our team if you notice any unusual oral health changes.
A big part of our role is helping parents, grandparents, uncles and aunts better monitor children’s oral (and overall) health. Preventative dental care is one of the most important things you can do for yourself and for your family! So be sure to contact us if it’s time for your regular appointments.
Thanks for being our valued patient! Send us a note below, or a direct message on Facebook if you have any questions or concerns.
We look forward to seeing you at your next visit! | <urn:uuid:25fab0c9-b1a6-4e19-a07e-3d279576f2b8> | CC-MAIN-2024-10 | https://www.richardgottliebdmd.com/2012/08/22/back-to-school-are-checkups-part-of-your-checklist/ | 2024-03-04T15:16:59Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.920517 | 519 | 2.90625 | 3 |
What Is Traumatic Brain Injury And How Does It Happen?
In almost any kind of injury, your head and brain can sustain injury. Your head is only attached to your body by your neck, and that vulnerability means that any impact – a car accident, a fall, being pushed, or any force exerted on your body, much less to the head directly—can lead to damage to your brain.
How Injury Happens
Your brain is surrounded by your skull, which protects your brain, but it also can have the opposite effect. In a traumatic accident, your brain can smash against the inner walls of your skull, making your skull as much a danger as it is helpful.
One thing to remember is that you do not have to black out or pass out, in order to suffer a traumatic brain injury (TBI). In fact, you don’t even have to be diagnosed with a concussion. TBI can happen, even without these factors.
One thing that is so dangerous about TBI is that it may not be readily detectable, at the time of your accident.
The X-Rays and immediate triage that are given in a typical emergency room often won’t detect TBI, or the long term effects of TBI. In fact, it may not even detect small bleeds in the brain.
These small bleeds can be deadly. At first, the bleed may be so small that it not only doesn’t show up on scans and X-rays, but it also doesn’t cause the victim any symptoms at all. The victim may seem fine.
But as that bleed gets bigger, it puts pressure on the brain, until the pressure is so great, it can kill the victim. This is why accident victims after an accident should never be left alone, but rather, should be monitored for at least the first 24 hours after their accident. Any changes in mood or affect should be immediately attended to by medical professionals.
Long Term Effects and Symptoms
But even if there isn’t some immediate brain bleed, that doesn’t mean there has been no TBI. Often, TBI can manifest over the long term. The victim may be forgetful, have a lack of focus or concentration, or may have changes in mood or affect.
At first, this may be dismissed as just having “depression over the accident,” and that does happen. It is natural to have mood changes because of the way your life has changed after an accident especially in the short term.
But when time goes on, and the mental or emotional symptoms don’t go away, or they get worse, it can become apparent that the brain itself has suffered some kind of injury.
Friends or family may notice changes. In severe cases, the victim may be so forgetful, he or she may need in-home medical attention, or may not even be able to return to work. | <urn:uuid:89b6b2ff-7162-472f-b44e-8b01b5628895> | CC-MAIN-2024-10 | https://www.robertecravenlaw.com/what-is-traumatic-brain-injury-and-how-does-it-happen/ | 2024-03-04T14:52:20Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.954177 | 603 | 3.28125 | 3 |
The Stars and Stripes Puffer is commonly referred to as the Whitespotted Pufferfish, or Hispid Pufferfish. It is named appropriately because of its unusual markings of stripes over the top of the body and the spots on its underside making a very attractive and striking pattern. It also features a beak-like mouth that has teeth in both upper jaw as well as lower jaw, is fused into two plates. Like all other puffers, it can also inflate its body with water or air to intimidate predators. Once the Stars and Stripes Puffer inflates its body, it would appear twice its original size so that the predator can not even engulf it. Be sure to provide plenty of live rock as well as offer hard shelled Shrimps often to keep teeth worn down or be sure to trim teeth as needed. Using a container with water as opposed to a net when removing or transferring any Pufferfish is crucial to avoid ingestion of air.
The Stars and Stripes Puffer should not be exposed to air while handling, as the ingested air is too tough to expel and makes it difficult to survive. Since the Stars and Stripes Puffer may eat invertebrates found in a reef tank, it is not well suited to the reef aquarium. It feeds on a variety of foods including algae, coral, sponges, starfish, mollusks, anemones, urchins and other invertebrates. The Stars and Stripes Puffer is nocturnal hunter just like other puffers, and would nip at slow-moving fish and long-finned fish, but is not aggressive with others in its own family. | <urn:uuid:4c822827-d3d5-467a-b953-e1f9877315fc> | CC-MAIN-2024-10 | https://www.saltwaterfish.com/product-stars-and-stripes-puffer-48485 | 2024-03-04T14:51:40Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.975149 | 340 | 2.953125 | 3 |
The Interaction between Learners and Learner-Facilitator in an Online Learning Environment ()
Collaborative learning in an online environment is a learning setting that has entered the field of teaching as the Internet and its usage developed.
The Internet has greatly expanded the use of distance learning methods and has enabled either a variety of pedagogical method, or a new use and meaning to well-known methods.
Though the collaborative learning has risen as a pedagogical method long before the establishment of the internet, it seems that the attitude, “the roles” did not change. The learners must behave as a group and maintain the principles of collaborative learning in the traditional method, and only thus will they reach interaction and cooperation between participants (Royer, 1997; Ragoonaden, 2000) .
The method of distance learning in the online environment has many advantages, most of which lie in the fact that it enables learning even when there is no physical ability to reach an academic institution. However, there are a number of drawbacks associated with this method, for example, the problems arising from asynchronous learning, which can reduce the motivation of learners and even cause contempt for learning the method (Konak, Kulturel-Konak, & Cheung, 2018; Ragoonaden, 2000; Jaggars & Xu, 2016; Petersen, 2016) .
The difficulty of distance learning is also due to the loss of eye contact and the visual innuendos that are common in the traditional classroom (Harasim, 1987; Gunawardena, 1995; Somaratne, 2015) . The use of the lecturer’s voice or the students’ in the traditional classroom also contains information that is lost in an online learning environment (Harasim, 1987) . In order to overcome some of these difficulties it is important to create a sense of community and interaction between learners (Gunawardena, 1995; Somaratne, 2015) .
The concept of Social Presence as a situation in which two or more people feel socially close to each other even though both are physically distant from one another. Creating a sense of closeness in the online medium is needed to compensate for the lack of eye contact and physical reality.
Distance learning becomes more complex when learners are exposed to new cultures, new learning environments, and interacting with a wider and more diverse range of learners.
This study will examine the impact of the annual course, the advanced teaching environment and the multi-participant and multicultural environment on the learner in the course. The impact of multicultural learning on students will be examined, the students’ feelings in a multi-participant course discussed, as well as the group’s ability to function as an active and cooperative learning group over time. We will examine whether a lengthy course, of one year, can change the learner’s world view throughout the course and influence it. And whether the changes in perception of the teacher-in-training during the course have an impact on the teacher’s attitudes in the future and do these changes in perception have the ability to improve their pedagogical performance?
The significance of this exploration stems from the importance of the teacher-in-training’s perception as it applies to their future function as teachers. Does the ability exist to expose the teacher-in-training, at the stage of forming their identity as future teachers, to different cultures, to advanced teaching methods, and thus to influence their establishment as educators?
1.1. What Is an E-Learning Environment?
Communication between computers began in the 1960s with the beginning of the ARPANET network, which is a name that consists of the acronym Advanced Research Projects Agency Network (Harasim, Hiltz, Telese, & Turoff, 1995; Harasim, 1987; Harasim, 2018) . People who worked at terminals were connected to a central computer and sent each other short messages, at first, and later e-mail messages. At first, users were in physical proximity to the main computer and later ARPANET became a network connecting computers from different countries. At the end of the 1970s, institutions of higher education joined the emerging communications network, which led to an increase in the network’s uses and the significance of the connection between researchers from institutions around the world. During the 1980s the network changed its name to The Internet (Hunter, 1992; Harasim et al., 1995; Harasim, Calvert, & Groeneboer, 1996) .
In the late 1960s, the first attempt was made to use the computer as a teaching tool by Stanford University. Students with low socioeconomic backgrounds studied computer-assisted mathematics (CAI-Computer Assisted Instruction) (Hunter 1992). During the 1970s, the use of e-mail enabled university researchers to share information and conduct joint research, and later, students in university courses could exchange information (Harasim et al., 1995) . The use of computers was instrumental in teaching, and it was reported that the time taken to learn was reduced as a result of computer use in mathematics studies (Kulik, Kulik, & Cohen, 1980) . With the development of the World Wide Web in the early 1990s (Schatz & Hardin, 1994; Crossman, 1996) , the learning environments underwent rapid evolution into Internet and WWW systems. These systems have revolutionized the use of computer communication as a means of transferring and storing information because the creation and distribution of information has become simple and easy to use, and in effect, an international standard (Goldberg et al., 1996; Campbell, Hurley, Jones, & Stephens, 1995; Crossman, 1996) .
Since the 1990s, and especially in recent years, all academic institutions offer courses via computer communications and the Internet. Vigotzky (1978) argued that learning is more meaningful when students learn in supportive learning environments, and when they receive adequate support with appropriate tools. There is an upper and lower limit of abilities. The lower limit signifies existing abilities while the higher signifies abilities that can be realized through support and appropriate tools. A properly structured online learning environment will enable the student to reach the upper limit while receiving support from the teacher (Relan & Gillani, 1996; Vygotsky & Cole, 2018) . Learning is meaningful only when there is a connection between prior knowledge and acquired knowledge. Learning environments should, therefore, contain tools for organizing learning, searching and locating, creating new content and presenting it (Gillani & Relan, 1996; Othman, Ayop, & Karim, 2015; Resta, Searson, Patru, Knezek, & Voogt, 2011) .
The Web’s linked environment makes it easier to connect students to the learning community, to distance learning, more so than in the past, and to reach anywhere in the world (Goldberg et al., 1996) . The Web environment is easy to use and is becoming increasingly popular (Goldberg et al., 1996; Shneiderman, Borkowski, Alavi, & Norman, 1998) .
1.2. Difficulties with Online Learning Processes
Many students need physical feedback, but physical feedback does not exist in online learning (Hiltz, 1992; Wigand, 2018) . The physical connection with other learners in the traditional classroom often leads to competition among learners which also does not exist in the online environment. The learner finds himself isolated and the immediate feedback he is used to receiving from a teacher does not exist in learning based partly on asynchronous communication. The use of technology is also an additional difficulty for the learner as well as for the teacher. Students must have high motivation and personal responsibility, develop high personal initiative, have reasonable personal assessment, not require constant reinforcement, and be willing to communicate with the other learners in order to facilitate the group learning process (Harasim et al., 1995; Beigi & Liu, 2018; Beigi, Shu, Zhang, & Liu, 2018) . Access to technology is one of the most difficult problems to face in online learning environments (Harasim et al., 1995; Palloff & Pratt, 2002; Poë, 2015) . The apparent ease with which technology is used by some is not shared by all (Hiltz, 1992; Islam, Beer, & Slack, 2015) .
1.3. Collaborative Learning
Collaborative learning is the interaction between participants in a coordinated effort to solve a problem (Dillenbourg, Baker, Blaye, & O’malley, 1995; Dillenbourg & Schneider 1995; Shonfeld & Gibson, 2018) . Collaborative learning is expressed in the implementation of educational tasks that include exchanging information and sharing among a number of learners. Online learning enables us to overcome logistical obstacles that include the need for face-to-face encounters which facilitates and supports collaborative learning. Cooperative learning changes the relationship between the learners and between the learner and the teacher. The teacher goes from being an authority figure to an adviser and source of knowledge (Harasim et al., 1995; Harasim et al., 1996; Magen-Nagar & Shonfeld, 2018; Duchastel & Turcotte, 1996; Shonfeld & Gibson, 2018) .
Collaborative learning in online environments is constantly expanding, therefore, a learning theory adapted to the skills required in the information age was developed (OCL), sharing skills and knowledge building has been developed based on online collaborative learning (Harasim, 2012) . Education systems in different countries combine these skills in teaching and learning, and place a strong emphasis on assimilation (Melamed et al., 2010; Shoenfeld et al., 2010; Mendez & Rona, 2010) . Online collaborative learning is not trivial and does not suit all learners intuitively because collaborative learning in an online environment involves interaction between learners, accessibility and communication that the Web requires. Therefore, it is important to train teachers in the modern era to work collaboratively, and to build a curriculum that includes developing cooperative learning that prepares the students for 21st century reality ( Kritz, Bachar, & Shonfeld, 2018) .
The main studies in the qualitative-ethnographic approach are based on the phenomenological perspective (Karnieli, 2006; Denzin, 2013; Ngunjiri, Chang, & Hernandez, 2016) . This approach is based on a theoretical orientation that focuses on the essence of the experience of the various participants (Moustakas, 1994; Adams, Ellis, & Jones, 2017) . This approach enables starting to research without the need for a clear and defined theory. The theory is constructed as a result of the process of learning and discovery of the subjects being studied, and the manner in which the participants experience the circumstance and interpret it. Hence its name: Grounded Theory (Karnieli, 2006) .
This type of research focuses on the way in which the events are perceived and interpreted by the individuals being studied and by the members of the group to which they belong (Holstein & Gubrium, 1994; Denzin, 2013; Chang, Ngunjiri, & Hernandez, 2016) .
There is no search for one “true” reality, or neutral and objective facts. A base assumption of this approach is that knowledge lies in the meaning people give to their lives and that this affects their behavioral patterns and beliefs. Phenomenological perception is of great importance when the teacher wishes to learn about the processes of instructing, learning and education in educational institutions. This understanding may help to develop curricula and teaching methods adapted to diverse student populations (Karnieli, 2006) .
This research-educational approach is especially important in multicultural and heterogeneous societies, such as Israeli society, where the diverse population originates in different cultures, sometimes with a limited common denominator (Karnieli, 2006) . Teachers use instruction as a source of research aimed at promoting their professional development (Schon, 1992) , using past experience as a basis for future learning through reflective transformation, a state of versatility throughout the process.
Adopting a research-ethnographic approach as a way of life... will help the teacher develop awareness to his students and their needs (Karnieli, 2006; Adams et al., 2017) .
2. The Research Process
The autoethnographic research process is based on a faithful description of reality, the naturalistic approach (Karnieli, 2000; Gibbs, 2018; Chang et al., 2016) . Research is usually done in place of events.
Practically speaking, the process of inquiry and learning is based on the acquisition of important teacher skills, such as:
Asking questions—improving the ability to identify problems, phenomena or situations in which the information is incomplete. The ability is to present questions relating to an important issue in the field.
Collecting data and information—after formulating the questions or defining the topics that the teacher wishes to research and delve into in order to obtain reliable information, a plan must be devised by which the information will be collected. Its goal is to obtain reliable answers and create a rich knowledge base. At this stage the teacher deals with the issue: what is the relevant material in the professional literature that will enrich their knowledge; how to observe the processes, interactions, and phenomena that they are involved in, and to derive information from them; what to observe in order to gather information and understand processes in the classroom and school. In the case at hand, data collection is done from the blogs written and all the correspondence of the group on the site while performing the requirements of the course.
Extracting Knowledge—after collecting the data on the subject that was studied, and after reading professional literature in the field, the process of extracting knowledge is carried out. In this situation one must identify the questions that emphasize how the social, educational and personal experience is constructed in the examined reality, how and why it bears meaning and what its implications are.
Evaluation and Control—one must keep in mind that due to the researcher’s involvement in the creation of the database for which they are the investigating teacher, and have formulated viewpoints and opinions, the process of collecting information and its organization may be biased and even erroneous. Therefore, the investigating teacher must examine their views on the issues they wish to investigate and be aware of the influence of these issues on their attitudes and personal perceptions (Gibbs, 2018) .
3.1. Reasons for Choosing the Online Course
Throughout our academic studies, we can choose some of the courses that we study. The choice of one course or another is not random, yet can a student pause and ask, why was this course chosen?
The blogs that flowed the process of choosing and learning an online course are the pillars this study is based on.
From: Blog No. 1—
“I signed up for an online course with a genuine desire to be exposed to new technological tools and to learn to work and study in new areas. Additionally, the desire to experience this type of course which includes group work of an unfamiliar nature.”
Choosing to learn a specific course is a routine procedure, perhaps even a technical one. The effort of trying to recall the exact moment I decided on this online course did not help and I found myself unable to recall that moment or thought. I started reading my first blog, I discovered that while was pondering what to write, I had in fact listed the reasons that led me to choose a different sort of course, and the wish to learn and experiment with new and unfamiliar teaching and learning tools.
Blog No. 2—
“Working and learning in a new environment, online and technological environment intrigues me, though is not simple for me, it is a challenge.”
After reading the second blog it seems that apparently, under the surface there were other reasons to choose this course. Less formal reasons, along with the obvious rational explanation for this seminar: “Online lessons are a pedagogic tool that I am still learning to use and utilize, and it has great promise and great hope.” From the text, curiosity emerges which is reinforced at the end of this blog: “For me, this course is a challenge.” However, alongside these feelings, for the first time, the definition of the difficulty arises, which will be discussed at length, later.
Blog No. 3—
“The first online lesson had just ended. I waited and I expected so much, I wanted to be exposed to this new educational tool, but unfortunately, I could not take more of an active role in the lesson since the course includes many participants, all of whom entered the site at the same time, that caused many online communication disturbances. Therefore many students, including me, were constantly being disconnected. My first impression and feelings from that online lesson are obviously complex. I hope to be able to participate in a more active way next time so I could improve my use of this educational tool better next time.”
Blog No. 4—
“A new lesson, a new hope, I entered the group task we had during the lesson and here I am ‘playing’ with a new tool.”
3.2. Interaction between Students
In traditional courses, the interpersonal encounter takes place in the “conventional” way, where body language and facial expressions are very meaningful, eye contact is formed, and an initial and intuitive communication is formed regarding the students in the course. The creation of study groups is formed through free interactions between the course participants. However, in an online course all these are taken away from the learner and interaction develops in a slightly different way.
Blog No. 1—
“In this type of course, which contains group work of a new and unfamiliar kind, I could not choose my teammates, I have never met them and yet the cooperation and coordination between us must be complete.”
Blog No. 2—
“In order to participate in class while studying a “regular” or “traditional” course, every college or university student has to get to class, that means to get out of your home or at least from the room at the dormitory. Thus, create a defined time which is learning time, by not being available for geographic reasons. At online learning, the student can participate in class from any possible location. I am at home. In the family living room where the only computer is in the house, but I am not actually at home. I am in class. When studying online, it is a real challenge to make time for learning. The synchronous online lesson requires to make time for it, as I am not away from home, time is an unavailable resource... Time for myself.
In partnership and shared learning “togetherness” is not always active, often the partnership and the “togetherness” seems passive. The active part is each individual learner, in front of the screen, in front of the materials on the site.
Blog No. 4—
“After the class I tried to build a preliminary form as we were asked to, later on I entered the forms presented by the rest of the study group, and discovered that for the first time, I felt the group is working together.
For the first time, the group members contribute to each other, a true collaborative learning was formed. Browsing through their work and the dissections we had on each form, taught me so much... it was a positive experience.”
After the first stage of virtual connection between the group students in an online course, the next stage was a face-to-face encounter of all the course students. The blog describes the face-to-face meetings as naturally and ongoing. The regular and “traditional” situation suddenly became more significant and changed the interaction between the members of the group.
Blog No. 6—
“The face-to-face meeting, for me it was the pinnacle of the course. First, meeting the people behind the screen and secondly the amazing communication that was created between us. From the moment we started talking, we did not stop.... until my facilitator kept mentioning that there was a joint task to complete. The tasks in the meeting were meant to connect us, but we did not need them at all. It felt like a returning to a ‘normal’ and natural communications between people, which tied up the bonds that were already formed.
I really enjoyed the meeting. The conversation between all the students, members of the study group and the conversations with the teacher-facilitator of the course. I was a little sorry that the course did not begin with such a meeting... The group’s enthusiasm also contributed greatly to the atmosphere, the conversations flowed naturally and openly, there was a great feeling in the air.”
Blog No. 7—
“The Flipped Classroom task. Our group has begun our weekly task, The Flipped Classroom task but the team members are having a hard time. Only half of the group has entered the shared file and contributed.
There is a sense of decline in the group. No one is investing and it’s a pity. Maybe they’re investing individually, but not within the group ...It seems that all that we accomplished at the face-to-face meeting is gone…”
Blog No. 8—
“... I have discovered that other study groups are having difficulties as well.
I found myself begging group members to work and collaborate as a study group. In the face-to-face meeting our partnership materialized, but now there is a decline. It seems the study group is falling apart…”
3.3. Writing a Personal Blog
The blogs are the source of our findings in autoethnographic research.
The personal blog allows us to study the interactions from the student spear, since the student write it and that place the student at the center (see Figure 1).
Although blogs and posts are a common and accepted form of expression nowadays, writing a blog is not necessarily a daily routine for every student.
Blog No. 1—
“I am writing a blog describing my experience as a student in this online course. I have never written a blog or a post before. I do not really know what to write, but I understand that the blog should reflect how I feel, how do I see this course and it is all about me…”
As shown in Figure 1, the visual metaphoric extends the triangle of levels of engaging into a triangle with a fourth and centered focus. This figure represents the student place in these relations as it takes place when writing a blog. The student becomes the center of focus that all is related to.
3.4. Coping with an Online Course
We live in a technological age, an era when computers have long been present in all aspects of our lives, including pedagogy from elementary schools to academic studies, perhaps even mainly in academic studies at colleges and universities.
Figure 1. The personal blog places the student at the center.
Online courses full or partial are available at every teaching college, but what does the learner feel during the online course? What difficulties arise from the blogs that the students experience?
Blog No. 1—
“I am using the online learning platforms, but it is clear to me that I am not making the most out them. Teachers and pedagogic researchers are trying to develop new learning tools in order to improve learning, especially for students who experience difficulties. New applications are constantly coming out in order to make learning easier for those who have difficulties.”
Blog No. 2—
“The first online lesson. From my experience with computerized online lessons which disconnected many times during the lesson and there were quite a few difficulties in synchronizing the picture and audio, I entered the site early on the computer and on the mobile phone to see that everything was fine. Unfortunately, everything that worked well before the lesson did not function in real time. I had many difficulties connecting even though I entered the site ahead of time. By the time I was able to reconnect, I had missed some of the instructions and felt like someone who came to the show a quarter of an hour after it began. I was glad that after many attempts and struggles I managed to join, but the sense of joy immediately changed into confusion and loss, “What are they talking about?”, “What have they done until now?” “What did I miss?”, “How do I catch up as quickly as possible to miss as little as possible?”
The great excitement gave way to disappointment and sadness. The Internet disconnected often. At times the picture got stuck. At times I could not hear the instructor. I am aware that online lessons are a technological tool that I am still learning to use and utilize. I waited so long, I expected so much, I wanted so much for it to go smoothly. I was exposed to new tools, although I could not take more of an active role in the lesson. The course includes many participants, all of whom enter the site at the same time, which is obviously complex.
Blog No. 7—
“When I read the article, I realized that there are people for whom this is an environment which promotes closeness that overcomes obstacles to physical distance and enables communication with people who would never have found an avenue in the real world. Creating a reality that does not really exist and enabling people who could not meet in reality a place to meet. It is clear to me that there are advantages of learning through avatars, though probably not for everyone. I feel alien in this environment.”
Blog No. 11—
“...We had finished the Flipped Classroom task. A lot of technological difficulties affected the way we worked.
There were a lot of organizational problems and a lack of familiarity with technological aids in this task.”
Blog No. 12—
“International Day... I felt that the lectures from abroad were fascinating, though the many difficulties in communication, Internet crashes, voice and image issues have been very difficult.”
In dealing with an online course, the student’s proficiency in technology is reflected, as well as preliminary assessments of the technological support system, the technical support unit for the course. Unlike in traditional courses, a lack of understanding on the part of the student, or alternatively a discrepancy between the number of users and the preliminary assessments, can derail the studies and the lesson if not the entire course.
As shown in Figure 2, the visual metaphoric extends the triangle of levels of engaging into a triangle with a fourth and centered focus. Any Internet malfunction, problem with bandwidth, “outage”, high-speed internet connection or absence of connection can cause an inability to sustain a lesson or activity (see Figure 2).
This figure represents the internet-technical-online place in these relations as it takes place when studding an online course. The online ability become the center of focus that all is related to.
3.5. Student-Facilitator Interaction
Designing a course, whether computerized or not, is based on the concept of relations between the lecturer/facilitator of the course and the students.
That relation should not be taken for granted since they influence the student motivation. That relation should be thought of when the course is an online one. Since the very basic interaction, the face to face interaction, that domain the interaction in the” traditional” classroom, does not exist in an online course.
The main audiences at teacher colleges are students, doing undergraduate studies, in their twenties, who were born into a computerized technological world. The Internet as a tool in the service of humankind was in its infancy when they were apparently in their infancy and therefore grew up “with screens”. Since the facilitator usually older then the students, the computerized technological world may be challenging. Moreover, the facilitator is no longer “the one that knows it all”.
Blog No. 2—
“My feelings towards the upcoming online lesson are very diverse. I feel excited,
Figure 2. The online-internet-technical placed at the center of an online course.
and yet there are quite a few fears. Last year I first got to know the computerized Blackboard and now I’m learning to use a new tool... The synchronous online lesson requires this unavailable resource. Time. Thus, with online learning I am learning and I am at home. In the family living room, where the only computer in the house is located. I am home and yet, not actually at home. I am in class. I explained to my children the complexity of the situation and prepared them for my being in the living room. The course facilitator has difficulties as well. I do not know if he has any kids, but he is also not fully into the lesson.”
Blog No. 5—
“Google tool online lesson. I have discovered a great tool. I saw Google Docs forms in the past sent to my children by their teachers, but I did not know how to create one... I felt I was discovering a great new tool.
It is a great tool for gathering information and data. I’m sure I’ll use the tool. Today I could ‘feel’ that my facilitator, knows this tool very well. I could feel his confidence when he talks to us. it reminded me of a traditional class.”
Blog No. 6—
“Social media online lesson. I do not have Facebook and I’m not a member of any social media network. I understood that this was going to be a problem. A fundamental problem: I understand this is unusual and everyone has Facebook. During the online lesson a balanced assessment of the advantages and risks of the networks were presented but I still choose to stay away. This is going to complicate my task. I asked my facilitator what can I do? I do not seems he knows how to help me, though he really want to.”
Blog No. 9—
“A face-to-face meeting, for me, it was the pinnacle of the course. The plenary lecture raised questions and thoughts about our associations and how similar and different they are at the same time because of cultural differences and geographical location. I was amazed that it correlated precisely with what I felt later in the meeting with my group members. Meeting my facilitator face to face for the first time was so exiting. Everything until now seems like, we knew each other but we did not do so much.”
Blog No. 10—
“…For me, the virtual world is a new world. When I read the article, I realized that there are people for whom this is an environment which promotes closeness that overcomes obstacles to physical distance… Creating a reality that does not really exist and enabling people who could not meet in reality a place to meet. I feel alien in this environment. I’m also uncomfortable, robotic, not human, some of the characters are exaggerated the facilitator created an avatar as well, it felt just as much robotic.”
Blog No. 11—
“... I am not a very technological person, but I have discovered that the other group members are also having difficulty. There is a sense of decline. We are having more and more technical difficulties, which the facilitator cannot fix. He is an expert at the subject matter, but online course is so different.”
As shown in Figure 3, the extends the triangle of levels of engaging into a triangle with a fourth and centered focus.
This Figure represents the teacher—facilitator place in these relations as it takes place when in an online course. The ability to communicate though it is not face-to-face as in “traditional” course becomes the center of focus in maintaining connections with the students as a group and as individuals.
4. Discussion and Conclusions
The revolution of the 21st century is undoubtedly the revolution of technology, information and social media, its great influence on our lives is evident everywhere we turn, but its impact on education is still developing. Creating information and sharing information on online platforms influences our everyday activities and as a result education and teaching processes. In traditional learning, the inter-personal encounters between the learners and the teacher/lecturer/ facilitator, as well as the interpersonal encounters within the group of learners, creates a dynamic between the lecturer and the learners as individuals and the interaction in a group of learners (see Figure 4).
This dynamic is different in online learning, as emerges from the blogs. It seems that to a certain extent, the triangle that scheme the traditional learning, is lacking the fourth vertex represents the online learning. Therefore, the tetrahedral scheme (see Figure 5) extends the triangle into a third dimension scheme represents all fourth vertex- Student (learner), group, teacher (Facilitator) and online learning.
The blogs reflect that at an online course, the teacher-student-group of students as well as the dynamics among the students themselves showed dependence on the time passed from the beginning of the course.
The initial teacher-student-group affinity created immediately after the introduction stage, at the beginning of the course. As time went by, the interactions decreased, and the group resembled a random collection of individuals rather than a “team”. The only observed change in the interactions decrease showed after the “face-to-face” meeting.
It seems that human “traditional” interaction requires body language and eye
Figure 3. The teacher- facilitator place as the center of connections with the students as a group and as individuals.
Figure 4. The lecturer (Facilitator)-student (learner)-group dynamic in traditional learning.
Figure 5. The extension of the triangle scheme to the tetrahedral. (a) The lecturer (Facilitator)-student (learner)-group dynamic in traditional learning; (b) The student (learner)-online-group-teacher (Facilitator) dynamic in online learning.
contact these do not “transfer” through text messages on screens. Therefore, online courses based on online text meetings are lack of these normative human needs that bond people.
In dealing with an online computerized course, not only are the dynamic is different, but also the student’s technological abilities. Moreover, a student that was not “born to the age of the Internet and social networks”, may interact differently in this type of course for the technical and technological reason. The teacher/facilitator should be aware of that, consciously or sub consciously, and therefore respect to that manner during planing the course structure, the assignments, the contents and the methods of evaluation in the course.
Though according to Karnieli the autoethnographic research process is based on a faithful description of reality, the naturalistic approach (Karnieli, 2000) , during which we must examine the events not from “the teacher” point of view who is often personally and emotionally involved in the events and knows them well, rather from “the researcher” point of view (Karnieli, 2006) . In order to accurately reflect the Interaction between learners and learner-teacher/facilitator, I had to also look through the lens of “the student”, and not just the researcher. That allowed the questioning are we the lecturers fully aware of what is going on in the learning groups in an online course? Can we be fully aware of the interactions in the online course?
It is now clear to me that this study has changed my automatic reasoning and approach as an educator to online collaborative courses. | <urn:uuid:2b917dcd-b1c2-4fdb-bccc-9d4d67cd5ad7> | CC-MAIN-2024-10 | https://www.scirp.org/journal/paperinformation?paperid=94057 | 2024-03-04T15:08:04Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.963495 | 7,426 | 3.421875 | 3 |
Search and compare thousands of words and phrases in American Sign Language (ASL). The largest collection online.
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Collagen and elastin fibers in the skin have been found to be organized in a mesh-like structure, according to a paper published in Scientific Reports. A research team from Japan dove into this topic in the hopes of discovering vital information for understanding the skin's pliability, which could be used for further clinical use.
Researchers inferred that collagen and elastin fibers have a geometric orientation based on its pliable nature. However, studies failed to demonstrate whether there is any organization in the skin's collagen and elastic fibers. "Because the fibers are so tightly packed, it was impossible to determine if their orientation is ordered or random," explains first author Susumu Saito of Kyoto University's School of Medicine. "So, we developed a way to essentially stretch a skin sample on a 2D plane that increases the inter-fiber space of the collagen but retains its core structure."
The research group used multiphoton microscopy to further investigate the skin, and they found evidence that collagen fibers, as well as the elastic fibers, were arranged in a mesh-like lattice. Hopefully, this research can lead to better insight into the mechanisms of human skin pliability for future skin grafts and transplants. | <urn:uuid:557d9723-f11f-4236-878f-a467bfc46622> | CC-MAIN-2024-10 | https://www.skininc.com/science/physiology/news/21885649/collagen-formation-found-to-be-in-a-lattice-pattern | 2024-03-04T15:19:16Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.959439 | 246 | 2.703125 | 3 |
10 years after Hurricane Sandy, New York City's infrastructure is more resilient
SCOTT SIMON, HOST:
Ten years ago, Hurricane Sandy slammed the mid-Atlantic region. The storm killed 43 people in New York City. It caused $19 billion in damages. And over the past decade, state and federal officials committed billions of dollars to build seawalls, barriers and other protections against future storms. Photojournalist Nathan Kensinger documented these projects for WNYC and its Gothamist website. He joins us now. Nathan, thanks so much for being with us.
NATHAN KENSINGER: Thank you for having me.
SIMON: What are some of these coastal defense projects, and what do they cost?
KENSINGER: Yeah, you know, right now there's more than $4 billion of coastal defense projects that are underway in New York City or that are going to break ground in the near future. And the projects are pretty enormous. They're going to protect several different parts of the city that were impacted by Sandy. And the ones that are furthest along are something called the Living Breakwaters project off the coast of Staten Island, the East Side Coastal Resiliency Project in Manhattan and a whole series of new jetties and reinforced sand dunes that are being built along the coast of the Rockaway Peninsula.
SIMON: A lot of us still remember the photos of subway stations flooding and lower parts of Manhattan that lost power. What's being done there?
KENSINGER: The biggest plan for lower Manhattan is something called the Lower Manhattan Coastal Resiliency Project, which is a whole collection of several different coastal defense systems. Some of those are going to break ground soon in Battery Park City and underneath the Brooklyn Bridge. But the project that's really furthest along in Lower Manhattan is something called - that you said Coastal Resiliency Project, and it's made pretty significant progress over the last two years. It's basically a project that will cost $1.4 billion and that's constructing a 2 1/2-mile-long coastal defense along the East River that is a seawall and 18 massive storm surge gates. And they've actually completed two of those storm surge gates already, as well as a section of the seawall in Stuyvesant Cove Park.
SIMON: Tell us, if you can, about East River Park. I gather there's been some controversy.
KENSINGER: Yeah. The largest section of this East Side Coastal Resiliency Project is going to demolish this park, East River Park, and replace it with a massive seawall. Construction is already underway there, but the destruction of the park has been pretty contentious here in New York City. It's a really beloved 82-year-old green space where generations of families have grown up. And to build the seawall there, the city has decided to basically destroy the entire park and cut down almost a thousand trees.
SIMON: Climate change almost guarantees that there's going to be more intense hurricanes in the future that might strike New York. Is it clear to people in the know that all of these projects will help protect the city against the next big storm?
KENSINGER: You know, New York City has 520 miles of coastline, and these projects are just going to protect, like, a small portion of that. There's a lot of other neighborhoods that flooded during Hurricane Sandy that don't have a plan yet and that are going to be left unprotected during the next storm. You know, in the article, I spoke with Kizzy Charles-Guzman, who's the director of the mayor's Office of Climate and Environmental Justice. And she said that walls are not enough alone to protect the city. We need a really multilayered approach to climate change and sea level rise, and the walls are just one part of that. There's definitely a healthy skepticism amongst New Yorkers about whether these barriers are going to be effective. People living along the coast told me that the walls will probably buy their neighborhoods maybe a few more decades of time, but the flooding will happen again. It's inevitable.
SIMON: Photojournalist Nathan Kensinger in New York, thanks so much.
KENSINGER: Thank you so much. Transcript provided by NPR, Copyright NPR. | <urn:uuid:86a144d2-728d-4472-acbb-5733f27026d4> | CC-MAIN-2024-10 | https://www.southcarolinapublicradio.org/2022-10-29/10-years-after-hurricane-sandy-new-york-citys-infrastructure-is-more-resilient | 2024-03-04T15:32:01Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.966515 | 888 | 2.640625 | 3 |
Plantar fibromatosis, also known as Ledderhose disease, is a condition in which pain nodules of scar-like tissue develop on the bottoms of the feet, most often in the arch area. The plantar fascia, the supporting ligament of the arch may form small tears which heal with scar tissue. That scar tissue growth can be overly aggressive causing painful lumps to occur.
The disease was first described by a German surgeon, Dr. Georg Ledderhose in 1894. He initially called it plantar fibromatosis but the name Ledderhose Disease or Morbus Ledderhose which credited him with its description became popular later.
The exact cause of Ledderhose Disease is not known but risk factors have been listed to include diabetes, family history of the disease, epilepsy and palmar fibromatosis. Our experience suggests that the only consistent risk factor on this list is palmar fibromatosis or Dupuytren's contracture which occurs on the palms of the hand.
Treatment options have been limited and surgical treatment of the nodules often recommended. The recurrence rate after excision is unacceptably high. Dr. Davis has developed an alternative minimally invasive treatment which involves use of specific enzymes which break down scar tissue. Dr. Davis also developed a website that discusses plantar fibromatosis: .
For more information about treatment for podiatry issues in San Antonio, contact Dr. Ed Davis today. | <urn:uuid:57676203-c324-444b-8faa-c1bd63590931> | CC-MAIN-2024-10 | https://www.southtexaspodiatrist.com/blog/information-about-plantar-fibromatosis | 2024-03-04T15:59:08Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.960482 | 307 | 2.765625 | 3 |
Since 2019-2020 we have adopted the scheme Charanga to support and improve the quality of music teaching that children receive at our school. Charanga works seamlessly with the national curriculum ensuring that learners revisit the interrelated dimensions of music: pulse, voice, pitch and rhythm- building upon previous learning and skills. The learning within this Scheme is based on: Listening and Appraising, Musical Activities, creating and exploring and singing and performing.
Music is taught as a separate subject, but links may be made to other learning such as the children’s topic work for that term. All learners from EYFS to Y6 receive a weekly music lesson supported by Charanga. KS2 learners are taught music for approximately 1 hour a week and Key stage 1 for 30 minutes a week.
The Charanga music scheme allows children to experience a new topic and style of music every half term. Due to use being a 1 form entry school with mixed age classes, we have adopted the Charanga scheme and created a 2 year rolling plan so that children still receive the same level of music teaching and experience all the units of learning. These lessons provide children with the opportunity to listen and respond to different styles of music, use their voices and instruments to listen and sing back and have a go at composing their own piece of music. The lessons are planned so that each year children follow on from the learning they completed the previous year and clear progression is evident across the school.
In addition to the taught music curriculum learners listen to a range of music styles and genres in assembly, as well as having a singing assembly every week.
In Year 3 and 4 children learn a musical instrument. This is something that is additional to their weekly charanga lesson and is provided by the music partnership. Children spend the first few weeks learning about the instrument they are going to play and also have a chance to practice the notes and rhythm. After those first few weeks children are then provided with a musical instrument that they loan for the whole year, this allows children to take the instrument home and practice. Year 3 and 4 children also have the opportunity to perform for teachers and families in both Spring and Summer. This year the children are having brass tuition which commences WC November 2nd.
In Key Stage 2 children can also enjoy a trip to Young Voices. Children taking part in YV have the opportunity to perform in some of the world’s greatest arenas alongside incredible artists. To achieve this with all their school friends around them for support, it helps their self-belief, self-motivation, confidence, and ability to communicate as part of a team - which is invaluable! Young Voices provide online resources so that children can practise at home to support the rehearsals they are doing in school. Their songs are selected from a wide range of music styles to give the children the widest learning experience possible. The Young Voices experience is not simply a children’s choir concert, these are the largest children’s choir concert's in the world. Choirs will perform alongside 5,000-8,000 other children as a single choir to capacity audiences of family and friends.
Unfortunately not the ones with chocolate chips.
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Indiana Quick Quiz
- Where in Indiana can you see thousands of Sandhill Cranes as they migrate each year?
- How tall is a Sandhill Crane?
- When can you see the Sandhill Cranes?
- Where do Sandhill Cranes migrate to?
November 26, 1842 Rev. Edward Sorin took possession of 524 acres that would become the campus of Notre Dame University
November 27, 1809 Jonathan Jennings won a seat in Congress as a delegate from the Indiana Territory. He had run on the anti-slavery ticket. When Indiana gained Statehood in 1816, Jennings became the first Governor.
November 28, 1847 John George died in Marion County at age 88. He was reputedly George Washington's drummer boy during the Revolutionary War. He is buried in the Round Hill Cemetery in Perry Township.
November 29, 1838 Governor David Wallace and others took the first steam train ride in Indiana along 15 miles of track on the Madison & Indianapolis Railroad.
William Henry Harrison, former Governor of the Indiana Territory, was elected President of the United States, defeating the sitting President, Martin Van Buren. Harrison served only one month in office before dying of pneumonia.
Our Where in Indiana? from last week was taken in Vernon of the Pike Street bridge.
Where in Indiana?
Do you know where this photograph was taken?
Visit us on Instagram to submit your answer.
Follow us on Instagram: @instatehousetouroffice
Answers: 1. Jasper-Pulaski Fish and Wildlife Area in Medaryville IN 2. three to four feet high 3. Late September through December, peaking in mid-November 4. Georgia and Florida
Stonehill Cranes at Jasper-Pulaski Fish and Wildlife Area
Indiana Statehouse Tour Office | Indiana Department of Administration
Guided tours of the Indiana Statehouse are offered Monday through Saturday. For more information, please contact the tour office.
Take an "Armchair Tour" of the Indiana Statehouse!
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Digital Question Papers
Digital question papers (DQPs) are digitised versions of question papers for disabled candidates or candidates with additional support needs who may have reading and/or writing difficulties.
They are interactive PDFs to allow learners to answer question papers digitally and on screen. Not all accessibility features have been included to ensure these replicate the conditions learners and teachers would experience during the assessment period. It is not always possible to add accessibility features without compromising the integrity of the assessments.
Digital Question Papers guidance
- Introduction to Digital Question Papers for Centres (205 KB)
- Introduction to Digital Question Papers for Candidates (164 KB)
- Digital Question Papers: Exam Guide for Centres (212 KB)
Digital Question Papers (Past Papers)
- 2023 Digital Question Papers
- 2022 Digital Question Papers
- 2019 Digital Question Papers
- 2018 Digital Question Papers
Data Booklets and Prescribed Texts
Where required, data booklets and prescribed texts can be downloaded in advance of any exams where digital question papers are being used.
- Applications of Mathematics Higher data booklet (196 KB)
- Chemistry National 5 Data Booklet (549 KB)
- Chemistry Higher and Advanced Higher Data Booklet (2,662 KB)
- Engineering Science National 4 and National 5 Data Booklet (146 KB)
- Engineering Science Higher Data Booklet (263 KB)
- Engineering Science Advanced Higher Data Booklet (1,352 KB)
- Latin National 5 Prescribed Text (218 KB)
- Latin Higher Prescribed Text (218 KB)
- Latin Advanced Higher Prescribed Text (218 KB)
- Statistics Advanced Higher Statistical Formulae and Tables (1,308 KB)
2024 Digital Answer Booklets
A digital answer booklet (DABs) is produced to accompany a DQP when the question paper is a question-only paper. DABs are issued with DQPs and a list of 2024 DQPs and DABs is available. DABs can be downloaded using the link below.
Workbooks may accompany some question-only question papers and digital versions of these workbooks are only provided along with the digital question paper. They cannot be downloaded in advance as they contain confidential question content.
Gaelic medium DABs will be produced on request.
They can be downloaded for candidates to practise with and can be used in the 2024 NQ examinations as part of an approved assessment arrangement.
No DAB is provided for Higher Accounting. Candidates using a digital question paper in Higher Accounting must use a spreadsheet or word processing package eg Microsoft Excel or Word to complete their responses digitally. A digital cover sheet must be completed and printed out to accompany the printouts of the candidate's responses.
National 5 Administration and IT
For National 5 Administration and IT a digital cover sheet is available for candidates who are using a digital question paper in the exam.
Generic Answer Booklet
Candidates using ICT to complete an exam may use DABs. For any exams where a DAB is not available, candidates using ICT may use the generic digital answer booklet, in Microsoft Word format.
- Generic Digital Answer Booklet (1.51 MB)
Assessment arrangements templates and examples
The AA toolkit provides you with templates that you can use or adapt, and exemplars that have been shared by centres, to support the process of gathering, evidencing, and verifying AA requests.
Further information on Digital Question Papers
Our Assessment Arrangements team manages the assessment arrangements request system and provides advice and guidance on assessment arrangements, including digital question papers. Phone 0345 213 6890 or complete our contact form.
Our NQ Assessment team produces and distributes digital question papers. Phone 0345 213 6805 or contact our NQ Assessment team.
We work in partnership with CALL Scotland (Communication, Access, Literacy and Learning) on developing digital question papers. CALL have a Adapted Digital Assessment website - providing advice and guidance to support you and your candidates in using digital question papers. | <urn:uuid:96236cd2-863d-402f-8700-828c016a0f64> | CC-MAIN-2024-10 | https://www.sqa.org.uk/sqa/30026.html | 2024-03-04T14:43:41Z | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00235.warc.gz | en | 0.861902 | 826 | 2.71875 | 3 |
Subsets and Splits