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Most people think “mathematics” is the same as “arithmetic”, which is not the case. And some think “mathematics” is the same as “computation”– again not the case. There are many very fine mathematicians who are not particularly accurate at computation. Of course you need arithmetic and computation in order to do mathematics, just as you need a piano to play piano music. But the piano is not the music.
Mathematics is concerned with understanding mathematical concepts, developing general principles (theorems) about how they work, and exploring the connections among them. What are “mathematical concepts”? One of them — which everyone is familiar with — is number. Of course everyone learns counting, addition and multiplication, but there is much, much more to understand.
There are, to begin with, the distinctions between integers, rational numbers, real numbers, algebraic numbers, and transcendental numbers. There are questions concerned with the distribution of prime numbers and other special numbers. There are geometric representations of numbers, and deep questions about infinitely many numbers. Very early on it becomes clear that the real numbers are not adequate, so that we have to extend our number system to the complex numbers; and then we have to understand how those work. A simple question, with a more interesting answer than you might think, is: how might one find a square root of a complex number?
As a second example, some people are familiar with the concept of functions. There is an enormous amount to be known about functions. Concepts such as continuity, differentiability, integrability, computability, approximation, analyticity, monotonicity, bounded variation and hundreds of others have been exhaustively studied.
Every one of these concepts is of practical use in physics, engineering and many other disciplines. Yet every one of them is also an interesting and valid idea which connects in both obvious and subtle ways with all the others to form an intricate system. While all these systems are of immense practical use, each can stand on its own without reference to any usefulness it may have, and may be as beautiful as wonderful music or a gorgeous painting.
Counting, rational numbers, negative numbers and arithmetic operations are a natural result of commerce.
Early explorations in geometry and trigonometry (along with irrational numbers) arose out of the need to measure distances indirectly (such as in surveying), navigation, and astronomy.
Development of calculus was propelled by studies in ballistics (how do you aim this cannon?) and astronomy (motions of the planets).
Once a concept has been introduced, mathematicians may study it for its own sake and learn much more about it. That in turn is almost always of practical use sooner or later. So on the one hand mathematics is in a constant give and take relationship with physical, biological and social sciences, and is inextricably entangled with them. And on the other hand all the concepts that have developed from these sources stand on their own without reference to outside sciences. The connections among them and the proofs used to reveal those connections can be very beautiful and elegant.
Finding those proofs, revealing those connections and building up the systems takes creativity — every bit as much as composing a symphony or painting a compelling picture.
To regard mathematics as an art as well as a science is natural and perfectly correct. | https://www.moxart.org/mathematics/is-mathematics-an-art/ |
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Student Perseverance in Discovering Patterns: Guess My Rule with Robert B. Davis
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Title
Student Perseverance in Discovering Patterns: Guess My Rule with Robert B. Davis
Name
Makovec, Katherine (Creator)
;
Maher, Carolyn (Publisher)
Date Created
2014-04-26T12:34:16-0400
Other Date
2015-06-16T16:54:10-0400 (modified)
Other Date
2015-06-16T17:24:12-0400 (published)
Description
The Common Core State Standards for Mathematics (2010) has identified eight varieties of expertise as Standards for Practice that students need to develop during their discovery and learning of mathematics in order to become mathematically proficient. These standards include:
•Make sense of problems and persevere in solving them.
•Reason abstractly and quantitatively
•Construct viable arguments and critique the reasoning of others
•Model with mathematics
•Use appropriate tools strategically
•Attend to precision
•Look for and make use of structure
•Look for and express regularity in repeated reasoning
Research has shown that students learn best when they actively discover mathematical concepts and it is essential that these standards for mathematical practice are included in this discovery process. In his article, Discovery Learning and Constructivism, Robert B. Davis writes, “Traditional school practice viewed ‘learning mathematics’ as a matter of learning, usually by rote, certain meaningless rules for writing meaningless symbols on paper in some very specific ways. The projects viewed ‘learning mathematics’ as a matter of building up, in your mind, certain powerful symbol systems that allow you to represent certain kinds of situations, and a matter of acquiring skill in creating such mental representations and in using them.” (Davis, 1990) Well-developed lessons should include activities that are facilitated in ways that address the above practices as means to develop a true and deep understanding of the complexities of mathematical concepts.
This analytic illustrates two of these standards in the work of 6th grade students at the Harding School in Kenilworth, NJ: Standard 1 - Make sense of problems and persevere in solving them and Standard 7 - Look for and make use of structure. The students were part of the Rutgers Kenilworth Longitudinal study, funded by the National Science Foundation directed by Robert B. Davis and Carolyn A. Maher. (Grant number: MDR-9053597)
Look for and make use of structure
Mathematically proficient students not only need to be able to find patterns, but be able to use these patterns to make generalizations when appropriate. Researcher Robert Davis introduced the symbols box and triangle to represent two variables. As an early introduction to functions, Professor Davis also introduced the notion of truth sets. He provided the students the following function tables for finding a rule:
Problem 1
□ ∆
0 1
1 3
2 5
3 7
4 9
5 11
Problem 2
□ ∆
0 5
1 7
2 9
3 11
4 13
Problem 3:
□ ∆
0 1
1 4
2 7
3 10
Problem 4:
□ ∆
0 7
1 17
2 27
3 37
4 47
5 57
Problem 5:
□ ∆
0 -2
1 8
2 18
3 28
4 38
5 48
Problem 6
□ ∆
0 1
1 2
2 5
3 10
4 17
5 26
The students were instructed to find the relationship between the numbers in the box column and the numbers in the triangle column, and to write an open sentence to explain the relationship. In the following events, Stephanie, Michelle, Ankur, Bobby, and Amy-Lynn find patterns among the numbers in the truth sets and make important discoveries about the relationship between the patterns and the numbers in the equations they write for each table.
Make sense of problems and persevere in solving them.
As is the case with nearly all problems one encounters in life, students of mathematics need to be able to understand the problem at hand, find a manner in which to approach the solving of the problem, and continue working, evaluating, and modifying the approach until the problem is solved. To gain mathematical proficiency students need to persevere, especially when challenged to solve increasingly complex mathematics problems. Through their perseverance students may deepen their understanding of concepts and develop a means to solve similar problems when they arise. The later events are selected to show Michelle and Ankur’s process of finding the equation for the particularly challenging function table in Problem 6, which is the first function that is not linear.
References
Common Core State Standards Initiative. (2010). Common Core State Standards For Mathematics. Retrieved from:
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Davis, Robert B. Journal for Research in Mathematics Education. Monograph
Vol. 4, Constructivist Views on the Teaching and Learning of Mathematics (1990),
pp. 93-106+195-210
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Suggested Citation:"EXECUTIVE SUMMARY." National Research Council. 2001. Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/9822.
Mathematics is one of humanity’s great achievements. By enhancing the capabilities of the human mind, mathematics has facilitated the development of science, technology, engineering, business, and government. Mathematics is also an intellectual achievement of great sophistication and beauty that epitomizes the power of deductive reasoning. For people to participate fully in society, they must know basic mathematics. Citizens who cannot reason mathematically are cut off from whole realms of human endeavor. Innumeracy deprives them not only of opportunity but also of competence in everyday tasks.
The mathematics students need to learn today is not the same mathematics that their parents and grandparents needed to learn. When today’s students become adults, they will face new demands for mathematical proficiency that school mathematics should attempt to anticipate. Moreover, mathematics is a realm no longer restricted to a select few. All young Americans must learn to think mathematically, and they must think mathematically to learn.
All young Americans must learn to think mathematically, and they must think mathematically to learn.
Adding It Up: Helping Children Learn Mathematics is about school mathematics from pre-kindergarten to eighth grade. It addresses the concerns expressed by many Americans, from prominent politicians to the people next door, that too few students in our elementary and middle schools are successfully acquiring the mathematical knowledge, the skill, and the confidence they need to use the mathematics they have learned. Moreover, certain segments of the U.S. population are not well represented among those who do succeed in school mathematics.
The mathematics curriculum during the preschool, elementary school, and middle school years has many components. But at the heart of mathematics in those years are concepts of number and operations with numbers— the mathematical domain of number. In this report, much of our attention is given to issues associated with teaching and learning about number in pre-kindergarten through eighth-grade mathematics. Many controversies over the teaching of mathematics center on the understanding and use of numbers. The learning of concepts associated with number also has been more thoroughly investigated than the learning of other parts of the mathematics curriculum. And much of the rest of the mathematics curriculum, some of which we do address, is intertwined with number concepts.
Number is a rich, many-sided domain whose simplest forms are comprehended by very young children and whose far reaches are still being explored by mathematicians. Proficiency with numbers and numerical operations is an important foundation for further education in mathematics and in fields that use mathematics. Because much of this report attends to the learning and teaching of number, it is important to emphasize that our perspective is considerably broader than just computation. First, numbers and operations are abstractions—ideas based on experience but independent of any particular experience. Communication about numbers, therefore, requires some form of external representation, such as a graph or a system of notation. The usefulness of numerical ideas is enhanced when students encounter and use multiple representations for the same concept. Second, the numbers and operations of school mathematics are organized as number systems, such as the whole numbers, and the regularities of each system can help students learn with understanding. Third, numerical computations require algorithms—step-by-step procedures for performing the computations. An algorithm can be more or less useful to students depending on how it works and how well it is understood. And finally, the domain of number both supports and is supported by other branches of mathematics, including algebra, measure, space, data, and chance. Our decision to address the domain of number was a pragmatic one; in no way does it imply that the elementary and middle school curriculum should be limited to arithmetic.
Our decision to address the domain of number was a pragmatic one; in no way does it imply that the elementary and middle school curriculum should be limited to arithmetic.
To synthesize the rich and diverse research on pre-kindergarten through eighth-grade mathematics learning.
To provide research-based recommendations for teaching, teacher education, and curriculum for improving student learning and to identify areas where research is needed.
To give advice and guidance to educators, researchers, publishers, policy makers, and parents.
We based our conclusions in this report on a careful review of the research literature on mathematics teaching and learning. Many educational questions, however, cannot be answered by research. Choices about the mathematics curriculum and the methods used to bring about that curriculum depend in part on what society wants educated adults to know and be able to do. Research can inform these decisions—for example, by demonstrating what knowledge, skills, and abilities employees need in the workplace. But ideas about what children need to know also depend on value judgments based on previous experience and convictions, and these judgments often fall outside the domain of research.
Once the learning objectives for mathematics education have been established, research can guide decisions about how to achieve these objectives. In preparing this report, we sought research that is relevant to important educational issues, sound in shedding light on the questions it sets out to answer, and generalizable in that it can be applied to circumstances beyond those of the study itself. We also looked for multiple lines of research that converge on a particular point and fit well within a larger network of evidence. Because studies that touch on a key question and yield unequivocal findings are rare in educational research, we have sought to point out when we have used professional judgment and reasoned argument to make connections, note patterns, and fill in gaps. In the final chapter of the report, we have also called for additional research in areas where it could improve educational practice.
One area in which the research evidence is consistent and compelling concerns weaknesses in the mathematical performance of U.S. students. State, national, and international assessments conducted over the past 30 years indicate that, although U.S. students may not fare badly when asked to perform straightforward computational procedures, they tend to have a limited understanding of basic mathematical concepts. They are also notably deficient in their ability to apply mathematical skills to solve even simple problems. Although performance in mathematics is generally low, there are signs from national assessments that it has been improving over the past decade. In a number of schools and states, students’ mathematical performance is among the best in the world. The evidence suggests, however, that many students are still not being given the educational opportunities they need to achieve at high levels.
Most students in grades pre-K to 8 encounter a rather shallow curriculum.
In comparison with the curricula of countries achieving well on international comparisons, the U.S. elementary and middle school mathematics curriculum has been characterized as shallow, undemanding, and diffuse in content coverage. U.S. mathematics textbooks cover more topics, but more superficially, than their counterparts in other countries do. Despite efforts over the last half-century to set higher learning goals for U.S. school mathematics and to provide new instructional materials and better assessments, most students in grades pre-K to 8 encounter a rather shallow curriculum. The instruction they are given continues to emphasize the execution of paper-and-pencil skills in arithmetic through demonstrations of procedures followed by repeated practice.
To ensure that students are meeting standards, states and districts have, during the past decade or so, mandated a variety of assessments in mathematics, many with serious consequences for students, teachers, and schools. Although intended to ensure that all students have an opportunity to learn mathematics, some of these assessments are not well aligned with the curriculum. Those that were originally designed to rank order students, schools, and districts seldom provide information that can be used to improve instruction.
The preparation of U.S. preschool to middle school teachers often falls far short of equipping them with the knowledge they need for helping students develop mathematical proficiency. Many students in grades pre-K to 8 continue to be taught by teachers who may not have appropriate certification at that grade and who have at best a shaky grasp of mathematics.
The most important observation we make about these five strands is that they are interwoven and interdependent. This observation has implications for how students acquire mathematical proficiency, how teachers develop that proficiency in their students, and how teachers are educated to achieve that goal.
between the first and second floors of an apartment, dividing a cake so everyone gets the same amount, and figuring out how far it is to the bus stop.
By the time children reach kindergarten, many of them can use their counting skills to solve simple problems that call for adding, subtracting, multiplying, or dividing. It is only when they move beyond what they understand informally—to the base-10 system for teens and larger numbers, for example—that their fluency and strategic competencies falter. Young children also show a remarkable ability to formulate, represent, and solve simple mathematical problems and to reason and explain their mathematical activities. They are positively disposed to do and to understand mathematics when they first encounter it. For the preschool child, the strands of mathematical proficiency are especially closely knit.
Although most U.S. children enter school with a basic understanding of number, their knowledge is limited to small whole numbers and heavily influenced by the context in which the numbers appear. Furthermore, not all children enter school with the informal understanding of number assumed by the elementary school curriculum.
Whole numbers are the easiest numbers to understand and use. In the early grades, children begin by solving numerical problems using methods that are intuitive and concrete. They then proceed to methods that are more problem independent, mathematically sophisticated, and reliant on standard symbolic notation. Some form of this progression is seen in each operation for both single-digit and multidigit numbers.
For most of a century, learning single-digit arithmetic—the sums and products of single-digit numbers and their companion differences and quotients (e.g., 5+7=12, 12–5=7, 12–7=5 and 5×7=35, 35÷5=7, 35÷7=5) — has been characterized in the United States as “learning basic facts,” and the emphasis has been on memorizing those facts. Acquiring proficiency in single-digit arithmetic, however, involves much more than memorizing. Even in the early grades, students choose adaptively among different procedures, depending on the numbers involved and the context. We use the term basic number combinations to highlight the relational character of this knowledge.
knowledge that needs to be orchestrated into accessible and rapid-enough procedures. When given instruction that emphasizes thinking strategies, children are able to develop the strands of proficiency in a unified manner.
When given instruction that emphasizes thinking strategies, children are able to develop the strands of proficiency in a unified manner.
Learning to use algorithms for computation with multidigit numbers is an important part of developing mathematical proficiency. Algorithms are procedures that can be executed in the same way to solve a variety of problems arising from different situations and involving different numbers. Children can and do devise algorithms for carrying out multidigit arithmetic, using reasoning to justify their inventions and developing confidence in the process. A variety of instructional approaches (using physical materials, special counting activities, and mental computation) are effective in helping students learn multidigit arithmetic by focusing on the base-ten structure and encouraging students to use algorithms that they understand. Physical materials are not automatically meaningful to students, however, and need to be connected to the situations being modeled. Because of its conciseness, the base-ten place-value system takes time to master. Full understanding of the system, however, is not required before students begin to learn multidigit algorithms— the two can be developed in tandem. The learning of whole number arithmetic demands that attention be given to developing all strands of proficiency in concert, emphasizing no strand at the expense of the others.
In grades pre-K to 8, the rational numbers present a major challenge, in part because rational numbers are represented in several ways (e.g., common fractions and decimal fractions) and used in many ways (e.g., as parts of regions and sets, as ratios, as quotients). There are numerous properties for students to learn, including the significant fact that the two numbers that compose a common fraction (numerator and denominator) are related through multiplication and division, not addition.
Students’ informal notions of partitioning, sharing, and measuring provide a starting point for building the concept of rational number. Young children appreciate the idea of “fair shares,” and they can use that understanding to partition quantities into equal parts. In some ways, sharing can play the role for rational numbers that counting does for whole numbers.
them, which creates barriers to developing the strands of proficiency in an integrated fashion.
Proportions are statements that two ratios are equal. Understanding and working with the relationships in a situation involving proportions is called proportional reasoning and has been described as the capstone of elementary school arithmetic. Proportional reasoning is sophisticated and complex; it needs to develop over many years. Students need to have a solid understanding of proportional situations and be able to reason about them informally before formal procedures are introduced.
Many students have difficulties making the transition from school arithmetic to school algebra—with its symbolism, equation solving, and emphasis on relationships among quantities. Recent calls of “algebra for all” have increased the number of students making the transition and therefore the number encountering obstacles. Over the past two decades, much has been learned about the nature of students’ difficulties in algebra. Various innovative approaches to beginning algebra, many using computational tools, have been investigated. At the same time, modifications of elementary school mathematics have been developed and studied that are aimed at introducing the notions of algebra earlier. These new approaches offer considerable promise for avoiding the difficulties many students now experience.
Just as the elementary and middle school mathematics curriculum should prepare students for the study of algebra, so it should also include attention to other domains of mathematics. Students need to learn to make and interpret measurements and to engage in geometric reasoning. They also need to gather, describe, analyze, and interpret data and to use elementary concepts from probability. Instruction that emphasizes more than a single strand of proficiency has been shown to enhance students’ learning about space and measure and shows considerable promise for helping students learn about data and chance.
and learning is a function of teachers’ knowledge and use of mathematical content, of teachers’ attention to and work with students, and of students’ engagement in and use of mathematical tasks. Effectiveness depends on enactment, on the mutual and interdependent interaction of the three elements—mathematical content, teacher, students—as instruction unfolds. The quality of instruction depends, for example, on whether teachers select cognitively demanding tasks, plan the lesson by elaborating the mathematics that the students are to learn through those tasks, and allocate sufficient time for the students to engage in and spend time on the tasks. Effective teachers have high expectations for their students, motivate them to value learning activities, can interact with students with different abilities and backgrounds, and can establish communities of learners. A teacher’s expectations about students and the mathematics they are able to learn can powerfully influence the tasks the teacher poses for the students, the questions they are asked, the time they have to respond, and the encouragement they are given—in other words, their opportunities and motivation for learning. How the students respond to the opportunities the teacher offers then shapes how the teacher sees their capacity and progress, as well as the tasks they are subsequently given.
The quality of instruction also depends on how students engage with learning tasks. Students must link their informal knowledge and experience to mathematical abstractions. Manipulatives (physical objects used to represent mathematical ideas), when used well, can provide such links. The use of calculators can enhance students’ conceptual understanding, and practice can help them make automatic those procedures they understand. Although much is known about characteristics of effective instruction, research on teaching has often been restricted to describing isolated fragments of teaching and learning rather than examining continued interactions among the teacher, the students, and the mathematical content.
Proficiency in teaching mathematics is related to effectiveness: consistently helping students learn worthwhile mathematical content. It also entails versatility: being able to work effectively with a wide variety of students in different environments and across a range of mathematical content. Despite the common myth that teaching is little more than common sense or that some people are just born teachers, effective teaching practice can be learned. Just as mathematical proficiency itself involves interwoven strands, teaching for mathematical proficiency requires similarly interrelated components: conceptual understanding of the core knowledge of mathematics, students, and instructional practices needed for teaching; procedural fluency in carrying out basic instructional routines; strategic competence in planning effective instruction and solving problems that arise while teaching; adaptive reasoning in justifying and explaining one’s practices and in reflecting on those practices; and a productive disposition toward mathematics, teaching, learning, and the improvement of practice.
Effective programs of teacher preparation and professional development help teachers understand the mathematics they teach, how their students learn that mathematics, and how to facilitate that learning. In these programs, teachers are not given prescriptions for practice or readymade solutions to teaching problems. Instead, they adapt what they are learning to deal with problems that arise in their own teaching.
As a goal of instruction, mathematical proficiency provides a better way to think about mathematics learning than narrower views that leave out key features of what it means to know and be able to do mathematics. It takes time for proficiency to develop fully, but in every grade in school, students can demonstrate mathematical proficiency in some form. The overriding premise of our work is that throughout the grades from pre-K through 8 all students can and should be mathematically proficient.
The overriding premise of our work is that throughout the grades from pre-K through 8 all students can and should be mathematically proficient.
teachers, and parents. Although some readers may feel that substantial advances are already being made in reforming mathematics teaching and learning, we find real progress toward mathematical proficiency to be woefully inadequate.
These observations lead us to five principal recommendations regarding mathematical proficiency that reflect our vision for school mathematics. The full report augments these five with specific recommendations that detail policies and practices needed if all children are to become mathematically proficient.
The integrated and balanced development of all five strands of mathematical proficiency (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition) should guide the teaching and learning of school mathematics. Instruction should not be based on extreme positions that students learn, on one hand, solely by internalizing what a teacher or book says or, on the other hand, solely by inventing mathematics on their own.
One of the most serious and persistent problems facing school mathematics in the United States is the tendency to concentrate on one strand of proficiency to the exclusion of the rest. For too long, students have been the victims of crosscurrents in mathematics instruction, as advocates of one learning goal or another have attempted to control the mathematics to be taught and tested. We believe that this narrow and unstable treatment of mathematics is, in part, responsible for the inadequate performance that U.S. students display on national and international assessments. Our first recommendation is that these crosscurrents be resolved into an integrated, balanced treatment of all strands of mathematical proficiency at every point in teaching and learning.
Although we endorse no single approach, we contend that instruction needs to configure the relations among teachers, students, and mathematics in ways that promote the development of mathematical proficiency. Under this view, significant instructional time is devoted to developing concepts and methods, and carefully directed practice, with feedback, is used to support learning. Discussions build on students’ thinking. They attend to relationships between problems and solutions and to the nature of justification and mathematical argument. All strands of proficiency can grow in a coordinated, interactive fashion.
Teachers’ professional development should be high quality, sustained, and systematically designed and deployed to help all students develop mathematical proficiency. Schools should support, as a central part of teachers’ work, engagement in sustained efforts to improve their mathematics instruction. This support requires the provision of time and resources.
Improving students’ learning depends on the capabilities of classroom teachers. Although children bring important mathematical knowledge with them to class, most of the mathematics they know is learned in school and depends on those who teach it to them. Teachers cannot automatically know how to teach more effectively. Learning to teach well cannot be accomplished once and for all in a preservice program; it is a career-long challenge.
As we have indicated, proficiency in mathematics teaching has parallels to proficiency in mathematics. Unfortunately, just as students’ opportunities to learn mathematics effectively have been insufficient, so have teachers’ opportunities to learn more about mathematics, students’ learning and thinking, and their teaching practice. Regular time needs to be provided for teachers to continue their professional development, conferring with one another about common problems and working together to develop their teaching proficiency. They need access to resources and expertise that will assist them in improving their instruction, including access to mathematics specialists in every elementary school. If the United States is serious about improving students’ mathematics learning, it has no choice but to invest in more effective and sustained opportunities for teachers to learn.
The coordination of curriculum, instructional materials, assessment, instruction, professional development, and school organization around the development of mathematical proficiency should drive school improvement efforts.
Piecemeal efforts aimed at narrow learning goals have failed to improve U.S. students’ learning. The development of mathematical proficiency provides a broad, compelling goal around which all parts of the educational community can rally. If even one sector of that community lags behind, it can thwart the development of mathematical proficiency.
children bring to school. An integrated approach should be taken to the development of proficiency with whole numbers, integers, and rational numbers to ensure that all students in grades pre-K to 8 can use the numbers fluently and flexibly to solve challenging but accessible problems. Students should also understand and be able to translate within and across the various common representations for numbers.
A major focus of the study of number should be the conceptual bases for the operations and how they relate to real situations. For each operation, all students should understand and be able to carry out an algorithm that is general and efficient. Before they get to the formal study of algebra, they already should have had numerous experiences in representing, abstracting, and generalizing relationships among numbers and operations with numbers. They should be introduced to these algebraic ways of thinking well before they are expected to be proficient in manipulating algebraic symbols. They also need to learn concepts of space, measure, data, and chance in ways that link these domains to that of number.
Materials for instruction need to develop the core content of school mathematics in depth and with continuity. In addition to helping students learn, these materials should also support teachers’ understanding of mathematical concepts, of students’ thinking, and of effective pedagogical techniques. Mathematics assessments need to enable and not just gauge the development of proficiency. All elements of curriculum, instruction, materials, and assessment should be aligned toward common learning goals.
Every school should be organized so that the teachers are just as much learners as the students are. The professional development activities in which teachers of mathematics are engaged need to be focused on mathematical proficiency. Just as mathematical proficiency demands the integrated, coordinated development of all strands, so the enhancement of each student’s opportunities to become proficient requires the integrated, coordinated efforts of all parts of the educational community.
Efforts to improve students’ mathematics learning should be informed by scientific evidence, and their effectiveness should be evaluated systematically. Such efforts should be coordinated, continual, and cumulative.
better decisions can be made, and mathematics instruction should gradually but steadily become more effective. Unfortunately, too many new programs are tried but then abandoned before their effectiveness has been well tested, and lessons learned from program evaluations are often lost. Without high-quality, cumulative information, the system of school mathematics cannot learn.
Additional research should be undertaken on the nature, development, and assessment of mathematical proficiency.
We are convinced that the goal of mathematical proficiency for all students is the right goal. Not surprisingly, however, much of the research on mathematics teaching and learning has been conducted to address narrower learning goals, since shifting, relatively narrow goals have been the norm. Although we have interpreted much of that research for this report, extensive work remains to refine and elaborate our portrayal of mathematical proficiency. In many places, our conclusions are tentative, awaiting better evidence.
We urge researchers concerned with school mathematics to frame their questions with a view to the goal of developing mathematical proficiency for all students. Evidence from such research, together with information from evaluations of current and future programs of curriculum and professional development, will enable the United States to make the genuine, lasting improvements in school mathematics learning that have eluded it to date.
The goal of mathematical proficiency is an extremely ambitious one. In fact, in no country—not even those performing highest on international surveys of mathematics achievement—do all students display mathematical proficiency as we have defined it in this report. The United States will never reach this goal by continuing to tinker with the controls of educational policy, pushing one button at a time. Instead, systematic modifications will need to be made in how the teaching and learning of mathematics commonly proceed, and new kinds of support will be required. At all levels of the U.S. educational system, the formulation and implementation of policies demands sustained, focused attention to school mathematics. We hope this report will be the basis for innovative, comprehensive, long-term policies that can enable every student to become mathematically proficient. | https://www.nap.edu/read/9822/chapter/2 |
There have always been children whose abilities did not seem to be made for the understanding and practice of mathematics , and this was sponsored many times by the confirmation of that same lack of ability on the part of one of their parents. Certainly, many people find it difficult to cope with mathematics , and this causes many problems for students related to nerves, anger and distress. In fact, it is such a common and permanent problem that around it there is a term known as “ mathematical anxiety ”.
But why is this problem not tackled in a more effective way? For example, with campaigns to stimulate and encourage the practice of mathematics, as is done with the campaigns created to promote reading. In fact, if we think about it, both activities have a lot to do with it, since it is not possible for a student to cope successfully with mathematics if they do not understand what they read and what they have before their eyes. Children need to learn and have academic vocabulary in order to read proficiently and understand complex content.
In this sense, there are many mathematics teachers who are aware that there is a problem and that problem is not “that there are children denied to mathematics”, but rather that there are topics that must be banished as soon as possible and put into action. the search for new strategies and didactics of mathematics teaching . The gap between children’s mathematical skills and what they demonstrate on a test is only one of the proofs of the limited or no effectiveness of current teaching methods. Furthermore, unfortunately, many teachers are reluctant to abandon traditional forms of teaching in which there is an approach and a solution to a problem that must be learned by heart.
In other words, mathematics is being taught incorrectly and there is still much to be done for schools to react to this problem and put the proper solutions. Perhaps a good way to start would be to banish such fallacious ideas as that there are good and bad kids in math or that there is only one way to learn math and that some children are reluctant to follow it or are less valid.
Patience and empathy, keys to a new mathematical teaching
Many children who have struggled with math, and were even “written off” by their teachers, all they needed was to sit down and take time (which often happened in the company of their parents) in order to learn and move forward. And this makes sense, since memory is what is most often worked on when teaching mathematical formulas, at the least that someone skips a step they will no longer understand anything.
The didactics of teaching through the exercise of memory is obvious that the brain of all people does not work in the same way, and therefore the same study method cannot be valid for an entire student body . Unfortunately, the shortage of teachers and the lack of time make it very difficult for different methods to be adapted according to the capacities of each one, and that is also a reality. However, there are many things that can be done to improve, such as boosting students’ self-esteem by making them see that they can face operations successfully , instead of calling them to the blackboard knowing that they are not yet clear, to pass it on evil and fail in battle.
It is very important to be aware that rote learning cannot work with mathematics , and that what this discipline really needs is creativity, gymnastics and confidence with a long way to go with different aspects. Why not involve students in solving problems instead of forcing them to learn and follow certain rules? That is, not simply teaching to follow the rules to achieve a good grade, but working so that mathematics is seen as that path that leads us to the effective resolution of problems in a fun way. In short, look for new strategies and realities that really focus and fight to make children love numbers, just as it is done to make them love letters.
John Mighton’s “Jump Math” Method
John Mighton, a Canadian mathematician, writer, and playwright, is known today for his fervent struggle for a new teaching of mathematics. In this sense, Mighton has designed a teaching program aimed especially at those students who do not achieve good results in the subject, and has achieved that these students get to really enjoy this important subject, whatever ability they have.
Mighton identified two main problems in teaching mathematics: the first is the overloading of children’s brains with strategies that move too quickly between the concrete and the abstract, which leads to an almost mandatory use of memory ; the second, that classes tend to end up being divided by ability, creating hierarchies that disable the weakest students without actually benefiting those considered better.
According to Mighton, ending this problem and this traditional way of teaching mathematics involves so-called “problem-based learning,” which indicates that the true role of teachers should not be to provide direct instruction, but to allow children to collaborate to find solutions to complex and realistic problems that have multiple approaches and answers. As many children do not have a priori the basic components necessary to discover the answers, they must work little by little through “a guided discovery” capable of making each step that is taken understood. That is why the key to the “Jump” program begins in a progressive way in a relatively short time, increasing the confidence of the little ones and motivating them to continue and trust themselves and their abilities.
As we can see, the Mighton method is nothing new, but it is a very necessary push today to face our reality, which is none other than that mathematics is being poorly taught, putting urgent and creative solutions. Only with exercises and dynamics in which all students can participate successfully, at a greater or lesser pace, can the passion for numbers be awakened in all kinds of girls and boys. | https://babbyone.com/mathematics-is-not-being-taught-well-in-school/ |
Real Analysis Pdf.
It seems that you're in Germany. We have a dedicated site for Germany. Authors: Millman , Richard S. The benefit to readers who are moving from calculus to more abstract mathematics is to acquire the ability to understand proofs through use of the book and the multitude of proofs and problems that will be covered throughout.
Topics will include: construction of the real numbers, fields, complex numbers, topology of the reals, metric spaces, careful treatment of sequences and series, functions of real numbers, continuity, compactness, connectedness, differentiation, and the mean value theorem, with an introduction to sequences of functions. This class is about the exciting challenge of wrestling with big ideas. I believe everyone in the class is fully capable of mastering this material. Questions are valued, especially simple ones because they can lead to profound ideas. Exploration is encouraged, especially risk-taking in trying out things that may not work, because they can lead to further areas of exploration. I expect all of us to be welcoming of the questions and explorations of others.
It seems that you're in Germany. We have a dedicated site for Germany. This text is a rigorous, detailed introduction to real analysis that presents the fundamentals with clear exposition and carefully written definitions, theorems, and proofs. The choice of material and the flexible organization, including three different entryways into the study of the real numbers, making it equally appropriate to undergraduate mathematics majors who want to continue in mathematics, and to future mathematics teachers who want to understand the theory behind calculus. The Real Numbers and Real Analysis is accessible to students who have prior experience with mathematical proofs and who have not previously studied real analysis. The text includes over exercises. This book will serve as an excellent one-semester text for undergraduates majoring in mathematics, and for students in mathematics education who want a thorough understanding of the theory behind the real number system and calculus.
This part covers traditional topics, such as sequences, continuity, differentiability, Riemann inte - Real Analysis M. It also offers suggestions about analytical techniques and provides sources of useful information. Real Analysis. Lee Larson University of Louisville. It helps one develop the ability to think deductively, analyse mathematical situations and extend ideas to a new context.
Proving these problems tests the depth of understanding of the theorems in the main text. This volume will be especially helpful to those who read Real Analysis in.
From January 23 onward, the values for daily new cases are based on an analysis of newly reported cases. Metric spaces 3. Continuous functions play only an. Advanced Real Analysis.
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Real analysis is difficult. For most students, in addition to learning new material about real numbers, topology, and sequences, they are also learning to read and write rigorous proofs for the first time. The Real Analysis Lifesaver is an innovative guide that helps students through their first real analysis course while giving them the solid foundation they need for further study in proof-based math. Rather than presenting polished proofs with no explanation of how they were devised, The Real Analysis Lifesaver takes a two-step approach, first showing students how to work backwards to solve the crux of the problem, then showing them how to write it up formally. It takes the time to provide plenty of examples as well as guided "fill in the blanks" exercises to solidify understanding.
E-MAIL: gardnerr etsu. Royden and P. Fitzpatrick, Prentice Hall
Стремительно исчезал уровень авторизации файлов - последняя линия обороны. А у входа толпились бандиты. - Внимание! - скомандовал Фонтейн. Соши смотрела на монитор и читала вслух: - В бомбе, сброшенной на Нагасаки, использовался не плутоний, а искусственно произведенный, обогащенный нейтронами изотоп урана с атомным весом 238. - Черт возьми! - выругался Бринкерхофф. | https://hampdenlodgethame.org/and-pdf/2355-problems-and-proofs-in-real-analysis-pdf-752-191.php |
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In order to come full circle on some of the earlier comments made about the mathematical nature of the golden ratio τ, it is necessary to spend a little time on the subject (mentioned earlier) ofcontinued fractions.
The Mathematics of Patterns Symmetries and Beauties in Nature
La Nature est un temple où de vivants piliers Laissent parfois sortir de confuses paroles; L'homme y passe à travers ... John's published books on the subject include, by the Princeton University Press: “Mathematics in Nature: Modeling ...
The Mathematics of Patterns Symmetries and Beauties in NatureThis unique book gathers various scientific and mathematical approaches to and descriptions of the natural and physical world stemming from a broad range of mathematical areas – from model systems, differential equations, statistics, and probability – all of which scientifically and mathematically reveal the inherent beauty of natural and physical phenomena. Topics include Archimedean and Non-Archimedean approaches to mathematical modeling; thermography model with application to tungiasis inflammation of the skin; modeling of a tick-Killing Robot; various aspects of the mathematics for Covid-19, from simulation of social distancing scenarios to the evolution dynamics of the coronavirus in some given tropical country to the spatiotemporal modeling of the progression of the pandemic. Given its scope and approach, the book will benefit researchers and students of mathematics, the sciences and engineering, and everyone else with an appreciation for the beauty of nature. The outcome is a mathematical enrichment of nature’s beauty in its various manifestations. This volume honors Dr. John Adam, a Professor at Old Dominion University, USA, for his lifetime achievements in the fields of mathematical modeling and applied mathematics. Dr. Adam has published over 110 papers and authored several books.
Nature of Mathematics
You will find other references to mathematics in the humanities at www.mathnature.com Mathematics in Business and economics The focus of Chapter 11 in the text forms the foundations for business and economics.
Nature of MathematicsWritten for liberal arts students and based on the belief that learning to solve problems is the principal reason for studying mathematics, Karl Smith introduces students to Polya’s problem-solving techniques and shows them how to use these techniques to solve unfamiliar problems that they encounter in their own lives. Through the emphasis on problem solving and estimation, along with numerous in-text study aids, students are assisted in understanding the concepts and mastering the techniques. In addition to the problem-solving emphasis, THE NATURE OF MATHEMATICS is renowned for its clear writing, coverage of historical topics, selection of topics, level, and excellent applications problems. Smith includes material on such practical real-world topics as finances (e.g. amortization, installment buying, annuities) and voting and apportionment. With the help of this text, thousands of students have experienced mathematics rather than just do problems--and benefited from a writing style that boosts their confidence and fosters their ability to use mathematics effectively in their everyday lives. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
18 Unconventional Essays on the Nature of Mathematics
Nothing is nearer to mathematical nature than the integers, the progression of those things mathematicians allow to be called the 'natural' numbers. And no opposition is more sanctioned and acknowledged as obvious than that between ...
18 Unconventional Essays on the Nature of MathematicsCollection of the most interesting recent writings on the philosophy of mathematics written by highly respected researchers from philosophy, mathematics, physics, and chemistry Interdisciplinary book that will be useful in several fields—with a cross-disciplinary subject area, and contributions from researchers of various disciplines
Nature s Longest Threads
At this stage of inquiry into the synthetic foundations of mathematics, it seems important not to move too fast from the phenomenal facts to any metaphysical conclusions about the nature of mathematics. The attempt to formulate ...
Nature s Longest ThreadsOrganisms endowed with life show a sense of awareness, interacting with and learning from the universe in and around them. Each level of interaction involves transfer of information of various kinds, and at different levels. Each thread of information is interlinked with the other, and woven together, these constitute the universe — both the internal self and the external world — as we perceive it. They are, figuratively speaking, Nature's longest threads. This volume reports inter-disciplinary research and views on information and its transfer at different levels of organization by reputed scientists working on the frontier areas of science. It is a frontier where physics, mathematics and biology merge seamlessly, binding together specialized streams such as quantum mechanics, dynamical systems theory, and mathematics. The topics would interest a broad cross-section of researchers in life sciences, physics, cognition, neuroscience, mathematics and computer science, as well as interested amateurs, familiarizing them with frontier research on understanding information transfer in living systems. Contents:Mathematics In-forms Physics and Physics Per-forms Mathematics: Comments (N Kumar)An Incomplete Summing Up of Quantum Measurements (N D Hari Dass)Predictive Information for Quantum Bio-Systems (Arun Kumar Pati)Quantum Effects in Biological Systems (Sisir Roy)Instabilities in Sensory Processes (J Balakrishnan)Active Cellular Mechanics and Information Processing in the Living Cell (M Rao)On the Importance of Length Scales in Determining the Physics of Biological Systems (B Ashok)q-Deformations and the Dynamics of the Larch Bud-Moth Population Cycles (Sudharsana V Iyengar and J Balakrishnan)Newtonian Chimpanzees? A Molecular Dynamics Approach to Understanding Decision Making by Wild Chimpanzees (Matthew Westley, Surajit Sen and Anindya Sinha)Quantum Probability — A New Direction for Modeling in Cognitive Science (Sisir Roy)Knowledge, Its Hierarchy and Its Direction (Apoorva Patel)Some Remarks on Numbers and Their Cognition (P P Divakaran)Conceptual Revolution of the 20th Century Leading to One Grand Unified Concept — The Quantum Vacuum (B V Sreekantan)Classical Coherence, Life and Consciousness (Partha Ghose)Consciousness — A Verifiable Prediction (N Panchapakesan)Gödel, Tarski, Turing and the Conundrum of Free Will (Chetan S Mandayam Nayakar & R Srikanth)Mathematics and Cognition (Rajesh Kasturirangan) Readership: Researchers in life sciences, physics, cognition, neuroscience, mathematics and computer science, as well as general public interested in understanding information transfer in living systems. Key Features:This book shows how at each level, differing physics concepts and mathematical tools may be used to model and understand information transfer and its processingKeywords:Bifurcation;Biological Systems;Cognition;Coherence;Complex Systems;Consciousness;Dynamical Systems;Electrostatics;Information;Information Transfer;Length Scales;Life;Microtubules;Mathematics;Mathematical Modelling;Measurement;Neurons;Nonlinearities;Numbers;Olfaction;Polymers;Polyelectrolyte Solutions;Population Cycles;Primates;Probability;Q-Deformation;Quantum Effects;Quantum Mechanics;Sensory Processes;Viscosity
Geometries of Nature Living Systems and Human Cognition
They set a limit to the effectiveness of mathematical tools in Physics, but they are also at the origin of beautiful and new mathematical theories, where qualitative predictions replace quantitative ones and where the "mathematical ...
Geometries of Nature Living Systems and Human Cognition
The Nature and Growth of Modern Mathematics
the end of October , at a meeting of the Berlin Mathematical Society , I made the acquaintance of the Norwegian , Sophus Lie . We had , in our work , been led from different points of view finally to the same questions , or , at least ...
The Nature and Growth of Modern MathematicsNow available in a one-volume paperback, this book traces the development of the most important mathematical concepts, giving special attention to the lives and thoughts of such mathematical innovators as Pythagoras, Newton, Poincare, and Godel. Beginning with a Sumerian short story--ultimately linked to modern digital computers--the author clearly introduces concepts of binary operations; point-set topology; the nature of post-relativity geometries; optimization and decision processes; ergodic theorems; epsilon-delta arithmetization; integral equations; the beautiful "ideals" of Dedekind and Emmy Noether; and the importance of "purifying" mathematics. Organizing her material in a conceptual rather than a chronological manner, she integrates the traditional with the modern, enlivening her discussions with historical and biographical detail.
Mathematics in Nature
Examining such readily observable phenomena, this book introduces readers to the beauty of nature as revealed by mathematics and the beauty of mathematics as revealed in nature.
Mathematics in NatureFrom rainbows, river meanders, and shadows to spider webs, honeycombs, and the markings on animal coats, the visible world is full of patterns that can be described mathematically. Examining such readily observable phenomena, this book introduces readers to the beauty of nature as revealed by mathematics and the beauty of mathematics as revealed in nature. Generously illustrated, written in an informal style, and replete with examples from everyday life, Mathematics in Nature is an excellent and undaunting introduction to the ideas and methods of mathematical modeling. It illustrates how mathematics can be used to formulate and solve puzzles observed in nature and to interpret the solutions. In the process, it teaches such topics as the art of estimation and the effects of scale, particularly what happens as things get bigger. Readers will develop an understanding of the symbiosis that exists between basic scientific principles and their mathematical expressions as well as a deeper appreciation for such natural phenomena as cloud formations, halos and glories, tree heights and leaf patterns, butterfly and moth wings, and even puddles and mud cracks. Developed out of a university course, this book makes an ideal supplemental text for courses in applied mathematics and mathematical modeling. It will also appeal to mathematics educators and enthusiasts at all levels, and is designed so that it can be dipped into at leisure.
A Mathematical Nature Walk
These are just a few of the questions you'll find inside. Many of the problems are illustrated with photos and drawings, and the book also has answers, a glossary of terms, and a list of some of the patterns found in nature.
A Mathematical Nature WalkHow heavy is that cloud? Why can you see farther in rain than in fog? Why are the droplets on that spider web spaced apart so evenly? If you have ever asked questions like these while outdoors, and wondered how you might figure out the answers, this is a book for you. An entertaining and informative collection of fascinating puzzles from the natural world around us, A Mathematical Nature Walk will delight anyone who loves nature or math or both. John Adam presents ninety-six questions about many common natural phenomena--and a few uncommon ones--and then shows how to answer them using mostly basic mathematics. Can you weigh a pumpkin just by carefully looking at it? Why can you see farther in rain than in fog? What causes the variations in the colors of butterfly wings, bird feathers, and oil slicks? And why are large haystacks prone to spontaneous combustion? These are just a few of the questions you'll find inside. Many of the problems are illustrated with photos and drawings, and the book also has answers, a glossary of terms, and a list of some of the patterns found in nature. About a quarter of the questions can be answered with arithmetic, and many of the rest require only precalculus. But regardless of math background, readers will learn from the informal descriptions of the problems and gain a new appreciation of the beauty of nature and the mathematics that lies behind it.
Nature Math
Numbers in Nature 2,584 1,597 987 610 13 8 21 0 5 377 34 1 3 2 233 55 Many mathematicians find the Fibonacci sequence fascinating because it occurs so often . In nature , numbers from the sequence appear apart from the sequence , too .
Nature MathOne Of The Most Fascinating Math Theories In The World Of Nature Is The Fibonacci Sequence. Fibonacci Was A Man Who Calculated An Amazing Pattern That Is Followed By Many Things In Nature. Read About This Mind Boggling Theory And See For Yourself Where It Occurs In The Natural World.
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Girls Talk Math is a free math day camp for high school girls in the Research Triangle area (NC) hosted by the Mathematics Department of the University of North Carolina at Chapel Hill. Campers complete challenging problem sets in areas of mathematics that go beyond the high school curriculum, research the lives of female mathematicians, […]
Mathematics in the Real-World
1 year ago
Today, we will answer the life long question… “When will I ever use this math when I grow up?” Often times, we hear, “When will I ever use this math when I grow up?”. Today, we will discuss just a few ways we use math daily!
Brain Coach Tips
2 years ago
The Brain Coach, Jan Bedell, PhD. shares her brain coach tips on the NeuroDevelopmental Approach to Life on the Brain Coach Tips Podcast. Special Replay this week from The Brain Coach: Is your child struggling with math? Do you have a gifted child that needs to secure a good math foundation that will let them […]
The Logix Learning Series from Rockwell Automation
3 years ago
The Logix Learning Series is a 12-part podcast about new and existing features available in the programmable automation controller families of Logix products. Episodes will introduce a relevant control system topic with various bonus episodes thrown in for good measure! This is the first episode in a 12-part series about the Logix Control Platform.
The Secrets of Mathematics
3 years ago
A series of talks and lectures from Oxford Mathematicians exploring the power and beauty of their subject. These talks would appeal to anyone interested in mathematics and its ever-growing range of applications from medicine to economics and beyond. In our Oxford Mathematics Christmas Lecture Alex Bellos challenges you with some festive brainteasers as he tells […]
Mr. D Math
3 years ago
Mr. D. Math and More Podcast is focused on helping your child excel in math and education in general. REPLAY: How to Speak to Your Child’s Learning Style! For the next few weeks, Mr. D is replaying some of his earlier podcasts for new listeners. Here is Podcast #4 — Enjoy! Discover what kind of […]
The Other Half
3 years ago
An exploration of the life half of math and the math half of life. Transportation matters. When people need to get places, but don’t have a good way to do so, it’s more than just a drag for them – it’s also a drag for the economy. Americans are living increasingly far from their places […]
The Math Dude Quick and Dirty Tips to Make Math Easier
3 years ago
The Math Dude makes understanding math easier and more fun than you ever thought possible. Host Dr. Jason Marshall provides clear explanations of math terms and principles, and his simple tricks for solving basic algebra problems will have even the most mathphobic looking forward to working out whatever math problem comes their way. If you’re […]
Maths Textbooks in iBooks
5 years ago
View our libary of Maths textbooks in iBooks and on mathslearning.com Benefits for you 1. FREE STUFF: to get a flavour of what we are offering, sample the free material and try before you buy.
Math Monkeys
6 years ago
Math should not be hard. Math should not be shrouded in confusion and misinformation. It is my goal to help clear it all up, with the aid of my monkeys, Juan, Tootie, Trixie, Fourtnoy and Quincy! It is just that simple! This is what happens when the monkeys leave me to my own devices while […]
Math From Scratch
6 years ago
A long term series of PDF format lessons, building mathematics from scratch. New lessons are posted the first day of the month ten months of the year (January – June and September – December.)
The Algebra of Everything
7 years ago
What exactly is algebra? How can we find examples of it in everyday life? Dr Marcel Jackson has the answers. Dr Marcel Jackson explains how Google uses algebra in determining page ranks. Copyright 2013 La Trobe University, all rights reserved. Contact for permissions.
Department for Continuing Education Open Day 2012
8 years ago
The Department welcomed members of the public by the hundreds to this year’s Open Day, 14 November. Guests attended 33 events – short lectures, workshops, informational sessions and walking tours – all free of charge. Here is a small selection of the events that happened on the day. Professor Marcus du Sautoy – mathematician, footballer […]
What Are The Odds?
8 years ago
Have you ever asked yourself, “What are the odds?” Brishette Mendoza hosts this fun and engaging podcast for anyone interested in this classic question as it applies to a variety of everyday topics, social issues and fascinating oddities. Areas of exploration include science, health, travel, crime, politics, education, economics and much more. Are you taste […]
Mathematical, Physical and Life Sciences at the Department for Continuing Education
8 years ago
A collection of audio and video resources of lectures, seminars and presentations from the Department’s mathematical, physical and life sciences programmes. Luc Steels delivers the 2012 Simonyi lecture and asks can machines be creative enough to invent their own language? Professor Steels talks about some of his recent breakthrough experiments which have seen robots programmed […]
Maths HE Curriculum Innovation Project Podcast
8 years ago
The project has come to an end. Peter Rowlett presents a brief review and highlights some of the available resources. Links to the pages mentioned are available via: http://mathshe.wordpress.com/2012/08/24/final-update/
S-Word
8 years ago
New podcast weblog about statistics
Being a Professional Mathematician
8 years ago
Audio files from the project Being a Professional Mathematician, which produced worksheets and other resources for the undergraduate mathematics curriculum. www.beingamathematician.org Danny Brown is a mathematics teacher at Thomas Tallis School in Greenwich. He talks about: is he a “mathematician”? (at time 0:21) support and professional networks (1:32) the value of social media (2:38) Twitter […]
The Math Factor
8 years ago
A brief, weekly math conversation and puzzle, airing on KUAF 91.3 FM, Fayetteville Arkansas. Send your answers, comments, questions, puzzles, or cash, to [email protected]! Colm Mulcahy joins us to share some of his card magic! | https://podcatr.com/category/narrative/documentaries/science/mathematics/ |
Remember: 3 weeks ago, our Math specialist Sunil Singh started our new blog series “Expert talks” by sharing his view about Decision-Making mathematics for the new millennium.
It will also be the starting point of our brand new “Our expert answers” video series: Sunil will follow up with a chat where he’ll be developing his ideas and talk around your comments, so please feel free to get involved, and don’t be shy!
Common Core State Standards for Mathematics
To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge.
The entire 90 page plus document of the Common Core has its entire philosophy for mathematical understanding reflected in the passage above. For far too long, students and teachers have been navigating the mathematical waters like a tourist cruise ship, trying to cover much territory with little time for deep exploration of neighbouring islands. As a result, much of the knowledge accumulated by students has been vague and cloudy–lacking sufficient memorability.
The only way to achieve an internalization of mathematics that has its inner workings tattooed to the mindset of children is not just one long visit to these wondrous habitats of numbers and patterns–but repeated encounters…
In other words, be a traveler not a tourist in the land of mathematics.
Repeated dives and digs of measurable and meaningful depth is not just the best way, it is the only way. Archeology is basically about recovery and discovery of interesting artifacts and learning more about our connected histories. The learning of mathematics then, is more akin to trying to be like Indiana Jones–having an insatiable appetite for knowledge that is, above all, deep and illuminating.. A cursory one time stopover at something, for example, as mathematically rich as Pascal’s triangle will do very little to internalize the mathematical experience as the exploration will be brief and shallow. It is only through patient submerging will students encounter connected roots to other mathematical ideas. And, I suppose that leads us to thinking about what kind of mathematical learner do we want now–and for the rapidly evolving future?
The best way to answer this is by understanding that we need students to be comfortable and excited about the Why questions in math? Previous curriculums focussed almost exclusively on unsatisfying What questions. These are only fragmented shards of mathematical investigation and history. Their level of disconnection is articulated by the general dissatisfaction and misunderstanding that students have left high school with over the last quarter century–at least.
Here are the qualities that the Common Core strives to nurture and inculcate for success in the Why Journey of Mathematics:
- Curiosity to begin and endlessly inquire
- Creativity to enjoy and play
- Patience to navigate the hard work of digging and scavenging
- Resilience to handle missteps, wrong turns and failure
If this is what we desire, what does the journey really look like? It’s definitely not straight, quick or smooth. This is the road less traveled. Currently, most of the mathematical pilgrims are relegated to sterile paths of memorization, trickery, and unhealthy acceleration. What will greet almost all of them in the end is a completely false portrayal of mathematics–which invariably means a false understanding of mathematics.
Every critical discovery in math has come from a journey that was filled with misunderstanding, mistakes, wrong turns, frustration, locked doors, dark alleys and mental exhaustion. Several centuries of such resilient-building experience are often required for solutions to problems. As such, our students need to be trained for a marathon; not a 100m sprint.
How does the Common Core correct this problem? How does it safely steer students–and teachers–into this rigorous,but utterly delightful, mathematical sojourn?
Well, it all starts with even a question like 32 – 17. No contrived narratives involving loss of fruit, cookies or coins. Simply the subtraction of two-digit numbers. The way that I “learned” to do these questions was subtraction involving borrowing. Don’t be fooled here. I never really learned what “borrowing” actually meant, I just learned of a method to subtract numbers without a calculator.
Whatever was happening between 32 and 17 was of no interest to me–because it was no interest to my teacher. Naturally, “15” is the answer here. And, students are expected to do dozens of these questions rather quickly to only complete the goal of acquiring an answer.
The Common Core wants to encourage students to look at this question with a new set of eyes.
To turn this question, first of all, into an addition problem–17 + ? = 32. There is an important landscape to see now if this question is posed as a “gap to be added” and there is, perhaps, a purposeful slowness to our emerging observations. The gap is now gaps.
17—+ ?—-20 ————–+ ?————— 30—- +?—–32
This is what is being encouraged to be explored–the critical multiples of 10 that anchor these gaps. Locating important base ten markers that make addition or subtraction easier. We can easily see that we need 3 to get to twenty, a 10 to get to thirty, and another 2 to get to our goal of thirty-two.
3 + 10 + 2 = 15
This solution is totally missed in the traditional algorithmic approach. And, what is the more important takeaway here is the initial understanding of how vital “happy”/”safe” numbers like multiples of 10 are in learning mathematics with creativity and playfulness.. The full dividends of this kind of deeper internalization/ownership will constantly be reaped as students progress through their learning of mathematics. These ideas and how they relate to the Why Journey of Mathematics will be explored in greater detail in my first webinar soon.
Sunil Singh
Math Specialist and Buzzmath expert
Next time: Portrait of a Young Artist: How To Release The Mathematical Genius In Everyone! | https://www.buzzmath.com/en-us/articles/our-expert-talks-welcome-to-21st-century-mathematics/ |
Indiana State Standards for Mathematics: Kindergarten
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
IN.K.1. Number Sense
K.1.1. Count objects in a set and use objects, pictures and numerals to represent whole numbers to 20.
K.1.2. Find the number that is one more than or one less than any whole number up to 20.
K.1.3. Use correctly the words one/many, none/some/all, more/less, most/least, and equal to/more than/less than.
K.1.4. Show equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects, diagrams and numerals.
K.1.5. Model addition by joining sets of objects (for any two sets with fewer than 10 objects when joined) and model subtraction by removing objects from sets for numbers less than 10.
K.1.6. Record and organize information and answer questions about data using objects and pictures in context.
IN.K.2. Computation
K.2.1. Verbally describe mathematical relationships involving addition and subtraction situations for numbers less than 10.
K.2.2. Create, extend, and give the rule for simple patterns with numbers and shapes.
IN.K.3. Algebra and Functions
K.3.1. Identify, describe, sort, compare and classify objects by shape, size, number of vertices and other attributes.
K.3.2. Identify the positions of objects in space and use the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of.
K.3.3. Make direct comparisons of the length and weight of objects and recognize which object is shorter, longer, taller, lighter or heavier.
K.3.4. Identify concepts of time (before/after, shorter/longer, morning, afternoon, evening, today, yesterday, tomorrow, week, month and year).
IN.PS. Process Standards
PS.1. Problem Solving
PS.1.1. Build new mathematical knowledge through problem solving.
PS.1.2. Solve problems that arise in mathematics and in other contexts.
PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems.
PS.1.4. Monitor and reflect on the process of mathematical problem solving.
PS.2. Reasoning and Proof
PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics.
PS.2.2. Make and investigate mathematical conjectures.
PS.2.3. Develop and evaluate mathematical arguments and proofs.
PS.2.4. Select and use various types of reasoning and methods of proof.
PS.3. Communication
PS.3.1. Organize and consolidate their mathematical thinking through communication.
PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others.
PS.3.4. Use the language of mathematics to express mathematical ideas precisely.
PS.4. Connections
PS.4.1. Recognize and use connections among mathematical ideas.
PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
PS.4.3. Recognize and apply mathematics in contexts outside of mathematics.
PS.5. Representation
PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas.
PS.5.2. Select, apply, and translate among mathematical representations to solve problems.
PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena.
PS.6. Estimation and Mental Computation
PS.6.1. Know and apply appropriate methods for estimating the results of computations.
PS.6.2. Round numbers to a specified place value.
PS.6.3. Use estimation to decide whether answers are reasonable.
PS.6.4. Decide when estimation is an appropriate strategy for solving a problem.
PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations.
PS.6.6. Use properties of numbers and operations to perform mental computation.
PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy.
PS.7. Technology
PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.
PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving.
PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills.
PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.
PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself. | https://www.perma-bound.com/state-standards.do?state=IN&subject=mathematics&gradeLevel=K |
In this article, we will analyze the impact of the three resistances on the correct pace. We will show that in order to maintain a constant effort/power, it may be required to adjust the pace significantly (by 15 percent or even more). Consequently, running with power is superior to running at pace, particularly when the three resistances are not constant during a workout or race.
In a recent paper, we analyzed the impact of the climbing resistance on running pace. During uphill running, the required power increases and downhill it decreases as a result of gravity. As it is always best to run at constant power, this means that while going uphill you should reduce your pace to maintain constant power. Going downhill the reverse is the case.
The table below shows the impact of a hill with a gradient of 3.5 percent on the correct pace of the author (FTP 250 Watts, body weight 58 kg, P= 4.31 Watts/kg). Obviously, the impact will be even bigger at steeper gradients, as the energy cost of hills is proportional to the gradient.
In another recent paper, we analyzed the impact of the wind on the air-resistance. Facing a head wind, the required power increases, while it decreases in a tailwind. As it is always best to run at constant power, this means that in a head wind you should reduce your pace to maintain constant power. In a tailwind the reverse is the case.
The table below shows the impact at a wind speed of 15 km/h (at breast height) on the correct pace of the author (FTP 250 Watts, body weight 58 kg, P= 4.31 Watts/kg). Obviously, the impact will be even bigger at higher wind speeds, as the energy cost of the air-resistance is proportional to the square of the wind speed.
We note that state-of-the-art running power meters do not reflect the air-resistance by the wind correctly. One running power meter, Stryd, is currently working on two possible solutions to handle this and they may come up with a product later this year. At the moment, the best thing we can do is to use the theoretical calculations from our book to predict the required pace as a function of the wind speed and direction.
In our book, we analyzed the energy cost of running (ECOR), which is defined as the power required to overcome the running resistance, divided by the running speed. Obviously, the ECOR of a trail or non-pavement surface will be higher than the ECOR of an asphalt pavement, which has a lower resistance.
From literature, we concluded that on a level and hard course, the ECOR is typically 0.98 kJ/kg/km. Of course, this number will not be the same for everyone: it depends on many factors, including body posture, fuel mix and running form. Generally, it is believed that the ECOR of highly efficient elite runners could be as low as 0.90 kJ/kg/km, whereas the ECOR of inefficient joggers could be as high as 1.10 kJ/kg/km. So far, we have seen that our own data and those of many other runners are quite close to 1.00 kJ/kg/km.
Obviously, a lower ECOR means that you are running more efficiently and consequently you can run faster. So every runner should try to lower his ECOR! Unfortunately, we cannot change our body posture (apart from shedding excess body fat) and the fuel mix in our muscles (apart from carbo-loading before the marathon). The Kenyan elite runners share many advantages like slim calves, flexible hips and (relatively) long legs. So, the only factor that we can try to optimize is our running form.
Many factors are thought to influence the running form, including cadence, GCT, stride length, vertical oscillation, arm drive, foot strike, hip angle, knee lift, leg stretching, calves lift and ankle angle. However, opinions differ on exactly what constitutes the best running form. In a recent paper we found that the ECOR could be reduced by increasing the cadence.
The table below shows the impact of the ECOR on the correct pace of the author (FTP 250 Watts, body weight 58 kg, P= 4.31 Watts/.kg). Looking at the data, it’s possible that the author could run much faster if he could reduce his ECOR to 0.90 kJ/kg/km. To be honest, we have not found the answer how he could achieve this.
The examples prove quite clearly that running at constant power is superior to running at constant pace, particularly when the conditions (resistances) during the workout or race are not constant. At any significant gradients and wind speeds, it will be detrimental or even impossible to run at a constant pace. Similarly, it will be necessary to adapt the pace in races with tougher footing, such as trails.
Theoretically, running at constant power is the best strategy to provide the best results. When running at constant power, the pace will be automatically reduced in tough sections (uphill, headwind, soft footing, etc.). In the easier sections of the race or workout, the pace will increase automatically.
Unfortunately, the present state-of-the-art running power meters do not yet reflect the impact of the wind and surface footing correctly. This means that presently the main advantage of running with power meters is to maintain constant power during hilly courses.
In spite of these limitations, we are very excited that power meters do provide us with an opportunity to determine our ECOR on a daily basis, so we can try to optimize our running form. We are sure that this will pave the way to concrete improvements in our ECOR and race results.
We realize that this will not be easy because for us—and for most people—the running form has been habituated over many years of running. We will not be able to change it overnight. But with time and concrete data, we are confident we will be able to get some improvement.
Thank you to the co-authors Ron van Megen and Guido Vroemen. | https://www.trainingpeaks.com/blog/when-is-running-with-power-superior-to-running-at-pace/ |
Changing your Form
Many athletes believe that alterations to their running form can enhance their performance by improving their running economy, movement efficiency, or decreasing injury. While these are possible results of altering running form, we discuss the right and wrong ways of achieving these goals.
Exploring the Reasons
A common reason for potentially changing your running form is to prevent injuries. There is evidence that runners prone to achilles injuries may benefit from a heel strike and runners prone to knee or hip injuries may benefit from a mid foot strike (we’ll explore our stance and strategy on this later). From my own research, we discovered higher ground reaction and braking forces when the foot landed significantly in front of the center of mass, regardless of heel, mid foot, or forefoot strike. Of course, stride discrepancies include more than just where or how your foot lands, they include anything from action at the pelvis to your torso and even arms.
Reasons for form changes also include improving performance. Running economyis a measure of the amount of oxygen consumed running at different speeds. The less oxygen you need to consume in order to produce a specific running pace, the better. Movement efficiencyis a way of describing the translation of forces generated to produce an outcome. In the case of running, it is the ability to produce the forces required to propel us forward. Better movement efficiency, better propulsion forward with the same force production.
The Wrong Approach: Conscious Change
This is the most common tactic that runners employ to change their running form. Runners implement a myriad of strategies to try to make their form “look” better; however, trying to make your form look better isn’t the goal, and we’ll share why.
Don’t Overthink it: Reason #1
One of the goals for changing our stride is to improve running economy. Unfortunately, there is a mass of evidence (two examples here and here) against consciously changing your stride due to the negative impact on your running economy. One group of researchers, Schucker et. al. (2009), concluded:
“In line with research on motor control, endurance sport also shows that an external focus of attention is better than an internal focus in terms of the physiological performance measure of oxygen consumption.”
This means that thinking about changes in your form actually makes you use more oxygen, have a higher heart rate for a given intensity, and could ultimately be making you train and race slower.
Don’t Overthink it: Reason #2
The mechanism may be related to the cognitive, associative, and autonomous stages of learning. When we think about our form we revert back to thinking about how we should move. This has cognitive stage implications. The problem is that athletes should aim to operate in the autonomous stage as they become more accustomed to their sport. In fact, small children often function more in the autonomous stage than we do when it comes to running.
In “How Bad Do You Want It?” by Matt Fitzgerald, the importance of operating in a form of the autonomous stage he calls “flow” is further described:
“Well-trained athletes have an easier time achieving flow because they are less physically self-conscious.”
This echoes the previous statement that an internal focus does more to truncate our ability than to amplify it.
Fitzgerald further describes research on the “flow” state:
“Neuroscientists have observed that several changes in brain function tend to accompany the flow state. The brain’s electrical activity always unfolds in wave patterns. Normal consciousness is associated with a high-frequency beta wave pattern. In the flow state, brain rhythms drop down to the borderline between low-frequency beta and theta waves. Flow is tied also to sharply reduced activity in the prefrontal cortex, the part of the brain that gives rise to a sense of self and that includes the aforementioned dorsolateral prefrontal cortex—the brain’s internal critic.”
When we overthink the way we “should look” while we run, the brain is more active in recruiting new motor units. These new motor patterns require significantly more energy and oxygen to fuel the brain’s efferent signal and the muscles recruited.
Don’t Overthink it: Reason #3
Even after potential changes to running form are made, there is no guarantee that the changes made were for the better. Thomas Michaud, DC further explains:
“The research on running form consistently shows that if your goal is to have a running patient become fast and efficient, be cautious about making significant changes in form because runners intuitively pick the running style that works best for them.”
The reason being that we all are designed differently. There are as many unique running gaits as there are body types. Watch any major marathon or track race and you will not see one specific form that dominates the lead pack. Some elite runners continue to win major races despite the “wrong” form. Desisa Lelisa, who has amazing running economy, has large bilateral discrepancies in his two legs causing an unorthodox running form. Some would say that an athlete like Lelisa continues to compete well despite issues with form, but the evidence to corroborate such a thought just isn’t there. In fact, both Almaz Ayana and Usain Bolt (gold medalists in endurance and sprint events, respectively) have large bilateral discrepancies in their running form.
Michaud again explains:
“The bottom line is that excluding a few obvious examples, such as excessive inward rotation of the knee and/or excessive frontal plane motion at the pelvis, the runner is almost always the best judge at choosing the running form that is right for them.”
It is important to note that this means choosing the running form that is right for their body type without conscious intervention of what they think is correct running form. “Choosing” in this sense is an autonomous adaptation of your body to gravity and the environment.
The Right Approach
The right approach to improving your form involves, predominantly, supplemental exercise alternative to running. Whereas the wrong approach creates a semblance of improved running form, the approach I will explain accomplishes real and effective changes that you won’t have to think about while you run.
Strategy #1: Identify Weaknesses
Whether discovered with a physical assessment, slow motion video, or the naked eye: correctly identifying and addressing weaknesses is an important strategy to make effective changes. Inherent weaknesses are part of the reason runners have form discrepancies in the first place. Under the conscious change model (wrong method), if an athlete changes part of their form, they may do so for a short time but will inevitably return to their habitual patterns as they fatigue and/or get tired of maintaining an artificial demand.
Here are 2 simple examples of appropriate change:
1. An athlete rotates excessively at the torso as they alternate legs during their stride (aka “the washing machine”) – This is a fairly simple fix, instead of asking the athlete to stop swaying or rotating at the torso, have them build a stronger core.
2. An athlete has excessive dorsiflexion through their gait but especially pronounced just prior to landing – This could have one or two reasons. The athlete may need to foam roll the anterior tibialis to alleviate anterior tension. The other, more common reason, is that the athlete needs to strengthen and/or lengthen the posterior muscles of the lower leg. The dorsiflexion in this sense is a protection of the posterior muscles, so strengthening and/or lengthening the posterior muscles will allow a reduction in the dorsiflexion.
Strategy #2: Increase cadence
While I am predominantly against actively changing components of your stride as you run, if cadence is too low an increase is generally something I advise. What is considered too low depends on the height and running pace of the athlete. In most, but not all circumstances, I consider <170 steps/minute too low. From my own research (and corroborated by many other studies), it was found that an increase in stride rate (cadence) significantly reduced ground reaction forces. Further, we found runners would more effectively land their feet under their center of mass with the higher cadence. This favorable change in landing pattern can lead to reduced forces up the kinetic chain. This fits with one of the primary goals of form change: injury reduction.
Dr. Jack Daniels describes an appropriate running cadence as “running across the ground, not into it.” Cadence is highly dependent on the fitness of the muscles surrounding the hips, both their strength and fatiguability. Cadence remains one of my only conscious-change exceptions because you can train the fitness and motor pattern of the hip muscles quite well during a normal run; however, I wouldn’t necessarily advise to attempt changes every run or even the whole duration of a run. Note, you can also train the strength and endurance of the hip muscles in the gym or at home with body weight and bands.
Lastly, the mathematics of running speed involves 2 things: stride length and cadence. Of the two, an incremental change in cadence has a much larger effect on overall running speed. Note that as your fitness improves your cadence may also naturally improve.
Strategy #3: Make Necessary Changes where Form Discrepancies are Injurious
My last strategy involves making changes at all costs due to the injurious nature of the movement pattern. Usually Strategy #1 can absolve a runner of having to employ Strategy #3; however, a runner can exhibit a certain motor pattern caused by tightness or prior injury that may require them to go into rehabilitation or to consciously change their stride.
Final Take
Not all runners need to change their form, but if they do, they should primarily focus on addressing their weaknesses and autonomously implementing those new strengths during their runs. | https://runtyler.com/the-right-and-wrong-ways-to-improve-running-form/ |
If you are at all interested in training data and the developments in usable running metrics you've probably seen some of my videos or blogs on the Stryd's running power meter.
I use Stryd with nearly all of my runs, but choose carefully in my training when to do post-run power analysis, when to use it during a session and when not to worry about it at all. This past weekend was a great opportunity for me to see if I could gain any insights into my run.
On Saturday I set out on the 185km journey to the Hunter Valley on two wheels, the longest I've ridden since Kona 2015. It was a bit of a personal challenge for me and then to follow the ride up with the Winery Half Marathon the next day. I knew I'd be running the half marathon a bit underdone and a little sore and tired from the ride the day before so I thought it would be an ideal opportunity for some post race analysis on my power file to see if I could pick up any information that might help my run moving forward.
Winery Half Marathon
The course started with an 8km section on a golf course before heading onto the road for an out and back 10km and finishing off with 3km on the golf course again. The golf course section was quite windy with some short, sharp up and downs, the road section was fairly flat with 2 steady lumps in the middle (a couple of hundred meters long). The final 1km of the course was a steady up hill. I sat in for the first 4km before taking up the running to string out the group of 5 in the lead. I felt fairly strong aerobically most of the way, I just struggled over the final 3km with some tightness in my hamstrings and glutes (from the ride) - I'm still nursing this now!
As you can see below I ran around 75 minutes (I had 75:01, the race stuffed my time a bit and didnt call me across the line until a minute or so after I finished). I averaged 336w, 77w Form power and 173spm (cadence). So what does that mean????
Conclusion 1
When I usually run around threshold pace (around 3.20-30/km) I am usually clipping off 175spm, I averaged slightly below this on race day but the small undulations and fatigue could've accounted for the decrease. You can see from the blue line below my cadence looks fairly consistent, a few up and downs at the start on the golf course and a slight decrease towards the end as I got back on the golf course and was nursing my legs up the hills.
Conclusion 2
In the picture below you can see a comparison of my cadence (blue), form power/technique (orange) and vertical oscillation (green). The conclusions I drew from here (highlighted with numbers below), during the section at around 55 minutes, I was heading up the first of the 2 lumps on the road section. You can see my cadence drops slightly as I tried to shorten my stride and be more efficient, my form power went up (BAD!) and I created some additional vertical movement thus expending more energy (you can expect a bit of vertical increase as you head uphill due to resistance, but too much is not good) .
A goal here in future races or longer training runs could be maybe to see with positive form adjustment and cues whether I could focus on better forward momentum to limit these increases of power and loss of energy on the hills.
It's worth noting that in the race I tried to reduce my output on these hills and get back into my rhythm quickly off the top of the hill. It obviously didn't work out too bad.
Conclusion 3
The final picture below shows my laps for the race. My interest in this was to compare if at certain running speeds across each kilometer, was my power, form power or RSS (stress score) effected positively or negatively?
It looks like I spent most of my time running in power Zone 3 with an overall run stress score of 4. What you can see is that after kilometer 7 my RSS scores are always 5+ (higher), again expending more energy. This is also evident where my form power rises rises from 75/76 at the start of the race to consistently being 77/78 over the second half, As my pace was pretty consistent this could be an area to focus on improving as I fatigue (holding better form and power for a given pace).
** How does this work in a training situation**
Do some replicated repeats or consistent running on the same terrain and focus on trying to achieve a given power value for a given pace, especially as you fatigue.
Future Racing?
The next goal for me in terms of using my Stryd Power Meter might be to tackle a similar distance race with the goal of trying to use my power metrics to keep me on track now that I have a baseline. At the Winery Run I didn't look at my watch once and just ran by feelto see how I was going.
It would be a smooth transition to think that for a future half marathon I could try one of a few things:
1. Try to lower form power for the same pace giving me an overall increase in efficiency of energy output.
2. Try to increase my pace for the same power/ form power - focus on form adjustments in the second half of the race especially.
3. See if focus on increase in cadence or reduction in vertical oscillation can improve my power metrics and/or pace.
A little bit of trial and error and I'm sure with additional training this will begin to improve. As always I'll try and draw conclusions where I can and make adaptations without letting the data completely control what I do.
Happy Running! | https://owainmatthews.com/blog/2017/7/21/stryd-power-file-winery-half-marathon |
In this post, coach Cathal Logue explains the training, strategies, and pace necessary how to run a 5 minute mile.
The mile is often considered the blue-ribbon event in athletics. The event has caught the imagination of track athletics fans ever since Roger Bannister ran 3.58.60 in Oxford, England on 6th May 1954, breaking the once believed impossible feat of running under four minutes the distance.
If the running of a sub 4 mile is a benchmark for most modern-day elite athletes, the running of the mile under 5 minutes is for the ambitious amateur athlete.
For a lot of runners, the question they get asked time and time again is have you run a marathon – or indeed how many marathons have you run.
However, as UK Endurance coach Malcolm McCausland (coach of two sub-four-minute milers) explains, there remains a fascination with the mile distance “Fads come and go but the mile retains its magic. The true acid test of any runner is how fast he/she can run a mile. Four laps to the mile, perfect symmetry for the perfect distance“.
Nowadays there are more and more people training and preparing for longer distance events like the marathon. The type of training and preparation for running the mile is different from that needed to run well over longer distances like 10k, half marathon, and marathons.
So, what are the key ingredients needed to realise that dream?
Here is my guide to achieving it, including 5 top tips to run a sub 5 minute mile and advice on your racing strategy.
- Related: How To Run a 6 Minute Mile
1. 5 Minute Mile Pacing – Train At The Target Pace
The mile distance comes from the imperial measurement system and is the equivalent of 1609m in the metric system. As the mile is 4 laps of a traditional running track (plus the 9m extra from the mile start line on a standard track), you’ll be attempting to run each lap in 75 seconds (3.08 min/km pace).
Your 5 minute mile pace is simple to dial into your GPS: 5.00/mile, or 3.08/km.
To get used to this pace, start by running a series of 10-12 repetitions of 200m at the target pace of 75 seconds per 400m (37.5 seconds per each 200m effort), taking a 60-second recovery.
As you get more comfortable with this pace, add 100m to the repetition and complete 6-8 repetitions of 300m, with a 75-second recovery. The next progression is 6-8 repetitions of 400m, with a 90-second recovery.
As you get fitter and close to attempting your sub-5 minute mile race, you can attempt the following session: 3 x 600m with a 4-minute recovery.
The longer recoveries will be needed as running at your target race pace over this distance will result in a build-up of high levels of lactic acid in your muscles.
Remember although the sprinting speed of the athlete is important, it is the ability to sustain the target pace over the whole distance that is key.
Therefore, the development of speed endurance is critical. It is no good being able to run at the target pace in training with overly long recoveries as you won’t have 2 minutes rest during the race!
2. Speed Development: Train At Faster Than Race Pace
Working on your speed is an important part of the process and will enable you to ultimately feel comfortable running at your target race pace. One method of achieving this is to get your body used to running at speeds quicker than your target race pace.
This means that you need to have the ability to run quicker than this 5 minute mile pace for shorter distances. For instance, if you attempted to run in an 800m race or ran that distance as a time trial, you’d hopefully be able to run it around 2.20. That is an average of 70 seconds per lap.
And if you decided to run 1 lap of the track as fast as you can 400m (100% effort), you’d be hoping to run it as close to 63 seconds or below. If you have this base speed, then the breaking of the 5 minutes for the mile is attainable.
Your target 800m pace is 35 seconds per 200m or 70 seconds per 400m.
Some useful sessions are as follows: 10 x 200m with a 90-second recovery, 8 x 300m with 2-minute recovery or 4 x 400m (5-minute recovery)
To further develop your speed, you can include the following sessions: 5 x 300m (4-minute recovery) and 8 x 200 (2-minute recovery). These should be run at your target 400m pace of 32 second for the 200m and 48 seconds per 300m repetition.
These sessions will be tough, and it is recommended you run very easy the days after this session. Moreover, remember that at this intensity and speed you’ll be putting your body under a lot of stress, so don’t forgot to complete a comprehensive warm-up that includes some fast strides before starting the sessions, and is important to do a proper cool down afterward.
If you don’t have this base speed, don’t worry as there are ways of developing it.
3. Building Strength – work on your leg strength
Working on improving your leg strength will help you develop the speed needed for a 5 minute mile. Hill running, and circuits are two of the most effective ways of doing this.
Hills are an excellent way to develop leg strength. There are number of different sessions that you can do. First, find a hill that measures 100m with a moderate gradient. Run a series of 6-10 hills, with a jog back recovery.
Remember to focus on keeping good running form and don’t get too caught up on racing to the top!
Alternatively, you could find a steeper hill to work on power. Run for 15 seconds as fast as you can and then walk back down to fully recover before repeating three more times.
A perhaps unorthodox way of improving your cadence or leg turnover is downhill running. Try running 4-6 strides on a slight downward slope.
Strength training is another effective way to build specific leg strength. It can help increase your stride length and therefore leads to greater sprinting speed. Some of the key exercises to include are squats, lunges, burpees, squat-thrusts, one-legged squats and calf raises.
Check out my complete guide to weightlifting for runners.
4. The Importance of Tempo Runs
When moving from aerobic to anaerobic state, your body will start to fatigue with the onset of lactic acid.
Tempo runs help build your lactate threshold (LT), which is critical for running faster.
Your LT is the point at which lactic begins to accumulate in muscles. This build-up of lactic acid in the muscles leads to the fatigue, burning sensation and soreness that runners experience when running hard.
If you can increase your LT by doing tempo runs, you can delay this onset of lactic acid and run faster without suffering muscle fatigue.
Start off with 2 x 10 minutes at the tempo pace of 3.45 minutes/km or 6 minutes/mile and then build up to a continuous effort of 20 minutes.
5. Increase Your Aerobic Capacity
The mile event is considered 50% aerobic and 50% anaerobic. Thus, in addition to the outline of the anaerobic session above, you should also dedicate some sessions to work on your aerobic capacity.
For instance, you could incorporate both 3k and 5k paced sessions into your programme. Your target 3k pace is 3.18 minutes/km, 5.16 minutes/mile or 79 seconds per 400m.
Some of the sessions that work well are 8-12 repetitions of 400m in 79 seconds followed by a 90-second recovery. As your aerobic strength improves, you can include longer intervals such as 500m and 600m at the 3k pace with a 2-minute recovery.
In addition, try running 4 repetitions of 1000m at your target 5k pace (3.28 minutes/km, 5.32 minutes/mile or 83 seconds per 400m) with a 2-minute recovery. This will also be a good test of how well you can maintain your concentration over longer distances.
Also, include a long run in your weekly schedule of between 60-75 mins.
6. Race Strategy – How To Approach Race Day For Running a 5 Minute Mile!
Run with Pacers
If you have some training partners who are willing to help you to your goal of running a sub 5 minute mile this would be a great help.
Just like Roger Banister back in 1954, having some pacemakers who can take you halfway or even to 1200m, will allow you to focus on staying relaxed and conserving energy for the final lap. There will inevitably be a point in the race where you will be feeling uncomfortable, and you will need to maintain concentration and focus to hold your target pace.
Luckily by following the training advice described earlier, you’ll have already experienced this uncomfortable feeling and your body will be accustomed to dealing with it.
Target An Even Pace
Try and run each of the 4 laps at even pace. If you start too fast and run 72 seconds for instance, you may find yourself in oxygen debt too early and the onset of lactic acid will cause you to tire.
The 3rd of 4 Laps Will Be Where Your Mile Is Won Or Lost
The 3rd lap is key to bag a sub 5 minute mile. It’s the critical part of the race where you’ll have to dig deep to ensure you don´t fall off the pace too much. This requires working on the ability to concentrate while feeling uncomfortable. | https://marathonhandbook.com/how-to-run-a-5-minute-mile/ |
One of the first significant benchmarks for running is the famous 5k. There is an excellent variety of 5k couch programs to get you started on your first career journey. still, for those who are more experienced, you may want to ask the burning question, what is a good 5k time?
According to a study by Run Repeat, which included more than 70,000 events from 1986 to 2018, 5Ks have become one of the most popular distances in racing. In 2018 alone, 2.9 million people participated in 5K races.
Reading: World record 5k time
Based on all that data, we have a pretty good idea of what a good 5k time is.
In this article, we’re going to get into the nitty-gritty of the 5k and everything that goes along with it:
- How long is a 5k race?
- what are the current fastest 5k time records?
- what is a good 5k time?
- what are the recent 5k averages by age and gender?
- 5 tips to train and improve your current 5k time
ready?
let’s get in!
Contents
How Long Is A 5k?
5k is 3.107 miles, 5000 meters or 12.5 laps around an Olympic track. it also measures 16,404.2 feet or 5,468 yards.
what are the current fastest 5k times?
The current world record holder for the men’s 5000 meters is Joshua Cheptegei from Uganda, with a time of 12:35.36. On August 14, 2020, this record was set at the Louis II Stadium in Monaco.
for a 5km road race, the current men’s record is 12:49, held by berihu aregawi from ethiopia. this recent record was set on December 31, 2021.
Now, about the women.
The current 5000m world record holder is letesenbet gidey from ethiopia, with a time of 14:06.62. He set this record on October 7, 2020 at the Turia Athletics Stadium in Valencia, Spain.
In a 5km road race, the current record holder in ejgayehu taye from ethiopia with a time of 14:19. This record was set on December 31, 2021 in Barcelona, Spain.
If you’re anything like me, I imagine you’re sitting there, gaping and in awe of these incredibleworld record times.
Let’s move on to something a little more achievable for most of us and see how we rack up to an average of 5k times.
related: what is a good marathon time? average marathon times by age + gender
What’s A good 5k Time?
5k times will depend significantly on several factors including current fitness level, experience, current training cycle, nutrition, etc. For the sake of this article, we’ll look at 5k “good” average, intermediate times.
running level, which calculates race times based on age and ability, says that a good 5K time for a man is 22:31, and a good 5K time for a woman is 26:07.
How do you compare with those times? let’s break it down further.
what is the current average of 5k times by age and gender?
Although the race level breaks down good 5k times by age and level, including beginner, novice, intermediate, advanced and elite, our chart will highlight times for intermediate runners.
Intermediate runners are defined as faster than 50% of other runners and have run regularly for two years.
5K Intermediate Times Average: Men
average 5k split times: female
See also: How Long is an Average Hockey Game? (NHL, College & Recreation) – BS Hockey
If you want to see where you stand, you can calculate your specific running times and match them with Running Level’s database. Click here for their handy dandy calculator!
No matter how you compare to other runners, running is a very personal sport and no matter how fast we run, we always want to improve.
Few runners aren’t interested in constantly beating their current personal or prs records. we mainly compete against ourselves and strive to be the best we can be, individually speaking.
if you want to improve, keep reading to see these 5 tips to improve your time in 5k.
5 tips to improve your time in the 5k
#1: know your estimated race pace
It’s challenging to improve our race times and pace if we don’t know exactly where we are with our current fitness level and what we should be aiming for.
If you’re already working on improving your 5k, you probably already have a specific race time you’d like to beat. still, there are other ways to find out your current potential 5k race pace.
To get this vital information, you can take a 1 mile or 3 km test.
These tests will not only give you your estimated 5K race pace (along with 10K, half marathon and marathon estimates), but they will also give you your specific training zones.
These training zone paces are the ones you use for your daily workouts as specified by your athletic trainer. the rhythms used each day will reflect the specific goal of that particular workout.
Before we get into that, let’s take a look at how to take the tests:
mile test:
If you’re not used to testing, the mile test is the best place to start as it’s short and sweet. it’s easier to judge and distribute your effort level than a 3k because it’s a shorter distance.
The best place to take a mile test is on a standard size track. each lap is 400 meters long, so your full mile would be 4 laps on the 400 meter track (+9 meters at the end).
- warm up for 15 minutes by jogging at an effortless pace.
- perform 5 minutes of dynamic stretches such as frankensteins, butt kicks, table tops, hurdles, and toe walking and then on your heels .
- run a mile as fast as you can without exhausting yourself. I suggest negative splits, which means running each lap a little faster than the last.
- take your total time and plug it into this pace calculator.
3k test:
performing a 3k test is a bit tricky, but moreaccurate. it’s harder to judge and distribute your effort level without burning yourself out or, conversely, ending up with too much gas in the tank.
My advice is to start a little slower than you think, you can run the 3K and increase your speed as you finish each lap, running your last lap full throttle!
On a standard 400 meter track, you need to run 7.5 laps to complete 3 kilometers.
- warm up for 15 minutes by jogging at an effortless pace.
- perform 5 minutes of dynamic stretches such as frankensteins, butt kicks, table tops, hurdles, and toe walking and then with heels.
- run 3 kilometers as fast as you can without getting burned.
- take your total time and plug it into this pace calculator.
Let’s take a look at an example of the results of an intermediate 3k test, the estimated 5k race pace, and training paces:
3k trial total time: 17:00 (5:40 pace per kilometer or 9:07 pace per mile)
This would mean the estimated total 5k race time would be 29:05.
Now that we have our estimated 5k race time and training paces, let’s improve our 5k time using this data.
#2 Include Fast Intervals In Your Training Plan
Because a 5K is typically run at an intense pace and effort level, it is imperative that portions of your training include intervals faster than your estimated 5K race pace.
See also: Who is Breeana Walker? The pilot elevating bobsleigh for Australia at Beijing 2022
Add a fast interval day to your training plan using interval and/or repetition rate. here are some sample workouts that can help you improve your running speed and economy for your 5k:
- 8 x 400 meters at repetition pace with 3-4 minutes of complete rest between each.
- 6 x 600 meters at interval pace with 2-3 minutes of recovery jogging between each one.
- 5 x 1 kilometer at interval pace with recovery jogging of 5 minutes between each one.
Remember to warm up well before each of these workouts with at least 10 minutes of easy jogging followed by dynamic stretching exercises. You never want to start interval training with cold legs, as you can put yourself at risk of injury.
#3 work on your 5k race pace
When training for a marathon, most runners include race pace episodes in their long runs or workouts during the week. We can do the same thing with a 5K. increase the amount of time at race pace as your training progresses so that you get more and more comfortable running at that specific pace.
Remember, 5Ks are run a little faster than your limit pace; so no, it never feels easy; it just becomes a little more tolerable!
here is an example of a long distance running pace progression you can use while training for your 5k. each week, increase your 5k race pace bouts by about 30 seconds.
- 60 minute long run at easy pace with 10 x 30 seconds at 5K pace.
- 60 minute long run at easy pace with 10 x 1 minute at 5K pace. 5K run.</li
- 60 min long run at easy pace with 10 x 1:30 min at 5K pace.
#4 Improve Your Cadence
We’ve heard a million times that 180 steps per minute is the “ideal” cadence or stride rate for running. more realistically, anything above 170 will help improve your running economy.
when we run, we can work our turnover using a metronome or music with 180 beats per minute, hitting a foot against the pavement on each beat. be careful with playlists, as some They are called 180 bbm but are not always accurate. you can check this with this bpm counter app.
Include small periods of cadence work in one of your easy runs, just a few minutes here and there to get your feet moving. Focusing on your cadence is exhausting, so add it every now and then when in a moment.
You can do this by adding lunges, a gradual acceleration and deceleration, into one of your weekly easy runs. here are some examples:
- 30 minutes of easy running with 10 steps of 10 seconds
- 45 minutes of easy running with 8 steps of 15 seconds
#5 Lift Weights
As an athletic trainer, I am strict about gym time for my runners.
There are endless benefits, like improving strength, mobility, balance, reaction time, power, speed, and I could go on and on. It also lowers the risk of injury, so it’s definitely worth the time and effort.
All you need to do is add two short strength training sessions a week to your training schedule, and you don’t even need to hit the gym. you can do specific functional training for running from the comfort of your home using only your body weight.
if you have a couple of implements to add, like resistance bands or light dumbbells, even better.
Some of the exercises that runners should include in their strength training are:
- squats (bodyweight, front, reverse, side, jump, weighted plus dumbbells)
- squats (bodyweight, goblet, isometric, jump, weighted plus dumbbells) )
- glute bridges (bodyweight, single leg, resistance bands)
- calf raises (bodyweight, stair, both legs, single leg, with weight added dumbbells)
- deadlifts (bodyweight, both legs with kettlebells, single leg, weighted by adding dumbbells)
- planks (full, elbow, side, up-down, tapping on the shoulders, spiderman)
These are just a few to get you going. You can check out our complete runner’s guide to weightlifting for more ideas and workouts! The most important thing is that you add it to your routine. It will make you a better all-around athlete and help shave down that 5k time.
Now that you’ve got all the tips and tricks and know the answer to what a good 5k time is, let’s train and get your next 5k personal record!
check out our 5k training guides to start or reduce your current time: | https://stdavidsdayrun.com/world-record-5k-time/ |
There are essentially two ways to run a race: according to your body or according to your watch. When running according to your body, you monitor effort; when running according to your watch, you monitor pace.
For the first few races, run according to your body and start every race very slowly at an effort you are certain you can maintain for the entire distance. It is disastrous to start too fast in any race but starting too fast is especially bad in your first long race. Bitter experience has shown me that any time gained in the first half of any race is paid for in double during the second half.
Post Pregnancy Stomach Exercise Photo Gallery
The first-time racer certainly can follow no better advice than the motto of a popular North American running club: “Start slowly, then taper off.”
The golden rule is that the effort for both halves of the race must be as equal as possible. Never listen to those who advocate running the first half of any race faster so that you will have spare time to cushion your reduced pace in the second
Half. In fact, the fast early pace is the very reason for the fade in the second half. The great runners have exquisite abilities to judge not only pace but effort. My personal preference, gained from many unhappy experiences, is to aim to run the second half of each race slightly faster than the first. I have found that it is always preferable to speed up in the second half when others are slowing down. This gives the impression that you are running much faster than you really are, and the mental lift of passing others is great.
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- THOSE BROWS! THAT HAIR! THOSE LIPS! THAT SKIN! | http://stylesstar.com/post-pregnancy-stomach-exercise.html |
HOW TO BENEFIT FROM CADENCE, CRITICAL POWER AND OTHER RUNNING METRICS
Running is one of those things that we take for granted, something that we have been doing for so long that we don?t really ever think about it. However, do we really know how to run? Are we really sure we do not need to learn how to run?
Running is an extremely complicated task that requires the?conglomeration of different capacities: cardiovascular, neurological, psychological, physiological, anatomical, muscular and biomechanical. In this post, we will focus on the last three, trying to explain them in the clearest possible way.
Having the possibility of quantifying the effectiveness of the gesture performed and the accuracy of the workload through easily detectable metrics means training with quality and, if implemented with your workout routine, will surely bring enormous improvement to your running performance.
Simplifying the mechanics of running, we could describe it as a ball that bounces on the ground. The body?s bouncing motion on the feet allows us to store elastic energy and to use it in the following step (with considerable energy savings). It is therefore very similar to what happens in a spring; a biological spring!
However,?how does this biological spring really work??It depends on the task:
- Are we looking for?metabolic economy?and energy saving (like when running or walking on flat ground)?
- Are we trying to?amplify our power output?(for example?when jumping, accelerating, incline running, etc.)?
- Or do we need to?absorb forces?(such as when landing, decelerating or decline running)?
If we are in the first scenario (energy saving), the body transmits its forces and momentum to the tendons, which?return most of that energy to the body itself in a cycle and repetitive motion. This means that our muscles need to do very little in order to keep the body moving.
This is not the case for the second scenario (power amplification),?when higher power production is required. In fact, when accelerating, the muscles start the movement by transmitting the generated power to the tendons, which amplify it and transfer it in a greater fashion to the body.
The exact opposite is true for?energy absorption: the body transfers all its energy to the tendons, which promptly carry it to the muscles capable of efficiently absorbing most of that energy.
In every condition, there is always a seamless, finely coordinated mechanism between body, tendons and muscles.
The mechanics of proper running
In order for this mechanism to work efficiently,?its components need to be perfectly aligned. It is exactly here that a proper running form becomes fundamental. From several biomechanical studies, it is known that a proper technique requires:
- compact arms
- balanced forward posture with the feet always falling under (or almost) the body?s center of mass
- good load distribution (symmetry)
- high cadence
- low ground contact times
- proper foot strike
So, next time you are out there running and struggling to maintain your pace at the 6th mile (~10th kilometer) of your run, you just need to make sure that all the aforementioned requirements are under control. Easy, right?! Well, not really; however, here?s where technology comes in handy.
Training indoors, on a device that can monitor all these parameters for you, returning a few clear, instant feedbacks, can no longer be seen as an alternative, but as an implementation that could actually improve the quality of your training and, ultimately, of your runs.
An insight into the ideal 5 parameters
At this point you might still be wondering why the aforementioned requirements are correlated with a good running form and?how you can benefit from monitoring them. To clear these doubts, let?s analyze 5 metrics that should be taken into greater consideration and try to understand how to ?play? with them.
- Contact Time.?Experienced runners have low?contact times?(time that the foot spends on the ground), with sprinters averaging values between 110 and 150 milliseconds and distance runners between 170 and 350 milliseconds. The relationship between flight and contact time is called flight ratio and is greater in more efficient runners (with values ranging between 0, when walking, and about 50 percent).
- Stride?and?Cadence.?Equally as important is monitoring your?stride?length and?cadence. Runners with a short stride and high cadence have minor impact forces and consequently a lower incidence of injuries. Moreover, a higher level of frequency ?unlocks? those elastic properties mentioned earlier, allowing you to reduce oxygen consumption by about 20 percent and to increase running efficiency up to 50 percent.Be careful, though. There is no ideal stride or cadence, since?these parameters can vary?in relation to speed, acceleration and body type. That is why the best way to raise awareness of your cadence and turn it into a fatigue control system is to choose a speed, check your natural cadence at that given speed and train with cadence variations in a defined range between +5 percent and -5 percent.
- Symmetry?is another value that is worth checking.?Better load distribution between the right and left foot brings many advantages to both performance and preventive aspects, and it represents a parameter that can be monitored easily. Just remember that a range of variability of less than 5 percent is perfectly normal for healthy subjects and requires no intervention.
- Running power. We can describe running power output as how much force and speed a runner is exerting at any given moment. The power of our human engine should be equal to?the sum of the power required to overcome running resistance, air resistance and climbing resistance?(if present).
Therefore, speed (and consequently contact time), cadence (and so stride), body weight and its distribution (and therefore symmetry) all fall into the equation. Varying any of these will consequently vary our power output, making this parameter a sort of immediate and qualitative measure of our running form for a given task. For example, if your goal is endurance at a fixed constant speed, you want to keep lower values of power (which correlate with a better efficiency) while, if your aim is to accelerate and sprint,?you want to produce the highest values of power possible.
Having the possibility of quantifying the effectiveness of the gesture performed and the?accuracy of the workload through easily detectable metrics means training with quality?and, if implemented with your workout routine, will surely bring?enormous improvement to your running performance.
By Roberto Nicoletta – Technogym for ACSM
Click here for full podcast playlist. | https://sportsmedicineweekly.com/blog/do-you-really-know-how-to-run/ |
All Downhill From Here
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Six weeks before the Chicago Marathon, 2012 Olympic Marathon Trials hopeful Benjamin Gailey ran the mountainous, 170-mile Colorado Relay. “The idea was to give me easy downhill relay legs, since I would be running the Chicago Marathon in six weeks,” he says. “My first leg started at 11,200 feet and dropped 1900 feet in 6.8 miles. I ran the first four miles in 18:55. I knew I was cruising, but had no idea gravity was pulling me down that quickly. Warming up for my next leg—nine miles with an 1800-foot descent—was quite painful. My last leg was five miles that dropped ‘only’ 600 feet. After the race, I took a nap in the rental van for two hours. When I awoke and put one leg out of the van, I nearly fell to the ground. I couldn’t even walk. Needless to say, I didn’t do well at Chicago that year.”
Caroline Soong puts her downhill training to the test during the 2009 Leadville Trail 100-miler, Colorado. Photo by Rob O’Dea.
This article appeared in our 2010 Race Issue.
If you’ve ever run a race with long or steep downhills—i.e. most trail races—you know how downhill running can destroy your legs. The key to success is training specifically for those quad-burning sections.
Physiology of Downhill Running
Even though uphill running feels harder, downhills cause bigger problems due to the repeated gravity-induced eccentric muscle contractions, during which your muscle fibers are forced to lengthen, causing them to tear. The muscle damage decreases your muscles’ ability to produce force, which slows your pace on the flat and uphill portions of the race and leads to delayed-onset muscle soreness (DOMS), which includes an inflammatory response and lasts for a few days as your muscle fibers heal.
Eccentric contractions are also unique in that fewer muscle fibers are active compared to other types of muscle contractions, causing the force to be distributed over a smaller area of muscle. A greater force over a smaller area equals greater tension, causing even more damage.
Downhill running also affects running economy, the amount of oxygen you consume to maintain a given pace. A number of studies have shown a significant decrease in running economy for up to one week following a 30-minute downhill run on a 10- to 15-percent grade.
Downhill Training
On the upside, damaging muscle fibers with eccentric contractions makes them stronger, protecting them from future damage. A 1985 study published in the Journal of Applied Physiology found that just a single 30-minute run downhill at 10-percent grade had a prophylactic effect on muscle damage and soreness for up to six weeks. Therefore, while you can expect your muscles to be sore after the first time running downhill, subsequent downhill workouts will cause less soreness.
Add downhills to your training a little at a time. Start with a short, gradual slope of about two- to three-percent grade, and progress to steeper and longer descents. Treat downhill workouts as hard sessions, and recover well before your next hard workout. Time has the greatest effect on healing your muscle fibers from downhill eccentric contractions, so back off hills in the final few weeks before a race.
When downhill training, pay attention to your mechanics, since it’s easy to overstride. Instead of focusing on reaching forward for a longer stride—which already happens from the pull of gravity—emphasize a quicker leg turnover, which will keep your momentum going forward. Since downhill running is faster, you won’t have as much time to decide where to place your feet, so look farther ahead.
Race Tactics
Avoiding trashed quads during races with long and/or steep downhills requires a keen sense of pace, confidence to stick to your plan when others have taken the pace out too fast and a good dose of self-restraint. Ideally, you want to feel the same when racing downhill as when you’re on flat ground.
Momentum, however, will make your goal pace feel easier. Take the case of Nicole Prause, Ph.D., during her winning run of 2007 Pocatello Marathon in Idaho, which drops 1500 feet in the first 14 miles. “I had a goal pace in mind and a GPS for feedback every quarter mile. I found it extremely difficult to make adjustments to maintain an even pace,” she says. “One quarter was too fast and, although I tried to slow down, the next quarter would have a steeper drop. What felt hard was far under my planned split, and what felt easy was still under split. The downhill needs must be considered in setting your goal pace.”
The best downhill-running skill to develop during training is the ability to run at different exertion levels. For example, learn to simulate 10K race-pace intensity, rather than 10K pace, while running downhill. While your pace will be faster than 10K pace, you’ll develop the awareness and control to differentiate between different paces for different downhill environments.
If you train smart for downhills, you’ll be able to charge up the other side of the hills while your competitors are laboring from the downhill damage.
Dr. Jason R. Karp is owner of RunCoachJason.com, a coaching, personal training, and fitness consulting company. He holds a Ph.D. in exercise physiology, and is director and coach of REVO2LT Running Team, a freelance writer, and competitive runner. Subscribe to his free e-mail newsletter at www.runcoachjason.com/newsletter. | https://www.trailrunnermag.com/uncategorized/all-downhill-from-here/ |
Running season is already started in the southern hemisphere and as I go out running for my own training almost every day per week I see more people outside running. That is the spirit I like to see in where I live. On the flip side, I rarely bump into someone with a correct cadence – number of strides per minute – which is to my understanding is the best way to tell if a runner is running efficiently or not. Referring to my previous post about cadence of 180 strides per minute , based on a research done in 1960’s the best way of incorporating elasticity of tendons into running starts with a cadence from around 180 strides per minute. If you are slower than that you might want to talk to me.
At this post am going to talk about a dear client of mine, Mel, who signed up for training with me in Sep 2016 and has been at various training sessions with me since then. Am going to explain what issues she had in the past and how I could help her.
When she approached me for the first time, she had been advised by her physio to stop running due to an injury felt in the knee. She found it a good time to check her running technique wondering what in it could have caused the issue. That was a wise move because correcting running technique is best to be done at either off-season, downtime like this injury that only prevents hard workout, or when there is no big goal in the horizon. Here are some snapshots from that day when I took a video for the form analysis. I go through one by one and explain how I analysed each.
At this shot you can see “toe-push off” a very common technique by most of recreational runners. Runners push the ground backwards using lower legs aiming for propulsion from the ground reaction force. What they end up in is a horizontal component which is expected, plus an extra vertical component which does not work in their favour somehow. It throws the runner upwards so that the runner spends longer time airborne for an extended time to increase the stride length to cover more ground. All sounds useful on paper but causes trouble in practice. First one is creation of this vertical component is waste of energy because it is not in the forward direction of running. Roughly calculating the negative impact of it, at running over a course of a full marathon (42km) this results in an extra vertical oscillation that is equal to climbing up a couple of kilometers. The two lines highlight vertical oscillation in the following image.
The second downfall is that runners usually over-stride and also land ahead of the centre of their body mass when they push off the ground. It is reflected in the following snapshot. The yellow line almost crosses the centre of body mass and the white one does the landing point. The further the landing point is ahead of the body the more pressure on knees.
Pushing off the ground usually increases the average stride length (same distance would be done in less number of strides). That means the runner’s cadence would drop below 180 strides per minute so that the elasticity of tendons would not be used at maximum capacity. Mel’s cadence was below 180 by 10-20 strides per minute before she switched to running in Pose. She was aware of it and wondered how to fix it.
One more issue that usually comes with over-striding is rear foot landing. Landing on heels although is natural and legit in some style of running, is not an efficient technique for running long distances.
Main reason for it not being efficient is it does not utilise elasticity of tendons in the ankle joint for a proper bounce off the ground. In front foot landing ankle joint is engaged so that not only Achilles tendon participates in absorbing the shock it can also preserve some energy to release later (bouncing off Achilles tendon). There are experts that might argue this, perhaps warning likelihood of Achilles tendinopathy. My counter argument is that the reason some runners get injured from doing this is they “push off” the ground (using calf muscle that is linked to Achilles tendon) right after “absorbing shock” (again using calf muscle and Achilles tendon). Two jobs performed in a row at every single stride. That is too much. If they allow their Achilles tendon to rest after landing, their risk of injury decreases massively. They will see it more tangibly when they feel less sore in their calf muscles from running in Pose that engulfs all these correct practices.
After a few sessions of training and Mel’s running in her own time gradually building up while practicing this technique, I took a video at one of our sessions a few months later and here am sharing the result. It was early morning hence lack of light affected the quality of the images however the points can still be seen in the blurry snapshots.
One major improvement in Mel’s running form is she now lands under her hips. In pose running the runner is meant to relax his or her landing foot, letting it land on its own as opposed to active landing. Active landing means that the runner aims for or enforces a particular way of landing, either front foot or rear foot.
The other improvement was she pretty much rectified her late pull. Late pull as fully explained in a previous post of mine is the case in which the foot on the standing leg is not removed off the ground in time after the moment the moving foot passes the standing knee. If too confusing, in simple words it means when frame by frame reviewing a sample video of somebody’s running, in the frame after the one in which the moving foot is next to the standing knee the back foot is expected to be completely lifted off the ground. In Mel’s case it is pretty close to perfection at the following snapshot.
Last improvement was her cadence reached 180 spm. One immediate outcome of increasing cadence that is tangible to runners is how short the strides become. Agility and the skill to be agile play important role in adjusting cadence into the right range.
Pose method of running is what everyone should learn before jumping into training straight away. Techniques at running although are not too complicated compared to those of the other sports like tennis or soccer, they still play an important role and should not be neglected. Running is totally a repetitive activity so that one small improvement scales up to a massive advantage. Running a full marathon race in 4 hours takes more than 38000 strides for an average runner at that level, not mentioning the total distance/strides run at the training for the race. Now one can picture better how much a small form correction cascades and blossoms to benefit the runner. | http://www.progressiverunning.com/blogs/form-analysis/ |
The last few months of the year are a good time to work on key running skills, which are often neglected in a target-oriented race-training schedule. But by spending time working on your form, cadence, pace and sense of effort, you’ll be setting down the building blocks for future running success.
Improving your cadence – the number of steps you take per minute – is beneficial, as a quicker stride rate tends to encourage lighter form and reduces the risk of overstriding. ‘As you increase cadence, you tend to bring your landing foot closer to your centre of mass,’ says Peter Larson, an exercise physiologist and author of Tread Lightly.
The ability to sense how hard or fast you are going is an essential racing skill, but even if you run simply for fitness, a reliable pace sense is valuable, as you’ll find it easier to lock in to the intensity needed for different workouts.
Add some of these workouts to help you become a more savvy, efficient and resilient runner.
Improve cadence and form
1/ Cadence counter
Why do it: Establishes your baseline cadence for all your speeds.
How to do it: On a straight stretch of ground, run at each training pace (eg 5K, marathon) for a few minutes. Count your steps for 30 seconds and then double the number to get your cadence. You should see that as your speed increases, so does your cadence. To each of your recorded numbers, add five per cent to get your goal cadence for each pace.
2/ Strides
Why do it: When you speed up, your body adjusts to spring more efficiently: you push off more powerfully, with less up-and-down oscillation. With practice, these habits will become ingrained even at slower paces.
How to do it: Once or twice a week after an easy run, do six 100m strides on a flat surface. Alternate between 90 per cent efforts and accelerations that start a little easier but finish a little harder. Walk back to recover.
3/ Downhill strides
Why do it: Doing strides on a slight downhill that flattens out is a great way to increase your stride rate. Gravity makes accelerating easier and allows your legs to turn over more quickly. Warm up thoroughly and run on a soft surface, such as playing fields.
How to do it: Run down a grass slope for 150-200m, controlling your acceleration. Take short, quick steps so you don’t overstride. Jog back to the top and repeat four times. Do once a week.
4/ Fast-feet drill
Why do it: This drill trains your legs for a faster turnover; helps combat overstriding (which leads to greater braking forces and excessive impact on the body) and encourages good running form.
How to do it: On a flat, straight surface, and using short, quick strides, take as many steps as you can in 10m. Keep the ground contact as brief as possible. Jog for 10m, then repeat five times. Do this session once a week.
5/ 1-2-3-4-5 fartlek
Why do it: By focusing on increasing cadence, this workout increases your appreciation of stride turnover.
How to do it: Instead of picking up the pace, run at a quicker stride rate. Run for a minute at 180 strides per minute, then one minute at a more relaxed turnover. Use the step-count method mentioned in the Cadence Counter workout above. Increase each fartlek section by one minute at a time until you hit five.
Improve effort and pace sense
6/ Silent long run
Why do it: Improves effort perception and strengthens the link between your body and mind.
How to do it: Go for a medium-to-long run without a watch or music player. Give in to the run, rather than trying to control it or force an outcome. Set off with a rough route in mind, but don’t be a slave to it – judge the duration of the run on how you feel. Over time, questions such as ‘Is this comfortable?’ or ‘Can I go faster?’ can be answered more easily.
7/ Pace calibration
Why do it: Improves your inner pacemaker.
How to do it: Twice a week, time a mile during an easy run. Don’t adjust speed – the goal is to gather information. Note the time and an effort rating on a scale of one to 10, along with how your breathing and legs feel. By focusing on such cues, you’ll ingrain the sensations that match different speeds. After a few weeks, do the timed mile at 10K or 5K pace and note how that feels compared with the easy pace.
8/ Limited feedback intervals
Why do it: Instils pace sense and reduces over-reliance on a GPS for feedback.
How to do it: On a running track or a flat, 400m stretch of ground, run 3 x 1600m at 10K pace with a three-minute rest between each. For the first repeat, check your splits after each 400m lap; for the second, check every other lap; for the final repeat, check at the end. Aim to get within 10 secs of your goal time; work up to within five secs.
9/ Freeflow fartlek
Why do it: Teaches you how it feels to run harder without the stress of trying to hit a split time.
How to do it: Once a week, on an undulating route, vary your pace from a short sprint to a jog to a faster stride and back to a jog, using landmarks to guide you. Take it easy or zoom as your body feels. The emphasis is on play; if you don’t have an inner smile on this run, you’re not doing it right. The session should last 30 minutes to an hour.
10/ Out-and-back run
Why do it: Helps develop accurate pace and effort sense.
How to do it: It’s a time-based workout, so simply divide your workout time by two. Run out for half of the total time, note your split, then run back along the same route and take your time again. The goal is to run both halves as evenly as possible or with slightly negative splits (a faster second half). Use the watch only to know when to turn around and to compare times for each half of the run. | https://www.runnersworld.com/uk/training/a775275/10-best-running-skills-workouts/ |
We often see long distance races dominated by athletes in their 40s, 50s, or even 60s. This doesn’t mean that young runners can’t compete with master athletes. The simple reason is that young people have so many things to do rather than running long distances, they don’t have enough time and patience to train and race distances longer than half marathons. The statistics show that in most marathon races, the fastest age group is M35-39.
It is my pleasure to introduce a 36-year-old Vietnamese runner currently residing in Silver Spring, Maryland, USA, Mr. Tran Nang Hung. He has only been running for a few years, but has made impressive achievements. Let’s listen to his story.
Hung Tran, at the finish line of 2019 Philadelphia Marathon
Bruce Vu: Thank you for accepting to be interviewed. I have heard good things about you and I believe you have an incredible story to share with our Vietnamese running community. Tell us about yourself. Where were you born? When did you come to the States? Did you attend schools in Maryland?
Hung Tran: Thanks anh for this interview, I was born in Saigon, Vietnam. I came here when I was 13 years old. Yes, most of my family lived in Maryland, so me, my father, and my twin brother lived with my uncle in Silver Spring MD. I went to 8th grade the first year and continued my education until the second year in college, then joined the US Navy for 6 years. I came to the US I think around December 1996.
BV: You have such a cute nickname “Canh Bún”. Do you care to share why Canh Bún?
HT: Canh bun is my childhood favorite soup, I still love it but haven’t eat much here in US.
BV: Are you married? Do you have any children? Can you talk a little about them?
HT: Yes I’m married to my beautiful wife 4 years ago and we just have a beautiful daughter 1 month ago.
Hung with wife and newborn daughter
BV: What did you do after you left the Navy? From the photo you sent to me and Luong, I guess you’re either a construction worker or a home builder. Can you talk a little about your job? BTW, congrats for becoming a dad.
HT: Thanks anh! I got to wake up many times during the night but feel happy and joyful doing that. When I got out of the Navy I went back to college. During college I worked part time for one of my brother’s friend, who was an electrician. Later that year he decided to quit his daily job at a big commercial electric company and opened his own company. He asked me to work full time for him, at the time I needed some income so I tried out to be full-time electrician, and I stuck with him until now.
Hung Tran as an electrician
BV: Now, let’s talk about your training. Two of the people that I know (Luong Le and Quy Nguyen) have been following your training plan and they have made huge progress. From what I gathered they train slow and accumulate tons of mileage, but when it comes to racing they just shined like a star. Can you explain more about this training?
HT: Well basically, it is low heart rate training using the MAF (BV: Maffetone Aerobic Function) method. By using this method we can increase mileage without risk of getting injury and build our strong base; most of us are just new to running, we don’t have a strong base. For the elites, they have been running for a long time and for many years, they already have a strong base so most of the traditional plans fit them well, but for most of new runners like us we need to build a strong base before we can attempt fast paces like interval and tempo. Our body has something called mitochondrial cell, which helps break down carbohydrates and fat for fuel, so the more mitochondrial the better fuel for our muscles. In order to get more mitochondrial counts we have to run a lot miles for at least 2 to 3 months, therefore using MAF is a great way of building the strong base, but the key is volume, we run slow but we need to increase our volume slowly to improve faster, you can’t run slow at low mileage and expect it to work. Besides, by running slow we can teach ourselves to burn fat effectively, which helps us not to hit the wall in the race.
BV: Both Luong and Quy don’t do interval or tempo runs. A lot of runners I talked to don’t understand this MAF method, they questioned if you’re not used to the fast pace how do you have the confidence to run fast during racing. What is your answer to them?
HT: MAF is a long process of training, like I said the high volume is the key, it helps our body promote more mitochondrial and burn fat effectively, just trust the system and be patient, the more slow miles you put in the faster you’re gonna get, but slow miles doesn’t mean it really slow depending on your heart rate. The longer you train at the high volume, the faster you can run at a same low heart rate in the beginning. For example, my slow running was 9:30-10 min (pace 5:40-6:13/km) a year ago but now I can run lower heart rate at 7:30-8:30 (4:40-5:16/km) for my slow easy run. I usually run 95% easy pace at MAF and 5% intervals at the end of the training block. You will be amazed what you will be able to do when comes race day, but the key is high mileage, I run high mileage week after week and using MAF helps me put in the volume I need.
And another key point is when I train on easy days, I do 2 to 3 time a week running strides at the end of the run, 4-6 strides about 50-100m at 90-95% MHR pace, to help my form and my leg remember the fast pace.
BV: On the average, how many miles do you run per week?
HT: After leaving the Navy in 2011, I went back home and joined my brother’s Vietnamese soccer team in Maryland, and 2016 I decided to run a half marathon for fun and I got hooked by the fun of the racing environment. However, from 2016 to March 2019 I didn’t train a lot for running, maybe 30-50 miles a week because soccer took priority and we had many tournaments outside the state that was really fun. I enjoyed it until March 2019 when I decided to stop playing soccer. Now, I am only training for Boston and by using MAF method I’m putting in 100-120 miles week , sometimes 130 or 140 miles (209-225 km).
Hung Tran on the soccer field
BV: How do you manage to run those many miles while having to balance with work and family?
HT: So to put in that many miles in the week I have to run 2 times a day most of the time, so I wake up early before my work at 4am to run and then after work around 6 or 7pm I do another run, it worked out back then because by the time my wife got at 830pm I already finished, but now we have a new born so I try to wake up early to run and then afternoon I may run on my treadmill while babysitting and probably the same thing on the weekend, I wake up early to run and the do another run on treadmill while babysitting. I have to see how it goes and work around it.
BV: Did you run tracks or cross country in High School?
HT: Nah I never run track or anything, I played basketball almost everyday in high school and some in the Navy, after the Navy I played soccer, so basically I was active all my life which helps me when I start running long distance.
(Note: the soccer team that Hung participated in won many championship tournaments in the Vietnamese and American community)
2014 New Jersey Championship (Song Viet Tournament)
2015 Buffalo Championship (Song Viet Tournament)
Hung Tran with teammates at the 2017 DC Soccer Championship
BV: Currently do you have a coach?
HT: No I don’t have any coach, I like to coach myself, if I fail I just blame me and not the coach, there are so much information on social media, on strava… and a lot of elite runners share their run on strava and YouTube, I just take little bit here and there and tweak a little bit into my training, so far it’s working for me, when it’s not working then I will find a different way.
BV: Do you train mostly by yourself or do you have running partners?
HT: Yes mostly I train by myself because I wake up early to run, sometimes I run with my brother on the weekend but most of the times I’m by myself grinding on the street, I have a lot of friends but most of them don’t train like me, and we also have time conflicts so I usually train on my own.
BV: Many runners believe the importance of running form and breathing techniques. Quy Nguyen pays close attention to those factors, what’s your opinion?
HT: Oh yes running economy is very important. When we get older, our VO2max decreases. In order to run faster we need to improve our running economy. So when I run I don’t listen to the music, I listen to my body, pay attention to my form, my breathing, cadence and all that. The ideal for running form is run like Chi running with mid-foot landing, relax you body, open your shoulder blade a little to breath in more air. I breath in my nose down to my belly and breath out my mouth. When I run slow I do a rhythm breathing with my step, first 3 steps I breath in my nose and next 3 steps I breath out my mouth. When I run harder at faster pace I do more like 2-2 ratio, and once a while I take a very deep breath and breath out my mouth and then back into the rhythm. For a while you don’t really pay attention at it anymore, but I do check in my breathing to make sure I am back on the rhythm. As for the cadence, the ideal for science is 180 step per min so you have less impact on your feet; I try to shorten my stride, turning over little bit faster, I used to get around 184 for my easy run but when I run faster my cadence is higher, so I need to work more on my butt kick to lower my cadence.
BV: Tell us about your nutrition during training and racing.
HT: Nutrition is a big subject and everyone is different. Let’s talk about my diet first, since last March I tried to do full flow on my running and same thing on my diet, so I used intermittent fasting everyday, and I used 16/8 ratio, meaning I will not consume any food for 16 hours and only eat during an 8-hour window, so I don’t eat from 8 or 9 pm until 12-1 pm the next day. During this time I drink a lot of water or tea, intermittent fasting is really good for health, and natural diet for weight loss if anybody wants to lose some weight naturally. For me it’s just for my health and my running since I’m already skinny guy. In our body we have 2 types of energy to fuel for running: carbohydrates and fat. Carbohydrates only last for 1 and a half hours or 2 during hard running like in a marathon race, but our body is not using fat for fuel efficiency as an energy source, that is why we see a lot of people hitting the wall when they run out of carbohydrates. So in order to train our body use fat effectively we have to run slow and fasted, meaning no gel or fuel during training. Back to the topic, I use intermittent fasting to teach my body use fat for fuel all the time and I love to run early in the morning when I’m in fasted hour , it feels hard in a couple of weeks but after that I feel really good when my body starts using fat as fuel. Wow when I go run I don’t carry any water or gel and almost all my runs I feel good except tired leg sometimes because of the high mileage.
I drink a lot of water during the day so when I train I don’t drink any water, it teaches my mind to be tougher, so when in the race when you hit your hard spot you can push a lot more and that is very important; most of the time your mind will tell you to stop running before your body does, so this is a great way to teach your body to push it hard when in training you don’t even take anything, but remember to hydrate well during a day and it shouldn’t be any problem. I know many good athletes way faster than me training this way.
So, I’m trying to eat plant-based everyday like vegan, no meat, no diary, but I’m not 100% vegan because my wife is not, so sometimes I eat a little meat, but 99% of the time I try to eat like a vegan, because I believe it allows me to recover faster to train everyday. Another thing is that we need red blood cell for running so I eat a lot of dark leafy like kale and spinach everyday to get more red blood cell, and I eat beets like 3 times a week to get better blood circulation so I can have more oxygen in my body to run faster and longer.
For Racing nutrition, so this is what works for me: the last 3 days before the race I’m usually carb loading and well hydrated, the morning before the race I wake up early around 4am, eat a bagel and banana and drink some beet juice 1-2 hr before the race, 15 min before the race I take 1 gel and 2 salt pills, which have magnesium in them too. I believe salt and magnesium make a big difference for me, magnesium helps me balance out the electrolyte so I don’t have spike.
During the race, I don’t sweat a lot but somehow I lose a lot of salt, by taking salt pills since last year I don’t have any cramp or anything yet, but it might be because of my training too. During the race I take a gel every 4 miles and 1 salt pill every 5 miles.
There are a lot of information how I train, I just want to put it out as much as I can, and you can use whatever, maybe someone can pick up little bit here and there to help with their training.
BV: Do you cross train?
HT: No I don’t do any cross training except when I’m injured I get on bike trainer to keep my cardio, I got an injury when playing soccer couple years ago so I was on the bike for a couple months, but now I don’t play soccer much and I run slow most of time so I don’t usually get injury anymore except for the fatigue leg and I just take one day off or 1 section off and then back on training.
BV: Now, let’s talk about your latest achievement. You ran an incredible time 56:29 for 10 miles (16km) at the 2020 Reston 10-Miler race, that is 5:38/mile (3:30/km) pace. You came in third but your time is exactly the same as Kevin Wright’s (bib 245), who came in second. In the race photo, you were running side by side with Kevin. Can you tell us about this race?
HT: Yes my last race was a 10 miler on a pretty hilly course. I am training for Boston and I know Boston is a hilly course and I haven’t put much hill training lately, so I decided to race this with my brother to train for a hilly course and see where my fitness is now after 3 months of base training. I was planning to run at 5:45 (3:34/km) pace to see how long I can hold but there were some fast runners at the race so I just tried to stick with the first and second guy and see how long I could hold. After 4 miles at average 5:30 pace a mile (3:25/km) all the guys were dropping back except for the top 3, and the first guy ran faster a little at mile 6 so I just tried to hold on the second guy, me and the second guy was running together the whole time, but it was more like me trying to hold on to him because I never ran fast and long at this pace in training. My legs felt fine the whole time because I had been running high mileage, my body could hold at the fast pace, just my breathing that I need to work on when running at that fast pace. Well, to be honest at the end I could have raced the second guy at the last mile, but I decided to let him come in second because if I wanted to race I would race to get first place, but I couldn’t catch the first guy, so second or third didn’t matter to me, to run at that pace and PR I was happy at the result.
Hung Tran and Kevin Wright, 2020 Reston 10-Miler
BV: Last year at the Marines Corp Marathon (MCM) the weather was horrible, it was cold and windy. A lot of my friends suffered and failed their targets by 20-30 minutes. Yet, you ran an incredible time of 2:54:07 and came in 32 out of 18,355 runners and fourth in your age group. Please tell us about this race.
HT: This race I think not just improve my pace but my mental toughness to push through at faster pace. Like I said I was putting high mileage and without water or gel, I think it helped me push through the race. I remember the last 2 or 3 miles was tough but I don’t know how I pushed it. (BV: a month after MCM Hung ran another marathon in 2:48:39 at Philadelphia Marathon)
Hung Tran, 2019 MCM post-race
Hung Tran, 2019 MCM Award Ceremony
BV: Obviously we haven’t seen the best of you yet. Can you share with us your plan, what is your next goal?
HT: Luong Le suggested me to run 2:19 and become the first Vietnamese to qualify for USA Olympic Trials. Heck no! I am 36 years old now, I have to be realistic. I will become 40 in four more years, so my goal is to become a good master runner with a marathon time of 2:30. That is my ultimate goal. Olympic goal is out of reach.
BV: Do you have anything else to share with our runner audience?
HT: My slogan is train slow and race fast, there are many training plans out there, don’t just stick with the traditional plan and find yourself not improving, be able to open to other type of training, and tweak it around and make it work for you, but I believe volume, consistency and patience are the keys to success, at least it allows you to run close to your limit. Sometimes you have to sacrifice something in life to achieve something that you really want. Lastly, I’ve been introduced to the SJVRC club by my brother and Chairman Luong Le, now I know a lot of great friends in the club who love running and help a great cause in Vietnam for the unfortunate kids. I want to thank them to introduce me to this club, because now whenever I race I honorably represent the great cause and help promote the club so whoever know about it can help the kids in Vietnam. And it is also a big motivation for me to train harder to present the club and the kids.
I feel different now when I go racing because it’s not just about my PR. I run with a different purpose, and that is to raise awareness about One Mile for One Child and to help the unfortunate children in Vietnam.
BV: Before I let you go I have to ask this question as you know, there is a coronavirus pandemic. Does it affect your training at all? How do you cope with it?
HT: Not at all because I’ve been training by myself anyways, besides I’m ok with the races being canceled because it’s safety for everyone and my family. There are many races later, I’m fine with it, more base training for me, which is good anyway. | http://sjvrc.org/pr-race-hung-trans-slow-run-training-interview-bruce-vu/ |
6 Leadership Insights from Marathons
Life goals. They are what drive us. They are the measure by which we evaluate our success and the lens through which we determine our satisfaction. Like many, I have both professional life goals and personal ones. The goal we will discuss here involved completing what is seen as one of the greatest feats of human endurance—a 26.2 mile race with modern-era origins tracing to Greece in 1896. My desire to fill this square on the personal life goal list is about personal challenge, testing limits and proving the ability to go the distance. Through this experience, I learned more about myself than I ever imagined. Further, it presented clear implications to leadership lessons on which I think of often on the journey to become a better leader… as I run the leadership marathon.
Not a Runner
I am not a runner. Yes, I ran 3 days a week as part of my physical fitness, but this did not make me a runner. Runners were naturals and strode through the miles with the greatest of ease and speed. I soon discovered this was the first of many links to leadership in this quest. Across the written world, how many people think the same thing of successful leaders…that it must be natural and easy for them? With my preconceived notions of running, I knew completing 26.2 miles would put my body through stresses it had never endured while consuming an entire day’s calories over the span of a mere few hours on the course. My simple belief was that this race was not about skill, but determination to complete the measure. As with many things in life, my predispositions could not have been further from the truth.
Gameplan
My only planned preparation was to download a training plan and run, a lot. What I found was a world of information I never imagined. Completing a marathon was not about just running, it was about developing style, refining skills and honing execution. I discovered accomplishing this goal was not about natural ability. On the contrary, all the factors influencing performance remained largely in my control. Sound familiar? This journey mirrored my initial study of leadership and so did my findings.
Like leadership, running a marathon was about demeanor, goal-setting, cadence, pace, touchpoints and determination. For both endeavors, “the physiological and psychological demands are extreme; therefore, you must plan your preparation intelligently and thoroughly.”
Completing a marathon was not about just running, it was about developing style, refining skills and honing execution.
1. Demeanor
The initially perceived natural running ability mentioned above, the appearance of ease and speed, is a derivative of developing a proper running form. From letting your gaze guide your run, to achieving optimum performance by ensuring that “your shoulders should be low and loose, not high and tight,” your running form encompasses every aspect of your person to ensure “good running is springy and quiet.” Your demeanor carries the same importance in leadership. Nick Morgan told us in Forbes recently, “you probably have some parental or authority figure in your past who told you to worry about your posture, but how you carry yourself is more important and more subtle than just standing up straight.” Our demeanor, to include both conscious and subtly unconscious mannerisms and appearance, is the physical embodiment of our true attitudes, opinions and predispositions. In a similar manner, The Economist’s Schumpeter blog recently detailed that “getting to the top is as much to do with how you look as what you achieve.” Do you have a strong leadership presence? This simple quality motivates people to both follow you and to respect you. Realize every person in a room has a presence…however small or large, positive or negative. What does your demeanor tell those around you? Are you confident and competent or struggling to make the next mile?
2. Goal-setting
As a leader, we must establish optimal goals for both our organizations and our followers. To be efficiently effective in this endeavor, we must establish internal desire as well as temper the goals with the inherent skills of our team. For a marathoner, the goal is either distance (completion) or speed. For me, completion was obviously the mark by which I would measure success. With this goal in mind, I chose a training plan which would guide my journey: 16 weeks and 560 miles from the starting line the goals were set and it was up to me to meet them. As leaders, we must do the same for our team. Determine interim goals which, over the organizational equivalent of 4 months and 500+miles, will guide the team to the goal and best prepare them for success. Many leaders evade establishing “high performance-improvement expectations in ways that elicit results” because stretch goals bear a chance of failure. As noted by Leadership Expert Dr Seuss, “you can’t fall if you don’t climb…but there’s no joy in living your whole life on the ground!”
Our demeanor, to include both conscious and subtly unconscious mannerisms and appearance, is the physical embodiment of our true attitudes, opinions and predispositions.
3. Cadence
The next aspect of the quest was to determine how to turn consistently-timed miles. My simple running theory was, to increase speed run faster. How many leaders have you seen push their organization in the same way? The running world is in a continual debate over the optimum number of steps per mile, but the common goal is 180 strides per minute. This cadence provides the optimum mix of stride length, time in the air and ground impact to efficiently use your energy. Young runners, and young leaders alike, tend to over-stride. This means they land each step with their heel out in front of them and each time the heel impacts the ground, it is like hitting the breaks and actually slows forward momentum. This negative impact is exacerbated with slower steps because each foot spends more time in the air impacts the ground with a greater landing shock. Establishing an optimal stride cadence allows you to “feel like you are running over the ground not into it.” It was counterintuitive that shorter strides and a more deliberate cadence lowers the chance of injury, and ultimately failure, because it minimizes the shock of landing. What is the cadence your leadership style sets for your team? Do you spend too much time in the air with a landing shock that ‘hits the breaks’ or do you establish smooth, deliberate steps toward success?
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4. Pace
To further dispel the belief that to increase speed run faster, pace is a vital component to any race. Whereas cadence is steps per minute, pace is simple minutes per mile. But pace is not about turning 8 minute miles, it is about strategy. Studies have shown that the optimal goal for a 5k is to run the first mile 3% faster than the goal pace, but completing this first measure at 6% faster will be detrimental to overall race completion. For a longer race, such as the marathon, it is vital to turn the first 4 miles 3% slower that your goal pace. In this situation, a Fighter Pilot analogy clearly applied here, “slow down, you will get there faster.” Whether on a marathon course or in the boardroom, we are all motivated as the starting gun fires. As leaders we must understand that “by starting faster than goal pace and putting “time in the bank” you’re actually burning through your available resources too fast and will almost certainly run out of fuel.”
5. Touchpoints
Touchpoints matter. As a leader, how do you interface with your organization? In running a marathon, how does your foot touch the ground? I discovered a heel strike uses less energy than mid-foot strikes when striding. In addition to using less energy, there is also a lower chance of injury. The same can be said with leadership. Do you establish a smooth interface with your team or is it jarring every time you enter a room? Make your touchpoints deliberate and progress will be made with less energy or chance of organizational injury.
Cadence is steps per minute, pace is simple minutes per mile. But pace is not about turning 8 minute miles, it is about strategy.
6. Determination
When training for a marathon, the adrenalin surges through your veins every time you think of the dreaded “wall” that marathoners hit sometime after the 20-mile mark. The ominous wall is the point in the marathon when a runner’s glycogen (stored energy) within the muscles is depleted, forcing them to slow down their pace considerably, sometimes to a walk. Well, I hit the wall hard. Thoughts of quitting, questions of motivation and surges of pain pulsed from head to toe. How many times have you felt this way as a leader? A seemingly insurmountable problem, a trying follower, a low point in your business? The only way to make it through is to remember your initial motivation and dedication, grit your teeth and push through the pain. Determination is the ultimate driving factor in completing the leadership marathon.
Sprinting to the Finish Line
As a leader, every decision and indecision…action, inaction and reaction…must be deliberate. The same holds true for a marathon runner. Allowing a poor demeanor to develop can guarantee failure before the starting gun fires. Improper goals, inconsistent cadence and pace can cause burn out before gaining sight of the finish line. Focusing on the wrong touchpoints can cause damage and waste energy which will erode determination and dedication. The successful leader knows how to run the leadership marathon. They understand the factors which are required to position their teams with just enough reserves to sprint that last half mile and cross the finish line with their head held high! The last thing I learned in this journey, and a point which I remember every time I look at the Intercontinental Istanbul Marathon Medal hanging on my wall…I hate marathons! It also reminds me that some of my biggest lessons, some of my greatest experience, are the result of painful events in life.
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This week was a busy one for the club with athletes performing on the track, road, trail, mountains and Parkrun. Locations covered this week where Belfast, Newry, the Mournes, Antrim, Markethill, Dublin and Killarney.
NI OPEN MEET - MARY PETERS TRACK, BELFAST
On a mild Tuesday evening, three Newry AC athletes attended an ANI Open Meet at the Mary Peters Track with track side support of coach Kookie O'Hagan.
New team member, Bernadette Salisbury had a debut performance in the 100m. Setting her nerves aside, Bernadette had a strong run in what can be an intimidating race for first timers. She came across the line in 16:18 which will now be a benchmark for her summer training.
Masters Multi-eventer Joanne McCauley used the evening as a good training session. She took on the 100m lifting a PB of 14:55, 200m with a SB time of 30:01 and jumping 3:90m in the Long Jump.
Young Gary Crummy had the club performance of the evening in the 800m. Determined to break the 2 minute mark he set off the line hard and fast. He stayed in the top three in the first 400m before fighting for pole position right up to the final few metres where he had to accept 2nd place on the line. Gary’s performance was rewarded with the pleasing news he had broke the 2 minutes with a fantastic time of 1:57:99.
NEWRY 10k, NEWRY
John McCaffrey took part in the popular and well supported Newry 10k organised by Newry City Runners on Tuesday evening.
John had a good run in a competitive race and was happy to finish in 14th with a time of 39:24 out of a massive race field of 267.
HILL & DALES RACE 5, ROCKY
Thursday night saw the fifth of the Hill & Dales Race Series being attended by a dedicated crew of eight Newry AC mountain runners of which four came home in the top twenty and 3 lifting category prizes. The start and finish base was Leitrim Lodge and this was a clockwise route taking in the four summits of Rocky, Tornamrock, Tienan’s Castle and Altataggart. The night was warm and 225 runners arrived to take part in this popular course.
There was no stopping Esther Dickson taking another win as top female finisher and making that 4 wins out of 4, finishing an impressive 10th overall in a time of 36:29. Esther is on top mountain running form and with this lead it will be hard for the other ladies to topple her from the top of the series leaderboard.
Maurice Harte was in fantastic running form and battled hard on the final downhill to take a fantastic 7th placing, 1st MV40 in a time of 36:07 and first home for the Newry AC crew. Adam Ervine followed in 14th and Warren Cartmill in 19th and lifted 1st MV45.
Finishing Times for the entire crew were:
Maurice Harte, 36:07 1st MV40Esther Dickson 36:29 1st FemaleAdam Ervine, 37:23Warren Cartmill 38:16 1stMV45Aidan Murray 39:27Sarah Quinn 41:55David Burns 52:09Ciara Coffey 52:12
KILLARNEY PARK RUN, Co. KERRY
Sarah Jane Beattie took time out on her County Kerry holiday trip to take part in the Killarney Parkrun on Saturday morning. Conditions were damp but this did not deter Sarah Jane, who was the first female over the line in a time of 22:02.
GOSFORD 5K, MARKETHILL
Lee Maginnis took time out on Saturday to take part in Gosford 5k in the beautiful surrounding of Gosford Forest Park. Lee completed the slightly over 5k route in 18:36 to lift the 1st overall podium placing.
NIMRA ANNALONG HORSESHOE MOUNTAIN RACE, MOURNES
After a dry and clear week, a set of brave mountain running souls took on the new Annalong Horseshoe Championship race route. This is a long route which for the first time in 37 years moved its base from Dunnywater and started at the Silent Valley Reservoir. From the start point at ‘The Plug Hole’ the runners had to follow the set route to the Ben Crom Reservoir Stile and then summit in order Slieve Lamagan, Cove, Slieve Commedagh, Slieve Donard, Chimney Rock, Slieve Binnian North Tor South Side and then return back to the Plug Hole in Slient Valley. This was approximately 23km in distance and 2,050 metres in ascent.
A lot of the runners, despite years of running in the Mournes were not familiar with parts of the course and a few not having done a recce coupled with a cloudy, misty day, resulted in a variety of interesting route choices. Many of the mountain runners encountered navigational challenges in the white outs or found it hard to find the dibbers. The mist lifted a bit towards the end of the race, and from about Chimney Rock onwards, many runners just chose to follow whomever they could see ahead of them! The last 1k to the finish line was a welcome site for the runners.
4 brave Newry AC souls were part of this pilgrimage. Adam Ervine finished 14th in 3:27:14; Paul Le Blanc finished 16th, 2nd MV55 in 3:41:12; Cathal McGreevy finished 17th, 3rd MV50 in 3:41:15 and Sarah Quinn finished in 4:31.
IRISH MILERS CLUB (IMC) MEET, DUBLIN
Gary Crummy travelled down to Dublin on Saturday to race in the 1,500m event at the prestigious IMC event. With coach Kookie O’Hagan by his side, Gary was out to use the fast pace set by the other competitors to gain himself a PB. From the start gun, Gary set out determined to maintain pace and worked hard to stay up at the front pack. This, he did, and was rewarded with shaving an amazing 11 seconds off his current times to made a 4:04.53 PB and 4th place.
Gary is now setting off for Australia, and Newry AC wish him a safe journey and enjoyable year out there. Gary will be missed on the track by his track mates but they await his return and hopefully he will maintain his strict training regime in Aussieland and come back to beat his Irish PBs. Have a great time, Gary.
ULSTER SCHOOLS ATHLETICS CHAMPIONSHIPS, ANTRIM FORUM
Eve Welsh and Meadow McCauley represented their schools at the Ulster Schools Championships held at the Antrim Forum on Saturday. It was a cold and damp day but this did not deter the girls enjoying their events. Meadow finished 5th place in the Intermediate Girls 800m with 2:28.28 in a very fast and competitive race. Eve raced in the Mini Girls 800m finishing in 6th place with a great time of 2:37.61. | https://newry.ie/about/11-news/sports/6991-newry-athletics-club-notes-20-may-2019 |
The most arduous and strategic part of a triathlon is the transition from cycling to running. Authors of lay publications suggested various cycle to run methods to optimize this transition. For example, Brick (1996) recommended concluding the cycling stage with a low-resistance, fast cadence spin. In contrast, Friel (1998) advocated high-resistance, low cadence frequencies during the final moments of the cycling bout. However, these ideas remain controversial and are not based on scientific evidence.
Some research studies have investigated the effects of prior cycling on subsequent running. In a previous study, we compared running kinematics and performance during maximal run after high-intensity cycling versus after a high-intensity running bout (Gottschall and Palmer, 2000). We found that cycling prior to running elicited kinematic adaptations during the maximal run: stride frequency increased, stride length decreased, and efficiency increased. Yet, that study did not directly investigate how cycling affected running speed and running biomechanics.
It is plausible that cycling cadence could influence subsequent running frequency and hence, speed. Classic studies in neuroscience, by Brugger and Gardener (1994), have demonstrated that persons performing a rhythmic activity for an extended period of time will involuntary continue this movement pattern. This phenomenon is called perseveration. The rationale for the present study was that cycling cadence might influence subsequent running speed via changes in stride frequency. We hypothesized that compared to the preferred cadence, a fast cycling cadence would increase subsequent running speed and a slow cycling cadence would decrease running speed.
METHODS
Thirteen male athletes of the University of Colorado triathlon team volunteered (24.8 ±
1.20 yr, 72.7 ± 1.42 kg, 1.80 ± 0.02 m, mean ± SD).
Each participant completed three sessions of testing. During the control condition (CC), each participant completed a 30-minute cycling bout immediately followed by a 3200 m running bout. Heart rate was recorded every two minutes so the participants could monitor and maintain similar intensities during the second and third sessions. During the fast condition (FC) and the slow condition (SC), each participant completed a 30-minute, high intensity cycling bout at a cadence 20% faster or 20% slower than the control condition. The cycling bout was immediately followed by a 3200 m run at the same heart rate intensity as during the control run.
RESULTS AND DISCUSSION
Our most important finding was that faster cadence cycling substantially increased the subsequent average running speed of the 3200-m race effort (Figure 1). During the fast condition, participants ran almost a minute faster than during the slow condition. This remarkable increase in running speed after cycling with a fast cadence occurred with heart rates matched to the values of the
control condition during both the cycling and running bouts.
The participants ran faster primarily by increasing stride frequency (Figure 2). Immediately after each cycling bout, the participants ran with a stride frequency that reflected the prior cycling cadence.
In contrast, there were no significant differences between conditions for stride length (Figure 3).
Perseveration is the most likely mechanism responsible for the elevated running stride frequency of the fast condition. Hudson (1968) determined that cycling and running depend on different neural firing rates due to the specific cyclic frequencies of each ovement. It is possible that the neural firing rate after each cycling condition biased the firing rate used subsequently for running. For example, the high frequency firing rate during the fast cadence cycling bout appears to have translated into an increased SF during the running bout.
n conclusion, we found that cadence during a cycling bout immediately prior to a running bout influenced performance and stride kinematics. Maintaining an unusually high cadence while cycling resulted in substantially faster running speed. On a practical note, athletes may benefit from
adapting an increased cycling cadence prior to the running segment of a triathlon.
Jinger S. Gottschall and Bradley M. Palmer
The Locomotion Laboratory, University of Colorado, Boulder, CO, USA
REFERENCES
Brick, M. (1996). Inside Triathlon, 4, 76.
Brugger, P., Gardener, M. (1994). Percept.
Mot. Skills, 78, 777-778.
Friel, J. (1998). Inside Triathlon, 4, 21-23
Gottschall, J.S., Palmer, B.M. (2000). J.
Strength Cond Res, 14, 97-101.
Hudson, A.J. (1968). Brain. 91, 571-582. | https://www.naseinc.com/speed-education/speed-improvement-focus-the-acute-effects-of-prior-cycling-cadence-on-running-performance-and-kinematics/ |
Yesterday I got on the dreaded treadmill. I generally will not train on one, but during my last training cycle I discovered that it has one very good use: You can work on running at a specific tempo, since treadmills are set to move at a given tempo!
I finished Wednesday’s Yasso 800’s with an average interval of 3:59… indicating that I can potentially run a marathon in 3 hours 59 minutes. I did some basic math and found this would take a pace of 9:07 per mile, about 6.6 mph.
So, still in my work clothes and thus carrying about 6 extra pounds, I set the treadmill to 6.6 mph and ran that for 30 minutes. I had no trouble physically maintaining pace, but by about 7 minutes in I was (true to form) already losing patience with the treadmill, and by 10 minutes I considered cutting it short at 20, while wanting to stick to the plan and push out 30 minutes.
The key to staying focused and getting 30 minutes done: I imagined being at mile 25 of the marathon, knowing at that point I would be in some pain but definitely very tired and wanting to stop, and knowing that at that point there was no other way to the finish line but to tough it out and run that last 10-12 or so minutes. It would probably feel worse than this moment on the treadmill, and if I couldn’t handle 30 minutes of this crap in a gym then how could I expect to handle 4+ hours and those final miles on race day?
I kept my cadence and ground out the minutes, getting to 30:00 and being able to cool down and shut the machine off.
Despite the lack of outdoor air resistance, I felt like that 30 minutes on the treadmill was harder than running that pace would be outdoors on race day.
First of all, I was tired after a long workday.
I was wearing my slacks (with stuff in my pockets), my sweaty t-shirt I couldn’t take off in the gym, and my dress shirt tied around my waist. That’s 6 pounds I won’t carry on race day. Plus the wet shirt and the slightly warm indoor conditions prevented sweat evaporation.
I’m running in place, with no scenery passing by me to help guide me visually. My only frame of reference is the clock.
Because the treadmill moves at a set pace, I cannot slow down or speed up as needed to maintain comfort. I didn’t change the dreadmill’s tempo during the run.
So I felt good about the workout, even if I didn’t feel good doing it. The tempo is one I could definitely maintain, and if I can handle it in contained, uncomfortable circumstances, I get the feeling I can handle it on race day. | https://misterstevengomez.com/tag/tempo-runs/ |
Chris Bramah is a Sports Physiotherapist who leads the Running Clinic at The Manchester Institute of Health & Performance, operated by HCA Healthcare UK, where he delivers 3D running gait analysis assessments to help runners with their running technique. He is also a researcher from the University of Salford where his research has focused on the biomechanical characteristics of elite runners and the biomechanical contributions to running injuries.
Here Chris gives us at Jogger.co.uk his top tips on how to improve your running technique…
A person’s running technique is an often overlooked part of training. However, evidence is increasing to suggest that your technique can have an influence on both your economy and risk of injury. So focusing on how we run should be as important as the training we are doing. But what aspects of our technique should we consider?
Here are my top five tips for ensuring good running form:
The optimal forward lean
Forward lean is something I hear a lot of confusion around. Should we run upright? Or should we lean forward?
When it comes to forward lean, it’s about getting the right balance. Too much may cause us to over stride and limit our efficiency. Whereas running too upright can limit the ability to push through the glutes.
The optimal forward lean is around 3 to 10 degrees which is too difficult for us to judge with the naked eye. One way to ensure we have the right amount of forward lean is by using this simple cue:
The solution:
In standing, take note of where you feel the pressure through your feet. Now, very subtly lean your whole body forwards so the pressure under your feet moves to the front half of your foot. This should feel more like a “drift forwards” rather than a true lean. This gives us the balance between too much forward lean and too little, meaning that we can keep moving forwards without having to over stride.
Get your foot underneath your hips!
Getting the right positioning of your lower leg can help to prevent injury and improve running efficiency. The classic over stride is when we reach too far in front of ourselves with an extended knee and elevated foot. This can create large breaking forces when we land which will not only slow us down, but also increase our risk of developing an injury.
The solution:
The ideal position is to have the shin vertical and foot close to your body. Aim to land with the foot underneath your hips when you run. Now it’s important to note that we will never truly be able to get our foot directly under our hips, as some breaking forces are necessary for storing and returning energy as we run. But by aiming to get the foot closer to our centre of mass this should prevent us from excessive overreaching and excessive breaking. The end result should be less breaking and more forward movement!
Short ground contact
Ground contact is the amount of time your foot is on the ground. When looking at elite runners we tend to find they spend less time on the floor and more time in the air moving forwards. Recent evidence would suggest that this ability to spring off the floor may help to improve our running economy making us more efficient and faster.
The solution:
In order to reduce the time you spend on the floor there are two steps. First, make sure your foot is underneath your hips as you land, if your foot is underneath your hips then there is less time required to transfer your body over your foot to begin the next step. Second, focus on keeping a high leg turn over, or cadence (discussed below), this will help to give you that all important spring in your step.
Pelvis and hip control
Pelvis and hip control is probably one of the most important aspects of good running technique. If the pelvis drops too much to one side and the hip and knee come across the midline of our body, then this can increase the stress throughout our entire lower limbs. The consequence is potentially an increased risk of injury.
The solution:
What we like to see is a level pelvis with the thigh and knee pointing forwards. This can be hard to correct and can take a combination of strengthening and technique retraining. But current research would suggest there may be a simple cue that could help, increasing your cadence!
Cadence
Cadence is often referred to as step rate or stride rate and is essentially the number of steps we take each minute. Subtle increases in cadence has been shown to have a positive effect on a number of aspects of running form. Beneficial effects can include a foot position closer to our centre of mass, lower breaking forces, shorter ground contact times and improved hip and pelvis control. Essentially, increasing your cadence could help improve all the aspects of running form covered in this article.
However it is important to know that there is no magic number to aim for. A lot of runners talk about the 180 steps per minute mark. However the ideal cadence is individual and can depend on a factors such as your height and speed you run at.
The solution:
If you are aiming to improve aspects of your running technique such as those we have discussed above, then aim to increasing your cadence by 5 to 10%.
To find your current cadence count the number of steps you take on one foot during 30 seconds of running. Now multiply this number by 4. This will give you your total number of steps per minute. If you are aiming for a 5% increase, multiple your current step rate by 1.05, if you are aiming for a 10% increase, multiple your current step rate by 1.1. This will give you the step rate to aim for.
Adopting a good running technique can help to reduce the stress placed on our bodies and ensure we are optimising the miles we cover. However, it’s important to remember that technique is one of many factors that can influence injury and performance. Strength training, nutrition and the optimal balance of running and recovery are also important factors to consider. We are all unique and what works for one person, may not always work for you. Finally, when integrating the technique tips in this article make sure you do it gradually. This will allow time for your body to adapt to the adjustments to your running.
If you’re unsure on what your running technique is, it wouldn’t hurt to get a gait analysis assessment done. If you’re not convinced, read our blogs ‘Is gait analysis worth it?‘ and ‘Why gait analysis works!‘ for more information. | https://jogger.co.uk/how-to-improve-your-running-technique-sports-physiotherapist-chris-bramah/ |
Hi there folks!
I’ve had a burst of optimism this week as I have officially been given the all-clear to run again. I’ve been resting my foot for the last few weeks after I strained a tendon under the arch during a rather intense sprint session. Oh, the joys of running injuries.
Anyway, I went out for a short 3km run this morning, and I couldn’t have felt happier. I had almost forgotten how much I actually enjoy running: it’s my stress release, it clears my head and makes me feel free. The only thing that surpasses my love for running is my hate for the rowing machine, which has been my default cardio substitute during Crossfit WODs (seriously, I’d rather do burpees.)
Now I’m running again, I can practice what we learned at the Pose running workshop, which I posted about here. One interesting technique I touched on was to focus on the number of steps you take per minute, known as running cadence or stride rate. This technique can be beneficial to all runners, so read on even if you don’t run ‘Pose’.
The Optimal Stride Rate For Fast And Efficient Running: 180 Steps Per Minute
I bet most of you who run have never really thought about your stride rate. I know I never used to! If you’re like me, it’s probably a lot slower than 180 steps per minute. But it’s been found that the most efficient runners run with this high foot turnover, a point that was reiterated by uber runner Sally Lynch at the Pose workshop.
The benefits of a higher cadence:
- It forces you to take shorter, lighter steps
- This reduces the amount of impact on your body
- Even if you run with a heel strike, increasing your cadence will still reduce some of the impact. It will just feel like you’re doing more of a “shuffle”, like you’re a geisha in platform flip-flops.
Less impact = less risk of injury!
- It increases your forward momentum, meaning you use less energy for each step.
Less energy expenditure = greater efficiency = faster running!
- If you slip on wet ground, you’re more likely to catch yourself from falling. Think about it – if you’re taking big, loping strides and your front foot slips out from under you and your other foot is lagging way behind, bang! You’ve just done the splits, torn your shorts and quite possibly a hammy as well.
Simple Ways To Run With 180 Steps Per Minute
Method #1:
Get on the treadmill and watch the timer, taking 3 steps every second. Initially this may feel weird! Remember, you will need to take smaller steps to keep up with the fast pace. Imagine you’re running over hot coals. Like this guy:
If you’re like me and find treadmills dreadfully tedious, you can download a metronome app for your phone or get a small handheld metronome. This way you can even set it slightly slower, like 175 or 178 if you find 180 too fast. I actually recorded 10 minutes of 180BPM (beats per minute) clicks using a metronome app, saved it as an mp3 and popped it on my iPod.
Initially, this was a great way to really nail the pace, but after a while the repetitive clicking in my head became like Chinese water torture. I needed my music back. Which brings me to:
Method # 3:
Create a playlist of songs with 180 or 90 beats per minute. This is awesome as you just run along to the beat. To display the BPM of songs in iTunes, download the trial version of Beatunes, which scans your whole music library, extracts a heap of song data and imports it to iTunes.
Once you’ve done this, go to View > View Options and checked Beats Per Minute under “Show Columns” in iTunes. Then simply create a smart playlist based on your desired range of beats per minute. I chose a range from 176-185 BPM and 88-92 BPM. It doesn’t matter if they’re not exactly 90 or 180, but as close as possible is best.
Not all the songs that come up will be ideal for running (“Poses” by Rufus Wainwright, for example…oh the irony), so have a listen first and have a go at tapping along to the beats. If you can’t easily tap your hand to it, you probably won’t be able to match your running pace to it either!
There are a couple of good Rock and Hip Hop playlists on Spotify here and here, or a screen dump of the playlists here. Below is the playlist I currently run to.
The Next Step: Give It A Go
If you want to run more efficiently and reduce your risk of injury, I highly recommend you give the 180 stride rate trick a go. It’s easy to do, and who knows, it may actually make you enjoy the run! But remember it will take some getting used to, so be patient and allow time for your body (and mind) to adjust.
See you at the next race! | https://christinacanters.com/how-the-perfect-playlist-can-injury-proof-your-run/ |
Before we get practical, we need to understand a few key concepts about running form.
GAIT CYCLE
Understanding the gait cycle is essential when you want to work on specific details of your running form.
Fig 1 Midstance, Fig 2 Propulsion Fig 3 + Fig 4 Swing phase Fig 5 Initial contact
The gait cycle can be divided into two main phases, the stance phase (left foot in this example) and the swing phase (right foot). The stance phase begins with the initial contact (fig 5) and starts as soon as the left foot touches the ground and begins absorbing impact from the foot through to the knee. The runner then moves into the midstance (fig 1), further absorbing shock by bending the left knee and bringing the right leg forward to prepare for the next phase, propulsion (fig 2). During propulsion the runner stiffens the left foot (with help from the Windlass Mechanism) in order to generate enough force to help propel the body forwards, ready for the next step. This drives us into the swing phase (fig 3+4) which starts when the toe from the hind leg leaves the ground, the runner is airborne and finally lands with the other foot, initiating a new gait cycle.
Many running aches, such as knee pain, come from heel striking. When a runner strikes the ground with the heel first they are effectively striking the ground with a straight leg! This is called 'over striding' and this action removes the shock absorption mechanism created by our bodies when we land with a bent knee.
A midfoot strike takes advantage of the natural shock absorption mechanism created by our bodies when we run. If you actively try to strike the ground with your midfoot you may notice that your foot lands closer to your center of mass (under your hips). This takes full advantage of all the joints in your lower body, creating a spring like effect. I saw a beautiful example of great running technique in which you can easily visualize the foot strike - I even made a quick video about it for our Running and Race Training Facebook group. Click here to check it out.
Changing the way your foot strikes the ground is a complicated task but it can be done with a couple of minutes of daily running drills. We'll discuss running drills later on in this article.
CADENCE
Cadence is magical. Cadence is simply the number of steps a runner takes in one minute. This technique can greatly reduce the risk of over-striding by increasing the number of steps taken in one minute and reducing the ground contact time. Most recreational runners are between the 140-160 steps per minute range, however, most elite athletes run within the 180 steps p/min range (some go as high as 200)!
Cadence is usually measured with a 'beeping' stopwatch but technology can also help us with this! There are apps where you can input your desired beats per minute and the app simply beeps at the set speed - which in this case is 180. That's the general guideline all runners should follow, 180 steps per minute.
A high cadence is beneficial because it cuts down ground contact time, as mentioned above. This is beneficial because it forces you to land closer to your center of mass (during the initial contact phase) and push off as fast as possible (propulsion phase) in order to keep up with the 180 steps per minute pace. Landing closer to your center of mass is the best way to reduce heel-striking.
A lot of runners get confused when asked to run at a higher cadence because they think they have to run faster... wrong! Running with a higher cadence simply means taking more steps in one minute. The strides don't have to be long and in fact they will most likely be shorter than your usual strides and that's a great thing! Shorter strides mean that you will be forced to land your foot closer to your center of mass (below the hips) because you don't have time to reach the leg forward!
Remember, running is a highly repetitive sport and reducing ground contact time by a few micro-seconds will help you reach the finish line faster...
Here's the link to the app I use: iOS and Android
POSTURE
Posture will make or break you - literally. Bad posture leads to injury-riddled joints, collapsed chests, decreased oxygen intake and the 'slouching' running style. Take the following check-list on a piece of paper with you on your next run and go through it during your run to check if you're doing the following:
THE CURE
The following prescription is to be taken daily! The cure for bad running form is doing running technique drills and mindful running daily for at least 30 days. Our goal here is to repeat these movements as much as possible in order to wire them into our subconscious and performing them naturally as we run. Mindful running means no music, no podcast, nothing, just you and the road. Focus on what you're doing, what your posture is like and how you're landing. This will feel weird at first but it'll become second nature as time moves on.
Running technique drills don't require much time and are fairly easy to do! There are lots of different movements (consult video below) but the main thing to focus on is to squeeze in at least 4 or 5 drills before each run. Note: Always do drills BEFORE the actual workout. If you leave them until the end of your run you'll be fatigued and your posture might be off - which would be counterproductive. The following movements can be used as a quick warm-up, for example.
FINAL NOTE
Having an efficient running form means you'll be able to run faster and longer with less fatigue! If you put in the required work you'll be blazing through your past PR's and looking like a real pro in the race photos! When you've finished your race, make sure to head on over to RunPage and create your own RunPage to commemorate! Click here to find out more about RunPage.
Changing your running form is not easy but it is worth it. You may get frustrated when you don't see progress but keep repeating the running drills and focus on your form when running. Try mindful running for at least 30 days and you'll see a huge improvement - I guarantee it!
And to our follower and active member on our Facebook group, Claudia Ortiz, this should help you change your "granny shuffle" into a looser running style!
Let me know how you did in the comments below or on our Running and Race Training Facebook group (link below).
About the Author
Leave a Reply. | http://blog.runpage.com/english/how-to-improve-running-form |
Running in humans has been described as “controlled falling”. It is accomplished with a coordinated combination of stride length and stride frequency in the lower limbs, with balance and stabilization help from the upper limbs. Over the past century there has been considerable scientific effort put forth in understanding the nervous system control of both stride frequency and stride length in achieving the individual’s optimum balance points in achieving greater velocity in running. From this effort, humans have gained substantial understanding of the mechanisms involved in generation and regulation of the rhythmic alternating pattern of muscle flexion and extension that is required to propel the body forward, swing the legs to the next foot location, and regulate the transitions between these states. An inability by the runner’s neural system to maintain ideal balance limits the capacity for optimum stride length in forward progression at mid to maximum velocity, such as VO2 max pace. Stability and balance achieved while running at VO2 max pace is achieved through reactive and proactive strategies to control the motion of the center of mass and formulation of the next base of support. This is where the case for barefoot running comes in. Sensory input will in effect, regulate stride length, as the body continues to struggle for balance and stability as the center of mass passes over the supporting limb.
When an endurance runner becomes more efficient through training, running economy improves. The body creates its own combination of stride length and stride frequency to achieve the desired velocity at the least amount of metabolic cost.
Tip from Coach Christensen: How to Run the 800 Meter (video)
It has been shown in high-speed motion analysis studies that too much time in the air and too much time on the ground hinder summative velocity in a runner. Time on the ground is regulated by stride rate. Time in the air is regulated by stride length. Studies by scientists have shown that for both sprinters and distance runners: reducing contact time, thus improving stride rate, is the key to improving performance. For a distance runner to reduce contact time by .02 seconds per stride would lead to marked improvement at any distance. The chief biomechanical means for achieving this reduction is to shorten the stride length, thus reducing braking forces.
Stride length in the 100 meter race is shorter than the 400 meter race. Stride rate is more crucial than stride length in this race, and a faster stride rate follows a shorter stride length. However, as the runner shifts from sprinting to distance running, there is a shift from power to economy, and the stride will lengthen to reflect this change. This inevitably leads to some braking forces in distance running that are not present in the 100 meters.
Identification of proper stride length to minimize braking forces by the athlete is a coaching demand. Front-side mechanical improvement is essential. This can be achieved through core strength improvement, joint mobility increases, and drills designed to improve balance and stability such as lunges, craning, and limited bounding. Distance runners need to learn active recovery after foot take-off, or there will be too much backside extension of the take-off leg. If extension occurs, the trunk will lean too far forward and the runner’s arms will also extend too far forward in order to maintain balance. This will create too much time in the air during transition from take-off to toe-down.
If distance runners were to do training sessions of maximum velocity work, such as flying 30 meter repeats, they would learn to move their weight further forward on the foot, thus helping to reduce ground contact time, breaking forces, and ultimately over-striding. They would get faster.
The positioning of the trunk in order to achieve proper balance is also a developmental skill. Leaning back too far does not allow for extension of the lead foot and will create under-striding. Again, maximum velocity work will naturally improve this posture as the runner’s sensory input tries to locate proper balance.
The real practice key may be the use of more barefoot running on grass surfaces. This type of physical demand will promote hypertrophy in the many foot muscles, as well as greater dexterity in the Achilles tendon, and create a stronger push-off while leaving the ground. This action will create a quick, efficient stride pattern that will not cause metabolic fatigue to occur as rapidly. Prescribing a session once per microcycle of barefoot running in the Special Endurance 2 category, such as 6 x 500 meters would be useful in building foot strength for a stronger toe push-off by an endurance runner.
The human foot has rightfully been called the most characteristic peculiarity in the human body. We are the only primate to give up the foot as a grasping organ. This was a huge evolutionary sacrifice. The human foot is designed to only do two things, propel the body forward and absorb the shock of doing so. Bipedality has freed the hands, but it has yoked the feet. Sophisticated running shoes have taken natural shock absorption away from the foot and caused atrophy of the foot muscles which has hindered strong toe push-off. This hinders the stride pattern of the runner and thus the metabolic economy of the effort. With greater use of barefoot running in practice at a fast pace, the athlete can improve the action of the foot in a better biomechanical running technique. | https://www.completetrackandfield.com/barefoot-running/ |
A disorder that appears as a result of various diseases. That is why it is necessary to find out the reasons for its appearance, and prescribe timely treatment.
Pain in the ring finger is a common ailment, which often indicates rheumatoid arthritis, severe damage to the cervical vertebrae, or carpal tunnel syndrome. However, it is worth remembering that there are many more reasons that can cause pain in the finger. Most often, discomfort occurs after 40-45 years. The nature of the pain in the ring finger can be determined only by a highly qualified doctor.
Etiology [causes]
The manifestation of isolated cases of sore fingers, after a long sleep or with a long stay at rest, are not a cause for concern. Since this is a natural reaction of nerve endings. However, if such a phenomenon occurs systematically and is accompanied by other symptoms, then this is indicative of various pathologies.
Carpal tunnel syndrome
Carpal tunnel syndrome is accompanied by burning pain and frequent tingling, in addition, these sensations are intensified with intense physical exertion. Over time, discomfort manifests itself in other fingers. In addition, edema and cyanosis appear on the palm, mainly at night.
Damage to the cervical region
Abnormalities in the cervical region are found in both men and women. In case of damage to the cervical vertebrae, all fingers of the hands may hurt, in particular, this concerns the ankle phalanges of the finger. Often it hurts the ring finger on the right hand, as is the pinching of several fibers. A feature of this disorder is constant weakness in the hand.
Dislocated fingers
Dislocation is one of the most common causes of increased pain, with the phalanx protruding from the joint. When injuring pain appears abruptly, and when you try to move, the discomfort only intensifies.
Rheumatoid arthritis
Rheumatoid arthritis is accompanied not only by painful sensations, but also by redness, swelling, and acute inflammation in the joints. This type of arthritis develops simultaneously in two hands. The skin in the affected areas, over time, becomes dry, and pathology progresses mainly in the morning. This disease is characterized by rapid development, so it is very important to seek medical help in a timely manner, as the disease can lead to limb deformities.
Gouty arthritis
Gouty arthritis is not only characteristic of the legs, but also quickly affects the bones of the limbs. The violation is diagnosed mainly in men, women tend to it much less and tolerate it more easily. In pathology, pain develops quickly and intensively, it is very difficult to remove it. Gouty arthritis is characterized by fever, inflammation and discomfort in the joints. The patient complains of a constant burning sensation. And the disease is enhanced by the use of animal fats and medications from hypertension. To confirm the diagnosis, it is necessary to undergo a primary and secondary examination.
Psoriatic arthritis
About 6% of people who apply to a specialist suffer from such a violation. There is this kind of discomfort after strong nervous shocks of a psychosomatic nature. Often the pathology is accompanied by aching pain, and with the progression of acute inflammation appears. In the treatment of physicians are actively using hormones.
Osteoarthrosis
If the ring finger on the left arm hurts, then this is a direct sign of cartilage wear. In the first stage of the pathology, when the fingers are flexed, a spasm appears, then the finger joint hurts. When you try physical activity, discomfort only increases, moreover, stiffness is most often manifested in the morning. Most often, the disease manifests itself after injuries or reloading of the joint.
Pain can be removed with the help of special gymnastics, and some drugs based on paracetamol.
Vascular diseases
In case of violations in the vessels, the blood flow decreases, respectively, the blood circulation is completely disturbed. This development of the disease can cause:
- Paleness in the limbs;
- Nail thickening;
- Constant numbness.
The main cause of vascular disease are constant exercise.
Panaritium is an acute inflammatory disorder that occurs as a result of infection through minor damage to the upper layers of the epidermis. So, getting into the body, the infection quickly spreads over the dermis, forming puffiness.
Symptoms of felon include:
- Persistent puffiness;
- Redness;
- Burning;
- Suppuration.
With the manifestation of the primary signs, it is necessary as soon as possible to seek help from a therapist to avoid the transition of felon to deeper tissues. The disease is treated both with medicines based on tsiprolet and surgical intervention.
Polycythemia
Polycythemia triggers an increase in the level of platelets, leukocytes and erythrocytes in the blood, for this reason fingers suffer. An obvious symptom of polycythemia, is the constant numbness and soreness of the fingers of the right hand.
Other reasons
The unpleasant sensations in the ring fingers can also be disturbed for such reasons:
- Hypovitaminosis. An acute lack of vitamins, leads to disruption of the cartilage tissue and causes pain in the limbs.
- Bad habits: smoking, alcohol abuse and systematic use of genetically modified foods;
- Circulatory disorders due to cramped accessories;
- Prolonged exposure to cold can cause frostbite.
Treatment of discomfort occurs depending on the type of the disease and the individual characteristics of the organism.
Doctors and diagnostics
Why the finger on a hand hurts, the therapist can reveal. It is he who can determine the cause of the violation and identify its origin, if necessary, he can refer to a specialist to establish an accurate diagnosis and carry out all necessary procedures. These may be the following doctors:
- Rheumatologist – is a narrow specialist in the field of tissues, joints.
- The surgeon can provide prompt assistance after testimony to solve the problem promptly.
- A neurologist provides assistance if the nature of the pathology is caused by neurological disorders.
- Traumatologist will advise and prescribe treatment for a mechanical disorder.
- A hematologist can help if the heart condition is a cardiovascular disorder.
Prevention
To avoid the development of the disease or to prevent it, it will be enough to turn to simple gymnastic exercises, proper nutrition and systematic rest. In addition, do not forget about regular physiotherapy.
Discomfort in the ring finger can be caused by a variety of reasons, to avoid complications, timely, qualified professional help is needed.
Bibliography
When writing the article, the rheumatologist used the following materials:
- Zabolotnykh, Inga Ivanovna Diseases of the joints: hands. for doctors / I.I. Zabolotnykh. – SPb. : SpecLit, 2005 (SUE Type. Science). – 220 s. ISBN 5-299-00293-9
- Evdokimenko, Pavel Valerievich Arthritis [Text]: getting rid of joint pain: [causes, symptoms, diagnosis, treatment methods, medications, physiotherapy, phytotherapy, diet: recommendations of an experienced specialist: 16+] / [P. Evdokimenko]. – 3rd ed., Pererab. – M: Peace and Education, 2015. – 255s. ISBN 978-5-94666-632-9
- Complete reference book of the traumatologist / [
Feedback to the author of the article
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What is Arthritis?
Arthritis, in general terms, is inflammation and swelling of the cartilage and lining of the joints, generally accompanied by an increase in the fluid in the joints. Arthritis has multiple causes; just as a sore throat may have its origin in a variety of diseases, so joint inflammation and arthritis are associated with many different illnesses.
Arthritis and the Feet
Arthritis is a frequent component of complex diseases that may involve more than 100 identifiable disorders. If the feet seem more susceptible to arthritis than other parts of the body, it is because each foot has 33 joints that can be afflicted, and there is no way to avoid the pain of the tremendous weight-bearing load on the feet.
Arthritis is a disabling and occasionally crippling disease; it afflicts almost 40 million Americans. In some forms, it appears to have hereditary tendencies. While the prevalence of arthritis increases with age, all people from infancy to middle age are potential victims. People over 50 are the primary targets.
Arthritic feet can result in loss of mobility and independence, but that may be avoided with early diagnosis and proper medical care.
Some Causes
Besides heredity, arthritic symptoms may arise in a number of ways:
Osteoarthritis is the most common form of arthritis. It is frequently called degenerative joint disease or “wear and tear” arthritis. Although it can be brought on suddenly by an injury, its onset is generally gradual; aging brings on a breakdown in cartilage, and pain gets progressively more severe, although it can be relieved with rest. Dull, throbbing nighttime pain is characteristic, and it may be accompanied by muscle weakness or deterioration. Walking may become erratic.
It is a particular problem for the feet when people are overweight, simply because there are so many joints in each foot. The additional weight contributes to the deterioration of cartilage and the development of bone spurs.
Rheumatoid arthritis (RA) is a major crippling disorder and perhaps the most serious form of arthritis. It is a complex, chronic inflammatory system of diseases, often affecting more than a dozen smaller joints during the course of the disease, frequently in a symmetrical pattern—both ankles, or the index fingers of both hands, for example. It is often accompanied by signs and symptoms—lengthy morning stiffness, fatigue, and weight loss—and it may affect various systems of the body, such as the eyes, lungs, heart, and nervous system. Women are three or four times more likely than men to suffer RA.
RA has a much more acute onset than osteoarthritis. It is characterized by alternating periods of remission, during which symptoms disappear, and exacerbation, marked by the return of inflammation, stiffness, and pain. Serious joint deformity and loss of motion frequently result from acute rheumatoid arthritis. However, the disease system has been known to be active for months, or years, then abate, sometimes permanently.
Gout (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 commonly the affected area, possibly because it is subject to so much pressure in walking; attacks of gouty arthritis are extremely painful, perhaps more so than any other form of arthritis. Men are much more likely to be afflicted than women, an indication that heredity may play a role in the disease. While a rich diet that contains lots of red meat, rich sauces, shellfish, and brandy is popularly associated with gout, there are other protein compounds in foods such as lentils and beans that may play a role. | https://elitefootandanklespecialists.com/arthritis/ |
3 edition of Cases in the acute rheumatism and the gout found in the catalog.
Cases in the acute rheumatism and the gout
Thomas Dawson
Published
1775
by printed for J. Johnson, and P. Elmsly in London
.
Written in English
|The Physical Object|
|Format||Microform|
|Pagination||,132p.|
|Number of Pages||132|
|ID Numbers|
|Open Library||OL19088868M|
Gout, also known as acute gouty arthritis, is a chronic, inflammatory form of arthritis that is increasing in prevalence. It has been reported to affect 3 to 6 million adults in the United States. The first gout attack (also referred to as a “flare”) usually occurs in men between the ages of 40 and 60 years, and in women after the age of rheumatic arthritis. 4 Fifth, aspirin is the most effective treatment for acute rheumatic activity but it is also known to precipitate gout. Aspirin doses up to 1–2 g/day reduce uric acid excretion.5 In our patient, total dose of aspirin was mg daily, which precipitated acute attack of gout probably with an additive effect of loop : Dibbendhu Khanra, Shishir Soni, Ramlal Ola, Bhanu Duggal.
Acute and chronic gout arthritis are increasingly prevalent, but often poorly managed. This review, based largely on the American College of Rheumatology's gout . The Symptoms of Acute Rheumatism. Slight chilliness for two or three days, followed by fever, or fever from the first; pain in one or more joints, most frequently in the knee, ankle, wrist, or shoulder, which increases rapidly and becomes very severe; great tenderness of the affected joints; pain greatly increased by motion; joint swollen; pulse ninety to one hundred a minute, .
Frequency of acute gout during the first months of urate-lowering therapy. Frequency of acute gout during the first months of urate-lowering therapy. Published evidence to support this comes from case reports in three articles [Thompson et al, ; Yu and Gutman, ; Delbarre et al, ] (cited in [Schlesinger and Schumacher, ]). Most. Gout can present in multiple ways, although the most common is a recurrent attack of acute inflammatory arthritis (a red, tender, hot, swollen joint). The metatarsal-phalangeal joint at the base of the big toe is affected most often, accounting for half of cases. Other joints, such as the heels, knees, wrists, and fingers, may also be affected. Joint pain usually begins during the .
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Cases in the acute rheumatism and the gout; with cursory remarks, and the method of treatment. By Thomas Dawson Dawson, Thomas: : BooksAuthor: Thomas Dawson. Cases in the acute rheumatism and the gout; with cursory remarks, and the method of treatment.
By Thomas Dawson, M.D. The third edition, with considerable additions. Paperback – J Author: Thomas Dawson. Cases in the acute rheumatism and the gout book text Full text is available as a scanned copy of the original print version.
Get a printable copy (PDF file) of the complete article (M), or click on a page image below to browse page by page. Observations On The Gout, And Acute Rheumatism: Containing An Account Of A Safe, Speedy, And Effectual Remedy For Those Diseases: Addressed To Arthritic And Rheumatic Invalids [Charles, Wilson] on *FREE* shipping on qualifying offers.
Observations On The Gout, And Acute Rheumatism: Containing An Account Of A Safe, Speedy, And Effectual Author: Wilson Charles. Cases in the acute rheumatism and the gout: with cursory remarks, and the method of treatment.
By Thomas Dawson, M.D. Late Physician to the Middlesex, and the London, Hospital. Author. ACUTE RHEUMATISM AND ACUTE GOUT.
Summary of the Cases of Acute Rheumatism and Acute Gout, treated by the Author in St. Mary's Hosrital, from October,to May, Total number of cases of Acute aind Sub-acute Rheumatism. Cases in the acute rheumatism and the gout: with cursory remarks, and the method of treatment. By Thomas Dawson, M.D.
I thought about the “gout” idea and came to the conclusion that the patient might have an acute gout attack. According to Robin Murphy’s repertory (P.
German edition) there is only one remedy which has gout with stiffness plus swelling of hands: Colchicum. Acute attack untreated attacks usually last two to 21 days depending on cases. There are four clinical stages of gout according to the National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS).
Gout can be mistaken for rheumatoid arthritis because tophi may resemble rheumatoid nodules and rheumatoid factors often become. terms recorded at the time were acute rheumatism, chronic rheumatism, gout, and pseudorheumatism (1,2).
Acute rheumatism The diagnosis of acute rheumatism was re- cordedtimes among Union soldiers (I), and the official records specify that most cases of acute rheumatism were rheumatic fever (1). Sore throats,Cited by: 7. Case Study: Gout 2 Mr.
Grand is a 55 year old insured Caucasian male seen in a family practice clinic. His primary complaint is pain, swelling, and redness in his right great toe. He says he woke up in the night with extremely excruciating pain in his File Size: 61KB.
Gout occurs when the hyperuricemia forms monosodium urate crystals, which precipitate into the synovial fluid and initiate an inflammatory response. Hyperuricemia is clearly a risk factor for the development of gout.
The onset of an acute gout attack is rapid The diagnosis of gout is made by analysis of synovial fluids. Yes, the clients minor accident contributed to the precipitation of an acute gout attack. As stated in the book one of the factors that may precipitate gout attack is INJURY including the following: dehydration, fever, heavy eating, heavy drinking of alcohol, and recent surgery, obesity, weight gain, high blood pressure, abnormal kidney.
Gout is a familial metabolic disease associated with high blood levels of uric acid (hyperuricemia). The disease is characterized by attacks of arthritis and urinary calculi, which are caused by deposits of sodium urate crystals in joints, cartilage and the kidneys.
Demographics: The prevalence of asymptomatic hyperuricemia in adult Americans is 5% to 8%.The prevalence of gout is estimated to be 13 cases per 1, men and cases per 1, women in North America.
The risk of developing gout increases with higher uric acid levels: The annual incidence in relation to serum uric acid concentration is % for those with a serum. The American Rheumatism Association sub- committee on classification criteria for gout analyzed data from more than patients with gout, pseudogout, rheu- matoid arthritis, or septic arthritis.
Criteria for classify- ing a patient as having gout were a) the presence of characteristic urate crystals in the joint fluid, and/or b) a.
Gout is a common form of inflammatory arthritis that is very painful. It usually affects one joint at a time (often the big toe joint). There are times when symptoms get worse, known as flares, and times when there are no symptoms, known as remission.
Repeated bouts of gout can lead to gouty arthritis, a worsening form of arthritis. Diagnosis is the proper classification of an individual patient.
Efforts to develop clinical criteria for the classification of gout, which are often used to diagnose individual patients, continue, as the article by Prowse, et al shows in this issue of The Journal 1. A proper approach to gout diagnosis implies that, if possible, (1) all patients presenting with the disease have to.
Unlike other rheumatic diseases, the etiology of gout is well charac- cal gout. Acute gout most often presents as attacks of pain, erythema, and swelling of one or a few joints in the Cited by: Get this book in print.
AbeBooks; A Treatise on Gout and Rheumatic Gout (Rheumatoid Arthritis.) 24 hours action acute gout afterwards albumen albuminuria alkaline ammonia amount of uric ankles appearance articular articulations attack of gout become blood bones carbonate carbonic acid cartilage cause chalk chalk-stones chronic gout.
Gout is a form of acute arthritis that causes severe pain and swelling in the joints. It most commonly affects the big toe, but may also affect the heel, ankle, hand, wrist, or elbow, rarely affects the spine.
Gout usually comes on suddenly, goes away after 5 .major contributor to gout, in 85% to 90% of people it develops because of underexcretion (excretion mg/d) accounts for only 10% to 15% of hyperuricemia cases (Table 1).
The common precipitants of an acute attack of gout such as strenuous exercise, cold, alcoholismFile Size: KB. Rheumatoid arthritis (RA) and gout can be confused with each another when gout causes nodules to form in the hands or feet as they can in RA.
People can have both RA and gout, although the causes Author: Rachel Nall, MSN, CRNA. | https://sipiloredecexa.senhoras.site/cases-in-the-acute-rheumatism-and-the-gout-book-59uf.php |
• Gout is diagnosed clinically by symptoms rather than laboratory tests of uric acid.
• In fact, asymptomatic hyperuricemia discovered incidentally generally requires no therapy because many individuals with hyperuricemia will never experience an attack of gout.
• These patients should still be encouraged to implement lifestyle measures to reduce serum urate concentrations.
Clinical Presentation
ACUTE GOUTY ARTHRITIS
• A classic acute attack of gouty arthritis is characterized by rapid and localized onset of excruciating pain, swelling, and inflammation.
• The attack is typically monarticular at first, most often affecting the first metatarsophalangeal joint (great toe) and then, in order of frequency, the insteps, ankles, heels, knees, wrists, fingers, and elbows.
• In one half of initial attacks, the first metatarsophalangeal joint is affected, a condition commonly referred to as podagra.
Clinical Manifestations of Gout
• Up to 90% of patients with gout will experience podagra at some point in the course of their disease.
• Atypical presentations of gout also occur. For elderly patients, gout can present as a chronic polyarticular arthritis that can be confused with rheumatoid arthritis or osteoarthritis.
• Additionally, theonset of gout may be less dramatic than the typical acute attack and have fewer clinical findings.
• Multiple small joints in the hands may be involved, especially in elderly women.
• The predilection of acute gout for peripheral joints of the lower extremity is probably related to the low temperature of these joints combined with high intraarticular urate concentration.
• Synovial effusions are likely to occur transiently in weight-bearing joints during the course of a day with routine activity.
• At night, water is reabsorbed from the joint space, leaving behind a supersaturated solution of monosodium urate, which can precipitate attacks of acute arthritis.
• Attacks generally begin at night with the patient awakened from sleep by excruciating pain.
• The development of crystal-induced inflammation involves a number of chemical mediators causing vasodilation, increased vascular permeability, complement activation, and chemotactic activity for polymorphonuclear leukocytes.
• Phagocytosis of urate crystals by the leukocytes results in rapid lysis of cells and a discharge of lysosomal and proteolytic enzymes into the cytoplasm.
• The ensuing inflammatory reaction is associated with intense joint pain, erythema, warmth, and swelling. Fever is common, as is leukocytosis.
• Untreated attacks may last from 3 to 14 days before spontaneous recovery.
• Although acute attacks of gouty arthritis may occur without apparent provocation, a number of conditions may precipitate an attack.
• These include stress, trauma, alcohol ingestion, infection,surgery, rapid lowering of serum uric acid by ingestion of uric acid-lowering agents.
• Other crystal-induced arthropathies that may resemble gout on Clinical Presentationare caused by calcium pyrophosphate dihydrate crystals(pseudogout) and calcium hydroxyapatite crystals, which are associated with calcific periarthritis, tendinitis, and arthritis.
• Acute flares of gouty arthritis may occur infrequently, but over time the interval between attacks may shorten if appropriate measures to correct hyperuricemia are not undertaken.
• Later in the disease, tophaceous deposits of monosodium urate crystals in the skin or subcutaneous tissues may be found.
• These tophi can be anywhere but are often found on the hands, wrists, elbows, or knees.
• It is estimated to take 10 or more years for tophi to develop.
Diagnostic Evaluation of Gout
• A definitive diagnosis of gout requires aspiration of synovial fluid from the affected joint and identification of intracellular crystals of monosodium urate monohydrate in synovial fluid leukocytes.
• Identification of monosodium urate crystals is highly dependent on the experience of the observer.
• Crystals are needle shaped, and when examined under polarizing light microscopy, they are strongly negatively birefringent.
• Crystals can be observed in synovial fluid during asymptomatic periods.
• If an affected joint is tapped, the resulting synovial fluid may have white cells and appear purulent. Such findings should always raise the question of infection.
• If any clinical features of infection are present, such as high fever, elevated white blood cell count, multiple joints affected, or an identified source of infection, proper diagnosis and treatment are critical.
• Patients with gout can have septic arthritis. Diabetes, alcohol abuse, and advanced age increase the likelihood of septic arthritis.
• In lieu of obtaining a synovial fluid sample from an affected joint to inspect for urate crystals, the clinical triad of inflammatory monoarthritis, elevated serum uric acid level, and response to colchicine can be used to diagnose gout.
• This approach has limitations, including a failure to recognize atypical gout presentations and the fact that serum uric acid levels can be normal or even low during an acute gout attack.
• In addition, use of colchicine as a diagnostic tool for gout is limited by lack of sensitivity and specificity for the disease.
• Other conditions such as psoriatic arthritis, sarcoidosis, and Mediterranean fever can respond to colchicine therapy.
• For patients with long-standing gout, radiographs may show punched-out marginal erosions and secondary osteoarthritic changes; however, in an acute first attack radiographs will be unremarkable.
• The presence of chondrocalcinosis on radiographs may indicate pseudogout.
• Some studies have recently examined the use of magnetic resonance imaging and computed tomography to obtain images for patients with gout; however, this is not currently considered part of normal practice.
URIC ACID NEPHROLITHIASIS
• Clinicians should be suspicious of hyperuricemic states for patients who present with kidney stones, as nephrolithiasis occurs in 10% to 25% of patients with gout.
• The frequency of urolithiasis depends on serum uric acid concentrations, acidity of the urine, and urinary uric acid concentration.
• Typically, patients with uric acid nephrolithiasis have a urinary pH of less than 6.0.
• Uric acid has a negative logarithm of the acid ionization constant of 5.5.
• Therefore, when the urine is acidic, uric acid exists primarily in the unionized, less soluble form.
• At a urine pH of 5.0, urine is saturated at a uric acid level of 15 mg/ dL (0.89 mmol/L).
• When the urine pH is 7.0, the solubility of uric acid in urine is increased to 200 mg/dL (11.9 mmol/L).
• For patients with uric acid nephrolithiasis, urinary pH typically is less than 6.0 and frequently less than 5.5.
• When acidic urine is saturated with uric acid, spontaneous precipitation of stones may occur.
• Other factors that predispose individuals to uric acid nephrolithiasis include excessive urinary excretion of uric acid and highly concentrated urine.
• The risk of renal calculi approaches 50% in individuals whose renal excretion of uric acid exceeds 1,100 mg/ day (6.5 mmol/day).
• In addition to pure uric acid stones, hyperuricosuric individuals are at increased risk for mixed uric acid–calcium oxalate stones and pure calcium oxalate stones.
• Uric acid stones are usually small, round, and radiolucent.
• Uric acid stones containing calcium are radiopaque.
GOUTY NEPHROPATHY
• There are two types of gouty nephropathy: acute uric acid nephropathy and chronic urate nephropathy.
• In acute uric acid nephropathy, acute renal failure occurs as a result of blockage of urine flow secondary to massive precipitation of uric acid crystals in the collecting ducts and ureters.
• This syndrome is a well-recognized complication for patients with myeloproliferative or lymphoproliferative disorders and is a result of massive malignant cell turnover, particularly after initiation of chemotherapy.
• Chronic urate nephropathy is caused by the long-term deposition of urate crystals in the renal parenchyma.
• Microtophi may form, with a surrounding giant-cell inflammatory reaction.
• A decrease in the kidneys’ ability to concentrate urine and the presence of proteinuria may be the earliest pathophysiologic disturbances.
• Hypertension and nephrosclerosis are common associated findings.
• Although renal failure occurs in a higher percentage of gouty patients than expected, it is not clear if hyperuricemia per se has a harmful effect on the kidneys.
• The chronic renal impairment seen in individuals with gout may result largely from the coexistence of hypertension, diabetes mellitus, and atherosclerosis.
TOPHACEOUS GOUT
• Tophi (urate deposits) are uncommon in the general population of gouty subjects and are a late complication of hyperuricemia.
• The most common sites of tophaceous deposits for patients with recurrent acute gouty arthritis are the base of the great toe, helix of the ear, olecranon bursae, Achilles tendon, knees, wrists, and hands
• Eventually, even the hips, shoulders, and spine may be affected.
• In addition to causing obvious deformities, tophi may damage surrounding soft tissue, cause joint destruction and pain, and even lead to nerve compression syndromes including carpal tunnel syndrome. | https://www.pharmanotes.org/2021/09/acute-chronic-gout.html |
• It is primarily a disorder of articular cartilage and subchondral bone, with secondary inflammation of the synovial membrane.
• The process starts in loaded articular cartilage, later it thins and clefts (fibrillation) and then breaks away during joint activity leading to sclerosis of underlying bone, subcondylar cysts and osteophyte formation. It is essentially a response of the joint to chronic microtrauma or pressure.
• The microtrauma could be due to continuous abrasion of the articular surfaces as in natural wear associated with age or as a result of increased loading forces possibly related to chronic para functional activity.
• However, the fibrous tissue covering is preserved due to remodelling and the recovery process in osteoarthrosis and osteoarthritis.
• Degenerative joint disease can be either primary or secondary even though they may present similar histopathologic pattern.
• Primary degenerative joint disease is usually of unknown origin, but sometimes genetic factors play an important role.
• Trauma, congenital dysplasia or metabolic disease may be the cause for secondary degenerative disease.
Clinical manifestations
• It is most commonly seen in people above the age of 50 years.
• Patients will have unilateral pain directly over the affected condyle, limitation of mandibular opening, crepitus and a feeling of stiffness after a period of inactivity.
• Tenderness and crepitus on intra-auricular and pre-tragus palpation with deviation of the mandible to the painful side is detected on examination.
• It is detected accidentally on radiographic examination and may not be responsible for facial pain symptoms or TMJ dysfunction.
• When the defects are confined to articular soft tissue, the symptoms may not be diagnosed by conventional radiography. MRI helps to detect soft tissue changes better.
• Radiographic findings may include narrowing of the joint space, irregular joint space, flattening of the articular surfaces, osteophytic formation, anterior lipping of the condyle and the presence of Ely’s cysts.
• These can be seen best on tomograms or CT scans and MRI images.
Treatment
• Conservative treatment is a treatment of choice and should be considered for 6 months to 1 year before considering surgery, unless severe pain or dysfunction persists after an adequate trial of nonsurgical therapy.
• Conservative therapy involves nonsteroidal anti-inflammatory medications, heat application, soft diet, rest and occlusal splints that allow free movement of the mandible.
• When TMJ pain or significant loss of function persists and when distinct radiographic evidence of degenerative joint changes exists, surgery is indicated.
• An arthroplasty, which limits surgery to the removal of osteophytes and erosive areas, is commonly performed. patients with advanced degenerative changes of the TMJ are treated with artificial TMJs.
Rheumatoid arthritis
• The disease process starts as a vasculitis of the synovial membrane progressing to chronic inflammation marked by an intense round cell infiltrate and subsequent formation of granulation tissue.
• The cellular infiltrate spreads from the articular surfaces eventually to cause an erosion of the underlying bone.
Clinical manifestations
• The rheumatoid arthritis (RA) usually involves the TMJ bilaterally.
• The most common symptoms are mandibular opening and joint pain. Pain may be due to the early acute phases of the disease. Other symptoms include morning stiffness, joint sounds and tenderness and swelling over the joint area.
• The symptoms are usually transient in nature only in some cases there will be disability.
• Common findings are pain on palpation of the joints and limitation of opening. Crepitus also may be evident.
• Micrognathia and an anterior open bite are commonly seen in patients with juvenile RA.
• Radiographic changes in the TMJ associated with RA may include a narrow joint space, destructive lesions of the condyle and limited condylar movement.
• There is little evidence of marginal proliferation or other reparative activity in RA in contrast to the radiographic changes often observed in degenerative joint disease.
• High-resolution CT of TMJ in a RA patients will show erosions of the condyle and glenoid fossae that cannot be seen by conventional radiography.
Treatment
• It is treated by anti-inflammatory drugs.
• The patient should be placed on a soft diet during acute exacerbation of the disease process, but intermaxillary fixation is to be avoided because of the risk of fibrous ankylosis.
• Use of a flat plane occlusal appliance may be helpful, particularly if parafunctional habits are exacerbating the symptoms.
• An exercise programme should be started after the acute symptoms subside to help in the mandibular movements.
• When patients have severe symptoms, the use of intra-articular steroids should be considered. Prostheses appear to decrease symptoms in fully or partially edentulous patients.
• Surgical treatment of the joints including placement of prosthetic joints, is indicated in patients who have severe functional impairment or intractable pain not successfully managed by other means.
Psoriatic arthritis
• Psoriatic arthritis (PA) is an erosive polyarthritis occurring in patients with a negative rheumatoid factor who have psoriatic skin lesions.
• The skin lesions starts few years before the joint lesions.
• The cutaneous and joint manifestations of the disease may be traced to the same immunologic abnormality.
Clinical manifestations
• The signs and symptoms are likely to be unilateral and they are more likely that of RA.
• Limitation of mandibular movement, deviation to the side of the pain and tenderness directly over the joint may be observed on examination.
• Erosion of the condyle and glenoid fossae rather than proliferation is detected radiographically.
• Coronal CT is particularly useful in showing TMJ changes of PA.
Treatment
• The management of PA emphasis on physical therapy and NSAIDS that control both pain and inflammation in many cases.
• For patients who do not respond to conservative treatment immunosuppressive drugs, particularly methotrexate, are used for patients with severe disease.
• Only when there is intractable TMJ pain or disabling limitation of mandibular movement is surgery indicated.
• Arthroplasty or condylectomy with placement of costochondral grafts has been performed successfully.
• Surgery may be complicated by psoriasis forming in the surgical scar (Koebner effect).
Septic arthritis
• Septic arthritis of the TMJ occurs in patients with previously existing joint disease such as RA.
• Septic arthritis is also seen patients receiving immunosuppressive drugs or long-term corticosteroids.
• The infection of the TMJ may result from blood-borne bacterial infection or through infection from adjacent sites such as the middle ear, maxillary molars and parotid gland.
• Gonococci are the primary blood borne agents causing septic arthritis in a previously normal TMJ.
Clinical symptoms
• Symptoms include trismus, deviation of the mandible to the affected side, severe pain on movement and an inability to occlude the teeth, owing to the presence of inflammation in the joint space.
• Examination reveals redness and swelling in the region of the involved joint.
• Septic arthritis can be differentiated from more common types of TMJ disorders by large tender cervical lymph nodes on the side of the infection.
• Diagnosis is made by detection of bacteria on grams stain and culture of aspirated joint fluid.
• Serious sequelae include osteomyelitis of the temporal bone, brain abscess and ankylosis.
• Facial asymmetry may accompany septic arthritis of the TMJ, especially in children. The primary sources of these infections were the middle ear, teeth and the hematologic spread of gonorrhoea.
• Evaluation of patients with suspected septic arthritis must include a review of signs and symptoms of gonorrhoea, such as purulent urethral discharge or dysuria.
Treatment
Gout and pseudogout
• Gouty arthritis is caused by long-term elevated serum urate levels, which results in the deposition of crystals in a joint, triggering an acute inflammatory response.
• Acute pain in a single joint, i.e., monoarticular arthritis is the characteristic clinical manifestation of gouty arthritis.
• Gouty arthritis appears to be very rare, an attack of gouty arthritis is most accurately diagnosed by examination of aspirated synovial fluid from the involved joint by polarized light microscopy.
• The detection of monosodium urate crystals confirms the diagnosis of gout.
• An acute attack of gout can be treated with colchicine, NSAIDS or the intra-articular injection of corticosteroids.
• The deposition of other crystals, such as calcium pyrophosphate dihydrate (CPPD) or calcium hydroxyapatite, may cause a syndrome that resembles gout and that has been referred to as pseudogout.
• This disorder most frequently effects elderly individuals, with the involvement of the TMJ.
• Colchicine or arthrocentesis is used for successful treatment of pseudogout of TMJ.
Q. 2. Describe in detail MPDS.
Or
Write clinical features and management of MPDS.
Or
Management of MPDS.
Ans.
• When muscle spasm develops in one or more masticatory muscles, dysfunction as well as pain occurs and the condition usually is designated as MPDS.
• The muscles of mastication, the tongue muscles and the strap muscle of the neck function as a unit and that dysfunction in one group of muscles is frequently associated with altered tonus and symptoms of ‘tension’ in the other related groups.
Aetiology
Occlusal status
• Periodontal point of view: It is a self-protecting and modifications occur in the pathway of closure to avoid and potentially damaging or painful contacts.
• Tooth muscle theory: In coordination and spasm of some muscles of mastication is caused due to occlusal interferences and altered proprioceptive feedback.
• Prosthetic reasons: Decreased vertical dimension due to over closure due to bilateral loss of molar teeth or increased VD in partial and complete dentures lead to TMJ dysfunction.
• Orthodontic conditions: Malocclusion, discrepancies in occlusion or MPDS can lead to TMJ dysfunction.
Psycho-physiologic theory
Spasm due to over extension of muscles due to following reasons:
Pathogenesis
Joint status
Cardinal signs and symptoms outlined by laskin
Positive characteristics emphasized by laskin
Negative characteristics emphasized by laskin
Signs
Symptoms
• Restricted mandibular excursion.
• Mandibular movements are with noise on rubbing, grinding, clicking and with popping snapping sounds.
• Soreness of muscles (myofacial trigger zones).
• Parafunctional habits, e.g., Bruxism.
Treatment of MPDS
• Treatment of MPDS should include the treatment of emotional as well as physical components of the disorder.
• In acute stages, conservative noninvasive treatment is usually successful in alleviating the pain and dysfunction.
• Treatment of MPDS should begin with strong doctor–patient relationship by showing concern and empathy when reviewing the history of patient problems.
• Patient should be told that they are not suffering from more serious, life threatening disorder like malignancy.
Conservative treatment and recommendations
Conservative treatment and recommendations at the initial visit should include the following:
• Limitation of parafunctional habits: Patient should attempt to limit parafunctional habits by becoming more aware of clenching and grinding of the teeth during the day.
• Hot moist packs: Warm to hot, moist compresses should be applied over the involved muscles for 15–20 minutes three times a day.
• Soft diet: A relatively soft diet should be advised and limit wide opening of mouth while eating.
• Pharmacotherapy or drugs to be prescribed: Aspirin or NSAID should be recommended for analgesic and anti-inflammatory actions.
• Breaking up stress–pain–stress cycle with LA injections without epinephrine: Injecting the trigger points of muscles that are in spasm with a local anaesthetic not containing epinephrine is often beneficial in breaking up the spasm and in disrupting the stress pain stress cycle.
• Ethylchloride spray on the skin: The skin over lying the affected muscles can be sprayed with ethylchloride or fluoromethane or ultrasound can be used in an attempt to relieve muscle spasms. The effectiveness of local anaesthetic injections ethylchloride refrigerant spray, and ultrasound in allowing patients to open wide without pain may be noted immediately following treatment.
• Jaw exercises: Isometric exercises are often beneficial, for example, placing the tip of the tongue in the back of the palate and then opening and closing may help in retraining spastic muscles.
• Diazepam: Diazepam 2 mg/3 times daily and 5 mg at bed time during a 2-week trial period is commonly advocated for its anxiety reducing and muscle relaxing properties.
Occlusal splints
• They should be fabricated if pain and dysfunction persist without improvement following the treatment and recommendations of the initial visit.
• Splints most often used are:
• Benefits derived from occlusal splints have most commonly attributed to greater freedom in mandibular movement and to an increase in muscle balance.
Biofeedback
• It is helpful when the primary reason for the failure in initial treatment appears to be the inability to control stress and anxiety.
• Biofeedback is a valuable therapeutic aid that permits patients to treat themselves while decreasing their dependence on therapists as it provides them with information concerning bodily functions that are usually not discernible or controllable.
Nerve stimulation
• Transcutaneous electrical nerve stimulation (TENS) treatment appears to be more effective in alleviating chronic pain than acute pain.
• The mode of action of TENS in reducing pain is uncertain but it is attributed to neurologic, physiologic, pharmacologic and psychologic effects.
• The pharmacologic action of TENS may involve the stimulated release of endorphins, which are endogenous morphine like substances.
Other treatments
• Used in treatment of chronic MPDS here brief intense stimulation is applied designated points using needles with or without electrical current.
• The release of endorphins may be involved in the pain relief as with acupuncture.
Treatment of MPDS is summarized below
|Treatment Component||Description|
|Education||The diagnosis and treatment should be explained to the patient
|
Encourage the patient to take self-care with reassurance about the good prognosis
|Self-care||Educate the patient towards elimination of oral habits (e.g., tooth clenching, chewing gum)|
|Physical therapy||Education regarding biomechanics of jaw, neck and head posture
|
Passive modalities and posture therapy with general stretching and exercise is advised
|Intraoral appliance therapy||Cover all the teeth in the arch with appliance placed on them
|
Simultaneous contact against opposing teeth should be achieved
Adjust to comfortable position avoiding continuous use
|Pharmacotherapy||NSAIDs, acetaminophen, muscle relaxants, antianxiety agents, tricyclic antidepressants and clonazepam|
|Behavioural/relaxation techniques||Relaxation therapy such as hypnosis is preferred|
Q. 3. What conditions may produce trismus?
Or
Enumerate the causes of trismus. Discuss in detail.
Ans. The word trismus is derived from the Greek word ‘trismus’ meaning gnashing and is defined as a prolonged, tetanic spasm of the jaw muscles by which normal opening of the mouth is restricted (locked jaw).
Aetiology
• Trismus-pseudocamptodactyly syndrome
• Fibrodysplasia ossificans progressiva
• Fractures of mandible, zygomatic or temporal bones
• Haematomas in the joint or muscle of mastication
• Injury due to local anaesthetic injection
• Anterior dislocated meniscus
• Mesenchymal tumours of the TMJ and surrounding structures (e.g., osteochondroma)
• Tumours of the oropharynx (Trotter syndrome)
• Metastatic disease of the mandible and infratemporal fossa
• Osteomyelitis of the mandible and temporal bone
• Abscesses of the submasseteric, lateral pharyngeal, pterygomandibular, submandibular and temporal spaces
• Tonsillitis and peritonsillar abscess
• TMJ ankylosis (fibrous and bony)
• Myofascial pain dysfunction (MPDS)
Clinical examination
Treatment
• Treatment of underlying cause
Q. 4. Describe in detail TMJ ankylosis.
Ans.
• TMJ ankylosis is an intra-articular condition where there is a fusion between the bony surfaces of the joint, the condyle and the glenoid fossa. The term ‘ankylosis’ is derived from the Greek word that means stiffening of a joint as a result of a disease process.
• Ankylosis of the mandible with immobility of the joint may be of an osseous, fibro-osseous or cartilaginous variety.
• Ankylosis must be distinguished from its counterpart pseudoankylosis.
• In pseudoankylosis, hypomobility of the joint occurs due to coronoid hyperplasia or due to fibrous adhesions between the coronoid and tuberosity of the maxilla or zygoma as in ‘V-shaped’ fracture of the zygomatic arch impinging on coronoid leading to fibrous or bony union are also examples of pseudoankylosis.
• In pseudoankylosis, even though jaw movement is restricted as in bony ankylosis, the pathology is extra-articular in these cases.
Aetiopathology
I. Tauma
• Most cases of ankylosis result from condylar injuries sustained before 10 years of age.
• A unique pattern of condylar fractures is seen in children. Condylar cortical bone in children is thin with a broad condylar neck and rich subarticular interconnecting vascular plexus. An intracapsular fracture leads to combination and haemarthrosis of the condylar head. This sort of intracapsular burst fracture is called ‘ mushroom fracture’.
• It results in the organization of a fibro-osseous mass in a highly osteogenic environment. Moreover, immobility leads to ossification and consolidation of the mass, resulting in ankylosis.
• Ankylosis may also occur in trauma sustained during forceps delivery.
Laskin (1978) had outlined various factors that may be implicated in the aetiology of ankylosis following trauma, they are as follows:
• Younger patients have significantly higher osteogenic potential and rapidity of repair. Moreover, the articular capsule is not as well developed in younger patients, thus permitting easier condylar displacement out of the fossa and thereby damage to the disc ultimately, there is a greater tendency for prolonged self-imposed immobilization of the mandible posttraumatically in children.
• The condyle in children has a thinner cortex along with a thick neck, which predisposes them to a higher proportion of intracapsular comminuted fractures. In contrast, adults have a thinner condylar neck which usually fractures at the neck, thus sparing the head of the condyle within the capsule.
• The direct contact between a comminuted condyle and the glenoid fossa either from a displaced or torn meniscus is the key factor in the development of ankylosis.
II. Local infections
III. Systemic conditions
• In systemic conditions like tuberculosis, meningitis, pharyngitis, tonsillitis, rubella, varicella, scarlet fever, gonococcal arthritis, ankylosing spondylitis, the route of spread of infection is haematogenous.
• The local and systemic infections may pass along as septic arthritis, which may not always cause ankylosis. Staphylococcus species, Streptococcus species, Haemophilus influenzae, Neisseria gonorrhoea are the most likely causes of septic arthritis. The infection may take either the haematogenous, contiguous, or by direct inoculation. The synovium with its high vascularity and lack of a limiting basement membrane is vulnerable to infection. | https://pocketdentistry.com/8-disorders-of-tmj-and-mpds/ |
Background/Purpose: Hyperuricemia and untreated gout appears to be independent prognostic markers for poor all-cause and coronary heart disease mortality in patients with recent acute myocardial infarction. Moreover, gout attacks among patients with acute myocardial infarction are linked with short-term and long-term adverse non-fatal cardiac events. Similarly, serum uric acid levels correlate with morbidity and mortality of patients with congestive heart failure. However, the factors associated with gouty arthritis in patients presenting with acute cardiovascular events are not well known. Thus, we sought to study the demographic and clinical factors in patients with acute coronary syndromes and congestive heart failure who developed acute gout during hospitalization.
Methods: In-patient rheumatology consults of patients admitted to a cardiovascular hospital with either acute coronary syndromes (angina pectoris or myocardial infarction) or congestive heart failure between January 2006 and May 2015 were evaluated. Data on demographic parameters, type of medical insurance, primary diagnosis on admission, comorbidities, and pharmacologic treatment were compared between patients who developed acute gouty arthritis during hospitalization versus those who did not, using Chi-square test, Fisher’s Exact test and Student’s T test, as appropriate. Shapiro-Wilk test was used to assess normal distribution.
Results: A total of 189 patients admitted with acute cardiac events were consulted to the rheumatology service. Of those patients, 83 (43.9%) had acute gouty arthritis during the hospitalization. The mean (SD) age was similar between patients with and without acute gout [57.4 (15.0) vs. 58.7 (15.3) years, p=0.561]. Most patients with acute gout were men (92.8% vs. 33.0%, p < 0.001). Patients with acute gout were more likely to have chronic kidney disease (30.1% vs. 11.3%, p=0.001) and less likely to have systemic lupus erythematosus (0.0% vs. 14.2%, p < 0.001), rheumatoid arthritis (0.0% vs13.2%, p < 0.001), hypothyroidism (4.8% vs. 15.1%, p=0.023), and exposure to antiplatelet therapy (8.4 % vs. 27.4%, p=0.001) than those without acute gout. As expected, patients with acute gout had a previous history of gout (53.0% vs. 5.7%, p < 0.001) and were more commonly taking allopurinol (15.7% vs. 3.8%, p=0.005) and colchicine (19.3 % vs.1.9%, p < 0.001) at the moment of admission than those who did not present acute gout. However, of those with previous history of gout, only 30% were taking allopurinol at the moment of admission. No statistical differences (p > 0.05) were found for type of health insurance, arterial hypertension, diabetes mellitus, dyslipidemia, and exposure to diuretics and angiotensin receptor blockers.
Conclusion: Male gender, chronic kidney disease, and previous history of gout were associated with acute gout attack in this group of patients admitted with acute coronary syndromes and congestive heart failure. The awareness of these factors may help to recognize and manage patients promptly and prevent further complications in this population.
To cite this abstract in AMA style:Montes-Rivera G, Gamarra-Hilburn CF, González-Sepúlveda L, Vilá LM. Factors Associated with Acute Gouty Arthritis in Patients Hospitalized with Acute Coronary Syndromes and Congestive Heart Failure [abstract]. Arthritis Rheumatol. 2017; 69 (suppl 10). https://acrabstracts.org/abstract/factors-associated-with-acute-gouty-arthritis-in-patients-hospitalized-with-acute-coronary-syndromes-and-congestive-heart-failure/. Accessed January 27, 2023. | https://acrabstracts.org/abstract/factors-associated-with-acute-gouty-arthritis-in-patients-hospitalized-with-acute-coronary-syndromes-and-congestive-heart-failure/ |
Its a general term used to describe pain swelling of joint and its surrounding tissue.
When one joint is involved its called Monoarthritis and when more than one joints are involved its called Polyarthritis
Different types of arthritis have different causative factors like
- Mechanical
- Immunological
- Metabolical
- Spetic
- Genetics
- Lifestyle and Evironmental factors
Though each factor has contribution in certain degree in every type of arthritis; Still it can broadly be classified into 4 major category based on the predominant factor responsible for their Pathophysiolohy/Pathogenesis :
- Mechanically mediated type
- Immunological mediated type
- Metabolical mediated type
- Spetic
With Genetics Lifestyle and Environment as Contributory factors in each type.
Further various major subtypes are described in detail in following link:
1)OSTEOARTHRITIS
2)RHEUMATOID ARTHRITIS
3)GOUT
4)ANKYLOSINS SPONDYLOSIS
HOMOEOPATHIC MEDICINES and MANAGEMENT OF ARTHRITIS
Homoeopathic Arthritis Management depends on individualisation of the patient based on present symptoms, past history, family history and constitution of the patient.
In arthritis cases it is necessary to take into account the following points (with constant search for underlying miasm and constitution type):
- When it started, that is since how long its been there.
- How was the onset when it appeared first time.
- Wether the complaints had incidious progression or it was sudden.
- Which joint is involved, wether its single joint or multiple, wether its bilateral and symetrical or diagonal.
- Particulars like which part was affected first, which side it started first and how much time it took for progression to other side or other joints, sequence in which joints were involved.
- How and when it gets triggered, aggravation pattern morning stiffness , aggravation on rest/ motion, relation to climate winter/monsoon/summer, relation to heat and cold, aggravation to any particular type of food.
- Wether its constant or intermittant.
- The joint is warmer than rest of the body or not.
- Wether there is swelling around the joint or not.
- Nodes or nodosities on or around any joints. or any other signs of disfigurement.
- Movement or other disability in joint.
- Patient has fever or not or h/o fever before or during the episode of joint pain started.
- Presence of any concomittants or accompanying symptoms and wether those symptoms are of Psychotic, Syphilitic or Psoric nature.
- Wether he has any other systemic complaint especially any other autoimmune or metabolic disorder.
- History of injury, surgery especially affecting neurons or musculoskeletal structure.
- Nature of work the patient does , postural habits, structural anomalies disfigurements.
- Diet sleep and exercise routine water intake should also be noted carefully.
- It is important to note family history of patient wether first degree relative had any autoimmune or metabolic disorder.
- Wether patient was or is under any long term medication.
A careful history of all communicable ailments should be recorded in sequence as they had been contracted by patient, as it helps us evaluate when and how was the vital force deranged in past and wether the present condition is manifestation of some past ailment, that is any deep seated miasm, also it helps to establish wether its some inherited genetic condition or its acquired condition also it helps differentiate between
- Vector borne conditions like post viral arthralgia/arthritis and Group A streptococcal borne post pharyngitis systemic autoimmune condition AND
- Other Systemic autoimmune conditions like Rheumatoid Arthritis SLE psoriatic arthritis.
These basic question will lead you towards a broader vision in the case and will let you reach upto some conclusion that under what category of arthritis it should be classified and will lead you towards some understanding of miasm and constitution.
As I have mentioned in my other arthritis articles that basically I divide all types of arthritis into four major categories based on their pathogenesis.
- Mechanical
- Immunological
- Metabolic
- Septic
After being diagnosed and classified the disease condition from one of the above group we can go further on how to manage each type of case.
Immunologically mediated
Once established that its an immune mediated arthritis its necessary to rule out any damage to other organs like heart, liver, kidney, pancreas, eyes etc, as in most cases autoimmune arthritis is found to involve other system and organs or it is a part of broader systemic autoimmune condition and it is all the more necessary to find out miasmatic background, constitution and individualising symptoms, as such types of arthritis are deep seated having its own sets of aggravating and ammeliorating factors, furthermore its also observed that mental stress and emotional fluctuations have much impact on intensity and frequency of aggravations in almost all types of immunologically mediated arthritis, so its of utmost importance to take proper account of patient’s mental emotional past and present including likes and dislikes aversion and cravings, which helps us to individualise the case.
Once the we have derived constitution , miasmatic background and individuslised the case then comes medicine selection process,
I strongly recomend to go by constitution of patient in immunologically mediated arthritis rather than going theraputic remedy selection.
and it should be kept in mind that the selection procedure of medicine should correspond to degree of mental PQRS , degree of systemic PQRS and degree of musculo-skelatal symptoms of the person in disease should match the degree of pathogenic action on various sphere of the specific medicine.
Though during acute exacerbations of disease it becomes necessary many a times to administer short acting acute medicines theraputically where the new symptoms desnt fall into sphere of the constitutional medicine thats been administered.
Many a times only a single dose of similimum medicine selected may suffice to cure the case but all patients are not the same each has a different constitution and miasmatic background and severity of ailment and other external inimical factors, so in many cases it may take series of medicines one by one as per case demands during progression of treatment before the case is cured. It all depends upon how well the physician is able to find out the similimum and type of case and its requirement.
Mechanical
Under mechanical type of arthritis falls osteoarthritis and other types of arthritis caused due to mechanical injuries in such types the case is usually tale tale and shows basic picture of mechanical wear n tear which might be due to poor constitution inherited or might be acquired later on due to external inimical reasons.
In such cases it is necessary to consider that basically the constitution is lacking the capability to repair regenerate and maintain proper quality of joint cartilage and underlying bone and has tendency towards chronic sub-acute inflamation. in such cases it is important to take complete history of patient and family with details of gestational period and individulisation based on Peculiars should be derived forindividualised remedy selection for complete annihilation of condition; if not done so the patient might find relief for time being but the symptoms might keep relapsing with time again and again.
In many cases the repair and regeneration mechanisms are sufficient but mechanical wear and tear are in greater proportion and on regular basis so damage tends to accumulate, in such cases there is not much need to go deep into deriving constitution and treatment approach should aim towards elimination of maintaining cause that is excessive mechanical wear and tear and suppliment with nutritious diet and rest to affected part and symptomatic homoeopathic medicines based on theraputics will also work well.
Metabolic
Again this type of arthritis is a deep seated genetic in nature and they might accompany other metabolic syndromes and requires a careful case taking to get a broader picture of the person in disease, all aother systems and organs should be evaluated to understand sphere of disease pathology its extent and severity so it helps us to select the most similimum homoeopathic remedy.
The approach in such cases again remains constitutional , miasmatic and remedy should be selected only after proper individualisation of case and repertorisation.
Septic
In septic arthritis pt needs to be administered short acting acute remedies theraputically with support of deep acting constitutional remedy which can be administered intermittently or after the acute symptoms are ammeliorated to rearrange the deranged vital force.
Commonly Used Homoeopathic Medicines for Arthritis and its symptoms and indications:
RHUS TOXICODENDRON Usefull in almost all types of joint and musculoskeletal complaints where the symptom call for the medicine like stiffness of joints aggravatedon rest and ammeleorated on motion in any ailment involving musculoskeletal system, rheumatic joint affections, sprain and injury on joints etc
ARNICA MONTANA blunt injury and trauma, sore lame bruised sensation with swelling concussion and contusion call for this remedy
ACTEA SPICATA Pain stiffness and swelling of small joints especially of hands , good remedy for post viral arthralgia like in chickengyunya where small joints are involved
BRYONIA ALBA Stiffness and pain with hot swelling, redness of joints with stitching and tearing pain aggravation on least motion every spot is painful on slightest pressure
LEDUM PALUSTURE Gouty arthritis involving small joints of extremities, hot swollen joints with throbbing pain, gouty nodosities, pain in ball of great toe, podagra, swollen ankles and painful soles, aggravation on warmth of bed , rheumatism starting from lower extremities and ascending upwards. right side more involved compared to left.
HYPERICUM PERFOLIATUM Degenerative changes of joints involving nerves, sciatica, coccygodynia, cervical and lumbarspondylosis with nerve compression, tingling burning and numb sensation with lancinating pain calls for the remedy, darting pain of shoulders , cramps in calf muscles, pain in tips of toes and fingers, sensation of pressure along the ulnar side if arm.
PLANTAGO MAJOR helps relieve bony snd neuralgic pain in arthritis
BELLIS PERENIS Soreness lameness of joints and muscles, rheumatic joint affections, sciatica where pain radiates down the anterior portion of thigh, sensation as if elastic band is tied around wrist feeling of contration of wrist joint, Railway spine, sprain and bruises of joints and muscles, good remedy where varicose veins complicate case of arthritis or both are coexisting in any patient.
ACTEA RACEMOSA Rheumatism affecting intercostal region back and neck, cervical spondylosis caising nerve compression and electric shock like shooting pain comes suddenly reaches peak and goes suddenly, stiffness and pain in tendo-achilles. sensation of heaviness in lower extremities, heavy aching tensive pain with twitching and jerking of limbs.
APIS MELIFICA swelling of joint with synovitis and synovial effusion, spetic arthritis, red hot swollen joint , pain on sloghtest pressure or motion, gout , rheumatoid arthritis , post viral arthritis and arthralgia
CALCAREA CARBONICA osteoarthritis, degenarative changes in any joint , osteomalacia or osteoporosis causing joint degeneration, open sutures and fontanale in children, rickets , kyphosis and other loss of normal curvatures of spine, pigeon chest, fractures injuries of bones and joints
COLCHICUM Gouty arthritis , increased Serum Uric acid and tophus formation in joints. typical pain in great toe aggravated at night, sudden gripping cutting pain with much burning comes at night waking patient up from sleep
CALCAREA PHOSPHORICA osteoarthritis due to calcium deficiency , musculoskeletal complaints of old age, developmental musculoskeletal anomaly of growing children, fractures injuries of bones and joints.
BELLADONNA red hot inflamed joint with much pain and swelling
ACONITUM NAPELLUS Acute onset of pain and swelling , can be used in first 24hours or first stage of any acute inflamatory condition with severe mental restlessness fear fright and anxiety.
CALCAREA FLOURICA
NATRUM SULPH a very good remedy for gouty diathesis. | https://atomictherapy.org/arthritis/ |
A disorder that appears as a result of various diseases. That is why it is necessary to find out the reasons for its appearance, and prescribe timely treatment.
Pain in the ring finger is a common ailment, which often indicates rheumatoid arthritis, severe damage to the cervical vertebrae, or carpal tunnel syndrome. However, it is worth remembering that there are many more reasons that can cause pain in the finger. Most often, discomfort occurs after 40-45 years. The nature of the pain in the ring finger can be determined only by a highly qualified doctor.
The manifestation of isolated cases of sore fingers, after a long sleep or with a long stay at rest, are not a cause for concern. Since this is a natural reaction of nerve endings. However, if such a phenomenon occurs systematically and is accompanied by other symptoms, then this is indicative of various pathologies.
Carpal tunnel syndrome is accompanied by burning pain and frequent tingling, in addition, these sensations are intensified with intense physical exertion. Over time, discomfort manifests itself in other fingers. In addition, edema and cyanosis appear on the palm, mainly at night.
Abnormalities in the cervical region are found in both men and women. In case of damage to the cervical vertebrae, all fingers of the hands may hurt, in particular, this concerns the ankle phalanges of the finger. Often it hurts the ring finger on the right hand, as is the pinching of several fibers. A feature of this disorder is constant weakness in the hand.
Dislocation is one of the most common causes of increased pain, with the phalanx protruding from the joint. When injuring pain appears abruptly, and when you try to move, the discomfort only intensifies.
Rheumatoid arthritis is accompanied not only by painful sensations, but also by redness, swelling, and acute inflammation in the joints. This type of arthritis develops simultaneously in two hands. The skin in the affected areas, over time, becomes dry, and pathology progresses mainly in the morning. This disease is characterized by rapid development, so it is very important to seek medical help in a timely manner, as the disease can lead to limb deformities.
Gouty arthritis is not only characteristic of the legs, but also quickly affects the bones of the limbs. The violation is diagnosed mainly in men, women tend to it much less and tolerate it more easily. In pathology, pain develops quickly and intensively, it is very difficult to remove it. Gouty arthritis is characterized by fever, inflammation and discomfort in the joints. The patient complains of a constant burning sensation. And the disease is enhanced by the use of animal fats and medications from hypertension. To confirm the diagnosis, it is necessary to undergo a primary and secondary examination.
About 6% of people who apply to a specialist suffer from such a violation. There is this kind of discomfort after strong nervous shocks of a psychosomatic nature. Often the pathology is accompanied by aching pain, and with the progression of acute inflammation appears. In the treatment of physicians are actively using hormones.
If the ring finger on the left arm hurts, then this is a direct sign of cartilage wear. In the first stage of the pathology, when the fingers are flexed, a spasm appears, then the finger joint hurts. When you try physical activity, discomfort only increases, moreover, stiffness is most often manifested in the morning. Most often, the disease manifests itself after injuries or reloading of the joint.
Pain can be removed with the help of special gymnastics, and some drugs based on paracetamol.
The main cause of vascular disease are constant exercise.
Panaritium is an acute inflammatory disorder that occurs as a result of infection through minor damage to the upper layers of the epidermis. So, getting into the body, the infection quickly spreads over the dermis, forming puffiness.
With the manifestation of the primary signs, it is necessary as soon as possible to seek help from a therapist to avoid the transition of felon to deeper tissues. The disease is treated both with medicines based on tsiprolet and surgical intervention.
Polycythemia triggers an increase in the level of platelets, leukocytes and erythrocytes in the blood, for this reason fingers suffer. An obvious symptom of polycythemia, is the constant numbness and soreness of the fingers of the right hand.
Hypovitaminosis. An acute lack of vitamins, leads to disruption of the cartilage tissue and causes pain in the limbs.
Prolonged exposure to cold can cause frostbite.
Treatment of discomfort occurs depending on the type of the disease and the individual characteristics of the organism.
Rheumatologist – is a narrow specialist in the field of tissues, joints.
The surgeon can provide prompt assistance after testimony to solve the problem promptly.
A neurologist provides assistance if the nature of the pathology is caused by neurological disorders.
Traumatologist will advise and prescribe treatment for a mechanical disorder.
A hematologist can help if the heart condition is a cardiovascular disorder.
To avoid the development of the disease or to prevent it, it will be enough to turn to simple gymnastic exercises, proper nutrition and systematic rest. In addition, do not forget about regular physiotherapy.
Discomfort in the ring finger can be caused by a variety of reasons, to avoid complications, timely, qualified professional help is needed. | https://zapatosmx.com/health/arthritis-in-the-finger |
In this article, we report a rare presentation of a common disease: a case of axial gouty arthropathy masquerading as infectious discitis.
The Case
Our patient is a 66-year-old man with longstanding, untreated hyperuricemia, chronic kidney disease and poorly controlled diabetes abruptly transitioned from colchicine to allopurinol due to the cost of colchicine. Approximately 72 hours after the switch, he presented at a local emergency department with fever, confusion and severe low back pain.
Unenhanced magnetic resonance imaging of his lumbar spine revealed diffuse T2 hyperintensity, concerning for L4–L5 discitis. His clinical presentation confusion, fever, atrial fibrillation with rapid ventricular response and tachypnea—and laboratory evidence of leukopenia and elevated inflammatory markers were concerning for sepsis from a spinal source. He was treated in accordance with the institutional sepsis bundle and transferred to our tertiary care center.
Biopsy of the suspicious lesion within the L4–L5 intervertebral disc space showed purulent material without organism; however, the pathologist noted abundant monosodium urate (MSU) crystals. Blood cultures prior to antibiotics and subsequent disc cultures were negative. A definitive diagnosis of acute axial gout was established. Consultation with a rheumatologist confirmed a polyarticular peripheral gouty attack in the left shoulder, elbow and wrist.
Due to this patient’s heavy disease burden and difficult-to-control hyperglycemia with intravenous glucocorticoids, he was initially treated with three intravenous doses of anakinra and slowly tapered to a maintenance dose of methylprednisolone with colchicine while titrating allopurinol to achieve a uric acid goal of less than 5.0 mg/dL.
Our patient silently suffered from chronic hyperuricemia, which resulted in a heavy disease burden. MSU deposits formed tophi within the intervertebral disc of the lumbar spine.
Discussion
Gout is characterized by the ACR/EULAR as “at least one episode of swelling, pain or tenderness in a peripheral joint or bursa.”2 Note the word peripheral. It is commonly felt that axial involvement is rare.3 Only 133 cases of spinal gout were reported from 1950–2015.4 Many suspect this phenomenon is more prevalent than commonly appreciated due to its under-reported nature.5
The gold standard for diagnosis of gouty arthropathy is microscopic evidence of MSU crystals from the joint aspirate. Dual-energy computer tomography (DECT) is helpful in cases in which the diagnosis through biopsy is inconclusive due to the small concentration of MSU crystals usually seen early on in the disease.6 During the acute phase of the disease, joint aspirations may not demonstrate MSU crystals 25% of the time.7 Joint space inaccessibility or aspiration contraindications may make a noninvasive modality the preferred choice for an examination.6,8
DECT offers the advantage of estimating the urate crystal volume load, which helps in monitoring the treatment outcome.9 It also helps differentiate between other forms of crystalline arthropathy.6 Ultrasound imaging can detect urate crystal deposits within cartilage and within the joint fluid, described as the double contour sign and starry sky, respectively.10 DECT and ultrasound have similar sensitivity for detecting gouty arthritis; however, the rate of false-negative cases was higher with DECT.10
Our patient did not undergo a DECT due to lack of availability, but had ultrasound-guided peripheral joint aspiration. A computed tomography of the spine showed facet involvement with end plate erosions, surrounded by sclerosis and calcifications. The sclerosis indicates a more chronic process, and the facet joints are typically not affected in infectious discitis or osteomyelitis. These radiological findings, along with negative blood cultures, MSU crystals in aspirate, peripheral joint involvement and poor response to antibiotics, helped differentiate spinal gout from infectious discitis.
Bottom Line
Consider spinal gout in the differential diagnosis of patients with chronic kidney disease, a gout history and tophi presenting with acute back pain.
Jessita Albert Messiah Dhas, MD, is a resident in the Department of Internal Medicine at Geisinger Medical Center, Danville, Pa.
Erik O’Connell, DO, is rheumatology fellow in the Department of Rheumatology at Geisinger Medical Center, Danville, Pa.
Lisa Schroeder, MD, is an attending physician in the Department of Rheumatology at Geisinger Medical Center, Danville, Pa.
References
- Khanna D, Khanna PP, Fitzgerald JD, et al. 2012 American College of Rheumatology guidelines for management of gout. Part 2: Therapy and anti-inflammatory prophylaxis of acute gouty arthritis. Arthritis Care Res (Hoboken). 2012 Oct;64(10):1447–1461.
- Khanna D, Fitzgerald JD, Khanna PP, et al. 2012 American College of Rheumatology guidelines for management of gout. Part 1: Systematic nonpharmacologic and pharmacologic therapeutic approaches to hyperuricemia. Arthritis Care Res (Hoboken). 2012 Oct;64(10):1431–1446.
- Ahmad I, Tejada JG. Spinal gout: A great mimicker. A case report and literature review. Neuroradiol J. 2012 Nov;25(5):621–625.
- Toprover M, Krasnokutsky S, Pillinger MH. Gout in the spine: Imaging, diagnosis, and outcomes. Curr Rheumatol Rep. 2015 Dec;17(12):70.
- Cardoso FN, Omoumi P, Wieers G, et al. Spinal and sacroiliac gouty arthritis: Report of a case and review of the literature. Acta Radiol Short Rep. 2014 Sep 17;3(8):2047981614549269.
- Omoumi P, Verdun FR, Guggenberger R, et al. Dual-energy CT: Basic principles, technical approaches, and applications in musculoskeletal imaging (part 2). Semin Musculoskelet Radiol. 2015 Dec;19(5):438–445.
- Swan A, Amer H, Dieppe P. The value of synovial fluid assays in the diagnosis of joint disease: A literature survey. Ann Rheum Dis. 2002 Jun;61(6):493–498.
- Dalbeth N. Dual-energy computed tomography: Molecular imaging for gout. The Rheumatologist. 2014 Jun;8(6):40–41.
- Choi HK, Al-Arfaj AM, Eftekhari A, et al. Dual energy computed tomography in tophaceous gout. Ann Rheum Dis. 2009 Oct;68(10):1609–1612.
- Gruber M, Bodner G, Rath E, et al. Dual-energy computed tomography compared with ultrasound in the diagnosis of gout. Rheumatology (Oxford). 2014 Jan;53(1):173–179. | https://www.the-rheumatologist.org/article/acute-microcrystalline-arthropathy-masquerades-as-infectious-discitis/?singlepage=1&theme=print-friendly |
Types of arthritis – which are the most common?
In simple words, arthritis is an inflammation of one or more joints in the body. It has 3 types: osteoarthritis, rheumatoid and gouty, which should be distinguished because the cause and the risk factors differ these types significantly.
Osteoarthritis
Osteoarthritis is an end-stage bone disease. It does not only affect the cartilage but involves the entire joint, including the bone and the ligaments. The slow evolution of signs and symptoms relate to structural damage associated with aging. Osteoarthritis increases in incidence with age but it is not part of the normal aging process. The common localized sites of osteoarthritis are hands, feet, knees, hip and spine. Usually, only one or a few joints are involved. Signs include pain when the joint is pressed, mild degree of swelling, restricted or painful movement, and instability of the joint.
Pain is the most often chief complaint of a patient with osteoarthritis. However, cartilage has no nerve innervations so the pain is never due to cartilage damage but rather to changes in the bone and muscle. Symptom of pain is related to the use and is relieved with rest. There is transient joint stiffness and pain after a prolonged episode of immobility.
The most common risk factor is age. Another is race – African Americans and Asians have a higher risk than White people. Being female is also a risk factor especially those with a family history of osteoarthritis.
Treatment entails relief from symptoms and structural modification. Management of osteoarthritis includes appropriate weight reduction, deep and superficial heat, muscle strengthening and non-weight bearing exercises. Analgesics can be given to relieve the pain. If the pain is resistant to medical treatment, surgery can be an option to consider.
Rheumatoid arthritis
Rheumatoid arthritis is another type. It has an insidious onset and is marked by constitutional symptoms such as fever, weight loss, fatigue, loss of appetite and body weakness. It is always polyarticular and with systemic involvement as compared to osteoarthritis wherein only one joint may be affected. Rheumatoid arthritis always corresponds to joint inflammation while osteoarthritis is only structural. The hands and feet, if affected, may appear grossly deformed and sometimes deviated as compared to osteoarthritis where there is only swelling.
Systemic involvement may include anemia, cardiac problems, interstitial lung diseases, muscle problems, osteoporosis and nerve entrapment.
Inflammation is initially waxing and waning, then, after some time, wears off gradually. In the late stages of the disease, the radiographic findings rapidly evolve making the disease progressively disabling.
The goals of treatment are to relieve pain, reduce inflammation, protect articular structures, maintain function and to control systemic involvement.
Gout
The third type of arthritis is gout. It is a debilitating illness characterized by recurrent episodes of joint inflammation and pain. It is caused by the formation of crystals within the space of the joint, and the deposition of crystals in soft tissue. Sudden onset of pain, inflammation and edema of the most distal joint of the biggest toe is highly suggestive of acute crystal-induced arthritis. Aside from the big toe, other common sites are the ankle, shoulder, wrist and knee.
Gout attacks begin suddenly and without warning, and usually reach maximum intensity in a span of 8 to 12 hours. The joints are red, hot, and intensely painful that even a slight touch on a swollen joint is uncomfortable. Although gout is associated with high levels of uric acid in the blood, the level of uric acid itself does not bring about gout. It is the acute change of uric acid in the blood that causes gout. Complications of gout, if untreated, are joint destruction and renal damage.
There are 3 stages in managing gout. First is to treat the acute attack by alleviating symptoms. Second is to provide prophylaxis to prevent acute flares of the disease. Third is to lower excess urate stores in the body to prevent flares of gouty arthritis and to prevent deposition of urate crystals in tissues. | http://www.medicineinanswers.com/types-of-arthritis/ |
Arthritis of the Foot
Arthritis of the foot — osteoarthritis, sometimes referred to as "degenerative arthritis" or "wear and tear arthritis" — is the most common form of arthritis in the foot, and affects virtually everyone to some degree after age 60.
"... able to walk without pain."
This is an actual wearing out of the cartilage at certain specific joints. Sometimes the cartilage tears secondary to an injury and, therefore, no longer protects the bones at the level of the joint. The patient often feels pain and stiffness, and can also experience a dull throbbing pain at night.
Sometimes the bones try to repair themselves by forming bone spurs. Any condition which puts extra stress along the area of the joints, such as repeated use, injury and obesity, can trigger arthritis of the foot.
Rheumatoid Arthritis
Rheumatoid arthritis is actually a systemic disease with a wide variety of symptoms, and can affect the entire body. Some symptoms cause mild discomfort and do not lead to serious joint deformity. In the most serious form, it can cause crippling, painful, badly-damaged joints.
Rheumatoid arthritis is characterized by periods where symptoms come and go. It usually affects the joints of the body in a symmetrical pattern, such as both feet and/or both knees. The symptoms include stiffness, swelling and tenderness. Women are much more likely than men to develop rheumatoid arthritis.
Gouty Arthritis
Gouty arthritis occurs as a buildup of uric acid in the joints. Uric acid is a waste product that usually builds up in the blood stream before it passes into the urine through the kidneys. If the uric acid is high, it forms crystals that are deposited in the joints of the foot. The big toe joint is the most common joint involved. This causes extreme inflammation and pain, and causes damage to the kidneys as well.
The condition mainly affects middle-aged, overweight men; there may be some hereditary components.
The use of diuretics — medicine used to treat blood pressure — can cause gsout or make it worse. Gout is often made worse by taking aspirin.
Sometimes a gout attack can be precipitated by eating certain rich foods such as red meats or alcohol.
Podiatric Treatment
Treatment for arthritis by a podiatrist often consists of:
- medication to reduce pain and inflammation.
- exercise.
- physical therapy.
- supportive measures, including supportive shoes, custom made supports or orthotic devices. These are shoe inserts made individually for patients who need foot support.
- possible surgical repair is necessary for severely damaged joints. | http://www.thepodiatrist.com/articles-about-foot-problems/arthritis-of-the-foot |
What if I have a joint of the thumb?
Hands play an important role in human life. The functioning of the extremities depends on the condition of each finger of the hand. Many do not pay attention to discomfort in their hands, and then they face the fact that they have joints of the thumbs. The reason for this problem is not only destructive changes in the joint tissue and inflammation of the joints( arthritis), but also other ailments.
Degrees of defeat
As medical statistics show, in women, diseases on the fingers appear much more often than in men. Arthritis gradually changes the shape of the hands, making them inactive. In the fingers of the hands there are destructive changes that can bring a lot of troubles, not only physiological, but also psychological. Pain is one of the first signs of a disease that can lead to disability due to loss of elasticity of the joint tissue. It is necessary to know: arthritis is a chronic disease, and it is completely incurable. But this does not mean at all that the diagnosis should be perceived as a sentence and do not struggle for the state of each finger on the hand. If you start treatment in time, then stop the inflammatory process and significantly reduce the pain symptoms that have affected this area, it is possible.
First you need to identify the area of localization of the symptom. The reasons for which there are pain can be varied:
- injury;
- supercooling;
- infection;
- salt deposition.
Symptoms may indicate that there are abnormalities in the functioning of the articular tissue on the finger of the hand. The presence of pain in the injured joint is especially strong in the run-up to bad weather. The presence of such pains can indicate a rapidly progressive rheumatoid process, if a person, for example, has supercooled his hands.
Pain can be a sign of gout or Raynaud's syndrome that covers the area of the finger. Psychiatric, infectious and septic arthritis is felt by the presence of pain in the hand. It is impossible to establish which of the diseases caused this phenomenon, it is impossible to establish by visual inspection of the finger of the hand. When joints hurt, it is necessary to undergo a comprehensive study to identify the cause of the disease. The mechanism of the occurrence of pain in the hand for each of the listed diseases is different. The deposits of uric acid salts with gout cause swelling and redness of the tissues on the fingers of the hand. The structure of the articular tissue of the finger changes, which is why the joints ache.
Rheumatoid arthritis changes both the structure of the joint tissues and the appearance of the finger on the arm or leg. Nodules are formed on the arm. After a while they become denser and cause pain in the joint. The last symptom can be manifested constantly or periodically on the finger. The severity of the damage to the joint tissue and the duration of the disease depend on the intensity of pain in the joint and the incidence of the syndrome. Numbness in the carpal tunnel indicates Raynaud's syndrome. There are often cases when during the manifestation of the syndrome the hand partially loses its functioning.
An important factor is the appearance of swelling during pain symptoms. It will help to identify the cause of pain in the joint more quickly. When there is an asymmetrical lesion of the fingers, the probability is great: psoriatic arthritis makes itself felt. It does not appear only on one finger of the hand. With it, a plaque appears on the entire skin. Both symptoms cover all the joints on the fingers. Otherwise, rizartrose itself manifests itself. It covers the area of the thumb, if its articular tissue has been under considerable load for a long time.
Pain in the joint of the thumb is not the only symptom of this disease. There will be a noticeable deformation - the curving of the thumb on the arm.
Symptoms of arthritis
Arthritis and osteomyelitis developing in the region of the finger of the hand are often confused with each other. There is a good reason: according to its symptomatic picture, arthritis and purulent inflammation in the bone marrow are similar. Pain symptoms are observed in both cases. They are accompanied by a significant increase in body temperature. There is a decrease in the functioning of the finger on the arm and the affected limb. The hand blushes at the site of the lesion, and swelling appears in the area of the broken articular tissue.
Septic and infectious arthritis are very similar and are accompanied by:
- with nausea;
- with vomiting;
- pain in the head;
- by dizziness.
How the arm of the patient with arthritis
looks. They are accompanied by a significant deterioration in the person's well-being. Pain accompanies the symptom of intoxication. He often causes suspicion of the patient's food poisoning. Only the doctor can make an accurate diagnosis after a comprehensive study of the patient's state of health. Suspicion of arthritis is quite easy to detect at the first complaints of the patient on the sharply worsened condition of the finger on the arm.
Changes in the skin on the thumb with this disease occurs very quickly, the skin acquires a red tint. When the joint of the thumb hurts with arthritis, there is a crunch. He is one of the prominent signs of this disease, which can develop in parallel with other ailments. When arthritis joints on the thumbs of the fingers gradually change their shape and mobility. When rheumatoid nature of the disease is symmetrical damage to the fingers.
In rheumatoid arthritis, the degree of involvement of the articular tissue always grows. Initially, the joint of the thumb will be struck, then the destructive changes will completely cover the upper limbs. The rheumatoid process on the thumbs often develops into rheumatoid arthritis of the knee and ankle joints. When arthritis stops, the disease snatches not one finger, but the entire lower leg. In the body, there is a deterioration in the functioning of internal organs.
Their condition reflects inflammation in the joint of the thumb, because toxic substances that form during inflammation get into the circulating blood.
How to help the body fight disease?Self-treatment of any joint disease is unacceptable. If symptoms of arthritis or any other ailment have appeared, it is necessary to address without delay to the doctor. When the joints on the thumbs ache, it is impossible to ignore this phenomenon in the hope that the symptoms will pass. Pain in joints can cause stress. It is capable of signaling the presence in the body of a dangerous infectious disease, sprain and rupture of ligaments. If the joint hurts on the thumb, then it can be a serious injury to the brushes. It can cause a lot of complications if you do not start treatment on time.
Detection and treatment of microtraumas is difficult. They often occur in people whose main activity is not connected with heavy physical labor. Often aching joints due to micro-injury from artists, artists, musicians and other representatives of creative professions. In such cases, joint pain becomes the first sign of arthritis.
When the joints are hurting, the first step to fighting the disease is taking pain medications. Treatment is carried out not only with the help of non-steroidal, but also hormonal drugs. The second is necessary to stabilize the hormonal background of the body, because it can provoke pain in the joint or strengthen it. Calculation of the dose of the drug is carried out taking into account the age and health status of the patient, the treatment must necessarily take into account the patient's tolerability of the drug. If the joint is hurting, the intra-articular injection will be able to alleviate the condition. She is appointed in those cases when the patient needs help urgently. When the pain in the joint has arisen due to infection, it is necessary to take a course of taking antibiotics.
They are selected taking into account the causative agents of an infectious disease. Be sure to take into account the side effects of taking medications that affect not only the area of the fingers, but also the entire body as a whole. It is necessary to know: the course of treatment with antibiotics should never be abruptly stopped. The interrupted course of treatment will not improve the patient's condition: the defeat of the thumb will pass into a chronic form.
No less difficult stage is the period of remission. If the joint does not hurt, this is also not a valid reason to stop therapy. Even if there is no exacerbation, treatment continues.
At this time, you must follow the diet and continue to observe the condition of the fingers. Periodically, you have to donate blood and urine for tests.
Ultrasound and other therapies
Treatment of a chronic disease will be carried out for a long time by medicamentous and non-medicamentous methods. Coping with pain will help electrophoresis, it will remove puffiness on the thumb. From physical exertion, when the joint hurts, it is necessary to refuse, but afterwards gymnastics will be required to restore its functioning. If the joint hurts a long time, ultrasound will help to get rid of the symptom. Treatment is considered to be sparing and has practically no contraindications. Ultrasonic therapy will improve the functioning of the fingers by improving the quality of blood circulation in the affected area. Treatment with ultrasound promotes the restoration of the joint tissue.
Without LFK recovery of the fingers is impossible, medical specialists recommend that often perform exercises in the water. It reduces the load on the tissues, and the restoration of the fingers is faster.Mud baths can also cope with the pain symptoms. They stabilize the condition of the fingers and relieve the consequences of the hypothermia or infectious disease that they have undergone. Massage of the fingers of the hand is also a very good option for the prevention of joint diseases, especially since it can be performed alone, by massaging each finger of the hand for 5-10 minutes.
In the treatment of fingers is positively affected and trays with the use of herbal dues. However, before using them, you should always consult an allergist. If signs of an allergic reaction appear on the finger of the hand, the procedures are terminated.
MoiSustav.ru
Pain in the joints of the fingers - is there a salvation from this scourge?
Pain and limitation of mobility in the joints of the fingers is a common occurrence among people of older age groups. According to the statistics of the pathology of small joints in the hands of people over forty years of age is found in every tenth, and after sixty - in every third. In women, this may be due to age-related changes in the hormonal background. However, the joints of the fingers are hurt not only in people after forty - there are diseases in which such a problem can occur at any age.
Without fingers we can do almost nothing physically
Why there are pains in the joints of the fingers of hands?
Causes of pain of this nature are usually the disease or damage to the joints and periarticular tissues. On the nature of pathology can be judged by the degree of damage - for example, in chronic processes, joints can not only ache, but also deform. Pain in the joints of the fingers is a characteristic sign of such pathologies as:
-
Rheumatoid arthritis is a common systemic disease associated with an autoimmune( noninfectious) inflammatory lesion in the mostly small joints of the hands and feet.
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Osteoarthrosis or polyosteoarthrosis is a non-inflammatory deforming process characterized by thickening of the finger joints and restriction of their mobility.
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Stenosing ligamentitis is an inflammatory disease of the ring-shaped ligaments of the joints of the fingers.
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Gout is a disease of meat lovers;is associated with the deposition in the joint cavities of acute crystals of salts of uric acid.
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Psoriatic arthritis - inflammation of the joints on the background of psoriatic skin lesions.
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Infectious arthritis is an inflammation of the bacterial or viral nature.
Predisposing factors to the development of various finger lesions of the hands are:
- pathology of the immune system;
- chronic infections;
- hormonal changes in the background;
- metabolic disorders;
- hereditary factors;
- bruising injuries, including frequent micro-traumas( sports or professional);
- long-acting harmful factors: the constant presence of hands in cold water, etc.
Let us dwell on each group of diseases.
In the photo - hand affected by arthritis
Diseases affecting the joints of the hands
Rheumatoid arthritis
This pathology is one of the most common causes of lesions of small joints of brushes. Rheumatoid arthritis can occur at any age - both in childhood and in old age. It is characterized by a symmetrical lesion of different groups of joints, but especially strong - in the area of the fingers. The pain is accompanied by signs of inflammation: swelling and redness. On the affected areas under the skin, sometimes you can find dense formations - rheumatoid nodules. The disease proceeds wavy - with periods of remission and acute attacks.
With prolonged current rheumatoid arthritis, a characteristic deformity of the wrists is often developed as "hands with a lorgnette", "boutonniere" or "swan neck".
Osteoarthrosis and polyosteoarthrosis
This group of diseases is more typical for older women, because the nature of its development is directly related to the estrogenic background. However, there are other causes of osteoarthritis: heredity, metabolic disorders, occupational loads, etc.
In addition to pain for osteoarthritis of the hands, subcutaneous nodules in the region of joints that, along with edema, contribute to the development of deformity of the fingers are characteristic - they take the characteristicknotty appearance. Sometimes the fingers look like a spindle, due to the thickening in the middle. Outwardly it may resemble rheumatoid arthritis, but with arthrosis there is no damage to other groups of joints and internal organs.
Osteoarthrosis of the hands often occurs as a rizartroz, when the joints of the thumbs are isolated. Risartrose often develops as a result of a prolonged overload on the thumb of the hands. Defeat in this area must always be differentiated from such pathologies as gout and psoriatic arthritis, for which this place is a favorite localization.
Gout
This disease is associated with impaired metabolism of purines - protein metabolism products, which leads to the deposition of urate salts( urates) inside the joints. Although the joints of the feet are primarily affected with gout, the hands are often involved in the process. First of all, the metacarpophalangeal joints( closest to the tips) of the thumbs suffer.
Pain with gout can be very intense, paroxysmal and have a burning, tearing character. They are accompanied by swelling and redness of the skin over the affected area. Movement in the thumb( as a rule it is he who is affected) during a painful attack is extremely difficult or impossible. Suffer from gout more often men, age 40 - 60 years.
Gouty nodules - tofusi - a characteristic sign of gout
Stenosing ligamentitis
This disease is associated with inflammation of the periarticular tissues - the ring ligament of the finger. Externally, the pathology resembles arthritis or arthrosis, so to clarify the diagnosis do X-rays.
Clinically, ligamentitis occurs typically: with pain during flexion and extension, and sometimes - with wedging of the finger in a bent state, when its extension is possible only with effort. In this case, you can hear the characteristic clicks. Why does such a picture arise? The ring-shaped ligament thickens during inflammation and loses its elasticity.
Psoriasis
Psoriatic arthritis of the fingers is a form of psoriasis. Along with the characteristic skin lesion, 10-15% of patients are involved in the process of joints, mainly - distal( nail) phalanges of fingers and feet. The disease sometimes takes the form of dactylitis - a common inflammation of the tissues of the finger. They swell, blush, painfully and with difficulty bend. Externally take the form of sausages.
The diagnosis of "psoriatic arthritis" is usually not difficult, as the disease develops against a specific skin lesion.
Septic and infectious arthritis
May occur both as a pathology of a single joint( monoarthritis) and multiple( polyarthritis).The cause is always an infectious agent that enters the articular tissues or through damaged skin or blood flow.
The clinical picture can be varied depending on the shape and severity of the lesion. If there is a purulent inflammation - the symptoms will not only be local pain, but also a violation of the general condition - high body temperature, fever, intoxication.
Pain management
First of all, therapeutic measures should be aimed at eliminating the underlying disease. If the pain in the joints of the fingers occurs due to the inflammatory process, antibiotics, hormones and non-steroidal anti-inflammatory drugs are prescribed. In case of dystrophic damage, it is necessary to restore the damaged articular cartilages first with the help of chondroprotectors and auxiliary measures: massage, manual therapy, physiotherapy.
With severe pain, analgesics are given in the form of injections, ointments, tablets, etc. Although, as the elimination of the main pathological process, the pain will pass.
To recover faster, in the treatment of this kind of disease you can use folk remedies. Here are a few popular recipes.
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Ointment from the grass hellebore caucasian. For its preparation, mix 20 grams of dry grass hellebore and honey, add 10 grams of vegetable oil and 5 grams of dry mustard. Melt all the ingredients in a water bath and mix until smooth. Cool and transfer to a dark vessel. Lubricate the joints the night before the pain disappears.
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Make compresses on the affected area using fruity table vinegar.
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Melt a small piece of propolis and mix it with sunflower or corn oil. Use as an ointment.
In order for the treatment to work, you must strictly follow all the recommendations of your doctor. And then the chances of recovery or significant relief will be high.
SustavZdorov.ru
Pain in the fingers of the hands. Causes of pain in fingers
Article of Dr. Evdokimenko © for the book "Pain and numbness in the hands", published in 2004.Edited in 2011.All rights reserved.
Most often pain in the fingers of the hand cause:
- polyosteoarthrosis of the fingers;
- tenosynovit de Cerven;
- rizartrose.
In addition, pain in the fingers( along with numbness) causes carpal tunnel syndrome and Reynaud syndrome .In total carpal tunnel syndrome and Raynaud's syndrome give about 30-35% of cases of pain in the fingers.
Perhaps, after reading the entire extensive list above, you now think with horror that it is very difficult to understand such a number of diseases and understand which of them causes pain in your fingers. But actually it is not. It will not be difficult to understand.
For example, two diseases immediately stand out from the general list - carpal tunnel syndrome and Raynaud's syndrome, they always flow with the numbness of the hands of . Therefore, if the pain in the fingers is combined with your numbness, read the article on carpal tunnel syndrome and Raynaud's syndrome.
If you have pain in your fingers, but there is no obvious numbness in your hands, you can safely turn off carpal tunnel syndrome and Raynaud's syndrome from the list under consideration. The remaining diseases of the fingers are so characteristic that it is not difficult to distinguish one disease from another. And below I will tell you about these characteristic symptoms. You can only carefully read and compare your feelings with my descriptions. So:
Polyostoarthrosis of the fingers, "knobby fingers"
Polyostoarthrosis of the fingers of the hands gives approximately 40% of all cases of pain in the fingers. People who are not younger than 40-45 years old are sick( people younger than 40 years are ill with this disease in extremely rare cases), but especially people with polyostoarthrosis of the fingers are sick aged 50-55 years and older. Women are sick much more often than men.
For polyointearthrosis of the fingers is characteristic the emergence of special nodules( the so-called nodules Geberden ) on the back or side surfaces of those joints that are closer to the nails. Geberden's nodules most often develop symmetrically, that is, on the right and left hands simultaneously and in the same places. At the same time they can be formed on any fingers of the hands, from large to small fingers.
During the formation of Geberden's nodules in joints, burning and pain may occur under them;sometimes these joints swell and blush. But in a third of patients the formation of Heberden's nodules is asymptomatic, without pain and burning.
In addition to Heberden's nodules, polyostoarthrosis produces painful nodules on those joints that are located approximately in the middle of the fingers( proximal interphalangeal joints).These are Bushar's knots. They are spindle-shaped, develop very slowly and with a rare exception they almost do not hurt.
Rheumatoid arthritis
Rheumatoid arthritis - approximately 5-7% of all cases of pain in the fingers of the hands. People of any age are ill, but more often those who are over thirty. Women are sick about 5 times more often than men. The disease develops, usually after severe stress or after a flu, severe colds, infections or hypothermia.
Rheumatoid arthritis usually begins with inflammation and swelling of the metacarpophalangeal joints of the index and middle fingers( ie, with inflammation of the joints at the base of these fingers, in the region of the protruding bones of the compressed fist).Inflammation of metacarpophalangeal joints in most cases is combined with inflammation and swelling of the wrist joints.
Inflammation of the fingers and wrist joints with rheumatoid arthritis is symmetrical, ie, if the joints on the right arm are affected, then almost the same joints on the left arm are affected. The majority of those who suffer from the pain are often involved in other joints of the fingers and toes, as well as large joints - knee, elbow, ankle, etc.
For rheumatoid arthritis, the most common inflammatory rhythm of pain: joint pains intensify in the second half of the night, in the morning. Day and night pains usually weaken somewhat.
Very often listed symptoms are accompanied in rheumatoid patients with a feeling of weakness, fever, slimming and chills, i.e., the disease often leads to a general deterioration in the person's well-being.
Psoriatic arthritis
Psoriatic arthritis - less than 5% of all cases of pain in the fingers of the hands. The disease affects people most often in the age of 20-50 years. In most cases( but not always) the disease develops in people who already have skin psoriasis manifestations - dry flaking reddish spots on the body or on the scalp( psoriatic plaques).
To defeat the fingers in psoriatic arthritis is characterized by the so-called "axial inflammation, when on any finger all of its joints swell at once. The finger at the same time turns red and looks like a sausage. A similar pathology is called - "sausage-like" finger.
In psoriatic arthritis, axial inflammation can occur in any finger. But notice that with this disease, the inflammation of the fingers on the right and left hands is most often asymmetrical, that is, the fingers, as a rule, are affected on one hand;and sometimes at once on two hands, but then on one hand are inflamed one fingers and joints, and on the second hand - absolutely others.
For more information on psoriatic arthritis, see Chapter 19.
Gout, or gouty arthritis
Gout , or gouty arthritis-less than 5% of all cases of pain in the fingers.
People call gout deformity of the big toe, which usually develops in women. But in fact it is not gout, but arthrosis of the big toe. But the "classic", a real gout( gouty arthritis) often happens in men. Women suffer from gout several times less often.
And although the real gout is really often( but not always) begins with long-suffering big toes, it can hit any joints, both on the hands and on the legs.
Gouty arthritis usually occurs at the age of 20-50 years. The first, as already mentioned, the joints of the toes or knee or ankle joints are more likely to become inflamed. On the hands of others, the joints of the thumbs are inflamed more often( but any other fingers, either on one hand or both) can become inflamed.
Inflammation of the joints with gout occurs in the form of attacks. In most cases, a gouty attack happens quite unexpectedly: it usually starts on a background of complete health, most often at night. Pain in the joints with a gouty attack is often very acute: according to the patients' stories, "she wants to climb against the wall".The affected joint blushes with such an attack, the skin above it becomes bright red or crimson and hot to the touch.
Although in some patients, especially in women, seizures flow milder, without redness of the joint and without such acute pain. But in any case, the attack with gout arises unexpectedly and lasts from 3 to 10 days;then he suddenly passes away, as if nothing had happened. However, after a while, the attack also repeats again suddenly.
Here is a paroxysmal course of the disease and is the hallmark of gouty arthritis.
Tenosynovit de Kervena
Tenosynovitis de Kervena - approximately 5% of all cases of pain in the fingers of the hands. It is an inflammation of ligaments and "small" muscles in the region of an exceptionally large finger. Other fingers with tenosynovitis de Kerven are not inflamed.
Tenosynovitis de Kervena can occur at any age in both men and women. Characteristic symptoms: pain at the base of the thumb and under it, where the thumb touches the wrist joint.
Pain can occur spontaneously, "on level ground," but most often they appear when the thumb is loaded, when you try to press your thumb on something or when you try to grab something with your thumb and index finger. In addition, pain intensifies when the thumb is extended to itself, that is, toward the elbow.
For more information about tenosynovitis de Kerven, see chapter 6.
Risartrose - Thumbnail arthrosis
Risartrose - approximately 5% of all cases of pain in the fingers of the hands. Risartrose affects the joint located at the base of the thumb and connects the thumb of the thumb with the radiating joint.
Usually, rizartrose is one of the manifestations of polyointearthrosis of the fingers, and then the diagnosis is not difficult. But in about 20-30% of cases, rizartroz arises as an independent disease, usually in people who are constantly heavily loaded or once extremely overloaded the thumb. In this case, it may be difficult to distinguish between rizartroz and tenosynovitis de Kerven, since the symptoms of these diseases coincide almost 90%.
In this situation, we can distinguish between rizartrosis and tenosynovitis de Kerven deformity of the bones of the patient joint, which is clearly visible on examination and is clearly recorded on the x-ray( with tenosynovitis de Kervena on the x-ray, only soft tissue changes over the joint can be detected - and even that is extremely rare).
For more information on rizartrose, see the chapter on polyostearthrosis of the fingers.
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Thumb pain can occur after a bruise has occurred, and may also be the cause of the first signs of osteoarthritis and tendonitis of the finger, which in most cases occurs in young people. In such cases, puffiness becomes apparent, which is manifested in the process of writing, when opening the iron cans, or when turning the key in the door.
In addition to pain, there may be a slight tingling sensation when a person tries to hold in his hand any small objects. If osteoarthritis is present, the pain may well be localized in one single joint or spread immediately to several. It is most common among women after forty. In addition, the pain can be the result of various previous injuries of ligaments, any prolonged loads, or because of hereditary causes.
Causes of pain
Pain in the thumb can occur for a variety of reasons. Of course, it may cause a previous injury, sprain, but in most cases the pain is caused by the so-called Reynaud's syndrome or carpal tunnel syndromes. In these two cases, in addition to the presence of pain symptoms, there may also be a numbness in the three fingers. Unpleasant sensations that appear when numbness, as a rule, increase when the arm rises.
Raynaud's syndrome develops due to pregnancy and the use of hormonal contraceptives, as well as after stress and certain systemic diseases( eg, rheumatoid arthritis).The main causes of pain in carpal tunnel syndromes are stretching or various inflammatory processes of the ligaments that promote nerve compression. It develops when repeated repetitive movements of the same type( work on a conveyor or printing, for example) are continued.
In addition, when the finger is very sore, this can be a consequence of polyosteoarthrosis. The main symptom of this disease is the formation of peculiar nodules in the first joint of the finger near the nail. Because of him, this disease is often called knotty fingers. The tendency to such an ailment is seen in most cases in women aged about forty-five years. In addition to pain symptoms( which has a bruise), with the formation of a knot in the joints there is burning and redness occurs.
Another cause of pain is rheumatoid arthritis and a ligament injury. In this case, there is a restriction of motion. As a rule, women are more often affected by this disease than men, and it manifests itself absolutely at any age. The main predisposing factors here are various infectious diseases, the transmitted flu or hypothermia, as well as stress. The predominant feature of this type of arthritis is the defeat of the finger at the same time on two hands( the symptoms are similar to stretching).
The finger of the hand also hurts because of psoriatic arthritis, but before the joints begin to ache, the skin stage of psoriasis is called the so-called psoriatic plaque.
Another of the most common causes of pain symptoms( mainly in men) is trauma and gout. However, immediately gouty arthritis affects the joint located at the very base. Pain sensations in gout, as well as stretching, are characterized by unbearably sharp and severe pains, and the inflammatory process is accompanied by red skin and an increase in temperature at the joint site, so the color of the finger is usually crimson.
As a rule, the process of treating joint diseases is performed by a rheumatologist or neurologist. In some cases, the thumb of the hand may hurt due to the fact that previously there was a trauma to the ligaments( bruise, trauma or burns).In this case, you need to seek the advice of a traumatologist, and he can accurately determine the bruise or stretching of the finger.
Mechanical properties of the thumb
The thumb of the hand is not exactly like the other. Visually, it is smaller than the rest, the reason for this is the presence of two phalanges, and in the other fingers - three, so their bruise is quite dangerous.
The value of this finger is quite large for a person, since it helps him to carry heavy objects, take inconvenient things, so his injury is very dangerous. With the help of these fingers, pressure is applied to the object from one side, and others from the second side, so this thing can be held firmly in the hands without damaging the ligaments.
In this case, one thumb in the grasp process has the same strength as all the others combined. The reason for this is rather large brain particles responsible for the mobility of the thumbs, they are much larger in volume than those controlled by the other fingers.
Pain relief
To ease pain in the thumb, the following conditions must be met:
- to avoid activities, which can result in injury, as well as causing painful sensations when bending and not provoking a bruise;
- to allow the thumb to rest without overloading the ligaments at the base;
- take painkillers;
- do exercises aimed at strengthening the muscles of the hands;
- use tools that are specifically designed for people who have arthritis;
- promptly consult a doctor if pain symptoms limit optimal activity and the thumb does not give a normal life.
Author of the article: | https://nannymed.com/en/posts/11407 |
What is Gouty Arthritis?
Gouty arthritis, commonly referred to as gout, is a condition characterized by excessive uric acid levels in the blood. Uric acid comes from the breakdown of purines inside the body. Purines are commonly found in drinks and foods such as beer, wine, beans, anchovies, and peas. When too much uric acid accumulates in the blood stream, it forms crystals. These crystals usually get deposited in many tissues, particularly involving several joints in the body.
The most common appendage affected by gouty arthritis is the big toe. Gout may also affect the elbows, ankles, knees, wrists and fingers. Symptoms of gouty arthritis are sharp pain, redness, tenderness, and swelling of the affected joint. Most of these symptoms usually appear at night. Almost all gout patients complain that the pain is unbearable and often gets worse with movement.
Men have an increased risk of developing the disease compared to women. History of gout in the family is another important factor. Obesity, alcohol drinking, protein-rich diet as well as diet low in calories can all increase an individual's risk of developing gout. Use of medications such as aspirin and diuretics can also lead to gouty arthritis.
There are two types of gouty arthritis — primary and secondary. The primary type is often caused by a defect in the metabolism of purine and is said to be hereditary. Secondary gouty arthritis, on the other hand, is often caused by kidney disorders. When the kidney fails to eliminate uric acid through the urine, these substances accumulate in the bloodstream and lead to gouty arthritis.
Medical intervention is often necessary to address the condition and prevent further attacks. A rheumatologist, doctor who specializes in the treatment of bone and joint diseases, usually treats patients with gout. He would normally assess the patient's lifestyle, history of diseases in the family, and use of medications. Other physicians also care for patients with gouty arthritis. These include the orthopedic doctors who are physicians specializing in diseases involving the musculoskeletal system; and internists, who diagnose and treat diseases affecting adults.
Treatment often involves taking medications to lower uric acid levels in the blood. Doses of medicines are frequently reduced as symptoms decrease. Many patients, however, may have to take these medications for life. Pain medications are also effective in making these patients feel better. Further attacks can be prevented by following a healthy lifestyle. | https://www.thehealthboard.com/what-is-gouty-arthritis.htm |
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Reiter's Syndrome
Definition
Reiter's syndrome (RS), which is also known as arthritis urethritica, venereal arthritis, reactive arthritis, and polyarteritis enterica, is a form of arthritis that affects the eyes, urethra, and skin, as well as the joints. It was first described by Hans Reiter, a German physician, during World War I.
Description
Reiter's syndrome is marked by a cluster of symptoms in different organ systems of the body that may or may not appear simultaneously. The disease may be acute or chronic, with spontaneous remissions or recurrences.
RS primarily affects sexually active males between ages 20-40, particularly males who are HIV positive. Most women and children who develop RS acquire the disease in its intestinal form.
Causes and symptoms
The cause of Reiter's syndrome was unknown as of early 1998, but scientists think the disease results from a combination of genetic vulnerability and various disease agents. Over 80% of Caucasian patients and 50-60% of African Americans test positive for HLA-B27, which suggests that the disease has a genetic component. In sexually active males, most cases of RS follow infection with Chlamydia trachomatis or Ureaplasma urealyticum. Other patients develop the symptoms following gastrointestinal infection with Shigella, Salmonella, Yersinia, or Campylobacter bacteria.
The initial symptoms of RS are inflammation either of the urethra or the intestines, followed by acute arthritis four to 28 days later. The arthritis usually affects the fingers, toes, and weight-bearing joints in the legs. Other symptoms include:
- inflammation of the urethra, with painful urination and a discharge from the penis
- mouth ulcers
- inflammation of the eye
- keratoderma blennorrhagica, these are patches of scaly skin on the palms, soles, trunk, or scalp of RS patients
Diagnosis
Patient history
Diagnosis of Reiter's syndrome can be complicated by the fact that different symptoms often occur several weeks apart. The patient does not usually draw a connection between the arthritis and previous sexual activity. The doctor is likely to consider Reiter's syndrome when the patient's arthritis occurs together with or shortly following inflammation of the eye and the genitourinary tract lasting a month or longer.
Laboratory tests
There is no specific test for diagnosing RS, but the physician may have the urethral discharge cultured to rule out gonorrhea. Blood tests of RS patients are typically positive for the HLA-B27 genetic marker, with an elevated white blood cell (WBC) count and an increased sedimentation rate of red blood cells. The patient may also be mildly anemic.
Diagnostic imaging
X rays do not usually reveal any abnormalities unless the patient has had recurrent episodes of the disease. Joints that have been repeatedly inflamed may show eroded areas, signs of osteoporosis, or bony spurs when x rayed.
Treatment
There is no specific treatment for RS. Joint inflammation is usually treated with nonsteroidal anti-inflammatory drugs (NSAIDs.) Skin eruptions and eye inflammation can be treated with corticosteroids. Gold treatments may be given for eroded bone.
Patients with chronic arthritis are also given physical therapy and advised to exercise regularly.
Prognosis
The prognosis varies. Most patients recover in three to four months, but about 50% have recurrences for several years. Some patients develop complications that include inflammation of the heart muscle, stiffening inflammation of the vertebrae, glaucoma, eventual blindness, deformities of the feet, or accumulation of fluid in the lungs.
Prevention
In males, Reiter's syndrome can be prevented by sexual abstinence or the use of condoms.
Resources
Books
Berktow, Robert, editor. "Musculoskeletal and Connective Tissue Disorders: Reiter's Syndrome (RS)." In The Merck Manual of Diagnosis and Therapy. 16th ed. Rahway, NJ: Merck Research Laboratories, 1992.
Hellman, David B. "Arthritis & Musculoskeletal Disorders." In Current Medical Diagnosis and Treatment, 1998, edited by Stephen McPhee, et al., 37th ed. Stamford: Appleton & Lange, 1997.
Key terms
Acute — Having a sudden onset and lasting a short time.
Chronic — Of long duration.
Keratoderma blennorrhagica — The medical name for the patches of scaly skin that occur on the arms, legs, and trunk of RS patients.
Reactive arthritis — Another name for Reiter's syndrome.
Gale Encyclopedia of Medicine. Copyright 2008 The Gale Group, Inc. All rights reserved.
Reiter's syndrome[ri´-terz]
a triad of symptoms of unknown etiology comprising urethritis, conjunctivitis, and arthritis (the dominant feature), appearing concomitantly or sequentially associated with mucocutaneous manifestations of keratoderma blennorrhagicum, circinate balanitis, and stomatitis, chiefly affecting young men, and usually running a self-limited but relapsing course.
Miller-Keane Encyclopedia and Dictionary of Medicine, Nursing, and Allied Health, Seventh Edition. © 2003 by Saunders, an imprint of Elsevier, Inc. All rights reserved.
reactive arthritisA disorder affecting mainly young men and featuring a non-gonococcal discharge from the penis, ARTHRITIS, CONJUNCTIVITIS and sometimes UVEITIS or a skin rash. The condition is thought to be an abnormal response to infection and is almost confined to people of the tissue type HLA B-27. There is no specific remedy and recurrences after the first attack are common. Formerly known as Reiter's syndrome. | https://medical-dictionary.thefreedictionary.com/Reiter%27s+syndrome |
1. What is a ‘joint’?
A joint is a structure where bones and bones meet, allowing movement of various parts of the body, such as arms and legs. Some joints can only bend and unfold like elbows or knees, and others can move in different directions, such as shoulders and high joints.
The articular bone ends are covered with smooth cartilage. A very thin membrane called the synovial membrane surrounds it, and there is a very strong joint bag outside the synovial membrane. The synovial membrane secretes a slippery liquid called synovial fluid, which allows the joints to move smoothly. The muscles around the joints are connected to the bones by tendons, providing the power to move the joints, and the ligaments connect between the bones, allowing joint tissue to move as a mass.
2. What is ‘arthritis’?
I usually doubt if my limbs are sore that I have arthritis, but not all of my sore limbs are arthritis. Arthritis is a disease in which the synovial membrane surrounding the joint becomes inflamed or cartilage is damaged. Symptoms include joint pain and stiffness. Secondly, when the joint weakens and deformation occurs, the joint may rattle. This will make everyday life difficult, such as walking, climbing stairs, brushing teeth.
Also, I think arthritis is a disease that develops with age, but arthritis can occur at any age, and there are more than 100 types of arthritis. In some arthritis patients, in addition to joint symptoms, other organs in our body can also be affected, causing disease in the heart, lungs, kidneys, blood vessels, and skin.
3. What types of arthritis exist?
It is said that there are more than 100 diseases that cause arthritis, but only arthritis, which is common among them, is discussed here.
1) Osteoarthritis: This is the most common arthritis and increases with age.
Osteoarthritis is a condition in which cartilage at the end of the bone wears off and is the most common joint disease. It is also called degenerative arthritis because it increases with age. Generally, degenerative changes in the joints begin at age 40, and about 60% of people develop degenerative arthritis symptoms at age 60.
The exact cause of osteoarthritis is unknown, but old age, genetic and environmental factors work. Cartilage elasticity is lost and destroyed by various causes, and inflammation is caused by fragments of cartilage that have fallen off. If this process lasts for a long time, eventually the cartilage wears out and the bones are exposed, making joint movement difficult. In addition, a bone proliferation protrusion grows on the edge of the bone, and the joint protrudes and deforms. Osteoarthritis is particularly common on the finger joints, spine, and knee joints.
The main symptom of osteoarthritis is pain, which is exacerbated by the patient’s joint movements and improves when resting. When I wake up in the morning, my fists don’t hold well and there’s a stiff symptom, but unlike rheumatoid arthritis, it doesn’t last long and releases within 30 minutes. In the case of finger joints, the pain increases as the bones pop out gradually. In the case of the knee, it is difficult to climb up and down the stairs at first, but as the symptoms progress, the flat road becomes difficult to walk, and the legs may bend in an “O” shape.
Osteoarthritis symptoms and physical examination alone can be diagnosed, and a radiograph is done to see the progress of arthritis.
2) Rheumatoid arthritis: characterized by inflammation of the synovial membrane surrounding the joint
Rheumatoid arthritis is characterized by “inflammation” of the synovial membrane. Rheumatoid arthritis usually occurs in people in their 30s and 40s, and the ratio of women to men is 3 to 1. Rheumatoid arthritis is a typical disease of autoimmune disease, and the patient’s inflammatory cells attack the joint.
When rheumatoid arthritis develops, it is accompanied by fatigue, and the joint feels stiff in the morning. Mainly, the small joints of the hands and feet are well invaded, and the affected joints have a fever, swelling, and painful joint movement. Rheumatoid arthritis lasts for many years and invades several joints such as fingers, wrists, and elbows, eventually causing damage to the cartilage, bones, tendons, ligaments, etc. Rheumatoid arthritis is characterized by symmetrical involvement of the left and right joints. If the rheumatoid arthritis is severe, the appetite disappears, the body weight decreases, the fever and the whole body are sore, sore without pain, and there is no aura. In some patients, rheumatoid nodules appear, and sometimes the membranes surrounding the heart or lungs and the lungs themselves become inflamed. In addition, in some patients, the salivary glands and tear glands are inflamed, resulting in dry mouth and stiff eyes.
In the diagnosis of rheumatoid arthritis, symptoms and examination are the most important, and blood tests and radiographs may be needed. Blood tests often reveal anemia and rheumatoid factors, but rheumatoid factors can be positive even in healthy people or with other conditions. In some patients with rheumatoid arthritis, rheumatoid factor may be negative.
3) Ankylosing spondylitis: A young man may have back pain.
Ankylosing spondylitis is a joint disease that mainly affects the spine, causing inflammation in the joints or ligaments used to move and bend the lower back. Inflammation causes pain and stiffness, which usually begins in the lower back and can progress to the back, chest, and neck. Unlike other causes of low back pain, the pain is better when the patient is resting and when he is moving or exercising. Later, the joints and spine stick together, making the spine stiff and unable to bend. Other joints such as high joints, shoulders, knees, and ankles can also become inflamed.
The cause of ankylosing spondylitis is still unknown. However, with some genetic impact, the gene HLA-B27 appears in 90% of patients with ankylosing spondylitis. However, not all people with an HLA-B27 gene develop ankylosing spondylitis. Ankylosing spondylitis is common in young men aged 16-35. In women, it is relatively rare and the symptoms are not so severe that diagnosis is often difficult.
Generally, ankylosing spondylitis is diagnosed by symptoms and X-rays. In some cases, ankylosing spondylitis is known as a very severe disease in which the body hardens without treatment, but this is different from the fact, and pain and stiffness are controlled by early diagnosis and proper treatment. It can reduce the strain caused by ankylosing spondylitis and prevent it to some extent.
4) Gout: Arthritis caused by uric acid common in middle-aged men
Gout is a disease in which severe pain occurs when the joint suddenly swells. Gout is caused by uric acid, which is made from a substance called purine that comes out when the cells of our body die. People with gout have too much uric acid in their blood, which accumulates in joints or tissues, and this uric acid crystal causes inflammation in the joints. This disease usually involves only one joint at a time, but the joints of the big toe are often affected. However, the joints of the knee, ankle, instep, hand, wrist, and elbow may be affected. Gout can occur at any age, but usually the first seizures occur well in men between the ages of 40 and 50.
Gout is divided into three stages: (1) acute gouty arthritis, (2) no symptoms between acute gout attacks, and (3) chronic gout.
Gout is not a curable disease, but it is a highly regulated disease as a drug. Therefore, if the patient is properly treated, acute attacks of gout or subsequent joint damage can be prevented. Occasionally, a healthy person suspects gout due to an increased uric acid level at the screening, but even if the uric acid level is increased on a blood test, it is not gout. This is called “asymptomatic hyperuricemia,” and even if the uric acid level is increased, only about 20% of people develop gout. Therefore, no treatment is required in this case.
5) Recurrent rheumatism or recurrent arthritis: a disease where joints become inflamed occasionally
Recurrent rheumatism is an intermittent inflammation of the joints or joints. This disease is a relatively common disease, but it is not well known to people. It occurs similarly to men and women, and the symptoms suddenly swell and redden around one joint or joint without other symptoms, and the inflammation improves within hours or two days without treatment. If there are no symptoms, nothing goes wrong. Symptoms are repeated in about half of patients, and in about one third of patients, they may progress to rheumatoid arthritis.
6) Other
Arthritis or joint pain also occurs when a patient has systemic rheumatic disease, such as systemic lupus erythematosus. Arthritis can occur intermittently even in Behcet’s disease.
4. A disease with symptoms similar to arthritis
Among the patients who visit the hospital, there are some cases of arthritis because of a sore joint around the joint, and in fact, patients with other diseases are not arthritis. Here, I would like to introduce these diseases.
1) Fibromyalgia: Patients who are sick all over the body for no particular reason.
Fibromyalgia is a disease that makes the body sick and tired. It is a disease that is still confusing and misunderstood, as the cause of the disease is unknown and the same symptoms are common in other diseases. Sometimes people with fibromyalgia think they have arthritis, but the actual fibromyalgia is not arthritis and is considered a rheumatism of soft tissue. “Rheumatism” refers to the pain and stiffness associated with arthritis, diseases of the joints, muscles, and bones. The fibromyalgia becomes sensitive to the peripheral nerves, causing symptoms that cause pain even with mild irritation. Fibromyalgia is a more common disease than expected, occurring 7 to 10 times better in women than in men, and more likely in women of gestational age.
Pain is the most important symptom of fibromyalgia. It starts at the neck or shoulders at first, but over time, the body spreads throughout the body and becomes sick. Some patients complain of extreme pain. If the doctor does a physical examination, most of them appear to be fine, but a closer examination reveals a very tender pain spot in a special spot. This tenderness is characteristic of fibromyalgia. Nine out of every 10 patients with fibromyalgia have no energy, are very tired and complain of reduced endurance, lack of sleep, aura, and exhausted feeling. Sometimes tiredness is more difficult than pain. In general, I feel tired from the morning despite sleeping all night. They also do not sleep deeply and sometimes wake up on the way. According to scholars, patients with fibromyalgia have abnormal sleep patterns, especially during sleep.
Fibromyalgia can interfere with the daily life of patients with this disease, so an accurate diagnosis and understanding of the disease is very important. With proper treatment, most patients can improve their symptoms and cope with the disease. In the future, it is thought that better treatments and preventive measures will be developed if the causes and exacerbations of the disease are identified.
2) Climacteric disorder: joints are stiff and painful before and after menopause
Women get menopause as they get older. A few years before menopause comes, the face is burning and the heart is beating. In addition, the joints become stiff and joint pain appears. However, it is not real arthritis, it is just pain. The severity of these symptoms varies depending on the race and country.
3) Pain caused by excessive joint use
Even if a healthy person uses too many joints, pain appears. Repeated damage can damage the muscles, tendons, and nerves in the arms and legs. In severe cases, refraining from using joints improves symptoms. In severe cases, tendonitis, fasciitis, bursitis, and carpal tunnel syndrome occur.
If the wrist is used excessively, the pain may appear in the elbow rather than the wrist. Depending on the wrist posture that a person takes a lot, the inside or outside bone of the elbow hurts and the outside bone is called a tennis elbow. This reduces wrist use and sometimes requires physical therapy or injections.
Trigger finger refers to the tendency of the tendon to bend the finger when the finger is used a lot, and contracts to the thin film surrounding the tendon so that the finger does not move freely. In this case, the fingers are “sticky,” bent or stretched, and pain appears. When the doctor touches it, there is a painful palm in the palm of his hand. If these symptoms occur simultaneously on the patient’s multiple finger tendons, it is very difficult to use the hands and the pain is severe. However, treatment is relatively easy with topical injections or simple surgery. | https://shinseungkeon.com/en/2020/04/07/what-you-need-to-know-about-arthritis/ |
Which of the following statements regarding NSAIDs drugs are correct?
John Smith
Answered: Oct 16, 2021
Individual drugs differ widely one from another in their potency-2. their anti-inflammatory effect is most pronounced in the early phase of the inflammatoryreaction-potency refers to the dose needed...
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1 Answer
289 views
Which drug would be most appropriate to treat the following patient's pain? A 45-year-old man complained to his physician of severe pain at the base of his left big toe which had kept him awake...
John Smith
Answered: Oct 16, 2021
Indomethacin-the symptoms and signs of the patient suggest that he is suffering from an acute gouty attack.indomethacin is commonly prescribed for the treatment of acute attack of gout and...
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1 Answer
248 views
What probably could've happened in the following case?
John Smith
Answered: Oct 16, 2021
This type of arthritis is more commonly oligoarthritis than monoarthritis-although it has declined over the past decade, gonococcal arthritis remains the most common form of septic arthritis in the...
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1 Answer
243 views
Which tendon is most commonly involved in a rotator cuff injury?
John Smith
Answered: Oct 16, 2021
Supraspinatus-the muscles of the rotator cuff are the supraspinatus, infraspinatus, teres minor, and subscapularis. there are three progressive stages of impingement syndrome as a result of...
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1 Answer
241 views
What are the symptoms of systemic lupus apart from triad of fever, joint pain, and rash in a woman of childbearing age?
John Smith
Answered: Oct 16, 2021
Oral ulcerations commonly accompany disease flares-the vast majority of patients with sle will experience arthritis. arthritis in the hands, specifically the proximal interphalangeal and...
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1 Answer
237 views
Why would you do an arthrocentesis for the following case?
John Smith
Answered: Oct 16, 2021
Arthrocentesis is contraindicated if infection of any kind covers the joint-one of the emergency indications for arthrocentesis is obtaining joint fluid for analysis. arthrocentesis is...
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1 Answer
234 views
What is the suspected diagnosis you can deduce about the patient below? A 77-year-old woman complains of headache, low-grade fever, malaise, myalgias, intermittent blurred vision, jaw claudication,...
John Smith
Answered: Oct 16, 2021
Elevated esr level may be a helpful diagnostic clue-temporal or giant cell arteritis is most common in branches of the carotid artery but may involve any large or medium artery. the disease is most...
Read More
3 Answers
231 views
What is the difference between Lupus and Rheumatoid Arthritis?
A. Cook, English Professor
Answered: Jun 24, 2019
Lupus is a disease that can be life-threatening and is affects a person’s immune system. The immune system is known for fighting off the germs and other viruses that could attack the rest...
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1 Answer
231 views
How does Pseudogout differ from gout?
John Smith
Answered: Oct 16, 2021
The knee is the most commonly involved joint-pseudogout (calcium pyrophosphate dihydrate deposition disease) presents very similarly to gout, however these patients tend to be older and the knee is...
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1 Answer
229 views
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Purpose of this assignment:
The purpose of this assignment is to examine music using two equally important approaches. One is to look at music in terms of its Form by analyzing how the various elements of music can be found in your selected piece; and secondly to engage in music appreciation by providing your personal reaction to this musical work.
Steps for this assignment:
Please select any one of the musical works/songs covered in the Music Module, if it’s only a musical piece then write about the music and the musical composition; if it’s a song that has vocals then consider the music, musical composition, lyrics, and the singer interpreting the song.
1. Analysis of Form:
- Look at the musical piece in terms of its elements (listed below), and provide a short analysis which includes the elements of music which are most relevant to your selected piece.
Basic Compositional Elements:
- Tone (Tonality – the overall sound of the music as pleasant or unpleasant)
- Scale
- Rhythm
- Melody (a series of pitches that makes a tune)
- Harmony and the Orchestra (The instruments that support the melody with chords)
- Silence (the quiet spaces between musical sounds) and Dynamics (loud, quiet, silence-how loud or soft the music is)
Other Elements to consider:
-
- Tempo (fast or slow speed of the pulse or beat)
- Texture (the layers of sound, how sparse or dense the music is)
- Pitch (high or low)
- Timbre (the unique sound quality of an instrument or sound)
- Mood (happy, sad, upbeat)
2. Music Appreciation:
- What is the genre of your selected piece?
- Why did you select this musical composition or song?
- Were you familiar with this piece prior to taking this class?
- Does this piece hold special meaning for you in terms of the piece itself, the music and/or the lyrics?
- What emotions do you think the artist or composer may have been trying to convey?
- What feelings does this musical piece and/or song inspire in you? | https://homeworktips.org/miami-dade-college-music-discussion/ |
This essay deals with the musical analysis of A Ben Amet, of the alcoyano composer Antonio Pérez Verdú (1875-1932), considered the first Moorish march of the history for the Celebration of Moors and Christians. An analysis detailed of the most excellent parameters at musical level has been made as they are melody, the rhythm, the harmony, the form, the instrumentation and the expression, thus detaching, a final musical structure in constituent elements smaller than forms that whole and explaining the functions that carry out inside the same one. Also an historical approach is made on the origin of Festera Music and the birth of the Christian march like third musical sort for the Festival of Moors and Christians.
The Music of Moors and Christians, also called Festera Music, is a present reality in the musical life of the Valencian Community and a heritage that has enriched the original repertoire for band since it presents some own contents that print character to and make it different from any other musical genre. This type of compound music specifically for the Celebration is classified in three different musical forms: Christian pasodobles, marches moors and marches that provide us innumerable material to work with the students. The Moorish march is a composition of slow rhythm more of 56 crotchets per minute with an Arab or eastern melody. So we'll discuss the musicology perspective why is the first Moorish march in the history of the music of Moors and Christians and remove the light such as important composition at the Celebration.
keywords: festera music, musical analysis, music history.
A. Botella Nicolás (2010) MUSICOLOGICAL ANALYSIS OF THE FIRST MOORISH MARCH IN THE HISTORY OF THE MUSIC OF MOORS AND CHRISTIANS: A BEN AMET (1907), EDULEARN10 Proceedings, pp. 1511-1514. | https://library.iated.org/view/BOTELLANICOLAS2010MUS3 |
Unity interior design
What is unity in interior design?
Unity refers to the repetition of particular elements throughout your design — whether they’re colors, shapes or materials — to pull the look together. These principles are used to create a sense of cohesion in the space.
What is unity in principles of design?
Unity (also called harmony) is an important principle of design that gives the artwork a sense of cohesion or coherence. It is the wholeness or completeness of a picture. Unity and harmony in art are used by artists to tie a composition together and help the composition make sense as a whole piece of art.
What are the 7 principles of interior design?
7 interior design principles are: Balance. Emphasis. Contrast. Rhythm. Scale and proportion. Harmony and unity. Details.
What is the difference between unity and harmony?
What is the difference between “ Unity ” and “ Harmony ”? Unity is achieved when each element of a design fits in with the overall concept of the production. It is defined by how those elements relate to the production as a whole. Harmony , on the other hand, is defined by how those same elements relate to each other.
What is the example of unity?
Unity is being in harmony or one in spirit. An example of unity is a bride and groom both lighting a single candle at the same time with each of their candles. Singleness or constancy of purpose or action; continuity.
How do you achieve unity in design?
Use the the design principles of repetition, alignment, and proximity to add visual unity to your design and use contrast to add variety and interest. Make sure any images you use agree conceptually with your theme. Through unity your designs will communicate more and more effectively.
What are the elements of unity?
7 key Elements of Unity Texture . Colour. Tone . Direction. Proportion. Solid and Void. Form and Shape.
What are the five principles of unity?
Unity is a religion based on holistic Christian concepts. The church is based on five principles concerning God, goodness, thoughts, prayer and action. These basic ideas make up the Unity belief system.
What is the principle of pattern?
Pattern. Pattern as a principle of design may be defined as regular arrangement of repeated same elements i.e. line, shape, colors over and over again. Pattern usually increases the visual excitement by supplementing surface interest.
How do I get started as an interior designer?
Steps to Becoming an Interior Designer Earn a degree in interior design . Pass the National Council for Interior Design qualification exam. Take some pro bono projects. Build a portfolio. LOOK FOR CONTINUING EDUCATION OPPORTUNITIES.
What are the basics of interior design?
Basic Interior Design Principles Balance. In design , balance creates a feeling of equilibrium. Harmony. Harmony is created when all the elements act together to create a unified message. Emphasis. A room where everything gets equal importance will seem either scattered or boring. Proportion and Scale.
How can I learn interior design?
Then read on to learn the basic rules of great interior design with the following free interior design courses. MIT OpenCourseWare: Principles of Design . DecoratingStudio: Design Fundamentals. BetterHomes: Practical Guides. HGTV Design 101: Keep Up to Date With Styles. Coco Kelley: Fresh Takes on the Classics.
What are the 7 principles of art?
The 7 principles of art and design are balance, rhythm, pattern, emphasis, contrast, unity and movement. Use the elements of art and design – line, shape/form, space, value, color and texture – to create a composition as a whole.
What are the three types of unity in art?
Unity is identified in three ways : compositional unity , conceptual unity , and gestalt unity .
What is a basic definition of harmony?
a consistent, orderly, or pleasing arrangement of parts; congruity. Music. any simultaneous combination of tones. the simultaneous combination of tones, especially when blended into chords pleasing to the ear; chordal structure, as distinguished from melody and rhythm. | https://addodecor.com/interior-design-styles/unity-interior-design.html |
Lyric song for solo voice with orchestral accompaniment, generally expressing intense emotion; found in opera, cantata, and oratorio.
Awit
An ancient type of song that has a triple meter and a rhythmic pattern that accents the second beat. Its melody is traditionally chanted, using a scale that is native to Filipino folk culture
Balitaw
A song in moderately fast triple meter that often praises or celebrates a desirable quality, object, nature, person, trait or custom
Ballad
“A narrative song usually performed by a solo singer who gives account of an event that happens in a community.” (From the CCP Encyclopedia of Art, vol. 6, p. 80)
Beats
Regularly spaced pulsation-durations which are relatively easy to count and convenient to follow
Cantata
Vocal genre for solo singers, chorus and instrumentalists based on a lyric or dramatic poetic narrative. It generally consists of several movements including recitatives, arias and ensemble numbers.
Chamber music
Ensemble music for up to about ten players, with one player to a part.
Downbeat
The first beat of a measure. It normally receives the accent or the strongest accent since it marks the beginning of the measure
Form
The scheme of organization that determines the basic structure of a composition, comparable to an architect’s ground plan.
Genre
General term describing the standard category and overall character of a work.
Habanera
Moderate duple meter dance of Cuban origin, popular in the nineteenth century; based on characteristic rhythmic figure.
Harmony
The sounding together or as a unit of three or more tones (chord/chord construction) and the way in which chords succeed one another (chord progression)
Key
Defines the relationship of tones with a common center or tonic. Also a lever on a keyboard or woodwind instrument.
Kundiman
A song of devotion to country, beloved, child, the Virgin Mary, or a lofty cause. It is always in triple meter with a moderately slow to slow tempo
Kundiman – Art Song
“a form of Western solo vocal literature in which the voice part, the instrumental accompaniment, and the verse are interwoven to achieve an artistic musical whole” (From the CCP Encyclopedia of Art, vol. 6, p. 78)
March
“music with simple, strongly marked rhythm (4/4) and regular phrases, designed to accompany marching groups or some dances” (From the CCPEncyclopedia of Art, vol. 6, p. 100)
Measure (or Bar)
A single grouping of beats
Meter
Unit of measure (of time) consisting of accented and unaccented, regularly spaced beats or pulses; grouping or organization of beats or pulses
- Duple – Two beats to a measure
- Triple – Three beats to a measure
- Quadruple – Four beats to a measure; may be seen as an expansion of duple
Melody
The element of music that we sing or a series of consecutive tones usually varying in pitch and duration
Mezo-soprano
Female voice of middle range.
Minor scale
A collection of seven different pitches ordered in a specific pattern of whole and half steps, as shown below:
1 – 2 – 3 – 4 – 5 – 6 – 7 – 8
whole – half – whole – whole – whole – half – whole
Mode
Scale or sequence of notes used as the basis for a composition
Opera
Music drama that is generally sung throughout, combining the resources of vocal and instrumental music with poetry and drama, acting and pantomime, scenery and costumes.
Oratorio
Large-scale dramatic genre originating in the Baroque, based on a text of religious or serious character, performed by solo voices, chorus and orchestra; similar to opera but without scenery, costumes or action.
Polka
The song of merriment in folk and popular Filipino cultures. It is in moderately fast to fast duple meter. Most of Filipino Christmas carols use this musical form.
Pulses
Regularly spaced pulsation-durations which are relatively faster, smaller than beats and harder to count or follow
Rhythm
That property having to do with temporal patterns and sensations in music. Its three attributes are meter, tempo and rhythmic (kinetic) pattern
Strophic
Song structure in which the same music is repeated with every stanza (strophe) of the poem.
Style
Characteristic manner of presentation of musical elements (melody, rhythm, harmony, dynamics, form, etc.)
Soprano
Highest-ranged voice, normally possessed by women or boys.
Tonic
The first note of a scale (the tonic or keynote do), which serves as the home base around which the other pitches revolve and to which they ultimately gravitate.
Upbeat
The last beat in a measure, normally unaccented or unstressed
Waltz
Ballroom dance type in triple meter; in the Romantic era, a short, stylized piano piece. | https://www.filipinaslibrary.org.ph/himig/glossary-of-musical-terms/ |
The arts refer to various disciplines whereby the artist aims to express himself. Each discipline has its own unique characteristics and means of expression.
Painting is the art of applying a medium like paint, coal and other pigments unto a surface such as wood or canvass. Techniques of execution in painting include oil, fresco, goache and tempera. Oil painting involves using pigments mixed with a medium of drying oil. In Fresco painting, the artist mixes pigment with water and brushes it unto fresh damp or partly dry plaster. When the plaster dries, the pigment is permanently bound into the medium. Goache is watercolor paint that is bound with gum, giving the resulting artwork a heavier and opaque quality. Meanwhile, tempera is pigment bound by an egg medium.
The elements of a painting include line, color, form and texture. Line is the basis of shapes and figures in a painting. It can be thick or thin, and it can draw the viewer’s focus upon an element in the composition of the artwork. Color refers to the mixture of hues that the artist employs to achieve a desired intensity and mood for the painting. Form refers to the dimensions in the painting—whether the artist aims to achieve a two or three-dimensional effect to the figures in the work. Finally, texture refers to the smoothness or roughness of a painting, either literally or implied by the composition.
Music is an art form that uses sound as medium. It is usually performed using an instrument. Four examples of musical expressions are the symphony, opera, concerto, and jazz. The symphony is a classical composition for an orchestra, usually divided into movements, each of which is characterized by its particular tempo. A concerto is similar to the symphony except that the former focuses on a particular instrument or soloist. The opera is a performed musical piece that combines music and text called a libretto. Jazz is a modern musical form which is characterized by heavy improvisation in the interpretation.
The elements of music include sound, melody, harmony, and texture. Sound refers to the vibrations produced by the instrument in a musical performance. Melody refers to the sequence of tones while harmony is the contrasting tones that complement the melody. Texture denotes the overall quality of a musical piece (whether it is polyphonic, homophonic, etc.)
Theater is a performance art genre that usually incorporates two or more of the other art forms and thereby, also utilizes much of the elements of the other art forms. Examples of techniques in theater are comedy, tragedy, drama, and musical theater. Comedy employs a humorous theme and seeks to amuse the audience. In a tragedy, the hero struggles against a fateful occurrence and ends in a tragic death. Melodrama features emotion-laden plots that seek to move the audience. Finally, musical theater is drama with song and dance incorporated into the script.
Elements that are unique to theater include the script, costumes, lighting and stage setting. The script contains the lines of dialogue or lyrics to be performed. Costumes refer to the wardrobe of the performing cast. Lighting refers to the artistic use of stage lights to correspond the needs of the plot while stage setting refers to the props, backdrop and other implements needed to recreate the setting needs of the script.
Dance involves the artful movements of the body, usually to the accompaniment of music. Four means of expressions in dance include ballet, folk dance, ballroom dancing, and hip-hop. Ballet is a formalized and highly-technical dance form with its own terminologies and steps. Folk dances are traditional and cultural dances of the common people performed during social events. Hip-hop dancing is of African-American influence and it accompanies hip-hop music. Ballroom dancing, meanwhile, is the term for types of partner dances usually performed in social venues.
As in theater, dance utilizes elements in music, but certain elements unique to dance are movement, line form, rhythm, and mime. Movement refers to the choreography or series of steps that constitute the dance piece. Line form refers to the patterns that the human body conforms to during movements. Rhythm denotes the sequences of movements while mime is the meaningful theatrical actions of the dancers to express a meaning or message in their movements. | https://homeworkcorp.com/solved-the-disciplines-in-art/ |
Style is making everything you do a work of art. How do you make something a work of art? Study and apply the simple rules of design to create a pleasing and harmonious composition. Whether that composition is applied to how you dress, how you make music, how you write, how you take photos, how you dance, how you show compassion for others, how you interact in social settings, how you decorate your living space, to how you travel through each day. Create art through HARMONY and COMPOSITION in all that you do. Life is nothing without art. Therefore, we should create art in as many ways as we can.
Let's start with the elements (you may also hear them interchangeably called principles) of design. As defined by Art in Everyday Life (one of my very favorite books ever written) and Wikipedia:
Line - "Line is an element of art defined by a point moving in space. Lines can be vertical, horizontal, diagonal or curved. They can be any width or texture. And can be continuous, implied, or broken. On top of that, there are different types of line, aside from the ones previously mentioned. For example, you could have a line that is horizontal and zigzagged or a line that is vertical and zigzagged. Different lines create different moods, it all depends on what mood you are using a line to create." - Wikipedia.
I am a woman completely obsessed with LINE! Line plays a very strong role in the way I create my art and put together my outfits. It is ESSENTIAL to understand the visual power of line.
Color - "Color is the result of light reflecting back from an object to our eyes. The color that our eyes perceive is determined by the pigment of the object itself. Color theory and the color wheel are often referred to when studying colour combinations in visual design. Color is often deemed to be an important element of design as it is a universal language which presents the countless possibilities of visual communication." - Wikipedia.
There is truly an endless amount of information that exists in the world of color theory, and it takes a great deal of practice and studying to truly understand how to use color most effectively. Some of us seem to have an intrinsic understanding of color harmony and theory, but most of us just have to practice. I'll post an entry soon on how to understand basic color theory.
Proportion - "Proportion in art is the comparative harmonious relationship between two or more elements in a composition with respect to size, colour, quantity, degree, setting, etc.; i.e. ratio. A relationship is created when two or more elements are put together in a composition. This relationship is said to be harmonious when a correct or desirable relationship exists between the elements. This refers to the correct sizing and distribution of an element or object, which creates good proportion. Good proportion adds harmony and symmetry, or balance, among the parts of a design as a whole." - Wikipedia
Harmony/Form/Rhythm/or Composition - "Harmony is the fundamental requirement in any piece of work in which appearance, as well as use, has to be considered. It is the most important of all the principles of design. Harmony is the art principle which produces an impression of unity through the selection and arrangement of consistent objects and ideas. When all the objects in a group seem to have a strong 'family resemblance', that group illustrates the principle of harmonious selection, and when these 'friendly' articles are so arranged that the leading lines follow the shape of the object on which they are placed, harmony has been secured in both selection and arrangement." -Art in Everyday Life.
"In visual design, form is described as the way an artist arranges elements in the entirety of a composition. It may also be described as any three-dimensional object. Form can be measured, from top to bottom (height), side to side (width), and from back to front (depth). Form is also defined by light and dark. It can be defined by the presence of shadows on surfaces or faces of an object. There are two types of form, geometric (artificial) and natural (organic form). Form may be created by the combining of two or more shapes. It may be enhanced by tone, texture or color. It can be illustrated or constructed". - Wikipedia
Space/Proportion - "In design, space is concerned with the area deep within the moment of designated design, the design will take place on. For a two-dimensional design, space concerns creating the illusion of a third dimension on a flat surface. Space is the area provided for a particular purpose. It may have two dimensions (length and width), such as a canvas, or it may have three dimensions (length, width, and height) like your clothing. Space includes the background, foreground and middle ground. Space refers to the distances or areas around, between or within components of a piece. There are two type of space: positive and negative space. Positive space refers to the space of a shape representing the subject matter. Negative space refers to the space around and between the subject matter." -Wikipedia
Balance - "Is the distribution of the visual weight of objects, colors, texture, and space. If the design was a scale, these elements should be balanced to make a design feel stable. In symmetrical balance, the elements used on one side of the design are similar to those on the other side; in asymmetrical balance, the sides are different but still look balanced. In radial balance, the elements are arranged around a central point and may be similar." -Wikipedia.
An understanding of visual balance is absolutely CRUCIAL in fashion and dressing.
Emphasis - Though an arrangement may be well balanced, its proportions good, and its contents in perfect harmony, it may still be dull and uninteresting. In spite of its merits, the eye will pass over it because there is no particular point to arrest the attention. In other words, the arrangement lacks emphasis, and lacking it, fails to attract, fails to give any active sense of enjoyment. Emphasis is the art principle by which the eye is carried first to the most important thing in any arrangement, and from that point to every other detail in the order of its importance. Whenever any object is selected or arranged with reference to its appearance, this principle of emphasis is used, and the success of the result depends upon a knowledge of: what to emphasize, how to emphasize, how much to emphasize, where to place emphasis." - Art in Everyday Life
This may seem like a lot of information to those who have no training in the visual arts, but once you understand the basic concepts and try to visually apply this knowledge to things you see in the everyday, you will begin to understand that you already have a great deal of practice identifying these elements, because you have been surrounded by them in every moment of your life. Nothing can escape the elements of design. NOTHING, darling. So it is of great importance that we continually strive to perfect our understanding of them.
Keep in mind that these are the elements of visual design. So of course these specific elements, cannot be applied to the art forms I've mentioned such as dance, music, writing or socializing. However, when you properly use the elements of your chosen medium (and each of their elements will vary), you create a composition. And the term composition can be applied to all art forms and creative practices. Composition is the combination of the given elements which have been arranged using conscious thought to the overall design. I use the word composition frequently, as it is the overall appearance of any type of artwork, including the outfits that we put together. Composition is your new best friend, dear. Whether it's how you've arranged and organized your home, to how you balance your self care, work, and social life. Composition is in everything we do. This is why I say we must design for ourselves a beautiful life. A life composed harmoniously in all aspects. Attention to design will bring you a sense of peace. So the more you strive in creating harmonious composition in all that you do, the easier and more enjoyable your life will become. If you don't understand what in the hell I mean by that, I will continue to dive into my philosophies on 'emotional composition' in my future posts.
When we understand the elements and we continually practice creating successful compositions with them, we can find and create beauty and harmony everywhere. A major faux pas we see in any kind of design or artwork or fashion ensemble is when the eye (or ear, or brain, or heart or emotions) cannot fluidly move about the entirety of what is before us. The eye (or whichever organ or emotional state of your choosing) gets stuck, fatigued, or distracted in something that is of poor composition. Even if what we are looking at has vast negative space, and is sparse in objects or forms, the well mannered composition can navigate it's way successfully through the empty voids, which are there to merely enhance the forms that it surrounds. The eye, ear, brain, emotions and heart travel smoothly when we are faced with the delight of a successful composition.
Continue to practice your understanding of the elements/principles, and your ability to create an incredible ensemble (and a damn beautiful life) will continue to grow and grow.
And if you're ever overwhelmed by the elements of design when you're getting dressed, the best thing to remember is to keep it simple. Lose an accessory (or two!), choose the more muted colors, don't overthink it, and always, ALWAYS strive for harmony. Whether in clothing, artistic expression, social engagement or your emotions. Harmony must FLOW, and so must we.
Yours truly, | https://www.theashleyurban.com/post/art-in-everyday-life |
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40 minutes
per class
Once per week
every week
10-12
year olds
3-9
learners per class
per learner
How does an “Ongoing” course work?
Meets on a weekly schedule, join any week, no need to catch up on previous material
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Automatic payment every Sunday, cancel any time
Great for clubs and for practicing skills
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Description
Class Experience
Students will learn about the elements of music through guided composition exercises using Google Songmaker. Each week we will focus on a different element of music, such as rhythm, melody, harmony, form, texture, etc. and students will learn how to incorporate that element into their compositions. Week of April 12th - Rhythm Week of April 19th - Melody Week of April 26th - Harmony Week of May 3rd - Form Week of May 10th - Texture Each class will begin with a short lesson on that week's...
Students will be able to... ...understand the elements of music and how they come together to form a whole musical sound. ...listen to musical examples and identify the various elements of music. ...use their understanding to create original pieces of music. ...give and receive constructive feedback about their creative work.
none
It is required that students attend this class using a computer as opposed to a tablet or phone. Google Songmaker is a resource that only works well on a computer.
none
40 minutes per week in class, and maybe some time outside of class.
Google Songmaker is used throughout the class. Google does not require an account or login to use this resource. When a student "saves" their work, Google creates a unique web address for that composition, which can be shared and accessed without providing any personal information.
Teacher
Jeremy Milligan, MM.
Licensed music teacher with over 20 years of experience at all age levels.
🇺🇸Lives in the United States
2 total reviews
3 completed classes
About Me
In my years teaching music in public schools, some of the students would have trouble remembering the name "Mr. Milligan", so many of them started calling me "Mr. Music Man" and it stuck! I am a licensed music teacher in the state of... | https://outschool.com/classes/composer-kids-h3DZKhEa |
Huge congratulations are in order for music scholars Eliza (year 10) and Joe (upper sixth) at Leighton Park. They’ve been recognised for their creativity and skill in the ISA Arts, Music Composition Competition.
‘Dance Song’, awarded first place for Key Stage Three, is comprised of vocals and backing track by Eliza and ‘Icescape’, highly commended in Key Stage Five, is composed by Joe. Each are equally captivating yet unique pieces of music; Dance Song makes you want to do just that, with its upbeat tune and lyrics, whilst Icescape wouldn’t go amiss in a cinematic setting.
“Composition is extremely fun and rewarding.” enthused Joe, who has practised the art throughout his A Level course in Music Technology. He now looks forward to pursuing the subject at university.
“Originally at university I was going to study Music, but I changed that option to Music Tech because of how much I enjoy it here. Composition is a way to convey stories and emotion through the music you organise and create. I enjoy coming up with new and interesting musical ideas that can evolve in so many ways. Once a composition is complete, I can use it for many different things such as artwork, film music or simply music that gives off a certain idea.” Joe continued.
When asked what advice he would give to someone interested in experimenting with composition, Joe commented “Firstly be open to influence from other pieces of music that inspires you as you may want to compose a similar style to it and secondly, never throw away your ideas. These ideas may not seem always good, but in the right composition they might be the one thing that it is missing from the piece.”
Reflecting on the creative process from start to finish, the composer shared, “When starting the piece, the first thing composed was the main piano melody. This theme was a result of finding a chord progression I truly loved whilst playing around on a piano in my free time. These chords grew into a melody line and then once that was done, I just made the foundation of all the future musical themes heard in the piece. As for other instruments and sounds, each one was picked for specific purposes whether that’s for introducing a single theme or accompanying another by playing counter melodies.
The third section of the piece was a combination of all previous musical material plus a new theme that I composed over a year ago. This new theme was perfect for what I wanted. The final section was very important. It needed to reflect many elements of the first opening section, whilst remaining unique. So, to achieve this I modulated the main theme to a new key and slightly altered the rhythm of the melody to change it a little, then using the same instrumentation as the first section, I wanted them to play themes from other sections to act as accompaniment when the first main piano theme returns. To end the piece, I wanted it to end in a major key.”
Flora Curzon, Competition Judge and Violinist appealed “I encourage you all to continue writing music and to find your own unique way of making art and expressing yourselves. I hope you will all continue to enjoy making and listening to music throughout your lives.”
We’re sure you’ll join us is wishing Eliza, Joe and Leighton Park a huge congratulations on the ISA music composition competition win.
Learn more about studying at Leighton Park and the enriching studies and opportunities their students enjoy today. | https://www.aquakereducation.co.uk/isa-music-composition-competition-win/ |
Fundamentals of design or principles of designs are applied to the elements of design that bring them together into one design. How one applies these principles determine how successful a design maybe. They represent the basic rules of how to arrange a composition and create a successful design. In other words, they guide us in the way we arrange the elements of design. Sometimes we look at an image or object and we find it aesthetically pleasing or easy on the eye but we may not quite understand why. The reason is that one or more of the principles of design are at work. Here are the basic principles of design:
- Harmony
- Balance
- Hierarchy
- Scale and Proportion
- Emphasis or Dominance
- Similarity and Contrast
Harmony
Harmony is an agreement between the shapes that stresses the similarities of all parts. In other words, the shape of one part should “fit” the shape of the adjoining elements. Shapes should ”fit” properly in their positions and spaces. The following are aspects that make a design harmonious:
- Proximity: a sense of distance between elements.
- Similarity: ability to seem repeatable with other elements.
- Continuation: the sense of having a line or pattern extended.
- Repetition: elements being copied or mimicked numerous times.
- Rhythm: achieved when recurring positions size, colour, and use of graphic element has a focal point interruption.
Balance
Balance refers to the arrangements of design elements within a composition, how they relate to each other and the overall composition. Elements can have different visual weights dependent on their size, shape or colour and if positioned poorly they can unbalance a composition. There are 3 types of balance used in design:
- Symmetry: elements on either side of the axis are arranged similarly.
- Asymmetry: elements on each side differ in shape but still are in visual equilibrium.
- Radial: elements are arranged around a circular form.
Hierarchy
Hierarchy is another principle that relates to how well elements can be understood visually. It refers to the importance of elements within a design. The most important elements should appear to be the most important. Hierarchies are represented in the following ways:
- Trees: elements arranged in order of a tree with a trunk, branches and sun-branches.
- Nest: elements mapped on to each other as parents, children and grandchildren.
- Weight: elements of the same weight belong to the same class of a hierarchy position.
Scale and Proportion
Proportion is simply the comparative size of elements relative to each other. Proportion can be used in a composition to create a sense of distance or demonstrate a size difference. Proportion can also be used to create or unhinge the balance in a composition as their visual size and weight will automatically establish themselves in the composition.
- Size: elements of different size in relationship with each other.
- Ratio: elements related to each other in a ratio appears together in visual harmony.
- Division: these create a focal point that automatically gives a sense of the relationships.
Emphasis or Dominance
Dominance (also known as emphasis) may seem similar to proportion but is actually more to do with the visual weight of an element. The dominant part of a composition is the one that stands out the most or appears closest to you. The following are components of emphasis or dominance:
- Highlight: breaking the visual hierarchy using form to lay emphasis.
- Colour: to distinguish between elements in a series of similar for.
- Size: elements of different sizes focus the viewer’s attention accordingly.
Similarity and Contrast
Contrast refers to the arrangement of opposite elements in a piece so as to create visual interest, excitement and drama. This can be done in a variety of ways such as through light vs. dark colours, rough vs. smooth textures, large vs. small shapes, etc.
- Light & dark: clear foreground & background separation Lend contrast between elements.
- Line: elements of varying textures and forms bring about a contrasting effect. | https://quifstudio.com/2020/11/23/episode-2-understanding-the-fundamentals-of-design/ |
Back in 2013 I was impressed by this trio’s debut CD, Melody (a literal translation of the trio’s name, as it happens), on which guitarist Dylan Fowler, together with Mabon frontliners Jamie Smith (accordion) and Oliver Wilson-Dickson (violin), so captivatingly celebrated the unique concept of melody that characterises Welsh traditional music through their instinctive and close-knit exploration of the elements of rhythm and harmony to be found within.
Alaw’s follow-up disc is the result not just of three more years’ expertise but also of a developmental rethink of their modus operandi. Complete though Melody had felt, Dead Man’s Dance represents something of a real leap forward into another dimension of musical expression, for this time round seven of the 11 tracks feature vocals, and these are carefully and sensitively distributed, according to the demands of the song, between Oliver, (more occasionally) Jamie, and guest singers Gwilym Bowen Rhys (Plu, Y Bandana) and Georgia Ruth. The latter’s stand-out moment comes on her delicate voicing of traditional song Y G’lomen’s expression of great longing, while she also duets with Oliver on Hen Erddigan Morganwg and his own composition Stones, a heartfelt plea for tolerance when tempted by retaliation. Oliver’s other compositions (both also sung in English) comprise Seven Stories, which focuses on the universal and contemporary relevance of the bardic tales, and When It’s Gone, which encourages us to make the most of the moment (culminating in a luxurious lap steel and cello fadeout). Gwilym’s vocal contributions are also outstanding: there’s a lusty, driven Welsh version of the shanty Santiana (featuring guest Antwn OIwen Hicks on Galician bagpipes), contrasting with a beautifully realised take on the heartbreaking traditional song Lisa Lân (Oliver excels with some warm viola counterpoint here).
The instrumental tracks are also well contrasted in mood; the disc’s exciting opening medley delivers a pair of tricky dances, one of which (Dawns Soïg) Dylan wrote for a Breton friend (whose culture has clearly inspired its lively rhythms), while Iâr Fach Y Haf lazily flutters along by (as befits its title) and Pan O’wn Y Gwanwyn takes its cue from a lovely modal melody that brilliantly epitomises the climate of the trio’s music-making. Invariably but always with freshness, Dylan’s gentle yet enthralling trademark guitar work is threaded subtly through the canvas of each and every track, as is the equally trademark intuitive interplay between Jamie’s accordion and Oliver’s violin, but additionally we should not underestimate the importance and quality of the impeccably-chosen guest contributions to this album, which to Alaw’s credit neither overshadow nor distract from the special character of the core trio’s own music-making. A nice touch also to have bilingual text in the mirror-image accompanying booklet. | http://www.livingtradition.co.uk/node/2208 |
How do you draw in unity? Get a standard image file such as a PNG or JPG that you want to use, save it, and then drag the image into the Assets region of Unity. Next, drag the image from the Assets into the Scene Hierarchy. You will notice that as soon as you let go of the mouse button, a new GameObject with your texture’s name shows up in the list.
What is a unity drawing?
Unity (also called harmony) is an important principle of design that gives the artwork a sense of cohesion or coherence. It is the wholeness or completeness of a picture. Unity and harmony in art are used by artists to tie a composition together and help the composition make sense as a whole piece of art.
How do you make a drawing app in unity?
How do I draw in Unity 2d?
How do you draw a collider in unity?
Related guide for How Do You Draw In Unity?
What is art unity?
Unity refers to how different elements of an artwork or design work come together and create a sense of wholeness. It can be achieved through proximity, simplicity, repetition and continuation. Art and Design.
What is unity art examples?
Elements in a painting that would be considered examples of unity might be colors that are close to one another in terms of hue or chroma, or recurring shapes, or textures that mimic one another.
What is the difference between harmony and unity in art?
Harmony is the sense that all of the elements of your design fit together. They may fit the same theme, aesthetic style or mood. Unity refers to the repetition of particular elements throughout your design — whether they're colors, shapes or materials — to pull the look together.
How do you achieve unity in art?
To achieve unity in art, some prefer to use only primary colors, repeat geometric shapes on a neutral background, or use a variety of texture created with various lines.
What is rhythm drawing?
Rhythm in art refers to the arrangement of shapes in a way which creates an underlying beat. It is similar to the rhythm of music, but instead of notes and sounds, we use colors and shapes.
How do you draw a line in unity?
How do you make a coloring game in unity?
How do you draw a circle in unity?
How do you make a ring shape in unity?
What is collider2d?
Collider2Ds are components which define a region in which collision interaction between gameObjects occur. In simple terms, colliders are simply the defined regions where gameObjects are solid to other gameObjects.
Why is unity important in design?
Unity holds your design together both visually and conceptually. It emphasizes your concept and theme and helps communicate your message to your reader. Through unity your elements aren't competing with each other for attention. They are working together to reinforce your message.
What are the types of unity in art?
Unity is identified in three ways: compositional unity, conceptual unity, and gestalt unity.
What are the principles of unity?
Principles of Unity
How important is harmony in an artwork?
Harmony is the visually satisfying effect of combining similar or related elements. Harmony in a painting or design helps bring about unity. All harmony and no contrast, however, can become monotonous. A balance must be struck between areas of harmony and areas of contrast.
What is unity with example?
Unity is being in harmony or one in spirit. An example of unity is a bride and groom both lighting a single candle at the same time with each of their candles. noun.
How do you create harmony in art?
A set of colors that relate according to a specific scheme creates harmony. Likewise, a uniform texture of brush strokes across the surface of a canvas creates harmony. Another way to guarantee harmony is to choose compositional components that are similar in shape and contour.
What is unity and variety in art?
Variety is the use of different visual elements throughout a work, whereas unity is a feeling that all the parts of a work fit together well.
What does contrast mean in art?
What is contrast? Contrast, when it comes to art, is achieved when opposite elements are arranged together. Although these elements might be opposites, their arrangement can still be appealing. The contrast in art might even be considered the golden rule of art.
What is an example of contrast in art?
Contrast. As a principle of art, contrast refers to the arrangement of opposite elements and effects. For example, light and dark colors, smooth and rough textures, large and small shapes.
How do you write unity in a composition?
Some easy ways to achieve unity in your compositions include: Similarity: Try repeating colors, shapes, values, textures, or lines to create a visual relationship between the elements. Repetition works to unify all parts of a design because it creates a sense of consistency and completeness.
How unity was achieved in the art activity?
To achieve unity, artists often employ repetition. They might repeat the same color, shape, or texture in different areas of the image that make it seem like each area of the image belongs there. In performing arts, theater artists try to achieve unity among the different technical elements.
What are the 5 types of rhythm in art?
We can use five types of rhythm:
What is dynamic in art?
Dynamic movement is characterized by movement of the eye that flows smoothly from one area of the composition to another, guided by continuations of line or form, and by gradations of color or form. Dynamic movement is characterized by open shapes or shapes that closely relate to adjacent shapes.
What is progressive rhythm?
Progressive rhythm – a sequence is created in which the elements are changed slightly every time they are repeated.
What is debug draw?
Description. Draws a line between specified start and end points. The line will be drawn in the Game view of the editor when the game is running and the gizmo drawing is enabled. The line will also be drawn in the Scene when it is visible in the Game view.
What is line rendering?
Line rendering is based on giving an object's features different line weights so that an appearance of solidity can be formed without tone or gradients. For this, you should analyze object geometry for the line work necessary to show the shape and describe the function.
What is the theory behind Zentangle art?
Zentangle is an American method for drawing, which not only promotes concentration and creativity but at the same time increases personal well-being. Zentangle was invented by a monk named Rick Roberts and an artist named Maria Thomas. With Zentangle they created a combination of meditation and art. | https://sonalsart.com/how-do-you-draw-in-unity/ |
measure(redirected from take the measure)
Also found in: Dictionary, Thesaurus, Medical, Legal, Idioms.
measure,in music, a metrical unit having a given number of beats, the first of which normally is accented, although the accent may be displaced by syncopation. Measures are separated on the staff by vertical lines called bars. The term bar has become synonymous with measure. The consistent division of music into measures with regularly recurring accent did not become prevalent until the 17th cent. See also metermeter,
in music, the division of a composition into units of equal time value called measures, and the subdivision of those measures into an underlying pattern of stresses or accents (see measure).
..... Click the link for more information. and rhythmrhythm,
the basic temporal element of music, concerned with duration and with stresses or accents whether irregular or organized into regular patternings. The formulation in the late 12th cent.
..... Click the link for more information. .
Measure
A reference sample used in comparing lengths, areas, volumes, masses, and the like. The measures employed in scientific work are based on the international units of length, mass, and time—the meter, the kilogram, and the second—but decimal multiples and submultiples are commonly employed. Prior to the development of the international metric system, many special-purpose systems of measures had evolved and many still survive, especially in the United Kingdom and the United States. See Metric system, Physical measurement, Time, Units of measurement, Weight
Measure(religion, spiritualism, and occult)
The measure is a magical measurement of "the whole person," used in Witchcraft. It is usually taken at the Initiation ritual and is done using a length of thread equal to the height of the individual. Knots are then tied in the thread, marking such points as chest and waist circumferences. The whole measure is then wound into a tight ball and touched on a point on the individual's body where blood has been let. It is then given to the leader of the coven for safekeeping. This ritual was intended to ensure the loyalty of the new member, who knew that such a measure could be used magically if there were ever proof of disloyalty.
Measure
a philosophical category that expresses the dialectical unity of qualitative and quantitative characteristics of an object.
The quality of any object is organically related to a definite quantity (of properties, aspects, indicators, dimensions, number of components of a given system). Quantitative characteristics within the scope of a given measure may vary as a result of a change in the number, dimensions, order of relation of the elements, speed, and degree of development. A measure indicates the limit beyond which a change in quantity implies a change in the quality of the object and conversely. Consequently, measure is a zone or a range within which a given quality can be modified, while retaining its essential characteristics. Measure manifests itself also as congruousness; for example, gracefulness manifests itself as the-congruousness and harmony in the motion of a body. Measure is the basis of rhythm, harmony, and melody in music and is essential in the creation of a pleasing architectural ensemble. Measure is also used in measurement as a standard unit with which a measured object is correlated and compared.
The category of measure is of basic theoretical and practical importance. The determination of measure in any form of activity is a prerequisite for its success. It is impossible to know an object without clarifying its qualitative and quantitative characteristics in their unity.
Measure
(also bar), in music, a metrical unit. The length of a measure is indicated by the time signature—a fraction or special symbol, for example, , printed on the staff at the beginning of a composition and at every change in meter. The boundaries of a measure are indicated in musical notation by vertical lines called bar lines. | https://encyclopedia2.thefreedictionary.com/take+the+measure |
What does it take to learn composition?
I’ve been asking myself this question for a long time, and I’ve come to the conclusion that the answer isn’t that complicated.
As I see it right now, the fastest way to learn composition is to memorize small fragments of music, and then learn to change and combine those fragments in very specific ways.
The process of changing it, actually forces you to understand it.
When I started Art of Composing in 2011, I had a loose idea of the things I needed to learn. But it wasn’t very clear in my mind.
So I set out reading just about every music theory book I could get my hands on (the UCLA Music Library is very good by the way). A handful of books really made a difference for me. The rest… not so much.
What is your motivation for composing?
If any of these describe you, keep reading.
You want to compose music that clearly expresses yourself and your emotions in a way that others understand.
You want to create music mostly for yourself, but you’re interested in film, TV, and video games.
You want to write the ideas you hear inside your head, and then create longer works, hit songs, or just a good piece of music.
You want to understand how music works, but your music theory is a little bit… shall we say… sketchy.
Do you really understand what it takes to learn composition?
Learning composition is a process that will take time. There is a lot you don’t know, and that’s okay.
It starts with your background knowledge – everything you’ve learned about music until this very moment.
You then focus on one specific composition skill at a time. This could be something as small as writing a note correctly by hand or as big as a symphony.
Starting with small skills makes the whole process flow better.
A composition skill should be a repeatable process.
Harmony, melody, form – these are not skills. They are categories.
A composition skill should be repeatable, and have a clear goal.
So here is a goal for you. Compose a one note piece of music, right now.
Let’s accomplish this very basic composition skill together, and through this, I think I can show you how you’ll approach learning composition in general.
Grab a pencil, staff paper, and compose with me right now.
Download staff paper here. It will open in a new tab.
Let’s be deliberate about this. Your goal is to compose for me, a 1 note piece of music.
So let’s start with laying out the boundaries.
Restrictions will help to open up our creativity, because they filter out unnecessary ideas from your brain.
For instance, you can throw away any ideas you have that are two notes or longer.
Right now, I just want one note. But we’re going to make it a great note.
Pick each of these before we start sketching and write them down in the corner of the paper.
What instrument or instruments will be playing the note.
If you want, you can just watch me do it.
I pick a slow tempo, about 60 beats per minute, also known as 1 beat per second.
The time signature is, 4/4. I don’t want to overcomplicate this.
The key signature is C major. Because… it’s C major.
The instrument I choose for this example is the violin.
Now that we have the boring stuff out of the way, let’s get on to the good stuff.
Let’s imagine your note for a second. Now you don’t need to hear the note before hand in your mind. You can start to get closer to the note you want, without hearing.
Is it a high range note, middle range note, or low note?
How should the note change over time?
How long is the note?
Here’s what I can imagine.
I hear a note, it’s middle range. The note is… soft.
Very soft. In fact, it is as soft as the violin player can play. Yes, I see the violin player. Heart pounding on stage. The conductor, about to give the upbeat.
With the lightest touch of the bow, the string begins to just barely scratch out a sound.
But as the second beat hits, the note gets louder. The player puts more pressure. It gets gritty.
By the third beat, the note is very loud, and then suddenly without warning, the violinist accelerates the bow, to leave the ring of an open low G string.
Now, write that down. A low G, 3 beats long, starting very soft (pp), and getting very loud (fff).
Hopefully, you could see and hear in your mind what I just described to you.
It’s a little bit like a story, and you have the ability to imagine music in your head with the same clarity. It also develops and changes as you create it.
What do we mean when we say “compose music”?
It’s always helpful to have a clear definition when learning a new topic. Music composition is no different.
Musical composition is the process of making or forming a piece of music by combining the parts, or elements of music.
Composing isn’t about being totally unique. The search for ever more novelty has lead to a lot of incomprehensible music.
It’s also not about just copying the past.
Composers don’t create something out of nothing.
Take for example, this very famous piece, Pachabel’s Canon in D.
This chord progression and melody, are actually a commonly used chord progression called the Romanesca.
Here it is being used by Mozart in The Magic Flute”.
This is just one of many examples of composer’s learning from, and borrowing from other composers.
Our goal is to eventually create something new and unique, but not before we master that which has come before us.
How then, do we go about learning to compose music?
There is too much to learn, not enough time to learn it, and it’s hard to understand on it’s own.
Endless possibilities make starting pieces easy, but finishing them difficult.
It’s difficult to compose without inspiration, which doesn’t always strike.
You can’t accurately transcribe what you hear in your head, which means your music sounds different than you imagine.
Your music theory knowledge is weak and you’re not sure how to apply it.
You waste a lot of time trying to put together a coherent path to understanding composition.
Finally, it’s really difficult to see how it all this can come together.
At a basic level, learning to compose is overwhelming because there is a lot you need to know for things to click into place, and work together.
For instance, in order to harmonize a melody, you need to understand how harmony works. But in order to understand how harmony works, you need to understand how melody effects it.
The simple way around this is to give you very specific exercises which only require specific decisions to be made. For instance, how to write a melody over a chord progression that you already have. Once you can do that, you learn to write chord progressions alone. And then you combine the two skills.
Two separate composing skills become one.
Endless possibilities make expressing your emotions in an original way challenging. Combine this with a small dose of perfectionism, and you’re stuck worrying about following rules, never finishing pieces.
There are so many great composers creating unique and interesting things. This in itself can be overwhelming.
This amount of freedom also makes it difficult to judge your own work and progress.
Once again, there are specific ways to address this so that you finish pieces. Namely very specific restrictions or boundaries that you choose not to cross. More on these later.
When inspiration strikes, new composers usually don’t have a problem coming up with ideas. It’s committing to ideas and using them logically.
The problem is, inspiration doesn’t always strike.
It’s important to save your ideas when it does strike, but the real skill is knowing how to use those ideas to create finished pieces.
Occasionally inspiration strikes, you’re motivated to write, but you can’t take full advantage of it.
To express what you hear in your head, you have to be able to identify what you hear first. It’s not enough to just get close.
Ear training isn’t exactly fun though, and it isn’t really enough either. You want what you write down to actually sound like what you wanted to write down.
To do this you need a reliable process for hearing and experimenting with your ideas.
Music theory may not be your strongest point.
But you still want to fill in the gaps in your knowledge and learn how to apply the theory to actually writing music that expresses your emotions.
Theory is really just people trying to explain how music works.
So if the theory has good explanatory power, I like to learn it and use it. That’s the kind of theory you’ll learn here.
A lot of music theory is boring, confusing, and doesn’t really help you to compose.
I basically skip that stuff.
Melody – the effect of the single line and how composers have tended to handle the problems of writing melodies.
Harmony – how notes and lines sound together at the same time.
Form – how any section of your piece can sound like a beginning, middle, or end, and therefore how you can organize it in unique ways to tell your unique musical story.
There is obviously much more to it, but that’s for later on.
Many composers endlessly fish youtube for self-learning resources, trying to figuring out what to study and how to organize it.
But without clear explanations of how composers actually work, the random bits of information seem to fall flat.
I have specifically designed courses to help you put all your random bits of composing knowledge into relationship to each other.
For your ideas to flow effortlessly from your mind to the paper, you need to understand why your ideas work, and how to best use them in order to turn those ideas into finished pieces.
The first step in learning to compose, is realizing that you are just beginning, and not to place too heavy a burden on yourself.
Our job as composers is not to create masterpieces, but instead, piece together a master.
So we begin by learning fundamentals, the grammar of music. For anyone serious about learning composition, it is key to learn the language.
You need to be able to read music notation.
There are many resources for learning to read music out there, and a quick google search should point you in the right direction. You’ll quickly find there isn’t all that much to reading music. The challenge lies more in becoming fluent, than becoming familiar.
But also part of the fundamentals are the basics of music theory. Things such as scales, triads, and seventh chords. These are your building blocks. If music notation the alphabet, these are your words. And much like a child, you probably already have an aural knowledge of these “words”. You know what a major chord sounds like, or what a minor chord sounds like. But as a composer, your knowledge needs to go beyond the aural and superficial level. You need to understand exactly what they are.
If you can read, the next step for you should be to sign up for my free beginner’s composing course, which explains in about the fastest way possible, what all of these basics of music theory are, and how to use them in composition. You’ll receive one email a day, with guidelines, worksheets, and a video.
Once you can read and write in music notation, and you know the basics of theory, such as scales, and triads, the next step is to learn how these combine to create small scale, simple music. That is in fact exactly what my free course. The Vocabulary of Composition teaches.
Music’s apparent logic, comes from the fact that most of the music we hear follows the same guidelines. These guidelines become ingrained in our ears, and we expect to hear them. These expectations are built into the music.
The logic is in understanding how to use these expectations.
This series of articles was written for the beginner composer in mind. Where do you begin to learn music composition? What kinds of stuff do you need to have? Do you need a computer, a piano, or a pad of sheet music?
The Composing Mindset – The Composing Mindset. Music composition first starts in the mind, and having a clear mind and an acceptance of who you are is key to clearing your conscience for creativity.
Setting Up a Basic Composing Space – The Home Composing Studio Setup. Once you’ve got the right mindset, it is important to create a space for yourself to get away and compose. You may also be interested in this article about having a composing sanctuary.
Should You Start With The Melody or Harmony First – Melody or Harmony First? The age old question of the chicken or the egg, just rehashed. The answer may not be what you think.
Start Composing Now! – Now that you’ve read all about music composition, it’s time to start. With all this talk about theory, and fundamentals, the most important thing you can do to become a better composer is… actually compose something.
Simple Musical Form for Composing – Are you looking for some direction in your compositions? The place to start is musical form. Definition: Musical Form is an emergent feature of music that happens over time when you combine the separate elements of melody, harmony, rhythm, tempo and texture.
Simple Functional Harmony – Tired of C, F, and G chords? So am I. Learn how to harness harmony. After this, you’ll want to get into more detail with Unlocking the Secret to Diatonic Harmony. | https://www.artofcomposing.com/page/7 |
Bharathanatyam, the ancient dance art form of South India, is known to Sydneysiders since the 1980’s, when a sizeable population of South Indians made Sydney their chosen home. While it has metamorphised, as of today, into the present level of elegance, beauty, colour and sophistication, many may not know that its origin dates back to the 2nd century BC, when all the existing knowledge on this art form was compiled into a treatise”NATYASHASTRA” by Bharatha Muni. But many from South India(includes me), may not be aware that the word Bharatha denotes not only the celebrated author, but also the essential content of this art; bha stands for bhava(feelings, emotions), ra stands for raga (melody, framework for musical notes), and ta stands for tala (rhythm). The compound word Bharatanatyam thus connotes a dance that harmoniously expresses emotions, melody and rhythm.
While the 10th Anniversary presentation of Silambam – Sydney, at the Sydney Bahai Centre on 16th November 2019, was but one of many Bharathanatyam events that regularly happens in Sydney, it was quite unique in many respects and that is the reason for this coverage. As an ignoramus to the technical intricacies of this art, even I was truly impressed and thrilled with the step by step progression in the process of learning this art, the importance of the theory of this art that forms an integral part of it, the all inclusive participation of every student of Silambam in this event and most importantly the glorification of the Australian continent with its very rich indegenous culture, which would have undoubtedly pleased the legendary indigenous icon DAVID UNAIPON.
THE SEQUENCE (MARGAM)
The traditional Bharatanatyam learning process begins with a rigorous training in Adavus or the basic dance-units. Following the adavu training is the Margam, starting from alarippu, involving basic movements to varnam the most complicated sanctum sanctorum – core of the performance, followed by padams, javali and thillana. ARUNA GANDHI, the director and guru of Silambam, took us masterfully thru the sequence of the learning process demonstrating each stage with performances by the students of the academy.
The beginners with few months to few years of training showcased different varieties of adavus – the basic dance steps. This was followed by Alarippu, an opening piece with basic rhythmic movements that essentially serves as a warmup for loosening the body and helps move towards a single-minded focus. The next stage in the process is adding melody to the dance movements, called Jatiswaram. The students in this level performed a sequence that demonstrated the unity of music, rhythm and movements. In the Jatiswaram, a variety of adavus are strung together to form beautiful sequences that create various geometric patterns on stage.
We then saw a short snippet from the varnam, the most complicated part to master in this art. The traditional varnam – Sami ninne, set in a variety of ragas or Ragamalika, a composition of the Tanjore Quartet, was themed on Lord Brihadeeshwara of the Thanjavur temple. Here the nayika or heroine expresses her love and devotion to the Lord and describes His greatness and dynamic beauty. The dancers at this advanced stage of training, presented the main composition with vibrant movements and abhinaya effectively communicating the message or story thru codified gestures(mudras) and footwork, in harmony with the music, rhythmically punctuated with the beats of the percussionist.
These stages in the learning process were brilliantly explained by Guru Aruna in simple but eloquent words that even novices like me could understand and be educated. Her direction (nattuvangam) was perfect and spotless, while the students performed to her call faultlessly.
INCLUSIVENESS
In these days of self-aggrandisement and assumed self-importance, it is rare to find someone who is talented but humble. That Guru Aruna involved each and every one of her students(from very beginners to advanced) in her presentation at this event, demonstrates her humility and her thoughtful desire to embrace her wards with inclusiveness.
THEORY
In many art schools, the theory part is not normally given much importance and often ignored. On the other hand, the students of Silambam recited the appropriate theory part of their respective presentation, emphasizing the importance of learning the WHAT & WHY of their lessons. This is commendable.
AUSTRALIA, THE GOLDEN COUNTRY (HIRANMAYA KANDAM)
The crowning piece of the evening was the presentation of ‘An ode to GOLDEN AUSTRALIA’ (HIRANMAYA KANDAM), performed by Aruna along with the advanced students of the academy at the end of the event. Composed in the ancient language of Sanskrit by Dr Meenakshi Srinivasan and choreographed by Guru Aruna, Vande Hiranmaya Kandam speaks about this great country, Australia, where varieties of
pearls, minerals, opals and other precious stones are abundant; where about sixty rivers flow thru and where a large species of animals including unique and rare marsupials such as kangaroos, wallabies and koalas roam. There is a rich exuberance of colours; red Uluru at the centre, white on the peaks of Snowy mountains, blue on the Blue mountains and a colourful extravagance of the reef at the top end and bordered by green oceans all around. All of this makes this land an abode of peace and serenity. Most importantly, this composition glorifies the indigenous inhabitants of this land, who revere the five elements of nature and venerate fire, understanding its importance to mankind. It celebrates their depiction of various states of mind thru dot paintings that are spiritual representations of mother Earth on a higher plane. It speaks of their unique musical instruments including Didgeridoo which reverberates OMKARA ( a primeval and sacred sound of Hinduism) and their use of a special weapon Boomerang. Uluru is also a sacred spiritual icon of this land. Wow ! What more can one add to this tribute to and crisp depiction of Australia? All this message(Padam) was set to melodious music and brilliantly portrayed by Silambam group in an undoubtedly dazzling performance, that still remains etched in my memory. I have no doubt one of the greatest icons of indigenous Australians, DAVID UNAIPON, will be mightily pleased….. | http://sydhwaney.com/david-unaipon-will-be-pleased/ |
Lessons Learned from the Design/Build/Test Phase of the USDOT's Connected Vehicle Pilot Program.
12/13/2018
Tampa,Florida,United States; New York City,New York,United States; Wyoming,United States
Background (Show)
Lesson Learned
Arrange a testing location that can accommodate the necessary test runs
- Testing should occur in a closed-environment that is sufficiently large.
- NYCDOT made available a test location within the Aqueduct Racetrack parking lot to demonstrate their CV applications.
- Through partnerships, WYDOT was able to perform testing on tracks owned by the Office of Emergency Management.
- THEA was able to close parts of the Selmon Expressway for the testing and demonstration of their CV technology.
Assess GPS accuracy of OBUs in dense urban environments to determine whether a correction is needed
- New York City is known for its "urban canyons" which provide a challenging environment for GPS technology that is often limited to open sky. As a result, additional techniques were required in the OBUs positioning algorithms to provide the accuracy needed for many of the V2V and V2I safety applications to function properly. Such augmentation of vehicle positioning was needed to provide continuous access to GPS positioning data so that the safety applications could continue operating while the connected vehicles passed under bridges, elevated roadways, through tunnels etc. while navigating the typical Manhattan streetscapes and traffic environment. The NYC Pilot vendors introduced a combination of supporting techniques to improve location accuracy, including:
- Dead reckoning
- CAN bus integration for speed information
- Inertial Measurement Unit (IMU) integration
- RSU time-of-flight feature.
Assess GPS in mobile devices to see whether it is precise enough for pedestrian safety applications
- An initial demonstration of New York’s Personal Information Device (PID) and its associated Mobile Accessible Pedestrian Signal System application in Manhattan experienced issues with the continuity of the PIDs’ GPS signal as the result of frequent loss of satellite signal. To address for the devices’ inaccurate GPS readings, NYC resorted to installing traditional ITS pedestrian detection equipment that utilized infrared cameras.
Similarly, during testing of Tampa’s Pedestrian Crossing (PED-X) smartphone application, the mobile devices were unable to determine the pedestrian’s location and speed with sufficient accuracy,.e.g. being unable to distinguish stepping into the street from standing on the sidewalk, leading to numerous false alarms. To correct this, THEA modified the vehicular side of the PED-X application to collect pedestrian location data from LIDAR sensors installed near the crosswalk that could provide more precise geo locations.
If using Dedicated Short-Range Communications (DSRC), consider purchasing interference tracking equipment to detect potential interference from other users in the 5.9 GHz band that can compromise data exchange
- Though the FCC originally allocated the 5.9 GHz band for DSRC-based ITS applications, in 2013 the FCC proposed allowing unlicensed devices to share the spectrum with primary users as long as they were not found to be interfering with the primary DSRC users. During the deployment period, THEA detected and tracked down an interference on their DSRC communication channels coming from a local amateur radio operator.
While the ham radio could not receive DSRC radio messages due to the far lesser range of DSRC, THEA’s DSRC radio would receive the ham radio messages, causing the DSRC radio to consider the channel "busy" and not "clear to send". The additional signal on THEA’s channels impacted the performance of their equipment in terms of data exchange and back haul speed, with testing indicating a degradation in data uploads by up to 50%. Upon review of these findings, Florida Department of Transportation (acting as the enforcement agency) ordered the amateur radio operator to vacate the channel.
Due to the scale of the NYC deployment, the NYC team invested in the purchase of sophisticated interference checking and RF spectrum analysis equipment. This equipment will allow them to locate and quantify field interference with GNSS and DSRC and to confirm the failures of the OBU and RSUs in the event of a suspected failure.
Tune the applications for the proper density and speed of the environment that you are deploying in
- In the absence of standard performance requirements for applications, it became evident that each CV Pilot vendor had their own interpretation and tuning of applications deployed. For NYC, it was key that the applications be tuned for urban density and speeds to balance proper alerts versus false alarms. This required:
- Consistent expectations for the drivers about the sensitivity of the applications across all vendors
- Performance tradeoffs
- Staging open sky testing (for baseline) and urban canyon testing.
Lesson Comments
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Source
Connected Vehicle Pilot Deployment Program Driving Towards Deployment: Lessons Learned from the Design/Build/Test Phase
Author: Thompson, Kathy
Published By: USDOT Federal Highway Administration
Source Date: 12/13/2018
Other Reference Number: FHWA-JPO-18-712URL: https://rosap.ntl.bts.gov/view/dot/37681
Lesson Contacts
Lesson Analyst: | https://www.itslessons.its.dot.gov/ITS/benecost.nsf/ID/040A9C4A09A5C2DE852583B400490EF6?OpenDocument&Query=LLWhatNew |
From smart transportation, smart water conservancy to smart city, now informatization and intelligent surveying and mapping have become a trend, and the emergence of emerging technologies such as 5G communication, big data, cloud computing, and the Internet of Things and their cross-integration with surveying and mapping geographic information technology have also accelerated Informatization and intelligentization of surveying and mapping.
When it comes to smart cities, the Internet of Everything, and intelligent mapping, spatiotemporal information is an inescapable key element. At the 2021 academic annual meeting of the Chinese Society of Surveying and Mapping held not long ago, Academician Liu Jingnan of the Chinese Academy of Engineering accepted an interview with the media. He said that space-time information is the digital base for the Internet of Everything and smart cities, and surveying and mapping geographic information technology will play an irreplaceable role in it. .
Liu Jingnan, Academician of the Chinese Academy of Engineering
Reporter: At present, the cross-integration of multi-disciplinary and multi-technology has become an inevitable trend. Under this background, where will the industry of surveying and mapping geographic information be?
Entrepreneurs are more concerned about air outlets. Surveying and mapping technology is the main means of collecting, processing and applying spatiotemporal information data. From this point of view, the early air outlets in the future surveying and mapping industry may focus on autonomous driving and the Internet of Things. in the general direction.
Traditional surveying and mapping technologies mainly acquire static geographic information data. With the advent of the era of informatization and intelligent surveying and mapping, we have been able to achieve dynamic acquisition and real-time perception, which is also the digital foundation for smart transportation and the Internet of Everything.
The transition from human-driven cars to machine-driven cars is relatively radical, and it is expected to take 5 years to achieve, we generally think it will take at least 10 years. Because cars involve public safety, extra caution is required, but this trend is inevitable.
Intelligent driving, autonomous driving and unmanned driving, these concepts are similar, but the emphasis is different. As a scientist, I believe that as long as the technology advances to a certain extent, machine driving will be more reliable than human driving, because people always have consciousness and subjective emotions, and machines will be more rational and more scientific to deal with various changes. For example, drunk driving and fatigue driving are behaviors that only appear in human driving. Of course, the premise of these is based on the development of technology to a relatively mature stage.
Reporter: my country's surveying, mapping and geographic information business started late, but it has developed rapidly. What are the factors that support the progress of my country's surveying, mapping and geographic information business?
From the perspective of science and technology, the rapid development of various emerging technologies from the second half of the 20th century to the 21st century provided technical support for the rapid development of surveying and mapping. For example, with the support of emerging technologies such as satellite remote sensing technology, the originally very difficult surveying and mapping profession has become easier. Traditional surveying and mapping operations need to rely on both legs and shoulders to carry instruments to climb mountains and mountains for measurement. Now, satellite remote sensing methods can not only It is no longer necessary to go over mountains and mountains, and it can also work all day without being affected by the weather.
Of course, there are other technical means, such as unmanned aerial vehicles, which can realize low-altitude and large-scale surveying and mapping tasks, and lidar, which can realize three-dimensional surveying and dynamic surveying and mapping. Through lidar technology, we can directly perceive the movement of vehicles, all of which are It is based on the development of optoelectronic technology and information technology since the end of the 20th century. Including data processing, the development of surveying and mapping software and geographic information system is also based on the rapid development of information technology and Internet technology.
Reporter: When it comes to space-time information, we have to mention the Beidou global satellite navigation system. So, what stage has Beidou developed to now?
The Beidou satellite navigation system has three functions, namely navigation, positioning and timing (PNT). Under traditional logic, we record time as hours, seconds, and minutes, and record space as coordinates, latitude, longitude, and angle. That is to say, in traditional mode, time and space are two systems, while Beidou combines space and time information, and It is the integration of time and space, and the accuracy of positioning, navigation and timing is higher. Only by doing this step can the coordination of time, space and location be realized, which is also a prerequisite for the Internet of Everything.
Reporter: Surveying and mapping is a supporting and serviceable technology. So, what advantages does surveying and mapping technology have in serving natural disaster prevention and emergency management?
In natural disaster prevention and emergency management, surveying and mapping technology is mainly involved in three aspects: first, to perceive natural changes; second, to analyze the harm of changes; third, to assist emergency decision-making;
For example, in the rainstorm disaster in Zhengzhou, rain is an event. We need to grasp the precise time and location (range) of the event. Through accurate perception and effective information transmission, the losses caused by natural disasters can be greatly reduced. The perception and transmission of these information can be solved by "Beidou + 5G".
In fact, Beidou can predict the water content in the air. Now "Beidou + 5G", there is a base station about 500 meters away. From the Beidou satellite to the ground base station, there are many intersections with the atmosphere, and the water content of each intersection is acceptable. perceived. The rainstorm disaster in Zhengzhou has inspired us to integrate various means to provide the accuracy of the forecast, so that we can make quick decisions once something goes wrong.
Reporter: What are the advantages of the integrated development of "Beidou + 5G", and what changes will it bring to us?
Compared with the international mainstream navigation systems, the Beidou system has higher accuracy. The GPS accuracy of the United States is about 10 meters, and the European Galileo is also about 10 meters. China's Beidou has improved the positioning accuracy to 5 meters. Through the ground-based enhancement system, its coverage The area of can provide real-time location services with centimeter-level accuracy. In addition, Beidou's unique short message two-way communication function is also a major advantage, that is to say, our Beidou not only has positioning, navigation, timing services, but also communication functions, and Beidou communication can be integrated with mobile communication. Not only that, Beidou can also do remote sensing. Of course, GPS can also provide remote sensing services, but we can combine the two-way communication of Beidou to send remote sensing data back in time. Moreover, the integrated development of "5G+Beidou" is expected to realize the integration of communication, navigation and remote sensing, which is one of our major advantages. This will have a lot of application space in emergency and search and rescue.
In addition, compared with the US GPS, Beidou has more frequencies, which also guarantees the high precision and multi-function of Beidou. That is to say, the obvious advantages of Beidou are higher accuracy and more complete functions, but GPS has a longer operation time and slightly better stability, and has a larger market share. We are convinced that with the rapid improvement of Beidou's stability, its multiple functions and high precision are important foundations for Beidou to enter thousands of industries and enter the international market.
Reporter: At present, the concept of surveying and mapping has been extended to geospatial information science. So, how do you think the ubiquitous surveying and mapping in the future will better serve the management of natural resources?
Beidou can provide accurate spatiotemporal data, and the cross-integration of it and IoT technology will enable the collaboration between people and things and things and things, so as to achieve precise management and precise resource allocation. For example, after the epidemic in 2020, after Wuhan closed the city, the management of national defense resources, medical resources, aircraft and related personnel must rely on accurate time and location information.
Beidou's next research focus is on the spatiotemporal positioning of information. In the future, it is expected to integrate the management of natural resources such as mountains, rivers, forests, fields, lakes, grass, sand, and oceans in series through information resources, moving from static management to dynamic monitoring, so as to comprehensively improve the information of resources, including natural resources management. level of intelligence and intelligence.
Reporter: What is the development trend of urban planning and management in the future, and what role will the surveying and mapping geographic information technology play?
The future urban planning and management is also the category of smart cities, and smart cities must first establish a perception system. Every part, including the city, has precise coordinates, and it must be informatized. In the future, the perception system of cities will have multiple levels, including remote sensing satellites in the sky, followed by low-altitude drones, and then the Internet of Things on the ground, forming a three-dimensional city perception system, so as to realize information and intelligent management.
A city is a living body, it has a breathing, digestive system, an excretory system, and a city smart brain responsible for centralized processing. Therefore, the operation of the future city will be a combination of cloud, edge and end. Each end has an intelligent decision-making system, and each side also has an intelligent decision-making system, which is then aggregated to the cloud to form a multi-source and multi-type data set. The three cooperate with each other, and then access the analysis of big data and intelligent computing processing system, and feedback control system. These systems are coordinated through time, space and location, so as to achieve the purpose of seeking advantages and avoiding disadvantages. The goal of urban operation and management is to seek advantages and avoid disadvantages. Finally, the collaborative interaction between the physical city and the virtual city is realized, thus realizing the true smart city, which we call the digital twin of the smart city.
All in all, the realization of the above functions is based on accurate spatiotemporal information, which requires the coordination of time, space, and location, and cannot be separated from the support and services of Beidou and surveying and mapping geographic information technology.
The "Kinghelm" trademark was originally registered by the Golden Navigator Company. Golden Navigation is a direct-selling manufacturer of GPS antennas and Beidou antennas. It has a very high reputation and reputation in the Beidou GPS navigation and positioning industry. Its research and development products are widely used in bds satellite navigation and positioning wireless communications, etc. field. The main products include: RJ45-RJ45 network, network interface connector, RF connector adapter cable, coaxial cable connector, type-c connector, hdmi interface type-c interface, pin header, SMA, fpc, FFC Antenna connector, antenna signal transmission waterproof connector, hdmi interface, usb connector, terminal terminal line, terminal board terminal block, terminal block, radio frequency rfid label, positioning and navigation antenna, communication antenna antenna cable, glue stick antenna suction cup antenna, 433 antenna 4G antenna, GPS module antenna, etc. Widely used in aerospace, communications, military, instrumentation and security, medical and other industries.
The content comes from the Internet/China Society of Surveying and Mapping. This website only provides reprints. The opinions, positions, technologies, etc. of this article have nothing to do with this website. If there is any infringement, please contact us to delete it! | https://www.kinghelm.net/industry-news/5279.html |
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A conventional Differential GPS (DGPS) techniques-based velocity and acceleration method (named here as ‘DVA’) may be difficult to implement in the Antarctic as there is a sparse distribution of reference stations over Antarctica. Thus, in order to overcome the baseline limitations and to obtain highly accurate and reliable velocity and acceleration estimates for airborne gravimetry, a network-based velocity and acceleration determination approach (named here as ‘NVA’), which introduces a wide network of stations and is independent of precise clock information, is applied. Here its performance for velocity and acceleration determination is fully exploited by using Global Positioning System (GPS), GLONASS, Galileo and BeiDou observations. Additionally, a standalone receiver-based method named ‘SVA’, which requires precise clock information, is also implemented for comparison. During static tests and a flight experiment over Antarctica, it was found that the NVA method yields more robust results than the SVA and DVA methods when applied to a wide area network. Moreover, the addition of GLONASS, Galileo and BeiDou systems can increase the accuracy of velocity and acceleration estimates by 39% and 43% with NVA compared to a GPS-only solution.
With the evolving Global Navigation Satellite System (GNSS) landscape, the International GNSS Service (IGS) has started the Multi-GNSS Experiment (MGEX) to produce precise products for new generation systems. Various analysis centres are working on the estimation of precise orbits, clocks and bias for Galileo, Beidou and Quasi-Zenith Satellite System (QZSS) satellites. However, at the moment these products can only be used for post-processing applications. Indeed, the IGS Real-Time service only broadcasts Global Positioning System (GPS) and Globalnaya Navigatsionnaya Sputnikovaya Sistema (GLONASS) corrections. In this research, a simulator of multi-GNSS observations and real-time precise products has been developed to analyse the performance of GPS-only, Galileo-only and GPS plus Galileo Precise Point Positioning (PPP). The error models in the simulated orbits and clocks were based on the difference between the GPS Real-Time and the Final products. Multiple scenarios were analysed, considering different signals combined in the Ionosphere Free linear combination. Results in a simulated open area environment show better performance of the Galileo-only case over the GPS-only case. Indeed, up 33% and 29% of improvement, respectively, in the accuracy level and convergence time can be observed when using the full Galileo constellation compared to GPS. The dual constellation case provides good improvements, in particular in the convergence time (47% faster than GPS). This paper will also consider the impact of different linear combinations of the Galileo signals, and the potential of the E5 Alternative Binary Offset Carrier (AltBOC) signal. Even though it is significantly more precise than E5a, the PPP performance obtained with the Galileo E1-E5a combination is either better or similar to the one with Galileo E1-E5. The reason for this inconsistency was found in the use of the ionosphere free combination with E1. Finally, alternative methods of ionosphere error mitigation are considered in order to ensure the best possible positioning performance from the Galileo E5 signal in multi-frequency PPP.
Real-time Precise Point Positioning (PPP) has been evolved as a cost-effective technique for highly precise maritime positioning. For a long period, maritime PPP technology has mainly relied on the Global Positioning System (GPS). With the revitalisation of GLONASS and the emerging BeiDou navigation satellite system (BDS), it is now feasible to investigate real-time navigation performance of multi-constellation maritime PPP with GPS, BDS and GLONASS. In this contribution, we focus on maritime PPP performance using real world maritime kinematic data and real-time satellite correction products. The results show that BDS has lower position accuracy and slower convergence time than GPS. The BDS and GPS combination has the best performance among the dual-constellation configurations. Meanwhile, the integration of BDS, GLONASS and GPS significantly improves the position accuracy and the convergence time. Some outliers in the single constellation configuration can be mitigated when multi-constellation observations are utilised.
Maritime accident statistics reveal that ship collisions are among the most frequent and severe accidents. The same statistics indicate that most of them are caused by human error, mainly due to breaches of the International Regulations for Preventing Collisions at Sea (COLREGs) and to the lack of communication between ships. There are also special situations where there is some ambiguity in the application of the COLREGs. In such occasions, and if there is no communication between the ships involved, compliance with the Rules may still end up in a collision. This article brings a new approach to Collision Avoidance Systems (CAS) and presents the earliest stages in the development of safety functions for the reduction of ship-to-ship collision risk on the high seas. These functions will help the concerned ships achieve coordinated compliance with the COLREGs. Functional safety standards are applied and, in their implementation, real, accessible electronic programmable systems (hardware and software) will be used.
Modern ship simulators enable simulations of reality using available environment and ship models. When choosing a specific vessel from a catalogue, however, it is not always immediately apparent as to how true a simulation is to the original vessel. Its makers are required only to have software certificates, which does not ensure the exact modelling of a ship in the simulation. This paper presents research in continuation of previous work presenting a general methodology for the evaluation of the degree of accuracy of a simulated ship model compared to its real-world counterpart. In this paper, the results are shown of a comparative analysis based on actual measurements with the use of one of the methods of multi-criteria analysis. Furthermore, the methodology for the construction of ship models is presented. The paper concludes with a test verifying the accuracy of the assumptions.
Radiolocation systems for aviation based on Multi-Lateration (MLAT) typically use a set of synchronised ground sensors to receive radio signals broadcast by onboard transmitters. In most cases, the sensor synchronisation in Wide Area Multi-Lateration Systems (WAM) is provided by Global Navigation Satellite System (GNSS) receivers. However, in the case of synchronisation failure, there is still a possibility to estimate the coordinates of the tracked aircraft by using the measurements of the time of arrival taken by non-synchronised sensors. The article presents the principle of operation and equations for calculating the coordinates of an aircraft in an asynchronous multi-lateration system, together with the results of a computer simulation allowing comparison of the accuracy of position estimation between the asynchronous and the typical, synchronous MLAT. This paper contains also some comments on the required stability of the clock source for the sensors working in an asynchronous MLAT system.
The accuracy and fault tolerance of filters are directly affected by the filter architecture and algorithm, thus influencing navigation performance. The chi square detection used in the conventional reset federated filter is not sensitive to soft faults, and it is easy to cause the health subsystem to be polluted through information sharing. It is a challenge to design an adaptive reset federated filter to improve the performance of the navigation system. Therefore, taking the Strapdown Inertial Navigation System/Global Positioning System/Celestial Navigation System/Synthetic Aperture Radar (SINS/GPS/CNS/SAR) integrated navigation system as an example, an adaptive federated filter architecture for vector-formed information sharing without a fault isolation module is designed in this paper. The proposed method uses the two-state chi square detection algorithm to calculate the parameters corresponding to each state, making the state with higher accuracy obtain a greater information distribution coefficient. In addition, according to the value of vector-formed information sharing, an adaptive coefficient of measurement noise is designed. This improves the adaptability of the navigation system to soft faults. Simulation results show that the accuracy of the proposed algorithm has the same performance compared with the conventional method under normal circumstances. When the sensor has a soft fault, the adaptive federated filter algorithm proposed in this paper can adaptively adjust the distribution coefficients, eliminate the influence of the fault information and improve the precision of the navigation system. The approach described in this paper can be used in multi-sensor integrated navigation. It will have better performance in engineering applications.
The Carrier-Phase (CP) technique used in the Global Positioning System (GPS) has proved to be a useful spatial tool for remote precise time transfer. Galileo is a Global Navigation Satellite System like GPS. However, currently, given the low number of satellites at any one observation epoch, Galileo's accuracy and continuity of time transfer leave much to be desired. To achieve better performance of time transfer for Galileo, this study has developed a new approach for Galileo CP time transfer, using prior constraint information such as precise coordinates and troposphere zenith delay constraints. The new approach was applied for precise time transfer in real-time mode and post-processed mode for short baseline and long baseline observations. For the short baseline time link in real-time mode, compared with the standard Galileo CP, the standard deviation improved by 51·4% for the troposphere zenith delay constraint, 47·6% for the station coordinates constraint, and 49·5% when considering both constraints simultaneously. At a 10,000 s time interval, in comparison to the standard CP, the three constraint approaches show stable results as well as improvements of nearly an order of magnitude. In post-processed mode, the constraint approach for Galileo time transfer showed little improvement compared to the standard CP technique for both the short baseline and long baseline time links.
A new unambiguous tracking technique based on combined correlation functions for sine Binary Offset Carrier (BOC) signals is proposed in this paper. The key to this method is to exploit two types of local reference signals: the BOC signal and a linear combination of a series of BOC signals with different delays. They are both correlated with the received signals. Then, a correlation function without any positive side peaks is obtained by multiplying the two correlation results to make tracking completely unambiguous. Theoretical analysis and simulation in the tracking stage show that the proposed method has the best code tracking accuracy among the method tracking BOC signals like Binary Phase-Shift Keying signals (BPSK-LIKE), the Pseudo correlation function based Unambiguous Delay Lock Loop (PUDLL), Symmetrical Pulse Ambiguity Removing (SPAR) technique, the method proposed by Shen Feng (SF) and the two methods proposed by Yan Tao (YT-V1 and YT-V2). In multipath environments, the proposed method has the best anti-multipath performance of all the tracking methods mentioned above. In conclusion, the proposed method can completely eliminate ambiguity and has significant performance advantages compared with the methods mentioned above.
X-ray Pulsar Navigation (XPNAV) uses the Time Difference of Arrival (TDOA) of the pulsar signal between the spacecraft and Solar System Barycentre (SSB) to determine position. In this paper, a novel method to improve the performance of XPNAV via exploiting the pulsar position vector is proposed. First, the field of view of the collimator is utilised to find the pulsar orientation direction. Then, a searching strategy based on the modified Powell method under given coordinate frames is proposed. We also mathematically prove the existence of the extreme value of the searching strategy. Subsequently, an observation model based on the pulsar radiation vector is presented and applied to formulate the observation function together with pulsar time transfer function. Finally, an Adaptive Divided Difference Filter (ADDF) algorithm is introduced to iteratively estimate the position and velocity of the spacecraft. Numerical simulations show that the vector searching method is feasible and the pulsar radiation direction can improve the navigation performance by 75%. The simulation results also show that the ADDF performs better than Unscented Kalman Filtering (UKF) and DDF in position estimation.
Conventional visual ship tracking methods employ single and shallow features for the ship tracking task, which may fail when a ship presents a different appearance and shape in maritime surveillance videos. To overcome this difficulty, we propose to employ a multi-view learning algorithm to extract a highly coupled and robust ship descriptor from multiple distinct ship feature sets. First, we explore multiple distinct ship feature sets consisting of a Laplacian-of-Gaussian (LoG) descriptor, a Local Binary Patterns (LBP) descriptor, a Gabor filter, a Histogram of Oriented Gradients (HOG) descriptor and a Canny descriptor, which present geometry structure, texture and contour information, and more. Then, we propose a framework for integrating a multi-view learning algorithm and a sparse representation method to track ships efficiently and effectively. Finally, our framework is evaluated in four typical maritime surveillance scenarios. The experimental results show that the proposed framework outperforms the conventional and typical ship tracking methods.
A new acoustic positioning method for Autonomous Underwater Vehicles (AUV) that uses a single underwater hydrophone is proposed in this paper to solve problems of Long Baseline (LBL) array laying and communication synchronisation problems among all hydrophones in the traditional method. The proposed system comprises a Strapdown Inertial Navigation System (SINS), a single hydrophone installed at the bottom of the AUV and a single underwater sound source that emits signals periodically. A matrix of several virtual hydrophones is formed with the movement of the AUV. In every virtual LBL window, the time difference from the transmitted sound source to each virtual hydrophone is obtained by means of a Smooth Coherent Transformation (SCOT) weighting cross-correlation in the frequency domain. Then, the recent location of the AUV can be calculated. Simulation results indicate that the proposed method can effectively compensate for the position error of SINS. Thus, the positioning accuracy can be confined to 2 m, and the method achieves good applicability. Compared with traditional underwater acoustic positioning systems, the proposed method can provide great convenience in engineering implementation and can reduce costs.
An H∞ controller combined with an Artificial Potential Field Method (APFM) was applied to seabed navigation for Autonomous Underwater Vehicles (AUVs), aimed particularly at obstacle avoidance and bottom-following operations in the vertical plane. Depth control and altitude control prevented the AUV from colliding with the sea bottom or with obstacles and prevented the AUV from diving beyond its maximum depth limit when bottom following. Simulation and laboratory trials with various seabed contours indicated that with the H∞ controller, the AUV was able to safely reach appointed destinations without collisions. Tests also showed that the H∞ controller was robust and suppressed interference, hence ensuring the precision of its navigation control. The proposed H∞ controller combined with the APFM has thus been proved to be both feasible and effective.
A high-precision line-of-sight extraction technique is essential for autonomous optical navigation during the Mars approach phase. To support future Mars exploration missions, an optical image simulation system is a necessary ground verification facility for Mars image generation and line-of-sight extraction algorithm tests. In this paper, an optical image generation procedure is first developed according to projection relationships, reference flight profiles and camera parameters. Next, a hybrid image processing and subpixel-level line-of-sight extraction algorithm is proposed through modification of moment-based sub-pixel edge detection and improvement of direct least-square fitting approaches. Finally, an optical image simulation system is established, and the experimental results show that the proposed procedure can effectively simulate the optical image in the field-of-view of a Mars spacecraft, and the hybrid extraction algorithm can obtain high-precision Mars centroid information. | https://core-cms.prod.aop.cambridge.org/core/journals/journal-of-navigation/issue/4FE5B6451B4C494B4E38A7B22E14D4DF |
Blank Electoral College Map 2016 Printable – Maps is definitely an important supply of primary information and facts for historical examination. But just what is a map? This can be a deceptively straightforward query, till you are motivated to present an respond to — it may seem much more hard than you feel. Yet we experience maps each and every day. The media employs these people to determine the position of the most up-to-date overseas turmoil, numerous books involve them as pictures, and we talk to maps to aid us understand from location to place. Maps are so very common; we tend to take them with no consideration. Yet occasionally the acquainted is far more sophisticated than it appears to be.
A map is defined as a counsel, normally on a flat surface area, of a entire or component of an area. The task of any map would be to describe spatial interactions of particular characteristics the map strives to represent. There are numerous varieties of maps that make an effort to represent distinct stuff. Maps can screen politics restrictions, populace, actual characteristics, natural sources, roadways, areas, elevation (topography), and economical activities.
Maps are made by cartographers. Cartography refers each study regarding maps and the process of map-producing. It provides developed from basic drawings of maps to the application of computers and also other technologies to help in creating and mass generating maps.
Map of the World
Maps are often approved as precise and correct, that is accurate only to a degree. A map from the complete world, without the need of distortion of any kind, has however to become made; it is therefore important that one inquiries where by that distortion is around the map that they are using.
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Is a Globe a Map?
A globe is a map. Globes are some of the most precise maps which exist. It is because our planet is a three-dimensional thing that is near to spherical. A globe is undoubtedly an precise reflection of your spherical model of the world. Maps get rid of their accuracy as they are really projections of a part of or even the entire World.
How do Maps symbolize actuality?
An image demonstrates all items in their view; a map is an abstraction of fact. The cartographer picks only the information that is certainly vital to meet the purpose of the map, and that is suited to its scale. Maps use signs including points, lines, region patterns and colours to convey info.
Map Projections
There are various forms of map projections, and also several methods employed to achieve these projections. Each and every projection is most correct at its centre position and gets to be more distorted the additional out of the centre that it gets. The projections are often named following both the individual that first tried it, the method used to develop it, or a combination of the 2.
Printable Maps
Choose from maps of continents, like Europe and Africa; maps of nations, like Canada and Mexico; maps of areas, like Key The usa and the Midsection Eastern side; and maps of 50 of the usa, plus the Section of Columbia. There are labeled maps, with the countries around the world in Asia and Latin America displayed; fill-in-the-empty maps, exactly where we’ve obtained the outlines and also you put the labels; and empty maps, exactly where you’ve got borders and boundaries and it’s your choice to flesh out of the information.
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Free Printable Maps are great for professors to utilize in their classes. College students can use them for mapping routines and self review. Going for a getaway? Pick up a map and a pen and begin planning. | https://printable-map.com/blank-electoral-college-map-2016-printable/this-might-be-the-best-map-of-the-2016-election-you-ever-see-vox-regarding-blank-electoral-college-map-2016-printable/ |
Fourth Industrial Revolution (4IR): An understanding of the impact of technology on the accountancy profession
The term “Industrie 4.0” was first coined in 2011 at the Hannover Trade Fair in Germany and describes the 4th Industrial Revolution, which we are currently experiencing. The Fourth Industrial Revolution is characterised by the continuous automation of traditionally manual processes and involves aspects such as AI, big data, Internet of Things, Blockchain and machine learning. 4IR is a hot topic, which is, on the one hand, thrilling because of the possibilities it offers, but simultaneously causes concern for many fearing changes in the future demand for many traditional careers. What exactly does the 4th industrial revolution entail, and what does it mean for the accountancy industry?
What is the Fourth Industrial Revolution?
Historically each industrial revolution was spurred on by the discovery and eventual mass application of certain new technologies. While the first industrial revolution of the 18th century began with a move away from handmade to mechanised production using steam and water power, the second was driven by the innovation of electricity and assembly line production. The third industrial revolution is known as the digital revolution based on the development of the computer. The fourth revolution builds on these digital advancements, but moves at a much more rapid pace and involves fields such as robotics, artificial intelligence, biotechnology, the Internet of Things (devices that connect to the internet), machine learning and more.
4IR is changing the accountancy landscape
The Fourth Industrial Revolution is affecting many areas of business and changing the role of professionals within their fields of expertise. While the potential of these advancements is truly exciting, the efficiency and accuracy of many of these technologies also lead to some anxiety in terms of job security. As the technology develops, the type of human input required for many industries changes and there are predictions of professions becoming redundant. This also applies to the fields of accountancy and auditing, where there are speculations about the viability of tax, bookkeeping and accounting jobs within the next five to 10 years.
Types of technology being used in the accountancy professions
For accounting firms, 4IR means there are more sophisticated systems becoming available for various tasks. While some technologies are already being applied and enjoying widespread usage in the accountancy and auditing fields, others are still being explored and not used to their full potential yet.
Accounting software packages offer reporting options, generate financial statements, and perform repetitive record keeping more efficiently and accurately using robotic process automation. With auditing, data analytics tools are used to extract large amounts of data from a client’s financial records and to use this information to detect patterns and pick up irregularities using the entire range of entries, rather than just a sample. There are several accounting tasks which “machines” can do effectively, from bank reconciliation and monthly processing responding to queries from (AI chatbots).
Blockchain technology is expected to be the next revolutionary development to affect accounting and auditing processes. The benefit of this would be to make financial record-keeping more affordable, reliable, precise and secure. How it works: Blockchain technology eliminates the need for an intermediary, such as a bank, to verify a transaction and operates through a secure peer-to-peer network. In terms of accounting, this technology could be used as a kind of incorruptible digital ledger where transactions from buyers and sellers can be recorded instantly and simultaneously. All parties involved in the transaction have access and are able to confirm the details of the transaction before it is recorded. Once a transaction is added, it is encrypted and cannot be deleted or changed. Blockchain technology removes the chances of human error and fraud and offers a high degree of accountability.
How 4IR is changing how accounting and auditing companies operate:
The benefits of these new technologies for the accounting professional are many and can actually improve client relations in several ways:
- The number of repetitive tasks done by employees are reduced, meaning more time for other valuable work and interaction with clients.
- Instead of manually dealing with traditional bookkeeping and auditing tasks, accounting professionals learn to become experts at using new software and other technologies at their disposal.
- Cloud-based accounting systems mean that files can be accessed and edited from anywhere.
- Client data can be managed with much greater ease, speed and accuracy.
- Security and compliance measures to protect clients are greatly enhanced.
- Accountants are better equipped to answer client questions or provide feedback/ give advice instantly.
- There is greater transparency around a client’s financial insights.
A positive view of the future of the accountancy professions
Instead of seeing the onward march of 4IR as a threat to the accountancy professions, the new technologies should be seen as a helpful tool to improve service to customers. While this may mean that traditional “number crunching” accounting skills are less important, it is up to individuals and companies to adapt and focus on other types of expertise. Greater digital literacy is required, the ability to interpret insights generated by various systems and apply these to important business decisions, but also a greater emphasis on management and interpersonal skills. This new era of accounting, like in other business fields, should be seen as a positive change and an opportunity for growth. The key is a willingness to adapt in concert with the evolving technology.
New technologies incorporated at Exceed
At Exceed we have embraced this revolution by adopting cloud-based accounting software like Xero and upgrading our audit software to cloud-based too. Technology has also changed the way we share information for audit and accounting purposes between us and our clients, allowing us to utilise digital signatures and thereby supporting our drive to become paperless. The additional biggest benefit is that we now have more time to connect with you, our clients, and to offer our advice and financial insight when needed.
Looking for an accounting firm to partner with? Get in touch with us. | https://www.exceed.co.za/fourth-industrial-revolution-4ir-an-understanding-of-the-impact-of-technology-on-the-accountancy-profession/ |
For decades, communication has proven to be essential to effective leadership (Attwater & Waldman, 2008; Terek, Glusa, Nikolic, Tasic, & Gligorovic, 2015; White, 2015). In fact, it has been stated that leadership can only exist through effective communication (Witherspoon, 1997). According to Miulescu (2014), communication is fundamental to human existence. Moreover, its importance has become increasingly essential, given the emergence of the many collaborative leadership structures within today’s work environments (Katzenback & Smith, 1993). Consequently, leaders that truly understand the value and impact of communication are able to carefully view the related complexities of this phenomenon, while recognizing its multifaceted effect on work related outcomes (Clampitt, 2005). Whether communication is necessary to complete a meeting, convey a message, or display an emotion, nearly all actions within an organization involve some aspect of communication (Katz & Kahn, 1966). However, communication as a standalone construct is not very effective or efficient. It is the actual communicative interaction between individuals or groups that begins to shape its strategic basis. This type of communicative interaction is commonly known has interpersonal communication.
It is not only important to recognize the mere existence of communication, but yet, attention must be given to how communicative interactions present, in terms of quality and context, as well how communication supports the overall attainment of organizational goals (Young & Post, 1993). This requires a more interactive and direct interpersonal communication platform. According to Bedwell, Fiore, and Salas (2014), interpersonal communication skills are vital in today’s work environment. Current research has noted that interpersonal communication skills are fundamental for those seeking both career and organizational success (DeKay, 2012; Du-Babcock, 2006). This is important namely because information conveyed to stakeholders is critical to the decision making of organizational leaders, and the cultivation of work related relationships (Halawah, 2005). When managers learn how to effectively address the power of interpersonal communication, it can pay big dividends (Jackson, 2016). This chapter will seek to provide the reader with foundational information regarding interpersonal communication, its strategic implications, as well as several considerations that a strategic leader must make when communicating to various stakeholders.
Communication: A verbal or non-verbal exchange of information.
Nonverbal Communication: Expression that includes the use of facial expressions, body gestures, and other non-verbal forms of communication.
Interpersonal Communication: An exchange of information between two or more individuals that includes decoding and processing information in such that an action is executed.
Verbal Communication: Structured vocalizations and sounds of expression.
Communication Barrier: Any impedance to the ability to communicate.
Communicative Constructs: Notions, ideas, and environmental elements that impact the exchange of information.
Strategic Leadership: Deliberate data and outcome driven decision-making. | https://www.igi-global.com/chapter/interpersonal-communication/173530 |
In the last decades I have often wondered why are mathematics and physics considered as natural sciences, although it seems that they have as little to do with nature as economics, which describes the relationships of money. Is based on human thoughts so to speak.
Chemistry has obviously direct connection to nature, while it studies the basic chemical elements of nature, but what about mathematics with its geometric patterns, which with the naked eye seem to be only nice patterns. What about physics in which I could see neither rhyme nor reason at school.
The more I ponder over this issue and read articles, which deal with it the clearer the natural trinity of chemistry, physics and mathematics begins to shape in my mind: Where chemistry studies the composition and features of substances and how e.g. temperature, pressure or alteration of vibrational frequencies change the matter, physics tries to discover universal laws between these transformers. Mathematics is a language used to describe the abstract dependencies between everything. According to Wikipedia mathematics is not a natural science, but a tool of natural sciences.
Chemical industry brings in mind primarily the disadvantages it causes to the nature and it is a clear indication how little we know about life. I would call as natural science only the sectors of chemistry and physics, which study the life contained in a substance and its ability to convey and sustain life. These are biochemistry and biophysics. They study the organic part of matter. What is considered life is described in physics as energy. People cannot destroy energy, only change its quality. This means that the matter changes its form.
When the form of a substance changes what happens to its energy?
Does it remain life sustaining energy? When we think about synthetically produced vitamins for example we know, that eg. carrot has about ten thousand chemical compounds, but researchers know only one third of them, not to mention how they function. How natural can a vitamin product with this information become?
If a carrot has grown with artificial fertilizers is it a natural carrot with all its natural compounds any more? I believe it is as natural as water, which has been running several times through the pipeline and which have been purified every once in a while.
The purpose of foodstuffs is to convey life. The transportation of vital force is most evident in the German word for foodstuffs, Lebensmittel. Direct translation of it is life conveyor or life medium. From communication we know that only structures have information and information can move only in structures. If the structure has a technical problem the information transfer breaks off. If the molecular structure of a plant decays it is unfit to use as food, as a life conveyor. The life containing information of matter is in the molecular structure.
Energy materialises in crystallization. The water molecule H2O for example consists of two atoms of hydrogen and one atom of oxygen. It forms a perfect tetrahedron, in which each of the four sides are equal. Matter organises according to the principle of effectiveness, in other words, what kind of a structure needs the least energy to stick the matter together. This is geometry. The more complex the crystal structure of water is, the more information it contains.
The electromagnetic energy waves of water are part of our body too. Water makes up 55% to 78% of the human body. When water moves in its basic form in the depths of the earth it transports geomagnetic vibrational models, that is to say all the information that water needs to become “ripe”.
Water has its highest density in 4 °C (39 °F). It has an unique characteristic to expand upon freezing. The clearest example of this are snowflakes. As water is dropping from the open sky to the ground it is exposed to temperature changes, sound frequencies caused by the wind, particles floating in the air and humidity.
Its journey from the sky to the ground can be compared with the journey that human beings go through in their lifetime:
The character of each individual forms according to the influences we get from the surrounding culture and society. We reflect our inner world to the outside world.
Like each snowflake is unique every human being is individual. Under an electron microscope the perfect geometric pattern of a snowflake becomes visible. If it is melted its information content remains the same.
This is the memory of water, which is hidden in its geometry. Only geometry can store up information. The geometrical structure of water reflects its information content. This also applies to the structures and composition of other substances.
See also:
Jan Wicherink: Structured water or miracle water – How water accumulates Orgone
Youtube Video: | https://www.glowinthedarkness.net/the-nature-of-matter/ |
6 Main Characteristics of Communications
Communication is a core part of life and we, as humans, take it for granted that we should be able to communicate with everyone around us. Globalization has allowed ideas and cultures to mix and mingle, but this also brings its own problems: Language barriers may become an issue when there is a lack of translation between different languages.
Characteristics of communications are given below
Language barriers are not an issue for people who rely on sign language. Sometimes, we strive to celebrate and normalize sign languages around the world. While sign languages do share some similarities across borders, each country has its own variation of sign language. The signs used in Japan are different from those used in Italy or America, a fact that should be celebrated!
Moreover, take a look at different characteristics of communications which are given below:
Two or More Persons
The first important feature of communication is that there must be a minimum of two people involved since no single individual can have a dialogue with himself. To comprehend one’s ideas, it is necessary to have a listener. As a result, at least two individuals are needed: the transmitter of knowledge and the receiver.
Exchange of Ideas
Communication cannot exist without the exchange of ideas. To conclude the communication process, two or more persons must engage in an exchange of thoughts, orders, sentiments, and other items.
7 Major Elements of Communication Process In Detail
Mutual Understanding
Mutual understanding involves the receiver receiving information in the same way it was given. It’s more essential to comprehend what you’re conveying than to follow through with it while communicating.
Direct and Indirect Communication
It is not necessary that the receiver and the giver of information be in the same place. Communication can take various forms, including direct and indirect communication. Face-to-face conversation is a type of direct communication, whereas other methods are used to convey information indirectly.
Continuous Process
Communication is an on-going process, just as with company management, who constantly assigns tasks to his employees, keeps tabs on their progress, and gives instructions.
Use of Words as well as Symbols
Symbolic communication is one of the many ways to communicate. The ringing of a bell to signal the end of school or college, expressing something by moving one’s neck, displaying anger or disapproval through eyes, giving a decision via raising a finger in cricket, and so on are all examples of symbolic communication. | https://gkrankers.com/gk/6-main-characteristics-of-communications |
Certain cognitive measures are heritable and differentiate individuals at risk for schizophrenia from unaffected family members and healthy comparison subjects. These deficits in neurocognitive performance in patients with schizophrenia appear stable in the short-term. However, the duration of most, but not all, longitudinal studies is modest and the majority have relied on traditional average performance measures to examine stability. Using a computerized neurocognitive battery (CNB), we assessed mean performance (accuracy and speed) and intra-individual variability (IIV) in a longitudinal study aimed to examine neurocognitive stability in European-American multiplex families with schizophrenia. Thirty-four patients with schizophrenia, 65 unaffected relatives, and 45 healthy comparison subjects completed the same computerized neurocognitive assessment over approximately 5 years. Measures of mean performance showed that patients had stable accuracy performance but were slower in many neurocognitive domains over time as compared with unaffected family members and healthy subjects. Furthermore, patients and family members showed dissociable patterns of change in IIV for speed across cognitive domains: compared with controls, patients showed higher across-task IIV in performance compared with family members, who showed lower across-task IIV. Patients showed an increase in IIV over time, whereas family members showed a decrease. These findings suggest that measures of mean performance and IIV of speed during a CNB may provide useful information about the genetic susceptibility in schizophrenia. | https://scholars.uthscsa.edu/en/publications/neurocognitive-performance-stability-in-a-multiplex-multigenerati |
Smart systems are increasingly in use in daily life applications, replacing old-fashioned processes and procedures as a result of technological evolution. However, these systems can be limited in their resources capacity. Wireless Sensor Networks (WSNs) are considered to be one form of such resource-constrained smart systems. One of the main goals of WSNs is to sense physical activities so as to detect events in an area of interest. Adaptive and machine learning techniques have been proposed and implemented to work in conjunction with WSNs to serve a number of applications, such as physical activities detection, network security threats detection, artificial intelligence applications and decision making support. Pattern recognition is one of the most useful machine learning techniques that can perform event detection for WSNs. However, the nature of WSNs poses extreme challenges for the implementation of these learning techniques so that they can serve the goals of different types of applications. Such networks have limited resources available for performing learning operations. Additionally, WSNs are of a dynamic nature in terms of network deployment and the appearance of activities in the field of interest. Global events can also span very large regions requiring vast quantities of data exchange and processing in order to detect such events. These challenges become critical when detection time limits are required by applications such as mission critical and online applications. The aim of this research project is to propose pattern recognition schemes that are capable of addressing the limitations associated with resource-constrained networks such as WSNs. The research first investigates the existing learning techniques for WSNs and their limitations. Then the research proposes novel collaborative in-network global pattern recognition based event detection schemes that are light-weight, scalable and suit resource-constrained networks such as WSNs well. The proposed schemes address the limitations and challenges for WSNs to provide reasonable detection capabilities for mission critical, online, and decision making applications. The proposed schemes adopt the distributed and parallel recognition mechanisms of Graph Neuron (GN) in order to minimise recognition computations and communications and thus will lead to maintaining low levels of limited resources consumption. The distributed network structure of the proposed schemes will result in loosely coupled connectivity between a network’s nodes and avoid iterative learning. Hence, the proposed schemes will perform recognition operations in a single learning cycle of predictable duration, which will provide online learning capabilities that can support mission critical applications. In addition to minimal resources and time requirements, the distributed structure of the schemes will sustain large-scale networks in performing pattern recognition operations. To deal with a WSN’s dynamic nature and limited prior knowledge of events, a pattern transformation invariant scheme is proposed in this research. The proposed scheme implements a weighting mechanism that searches the edges and boundaries of patterns and replaces traditional local information storing. This mechanism allows the scheme to identify dynamic and continuous changes in patterns. Consequently, the scheme will be capable of performing recognition operations in dynamic environments and will also provide a high level of detection accuracy using a minimal amount of available information about patterns. Required protocols for performing scheme operations are also presented and discussed. Theoretical and experimental analysis and evaluation of the presented schemes is conducted in the research. The evaluation includes time complexity, recognition accuracy, communicational and computational overhead, energy consumption and lifetime analysis. The scheme’s performance is also compared with existing recognition schemes. This shows that the scheme is capable of minimising computational and communicational overheads in resource-constrained networks, enabling those networks to perform efficient recognition activities for patterns that involve transformations within a single learning cycle while maintaining a high level of scalability and accuracy. The results show that the scheme’s time complexity is proportional to the square root of the pattern size which allows the network to scale up to adopt large patterns. It is shown that a network that implements mica 2 motes and requires 3.0625 milliseconds to send a single message can perform recognition operations within a single learning cycle duration ranging between 126.4 and 323.1 milliseconds for 10,000- and 40,000-node network settings respectively. The results also show that energy requirements can be decreased up to 89.66 per cent by using the proposed schemes in comparison to other recognition techniques. In terms of efficiency, theoretical and experimental analyses show that the proposed schemes are capable of dealing with transformed patterns with a high level of accuracy. The analyses show that the scheme is able to detect translated patterns, rotated or even flipped patterns with a rotational angle of up to 23 degrees, and dilated patterns with a dilation level of up to 26 per cent. The results show that the proposed schemes have features that will be best suited for implementing pattern recognition applications on resource-constrained networks such as WSNs. The research also discusses the use of the proposed pattern-recognition-based schemes in different machine learning and artificial intelligence (AI) applications. This aims to explore new research opportunities that can lead to enhancing existing schemes’ performance by involving the proposed schemes in different technological disciplines and models. Two disciplines are presented as examples in this context: optimisation and classification. In the first example, a new model that involves the proposed schemes in the process of optimisation techniques, in this case genetic algorithms (GA), is presented. The proposed model enhances the performance of traditional GA in terms of speed and accuracy. The second example proposes a classification model using the pattern-recognition-based proposed schemes. The proposed model shows a high level of classification capabilities compared with other well-known existing schemes. | https://bridges.monash.edu/articles/thesis/Distributed_pattern_recognition_schemes_for_wireless_sensor_networks/4704916/1 |
You were trying to drive to Melbourne, Australia, yet you ended up in Melbourne, Florida. Apart from somehow being able to drive over water, you also probably mindlessly followed the instructions of a GPS device.
Practically ubiquitous these days, the Global Positioning System (GPS) is responsible for the ever decreasing ability of people to use maps and their own orientation.
The GPS is a network of satellites orbiting at an altitude of 20000 km and moving at a speed of 14000 km/h (many people think that they are geostationary satellites, but they are not).
A GPS receiver will collect this information from a satellite, and using the speed of light will calculate how long the message has taken to reach it and hence the distance from the satellite. Having 4 of these measurements allows the receiver to calculate its position in a couple of instants and to an accuracy of 5-10 m.
GPS satellites have very very accurate atomic clocks on board to enable them to be incredibly precise when sending time information. However, things are not as simple as just having very accurate clocks.
We might think that relativity only applies in the domain of objects moving close to the speed of light, or near black holes, but in fact, if GPS satellites were not adjusted for relativity the position measurements would quickly become inaccurate.
To an observer on earth, the satellites are moving, and they’re moving rather quickly. According to special relativity, the clocks on the satellites should tick more slowly.
Secondly, because the satellites are high up, far away from the earth, the curvature of the spacetime due to the mass of the Earth is less compared to that at the surface. General relativity says that clocks closer to a massive object will appear to tick more slowly than those located further away. Hence, to an observer on the Earth’s surface, the clocks on the satellites will appear to be ticking faster.
The effects of special and general relativity slightly cancel out, but the satellite clocks still have to be adjusted back by about 38 microseconds a day. Which doesn’t seem like much, but, as GPS requires nanosecond accuracy, if unaccounted for, the accuracy of the system would decrease by about 10 kilometres a day.
A cloud that tastes of…. raspberries? | http://piecubed.co.uk/gps-and-relativity/ |
Many times a client will ask for a lawyer's opinion regarding what a personal injury claim is worth. Answering this seemingly simple question can be a complex legal analysis of available parties, potential injury claims, legal liability and the unique way in which each plaintiff suffers harm. At its essence, the value of a personal injury claim is what a jury in the county where the case is filed is likely to award at the conclusion of a trial, factoring in the likelihood that the plaintiff will prevail. The first step in this analysis is understanding what damages a jury may permissibly assess.
With very limited exceptions primarily dealing with Wrongful Death claims, Massachusetts' law allows juries to award only Compensatory Damages" to personal injury victims. Compensatory damages provide a plaintiff with the monetary amount necessary to replace what was lost, and nothing more. The purpose of Compensatory Damages is to place the plaintiff in the same position as if no wrong had been done to him/her by the defendant. Other states allow juries to award "Punitive Damages" in personal injury claims. The purpose of punitive damages is to punish a defendant for his or her conduct as a deterrent to the future commission of such act. In Massachusetts, Punitive Damages in personal injury cases are recoverable only for Wrongful Death resulting from gross negligence and/or willful, wanton or reckless acts. This means that in the vast majority of personal injury cases in Massachusetts, the focus for determining damages needs to be on what the plaintiff lost, not on the conduct of the defendant. It is the role of the attorney to determine how each individual plaintiff has been specifically harmed by the defendant's conduct and what monetary amount would properly compensate those unique circumstances.
The types of Compensatory Damages which jurors may award in Massachusetts are:
1) Medical Expense Compensation (Past, Present & Future). A plaintiff is entitled to be compensated for past and present medical expenses which a jury finds to be fair, reasonable and necessary. Jurors are also allowed to award fair and reasonable sums for medical expenses likely to be incurred by the plaintiff in the future. Awards of future medical compensation often include expected nursing and institutional care.
2) Loss of Earning Capacity. Under Massachusetts' doctrine of "Loss or Diminution of Earning Capacity," an injured plaintiff is entitled to be compensated for the loss or lessening of his/her ability to work, even if not gainfully employed at the time of the negligent act. An award of Diminution of Earning Capacity is based upon the age, skill, training, experience and industry of the plaintiff, the wages commonly received by one pursuing the same or similar occupations and the extent to which the plaintiff's injuries limit him/her from obtaining employment.
3) Pain and Suffering (Physical and Mental). Massachusetts permits juries to award damages for both physical and mental pain and suffering. For physical pain and suffering, jurors are asked to award damages for the areas of the plaintiff's body which they find were physically injured as a result of the defendant's negligence. They are instructed to take into account past pain and suffering endured by the plaintiff since the date of the injuries, the present pain and suffering caused by the injuries and any future pain and suffering which were proved with reasonable medical probability. An award for mental pain and suffering includes any past, present and probable future nervous shock, anxiety, embarrassment or mental anguish resulting from the injury.
4) Disfigurement. In cases where the physical injury has resulted in scaring, dismemberment or change in the plaintiff's physical appearance, the jury may rely upon its common sense and conscience to translate into dollars the amount which would fairly compensate a plaintiff for the alteration in appearance.
5) Loss of Consortium (Spouses & Children). A Spouse of an injured person has a right to Compensatory Damages for impairment of the marital relationship in a personal injury case. Such spousal rights, known as "Loss of Consortium" claims under Massachusetts law, are based on the degree to which the quality and nature of the marital relationship has suffered due to the harm sustained by the injured plaintiff. An injured plaintiff's minor children may also recover for damage to the parent-child relationship suffered as a result of the defendant's negligence. Such claims for "Loss of Parental Society" allow minors to recover for the loss of enjoyment, comfort, solace and moral support in the parent-child relationship caused by the plaintiff's injuries.
Compensatory Damages for pain and suffering, disfigurement, and loss of consortium/society are not tied to any actual monetary loss. This can make them very difficult to calculate. There is no formula under Massachusetts law by which jurors determine such damages. Jurors are only asked to use their wisdom, judgment and sense of basic justice to translate into dollars the amount which will fairly and reasonably compensate the plaintiff for his/her injuries. Further compounding the difficulty is the prohibition in Massachusetts preventing attorneys from asking or suggesting to a jury specific dollar amounts for a damage award. What this means as a practical matter is that other than providing figures for medical expenses and lost earnings, a lawyer in Massachusetts cannot assist a jury in calculating damages. As you might expect, this has resulted in a wide range of damage awards for seemingly similar injuries. It is the responsibility of the plaintiff's lawyer to convey to the jury how each specific plaintiff has uniquely endured the consequences and hardships of an injury. In order to understand the extent to which a jury would assess damages in a personal injury trial, the lawyer must understand the human and individual nature of a plaintiff's damages.
Valuation of a personal injury case does not end with an analysis of damages alone. The likelihood of proving the defendant's negligence and that such negligence caused the plaintiff's damages must also be considered. At trial, a jury will typically be instructed to determine whether the plaintiff him/herself was negligent and partially responsible for causing his/her own damages. The jury thereby compares the negligence of the defendant to that of the plaintiff. If the jury finds that the plaintiff is more than 50% responsible for causing the damages, then the plaintiff is not entitled to receive any monetary award. If the plaintiff's negligence is less than or equal to 50%, the amount of the plaintiff's damages are reduced by that percent. For example, if the jury finds a plaintiff to be 25% negligent, the plaintiff will be entitled to only 75% of his/her damages. This is known as the Massachusetts "Comparative Fault" doctrine and is codified at M.G.L. c. 231 §85.
Finally, every damage calculation, whether compensatory or punitive, requires an assessment of causation. In order for a plaintiff to recover for a harm, it must be proven that the harm was caused by the negligence of the defendant. The burden is on the plaintiff to establish that the damages arose due to causes for which the defendant was responsible and not from any other cause. For example, in cases where the plaintiff had injuries pre-dating the defendant's negligence and/or endured subsequent new injuries after the negligence, the jury must determine if the defendant's conduct was responsible for causing the damages, and not these other events.
Because each personal injury case is linked to the individuality of each plaintiff, the above analysis will be different for each client. The wrongful death of a family member, for example, will affect each plaintiff in a singular way as no two claimants will experience a loss of a loved one's comfort, guidance, companionship and support identically. Proper valuation of a personal injury case not only requires identifying the merits of all potential claims, including for spouses and minors, it also requires the attorney to learn who the client is and was in their professional, personal and family lives. The process of case valuation is dependent upon an intimate and thorough understanding of the client and how his/her unique life has been changed by the injury. Please contact us if we can assist in any way.
Call us at 617-542-1000 or email [email protected]. | https://www.sugarman.com/news-and-blog/how-compensatory-and-punitive-damages-are-calculated-in-massachusetts |
When you’re involved in a car accident, insurance will pay for most of the property damage and medical bills. But what about the pain and suffering you can undergo following an accident? In some extreme cases, pain and suffering can last way beyond recovery.
Many court systems allow the victims of an accident to sue the at-fault party for any pain and mental or emotional anguish they go through as the result of an accident. Before filing a physical pain and emotional suffering lawsuit in court, though, here’s what you should know about how the process works.
What Is Physical Pain and Emotional Suffering?
Pain and suffering is a key component of many personal injury lawsuits. It’s divided into two distinct subsets: physical pain and emotional pain.
Physical pain and suffering: When you hear “pain and suffering,” you most likely think of the physical injuries suffered in an accident. Each accident is different, with some accidents causing the injured driver a lot of physical pain. This could be in the form of an injured or lost limb, an extended hospital stay and recovery, or even life-threatening injuries that require extended care. In addition, depending on the severity of the injury, physical pain and suffering can extend way beyond the initial treatment and recovery.
Emotional pain and suffering: Also known as mental pain and suffering, emotional pain and suffering is a by-product of bodily injury. Emotional pain and suffering includes such things as mental anguish, emotional distress, and loss of enjoyment of life.
Some common emotions and feelings invoked by emotional pain and suffering include fear, anger, anxiety, and shock. Severe emotional pain can also lead to a feeling of anger, depression, and humiliation.
Some of the side effects of these emotions and feelings include a loss of appetite, an overall lack of energy, mood swings, and loss of sleep, among other effects. Emotional pain and suffering can also refer to future pain and suffering you might suffer due to an accident.
How Is Pain and Suffering Calculated?
When it comes to calculating how much an injured party receives for pain and suffering, a lot depends on the judge or jury involved. Unfortunately, there are no guidelines for determining how much pain and suffering is worth. Many times, a judge will instruct a jury to use common sense and experience to determine how much the plaintiff should actually receive as compensation for their pain and suffering.
Another factor that is used to determine the dollar amount of a particular pain and suffering claim is a multiplier. This is a calculation of pain and suffering based on a multiple of the total medical bills and lost earnings of the injured individual.
Referred to as special damages, these are often arrived at using a multiplier ranging from 1.5 to 4. This is only a rough estimate of what the jury thinks the injured party should receive in a pain and suffering lawsuit and is affected by a variety of factors, including if:
- The plaintiff a good or bad witness
- The plaintiff is likeable
- The plaintiff is credible
- The plaintiff’s testimony regarding his or her injuries is consistent
- The plaintiff is exaggerating his or her claims of pain and suffering
- The plaintiff’s physicians support the plaintiff’s claims of pain and suffering
- The jury thinks that the plaintiff lied about anything, even something relatively minor (as a general rule, if a plaintiff lies, the plaintiff loses)
- The plaintiff’s diagnosis, injuries, and claims make common sense to the jury
- The plaintiff has a criminal record
The purpose of any physical pain and emotional suffering lawsuit is to compensate the victim of an accident for damages suffered as a result of that accident. And while there is no guarantee how much a particular person will get for a specific case, you should definitely talk to a lawyer if you feel you have suffered undo pain and suffering due to an accident. | https://getjerry.com/advice/physical-pain-and-emotional-suffering-explained-by-cheryl-knight |
In personal injury cases you often hear about damages for “pain and suffering.” This includes mental as well as physical pain. While there is obviously no precise way to quantify such non-economic injuries, there are certain legal guidelines judges and juries must follow when determining such awards.
Warnock v. Sandford
The Georgia Court of Appeals recently addressed this subject. In Warnock v. Sandford, a jury awarded nearly $11 million in damages to an auto accident victim for his physical and mental pain and suffering. The defendant appealed, alleging the judge improperly instructed the jury as to the law.
Here is some additional background. The accident took place in September 2009. The plaintiff and defendant were driving towards the same intersection. The defendant failed to obey a stop sign, however, and collided with the plaintiff’s vehicle.
The plaintiff subsequently filed a personal injury lawsuit against the defendant. The complaint alleged “negligence and gross negligence” on the part of the defendant. At trial, the judge instructed the jury as follows:
In evaluating the plaintiff’s pain and suffering, you may consider the following factors, if proven: interference with normal living; interference with enjoyment of life; loss of capacity to labor and earn money; impairment of bodily health and vigor; fear of extent of injury; shock of impact; actual pain and suffering, past and future; mental anguish, past and future; and the extent to which the plaintiff must limit activities.
The defense maintained this instruction was inadequate. Nevertheless, that was the instruction given. The jury ultimately returned a verdict holding the defendant 75% liable for the plaintiff’s damages, which it calculated at $7 million for pain and suffering and an additional $4 million for future pain and suffering. After accounting for the plaintiff’s relative fault, that left the defendant on the hook for $10,912,500.
Before the Court of Appeals, the defendant renewed his argument that the jury instruction was inadequate. More precisely, the defendant said the judge should have told the jury it could award damages for emotional distress “only to the extent that it was caused by his actual physical injuries.” Put another way, the defense argued the jury could only compensate the plaintiff for emotional distress related to, say, a physical brain injury, rather than his “emotional reaction to the consequences of his injuries.”
Essentially, the Court of Appeals said the defense argued for the application of what is known as the “impact rule” in Georgia law. The impact rule normally applies to claims for “negligent infliction of emotional distress.” In this case, the plaintiff did not pursue such a claim. Rather, his lawsuit was based on “straightforward claims of negligence and gross negligence.” Given this, the appeals court said the trial judge’s instructions were appropriate.
To put it bluntly, all the plaintiff needed to prove was that his “mental pain and suffering” were the result of the defendant’s negligence. The plaintiff did so, at least according to the jury. The Court of Appeals therefore affirmed the jury’s verdict and award of damages. | https://www.mariettainjurylawyer.com/georgia-court-of-appeals-upholds-10-9-million-car-accident-verdict/ |
An appeal involving allegations of juror misconduct came before the California Court of Appeal for the Second District. In an unpublished opinion, the court focused on the presumption of prejudice upon a showing of juror misconduct and the fact it can be overcome by evidence. The court stated that juror misconduct is one ground for granting a new trial, and a three-step process is required to assess whether a new trial is appropriate. First, the court determines whether the affidavits supporting the motion are admissible. Next, the court assesses whether the facts establish juror misconduct. Finally, if there was misconduct, the trial court must determine whether prejudice resulted from the misconduct.
In the underlying incident, the plaintiff suffered injuries in a truck collision when the defendant’s semi-truck rear-ended the plaintiff’s semi-truck. Liability was not disputed, but the nature and extent of the plaintiff’s injuries were at issue. After a jury trial, a verdict awarded the plaintiff $241,473 in damages. The defendant argued that there was juror misconduct and that as a result he had been denied a fair trial. He contended that there was insufficient evidence to support the damages award.
Juror misconduct raises a rebuttable presumption of prejudice, but the court stated that despite the defendant’s assertions, there is no requirement that affirmative proof rebut the presumption of prejudice. In this case, the plaintiff’s treating physician and the defendant’s expert testified as to the need for surgery to repair the injury to the plaintiff’s shoulder, as well as the reasonable cost of care for treatment. After the trial, it became clear that one juror, Dakota Mitchell, had relied on his own experience as a personal trainer in order to determine the plaintiff’s injuries, and he also described his interactions with other jurors.
The rule is that jurors’ internal thoughts are inadmissible to impeach a verdict. In order to impeach a verdict, there must be evidence of objectively ascertainable statements or conditions. The appellate court stated that it had been misconduct for the juror to discuss his opinion, when it was based not on evidence but on his own expertise or knowledge. The court made clear that Mr. Mitchell’s statements to the jurors during deliberations created a presumption of prejudice that was then rebutted by evidence.
Here, the evidence showed that the accident caused an injury to the plaintiff’s left shoulder and that surgery was the appropriate course of treatment. The plaintiff’s expert testified that the accident caused the plaintiff’s shoulder injury and that surgery was the appropriate treatment. The defendant’s expert also testified that surgery would be an acceptable treatment for the plaintiff’s shoulder injury.
If there were any presumption of prejudice, the court stated that the evidence rebutted this presumption. Furthermore, the court made clear that Mr. Mitchell’s confusion regarding whether the plaintiff suffered a full or partial tear did not influence the other jurors. Therefore, the court stated there had not been prejudicial juror misconduct.
Turning to damages, the court stated the rule that an appellate court applies a substantial evidence standard when reviewing a jury’s award of damages. The court interferes when the jury award is disproportionate to the injuries suffered, such that it shocks the conscience and compels the conclusion that the award was based on passion or prejudice. Since there are no fixed standards for an appeals court to measure the extent of damages a plaintiff has suffered from a defendant’s wrongful act, the court is required to uphold the jury and trial judge when possible.
In this case, the court stated substantial evidence supported the $241,473 damages award, which included past medical costs of $56,473 and $135,000 in past physical and mental pain and suffering, as well as $50,000 for future physical and emotional pain and suffering.
The court noted that Dr. Wilker, an expert, testified regarding the plaintiff’s costs and noted medical expenses ranged from $53,000 to $79,000. Regarding the past and future emotional and physical suffering, the plaintiff had testified as to his pain and inability to continue working as a truck driver. Dr. Wilker stated that the plaintiff had reached “maximum medical improvement” for his condition, and he would likely experience shoulder pain for the rest of his life.
Since the appellate court does not reweigh the evidence, they stated that they must consider it in the light most favorable to the judgment. In this case, substantial evidence supported the damages award.
The court affirmed the judgment.
If you or someone you love has been injured in a truck accident, you may be entitled to compensation for your injuries as well as your pain and suffering. The truck accident attorneys at Sharifi Firm provide a complimentary consultation. Contact our offices by calling (866) 422-7222.
More Blog Posts: | https://www.southerncaliforniainjurylawyer.net/california-court-upholds-damages-verdict-favor-plaintiffs-injured-truck-accident-evidence-overcame-potential-prejudice-juror-misconduct/ |
Pain and Suffering and Your ICBC Claim
One of the most common questions asked of me through this blog is “how much is my Pain and Suffering worth in my ICBC personal injury tort claim?”. The answer to this, of course, depends on various factors and who better to discuss these than a BC Supreme Court judge?
On that point, reasons for judgement were released today discussing the law of ‘pain and suffering’ in tort claims. Pain and Suffering is awarded under the legal head of damage called “Non-Pecuniary Loss”. Non Pecuniary Loss includes damages for “pain and suffering, loss of enjoyment of life and loss of amenities”.
In today’s case $70,000 was awarded in non-pecuniary damages as a result injuries sustained in a 2005 BC car crash. In doing so Madam Justice Russell summarized the law of non-pecuniary damages ar paragraphs 104-105 of the judgment as follows:
Non-pecuniary damages
The purpose of non-pecuniary damage awards is to compensate the plaintiff for “pain, suffering, loss of enjoyment of life and loss of amenities”: Jackson v. Lai, 2007 BCSC 1023, B.C.J. No. 1535 at para. 134; see also Andrews v. Grand & Toy Alberta Ltd., 2 S.C.R. 229; Kuskis v. Tin, 2008 BCSC 862, B.C.J. No. 1248. While each award must be made with reference to the particular circumstances and facts of the case, other cases may serve as a guide to assist the court in arriving at an award that is just and fair to both parties: Kuskis at para. 136.
There are a number of factors that courts must take into account when assessing this type of claim. The majority judgment in Stapley v. Hejslet, 2006 BCCA 34, 263 D.L.R. (4th) 19, outlines a number of factors to consider, at para. 46:
The inexhaustive list of common factors cited in Boyd [Boyd v. Harris, 2004 BCCA 146] that influence an award of non-pecuniary damages includes:
(a) age of the plaintiff;
(b) nature of the injury;
(c) severity and duration of pain;
(d) disability;
(e) emotional suffering; and
(f) loss or impairment of life;
I would add the following factors, although they may arguably be subsumed in the above list:
(g) impairment of family, marital and social relationships;
(h) impairment of physical and mental abilities;
(i) loss of lifestyle; and
(j) the plaintiff’s stoicism (as a factor that should not, generally speaking, penalize the plaintiff: Giang v. Clayton, B.C.J. No. 163, 2005 BCCA 54 (B.C. C.A.)).
Cases such as this one are key in helping one understand the principles behind awards for pain and suffering in ICBC tort claims. Once the general principles of this head of damage are understood, the extent of injuries and prognosis known, and cases with similar injuries are canvassed the easier it will be to value the potential range of damages for pain and suffering in an ICBC personal injury (tort) claim. | http://bc-injury-law.com/blog/pain-and-suffering-and-your-icbc-claim |
The worth of a case is based upon numerous factors. When we evaluate a case, we are trying to determine or estimate what a jury in Utah might award in a case. The insurance company does the same thing. This is true even though most cases do not go to a jury; both sides analyze it from that perspective. This is not an exact science. Every case is different. Also, you can try the same case 10 different times and come up with 10 different verdicts. There is no set formula for the awarding of money damages. The only guidelines are the jury instructions read by the judge which the jury then tries to follow. However, juries are given a great deal of discretion, and Utah juries are notoriously known for being stingy, particularly on small or “soft tissue” type cases. Juries do not feel your pain and generally do not care to have anyone walk away with a large sum of money which the jury believes the victim did not work for or earn.
Sometimes juries also will look at the defendant and worry that their judgment will be hurting the defendant. Juries are not told that there is insurance involved in the case and that an insurance company will be paying the bill. Because they do not know insurance is involved, a jury might get sympathetic for the defendant and not want to “hurt” the defendant for what is oftentimes simply mere negligence or a minor error in judgment that anyone on the jury could also do at any time. Juries sometimes put themselves into the shoes of the defendant instead of the shoes of the plaintiff.
Our estimation of what a jury will do is based upon our extensive experience. Not only the extensive experience of the attorneys at Larson Law, but also the collective experience of what we see and talk about with other attorneys in other cases in the state of Utah. Verdicts are reported, and we monitor what happens. We also attend many seminars and classes which instruct in the latest techniques and the effect that these techniques are demonstrating nationwide.
One of the factors that influences the worth of a case is the extent of the injuries and the extent of the impact the injuries have on a person’s life and how they will cope in the future. The age of the plaintiff is also a factor. Does the plaintiff have a long life expectance or a relatively short one? Does the plaintiff have a large family that needs their support and income or is the plaintiff a single person who lives by himself and upon whom no one else relies? Does the plaintiff seem likeable? Does the jury like the plaintiff? How solid is the doctors’ documentation documenting the injuries? Can the injuries be caused by something else or are the injuries something that people tend to get anyway as they get older? Spinal degeneration is something that occurs in everyone and will often cause the same aches and pains that an injured person may be suffering. The mere fact that someone can’t do something now that he used to be able to do is actually true for most people as we age.
The strength of the doctors’ documentation is also important. So is how credible the doctor would be if he testified. If the doctor is a graduate of a highly respected school (Harvard, John Hopkins, University of Chicago, etc.), his or her testimony might be more impressive to a jury than say that of someone who is a physical therapist, chiropractor or massage therapist. There isn’t anything at all wrong with physical therapists, chiropractors or massage therapists. They are a necessary and important part of the health care field. However, some juries are more impressed by individuals with the kinds of qualifications mentioned in the first category.
How well the collective care and treatment went is also important. Are there gaps in treatment? Was there a delay before the person ever got medical care? Did the patient gradually improve and get better or was all care and treatment simply worthless and apparently unnecessary? Does the patient seem to be a malingerer? Did the patient demonstrate a willingness to pay the price to get better himself or did he simply pop pills and suffer? For example, someone who needs surgery but declines to get the surgery tells the jury that he must not be hurting that bad. The jury assumes that if you need care, you are going to get it one way or the other. If you seem to be able to live with the pain, the pain and suffering may not be that bad.
The value of the lost income or lost wages is also important. However, if the person is self-employed or runs his own business, the documentation for the lost wages or lost income is extremely important. Normally we have to begin by establishing a baseline using tax records and filings to show how much income the injured person had before the injury. If the tax records do not show a positive income, then it is not possible to show a loss of income. Having adequate business records that will firmly establish the rate of personal income (as opposed to business income) the injured person was receiving is absolutely critical to being able to demonstrate a loss of wages or loss of income as a result of an accident. Even if your business is a new start-up business, it doesn’t matter. Without a track record of at least several months, it is impossible to show that the accident caused you to lose income. Unfortunately, this is one time that you can’t “have your cake and eat it too” if you don’t like paying taxes.
Attorneys’ fees, reimbursement of health insurance, and payment of unpaid medical bills come out of any gross settlement figure. Utah law does not add these things on top of a settlement figure.
Why do we pick the number we pick to start negotiations?
Negotiations involve a great deal of strategy. If a case is worth $10.00, we are not going to demand $1,000,000. If we did so, we would lose credibility. If a case is worth $10.00, we may demand $12.00 to $15.00, but we have to understand that the case is worth close to $10.00. Our negotiation strategy will also vary substantially, depending on which insurance company we are dealing with. With some cases and companies, we will simply invite them to give us the initial offer. Sometimes we will demand a specific initial amount. At every step of the way we will contact you to let you know what the latest offer is and get your permission before making a counter demand. At some point during the course of negotiations, we will know that the insurance company has reached its highest and best offer without taking the case to litigation. We will then tell you what your net walk away is going to be before you will need to decide to whether or not to accept the offer.
If the best offer is not accepted, we may have to litigate the case. We litigate many cases and do so frequently. However, litigation is very expensive and takes a great deal of time before it produces a result. Furthermore, the result is never guaranteed. Many times a person is smarter to simply take the money that is offered rather than “roll the dice” with a jury. Remember, because we work on a percentage basis, we have an incentive to get as much for you as is possible. In order for us to do this, a lot of thought goes into what we demand. We lose credibility if we demand amounts that are not at all consistent with the approximate value of the case. Loss of credibility with an insurance company will oftentimes result in the insurance company not being willing to negotiate at all and simply telling us to go litigate the case.
How can I make my case be worth more?
The easiest way to make your case worth more is for you to be hurt worse. However, we are not recommending that you try to injure yourself. The extent of injuries from your accident is made known by the documentation that your physicians produce. In many instances we know of physicians who are capable of documenting cases well, and we will often send our clients to those physicians. However, you cannot make a case something that it simply is not. Merely stating something that you believe or want is not evidence or proof. We need proof. In the case of evaluating injuries, we need doctors that are going to say what is necessary to be said – that the injuries you suffered are x, y and z and that x, y and z were caused or brought about because of the accident. A case is not worth what you might want or need in your life. A case is worth what it is worth based upon the extent of the documentable injuries compared with what juries typically do with similar types of cases in the state of Utah.
If you ever sit on a jury, remember this. Set the standard higher, have a heart and be more generous. Tell your family and friends to do the same. Now that you have experienced the pain and suffering and endured going through a difficult time being injured, hopefully you will share this message with family and friends and encourage them to remember that when they serve on juries. However, what your family and friends believe your case is worth is not what your case actually may be worth. Your family and friends care about you, but they will never be on your jury. Likewise, what they have heard someone else got or what you may see or hear on television or read in the newspapers about what some other jury in some other state did is not an example of what your case is likely to do.
This is a complex topic. It is impossible to include all of the factors and variables in what I have described above. If you would like some more in depth analysis about your individual case, contact the office and arrange an appointment to come in and speak with your attorney. Remember – we want to get the best result for you possible with the facts we have available to us. | https://www.larsonlawutah.com/article-1.html |
What Does A Jury Consider When Awarding Damages/Compensation for Personal Injury?
The job of personal injury counsel is to show how the law applies, favorably, to the factual circumstances of his or her client. As attorney Eric T. Kirk will tell you, Maryland law provides that jurors are instructed to consider several factors in fashioning an appropriate award:
- the nature and extent of plaintiff’s injuries, and the length of the process of recuperation
- the effect those injures have on the mental and physical condition of the plaintiff
- physical and mental pain and anguish, past, present, and future
- disfigurement, scarring, and embarrassment
- medical expenses past, present, and future
- loss of earning-or earrings potential- past, present, and future.
The bottom line, and the job of a personal injury attorney is to present a compelling case that the Plaintiff suffered lasting harm as the result of the accident, if the client, in fact, sustained that lasting type of injury. | https://www.thekirklawfirm.com/what-does-a-jury-consider-when-awarding-damages-compensation-for-personal-injury/ |
William Blaine BOWERS, Jr., Plaintiff, v. Heinz Gunther OLF, Defendant.
No. COA95-775.
Court of Appeals of North Carolina.
May 21, 1996.
*347 E. Gregory Stott, Raleigh, for plaintiff-appellant.
Bailey & Dixon, L.L.P. by Kenyann G. Brown, Raleigh, for defendant-appellee.
JOHNSON, Judge.
On 27 June 1990, at approximately 6:00 p.m., plaintiff was operating a 1983 Datsun automobile in a southerly direction on Kildaire Farm Road in the Town of Cary, North Carolina. At that time and place, plaintiff slowed his vehicle in response to traffic that was stopped ahead of him in his lane of travel. Defendant Heinz Gunther Olf negligently *348 drove his vehicle into the rear end of plaintiff's automobile, thereby propelling it into the rearend of the automobile stopped ahead of plaintiff's vehicle.
Plaintiff alleged that he sustained serious, painful and permanent personal injuries due to the collision. Plaintiff instituted this action on 24 May 1993, seeking damages for injuries allegedly sustained in the accident. Plaintiff offered testimony of his treating physicians and various other lay witnesses in support of his claim for personal injuries.
Plaintiff's testimony at trial consisted of the following: "I broke my foot from the pedal [sic].... And I ended up with what I thought was something minor at the timethe usual soreness or whatever from the wreckin that I ended up with a back problem that just kept on and on and on and on." Immediately following the accident, due to pain in his back and right leg, plaintiff began treatment with chiropractor John B. Yancho, whom he had seen prior to the accident for a dislocated shoulder.
Dr. Yancho testified that he performed x-rays which revealed subluxations in plaintiff's lumbar spine. In addition, Dr. Yancho testified that his preliminary diagnosis was "segmental dysfunctional sacroiliac and lumbar spine and segmental dysfunction of the cervical spine." X-rays of plaintiff's foot taken at Dr. Yancho's office revealed no broken bones. Plaintiff saw Dr. Yancho on approximately 120 occasions between June 1990 and the time of trial, at a total cost of $7,058.00. At trial, Dr. Yancho testified that his diagnosis of plaintiff had not changed since plaintiff's initial visit, that plaintiff's injuries were caused by the accident, and that, in his opinion, the injuries were permanent. When asked about his prognosis for plaintiff's condition, Dr. Yancho testified that he did not know what results would be obtained by plaintiff's prolotherapy. Therefore, he was unable to provide a conclusive future prognosis.
Because of the pain in plaintiff's foot, Dr. Yancho referred plaintiff to Dr. Milner, a podiatrist. Plaintiff saw Dr. Milner approximately four to five times, and his foot problem was resolved. Plaintiff also consulted Dr. Lee Whitehurst, an orthopaedist, regarding his back pain. At trial, Dr. Whitehurst testified that plaintiff first visited his office on 9 November 1990. He further testified that at the time, plaintiff's motor and reflex function were normal. Dr. Whitehurst also testified that he reviewed the spinal x-rays taken by Dr. Yancho, and that these x-rays were in no way abnormal.
Dr. Whitehurst examined plaintiff further on 12 March 1992. At that time, Dr. Whitehurst reviewed additional x-rays and plaintiff's MRI, both of which were normal. He performed a test in which plaintiff's big toe was moved, producing pain. Dr. Whitehurst in his deposition testified that this test should not produce pain, and that, "if the patient relates that it does cause the back pain, it indicates that despite the examiner's best attempts, the patient either did not understand the question or was trying to mislead the examiner." According to Dr. Whitehurst, his examination of plaintiff on 12 March 1992 revealed no abnormalities in plaintiff's back or hip. Dr. Whitehurst testified that plaintiff had reached maximum medical improvement at that time and that "I did not think that there would be any other benefits from medical modalities ..." from that time forward. Dr. Whitehurst further testified that he found nothing in March 1992 which would preclude plaintiff from working at a desk job or performing routine activities such as mowing the lawn or gardening. Finally, Dr. Whitehurst testified that, in his opinion, ongoing chiropractic treatment was unnecessary and that plaintiff needed no further medical treatment of any kind.
Plaintiff began treatment with Dr. Alan Spanos on 27 April 1993. Dr. Spanos' office treated plaintiff with acupuncture through 8 October 1993. Finally, plaintiff began treatment with Dr. Dennis Fera on 17 February 1995. Dr. Fera's treatment consisted of a series of injections into plaintiff's sacroiliac ligaments, known as "prolotherapy." Dr. Spanos had recommended such treatment to plaintiff in August 1993; however, the closest physician performing this treatment at that time was in Georgia.
At his videotaped deposition, Dr. Spanos testified on direct examination as follows:*349 Q: Dr. Spanos, based upon your knowledge of this type condition, I would ask you what is the likelihood of Mr. Bowers ever effectuating a complete recovery from his injuries? ... A: I really don't know. In the absence of prolotherapy, I would say confidently that he couldn't get better, but I have no idea what the success rate or the extent of success on prolotherapy is in a case like his.
In addition, Dr. Fera testified as follows on direct examination:Q: Okay. What is the probability of or likelihood of a complete recovery, Mr. Bowers effectuating a complete recovery from his injuries? ... A: That is, it is very unlikely. As a general rule there will be about 75 to 80% improvement in symptomatology and level of functioning but again that is a general rule. People are individuals, they respond differently ....
Plaintiff's medical bills, which were introduced into evidence at trial, totalled $12,660.61. In addition, plaintiff testified that he had missed a total of 1145.8 hours from work through March 1994, and that his hourly rate was $30.00 per hour. Plaintiff testified that he missed this time from work "[i]n some cases because I just didn't work. I hurt too much. A lot of cases, it was trying to seek medical attention to try and resolve these problems."
This case was calendared for trial, at plaintiff's request, during the 1 May 1995 civil session of Wake County Superior Court. On 2 March 1995, plaintiff filed a motion to continue the action from the 1 May 1995 trial calendar on the grounds that plaintiff had begun a new treatment program with Dr. Fera during February of 1995 which would not be completed until after the trial date. Subsequently, on 26 April 1995, plaintiff filed a second motion to continue on the same grounds. Each of these motions was denied, and the action was tried during the 1 May 1995 session.
At the conclusion of the trial, plaintiff's sole request for jury instructions was a written request for N.C.P.I.Civil 106.42, the pattern jury instruction regarding permanent injury. In response to the court's inquiry as to requested instructions at the charge conference, plaintiff's attorney stated, "Thatthat's the standard instructions that I justI do have a permanency instruction I would tender to the court, which is just copied out of the book with the correct numbers in it." Plaintiff made no other oral or written request for jury instructions prior to the court's charge. In its charge to the jury, the court included instructions, over defendant's objection, regarding permanent injury, future medical expenses, future pain and suffering, and future lost wages.
Prior to trial, plaintiff and defendant had stipulated as to defendant's liability; therefore, the sole question submitted to the jury was the issue of damages. This issue was submitted to the jury and answered as follows: "What amount is the plaintiff, William Blaine Bowers, Jr., entitled to recover for personal injuries? Answer: $20,000.00." Judgment was entered on the verdict on 4 May 1995. Plaintiff's subsequent motion to set aside the verdict and motion for a new trial were denied. Plaintiff filed notice of appeal from the judgment and from the order denying his motion for a new trial, assigning as error the court's denial of his motions to continue, the court's exclusion of certain testimony offered by plaintiff, the court's admission of certain testimony of defendant Olf, and the court's failure to include N.C.P.I.Civil 106.49 in its charge to the jury.
Plaintiff first argues that the trial court erred in its denial of his two motions to continue because he had begun a new treatment program for the injuries that he had sustained as a result of the accident. We find this argument to be unpersuasive.
North Carolina General Statutes § 1A-1, Rule 40(b)(1990) provides:No continuance shall be granted except upon application to the court. A continuance *350 may be granted only for good cause shown and upon such terms and conditions as justice may require.
A motion to continue is generally not favored, and is within the trial court's sound discretion. Pickard Roofing Co. v. Barbour, 94 N.C.App. 688, 381 S.E.2d 341 (1989). "A court's ruling on a motion for a continuance is not reviewable absent a clear abuse of discretion. The burden of showing sufficient grounds for a continuance rests with the party seeking it." Id. at 692, 381 S.E.2d at 343 (citation omitted). Additionally, our Supreme Court has stated that:[i]n passing on the motion [for continuance] the trial court must pass on the grounds urged in support of it, and also on the question whether the moving party has acted with diligence and in good faith.... [S]ince motions for continuance are generally addressed to the sound discretion of the trial court ... a denial of the motion is not an abuse of discretion where the evidence introduced on the motion for a continuance is conflicting or insufficient.... The chief consideration to be weighed in passing upon the application is whether the grant or denial of a continuance will be in furtherance of substantial justice.
Shankle v. Shankle, 289 N.C. 473, 483, 223 S.E.2d 380, 386 (1976).
After a careful review of the record, we find that the trial court did not abuse its discretion. Plaintiff's argument is that he needed additional time because of a new treatment regimen and that it would not be concluded prior to the 1 May 1995 trial date. He argued that he was "unprepared to present all of the necessary, relevant and very important medical testimony concerning his treating physician's prognoses for his future condition." However, the evidence shows that of all the physicians that plaintiff saw between the June 1990 accident and the May 1995 trial, that three of his doctors testified at trial and offered their opinions that plaintiff's condition was permanent; that the jury was instructed that plaintiff's damages could include future medical expenses, future pain and suffering, and future lost wages; and that the jury was instructed on damages for permanent injury. Thus, plaintiff has failed to show any prejudice based on the denial of his motions to continue, or any abuse of discretion by the trial court. Therefore, the trial court did not err in denying plaintiff's motions to continue.
Plaintiff next argues that the trial court erred in its refusal to allow testimony concerning statements made by plaintiff to third parties concerning pain that he had suffered as a result of the injuries sustained in the automobile accident. We find this argument is without merit.
It is well-established that "[s]tatements as to then existing pain or other physical discomfort, though hearsay, are admissible whenever the physical condition of the declarant is relevant. Anyone who hears a declaration of pain or present physical condition may testify to it." Roberts v. Edwards, 48 N.C.App. 714, 718-19, 269 S.E.2d 745, 748 (1980) (citations omitted). See also Potts v. Howser, 274 N.C. 49, 161 S.E.2d 737 (1968). Nevertheless, our Courts have also repeatedly held that "[n]ot every erroneous ruling on the admissibility of evidence ... will result in a new trial." Wilson County Board of Education v. Lamm, 276 N.C. 487, 492, 173 S.E.2d 281, 285 (1970). The moving party has the burden to show not only that the trial court erred, but also to show that he or she was prejudiced and that a different result would have likely resulted had the error not have occurred. Hasty v. Turner, 53 N.C.App. 746, 750, 281 S.E.2d 728, 730 (1981).
In the instant action, the evidence shows that witness Donald L. Tew could not testify to specific statements or complaints that he had heard. He had only two general recollections. Further, other witnesses testified for plaintiff who were allowed to provide specific testimony about plaintiff's pain and physical condition. Additionally, Mr. Tew's excluded statement that "[plaintiff] was under a new treatment with the doctor. And he was hoping that it would alleviate the pain, that it was just bothering him constantly," was introduced on other occasions: through plaintiff's testimony regarding the new treatment he was receiving from Dr. Fera; through Dr. Spanos' testimony regarding *351 his referral of plaintiff to Dr. Fera; through the testimony of Dr. Fera himself; and through the testimony of plaintiff's witness Thomas J. Gelm, who testified that plaintiff "always seems to be limping and hurting. And he told me he was getting some new treatment, some different kind of a treatment." Thus, it is clear that any testimony that Mr. Tew could have provided would have been of "negligible import when compared with other testimony." Dolan v. Simpson, 269 N.C. 438, 443, 152 S.E.2d 523, 526 (1967).
Plaintiff's third argument is that the trial court erred in the admission of the testimony of defendant, Heinz Gunther Olf, concerning the skid marks left at the scene of the accident. This argument, however, is deemed abandoned since plaintiff failed to cite any authority in support of the argument. N.C.R.App. P. 10(b)(1). See also State v. Figured, 116 N.C.App. 1, 14, 446 S.E.2d 838, 846 (1994), disc. review denied, 339 N.C. 617, 454 S.E.2d 261 (1995). Furthermore, since the amount of damages was the only issue in the case, and defendant has stipulated to liability, this argument is irrelevant and could not have prejudiced or affected the outcome of the trial.
Plaintiff next argues that the trial court erred in allowing the testimony of defendant that he was not injured in the automobile accident. Once again plaintiff has failed to offer any supporting authority for his objection in accordance with N.C.R.App. P. 10(b)(1), thus this argument is deemed abandoned.
Plaintiff also argues that the trial court erred in its refusal to give instruction to the jurythat the jury was to consider only matters in evidence pursuant to the pattern jury instruction N.C.P.I. 106.49 despite his having submitted a written request.
The evidence shows that prior to the trial court's charge to the jury, plaintiff had only requested N.C.P.I. 106.42 entitled "Permanent Injury." However, at the conclusion of the jury charge plaintiff requested N.C.P.I. 106.49. "It is well settled that a refusal of a requested charge is not error where the instructions which are given fully and fairly present every phase of the controversy." Clemons v. Lewis, 23 N.C.App. 488, 491, 209 S.E.2d 291, 293 (1974). Moreover, out Courts have held that "the trial court's charge to the jury must be construed contextually and isolated portions of it will not be held prejudicial error when the charge as a whole is correct." Rowan County Bd. of Education v. U.S. Gypsum Co., 103 N.C.App. 288, 308, 407 S.E.2d 860, 871 (1991), aff'd in part and review improvidently granted in part, 332 N.C. 1, 418 S.E.2d 648 (1992)(quoting State v. Boykin, 310 N.C. 118, 125, 310 S.E.2d 315, 319 (1984)).
In the instant case, the jury was fully instructed about personal injury damages, including instructions regarding past, present, and future medical expenses, loss of earnings, and pain and suffering, as well as instructions on permanent injury and on proximate cause. It is unquestionable that the trial court included the substance of plaintiff's instruction. Thus, the trial court is not "required to use the precise language of the tendered instruction `... so long as the substance of the request is included in language which doesn't weaken its force.'" Emerson v. Carras, 33 N.C.App. 91, 97, 234 S.E.2d 642, 647 (1977)(quoting King v. Higgins, 272 N.C. 267, 270, 158 S.E.2d 67, 69 (1967)). Plaintiff's suggestion that the jury failed to consider the amount of lost wages he suffered, or alternatively considered that he was paid sick leave from his job, is unpersuasive. Accordingly, the trial court did not err, and plaintiff is not entitled to a new trial on this basis.
Plaintiff's remaining arguments are that the trial court erred in signing the entry of judgment entered on 4 May 1995, and that the trial court erred in its denial of his motion to set aside the verdict and motion for a new trial. These arguments are also without merit for the reasons stated herein.
Accordingly, plaintiff received a fair trial, free from prejudicial error.
No error.
WYNN and WALKER, JJ., concur. | https://law.justia.com/cases/north-carolina/court-of-appeals/1996/coa95-775-1.html |
DELAPLAINE, J., delivered the opinion of the Court.
This action in tort was instituted in the Circuit Court for Baltimore County by Ida Benson against Irvin Adams
The accident occurred on May 18, 1952, near midnight. Plaintiff, who was 25 years old, had just walked through the hall from the cocktail lounge to the door of the ladies' room and was about to enter the room, when the door was opened by a patron coming out. As she jumped back to avoid being hit by the door, her hand was struck and lacerated by the unguarded fan on the wall to the right of the door. She was taken to a hospital, where the lacerations were cleaned and sutured.
Two days later plaintiff, her hand swollen and painful, consulted her physician, Dr. William Wade. She testified that for a month after the accident she visited Dr. Wade twice a day, and for a month thereafter she visited him several times a week. At the trial of the case over two years later she testified about her suffering as follows:
Dr. Wade was summoned as a witness but he did not appear. However, Dr. Eugene S. Bereston, of Baltimore, a practicing physician specializing in dermatology, testified for plaintiff. Dr. Bereston had examined her hand at three different times, in December, 1952, November,
Following instructions by the trial judge as to the law of negligence and the measure of damages, the jury rendered a verdict in favor of plaintiff for $7,500. Defendants appealed here from the judgment entered upon that verdict.
I.
The main contention of defendants was that the judge erred in permitting Dr. Bereston (1) to testify to plaintiff's statement that she suffered pain when she flexed her wrist, and (2) to express his opinion as to the extent of her disability. It was stressed that Dr. Bereston did not make the first examination until more than seven months after the accident, by which time the lacerations had healed, and that he never gave her any treatment. It was then argued that, since Dr. Bereston had examined her hand solely in order to testify, the statement that she had pain in her hand was not admissible under the exception to the hearsay rule for statements of bodily condition. Defendants also objected to Dr. Bereston's opinion, since it was based in part upon the statement objected to.
It was stated by this Court, in the opinion delivered by Judge Pearce in 1902 in the case of Sellman v. Wheeler, 95 Md. 751, 54 A. 512, 514, that an attending physician may testify not only to facts observed about the condition of an injured patient but also to statements made by the patient about his symptoms and feelings during examinations made with a view to treatment. This is in accord with the general rule in this country. It is recognized that when a physician examines a patient in order to diagnose an injury and prescribe treatment, his
However, many of the courts in the United States have drawn a distinction, in so far as the admissibility of evidence is concerned, between physicians consulted for treatment and doctors employed solely for the purpose of qualifying as witnesses. The majority of the American courts have held that descriptive statements of present pain or symptoms made to a doctor employed only to testify do not qualify for admission as substantive evidence under the exception to the hearsay rule for statements of bodily condition. Chesapeake & Ohio Ry. Co. v. Wiley, 134 Ky. 461, 121 S.W. 402; Preveden v. Metropolitan Life Insurance Co., 200 Minn. 523, 274 N.W. 685; Pierce v. Heusinkveld, 234 Iowa 1348, 14 N.W.2d 275, 281; United States v. Nickle, 8 Cir., 60 F.2d 372; Nashville, Chattanooga & St. Louis Ry. Co. v. York, 6 Cir., 127 F.2d 606, 611; 6 Wigmore on Evidence, 3d Ed., sec. 1721.
On the other hand, some courts have adopted the rule that expert witnesses may testify to the information upon which they have relied in reaching their conclusions, and this practice permits a medical doctor to give a general account not only of the facts observed but also of the history of the case, including the patient's statements as to injury, past symptoms, and present feelings at the time of the examination. These courts have explained that the patient's statements, when presented for this purpose, are considered, not as evidence of the matters stated, and hence not hearsay, but merely as the grounds and reasons for the opinion to be given in evidence by the witness. Cronin v. Fitchburg & Leominster Street Ry. Co., 181 Mass. 202, 63 N.E. 335; Groat v. Walkup Drayage & Warehouse Co., 14 Cal.App.2d 350, 58 P.2d 200; Estes v. Babcock, 119 Wn. 270, 205 P. 12; Kraettli v. North Coast Transportation Co., 166 Wn. 186, 6 P.2d 609, 80 A.L.R. 1520; Kansas City, Ft. Scott & Memphis R. Co. v. Stoner, 8 Cir., 51 F. 649.
The question came before this Court in 1944 in Yellow Cab Co. v. Henderson, 183 Md. 546, 39 A.2d 546, 175 A.L.R. 267. In that case, where a three-year-old child was injured, the Court recognized that there was a difference of opinion in this country on whether the opinion of a doctor as to the condition of an injured litigant, based wholly or in part upon the history of the case, as told by the litigant on a personal examination, is admissible where the examination was made solely for the purpose of qualifying the doctor to testify as a medical expert. But Judge Bailey, speaking for the Court, made it plain that the doctor in that case was the little child's attending physician, and therefore his opinion that the child's physical condition was the result of injury and shock occasioned by a collision was admissible, even though his opinion was based in part upon information received from the child's mother, who was the nurse.
The question again arose in 1947 in Parker v. State, 189 Md. 244, 55 A.2d 784. In that case the appellant was charged with bastardy. On the day of the trial the appellant was given a sterilization examination by a doctor. At that time the doctor obtained the full case history
This decision has never been overruled. As recently as 1950 the question was considered in Francies v. Debaugh, 194 Md. 448, 457, 71 A.2d 455. There the appellant objected to the testimony of a physician that the appellee had told him of a fracture of five ribs. The physician had seen the appellee only once and then only for examination and not for treatment. This Court, in the opinion by Judge Collins, ruled that, even if there was error in allowing the physician to testify as to the complaint of the fracture of ribs, such error did not prejudice the appellant, inasmuch as the physician later testified without objection that his X-ray picture showed the fractures of the ribs, and that the presence of the fractures was sufficient reason for the appellee's complaint of discomfort in the chest.
In the instant case we find no prejudice. In the interest of orderly administration of justice and for the avoidance of useless expense to litigants, it is the policy of this Court not to reverse a judgment for harmless error, and thus in every case the appellant has the burden of showing prejudice as well as error. Baltimore Transit Co. v. State, for Use of Castranda, 194 Md. 421, 439, 71 A.2d 442, 449. In the case at bar no prejudice was caused defendant when the trial judge admitted the testimony complained of, because Dr. Bereston testified that plaintiff winced when she flexed her wrist, and that it was obvious to him that she was very uncomfortable when she did so. Moreover, when plaintiff was on the stand she testified about the pain which she suffered when she flexed her wrist, and her statement was subject to cross-examination. Her testimony about her pain was not
II.
Defendants contended that the trial judge erred in permitting Dr. Bereston to state what his charge was for his examinations and appearance in court. The statement to which defendants objected was: "The total bill, including appearance today, would be sixty dollars."
It must be conceded that a fee paid to a witness to compensate him for coming to court to testify is not a part of the damages ensuing from a tort. But Dr. Bereston explained that his bill for $60 was the usual charge for consultation and appearance in court to testify. We do not think this testimony was prejudicial to defendants. The judge, in instructing the jury on the measure of damages, charged them that they were to consider only the expenses incurred by plaintiff "in consequence of her injuries." The judge made no reference to Dr. Bereston's bill. It is obvious that the bill for $60 did not have any substantial bearing on the jury's verdict for $7,500. Moreover, it is evident that defendants did not consider that the testimony as to the amount of the bill was important, as they did not ask the judge to instruct the jury to disregard the statement in considering their verdict.
III.
Defendants took exception to the judge's instructions that the jury could consider (1) how far plaintiff's injuries might disable her in her employment; and (2) any loss of earnings which she has sustained and might sustain as a result of her injury. They argued that there was no evidence that plaintiff was unable to work as a domestic servant after the accident, and that there was no certainty of future loss of earnings.
We reaffirm the rule stated in Mt. Royal Cab Co. v. Dolan, 166 Md. 581, 171 A. 854, that in an action for personal injuries caused by the negligence of the defendant, the plaintiff may recover not only for the consequences which have actually and naturally resulted from the tort,
In an action for personal injury, the jury, in estimating damages, should consider the health and condition of the plaintiff before the alleged injury as compared with his health and condition consequent upon the injury; whether the injury is in its nature permanent and how far it is calculated to disable the plaintiff from engaging in those mechanical employments and pursuits for which he would have been qualified in the absence of the injury; and also the physical and mental suffering to which he was subjected by reason of the injury; and then allow such damages as in their opinion would be a fair and just compensation for the injury. Bannon v. Baltimore & Ohio R. Co., 24 Md. 108, 116, 125; McMahon v. Northern Central Ry. Co., 39 Md. 438, 441, 453.
It is accordingly clear that if the jury believed that plaintiff's hand was permanently injured as a result of the negligence of defendants, she was entitled to recover damages for (1) resulting loss of time and loss of earnings, (2) loss or diminution of earning capacity sustained by being temporarily deprived of her capacity to perform her ordinary labor, and (3) loss of future earnings, if shown with reasonable certainty and not merely speculative in character. The jury were entitled to consider plaintiff's earning capacity before the injury, the probable duration of such capacity, and how far the injury would probably disable her from engaging in those occupations for which she would have been qualified in the absence of the injury.
At the trial of this case the dermatologist testified that, since plaintiff was unable to make a complete dorsal flexion of her wrist, he estimated the disability at 10 per cent. He also expressed the opinion that the painful condition is "probably permanent." He then amplified his opinion as follows:
Plaintiff testified that she returned to the plant of the Gibbs Packing Company, where she had been skinning tomatoes prior to the accident, but that she could not skin tomatoes after suffering her injury. Plaintiff offered to show what she had earned prior to the accident, and she also testified that her salary thereafter at the plant was diminished, so that she was paid less than $30 per week.
The determination of the extent of impairment of earning power as a result of injury, although involving contingencies and matters of opinion, is an ordinary function of the triers of fact. In many cases evidence of salary, wages, or other income derived from personal services, earned by a plaintiff before and after sustaining an injury, is available for the purpose of comparison
Finding no prejudicial error in the rulings and instructions of the trial judge, we will affirm the judgment entered in favor of plaintiff.
Judgment affirmed, with costs. | https://www.leagle.com/decision/1955469208md2611446 |
Defense Verdict in Rockdale County
Rakhi McNeill and Katherine Rouse secured a defense verdict on January 24, 2023 following a two day trial in Rockdale County. The case involved an admitted fault rear-end accident with minimal property damage. Plaintiff claimed injuries to his neck, low back, and left shoulder. Prior to trial, plaintiff claimed $52,000 in medical bills. The initial treatment focused on neck and back complaints, but ultimately plaintiff was diagnosed with a shoulder tear and recommended for surgery. Plaintiff did not have any prior shoulder injuries. Plaintiff’s orthopaedic surgeon related the need for surgery to the accident. However, on cross-examination, the surgeon conceded that because he had not treated plaintiff in over a year, he could not recommend continuing with surgery without first having exhausted conservative treatment and a repeat MRI. At trial, plaintiff did not introduce the medical bills and asked for $250,000 in general damages/pain and suffering only. The jury deliberated for forty-five minutes and returned a verdict in favor of the defendant. In speaking with the jurors after the trial, the jury found that plaintiff’s testimony did not match his treatment records.
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Yagla Secures Defense Verdict in Gwinnett County
Ashley Yagla secured a defense verdict in Gwinnett County following a two-day jury trial on January 12, 2023. Prior to trial, plaintiff refused to reduce his demand below the $25,000 policy limits. Plaintiff claimed the defendant rear-ended his vehicle, which forced plaintiff to slam into another vehicle. Defendant admitted fault for the underlying accident, which caused significant damage to plaintiff’s and defendant’s vehicles. Plaintiff treated for two months for his alleged neck, back, shoulder, and knee injuries. At trial, the defense succeeded in excluding from evidence plaintiff’s medical records and largest medical bill. Plaintiff was impeached on several occasions regarding prior automobile accidents, prior injuries, and the fact that he was no longer suffering from any physical limitations from this accident. Ms. Yagla successfully argued that despite defendant admitting fault for the accident, plaintiff failed to carry his burden of proving the subject accident caused the injuries complained of. The jury deliberated for approximately one hour and returned a verdict in favor of the defendant.
Favorable Gwinnett County Verdict for UM Carrier
Carolyn Lee secured a favorable verdict on behalf of a UM carrier in the State Court of Gwinnett County. The admitted fault case involved a 2018 automobile accident with significant damages to the plaintiff’s vehicle. The plaintiff sustained a partial torn ligament in his thumb that required a surgery. The plaintiff argued that the thumb injury was permanent and argued that their daily activities would be forever changed as the result of continuing issues with their injury. The plaintiff also introduced the trial deposition of his surgeon, who related the plaintiff’s injury to the accident. The total UM policy exposure was $750,000, and the plaintiff asked the jury to award $3,000,000 in pain and suffering. Prior to trial, the UM carrier offered $60,000 to settle the lawsuit. After an hour of deliberation, the jury returned a verdict of just $60,000, the amount suggested by the defense. Carolyn Lee was able to impeach the plaintiff regarding his physical limitations, including but not limited to impeaching the plaintiff with deposition testimony that proved to the Gwinnett County jury that the plaintiff was no longer suffering any physical limitations. Prior to the verdict, the plaintiff received $25,000 from the at-fault party. Due to prior payments by the UM carrier, the payments were reduced to zero.
Favorable Fulton County Verdict for UM Carrier
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Fayette County Verdict for Defendant
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Cobb County Rejects Claims for Permanent Injury and Attorney’s Fees
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WACHP Record Improves to 8-0 in 10 Weeks!
Steve Wilson successfully convinced a Gwinnett County jury to award less than the defense’s pre-trial settlement offer and significantly less than the amount demanded in an admitted fault roll-over accident in Gwinnett County. There were significant gaps in plaintiff’s medical treatment and multiple instances of plaintiff being non-compliant with her doctor’s treatment recommendations. Plaintiff alleged total medical bills of $20,498.29 in addition to $1,350 for the lost cost of a business trip. Plaintiff initially brought a claim for lost wages, but abandoned that claim before trial due to a lack of supporting evidence. The plaintiff’s last demand before trial was $150,000, and the defendant’s insurance carrier offered $50,000. Plaintiff asked the jury to award between $175,000 and $250,000. After one (1) hour of deliberations, a jury agreed with Mr. Wilson and awarded $45,000.
Make that 7-0 in the Past 7 Weeks
Casey Brown secured a defense verdict in Dekalb County after a two day trial on October 10, 2022. Plaintiff claimed that defendant caused a motor vehicle accident after running a stop sign resulting in permanent injuries to the plaintiff. Defendant denied running a stop sign and contended that plaintiff failed to yield the right of way while turning left. Both parties lived within walking distance of the intersection and agreed that it was a “bad intersection.” Plaintiff identified four alleged eyewitnesses to the accident during discovery including plaintiff’s wife and another relative. However, plaintiff’s wife was the only witness to testify at trial. Plaintiff also called his treating physiatrist as a witness to speak to the permanency of his injuries. During trial, plaintiff’s credibility became a central issue as both plaintiff and his wife were repeatedly impeached on both the cause of the accident and the alleged permanence of plaintiff’s injuries. The jury returned a defense verdict within two hours. The jurors believed that plaintiff failed to meet his burden of proof on fault instead believing that “accidents happen” especially at bad intersections.
WACHP Adds Ben Harbin as Partner
WACHP is pleased to announce that it has named Ben Harbin as partner. | https://www.wachp.com/author/wachp/ |
What Happens During a Personal Injury Trial?
What Happens When a Personal Injury Case Goes to Trial?
After being injured or tragically killed in an accident that was caused by another person’s or company’s reckless or negligent conduct, the injured party (or their family members) will typically hire an experienced personal injury lawyer to hold the wrongdoer responsible and ensure that the victim is fully compensated for the injuries and losses they suffered.
Because insurance companies are known for lowballing accident victims who aren’t represented by a lawyer, hiring an Experienced Personal Injury Attorney and filing a personal injury lawsuit is often the only way to hold the individual or company that caused the accident accountable and ensure that the victim and their family are fully compensated for their past and future medical bills, lost wages, and non-economic damages (i.e., pain and suffering, physical impairment, physical disfigurement, mental anguish)
After the lawsuit is filed, the parties will have an opportunity to settle (resolve) the case before trial by attempting to agree upon an amount of money that fully compensates the plaintiff for their injuries and damages and that the defendant is willing to pay.
When the plaintiff and defendant are unable to come to an agreement, then the personal injury case will go to trial. Depending on whether it’s a bench or jury trial, a judge or jury will hear and review the evidence and witness testimony and decide whether the defendant was negligent (at fault) and, if so, how much money to award the plaintiff for their damages and losses.
The following is a basic description of each of the phases of a personal injury trial:
Voir Dire: Selection of the Jury
The first phase of a personal injury trial is jury selection – called “voir dire.”
The attorneys representing both parties will question a group of potential jurors in order to determine whether they hold any opinions and beliefs that would prevent them from being fair or impartial in the event they’re selected to serve on the jury. After careful questioning and consideration by the lawyers, both sides will eliminate or (“strike”) the jurors that the attorneys believe cannot be fair and impartial.
Of the potential jurors that are left, between 6 and 12, depending on the court, will be selected to serve as the jurors in the case.
Opening Statements
Once the jury has been selected, the attorneys for each side will present their “opening arguments.”
Since the plaintiff (injured party) has the burden of proving the defendant’s negligence and the amount of damages the plaintiff suffered as a result, the plaintiff will always open and close first – and before the defendant.
During opening, the lawyers provide the jury or judge with a road map of the evidence and testimony that they intend to introduce over the course of the trial and identify why they believe their side should win the case.
The Plaintiff, who starts first, will explain how the accident happened, why the defendant is responsible for their injuries, and summarize the damages that they suffered as a result of the defendant’s negligent conduct.
The defendant’s attorney will follow with the facts and evidence that they believe establishes that the defendant was not negligent in causing the accident and that the plaintiff was either not injured in the accident or not as injured as they claim to be.
Witness Direct Testimony and Cross Examination
After presenting their opening arguments, the Plaintiff begins their “case in chief”. This is where the plaintiff calls and questions its witnesses on the stand before the jury or judge and introduces its exhibits (documents, photographs, videos and other material evidence).
After being sworn in (i.e., giving an oath to tell the truth), the witness is asked questions by the attorney who called them to testify. This is called “direct exam.”
Once the attorney finishes questioning the witness, the opposing attorney is entitled to “cross examine” the witness about the testimony that they provided during “direct.
Closing Arguments
Once each side has completed its case in chief and no longer has any exhibits or witnesses to present in their case, each side will present its “closing” arguments.
Unlike “opening” arguments, where the attorneys are limited to discussing the facts of the case, the closing argument is where the attorneys are permitted to argue why their clients should win the trial.
Since the plaintiff has the burden of proof, they are not only entitled to make closing arguments first, but are also provided the opportunity to make “rebuttal” arguments to counter the arguments that the defendant’s lawyer made during their closing.
As a result, the plaintiff is always the last to speak to the jury or judge before they begin deliberations.
During closing, an experienced personal injury lawyer will utilize the evidence and testimony presented during trial to explain (1) why the jury or judge must rule in favor of the plaintiff and (2) how much compensation the defendant should be required to pay the plaintiff to make up for the injuries, medical expenses and financial loss that the plaintiff suffered as a result of the defendant’s negligent or wrongful conduct.
Jury Deliberations
After both sides have made their closing arguments, the judge will provide instructions that the jury must apply and follow during deliberations, which is when the jury reviews the evidence and determines who wins the trial.
If the jury determines that the defendant was negligent and, as a result, is responsible for causing the plaintiff’s injuries, the jury will then decide how much money to award the plaintiff in damages and as compensation for his or her injuries, medical expenses and other financial and non-economic losses, including pain and suffering, mental anguish, physical impairment and physical disfigurement.
Depending on the complexity of the case, the deliberation can last for hours or even weeks.
In most state courts, like Texas, only 9 of the 12 jurors are required to agree on the amount of damages to be awarded. In federal courts, however, the jury is required to be unanimous (meaning they all must agree) on the amount of damages to award.
In the event that 9 of the 12 jurors can’t reach an agreement (or if they’re not unanimous in federal court), it’s referred to as a “hung jury.” When a hung jury occurs, the trial is concluded and the lawyers are required to start the trial over again with a new jury.
The Verdict
The jury’s final decision on liability and damages is called the “verdict.”
The verdict is a legally binding decision that adjudicates (or decides) whether the defendant is liable for the plaintiff’s injuries and how much it must pay to the plaintiff in monetary damages.
Undefeated Personal Injury Lawyers with Billions Won for Accident Victims: Call 1-888-603-3636 or Click Here for a Free Consult
If you or a loved one were injured or tragically killed as a result of someone else’s careless or negligent conduct, our Undefeated Personal Injury Lawyers can help.
All of our attorneys are trial lawyers who, in addition to being undefeated at trial, have recovered the largest verdicts and settlements in Texas and won over $1 billion in damages for our clients over the past 5 years alone.
Our personal injury attorneys will answer your questions, explain your rights, and provide you with the information you need to decide what’s best for you and your family.
All consultations are free, and because we work on a contingency fee, you won’t pay us a dime unless we win your case.
Call 1-888-603-3636 or click here to fill out our confidential contact form. | https://www.zehllaw.com/what-happens-during-personal-injury-trial-houston-injury-lawyer/ |
Published in: Advocate Magazine
Start by selecting the right jury and following with evidence that clearly establishes the physical and emotional pain.
BY BRUCE G. FAGEL
Any case involving pain-and-suffering damages starts with the selection of a jury. Since most jurors will use their personal experience to evaluate all issues in any case, especially damages, all jurors need to be questioned about any personal experiences with physical pain, emotional suffering, disability, or any other issues in their background that will affect how they view your client’s case. While it may be considered beneficial to have jurors who have suffered physical pain and/or emotional suffering in their past, most such individuals were likely not compensated for their pain and suffering and may be less willing to do so for your client. However, as a practical matter, any juror with such a history in their own background will likely be excused by the defense, either for cause, or as one of their challenges.
Since you will be asking jurors to award intangible non-economic damages or pain and suffering to your client, the next best juror would be someone who understands the pain and suffering in others and is sympathetic to such pain and suffering. Jurors with children, especially young children who are often unable to verbally express the pain they may have, will likely be more understanding and sympathetic to the pain and suffering of others. Also, jurors who have pets will be better able to understand that other individuals can experience pain without necessarily being able to express such feeling verbally. This may be especially important in a case where your client has difficulty in being able to verbally express his or her pain and suffering.
Although pain and suffering is, by definition, non-economic damages, the current state of the economy will still play a role in how a juror determines such non-economic damages. To that extent, a juror who is unemployed and has been out of work for some time (not an unusual demographic for many jurors today) is not likely to view someone else’s pain and suffering in a very favorable light. Also, jurors who are retired and on a fixed income may be less understanding about a claim for pain and suffering (in a case without economic damages), and students who have little real-world experience may be reluctant to award damages for pain and suffering since they will have no frame of reference in their personal lives.
Presentation of evidence
The testimony of your client is essential in any case where you ask a jury to award damages for pain and suffering. In some cases, a client’s pain and suffering will be obvious from their condition and appearance, but in most cases, it is not.
Also, since there is no directly measurable way to demonstrate pain and everyone reacts differently to pain, oral testimony by your client may be woefully inadequate to show pain, either in the past, present or future. Some clients may want to exaggerate their pain, and they need to understand that since most jurors are very skeptical of any request for monetary damages for pain and suffering, especially in the absence of any significant economic damages for either loss of earning or medical expenses, the worst thing they can do for their case is to attempt to exaggerate their pain.
The most objective evidence of your client’s pain and suffering will come from their treating doctors. Unfortunately, many doctors are emotionally immune to their patient’s complaints of pain and they will either ignore such complaints or under-report them. When a treating doctor is able to understand and document their patient’s pain, such testimony will be critical in any case for pain and suffering damages. Also, if your client’s condition is chronic, such that there will be significant pain and suffering in the future, such evidence will require the treating physician to attest to such future pain and suffering. Early in any case where you anticipate asking a jury to award damages for pain and suffering, you need to carefully review your client’s medical records and even meet with the treating physician to obtain their support for your client’s claims.
In any case involving significant pain and suffering damages, you will need expert witnesses to explain the nature and extent of your client’s pain, especially if you are asking for significant future damages for pain and suffering. There are several different types of experts who may be applicable to specific cases. If your client’s emotional distress is an issue, either as a result of pain or in spite of pain, you should have your client seen by a clinical psychologist. This is especially important in cases where your client has difficulty in explaining their emotional distress or how their change in circumstances from the negligent injury has affected their life. A psychologist may need to see your client several times to get a full picture of their emotional distress and offer opinions about future damages.
Some clients may have their own psychologist or other mental health worker they have seen either prior to or during the pendency of the case, but most such individuals do not make the best witnesses in court and it is usually worth having your own retained psychologist for trial.
In cases involving significant physical pain, a pain management expert will be necessary to both explain the nature and extent of your client’s pain and offer opinions about future problems. Pain management physicians are especially helpful in cases where there may be no obvious physical evidence of pain and your client may have difficulty in explaining such pain. If your client has significant and chronic pain, they should be evaluated and treated by a pain management physician during the pendency of the case. This allows for documentation of their pain and response to management, or lack of response, which will be helpful for any jury to conclude that your client has significant pain. Also, any expert in pain management who may testify at trial will be far more believable if your client has such documented pain from a pain management specialist prior to the retention of your expert for trial.
Some clients may seek treatment from an acupuncturist who is sometimes able to provide pain relief that is not possible from a traditional pain management physician. While many jurors may be skeptical to the concept of acupuncture, most pain management physicians will understandthe role of acupuncture and will be able to explain such treatment to a jury. This allows your client to utilize the services of an acupuncturist without offending the jury who will be asked to both recognize such pain management and also award damages for such pain.
Whenever the plaintiff utilizes the services of either a psychologist for emotional distress or a pain management expert for physical pain, the defense will want to conduct their own defense medical exam of your client. As can be expected, most of the experts that are routinely used by the defense will offer an opinion that your client is over-exaggerating their pain, especially since such an opinion is more subjective than objective. Even when the plaintiff’s expert uses any of the more recent testing that can demonstrate pain, the defense expert will discount or attempt to discredit such testing.
Economic vs. non-economic losses
In any case where there are economic losses, involving either work loss or medical expenses, it is far easier to convince a jury that your client has significant pain and suffering. Many treating physicians will often use a fairly low threshold for placing a patient on disability and the fact that a patient is on disability, while creating some economic lost wages, does not necessarily equate to significant pain and suffering. Also, many clients cannot afford to go on disability and will continue to work even if they have significant pain. Under these circumstances the need for medical treatment for pain management and documentation of such pain is even more important since jurors will naturally think that anyone who continues to work cannot have much pain.
Medical expenses for pain management, even if paid for by insurance, are often critical to show that your client actually suffers from provable pain. Also, if you want to show future pain and suffering, having past medical expenses that document such pain, in addition to expert testimony will often be needed to convince a jury that your client’s pain and suffering is chronic and will continue into the future.
The more challenging case for pain and suffering damages is where there is no loss of earnings and no medical expenses. Jurors may be naturally suspicious of any plaintiff who claims significant pain and suffering where there are no losses for either wages or medical expenses.
Jury Instruction – CACI 3905 A
The CACI Jury Instruction for physical pain, mental suffering, and emotional distress comes after CACI 3905 which classifies such damages as items of noneconomic damages. The instruction also includes loss of enjoyment of life, disfigurement, physical impairment, inconvenience, grief, anxiety, humiliation, in addition to emotional distress. Future damages require proof that the plaintiff is reasonably certain to suffer such harm, and the jury is further instructed that there is no fixed standard for deciding the amount of such damages.
The overall impact of this instruction gives wide latitude to argue various types of non- economic damages, in addition to pain and suffering, but the end result to the jury is that they will be asked to arrive at a specific amount for any and all such past and future non-economic damages, without separating the specific March 2013 Issue type of non-economic damages for which they award damages.
Asking jury for a specific dollar amount
Many great trial attorneys have offered opinions about the pros and cons of asking the jury for a specific dollar amount for pain and suffering, or other non-economic damages, and it is clear that there is no correct answer to this question. A decision about whether to ask a jury to award a specific dollar amount or if asked, what the amount should be, must be decided after all the evidence has been presented in the case. By the time the case goes to the jury, you should be able to have some understanding about how well the evidence came in on damages, the make- up of the jury and their response to the evidence, especially how well the plaintiff and the plaintiff experts on damages testified. Since the jury is told that the argument of counsel is not evidence, many jurors will automatically reject any sum suggested by an attorney. While it may be possible that a jury could award an amount greater than that suggested by an attorney, such is usually the stuff of movies rather than reality and more often than not, the jury will award an amount less than requested. Leaving the amount of damages for pain and suffering to a decision by the jury avoids such possible disappointment by the plaintiff.
Post Traumatic Stress Disorder (PTSD)
Although this psychological disorder is well recognized within the medical and psychology community, most jurors may be suspicious of such a claim outside of a military situation. In any case where there is documented evidence that the plaintiff suffers from a post-traumatic stress disorde1; the jury needs to be carefully questioned during voir dire about their understanding and natural prejudice about such a claim. However, in situations where PTSD is the major psychological harm suffered by the plaintiff, the jury will require education about this disorder and how it can occur in situations outside of a combat zone.
Since it is impossible for any plaintiff to adequately explain how or why they suffer from PTSD, in such cases it is essential that well-qualified experts both examine the plaintiff and explain this disorder to the jury. For any plaintiff who has documented PTSD it may be helpful to use both a treating psychologist and a retained expert to be able to fully explain the nature of PTSD and how it affects the plaintiff. In some cases, PTSD may be the only manifestation of the plaintiff’s pain and suffering, yet its impact on the plaintiff can be as debilitating as any physical pain.
Bruce G. Fagel, M.D., graduated from the Univ. of Ill. (1972), and was licensed to practice medicine: Illinois, 1973; California 1975. He received his JD at Whittier College (1982). Dr. Fagel is a regularly invited speaker before organizations of attorneys, physicians, and hospitals internationally, and has been interviewed by CBS, ABC, NBC and various media af iliates. Featured in “The Best Lawyers in America, 2007,” he has been an eight-time nominee by Consumer Attorneys Association for Trial Lawyer of the Year and recently featured in the National Law Journal as “The 10 Best Trial Attorneys in the Nation”. Dr. Fagel has authored various articles on medical-malpractice issues and served as a consultant on medical- malpractice law to the California Judicial Counsel Committee, which wrote the new CACI jury instructions (California Approved Civil Instructions). | https://fagellaw.com/articles/asking-the-jury-for-pain-and-suffering-damages-including-ptsd/ |
Chemical Kinetics is the study of chemical reactions with respect to the rate of reaction, and other factors that affects this speed.
This is especially useful for determining how a reaction occurs.
Activation Energy
Consider the reaction:
H2 + I2 → 2HI
The point where the H-H, and I-I bonds break and reform is known as the high energy state, or the activation state. After the initial breaking and reforming, the H-I molecules form, which is in a lower energy state.
A positive catalyst increases the rate of reaction by lowering the activation energy level.
Increasing the temperature will increase the rate of reaction as the molecules reach the activation state much quicker.
Increasing the Surface Area also increases the rate of reaction as more atoms are available to react.
High activation energy means the reaction rate will be slower as more energy is required to cause the reaction to occur.
The activation energy of a chemical reaction is closely related to its rate. The higher the activation energy, the slower the reaction will occur.
This is because the molecules can only complete the reaction once they have reached the top of the activation energy barrier.
Factors That Affect Kinetics (Reaction Rates)
1. Concentration
- There has to be sufficient of each reactants
2. Temperature
- Higher temperature = faster rate of reaction
- Lower temperature = less energy = slower rate of reaction
3. Phase/State, and Surface Area
- If both are in the same phase (for example, both are liquids) /state, it usually helps the speed of the reaction along
4. Solvent
- For example, if the solvent can hydrogen-bond with one of the products, this will reduce the reactivity of the bonded molecule.
- Viscosity also plays a part. An increase in the viscosity of the solvent will reduce the reaction rate.
5. Catalyst
- Increase the chemical reaction rate, without undergoing net chemical change itself
- Higher concentration means there are more molecules/particles present to react with. Just like surface area
- However, if one of the reactants is concentrated beyond the point of excess, the rate will not increase further (not get any faster)
There also exists catalysts that slow reactions down.
Rate Equation
Rate = Change in Concentration / Time
The result is always positive, and in mol/seconds.
A + B → Products
|[A]||Initial Rate||[B]||Initial Rate|
|1M||0.01 m/s||1M||0.01 m/s|
|2M||0.02 m/s||2M||0.04 m/s|
|3M||0.03 m/s||3M||0.09 m/s|
|↑ [A] × 2x = ↑ Rate × 2||↑ [B] × 22 = ↑ Rate × 4|
|↑ [A] × 3x = ↑ Rate × 3||↑ [B] × 32 = ↑ Rate × 9|
|∴ R ∝ [A]1||∴ R ∝ [B]2|
R = K [A]1 [B]2
- R = Rate of reaction
- K = Rate constant
- [A]1 = **First** order in A (the 1)
- [B]2 = **Second** order in A (the 2)
Overall order = 3
So, to find K:
m/s = K (m)1 (m)2
m/s = K ( m) 1 (m)2
∴ K = 1 / (m2 × s)
K changes depending on overall order
Rate Law/Equation Example
2NO (g) + 2H (g) → N2 (g) + 2H20 (g) *(@ 1280°C)
|Experiment||[NO] (M)||[H2] (M)||Initial Rate (M/s)|
|1||0.0050||0.0020||1.25×10-5|
|2||0.0100||0.0020||5.00×10-5|
|3||0.0050||0.0040||1.00×10-4|
First, determine the rate law:
R = K [NO]? [H2]?
In experiments #1 and #2, the concentration of [NO] increased × 2, and the Rate increased 4 fold (400%, or × 4).
∴ 2x = 4
∴ x = 2
R = K [NO]2 [H2]? …this 2 shows second order
In experiments #2 and #3, the [H2] goes up × 2, and the Rate increases × 2 also.
∴ 2y = 2
∴ y = 1
R = K [NO]2 [H2]1
Question: What is the overall order of the reaction?
Answer: 3 (2 order + 1 order)
Question: Find the rate constant K?
Answer: You can just plug in the values to one of the experiments above: | https://www.gamsatnotes.com/gamsat-chemistry-kinetics/ |
posted by Audrey .
x + 2y ---> products is first order in c and 2nd order in y. what are the units of K, the specific rate constant, if the reaction rate is expressed in units of moles per liter per sec.
I know the answer is M.s^-1^
but I don't understand this concept. could you explain to me how to write this expression given any order?
-
I suppose you could work the 2-4 combinations out and memorize them; however, it's relatively easy to do one. For example, for the rate = k(x)^1(y)^2 for a third order reaction, you have
k = rate/(x)^1(y)^2 =
rate is M/t where M is molar and t is time.
Tben k = (M/t)/(M)(M)2
k = (M/t)/(M)(M)(M)
k = (M/t)*(1/M^3)
k = M on top cancels.
That leaves 1 on top and M^2 and t on the bottom or 1/M^2*t which often is written as M^-2*time^-1.
Respond to this Question
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Here 'k' is the first order rate constant and n = 1. This signifies that the rate of consumption of A at any specified time is directly proportional to the first power of the concentration of A at that particular time.
The transformation of ln([A]o/[A]t) = kt into [A]t = [A]o e-kt could be illustrated as shown.
Corresponding to the equation above, we can draw the concentration versus time plot for the first order reaction. This curve is of the kind illustrated in the figure shown below. Such a curve is termed as an exponential decay curve. In an exponential decay curve, there is an initial steep decrease in concentration; this is followed via a slow decrease in concentration. It will be noted that the decay curve goes parallel to x-axis after longer time intervals, point out that the reaction will take infinite time for completion.
The Radioactive decay is a good illustration of first order/reaction.
The equation above is helpful in computing the concentration of the reactant at a time t (that is, [A]t) provided; its initial concentration (that is, [A]o), k and t are acknowledged. As well 'k' can be computed if [A]0, [A]t and t are known. By using the graphical technique, we can test whether a reactant follows the first order or not.
The given hints might be helpful while computing the rate constant by using the integrated rate law.
A) If the concentrations of the reactant are provided at different time intervals, then the concentration at t = 0 is equivalent to [A]0 and the concentration at any specified time is [A]t; log [A]t against t plot is made.
Here, (PA)0 and (PA)t are the partial pressures of the reactant at the beginning and after a time, t.
C) At times, the rates of measurement are made in terms of the concentrations of the product made. If the Stoichiometry of the reaction is such that one molecule of the product is made if one molecule of the reactant is consumed then the concentration of the product at t = ∞ must be equivalent to initial concentration of the reactant. Let us suppose that the concentration of the product at any particular time is x. Then x as well symbolizes the decrease in the concentration of the reactant after a time, t. Therefore [A]0 = concentration of the product at t = ∞ and [A]t = [A]0 - x .
is similar. The half-life periods needed to bring about decrease in concentration of a reactant up to 12.5% of its initial concentration can be symbolized as in the figure shown below.
A) A single reactant could give mount to products via a second order reaction.
Here, 'k' is the second order rate constant.
B) The two different reactant molecules could react to give products via a second order reaction.
Illustrations of this kind are given below. It will be noted that the stoichiometric ratio to the reactant is 1:1.
b) First order in each of the two reactants in such a way that the concentrations of the two are similar all through the reaction.
For reactions following the second order rate with respect to equation [rate = -d[A]/dt = k[A]2] an equation could be derived which is helpful in computing the half-life period.
From the above, we understand that t1/2 is inversely proportional to the initial concentration for second order reaction. As initial concentration of the reactant reduces, t1/2 increases. If for the decrease in concentration of A to 50% of its initial value, time needed is 100s, then for the change from 50% A to 25% A, it will need 200s.
The three successive half-lives for a second order reaction can be symbolized by the figure shown above. | http://www.tutorsglobe.com/homework-help/chemistry/first-and-second-order-reactions-79968.aspx |
The rate constant and half-life has the relationship: During a reaction, the concentration of reactants changes with time. The rate law for a reaction must be determined experimentally, where a chemical reaction is carefully controlled at a constant temperature, and the concentration of the reactants or products measured at specific time intervals.
However, the rate changes as the reaction proceeds and as reactants are depleted. Kinetics Measurement In this part of the experiment we will be using option 4 from the Blocktronic Main Menu"Sample Light Levels" for the first time.
Determine the slope of each data set using a linear regression. Thus, a plot of concentration vs time yields a linear plot for a zero order equation, a plot of the natural log of concentration vs time yields a linear plot for a first order equation, and so on.
In this case, concentrations range from 0. In particular, note that orders are NOT determined from the stoichiometry of the reaction equation.
The rate of reaction is proportional to the concentration of A That means that if you double the concentration of A, the rate doubles as well. Another reaction that exhibits apparent first-order kinetics is the hydrolysis of the anticancer drug cisplatin.
The overall order of the reaction is found by adding them all up. What if you have some other number of reactants? Obtain about 20 mL of 0.
Add the last few drops of deionized water to the flask with a dropper. The concentration of each reactant will occur in the rate equation, raised to some power.
The integrated rate law compares the reactant concentrations at the start of the reaction and at a specified time. Questions to test your understanding If this is the first set of questions you have done, please read the introductory page before you start. If this plot is linear, the reaction is first order.
The s-1 unit remains unchanged.
Michaelis-Menten kinetics describe the rate of enzyme mediated reactions. Gaseous bubbles were evolved when the reaction mixture is mixed with NaHCO3. This involves using a sharp rise in temperature and observing the relaxation rate of an equilibrium process.
Thus the rate of such reactions remains Constant. Chemical reactions are used in the synthesis of compounds and materials used in a wide range of scientific applications.
If you want to follow up this further look at rate constants you might like to follow this link. THe program will collect the absorbance data for you. Proteins that act as catalysts in biochemical reactions are called enzymes.
You will find more about the effect of temperature and catalysts on the rate constant on another page.Upon determination of the partial order of this reaction with respect to [CV +], determine the pseudo rat constant, k*.
Determine the half-life of the raction. Determine the half-life of the raction. We found absorbance over time, and made three graphs using absorbance and time to determine the rate. × 10−12 (a) Determine the order of the reaction with respect to H 2 and justify your answer.
The order of the reaction with respect to H 2 is 1. Comparing experiments 1 and 2, doubling the initial. given the following balanced equation determine the rate of reaction with respect to nocl View Full Material This preview shows pages 4 - 6 of a 8 page document. This reaction is first order with respect to A and zero order with respect to B, because the concentration of B doesn't affect the rate of the reaction.
The reaction is first order overall (because 1. The reaction is 2nd order with respect to iodide. Which two trials should be compared to determine the order of reaction with respect to persulfate ions? | https://cifefud.bistroriviere.com/determination-of-reaction-order-with-respect-9651ig.html |
A 5.500g mixture of sodium chloride, silicon dioxide, and ammonium chloride wasn’t heated by in order to sublime off the NH4Cl. After heating to remove the NH4Cl, the student reported the sample weighed 4.310g.
If the original mixture contained 22.0% ammonium chloride, was all the NH4Cl removed or driven off by heating. Document answer.
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A: Given:Molality of Glucose = 0.258 mDensity of glucose solution = 1.20 g/mLFirst calculate the mole o... | https://www.bartleby.com/questions-and-answers/a-5.500g-mixture-of-sodium-chloride-silicon-dioxide-and-ammonium-chloride-wasnt-heated-by-in-order-t/11b47776-1482-4755-9223-f9b7ce7b3df3 |
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To study the waves of biological populations, one will use the semi - infinite reaction zone method developed by the author in the study of the polymerization waves and combustion waves (Zhizhin, 1982, 1988, 1992, 1997 a, b, 2004a,b, 2008; Zhizhin, & Poritskaya, 1994; Zhizhin, & Larina, 1994).
The nonstationary equation for the change in the concentration N of individuals in the logistic population in a one - dimensional range, taking into account the chaotic mobility μ of individuals, has the form (Svirezhev, 1987)
Here F (N) is the function describing the local law of the population growth, and
Equation (2) describes the fact that the local law of the population growth is determined by two processes — birth and death. In the model of the logistic population it is assumed, that mortality D is a linearly increasing function of the concentration of individuals
Here is natural mortality. Increase in mortality with increasing concentration N is due to increased competition with limited resources (food, space, etc.). In addition, it is assumed that the fertility function B it is determined only by the physiological limits of fertility and is independent of N, i.e. B = m = constant, where m is the so - called natural fertility or fecundity. Given these assumptions and equation (2), equation (1) takes the form
Here is Malthusian parameter, and is the capacity of the medium, i.e. maximum possible concentration of individuals in the environment.
If the competition between individuals of the population is completely absent , then the law of the local population growth takes a simple form . In this case, the population density increases indefinitely (the Malthus model of exponential growth) and the wave solution, as a transition from one equilibrium position to another, does not exist .
To find the stationary wave solution of equation (3), one can introduce the wave coordinate , here u is the wave velocity. One also introduce dimensionless variables Then equation (3) can be written as a system
Special Point: The point at which the first derivatives of all phase variables with respect to the independent variable are equal to zero.
Solitary Wave: Wave motion that at each time instant is localized in a finite region of space and rapidly decreases with distance from this region.
Semi-Infinite Reaction Zone Method: A method that assumes a low reaction rate to the reaction front and a significant reaction rate after the reaction front to infinity.
Zero Isocline: The line at the points of which the first derivative of some phase variable with respect to the independent variable is zero.
Separatrix: A trajectory that separates qualitatively different types of trajectories from each other.
Gregarious Locust: The state of the locust in which the locust forms large flocks capable of long flights; the gregarious locust is characterized by bright coloration and aggressive behavior. | https://www.igi-global.com/chapter/waves-in-biological-populations/230413 |
The Importance of Extracurriculars
While students frequently focus on studying for exams and maintaining a high GPA, participating in extracurricular activities is just as necessary. These organizations and projects are not directly associated with school, but extracurricular activities are still important in child development and provide a new environment for social skills to flourish.
These tasks are also closely linked to students' academic success. Extracurricular activities statistics show students who participate in organizations outside of school are three times more likely to have a 3.0 GPA or higher. For our learners to succeed inside and outside the classroom, we provide a wide range of organizations and groups unrelated to class coursework. This way, scholars at Hebron Academy can enjoy their hobbies with like-minded peers and indulge their creativity and critical thinking.
What Are Extracurriculars?
All extracurriculars are set outside of school to help students establish a healthy balance between work and recreation, which aids in their development. These activities can include a wide range of organizations or groups to accommodate various students' needs and interests, such as:
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Volunteering opportunities.
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Societies.
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Sports clubs.
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Part-time work.
At Hebron Academy, we offer numerous organizations for students to participate in and meet other people at. From drama club and chorus to sports clubs and band, we have a wide offering of extracurricular activities so our learners can gain life skills alongside their academic learning.
How Can You Get Involved?
Extracurricular activities are important in school, so we make it easy for our students to begin participating in organizations outside of class. We foster our students' development through leadership, as many of our organizations are student-run. This way, learners can gain leadership and delegation skills.
After participating in an organization for an extended period, students can have an even larger influence and gain more experience. We also encourage our students to create organizations based on their personal interests, so they can establish their own activities from the beginning stages.
What Are the Benefits of Extracurriculars?
There are multiple benefits of extracurricular activities in school, as they foster growth that students can apply in other social settings and future careers. Other key benefits of extracurricular activities include:
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Expanding social circles: Even if a student has a tight-knit group of friends, participating in organizations can encourage them to branch out and meet new people who share the same interests. This way, they gain social skills they may not have had previously.
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Strengthening mental skills: In addition to improving academics, extracurricular activities can also foster mental growth. For example, participating in sports teaches students lessons in resilience, patience and hard work.
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Improving professional abilities: If a student engages with an organization regularly, they will gain skills they can directly apply to a future job, such as team building, leadership and public speaking.
At Hebron Academy, we understand the value behind extracurricular activities, so we've created an environment that motivates our students to participate in special interests outside the classroom.
Explore the Extracurricular Activities at Hebron Academy
Are you interested in a unique school experience? We offer personalized education for all our students, along with various extracurricular activities to help them reach their full potential. Get in contact to explore all the possibilities Hebron Academy offers. | https://www.hebronacademy.org/about-us/the-well/~board/the-hebron-well-blog/post/the-importance-of-extracurriculars |
Self-care is important for everyone, but it’s essential for those who enjoy being around others. It can be easy to get burnt out if we don’t take the time to recharge, and that’s where social self-care comes in!
In this article, I’ll discuss 23 social self-care ideas that will help you stay engaged and happy. Whether you’re looking for new ideas or just need a push to start engaging in social self-care, this blog post is for you!
What are community care self-care practices?
According to the National Institute of Mental Health, social self-care “refers to the activities and relationships we have with others that promote our well-being.” This can include things like maintaining close relationships, participating in social activities, and volunteering.
It’s important to note that social self-care is not the same as self-care practices that are done alone, like taking a relaxing bath or reading your favorite book. While those practices are important, too, this article will focus on social interactions.
Why is this form of self-care important?
There are many reasons why this self-care type is important for our mental and emotional health. For one, it helps us feel connected to others. When we feel connected, we’re more likely to feel supported and less isolated.
As a self-care tip, this type of self-care can help us boost our mood and reduce stress. Participating in self-care activities with others can release endorphins, which are hormones that have mood-boosting effects.
Best self-care ideas to build social relationships
1. Call a friend
A great way to start practicing social self-care is by calling a friend. You can catch up on each other’s lives, pick each other’s brains regarding goals you have for yourself, or just chat about whatever comes to mind.
This is a low-commitment way to socialize that can be done from the comfort of your own home.
2. Become a volunteer at a senior center
If you’re looking for a way to give back and socialize at the same time, consider volunteering at a local senior center. You can help with things like serving meals, leading activities, or even just conversing with the residents. This is a great way to make new friends and really hone in on emotional self-care!
These are only two of the many types of self-care to partake in. If you’re interested in learning more, check out the rest of this blog post for ideas that will work for you!
3. Join an online forum
Recovering at home from an injury, I found online forums like Reddit to be incredibly helpful. To read comments and threads from other people going through the same thing as myself was reassuring, and I even made a few friends in the process.
I joined subreddits related to my interests, which also helped me find new hobbies to focus on during my recovery. If you’re feeling isolated, I highly recommend joining an online forum or two!
4. Take a cooking class
Whether you are desiring to incorporate more healthy food into your daily life or just want to learn how to cook your favorite dishes from scratch, taking a cooking class is a great way to socialize while also doing something productive.
5. Find a local walking group to join
A great start to your morning routine is by getting some exercise in and what better way to do that than by joining a local walking group? This is a fantastic way to meet new people who share a common interest with you – getting active and maintaining their physical health!
6. Attend a meetup interest group
Take a break from social media and interact with people in the real life. Meetup is a website that helps people with similar interests connect in the best way by planning to meet in person. This can be anything from book clubs, and photography, to hiking groups.
7. Visit a farmer’s market
Grab a close friend or two and head to your nearest farmer’s market! Not only is this a great way to support local businesses, but you’ll appreciate getting some fresh air while also getting in some much-needed Vitamin D from all the fresh produce.
While you’re there, take the time to chat with the vendors and get to know the people who are helping make your food.
8. Check out a new restaurant with friends
If any of the above ideas for different activities seem too intimidating, try something familiar like going out to eat with friends! Trying a new restaurant is a great way to explore different cultures and flavors, all while spending time with the people you know will give you tons of social support.
9. Try out my version of a vision board/mood board
Right here on the blog, I have a post detailing the steps to creating an effective vision board. You can create your goals as long as you want to but this process is one of a kind. Why not try this with a friend or family member and see what kinds of goals you both come up with?
10. Schedule lunch breaks with your co-worker
We all experience going through difficult times at work. A great way to reduce some stress is by scheduling a lunch break with your coworker as part of your daily routine. This can be used as an opportunity to get to know your coworker on a personal level and create a bond that can make work more bearable.
11. Commit to group therapy
If 1:1 therapy elicits negative emotions, perhaps give group therapy a try. Getting professional help while surrounded by others in a similar situation can help build a sense of community and support.
Talk about doing the small steps that lead to big changes!
12. Join a plant group
Have you been slacking on the to-do list you created to help keep your low-maintenance plant alive?
If not for Facebook, I wouldn’t have known that within those groups there are people who live locally whom I could easily meet up with. This could be a great form of self-care for someone who’s looking for a way to connect with others and learn how not to kill their plant.
13. Go to the gym with a friend
One of the best things you can do to take care of your body is to engage in movement to keep your muscles and joints healthy. Going to the gym can sometimes be a drag, but if you go with your best friend it’ll make the time fly.
14. Start a book club
Now, there are different ways you can approach this. You can either join an existing book club or you can start your own! I found like-minded women in a Facebook group to start one with. Turns out, reading a good book was also their idea of self-care.
15. Sign up for a dance class
Forming your own self-care plan doesn’t have to be mentally taxing. In times of stress, it’s important to do things that make you feel good. If dancing is something that brings you joy, then sign up for a class!
Dancing is great for stress management and plus, you get to meet new people who share your interest.
16. Learn a new language
A healthy way to maximize your brain’s potential is by learning a new language. Not only will you be expanding your knowledge, but you’ll also be opening yourself up to new cultural experiences.
If you’re looking for social activity, try joining a language meetup or support group where you can practice your new skills with others.
17. Host a game night
This is on my list of free self-care ideas to do with those you have close connections. Make your living space a gathering place for friends and family by hosting a game night! This is a great way to have some fun while also getting your emotional needs met.
18. Join a bird-watching group
If you’re looking for new activities to do outside, consider joining a bird-watching group! This is a great way to learn about everyday wildlife while also challenging yourself to be open to different types of self-care.
19. Create a gratitude gift for a friend
One way to show your gratitude is by giving back to those who have helped you during tough times. A great way to do this is by creating a gratitude gift for a friend. This can be something as simple as a homemade card or baked goods.
20. Join a local butterfly garden group
Butterflies are one of nature’s most beautiful creations. If you’re looking for a way to get outside and enjoy some time in nature, consider joining a local butterfly garden group.
This is a great way to learn about different types of butterflies, and how to increase their quality of life in your garden, while also meeting new people.
21. Take a yoga class
Another option to address your physical needs is by taking a yoga class. This is a great way to get some exercise while also clearing your mind.
If you’re looking for social activity, consider taking a class with a friend. If one won’t go with you, be open to meeting new people in the class.
22. Find a bike group to explore trails with
To support a healthy diet, regular exercise is key. If you’re looking for a social activity that gets you moving, consider joining a bike group. This is a great way to explore different trails while also getting some exercise.
23. Have friends over for a potluck dinner
Maintaining good relationships with your friends can make a positive impact on your life. If you’re looking for a way to show your appreciation for your friends, consider having them over for a potluck dinner.
Saying yes to self-care activities that you may not normally do is such an important part of self-care. So, go ahead and invite them over and enjoy each other’s food and company!
Community self-care ideas you should be open to trying
Self-care is important for maintaining your mental and physical health. There are many different ways to practice self-care, but social self-care is often overlooked.
If you’re looking for ideas on how to incorporate social self-care into your life, consider some of the activities on this list. From joining a local bike group to having friends over for dinner, there are plenty of ways to get started.
Your mind, body, and soul will thank you for it. If you found this read helpful, please share or implement it in your own life! | https://kbinbloom.com/social-self-care-ideas/ |
Freshman year is full of possibility – new classes to take, new friends to meet, new clubs to join – but all this newness can also be overwhelming! You might find yourself asking: What 9th grade activities should I participate in outside of class?
Extracurricular activities are very important, both for college applications and your personal growth. Participating in 9th grade activities can help you explore your interests, create a supportive community, and develop special talents and skills. However, you don’t have to have everything figured out from the very beginning of high school! In fact, 9th grade is an important year for trying different things out and discovering what you find meaningful. Here's a guide for getting started.
While extracurriculars are not limited to clubs at school, joining groups is a great place to start when searching for 9th grade activities.
Clubs can complement your learning and extend it in new directions. Start by thinking about your academic interests and career goals. See if there are any organizations at your high school that align with them. Are you fascinated by the environment and want to join an ecology club? Do you love science and feel eager to learn more about Scientific Olympiad? Do you enjoy writing and want to join the school newspaper?
You can also join clubs that express your values or seem like they would be fun. If you want to get involved in social issues, you might be drawn to an advocacy group such as Amnesty International or Breast Cancer Awareness. If you like playing guitar, you might want to join a concert band. If you’ve always wanted to learn how to knit, Knitting Club might just be for you.
Freshman year is the perfect time to designate as “exploration time.” Give yourself permission to try new and unfamiliar extracurriculars without feeling the pressure that you need to be following your passion from the outset. Take the time to look beyond school for possible 9th grade activities, such as taking an online class or doing a reading project in a subject of interest.
It is a good idea to join multiple 9th grade activities. While you don’t want to over-extend yourself, you also don’t want to put all of your extracurricular eggs in one basket. By joining a few different clubs, you can figure out which activities you do (and don’t) want to spend your time doing. If you don’t enjoy one of the clubs you joined or feel like it’s not the right fit, it’s okay to drop it. Along the way, you will hopefully discover activities that you want to keep being involved in throughout high school, and even continue in college.
How do I feel about this experience?
Do I want to tweak this activity or take it in a new direction?
Is this activity unique? Is it something everybody participates in?
Will this activity shape my personality?
Will I face any challenges in pursuing this activity? Would the challenge be related to my racial or religious background?
What specifically about the activity could spark my interest?
Will this be a memorable experience?
Is there something I could do with this activity that others have not been able to?
Asking these questions may help you realize what matters most to you or spark a new idea. Pursuing your interests often has a snowball effect that leads to more valuable opportunities, connections, and experiences, which in turn makes you a strong candidate when you apply to college.
Colleges like to see students who have sustained and committed interests outside of school. However, demonstrating commitment is more than just being involved in an activity for an extended period of time. The Common Application has a separate Activities section for you to elaborate more on your extracurricular experiences to colleges. Admissions officers like to see strong leaders with tangible achievements that stand out when they are reading this section. They’ll look at the amount of time you have spent pursuing the activity, and whether your activities follow a certain theme instead of being all over the place. So, 9th grade is the perfect place to start!
Commitment means being engaged and finding ways to make an impact. Exploring your interests through 9th grade activities will set the stage for you to demonstrate your commitment later in high school. For example, taking art lessons or joining Art Club during freshman year might evolve into founding an art therapy initiative by senior year.
Ultimately, there isn’t a single path to participating in extracurricular activities. The best way to spend your time during freshman year is to actively explore a range of interests and 9th grade activities. Your passions aren’t always bright neon signs on the highway, but rather often evolve and emerge along the way. 9th grade activities are a fun and fulfilling journey, so get ready! | https://ingeniusprep.com/blog/a-guide-to-9th-grade-activities/ |
The Activity Fair, held on June 18, presented students and lifelong learners with a chance to join an eclectic mix of diverse extracurricular clubs and activities.
From intramurals to service programs to a chance to experience social time with the many families on board, students will develop a strong sense of community while living and learning together on board the MV Explorer.
“Much like their land campuses, students really enjoy out of class experiences and need opportunities in which they can connect and engage with each other around their interests and hobbies,” ¬†said Stacey Miller, Dean of Students. ¬†”The Activity Fair is an opportunity to create and participate in hobbies and activities and be a part of organizations they would normally engage in their land campuses and serves as a way to bond, connect and to get to know each other.”
Some of the interesting clubs and activities participants have joined include intramural sports, yoga, The Sign Language Club, The Improv Group and The Talent Show Committee, social identity groups such as the LGBTQ Group, and religion and faith groups, such as Fridays At Sea, (Friday night Shabbat dinners), plus a few fun activities like Swing Dance Club.
Emily Cobb, from Vanguard University, signed up for intramurals, the exercise program and the Big Brothers Big Sisters program. ¬†”I’m really excited to work out on the ship, and happy to keep up with my exercise program as I do at home. I’m also really excited about The Sign Language Club. I‚Äôve always wanted to learn that language.”
“I’m really excited about spending time with some of the families on board and learning about their journeys while on the voyage,” said¬†Kelsey Sheehan, who graduated from Colorado State in May, and signed up for intramurals and The Extended Family Club.
If your club or hobby hasn’t been created yet, why not try the B.Y.O.C. (Bring Your Own Club) and start your own? | https://www.semesteratsea.org/all-aboard-for-the-activity-fair-2/ |
The Indeed Editorial Team comprises a diverse and talented team of writers, researchers and subject matter experts equipped with Indeed's data and insights to deliver useful tips to help guide your career journey.
Extracurricular activities are endeavours a person pursues outside of school and work. Job candidates can include these activities on their CVs to show their relevant skills and interesting personality traits. Extracurricular activities can also help you add substance to your CV if you lack extensive work experience. In this article, we discuss the best hobbies to include on your CV, explain how to present them in a professional, effective way and provide some great examples to aid you in your job-seeking process.
Extracurricular activities to include on your CV
The best extracurricular activities to include on your CV are those that most clearly reflect the abilities your potential employer is seeking. These can differ between roles, so be sure to study the job description to note the role's requirements. Frame your activities as examples of how you've used your skills to achieve actual results and explain how these activities make you an excellent candidate for the role.
Extracurricular activities mean any activities you took part in outside of your main study or work time. When you're in school or college, this might mean sports clubs, societies and plays. When you have a full-time job, this could mean hobbies and interests and events, clubs and evening classes. Here are some examples of the best extracurricular activities to include on your CV:
Sports
Playing on a sports team, either currently or previously at university, can demonstrate a lot of favourable traits and skills to employers, including teamwork, self-motivation, reliability and physical fitness. You can even use examples of challenges you faced while playing on a sports team to answer interview questions. If you're still at school, you could look into joining a school sports team to build your skills. Amateur sports clubs in your local area could also be a great option to expand your experience and form friendships.
Related: Listing Hobbies and Interests on Your CV (With Examples)
Clubs and societies
Consider including clubs and societies, like academic clubs, interest clubs, professional societies or similar groups, on your CV. Be sure to mention if you held any leadership positions in which you helped operate the club or society, like treasurer, secretary or society founder. Emphasising these roles can demonstrate your commitment, reliability and organisation skills. It may also express your time-management skills, particularly if you took part in leadership while handling other duties, such as full-time work or study.
It's often easy to get involved with clubs and societies at university, as there are typically many available there. If you can't find a group you're passionate about at your university, consider starting your own. This can be an excellent way to demonstrate initiative, practise organisational skills, meet new people and impress potential employers.
Related: How to answer ‘What do you do for fun?’ during an interview
Foreign languages
If you're spending your free time learning a foreign language, whether at home or in private classes, this is a superb extracurricular activity to include on your CV. In some sectors, having even basic competence in a language outside of your own might be useful. In all career paths, this extracurricular activity can help you to demonstrate patience and a willingness to learn.
It's never too late to learn another language. You might use private language tutoring to do so. You could also use audiobooks and apps to learn a new language at home if your schedule or budget is limited. Choose a language that you have an interest in or a connection with to keep yourself invested in it over time.
Related: Guide: ways to include languages on CV
Volunteer work
Volunteering and fundraising are great ways to demonstrate skills like self-discipline, leadership, proactivity, compassion and empathy. Explain why you chose to volunteer for the specific cause or event. This can show your passions and personality and help potential employers get to know you. To get involved in volunteering and fundraising, contact charities you want to work with, check your university programmes or organise your own sponsored event.
Related: How to include volunteer experience on a CV (With examples)
Theatre and arts
Taking part in theatre and arts groups could mean joining a school theatre club, acting in a local stage production, helping with the lighting at events or even playing in a band. Like sports, taking part in music and theatre shows skills in teamwork, confidence, creativity and self-discipline.
Most schools and universities have drama departments that are looking for actors and props, lighting and production crew members. Outside of academia, many towns and cities have local amateur dramatics groups in which you can get involved. Search online to find theatre groups near you and contact them to learn how to join.
Where to list extracurricular activities on your CV
The location of your extracurricular activities on your CV depends on the amount of work experience you have. If you have years of work and internship experience, emphasise this to potential employers. Place your extracurricular towards the bottom of your CV, underneath your education section. In contrast, if you have little to no work or internship experience, your extracurriculars can be the primary focus of your CV. Treat them like work experience by featuring them in the body of your CV and listing them in bullet points, describing your accomplishments in each activity.
Related: Writing a CV with No Experience
How to include extracurricular activities on your CV
If you're relying on your extracurricular activities to show the capabilities your potential employer wants to see, it's important to format them clearly and succinctly. You can do this by using bullet-pointed lists and formatting them like you would work experience. Here's how:
1. Choose a section in which to list them
Depending on your experience level, you can list your extracurricular activities in different CV sections. If you're new to job-seeking and lack extensive work experience, you can have an extracurricular activities section and go into detail when discussing them. If you have internship and work experience, it may be better to mention your extracurricular activities briefly near your education section. If you won any awards due to your extracurricular activities, you could highlight them in a separate awards section.
Related: A guide to extracurricular activities dos and don’ts
2. List and describe each position
List your extracurricular activities by your position title, the organisation name, the location and the dates you took part in the activity. Then, highlight one to five accomplishments from this position. Emphasise any notable achievements, such as winning a trophy in sports or passing a graded exam in music.
3. Highlight the skills you used
When you describe your activities, highlight the technical or soft skills you developed during each activity. If you can, use the skills required in the job description. This can show the potential employer that you're qualified for the role.
Examples of extracurricular activities on a CV
With the proper format, your extracurricular activities can help you convey your impressive skills. Below are some examples of extracurricular activities on a CV:
Example 1
Captain | Broadgate High School Football Team | Broadgate, London 2016-2018
Assisted the coach in leading our school football team to victory in our final year inter-school championship.
Boosted team morale, supported other players with advice and guidance and acted as a role model for younger teammates and students.
Kept myself physically fit and attended regular training sessions to keep my football skills to the high standard required of a team captain.
Demonstrated self-discipline, motivation, physical fitness, time-management and leadership abilities.
Example 2
Lighting Assistant | Broadgate High School Drama Department | Broadgate, London 2016-2018
Assisted the director and other crew members with lighting the stage in the school production of 'Grease.'
Responsible for operating lighting equipment during rehearsals and sell-out live shows.
Contributed creative ideas in crew meetings about how to achieve desired mood and effects through lighting.
Demonstrated technical competence with lighting and other stage equipment, along with teamwork and creativity.
Example 3
FilmSoc President | The University of Dartmouth | Dartmouth, Devon 2018-2019
Elected president of the university's Film Society.
Selected films to show to represent the broad range of tastes and interests of our members and organised all aspects of film night events, including guest speakers and catering.
Organised events to attract new members, including a booth at the 2018 Freshers' Fair in which we attracted a record-breaking number of new members.
Worked closely with other FilmSoc team members, including the treasurer and the secretary, to manage the budget and schedule.
Demonstrated organisation, time-management and teamwork skills.
Please note that none of the companies, institutions or organisations mentioned in this article are affiliated with Indeed. The model shown is for illustration purposes only, and may require additional formatting to meet accepted standards. | https://uk.indeed.com/career-advice/cvs-cover-letters/extracurricular-activities-on-cv |
Understanding the youth development is a powerful tool in establishing relationships with youth. In a previous article, we examined the age bracket of 6- to 8-year-olds, looking at their physical, social, emotional and intellectual development.
For a point of reference, physical development refers to the growth of the body and development of motor skills. Social development is the interaction between children and their ability to function in social settings. Emotional development looks at how youth handle their feelings and express them. Finally, intellectual development is all about how individuals learn.
As we move into the 9- to 11-year-old age bracket, youth’s physical development is starting to move to the forefront. They will experience growth spurts at different rates that moves them towards adolescence. Typically girls will begin to grow and mature faster than boys during this time period.
Providing active learning experiences is helpful during this time. Hands-on events or activities where they are up and moving – not limited only to sitting and listening – is best. Youth at this age are also developing a more competitive nature between boys and girls. Try to avoid activities that create competition between gender groups. Choose activities that mix boys and girls together in group on an even playing field.
Nine- to 11-year-olds are developing in the following ways, outlined below:
Physical
- They experience a steady increase in large muscle development, strength, balance and coordination
- They are very active, with a lot of energy
- There will be different maturation rates between the sexes; girls will tend to mature faster than boys
- They will experience an increase in small muscle coordination
Social
- They generally see adults as authority
- They follow rules out of respect for authority
- They are loyal to groups, clubs, gangs, etc.
- They enjoy code languages and passwords
- They identify with individuals of the same gender
- They prefer to work in groups in cooperative activities
- They approach solving problems with a negotiating style, compromising with peers
Emotional
- They are accepting parent/family beliefs
- They admire and imitate older youth
- They are developing decision-making skills
- They are beginning to question authority
- They need involvement with caring adult
- They find comparisons with others difficult to process
Intellectual
- Their academic abilities vary greatly
- They have an increased attention span, but many have interests which change rapidly
- They are learning to use good judgment
- They judge ideas in absolutes, right or wrong not much tolerance for middle ground
- They have interests in collections and hobbies
The implications of developing programs or interacting with 9- to 11-year-olds:
Physical
- Plan activities that allow them to move about
- Vary activities – don’t rely solely on sports, general physical activities are important as well
- Avoid competitions between genders
Social
- Clarify and enforce reasonable limits
- Plan plenty of time to be with individuals from their same gender
- Group activities are important
Emotional
- Provide correction quietly – one-on-one
- Give positive feedback and look for successes
- Avoid generalized praise
- Be present at group activities, be visible but be in the background
- Provide safety net of an adult that will maintain boundaries
Intellectual
- Youth in this age bracket still very much enjoy “hands-on” activities
- Help youth form groups/clubs with common interests or hobbies
- Vary the activities offered to engage rapidly changing interests
4-H Clubs sponsored through Michigan State University Extension are an ideal way to offer mixed gender activities in a safe, environment not focusing on competitions between genders. For further information regarding the growth and development of 9 – 11 year olds, contact a MSU Extension educator in your area. The next article in the series will explore the early teen years. | https://www.canr.msu.edu/news/9_to_11_year_olds_ages_and_stages_of_youth_development |
Here at Colby-Sawyer, we know that learning happens both in and outside of the classroom. The Student Activities Office provides diverse, co-curricular opportunities to help you explore your passions, find social outlets, develop leadership skills and have fun. We work closely with faculty and staff to engage you in a variety of activities that entertain, challenge and inspire.
The Campus Activities Board provides entertainment and educational programs for Colby-Sawyer students and the community.
Clubs and organizations at Colby-Sawyer support and engage the diversity of our students.
The Cultural Events Committee sponsors programs and events that enrich the intellectual and cultural experiences for the campus and community.
The Emerging Leaders Program is designed to encourage student leadership and learning.
Open exclusively to the college community, Lethbridge Lodge is a unique dining, recreational and study space with 24/7 access.
Since the 1850s, students at Colby-Sawyer College have cherished the tradition of climbing nearby Mount Kearsarge.
Recreational Sports provide students a well rounded program of activities related to sports and fitness including intramural sports, club sports and special events. | http://colby-sawyer.edu/student-activities |
One of the best ways to meet new people and find your place on campus is to get involved. While there are many ways to get involved on campus, it can sometimes be overwhelming and difficult to know where to begin.
Often, the key to getting involved includes taking a step outside of your comfort zone. Going outside of your comfort zone takes effort and can be initially uncomfortable. However, making this effort often leads to great experiences, new opportunities and new friends you might not have met otherwise.
When it comes to forming new friendships, putting yourself out there can be scary. It’s common for most people to feel nervous about initiating or organizing social plans, but you can use this to your advantage. One strategy to try this semester is to commit to making the first move.
Be the first to introduce yourself when meeting someone new, or be the one to set up plans to hang out. If you take on the responsibility of breaking the ice, it can help pave the way for new friendships. Organize a weekly study group with your classmates, invite a co-worker to meet up for coffee before work or ask your new roommate if they’d like to go see a movie. This might take some effort in getting out of your comfort zone, but can lead to new experiences and a wider social circle.
Center for Student Involvement: Connect with clubs, fraternity and sorority life, student organizations and other opportunities.
Volunteer Resource Center: Explore volunteer opportunities throughout the greater Boulder community.
Environmental Center: Help CU Boulder be a global leader in sustainability through recycling, EcoPass, bicycle and educational programs.
Recreation Services: Get moving with all that The Rec has to offer, including intramural sports, fitness classes, the Outdoor Program and more.
Center for Inclusion & Social Change: Find support in identity exploration, and a welcoming and inclusive space that supports academic and personal growth.
Take some time to reflect on where you are, where you want to be, and what you’re hoping to gain from getting involved. Are you currently involved in something that is no longer serving you? Are you looking to explore more hobbies and interests? Are you looking for experiences to add to your résumé?
The answers to these questions can help you decide what “getting involved” looks like for you, and help you meet new people with similar goals. If you’d like to explore hobbies and interests, check out the hundreds of student organizations on BuffConnect. If you are looking for experience to add to your résumé, consider a part-time job on campus working with other students.
Getting involved looks different for everyone, and doesn’t always have to include a long-term commitment to a group or job. If you feel like you don’t have time right now to commit, there are still many ways to get involved through campus events. There are events on campus every day that allow you to connect with others, gain new experiences and sometimes enjoy free food! Browse the CU Events Calendar for hundreds of upcoming events on campus.
Is there something you’ve been meaning to try but haven’t gotten around to it? Trying something new often requires a step outside of your comfort zone but is a great way to meet and bond with others over a shared experience. Plus, you may discover a new interest or hobby that you enjoy!
Test out some new recipes at Ralphie’s Cooking Basics, make crafts at Pinterest & Popcorn or get moving at free events through the Rec Center. You could also sign up for the Better Boulder Day of Service or gain leadership experience by joining the Journey Leader team. Trying new things can lead to many benefits, including new friendships. | https://www.colorado.edu/today/2019/02/06/stress-less-3-ways-meet-new-friends |
- Author:
- Jack Weinstein
- Published:
- May 21, 2019
- Favorites:
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How Teens Can Make the Most of Their Summer Vacation
Teens look forward to their summer break each year. Warm weather and unstructured days promise fun and freedom. While summer is the perfect time to hang out with friends and unwind after the school year, it’s also an opportunity to learn new skills without the pressure of schoolwork. Teens can make the most of their time during the summer by working, volunteering, playing sports, traveling, or picking up a creative hobby. There are tons of fun ways teens can keep learning during the summer.
When teens continue to learn over the summer, they minimize summer learning loss. Summer learning loss happens when students lose academic steam over the summer and, consequently, forget some of what they learned in the previous school year. For example, researchers found that on average, students’ achievement scores declined over summer vacation, especially in math. Another study found that students lose between 25% to 30% of their school-year learning over the summer. High school students, in particular, need to be ready to transition back into the school year to tackle difficult assignments and complete college applications.
If you’re worried about summer learning loss as a teen or parent, have no fear. In this post, we’ll explore what teens can do during the summer to prepare for their future while enjoying their break.
Table of Contents
- Ways Teens Can Make the Most of Their Summer Break
- Benefits of Continuing to Learn New Things Outside the Classroom
Ways Teens Can Make the Most of Their Summer Break
Here are some ways teens can keep busy and continue growing over the summer. Parents can get involved in many of these activities to enjoy spending time with their teen. As you’ll see, there’s something to suit every personality.
1. Get a Summer Job or Internship
A summer job or internship is a great way to learn important skills teens can use throughout their lives. For example, they might learn customer service skills on the job or gain experience working with people from diverse backgrounds. Most jobs involve reading comprehension or writing skills to keep these abilities strong. Jobs or internships also help teens develop self-confidence and prepare for college.
Teens can start thinking about their interests and strengths that could help them choose a career path they’ll enjoy. For example, if you love to read, you might consider applying to work in a bookstore. Maybe there’s something you know you want to study in college. If so, see if you can find work in that field. For instance, if you want to be a veterinarian, consider working at an animal shelter over the summer.
If you can’t find the perfect job or internship, consider trying something that offers some aspects you like. You might discover or develop a skill you never knew you had.
Parents can help teens find jobs by asking friends, family members, or trusted neighbors if they need a helping hand over the summer.
2. Volunteer for Local Community Organizations
Volunteering is an excellent way to build your résumé, gain experience, and make an impact in your community. Volunteer work can also make a college application stand out. You can find volunteer opportunities online or through your local community center, hospitals, schools, libraries, or environmental organizations.
Parents can help by encouraging their teens to get involved. They might even consider volunteering with their teen so they can spend time together while contributing to the community.
Ways to Make a Difference in Your Community
Looking for volunteer ideas? Here are a few ways you can make a real impact:
- Volunteer at a nursing home to help keep residents company.
- Prepare and serve food through a local charity.
- Volunteer at a hospital to help serve patients, families, and visitors.
- Volunteer at a local animal shelter to help care for abandoned animals.
- Lend a hand at a food bank.
- Volunteer at a library to help organize events or read to children.
3. Volunteer Abroad to Help Communities in Need
Teens who love adventure and learning about new cultures can volunteer abroad. When teens volunteer abroad, they’re introduced to other parts of the world, experience new cultures, and expand their minds. They learn a lot about life, resiliency, and the way the world works.
How to Make a Real Impact on Your Volunteer Trip
One way to make a real impact while volunteering abroad is to choose a volunteer program that promotes self-sufficiency so community members could continue the project when volunteers leave. At Rustic Pathways, we offer programs that take student travelers across the globe to participate in meaningful service projects with our community partners. For example, Life in the Bateyes allows students to help with home construction projects that provide dignified housing for communities of sugarcane workers in the Dominican Republic. Students on the program work alongside local masons, engineers, and community members on the housing projects and see the impact of their efforts firsthand.
Does Volunteering Abroad Look Good on College Applications?
Volunteering abroad makes a college application stand out from the rest. Colleges look for students who have diverse qualities and skills. When a teen travels and volunteers abroad, it can demonstrate they’re a well-rounded person who’s passionate, motivated, and capable of stepping out of their comfort zone. Volunteer work also fosters important skills, habits, and mindsets including independence, self-awareness, and empathy—sure to impress a college admissions officer.
4. Pick up a New Hobby or Learn a Skill
Summer provides time to explore new hobbies or skills. There are plenty of reasons to learn something unfamiliar and interesting. For example, trying out a new hobby is a great way to get into the zone and relieve stress. Hobbies can also help you meet new people who share similar interests. You might learn how to play a musical instrument, bake, or start a blog. You can have fun trying any hobby that interests you or gets your creativity flowing.
Parents can get involved and learn a hobby with their teen. They may start a garden or plan a family vacation together so the teen can practice budgeting, communication, and time management skills.
5. Practice or Learn a New Language
Teens can boost their brain power over the summer by learning or practicing a new language. There are many benefits to learning a new language such as:
- Improves analytical skills
- Boosts creativity
- Builds problem-solving skills
- Enhances job opportunities
- Improves math and English skills
- Increases appreciation and respect for different cultures
- Makes international travel easier
- Increases flexibility and tolerance
- Leads to an appreciation of cultural diversity
Here are a few tips for learning a new language over summer break:
- Speak the language out loud and don’t be afraid to mispronounce words.
- Learn practical phrases first to communicate basic needs.
- Interact with the language every day by listening to others speak it.
- Use free online learning tools to practice.
- Immerse yourself in the language by visiting the country of native speakers.
Do Colleges Want Four Years of a Foreign Language?
Although requirements vary between schools, colleges generally want students to have at least two years of a foreign language in high school. Some colleges recommend that students study three or four years of a foreign language before applying. Either way, learning a new language beyond the requirement can strengthen a college application.
Are You Ever Too Old to Learn a New Language?
You’re never too old to learn a new language. Language development can happen any age however, the earlier you start, the better! Parents might practice language skills with their teen over the summer and enjoy the benefits together.
6. Exercise or Play a Sport
Teens might be tempted to watch more Netflix once school is out. Even though it’s good to have some downtime, it’s also essential to maintain healthy habits over the summer. The warm summer weather is the perfect setting to engage in a range of fun and challenging activities.
The Centers for Disease Control and Prevention (CDC) recommends teens get 60 minutes of moderate or vigorous activity a day. Teens can get the exercise they need by playing a sport like basketball, soccer, or lacrosse. Teens who don’t enjoy sports might like biking, swimming, dancing, or hiking. There are tons of ways to get exercise and boost physical and mental health. Parents might encourage their teen to be active every day by planning family activities that include exercise like hiking or taking a fitness class together.
7. Travel Abroad
If you love adventure, summer is a great time to explore and travel to a new place. When you travel abroad, you have a life-changing experience that helps you grow as a person.
Some benefits of traveling abroad include:
- Helps you identify interests and passions: While traveling, you will learn more about your interests and passions. This will help you make better decisions about what you want to study in college or pursue professionally.
- Helps you gain a global perspective: When you explore another culture, you gain an understanding of your place in the world and how your choices affect others. This can help you become a future leader and a creative problem solver.
- Helps you practice cultural sensitivity: When you travel abroad, you get to converse with locals, practice a new language, try new foods, and learn about cultural practices. You’ll learn how to work with others from different backgrounds in a peaceful, productive way.
- Helps you develop skills: Traveling gives you the chance to build important lifelong skills like independence, empathy, and self-awareness. The skills you develop while traveling will help you succeed academically and professionally.
Where Should You Go for a Summer Adventure?
No matter what you love, you can find an adventure that fits your personality and goals. At Rustic Pathways, we offer a wide variety of programs to help students learn, grow, and develop skills. For example, we take students to locations in Costa Rica to help save endangered sea turtles, plan and run a summer camp, or practice speaking Spanish through cultural immersion.
We also offer amazing programs for adrenaline junkies or animal lovers looking for unique trip ideas. Wondering if you should become a photojournalist? Check out our photography programs where you can use your talent in breathtaking locations.
Benefits of Continuing to Learn New Things Outside the Classroom
Although school teaches essential skills like reading, writing, and math, there’s plenty to learn outside of the classroom. When teens learn real-world skills like how to interact with others or solve unfamiliar problems, they prepare for college and work beyond school. Learning new skills is also excellent for the brain. According to a study published in Psychological Science, learning new skills enhances memory function. It also strengthens connections between parts of the brain. Here are a couple more reasons to keep learning over the summer.
1. Summer Activities That Can Help Teens Get Into College
College admissions officers want to see students do well in school and continue learning and growing over the summer. Summer activities can boost a teen’s college application, especially if they engage in activities that are interesting, creative, and show effort in exploring different careers. Here are some summer activities teens can do to set themselves apart:
- Join a specialized program for high school students: High school students might consider participating in a program held on a college campus. Colleges all over the country offer opportunities for high school students to learn new skills in areas that interest them, from practicing public speaking to exploring a career in law.
- Work in research: Students can impress admissions officers by getting involved with college research. High school students can contact professors or ask parents to talk with university connections to find out if they can work in a lab. Any research experience looks great on a college application.
- Take an online course: Teens can sign up for a free online college course to learn about a range of subjects or participate in lectures.
- Get a job: Colleges love to see students who have work experience. Working shows responsibility, maturity, and initiative.
- Volunteer: Colleges are impressed by students who are committed to community service. Just two hours a week of volunteer work can make an applicant stand out. Colleges look for qualities like independence, responsibility, and commitment, which students demonstrate when they help others.
2. Summer Learning Can Inspire Future Career Aspirations
You know the saying, “You never know until you try“? Teens might feel overwhelmed by options when it comes to choosing a career path, but summer can help them discover new passions and narrow their choices.
When teens explore skills beyond the classroom, they learn more about the world and how to apply their talents and abilities. They might discover they want to study medicine, for example, by volunteering at a hospital. Or maybe they’ll realize they want to be a language teacher after traveling abroad. Summer is a chance to explore interests and reevaluate goals before the school year starts again.
Parents can help their teens explore their options by visiting colleges together or arranging job shadowing to learn more about a career that interests them.
Explore and Learn Over the Summer With Rustic Pathways
It’s important to relax and have fun with friends during summer break. Teens can travel to have fun and learn at the same time.
At Rustic Pathways, we offer life-changing experiences that combine education, travel, and community service all in one. We dozens of programs in 18 countries where students can learn new languages, build new skills, connect with people from around the globe, volunteer to help communities, and more. With 36 years of experience, we are the leader in international student travel, and we always put health and safety first. Teens can have life-changing travel experiences while parents enjoy peace of mind.
For more information about our programs, request a free catalog or contact our team. If you’re ready to book your adventure, you can save your spot on your program of choice for three days, or enroll. We’re excited for you to join us!
Jack Weinstein
Content Production Manager
Jack has spent his professional career as a writer and editor. Before joining Rustic, he worked as a journalist in Kansas and Colorado, taught English in Swaziland, and transitioned to marketing roles in the Boston and New York startup worlds. Jack is excited to channel his love of storytelling and his appreciation for education as Rustic’s Content Production Manager. When not working, Jack is either watching baseball or planning his next adventure. Jack and his wife, Blythe, live in Brooklyn. | https://rusticpathways.com/inside-rustic/online-magazine/how-teens-can-make-the-most-of-their-summer-vacation |
Aside from academic pursuits, local students in the Singapore education systems participate in co-curricular activities (CCAs) as a means to round up their holistic education. CCAs are non-academic activities which students take outside of their official school hours.
These activities are crucial as they offer supplementary opportunities for your child to explore their interests or develop them into hobbies like art or dance. CCAs allow students to endeavour in character-building pursuits such as leadership skills and teamwork abilities. They also provide students with additional opportunities for social mixes to get to know their peers and schoolmates in a non-academic setting.
Typically, CCAs are compulsory from primary three onwards. Most primary schools offer enrichment programmes for primary one and primary two students. Every primary school have similar participation requirements.
In general, every child can join a CCA activity – or choose to join multiple CCAs based on their interests. However, their form teachers might advise accordingly based on the students’ academic competence and their ability to manage the schedules of their different CCAs. As some CCAs tend to be more popular than the rest, every school would have its own CCA enrolment benchmark.
So how do you go about choosing a CCA in primary school for your child?
When choosing a CCA for your child, consider his interests, aptitude and time commitment. Will the CCA in primary school further develop your child’s talent? And is this a CCA that your child can use as a direct school admission (DSA) submission in the future?
Most primary schools will schedule a CCA day, where each CCA showcases what they are about. Your child can get a glimpse into the different array of CCAs. Remind your child of CCA day so they remember to go for trials. When they come home, ask your child which CCA he/she prefers to join. Based on his/her answer, you can help your child submit a form indicating their CCA preferences. Usually, you submit your top three preferences. The school will then allocate your child to the CCA based on your choices and available slots in the CCA.
Some CCAs like choir, dance or gymnastics are so popular that your child might have to audition to get in. If your child did not get into the CCA of their choice, comfort them to try again next year. In primary schools, there is no rule that you have to stick to one CCA. When choosing a CCA in primary school, the best bet is to check with the authority (i.e. the teacher-in-charge of CCA) in your child’s school.
Read also: Gifted Education Programme: An A-Z Guide for Parents
What are the CCA options?
Most primary schools have four main CCA categories: Clubs and Societies, Uniformed Groups (UG), Visual and Performing Arts Groups, and Physical Sports.
Here is the breakdown of each category.
Clubs and Societies / Student Associations
CCAs that fall under this category foster leadership skills and cultivate students to nurture teamwork proficiencies. Examples include Robotics, Infocomm Club, Library, Debate Team, Prefectorial Board, Environment Club, and Chinese/Science Club.
Uniformed Groups (UG)
Uniformed Groups emphasise service to the community and UG members are encouraged to look beyond themselves and develop care and compassion towards others. These groups instil discipline and survival knowledge such as outdoor hikes, camping, and medical treatments. Examples include Boys’& Girls’ Brigade, Brownies, National Police Cadet Corps (NPCC), National Cadet Corps (NCC), Scouts and Red Cross.
Visual / Performing Arts Groups (PAG)
For aspiring dancers, singers or performers, PAG is ideal to hone their dance, performance or musical skills. Examples include Dance Clubs, Drama Club, Choir, Concert Band, Chinese Orchestra, Percussion, or String Ensemble.
Physical Sports
Aside from developing their physical strength, sports-based CCAs will also improve your child’s mental mindset to overcome challenges. Examples include any athletics (running) or sports activities like swimming, softball, rugby, sailing, badminton, tennis or basketball.
What are the benefits of CCA to your child?
While it is not compulsory for your child to partake in CCAs in primary schools, the Ministry of Education (MOE) strongly encourages students to do so. This is because of the many benefits of CCA that your child can reap.
- CCAs allow students to explore their strengths and talents outside of the academic arena.
- It helps students develop useful life-skills such as time-management or organisation capabilities.
- It provides opportunities to build long-lasting friendships and groom social skills.
- It engages students to be involved and to participate in group activities.
- It builds confidence and self-esteem.
- It teaches students to lead and the importance of following through on commitments.
All in all, CCAs are deliberately designed to boost the students’ school experience and enhance their social and relationship ties in primary school.
Read also: 10 PSLE Secrets Only Top School Students Know
We hope that you find the list of factors and the benefits of CCA helpful in your decision process when choosing a CCA for your child in primary school. | https://www.wonderyears.com.sg/primary-school/choosing-a-cca-in-primary-school |
Fairmont offers a multitude of experiences that extend learning far beyond the classroom. Students participate in day trips, outdoor science camps, and overnight study trips throughout the year. They visit Sacramento, the Grand Canyon, the Aquarium of the Pacific in Long Beach, Washington, D.C., Catalina Island, and more.
Character Education Program
Fairmont students (P-8) develop a solid foundation of character and ethics for life through discussions and activities based on the six pillars of Character Counts. These pillars include trustworthiness, respect, responsibility, fairness, caring, and citizenship. These important qualities are encouraged throughout the day in the classroom, athletic fields and in other settings.
Community Service
At Fairmont Private Schools, we believe that students can benefit greatly—both academically and emotionally—from volunteering their time to make the community and world a better place.
When students get involved in community service, they not only help others — they expand their worldview, develop empathy and leadership skills, and realize how their actions can have a positive impact. They also return to the classroom realizing how what they’re learning applies to the real world, which reinvigorates their passion for learning.
Clubs
Creating well-rounded students extends far beyond the four walls of the classroom. Fairmont offers a variety of extracurricular activities and social clubs for their students to meet like-minded friends and explore new interests. Developing social skills or soft skills is an essential foundation in education today.
These activities offer opportunities for students to learn the values of teamwork, individual and group responsibility, physical strength and endurance, competition, time management, diversity, and a sense of culture and community. Extracurricular activities provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and the the cornerstone in a well-rounded education.
ASB
The Associated Student Body (ASB) gives our future leaders first-hand experience in the elective process, representative leadership, organizational skills and service to the school community.
Competitions
Fairmont students participate in the following:
Word Masters
Math Olympics
Academic Pentathlon
FIRST Robotics
Academic Decathlon
County, state and national debate tournaments
Debate Team Competitions
Spelling Bees
Science Fair
Art, music and science competitions
Art
Performing Arts: Creative expression is a vital component in a well-rounded education. The performing arts programs – like dramatic theater, comedy, choir, and orchestra – allow students to take part in multiple performances each year. Though the arts, students learn transferable skills like public speaking and making eye contact.
Visual Arts: At Fairmont, we believe in providing quality art education to our students. Art is one of the universal languages our students can communicate. Fairmont students have gained vast experience learning the visual arts process. They have also earned numerous accolades and awards from a variety of exhibitions and competitions including local shows, state competitions, and even The Laguna Beach Art Festival.
Athletics
Participating in Fairmont sports is more than participating in practices and games. As members of our sports teams, students are given the opportunity to learn organization, time management, teamwork and leadership skills. More importantly, the athletes develop lasting friendships and fond memories.
Fairmont teams participate in the Developmental Sports League (DSL) and the Tri-Way League. At Fairmont Prep, junior varsity and varsity teams play in the California Interscholastic Federation (CIF) league. | https://www.fairmontschools.com/beyond-classroom-experiences/ |
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