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As far as the human realm goes, the world of Supernatural functions just like our real world. This means all of the same religions exist are practiced in the same way as in the real world. However deities from all religions are, by rule, beings that are real in some form or another.
The world is created by God, and by all accounts that God is the same one all Abrahamic religions worship. God (and Darkness) is the most powerful, nearly omnipotent and omniscient, beings in existence. God can be prayed to, and if he is present he might even listen. Angels can also be prayed to, but only if they are addressed by name.
Other deities, which were created by God in ancient times, are powerful but fall significantly short of his power or even that of archangels.
Those deities, better known as pagan gods or more accurately, The Old Gods – are a race of immortal supernatural entities, with each being a prime authority in the religion or pantheon that they established or belonged to. Despite having a role in the human ancient religions and possessing free will, the plurality of them are cruel, petty, uncaring, and only concerned with themselves and their survival. (Source: Fandom Wiki)
Demigods are the offspring of deities and humans (or other creatures). These hybrid deities can be ones identified in lore, but there can also be ones that are to this day unidentified and unheard of.
The power of the old gods resided in their worship and sacrifices made to them. They were powered by magic forces, and the lack of worship in modern days has caused many of them to lose power or even forget who they really are. All deities can be killed in some way.
It’s possible for an ignorant human to accidentally summon or make a deal with a deity. A lot of the lore that can be used for such a thing is widely available, but usually dismissed as humbug. Ancient rites and magic spells performed in pagan traditions are real, and if one stumbles upon the correct version and performs it, it will probably work. | http://tmwdk.com/religions-and-occult/ |
The political policies of the Mongol rule did not have a widespread interruption to the arts in China. He was a child prodigy who started to create art and poetry in early childhood. I was hoping to have a picture to send to you so you could see it, but he has not gotten to take one yet of the whole room. Flower-and-bird painting was separated from decorative art to form an independent genre around the 9th century. However, the appraisals on this educational policy had two extreme divarications: literary artists blamed the limitation of painters' creativity on the realistic manner of the Imperial Painting Academy, where as those who supported the policy affirmed the merits of its existence, regarding it as a milestone of the development of Chinese art history.
The finished work can be mounted on scrolls, such as or. Also, sansui paintings took on the Japanese values of wabi sabi, which installed in the painting a sense of imperfect beauty. Kelly and Charles Simon; bequest of Mrs. In his earlier paintings, he often painted widely separated riverbanks rendered in sketchy and ink monochrome brushwork and foreground trees silhouetted against the expanse of water. In the background of some of these brightly colored Buddhist paintings, it is possible to see examples of early landscape painting. The purpose of was to eulogize the Gods by depicting the mountains.
His envoys never returned, but Emperor Wudi, in an effort to entice those elusive immortals to take up residence with him, commemorated the magic islands by having three peaks set up in the lake of his luxurious garden Shang Lin Great Grove. An offshoot of Expressionism, 1911—14 was a group of somewhat loosely associated artists, including , , and , who all attached great spiritual value to their work and believed in the emotional power of colour. The laws of these things must come second to the requirements of artistic creation and should not become shackles that bind artistic expression. It required a careful stamp as it is rather permanent. But copies, attributed paintings, and literary sources suggest that his style and influence dominated artistic expression in the twelfth century, making him a vital link between the remote grandeur of the Northern Song masters and the brilliant romanticism of Southern Song painters such as and.
They are interdependent with one not dominant over the other. The other school was founded by the painter and poet Wang Wei, who painted in a more spontaneous technique called pomo, which translated into English means broken ink, and used a variety of shades of ink washing. The small round paintings popular in the Southern Song were often collected into albums as poets would write poems along the side to match the theme and mood of the painting. Chinese painting may be done either on Chinese paper or silk. His brush style appears careless and slapdash, and yet, like that of the Chan eccentrics who were his spiritual ancestors, it is incredibly sure and confident.
The binary table we have constructed are opposing forces with one side dominating over the other. The end of all method is to seem to have no method. To provide a better website experience, feltmagnet. Ink cakes were made from carbonized pinewood, oil and glue, moulded into cakes or sticks and dried. Thank you for the excellent customer service and fast delivery.
They are not used together in a shan shui painting. In Chinese color theory, black contains all colors; thus theorists believe that people can conceive all colors in the various tones of ink. Also during the Song Dynasty, shan shui paintings became a favorite pastime among the country's upper-class. A 2008 set of paintings by , most well-known for her use of colours, showed influences of both Western and traditional Chinese sources, though the paintings were organic abstractions. In this article we'll take a look at the history and meanings of Chinese landscape paintings, the artists who painted them, their influences on art throughout the region, shan shui in the modern day, and much more.
His minimalism turns every single brush stroke into an emotional statement that cannot be ignored. Look at how everything makes sense in the Poussin painting from this point of view. This assignment is perhaps best given as homework. This theory has dominated Chinese art criticism for more than three centuries, but its inconsistencies have also caused endless confusion and debate among later scholars. The finest of his oeuvre is the great unfinished panorama of Mount Lu. Lotus Chinese painting also related with religious beliefs and state power.
. Clouds and rain can also refer to sexual union, the clouds being the blending of the male and female, the sky and the earth, and the rain, the climax of the union. He was good at all five major styles of calligraphy and painting horses, flowers and birds, landscapes, figures, and many other genres. In modern-day China, there are many contemporary artists who still paint traditional shan shui paintings, as well as artists who paint Western-style mountain paintings. Featured image: Guo Xi — Autumn in the River Valley, c 1070 via wikipedia.
Our landscape paintings are the nation's heritage, classical power, my image and human nature. The Surrealists painted landscapes that featured unexpected between the natural and the imagined world, the most famous of which was The Persistence of Memory 1931 by Dalí. The Daoist notion of water is yet more essential. His paintings are known for capturing the very essence of the flowers, plants and creatures he portrays. Wall paintings were an early form of painting, preserved today in cave temples, temple buildings, and tombs. These are all followed by the artist's own seal.
Zhao Meng-Fu, literati painting, his calligraphy-based painting techniques, his influence on the Four Great Masters of Yuan painting, and Huang Gong-Wang's scroll of Dwelling in the Fuchun Mountains Zhao was a versatile calligrapher and painter who cast a strong influence on his followers since his time. They created a new kind of art based upon the in which they used their skills in the art of beautiful writing to make ink paintings. Already by 1330s, series of floods, droughts, and consequent famine and peasant revolts brought this ideal existence to an end as the Yuan Dynasty began to unravel. One, practiced by the court painter and his son , painted in a highly decorative and meticulous fashion, employing the precise line technique derived from earlier artists such as and. Several of them are in diluted ink which gives them a foggy appearance. | http://bagskart.com/chinese-landscape-painting-meaning.html |
The Implementors are the subject of much religious and philosophical discussion. It is known that the Implementors are a race of minor deities who dwell on the Ethereal Plane of Atrii. The Scrolls of Kar'nai describe that Eru created them as an initial body of wise spiritual beings to govern the universe. He gave them many powers: the ability to use the building blocks which Eru had already shaped to create and destroy, to forge history, even to build and regulate the planets, including the implementation of the terrain, plants and animals for each plane to which they were assigned.
The tradition in the scrolls also has it that Eru grew distrustful of his children, the Implementors, who had grown haughty, and kept certain things secret from them. The first was the knowledge of the Cubes of Foundation and their final locations; for The One knew that should one Implementor grow too powerful, the cubes could be used to undo all of Eru’s work. The same was apparently true of the Timeless Halls and the gateways into them. Eru was only known to grant the Implementors one-way tickets out of the Halls.
Other ancient legends tell of the creation of the world by these Implementors, who directed the running of great engines which produced this it and others strange and wondrous, as a test or puzzle for others of their kind. These legends go on to state that these beings stand ready to aid those entrapped within their creation. While the Implementors do not discourage the legends that the world was created by them as a plaything, but the idea has been hotly criticized by the magician-philosopher Helfax, who says "A creation of this kind is morally and logically indefensible," and discards the theory as "colossal claptrap and kludgery." Despite these remarks, worship of the Implementors has become quite common.
Another part of the legend calls the four Implementors mysterious magi who live in the lands beyond the borders of the world. Some suggest that these minor deities themselves took human form and journeyed about the world for their own entertainment. Others have suggested that the mysterious figures such as the various Dungeon Masters that hold sway over the Eastland Caverns in the years after the fall of the Great Underground Empire might have in fact been Implementors, which would indeed do much to explain the otherwise inexplicable mystery that otherwise surrounds these figures. All that is specifically known about these deities is that their ample free time is spent on costly luncheons in the Ethereal Planes where gossip and sweet nectars flow freely.
While not all of the Implementors were present at the time of creation, it is not entirely known how one achieves to this position, or if more are merely fashioned by Eru. The only evidence of future promotion to this status is that at least one member of the Supernatural and Fantastic Wayfarers Association, Glorian of the Knowledge, was granted this position after defeating the Autoexec in the last decade just before the close of the First Age of Magic.
Known Implementors, regardless of origin or length of reign are as follows: Belegur, Dave Lebling, Marc Blank, Brain Moriarty, and Steve Meretzky (also known as The Bearded Oracle of Yonkers) were the five most powerful and extremely well-loved by the populous until Belegur’s fall, leaving them with only four; others include Mike Berlyn, Tim Anderson, Bruce Daniels, Eddie Dombrower, Amy Briggs, Bob Bates, Jerry Wolpher, Stu Galley, Liz Langosy, Cecilia Barajas, Glorian of the Knowledge, Implementor One, and Implementor X. It is also uncertain if either Ben Siron or Don Woods were Implementors.
The Implementors directly took over FrobozzCo International sometime shortly after 948 GUE.
In 966 GUE it was discovered that the Implementors were once in possession of the fabled Coconut of Quendor, until it was stolen by an Ur-Grue (which was a fallen Implementor who had assumed the body of a grue for a vessel). This fact gives added credence to the Legend of Wishbringer, that tells of a knight slain by the Implementors in search of that Coconut. | https://www.thezorklibrary.com/history/implementors.html |
Online identity: funny, female, or faking it?
When you traverse that vast, seemingly endless, digital landscape, you carry with you an identity, reflecting your beliefs, your motives, ideologies, likes, dislikes, friends, family and history. They are tied to you through your actions and engagements. You are Malcolm, or John, or Angela or Donald, and people engage with you based upon their reading of this identity. How people interact with a white middle-aged, male public servant may be different to how they engage with a young indigenous Australian female student. Your experiences online are coloured and shaped by an individual’s perception of you.
But maybe you aren’t you. You could be someone else, an identity constructed for the digital realm, a persona of your own design. You are Stargirl66, or Adam3ez. But even if the name is different, that online identity has its own lived uniqueness. The difference between being oneself, and being designed, is the context in which our interactions are understood; between lived contexts, and those developed within a digital landscape. This has been true for much of the Internet’s lifespan- the creation of alternative identities. That twenty-three-year-old woman playing an Elf Ranger may actually be a thirty-five-year-old school teacher; that silent dwarf in your video game may be a thirteen-year high school student. Unlike the use of our real-life identities, the creation of an alternative persona allows us to create a new lived context.
If online social interaction is simply an extension of an interpretation of identity, why do we so often find our online comments misinterpreted? What makes online social engagement so different from real life? Let’s imagine that you are casually browsing the web, when you come across, quite by chance, a solitary comment on a non-descript, generic forum. The comment has no author: no username, pseudonym, or collective identity. It is a comment in and of itself, and it reads: “A world without men would be a wonderful thing; at least then we’d get something done”. How do you respond to this? What is the meaning behind the comment? How do we determine intentionality, when the author ceases to exist? Perhaps it is a joke, or a political statement. Maybe it is a continuation of a previous conversation, or reference to a real world event. Perhaps it is all of these, or none. When we have access to an identity, real or not, we can often ascertain intentionality by situating it within the context of the author’s self. Yet, without an author, how do we discern intent? In this sense, there is a certain power to authorship.
Online interactions are based upon interpretations of intentionality- the motive or meaning behind a specific action. In real life, away from digital environments, intentionality, though not always straightforward, is linked to tone, context, body language, syntax and a host of others elements that facilitate successful social engagement. The ability to understand the meaning and intention behind statements and actions, and then select the correct response in turn, relies upon the interpretation of an individual’s intention. However, intentionality becomes blurry when transposed to the digital realm.
Even when an author is visible, our understanding of intentionality is influenced by our interpretation of the agent themselves, and this interpretation is not uniform. No single interpretation will ever be the same as our relation to the agent, their actions and intentionality is tied to our reading of their context and its relation to our own. Thus, the above comment, while sexist for some, becomes empowering for others, and infinitely more complex for others again. Give the same comment an identifiable author and its intention morphs once more, as our own understanding and interpretation of intentionality is influenced by personal experiences, and our relationship to the author’s own.
When viewed in this way, online interactions take on an interesting additional element. Does someone disagree with you because they are ideologically opposed to your beliefs, or is it a unique interpretation of intentionality? Moreover, does your interpretation of their intention align with their own? Certainly, navigating a digital space never calls for us to be this aware of intentionality, as a result, there is a tendency to rely on gut feelings and impulse.
I’ll leave you with my own experience with this issue of intentionality. Not long ago, my wife had begun to explore feminist theory. She was drawn to writers who utilised social media to help explore notions of inequality in an open forum. Of these, noted social commentator Clementine Ford was one of her favourites, as she represented, to my wife, a strong independent woman who was not afraid to fight back against online misogyny and sexism. Curious, I looked into Clementine’s work, and was somewhat shocked by what I interpreted as aggressive commentary. I read her work as angry, mean-spirited, and perhaps even bordering on ‘man-hating’. My interpretation was based upon my understanding of her identity, limited as it was, and in this, the intention behind her commentary.
Not long after, I was invited to speak at an event where Clementine also featured. Upon meeting her, I found her to be a polar opposite of the person I had constructed in my head. In adding to my understanding of her as author, this changed my reading of her work. The same comments which had been interpreted as aggressive, now took on a humorous tone, consistent with the woman that I had met. My interpretation of her as an author was influenced by my own understanding of her identity and intention.
An online identity is tricky. How we interpret someone’s commentary online is ultimately influenced by our reading of them as a person relative to our own experiences.
Obviously, you think that you are you, but do others see you the same way?
This article was originally published on BroadAgenda. Read the original article. | https://www.thepolicyspace.com.au/2017/23/172-online-identity-funny-female-or-faking-it |
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Effective Communication
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Definition of communication
The sharing of a thought, an idea or a feeling. involves a purposeful generation and transmission of a message by one person to one or more persons who receive, interpret, and respond according to the intention of the message Reading, writing, listening, touching and seeing are all forms of communication
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Purposes of communication
1. to establish and maintain relationships 2. to help problem-solve 3. to persuade and change attitudes or behaviors 4. develop an understanding of other people
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Elements Of The Communication Process
1. sender(encoder) - creator of the message to convey information or an idea 2. message- the information, idea or thoughts 3. channel - route by which the message is sent (verbal or nonverbal) 4. receiver(decoder) - individual who receives and interprets the message 5. feedback - response the receiver gives to the sender of the message 6. interference-anything that changes the meaning of an intended message
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Levels of Communication
1. Intrapersonal Communication a. Occurs within an individual b. Also known as self-talk, inner thought c. Try to replace negative thinking with positive thinking 2. Interpersonal Communication a. One to one communication between you and another person b. Used most often in a health care situation
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Levels of Communication
3. Small Group Communication a. Interaction when a small number of people meet together b. Communication is goal directed and requires an understanding of group dynamics 4.Public Communication a. Interaction with an audience b. Requires special adaptation in eye contact, gestures, voice inflection and use of presentation material
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Types of Communication
A. Verbal Communication 1. Can be spoken or written 2. Depends on language: a prescribed way of using words so that people share information effectively 3.Reveals person’s intellectual development, educational level, and geographic and ethnic origin 4.Helps health care worker assess what the patient knows and feels
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Types of Communication
B. Non-Verbal Communication 1. What is not said 2. Often termed body language 3. Helps to understand subtle meanings in what is said verbally 4. Non verbal messages express more of the true meaning than verbal messages
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Health Care Workers 1. Communicate with one another
a. to coordinate effective patient care b. share information about what has been done for the patient c. decide what needs to be done d. evaluate the patients response to treatment 2. Communicate with patient a. allows patient’s human needs to be met b. assists in establishing a trusting, caring relationship c. allows health care worker and patient to work together on a common goal
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Barriers to Communication
1. heavily medicated clients may not hear the message 2. patients with hearing or visual impairments may have difficulty 3. using slang and words with double meanings 4. patients with limited English ability may not receive the correct message 5. terminology used by the health care professional may not be understood 6. patient is difficult to understand due to language barriers and or speech impairment 7. cultural differences include different beliefs about the cause of illness and the type of treatment, eye contact and touch
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Conveying A Positive Attitude
1. Health care professionals must be aware of their own bias and attitudes when sending and receiving both verbal and nonverbal messages to avoid interfering with quality care 2. receiver must have trust and belief in the sender before they accept and understand a message 3. if a patient feels a health care professional does not know what they are talking about, they may not accept the information or treatment 4. be willing to say "I don't know, but I will try to find that information for you" when you are asked a question for which you do not have knowledge
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A funny thing happened today that reminded me how important communication is in so many aspects of life. I wondered if people think that words alone are communicating. Although words are important there is a much greater aspect of communication in order to gain the information the speaker is trying to convey. Good listening cannot be minimized!!!
“When you talk, you are repeating what you already know; but if you listen you may learn something new.” – Dalai Lama
Communication has many facets. For instance, there is verbal language (the words that are produced), non-verbal language (the tone, gestures, volume, posture, facial expressions, personal space, and inflection and pitch), and social communication (that is the conversational, communication intention and social aspects of communication and then there is written communication. Since this is not meant to be a lesson on the aspects of communication, I will stop here… BUT YOU GET THE POINT RIGHT??!! No wonder there is so many opportunities to not get it quite right; there are so many things to think about.
In my role as a Board Certified Behavior Analyst (BCBA), we take language very seriously because depending on the use it can be reinforced or punished. Now what that really means is dependent on the use of language we will either use it more or less depending on how the listener responds. There in lies the context for this, my first blog.
Many years ago I read a book by James Redfield called the Celestine Prophecy. The message that I was able to take away from that reading was that we are given so many opportunities to learn about ourselves or who we want to be by the people who are brought into our lives…WOW, I loved that and it gave me a renewed way to view my surroundings and people. Today, not unlike many other days, was one of those experiences.
“Some people come into our lives for a reason, a season, or a lifetime” –Unknown Author
What I learned today!
I love that I am able to learn something new daily and today’s tidbit was the ever-crucial skill of listening to the speaker using all my senses to make a better connection. In my work as a BCBA, I try to use tools to help others understand why it is important and how to share the thoughts, feelings, ideas, and sensations that pass through our minds. Ultimately, we want the receiver or listener to get the same image as the one we have in our heads, we want our communication intention to “match” the receiver’s image in their head. This is no easy task! How do I know if that’s been achieved? Well, I have to become the listener and maybe use clarifying questions until the image is as complete as possibly can be.
Given the state of electronic communication this becomes even more difficult because we are not able to “see” the non-verbal language or “hear” how the words are being conveyed. No matter what field we are working in or home we are living in, the importance of trying to understand the speaker’s intentions are so important. Today I experienced a disconnect in the speaker-receiver relationship on a post in a social media feed. This disconnect motivated me to write this. While each of us does our best to help others, it is not very productive if the speaker has their own agenda and does not take the time to determine the intent of the speaker’s words. Dr. John Berardi from Precision Nutrition has outlined one strategy that may help with this obstacle. Dr. Berardi suggests asking a why question five times in order to gain valuable insights into the motives and intentions of others. If you would like to read more about this, here is the link. https://www.facebook.com/insidePN/posts/548744938562475
I will leave with another solid motto of mine:
“Seek to Understand rather than to be understood.
Hope everyone will enjoy the rest of his or her day! | http://syndiecker.com/the-art-of-listening/ |
Verbal communication - 3. Oral communication - 4. How to make oral communication effective 5. Written communication 6. Comparison of oral and written communication 7. Types of written communication8. Face to face communication 9.
Oral communication implies communication through mouth. It includes individuals conversing with each other, be it direct conversation or telephonic conversation. Speeches, presentations, discussions are all forms of oral communication. Oral communication is generally recommended when the communication matter is of temporary kind or where a direct interaction is required. Face to face communication meetings, lectures, conferences, interviews, etc.
Oral Communication - Meaning, Advantages and Limitations
The written word often stands in place of the spoken word. Writing a message to friends or colleagues can be as natural as talking to them. Yet when we are asked to write something, we often feel anxious and view writing as a more effortful, exacting process than talking would be. Oral and written forms of communication are similar in many ways. They both rely on the basic communication process, which consists of eight essential elements: source, receiver, message, channel, receiver, feedback, environment, context, and interference.
Struggling with a paper, how to cite sources in your research project, or with a grammatical question? Check out one of the web resources below. Following are five sample papers on different topics for different disciplines. They come from the Everyday Writer handbook and you can look them over to see how these students introduce their papers, cite their sources, and organize their paragraphs. If you start feeling anxious at the thought of oral presentations or speeches, counselor Dave Ross' speech anxiety workbook below can help. Note that it includes references to relaxation tapes that aren't available now.
Verbal communication include sounds, words, language, and speech. Speaking is an effective way of communicating and helps in expressing our emotions in words. This form of communication is further classified into four types, which are:. This form of communication is extremely private and restricted to ourselves. It includes the silent conversations we have with ourselves, wherein we juggle roles between the sender and receiver who are processing our thoughts and actions.
Resources to Build Written and Oral Communication Skills
Everything you need to know about the methods of communication. Communication is a collective term given to the series of steps involved in sending and receiving of information between two or more people. The person sending the message is called as sender while the person receiving the message is called as receiver.
Written Communication Skills: Definitions and Examples
Almost every job requires workers to use verbal communication skills. Effective verbal communication skills include more than just talking. Verbal communication encompasses both how you deliver messages and how you receive them. Employees who can interpret messages and act appropriately on the information that they receive have a better chance of excelling on the job. What constitutes effective verbal communication on the job depends on the relationships between communication partners and the work context:. Here are some examples of effective workplace verbal communication skills employed in different workplace contexts. Instead, they employ active listening skills to understand employee needs and perspectives, engage in verbal negotiation to address and defuse issues, and capitalize upon opportunities to praise individual and team achievement.
Written communication skills are those necessary to get your point across in writing. While they share many of the same features as verbal communication skills, there are some important differences. Where verbal communication uses body language and tone of voice to express meaning and tone, written communication relies on grammar, punctuation and word choice. Developing written communication skills requires practice and fine attention to detail. Read more: How to Improve Communication Skills. In professional settings, great written communication skills are made up of five key elements. Look at some examples of each of these elements below:.
Агент Смит, - произнес он медленно и четко, - мне нужен предмет. Лицо у Смита было растерянным. - Сэр, мы до сих пор не имеем понятия, что это за предмет. Нам нужны указания. ГЛАВА 114 - Обыщите их еще раз! - потребовал директор. В отчаянии он наблюдал за тем, как расплывчатые фигуры агентов обыскивают бездыханные тела в поисках листка бумаги с беспорядочным набором букв и цифр.
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Scusi? - Он оказался итальянцем. - Аегорortо. Per favore. Sulla Vespa. Venti mille pesete. Итальянец перевел взгляд на свой маленький потрепанный мотоцикл и засмеялся.
На перекрестке он свернул вправо, улица стала пошире. Со всех сторон открывались ворота, и люди вливались в поток. Колокола звонили где-то совсем рядом, очень громко.
Беккер понимающе кивнул, но ему хотелось знать. Используя вместо классной доски салфетки ресторана Мерлутти или концертные программы, Сьюзан дала этому популярному и очень привлекательному преподавателю первые уроки криптографии. Она начала с совершенного квадрата Юлия Цезаря.
Приемный покой представлял собой бесконечный узкий коридор с выстроившимися в ряд во всю его длину складными стульями. Установленная на треноге картонная табличка с надписью OFICINA стрелкой указывала направление. Беккер двинулся по едва освещенному коридору.
Нет. Пусть остается. - Стратмор кивнул в сторону лаборатории систем безопасности. | https://gaspdg.org/and-pdf/1184-written-and-oral-communication-pdf-541-498.php |
The monthly caregiver's meeting was held on Saturday, 9th July, 2011 from
2.30 pm – 3.30 pm at Memory Clinic, Ground floor, Millennium Block, NIMS.
This month's topic was "Communicating with Persons with Dementia". The audience comprised of family members and ARDSI volunteers. Dr. Vani Rupela – Speech Pathologist gave a presentation on the topic.
She explained differences between verbal and non verbal communication with a couple of small exercises. Communication involves expression, tone, gestures, body language in addition to language. In verbal communication words constitute only 30% while the remaining 70 % is non-verbal communication (gestures, body language, etc). In Dementia patients’ common communication problems faced included name recall, finding correct words, sentence formation, understanding, reading, writing and slowness in speech, due to which the patient tends to withdraw from communicating with others. Consequently family members stop communicating with the person, wrongly assuming that he/she is not interested in a conversation. Gradually it leads to reduced interaction. The onus is on us to change and requires us to provide them the environment and support to communicate effectively. She also recommended that eye contact and familiar topics must be used while communicating with patient and to avoid speaking about the patient’s condition in their presence as their senses are functioning.
A video about Gladys Wilson and Naomi Feil was presented. A question and answer session followed. | https://www.ardsihyd.org/events/2009-17/2011/2011_july_caregivers.html |
4 edition of Language and communication in general practice found in the catalog.
Language and communication in general practice
Published
1976
by Hodder and Stoughton in London
.
Written in English
Edition Notes
|Statement||edited by B. A. Tanner.|
|Contributions||Tanner, Bernice A., Royal College of General Practitioners.|
|Classifications|
|LC Classifications||R727.3 .L33|
|The Physical Object|
|Pagination||vi, 202 p., 8 p. of plates :|
|Number of Pages||202|
|ID Numbers|
|Open Library||OL4698652M|
|ISBN 10||0340207493|
|LC Control Number||77676461|
Communication skills are important to everyone - they are how we give and receive information and convey our ideas and opinions with those around us. Communication comes in many forms: • verbal (sounds, language, and tone of voice) • aural (listening and hearing) • non-verbal (facial expressions, body language, and posture). This Handwriting Practice Workbook for Print was created for kindergarten and first grade students in order to provide a fun and engaging way to practice and improve handwriting skills. I hope it proves to be both challenging and fun for your students as they practice reading, tracing, writing and.
The Role of Language in Science. Alan Ford (a) & Peat. A text only version of this essay is available to download.. Foundations of Physics , () Abstract. It is argued that language plays an active role in the development of scientific ideas. Specialty of General Surgery Defined. 1. The scope of general surgery General surgery is a discipline that requires knowledge of and responsibility for the preoperative, operative, and postoperative management of patients with a broad spectrum of diseases, including those which may require nonoperative, elective, or emergency surgical treatment.
Effective Communication – Improving Your Social Skills Building good relationships with other people can greatly reduce stress and anxiety in your life. In fact, improving your social support is linked to better mental health in general, since having good friends can act . What is plain language? Plain language (also called plain writing or plain English) is communication your audience can understand the first time they read or hear it.. The Plain Writing Act of defines plain language as. Writing that is clear, concise, well-organized, and follows other best practices appropriate to the subject or field and intended audience.
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COVID Resources. Reliable information about the coronavirus (COVID) is available from the World Health Organization (current situation, international travel).Numerous and frequently-updated resource results are available from this ’s WebJunction has pulled together information and resources to assist library staff as they consider how to handle coronavirus.
General Medical Council guidance states that you must make sure, wherever practical, that arrangements are made to meet patients’ language and communication needs. Language is very important in. Discover the best Communication Skills in Best Sellers.
Find the top most popular items in Amazon Books Best Sellers. The practice of interpretation of sign languages dates back many, The relevance of their discussions of sign language interpretation to the general subject areas of language, interpretation, and communication is largely self-evident.
Essentially, we are all saying that the interpretation of sign languages is an integral part of the general Cited by: Helping organizations create cultures of caring and empathy. Language of Caring ® partners with healthcare organizations across the continuum of care to make compassion and powerfully effective communication permeate all interactions with patients, families and coworkers.
Through our communication skill-building and culture building programs, we help all individuals consistently make. "The basic building block of good communications is the feeling that every human being is unique and of value." - Unknown Know.
Preschoolers in your care need daily opportunities to participate in activities that help them learn new skills or practice existing ones in fun, stimulating, and supportive environments.
A general language learning book is a distillation of decades of scientific language acquisition research and practical experience from people who made the journey before.
It’s a record of their insights and lessons learned. More importantly, it recounts the mistakes others have made so those who follow don’t waste their time committing : Stevie D.
Effective communication is a skill all healthcare professionals need, but one that not all are naturally good at. In a single day, healthcare workers can speak to people of varying educational, cultural and social backgrounds and they must do so in an effective, caring and professional manner.
Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form of language processing. Success in this process is measured as reading g is a means for language acquisition, communication, and sharing information and ideas.
The symbols are typically visual (written or printed) but may be tactile ().Like all languages, it is a complex. Verbal communication is about language, both written and spoken. In general, verbal communication refers to our use of words while nonverbal communication refers to communication that occurs through means other than words, such as body language, gestures, and silence.
Both verbal and nonverbal communication can be spoken and written. Successfully communicating with others in American Sign Language (ASL) starts with learning to sign the manual alphabet, numbers 1 thro important expressions, and important one-word questions.
And because good communication also involves manners, learning some basic do’s and don’ts of Deaf etiquette is also helpful. This book has been designed as a practical tool for helping professionals, such as therapists, counselors, psychologists, teachers, and group leaders. Depending on the role of the professional using The Communication Skills Workbook and the specific client or group’s needs, these sections.
Effective communication is a part and parcel of any successful organization. A communication should be free from barriers so as to be effective. Communication is a two way process where the message sent by the sender should be interpreted in the same terms by the recipient.
The characteristics of effective communication are as follows. Top 10 Communication Quotes - with quotes by Winston Churchill, Lao Tzu, Plato, George Bernard Shaw and more. communication. The student with language difficulties should have the opportunity to participate in board games and relays to encourage turn-taking.
The use of telephones and walkie-talkies are other ways to practice this skill. Incorporate direct instruction in and practice with the following: greeting others,File Size: 52KB. The Big Book of Words You Should Know, by David Olsen, Michelle Bevilacqua, and Justin Cord Hayes.
If you’d like to expand your vocabulary, this is the book for you. By learning words like “halcyon” and “sagagious” (which you may come across in books or wish to add into your own writing) as well as “schlimazel” and “thaumaturgy” (ask your English teacher to define those on Author: Catherine Winter.
Communicative language teaching sets as its goal the teaching of communica- use the language for meaningful communication. It is the latter capacity which is understood by the term communicative competence. general English course book. Can you find examples of. This book focuses on the techniques which make you an exceptional speaker.
This is the most important pillar of effective communication skills. When you have effective communication skills, you don’t fear public speaking. In fact, public speaking becomes a charm.
The book is mostly focused on the Steve Jobs communication and presentation style. “Advanced Skills for Communication in English: Book I” is a textbook intended for the second language learners who wish to learn English but have a less environment in conversing with others.
FNRM Communication Handbook 1 INTRODUCTION Communicating with others is a part of everyday life. In large part, communication is about explicit language– speaking and writing words– but communication is also about implicit messages, such as tone, or eye contact.
Learning to communicate effectively both implicitly andFile Size: KB. Communication (from Latin communicare, meaning "to share") is the act of conveying meanings from one entity or group to another through the use of mutually understood signs, symbols, and semiotic rules.
The main steps inherent to all communication are. The formation of communicative motivation or reason.; Message composition (further internal or technical elaboration on what exactly to express). Developmentally appropriate practice (DAP) is a framework designed to promote young children’s optimal learning and development.
Read the DAP position statement (in English, Spanish, or Mandarin), including supplements and summaries. Patient interviews. The medical interview is the most important manifestation of communication in healthcare .Obtaining an accurate patient history is vital both to diagnosis and medical management, and doing so is dependent upon effective communication [16,17].A common practice for busy physicians is to use a “physician-centered interview,” as they feel (incorrectly) that this approach Cited by: | https://dihigigujy.chickashacf.com/language-and-communication-in-general-practice-book-9869ki.php |
How Do Parachutes Work? A parachute works by forcing air into the front of it and creating a structured ‘wing’ under which the canopy pilot can fly. Parachutes are controlled by pulling down on steering lines which change the shape of the wing, cause it to turn, or to increase or decrease its rate of descent.
What happens if a parachute is too big?
How large a parachute is (in other words, the parachute’s surface area) affects its air resistance, or drag force. The larger the parachute, the greater the drag force. In the case of these parachutes, the drag force is opposite to the force of gravity, so the drag force slows the parachutes down as they fall.
How many times can a parachute be used?
Yes, parachutes need to be repacked regularly. The length of the interval depends on the material of the parachute and is between 60 and 180 days.
What force does a parachute use?
The force working against gravity that a parachute takes advantage of is called air resistance or drag. When a skydiver releases a parachute, it unfolds and quickly traps air molecules, effectively increasing the amount of air resistance and slowing the skydiver to a safe descent speed.
What happens if you pull the parachute too early?
You are likely to drift off the drop zone. The winds can be pretty heavy at high altitudes, and unless you steer continuously they may blow you off-course. Needless to say, the refrigeration effect of the wind and slipstream will make you feel even colder than the mere altitude. Your landing is likely to be rough.
What is the best parachute shape?
The circle parachute should demonstrate the slowest average descent rate because its natural symmetrical shape would be the most efficient design to maximize wind resistance and create drag.
What causes a parachute to fail?
Parachute Malfunction. … Parachute malfunctions can be caused by bad packing, incorrect body position or faulty equipment. When a parachute is deployed, the canopy needs to eject out of the pack and spread out immediately. If it gets tangled because of bad packing, this won’t happen.
How dangerous is skydiving?
According to the United States Parachuting Association, there are an estimated 3 million jumps per year, and the fatality count is only 21 (for 2010). That’s a 0.0007% chance of dying from a skydive, compared to a 0.0167% chance of dying in a car accident (based on driving 10,000 miles).
How do you control a parachute?
Parachutes are controlled by pulling down on steering lines which change the shape of the wing, cause it to turn, or to increase or decrease its rate of descent.30 мая 2019 г.
How fast do you land with a parachute?
During a normal deployment, a skydiver will generally experience a few seconds of intense deceleration, in the realm of 3 to 4 g, while the parachute slows the descent from 190 km/h (120 mph) to approximately 28 km/h (17 mph).
How hard do you land when skydiving?
You can expect that the skydiving landing speed is approximately the speed of a fast bicycle ride and that the final stages of the landing — or, as we call it, the “flare” — will bring you to a gentle near-halt just as you’re touching back down to earth.
How big should a parachute be?
Expert skydivers use parachutes that range in size from 80 square feet to 200 square feet. Newbies and expert divers use parachute sizes that are based on weight.
How do you make a parachute fall slower?
The larger the surface area, the more air resistance and the slower the parachute will drop. Cutting a small hole in the middle of the parachute will allow air to slowly pass through it rather than spilling out over one side, this should help the parachute fall straighter.
Why do heavier objects fall faster?
Galileo discovered that objects that are more dense, or have more mass, fall at a faster rate than less dense objects, due to this air resistance. | https://fastretrieve.com/parachute/can-a-parachute-be-controlled.html |
After ripping an old VHS cassette of my tandem skydive, posting it on YouTube, and mailing the link to a couple of guys at work, a debate about the physical laws that apply during a parachute jump ensued.
In a simplified model that ignores crosswinds, the jumper starts with a vertical speed of vy = 0 and immediately starts to accelerate because of gravity. Drag, which grows proportionally with the skydiver’s downward speed, counteracts gravity. Depending on the skydiver’s weight and proportions, a balance of forces occurs at around 180 km/ h, and the downward speed becomes constant. At this point, skydivers feel like they are floating in space, and this state continues until the chute opens, which feels like they are being pulled upward with a rope.
Webcams are useful for monitoring. Using CPAN modules and custom-made C code, Perl scripts can automatically adjust the exposure and fish the most interesting images out of a video camera’s data stream.
The Vim editor supports Perl plugins that let users manipulate the text they have just edited. Complex functions can be developed far faster than with Vim’s integrated scripting language.
With a small GPS receiver on his wrist, Mike has been jogging through San Francisco neighborhoods. While catching his breath, safe at home, he visualizes the data he acquired while running with Perl. | http://www.linuxpromagazine.com/Issues/2007/85/Perl-Skydiving-Simulation |
In human swimming, the total drag is composed of the skin friction drag, pressure drag and wave drag. The relative importance of each component to the overall hydrodynamic drag is controversy issue. Therefore, the aim of this study was to analyse the relative contributions of the skin friction drag and the pressure drag for the total drag during the gliding, using numerical simulation techniques.
The numerical simulation analysis consisted of the use of a three-dimensional mesh of cells that simulates the flow around the considered domain. We used the k-epsilon turbulent model (Moreira et al., 2006) implemented in the commercial code Fluent® and applied to the flow around a three-dimensional model of a male adult swimmer in a gliding situation, in ventral position with the arms extended at the front. The simulations were applied to different flow velocities, between 1.6 m/s and 2.0 m/s and the coefficient of drag (CD) was computed to each one of the applied velocities. Moreover, the CD was decomposed into pressure and skin friction drag by Fluent® software.
Velocities of 1.6, 1.7, 1.8, 1.9 and 2.0 m/s produced, respectively, CD values of 0.48, 0.475, 0.432, 0.431 and 0.428. The pressure drag was the main responsible for the total drag, with a percentage of about 87%, while skin friction drag contributed to about 13% for the total drag during the underwater gliding.
In both gliding positions the swimmer CD decreased with the velocity. The inverse relationship between the CD and the velocity found in the present study seems to correspond to what happens in experimental situations in the human body totally submersed (Jiskoot and Clarys, 1975; Lyttle et al., 2000). Our research was limited to the influence of the pressure drag and the skin friction drag in the total drag coefficient since the swimmer model was placed 0.90 m under the water surface (Lyttle et al., 2000). The computed drag forces components showed that the pressure drag was dominant. Nevertheless, skin friction drag was by no means negligible. However, these values are based on the swimmer model’s surface having a zero roughness. Another different situation could happen if the swimmer were at the water’s surface. The contribution of the skin friction drag would be reduced due to the reduction in the wetted area and the generation of wave drag (Bixler et al., 2007).
Bixler B, Pease D, Fairhurst F. (2007). Sports Biom, 6, 81-98.
Jiskoot J, Clarys JP (1975). Swimming II, 105-109. University Park Press, Baltimore.
Lyttle A., Blanksby B, Elliot B, Lloyd D. (2000). J Sports Sci, 18(10), 801-807.
Moreira A, Silva A, Rouboa A, Marinho D, Alves F, Reis V, Machado L, Vilas-Boas J (2006). Portuguese J Sports Sci, 6 (Supl. 1), 48-49. | http://ecss-congress.eu/2018/18/index.php?option=com_content&view=article&id=123:abstract-model&catid=93:dublin-abstracts-4&Itemid=705 |
Target flowmeters, also known as drag force flowmeters, insert a target (drag element), usually a flat disc or a sphere with an extension rod, into the flow field. They then measure the drag force on the inserted target and convert it to the flow velocity.
One major advantage of the target flowmeter over other flowmeters is, with a sphere drag element, a proper strain gage layout, and well thought-out mathematical formulas, a target flowmeter is capable of measuring sporadic and multi-directional flows.
|Further Information|
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The key to the success of a target flowmeter is the measurement of the drag force.
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The drag force Fd is given by the drag equation of incompressible flow:
where V is flow velocity, is the density of the fluid, A is the projected area of the target, and Cd is the drag coefficient to be determined experimentally based on the flow conditions and the geometry of the drag element. For flat plate and sphere, the drag coefficients typically are:
Please note that the 1.28 drag coefficient is for flat plates that are perpendicular to the flow direction and the drag coefficient for spheres is related to the Reynolds Number.
For a given design, A and Cd are constant. If the density of the liquid is also constant, then the drag force Fd is solely a function of V2.
With strains at certain points measured by strain gages, the drag force can be calculated by a beam-bending formula (cantilever beam with an end load). The flow velocity can consequently be obtained.
Suppose the strain gage is attached at the front and/or back surface(s) of the extension rod () at location . The stain measured will be
where is the stress at the cross section along the x direction, M is the bending moment, y is the coordinate perpendicular to the rod's longitudinal (x) direction, E is Young's (elastic) modulus of the rod material, and I is the rod's cross section's area moment of inertia. (Please refer to the beam theory for further details. The area moment of inertia can be found in Area of the Mathematics section.)
The bending moment M of a cantilever beam with length L under a concentrated end load P is
where x is measured from the fixed end. In this case, L is the length of the extension rod, and P is the drag force Fd.
The strain becomes
and the drag force can be expressed in terms of strain:
Plug the above formula into the drag equation we will have the following expression:
This formula for V is valid under the following assumptions:
Otherwise, further calibration is needed to determine the correction factors.
|Common Specifications|
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Common specifications for commercially available target flowmeters are listed below: | https://www.efunda.com/designstandards/sensors/flowmeters/flowmeter_tar.cfm |
Definition of Kinesiology
What is kinesiology?
Kinesiology (pronounced Kin-easy-ology) is a holistic system of natural health care which uses muscle testing to communicate directly with the body.
Drawing on the principles of Traditional Chinese Medicine, Kinesiology uses simple and quick muscle tests to detect and pinpoint imbalances throughout the body, imbalances which, if left uncorrected, may manifest themselves and cause pain and disease.
The underlying philosophy is that health involves physical, emotional and mental well-being, and a problem in any one area can have effects throughout the whole person. Good health means having an energy balance in all three areas. But, we live in a high-stress culture, with additives in food and can develop antipathies, notably to wheat and dairy products (these are most likely to be affected by fertilisers and additives). By examining the structural and chemical imbalances which cause a problem, we can go a long way to correcting it.
What can kinesiology do?
Kinesiology truly is a holistic therapy, treating as it does the person as a whole. Kinesiologists believe that by improving the condition of one of the physical, mental or emotional states, the other two will also improve. Kinesiology can help a huge range of health issues as well as improving attitudes, behaviour, reading, writing, co-ordination, sports performance and creative skills. It can help detect food intolerances, nutritional needs, allergies and addictions.
Kinesiology is not a 'cure for all' but it does offer a very precise way of assessing and correcting imbalances.
Where did kinesiology come from?
Kinesiology originated in the early sixties with American Chiropractor George Goodhart, who used muscle testing to evaluate muscle performance, posture and general structural imbalances. As Goodhart began to use muscle testing more, he started to link previously developed modalities to the information he had been gathering. In the late sixties Goodhart collected information on the relationship between the meridian energy flow, muscles and organs. He brought together parts of these developed systems and, calling it Applied Kinesiology, shared it with other Chiropractors and Health Professionals.
John Thie D.C., one of the early graduates of A.K., wanted to share this information with the wider population, and so, the simplified method, Touch for Health was born.
Further Kinesiology systems have been developed since these early days and are being utilised by doctors, dentists, teachers, sports coaches, chiropractors, osteopaths, nutritionists and other natural health care practitioners in their work. | https://hubpages.com/education/Definition-of-Kinesiology |
This example illustrates a Bayesian analysis of a log-linear Poisson regression model. Consider the following data on patients from clinical trials. The data set is a subset of the data described in Ibrahim, Chen, and Lipsitz (1999).
Two analyses are performed using PROC GENMOD. The first analysis uses noninformative normal prior distributions, and the second analysis uses an informative normal prior for one of the regression parameters.
In the following BAYES statement, COEFFPRIOR=NORMAL specifies a noninformative independent normal prior distribution with zero mean and variance for each parameter.
Maximum likelihood estimates of the model parameters are computed by default. These are shown in the "Analysis of Maximum Likelihood Parameter Estimates" table in Output 44.10.1.
Noninformative independent normal prior distributions with zero means and variances of were used in the initial analysis. These are shown in Output 44.10.2.
Initial values for the Markov chain are listed in the "Initial Values and Seeds" table in Output 44.10.3. The random number seed is also listed so that you can reproduce the analysis. Since no seed was specified, the seed shown was derived from the time of day.
Summary statistics for the posterior sample are displayed in the "Fit Statistics," "Descriptive Statistics for the Posterior Sample," "Interval Statistics for the Posterior Sample," and "Posterior Correlation Matrix" tables in Output 44.10.4, Output 44.10.5, Output 44.10.6, and Output 44.10.7, respectively. Since noninformative prior distributions for the regression coefficients were used, the mean and standard deviations of the posterior distributions for the model parameters are close to the maximum likelihood estimates and standard errors.
Posterior sample autocorrelations for each model parameter are shown in Output 44.10.8. The autocorrelation after 10 lags is negligible for all parameters, indicating good mixing in the Markov chain.
The p-values for the Geweke test statistics shown in Output 44.10.9 all indicate convergence of the MCMC. See the section Assessing Markov Chain Convergence in Chapter 7: Introduction to Bayesian Analysis Procedures, for more information about convergence diagnostics and their interpretation.
The effective sample sizes for each parameter are shown in Output 44.10.10.
Trace, autocorrelation, and density plots for the seven model parameters are shown in Output 44.10.11 through Output 44.10.17. All indicate satisfactory convergence of the Markov chain.
If , then , or . This gives you guidance in specifying a prior distribution for the for body mass index. Taking the mean of the prior normal distribution to be the midrange of the values of , and taking to be the extremes of the range, an is the resulting prior distribution. The second analysis uses this informative normal prior distribution for the coefficient of X1 and uses independent noninformative normal priors with zero means and variances equal to for the remaining model regression parameters.
In the following BAYES statement, COEFFPRIOR=NORMAL(INPUT=NormalPrior) specifies the normal prior distribution for the regression coefficients with means and variances contained in the data set NormalPrior.
The prior distributions for the regression parameters are shown in Output 44.10.18.
Initial values for the MCMC are shown in Output 44.10.19. The initial values of the covariates are joint estimates of their posterior modes. The prior distribution for X1 is informative, so the initial value of X1 is further from the MLE than the rest of the covariates. Initial values for the rest of the covariates are close to their MLEs, since noninformative prior distributions were specified for them.
Goodness-of-fit, summary, and interval statistics are shown in Output 44.10.20. Except for X1, the statistics shown in Output 44.10.20 are very similar to the previous statistics for noninformative priors shown in Output 44.10.4 through Output 44.10.7. The point estimate for X1 is now positive. This is expected because the prior distribution on is quite informative. The distribution reflects the belief that the coefficient is positive. The distribution places the majority of its probability density on positive values. As a result, the posterior density of places more likelihood on positive values than in the noninformative case. | http://support.sas.com/documentation/cdl/en/statug/68162/HTML/default/statug_genmod_examples10.htm |
The Normal Range of Creatinine and the Ways to Lower the High Creatinine Level2014-10-16 17:14
Measuring serum creatinine is a simple test, and it is the most commonly used indicator of renal function, so know clear the normal range of it is helpful for the diagnosis of this disease. Then the normal range of it should be what ? Once it is higher than the normal level how to lower it ?
The typical human reference ranges for serum creatinine are 0.5 to 1.0 mg/dl (about 45-90 μmol/l) for women and 0.7 to 1.2 mg/dl (60-110 μmol/l) for men. The significance of a single creatinine value must be interpreted in light of the patient's muscle mass. A patient with a greater muscle mass will have a higher creatinine level. While a baseline serum creatinine of 2.0 mg/dl (150 μmol/l) may indicate normal kidney function in a male body builder, a serum creatinine of 1.2 mg/dl (110 μmol/l) can indicate significant renal disease in an elderly female. (In the United States, creatinine is typically reported in mg/dl, whereas in Canada, Australia, and a few European countries, μmol/litre may be used. One mg/dl of creatinine is 88.4 μmol/l.)
Why it can be one of the indicator of kidney function ?
Creatinine (a blood measurement) is an important indicator of renal health, Because it is an easily measured byproduct of muscle metabolism that is excreted unchanged by the kidneys. Creatinine itself is a breakdown product of creatine phosphate in muscle, and is usually produced at a fairly constant rate by the body (depending on muscle mass).
If the creatinine level is higher that the normal level what should we do ?
The first thing you need to do is to distinguish the underlying reasons, then do the corresponding measures to reduce it. If it is induced by non-pathological factors, it will disappeared with the underlying reasons. But if it is induced by pathological factors, you need to take systemic treatment timely, so as to avoid big disease. | http://www.kidney-treatment.org/creatinine/1301.html |
The accurately targeted collection of massive amounts of data from a network can give one a bird’s eye view of a plant’s operations. Networks also allow information from individual plants and entire regions to be brought together. From this data all kinds of insights can be gleaned and issues identified such as deviations from plan in production quantity or quality, deviations from normal production capacity, slight downgrades in equipment performance, and imbalances of energy demand and supply.
Vigilantly monitoring for such developments, Yokogawa can step in and offer advanced consulting and other IIoT services to maximize performance.
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Provide something more than only Data Analytics, we say it AI-Driven Autonomous Optimization
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Process Data Analytics
The Process Data Analytics application program analyzes process data, facility status information, operation history, and other data to detect a decline in quality or productivity early in the manufacturing process. | https://www.yokogawa.com/us/solutions/solutions/digital-transformation/industrial-iot/iiot-efficiency/ |
Bronchiectasis is more than a diagnosis, it is the unfortunate culmination of a collection of underlying health imbalances that can be restore to normal. Conventional therapies help manage the symptoms of the disease. What if there was something more? Restoring health at the causal level can help the body resolve the challenges. Read the book. Talk with me. Learn more.
It is a rare and special thing when the work you do with a patient, moves them to write a book. It honors the process, gives voice to real solutions that don't always get conventional recognition, and most importantly, it speaks hope and a way forward for people struggling in ways that feel impossible at times.
Dan Pecaut tells a no-nonsense story of his journey from conservative skeptic, through the Mayo Clinic, all the way to going all-in on restoring his health, as a way of resolving an illness that was otherwise diagnosed as "hopeless".
Why did it work? Because we addressed the underlying causes related to why his body was expressing this disease, instead of chasing its symptoms.
Before working with Dan I had helped many patients with immune, infectious, inflammatory and autoimmune challenges in their lungs. Since his book, so many more.
While the various diagnosis differ with each organ system effected, the underlying health challenges driving the opportunity for immune, autoimmune, infectious and inflammatory diseases to occur and persist, all have important core issues in common. Restoring health and resolving illness in the face of these core issues has been my passion, since I began practice. Since that time, I have helped people with some of the most "impossible" cases become whole again. It never gets old. | http://www.drdaenell.com/bronchiectasis/ |
The skin is an organ of elimination and skin problems are often a reflection of other health issues and imbalances within the body. Poor digestive health, nutrient deficiencies, toxicity, poor blood sugar control, food or environmental allergies or an overactive immune system are just some of the underlying issues that may result in skin problems.
We will work with you to identify the factors most likely to be contributing to your skin problems.
We will then recommend a dietary and supplement programme to address these underlying issues and help bring your body back into balance, so that you not only look better but feel better too! | http://thenutritionlink.co.uk/nutritional-therapy/conditions/skin-problems/ |
Fever panel test is a group of tests performed to detect the reasons for fever. This test is preferred when an individual is suffering from long-term fever or chronic fever.
Fever is a condition in which the body temperature rises. The normal body temperature is 98.6°F. During fever conditions, the normal body temperature will be high (above 98.6°F). If the temperature is above 106°F is called as hyperpyrexia. Fever can be due to various reasons like infections (bacterial or viral), hemorrhage, trauma, blood-related disorders, tumors, etc.
Inform your doctor if you are on any medications, have any allergies or underlying medical conditions before your Fever Profile. Your doctor will give specific instructions depending on your condition on how to prepare for Fever Profile.
For this test, you may be asked to fast (without eating and drinking) for an overnight.
The normal reference range may vary from conditions like gender, age, health conditions, etc.
If you get abnormal results in any of the above-mentioned tests, then it may indicate certain conditions which may lead to fever. Consult your doctor with your test reports for further diagnosis. | https://www.practo.com/tests/fever-profile/p |
Body mass index, or commonly referred to as “BMI” is a measure for gauging the total fat content in your body. The idea of the measure was first considered in the nineteenth century by Lambert Adolphe Jacques Quetelet. However, due to his narrow focus on men, it was never fully adopted until 1972, when Dr. Ancel Keys developed a standardized calculation for the measure, W/H2. This calculation would become known as BMI. In leman terms, the calculation means your body weight divided by your height in meters2 will determine your position on the obesity scale. Subsequently, a BMI of 18.5 or less is considered underweight, 18.5 - 24.9 is normal, 25 – 29.9 is overweight, and anything above 30 is considered obese.
Why Does BMI Matter?
In general, an individual with a high BMI is considered to be a high-risk candidate for developing a range of negative health conditions. These negative health conditions are often linked to excess weight and include problems such as diabetes, arthritis, liver disease, several types of cancer, like breast cancer, colon cancer, and prostate cancer. Having a high BMI could also indicate susceptibility to high blood pressure or hypertension, high cholesterol, and even sleep apnea.
All of these potential health risks, coupled with the fact that nearly 3 million people die worldwide from obesity on a yearly basis, make the BMI an important medical gauge to consider.
Is BMI Accurate?
As helpful and important as BMI can be, it can sometimes prove to be inaccurate. The measure is very broad and unfortunately does not take into account many other factors that could make someone obese or not. For this reason, it is important to understand that the BMI is not a conclusive measure. It does not directly measure the actual body fat content in a person, rather it gives a guide to where the “normal” person should be in the index. This can especially be difficult to unpack especially when dealing with people who live very different lifestyles and have different body types.
One area where BMI often reveals its flaws is when it comes to athletes and bodybuilders. According to the calculation BMI = W/H2, which puts athletes at a disadvantage because of their heavier weight. Of course, some athletes do weight a lot, especially with the likes of most bodybuilders and some combat professionals, however, the important component that is missing here is that athletes are often muscular, and muscles weigh more than fat. For this simple reason, someone who is very muscular and does not fall into the designated height range may be considered obese, though they have a relatively low body fat percentage. The opposite of this is true for some senior individuals who have lost a lot of muscle. In their case, BMI tends to underestimate the amount of body fat they carry.
BMI is also not a great gauge for overall health. As mentioned earlier, it does not take into account the lifestyles people live. For example, an individual with a lower BMI who may pass as “normal”, could have underlying cardiovascular issues because they smoke, however, an individual who actually lives an active lifestyle and does not smoke may pass as overweight or obese with the assumption that they are more prone to developing cardiovascular issues.
Needless to say, the BMI is not a good gauge for overall health status, nevertheless, it can be a helpful tool to determine potential risks that may lie ahead for an individual. At the end of the day, the BMI measure is about 80% accurate at all times and therefore should not be ignored, however, there also shouldn’t be as much importance placed on the measure itself when looking at overall health. | https://balandi.co/blogs/news/what-you-need-to-know-about-bmi |
Maybe it’s because I’m tall or I’ve always been an active person, but I naturally walk at a pretty fast pace. And I usually find myself getting impatient when I’m walking in a crowded place and someone in front of me is walking slowly. I even get slightly annoyed when I can’t get around them.
Of course, I sympathize with the elderly or disabled who might not be able to walk very fast. However, it’s usually someone young in my walking path who appears to be capable of speeding up their step.
Nowadays, I’m trying to be more patient in crowds. But I recently came across a new study that discusses how our walking speed may be linked to our health. In fact, the rate at which we walk may be so important for evaluating our health that doctors may add this to the round of routine tests at check-ups, along with measuring blood pressure and checking body mass index (BMI). So now I am encouraging others to pick up the pace when they can.
“Walking speed (WS) is a valid, reliable, sensitive measure appropriate for assessing and monitoring functional status and overall health in a wide range of populations. These capabilities have led to its designation as the ‘6th vital sign’,” reports the National Institutes of Health (NIH).
(Vital signs are usually blood pressure, heart rate, respiratory rate, temperature and sometimes oxygen saturation level (amount of oxygen in the blood)).
Assistant Professor (USC Division of Biokinesiology and Physical Therapy) Christina M. Dieli-Conwright, in this report about the study suggests that a strong “predictor of mortality is gait speed.”
According to the researchers, the quicker your gait the better results you will have when facing certain health obstacles. For example, the report says that the Journal of The American Medical Association (JAMA) is contemplating having cardiac surgeons use gait speed to identify patients who may have difficulty recovering from surgery. A slower gait may also alert doctors to someone having health issues such as cardiovascular disease or cognitive impairment.
Professor Dieli-Conwright is currently looking into how exercise may affect breast cancer survivors. Gait speed is one of the things she and her team are measuring.
"The idea is the more sick somebody becomes—whether it's from cancer treatment or another disease condition—they lose strength and they lose the ability to move," Dieli-Conwright said.
“Imagine if someone didn't exercise at all. They're going to be impacted more by chemotherapy that keeps them in the bed."
Furthermore, JAMA believes doctors may be able to use gait speed to determine a person’s biological age (how old a person seems), which could be older or younger to their chronological age.
This all doesn’t mean you need to start speed walking through the airport or grocery store.
“The lesson isn't to start walking faster, there's no evidence to prove that upping your gait speed impacts your health. But it's important to pay attention to how physically active you are. In the study, fast walkers declined at a slower rate than slower walkers, which led to better health outcomes. If your gait slows down, especially significantly, it could indicate an underlying condition,” according to the report.
So the main takeaway from this new study is that physical activity is indeed part of the equation to be proactive about your health. And if you notice that your gait is slowing down, you might want to consider getting a check-up. Do not just attribute your slower gait to age or exhaustion.
Power Your Walks With Good Nutrition.
Whether it’s with your dog or with a friend, walking can be a great, enjoyable exercise. And as with any physical activity, it is extremely important to fuel your body properly so that you can get the most out of your exercise and recover as best as possible after.
If you are an endurance walker, as in you walk for many miles or go for long hikes, fuel up with foods that will give you lasting energy such as whole grains and healthy fats like avocados. Read here for specific vitamins and minerals that may help properly fuel your body for physical fitness. And don’t forget to stay hydrated.
Finally, it is highly recommended that you take routine nutrient tests. If you have any nutrient imbalances or deficiencies, this may affect your ability to walk or perform other physical activities. Nutritional issues may also increase your chances of developing disease and may exacerbate ailments you may already be suffering from, like chronic pain and fatigue. If your nutrient test reveals you have any imbalances or deficiencies, a competent healthcare professional can work with you on adjusting your diet and possibly recommend quality supplements you can take.
So pick up the pace and enjoy your healthy life!
The pH professional health care team includes recognized experts from a variety of health care and related disciplines, including physicians, attorneys, nutritionists, nurses and certified fitness instructors. This team also includes the members of the pH Medical Advisory Board, which constantly monitors all pH programs, products and services. To learn more about the pH Medical Advisory Board, click here. | https://www.phlabs.com/think-getting-10k-steps-is-enough-walking-speed-matters-too |
No period—Is it because of my weight?
Alice,
What should my normal body weight be? I am 4 feet 11 inches tall and I weigh 75 pounds presently. I think that I am underweight because I haven't had my period in almost a year. If I were of normal weight, what percentage of my calories should come from fat?
— Weight conscious
Dear Weight Conscious,
Kudos for asking questions about your health when you're concerned something may be off! To your first question, it's hard to say what a typical weight would be for someone based on height alone; a person's medical history along with a number of other variables factor into what weight (or weight range, rather) may be healthy for them. While your weight may be contributing to your lack of periods (i.e., amenorrhea), there is a range of other factors that may be at play (more on those in a bit!). For a more clear-cut answer to your question, it’s best that you speak with a health care provider about your weight, periods, and dietary needs that meet your lifestyle.
A commonly used tool to determine if someone is underweight, normal weight, or overweight using height and weight measures is the body mass index (BMI). If you're using BMI, it may indicate that you're underweight. However, keep in mind that the BMI calculation has been criticized by researchers and medical professionals as it doesn’t consider body composition (the distribution of muscle versus fat), and therefore isn't indicative of overall physical health. That means that even a professional athlete could be considered overweight, even though they tend to be in excellent physical shape. While BMI is not a be-all-end-all metric, it can be helpful to give you a general idea if you're underweight. Other factors that contribute to a lower body weight include genetics, high levels of physical activity, malnutrition, certain medicines, or medical procedures.
Low body weight may be the cause of amenorrhea (the absence of periods for at least three consecutive months) for some people. There’s evidence to suggest that substantially low body weight (specifically, ten percent or more under typical weight) can affect the body’s hormonal functions, and potentially stop ovulation. However, there is a multitude of other factors that may contribute to amenorrhea, including:
- Medications: Side effects of certain contraceptive methods, antipsychotic medications, chemotherapy for various cancers, and allergy medications may lead to amenorrhea.
- Lifestyle factors: Excessive physical activity or stress, specifically, rigorous activities which burn a lot of energy can interrupt a person’s menstrual cycle. Likewise, immense stress may temporarily inhibit the functioning of the hypothalamus—the part of the brain responsible for metabolic processes; subsequently, a person’s ability to ovulate and menstruate may be affected.
- Hormonal imbalances: The menstrual cycle is regulated by hormones, including progesterone, estrogen, follicle-stimulating hormone (FSH), and luteinizing hormone (LH). Thus, when these hormones inappropriately fluctuate, there’s potential for it to disrupt the menstrual flow. These imbalances can arise from various health conditions, including polycystic ovary syndrome (PCOS), a benign pituitary tumor, an overactive or underactive thyroid, and premature menopause.
- Eating disorders: When a person with anorexia or bulimia restricts or purges the food they eat, their body may become malnourished; this often results in significantly low levels of hormones necessary for menstruation, and may stop menstruation altogether. To that end, people with a family history of amenorrhea and eating disorders face a higher risk of later experiencing amenorrhea.
- Lifecycle factors: Pregnancy, breastfeeding, and menopause will temporarily or permanently eliminate periods.
You may find it helpful to take note of any symptoms you're experiencing in order to discuss your concerns with a health care provider. Some questions that may help you with this may include: What medications (if any) do you take on a regular basis? What are your eating habits like? What type of physical activity routine do you have? Have you recently switched your exercise routines? Have you recently had a child? What were your periods like before they stopped? Thinking through some of these questions, as well as any other symptoms you may be experiencing, may help your provider figure out the cause of your amenorrhea and offer the best course of action.
To answer your question about calories from fat, research suggests that roughly 20 to 30 percent of a person’s calories come from unsaturated fats. However, rather than focusing on the percentage of calories from unsaturated fat, it might be easier and more beneficial to focus on the general number of calories and the type of fat you consume.
With all of this said, speaking with a health care provider about your weight and experience with amenorrhea may provide the most clarity. They may choose to run some tests to explore and address the potential cause(s). Similarly, talking with a registered dietitian may provide some reassurance and guidance on establishing a healthy pattern of eating. Hopefully, with the help of your providers and these tips, you’ll feel more equipped to address your concerns.
Take care!
Originally published Mar 19, 1994
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Can’t find information on the site about your health concern or issue? | https://goaskalice.columbia.edu/answered-questions/no-period-because-of-weight/ |
Analysis laboratory at Palace Merano
Thanks to the new internal laboratory service, it is possible to carry out important diagnostic research:
- Routine tests: to immediately determine the health of our guests.
- Specific hemato-chemical tests: to help diagnose underlying illnesses, which at times, despite their diffusion, are difficult to diagnose.
- Study of intestinal bacteria flora: to highlight any imbalances resulting in the alteration of the intestine (constipation, colitis, swelling and tympanites).
- Assessment of individual vitamin balance: to enable more precise therapeutic prescriptions of nutraceutical products.
- Determination of hormone parameters: including sexual hormones (both male and female), those for the thyroid and stress.
- Assessment of the concentration of heavy metals in the body: to recommend specific therapies and help in the prevention of further intoxication.
There is also an equally important series of haematological parameters forming part of anti-ageing medicine, which are necessary to assess general wellbeing with precise indications that will be provided to avoid early cell ageing processes and possible illnesses, including those that are genetic. | https://www.palace.it/en/analysis-laboratory.htm |
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The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
- Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
- Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
- Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
- Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
- In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3
Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
Required Readings
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
- Chapter 19 “Organizational, Interpersonal, and Group Communication”Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work.
Adams, S. L., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41(4), 89–98.
Retrieved from the Walden Library databases.
In this article, the authors report on the effects of individual behaviors on project teams and provide a model that identifies the progress of social and behavioral development. For each stage, the authors provide recommendations for managing team members.
Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology, 99(3), 437–450. doi:10.1037/a0036363
This study theorizes and empirically investigates the relationships among the psychological needs of group members, intragroup conflict, and group performance.
Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing,44(1), 62–63. doi:10.1097/01.NURSE.0000438725.66087.89
Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement.
Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232–255.
Retrieved from the Walden Library databases.
The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leader’s capacity to create intergroup relational identities.
Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106.
Retrieved from the Walden Library databases.
Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace.
Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm
This web article discusses stages of team development and provides strategies for moving through the early stages effectively.
Mind Tools. (2009). Team charters. Retrieved from http://www.mindtools.com/pages/article/newTMM_95.htm
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Human beings everywhere form groups, and any given person may be a member of many different groups. Social psychologists have long studied the behavior of “ingroups” and “outgroups.” Wikipedia’s definitions are helpful here: “[A]n ingroup is a social group to which a person psychologically identifies as being a member. By contrast, an outgroup is a social group with which an individual does not identify.” Of course, one person’s outgroup is another person’s ingroup.
When studying groups, social psychologists also distinguish between intragroup and intergroup behavior. One might look at how leaders emerge in a group (intragroup behavior) or they might look at how people in one group relate to people in another group (intergroup behavior). One pressing question of intergroup behavior has received more than 70 years study, and that is what happens when members of an ingroup have a biased view of members of an outgroup. Such conditions occur often in race and ethnic relations. Frequently the groups are in conflict with one another. How then can intergroup bias be reduced, and conflict ameliorated?
One answer is through bringing members of each group into meaningful contact with each other. A recent article has reviewed the body of research over the past twenty years exploring the “contact hypothesis.” This hypothesis, that intergroup contact can reduce bias, was first explored in a comprehensive way in the 1950s by Gordon Allport, who in 1954 wrote the highly influential book, The Nature of Prejudice. Although intergroup contact in general was often helpful in reducing bias, Allport identified four conditions making contact more likely to succeed: (a) equal status within the contact situation; (b) intergroup cooperation; (c) common goals; and (d) support of authorities, law, or custom.
The contact hypothesis, in its broad form, has been repeatedly confirmed. The reviewers, referring to an older review article, note that “[a]cross 713 independent samples from 515 studies, intergroup contact significantly improved outgroup attitudes.” The focus has shifted now to exploring and expanding the understanding of why and how intergroup contact helps reduce bias. The reviewers summarize several recent findings.
Contact does not have to be face to face. At least four other types of contact can help reduce bias:
- Extended contact: If you know a member of your group has a “close, positive relationship” with the member of an outgroup, this can reduce intergroup bias.
- Vicarious contact: “Observing the actions of another person” with whom you identify on TV or in other media can shape your impression of outgroup members.
- Imagined contact: If people are guided in imagining a positive contact experience, this can reduce their level of bias.
- Virtual contact: Although the effects are not as strong as with other means of contact, “computer-mediated communication” also has an impact.
Reducing group-based anxiety about contact is important, even more so than enhancing knowledge about the other group. Encouraging empathy and perspective taking are also important.
Groups develop norms for intergroup behavior, and these norms can be modified. So, for instance “learning that an ingroup member has positive outgroup contact communicates that both the ingroup and the outgroup have more inclusive norms than originally thought.” Repeated positive contact with a member of an outgroup can also lead one to begin to incorporate the outgroup into one’s self-concept.
Whether one views another as a member of an outgroup is a matter of what social psychologists call social categorization. How we categorize another can be changed. For instance, if we begin to see a member of an outgroup as an individual, our attitudes toward that person may change and we may see their identity as an outgroup member as less important (decategorization). However, because we see the outgroup as less meaningful to how we view the person in question our favorable impression of the outgroup member may not lead to a more favorable impression to the outgroup in general.
The reviewers describe recategorization, another approach:
“[P]ositive intergroup contact, particularly when it involves cooperative interaction or emphasizes shared goals or overlapping identities, can produce recategorization. Recategorization changes the conceptual representations of the different groups from an “us” versus “them” orientation to a more inclusive “we,” which redirects the forces of ingroup favoritism to promote more positive orientations toward others formerly perceived as members of an outgroup.”
If one has positive contact with an outgroup member who is viewed as not typical of the outgroup, then contact has less of an impact on attitudes toward the outgroup in general.
The quality of contact (how favorable it is) has a greater impact than the quantity when talking about explicit bias. But people with more contact experiences tend to have less implicit bias attitudes. The effect of positive group contact becomes stronger over time as the initial stress and intergroup anxiety present during early encounters begins to diminish.
Whether one is a member of the majority group or a member of a minority group has an effect:
In intergroup interactions, members of majority groups seek to be liked and affirmed as moral by members of the minority group, whereas minority-group members are motivated to satisfy needs for respect and empowerment …. As a consequence, majority-group members tend to emphasize commonalities to create more harmonious interactions and reduce the likelihood of being perceived in negative ways, whereas minority-group members are motivated to address not only similarities, but also group-based differences that validate their unique qualities and experiences. | https://cswac.org/when-getting-to-know-you-works/ |
1. Analyze how personal values and other motivating forces influence group process and development.
2. Differentiate personal and group needs.
3. Analyze the relationship between role assumption, group needs, and goal attainment.
4. Understand the relationship between communication and learning styles.
5. Match communication style to the needs of the listener.
6. Give and receive feedback.
Norms
Group norms are agreed-upon standards of behavior. Norms are the shared explicit or implicit rules that a group uses to identify standards of performance and distinguish appropriate from inappropriate behavior. When group norms are explicit or made explicit, they are commonly referred to as ground rules, agreements, group charters, conditions, or guidelines. However, not all norms are explicit, and the perceptions and concomitant behavior of individuals in groups is profoundly—and often unconsciously—affected by social influence (Sherif, 1936).
FIGURE 3-1
In many progressive organizations, errors are routinely considered teaching moments that can provide opportunities for open discussion, team-based problem solving and continuous organizational improvement. While similar normative responses to errors would elicit the same type of team and organization improvements in health care, the dire consequences of medical mistakes tend to discourage the very discussions that are necessary to prevent their occurrence (O’Daniel & Rosenstein, 2008). This tendency, in combination with differing professional identities, cultures, skills, domains of concern, differences in power, capacity, resources, goals, and accountability actually requires that more attention be paid to constructing organization-wide standards that encourage and reward interaction. In groups where intraprofessional and interprofessional conflict avoidance is the normative behavior, the ensuing misunderstandings and related mistrust tend to limit collaborative or cooperative behavior. Sustainable collaborative environments for interprofessional healthcare teams require a collectively constructed core of prescriptive (do’s) and proscriptive (don’ts) norms or ground rules that inform interaction at intrapersonal, interpersonal, and systems levels (Nash, 2008). Using normative structures that highlight the commonality of patient-centered care while acknowledging the existence of divergent organizational and personal priorities will help team members to understand that personal goals and wishes will often be subordinate to the goals of the group. The acceptance of professional differences and the proactive examination of errors help to create opportunities for increased communication, understanding, and trust and pave the way for collaborative endeavors between disciplines (Doucet, Larouche, & Melchin, 2001).
REFLECTION: Explicit and Implicit Norms in a Group
Identify the norms or rules of your work group.
Interview members of your group and ask them to identify the rules of your group.
How does your response differ from your coworkers? How is it the same?
How does the similarity/difference of perception affect the group’s functioning?
As team members come to expect and deliver full participation, and experience consistent adherence to norms associated with role assumption, communication, and authority, accountability is shared. Trust in each other’s expertise engenders a parity of participation and shared ownership of team outcomes (Ratcheva, 2009).
Goals
Group goals, like norms, are both explicit and implicit. Implicit goals address the developmental processes inherent to group maturation. Focusing on, defining, and committing to the explicit work-related goals of a group is a major key to success. Commonly held goals and the collective efficacy that the achievements of these goals engender are key contributors to group performance (Silver & Bufanio, 1996). Not surprisingly, the ease of goal attainment is related to the level of goal complexity.
In the current healthcare climate, team goals for professionals are complex and require problem solving using multiple types of data and a convergence of multiple areas of expertise and skill sets. To add to that complexity, interdisciplinary team members bring diverse professional values, individual personal goals, and goals influenced by multiple reporting relationships. It is essential that goals are not only clear but constantly revisited.
Groups that continually communicate and become more explicit with regard to the teams goals are more successful in performance. Regardless of the complexities of the team tasks and team membership, if group members are committed to the group goals, the team can succeed. If the commitment to the goals is low then there is little chance of success (Locke, Latham, & Erez, 1988).
Roles
The inherent diversity of teams makes team members’ interaction and relationships key factors in team effectiveness. Researchers have studied groups of people who have a variety of styles in order to ascertain whether a particular complement of individual member styles has any impact on group effectiveness, outcomes, and development. Lewin (1943) observed that behavior is a function of the person and the environment or B = ƒ (P, E). Role assumption in groups is a function of an individual’s preferred style or personality in the context of the complex system of group dynamics that comprises team behavior and effectiveness. Subsequent research examined functional roles in groups. These roles are not necessarily attached to any individual but affect the group’s developmental progress and productivity.
Wheelan (2005) identifies three primary roles that group members assume regardless of their personality types. Task roles are needed to facilitate a project from inception to completion. Socioemotional or maintenance roles contribute to positive atmosphere of the group and foster cohesion. Organizational roles like the leader, recorder or project manager keep the group organized. According to Benne & Sheats (1948), individual roles tend to disrupt group progress and weaken cohesion. Table 3-1 provides examples of each role.
TABLE 3-1 Benne & Sheats’s Group Member Roles
|Task||Socioemotional/Maintenance||Individual|
|Initiator/contributor||Encourager||Aggressor|
|Information seeker/giver||Harmonizer||Blocker|
|Coordinator||Compromiser||Disrupter|
|Evaluator||Includer||Dominator|
|Energizer||Follower|
|Procedural technician|
Data from: Benne, K. & Sheats, P. (1948). Functional roles of group members. Journal of Social Issues, 4(2), 41–49.
Belbin (2010) studied teamwork and observed that people in teams tend to assume various team roles, which alternate in their dominance depending upon the developmental stage of the group’s activities. The nine roles where categorized into the following three groups: Action oriented, people oriented, and thought oriented. The action-oriented group includes shaper (SH), implementer (IMP), and completer-finisher (CF) roles. The people-oriented group includes coordinator (CO), team worker (TW), and resource investigator (RI) roles. The thought-oriented group includes plant (PL), monitor-evaluator (ME), and specialist (SP) roles. Each team role is associated with typical behavioral and interpersonal strengths. Belbin also defined characteristic weaknesses that tend to accompany each team role. He called these the allowable weaknesses—areas to be aware of and potentially improve upon (see Table 3-2 ).
A group that is composed of members who assume only those roles related to job completion while ignoring the roles that engage and facilitate member participation runs the risk of diminished cohesion, unmanaged conflict, and apathy. All of these negatively affect the sustainability of good performance and successful outcomes. However, groups that are stymied in a quagmire of conflicting emotions or that are burdened with members who are myopically focused on their personal agenda will never get any work done. These scenarios can negatively impact healthcare teams who routinely deal with issues related to complex medical decision-making and the resultant interventions that will impact a patient’s lifestyle and quality of life. Throughout the life of every group of health professionals, leaders and members must be alert enough to recognize what roles need to be assumed and be flexible enough to assume the roles that will sustain optimum group functioning and consistently positive patient outcomes.
TABLE 3-2 Belbin’s Team Roles
|Team Role||Contribution||Allowable Weakness|
|Thought Oriented (TO)|
|Plant||• Creative, imaginative, unorthodox
|
• Solves difficult problems
|• Ignores incidentals
|
• Too preoccupied to communicate effectively
|Monitor Evaluator||• Sober, strategic, and discerning
|
• Sees all positions
• Judges accurately
|• Lacks drive and ability to inspire others|
|Specialist||• Single minded, self-starting, dedicated
|
• Provides knowledge and skills in rare supply
|• Contributes on only a narrow front
|
• Dwells on technicalities
|Action Oriented (AO)|
|Shaper||• Challenging, dynamic
|
• Thrives on pressure
• Has the drive and courage to overcome obstacles
|• Prone to provocation
|
• Offends people’s feelings
|Implementer||• Disciplined, reliable, conservative, and efficient
|
• Turns ideas into practical actions
|• Somewhat inflexible
|
• Slow to respond to new possibilities
|Completer/Finisher||• Painstaking, conscientious, anxious
|
• Searches out errors and omissions
• Polishes and perfects
|• Inclined to worry unduly
|
• Reluctant to delegate
|People Oriented (PO)|
|Team Worker||• Cooperative, mild, perceptive, and diplomatic
|
• Listens
• Builds, averts friction
|• Indecisive in crunch situations|
|Resource Investigator||• Extrovert, enthusiastic, communicative
|
• Explores opportunities
• Develops contacts
|• Overly optimistic
|
• Loses interest once initial enthusiasm has passed
|Coordinator||• Mature, confident; a good chairperson
|
• Clarifies goals, promotes decision making
• Delegates well
|• Can be seen as manipulative
|
• Offloads personal work
Reproduced with permission from: of Belbin Associates, www.belbin.com.
The attempt to carry out functional group roles, as described, is further complicated by the many other personal and professional roles that are held by members of healthcare teams. While a primary challenge for all team members is to separate personal needs and roles from the team needs and roles, healthcare professionals must also juggle team and discipline-related roles that often conflict at the intraprofessional and interprofessional levels. Perceived roles and responsibilities may diverge based on variations in professional socialization, experience, and organizational expectations. Some professionals—often from the same discipline—may see themselves as primarily responsible for the physiology of care while others believe they need to incorporate the contextual aspects of the illness experience in their treatment planning (Doucet et al., 2001). When faced with budget restrictions in a rehabilitation department, does the physical therapist on the team focus her energy on advocating for the physical therapy equipment budget or facilitating a group discussion regarding prioritizing the needs of the department? The answer depends on how group, member, and contextual issues are negotiated. Each member of the healthcare team is faced with similar decisions about role choices. These choices will affect the culture, development, and performance of the team and ultimately determine the nature of patient outcomes (Freshman, Rubino, & Chassiakos, 2010).
Communication Patterns
In spite of the role differentiation that exists among the disciplines, holistic approaches to health care can engender role overlap, ambiguity, and boundary management challenges (Gray, 2008; Klein, 2010; Nash, 2008). Teams that leverage common ground as well as disciplinary differences through well-constructed and maintained communication strategies are likely to demonstrate sustained high performance and achieve positive patient outcomes (Drinka & Clark, 2000; Gittel, 2009).
The first step in productive communication is to get the attention of the person with whom one is trying to communicate. Team members who understand that communication styles often reflect learning styles and professional orientation will be most successful if they take the time to adjust their communication style to complement the styles of the people with whom they are communicating. People who are action oriented are interested and tend to talk about objectives, results, performance, and productivity. Strategies, organization, and facts tend to pique the attention of those who are process oriented. People who are idea oriented are interested in concept development and innovation, while those with a people orientation focus their communication on values, beliefs, and relationship building (Youker, 1996).
While the previous examples give an indication of how communication is carried out and received, the following model provides some insight into what is communicated. Conscious attention to how and what is communicated allows for more mindful, strategic, and effective communication in teams.
CASE STUDY: Communication Style Match
Members of the interprofessional team on a geriatric unit (physician, nurse, physical therapist, occupational therapist, and social worker) are meeting to discuss patient safety on the unit. During the previous quarter, falls increased by 10%. Analysis of the incident reports indicates that an examination of the fall prevention program that is offered jointly by nursing, physical therapy, and occupational therapy is indicated. The team is meeting with the goal of designing a revised fall prevention program for the unit. The proposed program will need to be based in the most current evidence, ensure the safety of the patients, and be cost effective. All four styles of communication noted previously in this chapter—action oriented (physician and physical therapist), process oriented (occupational therapist), people oriented (social worker), and idea oriented (nurse)—are represented. The leader (in this case, it is the physical therapist) is an identified action-oriented communicator. In preparation for the first meeting, she reviews strategies for adjusting her communication style to the team members and prepares her opening remarks. Her remarks might vary depending on how she perceives the other members of the group. She lists pointers for addressing the others based on their communication styles, along with alternate statements for each type. | https://essayonlinewriters.com/team-building-blocks/ |
People generally seek friendship as it offers enjoyment, affection, security, and intimacy. Furthermore, friends can improve one’s self-esteem and sense of belongingness. However, making friends is not always easy especially if it concerns interpersonal communication with an outgroup. At the same time, differences in races and social status may lead to outgroup anxiety and prevent the formation of intergroup friendships. Still, interracial and intercultural friendships may occur through sufficient contact and self-disclosure. The essay explores the communication context of interracial communication in cross-cultural friendships and conflicts for the film, The Help (Columbus, & Taylor, 2011). It aims to make sense of how interracial friendships are formed among women and how conflicts arise due to poor intergroup contact and racial prejudice. It intends to understand how communication concepts work in the film specifically small group communication in and between ingroups and outgroups, intergroup contact, friendship, self-disclosure, intimacy, verbal and nonverbal communication, social conflict, conflict management styles, intercultural communication apprehension, and political power through communication.
Small group communication can occur within different racial groups. Small group communication studies often focus on leadership and membership roles as well as group features and the agenda for achieving group goals (Wood, 2016, p.35). During the bridge lunch date of Skeeter and her friends, Hilly is the leader because Aibileen notes that whatever she does, all her friends in the table follow except for Skeeter. If Hilly gets married and has a child, the rest of her friends will copy her actions, aside from Skeeter who is the only one who has dreams other than settling down as she plans to become a writer. Regarding group membership, Hilly controls group norms through her domineering attitude. For instance, she keeps in her pee because she tells Elizabeth, the owner of the house, that she will not use the same bathroom which Negro help uses. Everyone nods and agrees apart from Skeeter who looks uncomfortable with how they treat their black helpers. Skeeter fails to verbally defend the blacks though and remains mum. At the same time, since Hilly treats Aibileen rudely, Elizabeth treats her in the same way. Clearly, their group features consist of an authoritarian leadership and passive members. Furthermore, Hilly controls the agenda of the group including lobbying for separate Negro restrooms in houses and treating Celia Foote as an outsider. She asserts that blacks have different diseases than whites and insists for Elizabeth to ask her husband to construct a separate comfort room for black helpers. Additionally, Hilly wants everyone to treat Celia as a pariah since she thinks she stole her former boyfriend who is now Celia’s husband. Hilly controls her group including how they should think and act against black outgroups and white outsiders.
The outgroup in the film generally refers to the black maids who also have their own small group communication apart from the white group. Inside the kitchen, Aibeleen and Minny talk about their bosses. Minny complains about Hilly who puts pencil marks on her tissue paper, while Aibileen reveals that Elizabeth puts so much hairspray on her head that it might burn up once someone lights a cigarette. In this group, there is no leader although Aibileen says she owes her sanity to her bestfriend, Minny, who helped her get through her son’s death. They have an egalitarian group relationship and do not necessarily aim to discriminate against their white bosses. Moreover, the ingroup and outgroup rarely interact with each other due to the existence of employer-employee relationships and racial prejudice. Small group communication is mostly exclusive within their circles as members distrust each other and Hilly promotes a prejudiced attitude against black helpers in her group.
Ingroups increase their anxiety for outgroups through poor contact which easily results in anxiety that enhances chances of conflicts. Stephan and Stephan (1985) asserted that intergroup anxiety is a probable outcome of “negative expectations of rejection or discrimination during cross-group interactions” (qtd. in Turner, Hewstone, & Voci, 2007, p.370). Likewise, the revised contact theory asserts that intergroup anxiety can be due to poor interaction which heightens the probability of conflict (Turner et al., 2007, p.369). Conflicts happen when people who rely on each other hold different interests, perspectives, values, responsibilities, or goals and perceive their differences as irreconcilable (Wood, 2016, p.144). Hilly increases intergroup anxiety as she insists on strong racial segregation in homes and society in general which creates physical distance between her ingroup and the black outgroup. Greater distance makes whites distrust blacks more and anxious of the latter. Elizabeth feels Aibileen is incapable of doing her job if she continues the Miss Myrna interviews with Skeeter. She is anxious of Aibileen’s work performance in light of her perception of the latter’s inferior outgroup status. As a result, she creates an overt conflict with Aibileen who enjoys the interviews. Reduced contact consequently heightens intergroup anxiety within the white women’s group and conflict between the outgroup and the ingroup.
To address conflict across groups, intergroup contact is necessary as it can lead to intimate friendship in the presence of decreased intergroup anxiety. Friendships pertain to “voluntary interpersonal relationships between two people who are usually equals and who mutually influence one another” (Communication in the Real World, 2016). Intimate friendships develop after people open up to each other and feel that they receive sufficient support (Shelton et al., 2010, p.72). Reis and Shaver (1988) stated that “intimacy is a transactional process whereby two key components –self disclosure and perceived responsiveness – facilitate or hinder a close connection between people” (Shelton et al., 2010, p.72). Skeeter has a close intimate friendship with their housemaid, Constantine, due to constant contact and interpersonal communication. For example, when she was younger, she was sitting alone outside when Constantine approached her. Skeeter disclosed that she did not get asked out for the dance because she was ugly, according to the boys, which saddened her for her mother was a known local beauty queen. Constantine reprimanded Skeeter for her self-pity and asserted that being ugly was something that came from within (Columbus, & Taylor, 2011). Ugly was “mean and hurtful like them boys” who told Skeeter she was ugly (Columbus, & Taylor, 2011). At the same time, Constantine underscored that life picked Skeeter’s mother, while Skeeter was different for she would do great things in her life. She had faith in Skeeter and her dreams. In short, Constantine provided emotional support and security to Skeeter in ways her mother failed to do. Apart from support, Constantine influenced Skeeter as she tells the latter she should stop minding the bad things people tell her. Skeeter smiled and followed her advice because she completed college and found a job to pursue her dreams instead of being focused on the idea of marrying and having kids. As a result, Skeeter does not have intergroup anxiety and treats Constantine and other blacks as her equal. Skeeter has a close relationship with Constantine and immediately relates to Aibileen. She even assumes that Aibileen would be willing to be interviewed for the book about black help where they will disclose their experiences in serving white employers. Skeeter has low intergroup anxiety and proceeds to interact with Aibileen and other black maids as if she they were acquaintances and potential friends.
Besides lower anxiety, self-disclosure may enhance the effect of intergroup interactions on friendship as it can reduce negative racial stereotypes. Self-disclosure refers to the “revelation of personal information about ourselves that others are unlikely to learn on their own” (Wood, 2016, p.188). Likewise, self-disclosure can mediate the relationship between contact and interracial and intercultural friendships (Chen & Nakazawa, 2009, p.78). Furthermore, negative racial stereotypes can come from the media that portrays blacks as unlawful and inferior (Ramasubramanian, 2013, p.56). Additionally, intergroup interactions include verbal and nonverbal communication. Aibileen is able to use self-disclosure when she expresses how she feels about her employer and even tells Skeeter that Mrs. Leefolt should not have any more kids since she can barely properly care for Mae Mobley. Constant self-disclosure enables Aibileen to trust Skeeter and see her as a friend which is the first time she has a white female friend. On the contrary, in the absence of contact and self-disclosure, some white women develop and hold racial stereotypes. Hilly wants to use the media to promote her stereotyped beliefs that black helpers are dirty and diseased in order to gain the council’s support for her Home Health Sanitation Initiative, a disease-preventative bill that requires all houses to have a separate restroom for black helpers. If Hilly only interacted and opened up to her housemaid the way Skeeter does, she would realize that she is wrong to see blacks as lower than her race for they possess the same capacity for good moral conduct, hygiene, and intellectual conversations. Minny may be sassy but she is honest and loves cooking. Likewise, intergroup interactions have verbal elements, such as when Skeeter tells Aibileen she is sorry for the latter to hear Hilly’s talk about the Home Health Sanitation Initiative. Furthermore, even before verbally expressing how she feels about Hilly’s proposal, Skeeter already grimaces as Hilly insists to have segregated bathrooms. Skeeter has a disgusted expression on her face as she jokes about Hilly getting a comfort room outside her house since she is the one having problems with her household help using her private bathroom. Skeeter’s verbal and nonverbal expressions show her sincere concern for the plight of black helpers. Self-disclosure and contact with Aibileen mediate the formation of friendship between Skeeter and Aibileen.
Intergroup contact shapes implicit outgroup attitudes which “are unintentionally activated by the mere presence (actual or symbolic) of an attitude object” (Turner et al., 2007, p.371). For instance, merely seeing Minny stimulates Hilly’s disgust for black people. She hates the idea of a Negro using her bathroom due to her perceived inferiority of the black race. As a result, when Minny uses her bathroom, Hilly immediately fires her despite the bad rainy weather. The lack of contact has a definite negative impact on Hilly’s implicit outgroup attitudes. Skeeter, on the contrary, has positive implicit outgroup attitudes. She insists on interviewing Aibileen not only because she wants to get a book published but also because she sincerely believes the black helpers deserve to have their voice in the media. Talking to Aibileen and the other black maids encourage better implicit outgroup attitudes on the part of Skeeter which emboldens her to become vocal about racial equality in her book and community.
Apart from implicit outgroup attitudes, interactions between different groups can influence explicit outgroup attitudes including reducing conflict which is due to outgroup discrimination and conflict management approaches. Feldman and Ridley (2000) described the four main components of the conflict process which are conflicts of interest, conflict orientations, conflict responses, and conflict results (qtd. in Wood, 2016, p.145). In addition, the basic conflict management strategies are “integrating, compromising, obliging, dominating, and avoiding” (Rahim, 1983 qtd. in Oommen, 2014, p.217). The integrating strategy refers to “high levels of assertiveness and cooperation, which emerge from high degrees of concern for both the self and the other party” (Oommen, 2014, p.217). The compromising style has a moderate level of assertiveness and cooperation due to moderate concern for the self and the other individual or group (Oommen, 2014, p.217). The obliging style has a high level of cooperation and low assertiveness because of lower concern for self and higher concern for the other (Oommen, 2014, p.217). The dominating style has high assertiveness and a low cooperation with respect to higher concern for the self than others (Rahim, 1983 qtd. inOommen, 2014, p.217). Going back to the components of conflict, conflict of interest occurs between Minny and Hilly who have incompatible beliefs about blacks. The conflict orientation of Hilly is her absolute perception of her superiority which is non-amenable to compromise, while Minny likewise intends to maintain that she is a human being who deserves to use the same comfort room as Hilly. The conflict response of Minny is to use the bathroom despite Hilly’s opposition and to leave the latter’s house after being fired. Conflict is managed through an aggressive confrontation and the termination of Hilly’s and Minny’s employer-employee relationship. From this example, Hilly uses a dominating conflict management style since she is more concerned of her welfare than Minny. While Hilly has conflicts with the outgroup, Skeeter knows how to manage interracial conflict. As Aibileen shows strong resistance to the interview, Skeeter adapts an obliging style when she refuses to push her agenda further as she is greatly concerned of Aibileen’s welfare than her personal interest. Aibileen already says she is more afraid of Skeeter’s writing project than Jim Crow as partaking in writing the book would be similar to burning her house down (Columbus, & Taylor, 2011). Skeeter decides to give her calling card to Aibileen to give her time to think which means she respects the latter’s autonomy. She does not treat Aibileen as a slave as Elizabeth would but a person who has the right to make her own independent decisions. Her explicit outgroup attitudes consist of trusting the blacks as her equals and allowing them the chance to conduct independent decision-making.
with any paper
Cross-racial and cross-cultural friendships can effectively decrease social conflicts through diminishing intergroup prejudice (Turner et al., 2007, p.369). Intergroup prejudice comes from having unjust and undesirable perceptions of specific groups. Furthermore, different races can have diverse cultural norms that may impact communication practices (Che, & Nakazawa, 2009, p.136). In the film, both the ingroup and outgroup have a high amount of self-disclosure. For instance, Skeeter informs her group that she already has a job as a journalist, whereas Minny and Aibileen likewise tell each other secrets about their bosses. The main difference is that it appears that the black culture is more honest and direct, while the white Southern culture is discreet to the point of being secretive of their real feelings. Minny openly tells Aibileen what is wrong with her, while Hilly does not reveal how she truly feels about Skeeter’s work. She likewise wants her group to hide how they look down on Skeeter’s job aspirations when she kicks her friend’s foot who she says that having a job is the last stop for Skeeter’s journey towards marriage. In other words, the quality of self-disclosure can be considered as higher in the outgroup than the ingroup probably due to cultural differences between blacks and whites. Blacks tend to be open and direct but such communication is acceptable to them, whereas conservative whites prefer to keep their real feelings for fear of violating their social norms about discretion. In addition, after Johnny Foote learns about Minny’s friendship with his wife, he hires her and shows lower intergroup prejudice. He trusts her more than Hilly who spread rumors about Minny. Cross-racial friendships diminish social prejudice and allow greater multicultural interactions.
Besides friendships, social support can decrease intercultural communication apprehension (ICA). ICA refers to “the fear or anxiety associated with either real or anticipated interaction with people from different groups, especially different cultural or ethnic groups” (Neuliep & McCroskey, 1997, p. 147, qtd. in Oomen, 2014, p.220). Studies showed that high ICA can have negative impacts on “uncertainty reduction, communication satisfaction and the willingness to communicate in intercultural contexts” (Lin & Rancer, 2003; Lu & Hsu, 2008, qtd. in Oomen, 2014, p.220). Skeeter had a hard time getting more maids to participate in the book as they are afraid of the repercussions of such acts. However, after they witnessed how the police brutally handled Yule May, they all decided to become Skeeter’s interviewees. The desire to offer social support for one another decreased their ICA. They may still have uncertainty on the possible consequences of exposing their white employers, but they find communication satisfaction in telling their real stories. The stories included good and bad experiences with white people. Some maids had good owners who protected them, while others had mean employers who thought they were properties to be owned and transferred from one generation of family members to another. Social support enabled them to have lower apprehension and increased trust in Skeeter’s ability to keep their identities secret.
Apart from ICA, the film shows how intergroup communication provides political power particularly when stories are distributed through the mass media (Wood, 2016, p.231). Citizens create groups to attain political goals including fighting for civil rights (Wood, 2016, p.231). Black helpers who talked about their experiences know the political power of the media. After the sharp rise of crime against blacks and personally witnessing the violence against fellow black women helpers, they have decided to access their political power. If their stories are printed, people will know the abuse they take as workers from the below minimum-wage pay to psychological and physical abuse. At the same time, whites would become aware of their own flaws including their lack of ability to take care of their children since they marry very young. In other words, though the black maids are simply telling stories about their employers, they are indirectly discussing the absence of their civil rights and fighting for racial equality. Intergroup communication plus mass media production improves their political power.
Finally, political power can also be gained through having personal influence. Personal influence can be attained through having power over other people, power which changes an unequal relationship (Chen & Nakazawa, 2009, p.136). An example is Minny who gave power to Celia after telling her why Hilly is mad about winning the chocolate pie during the benefit night. Minny asserts that if Celia returns to Sugar Ditch, it means that Hilly has beat both Minny and Celia. Celia thanks her for she understands now that she has political power, the power to crush Hilly who nearly decimated her self-esteem. Since then, she has accepted her pariah status and increasingly valued her friendship with Minnie.
Other examples refer to the power changes between Minny and Hilly and between Aibileen and Hilly. Minny creates an advantage over Hilly when she did an awful thing of mixing her excrement with the chocolate pie she gave the latter. On the one hand, this could have gotten her in real trouble but Hilly was too ashamed of what happened to let anyone know. On the other hand, Minny uses this story as insurance for Hilly to comfort her community that the book of the help is not about Jackson, Mississippi. Indeed, after the book has been published and becomes a resounding success, Hilly does everything in her power to convince everyone that the book is far from Jackson. In essence, Minny derives personal power through her story and prevents the black helpers from being harmed by their employers. Furthermore, Aibileen regains power against Hilly who pressured Elizabeth into firing her. She tells Hilly she is a “godless woman” and asks her if she is not tired from lying and manipulating people to get what she wants (Columbus, & Taylor, 2011). In face of the harsh truth, Hilly cries and leaves. Aibileen obtains power from being able to tell Hilly the truth and using this to protect her reputation from being sullied by the latter’s lies.
We can do it today.
The Help illustrates the concepts of small group communication in and between ingroups and outgroups, intergroup contact, friendship, self-disclosure, intimacy, verbal and nonverbal communication, social conflict, conflict management styles, intercultural communication apprehension, and political power through communication. The film demonstrates the importance of intergroup communication to interracial friendship and the mediating role of contact of self-disclosure. Furthermore, intimacy can be gained through verbal and nonverbal communication of social support. At the same time, conflict management styles can resolve social conflict, while interaction reduces communication apprehension. Finally, political power can result in individual and collective influence. Hence, competent communication from the side of Aibileen and the other helpers as well as Skeeter enabled them to empower those who are marginalized through stories which emphasized the importance of blacks to raising both families and communities.
- Chen, Y., & Nakazawa, M. (2009). Influences of culture on self-disclosure as relationally situated in intercultural and interracial friendships from a social penetration perspective. Journal of Intercultural Communication Research, 38(2), 77-98. doi: 10.1080/17475750903395408.
- Columbus, C. (Producer), & Taylor, T. (Director). (2011). The help [Motion picture]. USA: Dreamworks Pictures.
- Communication in the Real World: An Introduction to Communication Studies. (2016). Creative Commons license (CC BY-NC-SA) and University of Minnesota Libraries Publishing. Retrieved from http://open.lib.umn.edu/communication/
- Oommen, D. (2014). The relationships among perceptions of social support, intercultural communication apprehension (ICA), and conflict management preferences in the context of cultural adaptation. Journal of Intercultural Communication Research, 43(3), 215-237. doi: 10.1080/17475759.2014.935797.
- Ramasubramanian, S. (2013). Intergroup contact, media exposure, and racial attitudes. Journal of Intercultural Communication Research, 42(1), 54-72. doi: 10.1080/17475759.2012.707981.
- Shelton, J.N., Trail, T.E., West, T.V., & Bergsieker, H.B. (2010). From strangers to friends: The interpersonal process model of intimacy in developing interracial friendships. Journal of Social and Personal Relationships, 27(1), 71–90. doi: 10.1177/0265407509346422.
- Turner, R.N., Hewstone, M., & Voci, A. (2007). Reducing explicit and implicit outgroup prejudice via direct and extended contact: The mediating role of self-disclosure
and intergroup anxiety. Journal of Personality and Social Psychology, 93(3), 369 –388. doi: 10.1037/0022-3514.93.3.369.
- Wood, J. (2016). Communication mosaics: An introduction to the field of communication (8th). Mason, OH: Cengage Learning. | https://essaywriter.org/examples/intergroup-relationships-in-the-help-cultural-communication-differences-in-female-friendships-and-conflicts |
1) Sociometric theory: the measurement of quality and quantity of social relationships and interventions to promote social safety, connectedness and cohesion.
2) Role theory: how people develop and function in progressive, coping and fragmenting ways ie roles. Enable interventions to reorganise roles that cause fragmentation in the identity and in the sociometry.
3) Spontaneity theory: the understanding of how the developmental of greater flexibility, adequacy, originality, creativity and vitality can be achieved and strengthened in the role system of the client.
Adolescent developmental theory and teen groups
Adolescent developmental theory indicates that teens need the opportunities to explore, test and master their own experiences and maturational challenges to find their own authentic identity from which they can experience self-confidence, relational success and social belonging.
Considering the multiple developmental challenges characterising adolescence participants have often found themselves floundering and can’t achieve these without the support of a group of peers where they experience belonging.
Teens need peers to launch themselves away from the dependency of their parents/protective adults/ to interdependency and greater autonomy. They need to test that they are okay themselves, not just okay in the eyes of their parents, but connected to others who dont have that parental aregard for them; who they are accepted by and connected with for themselves.
The group offers a dignified way to be supported to develop social/emotional/relational autonomy and connectedness though participants typically present with a loss of confidence in their capacity to feel connectedness and autonomy.
Adolescent developmental theory infroms an understanding of the conditions, strengths and concerns that young people who are distressed about their social isolation, present with. These are integrated into the delicate balance of group interventions.
Young people who attend the group present with any of a range of reasons for experiencing social isolation including neurodevelopmental or other developmental disorders such as autism, sensory/functional deficits, mutism; temperament difficulties such as shyness, mood disorders including anxiety and depression -eg about going to school; a history of traumatic experiences particularly with peers (eg bullying, exclusion) but can be more accidental such as the fright of being in an MVA and loss of confidence; parent/child conflict and oppositionality eg to school attendance, that can all impact on the teens social confidence, skills, connectedness and belonging.
Teen group structure and goals
Group treatment typically occurs in small groups from 2-5 young people of similar age and mixed gender. Young people are met with before the group to ascertain their suitability, to ascertain their willingness to do the work required, to develop and be engaged with it and to clarify goals and objectives for doing the group.
Typical and appropriate goals as articulated by young people are to become more socially confident and connected. The therapist suggests relevant, achievable and palatable goals to work on, as well as ways to achieve those goals, such as aiming to relax socially (therefore counteracting social anxieties) and making it clearer that the young person is friendly towards others by asking questions, responding to and commenting on others stories and their friendliness; by expressing themselves openly, and disclosing their concerns in their own time so that they do not feel pressured and oppositionality, withdrawal is not incited.
Clarity about goals and how to achieve them is usually refined over time in 3 monthly or “as indicated” reviews. At these times the young person is more confident and safe in the group and for example their overuse of avoidance of intense affects can be approached without causing re-traumatisation.
Within the group space there are constant opportunities to explore and develop social/emotional/relational and developmentally appropriate roles through discussions of teen relevant topics, clarification of group culture and norms, creative and structured activities, games, dramatic self-presentation and role plays.
As the group members feel more safe in the group they are encouraged to take responsibility for initiating discussion topics relevant to them and the group’s purpose, for generating mutually engaging and meaningful activities and enactments.
They are given the space to explore and test out different expressions of their emotions, interests and concerns, to develop trust, mutuality, reciprocity, negotiation, help seeking skills via functional expressions of their unique identity.
The role of the group therapist
This is in relationship to and consideration of the other group members wellbeing and within the scaffolding guidance of the group therapist. The group therapist is in the privileged position of holding all the group members private stories, their goals and role systems and deploying interventions to enable a productive group culture and individualised growth without disclosing sensitive matters.
In the “normalised” stages of a group process, after group safety and connectedness have been established, a group would typically look like four young people sitting together talking about their current interests and concerns while doing socially oriented art, music or drama activities. Simultaneously they are being gently guided to develop how they socialise, emote and relate in this quasi-naturalistic context. Topics of discussion typically cover social experiences, pastimes (sport, electronics, art, music), developmental challenges, family experiences, school issues, spirituality, sexuality, morality and vocational aspirations etc.
The group leader strikes a balance between holding the group boundaries, promoting exploration of difficulties promoting progressive role development ennabling a growthful space and activities of shared interest in the service of individual goals and group cohesion.
Group outcomes
In the course of these groups young people typically come to realise that their concerns, anxieties, difficulties are normative, their anxieties about social isolation are diminished, their experiences of acceptance and belonging are bolstered, their “natural” identity, they can shape identity more confidently, their self awareness and awareness of others grows, their social skills develop; they see their own value better and their experience of being of value to others is clearer. These developments are contribute dynamically to all aspects of their ongoing and everyday wellbeing.
Group members typically stay in the group for 6 to 18 months though the length of involvement depends on the individual. Teens “graduate” by their own initiative/preference, in discussion with the group therapist, parents and the group. Parents typically report that their teen is organised to come to the group, happy and generally positive about attendance. Drop out numbers are low. Indeed some young people have their individual therapy schedule coupled with the groups to improve their adherence to other treatments as they are more motivated to come to the groups.
Parents report their teens energy improves (vitality) eg they get up and go to school more easily; they persist with difficult social situations and are more resilient (flexibility and creativity), their mood improves (roles related to self esteem and self confidence strengthen), they are happier; their social engagement improves (more originality and adequacy in their interactions), they make friends more confidently and have the headspace to focus better on their school work and academic goals, extracurricular interests, dreams and vocational pathways. | https://evolvingroles.com.au/2020/09/22/the-theory-behind-teen-theraputic-social-groups/ |
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Those actions are:
1. Link state K–12 data systems with early learning, postsecondary education, workforce, social services, and other critical agencies.
2. Create stable, sustained support for robust state longitudinal data systems.
3. Develop governance structures to guide data collection, sharing, and use.
4. Build state data repositories (e.g., data warehouses) that integrate student, staff, financial and facility data.
5. Implement systems to provide all stakeholders with timely access to the information they need while protecting student privacy.
6. Create progress reports with individual student data that provide information educators, parents, and students can use to improve student performance.
7. Create reports that include longitudinal statistics on school systems and groups of students to guide school, district, and state-level improvement efforts.
8. Develop a purposeful research agenda and collaborate with universities, researchers, and intermediary groups to explore the data for useful information.
9. Implement policies and promote practices, including professional development and credentialing, to ensure that educators know how to access, analyze, and use data appropriately.
10. Promote strategies to raise awareness of available data and ensure that all key stakeholders, including state policy makers, know how to access, analyze, and use the information.
Few states can inform conversations about preparing citizens for jobs, because 41 states do not link K-12 and workforce data and 38 states do not link postsecondary and workforce data. Thirty-eight states have not established policies around sharing data across agencies, 36 states have not identified their critical questions to guide cross-agency data efforts, and 42 states do not require data literacy for both program approval and teacher and principal certification. Forty-six states do not share teacher performance data with teacher preparation programs.
However, some states are doing cutting-edge work, proving that these challenges can be addressed now:
Guidera said this year’s report imparts three key takeaways:
Get the week's top education technology news and find out how schools are solving technology problems to improve learning. Weekly on Monday and Thursday. | https://www.eschoolnews.com/2011/12/02/states-make-strides-in-collecting-education-data/2/ |
Long-View Micro School seeks a Science Teacher interested in being a part of a collaborative and fun team, teaching elementary and/or middle school students in a school that values curiosity, learner agency, and an NGSS-inspired approach to science instruction. You’ll work with a supportive group of experienced educators in developing curriculum, and leverage our learner-centered culture to create a dynamic learning environment in which young learners will use the tools and practices of scientists and engineers in order to explore and learn about the natural world. Long-View is a great environment for educators interested in education innovation, as the school also serves as a lab for teacher education and research.
Core Responsibilities:
Lead instruction for two groups of learners spanning 2nd - 5th grades
Design instruction and collaborate with team on curricular design
Assess and report to parents via portfolios and conferences (we do not grade)
Participate in daily activities associated with running the school
Preferred Qualifications:
High degree of knowledge in science
Interest in developing an academically rigorous curriculum within a mixed age classroom
Experience or interest in managing and growing a maker space used by young children
Passion around engaging children in student-centered, inquiry learning experiences
Adept at creating a community of learners within a classroom
High interest in education innovation
Collaborative working style within a start-up culture
Commitment to continuous improvement
Entrepreneurial mindset
Optimism
Other skills that round out our team! | https://careers.nbpts.org/jobs/14364152/science-teacher-part-time-or-full-time |
Many families and students are experiencing a transition to remote learning and online classes right now, and while it may appear that in-person instruction will resume soon, there is some uncertainty surrounding when this will happen and what it will look like.
So, with the possibility of online learning still present, this week we would like to share some tips for both students and educators regarding making the most of your remote learning experiences.
Tips for remote learning for students and families:
- Plan a daily routine: This is a tip that we have shared frequently in relation to managing the day at home due to the COVID-19 pandemic. This tip applies to online learning as well. Setting a routine helps to add predictability and comfort. It also helps to make sure that you schedule time for your online classes.
- Create a learning space: the environment can play a large role in the creation of learning opportunities. It can also sometimes serve as an unwanted distraction. Many experienced educators design their classroom spaces in specific ways in order to optimize focus and engagement. This may not always be possible at home, however creating a space that is designated for learning can be beneficial to supporting student focus and remaining engaged and on task.
- Receive Feedback/Ask for Help: Many parents may be feeling overwhelmed while supporting their children in their online learning, especially if they have multiple children with different teachers, schedules, and expectations. It is okay to feel overwhelmed. Reach out to your child’s teacher for feedback on what you are doing and how best to manage. They will likely be happy to support you and your child.
- Collaborate: Just because courses have been shifted online, this does not mean that students are alone. Collaborating with others, speaking to classmates, or even just discussing how online learning is going can still be possible and a helpful step.
Tips for remote learning for educators:
- Keep Communicating: Although online communication may not be what you are used to, be sure that you still keep the lines of communication between you and your students open. Be available, schedule times to speak, provide feedback and allow for collaboration between students as well as with your own colleagues.
- Don’t Reinvent the Wheel: Just modify it! It is likely that you were already integrating some technology and online resources in your classes, discover ways that you can continue to use those ideas.
- Keep a Schedule: Support students with their daily routines, and support your ability to work from home effectively by creating one for yourself.
- Support Independent Learning: Provide opportunities for students to explore topics further based on their interests in the lessons and activities you are providing.
- Be Flexible and Adaptable: Understand that these times and this process is stressful to many. Be sure that you are recognizing the emotional impact and stress that many students are going through. Make sure your expectations are realistic and adaptable based on the progress and needs of your students.
Sources: | http://parklandplayers.com/remote-learning-and-online-classes/ |
Clara Love Elementary is a high-performing, safe school community that encourages student effort and focuses on social/emotional needs and academic growth for each child. Our students will be preparing for success in the 21st century workplace.
Kids Come First
All campus decisions will be dependent upon individual student improvement and success.
The learning environment will directly reflect the academic, social, and emotional interests of the students.
Our belief is that strong positive relationships are the foundation of student learning and overall success.
Continuous improvement
Educators working in PLC’s will understand and implement curriculum and collaborate on student progress by analyzing and reporting student assessment data.
Shared Responsibility
Every staff member is responsible for the success of every student.
Learning opportunities will be planned to include students, staff, parents, and the community in curriculum nights, partnership nights, PTA events, and assemblies.
Teachers will schedule student led parent conferences to monitor progress, set academic student learning goals, and to develop an educational plan to meet the needs of each child.
Communication between home and school will be positive and timely.
Environment Influences Learning
We will maintain a calm, positive, orderly and secure campus and promote the emotional and physical safety of all the members of the school community.
Student work will be displayed with commentary on “Standards Based” bulletin boards in the hallways to showcase grade level expectations and student success. | https://love.nisdtx.org/cms/One.aspx?portalId=233778&pageId=575617 |
Office of Special Education - Our Purpose
To lead the improvement of outcomes for preparing all children and students with disabilities and their families for learning, earning and living through effective use of data, collaboration, communication, and a framework of differentiated support.
New Guidance Document - Available for Public Comment
Determining Special Education Eligibility for Specific Learning Disabilities
The Nebraska Department of Education, Office of Special Education is releasing a newly developed guidance document – Determining Special Education Eligibility for Specific Learning Disabilities. This 2020 version, replaces the Verification Guidelines, Specific Learning Disability 2015. This linked document is available for public comment for 30 days. Should you have questions or comments, please email [email protected].
Guidance and Resources for Para-educators During Remote Learning
This webinar addresses key roles and responsibilities for paraprofessionals during remote learning and provides specific examples of responsibilities in the areas of preparing virtual instruction, supplementing instruction, monitoring student progress, and communicating with students, colleagues and families. In addition, guidance is offered on ways paraprofessionals can help students with remote learning tasks, set remote learning expectations for students, and engage learners virtually. Resources are provided at the conclusion of the webinar for additional information regarding paraprofessional guidance during remote learning.
Coronavirus Resources - IDEA Guidance
The NDE is committed to assisting school communities during public health emergencies. We support school districts in their decisions to keep student and staff safety their top priority. Should a crisis arise, NDE will work closely with other state and federal agencies to ensure continuation of critical services to students, families, and educators and the restoration of the teaching and learning environment.
NDE RESOURCES FOR THE CORONAVIRUS
Below is communication released by the Office of Special Education Programs to support you as you implement IDEA during the Coronavirus outbreak. Please reach out to our office should you have any further questions.
OSEP – IDEA Part B Use of Funds
OSEP – IDEA Part C Use of Funds
OSEP Q & A – Implementation of IDEA Part B Dispute Resolution Procedures
OSEP Q & A – Implementation of IDEA Part C Dispute Resolution Procedures
SUPPLEMENTAL FACT SHEET: ADDRESSING THE RISK OF COVID-19 IN PRESCHOOL, ELEMENTARY, AND SECONDARY SCHOOLS
QUESTIONS & ANSWERS ON PROVIDING SERVICES TO CHILDREN WITH DISABILITIES DURING THE CORONAVIRUS DISEASE 2019 OUTBREAK
NDE – Q AND A FOR PROVIDING SPECIAL EDUCATION AND EARLY INTERVENTION DURING CORONAVIRUS SCHOOL CLOSURE
SPECIAL EDUCATION SERVICES DURING THE CORONAVIRUS SCHOOL CLOSURES CLARIFICATION
Data Collection Process During Covid-19 School Closures/In-Home Visit Suspensions – GOLD
Communication for Families/Parents of Students with Disabilities during this Covid-19 epidemic
Extended School Year Guidance Document
Learning Guidance for Students with Disabilities for Summer Programming and Beyond
Additional Covid-19 Special Education Resources
Teaching Special Education Online Resource Toolbox
SPECIAL EDUCATION – PROFESSIONAL LEARNING OPPORTUNITIES
Five Formative Assessment Strategies to Improve Distance Learning Outcomes for Students with Disabilities
Dyslexia and Reading Disabilities Resources Guide
Home-school Services During Covid-19
Electronic Consent OK During Covid-19
NSPA Testing Considerations Document
Rethinking Deaf and Hard of Hearing Accessibility in Post-COVID-19 Classrooms
Nebraska Commission for the Deaf and Hard of Hearing – Letter regarding Clear Masks
NE Council of School Administrators (NCSA): Continuity of Learning Zoom Conference Call (3/23/20)
Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators
How to Be a Better Online Teacher – Advice Guide
Supporting Students with Disabilities in K-12 Online and Blended Learning
KSB School Law Coronavirus Blog
NCDHH Communications NCDHH Communications
4 Ways to Help Kids Relax as the Coronavirus Upends Everyday Life
How to Talk to a Child who is Deaf/Blind About COVID19
National Center for Systemic Improvement (NCSI) – “Open-Access” Resources for Educators & Parents to Use At Home / Providing Services to Children with Disabilities During COVID-19 Outbreak.
Remote Use of Paraprofessional Supports for Students with Disabilities During the Covid-19 Pandemic
MHTTC Resources around Mental Health
National Association of School Psychologists COVID-19 Resources
Supports for Students with Significant Cognitive Disabilities
Parent Resources
Schools reopening during the Covid-19 pandemic are facing extraordinary challenges at this time. We know parents have many questions and concerns about what the return to school will look like for their children in special education. Parents want to know how the school district’s plans will meet their child’s needs. How will the school districts address health and safety precautions for students, educators, and other school personnel in regards to scheduling, staffing, social distancing practices, transportation, and more? Please see the linked video for a presentation by our Administrator, Amy Rhone in collaboration with PTI Nebraska: https://www.pti-nebraska.org/amy-rhone/
You may also access the slides and notes for this presentation here: https://docs.google.com/presentation/d/1ZTbZ5cGvazIbcdCJNcCXEFpyeIqGCgarrCi2K5U7yTQ/edit#slide=id.g8c1f228135_0_0
Communication for Families/Parents of Students with Disabilities during this Covid-19 epidemic
TVI O&M Activities for School at Home
National Center for Systemic Improvement (NCSI) – “Open-Access” Resources for Educators & Parents to Use At Home / Providing Services to Children with Disabilities During COVID-19 Outbreak.
Ceeder Center Family Guide to At-Home Learning
Translating IEP Goals to Home – Using SEL Fundamentals
TIES Center Parent/Family Resources
Virtual IEP Meeting Tip Sheets from the Progress Center
Positive Behavior Intervention and Support
Tips for Families – Distance Learning for Special Education
Early Childhood Resources – Pyramid Model
Supporting Child and Family Well-being
Talking to your child about COVID-19
Upcoming SPED Events
Teaching Reading IS Rocket Science!
Register for FREE at: https://events.education.ne.gov/events/louisamoats/
Mark your calendars and be prepared for a lively webinar featuring Dr. Louisa Moats on September 28. 2020! The free event is supported by the Nebraska Dyslexia Association and NDE, Office of Special Education. Dr. Moats will summarize the highlights of her updated paper for the AFT (Teaching Reading IS Rocket Science, 2020), with a focus on what needs to happen to bridge the divide between the world of scientific reading research and typical reading instruction practices. Her presentation is 4:15-5:15 P.M., followed by a Q and A.
2020 Virtual Para-educators Conference
Register for FREE at: https://events.education.ne.gov/events/paraeducator-conference/
This year’s theme of “Paraeducators, The Link to Meaningful Connection” is more relevant than ever! The focus of the conference is how to create and maintain social-emotional connections with students. The breakout sessions are relevant for Paraeducator that work with Early Childhood, Elementary, Middle, and High School students. These breakout sessions cover a variety of topics Social Emotional Learning, Personal Care Development and Care, Literacy, and Math. This year’s keynote speaker is Dr. Aria Fiat. Dr. Fiat received her doctoral degree in School Psychology and holds a B.S. degree in Education and Social Policy. She specializes in culturally-responsive therapeutic interventions, universal mental health promotion programs, integrated behavioral healthcare, risk and resilience. Her current research centers around improving capacity for schools to deliver culturally-responsive mental health prevention and intervention programs. She works to cultivate resilience in children, educators, parents, and systems by integrating various therapeutic modalities and adapting them to fit the school context.
Recent SPED Updates
Clarification on guidance for 92 NAC 51 – 009.04 and IDEA 60 Day Timeline for School Age Children
45 school day vs 60 day guidance (PDF)
Guidance on Special Education Certification – April 2019
Guidance on Special Education Certification – Reimbursable under IDEA (PDF)
Technical Assistance/Guidance Documents
Equity Guidance – Nebraska – CEIS
Extended School Year (ESY) Guidance Document – Aug 2018
IEP Facilitation Guide 2020
*2020-2021 IEP Facilitators & Trainer of Trainers Contact List
Improving Learning for Children with Disabilities (ILCD) Guidance Document – Aug 2018
Least Restrictive Environment (LRE) Guidance Document – Aug 2018
Medicaid in Public Schools (MIPS) Guidance Document
Non-Public Services to Children with Disabilities Enrolled by their Parents in Non-Public Schools – Aug 2018
Physical Education for Individuals with Disabilities Guide – January 2020
Prior Written Notice Guidance Document
Questions and Answers on Individualized Education Programs (IEPs), Evaluations, and Reevaluations – OSEP 2010
Shortened Days Guidance Document
Significant Disproportionality Guidance Document
Tips for Working with a Licensed Sign Language Interpreter
*Webinar with captioning to support the TA Doc on Guidelines for Educational Interpreters. | https://www.education.ne.gov/sped/ |
Children are capable, active and resourceful learners and our educators will support and promote this through a positive start to early education and care.
Each child will be socially and emotionally prepared to take on all life has to offer and they will be provided with an environment where each child can learn and grow through play to their potential.
Our philosophy is simple, we believe children learn from real things and from things they actually experience in their environment. We believe all children are individuals who develop at their own pace. We feel play is essential to each child’s development. Play is the process by which feelings, ideas and experiences are expressed and organised into a child’s world.
Education is experiencing and understanding, which comes from personal participation and involvement. Learning is listening, looking, living, caring and experiencing. Children are actively involved in learning in a stimulating, safe and nurturing learning environment.
Richmond Preschool has a daily routine, which helps us provide a sense of security for the children in our care. Individualised and group learning programs are influenced by The Early Years Learning Framework, designed and implemented by highly experienced and trained educators.
It is important that we provide opportunities for children to create, experiment, discover, explore, investigate, express ideas, and solve problems with the support of their peers and educators. We see children as being capable and resourceful, therefore we provide an environment that develops and extends a child’s interests and strengths whilst encouraging further development.
Overall we aim to promote self-esteem, and positive attitudes to learning in an atmosphere which combines emotional, psychological, social, intellectual and physical security allowing opportunities for choice, fun, enjoyment, challenge and active participation in meaningful experiences.
Each child’s diverse background is acknowledged and reflected in our values and opinions and is a vital resource in the building of relationships with children, families and educators.
Our Aim is to encourage in each child:
- Confidence and curiosity.
- Happiness and honesty within themselves.
- Interest in the world around them.
- Growth in all areas of development.
- Respect for themselves, others and the environment, through an atmosphere of warmth and security that nurtures independence and identity.
- A sense of responsibility for their actions and behaviour.
- Communication with those around them.
- Positive interactions between family members, peers, educators and the community.
How we operate
Richmond Preschool is a not for profit community based preschool licenced by Department Education and Communities for 40 3 to 5 year old children per day.
We aim to provide quality play based early education and care for children within the Hawkesbury.
All families become financial members of the Association on payment of the enrolment/registration fee.
Our Director/Nominated Supervisor oversees the daily running and management of the preschool. The Management Committee is the licensee.
Richmond Preschool is an early learning educational centre for preschool children. Your child’s day is planned to give him or her a variety of activities and experiences, which encourage his or her emotional, intellectual, physical and social development.
Richmond Preschool has an interesting inviting playground, with plenty of shaded space to explore. Each room is spacious and provides a variety of interest areas for the children. All children have a locker allocated to them for their day.
Families
We have an open door policy where families are welcome at any time at preschool. We value the relationships that are developed between children and their fmilies and the preschool educators.
Helping Out
Being involved in our Mangement Committee is one way you can help out or you can help out with fundraising or events. We value your involvemnet in whatever way you can.
Fundraising
Fundraising is a way that preschool can raise additional funds to go towards purchasing extra resources and equipmnet or adding to our outdoor environment. Fundraising is organized each term and gives families the choice of being involved. e do a range of things, often many can be used for gifts for family members. We value every families efforts in supporting our fundraising
We are always open to donations. Whether it be equipment resources or monetary. If you own your own business or know someone who can help us out we would be very grateful.
Sharing your skills
The children and educators love to have people come to visit to share their special skills with us. Please let us know if you have a skill or interest to share eg playing an instrument, creative skills, dancing cooking et
The Preschool Educators and Staff
The Richmond Preschool team consists of mature professional and experienced educators and staff;
- 2 full time University trained Early Childhood Teachers – 1 is the Nominated Supervisor
- 1 part time University trained early Childhood Teachers
- 5 Ass Dip Social Science (Child Care)
- 5 Certificate III assistants
- 2 Support Educator
- An Administration Officer
- A Cleaner / Gardener
Many of the educators and staff have been with the preschool for years which ensures we provide a stable environment and also enables the children and families to build strong relationships with the educators. Educators work a mix of part time and full time on a set roster to support stability.
We have a higher educator/child ratio than required by regulations which provides greater quality in care and interactions.
The educators and staff demonstrate their commitment to the early childhood profession by attending professional development workshops each year to remain up to date with their knowledge and practices.
The children call educators and staff by their first name. All the educators and staff have current first aid certificates and CPR training.
Time is set aside for all educators to take part in professional development, collaboration, planning, preparation and reflection.
Funding
Richmond Preschool is funded by Department Education and Communities to provide education and care to children
- between 3 to 5 years
- for a minimum of 15 hours a week (term time)
Funding is dependant on a childs age and equity status and hours of attendance, so set fees reflect this.
This is in line with governmnet recommendations for all 4 year old children to access 15 hours per week minimum of preschool education. This is state governmnet funding.
Quality
Richmond Preschool has been assessed against the National quality Standards for Early Childhood Education and Care in August 2018 and is currently rated MEETING overall.
These ratings have been awarded in accordance with the Education and Care Services National Law 2010 and the Education and Care Services National Regulations 2011
Quality Improvement
We believe in continuous improvement.
The educators and staff, Management Committee and families work together in contributing to our Quality Improvement Plan. Our Qulaity Improvement Plan (QIP) is available on request, to parents of enrolled children.
On 1st June 2012, the National Quality Framework was established and aims to raise quality and drive continuous improvement and consistency in education and care services across Australia. This is assessed through a ratings and assessment visit.
For more information go to ACECQA ( Austalian Childrens Education and Care Quality Authority)
Committee
Richmond Preschool is a not for profit community based service, which is managed by a Parent Management Committee.
The preschools operation is overseen by the management committee. The Director/Nominated Supervisor is responsible for the day to day managemnet of the preschool.
Members of the Management Committee are parents who have a child attendingRichmond Preschool and is a financial member. All parents are encouraged to offer their service as a member of the Management Committee and are invited to our AGM in March. Meetings are held twice a term in the evening at preschool.
Richmond Preschool management committee is comprised of 4 executive roles: President, Vice President, treasurer and Secretary and numerous general members.
The Management Committee is involved in making decisions in conjunction with the Director/Nominated Supervisor on a range of issues from staffing, purchasing resources, dealing with government departments, undertaking fundraiser’s and ensuring the smooth running of the preschool
Fresh faces and fresh ideas are an important part of keeping our preschool an interesting and exciting place for you and your child. We welcome parents to be involved and are always seeking members.
Your registration fee, paid on enrolment, ensures you are a financial member of the Association.
Richmond Preschool is incorporated under the Associations Incorporation Act.
Richmond Preschool is licensed by Dept Education and Communities and assessed to ensure that all licensing requirements and regulations are met. | https://richmondpreschool.org.au/about-us/ |
Welcome back from spring break. I hope you all had a very restful and much-needed vacation. Prior to spring break, we had our spring strings concert. Ms. Alyze Rabideau and her students gave an excellent performance. Thank you so much to our families, staff, board members, and community members for attending. It truly makes our students feel proud to demonstrate their ever-increasing proficiency knowing that they have the love and support from us all.
I would like to recognize and congratulate our two employees of the month: Mrs. Sofia Ramirez our Family Liaison and Ms. Margarita Santos Sixth Grade PBL Lead teacher. Both of these ladies were also nominated for the classified and certificated employees of the year. These ladies work tirelessly to ensure that our kids have everything they need to be "Up" above. Our students, staff, and community are truly blessed to have them.
Thank you to everyone who helped make our parent-teacher conferences a success. It is so wonderful to have so many people willing to support our kids and their families. Thank you to our teachers for devoting your time to meeting with your families and for assisting everyone with the technology required to make it through successfully.
Finally, I would like to thank all of our district personnel and our behind-the-scenes folks who are working tirelessly to ensure a safe and secure reopening of our school. Custodians, cafe ladies, pupil supervisors, instructional aides, office staff, and community members are all adored and respected for their very important contributions to our school. Thank you for all that you do for our Panthers.
Panther Proud,
Dr. Bailey
Safety (LCAP Goal 3)
Food for Thought (LCAP Goal 2) (Edutopia)
Connecting SEL and Equity in Hybrid Learning Classrooms
Common social and emotional learning strategies also promote equity, contributing to all students’ feeling of belonging in school.
April 1, 2021
MBI / Alamy Stock Photo
Covid-19 has had a huge impact on students and teachers across the world. When the pandemic began, educators scrambled to ensure that both remote and face-to-face learners’ academic needs were being met. Over the last year, the priority has expanded from focusing largely on students’ academic learning to include equitable practices as well as social and emotional learning (SEL)—the same priorities many educators had in previous years.
Equitable practices include SEL engagement while focusing on cultural proficiency, creating a welcoming environment, using restorative practices, and encouraging student voice to ensure that all students get what they need regardless of their race, gender, or religious background. When students feel safe in the learning environment, they are much more capable of learning. In fact, students who learn in equitable environments and learn strategies that promote SEL practices have demonstrated improved classroom behavior, better attitudes, and increased academic performance.
Today, we find ourselves trying to balance effective instructional practices, addressing students’ social and emotional needs, and ensuring equitable practices in hybrid learning environments. The thought can be overwhelming, but balance can be achieved. Many educators employ common practices that can be expanded to provide an equitable environment for traditionally marginalized students.
4 SEL PRACTICES THAT PROMOTE EQUITY IN HYBRID LEARNING
1. Improving relationships with and among students: Many teachers use conversation circles, a strategy that can be implemented during scheduled home room, morning meetings, or reading instruction. Conversation circles can also be practiced in remote environments to allow students to respond to current news headlines that focus on social justice or discrimination.
Teachers may feel more comfortable beginning such conversations by tying the topics to standards that align with history or government. Some states begin discussing social justice topics as early as first grade—for example, by looking at the life of civil rights activist Ruby Bridges. A text-to-self reflection after a reading assignment can also allow students to connect to the curriculum and learn more about different cultures and the experiences of their peers on a deeper level.
A focus on relationships helps teachers when grouping students for collaborative assignments. You may choose to place students with similar backgrounds together to reaffirm their beliefs and experiences, or create small diverse groups to ensure that students have an opportunity to collaborate with and learn from perspectives that are culturally different from their own.
2. Facilitating critical conversations: Encourage students to share respectfully using restorative questions. This proactively builds the students’ social and emotional capacity and teaches behaviors to prevent the use of punitive consequences that often contribute to a disproportionate number of behavioral referrals for Black and Brown students. When discussing assignments, or when sharing a difficult topic, the teacher can ask restorative questions to guide dialogue and walk students through their feelings.
If the conversation is needed as a response to disruptive behavior, the teacher can meet with the student to assist with understanding what caused their actions. Asking restorative questions can build the student’s communication skills and make them a part of the process. Sample restorative questions for behavior conversations:
- What did you think when you realized what happened?
- What impact has this incident had on you and others?
- What has been the hardest thing for you?
- What do you think needs to happen to make things right?
3. Creating a supportive classroom climate: Creating a supportive climate allows students to be actively engaged in classroom activities. Many teachers use the elbow partners strategy or assign collaborative projects. These strategies build community by providing opportunities for students from varying backgrounds to connect with each other. In a hybrid environment, remote learners can think as a group in breakout rooms while face-to-face learners turn and talk. After students have collaborated, they can share with the larger group.
This is extremely important for traditionally marginalized groups who may not share the same race or culture as their teacher, which has the potential to cause them to feel disconnected. Creating a supportive environment is also important for our remote learners who have less opportunities to socialize.
Including behavioral norms as part of the daily learning targets that require students to have cameras on for collaborative work, practice active listening, track the speaker with their eyes, or take turns to speak establishes SEL expectations for all learners regardless of their location or identity. Teachers can also outline expectations for student interaction during group assignments to create a safe environment.
4. Enhancing students’ self-awareness: Self-awareness is a foundational principle of an equitable learning space. Periodic use of self-reflection tools can help students and teachers be aware of beliefs and assumptions so that genuine relationships can be fostered in an inclusive and supportive space. As students and teachers share their own beliefs and experiences, they build trust with one another and are more ready for learning.
It’s important to consistently and intentionally use equitable strategies to best help our students now and in the future. Many of these strategies are common practices that can be extended to hybrid classrooms to ensure students from all backgrounds are heard and feel connected to their learning.
As our students continue with hybrid learning, it’s important to provide equitable instruction that supports every learner’s social and emotional needs to ensure that they feel included and supported every day.
Classified and Certificated Employees of the Month (LCAP Goal 5)
Mrs. Sofia Ramirez
Ms. Margarita Santos
A Few of Our Spring Strings Concert Performers
Marilyn Pena Ramirez
Miss Sofia Pantoja: A Special Message
Parent Corner (LCAP GOAL 4)
Dear parents,
Our district has asked each of you to fill out a parent survey concerning the return to school. Your opinion matters to us so I would like to encourage you to please fill it out if you have not done so already. It is located on our Soledad Unified School District website. In addition, all of our fifth-grade parents and students were asked to complete our annual Healthy Kids Survey in February. However, we have only received four parent responses. I have asked our fifth-grade teachers to post links on their ClassDojo portals to allow you to fill them out. I have also asked some of our support staff to make phone calls to you to ask you to please fill those out as once again we need your input to ensure that our kids have everything they need to be healthy and safe at school.
Next, please continue to check in on ClassDojo, Seesaw, and Google Classroom regularly to ensure that you are receiving current news and information about your child's/children's class(es) from their teacher(s). Your children's teacher and I would appreciate it if you would support us in ensuring that your children are logging in, staying logged in, participating, completing all assignments, and attending their teacher's office hours daily.
Lunch continues to be served daily so please stop by our school site between the hours of 12:00 pm and 1:30 pm to pick up a lunch to go. We are no longer offering science kits to students as our partnership with Greenfield Science has come to an end. PLEASE NOTE: Our office hours are from 7:45-3:00 pm. If your child's iPad requires repair due to physical damage, please take it directly to the school district office. Please do not hesitate to reach out to us for assistance and support! We are here for you!
Finally, please continue to check our school's website, Facebook page, and school marquee regularly for updates and upcoming events. We value your input and our kids thrive from partnerships.
Thank you for supporting our school!
Important Events This Week
Apr. 19- Virtual IEP Marathon Day
Apr. 20- Virtual Transitional Pre-Kinder Meeting 1-2pm
Apr. 21- Weekly Engagements due to Dr. Bailey
Apr. 21- Freshwater Adventure 6th Grade Trip 11am-12:30pm
Apr. 21- Continuation of Virtual Pre-Kinder Transitional Meetings
Apr. 22- Freshwater Adventure 6th Grade Trip 11am-12:30pm
Apr. 23- Save the Whales 6th Grade Virtual Presentation 9:15am
Apr. 23- Aeries Opens for Progress Reports
Upcoming Events
Apr. 27- Virtual 6th Grade Transitional Meeting 1-2pm
Apr. 28- Weekly Engagements due to Dr. Bailey
Apr. 28- Virtual 6th Grade Transitional Meeting 1-2pm
Apr. 29- Virtual 6th Grade Transitional Meeting 1-2pm
Apr. 30- Virtual 6th Grade Transitional Meeting 1-2pm
Library Corner
Counselor's Corner
Check out the Counselor's February Newsletter below:
https://drive.google.com/file/d/10m61b8S9FKf10NJpGrdoWDjZnseKoQid/view?usp=sharing. | https://www.smore.com/9fcet |
Prostatic adenocarcinoma is the most commonly diagnosed non-cutaneous cancer for men in the United States. The incidence is likely to continue to increase as people survive longer and more middle-aged men undergo routine screening for the disease. Men diagnosed with early stage small volume disease have the best outcome following curative treatment. Therefore the aim of early detection programs is to diagnose cancer at an early curable stage.
The current methodology involving diagnosis of prostate cancer (PCa) relies on the pathology examination of prostate needle biopsies, a method with high false negative rates partly due to temporospatial, molecular, and morphological heterogeneity of prostate adenocarcinoma. A great portion of men with tumor in prostate remain undiagnosed despite multiple biopsies. The problem that lowers the diagnostic rate of PCa is the heterogeneity of prostate tumor and its polymorphic representation across the prostate. It is postulated that molecular markers have a potential to assign diagnosis to a considerable portion of undetected prostate tumors.
Technology Overview
Lawson Health Research Institute researchers conducted a genome-wide DNA methylation analysis to investigate the DNA methylation changes in PCa using archival prostate cancer and normal tissues, and designed an algorithm that using methylation levels of probes which accurately classifies the prostate samples into benign or malignant. Approximately 6,000 probes and 500 genomic regions showed significant DNA methylation changes, primarily involving hypermethylation.
While others have proposed methylation and gene expression signatures to be used for diagnosis of prostate, none by far has been validated for clinical use. Using as few as four CpGs, our researchers trained a classification model with 100% accuracy in discriminating tumors from benign samples. Validation of this algorithm using an external cohort of 234 tumors and 92 benign samples yielded 96% sensitivity and 98% specificity.
Benefits/Applications
- Cheaper alternative to pathology examination for diagnosis of tumors
- New markers with high accuracy
- Prostate Cancer diagnosis
- Re-evaluation of tumor-suspicious samples (i.e. not positively detected in pathology examination)
- Confirm the existence of metastasis from prostate in other organs
- Detect metastatic lesions in bone, lymph node and soft tissue
Keywords
Cancer diagnosis, cancer/tumor profiling clinical detection, DNA methylation assay, epigenetics
Patent Status
US provisional application filed
For Industry
We work with a wide range of industry verticals to help overcome their technical challenges and/or open new and exciting market opportunities. Our team is dedicated to helping both industry and the inventor(s) find the solution that could make a difference to a company and a community.
To learn more, click here. | https://worldiscoveries.ca/technologies/dna-methylation-assay-for-diagnosis-and-screening-of-prostate-cancer/ |
Steroids in the environment accumulate from both natural and anthropogenic sources. Cholesterol, for example, is an essential part of cellular membranes and a natural source of steroids in the environment. Anthropogenic sources include steroid hormones associated with birth control pills. Regardless of where they originate, however, steroids have been found to accumulate in soil, wastewater treatment plants, and aquatic environments, where even at low concentrations they have negative impacts on animals—including humans. So far, only a few types of bacteria are known to degrade steroids in the environment and these species will play a big role in regulating steroidal pollution and its impacts.
To better understand the distribution and ecological significance of these steroid degraders, researchers from the Canadian universities of British Columbia and Waterloo, along with collaborators from Georgetown University in Washington, set out to apply a metagenomics approach to studying these bacteria. This approach uses DNA sequencing to find genes from the 9, 10-seco pathway responsible for steroid degradation in environmental samples and not the bacteria itself. The team then builds phylogenies to find the bacteria according to the phyla in which these genes occur.
The results of this paper supported earlier work showing that bacteria using the 9, 10-seco pathway belong to the Actinobacteria and Proteobacteria phyla. Members of both phyla coexist in wastewater, while species of Actinobacteria alone are found in soil and rhizospheres. While the complete set of genes used in this pathway were not assigned to any other phylum, evidence for steroid degradation ability was found for the first time in the alphaproteobacterial lineages Hyphomonadaceae, Rhizobiales, and Rhodobacteraceae, as well as the gammaproteobacterial lineages Spongiibacteraceae and Halieaceae. Actniobacterial degraders were found in the deep ocean samples while alpha- and gammaproteobacterial degraders were found in other marine samples, including sponges. Furthermore, the authors confirmed that the steroid-degrading bacteria from sponges, Spongiibacteraceae and Halieaceae, catabolize steroids.
The metagenomics approach is a useful one because many bacterial species cannot be cultured and identified directly. However, the techniques involved in DNA extraction and sequencing have inherent biases that cannot be avoided. It is therefore important to note that the absence of steroid degradation proteins from a sample does not definitely mean that the bacteria are not present. Despite this potential underestimation, this study is, according to researchers, “the first analysis of aerobic steroid degradation in diverse natural, engineered, and host-associated environments via bioinformatic analysis of an extensive metagenome data set.” Not only does this confirm the usefulness of the technique; it also demonstrates that the ecological significance and taxonomic and biochemical diversity of these bacteria have been largely underestimated.
Holert J, Cardenas E, Bergstrand LH, et al. Metagenomes reveal global distribution of bacterial steroid catabolism in natural, engineered, and host environments. MBio. 2018; 9: e02345-17. | https://blog.microbiomeinsights.com/news/new-publication-mohn-lab-shows-diversity-significance-of-steroid-degrading-bacteria-largely-underestimated |
For access to the current Concept Form template see 'Downloads' at the bottom of this page.
July 2020: New v7 template is now available...
The REQUITE Resource
The centralised REQUITE database includes:
(A) Epidemiological/clinical data, cancer treatment, CTCAE v4.0 based toxicity data, patient reported outcome, quality of life (EORTC C30, MFI), and physical activity ( GPAQ), non-genetic risk factors, new events and survival data, and breast photos of breast cancer patients;
(B) Full dosimetry/physics data (DVH, DICOM);
(C) Genotype data from the Illumina Infinium OncoArray 500K beadchip and imputation of genotypes using 1000 Genomes Project Phase 3 as reference panel (Haplotype release date October 2014, for chromosomes 1 to 22, August 2015 for chromosome X; https://goo.gl/jtvyfF);
(D) Radiation induced lymphocyte assay (RILA) data.
In addition, the centralised quality-assured biobank at CIGMR, University of Manchester, UK, contains REQUITE patients’ DNA and PaxGene blood samples available for future biomarker assays. All the laboratory, data and management processes are conducted under ISO9001:2008. DNA extraction was automated (using a magnetic bead based method), measured via nanodrop and normalised to 100ug/µl and plated before storage in temperature monitored -80°C freezers. The biobank comprises DNA samples from breast, prostate and lung cancer patients as follows:
- Breast: 2,069
- Prostate: 1,809
- Lung: 562
Concept Form & Data Transfer Agreement
This comprehensive database and linked biobank are a valuable resource for future research and the REQUITE consortium are keen to promote FAIR access (see REQUITE Data Management Plan v2.0).
A request for access to REQUITE data and/or samples should be made using a 'Concept Form' (see template below), which is reviewed by the REQUITE Publications Committee. A spreadsheet detailing Concept Forms already reviewed by the Publications Committee is available (see "REQUITE Concept Forms_SUMMARY" spreadsheet). Once approval is granted, a personal user account will be created on the LabKey system providing customised access to the approved aspects of data. Data will be transferred in an encrypted format and will take place over secure connections.
A Data Transfer Agreement will be required. The Data Transfer Agreement is between The University of Manchester (acting on behalf of the REQUITE consortium) and the institution of the lead investigator. The agreement will cover all Concept Forms submitted by investigators at that institution that are approved by the Publications Committee (unless otherwise stated). The institutions currently holding a Data Transfer Agreement with The University of Manchester for access to REQUITE data and/ or samples are:
- Maastricht University, The Netherlands (CF#05 & CF#11 only)
- Le Commissariat a l'Energie Atomique (CEA), France (CF#32 only)
- Universiteit Gent (UGENT), Belgium
- Icahn School of Medicine at Mount Sinai (MSSM), USA
- Deutsches Krebsforschungszentrum (DKFZ), Germany
- The Stichting Maastricht Radiation Oncology (MAASTRO), The Netherlands
- University of Leicester (ULEIC), UK
- University of Cambridge (UCAMB), UK
- Institut du Cancer de Montpellier (ICM), France
- The Christie NHS Foundation Trust (CNFT), UK
- Vall d'Hebron Institute of Oncology (VHIO), Spain
- Fundación Pública Galega de Medicina Xenómica (FPGMX), Spain
- University of Rochester, USA
- Manchester Metropolitan University, UK
- Technological University Dublin, Ireland
Charges
Funding for the five year REQUITE project ended on 30th September 2018. REQUITE does not benefit financially from supplying data and/ or samples to researchers, but does make a charge to cover its costs and support continued maintenance of the database and biobank beyond the ending of the funding period. To facilitate this continued access to researchers, the REQUITE Steering Committee approved a tiered cost recovery model for access to data and/ or samples. Contact REQUITE ([email protected]) for more information on pricing.
Extract from the REQUITE Publications Policy v2 (13FEB18)
New research projects can be proposed at any time via submission of a Concept Form. The Publications Committee encourages submissions from researchers associated with REQUITE and also external investigators who wish to make use of this resource. Following open discussion and review by the Publications Committee, a decision will be made by consensus as to whether the project should be taken forward.
Once a proposal for a project is accepted, it will be signed off and summary details added to the REQUITE website. Additional investigators/ study groups will be given the opportunity to join in and contribute to the proposed project, for example by playing a role in data analysis or contributing data. Study groups that choose to sign up for a given project are agreeing to submit their data by a given deadline, and if that data passes quality control assessment and is included in the final analysis they can nominate up to three co-authors on the paper.
The lead investigator who proposes the project will undertake the analysis and write up the work themselves, or they can nominate others to do it. The lead investigator will be responsible for developing a projected time frame for manuscript preparation, however, it should generally be expected that analysis and write up of the draft manuscript is completed within six months of the data submission deadline.
The draft manuscript must be circulated before submission, giving at least three weeks to complete review. This will ensure there is sufficient time for all contributing study groups to suggest edits and decide co-authors and affiliations. Any errors in analysis or interpretation will be identified by other experts in the field during this review phase. As soon as this is complete the lead author can submit to the journal. | https://requite.eu/node/203 |
The 1000 genomes project (abbreviated as 1kgp), launched in january 2008, was an international research effort to establish by far the most detailed catalogue of human genetic variationscientists planned to sequence the genomes of at least one thousand anonymous participants from a number of different ethnic groups within the following three years, using newly developed technologies which. The wellcome sanger institute (wsi) are committed to the principles of rapid data release the 25 genomes project releases sequence data, assemblies, transcriptomes and other variant calls as a service to the research community. The total amount of genetic information in the chromosomes of an organism, including its genes and dna sequences the genome of eukaryotes is made up of a single, haploid set of chromosomes that is contained in the nucleus of every cell and exists in two copies in all cells except reproductive and red blood cells. A genome is an organism’s complete set of dna, including all of its genes each genome contains all of the information needed to build and maintain that organism in humans, a copy of the entire genome—more than 3 billion dna base pairs—is contained in all cells that have a nucleus an.
1000 genomes project, an international collaboration in which researchers aimed to sequence the genomes of a large number of people from different ethnic groups worldwide with the intent of creating a catalog of genetic variations occurring with a frequency of at least 1 percent across all human. The moss physcomitrella patens is the first bryophyte genome to be sequenced bryophytes, comprising hornworts, mosses and liverworts, occupy an ideal phylogenetic position - halfway between algae and seed plants, for studying the evolutionary history of plants. This project has been funded in whole or in part with federal funds from the national institute of allergy and infectious diseases, national institutes of health, department of health and human services, under contract no hhsn272201400029c.
Full genomes corporation, inc, rockville, maryland 6,437 likes 330 talking about this we offer dna testing for ancestry (y elite for men, best in. Please list any additional comments or instructions here if you are ordering multiple kits and would like us to ship them to multiple locations, please list the additional shipping addresses below. Computer scientist abhradeep guha thakurta has won @nsf funding to investigate ways to protect the privacy of individuals whose genomes have been sequenced while allowing access to large genomic data sets.
Genomes 3 builds on the achievements of the previous two editions by putting genomes, rather than genes, at the centre of molecular genetics teaching recognizing that molecular biology research was being driven more by genome sequencing and functional analysis than by research into genes, this approach has gathered momentum in recent years. The vgp genomes will be publicly available on the genome arkthe genome ark is a database that is hosted by the amazon cloud and integrated with existing international public genome browsing and analyses databases (ncbi, ensembl, and ucsc), with our informatics and data management platform hosted by dnanexus. Genomenet is a japanese network of database and computational services for genome research and related research areas in biomedical sciences. Covering molecular genetics from the basics through to genome expression and molecular phylogenetics, genomes 3 is the latest edition of this pioneering textbook updated to incorporate the recent major advances, genomes 3 is an invaluable companion for any undergraduate throughout their studies in molecular genetics genomes 3 builds on the achievements of the previous tw.
Genomes
: a branch of biotechnology concerned with applying the techniques of genetics and molecular biology to the genetic mapping and dna sequencing of sets of genes or the complete genomes of selected organisms, with organizing the results in databases, and with applications of the data (as in medicine or biology) — see functional genomics — compare. November 2012 - an international team of researchers working on the 1000 genomes project published in nature on nov 1, 2012, interim findings on the first 1,092 people to have their genomes. (former group hosted by the department of evolutionary genetics) the group was a member of the genetics department from 2013-2018 kay prüfer is moving to the max planck institute for the science of human history. Winner of the royal college of science union science challenge 2013 video competition -- to create a video for the general public to explain a science topic of choice in an engaging way.
- Recent examples on the web studies have examined his genome, his skeleton, his last meals, his clothes, and the microbes that lived in his gut — kiona n smith, ars technica, ötzi the iceman spent his last days trying to repair his tools, 22 june 2018 participants get their whole genome sequenced at the la jolla company.
- Online education kit: understanding the human genome project welcome to the online education kit - a web-based resource containing all sections from the original cd-rom.
Addiction may have developed from an ancient retrovirus that predates modern humans researchers in oxford and athens mapped the genomes of drug users in the uk and greece to see what features. Start studying genomes learn vocabulary, terms, and more with flashcards, games, and other study tools. Analysis the analysis pipelines used by igsr build on those created for the 1000 genomes project for more detailed information about the analysis methods used by the 1000 genomes project in its different phases, please refer to our publications. | http://ckessaygwdl.soalmatematika.info/genomes.html |
Saliva is effective in screening for CMV infection in newborns
Swabbing a newborn's mouth for saliva can be used to quickly and effectively screen for cytomegalovirus (CMV) infection, a leading cause of hearing loss in children, says research in the June 2 issue of the New England Journal of Medicine.
Researchers at the University of Alabama at Birmingham (UAB) found saliva correctly identified every baby born with the infection when liquid samples were used, and 97.4 percent of babies when the samples were dried. The research was funded by the National Institute on Deafness and Other Communication Disorders (NIDCD), part of the National Institutes of Health.
"Most babies infected with CMV don't show symptoms at birth," said James F. Battey, Jr., M.D., Ph.D., director of the NIDCD. "It's important for us to develop diagnostic tools to screen babies for congenital CMV infection so that those who test positive can be monitored for possible hearing loss and, if it occurs, provided with appropriate intervention as soon as possible."
CMV is the most common infection passed from a mother to her unborn child. Of the 20,000-30,000 infants who are born infected with CMV each year, roughly 10-15 percent are at risk for developing hearing loss.
The multicenter research project, led by UAB researchers Suresh Boppana, M.D., and Karen Fowler, Dr.P.H., was seeking to find the most effective screening test for CMV infection in newborns. In an earlier study, the scientists had concluded that a dried blood spot, such as that taken using the common heel stick technique, detected only 30-40 percent of babies with CMV infection, and was therefore not an effective screening tool. A screening method should have at least 95 percent accuracy, or sensitivity, in order to be considered effective.
Nearly 35,000 infants in the well baby nurseries of seven U.S. hospitals were enrolled in the study between June 2008 and November 2009. Mouth swabs were taken when the infants were roughly 1 day old; the swabs were sent to UAB for testing. For the initial phase of the trial, the saliva samples were stored in solution; for the second phase, the swabs were air dried.
To conduct the screening, the researchers used a high-throughput molecular diagnostic procedure called real-time polymerase chain reaction (PCR) analysis and compared their results to the standard method for detecting CMV infection in newborns, known as the rapid culture method. Rapid culture, though highly accurate, involves a lengthy incubation and testing procedure, and is therefore not conducive to a widespread screening program.
With the PCR procedure, DNA from a sample is broken down into two separate strands. A special molecule, called a primer, seeks out a characteristic piece of CMV DNA and, if it is present, causes it to multiply and glow so it can be easily detected. To reduce the number of false positives, any babies who tested positive for CMV infection were retested using additional PCR and rapid culture tests. In addition, samples were tested directly without having to extract DNA, thereby saving considerable time and expense.
Of the infants enrolled in phase one, 85 infants were found to have CMV infection through both the rapid culture method and the PCR method; therefore, the sensitivity of PCR liquid samples was 100 percent. Of those newborns in phase two, saliva rapid culture identified CMV infection in 76 infants, 74 of which were identified with the saliva PCR; therefore, sensitivity of PCR dried samples was 97.4 percent. The researchers contend that the dry samples may be the best option for widescale screening, because this method has high sensitivity plus it is more efficient in terms of sample collection, storage, and transport.
Sixteen additional samples were found to test positive for the saliva PCR samples but not for the saliva rapid culture. Follow-up testing revealed that three of these samples were indeed positive, leading the researchers to conclude that PCR may be a superior method to rapid culture for CMV screening. As for the remaining 13 samples, the researchers noted that CMV may have been present in the mother's breast milk or secretions in the birth canal, which showed up in the baby's mouth swab. For this reason, they suggest that all positive screenings be confirmed with follow-up testing within the first three weeks of age.
"We now know that we have a test with saliva that works," said Dr. Boppana. "The challenge is, unlike the dried blood spot, which is already used for newborn screening in hospitals across the country, we don't have a system in place for the collection of saliva. But we've shown that if you wanted to test a lot of babies for congenital CMV infection, it can be done."
The researchers are now looking to find out how much congenital CMV infection contributes to overall hearing loss at birth and between the ages of 3 1/2 to 4 years old. For this reason, infants who tested positive for CMV infection in the study are being enrolled in a follow-up program to monitor their hearing every six months until they are four years of age. | https://medicalxpress.com/news/2011-06-saliva-effective-screening-cmv-infection.html |
Researchers have published the results of their analysis of DNA from 24 individuals who died on the ill-fated Franklin Northwest Passage Expedition. Surprisingly, four of the 24 individuals appear to be European women, based on DNA markers. Were there women in the Franklin expedition? Perhaps, but likely not.
Franklin’s expedition set off on the H.M.S. Erebus and the H.M.S. Terror in 1845 heading to Arctic Canada to look for the fabled route between the Atlantic and the Pacific. By 1846, Franklin and his 129 crew members were iced in. Though the expedition was stocked with enough food to last for several years, none of officers or crew on the expedition survived.
Since roughly the 1980s, researchers have been collecting samples of bones and teeth believed to be from the Franklin crew, found near the believed wreck sites of the Franklin’s ships. Recently, a team led by Douglas Stenton of Nunavut’s Department of Culture and Heritage has been doing groundbreaking analysis of theses samples. In a paper, DNA analysis of human skeletal remains from the 1845 Franklin expedition published in Journal of Archaeological Science, Stenten and his co-authors reveal that of the 37 samples from which DNA could be sampled, there were 24 individuals represented. And surprisingly, four of the samples appear to be women.
Really? Maybe not. As reported by Live Science:
Stenton and his colleagues think the most likely explanation for this discrepancy is that ancient DNA studies commonly fail to amplify the Y chromosome (the male sex chromosome) due to insufficient quantity or quality of DNA, which can result in false female identifications of the dead. However, the researchers noted that it wasn’t unheard of for women to serve in disguise in the Royal Navy.
“Some of these women were smuggled onboard [the] ship, and others disguised themselves as men and worked alongside the crew for months or years before being detected or intentionally revealing themselves to be female,” the authors wrote.
They cited cases such as Mary Anne Talbot, who served on two Navy ships during the Napoleonic wars of the 18th century before being found out after being wounded. Unfortunately, Stenton said he doesn’t think it will be possible to definitively say whether the four Franklin samples are really just false results, but his team concluded that it would have been very unlikely for so many women to be serving secretly on this voyage. | http://www.oldsaltblog.com/2017/05/dna-study-suggests-women-franklin-expedition-maybe-not/ |
In an international study conducted in Brazil, researchers have identified new glioma subtypes on the basis of epigenetic profile, i.e. how gene expression is modulated. The discovery may help evaluate the prognosis of patients with gliomas and may pave the way for personalized treatment. Gliomas are tumors of the central nervous system.
Houtan Noushmehr, one of the principal investigators for the project and a professor at the Genetics Department of the University of São Paulo's Ribeirão Preto School of Medicine (FMRP-USP), said that epigenetic modifications correspond to a set of chemical processes that shape genome functioning and thus the phenotypic profile, by activating or deactivating genes.
If the genome is comparable to the hardware of a computer, Noushmehr explained, then epigenetics is the software that makes it work.
Among the most widely known epigenetic mechanisms are DNA methylation, the addition of a methyl group (carbon and hydrogen atoms) to the DNA base cytosine, which potentially prevents the expression of some genes, and histone modification, in which acetyl, methyl or other groups are added to or subtracted from the amino acid residues in histones.
The study conducted at FMRP-USP was designed to evaluate DNA methylation profiles in 1,122 adult glioma samples from The Cancer Genome Atlas (TCGA), a joint effort of the US National Cancer Institute and National Human Genome Research Institute, both of which are linked to the National Institutes of Health (NIH). TCGA collects genomic, epigenomic and clinical data as well as tissue samples from cancer patients in many countries.
"We had various kinds of data available for analysis, such as complete tumor genome sequences, complete exome sequences (all the protein-coding genes in genomes), RNA sequencing and DNA methylation data, and chromosome copy number alterations. All these data enabled us to map the epigenetic profiles of tumors. We also had the patients' clinical histories and other details showing how the disease progressed," Noushmehr said.
The analysis was conducted with the aid of bioinformatics tools as part of the postdoctoral research of Tathiane Malta and during the master's research of Thais Sabedot, both under the aegis of a FAPESP Young Investigator project coordinated by Noushmehr.
According to the scientists, until recently, adult gliomas were divided according to their aggressiveness into two main groups: slow-growing tumors (grades 1, 2 and 3) and very aggressive, fast-growing tumors (grade 4).
Previous studies published by Noushmehr in 2010, 2013 and 2015 separately evaluated samples from high- and low-grade tumors and identified tumor subgroups by their DNA methylation profiles.
In this most recent study, samples from high- and low-grade tumors were analyzed together.
"Patients with low-grade tumors typically have a mutation in the IDH1 or IDH2 gene. However, we observed that some low-grade tumors didn't have this mutation, while some high-grade tumors did. We therefore decided to analyze them all together in search of a more accurate classification. Generally speaking, we found that tumors with the IDH1 mutation had a DNA methylation phenotype and a better prognosis," Malta said.
At the end of the analyses, tumors from patients with the IDH1 mutation and 1p/19q chromosome co-deletion, previously considered a homogeneous group, were divided into two new subgroups with different clinical outcomes: G-CIMP-low (low DNA methylation profile and shorter patient survival) and G-CIMP-high (hypermethylation and longer survival).
In the group without the IDH1 mutation, which should have been the most aggressive cases according to previous criteria, the researchers identified a new subgroup with low aggressiveness that displayed similarities with pilocytic astrocytoma, another type of central nervous system tumor that usually has a good prognosis. Survival for patients with this type of tumor was similar to astrocytoma was significantly longer than for patients without the mutation.
"In terms of histopathology, i.e. the microscopic anatomical changes in diseased tissue, these are different tumors, but from the molecular standpoint, they're similar. This finding is very important and will be explored in more detail in future studies," Malta said.
For Noushmehr, the new findings serve to stratify glioma patients more accurately and will contribute to an enhancement of treatment protocols. | https://scienmag.com/international-study-describes-new-glioma-subtypes/ |
A new genetics study estimates that approximately one-third of British ancestors were Anglo-Saxon immigrants. Appearing in the journal Nature Communications, the article made use of burial sites near Cambridge to examine the whole-genome sequences of ancient and medieval British DNA.
Historians have long debated how extensive was the Anglo-Saxon settlement of Britain, which took place between the mid-fifth and early-seventh centuries. It was during this period that several Germanic peoples arrived and colonized parts of the England, but it was unknown how large this migration was and whether or not they mixed with the native population.
An opportunity to resolve these issues emerged with the discovery and excavation of three sites near Cambridge – five samples from Hinxton, four from Oakington and one from Linton. The Linton sample and two Hinxton samples are from the late Iron Age (~100 BCE), the four samples from Oakington from the early Anglo-Saxon period (fifth to sixth century), and three Hinxton samples from the middle Anglo-Saxon period (seventh to ninth century). The two Iron Age samples from Hinxton were male, while all other samples were female.
Previous DNA studies have relied entirely on modern DNA and suggested anything between 10% and 95% contribution to the population. One such study suggested that Anglo Saxons didn’t mix with the native population, staying segregated. However, this newly published study uses ancient genetic information and disproves the earlier idea, showing just how integrated the people of Britain were.
“Combining archaeological findings with DNA data gives us much more information about the early Anglo-Saxon lives. Genome sequences from four individuals from a cemetery in Oakington indicated that, genetically, two were migrant Anglo-Saxons, one was a native, and one was a mixture of both. The archaeological evidence shows that these individuals were treated the same way in death, and proves they were all well integrated into the Oakington Anglo-Saxon Community despite their different biological heritage.” added Dr Duncan Sayer of the University of Central Lancashire.
The genomes of two sequenced individuals (O1 and O2) are consistent with them being of recent immigrant origin, from a source population close to modern Dutch, one was genetically similar to native Iron Age samples (O4), and the fourth was consistent with being an admixed individual (O3), indicating interbreeding. Despite this, their graves were conspicuously similar, with all four individuals buried in flexed position, and with similar grave furnishing. Interestingly the wealthiest grave, with a large cruciform brooch, belonged to the individual of native British ancestry (O4), and the individual without grave goods was one of the two genetically ‘foreign’ ones (O2), an observation consistent with isotope analysis at West Heslerton which suggests that new immigrants were frequently poorer.
Modern British and continental European genomes from the UK10K project and the 1000 Genomes Project were compared with the genomes from the ancient skeletons. Researchers discovered that the Anglo-Saxon immigrants were genetically very similar to modern Dutch and Danish, and that they contributed 38% of the DNA of modern people from East England, and 30% for modern Welsh and Scottish. The Anglo-Saxons first settled in the South East of England so this pattern is consistent with their migration pattern.
The genomes of northern European populations are similar and it is difficult to accurately distinguish between them. To help solve this problem, the study developed a sensitive new method, called rarecoal, which could identify subtle genetic traces in individuals, using rare genetic variants identified in hundreds of present-day people. Earlier methods of mapping ancient DNA looked at common genetic variants from the very distant past, which are present in most people. The new rarecoal method did exactly the opposite, allowing researchers to map more recent events and unravel very closely related populations.
The article, “Iron Age and Anglo-Saxon genomes from East England reveal British migration history” was published in the journal Nature Communications. Click here to read it. | http://www.medievalists.net/2016/01/dna-study-reveals-the-english-are-one-third-anglo-saxon/ |
If you are new to the baking world, you may be overwhelmed with just how many varieties exist of the same ingredient.
For instance, flour is one ingredient that comes in many strengths and types, each meant for unique baking purposes.
And you may well be wondering – what is strong flour?
What makes strong flour “strong?” Why are other kinds of flour “weaker” anyway? Are there limitations to what “weaker” flours can make?
Let’s take a look at what strong flour really is and what you can make with this type of flour. By the time we’ve finished, you’ll be better equipped for tackling kitchen adventures with flours of many different strengths and types.
- What Is Strong Flour?
- What Can You Make With Strong Flour?
- Can You Use Strong Flour in a Bread Machine?
- Strong Flour Recipe Ideas
- Final Thoughts on Strong Flour
What Is Strong Flour?
Farmers and millers both categorize wheat as either “hard” wheat or “soft” wheat, depending on the amount of protein in the grain.
Hard wheats contain high protein content, while soft wheats have lower gluten content. As a result, wheat flour is made up of between 64 to 74 percent starch and 9 to 15 percent protein.
To put it simply, strong flour is flour made from hard, high-protein varieties of wheat, which have higher gluten content than other flours.
The more gluten found within it, the stronger the flour.
The Value of Gluten
Gluten is a natural protein found in wheat that gives bread and other baked goods their bubbly, spongy texture. There are actually two types of gluten found in the wheat berry: gliadin and glutenin. When you mix wheat flour (of any strength) with water and yeast, these proteins then form gluten.
Gluten’s elasticity enables the dough to rise, helping baked goods to better retain their shape when cooked. As such, strong flour is your best and first choice when making bread.
To make cakes and other pastries, on the other hand, your dough needs to be less elastic – or have less gluten, using a “weaker” flour.
Flour Strength Index
It may still be difficult for novices to really grasp how using strong white flour can affect the outcome of your bread or other baked goods. As such, most professional bakers often refer to the W index.
First introduced in 1921 through a device known as the Alveograph Chopin, the W index measures flour strength in a more tangible and accessible way.
Casual and professional bakers alike can take a glance and quickly understand the ingredients they’re working with.
- Flours between 90 and 160 W are considered “weak” flours. These have a low protein content, usually around 9%, and are mainly used to make biscuits and cakes.
- Flours between 160 and 250 W are medium-strength flours. They are used to bake things like Pugliese bread, pizza, and focaccia.
- Flours that are greater than 300 W are considered “strong” flours, due to their resistance to gluten deformation. Generally, the longer a baked good needs to rise, the higher W flour you should use.
Of course, flours are never categorized by their Ws in stores, and the index does not really delve into exactly how much protein content each strength has.
An All-Purpose Example
For reference, let’s take a look at all-purpose flour and how it compares to other types.
All-purpose flour has about 12 percent gluten content, which makes it a medium-strength flour. Medium flours are great for most baked goods, from bread to cookies to cakes to pastries – hence the “all-purpose” label.
While all-purpose flour is ideal for general baking, the more discerning professional baker uses specific flours like bread flour, cake flour, or pastry flour for their creations.
Strong bread flour has around 13 to 14 percent gluten content, with the ideal percentage being around 15 percent. It’s rather impressive how such a small percentage in gluten content can substantially alter the strength.
Here’s a video with more information on strong flour.
Flour Strength in Other Countries
Not all types of flours are marketed the same way all over the world. One country’s definition of all-purpose flour, for instance, may differ from another country’s.
While the W index is a universal flour strength guide, truthfully, only professional bakers adhere to it.
There are no standardized flour types anywhere in the world, and each type may have a different name, depending on the country you find them in.
The United Kingdom
For instance, in the UK, the plain flour they sell in their markets is not equivalent to all-purpose flour found everywhere in the US.
Their grains are too soft, and so their version of “all-purpose” flour is actually on the weaker side than your typical American scale.
If you want to bake your own bread, you’ll have to go out of your way to buy specialized strong bread flour, which may be much harder to find in the UK than in the US.
This is because the hard wheat that makes up strong flour do not grow very well (if at all) in the UK’s climate.
Holland
Holland’s flour situation is even more confusing. Most of their flour tends to be very white, old, and far too soft to be useful for baking bread (much like in the UK).
They often advertise their flour as “whole wheat” like in America, but that means the same as the UK term “whole meal”. To make matters even more complicated, the term “whole meal” can also refer to the use of other grains in the flour.
Luckily, most countries are legally required to put nutrition labels on their flour packages, many of which contain the exact amount of protein content each brand holds.
What Can You Make With Strong Flour?
- Soft flour has a much finer, crumblier texture than strong flour. It’s usually divided into either cake flour or pastry flour, depending on the gluten content. A good example of a softer flour is 00 flour.
- Cake flour has the lowest gluten content among all the types of flour, ranging from around 7.5 to 9 percent gluten. It’s also much whiter in color than stronger flours. As its name implies, you can use it to bake more tender cakes and pastries.
- Pastry flour is stronger than cake flour, containing about 9 to 10 percent gluten. This flour can be used to make a range of pastries, like biscuits, muffins, and cookies, as well as specialized doughs, like pie doughs and softer yeast doughs. It is a slightly more off-white color than cake flour.
- Medium-strength flours (like the aforementioned all-purpose flour) can be used to make nearly any baked good—even bread, if the protein content is high enough. Despite this, it is still best to use strong bread flour if you want a chewier, hearty bread.
- Strong (or whole wheat) flours can come in two varieties: 100 percent whole wheat flour, which is made from hulled red wheat grain, and white whole wheat flour, which is made from hulled white spring wheat. Both types provide you with more nutrients and fiber than all-purpose flour, with the trade-off of it having a much shorter shelf life.
The main differences between these two strong flours are in their resulting textures, taste, and the colors they create.
Funnily enough, 100 percent whole wheat flour is actually mixed with all-purpose flour to give baked goods a lighter texture and better rise. White whole wheat flour, on the other hand, gives baked goods a milder taste and lighter color.
The average bread flour that you find at the supermarket could be either of these options. As such, pay close attention to the type of strong flour you buy if you have a preference for how your baked goods turn out.
Most people use strong flours to bake heavier bread and baked goods. You could also make Italian dishes like pizza, focaccia, and fresh pasta.
Can You Use Strong Flour in a Bread Machine?
Some bread maker recipe books state that you need to use bread machine flour (which is basically regular bread flour) in order to achieve the best results.
However, there is actually no specific strength that works best in a bread machine. What matters most when making bread in a machine is the quality of the flour you use.
See more: types of flour for bread machines
High vs. Low Quality Flour
Using high-quality bread flour can actually make a very large and noticeable difference. This is because most high-quality bread flours have more protein than ones that are lower in quality, making for far better loaves.
Low-quality flours will result in bread loaves that taste different, rise unevenly, and lack the nutrients found in better flours. Some may even collapse completely.
Certain brands of all-purpose flour have higher protein counts, so if you are concerned more on your rise and shape of your bread, then feel free to use a high-quality all-purpose flour instead of bread flour. Or, perhaps use a combination of both!
However, if you want to create a far denser bread, then using high-quality whole wheat flour is your best bet.
Consider Your Type of Bread
You should also consider the kind of bread you want to make in your bread machine.
Different brands of flour suit different flavors of bread, so you should choose a brand that matches the recipe you have in mind, whether it be a sweeter bread or one full of herbs.
Flours to Avoid
Flours you should absolutely avoid are ones that have been bleached or “whitened” (which is, essentially, another way of saying bleached).
The bleaching process will severely reduce the amounts of vitamins and nutrients you would normally receive, and will turn your bread snow white as a result.
It’s aesthetically pleasing, but does little for your health.
A Note on Gluten-Free Recipes
There are plenty of gluten-free recipes you can make in your bread maker. However, is it impossible to make good bread without the gluten found in strong flour? Isn’t that crucial to all types of bread?
Yes and no.
It can be tricky finding a gluten-free flour that can replace the high protein content found in gluten.
Even gluten-free flours that have higher than average protein content, like soy or almond flours, only measure up to the more medium-strength flours that contain gluten.
Use Specific Gluten-Free Machines
When baking gluten-free bread in your machine, just know that it will not bake the same as gluten-rich bread.
Gluten-free doughs tend to be naturally denser, and the resulting bread may not be as light or as fluffy as you hope. The trade-off is enjoying a food that suits your dietary requirements.
With that said, not all bread machines are equipped to handle the thicker dough. Be sure that your bread machine has strong mixing paddles and specifically advertises its gluten-free compatibility.
Watch for the Right Gluten-Free Brands
There are many gluten-free brands that treat their grains with chemicals just to achieve a lighter texture. While it sounds appealing, these should be avoided, as the chemicals may adversely affect your health.
You should always read the label to ensure you are buying one that has not been treated chemically. Fortunately, there are many health food shops that have great selections of untreated gluten-free flours.
Strong Flour Recipe Ideas
Most bakers choose strong flour solely to make bread. If you’re hoping to dive into this kitchen adventure, here are recipe sources to begin with:
- Snapguide.com, for instance, has a thorough list of great bread, pasta, and dessert recipes that use strong bread flour, which you can try out yourself.
- BBC.com is another great site that provides U.K.-inspired bread, sauces, pizzas, and dessert recipes. From bagels to bannocks to buns to bloomers, they can help you make any baked goods you could ever want!
- Professional bakers can also use strong flour for their own recipes in yeast cookery, enriched doughs, choux pastries, and filo pastries.
This video has more information on different types of flour.
Final Thoughts on Strong Flour
Strong flour is a good, hearty flour for making all kinds of heavier bread and pasta.
Its higher protein content will help your baked goods retain more water, your doughs stretch out further, and your breads to become much richer.
So, now when you’re curious about, “What is strong white flour?” and “Is it right for my recipe?” you know the answer.
Watch the protein content, check your recipe, and be sure your bread machine is designed for the task. All that’s left is to start baking!
What’s your favorite way to use strong flour? | https://makebreadathome.com/what-is-strong-flour/ |
1. What are the basic raw materials in the bakery and what are their characteristics?
Flour
The most important raw material in the bakery is the flour, which is obtained by grinding the inner part of the grain. Flour can also be made from other such as rye, oats, barley, millet, buckwheat, corn, of which wheat is the most important and most widely used. Wheat flour has many different types and will influence the quality of your end product.
The average composition of wheat flour:
68% Starch
13% Protein
15% Water
2% Mineral substances
2% Fat
Wheat flour contains two distinct proteins: “gliadin” and “glutenin”. These proteins are insoluble in water and form gluten during kneading. These gluten helps dough to rise, and ensure the elasticity and consistency of the dough. Higher gluten content in the flour traps more gas during proofing and yields a lighter, higher loaf. Flour with high gluten content is called strong flour. Most bread recipes, especially croissant you need a strong flour (protein content at least 11%), because it must be fluffy and airy.
Proteins form gluten, and you can imagine this as a network of protein substances. These are tough and stretchy and have the property of holding together other ingredients such as water and starch. Gluten is therefore very important for a resilient dough and to obtain a resilient dough.
Another factors, that are important for the flour quality are “the degree of extraction” and “the ash content”. The higher ash content indicates that the flour contains more of the germ, bran and the outer endosperm. Lower ash content means that the flour is more highly refined. This can also determines the color of the flour, the water- binding capacity and the protein percentage.
Water
Water performs several functions in a dough:
- without water there is no connection of the ingredients and the formation of dough would be impossible.
- carrier of inorganic salts and natural chemical compound (yeast nutrient and dough acidity).
- maintain the temperature of dough.
- distribution of the heat through the bread during baking.
- freshness of the baked products.
Salt
We add salt to a dough to improve the taste and flavour, it also aids in the gluten development process. Salt also regulates the fermentation process. Its addition
controls yeast growth, which resulting nice and even crumb structure.
Yeast
The principle raw material used in bakery is yeast. Yeast is a single-cell organism that is obtained industrially by enriching molasses with nitrogen and phosphorus salts, vitamins and minerals. There are couple varieties of yeasts, “brewer’s yeast” a liquid yeast used primarily for fermentation processes in alcoholic beverages, like beer & wine, and “baker’s yeast” that is suitable for the bakery sector.
Baker’s yeast comes in several forms. Fresh yeast, active dry yeast and instant yeast. Fresh yeast is most commonly used by professional bakers. Active dry yeast and instant yeast are dried yeasts that have a longer shelf life and inexpensive.
In bread making, yeast provides a specific flavour to the dough. The most important property of yeast is that it converts sugar in the dough into carbon dioxide, and ensures the dough to expand or rise as gas (carbon dioxide) forms air pockets or bubbles, giving the baked product a soft and spongy texture.
Eggs
Eggs plays an important role in bread preparations and confectionery. Eggs functions and benefits are as follow, a binder, a volume enhancer, a colorant, a firming agent, an adhesive and emulsifier.
Whole egg, as well as yolks or egg whites are available separately. The advantage of this is of course saves you a lot of work, when you are using large amount of eggs. No broken shells in the mixture, and no yolk in the egg whites which is important because in some preparations, it is necessary that there is no egg yolk in your egg whites.
Another possibility is egg powder. This is also available as whole egg, egg yolk and egg white. The down side is that they are very expensive, and the up side is that the shelf life is much longer.
Milk
When the cow is milked, we obtain raw milk. From here, the baker can already purchase raw milk from the farmer. it is important to immediately place the milk in a clean refrigerator, because milk that has not been pasteurised can carry harmful bacteria and other germs. Usually, milk is collected by the dairy, which will then package and treat the milk for longer shelf life.
Milk contains milk fat, and these fats provide energy. The essential nutrients in milk are calcium, protein, carbohydrates and vitamin B12.
As a baker you can purchase milk as raw milk, as pasteurised milk or as milk powder.
Milk powder is obtained by removing the water present in the milk. You will get around 1/7 of milk powder out of the total weight of the milk.
Important of milk powder is that it has longer shelf life than liquid milk. If properly packaged and stored in a cool dry place, it can last for years. Further more, it will help to free up space in your refrigerator.
Butter
Butter is often used in bread recipes. It provides not only taste and flavour, it also makes baked goods much softer and tender in texture. Butter is obtained from cow's milk, and it can also made out of milk from goats, sheep and other mammals.
Butter contains 82–84 percent milk fat, and the rest is mostly water. It’s consistency changes depending on the temperature.
Margarine consists of vegetable and animal fats. Margarine is also widely use in baking industry, because it was developed as an inexpensive butter substitute. Nowadays, the composition of the margarines has been so refined that there is a range for different applications and preparation methods for certain recipes.
Sugar
There are different types of sugars, each with a slightly different effect. For example, some sugar dissolves slower and others faster. Using the right sugars in certain recipes where the difference in taste is very important, and also to obtain good structure in a baked product.
These are the most commonly used sugars in the bakery:
Cane - Beet Sugar (sucrose)
Milk Sugar (lactose)
Grape Sugar or Dextrose (glucose)
Fruit Sugar or Levulose (fructose)
Cane or beet sugar is the most famous and is usually used in the form of crystals. The sweetness value is 100. Sugar adds or provides sweet taste, colouring and the crispness to a baking product.
Cane or beet sugar is also available in powder form (powdered/icing sugar). Powdered sugar dissolves faster, which is important for some applications in some recipes. The coarseness of the crystal sugar comes in different types (castor sugar, fine sugar, ultra fine sugar, names may change depending on production from the manufacturer in each country). Their application depends on the intended result.
Glucose is also referred to as dextrose. We often find glucose in bread improvers. Glucose can be used in certain confectionery recipes. The relative sweetening value is around 70-80.
Lactose is a type of sugar found naturally in the milk. It has a low relative sweetness of 20. Lactose enhances and responsible for the browning of the baked products.
Fructose is also a simple sugar which found in many plants. The sweetness is strong around 140, and it is the most water-soluble of all the sugars. It can be quite expensive.
SUMMARY
- Main raw material is wheat flour, because it contains gluten, it gives a good connection with yeast, which makes the dough rise.
- Water binds together the raw materials, ensures heat transfer, evaporation on cooling.
- Salt ensures the taste, the development of gluten during the fermentation process and gives a nice crumb structure.
- Yeast is a living organism and gives a specific taste to the product. Mainly ensures the rising of the dough, provides vitamin B and provides a nice crust and crumb structure.
- Eggs are the most versatile raw material: they are binder, volume enlarger, colorant, firming agent, adhesive and emulsifier.
- Milk contains milk fat which ensures the full flavour in bakery products. Provides moisture to the preparation and is a supplier of vitamin B12, carbohydrates, calcium and protein content.
- We can mainly divide fats into butter and margarine. Butter comes from the cow, gives a rich taste but is more expensive than margarine. Margarine is mainly vegetable and can be used for different specific applications because the composition can differ according to the application. The product is cheaper.
- Sugars: there are different types of sugars, of which the cane or beet sugar is the most used. Further are lactose, glucose and fructose. The different sugars are often used by manufacturers of mixes because of the different properties and the different operating time. | https://belmerlion.com/lesson-1.html |
As with most things baking is simple. Simple that is if and only if you know what someone is talking about.
Please do comment on this page especially if you disagree with my definitions. Equally I’d love to hear from you if you have a term you would like defining.
Please note that I have no medical training, so I make no health claims. We are all different so what is good for me may not be for you. As in all things use a bit of common sense.
Allergy: A damaging response by the body to a substance, especially a particular food. An allergic response can range from life threatening to a mild inconvenience. An allergic reaction is not the same as food intolerance. Please consult your GP for food allergies.
Baking: To cook food, normally in a dry, non-direct heat, in an oven. Baking is used to cover all kinds of bread, cakes, and pastries.
Boiling: : Surely this does not need to be defined? Well actually yes it does – if you don’t know you need it explaining. If you do know them move on, but don’t feel too superior – I heard 2 young ladies talking on the bus; one was asking when the water is boiling for pasta. Boiling is the point when a liquid reaches its highest temperature before turning from a liquid into a gas. With boiling water this is 100 degrees C, although you do not need a thermometer to work out when the water is boiling, you can see bubbles rapidly rising from the bottom of the pan. See Rolling Boil below. Products like sugar boil at a much higher temperature and with sugar there are different stages of boil (soft ball, hard ball, hard crack) depending on the heat and how long a certain temperature is maintained.
Bona: Bona is good. This is part of a language known as polari, this featured heavily in the “Julian and Sandy” sketches on the BBC radio program “Round the Horne”. Jules and Sandy were played by Hugh Paddick and Kenneth Williams, wouldn’t it be bona to vada their dolly old eeks?
Celiac: A medical condition, with a huge spectrum of symptoms. The sufferer has a reaction to gluten (the protein in flour) and MUST avoid it. Many people claim to be gluten intolerant… the jury is still out on this, however Celiac is serious and should be diagnosed as soon as possible. Please note that I offer no medical advice.
Chemical Rising Agent: The most widely known are baking powder and Sodium Bicarbonate. These products react with the mixture to produce gas bubbles (chemically, rather than the natural process of yeast). Some people believe that the natural way is better, this is not always the case, a sponge using strong flour would be unappealing. Self-raising flour has chemical raising agents added to it, the specific chemicals my differ between brands.
Cream Together: This is where you combine fat and sugar (most often in baking) to include air. Most often butter will be combined with caster sugar, the butter and tools need to be at room temperature. If you don’t have the biceps of an Amazonian you’ll use a machine. Mix together on slow, then raise the speed and whisk until the mixture is light and fluffy. If the mixture remains yellow then you have not whisked enough, whisk until the mixture is cream coloured. Then carefully fold in the other ingredients, if you continue to whisk as you add other ingredients you will flatten the air bubbles that you are wanting to make your cake rise.
Dacquoise: A dacquoise is a dessert cake made with layers of almond and hazelnut meringue and whipped cream or buttercream.
Detox Diet: Detox is short for detoxification. Your body has evolved over millions of years to detoxify itself; the liver, kidney and other systems have developed to do this for you. Some people believe that they derive a benefit from going on a detox diet to cleanse themselves.
E Numbers: E numbers are number codes for food additives hat have been assessed for use within the EU. Many people have the mistaken idea that something with E Numbers in it must be all-bad. E330 sounds odd, but Citric Acid does not and they are the same thing. E labeling is useful if you have an allergy or intolerance.
Food intolerance: (or non-allergic reaction) is a reaction to a food (or chemical found in food) that produces symptoms in one or more body organs and systems, but it is not a true food allergy.
Free From Gluten: There are an increasing range of products that are listed as free from gluten – I have little or no time for these products unless you are a celiac (a serious condition). This fad has been created by cleaver marketing and belief in these products means there is a placebo effect – but there is no medical evidence yet to show a benefit to the general public. There are, however, times where gluten free flour will help the texture of some baked goods – brownies are a perfect example where the absence of gluten improves the mouth-feel.
Gluten: This is a protein found in cereal grains. When starch is washed out of dough you are left with a glue like substance – glu-ten. The gluten is the stretchy part of dough when you kneed it, it becomes more elastic. As yeast produces gas (as part of fermentation) the gluten traps the bubbles and this is what makes your bread rise.
Gluten Free: Gluten free products are designed for people who suffer from Celiac disease. This is a serious medical condition and must be diagnosed by your G.P. This is not the same as gluten intolerance. Gluten free products normally contain more fat and sugar to make them more appealing to taste and mouth feel.
Honey: Honey is prepared by bees to store in their hives to feed the colony over winter. Liquid honey is often considered the best; some people prefer honey served on the honeycomb (although the waxy texture can be a little odd). Honey varies because of the different flowers that the colony has been feeding on. There are some research projects making extraordinary healing claims. Although honey is a natural product it is important that its high calorific content is acknowledged, that’s why the bees make it – it is sugar.
Mouth Feel: is the way a food feels in the mouth, does it crumble, does it melt, does it coat the mouth and make the taste last longer. Fat free products have lots of sugars and thickeners in them to hold the product in the mouth, the way the full fat item would. Knowledge of this can be useful when creating recipes, chocolate has quite a lot of fat in it, this keeps it on the tongue allowing the taste sensation to last longer. However the fat will impede the taste buds from reacting to chilli – so Chilli Chocolate works so well as you get chocolate first and then chilli kicks in once the mouth is refreshed by saliva.
Punnet: A small box used by pickers of fruit. The small box allows the berries to be picked and packed at the same time, soft berries are sold in the punnet. With only a small amount of fruit in the punnet it prevents the fruit at the bottom from being crused by too much weight.
Rubbing In: Is where you combine fats ( Lard or Butter) with Flour, usually in making pastry or Biscuits (cookies). You pick up flour and the cold fat and rub between your fingertips. Do not use the whole hand, the palms of your hands are too warm and this will start to melt the fat, resulting in a greasy finished product. Keep rubbing in until you have a breadcrumb texture. Gently shake the mixing bowl from side to side and any large lumps will rise to the surface. Go back in and rub the lumps into the mixture.
Tant Pour Tant: Equal amounts of ground almonds and icing sugar sieved together to make a fine powder. Tant Pour Tant translates to equal parts. This mixture is the basis of many Macaroon recipes. The mixture is often made up in advance so that the icing sugar can absorb some of the oils in the ground almonds.
Tempering: This is a technique of heating and cooling chocolate prior to using it t enrobe items and for other chocolate work. Chocolate contains many types of crystals, the correct heating and cooling will encourage the crystals you want and discourage the ones you don’t want. Tempered chocolate has a shine, a snap and does not melt as soon as you touch it. See my blog on Tempering Chocolate.
Baked goods made from a yeast-leavened dough in a manner similar to bread, or from puff pastry, but with added ingredients giving them a richer, sweeter character, approaching that of pastry. The dough is often laminated. | http://www.bonabaking.com/glossary/ |
When making bread without yeast, baking powder is an effective alternative since it also produces gas. If you’re making bread that contains yeast, you won’t get much benefit from adding baking powder, so it’s needless. Instead, you should use yeast alone and leave the baking powder for recipes that don’t include yeast.
What happens to bread without baking powder?
Even if you use baking powder in your recipe, your dough may not always rise in the oven. … It is possible to make cookies without baking soda and banana bread without baking powder. It’s important to note that your batter or dough will not rise when baked in the oven, and the resulting treats will be dense and not airy.
Is baking powder necessary for bread?
Yeast is ideal for bread-making, because the rise happens before baking — giving you more control over the finished product — but it does require time. “For cakes, muffins, pancakes, or any other baked goods that go straight into the oven without rising, baking soda or baking powder are the way to go.
Can you skip baking powder in bread?
Simply replace the regular flour in your recipe with self-rising flour and follow the rest of the recipe as directed, omitting the baking powder and baking soda. Summary: Self-rising flour contains baking powder and can replace all-purpose flour in a recipe to help baked goods rise.
What does baking powder do to bread?
Baking powder and baking soda have a lot in common. They’re both types of chemical leaveners, meaning they generate gas during the mixing and baking of a batter or dough that “raises” or aerates the baked good.
Can you omit baking powder?
If you have baking soda, but you don’t have baking powder, you’ll need to use baking soda plus an acid, such as cream of tartar. … If you don’t have any cream of tartar, you can also substitute one teaspoon of baking powder with a mixture of ¼ tsp of baking soda plus ½ tsp of either vinegar or lemon juice.
Can dough rise without yeast and baking soda?
If you want to successfully substitute the yeast called for in a recipe, you just need to swap in the right amount of baking soda and acid to make the dough rise. You can use lemon juice, buttermilk, or milk combined with an equal part of vinegar as your acid. Add all the ingredients according to the recipe.
Can I substitute baking powder for yeast in bread?
In baked goods, you can replace yeast with an equal amount of baking powder. Just keep in mind that the leavening effects of baking powder will not be as distinct as those of yeast. Baking powder causes baked goods to rise rapidly, but not to the same extent as yeast.
Is yeast same as baking powder?
Although both baking powder and yeast are ingredients often used in baking, they aren’t the same. Baking powder is a chemical leavening agent, whereas yeast is a live, single-celled organism, Tracy Wilk, lead chef at the Institute of Culinary Education, explains.
Can yeast be used instead of baking powder?
So, can you use yeast instead of baking powder and vice versa? Surprisingly yes! But, keep in mind, that it’s not as simple as just using one of the other. Both of these leavening agents are completely different to each other, so if you change up your recipe, be prepared that the taste and texture will be different.
Can I use flour instead of baking powder?
Unfortunately flour does not replace baking powder. If the recipe calls for plain flour and baking powder, you can use self-raising flour as a possible replacement. However, it is very likely that that won’t work as intended.
How do I make my own baking powder?
To make your own baking powder – some say with fewer metallic undertones than the commercial stuff – mix one part baking soda to one part cornstarch and two parts cream of tartar. For example: 1/4 teaspoon baking soda + 1/2 teaspoon cream of tartar + 1/4 teaspoon cornstarch = 1 teaspoon homemade baking powder.
Can I use self-raising flour instead of baking powder?
If a recipe calls for ½ teaspoon to 1 teaspoon of baking powder per 1 cup of all-purpose flour, it’s safe to swap in self-rising flour. … In this case, you can safely replace the flour and baking powder with self-rising flour. | https://pinoycravings.com/bakeing/do-you-need-baking-powder-for-bread.html |
What Is Teurgoule?
Teurgoule is a French dessert made primarily from rice and heavy cream or whole milk, and is flavored with sugar and cinnamon. A low temperature and long baking time give the dish its signature caramelized topping and rich, spicy flavor. It is a traditional dish in the cuisine of Normandy, a region in Northern France and is similar to the rice puddings of other cuisines. Other commonly accepted names for the dessert include torgoule, terrinée, and bourre-guele.
White, short-grain rice is often the preferred type of rice for the dessert because its mild taste blends with the other ingredients without altering the intended flavor of the dish. Since the dish is meant to be thick and creamy, it is generally recommended to use heavy cream or whole milk as the liquid of choice. Milk with a lower fat content may produce a thinner texture and a less rich taste. Cinnamon is the traditional flavoring agent of choice to give teurgoule its distinctive spicy flavor, but nutmeg is also a common spice addition. If a person wants to counteract the spiciness of the dish, sweet ingredients like vanilla extract or sugar may also be used.
Teurgoule is typically made by combining uncooked white rice with cream, cinnamon, and any other desired spices or sweeteners. The ratio of rice to liquid may vary depending on the preferred texture, but a common ratio is roughly seven parts liquid to one part rice. It is generally recommended to use a higher ratio of liquid to rice so that the rice does not dry out during the long baking process.
The type of baking dish that is traditionally recommended for preparing teurgoule is known as a terrine pot. A terrine pot is a deep rectangular or oval dish that is usually made from earthenware, a type of ceramic pottery. When the terrine pot is baked, it is thought by some people to impart a distinctive flavor to the finished food dishes that are baked in it.
The baking time for teurgoule may vary widely depending on the recipe. Traditional recipes for the dessert often call for an initial shorter baking time at a higher temperature, such as one hour at 375 degrees Fahrenheit (190.5 degrees Celsius) in order to caramelize the top of the dessert. The temperature may be reduced, such as to 215 degrees Fahrenheit (101.6 degrees Celsius) and baked for approximately five hours to gently bake the rice allow it to absorb the liquid. Once the dessert is baked to the preferred consistency, it is generally allowed to rest until it reduces to room temperature before serving. | https://www.wise-geek.com/what-is-teurgoule.htm |
Yeast and sourdough bread recipes will often tell you to punch down the dough. What does that mean and how do you do it? More importantly, why do you do it?
Punching down is a common technique used in bread baking and it is essential to almost every yeast bread you bake. Punching down deflates the dough and releases the air so that you can knead it and form it into loaves or other shapes.
Luckily, it's very easy to do. You can even choose to punch or fold the dough to create different textures in your baked loaves.
How to Punch Down Bread Dough
Most yeast bread recipes require two stages of rising (also called proofing). Punching down the dough is done after the first rise (or bulk fermentation) and it is a simple but important step.
Though the name suggests that you might use a full-forced blow, you actually want to be quite gentle with your punch. Yeast is a delicate and living thing, and that's why much of bread making is concerned with nurturing the yeast, not killing it, and allowing it to grow. Be firm but gentle and you'll have better loaves in the end. Follow these steps to punch down bread dough:
- Leave your dough in the bowl it rose in (often greased or oiled).
- Make a fist with your hand and push it gently and firmly into the center of the puffy dough, deflating it.
- Fold the edges of the dough into the center to form the deflated dough into a ball.
- Remove the ball from the bowl and place it onto a lightly floured surface.
- Knead it two to three times before forming your desired shape or placing it into a bread pan.
Tip
To relax the gluten and make the dough easier to shape, place a cloth or bowl over it and allow it to rest for 10 to 15 minutes after punching. Some bread doughs are more elastic than others and if you find a recipe that is difficult to form into the shape you want, this trick may help.
Why Punch Down Bread Dough
Punching is an extremely important step in making yeast bread. As the dough rises, many tiny air pockets are formed inside. The goal of punching is to reduce and remove these gasses and bring the yeast, sugars, and moisture back into one cohesive form.
Releasing the air has many benefits:
- The yeast cells are redistributed and form a closer bond with the sugar and moisture to help fermentation and improve the second rise.
- The yeast gets new starches and sugars to eat during the second rise. This improves the bread's flavor.
- The more air pockets you can remove from the dough, the finer the grain (or crumb) will be.
Difference Between Punching and Folding
For the majority of bread recipes, you will punch down the dough and give it a simple folding step. However, some bread recipes may ask you to do one or the other and it does make a difference in the final bread.
- Finer crumb and bread texture: The harder you punch the dough, the finer crumb and texture your bread will have when baked. This is because you are removing more of the air pockets with more force. Punching works great for sandwich bread, sweet rolls, and any type of bread where a tighter grain is desired.
- Large air pockets: If you only fold the dough, you will leave large air pockets in the baked loaf. This creates a looser crumb and the bread will rise higher while baking. It is great for making airy, rustic styles of bread, fluffy dinner rolls, and loaves of bread like baguettes in which large holes are desired.
By using a combination of punching and folding, you get a happy medium between the two. That is why many of your basic bread recipes will suggest both or note a general punch down in the instructions.
As an experiment, bake two identical loaves of basic white bread and use one technique exclusively for each. It is a great way to see (and taste) the effects of the punch versus the fold. | https://www.thespruceeats.com/punch-down-bread-dough-427563 |
I love finding new ways to get kids excited about reading. Don’t you?
This week has been full of reading activities–Holding an Outdoor Book Tasting, Story Time, Activities for Learning, Creating a Novel Brochure… Let’s keep the fun going with literature circles for kids.
Literature circles are very like book clubs for kids, but with a little more structure. If you’re a homeschooler, there are instructions for pulling things together here. Once you have a group set up, you can plan your literature circle.
A literature circle is like a book club in that kids read the same book and meet to discuss it. But there’s a little more to it than that.
Literature circles not only increase enjoyment of reading, they make the readers more aware of their personal reactions to the book. Because they will be having literary discussions with other kids and will be in charge of leading part of the discussion, they will think more deeply about what they’re reading and pay closer attention. Hearing what other kids think about the book will help them find new ways of analyzing and deepen critical thinking skills.
There are roles assigned to the kids and they rotate with each meeting. The roles are really cool because they give each child a chance to lead the discussion in an important way and help them all think of things to talk about.
There are 4 roles to assign, so if you only have 4 kids in your group, they all 4 get a role. Assign these roles before they start reading, then reassign them at the next meeting. If you have more than 4 kids, rotate through them until everyone gets a chance to play a role.
This person asks the who, what, when, where, and why questions of the group. He or she will identify the important aspects of the reading and ask questions to increase comprehension. This person also facilitates the discussion and keeps everyone on track. There are example questions for the Discussion Director in the free printable at the end of the post.
This person will choose 4 sections of the reading to read aloud to the group and discuss. These passages should be meaningful, funny, puzzling, and/or important to the story. He or she should keep notes about why they chose each section of the reading, questions they can ask, and what they would like to discuss about each section. There are example questions for the Illuminator in the free printable at the end of the post.
The connector finds connections between the reading and the world outside the book. She can make connections to her own life, something she’s studied, news events, other books, or pop culture. She leads the discussion about connections and should allow others to make connections as well. There are example questions for the Connector in the free printable at the end of the post.
This person will watch for interesting or new words in the reading. He will keep a list of these words and their definitions, as well where they can be found in the book, and make copies to share with the group. He should lead the group to discuss the context of the words within the reading. There are example questions for the Vocabulary Enricher in the free printable at the end of the post.
The free printable also includes a sheet for keeping track of the roles.
Follow the steps for the second meeting until the book is complete.
There is a plan agenda in the free printable, too!
Include literary devices such as figurative language, foreshadowing, flashback, imagery, etc.
It’s a lot to keep track of, isn’t it? Don’t worry, I got you. Download this free printable and get organized. Because who doesn’t want to hold a literature circle?
I mean, are you in? Because this is both fun and super educational–my favorite way to enjoy books!
My girls and I are currently planning our book clubs/literature circles for this coming school year so this post is extremely timely! Thanks so much for sharing it at Booknificent Thursday on Mommynificent.com!
I’m so glad, Tina! I hope the printables help you stay organized. Have fun!
I love this idea! I agree with the previous comment: never thought to just put my kid in charge! great printable to help out.
This is a priceless resource. I run a book club but I never thought of handing over the reins to the children. It makes them more involved and responsible if they have a hand in guiding the discussion. Thank you for this idea. Must put it work. Bookmarking your post.
You’ve made me a very happy blogger today. 🙂 My favorite thing is providing new ways to make reading fun and educational. I’m so glad I was here for you. Please let me know how it works out! | http://litmamahomeschool.com/host-kids-literature-circle/ |
I just finished a round of book clubs with my students for the first time this year. I tried a new system and I wanted to share in case anyone else out there is looking for something similar.
I like the concept of literature circles, in that students are having discussions about the book and they have roles and responsibilities, but some of the roles in the traditional model seem unnecessary to me. I don’t think we need students to create original illustrations of a scene from the book to understand the book, for example.
I avoided book clubs for the past two years because of two universal truths: some students aren’t prepared with their reading in time for meetings, and some students read ahead and inevitably spoil (or incessantly talk about how they can’t talk for fear of spoiling) plot points during the discussion. It’s also true that I lean heavily on choice for reading time, and it’s hard to pick a winning book (or six) for every student in a given class.
Still, I wanted to run book clubs because I think there is value in having a common language around a shared book. I also wanted to test the waters to see how my students could run discussion groups – with what degree of independence, with what level of depth and reasoning they would comment, and how effectively they might respond to each other, including areas of disagreement. My plan was to do book clubs early in the fall, while our units are still focused on fiction, and possibly again in the winter and spring, after a long stretch of work with informational texts, and measure the skill levels in terms of social interactions, supported reasoning, and organizational management over time.
I gave book talks for about eight books, and asked students to rank their top four choices. I used these choices and my knowledge about my students as readers and as class contributors to form groups I thought would be successful. Groups ranged from three to four students each, and we ended up with six different books. I borrowed some titles from our school literacy library, our campus librarian and other colleagues, and used my own bookshelves to get enough books to students.
Students were asked to read their books in one week. I was doing mandatory reading testing that week, so students had fairly large blocks of reading time in school, in addition to a nightly reading expectation at home and time to read on a three-day weekend. I haven’t set up book clubs this way before, but I hoped this would give all students time to read the books at their own pace. In the past, students have broken the book into sections to read, and each meeting is a discussion about that section. Here, it was understood that everyone would have completed the whole book before the first discussion meeting.
I created a set of questions for each discussion, and I walked through these with students during the week they were reading their books. I modeled expectations by using a fish bowl discussion about a picture book we had all read together, with four sample students following the question guidelines, and the rest of the class listening to and commenting about the process.
We walked through the important ideas page ahead of time – a set of four questions students would answer as a group at the conclusion of each meeting, including a rating about how the discussion went that day. I gave students a chance to ask questions about the discussion questions, and encouraged students to use sticky notes for responses – some color-coded for each of the four meetings – as they read through the book.
I also showed the students the final evaluation page, which included a reflection as well as a peer rating system, so that everyone would understand expectations for the meetings before they started.
The topic for the first meeting was identifying and discussing story elements – noticing important characters and their roles, identifying point of view and unique text features, and that kind of thing. Students selected a group facilitator to read the expectations (participate respectfully, offer thoughtful ideas with examples, contribute to the important ideas page) first, and then the group facilitator selected questions from a list to discuss. The role of the facilitator rotated to different students on subsequent days.
Meeting 2 was about opinions, connections, and questions; Meeting 3 was about theme and author’s purpose; Meeting 4 was about author’s craft. Students submitted their Important Ideas pages and their final evaluation pages at the conclusion of Meeting 4.
I loved having them read the books before the meetings started. Some students hadn’t completed their books in time for the first meeting, but that is frequently the case with book clubs. Also, it was probably true that a few of those students had been grouped with books that were a little bit of a reach for their independent reading comfort – I had thought about how they could handle the books with peer discussion support, but some people are slower readers than others, especially with books that are challenging for them. Still, I didn’t want the book clubs to stretch on forever, given that some students read the books on the first day and read a couple of other books between the book club selection and the first book club meeting. I would organize the reading week the same way next time, in advance, but I would work harder to ensure the book choices were easily manageable for each student, especially in the first round.
Before each meeting, I offered a few reminders about moving “up” a level, where level one is having read the book and having all your materials, level two is listening appropriately and speaking on topic, and level three is responding naturally to what other people say, and offering insightful comments with specific examples. It was fascinating to see which students stepped into leadership roles to offer opinions and ideas about the book without the teacher directing the whole discussion. It was also clear that we have some work to do to move more students from level two to level three.
Overall, I was proud to give my students some ownership of discussion, practice with literary vocabulary, access to stories they might not otherwise have read, and a chance to reflect about the process. | https://www.ideasforlearners.com/blog/fall-book-clubs |
Real Talk is an original feature here at Girl in the Pages where I’ll discuss random things that come across my mind in an honest and sometimes spontaneous manner. It may be about books, blogging, life, or anything else!
I’ve noticed something.
The second I tell someone I am a reader or that I like to read, it’s like it opens an immediate floodgate for them to list all of the books you ABSOLUTELY POSITIVELY have to read. Right. This. Instant. I’m not talking about interacting with other people in the community, where book recommendations are a given and everyone knows everyone else is constantly being crushed under the weight of their TBRs. I’m talking about “normal” people, people who don’t devote as much time to reading and talking about books as if it’s a part time job, people who are more “casual” readers. I don’t tell many people IRL that I have a book blog, but I definitely mention that I like to read because it’s a big part of who I am. And in so many instances, I’ve had people immediately give me long winded explanations about why I have to read their favorite book ASAP.
Now, I don’t mean to come off as a negative Nancy- I always appreciate a good book recommendation and am happy to add it to my TBR if it suits my taste. However, often times the books being recommended to me are not ones that I’d have an interest in reading, and people then get upset when I DON’T take them up on their recommendation (even when it’s pretty obvious that the genre of book they’re rec’ing is not in my wheelhouse- such as adult horror/violent dystopian/non-fiction, etc.) They can also get a little aggressive about getting the book into my hands- I’ve literally had people send me e-books without my asking with the expectation that I’m going to read it right away once it pops up in my inbox. I’ve had friends (ones who knew about my blog) get super upset when I didn’t read the book the recommended, to the point where they would ask me every single time I talked if I had read the book. Now, I definitely understand how wonderful it is to find a book you love and desperately want to share those feelings with others who have read it- I mean, that’s one of the core motivations for many to join the book blogging community. However, I think a lot of people, especially non-bloggers, don’t understand that book bloggers often DON’T have the luxury of picking up whatever book they want to on a whim- there’s ARCs to prioritize, blog features that necessitate reading a certain book, book clubs, etc. that heavily influence many bloggers’ and readers’ TBRs, and there’s often not a lot of flexibility to throw a random book in there.
That’s not to say that I have no received some wonderful unsolicited book recommendations. One of my closest friends and mentors is much more in touch with politics than I am, and has recommended- and gifted me- some wonderful books that have really touched and impacted me, that I may not have thought to pick up myself! She also never pressures me to read anything right away- she knows I’ll get to it when I’m ready. It’s not the book recommendations I grow wary of- it’s the pressure of when people expect you to read those recommendations, and the constant worry that it’s going to turn into a personal insult if you don’t. Therefore I try not to push books onto people with the expectation that they read it ASAP or that they prioritize it over other things- I’m just thrilled when someone DOES read a book I love.
Let’s Discuss!
Have you ever had someone push a book onto you that wasn’t your style, or that you didn’t have time to read? Do you find people don’t understand why you can’t drop our TBR schedule to read a certain book, or get upset when you don’t read something they suggest? When people find out you like to read do they just assume you have time to read ALL THE THINGS? Let me know in the comments! | https://girlinthepages.com/2017/07/28/real-talk-book-pushing/ |
Anyone who loves to read but struggles to commit to a book club should sign up for our new Open Book Club, to be held once a month at Hornsby Library.
Unlike normal book clubs, the Open Book Club has no prescribed reading list and instead each month has a theme for discussion so that members can read anything they like and bring it to share with other book lovers.
This fun, informal book club is the perfect way for residents to make new friends, enjoy discussing literature and discover new book titles without having to worry about struggling with books that don’t suit their tastes.
The first meeting of the club will be held on Friday 5 February at 10.30am, with members encouraged to read a book that has been made into a movie, to discuss the theme of film adaptation.
While any book that has been made into a film will be up for discussion, the library staff have some recommendations for those who are looking for ideas, including Gone Girl by Gillian Flynn and The Book Thief by Markus Zusak.
For more information about the Open Book Club, or to join up, please visit hornsby.nsw.gov.au/library. Each meeting is free, although bookings are essential. | http://www.kgex.com.au/6809-2/ |
The Texas Elementary Principals and Supervisors Association (TEPSA) named Lisa Walker of Old Union Elementary in Carroll ISD, District 11 Assistant Principal of the Year.
The peer-based award recognizes assistant principals for their commitment to student learning as evidenced by exceptional school leadership.Honorees will be recognized at the TEPSA Awards Reception Wednesday, June 11, at the Austin Renaissance Hotel.
“Assistant principals play an important role in their school’s success. This group of campus leaders is passionate about doing what’s right for kids,” said TEPSA Executive Director Harley Eckhart.
Walker, whose career in education spans 17 years, is in her second year as Assistant Principal at Old Union Elementary.
TEPSA, whose hallmark is educational leaders learning with and from each other, has served Texas PreK-8 school leaders since 1917. Member owned and member governed, TEPSA has more than 5,800 members who direct the activities of 3 million PreK-8 school children.
This past school year, 30 exceptional youth facilitators and 1,007 outstanding 4-8 grade students were selected to participate in Education in Action’s 2013 spring break and summer camps. Lone Star Leadership Academy camps took place in Dallas/Fort Worth (4-6 graders), Austin/San Antonio (5-7 graders), and Houston/Galveston (6-8 graders). Selection for the Lone Star Leadership Academy was based on each student’s demonstrated academic success and leadership ability, an educator recommendation, and involvement in school/community activities.
Carroll ISD had a total of 13 students participate. 10 students were from Eubanks Intermediate and three students were from Old Union Elementary School. The Eubanks students were: Lauren Salazar, Sophia Deras, Matthew Krekow, Leigh Loftin, Trey Mann, Jude Nejmanowski, Braden Pecora, Noah Schembri, Ryan Seltzer, Sahaj Singh and Nicholas Tornow. The OUES students who participated were: Mackenzie Korman, Juniper Nelson and Avery White. Click here for a complete list of all districts and students involved.
During the weeklong Lone Star Leadership Academy camps, delegations of distinguished students gathered to develop leadership skills while learning about the great state of Texas. Participants experienced what they are learning in school through visits to historically, politically, scientifically, and environmentally significant sites. Venues included places such as the U.S. Bureau of Engraving and Printing, the Fort Worth Stockyards National Historic District, and the Sixth Floor Museum at Dealey Plaza on the Dallas/Fort Worth program; the offices of participants’ state legislators at the Texas State Capitol, The Bob Bullock Texas State History Museum, bat watching on the Lone Star Riverboat, and The Alamo on the Austin/San Antonio program; and NASA, a boat tour of Galveston Bay with a marine biologist, the San Jacinto Battleground Monument, and Moody Gardens on the Houston/Galveston program. Career speakers introduced participants to a wide variety of unique career and internship opportunities. Click here to view pictures taken from various camp destinations.
The Lone Star Leadership Academy experience provides a unique opportunity for outstanding students to learn about Texas leaders and what it means to be from the Lone Star State. Participants discuss what they learn, complete problem-solving and decision-making simulations, exercise creativity, and practice presentation skills in Leadership Groups. In addition, participants have fun meeting other outstanding students and making new friends while adding to their resume of academic achievements, developing leadership skills, and bringing home a wealth of information to supplement what they are learning in school.
Education in Action is a 501(c)(3) non-profit organization dedicated to empowering young people to become informed and active leaders in their communities. Students involved in student government, service organizations, and gifted and talented programs are especially good candidates for Lone Star Leadership Academy camps. Educators may nominate their outstanding 4th-8th grade students for 2014 camps online at www.educationinaction.org. Facilitator/student ratio is one to 10 and all facilitators are Texas educators. For more information about the Lone Star Leadership Academy visit www.educationinaction.org or www.facebook.com/educationinaction.
Every school wants to foster a love of reading in its students, but how can one more reading activity fit into an already packed educational day? Old Union Elementary Principal Jon Fike and Assistant Principal Lisa Walker found the answer – a lunchtime book club. Students come in the office during their lunch period to eat and talk about the book they are reading.
The book club at Old Union was inspired by a grant the school received from the Carroll Education Foundation called “It’s Not Just for Oprah: Book Clubs for Kids.”
“Book Clubs are an engaging way to interact with our students in a small, relaxed setting. We eat lunch, discuss books, and build relationships,” Walker said. “The time we spend facilitating discussion is meaningful and impacts more than just reading scores.”
The students who participate agree that the book club is an opportunity to engage with peers and explore a variety of literary work.
Fourth grader, Arky Mouser said, “The book club lets me express my feelings about the book to others.”
“Book clubs are great, because I get to be with my friends, be with Mrs. Walker, but still learn,” said third grader Ellen Aughenbaugh.
There are approximately ten students at a time per book club with multiple groups per book. The girls meet with Walker and the boys meet with Fike.
Mystery, adventure, historical fiction, and realistic fiction are some of the most popular choices among the students. For example, the third grade girl’s book club read Titanic by Gordan Korman while the fourth grade girls read Stepping on the Cracks by Mary Downing Hahn. Third grade boy’s book club read Infinity Ring by James Dashner while the fourth grade boys read Earthquake Terror by Peg Kehret.
“Our book club is great because I get to read books that take me on an adventure,” said third grader McKenzie Cutler.
“The goal is to encourage students to love reading and share their thoughts about what they have read with their peers,” Fike said. “It’s a great way to promote literacy and show students that reading can be fun.”
Old Union Book Club Recommendations:
Old Union Elementary’s Lunch Book Club is just one of the unique learning opportunities created by Carroll ISD educators to foster a life long love of reading in students. Throughout the 2012-13 school year the district has embraced this year’s academic theme: “Once Upon a Dragon” which emphasizes literacy. Click here to read more “Once Upon a Dragon” stories from other Carroll ISD campuses. | https://mysouthlakenews.com/tag/old-union-elementary |
In September 2018 Moreton School became a Reading School. We believe that reading cannot only help your child reach their full potential in school but research shows that people who read also have improved chances beyond school. We have spent the last academic year giving every opportunity we could to improve our students’ life chances and to open up the wonderful world of reading to them.
Research carried out by the Literacy Trust in 2018 shows that students who read have better mental health than those who don’t. Furthermore, those children who read for pleasure at home have a reading age – on average – 3 years above their peers who do not read in their own time.
With this in mind we knew we created a reading culture at Moreton School. We needed to give our student time, space and every opportunity we could to read. We introduced Curriculum Reading Time giving every student in year 7-9 a chance to read in a lesson once a week; as from September 2019 this is for all students’ year 7-10. This is such a lovely time for staff and students to read together, share recommendations, and discuss what they love (or hate) about the book they are reading.
One of the most successful strategies for engaging readers has been our Whole Year Reading days. Our days in September 2019 saw us read; The Boy at the Back of the Class, Flying Tips for Flightless Birds, Home Girl, and The Poet X. The students have loved making links from their books to their different subjects. We are already trying to find the perfect books for the next days!
We are committed to creating spaces for students to read and this has inspired the transformation of our school library. We also have a small library in reception and intend for reading spaces to grow throughout the school.
To achieve academic success, reading is a crucial, which is why encouraging reading at home, as well as school is so important. If you would like support with how to read to your child at home please do not hesitate to get in touch.
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”
You can read our first blog about why we became a reading school here.
In our second blog update we write about why our whole year reading days are so important for engaging students.
Our last blog update was about where the reading programme is one year later. | http://moreton-school.org/reading-school/ |
The Estes Valley Library’s youth services department will offer two summer book clubs for students. Participants will read the featured book and then celebrate the book at a club meeting where they will discuss the book and take part in activities related to the book. Games, art activities and a sampling of foods mentioned in the book will highlight the celebration.
Children age 6-8 will read Pirates Past Noon from the Magic Tree House series by Mary Pope Osborne and turn reading chapter books from a solitary experience to an interactive experience. The book celebration will be on Tuesday, June 25 from 1 to 2:30 p.m. or 3 to 4:30 p.m.
Pirates Past Noon is a “together” read. Children do not have to read the book by themselves. “The goal of our first, second and third grade book club is to have the experience be fun and not intimidating for inexperienced readers,” says Kerry Aiken, Youth Services Supervisor. “Book clubs are a great way for parents and children to share books, experiences and feelings together. By reading books and discussing them together, you can share a special time with your child, and help develop a love of reading and important language and literacy skills.”
Students entering 4th-6th grade (ages 10-12) are invited to read Gregor the Overlander by Suzanne Collins and attend the book celebration on Tuesday, July 2 from 1 to 2:30 p.m.
About the book
While struggling with the strange disappearance of his father, Gregor and his sister are swept down a grate in the laundry room only to be dropped in the dark Underland. In the Underland, spiders, rats and cockroaches, all interact with humans but are on the brink of war. An ancient Underland prophecy foretells Gregor’s coming and his role in the future of the Underland. Ever the reluctant hero, Gregor begins to realize that if he wants to find out the truth about his father he must go on a dangerous adventure that could change the fate of the Underland.
“Gregor the Overlander would make a good family read-aloud,” says Melanie Kozlowski, Youth Services assistant. “It is the type of book that will grab your attention from the beginning and keep it to the end.”
Register for the book clubs at the public library or call 586-8116. Participants will receive the book and a packet of optional activities. Space is limited so students are encouraged to sign up early. For more information call Kerry Aiken or Melanie Kozlowski at the library or email [email protected]. | https://www.eptrail.com/2013/05/17/estes-valley-library-offering-two-summer-book-clubs-2/ |
Regular readers of this blog will know that I love to read, and that I read different types of genres. Regular readers of this blog might also be aware from some of my blog posts that I think children reading is extremely important and shouldn’t be left until they start school, a love of reading starts at home long before a child starts attending school. I believe reading is the base for all future education and should be encouraged as early as possible. But getting children to read can be a bit of a challenge, frustrating at times, especially at young ages – I mean, how do you get a toddler to sit still long enough to read a story together?
There is no set formula for teaching your children to read, but there are plenty of things you can do to help encourage them. It is never too early to introduce children to books and reading. Here are some tips to help you and your children on their reading journey.
- Read yourself – I grew up in a house of books and watching my mum read, I’m sure that this is what has led to my love of reading. Babies are always learning and take in everything around them, so watching you picking up a book, newspaper or magazine and reading it will just seem a natural thing to do and hopefully it will stick with them, and they follow suit when they can.
- Read bedtime stories to/with them – kids love the sound of a voice telling them a story, so reading them bedtime stories as early as possible will introduce them to the world of storytelling, books and reading. Snuggle up with a book and read together, younger children will love looking at the bright and colourful images while you read the story together, whilst slightly older children will love the quality time together and even reading to YOU. It is also an excellent way to develop language/communication skills.
- Select baby/child-friendly/age-appropriate books and keep them within easy reach of the child – if you put the books out of their reach, they are never going to pick one up and look through it or read it.
- Make reading part of your daily routine with at least 10 minutes per day, bedtime being a good time to do it.
- With toddlers, they WILL get up and move around whilst you are reading with them, but while it might seem that they are not listening and taking it in, they will be – so don’t lose heart and put the book down. Toddlers have a short attention span so don’t read books that are too long for their age. Keep reading with toddlers, short and simple text, and read little bits several times over the course of the day.
- Try to inject fun into the stories, don’t just read in a monotonous voice – use different voices, humour where possible and expressions. Get the kids involved in the story. It will make storytelling and reading lots more fun and the children then will only look at books in a positive light.
- Make sure that any book you choose is engaging and interesting, one that will have points of discussion. Don’t just pick a book that you as an adult will find interesting, pick a book together.
- When able, ask questions about the book to test comprehension and get them talking. Reading really can help with speech, language, understanding, imagination and communication.
- Don’t just limit reading to books and storytime, get them to read snippets from the cereal box at breakfast time for example.
- Re-reading books isn’t a problem and should actually be encouraged. Don’t worry if they want to read certain books over and over again (but when reading a book for themselves do sit with them, listen and pay attention to make sure that they are actually reading and haven’t just memorised the story). Re-reading books is a good way to help with faster reading, accuracy and word recognition.
- Take turns with the reading, each reading a page each. Kids enjoy bedtime stories, the quality time at the end of the day is an excellent bonding experience. Taking turns each with the reading is a big step to them reading on their own whilst enjoying the quality time of being read a bedtime story.
- With older children or reluctant readers, find a book series they enjoy and get them to start reading the next book in the series once finished a book. This will help keep their interest and make them more likely to pick up a book.
- Do try and vary their reading using fiction and non-fiction as well as different authors and genres to vary writing styles and interests.
- With older children, discuss what has happened within the book and what they think might happen further along in the book.
- Be patient. Children will learn to read and different rates. Give them time to try and sound out any unfamiliar words. Help them use phonics if they are at the stage where they have learnt them (I personally found the phonics system brilliant after initially thinking that it wasn’t going to work as that wasn’t the way I was taught at school). Don’t just tell them the unfamiliar word that they might be struggling with and move on, it won’t help them.
- In the UK we have the use of free libraries. Make use of them or they will disappear. Go to the library together and select a few books to read. It is always fun to choose new books. Libraries also offer a lot more than book borrowing with Lego clubs, special events, author talks and even arts & crafts sessions.
- Have a family bookshelf at home if you have the space. If you can, have a bookcase or bookshelf in the children’s bedrooms filled with their favourite books. With easily accessible books they are more likely to pick one up.
- Give books as presents. This can be a much better gift, especially as you have to put some thought into the book to suit their reading tastes.
- Encourage them to swap or borrow books with their friends – this will not only increase their access to a variety of books but could also widen their reading material, especially with book recommendations from their peers that might be different from their usual reading habits.
- Encourage children to carry a book with them as often as possible. If they have a book with them, they will never get bored as they can always sit down and read a little bit (while waiting for bus home from school for example).
These are just some tips that may, or may not, help you with your family around books and reading. I’m sure that there are plenty of others, some that you may have used successfully or unsuccessfully. Why not let us know in the comments box below what has, or hasn’t, worked for you and let us know other tips we haven’t included in this article. | https://www.whatsgoodtoread.co.uk/tips-for-reading-with-children/ |
"Smokey" Daniels has been a city and suburban classroom teacher and a college professor, and now works as a national consultant and author on literacy education. In language arts, Smokey is known for his pioneering work on student book clubs, as recounted in Literature Circles: Voice and Choice in Book Clubs and Reading Groups, and Minilessons for Literature Circles. Smokey has also coauthored four bestselling books on content-area literacy: Texts and Lessons for Content-Area Reading; Comprehension & Collaboration; Subjects Matter, and Content-Area Writing. He is coauthor of the new Best Practice, Fourth Edition and The Best Practice Video Companion as well as editor of Comprehension Going Forward. Smokey works with elementary and secondary teachers throughout the United States, Canada, and Europe, offering demonstration lessons, workshops and consulting. He focuses on creating, sustaining and renewing student-centered inquiries and discussions of all kinds. Smokey shows colleagues how to simultaneously build students' reading strategies, balance their reading diets, and strengthen the social skills they need to become genuine lifelong readers.
Comprehension, Collaboration, and Inquiry: This practical, hands-on workshop answers questions raised by concerned teachers across the country: How can I make sure my students understand, remember, and apply the content they read in social studies, science, and language arts? How can I help them to handle increasingly complex text through the year, as the outcomes require? And even more, how can I stir kids' curiosity, so that they engage deeply in big ideas, build knowledge through their schooling, and ultimately, act wisely as citizens?
Drawing on his three recent books, Subjects Matter: Every Teacher's Guide to Content-Area Reading; Content Area Writing; and Comprehension and Collaboration: Inquiry Circles in Action, Harvey "Smokey" Daniels will show you how kids can think better around challenging nonfiction and fiction texts, and how they can use writing as a tool for learning in all classrooms. After reviewing the cognitive strategies used by proficient readers, writers, and inquirers, Smokey will engage you in a variety of reading and writing demonstrations and mini-lessons that are adaptable across grade levels and subject areas.
Smokey will show you how to organize productive small-group reading and writing activities that replace more passive large group discussions and end of the chapter quizzes with productive, accountable talk: The workshop will also review the typical array of school reading assignments, showing how to extend students' range, supplementing textbooks with real-world nonfiction text from print and internet sources. Finally, Smokey will demonstrate a new structure called "inquiry circles" that organizes small teams of students into curricular investigations that build deep understanding, ensure differentiation, and tap students' energy and curiosity. | https://us.corwin.com/en-us/nam/consultant/harvey-smokey-a-daniels |
I’ve been really busy lately, so I haven’t had a ton of time to read. Instead of book reviews, this week’s blog series is going to be about other book-related things. First up: book clubs.
I love reading books, but sometimes it’s even more fun to share what I’ve been reading. That’s obviously one of the reasons why I blog about books that I’ve enjoyed reading, but there’s something even more exciting when you can share great books in person. One of the ways to do this is to start or join a book club!
Book clubs can be pretty informal. Just a pick a book and a time to meet and discuss it. You can meet in someone’s home or a coffee shop or restaurant. Maybe you want to just join a book club to meet new people or to share common interests. Most libraries have book clubs, and some book stores do too.
The thing I love most about book clubs is that I’m often required to read something I otherwise wouldn’t have picked up. Sometimes, you just don’t think you’ll like something, but you end of loving it! That certainly happened with me and some historical fiction like Rules of Civility by Amor Towles.
So, do you have any interest in book clubs? Have you had any positive or negative experiences with them? Feel free to continue the discussion in the comments section. | https://tiffanyreneeharmon.com/2017/02/26/book-clubs/ |
Videos. Our Books. News. Podcast. 2021-03-04 · How book clubs are responding to the Covid-19 pandemic - aspects of book club that are good, and those that are not so good. 2021-02-17 · As we discovered in our research, satisfaction among book club participants is still high, despite the curveballs this pandemic has thrown us.
The Captain & Me, With Author Dan Epstein. 2021-03-04 2020-10-28 2020-05-15 Rebel Book Club. The Rebel Book Club is a London-based book community. When you become a member, you have access to a bi-monthly remote gathering where you discuss an assigned book with other members and special guests. Since the book club has gone virtual due to the pandemic, you can join from anywhere in the world. 2021-02-04 Zombie - Apocalypse - Dystopian - Pandemic Book Club has 2,104 members.
Missing from current government actions is the early home/outpatient treatment for COVID that keeps people out of hospitals. So, here are a few tips on how to take your book club online during the coronavirus pandemic.
Coming up, we talk about how she's responding to the grief this pandemic has created. There are 2 Jul 2020 The Pandemic Book club. For Jalandhar-based Avkirat, reading is just not a mere hobby but an intrinsic part of her life.
Find resources for your book club, whether it The first things that pop into your mind when you hear the word "summer" are things like beach days, bonfires, sunny rays, and a whole lot of reading to catch up on. OK, maybe that last one only works for book lovers and book club members, 15 Oct 2020 From the Nelson Library's Avi Silberstein on book clubs. Avi Silberstein writes that book clubs are still alive and well during the pandemic. 25 Sep 2020 Hope Book Club, Ep 26: The Pandemic Edition. These cracking books all feature a plague of some description, but they'll also make you feel a Connect with one of the best online book clubs after choosing your favorite from our list.
Pandemic Book Club: Reading recommendations from Nancy Pearl and KUOW listeners. By. Nancy is the creator of the internationally recognized program If All of Seattle Read the Same Book, and
Inspired to spend some of this pandemic time entering a timeless world of book reading together, the English Department has been hosting an online Pandemic Book Club. As faculty and students share their readings from isolation, the club encourages people to join and be part of a literary community to create strong networks of support. In the midst of the pandemic, it’s easy to keep the TV on all day. But it’s also the perfect time to take a step back and start a new book -- or even read Pandemic Book Club . So, here are a few tips on how to take your book club online during the coronavirus pandemic. Keep Your Ground Rules & Structure First, the rules of your standard book club still apply: Keep to a
Zombie - Apocalypse - Dystopian - Pandemic Book Club has 2,104 members.
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Book club for young adults with Down syndrome goes virtual amid pandemic by Kelcey Buck | Special Education and Communication Disorders When the Barkley Speech Language and Hearing Clinic was approached in 2017 about hosting a book club for young adults with Down syndrome, Alicia Davis jumped at what she thought would be a “cool adventure” to lead the group. Publishing and the Pandemic The journey of the Rampur Book Club shows how reading communities responded to the pandemic ‘The first meeting, held on a sweltering June evening in my drawing room In this installment of our author interview series, book club member and author of "Mets All-Time All-Stars" Brian Wright talks to MLB.com writer Anthony DiComo about his joint venture with Mets third baseman David Wright's memoir. They discuss the writing process with David, and his overall legacy and impact on the Mets organization. This hour, join us for our next installment of our Pandemic Book Club to talk about making reading your new favorite family activity. Coming up we talk about some of our new and old favorite young This hour, it’s our Fall Pandemic Book Club - Connecticut Only Edition!
Dec 8, 2020 23 Riveting Reads That Make For Great Discussion in a Book Club some emotional depth, but still light enough for pandemic reading. Pandemic Baseball Book Club A digital cul-de-sac for baseball authors amid a supervirus lockdown. The site even has a section of recommendations by New York City booksellers laid off during the pandemic.
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Authors please feel free to post your books. (One post per day please unless agreed with Admin).
Videos. Our Books. News.
“The SAI Book Club originally was an outgrowth of Inside-Out courses, to some degree, and it has played a 2020-03-30 · The Pandemic Book Club. How to get through this cataclysm even halfway calm: Enter a slower world. By Margaret Renkl. Contributing Opinion Writer. March 30, 2020. A place where baseball authors go to discuss their books during a time of Pandemic Baseball Book Club. Home. | https://kopavguldzuutir.netlify.app/98433/38084.html |
Lancashire Reads is a year-long adult reading initiative aiming to get more people in Lancashire reading regularly.
In 2021 we want to encourage adults to set their own reading targets for the year - maybe you will want to read more classics, more prize winners, or set yourself a target of how many books you can read in a year!
It doesn't matter what you read – whether it's 1000 page epics on eBook, new novels on eAudiobook, biographies, crime capers or graphic novels. We want to start a conversation with the booklovers of Lancashire and encourage you to start a new year's reading resolution!
We will be promoting themes throughout the year to give you some inspiration and ideas, and would love to hear your feedback! New for this year we have launched Lancashire Libraries Facebook Book Chat Group where you can go to discuss your favourite reads and share recommendations with fellow readers.
Our theme for April is Young Adult Fiction, and we will be celebrating some of the brilliant YA novels we have in our collection. Whether it's the Lancashire Book of the Year winning works of Sam Pollen or Holly Bourne, or the best-sellers by John Green and Suzanne Collins, we want to know your recommendations. Make sure you use the hashtag #LancsReads2021 when sharing your reads with us on social media, and let us know who your favourite YA authors are!
We will be keeping lists of all the reading recommendations that we get, and you can see those on our online catalogue. Please join us and share your reviews and recommendations on our library catalogue, Twitter and Facebook, or with the staff in your local Lancashire Library.
So join in, share your reviews and recommendations and see what others are reading and recommending on: | https://www.lancashire.gov.uk/libraries-and-archives/libraries/lancashire-reads/ |
Read On!
Following on from World Book Day earlier this month, I thought I would focus upon the book groups that students have recently been involved with....
Hazelwick Book Group
My New Year’s resolution for 2020 was to set up a student Hazelwick Book Group, following suggestions in several of the Years 7 and 8 Reading Ambassador’s application forms. As I wanted to open the group up to all year groups, I took the decision that it would not be practical to have all students read the same book to discuss it. The group works on a discussion theme basis and we have had two meetings this year. In our January meeting, we discussed the students’ favourite book of all time’. The ‘Harry Potter’ and ‘Lord of the Rings’ series featured strongly as did some much loved picture books. Students delighted in telling each other how they remembered being read to and that they could still quote lines from ‘We’re Going on a Bear Hunt’ and ‘Each Peach Pear Plum’. Movie tie-ins have a strong following, as did fairy tales with a twist. A lively discussion took place about the pros and cons of reading set texts.
For our February meeting, the theme was the first book that provoked an emotion, such as sadness, anger or excitement, for example. ‘The Boy in the Striped Pyjamas’ made several students cry which led to a discussion about sad and happy endings. There was also an interesting debate about DC/Marvel origin stories. Some of the Rick Riordan fans were most put out when one student expressed the view that he felt sad when the books became very ‘samey’.
What I loved about the sessions is that there were students from Years 7 to 10 with equal mix of boys and girls and the students’ honesty in discussing their reading. When we read in the media that young people do not read or read widely, it reminded me that there are young people that do enjoy reading, do read widely, and feel passionate about books and who feel confident to discuss their reading habits with their peers; sadly, they are not always celebrated in the media. Students were also recommending books to each other, which was fantastic to see. I truly look forward to our next meeting, whenever that may be.
We were delighted to join Crawley Library’s ‘VIP’ group whose members are all adults who have some form of visual impairment. The idea behind the programme is simple, the VIPs and a small group of Hazelwick Year 9 students all read the same book and we then meet up to discuss it.
We have had two meetings to date and both groups of readers have really enjoyed the sessions. We have read the books ‘Wonder’ and ‘The Hate U Give’, with the VIPs accessing the story in large print, Braille or audio book format.
The discussions have been fascinating and have raised some interesting questions about themes, characterisation, plot, endings and our favourite book group biscuits!
The behaviour of our students has been impeccable, as the VIPs have commented, and they have enjoyed the interaction with young people. In addition, the VIPs have given us some useful discussion pointers – there is no point nodding your head in agreement or shaking your head when you disagree, when some of the members are completely blind! I had wondered about how the adults would react to reading books aimed at a teenage audience but it seems that the themes of friendship, equality and identity are universal. We are currently deciding upon the next title to read so we can plan our third visit, when we are able to do so.
Keep those good reading habits in place during the forthcoming weeks by compiling a ‘books to read' list and then read as many as you can. Families can get competitive by seeing which family member reads the most books. I thought it useful to share my favourite book-related websites with you which will give you all a selection of recommended titles, quizzes and activities and some useful tips for parents and carers.
Recommended Websites
Check out the ‘Good Reads’ website for some reading inspiration. The site is excellent at giving
recommendations and you can search by genre etc.
The BookTrust website has a wide range of free resources in addition to the BookFinder book
recommendation tool. It also has some useful reading tips for parents and carers.
Do not forget that whilst the libraries are closed, members can still borrow free audiobooks from the Public Library Service. There are over 3,000 titles to select from to download to a range of electronic devices.
https://www.westsussex.gov.uk/libraries/elibrary-electronic-library/borrow-eaudiobooks
If you are looking for a challenging reading list, then the titles for the 2020 Carnegie and Greenaway shortlisted titles has just been announced. Please note that some of these titles may be unsuitable for younger readers. Past winners and shortlisted titles are all featured. | https://www.hazelwick.org/parents/carers/latest-news/read-on |
Last week, as part of our How To Book Club series, we shared some can’t-miss book club discussion questions for your book club meeting.
Those questions work great for a club that meets live, whether in person or virtually, but what if your club interacts via online discussion? Or what if you want to be able to start discussing your book club selection before the meeting?
This week, we’re tackling how to best discuss books online, with our tips on how to structure your club’s message board and what discussion questions prompt the best online discourse.
If you’re an admin of a club on Bookclubs, you can decide (in your Club Settings) whether any club member can start a new message thread, or if only the admins can. Either way, any member can reply to any thread. A fully open message board can be less work to moderate and prompt interesting discussion, but at the risk of being less organized and less easy to follow.
Here are a few discussion thread prompts that we’ve seen engaged clubs use to get the conversation going:
- Introduction thread: This thread is a place for new members of your club to introduce themselves. Consider having each new member answer the same set of questions, such as their name, where they’re from, why they joined the club or what they’re hoping to get out of the club, and what they’re currently reading
- Book recommendation threads: Every book lover we know is always looking for their next book to read! A few great prompts that are sure to elicit lots of discussion include “What are you reading?,” “What’s on your TBR (to be read) list?” and perhaps most helpfully, “In search of…” Create a space for members to ask for suggestions based on the type of book they typically enjoy or are looking to expand into. The more specific the ask, the better the recommendations you’re likely to get!
- Organized book threads: To stay organized, post one thread for each book your club reads, or, if you primarily discuss online, consider creating a thread for multiple sections of the book, so that people can discuss the book as they go along without worrying about spoilers.
- As an example, the YA Allegiance Book Club sets up 4-5 threads per book, with each subject line explaining which chapters the thread covers, and the prompt ”Feel free to discuss anything and everything you want from these chapters as you read! Plot, characters, favorite quotes, predictions, etc.! Be warned: spoilers for these chapters ahead!”
- Pro tip: you will only get an email about the first message in a thread, so keep that first message spoiler-free
- Discussion questions: For those who have finished reading the book, you can also post some discussion guide questions. If there’s any surprise twist (or unsettling ambiguity) at the end of the book, it’s great to create a thread on that too, to allow members to talk about it right away (don’t forget the spoiler alerts!)
- Crowdsourcing questions: Lastly, if your club is hosting a live meeting or an author interview, ask what questions people would like to see covered during the meeting
What are some of your favorite online discussion prompts? Share in the comments! And don't forget to subscribe to the blog to make sure to get more book club tips straight to your inbox! | https://bookclubs.com/blog/how-to-run-an-online-book-club-discussion |
The first time your child picks up a book should be exciting. Their love of learning and reading, you hope, carries through their entire lives. Soon they’re babbling on about their favorite story characters as if they are real people, and you listen with enlightened ears. Then, as the school year starts, their new teacher tells the parents s/he plans to engage the students in weekly literature circles. This is where they will discuss books and readings. This is in your child’s best interest to keep them actively engaged in books and here’s why.
First, literature circles teach kids to interact with other students in reference to what they are reading. Students can express their opinions about the characters, themes, and context of the literature. There is room for persuasive discussion and healthy argumentative discussion. Not all the students will like the hero or heroine, for instance. The teacher may also be inclined to have the students read the literature to increase their reading or talking skills, such as getting a shy student comfortable in reading in front of their peers.
The teacher may also often assign roles in the literature circle. The narrator develops questions about the big ideas. If it’s a large group, the teacher may also add a discussion director which has the same task. They may ask the students How did you feel when you were reading the book? and other similar questions. The investigator locates passages in the text to read out loud. This helps the group remember the most powerful or funny moments of the text.
There may also be a summarizer, whose task it is to write a short summary of that day’s reading. They want to hit the main ideas and most important moments, such as the climax of the story. Then, they bring it to the literature circle and share it. Also, there may be a connector, whose job it is to connect the reading to the outside world. How does the hero/heroine’s mission relate to the reader’s life?
Another benefit of literature circles is that the kids get to be writers and readers. Often teachers will have students keep literature journals to bring to the circles. This is where they can reflect on what they are reading and their thoughts about it. It’s a fantastic way for the student to continue their discussion of the book as they write 200-500 words. Teachers can choose a specific part of the literature to focus on, such as the heroine and the villain they’re fighting or the theme of the story. There are endless ways to make it fun!
Finally, literature circles are a fantastic way for students to increase their vocabulary. As a child ages, they are going to start reading more difficult books. During these years, help your child embrace these new words by using memorization techniques. For instance, you can put the words and flashcards for easy study. Encourage them and they are going to keep reading. You are certain to have a life-long learner in your family. | https://www.jenolson.net/benefits-of-literature-circles/ |
– The electrical current to the valve which commands control flow, expressed in milliamperes (mA).
Rated Current – The specified input of either polarity to produce rated flow, expressed in milliamperes (mA). Rated current is specified for a particular coil configuration (differential, series, individual or parallel coils) and does not include null bias current.
Coil Impedance
– The complex ratio of coil voltage to current. Coil impedance will vary with signal frequency, amplitude, and other operating conditions, but can be approximated by the DC coil resistance R, expressed in ohms(½) and the apparent coil inductance L, expressed in henrys(H), measured at a specific signal frequency.
Dither
– An AC signal sometimes superimposed on the valve input to improve system resolution. Dither is expressed by the dither frequency hertz (Hz) and the peak-to-peak dither current, expressed in milliamperes (mA).
Hydraulic
Control Flow QV –
The flow through the valve control ports to the load expressed in in3/sec (cis), gal/min (gpm), or liters/min (lpm).
Rated Flow QR –
Servovalves are typically rated at 1,000 psi drop, while Proportional Valves are rated at 150 psi drop.The flow under no-load condition,QNL, will vary with supply pressure.
Flow Gain –
The normal relationship of control flow to input current, expressed as cis/mA, gpm/mA, or lpm/mA.
No Load Flow –
The control flow with zero load pressure drop, expressed in cis, gpm, or lpm.
Internal Leakage –
The total internal valve flow from pressure to return with zero control flow (usually measured with control ports blocked), expressed in cis, gpm, or lpm. Leakage flow will vary with input current, generally being a maximum at the zero level of null (called null leakage).
Load Pressure Drop –
The differential pressure between the control ports (that is, across the load actuator), expressed in lbs/in2 (psi) or bars.
Valve Pressure Drop –
The sum of the differential pressure across the control orifices of the valve spool, expressed in psi or bars.Valve pressure drop will equal the supply pressure, minus the return pressure, minus the load pressure drop. | https://www.servocontrolsindia.com/general_terminology.php |
To convert kilograms to grammes multiply by 1000. I've generated some hopefully helpful examples randomly below, as with most random sentences please excuse the repetitive and occasionally comic outcomes.
In 220 kilograms of barley there are 220000 grammes, to achieve this take 220 and just multiply by 1000.
You have 110 kilograms of potatoes but you need to know how many grammes that is. To get the answer multiply by 1000 which gives you 110000 grammes.
To convert 800 kilograms into grammes multiply by 1000 giving 800000 grammes. | http://statman.info/auto-mass/kilograms_to_grammes.html |
To convert kgs to grams multiply by 1000. I've generated some hopefully helpful examples randomly below, as with most random sentences please excuse the repetitive and occasionally comic outcomes.
You have 440 kgs of wheat but you need to know how many grams that is. To get the answer multiply by 1000 which gives you 440000 grams.
In 180 kgs of onions there are 180000 grams, to achieve this take 180 and just multiply by 1000.
How many grams of rye are there in 270 kgs? Just multiply by 1000 to get the answer of 270000 grams.
You've got 790 kgs of barley but someone only wants to buy that in units of grams, to change the units multiply by 1000. Now you have 790000 grams. | http://statman.info/auto-mass/kgs_to_grams.html |
A career in international affairs can be fueled by a passion to travel and a desire to learn about our global environment, effectuate change, and make a difference in the world. As an interdisciplinary field at Wellesley, the international affairs major exposes students to an array of perspectives and analytical methodologies that equip them to enter a workforce in a broad range of organizations and experiences. The work in international affairs can truly change the world; however, it is important to focus on the small steps that will maximize your success and lead you to a fruitful career in international affairs.
“Often women and children are used to build the pathos to justify certain decisions, and I thought it was crazy to look around the table at who is making the decisions and [see that] those people are not represented at all.”
“Wellesley gave me a solid foundation in international relations, so I wanted to explore more in-depth theoretical and historical elements, both for my own interest and for gaining specialist knowledge for my career.”
“The Rangel fellowship is a dream come true. I’m able to study what most interests me with a wonderful job waiting for me at the end of it.”
“Spending two months in Delhi and directly seeing the impact of this NGO’s work has made us grow as students and as individuals.”
Graduate School in International Affairs, Political Science, Policy, etc
This resource covers:
Masters Degrees
- Master in Public Policy (MPP),
- Master of Public Administration (MPA),
- Master of International Affairs/Relations/Foreign Policy/Foreign Service,
- Master of Security Studies/National Security
- Master of Political Science
Joint Degrees
- JD/MPP, JD/MPA
- MBA/MPP, MBA/MPA
PhD in Political Science/Government/Politics or PhD in Public Policy
Private Sector: Consulting (Political, Management, International, Defense) and Government Relations
This resource is an overview of:
- Political consulting: firms who are hired by individuals, political groups, and campaigns to help run political campaigns
- Management consulting & Strategic Advisory: in this document, this term refers to firms that focus on consulting as it relates to government and international affairs interests and aerospace and defense contracting
- Government relations: the sector of an organization that focuses on public policy and advocacy.
GoinGlobal
GoinGlobal is the leading provider of both country-specific and USA city-specific career and employment information. Our unlimited access subscription database features 38 Country Career Guides, 53 City Career Guides for the United States and Canada, corporate profiles and more than 16 million internship and job listings within the USA and around the world.
Getting Started in Politics, Advocacy, Government at the Local & National Levels
Local and state government offers students a great opportunity to see how agencies and legislation work on a smaller scale. For students passionate about their state or a particular issue, state politics is a wonderful place to get started! Below, I highlight a few ways to get involved in politics at the local (including at Wellesley!) and state level. In terms of gaining experience at the national level in US politics and policy, DC is the place to go. This document will address finding a range of internships in DC as well tips for networking. We’ll start with the three branches of government, briefly address other government agencies, move to international organizations, and finish with think tanks and nonprofits. For students interested in international affairs and government, intern and/or study abroad to demonstrate your regional expertise and intercultural communication and adaptability skills.
“A strong Davis Projects for Peace proposal is always one that is grounded in a real knowledge of and investment in a community, providing a foundation that gives the student both inspiration and credibility as she strives to make real change.”
“For students interested in advocacy or a cause, such as immigration or civil rights – roll up your sleeves and volunteer! Through volunteering, you will gain insight and professional contacts in your chosen field.”
Study Abroad: Government, International Affairs, Law, & Public Policy Careers
Students interested in careers in government, law, international affairs, and public policy are encouraged to focus on skill development and experience. This is especially important as employers, and graduate programs in this space continue to look for commitment to understanding these industries. Below please find suggested study abroad experiences that help develop specific skills and experiences to help be competitive in these industries.
Michel David-Weill Scholarship (rising seniors)
Supports a two-year master’s degree in any field at the Institut d’Etudes Politiques de Paris (Sciences Po), but Economics is especially encouraged. Eligible are graduating seniors at Wellesley who are US citizens. Campus application deadline typically in November.
Boren Awards (students)
Supports study abroad of less-commonly-taught languages in world regions critical to US interests, and underrepresented in study abroad. Study abroad programs of a year are preferred, but a spring plus summer can be a good option and summer programs will be considered for students majoring in science, technology, engineering, and math (STEM) fields. Eligible for the Scholarship are Wellesley first years, sophomores, and juniors who are US citizens, and Wellesley seniors who are also applying for U.S.-based graduate programs might apply for the Fellowship. Campus application deadline typically in January.
Wellesley students should seek advice about appropriate study abroad programs from the Office of International Study, although the Fellowships office is happy to offer advice on Boren Scholarship applications. | https://www.wellesley.edu/careereducation/search?search_api_views_fulltext=internationalaffairs&f%5B0%5D=field_global_hashtag:233 |
In an ever-modernizing world where the economies, politics and social constructs of different countries are becoming increasingly intertwined, the field of healthcare must also adapt its perspective to incorporate and all aspects of all the patients that make up our planet. Global health is an outlook that views health in both an interdisciplinary and international context, involving research and medical care that emphasizes the importance of wellness, health and healthcare equity around the world. It tackles all the common and unique factors influencing health across different cultures, involving diverse fields such as economics, politics, public policy, environmental studies, sociology, epidemiology and human rights.
Global health literacy, or a basic understanding of global health terms, factors and how to apply them in various fields, is a crucial skill for people of any profession. Since health is influenced by all the demographics and features of an individual, it is important that everyone develop a working knowledge of this concept and how it applies to their field.
While global health allows one to appreciate the uniqueness of different cultural landscapes, it is also crucial to adopt this viewpoint to combat dangerous global. As globalization and modernization continue, key issues in healthcare around the world emerge. Climate change, partially brought about by careless decisions made by consumers in “First World” countries, affects health in all countries, primarily through changes in water sources, sanitation and weather patterns . Last year brought many environmental crises that can be directly linked to climate change, from devastating floods in Bangladesh to a drought in East Africa to deadly heatwaves in Europe and China to hurricanes within the United States. These catastrophic events demand immense resources from local groups and allow diseases to spread more easily. According to Dr. Calum Macpherson, vice provost for international program development at Saint George’s University, the issue of climate change “is thought by many global health experts to be the greatest threat to human health.”
In addition to climate change, various political factors can lead to wars and create large refugee communities who must adapt to a new culture. These groups are often underrepresented in healthcare policy. While refugees are normally healthy, the disruption to their normal way of life, stress of adapting to a new country and poor living conditions can cause them to fall ill and also be more prone to mental health conditions including depression, anxiety and post-traumatic stress disorder. Due to legal issues, many immigrants do not receive adequate healthcare (if at all) and are vastly underrepresented in healthcare policy, even though an estimated 25.4 million people worldwide have been forced to emigrate to new countries for their protection, according to the World Health Organization. Protecting the health of these refugees is in the best interest of residents of host countries and the world over.
Modern global health crises extend far beyond just climate change and refugee health, demanding advocacy and action to combat issues such as potential pandemics, the rise in noncommunicable diseases, agricultural practices and class disparities. It is easy to become overwhelmed when considering all these issues, but it is crucial to understand that change relies on the passionate collaboration of many individuals, working together with diverse experiences to solve common problems. Above all, it is vital that all citizens, including college students who are growing into their respective professions, educate themselves about these topics. UConn’s second global health symposium, “Winning the Birth Lottery: Globalization and Health,” will be taking place on March 29 and 30 and will delve into the geopolitical, economical and social aspects of one’s birthplace and its influence on health. It will feature keynote speakers, breakout sessions, a documentary, a refugee panel and a simulation of the birth lottery to encompass all methods of learning and expose both novices and experts in global health to current issues around the world. Attendees can pre-register for the event or join at any time in the symposium to learn more about these vital issues. We are all players in the global health landscape and can advocate in our various fields to create positive change for all cultures.
Kate Lee is a contributor to The Daily Campus opinion section. He can be reached via email at [email protected] . | http://dailycampus.com/stories/2019/3/8/global-health-literacy-advocacy-and-action-in-a-modernizing-world |
Everyday individuals, businesses and governments make decisions about their goals within the constraints of time, money and other finite resources. From the social to the environmental, the labour market to government policy, studying Economics develops skills and knowledge that help us understand the world around us and to contribute to change.
Economics trains people to think analytically and clearly about a wide range of issues. It helps us better understand the world in which we live.
In a world where we are more connected to one another than ever before – globally – the Study of Economics becomes extremely important.
Economics complements many other fields of study, including Environmental Science, Law, Psychology, Information Technology, Health, Politics and Mathematics, as well as other business disciplines.
Economics at UTS comprises a dynamic, fast-growing group of enthusiastic researchers and experienced teachers. We offer courses at the undergraduate, Honours, Masters and PhD level, and our research is highly ranked internationally.
The Economics Department is located in the magnificent Gehry designed Dr Chau Chak Wing Building. The department hosted several prestigious international conferences, including the 2015 Economics Science Association World Meeting and the 2016 Australasian Meeting of the Econometric Society. The Department runs an active Seminar Series with more than 50 seminars by national and international speakers per year. | https://www.uts.edu.au/about/uts-business-school/economics/who-we-are/economics-uts |
Due to the current uncertain times, we have reduced the tuition prices for the upcoming terms. We also have a flexible policy: tuition fees can be paid in installments.
As technology progresses and global economies become more interdependent, the world becomes smaller. Individuals interested in entering the global marketplace can benefit from a degree in International Relations. The International Relations program educates students in both international relations and international business.
Graduates are not only knowledgeable in the fields of public, multilateral, and international affairs, but they are also able to effectively and efficiently manage an office, prepare budgets, make decisions based on financial indicators, and oversee projects from start to finish.
The UBIS Bachelor of Arts in International Relations offers two fields of study in one degree, international relations, as well as a global business. Students will learn about world politics, foreign affairs, and international relations theory, as well as foreign area studies, international business law, international business management.
Program Objectives
To prepare students in specialized international business subjects. To develop students' proficiency in information technology.
Program Outline
To receive a Bachelor of Arts in International Relations degree, students must earn 240 semester credit hours.
Curriculum
Stepping Stone 1
- English Composition I
- English Composition II
- College Math: Algebra
- Computer Fundamentals
- Beginnings Foreign Language
- Organizational Diversity
- Foundations of Business
- Environmental Science
- Principles of Marketing
- Intermediate Foreign Language
- Anthropology of Education
- Student Success Strategies
Stepping Stone 2
- Ethics Introduction
- Accounting I
- Principles of Economics
- Business Mathematics
- Principles of Psychology
- Cross-Cultural Communication
- Global Market Competition Management
- Research and Report Writing
- International Economics
- International Political Economy
Stepping Stone 3
- International Relations
- Foreign Area Studies
- Comparative Politics
- Social Psychology
- Politics I: People and Politics
- Research and Statistical Analysis
- The Role of Civil Society
- International Business Management
- Organizational Communication
- International Business Law
Stepping Stone 4
- International Marketing
- Issues in Global Media
- International Organizations
- Performance Measurement and Evaluation
- World Political Affairs Since 1919
- Strategic Management and Planning
- Human Resources Management
- International Banking and Finance
- Operations and Project Management
- Capstone Project
Accreditation
The University of Business and International Studies (UBIS) has received specialized accreditation for its business programs through the International Accreditation Council for Business Education (IACBE) located at 11374 Strang Line Road in Lenexa, Kansas, USA. | http://www.xueyunym.com/Bachelor-of-Arts-in-International-Relations/Switzerland/UBIS-University-of-Business-and-International-Studies/ |
Political science, broadly conceived, is the study of governments and other political actors, including their origins and foundations, interactions with groups and individuals, and interactions with nations. Within this larger framework political scientists study power, authority, conflict, economic relationships, culture, laws, policy, values, ethics, justice, equality, rights, legitimacy, and representation, to list only a few. Using these and other concepts, they analyze the political impacts of social issues such as war, peace, poverty, crime, education, the environment, race, gender, and globalization. Modes of inquiry are highly interdisciplinary.
Coursework in the discipline covers four major fields of political science: American politics, comparative politics, international relations, and political theory. In addition to major requirements, students may pursue faculty-supervised internships, research, independent study projects and an optional senior thesis.
Suggested First- and Second-Year College Courses: Courses that develop writing skills and breadth of knowledge. Introductory statistics.
Students are admitted all quarters. Applications are due the second Friday of each quarter. Applications and additional information available from advisers in 215 Smith and on the Political Science Department website.
Applicants who meet the stated requirements are admitted in time to register for the following quarter as majors.
Transfer and postbaccalaureate students must meet all the above requirements and complete a minimum of 10 political science credits numbered 210 or above through the UW.
Political Economy: This interdisciplinary option is a specialized program that combines study of political science and economics. Students who wish to pursue this option should consult a political science adviser. A list of recommended coursework is available.
International Security: Recommended to students interested in an in-depth study of international security. Concentrates on the relationship between politics and security, and specifically on the causes of war and the use and control of force, threats, promises, and the tactics, techniques, and ethics of violence. Teaches theories to address security issues and provides historical context for understanding contemporary security issues. Option coursework is completed in addition to the requirements of the major, however, up to 25 credits from the option may also fulfill requirements for the political science major. A list of recommended coursework is available.
30 additional credits from an approved list of courses maintained in the department. At least 15 elective credits must be at the 300 or 400 level.
Learning Objectives and Expected Outcomes: The study of political science arms students with substantive knowledge of the discipline, including its concepts and theories. It also prepares them to be knowledgeable and active citizens. Through their study, students develop critical thinking, analytical, research, writing, interpersonal, and communication skills.
Graduates of political science pursue careers in many fields, including government (federal, state, and local), business, trade, public service (including non-governmental and international organizations), law, journalism, and teaching.
Political Science Laboratory: This facility with 25 computer stations, functions as a computer classroom and also as a general laboratory.
Center for Social Science Computation and Research maintains an extensive data archive and offers many statistical and software consulting services.
Political Science/Jackson School/Law, Societies, and Justice/Comparative History of Ideas Writing Center: The Writing Center is staffed by peer tutors and provides free help to students seeking feedback about their writing. The Writing Center director works with instructors to design workshops to help students with assignments.
The Center for American Politics and Public Policy is a focal point for the study of politics and policy processes in the United States. Research relates to public policy processes, including issues of agenda setting, decision making, implementation, quantitative and qualitative measures of policy change, and the role of ideas and dialogue in policy change. Policy arenas include education reform, health care, environmental regulation, and building code enforcement.
The Center for Communication and Civic Engagement investigates how innovative communication can improve the quality of civic life. The center's primary focus is to understand how new information technologies can supplement more traditional forms of communication to facilitate civic engagement.
The University of Washington's Institute for the Study of Ethnicity, Race, and Sexuality is an interdisciplinary research center dedicated to bringing the tools of contemporary social science inquiry to the careful examination of issues of social, economic, and political exclusion and disadvantage of marginalized minority populations in the United States, and their potential solutions.
Harry Bridges Center for Labor Studies promotes the study of labor as a central concern in higher education and focuses on labor's contribution to society—locally, nationally, and worldwide. The center supports research, teaching, and community outreach.
The Comparative Law and Society Studies Center is committed to promoting interdisciplinary research and teaching as well as community service regarding law, justice, and human rights throughout the world.
European Union Center promotes the study of the European Union and trans-Atlantic relations.
Research, Internships, and Service Learning: The department offers three internship programs that range from part-time to full-time programs. Students may work in local agencies (POL S 496), in the state legislature (POL S 497), and in Washington, D.C. (POL S 498).
Listings of local internships and applications are available in 215 Smith.
The Washington State Legislative Internship Program is a winter-quarter program in Olympia and is open to students from all majors. Students earn 15 credits for the internship and attend a class taught by a political science faculty member. Applications are available from departmental advisers in 215 Smith and are due by the end of October.
Students in all majors may apply for The Washington Center, a comprehensive internship program that places students in Washington, D.C. Students earn 15 credits for the internship. Additional information is available from departmental advisers in 215 Smith.
Hugh Bone Scholarship: The endowed Hugh A. Bone Scholarship was established by the Department of Political Science in 1986 to recognize Professor Bone, a former department chair, and to continue his commitment to a "participative citizenry." Professor Bone founded the Washington State Legislative Internship Program and many students who studied with him continue active political lives because of his stewardship and interest. The scholarship was established in his name to help students with financial need study and intern away from the UW-Seattle campus.
Agnes C. Nelson Memorial Scholarship: The departments of Political Science and Economics make annual full-tuition awards to students who demonstrate interest in the interrelationship of politics and economics and who meet financial eligibility requirements. To apply for the scholarship, students must have completed a minimum 25 credits in political science and economics with at least 10 credits in each discipline. Deadlines are posted early in spring quarter.
The Robert A. Dahl Award: The Department of Political Science recognizes an outstanding graduating senior with the Robert A. Dahl Award. To be eligible for consideration, a student must demonstrate scholarship excellence as well as interest in political science as a discipline.
Daniel C. Lev Award: The Department of Political Science created this award to recognize the contribution of Professor Dan Lev to the department's Honors program. The award recognizes an exceptional senior Honors thesis.
Sharon S. Redeker Award for Public Service: The Department of Political Science created this award in honor of Sharon Redeker, who served for many years as the department's Director of Academic Services. This award recognizes the exceptional public service of a political science senior while at the UW.
Student Organizations/Associations: Pi Sigma Alpha (Political Science Honor Society), Phi Alpha Delta (pre-law fraternity). See adviser for details.
Graduate study integrates traditional education in political science's primary fields with other fields in the social sciences.
Areas of study include comparative politics, international relations, American politics, political theory, political economy, race and ethnic politics, public policy, public law, political communication, and methodology.
Graduate work is primarily preparation for the doctor of philosophy degree. The master of arts requirement serves as the initial stage of the PhD program; the department does not offer a terminal master of arts degree and admits students for the PhD program only.
Statement of Purpose academic background, including any research experience and methodological skills; plans and goals for study, including intellectual interests and areas of specialization; and reasons for interest in studying at the UW.
Writing sample: A paper (not to exceed 20 pages) or excerpts from a larger work (e.g., honors thesis) demonstrating ability to write critically and analytically.
General Fields: One from American politics, comparative politics, international relations, and political theory. At least one additional core course in another general field. Either a second general field or a specialized field (public law, political communication, political economy, political methodology, public policy processes, or minority and race politics).
MA Degree (40 credits): Usually completed within the first two years of study.
Additional Field: A third field which can be another general field and/or one or more of the specialized fields listed above, and/or at most one non-designated field (from either another academic discipline or individually defined by the student).
PhD Degree: Normally four years beyond the MA, including written and oral examinations in the three fields; general examination (dissertation prospectus); dissertation (minimum 27 credits).
Access to computing facilities and extensive data holdings is available. The department is also affiliated with several research centers, including the Center for American Politics and Public Policy, the Center for Communication and Civic Engagement, the Center for Statistics and Social Sciences, the Comparative Law and Society Studies Center, the Harry Bridges Labor Studies Center, the Center for Comparative and Historical Analysis of Organizations and States, and the UW's Institute for the Study of Ethnicity, Race, and Sexuality. The University is also a member of the Inter-University Consortium for Political and Social Research.
Fellowships, research assistantships, and teaching assistantships are available to qualified graduate students, including those in their first year of study. Provided they make satisfactory progress, students are eligible for departmental financial assistance for five consecutive years. | http://www.washington.edu/students/gencat/academic/pols.html |
Katie is a development economist interested in food systems and agricultural value chains; in particular, how these networks influence human health, nutrition and poverty. Her work has analysed the welfare risks and opportunities for linking smallholder farmers to market opportunities and the evolution of food value chains on urban and rural food security. Katie applies concepts from organisational behaviour and behavioural economics to better understand how households, individuals, government agencies or agribusinesses make complex decisions, allocate resources and/or maximize welfare under economic stress. In the past, she’s collaborated with non-governmental agencies like Oxfam, UN-FAO and the World Bank and been on the research staff of the CGIAR, Cornell University and Colorado State University. She’s also worked extensively on the evaluation and metrics development front with national and local government agencies in the United States trying to manage complex sustainability issues around energy use, water, affordable housing and transit. Katie holds undergraduate and graduate degrees in International Development and Applied Economics and Management from the University of California Los Angeles (UCLA) and Cornell University, respectively.
Two themes run strong for Katie in her work: economic inequality and climate change. Like so many others, she sees that these twin threats have a solutions to be found in agriculture and food systems. Katie cares deeply about keeping a strong, applied research connection to these topics and her current research efforts include the impacts of COVID-19 and agricultural investment and labour dynamics, and the harmonization of sustainability metrics across Australian agriculture sectors. | https://research.csiro.au/climatesmartagriculture/our-team/katie-ricketts-research-scientist-sustainability-program/ |
Unfortunately a great deal of damage was done to British cuisine during the first and second world wars. The war effort used up goods and services and so less was left over for people to consume. During the 1940’s food rationing began and the British tradition of stews, pies and breads went into decline, so did works by the great British culinary expert –Mrs. Beeton.
The atmosphere of doom and gloom peaked in and turned the country into a nation of gastrophobes.
The years, which followed, meant that the British culinary skills according to the taste buds of the rest of the world went into decline. What was best of Britain was only that which showed the influence of France, and so British food soon developed a poor reputation and the French art of nouvelle cuisine was adopted.
In the mid 1980’s British cuisine started to look for new direction. Chefs began to look close to home for inspiration. Calling on a rich tradition and utilising many diverse and fresh ingredients, forming what today is known as the modern British food.
Traditional dishes such as roast beef, Yorkshire pudding, Cornish pasties, steak and kidney pie, bread and butter pudding, treacle tart, spotted dick and Fish and Chips remain popular though there is a great multicultural mix from other commonwealth and European nations.
Today fish is still very important to the British cooking. Being an island surrounded by some of the richest fishing areas of the world, many species such as haddock, hake, plaice, cod, turbot, mullet, herring as do lobsters, oysters and eels form the core of the British cooking.
Below is a list of theTop-Rated British restaurants of 2005. Each was awarded at least 7 out of the 10 marks for cooking excellence, presentation, hygiene and quality as perceived by The Good Food Guide and its readers.
The Good Food Guide publication is the UK’s trusted and best independent guide resource, providing consumers with the independent information they need to make informed choices .
I have randomly chosen 5 of the top scored restaurants in London , the counties, Wales and Scotland, serving a good mix of the Traditional British and the Modern Cuisine.
Gordon Ramsay (UK Restaurant of the year 2005)
Gordon Ramsay
68 Royal Hospital Road
Chelsea , London
SW3 4HP
Tel: +44(0) 207 352 4441
www.gordonramsay.com
The Fat Duck
High Street
Bray Berkshire
SL6 2AQ
Tel: + 44 (0) 1628 580 333
www.fatduck.co.uk
Winteringham Fields
Winteringham
Lincolnshire
DN15 9PF
Tel: +44 (0) 1724 733 096
www.winteringhamfields.com
Martin Wishart
54 The Shore
Edinburgh
Scotland
EH6 6RA
Tel: +44 (0) 131 553 3557
www.martin-wishart.co.uk
Tyddyn Llan
Llandrillo
Nr Corwen
Denbigshire
North Wales
LL21 0ST
Tel: +44 (0) 1490 440 264
www.tyddynllan.co.uk
Claudia Foleng-Achunche ([email protected]) is the Author of Tasty and Exotic Foods – an exotic blend of West African mouthwatering cuisine for the 21 st century. She lives and works in the United Kingdom.
Note: This information was accurate when it was published. Please be sure to confirm all rates and details directly with the businesses in question before making your plans. | http://sallys-place.com/food/cuisines/british_cuisine.htm |
A study in New American cuisine, Barrington’s was the first of Chef Bruce Moffett’s restaurants. Opening in 2000 in Foxcroft East in South Park and named for his hometown in Rhode Island, it quickly became a staple of the burgeoning community. Over the past two decades Barrington’s has used that reputation to take chances, putting a fresh spin on classics and serving them alongside refined traditional dishes.
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Sous Chef at Barrington’s, Jason Newman was born and raised in upstate New York. Jason started his culinary career in front of a pizza oven. While working on his dual degree in culinary arts and hotel and restaurant management, Jason honed his skills in a family-style Italian restaurant. Jason left the land of red sauce behind in search of warmer weather and landed in at Charlotte, where he worked his way from line cook to sous chef at Barrington’s, bringing hard work and talent to every meal, every day.
We believe a shared meal creates family, and after two decades we've seen our share of both. With foundations in New American cuisine, Barrington’s menu is whatever it needs to be. From classic comfort food served up alongside fresh takes on traditional dishes, there’s something that tastes a little like home for everyone—whether it’s deconstructed sushi, tagliatelle, or fois gras. | http://www.barringtonsrestaurant.com/about.php |
ABOUT L’ACADEMIE CULINAIRE DE FRANCE / USA . Canada Delegation
The Universal Union for the Progress of the Culinary Arts was founded in 1879 by Joseph Favre, and 80 chapters were formed around the world. The Paris chapter took on the name “Académie de Cuisine” on May 26 1883.
In 1888, in order to represent better the evolution and modern practice of cuisine, the name of the organization was changed to L’Académie Culinaire de France. The New York delegation’s first A.C.F. president in 1888 was Edouard BENNARD.
Marie-Antonin Careme (1784-1833) is considered to this day to be the godfather of all cooks.
Today the Académie Culinaire de France is present in each and all continents and is 1080 members strong. The American and Canadian delegation is represented by more than 140 pastry and kitchen chefs, wine maker, scientist, sommelier .
Sebastien Baud became the new president of the US/Canada delegation on January 31st 2020, succeeding Jean-louis Gerin who served the Academie for the last 10 years who himself succeded the great Jean-Jacques Dietrich who served the A.C.F. for 32 years.
L’Académie Culinaire de France and its sister organization Les Maîtres Cuisiniers de France are eager to carry on the great tradition of culinary excellence and science, and work with suppliers and farmers to improve the quality of foods for the grand pleasure of their clients and supporters. | https://acf-usa.org/ |
In 2014, Lanshu Chen won the award “Asia’s Best Female Chef”. To this very day, her restaurant Le Moût, which she opened in Taichung in 2008, has enjoyed the reputation of being a legendary sanctuary of haute cuisine in Taiwan. At the end of 2018, at the very height of its fame, she closed this flagship eatery, only to open another culinary project shortly afterwards in the same location. Her “haute cuisine du terroir” - finest local cuisine - is characterised by personal poetic creations, where she achieves the ultimate flavourful balance between her Taiwanese culinary roots and classical French cuisine. Already in 2011, she was Asia’s first top female chef to be accepted in the renowned association Les Grands Chefs Relais & Châteaux.
Lanshu Chen learned cooking skills in Taiwan from her grandmother and mother from early childhood on. After studying literature, she decided to make a career of her passion for cooking. Then followed classical training in Paris and professional stations under famous master chefs such as Jean-François Piège and Jérôme Chaucesse (Les Ambassadeurs), Patrick Pignol (Relais d'Auteuil) and pâtissier Pierre Hermé, and ultimately at the gourmet temple The French Laundry in California. | https://www.stmoritz-gourmetfestival.ch/en/guest-master-chefs/lanshu-chen |
Yangzhou is located in central Jiangsu Province, China on the north bank of the Yangtze, river. Historically, Yangzhou was one of the wealthiest cities in China, known at various periods for its great merchant families, poets, artists, and scholars. In the late 13th century the city was home to Marco Polo. Its name, "Rising Prefecture", refers to its former position as the capital of the ancient Yangzhou prefecture in imperial China.
Yangzhou has a history of over 2,500 years and developed as a key trading center for salt, rice and silk. This once major economic hub is now known for its beautiful gardens, Islamic relics and ancient shrines. Two of its most famous attractions include the Daming Temple, a Buddhist complex named for the Daming reign when it was built, and the Slender West Lake which is framed by picturesque moon gates and classical bridges.
With its long history and rich cultural background, Yangzhou is one of the top tourism destinations in China. The city boasts over 340 historic sites and relics. The city features uniquely beautiful sceneries of rivers and a number of gardens and buildings as well as the well-preserved ancient city area of the Ming and the Qing Dynasties. The Geyuan Garden, one of the most famous gardens in the country, is over one thousand years old.
The native cooking style in Yangzhou is Huaiyang cuisine. Huaiyang cuisine is widely seen in Chinese culinary circles as the most popular and prestigious style of Jiangsu cuisine. It is considered by many to be amongst one of the Four Great Traditions that dominate the culinary heritage of China, along with Cantonese cuisine, Shandong cuisine and Sichuan cuisine.
Huaiyang characteristically founds each dish on its main ingredient, and the way that ingredient is cut is pivotal to its cooking and its final taste. The cuisine is also known for employing its Zhenjiang vinegar, which is produced in the Jiangsu region. Huaiyang cuisine tends to have a slightly sweet side to it and is almost never spicy, in contrast to some cuisines of China (like Sichuan or Hunan). Pork, freshwater fish, and other aquatic creatures serve as the meat base in most dishes, which are usually more meticulous and light compared to the more "brash" eating styles of northern China.
The city is the birthplace of Yangzhou fried rice or Yeung Chow fried rice. This popular Chinese-style wok fried rice dish is served in Chinese restaurants throughout the world. | https://www.worldsporttourism.com/en/yangzhou |
HMT 2209 Advanced Culinary Skills
Capstone course in Culinary Arts which students will prepare seven course meals. The course involves preparation of classical and contemporary cuisine, including American Regional cuisine. Students will develop a menu, set purchase specs, and perform cost calculations. Once this is completed, students will then prepare various appetizers, soups, salads, entrees and desserts from the menus they have created and serve the cuisine prepared in a chef's table style at the Tartan Terrace Restaurant. Six lab hours per week.
Prerequisites: HMT 1110 and HMT 1112 and HMT 1126 and HMT 2206 and HMT 2215 and HMT 2226
Course Outcomes
- Qualify at the ACF Skill level for a Certified Culinarian.
- Use advanced food knowledge and skills of product to demonstrate the utilization, fabrication, and presentation while maintaining quality control.
- Combine Menu Development, Purchasing, and Cost controls to create a profitable multi-course meal. | https://catalog.sinclair.edu/courses/HMT/2209 |
Located in Chalong, Kan Eang@Pier is a notoriously good seafood restaurant situated in tranquil, secluded, and beautiful surroundings on the east coast of the island.
A favourite amongst locals and visitors from around the world, the restaurant provides some of the island’s freshest seafood from the daily catch. Diners enjoy the delectable cuisine alongside a combination of traditional architecture and contemporary chic décor. Kan Eang@Pier is renowned for its incomparable ambience and professional customer service; all of which are a testament to its reputation based on the top quality produce it offers.
The delightful menu includes Andaman favourites such as lobster, tiger prawns, king prawns, cuttlefish, crab and oysters, all grilled over coconut husks. This gives the food a smoked flavour and sweet aroma that guests may or may not be familiar with. Either way, they can expect to enjoy a unique culinary experience here at Kan Eang.
The restaurant is large, elegant and inviting with natural light flooding the venue, decorated with elegant wood fixtures. Indoor diners are seated in three tastefully assembled salas, as well as two open-sided salas with thatched roofs. The outdoor terrace stretches along Chalong Bay and can guests enjoy panoramic views of the pier, the yacht harbour, and nearby islands while they dine. | http://www.gcprive.com/kan-eang-pier-huket/ |
American View: Tell us about your childhood and education.
Ema Koeda: I was born in Iran actually, because my father moves around a lot. I moved to the U.S. when I was four. Until high school, I was in the United States studying and going to school at a regular American school. Then I went back to Japan for college. In my junior year I was an exchange student at Boston College. I worked in Japan, but I wanted to learn more about culinary, so I chose the Culinary Institute of America (CIA), where I always wanted to go when I was small.
American View: Is culinary school a college degree program or just a one-year program?
Ema Koeda: There are both programs. The CIA offers a college degree program also with a certification of culinary. If you want to graduate college and if you want to get a certification for culinary, I think there is no school in Japan that gives a college certificate and a culinary certificate. The U.S. has many programs that do that, so that’s one very good advantage. I think the United States is a great place because they offer all kinds of cuisine and you get to work with various people from all over the world.
American View: What sparked your interest in cooking?
Ema Koeda: It was probably my family situation. Almost every weekend we had guests over. I would cook with my mother and my sister. I really liked to host people and that’s why I thought if I could do this as my field of work, it would be great. When I went to Boston College, there were many exchange students and many people didn’t speak English fluently. Everyone on the weekends would have parties and gatherings and they would make their own cuisine from their country. They would become friends. I thought that cooking could be a communication tool between people who can’t speak each other’s language. That’s why I thought my field is probably not business or marketing, but using cooking as a communication tool worldwide.
American View: There are many cooking schools in Europe and Japan that are very popular. Why did you choose to go to culinary school in the U.S?
Ema Koeda: I thought it would take me maybe four or five years in Japan to learn about culinary, but in the U.S. it was a shorter program for a year and it was detailed. That’s probably why I chose the United States. Also because there are many people from all over the world at that school. Even if I went to culinary school in Japan, maybe I would only work with Japanese people, but the school I went to was very multinational, where there were Italian people and many people from Asia and Europe.
American View: You went to culinary school in the Napa Valley region of Northern California. Can you describe your impression when you first got there?
Ema Koeda: My first impression was very peaceful and very beautiful scenery. Before I went to the CIA, I was just going to learn cooking, but it ended up that I wanted to learn more about food and wine together. That’s because I was able to be at Napa, where wine was everywhere. Wine was on the table at every basic dinner. It gave me a very big chance to learn about how to pair wine and food. I was able to be with the people who make wine and be with the chefs that pair the food with the wine in very normal, everyday situations.
American View: When you were studying in the U.S., did you participate in any kind of job or internship program?
Ema Koeda: Yes, when I was at the CIA, I externed at a winery called Chalk Hill Winery. The kitchen would host guests that came to the winery, and pair the food with the wine. We would taste the wine and pair it with the vegetables and produce that we gathered locally. We would go there every day in the morning, see what the weather was like, and create food that the customers would enjoy.
American View: When you came back to Japan, how did you decide on your work?
Ema Koeda: I didn’t intend to focus on American cuisine when I was at the CIA, but I was amazed how the quality of American cuisine has risen in the past 10 years or the past couple years I wasn’t in America. The produce was so excellent that I was very surprised, and the development of American cuisine has changed. Even though I’d lived in the United States for more than 15 years at that time, I didn’t know American cuisine was so delicious, so I wanted to tell the Japanese people how delicious American produce and how delicious American cuisine is right now. That’s why I chose to become a California cuisine expert with food and wine when I came back. When I was in Japan I used to eat mostly Japanese food and I loved soba and sushi, but when I was in California I never craved Japanese food for some reason. That’s probably because I was eating all healthy vegetables and very high quality produce that was grown in California.
American View: Tell us about the work you do with the U.S. Embassy’s Agricultural Trade Office and at the Ambassador’s Residence.
Ema Koeda: We’ve done several events at the Ambassador’s Residence. We introduce American menus with the chef there. We also did a nonprofit project to support the victims of the tsunami that happened on 3/11. It was Susie’s (Susie Roos, wife of U.S. Ambassador to Japan John V. Roos) idea to do an event with Japanese ingredients and U.S. ingredients, and use both ingredients to make a recipe book. All the profits go to help the Onagawacho area. It was very nice to work on that project because I was in Japan and I couldn’t do anything. I wanted to do something but didn’t know what to do. It was a great opportunity for me to work with what I can do to help the people and it was Susie’s idea that we should use Japanese and American ingredients because we’re “Tomodachi” (friends). We created a recipe book using both ingredients and shared it at the Fourth of July party and other events.
Ema Koeda: In everyday cooking, I use lemon. I love lemon. Maybe California cuisine uses a lot of lemon and I also love the sourness but also the fruitiness of the lemon. In my house, I always have lemon every day. People in Japan are used to the concentrate, but fresh lemon really adds a lot flavor and a lot of aroma, so I would suggest using that for everyday cooking. For lemon instead of vinegar – komezu – I would use a little bit of lemon on ohitashi or sometimes even on sashimi, like carpaccio style.
Also, nuts add a great crunch and are also very high in nutrition. I would give my children nuts instead of other things, and fruits. For example, goma-ae is very Japanese with sesame and maybe tossed with vegetable, but I use crushed walnuts instead of sesame sometimes. It adds the same crunch but it has different vitamins. So it’s an everyday thing that you can arrange.
American View: In Japan there are many programs on TV about food, but could you tell us about food shows in the U.S?
Ema Koeda: Yes, I think there are many Japanese TV programs on how to cook Japanese food, Italian food, and household food, but there are no TV programs on entertaining. In the United States, there are many more TV programs on entertaining. There is also no TV program on American cuisine in Japan. There’s always Chinese, Italian, and French, but there is never American cuisine. That’s kind of sad for me because it’s a taste that Japanese people would I think appreciate and like, but most Japanese people don’t know what American cuisine is. They only know hamburgers. One of my goals is to be able to introduce American cuisine through the Japanese media on TV as well.
One of the American food shows that I love is Martha Stewart. That’s because it’s everyday, but it gives you also a dream to entertain and to bring a little bit of a décor or a stylish touch to your home and I think that’s very important. I think one thing that Japanese people are losing is time in their house. I want people to go back and to enjoy dinner at their home with friends and family. I think Martha Stewart does a great job on entertaining. In Japan, there are many TV shows that are about fast cooking, cheap cooking, and easy cooking, but there’s no dream. It’s just for that day.
There’s also a movie called “Julie & Julia” about Julia Child, where she burns the frying pan. But she said since no-one’s watching, it’s OK. That makes it easier for home chefs to cook, I think. In Japan you have to be perfect and you have to dice exactly in 5 millimeters, but on American TV shows even the professional chefs that are on TV don’t dice in the exact same size. That’s OK because it’s home cooking. It’s more casual and more fun. There are some TV programs that would be very interesting to watch and if you want to learn English, TV programs for cooking are good English builders for ears and eyes, and it’s fun to look.
American View: Do you have any message or advice for young people in Japan who are thinking of studying abroad?
Ema Koeda: I think if they’re afraid to go abroad, it might sound scary, but if you take the first step I think you would be able to expand your vision much more than being in one country. I think when you’re young, you should be with multicultural people and be exposed to many things so when you get older you’re ready to be able to work with those people and to be able to collaborate with those people. I think it would be a very good choice for people to learn in both countries if possible.
Ema Koeda was born in Tehran and grew up in New York. She attended Sophia University in Tokyo and spent a year studying abroad at Boston College. After graduating, she joined Myu Planning, Inc., a restaurant consulting company in Tokyo where she created concepts and menus for various restaurants in Japan as well as overseas. Pursuing her profound passion for food, she entered the Culinary Institute of America at Greystone in California. After that she became a freelance food and wine specialist, providing services internationally. She is currently a spokesperson and chef consultant for the Agricultural Trade Office at the U.S. Embassy in Tokyo. | https://amview.japan.usembassy.gov/en/california-cuisine-specialist/ |
People planning to take holidays in Spain this year will no doubt be keen to sample some of the delicious cuisine on offer in the country.
Writing for bootsnall.com, Nellie Huang suggested that it is a great destination for culinary enthusiasts.
"Gastronomic travel is one of the best ways to uncover a country, especially so in Spain. Home to more Michelin-star restaurants than anywhere else in the world, Spanish cuisine has won quite a reputation for itself in the culinary world," she commented.
Ms Huang added that Spain is also home to tapas, which she describes as one of the best inventions in the world.
She noted that the style of food on offer varies greatly between regions.
Guests planning to holiday at La Manga Club can sample some local cuisine by visiting the resort's flagship Amapola Restaurant or enjoying some tasty tapas at La Bodega, which also specialises in fine Spanish wine. | http://www.lamangaspain.com/news/Sample-the-local-cuisine-on-holiday-in-Spain-19791363.html |
Introduce young students to basic physics principles with this exciting race car activity.
LA: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
LA: Report on a topic or text, tell a story, or an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
MATH: Describe measurable attributes of objects, such as length or weight.
MATH: Describe several measurable attributes of a single object.
MATH: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
SCI: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
SCI: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
VA: Brainstorm multiple approaches to a creative art or design problem.
VA: Make art or design with various materials and tools to explore personal interests, questions, and curiosity.
For additional physics experiments, fasten a short piece of string to the front of the car and put a "passenger" inside. This can be a small block of wood, a recycled spool, or even a small animal figure created from Crayola® Model Magic. Have students experiment with various forces. What happens to the passenger when the car is suddenly pulled forward? What happens if the car is given a push from behind and then "crashes" suddenly into an obstacle?
Measure and compare the heights and lengths of ramps and record data regarding the various distances cars travel depending upon the ramps used.
Research information in appropriate grade level texts regarding forces and motion. Discuss findings with classmates. | https://www.crayola.com/lesson-plans/take-a-ride-on-the-wild-side-lesson-plan/ |
Nosov Magnitogorsk State Technical University,
Email:[email protected]
Background/Objectives: Development of a model forstudents’ creativity development as a profession-specific personal quality. Methods/Analysis: A toolkit for anascertaining experiment included observations, questionnaires, interviews, discussions and an analysis. To introduce the integrated model of students’ creativity development in a learning process, we used psychological support to students from professors; we had monitoring of transformations of students’ creativity from the reproductive to the reproductive and creative one; we made an encouraging and emotionally comfortable environment at a class; there was a joint work of different-age students. At the end of each experiment stage, we had check cross-sections. The process of students’ creativity development was evaluated with the ratio method (before, during and after the experiment), and with the method of indicators for time series. Findings: Three groups were formed for the experiment: control group (CG) and experimental groups (EG 1 and EG 2). The findings from the experimental activities show that in EG 2, where there had been a totally introducedset of teaching conditions, an average value for students’ creativity has increased by 45%, while for other groups, the value has been 35%. Applications/Improvements: The comprehensive model has been developed for students’ creativity development as profession-specific quality. This model includes gradation of creativity levels, criteria and indicators, as well as the set of teaching conditions. There is the author’s definition for the creativity term or the creative process that combines five significant components: motivational, orientational, activity-related, reflective and efficient.
Keywords: Creativity, Creative Process, Educational Process, Learning Process
Subscribe now for latest articles and news. | https://indjst.org/articles/modelling-students-creativity-development-in-practice-of-higher-education-in-russia |
I’ve found that one of the more challenging science topics in the grade 5 curriculum is magnets and electricity. In particular, setting up tasks that allow students to engage with, and readily observe, magnetic fields is especially difficult, and the rate of success that students have with these concepts vary greatly depending on the results and observations that their experiments allow them to make. Essentially, some of the students find the concepts quite abstract if they are unable to engage with visual conceptions of magnetic fields. From this, I’ve found two simulations from the PhET library that provide students with the opportunity to explore magnetic fields, while ensuring that they achieve visible results that they can observe and make/modify conclusions upon.
Specific Learner Expectations (Grade 5 Alberta Curriculum):
- students will describe and demonstrate example activities that show that electricity and magnetism are related
- students will demonstrate and interpret evidence of magnetic fields around magnets
Generate
- students will explore the following PhET simulation on Magnets and Electromagnets: Simulation #1
- students will examine the interactions between a bar magnet and a compass, as well as how to create a magnet using a battery and wire
- How can we create a stronger magnet? How can we reverse the magnetic field?
- Through observing magnetic fields in the simulation, can you predict the direction of the magnetic field around different types of magnets? What are the variables involved with electromagnets, and how do the variables affect the strength and direction of the magnetic fields?
Evaluate
- based on their predictions and the identification of variables through interacting with Simulation #1, students will apply and evaluate their findings through working with a games that incorporates these concepts: Electric Field Hockey
- by placing electric charges in the field of play, students will further experiment with magnetic fields through the challenge of getting the puck into the goal
- students will observe the magnetic fields and experiment with their previous findings to identify variables that impact the strength and direction of magnetic fields
Modify
- students collaborate in small groups to discuss their findings and observations and share how their initial ideas and predictions have been changed through their interactions with the two simulations
- students will further apply their understanding of concepts by playing more challenging levels of Electric Field Hockey through adding walls and obstacles that require deeper problem solving skills
- students groups will decide how they would like to compile their observations and understandings to be shared with the whole class (this could include demonstrations of the skills and strategies that students applied within Electric Field Hockey, as related to their initial thoughts and predictions within Simulation #1)
References
Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.
Khan, S. (2010). New pedagogies for teaching with computer simulations. Journal of Science Education and Technology, 20(3), 215-232. | https://blogs.ubc.ca/stem2017/2017/07/14/t-gem-and-magnetic-fields/?replytocom=1679 |
Students are unique individuals with diverse backgrounds and various learning styles. Curriculum should embrace such diversity by providing an array of presentation methods that encompass as many learning styles as feasibly possible. Students will rise to meet challenging expectations if practicality also is taken into consideration by the instructor. I aim to teach materials through multiple methods of presentation and to connect new materials to previous knowledge for concrete learning and a “bigger picture” view of materials’ relatedness across courses and disciplines. Additionally, I will provide students with a secure, caring, and stimulating learning environment, which will be student-centered. In such environment, I will facilitate study skill development, critical thinking, and problem solving through discussions, lectures, and hands-on experiences that encourage students to reason using previous and newly gained knowledge related to courses. I believe students can and will succeed - in courses as well as life and career goals - with dedication, determination, and proper guidance along the path they seek. | https://email.varsitytutors.com/tutors/878044742 |
“It sort of started to look kind of like a very pale blue.”
A friend who teaches at the middle school level told me about a science experiment he’d done with his students. The procedure suggested to students that a particular solution would turn blue, but also asked them to write down what they saw happen. The thing was, it wasn’t actually designed to turn blue. Some students made notes similar to the first sentence of this post.
A dirty trick? Or an exercise of a different sort?
It’s an interesting illustration of us wanting to make something “right” or to match it to what we expect will happen based on prior knowledge or experience. Trouble is, chemistry is not a cookbook. There will always be times when an experiment doesn’t work like we think it will or “like the book says.” What about experiments that haven’t been done before (or have never even been imagined yet), that students will do in the “real world”? We can’t detach from the background we bring to the lab bench, but we can be aware that it has the potential to cloud observations of what we do see.
On hearing this story, it brought to mind an experience I had as an undergrad during a physics lab. When a partner and I carried out an experiment related to electric charge, the results were different than suggested by the lab manual. We explained this to the grad student leading the section, who didn't believe it. But then he tried it himself using our equipment and got the same result that we had.
So, with my friend’s story fresh in my mind, I might assume no worries about me being able to observe and write down exactly what I see.
Until about a week later.
I was testing a variation of a paper chromatography experiment for students to first see the dyes present in typical food coloring, so they could be compared to dyes present in candy coatings. Setting up the food coloring separations went smoothly. I ran red, yellow, green, and blue. But the blue… in my head, I expected to see only blue dye. The chromatogram showed blue, but also a bit of a pinkish-red dye. I didn’t want to believe what I saw. My first thought was cross-contamination from the red dye. Running a second blue sample again showed the blue food coloring sample was a mix of blue and red dyes.
If I was a student looking for blue in my friend’s classroom, I’d probably be exclaiming, “That’s not fair!” An unorthodox method, yes, but I think the reminder that our observations can be affected is a valuable one.
Have you seen something similar in your classroom? Do you have ways to encourage students to make the best observations possible?
Comments 1
Observations vs Assumptions
Interesting post. I have students record observations of a couple different situations at the beginning of my general chemistry course. I have seen the "potato candle" demo several times at science conferences, so I expect you have seen it. More recently, I have seen that demonstration using a cheese stick instead. For new teachers that haven't seen it, I stand a light colored cheese stick in a candle holder. I then poke a thin slice of almond into the top to serve at the candle wick. I place the "candle" out of sight until I am ready to use it. Students get out paper and I post the following on the board: Record at least three observations about the system I am setting up. I am careful to set the "candle" several feet from any students. I light the "wick" and allow it to burn for a minute before I blow it out. I ask several students to share their observations and I record them on the board. I consistently hear observations about the candle, wick, melting wax, burning wax. Some observations are fact, but at least a few end up being assumptions. I don't point out any errors. I just pull the cheese stick out of the holder and take a bite. After some giggles, I allow students to come closer and they are able to see what the "candle" was made of.
The next day, I set up two 250 mL beakers in front of the class. One beaker is half filled with water and the other is 2/3 full of alcohol. I ask the class to make observations again. I pick several students to share their lists. I then add an ice cube to each beaker. I ask students to add to their observations. They may change any previous observations that they made. We end up discussing density of water vs. alcohol and observations vs. assumptions.
I feel like spending a short amount of class time over two days works well. I could use some other ideas to add later in the year to see if they have retained the lesson. | https://www.chemedx.org/blog/seeing-not-believing |
In this two day class, students will experiment to see which liquids can dissolve an egg shell. Students will make predicitions before the experiment, write observations, and form conclusions at the end of the experiment.
292 total reviews for this teacher
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25 minutes
per class
Twice per week
over 1 week
6-10
year olds
3-8
learners per class
per learner - per class
How does a “Multi-Day” course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
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Description
Class Experience
In this two day class, we will be doing an experiment to see which liquid best dissolves an egg shell. Students will use 4 different liquids and submerge an egg into each of the liquids. Students will make predicitions about which liquid will dissolve the shell the fastest and slowest. After 8-12 hours of the eggs sitting in the liquids, students will make observations by looking at the eggs and touching them. I will explain to students how to make these observations during the first class,...
Students will learn how to make predictions, observe, and make conclusions by conducting a science experiment.
Students will need to write their observations for each egg after class time.
1 file available upon enrollment4 eggs 4 clear cups/glasses (large enough for 1 egg to fit in) Water White Vinegar Coke (or any dark soda) Juice (orange, apple, etc) Paper Towels Pencil Worksheet (available once enrolled)
Learners will not need to use any apps or websites beyond the standard Outschool tools.
50 minutes per week in class, and an estimated 0 - 1 hours per week outside of class.
Offered by
Step by Step: Elementary Prep
Hands On Learning
🇺🇸Lives in the United States
292 total reviews
233 completed classes
About Us
Hello and Welcome! Here at Step by Step, we take pride in providing your learner with engaging classes that will have them excited about learning. We are there to teach and encourage your learner every step of the way. Our Teachers: *Sierra... | https://outschool.com/classes/an-egg-cellent-science-experiment-dissolving-egg-shells-zMqyqwdu |
Our traveling exhibition and school materials are available for free download
These are school materials for teachers, aiming to engage children and young people in intercultural dialogue and discussions about the importance of identity and integration processes in a common European space.
Digital files of the traveling exhibition that combines the findings and essentials from seven European countries. We encourage European institutions to use the material to facilitate intercultural dialogue by showing common ground between people’s experiences touched by seven former migration processes.
All migration processes, even the very painful ones, lead to new cultural diversity, which can be seen as a positive force in today’s societies. | https://i-on.museum/publications/ |
EY1 take on 'Test It Out Tuesdays'.
To encourage the process of exploring and discovery that Early Years students enjoy on campus, EY1 teachers introduced 'Test It Out Tuesdays' as part of the school's online learning curriculum.
Every week, the children were given a special investigation task, which could be easily enjoying using materials from around the home.
One popular experiment involved leaves, vegetables and coloured water. Guided by their teachers online, the children set up their investigation stations and observed how their leaves and vegetables responded to the coloured water they were in. EY1 were extremely excited to report their findings to their teachers and classmates during their daily Zooms.
READ MORE... | https://www.shrewsbury.ac.th/city/news/stories/detail/~board/shc-stories/post/early-exploring |
Students will understand the following:
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For this lesson, you will need:
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Adaptations for Older Students:
Have students write paragraphs explaining how the power production methods they have studied actually work.
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You can evaluate your students on their presentations using the following three-point rubric:
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Do-It-Yourself Electromagnet
A magnetic field is created when an electric current flows through a wire. A single wire does not produce a strong magnetic field, but a coiled wire around an iron core does. An electric generator uses just such magnetic forces to make electricity—a process that students can demonstrate easily in the lab. Divide your class into groups, and provide each group with the following equipment: a battery, a length of wire, a compass, and a few nails and paper clips. Students should first attach one end of their wire to the end of a battery holder. Next, ask them to carefully attach the other end of the wire to the other end of the battery, and then observe the strength of the magnetic field generated by observing whether the compass still points to true north when held next to the wire or whether the wire exerts any magnetic force on a paper clip. Next, ask students to bend their wire into a series of coils before attaching it (both ends) to the battery, and then to repeat their observations of the wire's magnetic field. Has it grown stronger? They might want to vary the number and size of the coils in their wire, repeating their observations each time. (Smaller coils will produce a stronger field, as will greater numbers of coils.) Finally, ask them to coil their wire around an iron nail before they attach it to the battery, and then to make their observations again. (They will find that the iron nail further increases the strength of the magnetic field.) When all of their experiments are complete, ask them to explain their findings in writing, and then to speculate about how such electromagnets might be used on a larger scale.
Michael Faraday's Experiment
In the 1830s, Michael Faraday performed an experiment that led him to discover that rotating a magnet inside a coiled wire produces an electric current in the wire. That knowledge is still used to produce electrical energy in power plants today. Have students research the life of this important scientist and describe, in detail, the experiment he performed that led to his important discovery.
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Renewables Are Ready: People Creating Renewable Energy Solutions
Nancy Cole and P.J. Skerrett. Chelsea Green Publishing Co., 1995.
This grassroots guide provides case studies of successful projects using alternative energy sources as well as suggestions for making them work in a local community. Cases include streetlights powered by river turbines, homes built for solar heating, and a high school heated by wood chips. The appendix contains alternate energy sources, costs of fossil fuels, and a list of organizations to contact for future research.
Fuels for the Future
Steve Parker. Raintree Steck-Vaughn, 1998.
This book provides a clear, simplified overview of fuels currently available for use as well as potential energy resources for the future. Additional features include a glossary, index, and bibliography citing books, organizations, and Web sites with additional information.
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Generator
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Explore the basic physics of electric power generation with this hands on virtual lab on the generation of electric current through a conductor as it moves through a magnetic field.
The Energy Story
Text and pictures at this web site provide a great introduction to the study of energy, electrical power generation, and our natural energy resources such as wind, fossil fuels, solar, hydro, ocean, geothermal, and nuclear energies.
Control The Nuclear Power Plant (Demonstration)
In this online nuclear power plant simulation, you control the rates of nuclear reactions and the flow of thermal energy throughout the system, trying to prevent nuclear meltdown or a disasterous steam explosion that will release radioactive materials into the environment.
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Click on any of the vocabulary words below to hear them pronounced and used in a sentence.
Context: Electricity involves the movement of protons and electrons due to the attraction of particles with the same charge and the repulsion of particles with different charges.
Context: An electromagnet can be used to separate iron ore from surrounding nonmagnetic materials.
Context: The generator was able to keep the electrical equipment running for hours.
Context: The steam powers a turning turbine, which converts kinetic energy into mechanical energy.
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This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado.
Grade level: 6-8
Subject area: science
Standard:
Understands energy types, sources, and conversions, and their relationship to heat and temperature.
Benchmarks:
Benchmark:
Understands that energy cannot be created or destroyed but only changed from one form to another.
Benchmark:
Knows that electrical circuits provide a means of transferring electrical energy to produce heat, light, sound, and chemical changes.
Grade level: 6-8, 9-12
Subject area: science
Standard:
Understands the nature of scientific inquiry.
Benchmarks:
Benchmark 6-8:
Designs and conducts a scientific investigation (e.g., formulates questions, designs and executes investigations, interprets data, synthesizes evidence into explanations, proposes alternative explanations for observations, critiques explanations and procedures).
Benchmark 6-8:
Knows possible outcomes of scientific investigations (e.g., some may result in new ideas and phenomena for study; some may generate new methods or procedures for an investigation; some may result in the development of new technologies to improve the collection of data; some may lead to new investigations).
Benchmark 9-12:
Knows that scientists conduct investigations for a variety of reasons (e.g., to discover new aspects of the natural world, to explain recently observed phenomena, to test the conclusions of prior investigations, to test the predictions of current theories).
Benchmark 9-12:
Designs and conducts scientific investigations by formulating testable hypotheses, identifying and clarifying the method, controls, and variables; organizing and displaying data; revising methods and explanations; presenting the results; and receiving critical response from others.
Grade level: 9-12
Subject area: science
Standard:
Knows the kinds of forces that exist between objects and within atoms.
Benchmarks:
Knows that magnetic forces are very closely related to electric forces and can be thought of as different aspects of a single electromagnetic force (moving electric charges produce magnetic forces and moving magnets produce electric forces); the interplay of these forces is the basis for electric motors, generators, radio, television, and many other modern technologies.
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Mary C. Cahill, middle school science coordinator, Potomac School, McLean, Virginia.
Build Empathy in Your Classroom With classroom tools from Red Nose Day in School. | http://www.discoveryeducation.com/teachers/free-lesson-plans/weve-got-the-power.cfm |
Forgotten Contributions by Muslim Scientists
When talking about science only thing which comes to our mind is western scientists. I cant really say it is forgotten by us or it is erased from our minds by planning that almost every discovery and invention belongs to Muslim scientists in golden Islamic era of science and technology.
By Syed Mohammad Baqir
Almost from 7th century to 15th century muslim scientists dominated world of science and technology. From very first notable scientist “Khalid bin Yazeed” to last ones like “Jamshed Al Kashi” and “Ulug Begh” there were hundreds of people responsible for development of mathematics, physics, astronomy, medical science and chemistry.
Many scientists only copied discoveries of muslims and others did amendment in them to take credit. Few true people just continued their work where muslims left. As the list is long, I will only mention famous discoveries of some of notable scientists and true source. Also I will mention those discoveries which are included in our routine school and college science studies without mentioning the name of their discoverers.
Dentistry and surgery
Abū al-Qāsim Khalaf ibn al-‘Abbās al-Zahrāwī al-Ansari or simply “Al Zahrawai” or “Zhrawez” or “Abulcasis”, (936-1013) was successful in making artificial teeth. He also invented 200 plus tools for surgery of different parts of body including teeth. His tools of surgery are mentioned in his famous book “Al Tasreef”. Most of his tools of surgery resemble modern tools of surgery. He was first famous surgeon in the world and most famous surgeon in middle ages (golden ages). He was the first person to describe true cause of paralysis. He also developed surgical devices for Caesarean sections and cataract surgeries. It is remarkable how this amazing person was able to achieve all that at that time.
I guess if not included in our present day medical syllabus then at least we must mention his name personally when following his path. It will be an honor for us to mention him rather providing him some benefit.
Greatest physician of golden age
Abū ʿAlī al-Ḥusayn bin ʿAbdullāh ibn al-Ḥasan bin ʿAlī bin Sīnā al-Balkhi al-Bukhari or simply “Ibn Seena” or “Avicenna” (980-1037) was the greatest physician of golden era. It is worth mentioning that his most amazing book known as “Cannon” or “Al Qanoon fil Tib” contained medicine for more than 700 diseases. These formulae remain same to this date. I personally was studying his book al qanoon and found that same formula for cough syrup and fever is still used which Avicenna has mentioned. This extraordinary medical encyclopedia remained course book in Europe for more than 500 years (alongside with “Al Mansoori fil Tib” and “Hawi fil tib” of Al Razi).
His explanation of human body is really amazing. In this book “Al Qanoon fil Tib” he described spin’s structure and its working. He says in his book “I believe that at the beginning, the pupils should learn the general principles of medicine, both in theory and in practice. Analysis of diseases which affect different organs will precede the methods of keeping these organs in sound health. To satisfy this, we must first study the anatomy of these organs”.
Optics from Jail
Abū ʿAlī al-Ḥasan ibn al-Ḥasan ibn al-Haytham or simply “Ibn al Haytham” or “Alhazen” (965-1040) was the father of optics. He was the first person to mention that light rays reflect from objects and enter our eyes to make image. He also invented pinhole camera which later became basic principle behind modern day cameras. He was the pioneer of scientific method. He also successfully explained why Moon appears bigger near horizon and smaller when high above in sky.
Al Hazen was the first person to state that “If an object is in motion, it will remain in motion until disturbed by some external force”. I hope this statement appeared familiar to many of us who studied laws of motion by Newton. He also did many contributions to astronomy, mathematics and other branches of physics.
He wrote his book “Kitab al manazir” from Jail where he was kept after he refused to work for Khalif in making dam on river Nile. In this book he explained all light related problems. He also introduced idea of gravity. Are you thinking of Universal law of gravity by Newton now? Ok fine.
Science during travel
And of course if we are talking about Muslim scientists how can we forget Abu Rayhan. Abu Rayhan Muhammad ibn Ahmad al-Biruni or simply “Al Beruni” (973-1050). A polymath, Abu Rayhan was one of the greatest scientist and philosopher of all times. He spent most of his life in travel and hence the word Al Beruni. 95 of His 146 books were on astronomy. He explained how Moon changes his phases. He was the first person to distinguish astronomy from astrology. He was the first person to divide hours into 60 minutes and then minutes into seconds.
In 1037 Al Beruni theorized a large landmass between Asia and Europe now known as America. He also measured radius of the Earth very accurately. He did his observations near Jehlum, Pakistan on a mountain which was 1795 feet high to calculate radius of Earth. His visit to India made him very famous there and he earned title of “Vidya saghar” by Indian pundits. Al-Beruni also demonstrated that velocity of light is finite and much greater than velocity of sound. He also calculated direction of Makkah (hence direction for prayer) from anywhere on Earth using mathematical equations. He was the first person who made map of Earth. He knew 2500 words of “sansikrat”. He also found how to calculate distance of Moon from Earth.
If you are thinking about Ole Romer (1644-1710) and Italian astronomer who determined that light is having finite speed than think again.
Law of sines
If you are a mathematician or a physicist you must have used the following relation several times. also . These trigonometric functions were discovered separately by Abū al-Wafāʾ, Muḥammad ibn Muḥammad ibn Yaḥyā ibn Ismāʿīl ibn al-ʿAbbās al-Būzjānī Or simply Abul Wafa (10 June 940 – 15 July 998), Abu Mahmud Hamid ibn al-Khidr al-Khojandi (940-180) or simply Al Khujandi and Abu Nasri Mansur ibn Ali ibn Iraq (960-1036).
These mathematicians also worked a lot in field of astronomy and discovered many phenomena which later were rediscovered by other astronomers and are credited with their names. For example Abul Wafa discovered that Sun is having gravity and it affects Lunar orbit (evection). Do remember him next time you learn about perturbation theory.
Medicine field in incomplete without him
You will be not be a good medical student if you will not study Abū Bakr al-Rāzī or simply Razi also known as Rhazes (865-925). He was a Persian chemist and physician. Medical science was incomplete without his infamous book “Al-Hawi fil Tib”. It was so thick that book writers at that time were afraid to rewrite it for publication. It was course book in European medical colleges for over 500 years!
He was first person to differentiate between measles and small pox. Also he discussed hundreds of diseases and their remedies in Kitab al Hawi. His Hawi was unsurpassed until Avicinna wrote his “Al Qanoon Fil Tib”. Another of his marvel was “Kitab al Mansuri” which was also course book for medical colleges all over the world. He also wrote the “Diseases of children” which was first book in field of paediatrics.
Lets fly
Abu al-Qasim Abbas ibn Firnas ibn Wirdas al-Takurini or simply Abbas ibn Firnas (810-887), Not only tried to fly but also invented methods to make convex lenses for magnification purposes specially for reading books. He might not have flown for long but started the efforts to fly. When Galileo used lenses to make his telescope to see stars he might not have credited Abbas ibn Firnas for lenses. Also keep in mind his name whenever you fly in modern aero planes.
Lets not only forget them but should take their legacy to higher levels
Its not the matter to only keep their names in our minds but to transfer habit and legacy of inventions and discoveries back from west to Islamic world. There is no reason why we cannot make advances in physics, astronomy, chemistry, medical science and other fields if we take our work seriously and away from the need of earning money. Our parents should play their role and guiding their children to these fields. All great people got their first inspiration from their parents.
Science need a re-boost in Islamic world. | https://www.technologytimes.pk/2022/11/14/forgotten-contributions-by-muslim-scientists/ |
This article is part of the “Building from Diversity” project.
Announcement2022-March-31
Cecilia Payne-Gaposchkin: The Woman Who Discovered What Stars Are Made Of
Written by Dominik Elsässer, Researcher at the Technical University Dortmund (TU Dortmund; Germany)
“The stars in the sky – what are they made of?“
This is a question that probably most astronomers and astronomy enthusiasts have heard, and that must have been asked countless times throughout all human history. Some of the most fascinating mysteries in 21st century physics, those about the origin and the composition of the cosmic rays, and about the nature of the dark matter, are coming from the very same human trait of curiosity: to find out what all the objects in the Universe consist of.
And while today we are still working on the answers to the questions about the dark and energetic Cosmos, eagerly awaiting more powerful observatories like the CTAO, for the stars themselves the answer has been found. It was given by one of the most brilliant astronomers of the 20th century, Cecilia Payne-Gaposchkin, who in the process of finding the solution to this, and other scientific mysteries, had to prevail against an environment that was heavily discriminating against women, and who, in defeating prejudice and gender discrimination, became a role model and beacon for young scientists to follow in her footsteps.
An excellent student from early on, Cecilia Payne was awarded in 1919 a scholarship to study at the prestigious Cambridge University. Pursuing physics and chemistry there, her interest in astronomy was kindled among others by Arthur Eddington. Despite being a very good student, Payne was not awarded a formal degree, as for women this would still be impossible for nearly two decades at Cambridge University at that time. Already then, however, there were a few programs in the world to foster the careers of female scientists. One such program had been initiated at Harvard College Observatory, and Cecilia Payne in 1923 became the second scientist that came to Harvard on the fellowship awarded by this program. As time would tell, she was to make some of the greatest astronomical discoveries of the 20th century at Harvard, while at the same time the fellowship would still not grant her equal treatment with her male colleagues. This is a lesson that we as a community could have learned countless times: support for careers is instrumental, but what really needs to change are our attitudes.
Payne’s primary research interest at that time was in the atmospheres of stars and their chemical composition. Scientists had for long identified distinct absorption lines in the spectra of the Sun and other stars. Lines, that to a chemist or physicist are what the lines of a fingerprint are to a criminologist: giveaways that enable a unique identification, in our case of the very elements the stars are made of. The prevailing paradigm at that time was one that may come intuitively: that the composition of the stars, and by extension most matter in the Universe, should be very similar to the abundances observed here on Earth, the only place we can study in great detail. In other words, that the stars should predominantly be made of elements like silicon, oxygen, iron, calcium and sodium. And indeed, those ideas seemingly had one strong argument in their favor: for example, looking at the spectra of many bright stars, the lines of silicon seem to be present in about the strength one would naively expect from their abundance on Earth. Many scientists at that time, including the adviser of Payne during her PhD thesis, Henry Norris Russell (by Hertzsprung-Russell-Diagram fame) thought the case settled. Not so Payne, who by scientific curiosity and intellectual brilliance was able to see beyond the obvious. Using then-new ideas about the ionized states of matter, in her PhD thesis she was able to show without any scientific doubt that the strengths of the absorption lines betrayed much more about the states of ionization of the atoms, than about their relative abundance. Taking this into account, the spectra told a different story: the vast majority of the mass of our Sun, and nearly all stars, consists of elements that are much less abundant Earth’s crust: Hydrogen and Helium. The Earth, in a way, had again been intellectually moved from the center of the Cosmos: neither did the Sun orbit the Earth, nor were the stars even made of the same stuff we are!
Sadly, Payne was initially declined the accolade and admiration of colleagues that should be expected to come with such a monumental discovery, one that should secure her a place in history at the sides of Copernicus, Kepler and Einstein. Russell, not able to overcome long held beliefs, lobbied Payne into a form of scientific self-denial, by noting in her thesis that although her calculations yielded the very results she showed, they seemed to be in contradiction with the obvious. Only towards the end of the 1920s it became more and more acknowledged where the real contradiction was: by those well-established men believing in their worldview above the facts uncovered by a young and brilliant colleague. And despite this and several more seminal contributions by Payne-Gaposchkin to astronomy, it would take until 1945 for the courses she taught at Harvard to become part of the official course catalogue, and until 1956 for her to become the first female full professor at Harvard.
So, while every day on which we study the composition of the Universe and all the extreme objects it contains we are remembered that all of us are standing on the shoulders of scientific giants like Payne-Gaposchkin, at the same time we must remember the hardships she and others had, and sadly still have, to endure by not being given the equal respect and standing among colleagues that should come with excellent scientific work. Changing the attitudes of humans seems to be at least as difficult as understanding the composition of the Universe.
———-
Recommended reading by the author:
– “What Stars Are Made of: The Life of Cecilia Payne-Gaposchkin” by D. Moore and J. Bell Burnell
– Biographic dates available online on the UCLA Library website and Wikipedia. | https://www.cta-observatory.org/building-from-diversity-article-cecilia-payne-gaposchkin/ |
In their current efforts to persuade the public that their doctrine is a "science," creationists are seriously embarrassed by their failure to find any significant amount of support in the scientific community. Henry M. Morris, director of the Institute for Creation Research, has attempted to make up for the absence of reputable modern creationists by publishing a list of famous scientists of earlier centuries who were allegedly creationists. In his article, "Bible-Believing Scientists of the Past," he writes: "At least we creationist scientists can take comfort in the fact that many of the greatest scientists of the past were creationists."
Since Morris's list was used recently by two witnesses testifying in favor of a creation-science bill in the Maryland legislature and seems to be regarded by some people as evidence that creationism is not anti-science, it would be advisable to scrutinize its documentation. Unfortunately, Morris offers none at all in his article, although he claims to have compiled "biographical data concerning both their Christian convictions and their scientific contributions." His recently published book, Men of Science, Men of God, fails to provide the necessary documentation.
One might suppose that anyone who publishes the flat statement, "In each case, the scientists listed were strict creationists," would be prepared to provide supporting evidence. Not so. Dr. Morris was unable, when asked in correspondence, to give any creationist credentials for one of the most prominent scientists on his list.
The British physicist, Lord Kelvin (1824-1907), appears on the list four times, more than any other scientist, because he is credited with founding two disciplines—energetics and thermodynamics—and with making two notable inventions or discoveries—the absolute temperature scale and the trans-Atlantic cable. While the accuracy of some of these scientific developments may be disputed, there is no question that Kelvin was one of the outstanding physicists of the nineteenth century. But was he a creationist?
Kelvin did provide one strong argument against Darwin's theory of evolution: he estimated the age of the earth to be less than 100 million years, on the assumption that it has been cooling down from a hot molten ball with no internal generation of heat to replace that lost by conduction and radiation into space. Since Darwin had (somewhat carelessly) suggested that geological periods might
last upwards of 300 million years, the impression was created that there had not been enough time for the slow process of evolution by natural selection to work. But there was nothing in Darwin's original theory that fixed a rate of evolution, and thus its validity did not depend on any particular time scale.
As is well known (to everyone except creationists), Kelvin's estimate of the age of the earth is much too small, because he was unaware of the presence of radioactive minerals that generate enough heat to replace most or all of what is lost. In any case, Kelvin's lowest estimate for the age of the earth was much more than a million years, so he cannot be counted a supporter of the creationist doctrine that the earth is less than ten thousand years old.
Nevertheless, it is not even true that Kelvin rejected biological evolution; he gave it qualified support and rejected creationism on at least one occasion. This was a presidential address to the British Association for the Advancement of Science in 1871. In this address, Kelvin asserted that life cannot arise from dead matter but can only proceed from life.
How, then ... did life originate on the earth? Tracing the physical history of the earth backwards, on strict dynamical principles, we are brought to a redhot melted globe on which no life could exist. Hence, when the earth was first fit for life, there was no living thing on it. There were rocks solid and disintegrated, water, air all around, warmed and illuminated by a brilliant sun, ready to become a garden. Did grass and trees and flowers spring into existence, in all the fullness of ripe beauty, by a fiat of Creative Power? Or did vegetation, growing up from seed sown, spread and multiply over the whole earth? Science is bound, by the everlasting law of honor, to face fearlessly every problem which can fairly be presented to it. If a probable solution, consistent with the ordinary course of nature, can be found, we must not invoke an abnormal act of Creative Power. (Basalla. Coleman, and Kargon, pp. 125-126)
Having thus rejected the doctrine that life was suddenly created in its present form, Kelvin proposed instead that seed-bearing meteoric stones from another world started life on earth. He evaded the question of the origin of life on other worlds by postulating that such worlds of life have existed "from time immemorial."
Kelvin then accepted the hypothesis that present forms of life have evolved from these seeds:
From the earth stocked with such vegetation as it could receive meteorically to the earth teeming with all the endless variety of plants and animals which now inhabit it, the step is prodigious; yet, according to the doctrine of continuity, most ably laid before the Association by a predecessor in this chair [Mr. Grove], all creatures now living on earth have proceeded by orderly evolution from some such origin. (p. 127)
Kelvin quotes part of the last paragraph of Darwin's Origin of Species (the famous "tangled bank" passage), adding that he sympathizes with the general
idea of evolution but cannot accept the particular mechanism of natural selection proposed by Darwin. He mentions John Herschel's objection that this mechanism is "too much like the Laputan method of making books (by random combination of words) and that it did not sufficiently take into account a continually guiding and controlling intelligence. This seems to me a most valuable and instructive criticism. I feel profoundly convinced that the argument of design has been greatly too much lost sight of in recent zoological speculations." Thus Kelvin insisted that, while evolution may have occurred, it has been guided by the "intelligent and benevolent design" of a Creator (p. 128).
I conclude that Kelvin's views are precisely those now designated "theistic evolution"; by no stretch of the imagination can they be called creationist in the modern sense. I have asked Dr. Morris if he has any evidence that supports his claim that Kelvin was a creationist, in the light of the contrary evidence provided by the 1871 address. So far, he has been unable to supply any. I would therefore suggest that his entire list (with one exception) be treated with some skepticism.
Morris also argues that creationist beliefs did not hinder these great scientists in their scientific work. Of course this claim is vacuous until it is demonstrated that they actually were creationists. But in at least one case a creationist scientist was hindered by such beliefs. Louis Agassiz (1807-1873), the Swiss-American scientist who appears twice on Morris's list (as founder of glacial geology and ichthyology), was an outspoken opponent of evolution. His creationist views led him to misinterpret geological evidence in Brazil as showing Amazonian and hence worldwide glaciation. Such a global ice age would have severed all genetic relations between past and present life, he thought, and required that the present forms be specially created after the ice receded (Carozzi, 1973). Needless to say, this idea is not considered valid by modern glacial geologists—or even by modern creationists!
So Morris's efforts to show that creationist ideas are not a hindrance to scientific discovery seem to collapse when we examine the facts. Yet even if Morris had been right about all of his exemplars, unearthing these "creation scientists" from the past would prove nothing. Egyptians built the pyramids while thinking the earth was flat; Hippocrates knew nothing of the germ theory of disease; Kepler believed in astrology; and Newton practiced alchemy. Their ignorance and errors might not have hampered their major discoveries but might have prevented them from making others. Because they did not have access to the body of knowledge available today, we can understand their shortcomings. This same understanding, however, cannot be extended to modern-day creationists, who have no such excuse. | https://ncse.ngo/kelvin-was-not-creationist |
In the mid-nineteenth century, the Harvard College Observatory began employing women as calculators, or "human computers," to interpret the observations their male counterparts made via telescope each night. At the outset this group included the wives, sisters, and daughters of the resident astronomers, but soon the female corps included graduates of the new women's colleges—Vassar, Wellesley, and Smith. As photography transformed the practice of astronomy, the ladies turned from computation to studying the stars captured nightly on glass photographic plates.
The "glass universe" of half a million plates that Harvard amassed over the ensuing decades—through the generous support of Mrs. Anna Palmer Draper, the widow of a pioneer in stellar photography—enabled the women to make extraordinary discoveries that attracted worldwide acclaim. They helped discern what stars were made of, divided the stars into meaningful categories for further research, and found a way to measure distances across space by starlight. Their ranks included Williamina Fleming, a Scottish woman originally hired as a maid who went on to identify ten novae and more than three hundred variable stars; Annie Jump Cannon, who designed a stellar classification system that was adopted by astronomers the world over and is still in use; and Dr. Cecilia Helena Payne, who in 1956 became the first ever woman professor of astronomy at Harvard—and Harvard's first female department chair.
Elegantly written and enriched by excerpts from letters, diaries, and memoirs, The Glass Universe is the hidden history of the women whose contributions to the burgeoning field of astronomy forever changed our understanding of the stars and our place in the universe.
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"While the men searched the stars at night, the women interpreted and made discoveries from the "glass universe" they had recorded. Cassandra Campbell tells the story of these unknown women and their influence on the field of astronomy. Campbell's gentle, soothing storytelling breathes life into the women, from the early group of astronomers' wives and daughters in the mid-1800s to the graduates of women's colleges later in the century and the more recent stories of influential female astronomers. Sobel's writing is enhanced by the inclusion of excerpts from the personal diaries and letters of some of these exceptional women. Campbell's smooth and refined reading brings a personal touch to the listening experience. A.G.M. © AudioFile 2016, Portland, Maine" | https://www.recordedbooks.com/title-details/9780735288676 |
Three UCF Researchers Part of Nature Astronomy Articles Chronicling Spitzer Space Telescope Legacy
To understand the significance of the Spitzer Space Telescope on the understanding of our solar system, think of what the steam engine meant for the industrial revolution.
A national team of scientists today published in the journal Nature Astronomy two papers that provide an inventory of the major discoveries made possible thanks to Spitzer and offer guidance on where the next generation of explorers should point the James Webb Space Telescope (JWST) when it launches in October 2021.
“The Spitzer Space Telescope made many important discoveries in the solar system during its 16 year-long mission, and it is important to capture the highlights of these with useful references for future scientists to use in their research,” says Carey M. Lisse, from the Johns Hopkins Applied Physics Lab, lead author of one paper.
Lisse, a planetary astronomer, put together a team of 27 authors who penned the legacy papers. The authors were selected based on the significant discoveries they made using Spitzer during its 16-year mission. The team includes three University of Central Florida researchers, who offer suggestions for the next space telescope mission.
David Trilling, a planetary scientist, and professor at Northern Arizona University is the lead author on the second paper.
When Spitzer launched in 2003 it contained infrared detectors of unprecedented sensitivity, providing astronomers a never-before-possible look at the universe. Thanks to observations by Spitzer over the years, scientists gained new insights into, for example, the composition of comets, the icy surfaces of cold, distant bodies beyond Neptune, the heat radiation given off by asteroids, the extent of free-floating dust in the inner solar system, and the composition and properties of the atmospheres of Uranus and Neptune. Spitzer even managed to discover a new ring of Saturn. The much-delayed JWST, which will likewise study the infrared cosmos, is expected to build on the extensive results provided by Spitzer, including taking the next step in our study of the solar system.
UCF Professor Yan Fernandez, who specializes in comets, said the papers include some of the projects he is most proud of in his career. Fernandez is a co-author of both papers.
“I think these papers demonstrate the return on investment for Spitzer,” Fernandez said. “These space telescopes are taxpayer-funded, after all. More philosophically, Spitzer has brought us closer to those big questions about why the solar system and Earth are here in the first place. Spitzer was not only great for the solar system, but it was great for studying exoplanets, great for studying planet formation, and great for studying star formation. All important to understand why our solar system turned out the way it did.”
Noemí Pinilla-Alonso said astronomy is based on patience and collaboration. She studies Trans-Neptunian Objects at UCF’s Florida Space Institute and contributed to the paper alongside institute post-doctoral scholar Estela Fernández-Valenzuela. Pinilla-Alonso is among a handful of scientists already guaranteed time on JWST once it is place. She is part of the team that will be calibrating the instrument from the ground.
“Answering one question takes the effort of multiple scientists or groups, each of them with a unique set of skills,” Pinilla-Alonso says. “My contribution to this work is to provide the basic recipe of which ingredients are needed to build or cook an icy body in the solar system. And this is a key piece of information that is needed to answer questions such as how did the solar system form? How has it evolved to its actual state? How similar or different is our solar system from the long list, more than 3,000, of exoplanetary systems discovered?”
Fernandez-Valenzuela also studies Trans-Neptunian Objects and earlier this year held workshops to help scientists prepare successful proposals to obtain time on the JWST once NASA opens up the process.
“This work has helped us to understand what we could do with Spitzer data and how to use the JWST capabilities to shed light on issues that Spitzer could not answer,” Fernández-Valenzuela says.
“Using Spitzer we have been able to detect specific materials that were impossible to detect from ground-based telescopes, due to the atmosphere, or using the Hubble Space Telescope,” Fernández-Valenzuela says. “Now with JWST we will be able to obtain information on much fainter objects than is currently possible. I’m eager for that day as it will be a very important milestone for this research area. It will provide much more information on the formation of the outer solar system.”
Spitzer was turned off in January 2020, 11 years beyond its prime mission.
“Spitzer was sensitive to infrared radiation, as opposed to visible light,” Trilling says. “In many ways, Spitzer provided a view of the universe and of planetary bodies in our solar system that scientists had never seen before. This technological revolution produced new insights into the formation and evolution of our Solar System.”
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Master’s Students Compete for the First Time in UCF’s Three-Minute Thesis Competition
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New $1.25 Million Research Project Will Map Materials at the Nanoscale
A University of Central Florida researcher will lead a recently announced $1.25 million project to map and manipulate materials at the nanoscale. The project’s funding is through the Gordon and Betty Moore Foundation,... | https://graduate.ucf.edu/news/article/three-ucf-researchers-part-of-nature-astronomy-articles-chronicling-spitzer-space-telescope-legacy |
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Summary
Summary
A New York Times Bestseller
An Economist Best Book of the Year
A Smithsonian Magazine Pick for Best Books of 2016
An NPR Best Book of 2016
One of Kirkus Reviews’ Best Books of 2016
A PEN/E. O. Wilson Literary Science Writing Award Nominee
A Harper’s Bazaar Pick of Best Books of the Month
One of the BBC’s Best Books of the Month
A Bustle Pick of Best Books of the Month
A New York Times Book Review Notable Book of 2017
Named one of the best books of the year by NPR, The Economist, Smithsonian, Nature, and NPR's Science Friday
Nominated for the PEN/E.O. Wilson Literary Science Writing Award
"A joy to read.” —The Wall Street Journal
In the mid-nineteenth century, the Harvard College Observatory began employing women as calculators, or “human computers,” to interpret the observations their male counterparts made via telescope each night. At the outset this group included the wives, sisters, and daughters of the resident astronomers, but soon the female corps included graduates of the new women's colleges—Vassar, Wellesley, and Smith. As photography transformed the practice of astronomy, the ladies turned from computation to studying the stars captured nightly on glass photographic plates.
The “glass universe” of half a million plates that Harvard amassed over the ensuing decades—through the generous support of Mrs. Anna Palmer Draper, the widow of a pioneer in stellar photography—enabled the women to make extraordinary discoveries that attracted worldwide acclaim. They helped discern what stars were made of, divided the stars into meaningful categories for further research, and found a way to measure distances across space by starlight. Their ranks included Williamina Fleming, a Scottish woman originally hired as a maid who went on to identify ten novae and more than three hundred variable stars; Annie Jump Cannon, who designed a stellar classification system that was adopted by astronomers the world over and is still in use; and Dr. Cecilia Helena Payne, who in 1956 became the first ever woman professor of astronomy at Harvard—and Harvard’s first female department chair.
Elegantly written and enriched by excerpts from letters, diaries, and memoirs, The Glass Universe is the hidden history of the women whose contributions to the burgeoning field of astronomy forever changed our understanding of the stars and our place in the universe.
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|Category:||Nonfiction/Science|
|Runtime:||12.72|
|Audience:||Adult|
|Language:||English|
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BATON ROUGE – Nanoscale structures, such as a single strand of DNA or gold nanoparticles in church windows, have existed in nature and been used long before scientists began devoting their studies to them. Recently, this innovative field of study has contributed to numerous discoveries such as advanced applications in energy, information storage and medicine. Because of its promising future, organizations across the country celebrate NanoDays, a nationwide festival of programs about nanoscale science and engineering.
For the eighth consecutive year, LSU will host NanoDays at the Highland Road Park Observatory on Saturday, March 25, from 2-6 p.m.
The free family-friendly event is open to the public and will feature several hands-on activities for guests of all ages, including:
· Learn first-hand how a Scanning Probe Microscope helps scientists explore the nanoworld
· See how nanomaterials are used to make stain-free clothes
· Play with liquid crystals and magnets
· Make an Oobleck, a liquid with both liquid and solid properties
· At 4 p.m., get inside the mind of physicist Daniel Sheehy, a professor in the LSU Department of Physics & Astronomy, who will present “Living in the Age of Quantum Physics.”
In addition, the observatory will have this month’s solar viewing session from 2:00– 4:00 p.m. through HRPO’s Coronado Solar Max II. Lunar viewing will take place from 4:30 – 6:00 p.m. showing a magnified daytime waxing crescent Moon.
NanoDays sponsors include the LSU Department of Physics and Astronomy, the Center for Computation and Technology, and the Society of Physics Students – LSU Chapter.
For more information about LSU NanoDays at the Highland Road Observatory, visit www.bro.lsu.edu/programs/nano.html.
-30-
Contact
Mimi LaValle
LSU Department of Physics & Astronomy
225-439-5633
More news and information can be found on LSU Physics & Astronomy website, http://www.phys.lsu.edu. | https://www.lsu.edu/physics/news/2017/03/nanodays.php |
Prof. Yonina Eldar, Chosen as a leading and influential academic woman in Asia.
The announcement was made by members of the Association of Academies and Scientific Societies in Asia (AASSA)
AASSA – aims to examine science and technology issues, with emphasis on research, development and implementation of technology, with the intention of influencing the social and economic development in Asia.
It’s member’s profile reflects the continent’s unique diversity – from Australia, Singapore and Japan to Pakistan, Armenia and Nepal.
The organization selected 50 leading women and published their story.
Prof. Eldar describes her progress in the field, the challenges and the successes along the way.
Another Israeli scientists chosen to be on this esteemed list is Prof. Ruth Arnon of the Weizmann Institute of Science.
Quote from article:
“… my ambition is to build a real interdisciplinary laboratory that uses signal processing to develop new instruments and algorithms that will make discoveries in biology and physics and affect the clinical world …”
Tip for young female scientists: | https://vee.technion.ac.il/pro-yonina-eldar-chosen-as-a-leading-and-influential-academic-woman-in-asia/ |
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