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Imperialism: The Effects on India
Between the fifteenth and eighteenth centuries, European nations flourished. They gained control over a majority of the Western Hemisphere. From 1880 and 1914, Western powers set out to gain power in many places such as Asia, India, Africa, and the Pacific. The western European domination was known as imperialism. The Europeans believe that it was their God-given right to bring civilization to the "un civilized" people. They believed that imperialism was good, and their tasks were not out of greed, but for the love of God. The Europeans used trickery to take advantage of weakened empires in India to expand their territory and influence. The blinded efforts of the Europeans to better their economy and extend their influence weakened the ancient society in India, but an uprising for imperial rule.
By the middle of the nineteenth century Europeans began to speak of imperialism; by the 1880s the term began to appear in speeches and writings throughout Western Europe (Bentley 934).
Imperialism is the policy or action by which a country owns another country or territory. In this case imperialism refers to the domination of European powers. This domination sometimes came by force by military powers, but often took place from trade, investments, and business activities that enabled imperial powers to profit from subject societies and influence their affairs without going to the trouble of exercising direct political control (Bentley 935). Imperialism was based off of colonialism. Colonialism was far more than just sending colonist to settle new lands but also to settle the political, social, economic, and cutltural structures that allowed imperial powers to dominate subject lands (Bentley 935).
The European settelers turned the small lands in which they had settled on into colonies and profoundly influenced thier historical devlopment by controlling their domestic and... | https://www.writework.com/essay/paper-covers-effects-imperialism-india |
To What Extent did the Industrialised Nature of WW1 determine its cause and outcome?
Extracts from this document...
Introduction
To What Extent did the Industrialised Nature of WW1 determine its cause and outcome? It is fair to say that World War One was unlike any war before in history. The sheer scale of the war, both in terms of casualties and territories, was like nothing that had been seen before or indeed predicted. In fact, as the war progressed, so concerned were the figures leading the various empires for the duration of the war that they began to calculate terms for victory based on national birth rates to replace the losses. But why was this war so unbelievably different from those before it? To explain this we must look at Britain and Europe before the war. From the mid eighteenth century to the twentieth century (and some would argue that it continues to this day) industry and agriculture experienced dramatic changes that revolutionised production and supply. In farming, crop rotations were introduced to allow for efficient cultivation and harvesting, and with new knowledge livestock could be bred for optimum food quality. New methods were introduced in industry to supply the increasing demand for goods and services. ...read more.
Middle
Because people were proud of their country and had increased access to information, (arguably often deliberately wrong information) governments faced less trouble than might have been thought with conscription. Of course there were demonstrations and protests, but it is fair to say that industrialisation played a key role in providing nations with forces with which to fight the war. One of the most obvious ways in which industrialisation affected war was within combat itself. Gone were the days of cavalry charges against relatively ill-equipped opposition, this was combat with the intention of wiping out the enemy as efficiently as possible. A notable development was that of camouflage, with the powers having learned from mistakes in the past in other theatres of combat. Camouflage was not only developed to hide ground forces fro mother ground forces, but also to hide from aerial reconnaissance, another new technique which of course was entirely thanks to industrialisation and the aeroplane. New weapons were produced and used with great effect. Artillery could be used to attempt to clear enemy lines before an advance on the ground. ...read more.
Conclusion
Technological advances were extremely significant at sea, with the introduction of weapons such as the submarine, which was to become the centre of the conflict over unrestricted submarine warfare in 1917. The British Navy was instrumental in the war, cutting off Germany's Navy and naval supply routes, and gradually starving Germany. Arguably this was a major factor in the outcome of the war. Never before, or indeed since, have accepted military ideas been so dramatically rocked by conflict. New technology influenced everyone and everything in the war. Perhaps the end outcome of the war would have been the same if these advances had not taken place, but the course of the war was entirely dependent on them. The military world today uses so many of the lessons learned during World War One. Using tanks together in massed attacks, for example, is a common tactic in armies all over the world today, and was learned from the third battle of Ypres, in late July 1917. Industrialisation not only had an effect on the First World War, but indeed the courses and outcomes of countless conflicts since, including the Second World War. ...read more.
This student written piece of work is one of many that can be found in our AS and A Level International History, 1945-1991 section.
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Causes Of World War I On June 28, a Serbian student, Gavrilo Princip, spurred Europe into the most catastrophic event of modern history, assassinating Austrian Archduke, Francis Ferdinand. Yet, somewhere behind this simple act lies a much deeper and complex origin to a war unlike any had ever seen or even imagined. Profound improvements in war technology, growing tensions between neighboring European ethnic groups, and a comprehensive system of alliances and treaties, which all defined The First World War, resulted in the essential annihilation of an entire generation of European men and led to an equally devastating War twenty-five years later. The causes of such, and the appointment of blame, have been tenaciously argued and re-argued by historians from all perspectives and biases. This paper will also examine the question of who is to blame for World War I. The initial conclusion to the question of responsibility was handed down at the treaty of Versailles following Germany’s signing of the armistice on November 11, of 1918, ending the War. The treaty placed the blame of the war solely on Germany’s shoulders, dealing her tremendously harsh punishments that ensured severe detriment to Germany’s economy, military and general prestige.
This would also lead a shamed Germany into a decade of despair and finger pointing that would see a radical Adolf Hitler lead his downtrodden masses into the Second World War. The Versailles treaty, plainly drafted by avaricious victors seeking exorbitant reparations on the basis of renewed sentiments of hate, prejudice and blind fury, in no way reflects the true picture of responsibility for World War I. Though Germany deserves an allotment of the blame, and possibly a greater portion than any other participant in the war does, certainly there were factors outside of Germany’s control that led to the war. These factors, which find their roots dispersed throughout a half century’s time leading up to the war, include: the establishment of alliances among the leading powers of Europe, following a history of wars seeking to maintain a balance of power among these nations; nationalist ideals of unity and ethnic supremacy; and an inability by the leading statesmen of the time to work out an efficient and compromising solution to the problem at hand. Ultimately, every major power involved in the War, and the representatives of those countries, without exception, can be justly apportioned, to a greater or lesser degree, based on the aforementioned criteria, a part of the blame. The calculated system of alliances that determined the sides for World War I were carefully established in the mid-19th Century to sustain an even balance of power throughout Europe.
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Germany’s Otto Von Bismarck established these alliances in the aftermath of the Franco-Prussian War in 1871. France, soundly defeated, lost territories in Alsace and Lorraine, as well as being handed heavy war debts, and Bismarck predicted an eventual attempt by the French to regain their land and integrity. The politically savvy Bismarck, to prevent any French aggression, organized a triumvirate of leading European powers, Germany, Austria and Italy, and formed the Triple Alliance in 1891, effectively isolating France within Europe. This, the most significant of a number of alliances established by Bismarck with other eastern powers including Russia, also allowed Germany to mediate and ease tensions as Russia and Austria continually jockeyed for dominance in the Balkans. Therefore, of the countries that made up the Triple Alliance, clearly Germany had the greatest influence on the outcome of the events leading up to World War I. Opposing Bismarck’s Triple Alliance was France, Russia and Great Britain’s Triple Entente.
France, who had obvious agitation with Germany, sought to counter the Central Power’s with an alliance of its own. France immediately looked to Russia whom they knew had a fierce conflict of interest with Austria, Germany’s most powerful ally. Russia, who was experiencing intense domesticate volatility, did not hesitate to join forces with a reliable French nation. Lacking from the dyad was a third power that could counter Germany’s well-established military forces. England initially remained neutral, as it sought no defense or expanse of European territories. However, as the late 19th Century dragged on and Germany continued a frenetic expanse of their navy and began to challenge Britain’s military and economic prowess, England had no choice but to join France and Russia for England’s best interest at home and abroad.
Thus, the Triple Entente was formally established in 1914 and the opposing sides of World War I had taken shape. So, what blame if any can be handed down with respect to the establishment of alliances? For Germany this question is complicated. When one examines the initial intentions of Bismarck in creating Germany’s allies it is clear that Bismarck was solely devoted to the interest of peace and balance of power. He had the means and support to increase an already large German Empire but opted for a more tranquil Europe at the expense of land and economic gains. However, Bismarck’s greedy successors, namely Kaiser Wilhelm, according to most contemporary sources saw the Triple Alliance as a tool to expand the German Empire.
Just prior to the War Germany and the Kaiser maintained its status as a non-aggressor, saying that Germany, Is ostensibly making every effort to preserve peace and that Germany is, Ready to mediate for peace with Austria(480). The other side of the argument of German motive is presented by German historian Immanuel Geiss, who shows that the Triple Alliance was a German attempt to become a world power, not a world peacekeeper. Geiss’s essential argument is that the Triple Alliance, Was a result of the German desire to raise the Reich from the status of a continental power to that of a world power(501). Geiss is quick to note that Germany’s ambitious naval program, as well as its ever-increasing influence in European affairs, as indicators of aggression. Donald Kagan, another historian, reinforces the points made by Geiss: From the late 1890’s imperial Germany was fundamentally dissatisfied power, eager to disrupt the status quo and to achieve its expansive goals, by bullying if possible, by war if necessary (520).
The ultimate proof of Germany’s ambitious plans are spelled out in the September Program which was released immediately following the outbreak of war. German historian Fritz Fischer claims that the September Program had been established well in advance of the war and that, Germany unleashed the war precisely to achieve its purposes (518). The provisions of the plan, set in motion by the forming of the Triple Alliance, would establish Germany as the unequivocal dominant force in European economy and politics. Germany would seize lands and forge its influence over, France, Belgium, Holland, Denmark, Austria, Poland, and perhaps Italy, Sweden and Norway (519), as stated directly by the September Program. However, Germany was not the only country who saw the alliances as a means to advance an empire. France too was possibly guilty of having intentions other than peace in mind when forming its alliances.
Max Monteglas, defending Germany’s innocence, notes that France, Aimed at recovering Alsace Lorraine and also hoped to annex the Saar Basin (449). He also shows that France, in an aggressive move, Compelled England to abandon her neutrality before Belgium’s neutrality was violated (452). Though Monteglas’s arguments are intriguing, one could easily look at France’s ambition to re-take Alsace Lorraine as justifiable and her eagerness to join with England as a simple matter of defense against a much stronger Germany. Like France, the nations of Austria, Russia, England and Italy all could justify their attachment to a particular alliance as a matter of self-defense against a greater force. Only for Germany did the Triple Alliance offer the potential to increase an empire and disrupt the stability of European affairs. Adding to the brewing chaos in the European situation was the ever-powerful feelings of ubiquitous nationalism among the competing powers. | https://therichesof.com/causes-of-world-war-i/ |
Approximately one third of the Bible is prophecy—most of which applies to the “latter days” and beyond. The interrelated prophecies of the books of Daniel and Revelation, for example, draw a complex scenario as to how this present age will come to a close with the Kingdom of God being established over the entire world. Numerous nations are mentioned in the Bible by name as they engage in this end-time geopolitical interplay. In many cases, the biblical name has been carried over into modern usage— names such as Egypt, Syria, Libya, Ethiopia, and others. Moreover, with no more than a modicum of research it can be established that Iraq lies in the area known anciently as Babylon, that biblical Edom is today’s Turkey, and that ancient Persia is modern Iran. More prominent nations—such as Russia, China, Japan, even Germany—are also identifiable in Scripture, but careful research is required to correlate them to their ancient biblical names.
But where in the Bible is the United States of America to be found? What about Great Britain? Their apparent absence from the Bible has long puzzled scholars. Considering the almost immeasurable impact these two nations have had on the modern world—and that they will undoubtedly play leading roles in any end-time scenario—it is inconceivable that God would choose to omit even so much as a mention of them in Bible prophecy.
Biblical prophecy mentions all of the great ancient empires: Egypt, Assyria, Babylon, Medo-Persia, Greece, and Rome. But has the God Who says He declares “the end from the beginning, and from ancient times things that have not yet been done”1 actually neglected to acknowledge the greatest empire the world has ever known—the British Empire, which dominated the world for over two centuries? Or the single richest and most powerful nation in all of history—the United States?
The prophet Amos wrote, “Surely the Lord GOD will do nothing unless He [first] reveals His secret [plans concerning the nations] unto His servants the prophets” (Amos 3:7). Would not those plans include America and Great Britain? In revealing events leading up to the return of Christ in the last days, is it logical that God would simply overlook the United States and Britain?
Or is it possible that Bible scholars and church leaders are woefully ignorant of one of the most vital keys to biblical prophecy—the identity of modern-day English-speaking nations in the Scriptures? Perhaps we need to revise our thinking and consider just how America and Britain might be mentioned in the Bible after all—in literally hundreds of passages!
Two Great Nations that Changed the World
How and why have the British and American people come to possess the absolute richest and most productive lands of the entire world— lands blessed with unparalleled natural resources? Why have they enjoyed an unrivaled level of economic wealth and military power? To say the least, the unprecedented and rapid rise of the Anglo-American nations to dominant positions of power and influence throughout the 19th and 20th centuries is nothing less than phenomenal.
Chafing under the influence of a Romish Europe and the dominance of an imperialistic Spain, England began in the 16th century to look beyond her own shores, crossing vast seas to establish new trade routes and forge new partnerships. This proclivity for expansion led to the establishment of colonies around the world and eventually to the formation of the British Empire. One of Britain’s key colonial settlements, of course, later developed into the United States of America.
At the height of its power and influence early in the 20th century, the British Empire covered approximately one fourth of the world’s territory (in 1922 it incorporated 13 million square miles) and ultimately boasted of 54 territories and colonies—including Egypt, India, Pakistan, parts of Africa, the Caribbean, Hong Kong, Singapore, Canada, Australia, New Zealand, Palestine, and others. (Today, 16 of the original members still recognize the British monarchy as relevant in terms of national politics.) The Empire also possessed or controlled several strategic sea gates—the Suez Canal, Gibraltar, the Cape of Good Hope, etc. It was without question the most expansive and influential empire in the history of the world.
Historians agree that Britain became the preeminent nation of the world as a consequence of wresting itself from French dominance. Indeed, after defeating Napoleon in 1815 it became clear that Britain was the undisputed ruler of the civilized world. Supported by unrivaled naval power, what followed was a century of peace—“Pax Britannica”—cut short only by the German militarism that triggered World War I in 1914.
While the British Empire was built on the principle of imperialism, it was by no means tyrannical. Many of its colonies and territories experienced newfound freedoms; increased commerce led to added jobs and better living standards; education and literacy were given a high priority; many subjects were able to own land; and, for the most part, one could practice the religion of his or her choice. Plus, there was the important benefit of security under Britain’s impressive military. Ultimately, most of the Empire’s colonies flourished into politically stable and highly productive territories.2
In time, the growing New England colonies broke away from British rule—mostly owing to oppressive taxation by England. Concepts such as democracy, freedom of speech and religion, and power invested in the people would eventually become hallmarks of the world’s most successful republic, the United States of America. That same zeal for freedom helped to inspire the Industrial Revolution, which has obviously changed the world in innumerable ways. During Britain’s rise to global dominance, it was British capital, expertise, and “stick-to-itiveness” that helped to develop her colonies as well as her own industrial might. Following suit, American ingenuity quickly pushed industry and commerce to new heights. From Robert Fulton’s first steamboat in 1806 to Henry Ford’s success with largescale mass production, industrialization exploded in America.
Following the early 1800s, more than half of the world’s cultivatable lands came into the possession of these two great nations. Utilizing the richest natural resources and farmlands known to man, America quickly became the “breadbasket” of the world.
But beginning in the 1950s, the British Empire gradually ceased to be economically and militarily relevant. In fact, by the end of World War II, Britain was broke and facing major problems in two of its territories, India and Palestine.3 No longer able to manage an empire, Britain began granting independence to many of her colonies. As well, the burden of “policing the world” fell more and more to the United States.4 It was becoming all too clear that “Pax Britannica” was fast coming to an end.
Yet, as American power and influence began to rise in the aftermath of World War II, it was obvious that the United States would never have the unrivaled international role enjoyed by the British for two centuries. There were two principal reasons. First, America had no desire to become a world-colonizing power. The United States, at one time or another, ruled only the Philippines, Guam, Puerto Rico, Cuba, and various islands in Oceania—including one of the world’s key strategic sea gates, the Panama Canal. Secondly, as America began assuming Britain’s historic role, it faced a major military rival—the Soviet Union—which in many ways restrained U.S. power.
Soon after World War II, the U.S. dollar began to replace the British pound as the world’s leading currency (London, however, is still the world’s leading financial center). The growing American economy led to rapid prosperity at home and enabled the United States to generously fund the rebuilding of Europe through the Marshall Plan.5
In two world wars, the British Empire and the United States saved virtually the entire world from fascist powers bent on global domination. While the United States struggled through conflicts in Korea and Vietnam, many analysts believe America achieved undisputed global dominance after its invasion of Iraq in 1991. However, in the aftermath of the 9/11 terror attacks, America’s economic hegemony and global influence are plainly diminished. Bogged down in Afghanistan in its dubious “war on terrorism” and facing a deteriorating economy under a liberal-progressive White House, the United States is now rapidly losing its place as world leader.
Both at home and abroad, Britain and America face complex and seemingly insoluble problems. Their steady decline has, in fact, already left a growing vacuum of power around the globe. Consequently, a developing European Union, a resurgent Russia, and a burgeoning China are all moving to challenge American supremacy.
Never in the history of the world has there been such a dramatic and rapid rise to global power and dominance—followed by an even more rapid decline—than has been experienced by Britain and America. Why?
Why have stupendous economic and material blessings been poured out on the English-speaking nations? Why has America in particular been so benevolent in freely sharing that wealth with the world? Why are the AngloAmerican people increasingly despised and mocked around the world?
How could such a phenomenon be ignored in biblical prophecy?
The Vital Key to Bible Prophecy
Who are the British and American peoples—really? How do these two great powers fit into Bible prophecy? Is it possible that scholars and theologians have simply failed to see that these two great nations are indeed discussed in numerous detailed passages of the Bible—in prophecies that both accurately predicted their rise to unprecedented greatness and describe their subsequent demise in the end time?
Using Scripture and the record of history, this book will demonstrate that the British and American peoples are, indeed, identified in the pages of your Bible—by their ancient ancestral name: Israel.
Shocking? Incredible? Impossible?
Based on astounding promises made to the patriarch Abraham and subsequently fulfilled through the exile and reestablishment of the so-called “lost” ten tribes of Israel, both Britain and America are the realization of an amazing plan by which God has blessed (and will yet again bless) the entire world. Incredible as it may sound, both America and the British Empire were destined to reach world-power status, to dominate the international affairs of their time—and to ultimately fall into dismal decline!
It’s time you understood what is no doubt the most important key to unlocking the prophecies of your Bible—the identities of America and Britain in biblical prophecy.
A Note to the Reader…
It is the goal of this book to demonstrate the Israelite origins of the Anglo-American peoples—as well as to outline the prophetic destiny of America and Britain from the immediate future to the age to come. In addition to the Bible and standard resources such as encyclopedias and specific historical works, this book leans heavily on a number of scholars who have spent many years researching and studying this subject. Sifting through the evidence has been a time-consuming and difficult task. No two writers agree on every point, and differing conclusions are often simply a matter of how one interprets the information available. It is incumbent upon any writer to be careful with the facts and to base conclusions on context with an eye toward the intent of the original source. This is especially important when dealing with the Scriptures.
That said, it is the author’s judgment that many of those who have written extensively on this particular subject have carelessly misapplied certain biblical passages in order to “make their point.” In more than a few cases, such passages are taken completely out of context and an unfounded meaning is “read into” the text. (A number of these passages are discussed throughout this book.) This usually happens when one approaches an issue with preconceived conclusions and is consequently tempted to “cherry-pick” passages in order to “prove” his point. The apostle Paul, however, warns us to be careful in how we use Scripture (II Tim. 2:15; II Cor. 4:2).
In writing this book, every effort has been made to accurately reflect the meaning of the biblical passages used based on their context and on the obvious intent of the original writer. The fact is, there is plenty of biblical evidence to support the conclusion that America and Britain are of Israelite origin without resorting to abusing Scripture.
Moreover, it must be noted that this book attempts to steer clear of what has come to be called British Israelism. True, the movement rightly promotes the Israelite origins of the Anglo-American nations. But British Israelism comes with a troubling set of baggage that has the potential to bring disparagement to this profound truth. For example, the movement’s chief tenet attempts to equate the British Empire with the Kingdom of God. This, of course, is plainly contrary to numerous biblical passages (please refer to Appendix 1 for more information on British Israelism).
What You’ll Find Inside…
In the hope of arousing the reader’s interest, below is a chapter-bychapter synopsis of what this book will attempt to convey.
Chapter 1 demonstrates that the so-called “lost” ten tribes of ancient Israel were never really lost at all. After all, their whereabouts were known by Jesus’ apostles (Matt. 10:6). As you will see, what had been lost was, in fact, their identity as Israel. Chapter 2 introduces the extraordinary promises God made to the patriarch Abraham. These promises remain a mystery to Bible scholars; while they can clearly recognize the messianic side to these promises, they completely overlook the “birthright” promises of national greatness. Importantly, these prophetic promises do not foretell of average nations, but describe nations with superpower status. Not only were these national blessings never fulfilled in ancient times, they cannot be applied to the Jews of today. What nations, then, have been the recipients of these very specific promises?
Chapter 3 explains how the Abrahamic “birthright” promises were passed on—first to Isaac, then to Jacob, and finally to Joseph. As these promises were handed down, new details were added giving greater insight into the form these “birthright” nations would ultimately take. Chapter 4 focuses on a key aspect of the promises—that Abraham’s offspring would eventually expand into a single great nation and a “company” of nations. How and through what peoples have these promises been fulfilled?
Chapter 5 takes the reader from Israel’s golden age under Solomon to the nation’s division into two kingdoms—north and south. This division set the stage for both kingdoms to eventually be taken into exile—but at different times. Chapter 6 details how the ten tribes of the northern House of Israel were taken into captivity by Assyria. Unlike the Jews of the southern kingdom who were restored to the Promised Land after 70 years of exile in Babylon, the northern tribes never returned to Palestine. Where did they go? Do they even still exist? If so, who are they today?
Chapter 7 reveals the essential detail that the House of Israel, while in exile, came to be known by alternate names—not as “Israel.” These alternate names are the key to tracing their subsequent migrations. Chapter 8 documents how the exiled Israelites eventually left the areas of their initial exile and began migrating to the northwest. Emphasis is placed on the fact that the “lost” tribes were never restored to the land of Israel—in spite of the numerous prophecies that speak of their restoration. How are we to understand these seemingly “obsolete” biblical passages? (This apparent “contradiction” is resolved in Chapter 16, which shows how such “dual” prophecies have a latter-day application for end-time Israel.)
Chapter 9 examines the intriguing maritime exploits of the Israelite tribe of Dan, showing how their early explorations helped pave the way for exiled Israelites to migrate to the British Isles. Moreover, the early Danite colonization of Ireland played a vital role in the preservation of the “exiled” throne of David. Chapter 10 details the Israelite origins of the Celts and Saxons (among other clans) as they moved into and through northwest Europe from areas around the Black Sea. These Celtic and Anglo-Saxon Israelites were the key settlers of the British Isles—and, later, of America.
Chapters 11 and 12 bring out the messianic aspect of the Abrahamic promises. The preservation of the Davidic royal line is explained, showing that when the nation of Judah fell to Babylon the “throne” was relocated to other “Israelite lands” for safekeeping.
With Chapter 13, we move into modern times by detailing the rapid and unprecedented rise of the British Empire and the United States to worldwide prominence—a direct result of the Abrahamic promises. The average Anglo-American has no realization of the magnitude of power and influence once wielded by these two great nations. Then, in Chapter 14, the rapid decline of American and British influence is examined in stark detail. Most people would be shocked to learn how much our nations have lost in terms of influence and dominance—in just one generation. Chapter 15 outlines the appalling moral decline of the Anglo-American nations—emphasizing the reasons for God’s impending judgment on Britain and America.
Finally, Chapter 16 reveals what Bible prophecy has to say about the future of America and Britain. While warning that modern-day Israel faces the same fate as did the ancient House of Israel—captivity and slavery—this chapter also reveals the wonderful future for the Anglo-American nations in the soon-coming messianic age.
For the sake of clarity, several appendices add a few missing pieces of the puzzle—and hopefully answer some nagging questions.
INTRODUCTION NOTES
1. Isaiah 46:10, author’s paraphrase. Unless otherwise noted, all biblical quotations are taken from The Holy Bible In Its Original Order. The use of italics—in both biblical and non-biblical quotations—indicates emphasis added by the author.
2. Unfortunately, some of the territories held by the Empire fared poorly under British rule (see Chapter 13 notes).
3. Technically not a colony, Palestine fell under British control in 1920 as the result of a mandate by the League of Nations.
4. For example, Britain’s gross mishandling of the 1956-57 Suez crisis has been noted by analysts as marking the end of the Empire’s role as a superpower. American leadership was central to bringing the crisis to a peaceful resolution.
5. It should also be noted that the Marshall Plan was hatched as a way to prevent Soviet-led communism from gaining a hold on postwar western Europe. | https://www.cbcg.org/booklets/america-britain/introduction.html |
The historical phenomenon of "balkanization" has two strata. The first is the continuity of national and religious (confessional) conflicts, wars for creation or termination of existing national states or for disintegration of nationally and religiously mixed states (destiny of both former Yugoslavian and possibly of the third one too). The other can be described as an enormous influence of the leading European and world powers on the relationships between states and peoples in the Balkans, on their economic and political structure and developmental chances. Each of those great powers has its own favorite states and nations, its "interest zones" in this region, which sharpens old and creates new antagonisms not only between, but also inside the states and societies (which is best seen in the case of the present Yugoslavia). In this sense, "balkanization" is a legitimate product of the great powers' imperial policy and rivalry. Today it is increasingly conditioned by a new distribution of world power, which views globalization as "westernization".
There are three influential theoretical paradigms of "westernization": Huntington's conflict of civilizations, Bzezinski's "big chessboard" model of the world politics and Fukuyama's "end of history". Without analyzing them it is not possible to understand "external" (increasingly internalized) determinants of the "balkanization" phenomenon. Different in many aspects, these paradigms are linked by their aims and functions. All the three are characterized by regarding Western civilization as historically superior to all the others. They also share the strategy of defending that civilization from possible rivals and the offensive strategy (characteristic mostly of Bzezinski) of spreading the Western interests and values throughout the globe. The liberal form of Western society is considered the final form of history (Fukuyama). In this context, "balkanization" appears a necessary component of the global policy. It belongs to the methods of inciting, producing, controlling and "extinguishing" of conflicts at the most significant strategic sports for the West. Thus "balkanization" becomes a world phenomenon. In its "birthplace" (on the territory of former but also of actual Yugoslavia) it is synthesis of the negative historical heritage, revived striving for the separate nation-states which is being realized by all accessible means, neo-authoritarian regimes and neo-imperialistic policy of the West. | https://www.rastko.rs/istorija/sanu/Conflict/Conflict21.htm |
Colonialism is the subjugation of the people of one country by those of another through either direct military occupation or political force while neocolonialism exerts its influence through less direct means such as economic control or cultural dominance. Colonialism reached its peak in the 1800s as several European nations extended their influence and developed colonies throughout Asia, Africa, South America and the Middle East. The two world wars of the 20th century ended the major colonial empires of the previous century, but the influence of neocolonialism, sometimes referred to as neo-imperialism or hegemony, still persists in many developing nations.Continue Reading
The institutionalized practice of colonialism, or "empire-building," began to come under criticism as early as the 1700s by writers and thinkers such as Denis Diderot and Immanuel Kant. Although the degree of technological and societal progress in colonized areas was often recognized, the overall subjugation of one group of people by another was increasingly viewed as unjust. The "mission to civilize" was perceived by its critics as little more than a pretext for the acquisition of foreign resources and the enforced development of trade markets. | https://www.reference.com/history/difference-between-colonialism-neocolonialism-aac36f4e336669d6 |
Collaborative Consensus • What is your team name? • What will your team motto or slogan be? • Where would your team prefer to eat? • What is your team song? • What famous person would most likely join your team and why?
District SECME Websitehttp://science.dadeschools.net/secme/default.html
Norms • Don’t be afraid to ask the essential questions. • Actively participate. • Take time to observe, listen, and reflect. • Acknowledge individuality.
Please Do Now… List the reasons for analyzing student data. Y. Wongbundhit
Reasons for Analyzing Student Data Assess the current and future needs of students. Decide what to change. Determine if goals are being met. Engage in continuous school improvement. Identify root causes of problems. Provide differentiated instruction for students. Y. Wongbundhit
Collect Data Data Analysis System Plan and Question Use Results and Take Action Analyze and Interpret Data Y. Wongbundhit
What Data Do I Need? Qualitative Quantitative
Direct measures of student learning: • State and local standards-referenced assessment results • Norm-referenced test results • College and post-secondary examination scores • Vocational assessment results
Indirect measures of student learning: • Course participation rates • Grade point • Rates of participation in advanced coursework or extended learning opportunities • Graduation rates • Post-secondary placement rates
Demographic indicators that may affect student learning: • Behaviors • Attendance rates • Dropout rates • Discipline and violence rates • Characteristics • Ethnicity • Gender • Socio-economic status • Language status • Disability status • Migrant status
Context variables that may affect student learning: • School and class size • Teacher level of training and experience • Parent-school partnerships • School climate as perceived by students, staff, and community • Student pre-school experience • Student and staff mobility
Always focus on the Goal(s)… • Focus on the ultimate outcome(s) of the SECME program. • Ask “What difference will SECME make in the long run?” e.g., What impact will it have on learners?
Where’s the Data? • Data warehouses • District Assessment Office, State • School • Student records • Classroom • Gradebook • SECME events • Surveys, observations, questionnaires, | https://fr.slideserve.com/lorene/secme-program-data-collection |
How do you remember your own name? Is it possible ever to forget it? The memory trace, or engram, "feels" like it is stored permanently in the brain and it will never be forgotten.
Indeed, the current view of memory is that, at the molecular level, new proteins are manufactured, in a process known as translation, and it is these newly synthesized proteins that subsequently stabilize the changes underlying the memory. Thus, every new memory results in a permanent representation in the brain.
But Northwestern University neuroscientist Aryeh Routtenberg has presented a provocative new theory that takes issue with that view. Routtenberg, with doctoral student Jerome L. Rekart, outlined the new theory on memory storage in the January issue of the journal Trends in Neuroscience.
Rather than permanent storage, there is a "dynamic, meta-stable" process, the authors said. Our subjective experience of permanence is a result of the re-duplication of memories across many different brain networks.
For example, one's name is represented in innumerable neural circuits; thus, it is extremely difficult to forget. But each individual component is malleable and transient, and as no particular neural network lasts a lifetime, it is theoretically possible to forget one's own name.
This is seen in the most advanced stages of Alzheimer's disease, the researchers stated.
The advantage of such a precarious storage mechanism is that it is a highly flexible system, enabling rapid retrieval even of infrequent elements, with great advantages over models of permanent storage, said Routtenberg, professor in the department of psychology and in the department of neurobiology and physiology, Judd A. and Marjorie Weinberg College of Arts and Sciences and a leading researcher in the Institute for Neuroscience, Northwestern University.
To achieve this high degree of flexibility, Routtenberg's new theory goes on to propose that the brain stores long-term memory by rapidly changing the shape of proteins already present at those synapses activated by learning.
While it is universally agreed that brain proteins are critical for memory storage, Routtenberg's hypothesis challenges the widely accepted, 40-year-old model that long-term memories are stabilized only once newly synthesized proteins are transported to recently activated synapses.
Indeed, this view is central to the theory of Eric Kandel, who in his Nobel Prize address reinforced the central position of this model in forming long-term memory.
So does memory form because you make more protein, as most neuroscientists believe, or because you change the shape of existing proteins, which are known to be strategically located to effect change within milliseconds of activation?
Part of the answer to this question lies in the fact that there are critical weaknesses in the prevailing view.
"There are enough instances of memory storage in the virtual absence of protein synthesis to compel consideration of alternative models," said Routtenberg.
The authors noted that most of the evidence supporting the current view was obtained by studying the effects of certain drugs, called protein synthesis inhibitors, on memory, leading to the conclusion that synthesis was necessary. The authors outline specific evidence that calls those results into question.
For example, synthesis inhibitors that block the production of new proteins by more than 90 percent often cause no discernible memory impairments. Additionally, protein synthesis inhibitors cause a number of side effects that could lead to memory loss caused by something other than protein synthesis inhibition.
Routtenberg agrees with the view that it is the synapse that is modified in response to learning-associated activity, a position first articulated by Nobelist Ramon y Cajal a century ago. But the difference with the current theory is that he and Rekart do not believe that synaptic modification is brought about by recently synthesized proteins.
Routtenberg's theory, derived from a consideration of extensive, fundamental biochemical information, advocates that learning leads to a post-synthesis (or, post-translational) synaptic protein modification that results in changes to the shape, activity and/or location of existing synaptic proteins. In the Routtenberg-Rekart proposal, this is the only mechanism required for long-term memory.
To maintain some residue of this modification, Routtenberg proposes that the "spontaneous activity" of the brain actually acts to "cryptically rehearse" past events. So, long-term memory storage relies on a positive-feedback rehearsal system that continually updates or fine-tunes post-translational modification of previously modified synaptic proteins. It is in this manner that this model allows for the continual modifications of memories.
In the Routtenberg-Rekart model, post-translational modifications within cells and synaptic dialog and endogenous activity between cells and networks work in concert to perpetuate and update memory representations.
A group of post-translational protein modifications that affect neuronal plasticity – present in activated pre-synaptic and post-synaptic elements and regulated by proteases, kinases and phosphatases – regulate the efficacy of the synapse in response to a learning event.
These modifications are, in turn, maintained via positive feedback between cells (dialog), which are regulated by synaptic excitation (e.g., via the neurotransmitter glutamate) or inhibition (e.g., via the neurotransmitter GABA).
Thus, the self-sustaining positive feedback system also carries built-in control mechanisms that would prevent runaway feedback leading to the detonation of one massive memory or "thermonuclear" engram.
Although Routtenberg's model may represent a radical departure from the current view of how long-term memories are stored, he believes that scientists need to articulate alternative models other than the prevailing one.
A more accurate description will help address issues of memory loss in mental retardation, aging and Alzheimer's disease. Indeed, new hypotheses can lead to the development of new chemical agents that would successfully target the chemical reactions necessary "We would assert that there is enough substance both in the concerns raised and in the post-translational modification/positive feedback model proposed to energize the search for yet more plausible models of long-term memory storage, and to redirect and reinvigorate the quest to understand the brain substrates of information storage," Routtenberg said. | https://phys.org/news/2005-01-theory-current-view-brain-long-term.html |
A push forward for computer memory
As computer applications grow increasingly data-intensive, many researchers are investigating phase change memory (PCM) as a more effective form of information storage.] PCM is a memory technology that exploits the material properties of germanium-antimony-tellurium (GST) to provide fast, non-volatile (no electricity required) information storage. Current forms of memory only exhibit one of these characteristics—random access memory (RAM), the memory used for short-term storage, is fast but dependent upon electricity, while flash, the memory used for long-term storage, stores data without electricity, but is slow.
Despite its merits, the high manufacturing cost and short lifetime of PCM devices have limited the technology’s marketability. New developments at the Yale School of Engineering, however, may soon cause this to change. The lab of Yale professor Judy Cha, in collaboration with IBM’s Watson Research Center, recently demonstrated how a new design could extend the lifetime of a PCM device by allowing voids, a major cause of PCM failure, to self-heal. The research was published January 2018 in Wiley’s Advanced Materials.
Computers store information in binary, a number system that uses only the digits 0 and 1. In a PCM device, these digits correspond, respectively, to the crystalline and amorphous phases of the GST material. Crystalline GST has a regular atomic structure, similar to a brick wall. Amorphous GST, on the other hand, does not have a regular atomic structure, similar to a gravel road.
Computers relay binary code to a PCM device by applying a potential difference, or voltage, across the top and bottom of each memory cell. Voltage is essentially electric pressure—it pushes electrons to move in a certain direction; the resulting electron flow is called a current. As the electrons bump against the atoms of the GST, they transfer energy to the material in the form of heat. Larger voltages induce larger currents, which then generate more heat. By controlling the heating and cooling of the GST through the applied voltage, the computer can switch the GST between the crystalline and amorphous states, thus allowing it to convert information to memory.
Computers use a similar method to retrieve information from memory. To avoid inducing a phase change, computers apply a low voltage to the memory cell. Due to structural differences between the two phases, amorphous GST has greater resistance, or opposition to current flow, than crystalline GST. Thus, computers measure smaller currents through amorphous cells than through crystalline cells. This difference allows computers to distinguish between the two memory states.
After repeated data writing and retrieval, however, PCM cells break due to a phenomenon called void accumulation. When current flows through the GST, the moving electrons push individual atoms within the GST in a process called electromigration. The direction and speed of this movement differs between elements. Images obtained through transmission electron microscopy revealed, for instance, that antimony moves quickly towards regions with low potential, while tellurium moves slowly towards regions with high potential.
In PCM, this results in the net migration of the GST towards the low-potential end of the cell, leaving a void, or vacuum, in the high-potential end. “Once a void forms, the path for the current through the GST becomes disconnected,” explains Yujun Xie, the graduate student who led the experiment. “The cell becomes an open circuit—since current can no longer flow, the device can no longer be read nor switched between states.”]
The researchers found, however, that a new cell design allows voids to self-heal. In contrast to previous designs, the new design encased the memory cell in a metallic liner, which provided an alternative path for current to flow in the presence of a void. This allowed the researchers to reverse the electromigration of GST by reversing the direction of the applied voltage. Thus, alternating the direction of the applied voltage would reduce void accumulation and extend the lifetime of PCM.]
These self-healing improvements move PCM one step closer to the marketplace and bring researchers towards realizing universal memory, the ultimate goal of the computer memory industry. Universal memory is fast, non-volatile, and practical, thus allowing it to function as both short and long-term computer memory. Eliminating the need for separate forms of memory would streamline data processing in computer systems, and would reduce the inconvenience of events like computer crashes, as short-term computations would be preserved even if a program suddenly exits. With this new PCM design, universal memory and PCM data storage devices may soon be available for widespread use. | https://www.yalescientific.org/2018/09/self-healing-chips/ |
Supposedly has positions of comets, asteroids etc.
Weekly Information about Bright Comets
Frequently Given Answers
for astronomy
Sky Calendar
Skywatcher's Diary
The Sky Guide
Learn What's Up
Has a nice day-by day description of what to look for each day in a month
My Stars Live
Low-res star maps for any location and time
Mark Taylor's
South Bay Astronomers' Weather Page
Weather at Lick Observatory, from UC Berkeley
Lick weather data, from sensors at Harlan House
Latitude/Longitude for some bay area observing locations
(Useful for satellite and occultation predictions)
DarkSky
-- estimate light pollution for anywhere in the US (from the IDA)
Cloudfest
Areas where amateurs can contribute to the science of astronomy
Skypub's extensive list of all known astronomy-related mailing lists
US Naval Observatory Data Services
Rise/set times, eclipse data, etc.
Why observe things that have already been observed?
Various observers' opinions
Beating the Seeing
Sky & Tel article
The Use of Filters in Visual Astronomy
Star Parties
Big star party get-togethers across the US
Lunar and Planetary Observing
The Nine Planets
a good starting point for most questions regarding the science of the moon or planets
Planetscapes
A worthy challenger to the Nine Planets
Ephemeris.com: the Solar System
Association of Lunar & Planetary Observers (ALPO)
a good starting point for observational questions
British Astronomical Association
with numerous planetary and lunar observing pages
Planetary Globe Icosohedrons
Make your own planet "globe" if you have a color printer
Samadhi -- a space library
Includes solar system maps and surfaces for the planets and their major moons
JPL Maps of the Solar System
JPL's space simulator
Views of any solar system object as it looks at a specified time. Neat!
NASA's Planetary Photojournal
Some interesting celestial events
from Project Pluto
IOTA, International Occultation Timing Association
IOTA Asteroid Occultation Section
Ephemeris: Calculate Rise and Set Times
Locating the Planets
Descriptions of how to find the planets and what to look for
JPL Horizons
system: Ephemeris generator and lots of information on orbital dynamics
Mars links at
Shallow Sky Mars FAQ and links
Jupiter links at
Shallow Sky Java Jupiter
Saturn
my sketch and summary of the A-ring gap controversy
History of observations of gaps in the A Ring
by Jeff Medkeff
Saturn 1995-6 Ring Plane Crossing Observation Campaign
with plenty of info which is still useful, such as satellite events
Pluto
Bill Ferris' Pluto finder chart
Christine Lavin's song about Pluto, "Planet X"
Also famous as the first song to include a URL, that of the:
Pluto Home Page
IAU bulletin: The Status of Pluto
Is it a planet, or not?
Pluto May Get Demoted
ABC News article on Pluto's planethood status
Moon
My
Hitchhiker's Guide to the Moon
which has a much more extensive list of links
My new
Lunar Feature Predictor
-- Predict when transient features such as sunrise rays will be visible.visible.
My
moon phase applet
If you don't like my applet, there's a similar one on the
Skynotes page
, or you can
download it
lunar sun ray events
such as the Hesiodus Ray
Moon Phase CGI program
Calculate Moon rise/set times
Moon Rise/Set Times
New Thoughts on Understanding the Moon Illusion
Discussion of why the moon looks larger when near the horizon
Deep-Sky Observing
SEDS Messier Page
With "Goodie List" and Messier Marathon info
Virtual Messier
Star maps showing all the Messier objects -- very nice.
Benoit Schillings' images of NGC objects
Visual Astronomy of the Night Sky
from Roger Clark, author of
Visual Astronomy of the Deep Sky
Adventures in Deep Space
Challenging Observing Projects for Amateur Astronomers including some info on observing Einstein's Cross
Sketches of all the Messier objects as well as other objects
The Minimum Aperture Catalog
An attempt to catalog the smallest aperture needed for visual observations of specific objects, listed by constellation. Includes links to many sketches.
The NGC/IC Project
Herschel 400
Plain ascii Herschel 400 list
Digital Sky Survey
ARVAL Catalog of Bright Objects
Deepsky Atlas
from the
Hawaiian Astronomical Society
including the
Beyond Messier and Caldwell List
RASC Finest N.G.C. Objects
Nice list, difficult formatting
SEDS' list of
Deep Sky collections and catalogs similar to Messier's
Observing objects inside M31
Table showing which filters work best with which objects
Milky Way maps in various wavelengths
Steve Waldee
has many interesting articles on deep-sky observation
OB Associations
Loose open clusters of young stars
An Interactive Lesson on the Hubble System of
Classifying Galaxies
Planetary Nebulae Observer's Home Page
Deep Sky Drawings
Dark Sites Database
a database of sites throughout the world; scant right now but may grow
Objects for Suburban Observers
International Supernovae Network
Clubs and Organizations
Northern California
San Jose Astronomical Association
Peninsula Astronomical Society
Also, PAS member
Bob Black
has a page of pictures from the last PAS Yosemite star party, including
a picture of me
Fremont Peak Observatory
(Bob Black also has a
FPOA page
)
TAC -- The Astronomy Connection
Large, active Bay Area observing group with an e-mail list.
Dark Horizons
Extensive list of local observing sites and other information
Ptolemy's Supper Club
Hall's Valley Astronomical Group
Santa Cruz Astronomy Club
North Valley Astronomers
(a new club in Chico)
Chabot Space & Science Center
(and observatory)
East Bay Astronomical Society
SF Sidewalk Astronomers
San Mateo Astronomical Society
Astronomical Association of Northern CA
List of clubs, observatories, etc.
Group 70 -- Large Amateur Telescope Project
in the SF Bay area
Lick Observatory
Stacy's Stargazing Getaways
Some local observing sites
Southern California
Los Angeles Astronomical Society
LA Sidewalk Astronomers
Ventura County Astronomical Society
sponsors an annual astrophoto program
Elsewhere
AstroNet's list of CA astronomy clubs
International Dark-Sky Asso ciation
Astronomical League
Lots of useful short articles
Saguaro Astronomy Club
Including the SAC databases of deep-sky objects and double stars
Fort Bend Astronomy Club
Lots of useful links
New Mexico Tech's astro page
Including info about "Enchanted Skies" star party
AAVSO
, variable star observing org.
Albuquerque Astronomical Society
Arizona Observing Sites
sci.astro.amateur photo page
Hawaiian Astronomical Society
General astronomy pages
NASA Astrophysics Data System
Professional articles, abstracts, etc.
Amateur Astronomy magazine
A new magazine (hardcopy, not web) on amateur astronomy
The Astronomer
a magazine for the advanced amateur
The Amateur Astronomer Astro-Guide
A general astronomy magazine
Jeff Bondono
's extensive astronomy page
Dave's Astronomy Magazine
Beginning Astronomy Lessons
A monthly online lesson.
New Astronomy
-- online astronomy magazine
AstroArts
Online Java simulations and lots of other great stuff
Sky Publishing
publishes of
Sky and Telescope
magazine. This site is full of useful info.
Astronomy Magazine
from Kalmbach Publishing
CosmoCalc
The Backyard Astronomer
-- local PAS astrophotographer Paul Mortfield explains astronomy on some Friday nights on bay area channel 5 news.
Martz Observatory and Astronomical Assn.
Lots of articles and links
Mel Bartels on Visual Astronomy
, including
Counting the Pleiades
Estimating Limiting Magnitude
Fox_t_Mulder presents Astronomy
Form for reporting bright meteors
Meteor Showers
A very comprehensive list of meteor showers all year long
Astro Notes
from the
Astronomical League
Various useful short articles -- polar alignment, telescope selection, etc.
Siderial Clock applet
Astronomy chat on undernet
Recently formed by several sci.astro.amateur posters. I haven't tried it myself.
Mt Pinos Weather Web-Cam
Image of the Bay Area at night
Dark Matter Flowchart
Phoenix
New Times
article on Robert Burnham
Star charts on the web
Galactic Sky charts
generates and displays a low-res star chart
MWO Online Star Map
generates a Postscript star chart
Starchart Map Server
another Postscript star chart
VRML view of nearby stars
I haven't tried this yet -- gotta get a VRML viewer! but it sounds cool
Astronomy Vacations and such
Skywatcher Inn, AZ
Star Hill Inn, NM
Choosing telescopes
Recommendations for Beginning Astronomers
by Jay Freeman
Parent's Guide to Children's Telescopes
The Telescope FAQ
How to Choose a Telescope
from Sky Publishing
So, You Want to Buy a Telescope?
from the
Astronomical League
Jay Freeman's excellent article on
Choosing Binoculars
Todd Gross' more specific
Binocular Reviews
Telescope making and maintenance
Amateur Telescope Making
page, hosted by the
Tallahassee Astro Society
Lots of good stuff -- check under "articles" for details about things like cleaning and
collimation
The ATM Page
Mel Bartels' Collimation Page
Nils Olof Carlin's Collimation Page
Adventures in Collimation
Excellent diagrams showing what to look for when collimating
Daylight Collimation of a SCT or Maksutov-Cassegrain
Ultralight Dobs
by Mel Bartels.
Dobsonian Evolution
, an excellent collection of photos and pointers to more ultralight dobs
How to build a 13" airline portable scope
by Ray Cash of SFSA
The Miatascope
a 10" truss-tube dob that fits in the trunk of a Miata
Chick Shaw's Ultralight 10"
12.5" Split-Ring Newtonian
By far the best pictures I've seen of split-ring mount construction
ATM FAQ
ATM mailing list archives
Ken's Telescope Calculator
Calculate field size, exit pupil size, etc. With fairly extensive collection of eyepiece data.
Build Your Own Dobsonian Telescope!
A sketchy description of a homemade laser collimator
Light baffling
Olle Eriksson's "Astro Science"
with some good ATM info
Mark VanDerWettering's ATM Page
Albert Highe
has several interesting lightweight dob designs
ATM Programs
Euan Mason's parallelogram binocular mount
Scott Wilson's bino mount
Astrophotography
Thierry LEGAULT
has some absolutely stunning high-resolution CCD images
Antonio Cidadao's Lunar and Planetary Observation and Imaging
Brad Wallis and Robert Provin
who are on the astrophotography mailing list, and I believe also have a good book on advanced astrophotography, though they don't plug it on their page and I haven't found it yet -- maybe from
Willmann-Bell
?
Michael Covington
Author of a well-known book on astrophotography, and of some free software available for download.
Celestial Images Astrophotography
Photography by John P. Gleason
California's Big Boys
A gallery of impressive work from some California astrophotographers
Al Kelly's CCD Astrophotography Page
An outstanding collection of CCD images
Astro Imaging Hints Page
Meteor Photography Notes
from the Fort Bend Astronomy Club
Adirondack Video Astronomy
Video camera hookup kits for telescopes
Chuck's Astronomy Page
Great astrophotography, comparisons of color vs. B&W, articles on things like
knife-edge focusing
, and a very useful
Grayscale Step Image
to check your monitor adjustment so that you can see all the detail in photos -- try it, it makes a noticable difference!
Astrophoto exposure calculator
The Art of CCD Imaging
Including a good description of how to build a Hartmann mask for focusing
Jack Schmidling Productions
Nice astrophotography samples
Gravitational Lenser
, a filter for Adobe Photoshop (if you have Photoshop)
SuperFix
an astro image processing program
"Barn Door" homebuilt equatorial camera mounts:
Robert Duvall's very clear pictures of barn door construction
(plus a very cool homemade camera ball head!)
Skypod for Southern Skies
An equatorial camera platform
Type 3 Barndoor
Excellent photos of a barn-door camera mount
A low-tech barndoor drive
Stepper motor drivers
Plans for a Quartz-controlled Scotch (barndoor) camera mount
How to make a CCD astro-camera from a hand scanner
$149 B&W CCD camera
Jan Curtis
Nice aurora borealis shots, and other weather info (esp. Alaska weather)
Richard Navarrette
also has some nice astrophotos
Nighttime satellite shot of the US showing light pollution
. Makes me glad I don't leave in the eastern half of the country!
A few memorable Hubble photos
The Hubble Deep Field
The all-time classic Hubble shot
The Hawaii Active Catalog of the Hubble Deep Field
Imagemap of the HDF -- click on a galaxy to find out everything known about it
Hubble Deep Field Project
at the Hubble Space Telescope site
The newer "Deep Field South"
Close-up of the "Antennae" or "Ringtail" galaxies, NGC 4038-9
These galaxies are easily visible in a small earthbound 'scope, but not like this!
NGC1365
Off an arm of this faint (from earth) galaxy, the Hubble imaged many much more distant galaxies. Amazing.
A Storm on Saturn
Mars at Opposition
and other photos
Interstellar Dust-Bunnies of NGC 891
and other
Astronomy Pictures of the Day
Comets
Comet Comments
by Don Machholz
JPL Comet Mirror Site
second JPL Comet Mirror Site
original JPL Comet Site
Official Hale-Bopp page
(run by Hale and Bopp, the comet's discoverers)
NASA's Comet Fact Sheet
Not always terribly current
Sky Publishing's Comet Page
Rob Lightbown's Comet Page
Dale Ireland's Astronomy Page
has lots of good comet info -- also eclipses, satellites, and photography
The Silicon Sky
Includes a Hale-Bopp Observation Notebook
Comet anti-tails
G. Gilein's Comet page
Finder charts, etc. -- warning, the text is in Dutch
Software and Data
NASA Astronomical Data Center
Willmann-Bell publishers
which publishes a wide variety of books on science, math, celestial mechanics, star atlases, and other astro-related books.
Bill Arnett's list of astro software
(Much more up to date than my list)
Fourmilab's extensive collection of fun science-related software/data
How to compute planetary positions
Bureau des Longitudes
(mostly in French) including
a page with links to orbital theories for various planetary satellites
PC Programs:
Planetarium Programs
GUIDE
An excellent program which comes with a very extensive CDROM database. Recently added bitmapped planets and nebula isophotes, and has replaced ECU as my favorite program. Has a color star option. Not shareware.
Earth Centered Universe
Excellent shareware planetarium program -- very fast and easy to use, yet still makes very pretty, readable maps. The registered version comes with a good CDROM database collection. My only gripe is that it doesn't show nebula boundaries.
SkyMap
A very well-regarded shareware program. Shows nebula boundaries; has eyepiece field overlays. Arguably slower but arguably more accurate than ECU. It's definitely worth trying both.
Home Planet
Freeware. Nice graphics of the earth, but the star map is much less usable than ECU or SkyMap. Does star colors.
Megastar
More expensive ($129 including Guide Star Catalog); I haven't tried it.
Distant Suns
Skyglobe
A small planetarium program, without some of the fancier features but supposedly quite fast and efficient on a less powerful PC
HNSKY planetarium program
Freeware
Skyglass
A new shareware program
TheSky
is popular and well regarded
Deepsky 2000
Solar System predictors
MoonCalc
Mars Previewer
Freeware to show Martian features correctly oriented
Deep Space
Plots orbits in 3-space, or even display stereo images. Shareware.
Dan's PC Astronomy Software
Jupiter/Saturn satellites, etc. Freeware
A different Jupiter program also located on TAMU
another Jupiter's moons program
Windows Ephemeris Tool
(positions for comets and asteroids) (also at
another location
)
Meridian astronomical software
Planetary predictions -- positions, phases, satellites, great red spot
Interactive Moon Map
Dance of the Planets
is a very well-regarded and pretty solar system simulator
Determine Orbital Elements from Observations
freeware, also from Project Pluto
Other types of programs
Skymap, the satellite tracking program
(not to be confused with the planetarium program of the same name)
dObjects
An Astronomical Database and Observing Log program
NGCView
-- observation logging software
EYEPIECE and other programs by Steve Waldee
(oops, I think this is the wrong link ... I'll track this down soon)
Unix and other:
Xephem
(also available for other platforms)
Physics & Astronomy
programs from
Scientific Applications on Linux
SEDS software collection
Billy's Astronomy Program
Gives rise/set/transit times for various objects
Also check SIMTEL sites for a planetary motion simulator in C called DE118I
Silly BASIC Programs:
Sky & Telescope BASIC source for various astro algorithms
Astronomy Magazine's BASIC programs
Data
Astronomical Data Center
ADC catalog list
Hipparcos
SAC database of NGC objects
WWW Virtual Library: Astronomy and Astrophysics
The Space FAQ
Martin V. Zombeck's
Handbook of Space Astronomy & Astrophysics
NASA Astrophysics Data System
Astronomy Research and the Space Program
Hubble Space Telescope
Cool stuff from the Hubble, including MPEG movies
The SETI @ home project
How you can use your PC or Unix box to help with SETI
Automatic Telescopes on the Internet
Federation of American Scientsts Life on Mars site
which tries to maintain links to every other web page relating to the recent discovery
Satellites
Heavens Above
Observing artificial satellites
GSOC Satellite Predictions
Satellite predictions for your area
Vandenberg AFB Launch Schedule
and how to
view
or
photograph
them
J-Track Satellite Tracking
Cool Java program showing orbits of current satellites
Satellite info
Satellite passes
Visual observation of satellites
More satellite observation info
TiPS tethered satellite
NOAA polar satellite flights
Skymap orbital elements for NOSS satellites
Interesting satellites which travel three together in a triangular formation.
Satellite orbital elements
NOSS trio orbital elements:
Zip format
or
text
Companies, and stuff for sale:
Used:
Astro-Mart
The
Starry Messenger
SEDS Astro-Ads
Astronomy's Classifieds
EPage Classifieds
On Line Astro Trader
Anacortes Telescope and Wild Bird
Used Astrophysics and other interesting stuff; also carries new Takahashi equipment
New:
Note, this list tends to reflect my own personal shopping list at any given time. It is not intended to be comprehensive. If you don't see it here, try the astronomy resource locator on
Astronomy Net
.
Astronomy-Mall
Listings for many companies making astronomy-related equipment
Crazy Ed Optical
Orion
Paul Rini's homebuilt eyepieces
Big dobs:
Litebox Telescopes
Ultra-portable (airline carryable) truss tube dobs, very well made and pretty
AstroSystems
kits and parts for building dobs
Porta-Ball Telescopes
An interesting truss-tube dob alternative
Obsession
Perhaps the most popular -- big, solid and well made
StarMaster
Nice truss-tube dobs with an excellent reputation
Sky Valley Scopes
which use fiberglass and other lightweight materials
Vixen
finally has a home page in English!
Amateur Telescope Maker's Resource List
Telescope Warehouse
William Vorce, surplus astro stuff
Bob Fies, a mirror coater in San Carlos, CA
American Science and Surplus
All kinds of cheap neat gadgets, including optics
Stargazer Steve
Inexpensive small dobsonian telescopes -- good beginner 'scopes. | https://shallowsky.com/astrolinks.html |
Today we talk with Brandon Engelbrecht, a PhD student from the University of the Western Cape (UWC). Brandon is part of a research group which uses the MeerKAT telescope to study galaxy clusters. These are some of the largest structures in our Universe.
Brandon tells us about his PhD research into improving MeerKAT data by removing radio frequency interference (RFI). This interference can be caused by many different things, including satellites in orbit around the Earth.
Brandon also describes how he went from being a high school student with a budding interest in astronomy, to now working with and improving upon one of the largest radio telescopes in the world.
This week’s guest:
Featured Image:
Composite of radio galaxies and MeerKAT telescope: Thousands of galaxies are visible in this radio image covering a square degree of sky near the south celestial pole, made by the MeerKAT radio telescope array (foreground) in the South African Karoo semi-desert. The brightest spots are luminous radio galaxies powered by supermassive black holes. The myriad faint dots are distant galaxies like our own Milky Way, too faint to have been detected before now. Because radio waves travel at the speed of light, this image is a time machine that samples the star formation history of the universe. Credit: SARAO; NRAO/AUI/NSF
Related Links:
MeerKAT: https://www.sarao.ac.za/gallery/meerkat/
This mini-episode was produced and hosted by Bret Yotti from the University of Cape Town.
Episode Transcript
By Bret Yotti
Bret: [00:00:00] Hello, and welcome to this mini-episode of The Cosmic Savannah. I’ll be your guest host today. My name is Bret Yotti. I work at the University of Cape Town where I’m a telescope operator for the teaching telescopes that we have there. Today, I’ll be interviewing Brandon Engelbrecht. He is a first year PhD student at the University of the Western Cape.
At UWC Brandon works in observational cosmology. Cosmology is the study of the origin and the evolution of the universe. Brandon works with MeerKAT data. You might remember MeerKAT from a previous episode of The Cosmic Savannah where it was talked about in great detail. Brandon looks at datasets of large structures in the galaxy, some of the largest structures. He looks at galaxy clusters.
Galaxy clusters are groups of hundreds or thousands of galaxies, which are all gravitationally bound with each other. These are the largest gravitationally bound structures in the universe.
One of the things Brandon is doing in his PhD project is looking for ways to identify radio frequency interference and to remove it from datasets coming from MeerKAT. These RFI sources are usually satellites or other things which emit in the same frequency as the astronomical data that the astronomers are trying to get from the telescope.
Brandon and I first met in 2016 when we were both volunteering for the South African Institute of Physics annual conference, which was held in Cape Town that year, so I was very excited to get the chance to interview him today. Without further ado here he is.
Bret: [00:01:42] Hi, I am here with Brandon Engelbrecht from UWC, and we’re going to talk to him a little bit about why he does what he does. Brandon. Hi.
Brandon: [00:01:52] Hi there Bret, how are you doing?
Bret: [00:01:54] I’m doing great. Thank you. So tell me, what is it that you do exactly at UWC?
Brandon: [00:02:01] That’s a good question, I ask myself that as well. At the moment, I’m a first year PhD student under the supervision of Professor Mario Santos and I’m working on the MeerKAT telescope, which you may have heard of, it’s in the Northern Cape.
What I do at the moment is look at ways of improving data analyzation for our particular project. It’s been a challenging road but so far, I’m enjoying it with mild setbacks here and there.
Bret: [00:02:41] Can you tell me what the MeerKAT telescope is?
Brandon: [00:02:44] It is the world’s most powerful radio telescope. It looks at the sky and looks at sources in the sky, receiving information in terms of light. Then, we get that data back from the telescope. From this, we can see basically what an individual is hoping to find. Many people use the telescope for different things. A few people use it for imaging, a few people use it to map structures in the universe and that’s what I use it for.
These structures are not planets or galaxies, but they’re actually entire galaxies or clusters of galaxies or clusters of clusters. That’s what we use the telescope for.
Bret: [00:03:42] You said that your project has to do with data analysis. Can you tell me what that entails?
Brandon: [00:03:47] At the moment for the PhD, the PhD is the project, but it gets cut up into three sub-projects and each one is as important as the next.
The first one is data analysis of the telescope. We’ve asked the telescope to point at a particular patch of the sky. It then observes that patch and we get data back. My contribution is to analyze mistakes, to actually look for radio frequency interference objects.
These are objects that are man-made satellites. They emit in the same frequency that MeerKAT observes in. What that does to our data, is it completely washes it. It causes a spike in the data that we have to remove so that we can actually get the object that we want to observe. My contribution is basically identifying these RFI sources and finding ways to either avoid them or remove the effects that they have on our data.
Bret: [00:04:57] So does that mean your job is to improve the images that come out of the MeerKAT telescope? To find these sources of noise and find out ways to remove them?
Brandon: [00:05:08] So when we say images, that’s not what we actually look at. We’re looking at temperature maps. You’ll have areas of interest which would be high temperatures, or warm, and areas of no interest would be cold areas. There’s very little galactic activity happening there. The thing with the satellites is because they’re really nearby the Earth and they have this high-power output, they cause flares to be seen in our data. You’d see this at a particular frequency. You’d see an entire bright peak that has no astronomical value to us. It’s just contamination. My job would be to see if the current techniques that we are using to remove them are effective in removing them. Making sure that what’s left behind has very little RFI contamination because we can’t really remove all the RFI contamination, then we would have no data, but can we remove enough to have sufficient data without having severe contamination effects.
The other one is to work on a way to improve avoiding the satellites. If we know where the satellites are, and if we know how much power they’re outputting, then can we point MeerKAT to an area where there are low levels of satellite contamination? Where there are too few satellites or satellites that emit in a different frequency that MeerKAT won’t be so much affected by. That is how I’m trying to improve the data.
Bret: [00:06:54] It sounds like this is a very important job that you’re working on and that it would have a big difference to everybody who uses the MeerKAT telescope, is that right?
Brandon: [00:07:04] I’m not a big picture kind of person. At the moment, I’m just focused on trying to get this project out of the way so I can move on, but my supervisor says the same thing. He says that this is quite important. Those that want to work with the same kind of system that we’re working with on MeerKAT, who get the images and temperature fluctuations. This would be very important for that purpose. My co-supervisor says that SKA would like this software to track satellites, to at least know where and when there would be a cluster of satellites.
Bret: [00:07:44] I’m sure it’s nice to know that you’re contributing to the MeerKAT project and to other future astronomers.
Brandon: [00:07:52] Yeah. At the moment, I don’t see any of this. It’s like this little light at the end of the tunnel that I’m running towards cause right now it’s a doom and gloom kind of thing. Hopefully, at the end of all this, that is where this project can take me.
Bret: [00:08:12] I will stay tuned with your upcoming work over the next couple of years.
Can you tell me, why did you get into astronomy in the first place, and in astronomy, why radio astronomy?
Brandon: [00:08:23] So why astronomy? To be honest, I was lied to. It was false advertising in a sense. In grade 10, I won’t forget this, I watched these documentaries. You have Brian Greene and you have Neil deGrasse Tyson and you have Michio Kaku. They were talking about theoretical physics, and I was kind of going that route. Then I saw Neil deGrasse Tyson, and he introduced me to astronomy, and I was like, “is there a way to combine the two?” And then I found astrophysics. Except nobody told me there would be this high level of mathematics. I knew there would be mathematics, I just didn’t know it would be this high level of mathematics.
So I was just like, “no, what? This is not where I want to go.” But I persevered on. First year, second year, third year. I kind of enjoyed the math a little bit. And then, in Honors, I realized that astrophysics is cool and all that, but I wanted to do something a bit more on a bigger scale. That’s where I found cosmology, which is studying the cosmos but you study objects on much, much bigger scales. We don’t care about galaxies. To us, galaxies are just like a star in the night sky and don’t have so much effect for us. We prefer studying a whole bunch of galaxies together. Even much bigger scales than that. Cosmology had even more mathematics and I was not impressed with my choice.
I pushed some more and then I found out that in cosmology, you have divisions, you have theoretical, which is more math, or you have observational cosmology, which is more like, yes, there’s math, but it’s more computational. It’s more data analysis kind of work. And I was like, “you know what, I’m not prone to the math, but I am prone to working on a computer and writing code”. So then I went and did that one, and from observational cosmology, observational radio cosmology was a very easy choice because of MeerKAT and because they gave me a bursary. So not only did I take their money, I was more obligated to work on work in the radio realm of cosmology. So far, it’s not been so bad because my Honors’ year project, Masters’ year project and now even my PhD project all have similar areas, there’s a connection between each of them.
I’m supposed to know a lot, but I really don’t. I think it’s a problem that most people, outsiders, or people outside of academia think we know a lot. Honestly, there are people that do, and then there are people like me that no, not really. I’m just here trying to get project one out of the way so I can move on to project two. But, it’s a different ball game when you’re having to work with these supervisors and professors and stuff. It’s just very, very intimidating.
Bret: [00:11:34] So just to get this right, you fell in love with astronomy in high school, then got to university and were turned off by the math, so you rethought about it and thought, “okay, I’ll choose cosmology”, which I believe is the most math-heavy field of astronomy. If I’m not mistaken?
Brandon: [00:11:52] That’s correct, yes.
Bret: [00:11:54] And then you found out, “oh, more math, so I’ll choose radio astronomy or observational cosmology”. Then you chose the most math heavy observational method of astronomy as well. Is that right?
Brandon: [00:12:07] So I chose a more computational and data analysis side. I was trying to avoid going deeper and deeper into this mathematical realm of cosmology. I was like, “this is the point where I am turning, to this side of the world”. So yes, there’s still a lot of math that I have to do and stuff, but at least I don’t want to rack my brains on pages and pages of equations, which might sound like I ran away. But honestly, I did run away.
Bret: [00:12:37] You just ran to the coding side.
Brandon: [00:12:40] Yeah. I ran to the coding side for a few reasons, one of which is I do want to improve coding skills. Two, coding is the future. Three, if astronomy or cosmology doesn’t work out, I can always try my skills in the real world of, all astronomers go into this now, data science.
Bret: [00:13:02] So you can always fall back and find a job in the business sector, I think, right? With your coding and your data science skills that you’ve learned.
Brandon: [00:13:09] Yes.
Bret: [00:13:12] Thank you for your time, Brandon. It’s been great chatting with you.
Brandon: [00:13:17] You too Bret.
Bret: [00:13:24] Wow. What a great chat that was with Brandon. I especially liked his story about his road. Where he started with an interest in physics, went to astrophysics and then changed to cosmology and then changed to this observational radio cosmology. And throughout it all, he didn’t let that heavy math deter him at all.
It really sets an example for future astronomers to persevere. Now Brandon is working with one of the biggest radio telescopes in the world, and not only that, but he’s making it better for future astronomers who use it. And this work is only going to get more and more important moving forward as companies like SpaceX keep launching satellites. SpaceX, for example, has over 540 of these Starlink satellites that have gone up just in a little over a year and have plans to launch over 12,000, so this work Brandon is doing is going to be more and more important moving forward.
I just want to thank Brandon again for chatting with me today and thank you for everybody who tuned in and I hope to speak to you again in the future. | https://thecosmicsavannah.com/2020/08/20/mini-episode-seeing-beyond-the-satellites/ |
Although the science of astronomy has developed over the last 4000 years, we can assume that mankind has been interested in the celestial objects and with the structure of the universe from the beginning of its existence several hundred thousand years ago.
From the ritualistic actions of the first thousands of years, today's astronomy has developed over time, into the science that we know it today. At first humans built simple, but ever more perfect and precise devices, to observe the movements of the sun, the moon, the planets and the stars.
Knowledge, gained by the ancient Egyptians, Greeks, Babylonians, Mayas and the Chinese at that time using quite primitive means, still astonish us to this very day. For example was Stonehenge in Salisbury in Southern England an astronomical calendar and cult site of the Celtic druids? How is it that the location of the pyramids of Giza in Egypt almost perfectly portray the constellation of Orion? How did the Mayas manage to precalculate a solar eclipse? How did people use astronomy in agriculture, religion and politics? All fascinating questions, which even today have not lost their attraction.
The age of modern astronomy began when Galileo Galilei in 1604 directed a tiny lens telescope against the sky and, full of fascination and curiosity, made the first observations.
The invention of the telescope brought new surprises. It was discovered that the Milky Way, that weakly shining band, which stretches itself across the whole sky, consists of millions and millions of stars.
Small, bright marks in the sky were identified as galaxies and similarly our Milky Way System, in which our sun is only one star amongst an almost infinite number of stars. As the light collecting ability of the telescopes increased, all the more stars and nebulae were discovered. The universe was many thousand times larger than the astronomers of antiquity had ever imagined. Since the employment of modern space-travel technology and the various new instrumental possibilities, astronomy has made an enormous leap forward. The knowledge of astronomy in 1990 is probably about three times as great as it was in 1950. If one considers that all generations of astronomers from the oldest cultures of China, Egypt, Central and South America, Greece etc, all together did not produce more than the astronomers of the last three decades! This also applies when taking into account the reformers of astronomy at the beginning of modern times such as Copernicus, Kepler, Galileo or Newton right up to the first observers of the large telescopes on Mount Wilson or Mount Palomar in the first half of the 20th Century.
In 1990 the first astronomical telescope, named “The Hubble Space Telescope” was positioned in space. Thus a new chapter in the infinite history of astronomy was surely opened.
During the course of the nineties, most diverse satellites and probes were associated with Hubble, using different methods to explore our solar system and the depths of the universe.
In 1999 the ESO put the “Very Large Telescope” (VLT) into operation in the Atacama Desert in Chile. This equipment is one of the world’s largest optical telescopes and consists of four individual telescopes each with a diameter 8.2m . These ultra-modern instruments are supplemented by three small, mobile telescopes with each 1.8m in diameter. With this unequalled optical solution and under perfect weather conditions, the VLT produces extremely sharp pictures and picks up light from the smallest and most distant objects. These activities even exceed the Hubble space telescope. | https://www.bresser.de/c/en/support/telescope-handbook/telescope-reference-book/ |
Continued learning, both inside and outside a formal training program, is important for all members of LITS to help create a more inclusive and welcoming environment. Training sessions, along with opportunities for discussion and reflection, help us move forward with our efforts.
Training Emphases
Spring 2021 Racism
Rhodes Perry will be offering several workshops throughout the semester, starting on Monday, January 18, 2021, Martin Luther King, Jr. Day. Mr. Perry describes the initial session as, “Racism is pervasive in the United States. It is deeply woven into the fabric of every institution and system, including higher education. It also exists on an interpersonal level, challenging the relationships we cultivate with our peers and colleagues. During this introductory workshop, we will examine how racism arises in our daily exchanges and practice ways we can safely disrupt it using the skills and resources we will gain. Our goal will focus on the ways we can begin undoing the learned and everyday behaviors that reinforce racism. Together we will move towards building a healthier campus culture that centers those on campus least likely to feel safe.”
Fall 2020 Bystander Intervention
We intend to have a large group training session on Bystander Intervention, followed by reading and discussion groups on topics such as Black Lives Matter and Trans-Awareness.
Summer 2020 Implicit Bias
We expect for all LITS staff to complete an Implicit Bias learning module we developed, based on The Implicit Bias Video series created by the BruinX unit within the University of California, Los Angeles’s Office of Equity, Diversity and Inclusion. These modules are to promote self-assessment and reflection.
We encourage LITS staff to take one or more of the Implicit Associations Tests (IAT) from Harvard's Project Implicit. This project compares differences between people and groups in regard to implicit bias. We hope you will find it valuable in increasing your self-understanding of the implicit bias attitudes and stereotypes.
Spring 2020 Microaggressions
In January 2020, Terry Martinez, Vice President, Dean of Students and Chief Diversity Officer at Hamilton, facilitated a discussion for LITS staff using Ouch! That Stereotype Hurts resources from the Diversity & Inclusion Center. We watched a video demonstrating how to respond in moments of diversity-related tension. We then discussed the practical, specific skills that can be immediately applied in the workplace. All LITS staff are enrolled in a Blackboard course containing the now mandatory learning modules.
Fall 2019 Microaggressions
During the fall of 2019, we had several division meeting presentations on the topic of microaggressions. These interactive sessions, led by LITS DEI Task Force members, helped LITS staff to be more aware of intentional and unintentional communication issues. | https://www.hamilton.edu/offices/lits/diversity-equity-and-inclusion/awareness-programs |
The first annual Hopkins International Therapeutic Endoscopy Course (HITEC) is will take place April 5-7, 2017, at Johns Hopkins Medical School in Baltimore, USA. HITEC is an intense 2.5 day course dedicated to provide the practicing endoscopist state-of-the-art updates in diagnostic and therapeutic luminal endoscopy and pancreaticobiliary endoscopy.
In addition to extensive live endoscopy demonstrations and keynote lectures, the format will include small group meet the professor sessions, “oops” and “don’t do that at home” video sessions that encourage opportunities to encase the daily practice encounters as well as rare cases not typically performed during live courses in the U.S. The pancreaticobiliary endoscopy sessions will illustrate basic principles and techniques of EUS/EUS-FNA and ERCP. In addition, advanced and new procedures will be demonstrated. The luminal endoscopy sessions will focus on both basic and advanced techniques. Procedures such as ESD and POEM will be demonstrated. In short, this unique 2-day course featuring super star global endoscopists will ensure detailed and comprehensive illustration of optimal techniques to enhance endoscopic skills, while simultaneously introducing advanced and novel procedures/techniques to endoscopists everywhere.
Hands-on lab session with explants and training models will be available.
For more information, you can view and download the information brochure and visit the event official website. | https://www.worldendo.org/events/hopkins-international-therapeutic-endoscopy-course-hitec-2017/ |
The momentum towards doing a proper ladies only session has been building for ages. This, combined with substantial encouragement from people like Sarah Sutherland saw a large group of girls descend on Moto X Central.
Skye Edwards, a.k.a. “That Wendy girl off Wilde Ride”, helped reinforce the relaxed and friendly learning atmosphere that I wanted to achieve. She wasn’t afraid to get stuck in when someone needed straightening up, drawing from her strong background of racing and the coaching sessions I have had with her family over the years.
Rather than give a run down on the day I will let an example of the feedback we got tell the story.
Letter From Liz
“Hi Peter and team. Just wanted to get in touch and thank you for a great day out at the ladies training session at Moto Central. I thoroughly enjoyed it.
I learn’t a lot, met some new friends, and got to plenty of practice time on the track to try out the new techniques. The track seamed to provide the perfect loop to put it all in place. I found I tried all the new techniques out with great success and it helped previous skills I learnt at trainings fall in place even more so.
Bonus that each event so far has been at a new track as I then feel confident to return on my own another time. So looking forward to August session and the Tauranga track. Regards, Liz Bays”
Next Level
Our next event like this is a two day ladies only camp at Pirinis planned for August 3rd and 4th, the details for which can be found on our website. It will give us time to lock in the skills we learned without wearing the girls out too much, with Skye planning to be there again as helper. Check out the details on our website. | https://www.broxy.co.nz/ladies-only-stealing-the-show |
KS1 and KS2 pupils are offered weekly sessions to participate in greater depth mathematics and guided reading groups with a broader and higher degree of extension and opportunity to use high order thinking independently, question what is presented deeply and to explain articulately. Attainment is monitored to ensure that they are reaching their highest potential.
The aim is to develop deep curiosity, independent thinking, strength of mind, ability to self-evaluate and to reflect. Such depth and breadth of learning is good for intellectual development. There are opportunities for pupils to collaborate and develop their team working skills which are essential for successful employment and happy personal lives.
Greater depth group learning enables children to potentially achieve at a higher level of ability beyond the rest of their peer group when participating in our reading and/or mathematics enrichment programme.
Our mathematics and reading enrichment programme is designed to:
- reinforce academic skills at a greater level of depth and breadth in order to achieve subject mastery
- increase the capacity for high levels of interest, enthusiasm in study
- strengthen the ability for perseverance, endurance, determination, dedicated practice
- encourage the setting of high standards for one's work
- develop openness towards self and external criticism
- encourage receptiveness to new and different experiences when learning independently and collaboratively
- prepare him/her to become a resilient life-long learner
- teach independent learning with balanced risk (accepting that mistakes are beneficial to the learning process) - increase willingness to take risks in thinking and actions
- develop application of skills and knowledge consistently, confidently and fluently
- teach ability to clearly explain and to write concisely what they understand in multiple ways
- prove verbally or in a written journal why and how in order to demonstrate mastery
- solve one problem multiple ways and not solving four problems
- have excellent comprehension and decoding of every aspect of a text versus being able to read/decode a more challenging one with basic understanding
- teach others and explaining articulately what they have learned and know to enable them to reinforce self-knowledge
At The Vine, we focus on enrichment and extension as the two main strategies for meeting the needs of gifted and talented pupils but we could also use acceleration in exceptional cases.
Enrichment consists of broadening a pupil’s education. This can consist of enabling a pupil to study aspects of topic that there would not normally be time to study, or it can consist of adding extra subjects to the curriculum.
Extension occurs when pupils are encouraged to develop more sophisticated thinking and reasoning skills.
Accelerated consists of enabling pupils to access work which would typically be for older pupils. This can occur through occasionally sharing the classroom with pupils in a higher year group or through being given work which would usually be given to older pupils. | https://www.thevine.cambs.sch.uk/greater-depth-reading-and-mathematics-enrichment-k/ |
Our weekly conferences, each presenting 5 hours of didactic teaching, are considered one of the most innovative offerings of its kind among emergency medicine residencies in the nation. Reflecting our commitment to education, more than 85% of the conference presentations (lectures, small-group sessions, hands-on workshops) are presented by our own faculty.
Lectures pertaining to faculty development, domestic violence, public health, patient safety and injury prevention, cultural competency, disaster management, and emergency medical services (EMS) are regularly provided in the curriculum. Simulation training is incorporated into the curriculum as well. At least four times per year, the residents participate in a cadaver lab to practice emergency medicine procedures. The curricula in geriatric emergency medicine, conflict management, and leadership skills are unique among emergency medicine residencies in the country.
Intro to Emergency Medicine (PGY-1)
A series of lectures and workshops titled “Introduction to Emergency Medicine” is presented for the incoming residents. Every Thursday during the first month of the academic year, a series of morning lectures devoted to teaching the basic skills in evaluating and managing patients in the emergency department is offered. The afternoons are spent in workshops of various types: electrocardiography, ultrasonography, fracture splinting, procedural teaching in the cadaver lab, and use of the slit lamp for evaluation of ophthalmologic emergencies. This curriculum was initiated in 2003 and has received consistently high marks on evaluation forms.
Board Examination Training
During the winter, all residents take part in a weekly series of written board examination review sessions, which help them gain insights into passing the emergency medicine written board examination. In the spring, the PGY-2 and PGY-3 residents participate in a formal series of simulated oral board examinations designed to convey skills necessary to pass the emergency medicine oral board examination. As a result of this training, our residents have achieved passing rates >90% on both the written and oral board examinations (the national average is ~85%).
Mentoring for All!
All of our residents receive dedicated teaching and mentoring in the aspects of successful lecturing and bedside teaching. Many residents have become involved in research, including the presentation and publication of their findings.
Our residents are encouraged to become involved with the preparation of manuscripts to be submitted to journals. Our residents are active in national, state, and local committees as well, a testament to their commitment to our mission statement and to the mentoring from the faculty. Residents enrolled in our program are members of national committees, state committees, and hospital committees.
Program Review
On a yearly basis, the faculty and residents come together to discuss possibilities for changes within the program. In addition, the residency director stays in close contact with many recent graduates to gain feedback about their practice patterns, strengths, and weaknesses. This information helps in assessing needs for change and has led to many aspects of the current curriculum.
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Program Info
Residents are taught the core curriculum as well as cutting-edge emergency medicine through several curricular tracks:
• Critical care EM
All tracks are coordinated and taught by our faculty members.
Reading Curriculum
This curriculum provides a cutting-edge level of knowledge and is appreciated by the residents as well as the faculty. | https://em.umaryland.edu/page/education/residency/didactic |
No one is actually at fault
Our marriage is in doldrums. What to do now?
- Some of the couples remain in denial mode.
- Either one or both the partners keep on pretending to themselves as well as their family members as if everything is beautiful.
They refuse to see that the things are going wrong.
- Consequently, they don’t take help when the relationship could still be saved through marriage counselling.
- While the truth is that the foremost thing to be done in any situation is to first accept the reality. Then something can be done about it surely.
- In your case you are already accepting that your conjugal relationship is breaking down. That is a very healthy sign. We are here to help you. Definitely, things will change for the better very soon………
Is it necessary for my spouse also to come with me?
- Since it involves both of you it’s always better if both of you come for marriage counselling together.
- However, if your partner does not wish to come at this stage, then we shall begin with you alone.
- At least 50% work can be done!
- We can assure you that first you come alone regularly for your training and counselling sessions.
- You learn and practice the very simple techniques of dealing with your partner in a more matured and balanced way.
The moment you start changing your behaviour, your partner automatically starts changing his or her behaviour even without realizing what is actually happening.
- That’s the beauty of these simple down-to-earth techniques………
OK. But so much bitterness has accumulated within me. I am honestly at my breaking point. What to do?
- We understand your turmoil.
- Please start anywhere and share your sorrows with us or any intimate friend.
- It’s very, very important to let the steam out and not bother about ‘What will people think?’
- We are all human beings. We are all imperfect and prone to making mistakes.
- At times we fail to maintain good relationships with people who matter the most in our life.
It’s nothing shameful or catastrophic.
- It’s human to err and even more human to learn from your mistakes, mend your ways and go forward in your life as a more matured and emotionally balanced person………
But I feel like exploding. What do I do about the hurt, betrayal and anger swelling within me?
- You can do either of the two things:
- You can throw all the blame on your spouse. It then becomes a wonderful game of accusing, blaming and complaining. You can go on endlessly with your horror stories – how you were ragged and harassed and how you bore everything patiently and courageously.
- Nobody gets transformed in this very common game.
- You don’t change, your spouse does not change and marriage remains on rocks more firmly.
You feel like an honoured suffering member of the human race and an innocent victim of life’s injustice.
Definitely, your friends and family members give you their sympathy at your sorry state.
- But it is a very destructive and energy-sucking way of getting their attention.
- Your frustrations don’t end; in fact, you feel more isolated, depressed and stressed out.
- Don’t you agree that finally it all saps away your self-respect?
- You just become an object of pity for others, feeling inferior to others at most social occasions?………
Yes, that is what is actually happening. So what is the second alternative?
- It is to realize the eternal truth: Our Mother Earth is a training school for the spiritual evolution of your soul.
- Your soul has had a long, long journey through various life times on this beautiful planet.
- It had various pleasurable as well as painful experiences during this mysterious journey.
- Every experience added something to its growth.
Whatever was needed for its evolution to the next level was provided in that particular life time.
- So in this life time this particular experience had to happen to both of you.
- You were supposed to give each other some pain and some pleasure so that both the souls evolved to the next level in their own different ways………
I agree. But how does it solve my current problems practically?
- We write 6 and show the paper to you. You read it as 9.
- So who is more right? Both are partially right and partially wrong – depending upon one’s own particular angle.
Same way, you are right that your partner gave you misery.
- But from his or her angle, you gave greater misery! Now again who is more right?
You are attached, fixated and totally identified to your own particular way of thinking.
- You erroneously believe that your angle is the only right angle. Same mistake your partner is making.
In this clash of attachments both of you gradually take more and more hard-line positions.
- Small petty issues start taking huge importance. The relationship starts losing its charm. You both keep on suffering more and more.
- Now comes the next truth: Your partner is not the actual source of your suffering.
- It is your attachment to your own way of thinking that is the root cause of your marital discord. It’s exactly like you becoming attached to your teddy bear toy. You are hugging it tightly and not willing to give up your toy. Ditto for your partner.
- The realization that this suffering is actually helpful for your soul’s evolution makes you see the situation from an entirely different perspective.
- This makes you less rigid and more accommodative of the opposite point of view. Try it and experience the difference yourself.
- The moment flexibility comes in the picture your marriage again starts becoming more romantic and more fulfilling………
All right. I’ll do it. But what about my partner not doing it?
- Again, accept this reality.
- Don’t fight with this another reality of your soul’s journey. Again, accept that initially the solo burden is on you only.
- Acceptance of the reality – accepting the situation for ‘what is right now’ rather than ‘what it should have been’ – is your biggest strength to deal with this unfair situation
- Tolerance, acceptance and patience are the three lessons you have to imbibe from this life’s current situation. You may do it immediately;your misery will be over immediately. Happy days will be here again!
- Or you may continue to feel victimized and engross yourself in self-pity; you will continue feeling more miserable for a long time to come………
But there are so many issues which are so confusing and so daunting. How to deal with them at my current level of growth?
- Your very personal issues need to be understood in greater detail first. Then only the right answers can come out during the marriage counselling sessions.
For this you need to come for a series of totally personalized sessions plus training sessions to learn the various techniques.
- During these sessions you practically learn various skills to deal with a difficult person in tough situations.
It is undoubtedly a little different initially. But soon you start seeing your life’s flowering happening right in front of your own eyes.
- Remember, it is always ‘Short term pain, long term gain’.
- But if you avoid going through this process of self-cleansing, then the opposite is also true, that is, ‘Short term gain, l-o-o-o-n—n-n-g term pain’………
Can I do something else too to hasten the process?
- Yes, definitely you can. That is to learn and practice meditation. ‘ATM – Any Time Meditation’ will be a great, great help to you to go through this fire of life willingly without resistance and with least suffering………
[Read more about Meditation here]
How much other couples really gain in these sessions?
- Frankly, there is a 50-50 chance of your marriage being saved. Those people where marriage counselling fails have the following common points:
- They refuse to understand that it takes two hands to clap. Both partners are equally responsible for it.
- They want to ‘improve’ their partner and are waiting for the partner to change his or her behaviour first.
- They continue accusing, blaming and complaining about the injustice done to them.
- They don’t take responsibility of their own life in their own hands. They find fault with vastu, black magic or their horoscopes.
- They are irregular in coming for the training and counselling sessions, and
- They always have too much work load so that they don’t have sufficient time to practice the techniques.
- Those people where marriage counselling succeeds greatly have the following common points:
- They understand very, very clearly that the outer world is a reflection of their inner world. So they totally stop trying to change others’ behaviour. Instead, they focus on their own thoughts first and what actions they can do to improve their own life.
- They take total charge of their actions and their all consequences – good or bad.
- They stop playing the destructive game of accusing, blaming and complaining.
- They understand completely that all this is for their own emotional and spiritual growth.
- They attend all the required sessions regularly, and
- Consistently practice all the easy techniques………
OK, agreed! I feel I do need more personalized guidance to convert this traumatic experience into a catalyst of my self-growth and self-awareness. What must I do now?
- You start becoming more aware of your own bottled up feelings and start expressing them to a counsellor or a close empathic friend.
Plus, you need a personalized guidance to get the right answers. You can contact Dr. Arora………
OK. I have understood clearly the whole thing. Now Are there any mind power solutions for my problems by post?
- Sorry. We are sure you understand by now that there can be no mind power postal solution for your complex problems.
- Only a totally customized and personalized package of various mind power techniques taught to you personally by Dr. Arora can remove your various difficulties………
Can I get rid of my problems totally in your Online Course?
- Yes, surely very much. If you cannot come to Pune personally, then you can take your training online through Skype.
- The results of our online mind power training through Skype are the same as your personal mind power training in Pune. All the results depend on you and your own practice of the various mind power skills that Dr. Arora will be teaching you………
I heard that you also give free life-membership?
- Sure. After doing our Basic Course in Pune you get a life-membership for our Basic Group Course without any extra charges.
- To upgrade your mind power skills, you are welcome to repeat the whole or the partial Basic Group Course of Dr. Arora’s 7 MIND SECRETSany number of times any time in your life in the future………
How to solve my personal problems then?
- There are only 2 steps in solving your personal problems:
You have already taken the first and the mostimportant step. That was to take initiative and find out on the net how to go about solving your problems.
- This most crucial step has already taken you on the right path. By taking this step you have already solved 49% of your problems. Yes, you read correctly…49%!!!
- It’s because finally YOU decided that “I have to take charge of my life. That it’s high time I did something constructive to solve my personal problems. It’s my life after all. For this I am willing to take a professional help”………
What is the remaining 51% step now?
- Pleasecall us at +919371019517or +919890930815 for your personal appointment with us.
- Please note that because of the availability of very limited seats in our training course only a few appointments are given in a day.
- Please note that we are here to help you to solve your problems from their roots. For this we have to give you total personal attention in our counselling and training.
- Therefore, for the sake of maintaining our very high-quality standards,Dr. Arora takes up very limited participants in our group training sessions.
- Dr. Arora, a medical doctor, is a self-realized soul and does not give any medicines or do any surgery.
- In the last 4 decades he has already helped thousands of people like you of both sexes and all ageswith various personal problems from all walks of life.
- He will help you too to solve your problems totally.
- He will personally guide you to realize your life’s big dreams through his customized and tailor-made mind power counselling and training for you………
Please CALL US TODAY on +91 9371019517 or +91 9890930815.
Give yourself a wonderful chance of tremendous self-growth from this experience.
You have nothing to lose other than your traumas! | http://drsudhirarora.com/problems-solved?id=4 |
Carried out by Hydro in the city of Barcarena (PA), where the company concentrates a significant part of its operations, the Community Leadership Strengthening program arose from the process of listening, learning and deepening dialogues with local leaders. The initiative is carried out in partnership with the organization EcoSocial and currently has the participation of representatives from 27 communities.
Started in 2020, the program has the duration of one year and promotes two training fronts. The 'Leading from the Future' project, aimed at leaders who already work in the communities, and the 'Young Agents of the Future' project, which encourages selected young people from the communities to become future leaders. Young people signed up and participated in a selection, which resulted in 34 participants.
"In both cases, the objective is to encourage, support and strengthen the role of leaders in the territory of Barcarena through training cycles, considering, in the current scenario, the fundamental work that leaders perform in assisting the community and contributing to the development of the municipality”, explains Fádwa Andrade Mohamadieh, Senior Social Responsibility Manager at Hydro.
Schedule maintained online resumes in-person classes this month
The trainings are divided into modules, which have been carried out in online formats, and more recently with the improvement of indices related to the pandemic, in person. Among the learning formats, series of conversation circles, group dynamics, plenary sessions, individual listening and practical activities are promoted, both with formal leaders and with young people, addressing topics such as individual development, relationship with the community, social entrepreneurship, among others. Online mentorships and podcasts on the main topics covered complement the content and are part of the activity agenda.
One of the participants is Angela Jesus, president of the San Francisco community, who joined the program in February this year. Angela is already applying the lessons learned with other members of the neighborhood association. As a social manager, she is developing the capacity for articulation with the different publics involved. “During the meetings, I learned teamwork skills, dividing tasks and encouraging other members to participate in decisions. A practical example was the collection of rubble and household garbage from the community. After extensive work to raise awareness, today the residents understand the importance of collecting and are ensuring the cleanliness of the community. It's been a very enriching experience. All leaders together for a cause. A movement of collaboration and organization in favor of the community”, says Angela.
To reinforce the engagement of participants, amid remote activities, the Hydro Social Responsibility team carried out face-to-face visits to community leaders, following all sanitary prevention protocols to Covid-19, for the delivery of printed handout kits to reinforce the concepts and keep participants engaged with the program's learning objectives.
Another community leader, who has participated in the training since 2020, is Fátima Solange, president of the Jardim São José community association. Working for more than 15 years as a community leader and serving around two thousand people, she highlighted what she considers the best part of qualifications: “They teach us how to better handle certain situations in contact with people in the community. I found all the themes presented remarkable. We participate in the training, learn and even refresh our minds when we interact with other leaders”, she believes.
With activities planned until November 2021, the program intends to promote the union of leaders and young people in the last two modules of the training cycle. The resumption of in-person classes began on September 17 and 18 and will continue into November, valuing the exchange of learning and experiences, in line with the proposal to encourage actions with the communities of Barcarena. | https://www.hydro.com/en-BR/media/news/2021/hydro-strengthens-and-encourages-action-by-community-leaders-in-barcarena/ |
At Christ Lutheran School, our instruction focuses on the development of the students’ skills in all academic areas. Our curriculum includes English composition and literature, spelling, math, science, social studies, Christian education, and cultural studies. Students take part in computer classes to enhance their knowledge and ability to compete in an ever-growing technological world. Our curriculum also offers lessons in art, music, and PE to enrich their abilities.
Special projects, contests, fairs and field trips are some of the techniques our teachers use to motivate our students to learn. Class sessions are followed with home practice and other tasks in order to reinforce the material learned in the classroom! | https://www.clsabq.com/christian-elementary-grades-1-5/ |
I have now worked as a professional translator and interpreter for over 30 years, here in Italy. In fact, ever since I was a child, everyone used to ask me to assist when English-speaking people were around, as my mum is English. Therefore, I found out from a very early age how delightful it felt to help people understand one another. I guess this is one of the reasons I have always been extremely interested in after-death communication and mediumship, as mediums too are trained to help people communicate with one another even though one of the parties involved is in the Spirit World.
From a young age, I have also always had a keen curiosity about life’s great mysteries. I remember I was around nine when I started experiencing intense episodes of déjà vu. I later ascribed these to my fascination with time travel and being able to move instantly in space or between dimensions in order to pursue my dreams. Here is why I believe that, during my teens, I started experiencing sleep paralysis, though it was only in my late 20s that I found out that this phenomenon could lead to astral travel and the possibility of actually ‘visiting’ the Afterlife and checking on departed loved ones.
I was 14 when Dr. Raymond Moody’s groundbreaking book about near-death experiences, Life after Life, was first published and this opened up for me a whole new world I wished to explore. Reading led to further reading and I was able to fuel my fascination with the idea that our lives are not merely the products of chance, but are part of a bigger plan.
The most exciting experience involving my work was acting as an interpreter for professional mediums in the ‘90s, during the Italian Week organised by the Arthur Findlay College in the UK, and other similar events. This gave me the opportunity to witness hundreds of private sittings, dozens of public demonstrations of mediumship, as well as lectures and workshops about how mediumship works. The sittings did not only provide me with moving evidence about the fact that life continues after death and professional mediums can make communication with our loved ones possible, but also offered me the delightful chance of personally contributing to these get-togethers, in my capacity as a translator.
The Arthur Findlay College in Stansted (UK)
The three most important things I learnt during those years in which I was exposed to constant firsthand evidence provided by professional mediums were:
- Not only does life safely continue after death, but our personality is indestructible. Freed from the limitations of physical existence, those who were close to us in this physical life are even closer to us when they leave this world and their love for us increases in an immeasurable way.
- Whereas professional mediums are specially gifted and trained to offer this evidence on behalf of third parties, everyone is able to safely stay in touch with their loved ones on the so-called ‘other side’ as we are all made of the same essence – spirit – and we are all connected beyond (that is before and after) our entry in three-dimensional space and linear time. Also the departed find it easier to stay in touch with those they love than with people they never knew.
- Firsthand accounts about transition, after-death existence, near-death experiences and death-bed visions hugely expand our chances of connecting with our loved ones: this happens because beliefs and expectations play a key role in determining what is possible for us, as also quantum physics has at last been able to prove.
I felt an urgency to share these powerful understandings, so I wrote The Afterlife: Hereafter and Here at Hand. This book focuses on three different approaches to staying in touch – while awake, while falling asleep and while asleep. However, before tackling techniques, it addresses some very straightforward questions and doubts readers may have about what happens at the time of physical death: where we go, what we do, what sort of existence we have and how we relate to our incarnate loved ones. This information is drawn from firsthand accounts mainly coming from three different sources:
- My own personal experiences during meditation, while falling asleep or waking up, lucid or ordinary dreaming and astral travel.
- Mediumistic accounts about transition and life after death.
- Near-death experiences and deathbed visions.
I have found that (especially at times of deep grief, when our whole system can be shocked out of its everyday balance and patience with ourselves is of paramount importance) reading firsthand accounts about the Afterlife can work as a powerful reminder that after-death communication is just as natural as any other form of communication. | http://fracieloeterra.org/the-three-powerful-things-i-learnt-about-after-death-communication-from-firsthand-accounts-of-the-afterlife/ |
"Pedagogical Roles for Audio in Online Learning" (web page; doc) lists 12 teaching situations that could exploit the unique characteristics of audio resources in (online) learning:
1. "To analyse or process detailed visual materials, such as mathematical equations, paintings, graphs, statistical tables, rock samples, maps, etc., by ‘talking’ students through the material"
- Note: "In many of the ‘videos,’ the Khan Academy is really dynamic graphics-plus-audio used in exactly this way."
2. "To enable students through repetition and practice to master certain skills or techniques (e.g. language pronunciation, analysis of musical structure, mathematical computation)"
3. "To present, analyze, or critique complex arguments or discussion between two or more people (e.g. by the instructor ‘interrupting’ or stopping the discussion to draw attention to a particular concept or idea within the course, or to highlight an inconsistency in the argument)"
4. "To bring students primary audio resource material, either specially recorded or acquired from sound archives, for example":
- "Recordings of naturally occurring events, e.g. political speeches, children talking, concerts or performances, eyewitness accounts"
- "A selection of sources of audio evidence for students to analyze in terms of concepts taught in the course"
5. "To bring students the knowledge or wisdom of eminent people or leading researchers, through interviews"
6. "To record the voices of key stakeholders or ‘actors’ to represent or illustrate concepts and ideas to be discussed within a course"
7. "To change student attitudes:
- "By presenting material in a novel or unfamiliar perspective"
- "By presenting material in a dramatized form, enabling students to identify with someone with a different perspective"
8. "To provide students with a condensed oral argument that may":
- "Reinforce points made elsewhere in the course"
- "Introduce new points not made elsewhere in the course"
- "Provide an alternative viewpoint to the perspectives in the rest of the course"
- "Analyse or critique materials elsewhere in the course"
- "Summarize or condense the main ideas or major points covered in the course"
- "Provide new evidence in support of or against the arguments or perspectives covered elsewhere in the course"
9. "To provide corrections to the course, or deal with parts of the course where student feedback indicates difficulties"
10. "To relate the course to ‘breaking news’ that emphasizes the relevance or application of concepts within the course"
11. "To update the course when the knowledge base changes, e.g. when new research is published, by going to the source for a brief summary"
12. "For language teaching, to develop listening and speaking skills" | https://teachingcommons.lakeheadu.ca/index.php/when-use-audio-resources-teaching |
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Discuss the differences between the North and the South and how those differences led to the Civil War. Middle schoolers examine and analyze a famous speech or writing by President Lincoln in order to better understand the speaker's...
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Objective: SWBAT show their knowledge of the events of September 11, firsthand and secondhand accounts, opinion writing and primary and secondary sources.
Big Idea: The ability to transfer over a skill to a new situation is an important one for all students.
Subject(s):
English / Language Arts, primary and secondary sources, Social Studies, Reading, Genres (Reading), opinion, September 11, firsthand accounts, history
60 minutes
1
Assessment Day
60 min
Today will be the day that the students get to show what they know. In this assessment, as in my others, there will be a mixture of items. We are still trying to get QAR under our belt so I will mix some of that in while assessing the reading of a primary source.
I would love to have an assessment that involves the computer in some way, but not enough of my students are proficient enough with the computer that it wouldn't be hindering their achievement on what I'm actually trying to assess.
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What Types of Professionals Can Provide Testimony in Accident Cases?
In most personal injury cases, including car accidents, motorcycle accidents, and truck accidents, testimony might be provided by experts for both sides of the case. Professional experts are critical to just about any case, but they are especially important in accident-related cases because they can help provide context and clarify the circumstances of the crash. Combined with the guidance of a qualified personal injury attorney, they may increase your chances of receiving compensation for your pain and suffering as a victim of a collision. Below are a few examples of the types of experts you might encounter in such cases.
Subject Matter Experts
In addition to the police, the victim(s), specialists, and other professional experts can be called into personal injury accident cases to bolster an argument. These subject matter experts may include:
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Forensic toxicologists—These laboratory specialists analyze bodily fluids to determine whether certain chemicals were present in the body during a collision. For instance, a toxicologist might have evidence to present that shows the driver was drunk or under the influence of a drug.
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Accident Reconstructionists—These experts study the crash scene and evidence, and possibly even interview police, witnesses, victims, and alleged negligent drivers with regards to the accident, and then re-create the accident for the courtroom to get a clearer understanding of the logistics behind the event. Reconstructionists who re-create the scene of the accident tend to have a scientific or otherwise engineering-related background, or policing experience with special training and focus on the mechanics of accidents, that helps give them keen insights into the circumstances surrounding those types of incidents. Many of them have technical knowledge about a wide variety of transportation-related topics to inform their reports, including analyses of the following:
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Energy
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Time-distance
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Speed from yaw marks
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Momentum
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Speed in a vaulting motion
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Passenger Placement Engineers—While discussing accidents in front of a courtroom is not these experts’ specialty, they do have substantial knowledge and abilities with regards to where passengers and operators might be within a moving vehicle and how that can affect them during accidents. Many of these experts are engineers who design vehicles. In many cases, they focus on making those vehicles safe based on passenger placement and accommodations within the vehicle surrounding the passenger, which all can help better inform the court and strengthen the argument being made.
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Police—While they are not experts on accidents and the science behind them, most police have probably seen countless types of crashes in the past. Therefore, they can usually give firsthand accounts of the scene of the accident to help paint a clearer and more comprehensive picture of what exactly happened and the events that may have led up to the collision.
Contact a Campbell County Personal Injury Lawyer
If you have been involved in a traffic accident of any kind, consider reaching out to an experienced Jacksboro, TN vehicle accident attorney. The skilled professionals at the Law Office of William F. Evans can find the right expert testimony for your case and anticipate the other party’s evidence or claims to give you the best chance of achieving compensation for your damages. Contact us today at 423-449-7980 to request a free consultation.
Sources: | https://www.knoxvillecriminallawfirm.com/knox-county-attorney/what-types-of-professionals-can-provide-testimony-in-accident-cases |
Reading an artist's diary is the next best thing to being there. Direct and private, diaries provide firsthand accounts of appointments made and met, places seen, and work in progress — all laced with personal ruminations, name-dropping, and the occasional sketch or doodle. Whether recording historic events or simple day-to-day moments, these diary entries evoke the humanity of these artists and their moment in time. | https://www.aaa.si.edu/exhibitions/day-in-the-life-diaries |
Omoro Driver Caught Transporting Bricks In Ambulance Speaks, CAO Says Vehicle Is Not An Ambulance
A driver of an ambulance belonging to Lalogi Health Center IV in Omoro District who was photographed transporting bricks in the vehicle meant for patients has apologized for his actions.
Goody Otto was caught on camera by concerned locals while loading bricks into the Ambulance in Lapinyoloyo village, Koro Sub County on Thursday last week.
He was reportedly transporting the bricks to his home where he is constructing a residential house.
Photos of the Ambulance, a land cruiser registration UG 3506M loaded with baked bricks has since gone viral on social media and left many local leaders in the district angry.
Speaking to Acholi Times on Monday, Mr Otto claimed that the bricks were a only a short distance from where he is constructing a house. Otto said the bricks had been delivered a day earlier by a lorry which mistakenly dropped the bricks by the roadside.
“I am being crucified that I used the vehicle to transport bricks from a very far distant but in reality, the bricks were just about 60 meters from the main construction site in my compound. Knowing that it was nearby, I decided to use the ambulance to relocate the bricks which are not even many,” Mr Otto said.
He explained that days before the photos were taken, he had used a Tipper truck to transport four trips bricks to his construction site but said in the last trip, the lorry dumped the bricks about 60 metres away from the construction site.
“I needed to relocate the bricks and I had no other option than to use the ambulance at the time. The bricks were not many, I was the one loading the bricks but unfortunately the people who took the photos never even waited to hear my explanation.’’
According to him, his plea to the people who took the photos fell on deaf ears as they went on to share it on social media.
“These people who took photos of the ambulance loaded with bricks are looking for all possible ways of letting me down. They are known to me and it’s evident that they against my small plans of constructing a house. They want my children not to sleep in an iron roofed house but instead grass thatched huts.”
Otto explained that he started constructing a residential house in the area so his family who reside in Awere Sub-county, Pader District could relocated to a “better and safer” area.
Mr Otto however he is deeply sorry for using the vehicle to transport the bricks even if it was within his compound adding that has already written an apology letter explaining what happened to the Chief Administrative Officer(CAO), John Bosco Akera.
Mr Akera when contacted said they are still investigating how the vehicle ended up being used to carry bricks yet on a working day.
“We want to know who authorized the vehicle to move out, why was it permitted to move out of and why it ended up at the driver’s home. If a vehicle leaves the health center, it has to leave for a purpose and we want these questions answered before we can come out with a decision,” Mr Akera.
Akera revealed that the vehicle is not a district ambulance as alleged but a ‘‘multipurpose vehicle’’ –a donation Lalogi Health Center IV from development partners he did not reveal
“Omoro district local government doesn’t have an ambulance. There is only one ambulance donated by the Omoro County legislator Jacob Oulanyah. The vehicle in question is multipurpose and belongs to Lalogi Health Center IV,” He said.
The CAO said both the In-charge of the Health facility and Otto will be tasked to give explanations. | http://www.acholitimes.com/2019/03/25/omoro-driver-caught-transporting-bricks-in-ambulance-speaks-cao-says-vehicle-is-not-an-ambulance/ |
This year I restarted my brick making business!
Today in Kenya bricks are majorly preferred for construction, more than stones or cement blocks.
Today I want to share the process of brick making..
first and foremost you need water on your site and sand soil is mostly preferred.. Thus the first thing I did was to make a bore hole here it is
Then I had to buy trees
and chop them and leave to dry for at least two weeks these to be used for burning (brick oven)
The most important thing
is you must have storage either a temporary structure of a house.. thus I use this house as my store
The first step
is to dig the soil remove grass and make it a little bit finer as u can see here
Now the soil has to be mixed
with water and left to 'ferment' for at least 4-6 days see the photo below
After the said days are over bricks have to be made, using these standard measured blocks, and then left to dry for at least 4 days outdoors in the sun.
Once left to dry by direct sunlight for at least 4 days the dried bricks are kept in a shade or store for at least one week. Here are some of the bricks stored..
After being left in store for at least 7 days to dry naturally, an oven is made depending on the total number of bricks.
By tomorrow I shall try to post on the final process. I am looking for where an oven is, and I will take more photos of the finished bricks ready for use.
I am using my phone not a PC.
It is too hot here 31 degrees Celsius just at home.
I am now a renown phone fixer ..
I repair phones.. I love this job.. I have no strings and no boss, because I am my own boss. Sometimes I make good money and sometimes I don't, but it satisfies me... unlike the Government job.
Thank you for reading! | https://staging-blog.hive.io/kenya/@tomwafula/how-to-make-bricks-in-kenya |
This is the story of my experiences living as an ex-pat in Mexico since 2003. It's to culminate in a published book. With your help, I'll be editing, selecting a title, and cover art: a participatory project. Your comments encouraged!
This is the story of my experiences living as an ex-pat in Mexico since 2003. It's to culminate in a published book. With your help, I'll be editing, selecting a title, and cover art: a participatory project. Your comments encouraged!
Letters from Mexico
November 27, 2021
Construction in Tepoztlán:
Part Two
Adobe is the characteristic and distinctive building material in this region. Where I am from originally, the northeastern part of the US, most homes are made of wood. Why the difference?
First of all, the forests here are not abundant in trees for lumber. And the soil and other materials that go into making adobe are cheap and abundant. Secondly, the heavy rainy season might induce mold formation more easily in wooden structures. And third, building with adobe became customary. A wooden house in the midst of adobe, stone, brick, and cinder block ones would look odd, and this is not acceptable.
Note that this article is a continuation from Part One.
Tepoztlán, Morelos, Mexico. Abode bricks for sale at a local manufacturing site. The cost listed in USD is fifty cents per brick. Photo by author
Materials
Building with mud bricks, adobe, has been around for 10,000 years. Materials are readily available on site, and easily assembled, although the mixing process and brick manufacture are labor intensive.
Sand, and soil with a minimal clay percentage are used, along with straw to help bind it together. Other components may be added.
In the building of a school in Cuernavaca, nearby where I live, the children participated in making the mix, pouring bricks, and placing them. This was a biodynamic herb farm that was the site of a summer day camp for Waldorf School students. They added the juice of the nopal cactus to the mix for better binding.
I visited a local production facility and asked if they used the nopal.
"No, we use ear wax collected from cows," was the reply.
Tepoztlán, Morelos, Mexico. Left: nopal cactus whose juice is used as a binding agent. Right top: dried horse manure. Right bottom: soil mixture. Photo by author
Construction
Now that we've seen the materials that compose adobe bricks, let's take a look at a construction in progress.
Tepoztlán, Morelos, Mexico. Top left: Bricks are piled near the building. Top right: A closer look at a wall and its wood scaffolding. Bottom : Windows framed in brick. Photo by author
Cuernavaca, Morelos, Mexico. A Waldorf School summer day camp. Top: constructing an adobe oven. Bottom: A small adobe schoolhouse is going up. Photo by author
Completed Buildings
Some buildings incorporate adobe with other materials in creative and beautiful ways. Here is a Huichol temple, a round structure of adobe bricks with a thatched roof and a base of stone and mortar. It is used by the Sacred Fire Community in Tepoztlán.
Tepoztlán, Morelos, Mexico. This is the Tuki, a round ceremonial space of adobe brick and thatched roof. Photo by author
The slideshow below shows some completed adobe walls and houses in my neighborhood. Notice how the use of other materials complements the adobe bricks. Between the rows of bricks, embedded in the mortar, are small, equally spaced stones. Large stones at the base act as an offset to the regular rows of adobe bricks. One slide has blue stained stones. Regular red bricks often outline windows. In the third slide, the sign featuring "plomero" is for a plumber. I like the flat red or blue painted bottom areas. The last three slides have beautiful bougainvillea flowers overhanging the wall.
Additional Facts About Adobe
Here is more information about adobe that I obtained from this site.
In conclusion, when designed correctly, adobe is an affordable, environmentally friendly, and durable building material. Even in places where a structure made entirely of adobe wouldn’t be ideal, it can be used in conjunction with other natural materials that make it stronger. Adobe is also very approachable to novice builders. Because of its simplicity and safety, anyone can participate in the construction process. Adobe and earthen building have also been around for most of human history, and its proven track record as a high quality and ecologically friendly method of building are finally being recognized once again as a legitimate form of construction in modern applications. The revival of adobe has come at a time when it’s ecological advantages, affordability, and it’s timeless beauty are all important to modern development. As more people continue to rediscover this building technique they are adapting it to their specific ecology; even advances in technology have improved the process. | https://www.donkarp.com/construction-in-tepoztlan-part-two |
January 10, 2008 draft general permit ... Provide simple option to send excess soil, sediments, asphalt, brick, concrete, to recycling facility ... B. Sediments dredged from salt water C. Used brick, ceramic or concrete, any of which are from construction, remodeling, repair or
Jun 01, 2021 Although there is information on production of clay bricks fired with RHA 28,29 and stabilization for soils with RHA 30,31, these results are not consistent with soil-cement blocks, specifically. In the first case, it is reported that RHA decreases density for fired clay brick, thus increasing material porosity 29 , 32 .
debris containing brick, concrete, wood and materials with potential asbestos containing materials ACM and other hazardous materials or contaminated soil. Procedures for addressing each potential condition are discussed below. 2.1 General Procedures The MPCA requires the following notification and environmental oversight requirements
of cement is Portland cement, which is produced by converting limestone into the product known as clinker under the intense heat of a kiln, grinding the clinker to a fine powder, and then adding gypsum. Concrete is the construction material made by combining cement or other binder with filler material such as sand and gravel, and water.
Use reclaimed brick, concrete and aggregate. The primary environmental impact related to stone is mining and transportation energy. Reusing bricks or broken concrete from your old patio can reduce mining activity. Choose woods that are labeled from a sustainable timber production and with the exception of wood that contacts
According to a report forecast Freedonia Group, 2010, US demand for fired-clay brick and concrete block products is projected to increase nearly twelve percent annually from a weak 2009 base to 12.4 billion units in 2014 66 clay bricks and 37 concrete blocks. This represents just a small proportion of the annual worldwide production.
Soil Cement Lining Soil-cement linings are constructed with mixtures of sandy soil, cement and water, which harden to a concrete-like material. The cement content should be minimum 2-8 of the soil by volume. However, larger cement contents are also used. In general, for the construction of soil-cement linings following two methods are used.
Environment Exposure Conditions of Structures. As per IS 456, an environmental exposure is divided into five parts, i.e. mild, moderate, severe, very severe and extreme. Structures constructed in different conditions have different effects and measures shall be taken to protect the structures under severe to extreme conditions.
K31 Road Engineering LLC, Laguna Beach, California. 75,039 likes 10 talking about this. Our commitment to innovation and excellence invariably results in a successfully completed project for both...
January 2003. Construction Site BMP Field Manual and Troubleshooting Guide ... WM-7 Contaminated Soil Management 96. WM-8 Concrete Waste Management 98. WM-9 SanitarySeptic Waste Management 101 ... sediment from leaving the site andor entering a storm water drainage system or receiving water. Soil stabilization and other erosion control BMPs ...
Jan 12, 2010 1. What Demolition Materials to Sample Source Separated Concrete, Block, Brick and Concrete Fines processed concrete fines or concrete mixed with soil, sand, stone, etc. at all New Jersey demolition and construction sites that have the Departments Site Remediation Programs oversight at a contaminated site. 2. How to Sample a.
Aug 28, 2021 Cement Concrete - civil engineering home is about concrete technology, building construction, water resources engineering, hydrology, irrigation,
Yale Environmental Health amp Safety Stormwater Best Management Practices Revision 1 January 2011 Dry wells are suitable for small drainage areas with soil of sufficient permeability. They typically are pits or trenches filled with clean washed stone, that receive stormwater and allow it to infiltrate into the soil.
ENVIRONMENTAL MANAGEMENT SPECIAL CONDITIONS Revised 20 Feb 20 S.B. Cox, Inc. 217 Cox Drive Yorktown 969-1409 All C amp D, i.e. con-crete, concrete wrebar, wood, brick, block, steel, all metals, sheet-rock, asphalt, card-board, paper, plastics Butler Paper 324 Newport St Suffolk 539-2351 Industrial amp Commer-cial Paper Recycling
In addition to the environmental problem, clay bricks can only ... Based on the 7-day UCS results, laterite bricks were produced using soil-sand-cement mixtures with 0 and 45 sand content and 0, 3, 6, and 9 cement content. ... water to cement ratio of 0.56 gave the best result, hence this ratio was used for brick ...
Jun 01, 2018 Mud-Concrete is a novel concept which employs a form of Concrete produced using soil, cement and water. The initial concept of developing Mud-Concrete was to incorporate both the strength and durability of concrete into mud-based constructions to introduce a low-cost, load-bearing wall system with easy construction techniques which ensured indoor comfort while minimizing the
However, when considering the compressive strength, water absorption level and cost effectiveness, soil bricks manufactured by maintaining compaction ratio into 1.81 with more than 5.16 cement ...
The use of the term coal combustion products in this docu- ment does not change the legal definition of solid waste as defined in RCRA 42 U.S.C. 690327. Concrete A construction material consisting primarily of aggregates, Portland cement, and water. Certain coal ashes can be used as a replacement for a portion of the Portland cement.
How to make bricks to build a home including the five basics of blockmaking, soil composition, and mixing the bricks. By C.D. Folsom Authors barn was built of soil-cement blocks using CINVA Ram.
Portland Cement Association. 5420 Old Orchard Road Skokie, Illinois 60077-1083 847.966.6200 200 Massachusetts Ave NW, Suite 200 Washington D.C., 20001
Aug 07, 2019 Interlocking Bricks A Solution To Environment Degradation. There has been an increment in annual loss of primary forest cover and tree cover for Uganda. In 2017, primary forest loss was at 29,779 and in 2018 it increased to 86,461 and in total from 2001 -2018 tree cover loss has been at 742,268 on a scale of 30 in hectares .
Jun 07, 2021 The production of these import-substitute high technology concrete bricks as a substitution of soil bricks can help environmental conservation by improving the flow of water along the river since the use of river sand in manufacturing processes, reducing the impact on soil quality and the release of carbon dioxide, preventing the loss of ...
Aug 17, 2021 Brick Industry Association BIA member manufacturers report 2021 trends for residential and commercial exteriors and interiors. Commercial design trends include thoughtfully placed negative space as a key role of functionality heavy texturedcut and roll back brick with character timeless traditional design herringbone accents and interior open spaces with sharp lines, raw materials and a ...
Dec 05, 2020 Normal OPC cement mixed with water is used for grouting. The function of grout are. a Transfers shear stress between the ground and tendons and. b Corrosion protection for rebars. c Installation of facing in soil nailing. Soil nail construction is done from top to bottom. Every nail is installed with anchor plates or bearing plates.
Cement 7.8 15 210 cement mortar 2.0 3 200 fibre cement board 9.5 13 550 1027.5mm soil-cement 0.42 819 Ceramic brick 2.5 5 170 brick, glazed 7.2 14 760 pipe 6.3 tile 2.5 5 250 Concrete block 0.94 brick 0.97 GRC 7.6 14 820 paver 1.2 pre-cast 2 .0 ready mix, 17.5 MPa 1.0 2
This material allows the water to percolate through the surface of the material, which prevent runoffs into storm drains and the surrounding area. Permeable pavers. This describes a layer of concrete or fired clay brick. During the installation process, the installer
1-19 Workbook History. DIVISION II - CONSTRUCTION DETAILS. DIVISION I - GENERAL REQUIREMENTS AND COVENANTS. Section Number Including 1-19 Workbook Redline Changes Section Title. Latest Revision. Supplemental Specification 1-19 Workbook Redline Section, including Mandatory Revisions. 1.
Our goal was to create and characterize full scale bricks based on prototypes that are comparable to other building materials for implementation in residential and academic buildings in developing countries. Bricks will be of two types 1 Biochar and Cement and 2 Biochar, Plastic, and Additives. Characterization consists of hardness, water ...
Ferrari et al. 2014 used a soil containing 78 sand, 3 silt, and 19 clay for producing soil-cement bricks. This soil was prepared according to the recommendations of NBR 6457 without the addition of ash, and compressive strength was higher than the recommended value 2.0 MPa at 7 days of age.
Environmental StabilizationOX BioGenesis Sediment Washing Gas Technology Institute Thermo-ChemRotary Kiln Geotechnical Fill January 2005 Manufactured Soil MSU Bridgeport Port Authority Construction Grade Cement Ecomelt MSU 2006 3,418 yd3 scow storage Passaic River, NJ Dec. 2005 8,866 yd3 8,866 yd3 2,269 300 yd3 dewatered Navigational ...
January 3, 2018 Phase I Environmental Site Assessment Phase I ESA reports completed by DAY ... Ambient Water Quality Standards and Guidance Values and Groundwater Effluent Limitations ... Fill material that contained trace to layers of ash, coal, brick, concrete, andor cinders was observed. Analytical laboratory testing indicates the some ...
Uncontaminated soil, rock, stone, gravel, brick and block, concrete and used asphalt and Waste from land clearing, grubbing and excavation, including trees, brush, stumps and vegetative material. Management of Construction and Demolition Waste. Salvaging - By definition, materials salvaged for use in their intended function are not wastes.
Apr 29, 2020 Low-pressure water or compressed air can be effective in removing surface soil. Power washing with high-pressure water can be used to clean or remove coatings from high-strength concrete, but is generally not appropriate for concrete on historic structures. Water and compressed air are not typically effective in removing stains and residue. | https://www.mtfernumcnj.org/blog/05-26_12776.html |
Hi everyone!
We hope you’re having a great school year so far.
Just a quick update: there has been a little confusion about the engraved bricks installation since the newspaper article came out: the contractor has installed most, if not all, of the bricks, but we haven’t unveiled them yet because technically they’re still on a construction site behind the fence. We are working with the school to determine when the ceremony will be, most likely later in October. We will let you all know!
Thank you for your support and patience. 📆
P.S. We will have a small table at the beginning (for the first hour or so) of the SBRHS football game tonight, if you’d like to come say hello! We will be at the entrance. Can’t miss it.
Holly McNamara
Executive Chair, Raiders Remember
Contact us! | http://raidersremember.org/engraved-bricks-update-and-football-tonight/ |
Q&A – John Sandford
Rhiannon Garth Jones talks to John Sandford, former Head of Sustainability at Wienerberger, about the past, present and future of the industry.
Tell me about your background in the industry.
I started with products below ground, in 1972, working on clay pipes. I emerged above ground and got involved with bricks, in 1987, and subsequently roof tiles, then pavers and then clay blocks – I’ve worked in the industry for 42 years and covered the whole clay spectrum. Of course, that’s exactly what Wienerberger try to promote – a healthy building solution using clay bricks, clay blocks, clay pavers and clay roof tiles. I have spent all my working life in clay building products, dealing latterly with regulatory and sustainability issues.
How did you get started?
I was a sponsored student, rather than an apprentice. I started from an R&D background in the 1970s, with Hepworth (which eventually became Wavin and is now being rebranded as Hepworth again). It developed a new technology for making thinner clay pipes, which required a lot of R&D input, and that’s where I came in. The project won a Queen’s Award for Innovation. So I came in from a technical angle focused on getting the raw materials to the right specification.
Do you think that gave you a good grounding in the industry?
I think the apprentice-style experience I had at Hepworth was fantastic. At that time, the R&D department at that single company was probably bigger than the entire R&D setup across the UK clay industry today – there were five PhDs working on that project. Now, I think you would struggle to find five PhDs working in the whole brick industry.
Why do you think that is?
I think it comes back to the same thing – new technology and innovation requires a lot of investment and, right now, there just isn’t the money for it. It requires companies to be more profitable and also for targeted funding to be more readily available in both the UK and Europe for novel technologies.
How else have you seen the industry change?
Consolidation and globalisation have to be the two biggest changes for me. Consolidation is inevitable – it’s all about efficiency and economies of scale, and it’s necessary for the industry. Globalisation is something I have mixed feelings about. It means that almost all the investment decisions are made outside of the UK, and we have limited control – 90% of UK brick manufacturing is controlled by non-UK-based companies. There are some advantages, but that lack of control makes me concerned about the future unless our regulators recognise that they need to make the UK an attractive place for inward investment by having a regulatory regime that is not perceived to be more demanding than other European countries, which are competing for the same investment.
Do you see the skills gap as an issue that globalisation could improve in the UK?
It could help, but people would have to work very hard at it. There would have to be a huge improvement in all aspects of sharing best practice, for instance. The links between the industry and academic institutions is also an area that needs to improve dramatically.
What do you think will be the biggest issues affecting the industry over the next 10 years?
The biggest issue that will affect the industry will be the UK’s membership (or not) of the EU. That is going to have a huge impact. If the UK starts doing its own thing with regards to environmental legislation, it could make the playing field even less level. If we stay in the EU and try to make things more consistent between the UK and the rest of Europe, then that will be fine. But, to me, if we leave the EU then we have a blank sheet of paper and it is impossible to predict how things will go from there.
Resource efficiency is going to be the main driver over the next few years in the industry, and reusability of bricks is also going to become a key issue. At the moment, we say that the service life of a brick is 150 years, but we also tell people not to use reclaimed bricks because we can’t certify them. Going forward, I think we will have to be much clearer about the fact that bricks can be reused to make better use of that service life. I don’t think the problem is with the bricks – for instance, we don’t need better standardisation. I think it’s a presentation problem. We have to put our money where our mouth is – if they have a service life of 150 years, then we should be making the most of that.
What issues outside of the industry will be significant?
Energy cost and security of supply is another important one but much discussed. Healthy buildings will become more important as an issue – improving indoor air quality, for instance. That’s one where clay has a really good story to tell – it is an entirely natural product that helps a building to breathe and assists thermal performance. This is in sharp contrast to some timber products, for example, which can release toxins into the indoor environment in the form of formaldehyde or volatile organic compounds (VOCs).
But the biggest issue, of course, is the embodied carbon debate, especially comparing clay bricks with other construction forms. Clay bricks do have a relatively high carbon footprint in terms of the manufacturing process, but because the lifetime of bricks is so long, that impact is mitigated. Also, the clay footprint is entirely transparent and requires no pseudo-science to be understood. Timber producers can say that their product is carbon neutral, or even negative, but that usually only considers the usage stage of the product. When maintenance issues and end-of-life issues are fully taken into account, a very different picture emerges.
Also, the service life will be generally shorter. Concrete producers emphasise the benefits of carbonation, but the science here is relatively unproven. A little bit of knowledge in this area can be a dangerous thing – hearing that timber is carbon negative could persuade a customer who doesn’t have a clear understanding of the wider debate. I think we, as an industry, have to be much better at presenting our case to the wider public.
What other things do you see as being important to the future of the industry?
Building Information Modelling looks like it will be significant – we don’t quite know enough about it yet to predict the impact it could have on the industry, but that’s definitely something we need to keep an eye on. My other main concern would be environmental product declarations (EPDs). The issue here is around what customers will do with the information provided by companies. We’re jumping through all the hoops to get the information ready, but it’s not clear if that’s what the customer really wants or needs. There could be a disjoint between regulations and customer demand, with the manufacturers caught in the middle. | https://www.iom3.org/clay-technology-magazine/feature/2015/may/07/qa-john-sandford |
Prime Minister Narendra Modi on Wednesday performed the 'Bhoomi Poojan' of the Ram Mandir in Ayodhya. 175 eminent guests, including 135 saints, were also present for the ceremony.
Nine bricks were laid down as part of the 'pooja' at the site for the temple. The priest explained the significance of the nine bricks saying that they were sent by devotees of Lord Ram from around the world in 1989. "There are 2,75,000 such bricks, out of which 100 bricks with 'Jai Shri Ram' engraving have been taken," the priest added.
After laying the foundation stone for the temple, PM Modi described it as a historical moment. "With the construction of this temple, not only history is being made, but is being repeated. The way boatmen to tribals helped Lord Ram, the way children helped Lord Krishna lift Govardhan mountain, similarly, with everyone's efforts of temple construction will be completed," PM Modi said. "Lord Ram always had love in his heart for the poor. His administrative system depended on social equity," he added.
"Ram resides in our hearts and is an integral part of our lives. People should witness the power of Lord Ram. There were efforts made in various junctures of our history to erase our existence but Lord Ram prevails and is the basis of our culture," he further said.
Meanwhile, #BabriZindaHai trended on Twitter on the day. For the uninitiated, the Babri Masjid was demolished by thousands of kar sevaks on December 6, 1992, with LK Advani, Murli Manohar Joshi, Uma Bharati, Sadhvi Ritambhara, Ashok Singhal, Giriraj Kishore and Vinay Katiyar were barely 100 metres away from the site.
The case for the controversial site continued in the court for years after which the SC pronounced its verdict on November 9, 2019. The entire 2.77-acre land was given to Ram Janmabhoomi Nyas for construction of a temple, while the SC directed the Centre and UP govt to allot 5-acre land to the Muslims at a prominent place for building a mosque.
Unhappy with the verdict and the construction of the temple, AIMIM chief Asaduddin Owaisi recently said that Babri Masjid will always remain a mosque. “As far as Muslims and people who believe in justice are concerned, we will keep telling the new generation that our masjid was demolished. It doesn’t matter if our voices are suppressed. We will tell it in our own way,” he said.
Here are a few Twitter reactions: | https://www.freepressjournal.in/india/on-the-day-of-ram-mandirs-bhoomi-pujan-in-ayodhya-babrizindahai-trends-on-twitter |
Columbia, S.C., lies at the confluence of three rivers: The Broad and Saluda come together to form the Congaree. Clay deposits made by fluctuations in water levels along the banks of the Congaree over geologic time made for an ideal location for brick-making as the city grew from the early-1800s.
In Cayce, S.C., just across the river, Guignard Brick Works, widely considered one of the oldest working brick-making facilities in the United States, is being cleaned up and cleared in order to install infrastructure in the form of roads, water, sewage and storm drainage systems on the 16-plus acres of this site.
As this location is rejuvenated, the four beehive kilns and an old, brick office building – both on the National Historic Register – will add to a sense of place, giving the overall development unique character.
“When everything’s completed, we hope to develop the site with some retail space, office space and residential space to create a vibrant, mixed-use atmosphere,” says Charlie Thompson, project manager for Thompson Co., a commercial property management company in Columbia, S.C. “This will all be organized around a town square feature in the center.”
The nearly 200-year-old industrial site is having its old, extensive paddocks, rail, bricks and iron processed and re-introduced onto the site. “We’re trying to take as ‘green’ an approach to this as possible by reusing on site much of the material directly from the ground,” says Thompson. Demolished concrete is placed into a crusher and recycled, and then re-introduced to the roads as a required stone base. The great quantities of muck onsite are being bridged with sand and a sand-clay mixture.
The existing apartments at nearby Granby Crossing, occupying a portion of the old Guignard Brick Works, and the bank will form bookends to the development. “We’re now addressing the heart of the property to make it more marketable and more appealing,” says Thompson. As a planned development, it will be architecturally controlled.
The site has been owned by the Guignard family, who first began making bricks here in the early-1830s. The clay was extracted from the riverbank below the Works. The Brick Works facility closed during the Civil War. But the Reconstruction Era led to an increased demand for bricks, and the Works was reopened and continued on until the mid-20th century, when it was moved out to Highway 1 and I-20. It is known today as Boral Bricks.
“The brick making went through a whole evolution in process with how the bricks were fired and the automation involved in making them,” adds Thompson. “We’ve had to remove not only the topsoil and the organics to get them out of the way as they’ve started to undercut these roads, but also the old debris, including antique brick fragments from the old operations. The location contained many old roads with old-time potholes filled with spent bricks. We’re trying to sift that material, screen it and then re-introduce it into the soil.
“The concrete goes through the crusher, where the steel is separated out and turned into crusher rod. This is a tremendous onsite recycling effort,” Thompson says. “No crushed stone whatsoever will have to be brought into the site; we’re simply crushing the concrete already on the site.”
Once the concrete is ripped up and ground, the various components of the infrastructure will then be installed. The site will be used for mixed uses, including commercial applications such as shopping centers, office buildings and condominiums. Joey Coogler of Coogler Construction and his assistants provided all the equipment needed to do this job and assemble this innovative operation.
“We’ve been involved in this project for the last 10 years,” says Ken Knudsen, Cayce city planner. “It’s something that has finally gotten off the ground now. It’s great for the City of Cayce.”
Brick Works provided brick for Columbia to be built not once, but twice. Now, this historic part of South Carolina will get a second life, across from the state’s capital.
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- 31Americans have used clay brick pavers on pedestrian pathways and roadways since early colonial days, because genuine clay pavers add stature, character and long-term appeal. Can you imagine what Georgetown, Old Town Alexandria, Va., and Boston's Beacon Hill would look like now, had the sidewalks been paved in a material…
- 31Genuine clay pavers have been used in on-the-ground applications with outstanding success since early Colonial days. Color retention and compressive strength that surpass concrete-based segmental paving systems make it easy to understand why architects and designers keep specifying authentic, versatile, genuine clay pavers. | http://www.masonrymagazine.com/side-story-new-life-for-historic-brick-making-area/ |
Hi Dustin,
have a look here:
Best regards,
timmse
Hi Dustin,
have a look here:
Best regards,
timmse
I’ve read it multiple times but it’s not quite making sense to me. It kind of does when using rows, but not columns. I’ll try it again but it’s just not clicking for some reason.
Option 1 and 2 aren’t working that way if the outer container is set to use columns, which is why I’m so confused. Option 3 will probably work but I’m confused why I need to set that every time, doesn’t that basically make the root container width a moot setting at that point if I need to be setting it manually each time too?
Hey Dustin,
Do you have a screenshot of the structure panel for that section that I could have look at? Not sure why you would want to use columns?
If this is what you mean,
It’s actually simple
<main container <content wrapper <left container <right container <container wrapper - close <main container - close
For the main container, you will need to set stretch and then align cross assign to centre.
The container wrapper is the content width you want. Set the background colour for the main container.
Make sure you set wide in your theme setting.
Setting > Theme Styles > General > Site Layout > Wide
Root container width is the global content width you want.
I hope I get you correctly.
Hi @jornes - that did the trick, thank you so much! Based on what I learned from your post, it seems the missing piece in my case was just needing an extra container in there. Here’s a screenshot I’ve included here with the arrow pointing to what I needed to add but was missing before. What I was missing earlier was the container with the arrow next to it.
Now it is contained to the ‘root container width’ as expected.
@Michael - thank you for offering to help earlier, I love that you’re always willing to help so many people! Keep it up.
@timmse, I’d like to recommend the documentation be updated on the use of containers as it seems a bit outdated with v1.4 out now, and a common use-case (I’d think anyways) is what I was trying to achieve here but it was not totally user-friendly in my opinion, and the documentation surrounding Bricks didn’t really help me out here, unfortunately. In fact the post you linked to earlier didn’t really help me here either in my case, as options 1 & 2 in that post didn’t appear to be relevant to when columns is set on the parent container, and option 3 is basically just manually setting the width to match the desired width instead, which in my opinion defeats part of the purpose for having a root container width set in the first place as a global theme style since the only time I should need to change the width of a container is specifically if I wanted to not adhere to the global theme style root container width. Right?
Perhaps it’s also because I’m coming from Oxygen & Elementor, so keeping full-width sections while keeping the content within the desired page width was always intuitive and easy to do, and it was in Bricks v1.3.7 too but suddenly v1.4 changed the game and I felt a little lost which caused some frustration as a user too when it was understandable to me earlier and suddenly changed in a way that I couldn’t quite connect. I guess this may be where 1.4.1 or something fixes that with the newer elements you’re considering so it’ll perhaps behave more similar to Oxygen and such in that regard.
Glad it helped.
In Bricks, they don’t have a section element like Oxygen. So, you have to add every single container to yourself. But, if you get this concept clear, it should be easy to work with it.
Definitely helped.
Yes, I think that’s a major difference between Bricks and the others currently. What threw me off is it all made sense to me in v1.3.7 but then 1.4 came along and threw me for a loop and practically all my sections (or containers) were stretched out, haha. Going to be a lot of cleanup work unfortunately, but that’s okay.
In my case, I actually used the new “Section” part (where if you click into a blank area on the page and click the little icon in the upper corner of the Container element it gives some pre-designed ones, and Section is one of them where it has a container and then another container within it to keep the formatted content width), so I was trying to use that in this case assuming that’d be what I’d need but then duplicating the inner container and also setting the parent container to be column direction instead of rows, but that didn’t work.
Didn’t realize I had to have the two inner containers in yet another container under the parent, haha. That was thankfully all I needed though and I feel a bit better about moving forward with more Bricks work for now.
I have to correct what I said earlier.
I said we have to add every container to the layout ourselves, which is wrong.
I have just tested the Full-Width Section, and it worked as I said in my post above. By default, it comes with a parent and a child container. The best thing is that we can still move the child container(if you wish to) to wherever we want. More flexible than Oxygen and Zion Builder.
Totally, that works as expected until you try to duplicate the inner container to get two and set the parent container to use columns instead of rows, that’s where it breaks down and caused me trouble, not realizing I needed to put the two inner containers inside of another container inside of the parent, lol. It gets confusing after a while. But I agree, I suspect this is even more flexible than the others, just takes some getting used to I guess.
Once you are clear about the concept then it’s easy to go(might be a little confusing for new users). Haha!
Definitely, it is more flexible than others because you can separate the parent container and child container and upgrade the child container to a parent container by moving off of its default parent container.
In Oxygen or Zion, you can’t separate them. Their relationship(parent and child) is so solid lol…
Interestingly, I was working more on the new site today and ran into another problem with my next section (container tagged as section) with inner container… leading to a similar problem and what I suspect is part of why I’m struggling so much since v1.4 was introduced, seems I may have stumbled into yet another bug…
In my scenario, it seems that when adding Stretch to the Align-Container on a custom CSS class, it spreads everything out without respecting the content width setting. However, if I were to either remove that Stretch value on the custom CSS class and used it instead on the ID, it worked fine, even if it was on the ID and the custom Class (since the ID always overrides the custom class anyways). Effectively, I needed to use Stretch on the ID, no matter what, and it doesn’t seem to work when using a custom CSS class - basically seems completely broken when using that on a custom CSS class.
I think this is a bug and may even be related (or identical) to what was reported here too: https://forum.bricksbuilder.io/t/automatic-css-responsive-width-class-overwritten-by-the-section-stretched/3298 - “My problem (wanting to apply a width class to box the content while keeping everything responsive) is solved with the width variable being applied in “width” (and not in max-width) (but weirdly this solution works only on the ID level and doesn’t work when it’s in a custom class…)”
I recorded my screen for review / confirmation and it can be viewed here: https://filesharing.d19.ca/f.php?h=304KWbnW&p=1
I think there’s been far too many of these kinds of weird issues since v1.4, and it’s really adding to a lot of frustration trying to design with it, unfortunately. I really want to use Bricks instead of Oxygen for my current project as I’d hate to have to re-do it back in Bricks so soon afterwards, but I’m really struggling with this since v1.4. Hoping v1.4.1 comes soon with these fixes as I’ve reported a few now in v1.4. In fact I had reported similar behaviour for the 1,.4 beta but seems they may have not been taken into account before the stable release.
Alright.
I have just followed what you described.
I added a class to the section and set stretch to it using a custom CSS class and I can replicate your issue. Yes. It worked with ID but not a class.
I have just tested. If you set stretch to the section with a class, it wouldn’t respect the global content width you have set to the theme settings. But, it does if you insert the content width to a class for the inner container.
But, I think that we should not need to do this this way. They definitely need to do something about it.
Hey Dustin,
Ah, no worries at all. I am a big believer in ‘pass it forward’
In relation to the current logic of the container in 1.4. it is something like this:
Based on having theme styles set up something similar like this:
Root Container With No Inner Wrapper (container)
The container will be fixed at 1400px with a 2.5rem padding on either side
Root Container (not stretched) With One Inner Wrapper (container)
Similar to the above the root container will be fixed at 1400px and the 2.5rem padding will be applied to the outer container
Root Container (stretched) With One Inner Wrapper (container)
The Root container will be full-width and the inner container will be 1400px. The padding is transferred from the root container to the inner container.
For your issue with the inner wrapper stretching too is to have a look at this thread here: I found out there is a custom class already added inside bricks called ‘stretch’. Just type stretch inside the add custom class box and it will show up. Apply it to the root container when the root container is set to stretch in the ‘align container’ setting. (this only needs to be added in stretched sections).
This whole issue I’m having is horribly confusing, lol. So are we saying now then that Bricks adds a hidden custom class called “stretch” which is what’s interfering and creating this issue where Stretch isn’t working in a custom CSS class and must be applied to the ID? I’m a little confused and want to just make sure I understand. The behaviour I’m currently seeing seems like a bug. If its actually as designed and due to some hidden class being added without anyone knowing…. Aaarghh, that should have been documented too then, the docs are awful
Haha, I think it is more of a band-aid than anything applied for 1.4, but even this does come with its flaws.
But to be fair, they have been open and upfront about it and acknowledged it. They are releasing two new elements relating to the container element, which ‘should’ solve it once and for all and, at the same time, will be a lot easier to understand and also give us a lot more flexibility.
Yes I’m hoping 1.4.1 will fix all these issues, causing so much frustration during this build process since 1.4 IMO. Part of me almost wants to downgrade to 1.3.7 for now but I think 1.4.1 is supposed to be out within a couple weeks and either way I’ll probably be creating even more work for myself if I stay on 1.37 to then jump to 1.4.1. Just bad timing with this project happening, haha. Alternatively I may need to just stick to Oxygen for now but am really wanting to avoid that if I can. Love the QOL that Bricks has such as renaming classes and such because I’m someone who tends to change their mind on class naming schemes
Hi @timmse,
As you can see from the conversation above, there seem to be quite a few issues around containers right now (and from other threads). I just wanted to check-in to ask if these concerns would be addressed in the next release?
The main priority from this thread IMO is the width issues with regards to if stretch is used on a custom CSS class instead of an ID which creates issues and appears to override the root container width value.
I suppose to some degree some of the concerns may be resolved with the use of the newer section & div elements which I believe is coming in the next version too. Do we still expect that update to come out later this month if all goes well, by any chance?
Hi Dustin, as I’ve said several times before, 1.4.1 will come with new elements that, at best, solve all your problems and are easier to use than the container alone. The update will most likely come later this month as announced.
Lol, I know you’ve said it a few times but that was more to do with normal width stuff of containers, that was well before I knew about the CSS stretch issues too where it just straight up doesn’t work if stretch is added to a CSS class instead of an ID. I wasn’t sure if that was really related to the new elements or not. So just pointing out the CSS issues too and hoping that’s included in the 1.4.1 fixes. | https://forum.bricksbuilder.io/t/how-do-i-keep-the-container-stretched-but-the-inner-content-no-wider-than-the-global-content-width/3334/12 |
In this case, we're building a brick wall that’s perpendicular to an existing wall, so we have to make sure that it fits properly. After you’ve laid a solid foundation for your bricks, work out how many courses of bricks you …
Jan 05, 2017 · How to make your own Inexpensive Organic Potting Soil One of the most important thing in growing your own food in containers is the medium in which the plant grows. As vegetables plants need nutrition to grow and bear fruits, using plain soil as the medium is not enough.
Apr 25, 2019 · Make sure you don't put ordinary garden soil in your raised bed, else you're just raising the level of your garden. If you can afford to buy either topsoil or the cheap compost your local garden centre sells, fill it with that instead. Else do like I am doing, and make your own.
However, laying them out to dry was a tricky process, because raw bricks can easily be disfigured, making them useless. The trick was to limit the amount of handling, or exposure to any potential damage. The raw bricks were laid out on the ground to dry in the sun, or they could be laid out on shelves in covered racks.
Do-it-yourself Brick Mailbox: Here is an Instructable showing you how to build your very own brick mailbox. My husband built this mailbox in one day, although he is a 20 year masonry veteran, we believe anyone can do this with the correct tools, materials, and planning. It is ...
28/07/2012 · This week, we learn how to make mud bricks like people use to make houses in some parts of the world. In southwestern United States and Mexico (as well as other parts of the world), where there are not many trees, people often build houses out of mud bricks called adobe. Adobe houses are warm in the evening and cool in the daytime.
Warming Up Soil - How to Start Seeds Earlier in Your Garden 6 February 2014 , written by Benedict Vanheems Depending on where in the world you are gardening, how the season is progressing and your local microclimate and soil conditions, the second half of winter is an excellent time to start thinking about stealing a march on the growing season.
The minerals that make up soil particles can be used for dyes, make-ups, and medicines, or shaped into bricks, plates, and vases. Author: Meghan Sindelar Soil minerals have unique properties that provide the soil with some of its variation and can provide people with: hot springs, adobe brick…
Feb 27, 2017 · We will show the step by step process of making your own mud bricks. Mud, as opposed to the popular view, is not a good insulator. We live in a mud house with 18" thick walls which provides a high ...
28/04/2014 · Types of activity you can carry out. These include: screening soil on a demolition site to remove wood and rubble before sending the soil to a construction site to be reused ... You do …
For example, pink bricks are the result of a high iron content, white or yellow bricks have a higher lime content. How do you make adobe bricks in Creativerse? Adobe Bricks are cubic building blocks that look like they were made of small pale red bricks .
Oct 14, 2019 · If you build a terrace around existing trees, make sure the soil level is not raised. Covering the roots too deeply can damage the tree. Plants can help control slopes. You can plant any of the slope control methods above or you can use plants alone. When plants are established, the roots help anchor the soil.
The first brick was probably made in the Middle East, between the Tigris and Euphrates rivers in what is now Iraq. Lacking the stone their contemporaries in other regions used for permanent structures, early builders here relied on the abundant natural materials to make their sun-baked bricks.
27/04/2017 · To make bricks out of Mars soil simulant, without additives and without heating or baking the material, two steps were key. One was to enclose the simulant in …
Make your own potting soil mix for container gardens, like window boxes, hanging baskets, and pots. It's easy, much cheaper than buying pre-made soil, and you can customize the mix to your plants' needs.
Apr 27, 2017 · Engineers investigate a simple, no-bake recipe to make bricks from Martian soil. ... To make bricks out of Mars soil simulant, without additives and without heating or baking the material, two ...
You can still use firebricks, if you apply a double firing process. First you bake the clay to make the firebrick, then apply a glassy enamel coating material as waterproofing layer and bake it a second time. Clay can be found in rainforest, as it is the result of the degradation of rocks by means of water (see picture: clay h
(Is the Bible historically accurate?) Exodus 5:6-18 That same day Pharaoh gave this order to the slave drivers and foremen in charge of the people: 7 "You are no longer to supply the people with straw for making bricks; let them go and gather their own straw. 8 But require them to make the same number of bricks as before; don't reduce the quota.
Clay brick making can be a rewarding experience, particularly if you plan to use your bricks to build a wall, or even a building. But for the novice who has never made bricks, it may take some detailed instructions, as well as information about materials, soils, and baking. Soil Content Requirements. The soil you plan to use to make your bricks will need to be tested for content.
If the insitu soil is too sandy, then most definitely some 'clayish' soil has to be mixed in with the existing insitu soil. A compaction test will give you a clear idea of the proper mix to work with. 2. Can I mix water with the soil? LCH Stabilised Earth Bricks use what is called a "dry mix" which in fact uses a minimum of (10 to 15%) water .
A compressed earth block (CEB), also known as a pressed earth block or a compressed soil block, is a building material made primarily from damp soil compressed at high pressure to form blocks. Compressed earth blocks use a mechanical press to form blocks out of an appropriate mix of fairly dry inorganic subsoil, non-expansive clay and aggregate.
29/09/2015 · You accidentally stumbled onto a really good tactic – how to keep your plants from drying out. You will need to compost or fertilize the ‘good’ soil, so it doesn’t wear out. And make sure you plant in the same places, keeping that clay around each plant.
carried out in the open, the process is simple and equipment does not require high capital investment. The aim of this publication is to provide the information needed to set up and run a blockyard to manufacture concrete bricks and blocks on a small scale. The publication is intended mainly for development agencies, local authorities, builders’
The process of making clay bricks requires more than forming the clay into uniform rectangles. To make bricks strong enough to use for building, you must bake the clay. The baking process hardens the bricks so that they don't crack or crumble with use and turns soft clay into a hard, buildable material.
Build with Mud. Mud bricks are perhaps the cheapest building material you might imagine, and remarkably easy to work with. Sure they can erode in the rain if you don't do it right; but there are plenty of ways to protect mud bricks from water. What Type of Soil Do You Need to Make Your Own Mud Bricks?
Jul 17, 2017 · Mix the ground clay soil with water to make a thick malleable paste. Traditionally, clay bricks were molded by hand or with wooden tools. Today, many clay bricks are made in purpose-built molds. Whichever molding method you use, aim to produce clay bricks of the same size and shape. Leave the bricks out in the sun to dry, or dry them in an oven ...
Jan 21, 2020 · If you need to install a garden edging, expect to learn how to do it here. We'll walk you through five step-by-step guides, where you will easily learn how to make five different garden borders. It doesn't matter whether you are a professional or a DIY'er enthusiast, follow the steps and get ready to have fun!
16/08/2018 · The wet harvest method is much more efficient and allows gravity to do most of the work. If you have access to plenty of water this is the way to go. Up here in Vermont, we’re never short on water, and it’d be hard to find enough hot rain-free days in a row to completely dry the soil out for the dry extraction method anyway.
Apr 02, 2018 · If you’re making a few bricks, you can use a wheelbarrow to make the mud. For a bigger project, dig a large hole in the ground to serve as your “mixing pit”; a hole 3 feet deep should suffice. Fill the hole with water, and let it drain out by itself.
After you have your area marked off, you will need your shovel to start removing either dirt or grass. When you go to line the bricks up make sure you check the distance between the back of the block and the tree for proper distance before you start digging. You will want to dig 3-4in down into the ground.
Oct 03, 2019 · If that sounds like a lot to look out for…IT IS! Fortunately, you don’t have to do any of that. All you have to do is make sure that it was done, either by asking your local garden shop about the supplier’s practices, or by reading on below where I’ve answered most of these questions for you for each type of coconut coir product I review.
Dec 10, 2018 · Improving sandy or clay soil may take time and labor, but it is at least less brain-taxing than working out how much garden lime it takes to "sweeten" an acid bed or how much bone meal you'll need ...
Slope bricks alongside steps to make an attractive transition. Follow the grade of the adjacent lawn to determine the slope. This technique works whether you have one or several steps. In some cases, you may have to remove an additional strip of sod alongside the steps and regrade the soil slightly so the lawn lines up with the edge of the ...
11/11/2019 · An arrangement of bricks with a bit of soil between them is just right for growing succulent plants like this echeveria. Old bricks with lots of color and textural variations are especially pretty. Choose a sunny location where you can lay them out flat, build a wall, or create a decorative jumble. Pack potting soil into the crevices and plant ...
Mar 18, 2020 · Just make sure that you are aware of all safety issues, and have checked the regulations where you live. DIY Brick Fireplace @ youtube.com. 17. Reuse Old Bricks to Make a Fire Pit. You could also create a more simple fire pit for your garden seating areas or outdoors kitchen using old bricks to make a safe fire ring.
Jul 12, 2011 · The company made the EcoArk Pavilion in Taipei, reports Paul Mozur of The Wall Street Journal. The walls of the building are made solely of plastic bottles that fit together like Lego pieces. The polygonal bottles are called Polli-Bricks and made of recycled plastic from items such as water bottles. Polli-Bricks make the building structurally ... | https://www.xixcorps.nl/Z34E5D |
The wall of my bedroom is the part I was the most excited to update. You can see the before picture in my first renovation post here. I love having all white walls and lots of clean, light-filled space, so I was really struggling to figure out how to fit the green and pink wall in with the rest of my style. Since paint isn't an option, I considered temporary wallpaper, but I'm always a little nervous that "temporary" adhesives aren't going to actually be as temporary as they sound. I'm sure there are some great brands that work perfectly, but I didn't want to risk it (because how would I know for sure until I try to take it down?!).
I thought about covering the wall with a giant tapestry (not totally my style either) or even creating huge panels out of foam or plywood, covering them with fabric or paper or paint and setting those against the wall (could work!). But one day, thanks to Erin Spain and Pinterest, I found the perfect solution. Apparently Erin read about this idea in an old Lonny Magazine and it seemed fool-proof to me!
So basically, the idea is that you cover the wall in a painter's tape grid. Painter's tape is literally MADE FOR sticking it to the wall and then taking it off later, so the painter's tape for sure won't do any damage. Then, when you add the wallpaper, or in my case the foam bricks, you stick it to the tape, not to the wall! Since the painter's tape is the only thing actually touching the wall, it should peel off no problem months or years later. I feel like it's kind of a nice way to save on the hassle of installation even if you don't need it to be temporary, hah!
I had a few concerns before starting -- this technique was meant for wallpaper, but foam bricks are heavier than paper, so I wasn't sure if the tape would be able to hold them without peeling off. I was also dealing with panels that had to line up perfectly, not just strips of paper, so I wasn't sure if one non-sticky part would cause the whole panel to start to fall.
Similarly to the temporary floor I added, you can tell that the finished wall is temporary and not the same quality as a real installation would be, but I'm still really happy with the results and so glad I decided to try it.
I ordered these bricks on Amazon. They weren't my first choice because they look pretty cheap, in my opinion, but they also are pretty cheap and I'm still on a struggling-20-something budget. These faux bricks were my first choice, so if you have the budget, you should get these just for me :) The cheaper ones that I ordered still did the job and honestly looked better in real life than I expected.
The first step was creating the painter's tape grid. It doesn't need to be straight or measured or anything, the idea is just that you cover a good amount of the wall surface with tape. In hindsight, I wish I had made the grid a bit tighter to put more tape on the wall. I thought it would be no problem to add in pieces of tape here and there at the end for anywhere that needed some, but actually, the strength of the tape is in the length -- so the tiny pieces of painter's tape that I added at the end for the few missed bricks didn't end up holding and peeled right off with the pull of the brick. Since you can't really fix your tape mistakes after the fact (unless you want to redo a lot of work), make sure to use long pieces of tape, and cover as much of the wall as possible. You'll have to stick down all of the corners if you want it too look great, not just the center of the panel. If you're just using wallpaper, not a thicker material like the foam bricks, then you'll probably have more flexibility in this area.
Side note: most foam bricks actually come with an adhesive on the back, so they're made to work as peel-and-stick panels, but I left the paper backing on so that I could control where they stuck and make sure it was only onto the tape, not the wall. I used double sided adhesive squares on the backs of the panels (similar to these, and I cut each square into about 9 pieces to make smaller squares).
Challenge #2: Since the bricks come in rectangular panels (I used about 20 panels), if I had put them on the wall directly you would be able to see the seams where each panel started and ended (hmph), and I wanted it to look as real as possible, with no visible seams. A lot of people online suggested cutting out every other brick so that each panel would interlock. Before seeing the panels in person, I worried that that would be pretty difficult, but they're super lightweight -- like paper on top of a thin, squishy foam, so they were very easy to cut with just everyday scissors. It was a bit tedious but not hard, and totally worth it.
The last challenge was cutting the panels around outlets, a window and the uneven ceiling. Fun fact: most ceilings aren't perfectly straight (lots of people warned me about this), so I had to cut individual tiny pieces out to stick along the very top of the wall to align with wherever the ceiling was at that point. Since scissors were working great to easily cut the brick, none of this was very difficult, just something to think through ahead of time.
I miscalculated at one point and thought for a few minutes that I hadn't ordered enough brick (I had!), so I started working in a more random order so that if I ran out before I had covered the wall, the uncovered part would be right behind my bed where you couldn't see it. It was kind of a smart idea, but it turns out I had plenty of brick (not sure what happened there), and doing it that way threw off my alignment a little bit (because of the uneven ceiling). I would recommend starting by completing the entire bottom row and then working your way up to the ceiling to make sure everything lines up. Then any odd lines can just be cut off the top. I ended up having to cut a few bricks in the middle to line up since I worked from the bottom up and the top down simultaneously.
It's been a few weeks since we added the bricks and I am in love! Like I mentioned earlier, a few bricks did not stay stuck down where I tried to add the tape afterwards (this could be fixed -- I would just have to take some of the panels down and add longer pieces/redo some of it), but it doesn't look too bad as is, and every part that I did "correctly" has stayed "stuck" perfectly! It completely changes the room and looks more real than I expected. I've heard of people painting the panels with a distressed look to make them look even more realistic.
I tried hanging a picture frame on the wall the other day to see how that would go -- it worked really well... you just need to either use a longer pin/nail/tack so that it goes all the way into the actual wall, not just through into the foam, or make sure to pin into the seams between bricks where its just paper thin.
I would highly recommend this method! I want to try it next in our kitchen with a fun backsplash look and eventually with wallpaper around other parts of the house.
ps I added the DIY headboard in soon after finishing the wall... post on that coming soon!
I'm starting to include this section in every post for those who (like past Julie) don't do projects just because they're afraid of "tools" and hardware stores, but for this project, you really don't even need to go to a hardware store at all.
1. You need foam brick panels (very common -- lots of options out there!), painter's tape, double sided adhesive and scissors. That's it!
2. Remember that if you cut out every other brick so that the panels interlock, they will cover less space than they cover as is. Make sure to order a little extra to make up for that! | https://julietecson.com/blog/2018/8/16/temporary-brick-wall-or-wallpaper-for-renters |
a significant in physics, minors in math, chemistry, and training in 1970.
After instructing highschool two years and group faculty math for 3
extra, Quentin moved into skilled photo voltaic adobe building in 1976
because the Undertaking Supervisor and Teacher for the Sundwellings Demonstration
Undertaking at Ghost Ranch, Abiquiu, NM. He turned a licensed normal contractor
within the State of New Mexico in 1982. He has been constructing properties and instructing
seminars and workshops ever since. Within the fall of 1995 he established
and taught the full-time Adobe Building Program at Northern New Mexico
Neighborhood Faculty. His web site, quentinwilson.com, lists the course schedule and plenty of different sources associated to working with adobe.
Q: What have you learnt about baked or fired adobe brick?
A: Baked or fired adobe brick is present in a number of elements of the world. I’m solely accustomed to that from Northern Mexico which is imported primarily into Southern Arizona and New Mexico. It is usually referred to as “quemado” and is talked about within the NM adobe addenda to the constructing code. It plinks whenever you strike it, it isn’t broken by water however it’s porous in order that if it rains, soaks in, and freezes it spalls or bursts fully. Largely it’s seen as a coping on high of backyard partitions or typically on the parapet partitions of properties. Typically there’s accelerated water erosion on the pure adobe brick course just under the quemado. That known as coving.
Tons of power is required to fireside the bricks. The Mexican approach is to stack the adobes to be fired after which construct a mortarless vault of adobe over them. A flatbed truckload of firewood is ignited at one finish and a easy chimney on the different finish will get the fireplace roaring by the adobes for maybe three days. After cooling the adobes are shipped north. The adobes which fashioned the vault are then stacked to be the fired adobes within the subsequent cycle.
An attention-grabbing statement of this course of is that the outer layer of vaulted adobes by no means vitrify greater than the inside quarter-inch if even that. It’s only the inside stack that vitrifies. Nader Kahlili has a guide on fired homes, however I believe that the Mexican expertise reveals that it might be almost unattainable to try this.
Meantime, the Mexicans need to maintain going farther from their villages to seek out adequate firewood for the method. The hills grow to be denuded as was the case in Rome. So most people do not construct the complete dwelling of quemados, simply the outside partitions or maybe the above talked about wall copings.
Add to that the truth that vitrification modifications the character of the adobe bricks capability to transmit warmth. It hurries up the thermal diffusivity. That is too unhealthy since it’s the sluggishness of adobe that makes it stand out above all different masonry supplies as a storage medium for warmth particularly within the passive photo voltaic dwelling.
Q: Is there any particular remedy or chemical for use in making adobe? (or simply sand and clay after which fired?)
A: Sand and clay. Not fired. Simply baked within the solar. The biggest power enter is photo voltaic adopted by human metabolic power. How inexperienced are you able to get? Only a shovel and wheelbarrow, a bucket of water and a easy picket kind. With no wooden you possibly can kind adobe by hand as in Mali. With no wheelbarrow you possibly can transfer earth in baskets as did the Anasazi of the Southwest United States, with no shovel you need to use a pointed stick as many cultures do worldwide. With no bucket or no water one simply waits for it to rain after which makes the mud.
Q: My home design has a basement. Basis, stemwall with insulation, then dig basement, use soil for the adobe bricks. Thought it is perhaps simpler to buy bricks if worth is affordable.
A: Your thought of constructing adobes from the basement excavation is great. With slightly asking round, you would possibly discover somebody who will make adobes for $.25 to $.40. With a pile of unfastened dust, all that’s wanted is a wheelbarrow, shovel, water, and a kind to make 4 adobes at a time. As soon as individuals get the cling of it, two can produce about 500 adobes per day. The key is to not combine. If the excavated soil is the suitable mix of clay and sand (30% / 70%) water will be poured right into a small space of the pile and when it soaks in, simply shovel it into the wheelbarrow. That plus the motion of pouring the mud out of the barrow and into the shape is all the blending that’s wanted. If the soil wants sand or clay, let the excavator machine mix it dry.
Q: The place can I get ahold of a Cinva ram and for a way a lot?
A: They’re being constructed someplace in Africa. Price and placement unknown. We have a Cinva Ram right here at Northern Neighborhood Faculty in El Rito, NM. Come and check out it. It has satisfied various individuals to search for a completely different technique to make adobes. I personally suppose two guys with a unfastened pile of dust, a wheelbarrow, a 55-gallon drum of water and a kind that makes 4 adobes at a time can produce adobes quicker than a Cinva Ram. Most Cinvas make an adobe about 8 or 10 inches lengthy, 5 inches broad and 5 inches tall. Most codes require a wall not less than 10 inches broad so it takes lots of CR bricks to make a wall. Commonplace New Mexico adobes are 10x14x4.
Q: I’m a 14 12 months previous boy and I reside in a rural space. I wish to construct a small home for “self-sustained” dwelling. I made 16 bricks to begin off with they usually appear to be drying high-quality. Nonetheless I spent without end mixing them. I’m very comfortable to see your suggestion about “not mixing” that will save lots of work. My predominant query is that this: the place I’m we have now “quack grass” far and wide and it isn’t completely stage. Can I simply place my kind over the mowed grass and begin throwing it (the adobe) in, or do I would like a tarp to place it on? Thanks very a lot and my subsequent internet cease is the adobe message board which I began out to seek out!
A: You’re off on a beautiful enterprise. I used to be making fashions of adobe properties once I was 10 and 11. Someday round age 13 I began making full sized adobes within the again yard. My dad acquired mad when it killed the grass however after some time he mellowed when he realized that he didn’t need to mow it any longer! Most any kind of building is difficult work, and adobe in all probability tops the checklist. However the tougher you’re employed at it the extra it can imply to you if you end up achieved. Making the adobes is normally the toughest a part of adobe homebuilding. Attempt making your adobes proper on high of the quack grass. The primary time across the grass imbedded within the backside of the adobes would possibly make it laborious to carry the adobes or the underside is perhaps pulled off. Eventually, the grass will stop being an issue if it is one at first. The tarp will make the adobe carry up for positive however they may take longer to dry. A variety of moisture within the adobes is misplaced downward into the bottom. The wicking motion of the bottom is equal to the drying motion of solar and wind on the high.
You’re invited to affix our adobe dialogue and assist group. We’re at: <adobe-subscribeATyahoogroups.com>
Q: What are among the potential disadvantages of utilizing a compressed block machine to make adobes, and how would these blocks deal with a heat humid summer time like we have now right here in Wisconsin?
A: The blocks ought to do okay in your local weather. Like every wall materials, they have to be saved dry after manufacture, because the wall goes up, and for the lifetime of the wall. Because the blocks are made with excessive compression, typically after they get moist, they “blossom” or develop as unresolved inner forces realign themselves. Maintain them dry and you’ll do high-quality. One purpose that only a slurry is used as an alternative of thick mortar is that there can be sufficient moisture in common mortar to trigger blossoming due to the uptake of the moisture into the blocks. Some blocks have grooves they usually go collectively with none mortar in any respect.
C: One thing optimistic may be stated about CEBs like how they supply the identical advantages as adobe. CEBs additionally enable individuals in wetter climates to provide blocks, and plenty of them, as a result of the blocks would not have to dry (Which works effectively within the SW however not as effectively right here). Like every constructing materials, CEBs have to be protected from moisture, nevertheless, they are often stabilized with portland or lime. I have had no downside laying CEBs in mortar or a slurry. The one time I have seen the “blossoming” impact is when the blocks have been drenched or submerged in water. So, whenever you say moisture I believe it is very important be particular as to moisture as vapor (humidity) or moisture as liquid (rain, snow, damaged pipe, and so on.)
Q: The place do you discover particulars about making bricks, you stated 2 individuals with a 4 brick mildew might make 500 bricks a day. Can you’re taking the mildew away as quickly because the mud is put in and leveled?
A: You simply need to idiot round with the quantity of water in your brick combine to get it stiff sufficient to face up when the mildew is pulled. And simply plastic sufficient to work it into the mildew with out an excessive amount of bother. Make investments an hour or two in playing around and you’ll have the suitable mix for your soil. Additionally if there’s an excessive amount of clay, the bricks crack. You’ll be able to experiment with including sand, small gravel, and a few straw to maintain it from cracking.
Q: I’m searching for a supply in central Texas (or wherever fairly shut) for stabilized adobes. I helped a relative construct a small adobe home in Alpine, and noticed his personal 2000+ sq ft home close to Marathon, and an adobe house is the one means for me to go. I do not suppose I am going to ever get the mix of time, supplies, and climate required to construct my very own blocks like my relative did, so a supply is desperately wished!
A: (Neal) Garten Gerdes in Burnet has gear (lay down machines et al) however has by no means produced commercially. The adobe he has made and used on his property may be very good and makes use of the “fines” from the processing of limestone for street base (additionally bought and used as agricultural lime). His combine (roughly 70% fines, 30% caliche and three% AE for stabilization) may be very much like that used on the Adobe Patch in La Luz, NM again within the 70s. It makes a really good block. The fabric is available since there are rock crushing crops all alongside IH35 by central Texas. If you wish to do it the previous style means, I am going to enable you construct some varieties and get a mixture put collectively. I additionally know of a kind system referred to as the Mould-Grasp right here in Austin that is perhaps accessible that may be an various to common ladder varieties. Not essentially higher, simply completely different. Should you solely want 2-3k adobes, you could possibly in all probability knock it out in a summer time of weekends or rent some labor to get it achieved quicker. Having a flat house to put the adobes out and remedy them is a necessity too.
Q: On the lookout for a brand new or used Lever-action block press for making soil cement blocks. No luck as of but, any recommendation is appreciated.
A: We’ve a really previous CinvaRam right here on the El Rito Campus of Northern New Mexico Faculty in case you wish to experiment with one before you purchase. A quantity of us will not be satisfied that the press speeds issues up particularly if the soil must be blended to work.
Here’s a supply for CINVA Ram Plans in Thailand
http://kthaicon.com/eblock.html
Q: I’m wondering when you can advise me concerning some bother I am having with my experimental adobes sticking to the molds when I attempt to pull them. Can I exploit any oil? I brushed the molds with used cooking oil however they nonetheless caught
after solely 20 minutes within the molds. Perhaps they want totally soaking within the oil? Does utilizing cement imply that they swell and stick much more? If, when engaged on web site, wouldn’t it work if I dipped the molds in a drum of oil thereby totally soaking the molds, or would a lot oil have an effect on the adobes in any means?
A: My greatest guess is that the adobes have a excessive clay content material. 30% clay and 70% sand offers the strongest bricks however greater clay content material offers extra water resistance in a wall that’s not shielded from rain or different moisture sources. At these greater clay ranges the adobe bricks will normally crack except they have straw added to regulate it.
I didn’t idiot with oil because it was another factor to have on the work web site. My approach was to totally soak the picket kind in water earlier than the primary bricks. The mud must be stiff sufficient to have the ability to carry off the shape instantly. With a 55-gallon drum helpful or a bucket and rag it may be rapidly cleaned or moist. As soon as my system was going and there was a low sufficient clay content material so that the bricks didn’t stick, the shape appeared to remain moist sufficient because it took up moisture from every brick. Then I might solely clear it off if a bunch of mud caught in a nook.
The addition of cement will not make the bricks swell so far as I do know. Nonetheless, it would make the bricks a bit extra sticky. Later, once I had sufficient varieties to make 90 adobes per night, I made a a lot slurpier combine and let the adobe sit in a single day earlier than pulling the varieties. The varieties almost at all times got here clear sufficient in order that I didn’t have to wash them. Simply maintain playing around as every soil and blend has its personal persona. Eventually you’ll discover the mix that works in your soil.
Q: Are there any sources for brick or adobe making molds. We at present wish to manufacture about 5,000 Sf of bricks for our panorama space. Had learn in Mom Earth Information a couple of brick making machine made in Austin, Texas within the late 70’s referred to as the Mould-Grasp manufactured by Strategies Manufacturing which was a 3 wheeled mildew machine. Might make 300-500 bricks per hour! Something accessible comparable to that?
A: The Mould-Grasp was the brainchild of Howard Scoggins. It was nice however actually wanted a few gorillas to make it work. Now there are a lot of machines available on the market with engines and hydraulics to make compressed earth blocks. I favor the suncured made on the bottom bricks. There may be nothing available on the market proper now just like the Mould-Grasp that I know of. Two individuals with a unfastened pile of earth, a wheelbarrow, a supply of water and a wooden mildew that makes 4 bricks at a time, could make about 500 bricks per day. It is laborious work, however it may be achieved. Or at two hours a day, two individuals can prove about 100 bricks as soon as they get the cling of it and the rhythm.
Q : We are attempting to safe funding to get a CEB machine to Canada. We have to know if the CEB will stand up to a Canadian local weather (western Canada at this level) and what combination is within the block is the principle query we’re being requested.
A: The true query is can something, together with people, stand up to a Western Canadian local weather. We are down right here in sunny New Mexico the place it was a balmy damaging 12 Celsius at daybreak this morning. Human powered CEB machines are priced round $90US in elements of Africa. Engine powered hydraulic models made in the USA are a bit extra expensive. Greatest blocks might be round 30% clay and 70% sand. There are lots of variations together with silt and a little bit of natural matter that may be tolerated in a CEB. It’s only a matter of fooling round with maybe some lab work included to find out the most effective ratios. If you may get a block out of your soil with out having to switch it, then even when it doesn’t give the very best lab check scores for compressibility or modulus or rupture then it’s the greatest block. Any kind of wall materials in Canada must be shielded from moisture transferring up from the bottom, moisture penetrating by the outside wall overlaying and moisture coming down from the roof system. I’m assured that the Canadians have labored out these techniques very effectively. In any other case their wooden homes would mildew and decay, metal homes would rust and fired brick homes would spall aside.
Q: Firstly, my plan is to construct a small (10′ diameter dome) utilizing earth, with an earthbag stemwall full of pumice(on web site). The bricks are solid in a big kind after which reduce in trapezoids, with bricks getting smaller as I’m going greater.
A: I believe your thought of reducing the trapezoidal bricks is nice. We tried to make them in trapezoidal varieties and every kind locks an individual right into a slim vary of dome diameter. Reducing them makes extra sense and saves constructing a number of varieties. Finally we settled on rectangular bricks, 7x10x4, and put them along with trapezoidal mud mortar.
Q: My Jr. Excessive grandson selected to make a pyramid out of adobe for a faculty venture. The place can we buy clay to make adobe bricks. We reside in KY and have a lot of rocks however little if any clay.
A: I’m assuming that this can be a mannequin pyramid. Most craft shops that cater to ceramics hobbyists have clay. There should even be a number of clay suppliers that promote clay to skilled potters in Kentucky particularly the nearer you get to Berea. Some suppliers will roll it out right into a 1/4 or 3/8 sheet. That is excellent to chop into rectangles 1/2 by one-inch or 3/4 by 1-1/2 inch. These make excellent miniature adobes. They don’t have to be kiln fired. They are going to be robust sufficient air dried simply as most pottery is earlier than it is fired.
We’re delighted to have heard that an adobe home was found in Greensburg, KY this summer time. It’s on the property of a Presbyterian church there and hopefully has been saved. It was being torn down till the adobe discovery was made. Simply suppose, Kentucky has an adobe heritage!
Q I heard of a constructing methodology, however am undecided how a lot of it has been achieved. I used to be informed its an previous Spanish methodology. Anyway, I used to be informed the partitions have been constructed after which wooden stacked in opposition to them ..size sensible…then lit and they’d burn slowly for not less than 3 days or extra…the mason would watch the fireplace …ensuring it burned slowly…then when it was achieved it was like fired pottery…cerami …all of the partitions can be like ceramic pottery. Have you ever heard of this methodology and may you give me any extra details about it?
A: It is a new one for me. There’s a slim likelihood that the firing would vitrify the outside 1/4-inch of the wall however virtually definitely not more than that. Nadir Kahlili made himself well-known for his system of firing an adobe construction utilizing a particular kerosene nozzle to create lots of warmth for a very long time on the inside of the construction. I do not suppose any of the firings vitrified greater than a 1/4-inch. Some brilliant Californians did wrap a construction with the insulation used for a ceramic kiln they usually achieved extra vitrification however I haven’t got any particulars at hand. The price of kiln insulation is substantial and can be prohibitive for a single construction. There is perhaps a grand alternative for an itinerant insulationist who might journey the nation thermally wrapping constructions to be fired.
The system you describe not less than offers with the outside of a construction which is the place the rain hits is so it might be a greater method than Kahlili’s in my view. It could actually be good when you would give it a attempt to report again on the outcomes. Definitely nobody on this nation has achieved it or I might have sensed the vibrations from the trouble. I might warning in opposition to having any wooden or concrete within the construction. Wooden burns; concrete returns to powder. I might like to make contact together with your informant to get additional info.
Q: I’m planning to begin constructing with adobe in my nation, Panama. A buddy of mine and I are enthusiastic about opening a small enterprise. Nonetheless, we’re on the lookout for an adobe brick making machine. Is there any one particularly you possibly can suggest to us.
A: Essentially the most well-known of the adobe making machines is the human-powered CinvaRam developed in Colombia, I believe by an Engineer named Ramirez for the CINVA non-governmental company. I believe CINVA continues to be in existence. There was the United Nations Handbook of Soil Cement Building that helped USA Peace Corps volunteers use the machine. There are many diesel powered Compressed Earth Block machines now being manufactured in varied elements of the world, particularly within the USA. Maybe the most effective is at www.aectceb.com . The proprietor of the corporate, Lawrence Jetter may be very useful with info and has developed a pleasant handbook.
Meantime, simply get a pile of unfastened dust, an previous oil drum with water and a 20-liter bucket, a wheelbarrow, a shovel and a wooden kind that makes 4 adobes at a time. Attempt adobes which might be 20cm by 40cm by 8 or 10cm. The very best soil could have round 30% clay and 70percentsand however there’s normally some silt and natural materials in most soils and the combo doesn’t need to be precise. Too little clay makes bricks extra prone to rain injury and an excessive amount of clay makes them crack as they dry out in order that they don’t seem to be useable. Some CEB producers will inform you that their machines could make good bricks with a wider vary of soils than solar cured bricks. Typically that’s not true and press machines want a extra correct soil mix. Making adobe bricks and constructing adobe properties is labor intensive. That’s good. It supplies extra jobs. Brickmaking is profession of modest stature in villages worldwide, or not less than it was. I declare that the world is now getting into an period of equipment saving units: specifically people. Most of the world wants extra labor/jobs. A big adobe manufacturing machine can put 4 to 10 individuals out of labor.
Q: I’m a tenth grader and wish to do a science experiment on the power of adobe bricks with varied supplies added to the mud combine. Nonetheless, it’s the center of winter right here in VA, and solar drying the brick does not appear potential. Instead, I assumed I might make a 4’x8′ field of plywood and place both an encased plug in oil or a plug in register kind heater to dry out the adobe in my unfinished basement. The bricks will not be full dimension, however scaled down some. What’s your opinion or recommendations?
A: It’s encouraging to listen to of your curiosity in adobe bricks. Adobe brick properties have been inbuilt your space however not nice in quantity. A physician with the Division of Agriculture constructed an adobe dwelling in Washington, DC within the 1930’s. Hill High home at 1300 Rhode Island Avenue NE was constructed of rammed earth earlier than 1780 and would have been the oldest home within the DC space had it not been torn down in 1953. It’s thought to have served as Monroe’s short-term White Home in 1812 and as an embassy within the early 1900’s.
Your thought to construct a plywood field ought to work high-quality. I might counsel the plug-in oil kind of heater because it doesn’t get scorching sufficient to be a hearth hazard.
You would possibly be capable to proceed with out having to construct the field. It’s potential that bricks will dry out within the heated rooms upstairs. Commonplace bricks in New Mexico are 14″ x 10″ x 4″. They take about a week to dry in the New Mexico summer sun. If you made bricks that were 7″ x 5″ x 2″ they need to dry out sufficient in a heated room in order that in just a few days they’d be robust sufficient to rigorously flip up on edge. Then they may proceed to dry with heat air throughout them in order that they need to be laborious in a couple of week’s complete time. If not, by cautious negotiations together with your mom/father, they may very well be completed up with about half-hour baking in an oven at round 250 levels Fahrenheit. You would possibly select to make the bricks even smaller.
Bricks are thought of to be sufficiently dry at 4% moisture content material. Should you take one brick from a batch and weigh it, then put it within the oven for half an hour at 250 levels and weigh it once more, then again to oven for half-hour at 300 levels and weigh it a 3rd time. If there’s little change from the second to the third weight then you realize that you just
are close to zero moisture content material after which the loss in weight from the primary weighing to the third divided by the load of the third weighing offers you the share of preliminary moisture content material. In your local weather with its greater ambient humidity, adobe bricks will equilibrate considerably greater than 4% moisture content material. I haven’t got sufficient expertise to know however when you decide that, will probably be a contribution to the science of adobe bricks above and past what you uncover about how components modify power.
Reply: Thanks very a lot in your informaiton on adobe bricks because it was very helpful. I used your info on my science venture, and I acquired second place on the Piedmont Regional Science Honest!
Q: I’m within the eleventh Grade and at present enrolled in a category referred to as AP CAPSTONE, the place every
scholar has the chance to analysis a subject of their alternative. My research encompasses the efficacy of how Banana Compressed Earth blocks might probably rebuild slum villages within the Philippines.
A: I’m a robust proponent of the usage of adobe bricks that are sun-cured on the bottom however I’ve some curiosity and expertise with Compressed Earth Blocks. Including banana fibers in all probability is not going to damage CEB’s but it surely will entail an extra step: thorough mixing or mixing of the fibers into the earth to be compressed. Brazilians have tried shredded plastic procuring baggage and there’s a motion in the US proper now to make use of hemp fibers. Machines exist which might be mounted on trailers and with their highly effective diesel engines they will produce 5000 blocks per day – sufficient to construct a modest dwelling. So, CEB’s are right here and I would as effectively get used to them. Let’s have a look at what bananas can do.
I assume that you just reside within the Philippines. CEB’s require clay to stay collectively as a block. Some producers of CEB’s add cement to the combo and observe formulation within the United Nations E-book: “Soil Cement, It’s Use in Building.” Many islands within the Philippines have considerable clay that may be excellent for CEB’s Different islands, maybe similar to Palawan is perhaps dominantly sandy. I hate to see the usage of cement except it’s completely vital. Within the curiosity of decreasing the influence of building supplies on the planet, cement is likely one of the merchandise we would most like to cut back. | https://pkdownloader.com/ways-to-make-adobe-bricks/ |
make up my mind which one I preferred...
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More or less the standard sunset shot with the bulk of the image under exposed, resulting in completely silhouetted foreground and horizon.
This is a scene across the River Mekong as it winds through Ho Chi Minh City, the river is heavily industrialized and a rather muddy hue during the day, but manages to look quite enticing here.
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|just a minute or so after the sun has disappeared, with the aperture opened up to that suggested by the meter.|
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These two girls illuminated by the light from a grass fire caught my attention as I was walking back from watching the sunset. The exposure was a wild guess, but worked out about right.
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||This bright floral display was part of the Tet (Chinese New Year) decorations in Ho Chi Minh City and celebrates the year of the boar which started in February 2007, so far as the west is concerned. The whole street was closed and this stunning display was laid out for just a few days, complete with cemented in brick walls, a small river with a bridge and paths. Then it was all demolished and no sign of it remained just a couple of days later.|
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The famous old Hotel Continental, dating back to French Colonial occupation of Indochina, when a lot of the street names were French and the city was still known as Saigon. Actually it still gets referred to as Saigon by both the expat's who live there and by a deal of the locals, even the airport code remains as SGN.
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Scattered around the Vietnamese country, you often find clusters of brick kilns used to make the local distinctive bricks, seen in the foreground of this image. The bricks themselves are smooth without a frog and largely hollow, making them very light. The bricks appear to be fired rather like pottery, rather than 'burnt' as in English practice where in some cases the fuel is partially mixed in with the clay so that it burns during the process. Vietnamese brickwork on close inspection looks like a complete disaster, with bricks pushed in at seeming any conceivable angle with cement oozing out of the joints and left unfinished. This provides the rough key for the subsequent layers of plaster to go over, at which the Vietnamese are undoubtedly experts, as a perfectly flat and smooth surface results, concealing the bricks beneath. Most dwellings are single skinned as heat retention isn't exactly a problem.
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|Usually the brick kilns are a rather unsightly "Scotch Kiln" angular construction away from the road, but driving back from the Cao Dai temple I came across these rather more attractive Beehive examples. These do not appear to be of the downdraught type. There are bricks protruding from the dome to form a spiral stairway to the apex. The dome itself is very nicely made, being just one brick thick and is quite a technical achievement in it's own right. Owing to my lack of Vietnamese I wasn't able to find out from the owner how many firings a kiln could survive before needing to be rebuilt, even though they were very happy to show me around. Three chimneys are placed around the periphery to allow a good draw of air required to keep a high and even temperature inside the kiln. The bricks themselves appear to be made and dried off site prior to firing.|
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Inside the fuel sheds with the kiln mouths to the right. A variety of fuel is used, but amongst wood a large amount of ground coconut husk is used, this can be seen spilling out of the bays to the left. When being used the kiln entrance is physically bricked up, the firing takes two days then a further two days to cool down before the bricks can be removed and added to the store, the whole process can take a week
Inside an empty kiln about to be recharged, looking straight up into the dome and the apex vent.
|Zeiss Ikon, Contina I (d) (526/24-mod), 35mm Camera. Sample images - Cambodia|
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Sharing a border with Cambodia means getting from Vietnam to Angkor is a simple task. Angkor was the ancient capital of the Khmers but was abandoned after it was sacked by the Siamese over five centuries ago. The jungle rapidly encroached on the site and systematically demolished the ancient cities and they remained largely forgotten until the 1860s when they were discovered by the French. A huge project to clear and partially reconstruct many of the sites began. One of the most challenging is the Bauphon inside the city of Angkor Thom, this was entirely dismantled to reinforce the crumpling innards, the huge carved blocks were laid out in front of the site and carefully documented, this process was terminated at the end of the Vietnam War, when the US supported Cambodian Government collapsed following US withdrawal and Pol Pot and the 'Khmer Rouge' started their orgy of terror. All the records for the archeology were destroyed and all but a handful of the 1000 strong Khmer team were executed.
Now in happier times, a French sponsored team have started where they left off and the task of re-assembling the enormous jigsaw puzzle continues.
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One of the most romantic sites within the Angkor complex is Ta Prohm, seemingly left as it was found. it gives a wonderful impression of what it might have been like to stumble across it. In fact the site has been cleared significantly and some attempt is currently underway to make safe some of the more precarious structures, however it remains my favourite of all the sites, with it's towering fig trees grappling with the structures as if some absurdly huge candle has been allowed to drip wax over them.
Right is the inside of one of the corridors of the very similarly romantic Keah Preahn site. | http://licm.org.uk/livingImage/Zeiss_contina-results.html |
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Hi, @TheSoul903... That is probably his brick palette glyph. There are lots of bricks where you can custom make them. But if you delete the last one used with the eraser, it leaves your User Brick panel and you have to remake it to get it back. But when you dedicate a glyph to your bricks, you will always have it as long as you don't delete that glyph or the brick in it.
This also allows you to lay out bricks in a manner that makes sense to you. Everyone's brain works a bit differently. I don't mean to be critical, but I see ways to speed up the character making process by arranging the User Bricks panel in a manner that I am not searching for the exact brick I need, by arranging them in a manner that makes sense to me. But someone else might look at my arrangement and want to rearrange it for what is best for them. I'm not saying that's what's up, only that that is another reason to have an all brick glyph.
That said, sometimes that doesn't even work because of strange weirdness and whether or not the typography universe is smiling down on you today.
Please sign in to comment. | https://www.fontstruct.com/fontstructions/show/727528/straight_sans |
You can recycle old bricks to make new ones for your use. The general belief is that bricks are bad for the environment. But the fact is that the products made from old bricks, such as corrugated sheets, can be perfect for the environment. So, if you have old bricks, why not take them and make new ones. It’s a very economical way of recycling. All you need is a little creativity and some supplies like a hammer, a scraper, some nails, and whatever else you may need.
If you want to do something for your environment, there are other more practical uses for your old bricks. Most people know that bricks make grand staircases and great worktops. The advantages are many. For example, you can reuse a vast space for a stairwell. Plus, you can use bricks as a decorative base for a worktop. It will not take long to find ways to save money and use bricks for more than just climbing ladders.
1.Build Your Fire Pit
To build your fire pit, you will need several pieces of equipment. You will also need a sufficient amount of wood and firewood. One of the essential things you will need is a shovel. This is for digging in the ground so that you can build your fire pit. It is also a great tool to help you get the dirt from the ground. After you have gathered all the items and tools, you will then need to make sure you have the correct amount of wood to burn them.
Source/Tutorial: how
2.Easy Brick Succulent Planters
My Easy Brick Succulent Planters is very easy to make, and you don’t need a degree to learn how to make them. This planter has been highly successful at its job since I made it. If you have the time and patience, you can create one as well!
Source/Tutorial:thekindredstreet
2.Build Your Brick Waterfall
Have you ever wanted to build your waterfalls? Well, not everyone has the skills to make it at home, especially if you don’t have the tools and materials. But that doesn’t mean you can’t make one.
Source/Tutorial: fish pub
3.DIY Brick Garden Bench
If you are looking for some creative and unique ideas for your backyard, you may want to consider the DIY Brick Garden Bench. For those who don’t have a lot of space in their yard or even garage, this kind of bench is something you should consider investing in. After all, this type of chair is perfect for taking your guests out for a weekend picnic or even taking a walk around your back yard.
Source/Tutorial: Pinterest
4.Build a Bird Baths Old Brick
How to Build a Bird Baths Old Brick Baths For Dogs, Horses, Cats, and other animals is not a complicated task; in fact, it can be done in just a few minutes. The first thing you need to do is to plan the layout of the structure.
Source/Tutorial:robinsnestingplace
5.Old Bricks Into Colorful Yard Art
Old Bricks Into Colorful Yard Art? You bet you can, and it can be a lot of fun. You should remember that old materials that are not too hard to work with can still look very nice.
Source/Tutorial: Pinterest
6. Make Painted Brick Books
If you are a creative person, and especially if you are creative enough to make your walls and furniture, then you will love the fact that you can make Painted Brick Books. A book can be created from just any old brick, and you can use your creativity to bring about a whole new design. To get started, you will need some bricks. You can get old bricks, and they come in various shapes and sizes.
Source/Tutorial: human behavior blog
7.Build a Brick Tree Ring
To build a brick tree ring, you will need four trees (two to six feet tall) and some bricks or cement. You can use old window coverings (which are also great for houses or decks), old pallets, old timber (they look great), or old newspapers. Once you have your construction supplies, the last thing you will need is some creativity, patience, and a large area to work with.
Source/Tutorial:annesasylum
8. Make a Brick Raised Garden Bed
These easy steps will show you how to make a brick, raised garden bed for your backyard. You can save money and get the most of your space by getting a raised garden bed. Also, you can have a convenient garden area to work or play with all the flowers and trees in one place.
Source/Tutorial: snapguide
9.Create a Brick Walkway
Creating a brick walkway is one of the most fun and creative projects that you can do. You do not have to spend money on bricks; all you need is a plain old driveway, some gravel, and a power source for it to work. Here are some basic instructions to help you create a brick walkway.
Source/Tutorial: home design inspired
10.DIY Garden Markers Using Bricks
Do you know that you can turn your DIY garden into a work of art with the use of DIY garden markers using bricks? These are a great way to personalize your yard and get some creative energy into it. You can create your theme in your yard and also increase the size of it by using bricks, and in doing so, you will be able to make more space quickly. | https://diyanddiy.com/creative-uses-for-leftover-bricks-gardening-ideas-tips-tricks/ |
A woman has recently been left fighting for her life after she was hit by a pallet of bricks which fell from a crane.
According to reports, the pedestrian was walking by a building site in London this week when the incident occurred. Police and paramedics were called out at around 9:30am in response to the woman’s injuries. Bystanders were seen to be giving the woman first aid as she lay on the pavement surrounded by debris.
She was then rushed to hospital in critical condition and a second person was also taken to hospital too after sustaining minor injuries from the incident.
One witness described: “My friend who’s a bus driver and was driving a bus at the time it happened, said that some bricks had fallen on the woman.”
“Several people were trying to get to the lady and so were the construction workers.”
“It was a hectic scene at the time.”
A spokesperson for the Metropolitan Police stated: “Police in Tower Hamlets are dealing after a woman was injured by falling debris.”
“Officers were called at 9.38am.”
“A woman has apparently been struck by debris falling from a building site crane.”
“London Ambulance Service attended and the woman was taken to an east London hospital in a critical condition.”
“Her next of kin have been informed.”
Following the incident, the Health and Safety Executive are consequently conducting an investigation into the accident at the London site. The construction director for the company Higgins Homes, described: “Our primary thoughts and concerns are with the lady who has been injured and those affected today.”
“We are working with the Health and Safety Executive who are investigating the incident to determine the cause and will release more information as soon as it’s available.”
“Our priority at the moment is of course to make the area safe.”
But, this isn’t the first time this kind of accident has taken place recently. In fact, just last year a pedestrian died whilst walking past a site in London. This was after she was crushed by falling windows that weren’t securely fastened. Take a look at the full report here.
And that’s not all, with accidents like this and more reports of deaths on site, it begs the question, how safe is a construction site? Not only for workers, but for pedestrians too? In past research, it has been found that construction work is the most dangerous profession in the UK. But how much are passerby’s put at risk too?
What do you lot think of this? Do you think more should be done to make site’s safer for all involved? Let us know in the comments below. | https://onthetools.tv/woman-fighting-life-bricks-crane/ |
(PDF) Study on performance of lightweight concrete bricks ...(PDF) Study on performance of lightweight concrete bricks ...2019-10-15 · The study resulted in the 28-day strength of the CLC brick with a mass ratio of cement to sand 1:2 of 0.52 MPa, and the strength of the CLC brick with a mass ratio of cement to sand 2:3 was 0.68 MPa.
2019-5-11 · Thus, red bricks are not an environmentally friendly option. But, as years have passed by research has led to the innovation of more environmentally friendly construction materials like AAC blocks, CLC blocks, fly ash bricks, solid …clc bricks disadvantage - GharExpert Brick work is an important part of construction work done with the help of bricks and cement mortar. It is done with different quality of bricks with different ratios of cement mortar according to the requirement.
2018-1-11 · The fly ash, cement, and CLC bricks of mould23cm x 11cm x 8cm si ze with varying mix proportions of Fly ash, cement and clc foaming agent ratio and constant water to cement ratio of 0.45 were casted in the lab. A total of 40 bricks specimens were casted & tested in the laboratory. Mix proportion of foam brick Taking a mix proportion of 1:4Compression behavior of stack bonded CLC masonry2018-8-1 · 17 process of CLC has low carbon blueprint and uses fly ash as a major ingredient1. Production 18 of clay bricks involves use of agriculturally suitable soil as a raw material. Manufacture of a 19 hundred thousand bricks requires approximately fifty tons of firewood. Therefore, CLC can
2020-7-8 · Graph 3-Strength Density Ratio of CLC brick for 28 days V . CONCLUSIONS 1) According to our conclusion the compressive strength and density of foam concrete increases with the age. 2) Compressive strength of CLC brick is accrue maximum at 2% of foaming agent it gives better compressive strength compare to conventional bricks ...Clc block( light weight bricks)machine detail2020-6-3 · 6) clc bricks life span is more than other bricks Clc block size can make according to our requirements In India generally block can make Clc Size per cubic meter 4*8*24 – 83nos. clc blocks. 6*8*24 – 55nos.clc blocks. 9*8*24 – 50nos. clc blocks. If we take one clc block size a red brick comes around for each clc block 4*8*24 - 10.6 red bricks
2017-4-29 · Thinner walls in the case of CLC result in higher Carpet/Plinth area ratio (106% to 107%) in comparison to brick alternative. CLC produced at project site saves energy expended in baking bricks, as also energy spent in transporting bricks/ dense concrete blocks to site of work.Genfil Herbal Resin Based Foaming agent | CLC SYSTEM …GENFIL® (foam agent) improved high-yield herbal resin based foam agent in the construction industry for the manufacture of concrete and lightweight construction Diluted GENFIL® (foam agent) with water that applying in foam machine for getting foam. The foam mixing with cement and gypsum mortar that be obtained insulated lightweight structural elements.
2017-9-15 · Advantages of CLC Blocks CLC is lightweight, highly fire resistant, has excellent thermal insulation value, is decay and rot proof, has good sound reduction properties and is cost effective. CLC performs well in seismic situations and high wind areas. Building with CLC can reduce the quantity of materials used and labor needed to build a building.CLC Foaming Agent - Cellular Lightweight Concrete …CLC FOAMING AGENT (PROFO) Protein based foaming agent (PROFO) is a foam-forming agent based on highly-active, foam-forming proteins. Proteins are polymers existing in a natural state, which, as a rule, are composed of different …
2022-2-14 · Light in Weight: The density of CLC blocks vary from 600 to 800 Kg/cum. This is almost three times less than the traditional clay bricks or flyash brciks. Reduced Construction Cost: The overall dead load of structure is decreased when CLC blocks are used in construction. By optimizing the design accordingly house owners can save money on major construction …Comparative analysis on aac, clc and flyash concrete blocks2021-8-10 · globally to make blocks, bricks, CLC concrete etc where the high density is needed and it requires less energy for formation as compared to other foaming agents Fig.2 CLC block 2.3. Fly ash concrete: - Fly ash brick or concrete have great economical and environmental advantages and it may also makes a concrete sustainable.
The new concept for making wall has been developed that is Cellular Lightweight Concrete (CLC) Bricks. It is a light weight, water resistant, fire- proof, sound proof and environment friendly. The main feature of this bricks is light in weight. Cellular Lightweight Concrete bricks are made of fly ash, cement, and foaming agent ncrete Blocks and Pavers Mix Design and Manufacturing2008-2-10 · The main drawback with clay bricks is consumption of top soil layer for their manufacturing. (As we know formation of soil involves lengthy geological process ... The water cement ratio for precast blocks is very low from 0.32 to 0.28 Testing of Blocks ... (CLC) 1. Autoclaved aerated concrete blocks 2.
2021-10-28 · Cellular Lightweight Concrete Bricks (CLC Bricks) - Project Report - Manufacturing Process - Cost - Investment Required. Report includes feasibility report, profitability analysis, raw materials, break even points, formulations and formula and much more.Preoject Report CLC Plant2020-1-17 · Foaming agent used in CLC bricks production. Protein foaming agent (non-veg) 85gm to 95gm per liter (density) can use for CLC bricks. Protein foaming agent (veg) can be used for roof insulations. Cement grade use in CLC light weight bricks manufacturing. 53 grade ordinary Portland cement (OPC) is used for manufacturing CLC bricks. | https://teamsandmore.nl/30205_06_2020.html |
David Penfold is a driven man: he has to cut Sainsbury’s waste to as close to zero as possible. And given the amount of activity that the store engages in, he needs good ideas and even better suppliers.
By day, David Penfold is a 43-year-old director of Sainsbury’s supermarkets. But when his super senses detect a way to cut waste, he finds an excuse to dive into a store cupboard, where he changes into … Captain Carbon. Actually, he doesn’t. The nickname was given to him by his colleagues in recognition of Penfold’s untiring efforts to recycle what’s left over from the retailer’s store construction operations, and, once they’re built, from the stores themselves.Unlike many owners of nicknames, Penfold likes his. “Lots of companies have someone on the team doing a job like mine, but I’d like to think I’m the only Captain Carbon. Every time I get spoken to here I’m referred to by the nickname because my mind is constantly whirring with thoughts about biomass burners, zero-energy targets and how to reuse bricks or plastic or soil. It drives my wife mad!” What’s more, as he points out himself, it beats being associated with Dangermouse’s rodent sidekick.
From trolley-pusher to director
Penfold doesn’t have a single qualification - a fact he is quite proud of. He began his career in retail by pushing trolleys around the car park in Croydon Safeway: “I used to bunk off school to earn money being a trolley-pusher because I was saving up to buy a Sinclair ZX80 - one of the original PCs invented way back yonder. What I realised was that I actually really enjoyed the job. I worked my way up to the tills, then I managed the tills before becoming meat manager, deli manger and then wines and spirits manager. In 1987 Safeway was bought by Argyll Foods, which owned the Presto chain. I went around the country converting them all to Safeways. I then ended up at head office managing space and designing stores. When Morrisons bought Safeway in 2006 I ran the conversion programme. I planned to take a year off after that and go travelling, but I only lasted three months before I was itching to get back to work. Then I was phoned up by Sainsbury’s and I joined in May 2007.”
Penfold’s official job title is head of sustainability and innovation, and he is quick to clarify that he is not “any sort of tree hugger”. His ideas and strategies are intended to save Sainsbury’s money. Sainsbury’s also has a commitment to be a zero-carbon business by 2020 and Penfold believes that recycling and reusing waste materials efficiently will increase the group’s chances of hitting the target. For this reason, waste management is top of his agenda, particularly on the construction side of the business. He plans to develop ways to reuse soil and other building materials such as bricks and rubble, which combined make up about 90% of the retailer’s construction waste. In 2008/09, 64% of store waste was diverted from landfill. In 2009/10, this increased to 78%, but Penfold wants to make it 100%. “Everything that gets sent off in a skip has a value to it,” he says. “As far as I’m concerned, it can all be reprocessed and resold. So it’s just about working out how we get value for Sainsbury’s from it rather than paying for it to be taken away.”
Captain Carbon’s plan
What is interesting, and unusual, about Penfold’s approach to waste is that he sees it with a retailer’s eye. Waste, for him, is just another commodity: someone, somewhere will want to buy it. The starting point for Penfold’s soil exchange idea was the successful recycling of 11,500m3 of earth from one Sainsbury’s site in Staffordshire to another 10 miles away. The soil was carted by Vinci from a site in Biddulph, where the ground needed levelling, to a site in Newcastle-under-Lyme, where it was needed to raise one side of the development area before construction could begin. This operation was the first time Sainsbury’s had moved construction waste from one site to another, rather than sending it away to landfill.
My mind is constantly whirring with thoughts about biomass burners, zero-energy targets and how to reuse bricks or plastic or soil. It drives my wife mad
As a retailer, and therefore a logistics expert, Penfold wants to spend as little money as possible on storing and transporting waste. So, the best way to follow up the Staffordshire experiment is to set up a national soil and building materials exchange system, which would obviate the need to transport the stuff over long distances. “My idea is that a company is set up to offer a soil exchange service. I don’t think there is one out there yet. It would work so that if you deposited a load of soil at a depot in the South-west, but you needed some soil for something in Scotland, then there would be a Scotland branch where you could withdraw the same amount as you deposited. There would be collection and drop off points all around the UK to make this work. It makes so much more sense than transporting soil up and down the country.
“Lots of soil is needed for road building for example, and if other people need it and we don’t, why can’t we do a swap? We have got to find a different way of using soil rather than send to landfill.”
Recycling to elimination
Penfold’s other main push is to “design out” waste. “What I might do over the next couple of years is adapt our target so it’s not about how much is recycled but the volume generated in the first place,” he says. “Our contractors are expected to recycle 90% of materials but I want to make sure they start to think along the lines of generating less in the first place.” As an example he points to buildings that can be disassembled and reused, rather than knocked down and sorted. “At the moment I’m trying to see if I can build a building out of reused steel,” he says. “The idea is to take one building down carefully, keeping all the steel intact before using it straight away to build another structure rather than putting it back into the melting pot to make new steel.”
Supermarkets have run into a lot of criticism over the past few years for the amount of packaging they enclose their produce with; there’s not much sign of improvement there, but at least the stores are doing what they can to reuse their own operational waste. Plastic is being melted for fencing and bollards, and food waste is sent to digestion plants. The gases given off as the food is “digested” are then used to generate electricity. | https://www.building.co.uk/news/david-penfold-on-sainsburys-waste-strategy/5006155.article |
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The basic materials needed to build a clay oven are clay and bricks or rocks. Materials to build a form will also be needed, and a form made by mixing sand and water is commonly used. Before starting construction on the platform or base, one must decide on the size of the clay oven. The size will be determined by the type of food that will be baked in the oven.
After deciding on the location of the clay oven, the next step will be to build a base or a platform for it. The platform can be made out of wood, rocks, or bricks. If a wooden platform is built, it must be topped with a fireproof barrier constructed of bricks or rocks thick enough to absorb the heat from the oven without damaging the wood underneath.
When the fireproof barrier is in place, it is time to build the form. Mixing sand with water and forming it into a domed shape is an inexpensive and easy way to make a form. Just enough water should be used to make the sand hold its shape. If the sand dries out before the shape is formed, more water can be added.
Once the sand form is completed, it is time to add the clay. It needs to be applied carefully so that no pressure is put on the sand form that might cause its shape to change. The clay needs to be the same thickness all the way around. After this step in complete, the clay should be allowed to dry just long enough to be firm, and then the oven door can be cut out.
When cutting out the door, it is critical that the door be 63% of the oven’s height. A taller door will cause the oven to lose heat, while a shorter door won’t allow the smoke to escape. Once the door has been cut out, the sand can be removed.
The clay oven must be left to dry completely before use. It is common for cracking to occur, which can be repaired by adding more clay to fill the cracks. Since a clay oven can be damaged by the elements, some kind of cover should be constructed above it.
Building a clay oven doesn't have to be an expensive project. Materials needed to construct an outdoor oven can often be salvaged from other projects or donated by friends. A local freecycle group can also be a good source for supplies.
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Heavanet
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@talentryto- All you really need are some basic bricks, especially if you aren't planning to build the clay oven in a permanent location.
When you choose your bricks, you should only need 10 to 12 for a small basic oven. Stack them and place them in a semi-circle, and you will be ready to cook over an open fire.
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Talentryto
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Does anyone have some tips for building a quick clay oven for use as a campfire? I have some camping trips coming up, and I love cooking in the outdoors.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK! | https://www.wisegeek.com/how-do-i-build-a-clay-oven.htm |
An East Anglian site labourer has been hailed as an Unsung Hero at a national awards ceremony.
John Bunn, known as ‘Monty’, received the accolade in The Bricks construction industry awards for his dedication to Persimmon Homes customers across Norfolk and Suffolk.
Monty joined us as a ground worker on the region’s first ever development, at Rosedale Gardens in Lowestoft in the 1970s.
Andrew Fuller, managing director at Persimmon Homes Anglia said: “Monty is probably the hardest worker we have and, at 70 years of age, he still works just as hard as the day he first started with us.
It is not unusual for Monty to be on site at 5am the morning of a handover or final inspection to ensure that everything is correct for the customer and he will tell you straight - no matter who you are - if he doesn’t believe that what you are doing is good enough or right for the company.
He whole heartedly deserves this award. His hard working attitude and determination as a site labourer to get the job done is phenomenal and he is an absolute asset to Persimmon Homes.”
The Bricks awards recognise and reward the hard work of registered developers and contractors who stand out from the crowd in delivering high quality construction and design.
The ‘Unsung Hero’ trophy is designed to reward the efforts of those who go above and beyond, but are all-too-often overlooked. The award applauds those employees who have worked long and hard to ensure deadlines are met, made sure everything runs smoothly and that the customers are satisfied. | https://www.persimmonhomes.com/news/unsung-hero-award-scooped-by-loyal-hard-worker |
Yi Hwang (Toegye), A Korean Confucian Way of Life and Thought: The Chasongnok (Record of Self-Reflection).
Translated by Edward Y. J. Chung. Honolulu: University of Hawaii Press, 2016.
Yi Hwang (1501–1570)—best known by his literary name, T’oegye—is one of the most eminent thinkers in the history of East Asian philosophy and religion. His Chasŏngnok(Record of self-reflection) is a superb Korean Neo-Confucian text: an eloquent collection of twenty-two scholarly letters and four essays written to his close disciples and junior colleagues. These were carefully selected by T’oegye himself after self-reflecting (chasŏng) on his practice of personal cultivation. The Chasŏngnok continuously guided T’oegye and inspired others on the true Confucian way (including leading Neo-Confucians in Tokugawa Japan) while it criticized Buddhism and Daoism. Its philosophical merit rivals T’oegye’s monumental Sŏnghak sipto (Ten diagrams on sage learning) and “Four-Seven Debate Letters”; however, as a testament of T’oegye’s character, scholarship, and teaching, the Chasŏngnok is of greater interest. The work engages with his holistic knowledge and experience of self-cultivation by articulating textual and historical material on various key doctrines and ideas. It is an inspiring practical guide that reveals the depth of T’oegye’s learning and spirituality.
The present volume offers a fully annotated translation of the Chasŏngnok. Following a groundbreaking discussion of T’oegye’s life and ideas according to the Chasŏngnok and his other major writings, it presents the core of his thought in six interrelated sections: “Philosophy of Principle,” “Human Nature and Emotions,” “Against Buddhism and Daoism,” “True Learning,” “Self-Cultivation,” and “Reverence and Spiritual Cultivation.” The bibliography offers a current catalogue of primary sources and modern works in Korean, Chinese, Japanese, and English. As the first comprehensive study of the Chasŏngnok, this book is a welcome addition to current literature on Korean classics and East Asian philosophy and religion. By presenting T’oegye’s thought-provoking contributions, it sheds new light on the vitality of Confucian wisdom, thereby affording scholars and students with an excellent primary source for East Asian studies in general and Confucian studies in particular. | https://warpweftandway.com/korean-confucian-thought/?mobile_switch=mobile |
Four year course: no subject requirements.
At Homerton
Like the students from all other Colleges, Homerton Classicists attend their lectures and classes in the Classics Faculty which is located on the Sidgwick site. At Homerton you will be taught by the Director of Studies in Classics, Dr Myrto Hatzimichali, who is a Fellow of the College and supervises all Homerton classicists for their language work (either Greek or Latin) and for the optional subject of Ancient Philosophy, which is her area of specialization. Supervisions in the other subjects are undertaken by different specialists in the relevant fields, from many different Colleges.
There are about fifteen Classics undergraduates at Homerton (about four in each year on average), which makes for a lively and vibrant community! There is an undergraduate subject representative who acts as a first port of call for any problems or questions and is also in charge of organising social events, especially at the beginning of the year to welcome new students.
Classics is the study of ancient Greece and Rome, and at Cambridge we study all the different aspects of these great ancient cultures, namely their literature, philosophy, history, art and material culture, as well as their languages. The course is dynamic, vibrant, highly enjoyable, as well as challenging, as it asks students to think seriously about their own conceptions of democracy, law, beauty and justice, all of which have their roots in the ancient world. This type of intense study greatly enhances the career prospects of Classics graduates, making a degree in Classics from the University of Cambridge highly desirable for employers.
At Cambridge, you will be taught by world-renowned experts in all the fields of classics. Lectures take place centrally in the Faculty building where the Museum of Classical Archaeology is also located, and the Faculty of Classics also runs intensive language courses for those who come without Greek and/or Latin.
You do not need to have learnt the classical languages at school in order to study Classics at Cambridge: the four-year course is designed for those who have done neither Latin nor Greek before (this includes a preliminary year spent focusing intensively on Latin), whereas the three-year course is for those who have done one (usually Latin) or both languages up to A-level or equivalent. After the first year of the four-year course, both courses effectively ‘merge’ into one, and offer students the opportunity to choose from a range of subjects including ancient history, ancient philosophy, art and archaeology, linguistics, and modern responses to classical antiquity. There are many opportunities to travel for study trips or archaeological digs.
More information can be found here.
We are looking for students who have the academic ability and potential to succeed on the course, as well as the necessary interest in and motivation for the subject.
In order to explore Classics in more detail we would recommend the introductory resources and reading for prospective applicants and offer holders listed under 'Resources' here and on this website
Those applying with A-level Latin and/or Greek will be applying for the three-year course (which includes intensive classes for Latin or Greek if not studied to A-level), while those who have not had the opportunity to study the classical languages are encouraged to apply for the special four-year course.
Whatever your background, it is your capacity for academic study that will determine the outcome of your application; you will have an equal chance of success whether you apply to study for three years or four. Homerton already has a strong tradition of supporting the four-year course, and will continue to do so.
Admission Assessment: All applicants for Classics are required to take an assessment, if shortlisted for interview: candidates who have passed, or are taking, A-level Latin or the equivalent will be expected to take a single assessment, consisting of a one hour unseen translation. The Greek translation test will be sat only by those who do not have Latin A-level or equivalent, and do have Greek. If you are applying for the four-year course, you will have a separate assessment interview. Details and examples of all these can be found here. Applicants do not need to register for these tests themselves and will receive further information if they are invited to interview.
Written Work: Submit one or two recently marked essays, from Latin and/or Greek if you are taking either subject at A Level, or from one of the following subjects if not: Classical Civilisation, History or Literature (English Literature or literature pertaining to a modern language A level, e.g. French or German).
After completing their degree, our students have gone on to a number of very different careers, including teaching, law, consulting, working in museums or at auction houses, as well as further study up to PhD level. | https://homerton.cam.ac.uk/study-here/undergraduate-study/subjects/classics |
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Koryŏ Taejanggyŏng 고려대장경
Harvard-Yenching CD-ROM (K)-0004 Harvard-Yenching CD-ROM (K)-0006 This work is available a Harvard-Yenching Library in CD-Rom editions; please request at the circulation desk by call number. In-library use.
Koryŏ Taejanggyŏng Research Institute (고려대장경연구소-지식베이스)
This site offers more convenient access to "Koryŏ Taejanggyŏng" in digital texts.The texts are fully searchable.
The Complete Collection of the Korean Study of Confucian Classics 한국경학자료시스템
An extensive database of the texts of the Korean studies of Confucian classics. The full collection in 145 volumes — Taehak, Chungyong, Nonŏ , Maengja, Sŏgyŏng, Sigyŏng, Igyŏng, Yegi, Ch'unch'u, and annotations by Korean Confucian scholars — have been compiled by the Institute of Eastern Studies at Sungkyunkwan University. The texts are fully searchable, and author and book title indexes are available.
Comprehensive Information on Confucian Culture 유교문화종합정보
These databases of Korean Confucian culture developed by the Korean Studies Advancement Center (한국국학진흥원) provide the collective works of Yŏngnam Sarimpa (영남사림문집), the Tosan Sŏwŏn Classics (도산서원 고문서), and the Stylist Classics (명문과 고문서) in full-text along with annotations. Text is searchable by title, author, source, and keyword. More than 1200 articles of old Korean documents, books, and paintings are also included in multimedia format.
Resources for East Asian Language and Thought
A variety of tools for the study of Korean philosophy, as well as East Asian thought more broadly. Compiled by Charles Muller, a professor at Toyo Gakuen University. Includes annotated translations into English of several texts, including the exchange between the Neo-Confucianist scholar Jeong Dojeon and the Buddhist monk Gihwa (Pulssi Chappyǒn 佛氏雜辨 and Hyǒnjǒngnon顯正論) and an annotated edition of Weonhyo's Ijangŭi (二障義 Doctrine of the Two Hindrances).
Kiho Yuhak Ko Munhŏn System기호유학 고문헌 통합정보시스템
The database contains digitized collection of old books and documents related to Kiho Yuhak 기호유학(畿湖儒學), the Korean Confucianism developed mainly in the Ch’ungch’ŏng-do and Kyŏnggi-do areas. It was created and maintained by the Chungnam National University Library. It offers digital images, full-text, bibliographic information and annotations. It is available to search and browse the collection by classification made by Changsŏgak.
Archives of Buddhist Culture 동국대학교 불교기록문화유산 아카이브
Archives of Buddhist Culture created by Academy of Buddhist Studies at Dongguk University provide digitized collections of 통합대장경, 한국불교전서, 신집성문헌 and 변상도 available either in full-texts or digital images. This database contains translation of the collections and also detailed bibliographic information. Keyword searching and browsing by title, author, subject, volume number and holding location are offered.
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The program in Medieval and Early Modern Studies is designed to encourage broad understanding of the history of one or more of the major Eurasian religious traditions from their formative periods (in the first millennium C.E.) through the nineteenth century and mastery of a specific area of specialization within that range. The field’s scholarly focus is the relationship between religious traditions and their cultural settings, the study of which is multidisciplinary and can only be undertaken responsibly in concert with colleagues and students from other University departments (including Art and Architectural History, Anthropology, Asian Studies, English, Classics, History, Philosophy, Romance Languages, German, and Comparative Literature).
Coursework
Students are required to complete the gateway course in the field (a seminar in methods and topics in medieval and early modern religions) early in their time in the program.
Languages
Competence in two modern research languages and one classical language (e.g., Latin, Hebrew or literary Chinese) is required of all doctoral students in the field. The modern research languages are commonly French and German, though other research languages may be substituted with the approval of the faculty in the field and the student’s advisor if appropriate for the student’s specific area of research. Candidates for the degree may be required to acquire reading knowledge of other languages relevant to their doctoral research.
Doctoral Examinations
Doctoral candidates will be required to pass four written examinations subsequent to the completion of course work.
The first two exams cover intellectual and institutional developments in one of three periods: (1) the formative through the early medieval period; (2) the medieval period; or (3) the early modern period. Candidates will be tested for comprehensive knowledge of the period most directly related to their areas of special interest and for their familiarity with primary sources and interpretive studies.
The third exam permits students to track their area, theme, or topic of special interest through other periods in the history of the religion(s) of primary research interest.
The fourth exam may supplement the third exam or enable the students to track their area, theme, or topic of special interest in the history of other Eurasian religions. The special interests of recent students include such topics as rituals of dedication, penance, ascetic discipline, authority and polity, religion and drama, and hagiography.
Upon completing the written examinations, candidates will be given a final oral examination on the results of their work and plans for dissertation research. | https://religion.unc.edu/graduate/about-the-phd-program/medieval-and-early-modern-studies |
Chattisgarh Judicial Services
- Phase 1 - Prelims examination is of objective type.
- Phase 2 - Mains exam is of written type.
- Phase 3 – Interview
Negative marking of 0.25 will be deducted in the prelims examination.
PHASE 1 – PRELIMINARY EXAMINATION
You will face the preliminary exam first which is an objective test of 100 Marks.The question will be based on following subjects:
- Indian Penal Code
- Code of Civil Procedure
- Criminal Procedure Code
- Indian Evidence Act
- Constitution of India
- Transfer of Property Act
- Indian Contract Act
- Limitation Act
- The Chhattisgarh Rent Control Act,2011
- Court Fees Act
- Specific Relief Act
- Indian Registration Act
- Chhattisgarh Land Revenue Code
- The Negotiable Instruments Act,1881
- The Chhattisgarh Excise Act,1915
PHASE 2 – MAINS EXAMINATION
- The framing of Issues & Writing of Judgement in Civil Cases.-40M
- The Framing of Charges & Writing of Judgement in Criminal Case.-40m
- Translation:
- - English to Hindi.-10M
- - Hindi to English.-10M
PAPER 1GENERAL STUDIES:
- Environment
- Indian Economy
- History of India and Indian National Movement
- Current Affairs & Sports.
- Physical, Social & Economic Geography of India
- Constitution of India & Polity.
- General Science & Technology.
- Indian Philosophy, Art, Literature & Culture.
- Administrative Structure, Local Government, and Panchayatiraj of Chhattisgarh
- History of Chhattisgarh, & Contribution of Chhattisgarh in Freedom Movement
- Current Affairs of Chhattisgarh
- Economy, Forest, and Agriculture of Chhattisgarh
- Geography, Climate, Physical status, Census, Archeological and Tourist Centers of Chhattisgarh
- Tribes, Special Traditions, Teej and Festivals of Chhattisgarh.
- Literature, Music, Dance, Art and Culture, Idioms and Proverbs, Puzzle/Riddle, Singing of Chhattisgarh
- Industry in Chhattisgarh, Energy, Water and Mineral Resource of Chhattisgarh.
- Logical reasoning and analytical ability
- Knowledge of Hindi Language
- Decision-making and problem-solving.
- Basic numeracy (numbers and their relations, orders of magnitude, etc
- Knowledge of Chhattisgarhi Language.
- Interpersonal skills including Communication Skills
- General mental ability
- Data interpretation (charts, graphs, tables, data sufficiency, etc.)
- The knowledge of Hindi Language and Chhattisgarhi Language will be tested in Hindi and Chhattisgarhi language only, no translations will be provided
PHASE 3 – INTERVIEW
Having regard to the number of vacancies relatively more meritorious candidates from among those who appeared in the main examination shall be called in the ratio of 1:3 for the interview.the maximum marks for the viva-voice would be 15 marks. | https://www.ziajudicials.com/chattisgarh-judicial-services.php |
The Department of Social Studies was established during the 1985/86 academic session. It started with only three (3) lecturers including the HOD and a total number of four (4) candidates. At present, it is one of the largest departments in the College with student population of over 5,000.
Prior to 1991 when the College affiliated its NCE Programmes with the NCCE, the Department offered Social Studies as a Single major. This programme was then affiliated with the Institute of Education, Ahmadu Bello University (A.B.U.), Zaria. The Courses were then designed by the Institute for all the Affiliated Colleges. Thus Social Studies was combined with English, Primary Education Studies, Hausa, History and Geography. However, with the establishment of the NCCE and implementation of its Minimum Standards in 1991, the College started operating the semester system as opposed the term system operated by A. B. U. Currently, Social Studies is combined with Economics, English, French, Fulfude, Geography, Hausa, History, Islamic Studies and is being offered as double major since 2013.
PHILOSOPHY
Social Studies is a core subject from Basic 1-9 schools in Nigeria. The large number of these institutions coupled with their ever-increasing enrolments have necessitated the production of specially trained teachers who are equipped with the knowledge and special skills for implementing the Social Studies programme in these schools.
The fundamental concern of social studies is with man and his complex relationships with the world around and beyond. It is in this context that the NCE Social Studies curriculum attempts to instil in the students; the basic knowledge, desirable values, and skills for investigating, analysing and explaining these interrelationships.
The social studies programme is therefore designed with the objective of producing teachers who are both professionally committed and academically competent in its philosophy, content and methodology.
OBJECTIVES
The programme is designed to achieve the following:
- Produce professionally and academically competent NCE Social Studies teachers for the Junior Secondary Schools.
- Prepare teachers who will inculcate in their pupils rational adjustment to their physical and social environment through acquisition of knowledge, attitudes, values, appreciations and skills necessary for developing social and civic responsibilities.
- . Produce students who are capable of benefiting from further education in social studies and other related areas.
ADMISSION REQUIREMENTS
General
- A Senior Secondary School Certificate (SSC) or G.C.E >O’ Level with passes in four subjects including English Language, which must be at credit level in the same sitting or at two sittings. Two of the credits must be relevant to the course the candidate wishes to offer. Credit in English and mathematics are required.
- A Grade II Teacher’s Certificate (TC II) with credit or merit in four subjects, two of which must be relevant to the course the candidate wishes to offer. Credit/merit in English Language and/or mathematics are required. For candidates wishing to offer courses in Vocational and Technical Education; the Federal Craft Training Certificate, RSA or City and Guild Intermediate Certificate with credit/merit in at least four subjects, are acceptable qualifications.
- Successful candidates in the Pre-NCE final examinations who also take and succeed in a selection examination organised by an accredited body such as JAMB
- . It should be noted that colleges should in addition to all of the above, administer their own elimination tests and/or interviews. This is legitimate.
- In addition to the General Admission Requirements for NCE programmes, candidate with SSC wishing to read Social Studies must have a credit pass in any two of the following subjects:-
Social Studies, History, Geography, Economics, Government , Islamic Religious Knowledge and Christian Religious Knowledge. | https://sscoe.edu.ng/academic/schools-departments/school-of-arts-and-social-science/social-studies/ |
Confucianism is the most prominent Chinese philosophical system that influenced its rulers, scholars and common citizens for the most part of the last three millennia.
A fusion of scholarly tradition, social ethics and statecraft, it has long been viewed as a source of values governing social, political and economic life of the Chinese nation. The human-centered spirituality, thought process and the way of living it espouses present Confucian philosophy as a social tradition that transcends all religious creeds and affiliations.
Confucianism was based on the teachings of Confucius, the greatest philosopher, thinker and educationist in the Chinese history.
Born in 551 BC near Qufu, then seat of Lu feudal rulers and now capital of Shandong Province, Confucius aspired to become state official. However, his dream did not have much fulfillment and he left the official position after failing to implement his political reforms. He had already built his reputation as an astute social thinker, influential teacher, person of high intellect and political ideologue by the time he became 50 years old.
In 497 BC, he left his home and travelled throughout the north and central China to teach his political, educational and social ideas. Confucius died at the age 73, five years after returning home. During the last years, he taught as many as 3,000 scholars and they transmitted his philosophy to the Chinese system in every aspect. Mencius and Xunzi expounded Confucian mission and vision further and the Han Dynasty adopted Confucianism as its official state credo during the rule of Emperor Wu in 141 BC.
Humanism: The Core
Humanism is the foundation of Confucian thought. Confucianism encourages people to understand the world through the logic of humanity. According to Confucius, humaneness (Ren) leads to virtues and moral disposition (Yi) and establishes the path for normative conduct (Li). His ethical philosophy says that people have the obligation to cultivate virtues, shun bad habits and show humaneness toward fellow beings. "Do not do unto others what you would not have them do unto you" is keystone Confucian humanism.
Self-Cultivation of Virtues
Confucius stressed on cultivation of virtue. According to him, men are born as good and need to keep them kind-hearted and righteous through cultivation of virtues. Confucianism harps on five must-have virtues, known as the Five Constants, and regards them as key to human excellence. These are
The
Confucian philosophy also calls one to inculcate loyalty, continency,
kindness, sense of right and wrong, forgiveness, modesty and a host of
other qualities inherently recognized as fundamental to a good society.
Social Ethics
Confucianism focuses on social content and healthy lifestyle. Confucius vigorously advocated norms and high level of ethics in social life. According to him, people got involved in many activities knowingly and unknowingly and must follow an ethical code in every matter to maintain propriety. He put emphasis on etiquette, family values, loyalty in relationships, reverence of elders and becoming an ideal gentleman. His concept of perfect human being is a combination of saint, scholar and gentleman. Confucius preached value in relationships at every stage as key to social harmony.
Meritocracy based on study and knowledge advocated by Confucian philosophy was adopted by the Han rulers and became the basis of Chinese bureaucratic system. For Confucius, a king must inculcate personal virtues first before expecting the subjects to obey and follow him fully. His ruler is the symbol of virtue, full of goodness, humanly in attitude and one who considers subjects as his children. His interpretations added a new dimension to the Mandate of Heaven and conditioned the right to rule with virtues of a good ruler. Later Mencius added respect toward public opinion as a key component of Confucian political thoughts.
Confucian philosophy advocated knowledge through education in both social and political spheres. It views one a perfect man only when he is well-educated and exhibit scholarly traits. Confucius worked to spread education as a mean to enhance self-inculcation of virtue by men and made it a key condition for social harmony. In the political arena, the philosophy demands that ruler and his officials must establish educational and knowledge credentials to justify their actions.
Chinese rulers starting from the Han Dynasty accorded official status to Confucianism and exalted it as a key component of their dominion. Their ruling doctrine adopted Confucian political orientation to validate actions. The Han Dynasty created a strong ruling system led by statesman graduated from the Confucian school and well admired for their patriotism, sense of duty and dedication. It decimated the feudal structure leading to a centralized rule unifying China. This cadre of government officials became the life blood of administrative system that managed to continue over 2,000 years and through a dozen of dynasties.
Meritocracy proved by written exam, advocated by Confucius as the basis of ancient Mandarin system, transcended the geographic barriers and has now become the mainstay of bureaucratic selection systems worldwide. The lives of great political and military leaders who steered the course of Chinese civilization draw attention to exemplary incorporation of Confucianism at both personal and state levels. All foreign religions, Buddhism, Islam, and Christianity, derived freely from the philosophical system. The interaction between Confucianism and Buddhism profoundly influenced Zen and Han Buddhist schools. The human principles of Confucius continue to remain in the heart of every Chinese irrespective of his religious affiliation.
Confucian philosophy is associated with intellectual development of Chinese civilization and dominant Han ethnic people consider it as their key philosophy of life. The top echelon of communist leaders stresses on social harmony, good governance, rationality in decision and education that was talked by the "the teacher of ten thousand generations" two millennium ago. The philosophical system also influenced the local religions and many, including scholars, adopted it progressively.
Read more about Chinese philosophy
From Confucianism back to Ancient Chinese History Home Page.
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Also On This Site: | http://www.ancient-china-history.com/confucianism.html |
WELCOME TO THE DEPARTMENT OF POLITICAL SCIENCE AND INTERNATIONAL RELATIONS
The department of Political Science and International Relations in Crawford University has roots going back to 2005 when the University started operations as one of the pioneer department in the College of Business and Social Science.
Duration
The Department runs a four (4)-year standard programme leading to a B.Sc Honours degree in political Science.
Philosophy, Objective and Scope
The B.Sc (Honours) degree programme in Political Science aims at serving a number of inter-related objectives. To ground the student in the philosophy and methods of political inquiry and analysis. The focus is on scientific inquiry into and analysis of the relationship between the state and man both as an individual and a member of social groups.
Stress Areas
- Elements of Politics
- Government
- International Relations
- Administration and Management
- Politics of Development
- Theory and Epistemology
- Methodology and Statistics
- Project
Entry Requirements
JAMB-UTME Candidates
In addition to the entry requirements of the Crawford University , candidates for admission into the Department of Political Science are required to have five (5) Credit passes in English Language and four other social science subjects; a pass in mathematics at the General Certification of Education (Ordinary Level) examination or Senior Secondary School Certification examination or the equivalent.
Direct Entry Candidates
Candidates for direct entry should have at least two General Certification of Education Advanced Level passes or the equivalent in any two of the following subjects:
- Government,
- History,
- Economics,
- English Literature,
- French,
- Business Management,
- Religious Knowledge,
- and Geography. | https://crawforduniversity.edu.ng/cbss/departments/political-science-international-relations-2/ |
The hub can provide comprehensive support and guidance, whether your plans for Classics are modest or ambitious.
What we can offer:
- Tailored language training to equip non-specialist teachers at primary and secondary level with the skills to introduce Latin, Ancient Greek, Classical Civilisation or Ancient History into their schools
- 'Refresher' days for teachers who would like to brush up on their language teaching
- Advice and guidance for schools wishing to introduce classical subjects for the first time
- Mentoring opportunities for teachers
- ‘Consult a lecturer’ service
- Support with writing applications to grant-making bodies (such as Classics for All)
- Events, competitions and workshops for school students at all Key Stages
- Support with accessing textbooks and resources
All forthcoming events and training opportunities will be publicised on the Events page and through our newsletter. If you would like to receive the hub newsletter (roughly once every two months), please sign-up online.
What is Classics?
Classics is one of the most varied and interdisciplinary of all subjects and can include literature, history, philosophy, art and archaeology.
Why Classics?
Classical subjects can benefit schools and students in a number of ways. | http://www.bristol.ac.uk/classics/hub/for-schools/ |
== Definition== A traumatic brain injury means an acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to mild, moderate, or severe, open or closed head injuries resulting in impairments in one or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, or speech. The term includes anoxia due to trauma. The term does not include brain injuries that are congenital, degenerative, or induced by birth trauma. == Criteria for Eligibility == * A student is eligible for Exceptional Student Education (ESE) under the area of Traumatic Brain Injury if the student has acquired an external injury to the brain as documented by a medical report and has significant difficulty requiring an adaptation to the school routine, school environment, or curriculum in one or more of the following areas: Cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing or speech. * Ages served: 3 - 22. By the age of three (3), student(s) may be served by a preschool program. * Students over the age of eighteen (18) years, who have not met IEP objectives and/or graduation requirements, will be recommended on an individual basis at the annual IEP review/revision conference and considered for placement based on their ability to successfully achieve program goals. Students may continue through the semester in which they turn twenty-two (22) if recommended by the IEP committee.
Return to SSPS:Traumatic Brain Injury. | http://www.pasco.k12.fl.us/wiki/index.php?title=SSPS:Traumatic_Brain_Injury&action=edit&oldid=13409 |
The psychologist helps patients to adjust and cope with their deficits. By helping individuals recognize both problems and strengths, the psychologist works with the patients to raise their self-esteem.
The psychologist identifies behavioral factors, which may affect a patient’s treatment and outcome, and when necessary, a structured and consistent behavior intervention plan is developed.
Attention/concentration, information processing speed, visual-spatial language, memory, learning, reasoning and problem-solving functions. The results are used in the development of an overall treatment plan. | http://www.lifebridgehealth.org/SinaiRehabilitationCenter/NeuropsychologyRehab.aspx |
All of the possible symptoms of a typical traumatic brain injury have the potential to be severely debilitating. But of all the side effects of a TBI, perhaps the most serious and life-changing is reduced cognition. Our ability to think clearly and understand the world around us is one of the most important parts of most people’s self-identity. The sudden loss or reduction of cognition can be devastating.
Cognition is defined as the act of knowing or thinking. Aspects of human cognition include:
- Attention and concentration
- Processing and understanding information
- Memory
- Communication
- Planning and organization skills
- Reasoning, problem-solving and decision-making
- Impulse control
We use a mix of these skills every day. An accident that limits a person’s cognitive abilities can prevent him or her from working, raising a family, and living independently. For instance, a damaged ability to pay attention or multitask can make finishing work projects impossible, and make long conversations very difficult.
Meanwhile, the victim may also be dealing with problems processing and/or understanding information. It may take them longer to get what someone is saying to them, or struggle to comprehend something they are reading. Other victims find their TBI has robbed them of the ability to speak clearly. They may have a hard time finding the right word, or may be unable to express their thoughts in an organized manner.
The world can become a confusing, alien place after a TBI. Medical treatment and rehabilitation may be able to help, but many people are permanently disabled by brain trauma. Some head injuries are unavoidable, but others happen because someone acted negligently. Brain injuries caused by negligence should not leave the victim high and dry financially. | https://www.sjclaw.com/blog/2015/05/how-lost-cognition-affects-brain-injury-victims/ |
Course Offerings List
This course provides a hands-on introduction to the methods and theories of linguistic anthropology, a sub-field devoted to the study of language and interaction in sociocultural and political processes. We will consider language as more than a neutral conduit for exchanging information or expressing ideas. Through readings and data gathering and analysis exercises, we will explore language as a resource and a factor that shapes and is shaped by our experiences, identities, relationships with and perception of the world and the people around us. Major themes include race, citizenship, gender, disability, and interpretation and power.
It can be remarkably easy to take the process of looking for granted. Each day, humans contend with an onslaught of visual information. Education primarily focuses on teaching people how to read, write, and deal with numbers. But what about learning how to look closely and critically at images, at the world around us, and at ourselves? In this transdisciplinary course, we will question common assumptions and our own about looking; interrogate the anatomy and physiology of vision; develop our looking muscles; practice visual problem-solving strategies; and together design new tools to help people engage with the visual world.
This course will analyze and evaluate through a psychological lens the psychosocial causes and consequences of significant current events that impact different Asian groups in the U.S., such as pandemic-spurred anti-Asian sentiment and educational policy (e.g., the debate over magnet schools moving to lottery systems rather than test based), as well as long-standing "everyday" experiences common to Asian Americans (e.g., navigating biculturalism, microaggressions and model minority stereotypes) that may impact identity and mental health.
This course is the second course in the introductory American Sign Language (ASL) course sequence. This course aims to improve conversation skills in ASL, review and refine knowledge of basic grammar, broaden vocabulary, develop ASL-English translation skills, and increase awareness of Deaf culture. Students will develop their ASL skills through in-class interactive activities, and out-of-class readings and exercises.
Dance/Theater Pedagogy Seminar explores the connection between engaged dance and elementary school literacy, mathematics and social studies while allowing students the opportunity to be civically engaged and contribute to the community. The course combines teaching dance and movement classes to public school students from underserved communities in the Princeton region, while collectively engaging in an in-depth exploration of Dance in Education with an emphasis on recent developments in the field. Fieldwork takes place weekly at designated out-of-class times.
New Schools surveys experiments in para- and counter-institutional higher education over the last century, from Black Mountain to Outer Coast to Deep Springs. Why do experimental schools arise, flourish, fossilize, fail? What are the epistemic, social, and political implications of departures from pedagogical norms? We approach these new schools as historians, critics, and teachers (and students); we study their records, try their methods, and we may well build our own. The seminar responds to the crisis of opportunity in higher education and to the perpetual call for new ways to teach and learn.
In this course we will study borders, literal and imagined, and those who contest and enforce them. From internal, invisible gang borders in Central America, to the externalization of the US border, to barriers to belonging, we will look at movements that challenge borders (migrant caravans, immigrants' rights activism, coyote networks) and the enforcers of borders (the regional migration regime, the asylum system, and non-state actors who police mobility.) Tying together migration, deportation, and resistance, this course asks: how are borders maintained? What does transgressing them mean for those in power and for those who do the crossing?
Cognitive neuroscience is a young and exciting field with many questions yet to be answered. This course surveys current knowledge about the neural basis of perception, cognition and action and will comprehensively cover topics such as high-level vision, attention, memory, language, decision making, as well as their typical and atypical development. Precepts will discuss the assigned research articles, pertaining to topics covered in class with an emphasis on developing critical reading skills of scientific literature.
Introduction to a mathematical description of how networks of neurons can represent information and compute with it. Course will survey computational modeling and data analysis methods for neuroscience. Example topics are short-term memory and decision-making, population coding, modeling behavioral and neural data, and reinforcement learning. Classes will be a mix of lectures from the professor, and presentations of research papers by the students. Two 90 minute lectures, one laboratory. Lectures in common between NEU 437/NEU 537.
This course provides a realistic introduction to how public policy is made in the United States. It examines how people and political institutions come together to create and implement public policy. The course combines cutting edge social science with cases, simulations, and role playing exercises to provide students with concrete skills and practical tools for actual policy making.
The scientific study of social behavior, with an emphasis on social interaction and group influence. Topics covered will include social perception, the formation of attitudes and prejudice, attraction, conformity and obedience, altruism and aggression, and group dynamics.
Principles of psychology relevant to the theory and practice of education. Through selected readings, discussion, and classroom observations, students study theories of development, learning, cognition (including literacy), and motivation, as well as individual and group differences in these areas; assessment; and the social psychology of the classroom. The course focuses on how learning by children and adolescents at the elementary, middle, and secondary school levels is influenced by their own characteristics and experiences and the various contexts in which they learn: family, school, community and culture.
The United States, the richest country on earth, has more poverty than any other advanced democracy. Why? Why does this land of plenty allow one in eight of its children to go without basic necessities, permit scores of its citizens to live and die on the streets, and authorize its corporations to pay poverty wages? Drawing on history, social-scientific research, and reporting, this seminar will attempt to unravel this question. Weekly, we will discuss a topic central to understanding the causes and consequences of, and solutions to, American poverty. We will take field trips, welcome guests, and collaborate on projects to abolish poverty.
This seminar focuses on the structural and institutional foundations of racial discrimination in the United States. It emphasizes the contributions of sociologists, some of whom will participate as invited guests. The course gives a historical overview followed by an investigation of key legislative actions and economic factors inhibiting racial equality. Subsequent topics include migration and immigration; urban development; and residential segregation. The end of the course reviews resistance movements and policies aimed at addressing systemic racism, including restorative justice and reparations.
This course will examine our individual and collective identities -- especially as they relate to sexuality, race, gender, and class. We will specifically focus on the social processes that produce these identities, how identities change over time, and the individual and collective anxieties that occur when identities become destabilized. This course will also focus on how power, privilege, and oppression intersect with our identities.
In 2022, the Supreme Court took up two cases on affirmative action in higher education admissions, and hence on the meaning of merit ---one involving Harvard, the other the University of North Carolina. Meanwhile, in 2021, Harvard philosopher Michael Sandel advised German Social Democratic chancellor candidate Olaf Scholz to use the anti-meritocratic campaign theme of respect that helped him get elected. What is meritocracy and where did it come from? Is it a good way to organize society? What does the future of meritocracy look like? This class will explore the myth and reality of meritocracy to answer these questions.
Twenty-first century economic sociology is flourishing as a new generation of scholars develops fresh theoretical approaches and makes startling empirical discoveries. In compressed form, this course provides an introduction to the field and its efforts to develop sociological explanations of economic phenomena. In particular, we focus on the place of cultural meanings and social ties in accounting for economic activity. After a general orientation to the field the course explores a wide range of economic activities, including household finances, credit and debt, migrant transactions, payment systems, and consumption.
Analyzes the historical construction of race as a concept in American society, how and why this concept was institutionalized publicly and privately in various arenas of U.S. public life at different historical junctures, and the progress that has been made in dismantling racialized institutions since the civil rights era.
For the last 60 years, the United States has been engaged in a near-constant effort to reform American schools. In this course, we will make sense of competing explanations of educational performance and evaluate the possibilities for and barriers to improving American public schools and for reducing educational disparities by family socioeconomic status, race, and gender. In doing so, we will grapple with the challenges that researchers and practitioners face in evaluating educational policies.
This segment of the JDP seminar covers theory and research on social stratification, the major subfield in sociology that focuses on inequality. Course begins by reviewing major theories, constructs, measures, and empirical work on inequality. Weeks two through six focus on institutions that are expected to produce (and reproduce) inequalities, including families, neighborhoods, schools, labor markets, and penal policy.
Course covers theory and research on social stratification, the major subfield in sociology that focuses on inequality. We begin by reviewing major theories, constructs, and empirical work on inequality. Weeks 2 -6 focus on institutions that mediate the transmission and reproduction of inequality, including families, schools, neighborhoods, labor markets, and the criminal justice system.
This course explores three questions in the economics of education: What are the economic returns to education? How do people's valuations of education relate to economists' measures of returns? how are individuals' choices and educational outcomes mediated by information? We pay special attention to higher education policy and to choice-based reforms in K-12 education. Do these reforms 'work?' If not, why not? Topics include signaling and human capital theories, valuation of school quality, charter/magnet schools, and informational and financial frictions in higher education.
A study of essential methods of learning and teaching, including learner characteristics and needs, organization and structure of educational institutions, development of curriculum and instructional goals, preparation of evaluation and assessment, and design of subject/level specific methodologies and classroom management techniques. Required course work includes 22 hours of site-based field experience and evening laboratory sessions. Students should have one morning of unscheduled time available each week to allow for school visits. The course is open to any student who has an interest in teaching.
TPP 403 is designed to complement TPP 404, Clinical Practice. The course is structured by four themes: The Learner and Learning, Content Knowledge: Planning Instruction and Assessment, Instructional Practice and Pedagogy, and Professional Responsibilities. Major course assignments address these themes through a focus on the research and practice of meeting the needs of exceptional learners. The course is designed to help students connect theory and practice, become self-reflective practitioners, use data from formative and summative assessments to inform instruction, and to prepare them for full-time student teaching. | https://ers.princeton.edu/opportunities/courses/spring-2023 |
Fact: We are outliving our brains. Life expectancy in the United States today is about 80 years old. Girls have a one in three chance of living to 100, while boys have one in four. The problem? Our cognitive brain performance peaks in our early 40s. That means mental functions like memory, speed of thinking, problem-solving, reasoning, and decision-making decline in the last 30 or 40 years of life. In Lisa’s Home School, learn some simple things you can do to increase brain power! | http://chicago.shine.fm/lisa/put-your-brain-on-a-fitness-plan/ |
Questrade International is looking for a Technical Writer to provide and support documentation for multiple areas such as solution architecture, API design and software engineering. The ideal candidate has a proven experience in a highly technical field, such as software development, computer science, or engineering. The Technical Writer reports to Senior Manager, Software Engineering.
- Collaborate with multiple stakeholders to document new builds, including proprietary software, products, and services. This could include the development, writing and organizational logic for product manuals, installation guides, trouble-shooting documents, FAQs and help topics
- Write content (from notes to full-length documentation) for "how to" examples, presentations, release notes, software diagrams
- Responsible for ownership of content over the full development life-cycle
- Identify and recommend steps to resolve documentation and/ or process issues; this can include suggestions for improvements to systems
- Work closely with the solution architecture and software development team to ensure the software documentation is understandable and complete
- Review current technical materials, then analyze and copy-edit for readability, accuracy, and efficacy
- Review API documentations and identify gaps of information
- Maintain up-to-dated documentation for different projects
- Degree, diploma and/ or at least 3 years of relevant experience
- Experience in technical writing, specifically in the financial services industry and/ or documenting finance-related software
- Experience in creating Software architecture diagrams, Block, sequence and UML diagrams
- Experience or familiarity with distributed systems architecture concepts
- Experience or familiarity with cloud providers (GCP, AWS, Azure)
- Knowledge of technical analysis tools
- Knowledge of technical aspects of financial market operations
- Impeccable grammar, writing, editing, and proofreading skills
- Ability to work in a team environment and interact effectively with project stakeholders
- Strong problem-solving and decision-making skills
- Excellent time-management and organizational abilities that facilitate structured teamwork
- Reliable self-starter with attention to detail and enthusiasm for quality
- Ability to write clearly in English language about complex topics (samples required)
About Questrade International Inc
For more information, please visit: www.questrade.am. | https://ijob.am/job/technical-writer-61631/ |
These are both described in the user manual. Even when developing ECLiPSe code for an embedded application, the ECLiPSe component is best developed and debugged separately using one of these methods.
However, it is also possible to use the debugging tools with embedded ECLiPSe code, but in this case the tools have to be explicitly loaded and started, as detailed below.
// run the goal: queens(8,Result),writeln(Result).
The environment variables ECLIPSEDIR indicates where the ECLiPSe system is installed, and ECLIPSEARCH is ECLiPSe's name for the processor/operating system we are running on. Other details depend on your operating system and C++ compiler.
The tracer stops the program when queens/2 is called, and in this example we have typed an s (skip) and three c (creep) commands.
The graphical development tools of tkeclipse can be run independently using the tktools command (part of a standard ECLiPSe installation). They can be attached to any running ECLiPSe code, including embedded code.
The program displays a message like the above (containing your host name and a TCP port number), and stops, waiting for tktools to attach.
Enter the number displayed above and click ok. Your program should now start running, and the graphical tracer window should pop up, displaying the CALL queens(...) debugger port. The program can now be debugged in the same way as from tkeclipse. | http://eclipseclp.org/wiki/Examples/DebuggingEmbeddedECLiPSeCode |
Displays the execution result of the pattern program in tabular form.
The issue that the WFC display could not be scrolled with the horizontal scroll bar was fixed.
Supports selecting the pins displayed.
The issue that the unexpected address was edited when the WFC was overwritten twice or more in a row at and after line 192 was fixed.
The issue that the unexpected address was shown when scrolling with the cursor key after selecting the WFC and moving out of the displayed area was fixed.
The issue hanging up when the start point or end point of Captured Area were scan patterns was fixed.
Improved startup time of the tool.
The issue that the display screen was incorrect when the failed point had become pass by running pattern program several times was fixed.
The following information can be displayed in hexadecimal.
Even when a measurement item is not executed, Pattern Viewer can open the specified pattern of the measurement item.
Function for searching the fail point which is not in display range.
Function for reloading the pattern program.
The fail address is now correctly displayed in the SCAN pattern. | https://www.cts-advantest.com/en/products/pcxt01-m6010?store=advantest |
An electric Mustang Mach-E car is displayed during its launch in Oslo, Norway November 18, 2019. Picture taken November 18, 2019. REUTERS/Lefteris Karagiannopoulos
OSLO (Reuters) – Electric cars accounted for a 44.3% share of Norway’s new car sales in January, rising year on year but falling short of the 50-60% range the industry forecast for 2020, data from the Norwegian Road Federation showed on Monday.
In January 2019 electric cars made up 37.8% of sales in the Nordic country and climbed in subsequent months to an overall 42.4% market share for the full year.
As it seeks to phase out the sale of combustion-engine cars by the middle of this decade, oil-producer Norway has exempted battery-powered vehicles from taxes imposed on those running on petrol and diesel.
As a result of the policy, Norway has the world’s highest rate of electric vehicle use, making it a valuable testing ground as car makers seek to promote new models. | https://ibsc.com.cy/electric-cars-grab-44-market-share-in-norway-in-january-source-reuters-tech-news/ |
Error Occurred During uMate Running on Linux
Symptom:
linux:linux:Name or service not known is displayed in the ErrorMessage column of the program running result list, as shown in Figure 6-1.
Cause:
The hostname is not configured during the OS installation and the default hostname localhost is used. This results in a resolution error.
Solution:
- Run the hostname command to obtain the host name.
linux:/home # hostname linux
- Check the /etc/hosts file for the 127.0.0.1 configuration information.
linux:/home # cat /etc/hosts # # hosts This file describes a number of hostname-to-address # mappings for the TCP/IP subsystem. It is mostly # used at boot time, when no name servers are running. # On small systems, this file can be used instead of a # "named" name server. # Syntax: # # IP-Address Full-Qualified-Hostname Short-Hostname # 127.0.0.1 localhost
The host name linux is not configured in 127.0.0.1.
- Add the host name linux to the /etc/hosts file. Use a space to separate localhost and linux. | https://support.huawei.com/enterprise/en/doc/EDOC1000068881/813c2db7/error-occurred-during-umate-running-on-linux |
I'm about 5 hours into trying to find a fix for the Viva Pinata problem I'm having, wondering if maybe anyone else has experienced the same thing.
First off, I'm using the disc version of the game...and it was working 2 weeks ago, now when I try to launch the game, I get a message saying "Startup Application has stopped working" with the options to close the program or search for solutions online and close the program (this does nothing...searches for a moment, then shuts down with no results displayed).
I've tried:
Running as administrator - same result
Running in compatibility mode - Error message saying "Please insert the correct DVDROM"
Clean boot - same result
I'm able to run my Steam-based GFWL games with no issues.
I'm able to run my only other disc-based GFWL game with no issues (Universe at War)
(Tested these in order to eliminate the possibility of an issue with the GFWL client because I found several responses online indicating that it may be necessary to delete and redownload portions of the GFWL client...but, as far as I can tell, redownloading any portion of that isn't an option anymore...)
I don't want to delete/reinstall the game because from everything I've read, even if I save a copy of the saved game file, it's not going to be recognized/useable after a reinstall.
The last thing I attempted was installing the game on my girlfriend's computer....which resulted in the "Startup Application has stopped working" error appearing, so I'm thinking maybe somehow the disc got damaged while sitting idle in my drive for 2 weeks?
Any suggestions appreciated. | http://achievementhounds.com/forums/viewtopic.php?f=23&p=58875&sid=1366caa765ac166fc4270900da63ca5c |
The Woodside Lane Career and Technical Programs held a Community Outreach Day on Saturday, November 4 at our Newport News campus. This was the first public opportunity for parents and guests to see our newly renovated labs and inside of the building and we received rave reviews. Visitors were impressed by the open, professional look of the labs as well as the quality of equipment. The excitement in the building was contagious and students were thrilled to show their families their skills. Students from every program performed services or sold products as part of their Student Service Organization activities. Services included haircuts, manicures, car washes and dog grooming. Several programs sold products they had made, such as garden benches, baked goods, and homemade dog treats. The Pharmacy Program ran a Carnival with face and pumpkin painting. Criminal Justice created Crime Riddles for guests to solve as well as finger print art for young children. Computer programming will feature student designed computer games. Parents and community members are invited to see the professionalism and enthusiasm displayed by students. This was our fifth year of running the event, and we raised almost $1800. Proceeds will support two student honorariums which honor former Woodside Lane staff as well as helping fund student travel to competitions. | https://nhrec.org/httpnhrec-orgcteccommunity-day-and-open-house-at-woodside-lane/ |
Select Keep Generated Source Code.
Select Debug > Attach and choose a running process on an InterSystems IRIS server. To attach to a running process, you must have either the %ALL role or the same $USERNAME as the process you are trying to debug.
Define a debug target (name of program or routine to debug) for the current project using Project > Settings > Debugging > Debug Target (or Debug > Debug Target). Then select Debug > Go to start the target program and connect to its server process.
Sometimes using command-line debugging with the zbreak command can give you better control. For more information on zbreak, see the chapter “Command-Line Routine Debugging” in Using ObjectScript.
The following example demonstrates how to debug a routine.
Start Studio and select File > New Project to create a new project called Project1.
Create a new routine by selecting File > New > General tab > ObjectScript Routine.
Save and compile the new routine as MyTest.MAC using File > Save As.
Define a debug target for the project by selecting the Debug > Debug Target tab, selecting Class Method or Routine, and entering the name of the entry point in your new routine, Main^MyTest.
Set a breakpoint in the routine: Position the cursor anywhere on the line Set a = 10 and press F9, the Toggle Breakpoint key. A breakpoint indicator appears in the left margin, .
Enter b and a (as Watchpoints) in the Watch window (View > Watch) so that you can watch the values.
Step through execution of the program by repeatedly selecting Debug > Step Into (F11) and notice the b value change.
You can stop debugging by stepping to the end of the program or by selecting Debug > Stop.
A debug target tells Studio what process you want to debug.
To specify a debug target for a project, select Project > Settings > Debugging > Debug Target or select Debug > Debug Target. Choose one of the following, which is started when you select Debug > Go. You can also set a debug target by placing the cursor next to an item in a editor window, right-clicking, and selecting Set xxxx as debug target.
The routine (and tag), class, or method that you want to debug when Debug > Go is executed. For example, enter Test^MyRoutine() to begin execution at the tag Test in the routine MyRoutine. Or enter the name of a class method to execute, such as ##class(MyApp.Person).Test(1).
The CSP page to be accessed when you invoke Debug > Go. The debugger connects to the InterSystems server process that is servicing the CSP page's HTTP request. Use this option for debugging CSP applications, for example, to step through the code for the Test.csp page, enter /csp/user/Test.csp as a debug target. Using CSP files with InterSystems IRIS is not recommended.
When you start debugging a project's debug target (with Debug > Go), the breakpoints defined by the project are set in the target process.
The quickest way to set and remove a breakpoint is to place the cursor on the line of code and press F9 to toggle the breakpoint on and off. You can also place the cursor at the breakpoint location and select Debug > Breakpoints > Toggle Breakpoint. To view breakpoints and set breakpoints with conditions, select Debug > Breakpoints > View Breakpoints. You can also add or remove breakpoints using Project > Settings > Debugging > Breakpoints.
The maximum number of breakpoints that can exist in a routine is 20. If more than 20 breakpoints are set, the Debugger displays <ROUTINELOAD>^%Debugger.System.1 and stops debugging.
Displays a list of processes currently running on the InterSystems server and lets you attach to one to debug.
If you select a process and select OK, Studio breaks into the selected target process and allows you to start debugging it.
If you generated source for the current routine executing in the target process, the source is displayed in an editor window.
If you later terminate debugging with Debug > Stop, the target process resumes executing.
If you are not currently debugging, Go starts the target specified by the Project's debug target.
If you haven't set a target, you are asked for one. A debug target is the name of routine or method to execute; you can set this using the Debug Target dialog.
Once the target is started, it runs until the first breakpoint. If you did not set any breakpoints in your application, it runs to completion without stopping.
Restart Halts execution of the target process, restarts it, and resumes debugging (as if the Go command was used).
Stop Stops debugging and either halts the target process or detaches from it. If the target process was running and attached to with Attach, then the target process continues running. If the target process was started as a result of the Go command, then it is terminated.
Break Pauses execution of the target process (that is, if the debugger is attached to a target process that is currently running, not stopped).
Interrupt Interrupts execution of the current command.
Step Into Executes the current command in the target process and stops on the next command, stepping into any function calls or loop bodies.
Step Over Executes the current command in the target process and stops on the next command. The debugger steps over any function calls or code blocks (such as loops) it encounters; it stops on the command following the function call or code block.
Step Out Advances the execution of the target process by leaving or stepping out of the current code block or function and stops on the next command at this outer level.
Available only for documents containing INT routines.
Starts execution of the target process and stops when it reaches the line on which the cursor is currently located. This is equivalent to setting a breakpoint at the current line in the editor window, executing the Go command, and clearing the breakpoint when the program halts.
Toggle Breakpoints Sets or clears a breakpoint on the current line in the current document.
View Breakpoints: Opens the Breakpoints dialog with which you can list, add, and remove breakpoints.
Debug Target Enter a debug target a method or routine. See also “Debug Target”.
The Watch Window displays a table in which you can watch the values of variables and simple expressions. All variables and expressions listed in the Watch Window (called watchpoints) are evaluated after each debugger operation (such as Step Over) and their resulting values are displayed in the second column of the Watch Window. If the value of a variable or expression changes after a debugger operation, it is displayed in red. If a variable in the watch list is undefined when it is evaluated, then the value is displayed as: <UNDEFINED>. Similarly, any expression whose result is an error displays an error message for its value. You can also see the value of a variable by hovering your mouse over the variable in the debugger.
To add a variable or expression to the Watch Window, double-click an empty cell in the first column and enter the variable or expression. Alternatively, you can use your mouse to highlight text in an editor window, drag it over an empty cell in the Watch Window and drop it. You can edit the contents of the Watch Window by double-clicking on a variable or expression and typing.
You can also change the value of a variable in the target process by entering a new value in the Value column of the Watch Window.
Remove Removes the active variable from the watch list.
View As Select view type from list.
Dump Object Displays result of %SYSTEM.OBJ.Dump() on selected variable.
Refresh Refreshes the watch list.
Remove All Removes all active variables from the watch list.
Add to Watch Adds selected element of array or object property to be added to watch menu as an independent entry. | https://irisdocs.intersystems.com/irislatest/csp/docbook/DocBook.UI.Page.cls?KEY=GSTD_Debugger |
On Friday, 23 November 2018, a delegation of 6 trainee lawyers accompanied with 3 lawyers from PCHR’s Legal Unit concluded their tour in The Hague in Netherlands.
This tour comes as part of a project in cooperation with Bertha Foundation to host 6 fresh law graduates from the Gaza Strip to be trained at PCHR for 2 years. The program aims at preparing Palestinian lawyers to use international mechanisms (International Jurisdiction and International Criminal Court) as part of a plan to increase the number of young lawyers all over the world to defend the human rights and justice.
PCHR’s lawyers initiated the tour program, which started on 20 November 2018, with visits and meetings, including a visit to the headquarters of the International Criminal Court (ICC) in The Hague and be acquainted withits divisions. The visit included attending hearings held for persons accused of committing crimes against humanity. After that, PCHR’s delegation met with the supervisors on the Bertha Justice Fellowship Program that sponsored and embarrassed the idea of the tour and locally and internationally funded it. The trainee lawyers also watched a Palestinian documentary that was displayed in the Documentary Film Festival, which is currently being held in Amsterdam City.
On 22 November 2018, PCHR’s delegation visited the Institute for International Criminal Investigations (IICI) where a joint workshop was held on the procedures of criminal investigation into international crimes. The workshop was attended by Colonel Desmond Travers and Criminal Investigation Expert, Chris Cobb-Smith.
On 23 November 2018, the educational tour was concluded by a visit to the Headquarter of International Court of Justice and the head office of Palestine Mission in The Hague where the delegation met with Palestine’s Ambassador Rawan Suleiman. The meeting discussed the latest developments in Palestine’s file before the ICC.
The tour is scheduled to resume in Geneva, Switzerland, in the next days to hold meetings and visits to a number of international bodies. The tour program continues until Friday, 30 November 2018, and will be concluded in Berlin, Germany.
It should be noted that this educational tour is the first of its kind in which PCHR was able to carry out after several attempts in the previous years due to the difficulty of movement as a result of the closure on the Gaza Strip.
The implementation of this international and educational tour for the fresh lawyers and their involvement in these international bodies aims at transferring PCHR’s accumulated experiences to this generation of youth, so they learn, develop and maintain these experiences in order to create a new generation of lawyers armed with the international legal mechanisms to fight for justice and law and prosecute the perpetrators for a world governed by the rule of law and not the law of the jungle. | https://pchrgaza.org/en/?p=11632 |
AP Ed CET 2021 results announced
New Delhi:
Andhra University, Visakhapatnam, today published the results of the joint access test for education in Andhra Pradesh (AP Ed CET) 2021 on October 13th, in and on manabadi. Students in the non-reserved category must score at least 25 percentage points in order to qualify for the AP Ed CET 2021. However, there are no qualifying grades for the ranking for students in the reserved category. In addition, there will be no minimum qualification grades for women in physics / mathematics.
AP Ed CET result 2021: direct link
Students must enter their registration number and the EdCET admission card number to access the result on the official website.
AP Ed CET Result 2021: How to Check Out
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Visit the official website – sche.ap.gov.in
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On the home page, click the AP Ed CET tab
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Click on one of the links “Download result” or “Download ranking map”.
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A login page opens
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Enter the registration number and EdCET authorization card number to access the result
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AP Ed CET result or ranking map 2021 will be displayed on the screen
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Save and download the result
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Take a printout for future reference
Students will be graded in each methodology in order of performance based on grades obtained in the AP Ed CET 2021 exam.
Andhra University, Visakhapatnam is running the AP Ed CET on behalf of the Andhra Pradesh State Council of Higher Education (APSCHE) to provide admission to the regular B Ed program run by the university / government / sponsored and / private education colleges across Andhra Pradesh is offered
. | https://bstc2015.org/ap-ed-cet-2021-result-declared-check-qualifying-criteria/ |
I have a Python program using Kivy to generate the GUI running in a window on a Raspberry Pi running the normal Raspberry Pi OS DeskTop & X Server.
I want to convert this Python / Kivy program to run in a secure kiosk mode.
But after stopping the Raspberry Pi's X Server and Desk Top from starting, I have not discovered the proper way to alter the Pyton / Kivy program to write directly to the FrameBuffer. The goal is make what was once displayed in the application's window to be sent to the FrameBuffer to be displayed directly on the LCD screen.
I am using a Raspberry Pi 4 and the standard (official) Raspberry Pi 7 inch touch screen which has a FrameBuffer that shows up as /dev/fb0. | https://raspberrypi.stackexchange.com/questions/121828/how-to-convert-a-python-kivy-program-from-a-desktop-window-to-a-stand-alone-ra |
I see people in the gym making all kinds of mistakes. I’m not talking about the use of advanced techniques, or taking too much time between sets. Or even too much time spent doing cardio — which is a mistake.
The mistake is with those who want to lift weights but either don’t know how or don’t want to exert enough effort.
They don’t do compound lifts.
What is a compound lift?
When you lift a weight, or push or pull on a resistance training machine (such as a Nautilus), limbs or torso move around the joints.
A compound lift is simply one that moves around two or more sets of joints. They are multi-joint exercises.
Isolation lifts, in contrast, are single-joint exercises.
For example, a row, a move in which you pull a weight (whether a barbell or on a machine) toward you, involves the shoulder joints and the elbows. It’s a compound exercise.
An example of an isolation or single-joint exercise is biceps curls, which is done properly, involves only the elbow joints.
The wrong idea about weight training
Many people seem to have the wrong idea about weight training.
Whether you are in the gym for overall conditioning, for building muscle to prevent aging, or to become an actual bodybuilder, the process should involve working all of the skeletal muscles.
It appears to me — and this is a guess — that many people look at muscular men and see big arms to the exclusion of anything else. They then proceed to do isolation exercises, like biceps curls and triceps pull downs, to the exclusion of most other things.
If your goal is health, work on all of your muscles.
If your goal is size and strength, work on all of your muscles.
Isolation exercises are ineffective
Can you build muscle through isolation exercises?
Yes, you can, but it remains to be seen whether they’re optimal or necessary.
A recent study took a look at the effect of adding isolation, or single-joint, exercise to compound, or multi-joint, exercises, on muscle size and strength in untrained men.1
One group did bench press and lat pulldown, and the second group did those exercises and also did biceps curls and triceps pulldowns. After 10 weeks, the size and strength of the biceps muscles were measured.
No difference was seen between the two groups.
Compound lifts are essential
The basic compound exercises consist of the following:
- bench or chest press
- row
- overhead press
- pull-ups or pull-downs
- leg press or squats
- deadlifts
A program that consists of these moves, and/or variations of them, will give you all the muscle growth you need. (I also contend that the average person who lifts weights doesn’t need to do the last on the list, deadlifts. They cannot be done on a machine and require a barbell as well as training and skill to avoid injury. I do them, but I’m experienced.)
Isolation exercises
Isolation exercises are neither necessary nor sufficient. I must admit that I do them, but I may need to reevaluate. They consist of exercises like the following (not a complete list):
- biceps curl
- triceps pull-down
- leg extension
- calf raise
The study above used untrained men, i.e. newbies to weight lifting. It’s possible that well-trained men may need to use some isolation moves, along with the compound moves, to get the growth that they want.
Conclusion
Isolation exercises may be ineffective in untrained men. Compound exercises suffice for building muscle.
Whether or not you do any isolation exercises, you must do compound exercises for a true, health-promoting weight workout.
PS: Read why strength training is essential and how to do it in my book, Muscle Up.
PPS: Check out my Supplements Buying Guide for Men. | https://roguehealthandfitness.com/muscle-fitness/compound-lifts-essential/ |
Part 2: How should you really lift for strength and size?
As part of our Biohacking Masterclass Series, we will explore a number of different techniques and practices to improve your daily performance. This series will range from obvious subjects like exercise and nutrition to fringe subjects like breathing techniques and sleep hygiene. Consult your physician before implementing any of these topics. We are not your physician.
This article is Part 2 of our research breakdown on training for strength and hypertrophy. If you haven’t read our breakdown on the optimal repetition and set schemes, read this 6 minute article first. If you’ve already gotten that one covered, you are ~5 minutes from reaching ‘expert’ status in training for greater size and force output.
To recap: in studies evaluating higher volume, lower load (lower weight) rep schemes compared to those with lower volume, higher load, researchers found that the powerlifting-style lower volume (<6 reps), higher load resistance training (HLRT) resulted in greater strength AND size gains than those seen in bodybuilding-style higher volume, lower load resistance training (LLRT). [1,2]
While lower rep schemes are a great starting place, blasting through a HLRT workout will lead to poor form, diminished recovery, and lower volume over the course of a workout. Optimal strength training requires another consideration: timing of sets and rest.
Contrary to what you might see in the gym, short rest periods are the enemy of optimizing your strength and size gains. While metabolic stress (the ‘burning’ sensation after an ‘AMRAP’ set) is one sign of hypertrophic stimulus, it limits the amount of quality work you can do in a given training session.
Instead, several studies have shown that longer rest periods lead to considerably better performance and results over a given training timeline. In a study evaluating 3 minute rest periods against shorter 1 minute rest periods, longer rest led to statistically significant strength gains and increased muscle size. For example, researchers found long rest periods led to a 7% increase in tricep thickness (vs. short rest increase of 0.5%), a 13.3% increase in quad thickness (vs. short rest increase of 6.9%, a 15.2% increase in 1RM back squat (vs. short rest increase of 7.6%), and a 12.7% increase in 1RM bench press (vs. short rest of 4.1%). Each of the study participants were held to an otherwise identical resistance training program.
A 2009 review supports these findings: “[In] terms of chronic adaptations, resting 3-5 minutes between sets produced greater increases in absolute strength, due to higher intensities and volumes of training. Similarly, higher levels of muscular power were demonstrated over multiple sets with 3 or 5 minutes versus 1 minute of rest between sets.”
When you’re after strength and size gains in the weight room, don’t confuse your sweat, burn, high heart rate for optimal work. Instead, focus on performing the highest quality reps over your given set schemes at a higher load. Many athletes in programs like this will spend well over an hour working one compound lift (bench, deadlifts, squats). This focus on quality will return a higher quantity of reps over a longer workout.
We will implement a HLRT-style program with at least 5 minutes of rest between sets. Often, we will get closer to 8 minutes with an emphasis on high-quality performance during sets.
Do you need to use 3-5 minutes with every exercise?
Not necessarily. Depending on the extent of multi-joint involvement, you may get away with shorter rest intervals. If you are performing a single-joint (i.e. isolation) exercise like a front raise or bicep curl, studies have shown a 2 minute rest may be sufficient. Multi-joint (i.e. compound) lifts like a bench press, back squat, or deadlift return better results with longer rest periods.
We will typically follow our compound exercises with some targeted isolation exercises. These single-joint lifts will often be supersetted in pairs where rest periods are much shorter and muscle groups are different. For example, bicep curls can be performed immediately after triceps extensions.
References
- Schoenfeld, Brad J The Mechanisms of Muscle Hypertrophy and Their Application to Resistance Training, Journal of Strength and Conditioning Research: October 2010 - Volume 24 - Issue 10 - p 2857-2872
- Grgic J, Schoenfeld BJ. Are the Hypertrophic Adaptations to High and Low-Load Resistance Training Muscle Fiber Type Specific?. Front Physiol. 2018;9:402. Published 2018 Apr 18. doi:10.3389/fphys.2018.00402
- Schoenfeld, Brad J.1; Pope, Zachary K.2; Benik, Franklin M.2; Hester, Garrett M.2; Sellers, John2; Nooner, Josh L.2; Schnaiter, Jessica A.2; Bond-Williams, Katherine E.2; Carter, Adrian S.2; Ross, Corbin L.2; Just, Brandon L.2; Henselmans, Menno3; Krieger, James W.4 Longer Interset Rest Periods Enhance Muscle Strength and Hypertrophy in Resistance-Trained Men, Journal of Strength and Conditioning Research: July 2016 - Volume 30 - Issue 7 - p 1805-1812
- Senna, Gilmar W.; Willardson, Jeffrey M.; Scudese, Estevão; Simão, Roberto; Queiroz, Cristiano; Avelar, Raoni; Martin Dantas, Estélio H. Effect of Different Interset Rest Intervals on Performance of Single and Multijoint Exercises With Near-Maximal Loads, Journal of Strength and Conditioning Research: March 2016 - Volume 30 - Issue 3 - p 710-716
- Freitas de Salles, B., Simão, R., Miranda, F. et al. Rest Interval between Sets in Strength Training. Sports Med 39, 765–777 (2009). | https://d1lab.com/blogs/d1-blog/part-2-how-should-you-really-lift-for-strength-and-size |
30 Jan Our Three Key Training Principles
Training for maximum muscle mass is simple.
The problem is, the barrier of entry to post on social media or on a blog is so low (i.e. non-existent), that there’s an increasing need to try and be different in order to stand out.
This means all the fancy new techniques, exercises and protocols that look cool in a video, very rarely pan out in the real world within the constructs of a well-designed program.
As with many things in life, your training program should be based around some core principles.
Each time you try a new exercise, a new split, or a new set/rep/tempo scheme, you should always ask yourself why.
Does this align with your fundamental principles of training?
Or am I just trying something different out of boredom?
If you can adopt this mind-set when filtering through all the information out there, you’ll quickly be able to develop a strong BS detector and maintain focus on what matters.
Over the years, I’ve tried just about every training protocol. I’ve spent hours and hours scouring through websites and books, driving myself into paralysis by analysis over how I should program, what I should include, and what’s the most optimal.
This has completely stopped now. Instead, I’m able to decide whether or not something is worth trying or knowing almost immediately.
If you’ve been following my blog for a while, you’ll know I root my training in three core principles:
- Progressive overload
- Perfect form
- Finding your ‘big three’
Any time I steer away from any of these principles, my progress stops, and I more often than not get injured.
This is because they’re all linked, and can’t exist without each other.
Let me elaborate a little further…
Principle 1 – Progressive Overload
Let’s say I’m training chest. My exercises of choice here are floor presses and dips. These are my ‘indicators’, and the exercises I place all my focus on to develop my chest.
They feel great on my body, and I can feel the chest working through each portion of the rep.
But let’s say I never apply progressive overload or make any strength gains.
Instead, I use different shock tactics, focus only on the squeeze and never provide any routine for strength to develop on top of.
It won’t matter how dialled in my execution is, how much I’m squeezing or how ‘right’ the exercise is for me, if I’m not getting stronger, I won’t be building any muscle at all.
There’ll be no progressive tension on the muscle, and the muscle will have no reason to develop new tissue to accommodate the stress applied.
I was guilty of this for a period of time. I bought into the squeezing theory, and thought if I just lifted slow with perfect form using the right exercises, muscle mass would just pile on.
What I didn’t realise at the time was that if you’re lifting the same weights as you were a year ago, or even 3 months ago, then you’ll remain the same.
Granted, for extremely advanced individuals this won’t apply, but for the majority of you, there’s no way around it.
And my logbooks never failed to prove this. Times where strength gains were on the back burner fell at the same time when my physique made no progress.
Now, this doesn’t mean you need to see your lifts progress drastically every week. That’s a recipe to quick stagnation and burnout. What you want to do is to coax strength gains, and be able to look over your journal every month and see some progression.
If there’s no progression, you’re likely going wrong somewhere. It may be your training set up, your cardio protocol, or your nutrition. This is why keeping a logbook is so critical, as it allows you to objectively audit what you’re doing in and out of the gym.
Knowing the basis of your program should be progressive overload will allow you to decide whether or not something is worth trying or continuing.
Principle 2 – Perfect Form
One person’s opinion on what constitutes perfect form will be different from another. But after a few years, you’ll begin to develop an eye for what’s right, and what’s just flat out dangerous.
If you’re unsure, our extensive exercise library will help provide you with examples of what we deem to be perfect form.
Progressive overload is an exciting training concept. You see the weight go up and it makes you feel good. But it always comes with a caveat – it needs to be with perfect form.
What this will do is ground you, keep your ego in check, and instead force you to really be diligent with your training approach, nutrition and recovery.
If you apply progressive overload with no standard of form to ‘test’ it with, you’ll quickly run into injury.
I often look back to some of my old training footage from years ago during my powerlifting days and still cringe at what I thought to be good form.
It’s no wonder I accumulated so many injuries. In fact, when I watch the video of the session where my back finally had its ‘last straw’, I’m not surprised at the outcome.
This taught me the importance of perfect form, and why it’s always better to progress slowly and safely.
My progressions now are much slower, and I’m more inclined to ‘milk’ a weight for what’s it worth before adding any additional load.
An additional benefit is that by adopting the right form, you’ll also know any strength progressions you do make will be directly on the muscles targeted. It won’t be the secondary muscles or joints.
Remember, the tortoise always beats the hare!
Principle 3 – Finding Your Big Three
Perhaps this is a little bit of a misnomer, as what I mean by this is separating yourself from the traditional paradigm of squats, bench presses and deadlifts being the cornerstone of any program.
Instead, you need to find the exercises that fit your own body type, and that suit your mechanics.
For example, about two and a half years ago I stopped all back squatting, and about 12 months ago, all free squatting. Now my quad training is all done on machines like the V squat, leg press and hack squat.
This came after years of banging my head against a brick wall with squats, and forcing myself into doing them with the belief that it’s the only way to grow your legs.
Once I forced myself out of this line of thinking, looked outside the box and actually paid attention to what my body was telling me (no quad stimulation, only hip work!), I decided to try something new. And this is when my legs started to finally grow.
The same thing happened with bench presses, where I eventually found the floor press, and haven’t looked back since.
Finding your ‘big three’, or ‘key indicators’ as I like to call them, is paramount to your success in building muscle.
If you fail to pay attention to this, you’ll end up wasting a lot of time and effort applying progressive overload with very little results to show for it, and a growing injury list.
Here are some general examples of putting this into practice…
If you’ve got long legs and a short torso, you may be better off front or safety bar squatting instead of back squatting. Or potentially even opting for Smith machine squats, leg presses and hack squats as your weapons of choice, a la Dorian Yates.
If you’ve got short legs and a long torso, nothing will build your legs better than back squats.
If you’ve got long arms, direct arm work will be more important for you than those with short arms, as the latter can often get much of their arm growth from compound lifts alone.
If you’ve got long arms, exercises like floor presses may be better for you than bench presses.
My own personal ‘indicator’ lifts are as follows:
Upper body ‘push’: floor presses, dips, dumbbell shoulder presses
Upper body ‘pull’: bent over rows, chest supported rows, wide pull-ups
Quad dominant: hack squats, V squats, leg presses
Posterior chain: Romanian deadlifts, lying leg curls, walking lunges (long strides)
I know if I’m driving these lifts up with progressive overload and perfect form, along with a consistent calorie surplus, I will be gaining muscle mass.
The Forgotten Principle – Your Buy In
You might now be wondering how to effectively put these principles into a training program.
However, we must first consider an often forgotten element to programming: your emotional ‘buy in’.
Have a look at your training program and ask yourself:
Are you excited by your routine?
Does it motivate you to train hard?
If not, everything else is irrelevant.
Effort will always trump the perfectly designed training program.
In fact, you’ll be more likely to bind the previous three key principles together if you are emotionally invested into the program.
A great program requires two things:
Adherence and progression.
If you haven’t got the first piece of the puzzle – adherence, it’ll be impossible to gain benefits from the second – progression.
Which is why the program you train on needs to fit your personality.
While this warrants an article in itself (which I’ve done so here), briefly speaking, I’ve found these guidelines to work well:
- Extroverts respond well to more exercise variety, higher volumes and intensities, and more of a ‘mix it up’ type approach.
- Introverts (like myself) on the other hand typically respond well to lower volumes, more frequency, while using a logbook to guide their training.
Of course this is all on a spectrum, and there will be exceptions, but as a general of thumb, it seems to work quite well.
The RNT Formula
All the concepts I’ve discussed today are reliant on one another.
You can’t have progressive overload without perfect form.
There’s no use in ‘indicator lifts’ if you’re not focused on progressing them.
And if you don’t enjoy any of it, none of the above will matter.
In an ideal world, you want to train on a program that you enjoy that encompasses the three key principles of effective strength training.
If you can find this mix, then you’ll be on the path to achieving excellent results.
Just like all of our clients have here on our famous RNT transformations wall, here. | https://www.rntfitness.co.uk/three-key-training-principles/ |
A lot of split routines recommend training chest with triceps and back with biceps. Doesn't fatigue play a role when working out triceps and biceps after a relatively tough chest and back workout respectively? Also, can biceps and triceps be trained before back and chest respectively to alternate the routine and providing equal focus OR should they always be trained afterwards?
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1not a duplicate, but related: fitness.stackexchange.com/a/24596/7091– EricApr 1, 2018 at 16:37
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2it's supposed that you are no more a 6 years old girl and have the mental strength to train without caring about muscle fatigue like real adult males do. If you don't have such mindset then don't bother with split routines and just train full body bodyweight for high volume to build up endurance and mental toughness.– user28091Apr 1, 2018 at 17:53
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2You're an idiot to come up with such a reply. I can spend hours in the gym doing all sorts of splits but muscle fatigue is something that can hinder the growth of a particular muscle if always given secondary consideration. This was my question, how to prioritize. Anyways, thanks for the childish reply, I won't bother. Apr 2, 2018 at 13:59
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Personally, I cannot work Biceps and Triceps on the same day. If the 2 muscles both get bigger during the same workout, they start pinching off the blood flow through the veins in my arms, making my hands go numb.– jp2codeApr 2, 2018 at 16:07
1 Answer
Yes, fatigue plays a role when weightlifting, and it should be taken in to consideration when doing any sort of strength training. Muscle building is determined by intensity (the amount of weight carried per rep) and volume (the total combined amount of weight carried). The higher the volume and intensity, the higher the muscle building capacity (up to a point). As muscles fatigue, they are less capable so intensity and volume drop.
However, split routines like the one you described are generally not that hard, so you own't fatigue as much. Especially as you adapt. The reason you would do chest and back first is because the exercises that focus on these are generally more "full body" meaning that... yes while it does focus on your back, you are also working your forearms, biceps, and triceps. Think of a standing barbel row, for example. It's impossible to perform it with just your lats. You have to hold it and row it which uses your arms. Curls on the other hand are just bicep exercises with some small shoulder and forearm usage. Fatigue is less of an issue.
It's recommended to do full body exercises first before anything else. E.g. Squats, deadlifts, bench presses, standing overhead presses, barbell rows, etc. They take more energy to perform safely, and are more effective when you do them with full force. Only after you do the hard stuff do you do the easy spot exercises. In that case, only volume matters so you can lower the intensity which is required because of the muscle fatigue caused by the full body work. | https://fitness.stackexchange.com/questions/37454/working-out-fatigued-muscles |
A fitness pro shares his method of finding balance in training.
By Thomas DeLauer
When we look at training splits, we always think about what bodyparts we’re going to hit that day, or what combinations we’ll train together. But it seems like we often overlook the concept of training for strength and aesthetics and how we can split the two in specific ways to help not only our overall look, but our performance as well.
Almost invariably, with greater strength comes greater mass and greater muscular density. So it would only make sense that we would like to capitalize on accumulating as much strength as possible. At the end of the day, if we aren’t getting stronger, there is little chance that we are putting on any significant muscle mass. This isn’t to say that you should go out and heave heavy weights around day in and day out, but it has its place.
In my mind, training for strength versus training for aesthetics boils down to your mental state.
Let me ask you this: How many times have you been motivated by the fact that you’re getting stronger? You see your squat increase or your bench press inching its way up and it energizes you, right? It does something to your mind where you get mentally charged to chase those strength gains. This not only influences every day life, but it also trickles down into the more isolated movements that are geared for aesthetics.
It is precisely for this reason that I put myself through a period where I focus predominantly on strength followed by phases where I’m more concerned with shape and aesthetics. There’s a time to focus on strength and a time to focus on shaping the muscles. I want to take advantage of the times when I am strong. Eventually, that strength fizzles out and it’s time to reassess. After all, if we were all getting five percent stronger every single workout, we would all be bench pressing 800 pounds.
So the real question remains: Is there is a difference between lifting for strength and lifting “heavy”? In order to achieve a dense physique, you need to be hitting the heavy weights, but what defines lifting heavy (even when it’s relatively heavy, in other words, what is heavy for the biceps isn’t heavy for the quads) versus lifting “strong”? The answer is: Your mental state.
By focusing on strength, you allow yourself to lift those “heavier” weights but with something quantifiable. It adds a level of gamification to the process that gives you a number to strive for, that in due time, will add to your aesthetics.
Here’s a glance into how I periodize my overall layout when it comes to balancing my strength training with my aesthetics.
Weeks 1-2: Focus On Strength With Compound Movements
I like to begin my strength periods with compound movements because they recruit the most amount of muscle fibers. I can speak from my own experience when I say that big multi-joint compound movements like squats, bench press, and deadlifts, aren’t solely responsible for aesthetic physiques, but they’re certainly the exercises that build brute strength and encourage the metabolism to get cranking.
It is for this reason that I start off with a focus on compound movements. I focus my heavy exercises around these core movements and go lighter with the ancillary movements. For example, a chest day might look like this:
Dumbbell Bench Press (Compound): 4×6-8
Barbell Incline Bench (Compound): 4×8
Dumbbell Flyes (Isolated): 5×12
Machine Flyes (Isolated): 4×12-15
This allows me to focus on the quantifiable strength goal during this phase with a big compound movement that is proven to work. I then allow the smaller exercises to “finish off” the muscles in more of a polished way.
Weeks 3-4: Focus On Strength With Isolation Movements
At this point, rather than focusing on compound movements, I focus on the isolation movements, but working for strength. This way I’m complementing what I’ve already done in the previous weeks, but with a bit more isolation. I target the isolation exercises but give them a bit of the strength treatment in terms of load and rep range. For example, a back day in this phase looks something like this:
Barbell Bent-Over Rows (compound): 4×12
Deadlifts (compound): 4×12-15
Straight-Bar Pullovers (isolation): 4×8
Wide-Grip Lat Pulldowns (isolation): 4×8
Weeks 4-8: Focus: Focus On Isolation Movements And Mid-Rep Range For Aesthetics
These four weeks are devoted purely to aesthetics, which means focusing more on position of flexion as well as time under tension. We’ve accomplished building density and relative strength, and now we can focus more on the aesthetic side of things. Some techniques I might use in this phase are:
Negative Reps
Higher Repetition Sets
Drop Sets (reducing the weight after a set and continuing)
Rest-Pause Sets (short rest periods of 10 to 15 seconds with the same weight)
This is your chance to focus on a different repetition range and utilize the extra strength you’ve acquired over the last few weeks and use is to your advantage when it comes to achieving a peak contraction.
This eight-week periodization helps me achieve a well-rounded physique that is not only functional when it comes to throwing down some serious weight, but one that is aesthetically pleasing and creates the illusion of size, without the added bulk and weight to carry around. | https://www.ironmanmagazine.com/the-battle-of-strength-versus-size/ |
What are the Different Types of Deadlift Exercises?
Deadlift exercises are weight-lifting exercises designed to strengthen the muscles of the back of the body, particularly the glutes in the posterior hip and the hamstrings in the posterior thigh. These muscle groups are responsible for hip extension, the action of lifting the leg behind the body from the hip joint or straightening upward through the hips from a bent-forward position. Deadlifts are considered a preferred method of strengthening these muscles because they require the straightening the body from a bent-over position to lift a weight. Performed standing and holding weight in front of the body, deadlift exercises may be differentiated from one another by the form chosen, such as bent or straightened knees, or the equipment used, such as a barbell, dumbbells, or a kettlebell.
Traditionally, three kinds of deadlift exercises can be performed by varying the degree of bend in the knees. A conventional deadlift involves holding weight in front of the hips with the arms and legs straight and then driving the body weight backward into the heels and pushing the hips back, lowering the weight towards the floor while bending the knees until the thighs are nearly parallel to the ground, and then squeezing the glutes and hamstrings to straighten back up. The Romanian deadlift is a variation on this movement, different in that the knees are kept nearly straight but not locked. A third variation is the stiff-legged deadlift, which is performed with knees locked, though the first two techniques are more commonly recommended in the interest of safety.
Another method of varying deadlift exercises is by selecting different weight equipment. Deadlifts require that the body be loaded with external resistance to be challenging, so almost any type of weight equipment may be used effectively. As the deadlift is a power-lifting exercise that has traditionally utilized a 44-pound (20-kilogram) bar with weight plates added for additional resistance, barbells remain the most popular equipment for performing deadlift exercises. Also in common use are dumbbells, although when attempting heavier weights many weightlifters switch to barbells, which are easier on the hands and shoulder joints. The kettlebell, which is a ball-shaped iron weight with a large handle on top, also works well for deadlifts as it can be held with both hands.
All deadlift exercises should be performed keeping in mind the following technique. The arms should be straight so that the weight held in the hands is not absorbed by the upper body. In other words, the bar hangs from the upper body as “dead weight,” hence the name deadlift. To ease stress on the lower back, the weight should be held as close to the legs as possible throughout the entire range of motion. The chest should remain lifted and the shoulder blades held back and together so that the upper back does not round forward while lowering through the hips, which similarly places stress on the spine. Lifting the tailbone toward the ceiling and driving the hips back as far as possible also ensures that the leg muscles do most of the lifting and not those of the lower back, which will absorb much of the weight if the tailbone is allowed to curl downward.
AS FEATURED ON:
AS FEATURED ON:
Discussion Comments
When I was in high school, the exercise that we used to measure our strength was the bench press. Of course, the bench press is nowhere near a measure of overall body strength, but that was the weight lifting exercise that we were partial to.
Two of the best weight lifting exercises to measure overall body strength are the squat and the deadlift. Along with the bench press, squat and deadlift make up the three events in power lifting competitions.
I prefer squats over deadlift exercises because they work my calf muscles more, but both exercises work numerous muscles. Though they work some of the same muscles, these two exercises work the muscles differently, from different angles.
Some people find the deadlift technique difficult to master. The exercise appears simple enough, but it is easy to make a mistake and put too much pressure on a particular part of the body--the back for example. It's a good idea to get someone qualified to demonstrate the exercise for you and then watch you perform the exercise and provide feedback.
I like deadlifts because they require the work of more muscles than most other weight lifting exercises for the body. Rather than spending a lot of time working on ab specific exercises, I use the deadlift workout to strengthen my core. Contrary to a popular misconception, deadlifts are actually better for working the abdominal area than crunches and other abdominal specific exercises.
You don't have to take my word for this;there are studies that can explain better than I can why this is true. | https://www.wise-geek.com/what-are-the-different-types-of-deadlift-exercises.htm |
5 Training FAQ’s Answered Correctly
By Sean Hyson, C.S.C.S.
Ask a dozen different trainers a simple fitness question and you’re liable to get a dozen different answers, ranging from “You gotta take [insert name of supplement here], bro,” to a detailed lecture on the finer points of exercise science. Of all the advice, which path is really going to help you achieve your goal?
The aim of this article is to give you the simplest, most specific advice to a variety of questions people who lift weights ask all the time. Cutting to the heart of complex training quandaries has been my business for the past decade as a fitness journalist, and it’s the theme of my new book, The Truth About Strength Training.
So here are some of the most frequently asked training questions, and what I believe are the best answers to them, as provided by some of the best experts in the business (and me).
Question 1: How can I bring up a weak body part?
Answer: Schedule one workout per week to perform heavy, compound lifts for the muscle group you want to target. So if you want your quads to grow, you can do heavy squats on, say Monday. Then aim to work the quads with more joint-friendly isolation work the rest of the week. On Wednesday you could do some single-leg squats, and on Friday work on lunge variations. You only need to do two or three sets of higher reps for these exercises and can easily squeeze them into upper-body workouts or any other training you do on these days.
If you want your chest to grow, do one day of benching and then work on pushups and flyes the rest of the week. Most importantly, train conservatively and give your body time to adjust. Only focus on bringing up one body part at a time. For example, trying to give both your chest and arms a boost at once will be too much to recover from (on top of your normal training).
Question 2: How much cardio should I do to be lean?
Answer: As I discuss in my book, most people can’t burn enough calories with conventional exercise to make a difference in their body fat stores. (Marathon runners and other endurance athletes who train for hours on end are the exception.) That’s why fat loss begins with nutrition. Cardio isn’t a must for losing weight, and if you’re a busy person who doesn’t know how he/she can fit it in on top of four days of weight training and every other responsibility in life, I say don’t worry about it. Just being active as much as you can—taking long walks, working in your yard, playing recreational sports, etc.—will burn extra calories and keep you in generally good condition (in addition to your weight training).
However, with that said, cardio—be it low-intensity, steady state work, or high-intensity interval training—is, of course, healthy exercise and valuable to everyone. I just don’t look at it as essential for fat loss.
To improve heart health, try to do at least three days of aerobic training a week, lasting 30 minutes to an hour, and another two days of high-intensity intervals. Aerobic work makes your cardiovascular system more efficient and can improve your weight training performance (it helps you recover between sets and between sessions). It’s also easy to recover from, so it can be used more frequently than high-intensity intervals, which demand a lot more from the nervous system, muscles, and joints.
“I like to do long, slow cardio on off days to help recovery from lifting, and 10–15 minutes of intervals post-workout,” says Ben Bruno, a Los Angeles-based trainer to celebrities and athletes.
What kind of long, slow cardio is OK? Jogging, cycling, swimming, and rowing are all fine. Anything that gets your heart rate up and keeps it up between approximately 120 and 150 beats per minute works.
What kind of intervals? “I like low-impact stuff,” says Bruno, “so I’m not big on sprints like everyone else seems to recommend. But I like barbell complexes, sled dragging, bike sprints, kettlebell swings, or the rower.”
Prescriptions for intervals vary widely, so don’t worry about making them scientific. Just aim to work as hard as you can sustain for 10 to 30 seconds, and then rest (or lower the intensity to an easy pace) for as long as it takes to recover and repeat the exercise with the same high intensity.
Coupled with a strict diet, cardio can help you burn off a little extra fat, but its main function is to improve the health of the cardiovascular system and conditioning for the sports or activities you might do. Use it as an adjunct to your weight training, and don’t think that more is better.
Question 3: I’ve had a long layoff from the gym. How should I begin to train again?
Answer: Very slowly. Your motivation is high right now, so you’ll want to push the pace, but that’s the quickest way to get injured and wind up back where you started. Remember that even though you’ve trained in the past, just a few weeks away from the gym results in detraining that reduces your fitness level. You may feel like you can pick up where you left off, but you’ll need to ease back in with lighter weights and simpler exercises than you may have left off with. Consider yourself a beginner. You may find that muscle memory kicks in and helps you make up ground quickly, but don’t expect too much of yourself too soon.
Assuming your goal is to get in better overall shape—to lay a foundation that you can then build on to get bigger and stronger—do circuit training, says Liz Lowe, C.S.C.S., a trainer at Equinox in Boston. “It’s the best way to get back into working out because it builds conditioning and strength in the same session.”
Here’s a sample beginner’s circuit:
- Walk or jog on a treadmill (or track) for two
minutes
- 10 squat to presses (squat with dumbbells, come
up, and press overhead)
- 10 dumbbell rows (or an inverted row hanging
from a bar, if you have the strength)
- 10 pushups (or whatever pushup variant you can
handle)
- 10 lunges (with or without dumbbells)
- 10 curls
- 10 lying triceps extensions
- plank (hold for up to 60 seconds)
- Rest as little as possible between exercises and then rest 60
seconds at the end. Repeat the circuit for 3 to 5 total rounds.
Plan to train three times per week—a Monday, Wednesday, and Friday schedule works well. As your conditioning and strength improve, you can experiment with more frequency and different splits, ultimately settling on a more specific goal and letting that determine your next step.
Question 4: What is the best set and rep scheme for building strength and size?
Answer: There isn’t one. But aiming for around 25 total reps on an exercise always results in a good blend of muscle and strength gains, says CJ Murphy, MFS, a powerlifter, strongman, and owner of Total Performance Sports in Everett, Mass. This is why the “5x5” protocol—5 sets of 5—is so popular. Arnold and his idol, Reg Park, made use of it for years.
Apart from 5x5, 6 sets of 4 and eight sets of 3 also give you approximately the same volume. “That could be a weekly progression,” says Murph. “Do 5x5 the first week, then 6x4 the second week, 8x3, and repeat the cycle.” Keeping the reps on the low side means you can use heavy weights to stimulate the best strength gains. At the same time, a moderate to high number of sets ensures you get enough total work done to promote gains in muscle mass. Don’t go to extremes though: 12 sets of 2 would take a long time to perform, and would require such a heavy load you’d have trouble recovering.
But again, the 25-rep rule is just a guideline. There will be periods in your training where you’ll want to use lighter weights and higher reps, totaling many more than 25 reps. Other times you’ll do very few total reps but go super heavy. Changing your program dramatically and regularly will keep you growing long-term—and The Truth About Strength Training discusses several methods you can use to avoid plateaus.
Question 5: How do I train around a bad lower back?
Answer: “Single-leg exercises allow you to load the legs without loading the spine as heavily,” says Bruno, so you may need to swap out barbell squats for Bulgarian split squats done with dumbbells, or single-leg squats. If you’re dead-set on continuing to squat, you could do front squats, which allow you to keep a more vertical torso and protect your lower back from shear forces on the spine.
“If you’re deadlifting, trap bar deadlifts and sumo deadlifts will be easier on the back than conventional deads,” says Bruno. Rack pulls, where you shorten a deadlift’s range of motion by pulling from the pins in a rack, or from blocks, can also be substituted.
Bruno also recommends replacing any bentover rowing movements with chest-supported rows (chest down on a bench) or inverted rows, where you hang underneath a bar in a rack and pull yourself up. Overhead pressing can be problematic, too, if your torso bends backward excessively. You can replace it with lever pressing, in which you wedge a barbell into a corner and lift the other end like a lever.
To prevent future lower-back injury, you’ll most likely need to improve your hip mobility. Bruno likes to do squat stretches—get into the bottom of a body-weight squat and push your knees out to sink as deep as you can. “Core strength helps too,” he says. Work on planks, side planks, stability ball rollouts, and bodysaws. | http://www.schwarzenegger.com/fitness/post/5-training-faqs-answered-correctly |
In a world where everyone is looking for a perfect workout plan, it’s important to stay on top of your progress.
With that in mind, we’ve put together a list of some of the best dumbbell sets you can do at the gym.
Here are our top tips for getting the most bang for your buck.
1.
Get to the gym early The average gym session lasts about 20 minutes, so it’s good to make sure you arrive at the building before the start of the session.
It’s a good idea to get to the office and get your computer setup so that you can get into the gym and start working.
If you’re a little bit more time-conscious, try to arrive at least 15 minutes early for your first workout.
This way you can spend less time at the office during your workout and more time on the mat, where you’ll have more time to work on your core.
2.
Use a dumbbell for each exercise Once you’ve set your mind to getting to the max, start doing the exercises.
Start with the core, then work your way up to the other arm.
Make sure you get the exercise in and out of the hips as quickly as possible.
Don’t be afraid to try to push your arms a little farther forward for the upper back and neck movements.
Make the exercises as simple as possible, because the more reps you can complete, the more your muscles will be primed to work.
If your goal is to develop good hip and knee mobility, work the abs first and the core last.
If that’s not possible, you can try to start with the lower back, working your way from the lower triceps to the deltoids, then slowly work your upper back, from the abs to the glutes.
3.
Choose a strength exercise If you can’t get to a gym, make sure to choose one of the strength exercises that you want to use as your starting point.
The one you decide on will depend on what exercises you’re going to be doing in your routine.
If it’s just a dumb-bell curl, make a full-body dumbbell push-up.
If its just a chest press, do a front squats or triceps extension.
It doesn’t have to be a particular exercise, but the more you can achieve, the better your progress will be. 4.
Focus on one exercise for each muscle group When you’re first starting out, it might be easier to start by doing just one exercise, because you can work on each muscle by focusing on one movement.
But if you’re struggling with one muscle group, make some changes to your routine to focus on the rest of the body.
For example, if you are having trouble with the abs, try working on the biceps.
Or if you have trouble with your glutes, try going with the triceps extensions.
When you get to more advanced exercises, like the barbell curl or deadlifts, it may be a good time to go with a strength movement, which will help you focus on one specific muscle group.
If doing the dumbbell curl is too difficult, try doing a full body push-ups or tricep curls instead.
5.
Use your dumb-bills for strength training Once you get into a groove, you’ll want to move onto other exercises.
For most people, the dumb-bars work for all the core muscles, and the bench press and dumbbell curls are good for the gluteals.
When it comes to the dumb exercises, the one you choose will depend a lot on how you feel after doing them.
If working out on the bench is more your thing, try the dumb bar rows.
But for some people, they might prefer to do dumbbell chin-ups, which can help them increase their gluteal strength.
If not, there’s always the bar chest press.
It should only be done if you can reach a plateau and can no longer do the exercise.
6.
Use dumbbell extensions and dumb-bar rows as a strength program After you’ve started working on your dumb exercises and working on other strength-related muscle groups, you might be thinking, “Okay, I can’t do all of my strength work at once, but I can do some of it with dumb-dumb-bar-rows.”
You could do this with the dumbbar rows and dumbbar extensions, or you can go with the bench presses and dumb bar curls as a whole.
It depends on your goals.
For some people it’s okay to use dumbbell presses as a main strength-building exercise, and others don’t.
However, it should be your main exercise program for the entire week.
If one of your muscles is weak, you could try working with dumbbell squats, but if your other muscles are strong, the bench or barbell rows can be used to strengthen your shoulders and delts. | https://deleverrestore.com/2021/09/how-to-get-the-most-out-of-your-dumbbell-workout/ |
This three-day symposium included attention to Dante’s views on ancient Greece and its cultures as well as on medieval Greece and its cultures. Scrutiny was given to the presence of ancient Greek poetry and philosophy (such as Homer, Plato, Aristotle) as well as science (astrology, cosmography, geography) in Dante’s works. In addition, participants explored the Greek characters (drawn indirectly from the ancient Greek mythographic tradition, Homeric epic, and other such sources) that populate Dante’s works, as well as others (such as the Cretan Veglio).
Speakers considered the degree to which such influences were filtered to the Italian poet through Patristic and late-antique texts (by Origen, the Cappadocians, Dionysius the Areopagite, and others), since Dante could have been introduced to at least some of the original ancient literature by way of these intermediaries. The symposium also investigated very broadly the medieval assimilation of Greek thought into Christian culture. This assimilation included Byzantine influences on political thought, particularly on the centrality of the emperor and the empire as ideas and ideals (Justinian and the juridical and political thought of the Eastern Roman Empire). This issue relates particularly, but not exclusively, to Dante's De monarchia.
Beyond a strict concern with Dante lies the challenge of setting him in a broader context with regard to the perception and reception of Greek in the thirteenth-century West. Latin Christians manifested a schizophrenic outlook, instead of a single Greekness there were several, not all of them even interconnected. First of all were the pagan Greeks and then the Byzantine Greeks. Even the Byzantines were far from uniform, since Westerners responded very differently to the traditions of the Greek Church fathers and of their own contemporary Greeks. Thus Greek was not only a past language or culture, but also a present (and often rival) religious and political entity. To each of these layers Latins related somewhat differently. Doctrinal, political, linguistic, cultural, educational matters all played important roles in shaping attitudes, and in this regard travel and diplomacy are perhaps as relevant as translations. | https://www.doaks.org/research/byzantine/scholarly-activities/dante-and-the-greeks |
A.) The Egyptian “Empire”, by “empire” we don’t mean the roman ideal, but rather a civilization, that spreads its culture of ethics and spiritual consciousness across many lands, in this case, from Nubia to Europe to India. Do to the forgetfulness as discussed from lesson 2, the base (ethics and spiritual consciousness) of the Kemetic civilization greatly diminished over time. Their temple’s stone where used to create Christian churches, their rule by temple elders gave way to rulers based in Royalty ( power) and army. Of course there where foreign threats such as the Hyksos who ruled Egypt for a while, in order to prevent this from happening they became more militant and took over surrounding land, this lead to the expansion of “empire.” Being one of the first world cosmopolitan, they allowed many cultures intermarriages, new philosophies and ideas into their empire. These outside influences had a major effect of their base spiritual philosophy . Ideals such as multiples wives, pleasure seeking, orthodoxy, and other philosophies, effected the majors areas of cultural expression.
You must have culture to understand the world or reality you live in. Reality can be expressed in 3 forms: 1. Physical 2. Image 3. Name. Culture helps us view the world through a window. Do to the outside influences and forgetfulness the ancient Kemetic lost their base of Ethics and Spiritual consciousness. If these 2 cultural aspects remain intact, all else is fine, but because these 2 keys factors were lost, the Kemetic culture continued its decline, as the Steppes from the north, Genghis khan, the Visigoths and other north Asian invaders came in their culture continued its fall. With the base of Ethics and Spiritual consciousness forgotten, their religious practices, their government practices and educational system where all effected.
Today, because of the Egyptian empire we see the roots of many cultures with similarities, these connection are undeniable. There are many supporting cultural factors for example Heru, Krishna, Christ are the same story told with different cultural over tones, but in essence are the same. Actually the Egyptian’s say their culture came from the homeland of the Gods, Nubia. We have many examples of how todays culture have been effected by the loss of this base (Ethics and Spiritual consciousness). We have Enron, WorldCom, the stock market crash on 1920’s, 1980’s Saving & loans crash, the 2000 Dot Com burst, the 2008 Financial Crises are all manifestations of the imbalance do to the forgetfulness of this base (Ethics and Spiritual consciousness).
But we should not worry even if we destroy this world, souls will incarnate somewhere else.
Video Discussion questions: What is absolute? In humanity we are energy or light. Strip away culture, strip always nationality, strip away gender, strip away race our essence is the same.
Because all souls come from the same source (god head) in its infinite ability to create, we are all connected, but because of Karmatic Biases no 2 souls are alike
What is the ultimate reality behind creation? All is one
B) What concepts where most important?
I think the base (Ethics and Spiritual consciousness). No matter what the religion is, what races intermarry or where they come from as long as this spiritual philosophy remains your culture will be fine. Once this is lost all else goes with it
C.) Questions?
I know intermarrying and bringing in different philosophies played a part in the Kemetic culture losing their spiritual philosophy, but with temples and pyramids and all the other monuments and achievements as a constant reminder how did they forget? Where there other factors? I know we spoke about the different ages or Yugas before, do you think they played a part in the forgetfulness? | https://www.asarucollege.org/forums/reply/6232/ |
The term "Greco-Roman world" (also "Greco-Roman culture" /ˌɡrikoʊˈroʊmən/ or /ˌɡrɛkoʊˈroʊmən/; spelled Graeco-Roman in Commonwealth), as understood by modern scholars and writers, refers to geographical regions and countries that culturally and so historically were directly and intimately influenced by the language, culture, government and religion of the ancient Greeks and Romans. A better-known term is classical civilisation. In exact terms the area refers to the "Mediterranean world", the extensive tracts of land centred on the Mediterranean and Black Sea Basins, the "swimming pool and spa" of the Greeks and the Romans in which those peoples' cultural perceptions, ideas and sensitivities were dominant.
That process was aided by the universal adoption of Greek as the language of intellectual culture and commerce in the Eastern Mediterranean Sea and of Latin as the languages of public management and forensic advocacy, especially in the Western Mediterranean.
Greek and Latin were never the native languages of many or most of the rural peasants, who formed the great majority of the empire's population, but they were the languages of the urban and cosmopolitan elites and the empire's lingua franca, even if only as corrupt or multifarious dialects to those who lived within the large territories and populations outside the Macedonian settlements and the Roman colonies. All Roman citizens of note and accomplishment, regardless of their ethnic extractions, spoke and wrote in Greek or Latin, such as the Roman jurist and imperial chancellor Ulpian, who was of Phoenician origin; the mathematician and geographer Claudius Ptolemy, who was of Greco-Egyptian origin; and the famous post-Constantinian thinkers John Chrysostom and Augustine, who were of Syrian and Berber origins respectively. Also, the historian Josephus Flavius was of Jewish origin but spoke and wrote in Greek.
Cores
Based on the above definition, the "cores" of the Greco-Roman world can be confidently stated to have been the Italian Peninsula, Greece, Cyprus, the Iberian Peninsula, the Anatolian Peninsula (modern-day Turkey), Gaul (modern-day France), the Syrian region (modern-day Levantine countries of Israel, Central and Northern Syria, Lebanon and Palestine), Egypt and Roman Africa (corresponding to modern-day Tunisia, Eastern Algeria and Western Libya). Occupying the periphery of that world were the so-called "Roman Germany" (the modern-day Alpine countries of Austria and Switzerland and the Agri Decumates, the territory between the Main, Rhine and Danube Rivers), the Illyricum (modern-day Northern Albania, Montenegro, Bosnia and Herzegovina and the coast of Croatia), the Macedonian region, Thrace (corresponding to modern-day Southeastern Bulgaria, Northeastern Greece and the European portion of Turkey), Moesia (roughly corresponding to modern-day Central Serbia, Kosovo, Northern Macedonia, Northern Bulgaria and Romanian Dobrudja), and Pannonia (corresponding to modern-day Western Hungary, the Austrian Länder of Burgenland, Eastern Slovenia and Northern Serbia).
Also included were Dacia (roughly modern-day Romania and Moldavia), Mauretania (modern-day Morocco, Western Algeria and Northern Mauritania), Jordan, Southern Syria and Egypt's Sinai Peninsula) and the Tauric Chersonesus (modern-day Crimea and the coast of Ukraine).
The Greco-Roman world had another "world" or empire to its east, the Persians, with which there was constant interaction: Xenophon, The Anabasis, the March Up Country, the Greco-Persian wars, the famous battles of Marathon and Salamis, the Greek tragedy The Persians by Aeschylus, Alexander the Great's defeat of the Persian emperor Darius III and conquest of the Persian empire, or the later Roman generals' difficulties with the Persian armies, such as Pompey the Great, and of Marcus Licinius Crassus (conqueror of the slave general Spartacus), who was defeated in the field by a Persian force and was beheaded by them.
Culture
In the schools of art, philosophy and rhetoric, the foundations of education were transmitted throughout the lands of Greek and Roman rule. Within its educated class, spanning all of the "Greco-Roman" eras, the testimony of literary borrowings and influences are overwhelming proofs of a mantle of mutual knowledge. For example, several hundred papyrus volumes found in a Roman villa at Herculaneum are in Greek. The lives of Cicero and Julius Caesar are examples of Romans who frequented schools in Greece.
The installation, both in Greek and Latin, of Augustus's monumental eulogy, the Res Gestae, exemplifies the official recognition of the dual vehicles for the common culture. The familiarity of figures from Roman legend and history in the "Parallel Lives" by Plutarch is one example of the extent to which "universal history" was then synonymous with the accomplishments of famous Latins and Hellenes. Most educated Romans were likely bilingual in Greek and Latin.
Architecture
Greco-Roman architecture in the Roman world followed the principles and style that had been established by ancient Greece. That era's most representative building of was the temple. Other prominent structures that represented that style included government buildings like the Roman Senate and cultural structures like the Colosseum. The three primary styles of column design used in temples in classical Greece were Doric, Ionic and Corinthian. Some examples of Doric architecture are the Parthenon and the Temple of Hephaestus in Athens, and the Erechtheum, next to the Parthenon, is Ionic.
Politics
The Romans made it possible for individuals from subject peoples to acquire Roman citizenship and would sometimes confer citizenship on whole communities and so "Roman" became less and less an ethnic and more and more a political designation.
By AD 211, with Caracalla's edict known as the Constitutio Antoniniana, all of the empire's free inhabitants became citizens. As a result, even after the Fall of the Western Roman Empire, the people who remained within the empire continued to call themselves Romans even though Greek had become the empire's main language. They continued to call themselves Rhomaioi. (Hellenes had been referring to pagan, or non-Christian, Greeks until the Fourth Crusade.) The ensuing births of successor breakaways and the decisive and irreversible shrinking of Byzantine Greek realms finally led to the predecessor of Greek nationalism through the Ottoman era and even into modern times.
See also
References
Sources
- Sir William Smith (ed). Dictionary of Greek and Roman Geography. London: Spottiswoode and Co, 1873.
- Simon Hornblower and Antony Spawforth (ed). Oxford Classical Dictionary. Oxford University Press, 2003. | https://owly.wiki/en/Greco-Roman_world/ |
By its very definition, a renaissance is a “rebirth.” Yet the person who coined the term – Giorgio Vasari – did so in an environment in which the contributions of preceding generations were viewed with skepticism at best and disdain at worst.
Franceso Petrarca (left) and Giorgio Vasari (right) / Wikimedia Commons
The Italian renaissance grew from the desire spurned by Petrarch and friends to revive the classical Graeco-Roman world that they felt had been relegated to forgotten history by the Gothic barbarians of what they termed the “Dark Ages.” Though the classic renaissance they engendered centered in Italy in the fifteenth and sixteenth centuries was certainly meritorious of significant adulation and left an indelible mark upon the world, even Vasari’s use of rinascita was new only in print. It is vital to remember that neither the idea nor the process of a cultural rebirth was an innovation of his age. Every period of human history that saw significant improvements and innovations in the arts and sciences as well as other areas would certainly fall under the definition of a societal and cultural rebirth absent the formal word for it.
Merovingian Kingdoms before Charlemagne (left), Merovingian to Carolingian Expansion (right) / Wikimedia Commons
- Conquests of Clovis – 481-511 CE
- Continuing Merovingian Conquests – 531-768 CE
- Conquests of Charlemagne – 768-814 CE
The Merovingian dynasty between the fifth and eighth centuries has traditionally been given little credit for its own progress in the cultural arena, discussion of which has long been overshadowed instead by the focus on its exertions of power and the seemingly tacit acceptance that it played only a minor role in Western European history.
Northumbria c.802 CE (left), Lindisfarne Gospels Folio 27v Matthew Incipit (right) / Wikimedia Commons
Across the Channel, another rebirth arose in the Northumbrian Renaissance, most specifically evidenced in the stunning illuminated manuscripts issued from the monasteries in which it began. But each of these, either alone or combined, were but a stepping stone to a largely unified European continent. It was at this time, long before the likes of Vasari and Petrarch waxed nostalgic for a Rome they never knew, that a force emerged to create a distinctly “European” identity – one that retained (and in some cases revived) much of the cultural and social influence of Rome while wedding it with their modern environment.
The titanic contribution of the Carolingian Renaissance to the reconstruction of the pieces of the Roman Empire into a newly structured and largely, though not entirely, unified Western Europe is evident in that which serves as the most reflective mirror of any culture – its art and architecture. Artistic and architectural advancements of the era, particularly in illuminated manuscripts, signaled the emergence of the power of Western (or Latin) Christianity and the decline of obstructive iconoclastic and other forces of Eastern Orthodoxy. It was Charlemagne’s Carolingian Renaissance that sewed together a loosely knit European identity following the diffusion of the Roman Empire and its tenuous reinvention with a Christian foundation in Merovingian and Northumbrian awakenings. It served as the springboard upon which the scattered vestiges of the Roman Empire were reconstructed into a generally coherent amalgamation of distinct communities that developed separate cultural identities and created an environment in which Charlemagne’s fierce dedication to learning and the progress it engendered would result in building the foundation for the progress that would follow.
The period of Merovingian rule established a powerful central Christian base of authority and administration – a strong base that would prove vital to fortifying an environment in Western Europe that was ripe for Charlemagne to nurture a new empire.
Pepin the Middle (left), Charles Martel (center), Pepin the Short (right) / Wikimedia Commons
Charlemagne’s empire was secured by his great-grandfather, Pepin the Middle, in 687, and passed down through his grandfather Charles Martel (Charles the Hammer), and finally his father, Pepin the Short, until he was vested as its ruler upon becoming King of the Franks in 768. Though he is often recognized as the founder of the Carolingian Empire, the groundwork had been solidly laid in the preceding century by his forebears. But it was Charlemagne who, more than his predecessors, placed an extraordinarily amount of both emotional and financial capital in education. Learning, he believed, would obviously allow even greater works to be created and structures erected.
Palatine Chapel Exterior (left), Charlemagne’s Throne in the Palatine (center), Charlemagne’s Casket (right) / Wikimedia Commons
Indeed, the Palatine Chapel (or Charlemagne’s Palace) that was begun in 792 and completed in 805 – only five years after his crowning as Holy Roman Emperor on Christmas Day in 800 CE by Pope Leo III in a symbolic gesture of church authority – still stands as a tribute to the renaissance that he would engender. The central monument of the Carolingian Renaissance, it perhaps appropriately became his final resting place. Important to note is this early attempt to revive, at least in name, that which had seemingly been dispersed to the winds – the glory that was Rome, six centuries before Petrarch attempted to relegate those of this era to insignificance and expressed a great sympathy for advanced minds who were unfortunate to live in an age surrounded by darkness and ignorance.
Lindisfarne Gospels – Folio 27r Matthew Incipit (right), Folio 139r Luke Incipit (center), Folio 26v Matthew Cross-Carpet Page (right) / British Museum
To be sure, the Northumbrians previously had certainly produced wonderfully illuminated manuscripts in monasteries that were also devoted learning centers. But they were reserved for the ecclesiastic component of society, and those who ruled the British Isles were not interested in education but were concerned with the more pressing needs of averting invasions and civil discontents. It was under the Carolingians that, for the first time in Western Europe since the fifth century, learning became more popular among at least rulers and nobility, and artistic and architectural achievements once again began to flourish. It was perhaps the single most important era of the medieval period that stood in stark contrast to any attempt to call the Middle Ages “dark” in any sense of the word.
Carolingian scholars and their peers were keenly aware that the centuries following the hemorrhage of the Roman Empire in 410 by Alaric and the Visigoths, in 455 by Geiseric and the Vandals, and finally in 476 by Odovacer and the Goths with the removal from power of the last Roman Emperor Romulus Augustus, were certainly dimly lit. But they recognized the importance of the contributions of Charlemagne to the resurgence of learning and scholastic progress.
Letter of Lupus Servatus to Einhard, from Sevati Lupi Epistulae, c.830 CE, Translation from Stofferahn, Steven A. “Knowledge for Its Own Sake? A Practical Humanist in the Carolingian Age.” Larry Swain, ed. The Heroic Age: A Journal of Early Medieval Northwestern Europe 13 (August 2010).
You are looking at a passage of a letter written by Lupus Servatus, a Benedictine Abbot of Ferrières Abbey in Loiret, France and a member of Charlemagne’s court, to Einhard C.830, the last sentence translated as, “…for within your memory there has been a revival of learning, thanks to the efforts of the illustrious emperor Charles to whom letters owe an everlasting debt of gratitude.”
Lupus acknowledged that the works of ancient writers and the teaching of them had fallen into a state of neglect, yet here he praised the efforts of Charlemagne (Karolum) for the resurgence of scholastic interest. At the time, collections of letters (such as this in Lupus’ collection Servati Lupi Epistulae) were regarded with the same respect as full-length books in modern times. It is important to note Lupus’ use of the plural “litterae” (letters). He was not referring to his present letter to Einhard but was instead giving credit to Charlemagne for the revival of letter-writing – of scholastic interest and achievement – in general.
The advances made in manuscript illumination in the Northumbrian Renaissance were not achieved in a vacuum. Travel, pilgrimages, and conquests had since antiquity served as routes of not only goods but also of cultural exchange. Such intercultural exchanges of knowledge and information led to the single most important manuscript produced in the Carolingian period – the Liber glossarum.
Liber Glossarum, c.800-825 CE / British Library
Translated from Latin – “liber” meaning book and “glossarum” meaning gloss, later glossary – was literally a “book of words.” The Librer glossarum was a massive scholastic undertaking at the time – the most massive of the Early Middle Ages – written in alphabetic encyclopedic format, going beyond the mere definition of words instead to the introduction and explanation of topics. This more than anything else signified Charlemagne’s dedication to a more educated populace and his desire to put to text those aspects of society, government and religious belief that he believed defined the empire his ancestors had created and that he continued to maintain and expand.
Equally important to the concept and content of the manuscript was the introduction in such texts of an entirely new script. Charlemagne’s attempt to broadly expand literacy created the need for a script that would be universally used and clearly legible. Carolingian miniscule was consequently developed by Alcuin of York – invited by Charlemagne to be the leading scholar and teacher of the Carolingian court – to accomplish this in two primary ways.
Book of Durrow Folio 86r Mark Incipit – Insular Gaelic (left), Book of Kells Folio 309r Gospel of John – Uncial (center), Burney Script Folio 27 – Carolingian Miniscule (right) / British Library
First, the cursive Northumbrian Insular Gaelic style was retained but reduced in size so as to allow for economy of space. Manuscripts were growing in length, as attested to in the Liber glossarum, and the more that could be fit onto a page the better. Parchment and vellum were painstakingly produced and never wasted. Second, the use of capital letters and spaces between words and sentences here finally made an appearance. Medieval Latin arose to continue the combination of the “language of Rome” with the vernacular. Scripts in preceding centuries during the Roman Empire and later into Northumbrian styles were either so large as to allow for only a limited amount of information or lacking capitals and spaces in a manner that made legibility exceedingly difficult.
Alcuin’s introduction of Carolingian miniscule and its subsequent universal adoption furnished a giant leap forward in early medieval society. The Northumbrian and Uncial styles influenced Carolingian miniscule in the sense that Alcuin intimately knew the changes that needed to be made in his own native Insular Gaelic script and the Uncial script that was more closely associated to and the immediate forerunner of the miniscule he would create, and eventually the influence was reversed as the scriptoria of the Britain finally ceded to complete adoption of the new script and abandonment of that which they had long used.
Carolingian Empire During and After Conquests of Charlemagne / http://www.historyofinformation.com/expanded.php?id=1813
The Carolingian empire may never have reached the shores of England in conquest, but its influence certainly spread far beyond its own borders even well after its destabilization and ultimate dissolution. Charlemagne believed that education was the key to the empire’s survival, and he knew that it would be vital to enlist the aid of the clergy were its spread to be successful. He issued an edict that all cathedrals and monasteries would provide education free of charge to any boy who wished to pursue it and proved his ability to do so. Thus began for medieval Europe the initial tentative steps to universal education with a script that provided vital characteristics of legibility for greater ease in both teaching and learning.
Manuscripts – literally “made by hand” – were quite likely the greatest artistic representations of not only the Carolingians but of virtually any society that produced them. They contained not only the textual information on their pages but also served as miniature examples of the architectural, sculptural and other artistic styles and motifs of the cultures in which they were designed. But the art and architecture of all civilizations and empires has also been a pictorial representation of that culture’s ethos.
Ebbo Gospels from Rheims Scriptorium – Matthew (left) and Mark (right) / Wikimedia Commons
While Charlemagne in many ways longed to revive the classical world, his influence also created an environment in which the heroic ideals of the Graeco-Roman age were set aside as a newer more humanistic ideology rose to the fore. The human aspect of Christ came to be focused on more heavily and the temporal world less denigrated. The depth of the schism that had divided East from West grew as the Carolingians continued to create a distinctly European culture. Humanism would not be nearly as preponderant as it was in the later Middle Ages, but the first steps had been taken, again following on earlier classical implications of the like of Cicero. In the case of the Carolingians, perhaps inevitably given the development of the Alcuin’s miniscule from Roman Uncial as well as Charlemagne’s attachment to classicism, these styles and motifs were Romanesque – “Roman-like.” In the ancient world, sculptures were often an integral part of structures.
Porch of Maidens, Athens Acropolis / Wikimedia Commons
The tradition of architectural sculpture was prominent from antiquity forward. Perhaps the greatest and most popular example was that of the Erechtheion Caryatid Porch, or the Porch of Maidens, built between 421 and 407 BCE in the Greek Acropolis using sculptures as columnar supports. The structure served as a temple, and the sculptures were entirely “in the round” – full three-dimensional figures – that were intended to be viewed independently yet also were a vital part of the structure to support the roof. Roman architecture often copied that of Greece, but the sculptures employed in their structures moved away from serving a dual purpose of utility and decoration to being embedded in the structure itself as a symbol. The purpose was no longer to support the building but instead to represent a narrative.
Ari Pacis Augustus Senatorial Procession Frieze (left), Column of Trajan (center and right) / Wikimedia Commons
The Romans made extensive use of varying degrees of relief carvings to accomplish the task, either in high relief (as in the Ara Pacis Augustae) with the sculptures carved so extensively from the background as to seem nearly independent of it or in low, or bas, relief (as in the Column of Trajan) with images carved so as to only slightly elevate from the background. The Early Middle Ages saw the reemergence of the Roman style of architectural sculpture. Prior to Charlemagne’s attempts to increase popular literacy, lay people would “read” not only paintings but also the walls and exteriors of the churches themselves.
Vèzelay Abbey Tympanum (left) and Vèzelay Abbey Exterior (right) / Wikimedia Commons
A striking example of the continued influence of Graeco-Roman styles in architectural sculpture was the construction in the ninth century (final consecration in 879) of the largest Romanesque church in France – the Abbey of Vèzelay – in Yonne department, Burgundy. As residents of this area in the Carolingian period entered the church, they could “read” the story, above the door on the tympanum in a combined high and bas-relief setting, of Christ commanding his apostles to go forth into all the world and spread and spread the Gospel word.
Charlemagne had brought from his travels to Rome many copies of early Christian texts so that local scriptoriums could copy them, and Carolingian manuscript illuminators in cooperation with other artisans either secular or clerical found a way to bring architectural sculpture into their realm as well, and here the Carolingian Renaissance found its own footing as art for art’s sake was used in conjunction with its narrative purpose – the marriage of aesthetics and utility. The materials of course varied through each medium based upon that which was easiest to work with for the scope of the project as well as that which was most suitable.
Codex Aureus Laurensius (Lorsch Gospels) from the Lorsch Abbey Scriptorium c.778-820 CE / Vatican Library
Instantly apparent on the Lorsch Gospels, created in the Lorsch Abbey Scriptorium in Lorsch, Germany, between 778 and 820, was the bas-relief style coinciding with the Romanesque architectural sculpture of the time. Just as its larger cousins, such as the Vèzelay Abbey tympanum and influences from early Roman structures such as the Ara Pacis and Column of Trajan, contained narratives to be read, so too did this. The front cover depicts Christ and the archangels treading on beasts, and the back cover contains the Virgin and Child with saints as well as the nativity scene. Ivory was used to create both covers.
Lindau Gospels front and back covers from Abbey of St. Gall Scriptorium, c.850 CE / Morgan Library and Museum
The Lindau Gospels, created in the Abbey of St. Gall scriptorium around 850, added to the Romanesque ivory bas-relief style inlaid gold and silver metalwork with precious gems. This was well beyond any utilitarian sense of manuscript design. But the material combination continued to grow.
Covers gradually become more ornate with gold, silver, ivory, stone inlays, etc. They were not utilitarian and did not contain a narrative, but they were also not “art for art’s sake” either. Material has purpose.
Crucifixion Ivory Manuscript Cover, Wooden Inlaid with Large Stones and Gems, c.750-987 CE / Wikimedia Commons
The material used to create the manuscript covers became as important as the manuscripts themselves and the knowledge they contained. The wooden portion of the covers was seen as representative as the cross, and the ivory carried the connotations of its white color as well as the political connections among those who could afford its use. The stones as well attracted the viewer’s gaze, and all of the material together drew the eye through perspective to the center of the cover to ponder the death of Christ and the reason for the existence of the manuscript at all. These materials drew the viewer to touch the manuscript – to hold it, read it, and learn from it. And the number of those wanting to touch, and read, such manuscripts grew as quickly as they learned to read.
Utrecht Psalter, Verso 75, Abbey of Saint-Pierre, Hautvillers, c.820-840 CE / University of Utrecht
The Utrecht Psalter, for example, was written and illustrated in a manner much more appealing to a different audience. Manuscripts had traditionally been produced for a clerical audience whose hierarchy had more conservative expectations. The general populace would be more attracted to that with which they could more closely associate. The Utrecht Psalter depicted a more free-flowing and free-minded approach in its illumination. Produced in the Benedictine Abbey of Saint-Pierre in Hautvillers, near Rheims, this manuscript was the Carolingian Empire’s most resounding example of text being produced for the general populace.
Codex Aureus of St. Emmarem, c.893 CE / Wikimedia Commons
Undoubtedly the most extravagantly decorated manuscript of the Carolingian Empire was the Codex Aureus of St. Emmeram. The manuscript cover is lavishly decorated with stones and gems along with heavy use of gold metalwork. Perspective again draws the eye to the center to a depiction of Christ seated on a globe of the world with a book on his knee and a Latin inscription of John 14:6, “I am the way, and the truth, and the life. No man cometh to the Father, but by me.” The codex was donated to the St. Emmeram Abbey in 893 in Regensburg, a city in Bavaria, Germany. It was in Regensburg that a Christ in Majesty sculpture was inscribed with a direct connection between the material used to create objects and the nature of Christ, reading, “Because Christ was called a rock because of his unshakable divinity, it is appropriate to render him in a stone image.” This extravagant codex was likely an appropriate summation of the importance the then-waning Carolingian Empire placed upon the distribution of knowledge.
More than anything produced by the Carolingians, the sheer number of manuscripts produced and the artistic complexity of their design spoke to the desire for education to become a common good and no longer merely the purview of the clergy and elite. Charlemagne had inspired in Western Europe a new renaissance and a period of peace in the pursuit of a unified culture. Though that unity would not ultimately be achieved, events such as the universal adoption of the miniscule script and a tacit understanding of manuscript materials and symbology, in conjunction with the foundation being laid for the schools and universities that would arise in the soon-to-come Gothic era, certainly represent a successful endeavor to create a larger self-awareness.
Charlemagne would in the following years be respected, admired, and even used by later rulers to justify their reign and importance – a medieval version of Augustus, who brought about the Pax Romana and whom later emperors would strive to mimic, though never quite achieving the glory that once was. This early medieval ruler would engender a period of classical rebirth and usher in an era in which the scattered vestiges of the Roman Empire would finally coagulate into a people once again finding their footing and redefining themselves. Though his empire would also disintegrate, it would do so in a manner in which the resulting nations would each develop a sense of unity and share an unspoken larger cohesion with their neighbors.
Following centuries would see the rise of Germany, France, Spain, England, and others, but the influence of the Carolingians would remain as each of these separately unified nations with increasingly literate and educated populations would as a whole, in perhaps the ultimate illumination, retain a singularly distinct “European” identity. | https://brewminate.com/the-carolingian-renaissance-graeco-roman-influence-popular-education-and-a-reconfigured-european-identity-in-manuscript-illumination/ |
We live in a time when obesity and weight issues are on the rise. A study completed in 2012 stated that 51% of the American population is projected to be obese by the year 2030. Our weight is correlated with what we eat, and the kind of nutritional habits we have developed over our lifetimes. For example, many of us multitask while we eat.
This may seem like a beneficial practice when we have things that need to be taken care of during the day, however, distracted eating can cause us to get into unhealthy eating patterns and lead to overeating. So how do we get out of these potential unhealthy eating patterns? Evelyn Tribole, MS, RD defines a pathway out of distracted eating through her research and literature on Mindful Eating.
Tribole compares distracted eating, or mindless eating, to a person that drives mindlessly in the sense that it is very easy to arrive at a destination after driving, and yet have no recollection of the journey. Just as we can get into a state of autopilot with driving, we can switch into autopilot when we are eating.
Our weight is correlated with what we eat, and the kind of nutritional habits we have developed over our lifetimes.
If we assume autopilot while eating, we become unaware not only of how much we’re eating, but also how the food feels in our mouths, and if the food was satisfying. Tribole shares the following results of a study found on the website for her Intuitive Eating program.
Scientists divided people into one of two groups. The distracted group ate lunch while playing a computer game of solitaire and the non-distracted group ate the same type of lunch, but without the distracting conditions.
The study’s findings showed that distraction made a significant impact on the eating experience, both qualitative and quantitative. When compared to the non-distracted group, the distracted people:
If we autopilot while eating, we become unaware of how much we’re eating, and if the food was satisfying.
The research also showed that distraction during a meal influenced meal size later in the day.
On the opposite side of the spectrum from distracted eating, is mindful eating, or practicing mindfulness while eating. Mindfulness is often associated with psychology and involves being aware of ourselves and what’s going on around us. Eating mindfully would involve practices like removing distractions from the environment around you i.e. smartphones, computers and other electronics, savoring each bite of your meal and feeling the textures of different foods while you eat. Eating mindfully can also help us to be aware of how much we’re eating, when we are actually full and if we are being prompted to eat for reasons other than hunger, like emotions.
A study published in 2014 concluded after scientific research that Mindfullness-Based Interventions (MBIs) were 86% successful in treating obesity-related eating behaviors including binge eating, emotional eating, and promote weight maintenance and weight loss goals.
Regardless of your weight, make a goal to eat more mindfully in your life. Visit us at the Weight Loss and Nutrition Center to find out more about Mindful and Intuitive Eating.
Abbey Reyes completed her BS in Public and Community Health at Utah Valley University, and plans to complete a Masters in Public Health (MPH) in the future. Abbey is a Health Education Specialist that’s passionate about helping others achieve their vision of wellness. Contact Revere Health’s Weight Management department today to learn more!
This information is not intended to replace the advice of a medical professional. You should always consult your doctor before making decisions about your health.
Copyright © 2018 Revere Health. All rights reserved. | https://reverehealth.com/live-better/how-mindful-eating-can-improve-your-weight-loss-efforts/ |
Stress itself is not a disease, but it leads to a breakdown in psychological, body and brain functioning. Stress is disease causing. If stress is not relieved damage occurs. As your body and brain experience your reactions to stress triggers, You have become the stressor itself.
Psychological and Neuronal (brain) Damage: begins with A) feeling mentally tired, drained of energy which can mask as depression, anxiety, panic. B) Brain fatigue results in impaired focus, impaired attention/concentration, impaired learning of new information, and impaired memory recall of recent information. It can mask as attention deficit disorder (ADD). Stress also causes brain inflammation that can lead to irreversible Mild Cognitive Impairment and incipient dementia.
Behavioral Damage: Negative changes in behavior most often show up in 2 major areas: relationships and work. A) friction or arguments B) less productivity and creativity, C) distracting avoidant behavior (e.g. compulsions, addictions, substance abuse) .
Physical Damage: Physical fatigue, allergies, asthma, skin conditions, headaches, compromised immune system functioning, diabetes, irritable bowel syndrome, heart disease, heart attack, brain inflammation, stroke and et cetera.
We all react differently to stressful situations. What is stressful to one person may not be stressful to another. Almost anything can cause stress. For some people, just thinking about something or several small things can cause stress. How we react to a situation will affect how stress affects us and our health. A person who feels they do not have enough resources to cope will be more likely to have a stronger stress reaction, and also can trigger health problems.
who am I ? What is my life purpose?
Experiences that are generally considered positive, but also can lead to stress, include pregnancy, having a baby, going on a trip, moving to a nicer house, relocating to another city or country, and being promoted. All of these situations often involve a major change, extra effort, new responsibilities, and a need for adaptation. They are also steps into the unknown. The person wonders if they will cope.
Repeated acute, episodic, or prolonged periods of stress can significant adversely affect your physical and mental health. Stress wreaks havoc. To learn more about the significant health hazards of stress. Here is a link to a published article: 3 Types of Stress and Health Hazards.
A persistently negative response to changes and challenges can have a detrimental effect on health and happiness. However, being aware of how you react to stressors can help reduce the overwhelm of feelings and effects of stress, and to manage it more effectively.
There are many techniques to deal with stress, the underlying issues that trigger stress, and the hazards of stress. If you feel stressed out, or overwhelmed, you should know that life doesn’t have to be this way. Together, you and Dr. Shawna, will look into your life to find the sources of your stress, stress triggers, and figure out what to change, or implement. These things may involve your work, your family, or all other areas of your personal life. You will also learn techniques and coping skills to help you relax.
Dr. Shawna is an expert at stress management. She will help you sort through issues and find the best ways to cope in healthy ways and move forward. In addition to being a licensed clinical psychologist, and neuropsychologist, Dr. Shawna is also a holistic healer (Mind-Body medicine) and meditation instructor.
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Barriers to the use of trained interpreters in consultations with refugees in four resettlement countries: a qualitative analysis using normalisation process theory
BMC Family Practice volume 21, Article number: 259 (2020)
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Abstract
Background
Increasing numbers of primary care practitioners in refugee resettlement countries are providing care to refugees. Access to trained interpreters is a priority for these practitioners, but there are many barriers to the implementation of interpreted consultations in routine care. There is a lack of international, theoretically informed research. The purpose of this paper is to understand barriers to interpreter use in primary care consultations in four resettlement countries using Normalisation Process Theory.
Method
We conducted a cross-sectional online survey with networks of primary care practitioners (PCPs) who care for refugees in Australia, Canada, Ireland and the US (n = 314). We analysed qualitative data from the survey about barriers to interpreter use (n = 178). We completed an inductive thematic analysis, iteratively developed a Normalisation Process Theory (NPT)-informed coding frame and then mapped the emergent findings onto the theory’s construct about enacting interpreted consultations.
Results
In all four countries, the use of an interpreter presented communication and interaction challenges between providers and patients, which can impede the goals of primary care consultations. Primary care practitioners did not always have confidence in interpreted consultations and described poor professional practice by some interpreters. There was variation across countries, and inconsistency within countries, in the availability of trained interpreters and funding sources.
Conclusion
There are shared and differential barriers to implementation of interpreted consultations in a consistent and sustained way in the four countries studied. These findings can be used to inform country-specific and international level policies and interventions focusing on improving skills and resources for interpreted consultations to improve implementation of interpreted primary care consultations.
Background
The forced movement of people as refugees around the globe is increasing, and reached record highs in 2017 . Refugee resettlement has therefore affected increasing numbers of primary care practitioners. A refugee is a person who ‘owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or owing to such fear unwilling to avail himself of the protection of that country’ . Refugee health has received considerable attention from stakeholders in academic, community and health sector settings who are concerned with health equity in resettlement countries in the developed world . It is clear that refugees’ access to primary healthcare is problematic: there are documented and inter-related problems stemming from variation in healthcare entitlements, and challenges navigating service that are unfamiliar and that may be poorly co-ordinated. There is also a lack of community resources available to support refugees and migrants to manage these problems.
[4,5,6]. One other majorreason for such problems with access relates to communication challenges in consultations due to cultural and linguistic diversity [4,5,6,7]. Informal responses to these challenges, such as the ad hoc use of family members and friends as interpreters, are common . While pragmatic, this may lead directly and indirectly to inequitable health outcomes [9, 10]. The gold standard recommended in the literature is to use trained interpreters who provide culturally aware, comprehensive and safe communication [11, 12].
Healthcare systems need to establish formalised responses that promote the routine use of trained interpreters [8, 13]. Implementing interpreted consultations in primary care settings is, however, extremely complex, due to a combination of macro-, meso- and micro-level factors [14, 15] (see Table 1).
Primary care practitioners working with refugees have indicated that the use of trained interpreters is a major priority for them [5, 6]. Therefore, there is a strong rationale to intensify research and development projects to investigate and support the implementation of trained interpreters in primary care . It is particularly important to know more about barriers to the routine use of trained interpreters in order to design policies and interventions to overcome these. International comparative studies in resettlement countries are useful in this regard [3, 6]. A recent European study showed variation across settings in the availability and use of trained interpreters and how this presents barriers to their routine use [15, 16]. In Ireland, for example, there is a lack of trained interpreters available for use, while in the Netherlands, a policy change withdrew payments for the use of available trained interpreters [15, 16]. There has been no comparison of international settings outside Europe.
Theoretically informed studies are also important to provide a robust evidence base to support implementation initiatives . This is because they provide an opportunity for accumulating generalisable knowledge. However, these are rare in the field of interpreter studies in primary care where the majority of studies are atheoretical and descriptive.
The purpose of our paper is to advance the field by analysing barriers to interpreter use in four resettlement countries using May and Finch’s Normalisation Process Theory (NPT: see Table 2 and Methods section for a detailed description). An online survey with 314 primary care practitioners assessed how interpretation is used, funded and governed in primary care practices serving refugees in Australia, Canada, Ireland and the US. A key quantitative finding was that there was wide variation in interpreter use between jurisdictions (highest in the US and lowest in Ireland). These results appear to be in part due to differences in local policy and practice but have not been analysed in depth.
Method
We are a team of primary care clinicians and social scientists with an interest in health equity and refugee health issues. As mentioned above, we conducted an online survey to generate quantitative and qualitative data about the use of formal interpreting agencies by primary care practitioners who work with refugees in four countries: Australia, Canada, Ireland and US.. We aimed to survey practitioners who had some involvement or an interest in refugee health. The approach differed in each country. In Australia, US and Canada an invitation email was sent to specialist networks of primary care providers (the Society of Refugee Healthcare Providers, North America, and Refugee Health Networks in Australia and Canada). In Ireland, in the absence of such networks, the email was sent to all family practitioners (Irish College of General Practitioners members) with a request asking all those with an interest or involvement in refugee health to respond. The email was also sent to an international general primary care network (North American Primary Care Research Group). Those who responded to the open qualitative questions and who discussed their experiences of working with trained interpreters presented an information rich sample for the purpose of this qualitative analysis.
We developed and piloted a questionnaire about practice characteristics (languages spoken by respondent/practice staff, access to professional interpreters); patient characteristics (languages spoken, country of origin); and interpreter use (proportion of patients for whom interpreters are used, barriers and impact of using interpreters, cost and how funded). There were also open text questions, which are the focus of the analysis for this paper (see Table 3). We administered the questionnaire using a secure online survey (Qualtrics 2018, Provo, UT).
Our research had ethical approval from committees in the authors’ jurisdictions.
For this paper, we focused on anonymised responses to the open text questions and conducted an inductive analysis following the principles of framework analysis . Some responses were clearly not about the use of formal interpreting agencies, referring for example to the use of a family member as interpreter. These data were not included in the analysis because, as mentioned above, our interest was in data from ‘information rich’ respondents : GPs with experience of working with refugees and accessing formal interpreters.
There were nine emergent themes relating to barriers about interpreter use (see Table 3).
We then mapped the emergent themes onto NPT (see for a detailed description of the mapping process). The rationale for using NPT is that it is a contemporary sociological theory designed to provide a heuristic device to ‘think through’ the implementation of innovations and interventions in healthcare settings . It has four interconnected constructs that relate to each other in a fluid, rather than linear, way in real ‘space and time’. Each construct in NPT focuses on a particular kind of implementation work that stakeholders need to engage in to introduce a new way of working with a view to embedding it into their daily practice to the point that it becomes a routine, normalised way of working. NPT has been previously used successfully in international research about implementing interpreters in primary care [15, 25] and we saw an opportunity to add to theoretically informed literature in this field. The emergent themes in this analysis are related to the NPT construct about enactment. This is a function of the questions asked in the survey, which were about actual use of interpreters. The focus of this construct is on skills and resources for a new way of working, whether there is confidence in it and whether it helps interactions to achieve the goals of consultations (see Table 2).
To enhance quality and rigour of the analysis, the first and second authors iteratively developed an NPT coding frame (see Supplementary File 1), discussing how NPT related to the emergent themes and comparing our coding . We explored whether data fell outside the focus of NPT; there were none that did.
Results
The survey response rates varied by country and were within average ranges for external surveys (10–15%) in all countries except Ireland: Australia 26%, Canada and US (networks overlapped) 12.3%, and Ireland 5.9%. The response rate for free text questions is provided in Table 3.
Most respondents included in this qualitative analysis were over 40 years of age (n = 122, 68.5%), female (n = 131, 73.6%) and were not a refugee or an immigrant (n = 139, 78%).
The majority were physicians/doctors (n = 146, 82%), followed by nurses (n = 14, 7.9%) nurse practitioners or physician assistants (n = 8, 4.5%), allied health practitioners (n = 5, 2.8%) and another professional role (n = 5, 2.8%). Almost two-thirds were working in a practice using formal interpreters (n = 11; 62.5%).
Findings are presented based on our NPT analysis, starting with the most dominant themes (i.e., themes with the highest density of data).
Interaction problems workability: interference with the goals of the consultation
In all four countries, respondents referred to the negative impact of working with interpreters on the goals of the consultation. They felt that the interpreter’s presence impedes the interaction and communication between clinician and patient. Rather than improving the consultation, respondents felt that sometimes rapport and relationship development between doctor and patient can be disrupted by the presence of an interpreter as a third party. Respondents expressed that ‘nuances are easily missed’ (Irish respondent 14), that it is ‘hard to make meaningful social connections through an interpreter (relationship becomes very formal)’ (US respondent 37), and that the ‘patient [is] sometimes uncomfortable discussing medical complaints with a stranger’ (Irish respondent 59).
Some of the issues appear to be related to the use of technology (i.e. telephone interpreting): it can be ‘difficult to build rapport as refugees tend to look at the phone as they speak’ (Australian respondent 15). Particularly in relation to more complex issues, respondents felt that they were unable to achieve the goals of the consultation: ‘I have wondered if answers regarding mental health issues or sensitive issues regarding sexuality might be different if able to ask without an interpreter’ (US respondent 17).
Respondents also highlighted that finding a suitable interpreter and then including them in the consultation slows them down significantly, and thereby disrupts the goal of 10–15-min consultations: it ‘takes a lot of extra time which is generally not built into the schedule nor compensated’ (US respondent 33). In some cases, this leads doctors to not use formal interpreter services and rely on informal interpreting or machine translation (e.g. Google Translate) instead: ‘I have not used translation services recently as found them difficult to use in the context of a busy surgery. Most of our Somalian/African patients […] bring a member of the family with them’ (Irish respondent 37).
Relational problems: Lack of confidence and trust.
Respondents in all four countries report a lack confidence in many aspects of interpreters’ practice, for example incomplete or elaborated interpretation and adjusted information transfer based on moral judgements, e.g. around contraception use:
I always worry the interpreter shortens the answer or changes the question to get a yes or no answer from the patient. (Irish respondent 6)
It is obvious that when we are talking about sensitive information particularly mental health issues, the interpreters can be uncomfortable with the subject matter and at times appear to be either leading the patient/family member to an answer or providing a negative answer for them. (US respondent 17).
Potentially giving patient medical advice that is different than what I have said. (Canadian respondent 12).
Interpreter being unprofessional – asserting own opinion, telling client how to answer questions, etc. (Australian respondent 11).
More specifically, some respondents suspected that the cultural/ethnic background and the gender of the interpreter occasionally impinge on the quality of the interpretation:
With specific male interpreters (particularly when interpreting for females) I suspect they are not fully interpreting what I say or asking sensitive questions. (US respondent 3).
There are issues with variability in the quality of interpretation and negative attitudes of interpreters towards patients (e.g. some Kurmanji speaking interpreters seem to have biases against Kurmanji speaking Yazidi patients). (Canadian respondent 25).
Furthermore, many expressed a concern about breaches in confidentiality, particularly when working with small communities where the interpreter and patient know each other, and when the consultation referred to stigmatised topics such as HIV or mental health issues.
Contextual problems: lack of resources
Respondents identified two key issues that relate to the lack of resources needed to work with formal interpreters: prohibitive costs and/or the unavailability of formal interpreters. A number of them stressed that the costs of using formal interpreters constitute an important barrier, particularly for smaller primary care clinics:
I wish there were interpreters at the office I work at, but the cost of an interpreter per visit is more than how much we get paid per visit. (US respondent 5).
There is no funding available for interpreters in primary care in Ireland. We have to pay for interpreters from the practice. We often spend more on an interpreter than we get paid for the patient for the year. As a result we cannot get interpreters for each appointment. (Irish respondent 55).
In Calgary, we no longer have access to in-person interpreters because Alberta Health Services has discontinued this service and Calgary Immigrant Services no longer has a volunteer program but charges patients for the cost of the interpreter which is prohibitive. (Canadian respondent 25).
No formal interpreters available in the area where I work. At times, communication can be very difficult, relying on under aged relatives for consultations. […] Asylum seekers have no access to interpreters. (Irish respondent 24).
In Australia, where formal interpreters are widely integrated into the health system, respondents pointed out that there are nevertheless issues with access:
No interpreters available for new language groups coming to Australia. If Australia accepts family with a new language there must be considerable investment at the national level to enable safe communication with the family! (Australian respondent 8).
Some days it is difficult to get certain interpreters (e.g. female Somali interpreters on Fridays). And there is a national shortage of Kunama interpreters – it would be great to have a couple more. (Australian respondent 22).
Skill set problems: insufficient skills
Some respondents highlighted the need for better training and a standardised accreditation process to improve the skills of specialised medical interpreters:
There are good interpreters and less good interpreters. The good ones are terrific. The less good ones could be terrific with more training. (US respondent 15).
Sometimes in person interpreters are not fully trained in health, so take short cuts in translating. (Canadian respondent 14).
A small number of respondents also stressed that physicians may similarly lack important skills and suggested that ‘more training of how to work with interpreters and patients for medical students and trainee doctors’ is needed (Australian respondent 20).
Discussion
Summary of key findings
In all four countries studied, the use of an interpreter can present challenges to doctor-patient communication and interactions, which can impede the goals of primary care consultations. Feelings of confidence and safety can also be compromised for primary care practitioners, and they described poor professional practice by some interpreters. This leads to mistrust in the work of interpreters. There is variation across countries and inconsistency within countries in the availability of trained interpreters and funding sources, highlighting contextual barriers that impact negatively on the implementation of interpreted consultations.
Methodological critique
The analysis in this paper is based on responses to open questions in a survey, which was distributed via email to general and specialist networks of primary care providers in resettlement countries in western democracies. Determining the denominator is challenging but, as previously mentioned, the response rates fell within average rages for external surveys (10–15%) in all countries except Ireland. This may be because the survey in Ireland was administered to a general network. This means that recipients would not necessarily have experience of working with refugees and may not have seen the relevance of participating in the survey. For a qualitative analysis such as the one reported here, however, the key issue is not the representativeness of the sample but whether data included are from respondents who are information rich, meaning that they have relevant experiences to provide an account of the phenomenon of interest, i.e. they have experience of using interpreters from formal agencies in consultations with refugees. All participants included in this analysis meet this criterion.
The data are based on free text responses and are not as in-depth as data from a qualitative study using methods such as interviews or focus groups. The analysis, however, was thorough, with the use of inductive and deductive coding and a high inter-rater reliability to enhance quality and rigour. The findings resonate with existing literature [5, 6, 15], indicating their veracity and trustworthiness.
A key strength of the study design is that it brings a theoretical lens to the comparative analysis of data about barriers from international settings. The use of theory to inform data generation and analysis is rare in the field of migrant health and in studies about interpreting. Our critical use of NPT for theoretical analysis is, therefore, noteworthy and provides the basis for accumulating knowledge about implementation of interpreted consultations. The comparative analysis in four resettlement countries provides empirical evidence for country-specific and international actions.
Connections with the literature
Three of the four elements presented about the NPT construct about enactment relate strongly to the need for training and skills for interpreters and primary care practitioners), which is in keeping with previous research, e.g. [6, 8]. Notwithstanding the challenges of building trust in interpreting services, particularly in small communities [18, 26, 27], the negative interactional effects in the consultation and the issue of confidentiality and trust could be remedied if interpreters were fully trained, accredited and monitored with an appropriate quality standard . Awareness-raising campaigns among primary care practitioners and training for them to work with interpreters could ensure that they (i) understand the importance of using trained interpreters and (ii) have skills to feel comfortable and confident in interpreted consultations. Involving migrants and community interpreters in the training of primary care practitioners for interpreting is impactful [15, 28] and should be considered in postgraduate and continuing medical education courses.
The other key issue is about contextual barriers. Primary care providers have limited time in each encounter, often related to remuneration. Longer consultations can be difficult to schedule, as can arranging an in-person interpreter. It is important that primary care services are resourced by local, regional and/or national health authorities in order to enable primary care practitioners to use trained interpreters as a normalised practice . It is worth comparing the two countries with the most obvious differences in practice: Ireland and Australia. In Ireland, there simply are no interpreter services in some areas and previous research shows that few interpreters in Ireland have training . Thus, the implementation journey is at the very beginning in terms of establishing a funding source and supply of trained interpreters. In Australia, where interpreter services are established, the implementation issues are further on in terms of expanding and improving accessibility and use: reducing inappropriate role behaviour by interpreters, needing specific dialects, or availability on weekends. In all settings, the availability of sustained funding is important. Decisions about resources for interpreting can be shaped by broader political changes leading to cuts in services when anti-immigration sentiments rise .
Implications for policy and practice
This theoretically informed comparative analysis of data across international settings makes an important contribution to the literature because it reveals shared and differential barriers to the use of trained interpreters in the four countries studied. It also revealsinconsistency in service provision for refugees within and across countries. This is particularly problematic given that refugees have higher incidence of mental health conditions than the general population, often related to trauma . Consultations with them require effective communication and highly trained interpretation. This inconsistency would not be acceptable for implementation of other guidelines or interventions in primary care (e.g. implementation of diabetes care) and points to health inequities for refugee health. In line with WHO recommendations, inter-sectoral activity by health researchers and providers is important to emphasise health equity and the development of evidence-based policy to ensure that primary care is accessible to refugees and other migrants [13, 29].
These findings can be used to inform policies and interventions within countries that are specific to the barriers experienced in each setting. In Ireland for example, the focus could be on establishing a community of trained interpreters while in Australia it could be on innovation to extend service provision. Findings can also inform international agencies and professional bodies who provide leadership to national governments. They could reiterate that trained interpreters is the gold standard recommended in the literature and that it is a necessary feature of health services to meet health equity goals. Taken together, such national and international initiatives can minimize barriers to the use of trained interpreters and optimize communication between refugee and migrants and their primary care providers.
Conclusions
There are shared and different barriers to implementation of interpreted consultations across countries in this survey. These reflect where each country is in terms of their implementation of trained interpreters in routine practice. There is an important opportunity to learn from experiences across countries, especially to find solutions to common barriers. Country-specific and international level policies and interventions focusing on improving skills and resources for interpreted consultations need to be developed to improve the uptake and workability of interpreting in primary care consultations.
Availability of data and materials
The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.
Abbreviations
- NPT:
-
Normalisation Process Theory
- US:
-
United States
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Acknowledgements
We thank all primary care providers who completed the survey and the support from the participating networks to administer it.
Funding
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Ethics declarations
Ethics approval and consent to participate
Ethical approval was obtained from the following committees - University of Virginia Institutional Review Board for Social and Behavioral Sciences (2017–0321-00); University of New South Wales Human Research Ethics Panel (HC17828); Bruyère Continuing Care Research Ethics Board (M16–17-047); and Irish College of General Practice Research Ethics Committee 2017. Participants consented to the survey by completing it.
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n/a
Competing interests
Mark Harris is a member of the editorial board (Associate Editor) of BMC Family Practice.
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MacFarlane, A., Huschke, S., Pottie, K. et al. Barriers to the use of trained interpreters in consultations with refugees in four resettlement countries: a qualitative analysis using normalisation process theory. BMC Fam Pract 21, 259 (2020). https://doi.org/10.1186/s12875-020-01314-7
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Seems doctors across our region are offering to work evenings and weekends to help reduce waiting times.
GP practices across Bath and North East Somerset, Swindon and Wiltshire are helping patients to get the help they need by offering more types of appointments, as well as making more slots available outside of traditional opening hours.
Since the beginning of last month, most practices in the region have begun to offer a select number of appointments in the evenings and at weekends.
As well as this, practices have expanded the types of appointments being offered to patients, with many whose conditions do not require an in-person conversation receiving prompt and effective care over the telephone or by video call.
However, despite the introduction of more virtually-held consultations, patients should be assured that face-to-face appointments are still very much available.
In September of this year, 65 per cent of all patient interactions in Bath and North East Somerset, Swindon and Wiltshire were carried out in person, whereas 31 per cent of consultations took place over the telephone.
Dr Francis Campbell, a GP in Swindon and Partner Member for Primary Care on the Bath and North East Somerset, Swindon and Wiltshire Integrated Care Board, said: “Virtual appointments are nothing new but, since the pandemic, when seeing patients in a different way became a necessity, this innovative approach to providing care has really taken off.
“Patients tell us how much they value the convenience of being able to access care from the comfort of their own home, while also fitting in appointments around their work and personal commitments.
“As GPs, we understand that people with a worry or concern want to receive care and support as quickly as possible, which is why we are working hard to provide more appointments, as well as a greater variety of appointments.
“In-person consultations will always remain available for those who need such an appointment, but by having a mix of the two, we are able to provide a service that ensures as many people as possible can get the type of care they need quickly and safely.”
More than 10,000 people across Bath and North East Somerset, Swindon and Wiltshire took part in the latest GP Patient Survey, which measures the satisfaction with local primary care, and around one in ten of those questioned said they had received care either online or over the phone.
And of those who were offered a virtual appointment, more than 77 per cent said they were satisfied to have had their care provided in this way.
This trend mirrors what was seen at the start of the coronavirus pandemic when a local survey carried out by the region’s former clinical commissioning group showed 80 per cent of people thought a virtual appointment was the same or better than one that was face-to-face.
That survey also revealed that two thirds of those who were questioned said they would consider proactively asking for a virtual appointment in the future.
People can find out more about what is being offered at their local GP practice, and when, by contacting their surgery team directly.
Alternatively, further information on virtual appointments can be found online at http://www.bsw.icb.nhs.uk. | https://bathnewseum.com/2022/11/11/speeding-up-care/ |
The Accessible Information Standard aims to ensure that disabled people have access to information they can understand and the communication support the may need. We are committed to ensuring that all patients can access information in their preferred format e.g. braille, easy read, large print, BSL, email or SMS text. Please contact the Practice to discuss your needs or for any patient for whom you are a parent/carer.
This information may be shared with other NHS providers.
Language Interpreters
Language interpreters are available during consultations via a telephone service. Please inform reception who will organise this service for you.
Advocates
An advocate is a person who supports someone who may otherwise find it difficult to communicate or to express their point of view. Please contact reception if you have an advocate or are an advocate for another patient.
Physical Access
All public areas can be accessed by the disabled. Access is also available for patients with prams, pushchairs and buggies. Registered assistance dogs are welcome at the Health Centre.
Working Dogs
All working dogs are welcome at the Health Centre. If you would like a guided tour of the reception areas then please speak to our reception team. | https://www.imperialcollegehealthcentre.co.uk/health-centre/accessibility/ |
Same Day Emergencies NEW!!!!
Changes to our Walk-In Clinic
During COVID, we have had to make many changes to the way we manage our “Walk-in Clinic”. Moving forward, we have made the following changes:
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The clinic will no longer be referred to as a “walk-in” clinic – since patients can no longer walk in to make an appointment.
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As of now – the clinic will be referred to as Same-Day Emergencies Clinic
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The Same-Day Emergencies Clinic will only serve patients that have a family doctor with our clinic.
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Appointments in the Same-Day Emergencies Clinic will be IN PERSON unless otherwise discussed with a staff member at the clinic
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ALL appointments for the Same-Day Emergencies Clinic will be made by phone or through the portal (See below for more details about booking on the portal)
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NO APPOINTMENTS will be given to patients for the Same-Day Emergencies Clinic that come in person. Appointments MUST be made by phone or through the portal.
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We will no longer disclose which physician is on call. The schedule changes on a daily basis.
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Pomelo Patient Portal
As of Monday, April 25, 2022 – all patients that are registered with our patient portal Pomelo (HealthMyself) will be able to schedule an appointment for the Same-Day Emergencies Clinic.
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Appointments will only be available for that same day – you cannot schedule a same day appointment in the future
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If you get a message that states “There are no more appointments available for the Same-Day Clinic online.” - you may contact the clinic as there still might be appointments available by phone.
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The name of the physician working at the time of your appointment will not be disclosed. We ask that you do not call the clinic for this information as it will not be given.
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How to Schedule a Same-Day Appointment
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Log-in to your patient portal at www.healthmyself.ca
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Under the Appointments section, click Book New Appointment
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Select who the appointment is for
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Choose Same-Day Clinic as the type of appointment and select the next available time
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Write a SHORT description of the problem and confirm.
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We kindly ask that patients remember that a same-day emergency appointment is for 1 urgent problem only and that all other issues will need to be addressed by the family physician.
Notice to our Quebec Patients
As of March 1st, 2022, the St Joseph Family Medicine Clinic will no longer be billing RAMQ directly for patient visits. Starting on that date, patients from the province of Quebec will be required to pay for their visit and submit the bill to RAMQ for re-imbursement. Some of our physicians are already using this system and there has been minimal issues.
This decision was taken by the current owners and will apply to all physicians.
This will in no way impact your access to our clinic or to your family physician.
Thank you for your understanding.
Pomelo Patient Portal - Health Myself
We now have an online portal for our patients.
It's called Pomelo Health
TO LOG IN -> CLICK HERE
If you aren't registered, please call us at 613-830-1298 to receive an invitation.
Message regarding the AstraZeneca vaccine
Following the direction of the province (May 11), Ontario is immediately pausing administration of the first dose of the AZ vaccine.
For those who received their first dose of the AZ vaccine, we understand that there are many questions. Here is what we know now and are working to confirm for you.
Why was this change made now?
There are several reasons for this change:
- The rates of rare blood clots with this vaccine are rising – the province quoted a 1:60,000 chance.
- We are starting to see falling rates of COVID-19 infection in the province.
- There are increasing supplies of other vaccines coming into Ontario.
Should I have waited for a different vaccine?
If you have already been vaccinated, you did the right thing by protecting yourself and others around you. Having a first dose provides significant protection against serious illness and death should you become infected with COVID-19.
If you received the AZ vaccine within the past 28 days, the chances of serious side effects remain very small – but you should know the signs, as these rare blood clots can be treated if addressed early. Please reach out to our office or seek emergency care if you have the warning symptoms. [For a quick summary of symptoms, see graphics here ]
What about the second doses?
What this pause means for second doses is not clear at this moment There is a more predictable supply of other vaccines coming and Canada should have information on mixing and matching different vaccine brands in the next 1 or 2 weeks based on a large study being conducted in the United Kingdom.
Where can I get updates?
You can check the provincial and our local public health unit website as well. Ontario's central vaccine management system has a record of when and where you were vaccinated and with which vaccine -- so no one will be left behind with a second dose.
We hope this will answer a lot of your questions.
WALK-IN Policies During COVID
During COVID, Walk-in policies and procedures have changed.
Please note the following:
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Anyone wanting to see a physician in our walk-in clinic must call (613-830-1298) to make an appointment.
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During business hours (8:30am to 4:30pm weekdays) dial Extension 3
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During evenings (4:30pm to 8pm) and weekends (9am to 2pm) dial Extension 246
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All patients asking for an appointment will be screened for COVID-19 in case they will need to be seen in person.
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All appointments are by Telephone. If the physician deems it necessary, they may ask you to come in person either later that day or the following day for an examination.
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All patients coming into the clinic will be screened for COVID-19
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To access our clinic, you must ring the intercom outside the door. Patients without appointments will not be permitted inside the clinic.
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This measure is to limit the number of people in the clinic at the same time so that we may properly observe social distancing guidelines.
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We have adopted a Zero-Tolerance policy on abuse of any kind. Please click here to read the policy.
ZERO TOLERANCE POLICY
St-Joseph Family Medicine Clinic's staff and physicians are here to help you. Every effort is made to provide excellent medical care and fast and friendly service. In return, our physicians and staff deserve to work in a abuse-free environment.
We enforce a ZERO TOLERANCE policy towards abuse of any clinic staff.
WE WILL NOT TOLERATE VERBAL, PHYSICAL OR RACIAL ABUSE, VIOLENCE, THREATNING BEHAVIOUR OR DISCRIMINATION.
Anyone in breach of this policy will receive a warning and this could result in losing your family doctor and being banned from the clinic. We also reserve the right to call the police to remove offenders from the premises.
New Office Procedures for the Clinic
New operating procedures until further notice:
As more and more business start to open, our clinic needs to stay cautious to prevent the spread of COVID-19. While most appointments are now converted to telephone consultations, certain appointments need to be seen in person. We also offer virtual visits for the more tech-savvy patients. Please see below for our new procedures for these types of appointments.
Procedures for IN-PERSON visits:
During this pandemic, we are asking that adults come alone for their appointments and that children or infants come with one parent only. Because of social distancing rules, we are trying to limit the number of people in the clinic to keep everyone safe.
We also ask that you wear a mask – non-surgical and/or homemade is fine – and it you don't have access to a mask that you wear a scarf over your mouth and nose. Young children do not need a mask.
The door to the clinic will be kept locked at all times. Please knock and be patient - someone will open the door for you. If you do not have an appointment, we ask that you call before coming in since we won't let patients in without appointments.
IN-PERSON visits include appointments with a physician or appointments with the Nurse. We are currently accepting appointments for all injections and wart treatments. These appointments must be scheduled in advance as we will NOT be accepting walk-ins. Appointments with the nurse will be scheduled every 30 minutes to respect social distancing rules and all areas will be sanitized before the next appointment arrives.
Procedures for Telephone Consultations:
During this pandemic, telephone consultations times and lengths are unpredictable. Please understand that the specified time of your appointment is an approximation only and that it may be a little earlier, or a little later then the actual appointment time. We ask that you be patient during this time.
Procedures for Virtual Visits:
If you haven't already, you will receive an email with a link to your video chat with your doctor. Instructions will be in the email. Please test your connection with microphone and camera before the visit time so there are no delays with your appointment.
A few minutes before your scheduled appointment time, please join your virtual visit through the link in your email and wait for your doctor to connect. Physicians will do their best to start the visit close to the appointment time but there may be delays. Please be patient during this time.
Sanitization in our clinic:
In our common areas, all surfaces are sanitized with medical grade disinfectant several times a day. This includes, counters, chairs, door knobs, doors. All touchable surfaces in our exam rooms are sanitized after every patient. We endeavour to keep our clinic as germ free as possible and patients may be asked to sanitize or wash their hands upon arrival.
We would like to thank all our patients for their understanding during these unprecedented times and ask that you please continue to social distance and wash your hands often so that we can stop the spread of COVID-19 for good.
COVID-19 UPDATE (April 21, 2020)
Due to the COVID-19 pandemic we will be changing most of the already scheduled appointments to telephone consultations. This measure is to protect our patients, our physicians, and our staff.
Walk-in clinic procedures will also be different during this time. The door will be kept locked and there will be a sign on the door with a phone number to call to be added to the walk-in schedule. Once you have registered, you will receive a call from either a nurse or a doctor.
The walk-in clinic will be for URGENT matters only. Anything deemed not urgent might be triaged by a nurse and an appointment on a different day may be given with your doctor. You may also be sent home to await a call from one of our physicians. This is to keep as little people as possible in our waiting rooms.
If you suspect that you might have been in contact with someone who had contracted COVID-19 – and that you might have it yourself - please refer to our information sheet - INFORMATION TO PATIENTS ABOUT COVID-19, contact Public Health at 613-580-6744 and they will indicate whether you need to attend a testing centre in the Ottawa area. Fever, cough or trouble breathing may be an indication.
To help stop the spread :
-Go out as little as possible especially if you are over the age of 70
-Cancel travel plans or return home as soon as you can if you are out of country
-Cancel outings and/or organized parties/events with family and friends
-Avoid big gatherings of people and crowds
-Work from home if possible
-Wash your hands for at leased 20 seconds often or use hand sanitizer
-Cough or sneeze in your elbow
-Avoid touching your face, eyes and nose as much as possible
-Practice social distancing and stay at leased 2m away from people in public
Please remember: You may have contracted COVID-19 and have absolutely no symptoms. The more people you come into contact with, the more people you could be infecting.
UPDATE of Uninsured Services
As of today, January 10, 2020 -
Please click HERE to see a full and updated list of our fees for UNINSURED SERVICES.
No More Nurse on Monday Evenings
ATTENTION!!!!
Please note that as of November 12, 2018 - There will not longer be a nurse available on Monday evenings.
Please click here to see the nurse's hours.
New Fees for Chart Copies
New Fees for Chart Copies
Please be advised that as of Tuesday, May 22 2018 there will be a fee for copies of blood work results or imaging results.
The fee is $5 to a maximum of 4 pages.
NOTICE to All QC patients
Québec Residents who do not have a family physician at our clinic will be required to pay for their visit.
Also, certain physicians require Québec Residents, that are patients with our clinic, to pay their visit before being seen.
We accept payment by Debit, Cash (exact amount), Visa or Mastercard.
Is it a Cold or the Flu?
The Public Health Agency of Canada wants to help you understand the difference between a common cold and the flu.
Changes to Prescription Renewals
Please note that there have been changes to our prescription renewal policy:
"Prescription renewals should be done during your regular visits. Requests from pharmacies are reviewed and returned if approved by your physician. This may take up to 7 business days."
Proud to be SCENT-FREE!!!
Did you know that some people are sensitive to scents?
In our clinics, we try our best to keep a scent-free environment so that everyone can be comfortable.
Please remember to be mindful of your perfumes and colognes when you visit us.
Thanks for your consideration. | https://stjfmc.ca/pg_News.php?g_int_AppLanguageId=1 |
Easy to search. Easy to read. Easy to cite with credible sources.
Year: 2009 | Volume: 26 | Issue: 5 | Page No.: 377 - 383
E Wiking, N Saleh Stattin, S. E Johansson and J. Sundquist
Abstract
Background. Little is known about what immigrant patients, interpreters and GPs who have participated in the same consultation experience during these consultations or their reflections about these experiences. Previous studies have focused on the patient's, the interpreter's or the GP's perspective or a combination of two perspectives.
Objectives. The first aim was to describe some aspects of each of the three perspectives in the triangular meeting between immigrant patients, interpreters and GPs, including their experiences, reflections and interactions during the consultation in primary health care. The second aim was to analyse patients’ satisfaction with the consultation; whether satisfaction is influenced by respect for patients’ culture, personality and wishes; and whether interpreters or GPs experience any ethical conflicts during the consultation.
Methods. Using questionnaires, all three categories were asked about their opinions regarding the communication, their experiences and reflections during the consultation and the patient's satisfaction. The interpreters and GPs were asked about ethical conflicts.
Results. Of the 182 respondents, 52 were patients, 65 GPs and 65 interpreters. A matched group of answers from patients, GPs and interpreters was present in 40 consultations. Eighteen of the patients experienced language difficulties. Twenty-six experienced respect for their culture; 32, respect for their personality; and 33, respect for their wishes. Ethical conflicts were rare. All three categories reported that the majority of patients were satisfied with the consultation.
Conclusions. Professional interpreters are important for both a correct verbal and a cultural interpretation. Patient-centred communication is of key importance to a successful consultation. | https://scialert.net/asci/ascidetail.php?doi=fampra.2009.377.383&kw= |
Bookings, Reschedulings & Cancellations Policy
Our goal is to provide quality medical care in a timely manner. In order to do so we have had to implement an appointment/cancellation policy. The policy enables us to better utilize available appointments for our patients in need of medical care.
- All Online consultation sessions shall be scheduled between 9am-3pm on all working days in Pune, India.
- The time provided for consultation to you is indicative and actual consultation time may change depending on the consulting Doctor’s discretion.
- The Company, its doctors and its representatives reserves the right to refuse the service to any user without providing any reason.
We understand that there are times when you must miss an appointment due to emergencies or obligations for work or family. However, when you do not call to cancel an appointment, you may be preventing another patient from getting much needed treatment.
How To Cancel/ Reschedule Your Appointment
If it is necessary to cancel your scheduled online session appointment, we require that you call one working day in advance. Appointments are high in demand, and your early cancellation will give another person the possibility to have access to timely medical care. | https://www.krumur.com/cancellation-refund-policy/ |
Dear Prime Minister,
There are significant problems with the way emergency broadcasts are being delivered to deaf and hard of hearing Australians who use Auslan (Australian Sign Language). These problems have included:
• briefings with an Auslan interpreter but where the interpreter has been excluded from the screenshot;
• briefings without any Auslan interpreters;
• briefings with error ridden captions; and
• rebroadcast of announcements on digital networks (e.g. YouTube) contains no accessible contents.
Deaf Australia, the national peak organisation representing deaf people who use as primary and preferred language, requests that urgent attention be given to rectify these problems, especially during this critical COVID- 19 Coronavirus outbreak when it will be important for all Australians to understand what is happening.
The recent unprecedent natural disasters, including COVID-19, have had Australian communities on edge, wanting to understand what is happening, what to do next and what not to do. Deaf people need Auslan to access information so they can make informed decisions and take actions to protect themselves, their families and others around them. Text-based resources, such as captioning, do not have the same capacity to deliver accurate information as one would receive through Auslan.
To address these issues urgently, Deaf Australia requests the provisioning of Auslan interpreters during all emergency and disaster broadcasts and advertising around COVID-19 and that legislation be amended so that broadcasters are obligated to include interpreters in screenshots.
To this effect, Deaf Australia calls the following:
1. During all official announcements, briefings and other communications regarding emergency and urgent public announcements, interpreters must be employed at all times;
2. When an interpreter is in use, ensure that the interpreter remains in the screen at all times;
3. Amending the Broadcast Services Act 1992 to require broadcasters to include the interpreter in the screenshot (when an interpreter is available and present);
4. Amending the Broadcaster Services Act 1992 to quantify an acceptable number for live captioning; and
5. Ensuring that rebroadcast of announcements on digital platforms to be fully accessible.
This request follows on from a letter dated 27 November 2019 from Deaf Australia to all state and territory Attorney Generals and Emergency Services Ministers reminding them of the obligations to provide accessible announcements to ensure deaf and hard of hearing people can be informed in emergency situations.
By way of background in support of these requests for action, the following information is provided.
Free TV has in place an Advisory Note that instructs broadcasters to include the interpreter in the screenshot ‘as practicable as possible’, however there has been failure to adhere to this policy on a number of occasions.
The poor quality of captioning on television has made it extremely difficult for deaf and hard of hearing people to gain knowledge and make informed decisions. Live captions on television have not consistently been accurate as is evident in a recent report by Curtin University Live Caption Quality Monitoring on Australian Free-to-Air Television. This report was commissioned by Australian Communications Consumer Action Network (ACCAN).
The report states that live captions on Free-to Air programs (ABC, SBS, Channel 7, 9 and 10) are ‘riddled with errors across all channels making it difficult to comprehend the message. Missing words, spelling errors, unclear distinction between speakers, and issues of captioning lag and synchronisation are the common issues with captioning’.
The findings mean that The Broadcasting Services Act 1992 that provides captioning rules for broadcast on free to air and subscription programs has failed to meet the need for the deaf and hard of hearing cohort.
Deaf Australia refers to the Australian Government’s commitment to the UN Conventions on the Rights of Person with Disabilities (CRPD), Article 11 (Situations of risk and humanitarian emergencies), which states:
State Parties shall take, in accordance with their obligations under international law, including international humanitarian law and international human rights laws, all necessary measures to ensure the protection and safety of persons with disabilities in situations of risk, including situations of armed conflict, humanitarian emergencies and the occurrence of natural disasters.
Lack of provisioning of accessible information (Article 9, 12, 21 and 30 of the CRPD) means the necessary measures to ensure the protection and safety of person with disabilities, in our case, deaf and hard of hearing people, are not achieved.
The Provisioning of Accessible Emergency and Disaster Services’ (link attached) has a detailed strategy for managing the provision of Auslan interpreters. We urge you and the government to immediately implement the policy to ensure future communication will be fully accessible and that accessible information on mainstream media, including the internet, be included. | https://www.afdo.org.au/deaf-australia-letter/ |
Multicultural Servicing Strategy 2016-19
Our strategy ensures our services are responsive to the needs of multicultural customers.
Our commitments
We’ve aligned the strategy with our Corporate Plan. It also shows our commitments in 6 key areas of the Australian Government’s Multicultural Access and Equity Policy:
- leadership
- engagement
- performance
- capability
- responsiveness
- openness.
We aim to complete the 47 actions outlined in the strategy by the end of 2019.
To meet our commitments we:
- have 70 Multicultural Service Officers
- operate a national multilingual phone service in 33 languages
- have translated information available in 69 languages
- have 64 service centres with sessional interpreters
- have 658 bilingual staff
- offer multicultural awareness training to all staff
- do community engagement through Multicultural Advisory Forums and the National Multicultural Advisory Group.
We also have 2,500 interpreters who:
- provide services in over 230 languages
- went to over 260,000 appointments in 2017-18.
Read our strategy
Read about the actions we’ll take to meet our commitments in the:
Read more about the Multicultural Access and Equity Policy on the Department of Home Affairs website. | https://www.humanservices.gov.au/organisations/about-us/publications-and-resources/multicultural-servicing-strategy-2016-19 |
Please ring 02 6836 5500 for an appointment. Every effort will be made to accommodate your preferred time and GP. Emergencies will always be given priority.
Longer consultations are available on request; please ask when booking an appointment if you require a longer consultation.
If you or a family member requires an interpreter we can organise this for you. If you or a family member requires an indigenous representative we can organise this for you.
It is important to notify reception of your arrival to avoid long waiting times. You will also need to present your Medicare card at every visit.
Short consultations are for 5 minutes.
Standard Consultations for 15 minutes (no more than 2 issues)
Longer consultations are provided on request
Home visits will be made at the Doctor’s discretion for regular patients of the whose condition prevents them from attending the centre by prior appointment (Within town limits only).
During our busier periods we have scheduled emergency appointments that are held over until the day. These appointments are released at 9am every morning. Although staff endeavour to provide patients with their usual GP, on occasion this may not be possible.
There are times when patients require urgent access to a GP. Our practice has a system in place to anticipate such needs. The schedule incorporates set aside emergency appointments that are released at 9am every day. Patients are encouraged to call at that time to access these appointments.
Doctors from this practice in partnership with doctors from the Cobar Hospital provide 24-hour care for all patients on a roster system. Outside our hours of operation, you can contact either 000 for emergencies or The Cobar Hospital on 02 6830 2111 for medical treatment. For 24-hour medical advice phone Health Direct 1800 022 222
Patients may request to speak to their doctor by telephone; however our practice policy is that the doctor is not interrupted from consultation for non-urgent matters. The reception staff will ensure your message is given to the doctor to return your call at a convenient time
If you have a problem relating to the standards of this practice, we would like to hear about it. Please feel free to talk to your doctor or practice manager if you have a problem. You may prefer to send us a letter to express your concerns, suggestions or complaints. All feedback is taken seriously. However, if you wish to take the matter further and feel that you need to discuss it outside of the surgery you can contact:
Health Care Complaints Commission
Level 13 323 Castlereagh St, Sydney, 2000.
Cobar Primary Health provides Bulkbilled GP consultations for those who hold a current Medicare card. Fees for non-Medicare patients are outlined in our practice information & payment is expected on the day. Please be aware there may be out of pocket costs for some services eg: fiberglass casts, drug & alcohol tests. Employment and other medicals such as commercial RTA medicals are privately billed.
To obtain a repeat prescription you are required to make a SCRIPT ONLY consultation with a doctor.
Patients need to be able to request their preferred GP when making an appointment or attending our practice, and as a result, reception staff make every effort to ensure that patients have the opportunity to request their preferred GP and accommodate this in the appointment schedule.
This principle also applies to our practice nurses and/or visiting allied health professionals as part of the practice team. These areas are extremely important for continuity of patient care. If patients are unable to obtain an appointment with the GP of their choice they will be advised of the availability of other GPs at this time.
Our practice is committed to preventative care. We may contact you by phone from time to time offering you preventative health service appropriate to your care. We may issue you with a recall SMS or letter from time to time to ensure you attend follow up appointments, receive immunisations on time or to receive test results. Please let staff know if you do not wish to be contacted in regard to these recalls. Patients are notified by phone and/or mail to make an appointment for any abnormal results received
You may be referred to a specialist service by our GP’s and may incur out of pocket expenses. Please ask if this is the case when you make your specialist appointment. | https://www.outbackdivision.org.au/site/practice-cobar |
UP CLOSE:
Transforming interpretation at Yale New Haven Hospital
As the pandemic rages on, the hospital's language services department is continuing along a path away from in-person interpretation.
The changes to Yale New Haven Hospital’s interpretation services, used by thousands of local residents each year, came suddenly in October of 2019.
That month, the hospital system’s Department of Patient Experiences and Operations implemented a series of critical changes to internal policy on interpretation services. The hospital reduced the types of patient-provider interactions that qualified for in-person interpretation services. Remote interpretation services such as video and phone interpretation grew in use.
The policy switch and the fast timeline of its implementation sparked concern and confusion among many and started conversations between providers and administrators within the hospital. Some providers and employees questioned the sensitive types of patient-provider interactions where remote interpretation was being used.
Yet the conversation over the changes halted almost as abruptly as they started. In the waning days of March, as the daily temperatures began to jump above freezing, the coronavirus pandemic arrived in New Haven with a feverish pitch, forcing all other issues to take a backseat.
The public health crisis immediately demanded the absolute focus of Yale New Haven Hospital System, the city’s largest medical institution. All energies shifted quickly and completely to responding to the rates of infections that grew through April and May. The hospital transitioned numerous of its wings to serve the steady stream of COVID-19-positive patients and eliminated the many elective surgeries and traditional appointments that would usually fill up the hospital with in-person visits.
“With the pandemic, resources were allocated elsewhere,” said Dr. Stephanie Massaro, an attending physician for hematology and oncology at Yale New Haven Children’s Hospital and also assistant professor of clinical pediatrics. “This issue had to be tabled because [the] administration needed to respond to other faculties to assure the provider and patient safety, and I understand that.”
Yet as attention shifted focus, changes to the department of language services, which provides interpretation and translation services, have continued to show their effect. Access to in-person interpreters has become increasingly difficult, as the number of staff within the language services department has dropped. At the same time, the virtualization of health care through telehealth has normalized the expanded presence of remote interpretation services with some providers. Within the language services department, pushback to changes from numerous long-term employees has led to an exodus of staff. Inside the halls of many departments, a new normal — wherein remote services predominate over their traditional counterpart — has emerged.
OCTOBER RESTRUCTURING
The October policy changes included new triage guidelines that reduced the number of types of appointment or patient-provider interactions that qualify for the use of in-person interpretation services. YNHH Chief Experience Officer Joan Kelly told the News in February that the decision to enact changes to the system formed part of an institutional effort to streamline and expand services.
The decision in December came after legal pressure to reconsider a part of its services for deaf and hard of hearing patients. In 2018, a federal judge ruled that a number of Connecticut hospitals, including Lawrence + Memorial Hospital of the YNHH system, were not in compliance with standards for providing interpretation services for deaf and hard of hearing customers.
But the changes left Limited English Proficiency (LEP) patients more dependent on remote forms of interpretation services. It predominantly increased the use of video interpretation, carried out on iPoles — portable carts with screens as heads used to display video interpreting services. The demand for iPoles led to their scarcity and raised questions about access to remote interpretation services, according to Massaro. Besides the problem of scarcity, providers also criticized the disruptive nature of the new video services, which they said dropped calls, due to issues in broadband connectivity.
YNHH spokesman Mark D’Antonio did not directly respond to questions about the hospital’s record of video-call connectivity or broadband access. Still, he praised the new policy in an email and said that administrators implemented the new program to allow “employees more autonomy in setting their schedules by identifying needs in advance.”
But several current and former language services employees told the News that the lack of flexibility within the new operating system led to days where they sat idly — under-scheduled and underutilized. According to these employees, the new scheduling system regularly assigns interpreters only a limited amount of appointments each day. They added that it did not allow interpreters to reorganize their schedules or request different work when scheduled appointments cancelled. These employees also told the News that the changes have deflated morale and led to a split between management and numerous employees.
“What is the future for the department? Interpreters only by phone and video? Because I can’t see it any other way.”
“What is the future for the department? Interpreters only by phone and video? Because I can’t see it any other way,” a current employee of language services told the News. The employee asked their name be kept private for fear of retaliation from their employer.
YNHH did not respond directly to questions on the effect of the operating system changes to the work experience of employees.
Patients too immediately noticed the change. In February, News interviews with New Haven residents that required use of language services revealed that the use of remote interpretation services occasionally led to suboptimal experiences for patients.
One patient, Deli Velazquez, who originally hails from Mexico, told the News in February that she had trouble communicating through phone interpretation over multiple days when she went to the hospital to care for her ailing son in January. During that meeting, Velazquez struggled to communicate on behalf of her son, who was occasionally in too much pain to speak for himself.
Velzaquez said she found the interpretation phone service unintelligible and asked instead for an in-person interpreter, but was told that none were available.
For the next three days, Velazquez relied on the phone interpretation services despite no improvements in quality. She continued to voice her concerns over the service and was later assigned an in-person interpreter, but only at certain hours. She told the News that the concerns over interpretation contributed to her overall confusion over treatment options. That confusion and distress over her son’s health led her to eventually discharge her son from the hospital and opt to take care of him at home.
Several patients who spoke to the News in February, including Velazquez, characterized their interactions with remote interpretation services to be a drop in quality from their past experiences with in-person interpretation services. They struggled to hear the interpreter and the remote interpreter failed to fully convey their concerns to the doctors, those patients explained.
Still, in February, Kelly told the News that negative experiences with early patient experiences with the remote services did not indicate a change in quality. Instead, these complaints were symptoms of adjusting to a change, she argued.
The pandemic has brought an even larger amount of LEP patients in contact with virtual interpretation services. Since the onset of the pandemic, the hospital has only used remote interpretation services, often in the form of video, to communicate with COVID-19-positive patients.
One such patient, Wanda Roman, a New Haven resident originally from Puerto Rico, was admitted to YNHH as COVID-19-positive in April. During her week stay at the hospital, Roman interacted with providers exclusively using video interpretation services. While Roman felt that she understood everything her providers shared with her, she told the News she felt less confident asking for information on the status of her health and treatment beyond what she was told. When the screen on the iPole went off, Roman felt that her time to ask questions was over. In the past, Roman said she asked passing interpreters for help.
The city’s ever-growing Latino community, with a high percentage of foreign-born Latin American immigrants from Mexico, Guatemala, Ecuador, among others, have settled in large numbers throughout the Greater New Haven area and account for about a third of the total population today.
Spanish has remained the most prevalent language of request at YNHH accounting for 80 percent of the annual requests for language services in 2016.
STRIKING A BALANCE
Experts continue to disagree over the extent to which newer remote interpretation services should be used in the medical interpreting industry.
The shift towards an increased use in remote services is not unique to the Yale New Haven Hospital. As the demand for interpretation services increased throughout the United States, health care providers had to find methods to fulfill the ever growing and linguistically diverse requests for interpretation services.
Joumana de Santiago, manager of Interpretation Services for Lehigh Valley Health Network in Pennsylvania, told the News that while a shift towards remote services has often appealed to hospitals looking to modernize, it has sometimes caused difficulties.
According to de Santiago, for smaller hospitals with limited resources, using remote interpretation services can often be the most economically feasible manner to provide interpretation. Still, the lack of interpersonal interaction has convinced many providers and industry professionals that there are aspects of in-person interpretation that cannot be replaced by remote interpreter services, she added.
Jacqueline Ortiz, director of Diversity and Inclusion for ChristianaCare, a Delaware-based health care provider, said that while the foundational role of a medical interpreter is as a “conduit” of language, interpreters also have ethical and professional obligations to serve as clarifiers, mediators and advocates.
Ortiz added that in-person interpretation services provide the most conducive environment for an interpreter to manage all these roles successfully. She explained that in-person interpreters can be more effective readers of body language, silence and other forms of non-verbal communication. This makes them more likely to spot situations where lapses in communication are not verbally communicated by patients. She added that this is particularly important in overcoming differences in cultural norms or the intimidating nature of a hospital environment.
“The interpreter is the only person in the room that knows when a service is not being provided when it should,” Ortiz said. “It’s not that patients always know what to do. Sometimes they’re just stuck.”
“The interpreter is the only person in the room that knows when a service is not being provided when it should. It’s not that patients always know what to do. Sometimes they’re just stuck.”
—Jacqueline Ortiz, director of Diversity and Inclusion for ChristianaCare
INTERNAL DISSENT
Despite the turmoil of the COVID-19 pandemic, the hospital’s language services department has continued its transformation.
Since October, the number of employees within the department has shrunk by nearly half; former staff interpreters and translators have left, reducing the number of employees from 34 in October of 2019 to around 20, former and current employees of the department confirmed to the News.
Many of those that left did so because of the change, according to employees sourced by the News. Some resigned, others took early retirements. A few refused to return to work and were dismissed.
News interviews with nine former and current employees revealed that many of those exits were caused by a work environment cited as hostile and inconsiderate. Many of those who left the department had worked in it for nearly a decade.
“Someone has left the department during each month this year,” said a current language services employee on the exodus of colleagues during which the department has seen many months with multiple employee resignations.
The employee requested anonymity to discuss the happenings candidly with the News.
Several of the former employees told the News they left the department because they felt the department had undergone a transformation with little to no input from department employees or providers. Many felt that the department no longer valued them as a vital part of the healthcare team.
“I don’t think [Patient Experience and Operations management] took into consideration the experience [and] the quality of the service I was providing,” said Aura Marina James, a former YNHH interpreter of 15 years. “Because there was never a discussion [regarding the changes].”
James made the decision to retire early in March, citing hostile and inconsiderate responses from management on employee concerns over the changes.
YNHH did not respond to questions on the quick turnover of department employees nor on the number of in-person interpreters and translators it planned to keep on staff.
A CHANGE IN FOCUS
The pandemic switched many of the hospital’s subspecialties and clinics towards a telehealth-based form of services. By the end of April, the hospital had conducted 51,000 outpatient visits by telehealth.
In part, the switch to telehealth-based care has normalized the use of telehealth and video interpretation, even among providers who originally voiced their concern over the increased reliance on remote interpreting. Provider response to remote interpretation services softened during pandemic as many have, at least temporarily, come to accept the remote interpretation as inherent to the culture of ‘social distancing’ necessary during the pandemic.
At the same time, the switch to telehealth and the restrictions placed on most non-emergency, in-person care left the hospital below prior capacity, or the number of patients the hospital normally serves. Since the onset of the pandemic, this shift freed services that at normal capacity were harder to access. The postponement of elective surgeries and non-essential interments reduced the number of total patients at the hospital. The lack of competition for interpretation services improved the rate at which department’s needs were met.
As the hospital has returned to capacity, Massaro said she has begun to notice the same issues with the interpretation services that she noticed when the hospital was at full capacity before the pandemic.
iPoles too have remained in short supply in certain parts of the hospital. In the YNHH’s Trumbull clinic, the 20-room wing for clinical pediatrics has only one iPole for all providers to share, Massaro said.
“Now that we’re nearing the end of the pandemic, I think we’re returning to ‘you’re gonna need to wait one to two hours’ for an interpreter or ‘you may have to wait 10 or 20 minutes for your partner to finish using an iPole down the hall,’” she said.
(Yale Daily News)
From outside the hospital’s efforts to care for patients with the coronavirus, Massaro has continued to observe the effects of the policy changes in interpretation services on a normal basis. As an attending physician at Yale New Haven Children’s Hospital, part of her daily routine includes rounding — the daily communications between physicians, patients and family that occur for in-patients.
Massaro’s patients are often children with cancer, thus her interactions are often with the patients and the family members by their sides. She estimates that about 50 percent of her interactions with patients and families require interpretation services.
In New Haven, the demands for interpretation services are not likely to go away. Over the past two decades, the number of LEP patients using the hospital has continuously risen.
Thanks to Yale New Haven Hospital’s reputation, the hospital attracts LEP patients from different parts of the world. Still, like Velazquez, the majority of LEP patients that rely on the interpretation services at Yale New Haven Hospital come from one of the city’s migrant communities. Today, 14 percent of New Haven residents are foreign-born, according to data from DataHaven’s 2020 Neighborhood Profiles series. The current number of foreign-born New Haveners is twice what it was in 1990. As of 2017, 11 percent of New Haven residents reported a low level of English proficiency, according to the hospital’s Community Health Needs Assessment.
Several YNHH physicians told the News they prefer an in-person interpreter during occasions when delivering news that could lead to emotional conversations with patients and their families. According to Massaro, in-person interpreters better assist her to convey a “sentiment of concern and respect,” and ensure that families in delicate conversations are adequately cared for. Yet these physicians also emphasized that with in-patient services where patient conditions are more likely to remain stable, video-remote interpreting can work well.
Current employees of the language services department told the News that staff interpreter participation in in-patient services like rounding has fallen significantly since the department implemented the new triage guidelines late last year. The new guidelines instruct providers to use video interpretation services as the default form of communication for many in-patient interactions.
The current triage guidelines do prioritize the use of in-person interpretation services during “family discussions” and other types of interactions that involve sensitive conversations of life and death. But this is only guaranteed when the sensitivity of the issue is known in advance and when the provider files the request with anticipation.
Massaro said she believes the conversation over the state of interpretation services at the hospital will reignite at a future point, when hospital operations return to a more normal state.
“I think as we start to move back to our regular functionality we may see [the effect of] that change,” she said. “I can’t tell you if all the issues we had have been properly addressed because all our attention was with the pandemic.”
Correction, Sept. 15: This article has been updated with Joan Kelly’s correct job title. It has also been updated to better reflect the sentiment of James’ comments. | http://features.yaledailynews.com/blog/2020/09/14/up-close-transforming-interpretation-at-yale-new-haven-hospital/ |
Have you ever wondered how a person with impaired hearing fare health-wise? If and when they visit hospitals/healthcare facilities, how informed are they about their health options? How does a hearing-impaired pregnant woman attend antenatal classes? What happens when a patient cannot speak and has no relative or help around? Do our healthcare facilities have sign language interpreters? Are they aware of basic preventive measures in the event of an epidemic or pandemic outbreak? This article focuses on the health challenges that Deaf persons face and suggestions on how to combat them.
Apart from their inability to speak, deaf persons cope with a series of challenges that come with being deaf. These challenges range from little or no access to language, signed or spoken, to little access to information and services including health services. As with other challenges, communication is a major setback in providing deaf persons with the best healthcare they deserve. The inability of health care givers, and persons with impaired hearing to communicate can lead to misinformation, and this in turn can result in wrong diagnosis and treatment. Oftentimes, deaf persons are less likely to trust hearing healthcare givers who cannot sign, which makes it difficult for them to understand and accept the diagnoses and options of treatment that are available to them.
Another health challenge linked to communication is limited access to health information. Take for example, the current Covid-19 pandemic affecting the world, Deaf sign language users do not have easy access to up to date information about the virus on the radio or TV. There is a general lack of health information, basic health rights, and education materials provided in sign language especially for those with limited English literacy. Deaf persons are therefore unable to enjoy the benefits of preventive health.
To bridge this lacuna in communication, practitioners have tried lip-reading/speech reading and note writing to promote effective communication either during consultations, or health education programs. However, in reality, these are ineffective communication modalities for healthcare conversations. Deaf people who have practiced lip-reading/speechreading for many years and who are familiar with spoken language are able to understand at best 30–45% of spoken English (Alexa et al., 2016). Furthermore, note-writing is often constrained by the low education of many deaf persons, as such, only educated deaf individuals are able to communicate using this means.
The use of professional language interpreters has been correlated with improved clinical care, and sign language is definitely not left out. Deaf patients have reported positive experiences in health care encounters when medically experienced professional sign language interpreters are present (Alexa et al., 2016). Sign language interpreters should not just be present at consultations but should be able to adequately interpret in native/indigenous sign language understood by the Deaf. Thus, the need to teach and promote indigenous sign language in Nigeria cannot be overemphasized.
Health education programs specifically targeted at the Deaf and health education materials for Deaf audiences is an effective way of reaching the Deaf community. Again, these programs should be taught in the native sign language understood by the Deaf. The Beauty Beyond Speech is one of those programs organized by S-DELI in reaching the young female Deaf community. Each session organized is fully interpreted in sign language, and interactive/graphic representations are used to increase their knowledge on sexual health. Such programs should be promoted and replicated by both governmental and nongovernmental bodies.
References
Alexa K., Paul F., Johannes F. (2016). Health Care Access Among Deaf People.
The Journal of Deaf Studies and Deaf Education, Vol 21, Issue 1, January 2016, P1–10. https://doi.org/10.1093/deafed/env042.
Asonye E., Bamidele, J., Ini B., & Paul K. (2018). Documenting the Indigenous
Nigerian Sign Language: The Need for Signed Language Interpreters and Deaf Signers to be Trained in Sign Linguistics. Presented at the 4th ESLIAN Conference. Ibadan
By Sadiku Olubusayo O.
For Save the Deaf and Endangered Language Initiative S-DELI. | https://www.s-deli.org/accessibility-and-communication-in-healthcare-provision-for-the-deaf-in-nigeria/ |
The Accessible Information Standard aims to ensure that disabled people have access to information they can understand and the communication support the may need. We are committed to ensuring that all patients can access information in their preferred format e.g. braille, easy read, large print, BSL, email or SMS text. Please contact the Practice to discuss your needs or for any patient for whom you are a parent/carer.
This information may be shared with other NHS providers.
Language interpreters are available during consultations via a telephone service. Please inform reception who will organise this service for you.
An advocate is a person who supports someone who may otherwise find it difficult to communicate or to express their point of view. Please contact reception if you have an advocate or are an advocate for another patient.
All public areas can be accessed by the disabled. Access is also available for patients with prams, pushchairs and buggies. Registered assistance dogs are welcome at the Health Centre. | https://www.imperialcollegehealthcentre.co.uk/health-centre/accessibility/ |
In the survey, we asked 48 jurisdictions if they believed that their language access program/services have improved over the last 5 years. Overwhelmingly, 93% of jurisdictions answered that their programs or services indeed improved. This question sought to measure jurisdictions’ overall programmatic improvements.
The survey then asked the jurisdictions to support their answers and explain why they felt there were improvements. (Note: The survey did not ask respondents to support their answers with actual data.) Jurisdictions detailed improvements in the areas of: increased awareness, training, understanding of policies and mandates, revisions of court rules, credentialing and certifying interpreters, establishment of LAPs and oversight bodies, video remote interpreting, etc. Some states reported specific improvements and other states reported wide-ranging changes throughout their programs.
In addition, the survey revealed that a surprising number of jurisdictions referred to “increased awareness and understanding” as either the improvement made or the impetus for the improvement. There was a common theme that an increased awareness for the need for language access led to significant improvements, including compliance and understanding of policy and services. One state reported that their, "[s]tatewide language access awareness has been significantly heightened through ongoing training and outreach, and efficiency and effectiveness of interpreting services delivery has increased through remote interpreting expansion."
Jurisdictions also have utilized education as leverage to gain the support of leadership in increasing funding and policy changes. Further, more training has led to a widespread understanding of mandates, services available, and proper delivery of those services. Listed below are actual responses in the survey detailing the improvements throughout their programs.
Increased Awareness
- We have a heightened awareness/priority of the need for language access and our responsibility to provide language access for our customers.
- More people are aware of the requirement and need for language access.
- Much more comprehensive understanding of federal and state mandates.
- We believe that in the last 5 years our language access programs/services have improved. We obtained an additional $2 million dollars in the AOC budget for interpreter services for the courts which allows for the court system to be able to pay for interpreter services during all court hearings and allows for court appointed counsel to communicate with their clients during case preparation. We have educated all stakeholders in the legal system regarding the need to provide qualified interpreters and therefore awareness of the issues and needs has increased along with usage of interpreter services.
- Better services, more standardization, awareness.
- Increased awareness and understanding of policy and services.
- Training & awareness presentations for court staff and judiciary (new judges & a judicial training session)
- We have better compliance with use of certified interpreters; because of the extensive training we have done, our judiciary is better informed and sensitized to the need for qualified interpreters; we have implemented a CE requirement for on-going professional development of certified interpreters; and we have more certified interpreters in LOTS.
- By improving data collection and reporting we have been able to convince leadership of the depth of the program and the importance of addressing language needs.
- Michigan prior to this had no formalized system of language access provision. Today we have guidelines, registered interpreters, court rules, an oversight board for the profession and a better awareness by the Bench of the need.
- The implementation of local court LAPs, accompanied by increased training, raised awareness of language access. Our increased efforts on language access in general have resulted in improved compliance with our state law and regulations, in that local courts understand the need to provide qualified interpreters.
- Staff awareness and commitment ensures that the Branch complies with requirements
Interpreter Credentialing and Certification
- The number of certified/registered interpreters continually grows. Language access staff has received a growing number of requests to speak to various audiences thereby providing education of state and federal laws.
- People are beginning to understand that interpreters need to work in teams, that courts must pay for civil case interpretation and practicing attorneys, non-court staff and the Bar members are learning more about the statutory obligation to first seek NCSC-certified interpreters.
- Implementation of statewide credentialing program and availability of qualified interpreters to all courts.
- Doubled oral examination administrations and Orientation Workshop/Written Examinations. Now offered twice a year.
- With the development and implementation of the court interpreter training and certification program, the list of qualified court interpreters available to courts, attorneys, and others continues to expand both in the number of interpreters in the most needed languages, and in the number of languages represented.
- Our number and quality of interpreters has increased, and courts and probation services understand and appreciate the need for interpreters and generally make timely requests for language access services.
- MS has provided NCSC oral examinations for interpreters and have increased the number of registered and certified interpreters.
Training
- Statewide training for judges and staff. We adopting a Language Services Plan.
- We have provided training to chancery, circuit, county, municipal, justice, tribal and youth court judges.
Expanded Services
- Progress in the expansion of court interpreters in civil proceedings.
- Expanded to include interpreters at no cost to the party for juvenile, family, and guardianship cases; expanded to provide interpreters in civil cases with reimbursement required only on a case-by-case basis; and expanded to cover witnesses and participants other than just the person named in the complaint; Provided judge and staff training to make certain everyone working in the court system is aware of the rights and responsibilities imposed by law and court rule.
Comprehensive Program Improvements: Court rules, VRI, Translation of documents
- There has been continued development and refinement of LAP templates, implementation of an interpreter code of conduct and credentialing program, creation of the Court Interpreter Program Advisory Committee, and expansion of the video remote interpreting program.
- More information is available in different languages.
- We can see the tools for language access being used statewide. Language Access Services receives more court feedback and courts come to us to resolve issues and get resources. Increased data collections also supports evidence of improved services.
- The Texas Court Remote Interpreter Service was established in September 2014.
- We have an active G.L. Chapter 221C committee, currently working on finalizing revisions to the Standards and Procedures for the Office of Court Interpreter Services (OCIS). We have translated many court documents in most requested languages (ex., Spanish, Portuguese, Haitian, Khmer, and Vietnamese).
- Video remote technology has enabled us to provide certified interpreters from other state courts. The court system now has a qualified Yup'ik interpreter on-staff. With the hiring of a full-time interpreter services coordinator, the court system is able to provide interpreting services in a timely manner and is able to monitor interpreting services. The revision of Administrative Rule 6 enables the court to provide qualified interpreters for all courtroom hearings. The revision has greatly improved the cost and quality of interpreting services.
- Improved quality of interpreting services in in-court proceedings (criminal and civil cases) by increasing the number of certified and qualified interpreters. About 95% of proceedings are covered by fully certified interpreters. Improved access outside the courtroom by training and certifying over 100 bilingual employees in Spanish, Navajo, Mandarin, Polish and Keres and equipping the courts with I-speak cards, on-demand telephonic interpreting services and multi-lingual signage. Improved access to written materials by translating our judiciary's website and DV and DR forms. Improved access to justice for Native Peoples by developing a training and certification program for Navajo and Pueblo languages and training judges on cultural competency. Increased awareness about Title VI, ADA and language access policies by holding regular LAP meetings and training, launching a language access website and portal for judges. | https://www.ncsc.org/services-and-experts/areas-of-expertise/language-access/called-to-action/innovative-programs-and-survey-results/overview-of-improvements |
What does the Admissions Coordinator do at HSC?
The Admissions Coordinator talks with the referring hospital to arrange a smoothly planned admission. They coordinate the communication between the referring hospital's medical staff and HSC medical staff so we know the patient’s care before they arrive. The Admissions Coordinator completes the admission consent with the family and gives the family the information they need to comfortably transition the patient’s care to HSC. They know this is a step toward home for the family.
Clinical Nurse Liaison
What does the Clinical Nurse Liaison do at HSC?
The Clinical Nurse Liaison reviews the medical information from the referring hospital and talks with the HSC admission team and the HSC Medical Director to make sure it is the right time to transition the patient to HSC. She does a preassessment report to let the inpatient team know about the patient’s care before they come to HSC.
Case Managers
What do Case Managers do at HSC?
The Case Manager provides care coordination and discharge planning for patients through communication with the family, insurance payers, home health agencies and the interdisciplinary team. They coordinate weekly rounds with team members. The Case Manager also arranges transportation or insurance authorizations for medical appointments for inpatients at HSC.
Professional affiliations
http://www.cmsa.org
Social Workers
What do Social Workers do at HSC?
The Social Worker supports the patient’s and family’s psychosocial needs. They provide assistance through community resource referrals such as Women Infants and Children (WIC), Supplemental Security Income (SSI), and Referrals to Infant and Toddlers Programs. They coordinate the family meetings for staff and families to schedule apartment stays after families successfully complete the bedside training to ensure a successful discharge.
Professional affiliations
http://www.socialworkers.org
Utilization Review Nurses
What do UR Nurses do at HSC?
The Utilization Review Nurses review the patient's chart and talk with the insurance payers to make sure we are working toward the goals for the patient's stay at HSC. They talk with the team to give them feedback about the course of the patient's stay. They make sure that the patient's stay is paid properly by the payer.
Interpreters
The HSC Pediatric Center has Spanish and French Interpreters on staff. Other language Interpreters are available upon request. Interpreters assist with family and patient training, family meetings and medical discussions. They offer support to families and cultural awareness for staff. For more information on Interpretation services, please call 202-635-6543.
Chaplain
Chaplain services are available at HSC for comfort, prayer, religious rites/rituals or conversation. Referrals are also available. Patients and families may leave their contact number with the chaplain at (202) 635-5395 or just leave a request on the confidential voice mail. For emergencies, inpatients may contact the House Supervisor Nurse on the unit and they will page the Chaplain.
The Chaplain leads a Grief Support group for parents and caregivers called Hope for the Journey which meets on the 1st Tuesday of each month from 7-8:30 pm at HSC. Call for information at (202) 635-5395 or 202-476-5000 x5050.
The Patient and Family Advocate
The Patient and Family Advocate is available to support families and to address any concerns they may experience during their stay. The Advocate will work with the families to ensure they get the most positive experience during their stay at HSC. The Family Advocate can be contacted at extension 6155. | https://hscpediatriccenter.org/aboutus/clinical-disciplines/collaborative-care |
Impact of language on patient assessed outcomes of specialist consultations
Note: This article is from the inaugural issue of New Frontiers in Ophthalmology.
Twenty four percent of the population in Ealing Borough, London is Asian/Asian British compared to the national average of 4% . Access to interpreters is therefore key for communication amongst the elderly and recent immigrants. An audit in the eye department at Ealing showed that a trained interpreter was present for only 2 out of 80 consultations requiring interpreters . To our knowledge, the advantages between relatives, bilingual health professionals and professional interpreters in ophthalmology consultations have never been compared.
An observational study was conducted over four clinic days. Out of the 6 ophthalmologists conducting clinic consultations, 4 could not speak Hindi/Punjabi and 2 could speak both Hindi and Punjabi. Adult patients who spoke Hindi/Punjabi and required a translator were included in the study after giving written informed consent in their native tongue. Study participants were assigned, using computer randomly generated numbers, to:
Doctors speaking Hindi/Punjabi
Doctors with a professional interpreter speaking Hindi/Punjabi
Doctors not speaking Hindi/Punjabi using the patients’ friend/relative to translate.
Both patients and consulting doctors completed questionnaires to gauge understanding of the consultation. A control group of patients who spoke fluent English and had English consultations were included. Moorfields Ethical Committee granted ethical approval.
A total of 53 consultations were undertaken in the study. Table 1 shows numbers in each group and agreement between recorded diagnosis and patients understanding.
Table 1. Shows numbers in each group and agreement between recorded diagnosis and patients understanding.
|Agreement with diagnosis||Diagnosis not understood by patient||Disagreement with Diagnosis|
|Control||10||0||0|
|Relative||7||6||1|
|Interpreter||9||1||0|
|Bilingual Doctor||13||3||0|
Whilst there was no significant difference in the understanding of diagnosis between patient and doctor across the groups (p=0.058), and an improving trend (Chi2 test for trend=4.98 p=0.026) from relative to bilingual to interpreter. Stronger comprehension was shown concerning drugs and dosage in all groups and similarly with regards to appointments.
On a scale of 1-10 with 10 being complete satisfaction the overall score of satisfaction was the same in all three Asian groups (9.1-9.2) and slightly higher in the control group (9.6). On individual aspects of the consultation (thoroughness, attention, health/eye problems and treatment) patients scored a bilingual doctor higher than an interpreter.
The lowest score on all parameters was a relative translator.
Hospital guidelines in many trusts encourage the use of professional interpreters as it has improved clinical care and broken down the barriers to adequate medical care .
However, healthcare professionals still rely on ad hoc interpreters and bilingual staff. Bischoff et al. found that a belief that ad hoc interpreters are ‘good enough’ existed despite large differences in interpretation quality. Bilingual healthcare workers have been suggested as an alternative. As this study demonstrated, there was improved satisfaction when bilingual doctors held the consultations. An analysis of the role of bilingual healthcare workers by Matthews et al. recognises that bilingual staffs are a valuable resource .
In conclusion, patients prefer bilingual doctors although their understanding of the consultation is clearer when a professional interpreter is present. Both are preferable to relatives translating. In multi-ethnic societies, bilingual doctors are not practical and interpreters are expensive. Relatives may be an option but clinical staff needs to understand the limitations. Repeating information and visual messaging are essential to support patient comprehension and satisfaction.
Authors: The original design and concept was by I Murdoch, K Rajkumar, and D Patel. The analysis was by I Murdoch. The writing up was by V Kadaba and I Murdoch with review by K Rajkumar and D Patel. | https://healthcareexecutivesnetwork.org/impact-of-language-on-patient-assessed-outcomes-of-specialist-consultations/ |
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