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msmarco_v2.1_doc_01_1664974772#6_2439864798
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
I try to be as neutral as possible since I just want to answer questions about 1st amendment audits. You can also see examples of 1st Amendment Audits documented here on this site just by doing a search or clicking here. When I tell people I have this site or that I watch these videos, they ask me so what are first amendment audits? It’s hard to explain, but I’ll do it next. What is a First Amendment Audit? This is my 1st amendment audit definition: A first amendment audit is a review of the processes, procedures, policies and legislation as they relate to the act of exercising the natural rights protected by the 1st amendment of the US constitution. A first amendment audit is usually conducted by a member of the public (the people) and it’s conducted on a government-related facility or government regulated event. It’s becoming more of a norm to extend 1st amendmend audits to non governmental entities as well. This post explores the ins and outs of First Amendment Audits.
| 2,916 | 3,903 |
msmarco_v2.1_doc_01_1664974772#7_2439868474
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
This is my 1st amendment audit definition: A first amendment audit is a review of the processes, procedures, policies and legislation as they relate to the act of exercising the natural rights protected by the 1st amendment of the US constitution. A first amendment audit is usually conducted by a member of the public (the people) and it’s conducted on a government-related facility or government regulated event. It’s becoming more of a norm to extend 1st amendmend audits to non governmental entities as well. This post explores the ins and outs of First Amendment Audits. In a different way of saying it, a 1st amendment audit is a review of the procedures and policies in place that may interfere with a person’s natural right to freedom of speech, freedom of the press and freedom to gather and/or demand reprieve from the government. On social media, you’ll find it under hashtags: # 1aaudit #1stamendmentaudit
First, let’s go over out what exactly is the 1st amendment. Let’s look at the first amendment of the United States Constitution, arguably the strongest foundational pillar for the amazing society we have today and that we enjoy here in the USA. It is the 1st amendment in order and also the most important for all the other ones rest on the freedoms this one guarantees.
| 3,327 | 4,615 |
msmarco_v2.1_doc_01_1664974772#8_2439872463
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
In a different way of saying it, a 1st amendment audit is a review of the procedures and policies in place that may interfere with a person’s natural right to freedom of speech, freedom of the press and freedom to gather and/or demand reprieve from the government. On social media, you’ll find it under hashtags: # 1aaudit #1stamendmentaudit
First, let’s go over out what exactly is the 1st amendment. Let’s look at the first amendment of the United States Constitution, arguably the strongest foundational pillar for the amazing society we have today and that we enjoy here in the USA. It is the 1st amendment in order and also the most important for all the other ones rest on the freedoms this one guarantees. First Amendment says: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. So if we break it down to the 5 freedoms protected by the 1st amendment, each one with the exception of freedom of religion directly relates to first amendment audits. Let’s take a look:
| 3,903 | 5,097 |
msmarco_v2.1_doc_01_1664974772#9_2439876353
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
First Amendment says: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. So if we break it down to the 5 freedoms protected by the 1st amendment, each one with the exception of freedom of religion directly relates to first amendment audits. Let’s take a look: Freedom of Speech. Auditors have the right to express their opinions (freedom of speech). This comes into play many times when an auditor is narrating or speaking while auditing. Freedom of the Press is one of the 5 freedoms guaranteed under the 1st amendment. photo:
| 4,615 | 5,365 |
msmarco_v2.1_doc_01_1664974772#10_2439879777
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
Freedom of Speech. Auditors have the right to express their opinions (freedom of speech). This comes into play many times when an auditor is narrating or speaking while auditing. Freedom of the Press is one of the 5 freedoms guaranteed under the 1st amendment. photo: Press Freedom Scrabble photo CC by Jeff Djevdet [/caption]
Freedom of the press. The freedom of the press is extended to every single individual under the jurisdiction of the US Constitution. That means that you and I are members of the press if we so choose to. At any given point, you can record a public incident or anything you can see from a vantage point you are legally allowed to be in. You can do this just because you can and there is no law against it.
| 5,097 | 5,829 |
msmarco_v2.1_doc_01_1664974772#11_2439883180
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
Press Freedom Scrabble photo CC by Jeff Djevdet [/caption]
Freedom of the press. The freedom of the press is extended to every single individual under the jurisdiction of the US Constitution. That means that you and I are members of the press if we so choose to. At any given point, you can record a public incident or anything you can see from a vantage point you are legally allowed to be in. You can do this just because you can and there is no law against it. But you are also protected to do this because you may be gathering content to distribute it as a press related document. You do NOT have to have media credentials to be a member of the press. You only need media credentials for privately held press conferences where you are subject to their access requirements. The right of the people to assemble. In many cases, you will see that the auditors conduct first amendment audits in groups of 2 or more.
| 5,366 | 6,280 |
msmarco_v2.1_doc_01_1664974772#12_2439886766
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
But you are also protected to do this because you may be gathering content to distribute it as a press related document. You do NOT have to have media credentials to be a member of the press. You only need media credentials for privately held press conferences where you are subject to their access requirements. The right of the people to assemble. In many cases, you will see that the auditors conduct first amendment audits in groups of 2 or more. This act in and of itself is protected by the fact that we have the right to assemble with others for whatever purpose we want (almost — but virtually for every purpose that relates to first amendment audits). Petition of the government for a redress of grievances
This is a big one during many first amendment audits. In many cases, an audit is related to public criminal or civil cases, complaints or applications for permits and other government-related activities. During the process of whatever activity it may be, the citizen may want to document it and by law, he is allowed to do it and that includes using a video recorder to do so. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof;
| 5,830 | 7,032 |
msmarco_v2.1_doc_01_1664974772#13_2439890645
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
This act in and of itself is protected by the fact that we have the right to assemble with others for whatever purpose we want (almost — but virtually for every purpose that relates to first amendment audits). Petition of the government for a redress of grievances
This is a big one during many first amendment audits. In many cases, an audit is related to public criminal or civil cases, complaints or applications for permits and other government-related activities. During the process of whatever activity it may be, the citizen may want to document it and by law, he is allowed to do it and that includes using a video recorder to do so. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. photo “ First Amendment Mural ” by Cory Doctorow, used under CC. There are some cases where the recording of activity is restricted lawfully but these are very rare such as the inside of a courtroom, by judge’s orders, or in restricted areas within a public building where you agree to said terms –and the validity of this is often brought into question. The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
| 6,281 | 7,638 |
msmarco_v2.1_doc_01_1664974772#14_2439894699
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. photo “ First Amendment Mural ” by Cory Doctorow, used under CC. There are some cases where the recording of activity is restricted lawfully but these are very rare such as the inside of a courtroom, by judge’s orders, or in restricted areas within a public building where you agree to said terms –and the validity of this is often brought into question. The relationship between 1st Amendment audits to the 1st Amendment is clear and direct. So as you can see, four out of the five freedoms guaranteed by the 1st amendment apply to many 1st amendment audits. When a cop, law enforcement unit, civilian, or government employee says something to the effect that “recording a government facility” isn’t part of the first amendment, then they just may not be familiar with the entire first amendment. I find that most people only remember the two big elements of the first amendment, freedom of speech and freedom of religion; often they forget the freedom to assemble, freedom of the press and the freedom to basically complain against the government. But first amendment audits are bigger than just the first amendment.
| 7,033 | 8,314 |
msmarco_v2.1_doc_01_1664974772#15_2439898686
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
So as you can see, four out of the five freedoms guaranteed by the 1st amendment apply to many 1st amendment audits. When a cop, law enforcement unit, civilian, or government employee says something to the effect that “recording a government facility” isn’t part of the first amendment, then they just may not be familiar with the entire first amendment. I find that most people only remember the two big elements of the first amendment, freedom of speech and freedom of religion; often they forget the freedom to assemble, freedom of the press and the freedom to basically complain against the government. But first amendment audits are bigger than just the first amendment. In many cases, an incident that started as a First Amendment audit may turn into a 2nd amendment audit, 4th amendment audit, 5th amendment audit and a few more. In other cases, a 2nd amendment audit could become a 1st amendment audit. For example, if a 2nd amendment auditor is walking down the street carrying a firearm legally exercising his or her 2nd amendment rights and is also recording the activity with a camera or multiple cameras this can turn into a 1st amendment audit in a second. If a law enforcement agent shows up and demands that the camera be turned off or put away or blocks it deliberately, that becomes a 1st amendment rights violation. And it can easily be considered a 1st amendment audit because the ability to record (freedom of speech or press) is being put in jeopardy.
| 7,638 | 9,112 |
msmarco_v2.1_doc_01_1664974772#16_2439902845
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
In many cases, an incident that started as a First Amendment audit may turn into a 2nd amendment audit, 4th amendment audit, 5th amendment audit and a few more. In other cases, a 2nd amendment audit could become a 1st amendment audit. For example, if a 2nd amendment auditor is walking down the street carrying a firearm legally exercising his or her 2nd amendment rights and is also recording the activity with a camera or multiple cameras this can turn into a 1st amendment audit in a second. If a law enforcement agent shows up and demands that the camera be turned off or put away or blocks it deliberately, that becomes a 1st amendment rights violation. And it can easily be considered a 1st amendment audit because the ability to record (freedom of speech or press) is being put in jeopardy. In essence, that person’s 1st amendment rights are being violated. From past videos, these are likely scenarios
1st amendment audits or 2nd amendment audits can get a little mixed up as I explained, but often times 1st amendment audits become 4th amendment audits. Let’s see how that happens. From 1st Amendment audit to 4th amendment audit
The officer will demand to search the auditor because they feel that they are “suspicious.” The moment someone searches another individual without their permission or a warrant, or in some cases without probable cause, it is most likely a violation of the fourth amendment and this is how a 1st amendment audit can become a 4th amendment audit.
| 8,314 | 9,798 |
msmarco_v2.1_doc_01_1664974772#17_2439907021
|
http://instigativejournalist.com/what-is-a-first-amendment-audit/
|
What is a First Amendment Audit? | First Amendment Audits, Videos, Police accountability
|
What is a First Amendment Audit?
What is a First Amendment Audit?
Table of Contents
What is a First Amendment Audit?
First, let’s go over out what exactly is the 1st amendment.
First Amendment says:
Freedom of Speech.
Freedom of the press.
You do NOT have to have media credentials to be a member of the press.
The right of the people to assemble.
Petition of the government for a redress of grievances
The relationship between 1st Amendment audits to the 1st Amendment is clear and direct.
But first amendment audits are bigger than just the first amendment.
From past videos, these are likely scenarios
From 1st Amendment audit to 4th amendment audit
From 1st Amendment audit to 5th amendment audit
Sometimes even the 14th amendment comes into play
How does a typical 1st amendment go?
First Amendment Audit locations
First Amendment audit events
1st Amendment Audits are judged as “pass” or “fail” depending on the outcome.
1st Amendment Audit pass with no interactions
1st Amendment audit with contact
First Amendment audit PASS with interaction.
First Amendment audit FAIL with interaction.
Example of a 1st Amendment Audit Fail
Even without violence, many audits fail
What is the purpose of a 1st Amendment Audit?
Case Law supporting 1st amendment audits.
Phillip Turner v. Lieutenant Driver Officer Grinalds 3825 OFFICER DYESS 2586
Clayton vs Colorado Springs PD
To hold officials accountable
Are you allowed to record the police?
To uncover corruption or misconduct.
To document a government process
As a time-capsule
For news purposes
Just because
Are 1st Amendment Audits Good for something?
Ask 1st Amendment Auditors – Video Livestream Q&A
Even their “own ” people tell them to knock it off.
They also suggest educating the party that’s misinformed
Counter points to 1st Amendment Audits and Auditors
Contact says they have security concerns.
Contact says they’re in a restricted property and must leave.
The area could be private if you didn’t analyze it.
Most times this is wrong
Contact says they’re in a restricted property and can’t record
Contact says you can’t record their face without their consent.
Contact says you can’t loiter in public areas.
Officer says they got called and they are just responding
In Conclusion
|
In essence, that person’s 1st amendment rights are being violated. From past videos, these are likely scenarios
1st amendment audits or 2nd amendment audits can get a little mixed up as I explained, but often times 1st amendment audits become 4th amendment audits. Let’s see how that happens. From 1st Amendment audit to 4th amendment audit
The officer will demand to search the auditor because they feel that they are “suspicious.” The moment someone searches another individual without their permission or a warrant, or in some cases without probable cause, it is most likely a violation of the fourth amendment and this is how a 1st amendment audit can become a 4th amendment audit. Here’s a perfect example of a 1st amendment audit that went totally south due to overreaching uneducated (or corrupt) FBI officers. You’ll notice how the officers never had a reason to detain and searc
| 9,112 | 10,000 |
msmarco_v2.1_doc_01_1665022578#0_2439910612
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http://instinctmagazine.com/post/ru-pauls-drag-race-season-8-spoilers
|
Ru Paul’s Drag Race Season 8 Spoilers? • Instinct Magazine
|
Ru Paul’s Drag Race Season 8 Spoilers?
Ru Paul’s Drag Race Season 8 Spoilers?
|
Ru Paul’s Drag Race Season 8 Spoilers? • Instinct Magazine
Ru Paul’s Drag Race Season 8 Spoilers? March 16, 2019
July 13, 2015 by Adam Dupuis
What do fans of Ru Paul's Drag Race do during the off season? Besides weeding through the good and the bad music videos from last season's stars, they speculate what's going to happen next season. Reddit.com has one of the more active feeds in regard to everything Miss Ru, Halleloo, and jewelry put on with super glue. Everything is become untucked on there before it even gets filmed. If you have a friend that is a drag queen and has put her name into the Big Gay Logo hat for a chance to be a contestant, you're paying attention to their Facebook, fan sites, and anything that smells like duct tape or spirit gum. SPOILERS … SPOILERS … SPOILERS … MAYBE? One such posting flew my way a couple of months ago was the possible filming dates for RPDR Season 8. Click on image for larger view.
| 0 | 933 |
msmarco_v2.1_doc_01_1665022578#1_2439911949
|
http://instinctmagazine.com/post/ru-pauls-drag-race-season-8-spoilers
|
Ru Paul’s Drag Race Season 8 Spoilers? • Instinct Magazine
|
Ru Paul’s Drag Race Season 8 Spoilers?
Ru Paul’s Drag Race Season 8 Spoilers?
|
Everything is become untucked on there before it even gets filmed. If you have a friend that is a drag queen and has put her name into the Big Gay Logo hat for a chance to be a contestant, you're paying attention to their Facebook, fan sites, and anything that smells like duct tape or spirit gum. SPOILERS … SPOILERS … SPOILERS … MAYBE? One such posting flew my way a couple of months ago was the possible filming dates for RPDR Season 8. Click on image for larger view. So if you know your favorite queen is going to be gone during those dates which actually starts today, there may be a chance she's going to be on the show. But then again, it's reddit so anyone can post anything. Just last week, a screen shot arrived on reddit. Click on image for larger view. Following the link, it looks like we have a list of 14 drag queens that need some hotel reservations.
| 462 | 1,329 |
msmarco_v2.1_doc_01_1665022578#2_2439913205
|
http://instinctmagazine.com/post/ru-pauls-drag-race-season-8-spoilers
|
Ru Paul’s Drag Race Season 8 Spoilers? • Instinct Magazine
|
Ru Paul’s Drag Race Season 8 Spoilers?
Ru Paul’s Drag Race Season 8 Spoilers?
|
So if you know your favorite queen is going to be gone during those dates which actually starts today, there may be a chance she's going to be on the show. But then again, it's reddit so anyone can post anything. Just last week, a screen shot arrived on reddit. Click on image for larger view. Following the link, it looks like we have a list of 14 drag queens that need some hotel reservations. Click on image for larger view. The date on the bottom of the screen is July 1, 2015. So is this a true thing? Do we have the list of who's going to try and not f*&k it up for Season 8? Believe what you may and if I f*&ked it up for you, well I warned you about the possible spoilers.
| 933 | 1,614 |
msmarco_v2.1_doc_01_1665022578#3_2439914259
|
http://instinctmagazine.com/post/ru-pauls-drag-race-season-8-spoilers
|
Ru Paul’s Drag Race Season 8 Spoilers? • Instinct Magazine
|
Ru Paul’s Drag Race Season 8 Spoilers?
Ru Paul’s Drag Race Season 8 Spoilers?
|
Click on image for larger view. The date on the bottom of the screen is July 1, 2015. So is this a true thing? Do we have the list of who's going to try and not f*&k it up for Season 8? Believe what you may and if I f*&ked it up for you, well I warned you about the possible spoilers. And if these don't come true, well do all rumors and spoilers come true? At least it wasn't as revealing as this Season 7 spoiler. Here's the links to the reddit lists I used. https://www.reddit.com/r/rpdrtearanny/comments/39howt/season_8_watchlist_master_thread/
https://www.reddit.com/r/rupaulsdragrace/comments/357sgi/i_think_ive_found_the_season_8_filming_dates/
| 1,330 | 1,981 |
msmarco_v2.1_doc_01_1665024927#0_2439915286
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
www.institchesfabrics.com
Home
rs can buy them as Christmas presents. Travelling family members can bring them home as gifts or souvenirs. Welcome to In Stitches Quilt Shop- A place for inspiration! We are open! All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store. For the newest and most up to date fabrics for sale, please check out my Etsy store. www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows: Mondays 10-4 pm
Tues,Wed, Thurs.
| 0 | 512 |
msmarco_v2.1_doc_01_1665024927#1_2439916388
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
Masks are required. We have hand sanitizer and gloves available in the store. For the newest and most up to date fabrics for sale, please check out my Etsy store. www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows: Mondays 10-4 pm
Tues,Wed, Thurs. 10-5pm
Friday 10-6pm
Saturday 9-4pm
Closed on Sundays
Closed on major holidays: New Years Day, Memorial Day, Independence Day, Labor Day, Thanksgiving and Christmas Eve and Christmas Day
Address: 4017 Conrad Weiser Pky. ( Rt. 422)
Womelsdorf, Pa. 19567
Phone:
| 251 | 771 |
msmarco_v2.1_doc_01_1665024927#2_2439917506
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
10-5pm
Friday 10-6pm
Saturday 9-4pm
Closed on Sundays
Closed on major holidays: New Years Day, Memorial Day, Independence Day, Labor Day, Thanksgiving and Christmas Eve and Christmas Day
Address: 4017 Conrad Weiser Pky. ( Rt. 422)
Womelsdorf, Pa. 19567
Phone: 610-589-2625
If you use a GPS, be aware that Google maps put my shop 2 1/2 miles east of my actual location. My shop is directly across from Hi-Way Meat Market on Rt. 422. ******************************************************************
It's time to start the "It Takes a Village" wool blocks. There are nine shops participating in this wool block shop hop.
| 513 | 1,131 |
msmarco_v2.1_doc_01_1665024927#3_2439918725
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
610-589-2625
If you use a GPS, be aware that Google maps put my shop 2 1/2 miles east of my actual location. My shop is directly across from Hi-Way Meat Market on Rt. 422. ******************************************************************
It's time to start the "It Takes a Village" wool blocks. There are nine shops participating in this wool block shop hop. Stop by or we can mail them for you. Cost is $24.99 including shipping. The hop begins March 1st and ends April 30th. Click on the tab that says "Quilt Kits and Block of the Month" to order. We are only 15 minutes north of Burkholder's Fabrics.
| 772 | 1,376 |
msmarco_v2.1_doc_01_1665024927#4_2439919924
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
Stop by or we can mail them for you. Cost is $24.99 including shipping. The hop begins March 1st and ends April 30th. Click on the tab that says "Quilt Kits and Block of the Month" to order. We are only 15 minutes north of Burkholder's Fabrics. Click on the FAQ (frequently asked questions) button for directions from Burkholders. We carry the full line of Quilter's Select products: Rulers, cutting mats, batting, fusibles and stabilizers. Be aware that international shipping rates are higher than what my shopping cart will total. I will contact you after your purchase for additional monies for Priority Mail International.
| 1,132 | 1,759 |
msmarco_v2.1_doc_01_1665024927#5_2439921143
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
Click on the FAQ (frequently asked questions) button for directions from Burkholders. We carry the full line of Quilter's Select products: Rulers, cutting mats, batting, fusibles and stabilizers. Be aware that international shipping rates are higher than what my shopping cart will total. I will contact you after your purchase for additional monies for Priority Mail International. Buses are welcome! Plenty of parking is available. Just call ahead so I have plenty of help in the shop the day of your visit. ***************************************************************
If you are getting a quilt long armed (even by someone else) please click on the "What to Expect with Long arming" button. There is valuable information for you in preparing your quilt for a longarmer.
| 1,377 | 2,152 |
msmarco_v2.1_doc_01_1665024927#6_2439922511
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
Buses are welcome! Plenty of parking is available. Just call ahead so I have plenty of help in the shop the day of your visit. ***************************************************************
If you are getting a quilt long armed (even by someone else) please click on the "What to Expect with Long arming" button. There is valuable information for you in preparing your quilt for a longarmer. Long arm quilting is available at In Stitches. Get your quilt finished quickly, professionally and affordably. Hundreds of designs are available and if I don't have something that works perfectly for your quilt, I can get it. A lot of longarmers will not do custom quilting, but In Stitches does beautiful work that will bring out the beauty of your quilt top. Custom quilting is welcome here!
| 1,759 | 2,546 |
msmarco_v2.1_doc_01_1665024927#7_2439923890
|
http://institchesfabrics.com/
|
www.institchesfabrics.com
|
www.etsy.com/shop/InStitchesQuiltShop
Welcome to In Stitches Quilt Shop- A place for inspiration!
We are open!
All safety protocols will be in place. Masks are required. We have hand sanitizer and gloves available in the store.
For the newest and most up to date fabrics for sale, please check out my Etsy store.
www.etsy.com/shop/InStitchesQuiltShop
Store hours are as follows:
|
Long arm quilting is available at In Stitches. Get your quilt finished quickly, professionally and affordably. Hundreds of designs are available and if I don't have something that works perfectly for your quilt, I can get it. A lot of longarmers will not do custom quilting, but In Stitches does beautiful work that will bring out the beauty of your quilt top. Custom quilting is welcome here! In Stitches is a drop off point for Conkerr Cancer pillowcases for children at the Hershey Medical Center. Please make a pillowcase in bright, cheerful colors for sick boys and girls and drop them off at In Stitches any time. We will make sure they get to the Hershey kids.
| 2,152 | 2,820 |
msmarco_v2.1_doc_01_1665028318#0_2439925147
|
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
A History of Education Technology | The Institute of Progressive Education and Learning
A History of Education Technology
Posted by Michael Haran on May 29, 2015 in i-pel blog, K-12 Classroom Technology | 0 comments
This article is an abstract from Dr. Maryanne Berry’s Sonoma State University EDCT 552 Praxis Course
Watching the NY Times timeline “The Evolution of Classroom Technology” was a good look at how far classroom technology has come and what was considered “technology.” The “Hornbook” and the “Pointer” looked more like the tools of corporal punishment rather than teaching aids. The progression of the “Magic Lantern;” to the “iPad” was a great timeline of the “visual” aids used in the classroom. These devices eventually led to the PowerPoint and now on to the Infographic. Early 20th Century Classroom
Russell’s “A Brief History of Technology in Education” was the narrative for the NY Times “Timeline” graphic. For the most part I would agree with his observation, “Today, most people associate “educational technology” with computers and the Internet,” however in America’s primary and secondary schools educational technology encompasses much more than computers and has roots that extend back several centuries. Blackboards and books are now taken for granted and are assumed to be part of every student’s educational experience. In their day, these “technologies” were viewed as radical and revolutionary teaching and learning tools. ( Russell, 2006, p.137)
In 1806, students would use a desktop sandbox to practice the alphabet.
| 0 | 1,550 |
msmarco_v2.1_doc_01_1665028318#1_2439928061
|
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
Early 20th Century Classroom
Russell’s “A Brief History of Technology in Education” was the narrative for the NY Times “Timeline” graphic. For the most part I would agree with his observation, “Today, most people associate “educational technology” with computers and the Internet,” however in America’s primary and secondary schools educational technology encompasses much more than computers and has roots that extend back several centuries. Blackboards and books are now taken for granted and are assumed to be part of every student’s educational experience. In their day, these “technologies” were viewed as radical and revolutionary teaching and learning tools. ( Russell, 2006, p.137)
In 1806, students would use a desktop sandbox to practice the alphabet. After the children had made each of the letters, the monitor smoothed the sand with a flat iron and a new letter was presented” (Gutek, 1986, p. 62). Considered “a new form of education technology” (Russell, 2006, p.137) one of the earliest forms of teaching technology was images that were drawn in the sand. After going through most of the devices that were presented in the NY Times “Timeline” Russell finishes his article with computers as the most current “new” educational technology by stating, “While there are many more examples of computer-based tools that are used in today’s classrooms, there is no question that computers are the most recent technology that has penetrated the American educational system. However, an important question that remains largely unanswered focuses on how computer use in schools is affecting teaching and learning” (Russell, 2006, p.152). Good question, but since computers offer so much in the way of education, I think computers are the best thing to happen in the classroom since the blackboard.
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
After the children had made each of the letters, the monitor smoothed the sand with a flat iron and a new letter was presented” (Gutek, 1986, p. 62). Considered “a new form of education technology” (Russell, 2006, p.137) one of the earliest forms of teaching technology was images that were drawn in the sand. After going through most of the devices that were presented in the NY Times “Timeline” Russell finishes his article with computers as the most current “new” educational technology by stating, “While there are many more examples of computer-based tools that are used in today’s classrooms, there is no question that computers are the most recent technology that has penetrated the American educational system. However, an important question that remains largely unanswered focuses on how computer use in schools is affecting teaching and learning” (Russell, 2006, p.152). Good question, but since computers offer so much in the way of education, I think computers are the best thing to happen in the classroom since the blackboard. I want to include the Cuban and Strudler quotes as they put a contemporary spin on the evolution of education technology. “ I predict that the slow revolution in technology access, fueled by popular support and continuing as long as there is economic prosperity, will eventually yield exactly what the promoters have sought: every student, like every worker, will eventually have a personal computer. But no fundamental change in teaching practices will occur;” ( Larry Cuban – Stanford) and “Nearly the entire field of technology and education is about change in some way.
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
I want to include the Cuban and Strudler quotes as they put a contemporary spin on the evolution of education technology. “ I predict that the slow revolution in technology access, fueled by popular support and continuing as long as there is economic prosperity, will eventually yield exactly what the promoters have sought: every student, like every worker, will eventually have a personal computer. But no fundamental change in teaching practices will occur;” ( Larry Cuban – Stanford) and “Nearly the entire field of technology and education is about change in some way. It’s about the dreams of what could be, the realities of what is, and the efforts to whittle away at the gap between the two.” ( Neal Strudler – UNLV)
TECHNOLOGY IN EDUCATION
One Room Schoolhouse
The first American schools were one-room cabins, the mission of which was to produce literate and moral citizens. Students attended school for between one and six months a year and there were few educational tools available. But as increasing numbers of American communities were settled the education system became more firmly established. To aid the learning process, educational technologies, such as slates, hornbooks, blackboards, and books were introduced.
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msmarco_v2.1_doc_01_1665028318#4_2439936593
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
It’s about the dreams of what could be, the realities of what is, and the efforts to whittle away at the gap between the two.” ( Neal Strudler – UNLV)
TECHNOLOGY IN EDUCATION
One Room Schoolhouse
The first American schools were one-room cabins, the mission of which was to produce literate and moral citizens. Students attended school for between one and six months a year and there were few educational tools available. But as increasing numbers of American communities were settled the education system became more firmly established. To aid the learning process, educational technologies, such as slates, hornbooks, blackboards, and books were introduced. Although technologies like the blackboard and books are now taken for granted and are assumed to be part of every student’s educational experience, these technologies were viewed as radical teaching tools when they were first introduced. Over time, a variety of technologies such as film, radio, television, teaching machines, microcomputers and the Internet have been introduced to schools, each sparking controversy about its usefulness for schooling and effectiveness as a teaching and learning aid. THE HORNBOOK AND PRINTED BOOKS
Hornbook
Johannes Gutenberg began building a primitive version of the printing press in 1436 and the first Gutenberg Bible was printed in 1455 (de la Mare, 1997). Nearly two centuries later Stephen Dayne brought the first printing press used in the United States (Rubinstein, 1999). However, since they were expensive and were not readily available, books were not commonly used in the early years of American schooling.
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msmarco_v2.1_doc_01_1665028318#5_2439939451
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
Although technologies like the blackboard and books are now taken for granted and are assumed to be part of every student’s educational experience, these technologies were viewed as radical teaching tools when they were first introduced. Over time, a variety of technologies such as film, radio, television, teaching machines, microcomputers and the Internet have been introduced to schools, each sparking controversy about its usefulness for schooling and effectiveness as a teaching and learning aid. THE HORNBOOK AND PRINTED BOOKS
Hornbook
Johannes Gutenberg began building a primitive version of the printing press in 1436 and the first Gutenberg Bible was printed in 1455 (de la Mare, 1997). Nearly two centuries later Stephen Dayne brought the first printing press used in the United States (Rubinstein, 1999). However, since they were expensive and were not readily available, books were not commonly used in the early years of American schooling. In lieu of printed books, American settlers improvised with a device known as the hornbook. Adopted from England, the hornbook was one of the first forms of educational technology used to aid in teaching reading in American schools. A hornbook was “a small, wooden, paddle-shaped instrument. A sheet of paper, with the alphabet, numerals, the Lord’s Prayer, and other reading matter printed on it was pasted upon the blade and the entire implement was covered with sheets of transparent horn” (Good & Teller, 1973, p. 28). The hornbook was a crude, low-cost solution to the American settler’s problem of how to teach children to read without having books available.
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
In lieu of printed books, American settlers improvised with a device known as the hornbook. Adopted from England, the hornbook was one of the first forms of educational technology used to aid in teaching reading in American schools. A hornbook was “a small, wooden, paddle-shaped instrument. A sheet of paper, with the alphabet, numerals, the Lord’s Prayer, and other reading matter printed on it was pasted upon the blade and the entire implement was covered with sheets of transparent horn” (Good & Teller, 1973, p. 28). The hornbook was a crude, low-cost solution to the American settler’s problem of how to teach children to read without having books available. Although it was useful at the time, the hornbook became obsolete as the cost of printing decreased and texts became more widely available. Early School Book
Perhaps the most popular early printed book was the New England Primer: Introduced to schools in 1690, the New England Primer was intended to make learning to read more interesting for children. “ The New England Primer contained the twenty-four letters of the alphabet, each letter being illustrated with a drawing and a verse to impress it on the child’s mind. The primer also contained various lessons and admonitions for youth, the Lord’s Prayer, and the Ten Commandments.” (
| 4,776 | 6,078 |
msmarco_v2.1_doc_01_1665028318#7_2439944881
|
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
Although it was useful at the time, the hornbook became obsolete as the cost of printing decreased and texts became more widely available. Early School Book
Perhaps the most popular early printed book was the New England Primer: Introduced to schools in 1690, the New England Primer was intended to make learning to read more interesting for children. “ The New England Primer contained the twenty-four letters of the alphabet, each letter being illustrated with a drawing and a verse to impress it on the child’s mind. The primer also contained various lessons and admonitions for youth, the Lord’s Prayer, and the Ten Commandments.” ( Gutek, 1986, p. 10) Historian Paul Leicester Ford estimates that 3 million copies of the New England Primer were printed (Gutek, 1986). The next generation of written texts included Webster’s first spelling book, followed by the McGuffy Readers. The evolution of these primitive textbooks allowed teachers to follow a predefined sequence of lesson plans that taught students how to read and write. In this way, early books served as a tool that began to standardize the content to which students were exposed. THE SANDBOX
Early 20th Century Classroom
In 1806, the Lancastrian methodology of schooling was introduced in New York City and with this new method of teaching came a new form of educational technology.
| 5,443 | 6,790 |
msmarco_v2.1_doc_01_1665028318#8_2439947478
|
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
Gutek, 1986, p. 10) Historian Paul Leicester Ford estimates that 3 million copies of the New England Primer were printed (Gutek, 1986). The next generation of written texts included Webster’s first spelling book, followed by the McGuffy Readers. The evolution of these primitive textbooks allowed teachers to follow a predefined sequence of lesson plans that taught students how to read and write. In this way, early books served as a tool that began to standardize the content to which students were exposed. THE SANDBOX
Early 20th Century Classroom
In 1806, the Lancastrian methodology of schooling was introduced in New York City and with this new method of teaching came a new form of educational technology. Lancaster’s method of education was appealing because a large number of students could be educated for a low cost. This method employed a master teacher as well as “monitors” (more advanced students) to teach large classes of students. The monitors, who had been trained by the master teacher taught groups of approximately twenty students a skill, such as writing. Students would use a sandbox on their desk to practice the alphabet: “ White sand overlaid the box and the children traced the letters of the alphabet with their fingers in the sand, the black surface showing through in the form of the letter traced … After the children had made each of the letters, the monitor smoothed the sand with a flat iron and a new letter was presented” (Gutek, 1986, p. 62).
| 6,078 | 7,557 |
msmarco_v2.1_doc_01_1665028318#9_2439950215
|
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
Lancaster’s method of education was appealing because a large number of students could be educated for a low cost. This method employed a master teacher as well as “monitors” (more advanced students) to teach large classes of students. The monitors, who had been trained by the master teacher taught groups of approximately twenty students a skill, such as writing. Students would use a sandbox on their desk to practice the alphabet: “ White sand overlaid the box and the children traced the letters of the alphabet with their fingers in the sand, the black surface showing through in the form of the letter traced … After the children had made each of the letters, the monitor smoothed the sand with a flat iron and a new letter was presented” (Gutek, 1986, p. 62). Lancaster chose sandboxes because they were the most economically affordable form of technology available at the time. But by the 1830’s, doubts about the effectiveness of the Lancastrian system surfaced. With the decline of this teaching method, the use of monitors and sandboxes ended. Later the sandboxes would be replaced by individual slates. Although they were more expensive, slates allowed students to practice their writing skills more easily.
| 6,791 | 8,010 |
msmarco_v2.1_doc_01_1665028318#10_2439952690
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
Lancaster chose sandboxes because they were the most economically affordable form of technology available at the time. But by the 1830’s, doubts about the effectiveness of the Lancastrian system surfaced. With the decline of this teaching method, the use of monitors and sandboxes ended. Later the sandboxes would be replaced by individual slates. Although they were more expensive, slates allowed students to practice their writing skills more easily. Erasing chalk from a slate was quicker and cleaner than ironing the surface of the sandbox. THE BLACKBOARD
Slate Tablet
While individual slates were used in classrooms during the early 1800s, it was not until 1841 that the classroom chalkboard was first introduced. Shortly thereafter, Horace Mann began encouraging communities to buy chalkboards for their classrooms. By the late 1800s, the chalkboard had become a permanent fixture in most classrooms. Blackboard
As with many forms of educational technology, learning how to integrate the chalkboard into classroom instruction was not an easy task.
| 7,557 | 8,611 |
msmarco_v2.1_doc_01_1665028318#11_2439954972
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
Erasing chalk from a slate was quicker and cleaner than ironing the surface of the sandbox. THE BLACKBOARD
Slate Tablet
While individual slates were used in classrooms during the early 1800s, it was not until 1841 that the classroom chalkboard was first introduced. Shortly thereafter, Horace Mann began encouraging communities to buy chalkboards for their classrooms. By the late 1800s, the chalkboard had become a permanent fixture in most classrooms. Blackboard
As with many forms of educational technology, learning how to integrate the chalkboard into classroom instruction was not an easy task. As Shade (2001) explains, “When first introduced, the chalkboard went unused for many years until teachers realized that it could be used for whole group instruction. They had to change their thinking from individual slates to classroom slates” (p. 2). Similar to more modem forms of educational technology, the chalkboard also received praise from community leaders. As an example, Josiah Bumstead, a Springfield Massachusetts councilman, said, “The inventor or introducer of the blackboard deserves to be ranked among the best contributors to learning and science, if not among the greatest benefactors of mankind” (Daniel, 2000, p. 1). Thinking of the blackboard as a revolutionary form of educational technology seems counterintuitive.
| 8,011 | 9,351 |
msmarco_v2.1_doc_01_1665028318#12_2439957556
|
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
As Shade (2001) explains, “When first introduced, the chalkboard went unused for many years until teachers realized that it could be used for whole group instruction. They had to change their thinking from individual slates to classroom slates” (p. 2). Similar to more modem forms of educational technology, the chalkboard also received praise from community leaders. As an example, Josiah Bumstead, a Springfield Massachusetts councilman, said, “The inventor or introducer of the blackboard deserves to be ranked among the best contributors to learning and science, if not among the greatest benefactors of mankind” (Daniel, 2000, p. 1). Thinking of the blackboard as a revolutionary form of educational technology seems counterintuitive. But it is one of the few types of media that has survived the test of time and is still regularly used in classrooms today. MAGIC LANTERN
Magic Lantern
The height of its popularity was around 1870. The predecessor to the slide machine, the magic lantern projected images on glass plates. By the end of World War I, Chicago’s public school system had a collection of some 8,000 lantern slides. LEAD PENCILS
Lead Pencils
Around the turn of the 20 th century mass produced pencils and paper become readily available, gradually replacing the school slate.
| 8,612 | 9,903 |
msmarco_v2.1_doc_01_1665028318#13_2439960097
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http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology
|
A History of Education Technology | The Institute of Progressive Education and Learning
|
A History of Education Technology
A History of Education Technology
TECHNOLOGY IN EDUCATION
THE HORNBOOK AND PRINTED BOOKS
THE SANDBOX
THE BLACKBOARD
MAGIC LANTERN
LEAD PENCILS
STEREOSCOPE
FILM
RADIO
OVERHEAD PROJECTOR
THE TYPEWRITER
TELEVISION
TEACHING MACHINES AND PROGRAMMED INSTRUCTION
COMPUTERS
LEARNING MANAGEMENT SYSTEMS
LMS combine online course management, communication and collaboration tools which can include a discussion forums, file exchange, email, online journal/blog, real-time chat, interactive whiteboards, bookmarks, calendar, search tool, group work, electronic portfolio, registration integration, hosted services, quizzes/surveys, marking tools/grade book, student tracking, content sharing and object repositories, amongst other tool offerings. (Fox, C., et al. (2009) pg. 8).
INTELLIGENT TUTORING
THE INTERNET
THE CLOUD
CONCLUSION
References
|
But it is one of the few types of media that has survived the test of time and is still regularly used in classrooms today. MAGIC LANTERN
Magic Lantern
The height of its popularity was around 1870. The predecessor to the slide machine, the magic lantern projected images on glass plates. By the end of World War I, Chicago’s public school system had a collection of some 8,000 lantern slides. LEAD PENCILS
Lead Pencils
Around the turn of the 20 th century mass produced pencils and paper become readily available, gradually replacing the school slate. STEREOSCOPE
Stereoscope
At the turn of the 20 th century, the Keystone View Company began to mar
| 9,352 | 10,000 |
msmarco_v2.1_doc_01_1665081923#0_2439961978
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
The Progressive Era | The Institute of Progressive Education and Learning
The Progressive Era
OVERVIEW
The progressive era in education was part of a larger Progressive Movement, and extended from the 1890s to the 1930s. The era was notable for a dramatic expansion in the number of schools and students served, especially in the fast-growing metropolitan cities. After 1910, smaller cities began building high schools. By 1940, 50% of young adults had earned a high school diploma. DEWEY AND PROGRESSIVE EDUCATION
The leading educational theorist of the era was John Dewey (1859–1952), a professor at the University of Chicago (1894–1904) and from 1904 to 1930 at Teachers College, of Columbia University in New York City. Dewey was a leading proponent of “Progressive Education” and wrote many books and articles to promote the central role of democracy in education. He saw schools not only as a place to gain content knowledge, but also as a place to learn how to live. The purpose of education was not so much the acquisition of a predetermined set of skills, but rather the realization of the student’s full potential and the ability to use those skills for the greater good. Dewey notes that, “to prepare him for the future life means to give him command of himself. It means to train him so that he will have the full and ready use of all his capacities.”
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|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Dewey was a leading proponent of “Progressive Education” and wrote many books and articles to promote the central role of democracy in education. He saw schools not only as a place to gain content knowledge, but also as a place to learn how to live. The purpose of education was not so much the acquisition of a predetermined set of skills, but rather the realization of the student’s full potential and the ability to use those skills for the greater good. Dewey notes that, “to prepare him for the future life means to give him command of himself. It means to train him so that he will have the full and ready use of all his capacities.” Dewey insisted that education and schooling are instrumental in creating social change and reform. He notes that “education is a regulation of the process of coming to share in the social consciousness and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.” Although Dewey’s ideas were very widely discussed, they were implemented chiefly in small experimental schools attached to colleges of education. The problem was that Dewey and the other progressive theorists encountered a highly bureaucratic system of school administration that in general was not receptive to new methods. They argue that testing does and should focus educational resources on the most important aspects of education — imparting a pre-defined set of knowledge and skills — and that other aspects are either less important, or should be added to the testing scheme.
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|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Dewey insisted that education and schooling are instrumental in creating social change and reform. He notes that “education is a regulation of the process of coming to share in the social consciousness and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.” Although Dewey’s ideas were very widely discussed, they were implemented chiefly in small experimental schools attached to colleges of education. The problem was that Dewey and the other progressive theorists encountered a highly bureaucratic system of school administration that in general was not receptive to new methods. They argue that testing does and should focus educational resources on the most important aspects of education — imparting a pre-defined set of knowledge and skills — and that other aspects are either less important, or should be added to the testing scheme. Wikipedia
BLOOM’S TAXONOMY
Bloom’s Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, “Taxonomy of Educational Objectives: the Classification of Educational Goals” (1956). Although named after Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. At this meeting, interest was expressed in a theoretical framework which could be used to facilitate communication among examiners. This group felt that such a framework could do much to promote the exchange of test materials and ideas about testing.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Wikipedia
BLOOM’S TAXONOMY
Bloom’s Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, “Taxonomy of Educational Objectives: the Classification of Educational Goals” (1956). Although named after Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. At this meeting, interest was expressed in a theoretical framework which could be used to facilitate communication among examiners. This group felt that such a framework could do much to promote the exchange of test materials and ideas about testing. In addition, it could be helpful in stimulating research on examining and on the relations between examining and education. After considerable discussion, there was agreement that such a theoretical framework might best be obtained through a system of classifying the goals of the educational process, since educational objectives provide the basis for building curricula and tests and represent the starting point for much of our educational research. It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom’s Taxonomy divides educational objectives into three “domains”: Cognitive
Affective
Psychomotor
Sometimes loosely described as:
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
In addition, it could be helpful in stimulating research on examining and on the relations between examining and education. After considerable discussion, there was agreement that such a theoretical framework might best be obtained through a system of classifying the goals of the educational process, since educational objectives provide the basis for building curricula and tests and represent the starting point for much of our educational research. It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom’s Taxonomy divides educational objectives into three “domains”: Cognitive
Affective
Psychomotor
Sometimes loosely described as: Knowing/head
Feeling/heart
Doing/hands
Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom’s Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. A revised version of the taxonomy was created in 2000. Bloom’s Taxonomy is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey “Significant Writings that have influenced the Curriculum (1906-1981), by H.G. Shane and the 1994 yearbook of the National Society for the Study of Education. A mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Knowing/head
Feeling/heart
Doing/hands
Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom’s Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. A revised version of the taxonomy was created in 2000. Bloom’s Taxonomy is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey “Significant Writings that have influenced the Curriculum (1906-1981), by H.G. Shane and the 1994 yearbook of the National Society for the Study of Education. A mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information. Bloom himself considered the Handbook, “One of the most widely cited yet least read books in American education.” COGNITIVE
Categories in the cognitive domain of Bloom’s Taxonomy include skills in the cognitive domain revolving around “knowledge,” “comprehension,” and “critical thinking” on a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest. Knowledge
Exhibits memory of previously learned materials by recalling facts, terms, basic concepts and answers including:
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Bloom himself considered the Handbook, “One of the most widely cited yet least read books in American education.” COGNITIVE
Categories in the cognitive domain of Bloom’s Taxonomy include skills in the cognitive domain revolving around “knowledge,” “comprehension,” and “critical thinking” on a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest. Knowledge
Exhibits memory of previously learned materials by recalling facts, terms, basic concepts and answers including: Knowledge of specifics – terminology, specific facts
Knowledge of ways and means of dealing with specifics – conventions, trends and sequences, classifications and categories, criteria, methodology
Knowledge of the universals and abstractions in a field – principles and generalizations, theories and structures
Answering questions like: What are the health benefits of eating apples? Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas
Translation
Interpretation
Extrapolation
Answering questions like: Compare the health benefits of eating apples vs. oranges. Application
Using new knowledge to solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different way
Answering questions like:
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Knowledge of specifics – terminology, specific facts
Knowledge of ways and means of dealing with specifics – conventions, trends and sequences, classifications and categories, criteria, methodology
Knowledge of the universals and abstractions in a field – principles and generalizations, theories and structures
Answering questions like: What are the health benefits of eating apples? Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas
Translation
Interpretation
Extrapolation
Answering questions like: Compare the health benefits of eating apples vs. oranges. Application
Using new knowledge to solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different way
Answering questions like: Which kinds of apples are best for baking a pie, and why? Analysis
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
Analysis of elements
Analysis of relationships
Analysis of organizational principles
Answering questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Which kinds of apples are best for baking a pie, and why? Analysis
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
Analysis of elements
Analysis of relationships
Analysis of organizational principles
Answering questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements. Synthesis
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
Production of a unique communication
Production of a plan, or proposed set of operations
Derivation of a set of abstract relations
Answering questions like: Convert an “unhealthy” recipe for apple pie to a “healthy” recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones. Evaluation
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
Judgments in terms of internal evidence
Judgments in terms of external criteria
Answering questions like: Do you feel that serving apple pie for an after school snack for children is healthy?
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|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Synthesis
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
Production of a unique communication
Production of a plan, or proposed set of operations
Derivation of a set of abstract relations
Answering questions like: Convert an “unhealthy” recipe for apple pie to a “healthy” recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones. Evaluation
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
Judgments in terms of internal evidence
Judgments in terms of external criteria
Answering questions like: Do you feel that serving apple pie for an after school snack for children is healthy? AFFECTIVE
Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing’s pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order processes to the highest: Receiving
The lowest level; the student passively pays attention.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
AFFECTIVE
Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing’s pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order processes to the highest: Receiving
The lowest level; the student passively pays attention. Without this level no learning can occur. Receiving is about the student’s memory and recognition as well. Responding
The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way. Valuing
The student attaches a value to an object, phenomenon, or piece of information.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Without this level no learning can occur. Receiving is about the student’s memory and recognition as well. Responding
The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way. Valuing
The student attaches a value to an object, phenomenon, or piece of information. Organizing
The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned. Characterizing
The student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic. PSYCHOMOTOR
Skills in the Psychomotor Domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Organizing
The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned. Characterizing
The student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic. PSYCHOMOTOR
Skills in the Psychomotor Domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. Simpson (1972) among other contributors, such as Harrow (1972) and Dave (1967), created a “Psychomotor Taxonomy” that helps to explain the behavior of typical learners or high performance athletes. The proposed levels are: Reflex Movement
Perception as used here is “the ability to use sensory cues to guide motor activity.” This ranges from sensory stimulation, through cue selection, to translation.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
|
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. Simpson (1972) among other contributors, such as Harrow (1972) and Dave (1967), created a “Psychomotor Taxonomy” that helps to explain the behavior of typical learners or high performance athletes. The proposed levels are: Reflex Movement
Perception as used here is “the ability to use sensory cues to guide motor activity.” This ranges from sensory stimulation, through cue selection, to translation. Examples: Detects non-verbal communication cues
Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball
Adjusts heat of stove to correct temperature by smell and taste of food
Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Basic Fundamental Movement
Also set or the readiness to act.
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http://institute-of-progressive-education-and-learning.org/k-12-education/demographics-districts/the-progressive-era/
|
The Progressive Era | The Institute of Progressive Education and Learning
|
The Progressive Era
The Progressive Era
OVERVIEW
DEWEY AND PROGRESSIVE EDUCATION
BLOOM’S TAXONOMY
COGNITIVE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
AFFECTIVE
Receiving
Responding
Valuing
Organizing
Characterizing
PSYCHOMOTOR
Reflex Movement
Basic Fundamental Movement
Perceptual Guided Response
Physical Activity Mechanism
Skilled Movement
Non-Discursive Communication
Origination
DEFINITION OF KNOWLEDGE
The taxonomy is set out:
CRITICISM OF THE TAXONOMY
BLOOM’S REVISED TAXONOMY
Change in Terms
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
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Examples: Detects non-verbal communication cues
Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball
Adjusts heat of stove to correct temperature by smell and taste of food
Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Basic Fundamental Movement
Also set or the readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets). Examples: Knows and acts upon a sequence of steps in a manufacturing process
Recognize one’s abilities and limitations
Show
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http://institute.coop/what-worker-cooperative
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What Is a Worker Cooperative? | Democracy at Work Institute
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What Is a Worker Cooperative?
What Is a Worker Cooperative?
A brief history of worker cooperatives in the United States
Worker cooperative facts and figures
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What Is a Worker Cooperative? | Democracy at Work Institute
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About Worker Co-ops
What Is a Worker Cooperative? A worker cooperative is a values-driven business that puts worker and community benefit at the core of its purpose. The two central characteristics of worker cooperatives are: workers own the business and they participate in its financial success on the basis of their labor contribution to the cooperative
workers have representation on and vote for the board of directors, adhering to the principle of one worker, one vote
In addition to their economic and governance participation, worker-owners often manage the day-to-day operations through various management structures. For more information about worker cooperatives, visit our FAQ page and the US Federation of Worker Cooperatives website. A brief history of worker cooperatives in the United States
Though we don’t yet have comprehensive data on the nature and scope of worker cooperatives in the U.S., our research has verified 465 worker cooperatives in the United States. These democratic workplaces employ around 7,000 people and generat over $550 million in annual revenues. The number of worker cooperatives has grown steadily over the past 20 years, and is made up of both well-established businesses and new, growing ones, increasingly including some businesses that have been sold to their employees by their owners. Any business can be a worker-owned and -controlled business.
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msmarco_v2.1_doc_01_1665100825#1_2439998086
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http://institute.coop/what-worker-cooperative
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What Is a Worker Cooperative? | Democracy at Work Institute
|
What Is a Worker Cooperative?
What Is a Worker Cooperative?
A brief history of worker cooperatives in the United States
Worker cooperative facts and figures
|
For more information about worker cooperatives, visit our FAQ page and the US Federation of Worker Cooperatives website. A brief history of worker cooperatives in the United States
Though we don’t yet have comprehensive data on the nature and scope of worker cooperatives in the U.S., our research has verified 465 worker cooperatives in the United States. These democratic workplaces employ around 7,000 people and generat over $550 million in annual revenues. The number of worker cooperatives has grown steadily over the past 20 years, and is made up of both well-established businesses and new, growing ones, increasingly including some businesses that have been sold to their employees by their owners. Any business can be a worker-owned and -controlled business. In the U.S., worker cooperatives tend to be concentrated in the service and retail sectors. Common industries include: accommodation and food service
health care
manufacturing and engineering
technology, and
design. Many of the worker cooperatives in existence today were inspired by the Mondragon Cooperatives in Spain, which enabled the Basques to lift themselves out of poverty and build what is today Spain’s 7th largest corporation, a worker cooperative. Worker cooperatives are currently experiencing a surge in popularity, marked by industry and sector concentrations and the growth of a support infrastructure that includes financing, technical assistance providers and trade associations at the local, regional and national levels.
| 707 | 2,216 |
msmarco_v2.1_doc_01_1665100825#2_2440000024
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http://institute.coop/what-worker-cooperative
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What Is a Worker Cooperative? | Democracy at Work Institute
|
What Is a Worker Cooperative?
What Is a Worker Cooperative?
A brief history of worker cooperatives in the United States
Worker cooperative facts and figures
|
In the U.S., worker cooperatives tend to be concentrated in the service and retail sectors. Common industries include: accommodation and food service
health care
manufacturing and engineering
technology, and
design. Many of the worker cooperatives in existence today were inspired by the Mondragon Cooperatives in Spain, which enabled the Basques to lift themselves out of poverty and build what is today Spain’s 7th largest corporation, a worker cooperative. Worker cooperatives are currently experiencing a surge in popularity, marked by industry and sector concentrations and the growth of a support infrastructure that includes financing, technical assistance providers and trade associations at the local, regional and national levels. Interest in worker cooperatives as a job creation and wealth-building strategy is also on the rise, with community organizations, cities, and small business advocates seeing potential in the form to build a more inclusive economy. This recent growth in the worker cooperative sector can be traced back to the 1970s and 1980s, when all of today’s largest worker cooperatives were founded, as part of an explosion in alternative economic forms. Those cooperatives that survived have thrived, and have helped seed new growth through investment of capital and expertise in a second wave of worker cooperative development starting in the late 1990s. By 2000, several worker cooperative development organizations had begun to have success using the form as means to create good jobs for low- and moderate-income workforces, from home care to housecleaning. In 2004, the U.S. Federation of Worker Cooperatives (USFWC) was formed as the national membership organization for worker cooperatives, an outgrowth of local and regional organizing across the country.
| 1,476 | 3,269 |
msmarco_v2.1_doc_01_1665100825#3_2440002246
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http://institute.coop/what-worker-cooperative
|
What Is a Worker Cooperative? | Democracy at Work Institute
|
What Is a Worker Cooperative?
What Is a Worker Cooperative?
A brief history of worker cooperatives in the United States
Worker cooperative facts and figures
|
Interest in worker cooperatives as a job creation and wealth-building strategy is also on the rise, with community organizations, cities, and small business advocates seeing potential in the form to build a more inclusive economy. This recent growth in the worker cooperative sector can be traced back to the 1970s and 1980s, when all of today’s largest worker cooperatives were founded, as part of an explosion in alternative economic forms. Those cooperatives that survived have thrived, and have helped seed new growth through investment of capital and expertise in a second wave of worker cooperative development starting in the late 1990s. By 2000, several worker cooperative development organizations had begun to have success using the form as means to create good jobs for low- and moderate-income workforces, from home care to housecleaning. In 2004, the U.S. Federation of Worker Cooperatives (USFWC) was formed as the national membership organization for worker cooperatives, an outgrowth of local and regional organizing across the country. In 2013, the USFWC launched the Democracy at Work Institute,to advance a strategic vision for growth in the worker cooperative sector, and to expand the promise of worker cooperatives to new communities while keeping this new growth grounded in worker cooperatives themselves. Worker cooperative facts and figures
Number of worker cooperatives in the United States: 465-800
Total number of people working at worker cooperatives in the United States: 7,000
Total annual revenues generated by worker cooperatives: $550 million
Average size of a worker cooperative:
| 2,217 | 3,832 |
msmarco_v2.1_doc_01_1665100825#4_2440004285
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http://institute.coop/what-worker-cooperative
|
What Is a Worker Cooperative? | Democracy at Work Institute
|
What Is a Worker Cooperative?
What Is a Worker Cooperative?
A brief history of worker cooperatives in the United States
Worker cooperative facts and figures
|
In 2013, the USFWC launched the Democracy at Work Institute,to advance a strategic vision for growth in the worker cooperative sector, and to expand the promise of worker cooperatives to new communities while keeping this new growth grounded in worker cooperatives themselves. Worker cooperative facts and figures
Number of worker cooperatives in the United States: 465-800
Total number of people working at worker cooperatives in the United States: 7,000
Total annual revenues generated by worker cooperatives: $550 million
Average size of a worker cooperative: 50 people (the median is 10 people)
Largest worker co-op: Cooperative Home Care Associates (CHCA) with more than 2,000 workers
Number of worker cooperatives formed since the start of the 21st century: over 150
Percentage of worker cooperatives that began as traditional for-profit enterprises: 26%
Percentage of worker cooperatives that have annual revenues over $1 million: 31%
Average annual profit margin for a worker cooperative:
| 3,270 | 4,266 |
msmarco_v2.1_doc_01_1665100825#5_2440005705
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http://institute.coop/what-worker-cooperative
|
What Is a Worker Cooperative? | Democracy at Work Institute
|
What Is a Worker Cooperative?
What Is a Worker Cooperative?
A brief history of worker cooperatives in the United States
Worker cooperative facts and figures
|
50 people (the median is 10 people)
Largest worker co-op: Cooperative Home Care Associates (CHCA) with more than 2,000 workers
Number of worker cooperatives formed since the start of the 21st century: over 150
Percentage of worker cooperatives that began as traditional for-profit enterprises: 26%
Percentage of worker cooperatives that have annual revenues over $1 million: 31%
Average annual profit margin for a worker cooperative: 6.4%
Worker cooperatives structures: 46% incorporate under cooperative statutes, 26% operate as LLCs and the remainder are C-corporations, partnerships, and other.
| 3,833 | 4,430 |
msmarco_v2.1_doc_01_1665105667#0_2440006723
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http://institute.uschamber.com/name-tags-and-lapel-pins-are-you-wearing-them-correctly/
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Name Tags and Lapel Pins: Are you wearing them correctly?
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Name Tags and Lapel Pins: Are you wearing them correctly?
IOM Blog
Name Tags and Lapel Pins: Are you wearing them correctly?
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Name Tags and Lapel Pins: Are you wearing them correctly? IOM Blog
September 3, 2013
Name Tags and Lapel Pins: Are you wearing them correctly? Many theories exist speculating on which side of a blouse or jacket to place a name tag. Have you ever heard the theory that the name tag should be placed on the right side since you shake with your right hand and the direct line of sight leads straight to your name? Or how about the theory which states you should wear the name tag on the left side since you shake with your right hand and tend to cover up your name tag as you shake? The typical origins of these theories are rooted in discussions and debates at conferences by attendees trying to figure out where to place their name tags. After attempting to explain one of these theories to a group of conference attendees recently, I decided it might be time to really figure out where the name tag belongs. There seems to be a right and a wrong as to what side is best for both name tags and lapel pins.
| 0 | 1,004 |
msmarco_v2.1_doc_01_1665105667#1_2440008148
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http://institute.uschamber.com/name-tags-and-lapel-pins-are-you-wearing-them-correctly/
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Name Tags and Lapel Pins: Are you wearing them correctly?
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Name Tags and Lapel Pins: Are you wearing them correctly?
IOM Blog
Name Tags and Lapel Pins: Are you wearing them correctly?
|
Have you ever heard the theory that the name tag should be placed on the right side since you shake with your right hand and the direct line of sight leads straight to your name? Or how about the theory which states you should wear the name tag on the left side since you shake with your right hand and tend to cover up your name tag as you shake? The typical origins of these theories are rooted in discussions and debates at conferences by attendees trying to figure out where to place their name tags. After attempting to explain one of these theories to a group of conference attendees recently, I decided it might be time to really figure out where the name tag belongs. There seems to be a right and a wrong as to what side is best for both name tags and lapel pins. 1. NAME TAGS: In the United States, proper etiquette states the name tag should be worn above the pocket on the right side of your shirt, blouse, or blazer. The key thing to remember, as mentioned above, is that you want the people you are meeting to be able to make direct eye contact with you and closely see your name as you shake hands. 2.
| 232 | 1,348 |
msmarco_v2.1_doc_01_1665105667#2_2440009685
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http://institute.uschamber.com/name-tags-and-lapel-pins-are-you-wearing-them-correctly/
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Name Tags and Lapel Pins: Are you wearing them correctly?
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Name Tags and Lapel Pins: Are you wearing them correctly?
IOM Blog
Name Tags and Lapel Pins: Are you wearing them correctly?
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1. NAME TAGS: In the United States, proper etiquette states the name tag should be worn above the pocket on the right side of your shirt, blouse, or blazer. The key thing to remember, as mentioned above, is that you want the people you are meeting to be able to make direct eye contact with you and closely see your name as you shake hands. 2. LAPEL PINS: The correct location for a lapel pin is the left side of a jacket, near the heart. The United States Flag Code Section 8 (J) states the following about wearing an American flag pin: “ The flag represents a living country and is itself considered a living thing. Therefore, the lapel flag pin being a replica, should be worn on the left lapel near the heart.”
| 1,004 | 1,718 |
msmarco_v2.1_doc_01_1665105667#3_2440010831
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http://institute.uschamber.com/name-tags-and-lapel-pins-are-you-wearing-them-correctly/
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Name Tags and Lapel Pins: Are you wearing them correctly?
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Name Tags and Lapel Pins: Are you wearing them correctly?
IOM Blog
Name Tags and Lapel Pins: Are you wearing them correctly?
|
LAPEL PINS: The correct location for a lapel pin is the left side of a jacket, near the heart. The United States Flag Code Section 8 (J) states the following about wearing an American flag pin: “ The flag represents a living country and is itself considered a living thing. Therefore, the lapel flag pin being a replica, should be worn on the left lapel near the heart.” Keep in mind, however, some organizations have specific rules about when and where to wear a pin that might contradict the above statement. Generally speaking though, since most individuals wear pins that signify something important to them, they wear them on the left side near the heart. The key is to remember all of these rules come with one big caveat: Wear the name tag and pin in the location that makes the most sense! If you are attending a meeting where etiquette is very important, then perhaps stick to the rules.
| 1,349 | 2,244 |
msmarco_v2.1_doc_01_1665105667#4_2440012159
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http://institute.uschamber.com/name-tags-and-lapel-pins-are-you-wearing-them-correctly/
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Name Tags and Lapel Pins: Are you wearing them correctly?
|
Name Tags and Lapel Pins: Are you wearing them correctly?
IOM Blog
Name Tags and Lapel Pins: Are you wearing them correctly?
|
Keep in mind, however, some organizations have specific rules about when and where to wear a pin that might contradict the above statement. Generally speaking though, since most individuals wear pins that signify something important to them, they wear them on the left side near the heart. The key is to remember all of these rules come with one big caveat: Wear the name tag and pin in the location that makes the most sense! If you are attending a meeting where etiquette is very important, then perhaps stick to the rules. But if you are wearing an outfit that tends to flip over your name tag when you shake hands, it would make more sense to wear the name tag on the left. The key with name tag is to get someone to remember your name and they can’t do that if your name tag is flipped over! Amanda J. Griffin, IOM, CMP
Manager, Curriculum and Logistics, Institute for Organization Management
U.S. Chamber of Commerce
Amanda J. Griffin, IOM, CMP is the Manager of Curriculum and Logistics for Institute for Organization Management at the U.S. Chamber of Commerce. Amanda is a graduate of The College of William and Mary with a B.A. in Psychology. She has her CMP (Certified Meeting Professional) certification and is a 2012 graduate of Institute for Organization Management.
| 1,718 | 2,998 |
msmarco_v2.1_doc_01_1665109062#0_2440013868
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
April 4, 2011
People Often Say They Don’t Judge, But They Do
People often say that they don’t judge, but they do. The truth is we all do. You’ve heard the phrase, “don’t judge a book by its cover” and in the perfect world we wouldn’t, but we do. “ You only have one chance to make a first impression.” What is your image and social media presence saying about you? Young Professionals can be judged quickly and are often times dismissed based solely on their image and the image portrayed by their social media. Your image communicates nonverbally. Yes, we all want to be individuals and no, our performance is not based on the fact that we wear jeans and flip flops, but in today’s lax society young professionals need to dress the part. Last time you were in the airport, how many people did you notice were in their pajamas? Better yet, what did you think about these people?
| 0 | 933 |
msmarco_v2.1_doc_01_1665109062#1_2440015250
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
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Young Professionals can be judged quickly and are often times dismissed based solely on their image and the image portrayed by their social media. Your image communicates nonverbally. Yes, we all want to be individuals and no, our performance is not based on the fact that we wear jeans and flip flops, but in today’s lax society young professionals need to dress the part. Last time you were in the airport, how many people did you notice were in their pajamas? Better yet, what did you think about these people? On surface you could automatically assume they are lazy or indifferent. Or you could assume they just want to be comfortable for travel, but would you want them on your team at the office? What are you going to do to avoid being judged negatively? How can you make a first impression work to your advantage? First impressions do not necessarily relate totally to your looks, but they do play a significant role.
| 419 | 1,345 |
msmarco_v2.1_doc_01_1665109062#2_2440016572
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
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On surface you could automatically assume they are lazy or indifferent. Or you could assume they just want to be comfortable for travel, but would you want them on your team at the office? What are you going to do to avoid being judged negatively? How can you make a first impression work to your advantage? First impressions do not necessarily relate totally to your looks, but they do play a significant role. What does your image say about you? Appearance leads to formation of opinions- the good, bad and the ugly. When you are representing your company, are you dressed in a professional manner? Is your hair combed and your clothes pressed? Sounds like simplistic questions, but in today’s environment you have to ask the question.
| 934 | 1,671 |
msmarco_v2.1_doc_01_1665109062#3_2440017706
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
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What does your image say about you? Appearance leads to formation of opinions- the good, bad and the ugly. When you are representing your company, are you dressed in a professional manner? Is your hair combed and your clothes pressed? Sounds like simplistic questions, but in today’s environment you have to ask the question. Take the time to dress the part especially when you are at a work function. Always lean towards the conservative for work and leave the newest trend for the weekends. Its great to stand out, but we need to make sure we stand out for the right reasons. When you are starting your career you won’t necessarily have the wardrobe you need and that’s okay, you will in timeand you have to start somewhere. Start with the basics and add pieces to your wardrobe each paycheck.
| 1,346 | 2,141 |
msmarco_v2.1_doc_01_1665109062#4_2440018909
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
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Take the time to dress the part especially when you are at a work function. Always lean towards the conservative for work and leave the newest trend for the weekends. Its great to stand out, but we need to make sure we stand out for the right reasons. When you are starting your career you won’t necessarily have the wardrobe you need and that’s okay, you will in timeand you have to start somewhere. Start with the basics and add pieces to your wardrobe each paycheck. Until then, most people won’t know that you are wearing the same black pants on Tuesday’s and Friday’s. First impressions count for more than appearance- think of your Facebook. What does is say about you? What do your other social media accounts say about you? Are your settings set to private?
| 1,672 | 2,437 |
msmarco_v2.1_doc_01_1665109062#5_2440020092
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
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Until then, most people won’t know that you are wearing the same black pants on Tuesday’s and Friday’s. First impressions count for more than appearance- think of your Facebook. What does is say about you? What do your other social media accounts say about you? Are your settings set to private? Your internet activities leave a footprint wherever you go. Posting last Saturday’s keg stand might lead to you not getting the job you’re interviewing for on Wednesday. Your Facebook account isn’t as private as you think and it can certainly tell your potential new boss everything they need to know about how you are going to act on and off the clock. What are you tweeting, or even re-tweeting? Simple acts like these can have a long lasting and sometimes negative impact.
| 2,142 | 2,913 |
msmarco_v2.1_doc_01_1665109062#6_2440021286
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
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Your internet activities leave a footprint wherever you go. Posting last Saturday’s keg stand might lead to you not getting the job you’re interviewing for on Wednesday. Your Facebook account isn’t as private as you think and it can certainly tell your potential new boss everything they need to know about how you are going to act on and off the clock. What are you tweeting, or even re-tweeting? Simple acts like these can have a long lasting and sometimes negative impact. Technology has blurred the line between personal time and work time. Googling someone to find out about their past and present is the new norm. People do judge and as you are growing in your career as a young professional you need to be aware of what you do and say and who you are portrayed as online. These things will not only affect you in the short term but they will have a long term lasting affect as well. Your internet footprint will stay with you just like that tattoo you got junior year.
| 2,438 | 3,413 |
msmarco_v2.1_doc_01_1665109062#7_2440022669
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
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People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
|
Technology has blurred the line between personal time and work time. Googling someone to find out about their past and present is the new norm. People do judge and as you are growing in your career as a young professional you need to be aware of what you do and say and who you are portrayed as online. These things will not only affect you in the short term but they will have a long term lasting affect as well. Your internet footprint will stay with you just like that tattoo you got junior year. Remember to look the part. Protect yourself and your career by thinking before you post and using privacy settings. Kimberly Nastasi, IOM
Board of Trustees Chair Elect, Institute for Organization Management
CEO, Mississippi Gulf Coast Chamber of Commerce and Executive Director, Mississippi Gulf Coast Chamber of Commerce Foundation
Kimberly Nastasi, IOM, CAE, is the Chief Executive Officer of the Mississippi Gulf Coast Chamber of Commerce, Inc. and the Executive Director of the Mississippi Gulf Coast Chamber of Commerce Foundation. Nastasi is the immediate past Chair of the Winter Board of Regents for Institute for Organization Management, a program of the United States Chamber of Commerce Foundation. She is also a member of the Institute for Organization Management Board of Trustees Executive Committee and will serve as Chair in 2017.
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http://institute.uschamber.com/people-often-say-they-dont-judge-but-they-do/
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People Often Say They Don’t Judge, But They Do
|
People Often Say They Don’t Judge, But They Do
IOM Blog
People Often Say They Don’t Judge, But They Do
|
Remember to look the part. Protect yourself and your career by thinking before you post and using privacy settings. Kimberly Nastasi, IOM
Board of Trustees Chair Elect, Institute for Organization Management
CEO, Mississippi Gulf Coast Chamber of Commerce and Executive Director, Mississippi Gulf Coast Chamber of Commerce Foundation
Kimberly Nastasi, IOM, CAE, is the Chief Executive Officer of the Mississippi Gulf Coast Chamber of Commerce, Inc. and the Executive Director of the Mississippi Gulf Coast Chamber of Commerce Foundation. Nastasi is the immediate past Chair of the Winter Board of Regents for Institute for Organization Management, a program of the United States Chamber of Commerce Foundation. She is also a member of the Institute for Organization Management Board of Trustees Executive Committee and will serve as Chair in 2017. Nastasi is a member of the United States Chamber of Commerce Committee of 100.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
“He’s just being a typical teenager,” they say. “ He’ll outgrow it.” This single sentence exasperates most people raising teens with reactive attachment disorder (RAD). Reactive attachment disorder in teens brings up different issues than for those raising “typical teens”. As a parent of a teen with RAD, you know your child has larger battles ahead than many of his peers. Typical responses about your “typical teen” probably make you feel more alone and overwhelmed. Here’s the good news—if people say that you’re too strict with your teenager or over react in regard to parental concerns, you’re most likely on the right track in your parenting.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
|
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
This single sentence exasperates most people raising teens with reactive attachment disorder (RAD). Reactive attachment disorder in teens brings up different issues than for those raising “typical teens”. As a parent of a teen with RAD, you know your child has larger battles ahead than many of his peers. Typical responses about your “typical teen” probably make you feel more alone and overwhelmed. Here’s the good news—if people say that you’re too strict with your teenager or over react in regard to parental concerns, you’re most likely on the right track in your parenting. Many parents are able to give their children a bit more freedom as they grow from children to adolescents. Teenagers often have the capacity to make more decisions for themselves than when they were younger. For teenagers with RAD, however, this isn’t usually the case. Teens with RAD are different from their peers, even if they look the same on the surface. Here’s why teens with reactive attachment disorder aren’t “typical teens”—
1.
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
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Many parents are able to give their children a bit more freedom as they grow from children to adolescents. Teenagers often have the capacity to make more decisions for themselves than when they were younger. For teenagers with RAD, however, this isn’t usually the case. Teens with RAD are different from their peers, even if they look the same on the surface. Here’s why teens with reactive attachment disorder aren’t “typical teens”—
1. Early trauma changes the brain. Even though teens with RAD may look like other teens on the outside, they have much younger brains. That’s because children who were abused or neglected before the age of 5 didn’t get opportunities to experience normal early child development. Therefore, they essentially get “stuck” in the developmental stage of a toddler. They don’t “outgrow” their trauma.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Early trauma changes the brain. Even though teens with RAD may look like other teens on the outside, they have much younger brains. That’s because children who were abused or neglected before the age of 5 didn’t get opportunities to experience normal early child development. Therefore, they essentially get “stuck” in the developmental stage of a toddler. They don’t “outgrow” their trauma. Teens with RAD are cognitively and emotionally less mature than their peers. Like a toddler, they will take or do what they desire in the moment without forethought. 2. Healthy attachment contributes to healthy remorse. All teens test limits from time to time.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
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Teens with RAD are cognitively and emotionally less mature than their peers. Like a toddler, they will take or do what they desire in the moment without forethought. 2. Healthy attachment contributes to healthy remorse. All teens test limits from time to time. The difference between attached teens and those with RAD is how they feel about their poor choices. Attached teens have the capacity to feel guilty and correct behavior on their own accord. Teens with RAD will continue to make poor choices without empathy for others. 3. Peer influence is more powerful for teens with RAD.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
The difference between attached teens and those with RAD is how they feel about their poor choices. Attached teens have the capacity to feel guilty and correct behavior on their own accord. Teens with RAD will continue to make poor choices without empathy for others. 3. Peer influence is more powerful for teens with RAD. It’s normal for teenagers to spend more time with friends as they get older. Those influences, however, impact attached teens differently than those with RAD. Attached teens have regard for their families. Even when they spend a lot of time with peers, they may still make some time for their families. Teens with RAD have little to no attachment to their families and will follow their peers without pause.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
It’s normal for teenagers to spend more time with friends as they get older. Those influences, however, impact attached teens differently than those with RAD. Attached teens have regard for their families. Even when they spend a lot of time with peers, they may still make some time for their families. Teens with RAD have little to no attachment to their families and will follow their peers without pause. 4. Teens with RAD have abnormal social relationships. Most attached teenagers learn to successfully navigate relationships outside of their families. However, teens with RAD seek control at all costs to feel safe as a result of early abuse and neglect. This interferes will all of their relationships, including with peers.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
4. Teens with RAD have abnormal social relationships. Most attached teenagers learn to successfully navigate relationships outside of their families. However, teens with RAD seek control at all costs to feel safe as a result of early abuse and neglect. This interferes will all of their relationships, including with peers. Therefore, their peer relationships are often short-lived or superficial. 5. Teens with RAD desperately want to attach to others based on their terms rather than to have reciprocal relationships. Therefore, they can develop emotionally and sexually inappropriate relationships. They can get obsessive about relationships.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Therefore, their peer relationships are often short-lived or superficial. 5. Teens with RAD desperately want to attach to others based on their terms rather than to have reciprocal relationships. Therefore, they can develop emotionally and sexually inappropriate relationships. They can get obsessive about relationships. Sexual relationships may be the only way they feel as though another person cares for them. To raise a teenager who has the mindset of a toddler makes puberty and peer pressure all the more stressful during the teenage years. It’s extremely difficult for parents and their teens. Here are some tips based on our practices here at the Institute for Attachment and Child Development. Tips for parents raising teens with RAD:
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Sexual relationships may be the only way they feel as though another person cares for them. To raise a teenager who has the mindset of a toddler makes puberty and peer pressure all the more stressful during the teenage years. It’s extremely difficult for parents and their teens. Here are some tips based on our practices here at the Institute for Attachment and Child Development. Tips for parents raising teens with RAD: Take care of yourself through empathetic parenting. We recommend the book Parenting Teens with Love and Logic by Foster Cline and Jim Fay. Teens with RAD can benefit from empathetic parenting when they are in a good place mentally in which to do so (which is why we utilize the parenting strategy in our program). Empathetic parenting helps children with RAD to accept responsibility and become, as we say at IACD, “family kids”. While some teens with RAD aren’t at a point where they can benefit from empathetic parenting, their parents still can.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Take care of yourself through empathetic parenting. We recommend the book Parenting Teens with Love and Logic by Foster Cline and Jim Fay. Teens with RAD can benefit from empathetic parenting when they are in a good place mentally in which to do so (which is why we utilize the parenting strategy in our program). Empathetic parenting helps children with RAD to accept responsibility and become, as we say at IACD, “family kids”. While some teens with RAD aren’t at a point where they can benefit from empathetic parenting, their parents still can. Parents often feel less anxious when they can let go of power struggles with their teens and allow them to experience the consequences of their own decisions. Remain calm. As stated above, remaining calm will allow you greater emotional and mental health. Moreover, a calm environment will help your teen to feel safer. Teens with RAD feel less safe with parents who lose their temper.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Parents often feel less anxious when they can let go of power struggles with their teens and allow them to experience the consequences of their own decisions. Remain calm. As stated above, remaining calm will allow you greater emotional and mental health. Moreover, a calm environment will help your teen to feel safer. Teens with RAD feel less safe with parents who lose their temper. Angry parents confirm the belief that the world is scary and unreliable. Of course, keeping calm is extremely difficult to do with teens with RAD who know how to “push your buttons”. You have a greater capacity to remain calm when you don’t engage in arguments with your teen. If your child is engaging you in an argument, less is more. Be kind and empathetic but firm and to the point.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Angry parents confirm the belief that the world is scary and unreliable. Of course, keeping calm is extremely difficult to do with teens with RAD who know how to “push your buttons”. You have a greater capacity to remain calm when you don’t engage in arguments with your teen. If your child is engaging you in an argument, less is more. Be kind and empathetic but firm and to the point. Tell her that you love her too much to argue and move on. Keep your teen safe. Again, children with RAD have cognitive and emotional capacities of toddlers. Things that other teens “should do” don’t apply to your child. If you wouldn’t allow your 4-year-old to drive a car, stay home alone, or ride his bike to a friend’s house, we advise against letting your teen with RAD do so.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
|
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Tell her that you love her too much to argue and move on. Keep your teen safe. Again, children with RAD have cognitive and emotional capacities of toddlers. Things that other teens “should do” don’t apply to your child. If you wouldn’t allow your 4-year-old to drive a car, stay home alone, or ride his bike to a friend’s house, we advise against letting your teen with RAD do so. She simply isn’t safe in the same environments and situations in which her peers can venture. Restrict electronics. Here at IACD, our teens don’t get access to electronics. Social media and the Internet provide too many opportunities for teens with RAD to establish superficial relationships, false identities, and inappropriate emotional and sexual relationships. Furthermore, teens use electronics to create further distance from their families, limiting opportunities to build healthy attachments.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
|
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
She simply isn’t safe in the same environments and situations in which her peers can venture. Restrict electronics. Here at IACD, our teens don’t get access to electronics. Social media and the Internet provide too many opportunities for teens with RAD to establish superficial relationships, false identities, and inappropriate emotional and sexual relationships. Furthermore, teens use electronics to create further distance from their families, limiting opportunities to build healthy attachments. Get help from a qualified attachment therapist. You can’t do this alone. Your love is important but, unfortunately, not enough to heal your child with RAD. It is wise and necessary for you to recognize that your teen is, in fact, different from her peers. Setting firm limits and parenting with empathy doesn’t mean that you’re limiting your teen’s joy.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
|
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
Get help from a qualified attachment therapist. You can’t do this alone. Your love is important but, unfortunately, not enough to heal your child with RAD. It is wise and necessary for you to recognize that your teen is, in fact, different from her peers. Setting firm limits and parenting with empathy doesn’t mean that you’re limiting your teen’s joy. On the contrary, you’re helping to keep her safe and to feel safe. For fun, you can engage your child in conversation about a book you both read, play board games as a family, or watch a family-oriented movie together. Empathetic parenting isn’t about power and control—it’s about respecting and honoring your child’s needs, as well as your own. The next time someone tells you that you’re too strict with your teen, take a breath, smile, and pat yourself on the back. They can’t understand.
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http://instituteforattachment.ong/5-reasons-your-teen-with-reactive-attachment-disorder-isnt-like-all-other-teenagers/
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Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers” : Institute For Attachment & Child Development
|
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Reactive attachment disorder in teens: 5 reasons your child isn’t like “all other teenagers”
Here’s why teens with reactive attachment disorder aren’t “typical teens”—
Tips for parents raising teens with RAD:
|
On the contrary, you’re helping to keep her safe and to feel safe. For fun, you can engage your child in conversation about a book you both read, play board games as a family, or watch a family-oriented movie together. Empathetic parenting isn’t about power and control—it’s about respecting and honoring your child’s needs, as well as your own. The next time someone tells you that you’re too strict with your teen, take a breath, smile, and pat yourself on the back. They can’t understand. You know why you’re doing what you do and that’s all that matters. We’re hiring therapeutic treatment parents. Read about a “day in the life”. CATEGORIES: Parenting, Raising kids with RAD
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
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Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
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Program Details : Institute For Attachment & Child Development
Get more details. General information about help for kids with RAD
How can I find a good attachment therapist in my area? You may consider checking out the organizations Attachment and Trauma Network and ATTACh. They each have lists of therapists who work with children impacted by the effects of early trauma. Please note, we are not necessarily affiliated or familiar with clinicians on such lists. That said, we cannot recommend specific clinicians in your area. Details about IACD
What makes IACD different from residential treatment centers (RTCs)? Children with developmental trauma disorder (DTD) often appear to thrive in institutions. That’s because no one tries to build real relationships with them in such facilities—which, sadly, makes them feel safe because of the hurt they endured in relationships early in life.
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
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Please note, we are not necessarily affiliated or familiar with clinicians on such lists. That said, we cannot recommend specific clinicians in your area. Details about IACD
What makes IACD different from residential treatment centers (RTCs)? Children with developmental trauma disorder (DTD) often appear to thrive in institutions. That’s because no one tries to build real relationships with them in such facilities—which, sadly, makes them feel safe because of the hurt they endured in relationships early in life. That’s part of the disorder. However, RTCs often don’t help these children heal. They go home under the false pretenses that they’ve healed, only to reveal more extreme behaviors later as their parents try to get emotionally close to them. We teach kids to thrive in families, not institutions. Our entire program is set up to practice authentic family life.
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
|
That’s part of the disorder. However, RTCs often don’t help these children heal. They go home under the false pretenses that they’ve healed, only to reveal more extreme behaviors later as their parents try to get emotionally close to them. We teach kids to thrive in families, not institutions. Our entire program is set up to practice authentic family life. There’s no rotating staff, no artificial school environment, no behavior modification techniques (all non-relationship building that kids with DTD can navigate easily). Just real families, real schools, real relationships. And real healing. What makes IACD family foster parents effective? Our therapeutic treatment parents completely understand the dynamics of developmental trauma disorder (DTD).
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
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There’s no rotating staff, no artificial school environment, no behavior modification techniques (all non-relationship building that kids with DTD can navigate easily). Just real families, real schools, real relationships. And real healing. What makes IACD family foster parents effective? Our therapeutic treatment parents completely understand the dynamics of developmental trauma disorder (DTD). They care about the kids, but without the emotional weight the children’s own parents carry. All of our family foster parents have had their own adoptive or foster kids with DTD. Some have even been through our program with their own foster or adoptive kids. They also get lots of specialized training from us. Our family foster parents can give kids the calm, empathetic, structured parenting they need while they and their families begin to heal.
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
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They care about the kids, but without the emotional weight the children’s own parents carry. All of our family foster parents have had their own adoptive or foster kids with DTD. Some have even been through our program with their own foster or adoptive kids. They also get lots of specialized training from us. Our family foster parents can give kids the calm, empathetic, structured parenting they need while they and their families begin to heal. What makes therapy at IACD effective? We specialize in developmental trauma disorder (DTD) and co-morbid mental disorders. We’re able to identify and correct misdiagnoses and ineffective medications (common for children with DTD) – which makes matters worse – from the beginning. Because we’re not sidetracked by behaviors such as manipulation and triangulation, we can also get to the heart of real issues quickly and effectively. Why family foster parents rather than in-home care with the children’s own families?
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
|
What makes therapy at IACD effective? We specialize in developmental trauma disorder (DTD) and co-morbid mental disorders. We’re able to identify and correct misdiagnoses and ineffective medications (common for children with DTD) – which makes matters worse – from the beginning. Because we’re not sidetracked by behaviors such as manipulation and triangulation, we can also get to the heart of real issues quickly and effectively. Why family foster parents rather than in-home care with the children’s own families? To force attachment when parents are emotionally exhausted (often with PTSD of their own) and, at the same, their children push away isn’t effective. Our program heals individual family members first before we help them to attach to one another. The ultimate goal at IACD is for children to walk alongside their parents, not drag behind them, in the journey toward their family relationship. What’s life like for kids in IACD family foster homes? It’s as close as kids can get to “real life” here at IACD.
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msmarco_v2.1_doc_01_1665121941#6_2440061149
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
|
Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
|
To force attachment when parents are emotionally exhausted (often with PTSD of their own) and, at the same, their children push away isn’t effective. Our program heals individual family members first before we help them to attach to one another. The ultimate goal at IACD is for children to walk alongside their parents, not drag behind them, in the journey toward their family relationship. What’s life like for kids in IACD family foster homes? It’s as close as kids can get to “real life” here at IACD. They go to our local public schools during the school year, go to their team sports or other activities when possible (our team works closely with everyone in the community so the children aren’t able to triangulate the adults caring for them, therefore getting in the way of their own healing. This includes teachers, police officers, etc.). After school or extracurricular activities or their therapy days, they come home and do chores and homework and have dinner as a family. Sometimes they play family games or go on hikes. It all depends on the particular family and the child’s individual needs, just like in any other home.
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
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They go to our local public schools during the school year, go to their team sports or other activities when possible (our team works closely with everyone in the community so the children aren’t able to triangulate the adults caring for them, therefore getting in the way of their own healing. This includes teachers, police officers, etc.). After school or extracurricular activities or their therapy days, they come home and do chores and homework and have dinner as a family. Sometimes they play family games or go on hikes. It all depends on the particular family and the child’s individual needs, just like in any other home. How old are the children in your program? The youth in our in-patient program range between the ages of 7-17. We accept children of all ages in our outpatient program. How much is the program? Do you take insurance and Medicaid?
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
|
Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
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How old are the children in your program? The youth in our in-patient program range between the ages of 7-17. We accept children of all ages in our outpatient program. How much is the program? Do you take insurance and Medicaid? Fees: Inpatient Extended Care Program (includes parent training, psychotherapy, psychiatry and medication management, neurofeedback, intensive family therapy, room and board and all transportation costs to and from therapy)—$275/day. The average stay for most children is children is between 6-9 months. Outpatient Care Program for individuals and families—$150/hour
Insurance: Private and government-run insurance (Medicaid) typically does not cover the full costs of IACD programs because our model is not set in a residential treatment center.
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msmarco_v2.1_doc_01_1665121941#9_2440065237
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http://instituteforattachment.ong/learn-about-attachment-disorder/common-questions/
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Program Details : Institute For Attachment & Child Development
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Get more details.
Get more details.
General information about help for kids with RAD
Details about IACD
Getting Started
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Fees: Inpatient Extended Care Program (includes parent training, psychotherapy, psychiatry and medication management, neurofeedback, intensive family therapy, room and board and all transportation costs to and from therapy)—$275/day. The average stay for most children is children is between 6-9 months. Outpatient Care Program for individuals and families—$150/hour
Insurance: Private and government-run insurance (Medicaid) typically does not cover the full costs of IACD programs because our model is not set in a residential treatment center. On occasion, insurers will approve the work for an individual patient based on extenuating circumstances (e.g. when all other options have been exhausted) through a single case agreement. While this is not the norm, parents have secured funding in various ways (please see this resource for insurance tips and the stories of Angie, Amy, Derrick and Allison ). More often insurers will cover some portion of the clinical components of treatment. IACD can provide you with the billing codes for our services so that you can determine, in advance, which portions of the program work might be eligible for reimbursement. IACD provides monthly superbills (an itemized insurance-based receipt used for out-of-network insurance reimbursement submission) which will help you in the reimbursement process.
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