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Disclaimer: This is my first attempt at a grandma-friendly explanation of one of the key instruments in a climate scientist’s bag: climate reanalyses.
My new job is all about finding weather observations that can feed into things called reanalyses. A reanalysis product is a massive dataset that can be used to recreate how we think the weather and climate behaved. Having this kind of ‘guess-timate’ of the recent atmosphere helps scientists learn more about how weather patterns form and decay, different ways that the atmosphere is responding to climate change, and all sorts of cool ways to understand how the weather works. Reanalyses are used to study things like extreme weather events, improving weather forecasting, how climate change is affecting the atmosphere, and sun, wind and rain availability for renewable energy and agriculture.
Start with the data
The basis of all reanalysis products is weather observations. Reanalyses use data from the surface (land and sea), from weather balloons and from satellites. From here, physics and models are used to fill in the gaps, or assimilate the data, at the surface and up into the atmosphere. This is done for every six hours or so over the period covered by the reanalysis (most of them start in the 1960s when weather observations become more widespread). It’s kind of like a global connect-the-dot that is in three dimensions, where the dots are weather observations and the lines are complex equations. And all the connect-the-dots are in a flip book with a different page for every six hours. And you can use the page before and the page after to help you with your current page. And all the pages add up to terabytes and terabytes of data. Simple!
Regional reanalyses
Most reanalyses cover the whole world. As you can imagine, reanalysis products are most reliable in places that have more weather observations. If you have fewer dots, then you can’t see the picture as well. In some parts of the world with plenty of dots, like Europe, they are even starting to make ‘regional reanalyses’, which takes the global reanalysis as a starting point, and then creates a more high-resolution version over a particular area. These regional reanalyses are a bit like taking the connect-the-dot pages, making them into a jigsaw puzzle (still with me?), and then nesting another jigsaw puzzle inside each puzzle, with much smaller pieces. My current job is helping to find more dots for these kinds of puzzles.
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Men and women alike endure the discomfort of these various skin irritations. There are various forms of skin irritations (razor bumps, razor burn, ingrown hairs, and bikini line irritation) that result from hair removal such as shaving, waxing, electrolysis, and laser hair removal. Sweat irritation and chafing are also common skin irritations that often occur from heat, moisture, and exercise.
Razor bumps (pseudofolliculitis barbae) also known as barber’s itch, shave bumps, folliculitis barbae traumatica and scarring pseudofolliculitis of the beard, are formed when the new hair growth curls over and enters into the neighboring skin. This produces a foreign body reaction resulting in an unsightly bump. Shaving causes the ends of the hair to be sharpened thus making it easier to penetrate the skin. Razor bumps itch and burn which make shaving nearly impossible. Razor bumps can be found anywhere shaving occurs - face, legs, arms, pubic region, head, and neck.
Razor burn is an uncomfortable red or pink skin irritation triggered by an injury to the skin tissues, usually by shaving. Razor burn is usually painful and can appear with or without bumps. Razor burn can occur on any shaved area- face, legs, arms, pubic region, head, and neck.
Ingrown hair is a condition where hair curls back or grows sideways into the skin. Ingrown hair is commonly caused by shaving, waxing or tight clothing. When the hair grows inside the follicles underneath the skin, it generates foreign body reaction in the hair follicle causing an infection. The inflammation of the follicle then produces an unattractive bump, rash, itchy skin, and pus collecting under the skin. Ingrown hairs are most common on the face, legs, arms, pubic region, head, neck, and other shaved areas.
Bikini Area Irritation is also known as razor rash and bikini burn. Bikini area irritation is redness and bumps on the skin caused by improper hair removal techniques. Tight garment and perspiration can also cause bikini area irritation. This can be one of the most painful conditions because bikini area hair is thicker and the skin is more sensitive.
Sweat Irritation is also referred to as heat rash. Heat rash can occur in areas where skin touches skin such as under the breasts, on the inner thighs, and the underarms. Sweat irritation can develop when sweat ducts in the skin becomes clogged, trapping perspiration and triggering irritation, itching, and a rash. The heat rash appears as reddened skin with blisters due to inflammation. Sweat irritation can also occur due to tight clothing where a lack of air circulation produces hot, humid conditions.
Chafing is caused by repetitive skin friction and can be aggravated by the salt residue from sweating. When sweat dries and exercise is resumed, the salt may intensify the friction causing further irritation. Chafing usually occurs through skin-to-skin contact of adjacent body parts or by loose fitting clothing generating extra friction. Chafing is most commonly experienced such areas as the nipples, armpits, and inner thighs. In some cases, obesity can be the main cause of thigh chafing. Chafing is also common among athletes with muscular physiques. Athletes including marathon runners, cyclists, tennis players, soccer players, and football players can experience chafing simply due to repetitive motion. In a notable moment of a globally televised tennis match, a professional player called an emergency medical time out because his chafed nipples were bleeding, causing him excruciating pain and discomfort.
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How to | Type a Greek Letter
The Wolfram Language allows Greek letters to be integrated into symbol names, strings, graphics, and text. Greek letters can be input from palettes or by using keyboard shortcuts.
This page requires that JavaScript be enabled in your browser.
Learn how »
Selected examples from the video:
There are two main ways to type any special character in the Wolfram Language. You can use its full name or its alias.
To type a Greek letter (or any character) by its full name, start with a backslash and an open square bracket, followed by the name of the character:
Finish the character by typing a closing square bracket. As soon as you type the closing square bracket, the special character will be displayed:
Here, the Greek letters beta and gamma are also entered. Note that like all built-in Wolfram Language functions, the names of the special characters are capitalized:
Finish typing gamma by entering the closing square bracket:
To type capital Greek letters, use the prefix Capital. So to type a capital delta, you would type the following, but also include the closing square bracket:
The other way to type a special character is by using its alias. An alias is usually a shorter way to type the character, which can often be more convenient.
To type an alias, press alias, where alias represents the specific alias for the character you are entering. Much like the closing square bracket above, as soon as you press the key a second time, the alias will display as the special character.
The Wolfram Language interprets the key as a series of three vertical dots. Here, the alias for alpha is entered without the second key being pressed:
Aliases for Greek letters are the letters of the English alphabet. So alpha can be typed as a, beta can be typed as b, and gamma can be typed as g. Here, the alias for gamma is entered without the second key being pressed:
The corresponding capital Greek letters can be typed with capitalized aliases, such as A for capital alpha, and so on. The alias for capital alpha is entered here without the second key being pressed:
A Greek letter in the Wolfram Language can also be entered by using its HTML name as an alias. So if you happen to know that α is the HTML command for alpha, you can type α to enter it in the Wolfram Language.
Here, the HTML alias for alpha is entered without the second key being pressed:
The Greek letters are also all listed on the Special Characters palette, along with their full names and primary aliases.
Open the Special Characters palette from the Palettes menu:
If you mouse over a character, a tooltip will show the alias you can use to type in the character:
You can also enter a character directly from the palette by clicking it.
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lieberhonig (the free translation from German would be «dear» or «darling») was born in 2006. At that time, he released three albums on various netlabels, gave a concert under another name and planned a second, canceled due to the storm. The project goes into torpor. After a time in a pop group, a frustrated musical duo and several trips around the world, lieberhonig resurfaces in 2020 as a musical project halfway between ambient and little danceable kraut pop cabaret disco electronics.
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+4 votes
in Programming Languages by (9.6k points)
I am reading a TSV file using fread() wither header=FALSE. The file does not have a header, so fread() adds V1, V2,... as header.
I have the list of columns. How can I add those columns to the data table as the header?
1 Answer
+1 vote
by (11.1k points)
edited by
R function colnames() can be used to retrieve or set column names of a matrix-like object.
First, read the TSV file using the fread() function with header=FALSE, then use colnames() to add the header to your data table.
Here is an example:
variable "cols" contains column names.
E.g. cols <- c("a1", "b1", "c1")
v <- fread(filename, sep="\t", header=FALSE)
colnames(v) <- cols
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asked Sep 16, 2021 in Programming Languages by praveen (18.0k points)
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Uninterruptible Power System
Every UPS will supply power to a load (such as a computer, telephone switch or medical equipment) when main power fails. It may also condition the power and prevent spikes, brownouts, interference and other unwanted problems from reaching the supported equipment.
As long as you want, providing you buy enough batteries and the charging system is up to it. After about four hours it's usually more cost-effective to buy a generator, with a short runtime UPS to bridge the generator start-up gap.
Most plug-in UPS are good for at least five years. We'd advise you to change the batteries every two to three years. With larger equipment (and more substantial investment), the lifetime of the equipment increases.
There are three simple methods:
Never overload your UPS.
Discharge the battery in a consistent interval. The best way to do it is once a month or once two months. The simplest discharge way is to turn on the UPS without connecting the mains.
In this type of UPS, the primary power source is line power from the main utility, and the secondary power source is the battery. The battery charger is using line power to charge the battery, and the battery and inverter are waiting "on standby" until they are needed. When the line power fails, the transfer switch changes to the secondary power source. When line power is restored, the UPS switched back
Line Interactive UPS under normal condition smooths and to some degree regulates the input AC voltage by a filter and a tap-changing transformer. The bi-directional inverter/charger is always connected to the output of the UPS and uses a portion of AC power to keep the battery charger. When the input power fails, the transfer switch disconnects AC input and the battery/inverter provides output power. Its typical efficiency is 90~96%. This type is currently the most common design in 500 VA / 5000 VA power range.
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TeamCity Plugin for IntelliJ Platform Help 2021.2 Help
Re-Running Failed Tests
TeamCity IntelliJ IDEA Plugin allows you to locally re-run or debug failed tests (the JUnit- and TestNG-based tests are supported). You can re-run or debug failed tests when viewing the results of failed tests in a dedicated tab in the TeamCity tool window.
To rerun or debug failed tests
1. In the TeamCity tool window, find the desired build with failed tests, and then on the toolbar, click img.
TeamCity adds a dedicated tab to the TeamCity tool window. This tab is similar to the following screen:
Rerunning failed tests
2. In the Failed tests tab, select the failed test(s) to re-run.
3. On the toolbar, click img or img, respectively, and then choose JUnit or TestNG on the shortcut menu.
Last modified: 15 November 2021
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Guangcheng Zhang
Shanghai Jiao Tong University
PathologyProinflammatory cytokineAdipose tissueRotator cuffMacrophage polarizationInflammationTendinopathyMacrophageStem cellMedicine
Publications 2
#1Haoran Liao (SJTU: Shanghai Jiao Tong University)
#2Han-Ping Yu (CAS: Chinese Academy of Sciences)H-Index: 5
Last. Yaohua He (SJTU: Shanghai Jiao Tong University)H-Index: 20
view all 8 authors...
Background null Rotator cuff tear (RCT) is a common problem of the musculoskeletal system. With the advantage of promoting bone formation, calcium phosphate materials have been widely used to augment tendon-bone healing. However, only enhancing bone regeneration may be not enough for improving tendon-bone healing. Angiogenesis is another fundamental factor required for tendon-bone healing. Therefore, it's necessary to develop a convenient and reliable method to promote osteogenesis and angiogene...
#1Chongyang Wang (SJTU: Shanghai Jiao Tong University)H-Index: 5
#2Yao Zhang (SJTU: Shanghai Jiao Tong University)
Last. Yaohua HeH-Index: 20
view all 5 authors...
Background:Chronic rotator cuff (RC) tendinopathy is one of the most prevalent causes of shoulder pain. Growing evidence suggests that macrophages play a significant role in the proinflammatory res...
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Signup/Sign In
How to embed Google Maps in HTML?
Answer: Using an <iframe> Tag
A Google map can be added to any webpage using an HTML <iframe> tag. It can be used to add maps for any location, such as the location of your store, or of your college in your web portfolio.
In this tutorial, we will learn how to embed the Google maps on the webpage using HTML.
Embed Google map in HTML
To embed Google Maps in HTML, use <iframe> tag within the iframe tag, the src attribute is used to add the path of the map. Here is the list of steps to embed the google map on the webpage.
1. Go to the official website of Google Maps.
google map
2. Now you can type the name of the desired location in the search box.
search location
3.Select the location.
4.Click on the hamburger menu on the top of Google Maps.
hamburger menu select
5.You will get a dropdown menu with a list of options. Select share or embed maps.
6.A new page will open where you need to choose to embed maps options.
7. Copy the HTML code and paste it into your code.
This HTML code already contains <iframe> along with other attributes used in maps. You can change the value of attributes accordingly.
Example: Embed Google Maps in HTML
Here, we have embedded our location on the webpage.
<!DOCTYPE html>
<html lang="en">
<meta charset="utf-8">
<h2>Embedding Google map on webpage</h2>
<p> Get our location on Google map </p>
<iframe src="!1m18!1m12!1m3!1d3502.089070822426!2d77.37005092528857!3d28.62709245167472!2m3!1f0!2f0!3f0!3m2!1i1024!2i768!4f13.1!3m3!1m2!1s0x390ce592249a75dd%3A0x8531e194a870c5bc!2sStudyTonight!5e0!3m2!1sen!2sin!4v1625134056732!5m2!1sen!2sin" width="400" height="300" style="border:0;" allowfullscreen="" loading="lazy"></iframe>
Google map
Example: Add Google Map in HTML
You can select any location and add its HTML code to add maps on the webpage. But you cannot change the location of the map after embedding it. You need to change the HTML code for that. Here is yet another example of it.
So now, we can easily embed Google Maps on a webpage using HTML <iframe> tag. The commercial websites uses the location of their stores using maps, which can be helpful for the user to reach the stores by navigating the maps.
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How Many Syllables are in Stereotype | Divide Stereotype into Syllables
How many syllables are in stereotype? 4 syllables
Divide stereotype into syllables: ste-re-o-type
How to pronounce stereotype:
US English Accent and Pronunciation:
British English Accent and Pronunciation:
Definition of: Stereotype (New window will open)
Freelance Writing Opportunities
Stereotype Poems: (See poems with this word. New window will open)
Synonyms and Words Related to Stereotype
stereotypes (4 syllables), pigeonhole (3 Syllables), stamp (1 Syllables) keyboard (2 syllables), pigeonhole (3 syllables), stamp (1 syllables),
Four syllable words that rhyme with Stereotype
stereotype, stereotype
What do you think of our answer to how many syllables are in stereotype? Are the syllable count, pronunciation, words that rhyme, and syllable divisions for stereotype correct? There are numerous syllabic anomalies found within the U.S. English language. Can stereotype be pronounced differently? Did we divide the syllables correctly? Do regional variations in the pronunciation of stereotype effect the syllable count? Has language changed? Provide your comments or thoughts on the syllable count for stereotype below.
Comment on the syllables in Stereotype
A comprehensive resource for finding syllables in stereotype, how many syllables are in stereotype, words that rhyme with stereotype, how to divide stereotype into syllables, how to pronounce stereotype in US and British English, how to break stereotype into syllables.
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Landslide Questions
Landslide Questions
8 November 2018 Off By The Engineering Community
Landslide Questions
What is a landslide?
A landslide is defined as the movement of a mass of rock, debris, or earth down a slope due to gravity. The materials may move by falling, toppling, sliding, spreading, or flowing.
Landslide Animation:
What causes a landslide?
Almost every landslide has multiple causes. Slope movement occurs when forces acting down-slope (mainly due to gravity) exceed the strength of the earth materials that compose the slope. Landslides can be triggered by rainfall, snowmelt, changes in water level, stream erosion, changes in ground water, earthquakes, volcanic activity, disturbance by human activities, or any combination of these factors.
What are submarine landslides?
Earthquake shaking and other factors can also induce landslides underwater. These landslides are called submarine landslides. Submarine landslides sometimes cause tsunamis that damage coastal areas.
Where do landslides occur?
How fast do landslide travel?
Landslides can move slowly, (millimeters per year) or can move quickly and disastrously, as is the case with debris flows. Debris flows can travel down a hillside at speeds up to 200 miles per hour (more commonly, 30 – 50 miles per hour), depending on the slope angle, water content, volume of debris, and type of earth and debris in the flow. These flows are initiated by heavy periods of rainfall, but sometimes can happen as a result of short bursts of concentrated rainfall or other factors in susceptible areas. Burned areas charred by wildfires are particularly susceptible to debris flows, given certain soil characteristics and slope conditions.
Why study landslides?
Landslides are a serious geologic hazard. It is estimated that in the United States they cause in excess of $1 billion in damages and from about 25 to 50 deaths each year. Globally, landslides cause billions of dollars in damages and thousands of deaths and injuries each year.
Who is most at risk for landslides?
As people move into new areas of hilly or mountainous terrain, it is important to understand the nature of their potential exposure to landslide hazards, and how cities, towns, and counties can plan for land-use, engineering of new construction and infrastructure, and other measures which will reduce the costs of living with landslides. Although the physical causes of many landslides cannot be removed, geologic investigations, good engineering practices, and effective enforcement of land-use management regulations can reduce landslide hazards.
Do human activities cause landslides?
Yes, in some cases human activities can be a contributing factor in causing landslides. Many human-caused landslides can be avoided or mitigated. They are commonly a result of building roads and structures without adequate grading of slopes, of poorly planned alteration of drainage patterns, and of disturbing old landslides.
Where can I find landslide information for my area?
The USGS National Landslide Information Center (NLIC) is a part of the U.S. Geological Survey Landslide Hazards Program that collects and distributes all forms of information related to landslides. The NLIC is designed to serve landslide researchers, geotechnical practitioners engaged in landslide stabilization, and anyone else concerned in any way with landslide education, hazard, safety, and mitigation. Every state in the US has a geoscience agency and most have some landslide information. The Association of American State Geologists provides links to the State Geologist for every state.
How many deaths result from landslides?
An average of between 25 and 50 people are killed by landslides each year in the United States. The worldwide death toll per year due to landslides is in the thousands. Most landslide fatalities are from rock fall, debris-flows, or volcanic debris flows.
What should I know about wildfires and debris flows?
How do landslides cause tsunamis?
What are some examples of landslides that have caused tsunamis?
How soon does the danger of landslides end after the rain stops?
It’s not possible to exactly predict the number of days or weeks that landslides remain a danger after heavy rain. Residents near mountain slopes, canyons, and landslide prone areas should stay alert even after heavy rain subsides.
Why is southern California vulnerable to landslides?
Areas that have been burned by recent wildfires are highly susceptible to debris-flow activity that can be triggered by significantly less rainfall than that which triggers debris flows from unburned hill slopes.
What was the biggest landslide in the world?
What was the biggest prehistoric landslide?
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Weather Hacks
4 scary movies where weather plays a supporting role
Scary movies are always more popular leading up to Halloween.
It’s when Hollywood releases their most terrifying films, like this year’s “Ouija: Origin of Evil” and the surely terrifying “Boo! A Madea Halloween.”
There are the obvious disaster movies when Mother Nature is the star — films like “The Day After Tomorrow,” “Twister” and “The Perfect Storm.”
But there are also movies when the weather plays a more subtle role, and without it, the movies wouldn’t be scary at all.
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Often asked: What Fish Eats Sea Slugs?
What kind of fish eat sea slugs?
Do starfish eat sea slugs?
Diet. Starfish are carnivores. They eat animals such as barnacles, sea anemones, gastropods, sea urchins, sea snails and shellfish.
What are the predators of the nudibranch?
‘Nudis’ have few predators and are at risk only from other nudibranchs, turtles, some crabs and humans. Over years of evolution they have discarded their protective shell and so rely on other forms of protection and defence to deter would-be predators.
Can you keep sea slugs in an aquarium?
The Lettuce Sea Slug may also be referred to as the Lettuce Nudibranch, or Green Lettuce Nudibranch, although it is not a true nudibranch. The Lettuce Sea Slug will do well in established aquarium systems, if provided ample room to forage. It prefers an aquarium with live rock so that it can graze on algae.
You might be interested: FAQ: What Fish Can You Catch Surf Fishing In The South China Sea?
What kills sea slugs?
Sea Slugs: What eats sea slugs? Fish, crabs, and lobsters are all predators of these animals. Because of their small size, these animals are vulnerable to many other sea creatures. However, the poison they carry in their skin serves as an effective defense against many predators.
Can you own a sea bunny?
Unfortunately at the moment it is not possible to keep sea bunnies as pets but if it was they would be top of the list for the Boat International office. If you prefer your cute sea creatures to not be slugs then don’t miss our video of a seal playing footsies with kayakers.
What animals eat sea stars?
Many different animals eat sea stars, including fish, sea turtles, snails, crabs, shrimp, otters, birds and even other sea stars. Though the sea star’s skin is hard and bumpy, a predator can eat it whole if its mouth is large enough. Predators with smaller mouths can flip the sea star over and eat the softer underside.
What is the lifespan of a starfish?
Who eats sea anemone?
Anemones are eaten by sea slugs, certain starfishes, eels, flounders, and codfish.
What is the lifespan of a sea slug?
Basically not all sea slugs have the same life history. Most species seem to live for about one year, although the tropical Sea Hare Dolabella auricularia can live for six years in an aquarium and the Antarctic cephalaspidean Philine gibba can live for up to four and a half years in nature.
You might be interested: Quick Answer: How Do U Kill Sea Weed And Cattails In A Poop But Don't Kill The Fish?
Can you touch a nudibranch?
Despite the unsavory or toxic taste they can present to their non-human predators, most nudibranchs are harmless to humans, except those like Glaucus atlanticus which consumes nematocytes and so may consider you a predator and sting.
Do humans eat sea slugs?
‘True’ sea slugs are molluscs – in fact specialised snails. These are variously called sea cucumbers, holothurians, beche de mer, trepang, etc. These are definitely edible. The ‘skin’ is dried, and form a major fishery in Asia and parts of the Pacific.
Are sea slugs safe to touch?
On your general question about whether sea slugs are dangerous. The only one I know which can cause a nasty sting is Glaucus atlanticus and its close relative Glaucus marginata. They live with, and feed on Physalia, the ‘Portugese man-o-war’, which can cause painful stings to swimmers.
How much do sea slugs cost?
Sea Slug Price and Basic Info
Sea Slug
Sell Price 600
Rarity ★☆☆☆☆
Movement Type and Bubble Rate Slow movement Few bubbles
Shadow Small
What does the sea slug do with the energy that it saves by not needing to find food?
This means it can get all the energy it needs from sunlight, allowing it to survive without food for months. By photosynthesising, the sea slug produces lipids when the energy from the sunlight is combined with water and carbon dioxide, which gives it all the nourishment it needs, no additional food required.
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The SCEAS System
Navigation Menu
1. Gordon Clapworthy (1 paper(s) during 2005)
2. Meleagros A. Krokos (1 paper(s) during 2005)
3. R. H. Liang (1 paper(s) during 2005)
4. R. Mayoral (1 paper(s) during 2005)
5. Borut Zalik (1 paper(s) during 2001)
System created by [] © 2002
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clock menu more-arrow no yes
Filed under:
Micro Week
New, 1 comment
As part of Curbed Boston's first-ever Micro Week, let's remember the 1912 plan to bring 32 surrounding cities and towns into Boston's borders, creating a city bigger in area than Philly, Chicago and even New York (and more populous than the first of those three). Alas, the plan died on the legislative vine and we're left with the smaller-scale world-class City of Boston today. [Curbed Boston]
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Can you eat all crabs? (5 Species you can)
Crabs are delicious! And if you love crab, then you should definitely try these 5 species. 8oZjnQy4VFc Crab is a crustacean with claws, antennae, legs, and a hard shell. There are around 2,000 known species of crabs, but only about 100 are edible. I’m going to explain you how to cook five different types of crabs.
What are the deadliest species of crabs?
Crabs are crustaceans a group of arthropods that live in oceans and seas worldwide. Most crabs are filter feeders, meaning they eat plankton and other microscopic organisms floating in the ocean. Crabs are generally divided into two groups: true crabs and hermit crabs. True crabs are further divided into three subgroups: soft-shelled, hard-shelled, and clawed crayfish. Hermit crabs are a type of crab that lives in burrows.
Let us look at some species of crabs that you can eat:
Crabs are crustaceans a group of arthropods that includes lobsters, shrimp, krill, crayfish, crawfish, and many other types of marine animals. They are found throughout the world in saltwater and freshwater habitats. Most crabs are omnivores; they feed on plants and animals. Many crabs are scavengers, feeding on decaying matter such as carrion, dead fish, and garbage. Others consume algae, plankton, and insects. A few crabs are carnivorous, eating other invertebrates and small vertebrates. Crab meat is usually sold live, but it can also be purchased frozen or canned. Fresh crabmeat is available year round, while frozen and canned crabmeat is available only during certain seasons. Crabmeat is generally eaten raw, although it can be cooked. It is used in soups, salads, casseroles, and sauces.
See also Does coconut oil make your eyebrows grow?
Can you eat all crabs?
Crabs are very delicious and nutritious. They are good source of protein, iron, calcium and zinc. They are also rich in vitamin B12, DHA, EPA, selenium, copper, manganese, phosphorus, magnesium, potassium, sodium, zinc, iodine, chromium, molybdenum, thiamine, riboflavin, niacin, pantothenic acid, folic acid, biotin, choline, and vitamins A, C, E, K, and B6.
Can you eat land crabs?
Yes, you can eat land crabs. Land crabs are crustaceans that live in the intertidal zone between the sea and the shore. They are found throughout the world and are known for their hard shells and long claws. They are not related to true crabs but rather belong to the same class as lobsters and shrimp. Land crabs are usually caught using traps and baited hooks. They are eaten cooked or raw depending on where they are from. In North America, they are typically sold frozen.
What kinds of crabs can you eat?
Crabs are crustaceans that belong to the order Decapoda meaning "ten legs". Crustaceans are arthropods jellyfish, spiders, insects, lobsters, shrimp, crabs, and krill that have jointed exoskeletons. Crabs are among the most popular seafoods eaten worldwide.
How do you know if a crab is poisonous?
Crabs are very popular in many parts of the world. In China, crabs are eaten in almost every family. It is believed that eating crab meat helps prevent cancer. Crab meat is rich in protein and low in fat. It is also good for health. However, not all crabs are edible. Only certain species of crabs are edible. Here are some types of crabs that are safe to eat. 1 Blue Crabs – These are found in the North Atlantic Ocean. They are usually caught using traps. 2 Snow Crabs – This type of crab is found in the Pacific Ocean. They are usually cooked by grilling.
See also How long can you freeze a turkey breast?
How do you know if crab is safe to eat?
Crabs are crustaceans and belong to the order Decapoda meaning “ten legs”. Crustaceans are invertebrates with jointed limbs and two pairs of antennae. They are usually found in saltwater environments, but many live in freshwater areas as well. Most species are filter feeders, feeding on plankton and other microscopic organisms. Many crab species are omnivores, eating plants, algae, fungi, and even each other. Some species are scavengers, feeding on dead animals.
Which crabs can you eat?
There are about 20 different species of crabs, but only 5 of these are edible. These five species are blue crab, rock crab, Dungeness crab, king crab, and snow crab.
Are there any crabs you can’t eat?
Crab is a crustacean that lives in the ocean. It is usually eaten raw but sometimes cooked. Crab meat comes from the body of the crab. It is generally white and soft. There are many types of crabs such as king crabs, snow crabs, rock crabs, blue crabs, and Dungeness crabs. King crabs are very popular because of their sweet flavor. Snow crabs are delicious because of their tender texture. Rock crabs are good for eating because of their firm texture. Blue crabs are very tasty because of their sweet taste. Dungeness crabs are very nutritious because of their high protein content.
Which crab Cannot be eaten?
Crab poisoning occurs when a person eats a contaminated crab. It usually happens because the crabs are not cooked properly. The toxins from the crab get into the body through the mouth and digestive system. Symptoms of crab poisoning include abdominal pain, nausea, vomiting, diarrhea, headache, dizziness, weakness, confusion, and fainting. A person who eats a poisoned crab needs immediate medical attention.
See also Do peaches grow on trees
How many species of crab can you eat?
Crab is a type of crustacean found in the waters off the coast of North America. It is usually caught using traps or nets. Crab meat is used in many dishes, such as crab cakes, crab dip, and crab soup. However, not all crabs are edible. In fact, only certain types of crabs are safe to eat. These include blue crabs, snow crabs, stone crabs, and Dungeness crabs. Blue crabs are the most common type of crab found in restaurants and grocery stores. They are typically sold live, but if you buy frozen, they should be cooked before eating. Snow crabs are smaller than blue crabs and are usually found in coastal areas. Stone crabs are very similar to snow crabs, except they are larger. Dungeness crabs are native to the Pacific Northwest and are known for being delicious. They are usually sold live, but if frozen, they should be thawed before cooking.
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Dating order definition An business under florida's statewide stay-at-home order for military functioning. Anachronism definition of a consent order to the court explained that the dating sites based on different criteria and can place. Older than provide actual numerical dates, geochronology refers to most recent. The reviews of these words do most of chronological order in increasing order is for purposes of fossils. Seriation is a dating service presented. Different ways, you have repeatedly seen singles: relative dating is called absolute age is a mail-order bride is the buyer gets the respondent must be. The people in which the order to most recent. By the commission later approved a dating is a po orders: 5 dating methods in order is - register and the. Domestic violence restraining orders: the order, geologists must be. Jump to find beautiful women, publishes in order.
Dating order definition
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Dating order definition
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What is the definition of dating
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What's happening in Tequisquiapan
One place for everything Tequisquiapan
Featuring unique information and insights to help you make travel plans for Tequisquiapan, including safety and security. Before you go, immerse yourself in all that a destination has to offer; experiences with history, nature and food will make your journey unforgettable. Learn about Tequisquiapan's people and culture - the flavor that shapes its music, art and stories.
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You highlight interoperability as a key priority, but what does it mean: what difference will it make to me as a patient?
• Date: 22/04/20
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Interoperability is the ability of different systems, organisations or countries to exchange health information and use it meaningfully. That means the participants must be able to understand and interpret the shared information correctly, which basically means using the same standards and processes to provide an eHealth service.
Interoperability is especially crucial in the health sector, as this domain is heterogeneous and complex, covering diverse actors ranging from providers to complex sets of patients who visit and may be registered in several health care institutions. Moreover, as national governments often provide a range of public services, every healthcare system often consists of a peculiar mix of private and public services that are often badly integrated. A healthcare provider can offer a specific type of services, and thus deals with a subset of patients and their information, which requires well developed interoperability between institutions to share the overall picture of a patient. There are further issues in the international space and among EU member states, where healthcare collaboration is often hindered by differences in the eHealth vocabulary used and different interpretations of the same notions, which prevents effective cross-border collaboration.
Lack of interoperability translates to various problems facing citizens as they attempt to access health services in different institutions and countries. Therefore, interoperability will improve the health of every citizen in the Eastern partner countries. Our vision is that in 10 years’ time, when a patient from Country A needs urgent care in Country B, healthcare providers will have immediate access to information on which medications the patient is sensitive or allergic to. This summary of a patient’s health condition is crucial when making urgent life or death choices that characterise the healthcare sector.
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You asked: How do you handle a child that bites?
How can I get my child to stop biting?
Strategies to Prevent Biting
2. Suggest how your child might handle the situation that is triggering the need to bite. …
3. Suggest ways to share. …
4. Reading books about biting can also help.
What to do if a child bites you?
1. Let the wound bleed gently. …
2. Clean the wound carefully with soap and water.
3. Apply a mild antiseptic such as hydrogen peroxide.
4. Inform the child’s parents (the bitten and the biter).
How do you respond to biting?
Toddlers and Preschoolers
1. If you see the biting incident, move quickly to the scene and get down to children’s level. Respond to the child who did the biting. …
2. Respond to the child who was hurt by offering comfort through words and actions: “I’m sorry you are hurting. …
3. Finally, talk to the child who did the biting.
IT IS IMPORTANT: Why are energy drinks bad for breastfeeding?
How do you stop a 3 year old from biting?
What to do when your preschooler bites
1. Make sure both children are safe. …
2. Stay calm, set boundaries, and don’t blame or punish. …
3. Help both children. …
4. Encourage your preschooler to come to you when she’s upset. …
5. Talk about what happened. …
6. Think about when and why your child bites. …
7. Watch your child closely.
Why does my toddler keep biting me?
What age should a child stop biting?
Biting is common in babies and toddlers, but it should stop when kids are about 3 or 4 years old. If it goes beyond this age, is excessive, seems to be getting worse rather than better, and happens with other upsetting behaviors, talk to your child’s doctor. Together you can find its causes and ways to deal with it.
Why does my 3 year old bite and hit?
Is it normal for a 5 year old to bite?
Biting is a normal part of childhood development. Young children bite for many different reasons, from teething to seeing what reaction it will provoke. Many children between ages 1 and 3 go through a biting phase, which they eventually outgrow. Still, biting is something you want to discourage.
IT IS IMPORTANT: What is the normal weight of baby at 20 weeks?
How long does bite mark last?
Why do guys bite you?
Men love to bring a mood of playfulness into the act as it can make the whole session fun. Animal instincts could be another reason why men love to bite. … Some men do have the habit of leaving a memory with a mark. Women scratch men to leave a mark and men tend to bite to do the same.
Do toddlers bite to show affection?
Expressing positive emotions: Young toddlers can bite as a way of showing love and affection. Experimenting: They’re learning how their body works and are still very orally orientated which sometimes result in a bite. Toddlers can also bite when they’re over-excited and often don’t understand that it causes pain.
Why do kids bite themselves?
Why is my toddler so angry and aggressive?
Aggression in toddlers can be a sign of unmet needs, fear, frustration or worry. … Aggressive behaviors and outbursts also mean that your child needs help learning some self-regulation skills ( ways to calm down instead of meltdown) so they can cope better with difficult feelings as they grow.
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Often asked: What Is The Longest Mountain Range?
What is the name of the longest mountain range in the world?
The mid-ocean ridge is the longest mountain range on Earth. The longest mountain range on Earth is called the mid-ocean ridge. Spanning 40,389 miles around the globe, it’s truly a global landmark.
Are the Rockies the longest mountain range?
While it is only the third longest mountain range in the world, the Rocky Mountains are the longest mountain range in the continent of North America. Colloquially known as ‘the Rockies ”, these mountains span 3,000 miles through two countries, stretching from northern British Columbia (Canada) down to New Mexico (USA).
What are the 4 major mountain ranges in the world?
List of Major Mountain Ranges of the World
• The Alps Mountain Range.
• The Atlas Mountains Range.
• The Andes Mountain Range.
• The Rockies Mountain Range.
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Is the longest mountain range in the world underwater?
The longest submarine mountain range is the Mid-Ocean Ridge, extending 65,000 km (40,000 miles) from the Arctic Ocean to the Atlantic Ocean, around Africa, Asia and Australia, and under the Pacific Ocean to the west coast of North America. It has a greatest height of 4,200 m (13,800 ft) above the base ocean depth.
Which country has most mountains in the world?
• Bhutan.
• Nepal.
• Tajikistan.
• Kyrgyzstan.
• Antarctica.
• Lesotho.
• Andorra.
• Afghanistan.
What are the 3 Major mountain ranges in the world?
• Himalayas. The Himalayas stretch 1,491 miles through much of central Asia.
• Andes.
• Machu Picchu located high in the Andes.
• Alps.
• Rockies.
• Sierra Nevada.
• Appalachian.
• Ural.
What are the 10 largest mountain ranges in the world?
Great Mountain Ranges
Name Continent Highest peak
Himalayas Asia Mount Everest (Sagarmatha, Chomolungma)
Karakoram Asia K2
Hindu Kush Asia Tirich Mir
Pamir Asia Ismoil Somoni Peak (Stalin Peak, Communism Peak)
Where are the 10 highest mountains in the US?
7 Scenic U.S. Summits
• Mount Whitney, California.
• Mount Rainier, Washington.
• Mount Washington, New Hampshire.
• Haleakala, Hawaii.
• Pikes Peak, Colorado.
• Stony Man, Virginia.
What is the oldest mountain range in North America?
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Appalachian Mountains
Elevation 6,684 ft (2,037 m)
Length 1,500 mi (2,400 km)
What are the youngest mountains in the world?
What are the important mountain ranges?
Longest Mountain Ranges
• The Andes – 7,000 km.
• The Rockies – 4,830 km.
• The Great Dividing Range – 3,500 km.
• The Transantarctic Mountains – 3,500 km.
• The Ural Mountains – 2,500 km.
• The Atlas Mountains – 2,500 km.
• The Appalachian Mountains – 2,414 km.
• The Himalayas – 2,400 km.
How old is the Aravalli mountain range?
How old is the Aravalli Range? Geologists say that the mountain range is as old as 350 million years which is like older than the Himalayan Range. Thus making it the oldest range of fold Mountains in India.
What is a chain of undersea mountains called?
Undersea mountain ranges are mountain ranges that are mostly or entirely underwater, and specifically under the surface of an ocean. If originated from current tectonic forces, they are often referred to as a mid- ocean ridge. In contrast, if formed by past above-water volcanism, they are known as a seamount chain.
Are mountains still forming?
Most mountains formed from Earth’s tectonic plates smashing together. Below the ground, Earth’s crust is made up of multiple tectonic plates. They’ve been moving around since the beginning of time. And they still move today as a result of geologic activity below the surface.
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Do underwater mountains exist?
Underwater mountains are known as seamounts and are extinct volcanoes rising hundreds to thousands of meters above the seafloor. While active, these volcanoes create large piles of lava that make up underwater mountains.
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Maternal Inheritance
expand / collapse MeSH information
Transmission of genetic characters, qualities, and traits, solely from maternal extra-nuclear elements such as MITOCHONDRIAL DNA or MATERNAL MESSENGER RNA.
expand / collapse publications
This graph shows the total number of publications written about "Maternal Inheritance" by people in this website by year, and whether "Maternal Inheritance" was a major or minor topic of these publications.
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Campo Viejo Rebrand - Shine Awards 2020
• Elizabeth Haynes
Shortlisted submission for Coley Porter Bell Shine Awards, 2020. This project aims to attract new consumers and engage existing audiences through the promotion of joy and vibrancy in everyday life. Campo Viejo is a celebration of the individual and the people surrounding them, reflecting the ways each personality brings unique qualities to a larger group, to create a colourful collective. With a requested focus on new technologies, Antoni Gaudí inspired letter-forms create an AR touch-point and limited addition packaging to celebrate the individual wine and Campo Viejo's vibrant collective, drawing a parallel with our own personalities and how they interact within a group. The vibrant AR promotes interaction with the brand in seemingly mundane locations as an injection of vibrancy, leading the consumer on a colourful journey to find their nearest Campo Viejo product.
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Vitamin D deficiency: Worrying daytime symptom negatively affecting your life – symptoms
VITAMIN D deficiency is a reality for most as the days become shorter and sunshine sadly becomes an elusive concept. When your levels are low a daytime symptom may occur.
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is an essential mineral that helps protect the body from muscle or bone damage. But it's absolutely crucial that you avoid becoming deficient in the so-called “sunshine” vitamin as when this does occur it can negatively affect both your health and your day-to-day life.
Constant fatigue and tiredness, no matter how much shut-eye you get, could be a warning sign of a vitamin D deficiency.
The tiredness could be accompanied with muscle weakness and chronic pain.
READ MORE: Covid Plan B's staggering cost to UK economy laid bare
Vitamin D deficiency: Daytime symptoms
Vitamin D deficiency: Experiencing this daytime symptom could indicate low levels (Image: Getty Images)
Because vitamin D is key to bone health, an insufficient amount can cause bone and muscle weakness, which can lead to fatigue.
Researchers behind a study which included 174 participants with fatigue found that taking supplementary vitamin D for five weeks significantly improved fatigue symptoms.
“Examining this small group of patients with vitamin D deficiency who experienced symptoms of muscle fatigue, we found supplementation drastically improved these symptoms,” wrote the authors.
The most common vitamin D deficiency symptoms include getting sick more often, having aches and pains and bone or back pain.
Vitamin D deficiency is incredibly common, and most people are unaware of it.
If a person thinks they may have a deficiency, it’s important to speak with your GP and get your blood levels checked.
Eating more vitamin-D-rich foods, such as fatty fish or fortified dairy products will improve your levels.
You can also find a variety of vitamin D supplements in leading health stores.
Vitamin D deficiency: Chronic fatigue
Vitamin D deficiency: Chronic fatigue or tiredness could indicate supplements are needed (Image: Getty Images)
A deficit of vitamin D can sap bone and muscle strength, said Health Harvard.
The health site added: “This vitamin is unique in that your body can produce it when your skin is exposed to sunlight, but there also aren't many natural food sources of it.
“You can find it in some types of fish (such as tuna and salmon) and in fortified products such as milk, orange juice, and breakfast cereals.
“Supplements are another way to ensure you're getting enough vitamin D.”
What is the recommended daily dose of vitamin D?
Most people need around 10mcg of vitamin D a day, including pregnant and breastfeeding women.
Any babies younger than one year old need between 8.5 and 10mcg daily.
During the late spring to early autumn, most people should get enough vitamin D by going about their daily lives.
But it can be difficult to top up on vitamin D between the end of September and the start of March.
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Convict Cichlid
The Convict Cichlid is a beautifully marked cichlid. Sometimes called Zebra Cichlid or Convict Cichlid, this fish has a pattern of black stripes on a grayish background and a greenish tint on the fins. The female has orange scales on her lower body and dorsal fins and the male is larger, less colorful, has a steeper forehead and longer fins. As it ages, the male will acquire a fatty lump on the forehead. A stunning addition to any aquarium, they are not recommended for the community tank due to their aggressive tendencies.
The Convict Cichlid requires a 30 gallon minimum tank, with a gravel bottom, rocks and plenty of hiding places among the rocks or some inverted pots. Floating plants are recommended as a form of cover. Because of their aggressive nature, Black Convict Cichlids should only be housed with other more aggressive fish of the same size or larger.
The Convict Cichlid is a cave-breeder and will accept a range of water conditions. To promote breeding, increase the water temperature between 75-79°F. Some females will spawn between a cave and an open area. The Black Convict Cichlid readily pairs and forms a patriarch/matriarch family and both the male and female will care for the young. The fry will respond to signals from both the male and the female.
Care Level: Moderate
Temperament: Semi - Aggressive
Colour Form: Assorted
Diet: Carnivore
Max Size: 25cm
Origin: South America
Family: Cichlidae
Tank Size: 350L
Temperature: 23 - 30c
pH: 6.0 - 8.0
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Whether your potential audience is reading your work in a bookstore or online, you have a short amount of time to grab their attention. Everything from the cover and title of your book can help catch your reader’s attention.
In addition to the cover, the opening sentence plays a vital role in determining if a consumer will purchase and read your book.
How to Write a Strong Opening Sentence
Many authors get stuck when it comes to writing opening sentences — and for a good reason.
An opening sentence is also known as a hook sentence because it’s meant to capture the reader. That’s a lot of pressure to put on one sentence.
The following steps can help you nail that perfect opening sentence.
1. Ask a Question
Using a question as your opening sentence is a great way to hook your audience. At the very least, you’ll pique their interest. At best, you’ll sell them on your writing and keep them wanting to read more.
There are several types of questions you can use to create a compelling opening sentence:
• Open-ended question
• Probing question
• Leading question
• Loaded question
• Rhetorical question
2. Catch Your Reader’s Attention
No matter which type of question you use, it should be something that captivates your reader and makes them want to learn more. If using a question isn’t your preferred style, there are other ways to catch your reader’s attention.
Here are a few opening sentence styles to help you get the creative juices flowing:
• Open with a story that’s already in progress
• Make a big claim with a pitch-style opening
• Create suspense to generate curiosity
• Introduce a shocking statistic
3. Edit
There’s no rule that says you have to write your opening sentence first. In fact, many authors write their opening sentence last.
As your book develops, don’t be afraid to revisit your opening sentence and change it to better mirror the tone of your book.
Why is the Opening Sentence Important?
The average consumer makes their purchasing decisions in under 20 seconds. Therefore, your book has less than 20 seconds to catch your reader’s attention with a hook sentence.
The first things they’ll notice are the book cover and title. After that, they might glance at the back of the book to see what it’s about, or they might turn directly to the first page and read the first few sentences.
The opening sentence can be what convinces the reader to purchase your book.
Engaging Your Reader
You can use your opening sentence to do more than hook your readers. You can also use it to engage with them by expressing your enthusiasm or making an emotional connection. By provoking an emotion, your reader may feel closer to you and want to read more.
Introducing Key Concepts
Your opening sentence can also introduce key concepts the book will explore. On the other hand, you may choose to have your opening sentence lead into the key concepts. Whatever you decide to do, try to make it as engaging as possible.
How Palmetto Publishing Can Help
Palmetto Publishing offers many services that will ensure your book is successful. Our knowledgeable and friendly staff can assist you with everything from book design to editing and marketing. Contact us today for more information about how we can help you.
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Therapy Session
Conditions and Treatments
I provide a variety of psychological treatments for the following conditions.
Depression is a low mood that lasts for weeks or months and affects your daily life. Depression can range from mild to severe and affects up to 1 in every 4 people in the UK. Symptoms of depression include feeling unhappy or hopeless, low self-esteem and finding no pleasure in things you usually enjoy. Many things can cause depression such as stressful events, personality, family history and giving birth. Additionally, there are different types of depression which include seasonal affective disorder (SAD), postnatal depression, and prenatal depression.
It is recommended that treatment for depression involves a combination of lifestyle changes, talking therapies and medicines.
Anxiety and Panic Attacks
Anxiety is a feeling of unease, such as worry or fear, that can be mild or severe. Anxiety is the body’s natural response to stress and to being in danger and everyone has feelings of anxiety at some point in their life. For example, you may feel worried and anxious about sitting an exam or having a medical test or job interview. However, if your feelings of anxiety are extreme, last for longer than six months, and are interfering with your life, you may have an anxiety disorder. Anxiety is a key part of several different disorders that include:
• Panic disorder - experiencing recurring panic attacks at unexpected times. A person with panic disorder may live in fear of the next panic attack.
• Phobia - excessive fear of a specific object, situation, or activity
• Social anxiety - extreme fear of being judged by others in social situations
• Obsessive-compulsive disorder - recurring thoughts and repetitive behaviours that you cannot control
• Separation anxiety disorder - fear of being away from home or loved ones
• Posttraumatic stress disorder – anxiety following a traumatic event
Anxiety feels different depending on the individual experiencing it. Feelings can range from butterflies in your stomach to a racing heart. You might feel out of control, like there is a disconnect between your mind and body. Other ways people experience anxiety include nightmares, panic attacks, and painful thoughts or memories that you cannot control. You may have a general feeling of fear and worry, or you may fear a specific place or event.
After an initial assessment, a tailored intervention programme is designed using the most up to date evidence available to help you overcome your anxiety. This ensures that the correct and most effective treatment is used to best suit each individual client and enhances the chance of a positive outcome.
A phobia is a fear of a particular thing or situation. Phobias can often have a first triggering event, which then results in the individual feeling very frightened when they then think about, see, or are reminded of the feared object/situation. When a person with a phobia sees or is reminded of the feared object or situation, their mind says they are in danger, which sets off the body's alarm system (adrenaline) resulting in our experiencing many different body sensations. These feelings seem to confirm that we are indeed in terrible danger, and we feel an urge to escape. To stop us experiencing these feelings, we will try to avoid seeing or hearing about the feared object or situation.
A phobia is a type of anxiety disorder. You may not experience any symptoms until you come into contact with the source of your phobia. But in some cases, even thinking about the source of a phobia can make a person feel anxious or panicky. This is known as anticipatory anxiety.
Symptoms may include:
• Unsteadiness, dizziness, and light-headedness
• Nausea
• Sweating
• Increased heart rate or palpitations
• Shortness of breath
• Trembling or shaking
• An upset stomach
If you do not encounter the source of your phobia very often, it may not affect your everyday life. But if you have a complex phobia, such as agoraphobia, leading a normal life may be very difficult.
The treatments we provide for phobias include; CBT and hypnotherapy.
Obsessive-compulsive Disorder (OCD)
Obsessive compulsive disorder is a mental health condition where you have recurring thoughts and repetitive behaviours that you cannot control.
The main symptoms of obsessive-compulsive disorder are unpleasant thoughts and repetitive behaviours, which you cannot control.
Treatments for bipolar disorder include medicines and talking therapies.
Low self-esteem and confidence
• Difficulty speaking up and prioritizing your own needs, wants, and feelings - This may be especially prominent in the context of what others want or need.
• Saying “I’m sorry” and/or feeling guilty for everyday actions - Feeling guilty for things like taking up space; apologizing for things that you have no control or responsibility for.
• Not "rocking the boat" - Tendency to follow along with what others are doing, saying, wearing, and going.
• Not feeling deserving of, or capable of, having “more” - This can lead to unfulfilling (or even toxic) relationships; unsatisfactory or low paying jobs; and overall lower standards.
• Difficulty making your own choices - And, after making them, having trouble standing by them.
• Lack of boundaries - Which can lead to vulnerability and hurt.
• Doing things or buying gifts excessively for other people - Even for those who would not appreciate it, to feel wanted, needed, recognized.
• Negative self-perception - Not thinking people would like or accept you for who you are.
• Critical, abusive internal dialogue - Such as talking harshly to yourself and perpetuating negative self-talk.
A therapist can help you explore the way you feel and change your view of yourself and others.
Post Traumatic Stress Disorder (PTSD)
Post-Traumatic Stress Disorder (PTSD) can occur following a severely traumatic incident, or a series of less severe incidents. Complex PTSD can be experienced because of repeated childhood traumas.
Symptoms include; flashbacks (traumatic re-living of the event, including images, sounds, emotions, and physical sensations) and nightmares, resulting in severe anxiety and/or angry reactions or avoidance of any triggers that may remind the individual of the incident in some way.
The main treatments for post-traumatic stress disorder (PTSD) are psychological therapies and medication. Traumatic events can be very difficult to come to terms with but confronting your feelings and seeking professional help is often the only way of effectively treating PTSD. It is possible for PTSD to be successfully treated many years after the traumatic event or events occurred, which means it is never too late to seek help.
Stress is our psychological, emotional, and physical response to pressure. We feel there are too many demands, and too few resources to cope. That pressure can arise from external factors including life events, illness (ourselves or someone close to us) living conditions, work, home and family, study, lack of some necessity, or the demands we place on ourselves. Even events which we see as enjoyable can be stressful, such as holidays, moving home, starting a better job, pregnancy, parenthood, Christmas etc.
• Irritable, aggressive, impatient, or wound up
• Over-burdened
• Anxious, nervous, or afraid
• Like your thoughts are racing and you can't switch off
• Being unable to enjoy yourself or things that you previously used to enjoy
• Depressed
• Uninterested in life
• Like you've lost your sense of humour
• A sense of dread
• Worried about your health
• Neglected or lonely
Stress is not a medical diagnosis, so there is no specific treatment for it. However, if you are finding it difficult to cope with things going on in your life and are experiencing lots of signs of stress, there are treatments available that could help. These include talking therapies such as cognitive behavioural therapy.
Physical health difficulties
Physical health conditions which I also treat include; sleep problems, weight management, chronic pain, and long-term illnesses.
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What is the current value of Prize Bond Fund and how is it calculated?
The National Treasury Management Agency (NTMA) sets the variable percentage rate used to calculate the prize fund. This variable percentage rate is determined by the NTMA with approval of the Minister for Finance.
See the current Prize Structure here.
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When the disaster strikes: Gendered (im)mobility in Bangladesh
Submitted by Robin Hocquet | published 2nd Sep 2020 | last updated 14th Jun 2021
In Dalbanga South: Bhokul's brother felt that his duty was to attempt saving the family's fishing boat during 2007 cyclone Sidr
Many coastal villages in Bangladesh have had to learn how to live with the cyclones. Credit: Sonja Ayeb-Karlsson
When the disaster strikes people's evacuation decisions strongly align with their gender identity and the social expectations around this role. Credit: Sonja Ayeb-Karlsson
The uneven impacts on women from global environmental changes put gender at the frontline of all three 2015 climate agendas. Empirical evidence illustrating gendered vulnerabilities to environmental stress will be crucial to the development of more robust policy frameworks. These scenarios include immobility as vulnerable populations may be unable to escape environmental risks.
People are known to migrate away from environmentally risky locations and situations, but some may also be unable to move. Trapped Populations is a concept put forward as an effective policy tool to safeguard involuntarily immobile vulnerable people in a climate changed world. Gendered vulnerability through social immobility will be imporant to further the conceptualisation of Trapped Populations.
This study investigates gendered (im)mobility during cyclone strikes in Bangladesh. People explained that failing to evacuate to the cyclone shelters when a disaster strikes was common (especially among women). Gender played a significant role in the evacuation decision-making process by facilitating or constraining people's mobility. For example, masculine roles were expected to be brave and protective which left men feeling anxious and worried about failing to protect or save their family members. Meanwhile, female ‘mobility’ could be risky and at times needed to be limited and controlled. Women’s mobility therefore ended up being constrained to the home. In other words, when the disaster strikes, everyone did not have the same ability to move. Drawing on a Q-based Discourse Analysis, this article supports an explanation of why people (and often women due to power relations) fail to evacuate when a cyclone strikes.
Most investigations exploring gendered disasters and vulnerabilities in Bangladesh have tended to present overly simplistic linkages or neglected vulnerability differences due to socio-economic status, age, religion, social background, marginalisation and stigma. This Q-based Discourse Analysis explores discursive values around cyclone evacuation in Bangladesh and whether people felt constrained, socially immobile or ‘trapped’ by their gendered subjectivity. Q-methodology is a way to encapsulate people’s subjectivities around a topic or within a social or geographical group.
15 different discourse (or factor) groups were identified in three study sites (Dalbanga South, Mazer Char and Gabtola), drawing on 40 Q-statements generated from 100 qualitative field quotes gathered through a diverse set of research sessions conducted between 2014 and 2015.
The findings reveal gendered subjective reasonings around why some people should evacuate while others ought to stay behind. The following 15 different discourse groups were identified in the three study sites wherof a remarkable 14 were predominantly associated with either female or male participants.
The following five discourse groups were identified in Dalbanga South (a coastal village that reported lacking disaster preparedness measures:
• The planner (female): The planner clearly separated the home and shelter as unsafe and safe spaces.
• The troubled (male): The troubled expressed diverse fears related to shelter evacuation and the cyclone strikes. Despite their fears around evacuation, The troubled strongly emphasised that everyone, women and men, had the right to evacuate and seek safety in the cyclone shelter.
• The protector (male): The protector shared some values with The troubled by outlining the right for everyone to seek shelter. The protector, however, added the importance of disaster training and that a man must protect his whole family (not just himself).
• The follower (female): The follower brought up the importance of natural early warning messages. According to The follower, it would be wrong of a man to evacuate and leave his wife behind. A husband’s first priority must be to protect his wife.
• The stayer (female): The stayer was certain that women were unsafe in the cyclone shelters - a woman belongs at home. The lack of safety in the shelter is related to the crowds that increased risks to females.
*Watch the video above the article to hear testimony from this region.
In Mazer Char four discourse groups were detected (a coastal island cut off from the mainland during cyclone strikes as people could not reach the mainland by boat):
• The cautious (female): The cautious explained how important early warning systems are for people as they anticipate the approaching dangers.
• The realist (male): The realist thought the main issue was the lack of space in the shelter. It was not that people did not want to evacuate, but that the limited space prevented them from trying.
• The believer (female): The believer had to evacuate to the shelters for their own safety. Evacuating was the right thing to do so one should listen to villagers or accommodate around things making sure to seek shelter when encouraged. In the end however, The believer explained, who was to live and who was to die would all be up to God’s will.
• The anxious (female): The anxious explained that they sometimes did not even evacuate when told to by the disaster preparedness volunteer. The anxious expressed pure terror around what could happen to them during the cyclone strikes.
Finally, six discourse groups were revealed in Gabtola (a coastal village severly traumatised by having lost approximately one third of their population in cyclone Sidr in 2007):
• The religious (female): The religious clarified that life and death were essentially up to God. It was therefore irrelevant if a person remained at home or had made it to a shelter.
• The saviour (male): The saviour felt strongly that their ultimate responsibility was to protect and save the lives of their family members – particularly women in the household.
• The rational (male): The rational felt that nobody wanted to leave their belongings behind but had to force themselves to do so. However, The rational also clarifed that leaving family members behind was unacceptable as women were every ‘man’s responsibility’.
• The housewife (female): The housewife expressed strong feelings about wanting to wait out the cyclones at home. The home was described as their 'everything' and the shelter space triggered strong emotional distress.
• The guardian (male): The guardian gave detailed elaborations around the value and importance of disaster preparedness training and early warning systems. The guardian expressed stress and anxiety around the evacuation and cyclone strike in relation to their genderd responsibility of needing to protect and safeguard family members.
• The optimist (mixed): The optimist believed that evacuation is a great lifesaver and that people must go to the shelters to stay safe and alive.
Figure illustrating the gender balance (amount of male and female participants) in the analysed discourse groups and its division within the study sites.
*See the full analysis and further details on this study (Section 4. Disentangling gendered (im)mobility) including text extract from the interviews describing people's reasoning around these attitudes.
Lessons Learnt
This Q-based Discourse Analysis demonstrated important empirical insights into the ways in which diverse gender roles guided male and female behaviours during cyclone strikes in Bangladesh. The findings revealed gendered subjective reasonings around why some people should evacuate while others ought to stay behind. It was clear that the social roles and socially expected behaviours were different for men and women. The reproduction of discourses and their meanings, values and norms in this study ended up constraining women’s mobility more than men’s. Male social behaviours and spaces were not always ‘acceptable’ for women.
The structural system also aligned with other social roles in the way that age and marital status could influence a person's (im)mobility. To give an example, unmarried women did not have the same mobility options as married women.
This gendered disaster immobility study makes a few important contributions to the existing literature body. Methodologically it illustrates an innovative way of applying a Q-based Discourse Analysis within climate-induced (im)mobility resulting in rich empirical insights that can reveal complex psychosocial layers. The study is also an important contribution to the scarce critical gender and disaster literature, and unique in the way that it interlinks gender, disasters and immobility. Finally, it offers a much needed contribution to the Trapped Populations literature; one that is urgently lacking both empirical insights and publications that conceptualise gender as a potential socially immobilising factor.
Gender roles were immobilising or ‘trapping’ people in different ways during cyclone strikes in Bangladesh. Women and men faced psychologically and emotionally paralysing effects from the expectations placed upon them through their gender roles. When the disaster strikes, not all people had the same ability to move. More empirical evidence on who, how and why people in different geographical and socio-cultural settings become immobile during disaster strikes is needed to create more robust policy frameworks.
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Collaborating Authors
How Graph Neural Networks (GNN) work: introduction to graph convolutions from scratch
In this tutorial, we will explore graph neural networks and graph convolutions. Graphs are a super general representation of data with intrinsic structure. I will make clear some fuzzy concepts for beginners in this field. The most intuitive transition to graphs is by starting from images. Because images are highly structured data. Their components (pixels) are arranged in a meaningful way. If you change the way pixels are structured the image loses its meaning.
Post-processing for Individual Fairness Machine Learning
Post-processing in algorithmic fairness is a versatile approach for correcting bias in ML systems that are already used in production. The main appeal of post-processing is that it avoids expensive retraining. In this work, we propose general post-processing algorithms for individual fairness (IF). We consider a setting where the learner only has access to the predictions of the original model and a similarity graph between individuals, guiding the desired fairness constraints. We cast the IF post-processing problem as a graph smoothing problem corresponding to graph Laplacian regularization that preserves the desired "treat similar individuals similarly" interpretation. Our theoretical results demonstrate the connection of the new objective function to a local relaxation of the original individual fairness. Empirically, our post-processing algorithms correct individual biases in large-scale NLP models such as BERT, while preserving accuracy.
On the Stability of Low Pass Graph Filter With a Large Number of Edge Rewires Machine Learning
Recently, the stability of graph filters has been studied as one of the key theoretical properties driving the highly successful graph convolutional neural networks (GCNs). The stability of a graph filter characterizes the effect of topology perturbation on the output of a graph filter, a fundamental building block for GCNs. Many existing results have focused on the regime of small perturbation with a small number of edge rewires. However, the number of edge rewires can be large in many applications. To study the latter case, this work departs from the previous analysis and proves a bound on the stability of graph filter relying on the filter's frequency response. Assuming the graph filter is low pass, we show that the stability of the filter depends on perturbation to the community structure. As an application, we show that for stochastic block model graphs, the graph filter distance converges to zero when the number of nodes approaches infinity. Numerical simulations validate our findings.
Deep Unsupervised Feature Selection by Discarding Nuisance and Correlated Features Machine Learning
Modern datasets often contain large subsets of correlated features and nuisance features, which are not or loosely related to the main underlying structures of the data. Nuisance features can be identified using the Laplacian score criterion, which evaluates the importance of a given feature via its consistency with the Graph Laplacians' leading eigenvectors. We demonstrate that in the presence of large numbers of nuisance features, the Laplacian must be computed on the subset of selected features rather than on the complete feature set. To do this, we propose a fully differentiable approach for unsupervised feature selection, utilizing the Laplacian score criterion to avoid the selection of nuisance features. We employ an autoencoder architecture to cope with correlated features, trained to reconstruct the data from the subset of selected features. Building on the recently proposed concrete layer that allows controlling for the number of selected features via architectural design, simplifying the optimization process. Experimenting on several real-world datasets, we demonstrate that our proposed approach outperforms similar approaches designed to avoid only correlated or nuisance features, but not both. Several state-of-the-art clustering results are reported.
Knowledge Sheaves: A Sheaf-Theoretic Framework for Knowledge Graph Embedding Machine Learning
Knowledge graph embedding involves learning representations of entities -- the vertices of the graph -- and relations -- the edges of the graph -- such that the resulting representations encode the known factual information represented by the knowledge graph are internally consistent and can be used in the inference of new relations. We show that knowledge graph embedding is naturally expressed in the topological and categorical language of \textit{cellular sheaves}: learning a knowledge graph embedding corresponds to learning a \textit{knowledge sheaf} over the graph, subject to certain constraints. In addition to providing a generalized framework for reasoning about knowledge graph embedding models, this sheaf-theoretic perspective admits the expression of a broad class of prior constraints on embeddings and offers novel inferential capabilities. We leverage the recently developed spectral theory of sheaf Laplacians to understand the local and global consistency of embeddings and develop new methods for reasoning over composite relations through harmonic extension with respect to the sheaf Laplacian. We then implement these ideas to highlight the benefits of the extensions inspired by this new perspective.
DROP: Deep relocating option policy for optimal ride-hailing vehicle repositioning Artificial Intelligence
In a ride-hailing system, an optimal relocation of vacant vehicles can significantly reduce fleet idling time and balance the supply-demand distribution, enhancing system efficiency and promoting driver satisfaction and retention. Model-free deep reinforcement learning (DRL) has been shown to dynamically learn the relocating policy by actively interacting with the intrinsic dynamics in large-scale ride-hailing systems. However, the issues of sparse reward signals and unbalanced demand and supply distribution place critical barriers in developing effective DRL models. Conventional exploration strategy (e.g., the $\epsilon$-greedy) may barely work under such an environment because of dithering in low-demand regions distant from high-revenue regions. This study proposes the deep relocating option policy (DROP) that supervises vehicle agents to escape from oversupply areas and effectively relocate to potentially underserved areas. We propose to learn the Laplacian embedding of a time-expanded relocation graph, as an approximation representation of the system relocation policy. The embedding generates task-agnostic signals, which in combination with task-dependent signals, constitute the pseudo-reward function for generating DROPs. We present a hierarchical learning framework that trains a high-level relocation policy and a set of low-level DROPs. The effectiveness of our approach is demonstrated using a custom-built high-fidelity simulator with real-world trip record data. We report that DROP significantly improves baseline models with 15.7% more hourly revenue and can effectively resolve the dithering issue in low-demand areas.
Pointspectrum: Equivariance Meets Laplacian Filtering for Graph Representation Learning Artificial Intelligence
Graph Representation Learning (GRL) has become essential for modern graph data mining and learning tasks. GRL aims to capture the graph's structural information and exploit it in combination with node and edge attributes to compute low-dimensional representations. While Graph Neural Networks (GNNs) have been used in state-of-the-art GRL architectures, they have been shown to suffer from over smoothing when many GNN layers need to be stacked. In a different GRL approach, spectral methods based on graph filtering have emerged addressing over smoothing; however, up to now, they employ traditional neural networks that cannot efficiently exploit the structure of graph data. Motivated by this, we propose PointSpectrum, a spectral method that incorporates a set equivariant network to account for a graph's structure. PointSpectrum enhances the efficiency and expressiveness of spectral methods, while it outperforms or competes with state-of-the-art GRL methods. Overall, PointSpectrum addresses over smoothing by employing a graph filter and captures a graph's structure through set equivariance, lying on the intersection of GNNs and spectral methods. Our findings are promising for the benefits and applicability of this architectural shift for spectral methods and GRL.
A Gentle Introduction to the Laplacian
The Laplace operator was first applied to the study of celestial mechanics, or the motion of objects in outer space, by Pierre-Simon de Laplace, and as such has been named after him. The Laplace operator has since been used to describe many different phenomena, from electric potentials, to the diffusion equation for heat and fluid flow, and quantum mechanics. It has also been recasted to the discrete space, where it has been used in applications related to image processing and spectral clustering. In this tutorial, you will discover a gentle introduction to the Laplacian. A Gentle Introduction to the Laplacian Photo by Aziz Acharki, some rights reserved.
The decomposition of the higher-order homology embedding constructed from the $k$-Laplacian Machine Learning
The null space of the $k$-th order Laplacian $\mathbf{\mathcal L}_k$, known as the {\em $k$-th homology vector space}, encodes the non-trivial topology of a manifold or a network. Understanding the structure of the homology embedding can thus disclose geometric or topological information from the data. The study of the null space embedding of the graph Laplacian $\mathbf{\mathcal L}_0$ has spurred new research and applications, such as spectral clustering algorithms with theoretical guarantees and estimators of the Stochastic Block Model. In this work, we investigate the geometry of the $k$-th homology embedding and focus on cases reminiscent of spectral clustering. Namely, we analyze the {\em connected sum} of manifolds as a perturbation to the direct sum of their homology embeddings. We propose an algorithm to factorize the homology embedding into subspaces corresponding to a manifold's simplest topological components. The proposed framework is applied to the {\em shortest homologous loop detection} problem, a problem known to be NP-hard in general. Our spectral loop detection algorithm scales better than existing methods and is effective on diverse data such as point clouds and images.
Large sample spectral analysis of graph-based multi-manifold clustering Machine Learning
In this work we study statistical properties of graph-based algorithms for multi-manifold clustering (MMC). In MMC the goal is to retrieve the multi-manifold structure underlying a given Euclidean data set when this one is assumed to be obtained by sampling a distribution on a union of manifolds $\mathcal{M} = \mathcal{M}_1 \cup\dots \cup \mathcal{M}_N$ that may intersect with each other and that may have different dimensions. We investigate sufficient conditions that similarity graphs on data sets must satisfy in order for their corresponding graph Laplacians to capture the right geometric information to solve the MMC problem. Precisely, we provide high probability error bounds for the spectral approximation of a tensorized Laplacian on $\mathcal{M}$ with a suitable graph Laplacian built from the observations; the recovered tensorized Laplacian contains all geometric information of all the individual underlying manifolds. We provide an example of a family of similarity graphs, which we call annular proximity graphs with angle constraints, satisfying these sufficient conditions. We contrast our family of graphs with other constructions in the literature based on the alignment of tangent planes. Extensive numerical experiments expand the insights that our theory provides on the MMC problem.
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International Bodies Can Stop Further Massacres in Ethiopia
In Ethiopia, concrete measures to pave the way for accountability - such as the establishment of a robust international investigative mechanism - are key. Yet international bodies still seem unwilling to take concrete measures to press warring parties to prevent further atrocities, opines Laetitia Bader in New Humanitarian.
This as The Elders called for the African Union to act strongly against Ethiopia for the war that was sparked in November 2020, when the Ethiopian government accused the Tigray People's Liberation Front of targeting government military units and holding illegal elections in Tigray.
A view of Addis Ababa city.
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Bouquet’s Guide to Flower Care
Here are some tricks to keep your flowers last long
• All flowers or bouquets purchased from bouquet floral studio have been pre-conditioned
1. Prepare a clean vase filled with lukewarm water.
2. Then add the flower food that comes with the bouquet (Follow the instructions on the sachet).
3. Take off the leaf that likely to fall under the waterline in the vase since this can cause the bacteria growth.
4. Cut 1-1.5 inches off each stem using a hand pruners, scissors, or sharp knife. Always remember to cut sharp in angle as the stem can absorb the water better.
5. Then place your flowers in a vase. Make sure to place your flowers in a cool place. Avoid the direct sunlight. Do not place your flowers in extreme heat or cold temperatures.
6. Refill the water in the vase daily and cut the stem every 2 days.
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2 Replies
Maria Costa-Stienstra
Hi, Emily.
Thank you for reaching out!
You can certainly do math calculations using Storyline variables. You just need to be careful with the order of triggers.
In your example above, RawScore needs to be converted to a percentage. Let's pretend the maximum score is 70 points.
The calculation would be Percentage = RawScore x 100 / 70.
In Storyline, we would create a second number variable, called Percentage. Then we would add triggers to perform the calculation based on the user's action. It can be once they press a button, for example, or you can have it happen as soon as the timeline starts on the slide.
Windows 10 (1) 2021-04-27 at 4.24.01 PM
In the example above, we make Percentage equal RawScore. Then we multiply it by 100 and divide it by 70. The variable Percentage should now equal the value we need.
Let me know if this works!
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Center for Strategic Communication
While much of President Obama’s State of the Union Address focused on issues at home, he did take a moment to explore the importance of the American message.
First, he emphasized the importance of the idea that America represents to much of the world:
Image Credit: Flickr - Laura Padgett
Image Credit: Flickr – Laura Padgett
This example rang out as particularly powerful. While we cannot and should not expect all nations around the world to become perfect copies of the American system, it is crucial that we uphold the founding principles of this nation that prove to be powerful examples for others to follow.
And though our example is powerful, it is also important to understand that neither our principles nor public diplomacy were necessarily the driving factors for catalyzing change in Burma. If positive trends continue in Burma, it may prove to be a case study for the application of so called “smart power.” Hard power tools like sanctions and diplomatic isolation may have proved vital in causing the military-ruled government to begin the process of reform—but soft power, public diplomacy, and people-to-people engagement will ultimately help to drive those reforms to be more meaningful and long-lasting.
The President also touched on an issue that may prove to be more sensitive. Highlighting the wave of change that has been occurring in the Maghreb and the Middle East, he said:
It is incredibly difficult to ascertain just what all of this means. Does “standing” with citizens mean providing moral support? Does it mean material support? Does it mean training? In the post-WWII era, it is correct that the United States cannot dictate democracy. Instead, it is critical that the will for democratic transition develops from within. As such, it is in the American interest to provide the human contact that can help nurture these desires. Governance training, cultural engagement, and staying true to commitments to our partners overseas as part of building trust relationships will help to strengthen such burgeoning democratic movements.
The U.S. must also better understand its audiences overseas in order for this to be successful. Are they fighting for democracy? Are they fighting for mere regime change? Are they fighting for the institution of a government that better reflects the desires of only a particular sect of people? We must understand what it is that foreign publics—in all their intricacies—are trying to accomplish and how their goals relate to our own strategic objectives. Knowing the answers to these questions can only be accomplished through continued person-to-person engagement.
Finally, though the use of force and violence is sometimes required for democracy to flourish, it is the power of ideas that will ultimately determine the long term success of such movements overseas. The American Revolution, a violent act powered by the idea of certain inalienable rights, used force as a means to establish a resilient democracy. Imperfect as that democracy has been over the years, it is the resilience and determination to meet those ideals that inspires so many around the world to seek their own route to self-determination.
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Grilled chicken (Gà nướng mọi)
Grilling and Roasting in Vietnamese cuisine
In Vietnamese language, nướng is a cooking technique that involves cooking food on direct fire. This method is sometimes synonymous with grilling, but it can be done with or without a grill, and never with a frying pan. If the food is roasted using a frying pan, the technique is called rang, and if it’s cooked by rotating on a spit or rotisserie, the method is called quay.
Varitions of nướng technique includes:
Nướng vỉ: a form of cooking on direct fire using a grill, especially a gridiron. So it’s grilling or gridironing in its purest sense. If the grill is a barbecue grill, it’s called nướng BBQ.
Nướng mọi: a form of cooking on direct fire without seasoning or marinating. For example, you put fresh shrimps on a grill and cook them without any seasoning. The dish will be prepared later with a dipping sauce or condiment.
Nướng trui: is like charbroiling or chargrilling, a form of cooking on direct fire until the is slightly charred in texture. This method is similar to the above nướng mọi technique in which the food is not grilled with any seasoning. In Vietnam, chargrilling is often done with snakehead fish.
Charbroiled snakehead fish (Cá lóc nướng trui)
Nướng lu: a form of cooking on direct fire using a (bottomless) large jar. Usually a large earthenware jar (Vietnamese: cái lu) is used to contain water or things, but its bottom is removed. The meat is hung around the brim of the jar and cooked with the heat at the center of the jar. In Vietnam, this method is often done with chickens, rabbits and even paddy mice.
Nướng lụi: a form of cooking on direct fire using a rod or a stick that pierces the center of the food. A rod can be a steel rod, a bamboo stick, or even a lemongrass or sugarcane stick. Ground or minced meat can be grilled by wrapping around a rod and cooked on a grill.
Nướng ống tre: a form of cooking on direct fire using a bamboo tube. A bamboo tube acts as a pot and also an ingredient because it also adds some flavors to the food. The food is stuffed inside a bamboo tube and get cooked on a open fire.
Nướng giấy bạc: grilling using aluminum foils. This method is often done with fish and vegetables. There are also some particular clams that require cooking with aluminum foils to retain the umami juice.
Nướng lò (or đút lò or bỏ lò): roasting in an (electric) oven. This modern method can be done with any type of food.
Quay: roasting using a spit or rotisserie. Sometimes this method is still called nướng, making it difficult for cooks to replicate the technique. This method is often used to cook pigs, chickens and ducks.
Thui: a form of preparing food in which the food is slightly cooked on the outside (usually the skin) using direct heat. The purpose of this method is to burn the leftover hair on the skin and boost the smell of the roasted skin. The primitive way includes buring rice straws as the heat source (Vietnamese: thui rơm). If the method is done by using a blowtorch, it’s also called khò or khò lửa. Cattle and gamey foods often require this method.
Spices used in grilling also form a method of cooking. For example, nướng muối ớt (grilling with salt and chillis), nướng mật ong (grilling with honey), nướng mỡ hành (grilling with sautéed spring onion and lard or oil), nướng phô mai (grilling with cheese), nướng lá chuối (grilling with food wrapped in banana leaves), nướng lá lốt (grilling with food wrapped in lá lốt leaves), nướng ngũ vị (grilling after marinating with five-spice seasonings), nướng sả ớt (grilling with garlic and chillis), nướng sa tế (grilling with chili oil sauce),…
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HinKhoj Dictionary
English Hindi Dictionary | अंग्रेज़ी हिन्दी शब्दकोश
Hindi: क्लामथ रिवर / कलमठ
Definition of Klamath river
• a river flowing southwest from Oregon through northern California to the Pacific Ocean
HinKhoj English Hindi Dictionary: Klamath river
Klamath river - Meaning in Hindi. Klamath river definition, pronuniation, antonyms, synonyms and example sentences in Hindi. translation in hindi for Klamath river with similar and opposite words. Klamath river ka hindi mein matalab, arth aur prayog
Tags for the word Klamath river:
Hindi meaning of Klamath river, What Klamath river means in hindi, Klamath river meaning in hindi, hindi mein Klamath river ka matlab, pronunciation, example sentences of Klamath river in Hindi language.
Browse HinKhoj Hindi-English Dictionary by words
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Two By Torchlight: A Modern Witchcraft Podcast explicit
Manage series 2990482
Player FM과 저희 커뮤니티의 Two By Torchlight 콘텐츠는 모두 원 저작자에게 속하며 Player FM이 아닌 작가가 저작권을 갖습니다. 오디오는 해당 서버에서 직접 스트리밍 됩니다. 구독 버튼을 눌러 Player FM에서 업데이트 현황을 확인하세요. 혹은 다른 팟캐스트 앱에서 URL을 불러오세요.
Two By Torchlight is a podcast about modern witchcraft and the intersection of magick, science, and pop culture. More than simply a 101 guide, co-hosts Aradia and Lizryth dive deep into the theories of a modern day magickal practice and examine why we believe the things we believe and practice how we practice. Get inspired to think critically and create a unique practice on your own terms, as our veteran witch Aradia helps newbie Liz build hers! Fun, educational, and approachable, Two By Torchlight is the best resource for new and experienced witches alike to really understand the hows and whys of their practice and start making successful magick!
6 에피소드
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How well do Finns speak Swedish?
Approximately 5% of Finns speak Swedish as their native language. Swedish is spoken the most on Finland’s western and southern coast. The Swedish spoken in Finland is called Finland Swedish (suomenruotsi). … Municipalities in Finland can be either monolingual or bilingual.
Can Finns understand Swedish?
Can Finnish people understand Swedish? Finnish people understand Swedish, even though Swedish-speaking Finns only make up 5.2% of Finland’s population. … The further east you go, the lesser people speak and understand Swedish. Most Swedish-speaking Finns speak fluent or functional Finnish.
Do Finns like Swedes?
In my experience, most Finns like Sweden and enjoy visiting it. I don’t personally know anyone who wouldn’t like Sweden or Swedish.
Do Finns and Swedes speak the same language?
Finland has two official languages which are Swedish and Finnish. But, the Swedish in Finland is different from the standard Swedish language that they have in Sweden. Swedish in Finland has the same tone as Finnish. A big part of Finland speaks Swedish because most for the language taught in foreigner is Swedish.
Why are the Swedes so attractive?
They have a natural glow: As well as a nutrient-rich diet – including a lot of herring and other fish oils which help maintain glowing skin – the Swedish tend to have higher cheekbones, giving them natural contour and highlights.
THIS IS FUN: Can I enter Norway from Philippines?
Can Estonians understand Finnish?
Estonians and Finns usually may understand each other, but their languages are very different. Even though Finnish and Hungarian are related languages, they do not look or sound similar. The Finnish and Hungarian languages separated a long time ago, and each language developed its own vocabulary.
Are Finns blonde?
Most Finns are some shade of blond, light, medium or dark, so much that dark blondes and blonds are often known as musta, i. e., black, because truly dark hair used to be rare in Finland.
Are Finns introverts?
Introverted attitudes
Finns are generally known to be more introverted than people from most countries. So much that visitors are often genuinely surprised to see how quiet Finns are, even when surrounded by friends.
Why are Finns so emotionless?
The emotional repression or introversion that Finns can be known for may have to do with something called ‘sisu’. Sisu is a Finnish word meaning a show of strength, stoicism and resilience – and it’s an important part of the Finnish identity.
Can a Swede understand a Norwegian?
According to a scientific study, of the three groups, Norwegians generally understand the other languages better than any other group, while Swedes understand the least. In general, Danish and Norwegian speakers will be able to understand the other’s language after only a little instruction or exposure.
How do Finns say Finland?
“Finnish is our language and ‘Suomi’ is the word for ‘Finland’ in Finnish.
Which is the easiest Scandinavian language to learn?
But, Norwegian is definitely the easiest Nordic language to learn from the Scandinavian region. When it comes to Danish vs Norwegian, Norwegian is easier to understand. Their writing is the same, and there’s not a lot of difference between vocabulary and grammar either.
THIS IS FUN: Can I use international driving license in Sweden?
What is the most beautiful Scandinavian country?
Norway. Another Nordic nation you might consider adding to your 2021 wish list is Norway. This stunning country is a place of emerald fjords, majestic mountains and beautiful coastline, making it a captivating place to escape to.
Are all Scandinavians blonde and blue eyes?
Perhaps the most popular stereotype about the region’s population is that everyone – men and women – is blonde-haired and blue-eyed. … It is true that the percentage of blonde-haired people is a little higher in Scandinavia than in the rest of the world, but it is a long way from being a majority.
Why are Swedes so tan?
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Enter a clue or pattern or both:
The Clue
___ -Altaic (language group) (4 letter answer)
The Answer
The answer URAL is very common and appears about once every 45 puzzles.
Related Clues
___-Altaic languages
Caspian feeder
Chkalov's river
Orenburg's river
Orsk's river
Orsk's stream
River to the Caspian
River of Russia
Russian river
Russian waterway
Russia's ___ Mountains
Soviet river
U.S.S.R. river
Caspian Sea feeder
Europe/Asia boundary river
___ Industrial Region, in Russia
___ Mountains (Asian border)
___ Mountains, on Asia's border
___ Mountains, Europe/Asia separator
River into the Caspian
River through Kazakhstan
River through Orsk
Risk territory east of Ukraine
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The worldwide educational leaders have made significant efforts to promote “Core Competencies” (abbreviated as “CC” or called “Key Competencies”) in recent years. Among the core competencies, the talent literacy in the 21st century should include: global awareness, cross-cultural literacy, critical thinking and information exchange.
In order to prepare our students to connect to the world, our school implements an “experiential-based” discovery learning programmes, which are divided into three stages going through from Primary 1 to Primary 6. It provides abundant opportunities to take our students outside the classrooms for learning and open their eyes to the world. Besides, it can cultivate students’ independent ability and build up their confidence, which helps nurture them to become cross-cultural learners.
Stage 1: Focus on exploring the community and Hong Kong to gain diversified learning experience through activities such as study trips, visits, and community services.
Stage 2: Day camps and residential camps will be held to cultivate students’ self-care ability and perseverance.
Stage 3: Jump out of Hong Kong and travel to Mainland China to learn more about our country’s history and its customs and cultures.
Jump out of Asia to visit Japan, Singapore, and even Europe and America, so that students can learn how to communicate with people of different races and practice English more in the real-life context.
The progressive discovery learning programmes help enhance students’ knowledge connecting to different subjects and apply life skills practically. Meanwhile, it fosters the ability of students to live independently and engage themselves globally. Students can therefore widen their horizons by interacting with students around the world and experiencing various customs and cultures in real context, and enhancing their global awareness and cross-cultural literacy as a result.
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Home | DINOSAUR SKULLS | ELEMENTS | Albertosaurus Maxilla
Albertosaurus Maxilla
Albertosaurus Maxilla
Albertosaurus Maxilla
Item # WS042M
Regular price:$280.00
* Shipping
Albertosaurus Maxilla. Albertosaurus sarcophagus. Upper jaw of the smaller Tyrannosaurid of the Cretaceous Alberta, Western Canada.
* Size: 20 inch x 12 inch (74cm x 30cm).
* Material: Museum quality fossil replicas are cast in durable Polyurethane resins.
* Made in USA
* Royal Ontario Museum of Natural History specimen.
Albertosaurus was smaller than the truly gigantic tyrannosaurids like Tarbosaurus and Tyrannosaurus. Typical adults measured up to 9 meters (30 ft) long, while rare individuals of great age could grow to over 10 meters (33 ft) in length. Several independent mass estimates, obtained by different methods, suggest that an adult Albertosaurus weighed between 1.3 tonnes (1.4 short tons) and 1.7 tonnes (1.9 tons).
The massive skull of Albertosaurus, perched on a short, S-shaped neck, was approximately 1 meter (3.3 ft) long in the largest adults. Wide openings in the skull (fenestrae) reduced the weight of the head while also providing space for muscle attachment and sensory organs. Its long jaws contained more than 60 banana-shaped teeth; larger tyrannosaurids possessed fewer teeth. Unlike most theropods, Albertosaurus and other tyrannosaurids were heterodont, with teeth of different forms depending on their position in the mouth. The premaxillary teeth at the tip of the upper jaw were much smaller than the rest, more closely packed, and D-shaped in cross section.
All tyrannosaurids, including Albertosaurus, shared a similar body appearance. Typically for a theropod, Albertosaurus was bipedal and balanced the heavy head and torso with a long tail. However, tyrannosaurid forelimbs were extremely small for their body size and retained only two digits. The hind limbs were long and ended in a four-toed foot. The first digit, called the hallux, was short and only the other three contacted the ground, with the third (middle) digit longer than the rest.
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The Russian language is related and can be a path to a dozen of other Slavic languages. like Polish, Czech or Ukranien. They share common grammatical Principles and much of the vocabulary. Russian is spoken across an immense territory, however it has no distinct dialects and only minor phonetic differences among various groups of Russian native speakers.
The course is for those who would like to get to acquire Russian in a short period of time. There are lots of materials represented, wich help you to memorize them automatically. You will get a large amount of practical exercises, such as “Fill in the gaps” exercises and translations. The course devided into 4 sections. Sections 1-3 have video instructions. As for forth Section, there materials represented as articles. The forth section is extra section, cause I belive you get all the important explanations in the first three sections. Each lesson (exept last section) strats with 10 – 20 minute Presentation wich enhanced with slides . I explain grammar rules and give instructions how to work with exercises given in added resources. In the sections one and two you will find videos (external resources) with further explanation to enhance your understanding of the topic. In the Lesson 7 you will find vocabulary and my explanation to Baby Raccoon cartoon (Soviet 1974) and also a text with Baby Raccon song, which is very popular among Russians. It’s going to be a nice bonus.
In sections 1-3 you will find a quiz after each Lessons. They are 7 quizes. You will be asked to find appropriate translation to a phrase related to the topic. And also in sections 1-3 (from introductory lesson to lesson 7) you wil be assigned a homework. Al the homeworks are the similar. You should write phrases using Russian cursive letters in the list of paper. That’s quit important, cause when we use a pen to write down words and sentences we engage our psychomotor system, which enhancing our memory capacity. After Assignment instructions you will find Solution rubric where I attached picture with done assignment, so you to be sure you’ve made it correct.
So that is all I can say about course. All the lessons are easy to follow. Your process of studying is going to be enjoyable and efficiant.
Udemy Free Course::
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Beef Cuts Explained
Beef Cuts Explained
To some people, beef cuts can be confusing, and learning to identify them, and what to use them for means a big difference when cooking delicious recipes. Here we share information from various sources we hope can be very useful to you. During butchering, beef is first divided into primal cuts, pieces of meat initially separated from the carcass. These are basic sections from which steaks and other subdivisions are cut. The term “primal cut” is quite different from “prime cut”, used to characterize cuts considered to be of higher quality.
Since the animal’s legs and neck muscles do the most work, they are the toughest; the meat becomes tenderer as distance from hoof and horn increases. Different countries and cuisines have different cuts and names, and sometimes use the same name for a different cut; e.g., the cut described as “brisket” in the US is from a significantly different part of the carcass than British “brisket”. “Cut” often refers narrowly to skeletal muscle (sometimes attached to bones), but can also include other edible flesh, such as offal (organ meat) or bones without significant muscles attached.
There are 8 main cuts of beef:
The USDA divides a cow into eight regions. They are called the primal cuts, or the main cuts. These eight are important. You need to learn them. If you do, you can easily understand everything you see at the grocery store. Here are the eight primal cuts:
• Chuck
• Rib
• Loin (short loin and sirloin)
• Round
• Flank
• Short Plate
• Brisket
• Shank
The video in this article shows every cut, and the links below provide the complete guide with names per region.
How to Choose the Best Cut of Steak
Steak chart
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The Legislatures Strike Back: The Pandemic and Balances of Power
Updated: Jan 20
We are delighted to share this post from a former Virginia legislative leader, David J. Toscano. This is the latest in our Field Dispatches series
In her recent SLogLaw post Harrisburg COVID-19 Response Is No Model,” Meryl Chertoff provides a great explanation of Pennsylvania's response to the pandemic. Except for the use of a constitutional amendment pushed by Republicans in the Keystone state to constrain a Democratic governor, the dynamic is similar to what is occurring in most other states, even those where one party enjoys the so-called trifecta of controlling both bodies of the legislature and the governorship.
When asked about the proper federal response to the pandemic, President Trump remarked “I would leave it to the governors.” And, apart from Operation Warp Speed, that is what happened. State constitutions explicitly confer extensive powers upon governors to act in times of emergency, and they were not shy about using them. Washington state Gov. Inslee was one of the first to seize the mantle of executive power by proclaiming a state of emergency on February 29, and the legislature said little. Republican governors DeWine of Ohio and Hogan of Maryland followed closely thereafter. In my state of Virginia, Democratic Gov. Ralph Northam, himself a physician, declared a state of emergency in March, 2020, just as the legislature was adjourning for the year, that remained in effect for 15 months. This pattern would repeat in many other states where governors would announce new measures that would remain in place for months without much if any legislative input. By the first of April 2020, forty-seven states had issued executive orders closing non-essential businesses, and, by month’s end, all fifty governors had declared states of emergency. State laws differ dramatically in the length of time emergency orders can operate, as well as if, and under what conditions, the legislature can terminate them.
Between the politicization of pandemic responses, the push of a Republican base for which mask mandates became signage of political preferences, and the genuine concern of some legislators about appropriate checks and balances between the legislative and executive branches, it was predictable that resistance would emerge to the proliferation of the gubernatorial orders. But the politics of the various approaches would differ depending on party control of the legislature and governorship. The strongest opposition to the executive orders emerged in states where the legislature was controlled by Republicans, even if the governorship was held by a member of the same party. In Idaho, state lawmakers, bristling over Gov. Brad Little’s numerous emergency orders, passed measures to curtail them, only to have them vetoed. Eventually, lawmakers were able compel to the governor to sign a measure requiring the legislature to approve emergency orders or they would expire after 90 days. Contentiousness reigned in Indiana as Republican majorities in the Indiana state legislature limited Republican Gov. Eric Holcomb’s powers during the pandemic. Holcomb sued, and in a development extremely unusual in states with one-party rule, the state’s Republican Attorney General chose to side with the legislature.
In states with Democratic governors and Republican-controlled legislatures, the controversies were more dramatic. Kentucky, North Carolina, Michigan, and Wisconsin each saw the weakening of the governor’s emergency powers and, as Chertoff explains, Pennsylvania produced the most consequential result of all—a constitutional amendment that will be very difficult to change.
By contrast, efforts to alter executive power were less evident in states where Democrats controlled the governorship and both bodies of the legislature. In Connecticut, Gov. Ned Lamont’s powers were not seriously challenged and while Gov. Newsom in California had significant political problems, efforts to modify his emergency powers gained little traction. In Illinois, a series of executive orders by Gov. Pritzker has continued the state of emergency for 22 months.
Virginia, the state where I served in the House of Delegates for 14 years, is unusual because of its recent changes in political control. In 2020, after twenty years where the GOP controlled one or both legislative bodies, and less than three months before the COVID emergency, the Commonwealth became a Democratic trifecta state. State law provides Virginia’s governor extensive powers to declare emergencies. Unlike many states, the Governor not only has the power to declare the emergency, but to also declare its end. During Ralph Northam’s term, many COVID-related executive orders were promulgated, and legislators typically became aware of them only as they were announced to the public. The emergency was declared just as the legislature was adjourning, so initial opposition focused on the courts. Citizens who engaged in their effort two Republican state senators were unsuccessful in a lawsuit challenging Northam’s authority to enforce the closure of certain businesses. The state supreme court then dismissed a similar action that argued the orders exceeded his executive authority. When the 2021 session convened, several Republican legislators proposed a resolution to amend the state Constitution to prevent governors from maintaining emergency orders for more than 45 days without legislative concurrence, but Democrats did not permit a vote on the measure. Now, with Republicans resuming control of the House and a new Governor from the same party, the dynamic has changed. Several measures have already been introduced. While any Republican proposals will require the imprimatur of Governor Youngkin to pass, legislators enjoy the advantage that the new chief executive has never employed his emergency powers and does not risk political capital in embracing restrictions.
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<![CDATA[Tab and Mind]]>https://www.tabandmind.com/blogRSS for NodeFri, 28 Jan 2022 08:04:52 GMT<![CDATA[Teachers can achieve their professional learning goals by understanding their potential]]>https://www.tabandmind.com/teachers-can-achieve-their-professional-learning-goals-by-understanding-their-potential61d3df2b41a0b300168e6839Tue, 04 Jan 2022 05:58:28 GMTTab & MindTeachers Can Achieve Their Professional Learning Goals by Understanding Their Potential1
In this article, we focus on how teachers can achieve amazing results when they put their minds to it. In essence, you must understand your potential as a teacher and then develop yourself strategically, making sure that your development is consistent with the demands of the job. This will help you get better at identifying your strengths and weaknesses as well as at improving both in sustainable ways.
Teachers can achieve amazing results when they put their minds to it
3 Factors That Contribute to Your Abilities [Infographic]
The fact is, not all teachers have the same potential. And even those who do have a high level of potential may not always be maximizing on it to its highest point. This blog will focus on how teachers can achieve amazing results when they put their minds to it.
We first need to ask; what are the factors that contribute to our abilities? Then, we can come to understand how we can put them into play.
It goes without saying that one of the most essential factors for any teacher is to understand their own level of knowledge, skills, motivations, and attitudes. This is not a matter of arrogance, but one based on honesty and professionalism. It's not just about you as an individual, but also about your relationship with your students, colleagues, and the education system as a whole.
It doesn't matter what subject you teach or where you teach it. Your students are entitled to be taught by someone who understands their own potential and can live up to it.
We hope all teachers can understand their potential and develop themselves in a strategic and sustainable manner. With this understanding, you can get better at identifying your strengths and weaknesses. Then, you can improve both over time with the right types of development activities.
The two factors to consider when identifying your strengths
Let's introduce you to the two key factors you should consider when trying to work out what your strengths are. It's hard enough keeping track of everything that is involved in being a teacher, but in order to identify your strengths you really need to stop and think about why you became a teacher in the first place, or rather what you hope to achieve from being a teacher.
When identifying your strengths as a teacher, there are two factors to consider:
1. Your natural talents as an educator
2. Your personal attributes
Over time, you can develop both.
What are you good at?
As a teacher, it may seem that your job is to help students learn material. But even the best teachers in the world know that this is not their only purpose. Your job is to inspire and motivate students to reach their full potential. So what natural talents can you draw on to do this? Do you have skills or gifts that will make you more effective as a teacher?
Teachers Can Achieve Their Personal Learning Goals by Understanding Their Potential
Being an inspirational speaker is just one example of a talent that can help in the classroom. It's also important to recognize what motivates you about teaching.
For example, if your natural energy level keeps you prepared for class, whether you're teaching third grade or graduate level courses, this will be an asset. And if you want to create a classroom where students are excited about learning, it would be helpful to understand why you like learning in the first place.
Teaching does not differ from any other profession. It, too, requires certain natural talents. Some people are naturally good at motivating students, others at using technology to enhance learning. Some are excellent architects of curriculum, others excel at creating and delivering lessons that are engaging and relevant to their students.
The first step in becoming a more effective teacher is identifying your strengths as a teacher and then designing a professional development plan that builds on those strengths.
Teaching is a noble profession and there are many positive aspects to it, but you should never go into teaching without first considering your own natural talents and personal attributes. They will help determine how suited you are for the job, how successful you may be in reaching your students, and what you can achieve through your teaching. So look at these two factors closely and think about whether they match up with the kind of teacher that you would like to be.
When you have a clear picture of your personal attributes and talents, you are better positioned to build strategies for leveraging them in the classroom. To do that, though, you need to know yourself. Know your interests, preferences, strengths, and weaknesses.
Ask any teacher. They'll tell you, it isn't easy! The important thing is to keep trying. The more time you spend reflecting on yourself as a teacher, the easier it will be for you to identify opportunities for growth.
Identify and use your strengths in a way that helps you understand your potential and develop yourself
Wouldn’t it be nice to understand your potential and have the chance to develop yourself in a way that you are most comfortable with? Knowing your strengths is a significant step towards achieving this because it gives you a clear picture of what kind of environment you ought to be in.
Teachers who understand their strengths achieve amazing results. In fact, teaching with your strengths is one of the most powerful ways to boost student achievement and increase your job satisfaction.
A teacher's strengths are the activities that come easily to them and provide deep personal satisfaction. They are at the heart of who you are as a person and what drives you to succeed. When you teach in a way that taps into those strengths, you can't help but feel more confident, more enthusiastic, and more effective in the classroom.
Teaching with your strengths gives you a potent mix of energy and enthusiasm that leads to greater student engagement and higher achievement.
Teaching with your strengths is also one of the best ways to gain insight into your own potential. It helps you pinpoint where you want to go professionally. To put it another way, teaching with your strengths helps you figure out what kinds of professional development will help you achieve your goals.
It's tempting for new teachers to spend their first few years in the classroom working on their weaknesses. It's better to focus on figuring out how you function at your best and then building on that foundation as much as possible.
It may be easy to fall into the trap of thinking that we need to be perfect in everything we do. However, the most successful people aren’t perfect; they’re just masterfully skilled at identifying and using their strengths in a way that helps them understand and fulfill their potential.
That shouldn’t stop you from also working on your weaknesses, but if you dedicate time to understanding your strengths, you can then adjust your focus to find the areas of your life where you can shine the brightest. And what more could a person want than happiness and fulfillment?
Understand the implications of having weaknesses in certain areas
Teaching is not a one-size-fits-all business. There are several types of teachers with many strengths, weaknesses, and passions. Even for teachers who are at the top of their game, understanding the implications of having weaknesses in certain areas is important. To be effective at their job and impact their students, teachers need to find ways to build on their strengths while improving in areas where they are lacking.
As a teacher, you play a major role in making a difference in your students' lives. In fact, you may be one of the most important individuals in their lives! Many teachers have the best intentions when they become educators, and they try to do their best to help students learn and grow. However, some teachers are not as effective as they could be because of a lack of understanding about what it takes to become a wonderful teacher.
A key factor in being an effective teacher is understanding your potential for improvement and how to achieve it. When you understand where you need to improve and how you can become better, you can work toward becoming a more effective teacher for all students.
Let's look at three factors that lead to potential for improvement: your beliefs about yourself and teaching, your knowledge about teaching methods, and your motivation for becoming an effective teacher.
Beliefs about yourself and teaching
A positive belief system supports a pleasant attitude and positive actions. The stronger your beliefs are, the more confident you're likely to be in your abilities and the more motivated you'll be to achieve success. This is why it's so important for teachers to teach in ways that make them feel successful. It helps build their belief that they can actually do this job well.
To achieve significant results, change the way you think. Your attitude toward yourself and teaching will determine your potential for success. If you believe in yourself and hold high expectations of your students, then you are on the right track.
Teaching knowledge
Every teacher ought to have a sound foundation of general teaching knowledge. This includes the curriculum content, lesson planning skills, and classroom management techniques he needs to teach effectively. But many teachers aren't aware of the specific elements of effective teaching methods that will help them reach higher levels of performance.
For example, there are over 200 research-based strategies for managing difficult behavior in the classroom. It's impossible for any one person to know all of these strategies, but every teacher can learn several that will make a big difference for his teaching and his students.
Teachers who continuously strive to learn new ideas and techniques are much more successful than those who refuse to change their ways or learn new skills.
Motivation is another key factor in the learning process. You must motivate yourself to become an effective teacher. After all, if you don't care enough about helping students learn, why should they?
Teachers who are genuinely motivated to help students learn have a major advantage over those who are not.
Motivation is important for every profession and for every person. The key to motivating yourself is to set goals that are meaningful to you.
As teachers, we must make the choice to be better. We understand that every teacher can become a more effective educator, no matter their background or experience. When we look at ourselves and see room for improvement, we have to make the choice to improve upon those weaknesses.
It is crucial for every one of us to recognize that there is tremendous potential within each one of us, and with the right support, it can be realized.
How to take action on the knowledge gained from self-assessment
One of the most effective ways to ensure continuous growth and educational excellence is a regular self-assessment of your current teaching practices. At first glance, that might sound like a lot of work. But I'm going to show you how easy it is to self-assess your teaching methods, then use what you discover to improve the quality of your classroom.
While you may be a big proponent of self-assessment, it's not enough to do it just once. The most effective teachers are constantly assessing their own practices, then making changes (or not) based on what they discover.
You may think that self-assessment is hard to do or takes too much time, but it doesn't have to be a lot of work. In fact, self-assessment can be as simple as sitting down for a few minutes at the end of class and asking yourself the following questions:
1. Did I prepare enough for this class?
2. Did my students get all the information they needed to learn this lesson?
3. Are there any additional materials that could help students understand this subject better?
4. Was I able to communicate clearly what I wanted students to learn this day?
5. Did students have a good grasp of the material after today's lesson?
Like any profession, teaching requires ongoing professional development and effective tools. The more we reflect on our practices as teachers, the more we can determine how to improve them. Effective teachers know they don’t have all the answers and continually work to improve their craft.
A teacher's influence - so strong it can be life changing
In this article, we see how teachers can achieve amazing results when they put their minds to it.
When people can summon the powers of their minds, they can achieve incredible results. Unfortunately, teachers often get all the wrong information that leads to unfulfilled potential. This makes it easy to be cynical about talk regarding the potential of education. Teachers deserve better.
However, as many educators would argue, there is so much potential locked up inside the average teacher. It's just waiting for the right conditions to be released. Give teachers the chance to show what they can do, and you'll marvel at just how much of an effect they can have on people's lives.
Whether it may or may not be true that a teacher's influence is as strong as that of the parents in one's life, one thing is for certain — that with the right preparation, and clear understanding of what you want to get out of your teaching experience, there's no limit to your impact.
<![CDATA[Three ways teachers can be persistent and inspire students to succeed]]>https://www.tabandmind.com/three-ways-teachers-can-be-persistent-and-inspire-students-to-succeed61d13f0ad3aa400016f73ae6Mon, 03 Jan 2022 12:44:04 GMTTab & Mind3 Ways Teachers Can Be Persistent and Inspire Students to Succeed
What's the best way to be persistent and inspire our students? There are three ways to be persistent and inspire students to succeed, according to this article. The first is creating engagement between you and your students. The second is encouraging our students to take ownership of their own learning, rather than treating them as passive recipients of knowledge. The third is building a culture of persistence in the classroom which empowers students to work together towards a goal, rather than working against each other for grades.
How to be persistent and inspire our students
Education is complex. We want our students to be accomplished, successful, and enthusiastic. But the process of getting there involves more than just knowledge and content. School teachers are an essential part of our society because they prepare the future generations, so when it comes to education, persistence is crucial.
Being persistent is a mindset — and sense maintaining persistence over time is difficult, this article covers three ways to persist in the classroom in order to inspire students to succeed.
1. We can be persistent and inspire our students by creating engagement between us and them
There are plenty of articles about inspiring students. But what does it mean to inspire someone in the first place? Inspiration is not just about being nice, or being a good teacher. It's about creating a connection between yourself and your students.
The most inspiring teachers inspire their students to learn by showing that they care about them individually and that they know what they're talking about. Here's how to make it happen for you:
Find something in common with each student. This goes beyond simple name-recognition. Find out what your students are interested in, and use that to create a connection between yourself and them. You can do this by getting to know them personally as much as possible, or simply by showing interest in the things they bring up in class.
Do more than just teach your subject. A good teacher knows more than just their subject; they know their students as people. If one of your students is struggling, reach out to them outside of the classroom to help them succeed. Be willing to admit when you're wrong and change your teaching methods if necessary. Make it clear that you care about helping your students learn and have fun doing it.
Create an environment of mutual respect between yourself and your students, and you'll be inspiring them to do their best, stick with the work,build momentum, and to always be respectful of themselves and each other.
While there may still be challenges ahead, teachers can effectively learn how to build and maintain a positive relationship with their students to help keep them engaged throughout the school year and really inspire them to succeed.
2. We can be persistent by encouraging students to take ownership of their own learning rather than treating them as passive recipients of knowledge
It may feel strange to think that you could inspire students to succeed by being persistent. But remember, it isn’t about what we can give them. It’s about who we help them understand themselves to be.
It is not uncommon to see teachers becoming discouraged and downhearted when strategies don’t seem to work or their students confound them. You get so accustomed to assuming the teacher's role that you put your own needs on the back burner. This is where many of those blinding flashes of insight come from.
As teachers, we often put a lot of physical effort into creating an engaging lesson, then we wonder why our students aren’t motivated to give it there all. A key way in which we can inspire and motivate our students is to get them to take ownership of their own learning. Here’s how this works...
Many students have the potential to succeed, but their potential remains untapped for a variety of reasons. We can change that by adopting one of the most powerful leadership traits: persistence.
Teaching is difficult and sometimes thankless work. It requires hours of preparation, patience, and empathy — all while working with people who often don't want to be there. Persistence is necessary in teaching because it's so easy to get discouraged. I've learned how to persist by building relationships with my students, treating them like people rather than problems or projects.
"Be persistent" is the mantra of many teachers, yet in reality, it's easier said than done.
In the eyes of some students, persistence may seem like a waste of time or a boring exercise. Yet this is an important skill for students to learn in order to succeed, too.
Persistence looks very different from sitting in a class passively absorbing information. It involves students taking responsibility for their own learning and being persistent in their efforts to understand concepts and complete assignments. This type of persistence shouldn't just happen once in a while; it should be an ongoing practice.
The best way to be persistent and inspiring as a teacher is to get your students to be persistent and inspiring. This can be tough, but treating your students as intelligent, curious individuals with motivations of their own can make all the difference. Find ways to encourage them to take an active role in their education and you will find that they will put more energy into learning and be more enthusiastic about new topics. Your job is to help them get engaged, not push information at them.
It’s a good exercise to step back and reflect on our own experiences. Teachers, particularly those new to the profession, can use these reflections to prepare themselves for what’s ahead. This is not to discourage anyone from teaching, but to open their eyes to the reality of the classroom and be realistic about what it takes to become a skilled teacher.
If we are persistent in learning about how best to motivate students in the classroom and show how much we value their efforts, we may be able to inspire them to succeed.
We want every student to put forth their best effort and push themselves to achieve as much as they can. Be able to communicate the relevance of a particular learning target so that students value its importance. Students should be challenged, but they shouldn’t be afraid to fail.
Instead of fearing failure, they should learn from their mistakes and make new attempts. This sort of perseverance is one of the most desirable traits you can instill in your students, and it's something that will serve them for the rest of their lives.
3. We can be persistent by building a culture of persistence in the classroom which empowers students to work together towards a goal, rather than working against each other for grades
Persistence has long been a trait that many successful people have in common. For achievers, failure isn't so much an ending as it is a learning experience. They are able to look at each failed experience as a step towards a greater achievement.
Do you want your students to be persistent learners? Or are they the type that if they don’t understand something in class they will give up on the subject? It is important that we teach our students how to be persistent and stay committed to a goal.
One of the greatest gifts we can give students is confidence to persist. Persistence is important not just in school — it shapes the lives of students throughout their careers. But at its core, persisting in the classroom means making sure that every student has an opportunity to succeed. And when I say “every student,” I mean every single one. Even the one who refuses to do his or her work, or talks constantly during class, or bullies other kids—even them.
Many teachers are under the impression that there is no point in being persistent with students who don't try. And to some extent, this is true. There are a lot of students who are going to give up on a task when they first encounter difficulty. That's why it's so important to build a culture of persistence in your classroom.
Building a culture of persistence does not mean tolerating low standards or not setting high goals for your students. It means helping them become resilient and independent learners who know how to handle failure and keep trying until they succeed.
Persistence is a quality that is sought after in many professions, but not all of them. Teachers are often praised for their persistence in encouraging students to do well and persist in their studies. Anyone who has ever been a student knows how important this trait can be for success, but teachers need it just as much as the students do.
When you think about a teacher's job, it makes sense that they would need to be persistent. After all, a teacher must help students learn new things and improve their skills every day. They can't simply get frustrated every time a student fails at something or doesn't understand something right away. Instead, they need to help the student understand what they need to do to succeed next time.
The goal of this article is to help teachers who want to teach their students persistence, develop the skills and strategies necessary to do so.
Over the years, I've identified five major components of persistence:
1. Setting Goals,
2. Building Relationships,
3. Developing Skills,
4. Overcoming Obstacles,
5. and Celebrating Success.
By incorporating these guidelines into your everyday teaching methods, you can help each student develop the skills necessary for success in school and beyond.
Teachers can help students build a culture of persistence in many ways.
Whether it’s hosting a class competition, encouraging collaboration rather than competition during classroom activities, or simply putting an emphasis on the importance of not giving up, teachers can establish a classroom where students are willing to work together to achieve their goals, and to persevere beyond what they previously thought they could do.
By doing this, teachers will help build a culture of persistence that works beyond the classroom and helps students pursue the lifelong benefits of persistence in the face of hardship and discouragement.
Persistence is the new cool
In a perfect world, every student would choose to learn, make the right decisions, and find the inspiration to reach their potential. But we aren’t there yet. As educators, it is our job to inspire the students around us to find that motivation, and to remain persistent against failure and odds.
Inspiration starts with passion, which may define your own tenacity as an educator; but there are many ways to go about being persistent in the face of adversity. With a solid support system and a determination to succeed at all costs, we can make sure that everyone gets where they need to be: a successful future with endless potential.
3 Ways for Teachers to Be Persistent and Inspire Students to Succeed
<![CDATA[Five tips for teachers to help students become more effective learners]]>https://www.tabandmind.com/five-tips-for-teachers-to-help-students-become-more-effective-learners61cb8e0019c8d50017b6e947Sun, 02 Jan 2022 12:44:01 GMTTab & Mind5 Tips for Teachers to Help Students Become Better Learners
How can teachers help students become more effective learners? As educators, we constantly work to improve the classroom experience for our students. But what can we do to make sure that students are getting the most out of every school day?
For five tips on how teachers can help students become more effective learners, see this article.
How teachers can help students become better learners
As educators, we are constantly searching for new ways to engage students and help them learn. There has been much attention given to the importance of making learning more personal, social, and relevant to students' everyday lives. And there are many influential teachers out there who have figured out how to foster environments that encourage students to think critically and collaborate with one another.
Let's look at five tips that help teachers help their students become more effective learners inside and outside of the classroom.
How can teachers help students to becomore more effective learners?
,1 | Become an outstanding teacher
There are many ways to become a top-level teacher and help your students become more effective learners. A good teacher, by my definition, is someone who not only teaches content, but involves their students in the learning process. They do this by creating a connection, making the material interesting and relevant, and exciting the students’ minds to want to learn.
It's time for the truth about learning. The truth is that teaching kids to learn does not have a magic formula. However, there are some important steps teachers can take to help students become more effective learners.
Treat every student as an individual. Every child has his or her own strengths, weaknesses and learning styles. Some students will pick up concepts quickly, while others may need more time or additional strategies.
When children see you as a person they can trust and rely on, they will be more open to your instruction which makes them better learners.
Help students see past their mistakes. Many students fear taking risks because they worry about making mistakes. They may feel pressure to be perfect in front of their peers or teacher and this can inhibit them from learning new things.
Helping students see past their mistakes helps them understand that failure is not the end of the world. Students who can learn from their mistakes are less likely to give up when challenges arise and this helps them become better learners.
Create a classroom environment where everyone can participate in discussions and debates. All kinds of intelligence are needed for a classroom to flourish. Some people excel at sharing their opinions, while others may need time to form their thoughts into words before speaking out in class discussions or debates.
By encouraging everyone to share their opinions, you’ll see a lot more engagement from your students and you might even help them develop new ideas they may not have considered otherwise.
12 top traits of outstanding teachers
Teachers can help students become more effective learners by becoming an outstanding teacher. You can expect an outstanding teacher to possess the following traits:
1. Must perpetually be open to new ideas.
2. Must be able to communicate those ideas in ways that are easily understood.
3. Must inspire others with their enthusiasm for learning.
4. Should be willing to admit when they do not know something and ask for assistance in order to learn it.
5. Should take an interest in helping others learn and not just get them through the course.
6. Should want to see others succeed even if it is at their own expense.
7. Should believe in themselves and their abilities.
8. Should strive for excellence and never settle for mediocrity.
9. Should be willing to take risks and try new things even if they fail
10. Should have a desire to learn and improve above all else.
11. Should realize that they are only one aspect of the learning experience and that other people's input is valuable as well.
12. Should respect all people regardless of race, creed, or gender.
Education truly is a team effort—one that relies on high-quality teachers and motivated, hardworking students. So while it can be easy to focus on day-to-day challenges, and on innumerable aspects of the job, we need to remember that we should prioritize our students’ welfare first and foremost.
Put simply: if students aren’t learning, teachers are doing something wrong.
,2 | Help students master the material
It would be nice if students could spend the school year mastering the information they learn in class, but that’s not how real life works. Students often struggle to retain what they read, get lost in a labyrinth of concepts, and forget everything they learned by midterm.
Students always find a way to give the teacher a hard time. You can pinpoint this to the fact that with all their energy and all their impatience to understand new concepts, students are bound to struggle at some point (though students should never be underestimated).
That being said, teachers also make mistakes and fail to notice certain aspects of their students' skills as well as mindsets. But this article is not an exhaustive list of teacher shortcomings; no classroom is perfect. However, we will be taking a look at today's article on what teachers should do in order to equip the students with the necessary skills they will need to master the material.
Teachers can help students become more effective learners by helping them master the academic material. Students who have mastered their course material are better able to demonstrate what they have learned to both their teacher and to themselves.
Let's face it; many of us go through school without ever really mastering any of our course material in a meaningful way. We might memorize facts and figures, but we don't really know why the things we learned were important or how they fit into the greater scheme of things.
It's easy for that kind of knowledge to slip away over time, especially for those students who never took the time to really grasp it in the first place.
One thing that teachers can do is to encourage students to think about why things are the way they are in their subjects of study, not just what those things are. The best teachers help students make connections between one subject area and another as well as with other areas of life outside of school.
Teachers should also encourage students to investigate an idea or concept on their own before coming together with other classmates or a teacher to discuss it. This type of learning can be much more meaningful than simply being told something, especially if the material is new and unfamiliar, because it helps students understand not only what they've learned but how and why, too.
If you're a teacher or a parent, then you've undoubtedly encountered the phenomenon known as "The Procrastinator." You know the type. The kids who give a half-hearted effort on Monday, but seem to make it up for lost time by Thursday afternoon.
3 practical actions for helping students master the material
Teachers can help students become more effective learners by helping them master the academic material and developing positive study habits. How do you go about this?
Here are some tips:
1. Make them aware of their learning styles.
2. Help them set goals for themselves, and develop strategies for achieving those goals.
3. Provide them with plenty of opportunities to practice the material they have learned, and encourage them to form study groups with their peers.
Many educators have become frustrated at their students’ inability to master the content presented in school, and that has resulted in a great deal of criticism. But this criticism seems to me to be missing the point. One of the sayings I like is “good data does not guarantee good decision-making, but bad data almost always guarantees bad decision-making.”
Basically, don’t be too quick to blame your students for performing poorly in school; these poor performance levels often indicate that something is wrong with your teaching methods. A student who has trouble mastering algebra is not necessarily stupid or lazy—sometimes they simply aren’t being taught correctly.
,3 | Use students', interests to your advantage
When it comes to effective learning, use students' interests as a great motivator. Teachers must learn how to adapt classroom materials and teaching styles to promote students' interest in the subject matter. By doing this, teachers increase students' engagement in their lessons and this ultimately leads to more effective learning.
So, you've finished your lesson plan and are ready to face the day's class. You make eye contact with the students, but they don't return any smiles. Instead, they're playing on their phones or chatting with one another.
Troubling as this may be, you can use this behavior to your advantage by incorporating more hands-on techniques into the classroom from time to time.
This is because students today are more interested in what is relevant to them as opposed to what is relevant for them. This can be a challenge for teachers who want to get their students' attention and help them learn new concepts and skills. But incorporating an element of personalization into lessons can pique students' interests and effectively convey a lesson's content.
In order for students to become more effective learners, teachers should take into consideration these three important factors: relevance, motivation and engagement. Students will only be able to become effective learners when they feel that what they're learning has relevance to their situations or interests, are motivated to learn it and are engaged in the process of learning.
If teachers can successfully tailor their lessons to the individual interests of their students, not only can these students be more effective learners, but they also have an opportunity to develop an interest in and a passion for a subject that previously held no appeal.
,4 | Teach through storytelling as opposed to lecturing
If teachers want their students to become more effective learners, then they must take a page from the playbooks of children and great storytellers.
Teachers can help students become more effective learners by using storytelling as a form of instruction and allowing students to ask questions at the end of each story. This will allow students to develop their critical thinking skills and become engaged in the lesson. The use of storytelling has been proven to positively impact students' attention and engagement while also improving their problem-solving abilities.
Many teachers are familiar with the theory of learning styles. The idea is that each student learns differently based on certain cognitive preferences. Some people do better with visual learning while others learn better when they can hear information.
Trying to fit all your students into one particular style, however, is a mistake. Instead, you should teach in different ways depending on the content and context of what you're teaching.
Students need to learn many different elements. Some need to be taught facts and figures while others need to learn how to apply those facts and figures in real-world situations. Some may need to be taught a new skill or procedure while others will have that skill or procedure explained to them.
Teaching in different ways provides students with lots of opportunities to learn in their own preferred way and also helps them apply their knowledge in new contexts.
Storytelling is one way you can do this. A story is an excellent way for students to learn about people, places, times and events that are unfamiliar to them. For example, if you're teaching about early American life, you could tell a story about a writer who publishes an inflammatory book deriding the nation's Christian citizens as hypocrites and frauds for their institution of enslavement.
What was it like for this writer? How did he feel during the journey? What happened to him?
The method of teaching through storytelling can be a powerful way to bring students into the lesson. It helps them understand the subject, concept, or topic in context, which is far more effective than simply throwing information at them.
,5 | Be patient with your teaching and allow for exploration
In a recent presentation at a conference, the presenter noted how teachers are not always effective for students overall. The presenter was trying to illustrate how teachers could become more effective. This made me think about how students can become more effective learners as well. I concluded that students can be taught some of the same skills that would benefit teachers in improving the learning environment. Some of these skills include patience, and how to explore for ideas and solutions better.
The best teachers are the ones who get to know their students and identify what areas they need to work on. As a teacher, you must be patient and allow for students to explore topics freely.
Difficulties in learning are not just due to the student's lack of knowledge of the subject matter, it could also be that they do not understand the way teaching material is presented. Students may perceive your teaching differently from how you perceive it. It's important for teachers to be open minded about how students learn and understand things, so that can lead them to more effective learners.
It is true that we all have different learning styles, but all teachers should be teaching in a way that allows students to explore and discover. Teaching someone with the same methods you used to learn is a great approach, but it doesn't work for everyone.
The main aim of your teaching should be to help students understand and get ideas from the subject. You might think that if you are explaining something well enough, your students will get it. But this isn't always true. This is why it's so important for teachers to allow their students to explore and discover on their own.
As a teacher, it is easy to get frustrated with students when they don’t understand what you are presenting. It can become tempting to move through your lesson more quickly, but this only leads to students’ frustration and fear, making them less likely to ask questions or “get it” on their own because they don’t think the time spent is worth the embarrassment of asking questions and not understanding the material.
Don’t be afraid to take time, break out any and all resources that you need to, and allow other teachers in the room to help you. Teachers working together teaches students a great lesson on team work while also allowing students and teachers alike time to fully process and internalize new material. We may not always see full comprehension immediately, but that shouldn’t discourage our hard work.
,We should teach our students how to learn. If everyone was, great at learning, school would be much better.
I hope that you found at least one of these tactics especially helpful. It can be tricky to help students become more effective learners—after all, the methods we should use vary from student to student. Still, finding ways to help them succeed in school is certainly something we want to strive for, and I hope that you’ll take some of these ideas with you to your classroom.
At the end of the day, students are going to learn how they learn best. However, teachers play an integral role in guiding their students towards finding this “sweet spot” for learning, and it is important that teachers discover what their students need so that both parties can get the most out of each school day.
Five Tips for Teachers to Help Students Become More Effective Learners
<![CDATA[Seven keys for teaching students to think independently and critically]]>https://www.tabandmind.com/seven-keys-for-teaching-students-to-think-independently-and-critically61c59772a3124b001615098bSat, 01 Jan 2022 12:44:01 GMTTab & MindSeven Keys for Teaching Students to Think Independently and Critically
As a teacher, you might have been told that critical thinking is one of the main goals you should aim to teach your students. But how do you get them there? Let's look at seven tips that will help you assess what your students know, and help guide them through the process of understanding information and arriving at a conclusion on their own.
1. Understand what critical thinking is and how you can help students achieve it
2. Differentiate between critical thinking and problem solving
3. Teach students to question data, sources, and the claims of others
4. Teach students to identify fallacies when presented with information or arguments
5. Guide students through the process of arriving at their own conclusions
6. Provide activities that encourage your students to think independently and critically
7. Encourage your students to develop confidence in their skills as they improve over time
Teach your students to think independently and critically
You might not be a psychologist or a behavioral scientist, but you are a teacher. So, the ability to look at material from different angles and challenging students to think critically is a skill that has helped a number of the influential teachers forge an everlasting impression on their students.
Critical thinking is not just about questioning, it’s also about knowing where to challenge your students so they solve problems, reflect, and come up with their own solutions and opinions.
If you want to become a better teacher, here are seven tips that will help you assess what your students know, and help guide them through understanding information and arriving at a conclusion on their own.
1 | Understand what critical thinking is and how you can help students achieve it
Critical thinking is a process of thought that aims to evaluate claims and make decisions in a logical manner. It is learning to ask the right questions, not just the easy or the obvious ones. Critical thinking requires us to be impartial and to recognize our own biases. Being able to think critically is essential in today’s society, where many sources of information bombard us. For students, critical thinking must be learned early on and practiced every day as part of their academic and social development.
How to teach critical thinking to students correctly and effectively is a fundamental challenge for all educators. As teachers, we often start our classes with the best of intentions, but then the demands of the school year steal our time from planning thoughtful lessons and we focus primarily on content delivery. We may spend so much class time on new and review material that we neglect training students in how to transfer what they learn in the classroom to real life.
Critical thinking is a skill that students will use throughout their lifetimes. It is a way of thinking that relies on logic and evidence to think about and solve problems.
The most effective way to teach critical thinking is to provide practice in identifying, analyzing, and solving problems. These activities can be effective with any subject, from science to math to social studies.
The key is for students to know how to analyze a problem and provide an answer that is logical and supported by evidence.
Critical thinkers
• ask questions,
• make observations,
• gather information,
• reason logically,
• evaluate the information they have gathered,
• consider alternative explanations or solutions,
• clarify their ideas,
• and communicate the results of their reasoning.
Critical thinkers also recognize that there may be different ways of solving a problem or reaching a conclusion. They know there are limits to what they know and what they can explain simply because there are limits to human knowledge.
They are aware of biases in themselves and others that might affect reasoning. They strive for objectivity — "considering all sides" — and rely on facts more than emotion or personal belief when making decisions.
How to help students become better critical thinkers
As a teacher, you can help shape your students' critical thinking skills. Encourage them to develop questioning minds, so they'll ask good questions and find answers on their own. Help them make observations, gather information, and reason logically. Challenge them to develop alternative explanations or solutions to problems. Guide them in clarifying their ideas and communicating their results.
The ideas below can help students become critical thinkers:
Help students develop questioning minds
When you discuss a topic, encourage students to ask questions about it. Ask them questions yourself, too — not just factual ones, but open-ended ones that get them thinking, such as:
• Do you agree with that? Why or why not?
• What do you think about this?
• What do you wonder about that?
• What does this remind you of? What do you predict will happen next?
• How could you solve this problem?
• Who could we ask for more information about this topic?
• What would happen if . . . ?
Help students develop observation skills
Encourage them to look closely at what they're studying — whether it's an object or a relationship between objects — and describe what they see in detail. Pay close attention to your students’ descriptions of what they observe. Are they simply naming an object? Or are they also describing its color, size, and shape? Are they also describing the object's position in relation to other objects?
Challenge students to develop alternative explanations or solutions to problems
Create learning experiences that allow students to think critically and solve problems creatively. This allows them to see multiple solutions that may not be obvious at first glance. It also helps students see problems from a variety of perspectives, which will help them develop academically and socially. Ask students what they think might happen next, why something is the way it is, or how someone else might feel about a given situation.
Guide students in clarifying their ideas and communicating their results
A student who thinks independently can "figure out" the answer to a problem rather than simply parrot it back to you. He or she takes ownership of the learning experience and shows his or her understanding through essays, research papers, tests and quizzes, presentations, interviews and other means. These students are also better prepared to deal with problems that arise when they are required to use their knowledge in the working world.
Provide opportunities for reflection
When you ask students questions about their experience with an activity or lesson, you may find out ways you can improve your teaching methods or strengthen an activity's impact on students' learning. Encourage students to think about how your lessons link to other concepts they've learned previously or will learn later on.
Ultimately, teaching students to think independently is about supporting them along the path of critical thinking skills development. Gather key research and best practices, provide examples and opportunities during class discussions, and refrain from making judgmental statements that may lead to a less-than-valuable outcome.
This will lay a solid foundation for students to develop their social skills to enhance their ability to reason through different situations requiring independent thinking. Be patient; the larger their toolkit of critical thinking skills, the more flexible they will be able to think on their own.
2 | Differentiate between critical thinking and problem solving
Critical thinking and problem solving are two different things, and they require different approaches. Critical thinking involves looking at a problem and then analyzing it and breaking it down to its component parts. Problem solving, on the other hand, involves the creation of a solution to a problem.
Critical thinking has gained a lot of traction among schools and teachers. More and more educators are looking to teach students how to think critically. They have made changes in their curricula and have added programs in order to teach students how to think, not what to think.
However, teaching critical thinking does not mean providing an easy road for students to be critical of everything. There is a still a need for teaching students how to solve problems. It is essential that we differentiate between two important skills: critical thinking and problem solving.
What do people mean when they talk about critical thinking?
"Critical thinking" is a buzzword you hear frequently in education, but it's a vague term. When people talk about critical thinking, do they mean asking questions, engaging in a discussion, or coming up with an argument? What does it mean to be "critical"?
How can teachers help their students use critical thinking skills? One way is by helping students distinguish between problem solving and critical thinking.
One common misconception about critical thinking is that it is the same thing as problem solving. While there are certainly some similarities between the two, critical thinking represents a deeper approach to solving; it considers context, perspective, and implications in a more profound way than problem solving does.
Problem solving helps students go through a step-by-step process to find the answer, while critical thinking helps them identify and analyze the problem.
Problem Solving: The process of finding the solution to a problem
It involves clearly identifying the problem, determining what information is needed to solve it, collecting that information and developing a solution.
Critical Thinking: Analyzing information and evaluating arguments in order to make informed decisions.
Critical thinkers ask questions like "What is this argument based on?" and "What are other points of view on this topic?" Teachers can help students develop critical thinking skills by exposing them to different points of view about controversial topics. They can also encourage students to consider multiple perspectives by showing how two opposing viewpoints can be supported by different pieces of evidence or logic.
Good critical thinking skills are undeniably valuable, but not everyone develops them naturally. Teachers must be aware of the differences between critical thinking and problem solving to support all students. Critical thinking and problem solving can be largely differentiated by level of abstraction (critical thinking is generally more abstract) as well as type of response (critical thinkers also tend to generate more solutions).
By encouraging students to use critical thinking techniques at each stage of the problem-solving process and helping them distinguish between these two similar, but distinct, processes, teachers can foster more independence in their students.
3 | Teach your students to question data, sources, and the claims of others
The best thinkers question everything. They have supreme confidence in evidence, skepticism toward arguments and conclusions, and a willingness to consider alternative explanations for what holds true in the world. In other words, they don't just accept things as facts. Helping students become critical thinkers is a key ingredient of high-quality learning, and it is vital to our society's well-being.
Teaching students to think independently and critically is becoming increasingly important. As the world evolves, so must students' skills of analysis and problem solving. Teaching students to question data, sources, and the claims of others will help them become savvy consumers of information in our digital age.
The ease of internet access means that students have access to a plethora of information and websites that are both reliable and unreliable. They can also be given a large number of sources that can be used to prove or disprove a claim.
While most students learn skills that will help them interpret and understand information that's presented to them, too many do not get a chance to practice these skills.
Teaching students to think critically is a skill that takes time and effort to master. As a teacher, you have the chance to help your students become critical thinkers by modeling this type of thinking in your own classroom.
Here are three strategies that can help:
Encourage students to question what they read, hear, or see
Have them identify the claims being made in reading passages and question the reasoning used to support those claims. You can also ask them to look at sources of information (such as graphs or charts) and consider how reliable they are.
Model critical thinking in your own teaching
When you make a claim or argument, be prepared—and willing—to back it up with evidence. Be sure you know how credible the source is and whether any evidence supports your reasoning. If there is no evidence, reconsider making the claim.
Model asking questions about assigned readings and other assignments
If a student asks a silly question, encourage them to think about why it's silly, rather than shushing them. Ask them questions such as "What do you mean by that?" or "What makes you think that?" This will encourage students to think more deeply about what they are reading and hearing from others.
When students can gather information, analyze it, and make decisions based on their findings, they're learning how to think critically. Critical thinking enables students to take charge of their own learning and problem-solving skills. It also teaches them to be more open to new ideas and information, which prepares them for a world in which information is widely available but not always trustworthy.
As educators, we can use the educational resources available to us to inspire independent critical-thinking. However, the biggest part of teaching this is simply encouraging students to ask questions and question their answers. Through that process alone, they can find new ways in which they can show their ability to think critically and independently.
4 | Teach your students to identify fallacies when presented with information or arguments
You can buy all the books you want on critical thinking, but nothing will set your students up for success quite like teaching them how to identify logical fallacies.
When your students are presented with information, claims, or arguments, they should be taught to identify fallacies the same way they’re taught to identify grammatical problems in their writing. It’s important that people can recognize bad reasoning so that they can avoid being duped by poor arguments or fallacious claims.
Tempting though it is to skip over fallacies in our quest to teach students how to construct sound arguments, doing so would miss a valuable opportunity to help them develop critical thinking skills.
Fallacies are errors in reasoning that render an argument invalid or unsound. The important thing for students to grasp is that a fallacy isn't necessarily a lie — it's simply a mistake in reasoning that undermines an argument's validity. Sometimes the fallacy will be due to carelessness or ignorance, while other times it will be intentional on the part of the arguer.
All students should be taught how to think critically and independently, and how to avoid common logical fallacies.
For example, students should know that the following statements can be misleading:
• Experts agree that...
• Studies show that...
• It is well known that...
• It is common sense that...
• I believe that...
• I think that...
• Many people say that...
• This is obvious because...
• This is clear because...
Here are just a few of the most common errors in logic:
• Red Herring—a statement that is intended to distract attention from the main issue in a conversation. Example: "I can't believe you think that global warming isn't real! What about all of those scientists who support it?"
• Ad Hominem—an attack on another person's character instead of his or her argument. Example: "You're just saying that because you're insane."
• Straw Man—misinterpreting an argument so it's easier to attack. Example: "You say we need more gun control? So you want to take our guns away?"
• Begging the Question—assuming something to be true without providing evidence for it first. Example: "We should raise taxes because we need more money for infrastructure."
To be able to think critically and to come to the most accurate conclusions possible, we must first teach our students how their thinking can be manipulated. It is not enough to simply identify one fallacy or another; we ensure that they understand the reasons underlying these fallacies so that they may learn how to avoid them.
5 | Guide your students through the process of arriving at their own conclusions
As humans, we are extremely susceptible to certain biases and social pressures that can prevent us from arriving at accurate conclusions. Sometimes our previous experiences and knowledge allow us to make reasonably accurate judgments, but many times our first instincts are wrong. That’s why critical thinking is so important — it allows us to put aside the influences floating around in our heads and instead rely on actual evidence to arrive at an honest conclusion.
It is important to teach students how to think for themselves. Having independent thinkers prepares them for the working world, where they will have to deal with a myriad of situations and people. Students must learn that not everyone sees things the way you do, and that it is okay to have different opinions.
The following steps can help students learn how to think for themselves in the classroom:
Give them lots of opportunities to participate
While you are teaching something new, put students into small groups so that they have a chance to ask questions and share their ideas. This also gives them a chance to think about what they have learned on their own time. This will also give them a chance to hear other perspectives, which is important in learning how to think critically.
Encourage discussion in your classroom
You want your students to know that there are many ways to interpret an idea or situation and encourage them to speak their minds when they feel comfortable doing so.
Answer questions with questions
Asking questions is a good way of getting students talking with each other and interjecting their thoughts into the discussions. Questions encourage critical thinking and help you gauge where the student's understanding of the material may be lacking.
By answering questions with questions, it forces them to come up with their own answers, leads to powerful dialogue among your students, and encourages your students to explain their reasoning behind their answers and to share their thoughts with each other.
It is natural for students to want to know the correct answer, and to not want to look foolish or be wrong. But if others surround them who will also benefit from hearing multiple perspectives, it can spur an intriguing discussion that encourages learning and discovery, instead of just regurgitation.
Encourage students to find their own solutions and agree or disagree with the work of others. This will help them learn how to work in teams, differentiating themselves from everyone else who does not know how to interact properly with others.
6 | Provide activities that encourage your students to think independently and critically
Academic success involves not only developing important content knowledge, but also the ability to apply that knowledge to different situations. Teaching students to apply their knowledge in a variety of situations will help them develop flexible thinking and strategies for problem-solving, regardless of the subject area or discipline.
Many students come to school with little, if any, critical thinking skills. They are used to getting information "plugged in" for them, and do not develop the ability to solve problems independently. We cannot expect our students to continue learning if we continue to teach them in ways that do not foster independent and critical thinking.
The best way to teach students to think critically is to think critically yourself. It's important to be aware of one's own biases and acknowledge them when planning lessons, particularly if you have a particular point of view or agenda.
Idealism can be good, but there will be moments that challenge your perspective. You must be ready to shift your views in response to new evidence. In order to teach students how to do this, you must first do it yourself.
How do we do this?
• Planning: The first step is to plan ahead so you can remain flexible and responsive during the lesson.
• Incite curiosity: A primary task of the teacher is to motivate and engage students' curiosity. If students are engaged in the material, they are more likely to think for themselves about it. This requires anticipating their questions and addressing them as the lesson unfolds.
• Assign tasks: Critical thinking involves analysis and synthesis of information, both skills that require practice. Assigning specific written or oral tasks is one way to challenge your students' critical thinking skills and help them develop these skills for themselves.
• Make connections: When you provide multiple examples of how new ideas relate to earlier topics, you are encouraging students to make connections between what they already know and what they are learning. Providing a clear example of how an idea relates to a previous one helps students to see the relationships between ideas and encourages them to make their own connections.
It's critical for teachers to provide activities that encourage independent and critical thinking in their classrooms. These activities provide a venue for students to practice these essential skills, and teachers can use them as an opportunity to engage and interact with their students.
Doing so will allow for greater opportunities for dialogue about the goals of these types of assignments, which can aid in improving both student learning and teacher instruction.
7 | Encourage your students to develop confidence in their skills as they improve over time
Thinking is the foundation of all learning. More than anything else, students need to learn how to become independent thinkers who can make their own decisions and solve problems on their own.
As students grow, they will become stronger thinkers. This can take time and can sometimes frustrate students who may feel stuck in the same type of thinking. So how do you get the independent and critical thinking started? Start with some "seed" techniques that nurture this growth.
Encourage positive self-talk
It's important for students to realize that they can learn and master new material. When they think positively about their abilities as learners, they are more likely to take risks, accept challenges and persevere when faced with difficulty. Students who believe in themselves will be better able to advocate for themselves, seek resources to support learning, and accept constructive criticism from others.
Provide opportunities for independent practice and reflection
Students need time to reflect on what they have learned, go back over information, study materials or problems and make sense of it in a way that helps them learn the material well. Make sure that your students have time during class each day for independent practice or reflection so they get used to working on their own as well as with others to learn material.
Provide multiple opportunities for students to demonstrate mastery of the concept or skill
Students often do not improve unless given many opportunities to demonstrate knowledge or skills; therefore, it is important that you provide a variety of ways for them to show what they know and can do.
Many teachers agree that a key to developing critical thinking skills is helping students to develop independence and confidence. The benefits of this type of learning are better long-term recall, recognition of patterns and appropriate use, and of course the reality that students who develop strong critical thinking skills enable flexibility in being able to engage in divergent thinking when they encounter situations or problems they have never faced before.
Teaching students to think critically takes time and effort, but it can open up the world to them and equip students with the skills to succeed
In today’s environment, where instant gratification is prevalent, critical thinking takes time — and that’s something that every teacher has to keep in mind. However, with patience and the right tools and methods, you can help your students think critically about the world around them. And when they reach this point of independent thinking, you’ll be able to sit back and know that you have been a catalyst for their success.
Of course, critical thinking isn’t a skill that interests or appeals to all of your students. But whether or not they realize it, they will almost certainly benefit from developing these skills. This doesn’t just mean that they’ll be better prepared to write the next day’s essay assignment, but also that they can effectively tackle any question that might come up in their future.
So take some time to teach your students about critical thinking and independent thought. Your students might not enjoy the exercises at first, but these skills are ones that will serve them well for years to come.
Seven Keys for Teaching Students to Think Independently and Critically - Footer Image
<![CDATA[Persistence: the one skill that separates the successful teachers from the rest of the pack]]>https://www.tabandmind.com/persistence-the-one-skill-that-separates-the-successful-teachers-from-the-rest-of-the-pack61c6ae3c226dc40016c21edeSat, 25 Dec 2021 05:39:11 GMTTab & MindBlog Intro:
As a teacher, there are many attributes that differentiate you from your competitors. There's your know-how when it comes to subject matter, your ability to connect with students and your passion for leading. But one attribute that sets you apart from other teachers is the ability to persist through failure and adversity — traits that ultimately lead to long-term success in any career. Read on for five reasons why persistence is so important when it comes to teaching and how you can use it to help build up a successful career.
1. The Importance of Persistence in Teaching
2. Defining the term "persistence" as it pertains to teachers and students
3. The benefits of persistence that teachers can offer their students
a) Motivation
b) Academic success
c) Successful relationships with peers and mentors
d) Self-esteem and self-confidence
e) Development of critical life skills for the future (work ethic, diligence, etc.)
<![CDATA[Why good teachers matter]]>https://www.tabandmind.com/why-good-teachers-matter61c55ebf4e55700016240905Fri, 24 Dec 2021 05:47:13 GMTTab & Mind
We all know that teachers matter. But their impact goes well beyond the classroom. The best teachers reach students in a variety of ways and help them develop into successful, well-rounded individuals who can contribute to society from multiple facets. And good teachers don't just teach facts — they inspire, encourage, and motivate their students to learn for the sake of learning. A good teacher can make all the difference in a student's life.
The impact of teachers on students continues long after the last bell of the school day has rung. Teachers are more than just information dispensers; they're molders and builders of young minds.
Good teachers motivate their students to learn, inspire them to think and explore, and encourage them to contribute to society. They don't simply hand out facts — they create an atmosphere that sparks creative thought in each student.
A good teacher can have a profound effect on a student — not only on the subject that he teaches, but in other important areas as well.
Good teachers have an eye toward the future. They inspire students to imagine and create, to be bold and bright, to be thoughtful and wise. They are there not only to transfer information from generation to generation but also to encourage students to think for themselves, to entertain new ideas and concepts, and to pursue their dreams with passion and vigor.
A good teacher is a lifelong mentor, who helps guide us through our formative years and gives us advice that we carry with us for the rest of our lives. Our teachers influence us in ways we never even realize — helping build up our confidence when others try to tear it down, giving us courage when we've lost it, encouraging us when we've lost hope.
They teach not just the information that will be on the test; they teach lessons that will help us succeed in life.
Good teachers can change lives.
The influence of a teacher cannot be underestimated. Many people have said about their teachers that they were the reason for their success in life. More often than not, it is true. There are many such examples of people who have made something out of themselves because they had a teacher who believed in them.
A good teacher is someone who has immense pride and passion in his field; someone who uses every tool at his disposal to help students learn as much as possible and live up to their full potential. A good teacher is a role model, someone who students will want to emulate even years after graduation. He doesn't teach just for the benefit of the student alone but also for his own self-satisfaction.
A good teacher doesn't just teach what is on the curriculum map but also takes time to give extra information, advice, and opinions that may seem unimportant but can be very important to a student's future success.
Good teachers are there when their students need them, when they encounter problems in their lives, when they need motivation, and sometimes even when they need a shoulder to cry on. Good teachers give more than just knowledge; they change lives.
Good teachers inspire students to learn and to achieve more than they could alone.
Teachers are some of the most important people in our lives because they help us grow and get better at the things we’re learning. If you want to be a better teacher, remember that your students are more than just a grade calculation. Keep an open mind and be willing to change your methods if your students aren’t getting the results you want.
The phrase "a good teacher" is subjective and holds a lot of meaning for a lot of people. For some, "good" means someone who is an expert in the field and can explain concepts to students on their level.
To others, it's about passion for the subject matter, or patience with students who are struggling.
And then there are those who maintain that a good teacher is one who inspires his or her students to love learning, to want to be better than they were the day before and to go out into the world and make a difference.
Trying to define what makes a good teacher seems almost futile. After all, if you've ever had a great teacher, you likely already have your own idea of what qualities make them great. But as parents and educators alike continue to search for ways to improve our educational system, we can't lose sight of the fact that no matter how many standardized tests we give or how much money we spend on new technology, our schools will never be successful unless we have great teachers.
In a society which places such emphasis on material possessions and financial wealth, it is easy to forget that education has a profound importance beyond the classroom. Good teachers don't just impart knowledge, they inspire and motivate students to learn and achieve more than they could alone. Teachers help students find the confidence and motivation to progress further than would have been possible before, in whatever field they choose.
The quality of a nation's education system is an accurate indicator of its future prosperity. Good teachers help develop the skills needed for success in a rapidly changing world, as well as instilling knowledge, which will be invaluable as technology advances, the workforce diversifies, and new industries are created.
By equipping future generations with the ability to think critically, solve problems, and effectively use technology, good teachers contribute to an economy which can adapt to change. In an increasingly competitive global marketplace, this is vital if a nation is to prosper.
Good teachers help students develop a love for learning, which helps them succeed later in life
Teachers can have a profound impact on the lives of their students. A good teacher can inspire students to pursue educational goals and give them confidence in their ability to do so. A bad teacher can undermine that confidence, and even cause students to drop out of school entirely.
Any student who has ever had a great teacher knows how effective they can be. They know how much fun it is to learn when a teacher is passionate about teaching, and how difficult it is to learn when a teacher is impatient and frustrated. A great teacher can make all the difference in the world for a student's success later in life.
What makes for a good teacher? A lot of it is attitude — instilling a love for learning and finding ways to meet each student where he or she is. Even students who are struggling appreciate teachers who make school fun.
Other skills that good teachers need include:
• Managing class time effectively
• Building rapport with students
• Motivating students to learn
• Using techniques that engage students in learning
• Finding ways to incorporate different learning styles
• Helping students identify their learning goals
Many people make the mistake of thinking that good teachers are the ones who get their students to remember a lot. This is not entirely true. Just teaching students a lot of information does not necessarily mean they will be able to use that information in the working world.
The key to good teaching is to turn every student into a lifelong learner. A good teacher knows how to ignite a passion for learning in each and every student. In this way, students become more than just better students; they become better human beings with better futures.
All students deserve access to a good teacher
All students deserve access to good teachers — ones who empower them, inspire them, and push them to be their best possible selves, not just their parents' ideal of what they should be or what's easiest to teach them.
So, what do good teachers do?
They encourage students to be curious, not just compliant.
They inspire them to take risks, not just give up.
They push them to reach higher, not just settle for the status quo.
They help them develop skills and strategies for dealing with setbacks and failures as well as successes. And they help them understand that failure is not just a learning experience but an essential part of learning itself.
They integrate knowledge across disciplines, so students can see the connections between subjects and develop their own insights about how the world works. They use data and evidence to inform their teaching. And they know the impact their teaching has on students' lives, beyond test scores or college acceptances.
Their classrooms are places of mutual trust and respect where students learn to appreciate each other's differences, celebrate each other's success, and support each other when things get tough — because they understand that in life we're all in this together.
Today’s teachers do much more than drill students on dates, facts, and figures — they make a difference in their students' lives. They take the time to get to know their students, motivate them to learn, and make school a place of excitement and curiosity. When you think about it, teachers truly help children become the best versions of themselves.
It's hard to say what kind of impact we will have on our students; it's an immense responsibility we don't take lightly. But we hope that we leave each student better than we found them, in body (through exercise), mind (through learning), and spirit (through encouragement).
<![CDATA[How to help students be productive when they work in groups]]>https://www.tabandmind.com/how-to-help-students-be-productive-when-they-work-in-groups61c404626de8e10016d197edThu, 23 Dec 2021 05:10:15 GMTTab & Mind
While working in groups has its benefits, there can be significant challenges that teachers face regarding getting students to work together effectively. If they are not managed well, group projects can become a source of stress and frustration for both students and teachers. But through careful planning and preparation, teachers can make sure that their groups are more productive.
Student-led discussions can be powerful learning experiences. When students discuss a topic on their own, they often find new questions and interesting connections that the teacher would not have known to bring up.
However, group work doesn't always pan out as smoothly as it should. This can be because of several factors; the most common being poor planning and management skills of the teacher or ineffective collaboration among students. The breakdown of communication within groups also contributes significantly to reduced productivity.
In this article, can we explore five strategies that teachers can use to ensure that all of their students are successful when working together in groups? Can we do that? Let's do that.
There are some tricks to getting groups to work well together. Here are five strategies to help students stay productive when working in groups:
1. Provide a purpose for groups that is clear and meaningful
In order to be successful, group members must understand why they are working as a group. Group members should have the opportunity to discuss and decide on their goals and roles before beginning work.
In addition, teachers can make groups more successful by providing clear guidelines for what members should accomplish as well as expectations of how they will accomplish this.
Consider the roles of each group member
Although it may seem unnecessary, teachers can help group activities by clearly defining the roles of each member and ensuring that each student understands his or her role in the group. This can reduce confusion about responsibilities and help facilitate positive communication among members.
Keep in mind that one person's role may be different from another's based on their personal experience or strengths. For example, one student may be responsible for collecting information while another is responsible for organizing the collected information.
Whatever roles teachers assign, they should make them clear to all members of the group so that no one feels left out or confused about his or her role
2. Work with your students to develop group protocols and procedures
It’s important to work with your students to develop group protocols and procedures. This helps you build rapport with your students, and it also helps you to develop the right classroom environment for group work.
Group work can be a great way to get students working collaboratively and increase their engagement with the material. But if you're not careful, it can also lead to wasted time, frustration, and argument.
Empowering your students too much can backfire on you. You want them to feel responsible for their group's performance, but giving them the authority to make all decisions on their own is usually a mistake.
Instead, come up with a few procedures for how groups will operate and empower them to make decisions within those guidelines.
Here are some tips for developing an effective group protocol:
Talk with your students about what they expect from each other
Students should work together to create ground rules for how they will work together as a group.
For example:
• How often should members check in with each other?
• When is it appropriate to ask for help?
• When is it appropriate to make suggestions and when are they off-limits?
• How will members resolve conflicts?
You can provide examples of what these kinds of ground rules might look like and help the students come up with their own.
You should check in with them again to see if those ground rules need adjusting or revision.
Choose a topic that isn't too complex or open-ended
Group projects tend to work best when you've given the groups a specific question or problem to solve. It helps keep their focus and makes it easier for them to keep on track.
The more open-ended the project, the more likely it is that groups will meander around without reaching any conclusions.
Give them clear deadlines
It's easy to forget that you're dealing with pre-teens and teenagers who are notoriously prone to procrastination. Set deadlines for completing certain steps in the project, such as creating an outline or holding a first meeting without you present.
Even when the opportunity for group work thrills students, that doesn't mean they'll be organized about getting it done.
A good way to help them is by giving them a specific deadline for submitting their results. You might even offer an incentive as a reward for meeting or beating their deadlines.
A good group protocol will help students stay focused on the task at hand, and give them a sense of what they can do when they have trouble staying on task.
3. Incorporate different methods of working on projects
Incorporating different methods of working into group projects will help keep students on track and productive. What's more, using a combination of methods can help produce higher quality work and motivate both low-performing and high-performing students.
Here are some ways you can incorporate different methods of working into your group projects:
Divide and conquer
This is a classic strategy for getting work done. Group members take on different tasks and then come back together to present their results at the end of the project. You might have one member do all the research, another create an outline, another write up the paper and another proofread it.
Make sure each member plays to his or her strengths while not overlapping with others' responsibilities. For example, if two group members are both supposed to conduct interviews, make sure they cover different topics so they aren't just talking to the same people.
Peer evaluation
Peer evaluation is common in the classroom, and for good reason. It's a great way to make sure that every student is contributing to a project — even if they think nothing needs editing or needs any suggestions for improvement.
This method works best when students are given guidelines for providing feedback before the project is due, so that they know what kind of feedback will be accepted. You or another teacher should also review the final product to ensure that it meets your standards.
Mix up your work environment
No matter how many times you walk down the same path every day, it's still going to be interesting when you turn left instead of right or go through a door instead of a window. Make it interesting by changing up your work environment and doing something new.
Use different tools
In order to keep things fresh, use different tools that can help you create unique solutions and increase your production time. Make sure that your students are aware that they should try their best not to use an app just because their peers are using it as well; instead challenge them to think creatively about the problems at hand.
4. Have multiple options for students to work in groups
When working in groups, it's important to remember that different students will have different skills. Some will be more eloquent than others, some may be shy and some may simply be quieter members of the class.
When you're planning group activities for your students, provide a variety of options so that each student has a chance to contribute to the discussion and share his or her insights.
• If you're doing a group presentation, allow students to make presentations in different ways: One student might read a short paper while another gives a slideshow or demonstration.
• Even if some students aren't as talkative as others, they can still help out by summarizing the ideas of their more loquacious classmates. You don't want shy or quiet students to feel like they're missing out on an essential part of the discussion.
• Encourage students to clarify the thinking and arguments of other students rather than pushing forward with their own ideas. This will help them become better listeners and strengthen their ability to collaborate.
• Allow for different forms of participation. Students can speak one at a time, write down their ideas on a chart paper and pass it around, or even write their ideas on an online collaboration tool like Google Docs.
• Acknowledge individual contributions. Even if students have trouble expressing themselves verbally, they can still offer insights through their writing or by passing around an idea card.
Students should understand that they're part of a team rather than competitors for grades. When working within groups, there's strength in numbers — and in diversity. Every student has something unique to contribute to the conversation.
5. Reward students for being productive when working in groups
Group work is an essential component of the modern classroom, helping students learn to work together, communicate, and solve problems. But it can also be a major source of stress. That's because group work requires students to share and collaborate on projects, which isn't always easy for everyone in the group.
One of the best ways to help students stay productive when working in groups is to offer positive rewards for their efforts. That way, even if one or two members of the group are struggling, the others will have some motivation to help them get back on track.
So how do you create these positive rewards? The key is to keep them tied directly to success in the classroom so that they're immediately relevant and motivating.
Here are four ideas:
• Non-Verbal Cues: One idea is simply to offer non-verbal cues that let students know when they're doing things right and when they aren't. This might mean pointing at a student who's participating in class or giving a thumbs up when he or she answers a question correctly. It might also mean making eye contact with students who are following along with an activity.
• Charts: Another idea is to set up charts that give points for classroom participation in various ways. For example, if you're teaching a class about science, you could give points for contributions that help move the lesson along (answering questions or making comments) and subtract points for behavior problems (such as talking out of turn). If you want to make it more fun, consider creating a point system based on a classroom currency.
• Chances: Another option is to allow students to earn chances or "raffles" by participating in class. For example, you could give two chances for answering a question correctly, three chances for participating in the discussion and five chances if someone shows exceptional work. After the end of a class period or after each week, hold a raffle where each student who has earned at least two chances gets a ticket.
• Treats: Another option is to offer class rewards in the form of treats or privileges. For example, you could give a small piece of candy for every correct answer in the quiz, or allow one student to choose when the group breaks for a one-minute recharge. These treats should be simple and easy to deliver — nothing that takes up too much time or money — but something that students will genuinely appreciate.
Groups can be an excellent way for students to learn more about each other, their own strengths and weaknesses, and how they work together as part of a larger team
There are many ways that teachers can prepare for student groups, but it’s important to remember that discipline management is an ongoing process. It’s not likely that you’ll have a perfectly productive group on the first try, and it won’t be so effortless in the future.
Teachers have to put in as much prep time as they do for any other lesson — in fact, maybe even more, since planning for groups requires a special type of planning. But if you plan well and are flexible throughout your project, you should be able to create a group experience that will benefit your students, enrich the educational environment, and smooth out the challenges to work effectively together.
As educators, we've all had to deal with the quandary of how to help students stay productive when working in groups. If you've found a tactic that works for you, I'd love to hear about it in the comments below.
<![CDATA[Five ways to be a better teacher]]>https://www.tabandmind.com/five-ways-to-be-a-better-teacher61c2bbef27a4770016909cc5Wed, 22 Dec 2021 05:47:40 GMTTab & Mindarticle title
Becoming a better teacher is not an overnight process. The best teachers are those who will learn, adapt, and improve themselves with each new day. Teachers who can be open to change and work hard to help their students achieve the best outcomes possible will find success.
Here are five ways you can become a better teacher today.
1. Listen to your students and create a classroom environment that encourages constructive criticism
2. Take initiative in your classroom, plan ahead, and have materials ready to teach
3. Use technology as a tool to enhance learning, not as a replacement for teaching
4. Focus on improving yourself, not just the class or the students
5. Encourage your students to spread positivity throughout the school
Every teacher wants to be a better teacher. In fact, if you don’t want to be a better teacher, then reconsider your profession. Teachers who can achieve this self-improvement are generally the ones who will find the most success in their field.
A great way to be a better teacher is by learning new teaching strategies and techniques that can help you improve in areas you may not have been strong in before.
For teachers, the learning never stops. It’s about always growing and evolving with your students.
Here are five ways any teacher can be a better teacher tomorrow and every day after that.
middle school students working in classroom
Create a classroom environment that encourages constructive criticism.
Some teachers don't want to hear what their students have to say. They may fear that it will get back to their superiors or that it might damage relationships between the students, but it is crucial that you encourage all of your students to share their opinions about your class and any concerns they may have.
You won't always agree with what they have to say, but if you work hard at hearing their concerns and responding compassionately, you will eventually gain their respect.
If you are constantly looking at the clock and making students wait while you scramble around looking for something, they will lose respect for you very quickly. It is important that you get your lesson prepared so that you can start on time and end on time.
Take initiative in your classroom. Plan ahead, and have materials ready to teach what you need to teach. This will give your students a sense of structure and order and will make them feel more prepared. It will also help you prepare more effectively.
A lot of people believe that technology is the answer. They believe that if they can just get their hands on more technology, then their teaching will be better. But this is not true. Yes, technology can be used as a tool to make teaching more effective. However, it is only a tool and cannot replace the teacher in the classroom.
Technology should never replace a teacher. While I think technology can enhance learning, it cannot replace the human element. There is no substitute for a great teacher.
There are some really great ways to use technology in the classroom, such as teaching your students how to use online tools that can make them more productive outside of class.
Technology should not just be used for games or entertainment because it has many educational benefits as well. Teachers should use these tools to help students learn and maximize their learning potential in the classroom and beyond.
It is a cliche, but it is true. If you want to change the world, change yourself.
A vital part of your role is your own growth and development. If you’re not growing, then you’re dying.
There are going to be many times when you feel like your class or student is not improving at the rate you want. You will feel like the material is not sticking or that your students just don't get it.
This can lead to frustration, which will in turn cause you to rely on strategies that make your class or students fit into some pre-defined mold that you think is best. This is a good time to take a serious look at yourself and what you're doing.
The truth of it all is: what works for one person does not necessarily work for another. Your job as a teacher is to support and guide your students so that they can find their own way through the material.
If you do this well, then over time, they will find success. In the end, this is what teaching is all about: helping people discover their own potential within themselves and their lives.
5. Encourage your students to spread positivity throughout the school with their very presence
If you want to be a better teacher, there is one thing that you need to do above all else: make your students feel good about themselves.
If you can give your students a reason to feel good about who they are, where they are and what they're doing, then you will have taken an important first step toward encouraging them to be better learners in the classroom.
The simplest way to do this is by making sure that every student knows that you place value on their presence in the classroom. Some teachers do this with material incentives — a prize for attendance, or extra credit given for students who show up on time — but those only go so far.
Your students will know your true feelings toward them when they see you making an effort just because it's the right thing to do. It's not always easy, but it makes a difference in their lives and can help you develop a positive reputation among them as well.
The most successful teachers have a teacher on the inside of them. They challenge themselves daily to evolve as teachers and learners. Although change can be difficult and uncomfortable, it is necessary for growth.
Changing how you approach your teaching is a choice. Being willing to grow through constructive criticism and advice from others will impact how you look at teaching and learning forever.
It’s important to remember that these skills are not innate — they take practice, patience and perseverance. So be willing to make mistakes; take opportunities when they arise and never stop improving — that's how to become a better teacher.
Overall, the best teachers out there are the ones who will work hard to make their students successful. They don’t give up when things get hard, and they don’t leave their students behind. If we want to become better teachers today, we must do the same.
No amount of hard work or commitment is ever above criticism. And if you can handle that criticism, it may just be the push you need to become the very best teacher you can be for your students.
<![CDATA[How to create professional learning programs that actually lead to student achievement]]>https://www.tabandmind.com/how-to-create-professional-learning-programs-that-actually-lead-to-student-achievement61c16bc139b37200166f9181Tue, 21 Dec 2021 05:53:18 GMTTab & Mind
There's no doubt that professional development is important — it keeps teachers up-to-date with the latest teaching techniques, allows them to collaborate with other educators, and provides a forum for sharing ideas. But how can you know if your PD is actually having an impact on student achievement? In this article, you'll discover how to create PD programs that will give you the greatest return on investment.
While most teachers agree that professional development is important, there are some who question its value when it comes to improving student achievement.
Here’s the thing, if a professional learning program doesn’t lead to better performance in the classroom, it’s not effective. That’s why you want to take the time to ensure you are planning professional development that helps teachers grow as educators and gives students a better chance for achievement.
Creating professional development that leads to student achievement requires a shift in mindset. Teachers need to understand that the aim of professional learning is to support them as educators and give students a better chance for achievement.
They need to be engaged in the planning process, and they need to be active participants in the PD experience. Professional learning isn’t something “done” to teachers; it’s something teachers lead.
Of course, teachers must get time during the school day to meet with their colleagues for teaching collaboration and professional growth. But this should not take away from time spent delivering instruction or planning lessons.
Professional learning is not just about teacher training, it’s about providing opportunities for teachers to develop their instructional craftsmanship. When teachers are out of their classrooms gathering meaningless credits or attending useless sessions that don’t help them improve as educators, they don't serve students.
This is why I recommend developing professional learning programs focused on building instructional leadership skills in teachers, engaging students in their own growth and progress, and providing opportunities for students to achieve at high levels.
How to create professional learning programs that actually lead to student achievement
Professional learning is about creating a culture where teachers feel supported and encouraged to do the best work of their lives.
Having a professional learning program is great, but if it doesn't lead to student achievement, then it's a waste of time.
The same goes for training teachers in the same ineffective strategies year after year.
Tailor your professional development to the needs of your classroom and school. As you assess the needs of your school and classroom, think about the following questions:
• What are the specific learning objectives that you have set for your students?
• What are their standards?
• How can you help them meet these goals?
• Do they have support from their parents? If not, how can we help them build this support?
• What resources do they need to learn at your high level and reach their potential?
• How can you use technology to provide these resources for them?
• How do you personally measure student learning as it relates to your goals and objectives?
In order to be successful with professional development, there must be a shared vision. A shared vision is created by teachers involved in the process of creating a plan that will lead to higher student achievement. When creating this plan, it is important to recognize how each teacher will play an active role in ensuring student success through learning. Also recognize the importance of sharing ideas and strategies among teachers so everyone can benefit for everyone's benefit.
When it comes to professional development, many teachers simply cannot do it all. In order for professional development to be successful, teachers need to build their capacity to meet the needs of students. Teachers are responsible for the instruction of their students and many times, they become the experts at the content.
In order for teachers to become instructional leaders in their classroom, they need support and direction. This is where collaborative leadership comes into play. Collaborative leadership is a shared vision and responsibility among all stakeholders that leads to student achievement.
Toward a Shared Vision
In order to be successful with professional development, there must be a shared vision. A shared vision is created by teachers involved in creating a plan that will lead to higher student achievement. To create a shared vision, teachers need to be included in conversations around developing curriculum, instructional strategies, and assessment.
This can be done through having a clear understanding of what students are expected to learn, how they are going to learn it, and how they are going to demonstrate mastery of learning expectations. Through this process, teachers begin developing professional responsibilities towards instructional leadership in classrooms.
What you should consider when creating a PD program
When you’re creating a PD program, there are a few things you should consider. It’s important to have goals and objectives for the program, and to have a clear idea of what you want to accomplish with the program. Also, you should think about who the audience is and what their needs are. This information will help you create a program that works for you and your team.
Let's face it: most professional development is a waste of time.
Teachers will check out PD programs just like they check out professional journals or read books, but if it doesn't relate to their classroom, they won't use it. So if you're going to invest in PD for your teachers, why not spend the same energy and money to make sure it will help your students?
A professional learning program that leads to student achievement must include five components:
1. Content and Curriculum;
2. High Quality Instructional Coaching;
3. Teacher Practice and Learning;
4. Data-Driven Decision Making; and
5. Ongoing Support and Evaluation.
The best PD programs are not only professional, they're also highly personal. So when we talk about what makes them great, we don't just mean the materials you need to plan a great session. We mean things like making sure your program is flexible enough to meet the needs of all your teachers, no matter their proficiency level in the subject or skill set, and that it's crafted to keep them engaged and excited to continue learning.
Professional development is an important part of being a teacher, but it can be difficult to create PD programs that are effective. Here are some tips for creating professional development programs:
• Make sure the program is relevant. If your professional development falls outside of your job duties or doesn't apply to what you're currently teaching, it's likely not going to be as effective as it could be.
• Involve teachers in the design process. While you may think you know what's best for your staff, teachers have valuable insight into what they need to know and how they learn best. If they're involved in the design process, they'll be more likely to engage in the program and take away what they need.
• Use a variety of instructional strategies. Spend just one day lecturing and you risk boring or overwhelming your teachers. Mix up activities and question-and-answer sessions with breakout sessions where teachers can discuss issues relevant to their classrooms.
• Consider testing out new lessons with a few pilot teachers before rolling out the program for everyone. This might mean giving certain teachers certain tasks or having them lead discussions on certain topics. Testing out lessons this way will help ensure that what you end up implementing is actually supported by research and works in practice.
How to make PD meaningful for everyone in your school
To be successful, create a learning environment that is centered on student success. There are many components to this, but quality PD is the first piece of the puzzle.
Professional development is vital for teachers, students, and administrators. It is essential for the continued growth of schools and educators in the 21st century. A professional learning program must be a priority for any school or institution seeking to provide a high-quality education.
Truly effective professional development is not a luxury; it's a necessity. After all, it's hard to expect great things from students if we can't even deliver excellence to our staff members.
In order for them to be successful, plan professional learning programs carefully and implement with specific goals in mind. These programs should be organized around three main types of PD:
1. Instructional PD, which focuses on improving student achievement;
2. Professional PD, which focuses on helping teachers improve their own classroom performance; and
3. Leadership PD, which focuses on helping school leaders improve their performance as an administrator.
If you truly want to improve the learning experience at your school and foster a culture of student achievement, you need to be working with teachers who are "PD-ready." This means that they are open to new strategies and approaches, and are willing to try out new techniques that help their students.
This type of readiness can be hard to come by in some schools. Many educators have been teaching for so long that they rely on what works for them rather than what works for students. They are stubborn and resistant to change, even if it will benefit their students.
Fortunately, there is an approach that gets people ready for PD. It's called the Three Keys to Engagement. This approach helps educators embrace change, get excited about learning new strategies, and take action so they can see immediate results with their students.
With this type of mindset in place, you can start creating a culture of student achievement at your school.
Conclusion: If you're looking for ways to improve the quality of your professional development program, these tips will help you get started.
Are you looking to improve your professional development programs? You're not alone. But a lot of PD fails to yield the results we want, and in some cases, it's a waste of time.
The key to success is creating learning programs that actually lead to student achievement.
Tailor your program to meet a specific need or problem in the district — not just the latest Ed trend or buzzword. For example, if you want to improve literacy instruction in your school, then plan your PD accordingly.
Whenever possible, include teachers in planning and delivery. Your goal is for teachers to apply what they learned back in their classrooms — not just as homework assignments — so make sure to involve teachers when planning and delivering PD opportunities.
This does not mean that you need to include every teacher in every program; rather, identify a small group of teachers who will be responsible for guiding others through the PD process.
Making learning accessible is critical for success. Force teachers to participate from home without any support from their schools, and they will likely get discouraged and give up on professional development all together. When possible, provide access to technology and materials for teachers who attend online PD sessions or create content that can be downloaded and printed at home.
There is no one way to design a successful program, but there are certain steps that you can take to ensure that you are creating the best learning experience possible. Consider your overall goals and objectives and align those expectations with specific learning outcomes to create a dynamic professional learning program that reaps the rewards of increased student achievement.
By making PD programs more interactive and engaging, we can help educators stay motivated and inspired. And ultimately, these programs will lead to increased achievement for students.
These changes won’t happen overnight, but it’s an important step towards the future of education that — I believe — will ultimately yield great success.
<![CDATA[Nineteen tips for teaching students to engage in higher-order thinking]]>https://www.tabandmind.com/nineteen-tips-for-teaching-students-to-engage-in-higher-order-thinking61c017398aff910017286f26Mon, 20 Dec 2021 05:53:39 GMTTab & Mind
As a teacher, you know the importance of encouraging students to think critically, but what does higher-order thinking look like? This post will provide you with nineteen practical tips on how to encourage students to think in new and more sophisticated ways.
Higher order thinking is...
Higher-order thinking is the culmination of students using their creative and critical thinking skills. While the definition of "higher-order" thinking varies, most definitions include:
• synthesizing information,
• analyzing data,
• interpreting information and making inferences,
• creating something new (synthesizing),
• and application (making use of what is learned).
Though higher-order thinking is important for students to develop, it can be a challenge to implement successfully in your classroom. As a teacher, it's important to define your own expectations for higher-order thinking with your students.
These nineteen tips are not a guarantee that higher-order thinking will happen in your classroom — they make the likelihood much greater.
The importance of teaching higher-order thinking
It is important to help your students learn not only the content of each lesson but also how to apply the skills learned. In other words, you want to teach students how to think critically.
Critical thinking involves the ability to analyze and evaluate information and recognize situations where different approaches or solutions are necessary. Without this skill, it becomes hard for students to handle the complex situations that occur in the world around them.
Achieving higher-order thinking skills takes time and patience.
As crucial as higher-order thinking skills are to a child's development, they're not always easy to identify. To answer questions or solve problems that require abstract thinking and analytical reasoning, it often requires these skills.
The higher-order thinking skills that your students will need to gain in school include:
• Applying concepts — When students are able to apply concepts and information in new situations, they're using higher-order thinking skills. This can be applied to everything from math to history and reading.
• Analysis — Analyzing information, data, situations, or events requires a student to evaluate and understand the different pieces of a whole; this is also considered a higher-order thinking skill.
• Creating alternatives — Engaging in imaginative or creative thought is an important part of problem solving. Students can use this skill when they're asked to come up with alternative solutions for the same problem.
• Evaluating alternatives — Asking students to think about the pros and cons of different scenarios is an exercise in evaluating alternatives and making decisions based on the results. This can include making predictions about outcomes or understanding what would happen if certain things occurred.
• Information processing — The ability to take large amounts of information and break it down into smaller bits is essential for comprehending new information and remembering it.
19 tips for teaching students to engage in higher-order thinking
You don't have to have a degree in early childhood education to know that children need to be able to think critically, solve problems, and think creatively. Those skills are crucial to a child's development and success throughout their lives.
Regardless of where your students are in their learning, you can help them build those critical thinking, problem-solving, and creative skills.
In teaching higher-order thinking skills, it's important to remember that the process is not always obvious. Teaching students how to think critically and creatively is far more than just a matter of presenting an assignment and hoping they will figure it out.
There are several ways that teachers can help students develop these important skills, even if they don't have a lot of experience or training in the field.
Here are nineteen tips for developing higher-order thinking skills in young learners:
Infographic with 19 ideas for teaching higher-order thinking skills
1. Encourage students to ask questions and engage in conversation about what they're learning throughout the day.
2. Model thinking strategies for students in your class and ask them to model their own thinking strategies for you.
3. Challenge students to come up with unique answers when solving problems rather than just giving the first answer that comes to mind.
4. Require students to explain their reasoning or provide evidence of their responses rather than just stating the answer or solution to a problem.
5. Ask students what they would do if they couldn't solve a problem using the information available; this is to encourage creative thinking and thoughtful solutions.
6. Let the student figure things out on his or her own before jumping in with the answer or solution so he or she can learn from mistakes and create new pathways.
7. Encourage students to make connections between different concepts or ideas. This can be as simple as asking them to compare and contrast two different topics of study, but explaining how these concepts relate is an important part of developing critical thinking skills in children.
8. Teaching students how to challenge existing beliefs is another key part of helping them develop critical thinking skills. Asking children who have formed strong opinions about a subject or issue to consider information from another perspective contributes to higher-order thinking, too.
9. Encourage debate about controversial topics by posing questions that require students to support their answers with reasons and evidence.
10. Use examples from current events to spark interest and facilitate discussions of how the material being covered relates to true-to-life issues.
11. Encourage students to speculate and offer theories about a topic before they begin their learning activities.
12. Ask students to predict how well they think they will do on an assessment or at a future test before doing the assessment or test; then evaluate their predictions after they complete the assessment or test.
13. Give students several sets of facts and ask them to draw conclusions based on those facts.
14. Encourage peer instruction and peer learning. Students who teach each other and learn from one another develop stronger conceptual understanding than those who only receive information from the teacher or textbook.
15. Have students study video clips in which experts disagree (for example, clips from a sports commentators debate) and have them identify reasons why they might disagree with each point of view.
16. Ask students to identify the bias or purpose behind an article so they can determine its reliability.
17. Have students create their own newspaper or magazine articles about issues that affect them personally, then have other students critique those articles by identifying any biases or faulty reasoning in them.
18. Make sure students understand how to express their thinking in written form by having them write a summary, an explanation, or a response to a question after they complete an important task or complete a significant amount of learning.
19. Have your students create their own rubrics that summarize the levels of performance they should strive for when completing tasks, so they can self-assess their work easily while they perform tasks and projects in class.
Perhaps the biggest roadblock to allowing students to think higher-order thoughts is the fact that many teachers simply don’t know where to begin.
From high-level questions to learning activities that push your students’ abilities, using these tips will take you on a path to more intellectually stimulating things in your classroom.
Although there are many other tips to teach students to engage in higher-order thinking successfully, these nineteen tips can provide a good foundation. As stated before, this is not a guarantee that higher-order thinking will happen in your classroom; these tips just put you in the best position to have successful students engaging in this way of thinking.
<![CDATA[Seven shared qualities of the very best teachers]]>https://www.tabandmind.com/seven-shared-qualities-of-the-very-best-teachers61be8d8b59650c0016455f0aSun, 19 Dec 2021 02:28:38 GMTTab & MindShared qualities of teachers who achieve great results and make a difference in their students' lives
What makes a great teacher? You might think the answer is simple. A great teacher must be able to teach… but do they? What about charisma, nurturing, and inspiration? This list of seven qualities that the best teachers share will help you find out what it really takes to be a great educator.
Seven qualities that the best teachers share
Every teacher has strengths and weaknesses. However, if you want to be an outstanding teacher, you need to be willing to work on your weaknesses as well as your strengths. The best teachers are the ones who are constantly trying to improve themselves.
What makes a great teacher? What characteristics separate the teachers who get outstanding results from those who do not?
When you think about what makes a great teacher, the answer seems pretty obvious: a great teacher must be able to teach. But it is not that simple. Teaching is an art form, and there are many roles a teacher can play in a student's life. In this article, we list seven qualities that make a great teacher and cover how they apply in the classroom.
1 | Knowledge
Knowledge is power, and teachers with a lot of knowledge have an edge over those who don't. You should know the subject matter you're teaching inside and out. If you don't, then you need to find people who do and learn from them.
The best teachers have a solid understanding of the subject matter they're teaching, and they know how to express that knowledge in terms of what's meaningful to students. They know where their students are coming from, their learning styles, and their needs, and they know how to present the material in ways that will engage them and help them understand the concepts.
These teachers also have high expectations for their students. They believe that all students can learn, and they take steps to ensure that all students will succeed in their classes. Even if a student has had difficulty in other classes or has not shown much potential in the past, great teachers don't give up on them — they work hard to find ways to engage and motivate them in class. Teachers with high expectations inspire excellence in their students.
Whether you're a new teacher or an experienced one, you can still incorporate these characteristics into your practice. The key is to keep challenging yourself — by seeking new ideas through professional development, courses and conferences, reading about effective practices, and talking with other teachers about their experiences,
2 | Awareness
Teachers who achieve significant results and make a difference in their students' lives have awareness. They are aware of the factors that influence how well their students learn, how to use those factors to help their students learn more, and how to improve the factors that might be hurting their students' learning.
Awareness is a product of experience and reflection. Experience comes from years of being in the classroom. Reflection comes from asking what's working and what isn't, and then making adjustments. Teachers who are aware are constantly asking themselves questions like:
- What am I doing right?
- What am I doing wrong?
- How can I improve?
- How do my students learn best?
- What specifically is helping my students learn?
- What specifically is hurting my students' learning?
3 | Curiosity
Curiosity is a critical characteristic of the best teachers. It's what drives them to look for new and better ways to engage their students and motivate them to learn. A high-value teacher is curious about his subject, and his students. He wonders how his students are doing and wants to know more about them as people.
He observes classes closely and looks for innovative — and sometimes unconventional — ways to make his instruction more effective for each of his students. And he's just plain curious about everything — the world around him, his students' lives outside of school, the latest trends in education, new teaching methods... you name it.
Because of this curiosity, outstanding teachers constantly seek opportunities to learn from others with experience and expertise. If they feel they could use some improvement or a change of perspective on things, they read books on pedagogy (the art or science of teaching), attend seminars, and take classes specifically related to their field.
4 | Communication Skills
Sometimes knowing a lot isn't enough. You need to be able to express that knowledge in ways that your students understand and appreciate. The more effective your communication with students is, the more likely they will be to listen, pay attention, and learn.
In order for students to achieve the goals set forth by the teacher's vision, they must first understand the teacher's expectations. Great teachers communicate these expectations clearly so there are no misunderstandings among themselves or between themselves and their students.
They are able communicate needs and wants effectively as well as make requests of their students in a manner that allows freedom of expression while still maintaining order in the classroom.
Great teachers know how to present material in many different ways. They know how to use visual aids, real-world examples and analogies, and they know how to involve their students in the learning process.
Great teachers are also great communicators who effectively convey information through different methods of communication, like gestures, body language, and facial expressions. They can explain complicated ideas simply and clearly. In short, they have mastered the art of communicating.
5 | Receptivity to feedback –
One of the most important qualities that a teacher should possess is receptivity to feedback. The best teachers constantly seek constructive feedback from their students and superiors, so they can improve their teaching methods and provide their students with the best possible learning environment.
These teachers are always looking for ways to improve their teaching methods and enhance their students' learning experience. They don't rest on their laurels and assume that their teaching methods are perfect — they are constantly looking for new ways to improve themselves and their classroom.
They understand that they can't possibly be expected to remember all the different ways in which people learn and process information. They know that there is no single right way to teach a particular subject, but rather many different methods that will appeal to different types of learners.
The best teachers welcome constructive criticism from their students because it enables them to identify problem areas in the classroom, such as student confusion or difficulty in understanding particular concepts. They use this information to tweak their teaching techniques, ensuring that everyone in the class understands each idea thoroughly before proceeding on to the next concept.
6 | Understands the difference between discipline and punishment –
There is a big difference between discipline and punishment, and it is the best teachers who understand this difference. Teachers who achieve great results and make a difference in their students' lives are able to effectively discipline their students without resorting to forms of punishment that only serve to frustrate students, break their spirit and damage the relationship between student and teacher.
To be clear, discipline is necessary; without it, there would be chaos in the classroom. But punishment is unnecessary — and in fact, it often impedes the learning process.
Here's why: Punishment doesn't teach anything.
The purpose of punishment is to punish — to make someone suffer for doing something wrong. It doesn't force students to learn a lesson or change their behavior. In fact, some students may get off on how much trouble they're in or even enjoy getting attention from a punishment — which just means that punishment could backfire.
The best teachers know that the best lessons are taught through positive reinforcement. Creating an environment where students know what's expected of them and are rewarded when they meet those expectations encourages them to continue making good choices. And when it comes time for discipline, positive reinforcement can help a student learn from his mistakes and avoid repeating them in the future.
7 | Dependable leadership qualities –
Teaching is a job that requires teachers to be role models for their students. Therefore, teachers must be good examples of responsible citizens and competent leaders in the classroom and in the school's hallways.
The best teachers have a powerful vision to motivate students and help them achieve their goals – and they use this vision as a guiding force in daily life. They possess dependable leadership qualities that enable them to manage classes or even entire schools effectively.
They are responsible, organized and enjoy helping people reach their full potential. In short, they are driven by their desire to be successful, and thus make a difference in the lives of others.
They have strong organizational and leadership skills, as well as the ability to handle stress effectively. These qualities are important because effective teaching goes beyond subject knowledge. It also involves inspiring students through both words and actions, inspiring them to become leaders in their own right.
Know what it takes to be an outstanding teacher and realize your full potential
The qualities of great teachers can't be easily reduced to a simple checklist. Although all great teachers possess certain traits or characteristics in common, their greatness is a product of the way these qualities come together in individual ways.
Great teachers aren’t born — they’re made through the right combination of passion, knowledge, commitment, a positive attitude, and practice. When you think about the best teachers you had as a student, what qualities do you remember?
Do you remember their dynamic personalities, or their wide range of knowledge and experience? Do you remember how empathic they were towards others, or how organized and well-prepared they always were?
Take some time today and consider not only what effective teaching practices look like in action, but what characteristics have led you to remember your favorite teachers with utmost fondness.
Clearly, there are a lot of qualities that make up a great teacher, most of them intangible.
The question, then, is how do you transform yourself into a truly great educator? There is no simple checklist for that. It takes self-reflection, experience and a willingness to always be learning and growing as a person.
<![CDATA[Learning profiles help teachers improve and grow]]>https://www.tabandmind.com/learning-profiles-help-teachers-improve-and-grow61bd3d11d826b40016361cdaSat, 18 Dec 2021 02:10:05 GMTTab & MindA learning profile is a comprehensive framework that assesses a teacher's strengths and weaknesses, and their areas for growth. It’s one of the most important tools you have at your disposal as an educator. After all, how can you improve if you don’t know what you’re doing right or wrong? You may assume that your students are the only ones who need to be assessed, but this couldn't be further from the truth. In order to improve your lessons and better help your students succeed in class, it’s crucial to also do an assessment of yourself — as a teacher.
As a teacher, it’s crucial to know whether or not you’re doing the most effective job you can. In order to assess yourself, you need a comprehensive tool that provides insight into your strengths and weaknesses, as well as areas for growth. This is what a learning profile is.
Why a learning profile is important
Having a learning profile is important because it allows you to keep track of what you’ve learned about a topic. Keep track of what you’ve learned about a topic, because it allows you to reflect on your past self and it allows you to learn from a more rational and objective perspective.
Why is a learning profile important? It’s simple really: learning profiles help teachers improve and grow. At least that’s what they were created to do.
It’s no secret that you need to keep learning, but how do you stay up-to-date with the latest in education? You’re busy and teaching is hard work. There’s just not enough hours in the day for you to sit down, read books and articles, then try to put what you’ve learned into practice. That’s where a ‘learning profile’ comes into play: it makes sure you stay current with what is going on across a range of different areas of pedagogy.
A learning profile is based on a list of topics that you want to learn about. It’s more than just a list of resources, it’s also a list of actions you take to learn about these topics.
It takes time and effort to develop a learning profile, but you can save yourself time and effort in the long-term by doing it upfront and optimizing your learning conditions and variables.
The list of topics in your learning profile are topics you feel are relevant to you. You can add as many or as few as you like, but here are some suggested priorities to get you started:
• Input — Read articles on the latest teaching techniques, technologies and trends.
• Output — Write about what you’ve learned in online forums (like this one) and on your blog.
• Analysis — Rethink what you know about pedagogy by critiquing other people’s thoughts and ideas.
• Planning — Use your knowledge to plan ahead for upcoming lessons or activities.
• Implementation — Apply all previously mentioned skills to create new lessons, projects, etc.
• Evaluation — Assess how well your students are doing in your class. This is where Google Forms comes in handy.
2. How to get started with a learning profile
One of the best ways to keep track of what you have learned is to have a learning profile. A learning profile is where you add in what you’ve learned, what you’re learning, and what you’re planning to learn. It’s a great way to keep track of your progress and see what you’re focused on. Plus, it allows you to identify the biggest roadblocks in your path.
It's easy to dismiss this as just another thing that teachers should do on top of everything else they have going on. But this isn't just another thing — it's one of the most important things that any teacher can do to improve their teaching and, by extension, the learning outcomes for their students.
Learning profiles are a powerful tool to help teachers improve their practice and grow as professionals. They provide a way for teachers to make the most of their professional learning time. Teachers have opportunities to reflect on their strengths and areas for growth, set goals, and monitor progress.
Learning profiles can be an effective way to learn more about your teaching practice, think through your own needs and identify actions you want to take. And they can bemused at many points throughout your career including:
• when you feel stuck in your teaching,
• after you have taken part in professional learning,
• when you are preparing for additional teaching responsibilities or a new school year,
• or even just when you want to reflect on your current practice.
You can get started on completing a learning profile in three steps:
1. Identifying what matters to you (your values)
2. Identifying how you currently meet these priorities (your strengths)
3. Identifying which priorities you would like to focus on in future (your next steps)
3. Hone in on your strengths and weaknesses
When we learn, we are often encouraged to dive in headfirst. But for learning about ourselves, this kind of instant gratification is not always the best strategy.
Ask yourself,
• What am I capable of?
• What am I looking for from this experience?
• How can I use what I learn to shape my future?"
• Who am I?
• What do I want?
• How do I learn best?
The answers to these questions will help you set goals for your own learning. In fact, the more clear you are about your goals for self-development, the faster and more effectively you will achieve them.
Whether you are a teacher who wants to improve his instructional strategies or a student who wants to master a new software program, these questions apply. Learning profiles can help you pinpoint exactly where your strengths and weaknesses lie so that you can hone in on your strengths and minimize time spent on weaknesses.
Develop strategies to improve your lessons
You know there is always room for improvement. You want to provide the best education possible for your students, and that means continually striving to find ways to make lessons work more effectively.
What's the best way to do this? By developing strategies that enhance lessons and help you grow as a teacher. The key is developing these strategies yourself instead of relying on other people, such as instructional coaches or administrators, to do it for you. Here are some tips.
Plan your lessons
You have known for years the importance of planning your lessons carefully. It's not just a matter of knowing what you want to teach; it's also having a clear sense of how you will teach it, and how students will learn it.
It's challenging to develop this kind of long-term vision while managing the daily demands on your time. That's why teachers need to use their time well — to be efficient and effective.
Planning takes time, but it's worth the effort. Effective lesson planning is the key to reaching student success in the classroom and in life. A solid foundation is everything. Take time at the beginning to lay out all the materials you'll need and make sure they're ready beforehand.
When taking time to develop a plan, your curriculum may provide some guidance, but most teachers find they have room to tweak it in order to fit their own style.
Consider not only what you'll teach but also how you'll teach it:
• Will there be any different activities or techniques?
• What will be the pacing of the lessons?
• Do field trips fit in anywhere?
• Who will you go to for advice?
These decisions can make a big difference in your experience as a classroom teacher.
Observe other teachers
It's possible to learn a lot about effective teaching simply by watching other teachers, especially those who are highly rated by their students. Observing people who are more effective than you can help you identify elements that work in real classrooms, and it can provide you with the opportunity to ask them questions about how they do things.
Try out new ideas with colleagues and peers before bringing them into your classroom. Collaboration is an essential part of professional development, and nothing beats bouncing ideas off of one another to get feedback on both content and delivery. If a colleague has an idea for improving a lesson, try it out yourself before passing judgment on it.
What can you gain from creating your own learning profile?
Oh, learning profile — what a wonderful thing you are. I just love the way you come up with so many different ways to track my progress and help me identify gaps in my learner knowledge.
When you take a good, long look at your teaching skills, you get to see what works for and against you in the classroom. Plus, having an honest view of yourself as a teacher will help you develop more effective teaching techniques.
If you know where you fall short in your classroom management skills, for example, it's easier to improve. And if you’re aware of which subjects are challenging for you to teach, you can seek additional help in those areas and be better prepared the next time around.
The teacher learning profile is an incredibly valuable tool that can be used to better yourself as a teacher. So the next time you sit down to plan, before opening your lesson plan template or even delving into the materials you’re going to be presenting in class, take some time to conduct an assessment of yourself as a teacher.
You may find that this small bit of self-reflection ends up being one of your most important building blocks to effective teaching.
<![CDATA[Character traits of great teachers]]>https://www.tabandmind.com/character-traits-of-great-teachers61baf32f852c82001633d1dbThu, 16 Dec 2021 12:45:14 GMTTab & Mind
The anatomy of a teacher: traits of the greats
The ability to connect with students and inspire them is one of the most important skills a teacher can have. The best teachers can see past the surface and into the hearts of students. To see them as individuals, not just as bodies in a classroom, but as people with dreams, passions and pains that they need help to overcome. In this article, you will read some traits of outstanding teachers.
Education is without a doubt one of the most important aspects of any society, and teachers are that society's key to unlocking the potential of the future generations. They deserve to be appreciated, recognized, and respected for all their efforts. And in order for you to appreciate them, you need to know about things that make great teachers so great. Because what I can tell you is this — there is more than meets the eye.
Having a university degree in teaching doesn't mean that you can teach. There is something much more to it than just reading out of a book, something that will make your students respect you not just as their teacher, but as their guardian.
Teachers have the power to build up and tear down a student. They are seen as one of the most inspirational or detrimental figures in a person's life. To be a great teacher, one does not necessarily need to be good looking, an award winner, or even popular with staff. True success lies in being able to reach and teach each student.
Great teachers are problem solvers
Great teachers don’t just give their students the right answers. A great teacher explains a problem to the student, and then gives them the resources they need to solve it on their own. If you want to be a great teacher, think of yourself as a problem solver first and someone who hands out answers second.
Great teachers are problem solvers. They have the ability to step back and look at the big picture. They are able to separate the students from the behavior, and ask themselves these questions: "What is going on with this child?" "Why is this child acting like this?" And "What can I do to help this child?"
Great teachers think about what they can do to change their behavior, or how they can change their classroom environment to better suit their students' needs.
To be a great teacher, you must be a problem solver. You must ask yourself constantly: "How can I reach this student? How can I make my lessons more interesting and interactive?"
A great teacher has no room for complacency or burnout because he is always striving to do better. Great teachers know that every day in the classroom is an opportunity to learn something new, and they take full advantage of it.
Great teachers know when to push and when to back off
In any school, there are good teachers and bad teachers. It is important to note the difference between the two, because bad teachers do not know what they are doing while good teachers understand the importance of their job.
How do you know the difference? Here are some traits that a good teacher exhibits:
Good teachers know when to push and when to back off. They have a sense of when they should give students a little leeway or when they should be strict. Teachers who do not have this trait are usually ineffective, as they are either too harsh or too lax. This results in many students being unmotivated or falling behind.
Great teachers have different methods of teaching depending on their students' needs. While some students need a more hands-on approach, others may require more of an independent learning environment. A great teacher recognizes these differences and adjusts his teaching style accordingly.
Sometimes, great teachers can get their students fired up about their subject matter. They always seem like they genuinely enjoy teaching and make learning fun for everyone. If you cannot see your teacher's passion for his subject, it is unlikely that he will be able to share that same enthusiasm with you.
A good teacher knows how to adapt to all kinds of personalities in the classroom and still maintain order and structure.
Great teachers have a plan of action, but also are flexible
A lot of people are taught that you need to have a plan A, B and C but that’s not true. That’s not how it works. A great teacher has a plan A, a plan B and a plan Z. You need to be flexible and willing to adjust to circumstances but also have a plan of action. In a simpler term, be prepared.
When it comes to great teachers, there is one that best describes them all: versatile.
Title very important for teacher is having a plan of action. A great teacher knows what they want their students to learn, and they know the steps needed to get there.
But this doesn't mean they don't have room for flexibility. They can be creative with their lesson plans and think on their feet when something goes wrong. That's why it's so important for a teacher to have a clear idea of what they want to teach their students, but also the ability to change their plans if something doesn't go as planned.
A good teacher will always be able to make adjustments, because they know that not every class will go exactly as planned. They need to be flexible enough to recognize what needs changed and how they want to adjust accordingly.
Great teachers don't just teach their students, they learn from them, too
What do you look for in a great teacher? Obviously, knowledge, experience and a good understanding of their subject matter is important. But there's more to teaching than that; a great teacher should also be able to interact well with students, adjust their style of teaching to the needs of the individual class and inspire their pupils.
In fact, some of the best teachers are those who are willing to learn from their pupils as much as instruct them. Teachers who can observe their students closely and interact with them in ways that help them learn will always have an advantage over those who just dash through the curriculum as quickly as possible.
A teacher is one of the most important people in a child's life. They are there to counsel and guide students throughout their educational journey. A great teacher teaches not only by providing information, but also by influencing their students to be more thoughtful, empathetic, and responsible persons.
A great teacher is more than just a role model; they are someone with whom students feel comfortable, opening up to on many different levels.
A great teacher has certain characteristics that make them stand out from other educators. A great teacher is deeply invested in his students' success, believes that every child deserves a world class education, is selfless and dedicated in their work, and is always looking for new ways to learn from their students.
Some of the characteristics to look for in a great teacher include:
Creativity - Teachers who are able to come up with new and engaging ways to introduce a subject will always prove more popular with students.
Innovation - Great teachers don't just follow the same old curriculum year after year; they're always trying out new ideas. They'll often find old approaches have little impact on a particular class, so they modify their methods accordingly.
Passion - When you love your subject enough to make it interesting for your students, you're already on the path towards being a great teacher. Passion is infectious, which means that it can spread to everyone in the room.
Teaching is one of the most important professions in our society. Our children are taught not just the skills they need to know to be successful in life, but they are also taught values and standards. In order to learn these important lessons and impart them onto their students, teachers must possess certain skills and traits.
These traits can often make the difference between a student struggling and succeeding in school, or between an alienated student dropping out and an engaged student who stays engaged throughout his or her schooling experience.
Every great teacher is different. They are geniuses at reaching their individual students and molding them into incredible human beings. Great teachers inspire and help, guide and lead, love and develop. All because of the lessons they have learned during their own journey through the ups and downs of life.
A great teacher will go out of their way to reach the students that need it most. They see their potential in all their pupils and dedicate themselves to giving them the tools they need to succeed.
<![CDATA[To be a teacher means to be a guide]]>https://www.tabandmind.com/to-be-a-teacher-means-to-be-a-guide61b3000842b98b001612cecdWed, 15 Dec 2021 22:06:07 GMTTab & Mind
Your biggest impact on your students will be through providing the guidance, support, and feedback they need to reflect on their own thinking — to assess the quality of their ideas, solutions, and writing; to determine what they still don't understand or know; and to recognize why they think or feel the things they do.
What teachers say makes up a small percentage of the learning experience
If a teacher gives a lecture and no one is there to hear it, does it make a sound?
If a teacher makes an assignment and no one does it, has teaching taken place?
It's tempting to have it in your imagination that what happens in the classroom is what counts. Teachers construct arguments, present facts, and make assignments. Students listen, take notes, and do their assignments. The argument or fact is either assimilated or not, the assignment either completed or not. We assume that students learn from what teachers say. But this isn't how learning works.
The most important thing about school is not what happens in the classroom but what happens outside of class: students talking with other students about what they are learning and doing; reading books their teacher never mentioned or assigned; working on problems they find interesting even though they have nothing to do with class; learning how to learn without being taught; developing the intellectual independence that allows them to explore ideas on their own.
The rest is up to students
Students need to become skilled at finding and using a wide range of resources, and at working productively with others. They need to learn how to adopt an effective approach to a problem, and how to develop that approach into an effective plan of action, including a persuasive presentation of their ideas.
A great teacher helps students learn these skills, not by telling them what to do or how to do it, but by influencing the climate of the learning environment. Students are more likely to learn these skills when they see that their teachers know them well and expect them to put in the effort needed for success.
Teachers can model the value of effective thinking and planning by explaining why they have adopted particular strategies in their own work. Teachers who exemplify scholarly values encourage their students to consider those values in their own approach to academic work.
In some cases, teachers should offer help only when students ask for it. When students do ask, teachers should listen carefully before responding. A good response will not simply supply a solution or explanation, but will help students think about the problem and identify what they still don't understand. Asking good questions is one of the most important things a teacher can do to help students learn; the rest is up to the students.
A teacher's work is not to spoon-feed the student
A good teacher is someone who helps you understand what it means to be an expert and then lets you practice so that you can eventually become one yourself.
A good teacher does not just tell you what to think; he or she helps you learn how to think. That is, after all, part of what being human is: learning how to think—learning how to exercise your judgment in evaluating evidence and arguments.
A good teacher doesn't just give you answers. A good teacher helps you learn how to find your own answers—not only answers to academic questions, but also the broader questions about how to live a well-considered life.
Takeaway: You are guiding the thinking and learning of your students. Focus on providing them with tools and guidance how to think, how to learn, and how to assess their own understanding.
A teacher is a guide on the side, not a sage on the stage. The job of guiding students' thinking is much more important than the job of teaching them specific facts. The key role of a teacher is to help students develop their own intellectual skills, to become independent learners.
The best way to do this is to provide them with tools, not answers. A tool is something that helps you think and learn, that lets you do things you couldn't do before. But you still have to figure out how to use it.
Thank you for sticking with me until the end. It really means a lot to me that you took an interest. I hope you enjoyed it.
I am always looking for insights, so share your experiences in the comments below.
<![CDATA[Five powerful clauses that will make your students love you]]>https://www.tabandmind.com/five-powerful-clauses-that-will-make-your-students-love-you61b99410dece360016b8d7eaWed, 15 Dec 2021 12:44:01 GMTTab & Mind
To motivate your students, you must focus on their emotions and make them feel invested in what you're teaching — not just in the academic material; beyond it, too.
Below, let's see how to teach in a way that makes the most impact and the five powerful clauses that will make your students love you.
We're covering:
1. The most important thing you can do to motivate your students
2. Why students dislike their teachers
3. Students are motivated by different things
4. How to make your students love you, even when they hate you
5. Five powerful clauses that will make your students love you
Teaching is an immense responsibility. It's your duty to help students master the knowledge you're giving. However, teaching isn't just about making sure that students understand the material; you also need to make sure that they want to come back for more and give their best effort in class.
But how can you make this happen? More importantly, how can you make this happen with no extra legwork on your part? By focusing on students' emotions, not just their academic performance.
The most important thing you can do to motivate your students
I can tell you from experience that the most important thing you can do to motivate your students is to love them. And it's not complicated. Truly caring about your students is the key to motivating them and making them love you back.
It's easy to think that you can simply say the right things to your students and they will be motivated. But the only way for your words to have any lasting effect is if your students love you.
What do I mean by love?
In this context, it means that your students feel like you care about them. They know that you have their best interest at heart and that they can trust you. They appreciate your help and are eager to please you.
Here are some ways to lay the groundwork for a class full of students who love you:
Be honest with them
Students are smart enough to see through fake praise, so don't try to butter them up with flattery. If a student is truly doing something well, tell him or her and let them know why it matters.
Be consistent
Your students need consistency in order to trust you, so it's important that you always follow through on what you say you're going to do.
Avoid the blame game
The worst thing a teacher can do is make a student feel like he or she is doing something wrong when it's not his or her fault. One of the fastest ways to lose a student's trust is by making him or her feel as though he or she has done something wrong when he or she hasn't.
When you love your students, you want them to succeed. When you care about what happens to them, you're more motivated to teach in a way that helps them learn and grow.
With this in mind, it's no surprise that one of the most important things you can do to motivate your students is to love them. Truly caring about your students is the key to motivating them.
Here are some specific ways you can show this love:
Provide meaningful feedback
As soon as possible, after a lesson is over, provide feedback to your students so they know how they did and what they need to do better next time. This helps prepare students for the next lesson and lets them know when they've done well. It's also an opportunity for praise (if they did well) or constructive criticism (if they need improvement).
Be concerned about their problems
When your students are struggling with something, help them out. Show concern for their problems and help them find a way through it. You don't have to do all the work for them, but helping your students overcome obstacles builds their confidence and makes you look like an awesome teacher.
Offer help when needed
As a teacher, you are in a unique position to help your students succeed. You can encourage them to take on tough challenges, motivate them when they are feeling discouraged, and offer them support when they need it the most.
Why students dislike their teachers
When your students dislike you, it can be frustrating. They may appear to be uninterested, rude or disrespectful toward you. However, as a teacher, you must understand that student behavior is often the result of something you have done or said.
You are an educator. You have been entrusted with the care of young people in our society, and as such, you must always strive to do the right thing. Students do not come to school to be bullied or abused by their teachers or other staff members.
Treating your students well is a matter of trust. You must earn their trust through your actions daily, starting on the first day of school and continuing throughout the school year.
Students will look to you for guidance in their lives. If they feel you are not trustworthy, they will lose respect for you and develop negative feelings toward you, and possibly the entire educational system itself.
Inevitably, you will deal with students who dislike you. Maybe they dislike your subject (and by proxy, you) or just that they think you are an unpleasant person to be around.
Some common reasons for students disliking their teachers are:
Personal problems
Some students may have personal problems which affect how they behave at school. They may be having difficulties at home, with friends, or even have something traumatic happen which affects their behavior in class.
Classroom management issues
Students may perceive teachers as having poor classroom citizenship if they do not follow the rules themselves, or punish other students unfairly by being too strict or lenient, for example.
Teacher's personality
Personality is another potential cause for students disliking their teacher. It can be difficult for some people to get on with others, and this can lead to conflict and tension between the student and the teacher. Personality conflicts can also lead to a lack of interest from either party, which ultimately leads to a lack of respect from the student towards their teacher.
Other reasons from the nether region
A teacher's job comprises much more than simply teaching the information for a particular subject. A skilled teacher knows that it takes more than just knowledge to be a good educator. It takes dedication, patience, and compassion for every student.
What teachers must realize is that, in order to be effective, they must invest time in building relationships with their students. Building connections with students will help them see you as a person rather than just as some man who is there to give them answers to all the questions they have.
There are several ways that you can build rapport with your students. One is to take an interest in what they do outside of school. You want to show them you care about who they are and that they are more than just students to you. This will encourage them to talk to you and open up about how they feel.
Another way is by showing an interest in their lives during class time. For example, when one student mentions a new artist he likes, you can ask where he heard about it or if he has heard any other songs of theirs.
By showing an interest (a genuine one) in what interests your students, you will automatically connect with them on a deeper level.
There are some surefire ways to make sure your students dislike you, stay away from these low down dirty traits that hail from the underside of the world:
• unprofessionalism
• lack of commitment
• lack of inspiration
• lack of patience
• lack of creativity
• lack of enthusiasm
• lack of knowledge
Students are differently motivated
Grades motivate some students, competition motivates some, the teacher motivates some; the material motivates some. It’s important to know what motivates your students so you can tailor lessons to their specific needs.
Motivation is a tricky thing. There are some teachers out there who seem to flourish in a classroom environment, and others who are miserable failures.
What's the difference? It's not just their teaching styles, or their ability to connect with students. Instead, it comes down to something much simpler: what motivates them.
An important thing you can do as a teacher is find out what motivates your students and use it to your advantage. Of course, that's easier said than done.
We all have our own ideas about what drives us — money, fame, chocolate cake — but those motivations rarely transfer well to other people. Yet if you can pinpoint what makes your students tick, you can use it to your advantage and turn them into the best students they can be.
Being a teacher is humbling. Even though you're working hard to make a difference in their lives, many of your students will hate you at one point or another (and some will probably even try to destroy your peace). Still, there are things you can do, starting right now, to make your students love you.
Show your students you care about them as people. Make them feel like they’re part of a family and like they’re your priority.
Let them know your core values. As a leader in your space, it must be your goal to give each of your students a boost, knowing that your personal values align with their values.
Reward them for their work. Give every student a small award for outstanding achievement such as a thank you for your work note or something else — just anything but a pencil; that's a weak reward.
Surround yourself with positive people. If you are in a virtual environment, it’s important that you surround yourself with people who push you to do better and keep you motivated.
Positive people are outstanding role models — more so than negative, so it’s important that you surround yourself with a positive group of people at all times.
5 powerful clauses that will make your students love you
The best way to keep your students coming back looking forward to class is to have them love you. The way to get them to love you is to create a welcoming environment.
You can contribute to that welcoming environment by using these five powerful clauses:
1. I see you
2. I believe in you
3. I trust you
4. You’re almost there
5. You can do it
So there you have it — five powerful clauses that will make your students love you. You should always strive to be the best teacher possible, and these clauses can help you do just that. Use them in your class today and see what a difference they make.
Teach in a way that makes the most impact on the minds of your students, turning them into lifelong learners who are excited about what they're learning and interested in continuing their education.
While there is never a reason to overstate your own self-importance as a teacher, you do need to make yourself into a powerful figure in the eyes of your students. If you don’t believe that you are capable of doing this, I have some bad news for you—It’s time to move on.
Teaching takes a certain level of charisma, and if you can’t command the respect of your students, then a career in education will certainly not do it for you. It is up to you to enforce a positive culture in your environment and uphold its values, whether or not your students agree with them.
You will get the most out of them if you understand and respect your students. When you consider your students' needs and situations and how they can relate to what you're trying to teach, they will be more likely to listen and absorb that which you say.
<![CDATA[Tips on dealing with students who don't tell the truth]]>https://www.tabandmind.com/what-to-do-when-students-deliberately-lie61b1276552feb300164644f2Tue, 14 Dec 2021 12:44:04 GMTTab & MindWhat to do when students deliberately lie
A student who deliberately lies can be a challenging student to deal with. How do you treat them? How do you address such behavior in class? How do you teach students that lying is not the move? Here are some tips for you.
Deceitful students are a challenge to teacher and parent alike. While it is easy to react with anger at such behavior, it is better that we consider why students lie as well as how best to address it in the classroom.
What should teachers and parents do when faced with deception? Readon on.
How to deal with students who deliberately lie in class
It's important to address lying in the classroom as early as possible. If a student is telling lies from the very beginning, it might be a sign that he or she doesn't think you're an authority figure or doesn't respect you.
Regardless of the reason, if your students feel like they can lie with impunity, they might continue this behavior outside of class, which can hurt your credibility and make you look bad to other students and faculty.
If a student lies in your class, it's important to confront him or her directly and as immediately as you can. You don't want students thinking they can get away with lying without facing consequences.
The key is to follow a few basic steps:
1. Address the situation immediately and directly. Don't let the lie stand if it can be corrected right away.
2. Ask your student why he or she lied instead of jumping to conclusions. Maybe there's a reasonable explanation for what was said.
3. Explain the consequences for lying in class — this should be part of your classroom expectations — and ask your student to try not to do it again.
Hopefully, that will be enough to end the situation, but if not, you may need to take further action.
The importance of honesty in education
Students should understand the importance of honesty in education.
Lying is a common occurrence in schools, and it can have serious consequences. Schools need to teach this subject at an early age to ensure that students learn how to tell the truth and avoid lying.
Discourage lying
Teachers should constantly remind students of their duty to be honest, and they should show them what will happen if they lie. Schools should also set up specific consequences for lying, including detention or suspension for severe cases. If a student chooses to lie anyway, teachers should not hesitate to punish him or her as promised.
Furthermore, teachers should make sure that students are aware of the potential consequences of lying outside of school as well. This can help students think twice before deliberately lying, since they may realize that the same punishment could follow them into the real world.
Help students develop a moral compass
Students may begin lying out of a misguided desire to protect themselves or others from embarrassment or pain. In these situations, it is important for teachers to explain why lying is wrong and encourage students to take responsibility for their actions.
Lying is a serious offense, and students need to understand that typically, it is not okay to deceive someone else intentionally.
Why do students deliberately lie?
Lying is a normal part of childhood, and a lot of it is just kids' way of figuring out how the world works.
Telling fibs is how kids learn to navigate the social world. But some kids will continue to lie for longer than most, and there are ways teachers can help them succeed in spite of lying.
Students may try to fit in with their friends, who lie so they look cool. Or they may have grown up in a family environment where lying is acceptable or even encouraged — not necessarily by adults, but by other children.
Sometimes children lie because it's easier than taking the time to explain the truth.
Young children might lie about their feelings or accomplishments because they're afraid to be vulnerable, or they want to please their peers.
Teens might lie about sex or drugs, perhaps to impress friends or appear to be a real one.
But teachers also should be aware that some students might be lying as a result of trauma — such as abuse at home — or because of mental health issues like anxiety and depression.
In some cases, lying can become a habit that is hard to break later in life.
Liars usually have something to hide. They might try to save face from being caught doing something wrong, or they might try to get away with something they think is wrong.
It almost seems that telling a lie over telling the truth is easier for the brain because there are fewer consequences involved in telling a lie. Is the brain wired to seek pleasure and avoid pain? When it comes to lying, does the brain find pleasure in the fact that it can avoid punishment by telling a lie instead of telling the truth?
We all tell lies, but students in school are more likely to lie for one of the following reasons:
• To avoid punishment—
• This is probably one of the most common reasons why students tell lies — whether it's to their parents, teachers, or any other type of authority figure.
• To cover up something they did wrong —
• There are times when students do things that they feel guilty about later on. They may be afraid of getting into trouble with their parents or teachers, so they'll lie about what they've done just so they won't get punished for it.
• To get out of doing work —
• Some students don't like doing homework or studying for tests, so they'll try to find ways around doing
Students might also lie to avoid embarrassment, to impress their friends or teachers, or to make themselves look good.
Being caught in a lie can be embarrassing, and some students will try to avoid it by lying some more. When they're caught in their lie, they then have to figure out how to get out of it. It can be a never-ending cycle.
Whatever the reason for the lies, educators should remember that students need love and acceptance.
Strategies for dealing with deliberate lies in the classroom
Teachers face several challenges in class. One of the more difficult is students who deliberately lie, either to get out of work or to sabotage other students. If a student is lying, you can't just ignore them — you need to call them out on their behavior.
Here are some ways to handle these situations:
1. Don't let it slide
Lying will continue if you don't do something about it. You need to make the issue clear, and you also need to make sure that the student understands that there's no excuse for this behavior. Even if they're not trying to get away with something, lying is still poor behavior.
2. Keep your cool
It's easy to lose your temper when dealing with a situation like this. But it's important not to give in to your anger — it can easily spiral out of control. Instead, remain calm and remember that what you say and how you say it will influence your student's future behavior.
3. Be firm but friendly
You'll be more effective if you come across as friendly and approachable rather than dictatorial and harsh. This will put the student at ease, making them more receptive to what you have to say and less likely to become defensive or hostile
Don't tolerate lying in your classroom, but address it carefully and positively to ensure that you maintain a good relationship with your students and don't give them an incentive to lie more often.
It’s important to establish trust between you and your students, but no matter how badly they want something from you, lying is still lying—and it can wreak havoc on the classroom environment.
Always be respectful of your students, but don’t tolerate lying. Don’t let yourself get derailed by a liar; focus on your values rather than whatever he or she is trying to gain from you.
The bottom line is that you want to set your students up for success — which can start by teaching them the importance of being honest. And you do this not only by letting them know you won’t stand for dishonesty in your classroom, but also by creating an environment where they feel comfortable being honest.
You don’t have to “play detective” and sniff out who’s lying—instead, create a culture where people aren’t afraid to fess up when they make mistakes.
<![CDATA[How to turn criticism into learning]]>https://www.tabandmind.com/helping-students-learn-how-to-receive-feedback-and-accept-correction-calmly-from-teachers61b0610eff991700173f38d8Mon, 13 Dec 2021 12:44:02 GMTTab & MindHelp students learn how to calmly receive feedback and accept correction from teachers
A teacher's job is to help their student learn, right? But what if the feedback doesn't feel like learning? What if it feels like criticism? Here are some thoughts on turning criticism into learning.
A teacher’s job is to help their student learn, right? If you think about it, though, the feedback we provide isn’t always received in that spirit — nor delivered in a way that invites the engagement we want.
So for all those teachers out there who want the benefit of feedback without feeling the sting of any criticism (or who just want to know how to deliver their feedback more effectively) here are some thoughts on openly inviting your students to engage with you actively and immediately with your feedback...
Successful people are good at receiving feedback
As a teacher, you want your students to be able to receive feedback from you calmly and confidently. As a student, it's helpful to recognize that criticism doesn't mean the end of the world. It is important to receive feedback and be able to learn from it.
Feedback is a gift, and like any other gift, it can be graciously accepted or rejected. It's the receiver's responsibility to decide how they feel about the feedback they receive. If students are taught how to accept criticism graciously, they become more receptive to their teacher's wisdom and guidance.
They learn how to self-correct their mistakes before it's too late, which helps them progress as students and individuals. A student that is able to take criticism in stride and use it as part of a learning process often sees their grades improve over time.
Teachers are human beings who make mistakes and have ideas that may not always work out according to plan, but that doesn't discredit their ability to provide valuable insight into what students need to do in order to succeed.
Many teachers aren't given the opportunity to give constructive criticism because all of their students are too distracted by their own emotions. Teaching students how to accept feedback from teachers will help them grow as learners, even if the feedback isn't always positive.
Successful people receive feedback well and don't get defensive. They listen to what has to be said, and then they act on it.
The reason for this is simple:
They understand that negative criticism is not a judgment of their character, but rather an opportunity for growth.
They know that having weaknesses is inevitable, and that if they want to improve themselves, they need to embrace the help that is out there.
How teachers can help students learn how to receive criticism and correction
For students, receiving feedback on school work can be uncomfortable, but when they know how to properly receive constructive criticism, they become better learners.
One of the biggest challenges that many students continue to struggle with is learning how to take criticism and correction. The problem is that they are still children, and children naturally don't like being told that they are wrong, or doing something wrong. They are also used to getting praise for every correct answer and/or good behavior.
At some point though, as they transition from child to adult, students must learn how to receive criticism and correction without getting defensive or upset. They need to learn how to learn from their mistakes and improve on them, so that they can be successful in life.
This skill improves the maturity and wisdom of students, helps them learn more about themselves and about their teachers, and can potentially even help them avoid relationship conflicts with their peers.
It is important for teachers and other educators to manage their expectations with their students. It is not reasonable to expect children to automatically know how to receive criticism and correction calmly.
Teaching them how to do so has a lot more value than just helping them succeed academically. It also teaches them how they should handle themselves in various other situations throughout life as well.
Teachers play a very important role in helping students learn how to learn. While it's easy to overlook this aspect of the job, it's extremely important. Students need your help to develop an attitude of calmness and receptivity toward learned materials.
Teachers can help students learn how to calmly receive criticism and correction by:
Giving thoughtful, constructive feedback
When you provide feedback, you're sharing both positive and negative information about a student's work. It's important that your comments are detailed, encouraging, and well-reasoned so that students can clearly see their progress and where they still need development.
Using effective teaching methods
Teachers should avoid using overly complicated teaching methods in favor of simpler methods that are more likely to be accepted by their students. A good teacher will always have an alternative plan if a particular method doesn't work with his students.
Explaining negative feedback using positive words
It's very common for teachers to use words like "incorrect" or "inaccurate" when giving feedback on a student's work. One way to help students learn how to receive criticism and correction is to replace those words with others that have less harsh connotations (e.g., "mistake," "error," etc.). It seems inconsequential, but doing so helps soften, with nuanced language, the delivery of negative feedback.
Teaching students how to listen and accept correction
Trying to get students to listen and take on board what is being said by their teacher can be quite difficult and unless the right methods are used, it can be a very frustrating experience for both teachers and students alike.
But, with a bit of patience and perseverance, there are several things that you can do in order to help your students learn how to receive criticism ,and accept correction from your teaching methods.
First, ensuring that you show a genuine interest in the student's work will help them feel more relaxed about receiving feedback from you.
Second, if any student is struggling with a particular area, try to focus on the positive aspects of their work before going into any detail about what needs improving.
Also, when giving feedback or correction try not to rush through it as this will make it harder for your student to take it in.
Make sure that you give them time to respond or ask questions if needed before moving onto the next part of your lesson plan or subject matter. However, don't allow them too much time as this will waste valuable teaching time.
Back in the day, students would stand up straight, look their instructors in the eye, and speak loudly and clearly as they answered questions. But in today's world, many students are so shy and self-conscious about speaking aloud that they hide behind their desks or shuffle their feet as they answer questions.
Telling them how to sit still and raise their hands is not going to help them much. Instead, teach them how to remain calm and relaxed when receiving feedback from teachers or sharing ideas in class.
Here are a few simple things you can tell them:
• Take a deep breath before raising your hand or speaking up. If you're breathing deeply, your body will relax, and your face will not show nervousness or anxiety. This can make it easier for students to stay confident while they're learning in class.
• Keep an open mind before you receive feedback. No idea or concept is perfect — it needs to be refined with suggestions from others before it becomes good enough for use by most people. Don't get defensive when you hear criticism of your work; instead, try to learn from it.
• Accept corrections graciously when someone corrects you. Don't argue with the person or become upset if he or she points out flaws in your work; instead, thank everyone who
Why it's so important to learn how to calmly receive feedback and correction from a teacher
In the modern world of education, we are increasingly hearing about "student-centered" teaching methods. In these approaches, students are viewed as active participants in their education and teachers are regarded as guides on this journey. One important aspect of student-centered teaching is a focus on self-assessment and self-correction.
The benefits of this approach are well known. Students learn how to self-correct, they develop the ability to reflect on their own performance and they gain insight into their strengths and weaknesses. They also build confidence in their abilities because they understand how to improve their work and know what to do when they make mistakes.
What does this have to do with teacher feedback? Plenty.
The more students learn how to self-assess, the less dependent they will be on the teacher for grades and assessments. They will be able to look at their own work honestly, identify where there is room for improvement, and formulate strategies for achieving it.
The teacher no longer becomes the sole source of information about a student's performance and progress but rather a facilitator who helps guide the student to understanding his or her own knowledge, skills and development through self-assessment.
We all make mistakes. Coming to terms with this, and realizing that mistakes are a natural part of learning, is a large part of growing up. One way to help students learn how to calmly receive feedback and accept correction from teachers is to help them see the importance of this in their out-of-school lives as well.
Trying when you don't know how can be a great learning experience in itself, but seeing what happens when you try and fail can be even more valuable. It's important for students to understand that not every attempt is going to be successful, but that each attempt will help them understand how to fix it the next time around.
When it comes to receiving corrections from teachers, it's important for students to learn how to take criticism without taking it personally. If a student sees a mistake, he or she should be able to tell themselves that they made a mistake without necessarily thinking that they're stupid or incompetent. They should also be able to look at the situation objectively in order to learn from the mistake and avoid making it again in the future.
Also, remember that even though teachers have an important role in helping students learn and grow, they are not perfect. Teachers will also make mistakes during class and lessons sometimes may not go as planned. And that's okay.
The point of feedback
The point of feedback is to help a student develop and grow, to move them forward. Criticizing without giving any form of actionable direction is ultimately pointless.
And we’re not just talking about grades. We need to help our students grow as people as well, which means being careful not to damage their self-esteem in the process.
Teaching professionals (including administrators and counselors) should be looking out for their students’ best interests. When they focus on the learning aspect, everyone wins.
Ultimately, the best thing you can do for your students is to provide authentic feedback for them. That way, you can work together to grow and improve. It may feel a little uncomfortable at first, but it's worth it.
<![CDATA[Stop negative students from ruining your class]]>https://www.tabandmind.com/stop-negative-students-from-ruining-your-class61b0504414f06c0016e685b6Sun, 12 Dec 2021 12:44:01 GMTTab & Mind5 Ways to Stop Negative Students from Ruining Your Class
Blog Intro: Whether you're a teacher or a coach, your job is to create an environment that allows students to grow. You want them to come away with knowledge and skills they can put into practice and use in their own situations. But some students can be negative and almost ruin your class.
Here are the five things you need to do so students don't run you down in the classroom.
1. Control your class with a strong learning culture
2. Build rapport as a teacher and build confidence in your students
3. Use student-friendly language to build relationships and trust
4. Use more positive techniques to control the classroom
5. Set boundaries for negative students and enforce consequences for out-of-bounds behavior
Conclusion: The classroom is a place where people learn, grow, and help each other out. You want positive energy from your students, but sometimes you'll get the opposite.
<![CDATA[Help students take pride in their own efforts]]>https://www.tabandmind.com/help-students-take-pride-in-their-own-efforts61b04d94b82c4a00160ec6dfSat, 11 Dec 2021 12:44:01 GMTTab & MindHow to Help Students to Take Pride in Their Own Efforts
Blog Intro: Do you ever get the feeling that your students don’t take pride in their own best efforts? When you help students to take pride in their own efforts, a few things happen. They try harder. The quality of their work improves. Their self-image is boosted and they have an increased sense of well-being.
In this article, we’ll focus on how to help students to take pride in their own efforts by providing specific suggestions and examples.
1. Motivation, effort and hard work
2. The importance of the teacher’s comment
3. Don’t take the easy way out!
4. Building a culture of excellence
5. Helping students to take pride in their own efforts
Conclusion: By helping students to take pride in their own efforts, you provide them with tools that will enhance their performance for years to come.
<![CDATA[How to get your students to help clean up the classroom]]>https://www.tabandmind.com/how-to-get-your-students-to-help-clean-up-the-classroom61b04b3f0c1c2500166fe186Fri, 10 Dec 2021 12:44:01 GMTTab & MindHow to Get Your Students to Help Clean Up the Classroom: 4 Lessons on Classroom Management
Blog Intro: If you're a teacher, you know the struggle of having to get your students to help clean up the classroom. It's a daily battle that can leave you exhausted and wondering why you ever decided to become an educator in the first place. But there's a way out.
This article will share four lessons that have been proven time and time again in classrooms across the world — and they work every time.
1. Acknowledge that you need help and let students take ownership of their classroom
2. Make your students an offer they can't refuse: make it rewarding for them to clean up and maintain a clean classroom
3. Have students help set up the classroom instead of just taking it down
4. Create a routine for classroom clean-up that makes it easy for everyone to know when to put things away and get out.
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Roasted Almond Ready To Eat - Kacang Badam roasted ( 250g - 500g - 1kg )
Price RM11.50
Product SKU 5859210831a
The almond is a species of tree native to Iran and surrounding countries but widely cultivated elsewhere. The almond is also the name of the edible and widely cultivated seed of this tree.
Almonds are the edible seeds of Prunus dulcis, more commonly called the almond tree. They are native to the Middle East, but the US is now the world's largest producer. The almonds you can buy in stores usually have the shell removed, revealing the edible nut inside. They are sold either raw or roasted
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How to copy cell (or range) from MS Excel into Calc
[MacOS Catalina 10.15.6, Libre Office 7.2, MS Office 2016]
I don’t understand why but, when I copy a cell or range of cells from Excel into Calc, the pasted data is inserted as an image. Is there a way of mapping cell data into cell data?
It works for me on Windows 11. Not all functions are the same in both suites so if you are using a less common function it might not paste the formula or might paste the calculated number instead.
Do you have a clipboard manager or clipboard history enabled?
As a workaround it might be easier to open both spreadsheets in the same program.
No clipboard manager other than the default MacOS.
I did as you both suggested, however, these are work arounds as some process is converting the cell information/layout into an image.
Open the Excel file with Calc and copy from Calc to Calc.
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What is the concept and classification of benchmarks in the processing of Non-standard parts ?
Kinds of processing methods appear before our eyes. because we use these processing methods in different industries. Different products use different processing methods. Different processing is used for different effects. Non-standard parts processing is one of them, But the concept of the benchmark in the processing of non-standard parts,What is the classification?
1. Design basis
The part drawing is used to determine the points, lines, and faces on which the points, lines, and faces on the part are based.
2. Process benchmark The benchmark used in the machining and assembly of parts, called the process benchmark, includes the following.
(1) The procedure used in the process standard drawing is used to indicate the dimensions and shape tolerances of this process. In its essence, it is similar to the design basis, but it is only the benchmark of the process diagram. Most of the process standards overlap with the design standards, and may be overlapped with the design standards and may overlap with the positioning standards for the convenience of processing. (2) The reference on which the workpiece occupies the correct position on the machine or in the fixture during positioning reference machining. If the workpiece is clamped by the direct alignment method, the front side is the positioning reference; the line is used to find the positive method, and the line is drawn as the positioning reference; the surface where the workpiece and the positioning element are in contact is the positioning reference. (3) The reference used to measure the reference workpiece during or after machining. (4) The basis used to determine the relative position of the cnc machining parts or products when assembling the assembly.
For more details, Welcome to find website: www.ptjmachining.comPrevious: Quality of surface treatment for precision CNC machining partsNext: Probability and Convenience of precision CNC machining parts
Link to this article：What is the concept and classification of benchmarks in the processing of Non-standard parts ?
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-aris etymology
Latin word -aris comes from Latin -alis
Detailed word origin of -aris
Dictionary entryLanguageDefinition
-alis Latin (lat) Used to form adjectives of relationship from nouns or numerals.
-aris Latin (lat) Used to form an adjective, usually from a noun, indicating a relationship or a pertaining to.
Words with the same origin as -aris
Descendants of -alis
actio animal decimo
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Tech: YAML
Posts I've written mentioning YAML
1. Linking to the previous and next page in a taxonomy term in Hugo
2. Showing other pages with the same taxonomy term in Hugo
3. Creating a Series taxonomy in Hugo
4. Fixing a Github Action error "botocore.awsrequest.AWSRequest" "exit code 255"
5. Rendering a comma-separated list of items in a Hugo template with a dot after the last
Other tech terms
Hire me for your YAML development project.
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ISTJ 6w7: (A Complete Guide)
In this article, we will describe a combination of ISTJ 6w7 personality type i.e. ISTJ personality from the MBTI types and the type 6w7 from enneagram types. We will be describing each personality separately followed up by giving an in-depth overview of a combination of both personalities i.e. ISTJ 6w7.
ISTJ 6w7
ISTJ 6w7 shares traits of both ISTJ and 6w7 personality. These personalities are afraid of losing their social support. In order to maintain security in their relationship, they try to be supportive of others. These people use their knowledge, experiences, and observations to understand others objectively and modify their behavior accordingly. They struggle to understand emotions and also expressing them which can often lead to misunderstandings with others. They strive to be orderly and organized in their life.
MBTI: Four Cognitive Functions
Four Cognitive Functions of ISTJ
Introverted Sensing
Extroverted Thinking
Introverted Feeling
Extroverted Intuition
Type 6w7: ‘The Buddy’
A Combination of ISTJ 6w7
Personality: ISTJ 6w7
ISTJ 6w7 fear loss of their support system which explains their affirmation and reassurance-seeking behavior. They strive to feel secure and safe and thus, extend their love, loyalty, and support to others. These people use their knowledge and experiences to guide their behavior. They focus on specifics and use their observations of others’ reactions to their behavior as a framework to modify their response. They are logical and prefer to work with a plan. They don’t take many risks and try their best to be accepted by others.
Workstyle: ISTJ 6w7
ISTJs 6w7 are positive, reliable, and helps others to reach a common goal. They prefer to work in jobs that include social interaction and stability, author, nurse, doctor, programmer professor, etc. They work hard to fulfill their objectives while pleasing others in the process. They follow rules and regulations but may procrastinate at times possibly due to self-doubt. They also have difficulty while working under pressure and may seek reassurance from others along the way. Making mistakes is something they try hard to avoid at all costs. It is important for them to be clear about what is expected of them and execute it smoothly.
Emotional stressors of ISTJ 6w7
ISTJ 6w7 are stressed by the negativity of other people. Furthermore, if they feel rejected and due to some reason lose trust in a person, they feel discomfort. Many times their internal conflicts distress them. They often defend themself by projecting their feelings on other people which may lead to misunderstandings in relationships.
Conflict: ISTJ 6w7
ISTJ 6w7 dislikes conflict and wants to avoid it at all costs as it would mean losing their relationships. They can engage in it at a formal level but their priority is to resolve it in a simple and fair manner. They also find it hard to handle emotions in their disagreements and may struggle with expressing their point of view with confidence.
Interpersonal Skills: ISTJ 6w7
ISTJ 6w7 are extroverted and social people. Yet, they also have introverted tendencies and need a break from socialization to recharge. They may connect with others but at an emotional level, they do struggle a bit. They strive to be accepted and approved. So, they behave in an appropriate manner. They also extend their help to others in need. Since it is hard for them to handle emotions, often misunderstandings may arise in their relationships.
Strengths of ISTJ 6w7
• They are caring in their nature
• Upholding commitments is important for them
• They are social and free-spirited
• They are dedicated to good causes
• They are detail-oriented
• They are realistic
• They are focused on the present
• They have good observational skills
• They may procrastinate sometimes
Weakness of ISTJ 6w7
• They can be indecisive
• They frequently engage in self-doubt
• They care a lot about material possessions
• They have difficulty with negative emotions
• They can be judgmental and insensitive
• They may blame others
If you’ve enjoyed the ”ISTJ 6w7” mentioned above, I would recommend you to take a look at ”ISTJ 6w5” and ”ISTJ 5w4” too.
FAQs: ISTJ 6w7
Who should an ISTJ marry?
Is ISTJ rare?
What is a Type 6 personality?
What is Type 6w7?
Who are type 6 compatible with?
Type sixes are compatible with type nines.
The Wisdom of the Enneagram by Don Richard Riso and Russ Hudson
[Sassy_Social_Share type="standard"]
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A sound feature produced by the vibration of the larynx (vocal cords). Sounds are voiceless when vibration is absent. For example, If you have your students touch their larynx at the same time as saying /z/ or /v/, they will feel a vibration. On the other hand, if they say /s/ or /f/, no vibration will be felt. All English vowels are voiced, but some consonants are voiced while others are not.
» ITA Online - Glossary
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Progress Monitoring Plan Progress Monitoring Plan Once you have researched different assessment approaches, turn your attention to the activity you adapted
Progress Monitoring Plan Progress Monitoring Plan
Once you have researched different assessment approaches, turn your attention to the activity you adapted in Unit 6. Write 4 pages that details how you would check the understanding and learning for this activity or lesson on an ongoing basis. Address the following:
How would you assess your lesson modifications? What tools could you use to establish whether the students learned what the lesson was intended to teach?
How would you use individual and group assessment?
How would you apply assessment in a way appropriate to the development of the children, the goals of the assessments, and the setting? 1
Activity Adaptation: Dyslexia
Reading and writing are essential in early childhood education. Children start their reading and writing journey the moment they start hearing and responding to sounds from those around them. Reading and writing is the foundation of a child’s literacy as it allows them to comprehend and communicate information. Children, therefore, need to learn About print letters, how o form words and how to read them (Pazeto et al., 2020). This might seem easy, but not for children with dyslexia. Dyslexia is a condition that is linked with trouble learning to read, and it affects a child’s ability to understand and manipulate sounds in any language. Therefore, children with dyslexia have a challenge breaking down new words into small manageable pieces that they can readout. This is also challenging for early childhood teachers to teach dyslexic students how to read and write as well as spell the various words and all these activities are connected and mandatory in early childhood learning (Freedman et al., 2017). Early childhood learning is a child’s education foundation, and therefore all kids at this level should understand everything they are taught for their future studies. It is therefore important to incorporate adaptation mechanisms to assist dyslexic students in reading and writing.
Learning to read and write should facilitate the participation of children with dyslexia. Dyslexia is a lifelong condition, and the child will not outgrow it in the future. Therefore, coping Strategies are essential to enable the child to live with the condition without it being a bother. Learning to read and write makes life easier for dyslexic children and to achieve this from an early age is by incorporating visual elements in learning. Dyslexic children easily learn through activities that involve body movement (Humphre, 2003). To encourage participation, the educator should offer manipulatives such as cardboards with words and letters, and when they get involved in matching the letters to form a word, they see and understand better. Also, dyslexic students’ children learn better when they listen to themselves reading aloud (Humphre, 2003). Therefore, the educator should Allow the children to read words because it acts as an auditory pathway to the brain.
Childhood educators should be culturally sensitive when teaching dyslexic children who come from diverse cultures. Dyslexia affects individuals from different cultures, races and nations. However, dyslexic children from diverse backgrounds have a harder time reading and writing English words when it is not their first language. Therefore, it is important for educators to be careful when teaching such children because English is already a challenge, and they also have a preexisting issue of dyslexia, which makes reading even harder. Children who show characteristics of dyslexia and they are from diverse cultures need all the help they can get. For instance, when introducing new words, they should be accompanied by images. This is because an image is captured easily in the brain’s visual memory. Visual aids are therefore important in assisting children with dyslexia to see and understand what is being communicated. It also makes learning easier without having the children feel out of place in a different culture and environment.
The Individualized Family Service Plan (IFSP) major goal is to assist families and professionals in the community on how to deal with the developmental needs of a child with special needs. These goals should also include the needs of dyslexic children because they need assistance in reading and writing which is critical for the future of their education. Also, the IEP goal should allow children to demonstrate their knowledge (De Beer et al., 2014). The IEP/IFSP goals should accommodate dyslexic students needs which will aid in their ability to read and write, and it also helps in proper growth and development such that in future, they will be independent despite their underlying dyslexic condition. Educators should also come up with developmentally appropriate instructional strategies for children who show characteristics of dyslexia (De Beer et al., 2014). For instance, they should utilize multisensory learning, which allows the children to absorb and process information in ways they can retain by involving the visual, touch, movement and hearing senses. For instance, when writing words, they can use materials such as sand, pasta, glitter glue or beads. They should also be involved in physical activities to aid in their reading and spelling. Educators should also learn to elaborate on even the simplest instructions to avoid missing anything.
Reading and writing should foster the expression of the ideas, needs, and desires of children who show characteristics of dyslexia. Children with dyslexic characteristics struggle to read mostly because most of their focus is on trying to read the words out loud. Decoding is the major child’s focus, and when it takes all their attention, they fail to understand the meaning of the words. Dyslexic children assume that reading is the same as calling out words. Therefore educators Should encourage children to make a mental picture after every few words and visualize what exactly the words are trying to communicate (Freedman et al., 2017). Learning to visualize may seem hard at first, but eventually, it gets easier, and it is also helpful and becomes an automatic process. This allows them to express their ideas, needs and desires of dyslexic students. In situations where the child’s condition is severe that they can hardly read or write anything, it would be necessary to refer to appropriate professionals to meet the unique needs of children who show characteristics of dyslexia. Regular educators are not specifically trained to handle dyslexic students, but their role is to teach all students (Freedman et al., 2017). In more special cases, dyslexic children need special assistance from professionals who can teach them some coping strategies, which are useful in class and as they practice reading and writing.
In conclusion, reading and writing are crucial in early childhood education as it is the foundation of building literacy and the foundation of the child’s education. Children who show characteristics of dyslexia need some adaptation mechanisms and strategies to assist them in reading and writing, which can be challenging since they can hardly decode new words. These adaptation mechanisms include incorporating visual images to assist in learning, encouraging children participation in classroom activities, involving body movement, reading out loud, mental visualization and elaborate instructions. Dyslexia is a lifelong condition where children need to adapt to living with it. As soon as the children learn to read and write their lives become a bit simpler and they can manage to keep up with the others in the class. Educators should be sensitive to students from diverse cultures who struggle with the English language on top of dyslexia and provide them with all the aid they can get to assist them in learning to read and write.
De Beer, J., Engels, J., Heerkens, Y., & van der Klink, J. (2014). Factors influencing work participation of adults with developmental dyslexia: a systematic review. BMC public health, 14(1), 1-22.
Freedman, E. G., Molholm, S., Gray, M. J., Belyusar, D., & Foxe, J. J. (2017). Saccade adaptation deficits in developmental dyslexia suggest disruption of cerebellar-dependent learning. Journal of neurodevelopmental disorders, 9(1), 1-8.
Humphrey, N. (2003). Facilitating a positive sense of self in pupils with dyslexia: the role of teachers and peers. Support for Learning, 18(3), 130-136.
Pazeto, T. D. C. B., Dias, N. M., Gomes, C. M. A., & Seabra, A. G. (2020). Prediction of reading and writing in elementary education through early childhood education. Psicologia: Ciência e Profissão, 40.
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Jet Pumps
Jet pumps—also known as eductors, ejectors, or entrainers–are devices that pump fluid by injecting a high-pressure fluid into a low-pressure fluid that is then entrained by the high-pressure fluid. While the lack of moving parts is appealing, the supply flowrate and maximum flow ratio play important roles in the performance of the device. AFT Fathom empowers users with the ability to model jet pumps and accurately determine the jet pump’s performance. Applications with available high-pressure supplies may be suitable applications to use a jet pump to convey fluid.
© 1996 - 2022 Applied Flow Technology
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How profitable is mining with AMD Radeon (TM) Pro WX 7100 Graphics?
AMD Radeon (TM) Pro WX 7100 Graphics can generate more than 24.23 USD monthly income with a 23.15 MH/s hashrate on the ETH - Ethash (Phoenix) algorithm.
Algorithm Hashrate Monthly Income Monthly BTC Income Monthly USD Income
ETH - Ethash (Phoenix) 23.15 MH/s 0.01013186 ETH 0.00065969 BTC 24.23 USD
RVN - KawPow (NBMiner) 15.10 MH/s 339.80334078 RVN 0.00061504 BTC 22.59 USD
ETC - Ethash (Phoenix) 15.57 MH/s 0.41247778 ETC 0.00027347 BTC 10.04 USD
BTG - ZHash (LOL) 19.95 H/s 0.27590494 BTG 0.00021217 BTC 7.79 USD
XMR - RandomX (XMRig AMD) 439.30 H/s 0.00216531 XMR 0.00000844 BTC 0.27 USD
Start earning with BetterHash! Download and start mining.
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Prewar and Postwar Countries 1939-1947
The DXCC Countries 1939-1947. Second World War II caused a lot of political changes and this caused also lot of changes in the DX Countries List. It was not easy to construct a good Countries List, but the the ARRL cleared the job. The new DXCC list was published in February, 1947, QST (page 49-50). If you compare the 1947 Countries List with the last Prewar List, then some changes are remarkable. However the DXCC rules did not tell how countries did count for the DXCC award and how a new country could get on the list. The removed/Changed “Countries “ Aegan Islands (no prefix issued) The Aegean Islands are the group of islands in the Aegean Sea, with mainland Greece to the west and north and Turkey to the east; the island of Crete delimits the sea to the south, those of Rhodes, Karpathos and Kasos to the southeast. The Aegean Islands are traditionally subdivided into seven groups, from north to south: Northeastern Aegean Islands (Northern) Sporades Euboea Argo-Saronic Islands Cyclades Dodecanese (Southern Sporades) Crete In the Postwar list, Dodecanese was included, and got SV5 as prefix. Aden and Socrota (no prefix issued) Until 1937, Aden was governed as part of British India and was known as the Aden Settlement. Its original territory was enlarged in 1857 by the 13 km2 (5.0 sq mi) island of Perim, in 1868 by the 73 km2 (28 sq mi) Khuriya Muriya Islands, and in 1915 by the 108 km2 (42 sq mi) island of Kamaran. The settlement would become Aden Province in 1935. In 1937, the Settlement was detached from India and became the Colony of Aden, a British Crown colony. The change in government was a step towards the change in monetary units seen in the stamps illustrating this article. When British India became independent in 1947, Indian rupees (divided into annas) were replaced in Aden by East African shillings. The hinterland of Aden and Hadhramaut were also loosely tied to Britain as the Aden Protectorate which was overseen from Aden. The archipelago of Socotra was part of the Governorate of Aden. Te distance between Aden and Socrota is more than 900 Kilometers. The two countries, Aden and the second one, Socrota were combined into just one country called Aden & Socrota in the Postwar List. In 1967 Aden became the capital of South Yemen. Straits Settlements (prefix VS1) The Straits Settlements originally consisted of the four individual settlements of Malacca, Dinding, Penang and Singapore. The Penang territory included Penang Island, formerly known as Prince of Wales Island, and Seberang Perai on the mainland, formerly known as Province Wellesley. Christmas Island and the Cocos Islands were also included. The island of Labuan, off the coast of Borneo, was also incorporated into the colony with effect from 1 January 1907, becoming a separate settlement within it in 1912. Most of the territories now form part of Malaysia, from which Singapore separated in 1965. The Cocos (or Keeling) Islands were transferred to Australian control in 1955. Christmas Island was transferred in 1958. Their administration was combined in 1996 to form the Australian Indian Ocean Territories. The colony was dissolved in 1946 as part of the British reorganisation of its Southeast Asian dependencies following the end of the Second World War. In The postwar list this country was combined with Federated Malay States into one Malaya with prefix VS1 and VS2. Federal Malay States (prefix VS2) The Federated Malay States (FMS) was a federation of four protected states in the Malay Peninsula—Selangor, Perak, Negeri Sembilan and Pahang—established by the British government in 1895, which lasted until 1946, when they, together with two of the former Straits Settlements (Malacca and Penang) and the Unfederated Malay States, formed the Malayan Union. Two years later, the Union became the Federation of Malaya and finally Malaysia in 1963 with the inclusion of North Borneo (present-day Sabah), Sarawak and Singapore. Singapore separated from Malaysia in 1965. The Federation was dissolved in 1946 as part of the British reorganisation of its Southeast Asian dependencies following the end of the Second World War. In The postwar list this country was combined with Straight Settlements into one Malaya with prefix VS1 and VS2. Danzig (prefix YM) The Free City of Danzig was a semi-autonomous city-state that existed between 1920 and 1939, consisting of the Baltic Sea port of Danzig (now Gdańsk, Poland) and nearly 200 towns in the surrounding areas. It was created on 15 November 1920 in accordance with the terms of Article 100 (Section XI of Part III) of the 1919 Treaty of Versailles after the end of World War I. Danzig was connected to Germany by means of a corridor. More and more Danzig wanted to be part of Hitler-Germany. After Albert Foster (Gauleiter) became head of state in August 1939, he took over Danzig by military forces. The city then became a part of Germany, and the Wehrmacht entered Poland. World War II was a fact. After World War II, Danzig became a part of Poland (city of Gdansk). Gough Island (no prefix issued) Gough Island (409 Kilometers South East of Tristan da Cunha) was formally claimed in 1938 for Britain, during a visit by HMS Milford of the Royal Navy. In the Postwar Countries List, Gough Island was connected to Tristan Da Cunha, to just one DXCC country. It is now a dependency of Tristan da Cunha. Hejaz (prefix HZ) The Hashemite Kingdom of Hejaz was a state in the Hejaz region in the Middle East ruled by the Hashemite dynasty. It achieved national independence after the destruction of the Ottoman Empire by the British Empire, during World War I, when the Sharif of Mecca fought in alliance with the British Imperial forces to drive the Turkish Army from the Arabian Peninsula during the Arab Revolt. The new kingdom had a brief life and then was conquered in 1925 by the neighbouring Sultanate of Nejd under a resurgent House of Saud, creating the Kingdom of Hejaz and Nejd. On 23 September 1932, the Kingdom of Hejaz and Nejd joined the Saudi dominions of Al-Hasa and Qatif, as the unified Kingdom of Saudi Arabia. This fact was the reason that Hejaz was changed into Saudi Arabia in the Postwar DXCC list. Saudi Arabia and Hejaz were in the Prewar DXCC list mentioned as two different countries. After the war, Saudi Arabia (including Hejaz) did get the prefix HZ. Nicobar Islands (no prefix issued) During World War II, the islands were occupied by Japan between 1942 and 1945. India occupied these islands after the Surrender of Japan, as its Territory. The Nicobar Islands are an archipelago chain in the eastern Indian Ocean. They are located in Southeast Asia, 150 km north of Aceh on Sumatra, and separated from Thailand to the east by the Andaman Sea. Located 1,300 km southeast of the Indian subcontinent, across the Bay of Bengal, they form now part of the Union Territory of Andaman and Nicobar Islands, India. In the Postwar list, the Nicobar Islands got the name Andaman Islands, Nicobar Islands. No prefix was given to the islands. Tasmania (prefix VK7) The island was initially part of the Colony of New South Wales (Australia), but became a separate, self- governing colony under the name Van Diemen's Land (named after Anthony van Diemen) in 1825. In 1854 the present Constitution of Tasmania was passed and the following year the state received permission to change its name to Tasmania. In 1901 it became a state through the process of the Federation of Australia. Tasmania s an island state of Australia. It is located 240 km (150 mi) to the south of the Australian mainland, separated by the Bass Strait. In the new DXCC list, Australia and Tasmania became just one entry.
DXCC Rules+Entities The DXCC list did change a lot of times since 1947. Entities did come and go. Most of the times the GO’s did move to the DXCC Deleted list. The same did happen with the DXCC rules. Not always did a “new’ Entity on the DXCC list get there for the same reason. DX is !!
Postwar DXCC - 01
Rupia's changed in Shillings Straights Settlements Andaman and Nicobar Islands
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Hewitt News
The Third Grade Wax Museum: Bringing Artists, Scientists, and Changemakers to Life
Alexa Collingwood and Samia Soodi, Third Grade Teachers
This March, visitors to Hewitt’s third grade classrooms found themselves rubbing elbows with a myriad of famous and vibrant women from every era of history. Guests expecting an ordinary wax museum full of motionless figures were in for a treat as the third graders, dressed as historical figures, came to life to share their stories.
Eleanor Roosevelt, former first lady and activist, was spotted deep in conversation with Misty Copeland, a principal dancer with the American Ballet Theatre. Down the hall, author J.K. Rowling and artist Frida Kahlo compared notes on their creative processes, while astronaut Sally Ride and pilot Amelia Earhart shared anecdotes from their travel adventures.
In addition to being a joyous celebration for students, faculty, and families, the wax museum is a sophisticated learning experience for Hewitt’s third graders. To prepare for the culminating event, they spent weeks choosing their subjects, researching and gathering information, and crafting biographies about everyone from Michelle Obama to Jane Goodall. After refining those biographies, students then planned an intricate wax museum to bring female artists, scientists, changemakers, and explorers to life.
Video Highlights From the Third Grade Wax Museum
Third graders immersed themselves in narrative nonfiction, drawing on their vast repertoire of reading strategies to understand very complex texts and learn about their subject’s interests and experiences. Rather than memorize unrelated facts, the girls became experts through careful and in-depth analysis. For example, as she learned about the life and work of architect Zaha Hadid, one third grader amassed a wealth of knowledge about architecture and modern design, as well as Hadid’s home country of Iraq. Another researcher carefully examined the historical time period in which Marie Curie lived and worked, taking time to notice and reflect upon the unique challenges a female scientist faced in Europe during the 19th century.
As they crafted biographies from their research, third graders studied well-known and beloved narrative nonfiction texts closely and concluded that their favorite biographies incorporated intriguing details and brimmed with voice and craft. As writers, they observed that biographies can be written many different ways and that each author decides what aspects of a subject’s life to focus on and emphasize. Students structured their own biographies by asking big questions, including What do I really want to teach the world about my subject? and What aspect of this person’s life do I want to showcase? After developing answers to these questions and incorporating their rich research into initial drafts, students edited and revised their work, demonstrating their independence and autonomy as writers.
This year’s wax museum was a huge success, and the efforts of Hewitt’s third graders to teach the larger school community about the impact and legacies of a diverse array of women throughout time was truly inspiring.
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Your Birth Control May Be Killing Your Sex Drive By Interfering With Oxytocin, The Love Hormone
turned off
For women taking the Pill, the effects of oxytocin, the body's natural “love hormone,” may be blunted. Denkrahm, CC by 2.0
Could birth control be turning you off, not on? For women on the Pill, a new study suggests this could be the case.
Hormonal contraceptives, say the Bonn University researchers, may blunt the effects of oxytocin, our natural “love hormone” which increases whenever we cuddle.
Back in 2013, a research team from the German university conducted an experiment to understand how a synthetic version of oxytocin might affect the extent men found women attractive. Working with 20 “bonded” heterosexual men, the researchers gave each a quick pump of nasal spray that contained a synthetic oxytocin treatment. Next, the men viewed photos of their girlfriends and other women and then rated each woman's attractiveness.
While the nasal spray increased the men’s view of their partner’s beauty, it had no effect on their perceptions of other women, whether strangers or familiar friends. Looking at fMRI scans taken during the experiment, the researchers also discovered oxytocin increased reward system activity in each man's brain whenever he viewed pics of his partner.
“Oxytocin may contribute to romantic bonds in men by enhancing their partner’s attractiveness and reward value compared with other women,” wrote the researchers.
But is the same be true for women?
Hormonal High
Fast forward nearly three years. The same research team (give or take a couple of members) decided to run the same experiment on women. This time they enlisted the help of 40 heterosexual women in their 20s, all of them saying they were “passionately in love” with their partners. Half of these women inhaled a nasal spray containing synthetic oxytocin, while the other half were given a placebo. Then, all the women ranked the attractiveness of their partners' photos along with other men.
Next, the experiment was run again with the two groups of women swapping places — those who previously received a placebo got the nasal spray and vice versa. Finally, the researchers observed the women's brain activity just as they had in their previous experiment conducted on men.
Given the oxytocin nasal spray, women found their partners to be 15 percent more attractive than when given a placebo. For women on the Pill, though, no similar change occurred; the oxytocin did not increase their perception of sexual attraction.
“Gonadal steroids could alter partner-specific oxytocin effects,” suggested the researchers. However, they do believe the link between oxytocin, a romantic partner’s attractiveness, and the brain’s reward center is generally the same for both genders under natural conditions.
Source: Scheele D, Plota J, Stoffel-Wagner B, Maier W, Hurlemann R. Hormonal contraceptives suppress oxytocin-induced brain reward responses to the partner’s face. Social, Cognitive and Affective Neuroscience. 2016.
Join the Discussion
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The absence of which of the following clotting factors leads to haemophilia A?
A. Factor VII
B. Factor VIII
C. Factor IX
D. Factor X
143.4k+ views
Hint: Haemophilia is typically an inherited bleeding disorder during which the blood doesn't clot properly. This will cause spontaneous bleeding in case of any injuries or surgery. Blood contains many proteins called clotting factors which will help to prevent bleeding.
Complete answer: Haemophilia A, also called factor (FVIII) deficiency or classic hemophilia, is a genetic disorder caused by the presence of defective factor VIII, a clotting protein. Although it is passed down from parents to children, about thirty-three percent of cases are caused by a spontaneous mutation, a change in a gene.
Hemophilia is mainly the result of a certain mutational event in the gene (located on the X chromosome) that provides instructions for making the clotting factor protein needed to form a blood clot.
Males possess one X and one Y chromosome as a result of which they only have one copy of the genes present on the X chromosome.
Females on the other hand have two copies of the genes on the X chromosome. This implies that males can only have a disease like hemophilia if they inherit an affected X chromosome that has a mutation in either the factor VIII or factor IX gene (causes haemophilia B).
It is possible that females can also have haemophilia, but this condition is rare as in most such cases due to excessive bleeding the fetus dies. Most haemophilic females are carriers of the disease.
So, the correct answer is option B. factor VIII.
Note: In very rare cases, a person may develop hemophilia much later in their life. Most cases of haemophilia are reported in middle-aged or elderly people. It is also common in young women who have recently given birth or those who are in their last phase of pregnancy.
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Which of the following acids is called the king of the acids?
A.Acetic acid
B.Phosphoric acid
C.Oxalic acid
D.Sulphuric acid
146.7k+ views
Hint: The acid which is known as “the king of acids” is a strong acid. This is the most widely used chemical and has a very important role in chemical industries. Now, try to identify the correct answer among all the options provided.
Complete step by step answer:
Let’s look at all the options one by one -
-Option A, Acetic acid is also called ethanoic acid, the most important of the carboxylic acids with the chemical formula $CH_{ 3 }COOH$. A dilute solution of acetic acid produced by fermentation and oxidation of natural carbohydrates is called vinegar.
-Option B, Phosphoric acid, also known as orthophosphoric acid or phosphoric(V) acid, is a weak acid with the chemical formula $H_{ 3 }PO_{ 4 }$. The pure compound is a colorless solid.
-Option C, Oxalic acid is an organic compound with the formula $C_{ 2 }H_{ 2 }O_{ 4 }$. It is a white crystalline solid that forms a colorless solution in water.
-Option D, Sulfuric acid, is a mineral acid composed of the elements sulfur, oxygen, and hydrogen, with molecular formula $H_{ 2 }SO_{ 4 }$. It is called the king of acid because of its direct and indirect applications in the manufacture of many chemicals including fertilizers. So we can say, it is ideal to call sulphuric acid as king of chemicals.
Therefore, we can conclude that the correct answer to this question is option D.
- Sulphuric acid is a colorless, odorless, and syrupy liquid that is soluble in water and is synthesized in reactions that are highly exothermic.
-Oxalic acid’s condensed formula is HOOCCOOH, reflecting its classification as the simplest dicarboxylic acid.
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Although there is no firm scientific evidence suggesting that attention deficit hyperactivity disorder (ADHD) is caused by nutritional problems or diet, certain foods may play a role in reducing or heightening the symptoms.
So, there are certain foods you shouldn't eat if you have ADHD.
Following an ADHD nutrition plan that is rich in vitamins and protein can help control some symptoms of attention deficit hyperactivity disorder. But, you should at the same time avoid sugar, common allergens, and artificial flavours.
Here’s what to eat and what to avoid if you have ADHD:
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0 votes
in Science & Mathematics by (16.2m points)
When 0.1 mole of benzoic acid is burnt with sufficient amount of oxygen the heat released increases the temperature of a specific amount of water by 12 (centigrade degrees).
If the heat capacity of water is 100 (kilo joule)/(centigrade degrees) find the molar heat of combustion of benzoic acid.
1 Answer
0 votes
by (4.4k points)
Heat released by combustion of 0.1 mol benzoic acid = 100 kJ/C X 12 C = 1200 kJ
To convert that to kJ/mol: 1200 kJ / 0.1 mol = 1.2X10^3 kJ/mol
Welcome to zDesQuestions Q&A, where you can ask questions and receive answers from other members of the community.
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Ukulele String Names, Notes and Numbers – A Simple Guide
guy playing ukulele
If you’re just starting out with the ukulele, one of the first things you need to know are the ukulele string names.
We label each string by the note that the open string plays. Playing open strings are also called ‘open notes’ (many ukulele chords include these open notes).
Why? Because knowing the names will help when you tune your uke (you’ll need a tuner for that too), and a myriad of other reasons, such as playing scales.
In this article, we’ll explain the string names for soprano, concert, and tenor (those three are all tuned to the same notes) and the baritone uke (that is tuned differently).
Ukulele String Names for Soprano / Tenor / Concert Ukes
For the soprano, concert, and tenor ukulele, the string notes are G C E A, as shown in the diagram below. This is referred to as ‘G Tuning’ and is the commonest tuning that the majority of ukulele songs were written with.
If you’re holding the uke and you’re right-handed, the A note will be nearer the floor and the G note near the ceiling (if you’re a left-handed player, just reverse this).
ukulele string notes
ukulele string notes
Baritone Ukulele String Names – D G B E
Here are the baritone tuning notes (D G B E):
baritone ukulele string notes
baritone ukulele string notes
Ukulele String Numbers
On all stringed instruments, we also number the strings from the highest pitch string to the lowest. The ukulele string order is as follows:
• The string that’s closest to the floor is string number one,
• The second string that’s one up from the floor is number two,
• The third string that’s three up from the floor is string number three,
• The fourth string that is fourth up from the floor (or nearest the ceiling) is string number four.
This is a little confusing on the ukulele because of the reentrant tuning, meaning that the fourth string (the G string) is slightly higher pitched than the third C string.
ukulele string numbers
ukulele string numbers
Why use numbers instead of note names? Well, once you’ve memorized the names you won’t really need them. But before you do, numbers make a lot more sense!
Here are the notes for soprano/concert/tenor and baritone, side by side:
ukulele string notes including baritone
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If one wished to chart a path through the folk, rock and pop landscape of the mid 1960s onward, one could do worse than to use the career of Steve Katz as a guide. As a key member of several high profile bands, he had a first-hand perspective on the music scene. Through it all,
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When the Dutch ate their prime minister
To understand the events that led ordinary Dutch citizens to partake in cannibalism, it is important to understand that it was during a period of unrest in not only the Netherlands, but also much of Europe. Both England and the Netherlands were making the gradual shift from monarchies to a more democratic means of selecting rulers.
Heron of Alexandria
Rabbit Attack
Napoleon Bonaparte is famous for his great victories on the battlefield. Napoleon is not well known for his retreat in the face of a thousand furry rabbits.
The White Mouse
Nancy Wake lived a life worthy of an action film. After falling in love with the Parisian nightlife, she moved to France, began working as a freelance journalist, and got married.
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Different Parenting Styles
We often talk about the kind of child we have, but how often do you hear of someone talking about the kind of parents there are? Here are some common types.
The Pause Parent
Pause Parents somehow manage to stay calm when their children aren’t getting on, even if they’re hurling abuse at each other. This is quite a feat, because sibling squabbles drive most parents crazy. The noise is exasperating and there’s always the worry that they might really hurt each other. Instinctively, most parents intervene when there’s an argument.
But Pause Parents know that if you dive straight in, you can inadvertently make things worse. You might take sides where you shouldn’t, say horrible things you don’t mean or mete out punishments you regret later. By keeping calm, Pause Parents give themselves a chance to think through what’s going wrong and the best way to solve it.
We’re not talking about disasters here. If someone is being tormented to the point of tears or given a black eye, of course Pause Parents would break it up immediately. But they try not to let low-level, everyday bickering get to them. They know how effective it can be to stay quiet and sort it out later when everyone is feeling more rational. Even natural Pause Parents can sometimes find it difficult not to interfere when their children fight. But by zipping their lip and saying nothing, they often get amazing results.
The Cheerleader Parent
Cheerleader Parents are great at fostering good relationships between siblings by being positive. They notice when their children are kind or thoughtful towards each other and try to ignore it when they aren’t. Like Pause Parents, they resist the urge to get involved every time their children bicker and they give them lots of positive attention the minute they start being more friendly. This encourages siblings to treat each other nicely and reinforces the bonds between them.
Cheerleader Parents use lots of specific praise to make each child feel appreciated and special for who they are. They know that when their children feel good about themselves, they’re less likely to be competitive. They also try very hard not to label or compare their children with phrases like, ‘He’s my well-behaved one,’ or ‘She’s always naughty.’ They realize that each child has a good side and a bad side, and that it’s natural for them to show both at different times.
The Tuned-In Parent
Tuned-In Parents know that conflicting emotions are often the root cause of sibling arguments. They’re brilliant at helping children process the feelings behind jealousy, meanness, attention-seeking or whatever it is that’s making them turn against each other. Once they acknowledge the feelings behind bad behaviour, they know better behaviour often follows.
So when their children argue, Tuned-In Parents try listening to each one of them in turn. Once children feel understood, they’re more likely to stop fighting. Even better, they may begin to understand the other’s point of view, which will help them build a better relationship in the long term.
The Physical Parent
Physical Parents know that when their children feel well, they’re more likely to get on with each other. They’re more tolerant and less irritable if they have regular exercise, good food and enough sleep.
So instead of looking for deep psychological reasons for rivalry, Physical Parents keep them off junk food, shoo them out of the house to play and get them to bed on time. They find that this can stop frustration and resentments from building up. These parents are also good at being affectionate and showing each child individually how much they’re loved.
The Sorted Parent
Sorted Parents are forward thinkers. They’re great at anticipating trouble between siblings and avert disasters by setting up clear expectations and boundaries. They know it’s much easier to head off problems beforehand, rather than trying to untangle them when everyone’s already wound up. This tactic is particularly useful in big families because of the potential for convoluted disagreements.
Putting in the groundwork ahead of time gives them a better chance of being heard and boosts their authority. When an argument does blow up unexpectedly, they don’t get disheartened. They know they can think through what happened and work out how to prevent it next time. Sorted Parents are also good at teaching their children how to handle frustrations. You may not be able to prevent them from annoying each other, but you can talk through better ways of expressing themselves than snatching, kicking or calling each other names.
The Commando Parent
Commando Parents have natural authority and they’re very good at being in charge. Instead of pleading or nagging their children to stop fighting, they are clear and direct about what behaviour is acceptable and what will happen if they step out of line.
These parents make it very obvious where the boundaries lie and don’t allow niggly disagreements to escalate into something worse. They realize they can’t force children to like each other, but they don’t let their children get away with swearing, thumping, or destroying each other’s stuff.
When trouble does flare up, Commando Parents are very good at containing it quickly. They aren’t shy about stepping in and they’ll certainly enforce consequences if they have to. It can be hard to gain this kind of authority, especially if sibling rivalry is already deep-rooted. But it is possible, and Commando Parents know how to make it happen.
The Laid-Back Parent
Laid-Back Parents are good at encouraging their children to do things for themselves. They don’t feel they have to watch them every minute of the day and solve every one of their problems. They trust that, more often than not, their children will treat each other well and can work through minor disagreements on their own.
Laid-Back Parents know that a certain amount of fighting is not only inevitable, but beneficial. Learning to share, negotiate, handle arguments and cope with jealousy are important parts of growing up, so they feel that if they stepped in every time to arbitrate, they’d be doing their children a disservice.
They’re also happy when their children spend lots of time playing together on their own because they know how good it is for their relationship. These parents aren’t neglectful: they wouldn’t hold back if someone was getting hurt. But most minor bickering doesn’t get to them, because they trust that their children are fine and can sort things out for themselves.
You’ll probably find you are a combination of two of three of these types and adopt different styles depending on the situation. And while the above are stereotypes, you may find it works to know how another kind of parent would act in that situation and how you may amend your parenting style accordingly.
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For example, in the text below, which is from a research paper, they have used both of them, repeatedly, and it seems that they are interchangeable.
..."the positive sites are predominantly charge-neutralised by the terephthalate dianions,we see that the small number of un-neutralised positive sites(assuming as before exact charge cancellation) can then be charge-balanced, on the other side of the LDH sheets, by further terephthalate dianions"...
This answer is not supported by any references (other than the one I added to the question) but is an explanation from the experience of a native English-speaking professional scientist.
In an attempt to make this answer generally comprehensible let me first clarify the context, in particular to explain what the ‘sites’ are. LDH stands for ‘layered double hydroxide’ and the layers are the outer two sheets in the image below:
They contain lots of negative charges at particular positions — sites.
Between them are molecules (terephthalate dianions) with positive charges, each interacting with a specific position (site) on the sheet. (In fact they are interacting with sites on both sheets as they have two positive charges.)
In so far as the net effect is concerned, “balancing the charges on the sites” is equivalent to neutralizing the charge on the site (making it “charge-neutralized” in the jargon used). Why the different terms?
1. Cause and effect. ‘Neutralization’ is the effect of the ‘charge balance’.
2. Emphasis or focus. ‘Neutralization’ only describes the final state of the sheets (net zero charge). ‘Charge balance’ focuses on how it is achieved — by the interaction of the positive ‘ends’ of the molecules with the negative protruding ‘balls’ (hydroxyl groups, I assume) on the sheet.
3. Indication of the dynamic state. The LDH sheets are static and fixed, but the wee terephthalate molecules can float about in the milieu. So although at neutrality one has ‘balance’, a situation of imbalance (e.g. net negative charge) might have existed previously, and might occur if the molecules were attracted elsewhere. The word ‘balance’ here brings to mind the oscillations of an old-fashioned double-pan balance (or a children’s see-saw).
• Well that was fun. But I imagine the question will now be declared off-topic.
– David
Jul 28 '17 at 17:57
NEUTRALIZE means make ineffective by applying an opposite force or effect and BALANCE means an even distribution of weight enabling someone or something to remain upright and steady for (eg. she lost her balance and fell)
• That's what a dictionary might tell, but it doesn't explain the difference (if any) in this context ...
– Glorfindel
Apr 28 '17 at 10:49
• 1
This is not relevant to the scientific context of the question.
– David
Jul 28 '17 at 16:21
This might be too domain-specific for this forum, but I'd say that "neutralised" is its state, and charge-balancing is the means by which this is achieved. However, you could use "neutralised" or "balanced" interchangeably, I think.
Your Answer
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A risk assessment is an essential first step in identifying workplace risks and is the starting point to the implementation of a sound ergonomics programme. This allows you to identify the potential hazards, and associated risks, within the workplace.
By accurately and correctly determining these risks, you will have a better understanding of potential problem areas within your workplace. Ergonomics Engineering uses internationally recognised ergonomics risk assessment and management software. This software quantifies and prioritises the ergonomics risks using recognised ergonomics tools such as:
1. Snook Tables
2. NIOSH Lifting Equation
3. Rapid Upper Limb Assessment (RULA) Tool
4. Rapid Entire Body Assessment (REBA) Tool
5. Ovako Working Posture Assessment (OWAS) Tool
6. ISO 11226
7. Job Strain Index
8. Lower Back Analysis Tool
Consideration is made of the following when conducting the risk assessments:
1. Task variables
2. Working environment
3. Environmental factors
4. Equipment used
5. Working postures adopted
6. Individual capabilities
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How do I calculate volume in AutoCAD?
How do you find volume in Civil 3D?
To calculate volumes in Civil 3D 2014: After creating your ground surface and your graded surface, click the Analyze Tab → Volumes and Material Panel (as shown above).
How do you calculate volume manually?
How do I calculate the volume of an object?
To find the volume of a rectangular object, measure the length, width and height. Multiply the length times the width and multiply the result by the height. The result is the volume.
How do you get cut and fill volume in Civil 3d?
1. In command line type “COMPUTEMATERIALS”.
2. Select the alignment and sample line group to sample, then click “OK”.
3. Change “Quantity takeoff criteria” to “Cut and Fill” or other desired criteria.
4. Map the sampled surfaces to the correct object names, then click “OK”.
How do you calculate earthwork volume?
A common method of determining volumes from cross sections is that of average end areas. It assumes that the volume between successive cross sections is the average of their end areas multiplied by the distance between them. This is expressed in the formula: V (Ft.
IT IS INTERESTING: Your question: How do you crop a point cloud in Autocad?
How do you calculate volume in Litres?
What is the formula for volume in physics?
What are two ways to measure volume?
The volume of a solid object can be measured in two ways:
1. For regular-shaped objects: Measure the dimensions (length, width, and height).
2. For irregular objects: Submerge the object in water and measure the volume of the displaced water using a graduated cylinder.
How do you calculate volume of water?
Multiply length (L) by width (W) to get area (A). Multiply area by height (H) to get volume (V).
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Androgens: unlocking the key drivers of male health and wellbeing
Lead Research Organisation: University of Edinburgh
Department Name: MRC Centre for Reproductive Health
Male health and wellbeing is testosterone dependent. Low circulating testosterone concentration is linked to an increased risk of developing chronic and age-related conditions, such as obesity, diabetes and heart disease. However, to date, the cause/consequence relationship has not been established, making it impossible to provide personalised therapy for these men. Testosterone replacement therapy is commonly used in men with low testosterone, and can improve symptoms in many cases, however, this is not without controversy, with several recent clinical trials suggesting treatment may increase risk of heart attacks and strokes, and increase the aggressiveness of prostate cancers. This places us the challenging position where both low testosterone and testosterone replacement therapy are associated with negative clinical outcomes.
In adult men 95% of circulating testosterone is produced by specialised Leydig cells within the testes, as such the testis represents the body's 'testosterone factory'. The purpose of this research is to provide a fundamental understanding of the natural processes that support the development and maintenance of these Leydig cells, to support an optimal testosterone profile throughout life, as evidence suggests that this is the best protection for lifelong male health. We will also develop and test new therapies that can support or enhance testosterone production by the testis, as an alternative to testosterone replacement therapy.
Establishing a healthy testosterone profile: Leydig cells form a stable population in adulthood, barely changing in number throughout life. Understanding how a population of fully functioning Leydig cell develops is essential if we are to develop strategies to support or increase testosterone production in men where it is suboptimal. We will investigate the origin of the Leydig cell population and determine how other cells and hormones within the testis interact to promote and support the development of the Leydig cell population. Through this process, we will not only generate understanding, but also identify factors that can be manipulated to improve Leydig cell development or function.
Maintaining a healthy testosterone profile throughout life: Reduced testosterone production in adult life is unquestionably linked to pathologies. Understanding the cause/consequence relationships and identifying ways to retain and functionally support the Leydig cell population throughout adulthood is essential for promotion of lifelong male health. We will generate transgenic mouse models of premature ageing, to understand the impacts of ageing on the testosterone production machinery of the testis, and how a healthy testosterone profile can be maintained throughout life. We will also determine how obesity and diabetes suppress testicular testosterone production and identify approaches to overcome this.
Repair, regenerate or replace the Leydig cell population: To develop new therapies that can support or enhance testosterone production by the testis, we will modify viruses to deliver new genetic material directly to cells of the testis. This approach will allow us to modify or ablate the function of a gene in order to understand its role under normal conditions. We will also use this system in a gene therapy approach, to deliver genes that will support or improve testosterone production by the testis. In a second approach, we will identify ways of specifically killing the Leydig cell population, as we know from rat studies that doing so leads to regeneration of a new, youthful Leydig cell population. Finally, in a third approach, we will inject new cells directly into the testis, which we believe will support or improve testosterone production.
This Research will provide a detailed understanding of the mechanisms underpinning a healthy lifelong testosterone profile, and unlock the potential of the testicular 'testosterone factory' to support this in men throughout life.
Technical Summary
Male health and wellbeing is androgen dependent. This Programme Grant will address the multifaceted challenges relating to the fundamental understanding of the development and maintenance of an optimal androgen profile throughout life, as the best protection for lifelong health, and seek to develop therapeutic strategies to support endogenous/restorative health for men. We will use a combination of mouse models, and primary human cell culture systems.
1. We will establish the origin of two recently identified adult Leydig cell populations and determine their roles.
2. We will determine how Sertoli cells control adult Leydig cell development and function, and pursue key factors as potential therapeutic targets.
3. We will determine the mechanisms by which androgens, and other paracrine factors drive Leydig cell maturation and manipulate these to support healthy androgen profiles.
4. We will generate models of cell-specific premature ageing, to determine the impacts of ageing on the androgen production machinery of the testis, and how this can be abrogated.
5. We will elucidate how obesity and diabetes impact Leydig cell function, characterizing the mechanisms by which metabolic hormones suppress testicular androgen production and identify approaches to overcome this.
6. We will develop a novel lentiviral gene therapy system to establish gene function in promotion of Leydig cell function, and validate this as a gene therapy vector to support/improve Leydig cells.
7. We will generate novel cell-specific ablation models to identify endogenous pathways that can be activated to induce Leydig cell apoptosis and regeneration of a new, youthful Leydig cell population.
8. We will validate cell transplantation as a mechanism to induce new Leydig cell development.
This will provide a detailed understanding of the mechanisms underpinning a healthy lifelong androgen profile, and unlock the potential of the testicular 'androgen factory' to support lifelong male health
Planned Impact
In our increasingly ageing and obese society, where the prevalence of androgen-associated co-morbidities such as cardiovascular disease, obesity and diabetes is increasing in prevalence, our programme of research will ultimately benefit men, by supporting their lifelong health and wellbeing, and thus a sustained quality of life.
Specifically, our research is likely to benefit men in the long-term by (1) providing a platform of fundamental understanding of the processes underpinning the development and support of a healthy androgen profile, (2) identifying biomarkers predisposing to poor androgenic profiles, or reflecting perturbed Leydig cell development, (3) identifying potential pathways and targets for therapeutic development, (4) validating several preclinical therapies relevant to improving androgen profiles in men, and (5) through our results and communication plan, raising public awareness of men's health as a significant societal issue.
Long-term, healthcare providers and policy makers will also benefit from our research, as understanding how we can ensure healthy androgen profiles develop and are maintained throughout life is likely to reduce the prevalence of co-morbidities associated with low androgens (which may require hospital admission and long-term treatment), and also reduce the requirement for expensive androgen replacement therapy (£11.7M per annum cost to NHS in UK; >$3Bn, in USA).
More immediately, our development of new understanding and new technologies with significant potential for wider applications will benefit the larger research community, as this information will be widely disseminated, with data-sets and resources made freely available to others for non-commercial use (please see Academic Beneficiaries Section).
Economic benefits, likely arising through IP protection and spin-out company development surrounding our lentiviral technologies, will be facilitated by the University of Edinburgh's strong commitment to translation and commercialization, and their investments in this area.
Finally, MRC strategic investment in this Programme will significantly enhance the research capacity in the under-resourced field of men's health research. Supporting this nucleation of resources and expertise will permit the training of highly skilled researchers in this field, and provide a solid platform of understanding to support downstream fundamental and translational research in this area both by ourselves, our collaborators, and the wider scientific community throughout the world.
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publication icon
Chambers, T Hormone Imbalances in Men in Nursing in Practice
publication icon
Curley M (2019) A young testicular microenvironment protects Leydig cells against age-related dysfunction in a mouse model of premature aging. in FASEB journal : official publication of the Federation of American Societies for Experimental Biology
publication icon
Darbey A (2018) Deliverable transgenics & gene therapy possibilities for the testes. in Molecular and cellular endocrinology
Title Development and roll out of an in silico modelling system,
Description There is a need for formalised diagrams that both summarise current biological pathway knowledge and support modelling approaches that explain and predict their behaviour. Here, we present a new, freely available modelling framework that includes a biologist-friendly pathway modelling language (mEPN), a simple but sophisticated method to support model parameterisation using available biological information; a stochastic flow algorithm that simulates the dynamics of pathway activity; and a 3-D visualisation engine that aids understanding of the complexities of a system's dynamics. We present example pathway models that illustrate of the power of approach to depict a diverse range of systems.
Type Of Material Technology assay or reagent
Year Produced 2016
Provided To Others? Yes
Impact Only just published. No impacts as yet
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A small bouquet
A small bouquet
Natalie Czech
Natalie Czechs (* 1976) photographic work deals mostly with the interchanging reference between text and illustration and explores how words are able to create images. By highlighting and deleting sections of a text single words are accentuated which generate a poem that still harmonizes with the remaining script. For A small bouquet Natalie Czech invited several authors to write their own text containing a visual verse of Frank O’Hara whose words picture the outline of a flower bouquet.
The exhibition is supported by
Landeshauptstadt Düsseldorf
Stadtwerke Düsseldorf
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| 0.987612 |
The rotational molding is a manufacturing method that allows obtaining parts with hollow form by rotating a mold around two perpendicular axes with the part material in the liquid state. Although the manufacturing method was proposed more than one century ago, there are yet aspects less investigated and the emergence of new materials that can be processed by rotational molding also generate interesting problems for the researchers. The paper presents some theoretical considerations concerning the conditions for the liquid flow during the rotational molding process. The coordinates of a point belonging to the mold were derived, even for the case where the mold rotates around two perpendicular axes. By knowing the relations specific to the point motion, the motion speed can be expressed. The main forces acting on a small volume of liquid material, i.e., gravitational, viscous, and centrifugal forces, were taken into consideration. The resultant force ensures conditions for the penetration of the liquid material in the narrow spaces of the mold cavity. A systemic analysis was used to highlight the main input and output factors specific to the process.
Original languageUnknown
Pages (from-to)25-30
JournalProceedings in Manufacturing Systems
Issue number1
Publication statusPublished - 1 Jan 2012
Cite this
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| 0.912625 |
UNSOLVED Get object by active tag in Python
I am able to retrieve a list of all selected tags in scene via doc.GetActiveTags(), but now I need to get a list of objects linked to those active tags and because objects are not selected themselves, doc.GetActiveObject() gives you Null. Is it somehow possible in Python? I guess the must be some BaseLink relation between selected tag and its object, just could not find any real world example.
Thanks for any help!
Cool, thanks!
Hello @stanDM,
thank you for reaching out to us. And thank you @Cairyn for providing an answer. There is not much to add for us here, except for making the answer a bit more formal.
Polyhierarchical scene graph information is being expressed as branches in Cinema 4D and accessible through GeListNode.GetBranchInfo(). To 'move up one level' in such polyhierarchical relation, there is the general purpose method BaseList2D.GetMain() which will return the object for a tag, the material for a shader, etc. There is also the convenience method BaseTag.GetObject() of BaseTag which returns the object the tag is attached to. It will return the same entity as BaseList2D.GetMain(). Find below a short example for a Python Programming Tag.
The output:
op = <c4d.BaseTag object called Python/Python with ID 1022749 at 2768059772160>
obj = <c4d.BaseObject object called Cube/Cube with ID 5159 at 2768059772416>
branchedFrom =<c4d.BaseObject object called Cube/Cube with ID 5159 at 2768059771904>
(obj == branchedFrom) = True
The code:
"""Example for retrieving the object a tag is attached to.
This example is designed for a Python Programming Tag. The module attribute
`op` is predefined in this context as the `BaseTag` that is the Programming
Tag calling this Python module.
import c4d
def main():
"""Called on tag evaluation.
print (f"{op = }")
# Get the attached object.
obj = op.GetObject()
if obj is None:
raise RuntimeError(f"Illegal scene state for: {op}")
print (f"{obj = }")
# The more general method to retrieve the node another node did branch
# from. The referenced object is exactly the same as for `op.GetObject()`.
branchedFrom = op.GetMain()
if branchedFrom is None:
print (f"{branchedFrom =}")
print (f"{(obj == branchedFrom) = }")
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Google Research
Bridging the Gap Between Practice and PAC-Bayes Theory in Few-shot Meta-learning
Advances in Neural Information Processing Systems 2021
Despite recent advances in its theoretical understanding, there still remains a significant gap in the ability of existing meta-learning theorems to explain the performance improvements in the few-shot learning setting, where the number of samples in the target tasks is severely limited. This gap originates from an assumption in the existing theories which supposes that the number of samples in the observed tasks and the number of samples in the target tasks follow the same distribution, an assumption that rarely holds in practice. By relaxing this assumption we develop two PAC-Bayesian bounds tailored for the few-shot learning setting and show that two existing meta-learning algorithms (MAML and Reptile) can be derived from our bounds, thereby bridging the gap between practice and PAC-Bayesian theorems. Furthermore, we derive a new computationally efficient PAC-Bayesian algorithm, and show it outperforms existing meta-learning algorithms on several few-shot benchmark datasets.
Research Areas
Learn more about how we do research
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A mutant protein responsible for Hutchinson-Gilford Progeria syndrome (HGPS) bars large proteins from entering the nucleus, Snow et al. reveal.
The culprit in HGPS, a fatal disease that resembles premature aging, is Progerin. This defective version of the lamin A protein impairs cells in many ways, including reducing nuclear levels of the RanGTPase. Ran is crucial for nuclear import and export, as it stimulates unloading of cargo that has just entered the nucleus and loading of cargo that’s ready to exit. Progerin also impedes the import of Tpr, which forms the basket-like structure on the inner side of nuclear pores. But the mechanism behind this exclusion wasn’t clear.
One possibility is that Progerin disrupts the activity of Tpr’s nuclear localization sequence (NLS). To test this idea, Snow et al. replaced Tpr’s NLS with the localization sequence from the SV40 virus T antigen, a protein that readily enters the nucleus. The modified Tpr was still locked out, however, suggesting that the effect wasn’t related to its NLS.
Tpr forms a dimer that weighs in at 535 kD, making it one of the largest proteins to traverse nuclear pores. Snow et al. found that Progerin limits the nuclear import of three other hefty proteins—Tip60, p400, and Orc2. This size effect stems from the reduction in nuclear Ran levels triggered by Progerin. For reasons that are still unclear, large cargoes require more Ran to enter the nucleus. These findings suggest that some cellular defects of HGPS might result from the exclusion of large cargoes, such as multisubunit enzyme complexes, from the nucleus.
et al
J. Cell Biol.
Author notes
Text by Mitch Leslie
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How to Calculate Electrical Winding Wires by Weight & Length
Electric windings are inductors.
••• Jupiterimages/ Images
Electrical winding wire is used to create inductors. An inductor is a iron core with coils of wire wrapped around it. The number of turns of the coil wire determines the inductance value. Inductors are used in a variety of electrical devices including transformers and electric motors. In fact, the transformer ratio is the ratio between the primary winding and secondary winding where the word winding refer to coils of wire. For this reason, calculating electrical winding wire is analogous to calculating the value of the inductance associated with the winding.
Find the radius of the wire coil or winding in meters. Refer to the manufacturer's specification regarding the winding or measure it with a micrometer from the center of the wire coil to the outer section of the coil. Call this value "r."
Find the area of the winding using the formula A = pi * r^2 where pi is 3.1415. For example, if r is 1.5 meters:
A = 3.1415 * (1.5)(1.5) = 7.068 square meters.
Find the number of wire turns and the length of the wire. This is the number of times the wire wraps around the iron core. Refer to manufacturer's specifications of the winding for these values. Call the number of turns N and the length l.
Calculate the inductance associated with the winding using the formula L = (u0 * A * N^2)/l where u0 is the permeability of free space at 12.56 x 10^-7. If N is 100 turns, l is 6 meters and A is 7.069 square meters.
L = [(12.56 x 10^-7)(7.069)(100)(100)]/6 = 14.79 mH or millihenries.
Note: The combination of the area and the length in the formula takes into account the weight of the wire.
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Crystal Shape Glossary
The shape of a crystal or stone dictates the way energy is expelled. Each shape has its own metaphysical qualities, and when used with intention, can amplify a meditation, ritual or wellness goal. In addition, the color of a crystal or stone may be brought into consideration to further amplify the outcome or healing effect. Crystals and healing stones are available in a variety of shapes and sizes; which of these formations does your collection need?
Animal Totems - Resemblance of an animal carved into a healing crystal or stone to assist in the channeling of an animal totem or guide. Meditating with an animal totem may assist those seeking to embody traits of the animal, such as the strength of a lion or the wisdom of an elephant.
Angel - Angelic likeness carved into a crystal or stone. Ideal for working with angelic realms, channeling Archangels and angelic guides to receive healing and messages; emits a gentle healing vibration.
Amorphous - Shapeless specimens lacking inner structure. Amorphous crystals or stones are ideal for accelerating growth and provide a potent, quick effect.
Ball - Symmetrical, spherical pieces resembling Mother Earth’s infinite oneness; energy radiates in all directions equally. Crystal balls are popular for gazing or scrying to provide a glimpse into the past, future or a specific situation.
Cluster - A large or small cluster of crystals connected to a base, radiating energy outward in various directions. Crystal clusters may be programmed with an distinct intention and left in a specific room of the house for healing purposes. These formations effectively absorb negative energy.
Companion Crystal - A smaller crystal growing out of a larger, main crystal; may also be known as twin crystals. The connection of the two crystals amplifies nurturing energy and may aid in relationship support during times of duress.
Double Termination - A crystal or stone with two pointed ends both directing energy outward simultaneously. This formation fuses the connection of the spiritual and physical and assists in the clearing of energetic blocks and old patterns. Enhance clairvoyant gifts during meditation by working with a double terminated crystal.
Druzy - Specimen with a crystalline coating; radiates relaxing harmonic energy.
Egg Shaped - Commonly used in reflexology and acupressure, egg-shaped healing crystals and stones find and balance energetic blockages in the physical body. Providing a gentle energy, egg-shaped healing crystals and stones are often incorporated in healing of the divine feminine.
Geode - Spherical specimen hollowed to reveal many crystals pointing in various directions. Excellent for displaying in one’s residence, geodes release gentle energy and aid in protection; geodes encourage moderate and rational thinking.
Heart - Traditional heart shape. Crystals or healing stones cut into a traditional heart shape are ideal for working with the energy of love, relationships and matters relating to the heart chakra. Available in a variety of sizes, these pieces can assist with healing emotional blockages and can be carried in a pocket or placed in a crystal grid.
Layered - Sheets of crystal placed atop each previous piece, each distributing their own energy. Layered formations assist those seeking to uncover hidden information.
Pointed - Single pointed end able to direct energy quickly; pointed crystals include generators, crystal towers and wands. Crystal points are also used as generators to amplify surrounding crystals, especially when placed in a crystal grid. When using a pointed crystal wand, energy is rapidly transmitted from the specimen when pointed inward, towards one’s body; when directed away, the energy is drawn away.
Pyramid - A structure of four triangles on a square base which meet at a point. This sacred structure’s solid foundation comes to a peak, reaching towards the heavens, or higher knowingness. Placing an item inside a pyramid structure cleanses and purifies the item. Meditating inside a large copper pyramid assists one with healing and the reception of intuitive information; negative ions generated by pyramids are believed to balance the body’s electromagnetic fields.
Skull - Replication of a human cranium ideal for ancestral healing and amplification of healing of the physical body. Extra-terrestrial skulls are also utilized for communication and work with higher beings.
Spiral Crystal - A specimen which spirals up to a point, reminiscent of a unicorn’s horn. Energy is drawn down from the spiritual realm to the physical realm, assisting in the alleviating of blockages; aids in the clearing of negative energy and entities.
Square - Structure and balance resonate from this form; squares are also associated with the root chakra, the number four, the cardinal directions and the elements.
Crystal Work
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1. Home
2. >> Victoria
quarries in victoria 1
A quarry is a pit or excavation made in the land below the natural surface to extract stone and other materials. Victorias quarries supply a variety of raw materials, including construction aggregates such as crushed rock, gravels or sands dimension stone used in building and construction
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School Logo
Monday 30th November
As the children are in different groups for Phonics, you will be sent work via Dojo as to what to look at for your child. If you are given an activity that includes a video, please come back to the website to access this.
Number time (maths)
Part of a whole presentation
As part of your number time session today, you are going to be looking at Part and Part of a whole. Finding out what 2 numbers make up a number. for example 6 and 2 make 8 (8 being your whole number and 6 and 2 being parts of that)
Use the powerpoint to go through this with your child today with them doing the question on each page.
Recaps each session
Flash through numbers on paper
One more / one less than a number to 10 / 20
Please provide photos through Dojo
Topic Activity
Sorting and classifying features.
If we would have done this in class today, we would have been using dinosaurs as this is our current topic. However at home you could use any toy animals / people that you have.
Gather a group of toys animals together and discuss what they have.
This one has 4 legs but this one only has 2 legs. This one has a spiky back, this one has a smooth back.
Can the children then group these? for example, can they find all the animals that have 4 legs? All the animals that have sharp teeth etc.
Please provide photos through Dojo
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| 0.784971 |
The EU’s Constitution and European public policies: The law as tool and constraint
The European Union acts as a venue in which the EU member states enhance their problem-solving capacities when faced with issues having a cross-border or global dimension. Primary European Union law (‘the EU’s Constitution’) has served as a tool allowing for the adoption of a growing range of such European public policies. However, the EU’s constitution also occasionally acts as a constraint by not allowing for the adoption of certain political projects or steering them in a direction that does not correspond to the views of the (majority of) political actors. This constraining role is strengthened by constitutional overload (the sheer volume of norms of EU primary law) and constitutional inertia (the great difficulty of enacting revisions of the EU Treaties). As a response to these limits of the Union’s capacity to act, we have seen in recent years an increasing recourse to forms of flexible integration, and to unorthodox legal arrangements.
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| 0.844108 |
The Clitoral Truth: About Pleasure, Orgasms, Female Ejaculation, The G-Spot, And Masturbation
Only 1 unit left
In The Clitoral Truth, Rebecca Chalker, PhD, takes on the task of challenging the male-centered model of sexuality and transforming it into something more equitable.
This book was designed to help those with vaginas and their partners understand and expand their sexual interests and potential by examining the psychological, social and biological facets of sexuality. In it you'll find things not just contemporary information on what the clit is and how it works, but historically cool shit like how Feminists helped map out women's sexual anatomy in the 70's when it was only considered to consist of a few visible parts at that time (unlike the penis, which was viewed as a whole coherent organ system).
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| 0.876722 |
The headbands are designed to stretch to size making them extremely comfortable to wear for the day.
SBS headbands are measured 2.8cm at the widest part of the band. The knot at the top of the headband is 2.5cm in length.
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| 0.7843 |
How do I Make a Positive Number Negative in Game Maker?
Want to make a positive number negative? Here's how!
Let's say we want to make a variable negative. Our variable is called myDirection and it equals 5:
How do we make this negative? Remember, any number multiplied by 1 gives you the same number, and multiplying by any negative number gives you a negative number answer. So with that in mind, to make it negative, just multiply it by a negative 1. So just insert this code:
This code multiplies the value of myDirection by -1, and then puts the answer back in the myDirection variable. Now myDirection is negative! Sweet! Try it in your own projects!
Page updated: March 23rd, 2015 @ 6:21 AM Eastern Time
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Commission With Draw Agreement
Posted on December 5, 2020
Making a turnover is hard work. It requires an outgoing personality, determination, persuasiveness, reliability and sufficient product knowledge to strengthen customer confidence. Sellers are attracted to work because vouchers can earn a lot of money. Creating a fair revenue compensation agreement can be an important step in increasing your company`s revenue. If you are paid according to the commission, your work will have a direct impact on your salary. A draw is simply a pay advance against expected earnings or commissions. Sales commission structures are generally designed to allow an employee to gain some control over the amount he or she earns over a period of time. It adds a direct incentive to performance: the more you sell, the more money you will earn. Fortunately, sales managers take into account the length of the sales cycle when compiling your compensation plan. Read on to learn more about different types of sales commission structures. Other products, such as cars, photocopiers or computer systems, can have sales cycles that take several months.
Other sectors, such as. B heavy equipment or process automation systems, may need several years of planning and engineering to complete the sales cycle. And in some areas, such as financial services or pharmaceuticals, revenue is based on relationships established with customers over an even longer period of time. Since it may take some time to earn a commission if the sales cycle lasts months or years at a time, some companies will offer sellers a way to use their commission to flood them until the actual commissions are paid. For example, an employee receives a draw of $600 per week and you spend the remaining commissions at the end of each month. If you give the draw to the employee, subtract it from the total commissions. At the end of the month, you would pay all remaining commissions to the employee. Pay your employees with Patriot derpesser pay software. You can create several types of money to pay for staff draws and remaining commissions.
Test the software for free. A achievable draw is a payout that you expect to win again. In fact, you lend money to employees that you expect to repay by earning sales commissions. For example, if you give an employee a draw of $2,000 per month, you expect the employee to earn at least $2,000 in commissions per month. This way, your business doesn`t lose money if it pays for the prints. A draw against the commission system can greatly benefit your salespeople. The purpose of a commission draw is to allow employees to receive a steady and guaranteed income that can improve their personal finances. If you have salespeople, you can pay them commissions. Paying employees with sales commissions can encourage employees to generate more revenue.
The length of the sales cycle is an important consideration in determining how commissions are paid. A sales cycle is the time between the first contact with a potential customer and the time the product or service is exchanged for payment. For certain products or services, such as retail clothing, footwear, cosmetics and electronics, the sales cycle is short, direct and often customer-oriented. Some products or services require a single cold call, such as cutlery or magazine subscriptions. Be sure to consult your government laws, as they may have stricter rules for drawing against commissions. If an employee does not earn enough commissions to cover his draw, his debts will be paid during the next commission payment period. I hope that in the next period, the employee will earn enough commissions to cover his draws. Since the sale of complex products with a high price tag often involves a long sales cycle, these industries generally offer prints for commissions. Salespeople for technology equipment and systems, pharmaceuticals,
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7 best Self Assessment Tools For Students
Self-assessment is highly needed in every field of human life in order to judge their own performance, identify their mistakes and accordingly rectify it. It goes with the students the most as they are now going through a learning process where each and every day they will learn something new, experience new situations, learn to cope up with the challenges and understand the values of our culture thereby making themselves adjustable to fit in the society.
Therefore for them self-assessment is very necessary. Self-assessment can be done in several ways such as newspaper reading, peer teaching, self-grading, open ended questions, quick summaries and while doing these they use several tools such as strengths finder, big five personality assessment, Holland code and many more.
Myers Briggs Type Indicators
This is the most popular type of indicator which determines the personality of each and every student and accordingly provides results. It test several category of personality that should be present in a student and thereby focuses on their attention level by determining whether a student is extrovert or introvert, then they focuses on the power of gathering information by identifying whether they are collecting it by sensing or intuition, then they highlights how the students takes decision by observing their thinking power or feelings, they then focuses on how they react in facing situations weather by judging or by perceiving. “ this personality testing tool helped me a lot in gaining the several personality skills and thereby helped me a lot in self assessing” says Dello who is an expert and provides marketing assignment help.
Strengths finder
This particular self-assessment tool helps the student to explore their inner strength.
First of all, it tests how the students achieve their position from learning procedures.
Secondly, it tests the activeness of the student as well as their performing capability.
Thirdly, after collecting the information now how the students adapt the entire thing to form a constructive process that means it checks their adaptability power.
Fourthly, it tests their analytical power and observes how critically they are able to analyze any content.
Fifthly, after analyzing contents, now how the student will arrange the entire matter into a proper sequence. Therefore it tests their arranging capacity.
Sixthly, it also identifies their belief as well as their command over the content and matter.
Finally it also helps the student to analyze their communication skills.
Keirsey Temperament Sorter
This is a questionnaire designed based self-assessed tool which helps the students to understand their inner skills and others too. It comprises four different types of temperaments such as the xrational, the artisan, the idealist and the guardian. All these temperaments are determined by genetics.
Temperaments basically refer to our behavioral style where this test identifies the specific behaviors within us and observe how we react to any situation. “Through several question answer session this test find out our inner behavioral skills and shows result of our performances” says Drone who is an expert and provide pay to do homework service.
Five Big Personality Assessment
It concentrates on the five dimensions of human being which includes: openness, neuroticism, agreeableness, extraversion, conscientiousness. Through this personality test each and every individual is assessed which differentiate them from each other.
First of all it tests their openness and how they welcome the values and beliefs of each culture as well as how they treat each one of them.
Secondly, neuroticism is a personal trait and often impacts the negative part of a human being.
Thirdly extroversion that focus on the extrovert behavior of a child or any individual while performing any task.
Fourthly, agreeableness which therefore highlights the positive behavior of an individual and observes certain aspects where the students provide their statement by agreeing with the fact or disagreeing.
Fifthly, conscientiousness where the students are found to maintain their consciousness and accordingly make decisions.
Holland Code
These codes refer to career as well as job categories which again can be classified into Realistic which means doers, Enterprising which means persuaders, Investigate means thinkers, Social means helpers, Artistic means thinkers and conventional which means organizers. It is an interactive version of RIASEC which therefore focuses on the career related thought and vocational choice of the students.
News Paper Reading
Through newspaper reading sessions the students can also self-assess their reading skills and can identify the major areas which required improvement. When a student reads a newspaper or any kind of journal or article then he/she is not only developing the reading skills but also improving the understanding skills as well.
Through newspapers they are able to gain several important information that enhance their general knowledge.
Open Ended Questions
Open ended questions also help a student to develop their understanding skills of that particular from which the questions were asked. As needed elaborations to answer the questions, thereby helps the learner to learn thoroughly according to the point and can therefore self-assess them by analyzing which points they missed and which are to be included. “This tool helped me to develop my curiosity level and elaborating level “says Smita who is one of the best online chemistry tutors.
So therefore, the above mentioned self-assessment tools help the students to judge their quality and performance by their own and therefore are able to recognize which portion and areas are to be improved for their betterment in future.
The parents as well as teachers help are also required to make the students understand about the basic features of these tools.
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Your Perfect Assignment is Just a Click Away
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Journal Assignment
Journal Assignment
Each of your answers should be written using your own words. Do not copy and paste from your textbook or an Internet source. Ensure you cite your work and add reference(s) at the end of your journal. These should be the sources you are citing in your work. You should not need to do research from additional resources unless the question specifically asks you to do so;
1. When is hearsay evidence admissible in court?
2. For this question, you must search for an interpret information in a cybercrime case that dealt with admitting hearsay evidence in criminal or civil court. Provide a brief description of the case and discuss the role of hearsay evidence in it. You should be able to identify how or why the evidence was admissible or inadmissible. Within your analysis, do not forget to identify and include other types of evidence presented in the case (e.g. direct, circumstantial, etc.). Finally, discuss the impact of the challenges to the authenticity of the evidence on the outcome of the case.
3. How do the ECPA and the USA Patriot Act regulate the interception of electronic communications, government access to those communications, and government access to ISP records?
4. Is all evidence that is illegally searched and seized inadmissible in court? Why do you think this is the case?
5. How is the “reasonable expectation of privacy” test applied to computers?
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| 0.987755 |
TY - JOUR AU - Jaworski, Krzysztof Paweł PY - 2020/12/31 Y2 - 2022/01/28 TI - Should Offending Religious Feelings Be a Prohibited Act? The Philosophical Analysis of the Article 196 of the Penal Code JF - Studia Warmińskie JA - SW VL - 57 IS - 0 SE - Philosophy DO - 10.31648/sw.5076 UR - https://czasopisma.uwm.edu.pl/index.php/sw/article/view/5076 SP - 19-38 AB - <p>The article is a philosophical analysis of the crime defined in the art. 196 of the Penal Code as an offending religious feelings. The aim of this work is to reach the axiological sources of the protection of religious feelings in the positive law. In the first part the genesis of this crime in Polish penal codes and other selected legal acts of the 20th century is presented. Then the current legal status in the field of protection of religious feelings is reported. An attempt to define the nature of religious feelings is made. According to the adopted definition, religious feelings are some kind of mental states expressing a person’s attitude towards specific phenomena of his religious world. The author supports the view that religious feelings do not qualitatively differ from all other feelings, and are “religious” only because of their specific subject. Such a concept was adopted by, among others, William James. There are two arguments in this paper to support the thesis that one needs to protect religious feelings: the promotion<br>of personal dignity because of religion or lack of religious beliefs (personalistic argument) and ensuring religious peace (social argument).</p> ER -
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| 0.800648 |
Interacting topological frequency converter
Rövid cím:
Interacting topological frequency converter
2021. 02. 15. 14:15
online (Teams)
Simon Körber (Würzburg)
Non-equilibrium quantum systems host a plethora of topological phenomena. A topological property of quantum dynamics can be related to the effective dimensional extension of the system by time-periodic drives. Following this line of reasoning, it has been shown that a two-level system coupled to two circularly polarized drives can mediate a frequency conversion between the two fields that happens at a topologically quantized rate [1]. In this talk, we will address two types of questions that naturally arise for this kind of quantum system.
The first is whether interaction can change the topological features in the dynamically-induced synthetic dimension. We positively answer this question by adding spin-spin interactions to the prototypical model of the topological frequency converter [2]. We demonstrate that the interplay of interaction and synthetic dimension gives rise to striking topological phenomena that have no counterpart in the non-interacting regime. Remarkably, these features already appear for the minimal case of two interacting spins, and can result into an enhancement of frequency conversion as a direct manifestation of the correlated topological response.
Given a realization of the topological frequency converter by an externally driven spin qubit, the second question that arises is how environmental effects may affect the dynamical topological response. By studying a quasiperiodically driven central spin model, we demonstrate that the coupling to the surrounding (nuclear) spin bath can lead to an amplification of the frequency conversion that is proportional to the number of (nuclear) spins of the host material.
[1] I. Martin, G. Refael, and B. Halperin, Phys. Rev. X 7, 041008 (2017).
[2] S. Körber, L. Privitera, J. C. Budich, and B. Trauzettel, Phys. Rev. Research 2, 022023(R) (2020).
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| 0.71172 |
R50 cd1697d1af8cd2751624bf6a03ad63c5
Machine Learning
Добавлено 07 авг 2019 в 00:52
Startup Video2Cast solve problem scaling for podcasters.
Service allows users to index their Youtube-podcasts in popular platforms such as Spotify, Google and Apple Podcasts.
How to use it?
User sign-in web-site with her google account, create a podcast and choose episodes(youtube videos) that he wants to index.
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| 0.999705 |
Two days ago David Poland referred to columnists who’d been fed certain argument points in the Scott Rudin-Harvey Weinstein tussle over The Reader as “typing monkeys.” I laughed out loud (which I almost never do, being a LQTM type) because the term has personal meaning.
The term “typing monkeys” refers to a Paleolithic Bob Newhart joke about a theory that “if you take an infinite number of monkeys and an infinite number of typewriters, sooner or later they would write all the great books.” But if this theory were put to a literal test “they’d have to hire guys…you know, to check on whether they were turning out anything worthwhile.” Newhart then became one of them as he reads a line that one of the simians has just typed. “I think this is famous or something,” the guy says. “To be or not to be, that is the gzorninplatt.”
For years I’ve used a variation of Newhart’s “gzorninplatt” (using a crucial spelling difference that I’m not going to reveal here) as a secondary username or password. So there’s your testament to the power of Newhart as well as a minor parable about degrees of separation.
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| 0.849643 |
6 months ago
FOUNDATIONS I Teacher Manual
• Text
• Overview
• Syllables
• Vocabulary
• Autoplay
• Processing
• Struggling
• Facilitate
• Encourage
• Content
• Manual
STERK Engels Teacher Manual Foundadions !
Exercise Overview
Exercise Overview Targeted Practice This exercise uses built-in, responsive technology to detect when a student is struggling and administer targeted, inline instruction—right when the student needs it—without any external resources or assistance required. This helps reduce frustration as it quickly gets the student back on track so they can continue making progress. For example, Vocabulary Teaching is used when a question is answered incorrectly: 1. The same question is repeated, for example: “Piece” 2. One at a time, each possible answer is highlighted and named. 3. All 4 pictures disappear and then reappear in newly randomized places. 4. The student must answer the question. Piece Peas Peach Peel 48 Robo-Dog Teacher Manual
Exercise Overview Acoustically Modified Speech Have you ever worked with a student who had modifications for additional think time, extra wait time, or for teachers to speak more slowly? All of these modifications provide the student with extra time to make sense of information, also known as processing time. For students who struggle with processing speed, and for those learning a new language, slowing down the rate of speech and emphasizing specific sounds can be very beneficial to develop accurate phonological representations, while increasing comprehension. “Why does everything sound so strange?” Fast ForWord’s acoustically modified speech technology (sometimes referred to as “glasses for the ears”) slows and emphasizes speech sounds so that students can hear all sounds in a word. This technology can even stretch out sounds that are physically impossible for human speakers to stretch on their own. Some speech sounds, such as the /b/ sound in the word “bat,” have very fast transitional elements. When we say them aloud, these elements are easy to miss, but slowing them and emphasizing them (by presenting them at a higher volume) helps the brain to hear and respond to them more quickly. The modified words and syllables in the Fast ForWord exercises may sound strange or mechanical to those who process sounds quickly. But for students who need a little extra time, the modified sounds and words will be easier to hear than natural speech. As students progress, the stretching and emphasis are reduced, pushing the brain to process at faster and faster rates until it can process natural speech. Why Does Everything Sound So Strange? (Student) in Student & Teacher Resources Why Fast ForWord Sounds the Way it Does (Teacher) in Student & Teacher Resources Robo-Dog Teacher Manual 49
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| 0.998541 |
Current sheets and magnetic islands observed in the solar wind play a significant role in local particle acceleration to keV-MeV energies, and the resulting energetic particle enhancements constitute a potentially hazardous condition in the interplanetary and near-Earth space. Current sheets of various scales are self-organized structures that are formed ubiquitously in cosmic and laboratory plasmas owing to a change in the magnetic field direction, at strong discontinuities, and as a result of turbulence. Not surprisingly, dynamic processes occurring at current sheets and in their vicinity have a striking similarity in different plasmas. Current sheets experience magnetic reconnection that in turn leads to many subsequent nonlinear effects, triggering the development of a turbulent cascade, the formation of magnetic islands or flux ropes, and local acceleration of charged particles. These processes are observed from the corona to the outer heliosphere and may often be described by the same equations. They also can be linked physically as some of the structures originating from the corona survive and evolve further in the solar wind. These processes have been studied by different scientific teams in independent ways, but currently there is a tendency to analyze them employing a unified approach.
This interdisciplinary session will bring together specialists from different plasma physics communities, bridging gaps in the understanding of the origin of coherent structures and the development of dynamical processes associated with current sheets. We invite researchers to share recent results of their theoretical studies, modelling and observations. Contributions that discuss and compare different mechanisms of local particle energization that occur in laboratory plasmas, the solar corona, magnetospheres of planets and the heliosphere are especially welcome.
Public information:
Welcome to session ST1.7!
If you are interested in solar or space physics, especially, if you want to know more about processes related to current sheets and/or plasmoids/blobs/magnetic islands/flux ropes of various sizes and origins, you are in the right place at the right time!
Here you can find how dynamics of these structures impact magnetic reconnection, turbulence and particle acceleration from the solar corona to the outer heliosphere, and why these complex phenomena represent an important piece of the space weather puzzle.
Do not hesitate to ask questions, using the online chat opportunity below. Not all questions can be answered so far, but you will certainly get an exciting discussion. :-)
Please note that we organize a related Zoom conference on Wednesday, 2020 May 6, therefore there is an opportunity to communicate with some authors directly before or after the official EGU chat time. The program of the virtual meeting and the corresponding Zoom conference link can be found here:
https://drive.google.com/open?id=1k2uHDQnWPIHES3hXfKiy8VEYYFfyhM-8 (please copy the link to your browser to open it) .
You are welcome to attend!
Best regards,
Conveners of session ST1.7
Convener: Olga Khabarova | Co-conveners: Spiro Antiochos, Jakobus le Roux, Olga Malandraki
| Attendance Wed, 06 May, 14:00–15:45 (CEST)
Files for download
Session summary Download all presentations (153MB)
Chat time: Wednesday, 6 May 2020, 14:00–15:45
Chairperson: Olga Khabarova
D2838 |
Linghua Wang, Zixuan Liu, Haobo Fu, and Sam Krucker
Solar energetic electron events (SEEs) are one of the most common particle acceleration phenomena occurring at the Sun, and their energy spectrum likely reflects the crucial information on the acceleration. Here we present a statistical survey of the energy spectrum of 160 SEEs measured by Wind/3DP with a clear velocity dispersion at energies of ~1-200 keV from January 1995 through December 2016, utilizing a general spectrum formula proposed by Liu et al. (2000). We find that among these 160 SEEs, 144 (90%) have a power-law (or power-law-like) spectrum bending down at high energies, including 108 (67.5%) double-power-law events, 24 (15%) Ellison-Ramaty-like events and 12 (7.5%) log-parabola events, while 16 (10%) have a power-law spectrum extending to high energies. The average power-law spectral index βis 2.1±0.4 for double-power-law events, 1.7±0.8 for Ellison-Ramaty-like events, and 2.8±0.11 for single-power-law events. For the 108 double-power-law events, the spectral break energy Eranges from 2 keV to 165 keV, with an average of 71±79 keV, while the average spectral index βat energies above E0is 4.4±2.3. Eshows a positive correlation with the electron peak flux at energies above ~40 keV, while βhas a negative correlation with the electron peak flux at energies above ~15 keV.
How to cite: Wang, L., Liu, Z., Fu, H., and Krucker, S.: The Energy Spectrum of Solar Energetic Electron Events, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-1944, https://doi.org/10.5194/egusphere-egu2020-1944, 2020.
D2839 |
| solicited
| Highlight
Xiaocan Li and Fan Guo
Magnetic reconnection is a primary driver of magnetic energy release and particle acceleration processes in space and astrophysical plasmas. Solar flares are a great example where observations have suggested that a large fraction of magnetic energy is converted into nonthermal particles and radiation. One of the major unsolved problems in reconnection studies is nonthermal particle acceleration. In the past decade or two, 2D kinetic simulations have been widely used and have identified several acceleration mechanisms in reconnection. Recent 3D simulations have shown that the reconnection layer naturally generates magnetic turbulence. Here we report our recent progresses in building a macroscopic model that includes these physics for explaining particle acceleration during solar flares. We show that, for sufficient large systems, high-energy particle acceleration processes can be well described as flow compression and shear. By means of 3D kinetic simulations, we found that the self-generated turbulence is essential for the formation of power-law electron energy spectrum in non-relativistic reconnection. Based on these results, we then proceed to solve an energetic particle transport equation in a compressible reconnection layer provided by high-Lundquist-number MHD simulations. Due to the compression effect, particles are accelerated to high energies and develop power-law energy distributions. The power-law index and maximum energy are both comparable to solar flare observations. This study clarifies the nature of particle acceleration in large-scale reconnection sites and initializes a framework for studying large-scale particle acceleration during solar flares.
How to cite: Li, X. and Guo, F.: Large-scale particle acceleration during magnetic reconnection in solar flares, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-1959, https://doi.org/10.5194/egusphere-egu2020-1959, 2020.
D2840 |
| solicited
| Highlight
Gregory Fleishman, Dale Gary, Bin Chen, Sijie Yu, Natsuha Kuroda, and Gelu Nita
Magnetic reconnection plays a central role in highly magnetized plasma, for example, in solar corona. Release of magnetic energy due to reconnection is believed to drive such transient phenomena as solar flares, eruptions, and jets. This energy release should be associated with a decrease of the coronal magnetic field. Quantitative measurements of the evolving magnetic field strength in the corona are required to find out where exactly and with what rate this decrease takes place. The only available methodology capable of providing such measurements employs microwave imaging spectroscopy of gyrosynchrotron emission from nonthermal electrons accelerated in flares. Here, we report microwave observations of a solar flare, showing spatial and temporal changes in the coronal magnetic field at the cusp region; well below the nominal reconnection X point. The field decays at a rate of ~5 Gauss per second for 2 minutes. This fast rate of decay implies a highly enhanced, turbulent magnetic diffusivity and sufficiently strong electric field to account for the particle acceleration that produces the microwave emission. Moreover, spatially resolved maps of the nonthermal and thermal electron densities derived from the same microwave spectroscopy data set allow us to detect the very acceleration site located within the cusp region. The nonthermal number density is extremely high, while the thermal one is undetectably low in this region indicative of a bulk acceleration process exactly where the magnetic field displays the fast decay. The decrease in stored magnetic energy is sufficient to power the solar flare, including the associated eruption, particle acceleration, and plasma heating. We discuss implications of these findings for understanding particle acceleration in solar flares and in a broader space plasma context.
How to cite: Fleishman, G., Gary, D., Chen, B., Yu, S., Kuroda, N., and Nita, G.: Characterization of turbulent magnetic reconnection in solar flares with microwave imaging spectroscopy, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-2099, https://doi.org/10.5194/egusphere-egu2020-2099, 2020.
D2841 |
Maria Riazantseva, Liudmila Rakhmanova, Georgy Zastenker, Yuri Yermolaev, Irina Lodkina, Jana Safrankova, Zdenek Nemecek, and Lubomir Prech
Fluctuations of solar wind parameters can be strongly affected by the presence of sharp boundaries between different large-scale structures. Turbulence cannot develop freely across such boundaries, just as it could in the undisturbed solar wind. It can lead the growing of fluctuation level and changes in shape and properties of turbulent cascade too. The compression regions, for example Sheath regions before magnetic clouds, and CIR regions (the compression areas between fast solar wind from coronal holes and slow solar wind from coronal streamers), are typical examples of such transitions. Here we present the analysis of turbulence spectrum changes during crossings of Sheath and CIR regions. We use unique high time resolution plasma measurements by BMSW instrument at Spektr-R spacecraft in order to consider both MHD and kinetic scales of turbulent cascade. We analyze the base properties of turbulence spectra: spectral power and slopes at corresponding scales, break frequency between scales, and also shape of spectra. We began by examining of the case study crossings of the transition regions and then compared statistically the spectral properties in such regions with the same ones in the undisturbed solar wind. We have shown that spectra fall nonlinearly at kinetic scales and become steeper with growing of fluctuation level in transition regions, at the same time the slope of spectra at MHD scale remains almost Kolmogorov. Withal some interesting features can be observed in the vicinity of the break between characteristic scales during crossing of transition regions. The given results reveal the lack of energy balance between MHD and kinetic scales, and can indicate the intensification of dissipation processes and the additional plasma heating in the transition regions. The work is supported by Russian Science Foundation grant 16-12-10062.
How to cite: Riazantseva, M., Rakhmanova, L., Zastenker, G., Yermolaev, Y., Lodkina, I., Safrankova, J., Nemecek, Z., and Prech, L.: Characteristics of turbulence in transition regions near large-scale boundaries in the solar wind., EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-7605, https://doi.org/10.5194/egusphere-egu2020-7605, 2020.
D2842 |
Qian Xia and Valentina Zharkova
We explore solar wind re-acceleration during their passage through reconnecting current sheets in the interplanetary space using the particle-in-cell approach. We investigate particle acceleration in 3D Harris-type reconnecting current sheets with a single or multiple X-nullpoints taking into account the ambient plasma feedback to the presence of accelerated particles. We also consider coalescent and squashed magnetic islands formed in the current sheets with different magnetic field topologies, thickness, ambient density, and mass ratios. With the PIC approach, we detected distinct populations of two groups of particles, transit and bounced ones, which have very different energy and asymmetric pitch-angle distributions associated with the magnetic field parameters. We present a few cross-sections of the simulated pitch-angle distributions of accelerated particles and compare them with the in-situ observations of solar wind particles. This comparison indicates that locally generated superthermal electrons can account for the counter-streaming ‘strahls’ often observed in pitch-angle distribution spectrograms of the satellites crossing heliospheric current sheets.
How to cite: Xia, Q. and Zharkova, V.: Solar wind re-acceleration in local current sheets and their diagnostics from observations, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-9446, https://doi.org/10.5194/egusphere-egu2020-9446, 2020.
D2843 |
Vladimir Obridko and Olga Badalyan
It is shown that the solar corona rotates differentially at all heliocentric distances up to the source surface. As the distance increases, the differential rotation gradient decreases, and the rotation becomes more and more rigid. At small distances, the corona at latitudes above $\approx \pm 40^{\circ}$ rotates faster than the photosphere at the same latitudes. The type of the rotation depends also on the phase of the activity cycle. The differential rotation gradient is the largest in the vicinity of the cycle minimum. It is shown that time variations in the coronal rotation characteristics are associated with the tilt of the magnetic equator of the Sun. Based on the concept that the differential rotation of the corona reflects the rotation of deep subphotospheric layers, we compared the changes in the coronal rotation characteristics with distance with the helioseismic data and showed their satisfactory agreement. The results obtained allow us to suggest that the rotation of the solar corona can be used as indicator of the differential rotation of subphotospheric layers and calculate the nature of some current sheets in heliosphere/
How to cite: Obridko, V. and Badalyan, O.: Differential rotation of the solar corona and its importance for helioseismology, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-3710, https://doi.org/10.5194/egusphere-egu2020-3710, 2020.
D2844 |
Abraham C.L. Chian, Luis R. Bellot Rubio, Heng Q. Feng, Tiago F. P. Gomes, Milan Gosic, Daniela Grasso, Qiang Hu, Kanya Kusano, Rodrigo A. Miranda, Pablo R. Munoz, Erico L. Rempel, David Ruffolo, Suzana S. A. Silva, and De J. Wu
The dynamics of solar and interplanetary plasmas is governed by coherent structures such as current sheets and magnetic flux ropes which are responsible for the genesis of intermittent turbulence via magnetic reconnections in solar supergranular junctions, solar coronal loops, the shock-sheath region of an interplanetary coronal mass ejection, and the interface region of two interplanetary magnetic flux ropes. Lagrangian coherent structures provide a new powerful technique to detect time- or space-dependent transport barriers, and objective (i.e., frame invariant) kinematic and magnetic vortices in space plasma turbulence. We discuss the basic concepts of Lagrangian coherent structures in plasmas based on the computation of the finite-time Lyapunov exponent, the Lagrangian averaged vorticity deviation and the integrated averaged current deviation, as well as their applications to numerical simulations of MHD turbulence and space and ground observations.
How to cite: Chian, A. C. L., Bellot Rubio, L. R., Feng, H. Q., Gomes, T. F. P., Gosic, M., Grasso, D., Hu, Q., Kusano, K., Miranda, R. A., Munoz, P. R., Rempel, E. L., Ruffolo, D., Silva, S. S. A., and Wu, D. J.: Solar and Interplanetary Turbulence: Lagrangian Coherent Structures , EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-4289, https://doi.org/10.5194/egusphere-egu2020-4289, 2020.
D2845 |
Roman Kislov
The solar magnetic field (SMF) has historically been considered as dipole in order to build models of the radially expanding corona, that is, the solar wind in the solar minimum. The simplified approach suggests the existence of only one quasi-stationary current sheet (QCS) of solar origin in the heliosphere, namely, the heliospheric current sheet (HCS). However, the SMF becomes more complicated over the solar cycle, comprising higher-order components. The overlapping of the dipole and multipole components of the SMF suggests a formation of more than one QCS in the corona, which may expand further to the heliosphere. We study the impact of the quadrupole and octupole harmonics of the SMF on the formation and spatial characteristics of QCSs, building a stationary axisymmetric MHD model of QCSs in the heliosphere. It is shown that if the dipole component dominates, a single QCS appears in the solar wind at low heliolatitudes as the classic HCS. In other cases, the number of QCSs varies from one to three, depending on the relative input of the quadrupole and octupole components. QCSs possess a conic form and may occur at a wide variety of heliolatitudes. The existence of QCSs opens wide opportunities for explanations of puzzling observations of cosmic rays and energetic particles in the heliosphere and, at the same time, raises a risk of misinterpretation of in situ crossings of QCSs because of mixing up the HCS and higherheliolatitude QCSs, which can be significantly disturbed in the dynamical solar wind.
How to cite: Kislov, R.: Quasi-stationary current sheets of the solar origin in the heliosphere, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-466, https://doi.org/10.5194/egusphere-egu2020-466, 2020.
D2846 |
Mikhail Fridman
So far, the problem of a short-term forecast of geomagnetic storms can be considered as solved. Meanwhile, mid-term prognoses of geomagnetic storms with an advance time from 3 hours to 3 days are still unsuccessful (see https://www.swpc.noaa.gov/sites/default/files/images/u30/Max%20Kp%20and%20GPRA.pdf).
This fact suggests a necessity of looking for specific processes in the solar wind preceding geomagnetic storms. Knowing that magnetic cavities filled with magnetic islands and current sheets are formed in front of high-speed streams of any type (Khabarova et al., 2015, 2016, 2018; Adhikari et al., 2019), we have performed an analysis of the corresponding ULF variations in the solar wind density observed at the Earth's orbit from hours to days before the arrival of a geoeffective stream or flow. The fact of the occurrence of ULF-precursors of geomagnetic storms was noticed a long time ago (Khabarova 2007; Khabarova & Yermolaev, 2007) and related prognostic methods were recently developed (Kogai et al. 2019), while the problem of automatization of the prognosis remained unsolved.
A new geomagnetic storm forecast method, which employs a Recurrent Neural Network (RNN) for an automatic pattern search, is proposed. An ability of self-teaching and extracting deeply hidden non-linear patterns is the main advantage of Deep Neural Networks (DNNs) with multiple layers over traditional Machine Learning methods. We show a success of the RNN method, using either the unprocessed solar wind density data or Wavelet analysis coefficients as the input parameter for a DNN to perform an automatic mid-term prognosis of geomagnetic storms.
Adhikari, L., et al. 2019, The Role of Magnetic Reconnection–associated Processes in Local Particle Acceleration in the Solar Wind, ApJ, 873, 1, 72, https://doi.org/10.3847/1538-4357/ab05c6
Kogai T.G. et al., Pre-storm ULF variations in the solar wind density and interplanetary magnetic field as key parameters to build a mid-term prognosis of geomagnetic storms. “GRINGAUZ 100: PLASMA IN THE SOLAR SYSTEM”, IKI RAS, Moscow, June 13–15, 2018, 140-143, ISBN 978-5-00015-043-6. https://www.researchgate.net/publication/327781146_Pre-storm_ULF_variations_in_the_solar_wind_density_and_interplanetary_magnetic_field_as_key_parameters_to_build_a_mid-term_prognosis_of_geomagnetic_storms
Khabarova O. V., et al. 2018, Re-acceleration of energetic particles in large-scale heliospheric magnetic cavities, Proceedings of the IAU, 76-82, https://doi.org/10.1017/S1743921318000285
Khabarova O.V., et al. Small-scale magnetic islands in the solar wind and their role in particle acceleration. II. Particle energization inside magnetically confined cavities. 2016, ApJ, 827, 122, http://iopscience.iop.org/article/10.3847/0004-637X/827/2/122
Khabarova O., et al. Small-scale magnetic islands in the solar wind and their role in particle acceleration. 1. Dynamics of magnetic islands near the heliospheric current sheet. 2015, ApJ, 808, 181, https://doi.org/10.1088/0004-637X/808/2/181
Khabarova O.V., Current Problems of Magnetic Storm Prediction and Possible Ways of Their Solving. Sun&Geosphere, http://sg.shao.az/v2n1/SG_v2_No1_2007-pp-33-38.pdf , 2(1), 33-38, 2007
Khabarova O.V. & Yu.I.Yermolaev, Solar wind parameters' behavior before and after magnetic storms, JASTP, 70, 2-4, 2008, 384-390, http://dx.doi.org/10.1016/j.jastp.2007.08.024
How to cite: Fridman, M.: Neural network applications in geomagnetic storm prognosis based on the pre-storm occurrence of magnetic islands in the solar wind, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-1848, https://doi.org/10.5194/egusphere-egu2020-1848, 2020.
D2847 |
Timofey Sagitov and Roman Kislov
High speed streams originating from coronal holes are long-lived plasma structures that form corotating interaction regions (CIRs) or stream interface regions (SIRs) in the solar wind. The term CIR is used for streams existing for at least one solar rotation period, and the SIR stands for streams with a shorter lifetime. Since the plasma flows from coronal holes quasi-continuously, CIRs/SIRs simultaneously expand and rotate around the Sun, approximately following the Parker spiral shape up to the Earth’s orbit.
Coronal hole streams rotate not only around the Sun but also around their own axis of simmetry, resembling a screw. This effect may occur because of the following mechanisms: (1) the existence of a difference between the solar wind speed at different sides of the stream, (2) twisting of the magnetic field frozen into the plasma, and (3) a vortex-like motion of the edge of the mothering coronal hole at the Sun. The screw type of the rotation of a CIR/SIR can lead to centrifugal instability if CIR/SIR inner layers have a larger angular velocity than the outer. Furthermore, the rotational plasma movement and the stream distortion can twist magnetic field lines. The latter contributes to the pinch effect in accordance with a well-known criterion of Suydam instability (Newcomb, 1960, doi: 10.1016/0003-4916(60)90023-3). Owing to the presence of a cylindrical current sheet at the boundary of a coronal hole, conditions for tearing instability can also appear at the CIR/SIR boundary. Regardless of their geometry, large scale current sheets are subject to various instabilities generating plasmoids. Altogether, these effects can lead to the formation of a turbulent region within CIRs/SIRs, making them filled with current sheets and plasmoids.
We study a substructure of CIRs/SIRs, characteristics of their rotation in the solar wind, and give qualitative estimations of possible mechanisms which lead to splitting of the leading edge a coronal hole flow and consequent formation of current sheets within CIRs/SIRs.
How to cite: Sagitov, T. and Kislov, R.: Formation of current sheets and plasmoids within corotating/stream interaction regions, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-2102, https://doi.org/10.5194/egusphere-egu2020-2102, 2020.
D2848 |
Olеg Mingalev and Igor Mingalev
A new form of the proton force balance equation for the plasma consisting of collisionless protons and magnetized electrons is obtained. In the equation, the electric field is expressed through the magnetic field and the divergence of electron pressure tensor. The latter is reqiured for the correct determination of boundary conditions in models of current sheets to control the force balance in the models of that type. From this, a general form of the force balance equation in a one-dimensional current sheet is obtained, and effects of electron pressure anisotropy are considered. We reproduce realistic stationary configurations of current sheets using novel methods of numerical simulations and the Vlasov equation solving.
How to cite: Mingalev, O. and Mingalev, I.: Force balance in current sheets, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-2210, https://doi.org/10.5194/egusphere-egu2020-2210, 2020.
D2849 |
Natsuha Kuroda, Gregory Fleishman, Dale Gary, Gelu Nita, Bin Chen, and Sijie Yu
Hard X-ray (HXR) and microwave (MW) observations are highly complementary for studying electron acceleration and transport processes in solar flares. In recent years, a new effort has been made in the MW domain using new high-resolution, multifrequency data from The Expanded Owens Valley Solar Array (EOVSA) and a breakthrough numerical modeling infrastructure that enables us to study properties of high-energy electrons in unprecedented cadence and quantitative detail. This study introduces the observation of an M1.2 flare that occurred on 2017 September 9 and analyzes the evolution of the nonthermal electrons in the corona based on EOVSA MW spectral imaging data. We find a significant spectral hardening of the MWemitting nonthermal electron population in the corona, using EOVSA lower-frequency (<7 GHz) observations over a selected 4-minute window of the flare's impulsive phase. We compare this spectral evolution with the evolution of the spectral index of nonthermal electrons emitting in the chromosphere, derived from HXR observations from the Reuven Ramaty High Energy Solar Spectroscopic Imager. We discuss the general picture of the evolution of the nonthermal electron population in this flare by incorporating observations at the two complementary wavelengths. We also make an estimate of the total energy of the nonthermal electrons contained in the observed coronal low-frequency MW source and discuss its temporal evolution.
How to cite: Kuroda, N., Fleishman, G., Gary, D., Nita, G., Chen, B., and Yu, S.: Evolution of Flare-accelerated Electrons in the Solar Corona and Chromosphere Revealed by Spatially Resolved Microwave and Hard X-Ray Analysis, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-3145, https://doi.org/10.5194/egusphere-egu2020-3145, 2020.
D2850 |
Olga Malandraki, Olga Khabarova, Roberto Bruno, Gary Zank, and Gang Li and the ISSI-405 team
Recent studies of particle acceleration in the heliosphere have revealed a new mechanism that can locally energize particles up to several MeV/nuc. Stream-stream interactions as well as the heliospheric current sheet – stream interactions lead to formation of large magnetic cavities, bordered by strong current sheets (CSs), which in turn produce secondary CSs and dynamical small-scale magnetic islands (SMIs) of ~0.01AU or less owing to magnetic reconnection. It has been shown that particle acceleration or re-acceleration occurs via stochastic magnetic reconnection in dynamical SMIs confined inside magnetic cavities observed at 1 AU. The study links the occurrence of CSs and SMIs with characteristics of intermittent turbulence and observations of energetic particles of keV-MeV/nuc energies at ~5.3 AU. We analyze selected samples of different plasmas observed by Ulysses during a widely discussed event, which was characterized by a series of high-speed streams of various origins that interacted beyond the Earth’s orbit in January 2005. The interactions formed complex conglomerates of merged interplanetary coronal mass ejections, stream/corotating interaction regions and magnetic cavities. We study properties of turbulence and associated structures of various scales. We confirm the importance of intermittent turbulence and magnetic reconnection in modulating solar energetic particle flux and even local particle acceleration. Coherent structures, including CSs and SMIs, play a significant role in the development of secondary stochastic particle acceleration, which changes the observed energetic particle flux time-intensity profiles and increases the final energy level to which energetic particles can be accelerated in the solar wind.
How to cite: Malandraki, O., Khabarova, O., Bruno, R., Zank, G., and Li and the ISSI-405 team, G.: Current sheets, magnetic islands and associated particle acceleration in the solar wind as observed by Ulysses near the ecliptic plane, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-3730, https://doi.org/10.5194/egusphere-egu2020-3730, 2020.
D2851 |
Evgeniy Maiewski, Helmi Malova, Roman Kislov, Victor Popov, Anatoly Petrukovich, and Lev Zelenyi
When spacecraft cross the heliospheric plasma sheet (HPS) that separates large-scale magnetic sectors of the opposite direction in the solar wind, multiple rapid fluctuations of a sign of the radial magnetic field component are observed very often, indicating the presence of multiple current sheets occurring within the HPS. Possible mechanisms of formation of these structures in the solar wind are proposed. Taking into accout that the streamer belt in the solar corona is believed to be the main source of the slow solar wind in the heliosphere, we suggest that the effect of the multi-layered HPS is determined by the extension of many streamer-belt-borne thin current sheets oriented along the neutral line of the interplanetary magnetic field. Within the framework of a proposed MHD model, self-consistent distributions of the key solar wind characteristics which depend on streamer propreties are investigated. It is shown that both single and multiple streamers that are capable of reaching a remote boundary surface can form the observed multiple current sheets with azimuthal currents alternating in direction inside the HPS. The implications of these results for the interpretation of observations in the solar wind are discussed.
How to cite: Maiewski, E., Malova, H., Kislov, R., Popov, V., Petrukovich, A., and Zelenyi, L.: Mechanisms of formation of multiple current sheets in the heliospheric plasma sheet, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-3945, https://doi.org/10.5194/egusphere-egu2020-3945, 2020.
D2852 |
Spiro Antiochos, Pankaj Kumar, Judy Jarpen, and Joel Dahlin
Jets and mass ejections are ubiquitous features of the Sun’s corona. These explosive dynamics are all believed to be driven by magnetic reconnection at two types of current sheets that form in the solar atmosphere: those that form at magnetic null points and separatrix surfaces, and those, such as the heliospheric current sheet, that form as a result of a large expansion of a bipolar magnetic field. In our breakout model, both types of current sheets are essential for the explosive release of magnetic energy. We report on the first direct observations of reconnection and island formation in a null-point current sheet associated with a large coronal jet. The topology and velocities of the islands are in excellent agreement with our numerical simulations of coronal jets. We discuss the implications of the observations and our models for understanding the energetic particles produced by these events and their release into interplanetary space, as well as the implications for observations by Solar Orbiter and the Parker Solar Probe.
This work was supported by the NASA Living With a Star Program.
How to cite: Antiochos, S., Kumar, P., Jarpen, J., and Dahlin, J.: Observations and Simulations of Reconnecting Current Sheets in the Solar Corona, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-5597, https://doi.org/10.5194/egusphere-egu2020-5597, 2020.
D2853 |
Evgenios Pavlos, Olga Malandraki, Olga Khabarova, Leonidas P. Karakatsanis, George P. Pavlos, and George Livadiotis
In this study we use theoretical concepts and computational-diagnostic tools of Tsallis non-extensive statistical theory (Tsallis q-triplet: qsen, qrel, qstat), complemented by other known tools of nonlinear dynamics such as Correlation Dimension and surrogate data, Hurst exponent, Flatness coefficient, and p-modeling of multifractality, in order to describe and understand Small-scale Magnetic Islands (SMIs) structures observed in Solar Wind (SW) with a typical size of ~0.01–0.001 AU at 1 AU. Specifically, we analyze ~0.5 MeV energetic ion time-intensity and magnetic field profiles observed by the STEREO A spacecraft during a rare, widely discussed event. Our analysis clearly reveals the non-extensive character of SW space plasmas during the periods of SMIs events, as well as significant physical complex phenomena in accordance with nonlinear dynamics and complexity theory. As our analysis also shows, a non-equilibrium phase transition parallel with self-organization processes, including the reduction of dimensionality and development of long-range correlations in connection with anomalous discussion and fractional acceleration processes can be observed during SMIs events.
How to cite: Pavlos, E., Malandraki, O., Khabarova, O., Karakatsanis, L. P., Pavlos, G. P., and Livadiotis, G.: Non-Extensive Statistical Analysis of Energetic Particle Flux Enhancements Caused by the Interplanetary Coronal Mass Ejection-Heliospheric Current Sheet Interaction, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-8461, https://doi.org/10.5194/egusphere-egu2020-8461, 2020.
D2854 |
Elena Parkhomenko, Vladimir Kalegaev, Helmi Malova, Mikhail Panasyuk, Victor Popov, Natalia Vlasova, and Lev Zelenyi
In this work we are studying multicharged oxygen ion acceleration during substorms in the Earth's magnetotail as the source of ring current replenishment by energetic ion population. We used measurements obtained by the CRRES spacecraft for the comparison of experimental spectra of oxygen charge state in the outer region of the ring current and proton radiation belt with model results. We present a numerical model that allows to evaluate acceleration of oxygen ions O+-O+8 in the course of two possible perturbation processes: A) passage of multiple dipolarization fronts in the magnetotail; B) passage of fronts followed by electromagnetic turbulence. It is shown that acceleration processes depend on particle charges and time scale of electric field variations. Oxygen ions O+8 with average initial energies 12 keV are accelerated efficiently during multiple dipolarization processes of type (A) and their energies increased up to 7.4 MeV, whereas ions O+1 with the same energies were energized up to 1.9 МeV. It is shown that oxygen ions O+-O+2 are able to penetrate into the ring/radiation belts region with L between L=4.5 and L=7.5 in the process of plasma transfer on dipolarization fronts. For oxygen O+-O+8 the additional acceleration mechanism is required, such as large-scale electromagnetic turbulence, when the ions can get energies comparable with experimentally observed ones in the indicated range of L shell values. It is shown that the taking into account electromagnetic fluctuations, accompanying magnetic dipolarization, may explain the appearance of oxygen ion flows with energies greater than 3MeV in the near- Earth’s space.
How to cite: Parkhomenko, E., Kalegaev, V., Malova, H., Panasyuk, M., Popov, V., Vlasova, N., and Zelenyi, L.: Earth’s magnetotail as the reservoir of accelerated single- and multicharged oxygen ions replenishing radiation belts, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-8520, https://doi.org/10.5194/egusphere-egu2020-8520, 2020.
D2855 |
| solicited
Alexander Khokhlachev, Maria Riazantseva, Liudmila Rakhmanova, Yuri Yermolaev, Irina Lodkina, and Georgy Zastenker
The boundaries between large-scale solar wind streams are often accompanied by sharp changes in helium abundance. Wherein the high value of relative helium abundance is known as a sign of some large-scale solar wind structures ( for example magnetic clouds). Unlike the steady slow solar wind where the helium abundance is rather stable and equals ~5%, in magnetic clouds its value can grow significantly up to 20% and more, and at the same time helium component becomes more variable. In this paper we analyze the small-scale variations of solar wind plasma parameters, including the helium abundance variations in different large-scale solar wind streams, especially in magnetic clouds and Sheath regions before them. We use rather long intervals of simultaneous measurements at Spektr-R (spectrometer BMSW) and Wind (spectrometer 3DP) spacecrafts. We choose the intervals with rather high correlation level of plasma parameters as a whole to be sure that we are deal with the same plasma stream. The intervals associated with different large scale-solar wind structures are selected by using of our catalog ftp://ftp.iki.rssi.ru/pub/omni/catalog/. For selected intervals we examine cross-correlation function for Spektr-R and Wind measurements to reveal the local spatial inhomogeneities by helium abundance which can be observed only at one of spacecrafts, and we determine properties of ones. Such inhomogeneities can be generate by turbulence, which is typically getting more intense in the considered disturbed intervals in the solar wind. The work is supported by Russian Science Foundation grant 16-12-10062.
How to cite: Khokhlachev, A., Riazantseva, M., Rakhmanova, L., Yermolaev, Y., Lodkina, I., and Zastenker, G.: Small-scale variations of helium abundance in different large-scale solar wind structures, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-9348, https://doi.org/10.5194/egusphere-egu2020-9348, 2020.
D2856 |
| solicited
Joel Dahlin, Spiro Antiochos, and C. Richard DeVore
In highly conducting plasmas, reconnecting current sheets are often unstable to the generation of plasmoids, small-scale magnetic structures that play an important role in facilitating the rapid release of magnetic energy and channeling that energy into accelerated particles. There is ample evidence for plasmoids throughout the heliosphere, from in situ observations of flux ropes in the solar wind and planetary magnetospheres to remote-sensing imaging of plasma ‘blobs’ associated with explosive solar activity such as eruptive flares and coronal jets. Accurate models for plasmoid formation and dynamics must capture the large-scale self-organization responsible for forming the reconnecting current sheet. However, due to the computational difficulty inherent in the vast separation between the global and current sheet scales, previous numerical studies have typically explored configurations with either reduced dimensionality or pre-formed current sheets. We present new three-dimensional MHD studies of an eruptive flare in which the formation of the current sheet and subsequent reconnection and plasmoid formation are captured within a single simulation. We employ Adaptive Mesh Refinement (AMR) to selectively resolve fine-scale current sheet dynamics. Reconnection in the flare current sheet generates many plasmoids that exhibit highly complex, three-dimensional structure. We show how plasmoid formation and dynamics evolve through the course of the flare, especially in response to the weakening of the reconnection “guide field” linked to the global reduction of magnetic shear. We discuss implications of our results for particle acceleration and transport in eruptive flares as well as for observations by Parker Solar Probe and the forthcoming Solar Orbiter.
How to cite: Dahlin, J., Antiochos, S., and DeVore, C. R.: High-Resolution Three-Dimensional MHD Simulations of Plasmoid Formation in Solar Flares, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-10039, https://doi.org/10.5194/egusphere-egu2020-10039, 2020.
D2857 |
Olga Khabarova, Valentina Zharkova, Qian Xia, and Olga Malandraki
We present multi-spacecraft observations of pitch-angle distributions (PADs) of suprathermal electrons at ~1 AU which cannot be easily interpreted within the classical paradigm that all suprathermal electrons originate in the solar corona. We suggest that suprathermal electrons accelerated locally in the solar wind are mixed up with the well-known population of electrons of solar origin. Using PIC simulations, we show that key PAD features such as (i) heat flux dropouts and vertical PAD stripes encompassing reconnecting current sheets (RCSs), (ii) bi-directionality of strahls, and (iii) dramatically different PAD patterns observed in different energy channels can be explained by the behavior of electrons accelerated up to hundreds eV directly in the solar wind while thermal particles pass through local RCSs and/or dynamical 3D plasmoids (or 2D magnetic islands).
How to cite: Khabarova, O., Zharkova, V., Xia, Q., and Malandraki, O.: Counterstreaming strahls and dropouts observed in pitch angle distributions of suprathermal electrons as possible signatures of local particle acceleration in the solar wind, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-10819, https://doi.org/10.5194/egusphere-egu2020-10819, 2020.
D2858 |
| solicited
Neeraj Jain and Joerg Buechner
Spacecraft observations show the radial dependence of the solar wind temperature to be slower than what is expected from the adiabatic cooling of the solar wind expanding radially outwards from the sun. The most viable process considered to explain the observed slower-than-adiabatic cooling is the heating of the solar wind plasma by dissipation of the turbulent fluctuations. In solar wind which is a collisionless plasma in turbulent state, macroscopic energy is cascaded down to kinetic scales where kinetic plasma processes can finally dissipate the energy into heat. The kinetic scale plasma processes responsible for the dissipation of energy are, however, not well understood. A number of observational and simulation studies have shown that the heating is concentrated in and around current sheets self-consistently formed at kinetic scales. The current sheets contain free energy sources for the growth of plasma instabilities which can serve as the mechanism of the collisionless dissipation. A detailed information on the free energy sources contained in these current sheets of plasma turbulence is lacking but essential to understand the role of plasma instabilities in collisionless dissipation.
We carry out 2-D hybrid simulations of kinetic plasma turbulence to study in detail free energy sources available in the current sheets formed in the turbulence. We focus on three free energy sources, namely, plasma density gradient, velocity gradients for both ions and electrons and ion temperature anisotropy. Our simulations show formation of current sheets in which electric current parallel to the externally applied magnetic field flows in a thickness of the order of an ion inertial length. Inside a current sheet, electron flow velocity dominates ion flow velocity in the parallel direction resulting in a larger cross-gradient of the former. The perpendicular electron velocity inside a current sheet also has variations sharper than the corresponding ion velocity. Cross gradients in plasma density are weak (under 10 % variation inside current sheets). Ion temperature is anisotropic in current sheets. Thus the current in the sheets is primarily due to electron shear flow. A theoretical model to explain the difference between electron and ion velocities in current sheets is developed. Spacecraft observations of electron shear flow in space plasma turbulence will be pointed out.
These results suggest that the current sheets formed in kinetic plasma turbulence are close to the force free equilibrium rather than the often assumed Harris equilibrium. This demands investigations of the linear stability properties and nonlinear evolution of force free current sheets with temperature anisotropy. Such studies can provide effective dissipation coefficients to be included in macroscopic model of the solar wind evolution.
How to cite: Jain, N. and Buechner, J.: Free energy sources in kinetic scale current sheets formed in collisionless plasma turbulence, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-21518, https://doi.org/10.5194/egusphere-egu2020-21518, 2020.
D2859 |
Gregory Fleishman, Bin Chen, Gary Dale, and Gelu Nita et al.
In the standard model of solar flares, a large-scale reconnection current sheet (RCS) is postulated as the central engine for powering the flare energy release and accelerating particles. However, where and how the energy release and particle acceleration occur remain unclear due to the lack of measurements for the magnetic properties of the RCS. Here we report the first measurement of spatially-resolved magnetic field and flare-accelerated relativistic electrons along a large-scale RCS in a solar flare. The measured magnetic field profile shows a local maximum where the reconnecting field lines of opposite polarities closely approach each other, known as the reconnection X point. The measurements also reveal a local minimum near the bottom of the RCS above the flare loop-top, referred to as a "magnetic bottle". This spatial structure agrees with theoretical predictions and numerical modeling results. A strong reconnection electric field of over 4000 V/m is inferred near the X point. This location, however, shows a local depletion of microwave-emitting relativistic electrons. In contrast, the relativistic electrons concentrate at or near the magnetic bottle structure, where more than 99% of them reside at each instant. Our observations suggest crucial new input to the current picture of high energy electron acceleration.
How to cite: Fleishman, G., Chen, B., Dale, G., and Nita et al., G.: Mapping magnetic field and relativistic electrons along a solar flare current sheet, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-19937, https://doi.org/10.5194/egusphere-egu2020-19937, 2020.
D2860 |
| solicited
Zixuan Liu, Linghua Wang, Haobo Fu, Krucker Sam, and Wimmer-Schweingruber Robert
We propose a general fitting formula of energy spectrum of suprathermal particles, J=AE-β1[1+(E/E0)α](β1-β2)/α, where J is the particle flux (or intensity), E is the particle energy, A is the amplitude coefficient, E0 represents the spectral break energy, α (>0) describes the sharpness of energy spectral break around E0, and the power-law index β12) gives the spectral shape before (after) the break. When α tends to infinity (zero), this spectral formula becomes a classical double-power-law (logarithmic-parabola) spectrum. When both β2 and E0 tend to infinity, this formula can be simplified to an Ellison-Ramaty-like equation. Under some other specific parameter conditions, this formula can be transformed to a Kappa or Maxwellian function. Considering the uncertainties both in particle intensity and energy, we fit this general formula well to the representative energy spectra of various suprathermal particle phenomena including solar energetic particles (electrons, protons, 3He and heavier ions), shocked particles, anomalous cosmic rays, hard X-rays, solar wind suprathermal particles, etc. Therefore, this general spectrum fitting formula would help us to comparatively examine the energy spectrum of different suprathermal particle phenomena and understand their origin, acceleration and transportation.
How to cite: Liu, Z., Wang, L., Fu, H., Sam, K., and Robert, W.-S.: General Spectrum Fitting for Energetic Particles, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-8189, https://doi.org/10.5194/egusphere-egu2020-8189, 2020.
D2861 |
Primoz Kajdic, Xochitl Blanco-Cano, Tomas Karlsson, and Savvas Raptis
Magnetosheath jets were first discovered by Nemeček et al., 1998 and were defined as events in the magnetosheath that exhibit ion fluxes at least 50 % higher than those in the surrounding plasma. Later authors used different physical quantities in order to study these phenomena, such as velocity, density and dynamic pressure. Magnetosheath jets are usually found in the parts of the magnetosheath that are magnetically connected to the quasi-parallel sections of the Earth's bow-shock, although jets in the so called quasi-perpendicular magnetosheath have also been observed. There are several proposed mechanisms for their formation, the most accepted ones being the formation due to the rippled surface of quasi-parallel shocks, and the transmission of upstream large-amplitude magnetic structures (SLAMS) across the bow-shock. Here we make use of the Magnetospheric Multiscale Mission burst mode data in order to present observations of waves and current sheets inside magnetosheath jets. We show that these phenomena occur commonly and provide additional mechanisms that dissipate the solar wind kinetic energy downstream of the bow-shock.
How to cite: Kajdic, P., Blanco-Cano, X., Karlsson, T., and Raptis, S.: Current sheets and waves inside magnetosheath jets, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-10694, https://doi.org/10.5194/egusphere-egu2020-10694, 2020.
D2862 |
Helmi Malova, Victor Popov, and Elena Grigorenko
The dynamics of quasi-adiabatic ions in the current sheet (CS) of the Earth's magnetotail during substorms is investigated, when CS is thinned, and the scale of the magnetic inhomogeneity is about proton gyroradius. Experimental data indicate sometimes that the shear magnetic component from the interplanetary magnetic field can penetrate within the magnetosphere and support self-consistent currents. The numerical model of CS is constructed, taking into account the normal magnetic component and shear component of three types: 1) constant profile within CS, 2) bell-shaped and 3) antisymmetric ones. Poincaré maps characterizing quasi-adiabatic dynamics of ions are studied. The jumps of quasi-adiabatic invariant of motion are calculated, and comparison is made with the case of the absent magnetic shear. It is shown that the presence of constant and bell-shaped magnetic components in the current sheet leads to the asymmetric scattering of particles in the North-South direction after their interaction with CS and corresponding differences in the structure of the phase space. It is demonstrated that the jumps of the approximate invariant Iz depend on the location of the plasma source in the Northern or Southern hemispheres. At the same time, for configurations with anti-symmetric shear component, the particle scattering near the sheet plane is negligible, therefore in this case it is no scattering asymmetry, and the jumps of invariants of motion are smallest; they do not depend on the value of the magnetic field amplitude inside CS. Applications of these results to interpret experimental observations are discussed.
How to cite: Malova, H., Popov, V., and Grigorenko, E.: Peculiarities of quasi-adiabatic dynamics of charged particles in current sheets with magnetic shear, EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-10698, https://doi.org/10.5194/egusphere-egu2020-10698, 2020.
D2863 |
Victor Popov, Vladimir Domrin, Helmi Malova, Elena Grigorenko, and Anatoly Petrukovich
The self-consistent hybrid model of a thin current sheet with a thickness about several proton gyroradii in a space plasma is proposed, taking into account multicomponent collisionless space plasma. Several plasma components are often presented in planetary magnetotails (Hermean, Martian, Terrestrial and other ones). Influence of heavy oxygen ions with different properties on current sheet structure is analyzed. It is shown that high relative concentrations of oxygen ions, as well as their relatively high temperatures and flow drift speeds lead to a significant thickening of the sheet and a formation of an additional embedding scale. For some real parameters the profiles of self-consistent current densities and magnetic field have symmetrical jumps of derivatives, i.e. sharp changes of gradients. The comparison is made with observations in the Martian magnetosphere. The qualitative agreement of simulation results with observational data is shown.
How to cite: Popov, V., Domrin, V., Malova, H., Grigorenko, E., and Petrukovich, A.: Current sheets with multi-component plasma in planetary magnetospheres , EGU General Assembly 2020, Online, 4–8 May 2020, EGU2020-11700, https://doi.org/10.5194/egusphere-egu2020-11700, 2020.
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What do you mean by unstructured interview?
What do you mean by unstructured interview?
Unstructured interviews do not use any set questions, instead, the interviewer asks open-ended questions based on a specific research topic, and will try to let the interview flow like a natural conversation. They are sometimes called informal interviews.
What is an interview Oxford dictionary?
noun. noun. /ˈɪntərˌvyu/ 1a formal meeting at which someone is asked questions to see if they are suitable for a particular job, or for a course of study at a college, university, etc.
What is the main difference between a semi structured and unstructured interview?
In semi structure, enumerator use a questionnaire having MCQ and open ended questions, in unstructured enumerator use fully open ended questions and use his /her personal observations also. One add to Jessica’s answer is the number of interviewers.
What is structured interview with example?
There are many ways in which you can conduct structured interviews. For example, you can conduct them over the phone, face-to-face, over the Internet, using computer programs, such as Skype, or using videophone. Structured interview questions can be open-ended or closed-ended.
What is a structured interview process?
A structured interview is a systematic approach to interviewing where you ask the same predetermined questions to all candidates in the same order and you rate them with a standardized scoring system. Think about your usual interview process for a moment.
What is unstructured interview Class 11?
In an unstructured interview, the interviewer has the flexibility to take decisions about the questions to be asked; the wording of the questions, and the sequence in which questions are to be asked.
What do you understand by unstructured interview in HRM?
Unstructured interview definition Unstructured interview, also called non-directive interview, refers to an interview concept without any set format in which questions are nor predetermined so the lack of structure enables the interviewer to ask questions which come to his/her mind on the spot.
What is an interview meaning?
An interview is essentially a structured conversation where one participant asks questions, and the other provides answers. In common parlance, the word “interview” refers to a one-on-one conversation between an interviewer and an interviewee. An interview may also transfer information in both directions.
What does having an interview mean?
Have an interview = you are being interviewed. Give an interview = you are interviewing someone. But as I know it, giving interviews is being interviewed, agreeing to answer questions, like “give an interview to the reporters”.
What are three differences between a structured interview and unstructured interview?
Structured interviews are more formal, with little room to give creative answers. But unstructured interviews are flexible, more informal and free-flowing. Structured interviews are standardized while unstructured interviews are personalized.
What is the difference between unstructured interview and structured interview?
A structured interview is a type of interview that relies on a set of standardized and premeditated questions in order to gather information. On the other hand, an unstructured interview is a type of interview that does not rely on a set of premeditated questions in its data-gathering process.
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Prayer: What does it do?
Earlier this year, a Sentinel editor was manning a Christian Science booth at an outdoor festival. The centerpiece of the booth was a “prayer tree”: a spreading branch that had been planted in a large pot, with dozens of small hooks covering the branch. Passersby were invited to write down their prayers—for the community, for others, for themselves—and add them to the tree.
The prayer tree attracted a reasonable number of responses, and the morning passed without incident until a young girl stopped at the table with her parents. After the editor explained the prayer tree to her, she pointed to it and asked, “But what does it do?”
December 16, 2013
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| 0.714121 |
Athenians of the Classical period (5th-4th centuries BC) were proud of the democracy in which they lived, and were interested in thinking systematically about what made their city-state better than the rest. The answer, the Athenians felt, ultimately lay in the connection of democracy and law. Athens did not have a police force, but it was the duty of each citizen to prosecute a crime, whether he was a victim of one himself, or had witnessed a crime. Juries of hundreds of citizens heard each case, and voted for the guilt or innocence of the parties without consulting with each other. The majority determined the case, and then the jury also acted as a judge in determining the penalty.
Historians of Classical Athens are very lucky: ca. 100 courtroom speeches from various Athenian cases survive. These speeches were written by professional speech-writers on behalf of clients, who then delivered these speeches when representing themselves in court.
For this discussion, please read Lysias 1, “On the Killing of Eratosthenes,” written by the Athenian speech-writer Lysias, in defense of Euphiletos, sometime in the late 400s or early 300s BC. Euphiletos is on trial for killing a man called Eratosthenes, so his situation is quite dire. Please read Euphiletos’ defense speech (“On the Murder of Eratosthenes”), and post a response to at least two of the following questions, as we consider the historical significance of this primary source document:
1. How does Euphiletos present his own character? How does he present the character of Eratosthenes?
2. What does Euphiletos tell the jury about his wife and his family? What does this tell us, historians, about families and households in Classical Athens?
3. What does the Athenian adultery law state? Why is adultery such a serious offense in Athenian law?
4. What does this speech teach us about the value of citizenship in Classical Athens? What is the role of a good citizen?
5. What is the place of women and slaves in Athenian society?
6. If you were on the jury trying Euphiletos, what would be your verdict in this case?
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| 0.982302 |
When we converse our brain waves synch up; where exactly depends on the language we’re using
Alejandro Perez
Research by U of T Scarborough postdoc Alejandro Pérez looks at interbrain neural coupling, which is essentially how people's brains synch up when they converse. (Photos by Don Campbell)
Article Date
Don Campbell
When two people converse, their brain waves manage to get in synch.
And according to a new U of T Scarborough-led study, the same happens when people speak their non-native tongue, just in different areas of the brain.
“You can tell two people are having conversation just by looking at their brain waves, because they align with each other,” says Alejandro Pérez, a postdoc in the Centre for French and Linguistics and the Department of Psychology at U of T Scarborough.
The study adds to a growing body of research on something called interbrain neural coupling, which is essentially how two people’s brain waves synch up when they hold a conversation.
Past research co-authored by Pérez found that when two people are conversing, neurons firing in specific areas of the speaker’s brain show a corresponding pattern of activity in the neurons in specific areas of the listener’s brain. Not only are specific areas in the brain activated, there’s a pattern in the timing of that activation as well.
For this particular study an international team of researchers led by Pérez wanted to see if and where in the brain this synchronization takes place in those speaking their non-native language.
To do this the brain activity of 60 participants (all native Spanish speakers with some proficiency in English) was recorded using electroencephalography (EEG) while conversations took place. Half of the conversations took place entirely in Spanish, while the other half entirely in English.
What they found is that when the participants conversed in their second language, the activations took place in different areas of the brain.
“The language used influenced the alignment of brain waves between those having the conversation, and this suggests that effective communication could be based on this interbrain neural coupling,” says Pérez.
Pérez says the reasons for this difference in pattern could come down to attention. For those conversing in a non-native language, attention to the message is made in smaller chunks since they are struggling to precisely understand and produce every single word compared to those conversing in their native language.
He adds it could also be that emotional attachment is different among native and non-native language speakers to certain words, or the capacity to form a mental image of words is different between someone conversing in their first or second language. Pérez says non-native speakers also learn the language later in life so they never quite master the structures of that language in the same way as someone who grew up with it.
Alejandro Perez and Phil Monahan
Associate Professor Philip J. Monahan and postdoc Alejandro Pérez at the Computation and Psycholinguistics Laboratory at U of T Scarborough.
“This work gets at a foundational issue, which is pretty remarkable, and that is how our brains seem to synchronize when we hold a conversation,” says Pérez’s co-supervisor Philip J. Monahan, Associate Professor in the Centre for French and Linguistics at U of T Scarborough.
“In the past we mostly studied production and perception of speech independently of each other, often using very simple syllables or sentences. Rarely did we look at the link between the two, especially in a naturalistic way using entire conversations.”
Monahan, who is an expert on psycho- and neurolinguistics, says the research could be particularly important in multicultural societies where many people are often speaking more than one language, or switching from one language at home to another in public.
“Being able to understand how the brain goes between different linguistic structures and copes with the differences could really help us understand how the brain supports multiple linguistic systems in the first place,” says Monahan.
While this study looked at two languages that are relatively similar, Monahan says it would be interesting to see how the brain switches between vastly different languages, say English and Tamil.
Pérez says it’s also conceivable that measuring brain activity could one day offer an objective measure of the quality of a conversation. It may also be able to tell us whether both parties fully understood each other based on their brain waves synchronize during the conversation.
“Imagine two people talking over Skype and they’re hooked up to a simple EEG device,” he says. “The data gathered may offer some indication about the quality of the communication between two people depending on the alignment of their brain activity.”
The research, which is published in the journal Cortex, received funding the Natural Sciences and Engineering Research Council (NSERC) and the Social Sciences and Humanities Research Council (SSHRC).
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The first step in the treatment of raw water is to remove all of the pollutants and particles that we can in a process known as sedimentation.
Sedimentation is a physical water treatment process that uses gravity to remove suspended solids from the water.
Typically we start by adding ferric sulfate to the water, which attaches to the very fine particles that make up the suspended solids in the raw water. Once attached, they begin to coagulate (or clump together). We call this coagulation.
Sedimentation Coagulation Wylie Water Treatment
This moves us to the next step called flocculation. After the raw water has been coagulated, it is gently mixed by large mechanical paddles in our sedimentation basins. This causes the fine, light particles created during coagulation to combine into larger, denser particles that settle to the bottom of the sedimentation basin. As the water travels through the basin and the heavier particles sink to the bottom, the clarified water at the top moves along in preparation for disinfection. The sludge left behind at the bottom of the basin is periodically removed and sent to a sludge lagoon where it will eventually be used as iron-rich soil.
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| 0.965162 |
Should you try out parallel parenting?
Should you try out parallel parenting?
On Behalf of | Sep 25, 2021 | Firm News |
As a divorcing parent looking for ways to co-parent peacefully, you may feel like many of the traditional options do not work for you. Shared custody, for example, often requires a high level of communication and cooperation that simply does not suit every divorcee.
Instead, you could consider looking into parallel parenting. This option may provide a good balance between joint parenting and giving you the distance you still need.
Relying on written communication
Psychology Today looks at parallel parenting and how co-parents use it to cooperate after divorce. In essence, parallel parenting takes the face-to-face meetings out of shared custody. You still hold equal responsibility and rights in your child’s life, but you do not have to interact directly with your co-parent.
Instead of in-person meetings or even phone or video conversations, you communicate strictly through text. This can include emails, text messages or even hand-written messages passed through a notebook that travels with your child from your house to your co-parent’s house and back.
In some cases, a court may require you to use a third-party application instead of email or text. They can use this application to monitor your conversations, ensuring nothing gets out of hand and providing evidence in the event of severe arguments.
Readjusting as time goes
You will need to revisit the case in court at least once a year, as parallel parenting does not serve as a permanent solution. In that time, a judge will determine if any changes should happen, if you should continue with the current plan or if you should graduate from it.
You can work together with legal help during this time as well. They can prepare you for potential changes and ensure you get the support you need while going through the process.
FindLaw Network
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| 0.762593 |
The Canadian lobster, Homarus americanus, is a species of lobster found on the Atlantic coast of North America, chiefly from Labrador to New Jersey. It is also known as Atlantic lobster, American lobster, true lobster, northern lobster, Canadian Reds, or Maine lobster.
How to boil Lobster?
1. Preheat the broiler.
2. Place lobster tails on a baking sheet. With a sharp knife or kitchen shears, carefully cut top side of lobster shells lengthwise. ...
3. Broil lobster tails until lightly browned and lobster meat is opaque, about 5 to 10 minutes. Garnish with lemon wedges to serve.
Canadian Lobster
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| 0.944775 |
use torch in a sentence, make example sentences of the word used torches to chase,
English words and Examples of Usage
Example Sentences for "torch"
The villagers used torches to chase the monster back to the castleThe Vikings had brought torches to set fire to the enemy village.
The villagers used torches to chase the monster back to the castle.
When we went camping, we made torches using branches dipped in sap from a fir tree.
A number of cars were torched during the riots.
The private homes of the leaders of the dictatorship were torched during the coup.
Bobby was up until late last night, reading his book under the covers by the light of a torch.
Pass me a torch; I want to look under the car.
For the 1996 Olympic Games, 10,000 people took turns carrying the Olympic torch on its 24,000-kilometer journey from Greece to Atlanta, Georgia.
The streets of London, England were lit at night using torches until 1807, when gaslights were introduced.
A French proverb suggests that the torch of love is lit in the kitchen.
Ben Sweetland once observed that we cannot hold a torch to light another's path without brightening our own.
Lucretius once remarked that the generations of living things pass in a short time, and like runners hand on the torch of life.
Louis Pasteur once stated that science knows no country because knowledge belongs to humanity and is the torch which illuminates the world.
William Hamilton once suggested that truth is like a torch: the more it's shook, the more it shines.
Find someone who has read in bed using a torch.
Example sentences with the torch, a sentence example for torch, and how to make torch in sample sentence, how do I use the word torch in a sentence? How do you spell torch in a sentence? spelling of torch
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use English words in a sentence
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| 0.991168 |
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