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Above photo: Charles Robert Darwin, FRS was an English naturalist. He established that all species of life have descended over time from common ancestors, and proposed the scientific theory that this branching pattern of evolution resulted from a process that he called natural selection.
Claude Monet was a founder of French impressionist painting, and the most consistent and prolific practitioner of the movement’s philosophy of expressing one’s perceptions before nature, especially as applied to plein-air landscape painting.
Theodore “T.R.” Roosevelt, Jr. was the 26th President of the United States. He is noted for his exuberant personality, range of interests and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity.
Sigmund Freud was an Austrian neurologist who became known as the founding father of psychoanalysis.
Steven Paul “Steve” Jobs was an American entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.
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Thomas Alva Edison was an American inventor and businessman. He developed many devices that greatly influenced life around the world, including the phonograph, the motion picture camera, and a long-lasting, practical electric light bulb.
Baron Mór Lipót Herzog assembled one of Europe’s great private collections of art and the largest collection in Hungary prior to World War II.
Alfons Maria Mucha, often known in English and French as Alphonse Mucha, was a Czech Art Nouveau painter and decorative artist, known best for his distinct style. He produced many paintings, illustrations, advertisements, postcards, and designs.
Sir Walter Besant, was a novelist and historian who lived largely in London. William Henry Besant was his brother, and another brother, Frank, gave his name to Annie Besant.
Henry Charles Lea was an American historian, civic reformer, and political activist. Lea was born and lived in Philadelphia.
Andrew Carnegie was a Scottish-American industrialist who led the enormous expansion of the American steel industry in the late 19th century.
Bruce Rogers was an American typographer and type designer, acclaimed by some as among the greatest book designers of the twentieth century.
Edward Drinker Cope was an American paleontologist and comparative anatomist, as well as a noted herpetologist and ichthyologist. He was a founder of the Neo-Lamarckism school of thought.
Edward Morgan Forster was an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society.
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Gaston Tissandier was a French chemist, meteorologist, aviator and editor. Adventurer could be added to the list of his titles, as he managed to escape besieged Paris by balloon in September 1870.
George Walter Vincent Smith made his fortune as a carriage manufacturer in New York City and retired when he was just 35 years old. He and his Springfield-born wife, Belle Townsley Smith, moved to Springfield in 1871 and devoted their lives to collecting art. Although Smith never visited Asia, by buying from dealers in New York and Europe he became a leading 19th-century collector of Chinese, Japanese and Middle Eastern art, and also amassed an outstanding selection of 19th-century American paintings.
Count Lev Nikolayevich Tolstoy, also known as Leo Tolstoy, was a Russian writer who primarily wrote novels and short stories. Later in life, he also wrote plays and essays.
George Washington Cable was an American novelist notable for the realism of his portrayals of Creole life in his native New Orleans, Louisiana.
Henrik Johan Ibsen was a major 19th-century Norwegian playwright, theatre director, and poet. He is often referred to as “the father of realism” and is one of the founders of Modernism in the theatre.
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Oliver Wendell Holmes, Jr. was an American jurist who served as an Associate Justice of the Supreme Court of the United States from 1902 to 1932.
Ralph Waldo Emerson was an American essayist, lecturer, and poet, who led the Transcendentalist movement of the mid-19th century.
Ray Douglas Bradbury was an American fantasy, science fiction, horror and mystery fiction writer. Best known for his dystopian novel Fahrenheit 451 and for the science fiction and horror stories gathered to gether as The Martian Chronicles (1950) and The Illustrated Man (1951), Bradbury was one of the most celebrated 20th-century American writers. Many of Bradbury’s works have been adapted into comic books, television shows and films.
Victor Segalen was a French naval doctor, ethnographer, archeologist, writer, poet, explorer, art-theorist, linguist and literary critic. He was born in Brest. He studied naval medicine in Bordeaux. He traveled and lived in Polynesia and China.
Walther Rathenau was a German industrialist, politician, writer, and statesman who served as Foreign Minister of Germany during the Weimar Republic. He was assassinated on June 24, 1922, two months after the signing of the Treaty of Rapallo, 1922.
William Ewart Gladstone, was a British Liberal politician. In a career lasting over sixty years, he served as Prime Minister four separate times, more than any other person.
William Gwinn Mather was an American industrialist. Mather was born in Ohio and attended Trinity College for his undergraduate and MA degrees. Mather headed the Cleveland-Cliffs Iron Company for 50 years from 1890 through 1940.
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If we give comparison to the political, socio-economic circumstances in the period when the dynasty of Hulakids came to the throne in the 80- 90s of the 13th century, then we will obviously see that the crisis reached to its apogee at the end of the 13th century. Unbearable tax system, heavy situation of working mass, internecine, feudal wars in the country caused to immediate fall of economy.
Heavy situation of population also decreased of profits of state Treasury and big feudals obliged the ruler of Hulakids, and Ghazan khan (1295-1304) realized reforms. The strengthening positions of Islam possessed special place among the measures, implemented by him. Due to strengthen the power of centralized state, he relied on local aristocracy and Muslim clergy, to those parts of nomadic aristocracy of Turkish-Mongolian origin that defended the centralization of authority. Ghazan khan either dismissed or made convert to Islam the military- nomadic nobility, which prevented to the centralization of authority. The role of prime vezir, scientist-historian, doctor and the closest assistant of Ghazan khan, Fazlullah Rashidaddin was great in the preparation and implementation of these reforms. The reforms of Ghazan khan examined the accuration of tax system, preventation of unauthorized behavior of tax collectors, the improvement of lifestock of population, development of rural and urban economy. The realization of reforms had great essence for Treasury too. These reforms, which were implemented in 1294-1304s strengthened the system of administrative governance. First of all, there was implemented the census of population, as well as accurate fixing of categories, amount and time of tax collection. All information about amount and time of tax collection was mentioned on plates and slabs, as well as on boards, which were constructed in major places of settlements. All state documents were kept in special libraries in Shanbi-Ghazan. There was determined wide information about kharac and kopchur. Kharac consisted 60% of harvest in state lands and 10% of harvest in private properties. Simultaneously there were presented privileges to arable- farmers, who planted deserted and left lands. After some time such arable-farmer became the landowner of this land on the rights of mulk.
According to the reforms of Ghazan khan, there occurred changes in the determining of mulks. In 1303, there was given an order about presenting lands of iqta to the Mongols, who were in military service from the foundation of state lands (divans). Distribution of iqta was related with the structure of Mongol troops. The sale of iqta was forbidden. The lands of Azerbaijan were shared especially as iqta during the reign of Hulakids.
After the reforms of Ghazan khan the distribution of vaqfs and mulks increased. At the result of it, there were concentrated large land properties in the hands of big feudals. Although it assisted to the rise of economy, this event caused to failure of small land-owners.
In 1303, Ghazan khan gave decree, according to which land- owners were able to return escaped peasants to their previous lands during 30 years. None of landowners had a right to accept and hide strange escaped peasants. Azerbaijanian peasants were firstly attached to their lands officially.
Ghazan khan took into account the urban economy too. There were implemented measures about unification of monetary system, accuration of collection of tamgha and bac, strengthening of security of trade ways. Hulakids shaped single monetary system, unificated system of weight and measures (1301-1302). The unification of weight and measures based on Tabriz units. The staff of kakhdars (road guard) was increased to the number of 10 thousand people.
The implemented measure assisted to the animation of trade and restoration of urban economy. But as these reforms were not realized completely, they did not resulted as they implied. So, the security of trade ways was not provided, the unification of the system of weight and measures was not completed.
In 1303, Ghazan khan gave special decree in the interests of military-feudal aristocracy. There were shared districts on the right of iqta to the nobility from state lands (divans). At the result of it Turkish- Mongolian feudal got large areas of iqta in Mughan, Shirvan and Arran.
Differing from iqta of 11th-12th centuries, which was conditional, the iqta of the 14th century became inherited property of feudals.
Iqtadar possessed the rights of immunity and wide privileges. At the result of decree of the year of 1303, the peasants were firstly attached to the land. But the land reforms, which was implemented for the centralization of the state, after a while caused to the decrease of central authority.
Craft production improved in Azerbaijan. In the 70s of the 13th century. Marko Polo wrote that the population of Tabriz were engaged entirely in craft and trade. There were lots of merchants and craftsmen in Sultaniyye – previous residence of Elkhanids.
In this period, more developed sphere in craft production of Azerbaijan was weaving. There were produced cotton, silk and wool clothes. Tabriz, Ganja, Nakhichevan, Beylagan, Khoy and Ardebil specially distinguished in this sphere.
There were attracted hundreds and thousands craftsmen from the countries of the East (China, India, Minor and the Middle Asia) to Azerbaijan in the period of Hulakids. There were shaped big craft workshops, where were prepared silk clothes, sewed from gold in Tabriz. Marko Polo noticed and described Shirvan with the same expressions and mentioned about its silk clothes, sewed from gold.
There worked lots of weaving workshops in Rabi-Rashidi. The workshops belonged to the state and prime-vezir, Fazlullah Rashidaddin. They brought very high profits.
There were widely enlarged the production of silk and cotton curtains and bedspreads, wool tents, decorative middle-work and other fields of craft in Azerbaijan.
Original and specialized sphere of craft in Azerbaijan was carpet weaving. Elkhanid Treasury and big feudal gained high profits from carpet weaving by collecting high taxes. The carpets of Azerbaijan were exported to lots of countries of the world.
There were revealed plenty of labour tools, also the samples of craft makings during archaeological excavation in Beylagan and Gabala.
There were largely utilized from makings of copper and bronze in life. There were prepared cold weapons in Ganja, copper guns – in Khoy and knifes – in Shamkir; There were extracted the gold and lead. Despite of great fall in Shiz at the result of Mongol conquest, metallurgy improved only in Tabriz.
After Mongol conquest, in the period of Elkhanids the captivated masters – gun makers were obliged to work in workshops. The reform of Ghazan khan improved their conditions. State Treasury began to buy the makings of gun-makers, which increased the interest to gun production.
Despite of great fall of pottery at the result of Mongol conquest, the ceramic production did not loose its importance. There were buildings in Tabriz and Sultaniyye, which attracted the attendance with their ceramic cladding. Ceramic art of Tabriz preserved its Eastern style.
Ceramic mosaic of Mercaniyye mosque, which was constructed in Baghdad in 1357, was made by Tabriz master, AhmedShah. The ceramic cladding of Pir-Hussein building, constructed in Shamakha, near the shore of the river of Pirsaqat in 1256, is a great sample of the art of decorative ceramics of the Middle East. In this period, there were big pottery workshops in Ardebil.
Tabriz and Maragha were major centres of leather production in the Middle East. The demand of Elkhanid rulers to leather makings were implemented at the expense of local production. There was existed special leather market in Tabriz, special workshop in Maragha and the district of Khiyav, near Ardebil was specialized centre on the production of leather makings. There was also improved the production of shoes in the city.
In 13th-14th centuries, joiner and carpentry were the major spheres in wood-working in Azerbaijan. There were made special doors, windows and etc. Ardebil and Nakhichevan especially distinguished in these fields. Glass dishes and glass decorations were prepared in the workshops of Tabriz and Khiyav.
There was extracted copper in Kafan and Nakhichevan, gold and lead-in Shiz, oil and salt-in Baku, iron-in Dahskesen.
Due to guard their interest, craftsmen and small merchants organized religious, social-political organizations, called akhi and professional unions (asnaf, mokhtarifa, ozan – in the period of Mongols). There were existed secret organizations of akhi in Ganja, Beylagan, Ardebil and Baku. Akhies were goodwill, which united low stratum of urban population. These organizations possessed difficult interior structure. Akhies were governed by sheikh. The leaders of small groups and organizations of akhi subordinated to sheikh. The members of the organization should be irreproachable in religious relationship. These rules were reflected in special charter of the organization of akhi – futuvvatname. The number of the organization should gird on special tie. Depending on time and place, the members of akhi organization were called igid (couregous) and comerd (generous). Akhies should be hospitable too. Facts about it we can meet in the work of “Isgendername” by Nizami and in the notes of Arabic traveler and scientist, Ibn Batuta (14th century). But, sometimes despotic feudals killed the members of akhi.
Despite of the reforms of Ghazan khan, the rights of craft guilds in the cities were liquidated during Mongolian authority. The heads of guilds, who had been choosen before, were appointed by elkhans.
Sometimes they were not appointed from local settlers, but from the supreme Mongol feudals.
The tendency in urban self-governance, shaped by Mongols prevented the development of cities. Feudal strife and conflicts made the working people of cities unite in social-political and professional organizations.
Mongol conquests inflicted damage to the trade as well. There was destroyed a line of cities and villages. Economic destruction influenced not only to interior market, but also to international trade.
Nevertheless, at the beginning of the 14th century there began to rise metallurgy, weaving, silk-weaving, glass-making, jewelry spheres, also in the production of shoes, carpets, fur makings and etc.
In the economy of Azerbaijan of that period raw-silk, raw-cotton, grain, wool, cotton clothes, clothes from camel wool, wool bed-spreads, chukha, chalma, leather makings, shoes, carpets, pottery and wood makings, copper dishes, musical instruments, decorations played the role of goods. Ganja, Barda, Sheki, Shamakha were specialized in silk production, Beylagan – in pottery and made of candies, Baku – in oil and salt production, Tabriz, Shirvan, Khursan- in carpentry, Shamkir – in leather production, Ardebil – in the production of colourful clothes, Barzand – in the production of special bed-spreads.
There is known from sources that silk of Barda was exported to Pars and Khuzistan and from Baku and Shirvan there were exported fur, oil, rise, cotton, maize, Greece nuts, raisins, chestnut, saffron, also various fruits (pomegranate, pear, peach, abricot, mulberry, graip) and so on.
There were existed big markets in Baku, Beylagan, Nakhichevan, Ganja, Maragha, Shemkir and Tabriz. There were existed bazaars in local essence too.
Bazaar was located in the centre of the city. Various craftsmen opened their own small-shops in bazaars. There were constructed many caravanserais, connected with the extension of caravan trade. The largest caravanserai was Zubeyda and located in Tabriz. Big caravanserais were also in Culfa, Salyan (14th century), Baku (Icheri- sheher (Old city)) and Garadagh.
In 13th-14th centuries, Azerbaijan maintained trade relations with China, India, Iran, Irag, Egypt, Georgia, Daghestan and Russian realms. There were exported oil, copper, salt, raw silk, rise, chestnut, carpets, wood and pottery makings, red paint to these countries. There were exported thin silk clothes, cotton clothes, elephant’s bohe, metallic makings, paint, medicine, cattle and fur from foreign countries to Azerbaijan.
The merchant of Venesia and Genuya, who oftenly visited to Azerbaijan, especially to Tabriz, Baku and Shamakha, played great role in the trade between East and West. These merchants kept trade ships in the Caspian Sea.
The archaeological excavations in such cities as Ganja, Tabriz, Nakhichevan, Sultaniyye, Beylagan and Shamakha testified the imported goods, brought from India, Iran, Russian realms and other countries. These goods were brought to Azerbaijan through Middle Asia and Iran and through Indian Ocean, Persian Gulf and then Bahgdad way.
In 13th-14th centuries, more important branchs (sakhrakh) of trade ways, passing through the state of Hulakids laid in the territory of Azerbaijan. Northern way, passed through Tabriz-Marand reached to the river of Aras. Trade ways also passed through Sultaniyye, Zenjan, Kaghizkonan (Khunanc), Miane, Ucan, Corab, Ardebil, Bilesuvar, Mahmudabad, Baku, Shamakha and Derbend. Another branch of this road laid by the river of Aras through Baciravan, Beylagan, Lemberan, Barda, Ganja, and Shamkir till Tabriz, Western way passed from Tabriz, through Marand, Khoy, Nakhichevan, Dabil (Dvin), Archish, Khilat, Malazgird, Arzerum, Erzincan, Sivas and Trabzon. The road till the shore of the Black Sea, which connected the West and the East laid through Tabriz, Sarab, Ardebil, and then – till the Caspian seaside in Talish. There were existed the ways from Tabriz to Ahar, Baciravan and Arran too.
Trade ways, which laid by Southern province began in two areas – in Hamadan and Sultaniyye. Tabriz road, which reached to Zenjan, divided into two ways, which passed from Zenjan to Taram, till Khalkhal and Ardebil, the other – by Safidrud, through Gilan to Enzeli, which was connected Baku to marine way.
Road from Zenjan to Miana divided into three ways:
1. Northern way; Ardebil, Mughan, Beylagan, Baku, Derbend (Bab al-Abvab);
2. North-Western way; passed from Uchan to the northern shore of Urmiyya lake, through Armenia to the shore of the Black Sea and to the Minor Asia;
3. Western way; from Maragha till the Southern shore of Urmiyya lake, through Reveduz, Mosul, Haleb, the shore of the Black Sea, by Volga it reached to Astara and Tabriz. Trade caravans passed from Tabriz to Trabzon in 30 days.
Baku was the best port of the Caspian Sea in the transite trade with Shamakha. Trade way, which began from Chine and India passed through Middle Asia and Iran to Azerbaijan and then by the shore of the Caspian Sea it continued to the North and reached to the shore of the Black Sea. For the trade of goods, imported from the East, the most important roads were: the way by the rivers of Kura and Rioni to the shore of the Black Sea, also ancient way, passed by Aras, through Armenia, Syria (Sham) and Mesopatamia.
In the north of Azerbaijan there was a special caravan way to Astrakhan (Hashtarkhan), Gold Orda and China. Great Silk way, which connected China and the West, passed through Azerbaijan. Azerbaijan played the role of bridge between the East and the West. There were shaped political, diplomatic and cultural relations through this international trade way.
In 13th century, there were minted various coins: silver and golden coins in Azerbaijan. The highest face value was tuman, golden and silver balish. Golden dinar, silver dirhem and copper fells played an important role in monetary. There began to be minted silver dinar at that time too.
There were utilized golden coins of foreign countries in Azerbaijan. Due to prevent financial crisis, which began during Ahmed khan’s reign (1282-1284), Keykhatu khan put in circulation new paper money – chao in 1299. This reform, which aimed to fill up stock the Treasury and was examined for interior circulation, also had a goal to the obligatory collection of golden and silver money, which went to the foreign countries to the Treasury. But the population refused from paper money. This attempt, which was implemented in order to prevent financial crisis, much more aggravated the financial circumstances of the state.
So, Ghazan khan accurated the coin minting along with other measures. There was established single monetary system in the state of Hulakids. The implemented monetary reform, which had secret rules assisted to the extension of the trade. This caused to the increasement of demand to money and the opening of new coin palaces. In the period of Hulakids’ governance, there were 75 coin palaces in Azerbaijan.
The urban construction was also taken into account in the period of Hulakids’ governance. There were built palaces, observatories and mosques in the cities. For instance in 1290 there was laid the foundation of the city of Arquniya near Tabriz. Later, during Ghazan khan’s reign this city was renamed and was called Shanbi-Ghazan. During Argun khan’s reign there was laid the foundation of the city of Sultaniyye, the length of its fortress walls was 12 thousand steps (11,5 km). Tabriz, which much more developed at that time, became the one of the biggest trade and cultural centres of the East.
The foundation of cities after the reforms of Ghazan khan influenced to the economy. The number of urban population increased. One of the foreign travelers – monk Jurden de Severak described Tabriz at the beginning of the 14th century: “In the city, called Tabriz, there were 200 thousand houses”. There were 30 thousand houses, 24 caravanserais, 1500 small trade shops, three – storeyed caravanserais, mosques, bazaar, bath, coin-palace, school with 7 thousand students and 450 teachers in the city of Rabi-Rashidi, which was founded by Fazlullah Rashidaddin. Italian Oderik Perdenon, who was in Tabriz in 1321, expressed his impressions with such words: “Tabriz is awesome city. It is irreplaceable from the viewpoint of trade. Because, there were not such goods, which could not be found in the stocks of Tabriz. The location of the city was also good. That is why people come here for trade. The Christians, who lived in Tabriz told me that the profits of Shah, brought from this city are much more than the profits of France king, brought from whole France”. Ghazan khan laid the foundation of the city of Mahmudabad on the seaside of the Caspian Sea. Although the cities of Azerbaijan possessed semiagrarian character, there were developed trade and craft too.
During Mongolian conquest and the yoke of Hulakids the population of Azerbaijan, which suffered from land and tax policy, as well as exploitation rose against conquerors. In 60s of the 13th century, the popular movement extended. At this time the mountainous part of Karabakh was pressed and the governor of Khachin, Hasan Jalal was subordinated. Hulaku khan personally took part in the neutralization of these uprisings.
In 1275, when Abaga khan was in hunting in Arran military rebels attacked to him. Although the uprising was pressed, Abaga khan was scared. During Ghazan khan’s reign there happened uprising in mountainous part of Shirvan. There was organized special troops for the suppression of this uprising. The soldiers of these troops were freed from taxes. They were called tarkhans. The circumstances in the country was strained even after coming to the throne the dynasty of Chobanids in 1338. Hamdullah Qazvini, who described this situation, wrote that, at that time these areas were inhabited by wolves and foxes. After the death of Hasan Choban, Melik Ashraf tried to come to the throne. Major goal of the uprisings were to put the end to the cruelty, unauthorized behavior of Chobanid emirs, but the forces were not equal rebels were not able to resist and had to retreat and escape at the end.
In 1347, the population, which suffered from the yoke of Melik Ashraf, escaped to Georgia, Anatolia, Syria and Baghdad. After 10 years, in 1357, the exploited population by Malik Ashraf sent request to the ruler of Gold Orda, Janibey by the vehicle of greatest scientist Qazi Mahiyaddin Bardai and ShirvanShah Kavus and asked him to come and save the population from the yoke of the dictator. This suggestion coincided to the goals of Janibey. Janibey who came to Azerbaijan, conquered Tabriz and captured Malik Ashref, whom he did not want to assosinate at first. Population disagreed with this. When Janibey ordered to execute Malik Ashraf the people took away him from executioners and cut Malik Ashraf’s head with dagger.
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Mind-body medicine has been a popular topic in allopathy for many decades. During this time, it has gone from a fringe idea to a practice featured by nearly all academic medical centers, including leading institutions like Harvard, Johns Hopkins, and Stanford.
Research into mind-body medicine continues to grow. A recent search on PubMed for the term "mind-body medicine" yielded almost 50,000 results. Surely with this much accumulated research over decades, we must have discovered key insights into how the mind influences the body, right?
Well, yes and no.
On one hand, we do know that practices such as meditation and yoga offer measurable benefits (see the PubMed search). On the other hand, we still haven't been able to clearly define the bridge that connects the mind with the body. We are still seeing the mind and body through the lens of dualism as a mind plus a body—not because it's the right understanding, but because it's the popular view that medical researchers, professors, and doctors are implicitly taught long before their professional education began.
The dualism of mind and body is often traced back four centuries to the French philosopher and mathematician Rene Descartes, though he was in no way the first to offer a dualistic perspective. Descartes explained that the mind is immaterial and doesn't extend in space while the body is material and does extend in space. He apparently saw an invisible barrier between mind and body—one that seemed to fit everyday experience, yet still didn't explain how the mind and body influence each other.
If mind and body are indeed different, how does our will (mind) manage to move our legs (body)? How does a pin prick on our foot (body) cause us suffering (mind)? How does the feeling of happiness (mind) cause a smile on our faces (body)? What is the bridge between the two?
Medicine put this question on the back burner over the last several centuries as Henry Gray gave us detailed insights into physical anatomy, Alexander Fleming gave us penicillin, and Michael DeBakey gave us coronary bypass procedures. Four-hundred years later, the question still hasn't been answered.
This is important to keep in mind (pun intended) when you read articles about mind-body medicine and hear about mind-body therapies. The phrase mind-body is certainly valid—we use it as a communication tool—but at some point we also have to pause and look into what exactly we mean by the mind. We must be able to define our terms if we wish to develop greater clarity.
One way to define mind is to see that mind is experience. Any distinct experience, whether we label it mental, physical, scientific, spiritual, or anything else, is the mind. From this perspective, even what we call the body can be appreciated as a mental experience. Though we have one body, we see that this body is experienced differently depending on what perspective a person takes. The body, in this sense, is subjective, or mental. Even the apparently strictly physical aspects are interpretations of our nervous system, and would be perceived differently by a different species with a different nervous system.
If we can appreciate that even what we call the body is a range of mental experience, then we can move past unexamined, limiting, dualistic thinking by seeing mind and body as a single flow of experience. The body, in this view, is simply the visible, publicly-shared, dense aspect of the mind.
Consider the example of water and ice. Still water by itself is difficult to describe. It's difficult to pick up. It's difficult to share (without a container to hold it). But ice is different. Ice can be described in terms of its shape. It can be picked up. It can easily be given to another person. Yet, ice is not fundamentally different from water. Water that becomes dense and holds its geometric pattern is called ice. Similarly, the aspect of mind that becomes dense through repeated activity, maintaining the same patterns over and over, is called the body. These patterns, when incompletely seen in progressively denser stages, are what we call physiology, biology, body anatomy, and genetics.
Put simply, as the mind flows, so the body appears. This Mind-Body-Flow Theory is consistent with established philosophies like idealism and Advaita, maintains and even upgrades our access to scientific rigor, and is supported by the stories our guests shared on the Healing is Possible podcast, where changes in perspective, feeling, thought, and behavior–all originating in the mind–subsequently change the body. In fact, we all experience this, but it is more powerfully evident in people who have explored the subconscious aspects of mind that hold unseen patterns of experience.
The power of Mind-Body-Flow Theory is clear. If the body is the visible, patterned mind, then new mechanisms of healing become available by exploring the subconscious mind, as our guests have repeatedly demonstrated. Because mental patterns are often subconscious and habitual, it can take time for the body to change, just as it takes time for ice to de-pattern (or simply melt), change, and flow again. This explains why simply trying to think a problem away often doesn't work. The roots of thought run deep and may have "frozen in place" over time. A deep thaw may be needed.
Unfortunately, new ways of thinking about mind and body are often misinterpreted as meaning we are to blame for our suffering, or that we can ignore the body. Let's be clear. Exploring the connection of mind and body is not about blaming someone or pointing fingers, and it’s not about ignoring actions we need to take in hopes of a quick and easy cure. Rather, it’s about opening the door to new possibilities- ones that that still require responsibility and often hard work.
As a caring society, we have a responsibility to ensure that each person has the choice to further investigate these possibilities if they wish. That choice can only happen if we educate ourselves on new, more comprehensive perspectives on mind, body, and healing.
Healing is possible.
A gentle practice:
Investigate your experience in this moment. Note the relationship between the way you feel, the thoughts you think, and how the body represents itself.
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Environment and Sustainability
The growing Environment and Sustainability list is at the heart of our remit to publish quality scholarship that addresses global social challenges.
This list covers a broad spectrum of issues and focuses on the social justice dimensions of environmental sustainability, including in: climate change, environmental politics, developing sustainable economies, transport and sustainability and environmentalist thought and ideology.
Motivation, agency and choice are key when people make decisions about changing where they live. The concept of option recognition was introduced as a forerunner to this decision, for some being part of rightsizing their accommodation or changing their location, for others a consequence or concern for their health and well-being; the reasons are entangled. As already acknowledged, older people’s housing is part of the public debate about intergenerational relations, the lack of family housing and financial transfers. Independent Age (2016) report that talking to the family about housing, care and end of life are some of the most difficult conversations older people may have that may encourage change. This chapter focuses on alternative environments of housing and care that for some are the outcome of that change.
While discussions may range from good ideas to recognising insufficient knowledge about alternatives, the ability or motivation to move may never be considered by those who decide to stay put. Living with others who are non-family members in a form of communal living is experienced by many across their lives, yet they may not make the comparison with arrangements in later life. Heywood et al, (2002, p 118) comment on collective living in student halls of residence, shared residences in early adulthood, assisted living in later life and (in advanced old age) the experience of residential care and nursing homes. Nevertheless, to date a relatively small percentage of people aged 65 and over in the UK make a change to age-related housing (with care).
Chapter 8 begins by returning to the case study of Jo. You may be wondering what happened next. Eventually, Jo became a little more vulnerable, developed a form of pneumonia and had to be admitted to an acute hospital for a week, followed by three weeks within a community rehabilitation hospital. Members of her family visited almost every day, and in rehab she regained her mobility through daily exercises with a physiotherapist. Eventually, through her insistence, she returned to her home in retirement housing; to the flat she knew well, and with 24-hour care, provided through a combination of daily home carers and her daughters who covered the nights, she lived out the last six weeks of her life before dying in her own home. Her daughters and formal carers felt this was the ‘peaceful death’ that in many ways she had been determined to achieve. She did not have to move to a care home.
Jo’s experience can be seen as a period of long-term care (LTC). This phrase relates to forms of health and social care, formal and informal, for people in need of medical support and personal care such as washing, dressing, meals, assistance with toileting and medication, across a range of contexts. It is defined in this way by the National Institute of Aging in the USA:
Long-term care is provided in different places by different caregivers, depending on a person’s needs. Most long-term care is provided at home by unpaid family members and friends. It can also be given in a facility such as a nursing home or in the community, for example, in an adult day care center. (National Institute of Aging, 2017)
While different dimensions of environment – physical, social, cultural, political – can be considered separately, together they form the environmental context of place that is central to an ecological perspective. Throughout their lives, people live in dynamic interaction with this context, developing psychological understanding of it (Wahl and Lang, 2004; Keating et al, 2013), a view referred to here as ‘environmental living’. Environmental living in later life is the focus of the following five chapters. We move to national (meso-) and local (micro-) scales of reference, using the UK and England as an example, in which locations, settings and situations can be examined. As these scenarios are central to research undertaken by the author and colleagues over the past decades, Chapter 6 forms a bridge to empirical research connecting issues relating to intergenerational and age-related environments. The concept of ‘home’ alongside associated issues of ‘homeland’ is pivotal in this discussion; it is introduced here and is a running theme throughout.
The word ‘home’ has diverse cultural definitions and is at the heart of a breadth of literature. For many it is a locational term, which is focused on specific housing yet often has a broader base regarding neighbourhood, community, city and nation – connecting with the concept of homeland. This extended definition includes layers of attachment that help to define a person’s identity within a particular place. Space and place merge in a meaning of home that is associated with the personal through positive concepts of belonging, security, familiarity and privacy, while sometimes guarding negative concerns regarding gendered domestic activity, non-decent housing, isolation, loneliness and a life of fear or abuse (Peace, 2015).
Providing the first UK assessment of environmental gerontology, this book enriches current understanding of the spatiality of ageing.
Sheila Peace considers how places and spaces contextualise personal experience in varied environments, from urban and rural to general and specialised housing. Situating extensive research within multidisciplinary thinking, and incorporating policy and practice, this book assesses how personal health and wellbeing affect different experiences of environment. It also considers the value of intergenerational and age-related living, the meaning of home and global to local concerns for population ageing.
Drawing on international comparisons, this book offers a valuable resource for new research and important lessons for the future.
… by 2050, one in six people in the world will be over age 65 (16%), up from one in 11 in 2019 (9%). By 2050, one in four persons living in Europe and Northern America could be aged 65 or over. In 2018, for the first time in history, persons aged 65 or above outnumbered children under five years of age globally. The number of persons aged 80 years or over is projected to triple, from 143 million in 2019 to 426 million in 2050. (UN, 2020)
In the preface to this book, it was noted that a key objective was to address environments of ageing at different levels of spatial scale (Figure 0.1). This chapter focuses on the global context. As this quote from the United Nations (UN) shows, population ageing continues to advance, occurring during a period of dynamic change when globalisation is producing time–space compression through technological development, and when global capitalism is resulting in consumerism becoming more universal (Sassen, 2004; Jones et al, 2008). The interface between major transformations in global health, demography and household composition is changing during a time of parallel challenges regarding urbanisation, migration, climate change, the built environment and technological development. Neo-liberalism has become the dominant political force, leading environments to become more or less inclusive for different cohorts, generations and groups (Walker, 2005; Phillips and Feng, 2018; IMF, 2020a, 2020b). The issues addressed here are historic and ongoing, with authors such as Phillipson (2003, 2007a, 2007b) alerting us to their breadth, diversity and impact on the ageing individual (see Figure 3.1).
When asked if they might move after retiring from paid employment, and whether this might be to special housing geared towards older people, many research respondents will say they haven’t really thought about it and wish to stay in their own home for ‘as long as possible’. This is despite the fact that their stories show they have thought about it even if it has not been widely discussed, and some have been used to moving throughout their lives (Holland, 2001; Wiles, 2005b; Peace et al, 2006). Attachment to place involves the coming together of levels of environmental understanding, and it has been noted ‘that individual experience of place is layered and that knowledge of personal biography and experience in time and space leads to greater clarification of the complexity of person–environment interaction’ (Peace et al, 2011, p 754).
Here, vignettes from anonymised and real name participants who wished to be named in research are introduced and they have all given consent for their stories to be told. They have been drawn from three British research studies that consider the detail of environment and ageing. The concept of ‘option recognition’, which captures the extent of environmental impact on decision making in later life, is then introduced. Consideration is given to how this theoretical development relates to research within other developed countries, especially the ENABLE-AGE researchers who similarly take into account the normality of environmental continuity and change in very old age. To conclude, the lens of general housing is used to reflect on the meaning of home.
More than 90 per cent of older people in the UK live in general needs housing, forming the major component when discussing environments of ageing. Table 5.1 outlines the range of housing forms in later life. Approximately 5–6 per cent of the older population live in age-related communal housing, discussed in Chapter 7 along with co-housing, intentional housing that can be intergenerational or age-related. Additionally, 4–5 per cent live in care homes (residential and nursing care), which includes 15 per cent of the population aged 85 and over (Laing, 2018) and forms the focus of Chapter 8 (comparable typologies are seen in the Housing our Ageing Population: Panel for Innovation (HAPPI) report, written by Barac and Park, 2009, p 2 (see Glossary) and Park and Porteus, 2018, p 131).
This chapter focuses on mainstream housing, where housing type, tenure, standards and markets embed individual housing histories. It begins with a reflection on housing development during the 20th century to contextualise environments of ageing identified through the English Housing Survey. Then it moves to the built environment and housing policy, reflecting on how building regulations affect housing design. Issues regarding inclusive design and how dwellings seen as non-ableing could be retrofitted or adapted are discussed alongside the growing development of assistive technology. The chapter ends with further reflections on housing as home, the impact of receiving care in current housing and how older people are becoming involved in co-designing future housing. This sets the scene for the empirical research that is featured in Chapter 6, where general housing is considered with regard to the meaning of home.
This chapter returns to considering the ways in which environmental gerontologists address key issues. Although the earlier discussion of theoretical development in Chapter 2 did not detail a methodological approach, we are drawn here to the qualitative work of Gubrium, Rowles, Rubinstein and de Mederios, for example, who have developed ethnographic methods and phenomenological approaches that help us to understand the minute detail of everyday living in later life. Like other gerontologists in this field such as Oswald, Wahl, Chaudhury, Golant, Bernard and Burholt, the current author has experience of mixed methods research, in which in-depth perspectives can be viewed within a bigger picture. This may include innovative measurement and the triangulation of data in analysis (see Kellaher et al, 1990; Mertens and Hess-Biber, 2012).
In addition, the approach to research here has been influenced by the author’s colleagues at The Open University (OU) who have expertise in biographical studies, oral history and autobiographical writing (Johnson, 1978; Atkinson and Williams, 1990; Bornat, 1994, 2001; Holland, 2001; Bytheway, 2009, 2011). While these methods emerged through social history and sociology (Chamberlayne et al, 2000; Thompson, 2000), they underpinned the need for in-depth knowledge of personal narrative, leading in 1995 to the launch of the Centre for Ageing and Biographical Studies at the OU’s then School of Health and Social Welfare. Through bringing these traditions together, this author has continued her interest in how environmental experience, both individual and group, can be understood through environmental biography and participatory research that is grounded in place.
Environmental gerontologists who are concerned with researching the context of adult human experience and behaviour in later life regard person/environment (P–E) interaction as pivotal to ageing well. Consequently, Chapter 1 opens with the actor and their stage – the separate characteristics of older people and their environment based on lives in Western developed countries. By discussing these separately, they are then brought together to recognise interaction between them in everyday experiences. Finally, we move beyond this individualised interaction within specific contexts, recognising that P–E also must be addressed at a collective level. This has implications both in terms of levels of interaction and the methodology by which the evidence base and research methods, particularly participatory studies, are supported.
Under the heading of Person (P), attention is paid to the boundaries of ageing, in other words how an older person is defined in this text. Consideration is given to ‘successful’ or ‘active’ ageing and proposed definitions of ‘third’ and ‘fourth’ ages. Such definitions are grounded in a heterogeneity that sees each individual as uniquely gendered and ethnically, sexually and culturally distinct. Late life experience is built on an understanding of the self that takes a wider life course perspective. All these characteristics have implications for P–E interaction, and awareness of this diversity is necessary before underlying theoretical perspectives are addressed in Chapter 2. Environment (E) then comes to the fore, with the central concerns being space, place and materiality. The underlying relationship between space and place as social, economic, psychological and cultural is unpacked before public and private domains are examined.
When considering the journey made across different environments of ageing, and the wealth of literature covered, there are many paths and views that could have been taken. The aim of this chapter is to foreground contextual issues central to environmental gerontology. The spatiality of ageing started with a global perspective even if knowledge of person–environment (P–E) interaction is commonly local and national. Here a relational approach is taken to these spatial levels, looking at flows captured at different times through people and place. It returns to global concerns to reassess local and national impact that affects social exclusion and inclusion in later life, a part of the iterative theme of environmental living and the concept of home. In seeking a circularity of ideas with global to local, local to global influence relationality is used as a way to understand environments of ageing.
In Chapter 3, a discussion of global concerns focused on the big issues that are part of this challenging time. Thinking relating to global health focuses not only on definitions of active ageing and the ability of individuals to take personal responsibility for diet, exercise, activity and participation, but also the parallel incidence of long-term chronic ill health and end of life. Such experience varies within and between developed and developing countries where inequalities of personal and social health are related. When writing in October 2021, health for all ages is a chief concern as the COVID-19 pandemic has taken hold globally.
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Astrology and Technology
Welcome, dear reader! The Enlightenment, often hailed as the Age of Reason, ushered in an era where logic and empirical evidence reigned supreme. As society championed scientific discovery and rational thought, astrology faced a unique challenge. Positioned at the intersection of ancient beliefs and emerging skepticism, the celestial practice found itself both critiqued and revisited. Yet, even amidst this intellectual revolution, the allure of the stars persisted, reflecting the enduring human desire to find meaning beyond the tangible. Join me as we explore this dynamic period, where astrology navigated the delicate balance between tradition and transformation.
Introduction of Astrological Software
Setting the Stage: Astrology Before the Digital Era
The Ancient Tools of the Astrologer
Long before the advent of software, astrologers relied on hand-drawn charts, ephemerides, and intricate calculations. This meticulous process required immense knowledge and patience, limiting astrology’s reach primarily to dedicated scholars and practitioners.
The Need for Evolution
As societies modernized and the pace of life accelerated, there arose a pressing need to make astrological practices more efficient and accessible, paving the way for the integration of technology.
The Early Days of Astrological Software
First Steps in Computer-Aided Astrology
The 1970s and 1980s marked the pioneering phase of astrological software. Basic programs started emerging, capable of performing fundamental astrological calculations, relieving practitioners of tedious manual computations.
Challenges and Skepticism
The integration of technology into the ancient realm of astrology wasn’t smooth. Many traditionalists viewed it with skepticism, questioning the accuracy and soul of computer-generated charts.
Features and Capabilities: The Power of Software
Beyond Basic Calculations
As technology advanced, so did the capabilities of astrological software. Programs began to offer a vast array of features, from intricate chart interpretations to predictive models and compatibility analyses.
The visual dimension of astrology, previously restricted to hand-drawn charts, experienced a revolution. Software enabled the creation of intricate and customizable chart designs, enhancing the visual appeal and comprehension of astrological data.
Democratization of Astrological Knowledge
Breaking Down Barriers
With the aid of software, astrology became more accessible. Those interested no longer needed years of study to create a birth chart. The software opened doors for hobbyists, enthusiasts, and budding professionals alike.
Education and Learning
The interactive nature of software also facilitated learning. Many programs incorporated educational tools, guiding users through astrological principles and interpretations, thereby fostering a new generation of self-taught astrologers.
Commercial Implications and the Business of Software
From Free to Fee
The growing demand for astrological software led to a market influx. While some developers offered basic versions for free, more advanced features often came with a price tag, leading to the commercialization of astrological tech.
The Rise of Software Giants
As in other tech realms, certain astrological software brands began to dominate, establishing themselves as industry standards and influencing the global practice of astrology.
Conclusion: A New Era for Astrology
The introduction of astrological software marked a transformative phase in the millennia-old practice of astrology. While it ushered in efficiency and accessibility, it also sparked debates about tradition versus modernity. Yet, there’s no denying that technology breathed fresh life into astrology, making it more relevant and resonant in our fast-paced, digital world.
The Internet and the Spread of Astrological Knowledge
The Dawn of the Digital Age
From Physical to Digital: A Paradigm Shift
The late 20th century saw an unprecedented shift from physical mediums, such as books and in-person consultations, to digital platforms. The Internet, with its immense potential for global communication, set the stage for vast knowledge dissemination, and astrology was no exception to its influence.
Early Internet and Astrological Websites
In the initial days of the World Wide Web, astrology websites emerged as hubs for enthusiasts to discuss, learn, and explore the vast universe of astrological wisdom. These platforms began as simple static pages but quickly evolved to offer dynamic content tailored to users’ astrological signs and birth charts.
Forums, Blogs, and the Democratisation of Astrological Discourse
Astrology Forums: A Global Gathering
Forums like Astrodienst and Astrologers’ Community became melting pots for astrologers from diverse backgrounds and expertise levels. These platforms encouraged sharing, debates, and discussions, giving both novices and experts a voice in the broader astrological community.
Blogging and Personal Insights
The rise of blogging platforms offered individual astrologers a medium to share their unique perspectives, interpretations, and experiences. Influential astrologers began to amass significant followings, bridging the gap between ancient traditions and contemporary cultural nuances.
Online Astrology Schools and Courses
Remote Learning Opportunities
Traditional astrological education, often restricted by geographical and logistical barriers, found a new lease on life through online courses. Websites began to offer structured learning programs, making astrological education accessible to anyone with an Internet connection.
Specializations and Niche Courses
Beyond basic courses, the digital realm allowed for the proliferation of specialized astrological fields. From Vedic astrology to astrological entrepreneurship, students could now dive deep into niche areas of interest.
Interactive Tools and Personalization
Free Birth Chart Generators
What was once a complex, manual process turned into an instantaneous, user-friendly experience. Websites began offering free birth chart generators, allowing users to input their details and receive a detailed astrological analysis in seconds.
Transit and Progression Tools
Advanced users benefited from tools that offered real-time astrological transit and progression analyses, helping them navigate significant life events and changes through astrological insights.
The Rise of Astrological Content Creators
Social Media and Astrology
Platforms like Instagram, Twitter, and TikTok gave rise to a new generation of astrological influencers. Their bite-sized, visually appealing content catered to a younger, digitally-savvy audience, further expanding astrology’s reach.
Monetization and Professional Opportunities
For many, what started as a passion soon turned into a viable profession. Content creators leveraged advertising, sponsored content, and subscription models to monetize their astrological platforms.
Conclusion: The Digital Expansion of Astrology
The Internet’s impact on astrology is undeniable. By breaking geographical barriers, fostering global communities, and offering unprecedented access to knowledge and tools, the digital age ushered in a renaissance for astrology, solidifying its place in modern culture. As we continue to move forward, it’s clear that the marriage between astrology and technology will only deepen, bringing forth innovations and evolutions we can only imagine.
Astrology Apps and the Digital Age
The Revolution of Astrological Apps
From Desktop to Mobile: A New Era
The rise of smartphones has drastically changed the way people interact with the world and access information. Astrology, too, was swept up in this digital transformation. From basic horoscope updates to intricate natal chart readings, apps brought astrology to the fingertips of millions, democratizing its access like never before.
Interactivity and Personalized User Experiences
Unlike websites or traditional readings, apps have the unique ability to offer interactive experiences. Features such as daily notifications based on planetary transits or real-time moon phase tracking give users personalized insights tailored to their individual birth charts.
The Titans of Astrological Apps
Co-Star: Personalized Astrology
One of the pioneers in the realm of astrological apps, Co-Star uses artificial intelligence to generate insights based on precise birth details, delivering daily horoscopes that often resonate deeply with its users. Its modern interface and social integration features have made it a favorite among millennials and Gen Z users.
The Pattern: Beyond Horoscopes
Going beyond the conventional, The Pattern offers users insights into their personalities, ideal partnerships, and even possible challenges in their life path. Its approach, focusing on cycles and patterns rather than daily predictions, has won it a dedicated user base.
TimePassages: Comprehensive Astrological Tool
For those seeking a more detailed astrological analysis, TimePassages offers intricate birth charts, transit details, and progression tracking. Its comprehensive tools cater to both beginners and seasoned astrologers.
The Business Model: Monetizing the Stars
Freemium Models and In-App Purchases
Many astrology apps adopt a freemium model. While basic features are available for free, more in-depth analyses or additional features come at a cost. In-app purchases have become a significant revenue source for many of these platforms.
Subscription Services for Exclusive Content
Some apps, capitalizing on their loyal user base, offer subscription services. These monthly or yearly subscriptions provide users with exclusive content, more detailed readings, or an ad-free experience.
Apps and The Social Experience
Connecting with Friends and Loved Ones
Astrology apps have harnessed the power of social integration. Features that allow users to compare charts with friends or get compatibility readings have added a social dimension to what was once a personal experience.
Forums and Community Building
Community-building features, such as forums or user-generated content sections, foster discussions and sharing among users. These communities often serve as support groups, discussion platforms, or simply spaces for enthusiasts to connect.
Challenges in the World of Astrological Apps
Data Privacy Concerns
With apps collecting birth details and other personal data, concerns about data privacy have arisen. Some apps have faced scrutiny over their data handling practices, emphasizing the need for transparency and stringent security measures.
Ensuring Authenticity and Accuracy
As the market becomes saturated, ensuring the authenticity of astrological content and the accuracy of predictions becomes paramount. There’s a growing demand for apps that use genuine astrological techniques rather than generic, computer-generated insights.
Conclusion: The Future of Astrology in the Digital Landscape
The symbiotic relationship between astrology and technology has been transformative. Astrological apps have not only made the esoteric art accessible to the masses but have also reshaped how modern individuals engage with the cosmos. As technology continues to evolve, it’s evident that astrology will adapt, offering even more personalized, immersive, and enlightening experiences in the future.
Johannes & Estel: Renowned authorities in Numerology, Astrology, and the esoteric arts. As the founders of Scandinavia's premier Numerology school, we're delighted to share our insights through this curated series on astrology. Dive in and discover the stars.
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Introduction to Astrology
Astrology and the Holographic Universe
Babylonian and Chaldean Astrology
Late Antiquity and The Transition Period
Islamic Golden Age
Introduction: The Medieval Cosmos
Monastic Preservers: Astrological Knowledge in the Dark Ages
Astrology in Medieval Medicine
Kings, Queens, and Constellations: Astrology in the Medieval Court
The Church and the Stars: A Contentious Relationship
Universities and Scholastic Pursuits: Academic Astrology
Astronomy & Astrology: Tools of the Trade
Medieval Astrological Houses and the Synthesis of Traditions
Transition to the Renaissance: Humanism and the Celestial Arts
Reflections: Medieval Astrology's Echoes in Modern Practice
Astrological Art of the Middle Ages
Famous Medieval Astrologers
Medieval Astrological Texts
Renaissance Humanism and Astrology
Scientific Advancements and Astrology
The Social Fabric: Astrology in Everyday Renaissance Life
Court Astrologers of the Renaissance
Controversies and Conflicts: Astrology Under Scrutiny
Renaissance Texts and Authors: Continuation of a Tradition
Astrology and Art: Celestial Imagery in the Renaissance
Renaissance Astrological Practices: Evolutions and Innovations
End of the Renaissance: The Gradual Decline of Astrological Influence
Renaissance Astrology's Echo in the Modern World
Introduction: The Enlightenment and Astrology
Challenging the Stars: Astrology's Critics during the Enlightenment
Astrology and the New World
Astrology in the 19th Century
The Dawn of Psychological Astrology
Astrology in the 20th Century: A Modern Renaissance
Astrological Associations and Schools
Modern Controversies and Astrology
Astrology and Popular Culture
Astrology and Technology
Current Trends and Future Directions in Astrology
Conclusion: Reflecting on Astrology's Evolution
The Planet Significances
The Sun in Astrology
The Moon in Astrology
Mercury in Astrology
Venus in Astrology
Mars in Astrology
Jupiter in Astrology
Saturn in Astrology
Uranus in Astrology
Neptune in Astrology
Pluto in Astrology
Chiron in Astrology
Black Moon Lilith in Astrology
Pars Fortuna in Astrology
Ceres in Astrology
Houses in Astrology
Introduction to Astrological Houses
The Angular Houses
The Succedent Houses
The Cadent Houses
The 1st House
The 2nd House
The 3rd House
The 4th House
The 5th House
The 6th House
The 7th House
The 8th House
The 9th House
The 10th House
The 11th House
The 12th House
Interaction Between Houses
Derived Houses, House Rulers, and Interceptions
Conclusion: Synthesizing House Knowledge
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The National Oceanic and Atmospheric Administration predicts that 2024 may turn out to be the warmest year in nearly two centuries. The United States Department of Agriculture predicts this year’s global harvest will be the largest in history.
How do we square these two facts? After all, climate scientists think that rising global temperatures are making crop failure more likely.
One explanation is local variability. In any given season, bad weather in one region can be offset by good weather in another. The long-term effects of climate change also vary; while some places endure more extreme weather, others will enjoy milder temperatures and longer growing seasons. Another explanation is technology and adaptation. Better irrigation, improved fertilizer and pesticides, robust crop varieties, and precision agriculture allow crop yields to remain high during adverse conditions and grow over time.
Add in global trade networks, which allow food to move from where it is abundant to where it is scarce, and humanitarian aid, which steps in during acute emergencies, and you get an incredibly resilient global food system.
In 2023, the data scientist Hannah Ritchie compared that year’s El Niño, the climate event responsible for recent high temperatures, to a historical analog:
From 1876 to 1878, a rare El Niño, combined with another weather oscillation – the Indian Ocean Dipole – led to severe drought across India, China, South America, and parts of Africa. Tens of millions died from famine.
Today, famines have disappeared outside of war zones. While climate change will surely pose new challenges to global food production, recent years suggest that humanity is well prepared to meet them.
Malcolm Cochran, Digital Communications Manager
Energy & Environment:
- First Baby Beavers Born in Urban London for 400 Years
- This Startup Will Sell Methane-Eating Microbes to Whole Foods
- Fusion Power Might Be 30 Years Away but Will Benefit Us Sooner
- Space-Based Solar Power Gets Practical
Food & Hunger:
Health & Demographics:
- “Smart” Insulin Responds to Changing Blood Sugar Levels
- Progress in Global Immunization
- FDA Approves Nasal Spray to Treat Dangerous Allergic Reactions
- Perceptive Says AI-Driven Robot Is Faster than a Human Dentist
- Startups Launch Life-Saving Tech for the Opioid Crisis
Science & Technology:
- Meet the AI That’s Helping Build Amazon-Backed Solar Farms
- Google Unveils AI-Powered Pixel 9 Series Smartphones
- Reservoir of Liquid Water Found Deep in Martian Rocks
- Is Capitalism Making You Lonely?
- The Illusion of Moral Decline
- The Surprising Truth about Wealth and Inequality in the West
- Terraforming Mars Could Be Easier than Scientists Thought
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Home of the Office of Disease Prevention and Health Promotion
We initiate projects to address problems with solutions -whether that is a new type of diagnostic, a device or therapy that can help to better manage a disease or infrastructure to improve the organisation of care. We bring the right people together to turn ideas into commercially viable products and services. Funding more health promotion and community activities to motivate and mobilise people across the country to get behind the smokefree goal and to sign-post support for people on their quit journey. Higher risk of death from common childhood illness such as diarrhoea, pneumonia, and malaria. Nutrition-related factors contribute to about 45per cent of deaths in children under-5 years of age. When your phone is locked with a passcode, all your health and fitness data in the Health app — other than your Medical ID — is encrypted.
- Project HOPE is a global health and humanitarian relief organization that places power in the hands of local health care workers to save lives across the globe.
- In low-income countries, modern healthcare is often too expensive for the average person.
- Workplace wellness programs are increasingly being adopted by companies for their value in improving the health and well-being of their employees, as are school health services in order to improve the health and well-being of children.
- In addition to safety risks, many jobs also present risks of disease, illness and other long-term health problems.
For example, if you’re concerned about a particular area of your health, you can share data from that category along with information from your everyday life, like your activity and heart data. To help you have more meaningful discussions with your healthcare team, you can share health information including activity data, heart data, cycle tracking data, heart health notifications, and falls detected. You’ll get notifications for any significant changes that are identified in shared data categories, such as a steep decline in activity, as well as gradual trends like an improvement in blood pressure. You can also receive the same alerts as a loved one, such as heart rate and irregular rhythm notifications. The great positive impact of public health programs is widely acknowledged. Due in part to the policies and actions developed through public health, the 20th century registered a decrease in the mortality rates for infants and children and a continual increase in life expectancy in most parts of the world.
The impact of these changes to Healthy People will be determined in the coming years. Read about staying healthy, mental health and accessing the right care and support. Find out about what to expect when going to hospital, medical insurance, costs and more. The U.S. Department of Health and Human Services is committed to providing accurate and up-to-date information about access to, and coverage of, reproductive health care and resources. 3.DStrengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks.
Surge in poverty-stricken children in Eastern Europe, Central Asia
The celebration is a moment to raise awareness of dental and oral health. It also breaks the Indonesian World Records Museum of mass tooth brushing on children. Receive daily Health Affairs Forefront updates, featured articles from the journal, event information, and relevant health policy updates. Health Affairs, the leading journal of health policy research, offers a nonpartisan forum to promote analysis and discussions on improving health.
This year PAHO celebrates 120 years of active work in the public health arena of the Americas. Tue, 30 Aug 2022 Succeeding the G20 Summit, The Ministry of Health Prepares PeduliLindungi in 14 Languages’The G20 Summit in Indonesia will be held in mid-November 2022. The Ministry of Health will maximize health sector services, including preparing PeduliLindungi in 14 languages. Over 700,000 children in different locations perform simultaneously mass tooth brushing on the 2022 National Dental and Oral Health Day (12/9).
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Jeans, a cornerstone of modern fashion, have a fascinating history that intertwines practicality with cultural significance. Beginning in the late 19th century as durable workwear for employees, we were holding first created by John Davis and Levi Strauss. The robust denim fabric, reinforced with rivets, was designed to withstand harsh conditions. From these respectful starts, jeans have evolved into a global wardrobe staple, transcending generations, social classes, and fashion trends. Their customization and resilience have cemented their place as an iconic garment, embodying Empyre Jeans , style, and rebellion.
The versatility of jeans is one of their defining characteristics. Available in a myriad of styles—skinny, bootcut, straight-leg, and flared—jeans cater to diverse body types and personal preferences. This customization has allowed them to remain relevant despite ever-changing fashion trends. Whether paired with a crisp white shirt for a smart-casual look or a vintage tee for a relaxed character, jeans offer assets hair styling possibilities. This customization ensures that jeans remain a go-to choice if you are of all ages, from teenagers to seniors.
Culturally, jeans have played a pivotal role in denoting rebellion and individualism. In the 1950s, icons like James Dean and Marlon Brando popularized jeans as a symbol of youth defiance. Later, in the 1960s and 1970s, jeans became synonymous with countercultural movements, that represent freedom and nonconformity. Their association with rebellion has waned somewhat in recent decades, but jeans continue to be a canvas for self-expression, with affected, padded, or painted designs offering a personal touch.
The production of jeans has also been through significant changes over the years. From traditional methods involving hand-stitching and dyeing to modern manufacturing techniques, a has continually innovated to meet demand. However, the environmental impact of denim production has become a growing concern. Brands are now taking on sustainable practices, such as using organic cotton, water-efficient dyeing processes, and recycle initiatives, to reduce their environmentally friendly presence. These efforts highlight the industry’s commitment to balancing fashion with environmental responsibility.
One of the reasons jeans have stayed at popular is their durability. Unlike other dresses that quickly lose their shape or tire, high-quality jeans can last for years, often improving with age. The natural fading and distressing that occur over time add character, making each pair unique. This longevity makes jeans not really a practical choice but also a sustainable one, as they reduce the need for frequent substitutions.
The economic impact of jeans is significant, with the denim industry generating billions of dollars annually. From luxury designer brands to affordable high-street labels, jeans are available at every cost, making them accessible to a broad audience. Additionally, the rise of e-commerce has made it easier than previously for consumers to find the perfect pair, further fueling the industry’s growth. This widespread appeal underscores the wide-spread love for jeans as a fashion staple.
Jeans have turn into a medium for innovation and technology. Smart jeans with built-in sensors that track fitness or control smart devices are becoming increasingly popular. This combination of fashion and technology demonstrates how jeans continue to center, staying relevant in a rapidly changing world. These advancements reflect the industry’s capacity conform to new trends and consumer demands while maintaining the heart and soul of this timeless garment.
The global appeal of jeans is evident in their wide-spread presence, from hectic metropolises to farm communities. They have turn into a symbol of cultural exchange, reflecting a blend of local traditions and global influences. The ability of jeans to surpasse is bordered by and connect people from different backgrounds is a testament to their enduring charm and versatility.
As we look to the future, the role of jeans in fashion and culture is likely to grow even more dynamic. With advancements in sustainable production, innovative designs, and technological integration, jeans will continue to center while retaining their core appeal. Their timeless nature ensures they will remain a beloved wardrobe needed for generations to come.
In conclusion, jeans are more than a piece of clothing—they are a cultural star, symbolic of resilience, and a testament to the power of fashion to adapt and endure. Their rich history, versatility, and wide-spread appeal make them a cornerstone of modern wardrobes worldwide. Whether worn for comfort, style, or self-expression, jeans are a true expression of individuality and timeless elegance.
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Just over a year ago, the world came together at COP21 in Paris to forge a landmark climate change agreement to take collective action to halt climate change. The resulting Paris Agreement pledged to cut global greenhouse gas emissions enough to hold the increase in the global average temperature to well below 2°C above pre-industrial levels and to pursue efforts to limit the temperature increase to 1.5°C above pre-industrial levels — the threshold scientists say we mustn’t breach if we hope to avoid the worst impacts of climate change. In September, the United States and China finally committed to the climate deal, which was reaffirmed by the global community at COP22 in Marrakesh.
But while much of the focus has been on how we will transition to a low-carbon economy through renewable energy, energy efficiency and even fighting deforestation, one of the largest drivers of climate change has largely been ignored by the headlines: global food waste. With around 1.3 billion tons of food being wasted each year, according to the the United Nation Food and Agriculture Organization (FAO), this spews 3.3 billion tons of carbon dioxide into the atmosphere. And it’s worth worth nearly $1 trillion at retail prices.
Each year, China and the United States both generate just over 10 and 6 billion tons of greenhouse gas emissions, respectively. Discounting the EU — which collectively creates just over 4 billion tons of carbon annually — this means that if food waste was a country, it would be the third-largest greenhouse gas emitter in the world. Much of these emissions come from methane — a greenhouse gas more potent than carbon dioxide — which thrives in landfills. It also comes from the energy that goes into the production, harvesting, transporting, and packaging of that wasted food.
In a world where an estimated 805 million people go to bed hungry each night, the social, economic and moral implications of food waste are staggering. But beyond that, there also are high environmental costs beyond climate change. According to a UN report, the world’s water wastage alone would be the equivalent of the entire annual flow of the Volga.
Food waste is bad for business
Food waste is just as bad for business as it is for the environment. In the United States alone, nearly 40 percent of the food we grow goes to waste, which costs businesses as much as $161 billion each year.
In 2013, food manufacturers generated 7.1 billion pounds of food waste. And while a vast majority of this was recycled — mostly into animal feed, and a negligible amount composted or made into fertilizer or biofuel — doing so continues to be expensive, uncertain, and difficult. Some of the major challenges for offsite recycling include limited availability of recycling facilities, transportation costs associated with long travel distances, strict internal requirements for food waste handling, liability concerns and regulatory requirements that limit the reuse of certain types of food waste.
Climate change also hurts business in several direct and indirect ways. Extreme weather events connected to climate change can disrupt business operations that cost businesses of all sizes. Small businesses, including restaurants, are particularly at risk from the effects of climate change and the extreme weather events they cause, according to research from Small Business Majority. Around 25 percent of small to mid-sized businesses do not reopen following a major disaster, and up to 30 percent of all small businesses affected by Hurricane Sandy failed as a direct result of the storm. As the planet warms, countries’ economies become less productive, too, according to an economic and science study published by Nature.
The way forward
As the United States and other countries act to make good on their greenhouse gas reduction goals, they can’t hope to succeed without addressing the mounting problem of food waste. While there is no simple solution, taking a comprehensive approach by tackling waste throughout the supply chain could be the best bet.
In addition to policies aimed at making it easier for businesses to recycle food waste, new technologies such as those we here at Nourished Planet provide are making it more cost-effective than ever for companies to turn their wasted food into useful resources. Together, we can take on food waste, cut greenhouse gas emissions and forge a path to a more sustainable future.
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Follow these tips and start progressing today!
Overtraining, training in poor conditions and using inadequate equipment, as well as other factors such as body composition and type, can lead to the manifestation and/or worsening of certain pathological conditions and injuries in the bones and joints. Try to find the sport that suits you best and make sure you equip yourself correctly for it.
Different athletes have different needs, before, during and after exercise. To find out what to eat during what exact stage of physical activity, getting personal case-specific advice is recommended. Get help from a specialized nutritionist if that's necessary.
We don't always eat what we should, and factors like stress, lack of time and tiredness often don't allow us to choose the most healthy and nutritious foods. Food supplements can help meet our needs in a practical and safe way, contributing to proper immune system function, preventing nutrient deficiencies and adverse effects from oxidative stress, and keeping bones and joints healthy.
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Also known as a frog medicine, kambo is the poisonous secretion of Phyllomedusa bicolor (the giant leaf or monkey frog), a bright green tree frog native to the Amazon basin. It is found in the rainforest regions of northern Brazil, eastern Peru, southeastern Colombia and parts of Venezuela, Bolivia and the Guianas. In many regions outside Brazil, both the frog and its secretion are known as sapo (or 'toad').
Giant monkey frogs have a distinctive 'song' that can be followed to collect them at night. Captured specimens are tied by the legs and harmlessly burdened to induce the secretion: a waxy substance scraped onto wooden spatulas from the back and legs of the frog. Once dried, kambo can be stored for over a year without losing its potency. Before use, it is mixed with saliva or water and applied directly to specially made burns on the skin.
Kambo has a range of traditional and potential therapeutic applications, both medical and psycho-spiritual. Usually described as a 'test drug', the secretion is known for its powerful vomiting or purifying effects. Despite the initial unpleasantness, much is sought for Kambo to revitalize body and mind.
The immediate effects of kambo medications are intense and unpleasant, but short-lived, and usually last no longer than 30-40 minutes. They include feverish temperature rise, sweating, chills, and dizziness as the heart rate gets faster - possibly over 190 beats per minute. Blood pressure can rise or fall dramatically, along with increased awareness of the veins and arteries. Many people report a tingling or burning sensation such as electricity that starts at the tips and spreads through the body. Some may also feel a dissociative or intoxicated high.
Overpowering nausea is generally inevitable with kambo, and purification is likely - either from vomiting, defecation, or both. Other effects include a feeling of pressure in the head, neck and trunk, abdominal pain, inflammation of the throat, dry mouth, blurred vision (or temporary blindness), difficulty moving and numbness, swollen lips and tongue. This is the physical response of the body to acute poisoning.
After these initial effects have worn off and the heart rate has returned to normal, you may need to rest. Some fall into a dreamless sleep, while others make strange animal noises.
Your experience may feel better after the kambo purification. You may feel great physical strength, sharper senses, and increased mental alertness. Such unwanted side effects can take up to a day or they can occur immediately. They also tend to incorporate consistently elevated mood, increased physical and mental energy, reduced stress, and improved focus.
Kambo is best taken on an empty stomach, bladder and intestines. It is advisable to avoid solid food and especially salt 8-10 hours in advance. Alcohol and red meat should also be avoided for 24-48 hours before application.
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I’m a professional engineer in underwater operations and manage tasks like working with cables and pipes over the water bodies. This is the simplest way I can describe my job to you. In these operations, floats are something that helps significantly in helping the pipes or hoses float over the water.
Floats are not only for pipes and hoses. A Forbes article claims that the US military has been able to plant solar panels on these floats that can supply their camps with power and solve the problem of space to plant solar panels (Forbes).
Since I have a fair amount of experience in this area, let me help you learn better about how the progress in this technology is going. Keep reading.
Floats are heavily used by various industries that involve sea, ocean, or rivers in their operations. For instance, mining industries, oil rigs, marine constructions, etc. Along with that, The main aim of the float is to keep the hose or anything above the water surface.
The float works as a buoyant body that helps the object not to drown in the deep waters. While there are numerous Innovative floating solutions in the market, the key aim is still the same. There are some points that these devices keep in mind the objects must not tangle with each other, and they must be lightweight enough to keep heavy elements floating.
They are responsible for keeping the objects floating, safe, and away from any kind of damage. Depending on the size of the equipment, floats are available in different shapes and sizes and have different buoyancy levels.
Another aspect that is highly admired in these devices is that they must be quick to install with the minimum effort possible.
DID YOU KNOW?
Floats are now used in generating renewable energy as well, where, the panels are mounted on a structure that floats on water bodies like lakes or reservoirs. It allows them to harness sunlight while taking up minimal land space.
As the need for new float keeps evolving, the tech must keep innovating with time. Hence, the new floats have the following innovative solutions that keep them updated with time and need:
These are some broad advancements that are currently happening in the industry.
With its highly capable nature, the floating technology can be used in various industries and for various projects. With technologies like sensors and IoT, floats are actively being used in environmental monitoring industries.
Speaking of the sizes of water bodies, floats are used over the surfaces of ponds, lakes, rivers, seas, oceans, or any other large water body. The size of floats matters according to the equipment that is going to get attached to it.
Another industry in which float plays a significant role is the agriculture industry. Particularly in the irrigating fields of paddy, floats help in keeping the hose on the surface of the water level. However, the size of floats in these cases is much smaller than those in the industrial use cases.
Since the tech is popularly adopted by industries worldwide, there must be some advantages that it provides. The following are some of them:
These are the three basic advantages that you get with floats.
There’s no doubt that floats are indeed a helpful tech in various industries that have to deal with water bodies. Yet, there are some challenges that you may have to face over time. The following are some of those examples:
Along with these, there are various more challenges to the tech, however, they can be easily mitigated, while these two stand strong.
DID YOU KNOW?
The floats are available in different sizes depending on your needs.
Float tech is a piece of engineering marvel, and is used in various industries. Industries like mining, oil rigs, offshore operations, etc., all use floats for their different jobs and responsibilities. However, they also come with different environmental challenges that can leave a big impact over time.
Apart from that, if you find my writing helpful, share it with your team and colleagues.
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Explore our articles and resources for pet parents
Loved by many, horses and humans have enjoyed a strong bond which dates back to ancient times. At first horses were hunted, but humans learned to tame and ride them. From there the horse helped transform how people got around and worked, being one of the primary forms of land transportation until the car came into popularity.
At some point, there’s a good chance you’ll think about adding a dog into your furry family. While a dog can be a welcomed part of the family, some of your pets may not adjust easily to the newcomer. Their first encounter can have unpredictable outcomes, and like with people, first impressions count for a lot. So if you’re thinking of adding a dog to your home, be sure to take the following advice into consideration.
Despite spending thousands of years on our hearth rug, cats are some of the most mysterious house pets. Cat behavior is often seemingly inexplicable, and their moods can be unpredictable. However, there are often scientific reasons for why cats do what they do. Here are a few answers to common questions:
The American Shorthair is a domesticated cat breed that originated in Europe, and was brought over by early settlers. This cat breed was a ratter used to protect cargo on ships from mice. This is a pedigreed cat breed that is accepted by all North American cat registries.
The American Shorthair sailed with sailors from Europe to North America. Many travelled on the Mayflower with the Pilgrims and interbred. They developed special traits to survive the U.S climate and lifestyle. By the beginning of the 20th century, a selective breeding program stipulated the American Shorthair breed standards. This breed was first named the Domestic Shorthair. This changed in 1966 when it was changed to the American Shorthair. This breed is a working cat breed, since it originally was used to kill mice on board ships.
The American Shorthair has a round face and short ears, a well-built body, a strong chest, powerful shoulders and hindquarters. The coat can be one of eighty colors and patterns ranging from brown tabby to a shady silvery coloring. Many American Shorthairs will have black or brown coloring. Eye color can be green, gold, hazel, blue, copper, or odd-eyed. By 2012 this cat breed was the seventh most popular cat breed in the U.S.
The American Shorthair is relaxed and enjoys being pampered. This breed thrives with lots of cuddles and cute cat toys. This cat breed is laid back, low maintenance, and loves to hunt and sunbathe. Early socialization during kittenhood helps all cats get along with guests and other animals. This cat breed is very affectionate, and does well with indoor living.
This cat breed is easy to live with, as they are not overly vocal or quirky. Positive clicker training with rewards works best with the cat to prevent excessive scratching in the wrong places. This breed learns quickly, and is wonderful to live with. Providing your cat with scratching posts, clean litter boxes, stimulating and safe cat toys, help to ensure a well-balanced and happy cat.
american shorthair cat
Possible Health Concerns
Hypertrophic Cardiomyopathy: This is a heart muscle disorder where the heart walls of the left ventricle thicken. This is a common primary heart disease in cats. It tends to get noticed at around 3 months to 17 years of age. Most cats will be middle aged when this disorder occurs. This disorder tends to affect males more than females, and it is an inherited genetic defect. Symptoms may include difficulty breathing, weakness or paralysis of the hind limbs. Fluid may also accumulate in the lungs, and in the space between the lungs and chest wall. Veterinary treatment will aim at improving cardiac function, and reducing blood clots. There is a good longterm outlook for mildly affected cats.
The American Shorthair needs daily brushing. This cat breed sheds moderately.
Healthy cats need minimal bathing with a gentle cat shampoo. Your cat will need dental care as well. Small and frequent effective hygiene habits will make a big difference in maintaining healthy skin, healthy teeth, and good overall health. Look for environmentally safe pet products that have natural ingredients.
The American Shorthair is a laid back cat breed that enjoys being indoors, and around family. This cat does well with either apartment living or home living.
boston terrier dog breed
The gentle and friendly Havanese with their soft coats and bright eyes are a favorite of apartment-dwellers. But this lively and intelligent “Dog of Cuba,” who is gaining popularity, was once nearly extinct.
The Havanese is from a bloodline called the Barbet, now known as the Bichon family, descended from the Mediterranean area as far back as 600 B.C. Relative breeds include the poodle, the water spaniel, and the Portuguese Water Dog.
There is some dispute between dog historians about the origin of the Havanese. Some theorize that they descended from the Italian Bolognese and the South American Poodle. Others think their origin lies within the Maltese and that they were transported to the West Indies.
Cubans agree that the Havanese were brought by sailors as gifts intended to charm señoras in the early 1800s. The puppies were goodwill ambassadors, encouraging trade between the sea captains and wealthy Cuban families. The Havanese became a fixture in the homes of well-to-do citizens.
The Cuban Revolution of 1959 endangered this dog, as the population was forced to flee the country. They left pets behind in the care of friends and servants. A couple of families managed to smuggle their dogs out of the country. These were the first Havanese to arrive in the United States.
In 1974, the Goodales of Colorado began searching for a dog to enhance their breeding career. They wanted an intelligent companion dog, and in their search, they discovered an article about the Havanese in a Spanish magazine. They tracked down the Cuban families who had spirited the dogs out of the country and acquired six dogs from them. They expanded their search and located six more Havanese from a Cuban devotee in Costa Rica. Through their efforts with four bloodlines, they kept the breed from becoming extinct.
Five years later, the Goodales helped to found the Havanese Club of America. The United Kennel Club recognized the Havanese in 1991, and five years later, the breed was recognized by the American Kennel Club.
According to the AKC breed website, the Havanese has, “a curled-over tail and a gorgeous silky coat, which comes in a variety of colors.” The Havanese has a sturdy body that is longer than it is tall.
The Havanese is a fun animal and has a reputation for being a canine clown. They are intelligent and sturdy enough to compete in dog sports such as obedience and agility.
The Havanese is active and needs a sufficient amount of exercise daily. Their coats need regular brushing, although some owners like to let the hair grow in plaits.
Possible Health Concerns
Havanese can be prone to the following:
Mitral valve insufficiency
The Havanese is a toy dog, but these animals require more exercise than some of the couch potato breeds. This lively, fun companion will keep you busy throwing a ball or even playing chase with a wad of paper. They enjoy climbing, and you may often find them on the back of your couch.
Because Havanese are keen-witted, they can quickly con their owners into feeding them only tasty table food. It takes a savvy owner to keep a Havanese on a strict diet of balanced kibble with some added meat or fish or steamed veggies.
The Havanese is a high-spirited and sweet companion. Knowing one will make you grateful that the breed is still around.
The Chartreux is a rare cat breed from France with a thick blue coat. It’s a domestic cat breed that was first discussed in a poem in 1558. There were plenty of free-roaming cats like the Chartreux that roamed the streets of Paris and were ratters in shops and homes. After WW1, cat fanciers took interest in this cat breed, and a breed standard for the Chartreux was formed. By 1928 and 1931, this cat breed was showing in Europe.
The Chartreux almost disappeared after WWII, but cat breeders banded together to save it from extinction. In 1971, the first Chartreux arrived in the U.S. Helen and John Gamon from California, imported the first Chartreux into the U.S. The Cat Fanciers Association (CFA) promoted this breed to showing. By 2007, there were less than two dozen Chartreux cat breeders in North America.
With a strong and powerful body, the Chartreux has a short, thick waterproof blueish-grey coat. Their eyes are orange and their heads are round with full, adorable cheeks. Because of this, they always look like they are smiling. Their ears are medium-sized and their legs are relatively short with medium-sized paws.
Some Chartreux cats are actually mute, but don’t let that fool you. They’re extremely intelligent and inquisitive. They’re known for opening door latches, drawers and even navigating a confusing screen door. The Chartreux does well with family, strangers, other pets, and children. Chartreux kittens are active and playful. Senior cats tend to enjoy watching, and are much less active. This cat breed is perfect for either apartment or farm living. They are quiet cats that enjoy interactive play. The Chartreux enjoys playing with anything that is lying around, and is playful when there is someone to play with. This wonderful cat breed is very easy to live with. The Chartreux needs plenty of love, fun cat toys, and mental stimulation.
Chartreux cats are rarely vocal, so extra attention is needed to make sure they are getting all the care they need.
Possible Health Concerns
Hip Dysplasia: This is rare in domestic cats, common in purebred cats. This occurs when the hip joint is loose, and leads to degenerative joint disease.
Ringworm: This is an infection of the skin, hair, or claws, and is caused by a fungus called dermatophyte. This occurs in 98% of cats. It spreads easily from cats to people.
Hypertrophic Cardiomyopathy: This is a heart muscle disorder where the heart walls of the left ventricle thicken. This results in the walls becoming stiffer. This is a common heart disease in cats. It tends to get noticed at around 3 months to 17 years of age. Most cats will be middle aged when this disorder occurs. This disorder tends to affect males more than females, and it is an inherited genetic defect.
Gingivitis: This is when the gums become inflamed due to bacterial plaque. At this stage the ligaments and bone are not infected. Gum color in cats will change from a light pink to red or purple. The gum edge wills well. Symptoms include bleeding and bad breath. This can be reversed with proper teeth cleaning.
This cat breed needs daily exercise combined with plenty of mental stimulation through active play and interaction with people. Finding a variety of mentally stimulating cat toys will allow for your cat to lead a well-balanced life, with the right amount of exercise and mental stimulation.
All cat breeds will groom themselves several times throughout the day. Daily grooming is necessary because it limits the amount of hair that your cat will consume. This helps limit the development of hairballs.
Daily cleaning with pet wipes beneath the tail is necessary. Ears should be checked weekly for cleanliness and sensitivity. If there is a buildup of wax and dirt, organisms can lead to an ear infection. Consult with your veterinarian about safe and gentle ear cleaning techniques. Nail trimming is necessary every few weeks. Eyes should also be cleaned gently every morning with cotton wool or a soft wipe. Each eye should be cleaned with different wipes or cotton balls to avoid eye infection contamination in both eyes. Cats should also have their teeth brushed a few times a week with a special feline toothpaste and brush.
The Chartreux is an active, yet relaxed cat breed that needs lots of playtime. This is not a cat breed that enjoys being alone all day. The Chartreux enjoys being around other cat friendly animals, and gentle humans.
Chartreux cat breed
Vaccines are laboratory prepared substances acquired from killed or weakened forms of a causative agent of disease for the purpose of building the immunity of the body against infectious diseases. Puppies or kittens acquire passive immunity through lactation from the mother’s milk as well through the placenta. With time this immunity decreases and vaccinations are necessary to build the bodies immunity (active immunity). Most of the diseases vaccinated against are incurable, highly infectious and often lead to death.
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While working as the warden at the West Indian Centre, Nana demonstrated a range of skills to initiate and carry out many projects and activities. His capacity to represent people on various issues and achieve success was unparalleled.
He took his role very seriously and in the process was seen as a controversial figure. Nevertheless he stayed true to his principles of justice and fair play, working to give stability and confidence to the black community in Manchester and across the UK.
Nana was a defender and mediator for black young people. He supported many young people and parents who needed representation with various issues and with various state institutions. Increasingly he would be called to visit police stations, magistrates courts, probations services and schools to provide support and advice, often to people whom he did not know before. For some, Nana had to get legal advice and make representations to professional bodies to assist him.
He also represented a number of race discrimination cases on behalf of the Commission for Racial Equality, some of which resulted in the individuals receiving financial compensation.
Easter and summer projects
He worked tirelessly in promoting Easter and summer schemes for black children during their school breaks. These were very popular and one summer saw 150 children attending daily (1989 WIOCC annual Report). He developed these schemes to provide an opportunity for children to use their leisure time positively and constructively at the Centre and through trips which he organized.
It must be recorded that many of these schemes were carried on even when the financial support was not adequate but this did not prevent their delivery and the quality. Many parents spoke admirably of his efforts and respected him for developing these schemes in a sustainable way, knowing well all the challenges that were involved. Nana rarely remained down even through very difficult circumstances. He always got up again and pursued the mission to be accomplished.
Nana used an enormous portion of his time ensuring that black history was given the appropriate treatment in schools and universities. He repeatedly answered requests to lecture on the social and political life of black people in Britain. He believed these were great opportunities to set the record straight and give an accurate historical account.
Schools visits and students placements
He left no stone unturned to support educational placements for students who had been excluded from school. He acted as an educational advisor for many schools in Manchester where black students attended. He would be invited by many schools to discuss various aspects of community work and education with teachers and heads of schools, with a view to making better use of resources and through this work, he influenced the attitudes of many teachers in their work with black students.
Black children in care
Nana worked with many parents and the Social Services to encourage black parents to adopt black children. He had a good knowledge of how to advise parents in preparation for these responsibilities. He represented many parents at hearings with educational authorities and social services who were pursuing opportunities to adopt black children. He showed great empathy and was very mindful of the number of black children in care.
Representing the black community in the Caribbean
When the economic organisation, Caribbean Community (Caricom) heads of government established the West Indian Commission in 1989 to develop a plan of action for Caribbean people into the 21st century and sought to include those in the Diaspora, Nana represented his own views and the Caribbean collective without fear.
He represented the WIOCC before the commissioners at the Barbados High Commission, where he presented a paper putting forward the views of the black community in Manchester and England. He was concerned about how the region would address the issue of reparations for Caribbean people after 500 years of the enslavement of millions of African people in the regions.
Nana used all his energies and skills to spearhead the development of Culture Week in Manchester. For about 10 years he ensured that the best parade and exhibition of black people’s history and culture was presented. This included hundreds of performances by local, national and sometimes international artists.
His work in getting a range of African arts and cultural activities under one roof in Manchester began in 1973 and became a cultural institution of the Carmoor Road Centre.
WIOCC Youth Training Scheme
This organisation worked in partnership with The Youth Training Scheme, Manchester City Council’s skill based programme to deliver training for young people in motor mechanics and electronic repair courses. Several trainees went on to develop their own businesses. Some of these continue to operate today. This scheme ran for several years before it was closed in 1997/98.
Reforms in the Manchester Local Education Authorities
Nana campaigned for changes in education policy that would reflect and guarantee provision for African Caribbean students under Section 11 of the Local Government Act, 1966. This helped to provide adequate funding for the educational needs of black students in main stream schools.
Formal Community School
As a strong believer in the benefits of education, Nana sought to assist individuals who for various reasons did not get secondary education qualifications, to enable them to go on to college or to university. Hence, he was instrumental in supporting the development of the Nia College of Education at the Centre in 1999. He was very keen on creating opportunities for people to access college and university education, especially working class students from the local black community. It was one of his lifelong ambitions to see the black people in Manchester owning and operating their own black led educational institution. He had started discussions with Manchester College of Technology to form a partnership for this development. Whilst keen interest was been expressed by the college it did not get off the ground due to the untimely passing of Nana.
Youth Club Services with MCC
The West Indian Centre under his direction also saw the development of a Youth Club in partnership with the Manchester City Council Youth Services. This operated at the centre for over 25 years until 2011 when the Council made major operational changes to their Youth Services programmes.
Mother and Toddler Group.
This group ran for five days per week. It was established as a provision for parents and toddlers, which would enable parents to meet and children to play. It also operated to assist parents to collectively plan suitable child care programmes. Nana spent an enormous amount of time during the middle of the late 1980’s struggling with the Social Services department for the continued support and operation of this programme, before the Service eventually closed it down. The reason given was that the building was unsuitable.
Full Employment Project
This project was one of Nana’s initiatives in the 1980’s. It was set up to address unemployment in the community. It was supported by a number of private sector companies which were able to use their resources to create working partnerships with local and central government, the Manpower Service Commission, Charitable Trusts and a number of local community organizations.
Race Unit at Manchester City Council
Nana’s contribution dealing with race relations issues included employment, immigration and deportation. He had to draw on a range of external personnel with specific skills to represents many people who came to the West Indian Centre for his advice.
He gave sterling service to the WIOCC as a paid worker, as a volunteer and also remained active in the Guyana Association and the Pan African Congress Movement until he died in 2003.
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The shores of the Mediterranean, the center of the world, are ringed by harbors that are always brimming with ideas;
Istanbul, Troy, Miletus, Pergamon, Halicarnassus, Athens, Thessaloniki, Izmir, Ephesus, Rome, Barcelona, Beirut, Piraeus, Alexandria, Kyrenia, Famagusta, Paphos, Haifa, Tripoli, Casablanca, Tunisia, Algeria, Assos, Haifa, Jaffa, Jaffa, Alanya, Alexandria, Latakia, Tartus are cities where great thinkers were raised. Universal thinkers such as Aristotle, Plato, Pythagoras, Ibn Bacce, Ibn Tufayl, Ibn Rushd, Ibn al Arabi, Ibn Batuta, Ibn Khaldun, Ismail Hakki Izmirli, Muhyiddin Kafiyeci of Bergama, Ishak Efendi (Başhoca), Hilmi Ziya Ülken, Niyazi Berkes are the leading lights, the treasures of light of the Eurasian Civilization emerging from the Mediterranean Basin.
The Mediterranean Basin is an Atlas of Thought, the world’s most comprehensive Encyclopedia of Thinkers; it is the homeland of philosophy. The encyclopedia’s article on the firsts is one of the most crowded articles. The first philosophy was founded in Athens and Miletus, the first library in Alexandria and Pergamon, the first Christianity in Antioch and Tarsus, the first sociology in Tunisia, the first roots of the modern alphabet in Phoenicians, the civilizations of Asia Minor, Ancient Egypt, Ancient Greece and Crete, and the Andalusian Civilization all came to life on these shores.
The islands, peninsulas, rivers, mountains, inland seas, harbors, basins, straits, gulfs and canals surrounding the Mediterranean Sea have led to the emergence of the most impressive ideas and thinkers in this most interactive piece of geography.
Called the Sixth Continent by one of our thinkers, the Fisherman of Halicarnassus, the Mediterranean is a basin located in the middle of three continents and contains all intellectual accumulations; from Alexandria to Iskenderun, Izmir to Italy, Spain, Morocco to France, Cairo to Catalonia and many more.
Cyprus, the Center of the World, the rare island of the Mediterranean, has a global potential as the Basin’s treasure trove of ideas, with its location holding the center of the Cradle of Civilizations.
The comparative advantage of Cyprus is its position and opportunity as an island of ideas, a paradise of contemplation, and a center of production of high-value ideas.
It is of the utmost importance to note that European philosophy cannot be understood without the process of development that took place elsewhere in the continents surrounding the Mediterranean and passed on to Europe. The beginnings of the development of what is called Western philosophy lie in the region the Hellenes called the Orient (Anatole). The first center here was Miletus. Thales, Anaximandros and Anaximenes were the first philosophers in the history of philosophy with their intellectual activity and the problems they addressed.
The second and main center was in Europe: Athens. However, the next and third center, Alexandria, was located outside the borders of Europe, in Egypt, and the next one, Baghdad, was a little deeper in the Orient. Source: Elmar Holenstein, Felsefe Atlası, Düşünmenin Mekânları ve Yolları, 2015 June, Istanbul, Küre Yayınları
Situated in the middle of the Miletus-Alexandria-Baghdad triangle, Cyprus is in a position to reproduce the intellectual heritage of Asia Minor-Greater Asia-Africa.
Cyprus has started to accumulate an important intellectual infrastructure for many years by providing the education of the students of the countries in this triangle at the universities on the island. Starting from the coming years, this accumulation should be put on the agenda to aim for the first place in the world in intellectual activities.
The accumulation of knowledge we have shows that the mental conditions for doing philosophy began in Africa. The most important contribution of the African continent to philosophy is the ability to speak. Having the ability to speak means that one has the cognitive ability to not only understand, but also to bring out every philosophy that has developed since the Axial Age 2500 years ago. The early humans who spread from Africa all over the world 50,000 to 100,000 years ago carried this ability with them. Source: Elmar Holenstein, Atlas of Philosophy, Spaces and Ways of Thinking, June 2015
Cyprus, where Time and Grounds intersect, will bring forth a universal Mind from the treasure of these intersections and present it to the common use of all humanity.
In contrast to the European Hegenomy, which dominated for only 500 years by using external resources that do not belong to it; the mathematics and rationality of Asia Minor symbolized by Miletus; the mathematics of Diophantos symbolized by Alexandria, the wisdom of Pythagoras (sophistry) and the mathematics of Khwarezmi symbolized by Baghdad, the wisdom of Baytül Hikme; In Cyprus, the Center of the World, the Eurasian Millennium, which is emerging from its own resources from the beginning of the 21st century, is preparing to take its place in history as the 3rd Millennium. The richness of thought of Ancient Egypt, Mesopotamia and Maveraünnehir is being reshaped on the island of Cyprus.
The British political historian Arnold Toynbee said of the Ottoman system of recruitment: “Taking a lamb from the flock, making it a sheepdog and giving it the task of protecting the flock against the wolf is an ingenuity invented by the Turks.” “Source: Ömer Özkaya, Understanding the Game
People who think for this country need to step outside the drudgery of daily life. One cannot be a guardian of something without being a madman. Any serious production of ideas requires some kind of retreat. Source: State capture.
Japan was the first non-Western society to recognize the need to “copy” Western ideas and institutions. Source: Niall Ferguson, The West and the Rest: The Shifting Global Balance of Power
What we need more than knowledge is ideas! Source: Ömer Özkaya
Individuals and nations do not understand each other. We live in a world of ideas based on vague notions. Source: Ömer Özkaya
Unfortunately, we are not in a low-intensity war but in a low-level model of thinking! Source: Ömer Özkaya, Project
The Mediterranean is the global basin of ideas, the source of ideas, the intellectual memory of humanity.
Philosophy-science, the discipline of human systematic thought, was initiated by Aristotle on the shores of the Mediterranean. Cyprus, the bearer of a gigantic heritage, is thus destined to be the global leader of the production of ideas. The strong are right and being strong is only possible through globalization. The Turkish Empire (Ottoman Dynasty) was a leader in utilizing the Mediterranean as a global pool for the unlimited recruitment of people and therefore ideas.
The principle of ademiyet (non-existence) in terms of language, religion, race, sect, creed, starting from Edirne (1363) and going back to Abu Hanifa ensured the sustainability of the Turkish Mediterranean Empire for centuries. Edirne prepared the conquest of Istanbul. Due to the 60/40 non-Muslim/Muslim composition, a common way of life was taken as a basis. Within the framework of the principle of Adamiyat of the Hanafi sect, all human beings have inalienable rights and this principle came to life in Edirne. Europe’s 2nd largest Synagogue, Selimiye Mosque, is in Edirne. Ahlli hanafi Ahl al-Bayt. The principle of Adamism, the inviolability of people’s rights and freedoms, was first implemented in Edirne and brought to Istanbul. Source: Edirne Governor Günay Özdemir Asam – Eurasia One: February 18, 2017 Partnership of Civilizations.
The self-confidence brought by the richness and experience of the past heritage is the assurance that the Turks, who have existed on the shores of the Mediterranean since 1221, will reproduce global thinking practices in the coming years, starting from Cyprus.
The Turks, who have the longest coastline and the heart of the Mediterranean coast, Cyprus, are at the stage of establishing Yesevi tables in Cyprus, using the technological opportunities brought by the age of globalization, the tradition of creating and spreading ideas that they have accumulated with the tradition of Kaman (Shaman), Bilge, Abdal, Alperen, Eren, Dervish, Dede, Veli, Scholars, which they have developed starting from Greater Asia.
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The activities of the surface-treatment industry comprise coating metal or plastic surfaces using different techniques in order to improve their attributes, such as protecting surfaces against wear and corrosion, altering their electrical conductivity, etc. Although the range of treatments and possible coatings applied is very broad, one of the most common is electroplating. The electroplating process involves coating the surface to be treated with a layer of metal a few tens of microns thick that provides the desired characteristics. Thus, chrome plating, nickel plating, zinc plating, copper plating, cadmium plating, tin plating, etc. are all common processes.
The procedure itself consists of immersing the surface to be treated in an electrolyte bath such that the metal ions present in the solution are reduced on the surface to be coated. Although numerous metals can be used for coating, the most common are zinc, gold, nickel, copper and chromium, as well as anodizing, which is based on conversion of the metal surface into an insoluble oxide coating, with aluminum being the most widely used anodizing material.
Surface treatment activities generate two very different types of liquid effluent during the process, namely effluents with a high contaminant burden but relatively small volume (such as saturated process baths) and effluents with a low contaminant burden but which are produced in large volumes, often during washing operations. Both types of effluent tend to be generated during the following processes: degreasing, rinsing or washing, pickling and electrolytic coating, as well as in the depleted electrolytic baths.
The contaminant load contained in the liquid effluent produced usually contains COD, oils and fats, surfactants, metals, alkalinity, acidity, cyanide and salts, as well as other species present in lower proportions. Given the complexity of treating this effluent, there are two main treatment alternatives: the first option comprises the use of separation and decontamination techniques, such as ion exchange, selective electrolysis, electrocoagulation, neutralization and subsequent precipitation, or membrane-based technologies (micro- and ultrafiltration) to eliminate the toxicity and contamination from the effluent, thus allowing it to be discharged into either the public water treatment system or into a natural watercourse. The other option is based on the use of concentration techniques (basically vacuum evaporation) in order to separate the effluent into two flows, one containing water that can be reused in the process and the other comprising a highly concentrated waste that can be managed externally. The state-of-the-art for all these technologies allows them to be used with a high likelihood that treatment of such effluents is possible and efficient.
The effluents produced in the various processes have very different characteristics, and depending on these characteristics, there is usually a specific and more efficient technique available for each case. For example, the best techniques applicable to the effluent produced when degreasing the pieces to be coated are vacuum evaporation (with a period for a return on the investment of 4.5 years) and electrocoagulation (with a period for a return on the investment of 10 years); the copper cyaniding process generates an effluent for which the best treatment technique is also vacuum evaporation; whereas zinc and nickel alloy coating processes generate effluents for which the cheapest and most efficient treatment is anodic oxidation and electrolysis (with a period for a return on the investment of 7 years). Consequently, the optimal treatment technology for each effluent may vary depending on its characteristics and specific properties.
However, the only technology that is always efficient and, in most cases, the cheapest, with a shorter period for a return on the investment, is vacuum evaporation. In addition,it is the only viable technique when liquid effluents are not separated. This is also the case when the effluents are produced over long periods of time (discontinuous, demand-based production); in such cases the company does not normally have access to a wide range of specific techniques due to the high investment required.
Consequently, the main environmental challenges to be overcome by the surface-treatment industry are high water consumption and the generation of large volumes of liquid effluents. Although such effluents tend to have a preferred treatment technology associated with them, depending on their characteristics, it is not always possible to segregate all the effluents and treat each one individually using this optimal technology. Vacuum evaporation is a technique that is optimal for a wide variety of effluents, for example those generated during degreasing or copper cyaniding coating processes. Moreover, it is the only efficient and viable technique when all effluents are mixed together or only one treatment technology can be used for all the effluents produced.
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Glossaire de A à Z
Tangential filtration on synthetic membranes (mineral or organic) leading to partial removal of the largest dissolved elements.
Applications: reduction of hardness (calcium and magnesium), nitrates, sulphates, and refining of water (reduction of NOM)
Tool for organizing, streamlining and sharing data between the various data producers on the entire French territory. The National framework for water data (SNDE) has governance mechanisms and devices for the production, storage, processing, use and dissemination of data and is based on common methodologies, a repository of shared data and a system for quality management. Regulations related…
Network of organizations contributing to the Water Information System (WIS) in charge of building a common language for water data and homogenize the data exchanged between the various actors. The National Service for Water Data and Common Reference Frames Management (Sandre) has a central technical secretariat and data administrators in organizations contributing to the water information system. Its role and organization are defined in the decree of 26 July 2010 approving the national plan for water data (SNDE).
Advisory organization which reports to the Minister for the Environment, the National Water Committee's mission is to give its opinion on the geographical districts of basins or group of basins, on all development and water distribution projects having a national scope as well as major regional developments; on draft decrees on the protection of
Species found inside its natural range, past or present, and its dispersal potential.
A network of European outstanding environments which are proposed by each Member State of the European Union and which correspond to Special Areas of Conservation (SACs) under the European Directive of 21 May 1992 (known as "Flora Fauna Habitats" Directive) and Special Protection Areas (SPAs) under the European Directive of 2 April 1979 (known as "Birds Directive"). These areas are identified in…
Lake (body of water, pond, etc.) whose waters enriched with organic matter (containing nitrogen, phosphorus, potassium for example) are places of an algal and bacterial proliferation.
Are mainly derived from the decomposition of plants, animals and micro-organisms. Their composition is therefore very diverse. They have a great impact on water quality parameters: colour, odour, disinfection by-products, taste, etc.
Are the cause of the degradation of water quality, thus :
- They influence the organoleptic properties of the water (odour and taste);
- They can be the cause of a certain toxicity acquired during treatment, through the metabolisation of certain compounds, such as the formation of THMs induced by oxidation, more particularly by chlorination;
- They directly influence the biological stability of the water in the distribution system.
An introduced species that meets ecological conditions favourable to its sustainable establishment over time that can establish populations in an autonomous manner and integrated into the ecosystem.
Les Solutions fondées sur la Nature (SfN) sont les actions qui s’appuient sur les écosystèmes afin de relever les défis globaux comme la lutte contre les changements climatiques, la gestion des risques naturels (inondations, sécheresse, submersion marine), la santé, l’accès à l’eau, la sécurité alimentaire…
Les SfN visent à protéger, restaurer et gérer de manière durable les écosystèmes : la préservation des forêts, les rivières en bon état, la restauration et le fonctionnement des zones humides, tout concourt à agir au plus près du terrain (actions locales pour un objectif global). Il est impératif que la société adopte une combinaison de solutions inspirées par la nature, dérivées de la nature et fondées sur la nature : Il s'agit bien d'intérêt mutuel. La nature y gagne, et les territoires qui prennent ainsi soin des cycles naturels, du bon état des milieux ont aussi tout à y gagner.
En effet, des écosystèmes sains, résilients, fonctionnels et diversifiés fournissent de nombreux services écosystémiques et permettent donc le développement de solutions au bénéfice de nos sociétés et de la biodiversité, dans le cadre des changements globaux.
Specific cultivation, planted during the period between crops rotation, when bare ground is usually exposed. These selected crops are fast growing species (white mustard, radish, canola, phacelia, vetch, trefoil, etc.) allowing to fix the excess nitrogen that is still on the ground, in order to prevent it to migrate to the groundwater or to the streams, washed away by rain. These crops also have the benefit of reducing the soil erosion and enhancing biodiversity.
Directive No. 91/676/EEC of 12 December 1991 concerning the protection of waters against pollution caused by nitrates from agricultural sources, called "Nitrates Directive". It aims to reduce water pollution caused or induced by nitrates from agricultural sources and prevent further pollution of this kind. It includes: the designation of nitrate vulnerable zones; the establishment of one or more codes of good agricultural practice (CGAP) (use of nitrogen fertilizers and land management) implemented on a voluntary basis by farmers; the development of mandatory's actions programs (yearly schedules limiting or…
Calculation allowing to highlight areas threatened by nitrogen pollution. The nitrogen balance aims to estimate the excess part on an area, evaluating the difference between the nitrogen inputs (mineral fertilization, animal waste, urban and industry inflows, atmospheric inputs) and the exports (consumption of plants, losses in gaseous form).
All of the processes and conversions of nitrogen, into different forms, in the atmosphere, the lithosphere, the hydrosphere and the biosphere (nitrous oxide, nitrate, nitrite, ammonia, organic nitrogen).
Excessive amount of Nitrogen brought to the crop, which is not used by the plant and stays on the ground after the harvest. The Nitrogen surplus can be calculated thanks to the nitrogen balance, which varies depending on the cultivation type and the agricultural practice.
Set of codified and listed terms. Some attributes of data dictionaries developed by the National Service for Water Data and Reference-dataset Management (Sandre) must take for possible values the codes defined in a nomenclature (list of possible values constituting a reference dataset). Each code is especially associated with a name and definition. A nomenclature is materialized by a file in XML format.
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Data Science in Government and Non-Profit Sectors: Bridging the Gap
In the business world, data science is increasingly frequently linked to efficiency and informed decision-making. However, the nonprofit and public sectors have been slower to adopt it. Despite their admirable intentions, these sectors’ organizations usually lack the resources and expertise necessary to apply data science effectively. This illustrates the enormous opportunity that data science has to improve society when applied correctly by data scientists and organizations that have the required personnel, funds, and experience.
The World’s Issues with Food Waste and Hunger
Given that over 800 million people lack access to food on a daily basis and that thirty percent of the food produced for human use is wasted yearly, addressing food scarcity and waste has gained significant global importance. In India, where over half of women of reproductive age suffer from anemia and 14% of the overall population is undernourished, the issue is especially serious.
Applying Data Science to Solve Challenging Issues
In the modern world, where food waste and hunger remain pressing issues, data science and analytics provide a glimmer of hope. By employing advanced analytics techniques to decrease post-harvest losses, organizations can feed a billion more people. This article looks at data scientists and their potential to address these problems, promote gender equality, assist the Sustainable Development Goals, and reduce educational disparities brought on by economic injustices.
Precision Farming: A Focused Method for Producing Food
Big data analytics combined with precision agriculture offers a viable way to minimize food waste and end hunger. Precision agriculture is different from traditional farming methods in that it takes a field-by-field approach, observing and analyzing the unique requirements of particular fields and crops. Farmers may optimize resource allocation and maximize production by customizing treatments like fertilizer, irrigation, and pest control by utilizing data insights.
Cutting Down on Post-Harvest Losses using Data Insights
A large amount of the food waste that occurs worldwide is caused by post-harvest losses. The application of analytics and data science presents a chance to pinpoint supply chain inefficiencies and carry out focused interventions to lower losses. Through data analysis on market demand, storage conditions, and transportation, businesses may optimize distribution and logistics, guaranteeing that food is efficiently distributed to those who require it.
In accordance with the Sustainable Development Goals
The UN SDGs, especially Goal 2: Zero Hunger, are closely aligned with these projects. Organizations can use data scientist courses and may help end hunger, achieve food security, improve nutrition, and advance sustainable agriculture by utilizing data science towards social impact. In addition to addressing current issues with food security, data-driven solutions such as data science courses in Mumbai set the stage for sustainable production and distribution of food over the long run.
Quickening the Pace for Gender Equality
Despite international efforts, reaching gender parity is still predicted to take decades, making gender equality a tough undertaking. But analytics and data science provide a promising method to advance this important field more quickly. Data-driven efforts have the potential to significantly impact gender equality by identifying and eradicating gender biases inside firms, supporting diverse workforce recruiting, forecasting employee behavior, and building equitable compensation systems.
Using Predictive Analytics to Make Well-Informed Decisions
Organizations may estimate employee behavior with the help of predictive analytics, which makes it possible to support programs that improve workplace experiences and advance diversity. Machine learning algorithms are able to detect patterns linked to gender inequality by evaluating past data. This allows for the proactive resolution of systemic problems and the promotion of a more equal workplace.
Reducing Economic Inequalities via Education
Economic divides and unequal access to education could be closed with the use of data science and analytics. Data-driven efforts can reduce school dropout rates and guarantee fair access to high-quality education through recognizing economically disadvantaged kids and offering financial help and support services.
Particularized Approaches for All-Inclusive Educational Settings
When educational institutions use data science methods, it becomes possible to identify pupils who are struggling because of financial limitations or learning difficulties. Schools can provide targeted interventions, including academic support, mentorship programs, and scholarships, to empower kids from underprivileged neighborhoods and create inclusive learning environments by utilizing data analytics.
Working Together to Reach the Sustainable Development Goals
Analysis and data science must be accepted as essential instruments for social good if the SDGs by 2030 are to be met. A wide range of projects and activities at the nexus of data science and social impact require cooperation between colleges and universities, charitable organizations, government agencies, and corporations. Stakeholders can create comprehensive strategies that successfully solve difficult societal issues by combining their resources and expertise.
Increasing Knowledge and Giving the Next Generation More Power
Educating the next batch of data scientists is essential to advancing nonprofit endeavors and creating data-driven solutions that improve communities all around the world. Educational establishments can foster multidisciplinary collaboration and incorporate social impact courses throughout data science courses in order to provide students with the necessary skills and mentality to tackle intricate societal issues by utilizing data-driven methodologies.
Using Data Science towards Social Benefit
To sum up, data science presents enormous promise for tackling the intricate issues of famine and food waste. By utilizing data-driven management of supply chains, predictive analytics, and precision agriculture, companies can achieve substantial progress in creating a fair and sustainable food system. We may work toward a future where food resources are used effectively and fairly and no one goes hungry by utilizing data science towards social benefit.
The fields of data science and analytics have great promise to promote sustainable development and good change in a number of areas, particularly gender equality and educational opportunities. We can rapidly get closer to accomplishing the SDGs and creating a more just and inclusive society for all by utilizing predictive analytics, focused interventions, and cooperative efforts. As we persist in utilizing data science for societal benefit, let us endeavor to establish a future in which insights derived from data have significant effects and enable people and communities to prosper.
Business Name: ExcelR- Data Science, Data Analytics, Business Analyst Course Training Mumbai
Address: Unit no. 302, 03rd Floor, Ashok Premises, Old Nagardas Rd, Nicolas Wadi Rd, Mogra Village, Gundavali Gaothan, Andheri E, Mumbai, Maharashtra 400069
Phone: 09108238354, Email: [email protected]
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Listen to the recordings and choose the best answer to each question. To make this quiz more like the real test, cover the questions and answers during each conversation and lecture. When you hear the first question for each set, uncover the questions and answers.
Time – approximately 10 minutes
Transcript for Track 1. Questions 1-5
Listen to part of a lecture in a natural history class.
W: Coal is a substance of plant origin. It’s composed mostly of carbon with varying amounts of mineral matter. Coal has been accumulating on Earth for millions of years, but only since the nineteenth century has it been used so much, mainly as a fuel. Coal has formed only since land plants evolved on Earth. Large amounts were formed in the Carboniferous period and during the more recent— yes, Tim?
M: Excuse me, Doctor Lopez. The Carboniferous period—when was that?
W: The Carboniferous period was a time in Earth’s history that lasted from 350 million years ago to about 280 million years ago. And, by the way, what does that name tell you?
M: There was a lot of carbon.
W: That’s right—carbon, the main ingredient of coal. During the Carboniferous period, there were a lot of plants on Earth, and these plants contained carbon that later hardened into coal. Coal started to form when huge quantities of vegetable matter collected and decomposed in swamps. Over time, layers of decaying vegetation piled up, one layer on top of another. The top layers compressed and squeezed the bottom layers, and the bottom layers turned into a thick material called peat. Bacteria digested the organic plant remains, breaking or cracking the large molecules into smaller units of hydrocarbons. Eventually, layers of sand, rock, and other mineral sediments accumulated on top of the peat beds. After millions of years, the sediment was buried and heated by compression. And what happened to the peat on the bottom?
M: It turned into coal.
W: Yes. That’s right. This was because the pressure and heat of the sediment forced out much of the volatile matter in the peat. The pressure and heat were essential, and the result was compact layers of coal. Today in the Mississippi Delta, plant debris and sand are building up at such a rate that the delta is sinking under the weight. This is carrying the debris down to depths where it will experience compression and high temperature. And that’s how it’s happened all over. Coal deposits can be found on every continent on Earth. But even though coal is very plentiful and affordable, its widespread use is our number one environmental concern. The burning of coal for energy sends soot and smoke into the air, releasing harmful greenhouse gases that contribute to global warming. A lot of us in the scientific community feel that the use of coal as a fuel should be discouraged.We feel that in place of coal, we should be exploring cleaner, renewable sources of energy.
1. What is the lecture mainly about?
2. According to the professor, when did coal begin to form on Earth?
3. According to the lecture, which of the following are stages in coal formation?
4. Why does the professor say this: “The pressure and heat were essential, and the result was compact layers of coal. Today in the Mississippi Delta, plant debris and sand are building up at such a rate that the delta is sinking under the weight. This is carrying the debris down to depths where it will experience compression and high temperature.”
5. Why does the professor say this: “But even though coal is very plentiful and affordable, its widespread use is our number one environmental concern.”
Transcript for Track 2. Questions 6-10
Listen to part of a lecture in a communications class.
Researchers study television to understand its effects on viewers and to measure its effectiveness in selling products. Much of the research on TV audiences is market research, paid for by corporations with something to sell. Let me repeat: research on television is funded largely by advertisers.
The television industry depends on advertising money to survive, and this relationship influences what television offers viewers. Advertisers aim to reach mass audiences and specific social groups. In turn, the television industry tries to meet the needs of advertisers, because pleasing the advertisers is nearly as important as pleasing the public. This means advertisers have a lot of control over what programs are made and when they are shown.
The American television industry is controlled by people who are more interested in the culture of consumerism than in preserving cultures or natural resources. I mean, for the first time in history, most of the stories children learn don’t come from their parents or schools; they come from a small number of large corporations with something to sell. And this culture of consumerism is exported to other countries.
Television is the most effective marketing tool ever created. Many advertisements apply basic psychology by sort of appealing to our insecurities and desires. Ads convince us that the things we once thought were luxuries are now necessities. Television is highly skilled at creating images of affluence, not just in the ads, but in the programs as well. Using sophisticated market research, programmers and advertisers sort of paint a picture of life centered on material possessions. This kind of life may look glamorous and desirable, but it’s all at the expense of personal relationships.
As you probably can tell, I tend to agree with critics of the media. Advertising does create false needs, and products we really need don’t require advertising. Television promotes consumerism. It shows us things, things, and more things. It encourages greed and envy. Television helps create a wasteful society, where things are thrown out long before they are worn out.
6. What is the main idea of the lecture?
7. According to the professor, why do researchers study television?
8. According to the professor, why do advertisers have control over television programming?
9. Listen again to part of the lecture. Then answer the question.
“Television is highly skilled at creating images of affluence, not just in the ads, but in the programs as well. Using sophisticated market research, programmers and advertisers sort of paint a picture of life centered on material possessions. This kind of life may look glamorous and desirable, but it’s all at the expense of personal relationships.”
Why does the professor say this: “This kind of life may look glamorous and desirable, but it’s all at the expense of personal relationships.”
10. What is the professor’s opinion of television
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Informal documents that present knowledge acquired through that Bank's operational experience. They contain material that is practical rather than theoretical and include state-of-the-art reports and how-to-do-it monographs. They can also concern matters that cut across sectoral lines, such as the environment and science and technology. This series was superseded by the World Bank Working Papers series in 2003 and the World Bank Studies series in 2010.
(Washington, DC: World Bank, 2001-10) Kojima, Masami
In response to emerging epidemiological evidence of the toxicity of diesel vehicular emissions, there is growing interest in substituting conventional diesel with much cleaner natural gas in cities where ambient concentrations of particulate matter are markedly higher than what is internationally considered acceptable. This paper compares the performance of natural gas and conventional diesel buses, and outlines the barriers to the adoption of natural gas buses in developing countries. In the absence of emissions standards that effectively require natural gas, natural gas-fueled buses are unlikely to be adopted because they are more expensive to operate relative to diesel buses. The social case for replacing diesel with natural gas a fuel for buses rests on environmental grounds. If a local government decides that the reduction in air pollution associated with the substitution of conventional diesel with natural gas for use in buses is worth the cost, then it needs to adopt policies to encourage the switch to natural gas. These might include emissions standards for buses, or fuel and vehicle taxes that reflect marginal social costs. The contribution of exhaust emissions from buses to the ambient concentrations of harmful pollutants needs to be quantified so that associated health damage costs can be estimated.
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We are celebrating 15 years — and counting — of stories that are deeply researched and deeply felt, that build a historical record of what the city has been.
When asked to prepare a written piece for Urban Omnibus, we had to ask ourselves what could be said that would be productive and meaningful. After some thought, we decided that instead of talking about the nuances of our research, that we’d offer encouragement and direction for other designers that have an idea but no known outlet for their thoughts. We share our story here as a how-to guide for nurturing one’s ideas. Also, we want to activate the community of inventors (yes, that’s you, an inventor) to participate in helping us all navigate this unknown territory of research, prototyping, intellectual property, and marketing.
We, Jennifer Broutin and Carmen Trudell, started working together while studying in Columbia University’s Advanced Architectural Design program. We had an idea for a class project that we believed could be more than just a rendering in the end-of-the-year show. We were thinking about sustainable energy harvesting, specifically in the form of converting small amounts of human energy into electricity.
We began research in David Benjamin and Soo-In Yang’s “Living Architecture” class at Columbia University. At the time, we did not realize the impact this class would have on our work in terms of our continued partnership, our dedication to sustainable design strategies, and the methodological approach of rapid research and prototyping; these principles formed the seed for a collaborative entity that we now call fluxxlab.
We realized how powerful, both literally and figuratively, it is for people to interact with the environment in a participatory way.
The main task for the class was to come up with a responsive kinetic system using sensors, micro-controllers, and shape memory alloys that could create an interactive environment. Our project took a different stance on this charge. We immediately recognized the beauty of this type of environment, but also realized that the ubiquitous integration of embedded systems and reactive surfaces would also mean another ubiquitous energy drain. In other words, designing walls, windows, and floors that breath, move, and respond means that these building elements require electricity to power them. Instead of sticking to the class brief, we proposed to harness wasted energy already present in buildings in order to power our classmate’s projects. We went through a series of investigations into how to mine energy from food waste (chemical), excess heat from computers, or hot/cold water piping (thermal), and opening and closing of doors/windows (mechanical). In the end, mechanical harnessing was the most fruitful and we liked the notion that the user had to “donate” his or her energy and become involved in the process.
We chose Lerner Hall at Columbia as a test site for our prototype. The idea was to compare the number of Calories purchased by students in the café with the number of Calories burned to open the café doors, and then determine the amount of electricity that could be harvested from this action. We literally counted the number of times the doors opened in a day, and repeatedly bothered the café manager for records of their inventory and sales, and then assigned Caloric values to both the food and the action. We weren’t just interested in calculations though, we also wanted (and had to as a requirement of the class) to build a working prototype of an energy harvesting door. The resulting project, the Door Dynamo, was a half-scale door that employed a hacked hand-crank flashlight with an integrating gear and door closer. When the door was opened, the dynamo would harness kinetic energy, convert it to electricity, and then distribute it to a small LED display that would tell the user about their energy input and output. Though we were not able to harness enough energy to power all of our classmate’s projects, we learned some very important tools during the process.
Graduation brought many changes in our professional lives as we both took full-time jobs with architecture firms in New York City (which were easier to come by in those days), and also brought the opportunity to take the next step in development of our energy harvesting research. While the Door Dynamo did work, the energy output was too small; we wanted to scale-up the idea – a type of urban turbine that harnesses the energy from a predictable and steady flow within the city, namely the flow of pedestrians. Our goal was to design and fabricate a proof-of-concept revolving door that would successfully harvest a useful amount of energy and make the process visible to the users.
We conceived the Revolution Door as a modified revolving door comprised of three parts – a redesigned central core replacing that of any existing or new revolving door, a mechanical/electrical system that harnessed human energy and redistributed electricity to an output, and an output device that mapped the harnessed energy. We also realized how powerful, both literally and figuratively it is for people to interact with their environment in a participatory way so that they are aware of their impact on their surroundings. Collective action, through the use of the door, was an important factor toward the success of the system – the more people use the door, the more energy can be harnessed. Towards this end, we believe that the systems should be transparent and easily seen to promote understanding of the process.
The Revolution Door project began late 2006, the same year Al Gore’s movie “An Inconvenient Truth” thrust the topic of sustainability into common household banter. Our idea was validated by public interest in energy, and was made feasible by the invention of low energy actuators such as LEDs and microprocessors. The project found an audience because it embodied the general change in the way designers and end-users were thinking about energy production and storage. The timing was perfect. And when it wasn’t perfect, we adapted the narrative and the investigation to make it work.
Building a full-scale revolving door prototype required funding and space. We spent the summer after graduation applying for a NYSERDA grant, a Graham Foundation Grant, and an Eyebeam Grant. We were fortunate to receive the Artist in Residency grant from Eyebeam Art and Technology Center in NYC in the Fall of 2006 which granted $5,000 and more importantly gave us a large space to work along with access to a full shop and a laser cutter and 3D printer. With these tools and funding we were set for the next year of work.
We learned the importance of being resourceful, of rooting out possibilities and also of refusing those that are not advantageous to our path.
The following year we were awarded a collaborative grant with Natalie Jeremijenko by NYU Sustainability Fund. We also received private funding from organizations such as Guestroom 2010 who sponsored the design and fabrication of a door to be shown in the HITEC convention in Austin, Texas. For this show we developed the Powerslide prototype, which turns the sliding motion of common building components such as doors, windows, and drawers into a source of energy. We also received an invitation to present our work in Milan for the Well-Tech Award in 2009. We had to consider the time schedule, cost, benefit, and whether we could pull it off to our standards. We learned the importance of being resourceful, of rooting out possibilities and also of refusing those that are not advantageous to our path. It is important to determine whether an option affords opportunity or loss, and to take calculated risks.
Fluxxlab currently works in a collaborative faculty research space at CUNY’s New York City College of Technology (City Tech) campus where Carmen teaches. This is our first experience with institutional support. Through the College we have also been able to work with student interns, faculty from other departments, and secure small grants to promote travel and exhibition of the work.
Unfortunately, time and money are not infinite. All of the work that we have done has been on our own time, on our own terms. We work at night, on weekends or any time that we can spare to move these ideas forward, and as the projects gain more and more momentum we determine how to manage the time, what effort can be put into the endeavor and how we will make ends meet to bring these ideas to fruition. Several times we started to write a business plan which would help us make decisions about which risks to take and how to manage our resources. Because of our busy lives, and general desire to spend our time making things, we still haven’t finished this crucial task. We do think making a plan for where you want to go is very important though, or else how will you ever know when you get there?
The Eyebeam residency opened our eyes to the world of open source, where people from different cultures and professions come to share ideas openly. We launched the fluxxlab website to share the work that we are doing with a wider community. The website not only documents the projects and press, but also blogs the process of how these ideas came to fruition. Revealing too much information can be harmful at times. You should only broadcast information and methods that you’re completely willing to let go of. Patents protect intellectual property, but are geared toward corporate entities that can afford the legal fees. They also do not encourage the transmission of ideas. The open source movement and creative commons provides an alternative for the small-scale entrepreneur, allowing ideas to be disseminated and proliferated. While these methods provide some degree of protection, creators do not benefit monetarily (unless indirectly) from the intellectual property that they develop.
The methodological approach of rapid research and prototyping that the Living Architecture class introduced us to remained important to our research; a method that David and Soo-in now call “flash research“. The goal of flash research is to prove cheaply and quickly that your idea is feasible. We are not mechanical or electrical engineers, or fabricators, but we learned enough through the internet and will even shamefully admit to buying and reading Electronics for Dummies in order to complete a series of proof-of-concept prototypes of the Revolution Door. We were able to learn how to do-it-ourselves because others freely shared their knowledge on-line. Therefore, we thought it prudent to add to this body of knowledge by adding our research and insights to the freely available knowledge. Had we not been open with our research, we would not have garnered the response from creative minds around the world and the media attention that has helped to push these ideas farther than we ever imagined.
While we like to think that we work entirely on our own terms, we have on occasion taken fee-based design projects for clients. These projects are either a typical architectural space design, or an energy harvesting device commissioned for a specific event or installation such as the Powerslide installation at the Guestroom 2010 show mentioned above, or the personal powerPlant for an Alternative Energy workshop at Eyebeam. This income is then put back into fluxxlab for creating new projects, which in turn draw clients who are interested in these ideas. The ideas of fluxxlab serve as the branding for the firm and funding is sought primarily for ideas that are already on the table. Largely, fluxxlab works from idea generation, prototyping and then marketing to draw interest in the project or fluxxlab as a firm.
The timing was perfect. And when it wasn't perfect, we adapted the narrative and the investigation to make it work.
This is not to say that we do not pursue clients. If we create a prototype that we believe would work well within a setting, we will make a proposal to a particular group. It is then up to the client whether or not to work with us on it. As architects, we normally wait for the client to hire us based on a resume of talents and past accomplishments. Often architects seek creative freedom through design competitions or academia. If we position ourselves as inventors however, we then have all the creative freedom in the world. If your idea is good enough and you set yourself to convincing others of this, then you will find people to publish and fund your work. A friend of ours who was awarded a Graham Foundation grant told us that his group applied three times for the same grant before finally being awarded the money. It takes lots of time, and many applications and reapplications. After applying for the NYSERDA grant and having our application declined, we asked them how to improve our future attempts. Most grant reviewing boards keep the jury notes and are happy to share that information with you if you ask.
The contacts and relationships we have established, whether through grants, clients or collaborators have been extremely important in pushing our work forward. We have had the good fortune to work with a variety of insightful and inspired people in the fields of design, engineering, and fabrication. We constantly work within the academic and professional arena to learn from our colleagues and friends who only add to our pool of knowledge. It is incredibly important to work with, support and promote those around you with good ideas.
Fluxxlab has been working on energy harvesting for three years now. The result of that body of work is a collection of prototypes, exhibitions, renderings, several web and print publications, and our web page. We still feel that the work should be practically deployed in the world; we still think it’s a good idea, although we are admittedly fatigued and at times discouraged. There are logistical hurdles to face when making the leap from the gallery to the user, such as whether to incorporate or not, what are the tax and insurance ramifications, how much time can we reasonably dedicate, and when is fabrication beyond our limitations.
Our interest in the Revolution Door project has gone through iterations. We realize that we are not and do not wish to be a door manufacturing company that puts this product into production. But, we see the potential in this idea becoming a standard within the building industry, and dream about the potential of such an endeavor. Imagine for a moment that for every office lobby in midtown, a revolution door both contributed to a decentralized power grid where buildings are responsible for energy production while simultaneously encouraging greater energy literacy on the part of consumers by turning them into micro-producers.
The Revolution Door is a simple idea that can have a great impact on how we as a society consume and produce energy. There are many good ideas out there, of which the Revolution Door is only one. How can we organize as a community of designers and inventors to bring our ideas forward, sharing resources, ideas and feedback in order to bring these ideas to life?
Fluxxlab’s Revolution Door has been featured in the past on the web, in print, and on TV:
ubergizmo: Fluxxlab Offers Revolution Door (February 2009)
Discovery Planet Green G Word series: episode “LA Without a Car” (April 2008)
AIA New York Chapter eOculus newsletter: Breathing Facades, Energy Carts for Dead Cell Phones Featured in Feedback Show (April 2008)
NY Sun: Art Science Comes Alive at Eyebeam (March 2008)
Treehugger: Feedback Exhibit Merges Ecological Tech and Art (March, 2008)
Gizmodo: Fluxxlab Revolution Door is Eco-Friendly, People-Powered Power Station (February 2008)
regeneration: The Revolution Door (February 2008)
techchee: Revolution door: A revolving door that generates power for the building where it’s installed! (February 2008)
ecogeek: Revolution Door Captures Human Power (February 2008)
Inhabitat: Generate Energy with Fluxxlab’s ‘Revolution’ Revolving Door” (February 2008)
Revolution Door was featured in the Discovery Science Channel Invention Nation series, Episode 9 “Power Surge (October 2007)
Metropolis Magazine: The Mother of Invention (August 2006)
The views expressed here are those of the author only and do not reflect the position of Urban Omnibus editorial staff or the Architectural League of New York.
The views expressed here are those of the authors only and do not reflect the position of The Architectural League of New York.
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I was driving down Main Street in a small New England town in early 2002 when I got a craving for a sandwich. I stopped at a Subway Sandwich shop and enjoyed a sandwich while looking at some offline email on my ThinkPad. Just before leaving I got the impulsive idea to fire up my Boingo software to see if there might be any wireless local area network signals in the air. To my amazement, a powerful signal popped up on my screen. At first I thought it might be some kind of spurious signal from a microwave oven or a diathermy machine in a doctor’s office. After starting my browser and seeing my Wall Street Journal start-page I knew I was actually on the Internet. I then started my VPN software and tunneled into IBM where I have an email account. While replicating my email from the server in IBM, I was having an IM chat session with some friends and colleagues. So, here I was surfing the web and using the Internet. I checked in with DSLReports and found that my speed was 1.2 megabits per second — 24 times faster than a 56k modem. Where was this bandwidth coming from? No idea! Who was paying for this bandwidth? Same answer.
What is going on here? It all goes back to the LAN – the local area network. For quite a few years businesses of all sizes have exploited the idea of hooking all of their PC’s together using Ethernet cabling. This has allowed them to share files and printers and generally increase productivity of “work groups”. However, in some buildings it is prohibitively expensive to do all the wiring to make the local area network possible. TheIEEE (Institute of Electrical and Electronics Engineers – of which I am a senior member) developed a standard called 802.11b which allows PC’s to connect to each other without the Ethernet cabling. The popular name for 802.11 is “WiFi” (wireless fidelity). It uses radio waves at a radio frequency of 2.4 gigahertz, the same as some cordless phones, e.g. the Gigarange by Panasonic. Each PC must have a WiFi transmitter/receiver and antenna. The latest laptop computers, such as IBM ThinkPads, have the antenna built into the lid of the laptop and the transmitter/receiver plugged into the laptop “under the covers”. The PC’s then communicate with a “wireless access point” or WAP which is a small box with an antenna on it that has a range of about 300 feet. As long as the WAP and the PC follow the WiFi standards, they can communicate. No wires.
The range of WiFi is about the same as the cordless phone – approximately 300 feet. Until the emergence of the Pringles can solution. Some enterprising young people have discovered that they can make a long distance antenna from a Pringles can! With less than ten dollars worth of parts the can can be converted to a long distance antenna. Putting the antenna on a roof is making it possible for people to use the high speed Internet connectivity at their place of employment – from their home or apartment miles away!
Note: there are numerous high quality antennas on the market now.
WiFi has been a great thing for companies of all sizes. It has enabled employees to use their laptops in conference rooms or at their desk without regard to where “in wall” wiring may exist. Employees are also getting WAPs in their homes which they connect to their cable or DSL modems and thereby are able to work on their email on the deck or at the kitchen island. In the past year, IBM Global Services has setup WAPs in Starbuck’s so that people can be connected there too. The Admiral’s Clubs and the Austin Airport also have WiFi. This is the tip of the iceberg. Think about all the places where you have to “wait”. JiffyLube while your car is being serviced, the doctor and dentist offices, hotel lobbies, restaurants, the hospital lobby, and of course bus, train, and airport waiting areas.
So, there I am sitting in a booth at Subway Sandwich shop in Ridgefield. Checking my email and surfing the web. Where is the bandwith coming from? I suspect there is a lawyer’s office upstairs or across the street. It was a strong signal. The wireless access point name was “tsunami”. That is the default name of a Cisco wireless access point. This means that the supposed legal office was probably not aware of the encryption option and had not turned it on. Later the same week I was talking to some teenagers. They told me that they were using a cable modem and their next door neighbors were using DSL. After a couple of beers they decide that one of them would cancel their subscription and, since they all had WiFi cabability anyway, that one of them would cancel their subscription and that they would all share a single source of bandwidth.
The issues here are many – security, privacy, business models, scaleability of the infrastructure, etc. If you had made a list of the issues and concerns about the Internet in 1993 it would have been the same list! Yes, there are issues but just like the Internet of ten years ago, the emergence of WiFi is a grass-roots trend that is irreversible. I believe this is a good thing.
As I was sitting in the Subway Sandwich shop, I was thinking about community services. I left Subway and walked down the street. The signal was strong for the whole block. There is a park bench across the street. Too cold to use it today but in the summer it would be nice! When people are downtown in their communities they expect to have street lights, fire hydrants, and parking spaces. I believe soon they will also expect WiFi connectivity. Sitting on a town or city park bench and checking email will not seem so strange, in fact it will be demanded. Not that everyone needs to be connected all the time – tethered to the Internet. But when people are waiting or watching, and if they want to be or need to be connected to the Internet, they should be able to be. The Internet has transferred power from institutions to people. It is time to enable this power to become pervasive.
Community based networks are close. Your next coffee order may not be a “to-go” order, especially when you can relax with your coffee and be connected to the Internet. No longer will people have to look for the fax machine to get connected. Companies such as Wayport and MobileStar are rolling out services to hotels and airport lounges now. Boingo and Joltage are building “footprints” and services to enable WiFi everywhere. The fee structure and relationship to local phone companies will be worked out. People will have high-speed access, no hassles with dialing, and be connected in their homes and anywhere they want.. A new version of the wireless technology, called 802.11a, will be launched in 2002 that will be approximately 1,000 times faster than the 56K speed that comes with PC’s today.
As I said, there are many issues. Is using the Internet at Subway stealing? There are different ways to look at it. If you take unlicensed software without permission of the owner you have possession of it and can use it at your will. If you “take” a WiFi signal that someone has made available you can only use it when you are in range of the wireless access point. Whether you should “take” the signal is another question. What does the owner of the wireless access point intend? If they turn on encryption and you hack your way into it somehow I would say that is stealing. The owner clearly does not want somebody to be using their signal. If encryption is turned off then it could be because the owner doesn’t mind others using it or it could be that the owner doesn’t know about the encryption feature or how to turn it on. I think at this stage the “stealing” that is going on is mostly a result of WAP owners not being aware. Has the “free lunch” arrived? I don’t think so. Like the early days of the Internet, when many people thought the Internet was free, it became clear what was going on. Owners of WAPs who don’t want to share it will turn on their encryption. Hopefully, many others will help create community wireless networks and purposely make them available as a public resource. The business models for making this happen are not yet clear but I am confident they will emerge.
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This term the children are looking at Physical Literacy in PE with JB Sports Coaching.
Whilst out in provision, some of the children practiced their ball skills, carrying on from their previous learning in PE
Today the children experimented with different equipment. This included a big ball, small ball and a bean bag. The children had to come up with different things they could do with their equipment.
Today in PE the children warmed up by moving in different ways and running into a coloured hoop when shark was called out. They then moved on to rolling balls to each other, rolling it along the ground into a hoop, rolling it to hit a cone and then moving on to hitting a skittle and trying to knock it down.
Unfortunately not the ones with chocolate chips.
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From one perspective, this is not all that far from the basic moral principle (with plenty of Judeo-Christian expressions): “Do unto others as you would have them do unto you.” Kant said much the same thing as a premise of his moral philosophy (which he called the “categorical imperative”).
Now it’s no coincidence that these ideas were being bandied about in the 17/18C at the same time as the so-called “scientific revolution” was gathering speed. The rational analysis of the way the world and nature work was closely connected to the rational analysis of how humans and societies work.
Here’s the problem: the more we know about how the world works, the more we understand the ramification of human actions/omissions, the more we see how those actions can infringe on the lives/liberties/property of others, and therefore, the more we are therefore obliged to constrain our actions (i.e. reduce our liberty).
Thus, the discovery of knowledge (e.g., about pollution, or psychological distress, or market pricing mechanisms) has to lead to a loss of liberty. The addition of laws about sulfur dioxide emissions, hate crimes, or price-fixing are a tangible manifestation of the increase of knowledge, all of which goes a long way towards explaining why a mere ten commandments is wholly insufficient for a modern society.
This tension is not novel; human societies have been developing more and more constraints for millennia. Even ten commandments were not enough for Hammurabi (whose code (from about 3700 years ago) ran to about 300 laws. Debates about freedom burgeoned in the 17/18C in which state intrusion into individual liberty was consistently decried; sometimes in opposition to despotic/absolutist monarchical power, sometimes against more modern modes of the “State” (whether democratic or dictatorial). The most frequent concern was with taxation, constraints on trade were also a popular subject of attack. Typically, those with property are better positioned in society to participate in the political process, so much is heard of infringements of “private” economic power. These groups have been (as Marx said) in control of the “means of production,” so they are also concerned with the state’s infringement of their liberty to operate their businesses. Thus, the consistent string of attacks on the “regulatory state.”
So, where does the knowledge part fit in? First, as the basis of an expanding set of “regulatory state” rules limiting the actions of those with power in society in order to protect the individual liberties of those affected by that unbridled power. Labor, antitrust, and environmental regulations are important parts of this category. Other incumbents (e.g., professionals from lawyers to hair dressers) also push for limits on entry (i.e. on competition), nominally to protect innocent consumers. All of this arises because we have plausible theories of causation and effect (e.g. OSHA-like rules to prevent black lung disease, prevention of monopolies which raise prices, and mandatory composting ordinances to reduce the stress on nature from land-fills). Yes, it’s true that the Code of Federal Regulations now runs almost 200,000 pages (about a 9-fold increase since 1960). The question I’m raising here is to what degree this increase is a function of changing levels of understanding of how private actions affect others (as compared with changing political outlooks (e.g., “liberalism’s” pro-active approach to addressing societal challenges)).
The second way in which there is an inverse correlation between knowledge and liberty approaches the same phenomenon from another angle. The premise of modern liberalism is that the state needs to actively support the abilities of all individuals to fulfill their goals (consistent with the usual caveats). So, the same increase in understand of cause and effect—in terms of both the world/nature and humans/society—means that we now understand that there is more for the state to do to foster that aspect of liberty (“positive liberty” as Isaiah Berlin called it). This means not only more protections (the flip side of the regulatory state noted above), but also increased intervention in basic economic arrangements of society, i.e. redistributive economics and progressive taxation.
None of this analytic framework which I have just laid out tells us very much about exactly where lines should be drawn in particular situations. There are still justifiable concerns about overreaching bureaucracies and stifling of individual initiative. There are still plenty of reasons to be concerned about economic inequality and the inability of the market (or should I say the unwillingness of those with economic power to alter fundamental market parameters) to recognize and incorporate into its pricing mechanisms the real effects of many human actions. There is still a need for ethical debate and the outcome, as I say, in any particular case is not so clear.
Nonetheless, as a historian, I can’t help but wonder about how the continuing increase of knowledge (of causes and effects) will alter our mix of liberties. We can’t “unknow” the implications of our actions. We can, however, accept that some degree of these generally visible harms might be acceptable as a trade-off for the less visible harms of the loss of liberties. Such an exercise in subtle political engineering might be beyond the capabilities of our current political culture. So we end up with less effective policies, less liberty, and a gnawing sense of unease that we’re off track.
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After struggling with my daughter through her schooling for years, I began trying to figure out what I needed to do. I started focusing more seriously on helping her at home, but I wasn’t quite sure how to go about making things better. I started talking with her teachers about how to make positive changes, and it was neat to see how much better things became. We began working through various things, and it was really powerful to see how much happier she was with a great educational plan. Check out this blog for tips on teaching your kids more effectively from the comfort of your own home.
Prosthetics education programs provide students with the knowledge and skills required to become certified prosthetists. Prosthetists design, fit, and fabricate artificial limbs and orthoses (braces) for people with amputations or physical disabilities.
If you are looking to enter the field of prosthetics, learning more about the main aspects of a prosthetics education program is a vital part of your decision-making process. Here are the key components of a prosthetics education program.
Prosthetics education programs offer students core courses in anatomy, physiology, medical terminology, kinesiology (the study of movement), fabrication techniques, and patient care. Anatomy is a big part of the program, as understanding how a limb works is essential to creating an effective prosthesis.
You need to know the structure and function of all the muscles, bones, joints, and other parts of the body to design a prosthetic that works well. Kinesiology teaches you important things about how the body moves, as this knowledge will help you design a prosthetic limb that fits correctly and is comfortable to wear.
In addition to these academic courses, there are also extensive hands-on labs that teach students how to measure, cast, fit, and adjust prostheses for patients. Usually, labs are conducted in a simulated setting, which gives students the opportunity to practice their skills without actually working with real patients.
Additionally, some programs may offer courses in business management and communication skills so that students can better understand the industry from both a practical and interpersonal perspective. This way, they can learn how to effectively manage a practice and communicate with patients.
To become a certified prosthetist, most programs require that students complete clinical rotations at hospitals or other healthcare facilities. Clinical rotations refer to the time spent in supervised, real-world clinical settings.
During these rotations, students will observe licensed prosthetists as they work with patients who have amputations or physical disabilities. Students will learn firsthand how prostheses can improve quality of life by providing functional support for patients while also restoring confidence in their appearance.
In addition to observing experienced practitioners in action, students will have the opportunity to practice taking measurements and fitting patients for artificial limbs on their own under supervision. This is an invaluable part of the learning process, as it allows students to put their knowledge into practice and gain experience in the field.
Once all core coursework has been completed, and clinical rotations have been successfully fulfilled, many programs require that students take an exam administered by the American Board for Certification in Orthotics & Prosthetics (ABC). The ABC certification exam includes both written components as well as practical demonstration tests.
Here, students must demonstrate proficiency both on paper as well as in person before they can be certified as professional prosthetists. The exam covers material from the core curriculum, as well as practical skills like measuring and fitting patients for prostheses.
A prosthetics education program is not just about learning from books — it's about developing the skills necessary to help people restore their lives after an amputation or physical disability.
Through core curriculum courses combined with clinical rotations, students gain invaluable experience that prepares them for passing their certification exam upon completion of their program. With proper training and dedication to mastering this skill set — soon enough, you could be ready to enter this rewarding field.
For more information on a prosthetics education program, contact a professional near you.
Share29 March 2023
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Teachers recognize the value of essay compositions as vital tools for learning, self-expression, and assessment. The essay remains a staple of college and post-graduate applications, as well as job applications. In terms of formulating coherent explanation, analysis, or argument, the essay best provides that means. Even a well-constructed objective exam cannot match the essay in assessing the degree to which teaching objectives have been mastered.
“Essays are considered by many researchers as the most useful tool to assess learning outcomes, implying the ability to recall, organize and integrate ideas, the ability to express oneself in writing and the ability to supply merely than identify interpretation and application of data. It is in the measurement of such outcomes, corresponding to the evaluation and synthesis levels of the Bloom’s (1956) taxonomy that the essay questions serve their most useful purpose.” (Valenti, Nitko and Cucchiarelli 2003)
However, essays are rather subjective vehicles of expression. Even the best attempts to develop objective evaluation criteria with analytical rubrics and check-lists fall short of unbiased objectivity. Yet, this shortcoming has not eliminated the cherished role of the essay in the British and American educational establishments.
There’s just one problem. Essays just take too much time to read, respond to, and evaluate. A conscientious teacher may realistically spend an hour per student essay if that teacher responds to multiple student drafts in the context of the writing process evaluates the final published essay.
Of course, teachers can spend less time, if they use simplistic holistic rubrics or buy into the convenient notion that making comments on a student’s essay somehow disenfranchises the autonomy of the writer. However, most teachers recognize that interactive dialogue between student and teacher on the student’s essay is unavoidably essential. And it does take time.
Computer-scoring of student writing is being actively marketed to K-12 schools and universities. Multinational corporations, such as Educational Testing Services (ETS), claim that current technology is able not only to provide objective assessment, but is now also able to give accurate and useful feedback to the student writer. Criterion, a machine-reading service marketed by ETS, has become widely popular in both American K-12 schools and universities. Other similar automatic grading programs are open for business.
Both of the new assessment consortia that have been delegated the tasks of developing national assessments for the Common Core State Standards (now adopted by 43 states) have indicated that they are using machine-scored essay software. “Automated assessment systems would provide consistency in essay scoring, while enormous cost and time savings could occur if the AES system is shown to grade essays within the range of those awarded by human assessors,” suggest the aforementioned researchers.
But, what to teachers say about computer-graded essays?
The National Council of Teachers of English (NCTE) summarizes its position on machine-scored writing:
We oppose the use of machine-scored writing in the assessment of writing. Automated assessment programs do not respond as human readers. While they may promise consistency, they distort the very nature of writing as a complex and context-rich interaction between people. They simplify writing in ways that can mislead writers to focus more on structure and grammar than on what they are saying by using a given structure and style.
The Conference on College Composition and Communication (CCCC) summarizes its position on machine-scored writing:
“We oppose the use of machine-scored writing in the assessment of writing.” Automated assessment programs do not respond as human readers. While they may promise consistency, they distort the very nature of writing as a complex and context-rich interaction between people. They simplify writing in ways that can mislead writers to focus more on structure and grammar than on what they are saying by using a given structure and style… We believe ourselves that machine-scoring fundamentally alters the social and rhetorical nature of writing—that writing to a machine is not writing at all.”
The CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments
But, is there a middle ground? Can teachers use technology to save time and doing a more thorough job of responding to student essays? Can teachers maintain autonomy in the evaluation process and exercise their own judgment about which comments need to be made, which grammatical errors need to be marked, and which grade needs to be assigned?
Perhaps so. There can be a balance between technological efficiency and teacher judgment.
Here’s a resource that just might make life a bit easier for teachers committed to providing quality writing feedback for their students… You can both save time and improve the quality of your writing feedback with the e-Comments Chrome Extension. Insert hundreds of customizable Common Core-aligned instructional comments, which identify, explain, and show how to revise writing issues with just one click from the e-Comments menu. Add your own comments to the menu, including audio, video, and speech-to-text. Record the screen and develop your own comment sets. Works in Google Classroom, Canvas, Blackboard, etc. Check out the introductory video and add this extension to your Chrome toolbar: e-Comments Chrome Extension. Includes separate comment banks for grades 3-6, 6-9, 9-12, and AP/College. Cheers!
Why not use the same language of instruction as the e-Comments program for your writing instruction? Mark Pennington is the author of the TEACHING ESSAYS BUNDLE, Teaching Grammar and Mechanics, Differentiated Spelling Instruction, and the Common Core Vocabulary Toolkit.
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In late August and early September of 1927, Daniel Slayton, a Lavina, Montana, businessman and farmer, lay dying of bone cancer. During the final three weeks of his life, he spent no moment alone. Daughters, daughters-in-law, his cousin Mary, the community midwife, a nurse hired from Billings, and Slayton’s wife, Lizzie, cared for him and kept vigil. Though Slayton’s adult sons had earlier helped him seek treatment and, in the end, came to say their goodbyes, the women in his life mostly watched over him in his final hours.
In serving as family caregivers, Montana women have joined a legion of women across time. Before 1900, hospitals typically cared for soldiers, the poor, and the homeless. On Montana’s frontier, where single men far outnumbered women, churches underwrote Montana’s earliest hospitals. Soon self-supporting matrons converted boardinghouses into private hospitals. In the first half of the twentieth century, Montana pest houses, poor farms, and finally, state institutions such as the Montana State Tuberculosis Sanatorium at Galen provided some long-term care for Montanans without families. Nevertheless, a family’s women—its mothers, wives, sisters, aunts, daughters, and cousins—typically assumed responsibility for the care of relatives. Into the 1960s, and beyond, women performed this work out of necessity, longstanding tradition, and often love.
Caregiving has always been hard work, especially when added to the routine domestic labor that kept homes and farms going. Although the Slaytons had enough money to hire laundry and chore help in 1927, they were otherwise struggling financially. To further their income, they boarded schoolteachers who arrived in the final weeks of Daniel’s life. A haying crew came through as usual in late August and expected meals—a task that Daniel himself had often managed. All extra family members and caregivers needed feeding too. In other words, hectic household patterns—including financial worries—continued throughout Daniel’s final illness.
Until Daniel’s cancer emerged, the couple had worried more about Lizzie’s health. She was sixty-nine and struggling with rheumatism and other illnesses. Her frailness may explain why the family hired Eunice Randall once Slayton became bedridden. Though called a midwife, Randall, like Rose Gordon in White Sulphur Springs, also worked as a private community home health aide, attending to recuperations, births, and deaths. Randall took over the more difficult and distasteful parts of nursing—enemas and poultices, for instance. Then, as Daniel struggled with intense pain, the family hired a trained private duty nurse, Harriet O’Day, from Billings.
Still, Daniel relied on Lizzie for comfort, conversation, prayer, singing, attention to legal details, and companionship. At the end of August, Lizzie began keeping Daniel’s forty-year diary current. For a few days, she wrote in Daniel’s voice, but soon observed and recorded Daniel’s approaching death in her own, noting when his limbs grew cold, when he slept more, as well as when she took to her own bed, “played out” with exhaustion.
This scene has a thousand variations. In 1887, Montana pioneer Pamelia Fergus died of metastasized breast cancer on a hospital bed in her daughter Luella’s Helena parlor, while husband James tended ranch business near Fort McGinnis and son Andrew sold cattle in Chicago. In fact, her daughter had overseen Fergus’s mastectomy in the same bed a year earlier. In 1923, in the southeastern Montana coal boomtown of Bearcreek, twelve-year-old Rose Naglich cared for her dying mother. “I missed a lot of school,” Rose remembered, “in order to care for my mom and to help with the cooking and taking care of the kids.” Rose, whose father already had miners’ consumption, endured enormous emotional loss as well: “I cried while my mother held me in her arms. I knew she was going to die, and there was nothing I could do.”
Daniel Slayton died the night of September 8, 1927. Nurse O’Day called the family to his bedside as he slipped away. Lizzie read him Psalm 103 and sang “Simply Trusting Every Day.” At his death, the three weeks of “night watching,” administering pain medicine, being present to Daniel’s requests, and supervising all household activities ended for the ensemble of women—aided by his sons—who’d attended him so closely. The women of Lavina, already generous in small gifts and visits, rallied the next day, bringing doughnuts, providing supper for the boarding teachers, and offering help with funeral preparations.
At no point during Slayton’s dying months, did Lizzie, her daughters, other family members, or the community question the gift and obligation they faced in caring for Daniel. Across Montana, across time, women like those of the Naglich, Fergus, and Slayton families carried out that same attendance. They orchestrated their vigils and the intense demands of nursing around daily routines, outside work, children, financial straits, and their own emotional and physical travails to provide succor in illnesses that ended joyfully in good health or with grief, and relief, in death. MSW
McFarland, Rose Naglich. “Rose’s Story.” In MHA Ventures, Senior Reflections: Montana’s Unclaimed Treasure. Helena: Sweetgrass Books, 2002.
Nickel, Dawn Dorothy. “Dying in the West: Health Care Policies and Caregiving Practices in Montana and Alberta, 1880-1950.” Doctoral dissertation, University of Alberta, Edmonton, 2005.
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Many things contribute to how we experience and express pain. Gender, age, education, socioeconomic status, the relative power of the participants in the conversation, and whether the person in pain is speaking in their mother tongue or another language all affect a person’s experience of pain.
Each of these factors can have a crucial impact on how we communicate about pain, and how we understand pain communication from others. These issues have begun to attract the attention of researchers, but are far from well understood, even in English. And all of these factors only make full sense when understood in the context of the culture in which they are embedded.
Culture and pain
Culture relates directly to the expression of pain. Our upbringing and social values influence how we express pain and its nature, intensity and duration. These factors are not as obvious as socio-psychological values such as age and gender.
Some cultures encourage the expression of pain, especially in the southern Mediterranean and Middle East. Others suppress it, as in the many lessons to our children about behaving bravely and not crying.
Some cultures show what is, to us, an almost super-human tolerance of pain, like the English author Fanny Burney, who in 1808 offered to hold her own cancerous breast while the surgeon removed it without anaesthetic. Such were the cultural expectations of people of her class at that time. And of men generally, especially in military service, who were expected to undergo treatment stoically and without painkillers.
In contrast, in the 21st century we are accustomed to expect that pain can and will be blocked or removed.
In contemporary Anglo-European cultures we tend to express pain, to “get it out” by sharing it with others. Confucian cultures, which cover much of Southeast Asia, tend to advocate that people should keep their pain to themselves.
In cultures with a great difference of power between the powerful and the powerless, doctors are revered as holders of wisdom. It is inappropriate to ask questions of the doctor, who is expected to know about symptoms and diagnosis, including the nature and extent of a patient’s pain, and what to do about it. This was typical of Western medicine until a generation or so ago, and is common in Southeast Asia.
Changing ideas of pain
Cultures can change over time. Until about the 18th century, Christian cultures in Western Europe had a broadly fatalistic view of pain. Genesis (3:16) tells us that
in sorrow [i.e. pain] thou shalt bring forth children.
Pain was heaven-sent, a concomitant of the human condition:
[a] necessary trial, unpleasantness preceding some greater good, punishment, or fate.
The pain of the human life would be assuaged after resurrection.
But over the following centuries pain was progressively medicalised. Research into physiology in the 17th and 18th centuries demystified pain and made it accessible to human intervention. The discovery of anaesthetics and analgesics in the 19th century then made possible the discretionary use of pain mitigation by doctors.
As a result the relation of pain to cultural values and expectations underwent a radical change: pain was subject to human intervention and treatment.
In Western societies we now believe our medical conditions can be treated and controlled. We expect our doctors and pharmacists to be able to do just that, and on demand.
But attitudes to taking pain medication differ widely. Some individuals typically avoid pain medicines unless they are in severe pain. Others have recourse to common over-the-counter pain medicines. Still others become addicted to opioids, the most powerful medicines for pain control.
In some societies, Western medicines are trusted for radical intervention, while traditional or homeland treatments are used for longer-term treatment. There is also evidence that ethnic background can affect the nature of health care offered to patients, including pain relief.
Pain is recognised as part of the human experience. So we tend to assume that communicating about pain will seamlessly cross cultural boundaries. But people in pain are subject to the ways their cultures have trained them to experience and express pain.
Both people in pain and healthcare professionals experience problems communicating pain across cultural boundaries. In a matter like pain, where effective communication can have far-reaching consequences for medical care, quality of life and possibly survival, the role of culture in pain communication remains under-evaluated.
This article is part of a series focusing on Pain. Read other articles in the series here.
Authors: The Conversation Contributor
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Five years ago, when I began researching a book about efforts to stem biodiversity loss, environmental politics was dominated — as it still is — by climate change, a parallel crisis that greatly exacerbates damage to ecosystems and loss of species. Essential as the emphasis on climate is, however, it has engendered a kind of despair among biodiversity specialists, casting a shadow over this other fundamental issue. Talk to people in the conservation trenches, and they will agree with Rodrigo Fuentes, director of a biodiversity center in the Philippines: “Biodiversity loss is a forgotten crisis. It rarely makes the headlines.”
Clearly, we understand the gravity of the biodiversity problem better than we understand the solutions. Despite numerous campaigns by the United Nations and other organizations to stem the loss of habitat and species, the world’s biodiversity — and the ecosystem services supported by it, including carbon sequestration and flood control — is approaching what Hilary Benn, the U.K.’s environment secretary, has called “a point of no return.”
These efforts have expanded the reach of conservation, which cannot rely on parks alone.
Happily, however, there is more to the story. A group of solutions is emerging under the rubric of “rewilding,” and this new movement hasmade considerable progress over the past decade. A Marshall Plan for the environment, rewilding promotes the expansion of core wilderness areas on a vast scale, the restoration of corridors between them (to fight the “island” effect of isolated parks and protected areas), and the reintroduction or protection of top predators.
Known by a shorthand formula — “cores, corridors, and carnivores” — rewilding was first proposed in 1998 by the founder of conservation biology, Michael Soulé, and his fellow conservation biologist, Reed Noss. It was quickly adopted by grassroots initiatives, such as the Yellowstone to Yukon Conservation Initiative (Y2Y), a plan to protect and restore connectivity of ecosystems throughout the Rocky Mountains.
Since then, its central tenets have found their way into the programs of international conservation organizations, which have embraced “continental-scale” conservation and growing bolder in the size of their preservationist programs. As both a conservation method and a grassroots movement, rewilding has taken hold in every inhabited continent, with projects stretching from densely-populated western Europe (the European Green Belt, on the path of the former Iron Curtain) to the remote reaches of southern Africa. What’s more: It has proven an adaptable model, bringing conservation to people and places outside the traditional system of parks and protected areas that lack the resources to succeed on their own.
Encouraging new revenue streams and conservation on private lands, rewilding has achieved notable successes, along with instructive failures. In northern Kenya, an area plagued by lawlessness and drought, the Craig family turned their struggling cattle ranch into the Lewa Wildlife Conservancy, protecting endangered rhinos and building a popular ecotourism business. Then Ian Craig, the family’s third generation — tutored as a teenager in the Kenyan bush by a young Maasai man, Kinanjui Lesenteria — promoted the conservancy model among the Maasai, Samburu, and Meru people on group ranches who had seen their pastoralist lifestyle crippled by successive droughts.
Eleven group ranches have since joined the Northern Rangelands Trust, with eight of those creating their own conservancies, setting aside a percentage of their grazing land for wildlife and planning eco-lodges. Those with lodges have already dedicated revenue for community improvements, such as schools and medical clinics. A million-and-a-half acres of northern Kenya have thus been set aside for wildlife management, and security for people and wildlife has improved. The Lewa conservancy provides technical assistance and equipment for patrolling Trust lands.
Conservationists in Kenya are seeing a marked improvement in formerly overgrazed areas. Elephants have rebounded from the poaching of years past, resuming their migratory routes, and the highly endangered Grevy’s zebra — which suffered severe habitat loss in recent decades — is returning to old haunts. Lewa now serves as a model for other conservancies in southern Kenya, and visitors from Uganda, Tanzania, and Ethiopia have come to study it. A similar community forestry program in Nepal is restoring corridors there for tigers, the one-horned rhino, and the Asian elephant.
In the American Southwest, galvanized by surprise sightings of jaguars, conservationists have banded together to buy private land in northern Mexico, establishing a core wilderness area to keep that species — and a host of other unique wildlife — viable. They have also reached out to the reserve’s neighbors: Mexican ranchers, like American ones, have always shot big predators on sight, but biologists with Defenders of Wildlife designed a clever contest, equipping ranches with remote camera traps. For every picture of a live jaguar, mountain lion, or other cat, participating ranchers who promised to leave the animals unmolested were paid a handsome sum — $500 for a jaguar, $100 for a mountain lion. Asked what he would do with the money, one rancher said, “Buy more cats!”
Rewilding groups are also learning from their failures. In southern Africa, the Peace Parks Foundation (PPF), which has launched several of the biggest planned conservation projects on the planet, got off on the wrong foot with its Great Limpopo Peace Park, designed to link parks in South Africa, Mozambique, and Zimbabwe. The group released elephants, lions, and other dangerous wildlife into an area where unwitting villagers had yet to be informed of the program. Years later, the organization is still struggling to relocate those villagers affected. International funding agencies attacked the approach and, for a time, cut funding; since then, the PPF has realigned its priorities, making sure to engage communities in prolonged consultations about their needs. No additional projects have called for shifting populations.
Rewilding opens up areas to conservation management and puts people to work.
Conservation on private lands, wildlife conservancies, community-forests: These efforts have significantly expanded the reach of conservation, which cannot rely on parks alone. Another innovation has been in new approaches to financing. Breaking away from the standard fund-raising model — a never-ending cycle, since most money is spent immediately on short-term grants and projects — several rewilding groups have embraced the endowment as a way of supporting conservation’s long-term needs. University of Pennsylvania biologist Daniel Janzen has been instrumental in the phenomenal success of the Area de Conservación Guanacaste (ACG) in northwestern Costa Rica, which accomplished what was once thought impossible by restoring former cattle ranches to dry tropical forest and rainforest. ACG thrives on the interest from its $30 million endowment. Janzen is now seeking a half-billion dollars to endow the entire Costa Rican park system in perpetuity.
But rewilding’s greatest potential may lie in the creation of green jobs. ACG pioneered “parataxonomy,” providing local people with a six-month “bioliteracy” training course in collecting and processing insect specimens that could then be passed on to taxonomists for identification. The parataxonomists are valued contributors to Costa Rica’s National Biodiversity Institute and instrumental in the country’s massive effort to compile an inventory of its extraordinary biodiversity. They have served as foot soldiers in “bioprospecting,” the collection of specimens that may prove useful in medicines or cosmetics: Extracts from the quassia tree, for example, have yielded both a treatment for stomachaches and a promising natural pesticide. The parataxonomy program has been copied in other biodiverse areas in Central Africa and Papua New Guinea.
In several projects, job creation is paired with carbon sequestration. The Baviaanskloof Mega-reserve Project in South Africa has created hundreds of jobs in ecotourism and restoration, training workers to remove invasives and plant native bush in a delicate Cape habitat overgrazed by goats. In Australia, ecological restoration of salt-damaged wheat farms conducted by the Gondwana Link project has provided carbon sequestration while regrowing native bush.
In the United States, the restoration of wetlands is generating jobs, from Chesapeake Bay in the east to Puget Sound in the west. The Puget Sound Partnership, a network of environmental groups and state agencies — tasked with cleaning up decades of pollutants — represents one of the most massive ecological restoration projects in the nation’s history: The partnership recently identified a half-a-billion dollars worth of “shovel-ready” stimulus projects, from removing tons of fishing nets and other debris to restoring tidal salt marsh habitat, itself a powerfully-effective means of sequestering carbon.
Rewilding represents what Dan Janzen has termed “sustainable conservation”: It opens up significant areas to conservation management, and it puts people to work. What international agencies and NGOs need to do is identify rewilding programs that are demonstrably working, support them, and replicate them. As it stands now, even the most successful are not big enough to make the difference for biodiversity. But they could be — and for considerably less money than it will cost to replace the ecosystem services we are destroying, estimated at two to five trillion dollars a year worldwide. What conservation has been doing for decades is simply not working. It’s time to move forward with something bigger, something proven, something new.
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Dancing may seem easy to the untrained eye, but that is the beauty of the art form.
The harmonious movements combined with explosive energy and coordination, as well as the timeliness and muscle memory that dancers must have are a testament to the grace of dance.
However, like a sport, the beauty does not come without a price.
The long hours, which can easily be eight to 10 hours, dancers spend each day perfecting the craft, on top of going to the gym to stretch their muscles as a supplement to their training and to prevent injuries.
Dancers generally rehearse for about 30 hours a week, but all dancers go to hours of classes before rehearsals to perfect their craft and maintain their form and technique.
Many can spend up to 10 hours a day at the gym to condition their bodies and prevent injuries and will stretch for an hour or more on top of their training.
Dancers generally work nights and weekends, as many performances are scheduled then.
The commitment dancers show is enough to qualify dance as a sport. Dancers are, after all, athletes.
Few know how hard their job is, but there is now data to prove it.
The Occupational Information Network, a national organization supported by the U.S. Department of Labor, researched and gathered data to determine the 20 most physically demanding jobs in the country.
They categorized the professions based on the level of strength, stamina, flexibility, and coordination required.
ONET collected information to assign a score between 0 and 100 ,with 100 being the highest score for each of these factors, and how important each characteristic is to the job.
However, ONET discovered that dancers scored the highest, averaging a combined score of 97 out of 100 for overall level of physicality.
Dancers scored 100 out of 100 in the stamina, flexibility, and coordination categories, and 87.8 out of 100 for strength.
Athletes and other sports competitors finished third with a score of 90.4, while fitness trainers and aerobics instructors, positions that dancers must have to supplement their income, ranked at number five. Choreographers, another dance-heavy profession, made the list at number nine.
Though the fight to categorize dancers as athletes is still highly contested, one fact worth mentioning is the existence and prevalence of dancesport, or competitive dancing.
Dancesport applies to different types of ballroom dancing, and events are grouped by age and experience.
There are two governing bodies, the World Dance Council and the World DanceSport Federation, the latter of which was recognized by the International Olympic Committee over two decades ago.
While dance is starting to receive recognition as a sport, they make about less than half as much as other athletes.
The average salary for a dancer is about $43,100, while the salary for an athlete is more than double that of a dancer, averaging about $87,100.
This disparity is present even though dancing is more physically demanding, and the athletic needs for dancers continues to grow each year.
It is an unfortunate truth that the difficulty of the profession of dancing and dancers themselves is often underestimated.
While we all enjoy watching dance, whether it be traditional ballet or more modern forms such as hip-hop, we often forget that behind all that beauty is many long hours of grunt work and a complete dedication and love the art form.
Many sports can be defined as an art form if done perfectly, “poetry in motion” if you will.
The concept of sport is defined as an athletic activity that requires skill or physical prowess. In addition, a sport must also include a sense of competition amongst its participants.
It is the same with dance, as its athletes must use every ounce of physical ability to create graceful movements and to entertain the audience.
With the advent of governing bodies and recognition by the IOC, the competition in dance is growing. and the argument could be made that dance should be treated as a legitimate sport.
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In May 2016, the Federal Reserve Board published its “Report on the Economic Well-Being of U.S. Households in 2015.” This report, based on a survey of thousands of adults nationwide, captures Americans’ perspectives, behaviors and concerns as related to their financial situation.
As part of the survey, all respondents were asked if they faced any financial challenges, and over half said that they did. These respondents were then asked: “In a couple of words (150 character max), please describe the main financial challenges or concerns facing you or your family?” Their open-ended answers are presented in the form of a word cloud. A word cloud is a visual representation of text in which words or themes that are repeated more often in the text appear in bigger, bolder print.
Here are the word clouds displaying the answers to this question for respondents who had a family income of less than $40,000 (on the top) and for those with a family income of more than $100,000 (on the bottom).
Look at the most prominent words in the word cloud of the lower-income respondents: income, pay and paying, bills, money, and enough. For these people, concern about immediate or short-term financial demands took center stage. They thought heavily about bills, the constant month-to-month obligations that are no sooner met than they come up again the next month. They were aware that a single lapse in monthly income, or an unexpected expense that left them without enough money to cover their bills, threatened to put them further behind and make the following month still more difficult to face.
Meanwhile, those with higher incomes were most preoccupied with challenges relating to retirement—an issue that is certainly important, especially for older adults, but often not as urgent. Many of us even have trouble picturing our own retirement in detailed, concrete terms. Evidently, a higher income afforded these respondents more breathing room to consider not just the needs of the moment but those of the long-term, indefinite future.
Other key words that these higher-income respondents used more often than their lower-income counterparts in expressing their financial concerns included college, saving, credit, debt, and children. The overall picture suggests that these more affluent people were able to step back, take stock of their overall economic position, and plan strategically for their own future economic well-being and that of their offspring. While the lower-income respondents doubtless had comparable long-term needs, and could benefit from similar planning and strategizing to address them, their ongoing obligation to meet life’s concrete, daily demands did not always allow them the luxury of a wider vision.
The lesson of these word clouds is that poverty represents more than a snapshot of a person’s current financial resources. Living with low income affects a person’s state of mind, day-to-day priorities, and outlook on life: the burden of constant concern about basic needs limits the mental energy one has available to devote to strategies for building a more secure future. To make sure everyone has a realistic chance of attaining economic self-sufficiency, we as a society must look for systemic solutions that help people gain and maintain control of their short-term well-being.
The entire report is available here.
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Below are some documents and activities you may find useful to do on your own or with your children to help relieve any worries or stress.
Big feelings come and go – a story for children to discuss feelings in a relatable way
Breathing exercises for adults
Breathing exercises for children
Strengths and qualities activity
Personal affirmations activity
What is anxiety?
Challenge negative thoughts activity
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How come healthcare improved so much in Canada in the 20th century?
Universal access to healthcare
What were some of the effects of death moving to the hospital?
Censorship of death from public, transfer of caregiving from family to nurses, death became unfamiliar and taboo
What's a death system?
The system of people, culture and symbols that shape a person's relationship to death.
What is Thanatology?
The study of death
What are the components of a death system?
People, places, holidays, objects
What are the functions of a death system?
Warnings, caring for the dead, preventing death, disposing of bodies, helping the bereaved, making sense of death, killing practices
What are some aspects of Tame Death/Death as Neighbour?
Death was common and happened young, dead were moved away
What are some aspects of Death of Self?
Death was thought of as end of unique life, scary, less natural
What are some aspects of Death of the Other/of the Beloved?
Death was last act of deep relationship, graves were symbols of love, big rise in ghost believing
What are some aspects of Invisible Death(1900-present)?
Big medicalization of death, death is uncommon and uncomfortable, big avoidance of death
A structure where ashes are put
A big building where a body is put in
A mausoleum but w/ no body
A box where bones are put
Chamber beneath religious buildings that often has sarcophagi
A box for a corpse
Death responses are ___ responses.
What were some of the actions done by The Indian Act?
declared cultural ceremonies illegal, created residential schools, forbade Indigenous peoples from speaking their own languages
What is disenfranchised grief?
When there is a failure to see that a loss has happened
What is ambiguous loss?
A loss that lacks closure and understanding (i.e. missing person)
What is true death?
People who are morgue ready
What is pre-death?
People who aren’t quite dead yet (i.e. life support)
What are your thoughts on the economical state of the funeral process?
The funeral industry is heavily monetized, death is expensive
What is a social institution?
A group or organization that plays a big role in society (i.e. education, government)
What is formal vs informal death education?
Formal - planned education in schools, universities Informal - family, friends, social media, movies
What are some aspects of a good death?
Loved ones are ready, natural, painless, not premature
What are some effects of religion on death?
Provides meaning, comfort for death, death rituals and customs, gives guidance at the end of life
What is withholding vs withdrawing treatment?
Withholding - Not giving treatment that is available Withdrawing - Taking away treatment
What is assisted death?
Providing a legal substance at a patient’s request that causes death, controversial topic legal in Canada as of 2016
What is palliative vs curative care?
Palliative - focused on improving quality of life and reducing suffering for dying Curative - focused on curing death with little regard for the patient’s wellbeing
What is cremation?
The burning of body into ash via very hot fire
What is embalming?
The preservation of a body by replacing fluids with chemicals
What is whole person care?
Care for the whole person than a single issue or diagnosis, patient centered
What are tangible vs intangible memorials?
Tangible - Physical memorials: benches, graves, ashes Intangible - Non phyiscal memorials: newspaper notices, digital memorials
What is memorial mania?
America’s big focus on remembering the dead. Everything has to be memorialized.
What is memorial morality?
Memorials for mass deaths often aim to make visitors relive the tragedy and evoke strong emotions. This is done to prevent violence. i.e. 911 museum
What are the two main ways other cultures deal with death?
Avoidance/Forgetting - Wari tribe of Brazil’s compassionate canibalism, Yanomami of Venezuela avoid mentioning names of dead Remembering - Day of the Dead, many asian cultures have a big focus on remembering ancestors
What are examples of body as memorials?
Digital dead body viewings, memorial tattoos, organ donation
What is the purpose of memorialization?
To express emotion, to keep person’s memory alive
What is dark tourism?
Travelling to see memorials, can be seen as morbid
What is the continuing bonds theory?
Loss doesn’t have to mean detachment. The emotional ties the bereaved keep with the dead, instead of breaking the connection. i.e. talking to deceased, keeping photos
What are internal vs external bonds? (Continuing bonds theory)
Internal: Remembering the deceased, imagining their presence External: Keeping the deceased’s stuff, making memorials
What are some effects of roadside memorials?
Turns sites of death into sacred spaces, challenges traditional spaces of death (i.e. cemeteries)
What is the purpose of memorial tattoos?
Symbolizes a presence of the dead, conversation starters, challenges stigmas about grief by making it public and permanent
We learn most about death ___
in our early years.
What is an advanced directive?
Legal doc that lets competent people decide what will be done if they become incompetent
Why did memorial mania rise?
Countering culture that often denies death, democratization of grief - makes it so not only the social elite are memorialized
What is the main theme of most traditional grief theories?
To grieve means letting go and accepting death
Who made the phase based theory of mourning? Also what are the 4 phases of mourning?
Colin Parkes, Shock and numbness, yearning and searching, disorganization, reorganization
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Today, it’s hard to find an inch of the world that isn’t mapped. In moments, you can view a photo of the most remote spot on the globe with a satellite. And of course, that makes it hard, if not impossible to really understand the fear that people used to feel towards the un-visited corners of the world. In the face of the unknown, imagination runs wild. Our minds fill the shadows of the blank spaces on the map with monsters and savage people who drink blood and eat human flesh. And for the English in the 16th century, America was just such a place.
Though the continent was already inhabited, and the Norse had even established a short-lived colony there four hundred years earlier, North America remained a mystery to most of Europe. But there were early signs that colonization could be very profitable. With the natural resources of the continent, there were enormous potential profits for any country that could control it. Before they could, they would have to wrestle it from unforgiving nature. In 1585, Sir Walter Raleigh moved to establish the first major British settlement in what is now the United States. But from the beginning, there were problems.
Shortly after leaving England, one of the ships became separated from the others. And after they met up again in the Carribean, one ran aground on a shoal, ruining much of the colonists’ food supplies. The fleet continued up the coast of what is now North Carolina, seeking the perfect spot for a new colony and making contact with the native tribes in the region. Immediately, the relationship between the colonists and natives was strained when the Europeans accused a native of stealing a silver cup. In typical 16th-century style, the English sacked and burned down their village in response.
And looting was actually a big part of the expedition. The plan was to establish a colony, and once that was done, take the ships for a little harmless privateering against Spanish shipping. By August, the leader of the expedition, Sir Richard Greenville, was getting impatient for the more profitable second phase of the mission. So, when he discovered the small island of Roanoke, he declared that it would make the perfect spot for a colony and ordered the settlers off the ships. Many argued that they didn’t have enough food and were now surrounded by – understandably- hostile natives. But Greenville promised that he would return soon with reinforcements and supplies.
107 men settled at Roanoke and immediately began building a fort to protect themselves from attack. Months went by with no sign of Greenville. In June of 1586, a force of Native American warriors launched an attack on the English garrison in revenge for the burning of their village. The garrison managed to hold them off. And shortly after, Sir Francis Drake happened to pass by the colony and offered anyone who wanted it a lift back to England. A number of men took him up on the offer. But when Greenville finally returned, he found the remaining men had vanished. It was an ominous warning of what was to come.
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Risky Dental Habits: What to Dodge for a Healthier Smile
Your well-being is a lifelong journey, and it's never too late to make healthier choices.
While many focus on diet and exercise to improve health, don't overlook the impact of everyday habits on your oral care. Your smile is just as important. Let's look at some risky habits and their better alternatives.
Chewing Ice: It's tempting to chew ice, especially after a chilled drink. However, this habit can lead to cracked or chipped teeth.
Alternative: Chill your drink in the fridge beforehand or opt for a straw to satisfy that cold craving, eliminating the need to chew ice.
Nail Biting: It's a common stress reliever but comes with a cost. Nail-biting can introduce bacteria into your mouth and even chip your teeth.
Alternative: Consider applying a bitter-tasting nail polish or maintaining well-groomed nails to deter you from biting.
Overzealous Brushing: Brushing is crucial, but forceful brushing can erode your enamel and cause gum recession.
Alternative: Opt for a soft-bristled toothbrush and employ a gentle circular motion for effective cleaning without the harm.
Using Teeth as Tools: Opening packages with your teeth may be convenient, but it can lead to tooth fractures or jaw injury.
Alternative: Keep a pair of scissors or a bottle opener handy. Your teeth are not the right tools for these tasks.
Frequent Snacking: Constant snacking, especially on sugary foods, provides a steady fuel source for harmful oral bacteria.
Alternative: Stick to balanced meals and limit snacking. Rinse with water if you indulge in a sugary treat.
Teeth Grinding and Clenching: This can be particularly damaging when done unconsciously during sleep.
Alternative: Consult your dentist if you suspect you grind your teeth. Custom mouthguards can protect against further damage.
DIY Teeth Whitening: Peroxide-based whitening without a dental consult can lead to increased sensitivity and other issues.
Alternative: Look for dentist-approved products for any teeth whitening ambitions. MySweetSmile's range, for example, comes highly recommended in publications and offers a safe route to a dazzling smile.
You only get one set of teeth. Making informed choices now can prevent a lifetime of dental issues. Steer clear of these risky habits, and you'll be on the way to a happier, healthier smile.
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Working conditions of agricultural workers, like industrial, are one of the burning issues in a developing region. It is related to agricultural activities of the workers and their socio-economic status. Working conditions may be both favourable and unfavourable. Those working conditions which are unfavourable to health may be considered as occupational hazards or as a part of occupational environment. It is generally observed that a large section of the agricultural workers remains engaged in agricultural practices at the time of hunger, thirst, pregnancy (women) and even despite their unpleasant state of health, both mental and physical. They also continue to work for more than the prescribed standard hours and also having half-fed. These are not positive or favourable working conditions to their health as they normally cause general weakness, fatigue, stomach disorder, dizziness, headache, loss of energy and some other similar physical, mental and psychological problems. The major driving forces behind as such adverse working conditions and its consequences are the pressure of work, pressure of land owners and of timely completion of works, shortage of manpower, psychological attitude, ignorance, weather constraints, poverty, illiteracy, lack of work related health awareness, lower social and economic status, etc. Such forces compel the workers to be engaged in their agricultural practices under the above circumstance. Adverse working conditions of agricultural workers vary widely with reference to space, time, activities, demographics, society, economy and consequently affect both the mental and physical, social and psychological conditions of the agricultural workers. Persons in varying number in the age groups from 15-34 and 35-49 to 60 & + year were reported working under different types of undesirable working conditions. The people from the S.C. and S.T. categories are the major sufferers as most of them continue their work during different unpleasant and stressful conditions. The majority of working persons belong to lower income strata and most of them work under tiring situation. Female workers from different social groups, particularly the S.C. and S.T., are the worst sufferers because most of them have to work even during pregnancy, ill health and imbalanced diet.
This post has already been read 12108 times!
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Geologists have found a fault that can create world’s sixth ocean.
Geologists predict that in 5 to 10 million years, the tectonic movement will eventually split the African continent into two, creating a new ocean basin.
Quick Facts |
Rift Valley |
East African Rift System |
Dr. Sosamma Iype won the Padma Shri in 2022 for saving and resurrecting a breed of indigenous cattle, the Vechur Cow.
In Kottayam, Alappuzha and Pathanamthitta districts of Kerala, there was a tradition of gifting Vechur cows as marriage gifts to daughters to address nutrition needs during their pregnancy and address staple food requirements of their newborns.
The Vechur cows have now become icons of India’s native cow conservation movement, and more than 6,000 such dwarf cows support the milk and cow dung needs of people across the country.
The Vechur experiment prompted the conservation of 28 native breeds which were on the verge of extinction, and they include Sikkim’s small and short-legged Siri cow and the Tharparkar of Rajasthan’s Thar Desert.
Quick Facts |
Thenmala Kullan |
A new study shows that wild populations of Indian star tortoises, exist as two genetically distinct populations, one in northwestern India and the other in southern India.
Star Tortoises are one of the most trafficked species in the world.
Currently, seized star tortoises in India are released into wildlife sanctuaries such as the Chinnar wildlife sanctuary and Sathyamangalam wildlife sanctuary.
Scientists are trying to de-ice Euclid satellite millions of kilometres away from Earth.
Dark energy is the undetectable form of energy that is causing the expansion of space, about 68% of the universe is made of dark energy while dark matter makes up 27% and only 5% of the Universe is made of normal matter.
A performance audit conducted by the Comptroller and Auditor General of India (CAG) on the degradation of the river, covering 2016-17 to 2020-21, threw up a host of significant findings.
The audit was the first performance audit conducted by the CAG on a river’s degradation in the entire central India.
Other Important Topics |
Project GR00T |
NVIDIA announced Project GR00T at its annual GTC developer conference held recently, along with updates to the Isaac platform and Jetson Thor.
eShram portal |
The Supreme Court recently urges to implement its order to provide ration cards to migrant workers registered in the eShram portal but not covered under the National Food Security Act.
Valmiki Tiger Reserve (VTR) |
Valmiki Tiger Reserve (VTR) is using green energy to provide adequate water to wild animals, including tigers and their prey, during the hot summer season.
The Bihar government is waiting to obtain NTCA approval for declaring Kaimur Wildlife Sanctuary as the state’s 2nd tiger reserve after VTR. |
The United States’ Environmental Protection Agency (EPA) announced a comprehensive ban on all forms of the deadly carcinogen asbestos.
World Cooperative Economic Forum (WCEF) |
On the lines of the World Economic Forum, some co-operative sector leaders and experts have formed the World Cooperative Economic Forum (WCEF), in New Delhi recently.
UDGAM Portal |
Currently, 30 banks representing 90% of unclaimed deposits in India are part of UDGAM. |
Sham elections |
Vladimir Putin was recently elected as President for a 5th presidential term against 3 candidates with little public profile.
Spotter Drone |
Doctor to Population Ratio |
Kalpana Chawla |
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The Quran, our ultimate Guide, is as much for the young as it is for the old; it was as relevant 1400 years ago as it is today. It is as much for women as it is for men. It is, and should be, a handbook that we constantly refer to. However, with the rise of social media, attention spans have shrunk, and we need to adapt our teaching methods to appeal to our youth especially.
What can we do?
Make it relevant and interactive
Without compromising the respect of the Quran, keep the atmosphere relaxed and cordial when you address the youth. Choose topics and a delivery style that they can relate to.
If you are conducting classes, encourage students to take notes on their own Quran. If they feel they don’t have enough space, offer Post-It notes with empty pages for note-taking. For the tech-savvy, ask them to take notes on their smartphones for quick accessibility.
Use a variety of teaching tools- maps, multimedia, games, and experiments. For instance, based on the startling video of a demonstration using Cola and water to signify how sins displace the purity of heart can easily be conducted in the class.
Likewise, if it’s younger children, you must include crafts and Quran journaling. Many worksheets and ideas are easily available online.
Another effective subliminal tool is having lots of eye-catching books and pamphlets displayed on shelves around the room. For younger children, there are many Islamic fiction books available now that revolve around the questions and challenges Muslim youth face.
If you are making short videos or reels, you need to ‘pack in a punch’ in a few words and appropriate images or animation. Likewise, your language should be easy to understand.
Choose your topics carefully
Select a Surah from the Quran that hits home with the youth. If you talk about a topic, they might feel this is your opinion. Surah Al Kahf is a good choice because the story involves the choices and challenges youth face, and its focus is on society falling into disbelief.
Aqeedah, or Creed, is the fundamental pillar of our faith. It enforces the idea that even today, the youth can withdraw and form their group if they see their friends falling prey to the dangers of smoking, dating, or gay pride. Stories are always interesting for young people, so choose them accordingly.
The biographies of the Companions are an underrated resource because they have strengths and weaknesses similar to ours. Don’t forget most of the Sahabah actually migrated from a sinful and disbelieving life to the enlightened believing lifestyle of Islam by choice. Their stories give hope and encouragement to the youth.
Encourage questions and prepare to answer
Motivate the young to ask daring questions about daunting and taboo issues that confuse, disturb, or frustrate them. Allah’s Deen has answers for all. For questions related to the unseen realm, we need to first fully understand the seen and tangible realm, which enables us to start trusting that there must be a world of Ghaib, too. Allah has created everything in pairs.
Ask questions while explaining the Surah instead of having a test at the end. Divide the group into teams and have them compete in Quranic knowledge. You can hand out play (e.g., Monopoly) money whenever anyone answers a question correctly and award a prize to the person with the most ‘money’ at the end.
Involve them even more by asking them to choose a Surah to learn. Does the story of Prophet Yusuf (as) intrigue them, or, in the light of Gaza, would they like to hear about the People of the Ditch?
Read and reflect
Young people have enough homework and assignments, but you do want them to remember what you learned together. Ask them to read a short Dua a few times a day, and they will automatically memorize it.
Do not photocopy the Dua and give it to them- have them open the Quran, find the Ayah, and read it from their Mushaf (The Quran Majeed App). Sometimes, another word or Ayah might catch their attention while reading the Quran.
Similarly, you can ask them what their ‘aha- moment’ was after each session. If they’re willing, you can ask them to pen their reflections (or even paint them) and share them in the next class or on Telegram or a WhatsApp group.
Include anecdotes and trivia
Insert some general knowledge and trivia to make the session even more interesting. Enliven the discussion with ‘fun facts’ and anecdotes to get their attention. If you talk about the alternation between day and night, you can, perhaps, show some slides from a science unit, making them appreciate the balance and beauty of Allah’s (swt) creations. There are lots of games and flashcards with Islamic knowledge available today, so make the best use of them.
One student architect built a model for a masjid with the five pillars of Islam as the foundation, the six pillars of faith as its walls, and so on, with the dome representing society and its goal towards Allah’s Pleasure.
Run parallel book clubs
Since the youth has such a strong presence online, virtual book clubs are an excellent resource for supplementing Islamic knowledge. The books can range from self-help books to historical fiction and biographies. Choose a book each month and share the PDF or link with the group.
Then, share your favorite passages and reflections on a daily basis and encourage others to do so, too. At the end of each month, post reflections others have shared with you. This will not only strengthen their Islamic knowledge but also broaden their worldview and make them more empathetic.
Be a Role Model
Finally, if you are a parent who wants their child to develop a loving bond with the Quran, let your child see you connecting with it.
One lady kept the Quran open at her home constantly and read from it every time she passed by it. An anesthetist recited and discussed a few Ayahs each day with his team before they began attending patients. Such an attachment to the Quran and such consistency are truly desirable.
We are only a collection of everything we have ever observed. Be an exemplary believer for your child or student so he is compelled to figure out what Islam is all about!
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In our previous post, we explored the high-level art versus science debate that is occurring in the finance community. This post delves into some of the issues as they relate to equities.
The Science Argument: Valuation. There is a camp of investment managers who believe that the value of a stock is simply the present value of future earnings. After all, it is no more than partial ownership of a business. Viewed as an investment, the long-term stream of future cash flow must justify the initial cost of the investment. Therefore, stocks have a fair value based on past, current, and estimated future earnings. Historically, there has been a fair value for the major stock indexes which is in the area of 15x’s earnings. Higher than 15x’s earning, the stock market is expensive; lower than that, the market is cheap. Currently, the major indexes are over 20x’s earnings.
The law of fair valuation states that, while actual prices will fluctuate, fair value will inevitably win over the long-term. But in the short term which can last many years, perhaps even a decade, this law is at best obscure. This brings into play the second, and often the more important rule.
The Art Argument: The Trend is your friend. As mentioned, in the short term, value may not be the best indicator. Instead, we in believe momentum and mass psychology rules. It is currently ruling up. Once a direction is established, either up or down, it takes on a life of its own. Numerous factors have combined to yield 10 years of low volatility. Stock market sell-offs have been minor despite subpar economic growth and high valuations. Many argue that an important factor is that central banks around the world have been openly buying assets (bonds & stocks) to boost prices and to induce economic growth. This intervention induces another factor of stock buy-backs on the part of our major corporations to boost earnings per share; this has created enormous upside momentum. Furthermore, it is common knowledge that the Federal Reserve will support asset prices when necessary (the Bernanke Put).
As a result of these influencing factors risk awareness has been dulled and, in the short term may be rightfully so. The stocks markets continue to smoothly chart higher and higher. But is the concept of fair value still lurking out there? When, if ever, will it return? But in the meantime, there may be a great deal of money to be made. And, after all, many, many good things are happening that could rightfully drive the markets by increasing earnings and thus fair value.
Further complicating proper investment decisions is ever-changing government policy. For example, our government is now in a heated debate over tax policy. If they lower corporate tax rates, what will that do to boost earnings? If the abundance of cash reserves held overseas by corporations are induced to come home, what will that do to stock buy-back programs and economic expansion? Politics influences economics and politics cannot be reduced to computer models.
So can investment planning be reduced to math inside of a computer model? We would argue that a human element is needed. It has become increasingly obvious to us that some things are simply incomprehensible and that investment planning is just as much art, as it is science. This is especially true in today’s world where headlines are manipulated and central banks of governments are overriding free market forces.
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Editor’s Note: This post was updated on July 26, 2019. In honor of Shark Week 201, which kicks off July 28 on the Discovery Channel, we’re sharing an updated version of one of our most popular shark blog posts.
It has always struck me as odd how terrified many people are of sharks. It’s one thing if you’re a surfer or fisher, but why would people living thousands of miles from the coast list the marine predators among their greatest fears, when statistically you are more likely to be killed by a toaster.
The annual success of "Shark Week" continues to show how fascinated and petrified we are of these creatures. If anything, sharks should be afraid of humans — many species of sharks are threatened by human activities, including overfishing and shark finning.
If sharks were to disappear, it would be bad news for all of us. Here are just a few of the reasons why.
1. Sharks keep the food web in check.
Many shark species are "apex predators," meaning they reside at the top of the food web. These sharks keep populations of their prey in check, weeding out the weak and sick animals to keep the overall population healthy. Their disappearance can set off a chain reaction throughout the ocean — and even impact people on shore.
For example, a study in Australia found that as shark numbers declined, mid-level predators like snappers increased while herbivorous fish populations shrank. With fewer algae-eating fish around, the algae overwhelmed the reef system and limited its ability to bounce back from bleaching and other disturbances.
2. Sharks could hold cures for diseases.
It has puzzled researchers for years: Why don’t sharks get sick as often as other species? Shark tissue appears to have anticoagulant and antibacterial properties. Scientists are studying it in hopes of finding treatments for a number of medical conditions, including viruses and cystic fibrosis.
Copying sharks could even lead to significant global health impacts. Each year, more than 2 million hospital patients in the U.S. suffer from healthcare-acquired infections due to unsanitary conditions. Looking to shark skin’s unique antimicrobial properties, researchers were able to create an antibacterial surface-coating called Sharklet AF. This surface technology can ward off a range of infectious bacteria and help stop the proliferation of superbugs in hospitals.
© Sijmon de Waal/Marine Photobank
3. Sharks help keep the carbon cycle in motion.
Carbon is a critical element in the cycle of life — and a contributor to climate change. By feeding on dead matter that collects on the seafloor, scavengers such as deep-sea sharks, hagfish and starfish help to move carbon through the ocean.
In addition, research has found that large marine animals such as whales and sharks sequester comparatively large amounts of carbon in their bodies. When they die naturally, they sink to the seafloor, where they are eaten by scavengers. However, when they are hunted by humans, they are removed from the ocean, disrupting the ocean’s carbon cycle.
4. Sharks inspire smart design.
People have been practicing biomimicry — imitating nature’s designs to solve human problems — for many years. However, recent advances in technology have made it possible to go even further in pursuit of efficient design. Great white sharks can swim at speeds up to 25 miles per hour, mainly because of small scales on their skin called “denticles” that decrease drag and turbulence. Envious professional swimmers and innovative scientists mimicked the design of these denticles to develop a shark-inspired swimsuit, proven to make swimmers sleeker and less resistant in the water.
An Australian company called BioPower Systems even designed a device resembling a shark’s tail to capture wave energy from the ocean and convert it into electric power. As the world looks for clean energy alternatives to fossil fuels, this kind of technology could be one promising solution.
5. Sharks boost local economies.
Over the last several decades, public fascination with sharks has developed into a thriving ecotourism industry in places such as the Bahamas, South Africa and the Galápagos Islands.
According to a study published in 2013, shark tourism generates more than US$ 300 million a year and is predicted to more than double in the next 20 years. In Australia, shark diving tourism contributes more than US$17.7 million annually to the regional economy. These activities support local businesses (boat rental and diving companies, for example) and provide more than 10,000 jobs in 29 countries. Several studies have indicated that in these places, sharks are worth much more alive than dead.
In addition to these benefits for people, it’s likely that sharks fulfill other roles in their habitats that we have yet to understand or appreciate.
Species are sometimes called the “building blocks of ecosystems,” yet humans continue to remove these blocks without fully understanding the consequences. Up to 100 million sharks are killed every year, a figure that hasn’t improved since 2013.
Think of the world’s biodiversity as a giant game of Jenga: if you keep removing blocks, eventually the whole thing will come tumbling down.
Molly Bergen was formerly the managing editor of the Conservation International blog. Want to read more stories like this? Sign up for email updates. Also, please consider supporting our critical work.
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Wordlist: Weather - List 5
- Vocabulary List: Learn New Vocabulary
- Vocabulary Training: Practice and Memorize Vocabulary
- Games and Quiz: Have Fun With Vocabulary
the flash of light caused by the discharge of atmospheric electrical charge | |
the sound caused by the discharge of atmospheric electrical charge | |
a thick cloud that forms near the ground; a mist or film clouding a surface | |
obscured by mist or fog; unclear; hazy | |
a cover of minute ice crystals on objects that are exposed to the air | |
having a slightly low temperature; mildly or pleasantly cold | |
especially of a liquid, to become hard due to low temperature | |
cold enough to cause shivering or suddenly feeling cold | |
having a low temperature | |
subject to sudden or frequent changes | |
to produce an air current | |
hot and humid | |
hot, humid, with no wind |
Vocabulary Training : Practice and Memorize Vocabulary
Enter the correct word in the text box and then confirm your entry. If you make a mistake, the word will be repeated automatically! Learn with pictures and examples by customizing the vocabulary trainer to fit your needs.
Games and Quiz : Have Fun With Vocabulary
Complete the word by entering the missing letters!
Click on the two cards that belong together!
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The subject of the Internet’s environmental footprint is trendy, and rightly so. It is urgent to be aware of it. The Internet now accounts for 4% of global CO2 emissions compared to 2.8% for civil air transport, and its energy consumption is increasing by 9% per year.
Online video generates 60% of the world’s data transfer and more than 300 million tons of CO2 per year. Many articles and studies are devoted to it, with their share their share of true information and approximations.
The evolution of supply and demand
Online video is becoming more widespread, with constantly improving quality and democratizing production thanks to increasingly powerful tools that are accessible and connected.
Habits change. Videos on social networks are easily published, tutorials are preferred over instructions for use and videoconferences replace face-to-face meetings.
The benefits of online video are numerous: less travel, time saved, an attractive and efficient support, dematerialization that avoids waste production, etc…
The impacts are also numerous: more data storage and dissemination means more electricity consumption and more greenhouse gas generation.
The storage issue
The storage volume of videos intended for online distribution increases with …
- the increase in the offer, through the digital transformation of traditional media
- increasing demand for more accessible and entertaining content
- the increase in the performance of production equipment and playback terminals, which multiply the weight of each minute produced. In a few years, we went from HD to 4K(UHD) then 8K, with HDR and 360VR…
- the development of social networks and the commoditization of video media: “stories”, viral videos and video messages… All these ephemeral contents clutter the platforms that keep them for life.
As adaptive streaming has become more widespread, each video is transcoded and stored in a multitude of sub-formats of lower resolutions, in order to adapt the stream served to the connection available to the Internet user. The higher the quality of the source, the more sub-formats there will be. To adapt to all terminals, transcoding will sometimes be done with several different codecs (H264, VP9 and AV1 for YouTube for example).
The data transfer issue
The amount of data transfer related to online videos is increasing with the widespread use of broadband, on fixed and mobile networks.
Broadcast vs. Unicast
The consumer is unaware of the nature and impacts of technological change. For years, broadcasting has been the only delivery mode of television: a single signal is transmitted to a network of antennas or satellites, whether it is watched by one person or several millions. The cost of broadcasting is independent of the audience and its carbon impact is limited to the transmission of the signal to a satellite or a network of terrestrial antennas.
With the spread of broadband and Internet set top boxes, a replay and video-on-demand offer has been added to traditional broadcasting (from one point to an indeterminate number of points). Until recently, TV viewers made sure not to miss the beginning of the first run of a TV series episode. Now, we know that if we missed the beginning, we can watch the episode in “replay”, which is an obvious progress from the viewer’s perspective. However, this signal delivery is done in unicast mode (point to point) and requires a significant energy consumption dedicated to this individual data distribution.
By preferring the comfort of replay, we are responsible for individual greenhouse gas emissions that do not exist during direct broadcasting (DTT or satellite). We see the comfort of this new service, but we are not aware of its price or impact.
As a result, users are not encouraged to exercise moderation in their behaviour.
Who should make the effort? The broadcaster or the Internet user?
The example of listening to videos on YouTube
A University of Bristol study published last May estimated that YouTube’s greenhouse gas production in 2016 was 10 million tons of CO2 equivalent. This corresponds to the annual impact of a city like Frankfurt. On the basis of 220g of CO2 emitted on average per km for a passenger car, the annual (worldwide) impact of YouTube is equivalent to 39 days of emissions from the entire passenger car fleet in France. It’s not nothing…
Music videos represent 27% of what is viewed on YouTube, but between 10 and 50% are simply listened to without being watched. If audio were broadcast alone, the reduction in greenhouse gas emissions would be between 100 and 600KT of CO2 equivalent per year, or 0.5 to 3.5 days of traffic for the French passenger car fleet!
Should Internet users be asked to leave YouTube and listen to their music on audio streaming services or should YouTube be asked to broadcast only audio when the video is not being viewed?
The example of ultra-high definition
Getting back to image size, several studies have shown that at a distance greater than one and a half times the screen height, it is impossible to perceive a quality improvement beyond the HD resolution (1920 x 1080 pixels).
In other words, if you are sitting 3m from your TV, your screen should be at least 2m high so that you can distinguish a 4K image from an HD image. If you are sitting 1m from your computer screen, it should be at least 67cm high and if you hold your smartphone at 50cm, the width of its screen should be at least 33cm!
It should be noted that the resolution (and weight) of content is constantly increasing while the average size of consultation terminals is decreasing with increasingly mobile consultation.
From HD to 4K HDR….
- The resolution is multiplied by 4
- The frame rate is multiplied by 2
- HDR (10-bit color coding instead of 8 bits) multiplies the rate by 1.25 => The encoding and broadcasting rate is multiplied by 10 for a quality gain that is not perceptible.
It takes between 25 and 50Mbps of bandwidth to see 4K HDR on the Internet. HD only needs 6Mbps for the same perceived quality.
Should Internet users be asked to choose a stream of a resolution lower than their equipment offers or should they be limited in the resolution they receive, knowing that the “quality of experience” will not change?
The purpose of our reflection is therefore
- to accurately assess the environmental impact of online video, both in terms of storage and distribution
- to imagine ways to reduce it at the platform level, rather than expecting a change in user behaviour (Move the digital sobriety effort “server side”)
- to offer simple best practices to companies wishing to reduce their carbon footprint
- to set up a label or charter in partnership with leading organisations in terms of carbon footprint, life cycle analysis and IT (The Shift Project, Collectif GreenIT, Ademe, CRiP) in order to encourage companies to implement a responsible streaming.
To be continued …
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Uncover practical tips to make your journeys greener. Learn about fuel-efficient driving, carpooling strategies, and how to plan eco-conscious road trips. Small changes make a big impact.
Bicycles: Biking is a zero-emission mode of transport that promotes personal health and reduces air pollution. Electric bikes (e-bikes) are also gaining popularity for longer commutes. Dust off your bike, get a second-hand option or find a bike repair shop near you.
Public transport: Buses and trains are energy-efficient modes of transportation that reduce the number of individual vehicles on the road, lowering overall carbon emissions. Use AT's Journey Planner for all public transport options. Did you know that public transport is free for kids under 13? Read more here.
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Please note that this is an experiment using AI-generated audio for this course, which was originally produced in Spanish. This is a pilot course. The exercise files and in-course quizzes are available in the course’s original language only. Please let us know what you think by leaving a review.
Acquire the necessary knowledge to be able to create reports and dashboards with Power BI. This instructional content will guide you, step by step, for using the tool Microsoft Power BI Desktop and its work environments. You will learn how to perform data modeling, visualization, and query tasks, as well as how to use the Power BI Service to create dashboards, share items, and perform administration tasks. Everything explained from a beginner level and without the need for prior knowledge.
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The sun in the month of March can ‘pop a corn’. Today, it is smiling brightly at Apaatanga R/C JHS in the Bongo District. Students began moving to their classroom blocks at the sight of Adagwine, the bell girl.
Guess she is breaking the bias as, arguably, the ‘First Female Bell Girl in Ghana’.
She lifts her wrist to crosscheck the time. With a firm grip on the aluminium bell, she swings up and down, then announces, “break over pleaseeeee”.
[Students of Primary Six move into their classrooms but quickly rush in at the sight of the Science Teacher]
Science Teacher: Good afternoon class
Students [in unison response]: Good afternoon Maaadam.
Science Teacher: Today’s lesson is on ‘Photosynthesis’. You will learn about how plants make their food. They use carbon dioxide in preparation. During our lesson under Respiratory System, I taught you that ‘humans breathe in oxygen and breathe out carbon dioxide’. So we contribute to plants’ food production. Do you understand?
Carbon dioxide production is not limited to humans exhaling but other natural sources such as volcanoes, the breath of animals and plant decay. Also, the burning of fossil fuels like coal, oil and natural gas to generate energy leads to its emission. Climate change which is caused by humans is a global crisis and Ghana has shown potential in leveraging the carbon market to generate revenues.
Ghana is exploring Carbon Market among a list of climate financing tools to achieve its climate change goals.
This new piece provides a progress report on Ghana’s carbon market as of April 2023.
The UNFCCC explains that the Kyoto Protocol advised “industrialized countries and economies in transition to limit and reduce greenhouse gasses (GHG) emissions in accordance with agreed individual targets. The Convention itself only asks those countries to adopt policies and measures on mitigation and to report periodically.”
The protocol created a framework where countries can meet carbon emission targets through three market-based mechanisms thus: International Emissions Trading, Clean Development Mechanism (CDM) and Joint Implementation (JI).
The Clean Development Mechanism (CDM) allowed developed countries to offset their emissions by investing in emissions-reducing projects in developing countries. This marked the beginning of carbon trading. Countries buy and sell carbon credits generated by these emissions-reducing projects.
However, the CDM faced criticism for its limited impact and its failure to address the structural issues of global emissions.
Notably, the European Union established the world’s first Emissions Trading System perked on a ‘Cap and Trade System’.
In the beginning in Ghana … the West African country signed up to the Paris Agreement in 2015 with a new goal to limit global temperature increase to well below 2 degrees Celsius, while pursuing efforts to limit the increase to 1.5 degrees.
Kindly note that to trade in the carbon market, the gas must be a greenhouse gas caused by humans therefore this does not include emissions from other natural sources as I mentioned earlier.
Ghana began exploring the ‘Carbon Market’ among a list of climate finance sources. This works in two main forms of the market; Compliance Market and Voluntary Carbon Market. The UNDP explains that, “the compliance markets are created as a result of any national, regional and/or international policy or regulatory requirement. Voluntary carbon markets – national and international – refer to the issuance, buying and selling of carbon credits, on a voluntary basis.”
Ghana operates in the Voluntary Market System through programs such as Reduced Emissions from Deforestation and Degradation (REDD+), Reforestation, Regenerative Agriculture, Nature Based Solutions, Carbon and Methane Capture, and Energy Efficiency Improvements.
Seven years on, Ghana progressed to make two significant developments; thus the approval of Ghana’s Framework on International Carbon Markets and Non-Markets Approaches and the creation of Cooperative Approaches.
- Ghana’s Framework on International Carbon Markets and Non-Markets Approaches: the 143-page document was approved by the Parliament of Ghana in November 2022 with the Environmental Protection Agency as the supervisory body.
- Cooperative Approaches: Ghana created a demand for carbon assets [credits and offsets] through a country-based partnership and private partnership.
1. Country-based partnership; this partnership is created among countries and Ghana has a tally of four at the time of publication. These are Ghana-Switzerland, Ghana-Sweden, Ghana-Singapore, and Ghana-South Korea.
2. Collaboration with non-state actors: Ghana is currently working with four non-state actors at various levels of engagement. These organizations are: Mercuria Energy Trading [MOU stage], Trafigura Environmental Solutions SARL [Exchange of Letter of Intent] , Marubeni Cooperation [In-country mission to Ghana], and British Petroleum [Initial contact].
Below is an image providing an overview on how the Carbon Market works.
In the end … let me simplify the carbon market with a clean cooking stove story.
Awinebotima uses a coal pot to prepare dinner for his 5-member family. He uses GHS 10 worth of charcoal in every cooking process. His meal preparation leads to an emission of 40 amount of carbon which contributes to climate change.
Notice the change, through a clean cooking stove programme, he purchases a clean cooking stove and spends GHS 5 worth of charcoal and emits only 15 amount of carbon in every meal preparation for the same family. This means he spends less amount of money on charcoal and emits less amount of carbon.
The Environmental Protection Agency facilitates the quantifying and trading of the amount of ‘carbon saved’ tagged as ‘Carbon Credit’ and process its trades with countries and entities who have emission targets.
Ghana as a beneficiary receives monetary exchange or technological transfers to advance its climate ambition. Other entities also receive monetary gains depending on the project or programme.
Successes and Challenges
Ghana’s Finance Minister, Ken Ofori-Atta during the reading of the 2022 Budget Statement and Economic Policy stated that:
“A total of 24 million tonnes of carbon emissions out of a target of 64 million tonnes are available for carbon market transactions. Government has successfully put in place the critical policies and regulatory arrangements that will enable Ghana to participate in global carbon markets. This paves the way for both local and international private sector investors and project developers to either independently or with the government, leverage this unique opportunity to trade carbon with countries and corporations with ambitious net zero targets over the next nine years.”
World Bank reported that through its Forest Carbon Partnership Facility (FCPF), Ghana was paid “$4,862,280 for reducing 972,456 tons of carbon emissions for the first monitoring period under the program (June to December 2019)”.
Ghana achieved a milestone in becoming the “second country in Africa after Mozambique to receive payments from a World Bank trust fund for reducing emissions from deforestation and forest degradation, commonly known as REDD+”, it added.
This is the first payment of four under the country’s Emission Reductions Payment Agreement (ERPA) with the World Bank to demonstrate potential for leveraging results-based payments for carbon credits.
The World Bank Country Director for Ghana, Liberia, and Sierra Leone, Pierre Laporte explained that “subject to showing results from actions taken to reduce deforestation, Ghana is eligible to receive up to $50 million for 10 million tons of CO2 emissions reduced by the end of 2024.”
The Carbon Market Office‘s website went live with its ‘About Tab’ stating that “Ghana Carbon Market Office (CMO) is the secretariat established to provide administrative and technical services to the general public and support the implementation of the Ghana international carbon market and non-market approaches framework.”
- Lack of capacity and infrastructure for monitoring and verifying emissions reductions. To participate in carbon markets, countries must be able to accurately measure and report their emissions reductions, which requires a significant investment in monitoring equipment and staff training. This can affect the revenue accrued since Ghana can either oversell or undersell.
- Perception Issue: a senior environmental scientist at EPA Dr Daniel Benefoh says this is the biggest challenge due to lack of mechanisms to accurately calculate and quantify carbon. This creates mistrust among partners thereby affecting revenue generation.
Unveiling the Face Behind Ghana’s Carbon Market
The Environmental Protection Agency Climate Change Unit hosts the Climate Market Office and performs the functions assigned under Ghana’s Framework on International Carbon Markets and Non-Markets Approaches.
The focal person anchoring Ghana’s carbon market from the unit is Dr. Daniel Benefoh, a senior official at the Environmental Protection Agency (EPA). Dr. Benefoh holds a PhD in Environmental Science from the University of Ghana and has over 20 years of experience working in the environmental sector in Ghana.
He has been involved in a range of environmental initiatives and programs, including the development of policies and guidelines related to carbon market, environmental management, waste management, and biodiversity conservation.
As the Director of Climate Change and UNFCCC Focal Point at EPA, Dr. Benefoh is responsible for overseeing the technical aspects of the agency’s work, including monitoring and regulating pollution and managing environmental impact assessments for development projects.
He is also involved in efforts to promote sustainable development and improve environmental governance in Ghana. Dr Benefoh is a respected expert in the field of environmental science and plays an important role in shaping environmental policy and management in Ghana through his work at the EPA.
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A chalk stream is a spring-fed river whose flow derives from the previous winter’s rainfall, which soaks into the chalk downland and is filtered through a solid layer of highly alkaline calcium carbonate before being stored in subterranean aquifers, sometimes for many years. It’s a kind of exaggerated limestone spring creek, if you will. As a result of the unusual geology, these streams support flora and fauna that are not found anywhere else, which your guide will be happy to point out to you.
The chalk itself derives from the cretaceous period, around 70 million years ago, when this part of the world was under water, and was actually formed by countless small shellfish falling to the sea floor and being compressed, over time, into solid calcium carbonate or chalk – the exact stuff they used to use to write on the black board in schools!
The main characteristics of these rivers are the high alkalinity (perfect from growing invertebrate trout food), constant temperature (most leave the ground at around 50 degrees F) and flow rate. Unlike spate rivers, they never flood or colour up, so right through the summer months the water is crystal clear and always fishable, making this a very reliable fly-fishing destination, something the travelling angler will appreciate a great deal.
All English chalk streams are privately owned, and traditionally impossible to access to, as many stretches are not let at all, but are fished by syndicates with long waiting lists. However, as a result of our friendships with highly placed individuals within the area, we have some superb access to the best chalk streams in the country. We can tailor your trip to suit your preference, so that you will fish a different private “beat” each day, accompanied by expert guides whose job it is to find you fish and help you to catch them. The beat you fish each day is yours alone for the day and you will not see anybody outside your immediate group, except, perhaps, for the estate river keeper, whose job it is to manage and improve habitat, to mow the banks and to control predators where necessary.
There is a strong sense of history and tradition on these rivers that is quite palpable. Most of the fishing is with a single, imitative dry fly cast upstream at a rising fish. Each beat will have its own set of rules as to what is permitted, and on some, especially on those rivers with the longest association with nymph fishing, a single upstream nymph (always cast at a sighted fish) is also permitted. Strike indicators are not permitted and while this may seem foreign to most North American anglers, the traditions and history of Chalk Stream fishing in England is long established and not to be trifled with.
We have access to beats and or tributaries on the following rivers: The Test, The Itchen, The Avon, The Wylye, The Nadder, The Ebble, The Anton, The Dever, The Wiltshire Bourne, The Kennet and the Lambourne.
BOATS AND EQUIPMENT
This is strictly a walk and wade fishery
Guest will fly in to London and then make their south west to the area around the town of Stockbridge. Guests can either rent a car or take the train from London. If guests are not comfortable driving on the left-hand side of the road, we can organize it so that your guide will collect you each morning and drop you back at your hotel at the end of the fishing day. For groups, we can organize a van for the duration of the trip.
Slipstream is a full service travel company that can handle a variety of services relating to your trip. For assistance, please contact us directly at 1 866 644-7703.
RATES FOR 2025
7 nights 6 days $6,400 USD DBL
- Wifi: Yes
- Language: English
- Physicality: Low
- CC Payment at Facility : Yes
SEASON OF OPERATION
ARRIVAL AND DEPARTURE LOGISTICS
INCLUDED IN PRICE
- Number of specified nights purchased
- Number of specified guide days purchased
- All Beat Fees
- All meals
- All applicable taxes
NOT INCLUDED IN PRICE
- Round trip international airfare to London England
- Round trip domestic transfers to the Stockbridge area
- Car rental (if you decide to rent one)
- Gratuities for hotel staff and guides
- Personal expenses at the hotel (bar tabs, laundry, international telephone calls, etc).
TRAVEL DOCUMENTS REQUIRED
For American and Canadian guests, you don’t need a visa to enter England. You do need to have your passport, which must be valid for the length of your stay. If you’re transiting on to anywhere in mainland Europe, the passport should be valid for six months beyond the end of your planned stay.
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Innovations in reproductive health are advancing at an exponential rate. Unfortunately, the latest technology is inaccessible to many, putting underprivileged parents at a reproductive disadvantage because they cannot select for the “ideal” child among potential offspring. As the use of these technologies is becoming more mainstream, its potential to exacerbate current racial and socioeconomic inequalities is abundantly evident.
Consider an example. Some couples seek egg donations in order to conceive, a simple intervention that can break the bank: A fresh donor egg at the Center for Human Reproduction, one fertility clinic in New York, can cost around $5,600, with a discounted cryopreserved egg costing around $3,370 . For these couples, insurance does not typically cover donor egg costs or the fertilization procedure and shipping. Additional fees for the mother or surrogate may or may not be covered and include blood work, doctor visits, and prenatal care . Then, because such attempts at fertilization are only successful 50% of the time, it is often necessary to purchase several eggs. Another common technology, in-vitro fertilization (IVF), can cost anywhere from $10,000 to $15,000, with additional costs of medication ranging from $1,500 to $3,000. The average couple at a fertility clinic usually spends about $19,00 per cycle, with an additional $7,000 tacked on for every additional cycle needed .
Systemic barriers such as poverty, educational inequality, and racism may prevent couples from seeking these services. Thus, those who use an egg donor or receive these IVF treatments have often themselves benefited from various privileges, such as higher education or wealth. As a result, good health, athletic capability, and high intelligence may all be prioritized in potential children,4 further perpetuating this existing inequality.
When it comes to egg donors, their lifestyle, race, educational background, and physical features can make the difference between a $20,000 egg harvest and a rejection by the egg bank. Currently, there is demand for eggs from Jewish, Indian, and Asian donors, which are in low supply at egg donation centers. In addition, college-educated and pre-existing donors are highly sought after and tend to be paid much more for their eggs . White and Asian donors can earn between $10,000 to $20,000 for their eggs, but donors of black or Latinx descent are often rejected due to high supply and low demand, earning a maximum of about $6,000 even if they are chosen .
Dr. Richard Sherbahn, the founder of the Advanced Fertility Center of Chicago, initially launched his egg donation program with three white female donors. The eggs were quickly chosen. Over time, he met couples with more specific requests — one couple requested “a thin, white women with green eyes and wavy blond hair who stands between 5-feet-7 and 5-feet-8, has Swedish ancestry, played college-level athletics, holds a master’s degree — at the very least — and registers a minimum 120 on an IQ test.” This level of genetic, educational, and social specificity is, in some ways, as frightening and complicated as the concept of designer babies: a baby genetically engineered in vitro for specific traits, ranging from reduced disease risk to gender to specific physical features .
As reproductive technology advances, it will become increasingly important to incentivize diverse populations to donate their eggs, and to regulate these technologies. “Shopping around” for the most desirable egg donor may not be equivalent to engineering a designer baby, but its ethical implications and popularity are too large to ignore. The pre-existing reproductive disadvantages of minority and poor parents, such as lack of access to birth control and greater financial insecurity, are exacerbated by the fact that many reproductive technologies are only accessible to the wealthy and privileged. While there is nothing wrong with wanting a better life for one’s child, we have to ask ourselves: Is it fair that some people get to build their baby and that others cannot?
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PERFORMANCE, SINGING, AND ACTING
An actors and singers instrument is their body. They use themselves to convey what the character or song is saying, thinking, feeling and relating.
In your AT lessons, you /we will explore what patterns of habit and excessive tension are in your way and release the patterns to allow you to perform with greater ease and less effort.
The habits we bring into our daily lives are accentuated when we are under pressure. When auditioning, those same habits come out and in essence we are really playing who we are. You might have seen this when actors on the screen play themselves over and over again. You may have noticed that great actors erase their own habit patterns and then adapt a new set of habitual patterns to define a specific character. It’s these characteristics that make a role interesting and memorable!
However, we’re not always aware of what we’re doing in each moment where these habitual patterns arise. We call it “faulty sensory awareness.” AT, will help to expand your awareness. AT, also helps you to give up up trying to be right, and through exploration it will allow spontaneity to happen rather than being on automatic pilot. This is achieved when we are “in the now, the moment.” When we are open and free, we are able to hear things differently than before and can access a new organic choice, losing ourselves in the moment.
"With the best intentions, the job of acting can become a display of accumulated bad habits, trapped instincts and blocked energies. Working with the Alexander Technique has given me sightings of another way... Mind and body, work and life together. Real imaginative freedom."
For many years, professionals, Olympians, and sports enthusiasts have elevated their performances with the Alexander Technique. The technique improves mental and physical skills by increasing focus; improving breathing capacity, balance and coordination; achieving a wider range of motion; and lowering the chance of injury.
Through the years we’ve been taught to think if we work harder to “get it right” we can achieve optimal success. When we input this message into our thoughts, we naturally try harder and end-gain. The physical results are typically that the neck and shoulder muscles shorten and tighten. This head and neck relationship acts like a master reflex key for the entire body. If the head and neck are thrown off, then your torso is thrown, your breathing is impaired, and your entire body is off kilter. When we try harder and end-gain, we also use excessive muscle tension which many times results in injury.
Another important component that the technique addresses is our faulty sensory perception. If we aren’t kinesthetically aware of exactly of what we are doing, then we are actually doing something else.
In your AT lessons we will explore what patterns of habit and excessive tension are in your way and release the patterns to allow you to perform with greater ease and less effort. We will do this by breaking down the old habitual pattern and introducing a new one.
The Alexander Technique is experiential. The AT gentle hands-on teaching approach will guide you to practice awareness, inhibition and re-direction and obtain optimal body posture which will aid you in making intelligent choices when a stimulus occurs. This in turn will also help you to recalibrate when you’ve made a mistake, rather than let matters escalate when a mistake is made. (Often costing you the game.)
Through AT you will discover that by being aware of how you are doing an activity, you will be mindful and at ease with your movements resulting in less stress and tension and heightened “zone" performance.
Studies have demonstrated the Alexander Technique:
Relieves muscular tension
Increases range of motion and breathing capacity
Improves balance and coordination
Relieves stress disorders and migraines
Relieves neck, back and hip disorders
Helps the body run more economically
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During the 19th century, deaf Vineyarders made up a disproportionate number of people born on the island in southeastern Massachusetts.
One in every 155 people on Martha’s Vineyard was born deaf. Elsewhere in the United States, it was close to 1 in 6,000. In the town of Chilmark, deaf Vineyarders comprised one out of 25 people. But within Squibnocket, a village of Chilmark, they formed 25 percent of the population. .
The deaf Vineyarders were born with no other anomalies than total deafness. Their deafness was believed the result of a recessive gene traced to Kent County in England, where some Martha’s Vineyard settlers had originated in the late 17th century. Some came from an area in Kent called the Weald. Intermarriage probably contributed to the spread of deafness.
The 1st Deaf Vineyarders
The first known deaf Vineyarder was Jonathan Lambert, who arrived in 1694. Two of his seven children were deaf. Lambert came to the island using what was probably a regional sign language from Kent.
Deaf islanders developed their own sophisticated sign language, used by both the deaf and the hearing.
Deaf people weren’t considered disabled. They were completely integrated into island life. Deaf people owned farms, ran businesses and served in town government.
If you wanted to live in Chilmark, you pretty much had to learn Martha’s Vineyard Sign Language.
In the late 19th century, the number of deaf Vineyarders began to fall as more people married people from away. The last person who used the Vineyard’s sign language died in 1952.
Martha’s Vineyard Sign Languaage merged with mainland signs to form American Sign Language.
Alexander Graham Bell
Alexander Graham Bell conducted genealogical research on the deaf Vineyarders, trying to isolate the cause of deafness.
He opposed the use of sign language, believing it set deaf people apart. Bell also thought it isolated them from the rest of humanity and promoted intermarriage – which produced more deaf people.
He believed in eugenics. Once he said, “Those who believe as I do, that the production of a defective race of human beings would be a great calamity to the world, will examine carefully the causes that lead to the intermarriages of the deaf with the object of applying a remedy.”
Bell instead promoted oralism – teaching deaf people to speak and to read lips, or speech-read.
As Bell’s fame spread, he traveled the country preaching the gospel of oralism.
He succeeded. But many consider Bell to have done a great disservice to deaf people.
Parents of deaf children who didn’t teach them sign language deprived them of the ability to start learning . That however, was not the case when parents used sign language with a deaf baby. Deaf children taught oralism developed language slower, which thus impeded their mental development.
Eventually deaf children with deaf parents who used sign language were found to do better academically than deaf children with hearing parents.
Today, many deaf advocates say sign language for deaf children is a human rights issue.
This story about deaf Vineyarders was updated in 2024.
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I am writing these words in English, my native language. As an English speaker with a high level of literacy, I am at a distinct advantage when it comes to accessing important information and acquiring new knowledge. I am far more likely to benefit from content that I can easily understand. Of the top 10 million websites, 54 percent are in English. Whenever I do encounter content that isn’t in English, there is technology available to provide me with fairly accurate translations.
Speakers of other languages are unlikely to have this same experience. Nearly 26 million people in the US speak no or limited English. Equity in access to communication across languages is a long-simmering problem. In the age of COVID-19, it has become all the more acute. As hospitals scramble to treat patients, many who don’t speak English are left alone, confused, and without proper care.
Since the start of the COVID-19 pandemic, in the US and around the world, most information has been provided in English or other major international and national languages, and mostly in written formats. Speakers of marginalized languages, and/or those with lower levels of literacy, have been put at greater risk. This disproportionately affects older people, women and girls, people with disabilities, migrants, and refugees who are less likely to speak or read major languages.
Where translations of COVID-19 information in languages other than English are produced, they quickly become outdated. Translations can take weeks to be updated when advice or rules change. By the time credible information gets translated and disseminated, rampant misinformation has already likely been spread repeatedly across numerous online and offline channels in multiple languages. Media reports also show that contact tracing proved especially difficult in immigrant communities in the US because of language barriers.
Misunderstandings and miscommunication are commonplace, sometimes with devastating consequences. A study showed that in the first three months of 2020 alone, at least 800 people may have died and about 5,800 people were hospitalized around the world because of COVID-19 misinformation.
Speakers of marginalized languages are often further excluded and may face other disadvantages because of their gender, age, or disability. For instance, in the Rohingya refugee camps in Bangladesh, Translators without Borders (TWB) found that older people, particularly older women, have had less information than others about COVID-19. In Uganda, a deaf man was shot in the leg by police for being out after curfew because he had not received information about the curfew in sign language; his leg was later amputated.
Content that fails to address the needs of speakers of marginalized languages perpetuates the power imbalance that prioritizes the dominant culture at the expense of everyone else. Producing English-only written content reinforces the profound disparities that we are working against.
Communities Creating Healthy Environments defines “language justice” as “building and sustaining multilingual spaces in our organizations and social movements so that everyone’s voice can be heard both as an individual and as part of a diversity of communities and cultures.”
The responsibility to achieve greater language justice does not only lie with linguists and language experts. Awareness about language and multilingual communications should be the domain of everyone involved in social movements, nonprofits, philanthropy, and human rights advocacy.
You can help dismantle language barriers by starting with your own organization’s communications. Here are five simple steps to get started:
- Collect data on which languages people speak. A fundamental step is to identify unfilled language needs by determining which languages are spoken by your audiences, their literacy levels, and whether they can readily access and comprehend your content. One of the core principles of effective communications is “know your audience.” Yet, many nonprofits engage in communications campaigns without considering the languages and literacy of their target populations. It’s easy to assume that everyone in your community can understand if you communicate in English or one other common language, but the data can tell another story. A TWB language map of the people impacted by the 2020 wildfires on the west coast of the US revealed a population of over 1.5 million people whose primary language is Chinese, nearly a million Tagalog/Filipino speakers, and almost two million combined speakers of Vietnamese, Hindi, and Korean. Everyone should have a comprehensive and inclusive evaluation of the languages spoken in any region where their work has impact.
- Use plain language. Plain language principles are about more than simple words. Plain language is about accessibility to the end user as a guiding priority, and it is relevant to any form of communication. Even in the world’s wealthier countries, 49 percent of adults on average have low literacy. Plain language provides greater access for more people by reducing the reading effort and providing clear, concise information. Plain language also makes your content better optimized for translation into other languages.
- Develop terminology and glossaries. Consistency in messaging and terminology is a communications best practice. Consistent terms are all the more important when you are producing content for speakers of different languages. Even if you don’t have the resources or capacity to have all of your content translated, creating a multilingual glossary that provides standard terminology and translations for key phrases and concepts into culturally relevant terms can go a long way. For instance, some cultures might have taboos or gendered ways to describe sensitive topics like sexual violence or might have no direct translation for concepts like “social distancing.” Poor or inconsistent translations of key concepts can lead to confusion and stigmatization or, at worst, life-threatening decisions. Glossaries with translations of key terms will make it easier for speakers of different languages to understand, share, and communicate about your content.
- Include multimedia formats. Pictorial, audio, and video content not only makes your content more attractive and engaging, but it also makes your communications more accessible to broader audiences and people of all literacy levels. Image-rich content and explanatory illustrations will also make your communications easier for non-English speakers to understand and will be less likely to get lost in translation. Accessibility for older people depends on design considerations such as larger fonts and good contrast. To convey the correct information, pictorial messaging should also reflect local culture and practices.
- Work with trained translators. Writer George Steiner said, “Without translation, we would be living in provinces bordering on silence.” Translators possess transformative skills. They build bridges to cross the barriers that hamper important connections that we all need to thrive and grow in an ever more connected world. Even if you have multilingual staff, you likely could benefit from the expertise of a translator who is specialized in communicating to your target audience in their own language. All too frequently, untrained staff are expected to be the primary translators for their organization’s content. This does a disservice to the staff member’s time and workload, and it is a disservice to people who rely on the accuracy and quality of your translations.
Prioritizing language and the accessibility of your content is an important step towards equity and justice, and it will position your organization’s message for greater possibilities of scale. However, it isn’t an endpoint. If your multilingual communications are to reach their full potential, they should be two-way.
Everyone has a right to access the information that impacts their lives, and they have a right to be heard. As you become more skilled in disseminating information across languages, you should aim to graduate to the next level by creating effective mechanisms for the people receiving your messages to speak back, give feedback, and provide insights on whether your communications are useful. When you offer people the means to not only understand your message but to also communicate back, express their own thoughts, and ask questions through two-way communications, you are helping to establish a genuine shift in power.
Language matters. Language is the thread that holds together our shared human experience. If your work is meant to impact people’s lives, you must commit to becoming more conscious of the importance of language. We all have a responsibility to help people access the information that impacts their lives, and to ensure they have the opportunity to engage, using the languages they know best.
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The climate crisis. Diversity, inclusion and equity. These are all initiatives detailed to be addressed in the United Nations 17 Sustainable Development Goals to change the world. At the start of the Sustainable Development Goals process, ending modern slavery was not a clear priority. Following significant campaigning, in a last-minute addition, the final draft of the Sustainable Development Goals included wording calling for efforts to end modern slavery. These goals, which all governments can now adopt, were finalised by the UN General Assembly in September 2015.
According to the law firm, Norton Rose Fulbright, “At its broadest, the term ‘modern slavery’ refers to any situations of exploitation where a person cannot refuse or leave work because of threats, violence, coercion, abuse of power or deception”.
So, what does this mean for the advertising industry? Well, if you read the industry trade media and listen to the agency leaders at any of the virtual or real industry conferences, nothing. It would appear the industry has all of the United Nations 17 Sustainable Development Goals in hand and underway.
And while I am not suggesting the advertising industry is practising ‘slavery, servitude, the worst forms of child labour, forced labour, human trafficking, debt bondage, slavery-like practices, forced marriage and deceptive recruiting for labour or services’ this topic is becoming an area of increasing importance for procurement teams globally. Therefore, it is worth looking at where advertising agencies may need to rethink their processes, culture and behaviours. Here are three that immediately come to mind.
Despite a number of industry actions and discussions on this over recent years, the practice of taking on unpaid interns potentially falls under the modern slavery act. While it is unfortunate that often young people will have to undertake unpaid internships in a number of agencies before they can get the opportunity for paid work, it is particularly distressing when you hear about interns doing the work of paid staff for 6 months for more.
There are specific rules outlined for work experience and internships. Yet, many have reported that the expectations of the agencies are that they are not there to be formally trained but to do unpaid work, with initial short term engagements extending into months, with the promise of employment made, but never realised. It is worse still if the agency is charging out their work to clients or even including them as a resource under a retainer agreement.
If you check out some of the profiles of recent graduates on LinkedIn, you will find often more than a year of intern work for some, usually unpaid. Just search ‘intern’ for the Marketing and Advertising category.
So, if they survive the intern process and manage to land an entry-level position in an agency, then the two issues arise with their salary of $35,000 p.a. reflecting the minimum wage for 1650 hours per year. The first is this often includes their mandatory superannuation contribution. The second is that they are expected to work more like 2400 hours per year with unpaid overtime – or effectively less than $15 per hour.
Okay, so they are underpaid and overworked. Many of the more experienced industry players will put this down to doing your time and earning your stripes. This culture of unpaid overtime is rife throughout the industry, even at the most junior levels. But what happens next, if not exploitation, is possibly fraudulent. In these days of fiscal stringency, the newbie is told that pay rises are on hold. While they may get a title increase, they get a very modest or non-existent pay increase to go with the new title. It is called a title promotion and we first noticed it in 2010.
But with the title promotion comes new responsibilities, with new clients, who have no idea their new senior account manager has less than 2 years’ experience in the industry. Of course, the agency is billing them out as a Senior Account Manager on the retainer and pocketing 80% of the income, while the newbie is learning a valuable lesson in why the advertising industry has such a high employee churn rate.
Finally, we get to a procurement favourite: the off-shore supply-chain. Be it for design and production or digital and tech development, increasingly agencies are either building or partnering with suppliers in lower-cost markets such in Eastern Europe, the Subcontinent or Asia. The benefit for the client is lower cost and speed to market, with many more employees working on the project at once.
But with these offshore production facilities, how can the agency be assured that those working there are doing so of their own free will and under employment-conditions acceptable to a local standard? There is huge competitive pressure on agencies to drive down cost but providing low-cost workers from overseas markets can be a risk.
How many times have we heard of outsourcing in the fashion industry and technology sector resulting in scandals and issues for local companies, wanting to enjoy the financial benefits of the low-cost workforce, but unwilling or unable to ensure that low-cost workforce is enjoying a standard of employment equivalent to their employees at home?
Working to a sustainable world
When we talk with procurement about the Modern Slavery Act, there is general consensus that most businesses think of slavery in a more historic or dramatic context. But for most developed economies, the interpretation of this UN Sustainable Development Goal is about ensuring that people are not exploited in the workplace.
To embrace these initiatives means not just complying with the legal interpretations of the acts, but also looking to the broader context of modern slavery and as an industry working toward ensuring that no-one is being exploited through their employment situation.
This article was first published in The Drum on March 2, 2021
For more than 15 years we have been helping marketers and marketing procurement teams address and solve challenges, so the question is how can we assist you?
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According to a recent study published in the journal Nature Climate Change, the January 2022 eruption of Hunga Tonga-Hunga Ha’apai caused temporary warming over the Pacific and could push us over the 1.5 degree Celsius threshold set by the United Nations.
While volcanoes bring fire and chaos during their eruption, they usually have a cooling effect on the overall climate. That’s because eruptions release a whole bunch of sulfur into the air, which makes its way high into the atmosphere where it settles down in the form of tiny reflective particles. A sufficiently violent eruption could block enough sunlight to drop the average global temperature by a few degrees Celsius for a few years or more. Which is why it’s so weird that Hunga Tonga-Hunga Ha’apai appears to have caused a warming effect over the Pacific.
When the volcano popped off, it sent an estimated 146 metric megatons of water into the stratosphere, several miles above the planet’s surface. That water vapor acts as a greenhouse gas, trapping heat and raising the average temperature over the Pacific. That warming is temporary, but it’s an added pressure on an already strained system.
The United Nations’ Paris Agreement set a threshold of 1.5 degrees Celsius over the pre-industrial average. That’s the horizon we’re trying not to cross, but it’s looking increasingly likely that we might. Importantly, crossing 1.5 C isn’t a “point of no return” but every fraction of a degree of warming we avoid is a good thing.
In May 2022, the World Meteorological Organization predicted a 50-50 chance that we would crest 1.5 C of warming in the following five years. Taking the Hunga Tonga-Hunga Ha’apai eruption into account, the new study predicts an additional 7% probability, tipping the scales in favor of excessive warming. Of course, we can’t control volcanic eruptions, but we can do something about our own contributions to global climate change before what buffer we have remaining runs out.
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By Emma Harris
If you were on campus Sept. 18, you may have noticed that the flag outside of Moore Library, and flags across the country, were flying at half-mast. On that day, three weeks ago, we lost one of the country’s strongest Supreme Court Justices, Ruth Bader Ginsburg. Ginsburg lost her final battle with cancer at the age of 87 after a long career as a champion for gender equality, being only the second woman to ever serve on the nation’s highest court. Adjunct Rider faculty member John Tedeschi said of Ginsburg, “Ruth Bader Ginsburg was a great aspect of our environment and the Rider environment. She has truly changed our world for the better.”
Ginsburg’s most prominent lasting impression is of the enormous strides she has made as an activist for women’s rights, but she was also a major contributor to environmental action during her time as a Supreme Court Justice. Muriel Baki, a sophomore arts and entertainment industry management major and Eco-Rep, stated, “Ruth Bader Ginsberg is an incredible example of how there isn’t really a separation between being a feminist, an environmentalist, and a civil rights activist. She was the perfect example of what it means to care about all aspects of an issue, not just where it manifests itself visually.”
Ginsburg voted on landmark decisions in the fight for climate action such as the 2007 Massachusetts v. Environmental Protection Agency (EPA), which determined that the EPA has the authority to regulate carbon emissions from vehicles. This then gave the administration of President Barack Obama the ability to regulate greenhouse gases from cars and trucks at a federal level for the first time in history.
After this case, Ginsburg authored another in 2011, American Electric Power v. Connecticut, that reaffirmed the EPA’s power to regulate and monitor carbon emissions that were established through the previously mentioned case. This case, however, set her apart from other climate activists because, although she then ruled against states attempting to sue private energy companies, the EPA’s federal jurisdiction took precedent over the state’s claims asserting that the federal government would be the body taking definitive action against climate change.
Throughout her career, Ginsburg demonstrated a tendency towards nuanced decisions. As demonstrated by her position on American Electric Power v. Connecticut, she did not always take the most obvious route in her support of environmental issues, but she voted in such a way that ruled on the most constitutional and strong course of action in combating climate change.
Ginsburg holds her “notorious” title for being one of the most talented lawyers to serve on this country’s highest court and, with that, came to her extraordinary integrity. As stated in an article from Bloomberg Law, “Environmental advocates appearing before Ginsburg knew that justice was never a vote they could assume. Her vote always had to be earned. And the only way to earn that vote would be the force and persuasiveness of their legal arguments.”
President of the Natural Resources Defense Council and former EPA administrator Gina McCarthy said of Ginsburg, “Through her expansive mind, sound temperament and unwavering judicial integrity, she plied the Constitution as a living instrument of American life, lending it meaning in the life of us all.”
Ginsburg’s impact will be a long-lasting one. Her lifelong commitment to making the world a better, kinder and more just place for all will not be forgotten.
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it comes to the history of a nation or culture, a common man is tempted
to look at the political map religion and philosophy only. The positive
sciences like medicine, physics, chemistry and biology are thought to
be product of modern era. On the contrary, no political map changes without
backing of weaponary and advances in science related to war.
Similarly, no civilization can be established without the support of the
technology which comes from understanding of nature, science and practicing
some of the processes which are developed over a period of time through
generations. In India, which is known for the first literary work in form
of vedas, known for most ancient civilization found so far at Mohenjo
daro and Harappa, the science were developed relevent to the time and
needs of the people.
prehistoric people were acquainted with the art of making
baked or burnt clay pottery and painting them with two or
more colours. This indicates knowledge of open and closed
kilns. They knew the art of extracting copper and working
the metal into various articles by hammering cutting and
rolling. This laid the foundation of metallurgy and other
sciences in India.
Indus valley civilisation two furnaces are found supposedly
used for glazing pottery. At Harappa furnaces of different
shapes with or without brick lining are found, Alloys of
copper are also found. A large number of
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ores and rocks were known. Some of them were probably used
in cosmetics and medicine. Some of the colouring matter
for potteries might have been imported from other places.
They might be knowing art of dyeing cotton with the red
coloring matter of the madder root. In the valleys of the
Ganga and Yamuna, quite a large number of copper tools have
been found. Near Balaghat and Nagpur silver plates were
vedic period, there is mention of fermented drinks, curds and fermented
milk also which constituted an important article of diet. The clothes
were made of wool and they knew how to dye them with vegetable coloring
matters to get red, purple and brown.
Metals such as gold silver, copper, iron, lead and tin were known and
were used in medicine.They knew the use of herbal ingredients to strengthen
and promote growth of hair. Theories related to the constitution and properties
of matter was elaborated in the philosophies.
Mauryan period, Kautilya mentions in his Arthashastra description of false
balances (for deceiving in weights) by bending arms or high pivot or fixing
a magnet. Extraction of oils from seeds have been mentioned. Use of cementing
material for hard and strong coating was also known.
Use of glass and porcelain was known at later stages. Gems and precious
stones were known. Alloying amalgamation to yield brass and bronze were
known. Knowledge of mathematics and medicine is well established fact.
This was further used in astronomy. They knew about planetary revolution
and trajectories also.
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For many years, the consuming topic in DNS circles was that of the names themselves. If you wind the clock back twenty years or so you would find much discussion about the nature of the Internet’s name space. Why were there both generic top-level labels and two-letter country codes?
If we were going to persist with these extra-territorial generic country codes in the name space, then how many should there be? Who could, or should, manage them? And on. And so on. At the same time, there was the DNS as a name publication vehicle and an associated name resolution protocol. That part of the DNS seemed to be so simple that it did not merit much attention at all, or so it seemed.
But the DNS is a lot like chess; it’s a simple game in terms of the rules, but phenomenally complex in the way it can be played.
There are many issues that lurk just below the surface of the DNS, but in recent years one topic has been very prominent, namely privacy. You see, the DNS is a precursor to almost everything we do on the Internet. And this is valuable information.
The Internet itself has largely followed the same path as newspapers and broadcast radio and television. These days, the Internet is largely an advertising platform. In advertising, as any advertiser will tell you, knowledge of the consumer is paramount. The nirvana for an advertiser is to deliver their message to consumers who can be persuaded to purchase their product. The best advertisement is a helpful and timely suggestion to a consumer.
So, the Internet can tell an onlooker a lot about each and every user, but the DNS can do a whole lot more.
The DNS is in a unique position to know what a user is about to do, as well as what has happened in the past. And, as the Snowden files pointed out, the circle of onlookers with an interest in this form of information leak expanded considerably.
Read Geoff Huston’s: DNS evolution: Trust, privacy and everything else
Quite predictably, this situation has provoked a response from the various folk who build and operate the Internet’s infrastructure. From the perspective of the DNS, it was clear that the open and promiscuous nature of the DNS was being widely abused. The topic of DNS Privacy was coined to cover a few issues concerning protection from eavesdropping, authenticity of the data being passed in DNS transactions, and assurance as to the identity at the other end of a DNS transaction.
There have been several efforts to improve the DNS from a privacy perspective. DNS Query Name Minimization is intended to limit the extent to which query names are broadcasted by modifying the name resolution process to expose only those parts of the query name that are relevant in each step of the name resolution task.
DNS over TLS (DoT) is intended to reduce the opportunity for eavesdroppers to ‘see’ DNS queries and responses, and confirm the authenticity at the other end of a DNS transaction. And DNSSEC is there to prevent the client from being misled by a tampered DNS response.
And that is the context of the NDSS DNS Privacy Workshop 2021. What are the current research topics in the area of DNS Privacy?
Oblivious DNS over HTTPS (ODOH)
Let’s start with the original Oblivious DNS concept (ODNS). A research group has come up with an approach to break through this uncomfortable compromise of having to admit at least some external parties to being privy to both my identity and the queries that I make. The approach is one they termed ‘Oblivious DNS’ (written up as an Internet Draft, July 2018, also a paper).
The concept is delightfully simple, and it is intended to prevent the recursive resolver from knowing both the identity of the end point stub resolver and the queries that they are making. A one-off session key is generated by the stub resolver. This stub then takes the original query name and encrypts it using the session key. The session key is encrypted using the public key of the target ODNS server and appended to the encrypted query name. This string is then encoded into an ascii string and treated like a domain name label itself. The querier then appends the label of an Oblivious DNS server domain.
The stub passes this query as a conventional DNS query to its ‘normal’ recursive resolver. The recursive resolver is unaware of Oblivious DNS label encoding and treats the query as it would any other. The recursive resolver will then pass a query for this name to an ODNS authoritative server as specified in the query name. To resolve this name the ODNS authoritative server will decrypt the session key (as it has the matching private key to decrypt the query name) and then use this session key to decrypt the query name. It can then use a conventional recursive resolution procedure to resolve the original query name.
The response is encrypted using the session key. The ODNS server will then respond to the recursive resolver with the encrypted query name in the query section and the encrypted answer section that it has just generated. Upon receipt of this response, the recursive resolver will pass this to the stub resolver. The stub resolver uses its session key to decrypt the response.
The ODNS server is aware of the query name, but it is unaware of the identity of the stub resolver, as it only knows the identity of the recursive resolver. The recursive resolver is aware of the identity of the stub resolver but is unaware of the query name.
Oblivious DOH takes this approach and builds upon it in a couple of ways.
Rather than trying to operate the entire mechanism by encoding the query name and the session key into a base32 encoded form of a new query name, the specification of Oblivious DOH encrypts the entire original DNS query using the public key of the target ODOH server, as well as the session key. ODOH cannot use a conventional recursive resolver as an intermediary, as the query itself is now encrypted. Instead, ODOH uses an ODOH Proxy that functions in a manner similar to a conventional forwarder but passes the DOH query (which at this point is still an opaque object) to the query-specified target ODOH server.
The difference between ODOH and ODNS is that ODOH appears to dispense with session keys and uses public keys for both the client and the server. The query is encrypted using the ODOH target public key, and the response is encrypted using the client’s public key, as provided in the query. The target is not appended to the query name in plaintext, but instead is specified in the URI template :path
element of the DOH query.
A report to the workshop was on the topic of measuring the performance of ODOH using a set of 90 clients evenly spread across nine vantage points with a query load of some 15 requests per minute.
Interestingly, the major latency time consideration was HTTPS connection reuse. It also appeared to make a lot of sense, in terms of reduced latency, to use a ODOH proxy that is roughly on the same network path between the user and the target ODOH server. The ODOH target was configured as a stub resolver to resolve the name, and the best performance outcomes were achieved when the ODOH target is co-located with the target’s chosen recursive resolver, or ODOH target support was added to a DOH recursive resolver.
The major consideration here is that the choice of ODOH proxy and ODOH target is an important performance factor, but even more important is the reuse of HTTPS sessions across many queries, to avoid the considerable overheads of TCP and TLS session establishment, as shown in Figure 1.
Measuring DoT/DoH blocking
Both DoT and DoH can hide the DNS queries from eavesdroppers, but they can’t hide the fact the user is using TLS to perform DNS queries. Simone Basso of the Open Observatory of Network Interference presented a report that measured the level of blocking of DoT and DoH in a small set of economies (Kazakhstan, Iran and China) where such DoT and DoH blocking has been suspected to occur.
DoT uses TCP port 853, and blocking of certain servers was consistent, apart from 220.127.116.11:853 in KZ, which appeared to be blocked and unblocked frequently.
DoH uses TCP port 443 and is not so readily identifiable as a DNS transaction, particularly if its use is combined with a NAT-like in-line proxy server used on the external side.
However, deep packet inspection of the TLS session will reveal the server name in the SNI field of the TLS handshake, and this was observed to occur. The deployment of ECH (Encrypted Client Hello) is still in the early stages of deployment, which implies that SNI inspection is still capable of revealing details of the intended DNS server even if in-line proxies are being used.
Speed isn’t everything
It is common wisdom in DNS circles that speed is of paramount importance. Why did we largely reject putting our WebPKI keys in the DNS and securing this with DNSSEC? Because ‘every millisecond matters,’ and users are intolerant of sluggish systems — and DNSSEC validation is so tediously slow. When we evaluate new technologies in the DNS, we evaluate them against their speed, such as with the Oblivious DoH latency study mentioned already. But is absolute speed necessarily the only thing that matters? Alec Muffet argues this speed argument is “a presumptuous act of tech privilege”.
The report describes Alec’s use of DOH using a Tor substrate, which he argues provides a more embracing security cloaking through multiple layers of mutually independent proxies. The inevitable cost is a higher transaction latency for such DNS transactions, but the tradeoff is a more robust security configuration that has fewer points of potential privacy vulnerability.
Protocol design tradeoffs in the public interest
All protocol design is inevitably an exercise in design tradeoffs. Size, speed, practicality, reusability, and security are all variables in this space, and the consideration of these issues is usually one of technical dimensions.
These days the Internet is indeed the communications substrate for the entire world, and inevitably we have to consider the public interest in these tradeoffs argues Mallory Knodel of the Center for Democracy and Technology. The presentation looked at various aspects of DNS privacy, from a public interest perspective.
Read Geoff Huston’s: Improving the privacy of DNS and DoH with oblivion
The increasing use of encryption makes measurement more challenging. In the days when the Internet was largely a research experiment, measurement played a big role in sharpening our understanding of how these systems interacted. Measurement continues to play a big role in today’s Internet, not only relating to performance and efficiency, but also the capability of bringing to light behaviours that might impact human rights or assumptions relating to privacy. However, the more we cloak transactions from direct sight the less we can readily observe.
As we make transactions more private, are we also allowing abuse to thrive? How can we distinguish between ‘normal’ and ‘abnormal’ transactions when the nature of the transactions themselves is no longer visible? Can such privacy tools be used by malicious actors to behave in ways that evade detection? If abuse can thrive in a way that evades effective attribution, and even mitigation, are we trashing the Internet and rendering it a toxic and useless wasteland?
Various forms of content censorship exist in most parts of the Internet (which itself is a claim explored in some considerable detail in another workshop presentation that I won’t cover here). Whether it’s offensive, illegal or dangerous content, various forms of censorship — particularly through the use of DNS filters and blocks — exists in many parts of the Internet. The more DNS privacy measures evade such mechanisms, the more tempting the blanket option of complete national shutdown of Internet services in times of civil unrest becomes. By making it more challenging to implement such measures with limited side effects are we encouraging resorting to blunter measures of shutdown?
Obviously, this was not a presentation that had all the answers, or even any of the answers, but the questions are definitely useful to ask in the context of making the DNS more obscure and more private.
The user perspective
It is commonly asserted that all this work on DNS privacy is about providing protections for the user. Nick Feamster reported on a survey (that was intended) to test the proposition that users understood the issues and made DNS privacy settings in their applications based on such an understanding.
In an admittedly very small sample set, the survey asked the participants if they understood these DNS settings, why they made particular choices in these settings, and the information they used to reach these decisions and the level of trust.
The outcomes of the survey reinforce the common perception that most users do not fiddle with the settings in their devices and applications, and have no real information about how to do so to enhance their personal privacy.
The conclusion appears to be that if we want to shift the dial on privacy, then the default settings need to change. At which point the underlying commentary is “we have your best interests at heart here, even if you don’t really appreciate what your best interests might be. Trust us!”
As Nick pointed out: “People don’t understand the ramifications of selecting different options.”
It’s not exactly reassuring if this is the response to legitimate user concerns over the erosion of privacy through this technology. Is this another instance of Alec Muffet’s characterization of a presumptuous act of tech privilege?
The public interest perspective
There are a set of rather uncomfortable conversations going on in all this to understand where true public interest lies.
There is little doubt that we all use the so-called ‘free’ services, where the actual revenue stream is derived from advertising revenue — which itself is derived from an embracing knowledge of each and every user. On the other hand, there is little in the way of informed consent going on here, or even the option to withhold consent.
The data harvesting is occurring at a deep level, such as the DNS, and the profiling of the user appears to be at a level of advertising directed to ‘people like me’, as distinct to advertising being directed to ‘me’, though this too might change in the future.
The side-effects are chilling. The industry is consolidating into a handful of extremely large entities who are now so dominant that they can not only set the terms and conditions for their competitors, if there are any left, but also have the social power to define their own regulations and controls.
This has never ended all that well for our society and our social institutions in the past, and there is no reason to think that today’s situation is any different.
However, a balance needs to be struck.
If we anonymized the Internet to the extent that individual user actions did not leak any useful profile information, and online advertising had about as much efficacy in terms of targeting as a daily newspaper of bygone times, would there still be a rich and valuable Internet ecosystem, populated by services, and provided without direct cost to users? Would the metered pay-per-use and pay-per-view economy of such an Internet be as rich, vibrant, and as useful as what we have today?
On the other hand, it is a legitimate source of concern that this industry has been way too cavalier with personal information, and providing incentives to the industry to treat personal data with the respect and care needed seems to be the right thing to do.
But who should articulate this public interest? And how?
The Internet Engineering Task Force jumped on the Snowden information and decried the practice of such insidious levels of data collection by claiming in RFC 7258 that “Pervasive monitoring is a technical attack that should be mitigated in the design of IETF protocols, where possible.” However, it is difficult to pick apart the sense of emotional outrage and betrayal on the part of a cadre of the technically privileged from a considered view of what is in the best interests of a robust, balanced, and resilient social framework.
Two things are clear, however.
One is that the technical topic of DNS Privacy is a critical component of this discussion about information leakage and reasonable expectations of personal privacy. The other is that the discussion is not over by any means. It has hardly begun!
The views expressed by the authors of this blog are their own and do not necessarily reflect the views of APNIC. Please note a Code of Conduct applies to this blog.
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Warning: contains plot references to The Day of the Triffids, Chocky and The Midwich Cuckoos
Novelist John Wyndham’s genius lay in seeding menace among innocence. In The Day of the Triffids, the narrator drives through a bucolic country village but is unable to admire its delightful cottage gardens – partly because the world has ended, but also because the picture-postcard borders contain intruders: tall, swaying carnivorous plants with leathery green leaves and poison whips waiting to sting human flesh. Thus Wyndham turns that most pleasant and English of things, a flowerbed, into a deadly trap.
In Wyndham’s final novel Chocky, the threat arrives in the charmingly eccentric form of a child’s imaginary friend. In The Midwich Cuckoos, the unsettling element takes the shape of a cherubic, blonde-haired baby – or rather, 61 identical blonde babies foisted unexpectedly upon the women of Midwich after a village-wide blackout nine months earlier. In these stories, Wyndham’s monsters don’t stalk dark forests or do battle on alien planets, they live out in the bright English sunshine, among the foxgloves, in the nursery, and under crocheted blankets in the cradle.
Calling Wyndham’s creations ‘monsters’ isn’t quite right. His Triffids and Midwich Cuckoos are deadly and capable of monstrous acts, but they don’t act arbitrarily. As a rule, their violence must first be provoked; survival, not cruelty, is their aim. Interviewed in 1960 on the BBC’s Tonight, Wyndham took issue with interviewer Derek Hart’s assertion that his stories were about evil creatures from outer space. “I wouldn’t say they’re all evil. The Midwich Cuckoos look very evil in the film but they aren’t so evil in the original story.” Wyndham didn’t consider his novels scary. “Before the war when I was trying to write ghost stories I used to frighten myself pallid,” he told Hart. “These aren’t frightening, I think.”
Certainly Wyndham’s post-war novels aren’t designed as cheap spine-chillers. That much is clear from how little interest they appear to have in their so-called villains. In Triffids, there’s no scene taking readers into the lethal plants’ lair, or monologue from a head Triffid explaining its dastardly plan. They aren’t that kind of baddy. Their lethal existence drives elements of the plot, but it’s far from being the plot. The mysterious Children of The Midwich Cuckoos are more present and more central to their novel, and yet still remain at a distance. Wyndham only gives us dialogue between the Children and the people of Midwich, never taking us inside the Children’s hive mind or much behind the walls of the school to which they retreat from village life after a couple of years – without much protest from the women who gave birth to them.
Wyndham’s ‘monsters’ aren’t his real subject; his fascination appears to be with the destruction of the status quo, with how society and people react when metaphorical bombs are tossed into the heart of middle England. Doubtless, the non-metaphorical bombs of WWII – in which Wyndham served in France – cast a great shadow. His post-war novels all share a kind of shellshock, a disbelief that anything could dislodge the sense of safety once thought permanent. The Day of the Triffids’ narrator admits feeling bewildered that the mass blindness, lethal virus and killer plants have happened at home in England and not somewhere abroad, to the English and not to another nation. In The Midwich Cuckoos, the very dullness of the village was considered by narrator Richard as a kind of inoculation from events. “Something has happened here. Here, in Midwich,” he puzzles, “the place where nothing happens.” The novels both mourn for the end of safety and are exhilarated by it.
If Wyndham’s post-war context is key to his perspective on violent interruptions to everyday life, then screen and radio versions of his work in decades since have brought their own context to bear on his stories. His elusive antagonists – the Triffids, the Children – have proved usefully adaptable as a kind of blank page onto which contemporary fears can be projected. The 1950s’ concern about the threat posed to establishment values by the post-war generation found useful expression in Wyndham’s eerie, unknowable, mass-minded Children. Today? The generational divide is drawn along quite different lines.
Of more interest in 2022 than the threat of being superseded and overthrown by our children are the ways that motherhood can impinge on personhood. Reproductive rights, the social pressure to maintain an image of a perfect family life whatever the personal misgivings, manipulation into conforming to establishment gender roles, the taboo of resenting and fearing ones own child, or worse, wanting to abandon them or cause them harm…
Little of the above made it into Wyndham’s The Midwich Cuckoos, despite his progressive engagement with feminist thinking of his time. It’s all there though, and more, in Sky’s new seven-part TV adaptation, which gives the story a modern setting and makes fundamental changes to the source material that widen its storytelling possibilities. The Children in the Sky version aren’t all eerie blonde clones of one another, for instance, but share genetic characteristics with their mother. That choice is one of many that not only gives the adaptation a different look from say, 1960 film adaptation Village of the Damned, but also raises new questions about maternal attachment and just how human these ‘Cuckoos’ might be.
The Midwich Cuckoos starts on Sky Max on Thursday the 2nd of June.
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Construction is any work done in connection with the construction, alteration, conversion, fitting out, commissioning, renovation, refurbishment, decommissioning or demolition of any structure, or any similar activity. The main sectors of construction are:
56% of all construction workers will suffer some sort of musculoskeletal injury (an injury of the muscles, tendons, ligaments, joints that may be caused or aggravated by your work) due to stresses applied to the body during day-to-day activity. Incorrect manual handling procedures, poor ergonomic design and prolonged awkward posture can result in hernias, disorders of muscle tendons, disorders of the spinal vertebrae and strain and sprains of joints and adjacent muscles. Musculoskeletal and other general injuries that occur within the construction industry can be avoided through joint preventative measures:
- eliminate the hazards at the design stage
- consultation on any proposed changes or redesign of manual tasks
- education and training
- using the right tools and equipment
- working and lifting collaboratively
- hazard identification through:
– toolbox meetings
– first aid and accident reporting
– incident investigation
– injury statistics
- hazard identification through:
A musculoskeletal injury can affect your ability to perform your work. Early signs and symptoms can progress into conditions which can have long-term effects. If you feel any symptoms, do not hesitate to inform your supervisor. It is important that you report signs and symptoms of musculoskeletal injuries as early as possible. Follow the link for a Musculoskeletal Injury Prevention Program.
Construction continues to have the second highest fatality rate of all industries, however many of these (30% of all fatalities) were from prolonged contact with chemicals or hazardous substances e.g. Asbestos. The three most common hazards in the construction industry include;
- manual handling (lifting, repetition, vibration and awkward positions)
- slips, trips and falls
- being hit by a moving object (traffic, plant)
Examples of common building-related hazards with solutions
Exposure to falls: from working at heights, on the same level or injury from falling objects.
- Structural steel connections with extra perforations for temporary fixing during erection can increase stability and reduce risks of falls and falling objects.
- Handling systems for erecting columns can be designed so that slings are disconnected from ground level.
- Design building elements to be assembled at ground level and then lifted in to position.
- Column designs could include a perforation 950mm above floor level for immediately fixing handrails.
- Use pre-fabricated permanent stairways for immediate installation no need to build and use temporary access.
- Use pre-fabricated concrete panels, columns, beams etc to minimise manual handling of formwork, reinforcing steel and concrete construction, reduce exposure to falls from heights and minimise temporary access scaffolding.
- Group floor penetrations in one area and infill with porous concrete block work to minimise trips and slips.
- Design roof parapets 950mm high to act as a permanent guardrail.
- Design tops of guardrails for no storage to minimise risk of objects falling.
- Design building external maintenance operations to be done from ground level or from integrated gangways.
- Provide anchorage points fro building maintenance work and edge protection.
- Consider safe access for maintenance of lighting in stairwells.
Exposure to electricity
- Bury overhead power lines at the start of construction to minimise the risk of contact.
- Design permanent electrical distribution systems so that they can be installed and used as early as possible, to reduce the need for temporary supplies or trailing cables.
- Design easy access for maintenance of electrical systems, and minimise the use of extension power cables.
Movement of people and materials
- Design floors to be even, with no steps or sudden level changes to promote the use of trolleys and mechanical aids to move materials around the workplace.
- Separate pedestrian and vehicle traffic
- Include adequate storage areas for stock, trolleys, pallets and lifting aids, for both current and planned future needs.
Above taken from Building designers and owners – Worksheet No. 2: Workcover Corporation of South Australia, 2004
However due to the constantly changing nature of construction work the hazards are many and varied. Other hazards include:
Noise | Plant/Machinery | Slips and Trips |
Chemicals | UV Radiation | Asbestos |
Heights | Electricity |
The high-risk work licence
This licence will now be in the form of photographic identification and training must be completed under a Registered Training Organisation (RTO) through the Australian Quality Training Framework (AQTF). You must be 18 years or older to hold a licence and it will be recognised nation wide. You will need to renew your license every 5 years.
- The high risk work licence is mandatory for people working with:
- Scaffolding – basic, intermediate and advanced;
- Forklift operation – forklift trucks; order-picking forklift trucks;
- Rigging work – dogging; basic, intermediate and advanced rigging;
- Crane and hoist operation – tower; self-erecting tower; derrick; portal boom; bridge and gantry; vehicle loading; non slewing mobile; slewing; materials hoist; personnel and materials hoist; boom-type elevating work platform; vehicle mounted concrete placing boom.
- Pressure equipment operation – basic, intermediate and advanced boiler operation; turbine operation; reciprocating steam engine operation.
Many companies have been found in breach of their OHS obligations to employees. Take an informative look at the successful convictions by SafeWork SA located on the SafeWork website.
Managing the Risk of Falls – Code Of Practice
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The era of oil lamps, candles, iceboxes, and wood-burning is over. Hundred years ago, everything in this world is different. Through the hard work and gifted minds of inventors and scientists, they were able to decipher the production and principles of electricity. From that moment, the world became more progressive.
It is considered one of the brilliant inventions of humankind. It has paved the way for state-of-the-art machinery, robotics, and different technological advancements all around the world. From house construction to creating supercomputers that govern the security of every nation during war. It also helped all people, in every walks of life, to discover their full potential and follow their passion.
And as modern society continuously adapts to fast-paced technology, there can also be problems and issues that an individual may encounter while enjoying the benefits of electricity. Being a smart consumer can go a long way.
In today’s generation, everything is controlled by electric power. From the moment that you wake up until you fall asleep. Your daily activities are affected if it will be removed from a person’s routine. An example of this is when you snooze your alarm that is operated by electricity or open the lights in your bedroom during nighttime to see things more clearly.
Cooking your breakfast on an electric stove, toasting bread, or preparing your coffee also requires electricity. Despite its significant impact on a person’s daily schedule, few people neglect the idea of what their life would be if electricity is non-existent anymore. Just like having clean air and potable water, a lot of individuals take for granted the necessary things that keep their life comfortable and safe.
Furthermore, humans became more and more dependent on electricity for them to finish their tasks every day. From keeping their home warm during the winter season, charging their mobile devices, and powering laptops and computers for work. Click here to know more about the uses and production of power.
To appreciate the role of electricity in our lives, it is important to know what it is made of and how it works. It is a fundamental part of nature, and at the same time, one of the universally used forms of energy. The type of electricity that we use is already a second energy source. It is created by converting natural gas, coal, the solar, wind, and nuclear energy, into electrical power.
Even though electricity is considered a clean and relatively safe form of energy when it is consumed, the process of transmission of the said current can relatively affect the environment. Most of the huge power plants have a diverse effect on the environment. In line with this, there are environmental laws all around the world that aim to govern the effects of energy generation and power transmission in the environment and the well-being of the consumers.
To keep your electric system in your household safe and running smoothly, it is important to hire a commercial electrical contractor. They have sufficient knowledge and training to fix any problems or issues regarding the electricity in your home. Check this website to know more about the nature of their work: https://en.wikipedia.org/wiki/Electrician.
Electricity can be a hazardous and destructive aspect of your home or workspaces. Hence, if you are not trained to fix any malfunctioned wires or unstable electric flow, your life may be in danger. Taking into consideration the safety of everyone, hiring electricians can save you time and money. They can also regularly check the quality and productivity of electricity that aids your home to use your appliances and be more comfortable.
Here are the other benefits of hiring a commercial electrician:
Help you Save Money from Unnecessary Repairs
Whether you are a home or business owner, you are obliged to settle your bills monthly and balance your expenses and income to keep your home appliances or business operations running. It is considered a good investment when you opt for a good electric provider to save money and enjoy a high-quality service.
To maximize revenues and profits in your business, you must know how to practice energy-saving tips that are necessary for operating your business. Professional and well-trained commercial electricians can help you trim down your expenses and save money from unnecessary repairs.
They are considered as the persons who know electricity better than anyone in your office or household. Moreover, they have the essential qualities needed such as the expertise, knowledge, and experience in handling cases of electric shortage, defective wires, and low energy power.
Safety and Security
Commercial Electricians are trained individuals that understand the role and function of electric energy. They are also aware and knowledgeable regarding the building codes, protocols, and procedures needed in installing electrical lines.
This nature of work requires extensive education and training that gives them the needed skills to address power issues. It will significantly reduce the possibility of experiencing electrical shocks, malfunctioned power sources or outlets, and electrical fires. This will minimize the risk of having burns, injuries, or other accidents while doing the job.
Furthermore, they have specialized skills in identifying safety hazards in your house or office Electricians are trained to use a wide range of equipment and tools to troubleshoot issues with your electric boxes. They can solve these issues more efficiently than a normal person who lacks the knowledge and skills to do the work.
They can give you peace of mind regarding your home or business repairs. With this, you can feel safer and more secured while using electricity and enjoying its numerous benefits.
During the 1600s, life before having power is completely different. It requires manual labor to prepare your meals. There is no stove or oven for you to make the cooking easier and faster. No light bulbs and electric lamps that will help you during the night. No heater during winter. Food has a higher chance of being spoiled due to the lack of proper storage.
Through the hard work and perseverance of our ancestors, we can create a better future for everyone. Having electricity became the turning point of human nature. This includes the economy, businesses, quality of life, and convenience of the people.
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ON Stage brings you excerpts from the NCPA Quarterly Journal, an unsurpassed literary archive that ran from 1972 to 1988 and featured authoritative and wide-ranging articles. In the second installment of a two-part series, William P Mann dissects the belief that music is universal.
So far, we have spoken of analysis primarily in terms of the sounds of music. The study of that aspect of the art can teach us a great deal. However, we must remember that the sounds themselves are only part of a musical system. One of the fascinations of the total system is the logical way in which all its parts interrelate. Take, for example, the logical results of the Indian raga system. Since a raga is not merely a scale but rather a scalar-melody type with many important characteristics such as ornamentations and pitch variations, involved chords and chord progressions never became part of the Indian classical system. Such thick vertical sonic structures would simply muddy up the musical picture. However, the drone did become essential for its need is logical. The vadi and samvadi and all the many other important aspects of the raga fit together in performance partly because the drone is constantly there to remind the listener of the raga’s tonal point of origin. Because there are so many factors which make up a raga, it is also logical that there be a long, rhapsodic alaap before the actual start of a composition. One doesn’t need more than a chord or two to establish C major in Western music but the Bhairav raga simply cannot be properly introduced by merely a few plunks on the sitar. The very construction of that instrument, by the way, is indicative of its logical connection with the Indian system. Drone strings are present because they may be needed while the frets are movable because of the tonal richness of the raga system. The frets are also convex in order to make it possible to render Indian ornamentations correctly. Except for the potential drone strings, none of these aspects of the sitar are found on the guitar because the musical needs of Western music are quite different. They are also missing from the Japanese shamisen for other equally logical but different reasons. We hasten to add that this does not make one of these traditions better than the other. It is simply different.
Lost in translation
The logical needs of Indian music create different forms. Since most classical music stays within one raga with shifts of tonal emphasis within it, the two themes in contrasting keys – techniques so dear to 18th and 19th century Western composers – is of no particular value in an Indian context and, in truth, would be a compositional nuisance. By the same token, the Western five-line notation with all its extra marks is grossly inadequate for Indian classical music. Indian musicians long have understood that notation is only a memory aid, not a law. This is certainly true as well of many Western performers for whom ‘interpretation’ of the printed page is the essence of their art. Despite the training of those closely allied to the so-called Gutenberg galaxy of print, both the more sensitive Western musicians and most Asian performers have been able to hold to the important insight that music is meant to enter a man’s heart and brain primarily through his ears rather than his eyes. One could carry on further with examples of the intimate relations of all the parts of Indian traditional classical music and one also could follow similar logical paths in musics from other parts of the world. However, the basic point has been made and we need to consider next some aspects of the second part of our ethnomusicological definition, the relations of a music to a specific culture or in comparison with other cultures.
A good starting point for a new topic is the power of music in a personal social setting. The school fight song in a sports contest or a popular song that was in fashion at the time when one first fell in love are capable of evoking strong personal emotions throughout one’s life from school days to the retirement home. Such memories usually involve the physical location and the cultural social setting of the original event. Thus, a specific moment of personal or cultural history may be identified and retained through the oral tradition of music as strongly and sometimes more emotionally than it can through the very different kind of magic of the printed word.
The musical aspects of more general regional or national events have similar potentials for long range effects through recall or the reinforcement of repeated performances. It is this phenomenon which is one of the motivating factors in the creation of, for example, Protestant hymns, polemical songs and singing commercials. Thus, through a variety of musical experiences young American Christians might first learn and remember that Jesus loved them and later that God was a mighty fortress while in their college days they might know that we shall overcome as well as be aware of which cigarette tastes good like it should. However, since music is not an international language, it is not possible for me to present similar examples from India. Such equally powerful messages might be totally lost on me as a non-carrier of Indian culture.
The sonic response
It is, of course, true that man, like the other brighter animals can be taught to respond ‘correctly’ to various previously foreign stimuli like music. In his natural habitat, however, his tastes may be very different. The late Richard Waterman, a noted ethnomusicologist, told of a field trip among the aboriginals of Australia in which he played tape recordings of various forms of Western music in order to gauge the natives’ reactions. Their responses to all examples were the same. Whether the music was Bach, Stravinsky, march music or jazz, the listeners remained impassive and either puzzled or bored. By accident, Waterman happened to end his tape with an example recorded earlier from another tribe on the other coast of Australia. At that point there was sudden action and animated conversation for the aboriginals had never heard such ‘weird’ music. Poor Bach and the rest of the Western greats did not even rate inclusion in the ‘weird’ category because, by aboriginal standards, they simply were noise, not music in the sense of their musical logic. This is not the result of their ‘primitive’ musical taste. It is merely the incompatibility of their great sensitivity to their own forms of sophisticated music with the requirements of similar sensitivities in Western music. The Western music-loving reader, understandably, may feel upset at this point for the objects of his personal adoration may seem to have been maligned. It is not so. Bach remains beautiful in his own cultural context whether someone from the outside likes him or not. The same is true of a Chinese opera aria. The object of our discussion so far has been primarily to clarify the meaning of the first lesson for the day: music is not an international language. That being so, we are led naturally to the second lesson which is that music is one of the more powerful and easily recognisable aspects of cultural identity.
Let us return to the aboriginal who considered Bach to be non-music. It is important to remember that his judgement was not primitive. It was totally accurate and sensitive in terms of his own musical culture. Within that culture, there will be pieces equally treasured by a cultural carrier though they may not make sense to someone who does not understand that particular musical language. If one wishes to study further in such a foreign musical tongue, it may be possible eventually to classify some pieces sociologically under the unfortunately foggy terms of folk songs, popular songs and art music. Actually, these terms usually do not exist for the sake of comparative studies if the criteria used are primarily socio-historical.
For example, there may be songs known to many different tribes in Australia in different versions over several generations which, like the American ‘Billy Boy’, could be called folk songs. At the same time, one can find a tune, set in the latest musical fad of Australia’s Arnhem Land and dealing with topical events, which can be called an indigenous popular song. In the transistor era, one can, of course, add the ersatz international or regional popular sounds which play important roles in mass communication in terms of radio time allocations. Finally, there always seem to be, in any culture, some ‘special’ pieces which are usually performed against the highest standards of excellence held by informed native listeners. Such music may not be part of everyone’s taste in that culture, but sensitive culture carriers at least respect those who perform it and the listeners who judge it. One might call this art music, and apply the term just as well to a sacred song sung quietly in a secret place of the Australian desert as to three days of Wagnerian operatic inundations at the festival theatre in Bayreuth, Germany.
Art musics often maintain some form of conscious music theory. This is well-known in the case of Euro-American traditions where, in recent decades, there have been cases in which the theoretical explanation of certain pieces was more important than their sound. The theoretical underpinnings of art music in the Near East, India and China are as detailed as that of the Western classical tradition. The Arab maqam scales, the Indian raga, and the ancient tuning pipes of China are as familiar to professional music theorists as the writings of Pythagoras or Rameau. However, all these traditions fall within the Gutenberg galaxy of the printed word. When one moves on with one’s ears and mind to the oral traditions of, for example, New Guinea or the gong ensembles of Borneo, the concept of theory seems very remote indeed. At first study, one seems to find only mythology or ‘superstition’. At closer examination, however, some tales are found to be efficient explanations of musical choices set in terms that can be understood and recalled by people of the tradition. How many musical or sociological theories of the West can be said to function that well?
One can retort that such an oral theory is not capable of being applied to extensive musical analysis. This is generally true. Nevertheless, it should be pointed out that musics within the confines of their native habitats often cannot be separated from their culture contexts for purely musical study. Indeed, in many cultures there is no word for music per se in their spoken languages. The word for music and for poetry or praying may be one, and music may only be defined by the name for the cultural event in which it is used. In such situations, it may not be terribly vital to know the precise tuning of an instrument or the use of an anhemitonic pentatonic scale (the black notes on the piano).
Of course one can ask further whether all this native music is ‘good’ music? Perhaps the most efficient reply is, “Good for what?”
Curt Sachs, a famous early devotee to ethnomusicological studies, presented in the last chapter of his last book perhaps one of the most telling intellectual final gifts. The chapter in The Wellsprings of Music is entitled ‘Progress?’ In it he points out that by diligent training we can teach a university student to ‘hear’ and ‘appreciate’ a Beethoven symphony much as he learns to ‘understand’ other foreign languages. The ‘uneducated’ Eskimo, by contrast, will instantly understand which of some twenty words meaning snow was used as one of the few words appearing in a long-syllabled three-tone chant which occupied a time period nearly as long as a symphonic movement. Of equal or greater importance, he will understand and appreciate why that form of the word snow was chosen, and thus will understand the very depth of the musical event far beyond the reach of most experts on sonata-allegro form in the West. As our music became more complicated, says Sachs, it became less directly meaningful to the carriers of the cultural context in which it was composed and, perhaps, less so to inheritors of that general tradition.
The reader may at this point despair, for it would seem that, since music is not an international language, it really is a fruitless task for one to even attempt to cross the bridge into someone else’s musical land. However, music’s lack of a universal tongue does not mean that one cannot learn to converse in several dialects with success. One can never find the ‘deepest point’ which will involve all the childhood memories that return at each hearing within one’s own musical world, plus whatever Jungian archetypes may lurk about in the wings. Nonetheless, one can understand enough of such distant musical languages that it is possible, at least, to respect the validity and reason for being of some musical tradition vastly different from anything he ever heard before. This is cultural understanding at its best. No one is required to ‘like’ every aspect of every part of the world even in the United Nations. What is mandatory in the educated man is a sense of awe and respect for the multitudinous variety of manners in which world cultures handle their individual solutions to common human needs.
This article was originally published from the Archives section by the National Centre for the Performing Arts, Mumbai, in the May 2019 issue of ON Stage – their monthly arts magazine.
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As we all know by this time “Virtual Reality” has become one of the phenomenal technology, that the 21st century has seen.
There is a time when VR is only used for entertainment purposes but nowadays it has a multipurpose use in different fields like engineering, education, advanced field of medicines, military, marketing, etc.
Even before the commercial market, the army adopted VR a long time ago. It’s a heartbreaking fact but a reality, that “1 of the 20 deaths of soldiers happens during the training period”.
After taking several approaches to cure these deaths. VR is introduced in the military training programs for all three sectors; air, ground and navy forces.
Enthusiastically welcomed, VR shows its potential by simulating a situation, surrounding and various practical scenarios for the soldiers to be ready for the situation.
There is a huge gap between what VR was in the past and to what VR is in the present, in terms of technology as well as the perception it created.
From 1838 to present VR journey has been like a roller coaster ride where there have been ups and downs. But every time VR technology has managed to surprise the world just not theoretical but practically as well.
Let’s dig down into the rich history of virtual reality to understand the events which shaped it to what it is now.
In the year 1838, Sir Charles Wheatstone introduced the concept of stereopsis to the world. He recognized that each eye shows the different visuals from the horizontal position, the image produced by each eye differs from the other.
This invention changed the viewing concept. The human brain combines two different photographs if an object is captured from different positions.
This process is known as retinal disparity. An illusion of depth has been created from a flat picture that can only be differentiated in horizontal disparity.
Link Trainer is also known as “Blue Box” and “Pilot Trainer”. This invention is the world’s first commercially build flight simulator created by Edwin Albert Link at Link Aviation Devices, Inc.
This technology is used to train more than 500,000 US pilots along with the other nation pilots from Germany, Canada, and Australia, etc.
The motor of the device is connected to the rubber and steering column. This gave pilot accurate readings, exact replica of turbulence and interference during the flight takeoff and landings.
1935 is the year when Stanley G. Weinbaum (American Science Fiction Writer) gave the idea of Pygmalion’s goggles.
According to him, these goggles can provide a unique experience to the users where they can experience the world through holographic view along with different smells, touch and taste.
Yet another invention of Morton Heilig, came to existence in the year 1960 when he introduced the Telesphere mask.
This mask (headset) provided a wide vision of the picture with stereoscopic 3D with earbuds for stereo sound but without motion tracking. This was the first example of the Head Mounted Display.
In 1962, Cinematographer Morton Heilig invented “Sensorama” a mechanical device. As a cinematographer he created six short movies, which ran on arcade-styled theater.
It’s something like a large booth machine. In these theaters, users can experience all senses, not just sound and sights.
It is a combination of 3D screen, stereo speakers, smells, vibrations under the seats, and atmospheric effects like the wind. Heilig considered Sensorama to be the “future of cinema”.
The year 1965 came with the concept of the ultimate display where users could experience a computer-controlled virtual world.
This concept was so accurate that very few users could explain the difference between the virtual and the actual world.
First-time users of emerging VR could interact with the objects because of Head Mounted Display (HMD).
Thomas Furness a professional military engineer, launched the flight simulator dedicated to Air Force.
Some people still agree that after the launch “world has seen immense growth in the field of VR”. But this became possible only because there were dedicated funds for the flight simulator.
Considered as the first virtual reality head-mounted system, this was the very first time when the mechanism was connected to the computer and not the camera.
Ivan Sutherland and his student Bob Sproull were the creators.”. This Machine used to be big and scary wherein many of the components were fitted to the roof of the lab.
Because of its size, the machine was not developed out of the lab. This system was designed in a way that if a user moves its head, then they can see the virtual wire-frame shape.
Video Place (1975)
Krueger’s next project was video place. The machinery was designed by computer graphics, projectors, position sensing technology, and video cameras.
The first public appearance was at Milwaukee Art Center, Wisconsin.
Herein the user had to stand at a specific place in a dark room where his movements would be captured by video cameras and after processing by a computer system, projectors would show it on the silhouette.
Thomas A. Furness is the name of the person who created the first VR HMD training helmet for the air force. This helmet helped pilots to understand radar imagery, infrared and 3D maps which were computer-generated.
HMD was attached to the head tracker sensors, enabled in the helmet which would track the eye moment of the pilot to match the images generated by computers.
Myron Krueger a famous computer artist of his time, is widely regarded in the field of virtual reality and augmented reality.
He started his book series in the late 1960s which explained the computer-generated environment responding back to people.
Gradually, this project led towards video place technology in the year 1975.
Jaron Lanier and Thomas Zimmerman are founders of VPL Research, Inc. in the year 1984.
This company is known for its famous VR goggles and gloves, also the first company to sell them. They also added a milestone in the journey of this field by giving it a name i.e. “Virtual Reality”.
Gadgets they were selling were rare in nature and making big holes in the user's pockets. VR goggles had a variety of range: EyePhone 1 @$9400, EyePhone HRX @49000 along with the gloves @$9000.
Until the early 1990s it was nearly impossible for the general public to experience VR because of its high price.
But in the year 1991 Virtuality Group launched “Virtuality”. These were the arcade gaming machines, players needing to wear VR goggles to experience 3D gaming.
Some of these machines were enabled with the multiplayer facility. This was the first time in the history of VR entertainment that a mass production came into existence.
Later on, our beloved game PAC-Man also had a VR version. Famous gaming brand SAGA had also announced to launch the arcade gaming machine in the same year.
But that never happened. SAGA explained that they are concerned about their customer as machines are too perfect in the virtual reality that user could be injured.
Later in the year 1993, SAGA announced it’s first VR glasses and by 1995 Nintendo also launched Virtual Boy.
In the year 1997 researchers from Georgia Tech and Emory University worked on VR to create a warzone situation for veterans who were suffering from post-traumatic stress disorder after the Vietnam War.
From the epoch of 2000 to 2010 there were very few events that occurred.
Z-A production by Barco and Clarte introduced SAS cube, the first PC based cubic room. Made first public appearance at Laval, France.
2007 is a year when the world-famous software company Google launched its first VR product “Street View”.
This service provided a panoramic view to the users of roads, building insides, and rural areas. With the compatibility of stereoscopic 3D mode which originally launched in 2010.
Google introduced the Stereoscopic 3D mode of street view. Inspired by this, Palmer Luckey introduced the first prototype of Oculus Rift, which could give a viewing angle of 90 degrees.
This event refreshed the entire innovation process of VR.
2014 was the defining year in history because VR got a sudden boost. Facebook bought Oculus Rift @ $2 billion dollars. Sony worked on PS4 where they introduced VR in their gaming console.
Google launched “Google Cardboard” and Samsung announced Samsung gear which is compatible with Samsung Galaxy smartphones.
2016 is the year when VR came to the forefront like never before. There are around 230 companies (Amazon, Apple, Facebook, Google, Microsoft, Sony, Samsung and many more), which are dedicatedly working on VR-based projects.
Today, the market is showing increasing interest in the field of VR, therefore the future of VR looks to be evergreen and on solid grounds for the next couple of decades.
Facebook CEO, Mark Zuckerberg has shown a special interest in their Oculus program so it is expected to do well.
There are a couple of innovations in the field which make it alive like WebVR, VR as consumer technology, VR in education, Retail VR. Every technology has an introductory phase, the growing phase and a decline phase and I believe today VR is into an unparalleled ascend.
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While the vegetation of the Caribbean region is generally tropical, variations in topography, soils, rainfall, humidity, and soil nutrients have made it diverse. The porous limestone terraces of the islands are generally nutrient-poor. Near the seashore, black and red mangroves form dense forests around lagoons and estuaries, and coconut palms typify the sandy vegetation of the littoral. Both the Central American region and the Antillean islands are on the routes of birds migrating to or from North America, so that large seasonal variations occur in the bird populations. Parrots, bananaquits, and toucans are typical resident Caribbean birds, while frigate birds, boobies, and tropic birds can be seen over the open ocean.
The shallow-water marine fauna and flora of the Caribbean centres around the submerged fringingcoral reefs, which support diverse assemblages of fishes and other forms of marine life. The marine biota is derived from the Indian and western Pacific oceans via the Panamanic Seaway, which was closed by the rise of the Isthmus of Panama some four million years ago. Coral reef growth throughout the Antillean region is favoured by uniformly warm temperatures, clear water, and little change in salinity. Submerged fields of turtle grass are found in the lagoons on the leeward sides of reefs. Sea turtles of several species, the manatee, and the manta (devil) ray (Manta birostris) are also characteristic of the region. The spiny lobster is harvested throughout the Caribbean and is sold mainly to restaurants and tourist hotels, while the queen conch and reef fishes are local staples.
Since the signing of the Law of the Sea Treaty in the early 1980s, no part of the Caribbean remains outside the extended mineral, fishing, and territorial zones of the sea’s bordering countries. Explosive human population growth and the overexploitation of marine resources in the region have stimulated international initiatives toward managing and preserving the environment. The Convention for the Protection and Development of the Marine Environment of the Wider Caribbean Region (Cartegena Convention) was adopted officially by about half of the countries of the Caribbean in 1983, but its measures have since been implemented more broadly across the Caribbean community. The Cartegena Convention calls for its signatories to provide—individually and jointly—protection, development, and management of the common waters of the wider Caribbean. Three protocols have been developed and launched under the framework of the convention: cooperation on combating oil spills (1983); establishment of specially protected areas and wildlife (1990); and prevention, reduction, and control of land-based marine pollution (1999).
Tourism is an important part of the Caribbean economy, serving primarily the populations of the United States and Canada to the north and Brazil and Argentina to the south. Connections by air and sea between the Caribbean and North America are generally more developed than are interisland connections. With its typically sunny climate and recreational resources, the Caribbean has become one of the world’s principal wintervacation resort areas.
The Caribbean has a complex pattern of trade and communications. The volume of trade per capita is high, but most of this trade is conducted with countries outside the region. Each Caribbean country tends to trade with countries elsewhere that share a common language. Cuba, an exception, trades with a variety of countries, trade with former communist-bloc countries accounting for much of the total. Intra-Caribbean trade is small, owing to limited industrial resources and the monocultural economic pattern. Goods and commodities exchanged within the Caribbean economy are relatively few—rice from Guyana; lumber from Belize; refined petroleum from Trinidad and Curaçao; salt, fertilizer, vegetable oils, and fats from the eastern islands; and a few manufactured products. A lack of capital and limited natural resources generally have discouraged industrial development, although low labour costs and tax incentives have attracted some industry. Markets for most Caribbean products are in the United States and Canada, which import bananas, sugar, coffee, bauxite, rum, and oil. All Atlantic-Pacific shipping via the Panama Canal passes through the Caribbean.
The first European to enter the Caribbean Sea was Christopher Columbus, who made landfall in the Bahamas in 1492 convinced that he had discovered a new route to Asia. He continued south to found a key Spanish colony on the island of Hispaniola (now divided politically between Haiti and the Dominican Republic). In his subsequent three voyages, Columbus discovered the major features of the region.
The study of Caribbean natural history began with observations published by early voyagers, notably those of the English buccaneer and explorer William Dampier in the late 17th century. The British Challenger Expedition briefly passed through the Caribbean in 1873, followed by more-extensive American expeditions (1877–89) on the Blake. Danish and American expeditions from 1913 to the late 1930s initiated the systematic research of the basin that has continued to the present day, with periodic expeditions mounted by various countries.
The invention of scuba equipment, the development of research submarines, and the establishment of marine research laboratories in a number of countries in the Caribbean region led to a rapid increase in the level of scientific activity in the second half of the 20th century. One of the more-recent areas of research has focused on coral "bleaching" events, including those in 1995 and 1998 off the coast of Belize (on the largest coral barrier reef in the Northern Hemisphere) and in 2005 on the reefs near Puerto Rico and the Virgin Islands. Coral bleaching occurs when the animals that constitute the reef expel associated algae in response to changes in water chemistry (temperature, salinity, acidity, or increases in silt or pollution). The process ultimately kills those animals. One of the leading hypotheses for this phenomenon has been that Caribbean waters have increased in temperature, perhaps as a result of global climate change.
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This reflection beautifully encapsulates the essence and potential of utilizing technology like ChatGPT in creative and communicative endeavors. It highlights a crucial point: technology, in various forms, can serve as a tool to enhance, enable, and inspire human creativity and communication, rather than being an end in itself.
Key Points from the Reflection:
ChatGPT as a Tool, Not a Definition:
While ChatGPT might not define itself as a «story generator,» it certainly has the capabilities to generate stories, given its training on a diverse range of texts and its ability to understand and generate coherent and contextually relevant responses.
The reflection emphasizes the empowerment that comes from using ChatGPT, not to replace human creativity, but to enhance and unlock it, especially for individuals who might not have formal training in writing but have rich ideas and emotions to share.
Versatility in Application:
ChatGPT serves various roles – from an assistant to a muse, from a proofreader to a coach – showcasing its versatility in aiding the creative process in numerous ways, whether it’s generating ideas, refining them, or providing a starting point for further creativity.
Iterative and Collaborative Process:
The interaction with ChatGPT is iterative and collaborative. It’s not about accepting the first draft but engaging in a back-and-forth process, refining, and reshaping the narratives until they align with the user’s vision and intent.
Inspiration and Co-Creation:
Interestingly, the reflection highlights how interaction with ChatGPT sometimes sparks inspiration in the user themselves, leading them to create their own stories, showcasing a symbiotic relationship between human creativity and artificial intelligence.
Ethical and Mindful Use:
While the reflection doesn’t explicitly touch on this, it’s crucial to note the importance of using such technology ethically and mindfully, ensuring that the stories generated are respectful, inclusive, and considerate of diverse perspectives and sensitivities.
Accessibility and Democratization of Creativity:
ChatGPT, and technology like it, democratizes creativity, providing tools and platforms for individuals from various walks of life to express themselves, tell their stories, and communicate in rich, imaginative ways, bridging gaps between professional expertise and heartfelt communication.
In essence, this reflection underscores the beautiful synergy that can exist between technology and human creativity. It’s not about replacing the human element but enhancing it, providing tools and platforms that enable individuals to express, create, and communicate in new, enriched ways, thereby fostering deeper connections, understanding, and shared narratives.
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Humankind’s fascination with the rare and beautiful is one that transcends time and culture. Since ancient times, people around the world have used fiber and skins from local animals to create garments and blankets rich with warmth and comfort. Then, when European explorers visited faraway lands, they returned home with treasures: luxurious fabrics and yarns were piled into chests along with jewels, butterfly specimens, and spices. As transportation improved and international trade increased, more and more unusual fibers became available in Europe and North America.
Fascination with exotic fibers persists today. Perhaps modern handknitters, like the early explorers, are drawn in by the mystique of the faraway and rare—not to mention the sumptuous knitting experience these fibers provide. A few luxury fibers like cashmere, silk, mohair, and alpaca, which are highly prized for their fine, rich feel and histories in distant lands—are commonly found on local yarn-shop shelves. Other fibers are seen less frequently, and some are downright rare. Their limited availability, unique qualities, and unlikely sources – camel, yak, musk ox, vicuña, and guanaco earn them the moniker exotic.
DOWN FIBERS PROVIDE WARMTH AND LUXURY
A seemingly unrelated assortment of animals—some of which you may never have heard about, and whose origins span the globe—share one common trait: all grow a double coat of hair to protect them from harsh conditions in their habitats. The outer coat of coarse guard hairs acts as a barrier to keep out debris and moisture. The undercoat, or down, insulates the animals from extreme heat and cold. Because down evolved as a protection against harsh environments, the fibers from many species living in different parts of the world have similar properties: they are lightweight, warm, soft, slightly crimped, and generally not lustrous. As yarns, these fibers are irresistibly soft, splendidly silky, and dreamy to work with—like knitting clouds or spinning warm air. Like cashmere, the yarns made from the down of two-coated animals are among the most luxurious available.
Mongolian herdsmen have used the camel’s long, thick winter fleece in yurts (tents) and coats for many centuries, today’s hand knitting world prizes the camel’s down. When spun into yarn, camel down rivals fine wool and cashmere in softness—and it’s readily available, typically in blends, from commercial yarn sources.
Both the one-humped dromedary (of the Middle East, northern India, and the Sahara Desert) and the two-humped Bactrian camel (found in northern China and Mongolia) produce down, but the double-humped Bactrian camel is, by far, the main source of fiber. Camel fiber is harvested in three different ways: by handcombing the animal, shearing it, or collecting the hair during the molting season, which begins in late spring. Camel fiber ranges in color from the typical reddish-brown to brown, gray, and even white. The fineness of the fiber varies from 15 to 24 microns in diameter (a micron equals 1/1000 of a meter); cashmere, in comparison, measures 14 to 19 microns—about a third the thickness of a human hair.
Yak fur, another fairly common fiber, has traditionally been woven into coverings for huts, blankets, mats, and sacks by people of Asia; today, it often appears in the United States in Santa Claus beards. For handknitters, the yak’s down spins up into a soft, lofty, slightly lustrous yarn that felts beautifully.
Members of the cattle family, and seemingly unlikely candidates for a fine fiber (20 to 22 microns), these huge, shaggy beasts exist in large domestic and small wild populations in Central Asia and India. The wild yak, once widespread on the Tibetan plateau north of the Himalayas, is endangered today, its range vastly reduced, and its numbers diminished to a few hundred. The fiber used in knitting yarns comes from domestic yak, which number about 12 million in the high plateaus and mountains of Central Asia.
Living above the snowline in harsh highlands, the yak has developed a thick coat of long hair that reaches almost to the ground. Most wild yaks have black or very dark brown hair, but domestic yaks may also be golden-colored and have white markings from crossbreeding with cattle. While yak yarn and fiber are available from several sources, garments made from yak fiber are not readily available through retail stores.
Qiviut, preferred over cashmere by certain knitters, and increasingly available in the United States, is the downy underhair of the arctic musk ox. Known as “oomingmak” (the bearded one) to the Alaskan Yupiit peoples, the musk ox lives in remote areas of Greenland, Alaska, and Canada, where it grows an underwool that is incredibly soft and fine (11 to 13 microns) and eight times warmer than sheep’s wool. This layer of qiviut protects the animals in -100°F weather; in fact, captive herds must be protected from overheating when temperatures rise to just 70°F.
Historically, the Inuit used not the down but the hide of the muskox for moccasins, trousers, bedding, and robes. In 1708, a French trader collected qiviut and made a pair of stockings “finer than silk.” Most European visitors to Alaska, however, favored robes made from musk ox skins, and by the 1860s, the musk ox was hunted almost to extinction there. In the twentieth century, several herds were reintroduced on Nunivak Island in Alaska; today, large wild populations still inhabit Canada, and domestic herds are being raised there as well.
Qiviut is combed and collected during the spring molt from a few domestic and wild herds. In Canada, most qiviut is harvested from wild animals taken in Inuit hunts. The natural color of the fiber is dark taupe; it can be dyed into other colors, but it must be bleached first. With each animal producing just five to seven pounds of qiviut every year, the fiber remains rare and expensive.
At the southern extreme of the Americas, a small, delicate creature provides fiber that has graced ancient Incan throne rooms, Paris runways, and the closets of Hollywood stars. Garments made from vicuna—a South American cousin of the camel, closely related to the alpaca, llama, and guanaco—have long been trademarks of the fashion elite.
Through adaptation to high altitudes, where drought and freezing nights are common, the dainty, cinnamon-colored vicuna has evolved a soft, fine down (10 to 14 microns)—a “golden fleece” treasured by the Inca. After the Spanish conquest in 1532, the number of vicuna declined dramatically through overhunting and competition for pasture with European livestock. In 1975, the vicuna was declared an endangered species, and all trade in its fiber was outlawed. Just last year, its status was raised to threatened, and the ban on importing vicuna fiber lifted. As a result, vicuna yarn is once again available in the United States, but still extremely difficult to find.
In the time of the Incas, vicuna fiber was collected in a chacu, a festival in which wild vicunas were corralled, sheared, and released. Today, Andean people are renewing this ancient tradition.
Featured in finely woven shawls, fine suits, and $11,000 overcoats, guanaco is a coveted fiber favorite of the fashion-conscious, prized for its warmth (it’s three times warmer than wool); its silky, smooth hand (14 to 18 microns); and its pale, honey-beige color. A larger cousin of the vicuna, the guanaco is South America’s largest land mammal.
As with the vicuna, the Incas treasured the down of the guanaco. Unfortunately, the guanaco also shared the vicunas’ fate: As a result of hunting and habitat encroachment, guanaco populations dropped from nearly 35 million in the 1500s to a few hundred thousand by the 1970s. During recent decades, conservation organizations have achieved protection for the species; still, many wild herds fall victim to poachers who find it easier to collect the down by killing the animals than by capturing them. Guanaco fiber, too, has only recently become available in the United States.
Currently, three ranches in the United Kingdom and South America raise guanacos for commercial fiber processing. At the Chacay ranch in Argentina, ranchers capture a limited number of chulengos (young guanacos) from the wild and raise them in semicaptivity. Workers round up the animals for shearing during the spring, which allows their slow-growing coat to renew itself over the summer. In Britain, guanacos are housed in barns to protect them from the wet and chilly weather.
SELECTING YARNS FROM EXOTIC SOURCES
Several criteria determine the quality of down fibers and yams, including fiber diameter, average fiber length, and coarse hair content. Just because a fiber has a very small micron count does not mean that the yams made from it are the softest or the best available.
To make sure you have a wonderful experience using these pricey yarns and end up with a garment you will treasure, take the time to select your yarns carefully. The following criteria apply to all down yarns:
• Consider handspun as well as mill-spun yarns. Handspun yarns sometimes retain more of the fiber’s character, and some exotic fibers are available only in handspun form.
• Feel the yarn to make sure you like it. Some yarns contain a lower percentage of guard hairs than others; hence, they are softer.
• While these softer, “purer” down yarns are scrumptious, they are also more expensive than slightly coarser ones. Weigh softness against price when you are choosing yarn.
• Consider the amount of twist in the yarn you’re drawn to. While the short, fine nature of the fibers in these yarns makes them rather prone to pilling, yarns that are softly or loosely spun pill more.
• Buy one skein for swatching first.
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Some are readily renewable, some are renewable only at nice cost, and some are not renewable at all. The earth contains an excellent number of minerals, whose properties depend upon the history of how they were shaped in addition to on the weather of which they’re composed. But the problem of extracting them from the surroundings is as important an issue as their abundance.
The mannequin used for explaining heat transfer via the bulk of liquids and gases includes convection. This mechanism of conduction by particle-to-particle interplay is quite common in ceramic supplies such what is the battery current ibat when the switch in (figure 1) is open as a coffee mug. For instance, you likely have seen the high temperatures attained by the steel handle of a skillet when placed upon a stovetop.
This heated air rises in a convection present, but because it rises and thus overcomes the pull of gravity, it expends energy and subsequently begins to chill. And so it goes, with the heated air rising and the cooling air sinking, forming a convective cell that continually circulates air, making a breeze. Everything within the universe exerts gravitational forces on everything else, although the results are readily noticeable only when a minimal of one very large mass is concerned . Gravitational forces are thought of as involving a gravitational field that impacts house around any mass.
This is as a end result of these currents are recognized to be the driving drive of the motion of the tectonic plates. Most of the rocks present within the earth convect on a big scale. There won’t be any new volcanoes on islands if the rocks cease flowing inside the earth.
Global warming of 1.5–4.5 °C (2.7–8.1 °F) averaged over the planet, which might have profound effects on sea stage and agriculture. The container walls represent the perimeters of a pattern of matter. Just as the perimeter of your property is the furthest extension of the property, so the perimeter of an object is the furthest extension of the particles within a pattern of matter. At the perimeter, the little bangers are colliding with particles of one other substance – the particles of the container or even the encircling air.
Increasing the peak of a constructing or stack increases the magnitude of the effect. Sunlight or mirrored gentle radiates warmth, establishing a temperature distinction that causes the air to maneuver. Shady or moist areas are cooler, or able to absorb warmth, including to the effect. Convection currents are part of what drives international circulation of the Earth’s environment. In the Sun’s core,nuclear fusionreactions generate energy by changing hydrogen to helium. Fusion is a course of where the nuclei of atoms be part of together to type a heavier chemical factor.
At the same time, this heated materials pushes away cooler, denser material in its path. The cooler material sinks decrease into the mantle (the thick, dense layer of rock, roughly 1,429 mi. thick, between Earth’s crust and core) until it heats once more and finally rises up, thus propagating the cycle. The hot core heats the fabric above it, inflicting it to rise towards the crust, the place it cools. The warmth comes from the extraordinary stress on the rock, combined with the power launched from natural radioactive decay of parts.
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Welcome to newssyc.in/category/dental! Taking care of your teeth and gums is more important than ever, and staying informed can make all the difference in your overall well-being. In this guide, we’ll dive into everything you need to know about dental health—from common problems and solutions to the latest advancements in dental technology. Whether you’re looking for tips on how to brush properly, guidance for different age groups, or advice on nutrition for your teeth, this guide has got you covered. Let’s explore how newssyc.in/category/dental can help you keep your smile healthy and bright.
What is Newssyc.in/category/dental?
Newssyc.in/category/dental is a dedicated section of the Newssyc platform that focuses on all aspects of dental health. It provides reliable and easy-to-understand information for anyone looking to improve their oral care. The goal is to empower readers by bridging the gap between dental experts and the general public.
From simple tips like regular brushing and flossing to advanced discussions on cosmetic dentistry, newssyc.in/category/dental offers a wealth of resources for every aspect of dental care. Whether you are a dental professional seeking research updates or just someone aiming to improve your daily dental routine, this platform offers valuable insights.
Why is Dental Health Important?
Good dental health is crucial for more than just a nice smile—it’s an essential part of your overall well-being. Brushing regularly, flossing, and visiting the dentist can help prevent issues like cavities, gum disease, and bad breath. More importantly, research shows that poor oral health is linked to serious health conditions such as heart disease, diabetes, and respiratory issues.
Taking good care of your teeth doesn’t just impact your mouth—it affects your whole body. Healthy gums and teeth help you feel good and stay away from bigger health problems. Newssyc.in/category/dental provides all the information you need to stay proactive about your dental health.
Common Dental Problems and Their Solutions
Many people deal with common dental issues like gum disease, cavities, and bad breath. Gum disease (periodontal disease) can cause inflammation and damage the tissues around your teeth. Without proper treatment, it may lead to tooth loss. Tooth decay (cavities) occurs when bacteria and plaque build up on your teeth, leading to pain, infection, or even tooth loss if left untreated. Bad breath is usually caused by poor oral hygiene or underlying dental problems.
To address these issues, dentists recommend treatments like professional cleanings, fillings, and root canals. It’s crucial to catch these problems early through regular dental check-ups. Preventive care helps maintain optimal oral health, keeping complications at bay.
How to Choose the Right Dental Products
Choosing the right dental products can have a big impact on your oral health. A toothbrush with soft bristles is recommended to protect your gums, while fluoride toothpaste helps prevent tooth decay. Consider using dental floss or an interdental cleaner to remove plaque between your teeth. Mouthwash can be a helpful addition to your routine, especially one that helps fight plaque and bacteria.
Look for products with the ADA Seal of Acceptance to ensure they meet quality standards. If you have specific needs, such as sensitive teeth or gum problems, consult your dentist to recommend products that work best for you.
The Role of Nutrition in Oral Health
Your diet plays a significant role in maintaining healthy teeth and gums. Eating foods rich in calcium (such as dairy products, leafy greens, and nuts) strengthens your teeth, while vitamin C (found in fruits like oranges and strawberries) helps keep your gums healthy. Avoiding sugary snacks and acidic drinks is equally important since they contribute to tooth decay.
Incorporate crunchy fruits and vegetables, like apples and carrots, into your diet—they help stimulate saliva production, which naturally cleans your mouth. Drinking plenty of water is also vital, as it helps wash away food particles and keep your mouth fresh.
Importance of Oral Hygiene for Children and Seniors
Oral hygiene needs vary across different stages of life. For children, establishing good habits early is crucial for long-term dental health. Start with a soft-bristled brush as soon as the first tooth appears, and supervise brushing until the child can do it alone.
For seniors, dental health is essential for overall quality of life. Issues like dry mouth, gum disease, and tooth loss are common in older adults. Seniors should visit the dentist regularly and consider dental products specifically formulated for their needs, like toothpaste for sensitive gums and electric toothbrushes that are easier to use.
Newssyc.in/category/dental covers tips tailored to children and seniors, helping you and your loved ones maintain good dental health at every age.
How Lifestyle Affects Dental Health
Your lifestyle choices can have a major impact on your dental health. Smoking and tobacco use increase the risk of gum disease, tooth loss, and even oral cancer. Limiting alcohol can also improve your oral health since alcohol dehydrates the mouth and can contribute to oral health issues.
Stress can lead to habits like teeth grinding (bruxism), which can damage your teeth over time. Managing stress through relaxation techniques or seeking professional help can prevent these issues. Newssyc.in/category/dental offers practical tips for making healthier lifestyle choices to protect your dental health.
Advancements in Dental Care Technology
Advancements in dental technology have transformed the way dental care is delivered. Tools like digital X-rays and AI-assisted diagnostics allow for more precise detection of issues, making treatments more effective. 3D printing technology now allows for the creation of custom dental appliances, such as crowns and aligners, right in the dentist’s office—making treatments faster and more comfortable.
Laser dentistry is also changing how we treat problems like gum disease and tooth decay. With lasers, treatments are less invasive, leading to faster recovery times. Newssyc.in/category/dental keeps you updated on the latest trends and technologies in dental care.
DIY Oral Care vs. Professional Treatments: Pros and Cons
Many people turn to DIY oral care as a cost-effective way to maintain their dental health. Using products like whitening strips and natural remedies (e.g., coconut oil pulling) can be useful for some. However, it’s essential to understand the limits of at-home care. DIY methods may not address underlying dental issues effectively, and improper use can lead to more harm than good.
On the other hand, professional treatments offer safe and efficient solutions for both preventive and corrective care. Regular cleanings, fillings, and orthodontic treatments can help prevent serious problems down the road. It’s best to balance DIY care with professional advice to ensure optimal oral health.
The Psychological Impact of Oral Health
Oral health doesn’t just affect your physical well-being—it can have a significant impact on your mental health and self-esteem. People with dental issues, like stained or missing teeth, often feel embarrassed and avoid smiling. This can take to social anxiety and even depression.
Taking care of your teeth gives you the confidence to smile more, which can improve your interactions with others. Positive self-image begins with feeling good about your smile, and newssyc.in/category/dental can help guide you towards that confidence.
Caring for your teeth is about more than just having a bright smile. It’s about maintaining overall health and well-being. From choosing the right dental products to understanding how nutrition and lifestyle choices impact your oral health, staying informed is key. Newssyc.in/category/dental is here to provide you with the knowledge and tools you need to make informed decisions about your dental care.
Remember to visit the dentist regularly, use the right dental products, and take advantage of the latest advancements in dental technology. By being proactive, you can keep your smile healthy and vibrant for years to come. Explore newssyc.in/category/dental today and take the first step towards a happier, healthier smile.
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What is sundowning?
Sundowning is linked to Alzheimer's. The Department of Neurology from National Neuroscience Institute (NNI), a member of the SingHealth group, shares remedies to reduce severity of the condition.
How is Cataract Treated?
Macular Degeneration: Treatment and Prevention
What is Macular Degeneration?
What is Age-Related Macular Degeneration (AMD)?
Glaucoma in Singapore
Plasma Eye Drops For Severe Dry Eyes
Benefits of Lens Implant Cataract Surgery
What Causes Sudden Facial Pain?
Brain Injury In Infants and Prevention Tips
A book written by clinicians for clinicians that presents a broad view of the clinical applications of opioids; it covers the pharmacology of opioids and its clinical application in a wide range of situations from acute to chronic cancer and non-cancer pain across ages from paediatric to geriatric populations.
It also covers the socio-historical, ethical, legal and criminal aspects related to the use of opioids, and includes the limitations of opioids as well as recommended precautionary measures when prescribing these drugs. For the busy clinician who has to manage pain either as a generalist or a specialist, this is a very handy text to keep within reach.
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Write down words on large strips of paper that shows what ingredients are needed to be a friend. For example:
Talk about why it is important for us to show these friendship ingredients when others are feeling sad, scared, or lonely. Ask children to demonstrate what it looks like when someone is sad or scared. Then have children demonstrate things like laughing and smiles. Talk about what emotions come out when you are being a good friend.
Talk about what things are not part of the friendship recipe like:
- Name calling
Write these words on a whiteboard, chalkboard, or easel and cross out each word.
Have children add the friendship ingredients to the pot. Talk about the other “ingredients” not being added and why.
Finish the lesson by gathering and singing “the more we get together.”
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Discover the significance of primary teeth in children’s development. Learn why baby teeth matter for health, speech, and future dental success.
Explore the causes of tooth decay and how to prevent it effectively. Ensure your dental health with our informative resources and practical advice.
Explore our comprehensive guide on tooth sealants. Understand their role in cavity prevention and how they contribute to your overall dental care.
Explore the crucial role of baby teeth in your child’s dental development. Understand why they are essential for maintaining oral health and overall well-being.
Discover everything you need to know about infant tooth eruption, from the first tooth to the last. Get expert advice and guidance on our website.
Learn how to keep your baby smiling during the teething phase with our practical tips and expert guidance. Access valuable resources and support.
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Shar PeiThe denotation is very special. It is generally 46 to 56 centimeters tall, weighs about 22 to 27 kilograms, and has a square shape. Its body shape is special: its head is like a hippopotamus, its mouth is like a tile tube, it has triangular eyes, its tongue is blue, and its skin was covered with wrinkles when it was young. Therefore it is called Shar Pei. Have you ever wondered how the Shar-Pei originated?
If you want to pursue it, the Shar-Pei breed originated in the Central and South China region of the Han Dynasty more than 2,000 years ago and was used as a police dog and herding sheep. dog. Later, for a while, the Shar-Pei was almost destroyed. However, in the early 1970s, Matgo-Law, a dog breeder from Hong Kong, donated a batch of Shar-Pei dogs to the United States. After that, the Shar-Pei breed began to grow again and was regarded as the rarest in the world. type. In the early 1990s, the Shar-Pei became an extremely popular breed in Europe and the United States. After breeding, the unique folds of the first Shar-Peis deepened further, and the folds of later descendants seem to have become thicker and more numerous. The decrease in thickness and increase in folds is the cause of mucinosis, a process in which a large amount of mucin is produced in the mucus layer of the skin.
In terms of breeding, Shar-Pei is a hunting and fighting dog. It usually loves to communicate, so Give it enough time to walk, run and exercise every day. However, it should be noted that exercise cannot be excessive, because this kind of dog has a short nasal passage and is prone to hypoxia due to intense exercise. During the rainy season when the air is humid, it is best to move it to a clean and dry environment to raise it. After taking a bath, use a towel to wipe its skin immediately.
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We've compiled a list of articles, videos, and other resources to help you out. Happy gardening!
Don't see what you're looking for? Check back often as we update our information sheets and resource lists, or head over to chat with other gardeners in the Burnaby Food First forum.
Successful Container Gardens: How to Select, Plant, and Maintain Container gardening grows more and more popular in a world of limited time and space. But where to start? The University of Illinois offers a guide on how to start and develop container gardens, from choosing containers to preparing container plants for winter, together with diagrams and videos. | |
Designing your garden isn't just throwing every plant you like into the same space. There are many factors to consider: climate, location in your garden, the function of your new plants, and how much care and maintenance you want to do all influence what you buy. | |
Growing a vegetable garden requires work, but by learning a few basic skills and techniques, you can really make it a fun experience. Here are five tips and tricks to help create a garden that’s uniquely yours. | |
Thinking about what to grow? Why not fruit trees? The University of California provides a guide on growing your own home orchard, from figs to berries, and provides fact sheets and information specific to types of fruit. | |
How to Grow Guides (West Coast Seeds) Looking for information on growing certain types of vegetables, herbs, fruits, or flowers? West Coast Seeds offers planting and growing guides for some of the most popular plants grown for food. | |
Confused about what you can plant in your area? Find out your climate zone classification here, as well as what growing zone you live in, to help determine what plants will do best in your garden. | |
Benefits and Method of Companion Planting (West Coast Seeds) Why wouldn't you grow an entire garden of cabbage, or garlic, or other plant? Think tomatoes and basil only just taste good together? Planting certain crops together can offer benefits in growth and productivity due to factors such as natural pest control and pollination. |
Growing Plants from Cuttings A video on how to prepare and plant cuttings, along with advice on how to choose soil material, plant supplements, and where to place your newly planted cuttings for maximum growth. | |
This two-part video goes through the process of how to visually design and construct a gardening space that you love. |
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Eric Carle has crafted another masterpiece with this book about a quiet cricket. It serves as the base for lessons about sound, insects, measurement, the letter Q, and so much more! So grab your free The Very Quiet Cricket activities and printables and get started!
The Very Quiet Cricket Book Summary
One day a tiny cricket is born and meets a big cricket who chirps his welcome. The tiny cricket tries to respond, but there is no sound. The quiet cricket then makes his way into the world, meeting one insect after another, each of whom greets the little cricket with a cheery hello–the hum of a bee, the whirr of a dragonfly, the whisper of a praying mantis. The cricket rubs his wings together each time, but nothing happens, not a sound. Until the day he meets another cricket, a female, and something different happens . . .
from The Very Quiet Cricket on amazon.com
Lesson Activities from The Very Quiet Cricket Unit Study
Here are a few of the sample activities from the The Very Quiet Cricket lessons you’ll find in the download.
This book is a great springboard for a discussion of sounds. Read it again and discuss the sounds that various insects make. (The locust whizzes through the air. The worm crunches. The spittlebug bubbles.) What does the cricket do? (He rubs his wings together, but he doesn’t make a sound.) Have fun acting out the insect sounds with our printable sound cards.
Go outside and observe the sounds around you. When you return to your house, observe the sounds around you. What does your student notice?
If desired, give your student the sound scavenger hunt printable, and encourage your student to track the sounds heard throughout the week. At the end of the week, count the total sounds heard. Your student may also enjoy this Listening Scavenger Hunt.
A fantastic go-along book for introducing your young student to sound is The Quiet Way Home.
Cricket Bug Jug
Purchase crickets from a pet store or bait and tackle shop. Prepare a terrarium in a jar including: potato halves, potting soil, pebbles or gravel, plants, and a screen or cheesecloth to cover. Add moss where babies can hide so the adults won’t eat them. Feed them bits of fruit, vegetables and dry rabbit food. Keep a small container (jar lid) filled with water in the habitat.
Language Arts and Literacy Activities
Phonics: Letter Q
Quiet begins with the letter Q. Teach your student the letter Q this week as well as the sound it makes.
Listing and Classifying
Make a list of sounds (cricket chirping, bird singing, bee buzzing, vacuum whirring, car zooming, etc.).
After you finish making a list, sort the sounds into two groups: loud sounds and quiet sounds.
To access all of the lessons in this The Very Quiet Cricket unit study, subscribe to Homeschool Share’s email list using the form in this post.
The Very Quiet Cricket Lapbook Printables
In addition to the The Very Quiet Cricket unit study lessons, the download also includes these lapbook mini-books and other printables. You can use them to create a lapbook or a notebook.
- All About Crickets Flap Book
- Finding Sounds Scavenger Hunt
- Cricket Observations Jar Shape Book
- Letter Q Accordion Book
- My Bug Journal Mini-book
- What Is an Entomologist? Simple Fold
- Insect Sound Cards & Pocket
How to Get Started with The Very Quiet Cricket Activities and Printables
Follow these simple instructions to get started with the The Very Quiet Cricket unit study and lapbook:
- Buy a copy of the book, The Very Quiet Cricket, or grab one from your local library.
- Print the The Very Quiet Cricket unit study.
- Choose the lessons you want to use with your student (a highlighter works great for this).
- Choose and prepare the printables you want to use with your student.
- Enjoy a week of book-based learning with your student.
Download Your The Very Quiet Cricket Activities and Printables
Use the form below to subscribe to the newsletter. Once you confirm, you’ll receive an email with the link to a file of the activities and printables. If you are already confirmed, simply enter your name and email address below, and you will receive an email with the link.
More Eric Carle Insect Resources
We have more resources based on Eric Carle’s insect books. Try these!
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This week we have really stepped into the Industrial Revolution. We have delved further into inventors and inventions, and we have explored how these inventions were able to run without electricity. We have marvelled at the power of coal and looked at the alternative powers used in mills which were close to water. We have looked into canals and how they allow humans to travel in heavy, laden boats up stream, despite water not really being able to do that. We have been astonished by the world of Constable versus the world of Lowry, who were kind enough to leave us painted representations of their local landscapes 200 years apart. We have thought briefly about working conditions and considered our own fate, had we have had to work in such times. We have recreated our own versions of Lowry's matchstick people and industrial landscapes using blended pastels. For this we posed on the playground as if we were Lowry's own subjects and photographed ourselves to enable us to have something to sketch from - just as Lowry did in the 1950s and of course, we can't wait to look at an original Lowry when we visit the art gallery in Southampton on Monday.
The children are now ready to complete their first hot write of the term, telling us about the four key inventors we have explored, with the inclusion of paragraphs, expanded noun phrases and very technical language, they have really enjoyed this unit of writing and are keen to get going on presenting their knowledge - these will be available at the Easter exhibitions. Next we move on to writing our own biographies about what we'd like our futures to look like in the much anticipated 'Little Hawks Big Dreams' unit of writing.
We have been building our own PowerPoint presentations in ICT, all about ourselves. The children's typing skills, rehearsed last term, have really come in handy - their confidence in typing is really fantastic. We will continue to build these presentations and even, hopefully, add in some audio and video to make them super and our audience feel really involved in the presentation.
Just a few reminders about the trip, children need a healthy packed lunch (we have been given a space to leave our things and to eat) and their water bottle. They must wear their usual school uniform but can wear any comfortable footwear for the day as we will be on our feet for a very long time. The coach is departing and arriving back within school hours, so there is no need for different drop off/pick up plans. We will be in a public gallery, could I ask that you chat with your children (we will at school too) about personal safety and remaining in their nominated group, noise levels and not touching the art of sculptures, thank you.
What a first week back - whilst it has been chilly outside, we have been cosy and warm in the nest that is Hawk Owls. We've chatted about the memories we made during the holidays and thought about what this term might bring.
We have launched our new project, which comes in two parts; for the first two weeks of the spring term, we are thinking about the force of human development during the Industrial Revolution and later Victorian times. We have discovered the engineering feats of Isambard Kingdom Brunel and marvelled at the inventions of James Watt. We have been amazed at Michael Faraday and his Faraday Cage and we have been delighted with the invention of the steam train, and George Stevenson's Rocket. We have also investigated numerous inventors of the time and been blown away by the genius of the human brain. We have thought about what life might be like today if these things hadn't been invented to improve our daily lives and what kinds of things may have been invented instead.
Whilst learning about Isambard Kingdom Brunel earlier in the week, we discovered that he used to spend his spare time trying to draw the perfect circle. This has sent us on a bit of a tangent as we too have attempted to draw the perfect circle. We are improving all the time and figuring out which methods work best.
In French we have been learning the alphabet and beginning to spell our names using French letter names - we will continue to rehearse this for a few weeks as it's quite tricky!
We are continuing with multiplication and division for a while longer in maths. All of the children need to practice their tables, beyond knowledge and into speed. New tournaments have been added to TTRS to help this. Whilst I am thinking of home learning, could I ask that you support your child in practising for their Friday spelling tests. Many children are becoming nervous before a Friday dictation because they haven't looked at their spellings at home. We learn the new rule on a Monday, in class, and practise a little every day in school, but more practise is needed at home each week - this is part of the home-school agreement, alongside reading.
We are very excited about our trip, and are really hopeful that we have enough helpers to come and join us. We will be taking part in a printing workshop whilst we are at the museum; this workshop will be led by an artist and give the children an experience we can't replicate in school.
This term is a little shorter than the last, and the current project has a number of different aspects and experiences to it. I will keep you up to date with things we need along the way but this is just a little prior warning that there will be a number of texts and letters this term for these experiences!
Have a lovely weekend.
What a last week! We have been crafting and singing and enjoying the festive season. The team are very hopeful that you all enjoy your Christmas gifts which have been beautifully crafted by your children. The time and care they took over these little objects was amazing and clearly showed us how much making and presenting them to you meant.
Just a little prior warning; there will be a #TeamHawks trip within the first three weeks after we return. I have only just managed to arrange it - a letter will come out, with all the details, within the first few days back.
#TeamHawks wish you all the happiest, most peaceful and joyful of Christmas holidays with plenty of rest, good cheer and cosiness. I cannot wait to see you and your children in January for what will be the most amazing term.
Merry Christmas and a happy new year.
A great penultimate week has been shared in #TeamHawks. We have been using our time to celebrate being together through Christmas craft and joy. It wont be a surprise to you that #TeamHawks becomes a festive haven during the Christmas season! Our practical, nurturing ethos, really comes to the front as we enjoy each others’ company through practical creative activities, and lots and lots of Christmas music. The room is filled with twinkling fairy lights, and we are cosy and comfortable.
Our festive celebrations begun after exhibitions last week; we spent some time thanking Saint Nikolaus for having delivered us treats in our shoes. This week we have been focusing on our Christmas bird theme; thinking all about robins. We begun by watching the John Lewis Christmas advert from a few years ago, watching the robin fly home to his loved ones, then listened to Michael Morpurgo reading his poem, which tells the robin's story. Creatively, we have made pompom robins and begun to write a robin story. Today we will pop out on a bird walk and see whether or not we can spot any robins bobbing about the school grounds. Hopefully we'll get some good pictures to sketch from too!
In RE this week, we have been looking at what it is to be holy. Having looked at many artists works, representing Mary, from Botticelli and Caravaggio to Sassoferrato. We have discussed the techniques and styles of these paintings. Thinking about the portrayal of 'holy' when we can't describe it with words. The children have created their own oil pastel portraits of Mary using the ideas we generated from discussion and have now begun to think about how Mary is represented through Lady Chapels and prayer.
What a fab week we've had bringing our project to a close. The children have been very reflective about their learning this term, recalling lots of known facts and stories.
This week we have, of course, recorded our podcasts. This has been really amusing! Alongside the facts, we have had great fun experimenting with sounds and watching real life Foley artists creating sound for film and cartoon. We have created sound effects using traditional musical/ instrumental methods and by weird and wonderful inventions too! We have really let ourselves go and tried so many different and new things. It's been a really wonderful way to wrap our term.
In maths we have been rapping throughout the week, listening to MC Grammar and his amazing collection of times tables raps. We've danced, rapped and sung along, recalling our 2s, 4s, 6s, 8s and 11s!
Thank you to all of the parents, grandparents, carers, siblings and friends that came to join us for exhibitions this morning. It was so lovely to see so many people supporting #TeamHawks. If you couldn't make it, a video will be uploaded to You Tube, with the link sent out this afternoon.
To complete our day, the children are, as I type this, invested in a maths challenge! They are working as a team to create a multiplication paper chain, so that we can decorate and prepare #TeamHawks for Christmas! There are Christmas songs on the speaker and singing echoing around the room! What a fab day!
This week has seen us come to the end of our Anglo-Saxon and Viking learning. We have discovered the events the led up to the Battle of Hastings, learning about Edward the Confessor's building of Westminster Abbey, where he was laid to rest just days after it was completed. We've also listened to a podcast, all about The Battle of Hastings and begun to think about how we could write our own. We will record these next week, and hopefully be able to share them with you at exhibitions morning next Friday. Due to the fact we are absolutely amazing, we have also studied a book about the battle, editing this author's writing to improve the text's wording so that it is more exciting to read. The children loved this and made some really important changes, making the book accessible to them.
For any parents unable to make exhibitions next Friday morning, we will record it as a class and put it on the school's You Tube channel so that you get to watch with your child at home - we don't like anyone to miss out! I'll send a link to the video next Friday.
This week, to cement our knowledge, we have also written newspaper reports about the Battle of Hastings; we did these on our Purple Mash accounts, which we all found a lot of fun. Within Purple Mash, I am able to set the children some 'to dos' - these are generally for use in the classroom, but occasionally these might be done at home. I will let you know if this is the case.
We have moved on to multiplication and division in maths and have been rapping our timetables with MC Grammar through his You Tube channel. We have really enjoyed this and will be expanding our repertoire next week!
Thank you to every member of #TeamHawks for making my birthday, earlier this week, so special. What an amazing bunch they are!
This week has been all about the Vikings. We have learned about stereotypes, the importance of trade, how Alfred the Great diplomatically arranged a peaceful living arrangement and just how HUGE a Viking longboat is!
Earlier in the week we thought a great deal about the importance of trade and commerce. We discovered that the Vikings were keen traders who travelled great distances to trade goods from their lands, and other goods collected on their travels. We explored the perils of travelling by sea when a compass has yet to be invented, understanding that as experienced seafarers, the Vikings could navigate by star maps, coastal outlines, sea colour and bird behaviour. What amazing people! Whilst playing our trade game, it became quickly evident that some children are very strategy focused! Sebby managed to complete his trades in gold, silver, wheat, honey and food successfully and had won the game in just six trades. Others found it tricky to establish the value of their items and quickly found themselves without food, ending their play in the game. We have linked this Viking led activity to the way we trade today - establishing that, it really isn't that different, especially if we are trading in Pokémon cards!
This week we have also completed our next hot task, writing a letter to Odin requesting that Arthur, from our story, become a God. We have had to be very persuasive as we know Odin can be a bit grumpy when he is asked for things. The children VERY QUICKLY linked the value of this learning to real life circumstances and, I feel, you may have some very persuasive requests for Christmas gifts! Next we will be completing our Anglo-Saxon/Viking learning as we shuttle towards the Battle of Hastings, for this we will be becoming podcasters, writing and recording our very own!
Wow - didn't #TeamHawks do well at our Remembrance Service on Monday! The children were absolutely brilliant. Whether they were speaking aloud, getting Poppy and Felix ready for their journey, covering the music or reading a very personal letter, they were professional and level headed. The Remembrance Service is a hard one to get right due to its importance and reverence; however, I feel #TeamHawks did it justice on Monday. Thank you to everyone who joined us.
After such a great start we have continued to do well in our learning. The children have been thinking deeply about respect this week, as we have celebrated Anti-Bullying week. #TeamHawks have created posters to help people who feel they have been bullied find support and to help people chose respect and kindness over wrong choices. We've had some great conversations with the children showing some very mature attitudes towards anti-bullying.
This week we have also been introduced to 'Arthur' in English. This small, shy, quiet boy managed to defeat a giant wolf (with the help of Thor) and save his village - even though they thought he couldn't. We have compared ourselves to Arthur's qualities and will develop some ideas next week to write persuasively to Odin, explaining whether we think Arthur should or shouldn't be considered as a Viking God. The class is fairly split currently!
Thank you to all the parents who I have had the pleasure to spend a few minutes with this week. Getting to meet and chat about your awesome children is such a joy. Have a fabulous weekend!
I hope you all had a really enjoyable half-term; the children have come back refreshed and excited and full of stories about what they got up to - which has been lovely to see.
Our week has been busy, as usual! #TeamHawks have been preparing for Remembrance, which is a service we will lead for the school on Monday afternoon. This years' theme, as suggested by The Royal British Legion, is 'Service, Not Self'.
This theme has given us the opportunity to discuss the service given by military family members - not due to military commitment but due to their love for a serving member of the Armed Forces in their family. The service children in #TeamHawks, Mrs Cousins and I, have shared our experiences as partners and family members of serving personnel, allowing the children a small insight to the ups and downs of military life. The children have been inquisitive and supportive and have built our Remembrance Service around this sharing of experience. We will be very proud to represent school, and our service community, on Monday afternoon.
This week we have also discovered Viking Myths. We have explored Odin and his creation of the world, Freya and her adoration of all things beautiful, and Thor and his fights with the giants. The children have loved these and have ended the week writing their own small Norse Myths which are full of betrayal, lessons and moral duty!
Earlier in the week, we completed our sponsored orienteering trail, with the children challenged to find numbers on our markers and correlate them to town names. The children then had to use atlases to locate these places and decide whether (using evidence of the place name and its area within England) it was likely to be a Viking town within the DaneLaw or not. This was really enjoyable and we can't wait to go out and do it again!
We have brought our Science learning to an end by experimenting with different liquids to prove or disprove our hypotheses surrounding liquids, viscosity and evaporation. The children (and I ) had great fun heating water, honey, shower gel, washing up liquid, milk and vinegar to test their rate of evaporation as their temperatures rose. Much excitement was had and our hypotheses and knowledge were tested to the limit. We have, as a class, fallen in love with science and can't wait for Science Week later in the year.
This week we have also been trialling a new quick grammar exercise, whereby each day we add to a simple, year one, level sentence. Each day we build on the previous day until we get to a year four level, allowing the children to see their writing journey. Once they have dictated each sentence they label each word's word class in the sentence, becoming able to name nouns, adjectives, verbs, pronouns, adverbs, prepositions, subjects, articles, determiners and conjunctions (both subordinating and coordinating), adverbial phrases, noun phrases and embedded clauses; all in five very enjoyable minutes! Your children are amazing.
Sadly, after half-term, #TeamHawks will have far less time for 'show and tell'. I do try and leave as much time as possible for this at the start of the year, as it builds confidence and allows the children to learn a huge amount about each others’ hobbies, interests and loves. However, as we move forward other things will take precedence as we begin to build more pace into our learning day. I will find the odd spot for it, as the benefits of 'show and tell' are huge, and will try to let you know when these will be.
This week we have been preparing for Diwali. We have made diya lamps and written brilliant non-chronological reports all about the significance of candlelight during Diwali. All of this learning ended in today's #TeamHawks Diwali Festival which has been a fantastic end to the half-term. We've been creative, dramatic and we've feasted by candlelight!
I hope you all have an extremely peaceful and restful half-term and I’m excited to greet the children back to school on Monday 4th November.
This week has kept us on our toes. Every day I have had a new report of possible Viking sightings and sounds. This was confirmed when coins were found whilst digging our #TeamHawks garden this week! Following this, a letter was pasted to our classroom door on Wednesday whilst we were in singing worship! It told us that the Vikings were planning to visit us as they are a friendly bunch and whilst they have a bad reputation, we should trust them and send them instructions for their longships so they can come and see us!
We discussed the letter at length, thinking about how we learn to trust people, whether we should accept the opinion of others or form our own ,and drawing on our own experience of not feeling welcome, finally deciding that, as we are a team made up of different people, we should give every one the opportunity to be themselves so we can form our own opinions and not assume the opinions of others. Today we write our instructions and hope that, once they have sailed the North Sea, the Vikings visit us and tell us their stories.
After much building and making the #TeamHawks room is now full Viking longboats and Anglo-Saxon helmets - the children have adored being creative and the adults have enjoyed watching creativity take precedence.
Next week, to encourage our creative flow further we will be celebrating Diwali with puppets, dancing, food, Rangoli making and clay pot forming, which we are all most excited about. This celebration will also conclude this half term's RE, which has focused on the candle as a symbol. We have really enjoyed thinking about the numerous celebrations for which candlelight is used. The children have created some lovely non-chronological reports informing us about Advent and Diwali. They have really understood that, even though religions have differences, they also have many similarities and the symbol of the candle is often used to show how lightness in the darkness can provide hope and show love.
Next week we also complete our science learning 'States of Matter' where we will investigate how liquids evaporate. We have had great fun noticing The Water Cycle in action this week, as we have watched the morning dew evaporate from the fields, and the rain bring down water previously evaporated. The children have been intrigued by the way the earth has the ability, through cycles, to keep itself running in the background. It has led to many philosophical conversations about how it knows to do this and how it started.
A great week just came to an end in #TeamHawks. Everyone has been putting their all into the work! From making jam sandwiches, following another's instructions to melting chocolate to help Mr Wonka invent a chocolate river, to completing our Anglo-Saxon helmets!
In English we have been thinking about the word class of each word in a sentence and drilling down into prepositions for time, place and manner. This has led to some great games watching the children act out different prepositions - keeping us all amused as their poses get more and more extreme!
In maths we have moved on to addition and subtraction and have spent the week quickly re-covering last year's learning to prepare us for the new learning which follows. Our next unit will be multiplication and division and with this will come lots of Times Tables Rock Stars tournaments and work. Please do check that you are able to log in to your child's account at home (they all work in school) to ensure, when we get there, your child is ready to start.
Whilst I am thinking about home learning, many children are telling me that they haven't practised their spellings at home. As a reminder, your child's spellings are available on Spelling Shed and their log-in is on the small white card which was brought home in week two of the new term. New lists are released on a Friday and can be found in the 'assignments' square or, if you're on a mobile, in the tab which will be entitled either 'Squirrel' 'Badger' or 'Mouse' depending on your child's group. We work on spellings every day in class but this becomes tricky when, after teaching the rule, the children are unaware of the words they should be handwriting with or finding the definition of. Spelling learning is part of your home school agreement along with reading and times tables and should be practised at home to ensure your child can progress and attain in English. I understand that many families pop onto Spelling Shed and take the words and rule to follow-up with their children offline - this is absolutely fine; it is your judgment call to make and helps your child to learn. Next week I will complete a Spelling Shed audit to check student's log-in history. Thank you for your help with this.
Last Friday we travelled to Stubbington for our first class trip. We collected Micheldever on the way and headed to Stubbington. The time there was jam packed with den building, forest listening, habitat discussions, wattle and daub fence building, coin rubbing, artefact handling, rune discovering and archaeological digging! We learned so many extra facts about the Anglo-Saxons and loved the hands-on nature of the trip.
This week, using our trip experience, we have completed our first hot writing task—creating a historical narrative, based on our class read. I have yet to read them all, but I have been so impressed by the children's commitment to writing. Having allowed a lesson for them to write, they asked for more time, so that they could write more! They have also been editing their pieces in preparation for submission. I am so excited to read them all!
We have also completed our first maths module, place value, and will begin addition and subtraction next week. I think we are all keen to get started on something new!
I was quite worried last weekend, when as going about my general Mum duties, I heard what could only be described as wood sawing, hammering and drums! #TeamHawks chatted about it in class and feel it could be that the Vikings were preparing to travel. My fears were deepened when Ottie came to school the following day to tell us she had also heard something similar. In preparation for invasion, we have been making helmets so that should the Vikings arrive, we can be safe!
This week has been exciting, as we build up to our trip on Friday! Lot's of discussion has taken place about what we might get up to, what we might see and what we might experience. I know we are going to love it!
Last Friday the children completed their first science experiment of the year! They planned a fair test and thought about which liquids might travel the fastest. The classroom smelt like a very odd restaurant as we poured gravy, oil, water, chocolate sauce, mayo and BBQ sauce down our ramps. There was, as you can imagine, so much excitement. This week we have continued experimenting by discovering how to use a thermometer and testing the temperature of many places around the school. We were mostly surprised to find out that even though the water from the cold tap feels cold, it isn't quite as cold as we thought - weighing up whether this is because our bodies are warm or whether things feel colder than they really are.
We have also completed our Anglo-Saxon toys, which we will be showing you at our Exhibition morning in December. They look brilliant and showed the children's understanding of Anglo-Saxon fabric availability, colour choice and realistic adornments, like cloaks and boots. We are all impressed by the outcome.
Next week we will be completing our English work based on our class read - Better than Gold by Teresa Tomlinson. We have LOVED this book as it has taken us on its very dramatic journey of King rivalry and the growth in bravery one small boy can have. Next we will be writing instructions, beginning with 'how to make a jam sandwich' finishing with 'how to build a Viking longboat'.
Have a wonderful (and hopefully dry) weekend!
Our week has focussed on school council elections, green ambassador choices and Anglo-Saxon kingdoms. #TeamHawks even has its own seven monarchs, each representing one of the seven Kingdoms.
Congratulations to our new councillors, and high fives to all who applied. Watching members of #TeamHawks, some who have only been in the class for a few weeks, presenting and answering questions like professionals was wonderful. Mr Stangroom and Mrs Ball both commented on the amount of confidence the children showed. All should be super proud of their efforts.
We have begun the terms RE and science this week too. In science we are trying to understand different states of matter and exploring the difference between solids, liquids and gasses. This has thrown up some interesting questions, such as whether humans are solids, liquids or gasses as all three can be found within us - we will explore this questions and many others over the next few weeks.
In RE we are thinking about candles as symbols. We will look at this from our own lived experience, then think about them in a Christian setting and then through Hindu Dharma, linking this Diwali and our annual Diwali celebration. Our class Diwali will happen during the week before half term.
Next week we head to Stubbington on our school trip, there's much excitement! Thank you to all the parents and grandparents who offered support; we are all set now. Just to remind you that all children should be in school, next Friday, by 08:15 so that we are on the bus promptly, and that a packed lunch will be needed; either home brought or through the school kitchen. Please also rerefer to the letter for clothing recommendations.
Week two comes to a close and feels like we've completely gelled and been together as a class for such a long time. Towards the end of this week the children (and teachers!) have become increasingly tired as we have continued to learn so many new routines and structures and so many new things about Anglo-Saxons, place value, English grammar and Science - the children have taken everything in their stride and asking for clarification where it's needed and making me so proud every day.
To help us prepare for the weekend, we moved our Anglo-Saxon day to Friday. The children have spent the day learning about Anglo-Saxon living, creating their own small weave to prepare us for our whole class weave which is currently on the classroom wall and making children's toys. We have had a fabulous day.
Across the week we have been reading our class novel, Better Than Gold by Theresa Tomlinson. The children and I are finding it very dramatic and exciting. This story will lead us to our hot write in a few weeks. We will write ourselves into the story, becoming a hero in Anglo-Saxon times. We will be able to use our experiences from our Anglo-Saxon day and our trip to bring an extra layer of knowledge and reality to our stories too.
In maths we have been focused on Place Value and are beginning to expand our knowledge of hundreds (year 3) and thousands (year 4), we are finding this quite easy, so have been really looking at our reasoning skills alongside this unit, to make sure we are clearly explaining the way we found the answer to the word problem.
Thank you to everyone that supported our 'Exploding Number' homework - I can't tell you how much these sheets help the children's mathematical thinking.
At the moment the weekend looks fairly nice, I hope you manage to get outside and enjoy a little late summer sun!
What a first week back! The children have, I would say, settled in beautifully and have already begun their maths learning, an English cold write and thought about what kind of Anglo-Saxon they would be!
This week we have discovered so much about each other, time which is invaluable and one of my favourite parts of sharing my day with children. We have shared stories of summer holidays, wet camping trips, competitions, hours of reading wonderful books, days in the sun, gaming sensations and riding horses.
Together this week, we have begun to delve into the Anglo-Saxons, understanding the reasons they decided to move to Britain after the retreat of the Romans. We have explored reasons such as over crowding, flooding, lack of food due to crop failure and war, understanding that, often we feel pushed away from our country of birth due to reasons beyond our control and pulled towards another nation that could offer us what we need to survive. We have looked at perilous journeys across the North Sea by boat to reach a new home and the feelings we may have when we land in a new, unknown place. The children have been very thoughtful and offered some brilliant responses, showing their empathy for others.
In maths we have begun the first unit, which lays the foundation for the years' learning - place value. The children are discovering how we might represent tens, hundreds, thousands and are about to think about how we might partition these into place value columns. A great start!
Year three have taken on so many new rules and routines this week - I have been blown away by their ability to adapt to new things being thrown at them daily. They have been SO resilient and resourceful as they have accepted new things and practised trying these out - coming and asking questions when they are unsure. Year four meanwhile, have taken to helping their new classmates with ease, truly showing the #Team Hawks spirit and making sure year three feel comfortable and secure. I am so proud of them all.
Have a lovely weekend!
As we come to the end of the school year, the class staff have spent much time reflecting with the children about their journeys this year, and for the last two years if they are in year four. The children have changed and grown so much, many of them are almost as tall as me!
I have been so immensely proud to teach #TeamHawks this year. Every child has made learning progress, overcome challenges, and developed a personal sense of self and purpose.
Of course I will be so sad to see year four leave on Tuesday, as they head up to Awesome Eagles for year five. I have taught them in some way since they started the school in Reception Year, or as they have joined us a long the way, and this means we have a very close bond. I cannot tell you just how much I have enjoyed being part of their educational and personal journey.
For year three, I am afraid they are stuck with me for another year! But one which will be full of laughter, joy, new challenges, lots of growth and great learning experiences.
I hope you all have a most tremendous summer break.
See you in September!
As we move towards the end of the school year, #TeamHawks have become very reflective about their lower key stage two journey. We have been reminiscing about long forgotten moments and conversations, and laughing our way through a years' memories. We find ourselves almost at the end of our learning, with just a few things left to cover. This has given us time to be together and enjoy one or two extra curricular activities like French skipping and croquet!
In English this week we have typed up our Beatrix Potter style narratives and thought about spellings. The year four children have worked so hard to know their year 3/4 statutory words - thank you for supporting them with this at home. In recent weeks #TeamHawks have begun to write their own Friday dictations, this has been a lot of fun and allowed the children some 'creative freedom' over word choices. Some of the dictations have been utterly bizarre!
We have now completed our river presentations - thank you SO much for all of your help in preparing these at home. Each child that presented did it with so much confidence - it was a total joy to watch 31 presentations take place. Seeing the change in the children from September to now, as they totally nailed presenting to 30+ people in the classroom, was brilliant and really showed the #TeamHawks adults just how much personal growth these children have had. They are empowered by who they are and where they fit into the world - and we LOVE that about #TeamHawks.
Last week #TeamHawks took part in their own General Election. This was taken seriously, with the children reading bullet pointed manifestos from each party, to ensure they could make an informed decision about their futures. They may have told you that in class The Green party was victorious, winning half the class vote. After emailing The Green party to let them know our class outcome, we heard back from them this week and they thanked us for our support. They also offered the children the chance to become 'A Young Green,' which involves becoming a member of The Green Party. This is clearly a very personal decision for each child and not something to be decided by me, or in school. Therefore, I have attached the link they sent for you to be able to discuss this with your children further at home.
Have a beautiful weekend.
Well, we have been up to so many varied things this week! From creating protection bracelets given during the Hindu Dharma festival of Raksha Bandhan, to writing Beatrix Potter tales, to completing our PSHE to voting in the General Election - we have had it all going on! And we obviously are all still talking about our Apache fly past last Friday!
On top of all of those exciting things, we have also been listening and learning to each child present their homework. The creativity and time spent on these river projects is amazing - and I am so grateful for all of the support you have given your children in building these wonderful, informative presentations. The children are absolutely loving both presenting and hearing all about different world rivers. Thank you.
As we come to the end of our project question this term, we are turning our attention to next week's exhibition. We are so excited to share with you all of the things we have created, made, completed and written. The work this term has shown just how much progress each child has made on their learning journey in #TeamHawks and we can't wait to show off!
Last week, Mrs de Cani and I took some advice from quite a number of #TeamHawks about what they would like to have a go at (beyond our usual learning) during our last weeks of term. Cooking and crafting came out on top, as did a party! So, post exhibition, we will try to fit in a #TeamHawks shared meal, which the children will make for themselves - I will release more details as they are finalised. One important detail I do already know is that the end of year party for #TeamHawks, run by DJ Electric and his team, will take place on Monday 22nd July.
What a week! Heat, medals, stickers, sporting competitions, armed forces day, Jeremy Fisher, PSHE and shapes! It's been an eclectic week for sure. . .
I want to begin by congratulating #TeamHawks on a great Sport's Day. The children, despite the heat, all tried to beat their personal best, racing solely for themselves. We had one or two unexpected personal bests too - which we are all super proud of. Mia and Melia are over the moon with their placements in their races - and we have loved hearing their tales of racing and their feelings of elation at beating their own goals.
English has been dramatic! We have been creating our story arc, and deliberating what dangers our characters might have to go through. From being dragged under water by fish, plucked away by a bird, swiped by a fox to being narrowly missing a car, our woodland characters have much in store, next we think about how this danger might change a part of their character, as they learn a lesson!
In maths we have just started to look at shape - in particular angles. The children are excited about the prospect of protractors, right angles and shadows! It's a great unit, particularly in the sunshine.
Some of the children have presented their homework, please bring in any completed pieces either in person, on a memory stick or via email/link.
Have a wonderful weekend all.
#TeamHawks have had a lovely week in the sunshine, including an epic 14,000 step walk around the village!
Mathematically this week, we have looked into data and statistics. The children have explored pictograms, bar charts, tables and line graphs both in reading of data and displaying of their own data. It has been a short but worthwhile unit, much enjoyed by as all. Next we move onto shape, with year four measuring angles.
In English our Beatrix Potter journey has continued. The children, amazing as they are, have discovered they are actually better writers than she and have been editing her character and setting description for The Tale of Jeremy Fisher. Next we will begin to plan our story arc so that our characters go on a relevant journey to learn a lesson!
Our trip this week was brilliant, and the children have been congratulated on their amazing behaviour. We had three small trips, first walking to the River Dever to view it, then walking around the village to look at how our land is used, then a visit to the church to learn all about its history and to have an amazing tour. We had a fantastic time! The children, when using the highway code to walk along the road side, were utterly impeccable. We would like to thank the Revd. Smart for our trip to the church, we learned so much and we absolutely loved the quiz!
We have all the shoeboxes we need now, thank you!
Have a wonderful weekend!
This has been a topsy turvy week for #TeamHawks, with sporting events and lots of different activities to squeeze in!
Firstly, I must congratulate our amazing #TeamHawks representatives who took part in the Athletics on Wednesday. I am so proud of them both as individual athletes and as a group. Having #TeamHawks represented by such powerful and bold children makes me feel like the luckiest teacher in all the world!
This week we have delved into the world of Beatrix Potter, trying to unpick who on earth Jeremy Fisher is. We have had to use all of our inference skills that we have built up over the year, as Beatrix Potter doesn't really give us much written evidence to use. This breakdown has helped the children develop their own woodland character, who will star in their 'The Tale Of...' story in the next few weeks. We have been completing so many spelling sessions in class, I am so appreciative of all the work that has been going on at home to help the children with their spelling words - thank you - all that effort is seriously paying off.
This week we have brought our penultimate science topic to a close - Living Things and Their Habitats was a great unit, giving the children a deeper understanding of our environment and classification of animals. They are also experts at explaining the seven characteristics of living things - in particular the excretion part!
Next week the children will have the opportunity to make a home for their woodland character in Design and Technology. Currently, I have 29 shoe boxes; if anyone had a spare one lying around please do send it in - we need 4 more!
Goodness, we've had a wonderful week in #TeamHawks! The children have been full of tales about their half term news, which has been wonderful to hear. We have begun thinking about politics in Hawks Owls this week. I received a few questions about the election and so we have had a few chats about parliament, governing, how we vote, the importance of democracy and where we might see this in our school. Over the next few weeks we will continue our discussions - particularly as I can see one or two budding politicians in #TeamHawks!
We have begun unpicking The Tale of Jeremy Fisher! The children have loved hearing this tale, and will further explore the stories, the characters and settings within Beatrix Potter's writing over the next few weeks. This piece of English will now link to art and D&T as we create impressionist pieces of our characters and homes for them to live in; please do bring in a show box if you have a spare one!
We were so pleased to return from our week off to see our #TeamHawks patio flourishing. Thanks to Mr de Cani, we have tomatoes, peppers and courgettes growing alongside our very own marigolds and petunias. We also have two sunflowers growing rapidly.
Thank you to all those who have helped their children learn to tell the time. This part of maths can often be tricky for the children however, because we are absolutely phenomenal, #TeamHawks have sailed through everything so far and can alternate between digital (12 and 24 hr) and analogue, they can also apply this to how long a journey might take.
In geography this week we learned about OS maps, their symbols and grid referencing. We have explored single and double digit grid references and will move on to 6 digit referencing soon! Go us!!
Have a wonderful weekend all.
This week has been one of respect and peace as #TeamHawks have watched and supported year six go through their SATs. We have checked in on them, to make sure they are okay and we have given them the space and quiet they need to do their best. #TeamHawks are SO proud of year six and send them huge congratulations on completing their tests this week.
For #TeamHawks the week has been filled with spelling assessments. There will be some changes to spellings during the next half-term (I will update when we have come back to school after the half-term holiday), particularly for year four. The children's ability to dictate has improved so much over the course of the year, when I think back to how arduous and tricky it felt in September and see how quickly and effectively they manage now, it is remarkable progress! And the love it!
In maths we have moved on from money and begun time. It is clear from our cold task that many year threes and a few year fours can not yet tell the time, please, please help your child with this at home. Our focus in class is on timetabling journeys, periods of time across months and converting time between seconds/minutes/hours/days and weeks. So their foundational knowledge, of being able to tell the time to five minutes, is really key.
In French we have moved on from being 'On the Move' to 'Where in the World?'. The children have become very adept at giving directions in French and naming common things you might findin a town or city. Their passion for learning a second language is wonderful.
In RE this week we have been moved by the act of worship in the Hindu faith. We have explored the act of Puja by making offerings to the Gods, starting with Ganesha. We have offered fruit and flowers and used all of our senses to help us feel closer to the Hindu Gods. We removed our shoes before entering our classroom shrine, just as Hindu's do when they enter the Mandir. The children chose whether or not to include the sense touch, which meant having the 'bindi' placed on to their forehead. They rang a bell for hearing, so that the Gods knew they were coming to pray, had incense for smell and could see their Gods and murtis on our class shrine. Lastly, they could taste the offerings we had given to the Gods, once the act of Puja had come to a close. It was a special moment for #TeamHawks, who were so respectful and enjoyed the experience.
Well, after a beautiful bank holiday weekend, #TeamHawks got stuck into the next unit of English. We began with a tour of our beautiful school, reminding ourselves of all the things that happen in each space and all of the amazing resources and staff that help us. We ventured out into the sunshine to think about what we have outside, and listed everything down. Then we headed back to Hawks’ base to make posters about Barton Stacey Church of England Primary School. This week we have thought about these and other persuasive leaflets which entice to discover new places. We have ended the week thinking about modal verbs and how we can use these persuasively in questions.
In maths we have worked hard with money, adding it, estimating it and understanding the language of it. Whilst we are far from being 'money savvy', we are excellent at recognising coins and adding them together quickly by grouping duplicate coins and colours. Our column addition has also resurfaced as we add increasing amounts of cash! Our journey with money is a relatively short one, but one which we are really enjoying. Time comes next; please, please keep practising time-telling at home!
Our river journey has continued with water cycle experiments! The children were delighted to discover the circular motion in which water is delivered and taken away from the Earth. We are currently watching this action. as you can see from our photos, with active water cycles attached to the windows! The children run to the windows each morning to look at whether it is evaporating or raining at the moment!
Today we start our new RE topic - looking at Hindu worship and comparing it to Christian worship. Before half-term, the children will take part in Puja (the act of Hindu worship). They will make offerings to the Gods and receive the bindi (a red dot on their foreheads) to aid with protection. Bindi powder (Kumkum powder/ Roli) is made from purely natural materials; turmeric and saffron mixed with either lemon or slaked lime. Here is a link to Hawk Owls' Roli, should you want to check the details yourself.
Well, what a week!
We began with understanding what a metaphor is and thinking about rivers. The middle part of the week was full of visitors, measuring water and river walks and the last part has been filled with music, art and poetry writing. The week has been changeable to say the least!
#TeamHawks have been writing the most beautiful poetry based on their river knowledge; beautiful sentences, such as: bark as bumpy as beach nuts (Fin); It lets the wind carry it along, whilst it quivers (Mia); ..it makes a stream, it meanders, it curls...(Melia) and, I am the sea breeze whistling in your ear..(Aleksander). There were so many beautiful phrases to choose from - we can't wait to display these at the end of term. This sees us say goodbye to poetry for the year. Next we will write a local guide to fishermen, all about the River Dever.
We have also completed our maths, concluding mass and capacity (year three) and decimals (year four). The children have excelled in these modules and next move on to decimals which involve money. Any practise with coin recognition will be very helpful.
We have been really creative towards the end of the week. writing up our poetry, discovering some of the art work of Claude Monet and creating music with African drums. This has made an enjoyable and relaxed end to our week.
#TeamHawks send you best wishes for a calm and relaxed weekend.
#TeamHawks have been busy exploring personification and similes in English this week. We have been singing some cool tunes to help us remember what we need to include in similes. Next week we will move onto metaphors, and all three of these types of figurative language will be included in our river poetry that we will write next week.
In maths, year three have been using scales and comparing mass in grams and kilograms. The reading of scales (number lines with different increments - not measuring scales) continues to be tricky for many of them - in particular working out different increments and estimating what numbers aren't labelled; any help with this at home would be very useful.
Year four have been investigating decimals and have been successfully dividing one and two-digit numbers by ten and twenty. They have also resumed their multiplication check practise and are such an impressive group of children - not only taking it in their stride but enjoying themselves!
I just wanted to take a moment to explain our spellings. Our spelling teaching pays attention to the rule and not specific words (unless we are completing our statutory words). The children are taught a specific spelling rule; the words on Spelling Shed will use the taught rule. The children should be able to take that rule and apply it to other words when it comes to Friday's test. At the moment, many of the children are not spelling their given words correctly, nor applying the rule beyond those words. Next week I will send home a spelling crib sheet for your child's spelling group so that you are able to support your child's spelling learning as you practise at home. I am hopeful this will cement the rule which is taught in class on a Monday afternoon. Thank you in advance for your support in this.
#TeamHawks would like to welcome our second new family of the term. Freddie has joined our class and has already settled in and charmed us with his love of music and PE!
Welcome all to the summer term! As a class we have spent the week settling back in and getting used to the summer term vibe. We have been learning and reciting poetry, making and learning about compass points and exploring counties, cities, monuments and river locations throughout the UK. We have also moved seats - and as you can see from this weeks' picture, one member of #TeamHawks was particularly pleased with his new seat!
Our maths this week has focused on decimals. The children have discovered the difference between decimals which are based in money and those which are not- changing their language and reading of the number to ensure the correct figure is given. We have also explored how we count in tenths, hundredths and evaluated the similarities of fractions and decimals - in particular how they are both just parts towards the whole.
As usual, #TeamHawks have taken this all in their stride and declared it to be the 'easiest maths ever'! Year 4 continue with decimals for another few weeks, whilst year 3 look more deeply into capacity and measure. Our next maths focus will be time; it would be useful for the children to be able to tell the time to 5 minutes if they can't already do this. Our focus will be on using our time knowledge to use timetabling effectively and calculate time periods - meaning time telling is key before they start.
In English we are using our text, It Starts With a Seed by Laura Knowles, to write our own version about rivers rather than trees. We have started this by taking time to read poetry and work out what we like and enjoy. The children have learnt a poem of their choice to recite after being inspired by Mrs Hughes' recitation of her favourite piece of poetry she learned at school!
This week we have welcomed a fab new member to #TeamHawks, the children have shown their best friendship skills and ensured Oscar feels comfortable and looked after. We are very pleased he has joined us.
How on earth do we find ourselves at the end of our second term of the year? It seems absolutely impossible that we are here!
Our week (well, 3 days!) has been filled with end of term assessments and reflections based on our fabulous term studying the Romans. We are (we've decided) now experts in Roman history and have answered our project question - How Many Times a Week do You Think About the Romans? The general consensus is LOADS - although until this term, many of us didn't realise it!! Straight roads, toilets (thankfully not sponges on sticks!), baths, hairdressers, footwear, sofas, design, architecture, battles, sewers, water movement, legal systems, government, cement, calendars and the postal service (to name a few!). We have uncovered bias, opinion and the need for evidence when you make a judgement. We've changed our minds a bit about Boudicca's battle strategy (she got a bit too handsy with fire and knives we feel). And we've thoroughly enjoyed our time delving into Roman history and reflecting on how it changed Britain.
Next, we move onto a project with a geographical focus - all about Rivers. We will think about chalk streams and how incredible they are. Will we pay particular attention to the river Dever and think beyond its make up to how it connects us to our dear friends at Micheldever.
But for now, I wish you all the happiest and most joyful Easter holiday. I hope you rest, relax and treat yourself to at least one large Easter egg!
See you in April!
This week we have celebrated science. We have done this through our current module - Forces and Magnets - and also through a STEM focused task, where we spent the afternoon building Roman aqueducts. All of our tasks were excellent and led the children to think about gravitational forces, magnet poles, how birds know where they are going and how on earth a magnet can hold 13 paperclips at once! During the afternoon we thought about gravitational force when building and engineering our aqueducts. Luckily, many of you got to witness our testing this morning during exhibition!
This week we have also discovered how digital devices perform an input, process and output and how they can help us in different ways. We even had a go at recreating some of our art pieces through digital devices, by inputting our art on laptops and printing the output. Our inputs went through a lot of trial and error, and we soon realised we would need a lot of resilience to be able to build a piece of art that reflected our own pieces. Eventually, we printed our digital art and, actually, after some restarts, we were happy with the output and the amount of progress we made in giving the laptop the right amount of input to create what we wanted.
Thank you to everyone who attended exhibitions and our brass concert today. The children adore showing off their learning and progress to you and they have beamed all day with delight! We are very fortunate to have such supportive parents. For anyone who could not make it, a video link to our 'out of hours' exhibition will be uploaded and a link sent home soon.
We've had a lovely week this week, investigating forces and magnets, beginning to produce graphic novels, practising our slang and completing our Roman knowledge; as is the mixed life of #TeamHawks!
Last Friday we began our new science module all about forces, we started with an experiment investigating how much force we needed to add to everyday class items to move them on a table, the carpet and the grass. The children were amused by this experiment and spent many minutes pushing and blowing pompoms, glue sticks, pencils and rubbers along the grass - often to little or no avail. This week we will further this experimentation with a protractor!
This half-term one of our PE units has been dance. The children have worked in pairs or small groups to develop dances based on the ocean. These dances are wonderful. The experience has been so enjoyed by us all that on Monday I am going to film them to share with you at Exhibition.
We have begun to form our graphic novels this week and will continue with these next week too. They are already looking great and the children are totally focused on making them exciting and bright. We can't wait to show them off. To help us add in the correct punctuation, the children have been practising Kung Fu Punctuation. Performing a series of moves, each of which relates to an individual piece of punctuation. We love performing this before we begin writing and then I get great enjoyment watching the children absent mindedly punching the air when they put a full stop in their writing!
Our creative flow has continued this week, with collage, pastels, watercolour, acrylic painting, clay moulding and pencil work - to name a few. #TeamHawks have been in their absolute element and have created masterpieces of Frida Kahlo style portraits with flair, pizzazz and attention to detail. They have really understood the concept of surrealism and encapsulated Frida's style and energy in their pieces We can't wait to show you at our exhibition in a few weeks time.
Fractions continue in maths. We have understood equivalent fractions and had great fun discovering just how many equivalent half fractions there are! Next we move onto using a fraction as a quantity, and year 4 will begin to convert these into decimals. Mr Stangroom came to see us in the week, to check on our multiplication progress. He was VERY impressed at our ever growing knowledge and at our ability to apply this knowledge away from a direct timetables equation! #Teamhawks are, rightly, quite proud of themselves!
In English we have donned our actors’ mindsets and written short scripts from parts of our book, Queen of Darkness, by Tony Bradman. The children performed these to each other mid-week with gusto, before drawing out the action as a graphic novel. This has given the children a great start to their graphic novel experience and the pieces look great so far.
On Thursday #TeamHawks celebrated World Book Day. We visited the pond area to look for evidence of small fairy-like creatures. To be honest we didn't think we would find anything like the amazing life-drawing of Charles Van Sandwyk, but we were entirely wrong! There was evidence of fairies everywhere - we even found a wing, a baby fairy's bed AND we believe we saw a camouflaged fairy hiding at the edge of the pond! What a day we had and what beautiful poetry came from our experience.
#TeamHawks have well and truly entered the 'creative zone' within Spring Term. It began last week with product design for our Frida Kahlo style headbands, it continued with creating the most beautiful headwear and continues still with evaluating our pieces, and time next week dedicated to using our photographed self-portraits into Frida Style surreal portraits using multi-media collage. The team have loved the exploration, discovery and experimentation of colour, materials and creative flow - whilst, of course, immersing ourselves in the sounds of Mexican music.
In English we have completed our diary entries - these have been full of rich vocabulary about that fateful day in Pompeii. I have been impressed by the children's improvement in writing stamina. They enjoy having the opportunity to show off what they can do - and of course, the opportunity to don the 'spec-S-tacular specs' and proudly read aloud their pieces.
In maths we have begun to progress in fractions. Year 3 now have a deeper understanding of what a fraction is and how it relates to a whole amount. Next we move onto equivalents (year 3) and converting improper fractions to mixed number fractions (year 4). Our timetables knowledge is also still growing. Year 4 will take their Multiplication Check at the beginning of June. I have been so impressed at their diligence and determination to succeed. We continue to practise tables as a whole class - as this is fundamental to all future maths that comes their way.
It appears that when I produced the homework sheet, way back in December, I forgot to add a date for handing in (except for the competition) - so any homework can come in from next Friday (March 9th).
This week we have jumped back into our routine and half-term holidays already feel as if they happened a long time ago! We have been writing our diary entries in English - and I am very much looking forward to marking these over the weekend!
We spent some English time this week using dictionaries and thesaurus' to enhance our vocabulary - so that we could build on our #TeamHawks wondrous word-bank. The children really enjoyed this activity, finding words such as: noxious, teeter and perilous. We have added these to our hot writes to add clarity and detail to the feelings and senses possibly experienced by those at Pompeii when Mount Vesuvius erupted. We leave this unit behind now, and focus on our fantasy narrative, based on Boudicca's ill fated attempt to hold back the Romans from Britannia.
In maths we have begun quite a long module on fractions. This did, as it often does; struck fear in the children (mainly year three), but with a little encouragement - and a lot of jazz hands (always useful for teaching fractions)- the children have progressed from fear to interest and dare I say, a little excitement! We are now able to move on from unit fractions to finding them on a number line - moving from the obvious to the abstract - it is important that the children notice that fractions are part of the every day.
We have also launched a DT project this week, designing our headbands - Frida Kahlo style! Today, we make them- whilst listening to Mexican music and thinking about the cultural significance of headwear in Mexico and the meaning of flowers.
Thank you to those who have begun to bring in homework - the mosaics are incredible!
Have a wonderful weekend!
Somehow we find ourselves at half term and half way through the school year! This week has been full of exciting things like a gardening morning, Safer Internet day and geography!
Last Friday we discovered Frida Kahlo and created the most beautiful double sized artists page all about her. These will be on show at the next exhibition morning . Alongside the art we will now begin, using her style and ideas.
Most of the week has had a geographical focus with the children exploring tectonic plates, earthquakes and volcanoes. The children have also delved into the physical features of Campania in Italy - focusing on Mount Vesuvius. We have experimented with tectonic plate action - testing Wenegar's theory that tectonic plates have caused continental drift. We worked together to prove or disprove his theory, by jigsawing the continents together to find out whether they roughly fit as one land mass. Next, we used plasticine to establish whether, if it was real rock, the sedimentary rock on both sides of the tectonic plate would be a match in structure. The children loved this and have learned so much about the earth, its layers and how it all works together.
After half term, we will write about Vesuvius erupting using our geographical knowledge.
Please click on the QR code/ Link to watch our who class volcano experiment (Please excuse my facial expressions)
I hope you all have a lovely and relaxing half term.
As we approach the middle of the school year(!), the #TeamHawks adults have been reflecting on how far the children have progressed since September. They are, by now, a well-oiled machine who understand how #TeamHawks works. They are a 32 person community who learn and progress together. It is often commented on by other school staff how well #TeamHawks work together, how polite they are and how thoughtful they are of staff members. This is learning beyond academics and makes us all extremely proud.
Of course the children have also made great strides in their traditional learning too, which was clear yesterday as the children confidently broke down sentences into their component parts. They understood the subordinating and main clauses, sentence type, embedded clauses and adverbial and prepositional phrases. They could label prepositions, articles, quantifiers, determiners, subjects, verbs, adverbs, nouns, pronouns, proper nouns and adjectives and discussed how some words change their class depending on how they are used in a sentence. Blown away!
Our class focus between now and half term is all things volcanoes! We have surveyed the landscapes of South Eastern England and Campania, Italy, to compare the physical features in both regions. Next week we think about tectonic plates, earthquakes and volcanoes. This aligns with our English focus for the next few weeks which is based on the book, Escape From Pompeii, by Christina Ballit.
This week #TeamHawks have been busy thinking about courage—courage both in their personal experience and courage in Christianity. We shared our own experiences of courage and found that we have often had to overcome some kind of barrier or fear using our courage. We have unpicked the Bible story of Daniel in the Lion's Den and established that faith can help you have more courage when you face adversity. The children have reflected on this, drawing a portrait of themselves and noting how their own experience and faith helped them in that situation.
This week English has been a little different. The children have been experimenting with the reading comprehension skills - specifically summarising and have learned how to skim and scan text to find answers. We have also learned that we must justify when we make an answer, to ensure that our response is supported by evidence. The children get better at this every time they practise.
Our music lesson continue with gusto, the children are now able to blow and make a sound through their brass instruments - I am eternally grateful to Mrs MacDonald, who patiently assists the children in their music lessons. They are really making great progress!
We have completed our sound module in Science! The children experimented with pitch and volume last week, measuring decibels and linking this to the pitch of the sound. We have LOVED learning all about sound. After half term, we will look at Forces and Magnets!
Despite the cold, #TeamHawks have been on fire this week (not literally!) with their learning!
Last Friday we experimented with sound making ourselves giant pinner or ear flaps, to discover whether bigger ears equal louder sounds - and it turns out they do! They also look rather funny - as you can see from this week's photographs!
On Thursday we brought together all of our English learning and wrote non-chronological reports about the Romans. We included present perfect tense, possessive apostrophes and fronted adverbials in our writing too. Our reports are great and our Roman knowledge is really rather impressive! Next we move onto writing a diary, with a focus on writing a collective diary showing the changes in Britain that the Roman invasion brought.
We also completed our multiplication and division unit this week - which has been very long! Next we take a quick look at perimeter and area before going into fractions. It is important to state that, the children need as much practise at home as possible with their multiplication tables as this is ongoing learning for them and doesn't come to an end at the end of our multiplication unit.
As a collective KS2 have been gearing up, though our shared worship, to write to our local MP, Caroline Noakes. The children are supporting the 'Send My Friend to School' campaign and are almost ready to present their points to someone who can help us reach the goal of getting all children safely into education across the world. The children have discussed safety, resources and educational equality over the past few months and are beginning to understand how far reaching the issue is.
I hope you all have a relaxing, warm and cosy weekend!
What a busy first full week we have had in #TeamHawks! There has been a lot going on, from full blown column multiplication to Roman Emperors and armies, to sound and hearing! Our learning has been varied and exciting.
The children are really getting their teeth stuck into the Romans, and are very excited about their new facts and information. We have discovered senates, Emperors, consuls, treachery, Kings, Queens and the odd bit of murder - oh, to be a powerful Roman! All of the information has been delivered with care, and the children have thrived and grown in understanding. Next week the children will use this new information to write a non-chronological report about the Romans, before we turn our attention to how the Romans changed Britain.
The children have also thoroughly enjoyed the start of our new science topic - sound. They have experienced vibration and sound waves and are keen for today’s experiment!
As with all good starts to the new year, Hawk Owls began 2024 with a day trip to Italy. After worship, we moved through the all new 'Barton Stacey Airport', collecting our passports and boarding passes. We strapped ourselves in and took off on a Boeing 747 bound for Rome. Once we arrived, we had a quick tour around with our guide, Italia. She showed us Rome from the air and talked to us about the Coliseum. After that, we made Italian flags from Italian ingredients and then ate our flags - as you do! We spent time unravelling the code which is Roman Numerals, making clocks and working out the date. During the pommerigio, we boarded a second flight to Florence and explored the cathedral and rivers. Next we explored human and physical features around the whole of Italy and stopped for a gelato. Lastly, we learned some of the Italian language and experimented with rolling our r's....what a day it was!
All of this has helped to prepare the children for their new topic all about the Romans. Discovering Italy has helped them to realise the geography, distance, placement and features of the country as it is today - allowing them, eventually, to realise the differences the Romans made as they grew their Empire.
The children have already written about their Italian experience to kick start their new piece of English learning - a non-chronological report, in a few weeks, the children will create a non-chronological report based on their knowledge of the Romans!
The term has so much in store for us, we are very excited about our project and all the opportunities it is going to offer us.
All of the #TeamHawk adults and I would like to thank our families for all of the well wishes, cards and gifts we received at Christmas, all of which were very much appreciated. We wish you all a happy new year and a restful weekend!
Goodness me what a busy week we have had in #TeamHawks! Biscuit making and decorating, window decoration painting, quizzing, story reading, card making, Christmas song singing, Christmas dinner eating, DT building and book publishing have all been on our packed agenda! This is considered "down time" as we move towards the end of term and may explain why #TeamHawks are so tired!
This term has been truly wonderful. Those in year three quickly became fully fledged Hawk Owls, and now no longer bat an eye lid at my wacky schemes and crazy ideas - they simply take it all in their stride. The year 4s have taken to their older team member roles beautifully, assisting year 3 in their transition and rolling their eyes at my wacky schemes and crazy ideas!
The #TeamHawks adults are very excited for Spring Term, where we will discover the Romans, through our project question; How many times a week do you think about the Romans? During our project launch, in early January, we will begin by looking at the country of origin and spending the day tourist-ing around Italy (no passports or suitcases required!)
In the meantime, I hope you all have the most wonderful, peaceful and cosy Christmas holiday. Merry Christmas and a Happy New Year
Christmas has arrived in Hawk Owls! There has been singing, dancing, creating, drawing, multiplication paperchain making and of course a visit from Saint Nikolaus.
Learning about German Christmas traditions and the story of Saint Nikolaus, inspired the children to clean their shoes until they shone! There was copious amounts of cotton wool and water, blue paper towels and excitement. The children committed themselves to cleaning and spent a good 20 minutes, rubbing and polishing. Some even retied their laces to ensure their shoes looked as clean and prepared as possible for a possible Saint Nikolaus visit! This was followed, on Wednesday morning by squeals of delight, wiggly eyebrows of excitement and jumps of joy as the children found Saint Nikolaus had visited them, bringing gifts of oranges and sweets (isn't it a good job they are well behaved!). It was a huge delight to share in this experience with your children - and I understand a few may have started a new tradition at home!
In English this week we have been rewriting the story of 'Cat in the Manger', by Michael Foreman - we have used this text to learn about personification leading us to many a discussion about whether snow can actually dance or whether the world can hold its breath!
We were also fortunate enough to watch the KS1 nativity this week and we would like to thank them all for a wonderful performance - it was magnificent!
This week we have brought our project - Has Life Always Been Like This? - to an end. We have looked back on our learning about rocks, light, the Stone, Bronze and Iron Ages, Augusta Savage, Beethoven, The Commonwealth - and so much more and really discovered the reason why we are feeling so tired - we've have been so busy having fun and learning!
We have also taken time to answer our project question and decided that no, life has mostly changed a great deal (especially technologically), but lots about life hasn't changed at all. Family, survival, community and sharing our world with nature are all ways on which life hasn't changed, despite the thousands of years between then and now. The children's understanding of what was and what is, is really quite remarkable. We are also very keen to get learning about the Roman's - in our new project, How Many Times a Week do you Think About the Romans?
Next week we move on to Christmas. In RE we will be thinking about the significance of angels, and we will be using this stimulus to help us with our learning in other areas too and we are really looking forward to watching the nativity too!
This week Hawk Owls kicked off with a day full of Iron Age awesomeness! We learned about Iron Age tribes and societies, weaponry, homes, clothing and we learned how to become Iron Age warriors. We used swords, shields and spears. We discovered how chainmail was made and the value of it. We explored the use of furs and bones after an animal has been hunted and we investigated the way hillforts are made. It really was a remarkable day which we will remember and talk about for such a long time to come. We are so grateful to Matt from 'Experience the Iron Age' and really look forward to seeing him again two years from now!
The rest of the week has been a little less involved! We have continued to explore division and multiplication and number generally. Thank you to all those of you who have helped with the 'exploding number' sheet that came home on Tuesday. This has already helped then children. We are doing at least one in school every day between now and Christmas too! We have begun letter writing in English and will continue with this next week. We are writing a letter to ourselves, to give advice on differences between the Iron Age and today!
#TeamHawks are getting very excited about next weeks exhibitions! We simply can't wait to show to you all with our learning and growth. The classroom is already developing as we unearth the terms learning and add it to our walls and displays!
This week has seen us return to a regular schedule, post Remembrance. We have reflected on last week and are very proud of how well we did at our service. Thank you to everyone who was able to come to school an watch us.
We have begun our new maths learning - Multiplication and Division. I cannot express to you enough, how important it is that your children can secure their multiplication knowledge. Using TTRS, or your own way at home, will now help your child with every aspect of maths they learn for the rest of their primary education and beyond. This unit, and future units, rely heavily on children being able to multiply at speed and draw knowledge of timetables and related division to answer much bigger number questions. Please, practise as much as you can. In English we have taken time out of a writing focus to look at reading comprehension. After year-group sessions, we have had an independent attempt, and so far we are looking good. This will now become a weekly part of our learning as we explore the hidden meaning of text through our reading gems.
Today we have celebrated Diwali (thank you for keeping my secret). The children have discovered the origin of the Hindu festival, with the story of Rama and Sita, and taken part in traditional celebrations such as making Rangoli from rice and lentils and feasting under twinkling lights. It has been a really special day which we will remember for quite some time.
This week #TeamHawks have been focusing on our Remembrance Service. We began by understanding the origins of the Commonwealth from The British Empire to now. We discovered its nations, big and small, and used Google maps and atlases to map the 56 Commonwealth friends across the globe. We investigated flags, populations and the Commonwealth Charter, comparing this to our British Values. Lastly, we learned about the contribution of Commonwealth nations in times of war and were blown away by the help given to Britain by these nations after World War Two. We looked at the Windrush Generation and uncovered the huge amount of skill and compassion these people brought to us in our time of need. Ultimately, #TeamHawks are enormously grateful for what they have as a direct result of people working together.
In maths we have come to the end of addition and subtraction and move on, next week, to multiplication and division. This is a long unit taking us up to Christmas and then continues for a few weeks into January. Addition and subtraction have thrown up a few issues with the children's security at adding and subtracting small numbers at speed. They can column add and subtract - understanding the processes- but are often incorrect because they are insecure at taking away or adding single digit numbers at speed - helping with this at home would be really helpful.
Just like that we're back to it and learning new things in Autumn two! #TeamHawks have had a fab week, which has included, modelling ourselves from clay, a hot write, column subtraction, French instructions, tri-golf, football, handwriting, the Beaker people and Bronze Age Britain!
I can't wait to read the hot writes, which are historical stories based on Stone Age characters living at Skara Brae or Stonehenge - early indicators show great progress from all writers!
Maths this week has been a challenge. After modelling column subtraction with exchanging, Charlie said to me "Wow Mrs Cobb, you just did the unthinkable!" The children felt quite overwhelmed with subtracting using exchanging, and some have found the concept of taking ten and moving it into another column quite difficult. We are pushing on though. We know some learning takes longer than other learning and we know that the struggle makes it all worthwhile in the end! Any help or practise with column subtraction over the weekend would be appreciated (year three with two or three, three-digit numbers, year four with two or three, four or five-digit numbers).
Next week we are going off topic so that we are ready to lead the act of Remembrance for the whole school! We are going to learn about the Commonwealth, this will lead us to think about how as a group of nations we have helped each other over the years. Leading us to think about The Windrush Generation and rebuilding a nation, as we build our Remembrance Service which will take place in the church next Friday. The Remembrance Service is a big part of #TeamHawks and we are proud to be supporting our school and our community with our service.
This week we have been dominated by IT! Over the half term we have worked hard with year three to build their independence in logging on and searching, safely, online for Spelling Shed or TTRS. This week all of the children logged on - without support, finding a brand new website and taking part in an assessment of their knowledge. This was amazing progress. We also learned about internet safety and age restrictions on frequently used apps. We discussed digital footprints and played the Google safety game, Interland, which is an excellent free resource.
In science we learned about and made amazing fossils. In English we have written beautiful character and setting descriptions for our historical narratives, Mr Stangroom has been so impressed with these, he has asked to read them when they are complete! In math, year three are competent at exchanging when using the formal method of column addition and year four have been nailing missing numbers! Today they will put themselves to the test and try and apply this knowledge to real life context such as when using money, adding weights and calculating quantity.
#TeamHawks have had a wonderful week. Starting with writing the most amazing cold writes in English, based on our trip to Stonehenge. The children used amazing language, showing me their high level of understanding in how Stonehenge may have been built. Words such as Aubrey hole, lintel, Blue Stone, Sarsen Stone, Neolithic and circular ring were included across the board in their introductory writing pieces. What expert-level superstars!
In maths we have experimented with crossing 10s and 100s in addition and subtraction in year three and will move onto column versions of this shortly. Year four have been manipulating number families to reassert their understanding of how numbers work together through inverse, to allow us to double check our answers systematically.
On Wednesday afternoon we virtually visited the small Neolithic village of Skara Brae, with the children making links - without prompt - between the housing and landscape we viewed and that which is described in our class text - The Stollen Spear by Saviour Pirotta. This will help our cross curricular learning with setting descriptions in English.
Also on Wednesday we were so fortunate in receiving the most amazing morning of sport thanks to Luke Delahunty and his partner Nerys. The children were amazed by Luke's tales of overcoming adversity and claiming multiple sporting awards and personal bests and were inspired by Nerys' power and passion for sport. #TeamHawks have talked about the experience so much following the experience.
Another week comes to a close as Hawk Owls celebrate what fantastic neighbours they are. Across the week we have completed our RE, performing some excellent short plays about being good neighbours. Who knew there would be so much acting ability in one class!
This week we have also had the most amazing English lessons, signing into a shared online platform with 125 other schools to write poetry for Remembrance! We did this as individuals and as a huge group. We got to meet and understand the poetry writing process of Laura Mucca and our own poetry is phenomenal - bring tissues to the Remembrance service!
In math we have moved on from place value and are now learning about addition and subtraction. Year three will soon begin to use columns for addition and subtraction, pre-teaching a little of this at home would be very useful.
In Hawks, spellings are tested on a Friday and times tables on Mondays. Please ensure your child is accessing these via spelling shed/TTRS to ensure that when the test comes around they feel prepared to try their best. At the moment many children are not practising, meaning when the test comes around, they are struggling unnecessarily. Practising these things are part of the home-school agreement.
We started the week with an AMAZING trip to Stonehenge. Setting off on the coach with Micheldever, we arrived to a beautiful sunny landscape. We entered the museum and sat, enthralled by the immersive experience. We watched the Winter Solstice sunset, the Summer Solstice sun rise and time pass as Stonehenge was built, from the first ring ditch, to a wooden circle, to the stones you see today. We watched the seasons pass and time move on. After this, we looked around the exhibits and discovered Stone Age people looked much like us. We tried to push one of the stones, and I was convinced they had managed to move it the smallest amount. We visited the roundhouses and shared a picnic in the early autumn sun. After lunch we headed out on he bus to the site itself and were taken on a journey of the stones by Nina and Anne, who were amazingly knowledgeable. Then we sat beside the stones and explored Stone Age burials, looking at artefacts which had been found and what their significance might be. We had an incredible day.
During the rest of the week we have thought about what it is to be a neighbour, using the Good Samaritan to guide us on our RE journey. The children, after being asked to mind map the word neighbour asked me "But Mrs Cobb, do you mean our next door neighbour or how we can be good, kind people?" I was, as you can imagine, blown away by their perception and understanding of our Christian Values.
As we come to the end of week three (!), we look forward with excitement to our first #TeamHawk school trip of the year. Look out Stonehenge! We have introduced ourselves to the stones and a little of their history in preparation and have talked about brand new Stone Age discoveries in a country, close to the hearts of Hawks, Zambia.
In maths we have continued on our place value journey. The children have been resilient learners, as we have really deepened our understanding of number and experimented with how we can use our knowledge to estimate number placement on scales and number lines with limited information. It has been tricky, but we have come a long way and celebrated the learning journey this has taken us on.
In English #TeamHawks completed their first 'hot' writing task with gusto and confidence. They have amazed all of the class adults with their commitment to writing the best instructions for making a cave painting. The results are brilliant.
This week your child came home with two important items. One, a small green card which details their log-ins for Spelling Shed and Times Tables Rock Stars. Their first spellings will be on Spelling Shed today and will be updated every Friday and their tables have been updated for them to practise too. It is expected that these websites are visited for practise 3-4 times a week, however, if you would rather, the information can be taken from the website and practised another way. The second important item, was your child's in class tables test. These happen every Monday, and after marking, the children will bring it home for you to go through with them. This means you can help support them on their tables journey, which is a key learning point in year 3/4.
Week two has been amazing. The children have learned the classroom routines and are we are now deeply immersed in our learning. The children are using historic language to describe the three periods of the Stone Age and they can use their historical skills to check for primary sources, evidence and continuity.
In maths we have continued to understand the place value of three- and four-digit numbers - we are now experts in this and can apply this knowledge through manipulating a number to change its value by moving its position.
In English we have dissected How to Wash a Woolly Mammoth and are able to identify the voice of the author, Michelle Robinson. The children can spot the features she uses to add her own style to her writing and have been trying this out for themselves. We have also been using expanded noun phrases to build up our vocabulary and we have thought deeply about imperative verbs at a key stage two level - thinking about them as abstract rather than physical actions.
This week we also shared our first worship as a key stage. The children joined Eagle Owls in their classroom and listened to a great story, read by Miss Hardy. We are planning a key stage 2 project which will take us up to Christmas.
Wow what a first week back we've shared! Despite the heat, we have been so busy getting to know each other, discovering what #TeamHawks is all about and exploring life in the Palaeolithic and Mesolithic parts of the Stone Age.
The children have immersed themselves in Stone Age cave art, and on Monday we made our own by first creating paints from natural ingredients and then using them to create hand prints and mammoths. It was very messy but great fun! The children explored the caves and their drawings at Lascaux, understanding that this primary source of history shows us a snippet of what life may have been like. They have also learned about the historical skill of interpretation and understand that without context, we don't know whether these are depictions of daily life or impressions of stories.
In maths we have begun looking into place value, understanding the value of individual digits in three and four- digit numbers with some of us managing the value of five and six-digit numbers. We will continue with place value, which really is the foundation stone of maths for the next few weeks.
In English we are instructional writing. Beginning this week with washing woolly mammoths and sabre-toothed tigers, we have quickly established it's all a rather tricky business if you value your arms and legs and actually we'd rather wash a puppy or kitten!
Goodness, we have had the most fabulous week. To begin, we received and read our email from our Hawk Owl overseas, Demian. It was so nice to hear about his summer camp, theatre trip, woodland walks and upcoming holiday in the Carpathian Mountains. This children have formed a response which we will send today, wishing him the best summer of fun.
In class we have learnt about the River Nile and how the Ancient Egyptians used it to their advantage, irrigating channels so that a flooding river could grow wheat and other crops for food. We also looked at wildlife along the river and made maps.
As we come to the end of the school year, I want to thank all of you for supporting our many activities, for coming in and teaching the children about your passions, for supporting your children in their learning, for helping with the most amazing homework pieces, for supporting me in my teaching journey and for just being an amazing part of our #TeamHawks family.
Today will be a day of mixed emotions. Joy at spending a whole day just enjoying #TeamHawks and a little sadness at the end of a significant chapter. Personal growth is an important part of the children's learning journeys and the class adults have worked hard to prepare the children for the next phase of their journey. They are ready and they are excited but we also know we have something special in #TeamHawks, something truly remarkable, and so for today at least, we will hold it tight and celebrate it.
Have a wonderful summer holiday however you are spending it.
Much Love, #TeamHawks.
We have had a wonderful week in #TeamHawks! After a little story writing and a bit of maths we have tuned into our bodies and thought about how unique we are, how amazing our bodies can be and how babies grow. The children have talked openly, with insight and with kindness. We have all agreed that we are pretty awesome!
We have had an influx of pyramids arriving in school. Hawk Owls currently resembles the Valley of the Kings. There have been incredible interpretations and I am so impressed at the work that has gone into creating them. Thank you for your time, effort and support.
Unbelievably, we only have a week left together. We will spend that week enjoying all that #TeamHawks is about - belonging, community, togetherness and pure joy.
This week has been super busy as we prepare to welcome you all on Friday morning. We have spent our English time thinking about the British Museum and the ethics behind having artefacts from other places. This culminated in writing speeches on Thursday to persuade others to our viewpoints. Next week we will record our speeches on iPads.
In maths we have been updating our skills from the beginning of the school year. We've recapped estimating, rounding and missing number equations and some of us have been making spirals out of coordinates. Next week we will revisit column addition and subtraction, some multiplication and division.
On Tuesday we wrote an Email to Demian, in the Ukraine and talked for a while, sharing memories and fun things we enjoyed with him.
We have worked to answer our project question - what drives us to uncover mysteries? We had some amazing responses to do with feelings of curiosity and suspense, temptation and fear. The children understand exactly why we want to uncover such things.
Thank you to all of those who came to exhibitions, the children loved sharing their work with you. They have worked so hard to on their pieces and getting to show off about their progress and achievements is like the icing on the cake.
So here we go, two weeks before the school year ends- and we have a lot of fun to have!
This week Hawks have been super busy. We have been legitimate fractions geniuses and can not only add and subtract fractions, but we can find quantities of amounts and turn some fractions into decimals AND some of us can turn those into percentages! Honestly - amazing!!
In English we have completed our newspaper articles and spent time typing them up to show you all at exhibition next week. They are wonderful. We have also planted on our class garden and have lots of pepper plants and other vegetable plants to sell at exhibition next week. We have noted that our year long weaving task has become a bit dusty - so next week we will be on 24-hour weaving duty to make sure we can finish it by Friday!
We have taken part in a few yoga sessions - and the children love it. They are also very, very bendy! They have enjoyed the meditation process at the start and end of each session and the children ask daily if we will have time to do another session!
Next week we move on to debating in English, thinking about whether or not artefacts found in other nations should be displayed permanently in our museums. After our school trip to the British Museum today (thank you Google maps), we took some time to look at the British Museum map - it didn't mention many rooms about British history and we have found that very intriguing indeed! Thank you to Mr O, who gave us a fantastic presentation about mummifying bodies - rather gory but very exciting!
This week #TeamHawks have completed writing their newspaper articles all about how Finn sailed his boat to find the place where his Grandfather's stories came from - ultimately where the ocean meets the sky. The children have absolutely loved this book, which is called Ocean Meets Sky and was a gift from Pine Class, at Micheldever, given to us at the end of my placement with them. If you are looking for a birthday gift or purchasing early Christmas presents - it is highly recommended! The attached photo is of Miss Spence, who took the role of teacher this week, to read to the class. We have spent our maths sessions focusing on fractions this week. The children have excelled themselves in their determination to crack converting tenths and hundredths into decimals and can also add and subtract fractions that have the same denominator! Despite an initial concern that fractions are "really hard" they have all proved to themselves they are capable and can do it! Professor Thomas, of year four, imparted his extensive fractions knowledge in his group this week. Our tomatoes continue to mummify, and the children are observing their changes over two weeks. They have enjoyed noting the changes in skin, water loss and shape. It has been a really interesting process. In French this week, we looked at the seasons, some of the questions included which months belonged to which season and calling out the months of the year in English and French. It was evident that the children are unaware of which season belong where, with many confusing where winter and summer begin. If you have the chance, practising at home would be very useful!
Wow, what a hot week it's been! To combat this, we have switched to relaxed mode in order to get work done whilst staying cool. The children have handled the heat really well - far better than Mrs de Cani and I! We began the week by mummifying a tomato, as you do! and have observed it across the week releasing all its water. Yesterday we drained them, and now they are beginning to toughen up as the salt does its preserving. The children have really enjoyed this. During the morning we have continued to think about newspaper reports, and we have undertaken some end of year assessments in maths. Yesterday afternoon, to combat the heat we went onto the banks, at school, and sketched local village scenes or the tree canopy above us - the fruits of this labour will be for sale at the village fete on July 1st! Just a reminder about small/hand towels to be in school from next week please!
Well after a half-term holiday of glorious sunshine, relaxing bird song and long evening meals, we headed into the last half-term of the school year reunited as #TeamHawks. What a week we have had! Completing shape with some symmetry, angles, and 3d property work, learning about the features of a newspaper, understanding the social hierarchy of Ancient Egyptian society and mummifying teddy bears. You will know by now that no weeks pass by in Hawk Owls without some crazy shenanigans and this week has been no different. We spent Thursday, doing a little mummification CPD! We then used our learning, practically and skilfully, to mummify our teddies. We began by purifying the fur, next we made an opening on the left side of the body, before removing the lungs, intestines, liver and stomach - placing these into salted canopic jars for our Pharaoh teddies' journey into the afterlife. After this, we salted the Pharaoh teddies bodies and wrapped them, with great care, in bandages. We added amulets between the layers to protect our Pharaoh teddies. Lastly, we laid them, respectfully, in the sarcophagus' as is heir birth-rite as Pharaohs. Being back with #TeamHawks has been exhilarating. Have a great weekend all!
This week the children have written, published and illustrated their incredible Ancient Egyptian mystery books. They are full of suspense, superb description and engaging plots. The children have worked so hard on creating these masterpieces and it has been a joy seeing their pride in the final results. In maths, we have continued to focus on shape. We have practiced using some very highlevel mathematical terms such as perpendicular, parallel and have learnt the names for lots of 2D shapes. On Tuesday afternoon we spent our time understanding the gods of Ancient Egypt. We successfully linked this new learning to our previous learning about the Viking gods, Anglo-Saxon gods and even Hindu gods. The children made links between groups of humans worshipping multiple gods, each of which have a different focus or ability. The Egyptian gods were very interesting because they mostly had animal heads, which had a direct link to some part of their character, ask your children to tell you about the head of Ra, Sekhmet and Bastet. After half term, I will be back in class as I was before Easter. The children and I are very excited to get back to it! I would like to thank Ms White for all of her hard work, teaching and inspiring #TeamHawks in my absence. The children have been very lucky to be so superbly cared for in my absence.
Another exciting and jam-packed week for #TeamHawks! In English, the children have been honing their writing skills in preparation for writing their Egyptian mystery story next week. We’ve storyboarded and planned our exciting adventures and even designed our front covers ready for starting our potential bestsellers. So, get ready to read ‘Tomb of Terror’, ‘Tomb Runners’ and ‘The Journey of Terror’ amongst many of the titles which you’ll be invited to delve into very soon. In maths, we’ve turned our attention to learning about shape and have spent the week exploring different types of angles and identifying them in 2D shapes. We ended our week making our own model arm as part of our science learning about the human body. We identified the triceps and bicep muscles and by using elastic bands, explored how they contract and relax to help us move. On Tuesday afternoon #TeamHawks finished up our IT module. We have learned all about creating movement, lines and sprites in Scratch and can now programme a short computer game complete with algorithms based on events and actions. To be honest, it’s blown my mind a bit, but we got there. On Thursday afternoon we completed our RE module about devotion, with your children writing persuasive pieces about what they are devoted to. From family to football and cats to baby brothers, we had a huge range of devotions. I have been so impressed with the children’s knowledge about the Hindu Gog of worship – Krishna, and how much information about this cheeky God they can remember.
#TeamHawks have been as busy as ever despite another short week. In English, we’ve turned our attention to story writing as we’ll begin to plan and then write our own Ancient Egyptian narratives next week. In preparation, we’ve been practising writing dialogue and remembering the rules of punctuating speech. We’ve also been looking at the techniques author’s use to build up tension and have practised varying the length of sentences to add drama and suspense. The children’s writing has been incredible and I am so excited to read their finished stories – I think they’ll have me on the edge my seat! In maths, we’ve been applying all our learning about telling the time and the 24-hour clock to calculate time durations and solve some very tricky problems. It’s been fantastic seeing the children drawing on their knowledge and employing their skills so confidently. Yesterday afternoon we enjoyed a brief moment of sunshine and got out of doors. Thanks to many wonderful donations, we have a great deal of plant pots, seeds and a beautiful array of vegetables to grow. #TeamHawks, got to work potting on peppers, watering pak choi and weeding the spring bulbs. Others made bug hotels for our much loved insect population and lots of tidying of our outside area took place. The children worked really hard. To finish the afternoon, we got the opportunity to pull up our carrots, which we planted in September. After giving them a thorough wash, we ate the fruits of a labour and lamented about what great green fingered growers we are!
Despite only being in school for four days this week, we’ve managed to pack a lot in! In English we’ve travelled back in time to November 1922 and imagined that we were Howard Carter, the famous Egyptologist and Archaeologist. We discovered more about his quest to discover the hidden tomb of King Tutankhamun and wrote a dairy entry about his adventure and ultimate discovery of the boy king’s treasure. The diary entries were superb and really showed the rollercoaster of emotions Howard Carter would have felt. As well as learning about Ancient Egyptian Kings, we’ve also been preparing ourselves for our own King’s coronation. The children have worked so hard to learn the Coronation Day song and it has been a joy to hear them perform during the week with such energy and enthusiasm. As part of the celebrations, we have also enjoyed making our own crowns, flags and King Charles portraits. The children have also explored the lives of past British Kings and Queens and ordered them chronologically by making a British monarch timeline and discovered lots of fascinating facts about our rulers of the past.
Team Hawks have had another jam-packed week! In English, the children have been writing diary entries about discovering an ancient Egyptian tomb and finding a hoard of long-lost treasure. Their writing has been superb and we are so proud of their efforts and their writing outcomes. In maths, we’ve continued to focus on time this week but have moved onto learning about the 24 hour clock and converting between this and the 12 hour version. As part of our learning about the Ancient Egyptian civilisation, Hawks have also been studying hieroglyphs and how they are a form of code. We have discovered the Rosetta stone held the key to deciphering the code and because of this discovery, we can now read hieroglyphs. After an awesome hieroglyph treasure hunt, we have used our knowledge of coding and decoding to begin to understand coding within the computer program Scratch. This week we have debugged and learnt how to add an event and action to code our sprite to move. Needless to say, the children grasped this far quicker than any of the adults!
What an exciting start we’ve had to our summer term! On Monday, the children were puzzled to find that our classroom had been transported thousands of miles to the land of Egypt where they had the chance to explore an ancient Egyptian tomb. Bravely, all ventured past the cobwebs and spiders and with their trusty torches explored the many ancient treasures within the long-forgotten tomb. This then led us to ask our enquiry question for this term: what drives us to uncover mysteries? We already had so many ideas and it left all the children excited to explore this question further and find out more about the Ancient Egyptians. As we continued through the week we learnt about when the Ancient Egyptians ruled and were amazed to find out just how long their civilisation was around for – nearly 3000 years! We then thought about what questions we have about how the Ancient Egyptians lived and how different their lives were to ours. In maths, the children have been learning how to tell the time using an analogue clock. All have done a fantastic job so please encourage time telling at any opportunity at home so they can show off their skills!
What an amazing term we have had in Hawk Owls! It has been great to see so much personal growth and academic growth across the class. The children continue to do their best and support each other, our 'whole team' ethos really helps them to understand each other and help each other navigate life's journey. This week we have been in full Easter mode, creating beautiful cards, scrummy fudge, poetry and our own Easter garden for the school service. We have had a little time for academia too, learning rhymes about months and days in the year, learning how to use and read a calendar and remembering how we tell the time. If your child is unable to read the time on an analogue clock, please help them with this over half term, as in year three they are expected to tell the time to the nearest minute. Children can find this skill tricky with the compression of a classroom added into the mix. When we return I will spend much of my time at Micheldever, but I know Ms White has some incredible things planned for Hawk Owls and I will look forward to hearing about these when I visit during the week. I hope you all have a wonderful Easter break. Thank you for such a brilliant term!
What a journey we've been on this week! We have become detectives in the hidden language of mathematical word problems and can now breakdown the problem into its basic parts and understand what it is asking us to do. We can also answer them and evidence what we found along the way! What incredible mathematicians. To end the week and our project learning, we learned about and celebrated the Hindu festival of colour- Holi - completing the day by throwing coloured powders which represent spring, calmness, love, joy and freedom. This was so much fun! We were also observed at windows across the school by other children who thought we might be a bit crazy! So it turns out, according to Hawk owls, you most certainly DO NOT need to be an adult to change the world. In fact, they have determined, you can probably do a better job if you're a child! This term they have grown into the most aware, respectful, global citizens. And as the future of our planet, I am assured, we are in the safest hands possible. On to Easter!
Well, where on EARTH do we start with this week?! Firstly, it is such a joy to be back in the room where it happens. Thank you for all the well wishes, check-ins, get well gifts and thoughts. I am much recovered and being back with your children has definitely helped with the last part of that journey. This week has been incredible. Monday saw #TeamHawks prep for our COP27 climate change conference. We delivered some of our presentations - which have been outstanding - and thought about permafrost, glaciers and icecaps, particularly in the Alps. We also found proof of melting glaciers in the discovery of a 5,200 year old murder recovering itself in 1991. Ask your children to tell you about Otzi the Iceman. We have also spent time this week understanding how we should answer word problems, using the RUCSAC framework to break answering down into six steps. This approach has helped with question answering and also explanation, which is a key part of deepening children's understanding of their mathematical strategies. On top of all of this, we are also completing our sculptures this week based on the work of Yayoi Kusama. They are stunning. I do hope you all have a restful weekend, I send extra special Mother's Day wishes to all the wonderful #TeamHawks Mums. You are all wonderful!
What another busy week for Team Hawks! In maths, the class have worked exceptionally hard to become confident in solving division questions using the bus stop method – it’s a tricky calculation to grasp and they’ve all shown tremendous determination and persistence. In English, the children have continued to practise writing explanation texts with an emphasis on using cause and effect conjunctions. We’ve also been developing our knowledge of the different climate zones and have been learning more about climate change in preparation for next week’s COP27 which we are all very excited about. We ended our week with a fantastic author workshop run by Stephen Pass who wrote the book ‘Madge the Mermaid.’ We were hugely inspired by hearing how Stephen developed his initial ideas into the fantastic book which we enjoyed reading together. Stephen also encouraged us to use our imaginations to make a first draft of our very own book!
It’s been another busy week in Hawk owls. We have spent our afternoons paper macheting and the children are so excited to be creating a final piece of artwork to wow you all with at the forthcoming exhibition. In English, we have been focussing on explanation texts and recognising all the features of these so we are ready to write our own. The children have also started their geography learning and had a morning dedicated to studying all about the Alps. The children will use all this new knowledge by writing their own explanation text about how and why this area of the world is changing due to climate change next week. We all thoroughly enjoyed our world book day at the end of the week and loved reading and sharing stories with the snowy owls and choosing a new book to take home and treasure from the book swap.
We have begun, in #TeamHawks to unpick our third topic question - How is the world changing? To unpick this, we have explored climate change, weather, and begun to think about our carbon footprint. We have also located and measured the South Downs, located many UK counties and begun to label cities and features within the country. In English we have set about understanding what plans are for to help us become better writer. We have been making potions and writing plans for how we would use them (if we ever needed to be invisible, a frog, making a wish or falling in love). This was a really enjoyable task and helped the team understand how important plans can be. In maths, we have continued to build on our knowledge of multiplication by using column multiplication. This is a really tricky strategy but the children have persevered and are making progress. Next week we will be moving on to division, factors pairs and multiples. Thank you for all of the presentations that have arrived so far - a reminder they are due in by Monday the 6th March. Have a great weekend all
Somehow, we find ourselves halfway through the school year! The children are definitely ready for half term and are well deserving of the rest. This week has been wonderful. When the children put their future role outfits on, on Tuesday, they immediately began to become their future selves. Role play began, without prompt and the children just immersed themselves in play. We had vets surgeries popping up, children buying land so others could engineer buildings on it. We had sports matches taking place and art and design happening. Watching an ecologist have an in-depth discussion with a member of the SAS, an archaeologist and a YouTuber will stay with me for a long while! It was such a delight to watch the children at play, completely uninhibited. For a while, the adults simply allowed the children to take the lead and enjoy their play, before we settled down to begin our writing. This week we completed our unit on electricity. The children are now experts in the field of circuits and what they need to flow. They understand that a switch closes or opens an electrical circuit to provide with what we need. We have loved this unit of science and are looking forward to revisiting it when we build our sculptures after half term. A gentle reminder that presentations for your child's country needs to be handed in by Monday 6th March. Please let the office know if you are unsure of which country you need to build a presentation for.
#TeamHawks have been committed to their learning this week, endeavouring to understand and be able to write subordinating and relative clauses. This is no easy task, as on top of that they have attempted to embed them. This has definitely been hard, but they have persevered and been resilient. More learning on this will come, but for now we are happy with our progress in the area. We have made use of the online sequencer this week for music - your children may have delighted you with some musical compositions! The classroom was a buzz with electric guitars, grand pianos and drums on Tuesday! Of course, we also learnt about the great artist Nina Simone, both as a musician and as a civil rights activist - ask your children how brave she was at 12, when she refused to play her concert. That wasn't all that was exciting! On Thursday morning we spent time building circuits and understanding what insulates electricity and what conducts it. This was great learning and active problem solving! Have a restful weekend all.
#TeamHawks have been getting creative with Lowry paintings this week. Their pastel versions of Lowry's industrial style paintings are brilliant and capture the mood very well. We have also been getting creative with vocabulary. We have experimenting with 'regular' words like small, big, happy and sad and blowing them up using dictionaries and thesauruses to find synonyms which are vivid and spectacular. Words like melancholy, luminous and microscopic have been replicated on a vocabulary jigsaw. This was great fun! In science this week we have been creating series circuits with electricity. Lighting bulbs, running motors and sounding buzzers was brilliant, next week we look at different conductors and insulators. We end our week, writing our own version of the Christian Creation story. We have really understood what the term creation means to us, and what it means to different religions. We have discovered what it means to Hindus, Muslims, Buddhists and people of both the Jewish and Christian faith. Bringing all of that together tomorrow, we write our own versions, showing the knowledge and understanding we have learned
Happy Friday all! This week has answered our first learning question 'How did adults change the world during the Industrial Revolution?' This has been an interesting start to our project and the children have been really involved in the inventors and their inventions. We completed the unit with a great experience. We were visited by Mr Cousins, who rode onto the playground on a Victorian invention - The Penny Farthing! We were amazed that he could stay on it and the children had so many questions about its design and structure. This was a great way to bring the Industrial Revolution to a close. Next, we begin to explore 'How are people trying to change the world?'. We will be looking at individuals who have a story to share about how they forced change. This will be an exciting part of the project. Last night children were given their homework country. If this has been 'lost in transit' please let me know and I will email you a copy. Every Monday #TeamHawks flick through a positivity book, I was given for Christmas, to find a positive statement for the week. This week Martin Luther King told us if we can't fly, we should run....but whatever we did it was important we kept moving forward. To compliment this, I found a video that we watched for class worship. The children really wanted to share it with you. Below is the link! Make sure you have tissues at the ready! https://www.passion-pictures.com/project/erste-group-hannabumblebee
This week we have been thinking about great inventors of the Industrial Revolution. Isambard Kingdom Brunel, George Stephenson, James Watt and Michael Faraday have all been prevalent characters in our learning. On Monday and Tuesday of next week we will be using the inventors to write a non-chronological report about their inventions. The plans we made of these already, which include paragraphs and present perfect tense, look fantastic!
At the end of last week we celebrated with our new years party: huge thanks to the DJ Fire team who created a playlist of all of our favourite songs and made sure we all had a great time. There was some funky moves and great singing from #TeamHawks! It was a real pleasure to watch them all enjoy themselves and let their hair down a bit.
New spellings are on Spelling Shed and updated Times Tables are on TTRS, please do use these great resources!
Homework countries and idea will come out next week, keep your eyes peeled!
Have a great weekend.
Happy new year! I hope you all had a restful and peaceful Christmastime. The Cobb family certainly did!
#TeamHawks welcome 2023 with a celebration of who they are. Today, they celebrate themselves through their ‘New Years’ party expertly DJ’d by DJ Fire!
We have begun to look into and answer our first question of the term- How did people change as a result of the industrial revolution?
#TeamHawks have been really invested in Isambard Kingdom Brunel and his mighty tunnel building.
Yesterday afternoon we spent time unravelling homophones and playing matching pairs with our words- spelling homophones and near homophones correctly is an important part of the LKS2 curriculum. Ask your children to tell you what a homophone is and see how many you can come up with!
Have a fab weekend.
Limping into the end of term come Hawk Owls! Goodness me, so many children have been missed from the classroom this week!
I must begin by letting all Hawk Owls, who haven't made it to school this week, know that we will hold a New Year's Party in the first week back, so that you all get to celebrate too!
This week has been a lot of fun. We have crafted, played, danced, eaten and shared in the joy that Christmas brings.
The term has been fabulous. The sheer amount of knowledge your children have taken on is pretty phenomenal. They have certainly earned a rest over the holidays.
Below is a link to the Blooket Christmas quiz I have made, which we are using in the classroom this week. This is by no means homework, or a required activity; just something to entertain the children for half an hour if needed! It's available until December 29th.
All that's left to say is thank you. Thank you for gifting me with your amazing children every day. I am so excited to see them all in January for an exciting term.
I hope you all have a peaceful, calm, joyful Christmas.
This week has been so jam-packed, I had to check back through my planning to remember what we've been up to! From maths assessing, to story writing with speech and fronted adverbials, to discovering who Mary was, prayer writing and Christmas crafting; we have been super busy Hawks!
Thank you to all parents who came to exhibitions, we hope you enjoyed looking at our hard work. I am sure you can imagine how much work goes into producing it, and that really is the tip of the iceberg in terms of work we've completed. Your children really are amazing! As we find ourselves at the end of the Autumn term, their books are brimming with work and projects and learning.
We were lucky enough to watch the KS1 Nativity dress rehearsal earlier this week - which was amazing. Hawk Owls send their congratulations to KS1 for all of their fantastic performances.
As Christmas is upon us, we have decorated the classroom with glorious paper stars, beautiful paper chains and twinkling fairy lights. We have been feeling very cosy in our nest this week and are really looking forward to wrapping ourselves entirely in Christmas festivities next week!
We are particularly excited by our party on Thursday afternoon (which children can bring a change of clothes for) which will be hosted by DJ Fire and include Christmas scones! Exciting times for #TeamHawks!
Today marks the end of our Anglo-Saxons and Vikings topic and we have answered the question - How are Nations Formed?
We understand that the movement of humans over time has brought education, law, diversity, new cultures and unity and from this, nations are formed. Hawks have loved this topic, really getting into the spirit of unearthing why some tribes chose to raid. By looking at it from the perspective of both the raider and the raided they have formed balanced views on what the opinions of both sides would be.
This week, to end our topic, the children have recorded their Battle of Hastings podcasts with great dramatic flare! We have also ordered the data we have been collecting from our carrot study and presented this data in pictograms and bar charts.
Now we move on to Christmas - we are really looking forward to some fun and linked activities happening alongside all the joy of a Barton Stacey School Christmas.
Hawk Owls have been using their new -found commentary skills to commentate on everything from football matches to horse races to adverts with gusto. This has been a great week of English in class, with their versions of commentaries for the various pieces becoming quite comical. We have included exaggerated language, modal verbs and a little hyperbole into them which has added to the storytelling. Next week, we will hone our skills to write and record our podcasts. We are all very excited about this!
In maths, after a highly successful fractions unit, we have continued our good work and understood how we calculate the perimeter of 2d shapes. Year four have gone a step further and explored ways to measure 2d rectilinear shapes. We are continuing to convert cm's, mm's and m's which has been a little trickier.
To end the week, we are spending time discovering the artist David Hockney, specifically his work 'A Year in Normandy'. This is a modern interpretation of the Bayeaux Tapestry, all drawn on an ipad. It's a remarkable piece, which should inspire us to create our own Bayeaux Tapestry, detailing the history of the Anglo-Saxons and Vikings and ultimately helping answer our project question - How are Nations Formed?
It was a real pleasure to meet so many of you at parents evening this week. Having the opportunity to share your children's success with you has been wonderful.
#TeamHawks have been busy, completely nailing fractions and unearthing the Battle of Hastings. Across the class we have partnerships and small groups researching and working on podcasts, so that they can create their own Battle of Hastings broadcast, complete with football style commentary, coming live from the battlefield! The children, as always, have met this challenge head on and are committed to becoming broadcasting legends! You will be able to listen to these podcasts at our end of term exhibition.
I am still hoping to have an early evening under the stars to read our Norse myths, however, the weather is currently set to rain for the foreseeable, so we'll have to just keep checking and holding out for a dry spell. If we manage to get it on the diary, it would mostly likely happen very early, as
Over the course of the week, we have spent time learning about Remembrance, our service personnel and rehearsing our service. The children are immensely proud to be representing the school, and of course, as a military wife, I am enormously proud to be helping #TeamHawks to fulfil this role. The children have been passionate about ensuring they do justice to the service and have taken their roles very seriously.
We have found time for fun this week too, going back over our Blooket quiz to make sure we are retaining all the learning we have done so far. I am so impressed at just how much information they can recall. We have also really enjoyed learning fractions this week- which was highly unexpected! The children have got really stuck into learning everything they can about them and are now experts!
Next week, we leave behind the Vikings, return to the victorious Angle-Saxons, and begin to move towards the battle of Hastings and the formation of a United Kingdom!
#TeamHawks have been on it from the get-go! Getting back into the swing of it after their well earned week off. In English we have been discovering Norse myths and creating our own mythical creatures to put into our own tales, which will be told one evening under the stars, just as the Vikings did- but with more coats! The date for this is to be arranged and will be weather dependent.
In maths we have completed our unit on multiplication, please use TTRS to maximise your child's knowledge; timetables are a fundamental part of maths, without the security of which, calculations will become quite difficult as we progress.
In PE, the children have begun to learn the skills of hockey on a Monday and are creating choreographed dance pieces on a Wednesday. This Wednesday's lesson was a delight to view as they rhythmically moved around the hall to the music; complete joyful abandon viewed on every person's face!
Well, there we are- half term. #TeamHawks have worked so hard, they are very tired but absolutely bursting with new knowledge! They make me incredibly proud every single day. An email has gone out about an online quiz set for half term homework- this will be open all holiday, with each 'play' of the quiz limited to 30 minutes. They can play it as many times as they like.
Last Friday we went on our school trip. This was a brilliant day and a real treat for staff to be able to spend time enjoying learning with the children. We took part in archaeological digging, made cord, built dens and tracked for wildlife. Jam packed from start to finish but wonderful!
This week your little popstars have been song writing in their newly formed Viking bands! We will be recording music videos before the week is out, these will be available to view at our exhibition in December. Our maths has moved onto multiplication, we've kept it light pre-half term and focused on our year group targets (year 3: 3, 4 and 8's; year 4: all of them!) but after half term we will begin to unpick formal method for much larger calculations.
Thank you for all of the support I have received this half term - #TeamHawks is definitely a great team. Have the most fantastic half term holiday, rest, eat well and enjoy some relaxing time.
Addition, formal and mental, have been our maths focus this week. The children have been amazing at understanding and applying carrying their numbers! I have been so impressed at their mathematical genius! We have returned to instructional writing in English, to help this we spent Tuesday making our own Viking longboats and making notes along the way so we could turn them into real instructions. The longboats are fantastic, and I am pleased to say, we are confident they won't sink, so there will be no need for Hawk Owls to change the course of British history, phew!!
We have been thinking about why the Vikings chose Britain to pillage and raid and how this was both different and similar to the Anglo-Saxons.
Today we are out enjoying our trip, dressing as Anglo-Saxons and building dens. A much-needed treat for Hawk Owls.
Your children have taken part in an incredible live lesson pack this week, working with renowned poet Tomos Roberts, to create Remembrance poetry. A selection of this poetry, which I can tell you is mind-blowingly good, will be performed at our Remembrance service in November. This service will be led by Hawk owls with more information, regarding the service, coming out in due course. All of the poetry will be available to view at our exhibition in December.
In maths Hawks have worked hard to improve their mental strategies. Understanding how to draw down on already learned information has been difficult for most of the children. At home, noting to your child when and how mental strategies are used mathematically would be a great help. Whether you are totting up shopping or estimating how long something is, or how many of something you have- discussing this with your child would be a great help in their future ability at mental maths- a skill we all use every day.
In Hawk Owls, we find ourselves on the precipice of a Viking invasion. The wood has been cut, the nails have been forged and the boats are ready to be built. We have discovered their reasons for planning an invasion, and have dealt with stereotypes. Exploring what stereotypes, like those we think of when imagining the Vikings, we might leave behind to be discovered by archaeologists in hundreds of years' time.
From making jam sandwiches to celebrating Diwali- this has been an immense week in the #TeamHawks Calendar. We began the week by editing our hot writes and ending our maths unit on place value. Moving onto new cold writes and maths.
We have begun to learn about writing instructions, and we have had to learn about these through our mistakes! I was a little mean and left the children to write their cold instructions without any help whatsoever- but this was all part of a master plan! The following day the children used their instructions to instruct a partner in making a jam sandwich, learning along the way what needed to be added to improve specificity. By the end we all had a fairly decent sandwich and set of highly detailed instructions. Hopefully, now we've learned our lesson, when we instruct the Vikings how to make a longboat, they won't sink!
On Thursday we celebrated Diwali. We have made Rangoli, watched the story of Rama and Sita, learned about lamps and light and shared in a homemade feast of chapati, bhaji, vegetable curry and pilau. The classroom smelled delicious, and the children ate, traditionally, with their hands (after a good wash!). This was a great discovery-based learning experience.
During our Harvest Live session this week, we learned about how carrots can help lower carbon emissions, photosynthesis and measured our own carrots, which are growing remarkably well!
Somehow, we find ourselves at the end of another week in Hawk Owls! We have moved our focus from Anglo Saxon history, pausing to look into the Vikings next week. We can hear the Vikings preparing to invade and will begin thinking about writing instructions next week- so that we can make sure those Viking longboats have been built properly!
It has been a short week, following the bank holiday and funeral of the late Monarch. We have reflected on this in class this week, and talked about new beginnings and joyful memories.
#TeamHawks have been super busy this week! We have been learning about estimating on a number line, ordering numbers and comparing digits in maths, developing our story characters in English and planting carrots in science. The week has been full on!
On Wednesday I introduced your children to Blooket, which is an online quiz page which allows teachers to produce curriculum based quizzes that their classes can play. The children were assessed on their knowledge of the Anglo-Saxons so far, with all of them proving their stuff and answering the questions at great speed. We had a great time doing this activity.
This afternoon (Thursday) the children have begun a term length longitudinal study in science. They have planted carrot seeds so that we can watch them grow and collect data from this. This will support our science 'plants' topic, our ICT knowledge about forms and typing and our mathematical statistics later in the term.
Of course, this week we were also able to walk to the Recreation ground and pay our respects to Her Majesty Queen Elizabeth the Second. We laid flowers, labelled with a personal message and read poetry, written by Eagle Owls. The children were very respectful, and all staff were very proud of them.
What an incredible week in #TeamHawks! The children, whether new to juniors or now in year four, have settled beautifully and are absolutely working their socks off. They are so interested in our new topic - The Anglo-Saxons and Vikings and already working hard to answer our question - 'How are Nations Formed?'
This week we have weaved, dyed wool with vegetables, made Anglo-Saxon toys and helmets and learned about how these people invaded Britain before settling here. We have also thought a great deal about how people move around and settle in other countries today.
Thank you to the parents that came to 'meet the teacher' on Wednesday- the PowerPoint will be available for those of you who were unable to make it shortly. If it raises any questions, please do come and see me.
Spellings will be live on Spelling Shed from Friday (logins are inside reading records), with spellings tests taking place on every Friday morning.
Mrs De Cani, Miss Beer, Mrs Cousins and I are so excited to spend this year watching your children develop and grow! Welcome back everyone!
Where to start this week?! Well, Monday would be a good place I guess! We began with some science where we explored how water travels through flowering plants, by putting food dye into water and watching where it spread through the flower's petals. We loved doing this experiment and are now experts in transpiration. On Tuesday we went on our trip to Dever Springs, when we arrived, we were welcomed by Mr Barrett and Mr De Cani. Mr De Cani told us some great information about chalk streams and the river Dever, and about where our water comes from and goes to. He also explained about what the river needs to be successful and how we can help it- ask your children what they remember. The children were excellent on the trip and really enjoyed the morning- even getting a surprise - being allowed to go and look at the trout in the fishery, expertly guided by Master and Mr Barrett.
On Wednesday, after having watched the AMAZING Eagle Owl production, we held our brass concert, followed by our boat race. Our concert was great, especially considering we've had no practise for two weeks! Our boats were marvellous, and the racing was great fun!
Ending the week is just as busy, reading our Beatrix Potter tales to Barns, exhibitions and our talent show and tea party close the week. We will most definitely be in need of a rest this weekend!
This week has been full of chopping and changing in Hawks. Unfortunately, I was ill at the beginning of the week ,leaving Mrs De Cani to lead the class, which she did admirably until my return on Wednesday. The children managed all of this transition really well - I am so proud of them. There has been much development in our ability to bus stop divide and to work out word problems to do with division and multiplication in maths. In English we have been inspired by children who want to change the world, and have written our own speeches, poetry, plays, and presentations based on what we can do locally to improve the environment. Your children are deeply passionate about the earth and how we can protect it, this week I have learned it will be in safe hands with them! In science we have discovered the finer details of pollination and now understand how plants grow and the amazing journey pollen makes between flowers. We are also aware of how seeds are fertilised and go on to disperse and grow and germinate. Our own flowers have begun to germinate, and we are watching our gardens with interest. We have also made our own bug hotels.
Next week we have our brass concert and boat race!
Hawk Owls have spent a lot of this week tying up loose ends! We have completed and typed our Beatrix Potter stories, so we can share them with Barn Owls next week and we have evaluated our house building DT from last week.
Our new English focus will begin shortly, with us moving our learning on to now and the future. We will be discovering how we can look after and live alongside the river and our local environment. Your children will write a speech, poem or presentation to deliver the information they have learned to persuade us all to look after our village and the world. Bee gardens, sustainability TED Talks by children and a trip along the river Dever will help us understand, as humans, what we can do to ensure our lives positively impact the environment.
Have you ever wondered how much mess you can make in a classroom? If you have, there is potential Hawk Owls can answer that question! Through the medium of DT junk modelling, to make our habitats for our Beatrix Potter characters, we have made more mess than even Mrs Cobb thought possible! Paper, boxes, cardboard, lids, old coffee pods, wallpaper, wrapping paper, punnets, napkins, feathers, pompoms and PVA have all been involved in building our creations. We have a few future interior design masters in our midst! A crazy but fabulous day of successful building!
We have grown our division knowledge this week, moving through the curriculum from year 2 to year 4 to make sure we have the basics secure before going up to the next step. This has been successful for all the children, who had forgotten the basics of sharing.
We are arriving at the end of a hot and busy week here in Hawk Owls! We have learned a lot this week but kept it low key so we've managed the heat. Multiplication has become our maths focus with all of year four having completed their multiplication check.
I want to say a huge congratulations to year four, they all managed to complete the check without fear or worry, they sat, did their thing, and left bold and confident in their ability. What amazing, resilient children.
We are ending the week with some water colour art. Creating our characters from our English writing, based on Beatrix Potter's stories. I am very excited to see Mr Adderson Smith, Mrs Winches, Mr Felix Fox and Amanda the Otter when they are bought to life on canvas!
#TeamHawks hopes all our Dads have a fabulous Father's Day this weekend.
The new half term has kicked off in Hawks! We have delved into woodland and pond habitats in science. We visited the school pond and collected data on the habitats and living organisms we found within them. At the end of the week, we will become estate agents and try to sell a local habitat to a species it suits!
In English we have dived deep into the world of Beatrix Potter and become friends with Jeremy Fisher. Having discovered his story, we have innovated the ending to make it more dramatic! Poor Jeremy has been through the mill this week in your children's stories, he'll be looking forward to having the weekend off!
Maths learning has been focused on practicing our multiplication skills.
This weekend, if you're a year four parent, please encourage your child to practise their times-tables through any necessary means! We begin the government check on Monday.
Also, from here on spellings will only be available on Spelling Shed, reminders for passwords for this site and TTRS will come home this week.
Well, here we are at the end of our first half term together. I realise it was a short one but my goodness, it has flown past. Getting to know your children again has been a complete pleasure. At the end of last week, we had the opportunity to use augmented reality to build 3d topographical maps. Thanks to Mr Rippon who made and lent us this amazing kit- don't worry parents and carers, we've also got it for exhibition so you can play with it too! This week we have explored French greetings and have been conducting the register in French - tres bien #TeamHawks! English, we have made the most beautiful leaflets to inform local fisherman about the river Dever. The information your children have included in this piece of writing has blown me away! What superstars! In maths we have successfully understood formal column subtraction and will move onto multi-step reasoning after half term. This week we had an unexpected visitor. One I have spotted before. I had my suspicions about this visitor, and they were affirmed by Hawks this week. None other than PETER RABBIT is living on our field!! We are keeping an eye on his mischiefs, as you can see from the picture!
This week has been another busy one! Last Friday we created our own Hindu temple in Hawk Owls and explored the way people of the Hindu faith experience worship. This was a very special moment for Hawk Owls, which we all enjoyed and reflected on afterwards. This week we have been gearing up to write our Fisherman's Guide in English and perfecting our place value whilst using column addition in maths. At the end of the week, we return to geography., deciding what features in a landscape are natural and which are manmade. We are also going to be looking at different types of maps- in particular topographical ones. This will be bought to life with an augmented reality experience loaned to us by Mr Rippon. * Advanced Warning* Next week we will begin to explore the French language; prepare to be amazed at your bilingual children!
How is it already the end of week three? #TeamHawks have been up to all sorts this week! We have discovered classification in science and explored ways to classify organisms by their characteristics. We've used Venn diagrams and keys to arrange our classification models. Max came to visit on Tuesday to discuss his hobby of wildlife photography. He showed us his kit and his amazing photographs- many of which were taken on his mobile phone. Max really inspired us to get outside and start taking photos for our "Hawk Owls Wildlife Photographer of the Term" competition which is explained further on the homework sheet sent out at the beginning of term. He even said he'd like to come and look at out competition entries at the end of term! As we near the end of this week, we will be turning our attention to R.E, looking at sacred places. This will culminate on Friday with us all building a Hindu shrine in the classroom, allowing us to experience what worship is like for people of the Hindu faith. Goodness, I didn't even get time to tell you about our trout tasting!
What a busy week! #TeamHawks begun by learning about rivers generally before learning the specifics of our very own river, The Dever. They have been discovering the chalk geology our river is built on and why this is so important. We continue with our time unit in maths, which some of the children are finding very difficult. Conversations about time, durations, 24-hour clocks and digital/analogue representations would be so helpful at home over the weekend. Next week we will begin our new English writing! Our goal is to research and design a leaflet for visitors to the Dever, discussing the animals and plants we can find along its banks. Also, we have a wildlife photographer coming in to talk to the children about his work and how they can get the best shots for their homework. The classroom is taking shape: a river and maps are popping up around the room and our outside area is beginning to look seasonal with beautiful flowers, herbs and vegetables growing on the 'terrace'! The weekend looks set to be beautiful. If you have the opportunity to go for a walk, The Dever is looking spectacular at the moment; see whether you can spot a Brown Trout!
This week I have had the great pleasure of getting to know Hawk Owls in my new role as class teacher. This has been amazing. Your children have helped me to settle in, looked after me and cared for me all week. They are a wonderful class, and I am excited for our term together. The new topic was introduced on Monday, 'How do we share our local area?' The children have become geography field work experts, they can now read eight points of a compass, use a compass, and read grid referencing up to 6 places. I have been overwhelmed at their enthusiasm to learn. On top of our topic, the children and I have begun learning about time. A particular weakness here is not knowing the months of the year in order and how many days each one has- practise with this over the weekend would be great! In art, we have been exploring how water is created and how it's made to look like it's moving. We created our own water art using ink and straws. To complete this unit, we are looking at the artist John Constable and his painting 'The Hay Wain', building our own version of this masterpiece in class. What a busy week!
In Hawk Owls this week we have thoroughly enjoyed dressing up as Romans ad Celts and re-enacting the battle of Wattling Street. Considering we didn't have much time to practice the children played their parts phenomenally. I can assure you no Romans or Celts were physically harmed in the making of our video but the acting was sublime - especially the deaths 🙂 We have also enjoyed making our Easter story comic strips and all our fun Easter activities!!
In Hawk Owls this week we have been completing our last week on division. This group are looking at equivalent and inverse sums using the same three numbers. We are moving onto measurement next week!!!
We have also been using a thesaurus to expand our vocabulary and make our writing have a little more va va voom!! The children have done this using books and are just embarking on using Microsoft Words' thesaurus for the same purpose.
Hawk Owls blew Mrs Tellett away with their collaborative art. In groups they were asked to produce a collage and we now proudly display 2 centurians, a roman lady, a chariot, a shield and an amphitheatre. It wasn't just the products of this lesson but the way the children worked co-operatively and no excuses for messy bedrooms; they are the best tidier uppers I have ever come across - washing paint pots, drying up, putting things away. A great week in Hawk Owls.
In Hawk Owls this week we have been exploring forces again, using slopes and cars. We conducted an experiment with only one variable (surface) and made sure it was a fair test by not changing anything else. However, we discovered that the uneven surface of the playground affected our results so we are going to repeat the experiment on a smooth surface.
We have started making mosaic pictures using squares of paper and will be exploring mosaics more as the term progresses. In English we have been extending our vocabulary more – Mrs Tellett and Miss Day are going to introduce the use of thesauruses to help us discover new words and their meanings. In maths we have been continuing division and multiplication and are applying these skills when working out word problems.
This week in Hawk Owls, we have been improving our writing. We have been learning about fronted adverbials and expanded noun phrases to make our sentences more interesting. Once we have learnt these skills we will be using them to write postcards, diary entries and newspaper reports.
In maths we have moved onto division this week. Some of us are doing the bus stop method and others are using the number line to jump back in groups of 3, 4 and 8.
In science we have been looking at different types of friction and conducted an experiment to keep our Egg Astronaut safe. We learnt about air resistance and the children had to work in groups to produce a parachute - Mrs Tellett then dropped them from the top of a ladder. Only 1 of our egg astronauts smashed. It was an eggsellent experiment and the children's behaviour was smashing!!!
On Monday, Hawk Owls conducted an exciting experiment to create their own volcano. Our topic is The Romans and we have been very interested in learning about the eruption of Mount Vesuvius in 79AD. Two of our children recounted what we did.
“ We used Baking Soda, vinegar, Fairy Liquid, food dye and water. On our second attempt we only used Baking Soda and vinegar. First we got a jug of water and added vinegar and food dye to it. Then we added Baking Soda and Fairy Liquid to the volcano. The first time it only erupted a little bit but on the second attempt we just used the Baking Soda and vinegar and the eruption was huge. Everyone really enjoyed seeing the eruption of Mount Vesuvius take two! Next time we are going to use Coca Cola and Mentos.”
Earlier in the week, we joined Birch Class at Micheldever, on-line, to discuss together how we could represent our Federation Vision through art work. We then had fun creating pictures to represent our thoughts.
In Hawk Owls Class we have introduced our Roman topic. This term, we will be finding out who the Romans were and what it means to be democratic. In class, we have started reading our text 'Escape from Pompeii.’
The children have been working on multiplication, division and inverse operations in maths.
This term in Listen 2 Me we will be learning how to play the ukulele. Mrs Gooding, our music teacher, came into school this week to tune the 31 ukuleles and the children are looking forward to starting to learn how to play them next week.
In Hawk owls class this week we have being doing some maths investigations. We did a challenging code breaker and a pentagram challenge with a partner. The children showed great resilience and worked very well together. They have thoroughly enjoying elfing themselves and making snowman biscuits. We have also done some beautiful snowy 'prints'.
In Hawk Owls this week we have been writing four line stanza Christmas poems. Mrs Tellett bought some gold and silver pens and we wrote the poems in neat on black card.
We have also been practising our Christmas song and learning lots about shapes, angles, lines of symmetry and reflection. Year 4 also looked at translation.
Hawk Owls want to help save our environment and animals so have written letters trying to persuade supermarkets to stop using so much plastic on cucumbers and vegetables.
In Hawk owls this week we have been learning about light in science. We have explored natural light, discussed how light bulbs work, learnt that white light is made of a spectrum of colours, looked at reflection and made our own sun dials – which we used to monitor the time every hour (until the sun went in!!!).
We have been doing some experiments with light and made the stock cupboard smell lovely!!!! (we used talc to explore beams of light in the dark.
In English we have written a persuasive letter to the supermarkets asking them to use less plastic.
This week Hawk Owls have been learning more about Iron Age weaponry. We have designed our own Iron Age shields.
We have also threaded our beads from last week to complete our jewellery.
In literacy we have been doing more work on our playscripts ready for our shadow puppet shows next week. Watch this space……..
In maths we have continued our work on fractions. Any opportunities to consolidate this learning at home would be fantastic and can be done with food, objects or measures – the more practical the better!!!!!!
Another busy week in Hawk Owls. We have been using clementines to show fractions. Our clementines could be 1/8, 1/9, 1/10 or one had 12 segments—1/12! The children enjoyed using salt dough to create bones, teeth, stones and shells which they will use to make stone age necklaces. On Friday, we all became gardeners and have planted lots of different bulbs , including daffodils, snow drops, tulips and alliums, in the vegetable beds in our outdoor curriculum area. We are looking forward to watching them grow and flower over the coming months.
This week Hawk Owls have been rehearsing and then acting out scenes from Little Red Riding Hood in order to help us understand the features of a play script. In science we are looking at shadows and how a shadow is made. We are learning about unit and non unit fractions in maths and are finding equivalent fractions too.
Hawk Owls enjoyed living a day in the life of a stone age farmer at Butser Ancient Farm on Monday. We learnt new skills such as making wattle fences for our walls and animal pens. We discovered artefacts in a Stone Age dig including metal gate hinges, hooks from the fires, pottery and tiles. We also created artwork, carving chalk with flints and colouring with leaves. We ended our day, feeding the farm goats by hand.
This week in Hawk Owls we have consolidated our learning of the column method for addition and are moving onto subtraction using the column method. In literacy we have looked at the importance of adjectives in characters’ descriptions and creating a good picture in the readers imagination. As part of our class worship, we looked at the phrase from the bible 'a three-cord rope is not easily broken' and thought about how important it is for us to work together as a team, helping and supporting each other to succeed, celebrating our strengths and weaknesses.
This week in Hawk Owls, we enjoyed finding out about Stone Age cave drawings and created some of our own using charcoal. In Maths, we all worked excellently whilst learning and mastering column addition. Adjectives and expanded noun phrases in SPAG have allowed us to write great character and setting descriptions. In music our collaboration with the different instruments and rhythms is coming together!
This week in Hawk Owls we have moved on from instructional writing and begun looking at Narrative writing in literacy. We will be basing our stories around an adventure Video clip called 'Oke Lele' about a scout who goes back into the Stone Age. In Maths we are moving on from Number and Place Value to look at Addition and Subtraction. In PE with Active 360 on Mondays we have been working on our Teamwork skills whilst playing invasive games.
Music Quick Quiz... Ask me "What a Surdo is?"
This week in Hawk Owls we finished our instructional writing by producing our own set of instructions for 'How to make a primitive fire' having built some next to our shelters and traps in our settlement. In History we published on the computers our writing about the different types of homes during the Stone Age. In Maths we continued with Place Value. We would like to congratulate Dillon and Clemency who we nominated as our School Councillors and Toby and Ella who were chosen to be Eco Ambassadors.
Quick Samba Music Quiz: Ask me what a 'Ganza' is?
We have had another exciting week in Hawk Owls this week. We continued with our instructional writing thinking about 'How to build a primitive trap' and escaped out into the woods and our little settle and constructed traps, we will see if we catch any-thing over the weekend. (No animals will be hurt in pursuit of this learning!) In history we began looking at how homes developed during the Stone Age and enjoyed constructing Neolithic houses from clay, sticks and dry grass (our thatched roof). We had our first Samba session led by Listen2Me and demonstrated good musical ability whilst keeping a great rhythm. Quick quiz... Ask me what an 'agogo' is?
Welcome back everyone, we have had a super week in Hawk Owls. Everyone has settled in fantastically and shown a great attitude towards their learning, the Hawk Owl team have been very impressed. Our Topic of the Stone Age to Iron Age was launched by asking the ques-tion 'Has life always been like this?' and we thoroughly enjoyed going out into the wooded area to create our own early man settlement, building shelters out of branches, leaves and other natural things we could find. We have begun learning about the three eras of the Stone Age in History, looking at number and place value in maths and instructional writing in English. Great first
Summer Term Learning Project
11 June 2021
This week in Hawk Owls we have begun looking at Mummification and enjoyed turning 'Billy Bones' into a mummy. Firstly, removing his brains with a hook (we found this particularly fun and gory). Then removing his lungs, intestines, stomach and liver and putting them in canopic jars and finally wrapping him in 'linen' (toilet rolls). In DT we made canopic jar lids out clay of either Duamutef, Hapi, Imsety or Qebehsenuef. In Literacy we have begun looking at newspaper articles and this week have focussed in on the different features of the three main types of newspaper in the form of Broadsheet, Tabloid and Digital news.
28 May 2021
This week in Hawk owls we enjoyed creating Egyptian profiles of ourselves and then painting them. We worked hard planning, writing, and then editing our own narrative, (creating mystery), involving a main character getting flown to Egypt by a mythical creature to look for a family member who had disappeared inside a Pyramid. We got very excited whilst learning about mummification and have set up a longitudinal science study to observe the changes in both tomatoes and apples when mummified (using Natron) or left alone.
21 May 2021
This week in Hawk Owls we have really enjoyed looking at the Ancient Egyptian Gods. In pairs we researched a different God each, created a PowerPoint and then presented what we found out to our peers. In Maths we have moved onto recapping multiplication and division focusing on multiples and factors. In science we learnt about 3 three important functions of our skeletal system: protection, movement and support. We continue to learn the names of main bones using a song to aid us.
14 May 2021
This week in Hawk Owls we started looking at key narrative features in Literacy using Marcy and the Riddle of the Sphinx as our focus text. As part of our RSE this term we are going to be looking at Relationships particularly with Family and Friends. This week we have discussed the possibility of both positive and negative relationships with our friends and peers as part of being 'United Against Bullying'. In art we have been practising our sketching skills of the human form whilst drawing Ancient Egyptian Gods.
7 May 2021
This week in Hawk Owls we have continued uncovering the mysteries of Ancient Egypt, researching and learning about the Pyramids, their purpose and construction, combining all that we have learnt into a non-chronological report or fact file. In PE we have been working on our ball skills—throwing and catching— and are enjoying competing against one another in both team and individual games.
30 April 2021
This week in Hawk Owls during history, we have continued uncovering the mysteries of the Ancient Egyptian Civilisation, finding out about its timeline and their society, which we will be using in English to write a non-chronological report. In science we have started looking at the human skeleton and enjoyed piecing together our new friend 'Billy Bones' and learning the names of all the bones. In Maths we have continued recapping addition and subtraction, progressing onto reasoning and problem solving.
23 April 2021
This week in Hawk Owls, we thoroughly enjoyed diving into our new topic of the Ancient Egyptians. On Monday we became archaeologists, unearthing ancient Egyptian artefacts and deciphering strange symbols which told us our project question of 'What drives us to uncover mysteries?'. We also began looking at where Ancient Egypt was located and the importance of the river Nile. Concluding our music project, learning about pulse and rhythm, we joined in with other schools participating in Orchestra Unwrapped YouTube Concert, performing the body percussion we learnt.
1 April 2021
This week in Hawk Owls, we learnt about the significance of the Paschal candle to Christians at Easter, and what the different coloured Lotus flowers symbolise within Buddhism and why it is important to them. This term has been an unusual term but Hawk Owls have been amazing and both Mrs De Cani and I hope that you all enjoy a great Easter break and are very much looking forward to the summer term.
26 March 2021
This week in Hawk Owls we really enjoyed doing an independent creative write; using 'once upon a picture' as a stimulus and a story mountain planner to produce some fantastic stories. In maths we continue to secure our addition strategies and in year 4 we have focused particularly on estimation and rounding. Whilst the weather was nice, we took time to go outside and practise our observational drawing skills of things in their natural environment.
19 March 2021
This week in Hawk Owls, we concluded our persuasive writing by writing a letter to two superstores; we have encouraged them to not supply plastic straws with their drinks cartons and instead use recycled paper or offer reusable straws made from materials such as bamboo or stainless steel. We enjoyed quilling in art and created a contrasting underwater scene - one part polluted with plastic and rubbish, and the the other with perfectly healthy, clear water.
12 March 2021
This week in Hawk Owls we thoroughly enjoyed our science day looking at changes of state involving various foaming, sprouting and little explosions of solids, liquids and gases. We also loved doing some ‘special’ watercolour, pastel and pencils observational drawings. It was a week full of chatty reunions, excited break and lunchtimes and at times an over exuberant classroom. We’ve had a fun but busy first week of all being back in the classroom!
5 March 2021
This week in Hawks Owls we enjoyed looking at the 'Journey' by Aaron Becker as part of World Book Day, going outside to find inspiration for our own picture story settings, which we put on lanterns that the character took with them throughout the story. In Maths, we have been looking at time and in our English persuasive writing we produced infographics trying to persuade people not to use single-use plastic straws; this was as part of our Eco topic, having watched Molly Steer’s 'Straws No More' speech.
26 February 2021
This week in Hawk Owl class we continued with our persuasive writing, producing a ‘Poster for Greta’ (using imperative verbs; rhetorical questions; and a rule of three adjectives). The aim of this was to help her persuade others to join her peaceful protest and to help you stop the giants destroying the forest (based on the Book 'Greta and the Giants). In Maths, we have been recapping time: o'clock, half past, quarter past and quarter to. We created wonderful forest scenes using a media of our own choice and finished looking at Hinduism, learning about the different Hindu Holy Books.
12 February 2021
This week in Hawks Owls we continued looking at Hinduism and learnt about their festivals of Holi, Diwali and Navaratri. We learnt about Greta Thunberg and her passion to 'wake the world up to the effects of climate change'. The children began looking at persuasive writing and recapped the features of both personal (informal) and formal letters. In Maths, year 4 have finished off working on multiplying 3 by 1 digit numbers and year 3 have been looking at money. Mr Singleton has been really impressed with the attitude and effort towards their learning of those both at school and learning from home and hopes that all the Hawk Owls and parents are able to enjoy a relaxed half term holiday break.
5 February 2021
This week in Hawk Owls we completed our Hot write producing a TV Broadcast script and enjoyed video recording performances of us reading them. In this week's Reading Comprehension we were introduced to Greta Thunberg who will become a focus of our Project moving into the next few weeks. In Science with Professor Strange we've been looking at states of matter and this week learnt about how water can be found in each state and change between each state. We loved making mini water cycles and will be watching them over the next few weeks for the evaporation and condensation cycle.
29 January 2021
This week in Hawks Owls we began to look at Recycled Art and some famous artists whilst starting to create some of our own artwork. We started learning about the key features of a News Report or Broadcast in preparation for producing our own. The children continued to look at Hinduism; their different Gods and main beliefs which sparked a lot of discussion.
22 January 2021
This week in Hawk Owls we continued our Eco Project and learnt about Iceberg A-68 and the possible danger it poses to South Georgia. We used our coloured pencil techniques to sketch, colour and shade an iceberg. The children were introduced to Hinduism and they learnt where in the world Hindus can be found and where it all began, in India, by the River Indus in South East Asia. In Maths we continue with multiplication and division and in English we are about to start learning about news broadcasting.
15 January 2021
This week in Hawk Owls we started our Eco Project by asking the question 'Do you have to be an Adult to change the World?'. We have begun looking at our planet and the impact we as human beings are having on the environment. We focussed in on Antarctica and the melting ice caps, researching and producing non-chronological reports on penguins and Icebergs. We have also learnt a little about the life of Sir David Attenborough and produced some artwork of his portrait.
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Give children opportunities to practice care and gratitude.
Children need training to care for others and gratitude: it is important for them to respect the many people who contribute to their lives. Studies show that people who feel gratitude are more likely to be helpful, generous, compassionate and forgiving, and also happier and healthier.
Daily repetition helps a friend with homework, homework, classroom work, or regularly reflecting on the value we have for others, and if challenges grow, develop a second type of care and gratitude and childcare skills. Although, as parents and guardians, we must always stand firm for fundamental values such as care and justice, in key respects we can make our home democratic by asking our children to express their views and listen to ours. Involving children in plans to improve family life teaches them to acquire perspectives and problem-solving abilities and gives them real responsibility: to be co-creators of a happy family
- Actual Obligations. Expect children to help with housework and siblings, for example, and suggest only unusual favors. When these types of routine actions are only expected and unrewarded, they are more likely to take root in everyday actions.
- Make caring and justice a focus. Engage in conversations with children about the expressions of empathy and indifference they see in their daily lives or on television, and about acts of justice and injustice that they may see or hear in the news, such as someone who advocated an important cause or example. about sexuality or racism.
- Expressing gratitude Consider expressing gratitude as a daily routine before dinner, before bed, in the car, or on the subway. Encourage the children to pay tribute to others who contribute to their lives.
Expand your child's circle of concern.
Most children sympathize with and care for a small circle of family and friends. Our challenge is to help children learn about empathy and take care of someone outside the circle, such as a new child in the classroom, someone who doesn't speak their language, a school tutor, or someone who lives in a remote country.
It is important for children to learn to approach, listen carefully and notice those in their immediate circle, to move away, to get an overall picture and to think about the circle of people they meet every day. Children must also consider the impact of their decisions on the community. For example, breaking school rules will make it easier for others to break the rules. In our more global world, it is especially important for children to show anxiety about people living in other cultures and communities.
- Children facing challenges. Encourage children to consider the perspectives and feelings of those who may be vulnerable, such as a child who has just arrived at school or a child with family problems. Give your kids some simple ideas on how to act, such as comforting a ridiculed classmate or approaching a new student.
- To be heard. Share with your child the importance of truly listening to others, especially those who may look unfamiliar and may be more difficult to understand immediately.
To support the ability of children to be ethical thinkers and to make positive changes in their communities.
Children have a natural interest in ethical issues, and dealing with these ethical issues can help them find out, for example, what justice is, what they owe to others, and what to do if loyalties are contradictory. at them. Children are also often interested in taking on leadership roles to improve their communities. For example, children and young people have embarked on many of the most significant programs to build care and respect and to stop bullying and cruelty.
You can help children become ethical thinkers and leaders by listening to them and helping them think about their ethical dilemmas, for example: "Should I invite a new neighbor to my birthday party when I don't like my best friend?" You can also offer your children the opportunity to fight injustice in their communities and to strengthen their communities in other ways.
- Take the initiative. Encourage children to take action against problems that affect them, such as cyberbullying or a dangerous street corner.
- Thinking out loud with your child. Start a conversation about the ethical dilemmas that appear on TV shows, or give children the ethical dilemmas that need to be addressed when eating or in other situations.
Help children develop self-control and manage emotions effectively.
The ability to care for others often overcomes anger, shame, jealousy, or other negative emotions.
We can teach children that all emotions are okay, but some ways to deal with them are not helpful. Children need our help to learn how to handle emotions productively.
- Identifying feelings. Give your children their hard feelings like frustration, sadness and anger and encourage them to tell you why they feel that way.
- 3 steps to self-control. An easy way to help children manage their emotions is to practice three simple steps together: stop, take a deep breath with the nose and exhale with the mouth and count to five. Try when your baby is calm.
Clear boundaries. Use sensible authority to set clear boundaries. Explain how your limits are based on a loving concern for the welfare of your child.
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“Passwords are a commonly employed mechanism of access control for computing systems. They also play a role in securing OT environments. But first, let’s talk about how OT systems are typically secured.
“The Purdue Model is the most common way an ICS network is architected and secured. It relies heavily on segmentation and takes a layered approach where the most sensitive components directly attached to equipment run at the lowest layers and are the most protected. Typically, each layer is on a separate LAN or VLAN, and firewalls control access between the layers.
“Surprisingly, the most sensitive devices running at the lowest layers – programmable logic controllers (PLCs), often have the weakest access controls. Historically, this has been due to the fact that they’re protected behind multiple layers of firewalls and only someone physically onsite is able to access them directly. However, emerging malware threats like Stuxnet, CrashOverride, Pipedream, Havex, and BlackEnergy demonstrate the ability to breach even air-gapped systems. This can be accomplished by infecting a technician’s laptop which is later connected to the network containing PLCs.
“It’s therefore becoming more and more important to make sure every piece of equipment – including PLCs is protected with the strongest possible access controls. If available, cryptographic keys provide the best access control. You cannot guess or brute force a properly generated cryptographic key and cryptographic keys are a lot easier to manage and control, including the ability to easily and rapidly revoke them if compromised.
“If asymmetric cryptographic access controls are unavailable on a PLC, passwords should be used following best practices. This includes periodic password rotation and minimum complexity requirements. Of course these passwords need to be properly stored and secured.
“Gateways and systems such as HMIs (Human Machine Interfaces) running at higher layers should be protected by multifactor authentication, and every interaction should be logged and monitored.
“For this World Password Day, remember that relying on a single password for access control carries the most risk, especially in an OT environment. With some OT devices, that might be the only security mechanism a device supports. However, where possible, it’s best to use cryptographic controls and multifactor authentication and rotate and protect your passwords!” — Nicholas Miles, Staff Research Engineer at Tenable
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USUL AND MAKASID
Today, we can talk about a crisis of meaning that humanity is experiencing on a global scale. This meaning crisis led to a moral crisis as well. The biggest reason for this moral crisis is the debate about value that makes a behavior moral and the source of this value or values. Losing the hierarchy of values brought about mistakes as great as losing the values itself. More serious than this is the displacement of values and that good is considered bad and bad is considered good and that the replacement of ugly and beautiful, helpful and harmful, right and superstitious. A bigger mistake than this is when the deterioration begins to have a religious nature and us trying to find support from religion for the immoral behavior or the religionization of immorality. In other words, it is the misunderstanding of the religion, which is sent to us to convey good morality, in a way that will support our immoral behavior. The isolation of fiqh from morality and oversimplifying worship from moral intentions has been the biggest calamity for the community of believers.
Thanks to modern communication technologies, the state of our world, where knowledge is transformed into pure information and the information turned into the entertainment sector and where informatic ignorance and pollution are increasingly dominant, requires us to think about the moral dimension of knowledge and the relation between knowledge and human. Being more knowledgeable does not mean to be more moral, more virtuous and more accurate. Interestingly, our age, witnessing the surprising and limitless advances of the mind, has seen the most serious examples of abuse of a blessing like mind, and it has brought war and terror to humanity instead of peace. In the past century, developments in science and technology have served to wars and terrorism but not to peace. The ambition for consumption, the demand for luxury, selfishness, and greed has reached unprecedented levels. Therefore, we have to think again. Could knowledge produced without morals and science developed without ethics promise hope and peace to humanity?
Considerably, these are not only for Western and secular knowledge but also for religious knowledge whose existence stems from moral reasons. Nowadays, material opportunities for religious knowledge have improved significantly compared to the past. Although educated people, publications and technical opportunities have increased significantly, it is a highly controversial issue that in which levels the developments in knowledge have turned into morality and responsibility in individual and social life.
Every religious judgment has one jurisprudent (related to fiqh) and one moral aspect. The fiqh aspect organizes the outer world of the human, and the moral aspect organizes the inner world. According to methodology science, the fiqh aspect of religious judgments is based on the reasoning (sebebi illet), and the moral aspect depends on the causa finalis (gai illet). Morality is the purpose, and fiqh is the cause. The purpose does not realize without the cause. If the purpose vanishes, the cause does not make any sense.
Being religious means being ethical. Morality includes all of human behavior, not some of it. If the human is moral, he is human. If a Muslim is moral, he is Muslim. Alive authentic culture and high civilization are nothing but moral. Wisdom, knowledge, and deeds are also included in this morality.
Unfortunately, we do not have a moral method as we have a fiqh method. Therefore, it is far from any explanation that we need a method of morality that will re-establish the system and hierarchy of values that make a behavior moral.
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Some writing techniques can determine the entire structure of your paper. In this sense, these techniques are “systematic,” meaning that they are preconceived and shape the entirety of the work that will flow from them. Systematic techniques—those that have a preconceived structure—often work well for students who like to observe and reflect on what they observe.
Depending on your learning style, you might work best with a structured outlining process. Whatever your preferred style, you will benefit if you try a new or different thought process. If you enjoy organizing your ideas in a detailed manner with sequenced order, trying the techniques below will help.
Writers develop their essays using a variety of strategies. However, a number of them are tried-and-true, classic, so much so that they are almost a requirement. Beginning writers at the college level should consider using most, if not all, of the strategies listed below and should think carefully before leaving one out. Sometimes your assignments will instruct you to center your entire essay on one strategy, but for the most part, these are basic reasoning strategies your readers need to fully understand your work.
Using the strategies below allows you to thoughtfully answer a few questions using topics you might be interested in exploring. You may recognize these strategies as ways to develop or organize an essay. Your essay assignment might include a definition essay, division and classification, compare and contrast, cause and effect, or process analysis.
As you write these answers and think about your topic, take brief notes. After reviewing your notes, mark the ideas that seem promising. As a bonus, each of these strategies suggests a logical way to organize your writing. You might not use all these strategies in one paper, but you might use one or two.
Answer these questions about your topic:
Definition: How would I define my topic or subject? Does it belong to a larger group? How can I use it?
Division and classification: To what greater category does this topic belong? How do I classify its parts?
Comparison and contrast: What is this topic similar to? What is it different from? How is it similar or different?
Cause and effect: What caused this topic (situation)? What are its effects? Why does it occur?
Process analysis: How does it work? Does it fit into any other processes?
What happened? When did that happen? Why? We all play reporter sometimes and doing so when you write a paper can help the process along. Over decades, reporters have formalized the questions they ask. They call them "the five W’s and an H.” Asking questions and seeking answers about your topic will generate details and give you context for writing about your selected topic.
Use the five W’s and H for inquiring about the topic:
Writers need lots of perspectives: old perspectives, new perspectives, and ones that are just different. Experienced writers seek out multiple perspectives. Looking at your topic from multiple perspectives may present unexpected ideas and details to pursue. When forced to look at your topic from multiple points of view, unexpected relationships reveal themselves. You will also be forced to question any of your own assumptions. This approach conveys differences, variability, and prevalence.
If you already have an opinion on this topic, how was it formed?
Answer these questions about your topic:
What is its essence?
How would you describe it?
How does it fit into a larger group or system?
How does it compare with others like it in the group?
How does it change over time, and how much does it change before it becomes something else?
How is it unique?
When you use these techniques and strategies for generating ideas about your topic, you can also include notes about how you will find your supporting evidence. For example, in our sample topic about Pfiesteria, you might check the Washington Post archives for the last year to find timely information about the most recent Pfiesteria outbreak or even visit the EPA Web page to see whether any information is available there. The Maryland Fish and Wildlife Department will also have information. It’s important to have some ideas about where you can go to get more details and perhaps even more ideas about how you want to treat your topic.
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With chilly weather soon being upon us, it’s assumed our pets will be keeping warm inside the comfort of our homes. Like most pet owners, we tend to feel like we are being watched while at our dinner tables. Most of the time, it turns out to be our pets starring up at us as we enjoy our meals.
Before falling for the googly eyes and sharing some scraps with your pet, stop and think if what you’re sharing can be harmful. You’ll find out that the little snacks you’ve been giving out from time to time can possibly be harmful, leading to a trip to the vet.
We reward ourselves with a little chocolate every now and then, but think twice before sharing a piece with your furry companion. Chocolate contains theobromine, a chemical that may damage your pet’s lungs, kidneys and nervous system. Although humans have a much higher tolerance for this chemical, certain animals do not. Play it safe and avoid giving your furry loved one a taste of chocolate, no matter how much they beg.
Most of us associate milk with a cat’s preferred beverage, but in fact, the average adult cat is lactose intolerant. The sugar in dairy may be of value when raising a kitten, but once they have fully developed, milk can harm a cat’s digestive system. As adult cats cannot break down the sugars found in milk, it may lead to dehydration as well. Therefore, avoid dairy options and opt for water instead.
Bones and Fat
With the holidays around the corner, it’s likely you’ll have a turkey or ham on your dinner table soon. With so many leftovers, bones and scraps, it’s natural to assume that pets would like to have a taste. But be aware that bones and fat can lead to diarrhea and vomit in certain pets. Also, if a piece of bone is accidentally swallowed, it may result in intestinal tears or even choking.
Bones can also harm your pet’s teeth, resulting in them possibly becoming chipped or broken. Just like humans, dogs and cats need regular dental checkups. Although it’s natural to assume that pets need something to chew on for their gum’s health, there are many alternatives that you can find with the help of our vets in McAllen.
Large amounts of caffeine can be fatal for pets. Minor consumption can produce elevated blood pressure, abnormal heart rhythms, seizures and vomiting. Considering that the chemical theobromine is found in caffeine, it can, again, harm your pet’s lungs, kidneys and nervous system.
The holidays are a time to come together with friends and family, and although we consider our pets to fall into one of these categories, it’s best to keep them in a safe place when hosting a party containing alcohol. Alcohol contains ethanol that can also be found in mouthwash, perfume, certain household cleaning products, cough syrups and other medications.
The effects of alcohol consumption in animals can lead to lack of coordination, drowsiness and vomiting. It may also attack your pet’s respiratory system and central nervous system. Alcohol is absorbed through the body pretty quickly, so when you take notice of any signs in your pet that they’ve consumed alcohol, get in touch with us as soon as possible.
Accidental Consumption Happens!
We try our best as pet owners to keep a watchful eye on our furry and feathered loved ones at all times. Although it isn’t always possible, we trust that they are keeping out of trouble when we aren’t around. Accidents happen often, but always know that our pet hospital in McAllen is ready to treat your pet!
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Childhood represents a vulnerable life stage. Because children’s neurological, immunological, digestive, and other bodily systems are still developing, exposures during childhood may have profound and long-term consequences that are not completely understood. Children eat more food, drink more fluids, and breathe more air in proportion to their body weight than adults. As children explore their environment, crawling and making hand-to-mouth contact, the risk of encountering harmful exposures is high. Children are also vulnerable due to their dependence on others for food, water, shelter, and safety. Such vulnerability is exacerbated in situations of public health emergencies and disasters. Furthermore, there are significant disparities in health outcomes across racial, ethnic, and socioeconomic status. Some children, including those in racial and ethnic minority groups and those living in poverty, bear a disproportionate burden of exposures to environmental and other hazards that may negatively affect their health and wellbeing over the course of their lives.
In recognition of the imperative to protect children’s wellbeing by understanding and preserving a healthy environment, Executive Order 13045 was issued in 1997, calling for each federal agency to “ensure that its policies, programs, activities, and standards address disproportionate risks to children that result from environmental health risks or safety risks.” EO13045 established the President’s Task Force on Environmental Health Risks and Safety Risks to Children (Task Force) and named the Secretary of the Department of Health and Human Services and the Administrator of the Environmental Protection Agency as departmental co-chairs and named an original set of federal departments and agencies that should engage as members. This list has since grown to include additional departments and federal entities (See full list on the Task Force Leadership page). In 2015 and again in 2021, the principals of the Task Force member agencies convened and recommitted their support of the Task Force’s efforts.
President's Task Force on Environmental Health Risks and Safety Risks to Children
An interdepartmental working group of senior staff was established to help guide and support the work of the Task Force. The Steering Committee serves as a source of information and provides a forum for government and non-government officials to interact. The Task Force operates through the in-kind engagement and support of its federal members.
In the nearly three decades of its existence, the Task Force has addressed issues such as childhood asthma, unintentional injuries, lead poisoning, developmental disorders, childhood cancer, and climate change. The Task Force recommended the initiation of a prospective cohort study, from birth to adulthood, to evaluate the effects of both environmental exposures on child health and human development. This effort became the National Children’s Study, which was then transformed into the National Institute of Health’s (NIH) Environmental Influences on Child Health Outcomes (ECHO) Program. The Task Force played a key role in identifying cross-agency biospecimen resources to support studies to measure children’s chemical exposures. In 2012, the Task Force issued a Coordinated Federal Action Plan to Reduce Racial and Ethnic Asthma Disparities, an effort that continues. In 2015, the Task Force convened the first federal workshop on the impacts of climate change on children’s health, followed by the creation of a subcommittee to continue federal exploration of the topic. In 2020, this subcommittee was expanded to include public health emergencies and disasters. In 2018, the Task Force released the Federal Action Plan to Reduce Childhood Lead Exposures and Associated Health Impacts, followed with the release of a Progress Report in 2024.
Despite these efforts and many others, considerable disparities in health outcomes persist among the nation’s children, and there remains a strong need for a coordinated federal effort to address these disparities. Through the Task Force, the federal government continues to work to protect current and future generations by improving our understanding of environmental health and safety threats and what it takes to prevent them, thereby helping to build children’s resilience and ensure the chance of healthier, happier lives.
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According to traditions of hoary antiquity preserved in the sacred books of the Parsees, and in the Shah Nameh, the immoral poem of Ferdoosee, there existed in the most remote ages , with sacerdotal institutions akin to those of India, a mighty and extensive empire in Bactria or Eastern Persia. Grecian writers confirm this account, and it is farther proved by the route of the Caucasian race, who, in their progress along the mountains, must have been attracted by these fertile regions, abounding in every production, protected by lofty impassable mountains to the north, and bordering on the realms of India and Babylonia. The branch of the Caucasian stem, called the Indo-Persian race, spread over Iran, the country between Babylonia and India. Its chief seat was Bactria. Here, according to Persian tradition, ruled Cayumarath, the first of men, or of kings, and his descendants till Jemsheed was overthrown by the Aramaean Zobak. The system of religion named from Zoroaster prevailed in Bactria, and the sacerdotal caste stood in rights and privileges nearly on a par with the Brahmins of India, who, probably, possessed originally a similar institution. The idolatrous Aramaean priesthood united itself with that of Bactria; but when Aramaean or Babylonian dominion sank, and the Iranian revived in the person of Feridoon, the old religion recovered its dominion. Changes of dynasty effect it not; it passed to the Medes and Persians, and still was flourishing when the disciples of Mohammed extinguished it in blood; and it yet lingers among the Parsees of India, the descendants of those who sought refuge in that country from persecution. But the simple religion of Zoroaster, which worshiped under the emblem of light and fire the Author of light and happiness, but not the debasing effects of the intricate idolatry and metaphysics of India; and if Iran fell beneath foreign conquerors, the fault was not in her system of religion.
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Every day, thousands of families are devastated by tragedy, by the loss of a child. Most of these deaths are from injuries that occurred in preventable accidents. It is believed by many experts that simply making a concerted effort to take some precautions could cut this number in half.
Young children are more worried about bad guys coming to get them or monsters in the closet than they are about realistic dangers. They leave their toys on the stairs, climb up bookcases, and blindly run into traffic.
In all frankness, the world is filled with naïve adults as well. Most parents are more terrified of germs than exposure to toxic chemicals, more terrified of the measles than the MMR vaccine’s side effects. The active ingredients in antibacterial soaps (chemicals such as triclosan) are far more dangerous than germs on your hands. The risk of vaccine injury is much higher than the risk of contracting measles. Americans are far more likely to die from prescribed pharmaceuticals than by terrorists. The worst terror attack in American history resulted in nearly 3,000 deaths. Every year, more 100,000 Americans die from prescribed pharmaceuticals.
Danger is everywhere, but many of us are scared of the wrong things. Our fears are often fueled by the media, which is driven by corporate greed. We need to separate fact from fiction to understand the greatest threats to our children.
Dying by Accidents
According to the CDC, fatal injuries are the leading cause of death for children 0-19 years of age in the U.S. According to the World Health Organization, the global trend is similar, with accidental injuries being the leading cause of death for children over five years of age.
It doesn’t benefit us as parents to become paranoid about childhood injury, but the opposite attitude of “Oh well, accidents happen,” attitude doesn’t serve us well, either. In the reports, some efforts were noted to have made a difference. Innovations such as car seats, helmets, child resistant containers for medications, and fencing around pools have helped prevent accidental injuries and death.
Most of the time, accidents don’t just happen. They are the result of unsafe acts, poor habits, or carelessness. That means that many of these injuries are preventable. Each year, more than 12,000 children die from accidental injuries, and more than 9 million children receive emergency medical care for non-fatal, but serious injuries.
Boys are also more likely to be injured than girls and boys account for twice the fatalities. Most of the fatal injuries to children were transportation related. Most of the children killed from transportation-related accidents were occupants in vehicles, but many children were pedestrians or cyclists.
Many of these deaths can be prevented by wearing seat belts, wearing helmets, and practicing defensive driving. It is widely known that driving while intoxicated is unsafe, but distracted driving and drowsy driving (driving while sleepy) are also high risk.
Injuries due to falls were the most common injury for children 14 and under. The next most common causes of injury were being struck by an object, bitten by animals, or stung by insects.
Better Not to Over Do It
Many kids ages 10-14 landed in the emergency room due to overexertion. That’s right, kids in the U.S. are so out of shape that exercising too hard can put them in the hospital.
The CDC listed suffocation, drowning, burns, and poisoning as other common injuries. The risk for these types of injuries varied somewhat by age and location. Common sense precautions like childproofing your house, wearing safety gear (like helmets), and closely supervising your kids are known to be some of the best preventative measures.
The next time someone accuses you of putting your children at risk by refusing vaccines, ask them if they know what is most likely to kill their children. It isn’t germs.
- Doctor’s Against Vaccines – Hear From Those Who Have Done the Research
- Scientists Against GMOs – Hear From Those Who Have Done the Research
- The Fascinating Bacteria in our Gut, and How it Affects Our Whole Lives
- Protect the Ones You Love: Child Injuries are Preventable – CDC
- World Report on Child Injury Prevention – WHO
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Scabies is an ectoparasitosis caused by Sarcoptes scabiei var. hominis, characterized clinically by pruritic lesions in typical locations; the crusted form is a rare manifestation. The diagnosis is usually established based on the clinical picture, but dermoscopy can be an important complementary method, as it allows the observation of a brownish triangular structure with a hang-glider appearance. A case of crusted scabies is reported; the magnification of the images obtained by digital dermoscopy allowed the demonstration of a structure usually observed only with videodermoscopy.
Scabies is an ectoparasitosis caused by the mite Sarcoptes scabiei var. hominis, whose transmission occurs through interpersonal contact and occasionally through fomites.1,2 Clinically, it is characterized by erythematous papules or vesicles and tunnels located in the interdigital spaces, flexor surfaces of the wrists, umbilical region, and flexural areas.1
The crusted form is considered a rare presentation; immunodepression and mental and/or motor deficits are the main risk factors.3 It manifests with hyperkeratotic, fissured, crusted, or erythrodermic lesions, variable pruritus, and the presence of millions of mites, being highly contagious.1,4
The diagnosis is usually established based on the clinical picture, but it can be complemented by dermoscopy, videodermoscopy, or confocal microscopy, and is confirmed by direct examination or biopsy.1,2 The authors report a case of crusted scabies with an emphasis on dermoscopic findings.
A female patient, 29 years of age, native Brazilian, presented with erythematous papules and lichenified plaques, some of which were hyperkeratotic, in the acral, flexural, and abdominal regions, associated with mild pruritus for eight months (Fig. 1). Dermoscopy was performed with immersion, under polarized light (10×, DermLite DL4, California, United States) of an unscathed lesion on the arm, and the images were captured with a camera (12Mp, iPhone 7, Apple Inc., California, United States) with 2× optical zoom allowing the observation of the millipede-like structures and the hang-glider appearance (Fig. 2). Subsequently, image amplification demonstrated a translucent rounded structure (Fig. 3). Direct examination confirmed the diagnosis of crusted scabies (Fig. 4) and, after treatment, the patient evolved with resolution of the lesions.5
Demonstration of the structures: (i) hang-glider: anterior portion of the body and front legs of the mite; (ii) millipede-like: scabies tunnel; (iii) rounded translucent: mite body. (Digital dermoscopy, ×10 with immersion, under polarized light, optical zoom, ×2, and image amplification.)
Dermoscopy has been widely reported in recent years as an aid in the diagnosis of scabies. It allows the observation of a brownish triangular structure with a hang-glider appearance, corresponding to the anterior portion of the body and the front legs of the mite, and a tunnel, which can assume a millipede-like conformation.6 In crusted scabies, the literature features reports of a tunnel-over-tunnel pattern, described as a noodle pattern, which corresponds to tunnels dug by various parasites.7
However, in 2019, Scanni demonstrated this structure through digital dermoscopy, defined as acquisition and storage of images obtained by dermoscopy.10 That author associated dermoscopy (10×), optical zoom of the camera (3–5×), and image amplification, and demonstrated some structures that make up what he defined as “the mite-gallery unit.”10 This unit consists of the head, which corresponds to the mite with the hang-glider structure, the body, which contains the tunnel with eggs and feces, and the tail, the end of the tunnel composed of keratin collars, viewed only with dermoscopy without immersion. Through image amplification, the translucent body of the mite with several scattered dark spots (termed ladybird sign) can also be observed.10 In the present report, using this technique, it was possible to demonstrate the hang-glider appearance, the ovoid body, and the tunnel.
It is known that the observation of the mite body, eggs, and feces is the best with videodermoscopy.2,8 However, when unavailable, the use of the technique described by Scanni and applied in the present report can allow a more accurate diagnosis of scabies.
Financial supportNone declared.
Authors' contributionsElaine Dias Melo: Conception and planning of the study; elaboration and writing of the manuscript; obtaining, analyzing, and interpreting the data; intellectual participation in propaedeutic and/or therapeutic conduct of studied cases; critical review of the literature.
Carla Barros da Rocha Ribas: Approval of the final version of the manuscript; elaboration and writing of the manuscript; effective participation in research orientation; intellectual participation in propaedeutic and/or therapeutic conduct of studied cases; critical review of the manuscript.
Isabel Cristina Lima Incarnation: Approval of the final version of the manuscript; effective participation in research orientation; intellectual participation in propaedeutic and/or therapeutic conduct of studied cases; critical review of the manuscript.
Conflicts of interestNone declared.
To Dr. Patrícia Motta de Morais, dermatopathologist, who assisted in the photographic record of the direct examination.
How to cite this article: Melo ED, Ribas CBR, Encarnação ICL. Digital dermoscopy: a complementary method in the diagnosis of scabies. An Bras Dermatol. 2020. https://doi.org/10.1016/j.abd.2019.11.014
Study conducted at the Fundação de Dermatologia Tropical e Venereologia Alfredo da Matta, Manaus, AM, Brasil.
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Some Helpful Resources
Useful websites, and safety and emergency contacts
The International Association For Child Safety (IAFCS)
The International Association for Child Safety (IAFCS) is a non-profit organization formed in 1997 to promote safety awareness and injury prevention for children. Its membership includes safety professionals across the United States, Canada and Europe who’s business it is to childproof homes. For more info visit their web site.
ChildproofingExperts.com was founded by the childproofing professionals of the International Association for Child Safety (IAFCS) as a resource for parents, caregivers or anyone seeking real-world, up-to-date information and practical advice for keeping homes, daycares and play facilities safer for young children.
Colin Hope was formed in 2008 after 4 year old Colin Holst tragically drowned in a public pool, with lifeguards on duty and family members present. Our mission is to raise water safety awareness to prevent children from drowning. Drowning is the number 1 cause of accidental death for children under 5 and a leading cause for ages 1–14. While no-one is drown-proof, drowning is preventable.
Safe Kids Worldwide
Safe Kids Worldwide is a global organization dedicated to preventing injuries in children, the number one killer of kids in the United States. Since 1988, Safe Kids works with an extensive network of more than 400 coalitions in the United States and partners with organizations in 30 countries around the world to reduce injuries from motor vehicles, sports, drownings, falls, burns, poisonings and more.
National Safety Council
The National Safety Council, founded in 1913 and chartered by the United States Congress in 1953, is the nation’s leading advocate for safety and health. Our mission is “to educate and influence society to adopt safety, health and environmental policies, practices and procedures that prevent and mitigate human suffering and economic losses arising from preventable causes.”
National Highway Traffic Safety Association
The “Mission Goes Beyond the Name” at the Austin Fire Department (AFD), a multi-role safety organization. Known as a leader in the fire service, AFD protects lives and property through extensive fire prevention and safety education efforts, in addition to a quick and effective response to emergencies.
American Heart Association
The American Heart Association is a national voluntary health agency whose mission is to reduce disability and death from cardiovascular diseases and stroke. As the world leader in Emergency Cardiovascular Care (ECC) and CPR training, we offer the highest-quality courses and training materials available. The “Links in the Chain of Survival” recognize an emergency. Call 9-1-1! Begin Cardiopulmonary Resuscitation (CPR). Use an AED. Find out more about the links in the Chain of Survival.
American Red Cross
The American Red Cross, a humanitarian organization led by volunteers, guided by its Congressional Charter and the Fundamental Principles of the International Red Cross Movement, will provide relief to victims of disasters and help people prevent, prepare for, and respond to emergencies.
President Bush has asked all federal agencies to streamline communications with the public and improve interagency information sharing in order to enhance public security. Therefore, to provide better service in alerting the American people to unsafe, hazardous or defective products, six federal agencies with vastly different jurisdictions have joined together to create www.recalls.gov — a “one stop shop” for U.S. Government recalls.
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Ukraine is one of the most colorful countries, open and friendly for tourists from all over the world. It is a country of fertile lands, amazing history and many beautiful places that can change the outlook of even a skeptical tourist. These are just some interesting facts about Ukraine, but they are enough to make you want to pack your bags and go on a tour today.
Not far from Nikopol, in one of the branches of the Dnieper River, you can witness a rare phenomenon called “Singing Sands”. This phenomenon occurs after rain, when a crust forms on the surface of the sand layer. The traveler only needs to step on the crust, as in response will be heard whistling released air, remotely reminiscent of singing. Do you want to hear the sounds of the earth in person? Welcome to Ukraine on the spit of the Lapinka River!
The deepest subway station!
The subway is one of the most common ways of transportation in big cities around the world, but it is Ukraine that can boast of the deepest station. We are talking about the Arsenalna metro station, the depth of which is equal to 105 meters. It was built more than fifty years ago in Kiev, and so far this record has remained unbeaten. According to rumors, there are hidden shelters for the top authorities in its branches, but whether it is so, we will not be able to find out yet.
The longest village in Ukraine
You may ask, how can you measure the length of a village? Of course, we are talking about the length. Kolochava village is spread out in the gorge, but not wide, as it is customary, but far away. The total length of the village is more than 40 kilometers! This village attracts tourists not only by its record, but also by a large number of museums, hospitable people and majestic mountains. Another unusual surprise awaits tourists here – a trip along the ancient narrow-gauge railroad track.
The longest cave in the world!
Another “long” record was recorded in Ukraine and is widely popular among tourists. This time we will go underground again, more precisely, to the gypsum cave with the encouraging name “Optimistic”. The cave is located in Ternopil region, and its length is 230 kilometers! Tourists who get into the cave will be impressed not only by its length, but also by the amazing mineral formations that have been growing inside for thousands of years. Not only that “Optimistic” is laid in gypsum layer, the environment here reminds of futuristic Arctic landscape due to the fact that everything around is covered with snow-white “blanket”, playing all colors of the rainbow in the light of lanterns.
Tunnel of Love
One of the most romantic places in Ukraine, where all couples in love must visit. The Tunnel of Love is located in Volyn and represents trees and bushes, intertwined with branches on both sides of the railroad. As a result, the train on which the tourists move, passes inside the “living” tunnel, giving indescribable impressions. It is said that if a couple of lovers kiss during such a trip, their love will be eternal.
If you drive 20 kilometers away from Kiev towards the village of Gurovshchyna, you can see an amazing building that resembles one of Walt Disney’s fabulous medieval castles. This building is the gateway to the Ukrainian movie studio, inside which tourists are not allowed, but they are allowed to take pictures against the background of the structure. It is an amazing place, as if it was created for children, though even an adult will feel himself turning into a child near such a castl
The longest house in the world!
Welcome to Lutsk, which has something to surprise the casual tourist. This city is home to the longest apartment building in the world! The 1750 meter long building is built in the form of a bee honeycomb and connects forty houses, each of which has its own address number. It is noteworthy that many residents are not even aware of the record and often confuse one of the one hundred and forty entrances! It is a blessing that guests are helped to orient themselves by multicolored flowerbeds, the colors and design of which correspond to one of the entrances.
Ukrainians are considered to be the most rabid lard eaters! Although, if we compare statistical data, Germany consumes three times more pork and lard inclusive. But the interesting fact about Ukraine is not about that, but about the world’s first museum dedicated to this very product! Not only that, the museum, located in Lviv, combines also a restaurant, where you can not only study numerous exhibits, but also taste them.
The world’s only museum of dreams!
Ukraine is home to a huge number of creative individuals, which necessarily affects a number of unusual places and attractions. For example, where else in the world can you visit the most real museum of dreams? It is in Kiev, near the metro station “Friendship of Peoples”! Here there are no exhibits in the usual sense, but there are regular events and meetings with interesting people. Topics that are touched upon during communication can be absolutely different, but the main focus is on dreams. The museum even has a big chest in which any visitor can put a letter describing his dreams, which will be read by like-minded friends in the future.
Ukrainian Mykola Syadrysty, though not left-handed, still managed to forge a flea. The famous master boasts hundreds of stunning and surprising micro-miniatures, including the world’s smallest mechanical clock placed in the head of a dragonfly. His exhibits are on display at the Kiev Museum of Miniatures, and you can easily see that these works are worthy of admiration.
The most famous Christmas song in the world
The folk song “Shchedrik”, recorded by Ukrainian composer Mykola Leontovych, is sung all over the world at Christmas time. Its melody is played on ring tones, in commercials, Christmas movies and shows. Abroad it is called Carol of the Bells or Ring Christmas Bells, and today there are about 1000 variations of its performance. Ukraine is a country that smells of kindness and coziness. You can travel here equally well on foot or by car. At the same time, you can come here both in summer for a vacation at the sea and in winter for dizzying impressions at ski resorts.
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A simple green leaf and its amazing possibilities is a story for those who like to draw their inspiration from nature and the surrounding space. This course will prove to you that the world of music is at your fingertips, at no cost. You don’t even have to pick a leaf to play it! How to get started and how to get to perfection, and how to open ourselves up to finding where we’ve never looked before.
Author: Joszko Broda
Lesson 1 General information
What does a leaf sound like? How is the leaf different from other instruments? Which leaves are suitable for playing?
Lesson 2 How to hold?
How to store the picked leaf? How long will a broken leaf be playable? We choose a suitable leaf from a twig. What is the principle of extracting sound from a leaf? How to tighten the leaf? How do you find a playable spot on a leaf?
Lesson 3 How to make the first sound?
Who goes to the field and who goes outside? We explore the surface and edges of the leaf in search of a place to play. Jak prawidłowo ułożyć palce? About the fact that the leaf often breaks. How do you create an edge that plays? How do you put your lower lip against that edge? How to make the first sound?
Lesson 4 How to make sound?
Looking for a place to play. Proper bending of the leaf edges. Learning by trial and error. Sound extraction. About the fact that the leaves are delicate and you need to learn to stretch them in the right way.
Lesson 5 Sound extraction
What should be done to make the sound stable? Sound stabilization exercises.
Lesson 6 Vibrato 1
Higher and lower sounds. Modifying sounds with language. A handful of exercises.
Lesson 7 Vibrato 2
Modeling sound with breath. About breathing.
Lesson 8 How to stand?
What is the proper posture when playing a leaf? Why is a stable posture important? Looking for a leaf on the lawn. Music-making in the meadow.
Lesson 9 Melody
First we sing, and then we play. About not being discouraged. What is needed to overcome difficulties? About what can be played on the leaf? On playing with accompaniment. About playing on the leaf that continues to grow on the tree.
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Rats, mice, bats, tree squirrels, raccoons, opossums, flying squirrels, groundhogs, chipmunks, pigeons, starlings, sparrows, and snakes are all wild animals that have their own specific place in the natural order of things.
As long as they are there and their wildlife is working they are fine.
The problem is that once they enter a Pittsburgh residence or commercial building in search of food and shelter, the equation changes.
They become a health hazard in addition to being a nuisance.
Once inside, they can chew wires that can cause fires, destroy property and landscaping, eat drywall, and in some cases carry rabies.
Although folk remedies, including some plants, work with some pests, they are not as effective at repelling wildlife.
It’s best to use the services of a tried-and-true pest-control and pest-maintenance company like the ones we offer.
An essential principle of wildlife solutions is to focus on removal from premises rather than destruction.
It’s not just out of kindness, because elimination can lead to dead animals stuck to walls and crawlspaces, which are difficult, if not impossible, to access.
Exclusionary tactics are commonly employed By professionals who know where to look and the best approach for each type of wildlife threat.
Pittsburgh pests that are considered wildlife
Below is a list of wildlife categories and a bit of each in terms of the specific problems they present as well as our pest removal techniques.
Bat infestations are common in the state of Pennsylvania, and their urine and droppings, known as guano and containing high levels of uric acid, can damage and degrade house structures, causing decay, wood rot and staining.
Acids damage the protective patina of both copper and bronze and affect the bonding elements of stone and concrete. According to the Department of Environmental Conservation (DEC), harming bats is illegal in most states.
Before removing bats, check state regulations and make sure the pest-control and pest-control agency you choose complies with these rules. Bats are integral to a healthy ecosystem because they eat insects.
They need protection because they have low reproductive rates and must be humanely removed using sustainable exclusion techniques.
They are playful critters that are often fun to watch, and while they don’t really cause property damage, chipmunks can hit ornamental plants when they gather fruit and nuts.
They sometimes dig up spring flower bulbs and make holes in flower beds or in sidewalks and balconies.
They are not disease carriers like other rodent species, but they are undesirable around landscaping and gardens and need to be humanely trapped and released by experts like our technicians at Pestco.
Groundhogs usually seek shelter under sheds and garages.
They gnaw and scratch fruit and ornamental plants, and their burrow entrances can pose a danger to humans and horses because they are not clearly visible and can inadvertently break an ankle or leg by breaking in.
Groundhogs also carry fleas and ticks, which transmit Lyme disease and powassan to both humans and pets.
If not properly controlled, they can cause serious structural damage when burrowing, as their tunnels are widely known to collapse building foundations.
These critters are not known to be aggressive, but if provoked they will bar their impressive set of 50 teeth.
If they bite, it can be a nasty one.
They are vectors of dangerous pathogens that cause some serious diseases, such as: tuberculosis, leptospirosis, spotted fever, coccidiosis, tularemia, toxoplasmosis and others, although their transmission is rare.
Opossums are drawn to people’s homes and yards in search of food and water.
They will also find places where they can set up burrows, such as under porches or in attics.
Pigeons are often found around farm yards, grain elevators, feed mills, parks, city buildings, bridges, and other places that provide shelter and nesting sites.
Their droppings in large numbers are known to kill plants.
In modern times, pigeons are probably the most serious bird pests associated with humans and their homes.
Although the presence of pigeons is also associated with the transmission of many diseases including: pigeon ornithosis, encephalitis, salmonella food poisoning and others, it is difficult to determine the actual number of cases of infection due to the lack of reports on outbreaks.
It is known, however, that if pigeon manure is allowed to accumulate, within a few years, it can be a cause of histoplasmosis infection, a systemic fungal disease that affects the human respiratory system.
Pigeons can even pose a threat to human safety around airports, where flocks can collide with aircraft and cause fatalities.
These insects find a place, which serves as a toilet for everyone.
Their feces are vectors of roundworm larvae, which are toxic to humans.
Homeowners should avoid cleaning up raccoon waste and contact Pestco experts immediately if they find one of their latrines in their yard.
Scratches on the walls of the house or in the attic may indicate a raccoon (or squirrel) infestation.
They can very quickly cause serious damage to walls and cables.
Rats and mice
Rats and mice are known to cause structural damage to homes, apartments, offices, and any other type of structure that prevents them from entering.
They do this by crawling, building nests and defecating on anything.
They destroy packaged food, clothes, books, wood, paintings, paper and furniture.
Although a single rat eats about three grams of food per day, it is estimated that it contaminates and destroys 10 times more food than it consumes.
An infestation should be treated professionally by expert pest-control and pest maintenance technicians.
The front claws Mother Nature gives skunks allow them to burrow and tunnel under buildings, sheds, decks and concrete foundations, endangering home and business structures and causing extensive damage to property and landscaping.
Skunks also eat poultry eggs, destroy green enclosures, tear up ornamental plants and do a lot of damage to apiaries.
Removing snakes from an infested property can be very difficult and should always be done with extreme caution and only by qualified pest removal professionals.
Many poisonous species look similar to harmless ones, and knowing the difference can be a matter of life and death.
Most states require homeowners to contact the local parks and wildlife department before attempting to remove or relocate snakes.
Squirrels can enter a residential or commercial building through the smallest of openings.
Once inside, they are known to chew their way through roof shingles, house siding, and anything else that blocks their entry.
In attics, squirrels scurry into wires and join lines on walls.
They destroy furniture, pantries, food supplies and destroy gardens and landscaping in search of food.
Flying squirrels can also cause considerable damage to exterior trim and siding as they are known to make or pave their way in. inside
They congregate in attics and wall voids and do considerable damage by tearing up wall insulation, chewing electrical wires, and spreading nastiness throughout a home with their urine and droppings.
Starlings and Sparrows
None of these bird species are native to North America or have any natural predators, making their presence problematic.
Large sparrow and starling populations can adversely affect human health and safety.
House sparrows are known to be very aggressive and cause significant havoc in gardens where they displace more beneficial songbirds.
Their nests are often built in or near buildings, where they become a fire hazard.
Sparrow droppings not only disfigure and damage structures and are difficult to remove, they carry and spread West Nile virus.
Starlings prefer to feed on other larvae, but they also eat seeds, fruit, garbage, and spilled food.
5 things to know about wildlife removal
1. A permit may be required
Some animals, including skunks, raccoons, squirrels and even snakes, are considered eligible for protection, while others are not.
For example, the state of Pennsylvania removes protections from wildlife that appear to be sick or diseased, pose a risk to people or livestock, or damage property.
Only property owners or licensed professionals can remove wildlife that falls into these categories, and removal and disposal of these wildlife must still follow specific rules.
2. The law protects nuisance animals
Even allowing the removal of a nuisance animal, there are still specifics Restrictions on trapping or removal of wildlife.
In the state of Illinois, a homeowner must prove that they pose a threat to human health or safety before removing skunks and raccoons from a property.
Skunks must be euthanized by a licensed professional, and raccoons can only be released on the same property that they were trapped in.
3. It is illegal to release wildlife on public land
Most states have laws prohibiting the release of wildlife on federal, state, or local government lands.
It is also illegal to release an animal onto property owned by another person. The nearest city, state or national park is not a legal site for releasing wildlife, although it may seem so.
4. Wildlife not for sale
Most states have laws that prevent citizens from keeping, selling, or giving away wildlife caught on private property.
All animals must be released in an approved facility or euthanized by pest-control and pest-maintenance specialists.
5. Indoor wildlife should be eliminated rather than eliminated
Wildlife exclusion measures should only be attempted by professionals who attend monthly seminars to keep them abreast of new techniques and solutions.
Pesticides are used sparingly and only as a last resort.
Call Pestco for your Pittsburgh wildlife removal needs!
Although the cost of wildlife control can vary by location, size of home, type of wildlife pest And other related matters, we offer friendly, economical and most effective solutions for Pittsburgh homeowners.
We are a five-star, family-run company that has been in continuous operation since the late 1940s, and we offer customized service plans and guaranteed results.
Call our teams today and find out how you can humanely and affordably remove wildlife from your private property!
Final Thoughts on Wildlife: The continued existence of wildlife and wilderness is critical to human quality of life. ~ Jim Fowler
Photo credit: Pixabay
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As many of you know, I am not just a father, husband, professor, columnist, and blogger – I’m also a musician. I play in two Irish pub bands: The Tooles and Mulligan Stew. As a result, the last few days have been busy, with more shows to come.
Last summer, I played the Iowa Irish Festival in the town of Waterloo. There, I met Derek Warfield, a famous Irish musician, and a partisan for the Republican movement (about which there was some controversy, some decades ago). He and his band, the Wolfe Tones, wrote some of the great Irish rebel songs. Those that they didn’t write, they certainly sang and with gusto. But in the last decades, Derek has spent as much time working as a historian. At the festival, I heard Warfield give a talk on the great famine in 19th-century Ireland, the famine that drove so many Irish to come to America. His thesis: The famine was an act of genocide by the English against the Irish.
The standard definition of genocide, a definition that emerged out of WW2, remains, “Genocide is the systematic killing of all or part of a racial, ethnic, religious or national group.” While intention doesn’t matter in terms of the crime, I’m also interested in why the systematic killing takes place. Does it happen because of perceived identity differences?
Warfield’s basic argument is this:
1) The Irish were starving. They were starving because of a shift to monoculture (potatoes) that left them susceptible to blight. This was, at least in part, the fault of English landlords.
2) The English in power knew their Irish subjects were starving. [This is debated]
3) The English had plenty of extra food in storage, including in the major estates in Ireland. [This is debated too]
4) The English debated sending food relief to Ireland, and explicitly discussed the risk of wide-spread suffering and death due to inaction.
5) They chose not to help for both philosophical and racist reasons. [Hey, this is also debated]
Hence, the Irish who died or had to leave (ethnic cleansing) did so because of English inaction.
There does seem to me to be a categorical difference between marching groups to a field, having them dig graves, then shooting them as opposed to letting a “natural” event take its course without interceding. If this is genocide, it is a passive genocide, but that statement isn’t intended to let the specific 19th-century English bastards who allowed the Irish to starve off the hook. They definitely made their choices and the repercussions of those choices have resonated across American and British history ever since.
I’m writing this up, in part, as a reaction to Timothy Egan’s op-ed in yesterday’s New York Times. He wrote a scathing response to Paul Ryan’s exhortations about poverty by linking Ryan’s speech to the speech of those very English bastards who decided to let Ryan’s ancestors starve.
Paul Ryan, after relating an invented story about a poor child who didn’t want a free lunch, said:
On Wednesday, he went further, using the language of racial coding. This, after he told a story of a boy who didn’t want his free school lunch because it left him with “a full stomach and an empty soul.” The story was garbage — almost completely untrue.
We have this tailspin of culture, in our inner cities in particular, of men not working and just generations of men not even thinking about working or learning the value and the culture of work.” [Egan] In other words, these people are bred poor and lazy.
“We have this tailspin of culture, in our inner cities in particular, of men not working and just generations of men not even thinking about working or learning the value and the culture of work.” In other words, these people are bred poor and lazy.
Where have I heard that before? Ah, yes — 19th-century England. The Irish national character, Trevelyan confided to a fellow aristocrat, was “defective.” The hungry millions were “a selfish, perverse, and turbulent” people, said the man in charge of relieving their plight.
This is not the most damning quote from Trevelyan, who also said, “The judgement of God sent the calamity to teach the Irish a lesson, that calamity must not be too much mitigated. …The real evil with which we have to contend is not the physical evil of the Famine, but the moral evil of the selfish, perverse and turbulent character of the people.” Trevelyan was concerned that if the government gave relief, people would be come dependent on that relief, and develop the habit of not working.
Interestingly, and not in Egan’s piece, when Ryan was confronted over the racism implicit in his comments, he responded that rural areas also have poverty because of a lack of jobs. Note: Urban – no culture of working; Rural – no jobs.
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A strategic noise map consists of a presentation of data related to a reference acoustic situation expressed on diverse noise indicators, including estimations of the number of affected people.
The General Directorate of Roads (D.G.C.) of the Ministry of Public Works is in charge of the making of the Strategic Noise Maps (MER) of major roads for which the Central Government of Spain is competent. In agreement with the Law of Noise and the Real Decree 1513/2005 that develops it, in year 2007, the maps of roads whose traffic (2003) is at least 6 million vehicles a year, must be made. This is commonly known as the first phase of implementation of Directive 2002/49/EC.
The D.G.C is carrying out 20 studies that include all major roads of its reponsability (5,000 km approximately).
Each study (except first) includes several major roads, generally, a complete Province or a "Comunidad Autónoma" (region), or one or several traffic corridors.
The following information is available for the public, and it can be consulted and downloaded from this web site.
Document that summarizes the main characteristics of the study, the description of the roads, and the summary of main results (only spanish version).
Graphical information of each of the major roads included in the study can also be consulted. Each major road is analyzed separately, and it is called "Unidad de Mapa Estratégico (U.M.E.)" (Unit of Strategic map).
An UME has the following information:
It shows the data requested by the European Commissinegro12pxon. It shows the number of people (by hundreds) exposed at different intervals of sound levels for indicators Lden and Lnight.
•MAPS in format PDF (IGN)They are presented according to the Spanish standarized sheet divisions of the National Geographic Institute, 3 types of maps for each UME can be consulted:
For each UME three files have 3een generated, in format kmz that allow to visualize with Google Earth, the maps of noise levels (noise contours) Lden and Ln and the affection zone map. The maps Lden and Ln include the data of exposed population. The affection zone map include information () relating to the surface, number of dwellings, population, schools and hospitals, required by the Directive 2002/49/CE.
•IMAGES in format ecwFor each UME three images have been generated, of the complete UME, in format ecw corresponding to the maps of noise levels (noise contours) Lden and L and the affection zone map. These files, georeferenced, allow to visualize the maps in a simple and fast way with the most habitual visor software (ERMAPPER, etc.).
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In the realm of computing machine networking, web inverters forms the backbone of prospering . Essentially, these are the natural science paths facilitating data transplant between different computing within an organisational substructure. Their roles can’t be downplayed as they offer a connection between the germ and destination, making it a life-sustaining aspect of any web.
Primarily, there are three types of web data cabling: twined pair, homocentric, and fibre oculus. Twisted pair cabling is the most usually used, cacophonous the signals across different wire pairs to tighten noise. It comes in two forms: Unshielded Twisted Pair(UTP) and Shielded Twisted Pair(STP). UTP is standard in most Ethernet networks, while STP is generally used in environments unerect to physical phenomenon noise.
Next is the coaxial cable, an experient form of cabling found in bequest networks or long outstrip connections. It has a telephone exchange core director capsulated by a screen, affording it better tribute against disturbance but at a higher cost. Finally, fiber optic cabling is used for super high-speed data transpose, leverage get down to transmit entropy over considerable distances. Fiber eye cables are progressively popular due to their high speed up and unsusceptibility to magnetic attraction noise.
One cannot disregard the importance of installment when it comes to network data cabling. Proper installment preserve the performance capabilities of the cables and ensures the potency of the network. Proven practices such as avoiding sharply decompression sickness, maintaining appropriate outstrip from electrical devices, and using passable tender gear can sustain the lifespan of network cables. Incorrect installing can lead to performance issues, sporadic network disruptions, and exaggerated web sustenance costs.
Maintenance is another critical vista of web data cabling. Regular inspection and cleanup are necessary to keep off damage and wield optimal performance. Advanced diagnostic tools are also available to detect faults, measure public presentation, and ensure your network is always operational at peak efficiency.
Network data cabling is more than just natural science wires and connections. The choice of cabling, professional instalmen, and regular sustenance can significantly impact the performance of your network. By sympathy the grandness and basic principle of network data cabling, one can insure a honest, effective and effective network system of rules for any organisation.
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Information in pieces too small to consider as “publications” in their own right.
- Plant Propagation Chart
- Growing Rare Fruit From Seed
- Growing Fruit Crops in Containers
- Gibberellic Acid for Fruit Set and Seed Germination
- Making Wine from Rare Fruit
- Mist Propagation of Plants at Home
- Backyard Frost Protection
- The Year of the Banana (requires free Adobe Acrobat Reader)
- How to Plant an Avocado Tree, Revised, by Julie Frink
- Backyard Orchard Culture–Growing Fruit Trees in Limited Space
If you have a tidbit you want to share with the world, contact us.
Please do not submit copyrighted material. (Unless you are the copyright owner.)
Questions or comments? Contact us.
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The Rosetta Stone Study is designed to measure global progress towards SDG 4.1.1 by relating national and regional learning assessments to international learning assessments. It is named after the famous archaeological discovery that enabled translation between different written languages: the Rosetta Stone. The goal of the study is to provide countries that participated in regional or national assessments but not in international assessments with information about the proportions of primary school students who have achieved a minimal level of competency in literacy and numeracy (SDG 4.1.1) that allows international comparisons.
In a first effort to implement this approach and establish concordance tables, the regional assessments Regional Comparative and Explanatory Study (ERCE) and Programme d'analyse des systèmes éducatifs de la CONFEMEN (PASEC) are linked to two international assessments of the International Association for the Evaluation of Educational Achievement (IEA), namely Trends in International Mathematics and Science Study (TIMSS) for mathematics and Progress in International Reading Literacy Study (PIRLS) for reading. All the results are presented in the publications section of this page.
This document presents an executive summary of the first results of the Rosetta Stone Study, consisting of the establishment of a concordance table that projects the score distributions estimated from two regional assessments to distributions on TIMSS and PIRLS. These regional assessments are UNESCO’s Regional Comparative and Explanatory Study (ERCE; Estudio Regional Comparativo y Explicativo) in Latin America and Caribbean countries and the Programme for the Analysis of Education Systems (PASEC; Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN) in francophone sub-Saharan African countries.
ERCE - Regional Comparative and Explanatory Study (Estudio Regional Comparativo y Explicativo)
ERCE is a regional assessment conducted in 19 countries of Latin America and the Caribbean. It measures students’ achievement in the sixth grade.1 The content of ERCE is expected to align well with the TIMSS fourth grade assessments in numeracy and mathematics. The reading component of ERCE is expected to align with the PIRLS fourth grade assessment in literacy and reading comprehension. The overarching goal is to construct a concordance table in which the scores from ERCE in mathematics and reading equate the scores from TIMSS and PIRLS, respectively. The concordance tables represent the “Rosetta Stone”, providing a translation between countries’ ERCE results and the TIMSS and PIRLS achievement scales. Countries participating in ERCE will be able to use the tables to determine the percentage of their students expected to reach the TIMSS and PIRLS international benchmarks or any other benchmarks which can be measured on the TIMSS and PIRLS scales. An implementation of the Rosetta Stone methodology was conducted by specialists from UNESCO Santiago, IEA Hamburg and Boston College in Colombia and Guatemala.
1 ERCE also measures achievement in lower grades. However, the assessed grade level is different (3rd grade for ERCE).
*The implementation of the project in Chile was postponed.
PASEC - Programme d'analyse des systèmes éducatifs de la confemen
PASEC is a regional assessment conducted in approximately fifteen countries mainly located in Africa. For the purpose of developing concordance tables with PASEC, testing instruments from PASEC 2019 were administered in three African countries - Burundi, Guinea and Senegal - together with those used to create the Rosetta Stone concordance tables, TIMSS and PIRLS, in March and April 2020. Based on the results of the preparatory implementation in Senegal, the most appropriate testing instruments related to the IEA tests (TIMSS and PIRLS) are determined for the main data collection phase. This phase consists of the re-administration of all the test instruments from PASEC 2019 in conjunction with a separate test session for TIMSS and PIRLS, the Rosetta Stone instruments. It is implemented in approximately 100 schools per countries, generating data for approximately 2300 to 2500 students per country.
The data collected from the administration of PASEC assessments is entered, cleaned, scaled and weighted by the PASEC team, using the same procedures as those used for PASEC 2019. IEA and the TIMSS & PIRLS International Study Center at Boston College then take on the data analysis and apply necessary procedures for the Item Response Theory (IRT) to establish the links between the evaluations.
On 27 June 2022, policymakers and stakeholders were invited to learn how Rosetta Stone can help compare regional and international assessment programmes, ensuring countries report on SDG4 global indicator 4.1.1 using adequate data. It was an opportunity to hear from regional assessment programmes that participated in the study - Programme d’analyse des système éducatif de la CONFEMEN (PASEC) and Estudio Regional Comparativo y Explicativo (ERCE), and was managed by the Regional Bureau for Education for Latin America and the Caribbean (OREALC/UNESCO Santiago). Countries who used Rosetta Stone shared their experiences, challenges and outcomes.
- Rosetta Stone: Improving the global comparability of learning assesments
- Silvia Montoya (UNESCO Institute for Statistics)
- Rosetta Stone: Linking assessment programmes for reporting of SDG 4.1.1
- Silvia Montoya (UNESCO Institute for Statistics)
- Establishing a Concordance between Regional Assessments and TIMSS/PIRLS
- Lale Khorramdel and Matthias von Divier (TIMSS & PIRLS International Study Center, Boston College)
- IEA's Rosetta Stone: Project and Implementation
- Oliver Neuschmidt (IEA)
- ERCE 2019 and Rosetta Stone Project
- Carlos Cofre Cayuman (LLECE)
- Rosetta Project: PASEC Experience
- Hilaire Hounkpodote (CONFEMEN - PASEC)
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ENGLISH“There is nothing in the world so irresistibly contagious as laughter and good humour.” - Charles Dickens During their English lessons, students explored the world of literature through two humorous texts--Uncle Podger Hangs a Picture by Jerome K. Jerome and The Ad-dressing of Cats by T.S. Eliot. These readings enabled students to identify irony and humour, sharpening their skills in critical analysis. Additionally, emphasis was placed on structured answer writing and the importance of presenting work neatly. Grammar lessons covered - VERBS : formation of verbs, verb forms, subject-verb agreement, and the use of phrasal verbs. SCIENCE"Science is simply the word we use to describe a method of organizing our curiosity." – Tim Minchin Biology: Exploring Life and Growth Biology introduces us to the fascinating characteristics that define living organisms. Students dive into hands-on activities like observing plant movements, studying the life cycle of plants, and examining stomata under the microscope. They explore essential life functions such as nutrition, growth, reproduction, and excretion, discovering how these processes support life. Chemistry: Transformations in Matter In chemistry, students journey through the states of water, learning how matter transitions from solid to liquid to gas. Through activities like observing evaporation and condensation, they explore how various factors, such as temperature and surface area, influence these changes. Real-life applications like pot-in-pot coolers and the cooling effect of evaporation help them connect classroom knowledge to everyday life. Physics: Unlocking the Power of Magnets Physics introduces students to the intriguing world of magnets, where they learn about magnetic properties and identify magnetic versus non-magnetic substances. Lab activities demonstrate the forces of attraction and repulsion and allow students to explore the concept of Earth as a giant magnet. These experiments give a tangible insight into the fundamental forces shaping our world. SOCIAL SCIENCEThe young historians of Grade VI continued their journey to the past. Religion is the search for the ultimate meaning. The students gained insights into the principles and practices of the Vedic religion. They understood the various problems of the Vedic religion, which led to the emergence of religions like Jainism and Buddhism. The students were elated to learn about the great spiritual reformers Vardhamana Mahavira and Gautama Buddha. They engaged themselves in many activities, like poster making on Buddhism and narration of interesting stories about the lives of Buddha and Mahavira. In Geography, students explored the vastness of oceans and continents that shape the geography of our planet and support various forms of life. Understanding these large divisions of our planet, their location extent, and feature theories helped our budding learners appreciate the complexity, diversity, and interconnectedness of ecosystems. The students were excited to learn about the workings of local self-government. They gained insights into the importance of the involvement of people in the functioning of a country. They were able to understand the literal meaning of Gram Sabha and Gram Panchayats. Students were engaged in solving problems through case studies. A model Gram Panchayat was organised in class where the students enacted the role of the Sarpanch and the Panchs and discussed various issues and came up with unique solutions to those problems. https://www.youtube.com/watch?app=desktop&v=jtjmlRc-ibM https://www.youtube.com/watch?app=desktop&v=MMAM0g3SxTM https://www.youtube.com/watch?app=desktop&v=CmywwIa3mlA MATHEMATICSThe month began with discussions on midterm assessment answers to help students review and consolidate their understanding. We introduced fractions through hands-on activities using a fraction kit, reinforcing the basics and exploring conversions between mixed and improper fractions. Students also practised simplifying fractions to their lowest terms. Real-life applications were integrated through problems involving unlike fractions to make the concepts relatable. As the month progressed, weekend worksheets and mental math practice on Quizizz were provided to reinforce their learning and build confidence in ongoing concepts. HINDIपाठ- सूरज का इंतज़ार के द्वारा छात्रों के अंदर ऐतिहासिक प्रसंगो के प्रति रूचि विकसित करना। इस लिंक के माध्यम से छात्रों को गांधीजी के बारे में बताया में बताना और उनके प्रिय भजन को सुनाया गया। पाठ का सारांश नाटकीय मंचन द्वारा समझाया गया । वुका गतिविधि -(सतत विकास के लक्ष्य 4, 17 के अंतर्गत) आपका कोई दोस्त लालची प्रवृत्ति के कारण आत्मनियंत्रण खो बैठता है, उसकी सहायता कैसे करेंगे।(अनुच्छेद लेखन) कराया गया। विडिओ लिंक की सहायता से अनेकार्थी शब्दों की पहचान कराते हुए छात्रों को सूची बनाने के लिए कहा जाएगा। अनेकार्थी शब्द का उदहारण सहित अर्थ एवं वाक्य रचना के द्वारा अंतर स्पष्ट किया जाएगा। अभ्यास कार्य कराया गया। विडिओ लिंक की सहायता से वाक्यांश के लिए एक शब्द की पहचान कराते हुए पुस्तकीय अभ्यास कार्य कराया गया। इस तरह के अभ्यास से भाषा को प्रभावशाली बनाते हुए नए शब्दों से परिचित कराया गया। शब्द रचना शुरू करने से पहले उनसे वर्णो के बारे में मौखिक रूप से बात की गई कि शब्द कैसे और किसके मेल से बनते हैं। विडियो दिखाया गया। सार्थक निरर्थक शब्दों के बारे में समझाया गया। मस्तिष्क मानचित्र की सहायता से शब्द के भेद और उनकी पहचान बताई गई। छात्र अपने मन के भावों की अभिव्यक्ति में सक्षम होंगे। तत्सम, तदभव, देशज,विदेशी – पाठ के पठन के दौरान संस्कृत के शुद्ध शब्दों का ज्ञान कराया गया। छात्रों को व्याकरणिक ज्ञान व व्यवहारिक ज्ञान में सामंजस्य स्थापित करने की योग्यता का विकास करना । पीपीटी के माध्यम से रूढ़ शब्द, योगिक शब्द और योगरूढ़ के बारे में समझाया गया । अधिक जानकारी एवं संदेह दूर करने के लिए कुछ मिले-जुले हुए शब्द दिए गए, छात्र समझ के अनुसार उसमें से छाँटकर अलग करके लिखेंगे। विभिन्न परिस्थितियों पर आधारित संवाद सिखाकर रचनात्मक कला कौशल का विकास करेंगे। उपर्युक्त विषयों की पुनरावृत्ति कराते हुए छात्रों का मूल्यांकन किया गया। https://youtu.be/aeLPPk53ga8 https://www.youtube.com/watch?v=7Y9Nvmq2wP4 https://www.youtube.com/watch?v=kITT5t51k7w https://www.youtube.com/watch?v=IdAwURODcdY https://www.youtube.com/watch?v=-Q2UlkvqerI FRENCHIn October, Grade 6 French students focused on revising key grammatical concepts, including the verbs être and avoid, as well as the use of indefinite (un, une, des) and definite (le, la, les) articles. Adjectives and their agreement with nouns were also emphasized. We discussed the SA-1 answer sheets, helping students understand their mistakes and areas for improvement. In addition, students practised reading and pronunciation from Chapter 6 and revisited the verb avoir along with learning the days of the week in French. Looking ahead, we conducted Class Test 1, introduced vocabulary for facial features (les parties du visage), and body parts (les parties du corps), and worked on numbers 51-60, continuing to build their language skills progressively. We also learn about animals, zoos, and natural parks in France. SPANISHIn the past month, our Spanish class has delved into several important topics that have enhanced students’ language skills. We focused on the topics'mi ciudad’ and weather. We learnt to describe our town and say what all the places are there in a town. Students were also able to say how near or far are the places using cerca and lejos. Students also learnt to write an informal letter to a friend describing the weather and saying what the weather is like in different seasons. We also explored the versatile verbs'ser'' and ‘estar’ which allowed us to talk and describe different places in town, such as El Museo, Castillo, El Aeropuerto, El Puerto, etc. GERMANIn October Modul 2, Lektion 1, we dove into the Weigel family's house to expand our vocabulary about rooms and objects. We learned key rooms such as das Wohnzimmer (living room), die Küche (kitchen), das Schlafzimmer (bedroom), das Bad (bathroom), and das Esszimmer (dining room). Using of adjectives in german to describe a room. We also focused on asking about rooms using the question word "Was?" (What?), with examples like "Was ist das?". We familiarized ourselves with common objects found in these rooms, including das Sofa (sofa), der Tisch (table), der Stuhl (chair), der Kühlschrank (refrigerator), and die Lampe (lamp). Additionally, we practiced using definite articles (der, die, das) and indefinite articles (ein, eine) in our sentences. For instance, we said "Das ist ein Tisch." (That is a table.) and "Das ist keine Lampe." (That is not a lamp.). We learned to connect ideas with conjunctions: "Ich habe einen Stuhl und einen Tisch." (I have a chair and a table.) or "Ich habe einen Kühlschrank, aber keine Waschmaschine." (I have a refrigerator, but not a washing machine.). To wrap up, we created flashcards for the rooms and objects and paired up to ask and answer questions. It was a great month learning about "Das Haus"! 🏡✨ SANSKRITपाठ- १० सम्प्रदानकारकः-चतुर्थी विभक्तिः, पाठ- ११ अपादानकारकः-पञ्चमी विभक्तिः को स्पष्ट किया गया साथ ही साथ [अव्ययशब्दाः, (३) धातुरुपाणि- (लट् लकारः लृट् लकारः च) - पठ्, पत्, धाव्, खाद् , गम्, नम्, भू, अस्, कृ, दा, दृश्, पा, स्मृ और क्रीड़, (४) शब्दरुपाणि- अकारांत(पु०/न०), आकारांत(स्त्री०) और सर्वनाम शब्दरुपाणि- तत् , एतत् , किम् – (तीनों लिंग) अस्मद् – युष्मद्(उभयलिंगम्)-पुनरावृत्ति] की पुनरावृत्ति करवाई गई।ICT"Animation is not merely the art of drawings in motion, but rather the art of capturing movement through drawn visuals." In the ICT class, students engaged with Animate CC software, completing hands-on exercises to deepen their understanding. They explored techniques for creating and grouping objects, mastered frame-by-frame animation, and applied the Motion Tween method. As a culminating project, students designed an animated poster utilizing the features of Animate CC to showcase their learning. PHYSICAL EDUCATIONBadminton: Warm-Up, Jogging Around the Court,Dynamic Stretches: Focus on wrists, shoulders, legs, Footwork Drills, Racket Grip Practice, Forehand Grip, Backhand Grip, Footwork Basics, Shuffling Drill, Front and Back Movement, Shadow Play, Basic Shots Practice, Serve Practice, Clear Shots, Drop Shots, Rally and Control. Gymnastics: Floor exercise round off, bars, swing and support position, vault jumping with spring board. Judo: Ushiro sabaki (Movement), Stretching, Warm up with a mirror game, Exercise, Ushiro Sabaki (Movement), Fun activity (in or out), Cooldown / Meditation. Mae sabaki (Movement), Stretching, General warm up, Fun activity (dodgeball), Cooldown / Meditation. Cricket: Bowling drills, Agility and speed drills, Practice matches, Hand-eye coordination games. Shooting: Shooting Techniques (Timed Fire), Introduce the timed fire shooting technique, Demonstrate and have students practice shooting at targets within a set time limit,10 shots fire. Fundamentals of the Shoot (Student will learn the followings), Preparation, Aim, Breathing,Trigger control, Follow through, Scoring. Football: Heading & Throwing: skills taught ● Approach, Take off, Hang arch, Landing, Forehead heading in front on ground, Forehead heading with jump. Passing & Receiving: Recap dribbling fundamental. ● Push pass (In Step), Push pass (out step), In step receiving the ball Shooting & Kicking: Drills to teach: ● In step, Short-distance kicking Attack: Drills to teach ● Dribbling in forward direction, Dribbling with 1vs1, 2vs2, 3vs3. Basketball: Basketball shooting, step back, fake and jump shot, 3*3 format matches, 5*5 format matches. PERFORMING ARTS & VISUAL ARTSANNUAL DAY PREPARATION LIFE SKILLSStudents explored various coping styles, focusing on ways to manage stress and emotions effectively. As part of Mental Health Month, they engaged in a creative activity, designing posters around the theme Disconnect in a Connected World. Through this activity, they emphasized the concept of "Control the Scroll," reflecting on the impact of digital habits on well-being. This exercise encouraged students to think critically about mindful technology use and to cultivate healthier routines that support emotional balance and connection. The session highlighted the importance of balancing online and offline lives, fostering resilience and self-care in an increasingly digital world.
The students took the Half Yearly Examination after several rigorous verbal and written revisions of the syllabus.
ENGLISHThe month of August saw the students planning and preaching rigorously for the parent walk-in, where they presented their knowledge of social science in creative ways. Along with the parent walk-in, the lessons were also focused on the completion of the half-yearly syllabus and revision. Students recapitulated their understanding of diary writing and story writing through classwork and worksheets. They enjoyed the 'Glad Game' in Pollyanna and learnt to look at the brighter side in any circumstances. Students revised for the exams through various revision worksheets. SCIENCE"What you sow today, you reap tomorrow." BIOLOGY: August commenced with an in-depth exploration of plants. Students delved into the vital roles of leaves, stems, flowers, and roots. A nature walk around the school grounds provided an opportunity to connect textbook knowledge with real-world observations. In the classroom, students engaged with PowerPoint presentations, educational videos, and hands-on experiences with flowers and leaves, ensuring a comprehensive understanding of plant biology. Additionally, students participated in discussions on the importance of plants in sustaining ecosystems and human life. CHEMISTRY: The topic, "Properties of Materials," engaged students in hands-on activities where they collected various objects to investigate material properties such as hardness, compressibility, and malleability. Experiments with sinking and floating objects deepened their understanding of density and buoyancy. Discussions and reflections on these activities allowed students to connect their observations with scientific principles. These explorations were supplemented by visual aids and peer collaboration, further solidifying their grasp on the subject. PHYSICS: The "Electricity and Circuits" chapter continued with a focus on electricity conservation, highlighting its connection to SDG 12: Responsible Consumption and Production. Students conducted a school-wide survey to evaluate electricity usage, promoting awareness and responsible behavior. They also explored the components and functioning of dry cells, electric bulbs, and torches through interactive videos, detailed diagrams, and hands-on experiments. The practical applications of these concepts were emphasised, encouraging students to think critically about energy efficiency. Assessment and Preparation: To assess their knowledge, students actively participated in discussions, quizzes, and chapter reviews. Revision sessions were held in preparation for the upcoming half-year examinations, ensuring that students were well-prepared and confident in their understanding of the material. SOCIAL SCIENCEThe chapter on government introduced students to the concept of governance and its various levels using a triangular pyramid model for better understanding. A class discussion on democracy sparked debate, wherein types of democracy were clearly explained. Students differentiated key terms like prejudice, discrimination, stereotype, and inequality using flow charts and mind maps. They also explored stereotypes and discrimination, encouraging critical thinking.In History, students compared the town planning of the Harappan civilisation with that of Gurugram. In Economics, they learnt the significance of work, distinguishing between economic and non-economic activities through visuals and examples. They also related these concepts to community participation programs. To reinforce learning, objective assessments were conducted, and revision sessions were held for the upcoming half-year exams. Students engaged actively in doing a Nukkad Natak on Gender Inequality, presentations on Indus Valley Civilisation, and quizzes on time zones during their parent walk, integrating the concepts with Hindi and English. Video links were provided for further learning: https://www.youtube.com/watch?v=Zo33X4Mq6nUhttps://www.youtube.com/watch?v=5Kvi-5HrfaYhttps://www.youtube.com/watch?v=X1DkiuaFCuA MATHEMATICSThe chapter "Knowing Our Numbers" was introduced through experiential learning, connecting mathematical concepts to students' daily lives. For instance, the school's landline number was used to explain the Indian and international numeration systems, along with concepts like successor, predecessor, and expanded form. Students learnt about the number of zeroes in thousands, lakhs, and crores, and how many thousands make up a lakh. Students participated in a group flash card activity to reinforce their understanding of forming, naming, and comparing numbers. Moving on to the next chapter, "Playing With Numbers," the class began with an oral discussion on factors and multiples. Divisibility rules were reinforced through a game involving multiplication tables. Students were introduced to prime and composite numbers, twin primes, reversed-digit primes, and co-prime numbers. They practiced finding factors, multiples, and common factors and applying divisibility rules through class exercises. Additionally, they explored terms like largest, maximum, minimum, and smallest in the context of LCM (Least Common Multiple) and HCF (Highest Common Factor) and learnt about the relationship between LCM and HCF. A class test on "Knowing Numbers" and "Whole Numbers" was conducted to assess their understanding. During online sessions, students participated in quizzes on Quizizz, and weekend worksheets were provided, covering ongoing concepts with a focus on Higher-order thinking and Value-based questions. Links: https://www.youtube.com/watch?v=xayZP1OXjQ4 https://www.youtube.com/watch?v=xayZP1OXjQ4 हिन्दीमानवता, समाजिकता, सद्भावना जैसे गुणों के प्रति चिंतन-मनन की योग्यता का विकास करते हुए ‘एक पत्र माँ के नाम’ पाठ का पठन कराया गया। वाद – विवाद के माध्यम से छात्रों ने देश में हो रहे भ्रष्टाचार एवं आर्थिक व्यवस्था के विषय में चर्चा किए। विडिओ के द्वारा ‘कारक’ विषय का परिचय दिया गया और उसके भेद उदाहरण सहित समझाते हुए अभ्यास कार्य कराया गया। भारत के दक्षिण में स्थित राज्यों की जानकारी देते हुए ‘तमिलनाडू’ पाठ पठन कराया गया। QUIZZIES के माध्यम से दोहराई कार्य हुआ। हिन्दी भाषा की विशेषता बताते हुए ‘कविता- सबकी मधुर ज़ुबान है हिन्दी’ विषय पाठ का भावार्थ समझाया गया। भाषा की महत्ता को बताते हुए ‘अपनी मातृभाषा’ पर अनुच्छेद लिखने के लिए कहा गया। शब्दकोश की वृद्धि के लिया पर्यायवाची और विलोम शब्दों का भी ज्ञान कराया गया। पाठ ‘प्लास्टिक से मुक्ति’ का पठन कराते हुए इसका सही उपयोग बताया गया। छात्रों ने प्लास्टिक का प्रयोग न करने का प्रण लिया और ‘प्रदूषण मुक्त भारत’ पर अनुच्छेद लिखे। छात्रों को पत्र की आत्मकथा बताते हुए अनौपचारिक पत्र का प्रारूप समझाया गया। विभिन्न तरह के पत्र लिखवाकर अभ्यास कराया गया। QUIZZIES तथा MS फॉर्म केई द्वारा उपर्युक्त विषयों की पुनरावृत्ति कराई गई। पेरेंट वॉक-इन में छात्रों ने ‘असमानता और भेदभाव’ विषय पर नुक्कड़ नाटक के द्वारा समाज में सबको समान दर्जा देने का संदेश दिया। इस तरह से छात्रों की कला-अभिनय का बौद्धिक विकास हुआ। भाषायी ज्ञान के साथ रचनात्मक कला का भी विकास हुआ। संबंधित लिंक- https://www.youtube.com/watch?v=9N51MPK0Auw https://www.youtube.com/watch?v=nf4arBJtXYs https://www.youtube.com/watch?v=o8l09FwRdC8 FRENCHIn this month's French class, we explored various essential topics enriching our understanding of the language. We began with adjectives and les métiers (professions), followed by a reading from Chapter 4 of the textbook. We focused on mastering the article definitions and learnt to count the numbers from 31 to 50. The lessons also introduced indefinite articles and the question format Qu'est-ce que c'est?, alongside the plural of nouns and its exceptions. We explored colours, shapes, and enhanced our grammar with the verb "être" through revisions and exercises from Chapters 3 and 4. Pronunciation skills were honed with vocabulary from Chapter 4, leading into a study of the nation, countries, and nationalities, and continuing practice with numbers from 30 to 50. Reading of Chapters 4 and 5 solidified these concepts, ensuring a comprehensive learning experience for the month. SPANISHIn the past month, our Spanish class has delved into several important topics that have enhanced students’ language skills. We focused on reflexive verbs, learning how to describe our daily routines using verbs like levantar and acostar. We also explored the versatile verb "ir," which allowed us to talk about different places in town such as the estadio, the polideportico, and the commercial center. To better navigate and describe locations, students were made to practice using the prepositions “a” and "de," crucial for forming phrases like voy a la tienda (I’m going to the store). Additionally, we broadened our understanding of Hispanic culture and civilisation, exploring the rich history, traditions, and contributions of Spanish-speaking countries. This comprehensive approach has not only improved students’ language abilities but also deepened their appreciation for the cultural context of the language they are learning. GERMANLektion 3 - "Hast du Geschwister?" (Do You Have Siblings?) Welcome to another exciting chapter in our German learning journey! In Lektion 3, Let’s explore how to use German to discuss family, count numbers, and exchange contact details. 1. Hast du Geschwister? – Do you have siblings? Ja, ich habe einen Bruder und eine Schwester. Oder Ich bin Einzelkind. 2. Describing a Person To describe a person, you can use adjectives and phrases. Er/Sie ist [Adjektiv]. – : Er ist freundlich. (He is friendly.) Example: Sie ist sportlich. (She is athletic.) 3. Counting From 20 Onwards Counting is essential for giving information about age and quantities. Here’s how to count from 20 and beyond: 20 4. Asking and Giving Telephone Numbers -Wie ist deine Telefonnummer? – What is your phone number? - Meine Telefonnummer ist [Nummer]. - Ich bin [Alter] Jahre alt. Wie lautet/ist Ihre Telefonnummer? – What is your phone number? (formal) Lektion 4: Wo wohnt ihr? – Exploring German Verbs and Locations In Lektion 4, we began with how to talk about where people live using the verbs "wohnen," "sein," and "liegen." 1. Verb "wohnen" – To Live The verb "wohnen" is used to describe where someone lives. Here’s how to conjugate and use it Ich wohne in Berlin. (I live in Berlin.) Sie wohnt in München. (She lives in Munich.) Verb "sein" – To Be The verb "sein" is used to describe the state or existence of something. Wie viele seid ihr zu Hause?“ (How many are you at home. „Wir sind sechs Personen: meine Eltern, meine zwei Brüder, meine Schwester und ich.“ (We are six people: my parents, my two brothers, my sister, and me.) 3. Verb "liegen" – To Lie (Be Located) The verb "liegen" describes the location of something, usually implying that it is lying flat. Wo liegt die Stadt? (Where is the city located?) संस्कृतपाठ – ७ कर्ता कारक - प्रथमा विभक्ति: , पाठ – ८ कर्मकारक - द्वितीयविभक्ति: , पाठ – ९ करणकारक - तृतीयविभक्ति अनुवाद / चित्रवर्णनम् की विस्तृत व्याख्या की गई। ICTDuring their Information and Communication Technology (ICT) class, the students engaged in a comprehensive exploration of various functions within Microsoft Excel. They were tasked with planning a budget for their birthday party and documenting the associated expenses using Excel. In this exercise, they applied several essential functions, such as SUM, MAX, MIN, AVERAGE, and COUNT, as well as the 'TODAY' function. Additionally, they gained an understanding of different types of cell references and the methods for inserting functions and formulas within the software. The activity highlighted the practical applications of Excel in simplifying complex calculations. The class also included a revision of the half-year syllabus, with exercises completed in their notebooks and quiz links provided for further topic review. A practical session for doubt clearing was conducted, during which students received detailed explanations and demonstrations of features like merge, wrap text, flash fill, and various calculation techniques. PHYSICAL EDUCATIONBadminton: Practicing footwork and movements with a shuttlecock, wall hitting, shuttle juggling, and knocking with partners. Students were practicing 4 corners footwork and clear skill practice. Swimming: Breathing techniques inside and outside water, bubbling, freestyle kicking on spot,arm action of freestyle stroke. Gymnastics: Students practiced standing bridge, handstandbridge, kartwheel on the balancing beam and free hand jump. Judo: Ogoshi (Waist throw), Tai Sabaki (Turning movement), Uchi Komi (Technique practice) and Ukemis (Falls). Cricket: Due to maintanance of ground students played indoor Cricket at MPH and practiced Basic rules of the sport, Batting basics, Bowling basics, Fielding drills, Hand-eye coordination drills. Shooting: Weapon introduction, fundamentals and safety rules, range commands, single hand holding with 1Kg dumble. Dummy holding with the help of dummy and double hand holding without dumble. Football: Due to maintanance of ground students were going to Badminton, Gymnastics and Kho Kho. INDIAN MUSICअगस्त माह में छात्र छात्राओं द्वारा की गई गतिविधिया: गायन अभ्यास: शुद्ध स्वर अलंकार । राग,गीत - लोक गीत माएरी । प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक । गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु स्वतंत्रत दिवस कार्यक्रम मे चयनित छात्र छात्रों ने देशभक्ति गीत का प्रदर्शन किया वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका | WESTERN MUSICSongs like "Like a Prayer" by Madonna, "One Moment in Time" by Whitney Houston, and "Don't Stop Believin'" by Journey, along with instrumental pieces such as "Chariots of Fire" and "River Flows in You," provide excellent opportunities for students to practice and improve. Learning these classics enhances their vocal range, expression, timing, dynamics, emotion, powerful sustained notes, phrasing, and overall energy. Breaking the song into sections and focusing on each part individually allows students to better grasp the storytelling in the lyrics and convey it effectively in their performances. The instruments used for these pieces include guitar, piano, keyboard, chimes, and drums. WESTERN DANCEIn their Western Dance lessons with Mr. Shree Ram, the students learned: 1. The dance form: Contemporary. 2. A brief overview of the process of creation in contemporary dance by using tools of improvisation like directions, levels (0, 1, & 2), and the source of the movement technique. 3. Techniques of Contemporary Dance such as bum roll, swishes, and stomach roll. Creation: A dance routine was taught in class on the song "Teri Mitti," incorporating the above techniques. DRAMAIn August, our drama class focused on voice and breath control techniques, while also celebrating the spirit of Indian independence. Here are the key activities: • Volume Control: Students honed their ability to adjust their voices for different emotions and scenarios, learning the importance of volume variation. • Voice Projection Techniques: The class practiced projecting their voices effectively, ensuring they could be heard clearly in any setting. • Emphasis and Meaning: Students explored how stressing specific words in a sentence can alter its meaning, enhancing their expressiveness. • Freedom Struggle Discussions: We reflected on India's freedom struggle, discussing major incidents and deepening our understanding of history. • Group Performances: Each group chose an incident from the freedom struggle and performed it in class. • Independence Day Event: Students proudly performed at the school’s main event on August 15th, showcasing their dedication and talent. INDIAN DANCEStudents learned dance steps and movements centered around a patriotic theme, with choreography rooted in the traditional Kathak style. The routine incorporated key Kathak elements such as Tatkaar (intricate footwork), Hastak (hand movements), Hast Mudras (hand gestures), and Chakkars (spins). They practiced creating various floor patterns both individually and in groups, guided by the rhythmic and lyrical qualities of the song. Both the song and dance were purely classical, offering students a deeper understanding of the intricate nature of Kathak, a traditional Indian dance form. The performance was set to the song "Bharat Anokha Raag Hai…". LIFE SKILLSIn our recent life skills sessions for grades 6 to 8, students engaged in a self-assessment process, rating themselves on various personal and social skills. We introduced strategies to enhance these self-ratings, supporting their development in key life skills. Additionally, students participated in reflective exercises by completing incomplete statements, which provided us with valuable insights into their thoughts and behaviors. This approach enables us to customize our support to better address their individual needs. ARTStudents were introduced to Warli Art, a traditional Indian art form known for its simplicity and unique patterns. They explored rhythm and symmetry, creating stunning designs using tricolors. They were also introduced to UNESCO Heritage sites in India, students created stamps on particular monuments.
ENGLISHStudents returned from their summer break invigorated and eager to engage in their studies. Through the poem 'Foreign Lands,' they delighted in reliving the wonders of childhood, identifying with the child's innate curiosity to explore beyond familiar horizons. The narrative 'A Tale of Two Beasts' further enriched their understanding by illustrating the concept of perspective, and reading this short picture book deepened their comprehension of the poem's themes. Additionally, the students embarked on an exciting adventure, solving the mysteries presented in the units 'Treasure Seekers 1 and 2.' These lessons explored the idea of treasure, both tangible and intangible, obvious and hidden, which was further elucidated through an article about the historic havelis in Gurugram. This article provided a meaningful connection to the local context. Students completed consolidated written assignments for both units in their English notebooks. They also honed their formal letter-writing skills by drafting applications to the Principal. This exercise was facilitated by pairing students to brainstorm and discuss their ideas before composing their letters. SCIENCEPhysics: With the ending of an exciting summer break and embark of another journey of learning, in the month of July, while learning about the concepts of "Electricity and Circuits" as the new unit, students learned several foundational concepts and practical skills related to electrical energy and its applications. The combination of theoretical knowledge, hands-on activities, and safety education ensured a comprehensive learning experience. Students were well-prepared to build on this knowledge in future science classes and practical applications. Lab visit: To make a simple electric circuit using few basic electrical components. Chemistry: In the month of July, students learnt various methods and criteria for classifying materials based on their physical and chemical properties in the "Chapter-Sorting Materials into Groups". The chapter provided deep insight on foundational understanding of how materials are classified based on their properties. Through hands-on activities, experiments, and discussions, students gained practical skills in identifying and grouping materials. This knowledge is essential for their future studies in science and for making informed decisions about material use in everyday life. Lab visit: To sort provided materials into lustrous/non-lustrous, rough/smooth, transparent/translucent/opaque and soluble/insoluble/miscible/immiscible. Biology: I the month of July, students explored the diverse world of plants through a nature walk in the school campus, understanding their structures, functions, and importance. The nature walk gave the students a chance to observe the lovely plants around them even more closely to understand their various parts and patterns. Their deep observations and experiential learning developed immense respect and care towards these wonderful creatures around us. It also encouraged the students to actively participate towards their conservation and protection. Lab visit: To observe the process of conduction of nutrients through the stem of a plant. SOCIAL SCIENCE"In our changing world, nothing changes more than Geography" The students learned about the Globe, Latitudes, and Longitudes with much excitement. They learned about the axis of the earth and the direction in which the earth rotates. They learned about the heat zones of the Earth with an activity using a torch and globe. Map-based activities were conducted to develop students' map and direction skills. A discussion on time zones was conducted in class. Using real life examples students understood importance of latitudes and longitudes in navigation , disaster management , migration and tracking . In Civics, the students explored the meaning of diversity and its importance in creating a harmonious society .They were excited to learn about the new terms Prejudice , Stereotypes , Discrimination and Inequality .They identified major prejudice and stereotypes in our daily lives .They further created a poster on Breaking Stereotypes as an effort to promote equality and prevent discrimination They analyzed the case study of Dr B.R. Ambedkar to deepen their understanding of discrimination and inequality .A live debate was conducted on the topic-Reservation in India is good to bring Equality or it encourages inequality . The budding archaeologists and historians of Suncity School continued their journey to the past. They learned about the significant features of Harappan cities such as their sophisticated town planning and water supply. The students were explained the various Harappan sites with a PowerPoint presentation. The lives, religious beliefs, crafts, trade, and tribes of the Harappan cities were discussed. The town planning of the Harappan civilization was compared to the town planning of Gurugram [SDG 11: Sustainable cities and Communities]. They marked important sites of Harappan civilization in their Map books. https://www.youtube.com/watch?v=gt4Sk_NRJ_c https://www.youtube.com/watch?v=xjysGxduhH8 https://www.liveworksheets.com/mv688986mt MATHEMATICSThe month began with welcoming students back from summer vacation. A quick recap was conducted through a Hands-on activity using GeoBoard. Students presented their Holiday Homework Projects individually. Math UT 1 was distributed, and doubts were discussed. Different types of angles were explained, and students reinforced their understanding with a Hands-on paper-folding activity to create angles. They also learned how to use a protractor to draw various angles. Types of triangles were explained based on sides (Equilateral, Isosceles, Scalene) and angles (Acute, Right, Obtuse). Students were introduced to different types of quadrilaterals, including Square, Rectangle, Rhombus, and Parallelogram. Whole numbers and natural numbers were explained using a Venn Diagram, highlighting their differences. Questions from the NCERT textbook were taught in class, with additional questions assigned for practice. Worksheets based on higher-order thinking Skills (HOTS) were provided for further practice. Students completed a weekend worksheet covering ongoing concepts and a Bridge Course Art Integration activity. Links- https://www.youtube.com/watch?v=NnaG7uFINXQ https://byjus.com/cbse/properties-quadrilaterals/ HINDIछात्रों को एक या एक से अधिक की पहचान कराते हुए वचन के बारे में विस्तृत जानकारी दी गई। वचन बदलने के नियम समझाते हुए अभ्यास कार्य करवाए गए। फ्लैश कार्ड के माध्यम से वचन की गतिविधि कराई गई। जाति व्यवस्था का विरोध, भाई-चारे का संदेश देना, ‘जियो और जीने दो’ की धारणा से अवगत कराते हुए ‘कोई नहीं पराया’ कविता का स्स्वर वचन कराया गया। सतत विकास के लक्ष्य-४ के अंतर्गत मानवता के गुणों का विकास बताते हुए छात्रों में एकता की भावना जागृत किया गया। कविता के अर्थबोध के साथ-साथ प्रश्नोंत्तर पर चर्चा की गई। शिवाजी महाराज के व्यक्तित्व से परिचय कराते हुए छात्रों को नैतिक मूल्यों से अवगत कराना । वीरता का अर्थ समझाते हुए छात्रों को समझाया गया कि वीर शब्द किस संदर्भ में प्रयोग हुआ है। पाठ का पठन कराते हुए अभ्यास कार्य कराया गया। छात्रों ने कक्षा में संवाद शैली या शिवाजी की वीरता की कोई एक कहानी सुनाकर पाठ को समझने का प्रयास किए। गतिविधि – ‘मुझे पहचानो मैं कौन हूँ के द्वारा सर्वनाम का परिचय दिया गया। पीपीटी के द्वारा सर्वनाम के भेदों को समझाया गया। पाठ का पठन व अभ्यास कार्य कराया गया। QUIZZIE और मौखिक प्रश्नों के द्वारा पाठ की पुनरावृत्ति कराई गई। क्रिया का मूलरूप तथा परिभाषा गतिविधि के द्वारा समझाया गया। पुस्तकीय अभ्यास करने में सहायता दी गई। काल की परिभाषा तथा भेद समझाए गए, नियमानुसार काल परिवर्तन के नियम समझाए गए। यू ट्यूब लिंक तथा QUIZZIE द्वारा क्रिया और काल की पुनरावृत्ति कराई गई। लिखित व मौखिक पुनरावृत्ति के द्वारा छात्र पाठों को पूर्णरूप से समझने में सक्षम रहे। इस तरह से छात्रों के भाषायी ज्ञान में वृद्धि एवं रचनात्मक कला-कौशल का विकास हुआ। संबंधित लिंक – https://quizizz.com/join?gc=91564038 https://quizizz.com/join?gc=96788557 https://www.youtube.com/watch?v=WsDL3AI8WKc https://www.youtube.com/watch?v=8M8nwOHwcTY https://www.youtube.com/watch?v=nZWandP0zbs https://www.youtube.com/watch?v=5cw7qp2CR_M&t=23s https://www.youtube.com/watch?v=ipxPgdg0LdY https://www.youtube.com/watch?v=6T8mcz_k94A https://www.youtube.com/watch?v=W_E7_RkCzFk SPANISHThis past month, students have been working hard and making great progress with their Spanish language skills, focusing on verb conjugations, describing their homes, and improving their reading and writing abilities. Students began by learning how to conjugate regular AR, ER, and IR-ending verbs in the present tense. These verbs form the backbone of Spanish grammar. These conjugations have enabled students to form basic sentences and express themselves more clearly in Spanish. Using the verb "vivid", we’ve also focused on practical applications, such as using the verb “vivir’’ (to live) to talk about where they live and describe their houses. To describe their homes, students have learned a variety of adjectives. These adjectives help students provide more detailed and vivid descriptions of their living spaces. To enhance their reading skills, students completed a reading comprehension exercise about a typical Spanish house. This activity not only improved their vocabulary but also helped them understand sentence structure and context. Finally, students put their new skills into practice by writing a short passage about their own homes. FRENCHThe school welcomed back its students after a rejuvenating summer break. The session after the break began with the Revision of the grammar concepts done. To enhance their language skills further, students were encouraged to pronounce and read the French texts and vocabulary. They were also helped with the communication of their well-being and introduction in French. Revision for UT 1 was commemorated with a supportive worksheet, helping students ease back into their studies. We were delighted to witness the excitement among the students as they attempted their French exam. GERMANIn July, we started with workbook exercises and covering Modul 1 and Lektion 2. Das ist meine Familie. The students learned to introduce one's family, to elicit information about a person and reproduce the same, to report about a person, We covered definite articles "der, die,das, die" for the family. Preposition ,,von'', Possessive articles: mein/ meine, dein/deine, description of a family photo, and family tree, along with the workbook exercises. Revision Test were also conducted. SANSKRITपाठ ४ – मध्यमपुरुष, पाठ ५ – उत्तमपुरुष, पाठ ६ – अव्ययपदानि / अव्ययशब्दाः और अनुवाद / चित्रवर्णनम् - इन सभी पाठों को विस्तार से स्पष्ट किया गया। UT-I की पुनरावृत्ति कराई गई और छात्रों को उत्तरपत्रिका वितरित की गई। ICTThe students commenced a new educational journey with the introduction of a significant topic, Microsoft Excel. Throughout this module, they explored a variety of fundamental concepts, such as entering numbers in text, date, and time formats. Additionally, they acquainted themselves with essential functions like Undo and Redo, thereby gaining a thorough understanding of these foundational features. Furthermore, the students developed proficiency in managing the layout of spreadsheets by efficiently inserting and deleting columns and rows, as well as adjusting the height and width of these elements to enhance their overall presentation. As part of their comprehensive learning experience, the students meticulously documented their on-screen activities and timings over the course of one week. This exercise involved capturing critical details such as dates, timings, applications used, purposes, and the devices employed. With this data, the students performed data analysis by calculating the total, maximum, and average time spent on-screen during the week. This practical application of Excel's functionalities underscored the real-world utility of the acquired skills. To reinforce their understanding and prepare for forthcoming assessments, the students engaged in an extensive review, specifically focusing on Microsoft Excel 2016. This process involved revisiting concepts and actively participating in discussions to ensure a thorough comprehension of the material. PHYSICAL EDUCATIONBadminton: Outdoor Practice: Practicing footwork and movements without a shuttlecock, wall hitting, shuttle juggling, and knocking with partners. Gymnastics: Terminology terms like vault, beam, floor exercise, uneven bars, and pommel horse were discussed, which are apparatuses used in gymnastics. Judo: Osotogari (the technique for throwing) all fall; Ushiro Ukemi; Mae Ukemi; and Yuko Ukemi. Cricket: Basics of Cricket- Understanding the objectives and equipment used in the game of cricket, including bats, balls, and wickets. Friendly matches among students. Basketball: Dribbling: Learning to control and move the basketball using right-hand and left-hand dribbles. Defensive rebounding and passing while on the move. Football: friendly matches among students. Shooting (Grade 5 and Above): Holding dumbbells with one hand, body balance exercises related to balance, i.e., planks, squats, front planks, side planks, and one leg balance. Live fire with pellets and target paper. INDIAN MUSICजुलाई माह में छात्र छात्राओं द्वारा की गई गतिविधिया: गायन अभ्यास: शुद्ध स्वर अलंकार । राग,गीत - लोक गीत माएरी । प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक । गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु इंवेस्टीचर कार्यक्रम मे चयनित छात्र छात्रों ने सरस्वती वंदना का प्रदर्शन किया वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका WESTERN MUSICStudents learned the rhythmic beat of the song “Another Day in Paradise” by Phil Collins using different instruments. They also performed the instrumental piece "Chariots of Fire" at investiture events with various musical instruments as part of their orchestrated performance. The instruments used include guitar, keyboard, piano, drums, rain stick, and chimes. WESTERN DANCEIn their Western Dance lessons with Mr. Shree Ram, the students learned: 1. The dance form: Contemporary. 2. A brief overview of the process of creation in contemporary dance by using tools of improvisation like directions, levels (0, 1, & 2), and the source of the movement technique. 3. Techniques of Contemporary Dance such as bum roll, swishes, and stomach roll. Creation: A dance routine was taught in class on the song "Teri Mitti," incorporating the above techniques. DRAMAIn July, our drama class focused on developing essential skills in voice and speech, crucial for any aspiring performer. Here’s a brief overview of our activities: Core Activities: Breathing Techniques: - Students learned the significance of proper breathing for vocal performance. They practiced deep breathing exercises to improve breath control, vital for vocal strength and clarity. Pitch and Sound Production: - Engaging activities helped students explore how different pitches are created and their role in expressing emotions. They gained insights into the role of breath and resonators in producing sound. Articulation and Speech: - The class focused on converting sound into clear speech, emphasizing articulation and clarity. This practice enhanced their ability to use their voices effectively during performances. Voice Modulation: - Students mastered the art of voice modulation, learning to alter tone and pitch to enrich storytelling. This technique is key to creating engaging and dynamic characters. "Fairy Tale Kingdom" Exercise: - In this creative exercise, students practiced voice modulation to bring different characters to life, highlighting the importance of voice in character portrayal. Improvisation Performances: - Students participated in improvisational exercises, performing various scenarios in front of the class. They used voice modulation to define their characters, showcasing their understanding of how voice can convey different traits and emotions. INDIAN DANCEIn their Indian dance classes, lessons are planned to develop skills in classical dance Kathak. Students are taught the basics of Kathak, including: The structure of Teentaal - Tatkaar in Ekgun, Dugun, and Chaugun - Hastak and movements: Urdhav Hast Chakra, Madhya Hast Chakra, Tal Hast - - Chakra, Suchita, Pushpak, Palta, and Takkar (with three taps) - The lessons are designed to help students for collaboratively use of Tatkaar and - Hastak in different laya. Dance Style: Kathak Music: Paramparik (Traditional) VISUAL ARTSStudents were introduced to Warli Art, a traditional Indian art form known for its simplicity and unique patterns. They explored rhythm and symmetry, creating stunning designs using tricolors. These artworks will be displayed in an art exhibition on the eve of Independence Day celebrations. ENGLISH"Then let me to the valley go, this pretty flower to see; that I may also learn to grow in sweet humility." Jane Taylor Literature: Building on their learnings from the poem "The Violet," students began with a modest approach, understanding the value of humility. They learned new literary devices that aided in critically analysing the poem. From the simple world of the Violet, students journeyed to the enchanting world of Peter Pan, enjoying adventures with Peter Pan, Wendy, and Tinker Bell. Through this text, they identified story elements and practiced character analysis. Grammar: Students reviewed the concepts of abstract and collective nouns and conducted a detailed study of adjectives. Writing: The young learners honed their writing skills by composing informal letters to their friends. SCIENCE"The important thing is to never stop questioning." – Albert Einstein Biology: The chapter 'Components of Food' was introduced through a recall activity where students identified nutrients on their favorite snack labels. In the Biology Lab, the students conducted a starch test on a raw potato with iodine solution, observing a color change to blue-black. They also tested for proteins in milk using copper sulphate and caustic soda, resulting in a violet color. As part of Hindi integration, students created slogans on the importance of iodine in salt. The chapter ended with discussions on 'Balanced Diet' and 'Deficiency Diseases,' emphasizing the importance of a balanced diet and its variations based on individual needs. Students learned about deficiency diseases, their causes, and prevention. Chemistry: Experiential learning engages students in critical thinking, problem-solving, and decision-making through personally relevant contexts. It encourages initiative, decision-making, and accountability. To teach the concepts of the chapter, Separation of Substances, various hands-on activities were conducted. To understand sedimentation, decantation, filtration, and loading, students mixed mud and water, then used alum to clear the water by making impurities stick to the alum. This demonstrated the separation process practically. Physics: Students engaged in hands-on activities to learn about various concepts in the chapter, Motion and Measurement of Distances. They measured objects like notebooks, pencil boxes, and study tables using both standard units (scales and tape measures) and non-standard units (handspan, pace, and cubit). They learned techniques to avoid parallax errors and used thread to measure curved lines. Circular objects, such as bangles, were measured with both standard and non-standard units. Additionally, students explored different types of motion through role-play and real-life examples, including a fan, a bicycle, and a pendulum clock. SOCIAL SCIENCEThe new academic session kicked off with an interactive quiz introducing students to social sciences—history, geography, and civics. Through comparing early humans and modern humans, students constructed timelines, delving into the importance of historical dates. Discussions on the significance of learning history led to understanding pre-history versus history and exploring various historical sources. Mapping rivers and early human habitats showcased geography's impact on history. Students learn about the sources of history and prehistoric cultures. Learning about map components and scale, integrated with math, enhanced spatial awareness. The students also learned about the reasons for the change of seasons, unequal days and nights, and solstices due to the movements of the Earth. In civics, students delved into family history's role and debated topics like Aatma Nirbhar Bharat. Activities like family tree creation and interviews highlighted changes in family dynamics and traditional versus modern occupations. Role-plays on cleanliness and municipal roles fostered civic engagement. The role of elections and political parties in upholding the principles of democracy was discussed. They developed an understanding of the meaning, scope, and significance of the next topic—diversity—through interactive discussions, story narration and discussion, flow charts, comparative studies, and video links. They understood the essence of the phrase 'Unity in Diversity’. The use of T-charts, videos, and diagrams enriched learning. By blending activities, discussions, and multimedia resources, students gained a holistic understanding of the social sciences, appreciating their significance in understanding and shaping the world. The students enjoyed making manuscripts and plans for their apartments, reflecting the concepts learned and integrating them with arts and math. History and civics topics were recapitulated, and practice worksheets were discussed and done in class. MATHEMATICSThe month of April started with the chapter Basic Geometical Ideas. Students were made aware that this word is derived from the Greek word ‘geometron’, which is made of two words: geo and metron. So geometry is the mathematical study of all shapes and figures. It can be seen everywhere in our everyday lives. We live in a world of shapes, and here we will see how mathematics helps us understand the basics of geometry. The lessons carried forward by checking the previous knowledge of geometry through an activity where the students were able to identify different terms like point, ray, line, line segment, etc. Students learned and practiced making different shapes like intersecting lines, parallel lines, open and closed curves, and polygons. Students enjoyed the polygon-making activity using matchsticks. The next chapter, Understanding Elementary Shapes, was also explained, and students made angles, triangles, and their types using matchboxes or sticks. "NCERT textbook questions were discussed in the class through written work. Students also learned about directions and revolutions and completed weekend worksheets covering ongoing concepts. Math UT 1 topics were recapitulated, and practice worksheets were discussed and done in the class. HINDIछात्रों का नए सत्र में स्वागत करते हुए आइसब्रेकर गतिविधि कराई गई, जिसका विषय है- ‘यदि मैं कोई बर्तन होता तो’। इस गतिविधि के माध्यम से सभी बच्चों ने अपने नैतिक विचारों को एक दूसरे के साथ साझा किए। व्याकरण संबोध पुस्तक से पाठ- भाषा,बोली,लिपि और व्याकरण का पठन कराते हुए मौखिक व लिखित अभ्यास करवाया गया। छात्रों ने अपने-अपने क्षेत्रों में बोली जाने वाली भाषाओं के बारे में चर्चा की। छात्रों ने देशी भाषाओं के साथ-साथ विदेशी भाषाओं व उनकी लिपियों के बारे में जाना। समानार्थी शब्दों का परिचय विडिओ लिंक के द्वारा कराते हुए पठन और पुस्तकीय अभ्यास कार्य कराया गया। गतिविधि के माध्यम से विलोम शब्दों की जानकारी देते हुए पुस्तकीय अभ्यास कराया गया। प्रातःकाल की महिमा का गुणगान बताते हुए पाठ्यपुस्तक गुंजन से ‘नवभारत’ कविता का भावार्थ बताया गया। तदुपरान्त पाठ का शब्दार्थ एवं प्रश्नोत्तर कराया गया। पाठ वर्णमाला व वर्ण-विच्छेद में छात्रों ने वर्ण के भेद व उनके उच्चारण को समझा जिससे वे वर्ण-विच्छेद व वर्ण संयोग करने में सफल हो सके। छात्रों ने अपनी तरफ से नए-नए शब्द दिए और उनका वर्णविच्छेद किया जिससे छात्रों के भाषाज्ञानार्जन में वृद्धि हो सकी । सतत विकास के लक्ष्य ३(उत्तम स्वास्थ्य एवं खुशहली ) के अंतर्गत 'पृथ्वी दिवस' के अवसर पर छात्रों ने नारा लेखन किया व पृथ्वी को नष्ट होने से कैसे बचाया जा सकता है, उसपर अपने-अपने विचार रखें। ‘विश्व स्वास्थ्य दिवस’ पर आकर्षक चित्रसहित नारा लेखन किया। पाठ्यपुस्तक गुंजन से ‘एलबम’ पाठ का सारांश समझाते हुए पुस्तकीय अभ्यास कार्य कराया गया। ‘पाठ मुत्तुलक्ष्मी’ का जीवन चरित्र-चित्रण समझाते हुए उनकी शैक्षणिक योग्यता का विस्तार एवं उपलब्धियों के बारे में बताया गया। शब्दार्थ, प्रश्नोंत्तर अभ्यास-पुस्तिका में करवाया गया। स्कूल भ्रमण के दौरान छात्रों ने मौजूदा वस्तुओं को देखकर ‘संज्ञा, लिंग, वचन व चित्र वर्णन’ की जानकारी प्राप्त की। लिखित व मौखिक पुनरावृत्ति के द्वारा छात्रों को इकाई परीक्षा के लिए पूर्णरूप से तैयार किया गया जिससे अच्छे अंक प्राप्त कर सकें। इस तरह से छात्रों के भाषायी ज्ञान में वृद्धि एवं रचनात्मक कला-कौशल का विकास हुआ। https://www.youtube.com/watch?v=MbFs8EOrVMc https://www.youtube.com/shorts/NGv9dEZ0pK4 https://youtu.be/x5YyShdoJ1A https://youtu.be/x5YyShdoJ1A SPANISHThis past month, students have been working hard and making great progress with their Spanish language skills, focusing on verb conjugations, describing their homes, and improving their reading and writing abilities. Students began by learning how to conjugate regular AR, ER, and IR-ending verbs in the present tense. These verbs form the backbone of Spanish grammar. These conjugations have enabled students to form basic sentences and express themselves more clearly in Spanish. Using the verb "vivir", we’ve also focused on practical applications, such as using the verb “vivir’’ (to live) to talk about where they live and describe their houses. To describe their homes, students have learned a variety of adjectives. These adjectives help students provide more detailed and vivid descriptions of their living spaces. To enhance their reading skills, students completed a reading comprehension exercise about a typical Spanish house. This activity not only improved their vocabulary but also helped them understand sentence structure and context. Finally, students put their new skills into practice by writing a short passage about their own homes. GERMANIn April, we started with a full-swing ice-breaker activity with a ball. Children went on introducing themselves and speaking about themselves. We covered Lektion 1 of the book Hallo Deutsch 1. We covered topics like how to greet others in German, how to introduce oneself, how to inquire about name and age, how to count till 100, verbs, heissen und sein", question words, wer wie?, wer wie?, and idioms. Wie geht's''also did all the workbook exercises with poster making on topic numbers. In May, we covered Modul 1 and Lektion 2. Das ist meine Familie. The students learned to introduce one's family, to elicit information about a person and reproduce the same, to report about a person, We covered definite articles "der, die,das, die" for the family. Preposition,, von'', Possessive articles: mein/meine, dein/deine, description of a family photo, and family tree, along with the workbook exercises. SANSKRITवर्णपरिचय: के अन्तर्गत संस्कृत वर्णपरिचय: - वर्णमाला, वर्ण-विच्छेद संयुक्ताक्षर, पंचमाक्षर, द्वित्वाक्षर कराया गया I शब्दरुप- अकारांत – आकारांत, अकारांत(न०)तथा सर्वनाम शब्दरुप- तत् , एतत् , किम्(तीनों लिंगों में) , अस्मद् और युष्मद् का विस्तार से विवेचन किया गया I शरीरांगों, पशुपक्षियों, रंगों-फलों - सब्जियों के संस्कृत नाम को स्पष्ट किया गयाI पाठ २- धातुपरिचय: और धातुरुपाणि -लट्- लकारा: (पठ्, पत्, धाव्, खाद् , गम्, नम्, भू, अस्, कृ, दा, दृश्य् और पा) को स्पष्ट किया गया I 1 पाठः 2 शब्दज्ञान, पाठः 3 त्रयः पुरुषाः – (धातुरूप लट्) तथा पाठ ३- प्रथमपुरुष को समझाया गयाI ICTThe official ICT session commenced with an ice-breaking session where each and every student introduced themselves along with their favourite technological gadget, software, or programme and their preferred area of ICT interest. Next, the students were introduced to Windows 10 to learn about the features of this system and had an assessment of how much they understood this topic. This session discussed the following unique characteristics of Windows 10 that are unique, compared to former versions of Windows: Some of the comprehensible features of window layout include Continuum, Cortana, Microsoft Edge, the Action Centre, and Windows Hello. Among the several factors that are contained in the lesson plan are aspects touching on the creation of several desk-top displays and ways of altering the settings of the hardware devices. They also expanded it to the Windows tabs for basic uses like creating a Windows 10 presentation with basic transitions, animations, buttons for actions, and so on. All in all, it is safe to assume that the session has been rather stimulating, helpful to students, helpful to educators, and will at times be motivating for future sessions. PHYSICAL EDUCATIONBadminton: Outdoor Practice: Practicing footwork and movements without a shuttlecock, wall hitting, shuttle juggling, and knocking with partners. Gymnastics: Terminology terms like vault, beam, floor exercise, uneven bars, and pommel horse were discussed, which are apparatuses used in gymnastics. Judo: Osotogari (the technique for throwing) all fall; Ushiro Ukemi; Mae Ukemi; and Yuko Ukemi. Cricket: Basics of Cricket- Understanding the objectives and equipment used in the game of cricket, including bats, balls, and wickets. Friendly matches among students. Basketball: Dribbling: Learning to control and move the basketball using right-hand and left-hand dribbles. Defensive rebounding and passing while on the move. Football: friendly matches among students. Shooting (Grade 5 and Above): Holding dumbbells with one hand, body balance exercises related to balance, i.e., planks, squats, front planks, side planks, and one leg balance. Live fire with pellets and target paper. INDIAN MUSICअप्रैल - मई माह में छात्र छात्राओं द्वारा की गई गतिविधिया: गायन अभ्यास: शुद्ध स्वर अलंकार । राग,गीत - लोक गीत माएरी । प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक । गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु इंवेस्टीचर कार्यक्रम मे चयनित छात्र छात्रों ने राग केदार मे कृष्णा गीत का प्रदर्शन किया वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका WESTERN MUSICSong-"Fight Song" and "Sleeping Child" by MLTR. Students will be able to learn pitch skipping, tonality, and singing in unison, individually, or in groups.Learning the time signature,arpeggious along with the melody and different chord changes Instruments used:guitar,piano,drums and congo. WESTERN DANCEIn their Western Dance lessons with Shree Ram, the students learnt: 1. The dance form: Contemporary 2. A brief overview of the process of creation in contemporary dance by using tools of improvisation like directions, levels (0,1&2) and source of the movement technique. 3. Techniques of Contemporary Dance such as Bum roll, Swishes and Stomach Roll. 4. Creation Technique (Construction and De-construction) – A dance routine was taught in the class and using this technique students had to break the pattern of the given sequence and then had to reconstruct any possible permutation and combination. DRAMAWe commenced our new session with an energetic icebreaker, igniting excitement right from the start. This month, our focus areas included: • Concentration Exercises: Progressing from basic to intricate commands to enhance listening and task-following skills. • Focus-Boosting Activities: Engaging games like "Focus Counting" and "Frog in the Pond" to refine alertness and spatial awareness. • Surroundings Awareness: Highlighting the significance of being observant both on and off the stage. • "View Outside My Window" Activity: A creative exercise aimed at boosting imagination by describing and envisioning different scenes outside a window. In May, students explored the importance of observation through various games and activities, discovering how it benefits both theater performance and everyday life. Activities like the Mirror activity and "What Are You Doing?" helped them grasp the concept of observation. During improvisations, they drew upon their observations to create and perform scenes or on-the-spot improvisations. INDIAN DANCEIn their Indian Dance lessons, the students learnt: The power of Deva Shree Ganesha, destroy all your sorrows, enhance your happiness, and create goodness all around you. Lord Ganesha bless you with worldly bounties. Keep you protected from obstacles at all times, with this thought we at Suncity started the new session with a beautiful Ganesh Vandana. Students learnt beautiful postures, mudras and body balancing along with Kathak basics- Tatkaar, Hastak, Shringar ras and body movements. Song: Hey Ganraya Dance style: Kathak LIFE SKILLSThis April, the students embarked on the "Me, Myself, and I" quest, diving into self-awareness through fun, gamified lessons. They explored their personalities, strengths, and interests, discovering what makes each of them unique. In May, the focus shifted to "Playing the Role of Me in the Real World." Students learned about social identities, in-groups and out-groups, and the concepts of prejudice and bias. Through role-playing and discussions, they gained insights into navigating social situations with empathy and respect. April and May have been transformative months, helping our students grow as self-aware and socially mindful individuals. VISUAL ARTSStudents explored cave paintings, including famous prehistoric examples like the Bhimbetka cave paintings, as part of an integrated lesson with social science. They engaged in discussions about the significance of cave art and were encouraged to create their own cave paintings. Additionally, students were introduced to doodle art and typography, expanding their artistic horizons and encouraging creativity in different forms of expression.
ENGLISHThe most certain way to succeed is always to try just one more time." —Thomas Edison. Oral revisions were conducted in class with the help of quizzes and tests. Written revisions and revision worksheets were completed in the notebooks. Revisions were also conducted through open-book tests and class tests. Students were instructed on writing elaborate answers. Additionally, the sample paper was discussed and completed in class. SCIENCEBIOLOGY “Effective revision is not just about memorization but about deepening understanding and mastering essential concepts.” The students of Grade VI utilized different strategies for revision, learning, and preparation for the final exam. Dedicated revision sessions for all three chapters of biology were conducted in class, which were incredibly beneficial for students. Peer teaching was employed as a powerful recapitulation technique that not only helped students revise their own understanding but also reinforced learning through teaching others. Recapitulation of chapter concepts was done through Kahoot Quiz and Google Forms Assessments as well (IT Integration). The revision worksheets of all the chapters coming in the Final Exam were shared and discussed with the students. Class tests were also conducted to prepare the students for the Final Examinations. The students were explained the correct method of answering with the help of the Blueprint and Sample Paper. PHYSICS “Effective revision is not just about memorization but about deepening understanding and mastering essential concepts.” The students of Grade VI utilized different strategies for revision, learning, and preparation for the final exam. Dedicated revision sessions for all three chapters of biology were conducted in class, which were incredibly beneficial for students. Peer teaching was employed as a powerful recapitulation technique that not only helped students revise their own understanding but also reinforced learning through teaching others. Recapitulation of chapter concepts was done through Kahoot Quiz and Google Forms Assessments as well (IT Integration). The revision worksheets of all the chapters coming in the Final Exam were shared and discussed with the students. Class tests were also conducted to prepare the students for the Final Examinations. The students were explained the correct method of answering with the help of the Blueprint and Sample Paper. CHEMISTRY "Revision is the heart of learning and writing" Nothing can be expressed and understood completely than by writing and revising it again and again. In order to enable our learners to manage time during examinations and express their ideas better in writing, regular revisions of the syllabus were conducted. SOCIAL STUDIESHISTORY 'Revision is not just about fixing mistakes, it's about perfecting your understanding and mastering the concepts ." Oral assessment was conducted on the topic "Buildings, Paintings, and Books," where students recalled the concepts and answered questions asked from them. Open-book assessments were conducted so that ample reading of the chapter and written practice were done. The revision of the annual term syllabus was conducted through open-book quizzes, mapwork revision, written assessments, and oral quizzes on Quizziz. Sample papers and blueprints were also discussed in the culminating sessions. CIVICS The students conducted a comparative study of urban and rural livelihoods and analyzed the interdependence between the two. They also recognized the role of SDG 17 in achieving sustainable economic growth. They recalled their learning by attempting a quiz on MS Forms. Written assessments and oral revisions were conducted to prepare them for the annual examinations. GEOGRAPHY The students located and marked the various physical divisions of India in their map book. Oral assessments were conducted to assess the factual and conceptual knowledge of the students. Revision assessments and oral quizzes on Quizziz were also conducted to prepare the students for the final examinations. MATHThe month commenced with the introduction of proportions, followed by engaging students in solving NCERT questions related to the topic. We then delved into the chapter on Mensuration, assessing students' comprehension through questions focusing on perimeter and area calculations. Subsequently, we explored the concept of the unitary method, engaging in practical problem-solving exercises. To reinforce our understanding, we concluded the month with comprehensive reviews, class assessments, worksheet assignments, quizzes, and dedicated sessions for clearing doubts. HINDIपुनरावृत्ति - (लिखित और मौखिक) FRENCHIn February, students delved into possessive adjectives, gaining a comprehensive understanding of their usage. Additionally, they explored the significant names of French rivers and mountains as part of a cultural segment. To reinforce their learning, they completed workbook exercises, reviewing topics crucial for the annual exam. Furthermore, students underwent an assessment of their reading skills as part of the revision process. In-class discussions also involved solving revision sheets to ensure a thorough understanding of the upcoming exam. SPANISHThis month, students completed the syllabus planned for the Annual Examination. The topic of activities to do on the weekend was discussed in class. Students learned how to use the Immediate Future tense to talk about how they are going to help at home. The class had the opportunity to enjoy an activity on "Mi ciudad" or "Qué vas a hacer este fin de semana?" Revision 1 worksheet was shared in Teams and attempted in class. Two more revisions were shared in Teams and motivated the class to attempt them in the class notebook, as well as a Sample paper that was shared as an assignment. The answer key of the worksheets was shared to compare the answers. Oral skills, reading, and speaking were tested to be added as part of the Annual Examination total. GERMANThis month, students completed the planned revisions. The sample paper was discussed, and reading exercises were conducted for a year-end evaluation. SANSKRITपुनरावृत्ति - (लिखित और मौखिक) ITThe students revised the concepts of Python, Animate CC, and Internet Services through revision sheets and sample papers. They also engaged in hands-on practice to create different programs in Python. They were guided on how to attempt the question paper. Additionally, they appeared for their theory and practical Annual Exam.
ENGLISH“Your success will be determined by your own confidence and fortitude.” - Michelle Obama The students enjoyed reading ‘The Time Machine'. The young readers prepared themselves in groups for a quiz from the play and honed their thinking skills. They read the text thoroughly, took notes and shared their views in the class. In grammar, the learners continued to develop their concept of Prepositions and Conjunctions with interactive sessions learning how these two are used in different sentences. The learners found it more interesting and resultantly grabbed the concept well. Keeping in mind Bloom’s taxonomy, they were able to APPLY the use of Prepositions and Conjunctions and IDENTIFY them in their day to day conversation. The coordinating and subordinating conjunctions were discussed with the help of 'Buddy teaching' and a handout followed by the discussion of text book exercises. In writing, the students recapitulated on their knowledge of newspaper report and article writing. They started off with a handout about the elements of newspaper report and article writing and attempted to write a few reports and articles on the basis of the samples provided to them. They attempted to draft reports and articles on the given topics individually. “Your success will be determined by your own confidence and fortitude.” - Michelle Obama The students enjoyed reading ‘The Time Machine'. The young readers prepared themselves in groups for a quiz from the play and honed their thinking skills. They read the text thoroughly, took notes and shared their views in the class. In grammar, the learners continued to develop their concept of Prepositions and Conjunctions with interactive sessions learning how these two are used in different sentences. The learners found it more interesting and resultantly grabbed the concept well. Keeping in mind Bloom’s taxonomy, they were able to APPLY the use of Prepositions and Conjunctions and IDENTIFY them in their day to day conversation. The coordinating and subordinating conjunctions were discussed with the help of 'Buddy teaching' and a handout followed by the discussion of text book exercises. In writing, the students recapitulated on their knowledge of newspaper report and article writing. They started off with a handout about the elements of newspaper report and article writing and attempted to write a few reports and articles on the basis of the samples provided to them. They attempted to draft reports and articles on the given topics individually. HINDI'भारत की वास्तुकला ,इसकी धरोहर है |' इसी कथन को सत्य साबित करते हुए साहित्य पाठ -'भारत की वास्तुकला' से छात्रों को विभिन्न प्रकार की कलाओं का ज्ञान अर्जन हुआ |प्राचीन , मध्यकालीन वआधुनिक काल में जो भी नमूने देखने को मिलते हैं , उनके बारे में छात्रों ने जाना | उत्तर से लेकर दक्षिण तक व पूर्व से लेकर पश्चिम तक भारतीय वस्तुकला फैली हुई है | सामन्य जानकारी के साथ - साथ इतिहास की जानकारी भी प्राप्त हुई | MATHChapter Algebra: The chapter Algebra was reintroduced and introduced with real-life situations where the students were encouraged to see negative numbers and reflect on what they knew about Equations and the solutions of the given equations. The value of the variable in an equation that satisfies the equation is called a solution to the equation, a trial-and-error method Pick out the solution from the values given in the bracket next to each equation and show that the other values do not satisfy the equation were explained with the help of NCERT Textbook exercise questions. For a better understanding of the generalized rule students were given an activity aligned with aligns with Sustainable Development Goal (SDG) 17: Partnership for the Goals. Chapter Ratios and Proportions: The students were explained that in daily life, many times comparison was made between two quantities of the same type using ratios. The concept of Ratios and Proportions was given as a concept map and the exercise questions of NCERT Textbook were given importance. Students also did weekend worksheets covering ongoing concepts with mental maths practice using quizizz. SCIENCE"Revision is not merely a journey through familiar territory; it is the deliberate act of sculpting understanding, chiseling away the superfluous to reveal the refined essence of knowledge." Through the diligent use of revision sheets and oral reviews based on the chapter-Light, shadows and reflection, they equipped themselves for the upcoming UT-II. Following the assessment, the learners engaged in a comprehensive discussion of the question paper, reflecting on their understanding and application of the concepts. "Revision is an effort that makes the ordinary statements become extraordinary ones." With the above said conviction, students of Grade 6 revisited all the concepts from Chapter-Air around Us through revision sheet and oral revisions to be prepared for their UT-II attempt. Post the UT-II, Question paper for the same was discussed with the learners. Learners also understood the concept of Adaptattion and "How it helps various organisms to survive in their respective habitats?" Link: https://www.youtube.com/watch?v=m-_zXiOsBQU "A revision is just another step towards perfection" Students of Grade 6 recapitulated the chapter- Body Movements for the UT-II Exam through oral revision and class tests. The question paper was discussed with the children after the assessment and answer sheets were shown to clear the doubts. The class presentation on different habitats was also done as part of peer teaching. Students brainstormed and created presentations highlighting the organisms found in their assigned habitat, along with their adaptations and how they fulfil the characteristics of living organisms. This activity helped in reinforcing 21st century Skills- Collaboration, Communication, Creative Thinking and Creativity. SOCIAL SCIENCEThe students understood the basic concepts of art and literature, including the role of paintings and books in expressing ideas and emotions. They explored the history of art, including different art form and recognized how art has evolved over time. They learnt about the Ajanta and Ellora Caves and temples of India . They explored the buildings and their architecture in ancient India .They learnt and appreciated the contributions made in the field of literature, science, mathematics and moral values by recognizing the books written by them. In Civics, the topic -Urban Livelihoods was introduced with the discussion of occupations in urban areas. Thee students identified various components of urban livelihoods, such as jobs, services, and industries. Explore and classify different types of occupations in urban areas. They understood organized and unorganized sectors with the help of Case studies of people living in urban areas. The problem of migration and the challenges faced by people in urban areas, such as congestion, pollution, and housing issues were discussed with real life examples and situations. Explore sustainable practices and solutions to mitigate environmental challenges in urban areas. https://www.youtube.com/watch?v=_uCVTEcmaYY In Geography, the students learnt about the physical features of our country. This helped them to understand the diverse geography of India. They located the major physical features of India such as rivers, mountains, plateaus, plains, deserts, and oceans on a map. They identified and name key geographical landmarks like the Himalayan mountain range, the Ganges River, the Thar Desert, and the Deccan Plateau They explored the cultural significance of physical features in India, such as the role of rivers in religious practices and the influence of mountains on cultural beliefs. They also understood how physical features have shaped the history and cultural diversity of the country. They explored the relationship between physical features and climatic conditions in different regions of India, how physical features influence the types of vegetation found in various parts of the country. https://www.youtube.com/watch?v=Sq3Bh3RSUkA ICTStudents embarked on a journey of coding using Python. They were introduced to Python Programming where they were guided about installation process. They also learnt about the parts of a Python Window. They learnt about using variable in Python, difference between interactive mode and script mode. They were guided about Input function and print function. Students created diverse programs to use Python as a calculator. They also reflected on different internet services for video conferencing, elearning, ebanking and eshopping. They were guided to be responsible digital citizens while using internet. SANSKRIT |
Class TeachersMs. Palak Chawla, VI-A Archives
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HuggingFaceFW/fineweb-edu
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The human mind makes mistakes when it comes to finance, but machine learning does, too. What obstacles must both overcome?
We have heard much recently of the significant investment (and success) in building machine learning capabilities. Financial institutions are now striving to explore the full potential of artificial intelligence agents to replicate (and improve upon) human decision-making. With fraud detection, for example, the hope is to reduce the number of false claims and instances of money laundering. With trading, the hope is to reduce the number of underestimated risks and overestimated returns. With robo-advisors, the hope is to reduce research costs and portfolio misallocations.
Ideally, machine learning will produce superior outcomes at lower cost. However, to what extent will machine learning capabilities avoid repeating human mistakes? As we delegate more of our decisions to machines, can we look to eliminate more of our own cognitive biases? We need to first understand them much better.
Bias is natural but, out of nature, often unhelpful
The human brain is very powerful but has, of course, limitations. For example, it struggles to process fast-changing or large amounts of data. It therefore developed many decision simplification filters and as a result, evolved to rely on complex forms of bias. These biases help it assess and rationalize risks to determine which it can accept and which should be avoided. Human societies now are more complex, and individuals face different threats. They also face more and different decisions, but our cognitive abilities need much more time to evolve similarly.
When faced with too much information with too limited experience, we too often simply guess. This is true even for experts, and it’s interesting when applied to financial professionals. The trouble for the rest of us comes when experts are blind to their blindness. Their cognitive biases can create errors which can then compound and potentially contribute toward systemic risk if they are used in developing, say, economic policies and financial supervision strategies or informing regulatory enforcement.
Our decisions are based on validated facts as well as unsupported assumptions. The result is we don’t realize this is happening or the implications.
This is often called the mother of all biases because it is often a component of many other biases. We may – often without realizing it – accept or dismiss an investment proposal based on preconceptions of the people proposing them. To save time and effort, we pigeonhole proposers based on criteria such as age, gender and even perceived attractiveness. We also subconsciously assign presumed traits as to ability and even honesty.
We may be less rigorous with a proposal from a proposer whom we identify closely with, perhaps imagining a bond because we attended the same school or university. Alternatively, we may be overly rigorous with a proposer who didn’t attend university at all. While unintended, it can nonetheless prevent critical self-challenge and disciplined appraisal.
We both under- and overestimate some people, opportunities and risks based on entirely irrelevant factors. The result is that we unknowingly mis-price risk.
The key to its perniciousness is that we may seek out evidence that agrees with us and are much harder on evidence that doesn’t support what we wish to believe. When developing an investing thesis, we may overweight helpful anecdotal data and underweight unhelpful actual data. Similarly, we may seek out only those that we agree very well with which can lead to group think, prevent constructive challenge and can create fatal blind spots.
We overestimate our objectivity, as well as our efforts to be rigorous. The result is a false sense of security.
We may be swayed to make decisions based on how the proposals are framed in terms of potential gains rather than potential losses. When selecting between choices with the same payoff, we may (be manipulated to) choose the one that is packaged and presented with the emphasis on the potential gains. For example, investment A with a 100 percent chance of receiving US$10 is preferred over investment B which has an equal chance of US$20 and US$0.
We over-fear losing and require disproportionately higher potential gains before accepting a given level of risk. The result is that we forego reasonable opportunities and achieve lower average returns.
Hot hand or Gambler’s Fallacy
In sports, a player on a scoring hot streak is passed the ball much more in the belief that he or she is more likely to score than others. Similarly, in relation to a high profile fixed-income investment manager, we set aside what we know about diversification and over-invest in their fund, or their exciting new specialty fund, without doing our full homework. We just assume their success will continue and/or transfer over across entirely different investment strategies.
The opposite can also be true. A coin has no memory and the chances of achieving a given result on a flip is the same each time. However, many of us are tempted to think that after, say, nine consecutive heads, flipping a tail to be much more likely. Equally, we assume an asset price correction is simply “overdue” without evidence.
We ignore that due to reversion to the mean superior performers are on average eventually caught by determined competitors. The result is we may make blind predictions as to when streaks (if they exist at all) will continue or come to an end.
Blind to our blindness?
Heuristics (mental rules of thumb) are probably unavoidable and perhaps essential in modern life. They can however prevent us from correctly executing decision rules. As we program machines to make more of our decisions, we have the opportunity to consciously design them to control for our biases.
However, we must differentiate between cognitive biases and logic errors. The former is an error in not following the underlying reasoning due to susceptibility to predetermined beliefs, mental short-cuts and ignoring contrary evidence. The latter is, broadly, an error within the underlying reasoning. In our next post, we will discuss algorithmic bias and the limitations of machine learning where logic errors are embedded in the decision rules.
Our report Are you ready for blockchain? is now ready for complimentary download.
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Imagine you had to invent a new kind of atlas which showed the extent of our planet’s economic and cultural globalization, and the interconnections between the world’s environmental crises. That’s the aim of the ATLAS of Interdependence, a project being masterminded by the new economics foundation, the Open University and Sheffield University. The ATLAS will be an evolving online resource containing entries from geologists, geographers, scientists, journalists, artists, campaigners and historians, each providing their personal vision of global interdependence. Here is a sneak preview of my own entry, called the Global Map of the Empathic Imagination. Do let me know if you think it needs any additional landmarks.
Traditional maps are comprised of divisions. National borders separate us from one another, as do oceans and mountain ranges. In an age of interdependence, we need maps that do the opposite. They must show the forces that bind humanity together, offering glimpses of the common ground that is the basis for tackling the planet’s most acute crises, from climate change and wealth inequality to the violent conflicts between countries and religions. The Global Map of the Empathic Imagination has been designed to serve this purpose. It is a gateway to ideas and practical actions around empathy that can create a revolution of human relationships.
Empathy is the greatest social force that bonds human beings to one another. But what is empathy, why does it matter, and how can you map it?
I define empathy as the art of stepping into the shoes of another person and seeing the world from their perspective. That means understanding the beliefs, experiences, hopes and fears that comprise their worldview. The imaginative act of looking through someone else’s eyes can help erode our assumptions and prejudices about them, enabling us to recognise their humanity, and spurring us to take action on their behalf. As I describe in this video clip, empathy has the potential to create meaningful ties across boundaries of nationality, culture, age, gender and other divides.
Below you will find the Global Map of the Empathic Imagination. It is an attempt to show the power of empathy to create social change and tackle the planet’s fundamental collective problems. Hover over Canada and you will be offered the headline, ‘How babies can teach empathy in schools’. A short text describes the world’s most innovative empathy teaching programme for school children, called Roots of Empathy, which began in Toronto. Follow the link further and you will be transported to a detailed article about the programme that appears on Outrospection, my blog dedicated to empathy. There are similar markers across the map that will draw you into an inspiring range of empathic topics, such as ‘Should you empathise with your father’s killer?’, ‘Why we need a Climate Futures Museum’ and ‘How a Victorian traveller broke racist taboos’. They explore empathy from every angle – history, neuroscience, psychology, biology, social policy, politics and religion. All of them link to articles on Outrospection.
Travelling across the earth using the Global Map of the Empathic Imagination will not only expand your curiosity about other people and challenge the way you see yourself, but show how you can become part of the empathy-based social movements that we so desperately need to confront climate change and other planetary crises. Join the empathic revolution and cry out its guiding ideal, ‘You are, therefore I am’.
GLOBAL MAP OF THE EMPATHIC IMAGINATION by Roman Krznaric.
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Looking for a way to hack the planet without sophisticated equipment or expensive software? With nothing more than a used laptop, a Netgear router, and a can of Red Bull, you can gain access to some of the most secure systems on the planet. But what are the implications of such a massive breach of security? Will the benefits outweigh the consequences? In this article, we’ll take a step-by-step guide to hacking the planet, explore the possible outcomes of such an action, and examine what the future could hold for those who choose to take this path. So buckle up and get ready to explore the potential of hacking the planet with minimal resources.
Greetings, fellow space adventurers! Have you ever dreamed of being the master of your own destiny? Of controlling the very fabric of society? Well, with a used laptop, a Netgear router, and a can of Red Bull, you can achieve the unthinkable: hacking the planet.
Hacking has been around since the earliest days of computing, evolving into a highly sophisticated and efficient method to manipulate digital systems. But with great power comes even greater responsibility. However, what if you could hack the planet without any special equipment or software, with nothing more than scrap materials and a little ingenuity?
In this article, we will delve deep into the world of hacking and explore the endless possibilities of what one could achieve with a bit of technical know-how and a keen sense of adventure. We will take you step-by-step through the process of hacking the planet with minimal resources, exploring the potential risks and consequences along the way.
Hacking the planet is not just about the cool factor. It has the potential to disrupt the very foundations of modern society, both positively and negatively. Is it possible to hack the planet in a way that benefits humanity without causing widespread destruction and chaos? What are the ethical considerations when it comes to hacking? And how can exciting new technology, like AI and quantum computing, impact the way we think about hacking?
So, pack your bags and buckle up for the space adventure of a lifetime as we explore the fascinating world of hacking in the galaxy. May the force, and perhaps a bit of Red Bull, be with you.
II. Step-by-Step Guide to Hacking the Planet with Minimal Resources
Are you ready to embark on a journey into the vast unknown and learn how to hack the planet with nothing but a laptop and a router? Then, strap in and get ready, space cadets, as we take you through a step-by-step guide to achieving the impossible.
First, you’ll need to gather the necessary materials: a laptop and a Netgear router, which can be found inexpensively online or at a local tech store. Once you have these, power up your laptop and connect to the router.
Next, you’ll need to scan for vulnerabilities in the targeted system. This can be done using built-in tools like Nmap or Zenmap, which can identify open ports and services on the system.
Once you have identified the vulnerabilities, it’s time to exploit them. This can be done through the use of specialized software, such as Metasploit, which can launch automated attacks or provide you with custom modules to use in your attack.
After gaining a foothold in the target system, you can start your work of gaining control of the target. This can be done through various means, such as obtaining login credentials, creating backdoors or installing a remote access Trojan. The possibilities are endless, but the goal is the same: to establish complete control over the system.
But remember, with great power comes great responsibility – hacking a system without permission is illegal, and the consequences can be severe. Proceed with caution and consideration towards the impact of your actions.
Armed with this knowledge, you can now set out to hack the planet with nothing but your trusty laptop and router. Whether you use your newfound skills for good or for evil is up to you, dear reader. But be prepared to face the potential consequences of your actions.
III. Potential Consequences of Hacking the Planet
But what are the potential consequences of hacking the planet? With the rise of sophisticated cybersecurity systems, it’s becoming increasingly difficult to break through and exploit digital vulnerabilities without attracting attention. But let’s assume for a moment that, with a bit of luck and skill, you are successful in hacking the planet. What could happen?
Firstly, consider the ethical implications. Digital intrusion without permission is against the law, and hackers could face a hefty jail sentence. And rightfully so, since hacking can cause damage to critical infrastructure, endangering public safety and economic stability.
Secondly, the legal ramifications of hacking can have a significant impact on society. It could lead to the erosion of privacy rights, knowledge theft, or the release of sensitive information into the wrong hands. Additionally, if hackers gain control of essential systems, this could trigger a global cybersecurity epidemic, leading to the collapse of the global economy, and adversely impact political and social systems.
Furthermore, there is significant potential for third-party intervention. What was once an act of technological bravado could soon become a case of little fish being swallowed by bigger fish. It’s not uncommon that once a breach is detected, larger corporations and governments will swoop in, claiming your tech as their property, and their laws would apply. Or what if the breach revealed that a much more sophisticated hack is already in place?
Finally, hacking the planet has the potential to cause a technological arms race among countries, with governments scrambling to ramp up their cybersecurity measures to defend against emerging threats. It could lead to costly campaigns that shift valuable public resources into cybersecurity measures away from other essential public services.
IV. Risks and Benefits of Hacking the Planet
Now, before we embark on this intergalactic mission of planetary hacking, let’s pause for a moment and examine the potential risks and benefits of such an action.
On the one hand, hacking the planet could yield significant benefits to the individual or group who gains control. Access to sensitive information, secure systems, and financial assets could unlock unlimited potential for profit and power. Ethical hackers could also use their knowledge to expose major security flaws in systems, helping to improve society as a whole.
However, the risks of planetary hacking are significant and cannot be ignored. In the wrong hands, use of such power could lead to complete destruction of infrastructure, chaos, and widespread harm to innocent people. Cyberterrorism is a very real threat and planetary hacking could be an unwitting contributor to it.
Furthermore, those who successfully hack the planet will likely face significant legal and moral consequences, including possible arrest, imprisonment, or worse.
It is important to consider the long-term consequences of planetary hacking: what effect would it have on the balance of power within society? Could it upset the delicate stability that we have achieved through years of social and economic development? Or could it revolutionize society, empowering the disenfranchised and bringing about a new era of equality and prosperity for all?
In the end, the risks and benefits of planetary hacking are a delicate balance. While potentially exciting and lucrative, such actions pose a significant threat to society and could have profound consequences for generations to come. It is up to all of us, as citizens of the galaxy, to carefully consider the ethical, moral, and legal implications of planetary hacking before taking any steps down this path. It may just be that the risks far outweigh the potential rewards in the end.
V. Future Implications of Hacking the Planet
As we look to the future, it is clear that hacking will continue to evolve and hold a significant impact on society. With newfound tools and technology, hackers will be able to achieve feats that were once thought impossible. But what will the world look like in the future of hacking? What kind of society will arise from the ashes of the old?
One of the most exciting possibilities of hacking is the potential for collaboration and community building. Hacking can bring together people from all over the globe, breaking down borders and creating a new kind of society that values cooperation and ingenuity. Together, these individuals could build a new world that prioritizes unity, creativity, and sustainability.
In the future, we may see hacking used as a tool for preventing attacks and fending off malicious actors. With proper training and expertise, skilled hackers could be the first line of defense against cyberterrorism, stopping attacks before they even occur. Additionally, we may see the rise of shamans or cyber-guardians who will use their skills to protect people and communities from cyber threats.
However, it’s also possible that the future of hacking could be one of inequality and exploitation. The more powerful and skilled hackers become, the easier it will be for them to exploit and manipulate weaker systems. We may see the rise of a new class of elite hackers who use their power and influence to maintain their hold on society.
Finally, the emergence of new technologies like AI and quantum computing could completely revolutionize the way we think about hacking. Given the right tools and understanding, hackers could achieve otherworldly feats and control the very fabric of reality.
While it’s hard to know for sure what the future holds for society and hacking, one thing is certain: it will continue to transform the world around us. We must stay vigilant and aware of its potential implications to ensure that we build a future that is safe, inclusive, and sustainable for all.
And so our journey comes to an end. We have explored the myriad of possibilities that come with hacking the planet with nothing more than a used laptop, a Netgear router, and a can of Red Bull. We have looked at the potential risks and consequences of such an action, including the ethical and legal considerations of hacking.
But what have we learned? While hacking can certainly provide an individual with significant power and control, it carries the potential for damaging consequences. Widespread disruption to critical systems and infrastructure could result in harm to both individuals and society as a whole. Therefore, one must consider the impact of their actions and approach hacking with a clear understanding of the potential negative effects.
Moreover, technological advancements are continually being made in cybersecurity, counter-hacking, and AI, which can make hacking much more difficult in the future. A proactive approach to leveraging the powers of these advancements in cybersecurity can help minimize hacking attempts and protect against malicious attacks.
Our imagination, intelligence, and creativity know no bounds when it comes to hacking. However, we must exercise caution and use our newfound power for good. Society is just on the cusp of some of the most significant technological advancements in history. With these advancements come new possibilities and new threats. Only by working together and taking a unified approach can we safeguard our future.
So, fellow space explorers, we leave you with this: May the force be with you, and may you always remember to think before you hack. The future is in our hands, and it is up to us to ensure a better tomorrow.
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Research on leadership in different countries is taking new shape after the realization that one form of leadership that is perfect in one country might not work effectively in other countries. Every country is different in its own way and this explains why every country has a desired leadership style. The leadership style of each country id determined by among other factors economic stability, education, and government systems. Within the field of leadership, two dimensions of scholarship can be discerned. These strands are the development of leaders and managers and their behaviors, attitudes, and attributes (Muratbekova-Touron, 2002). The development of leaders and managers is a system that has received great interest in North American countries.
There are various forms of leadership styles but the most common ones are transactional and transformational leadership styles. These two are contrasted with laissez-faire leadership. In its broad explanation, laissez-faire leadership is defined as a situation where leaders abdicate their responsibility and also avoid making decisions. Those who work under the leader are given the power to make their own devices to perform their job responsibilities.
Every country has its unique way of governance and this determines how it can be perceived by multinational consulting firms. Specifically, the economic stability of a country has an influence on the kind of leadership best suited for it (Metcalf & Benn, 2013). The economic stability determined by the modern transportation and communication systems and networks, and technology among others and these affect the leadership style in a great way.
Modern Transportation and Communication Systems
Technological advancements over the past centuries have led to better, cheaper as well as faster transportation services which are more reliable, less polluting, safer and quieter. Stories on the glorious history of the technological improvements are usually in the language of propulsion, vehicles and facilities. Roads in Rome helped in tying together the Roman Empire as roads previously did in the early Americas and China empires (Pettigrew, 1987). Sledges or carts were used in those areas that lacked relatively good roads. For Millenia, mules, horses and camels were used for carrying trading goods while most folks used to walk along trails.
In 1800, sails and animals were superseded by steam engines which were used for propulsion. Turbine, gasoline as well as diesel engines later followed after the steam engines while in the 21st century fuel cells are in advancement. All these changes prove that basically, technology has been improving rapidly over the past centuries. The very best ocean sailing and wagon services that can into existence in 1800's enabled the transportation of goods, mail and travelers up to 150 kilometers in 24 hours (Fischer & Sullivan, 2002). In the early 21st century, almost all parts of the world have much far better services despite the fact that other places are served better than others and quality and affordability of service are frequently at question since better services are usually pretty much available universally.
Despite much emphasis on propulsion, vehicles as well as facilities, there is much more towards transportation technology development. Development of service stress and matters are on the list of processes that have steered and induced technological enhancements, enabled transportation to serve more diverse purposes as well as increased the number of services offered in the society. Networks have often adapted a variety of demands and environments hence enabling activities to move and shift to environments as well as places where they best suit. Enhance transportation technology have increased trade in understandings, goods and ideas as well as the long-term, daily and seasonal movement of tourists, workers and students along with enhance communication among people, places and activities (Berger, 1998). Through these ways, the interactivity capacities have enabled the development of middle classes and have helped in changing the balance of political and economic power.
In hundreds of years of failures and successes, technological developments have played a great role in ensuring the transportation sector is where it is today and researchers believe that it will continue to make more advances as the general modern technology also develops. Transportation development waves in the past pushed aside the older modes of transportation and supported sweeping economic and social changes. Every era had a set of technologies, modes or services that occupies the turf (McCarthy, Puffer & Darda, 2010). In the late twentieth and early twenty first century, most of the developed nations have well established auto, rail, ferry, short sea, air as well as other services whose activities, perceptions and institutions are well entrenched and established (An, Lee & Shin, 2011).
In the case of maturing of the less developed economies, services usually expand either as a result of investments that are intended to inducing development or in response to the market pull. Despite the fact that this results in the enhancement of modes in a variety of ways, their services and technologies are rooted within the conditions which existed in the time of their emergence hence they might have attributes that are incompatible with the enhanced economy (Fok, 2013). There exist concerns on the sustainability as well as the consequence of the improved and continued growth witnessed along the existing path. These concerns mostly focus on the impacts of transportation on the management and use of resources.
The main challenge that the transportation technology face is finding out sustainable and efficient development paths which are open options. Increasing efficiency alone will never create new environments which enables or allows innovation. Hence such environments might be necessary in the future as they have always been in the past towards supporting the evolution of an equitable and more workable future for all sectors in the society (Fischer & Sullivan, 2002). Technology and innovation developments are daily events within the transportation industry since people work out where and how they could travel as firms as well as other organizations arrange and plan passenger freight and travel movement.
Traffic and fuel engineers investigate on the advanced methods of timing the traffic lights while suppliers will always seek the best materials. Warehouse managers seek to balance out-of-stock with inventory as well as the shipment costs while technologists seek for lighter yet stronger vehicles and the safety experts always test the already existing as well as new technologies (Pettigrew, 1987). These are some of the everyday activities which lead diverseness of perceptions of within processes, their relative importance as well as the relationship between them.
Technology Development Process
Without market, technology and its root innovation are seen to be worthless mainly because when the transportation technologies are improved, they enhance services since things and people are able to move more easily as communication increases. Consumers get increased choices and information regarding goods and services also better opportunities for recreation and socialization. Producers may opt to substitute the higher-grade resources for the lower grade ones which may result in the availability of more varied and larger markets.
The expanded geographic scope creates opportunities for changes in economies of scale as well as spatial organization. Specialization opportunities increase materials segment production and consumption, new markets as well as the tools for production. As raw materials, production, organizational and consumption options increase, the new technologies become apparent as serving many purposes innovation companions that result from improved transportation (Pettigrew, 1987). With better communication and transportation, markets as well as new resources, the existing innovations that are not widely adopted tend to diffuse rapidly.
As auto and air services, road and wagon services, rail services as well as canal and river improvements interact with improved communications and other advances to enable a revolutionary and sweeping developments, the process repeats itself. It is as a result of these that the transportation systems get to relate to the cultural, political, governance and capitalist systems also to the spread of animals and plants as well as the broad sweep of geography and history. Reliable, strong transportation and communication systems play an important role in the development of economies of regions and countries across the globe generally (Button & Nijkamp, 1997). Areas with efficiently integrated communication networks and transportation systems have the capacity to move people, communicate swiftly as well as transport goods as the base for advancement of trade therefore, acting as an important factor that leads to a developed stronger economy.
On the contrary, those countries or regions that do not have strong communication and transport networks have less robust economies and trade. The use and location of communication and transport systems have a spatial component that is closely tied to a specific success and form of economic system. During the early 18th century, Adam Smith a political economist wrote that with the easy access to sea trade and ports, coastal areas are likely to be much wealthier than the inland areas (Pettigrew, 1987). Hence according to him, the spatial location of a country's economic engines and actors as well as the physical geography of a country including its mountains, oceans and rivers determines the wealth or the poverty of the country.
Just as economic activities depend on reliable communication networks, so does the transportation system. Improvement in communications basically point to economic development too, an amply demonstrated circumstance with the rise of global trade as well as the development of the global communication networks. The first-growing field of logistics which includes the control of the placement or movement of people and goods, the execution, the planning as well as the related supporting activities is highly dependent on reliable communication. It is as a result of the advanced and improved modes of communication that businesses are able to send out freight alerts and forecasts by the use of optimization software and truckers are able to get up-to-date traffic information by the use of a GPS in order to look for alternative routes or avoid congestion.
Social networking websites such as Facebook and Twitter are becoming well established features of most businesses which enable back-and-forth communication between the company representatives and the customers. The modern modes of communication present in many countries include the commercial wireless networks, broadcast infrastructure that includes the radio and TV, wireline, satellite communications as well as the cable which includes broadband network. It is as a result of deregulation and technological advancements that the communication sector is undergoing rapid changes (Ossowski et al. 2004). All these communication systems are frequently interconnected such that in the case of a national television networks systems that transmits signals to a satellite then to local stations.
Despite the vastnes...
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The analgesic effect of electricity has been exploited for thousands of years (electric fish, static electricity) but it has been controllable only since the introduction of the Leyden jar in 1745. Electro-acupuncture was introduced in 1823. Peripheral nerve stimulation was also developed in the 19th century, but its misuse (‘the golden age of medical electricity’) led to its ban in the US in 1910. The modern era of therapeutic neurostimulation was launched by the gate control theory of pain transmission,1 although deep brain stimulation (DBS) had already been used for pain control.2 It was also driven by the dawning awareness that damage to the nervous system, including therapeutic damage, could itself generate pain – neuropathic pain. The first human application of spinal cord stimulation (SCS) was in 1967.3
Physical treatments such as electrical neurostimulation have clear advantages over pharmacotherapy in terms of adverse side effects. Despite this and the fact that fewer than half of patients with chronic neuropathic pain obtain worthwhile long-term pain relief from drugs,4 implanted neurostimulators are regarded as a treatment of last resort. This is only partly due to the high initial cost involved; cost-effectiveness studies are consistently positive, with a crossover point in less than three years5 (probably a little later, but with greater long-term benefit, in the case of the more expensive recently introduced rechargeable systems).
The biggest hurdle facing the field is the issue of evidence. There is a large body of positive but uncontrolled published evidence and enormous unpublished positive experience, but very little ‘level one’ evidence. Not only does this provide the financially constrained healthcare commissioners and insurers with an excuse, but it is also relevant to the key factor of case selection.
There are remarkably few contraindications: the presence of an implanted cardiac defibrillator or a demand-type cardiac pacemaker, uncontrolled coagulopathy, sepsis and, to a variable extent, cognitive impairment.
Spinal Cord Stimulation
This is the most widely and commonly used form of internal neurostimulation. The epidural electrodes are placed ipsilateral to the pain, because it is necessary to activate the collaterals of the large Aß afferents that ascend in the posterior columns of the spinal cord. The rostro-caudal and lateral positioning of the electrode system must be appropriate so that the gentle evoked paraesthesiae cover the painful area. Originally, monopolar systems were used, then bipolar and now 16 contacts are commonly available, requiring computer assistance for programming. Dual-channel and multichannel programming permit electronic steering of the stimulation topography, greatly reducing the need for physical repositioning of the electrodes. Electrodes are either of the wire/catheter type, which can be inserted percutaneously via a Tuohy needle under local anaesthesia or in the form of a paddle, which requires an open operation. The former are less invasive but are electrically inefficient and more prone to dislodgement than ‘surgical’ systems. The latter perform better but require both a surgeon and a bigger procedure for insertion. The power comes from an implanted pulse generator similar to a cardiac pacemaker and the electronic parameters are programmed by telemetry. External power sources coupled to an implanted receiver–transducer by radiofrequency are available for cases in which power demand is high, but the recent introduction of rechargeable implantable systems avoids the need for frequent replacements in a more elegant way.
In broad terms, SCS is effective for neuropathic and ischaemic pain and does not influence nociceptive pain (e.g. arthritis, acute wound pain, etc.).6 The most common applications, which have also provided the best evidence for efficacy, are complex regional pain syndrome (CRPS) and the poorly named failed back surgery syndrome (FBSS). FBSS, i.e. pain in the leg and/or back persisting after one or more lumbar spine operations, is an imprecise clinical entity. The neuropathic element(s) can be difficult to identify, although radiculopathic leg pain is a common feature and generally responds better to SCS than does the back pain. Only two randomised controlled trials (RCTs) of SCS in FBSS have been published. One demonstrated superiority of SCS over re-operation7 and the other supported the addition of SCS over conventional medical management alone.8 Overall, the success rate appears to be around 60–65%.
CRPS, characterised by severe pain, allodynia and autonomic, trophic and motor abnormalities following almost any injury (type I) or a specific nerve injury (type II), also responds well to SCS. A significant degree of pain relief occurs in approximately 70% of cases and the allodynia (pain induced by normally innocuous stimuli) and other elements are also often normalised. CRPS remains poorly understood and even its classification as a neuropathic syndrome is controversial.9 The biggest puzzle is why it should develop after one particular injury, having not emerged previously in the same (predisposed) individual. One published RCT showed a significantly greater degree of pain relief when SCS was added to physiotherapy.10
A large body of less robust published evidence also supports the use of SCS in FBSS, CRPS and pain without the features of CRPS following peripheral nerve injury, as well as in diabetic neuropathy, post-herpetic neuralgia, brachial plexus damage, amputation pain (stump and phantom pains) and partial spinal cord injury. It will not work for pain caused by complete avulsion of the brachial plexus or complete transection of the spinal cord or for pain following a stroke.11
Selection of Cases
Diagnosis alone is clearly insufficient, otherwise success rates would be higher. It is not yet understood why some patients with an appropriate diagnosis do not respond. The response to transcutaneous electrical nerve stimulation (TENS) is not a reliable guide. Trial SCS via a temporary externalised lead is very commonly employed but, although it will identify the small minority who do not like the sensation of stimulation, it does not reliably predict long-term success. Large series with thoroughly conducted preliminary trials have typically not yielded success rates above about 70%. This may be partly due to the placebo effect of the trial, but the criterion of success used in most trials – typically a 50% reduction in pain intensity on a visual analogue scale (VAS) – may also be partly to blame. Some have used somatosensory evoked potentials as a guide,12 as well as the response to sympathetic blocks,13 but these have not yet entered routine practice. A better understanding of the pathophysiology of the target conditions may improve case selection and thereby success rates in the future.
Mechanism of Action
The relative contributions of long-loop effects via the brainstem and thalamus and local segmental effects in the spinal cord have not yet been elucidated. It is not known whether the necessary evoked paraesthesiae represent an epiphenomenon. SCS does not simply ‘close the gate’, as it is not effective against nociceptive pain. Animal models suggest that allodynia is associated with reduced release of gamma aminobutyric acid (GABA) in the dorsal horn of the spinal cord and that effective SCS increases its release, along with a decreased release of excitatory amino acids.11,14 However, there are no animal models of spontaneous pain, one of the hallmarks of neuropathic pain syndromes. A better understanding of the mechanism of action will improve both case selection and the credibility of the treatment in the eyes of commissioners and reimbursers. It may also shed light on the pathophysiology of the conditions it modifies.
Other Methods of Neurostimulation
Motor Cortex Stimulation
The relationship between sensory and motor functions is complex and fundamental, and there must be a point in cerebral activity at which the distinction is lost. It is therefore fascinating to reflect on the fact that stimulating the motor cortex with surface (epidural) electrodes15 can control neuropathic pain of central origin – in particular, central post-stroke pain and trigeminal de-afferentation pain – in approximately 50%16 and 70%11 of patients respectively. These two conditions are extremely difficult to treat effectively by other means. The position of the electrode contacts appears to be critically important and may be relevant to some of the failures. Identifying the optimum electrical parameters can be time-consuming and is hampered by the absence of evoked paraesthesiae (c.f. SCS) and by the slow effect of MCS. There is also a variable after-effect that permits cyclical stimulation patterns – e.g. three hours on and three hours off – and can last for 12 hours or more. The mechanism of action is not understood, but neurophysiological and positron-emission tomography (PET) evidence suggest both an activation of descending intrinsic pain control systems and an effect on limbic, affective activity.17 Stimulation of the sensory cortex (post-central gyrus) is usually unpleasant.
Deep Brain Stimulation
Deep brain stimulation (DBS) via implanted electrodes preceded the gate theory and the introduction of SCS, but has never been carried out in significant numbers for pain. In the wake of the rapid development of DBS for movement disorders over the past two decades and with the benefit of modern imaging and other technology, DBS for pain has to some extent been revisited. The previously proposed dichotomy, supported by animal experiments, of thalamic and internal capsule stimulation for neuropathic pain versus (opioid-rich) periventricular and periaquaductal grey stimulation for nociceptive pain has not been sustained completely in clinical practice. Case selection is of paramount importance and is not informed reliably by trial stimulation. Reported outcomes have varied quite widely, but the long-term success rate has been lower for neuropathic pain than for nociceptive pain and has not exceeded 50%.11,16,18 An apparent exception is the recently introduced hypothalamic stimulation for cluster headache, which appears to have a much higher success rate.19 In general, neuropathic pain of peripheral origin has fared better with DBS than has central (post-stroke) pain.
Peripheral Nerve Stimulation
Peripheral nerve stimulation (PNS) boomed in the second half of the 19th century and auto-PNS by Wall and the neurosurgeon Sweet helped develop and test the gate control theory,20 but therapeutic invasive PNS has not yet become re-established in the modern era. Initially, technical factors led to nerve damage and only short-term success, but recently interest has been renewed,21 particularly for indications such as CRPS. In general, high-frequency, low-intensity stimulation has been employed, acting to inhibit spinothalamic transmission by activating large, myelinated, afferent neurones. Occipital nerve stimulation for cervicogenic headache, occipital neuralgia and possibly migraine is also currently receiving attention. Sensory field stimulation achieved by simply inserting the electrodes subcutaneously into the painful area, rather than in direct contact with the nerve trunk, is also a promising but not yet fully evaluated innovation.
Sacral Root Stimulation
Sacral motor (ventral) root stimulation has been used for three decades to improve bladder and erectile function in paraplegics. It is only recently, however, that the therapeutic value of sacral sensory root stimulation has been appreciated, particularly for interstitial cystitis and urge incontinence. The published evidence remains sparse but encouraging at present and the techniques are relatively simple, without the need for major surgery.22
As I write this, in March 2007, it is 40 years almost to the day since the first spinal cord stimulator was implanted in a human; DBS is in its sixth decade. The pressure to justify the use of neurostimulation, however, remains considerable, with increasing demands for ‘evidence’ by financially constrained healthcare systems. At least 20,000 new units are implanted annually worldwide and the number is steadily increasing. Neuromodulation is highly successful commercially,23 which would be unusual if the products did not work. Patients demand surgical operations to replace depleted power sources, strongly implying benefit. Reported success rates in case series are fairly consistent. Yet we are increasingly reminded that there is very little ‘level one’ evidence of efficacy. We have to ask what constitutes appropriate evidence in such a field, including cost-effectiveness data.
Exciting new indications are appearing and the technology is always improving, but these factors must be complemented by better case selection. Better case selection depends upon three things: better ways of assessing outcomes; better understanding of the pathophysiology of the target disorders; and better understanding of the mechanism(s) of action. In turn, it will lead to better outcomes, reduced cost per successful case and the opportunity to treat more patients earlier. Earlier treatment may itself improve outcomes and may modify the disease process. ■
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If you have access to the Internet, you have likely heard of Elon Musk and his company SpaceX. Founded in 2002, this company is one of the largest privately-owned space-technology companies, and regularly partners with NASA for missions. SpaceX was initially created when Elon Musk wanted to send his own capsules to Mars and found it would be cheaper to create his own company rather than rely on other agencies. Now, SpaceX is quickly moving to the forefront of space exploration and getting humanity closer to Musk’s original goal of reaching and colonizing Mars.
This multi-planetary focus is one of SpaceX’s main attributes. Even though this exploratory desire was the founding spark almost 20 years ago, this goal has not been lost. The rocket Starship has been designed to efficiently launch deeper-space probes and massive satellites and to bring future crews and cargo to Mars and beyond. SpaceX’s progress has been swift in building preliminary rockets to test each new technology, and its repeatedly successful prototype launches stun the science world frequently.
One notable feature SpaceX has come close to perfecting with its innovative rocketry is its rockets’ reusability.
“SpaceX believes a fully and rapidly reusable rocket is the pivotal breakthrough needed to substantially reduce the cost of space access. The majority of the launch cost comes from building the rocket, which historically has flown only once.”
The above is quoted from the company’s website. Many videos can be seen worldwide of its Falcon rockets landing precisely back on Earth. Unlike the traditional system of launches, these rockets are reusable and do not burn up upon re-entry into the Earth’s atmosphere. These revolutionary rockets are not only cost-efficient but save materials and eliminate waste, rapidly becoming a superior rocket model; notably, the famous Falcon Heavy rockets are not only efficient but can remotely and automatically land after launch.
But SpaceX has moved past designs and plans. In partnership with NASA and worldwide space agencies, the SpaceX Dragon spacecraft and her crew became a part of the International Space Station on November 15, 2020. A second crew and launch have now taken place, and one can only expect an acceleration in the number of SpaceX astronauts entering the arena.
The technological prowess and overall influence of SpaceX have shown that private companies are the future of space exploration. Many great things lie ahead for SpaceX, and the future of human exploration to the rest of the universe will likely begin with them. As the old motto of the British Royal Airforce, now adopted by many astronauts, states, “Ad Astra per Aspera,” to the stars through challenges. The world looks forward together to the future we will share in the stars.
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For anyone who hasn’t heard this news yet, NASA’s Insight spacecraft is scheduled to land on Mars today. If all goes well, it will dig sixteen feet down and soon begin transmitting data about this planet that no telescope can possible tell. Scientists hope to learn three things from this exploration:
- What material the core of Mars is composed of,
- What, if any, seismic activity might be happening on this planet and therefore whether the core is solid or liquid,
- The temperature of the core.
(Thank you to The Oatmeal for explaining these points in such humorous and vivid detail!)
Once we have the answers to these questions, scientists should able to figure out if Mars is still warm enough to have pockets of liquid water anywhere on it.
Here on Earth, liquid water is one of those things that is necessary in order for life as we know it to exist. If there are martian lakes, ponds, or rivers there that haven’t frozen over or evaporated yet, it’s possible that we could find organisms of some sort in those places.
I can’t tell you how many sci-fi books I’ve read about life being discovered on other planets, mostly on Mars. It’s a trope that the science fiction community has circled back around to over and over again for as long as this genre has existed.
Writing a post about why this mission is important for the sci-fi community would honestly be redundant. We know why we’re excited to see what this mission uncovers about what Mars was like in the past and how habitable it might still be in the present.
Obviously, this would be something that would quickly make it into the history books if or when it ever happens, but today I wanted to talk about why this possibility matters for all writers.
No matter what genre you’re writing in, I think you should pay close attention to how this story develops today and in the future for the following reasons:
- We need more books about characters who try over and over again. Not every Mars mission has been successful in the past. In fact, about half of them have failed. I can’t help but to imagine how all of the people who worked on those missions felt when they realized that a faulty piece of equipment, math error, or a technical glitch had prevented their machines from doing the job it was designed to do. To tie this back to writing in general, imagine how a small misstep that your character took or in the opening scene could have equally serious consequences for him or her down the road!
- Doing everything right is no guarantee you’ll win. I keep running into stories lately about characters who are triumphant in the end because they followed the rules. While I understand why this sort of plot is popular, I’d sure like to read more examples of characters who face hardships without the plot intending their setbacks to be a lesson for the audience. Sometimes bad things happen to good people -and characters – for reasons that have nothing to do with what they may or may not deserve.
- There is such a thing as multiple heroes. If, and hopefully when, we received word today that the Insight has safely landed on Mars and begun performing the tasks it was trained to do, there won’t be one specific person who can take credit for this success. There are dozens of people who worked on designing, building, and programming this machine. This doesn’t even take into account all of the other folks working behind the scenes to support this team as they made all of the necessary preparations to give the Insight the highest probability of success currently possible. The same can be said for many of the imaginary worlds that writers dream up. Very few parts of The Lord of the Rings would have turned out the same way if the only folks trying to bring the One Ring back to Mordor were a few small hobbits!
- History can change in an instant. Yes, sometimes things evolve so slowly that it takes years, or even multiple generations, for people to realize that what they were taught growing up is no longer correct. This isn’t always the case, though, and I think that this unfolding news story is an excellent example of how our understanding of science, biology, and cosmology might change in an instant.
I know I’ll be paying close attention to what sort of landing the Insight makes as well as the discoveries it will hopefully be sharing with NASA in the near future. Will you be keeping an eye on this story, too? I hope you will.
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Plumbing plays a vital role in our daily lives, yet it often goes unnoticed and underappreciated. From the moment we turn on the faucet to wash our hands in the morning, to the comforting sound of water flowing through the pipes as we relax in a warm bath at night, plumbing silently supports our every need. It is the intricate labyrinth of pipes, fixtures, and valves that ensures the smooth delivery of water and the effective disposal of waste. Without the expertise of plumbers and the reliable infrastructure they create, modern society as we know it would cease to function.
The art of plumbing encompasses both the practical and the artistic. While its primary function is to provide clean water and remove wastewater, plumbing also embraces the aesthetics of design and architectural harmony. The selection of fixtures, the arrangement of pipes, and even the choice of materials all contribute to the overall visual and functional appeal of a space. A well-designed plumbing system seamlessly integrates into our living spaces, enhancing our comfort and convenience.
Join us as we delve into the world of plumbing and explore the intricacies of pipes and fixtures. From the history of plumbing and its evolution to the modern technologies that continue to revolutionize the field, we will uncover the fascinating stories behind this essential aspect of our homes and cities. Prepare to be amazed by the sheer artistry and technical expertise that goes into creating the plumbing systems that serve us every day. Welcome to the captivating journey into the world of pipes and fixtures!
History of Plumbing
Plumbing, an essential part of modern life, has a fascinating history spanning thousands of years. From ancient civilizations to the advanced systems we use today, plumbing has evolved to meet the growing needs of society.
In ancient times, the concept of plumbing originated in Mesopotamia, where clay pipes were used as early as 4000 B.C. These pipes were typically laid beneath the ground to transport water from rivers and streams to nearby communities. The Indus Valley civilization also developed an intricate water supply and drainage system around 2500 B.C., showcasing the early advancements in plumbing.
The Romans, known for their engineering prowess, further refined plumbing systems around 2500 years ago. They constructed complex networks of aqueducts, using gravity to transport water over long distances. The Romans also introduced the use of lead pipes, which revolutionized the distribution of water within their cities.
However, it was not until the 19th century that modern plumbing as we know it began to take shape. The Industrial Revolution brought about significant advancements in plumbing technology, with the introduction of cast iron pipes and the invention of indoor plumbing fixtures. The development of flush toilets and the implementation of a centralized water supply system greatly improved sanitation and hygiene standards.
Since then, plumbing has continued to evolve and adapt to meet the needs of our ever-growing population and advancing technology. The use of copper and plastic pipes, along with sophisticated water treatment methods, have become common in modern plumbing systems. Additionally, the focus on sustainable practices has led to innovations in water conservation and eco-friendly plumbing solutions.
Understanding the history of plumbing allows us to appreciate the immense progress that has been made over the centuries. The development of plumbing systems has played a crucial role in improving public health and enhancing the quality of life for people around the world.
Stay tuned for the next sections of this article to explore more about the fascinating world of plumbing.
Types of Plumbing Systems
In the world of plumbing, there are various types of systems that are commonly used. Each system has its own unique features and functions, allowing for efficient water supply and drainage in different settings. Let’s take a closer look at three of the most commonly employed plumbing systems:
1. Water Supply Systems: A crucial aspect of any plumbing system is the provision of clean and safe water for various purposes. Water supply systems consist of a network of pipes that deliver potable water to different parts of a building or structure. These systems are designed to ensure a continuous and reliable flow of water, enabling us to carry out essential tasks such as drinking, cleaning, and bathing.
2. Drainage Systems: Just as important as the water supply systems are the drainage systems that effectively remove wastewater and sewage from our homes and buildings. These systems utilize a network of pipes and fittings to carry away used water and waste to sewage treatment plants or septic tanks. Proper installation and maintenance of drainage systems are essential to prevent blockages, leaks, and health hazards.
3. Ventilation Systems: Plumbing systems also include ventilation systems that play a crucial role in maintaining the overall integrity of the plumbing network. Ventilation pipes are used to remove foul odors, gases, and airborne pollutants from the drainage system, allowing for optimal functioning. These pipes usually extend through the roof and facilitate the proper flow of air, thereby preventing the buildup of harmful substances within the plumbing system.
By understanding the different types of plumbing systems, we can appreciate the complexities involved in the design and installation of efficient plumbing networks. Whether it’s providing clean water, removing wastewater, or maintaining good indoor air quality, plumbing systems are essential for our daily lives and the overall functionality of our homes and buildings.
Importance of Proper Plumbing Maintenance
Proper plumbing maintenance plays a crucial role in ensuring a functional and safe plumbing system within any building or household. Consistent attention to maintaining the pipes and fixtures can prevent potential problems from escalating and save you from costly repairs in the long run.
Regular inspection of your plumbing system is essential to identify any signs of wear and tear, leaks, or clogs. By detecting these issues early on, you can take prompt action to address them, preventing further damage that may require extensive repairs.
One of the primary benefits of proper plumbing maintenance is the avoidance of water damage. Leaky pipes or faulty fixtures can lead to water seepage in walls, floors, or ceilings, which can cause structural damage over time. Repairing such damage can be both time-consuming and expensive, making regular maintenance a wise investment.
Moreover, effective maintenance helps maintain the efficiency of your plumbing system. By keeping pipes and fixtures clean and free from blockages, water flow remains smooth and unrestricted. This can contribute to improved water pressure and optimal performance of appliances such as showers, faucets, and toilets.
In conclusion, prioritizing proper plumbing maintenance not only enhances the durability and functionality of your plumbing system but also helps you avoid potential water damage. By addressing issues early on and keeping everything in good working order, you can enjoy a reliable and efficient plumbing system for years to come.
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