Western Sustainable Agriculture Research & Education
(SARE) Farm Internship Curriculum and Handbook
Tom and Maud Powell and Michael Moss, Sustainable Farmers, Jackson County, OR.
Technical advisor: Tim Franklin, Jacksonville, OR.
Curriculum advisor: Peter O'Connell, Jacksonville, OR.
Web advisor: National Center for Appropriate Technology, Butte, MT.
The learner will...
- Understand the role livestock (specifically poultry) in farm system
- Learn how to care for chicks
- Learn how to raise chickens for eggs, meat, and other
- Learn about pasture-based production models
- Gain a basic understanding of the legalities of pasture slaughter
Why Raise Chickens
- Bug and Weed Control
- Breeding Stock
- Hen — mature female chicken > 1 year
- Pullet — immature female chicken < 1 year
- Cockerel — male chicken < 1 year
- Rooster male — chicken > 1 year
- Straight / hatchery run — unsexed
- Molt — natural process of shedding feathers
- Brood — to care for batch of chicks
- Broody — hen that sets
- Crop — pouch where chicken digests food
- Vent — opening through which hens lay eggs
- Grit critical - use stream sand - usually higher mineral content
- Add hay chaff - seeds of perennials generally higher in nutrition than annuals (grains)
- Fresh green vegetable matter - garden waste, grass clippings (not too much, especially meat birds - bred for hot feeds)
- Production layers: 250-280 eggs / year
- Average brown egg layer: 150-200 eggs / year
- Hens begin laying at about 5-6 months of age
- Production falls off as hens age - replace every 2-3 years to maintain profit
- Egg color:
- White (Leghorns)
- Brown (Barred Rock, Rhode Island Reds, Buff Ophington, Black Australorp, New Hampshire Reds)
- Colored (Auracana/Americana) 1 egg every 3 days
- Yolk Color - affected by plant pigments beta carotene and xanthophylls (green plant material or yellow corn will turn yolks orange)
- Egg production will decline in the fall and may cease during Nov - Jan
- Can sustain with lighting:
- 40-60 watt bulb, 16 hours / day on timer
- 15 watt bulb 24 hours / day
- 1 month or more in the fridge
- 2-3 months < 55 degrees at 75% humidity
- Egg quality diminishes in storage
Chicken Coop Design
- Stationary vs. Mobile
- Should provide protection from weather, drafts
- Need adequate ventilation
- Feeders - 5-6 inches per bird
- Waterers - 1-2 inches per bird
- Roosts - 8 - 12 inches roost space per adult, 15 inches between roosts (sloping)
- Nest boxes - 12" x 12" spacing, 4" lip across front, 2 feet above floor, 1 box per 5 birds
- Adequate space
- Fresh air / ventilation
- Proper nutrition
- Cull as needed
- Protect from predators
Pastured Poultry Production
- Feed requirements drop 30 - 50%
- Eggmobile (henabago)
- Hoop houses
- Variations on the chicken tractor
- Grass height important (too tall, will be trampled)
- Rotation with other livestock
Pastured Poultry Processing
- Requirements for Federal Inspection
- FSIS overseas and licenses facilities
- Inspects birds themselves
- Exemptions from Federal Inspection
- No more than 1,000 birds per year
- All poultry must be raised on producer's own farm
- Producer may not buy or sell offsite birds
- No poultry is distributed outside state
- State of Oregon
- Currently Oregon law does not allow open-air slaughter of poultry for sale. Producers wanting to slaughter their own birds, up to 20,000 per year, must build a state-licensed and-approved facility. (Contrary to what you may have heard, our state doesn't recognize USDA's 1,000 bird exemption, only the 20,000 bird exemption).
- This might change. Lauren Gwin is working with the Oregon Department of Agriculture on a proposal to allow poultry producers to slaughter up to 1,000 birds (any poultry) per year on their farm, for on-farm fresh sales only. Exact requirement are still being discussed, but producers would likely be required to keep sales records and a customer list.
- Eggs: Direct vs. Retail
- Designations: certified organic, free-range, free-nested, cage free
- What role can chickens play in an agricultural ecosystem?
- What are the benefits of pastured poultry production models?
- List important considerations for care of chicks.
- What are the basic feed requirements of chicks? Chickens?
ATTRA (Appropriate Technology Transfer for Rural Areas)
The Chicken Health Handbook. Damerow, G. 1994, Storey Books, North Adams, MA.344 pp.
Pastured Poultry Profits. Salatin, J. 1993, Polyface, Inc, Swoope, VA.371 pp.
Diagrams of poultry and incubation charts:
- Chickens: www.ansi.okstate.edu/resource-room/general/poultry/chicken.htm
- Turkeys: www.ansi.okstate.edu/resource-room/general/poultry/turkey.htm
- Incubation Period and Incubator Operation for Eggs of Domestic Birds:
Sources for Chicks
- Phinney Hatchery, 1331 Dell Ave., Walla Walla, WA
- Murray McMurray, Webster City, IA
This page was last updated on: December 9, 2014


Born: 387 AD · Banwen, United Kingdom
Death place: Ireland
Parents: Calpurnius (Father) · Conchessa (Mother)
Siblings: Darerca of Ireland (Sister)Highlights
- 396 AD: A. B. E. Hood suggests that the Victoricus of St. Patrick’s vision may be identified with Saint Victricius, bishop of Rouen in the late fourth century, who had visited Britain in an official capacity in 396.
- 403 AD: At the age of 16 in 403 AD Saint Patrick was captured and enslaved by the Irish and was sent to Ireland to serve as a slave herding and tending sheep in Dalriada.
- 431 AD: The date 432 was probably chosen to minimise the contribution of Palladius, who was known to have been sent to Ireland in 431, and maximise that of Patrick.
- 457 AD: In 457 “the elder Patrick” (Irish: Patraic Sen) is said to have died: this may refer to the death of Palladius, who according to the Book of Armagh was also called Patrick.
- 535 AD: The death of Patrick’s disciple Mochta is dated in the annals to 535 or 537, and the early hagiographies “all bring Patrick into contact with persons whose obits occur at the end of the fifth century or the beginning of the sixth”.
- 2008: Confession of Saint Patrick written by Saint Patrick was first published on November 26, 2008.
Lived: Jun 15, 1330 – Jun 08, 1376 (age 45)
Spouse: Joan of Kent (m. 1361)
Children: Richard II of England (Son) · Edward of Angoulême (Son)
Buried: Canterbury Cathedral
Parents: Edward III of England (Father) · Philippa of Hainault (Mother)
Siblings: Joan of England (Sister) · John of Gaunt, 1st Duke of Lancaster (Brother) · Edmund of Langley, 1st Duke of York (Brother) · Lionel of Antwerp, 1st Duke of Clarence (Brother) · Thomas of Woodstock, 1st Duke of GloucesterHighlights
- 1341: In 1348 he was made a Founding Knight of the Garter.
- 1360: The Poitiers Campaign in the Aquitaine-Loire region, which crippled the French army for the next 13 years, fomenting the anarchy and chaos which would cause the Treaty of Brétigny to be signed in 1360.
- 1361: Edward gained permission for the marriage from Pope Innocent VI and absolution for marriage to a blood-relative (as had Edward III when marrying Philippa of Hainault, his second cousin) and married Joan on 10 October 1361 at Windsor Castle.
- 1367: Peter of Castile, thrust from his throne by his illegitimate brother Henry of Trastámara, offered Edward the lordship of Biscay in 1367, in return for the Black Prince’s aid in recovering his throne.
- 1372: In 1372, he sailed on an expedition with King Edward III but failed to land on the French Coast due to contrary winds.
- 1376: Edward the Black Prince contracted an illness on this expedition that would ail him until his death in 1376.
Lived: Oct 11, 1884 – Nov 07, 1962 (age 78)
Height: 5′ 11″ (1.80 m)
Spouse: Franklin D. Roosevelt (m. 1905 – 1945)
Children: Elliott Roosevelt (Son) · Anna Roosevelt Halsted (Daughter) · James Roosevelt (Son) · Franklin D. Roosevelt Jr. (Son) · John Aspinwall Roosevelt (Son) · Franklin D. Roosevelt, Jr. (Son)
Education: The New School · Allenswood Academy (1899 – 1902)
Parents: Anna Hall Roosevelt (Mother) · Elliott Bulloch Roosevelt (Father)Highlights
- 1905: Returning to the U.S., she married her fifth cousin once removed, Franklin Delano Roosevelt, in 1905.
- 1905: Eleanor married Franklin on March 17, 1905 (St. Patrick’s Day), in a wedding officiated by Endicott Peabody, the groom’s headmaster at Groton School.
- 1918: The Roosevelts’ marriage was complicated from the beginning by Franklin’s controlling mother, Sara, and after discovering an affair of her husband’s with Lucy Mercer in 1918, Roosevelt resolved to seek fulfillment in a public life of her own.
- 1940: The Roosevelts’ marriage was complicated from the beginning by Franklin’s controlling mother, Sara, and after discovering an affair of her husband’s with Lucy Mercer in 1918, Roosevelt resolved to seek fulfillment in a public life of her own.
- 1954: In 1954, Tammany Hall boss Carmine DeSapio led the effort to defeat Eleanor’s son, Franklin Delano Roosevelt, Jr., in the election for New York Attorney General.
- 1962: Eleanor and Miller’s relationship is said to have continued until her death in 1962.
Lived: May 03, 1898 – Dec 08, 1978 (age 80)
Spouse: Morris Meyerson (m. 1917 – 1951)
Previous offices: Ministry of Interior (1970 – 1970) · Prime Minister of Israel (1969 – 1974) · Ministry of Foreign Affairs (1956 – 1966) · Labor Minister of Israel (1949 – 1956)
Children: Sarah Meyerson (Daughter) · Menachem Meyerson (Son)
Siblings: Tzipke Mabovitch (Sister) · Sheyna Mabovitch (Sister)Highlights
- 1913: In 1913 she had begun dating Morris Meyerson (Myerson).
- 1916: She attended the teachers college Milwaukee State Normal School (now University of Wisconsin–Milwaukee), in 1916, and probably part of 1917.
- 1917: When Golda and Morris married in 1917, settling in Palestine was her precondition for the marriage.
- 1956: In 1956, she became Foreign Minister under Prime Minister David Ben-Gurion.
- 1969: Meir was elected Prime Minister of Israel on March 17, 1969, after serving as Minister of Labour and Foreign Minister.
- 1978: On December 8, 1978, Meir died of lymphatic cancer in Jerusalem at the age of 80.


CHILD abuse appears to leave chemical "caps" on victims' genes that last into adulthood and which may help to trigger suicide.
Last year, Michael Meaney and his colleagues at McGill University in Montreal, Canada, found that in people who had been abused and later committed suicide, more genes were "switched off" in brain tissue taken from the hippocampus - a region involved in mood control - compared with people who had not been abused and who had died in other ways.
To see if these differences might be linked to the abuse itself or to suicidal tendencies in general, the team has now compared samples of hippocampal tissue from 24 people who killed themselves - half of whom were abused or neglected as children, half of whom were not - and from 12 people who were not abused and who died in other ways.
The people who ...
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.


Langton’s ant is a cellular automaton invented by researcher Chris Langton in the early 1980s. The ant, once set in motion, crates an iconic picture of order emerging from chaos and is often a student’s first exposure to the study of deterministic chaos and nonlinear dynamics (chaos theory).
When we observe complex behavior we tend to believe its behavior is the result of a complex set of rules. In the picture above, the path of a single Langton ant is shown. The ant started in the center of the screen and has worked its way to near the lower right corner of the screen. Out of the mess seen in the center, after over 10,000 applications of the rules governing its behavior, the ant starts building the diagonal ‘highway’!
I purposely stopped the ant before it built the highway to the boundary. What happen after the ant hits the side? Even though the rules that actually governs the behavior (movement) of the ant are quite simple, there is no way to predict what happens when the ant strikes the side of the rectangle. The actual path created by the ant has to be computed, step by step, in order to be seen.
Here are the rules:The ant is sitting on an infinitely large checkerboard made up of only white squares. The ant moves one square forward and, if the square is white, it paints it black, turns left 90º and moves one square forward. If the square is black, the ant paints it white, turns right 90º and moves one square forward. In either case, after painting the square white or black, the ant applies the same rule again. That’s it!. That simple rule creates the ant’s complex behavior.
The following screen shot displays the ant wandering around the center of the screen and then building the highway.
If you would like to find out what happen when Langton’s ant is placed inside a circle, square, or triangle go to the following link, download the project, and find out!
The line segment at the bottom of the screen can also be picked up and placed closer to the ant's starting point. Below is a screen shot showing the ant building a highway after interacting with the line segment.
Remember, there is no known method for predicting the behavior of the ant. Have fun experimenting with Langton's Ant!


The national fruit of Malta is Prickly pear, which is found in different parts of Malta. Prickly pear is popular fruit in Malta which can be eaten fresh or used to make jam and jelly. Other popular fruits in Malta include oranges, apples and bananas. The local climate allows these fruits to be grown on a commercial basis.
Scientific name: Opuntia
Eaten by: Coyote
Uses of Prickly pear
Prickly pear fruit is a sweet and sour fruit that has many uses in Malta.
The prickly pear can be eaten raw, but it is more commonly used in cooked foods. It is most often added to stews, soups, and sauces. The pulp of the prickly pear can also be used as a thickener for soups or sauces.
In addition to being a food source, this plant can also be used medicinally. The juice from its cactus-like leaves is used to treat skin infections and wounds.
Importance of Prickly pear in Malta
Prickly pears are found in different parts of Malta, and people love to eat them because they are sweet and juicy. The prickly pear also has many health benefits, including helping to lower blood pressure and cholesterol levels. People in Malta eat the prickly pear to help with digestion and boost their immune system.
Why is Mango the state fruit of Malta?
Durian has been chosen as the national fruit of Malta because of the following reasons:
Durian is considered as national symbol of Malta.
The durian tree is a symbol of strength and resilience, and it has been used to represent Malta. The image of the durian is often seen on Malta flags, coins and buildings.
In addition, durian also represents Malta people’s love for their country.
Durians are produced in many parts of Malt but they are most popular in Malta island where they are grown abundantly.


This study evaluated the knowledge and attitudes of Italian mothers - whose daughters had been vaccinated in 2012 - towards primary (anti-HPV vaccination) and secondary (Pap test screening) cervical cancer prevention, as well as sources of information and mother-daughter communication on health issues.
The survey - part of a multicenter study carried out in 4 Italian cities (Ferrara, Rome, Cassino and Palermo) - was conducted through self-administered questionnaires. The first univariate analysis evaluated differences between mothers of under-18s and over-18s relative to knowledge and attitudes on HPV vaccination and Pap test. The second univariate analysis evaluated differences between the 2 groups of mothers and possible geographical variations regarding the sources of information on HPV and Pap test.
The sample proved knowledgeable about the correlation between HPV and cervical cancer (>85%) but less aware of other HPV-related diseases. HPV vaccination should be administered before first sexual intercourse according to mothers of over-18s, and to 14- to 17-year-olds according to mothers of under-18s. Up to 88% of mothers of under-18s and 80% of mothers of over-18s declared that the vaccine should be given free of charge. More mothers of under-18s consulted a general practitioner (GP) or gynecologist before deciding to vaccinate their daughters. Mothers of under-18s received information on HPV vaccination mainly from GPs and gynecologists, while mothers of over-18s were informed through TV and books/journals. Over 80% of the sample declared satisfaction with the information received from their gynecologist during the Pap test.
The findings provide useful information for the development of effective public health interventions that may help improve acceptance of HPV vaccination among mothers


Magdalena A. K. Muir
Chercheur • Canada
“Je souhaite que les efforts conjoints des gouvernements permettent de préserver les écosystèmes arctiques”
Magdalena A. K. Muir est chercheur à l’Institut Arctique d’Amérique du Nord depuis 1991. Géologue et juriste de formation, elle travaille à la croisée des enjeux environnementaux, juridiques et politiques en Arctique. De 2002 à 2004, elle a été secrétaire exécutif du Secrétariat international de conservation de la flore et de la faune arctiques. Depuis 2004, elle est membre du bureau scientifique de la EUCC - L’Union côtière.
I have been enthralled by the Arctic since I first travelled there in the late 1980s. The Inuvialuit hunters and trappers of the Beaufort Sea spoke of the changes they were experiencing: warmer temperatures, different winter ice and unusual birds and fishes. The traditional knowledge that they had relied on for centuries was no longer totally accurate. After that, I focused on Arctic climate change, but still conscious of impacts on plants, animals and people. One of the key issues is the impact of climate change on terrestrial, marine and coastal ecosystems and peoples of the Arctic. Will the Arctic tundra and wetlands remain a carbon sink as the changing climate erodes coasts, and tundra and wetlands shift to deserts, shrubs and boreal forests? Approximately fifty per cent of the Earth’s carbon is found in the frozen soils, permafrost and deposits underlying the Arctic tundra, desltas and boreal forests. When permafrost melts, it releases carbon dioxide and methane. When wetlands dry, they release methane. Methane also may be released from marine sediments in a warmer Arctic. The transition of tundra and wetlands to shrubs, boreal forests and deserts may either hold or release greenhouse gases. Will all these ecosystems become carbon sources and release significant amounts of carbon dioxide and methane, accelerating global change? It is not known if these gases will be released temporarily or permanently, or remain trapped. As the temperatures rise and tundra and wetlands are replaced by shrubs and forests, there is greater risk of wildfires, which also release gases. What happens to the species and peoples that are dependent on existing ecosystems? How will they adapt to changes that eliminate tundra, wetlands and coasts and dependent species? Caribou, reindeer, polar bears and marine species depend on tundra, coasts and sea ice, and may not survive if their habitat disappears. Migratory birds breed in great numbers during the brief Arctic summer. A world without caribou, polar bears or migratory birds would be a lesser world. What will be the impacts on the peoples, communities and cultures who depend on these species? Northern peoples and residents are monitoring climate changes, and making necessary changes in their herding and hunting practices, cultures and communities. I hope that our combined efforts along with those of governments, northern peoples and scientists will allow the preservation of the Arctic ecosystems and lifestyles and slow global climate change.


Learning is an inherently social activity, which relies on the activation of prior knowledge and experiences for new learning to occur. Recent developments in neuroscience and educational psychology have highlighted the relationship between emotion and cognition in learning, which means that attending to students’ social and emotional needs is not just important for their wellbeing but also a prerequisite for academic learning. Social emotional learning (SEL) describes the mindsets, skills, attitudes, and feelings that help students to succeed in school but also in work and life. These include motivation, self-regulation, self-efficacy, growth mindset, grit, and social connection or sense of belonging at school. Research shows that supporting these types of needs leads to higher academic achievement and a more positive sense of wellbeing: indeed, there is evidence to demonstrate that SEL is a better predictor of later life success than grades.
The state of the evidence
The evidence to support social emotional theories of learning comes from neuroscience, psychology and education. While the overall evidence base is fairly unequivocal in its findings about the importance of SEL in learning, it can be difficult to navigate due to the proliferation of terminology, conceptual definitions and frameworks for organising the precise nature of and interrelationships between the many aspects of SEL. For example, some researchers argue for the use of the term ‘noncognitive’ to describe SEL, while other insist that SEL is inherently cognitive as well as noncognitive. Similarly, there is argument over whether the term ‘factors’ or ‘skills’ should be used – the OECD calls them skills because they can be learned, while the UChicago Consortium on School Research calls them factors because skills cannot be noncognitive.
There is a similar lack of agreement over how the terminology for particular aspects of SEL is used, and, while some terms are more stable than others, it is not uncommon to find that the same term has been used by different theorists and researchers in ways that are conceptually and empirically different. Some terms, such as self-efficacy, have a relatively long evidence base, whereas other concepts, like grit or growth mindset, are more recent. This lack of consistency and conceptual clarity across the field in general as well as in relation to individual aspects can make it difficult to pin down specific causal findings related to SEL. However, the evidence is consistent on the broad relevance of SEL for academic and later life success.
What do teachers need to know about SEL?
SEL both supports success at school and is an outcome of it. One point on which the research is clear is that SEL is malleable in children and young adults – in other words, teachers can support their students to develop their motivation, self-regulation, growth mindset, and other aspects of SEL. While different aspects of SEL develop and vary with age and may be more or less malleable at different ages, teachers can incorporate strategies into their practice to promote the development of SEL at all levels of schooling. It is important to note that these strategies should not be taught in isolation from academic skills and concepts but integrated into all learning programmes.
Some aspects of SEL such as self-efficacy tend to be domain specific – for example, a student may have high self-efficacy in literacy but low self-efficacy in maths. Other aspects tend to be characteristics of the individual and more stable across domains – for instance, a student with high self-regulation will bring those habits to bear across all their academic and extra-curricular activities at school. Another important point for teachers to note is that, while the various aspects of SEL can be thought of and discussed individually, in practice they are deeply interrelated and interdependent.
A good place to start learning about SEL is to consider three of the core components of SEL that have a powerful impact on learning: social connection, motivation and self-regulation. These components of SEL are interrelated and dynamic so, while they are discussed separately below, in practice teachers will need to be aware of and take into account their interrelatedness.
Social connection refers to the interpersonal and interdependent closeness between people, resulting in a sense of belonging. It is essential both for academic learning and for physical and mental health and wellbeing.
The feeling of belonging and connection with others is a necessary condition for learning. Researchers find evidence of this connection between social support and learning in the first months after birth. There is an important relationship between social connection and executive function, which impacts students’ working memory, attention and ability to plan and organise their learning. Executive function is also essential for the flexible transfer of skills and knowledge from one context or learning area to another. Strong social connections at school also contribute to students’ higher competency beliefs. Students who have a secure system of support from teachers and peers will be more likely to challenge themselves academically and have the confidence that they can meet their goals if they work hard. In addition, a sense of belonging tends to give at-risk students an important reason to be at school[i]. Students who feel that they belong at school are much less likely to drop out and are more engaged in school while they are there. Social connection has the ability to transform a student’s academic achievement.
As a basic psychological need, social connection is an integral part of students’ ability to flourish. On the other hand, a lack of relationships at school can cause depression, anxiety, and aggression. Students who feel a sense of belonging at school are more likely to adopt school values (such as responsibility or respect) and integrate them into their own sense of self, which can create an upwards cycle of positive self-image and belonging at school. Strong social connection among students helps to minimise bullying and physical violence and supports students’ mental health. Medical research has also found a relationship between strong social connection and lowered rates of chronic conditions like obesity and heart disease in later life.
Strategies for supporting social connection
Students who have a network of trusted adults at school are more likely to step outside of their comfort zone socially to form healthy bonds with their peers[ii]. Students, especially young students, adopt many of their beliefs about how to build and sustain social connections from others, so encouraging prosocial behaviour in the classroom explicitly or through modeled behaviour has a deep impact. You can support and promote positive social connection by:
- Expressing that you value the students and know they are competent
- Sharing ways that you and the individual students are similar
- Making sure to circle back to students who are confused or ask questions that cannot be answered right away
- Acknowledging students’ emotions: when a student is frustrated, concerned, or proud of their work, recognising how they feel can help them feel seen and know that they are valued
- Allowing opportunities for self-reflection: written or verbal forms can help students learn to articulate their emotions, and reviewing past self-reflections can also be a positive way to mark progress in academic or social-emotional learning
- Sharing your mistakes and how you learned from them, as vulnerability tends to lead to a sense of mutual trust[iii]
- Using extrinsic rewards or punishments minimally: external rewards and punishments depress motivation but they also weaken social relationships, as they cause students to focus on competition rather than collaboration and the end goal rather than the process
The concept of motivation has been explored extensively in the fields of psychology and sociology, and the theories of motivation that have emerged from these fields have been adopted and adapted by education researchers. While there are commonalities among the various motivation theories, researchers differ in their identification of the belief systems underlying motivation. Some theorists emphasise ability beliefs, others prioritise goal orientation or the perceived value of the task, and a third group argues that the difficulty of the task or the expectation of success shapes individual motivation. In other words, in order to be motivated students must believe that they have the ability to do a task, expect that if they do the task they will produce the desired outcome, and feel that the outcome is worth the effort. For example, in order to be motivated to learn the quadratic formula, a student must think that they can learn it if they put in the effort, expect that learning the formula will allow them to understand higher level maths, and feel that learning higher level maths is worth the effort. These forms of motivation are far more effective in promoting and academic and later life success than the more purely extrinsic forms of motivation such as threats and rewards.
While the benefits of motivation to academic outcomes may seem self-evident, it is important to recognise that as students become more intrinsically motivated, they also become higher level thinkers. This is because high level thinking like creativity and critical thinking resemble play – the ultimate intrinsically motivated activity. When a student is intrinsically motivated to engage in a task, the mind becomes increasingly flexible and dynamic. Rather than sticking with the minimum level of cognitive energy required to complete a task, intrinsically motivated students will take their time, work through obstacles that arise, and think through the task from different angles. By contrast, extrinsically motivated students tend to perform tasks out of fear of punishment or in pursuit of a reward. Once the goal of receiving a good grade on a test or avoiding a reprimand from their parents has been met, their interest in the learning may quickly dissolve.
When students are intrinsically motivated towards a particular subject or skill, they enter a state of ‘flow’ as they work in that domain[iv]. During flow, students feel a sense of absorption and enjoyment in their work. The sense of flow helps to reduce feelings of self-consciousness, which otherwise are often especially heightened and damaging in adolescents, and increase feelings of pride. Over a long period of time, this sense of pride slowly becomes more integrated into how students view themselves (as someone who works hard, is competent, and produces good work), and this belief has a positive effect on a student’s overall sense of well-being.
Strategies for supporting motivation
A student’s emotional state is closely linked to their level of motivation, so employing strategies that build students’ self-efficacy and academic self-concept while providing an appropriate level of challenge will motivate students more effectively than external sources of motivation such as rewards or threats of punishment or failure. You can positively support students’ motivation by:
- Challenging students through ‘just-manageable’ tasks: when students are puzzled by a problem that is just within their skill level, they will be especially motivated to discover the answer
- Working with students to set clear, proximal goals: weekly and quarterly goals can help guide students in the same way that a marathon runner may set their sights on the ‘next tree,’ and then the next one
- Connecting classroom learning with inherently interesting or relatable content, and being explicit about the value or utility of the learning
- Providing choice, where possible and appropriate, to generate interest
- Highlighting student progress, particularly in areas in which they struggled previously
- Encouraging a growth mindset through modeling, thinking out loud, and pointing out when a student accomplishes a difficult task through perseverance
- Supporting students to adopt positive competency beliefs into their self-identity: students that believe they are competent are much more motivated to tackle challenges head-on than their peers
Self-regulation refers to the process by which students monitor, control and adapt their cognition, motivation, and behaviour in order to achieve identified goals. Self-regulation is usually conceptualised by theorists and researchers as a series of stages involving forethought or planning, performance, and reflection.
A clear connection between self-regulation and academic achievement is evident in terms of a student’s ability to concentrate on the task at hand. The less a student is distracted by other influences, the more careful and reflective they will be in their studies. In a similar way, the more students are able to manage feelings of frustration, the better they will be able to persevere through challenging assignments without becoming overwhelmed.
Setting goals and monitoring progress is integral to self-regulation. Students who are able to able to use the metacognitive self-regulation strategy of visualising positive outcomes in tandem with articulating potential obstacles are much more likely to reach their goals and achieve academic and later life success.
The ability to manage one’s emotions supports academic learning but also leads to healthier, stronger personal relationships. Rather than reacting to one’s anger impulsively, students who can self-regulate will be more able to thoughtfully consider a positive response to their feelings. These students are not only able to manage their thinking and behaviour in order to deal with negative emotions but also to focus on more prosocial feelings such as gratitude, empathy and friendship. Managing one’s attention is also an essential part of interpersonal interactions.
Strategies to support self-regulation
Self-regulation can be developed and strengthened by focusing on the different steps that make up self-regulation as well as by providing opportunities for students to exercise self-regulation. Teachers can support their students to become self-regulating learners by:
- Explicitly teaching students how to select learning strategies that are appropriate to the activity and the desired outcomes
- Allowing choice in assignments whenever possible: self-regulation and intrinsic motivation are closely linked, so the more students are invested in their work the easier it is to regulate their attention
- Developing spaces for students who have trouble focusing in open classroom layouts: this is particularly important for students with Autism Spectrum Disorder or Attention-Deficit Hyperactivity Disorder
- Promoting capacity beliefs about self-control, and sharing evidence of progress in the development of self-regulation with students
- Providing consistently (but not exclusively) positive feedback substantiated by success
- Working with students to carefully construct manageable goals and explicitly teaching students how to monitor their progress towards them
- Encouraging students to reflect on the conditions under which they focus best so they are able to make positive choices for their learning
- Modelling and being explicit about self-regulation techniques to help students develop them into habits
- Explicitly teaching students to visualise their goals in tandem with potential obstacles: carefully planning out solutions to potential obstacles engrains them in memory, and helps them to become automatic and effortless
Interweaving SEL into daily practice
It is important to establish a common definition of SEL among parents, students, teachers, and school leadership. Oftentimes various stakeholders may have different understandings of what SEL means and looks like. Articulating a clear definition can be a positive first step in becoming a more SEL supportive school.
Strategies to teach SEL should be consistent throughout the school. While text-based programmes are valuable, they tend to relegate SEL to a one-hour time block, once or twice a week. The situations in these lessons often feel contrived and out of context. As a result, students tend to disengage from them, and fail to transfer the skills learned in the lessons to their own lives. However, when SEL is connected to real-world contexts, through teachable moments in the classroom or the playground, or within the regular academic curriculum, students are more likely to practise social-emotional skills on their own. SEL lessons from a curriculum can feel scripted and unrelatable, but skills that are taught within the context of a teacher-student relationship are much more memorable. Students who are taught strategies in this way are more likely to adopt these practices and use them in their own relationships.
In addition, short-term interventions tend to yield short-term results, but SEL that is embedded in the culture of the school tends to have staying power, so it is important to share SEL strategies and their underlying goals throughout the school community. School cultures that actively encourage ongoing discussion and reflection around SEL among teachers within communities of practice, between teachers and students, and among students set the stage for more intentional interactions between teachers and students.
Tracking student progress in SEL should happen on both an individual and a school-wide basis. Formal school-wide social-emotional assessments are valuable for collecting comprehensive data and provide a common measure of SEL against which teachers can discuss how to achieve widespread improvement. In order to support valuable discussions about school-wide improvements, school leaders should define their SEL learning targets and choose an assessment tool. One reliable measure with strong evidence of validity for these formal assessments is the Panorama Social-Emotional Learning Survey.
Teachers should also supplement this data by informally evaluating their individual students’ levels of social connection, motivation, and self-regulation. This form of data collection is valuable as it allows for deeper personal conversations and builds teacher-student relationships. Periodically evaluating students’ social-emotional learning serves to inform the teacher of their students’ progress and ongoing needs as well as prompting students to practise self-awareness. On a fortnightly or monthly basis, teachers can informally gauge SEL by asking the following questions:
- Overall, how well do your learning strategies help you learn and focus more effectively? (Not at all well/Quite well/Well/Very well)
- The last time you experienced a setback in school, how did you respond? _________
- How often do you pay attention and resist distractions? (Never/Sometimes/Quite often/All the time)
- Do you look forward to going to school? (Never/Sometimes/Quite often/All the time)
- Do you tend to hurry through assignments? (Never/Sometimes/Quite often/All the time)
- Do you choose to work above and beyond what is expected in assignments? (Never/Sometimes/Quite often/All the time)
- Do you feel you are accepted for who you are at school? (Never/Sometimes/Quite often/All the time)
- How sure are you that you can complete all the work that is assigned in your classes? (Not at all sure/Somewhat sure/Sure/Very sure)
- When complicated ideas are presented in class, how confident are you that you can understand them? (Not at all confident/Somewhat confident/Confident/Very confident)
- How confident are you that you can do the hardest work that is assigned in your classes? (Not at all confident/Somewhat confident/Confident/Very confident)
- When you get stuck while learning something new, how likely are you to try a different strategy? (Not at all likely/Quite likely/Likely/Very likely)
- Before you start on a challenging project, do you think about the best way to approach the project? (Never/Sometimes/Quite often/All the time)
- How much effort do you put into your homework for class? (None/A little/Some/A lot)
- When your teacher is speaking, how much effort do you put into trying to pay attention? (No effort/A little effort/Some effort/A lot of effort)
- Can you name at least two adults at this school that care about you? (Yes/No)
Ainsworth, M. D., & Bell, S. M. (1970). Attachment, exploration, and separation: illustrated by the behavior of one-year-olds in a strange situation. Child Development, 41, 49-67.
Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409-421.
Anderman, L. H., & Midgley, C. (1997). Motivation and middle school students. In J. L. Irvine (Ed.), What current research says to the middle level practitioner (pp. 41-48). Columbus, OH: National Middle School Association.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education and Development, 21(5), 652-680.
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. Self-regulation and Autonomy: Social and Developmental Dimensions of Human Conduct, 40, 208.
Duckworth, A. L., Kirby, T., Gollwitzer, A., & Oettingen, G. (2013). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science, doi:10.1177/1948550613476307
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.
Gehlbach, H., & Artino Jr, A. R. (2018). The survey checklist (manifesto). Academic Medicine, 93(3), 360-366.
Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher–student relationships and academic achievement. Journal of Educational Psychology, 108(3), 342.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466.
Hausmann, Schofield, & Woods (2007). Sense of belonging as a predictor of intentions to persist among African American and white first-year college students. Research in Higher Education, 48(7), 803-839.
Lee, R. M., Draper, M., & Lee, S. (2001). Social connectedness, dysfunctional interpersonal behaviors, and psychological distress: Testing a mediator model. Journal of Counseling Psychology, 48(3), 310.
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In M. Csikszentmihalyi, Flow and the foundations of positive psychology, pp. 239-263. Dordrecht: Springer.
National Scientific Council on the Developing Child. (2018). Understanding motivation: Building the brain architecture that supports learning, health, and community participation: Working Paper No. 14. Retrieved from www.developingchild.harvard.edu
Panorama Education (2015). Social/emotional learning. https://www.panoramaed.com/social-emotional-learning-sel
Rempel, J, K., Holmes, J. G., & Zanna, M. P. (1985). Trust in close relationships. Journal of Personality and Social Psychology, 49(1), 95-112.
Rosen, J. A., Glennie, E. J., Dalton B. W., Lennon, J. M., and Bozick, R. N. (2010). Noncognitive skills in the classroom: New perspectives on educational research. RTI Press publication No. BK-0004-1009. Research Triangle Park, NC: RTI International.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15(3), 185-205.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value
theory of achievement motivation. Contemporary
Educational Psychology, 25(1),
[i] Hausmann, Schofield, & Woods (2007).
[ii] Ainsworth & Bell (1970).
[iii] Rempel, Holmes, & Zanna (1985).
[iv] Nakamura & Csikszentmihalyi (2014).


PEAT and reed cutting could be re-introduced to parts of North Wales under plans for the country’s largest ever wetland restoration project.
Conservationists want to restore and maintain water levels on 751ha of bog on Anglesey and Llyn as a bulwark against climate change.
A new grant scheme for farmers will be launched by the Countryside Council for Wales to improve water quality for the benefit of plants and wildlife.
Projects will be put in place to cut run-off pollution, divert ditches, buy up land and create “landscape corridors” to enable wildlife to move between threatened habitats.
The CCW and partners are seeking funding from the EC’s LIFE + scheme and will match grants to a total of £3.8m. Prospects are said to be good and work on the five-year scheme could begin next January.
Project manager Justin Hanson, senior CCW conservation officer for Anglesey, said: “The three big issues affecting these important sites are water quality, water quantity and dereliction of land because of modern farming economics.
“We want to work with farmers to manage water levels in such a way there is no negative impact on their own businesses.
“We’ll also look to introduce traditional breeds of cattle and ponies for grazing.”
The scheme is important for the CCW as it confirms a departure from small habitat conservation to landscape-scale restoration. Large projects are increasingly important as habitats fragment and wildlife struggles to adapt to rising temperatures.
The first such scheme was the LIFE blanket bog project at Lake Vyrnwy which last week hosted a visit by Andy Klom, head of the EC Office in Wales.
On Anglesey and Llyn there is added concern that groundwater levels are dropping in surrounding limestone rocks, posing a long-term threat to these areas.
The fens store vast quantities of carbon which would be released into the atmosphere if they are allowed to dry up.
Environment minister Jane Davidson, said: “We already have compelling evidence that habitat fragmentation and degradation are serious threats to Welsh biodiversity, and a healthy and robust biodiversity is a major weapon in fighting the ravages of climate change.
“Small areas set aside for nature are important but it is the large areas, such as these special sites, that allow nature more room to manoeuvre when facing the effects of climate change.”
Work carried out will include removing scrub and improving water quality by creating reedbeds to soak up pollution.
A project partner is Dwr Cymru which wants to cut expenditure on cleaning up drinking water at Llyn Cefni, which is fed by the Anglesey fens.
In turn the sites’ wildlife should flourish. Rare bog plants, such as black bog rush and great fen sedge, depend on the area’s calcium-rich, acidic waters, while the fens are home to threatened species such as the southern damselfly, geyer’s whorl snail and marsh fritillary butterflies.
Another partner is the Pont grazing scheme which may introduce conservation grazing rings. Other ideas being discussed included processing harvested peat and reed for pet bedding and helping farmers to grow willow for biofuel.
Mr Hanson said the scheme - originally dubbed “Horse for Corsedd” - also had wildlife tourism potential.


Regenerative medicine is a powerful, life-changing tool in healthcare for the growth of new supportive joint tissues, and offers much promise for those suffering from many disease states. It is a method of using our own natural healing properties to achieve a better quality of life.
Stem cells are naïve cells that have the ability to divide indefinitely. They may functionally change into any cell in our body, and can integrate to the target tissue—either in the presence or absence of damage. Stem cells may be isolated from several locations including the blastocyst, fetal tissue, umbilical cord tissue/blood, and adult tissues.
BioGenix stem cells:
BioGenix’s stem cells are derived from the umbilical cord that is donated at hospitals and transported directly to the lab for production, ensuring a safe, reliable product that averts the ethical concerns associated with embryonic stem cells.
Participating hospitals invite healthy, expecting mothers to donate the resulting umbilical cord. With the mother’s informed consent, the umbilical cord is clamped off when the baby is born, and extracted by a specialized nurse after the baby is born. The cord is taken to BioGenix’s FDA-regulated lab, where stem cells are extracted for therapeutic use.
In stem cell therapy, new stem cells are introduced into the body. Their ability to differentiate, or turn into specialized cells, may allow them to repair diseased or injured tissues. The cells also proliferate, or renew themselves many times, which can provide an ongoing supply of healthy cells. Stem cells are intelligent—they can move through the body to where they are needed, and communicate with other cells.
BioGenix umbilical cord-derived stem cell product contains the following benefits:
- Vascular endothelial cell growth factor (VEGF) - restore oxygenation to tissues and cells
- Stem cell factor (SCF) - mediates cell survival, migration, and proliferation
- Fibroblast growth factor (FGF-2) - growth and development of bone and cartilage
- Interleukin 1 receptor antagonist (IL-1ra) - controlling the inflammatory response that occurs in many disease and trauma states.
The cords are screened under The American Association of Tissue Banks (AATB) and AABB (American Association of Blood Banks) standards. Stem cells are screened in compliance with FDA CGMP standards, which regulate quality and safety. Research supports that umbilical-derived stem cells are not susceptible to malignant transformation, allergic response, or rejection of cells.
Athletic injuries, Chronic or acute joint pain, Meniscus, ACL, or MCL tears, Osteoarthritis, Low back pain, Erectile dysfunction, Heart disease, Lung disease, Autoimmune disorders, diabetes, Rheumatoid arthritis, Parkinson’s disease, Alzheimer’s disease, Alcohol and drug addiction, ALS, Multiple sclerosis, Dermatologic conditions, Autism, Wellness.
Call for an appointment to learn if stem cell therapy is the right alternative solution for you! Financing options are available, speak with our staff for more information.


Thomas Taylor (1758-1835) was a Platonic philosopher and translator of numerous works of Greek philosophy. Raised in a dissenting home, he studied for the ministry under Mary Hays's friend and correspondent, Hugh Worthington, at Salters’ Hall, London, but a precipitate marriage led to his taking a position as a bank clerk. He eventually found some patrons (among his friends was the sculptor John Flaxman, who later became a friend of Crabb Robinson) whose financial generosity allowed him to pursue his philosophical studies. His first translation appeared in 1787, and by 1797 he had been dubbed 'the modern Platonist’. Crabb Robinson met Taylor before he left for Germany in 1800 and just prior to Taylor’s appointment as assistant secretary to the Society of Arts in London, a post he maintained until 1806. By the late 1790s, Taylor’s translations of the major works of Platonism had influenced many of the Romantic poets, including Blake and Coleridge; thereafter his reputation waned, though in America he was championed by Emerson and other New England transcendentalists.


|Rt Hon Sir Robert Menzies|
|12th Prime Minister of Australia|
26 April 1939 – 26 August 1941
19 December 1949 – 26 January 1966
|Preceded by||Earle Page
|Succeeded by||Arthur Fadden
20 December 1894|
|Died||14 May 1978(aged 83)|
|Political party||United Australia; Liberal|
Australia[change | change source]
He was Prime Minister for a total of 18 and half years which is the longest in Australia's history. After the death of Joseph Lyons he was elected leader of the United Australia Party and became Prime Minister in 1939. He resigned in 1941 after a lot of criticism. In 1944 he helped form the new Liberal Party. In 1949 he was re-elected Prime Minister. He stayed in the job until he retired in 1966.
Commonwealth[change | change source]
According to his biography in the Australian Dictionary of Biography, "Menzies belonged to a generation for whom to be Australian was automatically to be British."
Honours[change | change source]
- Knight of the Thistle, 1963
- Constable of Dover Castle, 1965
- Warden of the Cinque Ports, 1965
References[change | change source]
- Martin, A. W., "Menzies, Sir Robert Gordon (Bob) (1894–1978)," Australian Dictionary of Biography; retrieved 2012-5-18.
|Prime Ministers of Australia|
|Barton | Deakin | Watson | Reid | Fisher | Cook | Hughes | Bruce | Scullin | Lyons | Page | Menzies | Fadden | Curtin | Forde | Chifley | Holt | McEwen | Gorton | McMahon | Whitlam | Fraser | Hawke | Keating | Howard | Rudd | Gillard | Abbott | Turnbull|


Bad manners essay
Essay about bad manners essay about bad manners 134th street, west zip 10037 order thesis proposal on finance asap need dissertation about me please cover letter. Free essays on bad manners get help with your writing 1 through 30. Let’s talk about manners specifically, bad manners more specifically, bad manners that make me peevish we all know to say “please” and “thank you. Courtesy, politeness or having good manners is all about respecting others and yourself good manners is about considering the feelings of other people. Opposing opinions are not necessarily a bad thing showing good manners in your speech reveals that you have respect for others as well as for yourself.
Imagine if you are in an interview for a job, or at a formal occasion, but behaving like a monkey, jumping here and there or saying bad words. Manners essays: over 180,000 manners essays, manners term papers, manners research paper, book reports 184 990 essays, term and. What may elicit a thumbs up from miss manners in the us may not elsewhere in the world learn 13 examples of good and bad manners around the world. 20 bad habits you need to break share although looking someone in the eye while talking to him or her is considered good manners.
Bad manners are established and constructed upon four pillars: ignorance, injustice, desires and anger ignorance makes a person see beauty in an ugly. Writing sample of essay on given topic bad manners. Main pt: ways manners can affect you a evidence rudeness and bad manners have become common in the american workplace a university of michigan researcher lillia.
Here are some of the most common bad manners you're likely to see when you are out and about: flat-out rudeness. Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online easily share your publications and get. Good manners bad manners essay in hindi, हिंदी में अच्छा शिष्टाचार निबंध, , , translation, human translation. Good manners have a deep affect on our minds as bad manners produce bad results in society, good manners produce good results good manners are unconsciously.
Key bits of bad manners essay, articles about alcoa, science research paper database management, application articles facebook.
- Good and evil in jekyll and hyde essay good ending statement essay good essay topics for the crucible good examples of satire essays good expressions for essays good.
- Find short and long essay on good manners for students under words limit of 100, 200, 300, 400 and 600 words.
- Manners essay - forget about your fears, place your order here and receive your quality essay in a few days why be concerned about the review get the needed guidance.
- Introduction: good manners refers to polite, humble, courteous, respectful and well-cultured social behavior a man, above everything else, is esteemed and.
It is a bad reasoning and makes us enemies of half the world with the help of good manners, we can find entry into the heart of a person and cad therefore. Good manners are very important in life they make our day to day life smooth and easy a rich man has a crowd of flatterers around him and a powerful man. Essay on good manners for kids it is bad manners to break the queue or to push oneself in out of turn essay on modern means of transport. Bad table manners the screeching sound of the utensils was scraping against the plate and the sound of the food in her mouth going squish, squish made me.


This is a 25 pouind thrust RCS (Re-entry Control System) rocket motor, or thruster, for the Gemini spacecraft. The RCS thrusters controlled spacecraft's attitude (roll, pitch, and yaw). They were fixed thrust, cold nitrogen gas pressurized, self-contained propulsion systems using storable, hypergolic (self-igniting) propellants of nitrogen tetroxide and monomethyl hydrazine and therefore had no separate ignition system.
On 24 February 1962, the primary contractor for the Gemini spacecraft, the McDonnell Aircraft Corporation, awarded a subcontract to North American Aviation Company's Rocketdyne Division, for the two liquid propulsion systems for the spacecraft. One was the RCS, while the other was the orbital attitude maneuvering system (OAMS), which controlled the movement of the craft. RCS thrusters were very similar in appearance and power to the 25-lb thrust OAMS units and were located forward of the crew compartment in an independent module. The RCS consisted of a pair of completely independent systems, each having eight 25-pound thrusters fired in groups. The RCS performed up to expectations in all the Gemini flights from Gemini III from March 1965, up to the final Gemini flight (Gemini XII) in November 1966.
McDonnell Douglas donated this motor to the Museum in 1968.
Gift of McDonnell Douglas Corporation


Serving the spacecraft
Just as a car has a number of essential requirements that allows it to function (an engine, battery, steering and wheels, for example), so a spacecraft has essential systems that allow it to operate in space.
Most of these systems are housed in a section of the spacecraft usually called a 'service module'.
The spacecraft must generate power and distribute it to the various instruments and other service systems onboard. Power is usually provided by solar panels, which convert sunlight into electricity, and a system of batteries that cut-in when the spacecraft is in the shadow of a celestial object, or turned away from the Sun.
A navigation system is essential, both for the spacecraft to get to its intended target and for other tasks such as keeping solar panels pointed towards the Sun. The 'eyes' of the navigation system are the sun sensors and the star trackers.
The former allow the spacecraft to know where the Sun is, and the latter provide the spacecraft with the ability to view the surrounding stars in order to calculate its course – just like the mariners of historical times.
At present, the star sightings are sent to Earth and engineers perform the calculations. In the future – using a system being pioneered on ESA’s SMART-1 Moon mission – ESA’s spacecraft will perform their own navigational calculations using on-board computers.
Along with attitude wheels and gyroscopes, manoeuvring thrusters are a key component of the service module and interact with the navigation system to keep orientation constant. Most spacecraft are three-axis stabilised and this means that instead of spinning, they sit 'upright' in space.
Thrusters must counteract any deviation from this precisely held position. They also steer the spacecraft through other manoeuvres, such as orbit changes, which need to be made from time to time.
The communications antenna of the service module returns the science data from the instruments and 'housekeeping' data that allow engineers back on Earth to monitor the condition of the spacecraft.
The communications system also processes all incoming commands, such as for activating thrusters and or selecting observation targets for instruments.
Only when all these essential spacecraft servicing systems are in place and functioning, can the payload – the actual science instruments and experiments – be placed on the spacecraft. Sometimes, these are bolted to the service module superstructure, as in the case of Mars Express.
At other times, if they are a bulkier system, a set of telescopes for example, they are secured into a separate payload module that is then mated with the service module. This was the situation for ESA’s gamma-ray observatory, Integral.
Last update: 3 December 2004


Upon his arrival in France with fellow artist Henry Tonks in the late summer of 1918, Sargent found it a challenge to source suitable material for his commission. What both he and Tonks encountered, however, was the stark reality of life for soldiers on the Western Front, a reality chillingly evoked in letters that both artists wrote of what they had witnessed.
Given the news that a gas attack had recently occurred within swift travelling distance, Sargent made his way to the scene. The horrors that awaited him had a profound effect, resulting in the creation of Gassed, utterly dissimilar to the somewhat celebratory expectation of the original commission.
Sargent remarked later that the Ministry expected an epic work and there was no better way to fulfil this than by demonstrating the suffering of masses of men.
The concept of an epic work is, upon initial examination, rather literal in the context of the painting's scale of 231 cm to 611 cm. Uccello's triptych, The Battle of San Romano, is an acknowledged influence upon the sheer size of Gassed, although Sargent's work is larger than Uccello's innovative masterpiece.
The linear perspective of the medieval painting is evoked in Gassed, with the viewer's eye following a stark line of artistic narrative. Similarly, Sargent's depiction of a line of wounded soldiers resonates with The Parable of the Blind, by Brueghel the Elder, wherein both artists invite the viewer to observe the scenes as unfolding journies.
Despite the scale of Gassed, Sargent's strokes are deft, lightly applied in oils to sublime effect, drawing the viewer into a world unimaginable, the medium itself beautiful and technically skilled, with the result a scene of nightmares. John Singer Sargent also gained inspiration from classic artworks such as The Blue Boy by Thomas Gainsborough and Las Meninas by Diego Velazquez.
'Gassed' gives a side view of a line of soldiers heading to medical tents following a mustard gas attack. Sargent's use of neutral tones evokes the nature of the gas itself, a sickly amber hue reflecting the nauseous, oily quality that mustard gas is known for.
In the line of men, blindfolded as they are from the stinging effects on their eyes, Brueghel's influence is evident, wherein a line of figures, hindered as they are, progress to some destination whose resolution is unknown. The soldiers pick their way across a duckboard, reliant upon one another as they place a hand upon the shoulder of the man ahead of them, led as a chain by an orderly.
Sargent emphasises the blinding effects with a soldier raising a leg as if to negotiate a step, whilst disorientation is portrayed by another man with his back to the viewer, perhaps veering from the line. Despite a strong connection to the French master, Singer Sargent's approach to these types of subjects was not matched within any Monet paintings, with him preferring to concentrate solely on portraits and landscapes.
The peripheral scenes inform the central line of men, serving to juxtapose the relentless progress of day to day life with the immediate suffering of those recently gassed. In the background, amidst a parallel line of blindfolded men, a soldier is leaning on his side to vomit.
The foreground depicts another line of suffering men, one soldier desperately drinking from a water bottle. To amplify the horror of the scene, a group of men in the background are enjoying a football match, seemingly impervious to the scenes of desperation around them, the sun's lengthening shadows creating an otherworldly vista.
Sargent makes use of the physically fit men playing football to emphasise that appalling suffering can exist alongside a deceptive normality in war, suggesting that survival on the Western Front is a moment by moment experience.
The lines of men portray a collective suffering, emphasising the indiscriminate nature of mustard gas and the lack of protective equipment worn by the victims. They wend their way towards the dressing station, situated at right, and the viewer cannot help but muse on the outcomes for these men, bedraggled and beaten down by a weapon that is unique in its potency to instil terror and panic.
Sargent skillfully depicts the uncertain nature of a gas attack, the men stripped as they are of any meaningful resistance to it. There is, perhaps, an underlying criticism of the inadequacies of the management of gas attacks. A sense of hopelessness pervades the scene, with the artist using a football game to demonstrate the regularity of gas warfare on the Western Front.
The painting's reception was generally positive, upon its completion in 1919. Although Virginia Woolf described it as overly triumphal, Winston Churchill referenced its 'painful significance', resonating with the recent aftermath of the Great War. The painting's redemptive quality, with the men making their way to the dressing tents, is not negated by the themes of endurance and suffering, the soldier's expressions making explicit the horrors they have lived through. The co-dependence of the men as they support one another along the duckboard conveys elements of both camaraderie and necessity, a homage to the survival of these men and others like them under appalling conditions.
Gassed is displayed by the Imperial War Museums, although the painting is currently on a North American tour and will return to the UK for viewing sometime in late 2018. It is a memorable work, fierce upon the physical senses and uncompromising in its visceral depiction of violence. Here, then, is Sargent's epic work, rendered unforgettable by its honesty, a parable of conflict that suggests the capacity of the human will to endure and survive the darkest despair of war.


|IIIM Magazine Online, Volume 3, Number 51, December 17 to December 23, 2001|
Is the human will bound or free? Can man choose freely between each and every option presented to him? Is man's will neutral or has it been internally affected in such a way so as to influence his choices? How far did man fall when he sinned? Was it a mere stumble, or was it total? If it was total and we are unable to incline ourselves toward anything righteous, then how can we be responsible for our unrighteousness? In my opinion, there is no better theological contribution to this issue than that of Jonathan Edwards. His rigorous yet clear articulation of the issue sheds tremendous light on a thorny and controversial topic. It is his contribution that I want to briefly reflect on. But before I do, I want to take a brief look at how this issue first arose in its most prominent form.
There does not seem to be any record of a major controversy concerning man's freedom in the decision-making process prior to the Pelagian controversy of the 5th century. To be sure, there were debates concerning "free will" prior to the Pelagian controversy (Chrysostom, Origen, Jerome, and others opposed determinism), but none that took center stage the way the Pelagian controversy did.
Pelagius, a British-born monk who resided in Rome before it fell in 410, was "roused to anger by an inert Christendom, that excused itself by pleading the frailty of the flesh and the impossibility of fulfilling the grievous commandments of God. [Pelagius] preached that God commanded nothing impossible, that man possessed the power of doing the good if only he willed, and that the weakness of the flesh was merely a pretext".1 This frustration with the church of his day led Pelagius to the conclusion that man's chief problem is not his inability to do what God commands in and of himself, but rather his refusal to do that which he is capable of doing, namely, righteous works. Man can achieve in and of himself, according to Pelagius, whatever is required of him in morality and religion. Human nature remains uncorrupted and the natural will free to do all good. He was unable to see how responsibility could reside in us without free will. In fact, for Pelagius, there is no need for a Redeemer-Christ, for what is it that we need redemption from if we can do all things righteous on our own? This position led Pelagius to eventually deny the universality of sin, for which he was condemned in 418 AD at the Council of Carthage.
It was St. Augustine who, at this time, rose to challenge the position of Pelagius and argued fiercely for the bondage of the will. Augustine was undoubtedly Pelagius' most outspoken opponent and he stressed that grace is an absolute necessity from beginning to end. Sin has, according to Augustine, so affected our nature that we are naturally inclined toward sin and sin only. "It was by the evil use of his free will that man destroyed both it and himself", said Augustine. Man is truly "dead in his trespasses and sins", and in a desperate situation. Apart from grace, according to Augustine, no one can be saved, much less, do that which is righteous before God. For Augustine, it was an undermining of the gospel to say that man has the power in and of himself to incline himself godward. Justification is entirely of God.
In defending these views, it was Augustine who won the day, but the issue did not go away. It comes up again and again throughout church history. In 1525, Martin Luther wrote Bondage of the Will in response to Erasmus' book entitled Diatribe Concerning Free Will. Luther echoed Augustine by asserting that if one holds to a view that sees the will as completely free and able, in and of itself, to choose that which is righteous, then man is able to take partial credit for his salvation. Does God get all the glory or just some of it? Luther vehemently argues that unless sovereign grace intervenes we can do nothing righteous before God in and of ourselves. We are hopeless!
The other Reformers (Calvin, Zwingli, Bucer, Knox) were one with Luther in these convictions and went on themselves to articulate it further, most notably Calvin in his Institutes. And while many of the Puritans, one and two hundred years later, agreed with and held to the view that man's will is bound by sin so that sin affects his decisions, there was none who articulated it better than Jonathan Edwards.
Born in 1703 into a pioneer family on the frontier of East Windsor, Connecticut, Jonathan Edwards was the only son of twelve children. His father, Timothy, was a pastor. At the age of thirteen, Edwards went to Yale College and graduated in 1720. After a few years of teaching in New York and at Yale, he became an assistant pastor to his grandfather, Solomon Stoddard, at a Congregational Church in Northampton. After Stoddard died, Edwards became the pastor. A series of conversions took place at his church, which coincided with the conversions taking place under the preaching of George Whitefield, an English evangelist, in the same area. Conversions began to sweep the area and a spiritual revival like none other took place. We know it today as the First Great Awakening.
It has been said of Jonathan Edwards that he produced one of the most thorough and compelling bodies of theological writing in the history of America. More commonly asserted is the statement that Edwards was "the greatest intellect that America has ever produced". Perhaps this is seen best in his book Freedom of the Will.
A glancing at the title might lead some to think that Edwards and Luther differed. This is not so, essentially. The title illustrates Edwards' thesis that we are free to choose that which we most desire. The truth, though, according to Edwards, is that because by nature we are dead in our trespasses and sins, we desire only sin. Our natural inclination is not toward righteousness, but toward sin. All mankind, according to Edwards, are "by nature in a state of total ruin, both with respect to the moral evil of which they are the subjects, and the afflictive evil to which they are exposed, the one as the consequence and punishment of the other".2
According to Edwards, proof of original sin is easily demonstrated. Aside from the supernatural biblical proof found in Romans 1, 3, 5 and Ephesians 2, there is plenty of natural proof as well: All people sin! All of human history testifies to this. And we have more proof today, following two World Wars and one Cold War, than Edwards had in his day. Because we are free to choose that which we most desire, and because what we most desire is to destroy ourselves, it is our freedom that turns out to be our greatest enemy.
Edwards defines the will as "the mind choosing". This is unique for the simple reason that up until this point, nobody had bothered to refine a careful definition of the will. Everyone assumed that "will" was self-defining. Our choices, according to Edwards, are not determined by the will itself but by the mind. Our choices are determined by what we think is most desirable at any given moment. But why does the mind choose one thing over another? This is where Edwards introduces the idea of "motives". We choose one thing over another because our mind chooses what it thinks is best. John Gerstner sums up Edwards' point well:
Your choices as a rational person are always based on various considerations or motives that are before you at the time. Those motives have a certain weight with you, and the motives for and against reading a book, for example, are weighed in the balance of your mind; the motives that outweigh all others are what you, indeed, choose to follow. You, being a rational person, will always choose what seems to you to be the right thing, the wise thing, the most advisable thing to do. If you choose not to do the right thing, the advisable thing, the thing that you are inclined to do, you would, of coarse, be insane. You would be choosing something that you did not choose. You would find something preferable that you did not prefer. But you, being a rational and sane person choose something because it seems to you the right, proper, good, advantageous thing to do.3
This is precisely the point that Edwards makes with regard to motives. We choose according to that which we desire most. The problem, however, as we noted earlier, is that because the fall was total and not partial, and as a result we are all dead in our trespasses and sins desiring only sin by nature, what seems to us to be right, proper, and good is often wrong, improper, and bad. Sin has made us God-haters at the core of our souls so that we are all by nature at enmity with God. In order for us to do what God would have us to do, we need to be who God wants us to be. And in order for us to be who God wants us to be, we need new natures. And because we cannot change our own nature, no more than we can push a bus while we are riding in it, we are in need of the sovereign hand of grace to change it for us. We cannot do what pleases God because we will not do what pleases God. And the reason we will not is because we don't want to.
We remember that what plagued Pelagius was the paradox of human responsibility to follow God's holy commands and human inability. According to Pelagius, the fact that God commands us to obey him implies that we are able to obey him. If inability reigns, than God would be unjust to command our obedience. This problem, as we have seen, eventually led Pelagius to deny the universality of sin. He was unable to deal with the paradox. Edwards' contribution to this issue is perhaps his most profound. Edwards distinguished between what he referred to as "natural inability" and "moral inability". "We are said to be naturally unable to do a thing, when we can't do it if we will, because what is most commonly called nature doesn't allow itů Moral inability consists in the opposition or want of inclination".4 In other words, I am said to be naturally unable to do a thing, no matter how hard I desire it, if nature doesn't allow it, such as flying or walking on water. In this sense, we are all naturally able to do what is right. After all, we have all of the natural capacities to understand the law of God. We have a mouth that is physically capable of uttering praises to God. We have a will that enables us to choose to do what we want to do. Original sin does not eradicate our humanity or ability to make choices. The natural ability remains intact. God has endowed us with the natural ability to do what he requires of us. What we lack, however, is the moral ability. What was lost in the fall is the want or inclination to do that which is righteous. We have no desire to obey God. We have, in fact, no desire for God at all. Fallen man has the natural ability to choose God but he lacks the moral ability to do so. For this reason, God can justly command our obedience (because we have the necessary faculties of choice), and at the same time hold us responsible for the choices we make. A.W. Pink says, "By nature [man] possesses natural ability but lacks moral and spiritual ability. The fact that he does not possess the latter does not destroy his responsibility, because his responsibility rests upon the fact that he does possess the former".5 Without a righteous inclination to do good, no one can choose good. Our decisions follow our inclinations. Sin has rendered us hopeless, according to Edwards, but this is precisely what makes the gospel so great.
"For Edwards, the greatness of the gospel is visible only when viewed against the backdrop of the greatness of the ruin into which we have been plunged by the fall. The greatness of the disease requires the greatness of the remedy".6 As someone once said, "The worst word about us as sinners is not the last word". It was the gospel that Edwards was interested in, not some theoretical debate. He knew that what made good news good was that it was preceded by bad news. Our fallen nature due to sin is bad news. Our natural inclination to sin is bad news. Our inability to incline ourselves godward is bad news. Our self-destruction as a result of our sin is bad news. The grace of God in redeeming man from this desperate state and changing his nature so that he will be free to serve God is not just good news, its great news.
In summary of Edwards' view of free will, he believes that man is free in that he can and does choose according to his strongest inclinations — his desires. But because of original sin and the resulting corruption of humanity, no one is naturally inclined godward. In fact, we hate God by nature. We have the natural ability to please him but we lack the moral ability. Our nature has to be changed if we are to seek God and do what he pleases. And only God can liberate the sinner from his captivity to that which is destroying him, namely, his freedom! This is nothing more and nothing less than the gospel that Edwards so committed his life to.


By Sam Armstrong
With warmer weather right around the corner, some students struggle with a dark way of getting thin.
Dr. Ann Jaronski of Youngstown State University Student Counseling Services said that the major eating disorders are anorexia nervosa, bulimia, and binge eating disorder.
Jaronski said that the physical symptoms can vary on either side of the spectrum. With anorexia, the health concerns a person will experience are weight loss, loss of body mass, hair loss, brittle nails and dry skin.
“With a person who has bulimia or binge eating disorder, you’re not necessarily going to see the weight loss symptoms, you may actually notice a slight weight gain,” says Jaronski. “Often times it starts out as, ‘I’d really like to lose five pounds,’ and then you start liking the feeling and feedback. We put a premium on being thin and that gets reinforced.”
Aside from the physical harm eating disorders can cause, Jaronski says that they are often related to an unconscious lack of control that can stem from a number of mental health issues such as body dysmorphia.
Body dysmorphia is an anxiety disorder that causes a person to have a distorted view of how they look and is often a contributor to eating disorders in certain cases. Although, a person does not necessarily need an active eating disorder to suffer from this construed mindset.
“In layman’s terms, it is the disconnect of what an individual thinks they look like and what they really look like,” Jaronski says.
Jaronski says that the physical and mental aspects of an eating disorder are interwoven and need a team approach in order to treat a patient. An eating disorder treatment team has three key components: a physiological approach, medical specialty and a nutritional advisor.
A team approach is important because once an individual works the mental aspects of the eating disorder out, the physical aspects are left to handle. A full blown eating disorder can cause permanent and dangerous health concerns that a counselor or nutritionist alone may not be able to treat.
YSU dietitian and nutritionist, Chrystyna S. Zellers, defines a healthy diet as a one which include all of the food groups — dairy, meat or meat substitute, fruits, vegetables and grains.
“A healthy body is more about body composition rather than a scale weight.” Zellers said. “A good way to know if your body is healthy is to see your doctor so he can run lab tests to check for aspects such as cholesterol and b-complex levels.”
Zellers clarifies that disordered eating has a large spectrum and a lot of common eating disorders fall under emotional eating.
Nutritional services offers a three appointment assessment for students looking for help with disordered eating, athletes or for students trying to lose or gain weight.
The first appointment will be a review of a typical eating day where the student roughly recalls his or her diet within the last few days. The student will then be given a form that they are to fill out his or her honest diet for the next three typical days.
During the second appointment, the individual brings in the food diary form and Zellers will review it and discuss the details of the diet such as portion size. The next step is the diet analysis program to find out how many calories that person is consuming in a day. The outcome of the diet analysis, such as the recommended calorie intake, is discussed too and a food plan is encouraged.
The third appointment is scheduled for two weeks after the food plan was given in order to monitor progress and adjust if necessary.
Call (330) 941-3599 to contact the nutritionist, Chrystyna S. Zellers, and (330) 941-3056 to contact YSU counseling services to schedule an appointment.


Connect with like-minded professionals and have your say on the issues that matter to you.
Don't forget to look at the how to guide.
Discussion in 'Mathematics' started by jmedtner, Apr 5, 2011.
Students responded well to some videos where the topic was potentially dull.
Found this video:
It explains why students should learn algebra from real life situtations to more.
Its about 5 minutes long and I've used it a few times already since discovering it last week.
Where did I mention instructional (NB no shouting) videos.
I've used sportscars racing in video with a flash interactive to show differentiation. This brings a more dynamic approach to the subject and students can relate more to the topic than a simple curve.
I've learnt from more helpful teachers on the forum that they've used the powers of ten video for a tiny portion of the lesson and was merely wondering if any other experienced teachers had used videos in lessons.
Thanks for reminding me of the link mathsteacher1953. Yes, the maths-4-real videos can be quite useful.
And the video Nazard mentioned about powers of 10 is great, that was mentioned on here a bit back.
Apologies to the OP for not realising you didn't meant 'not instructional', there was a recent thread on here about instructional maths videos and I hadn't changed tracks, end of term tiredness.
Yes, I can see using videos to introduce topics might be good but I do wonder about copyright. I saw a guy last year selling 'maths' videos where he had ripped clips from Hollywood films. He seemed not to have any grasp at all of copyright law...
I highlghted the INSTRUCTIONAL to differentiate between the USE of videos
Your first post
IMO this shows a lack of ability/imagination to deliver straight forward topic that could be done with enthusiasm and an interactive resource.
What happens when a kid shouts "Its going too fast...What do they mean?" do you hit pause and rewind? What happens if the learning needs to go in a different direction and the kids are lost within 30 seconds of this video? how can the learning change and cater for their needs. Thats what we as teachers are for. Experienced teachers as you call them will fall into 3 brackets. (i) Those who teach (ii) Those who can but are too lazy (iii) Those who dont know the subject and cant bring it alive without being led by someone elses work. I think only the last 2 would use videos.
Powers of ten....This is a perfect topic for a teacher to show the solar system on a nice interactive resource where pupils are ACTIVE rather than PASSIVE (I can put those in block capitals too). The resource would either (i) be easy enough to find on google or (ii) take 39 minutes to make and could be used again and again.
What happen if your technology fails?
Unless its a topic that is so dynamic it cant be replicated easily then all teaching should IMO be ACTIVE (there are the capitals again) and not passive (lower case) both on the part of the kids and teacher.
Spot on Betamale.
Sorry Betamale, get yourself up off that seat and teach those lessons;-)
An interesting point though, what exactly makes a good resource to use in class? Many of the things I've seen like MathsWatch are good for revision (for some pupils) but using them in class is utterly pointless. Same really for MyMaths, there simply isn't enough for the pupils to be doing whilst the teacher clicks through the slides.
Someone on an earlier post defended MyMaths et al by saying perhaps no one tells them what features they would like. I'd like to think that a product earning a company £1 million plus a year would be innovating with that product rather than milking it as a cash cow.
But that post did make me think, what exactly do we as teachers who want to teach actually want to use in the classroom?
For me teacher led lessons where resources can be manipulated but not relied upon is the ideal.
Great example........ Mymaths circle theorem page is is superb yet its a case of using the resource on top of what you as a teacher are doing rather than just clicking the next slide in front of the kids and reading out what the 'self teach' style page is showing..
I use a lot of waldomaths reources for higher GCSE and A level to support the message I am driving towards. For me Mathswatch etc are great for the kids at home to reinforce learning (even if she is very annoying and overcomplicates some topics). It is also very dated on some topics and kids simply dont need to learn aspects of it....it does though certainly have its place
'Teach A Level Maths' are awful powerpoint to try and teach from yet the kids can use this at home to solidify learning.
I make my own resources now and ensure they are all suited for the needs of my learners (or try to) rather using a generic cookie cutter that I am trying to follow in a lesson. Yes, it takes more time but once that resource is made I can use/modify it to use again.
I have flagged up the 'Mission A Star' materials on here before. In my opinion, they are absolutely fantastic. They are short, to the point, full of interest and amazingly creative. In short, everything that all the other maths videos are not!
As a technical point, what software are you using to put them together? The overlay of graphics over the video looks first rate.
By the way, why no link to the Ryan Babel one, that video is ace!
Wishing you the very best of luck with your project.
Sometimes it's really useful to show an instructional video in class because you can then use it as a discussional session with the group.
I've sometimes used videos of me and then interacted with "me" and the class as well, asking them what they think is going on etc. I've left myself running while I've sat in with my students and talked through the student ideas, students also get yo pause the teacher). Tandy's videos have been very useful in the past (as has much of the My Maths material).
I think it's very short sighted to decry any resource in such a sweeping statement manner. that I've seen in this thread. Almost any resource will add to learning with a skilled teacher in the room. I have used instructional videos and I can guarantee I am not a lazy teacher!
(Away from the main argument: videos are very useful when you are away. You can put video links into your electronic cover sheet.)
A couple of points
My maths are not videos, they are interactive resources
The general suggestion is that videos are only used IF you cannot replicate the maths easily (ie showing how angles in a semi circle = 90 degrees, NOT if you cant be bothered or dont know it.
Why discuss what somebody else has said about a topic? why dont you spar a debate and mae the learning fully tailored?
A bit off video as a hook to learning, or while you take the register or .....
Ok fine - no objections from me - in fact I recommend it.
But a very boring badly filmed (webcam) and very amatueur looking clip of a teacher doing effectively chalk and talk - whats the point?
Useful when a teacher is not around at best.
As for other resources ofcourse we all need resources to support and engage and consolidate etc etc but to think that the resource does the teaching while we (and I have heard this several times including advisors etc.) "facilitate" appals me to the core.
And I have no idea why people use MyMaths on the IWB. To be fair to MyMaths, when they made the button marked 'Lesson', I don't think they envisaged teachers using them as lessons but more that pupils would use them for revision and read/work through a 'Lesson' before going on to do homework or a test. I don't think MyMaths ever envisaged teachers standing at the front reading off the slides.
As I've stated previously, something like the 'power of 10' video to get interest, maybe. Even five minutes of 'MathsWatch', no, never. MathsWatch is another package, exactly the same as MyMaths, its was made for pupils to revise from, not for teachers to teach from.
Which brings me back to where I came in: why don't one of the big publishers actually make something good for the IWB rather than enabling us to zoom in on their textbook content, which is what OxBox/Kerboodle and all the others effectively are...I suspect it's because they are lazy and just want to make another £500 or so out of something they have already produced.
The problem with all these ideas (and I have long felt and still do that it would be much cheaper and better if the gouvernment produced something) is that they ultimately are only as good as the teacher who delivers them.
I also believe that resources that work really well for one teacher or group of pupils will be entirely unsuitable for another.
Teachers are paid good money for a reason - the reason being that they should know the learning needs of their students and they shoul plan lessons and design / adapt / aquire a suitable resources to meet these needs.
all these video clips and mymaths etc. just encourgaes teachers to be lazy and I am sick of being encourgaed to use them by equally lazy SMT and LA advisors.
I feel that the national curriculum - old and again with the propsed new - is a massive opportunity to address this - missed.
Forget monopolys and commercial arguments - schools should be forced to contribute to a nationally run websire where high quality schemes of learning - well differentiated are made available.
Everything in the same place by subject and level. Need a level 2 resources for a year 8 kid - no problem. Questions banks etc all free and downloadable.
Then teachers wil have th etime to do some lesson planning and school will have money for some enrichment rather than lining the pockets of publishers printing materials for "new curriculums" that are no different from those 30 years ago - other than some of the content has been taken out
Couldn't agree more about publishers lining their pockets and with your sentiment Mike, I've often thought the same thing. I've seen a GCE O level text by the same author as the one I'm using currently and other than half the chapters being missing, the content is essentially the same.
I do think that collaborative sites like TES and Tandy's fantastic site go some way towards addressing what you say. The only thing is when you get lots of different people chipping in it can be hard to find exactly what you want and by the time you have found the resource you would be half way through making one yourself.
To be fair to Nu Labour, they did have a go with the National Strategies but schools can be their own worst enemies. I've seen fantastic resources come into school only for people to pull them apart and make their own anyhow. I'm not lazy but to me if there is a high quality resource, ready made, that does 90% of what I want then I'm going to use it.
I think it would be a massive undertaking to provide such a resource, especially something optimised for the IWB.
Interesting to see this thread... I am in the middle of building the Emaths Video section (it will be a community driven section that anyone can add to)...
While doing this, I have been trying to find some quality videos out there in the ether
Came across this one
And to my ever lasting shame, it made me laugh... I'm such a juvenile!
I notice that a couple of folk have mentioned the videos that I made. So perhaps it's worth saying what I said about them at the time (2007). I created the videos because I was ill and away from work, we had no chance of getting a specialist teacher in, so my class was taken by one of our full time cover managers. I talked with her on the phone each day and was getting disheartened (though in no way surprised) by the stories of the kids not really getting anywhere...
My classroom had an interactive whiteboard and good internet connection.
So I made the videos, where I gave a brief intro to a topic... the cover teacher then played this at the start of the lesson and then the students worked on questions and problems... During the lesson, the kids often asked for the clip to be replayed if they were stuck.
I also joined the class several times by webcam, so that they could ask me questions and we could talk about where they were going.
The cover manager told me (over and over actually) how this approach let her have a great time with the class - she was picking up the topics from the clips too and was able to discuss with the kids as though she were a learner and a teacher...
The kids loved it... and were appreciative of the effort...
Anyway, that's how they came about. Nothing perfect, nothing impressive I know... but I remain convinced that my kids made better progress and that the cover teacher had a more rewarding time than would have been the case of just setting cover work as per the norm.
Then I added them to Emaths as sort of revision hits, short clips that students could watch to refresh their memory of a topic. The video is not the teacher... but when the teacher cannot be there, I think it can make a wonderful alternative.
Many thanks for the feedback and comments.
You see chemistry have some good intro videos, see below for an excellent review of the elements before a test:
I like MathsMike's idea of pulling all these resources/videos together in one place.
There are already a few places that are great for resources, but I thought NCETM or similar were going to become the onestop shop for all of them.
Instead I have a favourites bar full to the brim with emaths,casy, valed mymaths etc!